North Central Regional Conference | Fast Forward: Looking to the Future of Integrated Planning

10:00 AM – 6:00 PM | Omaha Marriott Downtown at the Capitol District, Ballroom Foyer

4:45 PM-5:45 PM | Omaha Marriott Downtown at the Capitol District, Burdock+Bitters

This is where planning comes together. Here’s your opportunity to connect and start the conversations that will make your SCUP experience even better.

Three Revolutions: Why Education Leaders Need a Plan

6:00 PM–7:00 PM | Omaha Marriott Downtown at the Capitol District, Capitol Ballroom 2

Presented by: Mark David Milliron, Co-Founder and Chief Learning Officer, Civitas Learning

Preparing for the road ahead in education is far from easy. In this presentation, we’ll explore why. For example, we have rowdy revolutions in the tools of teaching and learning, including the expanding use of mobile technology, assessment tools, gaming systems, augmented reality, virtual reality, and more; in large-scale student success initiatives, including advising reforms, accelerated learning labs, and pathways programs; and in the use of advanced analytics to move from a culture of reporting to a culture of care. We’ll also unpack how leaders can leverage integrated planning to get ready for and make the most of the compelling revolutions at hand.

Learning Outcomes

1. Ability to articulate key elements of revolutions in teaching and learning, student success innovation, and the use of advanced analytics.
2. Understanding of how these three revolutions intersect and can likely support each other if actioned thoughtfully.
3. Bring the learnings above into integrated planning processes and leadership strategies

7:00 PM– 8:00 PM | Omaha Marriott Downtown at the Capitol District, Dodge/Douglas

Hosted Bar Reception

7:15 AM– 4:45 PM | Omaha Marriott Downtown at the Capitol District, Ballroom Foyer

7:30 AM– 8:30 AM | Omaha Marriott Downtown at the Capitol District, Capitol Ballroom 2

Sponsored by: Ross & Baruzzini

Planning with Purpose: Reflecting the Communities We Serve and the Society We Aspire to Build

8:30 AM–9:30 AM | Omaha Marriott Downtown at the Capitol District, Capitol Ballroom 2

Presented by: Elizabeth Paul, President, Capital University

Planning for the future of higher education has become increasingly dominated by the rapid evolution of new technological tools and habits. The fast pace of innovation has shortened our horizon on the future of higher education, and technology’s dominance has distracted our thinking about the greater purposes of higher education in our evolving society. In this session, we will broaden our view into the future and explore higher education’s role over the long term as a critical agent of social progress. As we plan for the future, what should we consider to ensure higher education institutions continue to be effective catalysts for the intelligence, ingenuity, and humanity that are critical to social progress?

Learning Outcomes

1. Understand the broad purposes of higher education in social progress.
2. Identify various dimensions of social evolution and imagine short- and long-range dynamics and implications for higher education leadership.
3. Develop “future-focused” questions for consideration in long-range planning.
4. Identify strategies higher education institutions can utilize to positively influence social progress in the long term.

Highlander Accelerator: Upending Conventional Models for Higher Education in Underserved Neighborhoods

9:45 AM-10:45 AM | Capitol Ballroom 3-4

Presented by: Othello Meadows, seventyfive north | Josh Shelton, el dorado inc

In underserved communities, higher education can visibly and accessibly integrate into a suite of critical community-based programs. In this session, we will discuss how to successfully plan campus facilities that accommodate place-specific educational content for non-traditional and underrepresented students as well as lifelong learning for community members. Come explore our roadmap for success with an increasingly relevant sector of higher education that addresses marginalized communities.

