Conference Proceedings

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

Please note: Not all sessions have proceedings available.

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(CN001) Test_Focusing on the North Central call for proposals
 Presented by: Michelle Pierson, Regional Program Assistant, Society for College and University Planning
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Learning Outcomes:

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(CN045) TESTESTEST

Monday, October 10, 2011, 5:30 PM–6:30 PM
(PL001) As the Future Catches You
 Presented by: Linda L. Baer, Senior Consultant, I4Solutions

“We are educating for careers that have not been created, using technology not yet invented to solve problems that haven’t been discovered.”  This UTube quote from “Shift Happens” describes the reality of the educational enterprise.  It reflects the constantly changing nature of higher education today and in the future.  This presentation will focus on four key challenges in the next decade:  student demographics, a completion agenda, sustainable funding models, and scaling innovation.  A discussion of future trends on the horizon will make for a provocative opening for the North Central SCUP Regional Conference.

Tuesday, October 11, 2011, 8:30 AM–9:30 AM
(CN031) Beyond Four Walls and a Door: Enhancing the Student Experience Through Transformative Learning Environments
 Presented by: Peter Bartscherer, Associate Dean for Finance, Facilities and Operations, Drexel University; Mary Kay DuChene, Leadership Development Consultant, MS&R Architecture

Today’s students and parents are demanding facilities that engage them, enhance their learning experience, and serve their needs. Delayed maturation of young people is resulting in new learning and working styles, yet existing learning environments and practices often do not keep up with today’s student and are inflexible and costly to change. Learn how your campus can attract, retain, and engage this new generation of students through transformative and interactive learning environments.

Learning Outcomes:

  1. Identify the key components of a new set of influencers that students bring with them to their higher education experience, and how those influences affect the planning of the built environment.
  2. Review the ways that spaces can foster, support, and enhance connections – a key to learning – among students, faculty, and employers, whether in mediated interaction (e. g., web-based learning/ interaction, telepresence) or face-to-face.
  3. Discuss how institutions are planning and deploying physical spaces to work in tandem with “virtual” learning environments, spaces that readily respond to changing teaching and learning styles in free-style, cost-effective ways. Recognize that the spaces between formal learning spaces are just as important and must be designed to “work” just as hard.
  4. Describe the life phase termed, "Emerging Adulthood" and understand how universities can recruit and retain this new generation of students who have both different expectations for their learning experience, and a different maturity level than students of the past.

TAGS: Student Demographics, Learning Technology Trends, Learning Environments, Learning Space Design

Continuing Education Credits:
AIA LU 1.0 unit (SCUPC11C31)AICP CM 1.0 unit

Tuesday, October 11, 2011, 8:30 AM–9:30 AM
(CN028) Creating a Community of Scholars: The Graduate Student Residence
 Presented by: Stephen W. Phillips, Senior Principal, Practice Leader, Stantec Architecture Ltd.; Andrew Wallace, Associate Director, Space Management and Planning, University of Saskatchewan; Dathe D. Wong, Senior Associate, Stantec Inc.

In the midst of the economic downturn, Saskatchewan has developed a unique position as a leader in natural resource extraction, research, and development. University of Saskatchewan programs have expanded in response to this, with significant graduate student growth, including attracting international researchers. Today’s diverse grad student population demands choice and a community to ensure their academic success. ‘Diversity and choice in the context of the collective’ underpins the design and business case of the new multi-faceted University of Saskatchewan Grad Student Residence.

Learning Outcomes:

  1. Develop an understanding of today’s graduate students and the challenges involved in creating a graduate student community.
  2. Examine how a dynamic business case is able to respond to design constraints and opportunities.
  3. Create distinct communities within a building through its site response, unit type, and common amenity locations.
  4. Evaluate the importance of variety and choice to a diverse student population.

