In honor of Perry Chapman’s passion for developing and sharing knowledge and his commitment to integrated planning and interdisciplinary collaboration, a prize of $10,000 was awarded annually from 2012 through 2016. This prize funded research in the planning and design of institutions of higher education. The prize was intended to further the research, development, and dissemination of emerging knowledge to improve campus environments in support of their institution’s mission.
The Perry Chapman Prize program has supported five outstanding research teams. SCUP is grateful to The Hideo Sasaki Foundation for its support of the prize.
The Hideo Sasaki Foundation, under the auspices of the Society for College and University Planning (SCUP), developed the Perry Chapman Prize research program to honor the intellectual contributions of M. Perry Chapman.
As the 2008 recipient of SCUP’s K. C. Parsons Founders’ Award for Distinguished Achievement in Higher Education Planning, Chapman was committed to developing and sharing knowledge to advance integrated planning and interdisciplinary collaboration in higher education.
Chapman’s influence on campus planning and design spanned more than four decades. He affected colleagues, institutions, firms, and community organizations through his insight, mentoring, writing, and speaking. He raised the standard of planning theory through research and analysis of the relationship between the campus as a place and its impact on learning and community.
August 18, 2016 Congratulations to the winning team!
In July of 2016, the prize jury selected the winning proposal, “CONNECTING THE DOTS: Campus Form, Student Satisfaction and Academic Performance” submitted by Amir Hajrasouliha, Assistant Professor, California Polytechnic State University-San Luis Obispo; with William (Billy) Riggs, assistant professor, California Polytechnic State University-San Luis Obispo; and Linda C. Dalton, former Chief Planning Officer, California Polytechnic State University-San Luis Obispo.
Hajrasouliha leads the team in exploring the hypothesis that physical campus can have an impact on students’ satisfaction and academic performance through its “restorative” impact on students’ mental functioning, social relationships and even physical well-being. This project expands on Hajrasouliha’s research, presented earlier this year in the SCUP Planning journal article “Campus Does Matter: The Relationship of Student Retention and Degree Attainment to Campus Design”.