SCUP 2019 Annual Conference

Aligning Environments With Policies and Systems for Wellness

10:00 AM–11:00 AM | Washington State Convention Center, 4C-1

Presented by: Valerie Donovan, Student Wellness Coordinator, University of Wisconsin-Madison | Stan Szwalek, Associate Principal, Hoerr Schaudt Landscape Architects | Aaron Williams, Assistant Campus Planner, University of Wisconsin-Madison | Nicole Youngberg, University of Wisconsin-Madison

Convened by: Kate Herbolsheimer, Principal Planner, Education, HDR, Inc.

Environmental features can have a profound impact on social, mental, and physical health and wellness. This session will provide an in-depth look at integrated planning initiatives to create a framework of policies, systems, and environments that advance campus health and wellness. You will learn one campus’s holistic approach to wellness for its students, staff, and faculty, and how master planning and landscape design efforts aligned to wellness initiatives.

Learning Outcomes

1. Define wellness and describe the seven dimensions of wellness.
2. Describe an ecological approach to wellness that focuses on both population-level and individual-level determinants of health.
3. Align master planning and landscape master planning processes with health and wellbeing initiatives.
4. Describe planning and design efforts that can improve the health and wellbeing of students, faculty, and staff, including campus walkability, naturalized landscapes, and biophilic design.

Continuing Education Credits

AIA LU/HSW 1.0 unit (SCUP54C175)
AICP CM 1.0 unit

Analytics, Assessment, Award: Our Successful Baldrige Journey

10:00 AM–11:00 AM | Washington State Convention Center, 615-617

Presented by: Thomas Cleary, Vice Chancellor for Planning, Performance and Information Systems, Alamo Community College District Central Office

Convened by: Joel Lloyd Frater, Executive Dean at Damon City Campus, Monroe Community College

Pursuing excellence is a journey that never ends. This session will share how one institution used planning, analytics, and assessments—strategy maps, wildly important goals (WIGs), intelligent risk taking, and knowledge management—to drive its continuous improvement processes. Model organizations need to focus and align their planning, processes, and business intelligence efforts in their continuing quest to achieve quality outcomes. You will learn how to create strategy maps, drive planning efforts via business intelligence tools, and engage in intelligent risk-taking to promote organizational performance at your institution.

Learning Outcomes

1. Develop organizational “report cards” (strategy maps) that highlight key performance metrics.
2. Structure and align your knowledge management efforts throughout your organization to more effectively achieve desired outcomes.
3. Explain how to leverage intelligent risk-taking and innovations to drive organizational performance.
4. Optimize performance by focussing on key processes: leadership, strategy, customers, workforce, operations, and assessment.

Assessing and Relocating Administrative Workspaces, On and Off Campus

Location: Washington State Convention Center, 611-612

Presented by: Dan Alexander, Principal, Jacobs | Paul M. Leef, Vice President, Campus Strategy and Analytics, SmithGroup | David L. Rea, Associate Vice President, Campus Planning and Project Management, The University of Texas at Austin

Convened by: Michael Truman Payne, Assistant University Planner, Washington and Lee University

On many campuses, administrative office space has expanded, taking over the center of campus and other areas that would be better served with instructional space. This session will detail The University of Texas at Austin’s process for recapturing that space for student or academic use by identifying ideal locations for administrative units. We’ll discuss the space utilization study we undertook, how we decided where administrative units should be relocated, and the migration plan to achieve relocations.

Learning Outcomes

1. Outline a structured approach to space utilization for administrative workspaces.
2. Identify options for locating administrative workspaces, including on campus, adjacent to campus, and off campus.
3. Describe the process of determining where different administrative departments should be located so they can provide the best service to their users.
4. Explain how your institution can undertake a space utilization for administrative workplaces, including pitfalls to avoid.

Continuing Education Credits

AIA LU 1.0 unit (SCUP54C074)
AICP CM 1.0 unit

California State University’s Graduation Initiative 2025

10:00 AM–11:00 AM |Washington State Convention Center, 4C-3

Presented by: Loren J. Blanchard, Executive Vice Chancellor, Academic and Student Affairs, California State University-Long Beach

As the country’s largest and most diverse four-year public university system, what happens at the California State University (CSU) reverberates nationwide. Each year, the CSU awards more than 125,000 degrees and one in every 20 Americans holding a college degree is a graduate of a CSU campus. Graduation Initiative 2025 is a university-wide initiative to ensure that all students have the opportunity to be successful and graduate according to their personal goals, positively impacting students’ and their family’s future and producing additional graduates to power the workforce for California and the nation. In this special session, the CSU Executive Vice Chancellor for Academic and Student Affairs will address the challenges and opportunities facing the 23-campus system’s efforts to expand authentic access to opportunity for students from all backgrounds and circumstances, eliminate equity gaps and ensure student success.

Learning Outcomes

1. Discuss goals and approaches for this university system’s initiative to eliminate equity gaps, improve student success and meet workforce needs.
2. Utilize data-driven decision making to collaboratively establish goals and priorities for system change.
3. Develop targeted strategies that address equity gaps in degree completion and student success.
4. Understand specific policy and practice changes taken to address student equity, inclusive of early results and outcomes.

Design, Assess, and Improve Learning Spaces With FLEXspace

10:00 AM–11:00 AM | Washington State Convention Center, 4C-4

Presented by: Rebecca V. Frazee, Faculty, and FLEXspace Manager, San Diego State University | Lisa A. Stephens, Assistant Dean, School of Engineering and Applied Sciences – University at Buffalo and Senior Strategist, SUNY Academic Innovation – System Administration, University at Buffalo

Convened by: Kimberley A. Patten, Principal, Steinberg Hart

FLEXSpace—The Flexible Learning Environments eXchange—and the Learning Space Rating System (LSRS) are tools that can help you plan, design, assess, and improve learning spaces on your campus. In this session, you will learn about the newly released FLEXspace 2.0 along with the LSRS. We’ll cover the features and benefits of both tools and how they can be incorporated into the planning process. Come learn how to use these tools to inform designs and support end users from planning through post occupancy.

Learning Outcomes:

1. Describe how FLEXspace and LSRS can be incorporated into the planning and design process for active learning spaces.
2. Explain how to use FLEXspace 2.0 to create a classroom directory and gallery of showcase spaces to share both inside and outside of your institution.
3. Provide case examples of how FLEXspace and LSRS works and examples of how they support learning space assessment.
4. Explain how to use FLEXspace and LSRS to guide key stakeholders toward data-driven solutions in the learning space design process.

Does Roll-Out Matter? Policy Communication and Operationalization

10:00 AM–11:00 AM | Washington State Convention Center, 606-607

Presented by: Antonis Asprakis, Director of Policy and Operations, Office of Faculty Affairs, Drexel University

Convened by: Robert McGauran, Founding Director, MGS Architects

Strategic planning often involves the development of new or revised policies. Policy communication and operationalization can significantly impact morale and strategic plan buy-in and we must consider it in a well-planned and integrated manner in order to produce effective change. This presentation will focus on lessons learned in policy roll-out, and through sharing your own experiences, you will gain an increased understanding of challenges and opportunities in policy roll-out that can inform strategic planning decisions on your campus.

Learning Outcomes

1. Identify potential problems with policy roll-out and stakeholder consultation.
2. Explain how to design policy communication and operationalization plans.
3. Identify roll-out problems and methods to course-correct.
4. Promote a culture of deep and ongoing stakeholder engagement in policy roll-out.

From Industrial Wasteland to Modern Campus: UP’s New River Campus

10:00 AM–11:00 AM | Washington State Convention Center, 613-614

Presented by: Andrew Burke, Principal, Soderstrom Architects | James Kuffner, Assistant Vice President for Community Relations & Special Projects, University of Portland

Convened by: Greg Havens, Principal, Sasaki

This session will describe the 10-year process of transforming one of the most significant brownfield sites on the Portland waterfront into an extension of the existing University of Portland (UP) campus. We will show how UP was able to successfully navigate a campus expansion through numerous stakeholders and jurisdictional requirements. You will leave understanding the complex processes involved in urban campus development, the extended timeline such development can take, and the potential rewards that can result.

Learning Outcomes

1. List the challenges and opportunities encountered in a waterfront brownfield site.
2. Describe how to navigate regulations and requirements and negotiate with jurisdictional agencies during a brownfield redevelopment.
3. Outline the overall planning process and timeline for a campus expansion on a waterfront brownfield site.
4. Discuss how to integrate input from numerous stakeholders to overcome and optimize difficult situations.

Continuing Education Credits

AIA LU/HSW 1.0 unit (SCUP54C303)
AICP CM 1.0 unit

How Is My Institution Going to Survive the Coming Demographic Cliff?

10:00 AM–11:00 AM | Washington State Convention Center, 602-603

Tags: Enrollment Planning

Presented by: Bryan C. Harvey, Senior Adviser for Emerging Strategies, University of Massachusetts-Amherst

Convened by: Nasrin Fatima, Associate Provost for Institutional Research, Effectiveness, and Planning, SUNY at Binghamton

A sharp, perhaps permanent contraction in the pool of college-aged students has become inescapable. Nearly all institutions could confront wrenching losses in competitiveness, revenue, or both. Yet despite advance warning, few institutions understand what they must do now to remain viable. We will go over two sets of tools that are critical for preparing for the upcoming demographic changes: 1) conducting analyses of institutional vulnerability; and 2) modeling what-if scenarios to shape strategy.

Learning Outcomes

1. Describe how to analyze existing evidence to situate your institution as it approaches this complex and challenging new reality.
2. Present the implications of the coming change in ways that will engage institutional leadership and mobilize the broader campus.
3. Identify the most critical vulnerabilities about which the institution must be taking action now.
4. Inform institutional decisions about the nature, sequence, and timing of changes needed to perserve institutional viability.

Master Planning Engagement Strategies for Underrepresented Students

10:00 AM–11:00 AM | Washington State Convention Center, 608-609

Presented by: James H. Kolker, University Architect, Associate Vice Chancellor, Washington University in St Louis | Christiana Moss, Principal, Studio Ma, Inc | Lori White, Vice Chancellor for Student Affairs, Washington University in St Louis

Convened by: Julie Hardin-Stauter, Executive Director of Facilities and Capital Planning, School of Humanities and Sciences, Stanford University

Underrepresented students increasingly form the majority of most student bodies, but most built environments are not designed with these students’ needs in mind. Why? Because most facilities planning processes do not engage underrepresented students in a way that elicits their experience of the built environment. This session offers new practices that yield social equity in campus planning and building design. You will learn new engagement and assessment tools that you can implement now to reveal and remedy the disparities that underrepresented students encounter in the built environments of the campus.

Learning Outcomes

1. Describe why current engagement and assessment practices do not elicit needs and experiences of the built environment from underrepresented students.
2. Adopt new outreach and engagement tools that are more effective in evaluating the perspectives and needs of underrepresented students so the building increases equitable access, elevates the human experience, and encourages social interaction.
3. Analyze physical planning outreach data to determine what parts of building design are unwelcoming and/or negatively experienced my underrepresented students.
4. Present issues and solutions more cogently through visual communication tools that in turn will gain buy-in from senior administration and the greater university community.

Continuing Education Credits

AIA LU/HSW 1.0 unit (SCUP54C028A)
AICP CM 1.0 unit

Planning for Disruption: Oxymoron or Dire Necessity?

10:00 AM–11:00 AM | Washington State Convention Center, 4C-2

Presented by: Peter P. Smith, Orkand Chair, Professor of Innovative Practices in Higher Education, University of Maryland-University College

Higher education is beset by disruptive forces originating from beyond its boundaries or its control. Planning officers and other university officials are struggling to understand not only the sources of disruption but also their impact on institutions, systems, and the larger community. Free-Range Learning in the Digital World: The Emerging Revolution in College, Career, and Education outlines and discusses these issues. Post-secondary education institutions were formed as “islands” of information and knowledge in an information-poor society. But that society has become information-rich as well, blurring the boundaries with colleges and offering alternative solutions. We’ll discuss the aging of the student population and their changing needs, the characteristics of adult-friendly colleges, and the rapidly changing relationship between learning and work.

Learning Outcomes

1. Gain a deeper understanding of disruption as an inevitable force. It is not just another phrase.
2. Address that there will not be a “one size fits all” solution to this disruption. The only truly fatal response is to do nothing.
3. Clarify the characteristics of institutions that respond to disruption positively.
4. Discuss the economic and academic impact of technologically enhanced services on institutions.

Positioning Success: How to Achieve the Impossible With Comprehensive Pre-planning

10:00 AM–11:00 AM |Washington State Convention Center, 618-620

Tags: Facilities Planning

Presented by: Christopher Gluesing, Director of Planning & Project Delivery, Marquette University | Sam Rajamanickam, Principal, Design Collective, Inc. | Tom Zeigenfuss, Principal, Design Collective, Inc.

Convened by: Charlotte Ann Syme, Dean, Faculty of Nursing, Langara College

Timing and teaming are crucial for a successful construction project. We will take you behind the scenes of the programming, design, and construction of a $108 million, 890-bed, 290,000 square foot student residence hall, completed in a staggeringly brief 24 months. This required project planning that was decisive and fearless of making up-front decisions and investments to ensure smooth processes and effective teams. You will uncover strategies to strengthen your internal team and streamline the planning process on your campus.

Learning Outcomes

1. Describe different scheduling methodologies for student housing, specifically critical path, lean design, and pull planning.
2. Change the facilities project approach by working backwards and challenging the traditional process.
3. Explain how to craft an RFP that sets up a delivery process that can meet a tight schedule for a student housing building.
4. Describe how to work with a contractor under a tight timeline in a way that reduces delays and redesigns.

Continuing Education Credits

AIA LU 1.0 unit (SCUP54C095)
AICP CM 1.0 unit

Ensuring Research Resilience Through Programmatic and Facilities Alignment

11:20 AM–12:20 PM | Washington State Convention Center, 602-603

Presented by: Eric Boatman, Assistant Director, Facilities Planning & Space Management, Michigan State University | Barbara J. Kranz, Director, Facilities Planning and Space Management, Michigan State University | Andrew Labov, Principal, CO Architects | Avery Miller, Associate, CO Architects | James W. Simeo, Principal, CO Architects

Convened by: Paul R. Lund, Principal, Hord Coplan Macht, Inc.

