one cca gensler report

oneccaA MOVE OF VISION AND SUSTAINABILITY

MISSION AND VALUESMISSION_ California College of the Arts educates students to shape culture and society through the practice and critical study of art, architecture, design, and writing. Benefiting from its San Francisco Bay Area location, the college prepares students for lifelong creative work by cultivating innovation, community engagement, and social and environmental responsibility.

VALUES_ As an educational and cultural institution, CCA believes in fostering the artistic and academic excellence of our students and faculty. We cultivate intellectual curiosity and risk taking, collaboration and innovation, compassion and integrity. As a global citizen and a good neighbor, CCA believes in its role as a proponent of social justice and community engagement. We promote diversity on our campuses by improving access and opportunities

for underrepresented groups, and we see this endeavor as vitally enriching for everyone. We value sustainability and believe that as a school of the arts we have a unique ability and an ethical responsibility to shape a culture that is more environmentally responsible. We understand the importance of creative economies and the role of artists, designers, architects, and writers in solving social, cultural, environmental, and economic problems.

ONE CCA

©2015 California College of the Arts

For more information, contact: David Meckel, Director of Campus Planning [email protected]

Jennifer Stein, Vice President for Operations [email protected]

CALIFORNIA COLLEGE OF THE ARTS

OUR STRATEGYThis document is a road map for shaping the future of California College of the Arts. It comes at an important point in the college’s history—a time when it is experiencing significant opportunities and challenges. These include our own ambition to embrace next-generation educational pedagogy and programs; changes in regulatory requirements in higher education; evolving market demand; new technologies; the economic growth of San Francisco and the greater Bay Area; and a prioritization of long-range sustainability in all its forms—environmental, social, financial.

MISSION AND VALUESMISSION_ California College of the Arts educates students to shape culture and society through the practice and critical study of art, architecture, design, and writing. Benefiting from its San Francisco Bay Area location, the college prepares students for lifelong creative work by cultivating innovation, community engagement, and social and environmental responsibility.

VALUES_ As an educational and cultural institution, CCA believes in fostering the artistic and academic excellence of our students and faculty. We cultivate intellectual curiosity and risk taking, collaboration and innovation, compassion and integrity. As a global citizen and a good neighbor, CCA believes in its role as a proponent of social justice and community engagement. We promote diversity on our campuses by improving access and opportunities

for underrepresented groups, and we see this endeavor as vitally enriching for everyone. We value sustainability and believe that as a school of the arts we have a unique ability and an ethical responsibility to shape a culture that is more environmentally responsible. We understand the importance of creative economies and the role of artists, designers, architects, and writers in solving social, cultural, environmental, and economic problems.

ONE CCA

©2015 California College of the Arts

For more information, contact: David Meckel, Director of Campus Planning [email protected]

Jennifer Stein, Vice President for Operations [email protected]

For more than a century California College of the Arts (CCA) has educated young creative people to become problem-solvers, trailblazers, and entrepreneurs, while embracing our values of social responsibility, diversity, and academic excellence.

We now have a once-in-a-lifetime opportunity to make a fundamental change that will allow us to redefine arts education for the 21st century. We want to bring together our two campuses to create a unified, innovative, and vibrant institution in San Francisco that will have a powerful and lasting effect on cultural, social, and environmental issues.

Our goal in implementing this change, however, is not to reshape CCA’s core mission and educational ideology. Rather, we strive to reaffirm our powerful founding legacy in the Arts and Crafts movement, to amplify the college’s reputation for diverse practice, and to promote the distinctive educational model that has defined a CCA education for over 100 years.

Strategic Framework for Campus Planning

In June 2015, we completed the first phase of a long-range plan—a strategic framework to develop a path to CCA’s future. The yearlong process involved faculty, students, staff, alumni, and trustees, and built on our previous work in academic planning. This publication documents the process and presents findings and recommendations, which focus on key areas such as student experience, housing, and financing.

From Two Campuses to One

During the planning process, we confirmed that one of our greatest challenges is CCA’s two-campus structure and its effect on teaching and learning inside and outside the classroom. The physical divide that currently separates our community of makers presents social, logistical, and most importantly, pedagogical challenges.

Bringing our academic programs together would have far-reaching benefits. It could significantly increase synergies among disciplines; allow us to build new, improved, and integrated facilities for making, learning, and living; and increase connections among CCA community members and with leading practitioners, industries, and supporters outside the college.

A Moment To be Bold

The steps we are taking today will prepare us for the future and position CCA to take advantage of opportunities that we couldn’t even have imagined as recently as five years ago. This is a moment for CCA to be bold. We are in the right place, at the right time, with the right values and educational model.

Sincerely,

Stephen Beal

LETTER FROM THE PRESIDENT

oneccaCALIFORNIA COLLEGE OF THE ARTS

onecca

ES_EXECUTIVE SUMMARY

1.0_OUR OPPORTUNITY

2.0_OUR CONTEXT

3.0_OUR CULTURE

4.0_OUR PROCESS

5.0_OUR APPROACH

ES.1 THE FUTURE OF HIGHER EDUCATION

1.1 A UNIQUE MOMENT

2.1 FOUNDING VISION

3.1 ACADEMIC PLAN THEMES

4.1 PLANNING PROCESS

5.1 WE HAVE MANY OPTIONS

ES.2 TWO CAMPUSES

1.2 A THINKING AND MAKING CURRICULUM

2.2 THE CHANGING LANDSCAPE OF HIGHER EDUCATION

3.2 LEARNING HAPPENS EVERYWHERE

4.2 STAKEHOLDER ENGAGEMENT: REID EXERCISE

5.2 CAMPUS PLANNING

ES.3A UNIFIED CCA

1.3 AN AGILE INSTITUTION

2.3 LOCATION, LOCATION, LOCATION

3.3 MAKING IS FOUNDATIONAL

3.4 LEVERAGE RENEWABLE RESOURCES

3.5 TAKING THE LEAD IN THE DIGITAL REVOLUTION

3.6 THEN AND NOW

5.3 FINANCING AND REAL ESTATE

5.4 PHASING AND FLEXIBILITY

5.5 GLOSSARY

ES EXECUTIVE SUMMARY

“We can’t solve problems by using the same kind of thinking we used when we created them.”Albert Einstein

ES _ EXECUTIVE SUMMARY


ES.1_THE FUTURE OF HIGHER EDUCATIONHigher education in the United States is at a crossroads.

On one hand, this country’s model of higher education—with its flexibility, broad range of opportunities, and accessibility for people of all ages and economic backgrounds—is much envied and emulated around the world.

On the other, each day seems to bring a government report or news piece questioning the effectiveness of higher education. Escalating costs, pressure to tie curriculum and programs directly to “gainful employment,” growing concerns about low graduation rates, high levels of student debt, questions about assessment, and the proliferation of online and for-profit schools—these issues have fueled questions about the purpose and value of a college degree.

Add to that the dramatic changes in the demographics of students entering college, and their demand for more concentrated, specialized, customized experiences, and it is clear that we need to be nimble and smart going forward.

Interdisciplinary, collaborative, diverse, project-based, and inclusive—this is the learning environment we strive to create at CCA. It also describes the evolving workplace our graduates are entering.

Art schools such as CCA offer a particular approach to education that is focused both inward and outward. We strongly encourage personal growth and creative exploration while promoting the development of specific skills and deep knowledge.

There is a growing demand for creative people across a broad range of industries. Employers that have traditionally looked solely to graduates of large research universities are now also seeking artists and designers who bring to the table an entrepreneurial spirit, unique problem-solving skills, and a hacker/DIY mentality.



ES.2_TWO CAMPUSESSince it was founded in 1907, CCA has evolved and expanded in terms of pedagogy, student population, programs, and disciplines, as well as in the diversity and extent of the community we serve. That agility has allowed us to maintain our relevance. We have changed our name four times since 1907. Our campus configurations have gone from one campus to two to three, and back to two.

Today, our two campuses have distinct functional, organizational, and program-based identities. Both have a long history of supporting makers and designers, but the fact that our community is divided impedes our ability to truly dissolve the boundaries between disciplines and create an environment that encourages new ways of making through hybridity and multidisciplinarity.

Furthermore, the Oakland campus itself makes crossing boundaries and sharing knowledge difficult. The site is small, and it is physically segmented into discipline-specific areas. To try to change it to meet our needs would require breaking much of what we hold dear about it.

Simply adding a new wing to our San Francisco campus is also not the right solution. It would not produce the crossing points, serendipitous exchanges, or green space we seek.

HONOR THE PAST. EMBRACE THE FUTURE.



ES.3_A UNIFIED CCAOver the past year, members of the CCA community have been involved in a discussion about our future.

As a direct result of these conversations, a greater degree of cross-fertilization among programs and student services has already developed. Shops on the two campuses began collaborating, faculty started testing new multidisciplinary studios combining the fine arts and design, and we collectively prioritized more than ever a dense, shared experience that involves both structured and spontaneous interactions.

The ultimate goal of the discussions is to imagine a new platform for an arts education in the 21st century. We have concluded that returning to a single-campus model is the key to maximizing flexibility, opportunities, and learning experiences for our students.


1.0 OUR OPPORTUNITY

“CCA is in the enviable position of being able to redefine what an art and design educational institution looks like in the 21st century.”Steve Beal, President


1.0 _ OUR OPPORTUNITY

1.1_A UNIQUE MOMENTVery rarely in an institution’s history does it have the opportunity to pivot in a way that makes its mission both more relevant and more sustainable.

Remarkably, the Bay Area has seen this happen more than once in recent years. The Exploratorium moved to the waterfront and expanded. UCSF created a whole new community, Mission Bay. The California Academy of Sciences and the de Young scrapped their buildings and started over. And SFMOMA acquired adjacent land to more than double its size.

CCA’s trustees provided the college with a similar capacity to change when they secured one of the last large parcels of land in San Francisco, immediately next to the existing campus. We were then able to create an Art and Design Educational Special Use District that combines the two parcels.

CCA now has the ability to bring everything together in one location—one with flexible teaching and learning environments, energy-efficient equipment and buildings, affordable net-zero housing, and resilient landscaping and living roofs.

A MOVING STORY_

“At Pixar, the two campuses were so dramatically different. Point Richmond was treated by Pixarians much like a messy college dorm —scooters in the halls, video games, huge props and objects laying around. When we moved to Emeryville, here was a brand-new, bespoke building—Steve Jobs’s personal pride and joy. That left us feeling excited about having our very own modern space and yet totally freaked out that it would lack the mojo, the personalization, and the vibe of the old Point Richmond campus. Instead, the facility became immediately ‘lived in’ and shaped by the Pixar community into a contemporary environment incorporating both messy and fun workspaces.”

Jay Ward (BFA 1993), Pixar



1.2_A THINKING AND MAKING CURRICULUMCCA strives to offer an art and design education with a distinctive structure and style.

Our students, regardless of their choice of major, engage in project-based learning. They practice integrative, team-centered thinking and build their ideas through iterative, progressive modeling. They gain empathy, and an appreciation for how different disciplines bring distinct approaches to solving complex real-world problems. They learn to focus their creative ideas and to make art that matters—not just within the boundaries of our campus, but also out in the world.

Art and design students learn within a culture of critique, where they present their creative work to peers, faculty, and outside experts in a public forum.

