Pacific 2024 Regional Conference

Center Table | Willow Hall

Join us for lunch at Center Table in Willow Hall followed by the keynote in the Husky Union Building starting at 12:50 PM.

Thank you to our sponsor!

Generative AI and the Future of Learning: Preserving Agency, Promoting Equity

Ballroom | 2nd Floor

Presented by: Katie Davis, Associate Professor, University of Washington

In this keynote, Dr. Katie Davis will discuss how educators and learners are currently making use of generative AI in educational settings. Drawing on her research at the University of Washington (UW), Davis will examine the ways in which generative AI can both support and undermine human agency, placing AI within the broader context of educational technologies to explore how it promotes equitable learning experiences. This discussion will conclude with reflections on how we might realize a future in higher education where generative AI can preserve human agency while providing learning opportunities that are inclusive and accessible to all students.

Learning Outcomes:

1. Discuss how higher education is currently using generative AI for teaching and learning in an academic setting.
2. Identify opportunities and challenges related to generative AI’s impact on human agency.
3. Identify opportunities and challenges related to generative AI and issues of equity.
4. Describe an outlook for the future of learning that involves using generative AI to promote human agency and educational equity.

Ballroom North Pre-Function | 2nd Floor

Exploring History of Place Through Inclusive Planning and Programming

Lyceum | 1st Floor

Presented by: Yvonne Choe, Architect, DIALOG | Stacy Christensen, University Architect, University of Calgary

Access Slides

Slides are available to registrants only.

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.

Learning Outcomes:

1. Initiate meaningful conversations early on in the planning and programming process and explore opportunities to prioritize heritage, diversity, and wellbeing.
2. Use programming tools to gain early understanding of project needs while inviting storytelling and ceremony into the process.
3. Identify opportunities for student, faculty and staff inclusion, connection and wellness.
4. Find alignment between planning objectives and long-term ecological health and sustainability goals.

AIA LU/HSW 1.0 Unit (SCUPP24C2846)
AICP CM 1.0 Unit

Planning Types: Campus Planning
Tags: Campus Master Planning; Diversity Equity and Inclusion (DEI); Facilities Planning; Graduate Degree Program

Partnerships Forged in Planning Accelerate the Realization of Campus Vision

Room 334 | 3rd Floor

Presented by: Mark Cork, Partner, Mahlum Architects | Anne Schopf, Director of Design, Mahlum Architects | Amy Van Dyke, Director, Physical Planning & Space Management, University of Washington-Bothell Campus | Meagan Walker, Vice President of External Relations and Planning, Cascadia Community College

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Slides are available to registrants only.

Effective partnering, internally and externally, and addressing enrollment growth, vitality, and safety during the planning process can make all the difference in plan implementation. The 2017 University of Washington (UW) Bothell and Cascadia College campus master plan demonstrates how clear design principles and a flexible development framework drove rapid progress in realizing a campus vision in under six years. This session will help you identify how strong partnerships forged during a planning process can positively impact capital development, inform innovative capital funding strategies, and rapidly catapult your campus vision into reality.

Learning Outcomes:

1. Demonstrate how vital partnerships forged through the campus planning process enable projects to move forward and receive funding.
2. Illustrate how implementing a planning process committed to community and student partnership creates a unique campus plan and vitalizing culture.
3. Describe how creating qualitative campus planning through a shared vision sets up co-located institutions for success.
4. Detail an oversight process to ensure the successful implementation of projects that follow qualitative guidelines in support of the campus vision.

AIA LU 1.0 Unit (SCUPP24C2840)
AICP CM 1.0 Unit

Planning Types: Campus Planning
Tags: Campus Master Planning; Capital Funding; Capital Planning; External Collaboration / Partnerships

Reimagining the Academic Library on Three Campuses

Room 145 | 1st Floor

Presented by: Troy Ament, Interim VP of Admin, Chaffey College | Gretchen Holy, Principal and Interior Design Leader, DLR Group | Edward Kim, Associate, DLR Group | Alicia Salaz, Vice Provost and University Librarian, University of Oregon | Katherine Terpis, Associate Dean, New Mexico State University-Main Campus

Libraries are a vital resource for everyone on campus, making outdated library facilities prime targets for renewal. In this session, representatives from R1, land grant, and community college institutions will discuss their unique approaches to reinventing of these academic hubs. Institutions are making sweeping changes to academic libraries to modernize existing facilities, address current community needs, and strengthen the identity of the campus. Come learn about vital improvements to infrastructure, technology, and biophilia to support core and special collections and create vibrant, welcoming knowledge exchange platforms.

Learning Outcomes:

1. Describe planning strategies for future academic library projects.
2. Promote the evolving role of the campus library and make the case for investing in library programs, services and facilities on your campus.
3. Consider your library project priorities in the face of planning challenges.
4. Identify ways institutions can test potential partnerships for future library projects.

