TELLING A STORY WITH DATA Space Analytics at Ayers Saint Gross Space analyses empower our clients to SEE UNDERSTAND INTERACT INTRODUCTION TO THE FIRM 2
WHAT IS SPACE ANALYTICS? 4 WHY IS THIS IMPORTANT? 6 + PLAN SERVICES OFFERED 8
CLIENT STUDIES 14
TECHNOLOGY TOOLKIT 26
OUTCOMES 34
SPACE ANALYTICS AT AYERS SAINT GROSS 1 Introduction to FOUNDED CLIENT STATISTICS 1912 the Firm All of our work is for mission-driven clients. FIRM PHILOSOPHY
Ayers Saint Gross is an employee-owned design firm with expertise “We engage people in architecture, planning, landscape architecture, space analytics, and places to create interiors, and graphic design. We are unique in that all of our work is for mission-driven clients such as colleges, universities, and cultural designs that enrich 85% 10% 5% Higher Education Cultural Institutions K-12 + Private Sector institutions. Since the founding of our practice in 1912, Ayers Saint Gross the world.” has built a reputation for designing environments of enduring value. Our design is driven by a critical and analytical discourse, a respect for past STAFF INTERNATIONAL REACH wisdom, a mind to future potential, and a belief that we have an obligation to leave places better than we found them. 170 Professional Staff Members
AYERS SAINT GROSS QUICK FACTS
2 TELLING A STORY WITH DATA SPACE ANALYTICS AT AYERS SAINT GROSS 3 What is Space Analytics?
At Ayers Saint Gross, we like to start every planning project with space analytics. Space analytics is precisely what it sounds like—a study and quantification of existing space and a projection of current and future space needs. This analysis serves as the foundation for our iterative process to identify challenges and opportunities, develop strategies, and build consensus and buy-in. In a world of constrained operational budgets, space analytics helps institutions open the dialogue about achieving the highest and greatest use of capital assets. Without that analysis, a higher education institution’s use of capital resources is guesswork—and guesswork can be costly.
Ayers Saint Gross uses proprietary space analytics tools such as SAMi™, a cloud-based data visualization tool, an integrated planning tool, and GIS (Geographic Information Systems) mapping, which provides a snapshot of an existing campus’ space use and overlays the data on future projections to determine prospective needs. Key to the overlay analysis is our team’s knowledge about academic trends and best practices as well as our ability to benchmark a client’s peer and aspirational institutions. We take the guesswork out of planning and enable higher education institutions to plan ahead for the future.
4 TELLING A STORY WITH DATA SPACE ANALYTICS AT AYERS SAINT GROSS 5 “Northwest Missouri State is developing an academic brand focusing on profession-based learning that includes four processes: “The space analytics study Why is this provided detailed and creating, discovering, exploring, and integrating. The space analytics team is helping us think invaluable data that will about our space differently. Through space, inform our decisions as we they are helping us create synergies around consider opportunities for important? these processes that we hope will optimize growth and development learning outcomes. at Lebanon Valley College in the years to come.” In a very short period of time, the Ayers Saint Physical space is a critical resource for mission-driven institutions, yet Gross space analytics team can articulate your space needs as though they have taught Steven P. O'Day, J.D. many lack effective space management systems. Leaders often view Former Vice President of Strategic on your campus for years. Because they walk Initiatives & Secretary of the College their space inventory as an in-demand commodity. Paired with outside every building and visit every classroom, their Lebanon Valley College expertise, data analysis allows institutions to remove political boundaries recommendations are intuitive.” and focus on a transparent and accountable method to prioritize space. Dr. Timothy P. Mottet Former Provost Northwest Missouri State University A range of tools are also required to help institutions gain a better understanding of space allocations and needs, and to effectively communicate their findings to a variety of stakeholders.
Understanding policy and process in combination with how space is used “Professional insights and peer institution data for metric-driven comparison were essential as we embarked on an executive-level and allocated often leads to more effective planning and can mitigate decision-making process for the future footprint of mission-critical the need for new construction. Space analytics is essential to thoughtful academic, administrative, research, and student life environments.” capital improvement programs.
Keith Hayes University Space Manager Virginia Commonwealth University
6 TELLING A STORY WITH DATA SPACE ANALYTICS AT AYERS SAINT GROSS 7 Services Offered
We develop short- and long-term strategies for the transformation and growth of physical resources by documenting existing conditions and providing real-time data on how an institution utilizes and manages its space. The services we provide our clients are diverse and often have immediate impact; quantifying existing space and analyzing current and future space needs is just the start. A review of an institution’s scheduling policies, space management policies, and schedule management software can alter the perceived amount of space needed and affect stakeholders’ interpretations of space needs. Our collaborative process builds consensus with respect for each institution’s mission and culture.
