University Design Institute Design Book

(Re)imagine Re:design Re_build Co-designing new models for higher education Design Book 2.0

© Copyright 2024 Arizona State University Arizona Board of Regents Co-edited, written, designed and produced in collaboration among ASU University Design Institute™, ASU Enterprise Brand Strategy and Management, Curiosity & Co. and ASU VisLab. Lead editors: Tamara Webb, Lindsay Kinkade, Joel Dupuis (Design Book 1.0) Lead designer: Lindsay Kinkade Co-designers: Omar Mota, Beatrice Guo Printed by students in the ASU Print and Imaging Lab.

(Re)imagine Re:design Re_build Co-designing new models for higher education Design Book 2.0

In this book The power of (re) re: re_ 01 (Re)imagine higher education in the future

A lot has changed 06 Higher education must grow and change as well 10 6 university design imperatives 15

Re:design blueprints for implementation

In a world that won’t stop changing, re:design is imperative 35 What is co-design 37 Who actually does the re:design 39 Ways to think about transformative co-design 43

Re_build putting the principles into practice

Permission to re:design at the largest scale 47 ASU’s boldest ambitions 49 Writing a new charter 51 The New American University and Design aspirations 52 Mileposts of change, a timeline 74

University Design Institute

(Re)imagine, re:design and re_build with the University Design Institute 78

“To design is to devise courses of action aimed at changing existing situations into preferred ones.”

— H E R B E R T S I M O N , N O B E L L A U R E AT E

The power of (re) re: re_ Current higher education models and institutions are inadequate. There is a growing disconnect between societal needs for education, budgets to support education, and how institutions address the growing need for educational access. The time is now for those institutions to change, to remake themselves.

There is a power in the doing, but there is a regenerative and expansive power in the RE-doing.

There is incredible opportunity in the RE. What we thought was a prefix is the gateway to unleashing exponential value.

RE is the site where change happens, it is a catalytic space of change. What are we re/learning now? Which aspects of our work have been (re)imagined lately? What are we going to re:design now?

When we say university design, this is what we mean — (re)imagining, re:designing, re_building what education is and how it moves in the world. Our approach to university design is guided by the belief that universities must become engines for social transformation and economic success. We are taking responsibility for our role in the world and working on it together.

This book is for system-level thinkers, transformationminded leaders, and people who have the ability, interest and drive to affect change.

If this is you and you are ready, let’s get started.

Michael M. Crow President, Arizona State University Chair, University Design Institute R E D E S I G N I N G E D U C AT I O N

1

(Re)imagi 2

(RE)IMAGINE

It is hard to see the big picture when we are embedded in the day to day. In order to reimagine, we have to zoom all the way out. What we see at this level is a world in flux.

ine

higher education in the future The world is changing at a rate that is unprecedented in human history.

Technology disruptions, economic and political upheaval, ecosystem collapses, gender and racial issues — all are impacting the world we live in.

We have invented the tools to see the state of things, but we have not yet acted to change the future of our planet.

Our sector, higher education, has contributed to both changes and insights and is being deeply affected too.

We helped create these problems.

What are we doing to fix them?

R E D E S I G N I N G E D U C AT I O N

3

The scale and changes we a the Earth hav precedent an geological pre

— U N ES C O I N T ER N AT I O N A L C O M M I S S I O N O N

4

(RE)IMAGINE

d speed of the are making to ve no historical nd very few ecedents.”

N T H E F U T U R ES O F ED U CAT I O N

R E D E S I G N I N G E D U C AT I O N

5

A lot

6

(RE)IMAGINE

We have to look far back in order to look far forward. Sometimes the models and analogs we have to look to are far away from us in time.

has changed US$207B

90%

108.4M

86%

global market size for artificial intelligence

growth of greenhouse gas emissions since 1970

refugees or forcibly displaced people worldwide

adults with access to a smartphone

— UNHCR, 2023

— PE W R ES E A R C H

— S TAT I S TA , 2 0 2 3

— U . S . E N V I R O N M E N TA L

CENTER, 2021

P R OT E C T I O N A G E N C Y, 2 0 2 3

R E D E S I G N I N G E D U C AT I O N

7

And will continue

8

(RE)IMAGINE

to rapidly change 9.8B

people across the world to be fed by 2050 — WO R LD R ESO U R C ES I N STIT U TE /U N

76%

83M

1ft

projected 10-year increase in higher education enrollment by 2030

jobs will disappear in the next 5 years

predicted rise in global sea levels by 2050

— WORLD ECONOMIC FORUM, 2023

— PE W R ES E A R C H CENTER, 2021

— U N ESC O

R E D E S I G N I N G E D U C AT I O N

9

Higher Education must grow and change as well 10

(RE)IMAGINE

“The consequences of underinvestment (in higher education) include brain drain and talent loss, limited access to applied research capacity for local problemsolving, limitations to economic growth due to low levels of skills in the workforce, low-quality teaching and learning at every level of education, and, perhaps most glaringly, expanded wealth inequality within and among nations.”

— WORLD BANK, 2021

Higher education holds a variety of potential keys to solving many of our current and future social and economic concerns.

R E D E S I G N I N G E D U C AT I O N

11

We need new, bold and more robust models

12

(RE)IMAGINE

“Higher education now sits at the crossroads of tradition and new possibilities. ” — UNESCO

Many teaching and learning approaches from the dawn of universities in the early 11th century are still present in those institutions today. While the resilience of higher education systems and traditions is undeniably impressive, it is no longer in our best interest to be successful models of ideal universities of the past.

Gold-standard models have historically focused on pure academics and fairly independent research agendas.

These models are fundamentally ill-equipped to meaningfully impact society. Furthermore, more traditional university models are suffering.

Around the world, we are witnessing university closures, lack of capacity and low employability of college graduates, to name but a few indicators of trouble.

Higher education, in some ways, has a growing image problem. Still, the positive promise and potential of the postsecondary sector are visible.

Higher education is where talent is nurtured, innovation is advanced, and interdisciplinary and cross-industry collaboration is facilitated.

The current task is to ensure that we are broadly inclusive in talentbuilding at all levels, innovating for the public good, and bringing the spectrum of appropriate partners and partner types to the table for research, teaching, learning and funding.

While there is no universal formula or singular approach to higher education leadership around the world, we posit that the outlined tasks require deep changes in our models through what we have identified as six key university (re)design imperatives.

R E D E S I G N I N G E D U C AT I O N

13

Modernized university mission Expanding beyond academics and research to incorporate broader societal concerns and needs.

