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Conference Presentations

Published
March 5, 2024

Planning the AI Pipeline: Attracting Students With Three Future-focused Projects

By: Melissa Burns, Page Southerland Page, Inc. | Alex Iszard, George Mason University | Brian Tucker, Page Southerland Page, Inc. | Liza Wilson Durant, George Mason University

Rapidly changing users and technology paired with long project timelines requires institutions to think ahead and implement innovative strategies for creating new, high-end engineering facilities.
Abstract: Rapidly changing users and technology paired with long project timelines requires institutions to think ahead and implement innovative strategies for creating new, high-end engineering facilities. Campus facilities must be nimble and ready to support multiple types of students. At the forefront of the AI technology revolution, George Mason University is undertaking large construction projects to serve a spectrum of undergraduate, masters, and doctoral students and create ecosystems of academic, industry, government, and community users. We’ll share planning strategies for AI technology learning spaces, practical solutions for designing future-focused facilities, and ways of promoting collaboration and connection across multiple communities.

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Conference Presentations

Published
March 5, 2024

Evaluating the Influence of Design on Social Impact Education

By: Anya Grant, Leo A Daly | Todd McGarvey, University of Maryland-Baltimore | Irena Savakova, Leo A Daly

In order for institutions to support students’ desire for engagement and impact within their local, regional, and national communities, they must plan and design spaces that foster instruction, discourse, and invention. 2024
Abstract: In order for institutions to support students’ desire for engagement and impact within their local, regional, and national communities, they must plan and design spaces that foster instruction, discourse, and invention. This session will evaluate Thurgood Marshall Hall on its promise as an integrated scholar-practitioner community within the University of Maryland’s (UMD) Do Good Campus for social impact education. After a year of occupation, we’ll share how we conducted a qualitative assessment of the building with a wide cross-section of stakeholders and how the resulting lessons will impact the campus’s ‘Do Good’ mission and inform future planning and design.

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Planning for Higher Education Journal

Published
April 19, 2023

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The Fourth Industrial Revolution

Align Strategic, Physical, and Capital Planning for the Next Generation of Students

By: Jacob Guter, MPA, RA, and Doug Kozma, BSLA, PLA

Michigan Technological University used active stakeholder engagement, frequent reviews, and vigorous discussion to develop its aspirational master plan.

From Volume 51 Number 3 | April–June 2023

Abstract: Profound technological changes are occurring today, and universities need to prepare our students to work and live in this new world. Michigan Technological University (Michigan Tech) is addressing the future of technology in society, academia, and the campus through our Tech Forward Strategic Plan, a bold enrollment and retention initiative, an aggressive capital campaign, and a dynamic hiring initiative. Our aspirational campus master plan, developed in partnership with SmithGroup, an integrated design firm, integrates and supports these initiatives and goals. Active stakeholder engagement, frequent reviews, and vigorous discussion allowed us to craft a campus master plan aligning strategic, physical, and capital planning that supports and drives the university’s 2035 Vision.

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Planning for Higher Education Journal

Published
March 7, 2023

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It Takes a (Virtual) Village

Harper College Accomplished Integrated Campus Planning During a Time of Profound Change

By: Avis Proctor, EdD; Maria Coons, EdD; Krisan Osterby, MLA, ITGA; Stephen Siegle, MArch, AIA, LEED AP BD+C

This large community college successfully embraced virtual communication platforms and moved forward with a viable 10-year plan during a global health crisis, economic turbulence, and technological change.

From Volume 51 Number 2 | January–March 2023

Abstract: Integrated planning during profound change requires extra flexibility and attention to user engagement while utilizing new modes of interaction. This article summarizes a successful virtual and comprehensive planning process, including consensus-building, and approval at Harper College. It reviews results and lessons learned by this large community college as it embraced virtual communication platforms and moved forward with a viable 10-year plan during a global health crisis, economic turbulence, and technological change. The authors share the remote process used to set goals, assess resources, define needs, explore options, and guide decision-making with numerous stakeholders.

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Webinar Recordings

Published
December 9, 2021

How Assessment Can Improve Your Campus’s Active Learning Spaces

By: David M. Zaiser, HDR | Shannon Dowling, Ayers Saint Gross | Alice Donlan, University of Maryland | Hilary Gossett, University of Maryland | Jeffrey Ashley, Jefferson (Philadelphia University + Thomas Jefferson University)

Come join us for an engaging and interactive session that will provide you with critical, campus-tested planning tools that you can use in your own classroom assessment to improve your campus learning environment.
Abstract: Higher education planners recognize the crucial role that active learning spaces play in improving student outcomes, but identifying the specific characteristics that make these environments most beneficial for student success is still an evolving process. Representatives from two institutions—one private, the other public—will share their experiences and highlight the planning tools they use to assess active learning spaces aimed at powering student gains. Come join us for an engaging and interactive session that will provide you with critical, campus-tested planning tools that you can use in your own classroom assessment to improve your campus learning environment. This webinar was brought to you by the SCUP Mid-Atlantic region.

