Resource Lists
CAMPUS ARCHITECTURE Information on the planning and design of college and university facilities, compiled by the National Clearinghouse for Educational Facilities. References to Books and Other Media
Designing for Education: Compendium of Exemplary Educational Facilities 2011 (OECD Centre for Effective Learning Environments , Sep 2011)
Showcases over 60 exemplary recently built or refurbished schools and universities from 28 countries and includes examples of early childhood, primary, secondary, vocational and higher education facilities spanning countries in six continents, from India, Uruguay and Portugal, to Australia, United States and Burkina Faso. Collectively, these projects demonstrate state-of-the-art design in this field and each one is lavishly illustrated with colour photos, plans and descriptions.
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http://www.oecd.org/
Learning Spaces.
Macphee, Larry (Northern Arizona University, Flagstaff , 2011)
Discusses current low-cost ideas for enhancing informal and formal learning spaces. Informal spaces can include display kiosks in common areas, providing power and comfortable furniture in waiting spaces, distributed dining facilities, and collaborative spaces. Recommendations for formal instruction areas room layout, mobile technology, and furnishings. Details of furniture, acoustics, lighting, sightlines, electricity, and audiovisual equipment are also addressed. 19p.
Hub Life: Insights That Shape Campus Spaces.  (Herman Miller, Zeeland, MI , 2011)
Presents responses to a survey of higher education facility planners as to what design and planning elements best suit a "hub," or campus common area. In hub zones, technology is a top priority; accessibility is key; furnishings need to be flexible; and spaces should be designed for less than ten people.
2p.
University of Utah Campus Design and Construction: Design Standards.
(University of Utah, Provo, 2011)
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.
Campus Image and Identity. Dober, Richard P. (Society for College and University Planning , 2011)
The eight chapters in this book reflect the author's categories of the elements of campus image and design. Within each chapter, each page displays two campus scenes, chosen for thought-provoking comparison, and a brief comment from the author regarding each. For each image, there is a link to the Campus Image and Identity area of gallery.scup.org[26], SCUP's online photo-sharing space.
Architecture and Academe: College Buildings in New England before 1860. Tolles, Bryant (University Press of New England, Lebanon, NH, 2011)
Discusses historic New England origins and development of college building design and campus planning principles, finding profound similarities in collegiate architecture in the region, along with equally important deviations and institutional idiosyncrasies.
Focusing on the architecture and related history of individual buildings, their functions, and their interrelationships with the other buildings of their respective campus environments, the author writes a guide to New England college architecture for the interested lay reader and scholar.
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http://www.upne.com/1-58465-891-6.html
Robert A. M. Stern: On Campus Stern, Robert A.M. (The Monacelli Press, Dec 2010)
Architect, educator, and architectural historian Robert A. M. Stern brings special knowledge and expertise to issues of campus master planning and the design of academic buildings. Volume collects more than fifty projects by the firm for the most prestigious institutions in America—Harvard, Yale, Dartmouth, Georgetown, Stanford, University of Virginia—and focuses on the importance of the historic character of the place in charting the future. In surveying the American campus, Stern begins with Thomas Jefferson’s Academical Village at the University of Virginia and then considers its many heirs. He organizes campuses into three principal paradigms: the Embedded Campus, those closely connected with the fabric of the cities and towns in which they sit; the Citadel Campus, those perched above and removed from the surroundings; and the Garden Campus, those whose buildings sit in a more casual configuration in the landscape. Each campus is described in detail, with historic photographs and campus plans illustrating its development. Projects by Robert A. M. Stern Architects are placed in their context, providing a complete view of these distinguished places of learning.
576p
Learning Spaces All Over Campus. (360Steelcase.com, Fall 2010)
Colleges are making better use of real estate by equipping in-between spaces. Add wi-fi, comfortable seating, and room to spread out your work and almost any space becomes useful work space. Some examples: an atrium at the University of Michigan, a corridor that connects two buildings at the University of South Dakota, or a hallway at Stanford University. 4p
Centennial Biomedical Campus Development and Design Guidelines.
(North Carolina State University, Raleigh , Jul 2010)
Updates the 2007 North Carolina State University Physical Master Plan for the biomedical building and campus spaces and identifies findings and recommendations for design guidelines and standards, campus paths, centennial campus infrastructure systems, and the design approval process. 33p.
New Learning Environments: A Study of How Architecture Can Respond to Interdisciplinary and Mobile Learning.
Hall, Chantel (University of Cincinnati, OH , May 2010)
By evaluating designs based on the evolution of the American school as a building typology and predicting the future of higher learning based on the progressing pedagogical shift, this thesis explores new generation learning environments as social entities which will promote interdisciplinary interaction among students and faculty and will challenge the status quo in current education.
182p.
Learning Landscapes in Higher Education: Final Report. Neary, Mike et al (Centre for Educational Research and Development, University of Lincoln, England, Apr 2010)
Learning Landscapes is a research project looking at the ways in which academics work with colleagues in campuses and other key stakeholders to develop and manage innovation in the design of teaching and learning spaces in higher education. This project explored new pathways and strategies which universities are using to link academic expertise to the process of quality and cost effective campus development in the redesigning the university for the twenty first century. The research features a series of campus mapping profiles and case studies of particular innovative teaching and learning spaces in the participating universities. These case studies have been used to produce a number of development tools that can be utilised by academics, estates professionals and other key stakeholders working in the HE sector.
29p.
Columbia College Media Center. 2010
Architect Jeanne Gang profiles her new higher education design, explaining how a tight and noisy urban site was put to use, how ramps enable mobility between floors, and how the history and process of film production informed her design.
MIT Department of Facilities. Completed Projects.
(Massachusettes Institute of Technology, Cambridge, MA, 2010)
MIT has embarked on the most ambitious building initiatives in its history. This website describes the new building projects, including the Stata Center designed by Frank Gehry, Simmons Hall--a new dormitory by Steven Holl, a media lab by Fumihiko Maki, the Brain and Cognitive Sciences Complex, and the Albert and Barrie Zesiger Sports and Fitness Center.
North Carolina State University Construction Guidelines
(North Carolina State University, Raleigh , 2010)
As an aid to the design and construction of facilities and renovations at NC State University, the information collected here provides uniform and relevant information to designers on minimum standards required for University work.
Campus and Effect, or Ways of Designing Incompletely.
Bouteloup, Michael (Royal Melbourne Institute of Technology, Australia , 2010)
Considers the campus as a distinctive urban condition with frequently varying parameters that allow fleeting and often incomplete architectural outcomes. The campus master plan is seen as increasingly ineffectual as a contemporary architectural tool of the campus, reduced to a fiscal document, data projection, demographics and the whim of political expediency. It is diminished in its capacity to remain valid as the variables are rapidly re-conceived in time frames too short for large construction phases.
85p.
University Planning and Architecture: The Search for Perfection.
Coulson, Jonathan; Roberts, Paul; Taylor, Isabelle (Routledge, New York, NY, 2010)
Documents the worldwide evolution of university design from the Middle Ages to the present day, uncovering the key developments which have shaken the world of campus planning. A series of detailed and highly illustrated case-studies profile acclaimed campuses that, through their planning, architecture and landscaping, have succeeded in making positive contributions to the field. Drawing on these examples, the book turns to the strategies behind campus planning in today's climate. Exploring the importance of themes such as landscape, architecture, place-making and sustainability within university development, the book consolidates the lessons learned from the rich tradition of campus development to provide a good practice guide for those concerned with planning environments for higher education. 272p.
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http://www.routledge.com/books/
Strategic Capital Development: The New Model for Campus Investment. Kaiser, Harvey; Klein, Eva (APPA, Alexandria, VA, 2010)
Proposes a model of higher education campus development intended to urge institutions and systems to 1) identify more systematically all capital needs of all types; 2)integrate quantitative space needs with qualitative facility assessment to define whole-building solutions; 3) prioritize projects, based on planning principles, while minimizing the influence of politics; 4) associate the needs/projects with financing
sources in a comprehensive long-range capital investment plan; and 5) via all the above, ensure that perpetually scarce capital resources are applied as productively as possible.
172
Identifying LEED and Sustainable Design Processes in the State University System in Florida.
Prenger, Jessie (Florida State University, Tallahassee, Jan 2010)
Explores the processes the State University System of Florida follows to help design sustainable university buildings. The primary goal of the research was to identify the sustainable design practices the universities are using as well as the attitudes and motivation for sustainable design. Six of the universities were included in this study. Interviews with key employees, visits to the campuses, research on the universities, and photo documentation were examined. The interview questions focused on the challenges and philosophies of sustainable design, similarities between universities, goals, financial impact, designing for LEED standards and certification, and the future of sustainable design in the university setting.
135
The Good, Bad, and Ugly of Campus Expansion: Two Case Studies of Urban University Expansion Initiatives in Boston and New York.
Shawn, Abbott (ProQuest Dissertations and Theses, Ann Arbor, MI, 2010)
Through two case studies, this study aims to illuminate the chief impacts of expansion initiatives according to internal and external constituents, as well as to identify salient organizational characteristics which influence perceptions. Findings show that the chief perceived impacts on campuses include the creation of new space, increased safety, as well as the improved physical appearance of campus and neighborhood. While a number of common impacts emerge, a wide degree of variation surfaces between internal and external constituents and case studies, as stakeholders often have competing interests and priorities. Various internal constituents often have divergent perceptions about impacts that frequently conflict with external constituents. Internal constituents believe that the chief neighborhood impact of expansion is gentrification and the displacement of residents and businesses. Meanwhile, though external constituents believe that change in the availability of affordable housing is the single most common impact of expansion, they also widely believe that gentrification is another major impact. Finally, the study reveals that a number of influential organizational characteristics appear to affect perceptions of expansion impacts. They include university practices (such as communication and the use of the eminent domain), campus architecture, university leadership, student behavior, neighborhood demographics, and neighborhood history.
398
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http://gradworks.umi.com/34/24/3424971.html
Master Planning for Sustainability.
Eisen, Ben (National Wildlife Federation, Reston, VA , Sep 29, 2009)
Discusses inclusion of sustainability issues in higher education master planning, along with the physical plant and academic programming. The growing concern among students for campus environmental impact and examples of institutions that have addressed theirs are featured. 5p.
McGill University Building Design Standards.
(McGill University, Montreal, Canada , Sep 2009)
Presents this institution's guidelines for building design, including location and adjacencies, entrances, support spaces, ceiling height, orientation, acoustics, surfaces, finishes, fixtures, furniture, mechanical systems, lighting, electrical systems, and media. 164p.
15 Cool High School, College and University Building Designs.
(Web Urbanist, Apr 2009)
Profiles 15 mostly avant-garde designs of high school and university buildings from around the world. Photographs accompany each description.
Meeting the State's Future Needs through a Competitive Higher Education Facility and Technology Infrastructure.
(Ohio Board of Regents, Columbus , Mar 2009)
Focuses on facilities and technology aspects of where Ohio stands in providing higher education services. Five questions form the core of report. These are: 1) Are Ohio's higher education facilities adequate to address the needs of and attract students for the 21st century? 2) What is the condition of facilities, and are adequate investments being made to protect the state's assets and benefit students? 3) Can recent trends in funding higher education capital projects, including institutional debt, continue? 4) Do current rules, regulations and practices inhibit the cost effectiveness of facilities construction? and 5) How is technology being used to serve current and prospective students? The report concludes that Ohio's substantial facility and technological assets must be utilized to a greater extent and in different ways than in the past. Trustee stewardship of facility assets are applauded, but larger investments are needed to address deferred maintenance, technology upgrades, building retrofits, and new facilities needed to accommodate program expansions for science, technology, engineering, math and health professions. State regulations, particularly in construction, can be modified in ways that result in high quality facilities at a lower cost. 32p.
College Sustainability Report Card: A Review of Campus & Endowment Policies at Leading Institutions, 2009.
(Sustainable Endowments Institute, Cambridge, MA , 2009)
Reports on sustainability practices among North America's 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.
Educational Environments 4.
(Visual Reference Publications Inc., New York, NY , 2009)
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. 258p.
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http://www.visualreference.com/
Growing by Degrees: Universities in the Future of Urban Development.
(Royal Institute of British Architects, London , 2009)
Examines the potential and challenges of higher education campus growth and community development. The document discusses how the university and local civic authority can no longer carry on their business with minimal engagement. Both need each other today if either is to succeed. The scenarios explored in this publication are intended as informed provocations to stimulate debate not only within universities and local authorities, but also, particularly, between the two. 50p.
Holistic Learning Environments: Integrating Campus and Community Planning in the 21st Century.
(Society for College and University Planning, Ann Arbor, MI , 2009)
Explores new models for campus planning that fully integrate community planning factors. In these models, the campus model becomes more closely aligned with community issues such as environmental sustainability, lifelong learning, security, economic viability and transportation planning. A holistic learning environment includes the broader view of the campus set in its larger geographical and environmental context. The campus operates in the most efficient and sustainable way possible by recognizing the unique opportunities of the local and regional environmental, economic and social context and aligning with it. To complete the cycle, the host community also benefits from the synchronicity of the alignment of campus and community goals by seeking common ground and maximizing the town/gown relationships ultimately enriching community life. 40p.
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www.scup.org
Make Way for Millennials: How Students Are Shaping Learning in Higher Education!
(Society for College and University Planning, Ann Arbor, MI, 2009)
Brings together 13 peer-reviewed articles and 3 book reviews which have been collected from two themed issues of Planning for Higher Education, published in October 2008 and January 2009. The articles discuss today's student expectations in higher eduction adacemic and recreational facilities, the impact of technology on design and space utilization, and campus planning that accommodates current modes of transportation and communication.
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http://www.scup.org/page/pubs/journal/millennials-portfolio
Master Plan 2009: Northern Kentucky University.
(Northern Kentucky University, Highland Heights , 2009)
Presents this rapidly-growing institution's master plan for the years 2010-2020. The land use section details goals for a physical transportation of the campus, achieving of sustainability, promoting a sense of community, and creating memorable campus spaces. 23p.
Space Planning Guidelines, Edition 3.
(Tertiary Education Facilities Management Association, Inc., Hobart, Tasmania, Australia , Jan 2009)
Presents higher education space planning advice from The Australasian Tertiary Education Facilities Management Association. Sections of the document address management, types, allocations, standards, benchmarks, utilization, and modeling of space. The Guidelines offer formulas for calculating square meterage for academic, support, library, parking, and cafeteria use, along with a detailed chart suggesting space guidelines by department and discipline. 60p.
The Architecture of Amherst: The Past, The Future—And the Enduring Principles.
(Amherst College, Massachusetts, 2009)
Discusses how the Amherst College campus has evolved over the course of nearly two centuries. The landscaping, building siting, and specific architectural qualities that make it work and future development are discussed by journalists and board members in a video seminar presentation. Particular attention is given to the highly regarded geology building, the need to build a new science building, and the collaborative approach to campus construction.