Robust digital solutions Incorporation of current and futuresensitive digital technologies in teaching and learning, university operations and student support.

14

(RE)IMAGINE

Agile and inclusive leaders and culture Demonstrations of flexible leaders, structures, systems and policies, and investments in leadership at multiple levels.

Collaborative and civic-minded research and discovery Ways to comprehensively and collaboratively address pressing research challenges and social problems across disciplines, institutions and geographies.

Transformative

learner experience

Curricular, pedagogical and support approaches to address new types of learners and new demands of postsecondary graduates.

Diversified partnerships and financial models Ways to approach university funding needs beyond single sources or government dependencies.

6 university design imperatives

will collectively drive sustainable transformation

These imperatives create the culture and structure of how a successfully (re)imagined university functions.

All parts of the higher education system have to be on the table and open to change. If you are not holistically reviewing systems and policies, with a broad team of experts and stakeholders, you are not building capacity to fundamentally change the trajectory of the institution.

Let’s briefly review each imperative.

R E D E S I G N I N G E D U C AT I O N

15

Six university design imperatives

Modernized How are we positioned to support the communities we serve?

40% gross tertiary education enrollment rate, worldwide — U N ESC O, 2020

16

(RE)IMAGINE

In specific underdeveloped nations, fewer than 10% of the population is enrolled in higher education institutions, such as universities or colleges, which constitute tertiary education. If we believe that higher education should be accessible to more people, are these numbers meeting our goals? What else can we do to expand access?

Higher education has a fundamental responsibility to improve human and planetary well-being.

The university mission is a declaration of institutional purpose, ambition and values. Optimally, it serves as a key driver and accountability measure for leadership, partners and other critical decision-makers, and serves to motivate the broader university communities.

Universities with missions that are attentive to the public good — in access, research and action — improve perception of the value of higher education and ultimately enhance the well-being of both the institution and society.

A university mission designed to serve the public good will also dynamically influence the other five identified university design imperatives.

A university mission centered on the public good will both demand and attract …

• Compassionate leaders from a broad section of backgrounds and areas of expertise. It will also promote a culture of innovation and agility to be able to accommodate diverse communities and evolving challenges and resources.

• Quality teaching and learning support for all students at all stages throughout the lifelong educational journey.

“Higher education must be inexorably positioned as a solutions partner, alongside and in collaboration with government, private industry and civil society.”

• Digital solutions that are inclusive of the sensitivities in access, technological threats and opportunities for meaningful impact.

• Research collaboration across a range of stakeholders, disciplines and geographies focused on comprehensively solving social problems.

• Diverse and sustainable funding models as well as investors and partners who are looking to also fulfill social responsibility goals and objectives.

— U N IV ER S IT Y D ES I G N I N STIT U TE

R E D E S I G N I N G E D U C AT I O N

17

Six university design imperatives

Agile and inclusive

How are we fostering an environment in which all key stakeholders and leaders are intimately included and empowered to make decisions and influence change?

18

(RE)IMAGINE

A reimagined university that serves the masses and has an embedded civic role needs the right people across the institution. And, we need to rightly empower them with the right systems, policies and structures.

The impetus to change and desire to transform are merely parts of the solution to the university redesign equation. Pressured by an increasing variety of internal and external pressures and tasked to serve a variety of constituents, higher education leaders must acquire and employ a diverse set of skills and capacities, many previously deemed outside of the scope of a college president, chancellor or head.

Further, we need leaders across the entire higher education enterprise who are supported by a culture that enables them to innovate from where they are.

Embracing nonlinear planning and enabling agility in the institutions and policy environments are critical steps in the process.

200+ the number of colleges and universities having senior roles with words such as “innovation” in their title

Critical culture and systems shifts In ...

Out ...

Rigid bureaucracies

>

Entrepreneurial collaboratives

Slow predictable > growth

Agile, leapfrogging solutions

Incremental outputs

>

Transformational outcomes

Elitist and exclusive

>

Equity-minded and inclusive

Input-focused

>

Outcome-driven

— E N TA N G L E D S O L U T I O N S , 2 0 1 8

R E D E S I G N I N G E D U C AT I O N

19

Six university design imperatives

Transformative

learner experience

How are we nurturing student success throughout the lifelong educational journey?

50% of all employees will need reskilling by 2025 — WORLD ECONOMIC FORUM

20

(RE)IMAGINE

Our changing world will continue to generate future jobs that don't exist today. How do we design universities to prepare "Master Learners" that can adjust to the new demands?

There are new variables, new competitors, new considerations both directly and indirectly having a big impact on our reality, especially regarding the span and focus of the learner experience.

Who is a 21st-century college student?

What do students need to learn now?

What is the role of the instructor/professor?

Access to higher education is but one component of the equity ladder. The accessed higher education must be meaningful and meet demands and expectations in terms of outcomes. Moving forward, higher education models need to embrace teaching and learning activities that enhance reach as well as effectiveness. The curricula and pedagogical approaches must be inclusive, pertinent and agile while postsecondary matriculation and graduation policies should be intentionally designed to fit the needs of the local society and economy.

We are all students and learners; our wildly and rapidly changing world demands it. And we must meet all students and learners where they are, with what they need, when they need it. To do so, it is critical to collaborate with and across relevant industries and experts to build and deliver appropriate curricula and generate the needed capacities and skills.

Critical innovations

Key challenges

• Inter-/cross-/ multidisciplinary approaches

• Quality assurance

• Experiential and project-based learning

• Faculty training

• Competency-based offerings

• Faculty incentives

• Mobility and harmonization

• Hybrid models • Entrepreneurship training • Virtual reality and artificial intelligence

“Even with the larger pool of graduates of tertiary education, many do not have locally relevant skills needed for a successful integration into the labor market. ”

• Contextual relevance • Community and industry buy-in • Poorly regulated AI and tech industries • Inadequate policy environments

— WORLD BANK

R E D E S I G N I N G E D U C AT I O N

21

Six university design imperatives

Robust digital solutions Why and how are we as institutions incorporating current and future-sensitive digital technologies in university operations and student support?

44% of university IT leaders reporting their campus as engaged in digital transformation.* — EDUCAUSE, 2021

*EDUCAUSE defines digital transformation as: “a series of deep and coordinated workforce, culture and technology shifts that enable new educational and operating models and transform an institution's operations, strategic directions and value proposition.”