8 TELLING A STORY WITH DATA SPACE ANALYTICS AT AYERS SAINT GROSS 9 Space Needs Assessment Data Management Facilities Audit & Inventory Educational Efficacy Assessment We analyze how much space is needed and We merge data sets for efficiency and We develop a room-by-room inventory We assess how well physical buildings address the compare it to the amount of space currently built. standardization. or update existing inventory. functional needs of the programs they house.
Appropriate space metrics are used to determine the The normalization of employee, course, and room data Our team collects existing information such as floor plans A subjective assessment measures the functionality of a amount of space needed by space category (classrooms, while enforcing standardized terminology allows clients and inventory databases. We tour spaces on campus to facility to its programs. A building may never suit its intended offices, and research space). The total outcomes show a to effectively utilize space data to produce efficient document occupants, space classification, seat counts, purpose. Issues such as floor-to-ceiling heights and access to range of space need. Outcomes identify types of space outcomes. The exchange of data between systems and the and square footage. This audit provides a timely snapshot daylight can affect various functional spaces. It provides an and the units needing space. In some cases, an overage quality of that data aligns space with function to assist of valuable real estate assets. institution with additional qualitative views of space beyond of space is identified through an assessment. with confident decisions regarding the allocation of space. the quantitative measure of space and the building condition.
Instructional Space Utilization Classroom Demand Comparative Analysis Space Metrics & Standards We determine how classrooms and class We determine how course enrollments align We determine how space compares to peer We establish space metrics and standards to labs are scheduled and used. with classroom capacities. and aspirational institutions. determine how much space an institution needs.
This analysis measures weekly room hours, seat fill In matching course sections and actual enrollments Data collected from a hand-selected group of institutions Space metrics and standards create the foundation for percentage, and square feet per student seat on a room- with existing classrooms and their relevant capacities, compares the number of students, faculty, square footage, a normative analysis. Different space categories require by-room basis. It can be grouped, totaled, and averaged institutions are able to review current classroom conditions characteristics, and program mix, allowing an institution unique ways of determining space quantities. These are as appropriate, tailored to the institution. We understand and factor in space needed to satisfy different pedagogies. to see where its space ranks in different space categories. based upon credit hours, the number of students on how well spaces are being scheduled and how growth or Decision-making more closely aligns their classroom It identifies space shortages and surpluses that may exist campus, research productivity levels, the number of faculty changes in pedagogy could be better accommodated. inventories with course offerings and right-sizes classrooms after conducting a normative analysis. Reviewing data and staff, and minimum dimensions of core facilities. to provide instructional spaces offering maximum flexibility from peer and aspirational institutions aids in identifying It provides institutions with ways to calculate the amount and adaptability. space growth in areas that may require an institution to of required space to conduct their day-to-day activities. reconstruct itself based on future visions and missions.
10 TELLING A STORY WITH DATA SPACE ANALYTICS AT AYERS SAINT GROSS 11 Space Reallocation / Migration Priority of Needs Space Management Environmental Scanning We create a plan to reallocate We rank needs based on complex issues We develop custom recommendations for space We survey regional data to identify external space across a campus. to make informed decisions. management guidelines and practices. opportunities to influence institutional planning.
Campuses undergo multiple transformations. Programs Transparent and apolitical decision-making is facilitated by A thoughtful and well-reasoned space management Understanding the demographic and occupational and functions become spatially fragmented, and the utilization of a ranking and scoring tool, incorporating philosophy is critical to ensure the best and highest demands of an institution’s surrounding community is the addition of new programs creates functional objective and quantifiable measures with those that are more use of an institution’s physical resources. We facilitate key as these factors influence academic programming misalignments. Expanding the built environment creates subjective and qualitative. Objective measures include space conversations with key stakeholders to identify a and enrollment planning, consequently guiding any space space vacancies, which provide opportunities to realign shortages, utilization, functional quality, growth, and research campus-wide philosophy regarding space and develop needs. Environmental scans mine community data to specific programs or functions. It develops synergies productivity. Subjective measures include impacts of new space management strategies with user guidelines for find common patterns amid varied data sources. Guiding between programs and joins fragmented programs. The construction, spaces on the campus tour, direct strategic implementation. institutions through this analysis creates a forum for assessment creates a cohesive plan to best use space initiatives, and targeted growth areas. The tool illustrates wide-ranging academic decisions connected to investments resources that reinforce strategic goals, vision, and academic and administrative programs with the greatest need of physical inventory which influence future space needs. mission. for space and helps prioritize needs on campus.
