SCUP's 48th Annual International Conference

“Don’t you know your own telephone number?” the reporter asked, at the end of a face-to-face interview in the 1940s at Princeton. Having been asked for that number, Professor Einstein had quietly placed a phone book in front of the reporter. He replied, “I do not memorize anything I can look up in less than two minutes.” Transactive memory is a mechanism through which groups collectively encode, store, and retrieve knowledge. Connectivism is the thesis that knowledge is distributed across a network of connections, and therefore that learning consists of the ability to construct and traverse those networks'. Learn how to contribute to, and traverse SCUP’s virtual networks.

Learning Outcomes:

1. Employ expert search strategies to find Web-based resources and knowledge.
2. Utilize the 2,500+ resources in SCUP's Campus Plans database, and navigate its journal.
3. Appreciate the value of having an engaged identity within SCUP's Planning for Higher Ed Mojo.
4. Contribute to SCUP's Content Knowledge Stream via SCUP Links, the Mojo, or the Planning for Higher Education journal.

TAGS: Virtual, Engagement, Scup, Connectivism

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:

1. Examine the role of academic libraries in facilitating community and collaborative learning in today's college or university environment.
2. Explore strategies for re-imagined library spaces, with content, technology, environment, and services that respond directly to the needs of digitally savvy millennials.
3. Discuss innovative spatial solutions for collaborative learning within the context of repurposing an existing building.
4. 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

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:

1. 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

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:

1. Consider and evaluate typical barriers to student success, from acceptance letter to orientation to capstone course.
2. 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.
3. Examine a comprehensive, cross-disciplinary program design that strengthens collaboration among areas, especially between student affairs and academic affairs.
4. 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

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:

1. Examine an academic program and budget prioritization process, metrics, and timeline.
2. Identify academic program evaluation metrics that are reflective of institutional mission and values.
3. Discuss lessons learned and vital strategies for improving future academic program and budget prioritization processes.
4. 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

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

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:

1. Relate the history and current state of innovation places in the US.
2. Analyze the role universities are playing in the creation and nurturing of these districts.
3. Evaluate how the design of an innovation place (campus or district) resembles or differs from that of a traditional campus.
4. 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

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:

1. Evaluate different perspectives on affordability as a core element of institutional planning.
2. Discuss and describe the inherent interconnections of pricing and aid decisions on ensuring both affordability and revenue outcomes.
3. Acquire a set of metrics by which institutional affordability can be evaluated.
4. Identify ways to bring an enrollment management perspective to planning processes. 

TAGS: Strategic Planning, Net Tuition, Tuition Pricing, Enrollment Management, 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

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:

1. Identify the context driving student learning assessment and the need for synthesis of assessment information.
2. Outline the basic cycle of student learning assessment.
3. Describe the organizational structure that supports the meta-assessment and the rubric that was developed and used for the meta-assessment.
4. 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

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:

1. 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.
2. 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.
3. Develop both quantitative and qualitative assessments, research methodologies, and protocols that meet the criteria for institutional research boards by designing a robust research plan.
4. 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

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:

1. Evaluate strategies for gathering and disseminating data on stakeholder vision and priorities for a campus.
2. Discuss campus-responsive strategies for developing campus vision and strategic plan implementation themes.
3. Determine what factors should be considered to maximize stakeholder engagement in planning and implementation processes.
4. 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

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:

1. Review types of benchmarks, with emphasis on those most appropriate for higher education.
2. Compare the differences between benchmarks and benchmarking, and the data and cultural limitations of benchmarking.
3. 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.
4. 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

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:

1. Identify and leverage funding sources to maximize their project.
2. Evaluate greater campus needs against their program/project.
3. Identify synergies between disparate departments to bring them under one roof.
4. 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

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:

1. Examine the potential use of BIM tools and their ability to assist informational analysis and illustrate strategic issues.
2. Explore a process framework that promotes cross-departmental information sharing and collaboration in making strategic decisions.
3. Discuss outcomes and lessons learned from a case study of stakeholder engagement, senior management buy-in, interdepartmental strategizing, and ongoing process development.
4. 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

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:

1. List the basic strategies for achieving a zero net energy (ZNE) building using a hypothetical 100,000 SF campus building.
2. Describe the decision-making factors that influence consideration for pursuing ZNE.
3. Define specific factors associated with ZNE buildings, specifically costs, energy reduction requirements, technologies, and design expertise.
4. 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

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:

