Saturday, July 18, 2009, 8:30 AM–5:00 PM
The Evolving Library: Supporting New Pedagogies, Learning Preferences, and Technologies
Presented by: Richard Bussell, Principal, Vantage Technology Consulting Group; Youngmin Jahan, Principal, Gund Partnership; Robyn K. Pierce, Director, Facilities & Planning, Portland State University; Helen Spalding, University Librarian/Professor, Portland State Library; Crit Stuart, Program Director, Research, Teaching & Learning, Association of Research Libraries
Convened by: Patricia F. Caldwell, Consultant, Pat Caldwell, PhD, Consultant

Insight into how students learn is changing the way we think of formal and informal learning spaces. The interplay of pedagogies, learning preferences, and technologies should be exemplified in the re-design, renovation, and expansion of libraries. How can technology and the physical environment complement teaching and learning? How can libraries weave together the academic and social components of learning? How is electronic media reshaping what physically defines a library? And how will the scope, vision, and implementation of a library project be shaped by our current economic realities? The answers will be explored through a hands-on workshop at Portland State University’s Branford Price Millar Library.

Learning Outcomes:

1. Discover strategies for designing innovative and affordable renovations that make the most of your existing resources.
2. Determine how to appropriately plan for print and digital collections, with respect to size, access, and management.
3. Recognize how FF&E (Furniture, Fixtures, and Equipment) can be used to efficiently and flexibly define space and technology infrastructure to support learning.
4. Identify strategies for achieving cross-departmental, collaborative dialogue among administration, facility, library, IT, and design team members, and identify ways to build consensus within a campus community.
5. Discover ways to bring students into your facilities planning projects, which can energize planning, design, and even fundraising.

TAGS: Learning Space Design, Student Learning, Technology

Continuing Education Credits:
AIA LU 7.0 units
AICP CM 7.0 units
NASBA CPA CPE 7.0 units; Field of study: Communications

Saturday, July 18, 2009, 8:30 AM–5:00 PM
Strategic Planning, Alignment, and Action Analytics: The New Gold Standard for Higher Education
Presented by: Linda L. Baer, Senior Vice Chancellor, Academic & Student Affairs, Minnesota State Colleges and Universities; Donald M. Norris, President and CEO, Strategic Initiatives, Inc.
Convened by: Pauline M. Melis, Assistant Provost, Institutional Planning & Assessment, University of Saskatchewan
Institutions need to practice strategic planning, execute strategy, and build organizational capacity in order to achieve “smart change.” This requires insightful strategy that aligns actions and measures at the institutional, college, and departmental levels-new “action analytics” that support decision making and expeditionary execution of strategy coupled currently with building of organizational capacity. Action analytics places powerful, intuitive, user-friendly analytics in the hands of end users to drive decision making and interventions to improve student access, affordability, and success.

This seminar will explore the theory and practice of strategic planning and “smart change” in higher education. It describes the breakthrough combinations of alignment and action analytics that are being discovered in a range of institutional settings. Numerous examples will be presented as well as references to a resource list. It will include the case study that the Minnesota State Colleges and Universities system developed to improve student success.

Learning Outcomes:

1. Recognize the implications of the changing environment in higher education.
2. Explore the principles of smart change and strategic planning.
3. Explore the theory and practice of action analytics including a review of how Action Analytics utilizes a fully optimized combination of data modeling/mapping, data warehousing, ETL, OLAP, business intelligence, predictive analytics, and presentation capabilities.
4. Develop a case study framework for the launch and implementation of action analytics on campus.

TAGS: integrated planning, Performance Measurement, Theory and Research

Continuing Education Credits:
NASBA CPA CPE 7.0 units

Saturday, July 18, 2009, 8:30 AM–5:00 PM
Creating a Sustainable Campus Community Through Integrated Planning
Presented by: Dale Braun, Campus Planner, University of Wisconsin-River Falls; Kelly D. Cain, Professor, Environmental Science & Management and Director, St. Croix Institute for Sustainable Community Development, University of Wisconsin-River Falls
Convened by: Thomas P. Huf, Senior Education Facilities Planner, University of Massachusetts Amherst
Audience: This workshop is for any campus planner, organizer or administrator who is beginning to develop and integrate sustainability as a core value into their campus planning process.