Feedback is not confined to private comments from teacher to student through an end-of-term paper. Rather, it is direct and continuous, in a forum of diverse and sometimes conflicting views and opinions.



“THIS IS THE CITY OF ‘YES!’ AND OF ‘WHY NOT?’” Dr. Jonathan Foley, California Academy of Sciences

1.3_AN AGILE INSTITUTIONIn the past, CCA did not have the benefit of operating within a comprehensive planning framework. Nonetheless, the college has consistently subsumed opportunities for improvements to advance its mission. We’ve added new programs; acquired facilities and real estate; formed local, national, and international partnerships; and filled faculty positions through national searches.

Going forward, our goal is to have a comprehensive planning scenario in place for CCA to strategically grow, adapt, and embrace mission-aligned opportunities.

How might we create a net-zero- carbon college?

How might a tool for this be used for that?

How might a student design their own CCA experience?

How might student housing be made more affordable?


2.0 OUR CONTEXT

“The world is not flat – it’s hyper-local.”Douglas Crawford, Associate Director QB3


2.0 _ OUR CONTEXT

2.1_FOUNDING VISIONFrederick Meyer founded CCA in 1907, one year after the 1906 earthquake and fire devastated San Francisco. At our very genesis, then, an entrepreneurial vision and resiliency underscores CCA’s ethos. Meyer was a strong proponent of the Arts and Crafts movement, which sought to connect art to social, political, and economic issues as a means to solve problems and make a positive contribution to the community. It was a time of rebuilding and rebirth in San Francisco, and Meyer was at the forefront.

Today, as the role of creativity in our society and economy is increasingly recognized and valued, CCA’s founding ideals have never been more relevant. Artists, designers, architects, and writers play a critical role in addressing societal challenges and have become leaders in a culture that relies on the marriage of technological innovation and creative content. Like the Arts and Crafts movement of the early 1900s, San Francisco is in the midst of another zeitgeist, and Meyer’s legacy is perfectly positioned to deepen its ties to the community and be impactful.

2.0 _ OUR CONTEXT


“EDUCATING THOSE WHO CAN DO.” Frederick Meyer, Founder of CCA

2.2_THE CHANGING LANDSCAPE OF HIGHER EDUCATIONWe are living in times of dynamic disruption in higher education. Students today have new expectations, interests, degrees of preparedness, and perspectives on education and career. As we look ahead to the future of CCA, we must consider our students.

At the national level, nearly one third of entering first-year undergraduates are first-generation college students, and of these, almost one quarter are low income. Racial and ethnic composition is rapidly evolving; as economies have globalized and access to wealth has increased, there has been a rise in the international student population.

Students are demanding more options and greater flexibility in how their courses are structured. As a result, the traditional model of college is changing: low-residency programs, accelerated-degree options, certificate and part-time programs, and online learning are proliferating at all types of colleges and universities.

To sustain our position as an arts education leader, we must continue to build on our core strengths: innovative programming, talented faculty, connections with industry, and a world-class location. We must also respond to changing student demographics, evolving learning styles, and the enormous changes in contemporary art and design practice.

For us to attract and retain a diverse student body and world-class faculty, and continue to forge connections between industry and academia, we need to introduce innovative new program models and design new campus spaces for them to inhabit.


2.0 _ OUR CONTEXT

2.3_LOCATION, LOCATION, LOCATIONWhere a student receives their education is key. CCA is at the epicenter of a regional hub of creativity and innovation. We’re in the right place at the right time.

The San Francisco Bay Area is a global center of innovation and creativity, defined by entrepreneurship, sustainability, and social activism, as well as design and technology. Our region is home to thousands of new start-ups, and some of the most prominent tech firms in the world: Google, Apple, Facebook, Yahoo, Adobe, Intel. The Bay Area is experiencing stronger connectivity through foreign direct investment, links to other technology regions, large numbers of international students at our colleges and universities, and a globally diverse population that serves as an important business and cultural bridge.

Concentrating CCA in San Francisco will give us better access to some of the world’s most creative teaching talent as well as an increased ability to forge connections with Bay Area corporations, arts and cultural institutions, nonprofits, and other world-class educational entities. It will also provide a remarkable link to the global community, and a place-based cultural identity that stands out in the competitive global and domestic marketplace.

.

INNOVATION CORRIDOR_ Located in an area recently described as the “Innovation Corridor,” our San Francisco campus is poised to play a key role in the rise of one of the last still-underdeveloped areas of the city. The campus occupies a strategic position between the new biotech and medical research area anchored by UCSF’s Mission Bay campus and the Showplace Square Design District with its many design firms, start-ups, and larger tech companies. Enhancing the lively neighborhood and relations between CCA and the dynamic industry already surrounding us is a key component of our mission and critical for our success.

CHANGING FACE OF THE NEIGHBORHOOD_ When CCA first purchased the Greyhound building in San Francisco in 1995, the neighborhood was characterized by light manufacturing, and there were many underdeveloped parcels. Much has changed in the past 20 years, and CCA has played an instrumental role in shaping these changes. The acquisition and renovation of several buildings; the daily presence of hundreds of students, faculty, and staff; the continued growth of our academic programs; and the wide array of programming open to the public—all of these have contributed to transforming the area into a vigorous urban campus environment.

GAME-CHANGING ACQUISITION_ The recent purchase of the two-and-a-half-acre adjacent lot was a game changer for CCA—it is allowing us to explore bringing together the Oakland and San Francisco programs in one location. We envision a sustainable campus with technologically advanced art and design studios, student housing, restaurants and other retail activity, green space, community space, and “incubator” facilities to nurture our creative relationships with community, academic, cultural, and industry partners.

SAN FRANCSICO

SILICON VALLEY

1 Adobe

2 Airbnb

3 Ammunition

4 Asian Art Museum

5 Autodesk

6 California Academy of Sciences

7 Contemporary Jewish Museum

8 de Young Museum

9 Dolby Labs

10 Dropbox

11 Exploratorium

12 frog design

13 fuseproject

14 Gap Inc.

15 Gensler

16 Hot Studio

17 Legion of Honor

18 Method

19 Mexican Museum

20 Museum of African Diaspora

21 Museum of Craft and Design

22 Nurun

23 Sega

24 SFMOMA

25 Square

26 Steelcase

27 Stumbleupon

28 Twitter

29 Wired Magazine

30 Yelp

31 Yerba Buena Center for the Arts

32 Zynga

OAKLAND

Jump Associates

Facebook

Oakland Museum of California

The Crucible

Pandora

Tippett Studio

Pacific Film Archive

Berkeley Art MuseumenvelopeA+D

Pixar

Ask.com

Swarm Gallery

Pro Arts

Hewlett Packard

IDEOTesla

LinkedIn

Google

Yahoo eBay

Intel

Apple

Cantor Center for the Visual Arts

San Jose Museum of Art

17

8 4

23

7

11

30

25

26

27

29

15

14

10

3

22

20

19

16

24

31

2

1

28

18

5

21

9

12

13

32

6 OaklandCampus

San FranciscoCampus

3.0 OUR CULTURE

“A new campus could merge the patina of the Oakland campus with the transparency of the San Francisco campus. Students should walk in and have a natural understanding of the place that is consistent with our ethos.”Faculty member during the planning process


3.0 _ OUR CULTURE

3.1_ACADEMIC PLAN THEMESThe development of CCA’s Academic Plan in 2014 came at an important point in the college’s history—a time of key decisions around location, growth, competition, sustainability, and dynamic change in higher education, including opportunities and challenges specific to art institutions. The Academic Pathways Plan sought to respond to a wide range of trends that are influencing our educational model.

KEY PRINCIPLES_

Increased desire for flexible, personalized education options

A more interdisciplinary education that blurs borders

A growing desire on the part of our students, faculty, and staff for social impact that connects art and design to civic service and social justice

More diversity initiatives in pedagogy and practice

Expectations for ecologically responsible, sustainable design

Partnerships and relationships that diversify programs and revenue sources

Increase in international student population

Substantial new thinking about how to define and provide the creative leadership necessary for the betterment of society

1_SAN FRANCISCO BAY AREA_ CCA sees its Bay Area location as a nexus of flexibility, freedom, transdisciplinarity, a climate of innovation, and a willingness to challenge existing models. This ethos and emphasis should be applied across all programs.

2_RISK AND EXPERIMENTATION_ CCA embodies a culture of experimentation, risk taking, and challenging the status quo, both within the curriculum and outside in co-curricular and external activities.

3_SOCIAL JUSTICE_ Since its founding at the height of the Arts and Crafts movement, CCA has recognized that the arts are deeply connected to society. Art, design, and architecture can be both a lens and a vehicle for social and environmental justice.

4_TECHNOLOGICAL INNOVATION AND CRITIQUE_ CCA acknowledges that technology is embedded across the entire life cycle of creative work, from ideation to construction to distribution. The college takes particular pride in its function as a platform to critique technology from an ethical framework, as well as to harness its power to improve lives and get things done.

5_HYBRIDITY AND INTERDISCIPLINARITY_ CCA values its depths and strengths in the fine arts, craft, design, and architecture. But all disciplines are enhanced by interdisciplinary interactions, and we are committed to fostering hybridity as a value in critical contemporary culture and the creative economy.

6_EXTERNAL EDUCATION_ A highlight of academic life at CCA is access to external learning opportunities. The educational experience we offer is deeply rooted in the Bay Area, and our students become local and global citizens as they grow their values and professional skills.

7_COLLABORATIVE COMMUNITIES_ CCA educates collaborative, creative change makers who can navigate an increasingly technology-driven society and marketplace. Few creative leaders work alone. Collaboration—among both students and faculty—is more important than ever as a key skill for social change, culture creation, and economic success.

SEVEN THEMES FOR A UNIFIED CAMPUS


3.0 _ OUR CULTURE

3.2_LEARNING HAPPENS EVERYWHEREStudents engage in a variety of ways throughout the day, in a range of environments. It can happen in the studios, the labs, student housing, hallways, outdoor spaces, and the city at large.

LEARNING BY DOING _ CCA provides a variety of space typologies: formal instructional spaces, informal “safe failure” zones for experimentation, and multi-zone spaces that offer settings for different activities. All of these environments should have the flexibility to evolve over time.

LEARNING THROUGH ADJACENCIES_ Even passive exposure to different disciplines is an opportunity to encourage learners to imagine dynamic new relationships among subjects, media, and creative processes. Adjacencies enable interdisciplinary interactions that can be deliberate or serendipitous.

LEARNING MADE VISIBLE_ We aspire to create “teaching buildings” by putting processes and outcomes on display whenever possible. Increasing the transparency of instructional spaces, shops, and studios sparks interest across subjects and disciplines. Building design and engineering can and should tell stories about sustainability and responsibility, and promote engagement with the physical environment.


SECTION TITLE _ SECTION NUMBER


3.0 _ OUR CULTURE

3.3_MAKING IS FOUNDATIONALMaking is foundational at CCA. It distinguishes our pedagogy from that of a liberal arts college or a research university. We focus on project-based learning, where the project is a physical or virtual creation.

Learning in this manner is powerful and not easy to achieve without specialized spaces, equipment, and tools, and of course the right people.

Our commitment to this type of pedagogy is unwavering. In fact, this plan calls for vigorously increasing that commitment to project-based learning and our spaces should reflect that.

