Agenda for Tuesday

Research campuses put great emphasis on successful collaboration and innovation. What is the relationship between collaboration / innovation and identity and image? What do highly successful private sector campuses have to teach us? What about our cities' emerging innovation districts? This session will present two world-class university research campuses that are grappling with these issues.

Learning Outcomes:

1. List the design issues that differentiate research and traditional campuses.
2. Explain how research universities have approached the design of research campuses or districts.
3. Discuss how you can design for collaboration and innovation.
4. Describe the relationship between these research campuses and their adjoining communities.

In this session, two designer/educators explore what makes some spaces more conducive to creativity, collaboration, and productivity than others—what makes a campus a place? We then utilize what we learn to inform the design of online places, creating online learning environments that reflect the unique sense of campus as place. An online environment that embodies the experience of an authentic space can be utilized as a powerful connection for students when studying abroad or otherwise off-site, as well as for interacting with alumni.

Learning Outcomes:

1. Identify the characteristics of places that generate meaningful experiences.
2. Apply the values of authentic spaces to learning environments, including classrooms, studios, lounges, and other creative learning spaces.
3. Translate the unique qualities of campus as place into online learning environments and experiences, either by working with a designer or customizing off-the-shelf products.
4. Use the internalized sense of place within the online learning environment as a powerful connector for students engaging in off-campus learning experiences, including service learning and study abroad programs, and for developing alumni relationships.

Two recent campus transformation projects at University of Texas at El Paso and Arizona State University Polytechnic demonstrate how an ecologically based design approach can shape campus identity and place making. These two universities chose to transform their campuses by responding to their desert and cultural contexts. These planning and design strategies resulted in two unique identities that both attract students and distinguish themselves from their peers while promoting sustainable environments, cost-effective landscapes, and lower maintenance costs.

Learning Outcomes:

1. Explain how a region's culture and environment can shape the physical context of a campus while saving construction, energy, and maintenance costs.
2. Evaluate strategies that leverage your environmental context to create more vibrant academic and social communities.
3. Recognize the role that place making plays in uniting the institution's educational mission with place.
4. Value the impact that place making has on student, faculty recruitment, and alumni relations.

Opened in March of 2012, "Community" and "Place Making" were key throughout the design and construction process for the Metro State Student Success Building.  The home for Metro State's Enrollment Services, First Year Success, and Student Academic Success departments, RNL and the University worked to create areas of collaboration for students and staff alike through a more open and flexible work and teaching environment.

There is no additional fee to participate in a Fifth Wheel Tour, but sign-up is required. Visit onsite registration to sign up.

The presentation will demonstrate the evolution of the one-stop enrollment services model and how it is applied at two Maricopa Community College campuses in Phoenix, Arizona. The one-stop model is combined with public outreach programs to define iconic gateway buildings based on place making and campus immersion. The session will compare both projects and illustrate different strategies that support distinct campus cultures and demographics, create operational efficiencies with adaptability, embrace media and technology with human touch, and incorporate processes to work collaboratively.

Learning Outcomes:

1. Identify the latest processes of the one-stop enrollment services model and how it enhances the student experience while providing operational and staff efficiencies.
2. Discuss organizational challenges and strategies that encourage faculty, staff, and managers to work together and break down silos with the the capability to adapt and change.
3. Describe benefits and challenges of combining one-stop enrollment services with a student union or athletics program to realize building economies, shared space utilization, enhanced interaction, and a memorable student experience.
4. Explain effective building planning and design strategies that strengthen social interaction and place making as well as reinforce the interconnection between community and campus.

Often what makes a place "perfect" in the eyes of users is the way it meets their needs. At the University of Washington, two creative strategies for addressing space needs have yielded great satisfaction among users: first, a project that made creative use of "found" space to create coveted study spots and highly flexible classrooms in the School of Medicine; second, the development of a mobile application to help students find study spaces across campus that meet specific criteria.

Learning Outcomes:

1. Define the concept of "found" space.
2. Analyze architectural drawings to identify the best locations for these spaces.
3. Identify users' most commonly requested features in learning spaces.
4. Utilize mobile app data and user feedback to inform future space design.

The Auraria campus was created as an urban renewal project. Several historical facilities were saved and repurposed as part of the campus. The tour will visit a block of houses, converted to campus offices, retained in place to serve as a memory of what elements of the neighborhood looked like, a campus events facility that previously was a parish church, a campus art gallery that previously served as a chapel and artist's studio, and an exploration of the Tivoli student center which previously was a brewery.

There is no additional fee to participate in a Fifth Wheel Tour, but sign-up is required. Visit onsite registration to sign up.