Learning Outcomes

1. Describe how knowing who your potential students are can help you design and build environments for programs that improve their lives.
2. Develop a diverse, collaborative team that can lead a building design process for a facility that serves marginalized communities.
3. Define the characteristics necessary for leading a facility planning and design effort aimed at underserved students.
4. Outline lessons learned from a building project that brings higher education and community services together to benefit a marginalized community

Continuing Education Credits
AIA LU/HSW 1.0 unit (SCUPC19C36)
AICP CM 1.0 unit

The Campus Master Plan as a Catalyst for Institutional Change

9:45 AM-10:45 AM | Capitol Ballroom 1

Presented by: Lauren Leighty, Principal, Campus Studio Leader, SmithGroup | Anthony P. LoBello, Principal and Higher Education Studio Leader, SmithGroup | Matthew A. Tomaszewski, Executive Associate Provost for Capital Planning, University of Illinois at Urbana-Champaign

In an effort to address ambitious campus sustainability goals, the University of Illinois at Urbana-Champaign (UIUC) creatively balanced physical campus growth and renewal with a policy prohibiting new square footage. The results continue to exceed expectations. The master planning process can help the university achieve sustainability in the face of shrinking resources, all while developing a physical environment that fosters student learning and wellbeing. We will share our insights on leveraging the planning process to spur institutional change in financial, procurement, and planning matters.

Learning Outcomes

1. Describe how to effectively focus your campus master plan to serve as a catalyst for achieving sustainability goals in the Illinois Climate Action Plan, such as no additional net square footage growth.
2. Identify key resources and important data sets—including space and water utilization, space for new construction, and an energy performance index—to help guide a data-driven planning process that ensures educational adequacy for students.
3. Engage a diverse group of campus and community stakeholders to build support around shared sustainability goals and ensure institutional ownership following plan completion.
4. Utilize key programmatic and space metrics to measure increased operational space efficiency and resource optimization of the physical environment.

Continuing Education Credits
AIA LU/HSW 1.0 unit (SCUPC19C13)
AICP CM 1.0 unit

Business Methodology in an Academic Setting Transforms Student Outcomes

11:00 AM-12:00 PM | Capitol Ballroom 3-4

Presented by: Penny Jones, University of Kansas | Jessica Sullivan, Program Assistant Student Services, University of Kansas | Alex Terwilliger, Student & Academic Services Manager, University of Kansas | Renee Williams, University of Kansas

Working professionals have unique demands on their time, effort, and energy that challenges individual academic pursuit. By engaging working professionals with precise strategies adapted from business, the University of Kansas Edwards Campus (KUEC) has transformed student engagement and increased enrollment 21.5% in two years. Come learn how KUEC is recruiting well-qualified, motivated students by adopting industry sales techniques focused on vetting qualifications and pre-requisites, bridging adviser communications, and reengaging prospects to materialize student outcomes.

Learning Outcomes

1. Use strategies from sales to provide service and support to students that prospective students that meets them where they are.
2. Adopt and adapt a call strategy for maximizing student recruitment.
3. Adopt and adapt a team-based approach to student engagement and assistance.
4. Establish a safeguard through a customer relationship management (CRM) system to prevent students from slipping through the cracks.

Developing New Typologies for Innovative Group Housing in Under-utilized Spaces

11:00 AM-12:00 PM | Capitol Ballroom 1

Presented by: Karen Fairbanks, Partner, Marble Fairbanks Architects | Christopher Lee, Vice President for Finance and Administration, Lawrence University | Jason Roberts, Organization Director, Marble Fairbanks Architects

To be fully residential without adding campus buildings, Lawrence University successfully prototyped new group housing typologies in under-utilized residential building space across campus. This session will describe how an innovative typology for students’ small-group living transformed and expanded group living options in surprising, incongruous campus spaces. You will learn how the expanded project team, tasked with thinking outside of the box, invented a new housing typology uniquely connected to the existing campus culture and site.

Learning Outcomes

1. Describe new housing typologies for group living on campus.
2. List the qualities an underutilized space needs to have to be considered for adaptation to group housing.
3. Outline a process for testing and deploying a new housing typology on campus.
4. Explain how this group housing typology strengthens campus culture and refreshes residential social spaces.

