The document summarizes the findings of a needs assessment conducted for Santa Clara University School of Law. The assessment examined the school's facilities and built environment to identify how it can better achieve its goals of preparing students, fostering community, and supporting its curriculum. The research found that the school's buildings are scattered, limiting interactions and sense of community. It also found that classroom and learning spaces do not align well with student needs and enrollment patterns. The assessment provides recommendations to improve the campus, learning environments, faculty access, and other areas to enhance the student experience.

1. The Student Is the Customer
Santa Clara University School of Law Needs Assessment
Don Polden, Dean, Santa Clara University School of Law
Nate Goore, Principal, MKThink
MKTHINK
the IDEAS company for the built environment
0

2. Session Overview
• Santa Clara University School of Law Overview
• Who is the Customer?
• Case Study: Needs Assessment
– Research and Analysis process
– Findings
• Next Steps
• Conclusions
1

3. Santa Clara University School of Law Overview
• Founded in 1912
• One of the top 10 schools for Intellectual Property and
High-Technology degrees
• Full and Part-time programs
– Full-time enrollment: 750
– Part-time enrollment: 225
• Tuition-driven revenue model
2

4. Santa Clara University School of Law Students
• 10th most ethnically diverse student body in the country
– 40% of applicants from outside California
– 50 states and 68 foreign countries
• Class Composition
– Women 54%
– Men 46%
– Students of Color 49%
• Age
– Full-time median age 25 (range 21-47)
– Part-time median age 30 (range 22-50)
• Tuition
– $30,750 Full-time
– $21,525 Part-time
3

5. The Law School Has Established Clear
Institutional Goals
Santa Clara University School of Law will excel in
preparing its students to meet the challenges of a legal
profession that is increasingly global, technologically
sophisticated, and culturally diverse. In fulfilling this
vision, the Law School is dedicated to educating
lawyers of competence, conscience and compassion.
• Maintain student-focused culture
• Improve lawyering skills
• Fully enable and support current and future curriculum
• Engender student, faculty, and staff community
• Enable centers to achieve full prominence
(Technology, Social Justice, International)
4

6. Achieving These Goals Will Require Changes to the
Built Environment
Current • Aging facilities and infrastructure
Conditions
• Series of incremental renovations and
additions
• Extremely high density
• Growth accommodated through off-campus
leases
The current environment is inhibiting the school from achieving
its Goals
5

7. Project We Implemented a Process That Translated the
Overview
School Goals into Actionable Activities
Discovery Assessment Project Definition
SCU Law
School
Goals
Establish Define Projects
Key Facility Evaluation
Customers
Gap
Action Plan
Analysis
Project
Implementation
Goals and User Needs
Measures Issues
Best Practices
Emerging Themes and Opportunities
6

8. Key Developing Project Goals Required an Understanding
Customers
of the Customer
University
Donors
Neighbors Faculty
Staff Students
Daily occupants
Alumni
Community
Different Customers have Different Needs
7

9. Key
Customers Possible Customer Focus: Alumni and Donors
Opportunities
• Optimized fundraising process
University • Emphasis on new facility as key
Donors growth driver
Neighbors
Students Constraints
Faculty • Program and building design
Staff
tailored to individual donors
• More expensive program—new
Community
construction focus
Alumni
8

10. Key
Customers Possible Customer Focus: Faculty
Opportunities
University
• Create optimized faculty
Donors
environment
Neighbors
Students • Attract and retain top faculty
Faculty
• Faculty depth and reputation key
Staff driver for growth—will attract
students
Alumni
Community
Constraints
• Inconsistent with School’s
mission
9

11. Key
Customers Possible Customer Focus: Students
Opportunities
University
Donors
• Consistent with core mission
Neighbors • Targets primary revenue source
Students
• Opportunity to increase enrollment
Staff • Campaignable themes
Faculty
Alumni
Constraints
Community
• Changing student body could
mean changing needs
10

12. Key
Customers Students as Primary Customer: Implications
• Analyze current conditions from student perspective
• Understand school as system for delivering desired student
experience
• Design new ‘customer experience’ for students
• Clear communication of intent to other customers and
stakeholders
• Discpline required to stay focused on student
Focusing on meeting student needs will also
serve other customers
11

