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Planning for Higher Education Journal

Published
August 8, 2024

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From Awareness to Acceptance to Action

Build a Neuroinclusive Campus Community

By: Hilary Meyer, MBA, MLIS

Through its strategic plan, Triton College built support for and overcame barriers to institution-wide neurodiversity efforts.

From Volume 52 Number 4 | July–September 2024

Abstract: Triton College’s strategic plan focuses on short- and mid-term institution-wide neurodiversity efforts to create a neuroinclusive campus culture. Key aspects of success include a multi-year administrative commitment; connecting the work to the open-access mission; including committee members from across the college; and focusing on programming, space, and partnerships. Triton College built support and overcame barriers by amplifying advocates and identifying champions, tying the work to campus-wide initiatives, ensuring strategic and operational leadership, securing seed funding, including stakeholders, starting small, reducing risk, allowing for development time, defining the work, building on wins, and adhering to an open-access mission.

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Conference Presentations

Published
July 23, 2024

A School Without Walls: The Architecture of Data Science

By: Phil Bourne, Founding Dean | Lauren Shirley, Senior Associate | Mike Taylor, Principal

Data science is a rapidly developing discipline and serves as a catalyst for the future development and management of institutional faculties.
Abstract: Data science is a rapidly developing discipline and serves as a catalyst for the future development and management of institutional faculties. This session will examine the unique engagement process behind the University of Virginia's (UVA) 'School without Walls', as well as its dynamic programming and design for serving an emerging discipline. This project plays a special role in providing a venue for community and industry interaction and research. We'll explore points of engagement with an expanding faculty throughout the design process, which inspired flexible internal planning, and reflect on the appropriateness of wider contextual influences on the design solution.

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Conference Presentations

Published
July 23, 2024

Engaging Faculty in Classroom Planning and Design

By: Karen Detlefsen, Professor of Philosophy and Education | Bonnie Netel, Associate Director of Classroom Planning and Design | Gary Purpura, Associate Vice Provost for Education

Flexible classroom space is at a premium, making it necessary to link design with utilization to facilitate projected academic program growth. Including faculty in classroom planning and design processes is a vital part of supporting pedagogical innovation in campus learning spaces.
Abstract: Flexible classroom space is at a premium, making it necessary to link design with utilization to facilitate projected academic program growth. Including faculty in classroom planning and design processes is a vital part of supporting pedagogical innovation in campus learning spaces. This session will highlight recent strategic planning efforts with faculty and staff at the University of Pennsylvania (UPenn) focused on Central Pool classrooms and support for teaching and learning. We'll share ideas about how to facilitate collaboration between faculty, staff, and experts in the industry to maintain and advance flexible classrooms that support pedagogy and program development.

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Conference Presentations

Published
July 23, 2024

One Size Doesn’t Fit All: Planning for Neurodiverse Campus Communities

By: Winston Bao, Associate | William Franklin, Vice President, Student Affairs | Debra Hammond, Executive Director | Kimari Phillips, Research Manager

No two individuals are 'wired' to process information or stimuli in their environment in the same way, yet the design of campus environments often focuses on the 'norm'.
Abstract: No two individuals are 'wired' to process information or stimuli in their environment in the same way, yet the design of campus environments often focuses on the 'norm'. Meeting diverse needs on a spectrum of neurodiversity is an emerging concern for educational planning and design. We'll explore how physical environments can impact the educational experience by planning for neurodiversity and identify planning considerations that support equitable, inclusive campus environments to meet diverse social, emotional, and cognitive needs. This session aims to increase awareness, fluency, and sensitivity to assist planning efforts addressing neurodiversity that positively impact the built environment and the holistic experience and wellbeing of the campus community.

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Conference Presentations

Published
July 23, 2024

Reconnect, Reuse, Revitalize, Recruit: Addressing Aging Campus Facilities

By: Tom King, Director of Facilities, College of Engineering | Erin Mulrooney, Associate Dean for Administration | William Voulgaris, Principal

Institutions are constrained by housing modern programs within aging facilities.
Abstract: Institutions are constrained by housing modern programs within aging facilities. Cornell University's College of Engineering addressed these challenges while collecting programs and enhancing the user experience. This session will explore project goals that resolve pragmatic challenges of aging facilities and evolving programs with interventions that help support the future of academic programs and impact the overall cohesiveness of the larger campus. We'll identify opportunities to solve programmatic and utilitarian challenges within the confines of aging facilities while helping to improve the student experience, recruit researchers, and make connections between buildings and across the campus.