Continuing Education Credits
AIA LU 1.0 unit (SCUPC19C45)
AICP CM 1.0 unit

Solving the Collaboration Equation for an Interprofessional Health Education Facility

11:00 AM-12:00 PM | Dodge/Douglas

Presented by: Joanne Brown, Architect, Case Western Reserve University | Upesh Dhanji, Cleveland Clinic | Jeffrey Loyall, Turner Construction Company | John Berkebile, Project Manager, Donley’s

We will share how a collaborative partnership between four colleges, two institutions, two architects, and two construction managers delivered a premier facility for Case Western Reserve University and the Cleveland Clinic, which is home to an interprofessional healthcare education experience that responds to a changing global environment. Learn how to deliver on a singular vision with a large-scale, complex, joint-venture project by using immersive collaborative practices and continuous improvement processes.

Learning Outcomes

1. Develop strategic partnerships, alliances, and relationships at multiple levels throughout all phases of a project.
2. Engage users and stakeholders in visioning, planning, and the decision-making processes.
3. Initiate foundational collaborative practices across all disciplines.
4. Use metrics to evaluate your project and to challenge your team to continuously improve collaboration, performance, and quality.

Continuing Education Credits
AIA LU 1.0 unit (SCUPC19C35) / AICP CM 1.0 unit

12:00 PM– 1:00 PM | Omaha Marriott Downtown at the Capitol District, Capitol Ballroom 2

Integrating Security With Wellness and Biophilic Design

1:15 PM-2:15 PM | Capitol Ballroom 3-4

Presented by: JaneAnn Benson, Grand Rapids Community College | Patrick Calhoun, Senior Planner, Stantec

Crime Prevention Through Environmental Design (CPTED) and biophilic design principles may often seem at odds, but great ideas for integrating security and wellness for your facilities may come from unexpected sources…as long as you engage users early on in planning and design. Illustrating the latest security, wellness, and biophilic design integration strategies, this session will provide you with essential tools for evaluating both prospective designs and existing conditions on your campus.

Learning Outcomes

1. Engage with campus stakeholders to create guiding principles and a safety review process for both new buildings and renovations that ensure spaces are simultaneously secure, welcoming, and comfortable to inhabit.
2. Use integrated planning assessment tools to seek out on-campus success stories, ranking facilities on principles of safety, security, biophilic design, and connectedness.
3. Describe CPTED and biophilic design principles and explain how the two systems can be integrated to improve occupant safety and wellness.
4.  Identify high-impact, low-cost opportunities within both new and existing facilities to improve the on-campus user experience related to safety, security, as well as interpersonal and environmental connectedness.

Continuing Education Credits
AIA LU/HSW 1.0 unit (SCUPC19C17)
AICP CM 1.0 unit

Speed, Efficiency, and Consensus Through the Collaborative Process

1:15 PM-2:15 PM | Capitol Ballroom 1

Presented by: Nate Gieselman, Senior Partner, RDG Planning & Design | Alison Topp, Architect & Facilities Planner II, University of Nebraska Medical Center

A collaborative approach allows building projects to open faster, reduces redesign, increases staff satisfaction, and produces a higher utilization rate than the traditional design process. This session details the collaborative Lean process involving over 100 people that allowed the Lauritzen Outpatient Center on the Nebraska Medical Campus to be completed 1.5 years early with few design changes. Come learn from our unique approach in which actual users participate in designing the facility, allowing implementation of new processes and efficiencies known only to medical center staff.

Learning Outcomes

1. Explain how to expedite the design process to allow for faster occupancy.
2. Identify strategies that build consensus through each design phase.
3. Use strategies that hold everyone to early decisions and result in less redesign.
4. Use methods for engaging the owner, design, and construction teams during the entire design process.

Continuing Education Credits
AIA LU 1.0 unit (SCUPC19C46)
AICP CM 1.0 unit

The University as Neighborhood Builder: Leading an Integrated Process

1:15 PM-2:15 PM | Dodge/Douglas

Presented by: Andrew Broderick, Senior Associate, Perkins+Will | Erin Carter, Project Manager, Michigan State University | Stephen F. Troost, Campus Planner, Michigan State University

This session will discuss how Michigan State University re-envisioned 140 acres through an integrated planning and exploratory design process that required continual adaptation. When building a vision for large land parcel redevelopment as a mixed-use, vibrant district, it is important to have an adaptive planning process with strong leadership and inclusive dialogue. We will show you how to see your institution’s land from a new perspective, apply fresh ideas about mixed-use campus space, and use an integrated planning process to build consensus in times of change.

