Learning Resources

Abstract: During his year of ACE fellowship, Robert Schultz, department chair for teacher education at the University of Toledo, had a front row seat as Ohio State University adjusted to COVID-19, seeing firsthand the remarkable pivot a large institution can make when its leadership has spent significant time and effort on teamwork development. He discusses the need for collaborative governance and transitioning to the planning and change leadership that is necessary for schools to effectively strategize for what’s next.

Abstract: Multiple entities within institutions often have competing values, but virtual reality (VR) simulation can help overcome this challenge by creating an accessible platform for building a collective vision. We will demonstrate how we incorporated VR into stakeholder engagement for the University of Virginia's Student Health and Wellness Center to address health outcomes, promote student learning, and collaborate with interdisciplinary partners across campus. Encouraging stakeholders to virtually test a space's impact on health and learning will help you to advance decision-making, leverage diverse expertise, and capture empathy-driven insight to create a more efficient and intelligent design process at your institution.

Abstract: 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.

Abstract: If a facilities master plan cannot keep up with rapid change, it becomes just another big book on the shelf. The University of Michigan-Ann Arbor’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.

Abstract: 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.

Abstract: Renovating campus buildings that are partially occupied is a frequent challenge. Planning and executing an efficient phased renovation optimizes resource use and minimizes disruption. This presentation will focus on lessons learned in three case studies of phased renovations, comprising mid-20th century science and humanities buildings as well as student housing. You will learn about best practices from projects across multiple building types as well as examine planning methodologies, design processes, and technical challenges for broader applicability.

Abstract: After a campus tragedy, the first steps for the community toward settling into the new normal often entail working through the gravity of recent events. This work includes a need for internal reflection, external processing, and collective healing. Campus communities engaged in this process often find a way to memorialize the events that have shaken them and to honor the lives of any community members lost to tragedy. This research project focuses on physical memorials that are the result of a tragic moment in institutional history.

Abstract: In 1966, Frederick W. Mayer joined the staff of the University Planner’s Office at the University of Michigan. In 1968 he was named “university planner”—a position he held until his retirement in 2003. In this position he was responsible for the preparation and updating of master plans for all of the university’s campuses.

The material included in this work is presented as a case study of one university’s successful program of campus planning and implementation over a period of 40 years. It is hoped that it will prove instructive and useful to other institutions and individuals engaged in the process of campus planning.

Abstract: Public-Private Partnership (“P3”) procurement models for built infrastructure serving higher learning institutions started to gain attention in North America in the late 1990s—mostly as an alternative approach to adding student housing at select universities and colleges. More recently, P3 models have been applied to a diverse range of higher learning projects, with some serving core academic and research functions.

Although many institutions are considering P3 approaches among their options to address emerging pressures to expand or update their facilities, their implementation is not yet common. The researcher’s intention was to better understand P3 models and learn how they have performed, possibly generating some useful lessons for how P3 models can be applied with desired outcomes.

Abstract: Camden, New Jersey, a city of 80,000 located directly across the Delaware River from center-city Philadelphia, is, by any index of urban decay, one of the nation's most distressed urban centers. While severely ineffective, the city houses the essential building blocks of future recovery: branches of four colleges and universities and two major hospitals. A failure to recover during one of the strongest economic upturns in the nation's history, coupled with an unfortunate history of corruption and mismanagement, caused the state legislature to take two extraordinary actions to stabilize and revitalize the city: installing a state-appointed chief operating officer for the city, whose powers supercede those of the mayor and council, and putting forth an investment plan for the city that built upon its remaining institutional strengths in higher education and health care. A working group, the Camden Higher Education and Healthcare Task Force, was formed by the city's higher education and health care institutions at the behest of key legislators to coordinate their development efforts in order to advance the recovery of the city.