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Conference Recordings

Published
July 14, 2021

2021 Annual Conference | July 2021

Using SCUPs Campus Facilities Inventory (CFI) to Inform Your Integrated Planning

By: Allan Donnelly, brightspot strategy | Elliot Felix, brightspot strategy | Wayne Bottomley, California Institute of Technology | Monique Mackenzie, University of Minnesota-Twin Cities | Lora Strigens, Marquette University | Neil Sullivan, The Pennsylvania State University | Cynthia Wilder, Morgan State University

In this session, we will explore some of the findings from the 2021 CFI benchmarking and hear from a panel of institutions about changes they are making and using CFI data to inform their planning efforts.
Abstract: As colleges and universities plan for the future, they now confront unprecedented technological, demographic, social, and economic change. So, SCUP created the next generation of its Campus Facilities Inventory (CFI) to help leaders see how their campus compares to national benchmarks and understand how things might change in the future. In this session, we will explore some of the findings from the 2021 CFI benchmarking and hear from a panel of institutions about changes they are making and using CFI data to inform their planning efforts.

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Conference Recordings

Published
July 13, 2021

2021 Annual Conference | July 2021

A New Plan for Building Green

By: Casey Collins, Duke University | Leanora Paniccia, Atelier Ten

This session will focus on the next step in the evolution of green building and provide a comprehensive sustainability framework for responsible development with a holistic view of the campus and community wellbeing.
Abstract: LEED is not always suited to campus-wide, long-term perspectives on building development and carbon emissions reductions. It can often result in a more expensive process that misses the mark on achieving realized savings, leading universities to shift away from LEED. This session will focus on the next step in the evolution of green building and provide a comprehensive sustainability framework for responsible development with a holistic view of the campus and community wellbeing. Come learn how you can use this improved planning process for green building by outlining rigorous sustainable design standards and integrating operational tracking to examine facility performance.

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Conference Recordings

Published
July 13, 2021

2021 Annual Conference | July 2021

SCUP Fellow Presentation | Peripheral Vision

Planning and Designing Diverse, Equitable, and Inclusive Learning Environments

By: Shannon Dowling, 2020–21 SCUP Fellow, Ayers Saint Gross | Eve Klein, CUNY Graduate School and University Center

Gain an early view of a yearlong study into creating a set of metrics for campus planners and facility designers to assess physical space on campus in support of the strategic planning values of diversity, equity, and inclusion.
Abstract: Gain an early view of a yearlong study into creating a set of metrics for campus planners and facility designers to assess physical space on campus in support of the strategic planning values of diversity, equity, and inclusion. We'll review common themes found in strategic plans across institutional typologies and contributing research and studies on the topic. Student input on belonging, including a student design competition, provide thought starters to institutions in the form of scalable vignettes. The vignettes, alongside a developing list of criteria and metrics around campus environments, including outdoor space, building entries, public study and lounge space, formal instructional environments, research labs, and residence halls, will provide a roadmap for translating diversity, equity, and inclusion from core values and strategic themes to impactful, informed, and authentic physical projects.

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Conference Recordings

Published
October 20, 2020

2020 North Central Regional Conference | October 2020

Minnesota Sustainable Building Guidelines

Improving Human Experience on Campus

By: Anna Pravinata, Principal Architect, Alliiance | Amanda Aspenson, Design Project Manager, University of Minnesota Capital Project Management | Abimbola Asojo, Associate Dean for Research, Creative Scholarship and Engagement, University of Minnesota College of Design

The University of Minnesota follows the state’s sustainable building guidelines, specifically Indoor Environmental Quality (IEQ), and uses post-occupancy evaluations (POE) to measure user satisfaction with campus buildings. In this session, we’ll demonstrate how to implement sustainability initiatives, which have a significant impact on campus building performance and by extension, user performance and wellbeing.
Abstract: The University of Minnesota follows the state’s sustainable building guidelines, specifically Indoor Environmental Quality (IEQ), and uses post-occupancy evaluations (POE) to measure user satisfaction with campus buildings. In this session, we’ll demonstrate how to implement sustainability initiatives, which have a significant impact on campus building performance and by extension, user performance and wellbeing. Establishing a system of post-occupancy evaluation can provide you with the IEQ intelligence you need for data-driven design criteria. Come learn how to design sustainable user-friendly environments and evaluate measurable facility user outcomes on your campus.

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Report

Published
December 19, 2019

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Using Alumni Surveys to Assess the Impacts of Active Learning Spaces on Development of Collaboration Skills

By: Jeffrey Ashley, PhD, Thomas Jefferson University

This is a SCUP Fellow Research Project Final Report for the 2018–2019 program. The goal of this research was to evaluate the gains, if any, in the collaboration skill development of students who experienced part of their undergraduate or graduate learning within active learning spaces at Thomas Jefferson University, and to attempt to pinpoint the factors contributing to that.
Abstract: There is a growing interest in examining the relationship between active learning spaces and development of soft skills. The overall goal of this research was to evaluate the gains, if any, in the collaboration skill development of students who experienced part of their undergraduate or graduate learning within active learning spaces at Thomas Jefferson University, and to attempt to pinpoint the factors contributing to that.

To meet the goal, the researcher designed a study to assess perceived impact of use of active learning spaces, targeting alumni. Although many such studies rely on reflections from current students during or shortly after their use of learning spaces, the unique contribution of this research is that it gathered impact perceptions of learning spaces from persons after they experienced collaborative work activities in their career settings beyond academia.

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