Agenda for Wednesday

As students and staff complete their academic work in multiple physical and psychological "places," each "location" should be meaningfully linked to the mission of their academic work. Academic literature confirms that leaders, especially strategic planners, need to help colleagues make sense of environmental changes. Participants will describe the "places" of one of their programs and how, as leaders, they help colleagues make sense of the "places" of program elements. Two San Diego State University programs will be used as examples.

Learning Outcomes:

1. Describe the basic concepts of "meaning making" and the link to integrated planning.
2. Explain what participants recently have done in their leadership roles to help colleagues make sense of events taking place on their campus.
3. Explain how program "places" (courses, buildings, experiences) are linked to program outcomes and student engagement.
4. Respond to a case study on how "meaning making" was handled ineffectively by a college president and develop recommendations on ways the situation could have been managed differently.

University of Southern California and University of California-Davis are creating high performing research and learning environments for interdisciplinary science. The panel will share strategies for planning that address: global changes in educational paradigms; local influence of cultural, scientific, financial, and human resources; and innovative administrative and organizational approaches. We will engage participants in an exercise wherein participants break into small groups to address selected institutional challenges; each group will examine opportunities and impediments to solving the problem, concluding with group dialog of lessons learned.

Learning Outcomes:

1. Acquire innovative and strategic planning techniques for creating interdisciplinary spaces.
2. Inspect emerging trends in research and education.
3. Leverage convergence in interdisciplinary science to foster high performance research and learning.
4. Participate in an interactive planning exercise and solve a shared problem with peers.

Districts that house large institutions, such as colleges or universities, have unique challenges in creating cohesive identities that mesh the institution with surrounding residential, commercial, and mixed-use neighborhoods. In this session, we will present tools for creating an integrated identity-framework and show how to utilize that framework to implement the building blocks of great placemaking. Our approach will include myriad real-world case studies and will consider placemaking from the perspective of the surrounding community.

Learning Outcomes:

1. Discover how to quantify a school's physical story and implement infrastructure and improvement projects that contribute to, rather than detract from, identity and place.
2. Evaluate the reasons people connect emotionally with places, and why they don’t, using the CORE identity framework, then illustrate how to incorporate the experience a place provides, and the role it wants to play in its community, into more tangible outcomes, such as economic performance, planning, and marketing.
3. Explore, through the lens of neighborhoods adjacent to Portland Community College and Pacific University, the importance of relationship and its connection to place, then demonstrate how to foster exchange to catalyze transformation, build compelling stories, and create vibrant, exciting places.
4. Analyze how context impacts identity, and examine how schools and universities can more successfully integrate with their surrounding environment by looking creatively at their borders and evaluating their edge conditions.

Our session will explore the success of initial project goals for student interaction and departmental identity with patterns of use, observations, and feedback from students and faculty at Whitworth University's Robinson Science Hall. The presentation will focus on the places created within and around academic space to enhance the curriculum, encourage human interaction, and offer unique experiences. With audience participation, we'll discuss strategies for successful place making, including identity, experiential variety, contribution, and memory, and share findings from our case study project.

Learning Outcomes:

1. Invest in readily re-assignable space to support the needs of an evolving community.
2. Develop strategies to create identity and "place" on your campus.
3. Embrace experiential variety in support of place making.
4. Recognize the importance of place memory for institutional identity and alumni relations.

Explore the essence of place making from three different perspectives: the University of Washington campus planning process; the life of an undergraduate business school student; and that of an architectural practice focused on design in the public realm. This session will examine the social dynamics that underlie modern education programs and multi-layered campus communities, employing a case study of the American Institute of Architects–Committee on Architecture for Education (AIA-CAE) award-winning Foster School of Business to specifically assess relationships between physical space, educational paradigms, and institutional culture.

Learning Outcomes:

1. Evaluate the principles and characteristics of successful campus places within the context of campus planning, the student experience, and design in the public realm.
2. Explore important interrelationships between campus master planning, the student experience, and facility design that improve community interaction and quality of education programs.
3. Discuss how the principles of place making can be applied to the budgeting, programming, planning, and design of campus facilities.
4. Assess the effectiveness of place making with student surveys, enrollment trends, recruitment, and other metrics associated with academic program development.

