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Conference Presentations,Conference Recordings

Published
July 22, 2024

Using Occupant Evaluation Data to Inform Higher Education Design

By: Joe Klocek, Director, Planning, Design and Construction | Jeffrey Puleo, Vice President | Renae Rich, Senior Associate / Occupant Evaluation Manager / Principal Investigator

Campus facility design is a complex process that involves many sources of opinion and influence. Educational environments must enhance evolving pedagogies, support learning, administrative, and social functions, and accommodate ever-changing institutional needs.
Abstract: Campus facility design is a complex process that involves many sources of opinion and influence. Educational environments must enhance evolving pedagogies, support learning, administrative, and social functions, and accommodate ever-changing institutional needs. The systematic use of standardized evaluation tools for assessment of higher education facilities provides comprehensive insight into occupant experience from diverse, unique perspectives for informed and integrated planning decisions. In this session, we'll share practical strategies for conducting occupant evaluations across all types of facilities, as well as occupant outcome findings and the resulting planning decisions.

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Planning for Higher Education Journal

Published
July 10, 2024

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Democratizing Data to Close Equity Gaps

Engage Teams to Dismantle Systemic Barriers That Impede Student Success

By: Neva Lozada, EdD, Carlos Rodriguez, EdD, Michael Salvatore, PhD, and Joseph Youngblood, II, JD, PhD

Kean University strategically reframed and visualized student data, merged planning processes, and harnessed analytics to dismantle impediments to bridging equity gaps in higher education.

From Volume 52 Number 3 | April–June 2024

Abstract: Through the inception of the Division of Strategic Analytics and Data Illumination (SADI), Kean University has cultivated a capacity for data literacy and analytics, empowering its community to employ data for evidence-based decision-making to overcome barriers to student success.
Employing optimal practices in integrated planning, SADI unified disparate offices into one cohesive data team to strategically reframe and visualize student data, identifying specific needs for continual improvement. This article underscores SADI’s initiatives in democratizing data, merging planning processes, and harnessing analytics to dismantle impediments to student success, particularly in bridging equity gaps in higher education.

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Report

Published
July 3, 2024

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When City Parks Are Your Quad

Urban Campus Planning for Safety and Well-Being

By: Joel Pettigrew, MA, Higher Education Administrator and Strategist

This is a SCUP Fellow Research Project Final Report for the 2022–2023 program. This report explores how the urban campus can best support student development in a safe, yet open environment.
Abstract: How can the campus best support student development in a safe, yet open environment? On an urban campus, these concerns are intensified: There is much more localized activity for students to engage with in their city environment, and many more stakeholders influence how the institution can assert itself in that environment.

In this 2022-2023 SCUP Fellow research report, Joel Pettigrew reflects on how campus edge dynamics and student sense of security play out at several urban campuses. Pettigrew weaves together his operational understanding of campus life with a design understanding of how planners and architects approach the campus to explore how these “two languages” inform student security and well-being, and notes in conclusion that there are many research threads yet to follow.

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Planning for Higher Education Journal

Published
May 29, 2024

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Stakeholder Engagement Paves the Journey from Learning to Employment

Future Nurses ‘See’ Their Success in a Revitalized Corporate Building

By: Rob Koran, EMBA, Michael Ufer, MArch, and Lindsey Feola, MArch

Planners for West Coast University connected with stakeholders to solicit input and gain consensus on decisions. The result is a technology-rich building and academic program that helps nursing students achieve their objectives

From Volume 52 Number 3 | April–June 2024

Abstract: Planners for West Coast University connected with stakeholders to solicit input and gain consensus on decisions. The result is a technology-rich building and academic program that helps nursing students achieve their objectives

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Planning for Higher Education Journal

Published
May 13, 2024

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‘Agile’ Design for the Future-Ready Campus

Optimize the HyFlex Learning Experience to Enhance Engagement

By: Craig Park, BS Arch

‘Agile’ project management is an iterative methodology emphasizing collaboration, user feedback, and small, rapid initiatives to adapt quickly and efficiently to change.

From Volume 52 Number 3 | April–June 2024

Abstract: The Hybrid-Flexible (HyFlex) classroom allows students to choose between in-person and online participation, leveraging technology and ensuring digital equity. This article underscores the HyFlex model’s role in enhancing educational accessibility, engagement, and resilience; expanding institutional reach; and adapting to demographic shifts and technological advancements. By embracing “Agile” project management principles and a continuous improvement mindset, institutions can create effective, inclusive learning environments that cater to a wide range of student needs, improving learning outcomes and institutional competitiveness in a rapidly evolving educational landscape.

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Conference Presentations

Published
March 19, 2024

Creating a Student Success District Through Transformative Renovations

By: Nina Bates, University of Arizona | Taaon Fraser, University of Arizona | Robyn Huff-Eibl, University of Arizona | Catharine Killien, The Miller Hull Partnership, LLP

First generation and marginalized students often have difficulty accessing campus services. Holistically supporting students through integrated services so that they feel valued, respected, and included is critical to graduation and retention rates.
Abstract: First generation and marginalized students often have difficulty accessing campus services. Holistically supporting students through integrated services so that they feel valued, respected, and included is critical to graduation and retention rates. The University of Arizona (UA) radically transformed access to student services, bringing together previously disparate services into the co-located Student Success District that renews existing campus assets into accessible, flexible, human-centric spaces. This session will share a model for bridging strategic and facilities planning with universal principles and qualitative and quantitative metrics for leveraging existing programs and building resources to improve student outcomes.

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Conference Presentations

Published
March 19, 2024

Designing Beyond the Binary to Foster Belonging

By: Melissa Falkenstien, University of California-Irvine | Elizabeth MacPherson Hearn, Mithun | K Kaczmarek, Mithun | Jennifer Nelson Martinez, University of California-Irvine

This session will present case studies and inclusive best practices for 'designing beyond the binary' to foster belonging in campus housing, restrooms, and gathering spaces.
Abstract: Today’s students are coming to school with diverse gender identities. Designing facilities with gender equity in mind helps to support marginalized communities and future proof the campus. This session will present case studies and inclusive best practices for ‘designing beyond the binary’ to foster belonging in campus housing, restrooms, and gathering spaces. You’ll discover strategies to foster belonging and wellbeing for a spectrum of gender identities through programming and operations as well as learn about design tools and tips to create belonging in spatial environments.

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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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Conference Presentations

Published
March 18, 2024

Exploring History of Place Through Inclusive Planning and Programming

By: Yvonne Choe, DIALOG | Stacy Christensen, University of Calgary

The growth of the University of Calgary’s Veterinary Medicine program has been a catalyst for several initiatives on campus, including the development of a long range plan, creation of an inclusive program, and development of micro degrees.
Abstract: The growth of the University of Calgary’s Veterinary Medicine program has been a catalyst for several initiatives on campus, including the development of a long range plan, creation of an inclusive program, and development of micro degrees. The process of engagement, programming, and design at Vet Med was critical for understanding the urgent needs of the profession and students while being mindful and respectful of the history of place and the indigenous community. This session show how connecting the history of place at a campus master planning and programming level fosters opportunities, success, health, and wellbeing for each student.

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