13. Project Goals
Specific Goals were Established for the Built Environment
• Foster student, faculty, and staff interaction
• Align capacity with current and future needs
SCU Law
School Goals
• Primary entry and sense of community
Students as
• Ability to support curriculum
Primary
Customers • Strategy for housing the centers
• Flexibility for future growth and change
• Solutions consistent with budget expectations
12

14. Project Our Process Translated the School Goals into Actionable
Overview
Activities
Discovery Assessment Project Definition
SCU Law
School Goals
Establish Key Define Projects
Customers Facility Evaluation
Gap
Action Plan
Analysis
Project Goals Implementation
and Measures
User Needs
Issues
Best Practices
Emerging Themes and
Opportunities
13

15. Research and Analysis Was Organized Around the
Student Experience
• Campus
• Learning Environments
• Faculty Access
• Support Services
• Informal Interaction Space
• Information Access
• Identity-defining environments
14

16. An Intensive Data Collection Effort Drew from Many
Sources
Customer experience Facility Assessment Benchmarks
Qualitative • Interviews • Walkthroughs • Benchmarking research
• Focus Groups • Structural, accessibility
and exiting constraints
• Survey
• Observation
• Videography
Quantitative • Admissions and • Space allocation • ABA Space allocation
Enrollment reports
• Adjacency and
• Time tracking organization
• Space Utilization
• Occupancy
• Library Circulation
reports
15

17. Overview of Findings
• Campus
• Learning Environments
• Faculty Access
• Support Services
• Informal Interaction Space
• Information Access
• Identity-defining environments
16

18. Campus Students Access 10 Separate Buildings On and Off Campus…
Not Shown:
East San Jose Community
Law Center
17

19. Campus …And Functions are Distributed Across Buildings
S.F
50,000
49,200
Types of Space- SF %
Building Support/Circulation 37,486 37%
Book Storage 18,934 19%
Centers 1,477 1%
40,000
Interaction Space 2,777 2%
Offices 19,518 16%
Learning Environment 27,100 27%
30,000
20,000
17,000
14,000
10,000
9,075
3,385 3,200 2,974
1,854 1,440 1,400
619
0
Heafey Bannan Bergin ESJCLC Law House Montgomery H, Annex BofA Law Alumni Journals Benson
18

20. Campus
Campus Environment
Student Perspective
• Absence of clearly articulated campus
• Shared buildings with undergraduates harms sense of community
Quotes
“The campus environment should reflect what we will be exposed to
when we graduate.”
“We need our own space.”
“Knock down all of the little buildings surrounding campus.”
“Buildings are too scattered—need to be visibly linked.”
“The career center seems like a makeshift operation.”
“It would be nice for the law school to have all of Bannan.”
19

21. Overview of Findings
• Campus
• Learning Environments
• Faculty Access
• Support Services
• Informal Interaction Space
• Information Access
• Identity-defining environments
20

22. Structured
Learning Students Attend the Majority of Classes in One Building
Environment
Several additional classroom are located off-campus
21

23. Structured
Learning
Classrooms and Seminar Rooms
Environment Student Perspective
Themes
• Rooms are the wrong size - too big or too small
• Poor configurations and acoustics
Quotes
“It interrupts the entire class when people come in late because they
have to maneuver around laptop cords and book bags.”
“The Socratic method does not work in the giant classrooms.”
“Classrooms in Montgomery and the Law Alumni Center are too far
away.”
“Seminar rooms always have to be rearranged because lectures
and skills courses are taught there.”
“Classrooms should be configured to emphasize interaction.”
“We have too small a class in too large a space.”
22

24. Structured
Learning
The Current Classroom Configuration Isn’t Aligned With
Environment the Needs of the Students
Weekly Room In Use Hours
Weekly Room In Use Hours: 2002-2003
50
• Students Occupy Rooms over
45
40
40 hours per week…
35
30
Hours
25
20
15
10 Fall
5 Spring
0 Summer
R
0
7
5
7
9
2
6
ic
11
12
13
13
13
14
11
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LC
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nn
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Room
Average Seat Occupancy By Room
Average Seat Occupancy by Room: Fall 2002 Fall 2002
140
125 125 …but On average, rooms are less
120 than half full
100
100
84 84
80
Seats
59.9 59.2
60 47 48.1
40 40
40
19.1 18.5 20 20
15.1 11.6
20 TOTAL
6
OCCUPIED
0
R
6
0
7
5
7
9
2
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11
11
12
13
13
13
14
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Room
23

