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Planning for Higher Education Journal

Published
February 9, 2021

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Leveraging Institutional Planning to Benefit Latinx Students

Racially Disaggregated and Actionable Data Improve Community College Transfer Success

By: Eric R. Felix, PhD

How can institutional planners make a difference for underrepresented minority students? Senior administrators at East Los Angeles College addressed inequities in Latinx student transfer rates with data-backed culturally-relevant strategies.

From Volume 49 Number 2 | January–March 2021

Abstract: California Community Colleges, since 2014, have explicitly targeted retention, transfer, and completion outcomes through a mandated planning process supported by newly-allocated fiscal resources. The policy focuses on equity-driven institutional planning that identifies and addresses disparities for specific groups (e.g., Latinx students, foster youths, veterans). This article shares insight from five years of case study research, exploring how senior administrators address Latinx student transfer inequity through new culturally-relevant strategies. Within California, Latinx students comprise the largest share of transfer-aspirants, but they have significantly lower rates of academic success. Key lessons are shared to leverage planning efforts to improve outcomes for underrepresented minority students.

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Webinar Recordings

Published
January 19, 2021

Unleashing the Power of Difference

Creating Neuro-Inclusive Learning Spaces

By: Jennifer Carpenter, Verona Carpenter Architects | Irina Verona, Verona Carpenter Architects | Marie-Christine Potvin, Thomas Jefferson University | Monique Chabot, Thomas Jefferson University | Josh Humbel, SCUP

We live in a neurodiverse world. Spaces that support sensory needs can allow a wider range of students to flourish, creating a more equitable—and more flexible—environment. Leaders from Thomas Jefferson University and Verona Carpenter Architects will share examples across typologies of innovative solutions, unleashing the generative power of difference.
Abstract: We live in a neurodiverse world. Students, whether or not they have formal diagnoses, learn in different ways, and the converging crises of our day demand new paradigms of inclusion across the campus. Spaces that support sensory needs can allow a wider range of students to flourish, creating a more equitable—and more flexible—environment.

Leaders from Thomas Jefferson University and Verona Carpenter Architects will share examples across typologies of innovative solutions, unleashing the generative power of difference. Use the examples and discussion points to create a healthier, more attractive space on campus for all learning types.

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Conference Recordings

Published
October 6, 2020

2020 Southern Regional Conference | October 2020

Designing an Inclusive Engagement Process for Diverse Campus Representation

By: Nicole Nichols, DLR Group | William Atkins, University of Florida

In this session, presenters share their layered, inclusive planning process that engages and empowers campus and community constituents to celebrate cultural expression through the built environment.
Abstract: When institutions prioritize diverse cultural representation in their planning process and built environment, this promotes a positive learning community as well as a sense of belonging and wellbeing. In this session we’ll share our layered, inclusive planning process that engages and empowers campus and community constituents to celebrate cultural expression through the built environment. Come learn how you can develop a road map for sparking conversations on transparency, inclusion, and engagement in diverse groups to embrace current trends and explore change at your institution.

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Conference Recordings

Published
October 6, 2020

2020 Southern Regional Conference | October 2020

Hillsborough Community College Ybor City Campus Tour

By: Ginger Clark, Hillsborough Community College | Amanda Poss, Hillsborough Community College

This virtual tour will explore how the campus embraces its multi-cultural history and uses the Ybor City National District as a living laboratory to facilitate its programs with a focus on Hillsborough Community College’s community connections.
Abstract: Ybor City, home to a historically diverse and successful immigrant community, is now also home to Hillsborough Community College’s (HCC) Ybor City Campus. This virtual tour will explore how the campus embraces its multi-cultural history and uses the Ybor City National District as a living laboratory to facilitate its programs with a focus on HCC’s community connections. Come discover how historic architecture, academic programs, green spaces, and public art can contribute to a successful relationship between a campus and its diverse surrounding community.

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Conference Recordings

Published
July 24, 2020

2020 Annual Conference | July 2020

Vision to Reality

Reshaping Institutional Models for Underserved Populations

By: Cheryl Marshall, Chancellor, North Orange County Community College District | R. Umashankar, Principal Physical Planner, University of California-Riverside | Mario Violich, Principal, Moore Ruble Yudell Architects & Planners | John White, Executive Director, Bond Program and Facilities Planning, College of the Desert

Come learn how you can translate institutional values of access and equity into resilient physical planning strategies that will help your institution support underserved students in a time of crisis.
Abstract: New learner-centered tools must emphasize collaboration and scalability as higher education responds to a worldwide health crisis and social unrest sparked by inequity. This session will illustrate how the needs of traditionally underserved students are reshaping higher education delivery, now more than ever due to increased virtual learning and loss of campus space. We'll share how we're learning as we go, implementing innovative, resource-conscious, and practical solutions to urgent challenges. Come learn how you can translate institutional values of access and equity into resilient physical planning strategies that will help your institution support underserved students in a time of crisis.

