We welcomed 50+ new Mojo/MOOC participants during the first week and a half of SCUP's Change & Disruption MOOC.
We'll hit 800 soon—please forward this message to colleagues. Don't be shy. Reach out and "colleague" F2F colleagues. Comment, pose a query, share a link.
Due to participant requests, we have created a new "Readings" tab. You can only see it when you are in the Mojo, and logged in. Behind that tab is a page that contains links to MOOC resources from this and previous weeks of this MOOC. Here is a link to that page, but you will need to log in to the Mojo to see it. That resource will remain there throughout the MOOC, so that latecomers can catch up to us.
Couper Gardiner: Couper continues his engagement with the Planning for Higher Ed Mojo with this new blog post: Personal contact in disrupted institutions and other thoughts on SC...
MOOCs get back to these disciple-master roots of learning-teaching. Today as an architect, I wonder how colleges and universities continue to find personal value for students and faculty, avoiding the institutional ways that medieval faith and empire co-opted prior more direct knowledge transfer?
This week's reading, watching, and listening resources.
Here are direct links to reading and resources for this week of the Mojo. Note that Norris has already made a reply to the initial posting about the current article. Consider replying. This is what participants make of it!
On Friday, we'll share a treat for SCUP readers: The only article in this issue of Planning for Higher Education that has anything to do with a facility. But it's not really a "facilities" article—it's about how occupying a new building created tension and cultural change within a School of Education.
From an interview with the authors:
We had the opportunity to observe at school of education in transition from an old, adapted, awful, cinderblock, mixed-use building to a fancy, shiny, new school they had designed specifically for this academic unit. It really seemed like a wonderful opportunity to ask the question what difference does a new building make to an academic unit—thinking about them primarily as.
I think the other point of focus that we wanted to get at was to think really carefully about the role of pre-existing culture and policy and history rather than simply saying, “You’re in the building, what do you think,” but to think about all this stuff that they bring with them, the assumptions and meaning making that they bring with them that shapes their perception of what the building ought to be and then what it actually is. There’s this group identify that’s going to have an important role, we thought.