1. Create a knowledge base for the plan that doesn't fly away.
2. Develop the infrastructure to document and utilize community participation and feedback that reinforces the legitimacy of your planning process.
3. 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.
4. 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

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:

1. 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.
2. Review and evaluate a number of technologies that link digital content to physical spaces.
3. 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.
4. 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

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:

1. Use leaders' time effectively by succinctly summarizing the work to-date and identifying questions to be answered and decisions required.
2. Design planning retreats as engaging experiences for leadership and give them different ways to participate through presentations, discussions, and interactive activities.
3. 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.
4. 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

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:

1. Collect tools for engaging the whole campus in the process of academic planning.
2. 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?
3. Engage faculty as leaders of the process through scholarly, evidence-based approaches to academic planning.
4. 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

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:

1. Identify preconditions for university engagement in a membership-based research consortium.
2. Compose an effective business case for developing the consortium and recruiting private industry members.
3. Formulate a successful approach to the design and delivery of the consortium facilities.
4. 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

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:

1. Recognize how the needs of today's digital native student requires different physical spaces on campus.
2. Analyze and discuss the research results and devise solutions to implement in spaces on your campus.
3. 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.
4. 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

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:

1. Identify, analyze, and assess key features of high-performing learning environments for business education.
2. Determine methods for translating effective business education learning objectives into improved classroom design.
3. Compare and contrast discipline-specific learning environment designs and the ways in which these contribute to effective learning.
4. 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

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:

1. Identify opportunities to reduce costs through the adoption of standard technologies.
2. Examine projects, programs, and services to optimize the use of third-party partners and campus resources.
3. Recognize key areas of strategic focus where collaboration is most likely to yield results.
4. 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

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:

1. Identify sources of support, guidance, planning, and funding to replicate one successful program across several diverse campuses.
2. Compare meaningful ways to strengthen and enhance connections with industry.
3. Discuss outcomes and best practices resulting from the rapid implementation of new academic programs across multiple campuses.
4. 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

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:

1. Identify the issues and barriers to quality of teaching and learning faced by the university in its pre-construction spaces.
2. Describe effective methods and tools used to survey faculty and students about learning spaces.
3. List performance guidelines commonly adopted by universities for these new projects.
4. 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

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:

1. Review strategies for creating integrated research and learning environments.
2. Identify emerging trends in research and education.
3. Leverage convergence in interdisciplinary science to foster high performance.
4. 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

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:

1. Review how analytics are being used to address critical institutional outcomes and enable transformative innovation in higher education.
2. Describe how to rapidly launch and implement action plans to enhance analytics, addressing strategic issues and raising the analytics IQ of leadership.
3. 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.
4. 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

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:

1. Recognize needs of today’s graduate students and build tools and criteria for activating and engaging a diverse graduate student population.
2. Evaluate how a dynamic business case can be a powerful tool to resolve the push and pull of project design opportunities and fiscal constraints.
3. 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.
4. 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

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:

1. 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.
2. 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.
3. 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.
4. 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

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:

1. 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.
2. 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.
3. 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.
4. 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

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:

1. Explain the benefit of allocating human, space, and financial resources that best support curriculum and student learning.
2. Describe how to engage faculty to surface hidden costs and educate them on how curricular decisions impact budget.
3. Discover how to use Excel as a budget analysis tool to determine instructional costs.
4. 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

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:

1. 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.
2. Adapt democratized integrated planning for use at your institution.
3. 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.
4. 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

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:

1. Explore a proven, low-cost methodology for creating, updating, and storing a continuity plan.
2. Prioritize actions to take before, during, and after events that disrupt an academic department's functions or the operations of an entire campus.
3. Leverage expertly-designed, web-based questionnaires that satisfy internal/external regulations.
4. 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

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:

1. Establish key requirements for successful public-private partnerships.
2. Create environments that support student experiences both inside and outside the classroom.
3. Identify opportunities to weave an urban campus into its environment to maximize its presence and reinforce connections between facilities.
4. 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

As federal compliance has become an essential responsibility of administrators and faculty at institutions that receive Title IV and other federal funding, this session will provide a low-cost model for developing an effective college-wide compliance program. The presenters will provide actual examples of how compliance at Laboratory Institute of Merchandising (LIM) College was reviewed, analyzed, organized, implemented, and assessed. This "how-to" program will provide participants with insights, tools, and materials so they can organize, monitor, assess, and measure the compliance efforts at their own institutions.

