Learning Resources

Abstract: FLEXSpace—The Flexible Learning Environments eXchange—and the Learning Space Rating System (LSRS) are tools that can help you plan, design, assess, and improve learning spaces on your campus. In this session, you will learn about the newly released FLEXspace 2.0 along with the LSRS. We'll cover the features and benefits of both tools and how they can be incorporated into the planning process. Come learn how to use these tools to inform designs and support end users from planning through post occupancy.

Abstract: Course schedules are often "rolled over" without understanding their impact on instructional budgets. Real-time scheduling and budget data allows for strategic decisions that balance student needs with institutional capacity. This session will demonstrate a process to develop a strategic scheduling and budget plan and make real-time, data-informed schedule adjustments that support institutional, departmental, and program budget goals. You will learn how to develop planning strategies that align scheduling with budget goals and how to make day-to-day decisions that maximize your ability to meet student needs.

Abstract: Institutions usually spend more on providing courses for some academic programs than others. Stakeholders need to decide where and how to allocate resources to support instruction. This session introduces recent best practices using the Delaware Cost Study data to facilitate 1) the identification of under-resourced academic programs and 2) decision making in faculty budgeting and staffing. You will leave this session ready to re-evaluate the metrics you use to support instructional budgeting decisions so you can identify under-resourced programs and accurately understand faculty hiring needs.

Abstract: Many institutions are engaged in concurrent, overlapping institutional change initiatives. Being able to plan and align improvement efforts while including all stakeholders without duplicating effort requires new tools and skills. We will share how Olympic College used the planning for a new enterprise resource planning (ERP) system to design improvements in our student-facing systems. You will practice different techniques and tools to visualize institutional processes and identify alignment. We will discuss the use of traditional business management tools to map institutional structures, create cross-departmental capacities, and guide cross-functional teams.

Abstract: FLEXSpace—The Flexible Learning Environments eXchange—and the Learning Space Rating System (LSRS) are tools that can help you plan, design, assess, and improve learning spaces on your campus. In this session, you will learn about the newly released FLEXspace 2.0 along with the LSRS. We'll cover the features and benefits of both tools and how they can be incorporated into the planning process. Come learn how to use these tools to inform designs and support end users from planning through post occupancy.

Abstract: The StudentLink Center, New York University's consolidated services model, has transformed student services delivery. Our highly efficient student-centered model focuses on simplifying services by removing barriers to students. We will show how to maintain a friendly warm-touch environment that leverages technology to streamline business processes, collect data, and utilize obtained data to cross train your team and improve productivity. You will walk away from this session with an understanding of how our service model works and how data collection can serve to enhance cross-training efforts and increase productivity.

Abstract: This article applies the three stages of change (mobilization, implementation, and institutionalization) to the academic curricular process change that occurred during the 2014–2015 academic year at the Indiana University of Pennsylvania. Reflecting on the manner in which this major initiative was conceptualized and executed has revealed an inadvertent yet seamless application of Curry’s (1992) organizational change model. Throughout each stage of this organizational change, some inherent principles were maintained while balancing the required condensed timeline for completion. These principles included consistent and transparent consultation with many branches of the university community and revision of proposed processes based on feedback from community members. The goal of the authors in sharing the change process at IUP is to provide potential insights for others on recognizing a need for organizational process revision. The authors highlight the actions taken at IUP, offer recommendations, and identify potential hazards to institutions contemplating organizational change.

Abstract: This article describes execution of the balanced scorecard (BSC) strategic framework in a School of Nursing (SoN). The SoN strategy map was the outcome of the development phase. The two-year implementation phase incorporated balanced scorecards that linked outcome measures to the priority strategies. Thirty-two percent of the defined outcome measures were met. Factors in adopting the BSC framework included development of a strategic plan that supports the college mission and vision, improved communication within the SoN, a united effort to institute strategies to sustain the SoN’s future, and establishment of performance indicators to measure success in achieving those strategies.

Abstract: Using ordered response models often employed in public finance, we explore the possible determinants of public college and university credit ratings based on the fiscal structure of a number of institutions that are members of the Western Interstate Commission for Higher Education (WICHE). We argue that by understanding the role of fiscal structure in the determination of institutional credit ratings, leaders can respond appropriately to variable economic conditions. They can also begin to manage and plan the ways in which their operations and fiscal structure impact their debt costs through credit ratings.