Workshops

Friday

Friday, July 6, 2012, 8:00 AM–5:00 PM in Columbus KL

Step II: Focused Knowledge for Integrated Planning Processes (2 day workshop)

Step II: Focused Knowledge for Integrated Planning Processes (2 day workshop)

SOLD OUT (Wait List Available)

Step II: Focused Knowledge for Integrated Planning Processes (2 day workshop)

SOLD OUT
Presented by: Debra L. Smith, Senior Project Manager, Design & Construction, University of California-Davis; Diane S. Stephens, Associate Vice President, Academic Resources and Planning, California State University-Northridge; Richard L. Winstanley, Assistant Provost, Institutional Effectiveness, New England Institute of Technology
Convened by: Susan T. Whitmer, Research Lead, Education, Herman Miller, Inc.

Prerequisite: Step I of the Planning Institute

SOLD OUT!
The second in SCUP's three-step planning institute, Step II is a two-day workshop that uses the SCUP Walnut College Case Study as the basis for practicing an integrated planning process that results in a plan reflecting the collaboration of all functional areas at Walnut College. In the process of creating the plan, participants will gain a deeper understanding of the needs and issues confronting key functional areas on campus during a planning initiative. In particular, the intersection of academic, resource/budget, and facilities planning defines a nexus for learning specific planning tactics. Each phase of an integrated planning process is accompanied by the application of core content to Walnut College. Throughout the workshop, the role of assessment in each planning phase is highlighted as the extension of the principles of evidence-based planning presented in Step I. Prerequisite: Step I: Foundations of Planning in Higher Education.

Workshop is two full days. Participants must attend both days. Includes workbook, continental breakfast, lunch, and refreshments.

Cost: $1,250 USD (covers both days of workshop, including workbook, continental breakfast, lunch, and refreshments for Friday and Saturday)

For program details, please visit: www.scup.org/page/profdev/pi/step2

Learning Outcomes:

  1. Work in functional and cross-functional teams to identify significant planning priorities for Walnut College.
  2. Collaborate on the strategies Walnut College should pursue.
  3. Write a plan for Walnut College.
  4. Determine actions to incorporate integrated planning practices on their campuses.

Audience:

Planners who have become proficient in their main area of responsibility and need to learn the language and practices of other planning specialties to advance integrated planning on their campuses.

Continuing Education Credits:
AIA LU 15.0 units (SCUPPI2000)
AICP CM 15.0 units
NASBA CPA CPE 2.0 units; Field of study: Administrative Practice
NASBA CPA CPE 2.0 units; Field of study: Finance
NASBA CPA CPE 3.0 units; Field of study: Social Environment of Business
NASBA CPA CPE 8.0 units; Field of study: Communications

Saturday

Saturday, July 7, 2012, 8:00 AM–4:00 PM in Columbus CD

IPEDS Workshop

IPEDS Workshop

IPEDS Workshop

SOLD OUT (Wait List Available)

IPEDS Workshop

SOLD OUT

Registration deadline extended! There are a limited number of seats still available for this workshop. Register today!

The Association for Institutional Research (AIR) and SCUP are co-hosting a one-day IPEDS Workshop for data providers and users. Funding is provided by the National Center for Education Statistics (NCES).

Six hours of instruction taught by experienced practitioners from across the country will cover:

IPEDS Data as the Public Face of an Institution raises the level of awareness among higher education professionals about the importance of accuracy and consistency in data reported to IPEDS. Examples of real IPEDS data used in the public domain will be incorporated, enabling participants to understand how IPEDS data are used by governmental and non-governmental entities. This module includes presentations, discussions, exercises and demonstrations utilizing IPEDS data tools and resources.

IPEDS Data and Benchmarking: Supporting Decision Making and Institutional Effectiveness- Module 1 is designed for participants with little to no experience in the area of conducting benchmarking studies or with the IPEDS Data Center. This module introduces the fundamentals of creating benchmarks to measure institutional effectiveness. The module provides an overview of the types of comparison groups that can be constructed using IPEDS data, with examples of appropriate use. Participants will use actual data from the IPEDS Surveys, including the IPEDS Data Feedback Report and Executive Peer Tool. Exercises and resources will demonstrate processes to establish key performance indicators and identify variables to refine comparison groups.