AIA LU 1.0 Unit (SCUPP24C2829)
AICP CM 1.0 Unit

Planning Types: Campus Planning
Tags: Facilities Planning; Informal Learning Environments; Learning Technology; Library; Library Planning

Using Digital Tracking Platforms to Develop a Robust Sustainability Plan

Room 250 | 2nd Floor

Presented by: Chidimma Abuka, Strategist, Gensler | Austin Eriksson, Dir. Energy and Sustainability, California State University-Northridge | Heidi Hampton, Architect, Gensler | Sarah Johnson, Lead Sustainability Specialist, California State University-Northridge | Ante Vulin, Senior Sustainability Strategist, Glumac

As expectations for campus sustainability increase, institutions must take a critical look at what it takes to make impactful change. This session will detail how California State University (CSU), Northridge developed an innovative, interactive digital sustainability plan and tracking platform to support a diverse student body and implement change across a campus of 40,000 people. We’ll share specific techniques, tools, and activities to maximize engagement across a broad group of constituents throughout the development of a comprehensive sustainability plan and after its launch, allowing your campus to move towards ambitious sustainability goals.

Learning Outcomes:

1. Examine a broad campuswide approach to sustainability that goes beyond the basic environmental aspects of energy, water, transportation, and waste to create a safer, healthier environment.
2. Actively engage broad constituent groups in all phases of the sustainability planning process to maximize input, involvement, and relevancy.
3. Outline the steps of creating an interactive, digital plan and tracking platform that maximizes visibility and transparently tracks progress over time.
4. Discuss how to conduct an effective gap analysis with benchmarking and align your plan with broader goals, existing policies, and campus priorities.

AIA LU/HSW 1.0 Unit (SCUPP24C2858)
AICP CM 1.0 Unit

Planning Types: Campus Planning; Sustainability Planning
Challenges: Dealing with Climate Change
Tags: Planning Technology; Sustainability (Environmental)

Campus Vitality: Joining Innovation With Tradition to Help Students Thrive

Room 334 | 3rd Floor

Presented by: Brodie Bain, Principal, NAC|Architecture | Robert Kief, University of Puget Sound, Associate Vice President for Facilities Services, University of Puget Sound | Korin Nabozny, Associate, NAC|Architecture

Small liberal arts campuses must support modern needs, encourage interaction, and deepen community ties for students to succeed and flourish. High impact improvements can ensure current campus assets remain relevant, adaptable, and continually inspiring even with limited growth. The University of Puget Sound’s campus master plan focuses on equitable campus vitality to transform the beauty of its collegiate gothic campus into fresh relevance. Simple solutions can be transformational and greatly impact the campus environment. We’ll illustrate how you can achieve campus vitality by activating the campus core and strengthening the integration of both indoor and outdoor space throughout campus.

Learning Outcomes:

1. Discuss strategies for identifying affordable yet transformational campus improvements that strengthen campus culture, interaction, vitality, and equity.
2. Identify comprehensive strategies for soliciting equitable campus input to discover and respond to key concerns campuswide.
3. Clearly articulate an overarching theme in your campus plan to clarify priorities and ensure cross-campus buy-in.
4. Explain how to strengthen campus vitality by leveraging a campus’s strongest and most salient qualities while addressing modern needs for interaction, equity, and wellbeing.

AIA LU 1.0 Unit (SCUPP24C2657)
AICP CM 1.0 Unit

Planning Types: Campus Planning
Tags: Campus Master Planning; Landscape / Open Space

Expanding Community: How to Create a Thriving Off-campus Environment

Room 145 | 1st Floor

Presented by: John D’amico, Principal Project Manager for Design and Construction, University of California-Los Angeles | Zach Prowda, Associate Principal, Director LA Studio, BAR Architects & Interiors | Adam Shalleck, President, The Shalleck Collaborative Inc.

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Slides are available to registrants only.

Transforming vacant off-campus buildings into vibrant centers of learning and experience extends an institution’s presence and mission and helps dismantle town and gown barriers. Using the University of California, Los Angeles (UCLA) Nimoy Theater as a case study, this session will discuss the reasons, benefits, and unique aspects of building off campus to expand community engagement opportunities for students, faculty, and alumni. We’ll share real time lessons in navigating a purchase, adapting a historic building, meeting building standards, coordinating with local agencies, and applying university standards for safety, access, sustainability and contracting.

Learning Outcomes:

1. Identify and consider potential opportunities for off-campus development.
2. Identify key tools necessary for successfully facilitating the building process with various stakeholders, agencies, and design teams.
3. Apply skills specific to off-campus development to help ensure a smooth process from pre-design through construction.
4. Evaluate the key elements of an existing building that contribute to successful performing arts venues that embrace a diverse campus and community.

