MS building, main campus

Academic Success District Initiative

Current StatusIn Progress


Space is a central and limited resource of the university. It is critical to fully and effectively utilize campus space in a manner that advances institutional objectives for student success and faculty excellence. Through the Academic Success District Initiative – Phase 1, the university will relocate several key offices that support the academic experience to paseo-level spaces to enhance their visibility and navigability and to promote collaborative learning environments for students and faculty. Phase 2 involves the upgrade of highly utilized classrooms to support innovative pedagogical practices, including flexible hybrid modalities, cooperative and experiential learning, or “flipped” environments, as well as “hyflex” technology improvements that enable simultaneous online and face-to-face learning.

View the Initiative Brief

  • Development of front door environments for the division of Academic Innovation and academic support programs of the Tomás Rivera Center on the second floor of the Multidisciplinary Studies Building
  • Relocation of TRC’s Supplemental Instruction will move from the fourth to the second floor of the John Peace Library
  • Relocation of the First-Gen and Transfer Student Center to the second floor of the McKinney Humanities Building
  • Relocation of the College of Sciences Student Success Center and the Center for Research and Training in the Sciences (CRTS) to the second floor of the Flawn Sciences Building to space vacated by Life and Health Sciences Advising
  • Consolidation of Math Tutoring in a space on the third floor of the Flawn Sciences Building
  • Existing spaces for Honors College, Writing Core Program and ROTC programs in the Graduate Studies and Research Building
  • Transformation of two university classrooms in the Business Building into collaborative learning spaces with hyflex instructional technology.
  • Development of two outdoor classrooms adjacent to the Flawn Sciences Building to support “in vivo” learning
  • Development of three informal learning and collaboration gathering spaces adjacent to the John Pierce Library and Student Union.

As part of Phase 2 of the initiative, to upgrade highly utilized classrooms to support innovative pedagogical practices, four distinct classroom models have been identified, based on room size and layout, furniture, access to infrastructure, as well as current usage v. potential usage. Universal design will allow for standardization across buildings and campuses, making it easy for faculty to walk into any centrally scheduled classroom and be familiar with how to use them.

Core Classrooms

  • Supported pedagogies: lecture, demonstration, some tech-enabled and active learning
  • Tech: The core classrooms incorporate the standard technology infrastructure to support current face-to-face classes and to be able to facilitate a technology upgrade easily when needed. Standard single projector/display, podium, document camera, computer with touch screen for digital whiteboarding, auxiliary inputs, wireless connectivity, interfaces, switching and control-sized by room. Camera and microphone could be brought in as needed to support connected classes via WebEx, Zoom or Teams.
  • Use cases:
    • Lecture and demonstration classes
    • Some tech-enable and active learning or flipped classrooms with furnishings that permit flexibility
    • Occasional remote connection enabling outside speakers

Connected Classrooms

  • Supported pedagogies: lecture, demonstration, some tech-enabled and active learning, hybrid
  • Tech: The connected classrooms have the same infrastructure as the core classrooms (sized by room) with the addition of an installed pan-tilt-zoom camera and microphone, dual displays at the podium for connected classes (people and content), and dual projectors/displays where possible. Interface would have different modes at startup to support the core classroom setup, lecture capture and connected classes. This room would be platform agnostic to support all video collaborations.
  • Use cases:
    • Allow for outside speakers and students who may be remote to connect.
    • Can allow for a small number of remote students to participate when needed (student athletes, students with medical conditions, etc.)
    • Lecture capture

ActiveConnect Classrooms

  • Supported pedagogies: lecture, demonstration, high-tech active learning, hybrid, flipped
  • Tech: The ActiveConnect classrooms have the same infrastructure as the connected classrooms (sized by room) with the addition of multiple monitors for collaboration. Interface has different modes to support the core classroom setup, lecture capture, connected classes and active learning modes. This room would be platform agnostic as well and where possible furnishings would be flexible to support active learning modalities and universal design..
  • Furniture: Furniture would need to be somewhat flexible to allow for collaboration and activities to flow easily.
  • Use Cases:
    • Group collaboration with access to technology (during class and outside)
    • Allows for outside speakers and experts to reinforce a topic or give more insight
    • Allows for a small number of remote students to participate when needed
    • Lecture capture

Unified Classrooms

  • Supported pedagogies: HyFlex, high tech active learning, lecture and demonstration
  • Tech: These rooms will provide immersive learning experience and run on a dedicated video collaboration platform for ease of use. The technology is similar to the ActiveConnect Classrooms and  leverages the tools available from the unified platform to simplify and enhance the learning and teaching experience.
  • Furniture: Furniture will be flexible to support for collaboration and other activities.. These rooms do not look like a traditional classroom, rather they are designed as  immersive and experiential learning spaces.
  • Use Cases:
    • Students in classroom, remote faculty
    • Faculty in classroom, remote students
    • Faculty and students in classroom & remote (True Hyflex)
    • True global learning experience, allowing students access to resources anywhere
    • Classroom is flexible and allows for experiences in person and virtual when needed

Strategic Plan Midpoint Update (Fall 2022)

A crucial component of UTSA's strategy to become a model for student success is to make services more readily available and easier for students to access. The Academic Success District (ASD) is a multi-layered initiative that relocated key physical spaces, resources and programs to ground-level storefront locations to make them more visible and easily accessible to students. These changes are physical representations of UTSA’s abiding commitment to student success.

UTSA Provost and Senior Vice President for Academic Affairs Kimberly Andrews Espy and Senior Director of Space Management Joshua Gerkin, led the effort to upgrade learning environments and streamline resources for students to thrive at UTSA. The project was completed in three phases:

Phase 1: Relocating several student success resources to centrally-located, ground-level locations on the Main Campus, including advising officesmentoring programs, upgraded university classrooms, college-specific academic support centers and other learning hubs.

Phase 2: UTSA completed strategic classroom upgrades for 22 classrooms in 11 buildings. Renovations included updating furniture, lighting, flooring, and digital integrations. These renovations allow faculty and students to use the space to better suit their teaching and learning needs, help UTSA accommodate new learning styles, and increase digital accessibility and functionality for all students.

 Phase 3: UTSA created new Outdoor Learning Environments (OLÉ), located outside the Flawn Sciences Building and the Student Union. These flexible and collaborative workspaces provide an opportunity for both students and faculty to meet in an informal setting.

Visit the Academic Success District Homepage

This Initiative Supports Strategic Destinations