Campus Facilities and the Student Experience During COVID-19

Building and Design in Context

Campus Facilities and the Student Experience During COVID-19

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Campus Facilities and the Student Experience During COVID-19

Building and Design in Context: Part I

Not Your Typical Year Higher Education in Transition We are at a critical moment in higher education. In May 2020, the Chronicle of Higher Education surveyed 800 schools about their plans for in-person teaching for the fall 2020 semester. Twothirds reported they were planning to meet in person1. How times have changed.

Even before the COVID-19 pandemic, higher education as a business model was experiencing multiple challenges. With the pandemic, the situation has become considerably more precarious. The financial pressures on institutions are sizeable.

By depending on tuition as a revenue generator, colleges and universities take a financial hit for each semester their campuses remain closed during the pandemic5; some already have.

Additionally, visa restrictions caused by the global health crisis have reduced the pool of international student candidates enrolled in American colleges and universities. In fact, during 2019 over 400,000 Chinese students studied in the U.S.3, a number that has been affected by the pandemic. In light of these factors, internationally based families are doing a cost/benefit analysis of spending tens of thousands of dollars to have their children study overseas3. As many U.S. higher education institutions embrace remote learning in virtual environments, globalization and the concept of “whole-person education” is putting campuses at a crossroads of how to deal with the change9. For some institutions, the financial uncertainty is so severe that some have already closed5.

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Not Your Typical Year: Higher Education in Transition (cont.)

With limited access to campus resources, students are also caught in the crosshairs of navigating their own futures; this is particularly true for underserved student populations for whom socioeconomic barriers to remote learning, including practical, psychological, and financial impediments, are particularly pronounced5. Underserved students also have to contend with less reliable internet access, the lack of private study spaces, and housing and food insecurity, all of which may delay their starting a college education or affect their ability to persist to graduation5.

Ultimately, students’ inability to complete post-secondary education could deny them access to greater financial success and a higher standard of living5, which may affect them and their families for generations after COVID-19 is brought under control.

How will institutions address these challenges? And how can the design and construction of facilities and infrastructure contribute to the reimagining of the campus as a “place and space” to support students? This reimagining must include student success and academic learning environments as institutions look toward bringing students back to campus6. Finding the intersection between learning environments and student experience will drive students success as they return to the classroom.

In Part I of this two-part series, we will discuss the challenges COVID-19 poses to the student experience, including stressors on engagement, equity, and equality. Part II will explore COVID19’s effect on managing campus infrastructure needs, as well as alternative funding approaches and potential interventions.

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Campus Facilities and the Student Experience During COVID-19

Building and Design in Context: Part I

Not Your Typical Year: Higher Education in Transition (cont.)

“[The pandemic] has also galvanized us into reflection and action, for instance, regarding how we can tap into disruptive technologies such as mixed reality, data science, and artificial intelligence to better serve the needs of education and address latent disruptors like COVID-19.”

Wu Zhaohui, President, Zhejiang University

Student Experience Preserving Engagement, Equity, and Equality Engagement, Connection, and Learning Connectivity is important for not only social well-being but also mental health and academic development. The ability to engage with others to form and discuss ideas is central to the learning experience and the formation of knowledge. In this context, knowledge is not acquired but co-created within and by communities. This concept, promoted in theories by Dewey (1922)2 and Piaget (1964)4, is known as a social constructivist model of learning, in which knowledge is created based on new findings and experiences7.

For students who rely on being physically, socially, and emotionally part of the campus community, COVID-19 has disrupted their ability to engage with others in the learning process. Under the social constructivist model, knowledge is not discovered, but socially constructed and based on an understanding shared with others through external relationships and events7. As such, the ability to be close to and interacting with others in a shared space is conducive to triggering learning opportunities. The zone of proximal development (ZPD), developed by Vgotsky (1978)8, is important in student engagement and active learning. This concept presumes the optimal environment for learning to be one in which each individual is in dialogue with others while exploring ideas at a level of cogitative development just beyond his or her current capacity, knowledge, or skills7. ZPD supports scaffolding of ideas, a learning framework that is critical for an individual to gain confidence and control in mastering a task or concept7.

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Student Experience: Preserving Engagement, Equity, and Equality (cont.)