22

(RE)IMAGINE

Mass amounts of informational knowledge exists in a device in your pocket, containing 20,000 years of human wisdom. The university doesn’t own everything anymore.

Is a classroom still required?

What does this mean for us?

The use of digital systems in higher education has become necessary to maintain and improve administrative efficiency and to leverage teaching, learning and research in ways that truly support social and economic development.

Projections about the importance of digital tools in education have been around for decades. Early nudges to adopt advanced computing technologies and systems saw small waves of acceptance and notable valleys of resistance. The Fourth Industrial Revolution and COVID19, however, dramatically increased the pressure on universities, forcing them to make rapid shifts to digitally enabled teaching. Some shifts were smooth and designed to be sustained beyond the pandemic. Most were not.

Regardless, what we learned is that the digital tools are here, and will refine, stay and evolve.

Now, the charge is for leaders to clearly define their mission and objectives to get maximum value from these enhancements. As technology now permeates most aspects of our lives, it is challenging to be consciously aware of its multiple dimensions and clearly identify the various interacting parts. Discovery tools to regularly and comprehensively assess institutional digital readiness and capacity are key in the creation of actionable strategies and tactics to achieve necessary transformation.

Key challenges

“ChatGPT will not take your jobs; someone who knows how to use it will. ” — J A S P R E E T B I N D R A , A I E X P E R T, 2 0 2 3

Key opportunities

• Student connectivity and equitable access

• Expanded outlets for learning

• Infrastructure investments • Faculty development

• Improved cost effectiveness

• Staff training and retention

• Smart campuses

• Leadership adaptation

• Data-driven decision-making

• Supportive public policies

• Increased global collaboration

R E D E S I G N I N G E D U C AT I O N

23

Six university design imperatives

Collaborative and civic-minded

research and discovery How are we collaborating with each other across universities and industries to address grand challenges?

⅓ estimated proportion of business incubators that are university-based — J O U R N A L O F T E C H N O LO GY TRANSFER

24

(RE)IMAGINE

“Standard operating procedure in industrial and government laboratories, interdisciplinary collaboration in academic settings is essential to applied research initiatives that depend for their effectiveness on team efforts to address intractable challenges on the scale of global climate change and destruction of ecosystems. ” — MICHAEL M. CROW AND WILLIAM B. DABARS, 2020 “ T H E F I F T H W AV E : T H E E V O L U T I O N O F A M E R I C A N H I G H E R E D U C AT I O N ”

Does research matter?

Is the lab building for the ivory tower or the world?

To solve the grand challenges of the world, we could include: • A field expert + an engineer + a doctor + a technologist • Modern science + indigenous knowledge systems • A pragmatist + an ethicist We need many perspectives approaching and collaborating on all aspects of the challenges we face.

Engineering and chemistry faculty and students from Kings College London, Arizona State University and University of New South Wales Sydney, through a PLuS Alliance initiative, codesigned a solution to global challenges around access to electricity. The internationally patented thermogalvanic brick generates electricity "as long as the two faces of the brick are at different temperatures."

"Plus Alliance - Thermogalvanic bricks project," YouTube, Oct. 23, 2019

Beyond the inclusion of multiple industries and disciplines, representation in research is also needed across geopolitical regions, socioeconomic levels and institutions and institutional types. Though sometimes daunting to implement and manage, such cross-cultural collaboration enriches and sometimes even enables necessary discovery. The diverse research teams bring together invaluable and unique resources and questions. These networks and assets afford levels and depths of inquiry and validation unattainable by a single entity, regardless of how brilliant or talented the independent scholar or how highly ranked the individual institution.

Traditionally inclined to compete in higher education communities, we need to reimagine how to more strategically connect and tackle global and even local problems together. The pace and scale of rising threats mandate this new norm for teamwork.

Challenges and considerations

Opportunities

• Intellectual property and licensing • Varied and decentralized quality control • Different operational and working cultures across partners

• Solutions with more “real world” impact • Development of marketready skills and employable talent • Increased and diversified investment and financing

R E D E S I G N I N G E D U C AT I O N

25

Six university design imperatives

Diversified

Which partners in our networks could benefit in new ways from collaboration?

US$100B finance gap for countries to reach their education targets — U N ESC O, 2023

Higher education is only one part, and a complex part, of stretched education budgets for governments around the world. Digital transformation goals place further pressure on higher education decision-makers to expand and diversify funding sources and models.

26

(RE)IMAGINE

Higher education, worldwide, has tended to rely heavily on one or two sources for financing — government revenue and tuition.

There have been many indicators and proof points of the vulnerability of this model over the past several decades; however, unique economic pressures have exacerbated the risks and forced action. For some institutions, the results ranged from cuts to tuition hikes to mergers and ultimately closure. For those institutions that actually remained solvent and maintained their prior offerings and ownership models, sustainable revenue diversification continues to surface as a fundamental, yet somewhat elusive, design goal.

Root causes of declining financial stability in higher education • Fundamental changes to university funding • Policy constraints • Slow adaptation to market needs • Limited commercial ways of thinking — J I S C A N D E M E R G E E D U C AT I O N , 2 0 2 1 .

T H E F U T U R E O F R E V E N U E D I V E R S I F I C AT I O N I N H I G H E R E D U C AT I O N

“The experience of COVID-19 exposed challenges for higher ed’s financial stability and workforce that had been accumulating for years.”

— J E F F S E L I N G O , A U T H O R , F O R M E R E D I TO R C H R O N I C L E O F H I G H E R E D U C AT I O N , U D I G LO B A L F E L LO W

Limited revenue pipelines, restrictive policy environments, and rigidity in academic offerings and philosophy have emerged as primary culprits in the declining financial sustainability of universities.

Acknowledging the tenuous nature of both public subsidies for higher education and cost-sharing with students and families, new and/or alternative revenue sources are being increasingly tested. Emerging pipelines have been met with varying degrees of success and acceptance. The pipelines can be grouped into at least six primary categories: • Philanthropy and university foundations • Strategic corporate and private sector partnerships • Institutional mergers • Diversified online courses and credentialing • Real estate investments and diversified asset utilization • Technology transfer

R E D E S I G N I N G E D U C AT I O N

27

Modernized university mission

Robust digital solutions

28

(RE)IMAGINE

Agile and inclusive leaders and culture

Collaborative and civic-minded research and discovery

Transformative

learner experience

These six university design imperatives are critical to sustainable and meaningful higher education transformation.

