In another episode of Student Success: Built by Design, our panel of experts sits down to discuss the third layer of Maslow’s pyramid, the psychological needs for community and belonging. Once again joining the discussion are Dr. Joel Peterson, Aurora Ayala, Andrea Stalker, and Jeff Johnson, who bring unique perspectives on how built environments, facilities management, and inclusive design contribute to better educational outcomes. The conversation covers how campus design influences student connectivity, trust, community, and belonging. Dr. Peterson reminds us how unmet lower needs show up later when they hinder higher ones and that these needs can be met simultaneously. They draw connections from these ideas to planning environments that feel welcoming rather than surveilled. The panel talks about designing spaces at multiple social scales, from intimate nooks to larger gathering areas, and notes how building character, cleanliness, and maintenance affect student behavior and comfort. They also describe intentional construction communication and community engagement that builds ownership. The Student Success: Built by Design is a production of San Diego Community College District and is produced by University FM.
In another episode of Student Success: Built by Design, our panel of experts sits down to discuss the third layer of Maslow’s pyramid, the psychological needs for community and belonging. Once again joining the discussion are Dr. Joel Peterson, Aurora Ayala, Andrea Stalker, and Jeff Johnson, who bring unique perspectives on how built environments, facilities management, and inclusive design contribute to better educational outcomes.
The conversation covers how campus design influences student connectivity, trust, community, and belonging. Dr. Peterson reminds us how unmet lower needs show up later when they hinder higher ones and that these needs can be met simultaneously. They draw connections from these ideas to planning environments that feel welcoming rather than surveilled. The panel talks about designing spaces at multiple social scales, from intimate nooks to larger gathering areas, and notes how building character, cleanliness, and maintenance affect student behavior and comfort. They also describe intentional construction communication and community engagement that builds ownership.
Episode Guide:
The Student Success: Built by Design is a production of San Diego Community College District and is produced by University FM.
Designing for choice creates real community
26:01 [Andrea Stalker] Different individuals need different amounts of privacy or desire different amounts of privacy or separation. So having an option where you can be alone almost all the time, apartments or suites where you have more interaction. So having a choice is super beneficial for allowing someone to feel comfortable in their home environment and space, and then establishing that what we call that floor mate or that floor community, and having that, you know, 30 to 40 people that you can really relate to at a given time, and it's your support group. It's your immediate community that you go to, while still feeling like you're a part of that broader community and recognizing that broader community is supported by many of the amenities that you're providing in the space like your outdoor courtyards that are gathering spaces or places where you can go for multipurpose events or larger, broader community-oriented things that bring everyone together. And that establishment of really those three layers allows you then to develop different levels of relationship that are so important for someone's sort of personal and social success.
On designing a space built for students
10:09 [Aurora Ayala] I think we've seen it across all of our projects, that when we design with intent, when our spaces really do say you belong here, and our students feel it, like we, you can tell because they linger. You can tell because they will intentionally stay in a place and just have conversations, and that's their spot during their breaks. They enjoy the environment that they're in because we designed it with intent.
People maintaining the building is a crucial component of belonging
20:56 [Dr. Joel Peterson] We train our maintenance staff and our custodial staff and our ground staff to be friendly and professional, that they greet the students, that they greet faculty members...And the fact that we have buildings at night that have custodial staff makes people feel less alone and potentially, when they're feeling more vulnerable in an evening sense, and they know when they've got people that are there working on the building or around the building. So this isn't just the design, but it's the people that will occupy it in maintaining it, our crucial component of this belonging.
[00:00:00] Jeff Johnson: Student Success Built by Design, expanding the human potential for today's students. Welcome to Student Success Built by Design. In this podcast, we explore the fundamental question of how the built environment impacts student success. We'll showcase specific design and build achievements of the San Diego Community College District's $3.5 billion Bond Measure HH, whose goal is to further our education and student success mission by designing and constructing learning environments that don't simply host students, but elevate them academically, personally, and socially. Therefore, we design with a clear purpose and build with mission.
[00:00:45] Andrea Stalker: Previously on our podcast, we defined student success as a combination of academic, professional, personal, and social success. That these successes are, in part, driven by how well the range of human needs, from basic physical needs to self-fulfillment needs, are met. So, how the environment meets or misses these human needs at all levels impacts student success. This then can be the theoretical lens through which we examine the design and construction of San Diego CCD's bond project.