25. Structured
Learning
Class Sizes are Becoming Smaller, but Most Seats Are in
Environment Large Rooms
Number of Classes Total Class Usage By Enrollment
by Enrollment: 2002-2003 2002-2003
50 • Many classes have fewer than 45
45 students…
40
35
# of Classes
30
25
20
15
10 Fall
5 Spring
0 Summer
#1-15 16-30 31-45 46-60 61-75 76-90 90+
Students Enrolled
Number of Room by Size vs. of Rooms by Size Vs. Total Seats By Size
Number Total Seats by Size
300
• …while most of the Law School’s
250 available classroom seats are in large
classrooms
200
## of Seats
Of Rooms
150
100
50
0 Total Seats By Room Size
# 1-20 21-40 41-60 61-80 80-101 101-120 121+
Room size
# Of Seats
24

26. Structured
Learning Students Are In Classes Throughout the Day
Environment
• Daily patterns are consistent
• Fall and Spring show similar patterns
• Consistently large use patterns after 6PM
Day Utilization (Total): 2002-2003 Day Utilization(Total) 2002- 2003
100%
90% Autumn-Mon
Autumn-Tue
80%
Autumn-Wed
70% Autumn-Thur
Autumn-Fri
60%
Winter-Mon
Utilization
50% Winter-Tues
Winter-Wed
40%
Winter-Thurs
30% Winter-Fri
Summer-Mon
20%
Summer-Tue
10% Summer-Wed
Summer-Thurs
0%
8-9 9-10 10-11 11-12 12-13 13-14 14-15 15-16 16-17 17-18 18-19 19-20 20-21 21-22
Hour of Day
25

27. Structured
Learning SCU’s Students Are Allocated less Classroom Space than Their
Environment Peers
Classrooms & Seminar Rooms Square Feet per FTE Adjusted Student
Classrooms & Seminar Rooms Square Feet per FTE Adjusted Student
60
51
50
40
31
Square Feet
30 25
18
20
SCU 16
10
0
1st 2nd 3rd 4th
Quartile Quartile Quartile Quartile
All ABA Law Schools
26

28. Unstructured
Learning All of the Unstructured Learning Space is in the Library
Environment
27

29. Unstructured
Learning
Unstructured Learning
Environment Student Perspective
Themes
• Nowhere to meet
• Need space to encourage collaborative learning
Quotes
“We are embarrassed to have people come to our student group
facilities.”
“After class, I frequently meet with faculty in the parking lot. Where else
can we talk?”
“When you are studying in the library’s conference rooms, you can
hear everything in the next room.”
“I’d rather study at Starbucks.”
28

30. Overview of Findings
• Campus
• Learning Environments
• Faculty Access
• Support Services
• Informal Interaction Space
• Information Access
• Identity-defining environments
29

31. Faculty Access Students Have Difficulty Interacting With Faculty Outside
of Class
Themes
• No space to meet with faculty
• Scattered faculty members both on and off campus
Quotes
“Students have to wait in the hall to meet with faculty members”
“Students want privacy when they come to discuss their issues and
concerns.”
“There is no efficiency in the location of faculty offices.”
30

32. Facility Faculty-Only Buildings Are Less Conducive to Promoting Student
Assessment
Faculty Interaction
31

33. Overview of Findings
• Campus
• Learning Environments
• Faculty Access
• Support Services
• Informal Interaction Space
• Information Access
• Identity-defining environments
32

34. Student Services
SCU’s Space Allocation for Student Services Is Consistent
with Other Schools
Staff and Administrative Offices Square Feet per FTE Adjusted
Staff and Administrative Offices Square Feet per FTE Adjusted
Student: All ABA Approved
Student: All ABA Approved
35
30
30
25
20
Square Feet
17
SCU 17
15 12
10
7
5
0
1st 2nd 3rd 4th
Quartile Quartile Quartile Quartile
33

35. Student Services
Students, However, Don’t Experience an Integrated
Service Environment
• Law Review/Journals
• Alumni Services
• Career Services
• Academic Support
• Dean’s Office
• Admissions
• Registrar
• Student Organizations
34

