Students at the Center: Inside SCUP 51

As always, SCUP’s annual conference (SCUP-51), this year in Vancouver, was a well-coordinated, extremely informative event. It is always very rewarding to hear from leading institutions throughout the world as they share the ways they are addressing the many changes surrounding education in the 21st century.  I thought I would take a few minutes to share some of the conference takeaways from my perspective:

A Pivotal Moment for Student-Driven Design 

Several of the presentations suggested new solutions to a question that has been frequently discussed over the last decade: In an increasingly technological age, does the physical campus matter? And if it does still matter, what is the physical design that best supports education and learning?

More than ever before, SCUP-51 seemed to focus on a key stakeholder group that can help us answer this question: The Students. The ways in which colleges and universities are engaging students in the planning and design of their campus is becoming much more involved, dynamic, and intentional.

“The Student” is no longer a one-dimensional persona for whom broad generalizations are made (“the tech-savvy millennial student with a very short attention span who enjoys socializing and craves ever greater collaboration”). This is something that we, as designers, are always aware of, but may be tempted to oversimplify in the interest of time and keeping a project on budget. On the university side, it can be easy to forget about the multi-faceted nature of the student body when so many other stakeholders have a strong opinion or a more prominent place at the decision-making table.

We are all quickly realizing that cutting corners on student engagement in the design process is no longer an option. At a point in time when students have more alternative education options than ever before, many of which are off campus or online, universities need to be sure that they are creating a campus environment that can provide the highest value learning experience and will attract and retain students for years for come. Additionally, when budgets are limited and universities call on students and alumni groups to bear some of the capital cost burden of new campus projects, their buy-in and support is more critical than ever.

These ideas were embraced in a session on the University of British Columbia (UBC) Student Union “Nest” project, which I moderated with UBC and Dialog Design. On this project, students provided input literally from start to finish - from identifying the initial need for a new facility, to engaging in the procurement and selection process of an architect, to giving input on the project goals, and ultimately providing feedback on the final design solution. The result is a highly responsive project that provides a mix of fluid shared spaces and which creates the ultimate informal learning environment supporting a wide variety of learning styles. Both the architects and owner acknowledged that the immersive student involvement on this project was essential to its responsive design and ultimate success.

Fresh Perspectives on Team-based Learning 

Team-based learning is not a novel concept, however, a few of the presentations this year shed light on the psychology of human behavior, including some self-reflection of our personal learning styles, and the ways that we each uniquely can best contribute to a team-based learning environment. For example, my colleague June Hanley conducted an interactive workshop that focused on the learning experience of the team, as well as the nuanced interpersonal dynamics that surrounds it. She facilitated a role-playing exercise to help us become aware of how we, as individuals, learn differently and how this relates to our interactions in a team-based environment. We all left the exercise with a much deeper appreciation for the complex nature of collaboration.

Enduring Ideas amid Constant Change 

SCUP 51 also spurred new questions in my mind. One of the questions I’m left with is how to address the ever-changing needs of students. Imagine how different a freshman’s perspective in 2025 or 2040 will be compared to today? Universities have both a financial and environmental imperative to ensure their facilities live on for decades to come. Often our two-word solution to this challenge is “flexible space.” This is important and should not be underestimated. Still, I wonder… “What ideas have endured over time?” Many of my colleagues and peers across the industry are constantly ruminating on this question – and some statements that ring true for me:

• Nothing will ever fully replace in-person, face-to-face communication and learning;
• “Third spaces” spur interaction in a way that home, classrooms, and workplaces cannot;
• And food ALWAYS brings people together.

In my experience, great educational spaces come to life at the nexus of (1) input from today’s students, (2) integrated planning for tomorrow’s students, and (3) embracing the enduring ideas that have stood the test of time.

I would love to hear from colleagues, peers, and clients. What do you think are the potential advantages or pitfalls to student-driven integrated planning and design processes? What enduring ideas around education, learning, and campus life do you think have, and will continue to, stand the test of time?