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― Playbook

Campus Resilience

August, 2019

Campus Resilience

An integral part of our design ethos. We are committed to designing healthy, high-performing, and resilient campus environments. We see addressing campus preparedness and ability to respond to and recover quickly from acute disasters and chronic vulnerabilities as an integral part of our design ethos and collective responsibility to the communities in which we work.

� Clemson University, Watt Family Innovation Center

Campus Resilience

Education Leadership ← Steve Turckes Principal, K-12 Education Practice Leader As a kid Steve would watch and help his father tackle an endless catalogue of household projects, inspiring a life-long curiosity about how things are built and how they work Later, sitting in his high school architectural drafting class it suddenly struck Steve – a career in architecture perfectly matched his creative curiosity and practical propensity. He was hooked. After early-career designing projects spanning many sectors, Steve naturally gravitated to education projects. He has since been fully immersed in the design of PreK-12 learning spaces. Steve is most inspired to positively impact the users of his spaces – students, teachers, families and communities. He believes in his clients’ missions and finds great meaning in collaborating with them to find solutions. He finds it highly gratifying to attend a building dedication and see the community’s excitement about the possibilities of their new school.

→ Clemson University, Watt Family Innovation Center

→ Phillips Academy, Snyder Center

← Jeff Stebar Principal, Higher Education Practice Leader Jeff’s father inspired in him a lifelong commitment to education. Having clawed his way out of Appalachian poverty during the Great Depression, Jeff’s dad hitchhiked each day to Virginia Tech and ultimately graduated top of his class. This brave decision to pursue an education inspired Jeff, and to this day he wears his father’s 1954 class ring – gold with a garnet stone – to remind himself of the power of education to change generations. It’s the reason Jeff takes such passion to each and every design for every institution of higher learning. Jeff has dedicated his entire professional career to the higher education sector. He has built a voluminous portfolio of work totaling more than six million square feet that spans the globe and has impacted generations of students.


Campus Resilience

Resilience is the capacity to recover quickly.

We see resilience as part of our approach to living design—design that gives more than it takes and that supports the wellbeing of students and the community.


Resilient Principles 01.




Adaptive Capacity


Designing with complementary perspectives enriches outcomes

Designing with the assumption of innate change minimizes disruptions and encourages longer-term viability

Designing for robustness reduces the likelihood of failures




Nested Scales



Designing with an understanding of the relationships across scales enables greater leverage

Designing with broad interests and over longer time frames enables understanding of trends and anticipation of risks

Design that encourages the development of interconnections between environments and their occupants leads to stronger overall systems



Campus Resilience

What is resilient design? Resilient Design is the practice of identifying vulnerabilities to natural and man-made threats in buildings, cities, and their communities, and creating design responses to help achieve stability and adaptability. These threats could be acute events or chronic stressors. Acute shocks are events such as wildfires, earthquakes, flooding, severe storms, tsunamis, volcanic eruptions, disease outbreak, riots, etc. Recent hurricanes, floods, and wildfires in the United States are examples frequently seen. Chronic stressors refer to ongoing exposure to problems such as poverty, unemployment, poor air quality, etc. Racial inequity, food insecurity, and polluted water systems are common examples. These shocks and stressors as significant forces impacting design decisions that academic institutions must make. To address these issues, it is important to undertake a designthinking process that leverages social, economic, and physical capital to create campuses with greater diversity, more resilience, and vitality. Social Resilience considers examples such as population health, environmental justice, social equity, community cohesion, and inclusivity of vulnerable populations. Economic Resilience reinforces examples such as business continuity, economic stability, development opportunity, and benefit-cost analysis. Environmental Resilience focuses on ways to balance natural systems and man-made environments.

� Phillips Academy, Snyder Center


Campus Resilience

Resilience works in terms of nested scales.

From the individual choices we make to the way we rely on and contribute to the local, regional, and global resources that we all need to thrive, each decision has the potential to increase or decrease our resilience.


Scales of Influence 01.






Individuals determine personal resilience strategies and understand how choices relate to the resources provided by others.

Families, or Teams, or Academic Departments develop their own approaches to investing in and collaborating on overall resilience.

Campus or Community Preparedness Planning continues to grow in relevance as we see events unfolding. Knowing what your campus can do is central to your own resilience.




City Cities lead in resilience strategies, finding ways to leverage local, state, and federal funds to provide co-benefits so that investments work harder for citizens.



Larger scale planning across regions seeks to link up investments for greater value and works at systems scales to ingrain resilience.

07. Planet Each country contributes to, or draws down, the resilience of our larger collective home.


Drawing together multiple regional and city plans, countrywide resilience depends on the strategic connections between planning decisions.

Campus Resilience

Why is designing for resilience important? There is increased: Occurrence of extreme natural events such as storms, floods, and fires, leaving a greater number of people and larger amount of property vulnerable to acute events and longterm climate changes. Awareness of and demand for resilient solutions by residents, business owners, and leaders at all levels in areas


recently affected by acute events and

Dena’ina Elementary School

those most likely to be affected in


the future.

University of Massachusetts Lowell, University Crossing

Pressure on cities and businesses to protect property and populations by the international insurance community. Awareness of the link between climate change and population health. Knowledge of risks to vulnerable populations and the impacts stemming from their exposure to these risks.

What does designing for resilience mean? Some important goals

Every project type and scale presents a different set of resilience challenges. This work

Strengthen building, infrastructure,

tackles complex linkages and in doing so offers

organization, and community resistance to

opportunities to provide greater leverage for

chronic stressors arising from a changing climate


and resource depletion.