IPEDS Workshop Registration Request Process and Travel Assistance Awards
Workshop, workshop material, and lunch is provided at no charge to participants. Interested participants must apply to attend this workshop. This workshop is limited to 40 participants. Workshop participants will be able to request up to $500 to offset the cost of travel. If there are more registration requests than there are spaces available, priority will be given to individuals who are currently IPEDS Keyholders or State/System Coordinators.

Registration deadline extended! There are a limited number of seats still available for this workshop. Register today!

Questions? Please contact AIR at:
Email: ipedsworkshops@airweb.org
Phone:  1.850.385.4155 x202

Saturday, July 7, 2012, 8:00 AM–5:00 PM in Columbus GH

Step I: Foundations of Planning in Higher Education

Step I: Foundations of Planning in Higher Education

Presented by: Salvador D. Aceves, Associate Vice President, Academic Financial Planning & Analysis, Fordham University
Convened by: Sarah Cantrell, Director, Integrated Resource Planning, York University

This Workshop is Sold Out!
Next Two Available Dates:

Participants in this full-day workshop will acquire an understanding of the fundamentals of planning, including political considerations, within the college, university, and community college settings. The fundamentals include how the planning function may be organized and executed in a range of institutional types. Participants will gain insights into how strategic planning can help institutions mobilize for action, aid in the effective allocation of resources, and gain competitive advantage. Participants 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 participants to apply new skills and knowledge acquired 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 of completion.

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

For program details, please visit the Step I webpage.

Learning Outcomes:

  1. Define the basic elements of planning.
  2. Practice integrated planning in the context of higher education, using exercises and a case study.
  3. Discuss the social and political context of integrated planning within higher education.
  4. Analyze the value of evidence-based planning and leave prepared to apply evidence-based planning in a real-life context.

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, and those interested in enrolling in SCUP's three-step planning institute.

TAGS: integrated planning, Integrated Planning Processes

Continuing Education Credits:
AIA LU 7.0 units (SCUPPI1000)
AICP CM 7.0 units
NASBA CPA CPE 1.5 units; Field of study: Business Management and Organization
NASBA CPA CPE 2.0 units; Field of study: Specialized Knowledge and Applications
NASBA CPA CPE 3.5 units; Field of study: Administrative Practice

Saturday, July 7, 2012, 8:00 AM–5:00 PM in Columbus KL

Step II: Focused Knowledge for Integrated Planning Processes (2 day workshop)

Step II: Focused Knowledge for Integrated Planning Processes (2 day workshop)

SOLD OUT (Wait List Available)

Step II: Focused Knowledge for Integrated Planning Processes (2 day workshop)

SOLD OUT
Presented by: Debra L. Smith, Senior Project Manager, Design & Construction, University of California-Davis; Diane S. Stephens, Associate Vice President, Academic Resources and Planning, California State University-Northridge; Richard L. Winstanley, Assistant Provost, Institutional Effectiveness, New England Institute of Technology
Convened by: Susan T. Whitmer, Research Lead, Education, Herman Miller, Inc.

Prerequisite: Step I of the Planning Institute

SOLD OUT!
The second in SCUP's three-step planning institute, Step II is a two-day workshop that uses the SCUP Walnut College Case Study as the basis for practicing an integrated planning process that results in a plan reflecting the collaboration of all functional areas at Walnut College. In the process of creating the plan, participants will gain a deeper understanding of the needs and issues confronting key functional areas on campus during a planning initiative. In particular, the intersection of academic, resource/budget, and facilities planning defines a nexus for learning specific planning tactics. Each phase of an integrated planning process is accompanied by the application of core content to Walnut College. Throughout the workshop, the role of assessment in each planning phase is highlighted as the extension of the principles of evidence-based planning presented in Step I. Prerequisite: Step I: Foundations of Planning in Higher Education.

Workshop is two full days. Participants must attend both days. Includes workbook, continental breakfast, lunch, and refreshments.

Cost: $1,250 USD (covers both days of workshop, including workbook, continental breakfast, lunch, and refreshments for Friday and Saturday)

For program details, please visit: www.scup.org/page/profdev/pi/step2

Learning Outcomes:

  1. Work in functional and cross-functional teams to identify significant planning priorities for Walnut College.
  2. Collaborate on the strategies Walnut College should pursue.
  3. Write a plan for Walnut College.
  4. Determine actions to incorporate integrated planning practices on their campuses.
*This event is also available on Friday, July 6, from 8:00AM–5:00PM in Columbus KL

Audience:

Planners who have become proficient in their main area of responsibility and need to learn the language and practices of other planning specialties to advance integrated planning on their campuses.