Social constructivism’s premise of intentional involvement in the learning process between peers and with teachers is the basis for active learning theory and approaches7. But what happens when students can’t physically be in a community with their peer groups or teachers? Can they still have meaningful discussions using virtual meeting platforms? Can enhanced virtual environments in lieu of physical campuses provide students with the necessary interactions with instructors and other students?

The trauma of students being forced to suddenly leave school campuses last spring was compounded by facing grade uncertainty and the loss of academic learning experiences. This has driven institutions of higher education to explore alternative approaches to teacher-student interaction and life-long learning9.

Interventions to ensure student success using online learning must be developed and implemented. These interventions need to not only be technology-based for those learning remotely, but also accessible for all students regardless of their location.

Additionally, determining how to maintain ancillary services for students, faculty, and staff on or off campus is important.

Support services such as mental health and wellness services, disability services, rape counseling, financial aid, and behavior interventions are just as relevant as career counseling and access to the library and classrooms. The added challenge of addressing food and housing insecurity is even more difficult to overcome with campus closures.

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Despite these challenges, higher education institutions have found innovative and resilient ways to address obstacles posed by the pandemic. Examples of how campuses are facing these challenges include: nj The Los Angeles Community College District has partnered with Shower of Hope and Los Angeles Room & Board to provide up to 42 beds and support services for low-income LACCD students who are experiencing homelessness or soon will.

Participating in these programs does not cost the district any money. nj Zhejiang University (ZJU) implemented strategies including funding online learning for disadvantaged students, providing lecture playbacks and courseware packages, and negotiating deals with network providers to subsidize data plans for students and faculty9.

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Campus Facilities and the Student Experience During COVID-19

Building and Design in Context: Part I

Drive-In Teaching: drive into campus and watch lectures projected onto empty building facades or la screens, with sound transmitted into each student's car through Bluetooth (will draw scene inside car

Student Experience: Preserving Engagement, Equity, and Equality (cont.)

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Above: What if we explored the idea of learning environments outside or in “drive in” like classrooms? Our Perkins&Will team noted that WiFi strength is embedded throughout most campus settings, and several times we would often see students study in their cars prior to and between classes. Many universities shared that WiFi is integrated into parking garages for this reason. So why don’t we use the parking areas and building façade to support learning and engagement while keeping students safe?

Equity and Equality

Pandemic Guidelines

In addition to the challenges caused by the pandemic, colleges and universities are grappling with how to address such topicsCost as the changing attitudes about what it means to be a person of color in the United States and the civil unrest related to systemic racism—issues that are urgently important to students and faculty, and the communities the institutions serve. Challenges involving equity and equality are affecting not only how campuses respond during the pandemic but also the types of measures they need to ensure all students, regardless of their backgrounds, are best served by the institution.

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Student Experience: Preserving Engagement, Equity, and Equality (cont.)

Campuses across California have substantial populations of underserved and socio-economically challenged students who are at risk of not persisting to graduation because they no longer have access to the tools they need to succeed. Campuses are responding to a heightened sense of social responsibility to ensure students have access to technology and address larger societal issues. For example, many campuses are ensuring access to technology, laptops, and WiFi for all students; prioritizing the limited available student housing beds for former foster youth and those at risk of experiencing homelessness; and ensuring that financial aid continues to be available. Even with these proactive measures, distance learning may not work for all students.

Learning disabilities, family or childcare responsibilities, loss of employment, inadequate WiFi connectivity or IT support, and a lack of quiet study areas are among the additional obstacles for disadvantaged students. The vast gap between students having equity (access to resources on campus) and equality (access to the same quality of resources off campus) is widening.

Solutions can be found by exploring access to services, information, and infrastructure. Students view the university or college campus as more than an institution. It’s a physical place that represents education, social connection, and belonging. Part II of this series will explore the placemaking aspects of the campus and potential interventions to ensure the campus is ready for students to return.

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Campus Facilities and the Student Experience During COVID-19

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Above: Potential interventions to ensure the campus is ready for students to return.

Virtual culture exists. We need to support students with group learning platforms that allow them to connect, socialize and learn together. In the future, we need a deeper understanding of different workstyles so that we can engage virtually and physically with students and develop equitable environments.

What if we enhance the technology so virtual attendance supports a deeper connection between students and faculty?