The Learning Space.
Jorstad, Jim 2009
This blog provides an environment which offers mediated resources in teaching and learning, guidance in classroom design, instructional design, and digital media creation and display.
The Case for New Academic Workspaces. Pinder, James; Parkin, Jennifer; Austin, Simon; Duggan, Fiona; Lansdale, Mark; Demian, Peter; Baguley, Thom; and Allenby, Simon (Department of Civil and Building Engineering, Loughborough University, Leicestershire, UK, 2009)
Looks at how universities can provide more innovative, effective and enjoyable working environments for academics and researchers. This report draws on case study research into new academic workspaces in the UK, distilling the lessons learned from these innovative projects to offer guidelines for future implementation. It describes the challenges of academic workspace design in the 21st century and considers various strategies and design solutions that can help to achieve the goals of a higher education institution and its academic members. The research findings make apparent that there is no single best design response, and that universities must understand each situation in terms of what they are trying to achieve and how they both want and need to work in the future. 37p
University of Toronto.
Richards, Larry (Princeton Architectural Press, New York, NY , 2009)
This guide is organized into a series of nine walking tours that encompass all three University of Toronto campuses, ending with an off-campus walk in the surrounding area. The guide features more than 170 of the institution's finest buildings, a foreword written by the current dean of architecture, an introduction, and numerous photographs. 256p.
Centennial Campus Precinct Development and Design Guidelines.
(North Carolina State University, Raleigh , Sep 2008)
Updates the 2007 North Carolina State University Physical Master Plan for exterior campus spaces and identifies findings and recommendations for design guidelines and standards, campus paths, centennial campus infrastructure systems, and the design approval process. 30p.
Bladen Community College Facilities Master Plan.
(Bladen Community College, Dublin, NC , Jun 02, 2008)
Presents this North Carolina community college's facilities master plan, with ten projects selected based on collaboration between academic departments, design professionals, and administration. The three projects to receive immediate attention are detailed, and the key implications derived from these projects are discussed. 16p.
Building Project Procedures Manual. [Georgia]
(University System of Georgia, Office of Real Estate and Facilities, Atlanta, 2008)
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.
College Sustainability Report Card: A Review of Campus & Endowment Policies at Leading Institutions, 2008.
(Sustainable Endowments Institute, Cambridge, MA , 2008)
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.
Mission College Campus Master Plan: Design Guidelines.
(Mission College, Santa Clara, CA , 2008)
Presents Mission College's design guidelines, written to help to ensure that the campus evolves over time in a manner consistent with its established vision and mission. The design guidelines emphasize integration of design to provide a cohesive identity for the institution and include siting, pedestrian and public spaces, gateways and entrances, wayfinding, landscaping, sustainability, architecture, interior design, standardization of environments, passive and active solar design, and effiencies of materials and energy. 33p.
The Changing Campus: Advice and Action to Accommodate Learning.
(Herman Miller, Inc., Zeeland, MI , 2008)
Advises higher education institutions on space planning for future educational preferences. The paper discusses defining the vision for the campus, building a team for input, reviewing best practices and precedents at other institutions, determining scenarios of flexibility and technology, implementing the plan, and assessing the outcome. 6p.
On the Wings of Modernism: The United States Air Force Academy.
Nauman, Robert Allan (University of Illinois Press , 2008)
The United States Air Force Academy stands as one of the most extensive architectural projects of the cold war era. In the academy’s iconic design, myths and metaphors of flight and the American West were interwoven with those of modernism. This architectural study traces the complete history of the academy's construction, from its earliest conception to eventual completion. 192p.
A Guide to Planning for Change.
Norris, Don; Poulton, Nick (Society for College and University Planning, Ann Arbor, MI, 2008)
Highlights recent thinking on higher education campus planning and summarizes the new and emerging challenges facing leaders of colleges and universities. Chapter 7 includes information on sustainability, campus master planning, space management, and technology integration.
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http://www.scup.org/page/pubs/books
Rebirth of a University.
Fabris, Peter Building Design and Construction; v48 n14 , p26-30,32,36,38 ; Nov 2007
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.
A Campus of Neighborhoods and Paths.
(North Carolina State University, Raleigh , Oct 2007)
Publishes North Carolina State University Physical Master Plan of 2007. The report covers the underlying philosophy guiding the study, the capital improvement plan with space needs analysis, the 10-year capital plan, campus design plans for neighborhoods and activities, campus paths and shared open spaces, transportation, landscape, and infrastructure. 130p.
An Assessment of South Carolina Higher Education Facilities Conditions & Measuring Deferred Maintenance. Special Report.
(South Carolina Commission on Higher Education and Budget & Control Board., Oct 2007)
For the current study, institutions evaluated education and general (E&G) buildings on their campuses using an assessment format established in the original deferred maintenance study conducted in 1994. The report just concluded identified current deferred maintenance needs at South Carolina public institutions of approximately $797 million. 6p.
Emory College Classroom Design Guide.
(Emory College, Emory University, Atlanta, GA , Aug 30, 2007)
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.
UIC Classroom Design Guidelines.
(University of Illinois at Chicago, Office for Capital Programs, Illinois , Aug 2007)
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.
Salt Lake Community College Facilities Design Standards.
(Salt Lake Community College, Salt Lake City, UT , May 2007)
Details the design standards for this institution, organized by CSI Masterformat Divisions. The rigor of these design standards is emblematic of the college?s historical commitment to trade education. 34p.
2007 Renovation and Construction Showcase.
(Association of College Unions International, Bloomington, IN , 2007)
Presents 14 distinctive new or renovated higher education student union buildings from 2006. Each example includes photographs, a description, building statistics, and a list of project participants. 12p.
Campus Facilities Inventory.
(Society for College and University Planning, Ann Arbor, MI, 2007)
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.
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http://www.scup.org/page/knowledge/cfi
Educational Facilities and the Impact of Technology, Expectations, and Competition Including the Top Ten Critical Facilities Issues.
(APPA, Alexandria, VA , 2007)
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.
Facilities Services Design Guide.
(University of Washington, Seattle , Jan 2007)
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.
SCUP Portfolio on Planning the Small College
(Society for College and University Planning, 2007)
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.
Tacoma Community College Facilities Master Plan.
(Tacoma Community College, Tacoma, WA, 2007)
Presents this institution's 2005 long range facilities master plan, along with a 2007 update, outlining a vision of the campus and facility development for the next 20 years.
The document is organized into 5 sections addressing the master planning goals and strategies, program needs analysis, existing conditions, planing and design guidelines, and developm recommendations and implementation plans.
Campus-Madrid: Urbanism and Architecture of the Universities of the Community of Madrid.
Calvo-Sotelo, Pablo (Comunidad de Madrid, Spain , 2007)
Profiles the 15 universities and 25 campuses of the Universities of the City of Madrid. The book examines their history, urban dimension, and architecture, with case studies of buildings from the 15th century to the present. Only 4.5 percent of the campuses are within the city center, with the rest being suburban. The campuses are analyzed and compared in order to create a picture of what could be considered good spaces for higher education from the perspective of history, urbanism, and architecture. 210p.
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http://www.utoplan.com/publicaciones.htm
Higher Education Facilities: Issues and Trends.
Marmolejo, Francisco; Gonzalez, Reynold; Gersberg, Nils; Nenonen, Suvi; Calvo- Sotelo, Pablo (Organisation for Economic Cooperation and Development, Programme on Educational Building, Paris , 2007)
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 Mexico s Monterrey International Knowledge City, the higher education learning environment and the Finnish technology hub of Otaniemi, and the University of Salamanca s Research and Development and Innovation Building are included. 14p.
Designing for Designers.
Nasar, Jack; Preiser, Wolfgang; Fisher, Thomas (Fairchild Publications, New York, NY , 2007)
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.
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750 Third Avenue, New York, NY 10017; Tel:212-630-4000 http://www.fairchildpub.com/
Smith College.
Vickery, Margaret (Princeton Architectural Press, New York, NY , 2007)
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.
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37 East 7th St., New York, NY 20002; Tel: 212-995-9620http://www.papress.com
Educational Environments No. 3.
Yee, Roger, ed. (Visual Reference Publications, New York, NY , 2007)
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.
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http://www.visualreference.com
Building Florida's Future: Quality and Access or Business as Usual?
(Florida Board of Governors, Tallahassee , Nov 15, 2006)
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.
Postsecondary Education Facilities Inventory and Classification Manual (FICM); 2006 Edition.
Cyros, Kreon L.; Korb, Roslyn (National Center for Education Statistics, Washington, DC , May 2006)
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.
UK Higher Education Space Management Project: Impact on Space of Future Changes in Higher Education.
(Higher Education Funding Council for England, Bristol , Mar 2006)
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.
UK Higher Education Space Management Project: Promoting Space Efficiency in Building Design.
(Higher Education Funding Council for England, Bristol , Mar 2006)
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.
Spaces for Learning: A Review of Learning Spaces in Further and Higher Education.
(Scottish Funding council, Edinburgh , Feb 2006)
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.
Design and Construction Project Guidelines.
(Dartmouth College, Hanover, NH, 2006)
Presents Dartmouth's design and construction requirements, organized by CSI Masterformat divisions, in frequently updated individual PDF's for each section within a division.
Designing Spaces for Effective Learning: A Guide to 21st Century Learning Space Design.
(Joint Information Systems Committee, London, United Kingdom , 2006)
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.
Espaces Study on How Innovative Technologies are Influencing the Design of Physical Learning Spaces in the Post-16 Sector.
(University of Birmingham, Learning Development Unit, United Kingdom , 2006)
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.
Green River Community College Facilities Master Plan.
(Green River Community College, Auburn, WA, 2006)
Details the facilities master plan for this community college. The master plan incorporates future renovations, replacement, and growth projects for funding over the next several State of Washington funding cycles. In addition to planning for future development, master planning work has also established conceptual criteria for a variety of campus planning, infrastructure, and environmental topics. The primary goal of this master plan is to provide a tool that will assist GRCC with its decisions regarding ongoing and emergent facilities development issues.
Space Planning for Institutions of Higher Education.
Abramson, Paul; Burnap, Edward (Council of Educational Facility Planners International, Scottsdale, AZ , Jan 2006)
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.
TO ORDER:
Council of Educational Facility Planners International (CEFPI), 9180 E. Desert Cove, Suite 104, Scottsdale, AZ 85260; Tel: 480-391-0840http://www.cefpi.org
Community: The Hidden Context for Learning.
Bickford, Deborah; Wright, David 2006)
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.
The Journey of Utopia: The Story of the First American Style Campus in Europe.
Calvo-Sotelo, Pablo (Nova Science Publishers, New York, NY , 2006)
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.
TO ORDER:
http://www.novapublishers.com
American Places: In Search of the Twenty-First Century Campus.
Chapman, M. Perry (Praeger Press, Westport, CT , 2006)
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.
Seriously Cool Places: The Future of Learning-Centered Built Environments
Dittoe, William (Educause, Boulder, CO , 2006)
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.
Old Main.
Dober, Richard (Society for College and University Planning, Ann Arbor, MI , 2006)
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 America s collegiate enterprises would be incomplete without understanding and acknowledging the contributions these edifices have made to campus development. 138p.
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http://www.scup.org
Human-Centered Design Guidelines.
Gee, Lori (Educause, Boulder, CO , 2006)
Outlines leaning center design that is based on human need and diverse teaching and learning styles. Elements of human-centered design are characterized as healthful, stimulating, balancing community and solitude, and adaptable. Under these headings lighting, ergonomics, sensory cues, elements of surprise, transparency, connection to nature, color, texture, diverse shapes, social space, refuges, flexibility, adequate space, ownership, and technology integration are covered. Includes 18 references. 10.1-10.13p.
Stewardship and Accountability in Campus Planning, Design and Construction
Guckert, Donald, ed. (APPA, Alexandria, VA , 2006)
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.
TO ORDER:
APPA, 1643 Prince St., Alexandria, VA 22314-2818; Tel: 703-684-1446
Design for Disassembly in the Built Environment: A Guide to Closed-Loop Design and Building.
Guy, Brad; Ciarimboli, Nicholas (American Institute of Architects, Washington, DC , 2006)
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.
Mission and Place: Strengthening Learning and Community through Campus Design.
Kenney, Daniel; Dumont, Ricardo; Kenney, Ginger (Praeger Publishers, Westport, CT , 2006)
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.
TO ORDER:
88 Post Road West, Westport, CT 06881http://www.praeger.com
Olin College of Engineering: Academic and Olin Centers.
Kossuth, Joanne (Educause, Boulder, CO , 2006)
Profiles the entirely new Massachusetts 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.
Learning How to See.
Oblinger, Diana (Educause, Boulder, CO , 2006)
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.
Space as Change Agent.
Oblinger, Diana (Educause, Boulder, CO , 2006)
Reflects on student preferences for learning environments, information technology, and their schedules crowded with work and classes. 1.1-1.4p.
Learning Spaces.
Oblinger, Diana, Ed. (Educause, Boulder, CO, 2006)
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
The University of Chicago.
Pridmore, Jay (Princeton Architectural Press, New York, NY , 2006)
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.
TO ORDER:
37 East 7th St., New York, NY 20002; Tel: 212-995-9620http://www.papress.com
Law School Facilities Project Showcase.
Kennedy, Jocelyn (American Bar Association, Nov 28, 2005)
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.
Sauk Valley Community College Facilities Master Plan.
Jul 2005)
Presents the ten-year facilities plan for this rural Illinois institution. An introduction is followed by six sections that discuss needs for different types of indoor and outdoor space at the college, including grounds, academic structures, accessibility, and administrative space. Section 9 summarizes and prioritizes the recommendations that are made throughout the plan, within the categories of high, medium, and low priority projects. 28p.
Maryland Community College Facilities Manual.
(Maryland Higher Education Commission, Annapolis , Jun 06, 2005)
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 Maryland s public junior or community colleges and regional community colleges. 217p.
Campus Learning Spaces: Investing in How Students Learn.
Acker, Stephen; Miller, Michael (Educause, Boulder, CO , Apr 12, 2005)
Discusses learning space design for contemporary students, addressing classroom space, libraries, and informal learning spaces. Special attention is given to reduced dropout rates and lower cost per student when classes are conducted in thoughtfully designed and equipped spaces. Includes 20 references. 11p.
Design with Distinction: The Value of Good Building Design in Higher Education.
(Commission for Architecture and the Built Environment, London, UK , Mar 2005)
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.
Creating a Culture of Sustainability: How Campuses Are Taking the Lead.
(Herman Miller, Inc., Zeeland, MI , 2005)
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.
University of North Carolina-Chapel Hill Design and Construction Guidelines.
(University of North Carolina, Chapel Hill, 2005)
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.
Planning and Managing the Campus Facilities Portfolio.
Daigneau, William A., ed. (APPA: The Association of Higher Education Facilities Officers, Alexandria, VA, and National Association of University and College Business Officers, Washington, DC , 2005)
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.
