Responding to this years ARRA grant funding opportunity necessitated using every approach of "rapid conceptualization" available: defining, illustrating, and packaging applications for projects of significant complexity. Researchers, campus planners, architects and engineers worked in concert to complete applications within as little as eight weeks. We will present three stories from the aspect of the university architect, office of the Dean, and the architects/engineers. Each presenter will give their account of the roles and activities.

Learning Outcomes:

1. Explore the use of "Rapid Conceptualization" to accelerate definition and consensus of core needs for grant application submittals.
2. Identify six basic elements of the documentation of ideas.
3. Balance facilities needs in renovation with grant expectations.
4. Create jobs and discover other underlying untold requirements. 

TAGS: Large Public Research, Funding, Project Management

Continuing Education Credits:
AIA LU 1.5 units (45C247)AICP CM 1.5 unitsNASBA CPA CPE 1.5 units; Field of study: Production

The pressure to be accountable and demonstrate organizational performance and student success continues to increase. To meet this challenge, institutions need to develop new approaches that align strategies, resources, people, and measures with strategic goals. Learn how Rochester Community and Technical College (MN) has created an integrated planning and accountability system linking college, division, and academic and nonacademic dashboards to assess and track performance supporting continuous improvement and innovation.

Learning Outcomes:

1. Discover tips to align strategy, resources, people, and processes at the College, division, and departmental levels.
2. Discover a planning tool to draw all stakeholders into change and continuous improvement efforts.
3. Acquire new approaches to meet accountability requirements of internal and external stakeholders.
4. Systematize planning, continuous improvement, innovation and change efforts. 

TAGS: Community College, Performance Measures, Change, integrated planning, assessment

Continuing Education Credits:
AIA LU 1.5 units (45C249)AICP CM 1.5 unitsNASBA CPA CPE 1.5 units; Field of study: Management Advisory Services

This session will present SCUP's Getty Foundation-funded Campus Heritage project, its purpose, and its findings of value to campus planners. Presenters will showcase model projects from SCUP's campus heritage website. Drawing from grant recipients' experiences, the panel will include lessons learned from projects of various types, including landscape preservation planning, integration of heritage plans with master plans, documentation methodologies, policy, and maintenance manuals, and engaging the campus, its communities and decision-makers.

Learning Outcomes:

1. Integrate heritage planning with master planning.
2. Unite operations and administration awareness with preservation objectives (maintenance manuals, policies and procedures).
3. Engage campus communities, neighbors, and decision-makers as advocates.
4. Identify expertise for assistance in heritage planning.

TAGS: Historic Preservation, Master Planning, Open Space Planning

Continuing Education Credits:
AIA LU 1.5 units (45C009)AICP CM 1.5 unitsNASBA CPA CPE 1.5 units; Field of study: Social Environment of Business

Integrated Project Delivery (IPD) and Virtual Design Construction (VDC) are the buzz of the A/E/C industry. This presentation will explore IPD including how it is implemented, contract structures, team arrangements, and processes. The UW-Madison Wisconsin Institute for Discovery | Morgridge Institute for Research (WID|MIR) and University of CO Denver - Anschutz Medical Campus Research II will serve as case studies for an exploration of the challenges and benefits of implementing IPD on projects. In addition, the role of VDC in facilitating the IPD process will be presented in detail.

Learning Outcomes:

1. Define Integrated Project Delivery (IPD) including the various contract options available, and compare IPD to traditional delivery methods.
2. Identify the benefits and challenges of IPD implementation. 
3. Discuss the role of Virtual Design & Construction (VDC) in IPD.
4. Evaluate how different delivery methods fit different projects.

TAGS: Large Public Research, Facility Type_Science, Facility Type_Research, Theory and Research, Project Management, Facility Design

Continuing Education Credits:
AIA LU 1.5 units (45C091)AICP CM 1.5 unitsNASBA CPA CPE 1.5 units; Field of study: Management Advisory Services

Has your campus had to face the question of how to provide space or facilities for diverse religious groups such as Muslims, Buddhists, Christians, Jews, etc.? This presentation will identify the space needs and illustrate how five institutions have provided for these diverse needs. Topics will include the juxtaposition of spaces for religions that have histories of conflict, the lack of comprehensive guidelines, the difficulties of finding appropriate plumbing fixtures for different cultural ablution requirements, and the benefits/drawbacks of shared space.

Learning Outcomes:

1. Identify differences and similarities in the facilities and spaces needed for different religious groups, including cultural differences that exist within the same religions. 
2. Design appropriate locations and spaces that are a good "fit" for specific religious rituals and practices.
3. Analyze the trade-offs between "one space fits all" and separate spaces for each religion.
4. Discuss approaches, trends, and strategies being used to integrate religious facilities into campus life.

TAGS: Facility Type_Religious Spaces, Diversity

Continuing Education Credits:
AIA LU 1.5 units (45C084)AICP CM 1.5 unitsNASBA CPA CPE 1.5 units; Field of study: Management Advisory Services

Carleton's academic vision for its proposed Arts Union is "to relocate the arts physically and intellectually in the curriculum... by creating an environment that fosters creativity, critical thinking, collaborative working skills, and cross cultural exploration." The site for this ambitious vision is an off-campus accreted middle school complex dating from 1910, 1934, and 1954. This session will illustrate how nontraditional, unlikely, messy spaces can be an ideal place for creative, cross-disciplinary, and collaborative learning.

Learning Outcomes:

1. Repurpose non collegiate and seemingly unpromising spaces into desirable, creative, and collaborative learning places, as well as exploring the potential and limits of cross-disciplinary building organization.
2. Examine the sustainable and environmental advantages (and cautions) of reusing nontraditional buildings.
3. Revise project budgets, schedules, and designs in response to recession.
4. Discuss the advantages of letting the building shape the program - as opposed to the more typical reverse.

