Defines the process by which facilities projects in the University System of Georgia are initiated, funded, planned, designed, bid, and constructed. Each chapter begins with a general step-by-step process for project development with references to supporting documents in the corresponding appendices of the manual. These appendices support and coordinate with the chapters in the first part of the manual and consist of detailed documentation, forms, checklists, guides and examples of correspondence that may be used throughout the process.

Reviews the ongoing revitalization of the Drexel University campus, from a financially challenged institution with eroding facilities in the mid-1990's, to a financially sound institution with rising enrollment and in the midst of large capital renewal program. Accomplishments of that program are featured, and plans to initiate $160 million in new construction in the next year are outlined. Challenges and opportunities of this urban university's master plan are highlighted, as are relationships with architects and the city of Philadelphia.

Presents the College's design guidelines for classroom interiors, equipment, and the building envelope. Also included are recommendations for room sizes, room definitions, furniture, equipment, and audio-visual technology. 39p.

Sets forth interiors guidelines for the renovation of this campus. Most of the buildings were constructed in one campaign during the 1960's. Their condition and functionality are generally held in low esteem, even though their signature architecture is considered worthy of preservation. These guidelines review the building and room types found on campus, and then proceed with recommendations for color, ceilings, walls, inspirational elements, doors and hardware, windows, lighting, acoustics, instructional media, furnishings, and signage. 14p.

This annual environmental scanning report provides an analysis of trends that affect integrated planning in higher education institutions. The trends are categorized as Demographics, Economy, Environment, Global Education, Learning, Politics, and Technology. 11p.

Presents 14 distinctive new or renovated higher education union buildings from 2006. Each example includes photographs, a description, building statistics, and a list of project participants. 12p.

Presents the result of an annual survey of a space use on campuses, comprised of a common space data set, using standardized and familiar room use classifications from the Facilities Inventory Classification Manual (FICM). The report provides numerous comparative charts and tables, in aggregate form, for various institutional categories (e.g., private, 4-year or more, enrollment of 10,000-24,999). The 2007 report includes data from 284 US institutions with a total of 677,633,100 net assignable square feet. Previous years' reports are also available.

Reports on the policies and programs of the 100 leading colleges and universities (by endowment size), rating for them for sustainable practices regarding administration, climate change and energy, food and recycling, "green" building, endowment transparency, investment priorities, and shareholder engagement. A report for each institution assigns a grade from A-F in each category, and then averages them for an overall grade. 120p.

Reports on sustainability practices among North Americas 200 largest-endowed higher education institutions, revealing that 68 percent of the institutions surveyed improved their overall grade. Among the environmentally responsible steps colleges are taking are committing to cut carbon emissions, adopting green standards for design and construction, using hybrid or electric vehicles in their transportation fleets, producing their own wind or solar energy, and buying food from local farms. The grades earned encompass eight categories: administration, climate change and energy, food and recycling, green building, transportation, endowment transparency, investment priorities, and shareholder engagement. 37 percent of the institutions have staff dedicated to sustainability issues, 22 percent have established an office of sustainability, and 68 percent have a committee composed of multiple stakeholders that advises campus administrators on sustainability issues. 235p.

Identifies and discusses ten critical facilities issues, as determined by a panel of higher education and industry leaders. These are: improving communications, sustainability, balancing and articulating expectations, integrating with information technology, focusing on the customer, aligning facilities planning with institutional goals, making master planning more effective, implementing total cost of ownership strategies, managing maintenance and adaptive reuse, and instituting metrics for performance measurement. 36p.

Presents detailed design and construction requirements for the University of Washington, organized by CSI Masterformat and accompanied by numerous detail drawings. An additional section outlines design and space requirements for general classrooms 700p.

This portfolio contains 10 key articles that were published in the Planning for Higher Education (PHE) journal from 2001–2005. Each article is about planning in a small college (FTE 2,999 students or less). 100p.

Presents an overview of a seminar that covered changes taking place in the area of higher education facilities and providing participants views. The top ten critical higher education facility issues are identified, and case studies profiling Mexicos Monterrey International Knowledge City, the higher education learning environment and the Finnish technology hub of Otaniemi, and the University of Salamancas Research and Development and Innovation Building are included. 14p.