TAGS: International Research University, Student Residence, Student Demographics

Continuing Education Credits:
AIA LU 1.0 unit (SCUPC11C28)AICP CM 1.0 unit

Tuesday, October 11, 2011, 8:30 AM–9:30 AM
(CN022) Metropolitan Community College: Serving the Community Through Integrated Planning
 Presented by: James Grotrian, Executive Vice President, Metropolitan Community College Area; Michael Johnson, Urban Designer, SmithGroupJJR

Metropolitan Community College (MCC) is realigning its physical assets across seven campuses to efficiently deliver quality educational experiences to the 1.2 million residents in its greater Omaha service area. Recently completed plans focus on the reduction of curricular and facility redundancy through strategic migration of programs amongst dwindling funding sources. This session will examine the integrated master planning process employed at MCC, including utilization of GIS as an informed planning tool, integration of student and community participation, and consensus-based collaboration.

Learning Outcomes:

  1. Utilize geospatial analysis, environmental scanning, and demographic analysis tools to shape a framework plan at a complex urban and multi-campus community college.
  2. Match institutional mission with physical vision through a consensus based process that integrates multi-disciplinary team members with several student, community, college and administrative user groups.
  3. Explore student experience issues of access, gathering, and space creation that are specific to community colleges through surveys and user group meetings.
  4. Discuss the student-centered and college-wide benefits of community involvement in the master planning process.

TAGS: Community College, Multi Campus, Geographic Information Systems, Gis, Master Planning, Community Involvement, Student Demographics. Comprehensive Planning, Citizen Participation

Continuing Education Credits:
AIA LU/HSW/SD 1.0 unit (SCUPC11C22)AICP CM 1.0 unit

Tuesday, October 11, 2011, 9:45 AM–10:45 AM
(CN013) Integration from Planning to Implementation: Enhancing the Student Experience at North Park University
 Presented by: Carl E. Balsam, Executive Vice President & Chief Financial Officer, North Park University; William F. Ketcham, Principal, VOA Associates Incorporated; Barbara A. Spitz, Principal, HERA laboratory planners

When enrollment is up and facility needs are numerous, how does a university embed its mission and values in the planning process? This session will focus on how North Park University stayed true to developing a campus that "provides for and fosters teaching and learning, student growth and development, and neighborhood collaboration and collegiality." Throughout the planning process, and coming to fruition in the new Science and Community Life Building, the student experience remained at the forefront. Several core principles will be explored, including: student participation in the process; creating a sense of ownership; connecting students to the university's history, place and brand; creating connections between various student groups and majors; and fostering community among students, faculty, administration, various colleges, and the North Park area.

Learning Outcomes:

  1. Review techniques for increasing participation and buy-in through the planning process.
  2. Discuss how the student experience vision was translated from initial planning to building design.
  3. Examine the effects a clear vision and goals had on the master plan and building design.
  4. Investigate how a focus on student experience led to the pairing of unlikely functions in a single building.

TAGS: Facility Design: Mixed Use, Learning Space Design, Learning Environments, Master Planning

Continuing Education Credits:
AIA LU 1.0 unit (SCUPC11C13)AICP CM 1.0 unit

Tuesday, October 11, 2011, 9:45 AM–10:45 AM
(CN027) Introduction to Learning Communities
 Presented by: Doug Gruenewald, Co-Director of Learning Communities, Iowa State University

This program describes the 15 year old, highly successful, Iowa State Learning Community program. We will share the history of collaboration between student affairs and academic affairs that led to very positive retention and graduate rates. Qualitative and quantitative assessment data will be provided along with examples of successful individual programs and lessons learned. Ample time will be provided for discussion and sharing by participants.

Learning Outcomes:

  1. Identify effective collaborative methods.
  2. Assess the importance of communication in cross disciplinary planning.
  3. Explain the need for appropriate assessment when developing programs.
  4. Review an innovative program that supports the overall student experience through a partnership between student and academic affairs.