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Campus Facilities and the Student Experience During COVID-19

Building and Design in Context

Building and Design in Context: Part II

Setting the Stage What’s Next?

Early in the pandemic, little was known about how COVID-19 would affect schools and campus planning6. Disruption of higher education led administrators to be concerned not only for their student body but for the greater communities they serve5. As campuses mobilized faculty and staff to address these unique challenges, the design and construction community did the same.

Even before the pandemic, education was changing rapidly, due in part to information technology and cognitive science9.

COVID-19 has accelerated this change.

A strategic framework that promoted practical, holistic, and bottom-line thinking while striving for excellence and an openness to new approaches is needed to help institutions focus on the big picture while addressing a changing environment9. The higher education community not only needs to collaboratively develop and implement solutions, but it also has to weigh what is safe and appropriate for each campus1. Operational considerations of food service and handling, ingress/egress patterns, queuing, furniture configurations, physical distancing analysis, guest access, deliveries, and bathroom usage will require a fresh short-term and long-term reimagining in order to balance health and safety concerns with financial viability6. How do we get there?

Universities and colleges are not just about the education for students; they are physical places that represent and deliver education, social connection, and belonging. In addition to addressing student experience during COVID-19, a game plan ensuring that facilities are ready for students to come back to campus is essential.

In Part II of this two-part series, we will discuss the challenges COVID-19 poses to managing campus infrastructure needs, alternative approaches, and potential interventions.

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Where Did All the Money Go? Infrastructure Funding and Alternative Approaches

Infrastructure Funding Post-COVID-19 At the onset of COVID-19, most institutions mobilized to gain access to government-sponsored money through the CARES Act and FEMA5. Funds were sought not only for safety-related items but also for infrastructure projects. Institutions asked several questions during this time:

The revenue impact of institutions’ shifting to distance learning has been tremendous. With lower income tax revenue due to the pandemic, the state budget for education is shrinking. This could result in higher student fees that disproportionately affect students from lower socioeconomic communities.

nj Are campus projects eligible for FEMA funds?

As state budget reductions loom systemwide for UC, CSU, and community colleges, operating budgets as well as funds for infrastructure projects are affected.

Campuses are being forced to make tough decisions and use reserves judiciously by deferring projects for several years or cancelling some altogether.

Additionally, the local business communities that provide goods, services, and housing to campuses are also affected by shifting financial priorities. For example, before the pandemic, non-local faculty would typically arrive before the start of school and rent near campus. With distance learning, these teachers can teach from anywhere, significantly affecting the short-term (and possibly long-term) housing markets near campuses. So what are the alternatives?

nj Will CARES Act money still be available for PPE through the end of the pandemic? nj Would holding funds for COVID-19‒related capital costs and facilities operations be allowed?

Education systems across the state of California, including the California State University (CSU), University of California (UC), and community college systems, also had to contend with the defeat of Proposition 13, the 2020 bond measure related to Assembly Bill 48 that would have allocated $15 billion in funding for infrastructure improvements and new buildings across public K-12 and higher education campuses. As a result, obtaining the funding for much-needed infrastructure improvements that would benefit students was becoming even more challenging.

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Campus Facilities and the Student Experience During COVID-19

Building and Design in Context: Part II

Where Did All the Money Go?: Infrastructure Funding and Alternative Approaches (cont.)

Alternative Approaches The financial impacts of COVID-19 are numerous.

However, there are potential approaches to balancing the infrastructure needs with student needs. The primary goal for any campus is to ensure student success. For systems with previously issued bond measures, there is an opportunity to meet some of the infrastructure needs required for students to have equal access to resources such as WiFi, internet, and shelter. Existing bond measures, such as Proposition 1D passed in 2006 for state public education infrastructure projects and Measure GC passed in 2016 for Glendale Community College District building improvements, continue to be a funding source to move projects forward. However, seismic code changes, potential infrastructure changes due to COVID-19, and deferred maintenance not covered in previous measures still have to be addressed to ensure safety and access to resources so students can continue to thrive despite the circumstances.

