CONNECTIONS, Space & Place - THOUGHT LEADERS SERIES 2021 - I2SL
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THOUGHT LEADERS SERIES 2021 CONNECTIONS, Space & Place
Published by: APPA cultivates community and contribution that drive results APPA is the association of choice serving educational facilities professionals and their institutions. APPA’s mission is to support excellence with quality leadership and professional management through education, research, and recognition. APPA’s Center for Facilities Research (CFaR) engages in a deliberate search for knowledge critical to educational facilities management and to policy making in education. CFaR encourages the study of the learning environment, appropriate management strategies, and their impact on education. APPA 1643 Prince Street P.O. Box 29 Alexandria, Virginia 22314-2818 Alexandria, Virginia 22313-0029 www.appa.org www.appa.org/thought-leaders-series Sponsorship assistance generously provided by: Copyright © 2021 by APPA. All rights reserved. International Standard Book Number: 978-0-913359-18-1 Produced in the United States of America
2 0 2 1 A P P A T H O U G H T L E A D E R S S E R I E S
Connections, Space & Place
Section 1: Executive Summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
n The role of sense of place in building community. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2
n Looking ahead to a post-pandemic future. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
Section 2: Understanding Sense of Place and its Significance in Higher Education. . . . . . . . . . . . . . . . . . 5
n What is “sense of place”?. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
n Elements of a sense of place on campus . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6
Section 3: Opportunities Created by a New Focus on Sense of Place. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8
n Opportunities for the institution. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8
n Opportunities for the facilities management organization . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10
Section 4: Addressing Changing Space Needs and Requirements. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11
n Responding to changing space needs and requirements . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12
n Facilities management strategies to address changing space needs and requirements. . . . . . . . . . . 13
Section 5: Questions for Campus Discussion. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15
Section 6: Reflecting on the State of Higher Education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21
n The big picture in the summer of 2021. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21
n Specific challenges facing North American institutions. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23
n Strengths and successes. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24
Section 7: Conclusion. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27
Appendix A: Bibliography/Resources. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28
Appendix B: Participants at the 2021 Thought Leaders Symposium. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33
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Section 1:
Executive Summary
T
he COVID-19 pandemic hit colleges and
universities like a bolt from the blue, and more Data Point:
than a year into the pandemic, members of Enrollment Declines
the higher education community have been left
Short-term declines could have long-
exhausted. Nevertheless, moments of optimism are
breaking through, because it seems the worst of the
term consequences
pandemic is over. One of the most potentially devastating
impacts of the pandemic is the decline in
The year has been inexpressibly painful, especially enrollment. Undergraduate enrollment
for those who were sickened by the disease or who dropped by 5.9 percent in the spring of 2021
lost family, friends, and colleagues. Institutions across all institution types, according to the
National Student Clearinghouse Research
have also been battered, and higher education has
Center. Incoming freshmen were the hardest
taken one hit after another. As of this writing, 10 hit, with 16.1 percent fewer enrolled in the fall TLS
colleges or universities have closed or announced 2020. 1
their closure in 2020 and 2021, according to data
The implications of this decline could ripple
compiled by Higher Ed Dive. through institutions, since students who fail to
enroll in higher education immediately after
This is devastating news to those institutions. graduating from high school are less likely to
However, the situation was predicted to be much ever enroll or complete a degree.
worse. Experts writing in The Chronicle of Higher
Education, The Wall Street Journal, and Forbes in the
what the circumstances. Institutions made an im-
spring of 2020 warned that between 100 and 250
plicit promise to their students: Stick with us, and
colleges and universities would shut their doors
we will be together again. Students responded by
permanently; John Kroger, former president of
continuing to enroll even when hours of Zoom
Reed College, predicted in Inside Higher Ed that
were the last thing they wanted, even when they
the number would reach between 750 and 1,000
were holed up in their childhood bedrooms or resi-
institutions. And yet, while the situation may still
dence hall rooms with inadequate Wi-Fi.
worsen, as of this writing most have survived—
despite the pandemic, despite the truly harrowing
That students remained loyal is a testament to the
financial situation many found themselves in, with
deep bonds colleges and universities have forged
declining enrollments and slashed state budgets.
with their communities and spaces. One might
argue that a walk to a class, an interaction with
How did they endure? They did the one thing that
a faculty member, or a resting place on the quad,
everyone said higher education was incapable of
whether offered by a local community college, a
doing: They changed.
flagship state research university, a small private
liberal arts college, or a for-profit private university,
They adapted to the pandemic in ways no one had
can provide a meaningful sense of place. If that
thought possible. College and university faculty,
were true, then why not shop around and enroll in
staff, and leadership renewed their deep commit-
the cheapest class? Space matters, and the feeling
ment to their students and found ways to continue
of place matters as well. During the pandemic,
educating and serving these students no matter
students demonstrated their commitment to their
A P P A T H O U G H T L E A D E R S S E R I E S 2 0 2 1
their students have placed in them. The tasks ahead
Data Point: are daunting. But institutions can build on what
Innovation in a time of crisis has allowed them to get this far: They can build
on the sense of community that has united the
Some colleges and universities are
campus.
embracing change to adapt in the
aftermath of COVID-19 The role of sense of place in
Inspired by the motto “never let a crisis building community
go to waste,” some institutions of higher
education are pushing through innovations
What is the role of the facilities organization in
that would have been a hard sell in less tumul- meeting today’s challenges? In part, facilities ex-
tuous times, reports Jon Marcus in an article perts will continue the essential work they have
produced for The Hechinger Report and run done since the start of the pandemic: They will
by the PBS NewsHour. keep the campus safe and operational. But the fa-
Marcus notes that institutions have “made cilities organization can do more—more, in fact,
big moves during the pandemic. Some have than most institutions realize. They can help their
acquired smaller, more vulnerable schools, college or university foster community by leverag-
increasing their enrollment and widening ing its sense of place.
their offerings in ways they hope will better
position them in the intensifying competition
“Sense of place” is defined by one expert as “the
for new students. Several have collaborated
to find new streams of income, including by
feelings evoked among people as a result of the
TLS
2 offering more kinds of nondegree creden- experiences and memories they associate with a
tials.” place and the symbolism they attach to that place.”