AIA LU 1.0 Unit (SCUPP24C2714)
AICP CM 1.0 Unit

Planning Types: Campus Planning
Tags: Community Engagement; Economic Development; External Collaboration / Partnerships; Renovation; Town and Gown

Integrating Indigenous Experience into Vital Placemaking on Campus

Lyceum | 1st Floor

Presented by: Dawn Barron, Director for the Native Pathways Program, The Evergreen State College | Matthew Bissen, Associate Principal – Sr Architect, INTEGRUS Architecture | Emily Washines, Founder, Native Friends

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Slides are available to registrants only.

Planning for inclusive spaces where students can see themselves and achieve success requires critical approaches, diverse perspectives, and representative processes. This session will explore ways of incorporating indigenous experiences and perspectives into the process of placemaking, using The Evergreen State College’s (TESC) renovation of the Seminar 1 building?Äîhome of the Native Pathways Program?Äîas a case study. Join us to find out how you can improve your planning and design processes to create inclusive, vital places of life, learning, and wellbeing on your campus.

Learning Outcomes:

1. Recognize cultural identity and direct experience as a way to create vital placemaking on campus and provide students with a sense of belonging and wellbeing.
2. Explain how to improve space and technology approaches on campus to support culturally relevant teaching and learning.
3. Identify meaningful and inclusive engagement strategies that you can employ in your design processes.
4. Incorporate critical and justice-based practices into planning and design processes to create environments that contribute to student wellbeing and success.

AIA LU/HSW 1.0 Unit (SCUPP24C2816)
AICP CM 1.0 Unit

Planning Types: Campus Planning; Diversity, Equity, and Inclusion Planning
Tags: Diversity Equity and Inclusion (DEI); Facilities Planning; Informal Learning Environments; Placemaking

LCC’s Health Professions Building: Centering Vitality Through Community Benefit

Room 250 | 2nd Floor

Presented by: Natasha Carroll, Sr. Preconstruction Manager, Fortis Construction, Inc. | Thomas Goodhew, Capital Construction Manager, Lane Community College | Kurt Haapala, Partner, Mahlum Architects | Grant Matthews, Associate Vice President, Career Technical Education and Workforce Development, Lane Community College

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Slides are available to registrants only.

Lane Community College’s (LCC) unique commitment to uphold principles articulated in their Community Benefits Agreement allowed for an innovative planning and design process that centered on the core needs of its most marginalized community members. We’ll detail how LCC’s active dedication to providing community benefit via bond dollars transformed its Health Professions Building into a vital campus centerpiece, enhancing safety, accessibility, and workforce and career training. This session will raise awareness around creating a community-centered process to discover design solutions that not only solve campus programmatic and functional issues but achieve design excellence.

Learning Outcomes:

1. Advocate for a planning and design process that centers the needs of the community as a set of core principles.
2. Describe the use of community-based design principles to resolve project-specific as well as larger campus issues.
3. Identify ways in which design can enhance community safety, identity, and pride.
4. Make the case for investing in critical workforce skills training to provide ongoing community benefit.

AIA LU 1.0 Unit (SCUPP24C2667)
AICP CM 1.0 Unit

Planning Types: Campus Planning
Tags: Community College; Economic Development; Facilities Planning; Medical / Allied Health Education; Workforce Development

Lobby | Hans Rosling Center

Thank you to our sponsor!

Mural Lounge | 2nd Floor

Ballroom | 2nd Floor

Thank you to our sponsor!

Curating Campus Vitality for Our Students Now and in the Future

Ballroom | 2nd Floor

Moderated by: R. Dale Harvey, Principal, Practice Group Manager, Education – U.S. East at Arcadis, Arcadis

Presented by: Kristine Kenney, Director of Campus Design & Planning, University of Washington, Seattle | Libby Ramirez, University Architect and Director, Capital Resources, Oregon State University | Robin Tsuchida, Senior Director, Capital Program Management, University of California, San Diego | Julie Wyrick, Director of Campus, Planning & Development, California State, University, Monterey Bay

Campus vitality exists when we carefully plan, organize, design, and implement facilities and spaces to be welcoming and engaging. This panel of West Coast university leaders, professional planners, and landscape and building architects share their insights into how their campuses have adapted to the demands of aging as well as societal, demographic, and programmatic changes. Join us for a lively discussion around building an environment that keeps the most vital campus asset—students—safe, comfortable, and engaged.

Learning Outcomes:

1. Engage with campus leadership on the importance of maintaining campus vitality through the built environment.
2. Identify the campus projects at your institution that are most relevant and achievable for creating an environment of vitality.
3. Engage campus stakeholders in your planning processes to create vital campus spaces.
4. Define what ‘vital’ means in the context of your campus, why it’s important, and how you can achieve it through planning and design.