Examines the history of architectural education and building form; typologies of schools for architecture; and strengths to encourage in future designs, along with weaknesses to avoid. Some of the findings on the design and process extend to all kinds of buildings on campus and elsewhere. The book offers specific guidelines for future schools of design, as well asguidelines with broader application to interiors for educational buildings and other building types, such as how to plan offices and gathering places to build community. 318p.

Discusses the history and design of the buildings and gardens at Smith College, describing the work of administrators and designers who have shaped the campus from its founding to the present. Plans and numerous photographs are included. 163p.

Presents examples of innovative new educational facilities, organized by the architectural firms that designed them. The examples are largely higher education projects in the United States, with a few K-12 projects included. A short description of each project is accompanied by photographs. 240p.

Reports that a quarter of the state university system's current classroom, lab, office and study space was built in a single decade, from 1967 to 1976, as the state invested heavily in the educational infrastructure needed to serve its growing population. Since then, however, construction and renovation have fallen behind the pace of growth, even as the state made commitments through initiatives to encourage students to attend college. The paper then details four recommendations that would make it possible to move forward with major new statewide facilities initiatives. They are: 1) Raise standards for classroom and instructional laboratory use to be among the highest of any public system in the nation. 2)The Board of Governors should work with other public and private-sector leaders to develop an aggressive, strategic construction plan for the State University System. 3) The state should dedicate one or more funding sources specifically to maintenance and renovation of existing facilities. 4)The system should ensure that construction and renovation projects employ the most cost-effective, cutting-edge technologies to save energy and mitigate environmental impacts. 28p.

Describes standard practices for initiating, conducting, reporting, and maintaining a postsecondary institutional facilities inventory. Updated definitions for building area measurements, space and room use codes, and other data elements that are useful for including in a facilities inventory are provided, along with the basic principles for developing a facilities database, guidance on required and optional data elements for inclusion in a facilities inventory, and suggestions for analytic, administrative and comparative uses for facilities data. Issues that are emerging in the collection, maintenance and reporting of facilities data are presented. 198p.

Presents a British perspective on higher education space needs in the near future. Topics covered include factors affecting space demand, trends in space management, teaching space and learning space, academic offices, administrative space, research and disciplinary change, changing patterns of student demand, other novel modes of delivery, and modelling changing space demands. Includes 21 references. 20p.

Discusses aspects of building design contribute most to optimum space efficiency in higher education institutions. The bulk of the publication comprises 15 case studies of recent refurbishment, expansion, upgrading or new builds in higher education institutions. Ten key points when seeking optimum space efficiency through building design are detailed, followed by ten points of good building practice. 105p.

Summarizes a five-month program of research which included a literature review, interviews with representatives of national educational organizations, four case studies of new learning environments in colleges and universities, and an online survey on educational trends sent to all further and higher educational institutions in Scotland. Seven types of new environments for learning are described: group teaching/learning, simulated environments, immersive environments, peer-to-peer and social learning, clusters, individual learning, and external spaces. 47p.

Presents the University of Utah's design standards, frequently revised and organized into chapters that are accompanied by numerous detail drawings. The chapter toppics are : general guidelines; architecture, landscape architecture, civil engineering, structural engineering, mechanical engineering/plumbing, laboratory hoods, high temperature hot water systems,electrical engineering, communications wiring systems, graphics, and general conditions for construction contracts.

Presents Dartmouth's design and construction requirements, organized by CSI Masterformat divisions, in frequently updated individual PDF's for each section within a division.

Addresses the design of entrances, teaching spaces, vocational teaching spaces, learning centres, and social spaces in higher education facilities. Within each category, issues of flexibility, future-proofing, bold look, creative design, supportive environment, and multiple use are covered. Numerous examples from British institutions, along with floor plans and photographs are provided. 34p.

This British research details survey results and site visits exploring technology's influence on higher education teaching spaces, open access spaces, social spaces and other learning spaces. Major findings include: 1) The difficulty of forecasting over five years in any area of technology indicates that building and refurbishment projects need to build in contingencies for future changes. 2) The use of wireless networking and mobile computing devices is growing, but there is still a need for the institution to provide wired networking and permanently fixed desktop computers. 3) The provision of power for mobile devices is very important and will continue to be necessary for the next few years. 4) The management and development of technological facilities within open access and social spaces is growing in importance. 5) The design of all learning spaces needs to reflect the trend to more student-centered, collaborative and group learning. 6) The use of learning technologies within social spaces is of growing importance. 7) Access to online services from outside the traditional institutional boundaries is growing rapidly. 154p.