Meaningful places can come to represent an entire
For example, Marcus points to a joint program
administered by Parsons School of Design at institution, including its history, its values, and its
the New School and New York University’s legacy. A strong sense of place can arise naturally,
Tisch School of the Arts, which offers short, but it can also be consciously, carefully cultivated.
online versions of full-fledged courses on This is possible for any institution, no matter
practical subjects. These courses produce its age or classification. Historic campuses with
revenue for the institutions while students try well-established places and traditions may find this
out the schools and earn certificates.
process easier, but even new campuses and recently
“If you look at any business, any industry, established institutions can foster a sense of place.
we’re all having to rethink how we do things,” Colleges and universities should look for the places
said Anne Adriance, senior vice president where the community naturally gathers—a quad,
for marketing and business development at
a fountain, a lounge, a stairway—and take steps to
Parsons. Higher education, she said, is “an
industry that needed to make changes, and make that place welcoming and accessible.
like any terrible crisis, [the pandemic] forces
changes that should have been happening Participants in the 2021 Thought Leaders sympo-
anyway to happen faster.” sium considered the meaning of sense of place on
— Jon Marcus, “For Some Colleges, COVID-19 campus and suggested that significant places play
‘Accelerated Innovation’ in How to Adapt,” the following roles:
PBS NewsHour, December 29, 2020.
■ Welcoming environments for students, faculty,
staff, families, and the surrounding community.
college or university community and their deep
sense of belonging to their institutions.
■ Extending this welcome with intentionality to
those from different backgrounds, socioeco-
Today, as colleges and universities look forward to
nomic groups, and demographics.
their second fall semester since COVID-19 hit the
campus, it is incumbent on them to honor the trust
■ Conveying meaning to the campus community
about the values of the institution.
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■ Generating emotions, creating memories, and ties meet their current challenges. They proposed
promoting a sense of community. that iconic places or campus symbols could bring
the following benefits:
■ Promoting connections and encouraging
learning and self-discovery. ■ Improve the competitive position of the
institution and enhance its brand.
Participants then considered the ways that a focus
on sense of place could help colleges and universi- ■ Ensure students’ sense of belonging.
Data Point:
Lasting consequences of the COVID-19 pandemic to the built environment
Ways the campus has changed—forever
A March 2021 article in The Chronicle of Student services, libraries, and
Higher Education identified five aspects administrators’ offices
of the campus that experts predict will be “Where real estate is at a premium, colleges
permanently transformed by the COVID-19 have moved non-student-facing functions to
pandemic. Here’s a summary of their findings: the edges of campus, or even off campus.
. . . The result is space freed at the heart of
Classrooms
campus for student services.” TLS
“In an atmosphere of scarcity, institutions will
examine closely whether they’re making the Residence Halls 3
most out of their physical spaces and face- “Many experts say there’s long been a trend
to-face time. ‘We’re going to go into every toward more privacy and single rooms. ‘It was
room and we’re going to say, “Is meaningful driven by consumer demand,’ said Frankie
connection going to happen in this space? Is Minor, housing director at the University of
something going to happen in this space that Rhode Island. . . .
cannot happen online, that cannot happen
“In addition, colleges that find themselves
at Starbucks?”’ said Shannon Dowling, an
serving more-diverse students may also want
architect with the firm Ayers Saint Gross. If
more single rooms. ‘There are students with
the answer’s no, the next question is whether
learning differences. There are students with
the space is worth keeping.”
different medical conditions, mental-health
Faculty offices conditions,’ said Dennis Lynch, an architect at
“Many campus planners have long advocated Ayers Saint Gross who specializes in housing
for fewer traditional, individual, closed-door and dining. ‘Singles help give flexibility to be
offices, and more shared workspaces for able to accommodate students with a variety
faculty and staff members, like what many of needs.’”
private companies have. . . .
Outdoor spaces
“On average, 19 percent of campuses’ “There is one post-pandemic change in space
indoor square footage is dedicated to use that campus planners see as an unmit-
offices, according to a 2007 survey (the igated improvement: COVID-19 has pushed
latest available) of 276 institutions that are colleges to make greater use of their wide
members of the Society for College and green lawns, quads, and terraces. . . .
University Planning. (Only housing, at 20
“Several colleges ordered tents so faculty
percent, commands a larger area.) Using that
members could teach outside. Most of those
much space more efficiently could make a big
came down as fall turned into winter, but
difference to a college’s bottom line.”
across the country, in varied climates, admin-
istrators have made improvements in their
grounds that they say they’re glad to keep.”
— Francie Diep, “The Pandemic May Have Permanently Altered Campuses. Here’s How.”
The Chronicle of Higher Education, March 15, 2021.
A P P A T H O U G H T L E A D E R S S E R I E S 2 0 2 1
■ Strengthen the bond between the institution and ■ Target improvements to the residential
its alumni and surrounding community. experience.
■ Become more welcoming and inclusive. ■ Reconsider space needs for faculty and staff in
light of remote/hybrid work.
■ Create a safer, healthier campus.
■ Support online learning in new and different
■ Improve the residential experience. ways.
■ Expand the flexibility and adaptability of campus ■ Adapt spaces to meet the needs and changing
operations. expectations of a more diverse population.