Continuing Education Credits:
AIA LU 15.0 units (SCUPPI2000)
AICP CM 15.0 units
NASBA CPA CPE 2.0 units; Field of study: Administrative Practice
NASBA CPA CPE 2.0 units; Field of study: Finance
NASBA CPA CPE 3.0 units; Field of study: Social Environment of Business
NASBA CPA CPE 8.0 units; Field of study: Communications

Saturday, July 7, 2012, 8:30 AM–5:00 PM in Columbus EF

Space Needs Planning: An Integrated Approach

Space Needs Planning: An Integrated Approach

Presented by: Lisa M. Keith, Principal, Ayers Saint Gross; Franklin A. Markley, Associate Principal, Paulien & Associates, Inc.
Convened by: Lawrence J. Gleason, Vice President, Cost, Planning & Management International, Inc

Now more than ever, understanding space usage and integrating space planning components with an institution’s academic priorities is critical for continued 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:

  1. Identify key steps and the institutional representatives that should be involved in each step, as well as how mission, vision, academic planning, and other pre-planning documents and studies should be integrated into the space planning process.
  2. 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.
  3. Interpret and adjust space guidelines based on modern learning environments and pedagogy, institutional mission, program mix, student services, and other strategic characteristics.
  4. Translate the space analysis outcomes into meaningful strategies for master planning, building renovations, and new construction as contained in a capital improvement plan. This learning outcome will be reinforced with case studies.

Audience:

New or established campus planners needing a deeper understanding of space planning processes and how to implement best practices and principles for their own institution’s goals and mission.

TAGS: space planning, FICM, Facility Inventory Classification Manual, Space Utilization, Space Reporting

Continuing Education Credits:
AIA LU 7.0 units (SCUP47W010)
AICP CM 7.0 units
NASBA CPA CPE 7.0 units; Field of study: Management Advisory Services

Saturday, July 7, 2012, 12:00 PM–5:00 PM in Comiskey

Integrated Planning: Models for Implementation and Innovation

Integrated Planning: Models for Implementation and Innovation

Presented by: Connie Foster, Consultant, Connie Foster Facilitation and Consulting LLC

Note: This workshop only open to SCUP Planning Institute graduates.

Integrated planning processes require cultural and operational changes on a campus. Each campus is unique in how it adapts its existing planning process to a more integrated model. Implementation can take a number of different paths, but needs to consider the organizational structure, the metrics for assessing decisions, and a consistent focus on communication. As higher education continues to evolve, integrated planning can help prepare a campus to be more innovative. This session addresses the use of innovation within the context of implementing an integrated planning process.

Cost: $100 USD (includes workbook and refreshments)

Learning Outcomes:

  1. Identify the key operational changes needed on your campus for implementing an integrated planning process.
  2. Identify the drivers and barriers to implementation and how to best address them.
  3. Determine options for how to start and sustain an integrated planning process.
  4. Employ a planning process that benefits from and helps drive innovation on your campus.

Audience:

SCUP Planning Institute graduates interested in furthering their understanding of the implementation of integrated planning on their campuses.

TAGS: Innovation, Planning Implementation, Planning processes, integrated planning

Continuing Education Credits:
AIA LU 4.5 units (SCUP47W024)
AICP CM 4.5 units
NASBA CPA CPE 4.5 units; Field of study: Business Management and Organization

Saturday, July 7, 2012, 12:00 PM–5:00 PM in Gold Coast

To Build New or Renovate: Different Answers for Every Campus

To Build New or Renovate: Different Answers for Every Campus

Presented by: Kenneth Belcher, Senior Associate Director for Housing Services, Virginia Polytechnic Institute and State University; Chris E. Brasier, Design Director, Clark Nexsen; Erik Eshleman, Project Director, Barton Malow ; Robert Gunn, Design Principal, Clark Nexsen; Gordon E. Turow, Director, Campus Planning & Design, The Pennsylvania State University; Dudley Willis, Manager, Projects & Engineering, Duke University
Convened by: Pauline M. Melis, Assistant Provost, Institutional Planning & Assessment, University of Saskatchewan

On virtually every campus in the US, older buildings are being given new life with program changes, facelifts, and interior system replacements or overhauls. Every building has its own unique challenges and opportunities. A project's success depends upon the ability of the owner and the design/construction team to decide when to renovate, how to finance and program the renovation, and where to designate limited funds. Of particular interest to many campuses today is the renovation of post-war buildings, which were part of the building explosion of the ‘60s. After reviewing examples from a number of campuses, participants will engage in an exercise to determine how targeted renovations can improve an institution, then outline the program, delivery method, planning, and budgeting process to implement the project.

