Conference Proceedings

Conference proceedings are available to all SCUP members and conference attendees.

Please note: Not all sessions have proceedings available.

Sunday, April 7, 2013, 6:00 PM–7:00 PM
(PL002) Opening Plenary: Cost, Price, and Reality: Equal Opportunity in the New Economy
Presented by: John Casteen, President Emeritus, University of Virginia
Since Fall 2008, top-down changes in the global economies of developed nations and the US financial and real property markets have touched everyone. In the US, stimulus programs notwithstanding, top-down belt-tightening has seen discretionary federal dollars, not least the dollars associated with ear-marks, decline, and responsibility for programs associated with them devolve to the states, and often to localities, public authorities, public health and welfare agencies, colleges and universities, and to taxpayers and students -- all of this in an era when jobs are hard to find, upward mobility is uncertain, and national competitiveness is at least threatened and perhaps seriously diminished.

Higher education's economies and value proposition face skepticism during every recession. That state leaders who cannot appropriate the real cost of higher education demand efficiencies and economies should not surprise us. Little boys on playgrounds learn to pass the buck when they see blame coming their way. Most academic professionals know that their institutions move slowly and that ultimately all collegiate institutions are conservative: They seek first to preserve what already exists. Costs do in fact increase differentially within higher education, and they go up regardless of external contingencies. State leaders who before 2008 (and even after in a few instances) told university leaders to pass on the dollars related to state cuts to students are now defending themselves at the polls. More than one state allocation system came to grief a decade ago. No state is now devising new analytics to show what the state ought to be paying for orphaned expenses in their colleges.

The new expenses now faced by students and their families weigh heavily in this environment, a weight perhaps doubled by the visibility given student loans by Congress's direct lending scheme. Suddenly, in a harsh environment with an unwieldy new system, one that the Department of Education had to take to the private market (to Sallie Mae and others) even before it got under way, student aggregate debt is a known and volatile topic. Congressional fingers are in the flame, and Congress currently has no obvious way to pass blame and responsibilities through the states to private and public colleges, especially since no one denies that going to college has come to be roughly as expensive as the average first home.

This downturn creates opportunities along with its challenges. None quite equals the opportunity for higher education to become world-class in all aspects of its planning. Capital bond proceeds are no longer found money for higher education. Fund raising is no longer an optional duty for presidents. Programmatic planning is no longer an ex post facto exercise.

Yet few college or university leaders would claim that institutional planning is first-rate, and otherwise sophisticated leaders (deans, presidents, board members) confuse long-range, strategic, and operational planning (not to mention accountability cycles other than those required by audit). Strategic somehow stands for everything. In the process, genuinely strategic thinking is rare, and fads, even anecdotal justifications ("an alumnus told me...) are advanced for major decisions.

That the stakes are high now is a good thing. Planners can and should lead the way.

Monday, April 8, 2013, 8:45 AM–9:45 AM
(CN026) American University's New Law School: Breaking Down Barriers
Presented by: Thomas A. Butcavage, Vice President, SmithGroupJJR; Lori Cappuccio, Principal, SmithGroupJJR; Billie Jo Kaufman, Associate Dean for Library and Information Resources and Professor of Law, American University
Legal education is undergoing a profound transformation attributable to the 2008 economic recession and resultant systemic changes in the profession. American University is designing its building to provide access to new opportunities and experiences, equipping law students to succeed. Based on diverse input of students, alumni, and employers, the facilities emphasize collaboration, skills development, interaction with the public and legal community, and active participation in specialized programs. This session focuses on planning and design strategies that achieve distinctive and responsive solutions.

Learning Outcomes:

Discuss how legal education impacts reflect changes to the profession and indicate broader patterns in academic facilities planning.
Evaluate strategies to merge functions—instructional, library, and student spaces—maximizing space use and creating dynamism.
Assess the unique opportunities available to institutions located in an urban context.
Describe how integrated programming and facility design can provide beneficial partnerships with the larger community.

Continuing Education Credits:
AIA LU 1.0 unit (SCUPM13C26)AICP CM 1.0 unit

Monday, April 8, 2013, 8:45 AM–9:45 AM
(CN012) Capturing the Value of Post-War Legacy Buildings
Presented by: Brian Gillette, Assistant Director of Physical Plant, Allegheny College; Sheldon Goettel, Principal, Perfido Weiskopf Wagstaff + Goettel; Kevin Wagstaff, Principal, Perfido Weiskopf Wagstaff + Goettel
From 1945 through the 1970s, college buildings were erected at a breakneck pace to meet demands created by the GI Bill, the baby boom, and America's growing appreciation of the importance of higher education. The buildings of this era tend to be bland and are not seen as contributing to campus identities, but in fact, many were well built. This session examines how these ugly ducklings can be recycled and transformed architecturally at costs well below that of new construction.

Learning Outcomes:

Assess building fundamentals to evaluate residual value.
Recognize the existing conditions—structural, systems, plan layout, and materials—that often define a building's potential.
Find value beyond those features and systems that would be replaced in renovations.
Develop pragmatic "accounting" to measure the architectural potential of buildings of this era.

Continuing Education Credits:
AIA LU 1.0 unit (SCUPM13C12)AICP CM 1.0 unit

Monday, April 8, 2013, 8:45 AM–9:45 AM
(CN013) Making STEM Education Affordable and Accessible Through Building Design
Presented by: David Brakke, Dean, College of Science and Mathematics, James Madison University; Elissa Levin Kellett, Principal, Project Executive, EYP; Charles J. Kirby, Academic Planning & Design Principal, EYP
This discussion will explore how universities can make STEM education affordable and accessible to students through building design. Science building projects for James Madison University, Radford University, and Virginia Tech will illustrate ways to achieve these goals in graduate and undergraduate science teaching and research facilities. The design team and project shepherd will share benchmarks from current projects and recommendations for achieving institutional, campus, and programmatic objectives within the parameters of modest budgets, tight schedules, and restrictive codes and guidelines.

