Learning Resources

Abstract: Institutions constantly struggle with space, but having the right data can drive meaningful discussions about (re)allocating space and ultimately save a campus money. Beginning with the right quantitative and qualitative data and then layering on architectural analysis and operational considerations can help you produce the best solutions for your space-related challenges. Come learn how data-informed design can inform your next building project, guide space allocation, and minimize the need for new construction on your campus.

Abstract: If a facilities master plan cannot keep up with rapid change, it becomes just another big book on the shelf. The University of Michigan-Ann Arbor’s (UM) College of Engineering did away with a static master plan in favor of a one that is data-driven and reflects the latest trends in engineering education. In this session, you will learn how UM created this responsive master plan that acts more as an interactive set of tools than a static document.

Abstract: Master planning often assumes "what should we build next?" without looking at how we can better use what we have now. Before its master plan, The University of Puget Sound assessed its learning environments to test how existing buildings could be better utilized or improved. The team will share how they used software tools to assess and improve the utilization of their learning environments.

Abstract: Using an administrative sustainability framework, we studied the decision process as it relates to space allocation. Those making the decision were academic faculty at a mid-sized urban Canadian university. We present recommendations for decision makers with resource allocation responsibilities.

Abstract: This session describes how we used data visualization to spark critical conversations as we evolved 1960s-era space guidelines into modern approaches. Key aspects of the space planning process at California State University-Chico were facilitated through data-informed discussions involving demographics and space analytics, which were used to align our plan with strategic directions, pedagogy, and anticipated resources. We'll share how space and campus planning discussions can be informed by environmental scanning tools, benchmarking, data visualization techniques, and scenario-based modeling.

Abstract: College and university credit ratings directly affect institutional budgeting and planning. Hence, they should be of special concern to those charged with institutional planning. This article underscores the critical role that the ratings issued by two major rating agencies play in institutional finances and planning. Because rating agencies take into account a broad range of criteria, credit ratings remain a robust indicator of creditworthiness and can serve as signaling devices regarding institutional market positioning. Therefore, decision makers should be aware of the importance of ratings as they seek to compete for students and resources in the short run and plan for the long term.

Abstract: This report from the SCUP Campus Facilities Inventory (CFI) aggregates space data submitted to the CFI survey from 2006 and 2007. Institutions submitting a CFI survey quantify how their space is allocated using classifications from the National Center for Education Statistics (NCES) Facilities Inventory and Classification Manual (FICM).

Abstract: The capital renewal and replacement of the nation’s public higher education facilities has been a growing problem for several decades. While the need for new and improved facilities has increased over the years, many campuses simply have too many aging infrastructures that are too costly to replace. This, at a time when we have less than favorable economic conditions, only adds to the situation. As the age, size, and complexity of buildings continue to grow, so too does the amount of maintenance funding required to keep buildings in good working order. The purpose of this study was to assess and compare the 50 states’ efforts of funding public higher education capital needs. This study investigated areas relating to capital needs financing, planning, decision-making processes used in each state, available funding, and future directions in the various states. Of the 50 states, 41 states responded, representing 82 percent of the 50 states.

Abstract: The process of devising a financial strategy to enhance its academic distinction began at Rutgers, a large, public, research university, in 1980 with a not uncommon statement of the Rutgers Board of Governors that sounded like many other mission statements. It used the expected phrases: continue development as a national and international resource by improving quality of instruction, research, and service; increase emphasis on scholarship; expand graduate and research areas of excellence; enhance programs to serve society's needs for broadly educated, humane, competent professionals to serve New Jersey's needs in education, business and industry, public policy studies, government, and other areas. But the Rutgers board did not see the statement as a platitudinous expression to be said and forgotten, and called upon the University administration to implement the statement with all due speed. What follows is the story of its implementation and the results of that action.