Agenda for Tuesday

Thomas Friedman was right—the world is flat. But even in a flat world, place still matters—not nostalgia for a campus that no longer exists, but places that build a synchronous academic community. Measurable planning principles, centered on both scheduled and unscheduled places, validate the long-term need for bricks and mortar even in a digital world. This value proposition lies in providing a supportive balance of bigger, faster, flatter classrooms and ubiquitous, provisioned conversation and study spaces. Absent this, there is insufficient reason for campuses to remain viable. Based on a comprehensive survey of the University of Minnesota-Twin Cities campus and environs, this presentation lays out a set of planning principles and quantitative measures that will empower campuses to calibrate their facilities to meet the brick and mortar needs in an increasingly flat and asynchronous world.

Learning Outcomes:

1. Quantify the near-term implications of digital transformation and long-term digital saturation.
2. Develop metrics on the relationship between classrooms and study space.
3. Determine the balance between on-campus and off-campus support.
4. Adapt metrics and apply them to your campus.

This session explores the evolution of the typical undergraduate instructional science lab from a rigid, rectangular, modular box into a an organic shape dictated by the need for collaborative team work environments fostered by changing pedagogical approaches. The presentation also analyzes the transformative impact of advanced technology in the lab environment, and ways technology is shaping the physical environment and instructional methodology within these labs.

Learning Outcomes:

1. Review the design parameters for undergraduate science teaching labs.
2. Identify the factors that are impacting current planning and design of labs.
3. Discover out-of-the-box thought leadership in planning the science lab of the future.
4. Discuss the critical impact of technology in planning the science lab of the future.

Faced with outdated dining facilities in the southeast quadrant of campus and increased competition from area restaurants, Indiana University Bloomington sought to improve the dining facilities serving its Forest and Read residential complex. What started as a small renovation has blossomed into a 714-seat dining hall renovation and addition that will transform student life. This case study will illustrate methods of using campus mission and project objectives to build enthusiasm, form partnerships, and secure funding for campus life projects.

Learning Outcomes:

1. Outline efficient and inclusive planning methods for shaping project objectives while controlling expectations.
2. Use your common vision to build cross-organizational partnerships and make the case for funding.
3. Review trends in dining services and learn how to engage and nourish today's students.
4. Incorporate smart technology and online ordering into your dining facility.

The University of Illinois at Urbana-Champaign's Electrical and Computer Engineering building simultaneously fosters interdisciplinary learning and serves as a "living laboratory." Through an integrated planning and design process, the resultant 230,000 GSF of research, instructional, and office space is intended to promote collaboration and networking, learning, innovation, and leadership amongst students, faculty, and visitors. With breakthroughs in design, the physical building (targeting LEED Platinum and EPA Energy Star rating of 99) serves as a catalyst for discoveries in energy research.

Learning Outcomes:

1. Demonstrate the value of an integrated and collaborative planning/design process on quality outcomes and innovation.
2. Justify the importance of determining a framework for decision-making and a project's guiding principles.
3. Recognize how energy optimization goals established early in a project can drive enhanced planning and design decisions.
4. Discuss how co-location and sharing of resources promote interdisciplinary learning, cultural transformation and space utilization.

This presentation expands on our previous research examining the impact of active learning classrooms (ALCs) on student learning and instructional behavior at the University of Minnesota. Having demonstrated that ALCs have a significantly greater impact than traditional classrooms in improving student learning, this new branch of our research aims to demonstrate more clearly how the activities performed in and behaviors elicited from these classrooms improves student learning and engagement. Conclusions were drawn from survey data collected from students and instructors in over 25 courses meeting in ALCs, classroom observations data from five ALC courses, student focus groups, and faculty interviews in spring 2012.

Learning Outcomes:

1. Analyze how students and instructors perceive the impact of learning spaces differently.
2. Explain how space affects student and instructor behavior.
3. Relate research findings from this round of data to previous research findings regarding learning spaces.
4. Identify key approaches and methods to assessing and evaluating the impact of spaces on student learning outcomes.

Challenges associated with transportation and parking are often the hottest topics on college campuses. In conjunction with their host cities, colleges face the competing demands of providing convenient vehicular access to campus facilities while also reducing their carbon footprint and maintaining pedestrian and bicycle safety. This session will explore how utilization of an inclusive process when planning for alternative modes of travel in and around campus can increase administration, city staff, and resident buy-in and change travel habits.

Learning Outcomes:

1. Apply basic principles of pedestrian and bicycle facility and network design to any college campus environment.
2. Integrate campus transit network design with parking, bicycle, and pedestrian systems.
3. Optimize efficiency and usability of transit system elements to improve ridership.
4. Build partnerships to collectively address larger campus and city mobility concerns and conflicts.