Interdisciplinary scientific research is the new normal in academia. Campus planning for interdisciplinary research requires special tools and analytics that align the needs of increasingly diverse research environments with existing facilities capabilities and new characterizations of research neighborhoods. To remain relevant within the world-wide scientific community, campuses must free research space planning from traditional boundaries in order to promote collaborative synergies. This session will introduce new analytical assessment tools, organizational principles, and planning strategies supporting interdisciplinary research. Come learn how to create an open-ended, actionable, and living planning document that ensures long-term relevance and viability.

Learning Outcomes

1. Engage campus science and engineering research leaders to consider how their current and future needs align with existing facilities.
2. Identify stakeholders for undertaking a broad-spectrum study to identify current deficiencies and strengths in order to plan for future needs.
3. Utilize tools and methods that will inform planning strategies for short- and long-term investments in enacting strategic investigations for existing conditions assessment.
4. Use a graphical format to document findings in an open-ended structure that provides a roadmap for future development.

Continuing Education Credits

AIA LU 1.0 unit (SCUP54C327)
AICP CM 1.0 unit

Facility Data Drives Funding and $450 Million Capital Program

11:20 AM–12:20 PM | Washington State Convention Center, 613-614

Presented by: Kyle LeBlanc, Associate, Project Manager, Lockwood Andrews & Newman Inc | John W. Strybos, Associate Vice Chancellor of Facilities, Alamo Community College District Central Office

Convened by: Michel Piché, Vice President, Finance and Administration, Carleton University

Tracking and communicating data in a compelling way can make big, positive changes in how the facility inventory is managed, from annual maintenance to capital expenditures. We will describe how the Alamo Colleges uses principles of asset management to increase facilities funding from $1.3 to $18.5 million over 10 years and to pass a $450 million bond program in 2017. We will cover how we planned and organized a facilities inventory, using the data to determine funding priorities, and methods for helping stakeholders make decisions.

Learning Outcomes

1. List the seven questions of asset management and describe how they create a framework for developing a phased strategy to manage, fund, and communicate facility inventory needs.
2. Explain the need to collect useful data about enterprise owned and operated facilities.
3. Describe how facility data can establish and evaluate amounts needed for annual preventive maintenance budgets and capital budget expenditures.
4. Outline a process for communicating annual preventive maintenance and capital expenditure needs with stakeholders.

Continuing Education Credits

AIA LU 1.0 unit (SCUP54C144A)
AICP CM 1.0 unit

Multi-Institutional Collaborative Planning to Meet Changing Technology Accessibility Requirements

11:20 AM–12:20 PM | Washington State Convention Center, 615-617

Presented by: Brandon Ray, Director of Information Technology Services, Lower Columbia College

Convened by: Lauren Leighty, Principal, Campus Studio Leader, SmithGroup

A new, statewide accessibility policy along with rapidly changing technology spurred Washington’s community and technical colleges to develop and adopt a more collaborative strategic planning process. This session will review a statewide technology accessibility planning process, how it was jumpstarted, and demonstrate tools that you can use to lead more collaborative planning processes at your institution.

Learning Outcomes

1. Identify stakeholders to include in the development of a comprehensive plan so your process benefits from multiple perspectives.
2. Identify the resources and responsibilities necessary for a successful technology assessment plan.
3. Develop a timeline with milestones for implementing and evaluating an technology assessment plan.
4. Develop a basic communication plan to support a technology assessment process.

On-campus Student Housing: Compare Approaches for Construction and Delivery

11:20 AM–12:20 PM | Washington State Convention Center, 4C-1

Tags: Facilities Planning

Presented by: Adam Baacke, Director, Campus Planning and Development, University of Massachusetts-Lowell | Laurence Siegel, University of Massachusetts-Lowell

Convened by: Judith Nitsch, Founding Principal, Nitsch Engineering

On-campus living has been linked to student success and is a key factor in admissions decisions. As campuses look to expand and improve their housing inventories in a challenging fiscal environment, there are more options than ever available. One institution will share its recent experiences with several of these options. The University of Massachusetts (UMass) Lowell has more than doubled its on-campus housing inventory in the past five years using a combination of P3, real estate acquisitions, and conventional construction. This session will compare the relative benefits and particular challenges in utilizing these types of housing delivery methods. Come learn from campus facilities planning and student affairs officials, who will address the pros and cons of different delivery methods (P3, purchase/renovation, and conventional construction) from the perspective of up-front costs, operating and maintenance factors, student experience, and functionality.

Learning Outcomes

1. Make informed decisions about the best strategies for student housing delivery.
2. Evaluate public-private partnership (P3) proposals against financial, operational, and student success outcome factors.
3. Identify strategic opportunities for acquisition and conversion of existing real estate for student housing.
4. Assess when design/bid/build development of campus-owned residence halls is more advantageous than increasingly popular non-traditional housing delivery approaches.

Continuing Education Credits

AIA LU 1.0 unit (SCUP54C020)
AICP CM 1.0 unit

PRESIDENT’S SESSION | Building an Inclusive Campus: A Cross-Border Perspective

11:20 AM–12:20 PM | Washington State Convention Center, 618-620

Presented by: Santa J. Ono, President and Vice-Chancellor, The University of British Columbia

Convened by: Michael D. Moss, President, Society for College and University Planning

The modern college and university attracts students from a wide diversity of backgrounds. Making all students feel welcome and part of a community is essential to the success and wellbeing of not only the students, but the entire university community. With experience leading major research universities in both Canada and the United States, Santa Ono offers his insights on the challenges and opportunities to building a campus that’s welcoming and inclusive for students of all backgrounds. Santa J. Ono is the 15th president and vice chancellor of the University of British Columbia. As a professor of medicine and biology, Ono has worked at Harvard, Johns Hopkins, University College London, and Emory Universities. Ono is deeply committed to diversity, and his achievements have been recognized by the American Council on Education with an award that honors individuals who have demonstrated leadership and commitment on a national level to the advancement of racial and ethnic minorities in higher education. [One of seven higher ed thought leaders to follow]

Learning Outcomes

1. Explain why building an inclusive campus requires the buy in of everybody on campus.
2. Be patient, and be prepared for controversy.
3. Listen first. Then act.
4. Consider: Think globally. Act locally. Every institution has its own diversity and inclusion challenges.

Post-Occupancy Evaluation for Active Learning Environments: Methodologies, Results, and Impacts

11:20 AM–12:20 PM | Washington State Convention Center, 608-609

Presented by: Christopher J. Clark, Director, OTLT Learning Design & Learning Spaces, University of Iowa | Patricia Nobre, Senior Design Strategist, Gensler | David M. Taeyaerts, Associate Vice Chancellor of Learning Environments & Campus Architect, University of Illinois at Chicago | Meghan E. Webster, Senior Associate and Global Education, Civic & Culture Practice Leader, Gensler

Convened by: Caitlin Baransky, Senior Associate, Robert A.M. Stern Architects

Post-occupancy evaluation (POE) of learning space is now an essential tool for institutions to align capital decisions with student performance. We will explore exemplary active-learning environments and the evaluation methodology we used to measure how these environments have elicited learning behaviors that foster student engagement. You will learn which aspects of the learning environment are important to measure, how to measure them, and how the collected data connects to metrics that matter to institutions.

Learning Outcomes

1. Outline a post-occupancy evaluation (POE) template for active-learning environments based on fundamental linkages between space and design, student engagement, and learning outcomes.
2. Discern between POE data collection methods, including self-reported surveys, focus groups, and observational analysis, based on what they measure: what do people perceive is happening in a space, what is actually happening in the space, and why it is happening.
3. Describe how different institutions implemented and measured active-learning environments, from small interventions to full renovations and new buildings.
4. Build an argument for active learning environments and POE on your campus that outlines the importance of evidence-based design, the resources and support needed for post-occupancy evaluation, and benchmarks from other institutions.

Continuing Education Credits

AIA LU/HSW 1.0 unit (SCUP54C004)
AICP CM 1.0 unit

SCUP Fellows Research Presentation: Using Alumni Surveys to Assess the Impact of Innovative Learning Spaces on Development of Career-Ready Soft Skills

11:20 AM–12:20 PM | Washington State Convention Center, 4C-3

Presented by: Jeffrey Ashley, Director of the Center for Teaching Innovation and Nexus Learning, Jefferson (Philadelphia University + Thomas Jefferson University)

Campus planners have invested time and resources in designing and implementing innovative learning spaces that optimize evidence-based pedagogical approaches embracing collaborative, real-world teaching and learning. But to what degree do these physical spaces enhance learning and honing of soft skills that are ranked highly by today’s employers? To address this question, 2018/19 SCUP Fellow Jeffrey Ashley engaged alumni through surveys to quantify the development of collaborative skills in innovative classroom environments. The design, implementation and results of this SCUP Fellowship research project will be highlighted and compared to other assessment methods with the goal of understanding your own institution’s assessment needs and plans around active learning spaces.

Learning Outcomes

1. Appreciate the value, and limitations, of incorporating alumni reflections in assessment strategies based on research supported by a 2018-19 SCUP fellowship award.
2. Understand and differentiate other assessment techniques used to measure student learning outcomes in active learning spaces.
3. Reflect upon your institutional need for assessing students’ outcomes within innovative learning spaces.
4. Create an assessment plan tailored to your institution’s learning spaces to quantify student learning goals.

Strategic Scheduling to Stay Within Budget

11:20 AM–12:20 PM | Washington State Convention Center, 4C-4

Tags: Resource Planning

Presented by: Kristy Lisle, Vice President of Academic & Student Affairs, Foothill-De Anza Community College District | David D. Ulate, Executive Director, Institutional Research and Planning, Foothill-De Anza Community College District

Convened by: Zachary E. Zettler, Associate Principal, GBBN Architects

Course schedules are often “rolled over” without understanding their impact on instructional budgets. Real-time scheduling and budget data allows for strategic decisions that balance student needs with institutional capacity. This session will demonstrate a process to develop a strategic scheduling and budget plan and make real-time, data-informed schedule adjustments that support institutional, departmental, and program budget goals. You will learn how to develop planning strategies that align scheduling with budget goals and how to make day-to-day decisions that maximize your ability to meet student needs.

Learning Outcomes

1. Develop budget goals at various levels of granularity across the institution.
2. Develop an effective framework for collaborative decision making regarding budget and scheduling.
3. Analyze data to inform decisions regarding class cancellations, additions, and other adjustments.
4. Build long-term strategic plans for scheduling and budgeting at college and district levels.

Tackling Institutional Strategic Visioning and Planning in Disruptive Times

11:20 AM–12:20 PM | Washington State Convention Center, 606-607

Tags: Strategic Planning

Presented by: Miary Andria, Director, Educational Technology & Innovation, Western University of Health Sciences | Nicholas J. Webb, Director of the Center for Innovation and Strategy, Western University of Health Sciences

Convened by: Natalie Champagne, Assistant Director of External Relations & Career Management, Northwestern University

To ignore disruptive forces in higher education represents a fatal stance for any institution. Existing disruptive social, economic, and technological factors necessitate the need to embrace bold and strategic stands. This presentation outlines innovative strategic approaches designed to transform educational institutions by creating and adopting a new strategic framework that shakes the status quo. You will learn about strategies that build short- and long-term trajectories, resulting in the creation of better student experiences and building blocks to become a future-facing and future-ready institution.

Learning Outcomes

1. Start or enhance an institutional strategic planning initiative informed by innovation and disruption principles.
2. Ensure that institutional values are being revisited in order to create a future-facing institutional culture.
3. Build institutional awareness of institutional change management in an era where change has become the norm.
4. Use or adapt the strategic planning toolbox designed around the radical incrementalism framework.

The Living Community Challenge, Master Planning, and a Bayfront Research Campus

11:20 AM–12:20 PM | Washington State Convention Center, 611-612

Tags: Sustainability (Environmental)

Presented by: Shirin Rohani Larijani, Associate Director, Urban Design and Physical Development, San Francisco State University | Barbara A. Maloney, Principal, Page | Alicia Daniels Uhlig, Director Living Community Challenge + Policy, International Living Future Institute

Convened by: Ioana Pieleanu, Principal Consultant, Acentech

This session will discuss how we used the Living Community Challenge (LCC) to frame master planning for San Francisco State University’s Romberg Tiburon Campus. LCC is a next-generation approach to sustainable and resilient planning and design, with aggressive energy and water goals. We will demonstrate how we used an LCC-focused master planning process for a bayfront site to integrate facilities conditions, programming, site analyses, impacts of climate change and sea level rise, and net-positive energy and water for more healthy and productive research and learning environment.

Learning Outcomes

1. Define the Living Community Challenge (LCC), outline its scope and performance areas, and describe the process of registration, certification, and implementation.
2. Describe the climate-related challenges of planning and building on a bayfront site, including sea level rise.
3. Explain how using an LCC approach to master planning can help you respond to the challenges of a bayfront site, including aging and seismically deficient infrastructure and buildings, offsite and internal access, and sea level rise.
4. Discuss whether an LCC approach to master planning could be useful for you campus, particularly in engaging local communities in climate change discussions.

Continuing Education Credits

AIA LU/HSW 1.0 unit (SCUP54C243)
AICP CM 1.0 unit

A Data Management Framework for Physical Assets Using BIM/GIS Data

1:55 PM– 2:55 PM | Washington State Convention Center, 4C-1

Presented by: Stuart M. Grant, Planning Coordinator, Florida International University | Sheyla Santana, Florida International University

Convened by: Daniel Niewoehner, Principal, Science and Technology Planner, HOK

Readily available data about the campus and facilities can improve efficiencies. Unfortunately, silos and traditional databases hinder the sharing of information. Florida International University (FIU) is developing a data management framework for an intelligent campus, making data more accessible to everyone. Come learn about the development of building information modeling (BIM) and geographic information systems (GIS) apps that use realistic maps and models, providing easy access to information about campus physical assets (such as infrastructure, buildings, and equipment) for emergency response, routine maintenance, and planning improvements.