Cost: $265 USD (includes workbook and refreshments)

Learning Outcomes:

  1. Explain the key issues involved in a comprehensive renovation, including construction, phasability, and sustainability.
  2. Determine when it is cost effective to renovate and when you should build new.
  3. Describe the leadership roles played by the owner, user, designer, and builder.
  4. Evaluate the value management process and see how adaptive re-use can energize an older building.

Audience:

Campus professionals who need to assess the rewards, both esthetic and monetary, of renovation rather than building new.

TAGS: Large Research, Renovation, Mid-century buildings, Historic Preservation, Living/Learning Environments, Sustainability

Continuing Education Credits:
AIA LU/HSW/SD 4.5 units (SCUP47W022)
AICP CM 4.5 units
GBCI CE 4.5 units; Field of study: Project Surroundings and Public Outreach
NASBA CPA CPE 4.5 units; Field of study: Management Advisory Services

Saturday, July 7, 2012, 1:00 PM–4:30 PM in Picasso

Strategies for Negotiating the Balance Among Resources

Strategies for Negotiating the Balance Among Resources

Presented by: Claudine Keenan, Dean School of Education, The Richard Stockton College of New Jersey; Harvey Kesselman, Provost & Executive Vice President, The Richard Stockton College of New Jersey
Convened by: James J. Germida, Vice Provost, Faculty Relations, University of Saskatchewan

This workshop will provide participants with proven approaches to integrating their academic, enrollment, facilities, and financial plans around their strategic goals. The facilitators will review key structures, processes, and assessment approaches that include the composition and integration of empowered committees of faculty, staff, students, and external stakeholders; the clarity and transparency of published planning, reporting, assessment, and allocation procedures; and the importance of organization-wide participation in implementation, as well as dissemination practices.

Cost: $195 USD (includes workbook and refreshments)

Learning Outcomes:

  1. Identify ways to optimize existing shared governance structures (e.g., representation or delegation) in conjunction with planning-focused structures (e.g., standing committee, planning office) so that major planning is inclusive, integrated, and well-understood.
  2. Construct the framework for a single, clear, organization-wide, systematic process for setting goals, requesting allocations, launching initiatives, measuring efforts, reporting results, and adjusting allocations in response to results.
  3. Articulate a variety of approaches for integrating the planning structures and processes outlined above within your own organizations, including policy- and decision-making.
  4. Draft the outline of a comprehensive communications plan that disseminates information about integrated structures, processes, policies, and planning cycles among faculty, staff, students, and external stakeholders.

Audience:

Higher education leaders facing the challenges of integrating assessment within their strategic and operational plans, preparing for regional re-accreditation, and looking to illustrate how mission, goals, planning, allocations, programming, and assessment are all aligned to a visiting review team.

TAGS: integrated planning, Balanced scorecard, Governance, Planning processes, assessment

Continuing Education Credits:
AIA LU 3.25 units (SCUP47W011)
AICP CM 3.25 units
NASBA CPA CPE 3.0 units; Field of study: Business Management and Organization

Saturday, July 7, 2012, 1:00 PM–4:30 PM in Wrigley

Using Financial Ratios to Assess Institutional Financial Health

Using Financial Ratios to Assess Institutional Financial Health

Presented by: Larry Goldstein, President, Campus Strategies, LLC
Convened by: Sarah Carrigan, Director, Institutional Research, University of North Carolina at Greensboro

This session combines lecture with hands-on experience focused on financial ratio assessment for colleges and universities.  Following a presentation on the critical elements of higher education financial ratio analysis, with particular attention to the Composite Financial Index (CFI), participants will measure their institution’s financial health utilizing their audited financial statements.  Completing templates provided during the session, and guided by the presenter/facilitator, they will examine the financial statements to find the key financial elements necessary for calculating the four key ratios that comprise the CFI. After participants have calculated one year’s CFI, the results will be diagnosed.  Time permitting, participants will calculate additional years’ ratios and emerging trends will be examined.  Accounting expertise/experience is not required for this session. Participants must bring a calculator and two years of audited financial statements from their institution. Public institutions should bring the corresponding audited financial statements for their foundation(s). 