TAGS: Large Public Research, Learning Communities, Living/Learning Communities, Assessment, Program Evaluation, Student Retention, Student Completion

Continuing Education Credits:
AIA LU 1.0 unit (SCUPC11C27)

Tuesday, October 11, 2011, 9:45 AM–10:45 AM
(CN020) The Evolution of Multi-Use Buildings, How Less is More
 Presented by: Kalevi Huotilainen, Senior Director, Architectural Design, BSA LifeStructures Inc.; Susan B. Hutson, Assistant Director for Space Planning, Purdue University-Main Campus

Several forces are driving change in higher education’s shared facilities. First, institutions are looking for more ways to encourage collaboration and share resources across disciplines. Second, corporate partners are playing a bigger role in academia and in research. In some cases, multiple universities are working together to provide enhanced programs. Creating facilities that foster collaboration without creating departmental silos is a challenge, and a must, in today’s evolving higher education environments.

Learning Outcomes:

  1. Explore the benefits and challenges associated with providing shared facilities for multiple departments.
  2. Describe best practices in creating a successful multi-use building.
  3. Discuss steps in the space planning, programming, and design process that support shared facilities.
  4. Review the application of these planning and design principles to the Purdue University Health and Human Sciences Building.

TAGS: Facility Design: Interdisciplinary, Partnerships, Shared Facilities

Continuing Education Credits:
AIA LU 1.0 unit (SCUPC11C20)AICP CM 1.0 unit

Tuesday, October 11, 2011, 11:00 AM–12:00 PM
(CN014) Integrated Planning for Inquiry-Based Classrooms
 Presented by: Christopher J. Clark, Director, IT Learning Services, University of Iowa; Jean Florman, Director, Center for Teaching, University of Iowa; Diane Machatka, Associate Director, Space Planning & Utilization, University of Iowa

Current best practice supports increased use of active, inquiry-based teaching methods in higher education.  Creating more of these learning opportunities for students requires both appropriate facilities and  skilled faculty motivated to use them.  The University of Iowa coordinated planning for new active-learning classrooms with faculty development programs in active learning methods. It opened three new technology-rich classrooms, branded as TILE rooms – Transform, Interact, Learn, Engage - and has more in development. At the same time, it has carefully developed a growing cohort of faculty prepared and excited to use these rooms, and committed to mentoring more faculty. We will describe the cross-institutional efforts to make this happen.

Learning Outcomes:

  1. Identify the characteristics of learning spaces and faculty skills that support active, inquiry-based teaching methods.
  2. Coordinate faculty training with the planning and development of active-learning classrooms.
  3. Foster a culture to support the adoption of new teaching methods and the creation of accompanying learning environments.
  4. Identify potential outcome measures to evaluate the success of active learning initiatives.

TAGS: Learning Space Design, Learning Technology Trends, Faculty Development, Active Learning, Pedagogy

Continuing Education Credits:
AIA LU 1.0 unit (SCUPC11C14)AICP CM 1.0 unit

Tuesday, October 11, 2011, 11:00 AM–12:00 PM
(CN043) Student Engagement in Experiential Learning
 Presented by: Bruce Bassler, Associate Professor, Architecture, Iowa State University; Nick Hulstrom, Student, Iowa State University; Ulrike Passe, Assistant Professor, Architecture, Iowa State University; Sara J. Schmerbach, Student, Iowa State University; Mimi Wagner, Associate Professor, Landscape Architecture, Iowa State University

Iowa State University has a number of faculty working with students to design and implement improvements to the physical environment of the campus.  These hands-on learning experiences have increasingly become an integral component to the learning environment at ISU.  Students and faculty will share four projects as part of this session.

Learning Outcomes:

  1. Architecture presentation on design/build for campground cabins and student presentation spaces in the College of Design.  
  2. Landscape Architecture presentation on problem identification and design/build for stream bank erosion and protection.  
  3. Multi-disciplinary projects for design/construction/research of the Interlock House for the 2009 US DOE Solar Decathlon. 
  4. Multi-disciplinary faculty/student led post-occupancy research and analysis of five buildings to identify strategies to reduce energy impacts of research and science education.
 

