Learning Resources

Abstract: This paper revisits anaylsis done in the 1996, using data from the Delaware Study of Instructional Costs and Productivity. That analysis found that tenured and tenure track faculty generate a much larger proportion of undergraduate teaching activity then might be expected in light of public criticism of American higher education. The 1996 methodology is replicated using data from two most recent iterations of the Delaware Study. The result is a three year trend line that more clearly indicates how much faculty really teach, and associated coast and productivity measures.

Abstract: First, I will explain what I consider to a brand to be. This will give me a framework to look forward to the possible futures of the college or university brand. I will summarize some key trends facing your target consumers: future students and the employers of those students and come to some obervations about the realtionship between our brands and these "consumers". I will then illustrate some of this thinking with a real example where I have, in recent months, been able to work with a small collee in Portland to try to out some of this thinking and help create a University Brand.

Abstract: This paper is a case study describing the use of Quality tools-without identifying them ("stealth") to aviod a strong faculty prejudice against Quality as a "corporate" concept-to lead to a task force to address critical budget issues and initiate a strategice program review involving assessment. Using How to Make Meetings Work (Doyle &Straus, 1993) as a guide, the task force successfully concluded the review process operating by consensus, mission-based priciples, and 30 quanitative/qualitative measures.

Abstract: Book reviews of The Case for Tenure, eidted by Matthew W. Finkin. Cornell University Press, 1996. 211 pages ISBN 0-8014-3316-9. (and) New Pathways: Faculty Careers and Employment for the 21st Century. American Association for Higher Education: Alternatives to Tenure for the Next Generation of Academic, Inquiry # 14, by David Breneman. 1997. 16 pages; Academic Freedom Without Tenure?, Inquiry #5, by J. Peter Byrne. 1997. 17 pages; Off the Tenure Track: Six Models for Full-Time, Nontenurable Appointments, Inquiry #10, by Judith Gappa. 36. Pull quotes: "Higher education institutions in recent years have hired an increased number of faculty in positions not eligible for tenure and fewer faculty in positions that will lead to tenure." "The broader society will largely decide the future of tenure."

Abstract: Contends that new technologies demand we rethink traditional campus roles and responsibilities, and especially how we evaluate them for accreditation purposes. Current accreditation criteria reflect the values and structure of the residential campus, but are inadequate for evaluating an electronic one. Warns against allowing accreditation to impede meaningful change, nor permitting change to disassociate from an adequate accreditation process. Examines ways in which both institutions and accrediting bodies can adapt new standards and tools for evaluation.

Abstract: Considers not only how technology has affected teaching and learning, but how we might rethink the roles of teacher and student as a result of new technologies. Examines various aspects of distance learning programs, from implementation to cost to quality assurance, and suggests some guidelines for planning and assessment.

Abstract: Book review of The Responsive University: Restructuring for High Performance, edited by William Tierney. Johns Hopkins University Presss, 1998. 172 pages. ISBN 0-8018-5715-5. Pull quotes: "If the power of academic departments is weakened and numerous deans and vice presidents are 'eliminated,' who will restructure the institution and reallocate resources, and how?"

Abstract: Features the attempts of Stanford University to undo past errors in campus development, with a renewed focus on landscape planning designed to unify the campus. When possible, institutional planners have sought to return to the original campus landscape plan. The author discusses various impediments to the project, and examines several landscaping projects in detail. Concludes with lessons learned in the process, including the need for a comprehensive master plan, the importance of developing new funding sources, and the necessity of consistent and proactive leadership.