TELLING A STORY WITH DATA Space Analytics at Ayers Saint Gross
INTRODUCTION TO THE FIRM 2 WHAT IS SPACE ANALYTICS? 4 WHY IS THIS IMPORTANT? 6 SERVICES OFFERED 8 CLIENT STUDIES 14 TECHNOLOGY TOOLKIT 26 OUTCOMES 34
Space analyses empower our clients to
SEE UNDERSTAND INTERACT + PLAN SPACE ANALYTICS AT AYERS SAINT GROSS
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Introduction to the Firm Ayers Saint Gross is an employee-owned design firm with expertise in architecture, planning, landscape architecture, space analytics, interiors, and graphic design. We are unique in that all of our work is for mission-driven clients such as colleges, universities, and cultural institutions. Since the founding of our practice in 1912, Ayers Saint Gross has built a reputation for designing environments of enduring value. Our design is driven by a critical and analytical discourse, a respect for past wisdom, a mind to future potential, and a belief that we have an obligation to leave places better than we found them.
AYERS SAINT GROSS QUICK FACTS
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TELLING A STORY WITH DATA
FO UND E D
C L IEN T STATISTICS
1912
All of our work is for mission-driven clients.
FI R M P HI LOS O P H Y
“ We engage people and places to create designs that enrich the world.” S E RVI C E S
80% 10% 10% Higher Education
Cultural Institutions
K-12 and Private Sector
INTER N ATIO N AL R EACH
PLANNING ARCHITECTURE GRAPHIC DESIGN LANDSCAPE ARCHITECTURE INTERIORS SPACE ANALYTICS
SPACE ANALYTICS AT AYERS SAINT GROSS
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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 dialog 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 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
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Why is this important? Physical space is a critical resource for mission-driven institutions, yet many lack effective space management systems. Leaders often view their space inventory as an in-demand commodity. Paired with outside expertise, data analysis allows institutions to remove political boundaries and focus on a transparent and accountable method to prioritize space. 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 and allocated often leads to more effective planning and can mitigate the need for new construction. Space analytics is essential to thoughtful capital improvement programs.
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TELLING A STORY WITH DATA
“Northwest Missouri State is developing an academic brand focusing on profession-based learning that includes four processes: creating, discovering, exploring, and integrating. The space analytics team is helping us think about our space differently. Through space, they are helping us create synergies around these processes that we hope will optimize learning outcomes. In a very short period of time, the Ayers Saint Gross space analytics team can articulate your space needs as though they have taught on your campus for years. Because they walk every building and visit every classroom, their recommendations are intuitive.”
“ The space analytics study provided detailed and invaluable data that will inform our decisions as we consider opportunities for growth and development at Lebanon Valley College in the years to come.”
Steven P. O'Day, J.D. Former Vice President of Strategic Initiatives + Secretary of the College Lebanon Valley College
Dr. Timothy P. Mottet Former Provost Northwest Missouri State University
“ Professional insights and peer institution data for metric-driven comparsion were essential as we embarked on an executive level decision making process for the future footprint of mission critical academic, administrative, research, and student life environments.”
Keith Hayes University Space Manager Virginia Commonwealth University
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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.
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SPACE ANALYTICS AT AYERS SAINT GROSS
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Space Needs Assessment
Data Management
We analyze how much space is needed and compare it to the amount of space currently built.
We merge datasets for efficiency and standardization.
Appropriate space metrics are used to determine the amount of space needed by space category (classrooms, offices, and research space). The total outcomes show a range of space need. Outcomes identify types of space and the units needing space. In some cases, an overage of space is identified through an assessment.
The normalization of employee, course, and room data while enforcing standardized terminology allows clients to effectively utilize space data to produce efficient outcomes. The exchange of data between systems and the quality of that data aligns space with function to assist with confident decisions regarding the allocation of space.
Instructional Space Utilization
Classroom Demand
We determine how classrooms and class labs are scheduled and used.
We determine how course enrollments align with classroom capacities.
This analysis measures weekly room hours, seat fill percentage, and square feet per student seat on a roomby-room basis. It can be grouped, totaled, and averaged as appropriate, tailored to the institution. We understand how well spaces are being scheduled and how growth or changes in pedagogy could be better accommodated.
In matching course sections and actual enrollments with existing classrooms and their relevant capacities, institutions are able to review current classroom conditions and factor in space needed to satisfy different pedagogies. Decision-making more closely aligns their classroom inventories with course offerings and right-sizes classrooms to provide instructional spaces offering maximum flexibility and adaptability.