“WE PRIDE OURSELVES UPON A PRACTICAL IDEALISM.” John Dewey


3.0 _ OUR CULTURE

3.4_LEVERAGE RENEWABLE RESOURCESWhile CCA has created new and renovated college facilities that are LEED Platinum certified and have won numerous green awards, many aspects of art and design practice everywhere continue to be chemically toxic, energy inefficient, and resource intensive.

The intention of this plan is to create a path toward physical conditions that have a minimal or positive impact on the planet. The equipment, tools, materials, and behaviors in which we engage must be wholly rethought. Why can’t the heat from a hyper-insulated, ultra-efficient glass furnace or ceramic kiln be captured for other uses? Must a hazardous or environmentally challenging methodology continue to be accepted practice simply because it is traditional, or can we invent new ways of working? How might we embed a sustainable, responsible, cradle-to-cradle mentality in every course description?


3.0 _ OUR CULTURE

3.5_TAKING THE LEAD IN THE DIGITAL REVOLUTIONTechnological innovation has fundamentally changed how human beings interact and express their creativity. We discover, express, and experience information differently as a result. Today, learning happens anywhere and everywhere as education, like many other aspects of our lives, has become mobile, personalized, and social. Technology enables students and instructors to transcend the physical and temporal boundaries of campus facilities, and empowers students to create on their own schedules at their own pace using resources that are available 24/7.

For example, a small 3D printer on an industrial design student’s desk can print footwear prototypes on demand. All the software an art and design student needs is now available from the Cloud. Images and film clips can be shared in entirely new contexts, where they gain new meanings.

Technology is helping to shape emerging values, in which flexibility is a core and vital component of learning. These values are embodied in the work, life, and attitudes of contemporary art and design practices. And our students are the next generation of thought leaders in this respect.

“As much as we would like culture to drive technology, technology is equally driving culture. Students arrive at CCA with notions of what technology should do for them and how they should control that interaction.”Mara Hancock, CCA CIO


3.0 _ OUR CULTURE

3.6_THEN AND NOWLINEAR STUDENT SCHEDULE_ The traditional model of learning was linear—scheduling students sequentially throughout the day.

GROUP WORK

ASSIGNEDPROJECT

SCHEDULEDCLASS

MEALS

OFF-CAMPUSFUN

ECOLOGY OF EXPERIENCES_ Today, that schedule must be more fluid to meet their learning profiles, influences, externalities, and the very real changes in the way these learners acquire knowledge.

GROUP WORK

ASSIGNEDPROJECT

SCHEDULEDCLASS

MEALS

CONFERENCECALLS

WORK

FAMILY

OFF-CAMPUSFUN


4.0 OUR PROCESS

“Luck is the residue of design.”Branch Rickey


4.0 _ OUR PROCESS

4.1_PLANNING PROCESSIn January 2014, CCA engaged the firm Gensler to lead our long-range campus development planning process. With Gensler as our primary consultant, we engaged the firm MK Think to assist in providing core strategic services related to spatial analytics. These planning partners helped lead CCA to develop a forward-thinking strategy.

INVESTIGATION PHASE_ The investigation phase was launched formally in May 2014 with all program chairs. The Executive Committee of the Faculty Senate, working closely with the Provost, appointed a Faculty Campus Planning Committee to work with our consultants over the summer. These sessions included group discussions on benchmarking, spatial typologies, scenarios, and affinity mapping exercises. This led to a set of guiding principles building on prior institution-wide planning efforts (CCA’s Strategic Plan and Academic Pathways Plan).

Parallel to this work, MK Think began an in-depth process of data collection and analysis. This involved the validation and evaluation of all the existing facility data for both campuses. The analytics helped frame the key issues and opportunities available to the college through the development of a comprehensive asset/space inventory and database management system, a spatial mapping analysis, and a utilization and occupancy analysis.

CONVERSATION AND DEFINITION PHASE_ Broad input from the range of college stakeholders was key to successfully developing CCA's long-range development strategy, with faculty playing a central role. Over the course of a year, meetings and broader forums

took place that provided opportunities for representatives from the CCA community—students, faculty, staff, trustees, and alumni—to contribute to this process.

Stakeholder engagement began with asking all faculty to reflect on both the Oakland and San Francisco campuses and identify spaces, ideas, qualities, or activities they would like to retain, enhance, introduce, and discard in considering a new campus. In this R.E.I.D. exercise, more than 1,600 data points were gathered from faculty across all programs and disciplines, allowing the Gensler team to begin affinity mapping across the college.

Interdisciplinary faculty focus groups engaged in discussions centered on the future of art and design education and what systems, environments, resources, and relationships will be needed to make these shifts. Staff, student, and alumni groups engaged in discussions around the future of making/education/practice and the tools, spaces, infrastructure, and technology needed to best support our students and faculty. The Board of Trustees was also deeply engaged throughout the process, in particular around real estate considerations, long-term development issues, and financial impact.

CCA COMMUNITY ENGAGEMENT_

3 Faculty Campus Planning Committee Meetings

1 Faculty Senate Meeting

2 Senior Cabinet Retreats

1 Department Chair Meeting

1 All-Faculty Meeting

7 Faculty Focus Group Meetings

5 Staff Focus Group Meetings

1 Alumni Focus Group Meeting

2 Student Focus Group Meetings

2 All-Student Engagements

4 Board of Trustees Meetings

3 Board Facilities Committee Meetings

20 Campus Planning Leadership Meetings

MAY 2014 INVESTIGATE

Introduce

AUG 2014 CONVERSE

Frame

Inform

NOV 2014 DEFINE

Guide

Vision

JAN 2015 DOCUMENT

Draft LRDS Recommendations

LONG RANGE DEVELOPMENT STUDY_

4.0 _ OUR PROCESS


4.2_STAKEHOLDER ENGAGEMENT: REID EXERCISE

RETAIN

INTRODUCE

15.8% Campus Amenity/Culture_ Walking paths to make it feel more like a campus. Deep commitment to sustainable practices

11.9% Faculty Space/Life_ More opportunities for faculty socialization and collaboration

Interdisciplinarity 7.4%

Pedagogy 7.4%

Fitness/Health 6.1%

Lecture/Performance Space 5.1%

Student Space/Life 5.1% Communal Space 4.8% Library 3.5% Display 2.9% Book/Art Supply Store 2.6% Community Engagement 2.6% Technology 2.3% Flexible Space 1.3%

10.6% Making

10.6% Other

35.4% Community Spaces_ Open, communal spaces for mixing hybridity, communal thinking, and doing

13.6% Heritage/Culture/History/Tradition_

Transportation 1.8%

Collaboration 1.8%

Intimate/Private Spaces 2.7%

Technology 3.0%

Flexible Space 3.5%

Architecture 6.7%

Making/Learning Space 8.8%

Campus/Neighborhood Link 11.2%

Other 11.5%

ENHANCE

DISCARD

Interdisciplinary 2.6%

Display 3.3%

Facilities/New Technology 2.6%

Campus Character 6.6%

Other 7.1%

Acoustics/Ventilation/ Lighting/Storage 9.1%

Greener/Outdoor/ Recreation Space 2.2%

Neighborhood/ Urban Integration 2.0%

Community Space 13.2%

17.6% Transportation_ Ease of transport (BART, shuttles, parking, etc.)

15.0% Faculty Space_ Faculty offices, workspaces, and dedicated studios

14.5% Making/Learning Space

Food/Cafe 3.7%

Transportation 2.4%

Bureaucracy/Administration 4.3%

Faculty Issues/Space 4.3%

Web Interface 3.0%

Making 4.9%

Meetings 5.5%

Obsolete Space/Equipment 6.1%

Aesthetics 5.5%

Two Campuses/ Divide/Dualism 6.7%

14.0% Other_ Disconnection to neighborhood

13.4% Acoustic Issues_ Noisy co-ceiling spaces

6.7% Climate Control

7.3% Social Issues/Values/Culture

7.3% Silos/Isolation


4.0 _ OUR PROCESS

WE PRACTICE WHAT WE TEACH.


5.0 OUR APPROACH


5.0 _ OUR APPROACH

5.1_WE HAVE MANY OPTIONSAt the start of our long-range development strategy process it was not clear how or if it might be possible to bring together our academic programs on one campus. There seemed to be so many unknowns and possible obstacles. So much history, tradition, patina, and identity are bound up in the legacy buildings and grounds that we have occupied.

What has become clear as a result of this process is that CCA has the opportunity and many more choices for how to get there. We are rich in tradition, mission, human ingenuity, knowledge equity, real estate, partners, and ability to be nimble. We already have employed growth and reinvention strategies to create innovative new academic programs, as well as affordable student housing.

Our path forward will be one of inventive and exciting initiatives that are realized in a multitude of ways, leading to a clear vision of the most sustainable and engaged art school of the 21st century.


5.0 _ OUR APPROACH

A UNIQUE PROCESS FOR A UNIQUE INSTITUTION.

SAN FRANCISCO TODAYIn 1985 when the college’s Board of Trustees led the creation of a San Francisco campus in leased space at 17th and DeHaro, the Showplace Square neighborhood was a quiet light industrial area with a wholesale design showroom center as the only sign of activity.

Thirty years later we find our campus at the epicenter of an innovation zone, where whole new venues for medical research, education, the arts, design, technology, business, and culture have been created. While some of this neighborhood transformation can be tied to our active presence, the forces amplifying and quickening its pace are larger than CCA.

Mission Bay was made a redevelopment area, with UCSF obtaining land for a new campus; Silicon Valley companies saw San Francisco as an innovation and talent hub; Showplace Square was

rezoned, and CCA acquired the former Greyhound Bus maintenance building as the first step toward a permanent campus.

Today there are tower cranes all around us, and the pace of change will only continue to accelerate. Coming improvements may include high-speed rail, the demolition of a portion of I-280, a new Warriors arena, a future BART crossing, and additional housing.

We could not be better positioned to maximize our impact and visibility.


5.0 _ OUR APPROACH

PLANNING CONTEXTWhen CCA first purchased space in San Francisco in 1995, Mission Bay was just a plan. Today, much of that plan has been implemented. UCSF now occupies a significant portion of its campus and has completed the first phase of its new hospital on Third Street. A significant next step will be the completion of Mission Creek Park, on the southern side of Mission Creek extending toward I-280 and Seventh Street.

NEAR-TERM CHANGE_ Immediately adjacent to our campus, the development of 100 Hooper Street was approved in 2015 by the San Francisco Planning Commission. This 400,000-square-foot parcel retains PDA (Production, Distribution & Repair) land uses in San Francisco by allowing upper floors to be used for commercial office space. A separate parcel and development site has been established as part of the development and is currently under consideration by SF Made as a replacement for their current rental space in San Francisco.

Construction began in 2014 on 453 apartments at Daggett Triangle and Sixteenth Street. The project is designed by David Baker with a park by CMG Landscape Architects. Small retail venues on the first floor will add food and beverage amenities to the neighborhood and will increase options for our community when opened during the spring of 2016.

