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 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 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 L464,937 T52 2,016 (57,079) 464,937 572,970 (108,033) 130130 Utilization Utilization Residence 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

S N A 90 AYERS SAINT GROSS MID-SIZE As part of a master planning effort, Ayers Saint Gross performed a campus-wide space needs Space Adequacy Diagram PUBLIC assessment to identify current and projected space surpluses and deficits by space type. Current enrollment and staffing levels served as the baseline for comparison to an ideal model, based Good on metrics and in-house benchmark data. Adjustments were made as needed to address the Average unique nature of the university, such as its large agriculture program and its status as the state’s Below arboretum. One of the notable outcomes of the study was a space reallocation strategy. Poor

Project Data Initial findings identified immediate opportunities to address needs through a reallocation strategy in some key buildings on campus. In stakeholder meetings, it was routinely noted there was a NASF: 1,420,000 lack of a one-stop shop for student services such as registration, academic advising, and financial aid. The consultant team developed a migration plan to address this need as well as others in the Enrollment: 6,600 Administration Building, the institution’s most iconic building on campus.

The analysis of classroom space revealed the opportunity to address scheduling practices and the need for rooms with specific capacities. By applying utilization metrics, Ayers Saint Gross identified the need for additional 40-seat capacity classrooms as well as at least one room that seats 150 students. The analysis also identified the need for more flexible learning spaces with modernNORTHWEST classroom MISSOURI furniture STATE thatUNIVERSITY allows for room reconfiguration. DRAFT Main Campus

Space Needs Assessment Space Needs Assessment by Space Category Fall 2014

Existing Proposed Overage/ As a part of the space needs analysis process, a high-level adequacy assessment was completed for all NASF (Need) NASF non-residential buildings. Often when the current allocation of space is inadequate for the functional Academic Space needs, there is a perceived need for additional square footage. The consultant team toured each non- residential facility and took into consideration the primary functional use of each building. Classrooms 75,339 71,117 4,222 Laboratories 151,053 131,276 19,777 Class Laboratories 93,523 84,650 8,873 Space Reallocation Strategy Open Laboratories 46,835 32,786 14,049 Research Laboratories 10,695 13,840 (3,145) Academic Offices 87,594 80,155 7,439 Library & Study Space 63,894 78,039 (14,145) Other Academic Space 25,878 42,497 (16,619) Greenhouses 7,034 7,034 0 Academic Space Total 410,792 410,118 674 Support Space Administrative Offices 49,982 45,195 4,787 Other Administrative Space 30,578 32,110 (1,532) Assembly & Exhibit Space 38,835 55,701 (16,866) Physical Plant 95,869 65,374 30,495 Support Space Total 215,264 198,380 16,884 Student Space Athletics / Physical Education / Recreation 150,560 284,818 (134,258) Physical Education & Recreation 69,211 65,812 3,399 Athletic Space 81,349 219,006 (137,657) Student Center 85,676 71,064 14,612 Health Care Facilities 2,887 3,849 (962) Student Space Total 239,123 359,731 (120,608) TOTAL 865,179 968,229 (103,050) Laboratory Schools 25,384 Farm/Equine Center 68,475 Residence Life 478,818 22 TELLING A STORY WITH DATA SPACE ANALYTICS AT AYERS SAINT GROSS 23 Inactive / Conversion 19,356 CIE - Incubator Space 14,606

21510.03 | Northwest Missouri State University Space Assessment AYERS SAINT GROSS | Space Needs - Campuswide by SC | 22-Dec-15 | 10:19 AM Page 1 COLLEGE / For this institution, Ayers Saint Gross developed an integrated space plan to align the school’s Demographics SCHOOL academic plan and strategic goals with the current space inventory and future need. Three planning scenarios connected to research productivity and the associated growth in faculty, LEVEL students, and staff. Metrics used in the analysis were benchmarked to normative metrics ASSESSMENT applicable to similar schools. The analysis assessed the quantitative and qualitative character of spaces to inform metrics reflective of today’s pedagogies and modern uses.