AIA LU 1.0 Unit (SCUPP24P002)
AICP CM 1.0 Unit

Ballroom North Pre-Function | 2nd Floor

Creating a Student Success District Through Transformative Renovations

Room 145 | 1st Floor

Presented by: Nina Bates, Director of Operations and Strategic Initiatives, Office of the Provost, University of Arizona | Taaon Fraser, Student, University of Arizona | Robyn Huff-Eibl, Department Head of Access, University of Arizona | Catharine Killien, Architect, The Miller Hull Partnership, LLP

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Slides are available to registrants only.

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.

Learning Outcomes:

1. Identify common goals and promote cooperative vision statements to build consensus among stakeholders under different governance structures.
2. Translate strategic planning goals into physical outcomes by identifying opportunities to use existing campus assets to expand visibility of services.
3. Discuss how to operate multidisciplinary spaces in line with strategic planning goals and evaluate facilities performance with qualitative and quantitative metrics.
4. Re-center planning efforts to focus on creating a seamless experience that puts the focus back on the student, rather than on complex departmental organizations.

AIA LU 1.0 Unit (SCUPP24C2676)
AICP CM 1.0 Unit

Planning Types: Campus Planning
Tags: Diversity Equity and Inclusion (DEI); Facilities Planning; Interdisciplinary; Renovation; Student Retention; Student Services; Student Success; Student Support Services; Underserved Students

Equitable Access: Campus Planning toward Universal Design at UC Berkeley

Lyceum | 1st Floor

Presented by: Wendy Hillis, Assistant Vice Chancellor, Campus Architect, University of California-Berkeley | Ryan Jang, Principal, Leddy Maytum Stacy Architects | Benjamin Perez, Manager, Physical Access Compliance, University of California-Berkeley

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Slides are available to registrants only.

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.

Learning Outcomes:

1. Investigate bias and develop personal responsibility to better plan and design for disabled people on campus and create a safe, welcoming environment.
2. Generate ideas for transforming design culture on campus in a way that includes people of all abilities and supports wellbeing.
3. Prioritize inclusivity in design by incorporating universal design experts and disabled designers in into the design process and welcoming disabled designers.
4. Frame institutional priorities by leaning into a more inclusive and considerate planning process that prioritizes universal design thinking for a safer, more inclusive campus.

AIA LU/HSW 1.0 Unit (SCUPP24C2734)
AICP CM 1.0 Unit

Planning Types: Campus Planning
Tags: Accessibility; Diversity Equity and Inclusion (DEI); Facilities Design

Planning and Designing High-density Student Housing

Room 250 | 2nd Floor

Presented by: Zach Gong, Architect, Associate, EHDD | Steve Houser, Director, Capital Planning and Employee Housing, University of California-Santa Cruz | Ronald Kirkpatrick, Director of Capital Planning and Special Projects, San Francisco State University | Lynne Riesselman, Principal, EHDD | Michael Zilis, Principal, Walker Macy

Campuses face challenges to providing affordable housing and maintaining enrollment numbers for a socioeconomically diverse student body. This panel will explore design strategies they used to support vibrant living-learning communities in high-density projects. We’ll detail integrated approaches to planning and designing high-density student housing for greater livability, accessibility, and enhanced student experience, including case studies from an urban commuter campus and a landmark revitalization project. With an understanding of how building housing capacity serves today’s students, you can promote cohesive, place-based approaches to high-density student housing for both new and renovation projects on your campus.

Learning Outcomes:

1. Outline a planning process to alleviate housing challenges on campus.
2. Identify opportunities on your campus where densification could enhance the campus beyond adding beds.
3. Align expectations for modernization with priorities for maintaining character of an environmentally sensitive, landmark housing project.
4. Discuss how to maximize the potential of design-build delivery as a tool to address the urgency of the housing crisis and assess the risks and benefits of fast-tracking projects.

AIA LU 1.0 Unit (SCUPP24C2838)
AICP CM 1.0 Unit

Planning Types: Campus Planning
Tags: Accessibility; Design-Build; Facilities Design; Renovation; Student Housing; Urban Design

Ballroom | 2nd Floor

Thank you to our sponsor!

Ballroom North Pre-Function | 2nd Floor

An Intersectional Approach to Campus Planning at Cal Poly Humboldt

Room 145 | 1st Floor

Presented by: Kassidy Banducci, Director Planning, Design & Construction, Cal Poly Humboldt | Michael Fisher, Associate Vice President for Facilities Management, Cal Poly Humboldt | Georgia Sarkin, Principal, Lead Campus Planning + Urban Design, SmithGroup | Rosa Sheng, Vice President, Director Justice Equity Diversity Inclusion, SmithGroup

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Slides are available to registrants only.