36. Student Services Staff and Administrative Offices
Staff Perspective
Themes
• Difficult Wayfinding
• Workflow constrained by remote locations
Quotes
“Students can never find our offices.”
“Staff from the same offices are scattered over campus, due to
space constraints.”
“Some of our applicant files are stored in classrooms – we
need more space.”
“Why don’t we have a staff lounge?”
35

37. Overview of Findings
• Campus
• Learning Environments
• Faculty Access
• Support Services
• Informal Interaction Space
• Information Access
• Identity-defining environments
36

38. Interaction
Space Very Little Space is Allocated to Interaction Space
• Interaction Space occupies less than 2% of the Law School
100,000 Building Support
90,000
37%
80,000
70,000
Book Storage and
Microfilm
60,000
23%
Square Feet
50,000
Unstructured
40,000 16% Learning Environment
30,000 Structured
14% Learning Environment (Classrooms)
20,000 Staff Offices
11%
10,000 Faculty Offices
8%
2% Interaction Space
1% Centers
0
Function
37

39. Interaction
Space Interaction Space Provides Limited Utility
Themes
• Student lounge is inadequate
• No place to buy food
• No student reception space
• Primary interaction space is corridors
Quotes
“The Bannan common room looks like a high school waiting area.”
“Interaction space is very important because it provides an opportunity to
network.”
“Lockers get in the way of everything.”
“The student lounge is terrible for a school with 900 students.”
“I’ve seen family picnics in the student lounge on the weekends.”
“Why doesn’t our campus have a designated place to get food before
class?”
38

40. Overview of Findings
• Campus
• Learning Environments
• Faculty Access
• Support Services
• Informal Interaction Space
• Information Access
• Identity-defining environments
39

41. Information Students’ Shift Towards Electronic Information Access Put Pressure
Access
on a Traditional Library Environment
Themes
• Inadequate study areas
• Limited technology support
• Poor environmental conditions
Quotes
“When I’m in the library, I feel like I’m being held captive.”
“The library should be designed to represent our school’s ideals.”
“I would rather not spend ten hours a day in that dreary place.”
“I use the undergraduate library instead.”
“The library is not a good use of space.”
“It doesn’t seem like an important part of the school.”
“I’ve seen people fall down the stairs in the library.”
40

42. Information
Access Half of the Law School’s Space is in the Library Building…
101,173
100,000
Heafey + Annex
90,000
80,000
52,174
70,000
60,000
Square Feet
50,000
Bannan
17,000
40,000
30,000 Bergin
14,000 Other Buildings
• Montgomery
20,000 • BofA Building
Other Buildings • Law Alumni Center
17,999 • Law House
10,000 • Benson Center
• Law Review
• Computer & High Tech/
0 International Law
41

43. Information …And Over a Third of the Law Library is Used for Book Storage
Access
and Microfilm
• Unstructured learning environments occupy a majority of the library space
• Only 1% of the library is allocated to interaction space
60,000
49,200
50,000
Building Support 12,812 26%
40,000
Square Feet
30,000
Book Storage and
18,934 38%
Microfilm
20,000
13,050 27%
Learning Environment
10,000
Staff Offices
3,167 6%
Interaction Space
Centers
Heafey Law Library
42

44. Information
Access Space Allocation per Student Is In the Bottom Half of All Schools
Library Square Feet per FTE Adjusted Student:
Library Square Feet per FTE Adjusted Student:
All ABA Approved
All ABA Approved
140 133
120
100
82
80
62
Square Feet
60 SCU 60
42
40
20
0
1st 2nd 3rd 4th
Quartile Quartile Quartile Quartile
43

45. Overview of Findings
• Campus
• Learning Environments
• Faculty Access
• Support Services
• Informal Interaction Space
• Information Access
• Identity-defining environments
44

46. Identity Defining
Environments
Student Equate the Identity of the Law School with Several Aspects
of Their Experience
• Centers
– Signify future for students
– Transition to working world
– Symbolic representation of Law School’s vision
• Student Organizations
– Student Autonomy and Leadership
– Camaraderie
• Classroom Environment
– Shared experience by all
– Spend lots of time there!
• Campus
– Visual/emotional connection
– First impression for visitors
– Point of pride
45

47. Identity Defining
Environments
The Centers Are an Important Component of the
School’s Identity…
Web Site Home page:
Links to Centers
46