Continuing Education Credits:
AIA LU 1.0 unit (SCUPC11C43)

Tuesday, October 11, 2011, 11:00 AM–12:00 PM
(CN030) Voice of the Customer - Your Campus Through Teenage Eyes
 Presented by: David W. Coleman, Associate Principal, Christner Inc.; Tom Van Landingham, Associate Principal, Christner Inc.

Is your campus ready for the unguided tour? Whether guided or unguided, the family visit to campus makes a lasting impression that often solidifies the decision about whether to apply. Incorporating 'voice of the customer' tools in your analysis can help the planning committee see campus development from a new perspective. This session explores methods to: 1) capture the voice of the customer; and 2) synthesize this research into campus plans that reflect the needs of a wide audience.

Learning Outcomes:

  1. Define 'voice of the customer' analysis and its importance to planning; including a list of tools and techniques for data gathering.
  2. Identify best practices for synthesizing data to inform planning options and recommendations.
  3. Evaluate potential cautions and pitfalls of incorporating voice of the customer analysis into your planning.
  4. Participate in a group discussion of issues and best practices.

TAGS: Master Planning, Student Recruitment, Voice Of The Customer

Continuing Education Credits:
AIA LU 1.0 unit (SCUPC11C30)AICP CM 1.0 unit

Tuesday, October 11, 2011, 2:00 PM–3:00 PM
(CN003) Listening 101: Student Voices Inspire Northwestern University’s Student-Centered Environments
 Presented by: Bonnie Humphrey, Director/Design & Construction, Northwestern University; Carol Stolt, Interior Designer, FGM Architects ; David B. Yandel, Vice President, FGM Architects

Over the past few years, Northwestern University has created new student gathering places in several of its existing buildings, including the Norris Student Center, Willard Residential College, Mudd Library, and the Frances Searle Building. The design of these spaces has been inspired by the students themselves, who have provided key input to the university’s facilities management group and its partner, FGM Architects. This session will showcase four renovation projects that have successfully put students at the center of student-centered environments.

Learning Outcomes:

  1. Incorporate student participation in the design process.
  2. Prioritize needs and manage expectations with project stakeholders.
  3. Provide choice and flexibility in the design and furnishing of student gathering spaces.
  4. Assess the lessons learned from the process and the product in student-centered environments.

TAGS: Living/Learning Environments, Student Engagement, Renovation, Large Private Research

Continuing Education Credits:
AIA LU 1.0 unit (SCUPC11C03)AICP CM 1.0 unit

Tuesday, October 11, 2011, 2:00 PM–3:00 PM
(CN034) Responsibility-Centered Management
 Presented by: David Biedenbach, Assistant Vice President, Financial Planning & Budgets, Iowa State University; Ellen M. Rasmussen, Associate Vice President, Budget & Planning, Iowa State University; Darin Wohlgemuth, Director of Research for Enrollment, Director of Budget Research & Analysis, Iowa State University

Iowa State University switched to a responsibility centered management budget model in 2009. The underlying principles of the Resource Management Model (RMM) align revenues with expenses in providing services. The RMM also requires a more integrated planning process. For example, college revenue budgets are based on enrollment and credits taught. This tuition distribution mechanism required a new method of enrollment projections. This process has evolved into a more integrated planning process for financial, curricular, and student services planning.

Learning Outcomes:

  1. Describe the key differences between incremental budget and responsibility-centered management budget models.
  2. Recognize how a decentralized financial resource allocation model can help support a university’s integrated planning process.
  3. Relate an incentive-based resource allocation model to student recruitment and retention efforts.
  4. Explore how student enrollment projections can be used to help in financial, curricular, and student services planning processes.