The built environment is the foundation upon which students can be elevated academically, personally, and socially.
[00:01:30] Jeff Johnson: Welcome back to our podcast on Student Success Built by Design. Today, we're discussing social needs. We'll be diving deeper into student success that we discussed in our second episode. We'll be engaging our panel on the third layer of Maslow's hierarchy of needs, social needs of love and belonging. We'll be exploring the design of the built environment and how it can impact the student experience and their success.
We want to welcome back our guests, Dr. Joel Peterson, San Diego Community College District Vice Chancellor and Executive Operations Officer, Aurora Ayala, San Diego Community College District Associate Vice Chancellor for Facilities, Risk Management, and Operations, Andrea Stalker, PBK Architects Principal, Director of Higher Education, and myself, Jeff Johnson, PBK Architects Principal, Director of Design and Educational Planning.
So, I want to welcome everyone back, and today we're going to be getting into a little bit more detail, but just a little bit of review on our episode one, where we were talking about defining student success. I think we had a great conversation on really understanding a little more about the personal, social, and professional aspects of the student experience. And then in our second episode, we were talking about health and habitability, safety and security, and we got into a lot of great ideas of, now getting into a little bit more of the spaces and how they connect with that student experience.
And so, for today, now getting into a little bit more detail, the psychological needs, social needs, are related to connectivity, friendship, community, and sense of belonging. So, as we get into this question, I wanted to get a little bit more kind of general understanding of this topic. And so, to Dr. Peterson, you know, can you start us off with, kind of, breaking down Maslow's psychological and social needs and what they are?
[00:03:25] Dr. Joel Peterson: Thank you, Jeff. I appreciate the topic. It's a fascinating one. It's been around for a long time since Maslow brought up or formulated this hierarchy of needs in the 1950s. It's actually the third layer that we're talking about.
First layer is physiological needs, second layer safety needs, and the third layer then is love and belonging needs, or psychological, which we're going to spend time on today. And then there are additional ones as esteem needs and self-actualization needs.
So, love and belonging includes social needs, including friendship, intimacy, trust, and acceptance within family or groups. And then esteem needs are such things as the need for respect, for reputation, recognition, dignity, and self-confidence. And the top of the pyramid, as it were, would be the self-actualization, the desire to reach one's full potential, personal growth, and self-fulfillment.
One of the key parts that Maslow brought out is that what he called prepotency, or the lower-level needs, are generally more crucial, and if they are not met, the person cannot effectively pursue higher-level needs. But he also pointed out that there was what he called non-linearity, which means that, while presented as sort of a hierarchy, Maslow noted that these needs can be partially satisfied simultaneously. For instance, you could have your esteem needs and your love and belonging needs being met simultaneously because they may be done by other groups and other individuals that you relate to.
And what makes this model so powerful is that it has been able to be used extensively, not only in psychology, but like what we're doing now in education and in business. But it also explains how, when we are doing design and construction, that we can create a built environment that specifically addresses these kinds of needs, either in individual ways or in a collective way.
[00:05:12] Jeff Johnson: That's great. Actually, that really helps us to understand, kind of, our previous discussion on student success and the built environments. How does this start to relate to Measure HH projects and the built environments that we're creating?
[00:05:25] Dr. Joel Peterson: That's a great question. When we look at all of our projects, the first thing that we want to make sure is that it's meeting that physiological layer first and foremost, making sure that the water is going to be clean, air's going to be pure, that it's going to allow people to be able to have their biological needs met, adequate restrooms, et cetera. And then we want to ensure that safety is there, that the space feels safe, it has safety components, railings, et cetera.
And then what we're going to really spend time talking about now with the love and belonging, the social needs thing, including friendship and intimacy and trust, we want to have environments that certainly aren't like prisons or where it feels like there's oversight. If you have all these security cameras everywhere and you feel like you're being monitored, that can fundamentally undermine the components of things like trust and acceptance.
[00:06:16] Jeff Johnson: Excellent. And we're going to be talking a little bit more in detail about certain project types, and relating to that, Andrea, as we're talking about these, kind of, building blocks, what are some of the things that, kind of, support this socialization and relationships and this interaction that we're talking about for students?
[00:06:32] Andrea Stalker: One of the things that we can do across all project types is provide for interaction of people at different scales. So, providing spaces and places where you can interact with one or two people and form quite intimate conversations, relationships, identities, and then to expand out into a slightly larger scale or group size.