Provides a general framework for planning of higher education facilities, with statewide to individual department perspectives. The document begins with overviews of facilities master planning and programming, followed by space planning guidelines that reflect changes in the higher education environment since 1985. Programming guidelines for specific higher education spaces conclude the document. 64p.

Discusses the historical and present effect of "community" on higher education learning, emphasizing a turn away from design that promotes mass production of classroom instruction. As institutions rely less and less on residential living to create a sense of community, design that fosters connection through technology, curriculum, and collaboration. Advice on harnessing the potential of "community" in the design process is included. Includes 40 references. 4.1-4.22p.

Reconstructs the 1927 journey of four Spanish advisors who traveled to the United States to collect information on higher education campus design. The book then details the resulting University-City of Madrid, which was the first American style campus in Europe. Comparisons to the specific American campuses that were emulated are illustrated with extensive photographs. 309p.

Presents a call for campuses to be designed, not only to heighten the quality of the learning experience, but also as working demonstrations of ways in which places everywhere can be transformed into more healthy, humane, civic environments. Sections of the book cover the history of the American campus, forces affecting the shape of today's campuses, and the sustainable, authentic campus. Virtues of the well-designed campus include better student and faculty recruitment, donor support, and a bridge between institutional traditions and the societal changes that higher education institutions must address to maintain their currency as important American places. 225p.

Describes the use the University of Dayton's Marianist Hall Learning Space, through a fictitious narrative involving students and faculty. The narrative is derived from observation of use of this facility, which places offices in close proximity to communal learning spaces, including a cafe and furniture-filled pathways through the building. Includes three references. 3.1-3.11p.

Describes the forms, fame, and fate of the landmark higher education buildings frequently called "Old Main." These edifices came into being as intentional examples of institutional aspirations and accomplishments, track stories of neglect and renewal, and illustrate how some lost through human and natural disasters are now remembered with inspiring campus designs. Reasons why Old Main and comparable buildings and landscapes deserve a prominent place in comprehensive campus plans, and workable methods to achieve that objective are also offered. Graphics include a collection of historic picture post cards that help support the premise that a rounded view of Americas collegiate enterprises would be incomplete without understanding and acknowledging the contributions these edifices have made to campus development. 138p.

Offers advice from twelve facilities experts to help enhance stewardship of campus facilities design and construction. Topics covered include the high cost of building a better university, design decisions and the campus image, facilities master plans, building codes, making a business case for sustainability, paying for the architect's mistakes, green building design, and design decision- making for total cost of ownership. 105p.

Discusses design of buildings with their ultimate demolition (or disassembly) in mind. Construction products and techniques are covered, and examples of buildings at Carnegie Mellon University, the California College of the Arts are detailed. Includes 53 references. 66p.

Describes how institutions of higher education can provide leadership in addressing important strategic issues through campus design and planning, and how at the same time they can create an enduring legacy. It presents a mission-based framework that the trustees, presidents, and senior administrators of today's colleges and universities, and their design and planning consultants, can use in overall campus planning and design decisions; and it focuses this vision with specific actions that can be undertaken at all levels of institutional governance and administration. 286p.

Profiles the entirely new campus of an engineering school that graduated its first class in May, 2006. The robust technological infrastructure is describes, as are the tiered classroom, auditorium, laboratory, and library spaces. Extreme flexibility, interchangeability, mobility, and accessibility were the driving factors in campus design. 32.1-32.7p.

Advises on how to view higher education space through contemporary concepts learning, engagement, interaction, and excitement. The author suggests what constitutes space shaped by learning, catalyzing social encounters, shifting to learning complexes, developing a service philosophy, integrating technology, design for experimentation and innovation, and involving users. Includes 17 references. 14.1-14.11p.

Reflects on student preferences for learning environments, information technology, and their schedules crowded with work and classes. 1.1-1.4p.

Focuses on less often discussed facets of learning space design: how learner expectations influence such spaces, the principles and activities that facilitate learning, and the role of technology from the perspective of those who create learning environments: faculty, learning technologists, librarians, and administrators. The book begins with fourteen chapters by various authors discussing learning space design principles, followed by 29 higher education case studies. 446

Discusses the history and design of the buildings and landscape at the University of Chicago, describing the work of administrators and designers who have shaped the campus from its founding to the present. Plans and numerous photographs are included. 195p.