Learning Outcomes

1. Describe how BIM and GIS software can improve access to your institution’s physical information resources versus querying traditional databases or searching archived department files.
2. Identify the types of information that are best suited to BIM/GIS.
3. Outline the structure and use of a BIM/GIS data framework that allows for campus and building analytics.
4. List the hardware and software tools, skills, and resources needed for a basic BIM/GIS data management system.

Continuing Education Credits

AIA LU 1.0 unit (SCUP54C039)
AICP CM 1.0 unit

Adapt or Perish: Equipping Students With Workforce Skills

1:55 PM– 2:55 PM | Washington State Convention Center, 4C-3

Tags: Academic Planning, Facilities Planning

Presented by: Cheryl McConnell, Associate Vice President Academic Affairs, Rockhurst University | David L. Reid, Principal, Gould Evans

Convened by: Gregory Blackburn, Principal | Higher Education Design Studio Leader, Harley Ellis Devereaux

89% of employers say colleges are not adequately preparing students for the workforce. This session explores critical education/workforce gaps in higher education and how they can be addressed through academic planning and learning environments. We’ll share data from 11 national studies and our longitudinal research that identifies critical workforce competencies where colleges have an opportunity to raise their value proposition. You will learn innovative strategies and processes to realign academic programming, support services, and physical facilities with critical competencies for post-graduation success.

Learning Outcomes

1. List the competencies that employers rank as highest priority for employees.
2. Summarize the strengths and weaknesses of the undergraduate business education experience and identify opportunities for change.
3. Outline a change initiative that incorporates more workplace competencies into the curriculum, including faculty engagement, new course design, assessing new programs and services, and evolving instructional delivery.
4. Explain how learning environments can help or hinder the development of workforce skill sets and mindsets in its users.

Continuing Education Credits

AIA LU 1.0 unit (SCUP54C047)
AICP CM 1.0 unit

Assessing Learning Environments to Improve Utilization

1:55 PM– 2:55 PM | Washington State Convention Center, 611-612

Presented by: Melissa Alexander, Urban Design / Architect, NBBJ | Robert Kief, Associate Vice President, Facilities Services, University of Puget Sound | Kim Selby, Senior Associate, Planner and Urban Designer, NBBJ

Convened by: Diane S. Stephens, Associate Vice President for Academic Resources and Planning, California State University-Northridge

Master planning often assumes “what should we build next?” without looking at how we can better use what we have now. Before its master plan, The University of Puget Sound assessed its learning environments to test how existing buildings could be better utilized or improved. The team will share how they used software tools to assess and improve the utilization of their learning environments.

Learning Outcomes

1. Outline the process of a pre-planning learning environments assessment that builds a meaningful inventory of classrooms, labs, and conferences spaces.
2. Describe tools you can use to analyze how learning environments are utilized.
3. Identify how to improve learning environment utilization, whether it’s more efficient scheduling, new furniture, etc.
4. Use a learning environments assessment to define pre-master plan concepts.

Continuing Education Credits

AIA LU 1.0 unit (SCUP54C296)
AICP CM 1.0 unit

How to Create a Welcoming Campus: People, Processes, and Possibilities

1:55 PM– 2:55 PM | Washington State Convention Center, 608-609

Presented by: Christine Fitzpatrick, Chief of Staff, Indiana University-Purdue University-Indianapolis | Stephen Hundley, Senior Advisor to the Chancellor, Indiana University-Purdue University-Indianapolis | Shawn Peters, Research Analyst, Indiana University-Purdue University-Indianapolis

Convened by: David J. Neuman, Founding Principal, Neu Campus Planning, Inc.

Our institutions serve diverse stakeholders, yet our structures, processes, and environments often lack a welcoming, user-friendly focus. This harms our ability to educate students, engage talent, and meet community needs. This session will show how one institution is changing its culture to be a more welcoming campus by utilizing strategies focused on integrated planning, stakeholder engagement, and dynamic implementation. You will learn how effective leadership, intentional stakeholder engagement, and specific strategies can lead your institution to be a more welcoming and inclusive place to learn, work, and serve their communities.

Learning Outcomes

1. Explain the importance of creating welcoming and inclusive campuses for a variety of stakeholders.
2. Identify strategies that facilitate institutional structures, processes, and environments to be more welcoming and user-friendly.
3. Examine one institution’s approach to creating a welcoming campus, including lessons learned and pitfalls to avoid.
4. Replicate, adapt, and implement approaches to make campuses more welcoming and inclusive.

Innovation Ecosystem at Campus Edge: MIT’s Kendall Square Initiative

1:55 PM– 2:55 PM | Washington State Convention Center, 4C-4

Tags: Facilities Planning

Presented by: Michael K. Owu, Managing Director, Real Estate, Massachusetts Institute of Technology Investment Management Company (MITIMCo) | Mark Sardegna, Principal, Elkus Manfredi Architects

Convened by: Leigh Anne Jones, Principal, DLR Group

As engines of local economies, urban universities often nurture innovation ecosystems beyond campus boundaries, like Massachusetts Institute of Technology’s (MIT) Kendall Square Initiative. We will focus on this vibrant, campus-edge, partnership-driven innovation ecosystem. We’ll cover laboratory facilities that combine academic strengths and private partner needs while examining the architectural challenges of urban research buildings. You will learn about the complexities of mixing commercial research buildings, student housing, residential apartments, and active retail street-level spaces to meet the physical and cultural demands of diverse clientele.

Learning Outcomes

1. Outline the planning process for a campus-edge innovative district, including partnerships, property acquisition, financing, and collaboration with the city.
2. List research laboratory building metrics that conform to both university and private sector needs.
3. Summarize the structure, design, and programming of buildings within an innovation district and describe how to overcome architectural, business, and academic challenges encountered in their planning and design.
4. Describe how to plan multiple mixed-use projects to provide an environment that fosters innovation and collaboration.

Continuing Education Credits

AIA LU 1.0 unit (SCUP54C124)
AICP CM 1.0 unit

Institutional Effectiveness (IE): A Tool for Integrated Planning and Evaluation

1:55 PM– 2:55 PM | Washington State Convention Center, 615-617

Tags: Institutional Effectiveness

Presented by: Carolinda Douglass, Northern Illinois University, Vice Provost for Institutional Effectiveness

Convened by: Mary Lee Schott, Director of Higher Education, Interior Design, SHP

Institutional effectiveness (IE) is growing rapidly within higher education as a beneficial tool for promoting data-informed decision making and continuous quality improvement in campuswide integrated planning and evaluation. This session will help you apply IE as a tool for integrated planning and evaluation, addressing aspects of organizational change, project management, and inclusive collaboration. Learn how the application of IE principles can serve as a catalyst for successful everyday integrated planning and evaluation on your campus.

Learning Outcomes

1. Identify core concepts within the IE framework (e.g., organizational change, project management, and inclusive collaboration) as they relate to higher education integrated planning and evaluation.
2. Describe how IE core concepts can be applied in campus wide integrated planning and evaluation.
3. Identify benefits of and obstacles to the use of IE as a tool for integrated planning and evaluation on your campus.
4. Strategize on how to best use IE as a tool for integrated planning and evaluation on your campus.

Making Shared Services Work: Perspective From Both Sides of the Change

1:55 PM– 2:55 PM | Washington State Convention Center, 618-620

Tags: Operational Planning

Presented by: James Armit, Senior Manager Academic Services, RMIT University | Sarah Stow, Associate Director, Planning & Resources, School of Engineering, RMIT University

Convened by: Leslie Morison, Principal, Director of Marketing, ZGF Architects LLP

The consolidation of administrative services into a centralized shared services model is increasingly common. Unfortunately, this move can be a rocky one, often encountering resistance and skepticism. Our session will focus on the implementation and optimization of a shared services model for academic services from both sides of the change—a person on the team leading the change and a key stakeholder undergoing the change. This session will provide you with information, skills, and approaches to ensure a pain-free implementation of a shared services model.

Learning Outcomes

1. Build key relationships to co-create and implement a shared services operating model.
2. Develop a vision for shared services and describe a model of implementation to achieve that vision.
3. Communicate about the vision for shared services in a way that invites feedback and ensures stakeholders that their concerns are taken seriously.
4. Develop empathy for stakeholders who will experience the most change in their day-to-day work because of a shared services model so you can support them through the change.

Moving Forward When Others Are Moving Backward

1:55 PM– 2:55 PM | Washington State Convention Center, 602-603

Tags: Change Management

Presented by: Richard Castallo, Professor of Educational Leadership and Policy Studies, California State University-Northridge

Do you remember the last time you planned a comprehensive project and everyone was with you?  Oh…….never???? Leaders in higher education work with the brightest, most sophisticated workforce in the world. Regardless of your goals, you know that some are going to challenge almost any effort that may involve that [honorary] four-letter word: CHANGE. This presentation from the author of Dealing with Dysfunction: A Book for University Leaders provides some discussion and sharing of ideas on how to handle challenging personnel as you attempt to work within a positive culture.

Learning Outcomes

1. Build a positive culture, with intention, to establish a foundation for managing relationships in a moment of institutional change.
2. Develop clarity around roles and relationships to foster understanding up front and to avoid problems down the road.
3. Discuss ways to use others to do the selling; identify champions among stakeholders to help carry the message.
4. Discuss how to deal with dysfunctional individuals.

Systemic Capital-Improvement Strategies to Weather the Coming Financial Storm

1:55 PM– 2:55 PM | Washington State Convention Center, 613-614

Presented by: Libby Ramirez, University Architect and Director of Capital Resources, Oregon State University | Kip Richardson, Marketing Director, SRG Partnership Inc. | Steve Tatge, Director, Major Projects, University of Washington-Seattle Campus | Dan Zalkow, Associate Vice President for Planning, Construction and Real Estate, Portland State University

Convened by: Eric Ridenour, Senior Associate, SRG Partnership Inc.

Higher education’s nearly maxed-out debt capacity, decreasing state funding, and shrinking enrollment reduce revenues while facilities-related costs rise. Let’s discuss how capital improvement, partnering, and financing strategies can change course. This session will frame universities’ capital planning, operations, and maintenance challenges as a systemic fiscal issue. We will present holistic solutions and review strategies currently considered by universities to address and correct the situation.

Learning Outcomes

1. Describe strategies for a holistic, sustainable approach to addressing funding for deferred maintenance.
2. Outline how to manage campus buildings as a portfolio of assets and bundle capital maintenance needs with quick-ROI measures to reduce operations costs.
3. Describe how you can pool resources with multiple schools to produce shared facilities and leverage state funds.
4. Explain the benefits of integrating capital planning and development with facilities maintenance and operations.

Continuing Education Credits

AIA LU 1.0 unit (SCUP54C146)
AICP CM 1.0 unit

When Artificial Intelligence and Machine Learning Meet Integrated Campus Planning

1:55 PM– 2:55 PM | Washington State Convention Center, 606-607

Presented by: Lev Gonick, Chief Information Officer, Arizona State University

Convened by: Mark S. Valenti, Former President and CEO, The Sextant Group, Inc.

There is no shortage of hype and technobabble around the promise of shiny new technology trends and their prospect for disrupting the universe as we know it. Twenty-five years ago, the World Wide Web and the underlying Internet did, indeed, change everything. Today the promise of AI, ML, IoT, XR, NGNs and the latest alphabet soup of tech trends promises to impact the campus in all its facets. This session will provide context, insights, and some prognostication on how the campus planning community should embrace its technology future through a ‘trust but verify’ lens.

Learning Outcomes

1. Contextualize emerging technology trends and their consequence for integrated campus planning
2. Develop strategies for engaging central IT in integrated campus planning
3. Understand how to approach build/buy decisions around IT
4. Leveraging leading technologies to re-position campus planning as a strategic partner with IT

Align, Support, and Measure Your Institution’s Community Engagement

3:15 PM– 4:15 PM | Washington State Convention Center, 611-612

Presented by: William Generett, Duquesne University | Stephen Hundley, Senior Advisor to the Chancellor, Indiana University-Purdue University-Indianapolis | Jessica Mann, Director, Center for Community-Engaged Teaching & Research, Duquesne University | Kristin Norris, Director of Assessment Community Engagement, Indiana University-Purdue University-Indianapolis

Convened by: Timothy Belanger, Partner, MJMA

Community engagement can be key to an institution’s success, but often it is not strategically driven, aligned with other planning efforts, or appropriately supported and measured. We will discuss how to align community engagement with systems, policies, processes, and practices in an institution. Come learn how to align community engagement efforts with institutional goals (diversity and inclusion, grants and partnerships, student success, and more), how to make sure community engagement is adequately supported, and how to measure the outcomes of your efforts.

Learning Outcomes

1. Determine who is involved with community engagement on your campus and who is responsible for convening stakeholders.
2. Align community engagement to foundation relations, institutional planning, and academic planning.
3. Take an inventory of the various campus-community partnerships that currently exist at your institution and create a systematic process for collecting data regarding community engagement.
4. Assess the resources your institution needs to support community engagement and gauge whether community engagement strategies are supporting institutional goals.

Getting to the Results: Using Business Intelligence Tools to Improve Integrated Planning

3:15 PM– 4:15 PM | Washington State Convention Center, 618-620

Presented by: Holly V. Goodson, Director of Institutional Research, Augusta University | Mickey Williford, Director of Planning & Accreditation, Augusta University

Convened by: Margaret F. Plympton, Partner, Odgers Berndtson

Augusta University engages yearly in an annual planning process of goal-setting, progress-reporting, and reflection on program and service impact. To disseminate planning results, Augusta relies on Tableau software for more informative, actionable, and open reporting on the progression of unit goals. We will demonstrate how we overcame common reporting limitations by utilizing Tableau as a solution to support and enhance the benefits of strategic planning. Come learn how to use business intelligence tools at your institution to streamline planning efforts and foster institutional value for monitoring strategic planning progress.

Learning Outcomes

1. Articulate possibilities and lessons learned from Augusta University’s integrated planning process.
2. Lead discussions among campus stakeholders about attitudes surrounding planning value and solutions for tackling negative perceptions.
3. Define business intelligence in the context of higher education and its utility in supporting decision-making.
4. Describe how to use business intelligence tools to enhance planning and the perceptions of planning value.