TAGS: Enrollment Planning, Budget/Finance, Integrated Planning, Large Public Research, Responsibility Centered Management, Change Management

Continuing Education Credits:
AIA LU 1.0 unit (SCUPC11C34)

Tuesday, October 11, 2011, 2:00 PM–3:00 PM
(CN024) The Impact of Integrated Facility Design on Allied Health Education
 Presented by: Jeffrey S. Fenimore, Principal | Architect | Higher Education National Leader, DLR Group; Sally S. Schroeder, Dean, Health & Public Services, Des Moines Area Community College

This case study will analyze the Des Moines Area Community College’s experience and results with developing an integrated educational environment for their allied health and nursing programs. We will discuss the initial goals and objectives for the programs; how those concepts were executed in the design of the project; the results after two years of practice; and, based on their experiences with the space and program, what they would change to improve the students’ experience.

Learning Outcomes:

  1. Prepare faculty to work in an integrated environment.
  2. Evaluate methods for incorporating "real world" learning into traditional higher education environments.
  3. Identify ways that current educational environments can be adapted to create a more integrated learning environment.
  4. Apply an integrated design process that encourages integrated teaching and learning.

TAGS: Facility Design: Allied Health, Community College, Learning Space Design

Continuing Education Credits:
AIA LU 1.0 unit (SCUPC11C24)AICP CM 1.0 unit

Tuesday, October 11, 2011, 3:15 PM–4:15 PM
(CN007) Defining and Empowering the Columbia College Chicago Student Experience
 Presented by: Mark E. Kelly, Vice President, Student Affairs, Columbia College Chicago; Randall Mattheis, Principal, Valerio Dewalt Train Associates; Joseph Valerio, Associate, Valerio Dewalt Train Associates

Columbia College Chicago is an 11,500 student Arts and Media College located in Chicago’s South Loop. The non-traditional master plan emphasized the development of a unique student experience where the city and the campus were seamlessly intertwined – each supporting the other. Policies took the place of hard lined plans. An open inclusive process using the latest user research technologies, stakeholder interviews, and brainstorming achieved consensus within the college community, with the neighborhood, and the governing authorities.

Learning Outcomes:

  1. Recognize methods for understanding current and desired student experience designed to fit the campus culture.
  2. Develop strategies for achieving stakeholder participation and buy-in using methods fit to the audience and regular reporting/feedback to the full stakeholder audience at each step of the process.
  3. Assess growth differences in programs and calibrate to existing campus facilities, and proposals for meeting future space needs.
  4. Develop planning initiatives that engage and sustain the student experience and that embrace the unique identity of the institution.

TAGS: Master Planning, Comprehensive Planning, Partnerships

Continuing Education Credits:
AIA LU 1.0 unit (SCUPC11C07)AICP CM 1.0 unit

Tuesday, October 11, 2011, 3:15 PM–4:15 PM
(CN015) Integrated Green Infrastructure for Educational and Institutional Facilities
 Presented by: Catherine S. Brown, Assistant Director, Campus Physical Planning Services, Iowa State University; James Patchett, President, Conservation Design Forum

This presentation will provide an overview of the rationale, design, and application of integrated water-based “green infrastructure” practices that are appropriate within the context of educational campuses including green roof technologies, porous pavements, bio-retention systems, rainwater harvesting and reuse, and the integration of native and drought tolerant ornamental landscape systems. Case studies will illustrate how to apply these practices through integrated design that creates opportunities for research and expanded or new curriculum offerings for students and faculty.

Learning Outcomes:

  1. Explain the rationale and applications for the integration of emerging green infrastructure technologies into campus plans.
  2. Communicate the liabilities associated with the design and construction of many conventional infrastructure practices.
  3. Recognize the importance of the development of new sustainability doctrines and design and engineering paradigms that change values and attitudes.
  4. Illustrate a framework for sustainability research, new curriculum development, and educational outreach.