Attention to place will also aid the facilities or- ■ Reduce the campus inventory of less desirable
ganization by increasing the awareness of campus buildings and grounds that are no longer needed.
spaces and raising their priority, strengthening col-
laborations built during the pandemic, improving Facilities organizations will also need to pay par-
responsiveness and customer service quality, and ticular attention to the health of their buildings,
demonstrating the relevance, contributions, and ex- review and modify space standards, reconsider their
pertise of senior facilities officers and their staff. master plan, and further adapt to a reduced physical
infrastructure if necessary.
TLS A critical requirement for institutions focusing on
4 sense of place will be to address changing space Looking ahead to a post-pandemic
needs and requirements. Most colleges and uni- future
versities closed their campuses for at least some
part of 2020, and a significant amount of space The pandemic has changed higher education in
remains unused or underutilized today. Institutions ways no one could have fully imagined, anticipated,
will need to determine how their space needs have and eventually appreciated. Although the road
changed in the past 18 months and how they in- ahead will be rocky and full of uncertainty, higher
tend to use their space going forward. Key steps education must continue to pivot and reinvent
anticipated by participants at the Thought Leaders itself. This community has much greater capacity
symposium include the following: for change and innovation than it realized. Fur-
thermore, the importance of the college experience
■ Increase the flexibility of all spaces. remains high, and institutions can draw upon that
brand loyalty to address the challenges ahead by
■ Enable better use of outdoor spaces. investing in and leveraging the sense of place on
campus.
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Section 2:
Understanding Sense of Place and its Significance in
Higher Education
What is “sense of place”? Colleges and universities were ahead of the
game, since they have a long history of seeking
Academic experts who study the intersection of
to reflect their values and ideals in their campus
physical space and human psychology have tried
designs. Thomas Jefferson designed the University
to nail down a definition of “sense of place.” The
of Virginia to embody his philosophy of education,
Dictionary of Human Geography defines sense of
according to architectural historian Paul Hardin
place as “the attitudes and feelings that individuals
Kapp. The campus housed faculty and students
and groups hold vis-à-vis the geographical areas
in buildings designed on the principles of Classi-
in which they live. [The term] further commonly
cal architecture and surrounding a central Lawn,
suggests intimate, personal and emotional relation-
envisioned as a place where knowledge could be
ships between self and place.” Another academic
exchanged by all—what Jefferson called the “Ac- TLS
source, Human Geography: Places and Regions in
ademical Village.” At the northeast end of the 5
Global Context, describes sense of place as “the
Lawn is the Rotunda, originally the campus library,
feelings evoked among people as a result of the
pointing to the significance of human knowledge
experiences and memories they associate with
and its origins in Europe to the east. The southwest
a place and the symbolism they attach to that
end offers a panoramic view of the mountains,
place.” According to Jennifer D. Adams, professor
pointing to the intellectual frontiers open to discov-
of education at the University of Calgary, “Sense of
ery as well as the nation’s destiny, as Jefferson saw
place is the lens through which people experience
it, to settle the West.
and make meaning of their experiences in and with
place.”
As the nation grew and new colleges and univer-
sities were established, institutions continued to
Human beings have always appreciated sense of
make design choices that communicated their val-
place—think of Machu Picchu, Giza, Angkor Wat,
ues. Many campuses were built in Gothic Revival
or Stonehenge. The modern study of sense of place
styles to evoke the medieval universities of Europe;
began in the mid-1960s, when journalists, activists,
other institutions preferred a Jeffersonian-in-
and academics such as Jane Jacobs began criticiz-
spired Colonialism to emphasize their American
ing urban renewal, as it was then practiced, on the
ideals. When Modern architecture arrived on the
grounds that it did not respect the lives and needs
scene in the mid-twentieth century, universities
of those who lived in targeted cities. While initially
commissioned sometimes startling Brutalist or
focused on sense of place in urban areas, the study
International Style buildings to demonstrate their
of place soon expanded to every variety of location.
progressivism and willingness to embrace the
Sociologists and geographers began systemically
avant-garde.
studying how humans interact with spaces and
analyzing what makes some places feel warm and
Today, institutions have an opportunity to reflect
inviting, others nondescript and “placeless,” and
their values in a new way: to enhance existing
others even hostile and dangerous. Architects and
spaces so that they better serve students, faculty,
planners translated these findings into practical
and staff; to provide a safe, welcoming, academ-
design strategies and public engagement techniques
ically engaging environment; to create lasting
for creating and enhancing public spaces.
memories; and to strengthen bonds between indi-
viduals and the institution.
A P P A T H O U G H T L E A D E R S S E R I E S 2 0 2 1
economic groups, and demographics. Just
Data Point: because a space welcomes one group does not
The value of the higher education automatically make it feel safe for all. Colleges
experience and universities need to ensure that they practice
The value of meaningful spaces on what is known as inclusive design, a process that
seeks to ensure that public spaces are accessible
campus
and welcoming to the entire community. At the
“Colleges and universities should never same time, institutions should offer spaces that
underestimate the power of special, trans- offer respite and support community building
formational, and even sacred spaces on their to members of marginalized groups, including
campuses. Such spaces help create lasting meeting spaces for cultural clubs, religious orga-
relationships between students and insti- nizations, and other affinity groups.
tutions, but too often colleges overlook the
influential role that campus landscape can
play. . . . ■ Conveys meaning to the campus community
about the values of the institution. The most
“Such transformational places with unique
iconic campus places carry enormous signifi-
emotional resonance have an almost sacred
nature. The word ‘religious’ comes from
cance for their communities and often reflect
the Latin verb religare, meaning to bind or the values of their institutions. For example, the
reconnect. Thus, anything that reconnects us Military Walk at Texas A&M is more than just a
is, inherently, a deeply personal or spiritual sidewalk; as the location where Aggies assembled
experience that has great meaning—and every morning when all students were required
TLS the university campus is ripe with opportu- to serve in the Corps of Cadets, it evokes the
6 nities for people to reconnect. So where are
institution’s military heritage. The “Word of
these transformational or sacred spaces on
campuses, and how do we define them?”