SAN FRANCISCO PLANNING DEPARTMENT AND OTHER STUDIES_ In 2010, the City and County of San Francisco developed the Showplace Square Open Space Plan through significant stakeholder engagement. This plan reviewed the need for improved open space access and public domain strategies in the immediate vicinity of our campus. Opportunities for open space enhancement included in that plan outlined four opportunities that may enhance our community and connections with the immediate neighborhood:

Improvements to the landscape and play amenities of Jackson Playground

Public domain improvements to the area surrounding Wolfe’s Lunch, including upgraded finishes and increased landscaping.

Landscape, parking, and transportation improvements to Carolina Street Green Corridor.

Traffic calming and increased provision of landscape to Hooper Street in the heart of our campus to create a neighborhood connector to Mission Creek Park, east of Seventh Street.

LONG-TERM PROJECTS_ The Draft Environmental Impact Report (DEIR) for The Golden State Warriors Event Center and Mixed-Use Development at Mission Bay Blocks 29-32 was released for public comment in 2015. It proposes the erection of a new 18,500-seat sports venue and mixed-use development totaling nearly 2 million GSF (including parking) east of Third Street in Mission Bay on an 11-acre site that is currently undeveloped. The arena is scheduled to open for the 2019 National Basketball Association (NBA) season.

North on Third Street, a proposal has been made for development of the Giants baseball surface parking lot with 1,500 units of housing and up to 1.5 million GSF of commercial space at Mission Rock. This proposal will require environmental approvals and is considered to be a decade or more away.

It is apparent that the future growth of San Francisco is moving toward the southern waterfront. Critically for our students, there will be far more transit connections. Our college will continue to grow and be part of the evolution of this neighborhood in San Francisco.


5.0 _ OUR APPROACH

2006

Campus Feasibility Study

2007

Land acquisition offer

Student housing coalition

5.2_CAMPUS PLANNINGWe have been preparing for this moment for ten years. At its 2006 board retreat, CCA’s Board of Trustees focused the college’s administration on two big priorities for our San Francisco location: creating student housing and making an effort to acquire adjacent land and buildings.

Soon it became clear that the reason no developers were building student housing in San Francisco was that the regulations created disincentives for that use. With the help of the SF housing Action Coalition, we banded together with UC Hastings and a few other nonprofit colleges to get legislation sponsored and enacted that created a definition of student housing and removed the roadblocks to its creation. That effort took three and a half years. Shortly thereafter we signed an agreement for the first new student housing to be built in the city. That facility, The Panoramic, is now open at 9th and Mission streets.

The rezoning of our neighborhood in 2009 created another challenge. In an effort to preserve the light industrial character of our area, it was rezoned for Production, Repair, and Distribution (PDR) uses, making us a non-conforming use. With the unanimous support of the Mayor, the Board of Supervisors, and the Planning Commission, we were able to get legislation passed creating an Arts and Educational Special Use District for all our SF parcels, including the 2.4-acre adjacent lot the Board purchased in 2011. This is a permanent entitlement that not only allows for our educational uses but also creates the ability for us to provide housing for up to 750 students.

2011

Land acquisition completed

2009

Student Housing Legislation

2012

Special Use District (SUD) legislation

introduced

2010

2010–15 Five-Year Strategic Plan

2013

Institutional Master Plan (IMP) accepted

Construction begins on The Panoramic (1321 Mission Street)

Interim student housing lease initiated (38 Harriet Street)

2014

Campus Planning Firms RFQ issued

Temporary use framework launched for back lot

Property valuations completed

Comprehensive review of Oakland Campus

2015

Long-range development strategy

1321 Mission Street student housing opens

2007

Land acquisition offer

Student housing coalition


5.0 _ OUR APPROACH

DEVELOPMENT HUNCHESThe maximum development potential of our site (according to active height and bulk controls determined by the City of San Francisco) confirms that we have more than sufficient capacity to accommodate unification of our academic programs and future development in San Francisco. This means maintaining the current height limit of 58 feet and assumes that contiguous expansion on the Back Lot provides the best opportunity for bringing together the academic programs.

STACK

EXTEND

CAMPUSEXCHANGE

?

As a vehicle to describe alternate strategies for campus unification, we developed a series of attitudinal hunches around how and why the campus might expand making and instructional space. We tested these hunches with our

community and explored the impact of various expansion alternatives. Our preferred campus strategy considers a hybrid of these four approaches that would ultimately lead to sustained flexibility and agility.

Hunches that produced a clustering of spaces and shared amenities were desired among our broad stakeholder group. The Stack and Extend options produced environments that best support our pedagogy and goals for multi-disciplinarity. The Campus and Exchange hunches established directions where we leverage partnerships with non-CCA entities, allowing us to further strengthen our connections with the immediate neighborhood as well as improve the financial feasibility of long-range campus development.

?

?

??

EXTEND_ Extending the existing making and instructional spaces provided by the 1111 Eighth Street buildings (former Greyhound building) onto the Back Lot.

STACK_ Building additional program over and within existing facilities while optimizing current capacity and minimizing our land take on the Back Lot.

EXCHANGE_ Assembling sufficient space to unify by partnering strategically with neighboring institutions and businesses to satisfy unmet and mutually beneficial needs.

CAMPUS_ Expanding by acquiring additional real estate as a mechanism for meeting our desire to unify in a contiguous location.

Mezzanine9,000 sf

Mezzanine20,000 sf

Alpha65,000 sf

Back Lot101,500 sf

Irwin St

Hubbell St15th St 8th St

7th St

16th St

Carolina StW

isconsin St

Channel StBerry

St

DeHaro St

Irwin St

Hubbell St15th St 8th St

7th St

16th St

Carolina StW

isconsin St

Channel St

Berry St

DeHaro St

Irwin St

Hubbell St

7th St

16th StW

isconsin St

Channel StBerry

St

DeHaro St

Back Lot195,000 sf

Testing Site

Irwin St

Hubbell St15th St

7th St

16th St

Carolina StW

isconsin St

Channel StBerry

St


PREFERRED CAMPUS STRATEGYThe site strategy recognizes that for the foreseeable future, the address of the college for transit riders and driven visitors to the campus will remain 1111 Eighth Street. Making and instruction will be consolidated on the site of the former Greyhound building bounded by Irving, Hooper, Seventh, and Eighth Streets in a concentrated core that will maximize the opportunity for collaboration between disciplines and programs.

@ 165 GSF per student (FTE) = 2167 students

For 2,500 students add 55,000 GSF

Maximize development of existing parcels

Leverage neighborhood assets through formal and informal partnerships

Space as platform for the success of CCA

Concentrate making and learning at existing campus core

Retain future agility (phased development of real estate assets)

Use universal structures as long-term sustainable assets

TOTAL GFA (GSF)

1111 Eighth (Main Building) 146,830

184/188 Hooper (Grad Center) 44,800

80 Carolina (Student/Faculty Services) 22,800

350/360 Kansas (Wattis/Perry) 10,040

195 DeHaro (Grad Writing) 2,600

455 Irwin (lease space) 1,700

Existing Total 228,770

184 Hooper (w/housing) -21,800

80 Carolina/195 DeHaro (w/housing) -25,400

Replacements Total -47,200

1111 Eighth 10,000

Infill Total 10,000

New facilities on back lot 90,000

184 Hooper, 1st Floor 20,000

80 Carolina, 1st Floor 20,000

New Construction Total 130,000

150 Hooper (potential) 30,000

150 Hubbell (potential) 6,000

Off Campus Total 36,000

GRAND TOTAL 357,570

5.0 _ OUR APPROACH

EXISTING MAIN

Infill + Repurposed

146,830 GSF

PHASE 1

Maker Space

±90,000 GSF (up to 150,000 GSF)

PHASE 2

Future Reserve

±150,000 GSF

7th St

Eighth St

Berry St

Channel St

Irwin St

Hooper St

Carolina StWisconsin St

Arkansas St

DeHaro St16th St

15th St

80 CAROLINA AND GRAD WRITING

GRAD CENTER MAIN BUILDING

BACK LOT

Hubbell St

Connecticut St

150 HUBBELL150 HOOPER


5.0 _ OUR APPROACH

ENROLLMENT AND SPACE

UNIVERSAL STRUCTURE

Since the college began occupying the San Francisco campus in 1996, we have seen the value of buildings that can be constantly reimagined. This has been central to our ability to grow and diversify our programs. The former Greyhound Bus maintenance facility that has served as our San Francisco campus for the past twenty years is proof that a highly flexible structure can be easily modified to support the constant evolution of contemporary art and design practices and ever-changing instructional and student needs. This perpetual reimagining of space has become a highly resilient and effective educational platform to support CCA’s pedagogy for experience and project-based learning.

To support the unification of all our programs in San Francisco, we have identified a baseline need of 165 GSF per student. The existing San Francisco campus holdings are 233,000 GSF. For our current enrollment of 2,000 students we need 330,000 GSF (+97k). For 2,200 students we need 363,000 GSF (+130k). For 2,500 students we need 412,000 GSF (+180k).

The Universal Structure will include program spaces that support heavy making, light making and instruction, community spaces, and, staff workspace and support spaces. Our next step is the creation of a detailed program plan to confirm the degree of flexibility that can be achieved in a universal structure, and how two libraries can become one, two cafes can become one, and to chart the comparative growth of community and high-demand lab and shop spaces.

80 CAROLINA AND GRAD WRITING

HOOPER HOUSING (4 FL)

GRAD STUDIOS

FULL TEST PROGRAM

Open Making

Teaching

Community

Circulation

Faculty and Administration

Support

Housing

HOOPER MAKER (FLEX BASE)

MAIN REPURPOSING

BACK LOT MAKER SPACE (2 FL)

BACK LOT CLASSROOMS

BACK LOT ADMINISTRATION


5.0 _ OUR APPROACH

SPACE TYPESHEAVY MAKING SPACES_ These spaces will be distributed throughout the universal structure and prioritize heavy making —that which is big, noisy, dirty, hot, performative, or wet— in high-volume areas and highly connected to building infrastructures on the lower floors. Where possible, these spaces should include the ability to connect freely between indoors and outdoors through the establishment of a maker court.

LIGHT MAKING AND INSTRUCTIONAL SPACES_ These serve uses that are small, quiet, clean, and dry. Because they are more portable in their connections to building infrastructure, they may be more freely distributed throughout a universal structure. These spaces may also be more fungible, being freer to change location on an informal basis in support of new program explorations, and growth and contraction in programs. These spaces may accommodate both studio pursuits and more personal uses.

COMMUNITY SPACES_ These include all the facilities shared by CCA students and faculty—library, food services and dining, and circulation and hang-out spaces. These spaces provide connection points across all elements of our community and provide the ability for CCA to modulate our mix of traditional and nontraditional educational programs.

STAFF WORKSPACE_ Throughout the preparation of this strategy, the bifurcated nature of the administration and support services, as well as their need to adapt their spaces and organization depending upon the time of academic year, were identified as key hurdles to meeting the needs of students, staff, faculty and our community.

ENHANCED CIRCULATION_ Much of our current life is constrained by the distances and apparent lack of interaction among our programs, community, and resources. Throughout the planning process we heard repeatedly of a need for the communal spaces to be highly flexible, to define the character and community at work, during learning, and at play. The Nave in San Francisco and the landscape spaces in Oakland are examples of this. We believe all assignable spaces should be located immediately adjacent to ‘‘thickened’’ circulation space, and that circulation plans should support the functions of those spaces at a range of scales.

