SCUP 2018 Annual Meeting: Ending the Runaround

Total Advising at University of Virginia
Ending the runaround: Creating a
one-stop-shop for student advising

University of Virginia | Nalls Architecture | brightspot SCUP 2018
introductions
Richard Minturn Robert Nalls Adam Griff

objectives
How to create a more effective and operationally efficient
student experience by bringing distinct partners together,
using a step by step model that:
•  Research the needs of students and staff
•  Define how service providers will work together.
•  Forecast needs for dedicated and shared spaces
•  Measure the success of spaces and services

agenda
Introductions
UVA’s Vision for Total Advising
Activity and discussion: students services on your campus
Strategy for Total Advising
Activity and discussion: selecting future services and providers
Design for Total Advising
Lessons Learned
Questions and Answers

students were somewhat dissatisfied with advising*
Although UVA had robust Advising resources for undergraduates, Students did not give high marks to their advising
experience on the SERU survey several years ago. Particularly students who had not yet declared their major.
New students enjoy the UVA lawn
UVA SERU Survey data
Graduation at UVA
Students’ time at UVA
*Data was taken from one question on the SERU survey, which may be misinterpreted by students.
However, qualitative data collected throughout the process supported the overall finding.

advising: importance and challenges
Advising plays an important role in
fulfilling student expectations, helping
them make the most out of their
experience at UVA, and ensuring
students develop into and are prepared
to become productive citizens, as
outlined in the University mission.
Students’ time at UVA
But there are gaps – students
identified a need for integrated
advising services that better
support their experiences at UVA.

vision: convenient, integrated delivery, 24/7
A central location, near the “Lawn” and Student Union would be ideal. The Center should integrate
UVA’s many advising services into an integrated and coherent experience – both physically and
digitally.

Many advising services are
available. They span
Academic, Career, Financial
and Health/co-curricular
areas.
But Providers are scattered,
physically and
organizationally, with no
single access portal.
abundant advising resources, weak integration
There was no central index of advising services. After searching for a week we found about 30 entities
in 4 major areas.

•  Steering Committee: Vice Provost
for Academics, Faculty, Advising
Providers
•  Working Team: Library, UVA
Planners, brightspot, Nalls
Architecture
•  Stakeholders:
•  Many, many students
•  More Advising Providers
•  Provost, President
•  Process: Interview, measure, model
and prototype, repeat.
organization and process
Initially we thought we were building a space. In reality we were creating a new business.

findings: four areas of opportunity
With initial student interviews we dug deeper into the qualities that make a good advising
experience for students. Four areas of opportunity emerged:
awareness
personal
connections
expertise convenience
•  Increase
knowledge of
available services
•  Help students
identify what’s
most applicable
to them
•  Help students
create personal
connections
earlier
•  Fill the “gap” until
they form
connections
•  Connect students
to a variety of
“experts”
•  Prepare
individuals
(including peers)
to act as advisors
•  Make services
more visible and
physically
accessible
•  Offer services at
the time and point
of need

themes for the student advising experience
With students, we used images and thematic ideas to draw out and prioritize the attributes which
would be most valuable to them in an advising experience. Then tested the themes with the steering
committee.
Integration
Flexibility and
Choice
Engage and
Empower
Physical and
Digital
Helping and
Directing
Advisors as
Guides

advisors as guides - “Rangers”
The metaphor of Park Rangers resonated. Highly trained student employees would be the core service
providers. Like Park Rangers, they would give orientation, access to services, and help with “mapping”
an academic, career, or life issues plan.

The Digital Center would:
•  Help save students time
•  Help students discover new services and
opportunities
•  Extend the advising experience online
•  better match students to people and resources
•  Provide staff with data to operate and
continuously assess and identify opportunities to
improve center services
•  Increase staff availability and efficiency with self-
service options
an equivalent center in the digital realm
A fully integrated digital platform would co-exist with the physical Center and extend and
enhance the advising experience.

space: shared and scheduled
Advising Providers schedule space as needed for the type and timing of the services they
want to deliver. No one “owns” a storefront or office.