This is a compilation of websites that contain information about new construction or renovation projects on law school campuses across the country, including examples of several law libraries. A brief description of the contents of each website is included. Law schools with no construction projects but who have created impressive virtual tours of their campus are included.

This manual was jointly prepared by Maryland Higher Education Commission, the Maryland Department of Budget and Management, the Maryland Department of General Services, and the Facilities Planners Council to assist the Maryland community colleges in the planning, design, and construction of buildings, site improvements, and facilities. The Manual also covers the preparation of facilities master plans, capital budgets, and the planning and acquisition of real property or interests in land required in connection with buildings, site improvements, and facilities of Marylands public junior or community colleges and regional community colleges. 217p.

Reports on British research quantifying the effect of good architectural design on higher education staff and student recruitment and retention. Approximately 60 percent of students and staff indicated that the quality of the building design had a positive impact on their choice of institution, with higher figure for academic staff and postgraduate students. Building feature contributions to recruitment, retention, and performance are organized by the buildings' situational, structural/functional, and environmental factors. 50p.

Discusses higher education's leadership in sustainability through curriculum decisions, operations budgets, facility plans, and campus culture. Measurable, positive impact of these efforts is described, as are outreach efforts beyond the campus. Includes 62 references. 9p.

Presents this institution's guidelines, organized to follow the sequence of the design process: 1) General Principles, providing several planning guides that describe the University’s design goals; 2) Project Development Process, organized by the phases of a generic design project; 3) University Planning Standards, delineating the University's expectations regarding the design of specific elements and systems typically included in University projects; 4) Supplemental Guidelines, containing the specific or specialized components of building/site design; 5) Technical Design and Performance Standards, for the development of construction documents and specifications; and 5) Standard Forms and Details, providing templates of standard checklists, forms, project schedules, and project budgets.

Discusses key elements for managing a higher education institution's facilities portfolio, with three sections presenting issues in the order in which they should be addressed. The first section discusses the importance of an institution's mission and strategic goals, estimating future demand through enrollment forecasting, and the development of a strategic vision for the campus in terms of development of its facilities. The second section reviews the elements of a comprehensive facility assessment, the importance of an "environmental scan" to determine external mandates that will affect capital decisions and the institution's resulting capital plan. The third section covers the essential components of a campus master plan, its financing issues and implementation strategies, and the organizational requirements for effective management of the facilities portfolio. 148p.

Laments that university professors often must teach "around" the architecture, which impede the teaching and learning experience. The author proposes that the school facility must be conceived as a teaching and learning instrument in its own right, and at many American universities, the physical setting is unsuccessful, typically following the passive "egg crate" closed classroom format. Also described are three other closely related principles that also shape many aspects of school facility design: Every aspect of a school facility should be program-driven, the facility should be an expression of the values and goals of the university program that uses it, and the facility should strive to be flexible enough to accommodate the educational changes that will certainly occur in the future. 8p.

Offers ideas insights, and information about higher education campus architectural heritage. The contributions campus heritage can make to promote, strengthen, and support institutional goals and objectives are described and illustrated, and methods for incorporating campus heritage into campus plans, facility plans and campus design concepts are suggested. 102p.

Questions the future of the physical classroom as a paradigm for teaching and learning settings within the university setting. In turn, it proposes the notion of "learning spaces" as layered transactional settings for liberating thinking and approach to spatial design in order to achieve dynamic learning environments able to meet current and future needs of teachers and students. Includes 22 references. 7p.

Discusses the history and design of the buildings and landscape at Illinois Institute of Technology, describing the work of administrators and designers who have shaped the campus from its founding to the present. Plans and numerous photographs are included. 111p.

Presents examples of innovative educational facilities, organized by the architectural firms that designed them. The examples are largely higher education projects in the United States, with a few foreign and K-12 projects included. A short description of each project is accompanied by photographs. 211p.

Presents detailed design and construction requirements for the College, including document requirements, space standards, project phase details, technical requirements organized by CSI Masterformat, and appendices with standard drawings. 261p.

Presents a summary of procedures and standards for the construction, remodeling or alteration of the College's facilities and infrastructure, intended to direct consultants, facilitate coordination, and improve communication among the design team(s) and all the College's departments involved in the design and construction phases of facilities. The College's general guidelines are presented in Part I, with material and methods specifications in Part II, arranged according to CSI Masterformat divisions. 247p.

