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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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Planning for Higher Education Journal

Published
October 1, 2008

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Colleges and Universities Want to be Your Friend

Communicating via Online Social Networking

By: Tamara Wandel

Like it or not, communicating via online social networking sites is what millions of young people do each day.

From Volume 37 Number 1 | October–December 2008

Abstract: This article presents a compilation of data regarding the role of online social networks within campus communities, specifically for nonacademic purposes. Both qualitative and quantitative data methodologies are used to provide a unique perspective on a constantly evolving topic. Interviews of students and administrators allow for candid discussion, while primary and secondary data offer an understanding of current use and trends within the realm of online social networking. Theories of self-esteem and interpersonal communication are integrated throughout the article.

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Planning for Higher Education Journal

Published
October 1, 2008

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What’s Past is Prologue

The Evolving Paradigms of Student Affairs

By: Simone Himbeault Taylor

Is the traditional framework for student services getting creaky? Consider these varied paradigms within which to plan the future of student affairs.

From Volume 37 Number 1 | October–December 2008

Abstract: The purpose of this article is to frame—and reframe—the work of student affairs. Evolving paradigms have defined and advanced this work, which is dedicated to total student development and the betterment of society. The article promotes integrative learning as a new framework for student affairs. This paradigm, grounded in theory, research, and practice, crosses all boundaries of what, where, how, and with whom learning occurs to advance cohesive and synergistic student-centered learning. To live into this seamless model, student affairs professionals must go beyond the “what” to living into the “so what” of their work as educators and reflective practitioners.

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Planning for Higher Education Journal

Published
July 1, 2008

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Developing a Four-Year Baccalaureate Degree in Applied Psychology

Experiences in Degree Development at a Former Two-Year Postsecondary Institution

By: Kevin Hamilton,Steve Charlton,Roger Elmes

What does it take to plan for and move from a two-year to a four-year institution and implement a baccalaureate degree in applied psychology? Here’s how Kwantlen University College (BC) did it.

From Volume 36 Number 4 | July–September 2008

Abstract: What does it take to plan for and move from a two-year to a four-year institution and implement a baccalaureate degree in applied psychology? Here’s how Kwantlen University College (BC) did it.

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Planning for Higher Education Journal

Published
July 1, 2008

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Making the Transition to Collaborative Service-Learning

By: Angela Lewellyn Jones,Jeff Stein,Pamela M. Kiser

Elon University is presented as an exemplar of how administrative, student services, and faculty support are needed for the appropriate planning and implementation of collaborative service-learning.

From Volume 36 Number 4 | July–September 2008

Abstract: Elon University is presented as an exemplar of how administrative, student services, and faculty support are needed for the appropriate planning and implementation of collaborative service-learning.

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