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Conference Recordings

Published
July 22, 2020

2020 Annual Conference | July 2020

Planning for Equity

Supporting Students Now and in the Fall

By: Salvador Aceves, Senior Vice President and Chief Financial Officer, Regis University | William Atkins, Associate Dean of Students, Senior Director, Multicultural & Diversity Affairs, University of Florida | Seher Awan, President, Los Angeles Southwest College | Andrew Feick, Associate Vice President for Sustainable Facilities Ops. and Capital Planning, Swarthmore College | Linsey Graff, Campus Planner, DLR Group | Krisan Osterby, Campus Planning Leader | Principal, DLR Group

Come join our panelists for an in-depth discussion of research into student inequities and how their institutions plan to improve the student support system on their campus this fall.
Abstract: The campus exists to serve as a support network for students, but the COVID-19 pandemic has revealed the variety of ways in which some students remain underserved. This session will discuss the equity and access issues amplified by the pandemic and how institutions are adapting this fall's programs and environments to alleviate these issues. Come join our panelists for an in-depth discussion of research into student inequities and how their institutions plan to improve the student support system on their campus this fall.

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$50

Webinar Recordings

Published
June 26, 2020

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Voices from the Field: Episode #16

Helping Vulnerable Students Meet Basic Needs

By: Paula Umaña, Director of Community Impact, Hope Center for College, Community, and Justice, Temple University

From The Hope Center at Temple University, Paula Umaña discusses caring and communication: the need to identify your most vulnerable students, then ensure that available assistance is visible and easy for them to access.
Abstract: Students need more than hand sanitizing stations and plexiglass. They need their basic needs addressed. Many college students are part of a vulnerable population with a fragile hold on basic needs like housing, food, and transportation. Temple University’s Hope Center for College, Community, and Justice compiled an extensive set of resources for institutions to use to assist students in locating and applying for necessary aid.

In this episode, The Hope Center’s Paula Umaña discusses caring and communication: the need to identify your most vulnerable students, then ensure that available assistance is visible and easy for them to access..

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Free

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Webinar Recordings

Published
May 13, 2020

Coffee Chat: Maker Movement

Innovation and Entrepreneurship

By: Ludmilla Pavlova-Gillham, Senior Campus Planner, University of Massachusetts | Heather Taylor, Campus Planner and Architect, Phillips Exeter Academy | Shira Epstein, Director of Campus Maker Spaces, University of Massachusetts

Amid the pandemic, makers on campuses across the world have pitched in by crafting 3-D printed face shields, ventilator components, and other life-saving innovations. The value of the maker movement is apparent; but how do we adjust maker spaces to a quarantined, social-distancing world? SCUP members Ludmilla Pavlova-Gillham and Heather Taylor moderated this discussion.
Abstract: Amid the pandemic, makers on campuses across the world have pitched in by crafting 3-D printed face shields, ventilator components, and other life-saving innovations. The value of the maker movement is apparent; but how do we adjust maker spaces to a quarantined, social-distancing world?

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Partner Content

Published
April 1, 2020

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Considering Students’ Neurodiversity

The Next Imperative When Designing Active Learning Environments

By: Jeffrey Ashley, Marie-Christine Potvin, Monique Chabot, Caitlin Beach, Scott Montemerlo, Martha Anez

Given the continuum of human neurodiversity, active learning environments may optimize the learning experience for some students, while creating new challenges for others. When designing active learning spaces, it is imperative to consider student neurodiversity.
Abstract: Active learning environments are being designed and implemented across college and university campuses to support a range of collaborative, evidence-based pedagogies. Given the continuum of human neurodiversity, these environments may optimize the learning experience for some students, while creating new challenges for others. When designing active learning spaces, it is imperative to consider student neurodiversity.

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Free

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Planning for Higher Education Journal

Published
March 20, 2020

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Challenging “If You Build It, They Will Come”

Success of Active Learning Is About More Than the Space

By: Jeffrey Ashley, Susan Frostén, Jeffrey Klemens

Active learning spaces can be catalysts for improved teaching and learning. Yet the key to planning for and effectively implementing them on campus is faculty who are willing to change, accept, and evolve their instructional delivery.

From Volume 48 Number 2 | January–March 2020

Abstract: Five years ago, Thomas Jefferson University East Falls Campus (formerly Philadelphia University) planned and implemented an initiative to more mindfully design spaces that optimize active and collaborative teaching and learning. For active learning spaces to be true change agents at the institutional level, we suggest colleges and universities ground an active learning space initiative in the institution’s mission and strategic goals, designate a coordinator to involve stakeholders throughout the entire project, identify faculty members willing to participate, and build a network of support structures within which those faculty members can share their ideas and experiences.