Learning Outcomes:

1. Determine and categorize federal requirements for institutions receiving Title IV and other federal funding.
2. Use tools to track and assess compliance with these requirements.
3. Review institutional opportunities to develop and/or enhance campus-wide government compliance processes using existing committee structures and resources.
4. Integrate institutional compliance into planning, assessment, and accreditation processes.

TAGS: Compliance Monitoring, Federal Policy, State Policy, Title Iv, Federal Funding, Operations Planning

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

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:

1. Identify how to transform a historically isolated property into a campus encouraging social interaction, collaboration, and interdisciplinary learning.
2. Define how planning the campus environment can reinforce institutional goals by connecting academic programs to cultural resources.
3. Develop strategies for reusing existing campus buildings and planning for growth of programs and enrollments.
4. 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

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:

1. Identify key aspects of successful public/private development partnerships.
2. List various available tax credits and recognize how they can help focus and structure building construction financing models.
3. Evaluate how design best leverages an institution’s investment within this financial model.
4. 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

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:

1. 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.
2. 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.
3. 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.
4. 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

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:

1. Review the National Community College Benchmark Project (NCCBP).
2. Describe NCCBP's implications for campus practice.
3. Explain the value of multi-year trending.
4. 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

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:

1. Describe core concepts for articulating institutional distinctiveness and effective program strategies.
2. Acquire solutions used to accomplish interrelated strategic, financial, and physical planning initiatives.
3. Identify techniques to enhance coordination between universities and the state agencies that support their planning.
4. 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

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:

1. Identify techniques and approaches to securing and leveraging executive leadership and commitment in supporting and sustaining integrated change.
2. Identify the means for creating a sense of urgency and overcoming obstacles to change in an environment where maintaining status quo is the norm.
3. 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.
4. 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

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:

1. Develop a meaningful budget-planning framework conducive to collegial decision-making.
2. Support detailed budget planning at the departmental level in line with departmental, division, and institutional goals and priorities.
3. Promote transparency and accountability for budgetary decisions and planning outcomes.
4. Explore how online tools can facilitate departmental budget planning, budget submission, and institutional diagnostics.

TAGS: Budgeting;Strategic Planning;Transparency;Online Tools

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:

1. Build an assessment framework for Information Technology (IT) planning that encourages empirically rich institutional discussions.
2. Apply multi-dimensional planning approaches that integrate IT more fully into institutional strategic planning.
3. Identify ways to design technology organizational structure to align with institutional priorities.
4. 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

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:

1. Explain the need to engage in strategic and infrastructural planning to drive operational planning.
2. Recognize the importance of integrating operational planning with resource allocation and assessment to achieve institutional objectives.
3. Explore the infrastructural plans for core programmatic areas and essential support areas relevant to your institution.
4. 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

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:

1. Review what live data is available to districts and campuses for evaluating facility and operational actions.
2. 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.
3. Assess how the availability of live data has affected decision-making within California community college districts.
4. 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

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:

1. Explore internal and external factors that led to creating and conducting a program cost/ROI study.
2. Examine a data-driven business model that illuminates four strategic alternatives with regard to academic program planning.
3. Discuss observations, outcomes, and lessons learned from conducting a program cost/ROI study.
4. 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

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:

1. Appraise unfamiliar strategic planning challenges to determine what’s required and by whom.
2. Formulate initial planning process designs that outline how and with whom planning will proceed.
3. Translate those designs into tasks, teams, schedules, and resources.
4. 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

As learning organizations shift to active-learning pedagogies and transform their facilities, educators are increasingly being left behind—unable or unwilling to adapt to the different expectations of today's educational marketplace. This session will examine how change management processes can be adapted for the academic contexts of academic administration, pedagogical training, and facility adaptation. Participants will develop a framework for developing active-learning educators through an interactive and virtual presentation that includes new training tools, organizational patterns, and cost-effective activation strategies.

Learning Outcomes:

1. Observe how coordinated space and technology can provide superior active-learning opportunities.
2. Evaluate the challenges of migrating pedagogies and faculty to immersive, active-learning platforms.
3. Redefine the Project Kaleidoscope rubric and create an institution-specific faculty transition and support framework.
4. Advocate for and implement this framework.