Augustana College's Center for Student Life is a perfect case study to illustrate how "fusing" multiple functions into a single building can make a significant impact on your campus. Our discussion will focus on fusion buildings—the next step in the evolution of campus architecture. This design gives institutions an opportunity to break away from traditional learning environments in order to respond to today's student body needs. These uniquely designed buildings fulfill today's institutions' goals and desires to generate additional revenue, social interaction, and cohesion.

Learning Outcomes:

1. Describe how fusion facilities eliminate redundant spaces and increase utilization, allowing campuses to save money, generate additional revenue, and promote social interaction and cohesion on campus.
2. Evaluate the flexibility of this design and its ability to meet new and changing programs on campuses while easily responding well to changes in students' needs.
3. Discuss how this emerging learning environment can foster collaboration and integration among students, faculty, and staff who normally would not have the opportunity to collaborate.
4. Recognize how this type of building design can become a centerpiece for the campus, providing your institution with a competitive advantage and enhancing student recruitment and retention.

The newly opened Weitz Center for Creativity at Carleton College is playing a significant role within a liberal arts college. Representatives from the college and the design-build team will describe how their partnership transformed a defunct middle school, challenged the building program, and repositioned the arts curriculum, all while creating places for cross-disciplinary exploration. Video interviews with students and faculty, along with footage of the facility, will also demonstrate how new partnerships are being formed at the Weitz Center for Creativity.

Learning Outcomes:

1. Review how a collaborative partnership between the college, contractor, and architect created a dynamic and flexible arts center from an existing combination of significant and insignificant structures and spaces.
2. Describe how a project budget, schedule, and design can (re)shape the building program and design approach.
3. Explain how the college's vision to reposition interdisciplinary arts education has established a laboratory for creativity, which is impacting the pedagogy, the curriculum, the facility, and the community.
4. Summarize how reuse of existing non-collegiate spaces can trump conventional space and program requirements to create innovative learning environments and collaboration spaces.

How do you bring the right people together to formulate strategy in a short amount of time? Illinois State University used a retreat format to address challenges facing the institution and begin developing strategies during its strategic planning process. Panels with cross-departmental representation were put together to focus on solutions, thus eliminating the "silo" mentality. Learn how to replicate this model at your institution to engage constituents throughout campus in the strategic planning process.

Learning Outcomes:

1. Review an effective method of planning across an organization.
2. Engage a broad constituency in a strategic planning process.
3. Adapt this model for your campus or organization.
4. Weigh the pros and cons of this model.

Society 3.0 explores the intersection of technology, education, and business. Rapid changes in society and work fueled by technology are creating new pressures on employers and educators to change. These pressures include an increased demand for an educated and skilled workforce, technology relevancy, and a propensity for lifelong learning. The 21st century requires preparing the workforce for current and future employment to ensure personal and national prosperity. Our new society requires that individuals take an active part in their own personal development and chart their future path. During this visual presentation, I will cover some of the current trends, research, and shifts in technology and society that change the way educators and employers need to advance today's workforce.

Learning Outcomes:

1. Examine trends and societal changes—including shifting family dynamics, women as a societal force, and the characteristics of the modern student—that are fueled by changes in technology.
2. Review recent technological innovations in multimedia, gaming, mobility, social networking, and robotics, and discuss how and where these innovations converge.
3. Discuss the implications of recent technological changes on work, especially the new knowledge and skill sets necessary for personal and national success.
4. List what your institution can do to prepare itself for these changes, and prepare students to enter the 21st-century workforce.

This case study examines how Illinois State University's Mennonite College of Nursing (MCN) developed an integrated educational environment for their nursing program, the Clinical Simulation Laboratory Building, using an integrated process to develop the initial goals and objectives for the building. The result? A facility designed as an immersive, real world educational environment employing the latest in simulation lab technology. This session will share MCN's experience and results from this project, along with lessons learned from creating successful collaboration between academic units and facilities planning units.

Learning Outcomes:

1. Incorporate real world learning into traditional higher education environments with technology.
2. Identify the paradigm shift in nursing simulation with the adoption of new technologies.
3. Recognize successful approaches for collaboration between different disciplines / specialties.
4. Classify methods to prepare faculty to work in an integrated environment.

Today's hyper-connected student understands that learning can happen anywhere. We present findings from two studies to explore how physical space improvements can enable smarter education environments. Our 2011 global roundtable surveyed educators and students on the transformative power of networked technology on traditional pedagogy. The follow-up study investigated student use of non-classroom space, finding that most on-campus socialization zones don't meet student expectations. This presents an opportunity for educators to create new, flexible campus environments where education can happen anytime, anywhere.

Learning Outcomes:

1. Discuss how traditional and emerging learning spaces can be organized to facilitate collaborative teaching/learning experiences.
2. Identify how physical environments can best support multi-modal pedagogy that integrates technology into blended curricula.
3. Recognize how effective social spaces improve the educational experience of today's college students.
4. Evaluate your current pedagogical and social spaces to understand how they support (or fail to support) the needs of your students.