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Report

Published
December 19, 2019

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Using Alumni Surveys to Assess the Impacts of Active Learning Spaces on Development of Collaboration Skills

By: Jeffrey Ashley, PhD, Thomas Jefferson University

This is a SCUP Fellow Research Project Final Report for the 2018–2019 program. The goal of this research was to evaluate the gains, if any, in the collaboration skill development of students who experienced part of their undergraduate or graduate learning within active learning spaces at Thomas Jefferson University, and to attempt to pinpoint the factors contributing to that.
Abstract: There is a growing interest in examining the relationship between active learning spaces and development of soft skills. The overall goal of this research was to evaluate the gains, if any, in the collaboration skill development of students who experienced part of their undergraduate or graduate learning within active learning spaces at Thomas Jefferson University, and to attempt to pinpoint the factors contributing to that.

To meet the goal, the researcher designed a study to assess perceived impact of use of active learning spaces, targeting alumni. Although many such studies rely on reflections from current students during or shortly after their use of learning spaces, the unique contribution of this research is that it gathered impact perceptions of learning spaces from persons after they experienced collaborative work activities in their career settings beyond academia.

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Conference Presentations

Published
October 28, 2019

2019 North Central Regional Conference | October 2019

Bringing Industry, Education, and Non-Profits Together

By: Jacqueline Almquist, Nathan Barry, James Dennell

In this session, we will discuss the Construction Education Center, a state-of-the-art facility at Metropolitan Community College’s Fort Omaha campus, that facilitates project-based learning to bring industry partners, non-profits, and students together under a common vision.
Abstract: In today’s economy, 7 out of 10 open jobs require technical training. Industries are turning to community colleges to solve their workforce training needs. In this session, we will discuss the Construction Education Center, a state-of-the-art facility at Metropolitan Community College’s Fort Omaha campus, that facilitates project-based learning to bring industry partners, non-profits, and students together under a common vision. We will share our success story as well as strategic steps you can take to obtain necessary support from local and regional industry partners for your building project.

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Free

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Free

Planning for Higher Education Journal

Published
October 1, 2019

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Super-Sizing Active Learning

The University of Illinois at Chicago had small spaces. It was time to trade up.

By: Ellen Bailey Dickson and Sara Gaum

Campuses are familiar with small spaces outfitted with active learning design, but what could be added to a large space—such as a lecture hall for freshman pre-requisite courses—to keep students engaged in the instruction?

From Volume 48 Number 1 | October–December 2019

Abstract: While small-scale active learning classrooms are common on campuses, large-scale active learning environments are just being explored. This University of Illinois at Chicago study explores the research, planning, and communication that was required to develop large-scale active learning environments that incorporated innovative teaching, immersive education, and cutting-edge technology to contribute to student success.

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Conference Presentations

Published
July 14, 2019

2019 Annual Conference | July 2019

Adapt or Perish

Equipping Students With Workforce Skills

By: Cheryl McConnell, David L. Reid

This session explores critical education/workforce gaps in higher education and how they can be addressed through academic planning and learning environments.
Abstract: 89% of employers say colleges are not adequately preparing students for the workforce. This session explores critical education/workforce gaps in higher education and how they can be addressed through academic planning and learning environments. We'll share data from 11 national studies and our longitudinal research that identifies critical workforce competencies where colleges have an opportunity to raise their value proposition. You will learn innovative strategies and processes to realign academic programming, support services, and physical facilities with critical competencies for post-graduation success.

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Free

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Conference Presentations

Published
July 14, 2019

2019 Annual Conference | July 2019

Post-Occupancy Evaluation for Active Learning Environments

Methodologies, Results, and Impacts

By: Christopher J. Clark, Patricia Nobre, David M. Taeyaerts, Meghan E. Webster

We will explore exemplary active-learning environments and the evaluation methodology we used to measure how these environments have elicited learning behaviors that foster student engagement.
Abstract: Post-occupancy evaluation (POE) of learning space is now an essential tool for institutions to align capital decisions with student performance. We will explore exemplary active-learning environments and the evaluation methodology we used to measure how these environments have elicited learning behaviors that foster student engagement. You will learn which aspects of the learning environment are important to measure, how to measure them, and how the collected data connects to metrics that matter to institutions.

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Free

Non-Member Price:
Free