TAGS: Small Private Liberal Arts, Facility Type_Arts, Learning Space Design, Preservation

Continuing Education Credits:
AIA LU/SD 1.5 units (45C138)AICP CM 1.5 unitsNASBA CPA CPE 1.5 units; Field of study: Management Advisory Services

How can a library sustain growing engineering programs, connect disparate buildings and groups on an emerging campus, house 50% of the university's books and journals, and support a diverse user base in a signature building? To answer this question, NC State worked with Snøhetta, PBC+L, and DEGW in an innovative planning process that resulted in a network of spaces to foster learning, discovery, and interaction; strategies for sharing spaces across groups; and a space-saving Automated Retrieval System (ARS).

Learning Outcomes:

1. Engage library users and staff in library planning and design.
2. Balance library user space needs with the storage/retrieval space needs of the physical library collection.
3. Create and sustain consensus and synergy across groups so that resources can go further as space, technology, and equipment are shared.
4. Imagine libraries, and indeed campuses, holistically, as networks of spaces that must work together to support learning, discovery, and interaction as a "Learning Landscape."

TAGS: Large Public Comprehensive, Facility Type_Library, Facility Type_Engineering, Project Management

Continuing Education Credits:
AICP CM 1.5 unitsNASBA CPA CPE 1.5 units; Field of study: Business Management and Organization

As universities and colleges face ever-increasing expectations and demands from many constituencies, it is imperative to find new ways to organize and manage the change process and to promote broad application of "smart" or transformational change principles throughout our institutions. This session will examine how a set of common system-wide strategic directions can articulate effectively and productively with the institutional challenges, priorities and identities of the campuses that make up the Minnesota State College and University System (MnSCU).

Learning Outcomes:

1. Explore the principles of smart change that support a transformative change agenda.
2. Align system-level strategic directions with direction goals and targets at the campus level.
3. Assess the president's annual workplan through a dashboard template.
4. Develop self-organizing and self-sustaining collaborative models that create the capacity for continuous improvement.

TAGS: Large Public Research, Higher Education System, Change Management

Continuing Education Credits:
AIA LU 1.5 units (45C061)AICP CM 1.5 unitsNASBA CPA CPE 1.5 units; Field of study: Social Environment of Business

As a panel of experts who represent a cross-section of planning, design and construction team members, we will present three scenarios that get to the heart of the economic reality of declining resources. Topics will include  declining staff, reduction in pre-established project budgets, and indefinite suspension of projects. Through role playing, attendees will participate as trustees, planners, architects, builders, or facilities managers to solve one of three case studies profiling these and similar current issues.   

Learning Outcomes:

1. Maintain project momentum through analysis of the forces that jeopardize project execution.
2. Identify funding sources and new partnerships to ensure construction of needed facilities.
3. Recognize the patterns of decision making among the members of a team.
4. Distill data to determine major priorities within a project, thus finding ways to do more with less.

TAGS: Trends, Scenario Planning, Project Management

Continuing Education Credits:
AIA LU 1.5 units (45C037)AICP CM 1.5 unitsNASBA CPA CPE 1.5 units; Field of study: Finance

Participants will discover solutions on this topic by comparing and combining their current experiences with both current and timeless literature. The facilitator will provide the literature in the form of a set of readings from a variety of disciplines and the participants (and the facilitator) will provide the experiences. There will be a brief presentation to set the stage, some leading questions, and the rest and vast majority will be a structured exchange of insights, ideas, and practical suggestions among experienced professionals. The goal is to provide an intellectual experience, but with an emphasis on the practical application of what's discussed. (For advanced planners and administrators with 3+ years of experience - first 50 people) 

Learning Outcomes:

1. Identify strategies that organizations have employed to survive, and perhaps improve, when facing adversity in their external environment.
2. Identify planning activities that can increase the probability that a planning process will gain organizational support and acceptance during periods of adversity.
3. Compare and contrast experiences and current and timeless literature as it pertains to institutional strategy formulation during difficult times.
4. Discuss at least three strategies and/or strategy formulation techniques that can be applied to your home institution.

TAGS: Theory and Research in Planning, integrated planning

Continuing Education Credits:
AIA LU 1.5 units (45C242)AICP CM 1.5 unitsNASBA CPA CPE 1.5 units; Field of study: Management Advisory Services

Sustainability isn’t just about doing the right thing; it’s about doing the smart thing. And doing the smart thing as a planner means treating sustainability as a strategic imperative that’s woven throughout your short and long-term plans, rather than as a separate priority. Peter Bardaglio, co-author of Boldly Sustainable: Hope and Opportunity for Higher Education in the Age of Climate Change and former provost at Ithaca College, will explain how such an approach can improve organizational effectiveness, making your institution more resilient and competitive. He will then facilitate a series of exercises you can bring back to your campus to help your colleagues understand what it means to make sustainability central to strategic planning rather than just an afterthought.

Learning Outcomes:

1. Infuse sustainability as a strategic imperative throughout your campus planning process.
2. Use sustainability to make your institution more resilient and competitive.
3. Discuss practical methods to integrate sustainability with your campus strategic planning.
4. Reflect on the opportunities and barriers to making your campus more sustainable.

TAGS: Sustainability, American College and University Presidents Climate Commitment, ACUPCC, STARS

Continuing Education Credits:
AIA LU 1.5 units (45COO6)AICP CM 1.5 unitsNASBA CPA CPE 1.5 units; Field of study: Business Management and Organization

Clemson has set out to fundamentally redevelop its campus core. The presentation focuses on this ambitious transformation. It explores innovative mixed-use planning approaches; assesses bold, but careful, proposals for increased density; reflects campus design principles for social and intellectual interaction, respect for campus culture and history, and commitment to sustainability; and describes how housing, academic, dining, and student life programs can be combined into a dynamic center of campus life for a public school poised to break into the top-twenty.

Learning Outcomes:

1. Discuss the challenges and opportunities encountered when a campus redevelopment is charged with embodying and expressing the values and identity of the campus as a whole.
2. Discover how planning concepts that place the “landscape first” can establish an effective campus order and provide a range of outdoor spaces to promote interaction on a variety of scales.
3. Assess unique problems in large, multi-phased projects relative to funding and implementation.
4. Identify issues related to mixed-use development—including strategic overlaps of traditionally separate campus operations (e.g. housing, academic, dining, and student life).

