SCUP's 48th Annual, International Conference

Concurrent Sessions

Monday, July 29, 2013, 11:00 AM–12:00 PM in Room 29AB

A Team Approach to Program Development for Student Success

Presented by: Kristine Barnett, Assistant Dean, College of Arts & Sciences | Director, WELL & Campus Theme Programs, Bay Path College; Katie Jones, Life Skills Program Director, Bay Path College

Convened by: Leah M. Dawkins, Community Redevelopment Liaison, University of Memphis

Diverse challenges in higher education require a team approach to enhance the undergraduate experience, with approaches to promoting academic rigor and engagement, improving retention, and developing holistic assessment practices that require the blurring of silos and shared responsibility, especially between student development and academic affairs. This session will walk participants through the critical steps in the planning process for comprehensive program development: identifying challenges to student success, mapping outcomes, and designing a campus-wide, cross-disciplinary approach.

Learning Outcomes:

Consider and evaluate typical barriers to student success, from acceptance letter to orientation to capstone course.
Identify desired institutional outcomes in preparation for designing a signature program that addresses myriad challenges—such as retention, rigor, and engagement—and promotes the institution's mission.
Examine a comprehensive, cross-disciplinary program design that strengthens collaboration among areas, especially between student affairs and academic affairs.
Discuss solutions for removing silos and minimizing turf wars to ensure that institutional values, mission, and aims are infused throughout the educational experience.

TAGS: student success, Student Retention, Student Recruitment, Student Engagement, Academic Planning, Student affairs

Continuing Education Credits:
NASBA CPA CPE 1.0 unit; Field of study: Specialized Knowledge and Applications

Monday, July 29, 2013, 11:00 AM–12:00 PM in Room 33BC

Assessing the Assessment: A Methodology to Facilitate University-Wide Reporting

Presented by: Terra Schehr, Assistant Vice President, Institutional Research & Effectiveness, Loyola University Maryland

Convened by: Susan Paraska, Director, Institutional Effectiveness, Kennesaw State University

While individual academic departments are best able to conduct assessment of student learning in degree programs, universities need to synthesize assessment activities in order to create an overall picture of institutional engagement with student learning assessment. This presentation will describe a methodology for reviewing the assessment activities of individual departments and reporting unit-level and aggregate data on how well developed assessment practices are across the campus.

Learning Outcomes:

Identify the context driving student learning assessment and the need for synthesis of assessment information.
Outline the basic cycle of student learning assessment.
Describe the organizational structure that supports the meta-assessment and the rubric that was developed and used for the meta-assessment.
Apply the meta-assessment process for use at your institution.

TAGS: Learning outcomes, assessment, Student Learning, Institutional Effectiveness

Continuing Education Credits:
NASBA CPA CPE 1.0 unit; Field of study: Specialized Knowledge and Applications

Monday, July 29, 2013, 11:00 AM–12:00 PM in Room 31BC

Connecting Design and Performance in Education Facilities

Presented by: Carol K. Crane, Vice President, Education & Healthcare, Knoll, Inc.; Michael O'Neill, Senior Director, Workplace Research, Knoll, Inc.

Convened by: John McGuire, Science & Education Market Leader, NBBJ

The field of higher education faces many challenges, primarily driven by technology and the influence of Generation Y students and by widespread use of personal devices. Together, these forces are changing how learning spaces should be designed to best support the learning experience. The intention of this case study is to share the issues we studied, the methods and tools used, and, most importantly, the performance guidelines for the design of learning spaces developed as a result of this project.

Learning Outcomes:

Identify the issues and barriers to quality of teaching and learning faced by the university in its pre-construction spaces.
Describe effective methods and tools used to survey faculty and students about learning spaces.
List performance guidelines commonly adopted by universities for these new projects.
Collect recommendations on how to effectively design classroom spaces in today’s learning environment.

TAGS: Learning Space Design, Learning Environments

Continuing Education Credits:
AIA LU/HSW 1.0 unit (SCUP48C233)
AICP CM 1.0 unit
NASBA CPA CPE 1.0 unit; Field of study: Specialized Knowledge and Applications

Monday, July 29, 2013, 11:00 AM–12:00 PM in Room 30A

Creating a Community of Scholars: The Graduate Student Residence

Presented by: Stephen W. Phillips, Senior Principal, Practice Leader, Stantec Architecture Ltd.; Dathe D. Wong, Senior Associate, Stantec Inc.

Convened by: Kimberly Hickson, Firmwide Education & Culture Practice Area Leader, Gensler

In an envious position of a boom economy, Saskatchewan has developed a unique position as a leader in natural resource management, research, and development. University of Saskatchewan programs have expanded greatly, with significant graduate student growth, including attracting international researchers. Today’s diverse graduate student population demands choice and community to ensure their academic success. The philosophy of “diversity and choice in the context of the collective” underpins the project and the dynamic business case of this multi-faceted, soon to be complete, graduate student residence.

Learning Outcomes:

Recognize needs of today’s graduate students and build tools and criteria for activating and engaging a diverse graduate student population.

Evaluate how a dynamic business case can be a powerful tool to resolve the push and pull of project design opportunities and fiscal constraints.

Discuss how residence communities are created within a building: site response, locating of unit types and clustering of amenities, and measure success through post-occupancy evaluation.

Analyze a range of flexible contemporary live and learn environments that support emerging technology-based learning modes.

TAGS: Graduate Student Residence, International, Diversity

Continuing Education Credits:
AIA LU/HSW 1.0 unit (SCUP48C105)
AICP CM 1.0 unit
NASBA CPA CPE 1.0 unit; Field of study: Specialized Knowledge and Applications

Monday, July 29, 2013, 11:00 AM–12:00 PM in Room 28DE

Creating a Transformational, Integrating Catalyst for Interdisciplinary Health Sciences Learning and Innovation

Presented by: Jane Drummond, Vice Provost, University of Alberta; Scott Reeves, Founding Director, Center for Innovation in Interprofessional Healthcare Education, University of California-San Francisco; Gordon Stratford, Design Director, HOK

Convened by: James G. Matson, Vice President & Principal, HGA Architects, Engineers & Planners

Progressive programs in interprofessional education aim to improve our health by fundamentally changing health professions curricula, pedagogy, and culture. Led by a leading social scientist, a health sciences vice provost, and a design architect, this session offers a full circle, integrated perspective on this game-changing direction, providing a scientific world view on conceptual, empirical, and theoretical knowledge that informs the planning, design, development, and evaluation of interprofessional education. It also examines a case study of one of the world's most advanced health education and innovation centers—from inception and integrated planning, through governance and built environment design, to implementation and active use.

Learning Outcomes:

Identify the changes in health professions' curricula, pedagogy, culture, and human resources underway in selected institutions around the world, particularly how health and education centers around the world are improving health using interprofessional education.

Build the organizational foundation for success by determining how to create the equivalent of the University of Alberta's Health Sciences Council in your organization, establishing overarching principles, and setting measurable goals.

Value a proactive governance model and process, develop the platform for long-term interdisciplinary engagement and cooperation, assess whether the status quo will help or hinder achieving your goals, and identify the changes needed to achieve the best governance model and process.

Discuss the crucial role of innovative design, the importance of "loose fit, long life" design, and provocative placemaking in achieving your goals, and determine how to proactively use creative design, integrated with governance, to achieve a "business not as usual," "leading place of choice" learning/innovation environment.

TAGS: Public Research University, Medical Education Facility, Pedagogy, Interdisciplinary Professional Socialization, Learning Environment

Continuing Education Credits:
AIA LU 1.0 unit (SCUP48C145)
AICP CM 1.0 unit
NASBA CPA CPE 1.0 unit; Field of study: Specialized Knowledge and Applications

Monday, July 29, 2013, 11:00 AM–12:00 PM in Room 31A

Historic Tax Credits and Not-for-Profits: A Success Story

Presented by: Robert Lewis Bostwick, President & Director of Design, Bostwick Design Partnership; Melissa Ferchill, Owner, MCM Company, Inc.; William M. Reniff, Vice President for Finance and Administration, Baldwin Wallace University

Convened by: Susan C. Allen, Assistant Vice President, Budgeting, Planning & Management, Georgia College & State University

To renovate residence halls that are contributing structures in a designated historic district, Baldwin-Wallace University engaged a construction management firm to create a for-profit partnership that would allow the university to leverage its investment through the use of tax credits and other non-traditional sources of financing. Through highly efficient spatial planning, the planning and design firm maximized the building program, allowing for a significant expansion that has led to donor opportunities.

Learning Outcomes:

Identify key aspects of successful public/private development partnerships.

List various available tax credits and recognize how they can help focus and structure building construction financing models.

Evaluate how design best leverages an institution’s investment within this financial model.

Discuss options for attracting donors.

TAGS: Student Residences, Historic Preservation, Renovation, Non-traditional Funding Sources, Tax Credits

Continuing Education Credits:
AIA LU 1.0 unit (SCUP48C161)
AICP CM 1.0 unit
GBCI CE 1.0 unit; Field of study: Project Surroundings and Public Outreach
NASBA CPA CPE 1.0 unit; Field of study: Finance

Monday, July 29, 2013, 11:00 AM–12:00 PM in Room 30DE

Integrated Planning Includes Information Technology

Presented by: Mary Doyle, Vice Chancellor, Information Technology, University of California-Santa Cruz; Christine M. Haska, Vice President, Information Resources & Chief Information Officer, Naval Postgraduate School

Convened by: Jennifer K. Krieger, Director of Budgets, Kentucky Community and Technical College System

Strategic planning necessarily addresses institutional goal setting and can often be detached from institutional operations. Information Technology (IT) is a core operational component that enables accomplishment of strategic priorities. This session focuses on how technology can be more closely integrated into institutional planning through the adoption of multi-dimensional approaches. We will offer specific examples of how aligning IT organizational elements—structure, policy, resources, processes, projects, and technology direction-setting—improves strategic planning effectiveness.

Learning Outcomes:

Build an assessment framework for Information Technology (IT) planning that encourages empirically rich institutional discussions.

Apply multi-dimensional planning approaches that integrate IT more fully into institutional strategic planning.

Identify ways to design technology organizational structure to align with institutional priorities.

Judge how effectively technology supports institutional strategic priorities.

TAGS: Information technology, IT Strategic Planning, integrated planning, Performance Measurement, Operations Planning

Continuing Education Credits:
AIA LU 1.0 unit (SCUP48C179)
AICP CM 1.0 unit
NASBA CPA CPE 1.0 unit; Field of study: Computer Science

Monday, July 29, 2013, 11:00 AM–12:00 PM in Room 33A

Measurable Outcomes: Tracking Actual Energy/Water Use at 54 College Campuses

Presented by: Rick Carter, Senior Vice President, LHB, Inc; Gregory Ewig, System Director, Capital Development , Minnesota State Colleges & Universities System Office; Tom McDougall, President, The Weidt Group

Convened by: Michelle Gangel, Vice President, PGAV Architects

Energy benchmarking was completed at all 54 campuses of the Minnesota State Colleges and Universities (MnSCU) system. Four years later, the MnSCU team has collected overall Energy Use Intensity (EUI) measured in kBtu/SF/year and water usage measured in gals/occupant/day. Learn how having this data for all 54 campuses reported quarterly to campus presidents caused reductions in usage, and how enhanced reporting is helping MnSCU achieve more aggressive goals.

Learning Outcomes:

Review the basics of Energy Use Intensity (EUI) and Water Use Intensity (WUI), how energy can be converted to a common unit (kBtu) normalized by area (square foot) and time (year), and how water in gallons can be normalized by person (student) and time (year).

Describe how to collect information efficiently from accounting and facility staff, how to effectively report the information into multiple levels, and how to spot opportunities based on baseline and benchmark comparisons.

Compare the data in various ways (baseline, benchmark, targets, Energy Star peer buildings) in order to drive change from designers, operators, and occupants.

Review case studies demonstrating a direct link from measuring activity to improved performance.

TAGS: Performance Measurement, Sustainability, Energy reduction, Water Use, conservation

Continuing Education Credits:
AIA LU/HSW 1.0 unit (SCUP48C027)
AICP CM 1.0 unit
GBCI CE 1.0 unit; Field of study: Project Systems and Energy Impacts
NASBA CPA CPE 1.0 unit; Field of study: Specialized Knowledge and Applications

Monday, July 29, 2013, 11:00 AM–12:00 PM in Room 29CD

Presidents Reaction Panel

Moderated by: Jay V. Kahn, Vice President for Finance & Planning, Keene State College

Presented by: Frank Chong, Superintendent/President, Santa Rosa Junior College; Dorothy Leland, Chancellor, University of California-Merced

Convened by: Angela Faye Schaffer, Associate Budget Director, Northern Kentucky University

Alternative educational delivery platforms, new ventures and players, dramatically decreased governmental support, greater accountability, and increasing regulations have challenged the traditional higher education model. Join this presidential panel following the Monday morning plenary session as they discuss the multiple drivers of disruption that are prompting the reimagining and reshaping of higher education.

TAGS: Strategic Planning;Presidents;Disruption;Transformation, Change Management

Monday, July 29, 2013, 11:00 AM–12:00 PM in Room 30BC

Smart Planning: Experimenting With Design to Create Spaces That Support Active Learning

Presented by: James Baird, Design Principal, Holabird & Root ; David Van Wylen, Associate Dean, Natural Science and Mathematics, St Olaf College

Convened by: Ned A. Collier, Principal and Director, Higher Education Practice, Icon Architecture, Inc

Many planners have a sense that the physical environment can be as important as curriculum in achieving educational goals. Why then, is there so little data on how the design of specific building spaces can impact learning? We will discuss our work on St. Olaf College's Regents Hall of Natural and Mathematical Sciences and how the idea for one space type, showcase labs, was debated, studied, executed, and evaluated.

Learning Outcomes:

Plan spaces that represent your institution's goals for teaching and learning.
Create experiments that test how spaces impact your institution's students.
Analyze data from your design experiment to understand how spaces influence people's perception of the space, the building, and the institution.
Collaborate with others in your institution to share the results to create further impact.

