Learning Resources

Abstract: by James Martin, James E. Samels & Associates
Johns Hopkins University Press
Baltimore, MD 21218
2019
328 Pages
ISBN 978-1421432786

Abstract: As a campus built on standards of social justice and experiential learning, Roger Williams University used COVID-19 as an opportunity to think creatively about ways to serve its community.

True to its inclusive mission, the school showed its character throughout the crisis and its planning, coming up with personal ways to connect with prospective families, support off-campus communities, and open pathways to learning.

Abstract: The past month has been trying for all of higher education. How do we transition our constituents from crisis to collaboration in order to meet the needs of the entire campus community? In this conversation, Mike Martin, Associate Dean Science, Math, and Health at John Carroll University discusses how the administration addressed the first few weeks of the COVID-19 crisis and how they have creatively shifted gears with students and faculty toward what’s next.

Abstract: In underserved communities, higher education can visibly and accessibly integrate into a suite of critical community-based programs. In this session, we will discuss how to successfully plan campus facilities that accommodate place-specific educational content for non-traditional and underrepresented students as well as lifelong learning for community members. Come explore our roadmap for success with an increasingly relevant sector of higher education that addresses marginalized communities.

Abstract: For an integrated planning effort to succeed—particularly in higher education—collective commitment from all of the institutional stakeholders is critical.

To get that collective commitment, you need to do two things: 1) Design your planning process so it leverages your institution’s internal and external cultures, and 2) Involve your critical stakeholder groups in the planning process. Tapping into the stakeholder groups in meaningful ways will increase engagement, transparency, and commitment to the process and the products of integrated planning. Remember, institutional stakeholders are the carriers of your mission and institutional culture. Mission and culture are the key drivers of institutional success. If you do not respect your stakeholders, mission, and culture, your planning efforts will not yield a plan to enhance student success and institutional thriving.

This toolkit includes recommendations and worksheets to help you analyze your stakeholders and determine how to meaningfully engage them in the planning process.

Abstract: The consolidation of administrative services into a centralized shared services model is increasingly common. Unfortunately, this move can be a rocky one, often encountering resistance and skepticism. Our session will focus on the implementation and optimization of a shared services model for academic services from both sides of the change—a person on the team leading the change and a key stakeholder undergoing the change. This session will provide you with information, skills, and approaches to ensure a pain-free implementation of a shared services model.

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: by Jason Owen-Smith
Stanford University Press, Palo Alto, CA 2018
213 pages
ISBN 9781503607095

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: This article applies the three stages of change (mobilization, implementation, and institutionalization) to the academic curricular process change that occurred during the 2014–2015 academic year at the Indiana University of Pennsylvania. Reflecting on the manner in which this major initiative was conceptualized and executed has revealed an inadvertent yet seamless application of Curry’s (1992) organizational change model. Throughout each stage of this organizational change, some inherent principles were maintained while balancing the required condensed timeline for completion. These principles included consistent and transparent consultation with many branches of the university community and revision of proposed processes based on feedback from community members. The goal of the authors in sharing the change process at IUP is to provide potential insights for others on recognizing a need for organizational process revision. The authors highlight the actions taken at IUP, offer recommendations, and identify potential hazards to institutions contemplating organizational change.