Mario Violich, FAIA and Gabriel Strzepek, AIA joined by Fred Parker from MAAS Companies, Inc. engaged the audience in a meaningful and relevant discussion about the future of continuing education. The discussion was part of the Vision 2030: Noncredit Summit hosted by North Orange Continuing Education (NOCE). This year’s summit looked at themes of access and inclusion for students and how communities can be transformed through noncredit education.
At the summit, they discussed welcoming and belonging and next steps for Continuing Education. Three recent Moore Ruble Yudell case studies of Continuing Education institutions in Southern California were evaluated: North Orange Continuing Education, San Diego College of Continuing Education, and Centennial Education Center. Our work at Moore Ruble Yudell is focused on the needs of local community colleges and the students they serve.
Who are Continuing Education students today and how have their needs changed?
Continuing Education students today represent a diverse population of learners, ranging from adult students seeking career changes or skill development to those pursuing high school equivalence or improving their language skills. Many are balancing jobs, family commitments and education which requires flexible learning options. Others are recovering from drug abuse or adjusting to new disabilities, and many are learning English for the first time.
With the rise of remote and hybrid learning, higher education institutions have evolved from managing one campus to managing two – both one physical and one digital. In-person facilities are now integrated with online platforms, allowing students to navigate seamlessly between classrooms, Zoom meetings, and other virtual resources. While it provides major opportunities, this shift also presents challenges in fostering a sense of belonging as creating a welcoming campus is now necessary through both the physical facilities as well as the remote ones.
How can we meet these evolving student needs?
One way is to think about the process of engagement across all phases of project development, not just at the building design and execution phases. This is where stakeholder and leadership vision build the foundation for subsequent phases. Engagement provides an opportunity for marginalized constituents to be recognized and heard. It’s also where priorities, projects and amendments are addressed to anticipate emerging needs. If the engagement process happens too late, it leads to misallocated funding that does not support the needs of users or constituents.
What does it mean to belong and what are the attributes?
Continuing Education programs need to capture and retain students, especially in a post pandemic environment. To draw students in, campuses need to be identifiable within their communities and easily accessible through transit. Connecting the existing circulation network to the major transit access can help extend the welcoming front door all the way from the campus heart to the curb. Highlighting campus identity can bridge the connection to the surrounding community with vibrant public space and an inviting front door. Creating spaces for students to “see and be seen” can help enhance the feeling of belonging and encourage deeper student engagement.