Diversified partnerships and financial models

R E D E S I G N I N G E D U C AT I O N

29

Re:design 30

RE:DESIGN

Which structures and ideas are no longer serving your audiences, your team and your partners? What if everything was on the table to be redesigned?

n

drafting blueprints for implementation At the University Design Institute, we believe higher education has a fundamental responsibility to improve human and planetary wellbeing. Our vision is for universities to emerge as powerful engines of social transformation and economic impact.

Utilizing a co-design approach, we help partners envision the future and move from problems to prototypes. We relentlessly focus on advancing bold, novel, scalable and sustainable models and solutions for higher education.

All organizations are operating in environments and structures that were designed at one time.

Does their original design still work today? Does it actually serve its intended audiences? Does the structure match the resources and context in which it operates now?

R E D E S I G N I N G E D U C AT I O N

31

Design is the imagining a b systematicall to realize that

— B R U C E M AU , D ES I G N ER , F U T U R I ST, AU T H O R I N A S U ’ S R EP O S I T I O N I N G O F I T S EL F A S A S

32

RE:DESIGN

Where others have landed may not be where you are trying to go. The key is working in your own local context, being in motion and innovating the very way you move based on changing terrain.

act of better future and ly working t future. ”

R O F M A S S I V E C H A N G E A N D D ES I G N PA R T N ER S O C I A L LY D R I V EN EN T ER P R I S E

R E D E S I G N I N G E D U C AT I O N

33

“What you do makes a difference, and you have to decide what kind of difference you want to make.”

— J A N E G O O D A L L , E N G L I S H P R I M ATO LO G I S T A N D A N T H R O P O LO G I S T

34

RE:DESIGN

In a world that won’t stop changing, re:design is imperative Higher education has a fundamental responsibility to solve society’s problems and contribute to thriving local and global communities. Universities can and should serve as drivers of social impact and economic value. Yet most higher education institutions around the world were designed to solve societal needs for a very different era.

We need new models to transform universities into institutions that advance purpose-driven partnerships, collaboration across sectors, leapfrogging ideas and a relentless focus on innovation. We must commit to redesigning structures, cultures and practices to evolve into more relevant, resilient and adaptive systems of teaching, learning and impact.

University design is a strategic, inclusive and forward-looking process in which educational institutions, government, industry, nonprofits, civic groups and learners have a voice in shaping the future of higher education.

The power of university design lies in the collaborative and optimistic nature of its approach. The co-design process invites a wide group of stakeholders to imagine, to prioritize, to prototype, to iterate and to implement together, and always with a belief that change is possible when we all work together.

Minu Ipe Vice Chair and Managing Director University Design Institute

R E D E S I G N I N G E D U C AT I O N

35

(Re)imagine

Re:design

Discovery and ideation

Blueprints for implementation

Understand the varied perspectives, needs and opportunities of the co-designers; collectively identify and articulate the key, contextualized issues to be addressed.

Develop structures, strategies and processes to be applied and enacted in the desired context and for the desired outcomes.

36

RE:DESIGN

What is co-design?

Co-design is a strategic approach using structured, collaborative facilitation to distill perspectives, tools and ideas from a wide variety of stakeholders.

It helps institutions (1) develop and test innovative ideas with key stakeholders and (2) implement new initiatives with reduced risk.

Re_build

Prototyping and transformation Implement blueprints and iterate as needed to achieve desired outcomes and future.

Co-design applies a few key principles that are imperative for transformation to sustain and thrive in higher education. First, co-design incorporates systems thinking, a principle that acknowledges and takes responsibility for how all elements of a system affect the other elements. Second, the principle of dispersed expertise is applied in co-design, which invites diverse sets of knowledge and experiences into the room to ensure challenges and solutions are considered from multiple perspectives. Finally, co-design practices the principle of iteration, or starting to build something good instead of unrealistically waiting to build something perfect, as the method to advance ideas.

Transformation initiatives shaped through co-design are more inclusive, more meaningful and more likely to result in sustainable change.

R E D E S I G N I N G E D U C AT I O N

37

38

RE:DESIGN

Who actually does the re:design?

Everyone.

When you commit to co-design, every stakeholder is a designer.

Building on the expertise and insights of communities that will be impacted by the work, design processes should be participatory and inclusive.

Engaging a network of global experts is recommended to broaden perspective on transformation initiatives.

R E D E S I G N I N G E D U C AT I O N

39

Levels for transformative co-design A holistic approach is needed because actual and sustainable change in higher education requires attention to (re)design at multiple levels.

40

RE:DESIGN

Leaderlevel

Institutionlevel

Develop design expertise in current and future leaders to accelerate and scale impact.

Build capacity for universities to design and implement new models and drive transformation.

Individual

University

Systemlevel Country Consortium Ministry of Education

Engage diverse stakeholders to address opportunities and systemic barriers to change.

R E D E S I G N I N G E D U C AT I O N

41

42

RE:DESIGN

Ways to think about transformative co-design Exponential opportunity, impact and growth

The design process sets out to answer key questions about the community identity and culture, for example: • Who do you want to be as an institution?

• Who do you want to serve?

• What are shared values and common interests?

• How might you leverage current strengths to advance the institution more effectively?

• What type of leaders do you need?

• What will it feel like to work, teach, study, research here?

R E D E S I G N I N G E D U C AT I O N

43

_ Re build 44

RE_BUILD

How do the invisible systems get integrated in the new space of thriving? The metaphor of blueprints to real-life spaces uses renderings to bring the future into the present.

Putting the principles into practice The University Design Institute is based at Arizona State University, a living laboratory of innovation with over 20 years of intentional and applied university design experience.

At ASU, we know how challenging a structural and cultural transition can be. We have been in the same position ourselves.

We have transformed our own structures and culture and rebuilt them at all levels.

R E D E S I G N I N G E D U C AT I O N

45

“Education is the kindling of a flame, not the filling of a vessel.”

— S O C R AT E S

46

RE_BUILD

Permission to re:design at the largest scale What do you see for your organization in six months, a year, 20 years? Is it really where you want to go? What are the core gravitational forces shaping where you are now?

New creative and productive forces are arising that can foster innovation at all levels. Are you harnessing them? Or are you still working with the forces of the past?

For over 20 years at ASU we have sought out opportunity and rebuilt ourselves to channel these new forces.

By reimagining who we are and how we move in the world, we have allowed ourselves and our structures to be reshaped by powerful new forces of collaboration, inclusion, strategic partnership and diversified models for business and value creation.

This change has put us into an abundance mindset, has positioned us for sustained growth and has empowered our entire enterprise to deliver on the social responsibilities we committed to together.