48. Identity Defining
Environments …But have Very Little Allocated Space
• The Centers occupy less than 1% of the Law School
100,000 Building Support
90,000
37%
80,000
70,000
Book Storage and
Microfilm
60,000
23%
Square Feet
50,000
Unstructured
40,000 16% Learning Environment
30,000 Structured
14% Learning Environment (Classrooms)
20,000 Staff Offices
11%
10,000 Faculty Offices
8%
2% Interaction Space
1% Centers
0
Function
47

49. Identity Defining
Environments The Centers Aren’t Prominently Positioned
Social Justice Law Center 370 sf
International Law Center 305 sf
High Tech Law Center 304 sf
48

50. Identity Defining
Environments
The University Offers Little Space for Student
Organizations
Student Organizations Square Feet per FTE Adjusted Student:
Student Organizations Square Feet per FTE Adjusted Student:
All ABA Approved
All ABA Approved
60
50
48
40
Square Feet
30
19
20
12
10 6
SCU 5
0
1st 2nd 3rd 4th
Quartile Quartile Quartile Quartile
49

51. Identity Defining
Environments
Only One Floor of the ‘Classroom Building’ is Allocated to the Law
School
50

52. Identity Defining
Environments
The Primary Classroom Environment Doesn’t Support Pre- and Post-
Class Interaction
51

53. Identity Defining
Environments
The Main Law School Buildings Are Separated By a High
Traffic Open Space…
52

54. Identity Defining
Environments
…and the both the Campus and Buildings Lack Clear
Entries
53

55. Improving the Student Experience:
Key Criteria
Campus • Occupy entire buildings
• Consolidate to core campus
• Create entry and visual connection between
buildings
Structured Learning • Match classroom size to class size
Environment • Configure rooms to support teaching style
• Small seminar rooms for skills courses
Unstructured Learning • Increase allocated space
Environment • Sufficient rooms available to support
interaction and group study
• Distribute throughout campus
Interaction Space • Dedicated spaces
• Indoor/Outdoor space
• Larger student lounge, food as focal point
54

56. Improving the Student Experience:
Key Criteria
Faculty Offices • Consolidate
• Improve room proportions
• Integrated space to meet with students
Student Service Offices • Closer proximity to other school services
• Additional work space
• Meeting rooms
Library • Usable study spaces
• Varied storage areas
• Plug-in/wireless ports
Centers • Define as focal point for school
• Share one collaborative space
• Meeting rooms and additional work spaces
55

57. Improving the Identity-Defining Environments
Critical Success Factors
• Centers
– Need dedicated, high profile space
– High-activity environment
• Student Organizations
– Need more space—move into second Quartile
• Classroom Environment
– Expand Classroom environment to more than one floor
– Add high value student experience space
• Campus
– Occupy entire buildings
– Create visible main entrance
– Form visual connection among buildings
56

58. Project
Overview Managing the Other Customers Through the Process
Discovery Assessment Project Definition
SCU Law
School Goals
Establish Key Define Projects
Customers Facility Evaluation
Gap
Action Plan
Analysis
Project Goals Implementation
User Needs
and Measures
Issues
Best Practices
Emerging Themes and Opportunities
57

59. Redesigning the Student Experience
• Redefined Adjacencies
• Reallocated Program
58

60. Projected Space
Allocation Adjacencies: Identity Defining Spaces
Centers
and Interaction
Journals Space
Santa Clara
Law School Entry
59

61. Projected Space
Allocation Adjacencies: Core Student Environments
Library
Book Storage
Classrooms
Library Admin
Services
Tech. Services
Study Rooms
Circulation
Student Lounge
Reference Desk
Student Lockers/
Mailboxes Study Rooms
Centers
and Interaction
Journals Space
Santa Clara
Law School Entry
60

62. Projected Space
Allocation
Adjacencies: Faculty and Service Environments
Faculty
Faculty Support
Meeting Rooms
ITS
Faculty Offices Faculty Lounge
Clinics
Library
Book Storage
Classrooms
Library Admin Devel. + Alumni
Services Relations
Tech. Services
Study Rooms
Circulation Dean’s
Dean’s Office
Student Lounge Meeting Room
Reference Desk
Student Lockers/
Acad. Success
Mailboxes Study Rooms Program
Staff
Career Services
Meeting Rooms
Centers
and Interaction Student Services Staff Lounge
Journals Space
Admissions Law Records
Santa Clara
Law School Entry
61