The arts offer inherently unique opportunities to engender vitality, dynamism, place, and culture on academic campuses and within their communities. Yet too often, the arts are hidden and scattered within existing facilities and precincts, hindering the creation of a memorable presence and identity. This presentation offers the multiple perspectives of Pennsylvania State University, The Ohio State University, and Oberlin College in executing master plans addressing specific needs and economic and operational effectiveness while pursuing common goals of establishing and reinforcing identity for the arts.

Learning Outcomes:

1. Examine how to effectively create a campus identity for arts-centered academic units within the constraints, limitations, and challenges of existing campuses.
2. Effectively plan for the rapidly evolving nature of performing, fine, and media arts education and leverage that dynamism to establish and reinforce both place and culture, on campus and in the community.
3. Assess how to prioritize, plan, and phase significant changes in arts physical plant and infrastructure in relation to identity and culture plus economic and operational effectiveness.
4. Compare and contrast, through multiple institutional perspectives, lessons of integrating arts programming into overall planning intent, principles, and goals.

The University of the Sunshine Coast (USC) integrated a new campus with a rapidly developing region. The history and issues faced in the development of USC and its campus and the consistent approach to its built form has proven successful in integrating the university with its wider community. In this session, particular emphasis is placed on the regional community's commitment to the environment and sustainability, and the role of the university in providing leadership in this area.

Learning Outcomes:

1. Investigate a theoretical base regarding the role of universities—historically and to the present.
2. Describe the nature of change across the economy/community and particularly as regards the role of regional universities and their built environment.
3. Relate experiential learning as it applies in the University of the Sunshine Coast (USC) case study.
4. Discuss the applicability of the USC case study to other areas.

The University of California, Merced (UC Merced) is the UC system's youngest campus. Since its 2002 groundbreaking on an 815-acre rural greenfield site in California's San Joaquin Valley, the university has established an identity for a new campus built on sustainability, and laid a memorable foundation that will engage students and faculty for generations. This session focuses on the evolution and implementation of UC Merced's 2011 SCUP Honor Award-winning place making and urban design strategies.

Learning Outcomes:

1. Explore the challenges of new campus place making and its relation to the regional and architectural context, educational goals, climate, and landscape.
2. Identify sustainable design strategies to achieve maximum programming capabilities with limited resources.
3. Describe how strategic deployment of wireless technology influences the social importance of public space.
4. Explain how the built (and under construction) environment can nurture campus culture through tradition-building.

When the plan was developed to design a "front door" to the School of Medicine at Stanford University, no one expected to create also create a "home" for the larger community. By permeating the "front door" and a quad with elements that reflect the voices of current and past occupants, their discoveries, and their dreams for the future in a sub-project titled the Medical Narrative, the design team built an important place for the school community to meet, creating new memories and sharing old ones. The Medical Narrative has become the focus and facilitor of many of those interactions.

Learning Outcomes:

1. Define the role that institutional history can play in creating a current and compelling sense of community and place.
2. Consider an array of improbable solutions as a possible means of arriving at compelling outcomes.
3. Create alternative concepts for a community "front door" by weaving together "wins" for a maximum number of individuals and interests into various alternatives.
4. Maximize the use of existing elements of the design to make the most of scarce resources.

Home to over 75 institutions, the Philadelphia region is among the most competitive higher education markets in the nation. Temple University—once a commuter school, now a residential campus—faces the challenge of developing a brand strategy "in the sea of sameness" that capitalizes on its institutional distinctiveness. Leveraging resources, using the community to create content, and engaging the campus as a media channel, the university experience moves from passive to active, from transactional to transformational.

Learning Outcomes:

1. Analyze the "place" of an institution in the community, and focus on brand distinctiveness.
2. Review campus transformation and facilities improvements that maximize the residential experience.
3. Assess preparation for the "real world" and engage students and alumni to develop brand pillars.
4. Identify virtual and physical experiences for students, alumni, faculty, and members of the community that cultivate pride.

This session describes the on-going academic planning process by the Baskin School of Engineering at University of California-Santa Cruz to implement off-campus graduate degree programs in the Silicon Valley. Challenges included adjusting program plans in response to changing conditions, accommodating resistance within the academic senate and campus administration, overcoming changes in leadership, identifying a suitable location in Silicon Valley, understanding the unique characteristics of market demand, building necessary partnerships, and determining a blend of resources to allow potential program success.

