Learning Resources

Abstract: Accreditation, the primary means of assuring and improving quality in U.S. higher education, is the oldest and most diverse quality review system in the world. During the 1950s, accreditation entered into a public-private partnership with the federal government, serving as the nation’s reliable authority on academic quality. While this partnership has been effective in many ways, it is now undergoing major change as the expanding governmental regulatory authority to judge quality eclipses accreditation’s collegial model of quality review. This shift challenges the core values of both accreditation and higher education and threatens heretofore successful practices such as the judging of quality by academics and institutional self-determination. While fully countering an expansion of governmental authority is unlikely, action from the academic community is essential to contain this expansion and preserve core academic values.

Abstract: University campuses offer rich opportunities to model and test sustainable design practices. Through examination of four campus initiatives, this article explores the integration of sustainable goals into the design process. The universities studied sought to enhance campus sustainability through the use of strategic goals, flexible designs, and green infrastructure approaches in their respective campus plans. The projects offer an opportunity for universities to be leaders both educationally and environmentally and provide a framework for approaching the sustainable campus landscape, revealing the potential to strengthen landscape architecture as a practice and pedagogy within the academic community. As many campuses struggle to address sustainability practices, there is a clear call to share stories and challenges. This article documents a range of examples and offers reflections that expand foundations for further exploration and learning.

Abstract: When undertaking a new strategic planning process, many institutions get bogged down in issues of flexibility versus consistency, as well as in concerns about participation and transparency. The co-chairs of Widener University’s strategic planning process and implementation developed evolutionary phases to coincide with the multi-year implementation of the 10-year plan, resulting in greater participation and buy-in, as well as stamina for the long-term changes needed to strengthen, and ultimately transform, the institution. As a result, the institution is well on its way to meeting its 13 goals and making the transition to the next strategic planning process. Faculty and staff began to see accreditation (and accountability) as something truly meaningful.