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Facilities Audit + Inventory
Educational Efficacy Assessment
We develop a room-by-room inventory or update existing inventory.
We assess how well physical buildings address the functional needs of the programs they house.
Our team collects existing information such as floor plans and inventory databases. We tour spaces on campus to document occupants, space classification, seat counts, and square footage. This audit provides a snapshot in time of valuable real estate assets, allowing the institution to maintain its currency.
A subjective assessment measures the functionality of a facility to its programs. A building may never suit its intended purpose. Issues such as floor-to-ceiling heights and access to daylight can affect various functional spaces. It provides an institution with additional qualitative views of space beyond the quantitative measure of space and the building condition.
Comparative Analysis
Space Metrics + Standards
We determine how space compares to peer and aspirational institutions.
We establish space metrics and standards to determine how much space an institution needs.
Data collected from a hand-selected group of institutions compares the number of students, faculty, square footage, characteristics, and program mix, allowing an institution to see where its space ranks in different space categories. It identifies space shortages and surpluses that may exist after conducting a normative analysis. Reviewing data from peer and aspirational institutions aids in identifying space growth in areas that may require an institution to reconstruct itself based on future visions and missions.
Space metrics and standards create the foundation for a normative analysis. Different space categories require unique ways of determining space quantities. These are based upon credit hours, the number of students on campus, research productivity levels, the number of faculty and staff, and minimum dimensions of core facilities. It provides institutions with ways to calculate the amount of required space to conduct their day-to-day activities.
SPACE ANALYTICS AT AYERS SAINT GROSS
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Space Reallocation / Migration
Priority of Needs
We create a plan to reallocate space across a campus.
We rank needs based on complex issues to make informed decisions.
Campuses undergo multiple transformations. Programs and functions become spatially fragmented, and the addition of new programs creates functional misalignments. Expanding the built environment creates space vacancies, which provide opportunities to realign specific programs or functions. It develops synergies between programs and joins fragmented programs. The assessment creates a cohesive plan to best use space resources that reinforce strategic goals, vision, and mission.
Transparent and apolitical decision-making is facilitated by the utilization of a ranking and scoring tool, incorporating objective and quantifiable measures with those that are more subjective and qualitative. Objective measures include space shortages, utilization, functional quality, growth, and research productivity. Subjective measures include impacts of new construction, spaces on the campus tour, direct strategic initiatives, and targeted growth areas. The tool illustrates academic and administrative programs with the greatest need for space and helps prioritize needs on campus.
Space Needs Modeling
Program Planning
We develop planning tools to foster informed planning decisions.
We determine space needed for renovation and new construction projects.
Institutions need tools that allow them to change analysis outcomes by altering key inputs. These customized planning tools, whether spreadsheet-based or a full database management system, reflect the needs of stakeholders.
Program planning creates a space program based upon use expectations, delivery methods, and vision. It provides efficient, functional space and helps guide decision making when budget restrictions force an alternate plan. It also ensures the academic vision is realized in the physical design response.
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Space Management
Environmental Scanning
We develop custom recommendations for space management guidelines and practices.
We survey regional data to identify external opportunities to influence institutional planning.
A thoughtful and well-reasoned space management philosophy is critical to ensure the best and highest use of an institution’s physical resources. We facilitate conversations with key stakeholders to identify a campus-wide philosophy regarding space and develop space management strategies with user guidelines for implementation.
Understanding the demographic and occupational demands of an institution’s surrounding community is key as these factors influence academic programming and enrollment planning, consequently guiding any space needs. Environmental scans mine community data to find common patterns amid varied data sources. Guiding institutions through this analysis creates a forum for wide-ranging academic decisions connected to investments of physical inventory which influence future space needs.
Survey Tools
Capital Implementation Strategies
We collect qualitative data from stakeholders through various survey types.
We identify and test planning scenarios to develop strategies to reallocate space for better use.
When qualitative data cannot be mined from traditional data sources, a variety of surveys allows personal perspectives to inform space analysis. Questionnaires allow for users to rank responses and provide narrative feedback on the quality of space. Digital mapping surveys enable users to interpret many scales on campus from buildings, landscapes, and classrooms to provide feedback on their daily space interactions.
Interpretation of analytical outcomes allow the team to develop implementable strategies in which space needs can be met through reallocation of space, renovation, or new construction. To ensure a realistic plan going forward, key stakeholders are engaged in a collaborative process that identifies and addresses any adjacencies and deficits.