OPTIMAL SPATIAL PERFORMANCE_ Spaces that support teaching and learning well

Spaces that allow for serendipitous discovery and interaction

Spaces that allow efficient, safe, high-performance fabrication and production

Spaces that leverage corridors, stairways, lobbies, and infrastructure for interactivity

Spaces that flexibly accommodate various types of making and assembly

Spaces that easily provide privacy, tranquility, and focus

Spaces that encourage dining and discourse with others

Spaces that share resources to support learning and build community

Spaces that take advantage of indoor and outdoor adjacencies

Spaces that have unexpected adjacencies yielding productive interaction

Spaces that display the tools, materials, processes, and products of the arts

Spaces that allow all scales and types of materials to move with ease

Spaces that maximize living and learning opportunities

Spaces that leverage daylighting, renewable energy, and resources wisely

Spaces that incorporate nature

ADJACENCIES AND ATTRIBUTES

HOT COLD

ASSIGNED UNASSIGNED

WET DRY

CLEAN DIRTY

QUIET NOISY

HEAVY LIGHT

SCHEDULED UNSCHEDULED

ON-CAMPUS OFF-CAMPUS

PERSONAL SHARED

CLOSED OPEN

SKILLED UBIQUITOUS

FAST SLOW

FOCUSED SERENDIPITOUS

HIDDEN REVEALED

Hot – ColdWet – DryClean – DirtyQuiet – NoisyHeavy - LightPersonal – SharedClosed – OpenSkilled – UbiquitousFast – SlowFocused – SerendipitousHidden - Revealed

HOT COLD

ASSIGNED UNASSIGNED

WET DRY

CLEAN DIRTY

QUIET NOISY

HEAVY LIGHT



PERSONAL SHARED

CLOSED OPEN

SKILLED UBIQUITOUS

FAST SLOW


HIDDEN REVEALED


HOT COLD

ASSIGNED UNASSIGNED

WET DRY

CLEAN DIRTY

QUIET NOISY

HEAVY LIGHT



PERSONAL SHARED

CLOSED OPEN

SKILLED UBIQUITOUS

FAST SLOW


HIDDEN REVEALED


Throughout the planning process attention to how students, staff, and faculty occupy space; the experiences they take part in; and the variability of these spaces over time were recurring themes. In order to support a malleability of spatial occupancy and fitness for purpose, we shall seek to simplify the mix of instructional spaces and support the customization of space through a spectrum of attributes, adjacencies, and organization.

SPATIAL ATTRIBUTES_ Defined as the qualities that support the activities that take place within a given space and define it, either continuously or temporarily. Critically, we view these attributes not as binaries, but as spectrums that may overlap and support new fields of study, new program creation, and importantly, the ongoing support and success of the more traditional programs at CCA.

FERTILE ADJACENCIES_ Defined as the adjacencies between uses that produce both ordered and unplanned interactions among individuals, groups, programs, and our broader community. We believe we will be able to enhance our fertile adjacencies by continuing to simplify the

spatial and organizational functions of our community and ensuring they are able to transform over time, for example, from a light making space to a shared studio to an instructional space to smaller focus spaces.

FLEXIBLE ORGANIZATION_ Is defined as the ability to organize ourselves in direct relation to desired outcomes. For example, the spaces that support heavy, noisy, dirty, and hot activities are more typically the heavy making programs. The intersection between these and other programs is critical to our community. The mixing of spatial attributes vertically and with clear visibility to community and shared spaces is critical to our community.


5.0 _ OUR APPROACH

SPACE TYPES

LANDSCAPE SPACES Diversity and interconnectedness of the landscape spaces with moments of installations and spaces that can scale to meet the community demands and desires

Central maker court and outdoor event and screening space

Making Hooper St. pedestrian friendly

The creation of green roofs on existing and new buildings

5%

EMBEDDED ADMINISTRATION Better serve students, staff, faculty and our community

Adapt their spaces and organization depending upon the time of academic year

Deeply involved in day-to-day and semi-annual functions

10%

COMMUNITY SPACES Student and faculty shared facilities of CCA, including library, food services and dining, circulation and hang-out spaces, and other shared elements of the program

Connection points

Common ground

Mix of traditional and non-traditional educational programs

30%

HEAVY MAKING SPACES Prioritized location in high-volume spaces, highly connected to building infrastructure, on the lower floors

Big, noisy, dirty, hot, performative, wet

Ability to connect freely between indoors and outdoors

Potential establishment of a maker court at the eastern end of the Nave

15%

LIGHT MAKING AND INSTRUCTIONAL SPACES Accommodate studio pursuits such as architecture and fashion, or more personal research, including MFA programs

Small, quiet, clean, dry, and are more portable

Freer to modulate location on an informal basis

New program explorations, growth and contraction in programs

40%


5.0 _ OUR APPROACH

Putting location and housing aside, space requirements and project budget are determined through an organizational strategy that finely tunes the relationships among four factors: space types, enrollment targets, unit costs, and schedule.

SPACE TYPES AND EFFICIENCY RATIOS_ Both campuses have a design efficiency of approximately 65% — typical of education facilities — meaning that of the total gross square footage on each campus, 65% can be assigned to a particular activity, group of people, or person. Of those assignable areas, four major space types emerged:

Heavy Making_ Single-purpose educational facilities, such as the equipment- and tool-filled labs required to support a fine arts curriculum, limit the ability of a school to optimize utilization and occupancy of its instructional spaces. Co-locating making spaces that require heavy equipment, access to flame, upgraded ventilation systems, and larger workspace in a heavy-making “spine” can provide a shared resource area with potential for evolution and flexibility over time.

Light Making and Instruction_ Studio and instructional spaces are very similar in their functional attributes and could be conceived as one meta-type to allow for greater programmatic flexibility. Ideally, they would be close to heavy making spaces to encourage fluid pedagogical approaches and allow for unanticipated future needs.

Community_ The heart of each campus is community space where people come together, meet serendipitously, and attend events. Critical to campus cohesion, the future program calls for an increase in these community spaces and suggests a model where they are celebrated, prioritized, and intimately connected with other space types—both inside and outside.

Administration and Support_ Embedding administrative spaces amid the larger campus community gives students convenient access to the support staff that facilitate their educational paths at CCA,

ENROLLMENT TARGETS_ There are a number of ways for CCA to meet its target enrollment of 2,500 students:

Traditional_ This strategy is to grow the number of students in each of the existing programs while retaining our current schedule. Since most of today’s students are enrolled in full-time programs that meet during the day Monday through Friday, an increase in students would result in an increased demand on instructional and making spaces during peak times. This approach will require more space to meet the demand, and more space means more investment in land, and an increase in operating costs.

FUTURE DEVELOPMENTS

Non-Traditional_ This strategy is to fill in the gaps in utilization and occupancy with non-traditional programs that attract non-traditional students. Capitalize on existing resources by offering programs at non-peak times, such as evenings and weekends. Building on the success of the existing Design Masters of Business Administration (DMBA), offer additional executive-style intensive programs to be scheduled on weekends and during evenings or early mornings, before typical work hours. This would allow CCA to expand its reach and meet enrollment targets with minimal facilities costs.

This approach aligns with the significant changes that are occurring throughout higher education. People are often delaying their college education, approaching it as a part-time experience while working, changing directions mid-career, or pursuing additional education to enhance an established career.

Most likely, a combination of the two approaches will be an ideal model for CCA to meet its targets.

SCHEDULE_ Students are now demanding programs and courses outside of the traditional Monday-Friday, 9 a.m .-5 p.m. schedule. By incorporating adjustments to daily, weekly, quarterly, and annual schedules, demand on space types can be smoothed to minimize peaks and valleys, and an expanded student demographic can be supported. This will allow CCA to meet its enrollment targets while minimizing space requirements and project budgets.

UNIT COSTS_ The long-range vision requires a range of physical interventions, including minor renovation of existing high-performing spaces, major renovation of lower performing spaces, and new construction to fill in the gaps. The ratio of renovations to new construction and major to minor renovations will be determined by the balanced relationships among the three areas discussed above —Space Types, Enrollment Targets, and Schedule. There is great opportunity to develop a plan that maximizes space types and return on investment while providing the greatest amount of flexibility to allow for the unknown.


5.0 _ OUR APPROACH

ORGANIZATIONAL DESIGN BASELINE ASSESSMENTA critical component of the long-range development strategy was an in-depth assessment of CCA’s spatial deployment across its two campuses. The study pointed to a number of factors limiting CCA’s evolution that will need to be carefully addressed in future phases of planning and development:

LIMITING FACTORS_ Two Campuses_ The San Francisco Bay is a major physical barrier between the Oakland and San Francisco campuses. This separation requires time and travel to access both campuses and limits the ability of the community to form one shared culture, to engage in cross, intra, inter, and multi-disciplinary endeavors, and to fully utilize facilities and resources.

Housing_ The challenge of providing housing to a targeted percentage of enrolled students near both campuses further bifurcates the student population and the campus culture.

Course Schedule_ CCA, like most educational institutions, has latent capacity in its existing facilities; its classrooms, labs, and studios are often empty. Some of the factors that drive course schedules include: room quality, availability of technology, environmental considerations (temperature, humidity, and natural light), faculty preferences, program requirements, student availability, operational necessities, and tradition.

Student Enrollment_ Moving forward, finely calibrating the student enrollment with the types and number of spaces available is essential.

ROOM USAGE

SCHEDULE TIME

LOADING INVENTORYCAPACITY

SPATIAL MAPPING:SAN FRANCISCO CAMPUS

184–188 HOOPER STREET

2nd

1st

80 CAROLINA STREET

2nd

1st

2nd

1st

MAIN BUILDING

Open Making

Specialized Making

Teaching

Community

Circulation


Support

Housing

SPACE TYPES

1st

2nd

WRITERS’ STUDIO


Open Making

Specialized Making

Teaching

Community

Circulation


Support

Housing

5.0 _ OUR APPROACH

2nd

1st

B BUILDING

2nd

1st

3rd

4th

FOUNDERS HALL

2nd

1st

3rd

4th

MACKY HALL

2nd

1st

TREADWELL

2nd

1st

CARRIAGE HOUSE

1st

FACILITIESSPACE TYPES

SPATIAL MAPPING:OAKLAND CAMPUS

2nd

1st

FIRST YEAR / TEXTILE STUDIOS

2nd

1st

MARTINEZ HALL

2nd

1st

SHAKLEE HALL

2nd

1st

MARTINEZ ANNEX

2nd

1st

OLIVER & RALL

2nd

1st

3rd

4th

CLIFTON HALL

2nd

1st

IRWIN HALL

2nd

1st

TERRACE APARTMENTS

2nd

1st

WEBSTER HALLAVENUE APARTMENTS

2nd

1st

3rd


5.0 _ OUR APPROACH

GREENING, SUSTAINABILITY, AND MOBILITYGREEN SPACES_ The planning process revealed the value placed on the diversity and interconnectedness of the landscape spaces of the Oakland campus, with its installations and areas that can scale to meet the demands of our community. A redesigned and expanded San Francisco campus provides the opportunity for a richer and more diverse range of landscape and outdoor maker spaces, green roofs, and courtyards that supports the ecology of our community.