Space Needs Modeling Program Planning Survey Tools Capital Implementation Strategies We develop planning tools to foster We determine space needed for renovation We collect qualitative data from stakeholders We identify and test planning scenarios to develop informed planning decisions. and new construction projects. through various survey types. strategies to reallocate space for better use.
Institutions need tools that allow them to change Program planning creates a space program based upon When qualitative data cannot be mined from traditional Interpretation of analytical outcomes allows the team to analysis outcomes by altering key inputs. These use expectations, delivery methods, and vision. It provides data sources, a variety of surveys allows personal develop implementable strategies in which space needs customized planning tools, whether spreadsheet-based efficient, functional space and helps guide decision making perspectives to inform space analysis. Questionnaires allow can be met through reallocation of space, renovation, or or a full database management system, reflect the when budget restrictions force an alternate plan. It also users to rank responses and provide narrative feedback new construction. To ensure a realistic plan going forward, needs of stakeholders. ensures the academic vision is realized in the physical on the quality of space. Digital mapping surveys enable key stakeholders are engaged in a collaborative process design response. users to interpret many scales on campus from buildings, that identifies and addresses any adjacencies and deficits. landscapes, and classrooms to provide feedback on their daily space interactions.
12 TELLING A STORY WITH DATA SPACE ANALYTICS AT AYERS SAINT GROSS 13 Client Studies
We work with clients across the spectrum—from large, research, land-grant institutions to small, private colleges, to community college systems. Our services are scaled according to the specific needs of our clients, such as a school-level needs assessment with a benchmarking study or an institution-wide space adequacy assessment. We develop a tailored approach to ensure the appropriate level of analysis, engagement, and problem solving.
14 TELLING A STORY WITH DATA SPACE ANALYTICS AT AYERS SAINT GROSS 15 LARGE As part of ongoing planning services for a large mid-Atlantic public university, Ayers Saint Gross Peer Institution Base Data PUBLIC provided a comprehensive space analysis aimed at providing the client with a holistic view of the Base Data Summary space on its two primary campuses. These services included a space adequacy assessment, a 275 251 benchmarking analysis, a space utilization study, an analysis of leased space, and a space needs TotalCampus Student FT Faculty NASF per NASF per 250 BenchmarkInstitutions NASF FTE HC StudentFTE FT Faculty analysis, all at a department level. Results from this multifaceted report have been used to inform FloridaState University 3,100,179 36,794 1,507842,057 225 and initiate master planning efforts. University of Illinois at Chicago5,689,370 23,824 2,361239 2,410 200 University of Lousiville4,221,350 18,734 1,628225 2,593 SUNY at Buffalo4,948,873 28,107 1,410176 3,510 175 181 Project Data The space adequacy assessment entailed touring and evaluating the institution’s buildings based Temple University 4,007,191 32,274 1,792124 2,236 150 University of SC Columbia 4,557,386 30,797 1,765148 2,582 upon a set of criteria to determine the building’s ability to support functionality of each building University of Virginia 5,469,753 21,762 2,136251 2,561 125 131 WayneState 4,212,935 21,148 1,690199 2,493 100 and the programs it houses. The criteria focused on classroom environments, research and 84 NASF: 4,900,000 PEER AVERAGE4,525,880 26,680 1,786181 2,555
ASF Per Student FTE 75 instructional laboratory environments, instructional technology, formal and informal collaborative Large Public 3,646,499 27,744 2,229131 1,636 (Non-Residential) 50 space, office capacities and dimensions, corridor widths, and natural daylight. Large Public Compared to Average (879,380)1,064 443(49)(919) Enrollment: 27,775 Large Public as Percent of Average 81% 104% 125%73% 64% 25 0 A benchmarking analysis was conducted that compares th e university’s space to a group of eight Range LowVCU Average Range High Range Low Large Public Average Range High of its peers. This allowed the institution to layer a peer comparison with the normative metrics that were generated through the space analysis, further supporting identified space needs.