TAGS: Scale Up, Active Learning, Pedagogy, Learning Space Design, Learning Environments, Educational Technology

Continuing Education Credits:
AIA LU 2.0 units (SCUP48A003)
NASBA CPA CPE 2.0 units; Field of study: Personnel/HR

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:

1. Define what exactly MOOCs are. Where did they come from, and how do can you understand them in the larger context of online learning?
2. Discuss the concerns and downsides about MOOCs that you should worry about.
3. Discuss when and why would it make sense for you to think about running or adopting a MOOC.
4. 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

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:

1. Compare approaches from five case studies to determine which might work best for your institution.
2. Assess how layouts of existing buildings can be completely transformed with creative renovation plans.
3. Recognize how the planning process itself can foster larger institutional goals, such as an interdisciplinary approach to teaching and research.
   
4. 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

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:

1. 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).
2. 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.
3. Compare the data in various ways (baseline, benchmark, targets, Energy Star peer buildings) in order to drive change from designers, operators, and occupants.
4. 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

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:

1. Summarize the vocabulary of blended and active learning environments.
2. Inspect what other institutions are doing with virtual and physical learning environments.
3. Develop strategies for planning for blended and active learning environments.
4. 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

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:

1. Examine strategies to build consensus around core priorities through consultation and analysis.
2. 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.
3. Recognize how governance changes within an institution can add clarity to the master plan implementation process.
4. 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

Have you ever been requested to design a space quickly to meet a set of requirements and then before we know it—mid construction or soon after—you are tasked with completely altering the purpose or function of the space? Explore elements of a flexible design experiment in modular construction. We’ll use 3d gaming technology to create quick real time instant design, including 3d walk through, elevations, floor plan and instant pricing in modular construction. Then evaluate and compare time of design from concept to reality, flexibility of design in day-to-day use as well as adaptability for future use. Consider the impact of our design on sustainability, reusability and cost in in modular construction vs. conventional construction.

Learning Outcomes:

1. Compare the implications of conventional construction vs. modular construction and its impact on the environment (limited waste, sustainability).
2. Explore opportunities for new out of the ground construction to live on for decades with flexibility to respond to, and support future technologies.
3. Consider ways to respond to a master plan on campus with interior construction solutions that address the past (asbestos abatement, historical buildings, lead paint, etc.) and future on a campus.
4. Explore modular construction in 3d technology for quick design.

TAGS: Modular Construction;Technology;Flexible Design

Continuing Education Credits:
AIA LU 1.0 unit (SCUP48A013)
AICP CM 1.0 unit

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:

1. Examine the key elements of the campus that contribute to placemaking and the Pomona College experience.
2. Describe the concepts of integrated planning and sustainability and how they were applied in the early stages of Pomona College's campus development.
3. Evaluate the benefits of the campus footprint in achieving the academic mission and strategic goals of the college.
4. 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

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:

1. Identify the key players and the significance of their roles in creating a cultural shift towards campus-wide support for sustainable building.
2. Develop a clear and effective strategy for instituting policy changes that will shape a sustainable future for your campus.
3. Discuss the value of an initial test case project to move the institution from theoretical policy changes to physical transformation.
4. 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

What can campus leaders and their design and construction partners do to facilitate successful capital projects and avoid costly and consequential missteps? In this session, we will explore the conflict management skills for both individuals and teams that are particularly valuable in a university context. We will provide a framework for analyzing the unique challenges of every project and offer a kit of practical tools and strategies that each participant can employ to help their project teams excel.

Learning Outcomes:

1. Identify the unique characteristics of campus building projects, such as multiple stakeholders, conflicting agendas, and "custom manufacturing."
2. Describe styles of team interaction and participation, and leverage your understanding of this dynamic to the benefit of the project.
3. Identify typical conflict patterns in campus projects and when it might be appropriate to modify your own approaches to team development and conflict resolution.
4. Participate effectively in team efforts to plan, design, and construct projects on campus.

TAGS: Conflict Management, Project Management, Capital Planning

Continuing Education Credits:
AIA LU 2.0 units (SCUP48A005)
AICP CM 2.0 units
NASBA CPA CPE 2.0 units; Field of study: Communications

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

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:

1. Define the key elements of priority-setting, including process, mission clarification, criteria selection and leadership.
2. Practice an actual criteria and weight-setting exercise that can be used on your home campus.
3. Create options for direct, action-oriented, responses to anticipated push-back from campus constituents.
4. 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

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:

1. Identify significant “disruptions” to both traditional higher education and regional accreditation.
2. Weigh traditional versus innovative indicators of institutional quality.
3. Propose potential roles for accreditation in the future.
4. 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

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:

