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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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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 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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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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Webinar Recordings

Published
April 15, 2021

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Advancing Institutional Sexual Violence Prevention Education Through Faculty Research: Part 4

A Perspective From a Student Activist

By: Hannah Stewart-Gambino, PhD, Lafayette College | Ella Goodwin, Lafayette College

Ella Goodwin, a Lafayette College senior and co-president of a student organization called Pards Against Sexual Assault, shares a student’s desire for clear institutional planning in areas of critical student concern.
Abstract: Ella Goodwin, a Lafayette College senior and co-president of a student organization called Pards Against Sexual Assault, shares a student’s desire for clear institutional planning in areas of critical student concern. She emphasizes that financial renumeration for the work that student activists already do to create and support vital campus programming is critical to successful partnerships. She highlights the importance of the opportunity to develop research skills for undergraduate students particularly beyond STEM.

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Planning for Higher Education Journal

Published
March 26, 2021

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Keep on Keepin’ on

Customized Retention Practices Helped Low Income and Single Mom Students to Persist

By: Andrew J. Smith, EdD, and Jennifer Vamvakas, EdD

A support program for low-income and/or single-mother students to improve their persistence and retention was revisited 15 years after it had been launched at Charter Oak State College. Did follow-up with the graduates show that the effort had aided the former participants in obtaining their college degree? Had the collaboration between the institution’s Academic Services, Enrollment Management, and Financial Aid departments—and the support they offered—help the students to persevere? Based on survey results, was the program still of value, and what improvements needed to be made?

From Volume 49 Number 2 | January–March 2021

Abstract: This article is based on follow-up survey research from a doctoral case study that highlighted effective retention practices for low-income and/or single mothers who were students within the Women in Transition (WIT) program at Charter Oak State College. The concept of retention in this instance is an enrollment management practice aimed at maintaining a student population while aiding the institution in sustaining organizational success. Emphasis is placed on the retention concepts of social and academic integration that enabled the specific population to persist and succeed.

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Conference Recordings

Published
March 10, 2021

2021 Mid-Atlantic Regional Conference | March 2021

Centering Wellbeing and Whole Student Health on Campus

By: Lauren Shirley, VMDO Architects | Christopher Holstege, University of Virginia | Tom Roberts, University of Richmond | Bridget Weikel | Jim Kovach, VMDO Architects

Join us as we take a deep dive into three universities’ recent campus projects aimed at promoting student health and share takeaways at critical junctures of the integrated planning processes.
Abstract: Today's students are facing unique health challenges, which means that next-generation student health facilities must maximize accessibility and deepen service offerings that are attuned to student needs and behaviors. In this session, a panel featuring three different universities will discuss how they're reorganizing campus space and resources to prioritize student health and wellbeing. Mapping wellbeing onto different types of campus space is an important and timely development in campus planning. Join us as we take a deep dive into three recent campus projects aimed at promoting student health and share takeaways at critical junctures of the integrated planning processes.

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Webinar Recordings

Published
January 19, 2021

Unleashing the Power of Difference

Creating Neuro-Inclusive Learning Spaces

By: Jennifer Carpenter, Verona Carpenter Architects | Irina Verona, Verona Carpenter Architects | Marie-Christine Potvin, Thomas Jefferson University | Monique Chabot, Thomas Jefferson University | Josh Humbel, SCUP

We live in a neurodiverse world. Spaces that support sensory needs can allow a wider range of students to flourish, creating a more equitable—and more flexible—environment. Leaders from Thomas Jefferson University and Verona Carpenter Architects will share examples across typologies of innovative solutions, unleashing the generative power of difference.
Abstract: We live in a neurodiverse world. Students, whether or not they have formal diagnoses, learn in different ways, and the converging crises of our day demand new paradigms of inclusion across the campus. Spaces that support sensory needs can allow a wider range of students to flourish, creating a more equitable—and more flexible—environment.

Leaders from Thomas Jefferson University and Verona Carpenter Architects will share examples across typologies of innovative solutions, unleashing the generative power of difference. Use the examples and discussion points to create a healthier, more attractive space on campus for all learning types.

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Conference Recordings

Published
October 19, 2020

2020 North Central Regional Conference | October 2020

Making Colleges Student Ready

It’s About Time!

By: Chris Gilmer, President, West Virginia University at Parkersburg | Ivan Banks, Interim Associate Provost, Alcorn State University | La’Tara Osborne-Lampkin, Senior Research Associate, Florida State University | Donzell Lee, Former Interim President and Provost, Alcorn State University | Anthony Johnson, Interim Vice President for Academic Affairs, Philander Smith College | Brady Whipkey, Vice President and Chief of Staff to the President, West Virginia University at Parkersburg

We will share a tool we developed through the National Institutes for Historically-Underserved Students for institutions to assess their readiness to support underserved students. In this session, you will learn about this tool and the detailed survey of relevant research that went into its development as well as discover how you can employ this tool on your campus.
Abstract: Equity and inclusion on campus has never been more important and institutions must come to terms with their current practices in order to improve them. We will share a tool we developed through the National Institutes for Historically-Underserved Students for institutions to assess their readiness to support underserved students. A detailed survey of relevant research went into the development of this readiness tool. In this session, you will learn about this tool and the detailed survey of relevant research that went into its development as well as discover how you can employ this tool on your campus.

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Conference Recordings

Published
October 5, 2020

2020 Southern Regional Conference | October 2020

Paradigm Shift

A 21st Century Model for Hands-On Learning

By: Charles Rudalavage, Gensler | Ryan Glick, Thomas Jefferson University

Experts in design and education, along with a diverse, multi-disciplinary student panel, will share their perspectives on the future of hands-on learning.
Abstract: The post-COVID era will bring a new normal in learning as well as an opportunity to redefine, future-proof, and enhance education for students in hands-on programs. Experts in design and education, along with a diverse, multi-disciplinary student panel, will share their perspectives on the future of hands-on learning. A significant shift in the traditional modes of education will challenge institutions and educators. We’ll share strategies for meeting these challenges on your campus by designing hybrid spaces and programs that capture the interplay of on-campus experiences that are critical to student success.

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