TAGS: Small Private Liberal Arts, Science/Engineering Facility, Learning Space Design, Post Occupancy Evaluation

Continuing Education Credits:
AIA LU/HSW 1.0 unit (SCUP48C063)
AICP CM 1.0 unit
NASBA CPA CPE 1.0 unit; Field of study: Specialized Knowledge and Applications

Monday, July 29, 2013, 11:00 AM–12:00 PM in Room 28ABC

The Intersection of Campus and City—UW's West Campus

Presented by: Kristine Kenney, University Landscape Architect and Director, Campus Design and Planning, University of Washington-Seattle Campus; Robert Lubin, Associate Director, Facilities & Capital Planning, Housing & Food Services, University of Washington; Anne Schopf, Director of Design, Mahlum Architects

Convened by: Ken Higa, Marketing Director, Perkins+Will

From vision through implementation, this session will examine the success of how a strong yet loose oversight structure was leveraged to transform an edge district into a vibrant, mixed-use urban campus precinct. The University of Washington's (UW) approach to planning provides a replicable model for institutions looking to develop new paradigms outside of the traditional campus. Learn how the process was translated into a 1,650-student, four-block, mixed-use residential community, the first of four phases of the West Campus expansion.

Learning Outcomes:

Leverage flexible district-centric planning policies to achieve goals in unforeseen ways.
Synthesize community and campus planning principles and examine how both can work toward creating a vibrant, safe, and interconnected neighborhood.
Identify the critical issues for students and parents in an urban context and determine how these relate to larger campus planning challenges and goals.
Develop strategies for using key program elements and space adjacencies to create connectivity and to foster continuous learning in and outside of university buildings.

TAGS: Town/Gown, Edge Neighborhoods, Mixed-use Residential, Urban Campus, Public/Private Partnerships, Student housing

Continuing Education Credits:
AIA LU/HSW 1.0 unit (SCUP48C034)
AICP CM 1.0 unit
NASBA CPA CPE 1.0 unit; Field of study: Specialized Knowledge and Applications

Monday, July 29, 2013, 11:00 AM–12:00 PM in Room 32AB

Using Integrated Planning for Right-sizing, Retrenching, and Reorganizing—Presentation by the 2013 SCUP K. C. Parsons Founders’ Award Recipient

Presented by: Julie Slark, Consultant, Asst. Vice Chancellor, Educational Services, ret.; John Spevak, Provost of Instruction, Merced College, ret., Consultant, College Brain Trust

Convened by: Pauline M. Melis, Assistant Provost, Institutional Planning & Assessment, University of Saskatchewan

Even within a customary planning environment, maintaining the integration of the components and cycle of planning and evaluation at the variety of operational levels is a challenge. Further, in times of retrenchment, cutting expenditures is often the first step to balancing budgets, without recognition of existing college vision and plan priorities. This session will review integrated planning and the planning and evaluation cycle, and explore how integrated planning approaches can add value and structure to retrenchment and reorganization.

Learning Outcomes:

Revisit and relay the components of integrated planning and their relationships.

Reframe the purpose and use of planning from a process for growth and augmentation to a process for restructuring and right-sizing.

Apply an integrated planning framework for right-sizing and retrenchment.

Identify the steps participants would use at home institutions to repurpose existing planning processes.

TAGS: Best Practices in Higher Education Planning, Strategic Planning, Accreditation, Higher education planning, Learning outcomes

Continuing Education Credits:
AIA LU 1.0 unit (SCUP48C228)
AICP CM 1.0 unit
NASBA CPA CPE 1.0 unit; Field of study: Management Advisory Services

Monday, July 29, 2013, 1:45 PM–2:45 PM in Room 29CD

A Legislative Update: Congress, the US Department of Education, and America's Colleges

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

Convened by: Joan B. McGee, Executive Director Campus Administration, College of Southern Nevada

What’s happening (or what’s NOT happening) in Washington, DC? The start of President Obama’s second term has seen a flurry of legislative and executive activities that have major implications for every college and university. The session will touch on topics with an obvious connection to higher education such as student loan interest rates, immigration reform, reauthorization of the Higher Education Act, and the next round of “gainful employment” regulations as well as broader issues such as the pending action to extend the federal debt ceiling. Finally, we will discuss the implications of the Supreme Court’s 2013 decision in Fisher V. Texas. There will be ample time for discussion and questions about items of interest to attendees.

Learning Outcomes:

Discover and discuss the legislative regulatory initiatives and activities of the federal government that will impact colleges and universities.

TAGS: US Education Policy

Continuing Education Credits:
AICP CM 1.0 unit
NASBA CPA CPE 1.0 unit; Field of study: Specialized Knowledge and Applications

Monday, July 29, 2013, 1:45 PM–2:45 PM in Room 30A

An Enrollment Management Perspective on Pricing, Aid, and Costs

Presented by: David H. Kalsbeek, Senior Vice President, Enrollment Management & Marketing, DePaul University; Brian Zucker, President, Human Capital Research Corporation

Convened by: William A. Massey, Principal, Sasaki Associates

Affordability is not only critical to university strategic planning, it is increasingly prevalent in the national legislative and regulatory environment. Most analysis of affordability relates to tuition pricing rising faster than family financial resources; an enrollment management perspective brings a strategic approach to affordability by integrating price, financial aid, discounting, net price, net costs, student financial obligations, indebtedness, and so on. This interactive session explores a way for planners to analytically frame the affordability challenge at the institutional level.

Read The Chronicle of Higher Education article: "Enrollment Management Must Build for the Future," with perspective from David Kalsbeek.

Learning Outcomes:

Evaluate different perspectives on affordability as a core element of institutional planning.

Discuss and describe the inherent interconnections of pricing and aid decisions on ensuring both affordability and revenue outcomes.

Acquire a set of metrics by which institutional affordability can be evaluated.

Identify ways to bring an enrollment management perspective to planning processes.

TAGS: Strategic Planning, Net Tuition, Tuition Pricing, EnrollmentManagement, financial aid, affordability

Continuing Education Credits:
AIA LU 1.0 unit (SCUP48C221)
AICP CM 1.0 unit
NASBA CPA CPE 1.0 unit; Field of study: Marketing

Monday, July 29, 2013, 1:45 PM–2:45 PM in Room 33BC

BIM for Institutional Planning? Getting Beyond the New Building Paradigm

Presented by: Lynn D. Berkley, Director, Facilities Management Information Systems, Boston College; Margaret Ryan, Senior Research Associate, Academic Policy & Planning, Boston College; William R. Tibbs, Director, Capital Planning and Design, Boston College

Convened by: Tracy De Leuw, Director, Business Development, DPR Construction

Building Informational Modeling (BIM) tools such as REVIT and Navisworks have established themselves as effective, innovative collaboration tools for new building design and construction, but from the institutional owner's perspective, we have only just begun to understand and assess whether they can be equally helpful for post-construction planning purposes. Through case studies, demonstrations, and interactive dialogue with attendees, this session will share insights from Boston College's two-year efforts to develop a BIM-based smart building initiative.

Learning Outcomes:

Examine the potential use of BIM tools and their ability to assist informational analysis and illustrate strategic issues.
Explore a process framework that promotes cross-departmental information sharing and collaboration in making strategic decisions.
Discuss outcomes and lessons learned from a case study of stakeholder engagement, senior management buy-in, interdepartmental strategizing, and ongoing process development.
Evaluate the potential benefits (and avoid some of the pitfalls) of establishing BIM-based planning tools and processes at your organization.

TAGS: BIM, Post Occupancy Use of BIM, Building Information Modeling

Continuing Education Credits:
AIA LU 1.0 unit (SCUP48C194)
AICP CM 1.0 unit
NASBA CPA CPE 1.0 unit; Field of study: Specialized Knowledge and Applications

Monday, July 29, 2013, 1:45 PM–2:45 PM in Room 30DE

From Containment to Collaboration: Creating a New Campus Identity

Presented by: John H. Gormley, University Architect & Director of Planning, Design & Construction, California State University-Channel Islands; Adam A. Gross, Principal, Ayers Saint Gross; Dana Perzynski, Associate, Ayers Saint Gross

Convened by: Gregg D. Sanders, Associate Principal, Hennebery Eddy Architects, Inc.

This session will explore the challenges of transforming the former Camarillo State Hospital into a 21st century campus of interdisciplinary education for California State University Channel Islands, the newest campus in the California State University system. The university is updating the hospital's historic structures, originally designed to isolate patients, into open, collaborative environments to promote integrative learning. Discussion will focus on the integration of planning efforts with the university's academic priorities, highlighting the balancing act between preserving historic integrity and advancing institutional goals.

Learning Outcomes:

Identify how to transform a historically isolated property into a campus encouraging social interaction, collaboration, and interdisciplinary learning.
Define how planning the campus environment can reinforce institutional goals by connecting academic programs to cultural resources.
Develop strategies for reusing existing campus buildings and planning for growth of programs and enrollments.
Recognize the opportunities and challenges of managing the planning process through various stages involving university leadership, department heads, faculty, and students.

TAGS: Renovation and Redevelopment, Learning Space Design, Facility Planning Process

Continuing Education Credits:
AIA LU/HSW 1.0 unit (SCUP48C030)
AICP CM 1.0 unit
GBCI CE 1.0 unit; Field of study: Stakeholder Involvement in Innovation
NASBA CPA CPE 1.0 unit; Field of study: Specialized Knowledge and Applications

Monday, July 29, 2013, 1:45 PM–2:45 PM in Room 29AB

Institutional Effectiveness and the National Community College Benchmark Project

Presented by: Cecelia Connelly-Weida, Associate Dean, Planning & Assessment, Lehigh Carbon Community College

Convened by: Laura Blasi, Director, Institutional Assessment, Valencia College

Presenters will discuss the use of National Community College Benchmark Project (NCCBP) results as indicators of institutional effectiveness and improvement. College credit withdrawal and completer student success rates, developmental credit withdrawal, and success in next-level course gained visibility, institutional awareness, and ownership through campus-wide presentations and discussions. This interactive discussion will include the project itself, institutional characteristics, NCCBP’s national, state, and institutional data trends, the institutional approach to dissemination and campus-wide discussion (multiple venues), the initial response, and continuing activities.

Learning Outcomes:

Review the National Community College Benchmark Project (NCCBP).

Describe NCCBP's implications for campus practice.

Explain the value of multi-year trending.

Identify best-practice applications for sharing data with constituents who may be data averse or emerging data practitioners.

TAGS: Community College, National Community Benchmark Project, NCCBP, assessment, student success, Student Retention, Institutional Research

Continuing Education Credits:
AIA LU 1.0 unit (SCUP48C150)
AICP CM 1.0 unit
NASBA CPA CPE 1.0 unit; Field of study: Administrative Practice

Monday, July 29, 2013, 1:45 PM–2:45 PM in Room 32AB

Integrated Higher Education Process Improvement: Making Change Stick

Presented by: Teresa Hartnett, Director, Administration & Business Analysis, University of Memphis; Thomas J. Nenon, Interim Vice Provost, University of Memphis

Convened by: Craig R. Jackson, Dean, Loma Linda University

How did a large, urban research university implement an integrated approach to address long-standing obstacles to change? By focusing, assigning resources, and engaging leadership from the outset, a coalition of administrative and academic leaders has taken the institution into a new world of "making change stick." This session will share practical, specific approaches and strategies that can be adapted or adopted by other institutions seeking to make change happen quickly within an environment of restricted financial resources.

Learning Outcomes:

Identify techniques and approaches to securing and leveraging executive leadership and commitment in supporting and sustaining integrated change.

Identify the means for creating a sense of urgency and overcoming obstacles to change in an environment where maintaining status quo is the norm.

Describe how to create, harvest, and maintain a climate for sustained change through communications, and the identification, skill building, and involvement of key stakeholders at all levels of an institution.

Identify the key elements of a proven approach to institutional process improvement and change, and describe how this comprehensive approach can be institutionalized and sustained.

TAGS: integrated planning, Large Urban Public Research, Organizational change, Change Management, Process Improvement

Continuing Education Credits:
AIA LU 1.0 unit (SCUP48C156)
AICP CM 1.0 unit
NASBA CPA CPE 1.0 unit; Field of study: Communications

Monday, July 29, 2013, 1:45 PM–2:45 PM in Room 31BC

Massively Overwhelming Online Confusion? Don’t Get Spooked by MOOCs!

Presented by: Michael Feldstein, Partner, MindWires Consulting and Founding Co-Publisher, e-Literate Weblog; Phil Hill, Partner, MindWires Consulting and co-Publisher, e-Literate weblog

Convened by: Michael H. Hites, Senior Associate Vice President of AITS and CIO, The University of Illinois

Colleges and universities have been hit hard by MOOC mania and, perhaps inevitably, the beginnings of anti-MOOC backlash as well. With all the sound and fury, it can be difficult to filter out the noise and figure out what makes sense for your campus. But never fear! Analysts from the e-Literate weblog will provide you with a practical guide to MOOCs aimed at helping you figure out what they’re good for and how to approach them.

Have a question for the presenters? Ask it here!

Learning Outcomes:

Define what exactly MOOCs are. Where did they come from, and how do can you understand them in the larger context of online learning?

Discuss the concerns and downsides about MOOCs that you should worry about.

Discuss when and why would it make sense for you to think about running or adopting a MOOC.

Appraise what it takes to run a MOOC.

TAGS: Massive Open Online Courses, MOOC, Online learning

Continuing Education Credits:
AIA LU 1.0 unit (SCUP48C238)
NASBA CPA CPE 1.0 unit; Field of study: Specialized Knowledge and Applications

Monday, July 29, 2013, 1:45 PM–2:45 PM in Room 28ABC

Master Planning for Upgrades to Aging Science Facilities

Presented by: Michael C. Lauber, President, Ellenzweig; Steve Mahler, Principal, Ellenzweig; Terry Winegar, Vice President, Academic Affairs & Dean of the College, Ursinus College

Convened by: Christine N. Hough, Business Development Manager, Greater Philadelphia Region, Langan Engineering & Environmental Services, Inc.

Many institutions are grappling with the problem of outmoded science facilities. In many cases, the resources don’t exist to build new science facilities and then repurpose inefficient, older buildings. This session addresses this question head-on, reporting on recent planning projects that provide realistic strategies for reusing aging, outmoded science facilities—including responses to planning issues such as infrastructure replacement, project phasing, promoting interdisciplinarity, incorporating advanced technology and science pedagogy, right-sizing, utilization, and integrating undergraduate teaching and research.