Activity: students services on
your campus

problem statement madlib
Turn to your neighbor and using the ‘madlib’ , reflect on the current state of student
services on your campus and what are your greatest challenges.

example madlib
Second year students want help choosing a major
the complexity
lack of personalization academic advising services

what is a service?
A service is an
interaction and a
relationship
between a customer
and a provider.
A service is co-
created between
user and provider.
It takes place over
time through
touchpoints (points
of contact).
Drop-in doctor appointment Taxi ride Mobile check deposit
All-inclusive cruises Subscription movie streaming Next-day package delivery
Photo: NYTimes/Peter Wynn Thompson

Service design is the planning of people, activities,
touchpoints, resources, and infrastructure to create
great interactions between users and providers.
what is service design?
Entice Enter Engage Exit Extend
Book an appt.
online and fill out
intake forms
Check in and
review our forms
Meet with the doctor for our
consultation and tests
Review next steps
with the nurse
Receive reminder
for the next
appointment

There are 5 key principles of service design:
1.  Be user-centered - see through your
customers’ eyes
2.  Co-created – all services are co-created
between user and provider
3.  Sequencing – consider the service as a
sequence of related actions
4.  Evidencing – intangible services must
be made tangile
5.  Holistic – consider the entire
environment
This is Service Design Thinking
Stickdorn and Schneider
what are the principles of service design?

what’s brightspot’s approach?
brightspot’s approach to service design is to think through
the why, what, when, where, and how of a service in order
improve the experience of both the user and provider.
Planning for Higher Education article
Why What When Where How
Service
Philosophy
Service
Portfolio
Service
Hours
Service
Points
Service
Delivery

students want variety of support services
Students rates (scale 1 to 5) how valuable to have groups present in center.
0 1 2 3 4 5 6 7
Cav Link
All-over tutoring center
Cross-School Advisor
Women's Center
Peer Health Educators
Mindfulness Center
Pre-Commerce Advising
Foreign Language Tutoring
Representatitves from Majors
Transfer Student Advising
Human Resources
Alumni Mentoring
Ulink
SFS
CAPS
0.0
1.0
2.0
3.0
4.0
5.0
Eng. Tutoring Assoc. Deans Math Center Library Instr.
Prog.
CUE + URN Writing Center ISO Internship
Center
UCS: Pre-Prof
Value of being
in center
Groups written
in by students

advising groups to be included in center
Considered by type, frequency, and service delivery mode to create an effective mix

mix of advising types
Integrated
7%
Academic
27%
Skills-Based
20%
Career
13%
Student Affairs
10%
Social/Health
13%
Financial
10%

advising experience design metaphors
We explored three different metaphors: a science discovery center, a pop-up market, and
a national park visitors center.
The Discovery Center Model: The Pop-up Market Model:Nat’l Park Visitors Center:
Museum of Science and Industry, Chicago Dekalb Market; BrooklynSanta Monica Mountains Recreational Area
•  Exhibits and displays
•  Events and programs
•  Rotating “vendors”
•  Flexible spaces
•  Integrated support & direction from
“rangers”
•  Helping students “connect the
dots”

advising experience design metaphors
Each metaphor has its own associated set of spaces, staffing, and approach to service
delivery.
National Park Visitors CenterPop Up MarketDiscovery Center

advising experience design
We selected a hybrid of the metaphors: a pop-up for the service providers, a discovery
center to activate the central space, and a visitor center for roving support.

