To Build, or Not to Build

UMN.vert.cropUniversity presidents and provosts are always faced with the choice of staying the course or modifying the trajectory of their institutions.  Due to failing business models, rapidly evolving digital competition and declining public support, the stakes are rising.  Some are asking how they should think about the campus built for the 21st century.

My first draft of recommendations:

  • Build no net additional square feet
  • Upgrade the best; get rid of the rest
  • Manage space and time
  • Measure productivity
  • Right-size the whole
  • Rethink
 capacity
  • Take sustainable action
  • Make campus matter

Continue reading

All fall down: the tipping point has been reached

Walls fall downThe metaphorical walls and gates that have defined higher education are falling down.  The literal walls and gates will require some careful rethinking to avoid a similar fate.  For those who view the traditional campus as essential to authentic higher education, this will be a challenging time.  The relationship between an institution’s business model and its physical presence is being broken.

We have reached the tipping point in the digital transformation of higher education that has been anticipated for more than a decade.  The proof lies in faculty votes that are beginning to be taken around the country.  As if suffering through the stages of grief, faculties and administrations have been in denial.  Now they have moved to anger.  Bargaining and acceptance are yet to come. Continue reading

Hollowed Halls

Empty lecture hall.sepiaThe empty lecture hall is just one sign of redesign in higher education.  Substituting digital formats for large live lectures is the simplest and earliest stage of higher education redesign.  This process of substituting synthetic for real will take several years and there will be many failed experiments.  Whether in the mega courses offered by Coursera and their ilk, or the burgeoning number of asynchronous on-line offerings of traditional institutions, the availability of higher education is rapidly expanding beyond the traditional constraints of geography and time.  Almost all of the expansion is digital.

The good news is that most of these new digital forms are no worse – and are often better – than the large traditional lecture hall formats.  Most would agree that expanded access to higher education is a good thing for most of the planet’s population.  Daphne Koller considers it to be inappropriate to compare Coursera’s offerings [and other digital products] to face-to-face interaction with the best faculty members.  The only fair comparison is access versus no access. Continue reading

Real or Synthetic?

Haggans in PDU 130226Two recent events have brought the paradox of the 21st century campus into sharp focus for me.  First, I taught one of my courses remotely via Google Hangout.  Second, a seminar class allowed students to have an in-class conversation with a veteran Minnesota campus planner and later to engage in a discussion of Mission and Place by Kenney, Dumont and Kenney.

In the first case, technology is pulling us away from the traditional model.  In the second case, the values of the traditional model pull us back to the chairs and tables of three-dimensional space.  Technology is allowing us to reinvent many aspects of what has traditionally been the exclusive domain of higher education as they are pulled into a synthetic digital domain.  As this happens many educators are seeking and often struggling to retain the unique values of the real face-to-face experience.
Continue reading

The Paradox of the 21st Century Campus

UT stepsMany worry that traditional higher education is over valued yet also believe that there is something of lasting worth in the shared experiences of campus life.   This is the paradox of the 21st century campus:  feeling the need for “campus” while technological and pedagogical realities are moving higher education away from the campus. Continue reading

Campus: More than a Dreamscape

Dreamscape.UTThe popular conversation about the digital transformation of higher education takes two common forms.  Some decry the dehumanizing effects of digital formats, and others embrace the changes seeing no risks, only rewards.

Almost every week there is word of a new digital partnership, educational startup or innovative mash-up in higher education.  These initiatives range from invalidating the previously sacrosanct concept of the college degree to global expansion of access, all the while accelerating the shift of ever more educational activity to a virtual world. Continue reading

Campus Sustainability: Compromised by Space and Metrics

Every college and university claims to be striving to be sustainable.  Two significant obstacles stand in the way:  too much space and ineffective management practices.

The most sustainable building is the one that is never built.  Unfortunately, most institutions continue to build space they don’t need and can’t afford.  Even if these buildings are at the cutting edge of sustainable design, institutions are increasing their carbon footprint problem.  Having more bricks than necessary is expensive, regardless of how good those bricks are.

Everyone wants more space, but only occasionally is that appropriate and sustainable.  Two articles in the SCUP journal Planning for Higher Education provide insight into these dynamics.  Space and Power in the Ivory Tower, by Sandra Blanchette, identifies the challenges in achieving effective space management in the political milieu of the university.  New Metrics for the New Normal, by Gregory Janks, Mel Lockhart and Alan Travis, identifies the limitations of current space allocation guidelines.  Together they describe an environment with inadequate tools and ineffective decision-making. Continue reading

Students in the Diagram

The long-term survival of the physical campus will lie in keeping students at the center of the diagram.  The adaptations required will result from a different way of thinking about facilities, in which small moves made with students in mind can be of strategic significance.

A recent project at Cal State Northridge is one example.  Documented in the SCUP Journal Planning for Higher Education by Katherine Stevenson, Sean Clerkin, and Diane Stephens, the project provides a student-centered environment for introductory mathematics. Continue reading

Authenticity and Value

Questions of authenticity and value are not new.  Socrates objected to the introduction of writing – it compromised the value and authenticity of memory and as a result, knowledge.  His own students saw the value of written material and thus accepted a different notion of authentic knowledge.

The digital transformation of higher education concerns both authenticity and value.  Continue reading