Learning Outcomes:

Compare approaches from five case studies to determine which might work best for your institution.
Assess how layouts of existing buildings can be completely transformed with creative renovation plans.
Recognize how the planning process itself can foster larger institutional goals, such as an interdisciplinary approach to teaching and research.
Compare different phasing strategies for renovations of occupied buildings, particularly with regard to replacement of infrastructure systems.

TAGS: Science/Engineering Facilities, Renovation, Project Management, Project Phasing

Continuing Education Credits:
AIA LU/HSW 1.0 unit (SCUP48C232)
AICP CM 1.0 unit
GBCI CE 1.0 unit; Field of study: Acquisition, Installation, and Management of Project Materials
NASBA CPA CPE 1.0 unit; Field of study: Specialized Knowledge and Applications

Monday, July 29, 2013, 1:45 PM–2:45 PM in Room 33A

Monash University, Australia: An Approach to Integrated, Community-Minded Master Planning

Presented by: Robert McGauran, Founding Director, MGS Architects and Adjunct Professor of Architecture & Urban Design, Monash University; Bradley Williamson, Director, Strategic Planning & Development, Monash University

Convened by: Peter Krawchyk, University Architect and Campus Planner, University of Delaware

The master planning process for Monash University sought to understand the physical and cultural identity of each campus as well as the university's vision and aspirations. Informed by this understanding, the master plans seek to build a unique and enduring campus around key anchors that support the urban character and identity of the place, including high-quality walking and cycling promenades; interconnected community, commercial, residential, and learning and research facilities, and a dramatically reduced environmental footprint. This session will outline the key themes underpinning these plans.

Learning Outcomes:

Examine strategies to build consensus around core priorities through consultation and analysis.
Identify opportunities to employ analysis and consultation outcomes in the development of an urban design response, which also negotiates the physical and budgetary constraints of a campus.
Recognize how governance changes within an institution can add clarity to the master plan implementation process.
Review strategies for transferring the knowledge and principles of the master plan effectively to influence campus development.

TAGS: International, Multi-campus Planning, Master Planning, Walkability, Sustainability, Urban Campus

Continuing Education Credits:
AIA LU 1.0 unit (SCUP48C035)
AICP CM 1.0 unit
GBCI CE 1.0 unit; Field of study: Project Surroundings and Public Outreach
NASBA CPA CPE 1.0 unit; Field of study: Specialized Knowledge and Applications

Monday, July 29, 2013, 1:45 PM–2:45 PM in Room 28DE

One Year In: Case Study Lessons in Achieving Net-Zero

Presented by: Timothy R. Eddy, Principal, Hennebery Eddy Architects, Inc.; Linda Gerber, President, Sylvania Campus, Portland Community College

Convened by: Joseph Sugg, Assistant Vice President, University Operations, Santa Clara University

Portland Community College (PCC) recently completed their first year of occupancy in the first higher education building in Oregon designed to net-zero—the five-classroom, 13,500 SF building at PCC's new center in Newberg, Oregon. This session will explore the leadership challenges the president faced generating campus-wide support for the project, and overall lessons learned from the first year of occupancy.

Learning Outcomes:

Identify the key players and the significance of their roles in creating a cultural shift towards campus-wide support for sustainable building.

Develop a clear and effective strategy for instituting policy changes that will shape a sustainable future for your campus.

Discuss the value of an initial test case project to move the institution from theoretical policy changes to physical transformation.

Adapt lessons learned from this project to your campus, particularly from one year of operating a net-zero building and the long-term impact this project can have on campus planning.

TAGS: Net Zero Energy, NZE, Community College, Sustainability, Energy Conservation, Learning Environments, Climate

Continuing Education Credits:
AIA LU/HSW 1.0 unit (SCUP48C176)
AICP CM 1.0 unit
GBCI CE 1.0 unit; Field of study: Stakeholder Involvement in Innovation
NASBA CPA CPE 1.0 unit; Field of study: Specialized Knowledge and Applications

Monday, July 29, 2013, 1:45 PM–2:45 PM in Room 30BC

Where the Rubber Meets the Road—Potholes on the Road to Implementation of a Strategic Plan

Presented by: Margaret F. Plympton, Vice President, Administration & Finance, Lehigh University; Hannah Stewart-Gambino, Dean of the College, Lafayette College

Convened by: James J. Germida, Vice Provost, Faculty Relations, University of Saskatchewan

Learn about typical pitfalls that challenge administrators in taking an institutional plan from theory to action, and hear specific examples of obstacles that can keep your strategic plan from ever leaving the shelf. Then, explore strategies, tactics, and timelines that can be used on your campus in order to mitigate these obstacles to success. The critical importance of integrated planning, including the financial, academic and facilities priorities of the campus will be stressed. Walk away with a better understanding of the challenges of plan implementation, and tools to help you integrate whatever planning is going on.

Learning Outcomes:

Recognize primary constituencies and their interests or agendas.

Appreciate the critical role that integrated resource and programmatic planning plays in the success of any institution.

Identify keys to overcoming campus obstacles, including communications, measurable outcomes, and effective engagement.

Construct feasible timelines for effective campus change.

TAGS: Strategic Planning, Academic, integrated planning, Financial planning

Continuing Education Credits:
AIA LU 1.0 unit (SCUP48C235)
AICP CM 1.0 unit
NASBA CPA CPE 1.0 unit; Field of study: Management Advisory Services

Monday, July 29, 2013, 3:00 PM–4:30 PM in Room 31BC

Academic Budget Prioritization in a Shared Governance University

Presented by: Lynn Akey, Director, Institutional Research, Planning and Assessment, Minnesota State University-Mankato; James Grabowska, Department Chair, Minnesota State University-Mankato; Scott Olson, President, Winona State University; Richard J. Straka, Vice President, Finance & Administration, Minnesota State University-Mankato

Convened by: Janice M. Biros, Senior Vice Provost, Budget, Planning & Administration, Drexel University

Academic program review and budget prioritization in a shared governance environment with transparency and results was critical for Minnesota State University, Mankato, in preparation for forecasted budget reductions. Using an interactive format, this session will review the development of program evaluation metrics, highlight the process and timeline used, present key lessons learned, and provide attendees an opportunity to consider application on their home campus.

Learning Outcomes:

Examine an academic program and budget prioritization process, metrics, and timeline.
Identify academic program evaluation metrics that are reflective of institutional mission and values.
Discuss lessons learned and vital strategies for improving future academic program and budget prioritization processes.
Recognize how components of the academic program and budget prioritization process presented may be adapted to the your campus.

TAGS: Academic Program Prioritization, Performance Measurement, Budget Planning, Large Public

Continuing Education Credits:
NASBA CPA CPE 1.5 units; Field of study: Finance

Monday, July 29, 2013, 3:00 PM–4:30 PM in Room 28ABC

Assessing the Enrichment of the Undergraduate Experience: Does Space Matter?

Presented by: Ameet Doshi, Manager User Experience, Georgia Institute of Technology-Main Campus; Shilpi Kumar, Senior Design Researcher, Herman Miller, Inc.; Susan T. Whitmer, Research Lead, Education, Herman Miller, Inc.

Convened by: Ludmilla D. Pavlova-Gillham, Senior Facilities Planner, University of Massachusetts Amherst

For many students, the undergraduate experience has become less transformative and more transactional. The integrated planning goals for Georgia Institute of Technology's Clough Undergraduate Learning Commons, based on pilot spaces at the library, were aimed at increasing engagement between students, faculty, and academic support units to enrich the learning experience. To determine if goals were achieved, researchers from the institution and the design team partnered to assess the commons, identify improvements, and contribute to a continuous improvement process for future projects.

Learning Outcomes:

Demonstrate, through research-based planning and implementation, the connection between the institutional visions of what 21st century students should be and do upon graduation and the spaces that transform their learning experiences.
Incorporate an iterative plan for assessing spaces as part of the integrated planning process, providing a roadmap for determining what works and what doesn't work in the evolution of learning spaces.
Develop both quantitative and qualitative assessments, research methodologies, and protocols that meet the criteria for institutional research boards by designing a robust research plan.
Identify actionable findings and best practices that lead to a process of continuous improvement in campus planning as a whole and learning space design in particular.

TAGS: Libraries, Learning Space Design, Pedagogy, Educational Technology, Theory/Research, Post Occupancy Evaluation, Pre-occupancy Research Planning

Continuing Education Credits:
AIA LU/HSW 1.5 units (SCUP48C083)
AICP CM 1.5 units
NASBA CPA CPE 1.5 units; Field of study: Specialized Knowledge and Applications

Monday, July 29, 2013, 3:00 PM–4:30 PM in Room 30DE

Building Leadership Consensus for Master Planning at the Smithsonian

Presented by: Elliot Felix, Director, brightspot strategy; Ann R. Trowbridge, Associate Director for Planning, Smithsonian Institution

Convened by: Annalisa S. Holcombe, Associate Provost for Integrative & Community Based Learning, Westminster College (Utah)

Leaders at the Smithsonian Institution identified priorities and strategic direction for a new campus master plan during a well-designed planning retreat. This session reviews the context, challenges, tactics, and outcomes of this retreat, which can be adapted and replicated at almost any institution. It will also offer participants the chance to work in small groups, trying some of the activities and tools that were so key to the retreat's success.

Learning Outcomes:

Use leaders' time effectively by succinctly summarizing the work to-date and identifying questions to be answered and decisions required.

Design planning retreats as engaging experiences for leadership and give them different ways to participate through presentations, discussions, and interactive activities.

Utilize tools, processes, activities, and exercises that will allow you to identify priorities, build consensus, envision future facilities users, and conceptualize visitor experiences on your campus.

Create "artifacts" during a retreat (diagrams, maps, collages, etc) that concretely represent the consensus decisions made and that can be referred to later, informing and improving the architectural selection process.

TAGS: Master Planning, Smithsonian Institute, museum, Planning Process

Continuing Education Credits:
AIA LU 1.5 units (SCUP48C115)
AICP CM 1.5 units
NASBA CPA CPE 1.5 units; Field of study: Communications

Monday, July 29, 2013, 3:00 PM–4:30 PM in Room 29AB

Built to Last: Academic Planning From the Ground Up

Presented by: Terry M. Brown, Provost & Vice President for Academic Affairs, SUNY at Fredonia; Kimberly Kelley, Assistant Vice Chancellor, Institutional Effectiveness, University of Wisconsin-Parkside; Mary Kay Schleiter, Associate Professor of Sociology, University of Wisconsin-Parkside

Convened by: Letitia C. Cornish, Assistant Provost, Administration & Planning, Winston-Salem State University

In September 2012, the University of Wisconsin-Parkside completed its first comprehensive academic plan since its founding in 1968. The two-year process was led by faculty, but engaged the entire campus in evidence-based inquiry into three fundamental questions: Who do we teach? What do we teach? How do we teach? This session will share the process and strategies used to create an academic plan that was endorsed unanimously by the faculty and embraced by the campus, and will provide tools and techniques for building a durable academic plan that guides the campus in decisions about curriculum, academic programs, and allocation of resources.

Learning Outcomes:

Collect tools for engaging the whole campus in the process of academic planning.
Employ strategies for using three simple but key questions to provide a framework for a mission-centered academic planning process: Who do we teach? What do we teach? How do we teach?
Engage faculty as leaders of the process through scholarly, evidence-based approaches to academic planning.
Outline how to implement academic plan goals at the unit, department, and college level.

TAGS: Academic Planning, integrated planning, Planning Process, Organizational change

Continuing Education Credits:
NASBA CPA CPE 1.5 units; Field of study: Specialized Knowledge and Applications

Monday, July 29, 2013, 3:00 PM–4:30 PM in Room 32AB

Changing Course: Connecting Campus Design to a Digital Native Student

Presented by: Robert W. Balder, Executive Director, Architecture Art Planning NYC, Cornell University; Christian Boniforti, Chief Information Officer, Lynn University; David Broz, Firmwide Education Practice Area Leader, Gensler

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

As universities enroll digital native students and provide online learning, the role of the campus has come into question. What do we need the campus to do? In 2012, we researched current higher education students to get input on how campuses are (or aren’t) supporting learning. Surprisingly, despite an exponential growth in online connectivity, independence and study-alone time are what students want most. You will participate in a conversation about the student research findings, and how they can influence your learning space environments.

Read the research: Changing Course. Connecting Campus Design to a New Kind of Student

Learning Outcomes:

Recognize how the needs of today's digital native student requires different physical spaces on campus.

Analyze and discuss the research results and devise solutions to implement in spaces on your campus.

Uncover the next spaces on campus that will be affected by the new student expectation of technology integration both inside and outside of the classroom.

Describe how institutions of higher learning can foster knowledge transfer and provide access to new ideas through innovative space use.

TAGS: Theory/Research, Learning Space Design, Learning Environments, Educational Technology

Continuing Education Credits:
AIA LU/HSW 1.5 units (SCUP48C093)
AICP CM 1.5 units
NASBA CPA CPE 1.5 units; Field of study: Marketing

Monday, July 29, 2013, 3:00 PM–4:30 PM in Room 28DE

Institutional Choices: Collaborate, Prioritize, Analyze, and Integrate Innovation

Presented by: Tom Dwyer, Principal, BOKA Powell, LLC; Joy Gates Black, Vice-Chancellor for Student Success, Tarrant County College District; Terrol Hajduk, Learning Environments Specialist, Hajduk, LLC; Nina Petty, Vice Chancellor, Real Estate & Facilities, Tarrant County College District; David A. Wells, Vice Chancellor for Academic Affairs, Tarrant County College District

Convened by: Alfredo DiMauro, Assistant Vice President, Facilities , Worcester Polytechnic Institute

Substantial growth, increasing need for workforce retraining, and aggressive cuts in state funding inspired Tarrant County College to adopt the Innovation Forum, a revolutionary strategic planning model to objectively assess and prioritize opportunities for change. Integrating student, faculty, and staff ideas, the district is pursuing opportunities to support student success, including diverse learning models and environments designed to foster collaboration and engagement. In this session, teams of attendees solve real-world challenges that are evaluated through the model.

Learning Outcomes:

Recognize the inefficient means by which decisions are often made throughout the higher education industry, and acknowledge the benefits of evaluation based on objective measures.

Identify opportunities to more effectively manage and allocate resources through a focus on a broader set of institutional goals and values, not simply what is within the purview of an individual department.

Describe methods for anticipating future challenges through data collection and analysis, including internal and external influencing factors that both positively and negatively affect space needs.