TAGS: Landscape, Sustainability, Water Based Green Infrastructure Practices, Sustainability Pedagogy, Climate, Green Communities

Continuing Education Credits:
AIA LU/HSW/SD 1.0 unit (SCUPC11C15)AICP CM 1.0 unitGBCI CE 1.0 unit

Tuesday, October 11, 2011, 3:15 PM–4:15 PM
(CN035) Planning Sustainable Market-Driven Community Colleges and Satellite Campuses
 Presented by: Michael Carter, Managing Principal, Stantec Inc.; Justin Fliegel, Associate, Stantec Inc.; J. Michael Thomson, President, Westshore Campus, Cuyahoga Community College District

This session will explore how to successfully plan sustainable, market-driven community colleges and satellite campuses. A case study, centered around the new Cuyahoga Community College Westshore campus, will show the process from the perspectives of the college and its design team. There are two challenges frequently encountered with the community college model. The first is how to appropriately balance needs for full campus support services, while still providing an educational program focus that can be successfully marketed in a single building. The second is how to maintain sustainability in an inherently auto-based suburban model.

Learning Outcomes:

  1. Evaluate the importance of flexibility in planning and programming for a campus.
  2. Create steps for maintaining sustainability objectives from start to finish.
  3. Describe hurdles, and methods for overcoming them, during project planning and development.
  4. Balance sustainability goals and academic objectives.

TAGS: Community College, New Campus, Sustainability, Commuter Campuses, Climate, Transportation

Continuing Education Credits:
AIA LU/HSW/SD 1.0 unit (SCUPC11C35)AICP CM 1.0 unitGBCI CE 1.0 unit

Tuesday, October 11, 2011, 5:30 PM–6:30 PM
(PL002) The Knowledge Infrastructure
 Presented by: Luis Rico-Gutierrez, Dean, College of Design, Iowa State University

Cultural evolution is nurtured by a constant process of knowledge generation and dissemination. Universities are the mechanisms society has developed to house this process—a true knowledge infrastructure. Current social, economic, and technological trends create a dramatically different context from that which led to the existing infrastructure, and it is evident that a more pervasive process—an Anyhow, Anywhere, Anytime, Anybody knowledge creation and dissemination process—truly reflects the nature of modern culture.

This presentation will explore opportunities and challenges in these areas. The goal is not to provide pre-mediated solutions, but to inspire those who “long for” the endless sea of possibilities; much as in the quote attributed to Antoine Saint-Exupery: “If you want to build a ship, don’t drum up the men to gather wood, divide the work and give orders. Instead, teach them to long for the vast and endless sea".

Learning Outcomes:

  1. Review trends in demography and the use of technology.
  2. Consider the ways in which ubiquitous access to information changes the knowledge creation and dissemination processes.
  3. Identify the effects of changes in information access that affect campus infrastructure needs.
  4. Explore opportunities and challenges in the traditional higher education functions of knowledge preservation, creation, application, and dissemination.

TAGS: Environmental Scanning, Technology, Infrastructure

Wednesday, October 12, 2011, 8:15 AM–9:15 AM
(CN037) Enriching the Academic Experience Through Holistic Thinking
 Presented by: Kim Chapman, Principal Ecologist, Applied Ecological Services, Inc.; Ryan D. Peterson, Landscape Architect, RDG Planning & Design; Mike Pieper, Vice President, Finance & Operations, Western Technical College (Wisconsin)

This educational session demonstrates how a college or university can change its approach to campus planning and design by embracing a cultural shift towards sustainability, integrated academic experiences, and living laboratories. By emphasizing holistic thinking based in ecology and integrated site design, Western Technical College has worked to position itself as a premier academic institution in the midwest. As part of the presentation, attendees will learn, through case studies, how the college’s innovations will reduce operating costs and meet changing student demands.