TO ORDER:
APPA: The Association of Higher Education Facilities Officers, 1643 Prince St., Alexandria, VA, 22314-2818; Tel: 703-684-1446http://www.appa.org/index.cfm
Design Principles: Creating a More Effective Teaching Facility.
Davis, Daniel (American Society for Engineering Education, Washington, DC , 2005)
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.
Campus Heritage.
Dober, Richard (Society for College and University Planning, Ann Arbor, MI , 2005)
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.
TO ORDER:
http://www.scup.org/page/pubs/books
Moving Beyond the Classroom: Accommodating the Changing Pedagogy of Higher Education.
Jamieson, Peter; Dane, Jo; Lippman, Peter (Australian Association for Institutional Research, Forum Proceedings, pp 17-23 , 2005)
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.
Illinois Institute of Technology.
Schulze, Franz (Princeton Architectural Press, New York, NY , 2005)
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.
TO ORDER:
37 East 7th St., New York, NY 20002; Tel: 212-995-9620http://www.papress.com
Educational Environments No. 2.
Yee, Roger (Visual Reference Publications, New York, NY , 2005)
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.
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302 Fifth Ave., New York, NY, 10001; Tel: 212-279-7000http://www.visualreference.com
The Colorado College Facilities Services Department Design and Construction Guidelines.
(Colorado College, Denver , Oct 2004)
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.
Contra Costa Community College District Facilities Design and Construction Guidelines.
(Contra Costa Community College District, San Martinez, CA , Mar 2004)
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.
Towson University Design and Construction Standards.
(Towson University Dept. of Facilities Management, Towson, MD , Feb 2004)
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.
A View of the Changing Campus: How Learning Environments Can Support Changes in Higher Education.
(Herman Miller, Inc, Zeeland, MI , 2004)
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.
UB High Performance Building Guidelines.
(University at Buffalo, NY , 2004)
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.
Vassar College.
(Princeton Architectural Press, New York, NY , 2004)
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.
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37 East 7th St., New York, NY 20002; Tel: 212-995-9620http://www.papress.com
Sustainability on Campus: Stories and Strategies for Change.
Barlett, Peggy; Chase, Geoffrey (MIT Press, Cambridge, MA , 2004)
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.
TO ORDER:
http://mitpress.mit.edu/main/home/default.asp
Connecting the Dots...the Essence of Planning: The Best of Planning for Higher Education 1997-2003.
Rose, Rod, ed. (Society for College and University Planning, Ann Arbor, MI , 2004)
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.
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http://www.scup.org
In Sync: Environmental Behavior Research and the Design of Learning Spaces.
Scott-Webber, Lenni (Society for College and University Planning, Ann Arbor, MI , 2004)
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.
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http://www.scup.org/page/pubs/books
Yale in New Haven: Architecture and Urbanism.
Scully, Vincent; Lynn, Catherine; Vogt, Erik; Goldberger, Paul (Yale University, New Haven , 2004)
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.
TO ORDER:
http://www.yale.edu/printer/yaleinnewhaven/purchase.html
Design and Construction Standards, Guidelines and Specifications.
(University of Alberta, Edmonton , Nov 2003)
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.
The Energy Smart Guide to Campus Cost Savings.
(Department of Energy, Office of Energy Efficiency and Renewable Energy, Washington, DC. , Jun 2003)
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.
Design Features Of the Physical Learning Environment For Collaborative, Project-Based Learning at The Community College Level
Wolff, Susan (National Dissemination Center for Career and Technical Education The Ohio State University, May 2003)
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]
Carlson School of Management Remodeling & New Construction Guidelines.
(University of Minnesota, Carlson School of Management, Minneapolis , 2003)
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.
Space Planning Guidelines. Second Edition.
(Australasian Association of Higher Education Facilities Officers , 2003)
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.
Architecture on Campus: A Guide to the University of Melbourne and Its Colleges.
Goad, Philip; Tibbits, George (Melbourne University Press, Melbourne, Australia , 2003)
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.
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P.O. Box 1167, Carlton, Victoria 3053, Australiahttp://catalogue.mup.com.au/978-0-522-85059-8.html
Imperatives for Change in Higher Education: Planning the Future of the American Campus.
Nair, Prakash (Design Share, Minneapolis, MN. , 2003)
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.
Building Type Basics for College and University Facilities.
Neuman, David J. (John Wiley & Sons, Inc., Hoboken, NJ. , 2003)
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.
TO ORDER:
John Wiley & Sons, Inc., 111 River Street, Hoboken, NJ 07030; Tel: 201-748-6011http://www.wiley.com
Post-Bond Program Definition for Community Colleges.
Swift, Miriam (3D/I, Houston, TX , 2003)
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.
University of Missouri-Columbia Management Services, Facilities Planning and Development, Consultant Procedures and Design Guidelines
(University of Missouri-Columbia, Dec 2002)
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.
Open Space for the Public: An Evaluation of Designed Open Spaces on Urban University Campuses.
Neil, Elizabeth (Louisiana State University, Baton Rouge , Aug 2002)
Evaluates two types of higher education open spaces: entrances/gateways and park-like spaces. Nine characteristics were established, from site visits and readings, as a framework in which to evaluate the accessibility and usability of each space for the public. The methods for this thesis were established to observe, evaluate, and understand outdoor spaces using literature, site visits, and personal interviews. The nine characteristics were applied to each space and were then evaluated their effectiveness in creating an accessible space. Each campus space was analyzed as to why or why not the space is perceived as accessible to the public. 79p.
Design Features for Project-Based Learning.
Wolff, Susan J. (DesignShare, Feb 2002)
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.
Design Guidelines and Review of Campus Projects, University of Pennsylvania.
(University of Pennsylvania, Philadelphia , 2002)
Provides design guidance to accompany the 2001 campus development plan, outlining the ways that new buildings and open space should serve the intended population while taking neighboring structures into account. The review process for new construction is also outlined. 10p.
Standards and Procedures for Construction.
(University of Minnesota, Minneapolis, 2002)
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.
Campus Planning and Facility Development: A Comprehensive Bibliography.
Fink, Ira (Society for College and University Planning, 2002)
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 ORDER:
Ira Fink & Associates, Inc., 1 Columbia Circle, Berkeley, CA 94709; Tel: 510-843-1900; Email: ira@irafink.comhttp://www.irafink.com
From Concept to Commissioning: Planning, Design, and Construction of Campus Facilities.
Guckert, Donald, Ed. (APPA: The Association of Higher Education Facilities Officers, Alexandria, VA , 2002)
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.
TO ORDER:
APPA: The Association of Higher Education Facilities Officers, 1643 Prince St., Alexandria, VA 22314 http://www.appa.org
University of California, Berkeley.
Helfand, Harvey (Princeton Architectural Press, New York, NY , 2002)
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.
TO ORDER:
http://www.papress.com
West Point Military Academy.
Miller, Rod (Princeton Architectural Press, New York, NY , 2002)
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.
TO ORDER:
http://www.papress.com
University of Pennsylvania.
Thomas, George (Princeton Architectural Press, New York, NY , 2002)
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.
TO ORDER:
37 East 7th St., New York, NY 20002; Tel: 212-995-9620http://www.papress.com
Educational Environments.
Yee, Roger (Visual Reference Publications, Inc., New York, NY. , 2002)
This book presents examples of the United States' most innovative new educational facilities for decision makers developing educational facilities of the future. The projects in this book are visual evidence of how a number of the United States' top architecture and design firms are meeting the challenge of constructing learning spaces with creativity and vision. The architecture and interior design featured in the book illustrate how educational facilities create a value for their owners, making long-term investments in building products, interior furnishings, and technological infrastructure to establish enduring physical assets that optimize life cycle costs. The book concludes with "Can Johnny Compute?" (Roger Yee), which discusses the need for a massive and very expensive overhaul needed to make U.S. schools competitive in the new millennium. 283p.
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Visual Reference Publications, Inc., 302 Fifth Avenue, New York, NY 10001; Tel: 212-279-7000 http://www.visualreference.com/
Sustaining Systems of Relationships: The Essence of the Physical Learning Environment That Supports and Enhances Collaborative, Project-Based Learning at the Community College Level.
Wolff, Susan J. (Oregon State University, Corvallis , Sep 07, 2001)
The purpose of this study was to determine the design features of the physical learning environment that support and enhance collaborative, project-based learning at the community college level, and to gain an understanding of the rationale for selection of the features. The characteristics of the physical environment investigated in the study were scale, location, functionality, relationships, and patterns. Aspects of the rationale or purpose for the selected features included: (1) important factors for consideration; (2) sequence of consideration among the factors; (3) relationship among the factors; (4) derivation of the factors; (5) design process considerations; and (6) theories used to make the recommendation. Data were collected in three phases using a phenomenological approach to gain an understanding of the two foci areas of the study. Methods for collecting data included site visits, observations, text, interviews, and designs. Participants included architects, educators, and learners. The findings included the initial identification of 44 design features of the physical learning environment that support and enhance collaborative, project-based learning at the community college level and the determination of the rationale for the selection of the features. Analysis and synthesis of the features resulted in 32 design features that were placed in the following 6 categories: learning group size, functional spaces for learning activities, adjacencies, furnishings, psychological and physiological support of learners, and structural aspects. The study concluded that the essence of designing physical environments that support and encourage collaborative, project-based learning is the interrelationship among the categories and features within the categories. (Appendices contain research forms. Contains 104 references.) 256p.
Resource Guide for Law School Facilities
(American Bar Association, 2001)
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.
University of Cincinnati.
Bennett, Paul (Princeton Architectural Press, New York, NY , 2001)
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.
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Cranbrook.
Eckert, Kathryn (Princeton Architectural Press, New York, NY , 2001)
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.
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Rice University.
Fox, Stephen (Princeton Architectural Press, New York, NY , 2001)
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.
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University of Washington.
Johnston, Norman (Princeton Architectural Press, New York, NY , 2001)
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.
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University Builders.
Pearce, Martin (Wiley-Academy, Chichester, West Sussex, UK , 2001)
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.
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Wiley-Academy, a Division of John Wiley & Sons, Baffins Lane, Chichester, West Sussex, P019 1UD, England, United Kingdom; Tel: 44-0-1243-779777
Harvard University.
Shand-Tucci, Douglass (Princeton Architectural Press, New York, NY , 2001)
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.
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Educating by Design: Creating Campus Learning Environments that Work.
Strange, C. Carney; Banning, James H. (Josey-Bass Inc., San Francisco, CA , 2001)
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 con structions, 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 nvironments. 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. Includes 301 references. 251p.
Duke University.
Bryan, John (Princeton Architectural Press, New York, NY , 2000)
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.
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Campus Landscape: Functions, Forms, Features.
Dober, Richard P. (John Wiley and Sons, New York , 2000)
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.
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University Architecture.
Edwards, Brian (Spon Press, London , 2000)
This book explores how universities relate their built environment to academic discourse, asserting that the character of universities is often a charming dialogue between order and disarray. It contains numerous photographs and building plans for campuses throughout the world. In part 1, "The Campus," chapters are: (1) "Academic Mission and Campus Planning"; (2) "Masterplans or Development Frameworks"; (3) "Picturesque Enclosure versus Rational Planning"; (4) "Practical Problems" (which addresses circulation, defining the center, skyline, defining the edge, establishing the footprint of key buildings, computing on campus, landscape design, environmentalism on the campus, the problem of the inner-city campus, and funding and implementation); (5) "Sustainable Development and the Campus"; and (6) "Crime, Politics and the University Campus." In part 2, "Buildings," chapters are: (7) "Libraries and Learning Resource Centers"; (8) "Laboratories and Research Buildings"; (9) "Special Functions: Special Forms" (including discussion of sports halls and physical recreation, lecture theaters, and medical schools); (10) "Art, Design and Music Departments"; (11) "General Teaching Space"; and (12) "Student Housing." Part 3, "Conclusions," contains chapter 13, "Why Does the University Campus Matter?" addressing design ideals and innovative technologies, the campus as a work of art, the evolution of building types, experiments in sustainable design, building bridges with the community, new growth and a fresh paradigm, and the campus of the future. 164p.
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Spon Press, 29 W. 35th St., New York, NY 10001http://www.sponpress.com/
Princeton University.
Rhinehart, Raymond (Princeton Architectural Press, New York, NY , 2000)
Discusses the history and design of the buildings, gardens, and sculptures at Princeton 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. 198p.
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Social Ecology and Environmental Psychology as Applied to the Design and Renovation of American University Campuses.
Krumwiede, Robert William (University of Minnesota, Minneapolis MN , Nov 1999)
This paper focuses on making specific connections between basic social and psychological needs of campus residents and the principles of architectural design that can be applied to the design and renovation of educational facilities. Various research was used to select six "principles of social ecology" that were cross-referenced with five design elements from Christopher Alexander's " A Pattern Language." The social ecology principles and the architectural design elements formed two axes of a matrix, and analysis of research data produced design criteria for each cell in this matrix. The matrix defines why some features are important in campus design and how these features can best be applied. (Contains 216 references.) 157p.
Report NO: UMI AAI9950297
Stanford University.
Joncas, Richard; Neumann, David; Turner, Paul (Princeton Architectural Press, New York, NY , 1999)
Discusses the history and design of the buildings and gardens at Stanford 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. 175p.
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Yale University.
Pinnell, Patrick (Princeton Architectural Press, New York, NY , 1999)
Discusses the history and design of the buildings and gardens at Yale 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. 191p.
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Charting a New Course for Campus Renewal: Lessons from the New Mexico Higher Education Symposium on
Capital Renewal and Deferred Maintenance (Albuquerque, New Mexico, April 9-10, 1998)
Rose, Rod (Association of Higher Education Facilities Officers, Alexandria, VA. , 1999)
Summarizes ideas and outcomes of the first-ever symposium on capital renewal and
deferred maintenance (CRDM) at New Mexico public institutions of higher education. This briefly reviews the past 40 years of studies on the importance of CRDM issues,
reviews the symposium organization, and offers definitions for key terms and discusses benchmarks, standards, and
the facilities audit. Describes two planning models for long-term management of CRDM. Addresses issues of financing capital renewal and identifies six strategies for funding CRDM,
such as direct appropriations, bond or debt financing, and special student fees. Summarizes participants views
concerning the challenges of stewardship, the costs of ownership, policy and funding implications, and the nature of the
planning process. Offers strategies for addressing CRDM problems and for developing new policies, and
summarizes some lessons learned about the collaboration process. 61p.
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Strategic Asset Management for Tertiary Institutions.