Life” mural on the wall of the Hesburgh Library
at University of Notre Dame doesn’t just show
— Earl Broussard, “The Power of Place on Jesus Christ with his arms outstretched; it rep-
Campus,” The Chronicle of Higher Education,
resents to the campus community not only the
May 1, 2009.
institution’s Roman Catholic heritage but also its
dedication to football, since the figure faces the
Elements of a sense of place on football stadium and seems to be calling a touch-
down (hence its nickname, “Touchdown Jesus.”)
campus
Powerful places have layers of meaning for their
Participants at the Thought Leaders symposium communities.
were asked to consider what sense of place means
to higher education. They identified these key fac- ■ Generates emotions, creates memories, and
tors as being part of meaningful places on campus: promotes a sense of community. Truly iconic
campus places can bring alumni to tears. These
■ Welcomes students, faculty, staff, families, places host rites of passage—how many people
and the surrounding community. Some places plan wedding proposals at beloved campus land-
are unwelcoming by design—think of a prison, marks?—and mark key moments in the lives
where every element of the design shouts, “Stay of community members. Rituals become tradi-
away!” Other places are hostile by accident. Col- tions that can last across generations. For more
leges and universities need to be deliberate and than 90 years, every student preparing for final
intentional about making their spaces safe and exams at the University of California Berkeley
welcoming, conveying through technology, has heard the carillon in the Campanile play
signage, architecture, lighting, and design that the mournful Rudyard Kipling ballad “They’re
the community should consider this place Hangin’ Danny Deever in the Mornin’.”
their own. Whether they graduated 5 years ago or 50 years
ago, members of the Berkeley community share
■ Extends this welcome with intentionality this experience, and it serves as a powerful bond
to those from different backgrounds, socio- across time.2 0 2 1 A P P A T H O U G H T L E A D E R S S E R I E S
■ Promotes connections and encourages learn-
ing and self-discovery. Different iconic places Data Point:
will play different roles on campus. The football Building design and institutional
stadium or basketball arena can have enormous values
significance for many colleges and universities, Begin with ideals rather than
representing one side of campus life. However,
specifications
many of the most significant places incorporate
learning and idea exchange, including libraries, “When colleges and universities begin
classroom buildings, and research labs. Some thinking about adding or replacing buildings
spaces may be meaningful to smaller groups on campus, I recommend that they start with
of people rather than the entire campus. Keep words.
in mind sites such as the study room for the “While it’s tempting to begin picturing the
pre-med students, the lounge for the English actual building (‘It should be three stories and
graduate students, the maker space for the engi- we want lots of glass,’ or something similar)
neers, or the auditorium lobby for the music and start by asking how the building relates to
your institutional values and mission. What
theater majors. Institutions should recognize the
does it need to say or express about the
value of these smaller spaces, which are no less university or a particular college? How should
sacred to the community that loves them. the space feel? When students approach the
building and enter it, what words should
describe their first impression? What will
students feel empowered to do in this space?”
TLS
— Michael Tyre, “Building the Brand: How the 7
Physical Campus Shapes Student Experience
(Even During a Pandemic),” New England Board
of Higher Education, September 1, 2020.A P P A T H O U G H T L E A D E R S S E R I E S 2 0 2 1
Section 3:
Opportunities Created by a New Focus on Sense of Place
Opportunities for the institution relationships. For example, research reported
in the journal Social Psychology of Education re-
Participants at the Thought Leaders symposium
veals what we all intuitively know: that alumni
believe that focusing on sense of place creates op-
with a strong sense of belonging are more likely
portunities for the entire institution—opportunities
to donate, return to the institution for further
that will help the college or university during this
education, serve on advisory boards, provide
time of uncertainty and upheaval.
internships, act as mentors, and more. Similarly,
an institution that works to strengthen bonds
Thought Leaders participants proposed the follow-
with the community will be able to draw on
ing benefits of a focus on sense of place:
that community’s goodwill in making decisions
about the future of the institution while creating
■ Improves the competitive position of the
increased opportunities for internships and jobs
institution and enhances its brand. Compe-
TLS for students.
tition is going to be fierce in the coming years,
8 especially as the effect of changing demograph-
■ Becomes more welcoming and inclusive. By
ics kicks in and the pool of potential students
demonstrating to an increasingly diverse stu-
shrinks. (See the 2020 Thought Leaders report
dent population that the institution sees them
Preparing for the Student of 2024 and the Nathan
and is listening to what they have to say, the
Grawe book The Agile College: How Institutions
college or university will forge tighter bonds
Successfully Navigate Demographic Changes.)
with these students. The same research study
Institutions that succeed in fostering a strong
quoted earlier, “College Students’ Sense of Be-
community rooted in unique and beloved places
longing: A National Perspective,” revealed that
will stand out among those that present a more
underrepresented ethnic minority students and
generic experience.
first-generation students report a lower sense
of belonging than white students or continu-
■ Ensures students feel they belong. Students
ing-generation students. Other research noted in
who feel a strong sense of belonging toward
the Inside Higher Ed article shows that first-gen-
their institution are more likely to persist with
eration students lag behind in resiliency and
their education and earn a degree, according to
social comfort. Improving the sense of belonging
multiple studies and articles, including “Col-
and connection to the institution will be criti-
lege Students’ Sense of Belonging: A National
cal to improving retention among this cohort.
Perspective,” published in Inside Higher Ed.