Cost: $195 USD (includes workbook and refreshments)

Learning Outcomes:

  1. Recognize the key elements of institutional assessment focused on financial considerations.
  2. Examine the four key ratios that comprise the Composite Financial Index and how changes in the ratios affect the financial health of the institution.
  3. Calculate the Composite Financial Index for your institution utilizing audited financial statements.
  4. Assess the limitations and pitfalls of reliance on quantitative measures as the sole consideration when assessing the financial health of institutions.

Audience:

Those interested in learning how to assess institutional financial health through ratio analysis in a hands-on setting.

TAGS: Composite Financial Index, Financial Analysis, Institutional Fiscal Health, Finance/Budget

Continuing Education Credits:
AIA LU/SD 3.25 units (SCUP47W005)
AICP CM 3.25 units
NASBA CPA CPE 3.0 units; Field of study: Finance

Sunday

Sunday, July 8, 2012, 8:00 AM–1:00 PM in Columbus H

Conducting Research for Learning Space Design

Conducting Research for Learning Space Design

Presented by: Joseph Cevetello, Director, Learning Environments, University of Southern California; Janice E. Fournier, Research Scientist, University of Washington Information Technology, University of Washington-Seattle Campus; Jill K. Morelli, Director of Facilities, University of Washington-Seattle Campus; Susan L. Painter, Director, Research Studio & Senior Planner, AC Martin Partners, Inc.; Susan T. Whitmer, Research Lead, Education, Herman Miller, Inc.
Convened by: Ellen Stanton Milstone, Senior Strategic Planning & Budget Officer, Arizona State University Foundation

What makes a building or the spaces within it receive an A+ from its occupants? Research can answer questions that inform the design and construction of the very best learning spaces. But what constitutes credible evidence? What are the important questions you need to find answers to?  What tools can you use to evaluate a learning space?  How can you and your team develop a plan to capture this evidence so it can be used for current and future projects? This workshop shows you how to bring research-thinking to the design of learning spaces.  Participants will learn the elements of a successful and credible research approach, get help to formulate their research question and develop a practical research plan, and have the opportunity to compare their plans with those of other workshop participants. The result?  Your ability to grow a base of research evidence for making design decisions, and you as a more effective steward of your firm's and your client's resources.

Cost: $265 USD (includes workbook, continental breakfast, and refreshments)

Learning Outcomes:

  1. Review the critical role research can play in learning space design and campus planning.
  2. Identify the elements of a strong research plan.
  3. Draft a proposal to conduct a specific study based on a question you bring to the workshop.
  4. Strategize options for implementing learning space research on your campus.
     

Audience:

Anyone involved in the planning and design of learning spaces or who want to understand if spaces are accomplishing their purposes.

TAGS: Post-occupancy Research, Theory and Practice of Design Research, Research Design, Learning Environments

Continuing Education Credits:
AIA LU/HSW 4.5 units (SCUP47W026)
AICP CM 4.5 units
NASBA CPA CPE 4.5 units; Field of study: Administrative Practice

Sunday, July 8, 2012, 8:00 AM–1:00 PM in Columbus G

Integrated Planning and Resource Alignment

Integrated Planning and Resource Alignment

SOLD OUT (Wait List Available)

Integrated Planning and Resource Alignment

SOLD OUT
Presented by: Karen P. House, Associate Vice President for Finance and Planning, Keene State College; Jay V. Kahn, Vice President for Finance & Planning, Keene State College; Melissa S. Laughner, Finance and Budget Analyst, Keene State College; Gordon J. Leversee, Dean of Sciences & Social Sciences, Keene State College
Convened by: Sarah Cantrell, Director, Integrated Resource Planning, York University

This workshop explores integrated planning processes that link campus academic and resource plans to strategic priorities. The participants will be introduced to a planning process and budgeting model that will then be used to demonstrate methods for aligning resource allocation with strategic goals. This model encourages participative processes meant to engage stakeholders, enhance transparency, and better communicate the parameters of decision making.  A case study of the fictional Pistachio College illustrates how to integrate financial modeling into the strategic planning process. Participants use an Excel model to learn how different planning parameters affect budget bottom lines. A provost and chief financial officer will discuss how they have replaced planning silos with collaborative models that allow the alignment of scarce resources to achieve campus priorities.