Sachsse, Michael; Moir, Angus (Organisation for Economic Cooperation and Development, Programme on Educational Building, Paris, France , 1999)
This document explores the issues raised during the international workshop on asset management of postsecondary education institutions, as well as presenting the full transcripts of the workshop papers and providing summaries of working group outcomes. The overall themes the workshops addressed concern the impact of technology on facilities planning, the tensions developed from attempting to make the best use of assets by extending the range of users and providers, the impact of student-centered funding and student-centered learning on facilities management, and space and accommodation needs driving the development of planning standards. It addresses what impact information technology has on space requirements, what steps institutional managers can take to manage risks in rapidly-changing circumstances, and the changing roles of facilities managers and what new skills and tools they will need to be more effective in the future. 71p.
Report NO: OECD-50749-1999TO ORDER: http://www.oecdbookshop.org/oecd/
Greening the Ivory Tower.
Creighton, Sarah (The MIT PRess, Cambridge, MA , 1998)
Relates actions taken by various higher education institutions that reduce the environmental impact of decisions and activities. Based on the experiences of Tufts CLEAN! program, each action is simple enough that any university community can expect to be able to accomplish it. The book begins with an overview of university functions, principles of environmental protection and change, and data gathering. It then proceeds to address activities in the areas of buildings and grounds, purchasing, dining services, academic and office activities, laboratories, and student activities. Includes 117 references. 337p.
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55 Hayward Street, Cambridge, MA 02142-1493; Tel: 401-658-4226, Toll-free: 800-405-1619http://mitpress.mit.edu
University of Virginia.
Wilson, Richard; Butler, Sara (Princeton Architectural Press, New York, NY , 1998)
Discusses the history and design of the buildings and gardens at the University of Virginia, 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.
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Special Planning for Special Places
Rickes, Persis, ed. (Society for College and University Planning, Ann Arbor, MI, 1997)
This anthology of articles explores the impact of special spaces on the campus learning environment. Articles have been selected from past issues of Planning for Higher Education and organized into sections on four core spaces: cultural, instructional, student and outdoor. Article titles include "Planning for Museums on Campus", "What Size Libaries for 2010", "Design Criteria for Effective Classrooms", "The New College Bookstore", "The Neglected Campus Landscape", and "New-Wave Student Housing". 141
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Society for College and University Planning, 311 Maynard Street, Ann Arbor, MI 48104-2211; Tel: 734-998-7832.http://www.scup.org
Special Planning for Special Spaces. Selected Articles from "Planning for Higher Education."
Rickes, Persis, Ed. (Society for College and University Planning, Ann Arbor, MI , 1997)
Presents articles from the journal "Planning for Higher Education" organized around four core spaces commonly found on a college or university campus: cultural spaces, instructional spaces, student spaces, and outdoor spaces. Each article contains references. 143p.
The Virtual Campus: Technology and Reform in Higher Education.
Van Dusen, Gerald (George Washington University, Graduate School of Education and Human Development, ERIC Clearinghouse on Higher Education, Washington, DC , 1997)
Begins with a survey of the literature finding higher education reform characterized by changes in teaching, learning, research and scholarly activity, organizational culture, and governance and finance. Section 2 takes up teaching on the virtual campus and how institutional variables influence adoption of information technologies according to their particular missions and goals. Section 3, on classroom learning, contrasts traditional and virtual classrooms and describes the interface capabilities of various technologies. Section 4 explores recent reconceptualizations of scholarship as well as new computer-based technologies that are beginning to influence both the methods and substance of research. Section 5 depicts efforts to reform both the bureaucratic and academic spheres of higher education institutions by applying principles of Total Quality Management. Section 6 delineates some of the important new responsibilities of governing boards, including monitoring regulatory legislation, establishing a telecommunications policy, and shepherding resources for technology. The final section draws conclusions from the literature and makes recommendations for institutional planning and research. Includes 228 references. 199p.
Campus Architecture: Building in the Groves of Academe.
Dober, Richard P. (McGraw-Hill, New York, NY , 1996)
This book describes, defines, and documents campus architectural designs. The book's subjects include how computerized libraries, changing physical education and recreational needs, and new alternative campus housing affect design; techniques of design rehabilitation, repair, and renovation of existing campuses; design strategies for instructional buildings, research facilities, libraries and information centers, sports facilities, and campus housing; advice for integrating environmental, conservation, and aesthetic considerations within the same project; and how to provide long-term durability and economy in operations and meet project and construction budget targets. Further, the book presents fully illustrated case studies of the best in recent campus designs and redesigns, along with in-depth analyses of why these facilities work so well and how they achieve their goals. 258p.
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McGraw-Hill, 11 W. 19th St., New York, NY 10011.
Colleges and Universities as Historic Institutions: a Study of the Historical Context of Campus Architecture: Founders Hall, Virginia Commonwealth University, Richmond, Virginia.
Shultz, James A. 1995
A study of Founders Hall at the Virginia Commonwealth University (VCU) explores the history of that building and its symbolic role for the campus and the institution. The building was originally a residence built in the late 19th century and was later the location of the Richmond School of Social Work and Public Policy and of the Richmond Professional Institute. Founders Hall was designed in a French Second Empire architectural style and is in good condition for its age. An addition to the rear was not integrated in style or materials with the original building. The building is currently used for student contact services. A major interior renovation took place in the 1980s. (Contains 15 references.) 30p.
Planning for Improved Campus Facilities.
(APPA: The Association of Higher Education Facilities Officers, 1992)
Chapter topics include facilities renewal through management renewal,
coping with the changing student population, designing for
maintainability, financing a balance in facility design and construction,
planning a parking system, adapting old buildings for new uses, and
planning and promoting a central chiller plant. 84p.
Campus Design
Dober, Richard P. (John Wiley & Sons, Inc., New York, NY, 1991)
This book illustrates how to create a campus whose design is functional, attractive, safe, accessible and expressive of the institution's purpose. It covers important design topics such as placemaking and placemarking. Also offers numerous examples from around the world. This is considered a landmark work in planning and designing institutional campuses. 304p.
Higher Education Design State-of-the-Art Slide Program, 1991.
Stevenson, William A., Comp. (American Institute of Architects, Washington, DC , 1991)
The American Institute of Architects has developed a slide presentation that addresses campus planning and design of postsecondary school facilities considered state-of-art designs. Over 200 slides reveal design schemes from numerous schools from around the country that include life sciences buildings, university hospitals, professional schools, engineering and architecture, libraries, administrative offices, and student centers. 23p.
The Decaying American Campus: A Ticking Time Bomb
Rush, Sean C.; Johnson, Sandra L. (APPA, Association of Higher Education Facilities Officers, Alexandria, VA , 1989)
This study investigated the capital renewal and deferred maintenance
needs of colleges and universities in the United States. An introductory
chapter gives an overview of campus change and facilities planning since
1950, including the rapid and extensive growth of college and university
facilities and the convergence of various factors that have placed stress
on institutional operating budgets. This chapter also outlines the
methodology of the study survey of almost 700 diverse institutions. The
second chapter summarizes findings concerning facility conditions:
Since 1950 college and university facility space has more than
quintupled, and institutions would have to invest about $300 billion today
to construct the same space; current capital renewal and replacement
needs are estimated at $60 billion, with priority repairs and renovations
requiring about $20.5 billion; in 1988 colleges and universities deferred
four dollars of maintenance for every dollar spent, with classroom,
laboratory, and library space cited most frequently as priorities; most
institutions rely primarily on tax-exempt bonds and state funding to
finance capital needs. The third chapter draws conclusions and
implications, and the fourth presents profiles of needs, plans, and
funding by institution type. Chapter 5 contains technical notes. A list of
suggested readings is offered in chapter 6. A glossary of terms is
included in chapter 7. (Contains 100 references.) 219p.
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Wake Forest University Campus Master Plan
(Wake Forest University, Winston-Salem, NC, 1986)
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.
Campus and Community.
(Educational Facilities Laboratories, New York, NY , 1980)
Examines the college's role in enhancing the physical environment and facilities of its surrounding community, based on the experiences of more than 30 institutions, ranging from small private colleges to large state-run universities. Eight case studies of renewal are examined. Additionally, strategies being used by more than 20 institutions are addressed, including: 1) campus-related commercial development; 2) renovation of community buildings; 3) shared cultural facilities; 4) community housing improvements; and 5) expanded range of campus security. 56p.
Housing for New Types of Students.
Molloy, Larry; Moses, Vicki; Zachar, Sy (Educational Facilities Laboratories, New York, NY , Jul 1977)
Examines the impact on student housing of the changing demographic pattern of college students which now includes more of the following constituencies: 1) women students and single women with children; 2) diverse adult students; 3) older students; 4) handicapped students; 5) part-time students; and 6) foreign students. Examples are given of how some colleges and universities have responded to the dual problem of filling academic and residential space and making themselves and their dormitories accessible to new types of students. Information sources are supplied for the programs described. 82p.
Campus in Transition.
(Educational Facilities Laboratories, New York, NY , Apr 1975)
Gives an interpretation of demographic factors that will have a long-term influence on higher education, considers some basic ideas that affect academic trends, and then describes some pathfinding concepts. Chapters cover: 1) fiscal crisis, 2) population and college enrollment, 3) programs and people, 4) implications for the physical plant, and 5) eight strategies for the management of space. 82p.
Information Needs: for Planning Physical Facilities in Colleges and Universities. Overview.
(Educational Facilities Laboratories, New York, NY , Jul 1969)
Presents the planning information needs of an institution of higher learning, and an approach to the collection of appropriate activity and facility information. Emphasis is given to space management and activities data with regard to facilities planning effectiveness. A computer program for evaluation of alternate building programs is described; input data requirements are set forth and related to the activities and facilities data described. 90p.
A College in the City: An Alternative.
(Educational Facilities Laboratories, New York, NY , Mar 1969)
Presents a new way of looking at the urban university. It describes the planning effort for a nonconventional college in the poor urban community of Brooklyn’s Bedford-Stuyvesant section. This new kind of college would educate people, provide park and recreation space, cultural facilities, and low-rise, low-cost housing. It would be community-operated, open 12 months a year, 6 days a week, days and nights, for all community dwellers who either have high school diplomas or can pass a set of special tests built around the college's curriculum. A blueprint illustrating the design of the proposed facility is included. 52p.
Bricks and Mortarboards. A Report on College Planning and Building.
(Educational Facilities Laboratories, New York, NY , 1966)
Presents discussions on the current status of the college classroom, laboratory, library, dormitory, and campus planning. Chapters by various authors emphasize that the new classroom buildings and lecture halls should enable fewer teachers to teach more students, which can be achieved only in large teaching areas or in small areas linked electronically; emphasize flexibility that can be attained by nonpermanent partitions and exposed, well-mounted utility feed lines; discuss problems libraries face in housing ever-expanding collections and accommodating the new technologies that have become part of the modern library; report on house plan, core plans, and other arrangements which provide more pleasant physical surroundings and further educational objectives by providing live or electronic aids to learning, and focus on theaters, museums, recital halls, health centers, college unions, and research facilities.
A College Health Center. Case Studies of Educational Facilities #6.
Brad, Bernard (Educational Facilities Laboratories, New York, NY , 1965)
Considers problems and solutions related to the design and establishment of college health facilities. Specific considerations include: 1) internal expansion and flexibility; 2) study and recreational facilities; and 3) supervision and space relationships. A prototype solution was developed to meet the needs of small independent liberal arts colleges. This solution consisted of a circular building with patient rooms on the perimeter and a raised central nursing station, with auxiliary waiting and treatment rooms and an attached nurses’ residence. Specifications, layouts, and elevations are given with the supporting design analysis. 36p.
The New Campus in Britain: Ideas of Consequence for the United States.
Dober, Richard P. (Educational Facilities Laboratories, New York, NY , 1965)
Discusses six British universities designed to help solve the dilemma of “belonging” at large institutions. The continuous teaching environment concept describes a physical form that preserves communication and contact between all parts of the institution while allowing external accretion and internal change. Its essential features are geared to: 1) conformity with educational philosophy of maximum interdisciplinary contact; 2) integration of living and working areas; 3) separation of vehicular and pedestrian ways; 4) largely self-sufficient urban community; 5) optimum contrast between development and surrounding site; 6) a 24-hour university; and 7) opportunity of limitless expansion. Photographs and diagrams illustrate this concept in the case of each of the six institutions.
75p.
Campus Planning.
Dober, Richard (Reinhold Publishint, New York, NY , 1963)
The first section of this book defines campus planning, illustrates through examples the evolution of the campus as a design form, and describes the critical importance of campus planning. Section two breaks down the campus into its constituent physical parts and describes each in functional and aesthetic terms. These section also includes steps for programming and design facilities, with methods for campus planning used as case examples. Section three details procedures for campus planning, with illustrations of how old campuses can be expanded and new ones developed. 318p.
To Build or Not to Build: A Report on the Utilization and Planning of Instructional Facilities in Small Colleges.
Jamrich, John X. (Educational Facilities Laboratories, New York, NY , Mar 1962)
Focuses on increasing the efficient use of existing space to make room for more students, rather than restrict enrollments or build additional facilities. Planning of college facilities must include analysis of the present plant, the instructional program, the student body, and the financial structure. Improvement of facility utilization is a function of 1) class distribution; 2) length of the week and the school year; 3) curriculum units and credits; 4) relationship of credits and class hours; 5) laboratory space; 6) flexibility of classrooms; 7) proliferation of courses; 8) proprietary attitudes of staff; and 9) pressures for more space. A space utilization workbook is included. 74p.
References to Journal Articles
5 Facility Design Tips for Universities
McCrea, Bridget Campus Technology; Jan 17, 2012
Case study of University of Connecticut's new green Classroom Building comprised of 17 high-tech classroom spaces and two lecture halls. Discusses five areas that all universities should consider when designing state-of-the-art facilities: form a committee and lean on it; pick an experienced architect; go green; consider the long-term maintenance costs; and know what you want and what you don't want.
The University in the Shopping Mall Rybczynski, Witold Slate; Dec 16, 2011
Slides and description of Surrey Central City in Vancouver, British Columbia, home to a college campus in an existing shopping mall.
Leadership and Learning Landscapes: The Struggle for the Idea of the University Neary, Mike; Saunders, Gary Higher Education Quarterly; v65 n4 , p333-352 ; Oct 2011
This paper focuses on the academic involvement in the design and delivery of new teaching and learning spaces in higher education. The findings are based on research conducted at 12 universities within the United Kingdom. The paper examines the nature of academic involvement in the design and decision-making process of pedagogic space design, revealing some of the complexities and the tensions within this area of academic leadership. The research found that innovation and creativity on particular projects is often restricted by the project management decision-making processes and that broader institutional aims are often underplayed once the design process goes into project mode. The paper concludes by calling for greater academic involvement in the design process in ways that allow for critical reflexivity based on discussions around the concept of "the idea of the university". [Authors' abstract]
Student Hubs: The New Campus Hot Spot.
Vredevoogd, Jeff Contract; Aug 17, 2011
The need for constant collaboration and connection is driving the emergence of a new type of learning space across college campuses—“hub zones” that offer a place for students to meet, gather, and work together. In hub zones, technology is a top priority; accessibility is key; furnishings need to be flexible; and spaces should be designed for less than ten people.