Wonder how to get past those 'showstopper' comments and onto the real work of creating sustainable practices that bring inter- and intra-campus communities together? Sustainability-focused institutions recognize that success lies in developing an integrated strategy that (1) ties sustainability to its core mission and is supported by senior leadership, (2) merges the planning efforts of academic, student life, resource, and facilities professionals on campus, (3) lobbies for support from key constituents both on and off campus, and (4) identifies core funding. A good integrated plan addresses the kind of research, planning, implementation, and evaluation needed for a higher education environment. This workshop looks at a case of sustainable communities, the core ideas of sustainable communities, and the questions to ask in order to identify blocks and connect with others who want to move sustainability forward. Learn about the role that campus functions play within a sustainable community, best practices of long-term integrated sustainability planning, and gain new ideas for immediate campus action. You will build your understanding of:
1. Individual and campus impacts environmentally, socially and politically and how that information can aid in identifying and informing decision-making
2. The drivers behind sustainable communities, e.g., climate, peak oil, water, socioeconomic disparity, etc.
3. Potential resources a campus can utilize to answer identified needs, and key pieces of the planning process
4. How to bring together key individuals into the planning process

Workshop includes workbook, continental breakfast, lunch, and refreshments.

Learning Outcomes:

1. Recognize individual and campus impacts environmentally, socially, and politically and how that information can aid in identifying and informing decision-making.
2. Identify the drivers behind sustainable communities, e.g., climate, peak oil, water, socioeconomic disparity, etc.
3. Explore potential resources a campus can utilize to answer identified needs, and key pieces of the planning process.
4. Discover how to bring together key individuals into the planning process.

TAGS: Sustainability, integrated planning

Continuing Education Credits:
AIA LU 7.0 units
AICP CM 7.0 units
NASBA CPA CPE 7.0 units; Field of study: Communications

Saturday, July 18, 2009, 8:30 AM–5:00 PM
Step I: Foundations of Planning in Higher Education
Presented by: Diane S. Stephens, Associate Vice President, Academic Resources and Planning, California State University-Northridge
Convened by: Ellen Stanton Milstone, Senior Strategic Planning & Budget Officer, Arizona State University Foundation
Audience: Individuals new to the field of higher education planning and those who wish to gain a deeper understanding of the higher education planning environment.

Participants in this full-day workshop will acquire an understanding of the fundamentals of planning, including political considerations--within college, university, and community college settings. These fundamentals include how the planning function may be organized and executed in a range of institutional types. Participants also will gain insights into how strategic planning can help institutions-
1. Mobilize for action
2. Aid in the effective allocation of resources
3. Gain competitive advantage
You will leave Step I with an increased appreciation of the various issues and practical tactics associated with the successful implementation of a planning process in an institution of higher education. SCUP's Walnut College case study allows you to apply what you are learning throughout the workshop to the problems and concerns of planning. This is Step I of SCUP's three-step Planning Institute, leading to a certificate in higher education planning.

Workshop includes workbook, continental breakfast, lunch, and refreshments.

Learning Outcomes:

1. Acquire the the basic elements of planning.
2. Practice the integrated planning process.
3. Discuss the social and political context of integrated planning.
4. Test the value of evidence-based planning.

TAGS: integrated planning, Academic Planning, Budget Planning, Facility Design, Student Services

Continuing Education Credits:
AIA LU 6.5 units
AICP CM 6.5 units

Saturday, July 18, 2009, 12:00 PM–5:00 PM
Basic Space Management: Understanding the Key Indicators of Space Use
Presented by: Ira Fink, President, Ira Fink and Associates, Inc.
Convened by: Michael H. Hites, Senior Associate Vice President of AITS and CIO, The University of Illinois

A campus space management program should make two major contributions. First, the program should provide a detailed picture of the campus by describing the composition and size of the existing physical plant. Second, it should identify the facilities needed to accommodate future changes in enrollments and academic plans of the institution. This workshop for beginners and novices in space management will focus primarily on the nomenclature used to address academic space needs and the metrics and indicators of space use and utilization.

Learning Outcomes:

1. Identify the basic nomenclature of space management.
2. Demonstrate how to assess the nature and size of the existing physical plant.
3. Identify the distribution of rooms (spaces) by their type of use, size, and assignment.
4. Use the National Center for Education Statistics room database coding system.
5. Create and use a room-by-room space database.