Learning Outcomes:

  1. Recognize the complex layers of transforming the “traditional” campus atmosphere into an integrated student experience, utilizing sustainable design strategies within the academic curriculum.
  2. Increase the understanding of how holistic design can lead to long term ecological and financial resilience.
  3. Identify specific academic areas that emerge from an ecological and integrated design approach.
  4. Identify obstacles and issues that arise in this approach, and how to address them.

TAGS: Holistic Design, Sustainability, Operating Costs, Learning Environments, Facilities Funding

Continuing Education Credits:
AIA LU 1.0 unit (SCUPC11C37)AICP CM 1.0 unit

Wednesday, October 12, 2011, 8:15 AM–9:15 AM
(CN039) From Student Initiative to Integrated Planning: Becoming Bike Friendly at UNL
 Presented by: Jennifer L. Dam-Shewchuk, Assistant Director, Campus Planning & Space Management, University of Nebraska at Lincoln; Will R.F. Harmon, Laux Residence Hall Director, University of Wisconsin-La Crosse; Jordan Messerer, Assistant Director, Outdoor Adventures, University of Nebraska at Lincoln

The University of Nebraska-Lincoln Student Senate (ASUN) passed an initiative in the spring of 2011 to apply for designation as a “bike friendly” campus. A student senator leading the project established a broad based committee consisting of students and administrators to evaluate the campus bike climate. The study resulted in integrating bike planning into existing institutional wellness, recreation, and campus planning processes. Using UNL as a case study, this session will discuss how students and administrators can work together to successfully incorporate student initiatives into the mainstream planning process.

Learning Outcomes:

  1. Discover how to successfully integrate a student initiative into diverse administrative planning processes.
  2. Discuss how student government initiatives can open opportunities for participation from larger student, faculty and staff populations.
  3. Describe the steps for integrating student proposals into existing campus systems.
  4. Connect student initiatives with community initiatives.

TAGS: Large Public Research, Bicycling, Campus Planning, Integrated Planning, Transportation, Environment

Continuing Education Credits:
AIA LU 1.0 unit (SCUPC11C39)AICP CM 1.0 unitGBCI CE 1.0 unit

Wednesday, October 12, 2011, 8:15 AM–9:15 AM
(CN011) Inclusive Spaces: Designing Science Facilities that Support a Diverse Student Population
 Presented by: James Baird, Design Principal, Holabird & Root ; Jim E. Swartz, Director, Center for Science and the Liberal Arts and Interim Associate Vice President for Analytic Support and Institutional Research, Grinnell College

The award-winning Grinnell Science Project was developed to address barriers to success in science for students of color, women, and first-generation college students. Grinnell College’s Dr. Jim Swartz discusses the program that the college developed to respond to these barriers. He will be joined by Holabird & Root’s James Baird to discuss how these changes were translated into the design of Grinnell’s science complex, which has become a national model for science facilities.

Learning Outcomes:

  1. Identify barriers to success for students of color, women, and first-generation college students.
  2. Evaluate successful curricular and pedagogical changes that lead to achievement for traditionally underrepresented students in the sciences.
  3. Discover how renovating or adding to facilities can support and promote changes in pedagogy and aid in building community.
  4. Explore how specific spaces can create a more inclusive environment.

TAGS: Small Private, Pedagogy, Facility Design: Science, Learning Space Design, Student Laboratory Design

Continuing Education Credits:
AIA LU 1.0 unit (SCUPC11C11)AICP CM 1.0 unit

Wednesday, October 12, 2011, 9:30 AM–10:30 AM
(CN016) Achieving Platinum on Your Campus
 Presented by: Michael Andresen, Associate, RDG Planning & Design; Mark G Conway, Partner, RDG Planning & Design; Mike Lubberden, Director/Construction & Energy Management, Central College; Jonathan A. Martin, Landscape Architect, RDG Planning & Design
This session is a case study of the design and construction of three different collegiate facilities. This session examines the campus factors and the design decisions that lead to a successful LEED Platinum project. The course will also cover performance metrics criteria that were used.