How Integrated Planning and Partnerships Drive Engaged, Innovative Learning Enterprises

3:15 PM– 4:15 PM | Washington State Convention Center, 615-617

Presented by: Joel S. Bloom, President, New Jersey Institute of Technology | Joseph E. Gilmour, Principal, Strategic Initiatives, Inc. | Joseph Konopka, Vice President, Ocean County College

Convened by: Edith Finczak, Director, Academic Budget and Planning, University of Alberta

To thrive in turbulent, financially challenged times, institutions will need to develop dynamic, long-term collaborations and integrated planning practices that push innovation. We will focus on two institutions that reimagined their value propositions and business models in pursuit of aggressive goals, thanks to their multifaceted partnership and transformative strategies. Presidents from these institutions will share how integrated planning, strategy crafting, and collaboration helped their institutions re-imagine mission and encourage entrepreneurship.

Learning Outcomes

1. Help reshape integrated planning/strategy crafting processes to dramatically re-imagine mission, vision, strategies, business models, best practices, and partnerships and collaboration.
2. Use strategies, plans, and/or implementation to achieve greater levels of engagement, innovation, entrepreneurship, and collaboration.
3. Support the establishment and nurturing of solid, multi-faceted partnerships with like-minded leaders.
4. Evaluate, refine, and evolve partnerships and collaborations to achieve transformative stretch goals.

Increase Student Participation in Planning to Create More Equitable Spaces

3:15 PM– 4:15 PM | Washington State Convention Center, 608-609

Tags: Facilities Planning

Presented by: Cory Gillette, Portland Community College | Luxo Lopez, Portland Community College | Derrick McDonald, Portland Community College | Aidee Medel Diaz, Portland Community College | Ngoc Nguyen, Portland Community College | Amara Perez, University of North Carolina at Greensboro | Cesar Santiago Perez, Portland Community College | Erika Villanueva, Portland Community College

Convened by: Patrick Sisneros, Vice President, College Services, Everett Community College

Designing equitable spaces is an important part of closing the achievement gap between white students and students of color. Using Critical Race Theory (CRT) in facilities planning is a way to step back, reflect, and look for ways our current environments—and the processes used to create them—hinder or discourage students of color. Students leaders and the project coordinator will share how Portland Community College (PCC) has applied CRT and participatory action research to foreground the leadership and insights of students in campus planning and design.

Learning Outcomes

1. Identify your socio-spatial perspectives—the ways your identity informs how you interpret a space as a user.
2. Explain how Critical Race Theory (CRT) and participatory action research creates spaces that are more equitable.
3. Describe how to apply a CRT lens to your facilities planning.
4. Use methods from CRT and participatory action research to expand student participation in planning and design.

Continuing Education Credits

AIA LU/HSW 1.0 unit (SCUP54C171)
AICP CM 1.0 unit

Planning and Designing for Innovation: A Hackathon

3:15 PM– 4:15 PM | Washington State Convention Center, 606-607

Tags: Learning Environments

Presented by: Christopher Baylow, Higher Ed and Academic Research Practice Leader, EYP | Kenneth Ellis, Design Principal, EYP | Leigh Stringer, Workplace Strategist and Author of “The Healthy Workplace”, EYP

Convened by: Steven M. Wiesenthal, Principal, Studio Gang Architects

Innovation centers, maker spaces, incubators, and idea factories get a lot of buzz, but what are they really and how can they be designed most effectively? This session is all about these innovation buildings—their design, use, and operations. We’ll explore strategies and best practices, then roll up our sleeves and start designing! After we review the range of innovation buildings universities are creating, you will be asked to tackle a specific case study design problem within a small group.

Learning Outcomes

1. Analyze different types of innovation building projects and describe the drivers behind them.
2. Explore the complexity of innovation buildings, including their design, ownership, operations, and programming needs.
3. Collaborate with peers on the design of an innovation building to support specific educational outcomes.
4. Discuss creative solutions to challenges often encountered when planning and designing innovation buildings.

Continuing Education Credits

AIA LU 1.0 unit (SCUP54C215)
AICP CM 1.0 unit

The Strategic Plan as a Catalyst for Student Success

3:15 PM– 4:15 PM | Washington State Convention Center, 4C-1

Tags: Student Success, Strategic Planning

Presented by: Valarie L. Avalone, Director, Institutional Planning, Effectiveness, and Accountability, Monroe Community College | Joel Lloyd Frater, Executive Dean at Damon City Campus, Monroe Community College

Convened by: David M. Moehring, Senior Capital Planner, University of Washington-Bothell Campus

Institutions must work across silos to meet students’ needs through innovation and creativity. With a focus on integrating planning and student success, this session will explore Monroe Community College’s (MCC) framework for reaching the overarching goal of improving student outcomes. We will share replicable examples of tactics for aligning strategies, allocating resources, and selecting relevant metrics to measure success. Through the implementation of a strategic plan, learn from MCC’s example to optimize integrated planning, strategy development, resource allocation, assessment metrics, and accountability at your institution.

Learning Outcomes

1. Demonstrate linkages between strategic directions, goals, and strategies.
2. Explore resource allocation approaches and alignment with your institution’s strategic plan.
3. Utilize data and assessment to inform student success strategies.
4. Leverage strategies that optimize the strategic plan to promote student success.

Unearthed: Digging Into UMass Boston’s Transformational Utility, Landscape, and Roadway Project

3:15 PM– 4:15 PM | Washington State Convention Center, 4C-4

Presented by: Dorothy F. Renaghan, Director, Facilities Management, University of Massachusetts-Boston | Ian Scherling, Senior Associate, Landscape Architect, Sasaki | James Velleman, Associate Principal, BVH Integrated Services

Convened by: Adele S. Vanarsdale, Campus Planner, University of Iowa

The University of Massachusetts Boston was an insular, car-centric campus built on a former landfill. Now, it is becoming an inviting and pedestrian friendly campus, updated for the 21st century. We’ll describe the massive Utility Corridor and Roadway Relocation project that transformed the campus and share lessons learned from implementing a master plan—with focus on landscape design, multi-modal access and circulation, sustainability, and new utilities—while maintaining an occupied campus on an environmentally unique oceanside site.

Learning Outcomes

1. Explain the pre-work that must be done before a major utility infrastructure overall, including soil analysis, selection of appropriate materials, and geotechnical and geo-environmental engineering, and logistical planning to maintain campus operations and overall safety.
2. Describe methods to introduce plant life, add stormwater treatment, and create outdoor spaces for campus users on a campus filled with regulated soils.
3. List ways to physically connect an urban campus located on a peninsula to the broader community.
4. Summarize lessons learned from the implementation of a massive campus utilities and landscape project.

Continuing Education Credits

AIA LU 1.0 unit (SCUP54C185)
AICP CM 1.0 unit

Your Resources: Put Them Where They Will Do the Most Good

3:15 PM– 4:15 PM | Washington State Convention Center, 4C-3

Presented by: Larry Goldstein, President, Campus Strategies, LLC

Higher education’s resource situation is not good and is not expected to get better in the foreseeable future. Elite and wealthy institutions are relatively immune to these pressures, but the overwhelming majority of other institutions are continually struggling to match resources to mission. Several actions, though difficult and painful, would help reduce the gap between available resources and those needed to meet stakeholders’ needs. This session focuses on the need to employ a coordinated and aligned approach to planning, resource allocation, and assessment. It goes on to describe a proven practice for utilizing all three to match resources to mission—strategic resource allocation. Finally, it offers suggestions for initiating the conversation on your campus.

Learning Outcomes

1. Align resource allocation and assessment with operational planning to achieve success.
2. Develop a strategic resource allocation approach matching resources to mission.
3. Recognize the essential process elements that differentiate between success and failure when carrying out strategic resource allocation.
4. Identify the key discussion points around which to engage your institution in the dialogue needed to reach agreement on a planful approach to mission fulfillment.

Boom and Bust: How One Campus Responds to Fluctuations in State Funding

8:30 AM– 9:30 AM | Washington State Convention Center, 4C-1

Tags: Deferred Maintenance

Presented by: Leslie Bjore, Director of Planning, Design & Construction, University of North Dakota | Mary Anne Ocampo, Principal, Sasaki | Tyler Patrick, Principal, Sasaki

Convened by: Timothy Winstead, Regional Director, EwingCole

The boom-and-bust cycle of North Dakota’s economy creates a difficult environment for physical planning. We will examine University of North Dakota’s (UND) response to the decline in public funding along with a state mandate to increase space utilization and decrease deferred maintenance, demonstrating how it provided the impetus to focus investment on high impact, transdisciplinary projects. You will learn how compromise in a planning process can help achieve both individual and collective goals as well as contribute to a more holistic university vision.

Learning Outcomes

1. Recognize physical planning strategies that will help you respond to new state mandates and funding fluctuations.
2. Outline an approach to strategically shrinking the campus, including quantitative and quantitative methods to assess the campus, tools to capture faculty input and build consensus, and approaches to facilitate meetings with stakeholders.
3. Describe design strategies that focus building and landscape investment in a campus core to create a more connected campus experience.
4. Anticipate challenges commonly encountered when shrinking a campus.

Continuing Education Credits

AIA LU 1.0 unit (SCUP54C042)
AICP CM 1.0 unit

Higher Ed’s Missing Link: Turning Your Big Data Into Institutional Change

8:30 AM– 9:30 AM | Washington State Convention Center, 4C-3

Presented by: Roy Mathew, Associate Vice President for Planning, The University of Texas at El Paso | David Ruiter, Associate Provost for Student and Faculty Success, The University of Texas at El Paso

Literature points out that big data and analytics (BDA) still fails to positively influence institutional planning—even though it’s promoted as a novel approach to improving efficiency and effectiveness. What limits the usefulness of BDA? Researchers point to a lack of conceptual models that translate information into meaningful signals. Nonsense! We’re using a metrics-based planning framework that’s producing remarkable outcomes. We’ll share our framework and how you can apply this concept at your institution.

Learning Outcomes

1. Define big data and analytics (BDA).
2. Discuss how metrics serve as signals within a planning framework.
3. Articulate the principles of metrics-based planning.
4. Discover how you can use metrics-based planning to identify administrative issues at your institution and resolve them more effectively.

Higher Education, Congress, and the Trump Administration: What Has Happened and What Should We Expect?

8:30 AM– 9:30 AM | Washington State Convention Center, 602-603

Presented by: Terry W. Hartle, Senior Vice President, Government Relations and Public Affairs, American Council on Education (ACE)

Effective leadership in American higher ed requires an ability to anticipate how federal policy changes could impact institutions. This session will review the first two years of the Trump Administration and assess changes we may see now that the Democrats control the House of Representatives. This session will discuss the possible reauthorization of the Higher Education Act, changes to federal regulations dealing with Title IX, accreditation, and Gainful Employment, the outlook for federal funding for student aid and scientific research, and the role that complex policy proposals like “free college” and “debt-free college” might play in the 2020 presidential campaign.

Learning Outcomes

1. Identify how federal policy has changed since the Trump Administration took office in January 2017.
2. Describe the major federal policy concerns likely to be considered by federal Congressional and Executive Branch officials over the next 18 months.
3. Assess the efficacy and likely impact of major policy proposals designed to shape public dialogue about the future of federal support for higher education as the 2020 election approaches.
4. Consider the impact that policy directions will have on your campus.

How Open Source Learning Could Revolutionize Education Delivery

8:30 AM– 9:30 AM | Washington State Convention Center, 608-609

Presented by: Walter Balser, University of Denver | Melanie Hicks, Vice President, Higher Education, MGT Consulting Group

Convened by: Ben Niebauer, Education Market Leader, DesignGroup

Open source communities are based on three core principles: trust, fluid networks, and transparency. This presentation will highlight how applying these principles in the context of learning can have transformative effects in organizational culture, and how they can stimulate responsive and creative outcomes in any learning organization. We will explore the open source school approaching, including examples where this kind of thinking has upended monolithic sectors, and explore active pilot studies happening now.

Learning Outcomes

1. Define “open source” and describe how the ethos is being applied to higher ed.
2. Better connect educators and students through a decentralized and accelerated mindset.
3. Identify ways to incorporate open learning into future planning initiatives.
4. Explain how other institutions have adopted an open source learning mode.

Integrating Assessment, Strategic Planning, and Budgeting Processes in Higher Education

8:30 AM– 9:30 AM | Washington State Convention Center, 611-612

Tags: Integrated Planning

Presented by: Hiba Itani, Policy and Assessment Officer, American University of Beirut | Dania Salem, Assistant Director, Academic Assessment Unit, American University of Beirut

Convened by: Maria A. Loitz, Director, Marketing and Associate Principal, BVH Integrated Services | Danuta A. Nitecki, Dean of Libraries, Drexel University

This session introduces best practices for linking assessment, strategic planning, and budgeting processes in higher education and offers a framework developed by the American University of Beirut to integrate these processes. We aim to address the disconnect between assessment, strategic planning, and budgeting processes in higher education and give practical advice on how to bridge this gap based on best practices. You will be able to use our provided framework and best practices to evaluate and improve the level of integration between assessment, strategic planning, and budgeting processes at your institution.

Learning Outcomes

1. Identify best practices for assessment, strategic planning, and budgeting processes.
2. Evaluate the link between assessment, strategic planning, and budgeting processes at the program/unit, college, and institutional levels.
3. Adapt the linking framework to integrate assessment processes with strategic planning, resource allocation, and budgeting processes.
4. Integrate assessment findings to inform institutional planning and decision-making processes related to budgeting and resource allocation.

Keep Your Top Talent: Improving Employee Engagement and Retention

8:30 AM– 9:30 AM | Washington State Convention Center, 606-607

Presented by: Chris Boies, Assistant Vice President, Business Operations, George Mason University | Anthony J. Lucarelli, Principal, Higher Education, Grimm + Parker Architects

Convened by: Katie Carley, Associate Vice President, HGA

In order for institutions to overcome the many challenges facing higher education, they need to keep and engage their top employees. We will share success stories from top-performing institutions nationally recognized as great places to work and will include a case study on how a building renovation project effectively used these practices. You will leave this session with best practices on how to make your institution an exemplary workplace, including programs to implement and leadership traits to emulate.