Caring for Growing Places. Klingensmith, Dawn Recreation Management; v12 n7 , p34-36 ; Jul 2011
Describes the many different reasons for maintaining grounds, including not just functionality and safety, but also user comfort and satisfaction. Aesthetic appeal is critical on college campuses, where first impressions and environmental psychology are deemed important factors for student recruitment and retention.
School Design: Making Adaptive Reuse Work McCready, Christopher. American School and University; v83 n11 , p36-41 ; Jul 2011
Advises on expanding higher education campuses by repurposing under-utilized space that is neglected because of obsolescence, poor layout, or scheduling issues. Reorganizing the circulation of students or incorporating a new cafe or learning space in an area that previously was empty can bring vibrancy to a building, and increase the density of activity. Activating and changing relationships between different components can bring a fresh, modern feel to an entire building, creating a new place without having to build one from the ground up.
Ten Minutes Wide: Human Walking Capacities and the Experiential Quality of Campus Design. Spooner, David Planning for Higher Education; v39 n4 , p11-22 ; Jul 2011
Details the challenges of and reasons for a campus design that keeps a walking commute between buildings to a maximum of ten minutes.
The Future Of The Campus Isn't The Classroom. Fast Company Co Design; , 2p. ; Jun 2011
The most holistic educational experiences happen outside of the classroom. To make the biggest impact, the author suggests designing adaptable, sustainable facilities that support student life on campus.
Collaboration Station. Ezarik, Melissa University Business; , p36-38,40,41 ; May 2011
Describes inviting places for groups to study collaboratively on campus, including traditional pass-through spaces, open public areas designed for collaboration on each side of the building’s classroom level, as well as a learning resource center with several open areas, plus an enclosed tech-equipped room for group study. Examples from several universities are included, with emphasis on conversion of library spaces and recommendations for furnishings.
Planning for Successful Design. Prifti, Michael College Planning and Management; v14 n5 , p24,26,28,30 ; May 2011
Outlines five best practices for higher education interior design. These are: understanding the users, considering the whole campus, planning for the future, incorporating technology, and sustainability.
The Stewardship of Campus Heritage.
Audrain, Calvert Planning for Higher Education; v39 n3 , p18-35 ; Apr 2011
Details the identification, designation, and protection of historic campus landmarks. Planning for campus preservation, applying stewardship to heritage buildings, practical requirements for executing the work, budgeting, and addressing neighborhood context are covered. 29 references are included.
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Revealing Campus Nature: The Lessons of the Native Landscape for Campus Heritage Planning.
Bruce, Jeffrey Planning for Higher Education; v39 n3 , p179-189 ; Apr 2011
Advocates restorative campus landscapes that contribute more to the environment than they consume. Attention to the original native landscape is recommended, as is a return to natural environmental systems. Examples from the University of Kansas and University of Iowa are detailed with abundant diagrams, photographs, and plans.
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Modern Architecture and the U.S. Campus Heritage Movement.
Buono, Jon Planning for Higher Education; v39 n3 , p88-102 ; Apr 2011
Narrates the history of higher education facilities designed by notable modern architects such as Frank Lloyd Wright, Richard Neutra, Walter Gropius, Alvar Aalto, and Ludwig Mies van der Rohe. The juxtaposition of modern and historic facilities is discussed, as are obstacles to their upkeep and restoration. Fifteen references and numerous photographs accompany the text.
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The Historian's and the Preservationist's Dilemma: The Challenge of the Recent Past in Campus Heritage Efforts.
Christen, Barbara Planning for Higher Education; v39 n3 , p103-109 ; Apr 2011
Examines higher education campus preservation as a positive planning tool, with particular attention to preserving artifacts from the recent past. Community engagement and the application of traditional preservation criteria and practices to mid-twentieth century buildings are addressed, and 12 references are included.
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The Danger of History Slipping Away: The Heritage Campus and HBCUs.
Clement, Arthur; Lidsky, Arthur Planning for Higher Education; v39 n3 , p149-158 ; Apr 2011
Traces this history of historically black colleges and universities (HBCUs) and highlights the epidemic of endangered buildings on their campuses. Federal and private sector assistance is described, as are some of the encouraging results from these grants. Less encouraging institution closings are also described. Advice to HBCU presidents on planning for and saving their campus heritage is included, as are nine references.
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A Rubric for Campus Heritage Planning.
Craig, Charles; Fixler, David; Kelly, Sarah Planning for Higher Education; v39 n3 , p55-70 ; Apr 2011
Addresses the variety of architecture found on American campuses, and the implications of youth and learning that they present. The importance of preservation of a campus's identity is supported by procedural considerations for incorporating heritage planning into campus planning efforts. Examples of successful and troubled campus expansion and preservation efforts, a detailed heritage planning matrix and 21 references accompany the text.
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Campus Heritage in the 21st Century: Notable Precedents and Inspiring Antecedents.
Dober, Richard Planning for Higher Education; v39 n3 , p36-40 ; Apr 2011
Cites several examples of notable campus structures saved by thoughtful administrations, public sentiment, clever repurposing, and sometimes demolition and reuse of the original materials.
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The CIC Historic Campus Architecture Project.
Ekman, Richard Planning for Higher Education; v39 n3 , p41-50 ; Apr 2011
Reviews the work of the Council of Independent Colleges (CIC) Historic Campus Architecture Project (CIC HCAP). The project produced the first national architecture and landscape database of independent college and university campuses. The funding, history, methodology, website, and user comments are addressed. Several notable sites are described, accompanied by photographs, and eight references are included.
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The Full and True Value of Campus Heritage.
Elefante, Carl Planning for Higher Education; v39 n3 , p79-87 ; Apr 2011
Details the evaluation of historic campus buildings using the five general categories of reuse potential, repurposing potential, environmental value, economic value, and cultural value. The chronic negligence of the environmental wisdom of reusing existing buildings is discussed, and four references are included.
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A Tale of Three Campuses: Planning and Design in Response to Cultural Heritage at Mills College, the University of California, Berkeley, and Stanford University.
Fiene, Karen; Sabbatini, Robert Planning for Higher Education; v39 n3 , p110-138 ; Apr 2011
Reviews the development history of these three campuses. The establishment of an aesthetic core, followed by various divergent schemes by successions of planners are detailed. Notable restorations as well as unloved incursions are documented in detailed text and abundant photographs. Sixteen references are included.
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A Half-Century of Change on College Hill: Institutional Growth, Historic Preservation, and the College Hill Study.
Gast, Frances Planning for Higher Education; v39 n3 , p139-148 ; Apr 2011
Narrates the growth of Providence's Brown University and Rhode Island School of Design. Both institutions occupy urban sites surrounded by historic architecture. The 1967 College Hill Study documented the historic fabric of the area and set the standard for preservation studies that followed. The ensuing acquisition, demolition, preservation, and building of new structures by the institutions is are addressed, as is the complex evolution of the relationship between the institutions and the community. Four references are included.
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In Perfect (Imperfect) Harmony: Keene State College and Keene, New Hampshire Rebalance Community Relations through Historic Preservation.
Kahn, Jay Planning for Higher Education; v39 n3 , p159-166 ; Apr 2011
Describes a sometimes cordial and sometimes antagonistic relationship between this college and the city, as the institution grew and expanded across an historic downtown cityscape. Contentious plans to demolish some former residences to build an alumni center are detailed, with emphasis on the solution which allowed the demolition of some structures and the restoration of others and incorporate them into the center's design.
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Sustainability and Preservation in an Age of Campus Innovation.
Landsmark, Ted Planning for Higher Education; v39 n3 , p51-54 ; Apr 2011
Discusses the contribution of historic campus buildings to the social landscape and sense of place. Their age, distinctive architecture, and quality construction often represent legacy and permanence. Furthermore, they are often "green" due to their embodied energy, site orientation, natural light, and potential for natural ventilation.
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The Puzzles and Promise of Campus Landscape Preservation: Integrating Sustainability, Historic Landscapes, and Institutional Change.
Martin, Frank Planning for Higher Education; v39 n3 , p167-178 ; Apr 2011
Discusses the difficulty of campus landscape preservation, when landscapes change naturally and many current environmental practices violate historical accuracy. The article encourages definition of a campus's essential character and periods of historical significance. Advice on introducing sustainable practices, balancing the change of landscapes without losing character, and examples of notable urban campus landscapes are included.
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Campus Heritage Planning: Understanding the Economics and Managing the Financing.
McGirr, Dale; Kull, Ronald Planning for Higher Education; v39 n3 , p190-200 ; Apr 2011
Discusses motivations for higher education institutions to maintain their campus heritage, emphasizing their unique position to do so as stewards of history and (usually) the same property over many years. Important elements of protecting campus heritage are addressed, as is the monetary value in terms of enrollment, faculty recruitment, alumni engagement, and fundraising. Support of community heritage is also encouraged. Five references are included.
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Caring for American Campuses: Stewardship Lessons from the Getty Foundation Campus Heritage Initiative.
Melnick, Robert Planning for Higher Education; v39 n3 , p8-17 ; Apr 2011
Discusses how the Getty Foundation Campus Heritage Initiative assisted higher education institutions with preserving historic campus landscapes. An explanation of the Getty purpose and process, examples of sites that were saved or restored, and a discussion of what was learned and what remains to be done are included.
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Beyond an Initial Campus Heritage Survey: Creating and Infrastructure for Renewal.
Neuman, David Planning for Higher Education; v39 n3 , p71-78 ; Apr 2011
Using the example of the University of Virginia, this article details the process and results of a 2003 campus survey. The eligibility of significant historical buildings for renovation is discussed, as is the use of building information modeling (BIM) in the documentation and management of the process.
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Learn about and Visit Historic College and University Campuses Using the National Park Service Discover Our Shared Heritage Travel Itinerary Series.
Shull, Carol Planning for Higher Education; v39 n3 , p209-217 ; Apr 2011
Describes the U.S. National Park Service's "Discover Our Shared Heritage Travel Itinerary Series," which includes a number of historic higher education campuses. A variety of campuses across the United States are highlighted, and 14 references are included.
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Themes and Highlights from the Campus Heritage Initiative Reports.
Turcotte, Claire Planning for Higher Education; v39 n3 , p218-227 ; Apr 2011
Profiles campuses that have participated in the Campus Heritage Initiative grants, highlighting the conservation of their architecture and landscape, adaptive reuse, recognition of mid-20th century buildings, student use, and development of strategies to evaluate buildings and landscapes.
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Infrastructure Master Planning at Brandeis University.
Feldman, Daniel; Conway, David Facility Management Journal; v21 n2 , p24-27 ; Mar-Apr 2011
Discusses a capital improvement campaign at this institution, which began with a detailed inventory of existing facility conditions, prioritization of projects, funding through a bond sale, timing of projects for minimum impact on campus functions, and new buildings. A list of five key points in infrastructure management is included.
High-Performance Education.
Yakren, Markus American School and University; v83 n7 , p28,30,31 ; Mar 2011
Details the collaborative design process and results effected at the new academic building at The Cooper Union for the Advancement of Science and Art located in the heart of Manhattan. Project information is provided on high-performance building envelopes, daylight and efficient lighting controls, energy-recovery systems, passive and active chilled beams, under-floor air distribution systems, and building maintenance systems.
Facility Focus: Academic Buildings/Lecture Halls
College Planning and Management; v14 n1 ; Jan 2011
Profiles the new Health and Sciences Center at the College of DuPage and Ford Hall at Willamette University. Programming, HVAC, and instructionals spaces are described.
Students' Experience of University Space: An Exploratory Study Cox, Andrew M. International Journal of Teaching and Learning in Higher Education; v23 n2 , p197-207 ; 2011
The last decade has seen a wave of new building across British universities, so that it would appear that despite the virtualization discourses around higher education, space still matters in learning. Yet studies of student experience of the physical space of the university are rather lacking. This paper explores the response of one group of students to learning spaces, including virtual ones, preferences for the location of independent study, and feelings about departmental buildings. It explores how factors such as the scale of higher education and management efficiency tend to produce rather depersonalized and regimented environments that in turn are likely to produce surface engagement. Responses of hospitality, criticality, and solidarity are briefly explored.
Master Planning in Developing Communities.
Medvec, John College Planning and Management; v14 n1 , p96,97 ; Jan 2011
Discusses higher education master planning in countries desiring a better quality of life and a competitive stance in the global economy. Advice on connecting a campus to its culture, making it attractive to foreign students, including users in the planning, and partnering with local entities is offered.
Revision of Space Utilization in the Ontario Colleges to Support Learner Centered Pedagogy, Technology and Users Teitelbaum, Marilyn College Quarterly; v14 n1 ; Winter 2011
This report explores classrooms and adjacent corridors which, when combined, form one of the central areas within the college campus. Additionally, this report questions why these areas do not reflect learning centered principles and flexibility in their physical design. This report incorporates research by those who have explored and in some cases implemented well-designed areas for education that are used to support positive human activity. It also looks at poorly designed or outdated space, which inhibits learning. It has been said that learning can happen anywhere and perhaps it can. However true this statement might appear to those that are not intimately linked to the physicality of space, it can also be said that learning can happen with far more ease where the kind of space provided is specifically targeted for education to include appropriate supportive areas for learning. This report explores well designed areas that support and allow collaboration, discovery and social interaction to flourish.
Planning the Next Generation. [Educational Facilities Campuses].
Sahni, Randhir Building Operating Management; v57 n12 , p43,44,46,48,49 ; Dec 2010
Discusses strategic and tactical planning of higher education campuses. Elements of strategic planning discussed are enrollment accommodation, funding, satellite locations, and land-carrying capacity analysis. Elements of tactical planning discussed are sustainability, maintenance, in-place material testing, and decommissioning/re-opening of facilities.
Annenberg Public Policy Center, The University of Pennsylvania.
Architectural Record; v198 n11 ; Nov 2010
Profiles this new academic building that hosts the entire department under one roof. The glass façade is warmed by layering the panels with wood accents. Photographs, plans, and a list of project participants accompany the text.
Campus Master Planning/Landscape Architecture.
American School and University; v83 n3 , p199-206 ; Nov 2010
Profiles five campuses honored for their planning and landscape architecture, based on functionality, frugality, design features and balance, ability to inspire learning, and flexibility. Photographs, statistics, and a list of project participants accompany the text.
General Studies Building, University of Puerto Rico.
Architectural Record; v198 n11 ; Nov 2010
Profiles this modern addition to a 1960's era academic quadrangle. Photographs, plans, and a list of project participants accompany the text.
Greenspun Hall, Greenspun College of Urban Affairs.
Architectural Record; v198 n11 ; Nov 2010
Profiles this facility hosting classrooms, laboratories, offices, and broadcasting facilities. The large building serves as a gateway to the campus and features an elevated courtyard topped by a photovoltaic canopy. Photographs, plans, and a list of project participants accompany the text.