In 2020, California State Polytechnic University (Cal Poly), Humboldt’s transformation to the system’s third polytechnic required a new intersectional approach to campus physical planning that addresses a spectrum of needs for ambitious growth, future ready resilience, and student persistence. Rapid disruptions affected academic access, achievement, and workforce readiness of Generation Z. The polytechnic implementation inspired a planning process that prioritizes people first to address social, environmental, health, and economic challenges. This session will share lessons learned from the Cal Poly Humboldt physical planning process and provide tactical tools for effective stakeholder engagement, data collection, and establishing metrics of gauging success.

Learning Outcomes:

1. Evaluate the campus context and highlight key findings from the discovery/interpret phases and formulate core drivers and guiding principles that can inform the campus plan.
2. Evaluate and identify variables and uncertainties that the institution will need to consider and assess the effectiveness of three planning strategies and scenarios.
3. Analyze each strategy and identify the benefits, risks, key advantages, and tradeoffs with an empathetic lens for each major campus stakeholder constituent group.
4. Use scenario planning to formulate responses or adapt to a particular variable, such as enrollment flux, economic recession, environmental events, or epidemiological events.

AIA LU 1.0 Unit (SCUPP24C2692)
AICP CM 1.0 Unit

Planning Types: Campus Planning
Tags: Campus Development; Campus Master Planning; Data; Engaging Stakeholders; Metrics; Workforce Development

Designing Innovation and Interdisciplinary Education Buildings

Room 334 | 3rd Floor

Presented by: Ivan Chabra, , EHDD | David Feaster, Principal, KieranTimberlake | Dan Ratner, Associate Dean of Academic Affairs, University of Washington-Seattle Campus | Paul Roben, Associate Vice Chancellor of Innovation and Commercialization, University of California-San Diego

The innovation buildings at the University of California, San Diego (UCSD) and University of Washington (UW) serve as campus hubs for multidisciplinary instruction and research. An intentional approach to the design of innovation buildings can create a student-forward learning environment that fosters entrepreneurism and student success. By exploring the process of designing UCSD’s and UW’s recent innovation and interdisciplinary education buildings, you’ll gain an understanding of how you can enhance your institution’s vision for innovation programming through the campus built environment.

Learning Outcomes:

1. Outline the key contributors to student success within campus innovation buildings.
2. Identify the unique opportunities that exist on your campus to create innovative, interdisciplinary educational environments.
3. Initiate conversations with institutional leadership and colleagues about creating or revitalizing an innovation building on your campus.
4. Evaluate lessons learned from peer institutions who have already walked through the process of designing innovation buildings in order to circumvent potential issues.

AIA LU 1.0 Unit (SCUPP24C2837)
AICP CM 1.0 Unit

Planning Types: Campus Planning
Tags: Entrepreneurship; Facilities Design; Innovation; Innovation Center; Interdisciplinary; Student Success

Elevating Campus Emergency Preparedness to Offset Climate Disasters

Room 250 | 2nd Floor

Presented by: Emily Hrehocik, Emergency Management and Preparedness Intern, | Cinamon Moffet, Research Program Manager, Oregon State University | Tom Robbins, Principal, INTEGRUS Architecture | Crystal Sanderson, Associate Principal Architect, INTEGRUS Architecture

It is more important than ever for institutions to consider community preparedness to offset increasing environmental threats. Proactively organizing support and resources is critical for awareness, planning, and new approaches to withstand unprecedented natural disasters. This session will offer steps for safeguarding the campus and community by creating local partnerships to develop an emergency plan and cache. We’ll share a template you can use on your campus for considering site specific concerns, expanding typical emergency management and taking initiative with an emergency management plan, and enabling administrators to prioritize safety for campus and the community.

Learning Outcomes:

1. Include readiness activities to improve your campus’s existing emergency preparedness, such as designating a disaster staging area and assembling a cache of supplies to survive a variety of external natural incidents.
2. Prioritize stakeholder engagement in developing comprehensive plans and building awareness of individual protective steps as well as compliance with group readiness in the event of a natural disaster.
3. Detail the importance of community support for readiness planning, including funding and space allocations to create safe, survivable environments.
4. Discuss how campus academic buildings can serve as teaching tools for natural disaster emergency preparedness and assembly sites.

AIA LU/HSW 1.0 Unit (SCUPP24C2775)
AICP CM 1.0 Unit

Planning Types: Campus Planning
Challenges: Dealing with Climate Change
Tags: Crisis and Disaster Management; Resiliency; Response Planning; Risk Management

Reimagining the Student Union Through Inclusion, Diversity, and Sustainability

Lyceum | 1st Floor

Presented by: Darryl Kostash, General Manager, Student Association of MacEwan University, MacEwan University | Léo Lejeune, Vice President, Architect, Stantec | Robert Sabulka, Associate Vice-President, Infrastructure, Planning & Management, MacEwan University

This session will show how the student union at MacEwan University incorporated the values of diversity, equity, and inclusion (DEI) to drive student engagement and inspire sustainable design in their new Student Union, a building on a former rail yard in downtown Edmonton, Canada. With inclusive engagement from LGBTQ2S+ and indigenous students, MacEwan designed the spaces to promote vibrancy and wellbeing, including club rooms, event spaces, gender neutral restrooms, ablution stations, and student programs. Join us to explore unique student leadership models, inclusive engagement processes, diverse program offerings, sustainable building elements, and inspiring, vital student spaces.