This session will explore the challenges of transforming the former California State Hospital into a 21st century campus of interdisciplinary education during the establishment and development of California State University Channel Islands, the newest campus in the California State University system. The university is adapting the historic structures designed to isolate and encapsulate into open, collaborative environments that promote integrative learning. Discussion will focus on the place making process, highlighting the balancing act between preserving historic integrity and advancing institutional goals.

Learning Outcomes:

1. Identify how to transform a historically isolated property into a campus that encourages social interaction, collaboration, and interdisciplinary learning.
2. Define how place making can reinforce institutional goals to support the student experience by connecting creative and cultural resources.
3. Develop strategies for reusing existing campus buildings while planning for growth of programs and enrollments.
4. Recognize the opportunities and challenges of managing the planning process through various stages involving university leadership, department heads, faculty, and students.

Created in the 1970s as a education warehouse for three institutions in downtown Denver, the Auraria Campus lacked identity and sense of place. In 2007, the community embraced a radical concept to create institutional neighborhoods, further expanded in 2012 with an updated master plan and strategic implementation plan that provided place making visions for the campus. This session will discuss how identity is being fostered and student spaces created to transform what was suburban into a vibrant urban campus.

Learning Outcomes:

1. Evaluate the effectiveness of planning and orientation of new buildings to create public space.
2. Discuss how built form can be used to foster identity while also creating a cohesive sense of place.
3. Utilize planning tools to visually describe new public spaces that create excitement and buy-in.
4. Analyze the effectiveness of a companion implementation plan to further campus objectives and consider financial implications.

When University of British Columbia (UBC) updated the Vancouver Campus Plan, one of the key challenges was how to bring vibrancy and life to the academic campus core 24 hours a day. UBC developed the idea of the commons, which combine student housing with academic spaces, cafes, childcare, recreational facilities, and spaces for commuter students. The session will explore the process of developing the first commons, from the key role they serve in transforming the campus core to how to integrate operational and academic planning.

Learning Outcomes:

1. Develop integrated planning practices that bring together multiple aspects of the university.
2. Create projects that can drive strategic outcomes for the entire campus.
3. Manage complex processes with multiple stakeholders.
4. Evaluate how processes are meeting the needs of stakeholders as well as the academic and operational needs of the university.

The Marriott SpringHill Suites and Metropolitan State University of Denver (MSU Denver) Hospitality Learning Center represents a unique public private partnership that combines academic learning environments with the real world experience of a 150-room privately managed hotel. The facility opened in August 2012 and is the first such joint venture on the Auraria Campus. The tour will be lead by those that advanced that worked to make the idea a reality.  You will see the academic spaces and some of the hotel spaces to learn how the project is advancing the goals of MSU Denver as well as reaching out to downtown.

There is no additional fee to participate in a Fifth Wheel Tour, but sign-up is required. Visit onsite registration to sign up.

What type of environment is needed to create lifelong self-learners and foster a collegiate community from the ground up? With their first-ever capital project, the Community College of Denver is using place making to not only transform their Auraria campus, but to transform the way they deliver education and student services. Learn how CCD's new Confluence Building is serving their diverse student body and changing student perceptions and engagement with the educational experience.

Learning Outcomes:

1. Identify strategies for developing learner-centered instruction and apply these strategies to the planning of future facilities.
2. Evaluate how self-initiated student services can empower students with long-term life skills.
3. Illustrate how face-to-face social networking is an essential complement to digital networking and describe the kinds of environments required to achieve this.
4. Demonstrate how place can impact student engagement and discuss how to measure their improved outcomes.

This panel discussion explores the evolution of the University of California (UC) system in the 21st century from the standpoints of design, architecture ,and project delivery. Campus architects Marc Fisher (UC Santa Barbara), Frank Zwart (UC Santa Cruz, retired), Clayton Halliday (UC Davis), and Edward Denton (UC Berkeley) will discuss the changing pedagogy and the creative ways in which UC campuses are responding and innovating around the "delivery of design," including sustainable practices, programs, and policies.

Learning Outcomes:

1. Discuss the changing nature of campus development as physical campuses deal with the challenges of state budget reductions while embracing the need to maintain quality, affordability, and access to the institution.
2. Evaluate the planning and delivery systems four UC campuses are exploring to deal with the current economic realities, including private models of development and delivery.
3. Review specific strategies of four UC campus's plans for development in the coming years as they seek to modernize existing facilities, replace aging infrastructure, and expand physical campuses to accommodate current need and future growth.
4. Engage with campus architects from four UC campuses about their practices and priorities when creating relevant "places" for today's students while balancing the unique legacy of each individual campus.

