Learning Resources

Abstract: As leaders of colleges and universities continue to analyze changes today and plan their campuses for the future, the knowledge and insight from the SCUP community is critical. The 2023 Campus Facilities Inventory (CFI) report’s valuable facilities benchmarking data will help college and university leaders understand not only what they have now and how it compares, but also how things might change in the future.

The CFI report consists of two sections that provide a holistic picture of today while enabling institutions to crowdsource a vision for the future: current space use data and recent and planned changes to campus facilities.

Data are reported only in aggregate, protecting the privacy of each institution. Reporting focuses on findings and comparison tables by institution type (e.g., four-year public, four-year private, and two-year public), location (e.g., urban, suburban, rural), and size (i.e., in-person student headcount).

Abstract: From 2015–2018, amidst a period of heightened activism on campuses and broader societal change, institutions of higher education renamed and de-named campus buildings with namesakes whose legacies were seen to conflict with institutional missions and community values and harmful to members of the campus and surrounding communities. In 2020, the push for addressing problematic namesakes grew exponentially, expanding beyond buildings and postsecondary education.

Effectively managing naming issues on campus and the expectations and interests of internal and external stakeholder groups is challenging, emotional, and time consuming work that has a lasting impact on the physical campus as well as institutional legacy. This research report summarizes the specific cases of US institutions that addressed a naming issue between 2014 and 2021 and what each of them chose to do when faced with this challenging decision.

Abstract: At most institutions, physical space is a resource second only to personnel, yet it may not be managed as judiciously. Using data to understand how space is allocated, how the condition of space affects use, and how the evolving nature of space use will affect future demand can contribute to optimized space utilization while supporting institutional goals. This resource is designed to support business officers and other institutional leaders in developing data-informed space utilization practices. Published by NACUBO.

Abstract: “Will innovative environments like a smart building expand STEM education and reach more underrepresented groups? If technology can support remote work, then why haven’t the previous proofs of concept become fully adopted?” The author pursued these questions through her SCUP Fellows research, exploring the hypothesis that user-centered design would better address STEM student needs and could increase the likelihood of a broader adoption of remote labs. Although the COVID-19 pandemic required a hard pivot in her research plan, she was able to leverage the world's new focus on remote activities and work with students to design a prototype mobile application for a digital, interactive twin of a STEM building on campus.

Abstract: As leaders of colleges and universities continue to analyze changes today and plan their campuses for the future, the knowledge and insight from the SCUP community is critical. The 2022 Campus Facilities Inventory (CFI) report’s valuable facilities benchmarking data will help college and university leaders understand not only what they have now and how it compares, but also how things might change in the future.

The CFI report consists of two sections that provide a holistic picture of today while enabling institutions to crowdsource a vision for the future: current space use data and recent and planned changes to campus facilities.

Data are reported only in aggregate, protecting the privacy of each institution. Reporting focuses on findings and comparison tables by institution type (e.g., four-year public, four-year private, and two-year public), location (e.g., urban, suburban, rural), and size (i.e., in-person student headcount).

Abstract: Space is not neutral; we perceive physical environments differently based on our backgrounds, experiences, and abilities. Every student brings a unique perspective to campus, and therefore every campus will have individual needs.

This research project collected a body of evidence around student preferences for welcoming and inclusive physical campus environments, sourced from engagements with more than two dozen institutions and more than 200 students. The author used these findings to develop a playbook to guide institutions and design teams through key strategies and possible metrics relative to DEI to use when planning, designing, and assessing physical campus space. The playbook serves as a conversation starter—a way to get planners, designers, and institutional stakeholders to the table and move the needle toward a more supportive physical environment that embodies the strategic values of DEI.

Abstract: Online academic programs can bring your institution's mission to life . . . but it won't happen by accident. You need processes that intentionally integrate your mission into course design and development. This research examines these processes at Jesuit institutions, using a maturity model to evaluate how the mission is considered and acted upon during instructional design. The insights and advice shared can help any institution, from community colleges to research universities. Learn how you can start bringing your mission to life in your online courses.

Abstract: What is the relationship between accreditation and integrated planning? This research delves into this question, examining the perspectives from both the accreditor side (in particular, Middle States Commission on Higher Education) and the institutional side. It goes beyond what’s written about planning in the MSCHE Standards, using interviews with Commission vice presidents and institutional accreditation officers, along with analyses of institutional self-study documents, to compare the intent of the Commission with the lived experience of institutions. Learn about the discrepancies between planning ideals and reality . . . and potential ways those discrepancies can be resolved.

Abstract: As leaders of colleges and universities continue to analyze changes today and plan for the future, the knowledge and insight from the SCUP community is critical. The 2021 Campus Facilities Inventory (CFI) report’s valuable facilities benchmarking data will help college and university leaders understand not only what they have now and how it compares, but also how things might change in the future.

The CFI report consists of three sections that provide a holistic picture of today—while enabling institutions to crowd-source a vision for the future: Current space use data, anticipated changes to space, and qualitative space changes.

Data are reported only in aggregate, protecting the privacy of each institution. Reporting focuses on findings and comparison tables by institution type (i.e., four-year public, four-year private, and two-year public), location (i.e., urban, suburban, rural), and size (i.e., enrollment, ­ 20,000).

Abstract: Historic separations that defined higher education are dissolving: research is more interdisciplinary, online and on-campus learning are converging, wet and dry labs are blending, teaching and research overlap, and academia forges relationships with corporate partners. Institutions, by improving how they connect what they offer, how they are organized, and how they operate, can build value and agility to better assist their people on campus. Real-world examples in this white paper from Knoll and brightspot strategy discuss how campus spaces support student success, including how to fully use the campus; creating spaces that sustain diverse and flexible ways of working; thinking phygitally; and creating environments where today’s purpose-driven and entrepreneurial students (Gen Z) will thrive as they prepare to enter the workforce.