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Planning for Higher Education Journal

Published
January 1, 2009

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The Serious Matter of Informal Learning

By: Peter Jamieson

From the development of learning spaces to a broader understanding of the entire campus as a learning space.

From Volume 37 Number 2 | January–March 2009

Abstract: The composition of the university campus is founded on the provision of formal education and the classrooms this has required. Traditionally, informal learning has been of secondary importance, and much less attention has been paid to the development of the campus to support this activity. This article traces the development of three key types of “learning centers” intended as the university’s primary support for informal learning and raises questions about the limitations of this approach to campus development.

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Planning for Higher Education Journal

Published
January 1, 2009

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Collegiate Recreational Sports

Pivotal Players in Student Success

By: Kent Blumenthal

The importance of a bona fide campus recreation sports/wellness program cannot be overstated.

From Volume 37 Number 2 | January–March 2009

Abstract: This article presents an overview of the rise of modern-day collegiate recreational sports and their relevance to student learning and quality of life. The author discusses planning considerations for collegiate recreational sports facilities and the importance of these facilities as a recruitment and retention tool.

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Planning for Higher Education Journal

Published
October 1, 2008

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A Tribute to Achievement and Excellence

Awards programs recognize and applaud individuals and organizations whose achievements exemplify excellence and dedication to provide learning opportunities for everyone whose lives and passions involve higher education.

From Volume 37 Number 1 | October–December 2008

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Planning for Higher Education Journal

Published
October 1, 2008

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Changing Minds in Higher Education

Students Change, So Why Can’t Colleges?

By: John Tagg

The problem today is that when students change, colleges don’t have to because they camouflage and conceal the evidence that could guide change.

From Volume 37 Number 1 | October–December 2008

Abstract: College students have changed dramatically, and the skills needed for productive employment have changed as well. But colleges and universities have been slow to respond, often innovating in only small ways while leaving the core practices of undergraduate education the same. This article examines the barriers to transformational change in higher education in five categories: structure, information, incentives, finance, and culture. It suggests that the initial approach to overcoming these barriers involves generating better information in the form of feedback concerning student learning processes and outcomes.

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Planning for Higher Education Journal

Published
October 1, 2008

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The Inheritance of Millenial Students

What They will Inherit from Their Campus Experience and Consequently What Legacy Will They Leave the Next Generation?

By: Freda Pagani

Students need to see examples from society’s leaders of actions to address urgent sustainability challenges in order to motivate them to take actions of their own.

From Volume 37 Number 1 | October–December 2008

Abstract: Millennial students can be inspired to create a legacy for future generations by the recognizable actions of campus planners to create more sustainable campuses through smart growth planning, green buildings, transportation planning, and energy- and water-efficiency retrofits. This article describes policies, programs, and projects at The University of British Columbia; presents student concerns about the future and their reactions to campus initiatives in sustainability, and discusses recent research regarding student responses to green buildings on campuses in Canada.

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Planning for Higher Education Journal

Published
October 1, 2008

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Let’s Hear from Students

By: Claire L. Turcotte

Since this issue is all about students, we thought you might like to hear from some.

From Volume 37 Number 1 | October–December 2008

Abstract: This special two-part series on student life would not be complete without a student perspective. What do real, live, individual students from the Net generation think, experience, dream, and plan? Are they as “wired in” as Mark Milliron describes in his article? Is communication strongly linked to technology as outlined by Tamara Wandel? How do student characteristics affect teaching and student learning (John Tagg), student services (Simone Himbeault Taylor), and a student’s overall college experience (Freda Pagani)?

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Planning for Higher Education Journal

Published
October 1, 2008

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Building a New Generation of Learning

Conversations to Catalyze our Construction

By: Mark David Milliron,Kathleen A. Plinske,Coral Noonan Terry

Our newest generation of learners: If we build it, they will come; if we build it well, they—in the broadest sense of the word—will learn.

From Volume 37 Number 1 | October–December 2008

Abstract: Rather than focus primarily on the next generation of learners, the authors argue we are best served to focus on building out our on-ground and online infrastructures for a new generation of learning—blending multiple learning modes, technologies, and techniques over the course of the next 15–20 years to serve the diverse array of students from multiple generations that will be coming our way. They offer seven catalytic conversations to start this process on the topics of blended learning, mobility, gaming, social networking, holographics, analytics, and a renewed focus on the human touch.

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