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Client Studies We work with clients across the spectrum—from large, research, land-grant institutions to small, private colleges, and 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.
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SPACE ANALYTICS AT AYERS SAINT GROSS
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LARGE PUBLIC
As part of ongoing planning services for a large mid-Atlantic public university, Ayers Saint Gross provided a comprehensive space analysis aimed at providing the client with a holistic view of the space on their two primary campuses. These services included a space adequacy assessment, a benchmarking analysis, a space utilization study, an analysis of leased space, and a space needs analysis, all at a department level. Results from this multifaceted report have been used to inform and initiate master planning efforts.
Project Data
The space adequacy assessment entailed touring and evaluating the institution’s buildings based upon a set of criteria to determine the building’s ability to support functionality of each building and the programs it houses. The criteria focused on classroom environments, research and instructional laboratory environments, instructional technology, formal and informal collaborative space, office capacities and dimensions, corridor widths, natural daylight, etc.
NASF: 4,900,000 (Non-Residential) Enrollment: 27,775
A benchmarking analysis was conducted that compares the University’s space to a group of eight 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. 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 projects and quantified the impact on space need.
Space Needs Assessment
Existing NASF Future Existing NASF Post Construction Proposed Need Benchmarking Total 6,000,000
5,000,000
4,000,000
3,000,000
2,000,000
1,000,000
0 Academic + Research Space
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Support Space
TELLING A STORY WITH DATA
Student Space
Campus Total
Peer Institution Base Data Base Data Summary
275 Total Campus NASF
Florida State University
3,100,179
36,794
1,507
84
2,057
University of Illinois at Chicag o
5,689,370
23,824
2,361
239
2,410
University of Lousiville
4,221,350
18,734
1,628
225
2,593
SUNY at Buffalo
4,948,873
28,107
1,410
176
3,510
Temple University
4,007,191
32,274
1,792
124
2,236
University of SC Columbia
4,557,386
30,797
1,765
148
2,582
University of Virginia
5,469,753
21,762
2,136
251
2,561
Wayne State
4,212,935
21,148
1,690
199
2,493
4,525,880
PEER AVERAGE
Student FT Faculty NASF per NASF per FTE HC Student FTE FT Faculty
26,680
1,786
181
2,555
3,646,499
27,744
2,229
131
1,636
Large Public Compared to Average
(879,380)
1,064
443
(49)
(919)
Large Public as Percent of Average
81%
104%
125%
73%
64%
Large Public
251
250
ASF Per Student FTE
Benchmark Institutions
225 200 175
181
150 125 100 75
131 84
50 25 0
Range Low Range Low
VCU Large Public
Average Average
Range High Range High
Classroom Utilization Map
Utilization Good Average Poor
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COMMUNITY COLLEGE SYSTEM
A community college system located in Texas serves the educational needs of more than 50,000 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. As part of a master planning engagement we performed a series of environmental scans— exclusive to each campus—to increase each college’s understanding of potential employability and community contribution for individual student population. In support of this goal, data was collected from several national, state and local sources, and rigorously assessed for industry growth, employment trends, and emerging skills needed.
Project Data NASF: 1,720,000 Enrollment: 50,000
Results of the environmental scan informed the campus master plan by assessing high school graduation rates and student enrollment impact, potential changes and growth in various disciplines, and local employers with the highest growth potential.
Detailed Course Enrollment Analysis
6,000
60.0%
5,000
50.0%
4,000
40.0%
3,000
30.0%
2,000
20.0%
1,000
10.0%
0
0.0%
No
Yes
Total
MATH-0361
No
Yes
Total
MATH-0362
2014FL Course Enrollments 2015FL Course Enrollments
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TELLING A STORY WITH DATA
No
Yes
Total
MATH-0361 + MATH-0362
2014FL Success (A, B, or C) 2015FL Success (A, B, or C)
SUCCESS RATE
# STUDENTS
Success Rates: MATH-0361 + MATH-0362
Employees by Industry Supersector
Environmental Scanning - Employees by Industry Supersector
Government
40 35 30 25 20 15 10 5 0 ‐5
Other services Leisure and hospitality Education and health services Professional and business services Financial activities Information Trade, transportation, and utilities Manufacturing Mining, logging, and construction 0
100 Sep‐16
200 Aug‐16
300
400 Jul‐16
500 Sep‐15
Sep-16
600 Aug-16
700 Jul-16
800
900 Sep-15
Stakeholder Engagement - Prioritization Exercise
SPACE ANALYTICS AT AYERS SAINT GROSS
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SMALL PRIVATE
To support a new strategic plan, Ayers Saint Gross conducted a comprehensive space needs assessment for a small private liberal arts institution in Virginia. The institution offers doctoral degrees in three programs in addition to their undergraduate and graduate programs. The client’s goal to build upon the signature experience by aspiring to be nationally recognized as the leader for student engagement in the classroom, athletics, and leadership.