Learning Outcomes:

Examine approaches to making science buildings affordable through building efficiency.
Explore approaches to making STEM education accessible to students by drawing them in to science buildings and putting science on display.
Evaluate benchmarking information from recent graduate and undergraduate science building projects at James Madison University, Virginia Tech, and Radford University.
Discover how three projects met institutional objectives within funding, budget, schedule, and approval processes and parameters.

Continuing Education Credits:
AIA LU/HSW 1.0 unit (SCUPM13C13)AICP CM 1.0 unit

Monday, April 8, 2013, 8:45 AM–9:45 AM
(CN027) Reconsidering Space Allocation Standards – The Virginia and Pennsylvania Community Colleges’ Story
Presented by: Gary W. Bixby, Director, Construction/Facility Planning, Community College of Philadelphia; William Johnson, Assistant Vice Chancellor, Budget & Planning, Virginia Community College System; John Knickmeyer, Principal, Stantec Inc.; Emily Putas, Architect, Stantec
The team will present proposed new space standards for the Pennsylvania Community College System. Rejecting the "one size fits all" approach, their work combines contemporary utilization models with an open-ended framework for space allocation. Part of an ongoing effort to optimize the use of public resources, the team's work has been sanctioned by the Pennsylvania Department of Education, and promises to keep the system nimble in the face of rapid shifts in enrollments, curricula, and pedagogical methods.

Learning Outcomes:

Explain how a "one size fits all" approach restricts innovation in the planning of educational facilities.
Identify the challenges that must be overcome when designing a set of space standards.
Describe alternative oversight structures for state-wide capital planning processes for higher education systems.
Recognize the critical role community colleges play in providing rapid-response adaptation in the face of rapid shifts in the economic and public policy climate.

Continuing Education Credits:
AIA LU 1.0 unit (SCUPM13C27B)AICP CM 1.0 unit

Monday, April 8, 2013, 10:00 AM–11:00 AM
(CN028) Campus Planning at the Intersection of Innovation and Transformation
Presented by: Betsy Boykin, President, Core Studio Design; Robert Fenning, Vice President, Administration & Finance, Old Dominion University; Beverly D. Wood, Senior Planner, Perkins+Will
The current challenge for campus planning is to embrace the pace of change on campus. Traditional planning approaches must evolve to capture the energy of creativity, embrace the level of transformation that is sought, and still provide a mix of facilities that meet the institutional mission. All of these challenges influence affordability, accountability, and accessibility. In this session, an expert panel will discuss these challenges and pose ideas for addressing these issues in the campus master plan and implementation strategies.

Learning Outcomes:

Review the planning practices that respond to, and drive forward, institutional innovation and transformation.
Relate campus development to change management strategies responding to institutional priorities.
Identify the key change factors that will affect affordability, accountability, and accessibility and how those issues can be addressed in the campus master planning process.
Participate in a discussion of integrating campus planning processes with institutional change strategies impacting faculty, staff, students, and administrators.

Continuing Education Credits:
AIA LU 1.0 unit (SCUPM13C28)AICP CM 1.0 unit

Monday, April 8, 2013, 10:00 AM–11:00 AM
(CN033) Don’t Throw my Facility Out! Reinvigorating a 1970s Facility at Dickinson
Presented by: Philippe Dordai, Principal, Cannon Design; Michael S. Rader, Vice President Education & Energy Services, Barton Associates, Inc.; Kenneth E. Shultes, Associate Vice President, Campus Operations and Director of Facilities, Dickinson College
Dickinson College's Kline Fitness Center was very out-of-date, but Dickinson wasn't sure what to do—should they expand upon a 40-year-old athletics building, or tear it down? The speakers will explain how they decided to expand the facility to become a gateway and a destination space on campus for athletics and also provide space for student collaboration. Dickinson will discuss their financing approach and their key belief that great facility design can bring payback in recruitment, reputation, and support for sustainability initiatives.

Learning Outcomes:

Demonstrate how to integrate campus master planning and phasing issues with building design.
Outline financing strategies for an expanded facilities program for smaller colleges.
Explain how to bring a fresh design vision to a cost effective addition to and renovation of a 1970s athletic facility.
Discuss designing for operational efficiency, integrating the architectural and mechanical electrical plumbing (MEP) design strategies.

Continuing Education Credits:
AIA LU/HSW 1.0 unit (SCUPM13C33)AICP CM 1.0 unitGBCI CE 1.0 unit; Field of study: Project Surroundings and Public Outreach

Monday, April 8, 2013, 10:00 AM–11:00 AM
(CN031) Next Generation Student Learning Centers
Presented by: Jeffrey Holmes, Principal, Woods Bagot Architects; Curtis Kendrick, University Dean for Libraries and Information Resources, CUNY Central Office; Jefrey Pollock, President, Global Strategy Group
The next generation of business leaders will face a world that is the most complex, dynamic, and fast-moving in history. According to a survey of 500 senior managers and C-suite executives, recent college graduates are unprepared to meet these 21st-century demands. Drawing upon this research, our session will explore how libraries and learning environments can be recast for the digital age by reconsidering their function, the spaces devoted to them, and their role as "gateways of opportunity."