Campuses are exploring multiple options to address these challenges and maintain critical campus-wide infrastructure systems. For example, UC campuses are exploring options to meet the 2030 UC Seismic Safety Initiative, including requesting FEMA funding for eligible projects and re-envisioning how the initiative is best executed to optimize work while campuses are not at capacity. Campuses are also prioritizing facilities budgets to account for potential upgrades of HVAC systems, and expanding the due diligence process for new project expenditures to perform more in-depth validation of scope and budget at multiple points during the procurement process. Lastly, Public-Private Partnerships (P3) are being explored across systems as a viable alternative to traditional public financing for accommodations and social infrastructure projects. Whether the finance structure is through a land lease deal that takes the asset off the balance sheet or a Design/Build/ Finance/Operate/Maintain (DBFOM) model with an availability payment that keeps the asset on balance sheet, campuses are exploring all options.

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Potential Interventions A Path Forward

Alternative Project Financing Methods Among the options institutions are exploring are alternative project delivery methods that include private financing for select assets. The use of P3 for student housing is well documented in California. The land lease model could be used to provide off-campus student housing on campus-adjacent property owned by the institution. With this model, the institution would engage a third-party developer to design, construct, and maintain the housing under a lease agreement that would provide a revenue stream to the campus, while the asset would be owned by the developer. With the DBFOM model, the institution would engage a third-party developer, known as a concessionaire, to design, construct, operate, finance, and maintain the asset over an agreed-upon concession period. The concessionaire would agree to operating standards set by the campus and would maintain the asset during the concession period. The institution would pay an availability payment to the concessionaire for these services. With this model, the institution owns the asset.

What makes these options attractive is that they provide the institution with funding options in addition to state funding, bond money, and revenue derived from existing housing. The students benefit as well, as these options help to alleviate the shortage of affordable housing and promote the academic and behavioral benefits students derive from living on or near the campus, particularly for first-year students attending four-year programs. Community colleges also see the benefit of providing student housing as a means to acclimate transfer students to the expectations of community living on four-year campuses, alleviate housing insecurity challenges for students, and retain students so they persist to graduation.

Prime examples of exploring options include San Diego State University’s (SDSU) Mission Valley Campus P3 housing development and student housing alternatives explored by Los Angeles Community College District and Glendale Community College District; in these examples, alternative financing methods provide critical infrastructure to meet student needs.

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Campus Facilities and the Student Experience During COVID-19

Building and Design in Context: Part II

Potential Interventions: A Path Forward (cont.)

Collaborative Multi-Department Approach

Project Delivery Approach

Another alternative way to fund projects is a multi-department approach that brings multiple stakeholders together for a bigger cause. For example, in order to renovate a dining facility for student use at CSU Dominguez Hills, multiple stakeholders representing the student union, students, and campus, including the Associated Students, Inc. and CSU Dominguez Hills Philanthropic Foundation, came together to inject funding into the project to move it forward. This would ensure it would be completed in time for students to use as they come back to campus after COVID-19, benefiting them immediately and for the long term.

Using an incremental approach to approvals during the design, preconstruction, and construction phases creates an opportunity to validate the financial commitment to the project while embedding mechanisms to exit the process should the financial health of the project deteriorate. A commitment to full funding of design and construction would not be required, and each phased step would need to build the case for the project moving forward. Another option is to use a project delivery approach, such as Construction Management at Risk or the more traditional Design-Bid-Build, that would allow the owner to fund the design phase separately from the construction phase. This allows the owner to manage architecture and engineering costs in the short term while construction financing is secured at a later date.

Partner with Vendors to Reduce Energy Costs Funding needs can be reduced through energy savings in operating the campuses. With an off-the-grid energy model, campuses can use hydrogen fuel cells through lease agreements. By working with energy service vendors to provide cleaner energy and reduce particulates in the air, institutions not only reduce energy costs (possibly in the millions of dollars over a 10-year period) but also reduce their environmental impact significantly.

A/E/C Industry Partnership Institutions should look for opportunities to crosscollaborate with the A/E/C industry. Roundtable discussions that bring together university and college department leadership from institutions across systems with design and construction professionals allows the sharing of best practices and spurs innovation and new ideas.

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Summary Future Forward

Preparing for known volatility, such as deviations in student enrollment, economic shifts, and budget funding, is standard procedure for campuses’ strategic planning and master planning process.

Preparing for a once-in-a-lifetime disruptive event such as a pandemic... not so much.