integrated, general support: “Rangers”
•  Approachable, visible and
accessible to all students
•  Knowledgeable of Center services
and the outside advising ecosystem
of UVA
•  Able to connect across providers –
to resources within the Center and
beyond
•  Help with basic info including
explaining options, identifying
resources needed, and directing
them to / scheduling appts.
•  Hand-off to specialists for questions
that require expertise
Santa Monica Mountains National Park Visitors Center

expert support: Center partner models

using partner styles to create program
Translating the partner model into the space through ‘work style’ based programming

center space program
0
2,000
4,000
6,000
8,000
10,000
12,000
14,000
Total NSF
46% - Public / study: Group study
rooms, tables and soft seating, café
seating, tutoring spaces
27% - Events / program:
Flexible event spaces of varying sizes
1% - Exhibit / display: Displays
distributed throughout
14% - Service delivery: Welcome desk,
service points, consult areas
8% - Back of House: Staff offices,
workstations, and support resources
5% - Support: Storage
5,825 nsf
3,500 nsf
1,600 nsf
800 nsf
600 nsf
100 nsf
12,425 nsf
total
88% shared /
available for
students “after
hours” or in peak
study times
Note: current
student seat count
= ~450 and future
seat count = ~340,
providing a better
variety of types of
study space

center space planning
Preliminary Model: Spatial Implications Workshop with UVA Steering Committee

operating model
Partners’ staff provide advising services while center staff consists of rangers and
operational functions.

staffing model
Scenario based modeling of staff enabled exploration and flexibility

digital integration
role of digital 5E’s of the digital experience
save time
discover
opportunities
extend the
experience
better matchmaking
self-service
continuous
improvement

discussion: planning the future of student services
Based on your current student service
challenges, answer the following
questions with your partner in the
planning worksheet:
What is the vision for the future
student experience?
What services should you offer to
solve your current challenges?
Which providers will offer these
services?
whothey are most frustrated by
and
with our
description of student
motivation
Author(s):
UVA | Total Advising Center | SCUP 2018
description of problem
service(s) / offering(s)
description of problem
Service Planning Canvas
Based on your current student service challenges, answer the following questions with your partner
in the planning worksheetVISION What is the driving vision for your new student service experience?
SERVICES Describe each service in detail.
WHO Who is providing the service (e.g., service provider, role,
department, partner)?

Analysis of Grounds (campus) resources by University senior staff
Fun/Informal/Loud Serious/Formal/Quiet
Total Advising
•  Study space
•  Tutoring
•  Advising/consultation
•  TA staff spaces (drop-in only)
•  Program space (R)
Alderman
•  Study space
•  Collaboration space
•  Digital research
•  Innovate/Make
•  Media wall
O'Neil Hall
•  Meeting space (R eve only)
Mindfulness/Resilience
•  School of Nursing
•  School of Law
•  M-F 9-6
Rotunda
•  Multi-purpose (R)
•  Study space
•  Meeting space 14-30
(R)
•  Events/Catering (R)
•  Exhibit/Display
Open Grounds
•  Multi-purpose (R)
•  Meeting space up to
20 (R)
Newcomb
•  Meeting space 12-150 (R)
•  Student org space
(dedicated)
•  Performance (ballroom) (R)
•  Advising (co-curricular,
dedicated)
Ern Commons
•  Multi-purpose up to 150 (R)
•  Events/Catering (R)
O-Hill
•  Rehearsal (R)
•  Meetings (R)
1515
•  Performance space
•  Café/Lounge area
•  Rehearsal space
•  Meeting space
•  Games (table/
arcade)
SAB
•  Performance (R)
•  Rehearsal (R)
•  Events (R)
IM/Rec
•  Rehearsal space (R)
integrating planned and available student support venues

Corner
District
ALDERMAN LIBRARY
O’NEIL HALL
MINDFULLNESS/
RESILIENCE
ROTUNDA
OPEN GROUNDS
NEWCOMB HALL
ERN COMMONS
O-HILL
SERIOUS/ FUN
FUN/ SERIOUSNESS
SERIOUS/ FORMAL/ QUIET
FUN/ INFORMAL/ LOUD
SAB
IM/REC
CAREER SERVICES
Key Adjacencies:
mapping available resources

Undergrad
Apartments
Sororities/
Fraternities
Medical
Grounds
Corner
District
ALDERMAN LIBRARY
O’NEIL HALL
MINDFULLNESS/
RESILIENCE
1515
ROTUNDA
OPEN GROUNDS
NEWCOMB HALL
ERN COMMONS
O-HILL
SERIOUS/ FUN
FUN/ SERIOUSNESS
FUN/ INFORMAL/ LOUD
SAB
IM/REC
CAREER SERVICES
Key Adjacencies:
§  1515 provided
an informal
setting central
to upper class
housing