Learning Outcomes:

1. Detail DEI engagement strategies that empower and support the wellbeing of the entire student population, including the needs of under-represented groups such as indigenous, LGBTQ2S+, new refugee, and disabled students.
2. Apply components of this student-led ownership model for a new building on your campus, including capital and operational funding strategies, land acquisition processes, bi-lateral governance, and external community approval processes.
3. Identify design features that contribute to a vibrant student experience, including meeting spaces, student services, and sustainability features that promote a healthy, safe, inclusive environment.
4. Discuss student-led programming initiatives that foster student success and wellbeing, including peer-counseling programs, indigenous and LGBTQ2S+ outreach, campus safe walks, a student advocacy center, and a food bank donation program.

AIA LU/HSW 1.0 Unit (SCUPP24C2699)
AICP CM 1.0 Unit

Planning Types: Campus Planning; Diversity, Equity, and Inclusion Planning
Tags: Diversity Equity and Inclusion (DEI); Engaging Stakeholders; Facilities Design; Facilities Planning; Student Center / Union; Sustainability (Environmental)

Cultivating Community and Collaboration Across Institutional Cultures

Room 250 | 2nd Floor

Presented by: Laura Muna-Landa, Assistant Vice President – Communications & Community Relations, The Claremont Colleges Services | Jon Orr, Senior Project Designer, HMC Architects | James Sink, Higher Education Practice Leader, HMC Architects

Impactful collaboration brings together individuals with diverse backgrounds, experiences, and viewpoints. Reconciling varying expectations, norms, and working styles requires an intentional approach and a focus on engagement. Cultivating community across a diverse, intersectional student body can be challenging at any institution, but we’ll demonstrate how Claremont Colleges achieved this across its seven institutions, each with its own history, culture, and independent administration. Lessons learned from this case study can help you to better strategize and implement your own project visioning, programming, and design processes and deliver successful facilities with stronger alignment and consensus.

Learning Outcomes:

1. Detail an outreach program to engage students directly and via highly integrated intermediaries.
2. Survey campus needs to determine which needs are best served by new facilities and when not building new is the best answer.
3. Discuss the benefits of a collaborative and open-ended process with a diverse stakeholder group to explore multiple avenues forward while still driving progress toward a shared outcome.
4. Build consensus through a shared evaluation process that recognizes common goals across diverse viewpoints and priorities.

AIA LU 1.0 Unit (SCUPP24C2845)
AICP CM 1.0 Unit

Planning Types: Campus Planning
Tags: Collaborative Design; Consensus Building; Engaging Stakeholders; Facilities Planning; Organizational Culture

Strengthening Campus and Community in Tacoma: Timber, History, and Mission

Room 334 | 3rd Floor

Presented by: Dominic Griffin, Architect, Architecture Research Office | Craig Holt, Project Executive, Andersen Construction | Steve Tatge, Associate Vice President, University of Washington-Seattle Campus | Kim Yao, Principal, Architecture Research Office

This session offers University of Washington (UW) Tacoma’s new mass timber Milgard Hall as a case study in interdisciplinary collaboration where history, design innovation, business equity, and technology meet to strengthen the campus, education, and community growth. Design-build, integrated planning, and target value design strategies allowed the project team to mold and maintain a dynamic culture, ensure environmental and financial resource-efficiency, and support the university’s mission. Come learn how a healthy, equitable, and integrated design process is essential for creating and completing capital projects that promote engagement and collaboration, supporting students and local communities alike.

Learning Outcomes:

1. Evaluate strategies for conducting a thorough project definition phase to establish a clear project governance structure and an effective collaborative workflow on a large project team.
2. Identify steps for building a team that bolsters the local economy and creates opportunities for underrepresented businesses to achieve high business equity goals on a design-build project.
3. Discuss how to structure and complete a project that demonstrates interdisciplinary and cross-country team engagement to promote and ensure team health.
4. Describe how the project’s impact on the physical site and local community are intrinsically linked to the new building’s health and how integrating healthy design principles and sustainable mass timber can improve occupant comfort and wellness.

AIA LU 1.0 Unit (SCUPP24C2661)
AICP CM 1.0 Unit

Planning Types: Campus Planning
Tags: Collaborative Design; Design-Build; Facilities Design; Interdisciplinary

The Community Vibrancy Playbook: Enriching the Student Experience on Campus

Lyceum | 1st Floor

Presented by: Gerald Gongos, Campus Planner, Simon Fraser University | Mark McLaughlin, Chief Commercial Services Officer, Ancillary Services, Simon Fraser University-Vancouver

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Slides are available to registrants only.