A capital outlay plan identified current needs and anticipated demands within a 10-year horizon. Our collaborative engagement process facilitated conversations that articulated the vision for Project Data realigning the school’s functional organization and cultural identity. The plan identified critical instructional, research, and support space needs associated with program development. The study resulted in implementation strategies to respond to emerging programmatic and cultural NASF: 383,000 opportunities and challenges. Enrollment: 3,500

Physical Plan Phasing Space Needs Summary

Flexible Roadmap Accessibility & Intimacy Aging Infrastructure Social Heart Breaking Down the Silos Pedagogical Change Engineering on Display

Phased Implementation

Research Lab Space

Academic Space

Instruction Space

Social Heart

Support Space

SHORT-TERM- 78K 44K MID-TERM- 0K 157K LONG-TERM- 122K NEED Deficit Remaining New 149K NEED Deficit Remaining New

New Interdisciplinary Research Blend of labs, offices, shared academic space, ResearchBuilding @ Building Whitehead Rd 100,00 NASF collaborative areas, and shared core space

Building Connector 19,900 NASF Connects departmental buildings and remedies accessibility, loading

24 TELLING A STORY WITH DATA SPACE ANALYTICS AT AYERS SAINT GROSS 25 Technology Toolkit QUICKBOARD

INTEGRATED Our iterative process is not a rote exercise, as telling an accurate story in PLANNING TOOL numbers is an ongoing and interpretive process. An integral part of any SAMi™ Space Analytics assessment is client engagement. We will help you understand your campus + Modeling interactive needs through two distinct and customizable applications: SAMi™ (Space data visualization Analytics + Modeling interactive data visualization) and an Integrated Planning Tool. We also offer GIS mapping, Quickboard, and survey tools to help you see and understand your institution’s space and physical resources. GEOGRAPHIC INFORMATION SYSTEMS (GIS) MAPPING

SURVEY

26 TELLING A STORY WITH DATA SPACE ANALYTICS AT AYERS SAINT GROSS 27 SAMi™ SAMi™ is an interactive data visualization tool developed by Ayers Saint Gross, which displays Video the outcomes of the space analysis, utilization findings, benchmarking, and building efficacy assessment in an interactive manner. Flexible report options allow clients to view and absorb data Space Analytics + and outcomes at their leisure. SAMi™ is introduced early in the process so that stakeholders Modeling interactive can learn how to use and interact with the content. Hosted on a private website, data is secure data visualization and viewable only by designated campus stakeholders. The interactive content takes the place of volumes of printed reports, allowing for a deeper understanding of an institution’s existing space resources and future needs based on projections and goals.

KEY SAMi™ FEATURES Space Quality: View quality of distribution by space category, primary unit, and summary level Space Needs Assessment Outcomes: Quick visual of needs, balances, and overages Research Performance: View space and dollar productivity Classroom Use Grid: Display peak usage times by capacity or day and time with the added ability to drill down by room to view details of scheduled and unscheduled rooms

A short video demonstrating SAMi™’s capabilities can be found at the following link: https://vimeo.com/255618367

Space Needs Modeling

SPACE NEEDS OUTCOMES SPACE NEEDED TO ACCOMMODATE GROWTH

Fall 2016

+1,274 Students

+3,674 Students

+8,205 Students

Current Space Storage Space Needed for Growth

RANGE OF NEED (because not all space is fungible)

Fall 2016

+1,274 Students

+3,674 Students Fall 2016 +1,274 +3,674 +8,205 Students Students Students +8,205 Students

Existing NASF Proposed NASF Minimum Need Maximum Need (adds the space overages)

28 TELLING A STORY WITH DATA SPACE ANALYTICS AT AYERS SAINT GROSS 29 Integrated A live depiction of a campus master plan allows institutions to explore the details of their plan. Within the Integrated Planning Tool, clients can review specific land parcels, capital projects, and Planning multiple planning scenarios. Tool The Integrated Planning Tool creates an interactive environment as the outcome of a master planning process, providing a tool for real-time decision making and allowing clients to develop A digital platform their own planning scenarios. In adapting these scenarios to align with capital budgets, clients for real-time are able to keep plans updated and active. For example, if a master plan depicts short-, mid-, and long-term scenarios, clients could view a new proposed building on the proposed site, explore decisions. details of that program, and see how changes would affect the plan. Financial data and costs per square foot are also adapted into the model to show the investment outcomes of changing scenarios.