Learning Outcomes

1. Define employee job satisfaction and explain why it is important in higher education.
2. Summarize practices used by high-performing institutions to improve employee job satisfaction.
3. Describe leadership traits that increase levels of employee job satisfaction.
4. Outline the facilities planning process and design strategies used during a workplace renovation that improved employee job satisfaction.

Continuing Education Credits

AIA LU 1.0 unit (SCUP54C048)
AICP CM 1.0 unit

Learning Spaces of the Future: Personal Learning and Neurodiversity

8:30 AM– 9:30 AM | Washington State Convention Center, 4C-4

Presented by: Jeffrey Ashley, Director of the Center for Teaching Innovation and Nexus Learning, Jefferson (Philadelphia University + Thomas Jefferson University) | Scott Montemerlo, National Program Manager, Education, Teknion

Convened by: Paul Dale, President, Paradise Valley Community College

All learners are different. These differences—also known as neurodiversity—impact learning. Fortunately, the design of learning spaces does not have to be one-size-fits-all. We will discuss how learning spaces can be flexible and easily adapted to students’ needs across the spectrum of neurodiversity, whether or not they are on the autism spectrum, manage learning disabilities, or have a mental health condition. Come learn how flexible learning space design can improve the experience of all learners.

Learning Outcomes

1. Define “neurodiversity” and describe how it affects the needs different learners will have of learning spaces.
2. Identify how the design of traditional learning spaces, particularly those that are not flexible, pose challenges and issues for neurodiverse students.
3. Use design strategies—such as flexibility, offering furnishing choice, building micro-environments, and spaces that can afford both public and private spaces—to meet the needs of many different kinds of learners.
4. Describe how different aspects of design—particularly, density, acoustics, orientations, and furnishings—can be used to create a more impactful learning space for all learners.

Continuing Education Credits

AIA LU/HSW 1.0 unit (SCUP54C326)
AICP CM 1.0 unit

Plan and Align Improvement Efforts Across Departments

8:30 AM– 9:30 AM | Washington State Convention Center, 615-617

Presented by: Allison Phayre, Executive Director for Institutional Effectiveness, Olympic College

Convened by: Matthew R. Purcell, Director, Capital Planning and Development, University System of New Hampshire

Many institutions are engaged in concurrent, overlapping institutional change initiatives. Being able to plan and align improvement efforts while including all stakeholders without duplicating effort requires new tools and skills. We will share how Olympic College used the planning for a new enterprise resource planning (ERP) system to design improvements in our student-facing systems. You will practice different techniques and tools to visualize institutional processes and identify alignment. We will discuss the use of traditional business management tools to map institutional structures, create cross-departmental capacities, and guide cross-functional teams.

Learning Outcomes

1. Map out institutional structures and crosswalk related initiatives.
2. Diagram intersection points between related processes or structures.
3. Identify improvement opportunities in structures and processes that align with existing work.
4. Develop and implement a work plan to improve institutional processes, including engaging stakeholders and identifying risk.

Putting the Green in Infrastructure: An Urban Campus’s High-Performance Landscape

8:30 AM– 9:30 AM | Washington State Convention Center, 613-614

Presented by: Jennifer Johnson, Project Manager, Nitsch Engineering | Eric Kramer, Principal, Reed Hilderbrand | Laura Tenny, Senior Campus Planner, Office of Campus Planning, Massachusetts Institute of Technology

Convened by: Gregory Tuzzolo, Senior Associate, STIMSON

Green infrastructure uses the landscape to manage stormwater. This session will explore the Massachusetts Institute of Technology’s (MIT) successful pilot green infrastructure project. We’ll review the characteristics and benefits of green infrastructure in general, along with the accelerated design and construction process for this project in particular. We’ll also share measurable results from the green infrastructure, and how the project has impacted the campus.

Learning Outcomes

1. Motivate stakeholders to invest in green infrastructure by turning planning strategies into implementation projects that transform a community’s perception of what is possible.
2. Explain how to integrate high-performance green infrastructure into the core of an urbanized campus where a variety of challenges can mitigate success.
3. Identify a clear set of goals to develop an accelerated and flexible design and construction process that makes complex systems achievable with limited time and resources.
4. Apply innovative practices that mitigate flooding, treat stormwater, and support healthy plant communities and also function as common landscape elements that shape a vibrant hub for connectivity and student interaction.

Continuing Education Credits

AIA LU/HSW 1.0 unit (SCUP54C083)
AICP CM 1.0 unit

Using Campus Development to Build Industry Partnerships and Dismantle Academic Silos

8:30 AM– 9:30 AM | Washington State Convention Center, 618-620

Tags: Facilities Planning

Presented by: Kelly Dreyer, Associate Principal, Gould Evans | Robert Goldstein, Haas Distinguished Professor, University of Kansas | James E. Modig, University Architect, University of Kansas

Convened by: Teri Mathers, Senior Project Manager, Cumming Construction Management Inc

Preparing graduates for the workforce requires higher ed to work more closely with industry and organize academic opportunities around real-world problems, not departments. We will detail how the University of Kansas (KU) strategically used new campus building developments to do both develop industry partnerships and interdisciplinary collaborations. You will learn how to design, build, and operate a new and transformative campus development with an integrated approach to facilities, courses, and management, including strategies to gain industry partnerships.

Learning Outcomes

1. Explain programming and facilities design strategies to encourage inter-collegiate and inter-departmental teaching, research, and partnership opportunities.
2. Identify ways to transform campuses into business magnets through focused and flexible facilities, research funding support, and knowledge enhancement opportunities.
3. Enable institutional integration and resiliency by learning to effectively manage shared facilities and resources.
4. Explain how to develop mechanisms for public integration and relevancy through outreach, facility design, and research focused on making a positive social impact.

Continuing Education Credits

AIA LU 1.0 unit (SCUP54C084)
AICP CM 1.0 unit

Assessing Institutional Capacity for Mission-Fulfillment and Student Success

9:50 AM–10:50 AM | Washington State Convention Center, 4C-4

Presented by: Greg Brazell, Director of the Center for Engagement and Learning, Pierce College at Puyallup | Thomas Broxson, District Dean, Natural Sciences and Mathematics, Pierce College at Puyallup | Laurie Tripp Heacock, Vice President of Data, Technology and Analytics, Achieving The Dream, Inc.

Convened by: Christopher Shults, Dean of Institutional Effectiveness and Strategic Planning, CUNY Borough of Manhattan Community College

Institutions may differ in size, mission, and other factors. What they share in common is the need to holistically serve their students and respond to emerging needs. The Institutional Capacity Assessment Tool (ICAT) is an online survey that institutions can use to provide actionable data in seven fundamental areas. We’ll describe how Pierce College used ICAT to gain insights, identify strengths and areas to bolster, facilitate conversation, and take concrete actions for transformative results. Pierce College is one of 11 community colleges selected nationally as an Achieving the Dream Leader College of Distinction – a national designation awarded to community colleges that have demonstrated results in improving student success and closing achievement gaps. In the past eight years, Pierce College has doubled its 3-year graduation rate as a result of strategic student retention and completion efforts. This year, The Aspen Institute’s College Excellence Program has recognized Pierce College as one of the top 10 colleges in the nation.

Learning Outcomes

1. Examine the purpose and key functions of the Achieving the Dream Institutional Capacity Assessment Tool (ICAT), in order to understand its use in fulfilling organizational mission.
2. Identify various stakeholder engagement with the ICAT, in order to articulate the levels of impact the ICAT has throughout an organization (district, campus, department, unit, individual).
3. Compare and contrast data-informed uses of the ICAT, in order to apply evidence-based strategies at your organization.
4. Evaluate examples of how data from the ICAT informed and connected institutional effectiveness, strategic planning, re-allocation of budget, and professional development, in order to strategically fulfill organization mission.

Decarbonize Your Campus Through Building Electrification

9:50 AM–10:50 AM | Washington State Convention Center, 613-614

Presented by: Scott Shell, Principal, EHDD | David Phillips, Associate Vice President of Energy and Sustainability, University of California Office of the President | Joseph C. Stagner, Executive Director of Sustainability and Energy Management, Stanford University

Convened by: Grant T. Murakami, Vice President, PBR Hawaii and Associates, Inc.

The path to carbon neutrality is clear: electrify everything and procure renewable energy. How to get to 100% electric power is less clear. Stanford University has been focused on this challenge, committing to all-electric buildings by June 2019. This session will give attendees a clear road map and strategies for converting the energy your buildings use from gas to electric—whether the energy heats the building, glass beakers, or dinner.

Learning Outcomes

1. Describe how a university has studied its building electrification and issued a policy for all-electric buildings.
2. Describe an integrated campus effort—including campus planning, finance, facilities, and faculty—to reduce greenhouse gas emissions.
3. Undertake a pilot project switching from gas to electricity in a commercial kitchen and laboratory.
4. Explain new methods of transitioning building features and capabilities from natural gas to electricity.

Continuing Education Credits

AIA LU/HSW 1.0 unit (SCUP54C196)
AICP CM 1.0 unit

Improve Employee Engagement and Student Success Through Effective Leadership Practices

9:50 AM–10:50 AM | Washington State Convention Center, 4C-1

Presented by: Chi Lo, Senior Director of Enrollment and Student Services, Park University

Convened by: Jessica L. Leonard, Associate Principal, Ayers Saint Gross

This session will show how a leadership model allowed an online university to improve employee engagement and student success outcomes by implementing effective departmental leadership practices. A 2017 study indicated that students are more engaged when faculty and staff are engaged. We will discuss how leadership practices can improve engagement across five departments: academics, admissions, advising, business office, and financial aid. You will learn to apply this leadership model at your institution to engage faculty and staff so that students will be more engaged as well.

Learning Outcomes

1. Use faculty and staff leadership model to develop a more collaborative environment.
2. Use tools to train and develop faculty and staff in different departments so they have the skills needed to lead their department.
3. Strengthen hiring questions for leadership interviews.
4. Explain how a leadership model can improve faculty and staff engagement to strengthen student success outcomes.

Informal Learning Spaces: Research, Design, and Advocacy on Urban Campuses

9:50 AM–10:50 AM | Washington State Convention Center, 608-609

Presented by: Sara Grant, Partner, Murphy Burnham Buttrick Architects | Eve B. Klein, Co-Founder, User Design Information Group, CUNY Graduate School and University Center | Meghan Moore-Wilk, Director, Space Planning, CUNY System Office

Convened by: Stephen C. Luchetta, Director of Business Development, MATT Construction Company

As we recognize the importance of informal learning spaces, there are still unanswered questions. How should informal learning spaces impact students? How can we understand the potential of informal spaces? How can design optimize this potential? This session will bring insights from multi-year multidisciplinary research in a large university system regarding planning and designing informal learning spaces on multiple college campuses. Come learn how to apply research methods to enhance understanding and support of design goals on your campus.

Learning Outcomes

1. Summarize the role informal learning spaces play in meeting students’ needs and how to use both academic literature and project-based research to advocate for these spaces.
2. Recognize themes that are common to most campus informal learning spaces and identify the site-specific culture of each individual learning space.
3. Review a methodology for deploying and measuring a design intervention in an informal learning space.
4. Discover and evaluate the connection between informal learning spaces and equitable access to educational resources.

Continuing Education Credits

AIA LU/HSW 1.0 unit (SCUP54C062)
AICP CM 1.0 unit

Issues in Workplace Design (and How Innovative Universities Address Them)

9:50 AM–10:50 AM | Washington State Convention Center, 615-617

Tags: Facilities Design

Presented by: Niraj Dangoria, Associate Dean, Facilities Planning and Management, Stanford University | Damon A. Sheppard, Principal, Regional Leader of Science and Technology, HOK | Evan Yassky, Executive Director, Facilities Planning and Design, University of North Carolina at Chapel Hill

Moderated by: Todd Buchanan, Principal, HOK

Convened by: Elizabeth Hitchcock, Director of Library Facilities Planning, Northwestern University

On the average campus, office space accounts for more square footage than classrooms, instructional and research labs combined. Accordingly, its design and utilization can have significant campus impact. This panel discussion addresses the challenges that institutions face when rethinking their approach to workplace design. We will provide guidance on planning, programming, and design strategies to align workplaces with educational mission, respond to fiscal pressures, and compete for talent.

Learning Outcomes

1. Summarize the concept of higher ed workplace design and discuss the institutional drivers that affect higher ed workplace projects and initiatives.
2. Review recent higher ed workplace design initiatives—a biomedical research laboratory building, a library, a shared services center, and administrative offices.
3. Discuss challenges faced when changing a higher ed workplace and how peer institutions are addressing those challenges.
4. Discuss proposed higher ed workplace planning principles for campus projects as a way to design workplaces that efficiently use space.

Continuing Education Credits

AIA LU 1.0 unit (SCUP54C210)
AICP CM 1.0 unit

Planning Our Future By Honoring Our Past

9:50 AM–10:50 AM | Washington State Convention Center, 611-612

Tags: Strategic Planning

Presented by: Peter Baratta, Chief Planning Officer, Stockton University | Gregory Janks, Co-Founder, DumontJanks | Lauralyn Lee, Associate Vice President, Community Engagement and Strategic Initiatives, Georgetown University

Convened by: Charles D. Piper, Principal, Quinn Evans Architects

At Stockton University, demographic and economic challenges have compelled us to interpret our liberal arts heritage for a changing, multi-cultural world. A good strategic plan is inclusive, collaborative, and sustains a school’s distinctiveness. Our presentation will explain how to guide an integrated campus change effort while preserving and enhancing institutional values. Effective strategic planning is as much about process as content. This session will explain how the intentional development of both can facilitate a meaningful, achievable plan that drives organizational change.

Learning Outcomes

1. Place core values, particularly student success, at the center of planning efforts.
2. Explore the elements needed to create an integrated planning model to support data-informed commitments.
3. Balance comprehensive deliberation with timely decision-making.
4. Develop a communication and engagement strategy that supports change management, respects shared governance, and embraces broad campus engagement.