TAGS: Public Research, Sustainability, Facility Type_Student Center, Master Planning

Continuing Education Credits:
AIA LU 1.0 unit (45C048)AICP CM 1.0 unitNASBA CPA CPE 1.0 unit; Field of study: Management Advisory Services

Drawing on literature and client work, we will outline the internal and external variables that contribute to institutional risk in support of the creation of a weighted “Risk Scorecard” as part of a comprehensive situation analysis. In building the scorecard, we will examine such internal variables as leadership, visioning and strategic planning, governance, finance, and discount rate. We will then look at level of competition, differentiation, demography, student recruiting, state support, and donor support. These datasets will be arrayed in a Risk Scorecard.

Learning Outcomes:

1. Discuss understandings of institutional risk.
2. Identify internal and external risk variables.
3. Use identified variables to create a Risk Scorecard for your institution.
4. Develop a Risk Profile as a critical component of overall situation analysis.

TAGS: Risk Management, Budget/Resource Planning, Performance Measures, Organizational Effectiveness

Continuing Education Credits:
AIA LU 1.0 unit (45C013)AICP CM 1.0 unitNASBA CPA CPE 1.0 unit; Field of study: Management Advisory Services

BIM (Building Information Modeling) is commonly used to coordinate and document virtual building models, but greater potential exists for carrying information generated during programming and planning through facility management, incorporating information gathered such as strategic decisions, area drivers for space, lease durations, adjacency/spatial relations and user preferences for layout, which benefits facility owners. We will illustrate this innovative application of BIM in the early phases of a project through a nearly complete case-study.

Learning Outcomes:

1. Identify key information owners and users could incorporate into the BIM model, which would be valuable to manage spaces in multiple campus buildings.
2. Examine how a dynamic design process with constant changes in space allocations can be managed within a BIM model.
3. Dissect use of BIM platforms for programming, gaming and stacking.
4. Describe how initiating BIM in early stages of design can preserve intellectual capital through occupancy and beyond.

TAGS: Building Information Modeling, Performance Measures, Project Management

Continuing Education Credits:
AIA LU 1.0 unit (45C245)AICP CM 1.0 unitNASBA CPA CPE 1.0 unit; Field of study: Business Management and Organization

How can campuses be shaped to positively influence human health, and specifically alleviate stress? Clearly the environment plays an important role in well-being. We often visit special places or landscapes to recharge or get away from our daily troubles. Research supports the idea that certain environments can aid in our recovery from stress and mental exhaustion. Stress not only impacts a student's physical and psychological well-being, it may hurt academic achievement and grades. In a 2007 University of Minnesota Boynton Health survey, 70% of students reported being stressed, and of those who were stressed, 33% said that stress was impacting their academic performance. SCUP Past President Clint Hewitt's former landscape architecture student explores research on healing/mental restoration and the environment and its application to campus design.

Learning Outcomes:

1. Assess the importance of healing environments on campuses.
2. Discuss theories of how healing environments work.
3. Identify qualities of healing environments.
4. Demonstrate the application of healing qualities to a campus site. 

TAGS: Campus Open Space and Health, Campus Design and Health, Student Retention

Continuing Education Credits:
AIA LU/SD 1.0 unit (45C275)AICP CM 1.0 unitNASBA CPA CPE 1.0 unit; Field of study: Business Management and Organization

The University of the District of Columbia has provided both two year and four year programs. A new UDC administration decided to create a separate community college within the UDC system. The new community college CEO will describe the planning taking place to create the two year college. The architectural and planning consultants to UDC and CCDC will describe the very accelerated process that is being undertaken to quantify the districtwide needs and evaluate the first CCDC site location.

Learning Outcomes:

1. Identify issues affecting academic mix for a new community college.
2. Determine faculty and administrative staffing needs for a new institution.
3. Organize macro space needs by major space category.
4. Resolve issues impacting conversion of an abandoned school site to a community college headquarters.

TAGS: Community College, Master Planning

Continuing Education Credits:
AIA LU 1.0 unit (45C182)AICP CM 1.0 unitNASBA CPA CPE 1.0 unit; Field of study: Production

A university's strategic plan sets the direction of the institution in accordance with its mission and vision, provided the people, culture, and processes attend to its directives. The reality, however, is that institutions and plans need some flexibility due to unknowable obstacles, just as much as they need structure and continuity to advance the implementation and reassure stakeholders. We'll describe Widener University's use of well-planned transitional phases that have allowed us to engage different stakeholders, adjust expectations, recommit to our ultimate goals, and celebrate our successes in our 10-year strategic plan.

Learning Outcomes:

1. Use plan flexibility to create participant buy-in. 
2. Preserve plan structure and accountability, even in the face of the plan's transitions. 
3. Use specific mechanisms to design transitions in plan content, people involved, timelines, accountability, and resources needed.
4. Explore alternative and adaptive strategies for managing transitions, flexibility, and accountability.

TAGS: Private University, Strategic Planning, Organizational Effectiveness

Continuing Education Credits:
AICP CM 1.0 unitNASBA CPA CPE 1.0 unit; Field of study: Management Advisory Services

There are many reasons to replace a legacy computer system with an integrated student information system, but the hurdles can be substantial. Resistance from IT staff invested in the legacy system they built, in addition to resistance from faculty and other staff who do not want to change from the familiar to the unfamiliar can present obstacles which are difficult to surmount. Learn how one university focused hundreds of stakeholders to move from a 45-year-old legacy system to a modern, integrated student information system through a clear vision, open and frank communication, and a strong commitment to temporarily forego some bells and whistles in favor of a working enterprise-wide solution in a relatively short period of time.

Learning Outcomes:

1. Discover how a fully operational student information system can become accepted university-wide as an attainable objective.
2. Explore how a clear vision with open and frank communication from the highest levels reduces resistance to change, and builds focus toward a common goal.
3. Discover how appropriately prepared user-groups can turn a department into a mini-institutional research office and make it more self-sufficient.
4. Observe that mistakes can eventually be overcome by empowering the functional designers to solve issues collectively.