Learning Outcomes:

Evaluate the workplace readiness of recent college and university graduates based on feedback from business leaders.
Examine the role of academic learning centers in strengthening students' aptitudes in problem-solving, collaboration, and communication.
Explore strategies for re-imagined student learning center spaces, with content, technology, environment, and services that respond directly to the needs of digitally savvy millennials.
Discuss innovative spatial solutions for collaborative learning within the context of repurposing an existing building.

Continuing Education Credits:
AIA LU/HSW 1.0 unit (SCUPM13C31)AICP CM 1.0 unit

Monday, April 8, 2013, 10:00 AM–11:00 AM
(CN038) Value-Based Decision Making to Support Academic Needs at Virginia Tech
Presented by: Robert Campbell, Senior Project Manager, Holder Construction Group LLC; Zebulon V. Coble, Senior Project Manager, Virginia Polytechnic Institute and State University; Ruth Waalkes, Executive Director, Center for the Arts at Virginia Tech, Virginia Polytechnic Institute and State University
Virginia Tech developed their Arts Initiative with a focus on enhancing the presence and practice of the arts on campus for the benefit of all. From 2005-2011, the stakeholders worked tirelessly to create an integrated program that would culminate as the innovative, $94 million Center for the Arts. This session will highlight the thoughtful decisions that were made through the practical application of value analysis during the design phase. Decisions made by the key stakeholders defined value with consideration of academic needs within fiscal boundaries and facility operations.

Learning Outcomes:

Outline the approach to cultivating a collaborative value analysis method.
Determine strategies that balance academic needs within fiscal boundaries and facility operations.
Analyze the importance of the role of stakeholders in the value-based decision-making process.
Identify critical tools that are effective in evaluating options during the design phase.

Continuing Education Credits:
AIA LU 1.0 unit (SCUPM13C38)AICP CM 1.0 unit

Monday, April 8, 2013, 11:15 AM–12:15 PM
(CN014) Academic Relevance - A New Living/Learning Center at Virginia Tech
Presented by: Erik Eshleman, Project Director, Barton Malow ; Eleanor F. Finger, Director, Housing & Residential Life, Virginia Polytechnic Institute and State University; Robert Gunn, Design Principal, Clark Nexsen
Originally opening in 1968 with over 1,300 beds, Virginia Tech's Ambler Johnston Hall was the largest residence hall on the east coast. Forty years later, the building has become home to the Honors Residential College, the Residential College at Ambler Johnston, and two faculty residences. A sustainable comprehensive renovation project has now opened both phases with all residents in place. Join us as we journey through alternative program, design, and construction issues and hear from senior staff, the design/build team, and residents about the results.

Learning Outcomes:

Use mid-project changes in leadership to positively affect project outcomes, such as sustainability measures and occupancy satisfaction.
Identify how alternative delivery methods can accommodate change during construction and renovation.
Formulate strategies that respond to challenges frequently encountered during a major building renovation, including those that meet LEED standards.
Discuss how sustainable living/learning centers can enhance the on-campus experience for both students and faculty.

Continuing Education Credits:
AIA LU 1.0 unit (SCUPM13C14v1)AICP CM 1.0 unitGBCI CE 1.0 unit; Field of study: Project Surroundings and Public Outreach

Monday, April 8, 2013, 11:15 AM–12:15 PM
(CN034) Energy, Space, and Time—Where Einstein Pondered, We've Succeeded
Presented by: Margaret M. Carney, Associate Vice President & University Architect, Temple University; Bruce Chamberlin, Senior Associate, NELSON H2L2; Douglas Steele, Principal, NELSON H2L2; James Templeton, Director, Architectural Services, Temple University
When space, time, energy, and money are at a premium, combining and creatively stacking program elements may offer a solution. From case studies, see how combining uses—creative co-mingling—resulted in smaller footprints and less expensive structures while conserving precious green space. Learn what contributes to affordable, creative, collaborative program synergies (and what doesn't), how to best construct the project team, and what planning factors are key to maximizing your physical and financial endowments.

Learning Outcomes:

Summarize campus motivations to stacking at specific US-based and international campuses.
Define benefits and best applications for stacking programs and facilities.
Compare multiple diagrams of successfully constructed stacked facilities.
Discuss the lessons learned with respect to general site planning, sound attenuation, structural considerations, cost, sustainability, and adjacencies.

Continuing Education Credits:
AIA LU/HSW 1.0 unit (SCUPM13C34)AICP CM 1.0 unitGBCI CE 1.0 unit; Field of study: Project Systems and Energy Impacts

Monday, April 8, 2013, 11:15 AM–12:15 PM
(CN005) If You Build It, Will They Come?
Presented by: Lois H. Neuman, Consultant, LHNeuman Consultants
Historically, faculty taught classes of individuals face-to-face in a communal space, and the unit of measure, the credit hour, was based on seat/real time. In the new learner-centered environment, the shift is to i-education, education designed for one, where engaged learners demonstrate learning regardless of physical location and real time. This session will examine trends and projections on the future of bricks and mortar and campuses.

Learning Outcomes:

Describe the trends in learning and communication over a span of 50 years that influenced change on campus.
Discuss implications of economic trends, including the high cost of higher education, the increasing loan default rate, and the economic downturn, on campus.
Describe challenges and concerns to colleges, including low graduation trends, high cost of salaries and maintenance, uneven students success/outcomes, lack of common data standards, and other current factors.
Discuss the impact of these changes, and trends on mergers, closures, and downsizing of brick and mortar campuses.