Powered Productivity: Super Tech Tools to Get Stuff Done

9:50 AM–10:50 AM | Washington State Convention Center, 606-607

Presented by: Beth Ziesenis, Owner, Your Nerdy Best Friend

Convened by: Arthur J. Lidsky, President, Dober Lidsky Mathey

Exasperated by email? Peeved about passwords? Tired of tedious tasks? You’re not alone. Your Nerdy Best Friend, aka Author Beth Ziesenis, joins SCUP again for a research-based look of common productivity problems, followed by the technology to solve them. Discover how to use free and bargain technology tools you never knew existed to work more efficiently with your teams, get organized and finally get stuff done. Learn more and sign up for the newsletter here.

Learning Outcomes

1. Discover low-cost, high-value apps and tech tools that you can start using right away.
2. Discuss great tech tips and app ideas from your colleagues.
3. Apply new ideas to increase efficiency, improve relationships and get things done!
4. Discover research-based facts coupled with real-time tech solutions.

Promote Health and Wellbeing on Your Campus With the Okanagan Charter

9:50 AM–10:50 AM | Washington State Convention Center, 602-603

Tags: Facilities Design, Facilities Planning

Presented by: Matt Dolf, Director Strategic Support, UBC Wellbeing, University of British Columbia-Vancouver | Dennis J. Swinford, Higher Education Planning Practice Leader, Goody Clancy | Paula Swinford, Director, Health Promotion Strategy, University of Southern California

Convened by: Nancy Tierney, Associate Vice President for Facilities Planning & Management, University of Louisville Health Sciences Center, University of Louisville

The Okanagan Charter: An International Charter for Health Promoting University and Colleges provides a common language, principles, and framework for integrating complex issues of health, wellbeing, and sustainability on campuses. This session will show how planners can use the Okanagan Charter as a framework to promote health and wellbeing in the built environment, along with policies and culture. We’ll also talk specifically about how the quality and design of the physical environment plays a critical role in the promotion of health and wellbeing.

Learning Outcomes

1. Explain why a systems- and settings-based approach that considers the holistic effect of programs, policies, and the built environment is most effective for promoting health and wellbeing.
2. Outline the Okanagan Charter goals, why they are useful for higher ed institutions, and strategies for effectively implementing those goals in the built and physical environment.
3. Articulate how the quality and design of the campus physical environment is critical to building occupant wellbeing, and how the campus planning process can help to embed wellbeing into institutional culture, operations, and academics.
4. Describe examples of how other institutions have led health-promoting initiatives and facilities planning processes.

Continuing Education Credits

AIA LU/HSW 1.0 unit (SCUP54C094)
AICP CM 1.0 unit

SCUP Fellows Research Presentation: Fostering Innovation on Ohio’s Co-located Campuses Through Collaborative Planning

9:50 AM–10:50 AM | Washington State Convention Center, 4C-3

Presented by: Jeremy W. Webster, Dean, Ohio University Zanesville, Ohio University-Zanesville Campus

Convened by: Danuta A. Nitecki, Dean of Libraries, Drexel University

Ohio has seven co-located institutions—ones in which a community college and a regional branch of a four-year university are located on the same or adjoining campuses. Although these co-locations were created to minimize competition and increase access to affordable education in non-urban areas of Ohio, these co-located institutions find themselves in competition for state and community resources, graduating high school students, and returning adult learners. This session reports the findings of a study to ascertain how co-located institutions can use collaborative planning (a framework for dealing with matters of collective concern that arise from institutions with very different priorities and perspectives co-existing in shared spaces of cultural communities) to transcend competition, negotiate disagreements, and achieve increased institutional collaboration and innovation.

Learning Outcomes

1. Compare and contrast “innovative collaboration” with “operational collaboration.”
2. Identify barriers that make institutions collaboration-adverse.
3. Explain key concepts of collaborative planning.
4. Create metrics for assessing innovative collaboration.

Understand the Other Side: Capital Project Insights From Trustees and Administrators

9:50 AM–10:50 AM | Washington State Convention Center, 4C-2

Tags: Campus Planning – Existing Campus

Presented by: Judith Nitsch, Founding Principal, Nitsch Engineering | Sylvia Smith, Senior Partner, FXCollaborative

“You don’t know what you don’t know.” Everyone wants to do a good job on a facilities project, but it can be hard when you don’t understand the other side’s unique perspectives, needs, goals, and competing demands. This session features insights from people who have been on both sides of a project—as architects, engineer, and sustainability professionals who also serve as college trustees and administrators. We’ll share how to nurture empathy, prevent misunderstanding, and make your next facilities project run more smoothly.

Learning Outcomes

1. Describe what can go wrong during client/consultant interactions when you don’t understand the other side’s concerns, circumstances, or issues.
2. Prevent common facilities project issues and delays by broadening your understanding of (and empathy for) the other side.
3. List insights and lessons learned from AEC professionals who have been on both sides of the client/consultant relationship.
4. Discuss methods to improve collaboration and team dynamics on facilities projects.

What You Want to Know About Assessment But Are Afraid to Ask

9:50 AM–10:50 AM | Washington State Convention Center, 618-620

Presented by: Erica Eckert, Assistant Dean, Assessment and Accreditation, Kent State University at Kent | Nicholas R. Santilli, Senior Director of Learning Strategy, Society for College and University Planning

Convened by: Richard W. Whealan, Principal, The Miller Hull Partnership, LLP

Assessment people speak their own (important) language, and if you’re not in assessment, it can be hard to keep up with critical assessment-related terminology and trends. This session will help you define assessment-related terms (i.e. goals, outcomes, objectives, standards, etc.) and will provide an overview of assessment and accreditation trends that could impact your institution. Whether you’re brand new to assessment or need a refresher, this session will bring you up to speed quickly.

Learning Outcomes

1. Use your institution’s assessment-related terminology appropriately and with confidence.
2. Differentiate between goals, outcomes, objectives, standards, competencies, benchmarks, direct and indirect evidence, and associated data collection approaches.
3. Discuss trends in regional and disciplinary accreditation and their implications.
4. Plan for new data collection needs in response to accreditation standard changes.

A Survival Guide to Planning and Executing Phased Renovations

11:10 AM–12:10 PM | Washington State Convention Center, 611-612

Presented by: Laura A. Cruickshank, University Master Planner and Chief Architect, University of Connecticut | Roger N. Goldstein, Principal, Goody Clancy | Sarah Stanton, Space Manager, University of Virginia-Main Campus

Convened by: Amanda Doenges, Client Strategies Leader, Higher Education, Heapy Engineering

Renovating campus buildings that are partially occupied is a frequent challenge. Planning and executing an efficient phased renovation optimizes resource use and minimizes disruption. This presentation will focus on lessons learned in three case studies of phased renovations, comprising mid-20th century science and humanities buildings as well as student housing. You will learn about best practices from projects across multiple building types as well as examine planning methodologies, design processes, and technical challenges for broader applicability.

Learning Outcomes

1. Minimize anticipated risks inherent in phased renovations.
2. Develop robust planning processes that will enable proper budgeting for phased renovations.
3. Integrate phasing planning earlier in the design process to facilitate scope confirmation.
4. Deploy innovative design or construction sequences to deal with swing space, unexpected conditions, and constraints.

Continuing Education Credits

AIA LU 1.0 unit (SCUP54C029A)
AICP CM 1.0 unit

Integrating Audiovisual Technology to Serve the Digital-First Student

11:10 AM–12:10 PM | Washington State Convention Center, 4C-2

Presented by: Brian F. Carter, Principal Architect, INTEGRUS Architecture | Ron Cramer, Strategic Learning Consultant, University of Wisconsin-Madison | Steve Jowett, Manager of Audiovisual & IT Integration, Michigan State University | David Whitehill, Partner, Kliment Halsband Architects

Moderated by: Pam Taggart, Senior Director of Strategic Relationships, AVIXA

Convened by: Julianne Nola, Director of Major Capital Projects, University of California-Davis

The digital revolution is transforming all aspects of life, none more significantly than education. Today’s student operates with a technology proficiency that far exceeds what is typically offered on college campuses. Universities must rethink their digital design to appeal to digital-first students and remain competitive. This session will gather representatives from leading universities and architecture firms to discuss the technologies transforming campus planning. You will gain an in-depth knowledge of the latest emerging technologies transforming campuses, including where to source them and how they can be effectively integrated into campus design.

Learning Outcomes

1. Evaluate your audiovisual and digital designs and infrastructures to benchmark them against the latest technologies and most cutting-edge campuses across the globe.
2. Improve communication and collaboration methods between university planners, architects, and technologists to optimize the campus and classroom experience.
3. Leverage architecture, design, and technology best practices foundational to other markets (e.g., corporate, retail, transportation) and apply them to your university campus.
4. Apply key strategies for future-proofing technology infrastructure to help your campus withstand evolving trends and emerging technology platforms while gaining a knowledge base of emerging technologies and their potential impact on the university planning market.

Continuing Education Credits

AIA LU 1.0 unit (SCUP54C325)
AICP CM 1.0 unit

Data-Informed Faculty Staffing and Budgeting by Programs

11:10 AM–12:10 PM | Washington State Convention Center, 613-614

Presented by: Thomas Eleuterio, Manager, Higher Education Consortia, University of Delaware | Ti Yan, Research Analyst, University of Delaware

Convened by: Kenda Salisbury, Business Development Manager, Degenkolb Engineers

Institutions usually spend more on providing courses for some academic programs than others. Stakeholders need to decide where and how to allocate resources to support instruction. This session introduces recent best practices using the Delaware Cost Study data to facilitate 1) the identification of under-resourced academic programs and 2) decision making in faculty budgeting and staffing. You will leave this session ready to re-evaluate the metrics you use to support instructional budgeting decisions so you can identify under-resourced programs and accurately understand faculty hiring needs.

Learning Outcomes

1. Review recent research findings from the Delaware Cost Study on program-level faculty budgeting, including different cost drivers for different disciplines.
2. Describe how to select program-level peers for multi-criteria benchmarking.
3. Explain how to approach common obstacles to making data-informed decisions in faculty resource allocation, including obscure in inconsistent formulas, compensations for research versus teaching, and data fluctuations.
4. Identify data anomalies and detect distorted evaluation results due to inappropriate data reporting and discuss more accurate assessments and interpretations for your data analysis results.

Evolving Campus Security: Designing a Successful Plan and Operations Center

11:10 AM–12:10 PM | Washington State Convention Center, 618-620

Presented by: Greg Cunningham, Police Chief, Houston Community College System | Kimberly Hickson, Principal, Perkins+Will

Convened by: Adam Mitchell, Principal, CambridgeSeven

Security is personal. It’s not a one size fits all solution. Understand the resources available and explore a roadmap to planning security guidelines and a security operations center for your campus. This session provides a framework you can use to develop, implement, and evaluate a security plan. We’ll also discuss the role a security operations center plays in campus security and how you can ensure your campus’s physical security infrastructure is adequate.

Learning Outcomes

1. Outline a security plan process that includes assembling a committee of experts and stakeholders, assessing risk, and determining how campus and building design and infrastructure affect security and safety.
2. Describe why the security operations center (building) is a critical component of a master security plan and what building features are most important to upgrade to improve campus security.
3. List design and implementation strategies for grounds, buildings, facilities, building access control and surveillance, emergency power and communications, mechanical systems, and security systems.
4. Discuss with peers your security plan, what’s working on your campus, and how you integrate the security plan into your campus master plan and the design of new buildings.

Continuing Education Credits

AIA LU/HSW 1.0 unit (SCUP54C105)

Get a Week’s Worth of Strategic Planning Done in One Day

11:10 AM–12:10 PM | Washington State Convention Center, 4C-4

Tags: Strategic Planning

Presented by: Erica Eckert, Assistant Dean, Assessment and Accreditation, Kent State University at Kent

Convened by: Kimberley Turner-Rush, Director of Strategic Planning and Effectiveness, Saint Paul College-A Community and Technical College

Strategic planners must engage a wide variety of important stakeholders in strategic planning. Fast-paced, high-impact, productive planning retreats can achieve this goal in a one day. We will discuss how we planned and implemented an 8-hour strategic planning retreat with over 100 participants, including faculty, staff, partners, friends, and students. We will cover how we prepared both facilitators and participants, and share specific activities to engage stakeholders in strategic discussions that contribute to innovation solutions and ideas for the strategic plan.

Learning Outcomes

1. Outline the planning process for an inclusive, thoughtful, and engaging strategic planning retreat, including pre-retreat training and post-retreat follow-up.
2. Select and prepare retreat facilitators, including identifying reading assignments, interviewing stakeholders, and activity training.
3. Design a retreat experience for participants that prepares them for participation, maximizes their time, and ensures participation.
4. Use active participation strategies to drive elaboration and planning toward innovative and context-informed conclusions/goals.

How We Define Student Success (and How We Should)

11:10 AM–12:10 PM | Washington State Convention Center, 4C-1

Tags: Accreditation

Presented by: Andrea A. Lex, Senior Vice President for Operations, Middle States Commission on Higher Education | Elizabeth H. Sibolski, President, Middle States Commission on Higher Education

Convened by: Andrew Lough, Senior Facility Planner, BSA LifeStructures Inc.

Graduation and debt rates are easy yet woefully incomplete measures of student success. Assessing “success” using narrow definitions and single-measure instruments diminishes an institution’s ability to define, plan, and implement success pathways. We will discuss how student success is defined and measured by public stakeholders, within institutions, and regional accrediting agencies. We will share one regional accreditor’s approach that uses data to focus and facilitate student success and discuss how we all might influence the definition of student success going forward.

Learning Outcomes

1. Recognize and evaluate how publicly available information defines “student success”.
2. Evaluate institutional definitions of success and the manner in which programs and processes facilitate their achievement.
3. Examine the Middle States Commission on Higher Education’s approach: data to focus and facilitate.
4. Discuss the role and influence of different players—governments, accreditors, institutions, and the public—on how “student success” will be defined in the future.

Problem-Solving Skills: Identifying and Using Your Team’s Creative Strengths

11:10 AM–12:10 PM | Washington State Convention Center, 4C-3

Presented by: June Hanley, Vice President and Principal Planner, HDR, Inc.

