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Blog Post

Published
March 17, 2023

Cultivating 55+ Communities on Campus

Higher Education and Senior Living

By: Apryl Motley, CAE, SASM

To gain insight into the potential opportunities and obstacles university-based retirement communities (UBRCs) present for higher education, we turned to Andrew Carle, adjunct faculty member, senior living administration for Georgetown University’s Master of Science Program in Aging & Health.

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Trends for Higher Education

Published
March 15, 2023

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Trends Inside Higher Education | Spring 2023

By: Apryl Motley, CAE, SASM

Within the world of higher education, what are some of today’s key trends—and what are some implications for institutions of higher learning?
Abstract: We’ve organized Trends using STEEP: Social, Technology, Economic, Environmental, and Political. Each trend includes a brief trend summary, a footnoted source, and discussion questions to help you analyze and act on the trend.

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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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Planning for Higher Education Journal

Published
February 14, 2023

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Book Review: The Agile College

How Institutions Successfully Navigate Demographic Changes

By: Bryan C. Harvey, EdD

From Volume 51 Number 2 | January–March 2023

Abstract: The Agile College: How Institutions Successfully Navigate Demographic Changes
by Nathan D. Grawe
Johns Hopkins University Press: Baltimore: 2021
298 pages
ISBN: 978-1421440231

Does hope motivate action or complacency? Does crisis induce change or despair? Nathan D. Grawe readily acknowledges this tension in The Agile College, his follow-up book to his 2018 Demographics and the Demand for Higher Education. The latter propelled the inescapable discussion throughout higher education of the looming “demographic cliff.” The Agile College suggests how agile institutions might prevent demography from becoming destiny.

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Webinar Recordings

Published
February 1, 2023

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Facilities Planning for Community Colleges

Practicing Equity for Educational Inclusion & Belonging

By: Amara H. Pérez, PhD | Brodie Bain, NAC|Architecture | Saumya Kini, Walker Macy | Rebecca Ocken, Portland Community College

The planning team for Portland Community College will discuss lessons learned while practicing equity to create an inclusive Facilities Plan for Oregon’s largest higher education institution on thresholds of global, local, and institutional shifts.
Abstract: The planning team for Portland Community College will discuss lessons learned while practicing equity to create an inclusive Facilities Plan for Oregon’s largest higher education institution on thresholds of global, local, and institutional shifts. Portland Community College, a multi-campus institution constantly navigating academic, workforce, and social change, offers critical and timely lessons for effective and inclusive integrated planning. Attendees will be encouraged to consider relationships between educational equity, campus planning, and institution-wide shifts. They will feel empowered to balance uncertainty, flexibility, and specificity in planning equitable futures.

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Planning for Higher Education Journal

Published
December 21, 2022

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Book Review: Critical Whiteness Praxis in Higher Education

Considerations for the Pursuit of Racial Justice on Campus

By: Paul A. Dale, EdD

From Volume 51 Number 1 | October–December 2022

Abstract: Critical Whiteness Praxis in Higher Education: Considerations for the Pursuit of Racial Justice on Campus
Edited by Zak Foste and Tenisha L. Tevis
Stylus Publishing: Sterling, VA: 2022
289 pages
ISBN: 978-1642672695

College and university administrators are increasingly called to confront the deeply entrenched racial inequities in higher education. To do so, corresponding attention must be given to historical and contemporary manifestations of whiteness in higher education and student affairs. In reviewing Critical Whiteness Praxis in Higher Education: Considerations for the Pursuit of Racial Justice on Campus, Paul A. Dale, EdD, suggests those who read the book will more fully acknowledge the impact of whiteness on organizational structure, colleagues, and students and their experience.

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Webinar Recordings

Published
November 16, 2022

Insights from SCUP’s Fall 2022 Trends for Higher Education Report

By: Salvador Aceves, Regis University | Nicholas Santilli, Society for College and University Planning

Join your community as Nick Santilli and Salvador Aceves share in a conversation that will highlight some of the trends and how you can use the report to help your strategic planning, scenario planning, and contingency planning activities.
Abstract: Have you been keeping up with the trends outside higher education?

No problem! We’ve pulled together the latest trends along with questions you can use for planning and decision-making in SCUP’s fall 2022 Trends for Higher Education report (released September 2022).

What next? Let’s dig a little deeper. Join your community as Nick Santilli and Salvador Aceves share in a conversation that will highlight some of the trends and how you can use the report to help your strategic planning, scenario planning, and contingency planning activities.

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Conference Recordings

Published
November 2, 2022

2022 Mid-Atlantic Regional Symposium | November

Reckoning with Entangled Histories

Higher Education and Slavery

By: Fanchon (Chon) Glover, College of William and Mary | Amber Hall, College of William and Mary | Samuel Hayes, College of William and Mary | Ben Carton, George Mason University | Wendi Manuel Scott, George Mason University | Cathy Pinskey, George Mason University | Dereck J. Rovaris, Sr., St. Mary's College of Maryland | Maurice Schlesinger, St. Mary's College of Maryland | Louis Nelson, University of Virginia | Alice Raucher, University of Virginia | Stephanie Wolfgang, Perkins&Will

In this symposium, four institutions will share their approaches to these complicated questions and how they’re continuing the conversation around the legacy of slavery on their campuses.
Abstract: American higher education institutions have a long, complex history with slavery that shouldn’t be ignored. Reckoning with these historical ties—from slave-owning namesakes to the enslaved laborers who constructed campus buildings—generates difficult questions for colleges and universities:
  • How do we honor those who were enslaved?
  • How do we recognize our role in the history of slavery as a means of learning from the past to guide our future?
In this symposium, four institutions will share their approaches to these complicated questions and how they’re continuing the conversation around the legacy of slavery on their campuses.

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Report

Published
November 1, 2022

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Examining Naming Issues on Campus

By: Erin Johnson, MS, Rutgers, The State University of New Jersey

This is a SCUP Fellow Research Project Final Report for the 2020–2021 program. This report summarizes the specific cases of US institutions that addressed a problematic building or facility naming issue between 2014 and 2021 and what each of them chose to do when faced with this challenging decision.
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.

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Planning for Higher Education Journal

Published
October 31, 2022

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Institutions Can Say They Encourage Staff DEI Professional Development . . .

. . . But the Individual Chooses to Embrace It

By: Jeffery L. Wilson, PhD, and Fred Tugas, EdD

This study examined professional development strategies for higher education professionals in the context of the post-George Floyd-era.

From Volume 51 Number 1 | October–December 2022

Abstract: The death of George Floyd in 2020 and the Black Lives Matter (BLM) movement have renewed the focus on diversity, equity, and inclusion (DEI), particularly in higher education planning. As a result of this attention, higher education has reexamined its commitment to DEI. A student voice survey found that college students were underwhelmed by actions taken by their institutions to address DEI on campus (Inside Higher Education 2021). Institutional units across higher education require coordinated, integrated planning to meet student expectations. This article highlights the results of a study that examined professional development strategies for higher education professionals in the context of the post-George Floyd–era.

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