Learning Resources

Abstract: This case study analyzes the impact of Indiana’s Twenty-First Century Scholars college tuition discount program on the academic self-efficacy of high-risk, low-income students. The program is designed to increase the number of high-risk individuals attending college. The self-efficacy “training” of the program helps instill and reinforce the idea that success or failure coincides with internal effort and not external factors. Surveys were completed by 55 program participants and 42 institutional representatives at different colleges in Indiana. The program increased students’ understanding of the feasibility of attaining a college degree, heightened students’ academic confidence, and improved their overall self-esteem. The article concludes with a discussion of the implications of this program for academic planners developing programs to help high-risk students succeed in college.

Abstract: This book thoroughly reviews the fundamentals of campus planning. It is divided into three sections: “Prospectus,” “The Campus and Its Parts” (such as instructional facilities, housing, and parking and circulation), and “Campus Plans,” (such as expanding the campus, building a new campus, and renovating). It is rich in concepts and specific solutions, with hundreds of photographs and drawings. It should be on the bookshelf of any campus planner. This classic was first printed in 1963 and is the work of Richard P. Dober, a charter member of SCUP, who influenced campuses worldwide as a planner and consultant to more than 350 educational institutions.

Richard Dober (1928–2014) was a planning and design advisor to more than 450 colleges, universities, and cultural institutions worldwide, as well as to foundations and government agencies, the World Bank, and UNESCO. He wrote nine books and numerous articles on planning and design and was a founder of the Society for College and University Planning. He led consulting firms since the early 1960s, including most recently, Dober Lidsky Mathey, a firm specializing in campus planning and facility planning services.

Abstract: This book shows how a campus is defined through its physical image—buildings and landscapes are designed to communicate the institution's purpose, presence and domain as well as generate an image charged with symbolism. Design principals, methods, and procedures with wide applications are described. Two key design components, placemaking and placemaking, are used as the basis for numerous case studies. Originally published by John Wiley & Sons in 1992, re-published by SCUP in 2003.

In the new foreword, Dober notes that “there is an ever-widening realization that a distinctive sense of place can have a positive impact on recruiting and retaining students, faculty, staff, trustees, and governing boards.” That makes the reprinted-in-full edition of this 1992 campus planning classic a required reference for all who care about the planning and development of an institution's buildings, grounds, and surroundings.

Richard Dober (1928–2014) was a planning and design advisor to more than 450 colleges, universities, and cultural institutions worldwide, as well as to foundations and government agencies, the World Bank, and UNESCO. He wrote nine books and numerous articles on planning and design and was a founder of the Society for College and University Planning. He led consulting firms since the early 1960s, including most recently, Dober Lidsky Mathey, a firm specializing in campus planning and facility planning services.

Abstract: Among the many reforms currently sweeping higher education is the growing demand that formal educational opportunity be opened to adults. The result has been expansion of traditional continuing education and extension programs as well as a plethora of new and experimental programs aimed at the adult student. In an attempt to bring some order out of the resulting chaos, Jane Lord, a researcher for Educational Facilities Laboratories, and Ronald H. Miller, project coordinator for the New York City Regional Center for Life-Long Learning at Pace College, have reviewed the literature on adult education to produce this article, discussing the trends and the options open to institutions of higher education. An extensive bibliography is included.