Convened by: Jane M. Baker, Associate Principal, Hennebery Eddy Architects, Inc.

A big issue in projects and committees are the conflicts and stalemates that occur when team members don’t understand each other’s thought processes and decision-making tools. Understanding different ways that people process information and approach problems can help teams work together and get problems solved faster. This session will outline different creative toolsets—specific skill sets and problem-solving approaches – that we all have in our repertoire but often don’t use.   Come learn how these tools can bolster your innovation, help you identify and leverage the creative strengths of your teammates and colleagues, and keep your approaches to problem solving fresh.

Learning Outcomes

1. Define and describe the five creative toolsets, including each toolset’s specific skills, thought processes, and ways of attacking problems.
2. Identify which creative toolset dominates your thinking style.
3. Use toolsets that you’re less familiar with, along with their corresponding questions and problem-solving skills, to tackle a challenge from a new angle.
4. Recognize the different toolsets your teammates and colleagues use and develop strategies for acknowledging and using each person’s strengths within a team.

Risk Management and Campus Resilience

11:10 AM–12:10 PM | Washington State Convention Center, 615-617

Tags: Risk Management

Presented by: Lisa Matthiessen, National Sustainable Design Director, HGA | Bonny Bentzin, University of California-Los Angeles

Convened by: Carol A. Post, Principal, Thornton Tomasetti

With climate change bringing dramatic demographic, economic, and weather changes, universities and colleges must be prepared for risks to the campus’s buildings, landscapes, and infrastructure that could disrupt operations. This session explores the intertwined concepts of risk management and resilience planning. You will learn about best practices in campus resilience planning, and try a simple resilience assessment tool for identifying, prioritizing, and planning for potential risks. You can take this useful Excel-based tool back to your institution to identify the top risks that should be prioritized in campus planning efforts.

Learning Outcomes

1. Describe a resilience assessment tool that can help you identify, assess, and prioritize resiliency risks to your campus’s buildings, landscapes, infrastructure, and operations.
2. Identify unique conditions on your institution’s campus that are at risk under certain climate change projections (example: building location, landscape features, etc.).
3. Prioritize which risks are most critical, i.e. those that are most likely, have the greatest potential impact, and for which your institution is currently least prepared.
4. Discuss how to introduce resilience planning at your institution, including stakeholders who should be involved with identifying risks, and ways to integrate planning for those risks into ongoing campus planning processes.

Continuing Education Credits

AIA LU/HSW 1.0 unit (SCUP54C283A)
AICP CM 1.0 unit

The Geometry of Learning: Experiences From the Arena Classroom

11:10 AM–12:10 PM | Washington State Convention Center, 606-607

Tags: Learning Environments

Presented by: Amy Donohue, Principal, Bora Architects | Jon Dorbolo, Associate Director, Technology Across the Curriculum, Oregon State University | Joseph Pettibon, Vice President for Enrollment and Academic Services, Texas A & M University-College Station | Erica Woekel, Director Lifetime Fitness for Health Program, Oregon State University

Convened by: David S. Ottavio, Director, Kohn Pedersen Fox Associates

In 2015, Oregon State University’s 300- and 600-seat arena classrooms welcomed their first students. Now, we have detailed analysis that measures the effectiveness of these classrooms. This session will discuss optimal pedagogical strategies for round classrooms, explain the IT infrastructure that makes these spaces successful, and provide insight into how data is analyzed for meaningful feedback. We’ll share initial research on academic impact, faculty feedback, lessons learned, and next-generation trends in arena classroom design.

Learning Outcomes

1. Explain how the physical design of an arena classroom promotes student learning and engagement.
2. Review quantitative and qualitative research findings that detail the impact the arena classroom had on learning outcomes, faculty experience, and student experiences.
3. Describe how to prepare faculty for teaching in an arena classroom, including necessary AV and media services support.
4. Summarize trends in the designs of learning spaces like arena classrooms, along with opportunities and challenges encountered when adopting these types of classrooms.

Continuing Education Credits

AIA LU/HSW 1.0 unit (SCUP54C181)
AICP CM 1.0 unit

Using Portfolio Management to Integrate Institutional Planning

11:10 AM–12:10 PM | Washington State Convention Center, 608-609

Presented by: Jennifer Krempa, Director of Planning and Administration, Pennsylvania State University-Main Campus

Convened by: Brodie Bain, Principal / Campus Planning Director, Perkins+Will

Adopting new, integrated planning practices in complex, decentralized institutions can be incredibly difficult. Over the last two years, Penn State World Campus has used an integrated portfolio management approach to transform our planning and implementation processes while building trust and collaboration across departments. “Integrated portfolio management,” a project management concept, is a way of organizing and prioritizing multiple initiatives into work buckets that are aligned with one another to maximize efficiency and impact. This session will review a real-world case study of adopting a new planning process and will share specific planning tools that can be adapted for your institution.

Learning Outcomes

1. Develop an incremental approach to integrated planning by identifying the different portfolios of work within your organization.
2. Adapt project management, portfolio management, and business analysis best practices for practical application within your culture.
3. Ensure that what you measure matches what you are trying to achieve.
4. Engage and empower staff through the planning process to create positive cultu

How to Get Collaboration, Not Just Cooperation

1:40 PM– 2:40 PM | Washington State Convention Center, 618-620

Presented by: Andy Powers, Director of Design, The University of Tennessee-Knoxville

Convened by: Michael Nielson, Senior Project Manager, Watry Design, Inc.

Many professionals have specialized degrees that allow them to solve problems within their disciplines, but their lack of collaboration training can be a roadblock to success. In this session, we will equip you with the tools you need to facilitate and encourage collaboration in your projects. You will learn how to recognize and prevent obstacles to collaboration—both internal and external—to help your coworkers and institution move from simply cooperating to collaborating.

Learning Outcomes

1. Clarify the difference between collaboration and cooperation or project management, and explain the value of collaboration.
2. Recognize common warning signs of behaviors that impede collaboration, like defensiveness or aggression.
3. Describe strategies to diffuse defensiveness and prevent aggressive participants from dominating the process.
4. Leverage and coalesce multiple points of view across disciplines to obtain better project outcomes.

Continuing Education Credits

AIA LU 1.0 unit (SCUP54C049)
AICP CM 1.0 unit

Improving the Student Experience Through Interdepartmental Planning and Collaboration

1:40 PM– 2:40 PM | Washington State Convention Center, 615-617

Tags: Student Success

Presented by: Joel Domingo, Associate Professor/Associate Program Director, City University of Seattle

Convened by: Birgitta Reynolds, Marketing Strategist | Higher Education, TreanorHL

Working across boundaries is essential for student success, but also incredibly difficult to do. This session looks at the collaboration between enrollment management and departmental faculty—specifically the planning, monitoring, and communication of student progress in an online doctoral program. You will learn techniques to improve communication between departments that historically work independent of each other, along with opportunities for future interdepartmental partnerships that improve student success.

Learning Outcomes

1. Assess opportunities to work cross-departmentally.
2. Outline interdepartmental processes for evaluating student progress, from initial contact to degree completion.
3. Strengthen communication across different units.
4. Describe a seamless student experience process.

Keeping Facilities Projects Within Budget

1:40 PM– 2:40 PM | Washington State Convention Center, 602-603

Presented by: Tanner Clapham, Senior Associate, CO Architects | Joe Lisiewski, Director, Arizona State University | Cassie Robertson, Design Manager, DPR Construction

Convened by: Ashley Flintoff, Director, Planning and Space Management, Wayne State University

Higher education building projects include complex programs, multiple stakeholders, and ambitious expectations that can make the projects go over budget, requiring re-design. We will share how we used transparent predictive cost analytics before and during the programming phase to help key stakeholders prioritize wants and needs, allowing for a successful design-to-budget project. You will learn how to implement a predictive approach that minimizes costly re-design due to budget overruns.

Learning Outcomes

1. Describe a successful design process that eliminates costly re-design.
2. Package cost information by program typology, massing, building performance, and site.
3. Inform stakeholders of challenging budget issues that require prioritization and help them make informed decisions before design begins.
4. Prescribe specific costs accompanied by detailed options for design teams use during the design process.

Continuing Education Credits

AIA LU 1.0 unit (SCUP54C271)
AICP CM 1.0 unit

Michigan State University’s Mobile Workforce

1:40 PM– 2:40 PM | Washington State Convention Center, 4C-1

Presented by: Adam Lawver, Campus Services Director, Michigan State University

Convened by: Leopold Ray-Lynch, Principal, WLC Architects, Inc.

For building operations and maintenance (O&M), it is critical to have access to information at the point of decision making. When your campus covers 5200 acres and has 556 buildings, keeping that information in a single location makes facilities maintenance less efficient and more costly. Michigan State University’s (MSU) facilities organization implemented a unit-wide action plan to address this issue, deploying more than 1100 mobile devices, aligning technology systems to create an information ecosystem for knowledge management, and better equipping the 21st century workforce. We’ll describe how you can leverage technology and modernize processes for your facilities maintenance operations.

Learning Outcomes

1. Implement mobile technology and change daily routine and habits in a facilities management department to promote team member interaction and optimize building maintenance and operations.
2. Increase access to information in a facilities management department to improve workforce engagement, alignment to KPIs and metrics that matter to front-line employees, and foster a life-long learning culture, ultimately improving your facilities maintenance.
3. Discuss how we developed our business plan with the ROI and a clear digital strategy combined with culture and leadership to drive digital transformation in a department that works with the built environment.
4. Gain tools to implement evidence-backed service level agreements to improve transparency and trust with the building occupants you serve.

Continuing Education Credits

AIA LU 1.0 unit (SCUP54C003)
AICP CM 1.0 unit

Planning Pathways to Carbon Reduction

1:40 PM– 2:40 PM | Washington State Convention Center, 4C-4

Tags: Sustainability (Environmental)

Presented by: Gideon Susman, Associate, BuroHappold Engineering | R. Umashankar, Principal Physical Planner, University of California-Riverside | David Weil, Director of Sustainability, University of California-San Diego

Convened by: John Souleles, Architect / Principal, DIALOG

Nationally, many campuses are finding innovative pathways to achieving carbon neutrality that are feasible enough for others to build on. We will share how two universities charted paths to carbon neutrality and have become living laboratories where new ideas can be tested, refined, and prototyped. This session will provide tools and techniques to comprehend a campus’s carbon profile, set carbon reductions goals, and explore alternative solutions to carbon-intensive practices in campus and space planning, infrastructure, and operations.

Learning Outcomes

1. Outline a process of self-assessment that classifies and quantifies carbon emissions from all facilities, operations, and activities on campus.
2. Describe the components of a carbon reduction implementation plan that leads to measurable carbon reductions over time.
3. Use a live carbon planning tool to determine where significant carbon reduction measures are likely to be found in present-day campuses and over the coming decades.
4. Explain how to use the campus as a platform to demonstrate effective carbon strategies to students, staff, faculty, and the larger community.

Continuing Education Credits

AIA LU/HSW 1.0 unit (SCUP54C264)
AICP CM 1.0 unit

Student Success: What’s Space Got To Do With It?

1:40 PM– 2:40 PM | Washington State Convention Center, 606-607

Presented by: Lynn Akey, Vice President for Student Success, Analytics and Integrated Planning, Minnesota State University – Mankato | Linda L. Baer, Senior Consultant, Linda L. Baer Consultant | Krisan Osterby, Campus Planning Leader | Principal, DLR Group

Convened by: Elyse Skerker Sigal, Programmer and Design Strategist, Rickes Associates, Inc

There is increased demand to provide facilities that encourage student success. But how do you know if a space “works”? We will focus on how you can link your facilities planning to measurable student success. After reviewing broader national trends, we’ll discuss metrics for student success and how space contributes to student success. Finally, we’ll focus on tools and solutions that your institution can incorporate into its facilities planning process to ensure your learning spaces contribute to student success.

Learning Outcomes

1. Articulate the national trends, dilemmas, and opportunities inherent in improving the linkages of learning and success with space, in particular (a) space as “immovable” (b) space as flexible (c) space as innovative (d) space as reducible.
2. Link metrics for student success with space usage to determine how space contributes to enhancing success.
3. Describe a framework provided by the Learning Space Rating System that can help you determine how your learning spaces impact student success.
4. Create a decision tree that can help your institution make learning space design choices that enhanced student success.

Continuing Education Credits

AIA LU/HSW 1.0 unit (SCUP54C178)
AICP CM 1.0 unit

The Campus 2050 Initiative: How Campuses Are Planning for Change

1:40 PM–2:40 PM | Washington State Convention Center, 611-612

Tags: Campus Planning

Presented by: Cathrine D. Blake, Director, Campus Planning and Design, Stanford University | Julie Emms, Communications Manager, DePaul University | Eve B. Klein, Co-Founder, User Design Information Group, CUNY Graduate School and University Center | Amber Luther, Associate, Populous

Convened by: Bee Rarewala, Associate Principal, Harley Ellis Devereaux

Universities need to plan for rapid change physically, fiscally, and curricularly. In this session, we will explore the Campus 2050 survey results and share how 10 institutions are planning and adapting their campuses and built environment for economic, social, and operational changes over the next 30 years. You will learn strategies for mobilizing campus planning efforts at a faster pace and how to initiate, replicate, and improve upon current future-proofing strategies.

Learning Outcomes

1. Use the Campus 2050 survey as an insight and guide for future-forward facilities planning efforts on your campus.
2. Identify strategies for campus planning that address your institution’s large and complex challenges.
3. Use adaptability and scenario planning to guide campus planning efforts in times of rapid change and uncertainty.
4. Recognize strategic opportunities to inform faster-paced campus planning processes.