Plan to assess existing physical spaces to recapture under-used space and provide flexibility while creating opportunities for expanded academic capacity within the institution's existing classroom and lab utilization schedule.

TAGS: Space Management, Facility Planning, Change Management, Decision Criteria

Continuing Education Credits:
AIA LU/HSW 1.5 units (SCUP48C205)
AICP CM 1.5 units
NASBA CPA CPE 1.5 units; Field of study: Management Advisory Services

Monday, July 29, 2013, 3:00 PM–4:30 PM in Room 33BC

Institutional Planning and Plan Execution: Integration for Impact in the Real World

Presented by: Evan S. Dobelle, President, Westfield State University; Kenneth Lemanski, Vice President, Governmental Relations, Westfield State University; George G. Mathey, Principal, Dober Lidsky Mathey

Convened by: Joan Racki, Policy & Operations Officer, Board of Regents, State of Iowa

Westfield State University (WSU), a traditional 5,000-student institution, faces planning challenges many peers will recognize. However, through a compelling vision, a hands-on management approach, a commitment to shared governance, and considerable skill, WSU is forging a distinctive identity with an enviable record of accomplishment. From the perspectives of the university president, vice president of governmental relations, and leadership from the state Division of Capital Asset Management and Maintenance (DCAM), this session will explore WSU's progress towards integrated planning both internally and externally.

Learning Outcomes:

Describe core concepts for articulating institutional distinctiveness and effective program strategies.
Acquire solutions used to accomplish interrelated strategic, financial, and physical planning initiatives.
Identify techniques to enhance coordination between universities and the state agencies that support their planning.
Explain strategies for the care and feeding of an inclusive, shared governance management model.

TAGS: Capital Planning, capital funding, State policies

Continuing Education Credits:
AIA LU 1.5 units (SCUP48C112)
AICP CM 1.5 units
NASBA CPA CPE 1.5 units; Field of study: Business Management and Organization

Monday, July 29, 2013, 3:00 PM–4:30 PM in Room 30BC

Integrated Planning: Moving From Vision Through Implementation to Achievement

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

Convened by: Darrell Jachim-Moore, Assistant Vice President, Administrative Services, Monroe Community College

Institutions can achieve improved overall effectiveness by addressing operational planning, resource allocation, and assessment in an integrated fashion that ensures appropriate attention to each process. This session will focus on a comprehensive model that incorporates both strategic and infrastructural planning to guide operational planning. Instead of relying on the operating budget to serve as the de facto operating plan, unit plans are developed with intentionality, resourced appropriately, and then subjected to ongoing assessment.

Learning Outcomes:

Explain the need to engage in strategic and infrastructural planning to drive operational planning.
Recognize the importance of integrating operational planning with resource allocation and assessment to achieve institutional objectives.
Explore the infrastructural plans for core programmatic areas and essential support areas relevant to your institution.
Examine an organizational model depicting integrated planning, resource allocation, and assessment.

TAGS: Strategic Planning, Budget Planning, Operational Planning

Continuing Education Credits:
AIA LU 1.5 units (SCUP48C078)
AICP CM 1.5 units
NASBA CPA CPE 1.5 units; Field of study: Management Advisory Services

Monday, July 29, 2013, 3:00 PM–4:30 PM in Room 30A

Redefining the Teaching and Learning Experience at Oregon State University

Presented by: Jon Dorbolo, Associate Director, Technology Across the Curriculum, Oregon State University; John Gremmels, Senior Project Manager, Oregon State University; Michael Tingley, Principal, BOORA Architects; Rebecca Warner, Senior Vice Provost for Academic Affairs, Oregon State University

Convened by: Renee Driscoll, Business Development Manager, Rolf Jensen & Associates, Inc.

Academia is facing profound changes in content delivery, driving a transition from passive to active teaching and learning. This session will explore how Oregon State University (OSU) is facing this challenge head-on by redefining the classroom environment to increase engagement and interaction between instructors and students. With 2,500 classroom seats spaces, the new Center for Teaching and Learning at OSU will be a case study for new forms of teaching space, advanced technology, and collaborative faculty environments that inspire cross-disciplinary interaction.

Learning Outcomes:

Organize a cross-disciplinary project team that can address institution-wide academic, spatial, technology, and pedagogy objectives.
Review new types of classroom environments and content delivery strategies that promote active learning, incorporate technology, measure success, and plan for future changes.
Strategize how to combine campus media and technology resources into a single "think tank" entity that can collaboratively support faculty teaching capabilities and innovative content delivery.
Identify key elements for creating a learner-focused environment, including informal gathering spaces, outside-the-classroom learning, and highly flexible seating arrangements.

TAGS: Teaching/Learning Center, Pedagogy, Learning Environments, Learning Space Design

Continuing Education Credits:
AIA LU/HSW 1.5 units (SCUP48C077)
AICP CM 1.5 units
NASBA CPA CPE 1.5 units; Field of study: Specialized Knowledge and Applications

Monday, July 29, 2013, 3:00 PM–4:30 PM in Room 33A

Relating the Academy to Practice: A Referendum on Architectural Education

Presented by: Alan Balfour, Professor and Dean, College of Architecture, Georgia Institute of Technology-Main Campus; Katherine Faulkner, Principal, NADAAA Inc; Thomas Kvan, Professor|Faculty of Architecture, Building and Planning, University of Melbourne; Nader Tehrani, Principal and Founder, NADAAA Inc

Convened by: Karina Ruiz, Associate Principal, DOWA-IBI Group Architects

In recent years, educators and administrators have found themselves preparing design students to shape rather than practice their profession. Traditional divisions among architecture, landscape, and urbanism have eroded, and digital platforms have enabled careers in fabrication, computational development, and building science. This session looks at spaces of education as a mirror of pedagogical models and potential, using the recently completed Hinman Research Center at the Georgia Institute of Technology and University of Melbourne's faculty of architecture, building, and planning as case studies and framework for discussion.

Learning Outcomes:

Discuss how to provide optimal environments for training while ensuring that students possess agility to respond to an evolving profession.
Evaluate the potential for a "living building" as the means to quantify energy consumption, material deployment, built pedagogy, and flexibility of function.
Discuss the merits of creative friction within the academic environment achieved through the overlap of academic departments and shared facilities.
Critique varied approaches to the design studio, from the traditional to the peripatetic, and discuss the effects on learning when the "studio" is distributed across the library, digital fabrication lab, and computer area.

TAGS: Architectural Education, Architecture Facility, Pedagogy, Learning Space Design, Learning Environments, Educational Technology

Continuing Education Credits:
AIA LU 1.5 units (SCUP48C119)
AICP CM 1.5 units
NASBA CPA CPE 1.5 units; Field of study: Specialized Knowledge and Applications

Monday, July 29, 2013, 3:00 PM–4:30 PM in Room 31A

Revolution, Year II: Planning in Times of Crisis

Presented by: Ann M. Boudinot-Amin, Executive Director, American University in Cairo; Brian MacDougall, Executive Vice President for Finance and Administration, American University in Cairo

Convened by: Sandra M. Blanchette, Director of Strategic Initiatives, University of Massachusetts-Boston

In its second year, Egypt's revolution continues to affect the American University in Cairo community. The immediate crisis required campus officials to deal with a rapidly changing situation and uncertain outcome, and the resulting upheaval—along with a changing culture—continue to present major challenges, including student protests that shut down the campus in fall 2012. This session reviews lessons learned, looks at how crises were used as opportunities to revise plans and priorities, and asks participants to share experiences with crisis planning.

Learning Outcomes:

Identify the key elements of effective crisis management.
Recognize the importance of leadership and culture in effective crisis management.
Explain the dimensions of effective communications management in a crisis.
Distinguish ways to use crisis as a change agent to create new opportunities for planning and organizational learning.

TAGS: International, Crisis Management, Student Unrest, Research University

Continuing Education Credits:
AIA LU 1.5 units (SCUP48C095)
AICP CM 1.5 units
NASBA CPA CPE 1.5 units; Field of study: Communications

Monday, July 29, 2013, 3:00 PM–4:30 PM in Room 29CD

SCUP Excellence in Planning, SCUP Excellence in Landscape Architecture, and SCUP/AIA-CAE Excellence in Architecture Awards

Presented by: Margaret M. Carney, Associate Vice President & University Architect, Temple University; Philip Freelon, President, The Freelon Group, Inc.; Peter Schaudt, Partner, Hoerr Schaudt Landscape Architecture; Victor E. Sidy, Head of School and Dean, Frank Lloyd Wright School of Architecture; Graham S. Wyatt, Partner, Robert A.M. Stern Architects

Convened by: Jean Carroon, Principal for Preservation, Goody Clancy

Awards programs are a way to not only recognize and applaud those individuals and organizations whose achievements exemplify excellence, but also to provide learning opportunities for everyone whose lives and passions involve higher education. The 2013 jurors will share observations and trends from this year's entries and award recipients. Certificates will be given to award recipients at the end of the program.

Learning Outcomes:

Discover how projects can articulate the mission of a college or university.

Recognize innovations in planning, architecture, and landscape architecture.

Discuss how the effective use of materials and aesthetic choices demonstrate the highest quality of design.

Consider opportunities to apply new innovations on your own campus.

TAGS: Facility Design, Best practices, landscape design, Design Principles, Trends in Higher Education Design

Continuing Education Credits:
AIA LU/HSW 1.5 units (SCUP48C230)
AICP CM 1.25 units
NASBA CPA CPE 1.5 units; Field of study: Specialized Knowledge and Applications

Tuesday, July 30, 2013, 9:00 AM–10:30 AM in Room 33A

Agents of Innovation: Catalysts of Innovation Environments

Presented by: Barbara A. Maloney, Partner, BMS Design Group; Emily B. Marthinsen, Assistant Vice Chancellor, Physical & Environmental Planning, University of California-Berkeley; Edward Turano, Head, Strategic Operations, Biosciences Area, Lawrence Berkeley National Laboratory

Convened by: Robert W. Ross, Assistant Director, Space Management, Brigham Young University-Provo

Throughout their histories, universities have been the catalysts for highly creative communities. Today, cities like New York and Montreal are proposing to establish new “innovation districts.” What is it about innovative places—companies, buildings, campuses, neighborhoods, and cities—that create the right environment for creativity and innovation? This session will explore the experiences of Lawrence Berkeley National Laboratory and University of California, Berkeley, in creating a new joint research campus dedicated to producing “world class collaborative science” and in furthering the leadership position of the Bay Area innovation hub.

Learning Outcomes:

Relate the history and current state of innovation places in the US.
Analyze the role universities are playing in the creation and nurturing of these districts.
Evaluate how the design of an innovation place (campus or district) resembles or differs from that of a traditional campus.
List the keys to planning and designing a successful research campus, district, or neighborhood.

TAGS: New Campus, Partnerships, Research Intensive, Innovation Hubs

Continuing Education Credits:
AIA LU/HSW 1.5 units (SCUP48C021)
AICP CM 1.5 units
NASBA CPA CPE 1.5 units; Field of study: Social Environment of Business

Tuesday, July 30, 2013, 9:00 AM–10:30 AM in Room 29CD

Building a Culture of Planning Through the Master Plan Process: A Blended Approach

Presented by: Niels P. La Cour, Senior Physical Planner, University of Massachusetts Amherst; Ludmilla D. Pavlova-Gillham, Senior Facilities Planner, University of Massachusetts Amherst; Simon A. Raine, Campus Designer/Planner, University of Massachusetts Amherst; Alexander Stepanov, GIS Architect, University of Massachusetts Amherst; Dennis J. Swinford, Director, Campus Planning, University of Massachusetts Amherst

Convened by: Kim T. McKay, Assistant Vice President, Facilities Portfolio Management, University of Texas Medical Branch

Campus planning hadn't been done for 30 years—until now. The University of Massachusetts Amherst, a land-grant public research university with 28,000 students and 10.8 million gross SF, completed a comprehensive master plan in two years. The process incorporated a team of design consultants and in-house staff to deliver a vision for the physical plan of the campus and a process for its implementation. Our team will describe how we built a collaborative platform, using readily available technologies and geographic information systems (GIS), to create a culture of planning that provides value to the institution by building campus, not just buildings, and ensuring short-term decisions support the long-term vision.

Learning Outcomes:

Create a knowledge base for the plan that doesn't fly away.

Develop the infrastructure to document and utilize community participation and feedback that reinforces the legitimacy of your planning process.

Evaluate how the master plan process and interactive, web-based technologies such as geographic information systems (GIS) can be used as a catalyst to develop a culture of planning.

Demonstrate how the physical strengths and weaknesses of a campus planned in the 1960's can become opportunities for infill development, open space restructuring, and pedestrian connectivity.

TAGS: Research Intensive, Master Planning, IT in Master Planning, Partnerships

Continuing Education Credits:
AIA LU 1.5 units (SCUP48C200)
AICP CM 1.5 units
NASBA CPA CPE 1.5 units; Field of study: Business Management and Organization

Tuesday, July 30, 2013, 9:00 AM–10:30 AM in Room 31A

Building Brand and Culture: Wayfinding for the “Phygital” Generation

Presented by: Kathleen M. Pepin, Director, Facilities Planning, University of Michigan-Dearborn; Mark VanderKlipp, President, Corbin Design

Convened by: William Paraska, Director, Information Technology Business Support Services, Georgia State University

Creating a sense of place at a college or university goes well beyond the physical environment. Students today have a variety of digital needs and expectations that must be considered if your brand and culture will be accurately managed. How do you plan for ever-changing physical and digital environments? With respect to wayfinding, announcements, emergency management, and other planning priorities, there are a host of needs and opportunities to consider. Building a cohesive, flexible, cross-functional standard is the challenge we’ll explore together. “Phygital" wayfinding combines the physical and digital. Discover innovative methods that are being employed to set colleges and universities apart. Learn about ways that you can apply these tools to your environment, and share with others what you are doing to create a unique campus experience.

Learning Outcomes:

Investigate the culture of today’s students, and contribute to an opening conversation around student expectations and needs for physical and digital connection to campus.

Review and evaluate a number of technologies that link digital content to physical spaces.

Investigate how to strategically position digital integration through the use of a variety of electronic media, reconciling it with the built environment and addressing a commuter population.

Identify core fundamentals appropriate to a digital infrastructure that are supportable and sustainable.