And so, you have a somewhat immediate community that you're connecting to and can interact with, and that requires a larger space and a different design of those spaces to encourage interaction. And then finally, to your broader context of community, and how do you bring just the whole built environment into a single place that then you feel you have a sense of belonging?
So, being able to tie architecture and the built environment to our understanding about how people form relationships, that you have the close and immediate, you have your, sort of, immediate community, and then you have your broader community that you have a sense of belonging to. And this translates very closely to, like, actual physical sizes of spaces and then how we organize ourselves within those spaces.
So, as simple as having furniture that allows you to face each other and form small groups and have conversations, versus other ones that are more individual or solitary in nature.
[00:07:47] Dr. Joel Peterson: Andrea, I think you bring up a really good point. When we, your comments right now focus more on, sort of, spaces enabling human connections and relationships. But something you talked about, the overall framework of the built environment, individuals, I would suggest, create also a relationship with the inanimate physical built environment, that buildings can make you feel a certain way.
A space can make you feel a certain way. You feel connected or not connected. You feel a relationship with it, which then can enable relationships with other people. But you may have something where you got great relationships, you're there with a group of friends, and you walk into a building, and something about the building, it's dingy, it's musty, lots of security cameras, and immediately, even though your relationships with the people haven't changed at all, suddenly the building is hindering that and minimizing that because of the relationship with the physical environment.
[00:08:43] Andrea Stalker: Right. That context or built environment is turning you away, right? It's off-putting, versus what we hope architecture and design can achieve is creating a sense of place that you feel you belong, right? And so, we often find that, to do that in architecture, then you want to be able to reflect back to people who they are and that they're comfortable there, right? So, that sense of belonging can facilitate relationships.
[00:09:06] Dr. Joel Peterson: When we think of how built environments can make one feel like you're trusted, and we've all been, unfortunately, with some of the post-pandemic issues, walking into retail stores where suddenly everything is locked behind various things, and you just feel untrusted, versus some other places where you walk in and it's all on display. You have the ability to go and pick things up and touch them, and you feel then trusted, and that people have confidence in you. So, clearly, the built environment does that.
[00:09:36] Jeff Johnson: Right. Well, and this is a great topic, actually, talking about the scale and actually the variety and diversity of the types of spaces that we really need for students to engage, you know, whether it be a small group or a large group. And I'm wondering how, you know, maybe to Aurora, like, how has that played out or that you've seen on campus, the impact of design and construction affecting these kinds of experiences?
[00:10:01] Aurora Ayala: I think it goes right in line with what Dr. Peterson and Andrea are saying. I think we've seen it across all of our projects that, when we design with intent, when our spaces really do say, "You belong here," and our students feel it, like, where you can tell because they linger. You can tell because they will intentionally stay in a place and just have conversations, and that's their spot during their breaks.
They enjoy the environment that they're in because we designed with intent. And to what Dr. Peterson was saying earlier, if we design by function sometimes, when we're looking at total cost of ownership, we're trying to not be so thorough in our design and just make it a room, so throw some chairs, like, we see that students don't want to hang out. They don't feel like that space was meant for them. They don't want to show up. They come in, and they come out.
[00:10:55] Jeff Johnson: Well, that's a great point. And as we're getting into more detail, maybe some good examples, you know, as we talk about athletics, you know, the idea of building community or having community experience and campus pride, those kinds of ideas, we start to see that how the shaping of a space with color and the impact of bringing a body of people together, having that experience. I was wondering, Dr. Peterson, you know, how have these types of spaces been successful in meeting some of these social needs that you're talking about? What are some of the best cases?
[00:11:29] Dr. Joel Peterson: I would think that some of our best spaces for supporting social connectivity and a sense of belonging, it's been our food services areas, where we want students to feel immediately welcome, that we give great sightline visibility into the food prep area so that people trust what is being made for them, and then that they feel very welcome to come there and make their orders, that we don't make ordering the food difficult.
And then at the same time, that there's many areas that they can sit, either by themselves, so there are sort of private nooks, but then there are communal tables that people can sit at, where they can be with other students or with faculty, and in a very open and light and airy kind of environment so that, even though they're protected from the outside environment, we, in Southern California, often have sometimes hot days in the summertime, but at the same time, we have so much light and everything that we're bringing the outside in, and there's a lot of visibility.