Learning Outcomes:

  1. Identify sustainable concepts/strategies.
  2. Review the requirements of the LEED documentation and certification process.
  3. Analyze the evolution of sustainable design and construction on college campuses.
  4. Strategize on how to best blend client expectations with LEED Requirements.

TAGS: Leed, Sustainability, Leed Platinum, Living Learning Environments, Climate, Green Communities

Continuing Education Credits:
AIA LU/HSW/SD 1.0 unit (SCUPC11C16)AICP CM 1.0 unitGBCI CE 1.0 unit

Wednesday, October 12, 2011, 9:30 AM–10:30 AM
(CN038) Getting to Yes: Partnering with Students on Tuition at a Public University
 Presented by: Mary Jane Brukardt, Special Assistant to the Chancellor for Strategic Planning, University of Wisconsin-Eau Claire; Dylan Jambrek, 2010 Student Senate President, University of Wisconsin-Eau Claire; Stephanie S. Jamelske, Academic Affairs Budget Officer, University of Wisconsin-Eau Claire

This session will present a case study of an innovative student-university partnership that leverages differential tuition to grow and maintain high-impact educational experiences for all students. The session will focus on lessons learned from a process that engaged students in planning, implementing, and overseeing a $12+ million dollar differential tuition program at the University of Wisconsin-Eau Claire that is integral to the university's strategic vision.

Learning Outcomes:

  1. Recognize the benefits of a student partnership for tuition/pricing enhancements in a public institution.
  2. Assess and identify likely obstacles to establishing or expanding differential tuition.
  3. Evaluate tactics for eliminating or minimizing such obstacles.
  4. Identify effective strategies for engaging students in integrated planning.

TAGS: 4 Year Public Comprehensive, Budget/Finance, Student Engagement

Continuing Education Credits:
AIA LU 1.0 unit (SCUPC11C38)

Wednesday, October 12, 2011, 9:30 AM–10:30 AM
(CN004) What Matters to Students: The Meaning of Campus in the Digital Stream
 Presented by: Michael Haggans, Visiting Professor, Georgia Institute of Technology

As the digital transformation of higher education gains speed, what is the value of the physical campus? An analysis of student essays is used to define those aspects of a campus that make it memorable. This session presents for the first time, data from a multi-year study on this topic. Many talk about this sort of thing; now have some data to back up the generalizations.

Learning Outcomes:

  1. Describe those aspects of a campus that students find memorable.
  2. Identify those parts of a campus that are challenged by digital transformation.
  3. Compare your opinions to the study group.
  4. Apply data-driven analysis to your campus.

TAGS: Master Planning, Student Recruitment, Mission/Vision/Identity, Theory And Approaches

Continuing Education Credits:
AIA LU 1.0 unit (SCUPC11C04)AICP CM 1.0 unit

Wednesday, October 12, 2011, 10:45 AM–12:15 PM
(PL004) Leadership Panel
 Presented by: David R. Bousquet, Senior Vice President, Enrollment Management & Student Affairs, Northern Arizona University (Flagstaff); W. Houston Dougharty, Vice President for Student Affairs, Grinnell College; Michael H. Hites, Senior Associate Vice President of AITS and CIO, The University of Illinois; Dylan Jambrek, 2010 Student Senate President, University of Wisconsin - Eau Claire; J. Michael Thomson, President, Westshore Campus, Cuyahoga Community College District

 

We have assembled a panel of academic leaders, student affairs administrators, and students from a diverse collection of higher education institutions. The panel will offer insights and examples of some of the latest trends and drivers affecting and influencing the modern student experience on campuses and throughout the educational platform. The session will explore current themes and challenges in higher education planning and how it supports the overall student and campus experience, as well as informed decision-making, policy development, capital investment, the built environment, institutional operations, and institutional mission.
The format of the panel will be 5-minute presentations from each panelist followed by time for facilitated thematic inquiries, and questions and answers from the attendee audience.