TAGS: Wayfinding;Branding;Students;Communication

Continuing Education Credits:
AIA LU/HSW 1.5 units (SCUP48C216)
AICP CM 1.5 units
NASBA CPA CPE 1.5 units; Field of study: Marketing

Tuesday, July 30, 2013, 9:00 AM–10:30 AM in Room 28ABC

Classrooms and Beyond: The Latest in Business School Learning Environments

Presented by: Ginger Breon, Assistant Dean for Admin/CIO, Pennsylvania State University-Main Campus; Anna Chrulkiewicz, Associate Dean, LeBow College of Business, Drexel University, Drexel University; Kevin Smith, Partner, Robert A.M. Stern Architects; Graham S. Wyatt, Partner, Robert A.M. Stern Architects

Convened by: Charles D. Piper, Principal, BCWH Architects

This team-based interactive session will present business education learning environment case studies that explore the relationship between pedagogical goals and classroom design, including the effective use and integration of instructional technologies. Participants, organized into groups of five or six, will brainstorm and identify desirable characteristics of learning environments that best support effective learning for particular business education disciplines.

Learning Outcomes:

Identify, analyze, and assess key features of high-performing learning environments for business education.
Determine methods for translating effective business education learning objectives into improved classroom design.
Compare and contrast discipline-specific learning environment designs and the ways in which these contribute to effective learning.
Assess the potential impact of instructional and information technology innovations (e.g., lecture capture, distance learning, student response systems) on classroom design.

TAGS: Educational Technology, Learning Space Design, Business Education

Continuing Education Credits:
AIA LU/HSW 1.5 units (SCUP48C002)
AICP CM 1.5 units
NASBA CPA CPE 1.5 units; Field of study: Specialized Knowledge and Applications

Tuesday, July 30, 2013, 9:00 AM–10:30 AM in Room 32AB

Creating a University/City Alignment: The Urban University as Institutional Citizen of the City

Presented by: Lindsay A. Desrochers, Professor, Public Administration, Portland State University; Kevin Kecskes, Associate Professor of Public Administration, Mark O. Hatfield School of Government, Portland State University; Phil Keisling, Director, Center for Public Services, Mark O. Hatfield School of Government, Portland State University; Gil Kelley, Practitioner in Residence, Toulan School of Urban Studies and Planning, Portland State University

Convened by: Jeff Davis, Vice President, Institutional Segment Leader, Kleinfelder

Higher education's efforts to find comfortable civic relationships are often fraught with challenges for both the university and the community. Portland State University has emerged as a vibrant, rapidly growing urban research university in the heart of Portland, Oregon. Over the past few decades, great strides have been made in the development of both the city and the university, and mutuality of purpose is more evident. This session explores the deliberate and carefully developed strategies that have led to a mentality of "institutional citizenship" at Portland State and to a deeper and broader commitment from the community to the university.

Learning Outcomes:

Relate the concept of "institutional citizenship" to the mutual responsibilities and rights of a selected university and community, noting the channels for participation by the university in key city planning and community initiatives and program development.
Review the methods by which universities and communities can achieve value alignment, such as physical, social, and cultural sustainability; economic development plans for the city and university; and creating just, livable communities.
Identify how a community can incorporate the notion of innovation and education into planning processes and development outcomes, and to assess this in relation to their community.
Create pathways into the university for meaningful engagement by the city and community leaders for the furtherance of mutually beneficial partnerships and programs.

TAGS: Town/Gown, Urban Campus, Public Partnerships, Economic Development, Community engagement

Continuing Education Credits:
AIA LU/HSW 1.5 units (SCUP48C047)
AICP CM 1.5 units
NASBA CPA CPE 1.5 units; Field of study: Social Environment of Business

Tuesday, July 30, 2013, 9:00 AM–10:30 AM in Room 28DE

Democratized Integrated Planning: Takin' It to the Streets

Presented by: Janet Fleetwood, Vice Provost for Strategic Development & Initiatives, Drexel University; Robert Francis, Vice President, University Facilities, Drexel University

Convened by: Lynn Akey, Director, Institutional Research, Planning and Assessment, Minnesota State University-Mankato

Drexel University recently completed a democratized, integrated planning process by "takin' it to the streets." Our strategic plan and campus master plan, awarded the 2012 SCUP Honor Award for Excellence in Planning for an Existing Campus, reflect Drexel’s collaborative culture. Over 250 faculty, staff, students, alumni, and community and board members engaged in multidisciplinary task forces complimented by a wildly popular social media campaign. Session participants will analyze democratized planning, participate in a democratized integrated planning exercise, and assess feasibility for projects large and small.

Learning Outcomes:

Identify the elements of democratized planning—a highly collaborative planning technique without preconceived outcomes—and how the culture of higher education supports a democratized, meritocratic approach to transparent, inclusive, and engaged strategic and master planning.

Adapt democratized integrated planning for use at your institution.

Identify and discuss the advantages and disadvantages of literally "takin' it to the streets," i.e., using a broadly inclusive process to create transformative strategies.

Describe how to identify and engage key stakeholders from a plan's inception through its implementation.

TAGS: Master Planning, Innovative Planning Process, Urban Campus, Strategic Planning, Social Media in Planning, integrated planning

Continuing Education Credits:
AIA LU 1.5 units (SCUP48C037)
AICP CM 1.5 units
NASBA CPA CPE 1.5 units; Field of study: Business Management and Organization

Tuesday, July 30, 2013, 9:00 AM–10:30 AM in Room 31BC

Is It Worth It? How to Determine a Program's ROI

Presented by: Lori Alexander, Assistant to the Vice President, Learning Unit, Central Piedmont Community College; Terri Manning, Associate Vice President, Institutional Research & Founder, Center for Applied Research , Central Piedmont Community College

Convened by: Joanne Dyer, Director, Office of the Vice-President (Administration), University of Manitoba

Comprehending what a program costs is informative to everyone, from program faculty to senior administrators. With increasing enrollments, understanding the costs associated with each program is critical to planning. And, with decreasing budgets, knowing the cost of a program helps prioritize resources during tough economic times. This session will demonstrate how Central Piedmont Community College developed a program cost study to determine return on investment (ROI) on each of its academic programs to help decide which ones needed to be subsidized, revitalized, consolidated, or retired.

Learning Outcomes:

Explore internal and external factors that led to creating and conducting a program cost/ROI study.
Examine a data-driven business model that illuminates four strategic alternatives with regard to academic program planning.
Discuss observations, outcomes, and lessons learned from conducting a program cost/ROI study.
Demonstrate how a framework that encourages a discussion about the correlation between enrollment (revenue) and program costs deepens the understanding of financial impacts when making short-term and strategic program planning decisions.

TAGS: Academic Planning, Academic Program Prioritization, Community College, Program ROI, Financial planning

Continuing Education Credits:
AIA LU 1.5 units (SCUP48C100)
AICP CM 1.5 units
NASBA CPA CPE 1.5 units; Field of study: Finance

Tuesday, July 30, 2013, 9:00 AM–10:30 AM in Room 30DE

Mixmasters: Rise of the Blended Campus

Presented by: Ned A. Collier, Principal and Director, Higher Education Practice, Icon Architecture, Inc; John McCormick, Instructional Designer for Hybrid and Online Programs, Lesley University; Parke Rhoads, Associate Principal, Vantage Technology Consulting Group; Heather Tillberg-Webb, Interim Associate Provost, Academic Technology & E-Learning, Lesley University

Convened by: Ignacio Reyes, Vice President - National Director of Educational Programs, Leo A Daly

Technological, social, and pedagogic shifts are changing the learning experience with dramatic consequences for planners. This session will address trends in online and face-to-face learning and the implications for classroom and campus planning. With audience participation, the presenters (instructional designers, a technologist, an architect) will discuss the interaction between virtual and physical learning environments in creating blended and active experiences. We will then look slightly into the future, moving from the blended classroom toward a process of integrated planning to support an engaged student experience.

Learning Outcomes:

Summarize the vocabulary of blended and active learning environments.
Inspect what other institutions are doing with virtual and physical learning environments.
Develop strategies for planning for blended and active learning environments.
Value planning fully integrated physical and virtual environments across the entire campus.

TAGS: Educational Technology, Pedagogy, Blended Learning, Learning Space Design

Continuing Education Credits:
AIA LU/HSW 1.5 units (SCUP48C012)
AICP CM 1.5 units
NASBA CPA CPE 1.5 units; Field of study: Specialized Knowledge and Applications

Tuesday, July 30, 2013, 9:00 AM–10:30 AM in Room 30BC

Prioritization as Central to Integrated Planning: New Expectations, New Metrics

Presented by: Robert C. Dickeson, President Emeritus, University of Northern Colorado

Convened by: Tracy Molidor, Assistant Dean, University of California-Irvine

Prioritizing academic and administrative programs is essential to effective reallocation of resources. Several forces are emerging that require institutions to conduct priority-setting in a systematic, responsible way. This highly interactive session will engage participants in the how and why of prioritization, pitfalls to avoid, and specific, emerging metrics that you can use immediately to assure more effective, accountable planning. (This session will be followed by "A Conversation with Bob Dickeson" later in the program.)

Learning Outcomes:

Define the key elements of priority-setting, including process, mission clarification, criteria selection and leadership.

Practice an actual criteria and weight-setting exercise that can be used on your home campus.

Create options for direct, action-oriented, responses to anticipated push-back from campus constituents.

Analyze your own institution's readiness for prioritization.

TAGS: Academic Planning, Program Prioritization, Performance Measurement, Decision-making

Continuing Education Credits:
NASBA CPA CPE 1.5 units; Field of study: Finance

Tuesday, July 30, 2013, 9:00 AM–10:30 AM in Room 33BC

Pushing the Accreditation Envelope (A Perspective from the Accreditors)

Moderated by: Sue Henderson, President, New Jersey City University

Presented by: Lynn Priddy, Provost; Barbara D. Wright, Vice President, Western Association of Schools and Colleges

Convened by: Nasrin Fatima, Assistant Provost for Institutional Research & Effectiveness, SUNY at Binghamton

Sometimes it’s hard to know whether you’re pushing the envelope – or the envelope is pushing you. Regional accreditation is currently experiencing both: it has made serious efforts, for example, to expand the definition of institutional quality and focus attention on improvement of student learning—i.e., on outcomes, as opposed to inputs and processes alone. At the same time, the Department of Education is squeezing accrediting associations to focus more narrowly, for example, on retention, graduation, and gainful employment—in other words, a narrow definition of accountability. In the world beyond our campuses, students want access, parents worry about cost, employers complain about the knowledge and skills of recent graduates, and daily we read about new learning technologies. And everywhere we hear calls for a better educated citizenry to enhance the US economy and support our democracy. What’s an accreditor to do? How can—or must—the role of accreditation in US higher education change to keep up with, and maybe even get ahead of, the rapid pace of change? What’s the role of institutions? And how can accreditation support everyone? Join us for a conversation about just those questions.

Learning Outcomes:

Identify significant “disruptions” to both traditional higher education and regional accreditation.

Weigh traditional versus innovative indicators of institutional quality.

Propose potential roles for accreditation in the future.

Describe a conversation about accreditation and quality that you want to have when you get back to your campus.

Continuing Education Credits:
AIA LU 1.5 units (SCUP48C236)
NASBA CPA CPE 1.5 units; Field of study: Specialized Knowledge and Applications

Tuesday, July 30, 2013, 9:00 AM–10:30 AM in Room 30A

Student Experience, Social Networks, Sustainability: Outcomes of Longitudinal Design Change

Presented by: Alexi Marmot, Professor of Facility & Environment Management; Vice-Dean Teaching and Learning, The Bartlett Faculty of the Built Environment, University College London

Convened by: Wayne N. Bottomley, Space Information Manager, Design & Construction, California Institute of Technology

Competition for space in a growing urban university needs to balance student demands for comfortable, well-equipped teaching and learning environments with staff office requirements for research and tutorials. This case study presents the outcomes of spatial changes in a built environment academic department that twice altered its facilities between 2005 and 2012. The main outcome metrics cover student experience and satisfaction, social networks, and sustainability. Following the case study, the audience will be invited to explore innovative spatial solutions and to predict their effect.

Learning Outcomes:

Define outcome criteria for spatial change and develop tools for its measurement.
Balance teaching and learning space for students with office space for academic faculty.
Value spatial form and well-located "honey pots" to increase communication.
Integrate academic knowledge within built environment disciplines with ongoing estate and facility operations.

TAGS: International Research University, Space Management, Renovation/Reuse, Sustainability, Post Occupancy Evaluation, POE

Continuing Education Credits:
AIA LU/HSW 1.5 units (SCUP48C170)
AICP CM 1.5 units
NASBA CPA CPE 1.5 units; Field of study: Specialized Knowledge and Applications

Tuesday, July 30, 2013, 9:00 AM–10:30 AM in Room 29AB

Worldview: Working in a College of Tomorrow, Today

Presented by: Trent Keough, President & Chief Executive Officer, Portage College

Convened by: Michael Fung, Director, Planning & Institutional Research, The Hong Kong University of Science and Technology

Contemporary postsecondary education is part of a worldview identified by its current fear culture. Worldview theory explains why there is resistance to change within organizations. Even as planning anticipates a future change of practice, worldview functions to resist change that does not validate historical assumptions and maintain social convention. When a prevailing worldview succumbs to atrophy, there is opportunity for transformational change or self-destructive anarchy. Understanding where an organization is in its worldview lifecycle enables change agents to succeed.

Learning Outcomes:

Define worldview theory.
Identify how worldview theory applies to postsecondary education.
Assess the strengths and weaknesses of localized worldview assumptions.
Exchange stories of experiences to validate the application of worldview theory.

TAGS: Theory/Practice, Leadership and Planning, Worldview Theory, Organizational change, Transformation

Continuing Education Credits:
AIA LU 1.5 units (SCUP48C026)
AICP CM 1.5 units
NASBA CPA CPE 1.5 units; Field of study: Communications

Tuesday, July 30, 2013, 10:45 AM–11:45 AM in Room 28ABC

21st Century Libraries: Transforming Information Into Knowledge

Presented by: Kenn Fisher, Education Partner, Woods Bagot Architects; Jeffrey Holmes, Principal, Woods Bagot Architects; Andrew Magre, Associate University Architect, Cornell University

Convened by: Howard S. Wertheimer, Director, Capital Planning & Space Management, Georgia Institute of Technology

Considering the extraordinary pace with which technology is transforming knowledge acquisition, it is difficult to imagine what a university library will be and do in another decade. This session will explore how libraries are transforming in response to developments in pedagogy, learning technologies, and the demands of students and employers. We will share case studies that recast libraries for the digital age by reconsidering the function of libraries, the space devoted to them, and their critical role in building a community of collaborative learners.