We used this process in our own institution, redesigning it from the core outward.

R E D E S I G N I N G E D U C AT I O N

47

In one of the largest public art projects on campus, artist BJ Krivanek designed the installation of the word EXPLORE and text fragments and letterforms etched on the glass façade. They include letters from Latin-based, Native American and Asian languages, as well as numbers and punctuation marks, to represent the universal potential of language.

Our challenges • Rapid socioeconomic change • Increased global competition • Rapid cultural diversification • Limited higher education infrastructure • Historical physical and fiscal constraints in units • Physical constraints on core campus • Underperforming pre-K­­–20 education • Limited public and private support for ASU Options we considered • Replication model Building a university like Minnesota, Ohio State, UCLA • Incremental model Linear extrapolation to future from ASU of today • Differentiation model Building the New American University

48

RE_BUILD

The space itself is also a teacher. How is art and provocation present in your learning spaces? How can every new element be designed to inspire?

ASU’s boldest ambitions We set out to build a comprehensive metropolitan research university that is an unparalleled combination of academic excellence and commitment to its social, economic, cultural and environmental setting.

Build for the 21st century.

Shed party school image and prepare for the future.

Build for teaching and discovery.

Become the place where everyone can learn and hybrid new ideas are possible.

Build for the community.

Create the university as social enterprise.

• Build one university in many places.

• Build the university around strong, entrepreneurial colleges and schools.

• Create a design that allows colleges and schools to grow and prosper to their intellectual and market limits.

R E D E S I G N I N G E D U C AT I O N

49

ASU is a comprehensive public research university, measured not by whom it excludes, but by whom it includes and how they succeed; advancing research and discovery of public value; and assuming fundamental responsibility for the economic, social, cultural and overall health of the communities it serves.

50

RE_BUILD

We rewrote our mission, creating the university’s first charter, which serves as our North Star and our very reason for being.

We used the opportunity to recommit to our state, to our citizens and to a sustainable future that we build together.

These values are the foundation of what attracts students from around the world.

R E D E S I G N I N G E D U C AT I O N

51

ASU has remade itself into a

New American University

From agency to enterprise ee pillars anchor the ASU Public Enterprise In order to achieve its charter, ASU has reorganized its internal structures to an enterprise model.

))#%.99'40#'/:+,4#(+)#3=$#C789.:#J/()4%4.0) Advances academic excellence through the faculty and growing the quality, scope and scale of campus immersion and online programs.

Advances research, innovation, strategic partnerships, entrepreneurship and international development.

ASU Public Enterprise Office Units

!"#$%89<201*'&(&23' =>>2-'$#12*3

EdPlus@ASU ASU Enterprise Partners ASU Enterprise Technology Office 0.%<83?!"# ASU Enterprise Marketing Hub !"#$01*'&(&23'$%)&*1'&3 ASU Preparatory Academy !"#$01*'&(&23'$:'-;1+<+6,$=>>2-' ASU Enterprise Brand Strategy and Management !"#$01*'&(&23'$4)&5'*216$789 !"#$%&'()&)*+&,$!-).'/,

52

RE_BUILD

Serves learners across their entire lifespan, from kindergarten to high school to midcareer to post-retirement.

ASU nine design aspirations

Nine design aspirations guide the ongoing evolution of ASU as a New American University.

These institutional objectives are integrated in innovative ways throughout the university to achieve excellence, access and impact.

Leverage our place

Enable student success

Transform society

Fuse intellectual disciplines

Value entrepreneurship

Be socially embedded

Conduct use-inspired research

Engage globally

Practice principled innovation

Let’s take a closer look.

R E D E S I G N I N G E D U C AT I O N

53

Phoenix Bioscience Core

“Our faculty and students are working together with our surrounding populations ... in research that rapidly moves from the lab to the community to have a real impact for better health.”

— DEBORAH HELITZER, PRO FES SO R AN D D E AN O F THE COLLEGE OF H E A LT H S O L U T I O N S

Fastest growth in life sciences employment the Phoenix metro area topped the nation, ahead of Seattle, Denver, Boston and other major metro areas in growth

22,000+ jobs in life sciences in metro Phoenix at the end of 2020

54

RE_BUILD

The area includes a new 227,000-square-foot building, called 850 PBC, provides key biomedical facilities and resources that most startups and many researchers previously were not able to access.

These include clinical trial areas, dry labs with high-tech equipment for crunching numbers, a wet lab with resources for complex analytical chemistry and molecular biology analyses, a cardiovascular and exercise physiology laboratory, and a rehabilitation and motor control lab.

ASU design aspirations

Leverage our place ASU embraces its culture, socioeconomic and physical setting.

By partnering with bioscience experts at other local universities and businesses in the local market, ASU is working to catalyze a bioscience and innovation core in downtown Phoenix. The core is poised to revolutionize health and drive economic growth to benefit Arizona and beyond.

ASU scientists are working on a vaccine that could prevent people and dogs from developing multiple types of cancer. It would be a groundbreaking innovation protecting countless lives every year. It’s one of several lifesaving interventions researchers are striving to make a reality at the Phoenix Bioscience Core.

Research like this is quickly elevating Phoenix’s profile as a hotbed for life sciences innovation, says Phoenix Mayor Kate Gallego. Years of investments, planning and development are now bearing fruit as life science companies and university researchers improve health while bringing new opportunities to Arizona.

R E D E S I G N I N G E D U C AT I O N

55

ASU design aspirations

Transform society ASU catalyzes social change by being connected to social needs.

What started as a conversation between former Starbucks CEO Howard Schultz and Arizona State University President Michael M. Crow led to a shared philosophy and the idea of providing access to lifelong learning worldwide.

And they decided to do just that, starting with Starbucks employees (“partners”).

The ASU + Starbucks partnership makes this possible for eligible U.S. partners. to choose from 100+ bachelor’s degree programs offered 100% online.

Learn more at starbucks.asu.edu

“The Starbucks College Achievement Plan has really armed me with the tools to go out and be someone I’ve always aspired to be. I just maybe didn’t know how.”

— R O B E R T L . , A S U G R A D U AT E T H R O U G H S C A P

56

RE_BUILD

To Be Welcoming, addressing bias through understanding the human experience Public spaces and third places are more welcoming to all when we celebrate our shared humanity.

By understanding each other, we deepen connections. To encourage more meaningful conversations on this topic, leaders at Starbucks reached out to the experts at ASU to create this 15-course curriculum.