Learning Outcomes

1. Explain how to build an inclusive, diverse, and empathetic planning process for a mixed-use district.
2. Adapt your physical planning process to constantly-changing influences.
3. Develop strategies for flipping underutilized land assets into worthy investments through private sector participation.
4. Apply a lens of multigenerational housing to university-owned land as a way to benefit the institution’s mission and bottom line.’

Continuing Education Credits
AIA LU 1.0 unit (SCUPC19C50)
AICP CM 1.0 unit

Changing Landscapes and Environments in Health Professions Education

2:30 PM-3:30 PM | Capitol Ballroom 3-4

Presented by: Rich M. Smith, Principal, HGA | Paula Verboomen, HGA | Patrick Loftis, Marquette University | Juliann Sebastian, Dean and Professor, University of Nebraska Medical Center

Challenges and trends within the healthcare industry pose critical growth challenges and unique opportunities for higher education. Institutions with medical and health programs now need learning environments that can support evolving curricula, immersive pedagogy, and advanced technology. Come learn how the campus built environment is changing in response to the healthcare industry’s evolving challenges and opportunities.

Learning Outcomes

1. Describe how to design working/learning environments to improve health science recruitment and retention rates.
2. Explain the difference between chasing a trend and adopting a best practice, particularly in regards to the design of learning spaces.
3. Identify learning space design strategies you can implement to mitigate and inform the impact of healthcare challenges ahead.
4. Inform constituents and colleagues about the powerful influence of technological advancements such as artificial intelligence, immersive simulation, and virtual reality.

Continuing Education Credits
AIA LU 1.0 unit (SCUPC19C54)
AICP CM 1.0 unit

How to Craft a Living, Data-Driven Facilities Master Plan

2:30 PM-3:30 PM | Capitol Ballroom 1

Presented by: Mike Dobmeier, University of Michigan-Ann Arbor | June Hanley, Vice President and Principal Planner, HDR, Inc. | Deborah Mero, Senior Executive Director of Resource Planning and Management, College of Engine, University of Michigan-Ann Arbor | Thomas Roh, HDR, Inc.

If a facilities master plan cannot keep up with rapid change, it becomes just another big book on the shelf. The University of Michigan’s (UM) College of Engineering did away with a static master plan in favor of a one that is data-driven and reflects the latest trends in engineering education. In this session, you will learn how UM created this responsive master plan that acts more as an interactive set of tools than a static document.

Learning Outcomes

1.  Identify what data is important to develop a responsive facilities master plan and explain how to collect, scrub, and analyze it.
2. Explain the “five buckets” of space that influence campus planning, including modern benchmarks and standards as well as common pitfalls associated with each one.
3. Outline the three-step “collect, analyze, synthesize” process used to develop the facilities master plan.
4. Describe the interactive dashboard for space utilization developed for the plan, including its capabilities.

Continuing Education Credits
AIA LU 1.0 unit (SCUPC19C18)
AICP CM 1.0 unit

Like Them or Not: Planning for E-Scooters and Micro-mobility Options

2:30 PM-3:30 PM | Dodge/Douglas

Presented by: Emily C. Casper, University Planner, University of Nebraska-Lincoln | Megha Sinha, Senior Associate, Urban Design and Planning, NBBJ | Aaron Moore, Program Coordinator, Ohio State University | Tom Yardley, Stantec

Come dive into the world of e-scooters and other micro-mobility options, which are on the rise nationwide. We will discuss current micro-mobility trends, benefits, challenges, and ways that planners can integrate micro-mobility safely, aesthetically, and strategically into their campus environments. With foresight and planning, micro-mobility can fill gaps in traditional campus transportation modes while mitigating challenges such as rider injury, pedestrian safety, and unsightliness. You will learn about micro-mobility trends, strategies, and policies you can apply and adapt to your campus infrastructure and reap their benefits.