The space utilization study analyzed how instructional spaces were being used on campus. This allowed the institution to compare the use of its departmentally scheduled spaces to its centrally scheduled spaces, identify periods of time where space was being used efficiently, and map out utilization trends across both campuses to identify trends. Classroom Utilization Map To conclude the study, the team conducted a space needs analysis by department where needs were identified by space category and quantified. This analysis covered all non-residential space on both campuses. One future scenario was prepared which accounted for funded construction Utilization projects and quantified the impact on space need. Good Average Poor
Space Needs Assessment
Existing NASF Future Existing NASF Post Construction Proposed Need Benchmarking Total
6,000,000
5,000,000 7% more space than normative metrics recommmend 4,000,000 Nearly 5 million NASF
3,000,000
2,000,000
1,000,000
0 Academic + Research Space Support Space Student Space Campus Total
16 TELLING A STORY WITH DATA SPACE ANALYTICS AT AYERS SAINT GROSS 17 Area and Industry Sep-15 Jul-16 Aug-16 Sep-16 Y/Y Net Change Y/Y Percent Change
Mining, logging, and construction 200.1 202.8 203.7 205.1 5 2.5
Manufacturing 262.4 262.2 262.1 259.8 -2.6 -1
Trade, transportation, and utilities 728.4 758.8 762.3 764 35.6 4.9
Information 80.4 80.6 81.5 81.3 0.9 1.1
Financial activities 278.3 293.2 294.3 293 14.7 5.3
Professional and business services 565.7 584.6 590.2 592.7 27 4.8
Education and health services 421.1 429.9 435.3 435.7 14.6 3.5
Leisure and hospitality 356.8 379 375.5 370.8 14 3.9
Other services 119.7 120.8 120.1 120.4 0.7 0.6
Government 407.5 404.3 406 419.9 12.4 3 COMMUNITY A community college system located in Texas serves the educational needs of more than 50,000 Environmental Scanning - Employees by IndustryEmployees by Industry Supersector Supersector COLLEGE students across six campuses. Approximately one in every 22 county residents takes a class at this institution each year. Students contribute to the local economy and surrounding communities. Year / Year Trend SYSTEM Government As part of a master planning engagement we performed a series of environmental scans— 40 exclusive to each campus—to increase each college’s understanding of potential employability Other services 35 and community contribution for its individual student population. In support of this goal, data Leisure and hospitality 30 was collected from several national, state, and local sources, and rigorously assessed for industry 25 Project Data growth, employment trends, and emerging skills needed. Education and health services 20 15 Results of the environmental scan informed the campus master plan by assessing high school Professional and business services 10 NASF: 1,720,000 graduation rates and student enrollment impact, potential changes and growth in various Financial activities 5 Enrollment: 50,000 disciplines, and local employers with the highest growth potential. Information 0 ‐5 Trade, transportation, and utilities
Manufacturing
Mining, logging, and construction
0 100 200 300 400 500 600 700 800 900
Sep‐16 Aug‐16 Jul‐16 Sep‐15 Sep-16 Aug-16 Jul-16 Sep-15 Y/Y Net Change Y/Y Percent Change
Detailed Course Enrollment Analysis Stakeholder Engagement - Prioritization Exercise
Success Rates: MATH-0361 and MATH-0362
6,000 60.0%
5,000 50.0%
4,000 40.0%
3,000 30.0%
# STUDENTS 2,000 20.0% SUCCESS RATE
1,000 10.0%
0 0.0% No Yes Total No Yes Total No Yes Total
MATH-0361 MATH-0362 MATH-0361 & MATH-0362
2014FL Course Enrollments 2014FL Success (A, B, or C) 2015FL Course Enrollments 2015FL Success (A, B, or C)