1. Organize a cross-disciplinary project team that can address institution-wide academic, spatial, technology, and pedagogy objectives.
2. Review new types of classroom environments and content delivery strategies that promote active learning, incorporate technology, measure success, and plan for future changes.
3. 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.
4. 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

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:

1. Discuss how to provide optimal environments for training while ensuring that students possess agility to respond to an evolving profession.
2. Evaluate the potential for a "living building" as the means to quantify energy consumption, material deployment, built pedagogy, and flexibility of function.
3. Discuss the merits of creative friction within the academic environment achieved through the overlap of academic departments and shared facilities.
4. 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

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:

1. Identify the key elements of effective crisis management.
2. Recognize the importance of leadership and culture in effective crisis management.
3. Explain the dimensions of effective communications management in a crisis.
4. 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

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:

1. Discover how projects can articulate the mission of a college or university.
2. Recognize innovations in planning, architecture, and landscape architecture.
3. Discuss how the effective use of materials and aesthetic choices demonstrate the highest quality of design.
4. 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

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:

1. Plan spaces that represent your institution's goals for teaching and learning.
2. Create experiments that test how spaces impact your institution's students.
3. Analyze data from your design experiment to understand how spaces influence people's perception of the space, the building, and the institution.
4. 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

Sponsorship mapping is a technique to identify the sponsors of change on your campus that will help you build and sustain an integrated planning process. Bring what your team or you have learned during the conference to this session. How do you view stakeholders now? Mapping the sponsorship you have for planning, as well as where you need to have it and don't, helps support your efforts for effective planning at your institution. Learn how to map key sponsors and discuss strategies for bringing others on board.

Learning Outcomes:

1. Draw a sponsorship map for integrated planning practices at your institution.
2. Identify gaps in sponsorship for planning.
3. Evaluate strategies for bringing key supporters to the table.
4. Create an action plan for increasing support for integrated planning when you return to your institution.

TAGS: Integrated Planning, Stakeholders, Sponsorship Mapping

Continuing Education Credits:
AIA LU 1.0 unit (SCUP48A011)
AICP CM 1.0 unit
NASBA CPA CPE 1.0 unit; Field of study: Social Environment of Business

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:

1. Define outcome criteria for spatial change and develop tools for its measurement.
2. Balance teaching and learning space for students with office space for academic faculty.
3. Value spatial form and well-located "honey pots" to increase communication.
4. 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

There are thousands of free and near-free online tools and apps that can make you and your team more productive and efficient, but who has time to find what works? Beth Ziesenis, author of Your Nerdy Best Friend, has has culled through them all in the quest to find free and bargain tech tools that make people's lives easier. She will share the best online tools in a session that is as fast and fun as it is informative. Find out more:  ​http://www.yournerdybestfriend.com/                                              NOTE: This session is also being presented at 11:00 am.

Learning Outcomes:

1. Adopt free tools that replace very expensive software.
2. Identify the best resources for working collaboratively with others.
3. Analyze time-saving, budget-conscious tools that don’t require an IT degree to figure out!
4. Discover 25+ essential web tools and apps for planners.

TAGS: Productivity, Technology, Apps, Efficiency

Continuing Education Credits:
AIA LU 1.0 unit (SCUP48A009)
NASBA CPA CPE 1.0 unit; Field of study: Computer Science

There are thousands of free and near-free online tools and apps that can make you and your team more productive and efficient, but who has time to find what works? Beth Ziesenis, author of Your Nerdy Best Friend, has has culled through them all in the quest to find free and bargain tech tools that make people's lives easier. She will share the best online tools in a session that is as fast and fun as it is informative. Arrive early!  Find out more:  ​http://www.yournerdybestfriend.com/

Learning Outcomes:

1. Adopt free tools that replace very expensive software
2. Identify the best resources for working collaboratively with others
3. Analyze time-saving, budget-conscious tools that don’t require an IT degree to figure out!
4. Discover 25+ essential web tools and apps for planners.

