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At SCUP–47, the awards jurors took the time to make several presentations about themes and trends they observed among the awards applications. We captured the remarks of three jurors on (handheld) video. These are the remarks of Victor E. Sidy, Head of School and Dean, Frank Lloyd Wright School of Architecture, served up from YouTube. An organizing slide from his presentation is also shown below. (Click on them to see a larger version.)

He shares juror observations, using examples from award recipients and from those which did not receive awards (not each project illustrated in this talk received an award) about some of the best new trends and campus buildings this year.

A Summary Slide

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At SCUP–47, the awards jurors took the time to make several presentations about themes and trends they observed among the awards applications. We captured the remarks of three jurors on (handheld) video. These are the remarks of Cathrine Blake, Associate Director/Landscape Architect, Stanford University, served up from YouTube. Some of the slides from her presentation are also shown below. (Click on them to see a larger version.)

She shares juror observations, using examples from award recipients and from those which did not receive awards (not each project illustrated in this talk received an award) about:

• Sustainable landscape planning;
• Transit Transitions; and
• Urban campuses.

Some Summary Slides

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At SCUP–47, the awards jurors took the time to make several presentations about themes and trends they observed among the awards applications. We captured the remarks of three jurors on (handheld) video. These are the remarks of James Goblirsch, Vice President, HGA Architects and Engineers, served up from YouTube. Some of the slides from his presentation are also shown below. (Click on them to see a larger version.)

He shares juror observations, using examples from award recipients and from those which did not receive awards (not each project illustrated in this talk received an award) about:

• A new baseline for sustainability;
• Learning space evolution; and
• Community space.

Some Summary Slides

 ^{Go directly to the original of the resource described below.}

My main point is that participatory teaching methods simply will not work if they do not begin with a deep bond between teacher and student. Importantly, this bond must be built through mutual respect, care, and an ongoing effort to know and understand one another. Somebody using traditional teaching methods (lecture) can foster these bonds and be as effective as somebody using more participatory methods. The participation and “active learning” that is necessary for true understanding and application may not happen in the classroom, but the lecture is just one piece of a much larger ecosystem of the college campus. An effective lecture can inspire deep late night conversations with peers, mad runs to the library for more information, and significant intellectual throwdowns in the minds of our students.

–Michael Wesch, Professor of Anthropology, Kansas State University, in an email message to The Chronicle editor Jeff Selingo, shared in Wesch’s blog, Digital Technology With Professor Wesch. Wesch was a hit the last time SCUP visited Chicago, at SCUP–42, when he closed “Shaping the Academic Landscape: Integrated Solutions, with a rousing presentation. 

 ^{Go directly to the original of the resource described below.}

This is good for a basic understanding, but what we most wanted to share—in case you don’t click and go read it—is a concept that we just finally understood: Flipped Learning uses technology before and after class, to support the engagement of learners and faculty in the rare and valuable face to face moments we call “class time". There are other interesting concepts in this piece, as well:

Saturday, July 23, 2011, 8:30 AM–5:00 PM • National Harbor, Maryland (near DC)

Space Needs Planning: An Integrated Approach

Presented by: Lisa M. Keith, Associate Principal, Paulien & Associates, Inc; Franklin A. Markley, Senior Associate, Paulien & Associates, Inc

These presenters offered a great workshop last year, and it was well-reviewed. Now, they're back. Below, you can watch a video interview SCUP made with them right after the completion of their workshop at SCUP-45, in 2010.

Here is the abstract for this year's workshop, and a link to the SCUP–46 workshops page:

Saturday, July 23, 2011, 8:30 AM–5:00 PM

Space Needs Planning: An Integrated Approach

Presented by: Lisa M. Keith, Associate Principal, Paulien & Associates, Inc; Franklin A. Markley, Senior Associate, Paulien & Associates, Inc

Now, more than ever, understanding space usage and integrating space planning components with an institution's academic priorities is critical for continued success. Solid planning practices must capture what is happening outside of an institution through environmental scanning, as well as through strategic and academic planning processes. Space management policies and guidelines must change and adapt as institutions focus on changing technologies, new ways of learning, interdisciplinary and collaborative relationships, and expanded service models for student success.