TAGS: Large Public Comprehensive, Information technology, Change Management

Continuing Education Credits:
AICP CM 1.0 unitNASBA CPA CPE 1.0 unit; Field of study: Computer Science

Funding for campus enhancement will continue to be a challenge in this economy. Discover how creative real estate and campus planning can unlock resources to maximize the campus experience when addressing operational, infrastructure, and capital initiatives. Best management practices will be identified to assist institutions in identifying and implementing sustainable enhancement opportunities on their own campuses.

Learning Outcomes:

1. Discover best management practices for identifying existing resources on campus.
2. Examine the concept of vertical campus enhancements that utilize less land and resources than horizontal development.
3. Discuss town gown partnerships as a means to enriching the campus experience.
4. Unlock real estate values in order to make unproductive assets contribute to your core business.

TAGS: Town/Gown, Real Estate, Resource Planning, Partnerships, Master Planning

Continuing Education Credits:
AIA LU 1.0 unit (45C191)AICP CM 1.0 unitNASBA CPA CPE 1.0 unit; Field of study: Finance

Perspectives from education, sustainability, and design will demonstrate ways in which multidisciplinary learning and domestically-formatted learning environments may deinstitutionalize the educational process and promote sharing amongst faculty members and their associated research groups. Incorporating sustainable classroom environments and pursuing an open and interactive design process for new classroom buildings promotes a creative, operationally-efficient, and more positive learning/teaching experience. The merit of these methods as implemented on recent projects will be presented and analyzed.

Learning Outcomes:

1. Demonstrate how multi-disciplinary learning and deinstitutionalized learning environments improve the educational process.
2. Illustrate how specific sustainable features such as abundant daylight, view corridors, creature comforts, and acoustics can improve the classroom experience.
3. Evaluate the promotion of educational transparency through the collaborative educational experience from the perspective of curriculum, environment and facility.
4. Identify the current needs of multi-use learning environments in order to control operational flexibility and efficiency.

TAGS: Private Research, Facility Type_Science, Learning Space Design, Research Space Design

Continuing Education Credits:
AIA LU/SD 1.0 unit (45C056)AICP CM 1.0 unitNASBA CPA CPE 1.0 unit; Field of study: Business Management and Organization

The Nanaimo Campus Master Plan is guiding Vancouver Island University in its successful emergence as a national leader in education, community development and environmental practices. Crafting a superior teaching and learning environment through holistic campus development is the result of a multifaceted consultative process that has its roots in deliberate and thorough pre-planning. How this planning can ensure the development of a functionally synergistic and operationally efficient campus will be discussed.

Learning Outcomes:

1. Analyze how the integrated planning process addresses the quadruple bottom line -- cultural, economic, environmental, and social factors.
2. Demonstrate how a well-defined framework facilitates the process of multiple, overlapping consultation with local and regional constituents.
3. Explore emerging social, demographic, technological and environmental conditions and trends in order to create a flexible, open-ended plan.
4. Recognize the positive impact of encouraging and promoting constructive discussion between constituents in order to create a responsive, proactive institution.
5. Understand how strategy-driven campus organization can transform a relatively disjointed campus layout into one which encourages interdisciplinary connection, sustainable plant and a valued sense of place.

TAGS: Innovation, integrated planning

Continuing Education Credits:
AIA LU 1.0 unit (45C253)AICP CM 1.0 unitNASBA CPA CPE 1.0 unit; Field of study: Management Advisory Services

Given the current economic climate and steady increase in student enrollment, how can colleges and universities keep pace with the demands of their residential life programs? What creative financial models, trends and partnerships are emerging? How can institutions use these models to ensure they respond appropriately and make the most of endowment dollars? What are the risks and benefits to a new construct in residence life planning and how can institutions respond quickly to the pressing needs of their constituents?

Learning Outcomes:

1. Discuss current challenges being experienced by colleges and universities, and their Residential Life programs.
2. Identify inventive and creative architect/client/developer initiatives that are emerging.
3. Use creative processes and partnerships to apply these new initiatives and financial models on your campus.
4. Finance and build student housing that will support the academic and financial missions of the institution.

TAGS: Public Research, Student Residences, Budget/Finance, Student Services

Continuing Education Credits:
AIA LU 1.0 unit (45C184)AICP CM 1.0 unitNASBA CPA CPE 1.0 unit; Field of study: Marketing

Learning Outcomes:

1. Explore the process of joint school district / university planning.
2. Investigate the ways that university objectives were preserved through the varied phases of concept and program development, design, value management, and implementation.
3. Examine the methods used to supplement a STEM high school curriculum with college faculty and resources.
4. Identify the various funding strategies used to develop this project.

TAGS: Private 4-year, Town/Gown, Facility Type_Science/Engineering, Partnerships

Continuing Education Credits:
AIA LU 1.0 unit (45C233)AICP CM 1.0 unitNASBA CPA CPE 1.0 unit; Field of study: Production

Participating in large IT projects is similar to participating in large capital projects, and their success directly impacts an organization's goals. From designing the software to “going live” with a new system, the organization is invested in the outcome. The University of Illinois created a new web-based front end for HR, processing 15,000 transactions monthly using hundreds of complex business rules with unprecedented user satisfaction. This intense, challenging, and often provoking multi-campus collaboration is a model for effectively changing business processes.

Learning Outcomes:

1. Differentiate between good and bad IT implementation processes and know when to intervene with a project that is failing to make progress.
2. Determine the metrics and measures that make a successful IT project.
3. Ensure active participation in producing software and services that meet the organization's needs.
4. Compare techniques for widespread collaboration that still results in effective decision-making and progress.

TAGS: Higher Education System, Information technology, Administrative Systems, Performance Measures

Continuing Education Credits:
AICP CM 1.0 unitNASBA CPA CPE 1.0 unit; Field of study: Computer Science

The key to thriving as a campus - to survival and success - depends on finding the appropriate mix of continuity and change, of tradition and innovation. Penn State Brandywine has created a unified vision for both short and long-term goals, with scenarios that allow for unforeseen environmental changes. This planning approach takes into account a broad base of internal and external stakeholders, tests existing assumptions, produces cohesive themes and implementation strategies, and monitors ongoing activity in support of identified goals.

