Related Readings
Web Sites
Alamo Community College District, NE campus: http://www.accd.edu/nec/
Cy-Fair College: http://www.cy-faircollege.com/Templates/Content.aspx?pid=1928
White Papers
The following white papers are made available courtesy of www.3di.com:
Brain Compatible Learning Environments
Program Definition for Community Colleges
Book Excerpt
"From Tin Cans to the Holodeck: The Future of Networking in Higher Education," chapter 11 in Judith A. Pirani and Gail Salaway, with Richard N. Katz and John Voloudakis, Information Technology Networking in Higher Education: Campus Commodity and Competitive Differentiator, EDUCAUSE Center for Applied Research (ECAR) Study, 2005, Vol. 2. Available online at: http://www.educause.edu/ir/library/pdf/erm0547.pdf
Key findings of the study available online at: http://www.educause.edu/ir/library/pdf/ecar_so/ers/ERS0502/ekf0502.pdf.
Articles
Title: 21st Century Skills at Work in Daytona
Author(s): Bill Rodrigues
Source: Community College Week, 3/4/2002, Vol. 14, Issue 15, Special Section, p. 21, 1p, 1c
Subject Terms: COMMUNITY colleges, HIGH technology
Abstract: Presents information on the Advanced Technology Center at Daytona Beach Community College in Daytona, Florida. Role of community colleges in educating students; Benefits of launching the Advanced Technology Center; Requirements for students planning to attend the center's programs.
Title: Creation of the Learning Space: Catalysts for Envisioning and Navigating the Design Process
Author(s): Carole C. Wedge, Thomas D. Kearns
Source: EDUCAUSE Review, Jul/Aug 2005, Vol. 40, Issue 4, pp. 32-38, 6p, 5c
Subject Terms: ARCHITECTURAL design, COLLEGE students, EDUCATIONAL planning, GRADUATE students, SCHOOL grounds
Abstract: This article provides information on a strategic design process or model that identifies space needs and analyzes possible solutions, functionality and costs to allow campus planning groups and architectural designers to take a look at utilization, flexibility and adaptability to cost effectively create institutional learning spaces. This model is applicable to all institutions exploring the spaces needed on campus and has several steps. First is identifying the participants in the planning process. Because a diverse representation of constituents is important to understanding the breadth of campus design issues and perspectives, monitoring the discussion to ensure that the committee is not missing an important voice and can keep the planning effort informed and on track. As a rule, design and planning teams should included administrators, department leaders, faculty members, undergraduate and graduate students, facility managers, teaching and learning support staff, librarians, instructional technologies and representatives from the computing, audiovisual and media departments. The second step is developing goals. Any group charged with a design process for learning spaces will address a diverse set of needs. Clearly identifying the charge of the committee will help keep the group focused on its long-term deliverable which is a recommendation to the institution for learning space design. Available online at: http://www.educause.edu/ir/library/pdf/erm0541.pdf
Title: Design of the Learning Space: Learning and Design Principles
Author(s): Chris Johnson, Cyprien Lomas
Source: EDUCAUSE Review, Jul/Aug 2005, Vol. 40, Issue 4, pp. 16-28
Abstract: When asked to define the "spaces for learning" on campus, most in higher education identify the classrooms or laboratories. These "formal" spaces are usually controlled via parameters such as scheduling requirements, set hours of use, set number of seats, and predetermined learning activity patterns such as lectures or discussions. Though classrooms and laboratories come first to mind, auditoriums, performance rooms, computer labs, and studios are other examples of campus spaces that, under these parameters, can be defined as formal learning spaces. Available online at: http://www.educause.edu/ir/library/pdf/erm0540.pdf
Title: Future of the Learning Space: Breaking out of the Box
Author(s): Phillip D. Long, Stephen C. Ehrmann
Source: EDUCAUSE Review, Jul/Aug 2005, Vol. 40, Issue 4, pp. 42-58
Abstract: For many people, the public image of higher education is the classroom: faculty talking with students intently listening and taking notes. Students’ progress toward a degree is measured by time spent in classrooms. The daily pulse of a college or university is largely dictated by the classroom schedule as bells ring and the halls fill with students and faculty rushing to the next class. Many educators, however, increasingly argue that such classrooms are largely ineffective as learning environments and that they should not continue to be built. Available online at: http://www.educause.edu/ir/library/pdf/erm0542.pdf
Title: Campus Planning is Breaking New Ground
Author(s): Nancy Levinson
Source: Architectural Record, Aug 2004, Vol. 192, Issue 8, pp. 86-94, 7p, 8c
Subject Terms: ARCHITECTURAL firms, CONSTRUCTION contracts, EDUCATIONAL planning, PLEONASM, PRIVATE schools, UNIVERSITIES and colleges
Abstract: Colleges and universities are among the most coveted architectural clients: Educational institutions maintain their existing buildings with a curator's zeal and commission new projects with a collector's zest. A tour of schools—elite private universities, select women's colleges, sprawling state schools, institutes for technology and the arts—would show campuses crowded with construction cranes and planning offices bustling with new proposals. The University of California at Los Angeles, for instance, has $2 billion worth of construction in the works or just completed, according to campus architect Jeffrey Averill. The most fundamental trend in campus planning is the increased emphasis on the planning process itself. This isn't as tautological as it might sound: Campus design is always a balance between short-term imperatives and long-range goals.
Title: Technology Planning Strategies
Author(s): Kathy Decker
Source: Association of Small Computer Users in Education (ASCUE) 37th, Myrtle Beach, SC, June 6-10, 2004
Descriptors: Teamwork, Participative Decision Making, Computer Uses in Education, Technology Planning, Innovation, Educational Technology, Higher Education, Access to Computers
Abstract: Effective planning strategies drive achievement of an overall technology goal to increase access to electronic information in real time in order to increase efficiency, productivity, and communication across campus. Planning relies on providing access, "anytime, anywhere" to student information, calendar, e-mail, course management tools, and the intranet to improve services and support to students, faculty, and staff. Eight strategies form the framework of our plan: (1) Student services drive project priorities; (2) Administrative support leads to technology innovation; (3) Teamwork builds on collaborative decision making; (4) Innovation relies on informed research; (5) Adaptations evolve as technology changes; (6) Standards determine purchasing; (7) Projects are phased-in according to specified timelines; and (8) Communication promotes successful implementation. Planning is initiated, explored, and promoted through members of the Technology Learning Roundtable, Academic and Administrative departments, and Information Technology Services. Implementation and maintenance of a highly reliable technology enriched campus focuses on resources, training, support, innovation, and communication. Available online at: http://www.eric.ed.gov/ERICDocs/data/ericdocs2/content_storage_01/0000000b/
80/31/6b/1b.pdf
Title: Coming of Age on the Charles
Author(s): Bay Brown
Source: Architecture, Dec 2002, Vol. 91, Issue 12, p. 36, 4p, 2c
Subject Terms: BUILDINGS--Repair and reconstruction, CAMPUS planning, LANDSCAPE architecture, MASSACHUSETTS Institute of Technology (Cambridge, Mass.), OLIN Partnership (Company)
Abstract: Provides information on the campus planning of the Massachusetts Institute of Technology (MIT) in Cambridge. Social problems encountered by MIT; Purpose of the renovation and expansion initiative; Details of the building campaigns of MIT since it moved to Cambridge from Back Bay in 1916; Campus development and landscape guidelines by landscape architectural firm the Olin Partnership.
Video
Leading education experts discuss the need to measure and assess student readiness and achievements in our nation's community colleges in this video presentation.