Cost: $265 USD (includes workbook, continental breakfast, and refreshments)

Learning Outcomes:

  1. Review a process for linking strategic planning with other campus functional planning processes, breaking down planning silos. 
  2. Identify the pressure points, or moments of opportunity, that force campuses to accelerate the pace of change.
  3. List the stakeholders who would be affected by strategies under consideration at your campus.
  4. Integrate the financial aspects of proposed strategies into a cohesive, flexible, multiyear financial plan, by identifying key planning parameters of a budget model.

Audience:

Planning process leaders and participants seeking strategies and tools for integrating academic and budget planning.

TAGS: Budget and Resource Planning, Finance, integrated planning

Continuing Education Credits:
AIA LU 4.5 units (SCUP47W019)
AICP CM 4.5 units
NASBA CPA CPE 4.5 units; Field of study: Finance

Sunday, July 8, 2012, 8:00 AM–1:00 PM in Columbus CD

Mental Images: 21st Century Learners, Learning, and Learning Spaces

Mental Images: 21st Century Learners, Learning, and Learning Spaces

SOLD OUT (Wait List Available)

Mental Images: 21st Century Learners, Learning, and Learning Spaces

SOLD OUT
Presented by: Phillip D Long, Director, Centre for Educational Innovation & Technology, University of Queensland; Jeanne L. Narum, Principal, Learning Spaces Collaboratory
Convened by: Thomas F. Fortier, Regional Director, Science + Technology, HOK

Workshop participants will engage in the iterative stages of learning spaces planning; beginning with initial steps toward shaping a common language about what students are learning to be—whether it be an institution-wide goal or one descriptive of a particular community of practice (dancer, global citizen, biomedical engineer, etc,). From that discussion, participants will collaborate (exercises, role-playing) in drafting questions to ask during the planning process that would facilitate post-occupancy explorations of how and if these spaces serve the explicit learning activities anticipated and articulated in the planning process. Templates for adapting and piloting this process will be produced through these iterative discussions and exercises. Workshop outcomes will inform work of the Learning Spaces Collaboratory.

Cost: $265 USD (includes workbook, continental breakfast, and refreshments)

Learning Outcomes:

  1. Articulate the questions that enable a planning group to design learning spaces that meet students developmental needs.
  2. Explore, prototype, and assess activities (curricular and pedagogical) that spaces should support to meet learning outcomes.
  3. Evaluate templates for questions to be explored at different stages of the process of planning, experiencing, and assessing 21st century spaces for 21st century learners.
  4. Identify the value of effective learning spaces in the present and future health of an institution.

Audience:

Those interested in the characteristics of students that should guide the development of learning spaces, particularly those in the STEM fields.

TAGS: Learning Space Design, Post-occupancy Research, Pedagogy, Student Demographics

Continuing Education Credits:
AIA LU/HSW 4.5 units (SCUP47W013)
AICP CM 4.5 units
NASBA CPA CPE 4.5 units; Field of study: Specialized Knowledge and Applications

Sunday, July 8, 2012, 8:00 AM–1:00 PM in Columbus EF

The Politics of Integrated Planning: Navigating the Realities of Linking Planning and Budgeting

The Politics of Integrated Planning: Navigating the Realities of Linking Planning and Budgeting

Presented by: Brett Fairbairn, Provost & Vice President, Academic, University of Saskatchewan; Pauline M. Melis, Assistant Provost, Institutional Planning & Assessment, University of Saskatchewan
Convened by: Thomas P. Huf, Senior Education Facilities Planner, University of Massachusetts Amherst

The University of Saskatchewan introduced a new integrated planning process in 2002. That process held out the promise of linking planning and budgeting. Over time, and with experience, the University of Saskatchewan has gained an appreciation of the implications of integrated planning, including the political dimensions associated with the institutionalization of a new process. This workshop will provide an overview of the current process, including the politics of implementing a new system and introducing changes. Case studies will be used to illustrate key perspectives, including that of the provost, as well as the planning office.