Post-Secondary.
American School and University; v83 n3 , p96-98,100-122 ; Nov 2010
Profiles 22 higher education facilities honored for functionality, frugality, design features and balance, ability to inspire learning, and flexibility. Photographs, building statistics, and a list of project participants accompany the text.
The Diana Center, Barnard College.
Architectural Record; v198 n11 ; Nov 2010
Profiles this 98,000-square-foot, seven-level building that includes architecture and painting studios, exhibition galleries, a reading room, classrooms, faculty offices, a café, a dining room, a green roof, and, below ground, a 500-seat performance and event space as well as a 100-seat black-box theater. Photographs, plans, and a list of project participants accompany the text.
University of Oregon John E. Jaqua Center for Student Athletes.
Architectural Record; v198 n11 ; Nov 2010
Profiles a 40,000-square-foot, three-level academic center for student athletes. The ground floor includes a public café, an auditorium, and an atrium; the two floors above (open to student athletes only) feature a 114-seat auditorium, tutor rooms, faculty and advising offices, a computer lab, a graphics lab, and a library. The glass building is situated on a table of water, blurring the distinction between building and landscape. Photographs, plans, and a list of project participants accompany the text.
Truly Green: A Look at the Advantages of Maintaining Historic Campus Buildings.
Brown, Julie; Hillman, Luce Facilities Manager; v26 n6 , p26-30,32 ; Nov-Dec 2010
Examines the environmental benefits of maintaining historic higher education buildings. Definitions of what constitutes an “historic” building are followed by examples of signature historic buildings that help define their respective campuses. The virtues of older buildings built to withstand the elements and be comfortable without the aid of mechanical HVAC are emphasized, as well as their embodied energy, the availability of LEED certification for existing buildings, and the practicalities and exceptions of maintaining historic buildings.
Media Production Center, Columbia College Chicago.
Gonchar, Joann Architectural Record; v198 n11 , p115-119 ; Nov 2010
Profiles this urban communication arts facility, built rapidly with pre-cast walls and carefully designed to mitigate noise from nearby train and car traffic. A green roof reduces the noise of rain as well. Photographs, plans, and a list of project participants accompany the text.
10 Akron Street.
Kolleeny, Jane Architectural Record; v198 n11 , p126-128 ; Nov 2010
Profiles this new Harvard University dormitory whose modern architecture compliments the adjacent three 22-story residential towers. Photographs, plans, and a list of project participants accompany the text.
William L. Clay Education Center, Harris-Stowe State University.
Minutillo, Joseph Architectural Record; v198 n11 , p124-,125 ; Nov 2010
Profiles this large, low-rise, and modern academic and early learning facility, set into a traditional campus of taller brick buildings. Photographs, plans, and a list of project participants accompany the text.
KAUST.
Minutillo, Josephine Architectural Record; v198 n11 , p90-99 ; Nov 2010
Profiles Saudi Arabia's King Abdullah University of Science and Technology (KAUST). The advanced research campus was built to LEED standards in a harsh desert environment that nonetheless had to contend with and high salinity of its coastal site. Photographs and plans accompany a description of design, building techniques, materials, and sustainability efforts.
Peter Buck Center for Health and Fitness, Bowdoin College.
Stephens, Suzanne Architectural Record; v198 n11 , p120-123 ; Nov 2010
Profiles this modern glass building set into a campus of exclusively traditional Federal, Classical Revival, and Gothic Revival structures. Photographs, plans, and a list of project participants accompany the text.
GIS as a Sketch-Plan Tool to Replace Traditional Transit Route Planning Practice for College and University Communities.
Chaudhari, Jaydeep; Ye, Zhirui Planning for Higher Education; v39 n1 , p39-49 ; Oct 2010
Discusses the use of global information systems (GIS) in planning higher education campus transportation and parking. The use of land-use, transit, and rider data is addressed as are transit rout planning analysis and route modification. The implementation of these practices at Auburn university provides a case study and seven references are included.
Shared Leadership for a Green, Global, and Google World.
Duin, Ann; Baer, Linda Planning for Higher Education; v39 n1 , p30-38 ; Oct 2010
Advocates leadership in higher education that is green, global, and Google. Leadership in environmental sustainability, a global reach, and the use of worldwide computing resources compel shared leadership that brings together administrators, faculty, and students. Examples from several higher education institutions illustrate the principles, and 21 references are included.
Core Strength: At a New Stanford Building, Atria Double-Major in Sustainability and Community.
Green Source; Aug 2010
Profiles the atria in Stanford University?s Y2E2 building, which allow daylight to reach all the way to the basement.
Student Centers/Service Areas.
American School and University; v82 n13 , p123-127 ; Aug 2010
Profiles five higher education student centers that were winning projects in the 2010 American School and University Magazine Education Interiors Showcase. Appealing food service and accommodation for student organizations are common elements in these facilities. Photographs and project statistics accompany a brief description of each project.
The Concept of "Educational Campus"and its Application in Spanish Universities.
Calvo-Sotelo, Pablo CELE Exchange; n2010/8 ; Jul 2010
Explores the ten princples underlying the concept of Education Campus, as well as their application in several Spanish universities. The principles involve integrated planning, spatial harmony, nature and art, accessibility, sustainability, community relationship, and innovative teaching modalities.
The House That Phil Knight Built.
Hagberg, Eva Metropolis; v30 n1 , p52-57 ; Jul-Aug 2010
Profiles the University of Oregon's Jone E. Jaqua Academic Center for Student Athletes, designed specifically to provide a tutorial and collaborative atmosphere. The opulent contemporary design is detailed.
The Sustainable Campus: Working with Nature.
Gisolfi, Peter College Planning and Management; v13 n6 , p22-24,26,27 ; Jun 2010
Discusses the aggregate impact of buildings and landscape on campus sustainability. The collective quantity, size, energy consumption, and energy generation from the buildings are addressed, followed by a consideration of similar environmental issues of the landscape. Advice on combining the two to form a complete assessment of campus sustainability is followed by an example of New York?s College of Mount St. Vincent. Simple sustainability upgrades to this, and any existing or new campus are suggested.
Graduating to Green.
Hough, Mark Landscape Architecture; v100 n5 , p66,68-77 ; May 2010
Discusses the prevalence of lawns on higher education campuses, and the complicated environmental and aesthetic issues they present. Many lawns are part of historic campus landscapes, more and more of them are being irrigated with reclaimed water, and they invariably serve as important common areas that host a variety of uses. Sustainable responses to lawn care are discussed, as are cases where less integral lawns have been replaced by low-maintenance landscapes.
The New "Learning Village."
Phillips, Stephen College Planning and Management; v13 n5 , p58-62 ; May 2010
Uses example of a well-run medical facility to describe "interprofessional education" (IPE), where students from various but related disciplines learn and work together. This philosophy then requires education spaces that promote this type of learning experience and open access to facilities.
Building the Brand.
Dean, Krystin College Planning and Management; v13 n3 , p50-55 ; Mar 2010
Profiles Young Harris College's plans for virtually doubling the student population, highlighting the president's insistence on quality design, amenities, and aesthetics, as well as student involvement and sustainability in new construction.
Developing International Campuses of Excellence in Spain.
Rubiralta, Marius; Delgado, Luis CELE Exchange; n2010/04 , p1-5 ; Mar 2010
Descrubes the General of Universities (SGU) of the Spanish Ministry of Education Program to foster the modernization and internationalization of Spanish university campuses. This initiative focused on teaching, research and aspects of technology transfer, but also developing the campus into an integral social model which interacts with its territorial environment. Results so far have been positive, and are contributing to the creation of sustainable, environmentally integrated university campuses.
Facility Focus: Academic Buildings/Lecture Halls.
College Planning and Management; v13 n1 , p81-84 ; Jan 2010
Profiles four new higher education academic buildings, highlighting their large common areas, daylighting, and sophisticated classrooms.
Tactical Insertions.
Canadian Architect; v55 n1 , p24-28 ; Jan 2010
Profiles several new buildings at Vancouver's Langara College. The stark black exteriors of the new library, classroom building, and student center contrast with the prevailing civic palette. Photographs and plans accompany the text.
Student Learning Centre (SLC) Embraces the New Melbourne Model of Teaching: Facilitating Collaborative Learning.
Ball, Sarah Educational Facility Planner; v44 n2/3 , p37-41 ; 2010
Draws on innovative designs to create the new Student Learning Centre (SLC) at the University of Melbourne School of Engineering. To facilitate collaborative learning while acting as a point for interaction and social activity, the SLC offers adaptable classrooms, group study areas, enhanced with a garden area and other free space. Floor plans and photographs assist in understanding the adaptive resources of the SLC.
Imagining All of Campus as a Learning Environment.
Lane, Cara EduCause Quarterly; v33 n3 ; 2010
Key findings of this research project are that although most students own laptops and mobile devices, use of student computing centers at the University of Washington continues to be high; embracing wireless and mobile learning requires imagining all of campus as a learning environment; for the most complete service, consider pursuing a hybrid approach — offering computing centers and support for wireless and mobile learning across campus.
Meeting the Future on Campus.
Milshtein, Amy College Planning and Management; v13 n1 , p14-20 ; Jan 2010
Discusses current trends on higher education campuses, including a slow-down in construction, new uses of library space, growth in community colleges, more online instruction, mergers that eliminate duplicate programs, ever-expanding environmental consciousness, and a reduction of print educational materials.
Assessing Post Occupancy Evaluation in Higher Education Facilities.
Riley, Mike; Kokkarinen, Noora; Pitt, Michael Journal of Facilities Management; v8 n3 , 202-213 ; 2010
Summarizes the main post occupancy evaluation (POE) techniques currently available and illustrates which method would be the most appropriate as a performance enhancement tool within higher education facilities. The history of, and barriers to using POE as a performance enhancement tool are analyzed through an extensive literature review. Despite a historic resistance to POE by construction professionals, interest has emerged in recent years, particularly with government clients and public funded projects, with a focus on the outputs of a project as opposed to the inputs. While many methods exist, only a few are specifically suited to evaluate the building performance of educational facilities to maximize student success and productivity.
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The Gang's All Here.
Milshtein, Amy College Planning and Management; v12 n12 , p18-20 ; Dec 2009
Advises on compiling the committee that plans a new higher education building. Types of administrators, facilities staff, faculty, students, alumni, and donors who should be included are described, and why their participation is valuable
35 Smart Building Ideas.
Ezarik, Melissa; McClure, Ann University Business; v12 n10 , p26-28,30-33,35 ; Nov-Dec 2009
Details suggestions on how higher education institutions can maintain effective building programs in a slow economy, use space effectively, and finance creatively.
Stretching Dollars.
Zhiri, Nadia American School and University; v82 n3 , p239-242 ; Nov 2009
Prioritizes areas of higher education facilities that should get remodeling attention for maximum benefit to the institution. Dormitory bathrooms, building entry areas, transition spaces within buildings, "green" upgrades, technology integration, and socializing spaces lead the list.
A Tribute to Achievement and Excellence.
Planning for Higher Education; v38 n1 , p51-81 ; Oct 2009
Presents the 20 winners of the Society for College and University Planning s award programs, including those to individual achievers and to various institutions for excellence in campus planning, architectural and landscape design, and restoration and preservation.
From Living Buildings to Living Campuses.
Alfierei, Tony; Damon, David; Smith, Z. Planning for Higher Education; v38 n1 , p41-50 ; Oct 2009
Details four higher education case studies undertaking building projects with an emphasis on sustainability. New student centers at Wentworth Institute and Clarkson College, as well as science buildings at The University of British Columbia and Lehman College are featured.
Dining Halls of Distinction.
Ezarik, Melissa University Business; v12 n9 , p36,38-40 ; Oct 2009
Profiles 12 notable higher education dining halls, selected for their uniqueness, comfort, safety, sustainability, customer engagement and service, utility as a recruitment tool, cost control, and visual appeal.
Carbon Neutral Now.
Russell, James Metropolis; v29 n3 , p72-79 ; Oct 2009
Profiles Yale University's Kroon Hall, an office and seminar room that aims at carbon neutrality. Southern exposure of the longest side of the building harvests substantial daylight.
Creating Sacred Space on Your Campus.
Brouusard, Earl Buildings; v103 n9 , p62,64,66 ; Sep 2009
Defines five types of higher education "sacred spaces," with advice on how to create them, how to identify those that already exist, and how to maintain them.
Science Meets Faith in Azusa Pacific Building Project.
Marks, Frederick Laboratory Design; v14 n9 , p1,4-6 ; Sep 2009
Profiles this institution's new Segerstrom Science Center, detailing building statistics, project management, design and exterior detailing, and sustainability elements.
Making the Connection.
Spigelski, Caroline Environmental Design and Construction; v12 n9 ; Sep 2009
Profiles the joining up of existing and new science buildings at McGill University. A variety of complex site, design, and historical context challenges were met by a collaborative team of occupants and designers. The new complex features abundant natural lighting, flexible laboratory and support spaces, and deference to the adjacent green slope of Mount Royal. A list of project participants and sustainability strategies is included.
Improvement Plans Provide Campus Face-Lifts.
Spruch, Art Environmental Design and Construction; v12 n9 ; Sep 2009
Discusses the clustering of building service points when improving campus circulation and aesthetics. The benefits of clustering to purchasing and operating costs, as well as environmental stewardship are addressed.
How a Community College Makes Room.
Hoover, Eric; Wilson, Robin
Discusses the recent surge in demand for instructional space at community colleges, which are experiencing rapid increases in enrollment, from the unemployed to those seeking continuing education and higher education at an affordable price. Conversion of existing non-instructional space into classrooms is highlighted.
2009 ASLA Awards.
Landscape Architecture; , p78-103 ; Aug 2009
These landscape architecture awards from the American Society of Landscape Architects cite projects at Arizona State University, The University of Virginia, and Mills College.
Creating Global-Ready Places: The Campus-Community Connection.
Chapman, M. Perry Planning for Higher Education; v37 n2 , p5-15 ; Jul 2009
Describes the historic cosmopolitan connection between cities and universities, discusses the global forces affecting that relationship today, and offers case illustrations of campus-oriented civic relations associated with the Sorbonne, MIT, the University of Pennsylvania, and the University of South Carolina.
The Long and the Cost of it.
Milshtein, Amy College Planning and Management; v12 n6 , p32,34,36 ; Jun 2009
Examines higher education building decisions in the light of the current tight economy and payback time for improvements that reduce operating costs. The costs versus payback time of several technologies are weighed, and strategies for capturing the greatest benefit from new technology are included.
A University in Detroit Pins New Hopes on Old Buildings.
Sander, Libby The Chronicle of Higher Education; v55 n36 , pA13,A14 ; May 08, 2009
Profiles urban revitalization underway in the area around Wayne State University. The university is reusing abandoned factories, and many crumbling mansions are being restored by faculty and staff.