Adapting spaces and creating new, targeted
Students who feel a sense of belonging also show
spaces will be a powerful step toward meeting
improved health outcomes, report fewer mental
this goal.
health issues, and engage more with campus
services. One critical way to show students they
■ Creates a safer, healthier campus. In the last
belong is to foster their connection with iconic
few decades, the conversation about safety on
campus spaces.
campus has focused on physical safety from
threats posed by active shooters. Thought Lead-
■ Strengthens the bond between the institution
ers participants believe the conversation will
and its alumni and surrounding community.
now shift to include more concern about safety
The benefits of a strong sense of belonging and
from pathogens. The result will be a campus
connection extend to alumni and community
with fresher air, cleaner surfaces, and improved2 0 2 1 A P P A T H O U G H T L E A D E R S S E R I E S
HVAC systems—and, ultimately, a healthier ■ Foster interactions between members of the
academic community. At the same time, an campus community. One magical thing about
increased focus on the role of space in mental the higher education campus is that it promotes
health has the potential to improve the well-be- serendipitous interactions. Faculty from one
ing of the community. Places that provide views discipline exchange theories with faculty from
of or exposure to nature promote well-being, another discipline. Students in engineering share
Sullivan and Chang note, as do places that are ideas with students in education. Librarians
attractive, well-maintained, and safe, and that learn from IT experts. These connections are al-
provide appropriate contact with other people. most impossible to create in online interactions,
Institutions that employ deliberate, well-consid- but a thoughtfully and deliberately designed
ered design can improve not only the physical physical campus can facilitate such cross-campus
health of those on campus but also their mental moments.
health.
Another way to consider these opportunities is to
■ Improves the residential experience. The take a quick look back at the list of the top chal-
pandemic revealed both the limitations and the lenges facing higher education identified in Section
strengths of the residential higher education 6. How can a focus on sense of place help address
experience. A survey from American Campus these challenges?
Communities as reported in Inside Higher Ed
found that students living in on- or near-campus ■ Financial pressures. Institutions can make
housing in the fall of 2020 did better academ- more effective use of existing space resources. TLS
ically and socially than those living at home. Underutilized space should be discarded or re- 9
These students experienced fewer Internet programmed to more cost-effective use, thereby
connectivity problems, avoided negative home leveraging space to improve recruitment and
environments, and had fewer challenges finding retention.
places to study. They also benefited from inter-
action with their peers and felt a greater sense ■ Inequities in funding, access, and resources
of community and connection to the institu- for students, families, and institutions. Col-
tion. On the other hand, residence halls across leges and universities can make their spaces more
North America have seen outbreaks of disease, welcoming and create spaces that specifically
and sometimes entire campuses had to flip to support underserved populations.
online-only learning when the rate of infection
grew too high. On balance, much of this had to ■ Increased competition to attract students.
do with off-campus events that institutions were Better spaces provide a competitive advantage
unable to control, but the consequences occurred for colleges and universities and help institutions
nonetheless. Safer building design can limit differentiate themselves from one another.
disease spread, for example. Providing both the
space and the technology to better integrate dig- ■ Adapting to rapidly changing demographics.
ital learning with in-person instruction for those Iconic spaces targeted to all audiences will im-
living on campus will increase the flexibility and prove the sense of belonging among different
attractiveness of residence halls. socioeconomic and ethnic groups.
■ Expands the flexibility and adaptability of ■ Increased focus on mental health and mental
campus operations. Institutions need to re- health services. Healthier spaces benefit not
main nimble in the aftermath of COVID-19. only the physical but also the mental health of
Any steps that campus employees can take to the campus community.
streamline their operations while expanding their
flexibility and adaptability will serve their insti- ■ Changing space needs and requirements. In-
tutions well. creased flexibility allows the institution to adapt
to changing needs and pivot to truly reimagineA P P A T H O U G H T L E A D E R S S E R I E S 2 0 2 1
its space. Revised space standards and design benefit from an increased focus on sense of place.
goals will support the new paradigm. Participants at the Thought Leaders symposium
identified the following ways facilities profession-
■ Negative perception of higher education. als would be well-served by this approach in the
Healthy spaces and adaptive institutions can post-pandemic institution:
counteract negative concerns about the campus
community. ■ Raise the priority of campus spaces to the en-
tire institution. In the words of Joni Mitchell,
Opportunities for the facilities “You don’t know what you’ve got ’til it’s gone,”
management organization and that was true of campus space during the
pandemic. Faculty and staff who had taken the
While providing opportunities for the entire campus for granted suddenly realized all of the
institution, facilities professionals also stand to roles it played in their lives and in the life of the
community when they were barred from the
Data Point: grounds.
Campus closures and student
experiences ■ Strengthen collaborations and partnerships
built during the pandemic. Facilities operations
The impact of college and university
were called upon to work closely with health
closures on student sense of professionals, residence hall staff, IT specialists,
TLS
belonging and student services in new and demanding yet
10 “Irrespective of students’ physical location, more collaborative ways in the last year and a
student events and experiences, including half. The partnerships established were instru-
study abroad trips, internships, and grad- mental to our collective success and will continue
uation ceremonies, have been cancelled, to benefit the entire institution if carefully main-
indefinitely postponed, or moved to virtual tained, managed, and leveraged.
formats, leaving many students despondent
that their personal and professional mile-
■ Improve responsiveness and customer service
stones have been left unfulfilled. Ordinary
activities central to the collegiate experience quality. Facilities management operations were
such as class trips and service learning, partic- tried and tested during the pandemic, and they
ipation in extracurricular organizations, and are more resilient and adaptive as a result. The
attending social events, all of which create facilities organization can demonstrate its com-
bonds among students and connection to the petence, capability, and new level of relevance
institution, have been eliminated or must take by focusing on improving critical customer
place remotely.
service and maintaining increased levels of
“Students’ college experience both in and responsiveness.
outside of the classroom, including their
engagement in university life and relation- ■ Demonstrate the relevance and expertise of
ships with peers and faculty, is fundamental
senior facilities officers and their staff. As ob-
to their well-being and success. Sense of
belonging is known to significantly influence served in the 2021 “State of Facilities in Higher
college students’ social, psychological, and Education” report, published by Gordian,
academic outcomes. Studies consistently facilities officers were often the only senior ad-
find that weak sense of belonging is asso- ministrators physically on campus in the spring
ciated with poor mental and physical health of 2021. Their work had always been essential,
and even suicide, whereas strong sense of but now their importance was thrown into sharp
belonging is a predictor of flourishing.”