Continuing Education Credits

AIA LU 1.0 unit (SCUP54C206)
AICP CM 1.0 unit

Using Integrated Planning to Respond to Disruption in Higher Education

1:40 PM– 2:40 PM | Washington State Convention Center, 608-609

Tags: Integrated Planning

Presented by: Nicholas R. Santilli, Senior Director of Learning Strategy, Society for College and University Planning

Is higher education experiencing its moment of disruption? If so, what are the forces creating the disruption and how will institutions respond and thrive? We will discuss the change drivers and change barriers in higher education and how integrated planning might help institutions navigate and evolve to understand and navigate these enormous challenges. Institutions that adopt integrated planning can better navigate complex operating environments, bridge disparate and insular institutional subcultures, and combat the resistance to change so common in higher education

Learning Outcomes

1. Connect the current higher education landscape to the phenomenon of disruption by examining the primary forces that impact change in higher education.
2. Define integrated planning and examine strategies as to how it becomes a customary institutional practice managed creatively over time rather than an episodic activity managed during the pressure to produce a plan.
3. Engage participants in planning exercises focused on promoting the practice of integrated planning that works in every institution, regardless of culture, structure, or politics.
4. Assist participants in the development of two to three strategies to implement upon return to their campus.

Wellness and Lactation Spaces – the Law, Family Health, and Planning

1:40 PM– 2:40 PM | Washington State Convention Center, 613-614

Tags: Facilities Design

Presented by: Kathy Benton, Associate Director, Strategic Alliances, Society for College and University Planning | Joyce S. Lee, President, IndigoJLD and Adjunct Faculty, Urban Health Lab, University of Pennsylvania | William A. Massey, Principal, Sasaki | Tyler Patrick, Principal, Sasaki

Convened by: Caroline F. Fitzgerald, Director of Business Development, BOND Brothers

Access to appropriate lactation space is essential for new mothers to participate fully in work and study. Campus planners are positioned to introduce this topic at the beginning stages of new building design or facility renovation. The University of Pennsylvania and SCUP collaborated in a nationwide study to explore lactation policy and facilities in US colleges and universities. We will share results from the study, including user needs along with requirements for evidence-based lactation space design.

Learning Outcomes

1. Discuss the levels, quality, and availability of lactation spaces and supports in current legislation.
2. Identify health benefits, best practices for planning policy and amenities for lactation spaces designed for breastfeeding faculty, staff, students, and guests.
3. Identify stakeholders in lactation space design on college and university campuses.
4. Describe the involvement of physical planners in lactation space design on university and college campuses.

Continuing Education Credits

AIA LU/HSW 1.0 unit (SCUPM19C45)
AICP CM 1.0 unit

#CreepyButHelpful: Futuristic Tech Tools That Increase Your Productively

3:00 PM– 4:00 PM | Washington State Convention Center, 606-607

Presented by: Beth Ziesenis, Owner, Your Nerdy Best Friend

Convened by: Tracy De Leuw, Higher Education Core Market Leader, DPR Construction

Sometimes we feel like we need a clone to help us carry out everything we have to do for our organization. Today’s cutting-edge technology can act as your invisible staff, handling tasks and challenges that overwhelm your to-do lists. Beth Z’s encore session today introduces you to awe-inspiring but affordable tools that organize your tasks, set your appointments, make your travel plans, find time for your workouts, manage your personal budget and much, much more. Receive regular tips by email; sign up here.

Learning Outcomes

1. Apply practical technology tips that help you organize your tasks.
2. Discover cutting-edge tools that use artificial intelligence to take care of your tasks with less work from you.
3. Understand artificial intelligence technology and how it can advance your career.
4. Discover tips to help you increase your productivity.

Apply Design Thinking to Strategic and Academic Plan Development

3:00 PM– 4:00 PM | Washington State Convention Center, 4C-2

Tags: Strategic Planning, Academic Planning

Presented by: Heather Murchison, Vice-Provost (Institutional Planning and Analysis), Lakehead University

Convened by: Woody Giles, Community Planner, TSW

Applying design thinking to strategic and academic plan development can help identify innovative priorities and create a sense of ownership at the individual level, establishing buy-in through the planning process. In this session, we’ll explore how a regional comprehensive university incorporated design thinking throughout the development of its strategic and academic plans. Come learn how to employ design thinking to actively engage diverse stakeholders in the planning process, creating alignment and laying the groundwork for an integrated approach to implementation.

Learning Outcomes

1. Define “design thinking” and how it applies to high-level institutional planning.
2. List the benefits of design thinking, particularly when it comes to stakeholder engagement and buy-in.
3. Describe processes, steps, and exercises that can infuse design thinking into your strategic plan.
4. Describe processes, steps, and exercises that can infuse design thinking into your academic plan.

Collaborative Models to Scale Up Climate Action and Resiliency Efforts

3:00 PM– 4:00 PM | Washington State Convention Center, 618-620

Presented by: Steven F. Baumgartner, Principal, SmithGroup | Wendell Brase, Associate Chancellor – Sustainability, University of California-Irvine | Dennis Carlberg, Associate VP, University Sustainability, Boston University | Mary Beth McGrew, Assistant Vice Chancellor of Campus Planning, University of Pittsburgh-Pittsburgh Campus

Convened by: Carolyn E. Farley, Education Specialist, DIRTT Environmental Solutions

Climate change is a huge problem, and the scale of change needed to address it can be daunting. Universities are trying new models to address this issue, partnering and collaborating with each other to scale up their positive impact on climate change mitigation. We will highlight four national collaboratives in which partnerships were established for compounded benefits. Their stories will help you think beyond your boundaries and traditional approaches to address issues surrounding climate change.

Learning Outcomes

1. Describe collaborative models and organizational structures between partnering universities that allow them to work together to mitigate climate change.
2. List policies, incentives, and strategies to push external partners to address climate change and increase resiliency.
3. Discuss lessons learned from various collaborative models across the US and their impact on campus climate and resiliency.
4. Explain how new models increase climate change and resilience impact by leveraging purchasing, political, and infrastructure investments.

Continuing Education Credits

AIA LU/HSW 1.0 unit (SCUP54C116)
AICP CM 1.0 unit

Designing for Introverts

3:00 PM– 4:00 PM | Washington State Convention Center, 608-609

Tags: Facilities Design

Presented by: Chris Cocallas, Assistant Vice President,, Capital Planning and Design, University Architect, Colorado School of Mines | Mary Elliott, Colorado School of Mines | Paul S. Haack, President, Anderson Mason Dale Architects | Ron J. Van der Veen, Principal, NAC|Architecture

Convened by: Jen Crawford, Associate Partner, Syska Hennessy Group

Introverts constitute a large percentage of campus populations, especially in STEM institutions, yet the higher education climate is moving towards an extroverted pedagogy. Much of campus design today is centered on an extroverted conception of engagement and community. How do you design for both personalities? This session will explore the introvert’s voice in creating these shared living and learning environments. Come learn how to plan and design a campus environment that provides a sense of layering—from refuge to public engagement—to address the needs of all students.

Learning Outcomes

1. Describe the characteristics and common misconceptions of introverts, and how to spot them in a campus setting.
2. Inventory indoor and outdoor public spaces on campus to evaluate their effectiveness for introverted students.
3. Apply design approaches that create a better sense of refuge and safety for introverts.
4. Identify tools to convert primarily extroverted spaces into areas that have a more nuanced zoning to support all students.

Continuing Education Credits

AIA LU/HSW 1.0 unit (SCUPP19C39)
AICP CM 1.0 unit

From “What if?” to What’s Next?”: Planning for a Next Generation Business School

3:00 PM– 4:00 PM | Washington State Convention Center, 611-612

Tags: Facilities Planning

Presented by: Jeanne Chen, Principal, Moore Ruble Yudell Architects & Planners | Elliot Felix, Founder and Chief Executive Officer, brightspot strategy | Bob Reppe, Senior Director, Planning and Design, Carnegie Mellon University | Bryan Routledge, Associate Professor of Finance, Tepper School of Business, Carnegie Mellon University

Convened by: Gary Schilling, Principal, BAR Architects

Societal challenges and opportunities no longer fit in departments. Future success requires business researchers, educators, and students to interconnect across the entire campus and beyond. In this session, we will explore how to plan a campus ecosystem that connects business with people, ideas, and resources to drive a new research and education model.  You will learn key strategies and find opportunities—encompassing planning, programming, design process, and lessons learned from building use—to advance your institution’s mission and build a framework to implement your initiatives.

Learning Outcomes

1. Utilize campus planning as a driver for cross campus dialogue and model-evolving curriculum.
2. Develop a collaborative high-performing team culture that addresses multiple stakeholder needs.
3. Create a framework of interconnectedness to identify planning future-thinking strategies.
4. Prioritize flexibility and adaptability in your planning process to be ready for change.

Continuing Education Credits

AIA LU 1.0 unit (SCUP54C051)
AICP CM 1.0 unit

How Chief Academic Officers Can Successfully Work With Their Chief Business Officers to Ensure Institutional Success

3:00 PM– 4:00 PM | Washington State Convention Center, 4C-3

Presented by: Ruth Johnston, Vice Chancellor, Planning & Administration, University of Washington-Bothell Campus

Convened by: Paul A. Pusecker, Vice President, Business & Chief Financial Officer, St Mary’s College of Maryland

As institutions vie for enrollment, states divest in funding for higher education, and student needs are growing, it is imperative that senior leadership, especially the chief academic officer (CAO) and chief business officer (CBO), work in tandem and build the culture together. Join this interactive session to hear what CAO and CBOs need to focus on together, how to support each other, tools to use, tips for success, and how you can help.

Learning Outcomes

1. Summarize inherent conflicts in priorities between CAOs and CBOs.
2. Develop strategies to foster a culture of collaboration between these roles on behalf of the institution.
3. Discuss key concepts to forge strong relationships between CAOs and CBOs to promote connectivity, mutual respect, individual responsibility, and collective action.
4. Discover new tools that can be used by other institutions to drive success.

Leveraging Software to Improve Academic Programs and Faculty Hiring

3:00 PM– 4:00 PM | Washington State Convention Center, 4C-1

Presented by: Patrick McDonald, Assistant Dean of Planning and Analytics, University at Buffalo | Molly Wilson, Associate, Academic Analytics LLC

Convened by: Philip M. Davis, Senior Vice President, Fishbeck, Thompson, Carr & Huber, Inc.

Determining where to invest in terms of academic programming and staffing can oftentimes be difficult due to competing interests by academic programs as well as a lack of resources. This session will describe how one university sought to improve academic planning and resource allocation within their academic units, and the software solution they used to do it. We’ll discuss the university’s example and broader best practices for reviewing metrics in research, finances, benchmarking, and predictive modeling as well as staffing and resource allocation related to academic planning.

Learning Outcomes

1. Describe specific data sets and visualizations that can help you plan and evaluate academic programming and staffing.
2. Evaluate a software solution that can help answer questions regarding academic programming and resource allocations.
3. Review a method for program-level benchmarking in research, publications, awards, etc.
4. Discuss data-informed decision making for academic units.

Planning and Budget Alignment: Put the Annual Plan in the Driver’s Seat

3:00 PM– 4:00 PM | Washington State Convention Center, 615-617

Tags: Implementation

Presented by: Kimberley Turner-Rush, Director of Strategic Planning and Effectiveness, Saint Paul College-A Community and Technical College

Convened by: Nigel Martin Haupt, Director, Capital Planning & Projects, University of Cape Town

We will explore how to yield better results by leading the budget process with annual planning rather than forcing planning within allocated budgets. This session will illustrate how to establish a thorough process that builds strong annual plans, which drive a transparent and fully-inclusive budget process for improved campus engagement in strategic planning. You will gain tools to develop a planning and budget alignment process at your institution that is data-informed, inclusive, transparent, and aligns with accreditation standards.

Learning Outcomes

1. Identify and establish strong campus-wide annual priorities.
2. Align budget requests with annual work plans and prioritize budget requests through a transparent process.
3. Improve trust and obtain buy-in across your campus through a transparent and supported annual planning and budgeting process.
4. Identify the standards of relevant accreditation agencies (specifically the Higher Learning Commission) regarding budget and planning alignment.

Public-Private Partnership (P3): Foundational Knowledge for Success

3:00 PM– 4:00 PM | Washington State Convention Center, 613-614

Presented by: Lilian Asperin, Partner, WRNS Studio | Traci J. Ferdolage, Associate Vice Chancellor of Physical Planning, Development & Operations, University of California-Santa Cruz | Paul Mackintosh, Vice-President (Project Delivery), WT Partnership | Margaret B. Saunders, Executive Director, University of California-Merced

Convened by: Steve Clark, Principal, clark | huesemann

More institutions are using public-private partnerships (P3) to construct new buildings, however determining whether your next project should be a P3 can be daunting. This session outlines three fundamental components of P3s: understanding the different models, assessing ROI for your institution, and engaging your stakeholders. You’ll leave this session able to determine if a P3 process is a good fit for a potential project.

Learning Outcomes

1. Define the organizational components of a P3 project, including project partners and roles, and cultural, financial and contractual process and timelines.
2. Describe the need for P3 projects and outline a cost/benefit analysis that determines P3 value adds.
3. Identify your stakeholders for a P3 project and determine how to build their buy-in.
4. Summarize how to develop and implement a communications plan for P3 projects.

Continuing Education Credits

AIA LU 1.0 unit (SCUP54C123)
AICP CM 1.0 unit

Strategic Planning at the Division Level

3:00 PM– 4:00 PM | Washington State Convention Center, 4C-4

Tags: Strategic Planning

Presented by: Erica Eckert, Assistant Dean, Assessment and Accreditation, Kent State University at Kent

Convened by: Kenneth C. Mayer, Vice President, CPL

Planning for a division within a university can be difficult; you must align to the larger institutional plan while also considering your division’s unique mission and challenges. This session will describe the strategic planning process for a college within a university. We’ll describe how we included more than 500 stakeholders, discussed enrollment declines and the upcoming demographic changes that will impact most colleges, and how we focused the plan on mission and innovation. You will leave with a blueprint for the planning process we used, from self study to training facilitators to final plan release.

Learning Outcomes

1. Plan an inclusive and thoughtful strategic planning sequence (pre-planning through implementation).
2. Identify stakeholders to include in the pre-planning, early-planning, intermediate-planning, late-planning, and implementation stages.
3. Identify and prepare facilitators to engage strategic planning retreat participants in productive, imaginative, and open brainstorming and planning conversations.
4. Match communication planning about the planning process with institutional culture, norms, and expectations.