Provides minimum guidelines for acceptable practices, methods, and materials for construction projects, compiling construction and maintenance expertise from university personnel. Part 1 enumerates design principles, lists codes and review agencies, and CAD requirements. Part II provides links to specification requirements for systems, materials, and methods. 278p.

Discusses competition, student preferences, and multiple learning styles as agents for change in higher education design, as well as making those change agents "visible" through design. Includes 19 references. 4p.

Presents a set of building guidelines for University of Buffalo buildings that promote environmentally sensitive design and construction. The guidelines were created in response to an New York executive order mandating "green" buildings. They set out the rationale for building high performance facilities and the processes for integrating the guidelines with codes, standards, and other documents; provide technical strategies for design, landscaping, and building systems; and guidance in construction administration and building commissioning. 119p.

Discusses the history and design of the buildings and gardens at Vassar, describing the work of administrators and designers who have shaped the campus from its founding to the present. Plans and numerous photographs are included. 166p.

Presents personal narratives of college campus "greening," written by faculty, staff, administrators, and students. Reports from institutions ranging from two-year community colleges to famous universities tell of environmental stewardship on campus, curriculum changes, green building design, and working with local communities. 327p.

Provides a compilation of 25 select articles from these seven years of the journal, organized under six themes: 1) Creating Distinction in a Changing Environment, 2) Preserving the Campus as Place, 3) Higher Education Economics, 4) Educational Delivery and the Academic Infrastructure, 5) Measuring Outcomes and Performance, 6) Planning Strategy and Tactics. 250p.

Analyzes research relating to the environment's impact on behavior and establishes five different archetypal environments that support learning in the current knowledge age, versus the prevalent but outdated agrarian- and industrial-age models: 1) Environments for Delivering Knowledge; 2) Environments for Applying Knowledge; 3) Environments for Creating Knowledge; 4) Environments for Communication Knowledge; and 5) Environments for Decision Making. 145p.

Discusses the planning and architecture of Yale University as it relates to the planning and of New Haven. Plans and buildings produced between Yale's founding and the First World War are considered, relating the University's various attempts to either connect or disconnect itself from the city. Also covered is the concept of urbanism as reflected in the planning efforts of the city and the University. 406p.

Presents the University of Alberta's guidelines for the planning, design, construction, maintenance and operation of facilities. Sections of the document address the process of design and construction at the University, the general over-reaching principles and considerations that each design must embody, and technical guidelines for managing construction information, organized by ASTM Uniformat hierarchy. 324p.

Rebuild America is a program of the U.S. Department of Energy that focuses on energy-savings solutions as community solutions. This guide focuses on colleges and universities. Each chapter spells out options and provides guidance for implementing projects that can save substantial energy and money. Information is taken from successful projects implemented nationwide. Each section ends with case studies that provide examples of how the nation's colleges and universities are realizing energy savings. Four sections focus on: (1) "Project Financing" (e.g., financing options and common financial misconceptions); (2) "Clean Fuel Fleets" (e.g., biodiesel and ethanol); (3) "Combined Heat and Power" (e.g., system components and system integration and sizing options); and (4) "Emissions Markets" (e.g., air pollution and climate change programs and opportunities for colleges and universities to participate in air pollution markets). 55p.

The purpose of the study was to (a) determine the design features of the physical learning environment that support collaborative, project-based learning, and (b) to gain an understanding of the rationale for the selection of the features. The literature review indicated a need for changing learning expectations to prepare learners for rapidly changing roles and responsibilities for the 21st century. Collaborative, project-based learning was identified as a pedagogy that prepares learners for these new learning expectations. Data were collected in three phases using a phenomenological approach. Collection methods included site visits, observations, reflection, text, interviews, and designs. Architects and educators participated in the study. Thirty-two design features were identified and placed into six categories. Upon further reflection and analysis, it appears the essence of the findings is the interrelationship among spaces and people. [Author's abstract]

Presents this higher education facilities departments guidelines and procedures for remodeling and new construction projects within the schools 1998 facility. The guidelines include a preplanning checklist, funding criteria, and scheduling advice. 5p.

