Learning Resources

Abstract: This article describes the philosophy and delivery of a strategy designed to proactively cultivate the knowledge and ability of mid-level academic administrators to understand and conduct integrated strategic planning. The strategy combines theory, content knowledge, and leadership development to enhance the capacity and effectiveness of future higher education leaders. As opposed to traditional on-the-job training, this strategy can eliminate early career mistakes and enhance planning skills in executive positions to improve the effectiveness of academic leaders. This article uses a conceptual framework grounded in teaching and learning, with strategic decision making emanating from key higher education knowledge bases. The strategies presented in the article cultivate the knowledge and decision-making capacity of mid-level faculty and administrators, enhancing the higher education leadership of tomorrow.

Abstract: The mission of Instruction Matters Purdue Academic Course Transformation (IMPACT) is to redesign foundational courses using student-centered learning as a basis. The libraries' advancement of this campus-wide change will be discussed from three perspectives—administrative, space planning, and curriculum redesign. Discussion will focus on the changing expectations for librarians, especially as instructional partners, the redesigning of library learning spaces to support instructional innovation, and elements necessary for developing a faculty learning community focused on enhancing student-centered learning.

Abstract: Over the course of two years, The New School, a New York City university established in 1919 by philosopher John Dewey and other prominent Progressive Era scholars, partnered with the Stevens Institute of Technology, a private research university in Hoboken, New Jersey, founded in 1870. The partnering universities entered—and were selected as one of 20 finalists of—a biannual, international competition among higher education institutions to design and build an energy-efficient house. Typically, the competition draws significant public attention because of its focus on showcasing innovative technologies to advance energy savings. (All 20 finalist houses—this time, including the New School–Stevens “Empowerhouse”—are displayed on the National Mall in Washington, DC.) As well, the competition spurs innovation among students and provides an extraordinary “real-world” educational experience. Five of us who worked on this project discuss the challenges and benefits of an inter-institutional approach that also centered on collaboration with multiple community partners including Habitat for Humanity of Washington, DC, several DC government agencies, and community-based organizations in the DC neighborhood of Deanwood, where the competition house would ultimately be relocated and reconstructed as a two-family Habitat for Humanity residence. The project involved more than 200 students over a multiyear period working on and employing their academic preparation in areas including community engagement, advocacy, mechanical engineering, civil engineering, environmental policy, sustainability management, fashion design, lighting design, organizational change management, urban policy, environmental studies, architecture, and product design.

Abstract: The issue of better measurement of faculty productivity is securing increasing attention from national and state sources. Most discussion of this important topic focuses solely on the instructional component of how faculty spend their time. Productivity, to be assessed more completely, needs to be unbundled into its three component parts: instruction, research, and service. In addition, productivity alone is inadequate as a measure of faculty outcomes; what is required is a coupling of output with quality indicators. This article disaggregates productivity into its three parts and suggests quality measures to provide a fuller explanation of institutional behavior.

Abstract: If faculty senates are to maintain a place in the modern university, then they must be both effective and viewed as such by faculty, administrators, and other campus stakeholders. One way to shape faculty senate efforts is to create and exploit a clearly defined mission statement. In this article, we offer a four-step, committee-driven, technology-assisted process to develop a mission/vision statement that is anchored in the theory. The proposed process is efficient and easy to administer and can be used at other universities. We also discuss our experience with the process and offer recommendations for other university faculty senates.