Historic buildings and settings are significant contributors to an institution's image and sense of place. This session explores how two new programs leverage place making with the legacy of their institutions. The California Institute of Technology created the new Ronald and Maxine Linde Center for Global Environmental Science in an historic lab building, bringing together various groups located in different schools across campus. At the University of Virginia (UVA), located in the heart of the grounds near Thomas Jefferson’s historic Lawn, The Batten School of Leadership and Public Policy is UVA’s first new school since 1955 and chose to be located in a 110-year-old McKim, Mead, and White structure.

Learning Outcomes:

1. Explore the challenges an institution faces when creating a new school or center and describe how to integrate this new place into the institutional fabric and its legacy.
2. Evaluate the opportunities in finding the appropriate home for a new program given the various choices across the overall campus.
3. Explain how place making is leveraged by repurposing a significant historic building.
4. Analyze significant historic spaces and features and integrate a new program into the appropriate historic buildings.

From vision through implementation, this session will examine the success of how a strong, yet loose oversight structure was leveraged to transform an edge district into a vibrant, mixed-use urban campus precinct. The University of Washington’s approach to planning provides a replicable model for institutions looking to develop new paradigms outside of the traditional campus. Learn how the process was translated into a 1,650-student, 4 block, mixed-use residential community, the first of four phases of the West Campus expansion.

Learning Outcomes:

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

Same old, same old no more: Rapid and substantial changes in global competitiveness, demographics, economics, and demands for accountability have created a new normal in higher education that is driving change in both the ways in which we do business and in the ways in which major stakeholders in our enterprise (students, employers, and policy makers) engage with the higher education community. This session will lay out the context for change and describe some of the market and public policy responses that are reshaping American higher education as we know it.

Video of Plenary

This interactive session introduces an innovative stakeholder-driven process developed at the University of Hawaii at Manoa (UHM) for strategic plan development and implementation. The current UHM strategic plan is in its second year of implementation; campus stakeholders have designed ambitious initiatives to ensure the campus realizes the vision of the plan and meets benchmarks for all 30 progress indicators. This stakeholder-engaged implementation process renders the UHM strategic plan a uniquely "living" and visionary planning document.

Learning Outcomes:

1. Evaluate strategies for gathering, documenting, and publishing stakeholder opinion regarding campus priorities.
2. Discuss campus-responsive strategies for developing vision and strategic plan implementation themes.
3. Determine how to effectively engage stakeholders in strategic planning and implementation.
4. Analyze resource requirements for stakeholder-engaged strategic planning and implementation.

Campuses have very different relationships with the towns and cities in which they reside. Spatially, the places created at the edge of town and campus can be the most invigorating, have the best meeting and gathering spots, and form dynamic gateways to campuses. Benefits from the places can be mutual to campus and town, as can challenges. This session will use examples from Berkeley, California and multiple university towns in China to discuss place making at the campus edges.

Learning Outcomes:

1. List policies, strategies, and processes concerning spaces shared with the neighboring town or city, using the city of Berkeley, California, and the University of California-Berkeley as an example.
2. Identify the factors that are important in the design and creation of places at the edge of campus, using Berkeley and cities in China as comparative examples.
3. Compare the very different approaches and rapidity of implementation between China and the US, and the results from these approaches.
4. Recognize the major challenges in the creation and the operation of places at the edge of campus, including events and gatherings of many kinds.

The Auraria Library is undergoing a transformation to bring a 1970s building up to the standards needed for today's library facilities. Originally meant to be demolished and a new facility built, Library staff and campus planners came together to devise a plan to better use the existing facility. Designed by Helmut Jahn while at C.F. Murphy and Associates, to be an open warehouse for books, the building was divided up over the years and a lack of furniture meant students were sitting on the floor. Come see how the building is being brought back to life to create spaces needed for student study and interaction as funds are available, but based on a holistic vision to create a library to meet both the needs of today and the future.

There is no additional fee to participate in a Fifth Wheel Tour, but sign-up is required. Visit onsite registration to sign up.

When located in the middle of an amazing place, how much more place making is required? A land grant institution established in 1893, Montana State University's (MSU) first master plan was developed in 1917. Over the years, less-than-rigorous adherence to that plan resulted in a campus of undefined edges, leaky public spaces, and eclectic architectural expression. The new College of Business at MSU presented an opportunity to support the new master plan by investigating its role in the campus context.

Learning Outcomes:

1. Evaluate how master planning improves the success of individual places on campus.
2. Determine what specific types of guidelines or standards are effective in the development of successful place making.
3. Assess the impact and possibility of "place" at the community, campus, building, and individual scale.
4. Review how building interiors can support the goals and aspirations of an overall master plan, fostering successful place making in the overall campus.

The Downtown Center project illustrates how Lane Community College dramatically improved its accessibility and presence in downtown Eugene Oregon, five miles away from its main campus. By including student housing, it helped increase student retention and success, while it also captured more of the lucrative foreign student market. The convergence of strategic planning, location, program, and architecture were all critical to place making, ensuring that the new campus was a memorable and engaging community resource, providing a strong identity for the college.