100+ top-ranked online bachelor’s degrees in the Starbucks College Achievement Plan

7,500+ Starbucks partners have graduated from ASU *As of December 2021

60+ companies partnering with ASU in innovative ways to bring education to their teams, including Starbucks, adidas, Uber, Desert Financial Credit Union and others

R E D E S I G N I N G E D U C AT I O N

57

ASU Innovation Open

$1.3 billion in external funding for ASU’s Skysong Innovations startups ASU passed the milestone in its portfolio at Skysong Innovations, the entity that brings ASU research into the marketplace.

Powered by the Ira A. Fulton Schools of Engineering, Breakthrough Energy Ventures and the eSeed Challenge, ASUio is designed to advance student-led startups that are tackling the world’s most challenging problems. In 2022, 30 teams representing 20 universities made it as finalists, including student entrepreneurs from MIT, Stanford and Johns Hopkins University.

ASUio, in its sixth year, awards one of the highest prize purses among collegiate pitch competitions in the U.S. with prize sponsors like Amazon, Avnet and BD.

$1B

Sustainability $530.3M $800M

$600M

Devices $214.3M

$400M

Energy $200.6M

Diagnostics $151.9M $200M

Therapeutics $89.7M Tools, reagents $41.2M 0

Vaccines $35.2M Software, networking $25.5M Materials, nanotech $7.2M Source: Skysong Innovations, 2023

200+ startups based on ASU intellectual property have generated more than $1.3 billion in investment capital to date.

10

58

RE_BUILD

SOURCE Global, an ASU startup now at SkySong in Scottsdale, was founded by Cody Friesen, an engineering professor.

The company creates clean water using solar power to pull it from the air. Friesen now mentors other startups.

ASU design aspirations

Value entrepreneurship ASU uses its knowledge and encourages innovation.

Students, alumni and community members tap into the startup ecosystem, funding sources and supportive networks. With the support of its entrepreneurial arm at Skysong Innovations, ASU has become one of the topperforming U.S. universities in terms of intellectual property inputs (inventions disclosed by ASU researchers) and outputs (licensing deals and startups).

Mentorship, funding and collaborative spaces are critical to the success of launching new venture concepts. ASU’s J. Orin Edson Entrepreneurship + Innovation Institute maintains a directory of networks that can provide not only the financial support startups need, but also the training, mentorship, capital and communities to help turn big ideas into a reality.

The Venture Devils program guides student, faculty and community-based entrepreneurs through the process of launching a venture by providing dedicated mentorship as well as access to funding opportunities and venture development workspaces.

Learn more at skysonginnovations.com and entrepreneurship.asu.edu R E D E S I G N I N G E D U C AT I O N

59

11

ASU design aspirations

Conduct use-inspired research ASU research has purpose and impact.

By redefining the 21st-century university as a knowledge enterprise, ASU has inspired its faculty and students to lead discoveries from the behavior of nanoparticles to the birth of galaxies, unveiling answers about our ancient past, our global future and everything in between.

Our interdisciplinary, solutionsfocused approach to research, entrepreneurship and economic development is centered on discovery that matters and the fusion of intellectual disciplines in order to solve complex problems.

With $677.3M in total research expenditures in FY21, ASU is one of the fastest-growing research enterprises in the United States.

Learn more at research.asu.edu

8

60

RE_BUILD

1 MechanicalTree™ = 1,000 trees Popular Science picks ASU professor’s MechanicalTree as a 2019 top technology.

The device was developed by Professor Klaus Lackner and his colleagues at ASU and commercialized by Carbon Collect. Over the next decade, Carbon Collect plans to deploy MechanicalTree farms globally to mitigate carbon emissions.

1,340 new U.S. patents* with

166 new patents in FY22 — U.S. Patent and Trademark Office report in which ASU is the first assignee for the patent *From July 1, 2002 to Dec. 7, 2022

4,100 invention disclosures since 2003

$677.3M estimated total research expenditures Center for Negative Carbon Emissions Klaus Lackner, a pioneer in carbon capture, views a greenhouse that will be fed carbon dioxide from his prototype materials at his lab in ASU’s Center for Negative Carbon Emissions.

Companies are building on his ideas to achieve climate goals.

ASU is one of the fastest-growing research enterprises in the U.S. It was named #6 in the U.S. for total research expenditures among universities without a medical school.

— National Science Foundation HERD survey, 2022

R E D E S I G N I N G E D U C AT I O N

61

9

Mentorship Students can find mentors through ASU’s mentor network, or connecting with a professor on a research project.

Tutoring ASU offers free tutoring and writing help to catch up or get ahead in classes.

Academic advising Advisors help ensure students are taking the right classes and are on the most efficient path to graduation. eAdvisor™ Students can see what classes they need to take, in which semester and receive alerts if they fall off track.

First-year success coaching Students get support in their transition to college life with a peer mentor who can offer tips and advice.

ASU Mobile App Allows students to easily access grades, schedule and financial aid information. They can also find ASU events, maps, library resources and more, all on their phones.

Counseling services To support emotional wellbeing, ASU offers professional counseling services as well as confidential 24-hour support.

Family support Families are part of the college journey, too. ASU offers resources and information to keep them connected.

24

62

RE_BUILD

ASU design aspirations

Enable student success ASU is committed to the success of each unique student.

Quality higher education should be available to any student capable of performing university-level work, regardless of socioeconomic status or geographic constraints. This objective is central to the ASU Charter and organizational design.

The university is dedicated to providing all learners with accessible and valuable pathways to knowledge, and preparing Universal Learners® capable of lifelong adaptation.

Coaching and support Paula Guzman, an academic advisor from the Mary Lou Fulton Teachers College on the West Valley campus, meets with a student to make sure they are taking the right classes to graduate on time.

R E D E S I G N I N G E D U C AT I O N

63

25

ASU design aspirations

Fuse intellectual disciplines ASU creates knowledge by transcending academic disciplines.

What is the outcome? A new learning setting that primes ASU’s students to become master learners who, with the support of exemplary faculty and staff, are capable of tackling society’s most complex and important challenges.

We have torn down the walls between disciplines, finding connection points between the seemingly unrelated research of different departments.

We have created entirely new academic units, centers and institutes devoted to the study of emerging fields that encompass many disciplines.

64

RE_BUILD

Biodesign Institute We deliver the future of natureinspired scientific innovation today for the betterment of human health, community safety and global sustainability.