Project Data
In addition to understanding existing space needs, the projection of future space needs were modeled based upon a 10% growth in student enrollment. Ayers Saint Gross provided a prioritization of needs analysis to help institutional leadership determine the most critical needs and drivers. It is a process to rank and prioritize the needs of all departments to effectively frame critical issues and generate solutions to inform investment decisions.
NASF: 465,000 Enrollment: 3,150
A space needs assessment identified a shortage of research labs, library and study space, athletics space, and physical education and recreation space. Academic, residential, and athletics needs were prioritized to determine the most critical needs and to guide future capital investment, which resulted in four feasibility studies. A residential inventory study covered 1,800 beds, with 62% of those in traditional residential halls. The housing portfolio lacks age-appropriate housing types for sophomores and juniors, which has a direct impact on sophomore retention.
Priority Needs Assessment
Priority 1 Recent Investment
140 140
Recent Investment Need for Space Need for Space Utilization Utilization Student Growth Student Growth Space Adequacy Space Adequacy Building Quality Building Quality
130 130 120 120 110 110 100 100
Weighted Score
WEIGHTED SCORE
90 90
(9.0)
80 80 70 70
(5.1)
60 60 50 50 40 40 30 30 20 20
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Theatre Theatre
Music Music
Tate Tate(H) (H)
Biomedical Biomedical Science Science
Psychology Psychology
Schoolof of School Sciences Sciences
Hundley Hundley(H) (H)
Physics Physics
Mathematics Mathematics
Computer Science Computer Science
Nursing Nursing
Env. Science Env. Science++ Studies Studies
Biology Biology
Chemistry Chemistry
Athletics Athletics
00
McWane(H) (H) McWane
10 10
LYNCHBURG COLLEGE
Main Campus
Space Needs Assessment by Space Category
Space Needs Assessment by Space Category Fall 2015
Target Growth Overage/ (Need)
Future Existing NASF
Proposed NASF
42,022
6,798
48,820
47,771
1,049
83,653
(15,107)
68,546
88,796
(20,250)
41,547
6,266
47,813
46,690
1,123
25,146
(4,413)
20,733
25,146
(4,413) (16,960)
Existing NASF
Proposed NASF
Classrooms
48,820
Laboratories
68,546
Class Laboratories
47,813
Open Laboratories
20,733
Overage/ (Need)
Academic Space
0
16,960
(16,960)
0
16,960
Academic Offices
Research Laboratories
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)
17,171
18,582
(1,411)
17,171
18,582
(1,411)
244,402
237,739
6,663
244,402
253,232
(8,830)
Administrative Offices
34,604
39,851
(5,247)
34,604
40,666
(6,062)
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)
Athletics / Phys Ed / Recreation
71,616
108,878
(37,262)
71,616
136,298
(64,682)
Other Academic Space Academic Space Total
Support Space
Phys Ed + Recreation Athletic Space Physical Plant Support Space Total
9,149
27,878
(18,729)
9,149
30,298
(21,149)
62,467
81,000
(18,533)
62,467
106,000
(43,533)
23,884
28,194
(4,310)
23,884
28,194
(4,310)
170,122
225,603
(55,481)
170,122
253,914
(83,792)
49,416
55,880
(6,464)
49,416
62,880
(13,464)
997
2,794
(1,797)
997
2,944
(1,947)
50,413
58,674
(8,261)
50,413
65,824
(15,411)
464,937
572,970
(108,033)
Student Space
COLLEGE INVENTORY
Student-Centered Space Student Health Student Space Total
Lynchburg College has 1,800 beds, of which, 62% are in traditional residential halls. The College owns a 464,937 TOTALhousing. variety of houses on the perimeter of campus that have been converted to student These522,016 houses (57,079) 263,797 make up 36% of the College’s inventory, of which, 2% is dedicated for Residence graduateLife students. The remainder of the portfolio is in townhomes.