Cost: $265 USD (includes workbook, continental breakfast, and refreshments)

Learning Outcomes:

  1. Recognize the essential elements of a planning process, notably links of planning and budgeting.
  2. Assess the politics of introducing new systems and managing change within complex organizations.
  3. Compare responses from different functions in an institution during the introduction of an integrated planning process.  
  4. Identify the key political strategies that aid the introduction of an integrated planning process.

Audience:

High-level administrators and others who deal with the politics of integrating academic planning with the resources needed to support an institution's mission.

TAGS: Public Research, Canadian, integrated planning, Change Management, Budget Planning, Academic Planning

Continuing Education Credits:
AIA LU 4.5 units (SCUP47W016)
AICP CM 4.5 units
NASBA CPA CPE 4.5 units; Field of study: Communications

Sunday, July 8, 2012, 8:30 AM–12:00 PM in Columbus IJ

Facilitation Skills

Facilitation Skills

Presented by: Dale Braun, Campus Planner, University of Wisconsin-River Falls
Convened by: Sarah Carrigan, Director, Institutional Research, University of North Carolina at Greensboro

Good plans often fail because they're not implemented, and implementation often stalls because we don't know where to start. Rally your planning team and conquer that overwhelming first step with a collective action plan. Using techniques taught by the Institute for Cultural Affairs in their "Technology of Participation" meeting facilitation program, workshop participants will harness their collective creativity, insight, and intuition to create a collective action plan for the fictional Walnut College. After engaging in this highly interactive workshop, participants will return to their institutions with the skills necessary to translate the plan into actions and the actions into accomplishments.

Cost: $195 USD (includes workbook, continental breakfast, and refreshments)

Learning Outcomes:

  1. Identify ways on your campus to transform the mission, vision, values, strategic goals and objectives, academic/physical/resource planning, and alignment into a practical, actionable set of assigned tasks.
  2. Support the intelligence, creativity, and experience of a planning team to create a collective action plan that generates enthusiasm and commitment.
  3. Specify the timing, sequencing, and dependencies that support a successful action plan.
  4. Differentiate between rational aims and experiential aims in developing and implementing plans.

Audience:

Any professional who must facilitate groups in order to ensure that realistic action plans are developed and implemented.

TAGS: Action Planning, integrated planning, Facilitation Skills

Continuing Education Credits:
AIA LU 3.25 units (SCUP47W025)
AICP CM 3.25 units
NASBA CPA CPE 3.0 units; Field of study: Communications

Sunday, July 8, 2012, 8:30 AM–12:00 PM in Columbus KL

Identifying Key Performance Indicators for Use in Dashboards and Scorecards

Identifying Key Performance Indicators for Use in Dashboards and Scorecards

Presented by: Jeffrey A. Seybert, Higher Education Consultant, Johnson County Community College
Convened by: Michael H. Hites, Senior Associate Vice President of AITS and CIO, The University of Illinois

In recent years, colleges and universities have come under increasing pressure to demonstrate accountability, transparency, and evidence of continuous quality improvement. In response to these mandates, institutional leadership has a responsibility to provide stakeholders with accurate, concise, easy-to-understand, up-to-date data about organizational performance. In addition, in order to be effective, strategic planning efforts must be informed by current, accurate, and relevant data and information regarding institutional effectiveness. Increasingly, colleges and universities are utilizing institutional dashboards and scorecards to facilitate both strategic planning and accountability efforts. Key Performance Indicators (KPIs) form the foundation of these institutional dashboards/scorecards. Participants in this workshop will work in small simulation teams to identify a hypothetical higher education institution's core-business/mission components and then identify the KPIs that reflect that core business.

Cost: $195 (includes workbook, continental breakfast, and refreshments)

Learning Outcomes:

  1. Analyze the underlying rationale and uses for institutional dashboards, scorecards, and Key Performance Indicators (KPIs).
  2. Define and describe a higher education institution's core-business/mission components.
  3. Outline the process for identifying KPIs that reflect the institution's core business.
  4. List the factors and steps that influence the implementation of the KPI development process at your institution.

Audience:

Anyone interested in continuous quality improvement and improving institutional effectiveness, those involved in creating dashboards or scorecards, and institutional professionals who want to ensure that useful data is available to faculty and staff.

TAGS: Key Performance Indicators, KPI, Balanced scorecard, Dashboards, Accountability

Continuing Education Credits:
AIA LU 3.25 units (SCUP47W009)
AICP CM 3.25 units
NASBA CPA CPE 3.0 units; Field of study: Administrative Practice