Undergrad
Apartments
Sororities/
Fraternities
First Year
Residences
Medical
Grounds
Corner
District
TOTAL ADVISING
ALDERMAN LIBRARY
O’NEIL HALL
MINDFULLNESS/
RESILIENCE
1515
ROTUNDA
OPEN GROUNDS
NEWCOMB HALL
ERN COMMONS
O-HILL
SERIOUS/ FUN
FUN/ SERIOUSNESS
FUN/ INFORMAL/ LOUD
SAB
IM/REC
CAREER SERVICES
Key Adjacencies:
§  1515 provided
an informal
setting central
to upper class
housing
§  Total Advising
provided a
more formal
and quiet
location central
to 1st and 2nd
year housing

existing conditions: main space
§  Affectionately known by
students as the “Pit of
Despair”
§  Dominated by 1st and 2nd
year students who
migrated from the
residence halls for quiet
study
§  Characterized by tightly
spaced seating to
maximize capacity
§  Unwritten policy for quiet
study “enforced” by
students

existing conditions
west wing
§  Largely below grade, this
was originally built for
storage
§  Had been converted to
low-ceiling, windowless
classroom with storage
beyond
§  Space proportions,
column obstructions and
lighting created a less
than ideal environment
for intended uses to
support advising

second floor plan
analyzing existing conditions
WINDOWLESS
NATURAL LIGHT
TERRACE
NATURAL LIGHT
WINDOWLESS
BELOW GRADE
NATURAL LIGHT
THE GREAT ROOM
PRIMARY ARRIVAL POINT
PRIMARY
VERTICAL
CIRCULATION
Converting concepts into plans:
§  Diagramming the
constraints and
opportunities
§  Focused on presenting the
capabilities of the space to
serve for the intended
advising function
§  Informed the planning and
created demand for
improvements such as
windows in the west wing
and improved toilet
facilities
§

program as developed by brightspot

program analysis
§  Traditional tools such
as program blocks
were used to help the
students and staff to
understand the
magnitude of the
program by use group.

program space limitations
§  Traditional tools such
as program blocks
were used to help the
students and staff to
understand the
magnitude of the
program by use group.
§  Large enclosed event
space was eliminated
from program based
on nearby availability
of similar spaces.

planning workshops
feedback on concepts
§  Nalls Architecture worked
closely with brighspot in
facilitating student and staff
input on preferences in plan
concepts.
§  The densest concentration of
sticky dots is on the food
service area.

planning workshops
furniture preferences
§  Discussion included
functionality, character,
and group sizes
§  Much of student feedback
grew out of current use
§  A strong preference for
tables and chairs over soft
seating resulted in concept
changes
§  Desire for larger study
group sizes (4-8) also drove
concepts

PUBLIC / STUDENT
SPACE
DEDICATED EVENTS /
PROGRAM SPACE
ADVISING AREAS
STAFF SPACES
EVENTS /
PROGRAM
SPACE
PUBLIC / STUDENT
SPACE
SEMI-PRIVATE ADVISING AREAS
PRIVATE MEETING
SPACES
second floor plan
blocking diagrams
§  User-friendly tools such
as plastic discs were used
to facilitate
brainstorming with
students and staff
§  Early block diagrams
allowed for discussion of
functional areas in
response to the facility
analysis, adjacencies,
size requirements, and
noise criteria.