DEEP SUSTAINABILITY_ Our existing San Francisco campus is already an exemplar of high sustainability in both our systems and our operations. Like our overall strategy, our attitude toward sustainable building and campus systems must be highly agile in order to maintain our ability to respond to both internal and external stressors. We have the opportunity to

identify and lead in the application of state-of-the-art systems and approaches to our campus. Our goal is a new campus that meets our needs and insulates us from potentially volatile energy and water markets.

TRANSIT-FIRST MOBILITY_ Our campuses are already low-vehicle venues, with high rates of bicycle and transit ridership. A key aspect of our continuing approach will be the reduction of parking on campus to the extent feasible, coupled with the provision of adequate bicycle and other alternative transit modes. We benefit from improvements to the MUNI corridor on Sixteenth Street, and anticipate continuing to do so. A key element of reducing greenhouse gases is our commitment to unifying our campus with both housing and instructional spaces in close proximity to each other, thus reducing dependence on vehicles.

HEALTH AND WELLNESS_ Throughout the preparation of our strategy, the impacts of health and wellness on our community were repeatedly raised across all groups. Our location benefits from close proximity to recreation facilities at Jackson Park and the City of San Francisco’s commitment to improving both bicycle access and public spaces near our campus. We will continue to work with neighborhood groups and the City to further a shared agenda of increased pedestrian and bicycle connectivity as an element of campus health and wellness. The intent is to define campus health criteria that positively impact both our social and educational outcomes.

UBIQUITOUS TECHNOLOGYCCA recognizes that the speed of technological change combined with the flexibility of its unique pedagogy requires an innovative approach. Once relegated to the realm of the computer scientist, technology is now everywhere and used by everyone. It is embedded in the machines we use to design and to make. This means that technology is a core part of the artist’s and designer’s toolkit. Our students should have the skills to redesign these technical tools as necessary in order to express their creative ambition. Everyone is a technologist.

UNIVERSAL LEARNING PLATFORM_ To be as creative, agile, and flexible as possible, CCA is applying the concept of a universal learning platform as a core strategy. This applies to learning spaces—physical and virtual.

The technological infrastructure must be designed to be adaptive and evolving. This universal learning platform provides an advanced foundation on which to amplify the student learning experience, extending and integrating with a student’s personal technology ecosystem, and leveraging the technology tools they bring with them.

To this end, CCA is assembling and integrating a software ecosystem that serves as a kit of software (parts) to be used by students and faculty across disciplines via multiple delivery formats. This ecosystem is composed of several core platforms that can be complemented with an evolving set of integrated and specialized tools.

A VIRTUAL BRIDGE_ To support the personalized needs of our students and faculty, we aim to move data between these systems and aggregate critical information and connections in an interface that is individualized and contextual. Our online spaces need to help navigate the intersections of people’s personal and CCA/professional lives while keeping them as engaged as possible in the dynamism and learning community that is CCA. We see this as a virtual bridge to the school for the entire community—which goes beyond the formal community of staff, faculty, and students—and extends to alumni as well as “friends of” CCA. We have captured this in our CAPES strategy: Connect, Amplify, Personalize, Empower, and Simplify.

These themes serve to guide our thinking about platform decisions and technology investments by being driven by the user experience. CCA is now focusing on improving the user experience and engagement with our organization and our community through our web interfaces, including:

A new student-first ERP system that has been designed around a modern end-user experience while providing better back-office efficiency.

Reinvesting in our network to make it more robust to support the 24×7 connectivity expectations.

Creating a unified database that provides a 360-degree view on engagement with students.

Expanding the instructional technology toolkit and services.

Embarking on design and prototyping of a new CCA portal and the redesign of our public website, cca.edu.


5.0 _ OUR APPROACH

HOUSING STRATEGYThe cost of higher education is a challenge for most of the students we serve. Colleges with lower housing costs can be attractive options for students who are concerned with financing their education. All of our urban competitor schools have recognized this and acted on it by providing affordable housing options. Like the art and design schools in New York City, we find ourselves in an extremely high priced housing market where demand far exceeds capacity. Student housing by Craigslist is not an option if we want to be competitive and sustainable.

Therefore this plan calls for a three-pronged approach to increase our supply of student housing.

CURRENT HOUSING PORTFOLIO

OAKLAND 265

Clifton Hall (owned) 120

Irwin Hall (owned) 34

Avenue Apartments (leased) 34

Webster Hall (leased) 77

SAN FRANCISCO 242

The Panoramic (leased, 2025+5) 200

Harriet St. (leased) 42

FUTURE HOUSING PORTFOLIO

SAN FRANCISCO 990±

75 Arkansas St. (2018, ongoing) 240

Hooper St. 350±

80 Carolina St. 400±

Off-campus housing for continuing and graduate students

Near-campus housing for continuing and international students

On-campus housing for first year students

All three housing types are underway. The Panoramic (off campus) is open with 200 beds at 9th and Mission. 75 Arkansas (near campus) is in the planning stages with 200+ beds of apartment style housing. And we are seeking a development team to create first-year housing at 188 Hooper (on campus) .

Connecticut St

Missouri S

t

7th St

8th St

Hooper

St

Channel St

Irwin S

t

Carolina St

DeH

aro St

15th St

Wisconsin S

t

Arkansas S

t

16th St

Rhode Island S

t

Hubbell S

t

Hwy 280

17th St

Berry

St

Alameda St

Jackson Playground

75 ARKANSAS

Near-term housing

Off-site

240 beds

HOOPER

Near term housing

On-site

350 beds ±

20,000 GSF ±

80 CAROLINA

Long term housing

On-site

400 beds ±

15,000 GSF ±

CALIFORNIA COLLEGE OF THE ARTSCALIFORNIA COLLEGE OF THE ARTS

5.0 _ OUR APPROACH

BENCHMARKS

In addition to organizing stakeholder conversations, we asked our community of faculty, staff, students, and alumni to help in developing a visual catalog of best practices related to space, organizational ideas, and behaviors.

Gathering_ Spaces that flexibly accommodate various scales of assembly, but are not as specialized and fixed, or single-use as traditional lecture halls

Retreating_ Spaces that easily accommodate privacy and focus

Dining_ Spaces that support dining alone or with others. Places that have maximized living and learning environments.

Circulation_ Spaces that leverage corridors, stairways, lobbies, and other required infrastructure to support interactivity

Enclosure_ Spaces that take advantage of indoor/outdoor adjacencies to expand activities to the outdoors in various degrees of enclosure

Making_ Spaces that create efficient, safe, high performance fabrication/production

Adjacency_ Unexpected adjacencies that yield productive interactions

Display_ Inventive ways that the tools and materials used and the projects created have been incorporated into the visual and spatial logic of an organization

Materials_ Facilities that have built-in logic to move various scales and types of materials through them

Hundreds of visual examples have been contributed to a collection that is available on the library Vault site and is still open for ideas: VAULT.CCA.EDU/S/SPATIAL-BENCHMARKING


5.0 _ OUR APPROACH

UNIVERSAL STRUCTUREMass MoCA embraces the opportunities created by the space.


5.0 _ OUR APPROACH

MAKINGHeath Ceramics extends its legacy while adding new capabilities.


5.0 _ OUR APPROACH

NATURELick-Wilmerding High School weaves sustainability and nature into and on top of the campus with a roof garden.


5.0 _ OUR APPROACH

GATHERINGThe Exploratorium provides many ways to gather throughout the indoor/outdoor spaces of the museum.


5.0 _ OUR APPROACH

WORKINGSeattle’s Bullitt Center provides a healthy, productive environment for all staff in an ultra-sustainable building.


5.0 _ OUR APPROACH

LIVINGCCA created car-free urban student housing with high-performance materials and low energy use.


5.0 _ OUR APPROACH

5.3_FINANCING AND REAL ESTATE

FUNDRAISING & SELF-FINANCING_ We are planning for a capital campaign. CCA is initiating a capacity study to understand the level of interest of our broader community and benefactors to support our aspirations and to identify the magnitude of funding that may be available.

EXTERNAL FINANCING_ These strategies for funding include additional bonding and other borrowing mechanisms. We will continue to monitor the value of our assets and our annual operating budget and seek to minimize the need for additional debt burden. To assess the availability of these funds, we may also begin a bond rationalization strategy that seeks to simplify the bond commitments we have in place.

BRIDGE FUNDING FROM FINANCIAL RESERVES_ Subject to the availability of unrestricted funds, we may be able to self-finance, on a short-term basis, specific components of the campus planning strategy. We believe these funds may be used to support interim strategies, including migration planning, creation of swing and surge space, and other short-term activities.

REAL ESTATE_ A significant outcome of this process has been the realization that the foresight of the Board has endowed the college with significant real estate assets that may be able to support the implementation of our strategy. There are several tactics that we will continue to monitor and evaluate for their impact on the overall financial sustainability of our college. These include:

Equity Contribution_ We will use our equity stake in specific sites as a basis for partnership development, partnerships, lease-back opportunities and other mechanisms. These may be developed on campus, where our current land ownership, supply, and valuations would form a contribution to partnership negotiations.

Sale_ Of particular relevance to our off-campus properties, we will explore sale to third parties, as and when appropriate. These actions will be evaluated for their impact on student life and, in particular, our continuing ability to house our community.

Entitlement (to elevate land value)_ We anticipate the opportunity to entitle our land to receive more development than is achievable given current city zoning regulations. The Back Lot and 80 Carolina have been specifically excluded from our preferred Phase 1 strategy. These sites could offer the greatest opportunity to increase our real estate holdings through upzoning, either by diversifying eligible land uses or requesting additional height and density prior to future partnership and/or sale.

Off-Site Partnering_ Consistent with our evolving business model, we will continue to explore off-site opportunities to support our community. These ventures could present long-term endowment opportunities, either by enlargement of our real estate portfolio or establishment of maintenance and operation funding sources.

Our overarching goal for the strategy process is to define tactics to complete our facilities and reach our organizational objectives without additional debt burdens that would impact our core mission and pedagogy. We have a range of financing and implementation strategies that we can pursue with the prudence, foresight, and leadership of our Board.

We are actively exploring scenarios for the future of the Oakland campus. Our research will help determine how best to use this vital part of our legacy for the benefit of the CCA community. The college is exploring both mission-aligned uses that could involve partnering with another non-profit or for-profit organization as well as alternative uses that could involve lease or sale. We expect to have this work done by the end of 2016, and as we learn more we will share information with the community.

OAKLAND CAMPUS SCENARIOS


5.0 _ OUR APPROACH

5.4_PHASING AND FLEXIBILITYThis section describes our next steps. This is a living document that will be updated periodically as we develop and commit to individual capital improvement projects and keep a longer-term perspective on our remaining undeveloped assets.

MAKING AND INSTRUCTIONAL SPACES_ Throughout the preparation of this strategy, it became apparent that the unification of our community in a single location is a moment of vision—one that will ensure our ongoing sustainability. We believe our tactics need to be multi-pronged, and adaptable as we respond to the changes in student and faculty profiles, desired experiences, and the evolution of our unique project-based pedagogy. Next steps are; Begin a detailed programming exercise with faculty, staff, and students to develop a building program.

Issue an RFP for conceptualization of a building program.

Continue to engage our community in a dialogue about the vision and sustainability of a unified campus.

On Campus_ Continue to develop strategies for the Back Lot as a space for temporary programming and community events.

Off Campus_ Continue to partner on key projects as they are made known to CCA.