TAGS: Productivity, Technology, Apps, Efficiency

Continuing Education Credits:
AIA LU 1.0 unit (SCUP48A009)
NASBA CPA CPE 1.0 unit; Field of study: Computer Science

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:

1. Preview risk analysis processes and tools.
2. Analyze which projects are best for design-build delivery.
3. Collect strategies for design-build success from owner, architect, and construction management perspectives.
4. 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

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:

1. Leverage flexible district-centric planning policies to achieve goals in unforeseen ways.
2. Synthesize community and campus planning principles and examine how both can work toward creating a vibrant, safe, and interconnected neighborhood.
3. Identify the critical issues for students and parents in an urban context and determine how these relate to larger campus planning challenges and goals.
4. 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

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:

1. Discuss the process for consensus building and collaboration from a community college design-build case study.
2. Create tools for evaluating ideas and design options that meet the goals and vision for a project.
3. Examine design solutions that enhance teaching pedagogies, sustainable strategies, and student collaboration.
4. 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

Few skills are more important than being able to frame "the right question." Helpful questions, ones that set the stage for discussions that lead to solutions and workable agreements, have some key characteristics that anyone can learn. This session provides a grounding in why starting questions are so important, and provides practice in writing effective questions, ones that bring a group to a collaborative, solution-focused mindset.

Learning Outcomes:

1. Identify situations where asking the right question is necessary.
2. List the characteristics of effective questions.
3. Apply the principles of effective question-asking to a situation in your work life.
4. Evaluate what makes an effective question in your context.

TAGS: Facilitation, Question Asking, Conflict Management

Continuing Education Credits:
AIA LU 1.0 unit (SCUP48A008)
AICP CM 1.0 unit
NASBA CPA CPE 1.0 unit; Field of study: Communications

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:

1. Review the technology's latest advances.
2. Summarize the basics of molecular filtration.
3. Explain what advancing sensing technology exactly is.
4. 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

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:

1. Recognize evolving roles for the library in response to changing information technologies, pedagogies, and behaviors utilizing information in the academy.
2. Relate behaviors of self-directed, intentional learners to design and operation of environments.
3. Distinguish new models for library learning environments that integrate design of spaces and support services.
4. 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

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:

1. Summarize key themes that emerged in the students' videos.
2. List methods for hearing and acting on the student voice on campus.
3. Identify goals for the kind of learning environments students want and should have on campus, and the methods for measuring progress against these goals.
4. 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

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:

1. Identify strategies for repositioning your institution with the regional and national community and educational marketplace.
2. Indicate the programmatic adjustments necessary to achieve a vertical teaching facility.
3. Review the pros and cons of utilizing an international design competition for building.
4. 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

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:

1. Investigate the many contributors to the failure of institutional strategic plans.
2. Explore an emerging framework for assessing and enhancing institutional preparedness and capacity for innovation and transformative change.
3. Identify opportunities to intervene in the institutional processes likely to contribute to a lack of execution and success.
4. 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

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:

1. Engage multiple stakeholders with a cohesive vision to establish a strong, holistic proposal.
2. Establish critical planning elements to support the identified vision.
3. Allow for flexibility through collaborative campus planning processes to support evolving programmatic needs.
4. 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

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:

1. Revisit and relay the components of integrated planning and their relationships.
2. Reframe the purpose and use of planning from a process for growth and augmentation to a process for restructuring and right-sizing.
3. Apply an integrated planning framework for right-sizing and retrenchment.
4. 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

While institutional project teams always start out with good intentions, lack of understanding of each others thought processes and decision-making tools is often the biggest impediment to smooth sailing. This session shares exciting research into learning styles, creativity, and teamwork, arming institutional teams with tools to understand (a) different styles of problem-solving, (b) how to use these different styles to enrich the project rather than create a battleground or stymie the effort, and (c) methods for laying groundwork for all parties to move forward together.

Learning Outcomes:

1. Identify which one of five creative toolsets dominates your thinking style and develop ways to use the other four.
2. Practice using the five toolsets on a case study problem, and follow up with corresponding questions and problem-solving skills.
3. Develop strategies for acknowledging and using each person's strengths within a team.
4. Become the champion and facilitator for both valuing and using different thinking styles and decision-making skills.

TAGS: Project Managment, Creativity, Learning Styles, Pedagogy, Problem Solving

Continuing Education Credits:
AIA LU 2.0 units (SCUP48A006)
AICP CM 2.0 units
NASBA CPA CPE 2.0 units; Field of study: Communications

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:

1. Recognize primary constituencies and their interests or agendas.
2. Appreciate the critical role that integrated resource and programmatic planning plays in the success of any institution.
3. Identify keys to overcoming campus obstacles, including communications, measurable outcomes, and effective engagement.
4. 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

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:

1. Define worldview theory.
2. Identify how worldview theory applies to postsecondary education.
3. Assess the strengths and weaknesses of localized worldview assumptions.
4. 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