Learning Outcomes:

1. Energize planning, community support, and even fundraising by bringing a wide array of stakeholders into your strategic planning process. 
2. Develop and implement a holistic planning approach to create a unified vision, set goals, aid financial support, and gain a competitive edge.
3. Use planning tools and exercises, such as learning journeys, assumption testing, and global mind mapping to develop a shared vision and key goals.
4. Identify the challenges of planning in times of uncertainty and discover how to introduce scenario forecasting into the planning process.

TAGS: Large Public Comprehensive, integrated planning, Scenario Planning, Change Management, Academic Planning

Continuing Education Credits:
AIA LU 1.0 unit (45C101)AICP CM 1.0 unitNASBA CPA CPE 1.0 unit; Field of study: Social Environment of Business

This session presents a streamlined method for analyzing and comparing the conditions of all state higher education facilities in order to prioritize funding for facility preservation and renewal. The legislature desired a better picture of the state's large facility inventory, but could not afford a condition study that relied on traditional survey methods. Instead, they developed a streamlined method that gathers the condition data from the various institutions then translates it to a common, comparative, qualitative-rating, and then statistically projects the backlog of maintenance and repair project costs. Since its development in 2002, the state has renewed this comparative framework database four times, using the information for budget decisions at both the state and the institutional levels. This session will describe the unique methodology for the collecting and projecting of facility needs at a fraction of the cost of traditional methods. It will also discuss how the legislature, the govenor's budget process, and the institutions have since been able to use this information for planning and funding capitol projects.

Learning Outcomes:

1. Discover an alternative, more efficient method to gather and analyze statewide facility condition information.
2. Identify national standards and methods for evaluating facility conditions.
3. Prepare budget projections based on streamlined comparative statistical information.
4. Save costs and time in gathering facility information for large inventories at either the institutional or statewide level.

TAGS: State System, Performance Measures, Operational Planning, Preservation, Finance/Funding

Continuing Education Credits:
AIA LU 1.0 unit (45C154)AICP CM 1.0 unitNASBA CPA CPE 1.0 unit; Field of study: Finance

Lean economic times require aggressive pursuit of federal funding. The initial phase of the $500 million Wisconsin Institutes for Medical Research project, an interdisciplinary, medical science facility, was supported by federal grants of $17 million. With a focus on grant writing and administration, this session offers inside perspectives on the challenges and opportunities of bringing together interdisciplinary research and federal funds at a major university, and integrating leadership across corporate, state, academic, and administrative lines.

Learning Outcomes:

1. Organize and lead a successful federal facilities grant application team.
2. Analyze sample data from successful federal facilities grant awards.
3. Identify opportunities available through the "American Recovery and Reinvestment Act of 2009."
4. Discuss strategies and pitfalls for successful awards.

TAGS: Large Public Research, Facility Type_Research, Partnerships, Finance/Funding, Capital Projects

Continuing Education Credits:
AIA LU 1.0 unit (45C136)AICP CM 1.0 unitNASBA CPA CPE 1.0 unit; Field of study: Finance

The University of Mississippi's (UM) enhanced energy management plan and recent deployment of smart grid technology has enabled the university to monitor energy consumption real-time, track building power performance over time, and archive data for future analysis and planning. Additionally, UM is utilizing social networking tools to engage students, staff, and faculty in a collective effort to reduce the campus' power consumption levels. Obtain the details on the overall energy management project, including the technology selection and implementation process, early success stories, challenges, and long-term goals and expectations.

Learning Outcomes:

1. Discuss the efforts and resources required to integrate smart meter technology into a campus energy management program.
2. Distinguish what energy usage data and benchmarks are important to analyze to support financial resource allocation decisions.
3. Improve your institution's ability to identify opportunities for increased operational efficiencies using real-time energy usage data.
4. Examine how incentive programs and social networking tools such as Facebook, Twitter, and RSS feed to engage a university community in lower its carbon footprint.

TAGS: Large Public Research, Sustainability, Information technology, Change

Continuing Education Credits:
AIA LU/HSW/SD 1.0 unit (45C240)AICP CM 1.0 unitNASBA CPA CPE 1.0 unit; Field of study: Business Management and Organization

Academic analytics connect strategic management, metrics and measurement, business processes, quality improvement, and decision support using business intelligence methodologies and tools for collection, integration, and analysis of information. The session describes steps taken to implement academic analytics at the University of Minnesota, challenges to their acceptance and use, and recommendations for successful implementation.  

Learning Outcomes:

1. Advance planning and decision support by using Academic Analytics.
2. Discuss the barriers and challenges to implementing Academic Analytics.
3. Discover the steps that must be taken for a successful implementation of Academic Analytics.
4. Identify the key resources - tools, people, financing - that are needed for Academic Analytics to be successful.

TAGS: Large Public Research, Performance Measures, Academic Planning, integrated planning

Continuing Education Credits:
AICP CM 1.0 unitNASBA CPA CPE 1.0 unit; Field of study: Business Management and Organization

The Marine Science Campus at UC Santa Cruz is engaged in critically important research activity for the understanding and protection of coastal and marine habitat across the globe, especially adjacent to the site in Monterey Bay. Learn about the recent campus area plan that will guide specific development for the 98-acre site, inspired by its natural setting and aiming for a careful integration of the coastal ecosystem with new energy-efficient academic facilities and programs and alternative transportation.

Learning Outcomes:

1. Investigate pragmatic ways to plan new development on sensitive sites, maximizing energy and transportation efficiency, and reducing traditional infrastructure. 
2. Explore how to become more self-sufficient through use of a combination of site amenities, including solar energy, wind energy, geothermal energy, and micro-hydro generation.
3. Observe the plan's consistent alignment of new buildings for optimal solar orientation and  progressive standards for alternative modes of transportation.
4. Appraise an innovative response to storm water treatment, based on subsurface flows on a sensitive site.