Learning Outcomes

1. Identify existing and emerging trends in micro-mobility and weigh their many benefits and known challenges.
2. Evaluate your institution’s readiness to accommodate micro-mobility options and meet mobility habits of your students.
3. Compare and contrast opposing institutional strategies to e-scooters and make determinations based on an environmental scan of your campus culture and infrastructure.
4. Use appropriate planning, policy, and design tools to prepare your institution for safe adoption and integration of e-scooters and other micro-mobility options.

Continuing Education Credits
AIA LU 1.0 unit (SCUPC19C06)
AICP CM 1.0 unit

Bringing Industry, Education, and Non-Profits Together

3:45 PM-4:45 PM | Dodge/Douglas

Presented by: Jacqueline Almquist, Executive Director, Metropolitan Community College Area | Nathan Barry | Jim Dennell, BCDM Architects

In today’s economy, 7 out of 10 open jobs require technical training. Industries are turning to community colleges to solve their workforce training needs. In this session, we will discuss the Construction Education Center, a state-of-the-art facility that facilitates project-based learning to bring industry partners, non-profits, and students together under a common vision. We will share our success story as well as strategic steps you can take to obtain necessary support from local and regional industry partners for your building project.

Learning Outcomes

1. Provide your project team with a real-world example of cross-sector collaboration.
2. Replicate the capstone project model for your building project to include students, industry, and non-profits.
3. Engage industry partners in structured advisory council meetings.
4. Reach out to local K12 educators regarding career academy models.

Continuing Education Credits
AIA LU 1.0 unit (SCUPC19C34)
AICP CM 1.0 unit

Go Fast, Go Slow: Planning Early for Zero Net Energy

3:45 PM-4:45 PM | Capitol Ballroom 3-4

Presented by: Amanda Bogner, President, Energy Studio, Inc. | Daniel Overbey, Ball State University

Zero net energy (ZNE) is a formidable goal and one that is not easily grafted onto a project once the design is in progress. We will explain why it is necessary to evaluate ZNE opportunities before the request for proposal. This session outlines a process for leveraging energy modeling early to gauge and clarify ZNE feasibility and articulating the value proposition of high-performance design leadership. Come learn how to set meaningful energy targets, identify crucial design decisions, and demonstrate to stakeholders that setting ZNE goals is vital during procurement.

Learning Outcomes

1. Explain the top five design considerations for ZNE you must make before responding to a request for proposal.
2. Identify specific design questions that a project team needs the building energy modeling effort to answer as early as the pre-design stage.
3. Determine the appropriate tools you need to ensure that you achieve energy performance goals on any project.
4. Prepare a framework to effectively integrate early-stage building energy modeling within any firm’s culture and design practice.

Continuing Education Credits
AIA LU/HSW 1.0 unit (SCUPC19C07)
AICP CM 1.0 unit

Predictive Analytics: Harness Digital Information for a Current Master Plan

3:45 PM-4:45 PM | Capitol Ballroom 1

Presented by: Robert R. Bell, University Architect, Miami University-Oxford | Zachary E. Zettler, Associate Principal, GBBN Architects

Long-range master plans make assumptions about the future, but historic data is actually a more reliable predictor. A master plan built on data, not assumptions, is also easier to adapt to changes. We will discuss a computational metrics mobile app and how Miami University uses it for its master plan. With practical tools and processes in hand, you will be able to prioritize available data, make more informed planning decisions, and align your team before executing future planning priorities on your campus.

Learning Outcomes

1. Describe how a master planning process built on historic data can help you assess critical needs based on actual results before projects are initiated.
2. Review your built environment data to determine the pertinent information that can help you make decisions about future planning and projects.
3. Describe planning processes and tools that can turn raw data into powerful, predictive information for future planning.
4. Explain the benefits of using computational metrics and predictive analytics in planning and design for the built environment.

Continuing Education Credits
AIA LU 1.0 unit (SCUPC19C44)
AICP CM 1.0 unit

7:15 AM – 11:00 AM | Omaha Marriott Downtown at the Capitol District, Ballroom Foyer

7:30 AM– 8:30 AM | Omaha Marriott Downtown at the Capitol District, Capitol Ballroom 2

After the Dust Settles: Did Your Master Plan Go as Planned?