Continuing Education Credits:
AIA LU 1.0 unit (SCUPM13C05)AICP CM 1.0 unit

Monday, April 8, 2013, 11:15 AM–12:15 PM
(CN040) Space Planning Data Management: Simplified Approach for Complex Mission
Presented by: Elizabeth F. Arcuri, Director of Space Planning, Pratt Institute-Main; Pamela J. Babuca, Principal | Project Manager | Planner, StudioJAED; James A. Hutchison, President & Chief Executive Officer, StudioJAED
Recognizing that physical space is an institution's largest single capital investment, effective space planning and management are integral to support increasing enrollments, new academic initiatives, a commitment to significantly grow full-time faculty, changes in curricula, and evolving technology. As demands for this finite resource increase, Pratt Institute was compelled to re-evaluate its distribution of existing space and develop reliable tools to aid in its space planning endeavors. This session will demonstrate an effective, affordable, and time-saving solution to managing space.

Learning Outcomes:

Describe the primary objective tools for managing space at the higher education level.
Analyze a space inventory data management system and how it is used to effectively track space resource assignments and other parameters.
Examine detailed space plans created in a computer-aided design (CAD) tool and how they are used as a complementary component of the space inventory.
Explain how digitally linking the space inventory data management with the space plans streamlines operational efficiencies.

Continuing Education Credits:
AIA LU 1.0 unit (SCUPM13C40)AICP CM 1.0 unit

Monday, April 8, 2013, 12:30 PM–2:00 PM
(PL004) Georgetown University School of Continuing Studies -Building for Today and the Future
Presented by: Jodi Ernst, Senior Architect, Georgetown University; John Landry, Vice-President, Construction, Brookfield Properties; Brian Pilot, Architect, STUDIOS Architecture; Walter Rankin, Interim Dean of the School of Continuing Studies , Georgetown University

Archbishop John Carroll and his staff of Jesuit teachers founded Georgetown University in 1789. Beginning as a college composed of a mere 12 students, the University has developed into a world-class research institution and global university.

The School of Continuing Studies (SCS) at Georgetown was founded in 1956, and fulfills Georgetown University's mission of educational outreach and inclusivity. SCS offers a wide range of educational options to a diverse community of students and professionals through more than 600 courses, undergraduate and graduate degrees, advanced professional certificates, customized education and special programs.

The degrees and programs found within SCS bring theory to practice through rigorous curricula led by experts in their fields, providing opportunities for students to excel academically and professionally. In keeping with Georgetown’s Catholic and Jesuit heritage and values, SCS educates women and men to be self-reflective, critical thinkers who work in the service of others.

Part 1 – Design and Development of the new Downtown Campus

The School of Continuing Studies new downtown campus is scheduled to open in late 2013 at 640 Massachusetts Avenue NW, Washington, DC. This new Georgetown Downtown campus will help the School fulfill its mission of educating students to become more reflective, active, purposeful citizens who strive to make a difference to their own lives and to the world around them.

Located in one of the city's growing, vibrant and accessible neighborhoods, this expansion from the Hilltop will further position the University as an anchor of Washington, DC. The location was carefully selected to be accessible to GU’s community of students and professionals and features comprehensive transportation options.

The School has worked with STUDIOS Architects to design a space that re-imagines the educational experience for the 21st century. Students, faculty, staff, alumni, professionals and community leaders will be able to connect with each other in new ways and in a neighborhood that offers hundreds of amenities and services. Brookfield Properties is the building developer and owner, and has managed the tenant fit out and new building entrance for this new campus.

Part 2 – Higher Education – The Ongoing Evolution
Dr. Walter Rankin, Interim Dean of the School of Continuing Studies (SCS), will offer a brief presentation on how SCS gained the necessary success to be chosen as Georgetown University’s first footprint in downtown Washington, D.C. In addition, Dean Rankin will speak to the developing bridge between brick and mortar education and technology enhanced online learning.

Monday, April 8, 2013, 2:15 PM–3:15 PM
(CN009) Post Learning Commons: Social and Intellectual Crossroads at St. Joe's
Presented by: William Becker, Principal (emeritus), BWA Architecture + Planning; Evelyn C. Minick, University Librarian, Saint Joseph's University; Richard W. Winston, Principal, BWA Architecture + Planning
Saint Joseph's University (SJU) entered a planning process for renovating and expanding its library and emerged with the ambitious goal of executing one concise act that would transform the central campus's organization, alter SJU's self-image, advance the pedagogy, and dramatically improve the students' milieu and access to information—in short, create a learning commons. The success of the programming, campus planning, building design, and construction, now all complete, is best summarized by one student's comment: "This place makes me feel smarter."

Learning Outcomes:

Examine why student lifestyles and the ways they acquire and share knowledge demand that colleges and universities transform the content, the character, and even the purpose of the traditional library.
Demonstrate how to build consensus leading to a building program in a process involving many constituencies (academic, administration, finance, donors, library resources, student life, facilities, IT, food services, etc.) and explore a range of concerns from educational mission to access to information resources to responding to student preferences.
Illustrate how the planning and programming led to the physical siting of the learning commons and defined the intended outcome of creating a social, intellectual, and symbolic hub of the campus.
Describe how the design and completed building respond to the program, site consideration, and the university community's expectations.