So, I would say that those kind of spaces we've been very good with these student centers, where we combine, one, the basic need of, say, food and drink to keep your physiological needs met, and at the same time, that we make the space warm and welcoming, the smells of the food get circulated nicely, and then having good visual lines and the ability for you to connect over shared tables or to find a privacy area where you might want to have some time to yourself as you reflect and or study.
[00:13:04] Jeff Johnson: That's great. So, as it relates to athletics and some of the projects that we have in Measure HH, are there specific spaces that exemplify those ideas, like a gymnasium, or we even talked about locker rooms?
[00:13:16] Dr. Joel Peterson: That's a great point, that probably when you talk about social connections, the two, not opposite ends of the spectrum per se, but very different ones is one is our student housing, which really focuses on making people feel belonging, because this is your home and this is the place where you should feel safest, most comfortable, where you can be yourself, and then you have things like athletics, where it's all about allowing people to demonstrate the highest performances of human physical activities and for people to be able to not only just observe it, but to engage and add to the energy of it and celebrate the achievements.
And so, it's a very public space for the athletics, where student housing is a much more private space, but at the same time, in each facility, you have the opposite, too. In student housing, you're going to have gathering places that are more public. You have indoor courtyards, et cetera, and within athletic complexes, even though it's a very public kind of thing, you have to make sure that you allow people to be able to, you know, go to the restroom or to be able to, you know, look after a phone call or something like that. So, you give intimate spaces that people have the ability to pull away from the crowds and the noise as well.
[00:14:31] Jeff Johnson: Yeah, that's a great contrast between the two different types. They're very different, you know, one's a performance, and like you said, the energy of a student performing, there's a thing that, kind of, builds and rallies, but then for housing, it's very different. I was wondering, Aurora, in, kind of, building these spaces and maintaining them, you know, is there a difference in this, kind of, public length of facilities? How does that work from what you've experienced on campus?
[00:14:58] Aurora Ayala: Well, it's a different type of stewardship. So, when we're managing facilities that serve not just the students, but the community, and, kind of, going back to what Dr. Peterson was talking about, athletics, the community, the athletics community, it's very different because our stake in the facility side is around the maintenance, the upkeep, making sure that the experience that the first round of students received when the building was built is the same experience that the community and the students receive five years later.
So, it's a lot of responsibility, and when it comes to grass, our grass needs to be green, whether it's five years, 10 years. Our students can't have any holes in the grass. There's a safety component to that. So, I definitely appreciate the design behind athletics when you're taking into consideration the maintenance of it. There is a huge responsibility that we fill in the facilities and the ownership as the owners because we have potential athletes, professional athletes, training on our facility, and the design, the experience that they have can impact their future and our community.
[00:16:04] Dr. Joel Peterson: Aurora, when you were talking, it brought to mind that, you know, you oversee another key sort of concept, and that is this broken window concept, that if we don't maintain and keep things up, and you said it really well, that if the experience on day one isn't the same as experience at year five or at year 10, and so it really comes down to that sense of belonging and feeling like this is made for you, is when people can also feel that, you know, they aren't walking into places that have a broken window that's been broken for two months and that there's a pothole in the middle of an athletic field that hasn't been fixed in a long time.
So, I think you bring up an extremely salient point, that it's not just good enough to then design, but we have to make sure that the day-in and day-out occupation and use of the space meets what the design was intended for.
[00:16:59] Jeff Johnson: That's a great point. And to Andrea, you know, how do we work through design or have that accountability or that trust, as we're talking about with design and construction, that we're going to have that element of respect, or is the quality of design that keeps that continuity all the way through the project, through its lifecycle? What are your thoughts?
[00:17:20] Andrea Stalker: Sure. Let's see. So, I think when you think about designing for a sense of belonging, particularly for an athletics project, that the role that branding and graphics can help instill in that sense of pride can go really a long, long way, and that can be infused at every level, right? It can be infused in the smaller individual spaces, in the locker itself, into the team room, into the corridors, into the public realm experience of that.