Learning Outcomes:

Examine the role of academic libraries in facilitating community and collaborative learning in today's college or university environment.
Explore strategies for re-imagined library spaces, with content, technology, environment, and services that respond directly to the needs of digitally savvy millennials.
Discuss innovative spatial solutions for collaborative learning within the context of repurposing an existing building.
Demonstrate how pedagogy, learning environments, and information technologies can be effectively integrated using facility planning and management.

TAGS: Libraries, Learning Environments, Renovation, Educational Technology

Continuing Education Credits:
AIA LU/HSW 1.0 unit (SCUP48C153)
AICP CM 1.0 unit
NASBA CPA CPE 1.0 unit; Field of study: Specialized Knowledge and Applications

Tuesday, July 30, 2013, 10:45 AM–11:45 AM in Room 30A

Collaborating to Establish Effective IT Strategic Planning and Service Delivery

Presented by: Jim Michael, Executive Director, Technology Services, California State University-Fresno; Phil Neufeld, Director of Service Management, California State University-Fresno

Convened by: Kelly J. Block, Assistant Vice President for Portfolio & Process Management, University of Illinois University Administration

Since 2010, the delivery of IT services at Fresno State has undergone substantial change. Collaborating with academic leaders, campus business units, and industry partners, we defined a more effective approach to service delivery and realized over $500,000 in savings. Building on these partnerships, we have adopted a strategic plan for IT and are transforming IT services. In this session, you will learn about key methods and engage in exercises that model this collaborative approach to IT planning and change management.

Learning Outcomes:

Identify opportunities to reduce costs through the adoption of standard technologies.

Examine projects, programs, and services to optimize the use of third-party partners and campus resources.

Recognize key areas of strategic focus where collaboration is most likely to yield results.

Cooperate to realize uses of technology aligned with strategic priorities for teaching, learning, and engagement.

TAGS: Information technology, IT Strategic Planning, Cost savings, Public/Private Partnerships, IT Standardization, Change Management

Continuing Education Credits:
AIA LU 1.0 unit (SCUP48C213)
AICP CM 1.0 unit
NASBA CPA CPE 1.0 unit; Field of study: Management Advisory Services

Tuesday, July 30, 2013, 10:45 AM–11:45 AM in Room 28DE

Connecticut Manufacturing Centers Initiative—Innovation Within a System of Higher Education: Presentation by the 2013 SCUP Award Recipient for Institutional Innovation and Integration

Presented by: Gail Coppage, Director of Innovation & Outreach, Board of Regents for Higher Education - CONNSCU

Convened by: Todd Hensley, Partner, Schuler Shook

The Board of Regents for Higher Education, which governs the Connecticut State Colleges & Universities, was awarded $17.8 million in state funding to support the creation of new advanced manufacturing centers located at three community colleges. This project's innovations include rapid implementation of a standardized curriculum across three unique college campuses, the speed with which the centers were designed, expanded, and staffed; financial support from the governor and legislature; involvement of a dedicated group of college leaders and industry partners; and support from key business associations and organizations who made a commitment to support this initiative by serving on advisory councils, which helped to guide the implementation of the centers in under six months.

Learning Outcomes:

Identify sources of support, guidance, planning, and funding to replicate one successful program across several diverse campuses.

Compare meaningful ways to strengthen and enhance connections with industry.

Discuss outcomes and best practices resulting from the rapid implementation of new academic programs across multiple campuses.

Predict the long-term outcomes of training the unemployed and under-employed in high-demand, high-skilled areas such as advanced manufacturing.

TAGS: integrated planning, Advanced Manufacturing Center, system

Continuing Education Credits:
AIA LU 1.0 unit (SCUP48C231)
AICP CM 1.0 unit
NASBA CPA CPE 1.0 unit; Field of study: Social Environment of Business

Tuesday, July 30, 2013, 10:45 AM–11:45 AM in Room 30BC

Convergence: Creating High Performance Research and Learning Environments for Interdisciplinary Science

Presented by: Clayton L. Halliday, Assistant Vice Chancellor & Campus Architect, University of California-Davis; Linda Rock, Vice Dean of Administration, University of Southern California; Paul Woolford, Senior Vice President | Director of Design , HOK

Convened by: James W. Simeo, Principal, CO Architects

Leading universities are in a race to create integrated research and learning environments. Presenters will share how these high-performance research and learning environments are helping their institutions attract and keep the best researchers, leverage scarce resources, and solve increasingly complex problems. Examples from University of Southern California and University of California-Davis illustrate unique collaborations and measurable results. Through an interactive, small-group planning exercise, participants will examine selected institutional challenges for their opportunities and impediments. Finally, we will share project insights with the larger group.

Learning Outcomes:

Review strategies for creating integrated research and learning environments.

Identify emerging trends in research and education.

Leverage convergence in interdisciplinary science to foster high performance.

Practice identifying opportunities and impediments found in institutional challenges during an interactive planning exercise with peers.

TAGS: Research University, Science/Engineering Facility, Interdisciplinary Research and Education, Pedagogy

Continuing Education Credits:
AIA LU/HSW 1.0 unit (SCUP48C182)
AICP CM 1.0 unit
NASBA CPA CPE 1.0 unit; Field of study: Specialized Knowledge and Applications

Tuesday, July 30, 2013, 10:45 AM–11:45 AM in Room 32AB

Crafting Action Plans and Strategies for Analytics

Presented by: Linda L. Baer, Senior Consultant, I4Solutions; Donald M. Norris, President and CEO, Strategic Initiatives, Inc.

Convened by: Tracy Pattok, Director, Institutional Research, Western Michigan University

Across higher education, leaders are striving to enhance analytics in support of critical institutional outcomes—such as optimizing student success. This requires action plans for immediately enhancing analytics; flexible, longer-term strategy that aligns analytics practices with emerging technologies and institutional strategies; and investments in building organizational capacity. This session uses the practices from the Toolkit for Building Organizational Capacity for Analytics to illustrate how to rapidly redirect institutional planning processes and practice to achieve these ends. This free resource will be available to participants.

Learning Outcomes:

Review how analytics are being used to address critical institutional outcomes and enable transformative innovation in higher education.

Describe how to rapidly launch and implement action plans to enhance analytics, addressing strategic issues and raising the analytics IQ of leadership.

Explain how to craft a flexible, long-term strategy that aligns analytics with institutional strategy and emerging new technologies and practices and redirects existing planning processes, resources, and activities.

Understand how to use The Toolkit for Building Organizational Capacity for Analytics, funded by the Bill & Melinda Gates Foundation, to accelerate the development of analytics capacity at your institution.

TAGS: Analytics, Toolkit for Building Organizational Capacity for Analytics, Performance Measurement, student success, Student Retention

Continuing Education Credits:
AIA LU 1.0 unit (SCUP48C127)
AICP CM 1.0 unit
NASBA CPA CPE 1.0 unit; Field of study: Administrative Practice

Tuesday, July 30, 2013, 10:45 AM–11:45 AM in Room 29CD

Disasters Happen—Get Ready, Stay Ready! Integrated Academic Continuity Planning

Presented by: Michael A. Corn, Chief Privacy and Security Officer & University Chief Information Security Officer, University of Illinois at Urbana-Champaign; David A. Ibrahim, Director, Emergency Management and Continuity Planning, University of Illinois at Chicago; Jerry L. Lockwood, Assistant Director, Facility & Space Planning, University of Illinois at Chicago

Convened by: Philip G. Stack, Associate Vice President, Risk Management Services, University of Alberta

Learn the things you need to do to get ready and stay ready! Numerous recent campus disruptions, outages, and disasters have highlighted the importance of investing in the proactive risk management solution known as academic continuity planning. Go beyond theory and concepts to the actual integrated mechanics and step-by-step methodology for developing and maintaining operational-level continuity plans. Cultivate integration with a service designed specifically to support the need for higher education institutions to be prepared. Is your campus ready?

Learning Outcomes:

Explore a proven, low-cost methodology for creating, updating, and storing a continuity plan.
Prioritize actions to take before, during, and after events that disrupt an academic department's functions or the operations of an entire campus.
Leverage expertly-designed, web-based questionnaires that satisfy internal/external regulations.
Reduce liability and help with the structured portions of the decision-making process by providing details for a planned, integrated response and recovery approach.

TAGS: Business Continuity, Crisis Management, Risk Management, Academic Continuity

Continuing Education Credits:
AIA LU/HSW 1.0 unit (SCUP48C117)
AICP CM 1.0 unit
NASBA CPA CPE 1.0 unit; Field of study: Management Advisory Services

Tuesday, July 30, 2013, 10:45 AM–11:45 AM in Room 33BC

Eds and Meds—CUNY and MSKCC, An Innovative Partnership

Presented by: Gary Acord, Executive Director of Facility Development, Memorial Sloan-Kettering Cancer Center; Todd Schliemann, Partner, Ennead Architects, LLP; Iris Weinshall, Vice Chancellor, Facilities Planning, Construction & Management, CUNY Central Office

Convened by: Nancy Tierney, Associate Dean, Facilities & Planning, College of Medicine, University of Arizona

City University of New York and Memorial Sloan-Kettering Cancer Center have joined together as partners to build two new state-of-the-art science and medical facilities. When the City of New York (NYC) put a piece of property on East 73rd Street on the market, neither institution was in a position to meet all of the demands of NYC’s request for proposal, but together they had a win-win-win opportunity. This session will explain the intricacies of the project and the benefits to each party.

Learning Outcomes:

Establish key requirements for successful public-private partnerships.
Create environments that support student experiences both inside and outside the classroom.
Identify opportunities to weave an urban campus into its environment to maximize its presence and reinforce connections between facilities.
Leverage assets to address long-term program goals.

TAGS: Public/Private Partnership, Urban Campus, Medical Facility, Science/Engineering Facility

Continuing Education Credits:
AIA LU/HSW 1.0 unit (SCUP48C048)
AICP CM 1.0 unit
NASBA CPA CPE 1.0 unit; Field of study: Social Environment of Business

Tuesday, July 30, 2013, 10:45 AM–11:45 AM in Room 31A

Integrated Planning and Budgeting: Funding the Plan Through Discerning and Deliberate Departmental Budget Planning

Presented by: Erin Bell, Vice President for Client Services, Strategic Planning Online

Convened by: Pamela S. McNealy, Director of Business Development, Hunt Construction Group

Strategic planning at colleges and universities is often divorced from the reality of restrictions on financial and other resources. Budgetary planning—and critical decision making—can be disconnected from strategic, academic, and other planning. This session will provide case study examples of integrated planning practices developed and employed at institutions using online tools as a facilitating technology to promote sound budget planning from the ground up, as well as a transparent and collegial process for resource allocation.

Learning Outcomes:

Develop a meaningful budget-planning framework conducive to collegial decision-making.

Support detailed budget planning at the departmental level in line with departmental, division, and institutional goals and priorities.

Promote transparency and accountability for budgetary decisions and planning outcomes.

Explore how online tools can facilitate departmental budget planning, budget submission, and institutional diagnostics.

TAGS: Budgeting;Strategic Planning;Transparency;Online Tools

Tuesday, July 30, 2013, 10:45 AM–11:45 AM in Room 30DE

Integration of Curriculum, Facilities, and Operations: Where Data and Planning Come Together

Presented by: Rob Barthelman, Vice President, STV/vbn; Frederick E. Harris, Assistant Vice Chancellor, College Finance & Facilities Planning, California Community Colleges Chancellor's Office; Kimon Onuma, President, Onuma, Inc.

Convened by: Valarie L. Avalone, Director of Institutional Planning, Monroe Community College

Many of California’s community colleges have been exploring and implementing strategies to evaluate and prioritize curriculum, facilities, maintenance, operations, energy and water efficiency, and more. With integrated, live data, these colleges are now in a position to evaluate and make educated decisions, seeing real-time effects with positive impact on the curriculum and the general fund. The state chancellor’s office and facilities planners will share on-going developments that can be implemented at your college or university.

Learning Outcomes:

Review what live data is available to districts and campuses for evaluating facility and operational actions.
Evaluate the California Community Colleges Chancellor's Office alignment of Facilities Utilization, Space Inventory Options Net (FUSION), Building Information Modeling (BIM), geographic information system (GIS), and additional data tools.
Assess how the availability of live data has affected decision-making within California community college districts.
Adapt real strategies implemented to integrate curriculum, facilities, maintenance, and operations for use on your campus.

TAGS: State System, community colleges, Building Information Modeling, Space Management, state policy, Capital Planning

Continuing Education Credits:
AIA LU 1.0 unit (SCUP48C203)
AICP CM 1.0 unit
GBCI CE 1.0 unit; Field of study: Project Systems and Energy Impacts
NASBA CPA CPE 1.0 unit; Field of study: Administrative Practice

Tuesday, July 30, 2013, 10:45 AM–11:45 AM in Room 33A

The Path to Consensus—A Sustainable, Integrated Planning and Design Process

Presented by: David M. Chapman, Director of Design Build, Pinner Construction; James G. Matson, Vice President & Principal, HGA Architects, Engineers & Planners; Ann W. Tomlinson, Vice President, Administration Services, Los Angeles Harbor College

Convened by: Betsey Olenick Dougherty, Partner, Dougherty + Dougherty Architects LLP

Integrated planning processes and lessons can come from one complex building process. How to build consensus from multiple stakeholders. How integrated planning and design can enhance teaching pedagogies. How to utilize sustainability and the building as a teaching laboratory and to foster collaboration. The college president, contractor, and architect share insights from the Los Angeles Harbor College Science Complex—a LEED Platinum project on a limited budget—from initial planning through programming, design-build competition, sustainable design, and construction.

Learning Outcomes:

Discuss the process for consensus building and collaboration from a community college design-build case study.

Create tools for evaluating ideas and design options that meet the goals and vision for a project.

Examine design solutions that enhance teaching pedagogies, sustainable strategies, and student collaboration.

Investigate the integrated planning process of a design-build science complex.