HOUSING_ Throughout this process, the integration of housing into our campus proved to be a critical component of the student experience. To that end, we have identified the following next steps;

Plan to replace current bridging strategies in San Francisco (The Panoramic and Harriet Street).

Establish a long-term housing strategy that retains our ability to respond to the needs of our community by adopting a phased approach.

Plan for flexible housing models that are cost-competitive and allow us to accommodate undergraduate, graduate, and short-stay students, and potentially, faculty and staff.

On Campus_ Replace Oakland beds on San Francisco Campus.

Build first-year housing on the San Francisco campus in the first phase of development.

Issue a developer RFP to identify a preferred partner for housing development on the Hooper Street site.

Begin the City Planning process (including environmental review) to enable development to occur in a timely manner.

Develop a business plan around the timing and delivery of the Hooper Street housing to ensure our subscription rate of incoming students is as high as possible.

Off Campus_ Continue to explore off-campus alternatives for housing our community.

Ensure delivery of the proposed 75 Arkansas project in the 2018 academic year by entering into a non-binding letter of intent.

Integrate the timing and delivery of the 75 Arkansas project to ensure maximum subscription when this project is delivered.

MIGRATIONDuring the preparation of the strategy, several alternatives were evaluated for the consolidation of our community on one campus—from a single stage to a multi-phase migration. The risks associated with a more organic approach are great, therefore, a single migration is preferred over other alternatives. A single move also provides our community with a moment where we can consider the full impact of a unified campus. As we realize our desire to be more hybrid, more multidisciplinary, and less siloed, we want to be consistent with our overall goals and pedagogy.

ONE MOVE_ Our preferred strategy produces a common community. It incorporates four components that will be delivered concurrently-student housing, instructional space, administrative staff work space, and green space. However, as we implement our strategy, we must consider interim and more far-reaching steps.

SWING SPACE_ Swing space in alternate sites will be necessary to allow existing programs to function as the larger vision is realized. Our strategy attempts to minimize the need to build new space that may be sacrificed in the long run. Our goal is to make all moves a net positive for the community and to minimize disruption to academic programming and critical functions.

We will continue to monitor the migration plan throughout the ongoing planning and design of our campus and provide interim swing spaces where necessary. A component of this is the identification of space(s) for an embedded administrative staff that may serve as temporary swing space until 80 Carolina is readied for future redevelopment.

SURGE SPACE_ Surge space is intended to allow growth—for individual programs, and for periodic surges in class or cohort sizes. We anticipate the need for surge space, but are not yet certain of the quantity, type, or location of this space. A critical piece of the upcoming programming exercise is to identify the amount of surge space needed in early phase projects. We also need to assess the extent that class and workspace surging on an annual basis may be accommodated through flexible instructional and light making spaces that can be easily converted.


5.0 _ OUR APPROACH

5.5_GLOSSARYACADEMIC PATHWAYS_

The title of the college’s Academic Plan that

was facilitated by the Napa Group in 2014.

ADAPTIVE REUSE_

Refers to the process of reusing an old site

or building for a purpose other than which it

was built or designed for.

AGILE_

An ability to iterate quickly in a well-

coordinated manner.

ASSIGNED SPACE _

Any space that an individual occupies and

controls, such as a dedicated studio or office.

CAP_

The college’s Climate Action Plan (CAP) on

file with the American College and University

Presidents Climate Commitment.

CLEAN/MESSY_

Clean rooms can smoothly host different

activities from one use to the next; messy

rooms cannot.

CRITIQUE_

A format for discussing ideas and work at

various stages of development so that the

feedback makes the final version better.

DESIGN THINKING_

A formal method for practical, creative

resolution of problems and creation of

solutions, with the intent of improving future

results.

DISTRIBUTED COMPUTING_

An approach to supporting digital tools with

a system that allows learning and working to

occur everywhere, both on and off campus.

DREAM BIG_

The title of the college’s Strategic Plan that

was facilitated by IDEO in 2010.

FERTILE ADJACENCIES_

An approach to locating activities not just

for efficiency or by discipline, but rather for

productive interaction, knowledge sharing,

and other yet-to-be-discovered practices.

FTE_

Headcount enrollment is the number of

individuals who have paid fees and enrolled

in classes. Full-Time Equivalent (FTE)

enrollment is a statement about how many

students taking full study loads would

generate a given number of measured or

anticipated student credit hours.

FUZZY BOUNDARIES_

The overlapping zones of making practices

that have resulted as creative practices

expand and change.

GREEN OR LIVING ROOF_

A roof of a building that is partially or

completely covered with vegetation

and a growing medium, planted over a

waterproofing membrane.

GSF PER FTE_

The number of gross square feet (GSF) on

average that the college provides per each

Full Time Equivalent (FTE) student.

GUIDE BY THE SIDE_

A two-way teaching method that engages the

student as a partner with the teacher in the

learning process.

HYBRIDITY_

A hybrid is something that is mixed, and

hybridity is simply the state of being mixed.

IMP_

The college’s Institutional Master Plan (IMP)

on file with the City of San Francisco.

INTERDISCIPLINARY_

Characterized by the combining of two

or more academic disciplines or fields of

study, creating something new by crossing

boundaries and thinking across them.

INVENTORY_

The volume and characteristics of facilities

used by the college, including their ability to

provide capacity and their current operational

disposition.

LANDSCAPE SPACE_

Those spaces that are outdoors and

characterized by natural elements and

plant materials.

LEARNING EVERYWHERE_

An approach to space, technology, pedagogy,

and accommodations that allows learning

and working to happen easily no matter

where one is on campus, not just in

classrooms or studios.

MAKING_

The making of objects, prototypes, ideas, and/

or meaning through physical and intellectual

research.

LIGHT MAKING_

Fabrication, prototyping, and production

methods that are small in scale and don’t

require oversized materials or elaborate

accommodations. They tend to be table-

top or work bench supported and don’t

necessarily need to be on the ground floor

or have immediately adjacent outdoor work

space.

HEAVY MAKING_

Fabrication, prototyping, and production

methods that are large in scale and require

open floor space, both indoor and outdoor,

for assembly and work areas. They tend

to have large, highly serviced equipment

affiliated with them, which in turn often

requires specialized ventilation, safety, and

other requirements.

NET ZERO_

A building with zero net energy consumption,

meaning the total amount of energy used by

the building on an annual basis is roughly

equal to the amount of renewable energy

created on the site.

NIMBLE_

Quick to understand, think, and take action.

NONTRADITIONAL STUDENT_

The National Center for Education Statistics

(NCES) acknowledges there is no precise

definition for nontraditional student, but

suggests that part-time status and age are

common characteristics. CCA’s low-residency

DMBA students are among those who make

up the 10% of students we define this way.

OCCUPANCY_

The percentage of a room’s seats that are

occupied when it is in use.

OFF-CAMPUS SPACE_

Any off-campus space where activities are

opted into by participants in coordination

with that space’s operator.

OPEN/CLOSED_

Closed rooms have four walls that meet the

ceiling and a door that closes. Open rooms

are missing one or more of these features.

OPEN SPACE_

An unscheduled or unassigned space that

has distributed control.

OUTDOOR WORK SPACE_

A space that may be covered and protected

from wind and rain, where students and

faculty can fabricate work.

PDR-1-D_

The zoning designation for our San

Francisco parcels and those of our

immediate neighbors. It’s equivalent to

a light industrial zone and stands for

Production, Distribution, and Repair,

with a design industries emphasis.

PROJECT-BASED LEARNING_

The foundation of a visual arts education

such as CCA’s. The curriculum uses real

world, theoretical, future, hypothetical,

or self-directed projects as the basis for

learning throughout the curriculum.

RESILIENCY_

The capacity to recover quickly from

difficulties or shocks to the college’s

system and/or the capacity to adapt to

long-term change.

SAGE ON THE STAGE_

A centuries old instructional model of

a teacher transferring knowledge to an

audience of students.

SCHEDULE-ABLE SPACE_

A space is determined to be schedule-able

if its use code description specifies that

classes may be rostered in it.

SCHEDULED SPACE_

A space is determined to be currently

scheduled if its use code description

specifies that its primary function is to hold

rostered classes, or if its auxiliary function

is to hold rostered classes and the course

schedule indicates that at least 10 hours of

formal instruction per week take place there.

SHARED USE SHOPS_

These making spaces incorporate widely

used tools and materials that are common

to many of the making practices across

the college.

SILO MENTALITY_

An attitude found in organizations that

occurs when several departments or groups

do not want to share information, space,

or knowledge with others. A silo mentality

reduces efficiency, creativity, and innovation

and can be a contributing factor to a failing

institutional culture.

SMART CLASSROOM_

Any room that is able to support teaching

with digital tools. These rooms typically

include display technologies like projectors,

flat screens, and speakers in order to support

the students’ and faculty’s portable devices.

SPECIALIZED USE SHOPS_

Those making spaces that are material-,

process-, and tool-specific. These facilities

often require more training than a safety

orientation before they are utilized.

SUD_

The Special Use District (SUD) that

creates the entitlements for the college’s

development of its San Francisco parcels.

SUSTAINABILITY_

Describes systems and processes that can be

maintained indefinitely.

THIRD CAMPUS_

A strategy for conceiving a unified CCA

environment that is neither the current

Oakland or San Francisco campuses, but

rather a wholly new “third campus.”

UNIVERSAL STRUCTURE_

A highly adaptable building frame of

structural concrete construction and high

floor-to-floor clearances, able to handle

large equipment loads and multiple types

of spaces and uses. Historically these have

been the loft buildings that artists, designers

and other creative enterprises like to occupy.

UTILIZATION_

The amount of time that a room is used over

the course of a week, or the percentage of

rooms that are in use at a specific time.

UTILIZATION RATE_

The percentage of a set of rooms in use at a

given time of day.

VIRTUAL CAMPUS_

In addition to the physical places that

define our campus, this is the largely

invisible structure that supports

communication, workflow, knowledge

sharing, and collaboration.

VISIBLE STORAGE_

A strategy of keeping your collection,

prototypes, or process of production in

plain sight even when you’re not formally

displaying or working with (or on) them.

VISUAL BENCHMARKING_

A process of gathering examples of spaces,

adjacencies, and use patterns that are

relevant to our planning process.

WEEKLY ROOM-USE HOURS_

The amount of time a room is scheduled for

use — specifically for rostered classes — over

the course of a week.

WET/DRY_

Wet rooms have easy access to a sink/drain.

Dry rooms do not.