TAGS: Large Public Research, Sustainability, Master Planning, Open Space

Continuing Education Credits:
AIA LU/HSW/SD 1.0 unit (45C215)AICP CM 1.0 unitNASBA CPA CPE 1.0 unit; Field of study: Business Management and Organization

After expanding beyond the capabilities of their engineering research facility, the University of Notre Dame invested in a new teaching and research building. Learn how the team tackled the challenge of utilizing the latest advancements in technology, while maximizing space in an academic engineering facility. Hear the capital planning and departmental perspectives, and gain insight into how Notre Dame created a highly technical engineering building within a demanding architectural style.

Learning Outcomes:

1. Discover how sustainability can inform the design of a cutting edge engineering research facility.
2. Observe how benchmarking metrics validate information from stakeholders.
3. Observe how an academic clean room differs from the industry clean room and how sustainability issues are addressed.
4. Discover how the cost of this interdisciplinary engineering facility's design was influenced by benchmarking as a tool to represent future unknowns.

TAGS: Large Private Research, Facility Type_Engineering, Capital Projects, Learning Space Design

Continuing Education Credits:
AIA LU/SD 1.0 unit (45C248)AICP CM 1.0 unitNASBA CPA CPE 1.0 unit; Field of study: Business Management and Organization

Revenue reductions, combined with increasing student FTEs are forcing institutions to restructure their strategic planning and implementation to increase alignment between academic goals and finances. This impacts everything from academic planning to facilities. Learn how two different campuses, one on the west coast and one in the Midwest, used highly interactive, collaborative master planning and long-range goal setting to effectively develop projects that were financially feasible while maintaining continuity and focus, reducing waste and reinforcing campus identity.

Learning Outcomes:

1. Develop a process for long range strategic planning that enables incremental project phasing while maintaining a holistic vision for the campus and facility.
2. Implement a collaborative planning process on your own campus.
3. Address some of the unique challenges of large group facilitation and goal setting.
4. Retain the necessary institutional background to enable successfully managing multi-phased projects.

TAGS: Community College, Master Planning, Academic Planning

Continuing Education Credits:
AIA LU 1.0 unit (45C160)AICP CM 1.0 unitNASBA CPA CPE 1.0 unit; Field of study: Finance

Residence halls can be designed to provide for freshmen, upper-division and graduate student needs through this unique "Flex-Unit" concept. These sustainable residence life facilities can quickly adapt to all types of students and demographics over a 50-75 year life cycle thereby reducing the number of residence hall types needed on a campus and future landfill requirements. This unique "Flex-Unit" allows residence life staff to provide 18 distinct living unit arrangements within a 1,200 SF module. Multiple "Flex Units" can easily be arranged to develop communities of varying sizes within a residence hall and tracked through BIM software.

Learning Outcomes:

1. Provide a sustainable residence hall with significantly lower life-cycle costs than traditional residence halls.
2. Accommodate all types of students' housing needs within one residence hall.
3. Increase student satisfaction by allowing them to select their own unit type resulting in increased revenues
4. Create various sized units, communities and cohorts within a given residence hall in conjunction with BIM (Building Information Modeling)

TAGS: Public Comprehensive, Student Residences, Learning Space Design, Sustainability

Continuing Education Credits:
AIA LU 1.0 unit (45C126)AICP CM 1.0 unitNASBA CPA CPE 1.0 unit; Field of study: Business Management and Organization

In 2005 the University of Minnesota undertook a 75-acre campus redevelopment and expansion effort in conjunction with the construction of a new 50,000 seat football stadium. This session explores the iterative planning, design and construction process used to implement Phase I which included more than $400 million worth of capital improvements. Planning for Phase II, a $292 million Biomedical Discovery District, followed shortly after. Lessons learned in the course of implementing Phase I while simultaneously planning for Phase II will be shared.

Learning Outcomes:

1. Discuss the value of an iterative and adaptive planning process regardless of campus size.
2. Outline the critical steps in developing and implementing a major campus plan.
3. Evaluate the role of vision and executive leadership in driving overall program success.
4. Apply key lessons from this experience to other projects of different magnitudes.

TAGS: Large Public Research, Master Planning, Capital Projects, Project Management

Continuing Education Credits:
AIA LU 1.0 unit (45C039)AICP CM 1.0 unitNASBA CPA CPE 1.0 unit; Field of study: Finance

In the 1990's Texas Christian University decided it would change the way it housed students. A Housing Master Plan was developed and a road map to change was created. Over the past nine years TCU has renovated five of their existing residence halls and over 1,000 beds and added another five halls with nearly 1,000 new student beds. This program will highlight the aggressive transformation of the student housing facilities at TCU. We will share the lessons learned as we take you on our journey creating an affordable, sustainable and livable campus.

Learning Outcomes:

1. Design affordable, sustainable and attractive student housing using urban planning principles. 
2. Develop partnerships with designers and builders in new construction and renovation projects.
3. Discuss the lessons TCU learned after nine years of both new construction and renovation of more than 2,000 beds and 9 halls.
4. Analyze the factors that help create long-term successful client/architect relationships.

TAGS: Student Residences, Successful Client/Architect Relationships

Continuing Education Credits:
AICP CM 1.0 unitNASBA CPA CPE 1.0 unit; Field of study: Production

Are health education programs really preparing students for the future? There is very little programmatic integration of health disciplines on an educational basis. Education in each health discipline is highly specialized and focused in order to implant as much raw knowledge as possible. Real integration of health disciplines happens during practice (internships, residencies). How can the health care industry move towards "patient-centered integrated care" if academic medical institutions continue to maintain their separate academic programs, research, buildings, and identity?

Learning Outcomes:

1. Discuss projected needs in various health care disciplines and how allied health institutions are responding.
2. Identify current benchmarks regarding SF/student and cost/SF for integrated education facilities vs. ones dedicated to medical education, nursing, pharmacy, and public health.
3. Develop a useful matrix to demonstrate which areas benefit most from integration and which ones may not be well-suited to integrated delivery of education.
4. Quantify the benefits of increased integration of the health science education and realize   those benefits in a facility design.