relief as they took charge of pandemic response
— Alyssa M. Lederer, Mary T. Hoban, and Sarah committees and ensured the health and safety of
K. Lipson, “More Than Inconvenienced: The the entire community. Senior facilities officers
Unique Needs of U.S. College Students During are now viewed as authorities on the safe use of
the COVID-19 Pandemic,” Health Education &
space and considered more relevant as the insti-
Behavior, October 31, 2020.
tution finds its new path forward.2 0 2 1 A P P A T H O U G H T L E A D E R S S E R I E S
Section 4:
Addressing Changing Space Needs and Requirements
O
ne necessary step as institutions seek to answer will vary by institution, but some prelimi-
leverage their sense of place is to consider nary answers can be suggested.
changing space needs and requirements.
The pandemic fundamentally shifted how institu- ■ Many institutions will likely allow some staff and
tions used their space. The majority of campuses faculty members to work from home at least part
dramatically reduced their utilization of campus of the time. This will reduce the dedicated office
space, particularly during the first six months of the space needed on campus, but as these spaces are
pandemic. While usage has gradually risen on most distributed throughout the campus, the amount
campuses, space remains underutilized. Many fac- of net space is yet to be determined.
ulty and staff are working from home. Classes are
conducted partially or wholly online, and in-person ■ Colleges and universities that have seen the value
class sizes remain reduced. Occupancy has been of online instruction for large lecture-dominated
reduced in residence halls, and social spaces are re- courses will likely continue to deliver them dig- TLS
stricted. Spectators are barred or limited for sports itally, either synchronously or asynchronously. 11
events, and events such as Homecoming and even The result will be a sharp acceleration of the
commencement have been canceled. trend away from large lecture halls.
Now, college and university leaders must address
how campus space will be used in the future. The
Data Point:
Adapting residence halls to new demands
The pros, cons, and costs of isolation rooms
“Is now the time to introduce isolation rooms larly designed room for residence halls—an
in campus residence halls? A single room isolation room. This type of specialized space
with an en suite bathroom for students who is commonly found in medical facility design,
require heightened privacy has become a but isolation rooms are not typically included
programming ‘must’ for new and renovated on college and university campuses. Could
residence halls. . . . They provide a private isolation rooms be one of the long-term
room and bathroom for students with medical changes we see? . . .
needs. This includes conditions like Crohn’s
“The greatest challenge to introducing
Disease, diabetes, or other immunodefi-
isolation rooms for campus residence halls is
ciency disorders. More recently these rooms
the cost implications of designating a certain
have been available at some institutions for
number of rooms to serve this function,
students who are transitioning or exploring
recognizing they will be unused a great deal
their identity development.
of the time. . . . The biggest question may be
“Following the onset of COVID-19, our archi- how to determine an appropriate scale that
tectural team has been discussing if higher does not create undue financial hardship or
education institutions need to consider a simi- liability.”
— Carson Parr, “Isolation Rooms in Residence Halls: Will They Be the New Norm?,”
RLPS Architects, July 9, 2020.A P P A T H O U G H T L E A D E R S S E R I E S 2 0 2 1
■ Residence hall occupancy levels may be kept low ■ Reconsider space requirements for faculty and
for another semester, decreasing the utilization staff in light of remote/hybrid work. Many
of residential space. institutions will likely turn to more shared office
space or hoteling with rooms available for private
Consequently, the big picture is of a campus with phone calls, meetings with students, or other
a rising inventory of unused or underused space. discussions that require privacy.
“As schools begin chipping away at large gathering
spaces and onsite offices, it raises the question of ■ Support online learning in new and different
whether there is simply too much space across the ways. Institutions need to identify the remain-
board to support a smaller campus population,” ing barriers to successful online learning, both
notes the 2021“State of Facilities in Higher Edu- in terms of technology and training for faculty
cation” report. Going forward, institutions must and students, and invest strategically to remove
reevaluate their use of space and adjust to new them. They should find ways to strategically in-
needs and requirements to include reducing the tegrate online learning into degree programs and
campus footprint. provide resources for course development and
production.
Responding to changing space
needs and requirements ■ Adapt spaces to meet the needs and changing
expectations of a more diverse population.
The most important step for colleges and univer- Colleges and universities must prioritize ad-
sities will be to understand how their space use dressing the needs of a rapidly changing campus
TLS
12
has changed and to translate the institution’s goals population. Strategic allocation of renovation
into a real space-use plan going forward. In any funding can accelerate and enhance the adapta-
case, Thought Leaders participants believe that the tion of spaces as a demonstration to the campus
majority of institutions will need to tackle the fol- community of what is possible.
lowing tasks:
■ Look for collaborations with local industry
■ Increase the flexibility of all spaces. This in- and corporate business partners. School dis-
cludes rooms that can be subdivided, furniture tricts, healthcare groups, local government, child
that can be easily moved, offices that can be care businesses, restaurants, and retail—any
reconfigured, and gyms that can be converted to organization that cater to the campus popula-
multiple uses—the importance of these flexible tion—may also be looking to adapt their spaces
spaces has never been clearer. in response to changing needs.