TAGS: Community College, Engineering/Science Facility, LEED, Sustainability, Project Management

Continuing Education Credits:
AIA LU/HSW 1.0 unit (SCUP48C185)
AICP CM 1.0 unit
GBCI CE 1.0 unit; Field of study: Project Site Factors
NASBA CPA CPE 1.0 unit; Field of study: Social Environment of Business

Tuesday, July 30, 2013, 10:45 AM–11:45 AM in Room 31BC

Transforming Strategies for Success

Presented by: Robert Brodnick, Vice President for Strategy & Innovation, Strategic Initiatives, Inc.

Convened by: Nancy K. Nusbaum, Associate Vice President, Finance & Support Services Planning, Texas State University-San Marcos

Strategy implementation fails for a number of reasons. Envisioning the future is fun. Making the vision a reality is challenging. Now more than ever, higher educational institutions are being asked to change, yet given fewer and fewer resources to do so. This presentation will discuss an emerging framework for assessing and enhancing institutional capacity for transformational change. Planners will be provided with options for laying the necessary groundwork early in the strategic process to ensure successful transformation.

Learning Outcomes:

Investigate the many contributors to the failure of institutional strategic plans.
Explore an emerging framework for assessing and enhancing institutional preparedness and capacity for innovation and transformative change.
Identify opportunities to intervene in the institutional processes likely to contribute to a lack of execution and success.
Predict how new tools for planners—such as innovation processes, design thinking, organizational development, and analytics—can fit together to form a potent approach to support institutional change and success.

TAGS: Strategic Planning, Plan Implementation, Organizational change, design thinking, Analytics, Performance Measurement

Continuing Education Credits:
AIA LU 1.0 unit (SCUP48C067)
AICP CM 1.0 unit
NASBA CPA CPE 1.0 unit; Field of study: Personnel/HR

Tuesday, July 30, 2013, 10:45 AM–11:45 AM in Room 29AB

Turning Over Rocks: Collaboration Creates Results in Challenging Financial Times

Presented by: Jane M. Barker, Principal, THA Architecture; Camilla Ingram, Director of Capital Programs and Space Management, Scripps Institution of Oceanography, University of California-San Diego; Brad L. Werdick, Director, Physical & Community Planning, University of California-San Diego

Convened by: Ann K. Newman, Director of Campus Planning, Rhode Island School of Design

California's budget deficit and its impact on financing for University of California (UC) capital projects made federal funds essential to help realize an institution's vision for a research laboratory. Through a collaborative process between campus planning, facilities design and construction, and the research community, UC San Diego and Scripps Institution of Oceanography prepared a successful application for a highly competitive National Institute of Standards and Technology grant, providing $12 million towards project funding. Key to this success was telling a holistic story focusing on the importance of interdisciplinary research.

Learning Outcomes:

Engage multiple stakeholders with a cohesive vision to establish a strong, holistic proposal.
Establish critical planning elements to support the identified vision.
Allow for flexibility through collaborative campus planning processes to support evolving programmatic needs.
Allow self-selection of building occupants to support interdisciplinary research goals.

TAGS: Science/Engineering Facility, Federal Funding, Interdisciplinary research, Research Institution

Continuing Education Credits:
AIA LU 1.0 unit (SCUP48C066)
AICP CM 1.0 unit
NASBA CPA CPE 1.0 unit; Field of study: Finance

Tuesday, July 30, 2013, 2:15 PM–3:15 PM in Room 30BC

Academic Issues: A Conversation with Bob Dickeson

Presented by: Robert C. Dickeson, President Emeritus, University of Northern Colorado

Convened by: David E. Hollowell, Executive Vice President & Treasurer Emeritus, University of Delaware

Join an unstructured, informal conversation with a leader in American higher education. Robert Dickeson has been a university president, business CEO, co-founder of Lumina Foundation for Education, chief of staff to governors in two states, and consultant to more than 700 colleges and universities. Come with your questions and issues and join Bob Dickeson and your fellow participants in exploring solutions to higher education's most urgent challenges.

TAGS: Academic Planning, Program Prioritization, Performance Measurement, Decision-making

Tuesday, July 30, 2013, 2:15 PM–3:15 PM in Room 31BC

Being Strategic About Comprehensive Planning: Making Stakeholder Voices Count

Presented by: Susan Hippensteele, Professor & Strategic Planning Coordinator, Office of the Chancellor, University of Hawaii at Manoa; Stephen Meder, Assistant Vice Chancellor for Physical, Environmental & Long-Range Planning, University of Hawaii at Manoa

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

This interactive session outlines an innovative stakeholder-driven process developed at the University of Hawaii at Manoa (UHM) for strategic plan development and implementation. The UHM plan was developed and written by faculty-led teams of stakeholders and is in its second year of implementation. Stakeholder teams design ambitious initiatives to ensure the campus realizes the shared vision of this "living" plan and meets benchmarks for all 30 progress indicators that incorporate academic, research, personnel, and built environment metrics.

Learning Outcomes:

Evaluate strategies for gathering and disseminating data on stakeholder vision and priorities for a campus.
Discuss campus-responsive strategies for developing campus vision and strategic plan implementation themes.
Determine what factors should be considered to maximize stakeholder engagement in planning and implementation processes.
Identify resource requirements for sustainable stakeholder-engaged planning and implementation.

TAGS: Strategic Planning, Campus Community Engagement, Performance Measurement, vision, Planning Implementation

Continuing Education Credits:
AIA LU 1.0 unit (SCUP48C053)
AICP CM 1.0 unit
NASBA CPA CPE 1.0 unit; Field of study: Communications

Tuesday, July 30, 2013, 2:15 PM–3:15 PM in Room 30A

Benchmarking in Community Colleges: An Essential Tool for Assessment, Improvement, and Accountability

Presented by: Patrick Rossol-Allison, Director of Institutional Research, Director, National Higher Education Benchmarking Institute, Johnson County Community College; Jeffrey A. Seybert, Higher Education Consultant, Johnson County Community College

Convened by: Ray Thompson, Partner, MGT of America

Accessible, comparative data for making decisions about planning, staffing, programming, and for accreditation documentation are critically important. However, for various systemic and organizational reasons, such data are rarely available for most community colleges. This session includes an overview of two important tools for community college planning, decision making, and benchmarking: the National Study of Community College Instructional Costs and Productivity, and the National Community College Benchmark Project.

Learning Outcomes:

Review types of benchmarks, with emphasis on those most appropriate for higher education.
Compare the differences between benchmarks and benchmarking, and the data and cultural limitations of benchmarking.
Investigate two national planning, assessment, evaluation, and benchmarking tools that exist for community colleges: The National Study of Community College Instructional Costs and Productivity, and the National Community College Benchmark Project.
Determine the value and potential utility of these tools on you campus.

TAGS: Community College, Benchmarking, Performance Measurement, Key Performance Indicators, Benchmarks, NSCCICP, National Study of Community College Instructional Costs and Productivity, National Community College Benchmark Project, NCCBP

Continuing Education Credits:
AIA LU 1.0 unit (SCUP48C015)
AICP CM 1.0 unit
NASBA CPA CPE 1.0 unit; Field of study: Administrative Practice

Tuesday, July 30, 2013, 2:15 PM–3:15 PM in Room 28ABC

Big Building Bias and the Infrastructure Paradox

Presented by: Pamela Palmer Delphenich, Director, Campus Planning & Design, Massachusetts Institute of Technology; Gordon B. King, Senior Director, Facilities Planning & Management, Suffolk University; Ken Wexler, Chairman, Elaine Construction

Convened by: Sheila M. Chaffin, Executive Director, Campus Planning, University of Alabama at Birmingham

If infrastructure, project right-sizing, and deferred maintenance don't sound sexy to you—you aren't alone. However, in our post-crash economy, they have become the focus of many campus initiatives. This session will explore how the confluence of holistic planning, imagination, and opportunity take shape in projects of every size to meet institutional needs. Audience members will form teams to analyze one of two "case projects" and make recommendations for meeting and exceeding goals without going overboard.

Learning Outcomes:

Identify and leverage funding sources to maximize their project.
Evaluate greater campus needs against their program/project.
Identify synergies between disparate departments to bring them under one roof.
Strategize who to present to, how to build consensus, and realize the full potential of the building.

TAGS: Renovation, Deferred Maintainence, Historic Preservation/Refurbishment, Facility Funding

Continuing Education Credits:
AIA LU/HSW 1.0 unit (SCUP48C102)
AICP CM 1.0 unit
GBCI CE 1.0 unit; Field of study: Project Surroundings and Public Outreach
NASBA CPA CPE 1.0 unit; Field of study: Management Advisory Services

Tuesday, July 30, 2013, 2:15 PM–3:15 PM in Room 31A

CCAM: A New Model for University and Private Sector Research Collaboration

Presented by: Paul Harney, Associate Principal, Perkins+Will; Barry Johnson, Senior Associate Dean, School of Engineering & Applied Sciences, University of Virginia

Convened by: Lawrence R. Rubin, Director, Facilities Design & Construction, Florida State University

As research grant funding declines, universities search for new models of collaboration with private industry. At the Commonwealth Center for Advanced Manufacturing (CCAM), universities and companies come together in a unique, non-profit independent research consortium equipped with a purpose-built facility to accommodate joint investigations. This session will cover how such an institution can be established, the organizational and operational issues that it anticipates, and the emergence of a new building type that has the attributes of both laboratory and factory.

Learning Outcomes:

Identify preconditions for university engagement in a membership-based research consortium.
Compose an effective business case for developing the consortium and recruiting private industry members.
Formulate a successful approach to the design and delivery of the consortium facilities.
Predict the opportunities and challenges in the operations of the consortium relative to the educational and research goals of the participating universities.

TAGS: Public/Private Partnerships, Science/Engineering Facility, Research Funding, Research Consortium

Continuing Education Credits:
AIA LU/HSW 1.0 unit (SCUP48C184)
AICP CM 1.0 unit
NASBA CPA CPE 1.0 unit; Field of study: Social Environment of Business

Tuesday, July 30, 2013, 2:15 PM–3:15 PM in Room 32AB

Defining Instructional Costs: Aligning Budget and Curriculum

Presented by: William Frederking, Associate Professor, Photography Department, Columbia College Chicago; Sayma Riaz, Assistant Dean for Budget and Planning for School of Fine and Performing Arts, Columbia College Chicago

Convened by: Jennus Burton, Vice President for Finance & Administration, Northern Arizona University (Flagstaff)

In higher education, it's challenging to allocate financial resources equitably and efficiently. To engage faculty, the dean and administrators at Columbia College Chicago implemented a new budget process to allocate resources based on curricular need. Under this model, budget requests are submitted with a rationale linking expenditures to curriculum. We’ll discuss how defining instructional costs aligns budget with curriculum and provides transparency to department administrators and faculty. This model provides insight into how administrators and faculty collaborated to put student learning at the center, identify true instructional costs, and eliminate worst practices of "rollover" budgeting.

Learning Outcomes:

Explain the benefit of allocating human, space, and financial resources that best support curriculum and student learning.
Describe how to engage faculty to surface hidden costs and educate them on how curricular decisions impact budget.
Discover how to use Excel as a budget analysis tool to determine instructional costs.
Use trends of class size, enrollment, and credit hours to determine resource allocations.

TAGS: Finance, Budget, Instructional Costs, Integrated Budget Planning, Academic Planning

Continuing Education Credits:
NASBA CPA CPE 1.0 unit; Field of study: Finance

Tuesday, July 30, 2013, 2:15 PM–3:15 PM in Room 33BC

One Hundred Years of Integrated Planning and Placemaking

Presented by: Robert Robinson, Assistant Vice President & Director, Facilities & Campus Services, Pomona College; Nelson Scott Smith, Principal, Artichoke Design Company

Convened by: Minakshi Mani Amundsen, University Planner, Cornell University

The Pomona College campus experience is a dance among Myron Hunt’s 1908 classical master plan and architectural gems, Ralph Cornell’s informal southern California landscape, James Turrell’s elegant Skyspace, rolling woodlands, and rhythmical patterns of shaded gardens and courtyards. The campus exemplifies the rewards of a history of integrated and sustainable campus planning. The session is a case study of the benefits of more than a hundred years of integrated planning and principles that reaffirm the place and experience of Pomona College.

Learning Outcomes:

Examine the key elements of the campus that contribute to placemaking and the Pomona College experience.
Describe the concepts of integrated planning and sustainability and how they were applied in the early stages of Pomona College's campus development.
Evaluate the benefits of the campus footprint in achieving the academic mission and strategic goals of the college.
Analyze the fundamental principles of the integrated plan as they apply to planning Pomona College's 21st century future, and describe contemporary issues affecting planning its historic campus.

TAGS: Master Planning, Small Private Liberal Arts, Landscape

Continuing Education Credits:
AIA LU/HSW 1.0 unit (SCUP48C079)
AICP CM 1.0 unit
GBCI CE 1.0 unit; Field of study: Project Surroundings and Public Outreach
NASBA CPA CPE 1.0 unit; Field of study: Specialized Knowledge and Applications

Tuesday, July 30, 2013, 2:15 PM–3:15 PM in Room 29CD

The Evolution and Success of Design-Build at Brown University

Presented by: Michael J. McCormick, Assistant Vice President, Planning, Design & Construction, Brown University; Ron Simoneau, Vice President, Shawmut Design and Construction; Paul Viccica, Principal, CBT Architects/Childs Bertman Tseckares Inc

Convened by: Marc A. Partridge, Associate Principal, RSP Architects

Brown University was an early adopter of integrated project delivery in its many forms, and has recently executed a series of design-build projects. This session discusses what projects are best for design-build, how the process is best organized, and lessons learned from this recent round of design and construction, showcasing the complex renovation of three residence halls completed earlier this year. Issues such as risk mitigation, fast-tracking, quality and scope of bridging documents, and team dynamics will be addressed.

Learning Outcomes:

Preview risk analysis processes and tools.

Analyze which projects are best for design-build delivery.

Collect strategies for design-build success from owner, architect, and construction management perspectives.

Describe proactive value engineering (V/E) strategies used in a design-build process and how they differ from typical V/E strategies.

