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Partner Content

Published
June 1, 2022

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Planning Diverse, Equitable, and Inclusive Campus Environments

By: Shannon Dowling

Student-centered insights on the design of formal learning environments and informal study and lounge spaces can help campuses increase the sense of belonging and improve learning outcomes for underrepresented students. The author is a SCUP Fellow for the 2020–2021 program. Read her full research project final report which infuses student-centered research into a playbook that can guide universities and design teams through key DEI strategies for planning, designing, and assessing physical campus space.

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Report

Published
May 19, 2022

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The Planning and Design of Diverse, Equitable and Inclusive Campus Environments

By: Shannon Dowling, MArch, AIA, LEEDAP

This is a SCUP Fellow Research Project Final Report for the 2020–2021 program. Space is not neutral; we perceive physical environments differently based on our backgrounds, experiences, and abilities. This new, research-based playbook can guide universities and design teams through key strategies and possible metrics relative to DEI to use when planning, designing, and assessing physical campus space.
Abstract: Space is not neutral; we perceive physical environments differently based on our backgrounds, experiences, and abilities. Every student brings a unique perspective to campus, and therefore every campus will have individual needs.

This research project collected a body of evidence around student preferences for welcoming and inclusive physical campus environments, sourced from engagements with more than two dozen institutions and more than 200 students. The author used these findings to develop a playbook to guide institutions and design teams through key strategies and possible metrics relative to DEI to use when planning, designing, and assessing physical campus space. The playbook serves as a conversation starter—a way to get planners, designers, and institutional stakeholders to the table and move the needle toward a more supportive physical environment that embodies the strategic values of DEI.

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Planning for Higher Education Journal

Published
January 31, 2022

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Book Review: Stories from the Educational Underground

The New Frontier for Learning and Work

By: Jeffery L. Wilson, PhD, Reginald L. Stroble, EdD, and Gerron Scott, M.Ed

From Volume 50 Number 2 | January–March 2022

Abstract: Stories from the Educational Underground: The New Frontier for Learning and Work
by Peter Smith
Kendall Hunt Publishing: Dubuque, Iowa: 2021
148 pages
ISBN 978-1792472930

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Planning for Higher Education Journal

Published
December 10, 2021

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Book Review: Broke

The Racial Consequences of Underfunding Public Universities

By: Karen Merritt, PhD

From Volume 50 Number 1 | October–December 2021

Abstract: by Laura T. Hamilton and Kelly Nielsen
The University of Chicago Press
294 pages
ISBN-13: 978-0-226-60540-1 (cloth)
ISBN-13:978-0-226-74745-3 (paper)
ISBN-13: 978-0-226-74759 (e-book)

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Report

Published
November 9, 2021

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Designing and Developing Mature, Mission-Aligned Online Academic Programs at Jesuit Institutions

By: Royce Robertson, PhD

This is a SCUP Fellow Research Project Final Report for the 2019–2020 program. Online education should not be perceived as a distraction of the mission—rather, an enhancement of it.
Abstract: Online academic programs can bring your institution's mission to life . . . but it won't happen by accident. You need processes that intentionally integrate your mission into course design and development. This research examines these processes at Jesuit institutions, using a maturity model to evaluate how the mission is considered and acted upon during instructional design. The insights and advice shared can help any institution, from community colleges to research universities. Learn how you can start bringing your mission to life in your online courses.

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Report

Published
November 5, 2021

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Association Between Accreditation & Integrated Planning

By: Sue Gerber, PhD, New Jersey City University

This is a SCUP Fellow Research Project Final Report for the 2019–2020 program. What is the relationship between accreditation and integrated planning? This research delves into this question, examining the perspectives from both the accreditor side (in particular, Middle States Commission on Higher Education) and the institutional side.
Abstract: What is the relationship between accreditation and integrated planning? This research delves into this question, examining the perspectives from both the accreditor side (in particular, Middle States Commission on Higher Education) and the institutional side. It goes beyond what’s written about planning in the MSCHE Standards, using interviews with Commission vice presidents and institutional accreditation officers, along with analyses of institutional self-study documents, to compare the intent of the Commission with the lived experience of institutions. Learn about the discrepancies between planning ideals and reality . . . and potential ways those discrepancies can be resolved.

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Conference Recordings

Published
July 15, 2021

2021 Annual Conference | July 2021

Innovative Tools for Engaging Challenges in Collaborative Governance

By: Nicolette Garcia, Cypress College | Presten Jimenez, Speaker, | Carissa Oyedele, Moore Ruble Yudell Architects & Planners | Miguel Powers, Fullerton College | Mario Violich, Moore Ruble Yudell Architects & Planners

Join our panel to discuss how traditionally underserved students are reshaping higher education and gain tools and solutions that you can apply to engagement efforts on your campus.
Abstract: Institutions need innovative student engagement strategies that cultivate collaborative governance in order to reflect changing learning paradigms and evolving societal needs, including recent pandemic-fueled inequities. This session will share diverse planner, leadership, faculty, and student perspectives on engagement and collaboration at North Orange County Community College. Join our panel to discuss how traditionally underserved students are reshaping higher education and gain tools and solutions that you can apply to engagement efforts on your campus.

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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 14, 2021

2021 Annual Conference | July 2021

SCUP Fellow Presentation | Naming Issues on Campus

An Integrated Planning Approach

By: Jonathan Holloway; Rutgers, The State University of New Jersey | Erin Johnson, 2020–21 SCUP Fellow; Rutgers, The State University of New Jersey | David Neuman, Neu Campus Planning, Inc. | Michelle Packer, University of Maryland-College Park

In this session, we’ll describe the trends, challenges, and opportunities related to re-naming and de-naming on campus.
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 has grown 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. We’ll describe the trends, challenges, and opportunities related to re-naming and de-naming on campus.

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Conference Recordings

Published
July 13, 2021

2021 Annual Conference | July 2021

Planning for Equity-Centered Transformation

By: Karen Stout, Achieving The Dream, Inc.

We must abandon the traditional three- to five-year planning cycle in favor of combining a macro-planning approach with shorter-term sprints (quick-turnaround scenario planning flexibility) to meet the changing needs of our students and communities.
Abstract: A pandemic, a rollercoaster economy, and continued racial injustice require going beyond realignment, redesign, and reform to equity-based transformation. How can we effectively tear down systemic barriers in everything from student access and success to teaching and learning? What will rebuilding for transformation look like? We must abandon the traditional three- to five-year planning cycle in favor of combining a macro-planning approach with shorter-term sprints (quick-turnaround scenario planning flexibility) to meet the changing needs of our students and communities.

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