Expanding Campuses: A Qualitative Comparison of the Development Processes of University Park at MIT and The Georgia Institute of Technology's Technology Square

College is a necessity; no longer an optional progression of education taken by a few seeking to improve his or her status in life. In conjunction with the increased need for a college education, the "echo boom," the children of baby boomers, are reaching college age at record numbers. The largest class of graduating seniors in United States history will graduate in 2009 (Wright 2004). Furthermore, an additional 5.3 million students will matriculate by 2010, which contrasts with a total college and university enrollment of 12.2 million in 1985 (Wright 2004). Forced to respond to the increased demand, colleges are seeking alternative solutions for the provision of academic, residential, and office space. Additionally, colleges are greatly expanding their land holdings to accommodate future growth. It is imperative for educational institutions to form partnerships with communities and thus achieve quality growth that will not only benefit the college or university, but also will benefit the community's existing and potential residents. Through the use of two case studies, this paper will examine how colleges and universities undertake redevelopment projects. What motivates schools to expand through property acquisition and development? Are redevelopment projects purely self-motivated or do colleges and universities seek to benefit the surrounding neighborhoods and communities with development projects? How is development conducted and how are deals structured? Is there a difference in how private and public schools enter into the development process? Finally, I will address the funding of the development deals. From the case studies I will generate a set of recommendations for future college and university development projects.Master of City and Regional Plannin