That, let's see, comprehensiveness of design, as we think about it from, like, the smallest to the largest elements, and having a comprehensive approach to signage and wayfinding, color and graphics, and then branding, all of that ties in so that your user experience, whether you're that student athlete or you're the public community coming in, says that, like, "Oh yeah, we are Olympians," let's say, if you're at your Mesa College athletic complex, right? And you have that sense of pride, and that sense of belonging, and then that sense of belonging helps enhance the relationships that you can form, whether you're on a team or you're coming there to participate as a spectator.
[00:18:27] Jeff Johnson: That's a great point. And, you know, the idea of community engagement, once it's built, you know, there's the experience that they have, but one idea that we talked about is what's that engagement like even during the process, whether it be design or during construction, where the community can, kind of, find some ownership or build that trust or be informed about what's happening as it's being built. What are your ideas, Aurora?
[00:18:51] Aurora Ayala: Well, construction for us is very intentional, and community engagement is extremely intentional. It's not just from the ribbon cutting or the groundbreaking, which everybody loves to attend, but we are pretty intentional about making sure that our community, when I say community, I really mean our students, our staff, our faculty, and everyone that does not attend our community college but is within the community, involved in some way or another.
We do it by providing cameras, by providing updates, newsletters, intentional promotion of everything that we're doing during construction. We've realized that a lot of people love seeing something come to life. They feel like they're part of it just by watching it, and so we do that by the branding, by the signage, by all the communication that our team puts out.
We've noticed it also from being intentional of reaching out to our CTE program. Some of our students that are in our courses now might be students that are going to be wrapping up the construction of these projects. They're part of the life of the construction. So, it definitely is community engagement in all aspects, and there's an investment. There's a real ownership that we're all feeling. No matter how you're involved with this project, there's a pride that's coming out of what we're doing here.
[00:20:13] Dr. Joel Peterson: I might suggest that, again, Aurora's responsibilities include something that I also believe is instrumental when we talk about the maintenance, that you design a building, but part of what you design is the maintainability and the circulation, not just of the occupants, as in the students and faculty and so forth, but also the circulation of the custodial and maintenance staff.
And one of the best ways to make people feel like they belong and that they are welcome is that we train our maintenance staff and our custodial staff and our ground staff to be friendly and professional, that they greet the students, that they greet faculty members, and we hear this all the time from faculty and staff about how much they appreciate a given individual custodial worker or a given individual grounds worker, not only because they're doing the work and people can then see the care and effort that the institution is providing through these individuals, for these individuals themselves make people feel welcome.
And the fact that we have buildings at night that have custodial staff makes people feel less alone and potentially, when they're feeling more vulnerable in an evening sense, and they know when they've got people that are there working on the building or around the building.
So, this isn't just the design, but it's the people that will occupy it in maintaining it are crucial component of this belonging and how well you do that, if you never see people cleaning or working or about the business of taking care of the facility, people wonder then who does it, these empty hallways, and you know, so it is something that I'm not sure if Aurora goes and does her scheduling of these with that in mind, but I wouldn't be surprised if she doesn't think about that.
[00:22:03] Jeff Johnson: It sounds like community building is not just in the construction or the design. You're actually talking about the people, so that the people on the campus actually feel that they have ownership, that it's their place. And I've been to many different facilities where you can tell care, you know, that that's not just a job, it's actually their service with students.
So, I think that's a great way to bring it back to that student success, is that it's a special place for them. One thing I would like to get into a little bit more detail on is student housing, and Dr. Peterson, you had talked about some of the aspects of some of the dormitories and some of the dining. Can you get into a little bit more detail about some of these community-building aspects when designing student housing?
[00:22:47] Dr. Joel Peterson: Sure, and I would call you out for using an antiquated term, dormitories. We don't really use that term much anymore because it tends to evoke what probably you and I had as student housing, which was a big, square, multi-floor cinder block building that had a central long hallway with a whole bunch of doors going down both sides, and you had, you know, a lavatory at one end and you had showers at the other end, and so you'd have a male floor and alternating male-female floors.
We instead, realizing that, you know, society is evolving, the co-education also means co-mingling, and that we have a spectrum of identities and so forth that we need to be welcoming to so that they feel that this is their home. So, we've taken an approach where we have our first facility that we are building for housing is 284 units that range from single-bedroom efficiency apartments, where you got a single room that acts as a bedroom, and a kitchenette, and living area, to then two-bedroom apartments to four-bedroom apartments.