Learning Outcomes:

1. Evaluate how the combination of living and learning might be the best way to create a strong sense of community.
2. Recognize how a compact site can become a vibrant place, and what qualities contribute to a rich and powerful sense of place that nurtures student success.
3. Review ways that a high performance/low energy building can support an academic program and help to foster a sense of ownership and encourage social encounters.
4. Discuss how to engage stakeholders in the process so the building reflects and reinforces community values and strengths.

This session will give a history of the development of the Auraria Campus. In the 1960s, three separate public higher education institutions were either established or increasing their service to the Denver community and looking for separate campus locations. Instead, the state coordinating board director came up with the concept of the three colleges sharing a site—the Auraria Campus. This session will share how urban renewal financing was secured, how a highly shared campus was created, and how it sparked international interest during its development. Within the last five years, the campus planning approach has changed to a neighborhood concept where each institution is developing its facilities with certain centralized, shared services for the entire campus.

Learning Outcomes:

1. Examine how an urban renewal site created challenges in setting key master planning concepts and building locations within a modest budget.
2. Predict how land availability impacts the phasing of campus development.
3. Recognize how sharing of space across institutional lines impacted the planning process and decision structure.
4. Investigate how adaptive re-use concepts for historic homes, churches, and a brewery were determined.

This presentation describes the planning process undertaken at a large, regional comprehensive university to create a space within existing buildings aimed at improving student success in introductory mathematics. It demonstrates the need for integrated planning grounded in academic priorities and student success models and choices about investment in place making. (Note: this presentation is based on a planning story included in Planning in Higher Education, October-December 2012)

Learning Outcomes:

1. Explain why academic needs should be the primary driver for campus space planning.
2. Define the impact of curricular changes on space needs.
3. Identify factors that influence adaptive reuse projects and location choices.
4. Recognize the lessons learned from a failed early approach and prevent your campus from making similar mistakes.

This session describes challenges and opportunities inherent in creating a new campus for a 160-year-old institution. Chatham University's new Eden Hall Campus and School of Sustainability and the Environment (SSE)—envisioned as a unique experiential learning environment for 1200 residential students—will complete its first phase in 2013. The university president and design team will discuss campus planning and facility design integrated with curriculum, faculty and student recruitment, stakeholder engagement, fundraising strategies, and joint programming to enrich the larger university experience.

Learning Outcomes:

1. Judge where to start when engaging in a visionary project with little precedent to rely on, and take away a set of strategies to build stakeholder support for your own campus planning and design projects.
2. Identify campus identity and experiential learning opportunities that are place-based, as well as strategies that enable the new campus environment to be leveraged and shared for the benefit of the larger community.
3. Prepare for permitting challenges and cost hurdles of developing phased infrastructure to support high performance sustainable strategies with challenges and strategies to overcome them.
4. Discern key distinctions between the various assessment systems used for integrated campus development (STARS, LEED, Passive House, Living Building Challenge, and the Sustainable Sites Initiative) and apply them to future planning and design challenges.

Is your campus community having an interactive dialogue about its philosophy? Are you looking to transform your educational initiatives into a facilities roadmap for the future? Ideas can bring about renewal when input is gathered in a collaborative nature. On a 50-year old site with a strong architectural vocabulary, the planning process that unfolded involved all levels of participation from the community college, leading to a unique place-making solution based on the campus culture.

Learning Outcomes:

1. Identify and use the campus shared governance process to build consensus.
2. Work in tandem with the educational plan to collaborate on the master plan roadmap.
3. Maximize the college culture by applying its philosophic mission into place making.
4. Find transformative solutions that fit the community college goals.

Tour the Community College of Denver’s new, nearly complete Confluence Building, as well as the in progress renovation of the Cherry Creek Building. Together these buildings will provide a completely new educational environment incorporating student services, modern classrooms, tutoring and testing centers, as well as a variety of interior and exterior informal learning and social spaces that capitalize on the special qualities of this site. The tour will focus on how the two buildings will foster a distinct identity and facilitate CCD’s goals for student engagement and success.

There is no additional fee to participate in a Fifth Wheel Tour, but sign-up is required. Visit onsite registration to sign up.

Join the Denver Dine Around—an opportunity to enjoy a good meal with fellow conference attendees! Sign up today! SCUP has made dinner reservations (under reservation name SCUP) at a variety of restaurants on Tuesday at 6:30 PM. Attendees are responsible for own bill and gratuity, as well as transportation to/from the restaurant. Spots available on a first-come, first-served basis. The deadline to sign up online is March 15. A sign-up sheet will be available onsite.