Learning Outcomes:

1. Prepare for change-based/adaptive planning at a tactical level for off-campus academic programs.
2. Recognize how the unique aspects of a selected location can impact off-campus academic programs.
3. Identify the internal campus factors that may influence approval of off-campus academic programs.
4. Select key faculty and staff to navigate the inherent processes necessary for implementation of off-campus academic programs.

Across the United States, federal courts interpret campus places as public fora to resolve campus speech disputes. The Auraria Higher Education Center campus and the Mason v. Wolf case is examined to illustrate how the judicial interpretation of campus place as a public forum is influenced by the space management, place making, and place characteristics on higher education campuses. A typology of campus places and federal cases is presented to provide visual representations of how campus places are judicially interpreted as public fora to create republic spaces.

Learning Outcomes:

1. Discuss and distinguish the legal definition of the different types of public fora and the corresponding authority to regulate public speech.
2. Discuss how a public forum relates to campus place making as a social concept where a physical location is embedded with institutional and individual values.
3. Identify and distinguish the campus characteristics that factor into the interpretation of campus place types as public forum categories.
4. Analyze and predict public forum categories according to campus place characteristics of form, use, meaning, and access.

By 2020, the University of Colorado Anschutz Medical Campus will be a leading public university with a global reputation for excellence in learning, research and creativity, community engagement, and clinical care. Tour attendees will learn what was required to turn a US Army medical base into the only comprehensive academic health sciences center in Colorado and the largest academic health center in the Rocky Mountain region in less than 15 years.

Optional Event: Requires Registration $35 (includes transportation)

Learning Outcomes:

1. Identify key aspects that blend education, research, and clinical care all in one place.
2. Discover how alternative methods of financing accelerated the build-out of the campus.
3. Examine the preliminary 2013 Campus Master Plan and how future affiliate development will impact the campus.
4. Explore the unique sense of place within the different campus neighborhoods (research, clinical, education).

Travel to Golden, Colorado to see the state-of-the-art US Department of Energy's National Renewable Energy Laboratory (NREL) campus. NREL is the only federal laboratory dedicated to the research, development, commercialization, and deployment of renewable energy and energy efficiency technologies. Learn about NREL’s 327-acre main campus, a living model of sustainable energy. The laboratory also operates the National Wind Technology Center on 305 acres 13 miles north of its main campus. The NREL tour will explore the new, net-zero-energy-designed Research Support Facility (RSF), a 360,000 ft LEED Platinum office building showcasing energy efficiency and renewable energy technologies, as well as the recently completed Energy Systems Integration Facility (ESIF), a 182,500 ft state-of-the-art research facility with 14 fully equipped laboratories and office space for up to 200. Guests will also explore the campus's new energy-efficient garage, café, Sustainable Sites Initiative pilot project landscape design, and various other points of interest on the NREL campus.

All tour participants must wear their badges and bring a government-issued photo ID. This tour requires substantial walking. Please wear comfortable walking shoes and weather-appropriate clothing.

IMPORTANT! Foreign nationals (this includes Canadian citizens, permanent resident aliens, and resident aliens) are required to get special approval by the U.S. Federal government to participate in this tour. Due to NREL security restrictions, no more than twelve (12) non-US citizens may participate in this tour. Please note that spots on this tour are first come/first served, and seats are not reserved for any participant. If you are a foreign national participant, please contact SCUP at 734.764.2014 before March 15 for important instructions.

Optional Event: Requires Registration $35 (includes transportation)

Learning Outcomes:

1. Investigate alternative methods of project delivery—specifically incentive-based, integrated project delivery—that achieve highly sustainable buildings, on time and on budget.
2. Prepare solutions to technical building challenges to create a more productive, comfortable work environment without sacrificing energy efficiency, and create a "living laboratory" campus that embodies the renewable resource mission goals of your organization.
3. Partner with private industry, academia, and government in an effort to deploy game-changing technology to the market quicker and more successfully.
4. Review several LEED-platinum rated or net-zero energy buildings, and multiple on-site renewable energy installations.