Tied to the GIS information within SAMi™, the technology marries the master planning efforts with the space needs outcomes. Clients have access to the needs assessment and can sync space quantities when they are modeling planning scenarios.

30 TELLING A STORY WITH DATA SPACE ANALYTICS AT AYERS SAINT GROSS 31 Geographic The GIS mapping tool leverages existing GIS data to map an institution’s campus (or Quickboard Quickboard is yet another visualization tool available to our clients and can be customized based campuses) so that a variety of qualitative and quantitative overlays can be applied. Typical on each client’s specific needs. Quickboard provides a comparative snapshot of space needs Information overlays include building condition / space efficacy, classroom quantity by building, net outcomes by unit through iconography. With clean, crisp graphics, decision-makers can quickly Systems (GIS) assignable square feet per student in classrooms, and research space. The data can be and easily identify overages and deficits by space type, such as instructional and research space. displayed by discipline as necessary. Quantity of space is easily identifiable based on the Mapping relative size of data bubbles and alluvials.

Survey By exploring qualitative research, our analytics team can better understand detailed information on people’s experiences and interactions on campus and within various space types. Survey data collected from a building, landscape, or transportation survey can support the hard data collected through space needs and adequacy assessments.

Space is functional and pleasant to be in Space is not functioning well and/or needs significant improvment Evenly rated Not yet rated

32 TELLING A STORY WITH DATA SPACE ANALYTICS AT AYERS SAINT GROSS 33 Physical Physical plan scenarios translate the outcomes of space assessments into visual recommendations and investment priorities for near-term space reallocations and potential Plan long-term major capital investments in new or renovated facilities. Implementation framework Outcomes Scenarios schedules help clients visualize overlapping commitments, allowing them to prioritize their goals.

We build understanding, consensus, and commitment through an iterative and engaged process. Together, we address challenges by leveraging information and creating analyses to develop solutions that provide a framework for decision making. An important end to analyses is documentation of the process and actionable outcomes. A variety Physical Reallocations Implementation Framework Plan of deliverables ensure results of a study are communicated to institutional stakeholders. Final deliverables function as tools that continue to inform Literature We believe in passing our knowledge to our clients so they are better able to make the best decisions for their institutions. Ayers Saint Gross supports the mission of lifelong learning through dialogue following the conclusion of space studies. These resources our work in higher education, and much like our clients, our team strives to be at the forefront of learning trends. Our experts share their experiences in the form of data analyses, case studies, strengthen an institution’s ability to make strategic, data-based decisions, and lessons learned from the field. Recently, the Space Analytics team developed The Learner Experience, a whitepaper about how students learn in their environment. drive change and improvement, and serve as a foundation to support http://asg-architects.com/the_learner_experience/ future action.

The Learner Experience by Shuli Steele, LEED AP, Space Analyst

CLASSROOM DESIGN

Traditionally, a students’ first academic experience took place in a classroom with the expectation that faculty would guide them through a series of passive lectures and grade FINAL DELIVERABLES CAN INCLUDE: their retention through testing. Students brought the bulk of materials needed to class while institutions supplied tablet-seating, a lectern, and projection equipment. Subject- matter application was reserved for class laboratories that offered more technology, infrastructure, and larger work surfaces for applied methods of learning.

Today’s classrooms serve a far greater purpose than just the dissemination of content. They Final Presentations Physical Plan Scenarios expand the breadth of the student experience with multi-modal settings, group dynamics, and advanced technologies that foster scholarship and support both individual and team Flat Floor Collaborative - University of Delaware application of subject matter. Proof of knowledge is demonstrated through peer-to-peer Interdisciplinary Science and Engineering Building discussion, individual and group presentations, and other displays of competencies. Classroom design is responding to this evolution by adopting facilities often seen in lab (Various Audiences) (Blocking / Stacking Diagrams and spaces: flexible seating for both didactic and heuristic teaching, technologies for content research and sharing, ubiquitous writing surfaces, and multiple areas for congregation.