PUBLIC / STUDENT SPACE
DEDICATED EVENTS /
PROGRAM SPACE
ADVISING AREAS / SERVICES
STAFF SPACES
second floor plan
§  Zoning of the uses drew
largely from maximizing
openness along windows
and moving private
spaces towards the
interior.
§  The noisiest activities
were moved to the west
wing for ease of
isolation.

analyzing seating capacity
second floor- existing furniture layout
§  Existing conditions focused almost entirely
on maximizing seating capacity at tables in
a single reading room
§  Power at tables was an ongoing complaint
§  Some partial-height soft wall enclosures
had been added in an attempt to support
group study

analyzing seating
capacity
initial proposed layout
§  The original plan focused on increasing
open space at the expense of table seating
to better support advising programs
§  A presentation area was integrated to partly
support the large meeting room function
that had been eliminated from the program
and allow for circumstantial engagement
and learning
PRESENTATION AREA

analyzing seating
capacity
initial proposed layout
§  The original plan focused on increasing
open space at the expense of table seating
to better support advising programs
§  A presentation area was integrated to partly
support the large meeting room function
that had been eliminated from the program
and allow for circumstantial engagement
and learning
§  A 1200+ student petition opposed the loss
of the traditional use as a reading room
§  Apparently, students had grown to love the
“Pit of Despair”
PRESENTATION AREA

analyzing seating
capacity
proposed layout- post petition
§  Planning concepts placed renewed
emphasis on balancing daytime use for
advising with evening/night use as a
reading room
§  The west wing isolated food and
adaptable meeting spaces to support
quiet use of the main space.
§  An adaptable area was created where
tables could be removed to allow open
space and theater-style seating layout
ADAPTABLE PRESENTATION AREA

the built response
main space
§  The design response for
the main space focused
on openness with
maximum transparency
for view and natural
light penetration
§  Glazed wall systems
were intended for
acoustical privacy
§  Open spaces maximized
seating at tables with
limited soft seating
located near entrance

the built response
west wing
§  Clerestory windows and open
structure transformed the
space from its original
character
§  To maximize flexibility,
stained concrete floors with
rolling/stacking chairs and
flip-top rolling tables were
used
§  Glazed overhead doors and
folding walls were facilitated
use for both private
conference rooms and a
single open forum

the built response
in-use
§  Intense use has
characterized the
space since its
opening, both for its
new program for
Total Advising and its
traditional activity as
a reading room.

•  During Planning, communicate a lot.
Without good information people assume
you are up to no good.
•  Students should be part of leadership
and design process; not just stakeholders.
•  Digital and Physical platforms should be
designed and rolled out together. Also
design staffing and operating models as
plans are being developed.
•  Hire the Director early. We did not have
our director on board until construction
was done. Our relationships with the
Advising Providers suffered.
“Ranger Station” – Typical afternoon
lessons learned - planning
We visited with the Director of the advising center after 6 months of operation. For the
most part it runs surprisingly close to plan. However, there were some important lessons:

•  Changing behavior is hard. Advising
Providers won’t embrace new, shared
models easily or immediately –
especially if you are not offering them
free space.
•  Plan accommodation for
confidentiality and compliance
constraints: in health and finance
advising especially, open stations and
glass walls won’t work.
•  Politics matters. The more that
integrated advising is new for an
institution, the more it needs to be a
Presidential initiative.
•  Soft opening. We didn’t plan it that
way, but it has worked well.
lessons learned – operations
Full participation by the Advising Providers has been hard to achieve; sometimes due to
turf anxiety, sometimes due to unforeseen regulatory constraints.

•  Design for tired, stressed students at
4:00 AM in exam week. They will do
dumb things.
•  Minimize moving parts, loose cords
etc. They will get moved, broken or
lost.
•  Furniture gets moved constantly;
Minimize number of different chairs
etc.
•  Coffee and food will get on the
carpet. Solid orange is not a good
choice.
•  Consider stress management. At a
student’s request we included the
Mindfulness program and a dedicated
room, which have been a big success.
Collaboration, food and sodas on the orange carpet
lessons learned – design
Students like the space and use it heavily, for advising during the day and general study
all night. But there were some lessons for us about design and operations:

thank you
richard minturn rsm8fr@eservices.virginia.edu
adam griff – adam@brightspotstrategy.com
robert nalls – nalls@nallsarch.com

SCUP 2018 Annual Meeting: Ending the Runaround

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