63. Projected Space
Allocation
The Law School Can Meet it’s Space Needs in Two Steps
Current State Decompression Growth
• Sufficient space • Sufficient Space to
required to meet meet Schools growth
current needs objectives
• Enable some • Organize functions to
adjacency support optimal
improvements adjacencies
62

64. User Needs: Law School Space Analysis
Learning
Environments Study Spaces
Baseline Heavy
On-campus Study hours per day 4 hours per student 5 hours per student
% individual private study 50% 2 hours per student 50% 2.5 hours per student
% group study 20% 0.8 hours per student 20% 1 hours per student
% casual study 30% 1.2 hours per student 30% 1.5 hours per student
Daily student hours studying on campus Current Add 60 Add 90 Current Add 60 Add 90
individual private study 1,440 1,560 1,680 1,800 1,950 2,100
group study 576 624 672 720 780 840
casual study 864 936 1,008 1,080 1,170 1,260
Daily hours in use 12 12
Spaces needed Current Add 60 Add 90 Current Add 60 Add 90
individual private study 120 130 140 150 163 175
group study (4 per room) 12 13 14 15 16 18
casual study 72 78 84 90 98 105
63

65. Projected Space The Decompression Program Added High
Allocation
Student Demand Space
TYPE CURRENT DECOMPRESSION % Change
Gross Square Feet 101,173 *117,757 16%
Conference/Meeting net 881 3,300 256%
Interaction Space net 2,777 6,195 123%
Centers & Journals 1,430 2,260 58%
Staff/Student Svc. net 7,939 9,720 23%
Classroom & Seminar net 14,450 17,460 21%
Faculty Offices net 8,412 9,040 7%
Library-Specific net 22,642 23,050 2%
Student Indiv. Study net 5,156 3,140 -35%
Building Circ/Support 37,486 41,215
* Includes 5% Program Contingency
64

66. Projected Space …While the Growth Program Indicates More
Allocation
Balanced Change
TYPE DECOMPRESSION GROWTH % Change
Gross Square Feet *117,757 147,181 25%
Conference/Meeting net 3,300 4,160 26%
Interaction Space net 6,195 6,595 7%
Centers & Journals 2,260 2,760 22%
Staff/Student Svc. net 9,720 13,365 38%
Classroom & Seminar net 17,460 22,400 28%
Faculty Offices net 9,040 11,740 30%
Library-Specific net 23,050 27,671 20%
Student Indiv. Study net 3,140 4,050 29%
Building Circ/Support 41,215 51,513
* Includes 5% Program Contingency
65

67. Current Activities and Next Steps
• Planning Workshops
– Students
– Faculty
– Staff
– Administration
• Incremental, result driven steps
66

68. Redevelopment
Scenarios Aligning Adjacencies With Buildings
Law Alumni Center Journal Buildings Law House
• Staff Offices • Student Offices • Vacate
Heafey Law Library
BofA Building • Library Administrative Services
• Innocence Project • Library Technical Services
• Book Storage – compact shelving
• Additional Conference Rooms
• Additional Study Rooms
• Decrease Computer Labs
Bannan 1st Floor
• Classrooms
Heafey Annex • Student Lounge
• Law Records
• Student Services Bannan 2nd Floor
Montgomery House
• Career Services • Classrooms
• Information Technology
• Academic Success Program • Seminar Rooms
Services
• Staff Lounge • Faculty Offices
• Student Organizations
• Faculty Support Services
• Overflow Offices
Bergin Bannan 3rd Floor
• Deans’ Offices • Faculty Offices
• Admissions • Meeting Rooms
• Centers • Faculty Lounge
• Shared Lounge • Seminar Rooms
• Moot Court
Benson Center-Two Rooms ESJCLC
• Vacate • Staff Offices
• Faculty Offices
• Staff Offices
• Classroom
• Conference
67

69. Programmatic Trade-offs and Test Fits
68

70. Programmatic Trade-offs and Test Fits
69

71. Programmatic Trade-offs and Test Fits
70

72. Planning Implications
71

73. Planning Implications
72

74. Planning Implications
73

75. Conclusions
• Establish and understand primary customer early in
process
• Students can serve as primary customer
– Must be aligned with overall institutional goals
– Collaborative process with other stakeholders
• Meeting student needs can benefit everyone in the
long run
• Thorough analysis of student experience key
component of design process
74