AWARENESS Renderings) Introduction to subject matter content has expanded to include both print and digital forms. Blended- and flipped-model delivery methods, along with digital textbooks and materials, offer new content mechanisms, giving way for more time in classrooms to add Final Reports depth to discussions. These pedagogies take advantage of digital modalities that give students a wide variety of methods to read, view, and listen to coursework and reference materials in nearly ubiquitous settings. (Executive Summary, Approach Literature For this initial phase in learning, temporal parameters are more important than spatial. In a Time article, Salman Khan, founder of Khan Academy, citied several studies on student focus that suggest initial sessions of less than 20 minutes should be followed by “change- ups” to restart the attention clock (Khan, 2012). Educator and psychologist Annie Murphy Paul says a good rule of thumb is to “shake things up” every 15 minutes or so during Tiered Collaborative - University of , and Methodology, Outcomes) class, whether it is to crack a joke, tell a story, show a picture, or explain the topic using College Park Edward St. John Learning and Teaching Center a different medium. Paul notes: “Human beings quickly become habituated to the status Facilities Inventories quo. When something in our environment shifts; however, we start paying attention again” (Paul, 2012, para. 6).

This first phase of learning is an ideal time to establish student connections through “campfires” that unify the cohort and establish a baseline of knowledge. A well-designed Illustrations room has clear lines of sight and a variety of surfaces for faculty use. Universality is important. Each student should feel they are connected to the instructor, and instructors should have ample physical space to circulate and build student connections. (Existing Space Distributions Some research shows that technology should be reserved for faculty at this point as students might not benefit from having laptops at their seats. According to research at Michigan State University, laptops do not enhance classroom learning due to self-inflicted distractions (May, 2017). In a meta study by Pam Mueller of Princeton University, researchers found that digital note-taking results in more notes but shallower processing. and Space Metrics) Longhand tends to produce less “verbatim transcribing” and more information processing. If technology is needed during lecture, there should be ample room for technology and manual supplies, and technology use should be well curated by instructors (Mueller, Flat Floor Collaborative (6 Round) - University of Delaware Interdisciplinary Science and Engineering 2014). Building

34 TELLING A STORY WITH DATA SPACE ANALYTICS AT AYERS SAINT GROSS 35 Final Report Final reports document assumption and space outcomes, articulate goals for implementation, and tell a story about the future for a campus in relation to its physical assets. These reports are custom-designed to reflect the character of the institution and begin with an executive summary for a snapshot of the high-level outcomes from assessments conducted for capital campaigns. Content reflects on the goals the institution expressed in the recommendations about the physical environment of the campus. Data supported outcomes provide a path forward allowing institutions to make strategic investments in physical space.

36 TELLING A STORY WITH DATA SPACE ANALYTICS AT AYERS SAINT GROSS 37 Select Clients ADDITIONAL RESOURCES SEE SOMETHING YOU LIKE? Bridgewater College Rush University Meet Lisa M. Keith as she Ayers Saint Gross is always on the Carnegie Mellon University Salisbury University presents Data Visualization look out for new and interesting and Space Analytics at collaborations. Colorado State University Smithsonian Institution Ayers Saint Gross. DC Public Education System Swarthmore College Elon University Tarrant County College District PLEASE CONTACT: https://vimeo.com/171309841 Harvard Medical School Texas A&M University Lisa M. Keith, Principal Hawaii Pacific University Towson University [email protected] Kansas State University University of Cinncinnati Kutztown University University of Denver The Chronicle of Higher Lafayette College University of Lynchburg Education features Ayers Saint Gross Space Analytics in “How to Lebanon Valley College University of North Carolina at Chapel Hill DecidePlease Turf Battles Over reference Campus included file Longwood University University of North Carolina Hospitals Space: Use Data, Not Emotion.” Medical University of South Carolina University of Northern Iowa (ASG_SpaceAnalytics_C1-C4.indd) Miami University of Ohio University of Pittsburgh http://asg-architects.com/ Moravian College University of Richmond howtousedataoncampus/for cover mechanical with spine North Lake College (Dallas County University of Wisconsin Whitewater Community College District) University of Wisconsin Madison Northern Arizona University University of Virginia Northwest Missouri State University Villanova University The Ohio State University Virginia Commonwealth University Ohio University Virginia Commonwealth University, Qatar Purdue University Wake Forest University

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