263,797
Student Housing Inventory Assessment
Residential
1,110 Beds 62% of Total 21618.00 | Lynchburg College
TRADITIONAL
Undergraduate Houses
SEMI-SUITE
SUITE
AYERS SAINT GROSS | Space Needs - Campuswide by SC | 12-Jan-17 | 06:34 PM
603 Beds 34% of Total
1,799
Total Beds
Graduate Houses
541 Freshman
38 Beds 2% of Total
APARTMENT
Page 1
968 Sophomores + Juniors
555 Seniors
Townhomes 48 Beds 3% of Total
Freshman
541 Freshman
Freshman
Residential 1,100 Beds 62% of Total
Undergraduate Houses 603 Beds 34% of Total
Graduate Houses 38 Beds 2% of Total
Townhomes 48 Beds 3% of Total
968 Sophomores & Juniors
SPACE ANALYTICS AT AYERS SAINT GROSS
Senior / Grad
555 Seniors
Senior/ Grad
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MID-SIZE PUBLIC
As part of a master planning effort, Ayers Saint Gross performed a campus-wide space needs 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 on metrics and in-house benchmark data. Adjustments were made as needed to address the unique nature of the university such as its large agriculture program and its status as the state’s arboretum. One of the notable outcomes of the study was a space reallocation strategy.
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 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 Administration Building, the institution’s most iconic building on campus.
NASF: 1,420,000 Enrollment: 6,600
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 NORTHWEST MISSOURI STATE that UNIVERSITY modern classroom furniture allows for room reconfiguration.
DRAFT
Main Campus Space Needs Assessment
Space Needs Assessment by Space Category Fall 2014 Existing NASF
Proposed NASF
Overage/ (Need)
Academic Space Classrooms
75,339
71,117
4,222
Laboratories
151,053
131,276
19,777
Class Laboratories
93,523
84,650
8,873
Open Laboratories
46,835
32,786
14,049
Research Laboratories
(3,145)
10,695
13,840
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)
7,034
7,034
0
410,792
410,118
674
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
215,264
198,380
16,884
(134,258)
Greenhouses Academic Sp ace Total
Support Space
Support Space Total
Student Space 150,560
284,818
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
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
Athletics / Physical Education / Recreation
Health Care Facilities
22
Farm/Equine Center
68,475
Residence Life
478,818
Inactive / Conversion
19,356
CIE - Incubator Space
14,606
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Space Adequacy Diagram
Good Average Below Poor
As a part of the space needs analysis process, a high-level adequacy assessment was completed for all non-residential buildings. Often when the current allocation of space is inadequate for the functional needs, there is a perceived need for additional square footage. The consultant team toured each nonresidential facility and took into consideration the primary functional use of each building.
Space Reallocation Strategy
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COLLEGE / SCHOOL LEVEL ASSESSMENT
Project Data NASF: 383,000 Enrollment: 3,500
For this institution, Ayers Saint Gross developed an integrated space plan to align the School’s 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, students, and staff. Metrics used in the analysis were benchmarked to normative metrics 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 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 opportunities and challenges.
Physical Plan Phasing
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 122K NEED
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78K Deficit Remaining
44K New
New Interdisciplinary Research Building @Building Whitehead Rd Research
100,00 NASF
Building Connector
19,900 NASF
MID-TERM 149K NEED
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0K Deficit Remaining
157K New
-
LONG-TERM Blend of labs, offices, shared academic space, collaborative areas, and shared core space Connects departmental buildings and remedies accessibility, loading
Demographics
Space Needs Summary
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Technology Toolkit Our iterative process is not a rote exercise as telling an accurate story in numbers is an ongoing and interpretive process. An integral part of any assessment is client engagement. We will help you understand your campus needs through two distinct and customizable applications: SAMi™ (Space 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.
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QUICKBOARD
INTEGRATED PLANNING TOOL SAMiâ„¢ Space Analytics + Modeling interactive data visualization
GEOGRAPHIC INFORMATION SYSTEMS (GIS) MAPPING
SURVEY
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SAMi™ Space Analytics + Modeling interactive data visualization
SAMi™ is an interactive data visualization tool developed by Ayers Saint Gross, which displays 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 and outcomes at their leisure. SAMi™ is introduced early in the process so that stakeholders can learn how to use and interact with the content. Hosted on a private website, data is secure 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, 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
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Video
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 Students
Existing NASF
+3,674 Students
+8,205 Students
Proposed NASF
SPACE ANALYTICS AT AYERS SAINT GROSS
+8,205 Students
Minimum Need
Maximum Need (adds the space overages)
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Integrated Planning Tool A digital platform for real-time decisions.
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 multiple planning scenarios. 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 their own planning scenarios. In adapting these scenarios to align with capital budgets, clients 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 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.