36 interdisciplinary schools

174 interdisciplinary institutes and centers

R E D E S I G N I N G E D U C AT I O N

65

73,762 student engagements across all socially embedded activities

21,295,811 hours of student engagement

160 engaged courses

300+ study abroad programs

514 community-engaged programs that involve students

647 on-site community-based learning opportunities

66

RE_BUILD

Community partnerships At the Pause + Play installation in Mesa, design and architecture students designed and built an installation for the first Prototyping Festival for the city of Mesa. Unlike most projects that often apply a top-down approach, the professor and students proposed to prototype the process rather than the object. They partnered with Porter Elementary, a Title I school in the city of Mesa school district, collaborating with 75 sixth graders to design the installation.

ASU design aspirations

Be socially embedded ASU connects with communities through mutually beneficial partnerships.

For ASU, partnering with our communities is not an afterthought.

It is a fundamental part of our institutional identity. Tethering our success to the success of our communities has inspired us to achieve more and continually recommit to the public purposes of higher education. Embeddedness allows us to expand our reach into communities that are often forgotten, increase efficiency, prepare and strengthen a capable 21st-century workforce and amplify mutually desired outcomes.

R E D E S I G N I N G E D U C AT I O N

67

ASU design aspirations

Engage globally ASU engages with people and issues locally, nationally and internationally.

Through formal and emergent partnerships and collaborations, ASU grows its innovation infrastructure to maximize impact.

The scale and complexity of today’s global challenges are significant, but not insurmountable. Expanding knowledge and developing new solutions for these topics calls for diversity of expertise, perspective and international collaboration. ASU has made global engagement a core design aspiration, motivating our establishment of global partnerships that enable us to increase the breadth and depth of our initiatives. These relationships take us beyond our borders, stretch our minds, enhance our capacities, and help build a safer, more secure world.

Through the ASU-Cintana partnership, Alliance members share best practices across regions and fields of study, offer exchange opportunities for students and faculty, provide dual-degree programs with other members, and benefit from the scale of a global community of member institutions.

68

RE_BUILD

Global Futures Laboratory ASU has convened some of the world’s best scientists, scholars and innovators to launch the Global Futures Laboratory, a leadingedge effort to help create a habitable future that facilitates well-being for all.

Learn more at globalfutures. asu.edu

In the ASU Enterprise

25 international locations

200+ academic partnerships

453 research and sponsored projects globally

13,000+ international students

85 study abroad locations In Global Futures Laboratory

740+ scientists and scholars in GFL

1,300+ students in the College of Global Futures Through the ASU-Cintana Alliance

140,000+ students “Powered by ASU” R E D E S I G N I N G E D U C AT I O N

69

Dimensions of character Moral • Identify and acknowledge fundamental values.

• Utilize moral and ethical decision-making.

Civic • Understand culture and context.

• Engage multiple diverse perspectives.

Intellectual • Develop habits of an informed systems thinker.

• Reflect critically and compassionately.

Performance • Design creative solutions.

• Navigate uncertainty and mitigate consequences.

When individuals practice Principled Innovation, their actions exhibit the empathy, honesty and humility inherent in moral character; the desire to serve others that is part of civic character; the truth-seeking impulse of intellectual character; and the problem-solving commitment of performance character.

70

RE_BUILD

ASU design aspirations

Practice principled innovation ASU places character and values at the center of decisions and actions.

This powerful approach helps ensure we are not just innovating for the sake of change but to fulfill our values.

When using Principled Innovation, we start with a basic question about any prospective change or course of action: We can, but should we? Principled Innovation is a practice that offers reflective approach to change that centers the wellbeing of humanity, communities and society as a whole. It is a framework for ethical decisionmaking that can be embraced by individuals, organizations and systems. It informs simple, everyday decisions and complex actions at all levels.

R E D E S I G N I N G E D U C AT I O N

71

Nine core dimensions of leadership at ASU

1. Think expansively, think differently Imagine how things could be.

Anticipate what the future may bring and translate into action.

4. Nurture a culture that values inclusion and innovation Create and support a culture where creativity flourishes and diverse groups of individuals thrive.

7. Lead with courage

2. Support ongoing adaptation Identify adaptations that will sustain the institution over the long term. Develop prototypes and experiments and make adjustments regularly.

5. Champion collaboration Advance ideas by leveraging the knowledge assets of the institution and by addressing barriers that discourage interdisciplinary and crossfunctional collaboration, both between and within units.

8. Execute with influence

Take risks, advance bold ideas, challenge the status quo and established conventions while

Operate beyond authority alone.

Find ways to leverage people and mobilize resources to move

bringing people along.

efforts forward.

72

RE_BUILD

3. Be innovators and institution builders Advance innovative ideas and build institutional structures, practices and routines that will sustain the institution over time.

6. Develop a pipeline of leaders Identify talent early and invest in the next generation of leaders for the institution. Actively engage as a mentor or coach for leaders in the pipeline.

9. Engage with empathy Recognize the needs and perspectives of users before designing solutions. Attend to the needs of people on teams to create productive work environments.

Leadership development In constructing an adequately reinforced structure, there needs to be a continuous supply of builders, who are empowered to implement as well as critically challenge and enhance the blueprints and plans, when needed.

Anchored by the institution’s charter and driven by the nine university design aspirations, leaders at ASU design systems, processes and new initiatives within their spheres of influence, keeping the university on a trajectory of innovation as it evolves into the future.

ASU has developed a suite of formal leadership programs that inspire and provoke thinking, conversations and action across and for the community.

The suite of programs exist for those in formal leadership roles as well as those who lead in many ways without titles or positions. It is for those who want to measure their success by the culture and capacity they build in their units and people they lead. It is for leaders who want to build an enterprise that is innovative, adaptive, agile and ready for change well beyond their own tenures.

The leadership programs are built around nine core dimensions of leadership and habits of mind unique to success at ASU but applicable well beyond the ASU community.

R E D E S I G N I N G E D U C AT I O N

73

“The New American University: A New Gold Standard”

Since 2002

Mileposts of change at ASU

July 2002

November 2002

December 2002

March 2003

Michael M. Crow

President Crow delivers inaugural remarks that included the outline of design imperatives to shape the university moving forward.

ASU initiates partnership with Mayo Clinic in Arizona. The partnership will continue to grow, forming an alliance between ASU and Mayo Clinic, the recognized world leader in patient care, education and research.

ASU begins collaboration with the city of Phoenix to establish the Downtown Phoenix campus.

Community members help shape it.