Continuing Education Credits:
AIA LU/HSW 1.0 unit (SCUPM13C09)AICP CM 1.0 unit

Monday, April 8, 2013, 2:15 PM–3:15 PM
(CN023) Small Projects, Big Difference: Improving Small Project Delivery for Big Customer Impact
Presented by: Kathy Comisiak, Director, Facilities Planning & Construction, University of Delaware; Meredith Gethin-Jones, Client Specialist/Lean Practitioner, Haley & Aldrich, Inc.; James A. Hutchison, President & Chief Executive Officer, StudioJAED; Penny Person, Assistant Director, Facilities Planning & Construction, University of Delaware
The University of Delaware’s facilities department delivers hundreds of small projects each year. With increasing budgetary pressures and customer needs, the department needed to make projects affordable, accessible, and designed to meet compressed schedules and satisfy customers. Learn how the university engaged customers in a highly collaborative process to inform improvements for meaningful results. Through an in-depth case study and small group work, participants will discover lean techniques and how they can be applicable to other processes for affordable, efficient, and accessible results.

Learning Outcomes:

Review how to utilized lean principles and identify value to customers and "hidden waste" in a small project delivery process.
Implement client-focused solutions to increase shared accountability and accessibility to the process.
Adapt what the University of Delaware accomplished in its case study to your process challenges.
Offer new approaches to your organization for effectively engaging groups of diverse stakeholders with different priorities in seeing the "big picture" as a way to build consensus and support planning programs.

Continuing Education Credits:
AIA LU 1.0 unit (SCUPM13C23)AICP CM 1.0 unit

Monday, April 8, 2013, 2:15 PM–3:15 PM
(CN017) Teaching Students the Way They Learn: Curriculum and Facility Strategies at CMSRU
Presented by: June Hanley, Vice President & Principal Laboratory Planner, HDR, Inc.; Kevin R Jelinek, VP, Managing Principal - Princeton, HDR, Inc.; Valerie P. Weil, Associate Dean for Finance, Administration, and Operations, Rowan University

Much of what we know about the human brain has been learned in the last ten years. Cooper Medical School used this knowledge to construct both their curriculum and facility design. Presenters share strategies on choices for curriculum development, ways those choices are enabled by the building design, and the mix of technology and human interaction that is critical to the success of teaching missions today.

Learning Outcomes:

Compare and contrast the need for online learning with human interaction in today's university setting.
Evaluate the use of both low- and high-tech methods of instruction and ways that the education facility can influence learning using both.
Translate new methods of teaching and learning into strategies for both new construction and renovation.
Incorporate lessons learned into your own strategic planning for facilities.

Continuing Education Credits:
AIA LU 1.0 unit (SCUPM13C17)AICP CM 1.0 unit

Monday, April 8, 2013, 2:15 PM–3:15 PM
(CN042) Wheeling Jesuit University: Reimagining Campus, Engaging Downtown
Presented by: James Fleming, Father, Wheeling Jesuit University; Merrill D. St. Leger-Demian, Principal, SmithGroupJJR; Lauren Ann Williams, Associate, SmithGroupJJR
Wheeling Jesuit University (WJU) is a private liberal arts institution in the Ohio River Valley. Enrollment increases, new program growth, and additional housing demands have allowed the university to explore the Ignatian philosophy and Jesuit tradition of "being in conversation with the city." This innovative collaboration seeks to develop a living-learning village in the center of downtown Wheeling, WV. Explore how partnerships and economic redevelopment incentives are allowing the university to bring faculty, students, academic programs, and housing to re-energize Wheeling's urban core.

Learning Outcomes:

Explore the financial, cultural, and spatial challenges WJU is facing to establish a living-learning village in downtown Wheeling.
Review the coalition strategies of the Regional Economic Development Partnership (RED), Chamber of Commerce, City of Wheeling, state and federal Representatives, and local developers to support WJU's downtown vision.
Examine the pedagogical and social drivers for moving academic programs and resident housing downtown.
Outline urban amenity mapping, including connections to the downtown theater and athletic districts, the local community college, retail corridors, recreational waterfront, and transportation networks.

Continuing Education Credits:
AIA LU 1.0 unit (SCUPM13C42)AICP CM 1.0 unitGBCI CE 1.0 unit; Field of study: Project Surroundings and Public Outreach

Monday, April 8, 2013, 3:30 PM–4:30 PM
(CN008) Building Leadership Consensus for Master Planning at the Smithsonian
Presented by: Claudine K. Brown, Assistant Secretary for Education and Access, Smithsonian Institution; Elliot Felix, Director, brightspot strategy; Nonmember Test, Test Record, Northwoods Institute; Ann R. Trowbridge, Associate Director for Planning, Smithsonian Institution
Leaders at the Smithsonian Institution identified priorities and strategic direction for a new campus master plan during a well-designed planning retreat. This session reviews the context, challenges, tactics, and outcomes of this retreat, which can be adapted and replicated at almost any institution. It will also offer participants the chance to work in small groups, trying some of the activities and tools that were so key to the retreat's success.

Learning Outcomes:

Use leaders' time effectively by succinctly summarizing the work to-date and identifying questions to be answered and decisions required.
Design planning retreats as engaging experiences for leadership and give them different ways to participate through presentations, discussions, and interactive activities.
Utilize tools, processes, activities, and exercises that will allow you to identify priorities, build consensus, envision future facilities users, and conceptualize visitor experiences on your campus.
Create "artifacts" during a retreat (diagrams, maps, collages, etc) that concretely represent the consensus decisions made and that can be referred to later, informing and improving the architectural selection process.