As IT organizations adjust and transform in reaction to the current economic climate, how does an organization position itself for long-term success past the short-term crises? Pursuing complimentary and interdependent processes for IT governance, strategic planning, and leadership development can create foundational long-term IT planning capabilities and collaborative success.

Learning Outcomes:

1. Recognize the opportunities of a multifaceted approach to establishing long-term IT planning capabilities in an organization.
2. Explore the components of building long-range IT planning capabilities.
3. Identify strategies for leadership development in information technology professionals.
4. Understand how IT planning is a component of integrated planning.

Lincoln Hall, a 1911 landmark at University of Illinois at Urbana-Champaign (UIUC), was an intensely-used classroom building that no longer functioned as an effective learning environment. Its recent renovation respects the building's historic significance while repositioning it for the 21st century. The renovation posed several challenges: a fixed state/university budget, watchful oversight of the Illinois Historic Preservation Agency, and a mission to significantly enhance collaboration and the student experience. Lincoln Hall aligns sustainable design and construction, deep respect for its history, and a forward-looking learning environment.

Learning Outcomes:

1. Assess strategies for the re-use of existing buildings on your campus to fit current and projected institutional needs.
2. Propose methods to collaborate with multiple decision-makers to prioritize stakeholder needs.
3. Compare end-user perspectives regarding building a collaborative partnership.
4. Evaluate sustainable results within the context of a complex renovation project.

How does one operate a 30,000-student and growing community college, spread across two campuses and nine regional locations within four counties, while state funding plummets? This session will discuss the strategic, academic, and physical planning strategies being explored at Columbus State Community College to forge unique partnerships with public and private educational institutions, businesses, and communities across central Ohio (including the recently established partnership with Ohio State University) with the mutual goal of providing unabated student access, success, and community workforce training.

Learning Outcomes:

1. Examine the critical role community colleges play in today’s higher education environment to understand why they are receiving renewed attention from the administration and policymakers.
2. Explore the strategies being pursued to seek partners to support institutional advancement as well as capital projects and community economic development.
3. Discover strategies employed in master planning to create integrated solutions that result in winning outcomes for both the community colleges and the communities they are part of.
4. Leverage lessons learned from the varying collaboration models and discuss why some partnerships proved more successful than others.

Collaboration, flexibility, and innovation are hallmarks of the new University of Wisconsin Health (UW Health) Clinical Simulation Center. Designed to meet the increased reliance on simulation in medical practice and education, and with limited existing hospital space available, the center needed to be efficient, flexible, and smart. Through strategic planning and implementation, the team developed a versatile and technologically integrated space that maximizes resources and provides future-proof design for emerging simulation technologies. This unique facility bridges institutions, departments, and disciplines to offer a centralized space for team training that translates into better patient outcomes.

Learning Outcomes:

1. Demonstrate, as a model for other institutions, the UW Health Clinical Simulation Center's approach to design—multi-disciplinary user teams facilitating a truly integrated interprofessional process that built ownership and participation in the program, minimizing redundant activities and maximizing resources.
2. Illustrate how the versatile space was designed for day-to-day flexibility and adaptation over time as the technology and simulation program evolves.
3. Describe how technology and logistics hurdles were overcome by the design team working together to create innovative solutions applicable to both this and future facilities.
4. Analyze how integrated technology, along with a robust telecommunications network, maximizes efficiency and resources by linking the new center with existing infrastructure.

Join us at Happy Hour to hear the story behind Red Solo SCUP and our take on “proceed to planning”—we’ll share our rendition of Toby Keith’s Red Solo Cup and have some games for you to enjoy before you head to dinner. Cash bar.

Join the Champaign Dine Around—an opportunity enjoy a good meal with fellow conference attendees!

The deadline to sign up online was September 30. A sign-up sheet will be available at onsite registration. 

SCUP has made dinner reservations (under reservation name SCUP) at a variety of restaurants. Attendees are responsible for own bill and gratuity. Spots available on a first-come, first-served basis. 

Transportation is provided between the I Hotel and a central drop-off/pick-up point in downtown Champaign. A dinner host for each restaurant will coordinate individuals from the drop-off point to the restaurant location. The Dine Around shuttle will depart at 7:00 PM from the North lobby of the I Hotel. Shuttles to/from downtown Champaign will operate approximately every 15 minutes. The last shuttle from downtown Champaign will leave at 10:45 PM.

Can't make the SCUP shuttle? The I Hotel also operates a complimentary shuttle between the hotel and downtown Champaign. Inquire at the front desk for a schedule and reservations.

Map of Dine Around Restaurants

Restaurants

Radio Maria | Spanish, Cajun/Creole
119 N Walnut St
217.398.7729

301 Mongolia | Mongolian Grill
301 N Neil St
217.531.1153

Bacaro | New American
113 N Walnut St
217.398.6982

Destihl | New American
301 N Neil St
217.356.0301

Escobars | Nuevo Latino
6 E Columbia Ave
217.352.7467