The Power of Place on Campus.
Broussard, Earl The Chronicle of Higher Education; v54 n34 , pB12 ; May 01, 2009
Discusses the importance of "sacred" spaces on campuses, either for ceremony, exploration, perspective, or refuge. Examples of notable and historic campus spaces are offered along with advice on identifying, cultivating, and preserving meaningful campus places.
Give Me Liberty or Give Me Brick.
Gratto, Fred Facilities Manager; v25 n3 , p50-54 ; May 2009
Discusses higher education students expectations of convenience on campus, along with the facility managers need to direct traffic and maintain aesthetics. The University of Florida's use of brick walkways and seating walls are offered as a successful solution. Includes five references.
Designing an Academic Building for 21st-Century Learning: A Dean's Guide.
Leather, Deborah J.; Marinho, Rita Duarte Change: The Magazine of Higher Learning; v41 n3 , p42-49 ; May-Jun 2009
This article presents a comprehensive overview of how effective academic leadership, particularly that of the dean, functions in planning and advocating for the appropriate design for an academic building based on 21st-century learning needs.
The Case for Architectural-Design Competitions.
Lewis, Roger The Chronicle of Higher Education; v55 n34 , pB24 ; May 2009
Cites the advantages of design competitions for higher education buildings, which can yield a signature building, significant publicity, and fundraising opportunities. Components of a well-run competition are cited, as are those of a poorly run one. Consequences of ill-conceived and executed competitions are addressed as well.
A Master Plan for Facilities.
Roy, Pamela; Phillips, Jan; Klinedinst, Robert Business Officer; v42 n11 ; May 2009
Describes how the University of Southern Maine's Lewiston-Auburn College coordinated their facilities master plan upon receiving new property that was adjacent to the existing campus. The formation of the building expansion team, setting of facilities goals through numerous meetings with all stakeholders, prioritizing projects, attention to sustainability, budgeting and sequencing of projects, financial management, and lessons learned are addressed.
Campus Officials Seek Building Efficiencies, One Square Foot at a Time.
Carlson, Scott The Chronicle of Higher Education; v55 n32 , pA1,A18-A21 ; Apr 17, 2009
Discusses higher education space management, focusing on college space planning professionals who concentrate their efforts in ensuring that all space is properly outfitted and used as much as possible. Growing space needs, departmental hoarding of space, the cost of building and maintaining space, and new types of spaces that are in demand are addressed.
A "Globalized" Studio Environment: Configuring Reflexive Spatial Agendas.
Jenson, Michael Open House International; v34 n1 , p111-122 ; Mar 2009
Proposes that though the forces of globalization have radically changed our conception and use of space, its material manifestation is as important now more then ever to those training to be architects and designers. However, the old lecture hall and studio configuration must make way for a new type of reflexive space that allows disciplinary boundaries to become blurred and more flexible. If this occurs, universities might again become bastions of critical thought illustrating possible types of alternative spaces and temporalities within our personal and communal lives. By cultivating spaces built on the imperatives of diversity and simultaneity, the monistic onslaught of the global network culture could be translated into a multitude of spaces and temporalities that add richness to the necessary social, political, and cultural aspects of our lives.
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St. Cloud Technical College and Workforce Center.
LeFevre, Camille Architecture Minnesota; , p40-43,62 ; Mar-Apr 2009
Profiles this addition to an disliked, sprawling, one-story community college that offers a lively atrium and easier wayfinding to student services, laboratories, and classrooms.
Socio-cultural Sustainability of Future Learning Environments: the Case of the New Kuwait University Campus.
Mahgoub, Yasser Open House International; v34 n1 , p68-74 ; Mar 2009
Investigates the impact of social and cultural requirements on the sustainability of future learning environmentz. The case of New Kuwait University City in Shedadiyah is used to illustrate how current social and cultural requirements impact the design of a future university campus and inhibit the production of a sustainable environment. Among several socio-cultural factors, the paper focuses on two significant aspects that have dramatically affected the development of the master plan for the New University City; namely separation of students sexes and car parking requirements. The first requirement was mandated by a parliament decree to build two separate campuses; one for male students and the other for female students. The implementation of this requirement resulted in the duplication of many educational facilities and immensely increased space and budget requirements. The second requirement reflected dependency on automobiles as primary means of transportation in Kuwait. It resulted in a necessity to allocate large areas of land for vehicular traffic and car parking. These two requirements created a great challenge towards achieving the required level of sustainability. The paper concludes that while recognizing that accommodating clients social and cultural requirements is necessary for the application of a comprehensive sustainability strategy, these requirements might work against achieving required levels of other aspects of sustainability.
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Charles Hostler Student Center.
Miller, Nancy Architecture Minnesota; , p32,33,54 ; Mar-Apr 2009
Profiles the ecologically friendly Hostler Center at the American University of Beirut. The building responds to the Mediterranean climate by being oriented to ocean breezes and by allowing occupants to move between lower-level shaded areas during the day, to the cool rooftops at night.
Exploring Outdoor Education and Research in Architecture.
Rodriguez, Pedro; Boehme, Luis Open House International; v34 n1 , p94-103 ; Mar 2009
Examines a few exemplary cases from an ongoing series of trials, started in 1999 by the Department of Architecture at the Universidad Tecnica Federico Santa Maria, to assess the effective integration of outdoor learning environments with local studio-based learning culture. Architectural design pedagogy persistently looks outside the classroom for real-world problems to deal with, and exemplary solutions to learn from. Studio-based learning alternately takes place between indoor and outdoor environments as well as built and natural environments. The use of outdoor workspaces where students may generate and test their design proposals strengthens the case for a better understanding of human habitability and environmental sustainability. Nonetheless, outdoor activities are traditionally confined to on-site information gathering, whereas design and evaluation processes are carried out indoors simply as a desk-bound activity. In these cases, the empirical evidence to back up the problem modeling and the design decisions made inside the studio classroom is missing. In mainstream architecture education, indoor and outdoor learning experiences are operationally dissociated. The intent to create real outdoor studio classrooms not only opens a new research field in learning space design, but new challenges to the studio-based learning culture.
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The Future Setting of the Design Studio.
Senyapili, Burcu; Karakaya, Ahmet Open House International; v34 n1 , p104-112 ; Mar 2009
Explores the impact of virtual classrooms as an emerging classroom typology in comparison to the physical classrooms in the design process. Two case studies were held in order to infer design students classroom preferences in the project lifecycle. Although the students acknowledged many advantages of web-based communication in the virtual classroom, they indicated that they are unwilling to let go off face-to-face encounters with the instructors and fellow students in the physical classroom. Utilizing the positive aspects of both communication techniques, a hybrid setting for the design studio is introduced, comprising the physical classroom as well as the virtual one. The proposed use for the hybrid setting is grouped under 3 phases according to the stage of the design process; as the initial, development and final phases.
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Quest for the Future.
Southcott, Tanya Canadian Architect; v54 n3 , p28-34 ; Mar 2009
Profiles the campus of Canada's recently founded Quest University. The four buildings described work together to create social spaces and preserve mountain views. Photographs, plans, and sectional views accompany the text.
Does Place Really Matter to Students with Learning Disabilities? A Study of Three University Campuses.
Whitmer, Susan Open House International; v34 n1 , p75-81 ; Mar 2009
Examines the role of "place" as a component of academic success for those students with learning disabilities (LD). Methodology included both literature review and the development of a case study analysis of three post-secondary institutions in the United States. The conclusion of the research reveals three specific components of the physical environment that hold an increased value for a student with LD. These are wayfinding, formal learning spaces, and disability services spaces. The key to integrating a sense of place with the needs of students with LD is moving beyond meeting the minimum standards of the legal mandates and bridging the principles of universal design to the built environment.
The Quad Angle.
Sturgeon, Julie College Planning and Management; v12 n2 , p33,36-38 ; Feb 2009
Discusses the history and importance of the quadrangle, or "quad" as an element of campus design. While these spaces may be in decline in academic design, they are gaining popularity on corporate campuses. Elements of a successful quadrangle are addressed.
2009 Renovation and Construction Showcase.
The Bulletin; v 77 n1 , p14-26 ; Jan 2009
Profiles ten new and renovated higher education student centers. Building statistics and photographs accompany brief descriptions of the facilities.
Collegiate Recreational Sports: Pivotal Players in Student Success.
Blumenthal, Kent Planning for Higher Education; v37 n2 , p52-62 ; Jan 2009
Discusses planning considerations for collegiate recreational sports facilities and the importance of these facilities as a recruitment and retention tool, in response to their relevance to student learning and quality of life. The evolution of recreational sports is discussed, as a complement to academic mission, as well as to foster health and wellness within the campus community.
Sense of Place: Lowerre Family Terrace at Marymount Manhattan College.
Ezarik, Melissa University Business; v12 n1 , p12 ; Jan 2009
Profiles this social space created on the roof of an existing campus building. The plantings and waterfall made with stones from around the world are featured.
Fusion Buildings: New Trend with Some Old Roots.
Hamilton, Craig Planning for Higher Education; v37 n2 , p44-51 ; Jan 2009
Examines how many traditional stand-alone student services have been combined into facilities that co-house dormitories, dining facilities, unions, and recreational facilities. The article examines some of the historical precedents of these new "fusion" facilities phenomenon, gives relevant examples, and discusses advantages and disadvantages of this new building type. Includes three references.
A Common Good.
Richards, William Inform; v20 n5 , p17-21 ; 2009
Profiles a new University of Virginia central plant that places air handling units on top of thoughtfully designed administrative and mechanical spaces, all hidden from public view by its siting behind a stadium. Building statistics, photographs, and a list of project participants are included.
Make Way for Millennials! How Today's Students are Shaping Higher Education Space.
Rickes, Persis Planning for Higher Education; v37 n2 , p7-17 ; Jan 2009
Explores Millennials, or those born between 1982 and 2001, in their historical context, identifies ways they are making their presence felt, and suggests how they are beginning to reshape higher education facilities. These included larger faculty offices for conferencing, additional space for mental health counseling, flexible and technology-endowed classrooms, library spaces that accommodate group work, comprehensive student service spaces, a variety of dining experiences, high-amenity residence halls, and environmental consciousness all around. Includes 35 references.
UTEP's Bhutanese Campus Goes Modern.
Soltero, Ed Texas Architect; v59 n1 , p38,39 ; Jan-Feb 2009
Reviews the history behind the University of El Paso's adoption of and adherence to Bhutanese architecture for its campus. Efforts to thoroughly understand Bhutanese architectural principles and vocabulary, rather than to merely mimic their designs are discussed, as are strategies for creating modern academic buildings within an indigenous oriental design.
Twenty Years Later: How One Flagship Has Changed.
Blumenstyk, Goldie The Chronicle of Higher Education; v55 n6 , pA1,A10-A12 ; Dec 12, 2008
Profiles growth at the University of Kansas, where the facility square footage has doubled in 20 years, and the costs for more sophisticated science, athletic, and performing arts facilities has been largely passed along in higher tuition, rather than increased state funding.
The Machine as the Garden: The New Harvard Campus in Allston, Sustainability, and Its Effects on Design.
Beauvais, Nathalie Harvard Design Magazine; n29 ; Fall-Winter 2008
Details sustainable features of this campus expansion, with particular attention to the science complex, water use and protection, and advanced heating and cooling systems. Includes 18 references.
Solutions for the Design Vs. Budget Challenge.
Kollie, Ellen College Planning and Management; v11 n12 , p20-22 ; Dec 2008
Advises on how to reconcile higher education facility design "wants" with actual "needs" and with the budget available. Cooperation between administration and faculty, cost modeling, creating multifunctional spaces, and adding "upgrades" later, as the budget permints, are described.
Continuing Education.
Milshtein, Amy College Planning and Management; v11 n12 , p38,39 ; Dec 2008
Discusses the advent of retirement housing on higher education campuses. Issues of location, relationship to the institution, and levels of care offered are addressed.
Climate Zone.
Fisher, Thomas Architecture Minnesota; , p36-41 ; Nov-Dec 2008
Profiles the ecologically friendly Hostler Center at the American University of Beirut. The building responds to the Mediterranean climate by being oriented to ocean breezes and by allowing occupants to move between shaded areas during the day, to the cool rooftops at night.
Historically Green.
Larson, Heather School Construction News; v11 n7 , p16,17 ; Nov 2008
Profiles the University of Oregon's adaptive reuse of Portland's historic White Stag Block for academic, community, and retail space. Features that helped it earn LEED Gold certification are described, as is the economic improvement experienced by the surrounding neighborhood.
Expansion, without the Red Tape.
Peterson, Erin University Business; v11 n11 , p34-36,38,39 ; Nov 2008
Advises on winning community support for higher education campus expansion. Engaging the community before plans proceed is paramount, as is expanding in a way that improves the quality of community life as well as that of the university. Community access to new facilities and compromise where necessary is recommended. Typical expansion pitfalls and suggestions on how to deal with difficult personalities are included, along with several examples of successful campus expansion programs that are supported by their communities.
Kanagawa Institute of Technology Workshop.
Pollock, Naomi Architectural Record; v196 n11 , p124-129 ; Nov 2008
Profiles this Japanese higher education workshop facility that consists of one large space, completely surrounded by glass exterior walls and dominated by skylights. Project information, a plan, and photographs are included.
Landmark Buildings Redefine 2-year Campuses-and Blot Out Ugly Mistakes.
Biemiller, Lawrence The Chronicle of Higher Education; v55 n10 , pB14-B17 ; Oct 2008
Describes several new thoughtfully designed community college buildings, which stand in contrast to an abundance of unloved structures from the community college building boom of the 1960's and 70's.
Street Dixon Rick Gets Re-Inspired by the Campus that Inspired America.
Mortice, Zack AIArchitect; v15 , p2 ; Oct 10, 2008
Profiles new dormitories at Vanderbilt University's Peabody Campus that recall the architecture of the University of Virginia, after which the institution was modeled and to whose style it has adhered. The traditional neoclassical buildings host a variety of modern sustainability features in a residential college layout that includes classrooms and faculty apartments.
They Say They Want a Revolution.
Ramaswami, Rama Campus Technology; v22 n2 , p38-40,43,44,46,47 ; Oct 2008
Profiles LEED-certified and otherwise sustainable new dormitories at Rice Unversity, Angelo State University, the University of New Hampshire, and Pitzer College. These new facilities respond to a surge in student demand for environmentally responsible living, and details of heating, lighting, and other low-energy use features are included.
Artistic Achievement.
Elcid, Mario; Varga, Bob Modern Steel Construction; v48 n9 , p25-27 ; Sep 2008
Profiles Western Michgan University's Richmond Center for the Visual Arts, highlighting its budget-conscious use of architectural steel, aesthetic intent, and adherence to American Association of Museums standards.
Moving In.