Continuing Education Credits:
AIA LU 1.0 unit (SCUPM13C08)AICP CM 1.0 unit

Monday, April 8, 2013, 3:30 PM–4:30 PM
(CN011) Energy Accountability - Lessons Learned from Commissioning the Building Envelope
Presented by: Andrea Feniak, Senior Associate, Stantec; Thomas McMullan, Senior Associate, Wiss, Janney, Elstner Associates, Inc.; Mark Nook, Senior Associate, Cho Benn Holback & Associates, Inc.; Michael Whitcomb, Energy Manager, Montgomery College
Institutes of higher learning must provide for the ongoing accountability of building energy consumption over time, and the design and construction of the building envelope plays an important role in the assurance of continued energy and operational efficiency. Montgomery College’s new Science Center on the Rockville campus represents a design and construction approach that comprehensively engaged the owner, contractor, commissioning agent and the architect/engineer (A/E) design team in the development of a high-performance exterior envelope.

Learning Outcomes:

Investigate how the owner's project requirements, the functional operation of the facility, and energy and operational efficiency will all contribute to a more effective facility.
Discuss how a successfully commissioned envelope is the result of a fully integrated design and construction process that requires full participation by the owner, contractor, commissioning agent, and A/E team.
Analyze best practices for design and construction that contribute to an energy efficient building envelope.
Demonstrate how the use of an envelope mock-up is an important tool in the commissioning process during construction.

Continuing Education Credits:
AIA LU/HSW 1.0 unit (SCUPM13C11)AICP CM 1.0 unitGBCI CE 1.0 unit; Field of study: Project Systems and Energy Impacts

Monday, April 8, 2013, 3:30 PM–4:30 PM
(CN006) Hybrid Construction Model Reduces Capital Costs and Builds Institutional Pride
Presented by: Richard C. Barton, Principal, Academic Studio, Marshall Craft Associates, Inc.; Joseph Metro, Elizabethtown College; Robert P. Walsh, Vice President of Project Management, High Construction Company
Plagued by smaller capital budgets and shorter timelines, traditional design and construction delivery methods may not satisfy academic facilities' demands. Elizabethtown College has developed an alternative delivery method that assigns select portions of project construction to facilities and student work crews who work directly with the general contractor, reducing both the scope of design documentation and construction costs. This hybrid approach gives student work crews practical experience and facilities staff a deeper knowledge and pride of ownership in the finished construction.

Learning Outcomes:

Define strategies to identify appropriate opportunities for alternate project delivery methods.
Analyze the limitations of hybrid project delivery.
Compare and contrast the potential staff development and student experience benefits of hybrid projects.
Delineate the major differences in design and construction documentation between traditional design/construction projects and hybrid design/construction.

Continuing Education Credits:
AIA LU 1.0 unit (SCUPM13C06)AICP CM 1.0 unit

Monday, April 8, 2013, 3:30 PM–4:30 PM
(CN019) The Comprehensive Master Plan: Strategic Accountability
Presented by: William E. Bagnell, Associate Vice Chancellor, Campus Operations, East Carolina University; David Paul Johnson, Principal, Director of Planning, SmithGroupJJR; Neal E. Kessler, Principal, SmithGroupJJR
East Carolina University's mission is to serve as a national model for public service and regional transformation in eastern North Carolina. This commitment guided the university's investment in an unusually comprehensive master plan—a plan that concurrently developed strategic vision and analytical, integrated master planning. "A Campus Within Context," ECU's comprehensive master plan, recognizes the university's accountability to the public it serves by detailing a strategic vision and implementation plan for its future.

Learning Outcomes:

Explain what a comprehensive master plan is and its advantages over separate efforts for strategic vision and physical planning.
Identify who needs to be included in the comprehensive master plan process and how to integrate the broad range of perspectives.
Assess tools to use for inclusion, transparency, and relevance.
Understand strategies for prioritizing capital development and implementation.

Continuing Education Credits:
AIA LU 1.0 unit (SCUPM13C19)AICP CM 1.0 unit

Tuesday, April 9, 2013, 8:45 AM–9:45 AM
(CN016) A New Academic Institute: An Integrated Approach to Increasing Accessibility
Presented by: Sharon Glennen, Director of the Institute of Well Being, Towson University; Jack E. Nye, Vice President, Whitman, Requardt and Associates, LLP
The Institute for Well-Being (IWB) at Towson University materialized from an integrated planning process to support academic programs in outreach-oriented student education, with financing and delivery through a public/private partnership. The result was modern teaching and service delivery facilities for educating healthcare professionals to meet workforce demands. This session examines how a collaborative partnership and integrated approach translated a strategic vision into enhanced student education—in the form of additional programs and expanded facilities—to support enrollment growth and inter-professional education.

Learning Outcomes:

Explain how building the IWB vision through collaborative and integrated planning provided the basis for developing the academic plan and facility program to increase capacity and quality educational experiences.
Demonstrate how data-driven arguments were used to support the proposed IWB vision and academic plan.
Describe the process for utilizing information and data from the academic plan to define and formulate the supporting facility program and corresponding capital and operating budgets.
Examine how the public/private delivery method was used to develop and deliver new facilities outside of the typical facility and budget process, and in a much shorter time period.

Continuing Education Credits:
AIA LU 1.0 unit (SCUPM13C16)AICP CM 1.0 unit

Tuesday, April 9, 2013, 8:45 AM–9:45 AM
(CN037) Creating a "Centerpiece" for Student Success Initiatives
Presented by: Robert Fenning, Vice President, Administration & Finance, Old Dominion University; Benjamin Hatcher, Principal, Clark Nexsen; Michael V. Padden, Principal, Clark Nexsen, PC
Student retention and graduating in four years is critical to both students and institutions. At Old Dominion University (ODU), the tools to help students become better learners and achieve their greatest possible academic success have always been available, but the help was dispersed around campus with very little collaboration between the organizations. By creating a state-of-the-art learning commons, where learning is accessible and collaborative, with a student success center, which acts as a compass to help students navigate their college careers with tutoring and advising, ODU achieved its goal and is seeing the results.