August 2008

January 2009

Second phase of a

Completes the third phase of a universitywide academic reorganization. Academic redesign is now part of the institution’s DNA.

President Barack Obama speaks at ASU. The President Barack Obama Scholars program is created. Michael M. Crow is named one of Time’s 10 Best College Presidents.

reorganization. Changes

are driven by opportunities for intellectual synergy, and result in $2.7 million in savings. More than a dozen colleges and schools are reorganized.

becomes ASU’s 16th president.

2008

Design visionary and social impact leader Bruce Mau collaborates on the creation of ASU’s bold brand look. The practice of design continues to be

democratized throughout the university, inviting innovation and reinvention at all levels.

May 2009

*+4))#%.99'40#'/:+,4#(+)#3=$#C789.:#J/()4%4.0)

0.%<83?!"#

!"#$%89<201*'&(&23' =>>2-'$#12*3

!"#$01*'&(&23'$%)&*1'&3 !"#$01*'&(&23'$:'-;1+<+6,$=>>2-' ASU Enterprise Brand Strategy and Management !"#$01*'&(&23'$4)&5'*216$789

!)

!"#$%&'()&)*+&,$!-).'/,

December 2014

September 2015

March 2018

September 2020

November 2020

EdPlus launches to

ASU is named “No. 1 Most

The Barbara Barrett &

ASU launches Julie

ASU Enterprise model

enhance access to

Innovative School” by U.S.

Sandra Day O’Connor

Ann Wrigley Global

launches, structuring

technologically enhanced

News & World Report (an honor that would be granted a record nine times, from 2016 to 2024.

Washington Center opens in

Futures Laboratory,

Washington, D.C.

encompassing the new College of Global Futures, a major research institute, a solutions service and engagement initiatives.

the university’s activities into Academic, Knowledge and Learning Enterprises.

learning opportunities across all modalities. New

developments include delivery of learning in virtual environments.

74

RE_BUILD

April 2003

August 2006

October 2006

Groundbreaking for the Biodesign Institute, the first interdisciplinary research institute in the U.S. entirely devoted to bio-inspired innovation.

Downtown Phoenix

The School of Sustainability launches as the first comprehensive degree-granting program of its type in the nation.

With many building renovations and new buildings earning LEED certifications, ASU will be named No. 1 in the U.S. for sustainability by the Sierra Club in 2021.

campus opens. Schools

include the Walter Cronkite School of Journalism and Mass Communication, Sandra Day O’Connor College of Law, College of Health Solutions, and Watts College of Public Service and Community Solutions.

August 2009

September 2014

June 2014

ASU Online launches to

ASU becomes a founder

Starbucks establishes a

provide broad access to high-quality higher education, building dozens of degree programs across disciplines, including science and engineering.

of the University

partnership to enhance

Innovation Alliance to

access to education for

transform education by increasing the number and diversity of college graduates in the U.S.

its employees. Thousands

of “partners” have now graduated through the program and over 16,000 are currently working toward their degrees.

January 2008

December 2006

First phase of a comprehensive academic reorganization completed.

All 21 deans report directly to the executive vice president and university provost, giving more autonomy to deans, with each one responsible for academic excellence and student success in his or her school or college.

ASU SkySong Scottsdale Innovation Center opens, offering a unique hub for innovation, technology and business development.

In 2023, ASU will have raised $1.3 billion in external funding by the startups in its portfolio at Skysong Innovations, the entity that brings ASU research into the marketplace.

November 2014

ASU establishes its first-ever charter, articulating its

dedication to the inclusion and success of students, and to a responsibility to the communities it serves.

January 2021

May 2021

June 2022

June 2023

Oct 2023

ASU renames its film

ASU’s new Health Futures Center, home of the Mayo Clinic and ASU Alliance for Health Care, is the latest development in the nearly two-decades-long relationship between the nation’s most innovative university and the world leader in health care.

ASU is named a Hispanic-

ASU joins the prestigious

ASU’s Psyche mission

Serving Institution by

Association of American

launches. The first ASU-

the U.S. Department of Education, a major milestone in its enterprisewide commitment to increase the diversity of its student body.

Universities. The association

led deep-space mission launches from Kennedy Space Center. The journey to the metal-rich asteroid called Psyche offers a unique window into the building blocks of planet formation.

school after actor and filmmaker Sidney Poitier,

the first Black man to win the Academy Award for best actor. Poitier is known for breaking racial barriers and embodying characters with dignity and wisdom.

comprises elite research universities such as Harvard, Stanford, UCLA and the University of Washington.

The award reflects the university’s academic and research strength.

R E D E S I G N I N G E D U C AT I O N

75

Through desi the culture of research-driv university in t States has be and forever a — M I C H A EL M . C R OW, A S U P R ES I D EN T 76

RE_BUILD

ign, f a major, ven public the United een inextricably altered. ” R E D E S I G N I N G E D U C AT I O N

77

(Re)imagine, re:design and re_build with the University Design Institute While the messages and narratives in this design book require some degree of generalization, global trends are indeed evident, disruptive and undoubtedly pressure higher education to transform. And, there are globally applicable responses to these pressures.

New, bold and adaptive models along the six university design imperatives are needed if higher education is to remain viable and enabled to help solve grand societal challenges.

When ASU set forth on its transformation journey two decades ago, we knew we had to redesign ourselves from the core outward. We focused on purpose, we recognized the importance of context, we committed to an inclusive process and we applied design principles that gave us the structure and freedom needed to reimagine, redesign and rebuild the institution. Today we are a comprehensive knowledge enterprise dedicated to the simultaneous pursuit of excellence, broad access to quality education and meaningful social impact.

The University Design Institute was born out of this transformation process. Today we support ASU’s ongoing transformation and we support transformation in countries, systems and institutions around the world. We help reimagine a future with new possibilities. We help develop blueprints to redesign strategies, structures, processes and metrics. And we help rebuild higher education by developing capacity for sustainable change.

Because UDI sits within the unique living laboratory of ASU, we understand the challenges that global higher education is facing and we have lessons learned that come from the complex transformation process.

We have been here before, we have worked with countless others in their journey, and we use these experiences to grow and support others as they move forward.

We invite you to join us in the transformation journey.

For more about UDI, visit our website: udi.asu.edu 78

RE_BUILD

ichael M. Crow, President M Arizona State University Chair, University Design Institute

inu Ipe, Vice Chair and M Managing Director University Design Institute

Change is possible when we work together.

Let’s (re)imagine re:design re_build together.

udi.asu.edu