■ Enable better use of outdoor spaces. Institu- ■ Reduce the campus inventory of less desir-
tions now recognize the value of outdoor spaces able buildings and grounds that are no longer
in limiting the spread of infection as well as needed. This suggestion might not be welcome
providing inexpensive alternatives to traditional to many campus leaders. Nevertheless, even
gathering places. growing institutions might find themselves
with more space than they need. The majority
■ Target improvements to the residential of campus space must be viewed as an institu-
experience. The challenge for colleges and uni- tional resource to be managed and optimized
versities is to keep students safe by limiting the for the good of the entire college or university.
potential spread of infection while promoting This space is not free, and institutions should
social interaction and creating bonds between take steps to remove unused, inefficient, or in-
students. Large amounts of time spent in dorm adequate and aged buildings from their facilities
rooms by students has highlighted inadequacies portfolio.
that will hamper future recruitment and reten-
tion efforts if not addressed. ■ Centralize the space inventory, database, and
management systems. Colleges and universities2 0 2 1 A P P A T H O U G H T L E A D E R S S E R I E S
must maintain a comprehensive and accurate They proposed the following tasks for facilities
database of available campus space. This data- management teams:
base should also be integrated with the academic
scheduling system; space assignments should be ■ Design and renew spaces for maximum flex-
based on campus standards to optimize utiliza- ibility. Flexibility needs to be a top priority
tion across the entire inventory. in any new construction or redevelopment on
campus.
Data Point:
■ Expand the availability of outdoor spaces.
Changing space needs and Thoughtful design can transform a so-so out-
requirements door space into a highly functional location for
What’s next for campus spaces social gatherings, classes, or meetings.
“What seems inevitable, especially if the ■ Improve the health of buildings. The built en-
transition to hybrid learning is permanent, or vironment can play a significant role in limiting
if Coronavirus persists, or if experience with
the spread of disease, a lesson higher education
COVID-19 suggests different campus opera-
tions would better prepare colleges for any facilities professionals understand well. Institu-
future pandemic, is a review and re-imagi- tions should evaluate the use of air filters and
nation of campus spaces. One campus senior purifiers, sterilization systems employing ultravi-
leader with whom I spoke, reflecting on his olet light, and antimicrobial materials to improve
recent walk across campus, said he looked indoor air quality while keeping energy costs TLS
up at all of their new classroom buildings and low. Replacing door handles, elevator buttons, 13
residence halls and said, ‘My god, what if we
and light switches with touchless technology
built these all wrong?’ wondering about the
future needs of his university. reduces the physical transmission of pathogens,
while installing hand sterilization stations in lob-
“Indeed, what may be required of our campus bies, entrances, and exits encourages individuals
spaces, to meet new patterns, needs, and
to frequently clean their hands.
challenges? Can the vast array of campus
architecture and infrastructure support these?
The amount of real estate owned by colleges ■ Reconfigure residence halls to meet new de-
and universities is staggering. Is it the right mands. Facilities organizations can help keep
type of properties and facilities? If not, can residence halls safe by employing design and
it be adapted? If not, is there a market for technology to limit the spread of disease while
these very purpose-specific buildings? What also adapting to new needs such as individual
happens to campuses if there is a major
and group study spaces, workout facilities, and
change in how residentially-based colleges
operate?” isolation rooms for sick students.
— David Rosowsky, “How Does a Pre-Pan- ■ Review and modify space standards. Insti-
demic Building Inventory Serve a Post-Pandemic
tutions need to evaluate and adjust their space
University? What’s Next for Campus Spaces?”
Forbes, June 22, 2020. standards to meet changing needs and expecta-
tions. At a minimum, it’s likely these standards
will call for increased social distancing in class-
Facilities management strategies to rooms and offices, even after the risk of infection
address changing space needs and declines. Remote work arrangements will change
requirements the need for full-time dedicated office space,
while smaller class sizes will dictate a transition
The facilities professionals at the Thought Lead- from large lecture halls to smaller, more flexible
ers symposium looked at the same question about spaces. Meeting rooms will need to be equipped
changing space needs and requirements and con- to support online conferencing. New design
sidered it from their institutional point of view. standards for HVAC systems and use of outdoor
spaces must be part of the equation.A P P A T H O U G H T L E A D E R S S E R I E S 2 0 2 1
■ Understand new demands on IT and work to- ■ Reconsider the master plan and adapt as
gether to support them. Facilities professionals necessary. Participants at the Thought Leaders
must collaborate and partner with IT to enhance symposium warned against being too reactive.
operations across the board while striving to pro- Institutions have been in crisis mode for more
vide Wi-Fi and cellular service to every corner of than a year, and decisions had to be made fast.
the campus, since with online courses, any space But colleges and universities should move to-
can now be a learning space. All new programs ward a more strategic plan of action. A difficult
should be undertaken with risk, reliability, and but important question will be how relevant
enhanced cybersecurity as a focus. Collaboration the college or university’s master plan remains
between the two departments helped institutions post-pandemic and where it needs updating to
get through the pandemic, and collaboration will reflect the institution’s post-COVID-19 needs
be key going forward. and goals. Both infrastructure assessment and
reinvestment must be part of this long-term stra-
■ Maintain and update data. Thought Leaders tegic discussion.
participants have long encouraged facilities
professionals to maintain detailed data on their ■ Start planning for the next crisis. No one wants
campus space use, and it is critical that this in- to hear this, but we’re not going back to normal.
formation is kept up-to-date. Patterns of campus Institutions learned hard lessons during the pan-
use are shifting, and facilities organizations need demic, and these lessons need to be incorporated
to know the attributes of spaces, how spaces are into planning for the future. Complacency is not
TLS equipped, and which spaces are in use at what an option.
14 times. This data will be essential in making
informed decisions in the coming months and
years.2 0 2 1 A P P A T H O U G H T L E A D E R S S E R I E S
Section 5:
Questions for Campus Discussion
E
very year, participants at the Thought Leaders nonresidential students and remote learners to
symposium develop a list of questions to pro- campus spaces. Can the institution add video
mote discussion on campus. These questions footage of the campus and its traditions to online
are considered a jumping-off point for conver- orientations? Can photos of iconic spaces be used
sations that will help institutions engage in the as backgrounds on digital learning portals? As
necessary conversations needed to better leverage in-person interactions become easier, can institu-
their spaces going forward. tions find ways to invite these students to campus
for social events, clubs, or study groups?