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Conference Recordings

Published
July 22, 2020

2020 Annual Conference | July 2020

Campus-Wide Accessibility in Long-Term Planning and COVID-19 Response

By: J Garofalo, Designer / Access Planner, KMA, LLC | Michelle Maheu, Director for Planning, Design & Construction, Wellesley College | Josh Safdie, Principal, KMA, LLC

This session will discuss successful strategies for accessibility planning—both long-term and during the COVID-19 pandemic.
Abstract: How accessible is your campus? How accessible will it be during its COVID-19 operations? Campus-wide accessibility has a profound impact on student experience, yet institutions of higher education often struggle to provide accessible environments. This session will discuss successful strategies for accessibility planning—both long-term and during the COVID-19 pandemic. We'll discuss how to approach COVID-19 social distancing strategies in terms of program and spatial access, and key accessibility requirements to keep in mind when adapting different facilities types (residence halls, dining facilities, classrooms, etc).

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Conference Recordings

Published
July 20, 2020

2020 Annual Conference | July 2020

This recording is available to conference registrants and SCUP members only.

Keynote: The Empowered University

Shared Leadership for Academic Success and Crisis Management

By: Freeman Hrabowski, University of Maryland, Baltimore County | Rick Straka (Moderator), Minnesota State University-Mankato

Freeman A. Hrabowski III has led a transformation of UMBC (University of Maryland, Baltimore County) from a young, regional institution to an innovative research university. In our opening keynote, he discusses how—by taking a hard look in the mirror, understanding strengths and weaknesses, assessing opportunities and challenges, and engaging in difficult conversations—an empowered campus can innovate in course redesign, group-based and experiential learning, entrepreneurship and civic engagement, academic inclusion, and faculty diversity.
Abstract: Freeman A. Hrabowski III has led a transformation of UMBC (University of Maryland, Baltimore County) from a young, regional institution to an innovative research university. In our opening keynote, he discusses his new book, The Empowered University, which probes the ways in which an empowering culture and shared leadership enable a campus to tackle tough issues when times are good and manage challenges when crises emerge. He discusses how—by taking a hard look in the mirror, understanding strengths and weaknesses, assessing opportunities and challenges, and engaging in difficult conversations—an empowered campus can innovate in course redesign, group-based and experiential learning, entrepreneurship and civic engagement, academic inclusion, and faculty diversity.

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Webinar Recordings

Published
July 13, 2020

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Voices from the Field: Episode #20

Opportunity Amid Disruption

By: Loren Rullman, Vice Provost, Student Affairs and Dean of Students, Grand Valley State University

Hear how Grand Valley State University’s Loren Rullman frames the changes COVID-19 brings to student life, using the word “more”—more technology, more options, more outside-the-box thinking, and more action and cultural change—as we look ahead to the transformation of campuses for fall and beyond.
Abstract: While the pandemic pivot saw institutions racing to embrace new technologies on the fly, the lasting effects of COVID-19 have given rise to a new way of planning ahead and embracing the ability to see changing requirements as opportunities. Hear how Grand Valley’s Loren Rullman frames the changes to student life with the word “more”—more technology, more options, more outside-the-box thinking, and more action and cultural change—as we look ahead to the transformation of campuses for fall and beyond.

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Planning for Higher Education Journal

Published
July 7, 2020

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Universal Design in the Age of COVID-19

Changes Are Demanding That Campuses Include All Learners

By: Greg Havens

Demographics on campuses have changed, expectations for accessibility have increased, and the COVID-19 pandemic has accelerated the need to provide inclusive experiences for all learners. Thirty years after the ADA was signed into law, much has been achieved; however, there is more to be accomplished at colleges and universities if we are to provide inclusive experiences for all learners. A renewed approach to campus planning and design, informed by the principles of Universal Design and Universal Design for Learning, and with a commitment to delivering hybridized online and in-person models of educational delivery, is needed now.

From Volume 48 Number 4 | July–September 2020

Abstract: In context of COVID-19, institutions are developing new approaches to online learning at an unprecedented pace. Looking ahead, this great experiment may offer lessons for broadening the definition of accessibility. Three decades after the Americans with Disabilities Act established minimum accessibility standards for the built environment, this moment of accelerated change presents a unique opportunity to utilize hybrid delivery models and universal design principles to rethink accessibility. Sasaki principal Greg Havens examines how continued emphasis on improvements to the physical environment, when combined with hybrid learning and services, could transform the way we plan the human-centered, accessible campuses of tomorrow.

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