But we also have four-bedroom suites, that we call them. Main difference is it doesn't have a full kitchen, but has microwave, refrigerator, and a sink. But what we know is that a lot of people don't actually really cook, as long as they have meals that they can warm up, and do pre-packaged, pre-made food is what a lot of students these days use. So, we try to be economical by having a lot of those suites because it's a good use of space, but we also want to respect those people who do want to participate in some of the culinary aspects.
But that's inside the places, but we then have these circulation areas where people can gather outside of not only their bedrooms within the apartments, but then outside of the apartments on a given floor, and then we have targeted vending, smart vending machines that we are going to have different cuisines on different floors, so that floor five may be known as, the kind of, the Latin food, and floor two may be the Caribbean cuisine vending machines and so forth.
So, you give each floor a certain identity and a commonality feel. And that belonging, again, we are color coding, so floor one might be purple, floor two may be green, floor three, in terms of accent red, you know, or something, so that there is a way that you realize very quickly if you got out on the wrong floor. You live on the green floor, and you suddenly realize there's red all around you, but it also helps to give people a quick reason to connect and create communities within the broader community of the housing complex.
[00:25:27] Jeff Johnson: That's a great way to frame the entire experience for that environment. And so, Andrea, what's been some of the responses?
[00:25:35] Andrea Stalker: Again, this is really a tried-and-true method within, I would say, contemporary student housing for how we help students form relationships, establishing that immediate family. And it's so great that, Dr. Peterson, you're providing this mix of unit types because different individuals need different amounts of privacy or desire different amounts of privacy or separation.
So, having an option where you can be alone almost all the time, or apartments or suites where you have more interaction, so having a choice is super beneficial for allowing someone to feel comfortable in their home environment and space, and then establishing what we call that floor mate or that floor community, and having that, you know, 30 to 40 people that you can really relate to at a given time, and it's your support group, it's your immediate community that you go to while still feeling like you're a part of that broader community, and recognizing that that broader community is supported by many of the amenities that you're providing in the space, like your outdoor courtyards that are gathering spaces or places where you can go for multipurpose events or larger, you know, broader community-oriented things that bring everyone together.
And that establishment of really those three layers allows you then to develop different levels of relationship that are so important for someone's sort of personal and social success that we know is that critical part of then achieving academic and professional student success.
[00:26:55] Jeff Johnson: This is great. This has been a great conversation about, you know, what we're doing with Measure HH throughout the design, and also talking about construction of each of these projects. Were there any kind of final comments, kind of, what we've, kind of, discussed, that the audience might want to know?
[00:27:12] Dr. Joel Peterson: Well, one thing is, again, I'll bring it back to Aurora's area. We have talked with other institutions that have been running student housing for a while, many four-year institutions, obviously, and we learned a lot about what makes these things successful is not just the design part, but then again is how that design supports core functions.
These are 24/7/365 spaces, unlike most classrooms and offices and laboratories and so forth, that shut down for most of the day, and so choosing the right kind of floor material, for instance, some places that we visited had done, sort of, unfinished concrete floors that looked aesthetically, sort of, cutting-edge, urban, you know, industrial, but then when students went to take their trash out to the trash bin, and there was some leaking coming out of the bag, well, guess what? Permanently soaked into the concrete, and you couldn't get it out, a combination of sight and smell, unfortunately.
And so, again, it goes to the whole point of, if over time the use that we designed it not for the use that people are actually going to do, such that over time it becomes less and less habitable and welcoming, that's a key part that I would suggest that is very important in design, part is really in this case, in housing, to think about designing for usability and maintainability.
[00:28:35] Jeff Johnson: That's excellent. Well, I just wanted to thank our guests today and what we had covered. I thought it was a great in-depth, and in our next session on Student Success Built by Design, we're going to be taking a deeper dive into self-esteem needs, which is part of our psychological needs in our third level, with identity, capacity, and passion.
We'll be exploring case studies and student spaces, equity-based design process, and outcomes that will impact the student environment, and it all leads to student success.
Thanks for joining our podcast, Student Success Built by Design. This series is brought to you by San Diego Community College District and its Measure HH Bond Program, whose goal is to further our education and student success mission. We'll see you next time.
Measure HH is a $3.5 billion voter-approved capital improvement bond program at the San Diego Community College District. Transforming its 10 campuses, which are housed in four separate colleges that collectively enroll 90,000 students annually, Measure HH will impact nearly 1 million students in its first 10 years.