The first step is to identify the challenges specific

Improve safety and stability during acute

to each campus and then to develop solutions.

shocks from both man-made events and natural

Look to natural and built environment challenges


as well as the resources for solutions. Consider

Reduce physical risks posed by extreme weather

cascading social and economic effects and

events to building occupants, building systems,

structure approaches to provide cascading benefits. Consider resilience holistically,

organizations, and communities.

recognizing that there is not one approach

Reduce risk premiums associated with operations,

but many and seek continued exploration and

insurance, and financing.

evolution of best practices.

Maintain continuity of learning and student life activities during chronic and acute events.


Campus Resilience

Designing responses to risk to achieve stability.

From the individual choices we make to the way we rely on and contribute to the local, regional, and global resources that we all need to thrive, each decision has the potential to increase or decrease our resilience.


Planning Process 01.



Establish Drivers

Gather Information

Identify Vulnerabilities

Establish project purpose and design drivers.

Gather environmental, social, and economic data.

Identify and analyze regional vulnerabilities (shocks and stressors).




Identify Patterns Utilize the Pattern RELi tool to identify patterns.

Establish Proof


Analyze the efficiency of the proposed actions that address the vulnerabilities.


Identify stakeholders to engage, identify funding sources, and establish a business case.


Campus Resilience

Mobilization efforts by major organizations around the world. Rockefeller Foundation Development of the Global Resilience Academy model, the Rebuild by Design Competition and Resilient by Design Competition and the 100 Resilient Cities program funding Chief Resilience Officers [CROs] as well as a network of Platform and Strategy Partners. HUD National Disaster Resilience Competition [NDRC], a $1 billion nationwide competition encouraged greater resilience in communities suffering from Federallydeclared disasters with unmet needs. Grosvenor Resilient Cities Research Report – Quantifying the resilience of 50 of the world’s most important cities. World Bank Urban Risk Assessment – Bringing a common approach to identifying people and infrastructure that are most vulnerable to natural hazards. Global Centre of Excellence on Climate Adaptation Launching a global network of partner organizations focused on greater resilience in the face of climate change. Urban Land Institute Launching a global network of partner organizations focused on greater resilience in the face of ↑

climate change.

Dena’ina Elementary School

The Lancet

Linking health and resilience through urban planning

University of Minnesota, Bell Museum

and programs. 17

Campus Resilience

Natural and man-made shocks and stressors in the U.S. and Canada. We understands the vulnerabilities of natural and man-made shocks and stressors on buildings, cities, and their communities. We design responses to achieve stability and adaptability. Our network of engaged professionals around the world offers a knowledge base that understands the context and issues affecting our clients locally.




Severe Storm

Hurricane / Typhoon / Cyclone



Mudslide /


Volcanic Eruption

Incidents / Threats

Economic Event


Extreme Temperature

Epidemic / Pandemic

Technological Event




Climate projections and future event forecasting

Potential partnerships with organizations, institutions, companies, and people with expertise

Physical context + specific resilience

related to resilience

challenges faced

Incorporation of resilient strategies into our design

Planning + policy context

and planning

Organizations, institutions, companies, and

Consulting on resilience-specific issues including

individual exposures

climate adaptation plans, waterfront plans, and other resilience-first projects Public consultation for public and private agencies related to resilience planning


Campus Resilience

We consider resilience holistically.

Our team understands the vulnerabilities to buildings, cities, and communities. We design responses to help achieve stability and adaptability and recognizing that there is not one approach but many.


Resilience Concepts 01.






Examine climate data & projections.

Identify unique aspects of the campus plan based on the data gathered.

Strive to reduce energy demand & water use.




Scales of Impact Consider the scales of impact.



Learn from others & take advantage of existing tools.


Identify actions to address the relevant threats.

Campus Resilience

What our clients say.

“The word resilient is defined as “springing back, rebounding, elastic, buoyant, possessing power of quick recovery.” Ridgeview was built on the concept of resilience on different levels. First, in the construction of Ridgeview, resilience was evident in the planning of a consolidated school in a small rural community to help sustain a declining student enrollment and decreasing educational funds so that it could successfully educate its children for the next 40 – 50 years. Next, resilience was evident in the planning for Ridgeview so that Ridgeview could successfully rebound and adapt in a constant changing global environment with unforeseen external and internal issues of changing technologies, climates and cultures.” The vision of resilience in the design of Ridgeview has significantly nourished an attitude of resilience in our students. With its open learning spaces, its connection to the beautiful campus, Ridgeview’s design promotes positive social connections between staff and students and among students. The design of Ridgeview has helped to foster a resilience that has allowed more creativity and more collaboration among students, among staff and students , and the community as evidenced by the accomplishment of our students and staff. Possessing this resilience has helped our students to set greater goals and therefore achieve greater heights than their own expectations and goals.” HAYDEE ROBINSON, SUPERINTENDENT, DIVISION SUPERINTENDENT – DICKENSON COUNTY PUBLIC SCHOOLS


← A future-ready and safe learning environment. Dickenson County is a small rural community in southwestern Virginia. In addition to the economic challenges, the district also fights a consistent battle with the natural environment. The terrain is mountainous, rugged, and tough and flooding is a real concern. By working with the community, our team was able to develop a clear understanding of vulnerabilities. Our solution represents a new chapter in the community’s ability to respond to challenges by offering a strong position of both environmental and economic resilience.

“Providing a safe and comfortable learning environment is essential to the facilitation of student success. Our collaborative approach to long-term solutions for storm water management, vehicular and pedestrian traffic patterns and integrated systems for enhanced redundancy will make Arkansas Tech University a more resilient institution. We will be better prepared to mitigate inevitable challenges in an efficient and coordinated manner.” DR. ROBIN E. BOWEN, PRESIDENT – ARKANSAS TECH UNIVERSITY


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Campus Resilience: Playbook  

Campus Resilience: Playbook