In our research, we’ve uncovered many lessons learned and strategies implemented by campuses during the health crisis. Examples include:

Campuses across Southern California have reenvisioned, at an unprecedented rate, what student engagement and learning looks like in a virtual world. The academic setting is typically resistant to change; however, facing a sudden and rapidly evolving health crisis drove institutions to test and accelerate alternative methods of teaching and learning while implementing strategies to maintain and promote the culture of campus life. This all occurred despite the challenges that distanced learning created, particularly for underrepresented and underprepared students.

nj Campus communication structures became more robust through upgrading and adding WiFi connectivity, providing mobile hot spots, and using social media to communicate timely updates to students; and

nj The focus on equality and equity did not diminish but, in fact, became more deeply rooted in the solutions institutions employed to address distance learning;

nj Alternative options to build and maintain real estate assets were explored (and continued to be explored) by recognizing that this is a comfortable setting for students.

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Above: What if we use social engagement platforms for outdoor pop-up meet-ups on campus? Many universities and campuses used the Instagram platform in new ways during Pandemic WiFi this global platform to keep student engaged Guidelines and connected with information, recognizing that this is a comfortable setting for students.

But creating intentional hubs for students to socialize outside and study together Cost are small Maintenance interventions that can support the overall campus culture.

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Campus Facilities and the Student Experience During COVID-19

References

References

1 Bazelon, E. (2020, June 25). What will college be like in the fall?

New York Times Magazine. Retrieved from: https://www.nytimes. com/2020/06/03/magazine/covid-college-fall.html 2 Dewey, J. (1922). Education as engineering. New Republic, 32, 89-91.

3 Mueller, B. (2020, April 16). Western universities rely on china. After the virus, that may not last. New York Times. Retrieved from: https:// www.nytimes.com/2020/03/21/world/europe/coronavirus-chinesestudents-uk.html 4 Piaget, J. (1964). Part I: Cognitive development in children: Piaget development and learning. Journal of Research in Science Teaching, 2(3), 176-186.

5 Paxson, C. (2020). College campuses must reopen in the fall.

Here’s how we do it. New York Times. Retrieved from:

https://www.nytimes.com/2020/04/26/opinion/coronavirus- colleges-universities.html 6 Perkins&Will (2020, May 29) Return to campus roadmap_V1.2.

Retrieved from: https://perkinswill.com/road-map-for-return/ 7 Stamp, P. R. (2018). The Role of Active Learning Pedagogy in FirstYear Undergraduate College Students’ Engaged Learning (Doctoral dissertation, Azusa Pacific University). Retrieved from: https://search. proquest.com/openview/ed591d97d2bf14ab2c1da6c809000c72/1? pq-origsite=gscholar&cbl=18750&diss=y 8 Vygotsky, L. (1978). Interaction between learning and development.

Readings on the Development of Children, 23(3), 34-41.

9 Wu, Z. (2020). How a top Chinese university is responding to coronavirus. In World Economic Forum.

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Contributors

Paul Gannoe, Chief of Planning and Design, CSU Capital Planning, Design and Construction

Dr. Eric Hansen, Associate Vice President of Business Operations, Business & Financial Affairs, San Diego State University

Peter Hendrickson, Associate Vice Chancellor, Design and Construction, UCLA

Jacqueline Norman, Assistant Vice Chancellor and Campus Architect, University of California, Riverside

Joel Peterson, Director of Facilities, Glendale Community College District

Brian Pratt, Assistant Vice Chancellor, Campus Architect, Design and Construction Services, University of California, Irvine

Barbara Queen, Associate Vice President, Facilities, Planning, Design, & Construction, California State University, Los Angeles

Melissa Soto, Program Planner, Capital Construction, California State University, Long Beach

Roshni Thomas, Director of Facilities, Planning & Design, California State University, Dominguez Hills

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Campus Facilities and the Student Experience During COVID-19

Authors and Contributors

Authors

Paula Stamp, Ph.D. Director of Business Development, PCL Construction

Meena Krenek, IIDA, ASID, LEED AP

Chris Waight, AIA, LEED AP

Interior Design Director, Principal, Perkins&Will

Practice Leader, Associate, Perkins&Will

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Mouna Lawrence Designer, Perkins&Will

3

Virtual network: reconnect with classmates in your vicinity, and receive notifications from you pop-up events, socially-distanced activities, and more