Presents higher education space planning advice from the Australian Association of Higher Education Facilities Officers. The Guidelines define types of space and offer formulas for calculating square meterage for academic, support, library, parking, and cafeteria use. Standards and benchmarks are offered, and advice on conducting and analyzing space utilization is included, along with a detailed chart suggesting space guidelines by department and discipline. 28p.

Catalogs the buildings, public artworks, and grounds of this institution from its founding in 1853 to the present. The 100 buildings are organized by the era in which they were built, and most are accompanied by a photograph. 134p.

This two-part article examines the future of the U.S. campus and, by extension, implications for its design. It first discusses four key change agents facing U.S. higher education: technology-driven growth of information and communication, globalization, competition, and accountability. It then describes positive changes that are needed and already occurring in many areas of higher education in response to these pressures: adopting student-centered models, becoming more market driven, developing "centers of excellence," being a good neighbor, integrating technology through distance learning and wireless applications, designing for flexibility, facilitating social interaction, and implementing new accountability measures. 7p.

This book provides in depth information that is needed to initiate a variety of building projects on a diverse range of college and university campuses. Filled with project photographs, diagrams, floor plans, sections, and details, the book combines highly illustrative, specialized material from industry leaders with nuts-and-bolts design guidelines. The nine chapters focus on: (1) "Campus Planning" (David J. Neuman); (2) "The New University and Sustainability: Recent Case Studies" (David Nelson) (3) "Libraries/Learning Centers" (John Ruble); (4) "Academic Buildings and Professional Schools" (Graham S. Wyatt); (5) "Science Teaching and Research Facilities" (Michael C. Lauber); (6) "Housing" (Charles M. Davis); (7) "Athletics and Recreation Facilities" (Roy V. Viklund); (8) "Social and Support Facilities" (James Timberlake and Stephen Kieran); and (9) "Cultural Centers" (Jean Marie Gath and Debra Waters.) 311p.

Advocates promptly defining a community college's program after a successful bond campaign. Program preparation, design standards, and development and project definition and help community college districts develop quality programs and keep their promises. Elements of program preparation are discussed, including alignment of the academic plan with the facilities program, land acquisition and due diligence, verification of existing conditions, traffic, systems and controls, and policies and procedures. Design guidelines and standards are next, followed by elements of project definition. 6p.

Presents this institution's guidelines for planning and design consultants. The document begins with an orientation to the institution's procedures for contracting, design process and approval, bidding, and construction. Planning and development guidelines follow, with design and specification guideline in CSI format next. Appendices provide numerous institutional forms and contract documents.

This publication is a condensed version of a doctoral research study conducted to determine the features of the physical learning environment for collaborative, project-based learning, primarily at the community college level. The characteristics of the physical environment investigated in the study were scale, location, functionality, relationships, and patterns. The findings from the study resulted in 32 design features in the following categories: learning group size; functional spaces for learning activities; adjacencies; furnishings; psychological and physiological support of the learners; and structural aspects. [Author's abstract] 72p.

Presents the University of Minnesota's preferences in the development, maintenance and repair of its facilities, and explains the procedures, policies, and basic minimum requirements for materials and products included in construction projects. The Standards and Procedures are organized by CSI Masterformat divisions and updated on a bi-annual basis.

This bibliography contains citations on a wide range of campus planning and facility development issues. Designed to provide a resource for anyone involved in campus planning, this book contains information on works by more than 1,100 authors. It includes citations for 800 books and 350 articles. The bibliography is indexed by author, book title, and article title. 197p.

To address the growing interest in campus planning, design, and construction projects, this anthology compiles articles previously published in "Facilities Manager." The first chapters focus on campus architecture, master planning, and project planning. The mid-section of the book offers information on the critical issues of time management, expectations of the architect, why university construction projects are so costly, and the technological trends that are changing the way future projects are viewed. The volume ends with a collection of articles that address steps to ensure successful outcomes: choosing an optimal project delivery approach, defining the need and role of the project manager, and effectively and successfully commissioning a new facility. The chapters are: (1) "Continuity and Contradiction in Contemporary Campus Architecture"; (2) "Planning for Master Planning: Setting Realistic Expectations"; (3) "Pre-Design Planning";(4) "Fire the Architect! The Conflicting Perspectives of Architects and Facilities Managers"; (5) "Why Do University Buildings Cost so Much?"; (6) "Timing is Everything: Meeting the Challenge of Aggressive Project Schedules"; (7) "Designing Intelligent Campus Buildings for the Information Age"; (8) "The Role and Relevance of Project Managers"; (9) "Partnering and Team Building: Applying New Tools to Project Management"; (10) "Choosing the Best Delivery Method for Your Facility Project"; and (11) "Commissioning New Construction: Getting It Right the First Time". 128p.

