Learning Resources

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.

Abstract: Working across boundaries is essential for student success, but also incredibly difficult to do. This session looks at the collaboration between enrollment management and departmental faculty—specifically the planning, monitoring, and communication of student progress in an online doctoral program. You will learn techniques to improve communication between departments that historically work independent of each other, along with opportunities for future interdepartmental partnerships that improve student success.

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: 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: All learners are different. These differences—also known as neurodiversity—impact learning. Fortunately, the design of learning spaces does not have to be one-size-fits-all. We will discuss how learning spaces can be flexible and easily adapted to students' needs across the spectrum of neurodiversity, whether or not they are on the autism spectrum, manage learning disabilities, or have a mental health condition. Come learn how flexible learning space design can improve the experience of all learners.

Abstract: Middle skills education, personalized curriculum, and student-directed training are playing an increasingly integral role in higher education. A new generation of students is already likely to hold different educational expectations and desires than their predecessors. Accommodating those trends means planners, architects, and higher education administrators will need to think differently about how they train skilled workers for the most needed professions.

Abstract: Educators in teacher preparation programs use a range of pedagogies to assist teacher candidates in developing the knowledge, skills, and attitudes to become reflective instructors. Participating in co-curricular service-learning (CSL) provides an opportunity for candidates to show initiative and step out of their comfort zones, developing cultural understanding by working directly with community members and their children (Bates 2009; Coffey & Lavery 2015; Harrison 2013). In this article, the authors explore the impact of a CSL initiative on the teacher candidates from Nipissing University and the Indigenous community they service. Using a case study design, data, in the form of anticipatory and post-CSL reflections and individual semi-structured interviews, were collected over three years.

Abstract: Academic strategic planning can be difficult given the bevy of stakeholders and often multiple sets of accreditation criteria. Recognizing the limits of the traditional SWOT model, our program chose to use the Strategic Planning Engine model. The model itself is quite laborious, and to increase its usability, we simplified the environmental assessments. Our results proved to be useful and relevant, and we developed a series of feasible objectives. In this article, we describe and evaluate our experience. In comparison to SWOT, we found this process to be more objective and replicable, scalable and responsive to multiple criteria, flexible to accommodate changing strategic plans or criteria, and transparent. With that being said, we caution about the level of labor required and organization and communication needed. Finally, we recommend implementing a leadership team, a communication plan, and a plan on how to respond to uncontrollable circumstances and developing a level of comfort with limited resource allocation.