Learning Resources

Abstract: In the face of climate change, aging utility infrastructures, and emerging energy technologies, campuses must be prepared to undergo dynamic change to support the institution's needs. This session will discuss Rider University's energy master plan, which aims to achieve carbon neutrality by 2050 through integrating facility management and future campus development as well as incorporating energy conservation and generation options. We will demonstrate how you can assess your present facility conditions and corresponding energy consumption and develop a plan to achieve energy independence and carbon neutrality on your campus.

Abstract: Strategic planning often involves the development of new or revised policies. Policy communication and operationalization can significantly impact morale and strategic plan buy-in and we must consider it in a well-planned and integrated manner in order to produce effective change. This presentation will focus on lessons learned in policy roll-out, and through sharing your own experiences, you will gain an increased understanding of challenges and opportunities in policy roll-out that can inform strategic planning decisions on your campus.

Abstract: The path to carbon neutrality is clear: electrify everything and procure renewable energy. How to get to 100% electric power is less clear. Stanford University has been focused on this challenge, committing to all-electric buildings by June 2019. This session will give attendees a clear road map and strategies for converting the energy your buildings use from gas to electric—whether the energy heats the building, glass beakers, or dinner.

Abstract: In this session we will discuss the green gauges methodology, which was developed to organize complex design information within a simple structure and help institutions invest in design strategies that serve environmental and financial goals. Design and construction teams will use this methodology to communicate strategies with stakeholders early in the process and provide consistent information regarding operational energy and the resulting carbon savings. Come learn how to use the green gauges methodology at your institution and discover the cost per metric ton of avoided carbon over the operation life of a particular strategy.

Abstract: Many college campus buildings were built in time of cheap, fossil fuel-based energy, making them now costly to operate and maintain and giving them a high carbon footprint. In this session, we will explore how Binghamton University implemented a façade upgrade and high performance energy systems for deep energy retrofits for its Science IV building. Come learn how you can use smart technologies and modest materials applied in creative ways to update similar building stock at your institution.

Abstract: For most institutions of higher learning to thrive amid the shifting demographics, financial outlooks, and value propositions of the 21st century, they must design and implement change that is comprehensive rather than compartmental. Since such change comes hard to institutions steeped in century-old traditions, there are few colleges or universities that have undertaken it. Hiram College (OH) is an exception. Given the dearth of lessons from the field, the Hiram College president offers this constructive and realistic example of systemic change and the five possible steps that academic leaders and trustees elsewhere might consider before triggering it.

Abstract: The imperative for higher education institutions to dramatically reduce greenhouse gas emissions is driven by the energy required to sustain their campus facilities and by rapid, irreversible changes to the climate that threaten global infrastructures. This article provides a framework that comprehensively addresses campus facilities’ energy consumption reduction and conversion to renewable resources while helping building users become more aware of how their actions impact greenhouse gas emissions. Case studies illustrate how two different institutions developed campus energy master plans and set incremental goals toward carbon neutrality and net-zero fossil fuel energy consumption.

Abstract: State institutions of higher education in Connecticut are experiencing a dramatic and unprecedented period of change: the consolidation of four universities and 13 community colleges into Connecticut State Colleges & Universities (CSCU) and the creation of a new administrative structure. This article charts the early stages of this process, presenting events as they unfolded during Governor Dannel Malloy’s first term beginning in January 2011, through his November 2014 reelection, until his state budget was passed in June 2015.

Advocates of systemness in higher education are challenged to balance the promise of centralized leadership and localized prerogative in designing and implementing policy. Systemness offers the promise of synergy and innovation within and across the system guided by common purpose and vision.

This article discusses five specific implementation processes and challenges: a systemwide credit transfer articulation program; Southern Connecticut State University’s early Transform CSCU 2020 initiatives; an ongoing effort throughout CSCU to develop a systemwide identity; the potential impact of budget constraints on systemness; and difficulties selecting and developing administrators and leaders.

Abstract: A university’s strategic plan sets out its intent to reach higher, innovative levels to be considered prominent, a market leader, or universally recognized for excellence. By engaging employees as “owners” they can actively manage the forces and operational processes during plan implementation, monitoring, and controlling. Working with data-based performance metrics aids employees—and even students— in decision-making to evaluate options that affect performance thereby influencing the outcome. This session provides insight into KSU’s approach on engagement across the university.

Abstract: University strategic planning is typically well structured with attention to both process and outcomes. However, plans are frequently not implemented in an equally process-driven manner. As a result, the product of planning efforts may not lead to the anticipated change or may even remain “on the shelf.” This article describes how Philadelphia University is using “action research” during strategic plan implementation in order to optimize campus commitment, facilitate organizational learning, and support the sustainability of change.