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Conference Presentations

Published
July 22, 2024

Integrated Planning for an Innovative and Efficient Design Process

By: Bill Davis, Director, Formal Design | Charles Mummert, Design Principal | Elizabeth Strutz, Associate Principal, Director of Process Innovation

Designing a forward-thinking research building without identified occupants is a bold undertaking.
Abstract: Designing a forward-thinking research building without identified occupants is a bold undertaking. Through an integrated planning and data-driven process, North Carolina State University (NCSU) designed a flexible academic research building, inspiring cross-functional collaboration which has led to increased industry partnerships and innovation. This session will highlight how a collaborative team enabled decision-making throughout the design process to create a future-proofed, energizing hub for academic research. Come learn how to leverage benchmarking, analytics, and an integrated planning process to design successful and innovative buildings on your campus.

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Conference Presentations

Published
July 22, 2024

Integrated Programming and Human-centric Design for Student Neurodiversity

By: Mayva Donnon, Partner | Christopher Manente, Executive Director, Rutgers Center of Adult Autism Services | Dave Schulz, Vice President and University Architect

With a growing population of neurodiverse students, Rutgers Center for Adult Autism Services (RCAAS) acts as a national prototype for institutional change to increase engagement and success of autistic students through purpose-built environments and programs.
Abstract: With a growing population of neurodiverse students, Rutgers Center for Adult Autism Services (RCAAS) acts as a national prototype for institutional change to increase engagement and success of autistic students through purpose-built environments and programs. Using the RCAAS as a case study, we'll present an interdisciplinary approach for addressing complex issues around autism through the organization's college support program, psychological services clinic, and intensive outpatient clinic. Come learn how to leverage the campus setting, transit, recreation, and jobs to integrate autistic students, provide clinical experience, and design for a vulnerable population, resulting in better environments and wellbeing for all.

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Planning for Higher Education Journal

Published
April 8, 2024

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Diving Into Data

Space Utilization Analysis Can Address Course Scheduling Challenges, Classroom Consolidation Issues, and Deferred Maintenance Priorities

By: Minta Ferguson, BArch, AIA, and Tom Savory, MArch, FAIA

Using data analytics and reviewing facility conditions helped Newberry College enhance space utilization and create a dynamic, adaptable campus.

From Volume 52 Number 2 | January–March 2024

Abstract: A proactive approach to master planning, rooted in empirical evidence and stakeholder input, can be emulated on campuses nationwide. The article’s authors show how a space analysis, if implemented correctly, can provide an institution’s decision-makers with the valuable data needed to create a dynamic and adaptable campus environment.

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Conference Presentations

Published
March 19, 2024

Equitable Access: Campus Planning toward Universal Design at UC Berkeley

By: Wendy Hillis, University of California-Berkeley | Ryan Jang, Leddy Maytum Stacy Architects | Benjamin Perez, University of California-Berkeley

Individuals with disabilities are not a homogeneous group and planners and designers have an ethical responsibility to shape the physical campus environment in response to their needs.
Abstract: Individuals with disabilities are not a homogeneous group and planners and designers have an ethical responsibility to shape the physical campus environment in response to their needs. Using the University of California (UC), Berkeley as a contextual framework, we’ll examine how past planning efforts have shaped the campus through an accessibility lens, how the disability rights movement has defined disability, and how current models are shaping our understanding of equitable access. Looking beyond prescriptive codes, join us to explore how to transform old frameworks and infrastructure into inclusive and functional spaces, leaning into equitable experience and access.

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Planning for Higher Education Journal

Published
March 5, 2024

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The Stories in These Walls

Integrated Planning Throughout Capital Projects Can Fuel Donor Engagement and Enhance Stewardship

By: John Roberson, MBA, and Toby Marlatt, BA

Cross-functional teams at the University of Wyoming, University of Nebraska-Lincoln, and University of North Dakota effectively used storytelling techniques to position donors within the narrative of the universities’ missions and strategic plans.

From Volume 52 Number 2 | January–March 2024

Abstract: Engaging donors at the planning stage of a capital project is a critical step in the campaign’s success. This article describes the use of storytelling techniques in donor outreach at three universities. We outline how cross-functional teams, involving campus planners and architects, university development and marketing and communications staff, and consultant firms, collaboratively planned and implemented donor engagement techniques. A story-oriented integrated project team enhanced philanthropy and stewardship by focusing on student and research outcomes, donor anecdotes, and sketches or conceptual renderings while positioning the donors themselves within the narrative of the university’s mission and strategic plan.

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