Learning Resources

Abstract: A critical concern of universities today is ensuring that students remain in their selected major and graduate promptly. In addition, there has been a renewed emphasis on scientific education presented to non-science majors. Through the renovation of the Ritenour Building, Penn State’s Eberly College of Science created an Academic Support Center as a hub of advising and assistance for prospective students, science majors, and science education. The center’s layout provides opportunities to share knowledge of science teaching with advising staff and the online learning department. The design of this space has been crafted to enhance these retention and educational goals.

Abstract: Public-private partnerships—in which public and private sector entities partner to deliver a service or facility for the use of the general public—are spreading in the United States and elsewhere as cash-strapped public entities seek investment funds from private sources. However, it is important not to let immediate challenges and opportunities cause one to lose sight of long-term obligations. In this article, we underscore the importance of taking the long view and share lessons learned regarding finance, planning, and negotiation at institutions that have employed the P3 process. We also offer additional best practices regarding campus master planning to ensure a successful P3 process while maintaining the long-term integrity of the campus.

Abstract: This article describes the planning process undertaken at a large, regional comprehensive university to create a space within existing buildings aimed at improving student success in introductory mathematics. It demonstrates the need for integrated planning grounded in academic priorities and student success models.

Abstract: The sustainability movement in higher education has made considerable headway in the areas of research, campus operations, and community outreach, but has been less successful in bringing about curricular reform. To promote greater thinking about sustainability in the undergraduate curriculum, this essay explores three main questions: What are the implications of sustainability for higher education? What are some noteworthy examples of institutions incorporating sustainability into the curriculum? And, what can we learn from their experiences? The author advocates implementation of a "third order" learning model, emphasizing deep learning, a participative process which takes the form of continual exploration through practice.