Post-pandemic, Simon Fraser University (SFU) developed the Community Vibrancy Playbook to welcome students, staff, and faculty back to campus. We’ll discuss how the campus community can participate in a wide array of initiatives that lead to collaboration, programs, and projects that transform the campus into a welcoming place that prioritizes wellbeing. Positive student experiences are vital and institutions can benefit from including new activities that enrich student life and participation. Come learn how to employ facilitation and listening as tools in project management and embrace adaptability to change, leading to successful outcomes for campus life and the student experience.

Learning Outcomes:

1. Discuss how to effectively develop an action plan for animating the campus and creating a sense of place, belonging, and wellbeing for students.
2. Identify key priorities through a proposed rubric that reflect institutional vision and aspiration while developing pillars of action to enhance the campus experience
3. Detail an effective design process from planning to implementation that will improve wellbeing and belonging for students on campus.
4. Appreciate and consider the influences of climate and seasonal change on student life and wellbeing while generating ideas and starting points for campus initiatives.

AIA LU/HSW 1.0 Unit (SCUPP24C2777)
AICP CM 1.0 Unit

Planning Types: Campus Planning
Tags: Health and Wellness; Project Management; Student Experience

The Reactivated Campus: Do More With Less

Room 145 | 1st Floor

Presented by: Nate Goore, Principal, MKThink | Cristina Greavu, Senior Associate, MKThink | David Moehring, Capital Planner Asset Management, University of Washington-Bothell Campus | S. Gowri Shankar, Vice Chancellor, Planning & Administration, University of Washington-Bothell Campus | Amy Van Dyke, Director, Physical Planning & Space Management, University of Washington-Bothell Campus

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Slides are available to registrants only.

Post-covid, many campuses are still struggling with balancing in-person, remote, and hybrid student experiences. Working within tight funding constraints, University of Washington (UW) Bothell developed a strategy to revitalize the campus core, double down on in-person experiences, and repurpose underutilized spaces for future flexibility. Come learn about new broadly applicable methods and solutions for revitalizing campuses in our current and future condition of blended in-person, remote, and hybrid educational models.

Learning Outcomes:

1. Analyze current campus space utilization and identify areas of opportunity for repurposing space.
2. Apply foresight techniques with your campus community to determine medium and long-range campus strategies that will achieve institutional objectives.
3. Discuss specific, cost-effective, tactical solutions to get students back to campus and stay there with an emphasis on reuse, not building new.
4. Detail a complete problem identification, analysis, design, and implementation process that generates buy-in and achieves results.

AIA LU 1.0 Unit (SCUPP24C2708)
AICP CM 1.0 Unit

Planning Types: Campus Planning
Tags: Adaptive Reuse; Flexible Learning Spaces; Hybrid Learning; Space Management

Creating Urban Campus Living Learning Communities Through Strategic Partnerships

Room 250 | 2nd Floor

Presented by: Rhiannon Bailard, Chief Operating Officer, University of California College of the Law, San Francisco | Anders Carpenter, Associate Principal, Perkins&Will | John Long, Principal, Perkins&Will | David Seward, Chief Financial Officer, University of California College of the Law, San Francisco

The new Academe at 198 at the University of California (UC) College of the Law, San Francisco partnered with developers and other educational institutions to develop a mixed-use building that combines affordable campus housing with collaborative academic space. As campuses further integrate into urban districts, projects like the Academe at 198 offer a solution to larger societal issues, such as generating community revitalization while providing living learning communities that anchor the student experience on campus. This session will outline how to leverage strategic partnerships to develop new mixed-use living learning buildings that create cross-collaborative educational spaces and meet housing demand.

Learning Outcomes:

1. Assess the ways in which campuses can integrate into an urban context to address city-wide issues while optimizing the student experience on campus.
2. Identify potential partnerships with community and civic leaders, campus planning departments, and developers to help your campus offer affordable, amenity-rich housing that enhances the student experience.
3. Identify potential collaborative partnerships with other academic institutions to facilitate the development of mixed-use housing buildings with cross-collaborative educational spaces.
4. Explain the benefits of mixed-use vertical campus buildings to create holistic educational communities that enrich both the campus and community while promoting campuswide strategic planning objectives.

