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Planning for Higher Education Journal

Published
November 23, 2020

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Planning for Instructional Continuity

Develop a Communication and Implementation Strategy Before a Short-Term Class Disruption Happens

By: Shawn Krahmer, MDiv, MA, PhD, Ginette McManus, PhD, and Rajneesh Sharma, PhD, FRM

Classes can be cancelled because of inclement weather, faculty being unavailable, IT or power outages, pandemic-related closures, and other occurrences. The result of any of these circumstances can be a loss of instruction. St. Joseph’s University developed and applied a best practices guide to ensure the continuation of instruction in the advent of many short-term disruptions.

From Volume 49 Number 1 | October–December 2020

Abstract: When a class is cancelled because of weather, faculty unavailability, IT outage, power outage, or pandemic-related closure, it can result in a loss of instruction. This article details best practices for instructional continuity for many short-term disruptions. Different types of short-term disruptions are identified, as well as how they impact instruction based on course modality. Finally, the article suggests responses for the circumstances, provides a pathway to collaborate with faculty to create a best practices guide for instructional continuity, and shows how to develop a communication and implementation strategy for the plan to reset expectations about instructional disruptions.

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Conference Recordings

Published
October 5, 2020

2020 Southern Regional Conference | October 2020

Tour: The University of South Florida’s (USF) Center for Advanced Medical Learning & Simulation (CAMLS)

Saving Lives Through Healthcare Simulation

By: Haru Okuda, USF Health CAMLS | Phill Wortham, USF Health CAMLS | Colleen Reiner, USF Health CAMLS | Paul Ayres, USF Health CAMLS

The University of South Florida’s (USF) Center for Advanced Medical Learning & Simulation (CAMLS) is a world-class facility dedicated to simulation-based healthcare education, training, and developing innovative solutions that improve patient outcomes and reduce preventable medical errors.
Abstract: The University of South Florida’s (USF) Center for Advanced Medical Learning & Simulation (CAMLS) is a world-class facility dedicated to simulation-based healthcare education, training, and developing innovative solutions that improve patient outcomes and reduce preventable medical errors. This virtual tour will reveal how the 90,000 square foot CAMLS facility’s design enables easy integration of classroom and simulation-based learning as well as its important role in the economic development of Tampa’s urban core. Join us for a look inside the facility that attracts learners from around the globe because of its reputation as an invaluable tool for students, faculty, and practitioners.

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Conference Recordings

Published
August 28, 2020

2020 Pacific Regional Conference | August–October 2020

Curriculum Redesign

Evolving Practices for Virtual and Physical Learning

By: Jeffrey Ashley, Thomas Jefferson University, 2018–19 SCUP Fellow | Scott Montemerlo, Teknion | Peter Hendrickson, University of California-Los Angeles | Royce Smith, Montana State University-Bozeman | Leesa Beck, University of California-Santa Barbara | Jennifer Milliron (Moderator), LMN Architects

This session will explore how institutions can move away from “crisis teaching” and towards a mindfully-redesigned and thoughtfully-delivered curriculum spanning a range of models, from virtual to hybrid to in-person learning.
Abstract: Due to the COVID-19 pandemic, institutions have been making pedagogical changes that will impact the long-term future of higher education. This session will explore how institutions can move away from “crisis teaching” and towards a mindfully-redesigned and thoughtfully-delivered curriculum spanning a range of models, from virtual to hybrid to in-person learning. Institutions must quickly adapt their curricula in order to provide quality education in a post-COVID era. Come learn how you can prepare your institution to meet current needs and future challenges in learning through sharing ideas and experiences with your peers.

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Webinar Recordings

Published
April 29, 2020

Coffee Chat: Speculating Higher Education Priorities & Trends Post Pandemic

By: Jessica Leonard, Associate Principal, Ayers Saint Gross | Laura Hall, Associate, Ayers Saint Gross

From Ayers Saint Gross, Jessica Leonard, Associate Principal, and Laura Hall, Associate, moderated this Coffee Chat on how will the COVID-19 pandemic might impact higher education.
Abstract: From Ayers Saint Gross, Jessica Leonard, Associate Principal, and Laura Hall, Associate, moderated this Coffee Chat on how will the COVID-19 pandemic might impact how we teach, use space, and think about interdisciplinary opportunities.

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Planning for Higher Education Journal

Published
April 2, 2020

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The Convergence of Gaming and Learning

Higher Education Should Pivot to a Game-Based Instruction Model

By: Brady Mick

It’s time for the virtual gaming principles of enjoyment, autonomy, leadership, and curiosity to be designed into the higher education classroom experience. That’s because students, with their technological nativism, will soon be demanding the enhancement in order to be workforce and life ready.

From Volume 48 Number 2 | January–March 2020

Abstract: Higher education is a kind of game, a challenging journey with a reward at the end. As such, college and university planners should think of their campuses as large, interactive gameboards so as to create future learning environments that students will demand and need in order to be workforce and life ready.

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Planning for Higher Education Journal

Published
March 20, 2020

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Challenging “If You Build It, They Will Come”

Success of Active Learning Is About More Than the Space

By: Jeffrey Ashley, Susan Frostén, Jeffrey Klemens

Active learning spaces can be catalysts for improved teaching and learning. Yet the key to planning for and effectively implementing them on campus is faculty who are willing to change, accept, and evolve their instructional delivery.

From Volume 48 Number 2 | January–March 2020

Abstract: Five years ago, Thomas Jefferson University East Falls Campus (formerly Philadelphia University) planned and implemented an initiative to more mindfully design spaces that optimize active and collaborative teaching and learning. For active learning spaces to be true change agents at the institutional level, we suggest colleges and universities ground an active learning space initiative in the institution’s mission and strategic goals, designate a coordinator to involve stakeholders throughout the entire project, identify faculty members willing to participate, and build a network of support structures within which those faculty members can share their ideas and experiences.

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Report

Published
December 19, 2019

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Using Alumni Surveys to Assess the Impacts of Active Learning Spaces on Development of Collaboration Skills

By: Jeffrey Ashley, PhD, Thomas Jefferson University

This is a SCUP Fellow Research Project Final Report for the 2018–2019 program. The goal of this research was to evaluate the gains, if any, in the collaboration skill development of students who experienced part of their undergraduate or graduate learning within active learning spaces at Thomas Jefferson University, and to attempt to pinpoint the factors contributing to that.
Abstract: There is a growing interest in examining the relationship between active learning spaces and development of soft skills. The overall goal of this research was to evaluate the gains, if any, in the collaboration skill development of students who experienced part of their undergraduate or graduate learning within active learning spaces at Thomas Jefferson University, and to attempt to pinpoint the factors contributing to that.

To meet the goal, the researcher designed a study to assess perceived impact of use of active learning spaces, targeting alumni. Although many such studies rely on reflections from current students during or shortly after their use of learning spaces, the unique contribution of this research is that it gathered impact perceptions of learning spaces from persons after they experienced collaborative work activities in their career settings beyond academia.

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Conference Presentations

Published
July 14, 2019

2019 Annual Conference | July 2019

How Open Source Learning Could Revolutionize Education Delivery

By: Walter Balser,Melanie Hicks

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.

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Conference Presentations

Published
July 14, 2019

2019 Annual Conference | July 2019

Data-Informed Faculty Staffing and Budgeting by Programs

By: Thomas Eleuterio, Ti Yan

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.

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