ACKNOWLEDGMENTSGENSLER_

Gabriella Folino Kristi Loui

Lewis Knight David Mayman

Karen Kuklin Peter Weingarten

Amy Kwok Adira Weixlmann

MK THINK_

Nate Goore Mark Miller

Chloe Lauer

PRESIDENT’S CABINET_

Stephen Beal, President

Susan Avila, Senior Vice President of

Advancement

Melanie Corn, Provost

Mara Hancock, CIO & Vice President

of Technology

Laura Hazlett, Senior Vice President of

Finance & Administration

Sheri McKenzie, Senior Vice President of

Enrollment Services

David Meckel, Director of Campus Planning

Becky Ruden, Vice President for Marketing and

Communications Strategy

George Sedano, Vice President of

Student Affairs

Jennifer Stein, Vice President of Operations

FACULTY CAMPUS PLANNING

ADVISORY COMMITTEE_

Allison Smith Emily McVarish

James Gobel William Littman

Thom Faulders Corey Jones

Chris Johnson Deborah Valoma

ACADEMIC DEANS_

Jonathan Massey, Architecture Dean

Leslie Roberts, Design Dean

Tammy Rae Carland, Fine Arts, Dean

Juvenal Acosta, Humanities & Sciences Dean

FACULTY PROGRAM CHAIRS_

Mark Donohue, Architecture (BArch) Chair

Cathrine Veikos, Interior Design Chair

Nataly Gattegno, Architecture (MArch) Chair

Amy Williams, Fashion Design Chair

Russell Baldon, Furniture Chair

Rachel Berger, Graphic Design Chair

David Asari, Graphic Design Assistant Chair

Owen Smith, Illustration Chair

Sandrine Lebas, Industrial Design Chair

Kristian Simsarian, Interaction Design Chair

Nathan Shedroff, MBA in Design (DMBA)

Programs Chair

Tim Smith, MBA in Design Strategy

Associate Chair

Susan Worthman, MBA in Design Strategy

Associate Chair

William Semmes, MBA in Strategic Foresight

Associate Chair

Jon Sueda, MFA in Design Chair

Rick Vertolli, Animation Chair

Chris Platz, Animation Assistant Chair

Nathan Lynch, Ceramics Chair

Susanne Cockrell, Community Arts Chair

Rob Epstein, Film Co-Chair

Brook Hinton, Film Co-Chair

Clifford Rainey, Glass Chair

Christina La Sala, Individualized Studies Chair

Marilyn da Silva, Jewelry/Metal Arts Chair

Linda Geary, Painting/Drawing Chair

James Gobel, Painting/Drawing

Assistant Chair

Jessica Ingram, Photography Chair

Michelle Murillo, Printmaking Co-Chair

Thomas Wojak, Printmaking Interim Co-Chair

Brian Conley, Sculpture Interim Chair

Deborah Valoma, Textiles Chair

Ted Purves, Graduate Program in Fine

Arts Chair

Ranu Mukherjee, Graduate Program in Fine

Arts Assistant Chair

Julian Carter, Critical Studies Chair

Jordana Moore Saggese, Visual Studies

Faith Adiele, Writing and Literature

Interim Chair

Leigh Markopoulos, Graduate Program in

Curatorial Practice Chair

Tirza Latimer, Graduate Program in Visual

and Critical Studies Chair

Matt Silady, MFA in Comics Chair

Gloria Frym, MFA Program in Writing Chair

Melinda de Jesús, Diversity Studies Chair

KC Rosenberg, First Year Program Chair

INTERDISCIPLINARY FACULTY GROUPS_

Group 1_ Fine Arts: Sculpture, Glass, Ceramics,

Jewelry/Metal Arts, Textiles

Curtis Arima Mia Fever

Julie Caffey Nathan Lynch

Brian Conley Ted Purves

Tammy Rae Carland Clifford Rainey

Marilyn da Silva Deborah Valoma

Josh Faught

Group 2_ Fine Arts: Film, Animation, Photo

Rob Epstein Andrew Lyndon

Brook Hinton Christoph Steger

Jessica Ingram Rick Vertolli

Chris Johnson

Group 3_ Humanities & Sciences: Writing, Writing &

Literature, Visual Studies, Visual Critical Studies, Critical

Studies, Science, Diversity Studies, Curatorial Practice,

Comics

Juvenal Acosta Tirza Latimer

Faith Adiele Bill Littman

Kate Angelo Leigh Markopoulos

Julian Carter Christine Metzger

Melinda de Jesus Matt Silady

Gloria Frym Jordana Saggese

Group 4_ Architecture: Architecture, Interior Design

Amy Campos Judy Krasnick

Mark Donohue Andrew Kudless

Thom Faulders Jonathan Massey

Nataly Gattegno Catherine Veikos

Group 5_ Fine Arts: Painting, Community Arts,

Printmaking, Individualized, First Year Program

Susanne Cockrell Christina La Sala

James Gobel Michelle Murillo

Linda Geary KC Rosenberg

Jordan Kantor Thomas Wojak

Group 6_ Design: Graphic Design, Industrial Design,

Interaction Design, MBA Design Strategies

David Asari Colin Owen

Rachel Berger Nathan Shedroff

Haakon Faste Kristian Simsarian

Sandrine Lebas Tim Smith

Emily McVarish Jon Sueda

Paul Montgomery Pam Zahedani

Group 7_ Design: Fashion, Furniture, Illustration

Russell Baldon Corey Jones

Donald Fortescue Owen Smith

Lynda Grose Amy Williams

BOARD OF TRUSTEES_

Simon J. Blattner Lorna F. Meyer

Tecoah P. Bruce Ann Morhauser

C. Diane Christensen Timothy Mott

Catherine Courage Steven H. Oliver

Susan M. Cummins F. Noel Perry

Patricia W. Fitzpatrick Nathan E. Savin

Nancy S. Forster Alan L. Stein

M. Arthur Gensler, Jr., Judith P. Timken

FAIA John S. Wadsworth, Jr.

Maria Giudice Asher Waldfogel

Emma J. Goltz Kay Kimpton Walker

Ann M. Hatch Vinitha J. Watson

Nancy Howes Calvin B. Wheeler, M.D.

George F. Jewett Carlie Wilmans

Byron D. Kluth, FAIA Ronald C. Wornick

LEED LP Mary L. Zlot

Joyce B. Linker

ALUMNI ADVISORS_

Anna Acquistapace Chris McCall

Anushe Babar Steven Miller

Iris Charabi- Ardy Sobhani

Berggren Zachary Scholz

Kari Marboe

STAFF, SHOPS AND ADMINISTRATIVE

COLLABORATORS_

Academic_

Judy Krasnick, Architecture Assistant Director

Pam Zahedani, Design Assistant Director

Julie Caffey, Fine Arts Assistant Director

Kate Angelo, Humanities & Sciences

Assistant Director

Oakland Shops and Studios_

Seth Augustine John Poole

Benjamin Bracamonte Dustin Smith

Tony Esola Stacy Speyer

Lance Fraser Natalie Trujillo

Josef Jacques Chano Uribe

Em Meine Hillary Wiedemann

Craig Petey

San Francisco Shops and Studios_

Serena Cole Andrew Maxwell-Parish

Aimee Graham Zane Murray

Charlie Leese Chris Parsell

Michele Marti Yvie Raij

Enrollment Services_

Jerry Allen Peg Leary

Scott Cline Sheri McKenzie

Noel Dahl Robynne Royster

Student Affairs_

Curtis Adamson Virginia Jardim

Marianne Beck Jessica McMillan

Courtney Chung George Sedano

Janeece Hayes Jeannine Szamreta

Operations_

Noah Bartlett Zane Murray

Rebekah Eisenberg Keith Stiver

Lisa Jonas Peter Sutton

Aaron McKenzie

ETS/Library Services_

Teri Dowling Hillary Wiedemann

Todd Larson Bobby White

Cian Phillips Michelle Ziegmann

Marketing/Communications

Chris Bliss Becky Ruden

Laura Kenney Meghan Ryan

STUDENTS_

San Francisco Student Group_

Vivek Shah, IXD

Paulina Berczynski, MFA Social Practice

Hannah Kim, Graphic Design

Carolina Magis Weinberg, MFA & VCS

Ebun Alugbin, MArch Alum

Mitchell Price, BArch

Matt Pearson, MFA Design

Angela Lee, Illustration

Forrest McGarvey, MFA fine arts &

MA visual critical studies

Leslie Greene, Industrial Design

Sabrina Florence, Interior Design

Jiayun Ong, Industrial Design

Gabriel Ascanio, Architecture

Gina Bugiada, MArch

Sam Bertain, Industrial Design

Kathryn Gentzke, MFA Social Practice

Oakland Student Group_

Justin Chin, Animation

Tanya Poovaiah, Animation

Sara Butterfield, Painting

Zhiyu Xue (Reaji), IXD

Kyung Chyun, Illustration

Chase Kumasaka, Animation, Chimera Leader

Cynthia Santos, Animation

Tammy Berdichevsky, Sculpture

Trevi Pendro, Jewelry/Metal Arts

Tanya Gayer, MA Curatorial & VCS

Adan Romo

Cynthia Navarro, Illustration

Veronica Jackson, VCS

Nimeela Daripineni, Industrial Design

Gabriele Dow, MFA Creative Writing

Jenny Rosen, Ceramics

Shelley Carr, MA Curatorial Practice

Zoe Yuan, Jewelry/Metal

Robyn Willson, Fashion

Hubert (Hao-Yu) Wang, Film

And many, many more…

PHOTO CREDITS_

Section 5.0

Heath Ceramics: Mariko Reed

Lick-Wilmerding High School: Tim Griffith

Exploratorium: Bruce Damonte

Bullitt Center: Nic Lehoux



2010–2015 STRATEGIC PLAN THEMESDREAM BIG_ CCA is a place for people who want to make a difference in the world. Our values are rooted in the Arts and Crafts movement, which emphasized the power of art and design to make a positive impact on society. The San Francisco Bay Area has an important history of diverse social movements, innovation, free thinking, and risk taking. This convergence of compelling forces is embodied in our institution and guides our educational mission.

CONNECT COMMUNITIES_ CCA values a system of connections that form the basis of resilient and dynamic social and learning ecologies. We seek to strengthen relationships among stakeholders: faculty, staff, trustees, alumni, students, and our students’ families. CCA intends to further develop partnerships with our local neighbors as well as with national and global educational institutions, nonprofits, professional organizations, industry, and government.

CULTIVATE DIVERSITY_ CCA is committed to reflecting and serving the diverse populations of the San Francisco Bay Area. The wealth of knowledge, experience, and perspectives here creates incalculable cultural energy, enriching CCA’s conversations, curriculum, and community. We are committed to enhancing this diversity, ensuring access to opportunities, and preparing our graduates for an increasingly complex global society.

LEAD RESPONSIBLY_ Responsible administrative and faculty leadership is based on a shared identity as an institution and a clear vision for the future. CCA’s goal is to further empower our community’s innate ingenuity toward creating realistic, honest, and appropriate solutions to the challenges we face

During the preparation of this strategy, the underlying aspect of continual change and agility was discussed with the CCA Community. As a direct response to those discussions, this plan acknowledges that change has always impacted the College, and it has consistently adapted to both internal and external change. As such, we have established a sixth principle, which seeks to make overt the qualities that were unstated in prior documents.

FOSTER EXCELLENCE_ People are inspired by an educational environment that stretches minds to new heights. CCA challenges everyone in our community to create significant work in an environment of world-class academic and artistic excellence. CCA supports learning experiences in all contexts, from the classroom to the studio to the community. We encourage the exploration of broad and deep interests, and the balancing of theory and practice.

EMBRACE CHANGE_ Since our foundation in 1907, CCA has always evolved, responded, and reacted to the internal and external changes confronting it. This is the behavior of an institution that must continue to act despite potentially limiting resources and externalities that may cause it to question itself. This is an underlying quality of CCA, and part of the community expression that has driven our community for over a century—the underlying embrace of change—whether in seeking change in ourselves and our communities, or responding to the things that change around us.


2015

California College of the Arts

one cca gensler report

Documents