Learning Outcomes:

Evaluate how combining the resources and tools students need to succeed into one location effects student retention and graduation rates.
Describe collaboration between the offices of academic affairs, student engagement and enrollment services can lead to greater student achievement.
Collect ideas to create your own state-of-the-art learning commons and how to provide students the technology they are looking for.
Predict how the centralization of service and sharing space can reduce space needs.

Continuing Education Credits:
AIA LU 1.0 unit (SCUPM13C37)AICP CM 1.0 unit

Tuesday, April 9, 2013, 8:45 AM–9:45 AM
(CN036) Truly an Uphill Challenge: Repositioning the Academic Library as a Learning Gateway
Presented by: Patricia Bou, Associate Principal, Cannon Design; Simeon Ewing, Vice Chancellor, Finance & Administration, The University of Virginia's College at Wise; Tom Leback, Senior Program Manager, The University of Virginia; Roland Lemke, Principal, Cannon Design
Academic libraries have long enjoyed their status as the "heart of the university." However, in recent decades, higher education environments have changed. What is the library's role in the new academic landscape? How does it foster and enrich learning? Situated on a steeply sloping site at the University of Virginia College at Wise's (UVA Wise) entrance, UVA Wise's new academic library seeks not only to unite the lower and upper campus, but also create a new 24-hour learning environment to cultivate collaboration. Discuss how it and other libraries are positioning themselves for the future.

Learning Outcomes:

Appraise the changes and opportunities within the modern library and the impact on learning spaces found in today's academic libraries.
Explain how the multifaceted learning spaces within academic facilities have altered how students are utilizing these places to acquire and share information, and how reference librarians as "navigators of academic information" are engaging students in new ways.
Explore the robust growth in special collections while print collections find limited funding.
Discuss the libraries at the University of Virginia College at Wise (UVA Wise) and Texas Christian University (TCU) as case studies of the future of learning, from group study to media-rich learning environments.

Continuing Education Credits:
AIA LU/HSW 1.0 unit (SCUPM13C36)AICP CM 1.0 unit

Tuesday, April 9, 2013, 8:45 AM–9:45 AM
(CN035) Why Live on Campus in the Internet Age?
Presented by: Leslie W. Louden, Associate, Bowie Gridley Architects; Christine M. Porter, Director, Residence Life & Commuter Student Services, University of Mary Washington
University of Mary Washington's living-learning center promotes sustainability while breaking down traditional barriers between residential and academic facilities. Renovations maximize learning, utilization, and the value of face-to-face interaction by transforming from a welcoming campus resource during the day to a tightly-knit residential community at night. Faculty, staff, and students collaborated to develop new campus standards for technology-enabled gathering spaces for seminars, group study, and recreation while promoting awareness of the relationship between behavior and environmental stewardship through user-friendly interfaces, displays, and access control.

Learning Outcomes:

Organize participation, gather meaningful input, and prioritize resource utilization to develop new campus standards in the course of planning a building project.
Develop strategies to enhance the value of on-campus living by creating and managing facilities that maximize 24/7 learning opportunities.
Test the effectiveness of student-driven use of gathering spaces for independent study and collaboration in improving learning outcomes.
Nurture future responsible citizens by effectively communicating the relationship between student behaviors and environmental impact.

Continuing Education Credits:
AIA LU/HSW 1.0 unit (SCUPM13C35)AICP CM 1.0 unitGBCI CE 1.0 unit; Field of study: Stakeholder Involvement in Innovation

Tuesday, April 9, 2013, 10:00 AM–11:00 AM
(CN007) A Strategy for Global Success—Duke Kunshan University
Presented by: Ron Djuren, Institutional, Duke University; Jordan Goldstein, Architect, Gensler; Richard Petersheim, Senior Landscape Architect, LandDesign, Inc.
The world's great universities operate in an increasingly global context. Educators must prepare students to succeed in a borderless marketplace. A global presence opens the door to new ideas and a larger talent pool to advance institutional excellence. Duke University has partnered with Wuhan University and the city of Kunshan, China, to create a joint venture university in Jiangsu Province. The 40-acre, 750,000-square-foot Duke Kunshan University, now under construction, will offer world-class academic programs for students from China and the world.

Learning Outcomes:

Explain how institutions of higher learning can foster knowledge transfer and provide access to new ideas through global engagement.
Discover how US universities can create a physical environment that represents both the institution’s legacy and local culture.
Develop strategies to translate an American university's offerings outside the US.
Adapt lessons from the design process of the Duke Kunshan University project to your institution's projects.

Continuing Education Credits:
AIA LU 1.0 unit (SCUPM13C07)AICP CM 1.0 unit

Tuesday, April 9, 2013, 10:00 AM–11:00 AM
(CN025) Aligning Mission with Economic Realities: Marymount University Renovation Plan
Presented by: Upen Malani, Director, Campus Planning and Management, Marymount University; Kevin W. Petersen, Architect, Ayers Saint Gross
Marymount University has evolved from a two-year commuter college for women to a co-educational university with an on-campus residential population. However, Facilities on its main campus in Arlington, Virginia, have not kept pace with this growth. This session will explore the process of assessing existing spaces to align the physical setting with course capacities and institutional mission. It will examine ways of making better use of academic facilities to increase efficiency and affordability, and reflect a "learning happens everywhere" approach.