Discusses the history and design of the buildings and gardens at this campus, describing the work of administrators and designers who have shaped the campus from its founding to the present. Also covered are surrounding neighborhoods and downtown Berkeley. Plans and numerous photographs are included. 360p.

Discusses the history and design of the buildings and gardens at West Point, describing the work of administrators and designers who have shaped the campus from its founding to the present. Plans and numerous photographs are included. 149p.

Discusses the history and design of the buildings and gardens at the University of Pennsylvania, describing the work of administrators and designers who have shaped the campus from its founding to the present. Plans and numerous photographs are included. 200p.

Information on planning for building new law school facilities, making major renovations to law school facilities, and the challenge of continuous or incremental renovations to meet the needs of the law school community as technology changes the shape of education and the legal profession. Topics addressed include: general overview, background sources, construction data, planning a library, technology, and a list of architectural firms who have designed law schools.

Discusses the history and design of the buildings, sculpture, and gardens at the University of Cincinnati, describing the work of administrators and designers who have shaped the campus from its founding to the present. Plans and numerous photographs are included. 129p.

Discusses the history and design of the buildings, gardens, and sculptures at Cranbrook, describing the work of administrators, designers, and artists who shaped the campus from its founding to the present. Plans and numerous photographs are included. 190p.

Discusses the history and design of the buildings and gardens at Rice University, describing the work of administrators and designers who have shaped the campus from its founding to the present. Plans and numerous photographs are included. 222p.

Discusses the history and design of the buildings and gardens at the University of Washington, describing the work of administrators and designers who have shaped the campus from its founding to the present. Plans and numerous photographs are included. 152p.

Ranging from the design of vast new campuses, such as that by Wilford and Stirling at Temasek, Singapore, through to the relatively modest yet strategically important, such as the intervention by Allies and Morrison at Southampton, this publication examines the new higher educational buildings that are at the forefront of architecture today. Organized around campus plans, specialist teaching and research buildings, and constructions that act as a focus to academic life, the case studies are drawn from around the world. In several cases different university buildings from the same architect are included to illustrate either the consistency or diversity of the approach the practice brings to specific design problems. Glossy photos and project information are included. 224p.

Discusses the history and design of the buildings and gardens at Harvard University, describing the work of administrators and designers who have shaped the campus from its founding to the present. Plans and numerous photographs are included. 344p.

This book is organized into two parts. Part One, "Type and Impacts of Campus Environments," offers an overview of models and concepts of human environments, focusing on their manifestations in the college and university setting and their implications for the design of education facilities, systems, and practices. It provides a broad foundation for understanding and assessing the key components of any human environment -- physical dimensions, people, organizational structures, and collective social constructions -- as well as environments created more specifically in the service of higher education. Part Two, "Creating Environments that Foster Educational Success," focuses on the conditions thought to be important for the design of effective educational environments. This section proposes that educational environments are most powerful when they offer students three fundamental conditions: a sense of security and inclusion, mechanisms for involvement, and an experience of community. (Contains 301 references.) 251p.

This master plan pays particular attention to the original environment of campus, addressing the ongoing need to preserve green space and to enhance the beauty of campus. The plan addresses the campus environment, building sites, traffic and parking, landscaping, land use, building conditions, and includes appendices covering the implementation of capital planning, a report on architectural standards, and a campus planning map.

Discusses the history and design of the buildings and gardens at Duke University, describing the work of administrators and designers who have shaped the campus from its founding to the present. Plans and numerous photographs are included. 132p.

This guide provides information, instruction, and ideas on planning and designing every aspect of the campus landscape, from parking lots to playing fields. Using real-world examples of classic and contemporary campus landscapes, it features coverage of landscape restoration and regeneration; provides an assessment matrix for consistent, effective evaluation of existing and proposed plans; offers more than 175 photographs and drawings of campus landscapes; presents detailed captions, citations, and design guidelines for significant features; and includes discussions on security, maintenance, and the environment. 288p.

This book explores how universities relate their built environment to academic discourse, asserting tha