TAGS: Space Management, Performance Measurement

Continuing Education Credits:
AIA LU 4.5 units
AICP CM 4.5 units
NASBA CPA CPE 4.5 units; Field of study: Management Advisory Services

Sunday, July 19, 2009, 8:00 AM–1:00 PM
Planning for Science: Concepts, Issues, and Approaches
Presented by: Lisa H. Macklin, Principal, Comprehensive Facilities Planning, Inc.; Robert E. Nalls, President, Nalls Architecture; Gregory L. Sibley, Associate Principal, R.G. Vanderweil Engineers
Convened by: Dawit Teklu, Dean, Institutional Research, Assessment & Evaluation, Strayer University
Advances in technology continually change the way that science teaching and research are conducted, from the largest research universities to the smallest colleges. A refinement of past SCUP workshops, this workshop will explore basic concepts and current trends in the planning and design of academic science facilities. It will provide a broad overview of the following topics: new pedagogical methods, opportunities for sustainability in science facility design, benchmarks for space assignment, organizational planning concepts, contrasts between research and teaching facilities, impacts on building and campus infrastructure, cost models, and innovative approaches to funding. Become conversant in the issues of science facilities and learn how to integrate with a science planning team. A set of carefully-integrated exercises will provide hands-on experience with planning tools. Participants will receive a set of relevant and valuable resources.

Learning Outcomes:

Within the unique context of science facilities,
1. Recognize how to determine appropriate space allocations.
2. Learn how to develop conceptual budgets.
3. Recognize how to produce appropriate space relationship concepts.
4. Recognize how to integrate sustainability without compromising safety.
5. Recognize the unique aspects of planning for science.

TAGS: Facility Type_Science/Engineering, Sustainability

Continuing Education Credits:
AIA LU/SD 4.5 units
AICP CM 4.5 units
NASBA CPA CPE 4.5 units; Field of study: Management Advisory Services

Sunday, July 19, 2009, 8:00 AM–1:00 PM
The ADA/504 Survival Kit (or Learning from Survivors of ADA/504 Investigations)
Presented by: Katherine McGuinness, Principal, Kessler McGuinness & Associates, LLC; Susan D. Smythe, ADA Program Manager, Swarthmore College
Convened by: K. Watson Harris, Director, Academic Technology Planning & Projects ADA Campus Coordinator, Middle Tennessee State University
Having a federal agency investigate your campus accessibility is - at best- a distraction, and often leads to expensive modifications on aggressive schedules. This session is an opportunity to learn from those who have been investigated. It will outline how to develop proactive planning and management strategies to improve campus accessibility and avoid complaints and investigations. We will:
(1) review the key elements of settlements reached by the US Departments of Justice and Education and several colleges/universities; (2) present a case study of one investigation, settlement agreement, and implementation; (3) describe the key components of a campus access plan, including access audits, architectural barrier removal plans, employment, emergency evacuation, parking, transportation, effective communication, project management, and budgets;
(4) outline a planning process to develop a campus access plan; (5) describe an effective Disability Management System that coordinates campus resources to provide appropriate services, monitoring, feedback, and reports.

Learning Outcomes:

1. Recognize how to develop, review, and evaluate an ADA/504 access plan.
2. Identify missing elements of your ADA/504 access plan.
3. Outline a planning process to develop and manage a campus access plan to work at your own pace and within your budget limitations.
4. Describe an effective Disability Management System that coordinates campus resources to provide appropriate services, monitoring, feedback, and reports.
5. Discover project management protocols for new construction/alteration projects to create contract documents and documentation requirements ensuring better compliance.