1. What are our existing iconic spaces? Do we
need to create additional iconic spaces? How
can we support and enhance them? How can Data Point:
we create memorable experiences connected to Increasing diversity on campus
these spaces?
Improving access to public spaces TLS
Institutions must recognize the importance of 15
iconic spaces and prioritize the protection and en- “Universities should think carefully and
hancement of these spaces. As the APPA Body of critically about its public spaces, and who
has access to them. It should ensure that all
Knowledge states, “The spatial arrangement and
students feel empowered to use public space
visual appearance of a campus are central to its on campus although a caveat is in order here;
identity.” The document continues: encouraging students to use public space will
not guarantee that lower-SES [socioeconomic
Consider the messages conveyed about an in- status] students will have positive experiences
stitution by agricultural acreage, research labs, in those spaces. Having a negative expe-
a large and stately library, a teaching hospital, rience in a public space—being harassed by
police, being catcalled by people who pass
a 100,000-seat football stadium, a “fraternity
by, being heckled by peers—surely does not
row,” a visible childcare center, or a prominent increase sense of belonging and almost surely
transit stop near the campus core. Explicitly or decreases it. Universities, therefore, should
implicitly, they represent elements of the mis- proceed with caution.
sion and values of the university. Accordingly,
“Universities might also reimagine which
the campus master plan must be driven by what public spaces are iconic. Currently, at our insti-
the university aspires to be. tution and we suspect others, iconic spaces
are historical. Because institutional histories
As colleges and universities face the post-pandemic are often exclusionary, these spaces can feel
reality, they should evaluate their iconic spaces and exclusive, intimidating, and unwelcoming. But
ask if they are truly representative of the universi- that can change. Institutions can commit to
new identities and missions, and new spaces
ty’s goals and aspirations. Do the most important
to represent them. Institutions can create
spaces tell a story about the institution and its inclusive iconic public spaces.”
values? Or are these spaces sending conflicting
messages or even shouting “stay out!” to some seg- — Sophie Trawalter, Kelly Hoffman, and Lindsay
Palmer, “Out of Place: Socioeconomic Status,
ments of the population? Use of Public Space, and Belonging in Higher
Education,” Journal of Personality and Social
Colleges and universities should also think cre- Psychology, June 25, 2020.
atively about ways to build connections betweenA P P A T H O U G H T L E A D E R S S E R I E S 2 0 2 1
2. How can the campus better meet the needs housing with individual bathrooms? The answer
of a more diverse student population? In what will likely depend on how successful communities
ways can the built environment improve equity are at containing the spread of COVID-19, but the
and inclusion? financial situation of colleges and universities will
As the population grows more diverse, colleges and also be a major factor. With enrollment plummet-
universities must make sincere, concrete, and more ing and residence hall occupancy severely curtailed,
intentional efforts to better support students of institutions barely have the funding to operate resi-
all races, socioeconomic backgrounds, genders, dence halls, let alone remodel them.
and ages.
A safer prediction is that most students will con-
One way to do this is to provide spaces such as so- tinue to take at least some of their courses online,
cial areas and cultural centers for students of color even while living in residence halls. Institutions
or those from ethnic or socioeconomic groups. Re- need to provide designated study spaces to make
search conducted at the University of Washington online learning easy and practical. Other design
and the University of Exeter in the United King- elements likely to be considered include health or
dom published in Social Psychology and Personality isolation rooms, more flexible study spaces, and so-
Science shows that the simple existence of these cial spaces that can be adapted for changing health
spaces helps students feel a greater sense of belong- or other campus conditions.
ing and engagement with their campus.
The challenge for colleges and universities will be
TLS In her recent book Campus Counterspaces: Black to continue to promote interaction between stu-
16 and Latinx Students’ Search for Community at His- dents and build community. Research summarized
torically White Universities, University of Chicago in a whitepaper by architecture firm TreanorHL
professor Micere Keels identifies these spaces as shows that students in traditional-style residence
“counterspaces”—spaces she identifies as “safe” and halls report nearly 25 percent more opportunities
as those that “enable radical growth.” The element for social interaction than students in suite-style
of safety is necessary to counteract the hostility that residence halls. Another study showed that students
many students continue to experience on campus, who lived in traditional corridor-style rooms their
since “there is compelling evidence that students freshmen year made higher grades than those who
from historically marginalized groups continue to lived in apartment-style housing with individual
experience historically White college campuses as rooms. Published in the Journal of Student Affairs
less than welcoming, and sometimes, as actively Research and Practice and reported in Inside Higher
hostile spaces,” said Keels in an article published in Ed, the study showed the effect was greatest for
the magazine Diverse: Issues in Higher Education. At African American students. Overall, students who
the same time, these spaces should be used to pro- lived in traditional campus housing had both better
mote conversations and understanding about issues grades and a greater sense of belonging.
affecting marginalized groups. Keels encourages
campuses to ask, “Is the programming in that space How, then, can institutions meld safety with social
celebrating, bringing awareness to various issues of interaction? One answer might be cluster housing,
cultural diversity, as well as how to communicate in which individual rooms are grouped around a
and work across these identity issues?” shared living and dining area. Another possibil-
ity might be affinity housing, in which students
3. How can we adapt residence halls to support live with others who share a common interest or
new requirements while emphasizing community identity. Affinity housing is widely accepted for ac-
and interaction? ademic or social interests, such as housing based on
The next few years will be critical for the future of foreign-language studies or academic programs. Far
residence halls. The situation is difficult to predict. more controversial are race-based or ethnic-affinity
Will students and parents again be comfortable housing programs, which some critics charge are
with shared rooms and communal bathrooms? Or modern-day segregation. The advantage to affinity
will institutions need to convert to single-room housing is that community building is easier for
those with strong, shared interests.You can also read