TAGS: Project Management, Student residence, Design/Build, Private Research University, Integrated Project Delivery, Renovation

Continuing Education Credits:
AIA LU 1.0 unit (SCUP48C157)
AICP CM 1.0 unit
NASBA CPA CPE 1.0 unit; Field of study: Specialized Knowledge and Applications

Tuesday, July 30, 2013, 2:15 PM–3:15 PM in Room 33A

The Science Supporting Fume Hoods: Molecular Absorption Explained

Presented by: Ken Crooks, Director, NA Sales GreenFumeHood Technology, ERLAB

Convened by: Heather M. Bishop, Facilities Planner, University of Maryland-Baltimore County

The presenter will focus on addressing the concerns of the environmental health and safety professional and industrial hygienist professional regarding filtration technology as a viable option to ducted fume hoods. Issues like: trusting a filtered hood in your lab, understanding desorption, knowing when filters are saturated, and proper disposal of expired filters will be discussed.

Learning Outcomes:

Review the technology's latest advances.

Summarize the basics of molecular filtration.

Explain what advancing sensing technology exactly is.

Discuss applicable standards.

TAGS: Science/Engineering, Fume Hoods, Filtered Hood, Health and Safety

Continuing Education Credits:
AIA LU 1.0 unit (SCUP48C234)
GBCI CE 1.0 unit; Field of study: Improvements to the Indoor Environment

Tuesday, July 30, 2013, 2:15 PM–3:15 PM in Room 28DE

The Value of Libraries as Learning Environments: Consider Mission, Behaviors, Assessment

Presented by: Elliot Felix, Director, brightspot strategy; Danuta A. Nitecki, Dean of Libraries & Professor, College of Information Science & Technology, Drexel University

Convened by: Kate Herbolsheimer, Senior Associate, Paulien & Associates, Inc.

How do academic libraries provide more than a place to find books, read, study, or meet friends? This session will tie changes in technology, pedagogy, and learner behaviors to new ways libraries contribute value to the learning enterprise. Through examples and facilitated discussion, participants will investigate the transformation of the modern library and how new ways to assess it as a formal, informal, and personal learning environment can improve the design and operation of their facilities.

Learning Outcomes:

Recognize evolving roles for the library in response to changing information technologies, pedagogies, and behaviors utilizing information in the academy.
Relate behaviors of self-directed, intentional learners to design and operation of environments.
Distinguish new models for library learning environments that integrate design of spaces and support services.
Specify value of library space in light of emerging assessment factors, including perceptions, accreditations, and distinctions of formal, informal, and personal learning environments.

TAGS: Libraries, Pedagogy, Learning Space Design

Continuing Education Credits:
AIA LU/HSW 1.0 unit (SCUP48C044)
AICP CM 1.0 unit
NASBA CPA CPE 1.0 unit; Field of study: Specialized Knowledge and Applications

Tuesday, July 30, 2013, 2:15 PM–3:15 PM in Room 29AB

They Know It Best: What Students Say About Learning Spaces

Presented by: Gabriel Hebert, Communications Graduate, University of Ottawa; Minsun Mini Kim, MFA Interaction Design Candidate, School of Visual Arts; Rachelle Milne, MFA Interaction Design Candidate, School of Visual Arts; Timothy Shouder, Graduate Student, University of Cincinnati-Main Campus; Jeff A. Vredevoogd, Director, Herman Miller Education, Herman Miller, Inc.

Convened by: Safdar Abidi, Regional Education Practice Leader, Cannon Design

For Herman Miller's fourth annual student video contest, college and university students explored the elements that make learning spaces great. Remarkable learning spaces are more than just top-notch technology and modern designs—they provide an environment where students feel comfortable, yet motivated, while accommodating easy collaboration. Contest winners will present videos highlighting aspects that create this type of collaborative and productive environment. Afterwards, we will moderate a conversation on how learning spaces can enhance student success.

Learning Outcomes:

Summarize key themes that emerged in the students' videos.

List methods for hearing and acting on the student voice on campus.

Identify goals for the kind of learning environments students want and should have on campus, and the methods for measuring progress against these goals.

Identify and share benefits of successful learning spaces at the university level, as it impacts student performance and, ultimately, future workplace achievement.

TAGS: Student Engagement, Learning Space Design, Learning Environments

Continuing Education Credits:
AIA LU/HSW 1.0 unit (SCUP48C089)
AICP CM 1.0 unit
NASBA CPA CPE 1.0 unit; Field of study: Marketing

Tuesday, July 30, 2013, 2:15 PM–3:15 PM in Room 30DE

Transforming an Urban Commuter Campus Through an Integrated Design Process

Presented by: Stefan Behnisch, Partner, Behnisch Architekten; Robert Bogomolny, President, University of Baltimore; Brian DeWitt, Vice President, The Whiting-Turner Contracting Company

Convened by: Joe Kolodziej, Director, Business Development, Code Consultants, Inc.

The University of Baltimore (UB) is redefining its image through an integrated plan that transcends the constraints of its urban, commuter background. Over the past 10 years, UB has embarked on several strategic initiatives, culminating with the John and Frances Angelos Law Center: a 12-story, LEED Platinum new home for the School of Law. This session will describe the process to create a new identity and landmark for the university.

Learning Outcomes:

Identify strategies for repositioning your institution with the regional and national community and educational marketplace.

Indicate the programmatic adjustments necessary to achieve a vertical teaching facility.

Review the pros and cons of utilizing an international design competition for building.

Discuss the opportunities and challenges of LEED Platinum design and construction.

TAGS: LEED Platinum, Sustainability, Design Competition, Urban Campus, Law School, Mission/Vision/Identity

Continuing Education Credits:
AIA LU/HSW 1.0 unit (SCUP48C036)
AICP CM 1.0 unit
GBCI CE 1.0 unit; Field of study: Project Site Factors
NASBA CPA CPE 1.0 unit; Field of study: Specialized Knowledge and Applications

Wednesday, July 31, 2013, 8:30 AM–9:30 AM in Room 33BC

Breaking the Psychological Barrier of Zero Net Energy

Presented by: Steven Baumgartner, Associate, Buro Happold; Colin Booth, Designer, Sasaki Associates; William A. Massey, Principal, Sasaki Associates

Convened by: David L. McIntyre, Principal, Institutional Practice Leader, VHB | Vanasse Hangen Brustlin, Inc.

Last year, we provided an overview of the small but growing presence of zero net energy (ZNE) buildings on campuses. Now that ZNE buildings are more prevalent, we will look at the decision-making factors that go into pursuing ZNE facilities. What's keeping institutions from pushing forward? Is it cost, available technology, design constraints, or even the reluctance to "being first"? We will also revisit the trendlines of ZNE building development. How fast is it really growing? What are the lessons learned from completed projects, and what should we all expect looking ahead?

Learning Outcomes:

List the basic strategies for achieving a zero net energy (ZNE) building using a hypothetical 100,000 SF campus building.
Describe the decision-making factors that influence consideration for pursuing ZNE.
Define specific factors associated with ZNE buildings, specifically costs, energy reduction requirements, technologies, and design expertise.
Compare the benchmarking and database of ZNE buildings from last year to this year to understand the trend line of ZNE building.

TAGS: Sustainability, Zero Net Energy, ZNE, Energy Conservation, Climate

Continuing Education Credits:
AIA LU/HSW 1.0 unit (SCUP48C068)
AICP CM 1.0 unit
GBCI CE 1.0 unit; Field of study: Project Systems and Energy Impacts
NASBA CPA CPE 1.0 unit; Field of study: Specialized Knowledge and Applications

Wednesday, July 31, 2013, 8:30 AM–9:30 AM in Room 31BC

Making the Leap: Successfully Negotiating Novel Strategic Planning Challenges

Presented by: John C. Adams, Associate Professor, University of Nebraska Medical Center

Convened by: Jillian Kavanagh, Manager, Office of the Vice-President, Memorial University (Marine Institute), Memorial University of Newfoundland

Unfamiliar strategic planning challenges require fresh thinking. Faced with novel circumstances, planners must develop new answers to standard why, what, for/with whom, and how planning questions. Requirements must be clarified, outcomes specified, processes customized, skills tailored, and results evaluated. This roundtable discussion will include five segments: 1) introduction/session objectives, 2) the presenter’s unfamiliar planning challenge and innovative solutions, 3) case study discussion, 4) participants’ unique planning challenges and solutions, and 5) take-away points.

Learning Outcomes:

Appraise unfamiliar strategic planning challenges to determine what’s required and by whom.

Formulate initial planning process designs that outline how and with whom planning will proceed.

Translate those designs into tasks, teams, schedules, and resources.

Evaluate and adjust planning processes while leading and facilitating planning activities.

TAGS: Strategic Planning, integrated planning, Planning processes

Continuing Education Credits:
AIA LU 1.0 unit (SCUP48C001)
AICP CM 1.0 unit
NASBA CPA CPE 1.0 unit; Field of study: Business Management and Organization

Annual Conference Updates:

SCUP–48
July 27–31, 2013
San Diego, CA

- Conference recordings available

- Session Archives available

- View the Final Program (PDF)

- View the Final List of Registrants (PDF)

- Registrant Search (for registered attendees only)

SCUP–49
July 12–16, 2014 | Pittsburgh

- The call for proposals is now open.

SCUP–47
2012 | Chicago

- Proceedings now available.

Education Home

SCUP's 48th Annual, International Conference

Concurrent Sessions

A Team Approach to Program Development for Student Success

A Team Approach to Program Development for Student Success

A Team Approach to Program Development for Student Success

A Team Approach to Program Development for Student Success

Assessing the Assessment: A Methodology to Facilitate University-Wide Reporting

Assessing the Assessment: A Methodology to Facilitate University-Wide Reporting

Assessing the Assessment: A Methodology to Facilitate University-Wide Reporting

Assessing the Assessment: A Methodology to Facilitate University-Wide Reporting

Connecting Design and Performance in Education Facilities

Connecting Design and Performance in Education Facilities

Connecting Design and Performance in Education Facilities

Connecting Design and Performance in Education Facilities

Creating a Community of Scholars: The Graduate Student Residence

Creating a Community of Scholars: The Graduate Student Residence

Creating a Community of Scholars: The Graduate Student Residence

Creating a Community of Scholars: The Graduate Student Residence

Creating a Transformational, Integrating Catalyst for Interdisciplinary Health Sciences Learning and Innovation

Creating a Transformational, Integrating Catalyst for Interdisciplinary Health Sciences Learning and Innovation

Creating a Transformational, Integrating Catalyst for Interdisciplinary Health Sciences Learning and Innovation

Creating a Transformational, Integrating Catalyst for Interdisciplinary Health Sciences Learning and Innovation

Historic Tax Credits and Not-for-Profits: A Success Story

Historic Tax Credits and Not-for-Profits: A Success Story

Historic Tax Credits and Not-for-Profits: A Success Story

Historic Tax Credits and Not-for-Profits: A Success Story

Integrated Planning Includes Information Technology

Integrated Planning Includes Information Technology

Integrated Planning Includes Information Technology

Integrated Planning Includes Information Technology

Measurable Outcomes: Tracking Actual Energy/Water Use at 54 College Campuses

Measurable Outcomes: Tracking Actual Energy/Water Use at 54 College Campuses

Measurable Outcomes: Tracking Actual Energy/Water Use at 54 College Campuses

Measurable Outcomes: Tracking Actual Energy/Water Use at 54 College Campuses

Presidents Reaction Panel

Presidents Reaction Panel

Presidents Reaction Panel

Presidents Reaction Panel

Smart Planning: Experimenting With Design to Create Spaces That Support Active Learning

Smart Planning: Experimenting With Design to Create Spaces That Support Active Learning

Smart Planning: Experimenting With Design to Create Spaces That Support Active Learning

Smart Planning: Experimenting With Design to Create Spaces That Support Active Learning

The Intersection of Campus and City—UW's West Campus

The Intersection of Campus and City—UW's West Campus

The Intersection of Campus and City—UW's West Campus

The Intersection of Campus and City—UW's West Campus

Using Integrated Planning for Right-sizing, Retrenching, and Reorganizing—Presentation by the 2013 SCUP K. C. Parsons Founders’ Award Recipient

Using Integrated Planning for Right-sizing, Retrenching, and Reorganizing—Presentation by the 2013 SCUP K. C. Parsons Founders’ Award Recipient

Using Integrated Planning for Right-sizing, Retrenching, and Reorganizing—Presentation by the 2013 SCUP K. C. Parsons Founders’ Award Recipient

Using Integrated Planning for Right-sizing, Retrenching, and Reorganizing—Presentation by the 2013 SCUP K. C. Parsons Founders’ Award Recipient

A Legislative Update: Congress, the US Department of Education, and America's Colleges

A Legislative Update: Congress, the US Department of Education, and America's Colleges

A Legislative Update: Congress, the US Department of Education, and America's Colleges

A Legislative Update: Congress, the US Department of Education, and America's Colleges

An Enrollment Management Perspective on Pricing, Aid, and Costs

An Enrollment Management Perspective on Pricing, Aid, and Costs

An Enrollment Management Perspective on Pricing, Aid, and Costs

An Enrollment Management Perspective on Pricing, Aid, and Costs

BIM for Institutional Planning? Getting Beyond the New Building Paradigm

BIM for Institutional Planning? Getting Beyond the New Building Paradigm

BIM for Institutional Planning? Getting Beyond the New Building Paradigm

BIM for Institutional Planning? Getting Beyond the New Building Paradigm

From Containment to Collaboration: Creating a New Campus Identity

From Containment to Collaboration: Creating a New Campus Identity

From Containment to Collaboration: Creating a New Campus Identity

From Containment to Collaboration: Creating a New Campus Identity

Institutional Effectiveness and the National Community College Benchmark Project

Institutional Effectiveness and the National Community College Benchmark Project

Institutional Effectiveness and the National Community College Benchmark Project

Institutional Effectiveness and the National Community College Benchmark Project

Integrated Higher Education Process Improvement: Making Change Stick

Integrated Higher Education Process Improvement: Making Change Stick

Integrated Higher Education Process Improvement: Making Change Stick

Integrated Higher Education Process Improvement: Making Change Stick

Massively Overwhelming Online Confusion? Don’t Get Spooked by MOOCs!

Massively Overwhelming Online Confusion? Don’t Get Spooked by MOOCs!

Massively Overwhelming Online Confusion? Don’t Get Spooked by MOOCs!

Massively Overwhelming Online Confusion? Don’t Get Spooked by MOOCs!

Master Planning for Upgrades to Aging Science Facilities