TAGS: Facility Design, Student Learning

Continuing Education Credits:
AIA LU/SD 4.5 units
AICP CM 4.5 units
NASBA CPA CPE 4.5 units

Sunday, July 19, 2009, 8:00 AM–1:00 PM
The Presidents Climate Commitment and Climate Action Planning: Value-Driven Strategies for Our Future
Presented by: Judy A. Chess, Assistant Director, Green Building Programs, Capital Projects / Facilities Services, University of California, Berkeley; Caitlin Steele, Sustainability Coordinator, San Francisco State University; Molly Thomas, Marketing Director & Associate, WRNS Studio; Kyu-Jung Whang, Vice President, Facilities Services, Cornell University
Convened by: David N. Cox, Executive Assistant to the President, University of Memphis

Over 550 chancellors and presidents have signed the Presidents Climate Commitment with encouragement from students, staff, and faculty. However, making the commitment and meeting it represent two very different tasks. This workshop, divided into three segments, will focus first on the most critical component of successful climate planning – creating and maintaining an “Institutional Structure” – a committee or task force with representatives from all campus sectors – to guide the development and implementation of a climate action plan (CAP) . The presenters will detail an integrated planning approach as the Institutional Structure’s primary function. The next segment will describe the key components of a CAP, exploring processes undertaken on three campuses. It will also include an analysis of how the carbon inventory informs the CAP, lessons learned and next steps. The final segment will focus on how to implement a CAP so it meets the needs of the many different campus constituencies in a timely, measured, and cost effective way.

Learning Outcomes:

1. Recognize strategies for creating, supporting, and maintaining an “Institutional Structure” – a committee or task force with representatives from all sectors of campus – to guide the successful development and implementation of a Climate Action Plan (CAP).
2. Identify the fundamentals of an integrated planning approach as the basis for forming and fulfilling the goals of the Institutional Structure.
3. Identify the key components of a climate action plan.
4. Explore possible approaches to successful climate action planning as illustrated by the processes undertaken on three different campuses.
5. Discover how to implement a climate action plan to reduce carbon emissions in a timely, measured and cost effective way.

TAGS: Sustainability, ACUPCC, integrated planning

Continuing Education Credits:
AIA LU/HSW/SD 4.5 units
AICP CM 4.5 units
NASBA CPA CPE 4.5 units; Field of study: Social Environment of Business

Sunday, July 19, 2009, 8:00 AM–1:00 PM
How to Design and Conduct a Charrette
Presented by: Marcia Harrington, Director, Institutional Research, Virginia Community College System; John C. Kohlhas, Principal, Cubellis; Nancy Tierney, Associate Dean, Facilities & Planning, University of Arizona, College of Medicine
Convened by: Patricia F. Caldwell, Consultant, Pat Caldwell, PhD, Consultant

A charrette is a sophisticated, dynamic planning process that addresses the most controversial and complicated design and planning problems; it promotes shared learning and stakeholder commitment, while diffusing confrontation. A charrette involves significant behind-the-scenes work, and feedback loops which are carefully planned and executed to examine alternative concepts daily. Planning and execution for a charrette can take months, even years; however, a comprehensive, integrated and supported plan can come together in a short period of time….only a few days. Learn how to design and then participate in a charrette based on a prepared case study. Learn how to design and implement the three major phases of a charrette: (1) research, education, and preparation; (2) conducting the charrette, and; (3) implementing the plan. We will discuss characteristics of a good charrette; when a charrette is most appropriate; data collection, analysis and presentation; common causes of failure; timelines; and roles of various parties.

Learning Outcomes:

1. Identify informational and data needs and relevant stakeholders.
2. Participate in designing and implementing a charrette.
3. Recognize situations in which a charrette is most appropriate.
4. Identify several charrette designs.
5. Identify additional models for large-group facilitation techniques.

TAGS: Facility Planning

Continuing Education Credits:
AIA LU 4.5 units
AICP CM 4.5 units
NASBA CPA CPE 4.5 units; Field of study: Communications

Sunday, July 19, 2009, 8:00 AM–1:00 PM
Prioritizing Academic Programs-Can It Be Done?
Presented by: Mary Doyle, Vice Chancellor, Information Technology, University of California-Santa Cruz; Karen Schmid, Vice Chancellor for Academic Affairs, Purdue University-North Central Campus
Convened by: Thomas Hayes, Professor, Marketing, Xavier University

Although many say it can't be done, this workshop will work with participants to build the skills and understanding needed to develop and successfully implement an academic program prioritization process. Work at two universities will provide attendees with an opportunity to consider different approaches to designing a program. Learn what worked and what didn't. How important is faculty involvement? What commitment is needed from senior university leadership? How are the deans instrumental to success? How long does it take to develop and implement a process? What are the biggest challenges? What about administrative programs? What results can be expected? Join us in this workshop that will demonstrate that academic program prioritization can be done!