8:30 AM-9:30 AM | Dodge/Douglas

Presented by: Steve Cramer, Vice President, PGAV Architects | Bryan Irwin, Principal, Solomon Cordwell Buenz | Bonnie Postlethwaite, University of Missouri-Kansas City | Robert A. Simmons, Associate Vice Chancellor, Administration, University of Missouri-Kansas City

In 2003, the University of Missouri-Kansas City (UMKC) completed a master plan to reinvent its obsolescent 1960s library while contending with severely limited budgets, divergent visions for the new library, and the need to stay operational while renovating. Fast-forward 15 years during which the library underwent two additions, multiple renovations, leadership changes, and funding challenges. What were the lessons learned? How did we achieve results? In this session, you will learn strategies for gaining consensus and maintaining continuity and flexibility for changing needs in a multi-year, multi-phase project.

Learning Outcomes

1. Develop strategies for maintaining enthusiasm among faculty, staff, students, and university administration during a multi-year construction project.
2. Develop strategies for assessing each phase of a building project and modifying the original project plan to accommodate changing needs.
3. Describe how to strengthen integrated project team engagement and the processes and tools to maintain it through leadership changes.
4. Identify capital strategies for library renovations and additions, including donor engagement and state funding requests.

Continuing Education Credits
AIA LU 1.0 unit (SCUPC19C02)
AICP CM 1.0 unit

Integrate Design Thinking Liberating Structures to Increase Buy-in

8:30 AM-9:30 AM | Capitol Ballroom 1

Presented by: Sue Hodges Moore, Chief Strategy Officer, Ball State University | Breanne Holloway, Assistant Director of Planning and Performance and Special Assistant to the Chie, Ball State University | Jennifer Palilonis, Ball State University

The level of buy-in from key stakeholders determines the ultimate success of any strategic plan. This session explores two frameworks—design thinking and liberating structures—that help university leaders ensure the entire campus community feels engaged in the strategic planning process. Strategic planning should be transparent and inclusive—we will demonstrate how you can achieve this comprehensive buy-in through implementing specific structures during each phase of the plan. Come learn action-oriented strategies for engaging students, faculty, staff, alumni, and local community in all phases of strategic planning on your campus.

Learning Outcomes

1. Identify the liberating structures most appropriate for effectively engaging your stakeholders.
2. Acquire tools to design and develop inclusive sessions for campus-wide engagement in strategic planning.
3. Synthesize results from design thinking sessions.
4. Transform design thinking data into an action-oriented strategic plan.

Revitalization: Planning Adaptable Spaces for a Growing Campus Community

8:30 AM-9:30 AM | Capitol Ballroom 3-4

Presented by: Adana Johns, Science and Technology Practice Leader, Perkins and Will | Jerry Johnson, Design Principal, Perkins and Will | Faye Bodyke, Director of Projects, Ohio State University

The Ohio State University (OSU) strategically planned and designed research and academic spaces for their growing College of Engineering program. This phased renovation and addition to existing laboratories within a prominent campus core provided OSU with a contextual gateway as well as essential research and academic space to support growing enrollment. We will share how the Biomedical and Materials Science Engineering Complex’s (BMEC) renovation required diligent management of project objectives to achieve the best use of space, phased construction, budget, and sustainability goals for a signature project.

Learning Outcomes

1. Explain how to plan adaptable spaces in the context of growing enrollment.
2. Explain how to plan and design for phased construction on your campus.
3. Use adaptable research to plan for growing enrollment in academic spaces.
4. Describe how renovation can revitalize existing buildings.

Continuing Education Credits
AIA LU 1.0 unit (SCUPC19C42) / AICP CM 1.0 unit

Funding the Future in Tough Times: The Programming Dilemma

9:45 AM-10:45 AM | Capitol Ballroom 1

Presented by: Sandra Patterson-Randles, Chancellor Emerita and Professor of English, Indiana University Southeast

In order to meet students’ evolving needs and ensure an institutions’ ongoing vitality, competitive proposals for campus programming require astute evaluation and vigorous assessment of ongoing institutional benefit. This session will detail strategies from three separate regional university initiatives to solicit, evaluate, adopt, and fund forward-thinking campus enhancements under significant budgetary constraints. Come and explore the successes and failures involved in these planning initiatives that focus on long-term student success, financial viability, programmatic quality, and institutional stability over two decades.

