Learning Resources

Abstract: While nontraditional students now make up the majority of most student bodies, we continue to use physical planning outreach and engagement tools designed for traditional students. This session shares how we developed new practices and tools to deliver better campus experiences for students from nontraditional backgrounds, yielding social equity in campus planning and building design. You will learn about new physical planning engagement and assessment tools that reveal and remedy the disparities nontraditional students encounter in their lives on campus.

Abstract: As institutions build out their campuses and land becomes limited, they must find creative and economical ways to expand. Johns Hopkins University (JHU) leased a high-rise building in downtown Baltimore as an alternative campus environment to develop its new Carey Business School, a strategic move JHU made to connect to business leaders, faculty, and potential students. The business school has taken on more space as it has grown, which required the school to plan through the lens of short-term and medium-term timeframes in a high-rise environment. This session will delve into the opportunities and challenges involved with locating a professional school in a leased, downtown, high-rise building mixing students with other occupants of the building.

Abstract: Monroe Community College opened its new urban campus in fall 2017 through an initiative that repurposed an industrial complex into a vibrant community college steeped in town/gown relationships that provide mutual benefits. This educational facility reinvigorated a declining neighborhood and served as a catalyst for economic revitalization, urban renewal, and a unique learning community for students. In this session, you will gain insight into the relevant planning and operational steps taken to revitalize an existing facility to support student success.

Abstract: Harvard University’s Smith Campus Center has repurposed an entire city block, providing innovative new spaces for collaboration and a welcoming “front door” to the university. The campus center has been transformative for Harvard, revitalizing a prominent site at the campus's crossroads and providing the wider community of 44,000 people with new central gathering and events spaces. Come learn how we successfully navigated stakeholder outreach and generated a design solution within the existing building.

Abstract: Have we heard from enough people? Sometimes leaders ask this question to seek consensus or in the hope of making a tough call easy with more data. But this is the wrong question to ask. A better question is, “Have we talked to the right people?” In this article, we discuss how institutions can research their “lead users” whose extreme behaviors today will be the norm tomorrow. Using a case study rethinking Georgia Tech’s library services, spaces, and staffing, we explain who lead users are, how to identify them, how to research them to uncover insights, and how they can champion innovation on your campus.

Abstract: This article presents an approach for the preparation of a feasible master plan for a proposed polytechnic. It identifies and discusses key steps common to all methods used in the preparation of an institutional master plan. The object is to provide pertinent information to guide the preparation of a master plan that ensures a successful implementation and fulfillment of the institution’s objectives. It was concluded that the adoption and implementation of an appropriate master plan for a named polytechnic greatly facilitates the realization of the institution’s vision and mission.

Abstract: This article describes execution of the balanced scorecard (BSC) strategic framework in a School of Nursing (SoN). The SoN strategy map was the outcome of the development phase. The two-year implementation phase incorporated balanced scorecards that linked outcome measures to the priority strategies. Thirty-two percent of the defined outcome measures were met. Factors in adopting the BSC framework included development of a strategic plan that supports the college mission and vision, improved communication within the SoN, a united effort to institute strategies to sustain the SoN’s future, and establishment of performance indicators to measure success in achieving those strategies.

Abstract: With North Dakota experiencing a significant shortage in all health care-related fields, the University of North Dakota School of Medicine and Health Sciences replaced its aging facility with a new school in order to (1) increase enrollment by 25 percent, (2) attract and retain top-tier faculty and staff, (3) encourage inter-professional collaboration, (4) colocate all eight medical, health sciences, and basic sciences in one building, and (5) retain more in-state graduates. The facility is now a shared collaborative learning environment, the result of the university “rethinking everything” about how it delivered health sciences education.