This workshop will examine a variety of space planning topics, such as: identifying and interpreting key processes and data sources; discussing space utilization and management issues; reviewing guidelines by space type and their relevancy; and interpreting space needs' outcomes. Examples from community colleges to research universities will be used to illustrate space planning pitfalls and practices. Attendees will be presented with multiple planning scenarios using case studies and interactive group activities.

Cost: $295 USD (includes workbook, continental breakfast, lunch, and refreshments)

Learning Outcomes:

• Identify key steps and the institutional representatives that should be involved in the space planning process and how mission, vision, academic planning, and other pre-planning documents and studies should be integrated into the space planning process.
• Qualify, verify, and translate institutional data into meaningful information to establish a baseline for space planning, as well as projections for future space planning.
• This includes a review of the National Center for Educational Statistics' Postsecondary Education Facilities Inventory and Classification Manual (FICM) space use codes to document existing facility use and space management.
• Interpret and adjust space guidelines based on modern learning environments and pedagogy, institutional mission, program mix, student services, and other strategic characteristics.
• Translate the space analysis outcomes into meaningful strategies for master planning, building renovations, and new construction, as contained in a capital improvement plan.

TAGS: Space Management, Space Utilization, Space Assessment, Performance Measurement, FICM, NCES Facilities Inventory Classification Manual

SCUPers Harvey H. Kaiser and Eva Klein have recently publishing their book, Strategic Capital Development: The New Model for Campus Investment, with APPA. We've already covered it in SCUP Links, and it is being reviewed for Planning for Higher Education. This brief article includes a link to listen to an 14-minute audio interview with them. Here's a link to the APPA bookstore.

"Even if the recession is over with, the point is we can't go on acting like we can make a $2-billion list of wishes when we know we're only going to get roughly $50-million a year at best," Ms. Klein says in the podcast featured on this page. "It doesn't work. We have to completely stop that behavior and get more realistic for the long run."

The two consultants lay out their vision for a more realistic and holistic approach to campus planning in their new book, Strategic Capital Development: The New Model for Campus Investment (published by APPA). The book guides administrators through a comprehensive process that includes reviewing strategy, assessing needs, laying out a capital plan, dealing with financing, and carrying out the various stages of the plan.

While nearly every university overbooks each year, relying on sophisticated algorithms that predict just how many admitted students will probably go elsewhere, Iowa officials were stunned to learn this spring how far off they were in their math. This fall’s freshman class is likely to have more than 400 more students than last year’s, an unintended increase of about 10 percent, for a total of just over 4,500.

Though the university considers this a happy accident — much of the growth has come from outside Iowa, including from schools as far away as China and India, whose graduates typically pay triple the tuition of state residents — the looming flood of new students has left the university scrambling to figure out where they will sleep, and how to fit them into some of the most popular courses.

Don't miss out on joining nearly 1,500 of your colleagues and peers at higher education's premier planning event of 2010, SCUP–45. The Society for College and University Planning's 45th annual, international conference and idea marketplace is July 10–14 in Minneapolis!

Here's your SCUP Link to the this resource: Record Summer Enrollments for 2010

The enrollment boom continues: What does it mean that public schools are experiencing record summer matriculation this year? Is it that they can't find summer jobs? Is it saving money by taking classes local to home in the summer and transferring credits back? Is it the new Pell Grants. Is it older workers getting retrained? Full article here in USA Today. What does it mean for planners?

All across the country, at flagship universities, state colleges and community colleges, administrators are reporting that their summer session enrollments are up, as the same pressures that put students in the classroom September through May keep them in their seats all summer.

"Having a poor job market is something we correlate positively with," said Richard Russo, director of summer sessions at the University of California at Berkeley. High unemployment drives nontraditional students to enroll in college at all times of the year, but a tough economy makes it more difficult for traditional-age students to find jobs and internships, or gives them greater awareness of the need to complete a degree as quickly and inexpensively as possible. "There's more pressure; students are being pushed into the summer."