Learning Outcomes

1. Create circumspect pre-planning strategies to invite proposals for forward-thinking campus and curricular programming.
2. Develop effective guidelines and methodologies for evaluating the impact and desirability of competing proposals.
3. Identify funding priorities and develop assessment rubrics and budget hearing guidelines to ensure adopted proposals deliver expected results and maintain relevancy.
4. Identify best practices and potential pitfalls of implementing programs when funding is scarce or uncertain.

Integrating an Academic Medical Center with a Private Hospital

9:45 AM-10:45 AM | Capitol Ballroom 3-4

Presented by: Devin Fox, CHI Health Creighton University Medical Center – Bergan Mercy | Jeff Monzu, Leo A Daly | Kristi Nohavec, Leo A Daly

Medical student and resident education greatly benefits from immersive on-the-job training that integrates research and treatment. In this session, we will show how a successful design process integrates an academic medical center with a private hospital campus (including a Level 1 trauma center), simultaneously advancing education for students and improving patient outcomes. We will share tools and strategies with you for integrating different learning spaces and cultures to create a comprehensive approach to education and patient care.

Learning Outcomes

1. Develop design strategies to improve educational training for students, residents, and staff at your campus medical center that will in turn improve patient outcomes.
2. Create environments conducive to training medical leaders in an immersive, real-life setting.
3. Gain tools to accurately measure how building design improves medical education and patient outcomes after the hospital and medical school merger is complete.
4. Describe how to integrate two organizations to design optimal education environments that benefit students and patients alike.

Continuing Education Credits
AIA LU/HSW 1.0 unit (SCUPC19C12)
AICP CM 1.0 unit

Integrating Facility and Academic Master Plans Through Collaboration

9:45 AM-10:45 AM | Dodge/Douglas

Presented by: Jacob Sertich, Wilkins Architecture Design Planning | Mike Steele, Area Vice President of Administrative Services, Mid-Plains Community College | Jody Tomanek, Mid-Plains Community College

Timely stakeholder input is vital to a master plan’s integrity‚Äîin particular, input about the needs of academic programs. In this session, we will share how the Mid‚ÄìPlains Community College engaged in a collaborative process across the campus and community to integrate the facility and academic master plans. Come learn how an integrated approach to stakeholder input can lead to success on your campus.

Learning Outcomes

1. Explain how to integrate stakeholder feedback into your master plan.
2. Engage stakeholders to create an integrated feedback process.
3. Describe the importance of integrating facility and academic master plans.
4. Identify strategies for developing an integrated institutional academic and facility master plan.

Continuing Education Credits
AIA LU 1.0 unit (SCUPC19C49)
AICP CM 1.0 unit

The Physical Campus in a Digital World

11:00 AM–12:15 PM | Omaha Marriott Downtown at the Capitol District, Capitol Ballroom 2

Presented by: Michael Haggans, Visiting Scholar, Center for 21st Century Universities, Georgia Institute of Technology

Until recently, the campus and the institution were the same organisms, as shell and snail. The campus was an analog reflection of the institution’s mission and scale. Mission was linked to place and size of place linked to scale. The institution required physical places for all its students, faculty, and staff. This link began to fray in the last decade of the 20^th Century, as the placeless, non-physical potential of a digital world became more obvious and increasingly functional. What are the physical consequences of these fraying relationships? How must campuses adapt?  What remains after the environmental forces of a digital world

Learning Outcomes

1. Identify and understand the meaning of digital transformation for Higher Education
2.  Respond to the facilities consequence of this transformation
3.  Become more comfortable with the changing significance of the physical campus
4.  Recognize the enduring value of the physical campus

Continuing Education Credits
AIA LU 1.0 unit (SCUPC19P03)
AICP CM 1.0 unit