Learning Outcomes:

1. Identify options for prioritizing academic programs, including defining what a "program" means for purposes of review.
2. Develop criteria for review of programs and choose an approach--qualitative or quantitative and the pros and cons of each.
3. Develop a process and timeline for reviewing and prioritizing programs.
4. Developing a communication plan--critical to program success.
5. Discuss how to engage faculty--the heart of the matter.

TAGS: Performance Measurement, Budget, Academic Planning

Continuing Education Credits:
NASBA CPA CPE 4.5 units

Sunday, July 19, 2009, 8:30 AM–12:00 PM
Linking Theory and Practice: Shaping Spaces for 21st Century Learners
Presented by: Jeanne L. Narum, Director, Project Kaleidoscope; Crit Stuart, Program Director for Research, Teaching & Learning, Association of Research Libraries; Susan T. Whitmer, Education Solutions Integrator, Herman Miller
Convened by: Lawrence J. Gleason, Vice President, Cost, Planning & Management International, Inc

This workshop is an opportunity for collective exploration of current/emerging efforts to shape undergraduate learning environments that reflect contemporary research on how people learn. We will examine spaces, and the process for designing spaces, that enable the constructivist, collaborative, experiential, and real-world experiences that lead to deep learning in the field and prepare undergraduates for life and work. The intent is to link more creatively a theory of learning to the practice of shaping spaces for learning. Increasingly, institutional teams at Project Kaleidoscope (PKAL) facilities planning workshops are asking thoughtful questions about how and why spaces work and how do we know. Many have already thought deeply about these questions and pioneering ways to address them. Participants will gain wisdom from the field and collaborate in drafting a richer set of questions that can guide future generations of planning teams committed to linking theory and practice in the service of student learning.

Learning Outcomes:

1. Explore current research on how people learn and the value of applying that research to achieving student learning outcomes.
2. Recognize that the "engaged learner" is a goal of academic planners and that curricular approaches to realize that goal—active, collaborative and cooperative learning, learning communities, service learning, problem-based/case-based learning, undergraduate research—all have spatial implications in shaping both formal and informal learning environments.
3. Explore some of the emerging ‘promising practices’ in shaping spaces that serve learning.
4. Identify the logical collaborators needed at the planning table in the exploration of such learning environments, in linking theory to practice at the campus level.
5. Discover how to keep the conversation going with stakeholders to reinforce the connections between the quality and character of learning and of the effects space has on the process.

TAGS: Learning Space Design, Student Learning, Theory and Research

Continuing Education Credits:
AIA LU 3.0 units
AICP CM 3.0 units
NASBA CPA CPE 3.0 units; Field of study: Management Advisory Services

Sunday, July 19, 2009, 8:30 AM–12:00 PM
Major Capital Projects for Non-Architects
Presented by: Phillip S. Waite, Associate Professor, Landscape Architecture and Environment Planning, Utah State University
Convened by: Joseph T. Isaac, President, African Methodist Episcopal University

Planning, designing, and constructing a capital project is a complex process that can be difficult for non-architects to understand. In reality, non-architects are often placed in positions of responsibility in the capital project process with little or no training, experience equipping them for their role in project delivery. This workshop will provide participants with sufficient background about each stage of the process to enable them to fulfill a role of influence in the delivery of a major capital project. Participants will gain a broad understanding of the framework of steps, phases, and the sequence of project delivery; a familiarity with architectural and construction terminology; an understanding of the various methodologies of project delivery; and an appreciation of the differences in perception and values of the players in the capital project process. Each participant will receive a copy of the book “A Non-Architect’s Guide to Major Capital Projects”, authored by the workshop presenter.

Learning Outcomes:

1. Recognize the unique perspective and value one can bring to a capital project process.
2. Identify the phases, stages, and steps of a major capital project.
3. Develop a basic understanding of the field's jargon, methodologies, and processes.
4. Avoid common mistakes and pitfalls of the capital project process.
5. Explore new project delivery methodolgies.

TAGS: Capital Planning

Continuing Education Credits:
AIA LU 3.0 units
AICP CM 3.0 units
NASBA CPA CPE 3.0 units; Field of study: Management Advisory Services