Results indicate that, when adjusted for inflation, instructional expenditures at U.S. public institutions increased from 2004–2015; however, evidence suggests that the rise was more modest and less consistent than may be known.
Reporting metrics did not become a substitute for stakeholder-based decisions. The state of facilities was consistently communicated to building superintendents, the board of trustees, students, faculty, staff, and college presidents.
Real-life experience through community service-learning assisted teacher candidates in developing specific skills, knowledge, and the cultural competency to meet the needs of diverse students in elementary and secondary classrooms.
When resources are constrained and enrollment is tightening, it takes thoughtful and strategic involvement of all stakeholders to develop and execute a comprehensive facilities plan.
Effective orientation programs offer students experiences that reinforce their sense of belonging to the institution and positively affect retention and graduation rates.
Toward sharing metrics between institutions and their academic programs, we discuss ways to identify critical components to be measured, navigate process challenges, and transfer knowledge.
To address new population groups and respond to today’s challenges, these institutions plan spaces that also welcome urban, suburban, and remote students.
As students progress from freshmen to seniors, campus experiences within the built environment—and the outdoor spaces between buildings—transform from everyday spaces into places that are meaningful and memorable.
In earlier years, preceding the advent of strategic planning, campus development was limited by available funds, and most buildings were located to meet short-term need.
To meet both a significant enrollment demand and the scheduling results from a quarter-to-semester conversion, university classroom capacity needed to be maximized.