TAGS: Facility Type_Health Care, Learning Space Design, Student Learning

Continuing Education Credits:
AIA LU 1.0 unit (45C073)AICP CM 1.0 unitNASBA CPA CPE 1.0 unit; Field of study: Social Environment of Business

New technologies are emerging and evolving almost faster than academic institutions can incorporate them into the built environment. Students demand new configurations and interrelationships for living and learning spaces and programs. The University of Michigan's North Quadrangle Residential and Academic Complex is an incubator and laboratory for how to flexibly plan a living-learning environment that fosters bold new synergies between technology, academic programs, living space, and the students who inhabit it, all taking place within a timeless and traditional exterior.

Learning Outcomes:

1. Plan flexibly to incorporate cutting-edge technology into the built campus environment and allow unknown future technologies to evolve within the facility.
2. Foster synergies between programs united for the first time within a facility.
3. Encourage adaptive space configurations in living and learning facilities.
4. Create dynamic and evolving spaces within a traditional exterior shell.

TAGS: Large Public Research, Student Residences, Learning Space Design, Student Learning

Continuing Education Credits:
AIA LU 1.0 unit (45C158)AICP CM 1.0 unitNASBA CPA CPE 1.0 unit; Field of study: Management Advisory Services

This session will provide real-world techniques and examples of feasibility and lifecycle cost analysis based on Butte College's 2-Megawatt solar power farm (the largest college campus solar project in California) and new 77,000 sq. ft. Instructional Arts project, which is pending LEED Gold certification and won the California Community College Chancellor's Office Energy Efficiency Partnership Program Best Practice Award in HVAC. Attendees will also see firsthand the process implemented for sustainability analysis during preconstruction.

Learning Outcomes:

1. Discuss possible approaches to funding campus solar power projects.
2. Analyze the feasibility of campus solar power projects.
3. Evaluate return on investment (ROI) for LEED/sustainable projects based on a lifecycle cost approach.
4. Quantify the impact of campus power generation projects on the sustainability of campus construction projects.

TAGS: Sustainability, Life-cycle Cost Analysis, Solar Power, LEED, Community College

Continuing Education Credits:
AIA LU/HSW/SD 1.0 unit (45C147)AICP CM 1.0 unitNASBA CPA CPE 1.0 unit; Field of study: Finance

Grant MacEwan University believes that it can best meet the needs of future generations by consolidating all of its existing four campuses onto its one downtown site. This new single sustainable campus project seeks to bring all of MacEwan's services back into one location, while growing its student population, improving the student experience, and tripling its existing square footage in the process. We will reveal an innovative strategy for sustainable growth in a very dense urban context.

Learning Outcomes:

1. Explore how sustainability is changing the way students want to learn, and impacting technology, libraries, teaching spaces, and social spaces.
2. Create a thorough business case analysis when approaching governments for funding.
3. Design a campus plan that not only exceeds sustainability goals, but also aids in transforming the surrounding urban environment.
4. Identify the benefits of selling off existing campuses.

TAGS: International, Public Comprehensive, Master Planning

Continuing Education Credits:
AIA LU/HSW/SD 1.0 unit (45C236)AICP CM 1.0 unitNASBA CPA CPE 1.0 unit; Field of study: Social Environment of Business

Research indicates that traditional forms of planning can be ineffective in today's environment because they focus on rationality, linear processes, quantification, and assume that fun, creativity, and qualitative approaches lack substance. New forms of planning should focus on employee engagement, integration of multiple planning strategies, organizational culture, creativity, fun, and serendipity. This presentation will highlight Joliet Junior College's evolution in shifting from a traditional, rigid planning focus to one that is more open, fun, and centered on employee engagement.

Learning Outcomes:

1. Propose a new model of planning that recognizes the organizational culture of higher education.
2. Formulate strategies for employee engagement with planning.
3. Summarize an integrated approach to planning that incorporates governance and organizational culture.
4. Compare traditional planning models with newer planning models.

TAGS: Community College, Change Management, integrated planning

Continuing Education Credits:
AIA LU 1.0 unit (45C003)AICP CM 1.0 unitNASBA CPA CPE 1.0 unit; Field of study: Business Management and Organization

This session will focus on the internal constraints and opportunities that members of a small steering committee of faculty, staff and administrators faced during their first year of setting up a balanced scorecard approach to planning. The Richard Stockton College of New Jersey solicited input to its balanced scorecard planning process from its senior leadership, from two of its labor unions, and from all of its organizational divisions.

Learning Outcomes:

1. Describe the basic components of a Balanced Scorecard (BSC) approach.
2. Discuss the opportunities and constraints of a BSC approach at a state college.
3. Apply the components of a BSC approach to different institutional settings.
4. Brainstorm solutions to problems inherent in the BSC approach at a higher education institution.

TAGS: Public Comprehensive, Performance Measures, Operational Planning, Strategic Planning, integrated planning

Continuing Education Credits:
AIA LU 1.0 unit (45C031)AICP CM 1.0 unitNASBA CPA CPE 1.0 unit; Field of study: Management Advisory Services

The session is a case study of the rehabilitation and adaptive re-use of a building on the national register of historic places. Examine the campus factors that lead to the abandonment of the facility and also review the design and construction decisions that provided the basis for a successful repurposing and rehabilitation project resulting in Iowa State University's first LEED® silver project. We will cover strategies, building performance and other possible funding criteria on similar buildings.  

Learning Outcomes:

1. Summarize the evolution of design and construction over the last 100 years.
2. Identify the issues surrounding restoration and rehabilitation of a historic structure.
3. Develop goals for sustainable concepts and strategies within a restoration project.
4. Review the requirements of the LEED Documentation and Certification Process.

TAGS: Historic Preservation, Sustainability, Large Public Research

Continuing Education Credits:
AIA LU/HSW/SD 1.0 unit (45C176)AICP CM 1.0 unitNASBA CPA CPE 1.0 unit; Field of study: Management Advisory Services

With public funds for capital projects being scarce, The City University of New York (CUNY) created an innovative partnership with a private developer to help finance and build a new facility for CUNY's Hunter College School of Social Work and Public Health in Harlem. This project will be used as a case study to illustrate the key elements required to ensure a successful partnership, and the collaborative process necessary to achieve a successful outcome to the design and construction.