18 TELLING A STORY WITH DATA SPACE ANALYTICS AT AYERS SAINT GROSS 19 LYNCHBURG COLLEGE Main Campus SMALL To support a new strategic plan, Ayers Saint Gross conducted a comprehensive space needs Space Needs Assessment by Space Category PRIVATE assessment for a small private liberal arts institution in Virginia. The institution offers doctoral Space Needs Assessment by Space Category degrees in three programs in addition to its undergraduate and graduate programs. The client’s Fall 2015 Target Growth goal was to build upon the signature experience by aspiring to be nationally recognized as the Future Existing Proposed Overage/ Existing Proposed Overage/ leader for student engagement in the classroom, athletics, and leadership. NASF NASF (Need) NASF NASF (Need) Academic Space Project Data In addition to understanding existing space needs, the projection of future space needs were Classrooms 48,820 42,022 6,798 48,820 47,771 1,049 modeled based upon a 10% growth in student enrollment. Ayers Saint Gross provided a Laboratories 68,546 83,653 (15,107) 68,546 88,796 (20,250) prioritization of needs analysis to help institutional leadership determine the most critical needs Class Laboratories 47,813 41,547 6,266 47,813 46,690 1,123 NASF: 465,000 Open Laboratories 20,733 25,146 (4,413) 20,733 25,146 (4,413) and drivers. It is a process to rank and prioritize the needs of all departments to effectively frame Enrollment: 3,150 Research Laboratories 0 16,960 (16,960) 0 16,960 (16,960) critical issues and generate solutions to inform investment decisions. Academic Offices 86,402 59,635 26,767 86,402 61,365 25,037 Library & Study Space 23,463 33,847 (10,384) 23,463 36,718 (13,255) A space needs assessment identified a shortage of research labs, library and study space, athletics Other Academic Space 17,171 18,582 (1,411) 17,171 18,582 (1,411) Academic Space Total 244,402 237,739 6,663 244,402 253,232 (8,830) space, and physical education and recreation space. Academic, residential, and athletics needs Support Space were prioritized to determine the most critical needs and to guide future capital investment, which Administrative Offices 34,604 39,851 (5,247) 34,604 40,666 (6,062) resulted in four feasibility studies. Other Administrative Space 12,724 15,644 (2,920) 12,724 15,720 (2,996) Assembly & Exhibit Space 27,294 33,036 (5,742) 27,294 33,036 (5,742) A residential inventory study covered 1,800 beds, with 62% of those in traditional residential halls. Athletics / Phys Ed / Recreation 71,616 108,878 (37,262) 71,616 136,298 (64,682) The housing portfolio lacks age-appropriate housing types for sophomores and juniors, which has a Phys Ed & Recreation 9,149 27,878 (18,729) 9,149 30,298 (21,149) Athletic Space 62,467 81,000 (18,533) 62,467 106,000 (43,533) direct impact on sophomore retention. Physical Plant 23,884 28,194 (4,310) 23,884 28,194 (4,310) Support Space Total 170,122 225,603 (55,481) 170,122 253,914 (83,792) Student Space Priority Needs Assessment Student-Centered Space 49,416 55,880 (6,464) 49,416 62,880 (13,464) Priority 1 COLLEGE INVENTORY Student Health 997 2,794 (1,797) 997 2,944 (1,947) Recent Investment 140140 Student Space Total 50,413 58,674 (8,261) 50,413 65,824 (15,411) Recent InveNeedstme nfort Space 00 T Need for Space TOTA L 464,937 T 52 2,016 (57,079) 464,937 572,970 (108,033) 130130 Utilization Utilization R esidence Life 263,797 T 263,797 Student Growth 120120 Student Growth Space AdeqSpaceuacy Adequacy Student Housing Inventory Assessment 110110 Building QuBuildingality Quality
100100 Residential 9090 (9.0) 1,110 62% T 8080 21618.00 | Lynchburg College TRADITIONAL SEMI-SUITE SUITE APARTMENT S c o r e Undergraduate Houses AYERS SAINT GROSS | Space Needs - Campuswide by SC | 12-Jan-17 | 06:34 PM Page 1 t e d 603 7070 (5.1) 1,799 34% T W e i g h 6060 T Graduate Houses 968 38 541 Sophomores 555 5050 2% T Freshmen & Juniors Seniors
WEIGHTED SCORE Townhomes 4040 48 3% T 3030 Freshman Senior / Grad 2020
1010 Residential Undergraduate Houses 1,100 Beds 603 Beds 00
y c e g + 62% of Total 34% of Total r c e r o f c s c s c s e s H ) c e H ) H ) n
i s i i i c a l ( ( ( o g y o g y c e s s t i u s i d i e n c e e t a t e n y s i r e e a t e o l o l l u o l e n M e y e d c i h t h c i h l e n a t e m B i t a n S P T S c i e m N u Music d S c h T Graduate Houses
h Townhomes c i A S h o m n Biology S s y c h Physics Theatre Studies C Nursing S e r Science Tate (H) Tate c W
t a t P Athletics B i Sciences 38 Beds 48 Beds School of H u u M v . Chemistry M p n Psychology Biomedical 2% of Total 3% of Total E Hundley (H) McWane (H) McWane Mathematics o m
C 541 968 555 Env. Science & Env.
Computer Science Freshman Sophomores Seniors & Juniors
20 TELLING A STORY WITH DATA SPACE ANALYTICS AT AYERS SAINT GROSS 21 Freshman Senior/ Grad