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Geographic Information Systems (GIS) Mapping
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The GIS mapping tool leverages existing GIS data to map an institution’s campus (or campuses) so that a variety of qualitative and quantitative overlays can be applied. Typical overlays include building condition / space efficacy, classroom quantity by building, net assignable square feet per student in classrooms, and research space. The data can be displayed by discipline as necessary. Quantity of space is easily identifiable based on the relative size of data bubbles and alluvials.
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Quickboard
Quickboard is yet another visualization tool available to our clients and can be customized based on each client’s specific needs. Quickboard provides a comparative snapshot of space needs outcomes by unit through iconography. With clean, crisp graphics, decision-makers can quickly and easily identify overages and deficits by space type, such as instructional and research space.
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
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Outcomes 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 of deliverables ensure results of a study are communicated to institutional stakeholders. Final deliverables function as tools that continue to inform dialogue following the conclusion of space studies. These resources strengthen an institution’s ability to make strategic, data-based decisions, drive change and improvement, and serve as a foundation to support future action.
FINAL DELIVERABLES CAN INCLUDE: Final Presentations (Various Audiences) Final Reports (Executive Summary, Approach and Methodology, Outcomes) Illustrations (Existing Space Distributions and Space Metrics)
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Physical Plan Scenarios (Blocking / Stacking Diagrams and Renderings) Literature Facilities Inventories
Physical Plan Scenarios
Physical plan scenarios translate the outcomes of space assessments into visual recommendations and investment priorities for near-term space reallocations and potential long-term major capital investments in new or renovated facilities. Implementation framework schedules help clients visualize overlapping commitments, allowing them to prioritize their goals.
Physical Reallocations
Literature
Implementation Framework Plan
We believe in passing our knowledge on 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 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, and lessons learned from the field. Recently, the Space Analytics team developed The Learner Experience, a whitepaper about how students learn in their environment. http://asg-architects.com/the_learner_experience/
The Learner Experience by Shuli Steele, LEED AP, Space Analyst
C LA S S R O O M D E S I G N 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 their retention through testing. Students brought the bulk of materials needed to class while institutions supplied tablet-seating, a lectern, and projection equipment. Subjectmatter 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 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 application of subject matter. Proof of knowledge is demonstrated through peer-to-peer discussion, individual and group presentations, and other displays of competencies. Classroom design is responding to this evolution by adopting facilities often seen in lab spaces: flexible seating for both didactic and heuristic teaching, technologies for content research and sharing, ubiquitous writing surfaces, and multiple areas for congregation.
Flat Floor Collaborative - University of Delaware Interdisciplinary Science and Engineering Building
AWA R E N E S S 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 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. 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 “changeups” 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 class, whether it is to crack a joke, tell a story, show a picture, or explain the topic using a different medium. Paul notes: “Human beings quickly become habituated to the status quo. When something in our environment shifts; however, we start paying attention again”
Tiered Collaborative - University of Maryland, College Park Edward St. John Learning and Teaching Center
(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 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. 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. 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, 2014).
SPACE ANALYTICS AT AYERS SAINT GROSS
Flat Floor Collaborative (6 Round) - University of Delaware Interdisciplinary Science and Engineering Building
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Final Report
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Final reports document assumption and space outcomes, articulate goals for implementation, and tells a story about the future for the campus in relation to their 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.
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Select Clients Bridgewater College Carnegie Mellon University Colorado State University DC Public Education System Elon University Harvard Medical School Hawaii Pacific University Kansas State University Kutztown University Lafayette College Lebanon Valley College Longwood University Medical University of South Carolina Miami University of Ohio Moravian College North Lake College (Dallas County Community College District) Northern Arizona University Northwest Missouri State University The Ohio State University Ohio University Purdue University
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Rush University Salisbury University Smithsonian Institution Swarthmore College Tarrant County College District Texas A&M University Towson University University of Cinncinnati University of Denver University of Lynchburg University of North Carolina at Chapel Hill University of North Carolina Hospitals University of Northern Iowa University of Pittsburgh University of Richmond University of Wisconsin Whitewater University of Wisconsin Madison University of Virginia Villanova University Virginia Commonwealth University Virginia Commonwealth University, Qatar Wake Forest University
SEE SOMETHING YOU LIKE? Ayers Saint Gross is always on the look out for new and interesting collaborations. PLEASE CONTACT: Dori Landry dlandry@asg-architects.com
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https://asg-architects.com/ An employee-owned design firm.
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