Learning Outcomes:

1. Develop successful new models for monetizing university real estate assets to fund new projects.
2. Identify keys to a successful public/private partnership.
3. Develop collaborative processes for managing the programming, design and construction with a private development partner.
4. Evaluate private development opportunities as a potential way to access new sources of funding.

TAGS: Large Public Research, Partnerships, Facility Type_Graduate Education

Continuing Education Credits:
AIA LU 1.0 unit (45C062)AICP CM 1.0 unitNASBA CPA CPE 1.0 unit; Field of study: Finance

With funding in higher education at a critical low and fiscal and human resources being depleted with lay-offs, furloughs, and mass budget cuts it is apparent that collaborative campus planning and shared resources is a must. Learn how CSU Channel Islands planned and implemented campus-wide strategic goals in a highly dynamic, flexible, and collaborative environment at one of America's newest emerging academic institutions. Discover the complexities and intricacies of planning, budgeting and implementing programs and facilities in the adaptive re-use and conversion of an eighty year old state hospital facility. Walk away with information on how to collaborate on successful planning outcomes while working with multiple campus constituencies.

Learning Outcomes:

1. Foster collaborative planning with multiple campus constituencies.
2. Discuss strategies for making the best of limited resources.
3. Merge old and the new in physical planning while implementing innovative curricular and co-curricular programs.
4. Identify techniques to keep your planning flexible and adaptive.

TAGS: Preservation, integrated planning, adaptive re-use, Renovation

Continuing Education Credits:
AICP CM 1.0 unitNASBA CPA CPE 1.0 unit; Field of study: Finance

Created in 1996, under the umbrella of the Minnesota State Colleges and Universities (MnSCU) system, MCTC is the result of the merger of two institutions: a technical college with a long history of vocational education dating back to 1914 and an open-enrollment community college established in 1965. This campus is one of the largest urban public institutions serving over 12,000 students. The tour will highlight this unique co-location of 42 different technical and community college offerings in 1.2 million square feet. Space is also used for 4-year offerings from Metropolitan State University. Currently, the spacious campus covers 21.6 acres of prime urban land. In the last ten years over $60 million has been invested in three major structures: a new library and technology center expansion and administration collocation renovation, a science building renovation from a converted former car dealership, and the proposed new student union that will be adjacent to a Loring Park—a premier urban landscape designed by Horace Cleveland (forerunner to Frederick Law Olmsted). Local architects will be present to discuss and explain each project's unique challenges and opportunities.  www.minneapolis.edu
This walking tour includes guides.

Learning Outcomes:

1. Evaluate the benefits of adaptive reuse of commercial buildings for academic purposes.
2. Describe the reasons for co-locating a library and a technology center in a single building to maximize the use of information resources services.
3. Identify the ways in which open space/parks can create connections between student life and the local community.
4. Recognize the complexities of providing courses that cover technical, community college, and 4-year academic programs in a single entity.

TAGS: Community College, Master Planning, Urban Campus, Facility Design_Science, Renovation

Continuing Education Credits:
AIA LU 1.0 unit (45T005)AICP CM 1.0 unit

Get a unique behind-the-scenes look at one of Major League Baseball’s newest ballparks, Target Field. Minnesota’s new one-million-square-foot, 40,000-seat, open-air ballpark features superior baseball sight lines from every seat and spectacular views of the Minneapolis skyline. Completed three months early, the new ballpark will be one of Major League Baseball’s most environmentally friendly ballparks with a variety of sustainable materials and methods incorporated into design and construction. The project is registered with the USGBC with a goal of LEED Certification. Join colleagues from Mortenson Construction and HGA Architects with ballpark tour guides for a narrated, up-close, behind-the-scenes, tour of the ballpark complete with baseball history, anecdotes, and fun facts about Target Field. Tours cover a distance of approximately one mile so proper walking apparel is recommended.

TAGS: Facility Design_Athletics, Sustainability, LEED

University of St. Thomas began offering classes in 1987 at a remodeled department store in downtown Minneapolis. In fall 1992, the university opened a permanent, $25 million, 150,000-square-foot campus at 1000 LaSalle Ave. This unique campus that has grown in the surrounding three city blocks has many attributes of a traditional campus in the downtown core of Minneapolis.

Highlights of the tour will be a number of unique components that are non-traditional to an urban downtown center. First, a second level skyway corridor connects all of the buildings and provides for enhanced security. Second, the well designed campus grounds (shown in the photo) are planned to provide restful views, pleasant places to stroll on grade, and gracious outdoor gathering areas—all reflecting the importance of open space for branding and differentiating the campus within the downtown core. Lastly, the buildings reflect the collegiate gothic character and materials of the original, historic St. Paul campus, using stone, slate and steep roofs with dormers. These architectural choices ring a traditional campus feel to this urban location.

Artist Mark Balma created one of the largest frescoes in the United States on the arched ceiling of Terrence Murphy Hall's atrium. The seven-panel, 1,904-square-foot fresco was completed in the summer of 1994 and portrays the seven virtues discussed in the writings of St. Thomas Aquinas, the university's patron. The fresco was featured on "CBS Sunday Morning" and was the subject of a nationally broadcast PBS documentary in 1999. www.stthomas.edu/aboutust/campuses/minneapolis.html 
This walking tour includes guides.

Learning Outcomes:

1. Identify the unique challenges of locating a campus in the heart of a downtown core.
2. Describe the role that campus landscaping can play in creating a distinctive identity and in providing respite from a hectic urban area.
3. Judge the value of carrying an original architectural theme and maintaining it in the move to an urban campus.
4. Evaluate the role of public art in engaging a local community in the life of a campus.

TAGS: Small Private Liberal Arts, Urban Campus, Open Space

Continuing Education Credits:
AIA LU 1.0 unit (45T006)AICP CM 1.0 unit