Learning Outcomes:

Analyze campus facilities to make better use of spaces and resources, and create an accessible and affordable campus encouraging of interdisciplinary learning.
Describe how planning of the campus environment can reinforce institutional goals by interconnecting academic programs, collaborative spaces, and student resources.
Develop practical renewal strategies for existing campus buildings to improve adjacencies of departments and efficiency of instructional space.
Recognize the opportunities and challenges of managing the planning process through various stages involving university leadership, department heads, faculty, and students.

Continuing Education Credits:
AIA LU/HSW 1.0 unit (SCUPM13C25)AICP CM 1.0 unit

Tuesday, April 9, 2013, 10:00 AM–11:00 AM
(CN018) Successful Project Budget Strategies at the University of Maryland
Presented by: June Hanley, Vice President & Principal Laboratory Planner, HDR, Inc.; Robert Martinazzi, Project Manager, Capital Projects, University of Maryland-College Park
In today's world, the dollar buys less and the trustees expect more. Managing project budgets through planning, design, and construction requires eyes-on-the-prize, open-minded thinking from cradle to "graduation." Using University of Maryland's Physical Sciences Complex as a case study, this session shares planning strategies that enabled extremely tight environmental conditions yet very flexible labs, casework planning that allowed maximum flexibility in procurement, and thought-provoking project budgeting tips and tricks for owners, constructors, and design teams alike.

Visit presenter June Hanley's blog!

Learning Outcomes:

Translate the challenges of project budgets with a different set of eyes and some creative strategies.
Evaluate methods for decision-making that balance first cost and life cycle costs and consider when and how to spend money differently.
Develop planning strategies for working with "surrogate faculty" and the translation into cutting-edge science facilities.
Compile a list of useful tips for wise use of design and construction budgets to get the most value for the money.

Continuing Education Credits:
AIA LU 1.0 unit (SCUPM13C18)AICP CM 1.0 unit

Tuesday, April 9, 2013, 11:15 AM–12:15 PM
(CN024) How Thaddeus Stevens Is Helping Students Make the Grade
Presented by: William E. Griscom, President, Thaddeus Stevens College of Technology; Joel E. Young, Principal, Land Development, RETTEW Associates, Inc.
Thaddeus Stevens College of Technology has traditionally helped underprivileged students achieve a strong education in order to succeed in today’s workforce. The college has grown, fueling a need for expansion of existing programs and the creation of new programs and facilities. How can the college's master plan help address this growth, serve students, and keep costs in line? The presentation addresses ways to meet those challenges and create a master plan that allows the institution to better serve its mission.

Learning Outcomes:

Investigate methods to give students better access to programs and degrees in technical fields.
Analyze ways to balance facility planning and growth with limited resources.
Strategize how to identify students of need and assess the most needed programs.
Discuss key ways to keep costs down for students.

Continuing Education Credits:
AIA LU 1.0 unit (SCUPM13C24)AICP CM 1.0 unit

Tuesday, April 9, 2013, 11:15 AM–12:15 PM
(CN003) Re-purposing a Commercial Building Into a Design Arts Education Building
Presented by: Stephen R. Bellairs, Architect, Meyer Scherer & Rockcastle, Ltd; Garth Rockcastle, Founding Principal and Profesor of Architecture, MS&R, Ltd
Drexel University was given a 145,000 square foot, four-story, 1975 commercial office building by a donor to be adaptively reused into a new home for their College of Media Arts and Design. The original program was 25% larger than the building, so creative design and programming solutions were needed. Faculty were asked to think creatively, be willing to distill programming, and consider more shared spaces than originally sought. The resultant dynamic and creative environment would probably have never happened without the pressure to combine and compromise. This presentation will explore and share the creative tradeoffs and solutions.

Learning Outcomes:

Balance donor, administrative, and faculty interests in the design process.
Condense and distill university requirements and faculty expectations in the creative process without compromising quality and vision.
Meet an aggressive schedule and tight budget while achieving the aims of an adaptive re-use project.
Interface with local preservation and professional peers over the heritage value of a building not yet protected by preservation statutes.

Continuing Education Credits:
AIA LU 1.0 unit (SCUPM13C03)AICP CM 1.0 unit

Tuesday, April 9, 2013, 11:15 AM–12:15 PM
(CN041) Residential Life Master Planning for a New Reality
Presented by: Jon H. Alvarez, Capital Program Director, Facilities Management & Planning, Wellesley College; David W. Frassinelli, Associate Vice President for Facilities, Fairfield University; Howard C. Hebel, Associate Principal, Newman Architects, PC
Residence is inherent in the undergraduate experience and liberal-education process at most American universities because students learn through living together. Residence halls attract students and generate revenue, yet consume substantial operating resources. Many need renewal and transformation to suit contemporary lifestyles. Can society afford them anymore? How can institutions obtain good value for the cost? This session contrasts two residential master-planning studies, illustrating ways to create effective residential environments while balancing competing considerations of cost, institutional values, and social forces.

Learning Outcomes:

Identify contemporary pressures affecting operation and renovation/construction of student residences.
Observe how enhanced master planning helps institutions balance competing pressures, formulate plans, and build consensus for implementation over time within this environment.
Acquire specific master planning principles and models for increasing the pedagogical and social utility of student residential facilities.
Acquire specific tools and techniques for conducting enhanced master planning successfully in this environment.

Continuing Education Credits:
AIA LU 1.0 unit (SCUPM13C41)AICP CM 1.0 unit

Tuesday, April 9, 2013, 12:30 PM–2:00 PM
(PL003) Lunch and Closing Plenary
Presented by: Glenn DuBois, Chancellor, Virginia Community College System

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