AIA LU 1.0 Unit (SCUPP24C2703)
AICP CM 1.0 Unit

Planning Types: Campus Planning
Tags: External Collaboration / Partnerships; Facilities Planning; Informal Learning Environments; Mixed-Use; Public-Private Partnerships (P3); Student Experience; Student Housing

Designing Beyond the Binary to Foster Belonging

Lyceum | 1st Floor

Presented by: Melissa Falkenstien, Senior Director, Facilities Operations and Capital Projects, Student Housing, University of California-Irvine | Elizabeth MacPherson Hearn, Partner, Mithun | K Kaczmarek, Interior Designer, Mithun | Jennifer Nelson Martinez, Senior Director, Graduate and Family Housing, Student Housing, University of California-Irvine

Access Slides

Slides are available to registrants only.

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.

Learning Outcomes:

1. Discuss how to develop programs and services to foster belonging and wellbeing for LGBTQ+ students.
2. Gain and use language to advocate for truly safe, inclusive spaces for students.
3. Apply concepts of belonging and best practice approaches to future housing projects on your campus.
4. Advocate for the inclusion of LGBTQ+ students through design strategies for renovating existing spaces.

AIA LU/HSW 1.0 Unit (SCUPP24C2768)
AICP CM 1.0 Unit

Planning Types: Campus Planning; Diversity, Equity, and Inclusion Planning
Tags: Diversity Equity and Inclusion (DEI); Facilities Design; Informal Learning Environments; LGBTQIA; Student Demographics; Student Housing

Evaluation Tools and Techniques to Inform Design and Strengthen Culture

Room 334 | 3rd Floor

Presented by: Ben de Rubertis, Principal, Flad Architects | Jeff Seegmiller, Professor, Director of WWAMI Medical Education Program, University of Idaho

Campus building occupant perspectives on space utilization and effectiveness can illustrate how design allows students to take more ownership over their educational success. In this session, we’ll share post-occupancy evaluation data from a recently completed adaptive reuse medical education building at the University of Idaho (U of I). Come learn about considerations for designing and managing flexible, multi-purpose spaces to maximize utilization and foster vibrant and collaborative learning environments that support a strong culture of community between faculty, staff, and students.

Learning Outcomes:

1. Assess the environments, tools, and conditions that students need for productive group and individual work, both in and out of the classroom.
2. Measure and define wellness in both tangible and intangible ways as it applies to the design of campus environments.
3. Apply space management techniques and design of flexible, multi-purpose spaces to maximize space utilization and support institutional mission.
4. Identify a range of occupancy evaluation techniques necessary for informing a proper understanding of how to support a strong culture of community.

AIA LU 1.0 Unit (SCUPP24C2812)
AICP CM 1.0 Unit

Planning Types: Campus Planning
Tags: Adaptive Reuse; Collaborative Learning; Facilities Assessment; Flexible Learning Spaces; Medical / Allied Health Facility; Mixed-Use; Post-Occupancy Evaluation

Transforming Streets into Bustling Places for Campus Life

Room 145 | 1st Floor

Presented by: Blaine Merker, Partner and Managing Director, Gehl | Aaron Olsen, Interim Senior Planner, University of Oregon | Lara Rose, Principal, Walker Macy

Many institutions are rethinking the presence of vehicles on campus and facing a need for more sustainable and multi-purpose circulation spaces. Once a traditional city street running through the University of Oregon campus, this session will examine Thirteenth Avenue’s re-imagining as a multi-modal open space that supports student life. This is a transformative concept grounded in rigorous analysis and integrated planning. We’ll encourage you to think critically about existing campus corridors, renew circulation systems and residual open spaces to support student life, and inform design approaches to your unique campus development challenges.

Learning Outcomes:

1. Update campus streets to support current campus and student needs.
2. Analyze public space and public life to frame issues clearly to campus leadership.
3. Discuss design visions and criteria that can transform streets into vibrant communal places.
4. Explain how to create a realistic path toward implementing transformative open campus spaces that support student life.

AIA LU 1.0 Unit (SCUPP24C2821)
AICP CM 1.0 Unit

Planning Types: Campus Planning
Tags: Landscape / Open Space; Mixed-Use; Urban Design

Technological Disruption in Higher Education: The Coming Role of AI

Ballroom | 2nd Floor

Presented by: Alan Packer, Owner and CEO, AI Advisors, LLC

In this keynote, Alan Packer will present a brief history of artificial intelligence (AI), showing how 50 years of research and investment has led to today’s Generative AI technologies. This discussion will address the capabilities of current AI, risks and ethical considerations for educators, and predictions as to how AI may disrupt education in ways that accelerate students’ learning curves and enable them to achieve higher levels of understanding and insight. We will then conclude with an exploration into how campus planners can create networked, social, and inclusive learning environments that take advantage of these powerful new tools.

Learning Outcomes:

1. At a layman’s level, explain how Generative AI works, what it’s good at, and where and how it can fail.
2. Discuss both the potential negative and positive impacts of AI in education and learn ways to use these tools for positive impact.
3. Identify opportunities for planning professionals to leverage these technologies in their campuses and curriculum.
4. Describe the ethical concerns and risks of using AI tools in an educational environment.