Oppenheimer, Nat; Shamash,Yegal; Rosenberg, Ben Modern Steel Construction; v48 n9 , p33,34 ; Sep 2008
Profiles the new Dickinson School of Law building at Pennsylvania State University, its striking design, and the use of steel to create its ramps and cantilevered spaces.
Healthcare Facilities/Teaching Hospitals.
American School and University; v80 n13 , p94-97 ; Aug 2008
Profiles two Texas and one Oklahoma healthcare and teaching hospital facilities that were recognized in the American School and University Magazine s Educational Interiors Showcase. The projects were selected for their sustainability, character, long-term appropriateness of materials and colors, innovation, adaptability, collaborative spaces, and safety. Photographs and project statistics accompany a brief description of each project.
A Vision for Growth.
Seymour, Thomas American School and University; v80 n13 , p168-170 ; Aug 2008
Advises on planning higher education campus expansion that will affect the surrounding community. Engaging the community at the outset, selecting the right architect, flexibility of the plan, and the facilitation of community meetings are covered.
What If...Visualizing Change in the Learning Environment.
Wernick, Laura College Planning and Management; v11 n8 , p24-27 ; Aug 2008
Discusses eminent changes for higher education, and how these affect the way they use their existing facilities. As the role of the teacher as lecturer recedes, the role of technology, interactive learning, and learning in non-traditional spaces increases, thus creating the opportunity for wider utilization of existing facilities. Examples from new efficiencies found on existing campuses are included.
Naming Names: Ten Rules.
Lombardi, John V. Inside Higher Education Blog; Jul 14, 2008
Discusses ten standard naming rules for buildings on university and college campuses:
1. Only name buildings for dead people; 2. Only use the names of admirable people;
3. Recognize substantial individual contributions; 4. Ensure a gift large enough to justify the recognition by name; 5. Avoid changing the name already on a building;
6. Avoid using corporate names for permanent recognition; 7. Use more relaxed rules for naming exterior spaces; 8. Allow flexibility in naming interior spaces; 9. Avoid naming things for departing administrators, however beloved; and 10. Be prepared for controversy over naming choices.
A Clear Translation.
School Construction News; v11 n5 , p20,21 ; Jul-Aug 2008
Profiles the Michael F. Price Center for Genetic and Translation Medicine at Yeshiva University. The center works closely with five hospital centers in the New York area in order to bring medical breakthroughs to patients more quickly. Open laboratories and a design to encourage collaboration between departments facilitates interdisciplinary research.
Facility Focus: Community Colleges.
College Planning and Management; v11 n7 , p45-47 ; Jul 2008
Briefly profiles new community college campuses in Newton, Georgia; Wildwood, Missouri; and Corpus Christi, Texas. These campuses incorporate environmental sensitivity and provide much-needed practical education for previously underserved areas.
Giants 300 Report: University Report.
Building Design and Construction; v49 n9 , p32,33 ; Jul 2008
Briefly discusses current and projected higher education construction spending, and lists the top 20 university design firms and the top 20 university contractors, based on 2007 billings.
Vinoly at Wageningen.
Crosbie, Michael Architecture Week; , pD1.1 ; Jun 25, 2008
Profiles this Dutch higher education facility, with a distinctive concrete exterior grille that helps support the structure so that the interior is supported by only eight interior columns.
Welcome Mat.
Chodikoff, Ian Canadian Architect; v53 n6 , p38-40 ; Jun 2008
Profiles a courtyard at Toronto's Trinity College that emulates the gothic detailing of the surrounding buildings.
History in the Making.
Fliegler, Caryn University Business; v11 n6 , p58-62 ; Jun 2008
Discusses the renovation and restoration of venerated higher education buildings to boost institutional identity and sense of history. Thoughtful and creative projects from seven institutions are highlighted, with descriptions of how attention to detail, extra effort in locating appropriate materials, and modernization were accomplished.
Build It and They Will Come: Innovative Facilities Help Colleges Meet Academic Goals.
Joch, Alan Community College Journal; v78 n6 , p16-18 ; Jun-Jul 2008
This article describes how community colleges are discovering the connection between an innovative approach to facilities design and academic success. Case study of Lone Star College, CyFair campus in suburban Houston, a 550,000-square-foot campus, paid for with $90 million from a bond referendum and $20 million from state and local sources, Lone Star created an academic oasis complete with modern classrooms, a man-made lake, marshlands, and fields of native grasses.
First Step to a New Campus.
Christensen, Ana Texas Architect; v58 n3 , p46-51 ; May-Jun 2008
Profiles the University of Texas Southwestern Medical Center Outpatient Building, the first facility in a planned campus. The patient-centered building features easy wayfinding, access to public transportation, and lively public sidewalks with retail amenities. Photographs, plans, and a list of project participants are included.
Placing Contrast in Context.
Durfee, James College Planning and Management; v11 n5 , p64,66,67 ; May 2008
Discusses campus building that complies with the campus master plan, using the creation of the Wegman's School of Pharmacy building at St. John Fisher College as an example. A description of the site, programming, building adjacencies, and design that emulates the Collegiate Gothic style is included.
Reimagined Introvert.
Hamilton, Todd Texas Architect; v58 n3 , p56-61 ; May-Jun 2008
Profiles the Maverick Activities Center at the University of Texas at Arlington, a light and airy athletic center that offers amenities competitive with fine private athletic clubs. Photographs, plans, and a list of project participants are included.
Air Age Gothic.
Hill, David Preservation; v60 n3 , p46 52 ; May-Jun 2008
Profiles the mid-century modern architecture of the United States Air Force Academy, varying sentiments toward the designs, attempts to preserve and restore its more iconic structures, and maintenance challenges caused by value engineering of the original structures.
Shared Facilities: Working Out the Kinks.
Kollie, Ellen College Planning and Management; v11 n5 , p37,38,40 ; May 2008
Describes how Michigan's Lansing Community College created a learning center in partnership with select higher education partners in order to provide seamless transfer to a four- year program. The modern facility includes and compliments a renovated early 20th century Carnegie library.
What Changes Are in the New ADA/ABA Accessibility Guidelines?
Terry, James Facilities Manager; v24 n3 , p12-14 ; May-Jun 2008
Advises on upcoming changes in the Americans With Disabilities Act Accessibility Guidelines (ADAAG) that will affect higher education institutions. The expansion of design accommodations for parking, circulation, egress, alarms, and seating are addressed.
Constructing the Interdisciplinary Ivory Tower: The Planning of Interdisciplinary Spaces on University Campuses.
Harris, Michael; Holey, Karri Planning for Higher Education; v36 n3 , p34-43 ; Apr 2008
Examines how universities plan and nurture interdisciplinary space on campus, based on a survey of strategic and campus master plans from 21 universities defined as very high research institutions by the most recent Carnegie classification. A conceptual framework that highlights the significance of space in fostering an interdisciplinary community is followed by a brief review of methodology and then a discussion of the themes that emerged from the data analysis: the elimination of disciplinary silos, the need for flexible spaces, the vitality of collaborative planning, the need for deliberate development, the engagement of institutional leadership, and the involvement of the university community. Includes 44 references.
Assessing the Learning Value of Campus Open Spaces Through Post-Occupancy Evaluations.
Spooner, David Planning for Higher Education; v36 n3 , p44-55 ; Apr 2008
Uses the University of Georgia's Memorial Garden as a case study to examine how the composition and configuration of campus landscape elements affect behavior. The research examines how specific landscape elements did allow certain types of both individual and group studying behaviors, and that the overall arrangement of these elements either supported or limited these activities. This study also demonstrates that a post-occupancy evaluation can be a useful assessment tool that allows both designers and administration officials to determine the outcomes of built projects on an academic campus. Includes 22 references.
Punch List.
Biemiller, Lawrence The Chronicle of Higher Education; v54 n26 , pB22,B23 ; Mar 07, 2008
Profiles Arizona State University architect Ron McCoy, highlighting the challenges of a burst of new building and renovation at the four campuses he oversees.
Marcel Breuer at Saint John's.
Carlson, Scott The Chronicle of Higher Education; v54 n26 , pB9-B13 ; Mar 07, 2008
Discusses the signature St. John's Abbey and University buildings by architect Marcel Breuer. The history of how they were commissioned, their bold and inspirational use of concrete, and the care with which they have been added to.
Some Schools of Architecture Could Use a Good Architect.
Fisher, Thomas The Chronicle of Higher Education; v54 n26 , pB19,B20 ; Mar 07, 2008
Reviews some of the most liked and disliked school of architecture buildings, citing their typical advantages and faults, and noting that in some cases they serve to teach architecture students what to avoid.
Extreme Makover at Pomona.
Miemiller, Lawrence The Chronicle of Higher Education; v54 n26 , pB16-B18 ; Mar 07, 2008
Profiles the $9.7 renovation of a Pomona College campus center that was only eight years old. In spite of thoughtful design that involved the entire community, the building was largely ignored by the students it was built for. The changes have increased traffic and use of the building.
Interior Designers: Where Are They?
Kollie, Ellen College Planning and Management; v11 n3 , p46,48,50,52 ; Mar 2008
Reviews the trend for higher education institutions to have an interior designer on staff, citing its benefits and the ways they work with consultants.
The Kids are Alright.
Milshtein, Amy College Planning and Management; v11 n3 , p24-26,28 ; Mar 2008
Discusses higher education facilities implications of the upcoming generation of new students, including their attention to community service, desire for more apartment-like dormitories and a variety of food choices, technological sophistication, and rejection of traditional solitary study environments.
One Wall Does It All.
Schneider, Jay Building Design and Construction; v49 n2 , p55-57? ; Feb 2008
Profiles an economical but striking interior dividing wall that helps convert a bland rental space into attractive offices for New York University.
Facility Focus: Central Plant Facilities.
College Planning and Management; v11 n1 , p99,100 ; Jan 2008
Profiles new central plants at the University of Cincinnati and North Carolina State University, whose thoughtful designs enhance their respective campuses.
Bicultural Expression.
Condit, Jaime Texas Architect; v58 n1 , p56-61 ; Jan-Feb 2008
Profiles two new facilities at the University of Texas Pan-American which carefully perpetuate the campus architecture that draws on the designs and philosophies of Louis I. Kahn. Photographs, plans, and a list of project participants are included.
A&M's Vanguard.
Connolly, Lawrence Texas Architect; v58 n1 , p30,31 ; Jan-Feb 2008
Profiles Texas A&M's new Interdisciplinary Life Sciences Building, a state-of-the-art research facility designed to attract federal and private research funding. The modern building borrows detailing from its more traditional landmark neighbors.
Careful Intervention.
Diehl, Tom Texas Architect; v58 n1 , p50-55 ; Jan-Feb 2008
Profiles the new Texas Woman's University at the Texas Medical Center in Houston. The subdued L-shaped building on the edge of the campus offers a better gateway than the pre-existing parking garage that it conceals. Photographs, plans, and a list of project participants are included.
The Three Thousand Decisions.
Dober, Richard Planning for Higher Education; v36 n2 , p70-74 ; Jan 2008
Discusses the large inventory of historic campus buildings; problems identifying, renovating, and reusing them; and the tendency to demolish too hastily.
The Lab of the Future: Building Facilities that Attract Premier Faculty and Students.
Haley, Tim Facilities Manager; v24 n1 , p30,31 ; Jan 2008
Presents survey results from undergraduate students, graduate students, and faculty members regarding the impact of premier facilities on recruitment and retention. The surveys evaluated the relative importance of the physical environment of an institution to an applicant's decision to attend the school.
Quiet Standout.
Hightower, J. Texas Architect; v58 n1 , p44-49 ; Jan-Feb 2008
Profiles the new chemistry and physics laboratory building at the University of Texas at Arlington. The atrium serves as a pass-through space for pedestrian traffic, and features a planetarium. Photographs, plans, and a list of project participants are included.
A Beauty with Brains.
Infanzon, Nestor Texas Architect; v58 n1 , p32-37 ; Jan-Feb 2008
Profiles the new Natural Science and Engineering Research Laboratory at the University of Texas at Dallas. The state-of-the-art research facility features a nanoelectrics materials laboratory and class 10,000 cleanrooms. Photographs, plans, and a list of project participants are included.
The Breuer Zone.
Miller, Nancy Architecture Minnesota; v34 n1 , p26-31 ; Jan-Feb 2008
Recounts how St. John's Abbey and University came to own a collection of signature buildings designed by Marcel Breuer, and describes their iconic designs.
Good Neighbor.
Torres-MacDonald, Maryalice Texas Architect; v58 n1 , p38-43 ; Jan-Feb 2008
Profiles the Experimental Sciences Building at Texas Tech University. The state-of -the art facility lies within the historic core of the campus and adhered carefully to the traditional architecture of the campus. Photographs, plans, and a list of project participants are included.
Facility Focus: Community Colleges.
College Planning and Management; v10 n12 , p39-42 ; Dec 2007
Profiles four new community college campuses, describing their notable structures and site planning.
Berkeley City College's Skylighted Quad Earns LEED Silver.
Boniface, Russell AIArchitect; Nov 30, 2007
Profiles this LEED Silver-certified single-building community college, built on an urban infill site. Ample daylighting and movable classroom walls are featured.
MIT's Suit Against Frank Gehry Astonishes Campus Architects.
Miemiller, Lawrence The Chronicle of Higher Education; v54 n12 , pA27 ; Nov 16, 2007
Reviews this lawsuit against the architect and contractor for defects in The Massachusetts Institution of Technology's Stata Center, an intentionally eccentric and widely noted new facility.
2007 Architectural Portfolio: Campus Master Planning/Landscape Architecture.
American School and University; v80 n3 , p301 ; Nov 2007
Profiles four outstanding campus master plans and two outstanding campus landscapes. These were selected for their innovation, sustainability, security, aesthetics, and life-cycle costs. Project information and photographs are included. (The URL for this citation links to the searchable database of American School and University Magazine's school design awards.)
Campus Ideals.
Allderdice, Jacob Canadian Architect; v52 n11 , p46-51 ; Nov 2007
Profiles the University of Ontario Institute of Technology, a campus founded in 2003, utilizing design strategies of notable American campuses. Scale, landscaping, "green" features, circulation patterns, and significant building features are covered.
Second City First Campus.
Milshtein, Amy College Planning and Management; v10 n11 , p16,18,20 ; Nov 2007
Profiles the University of Illinois at Chicago, an institution planted into a distressed neighborhood to serve the city's working families. Design features, building types, and campus mergers from the institution's first four construction phases are illustrated, as are neighborhood preservation and sustainability initiatives.
Design for a New Generation: Trends for Student Organization Suites.
Payne, Lawrence The Bulletin; v75 n6 ; Nov 2007
Discusses design considerations for student organization suites, including design that aligns with the ethos of the institution, flexibility to accommodate changing student cultures, creating a "home" for students, encouragement of collaboration, and provision of adequate organization resource and storage components.
Mystery Building Intrigues Spartans.
Barista, Dave Building Design and Construction; v48 n13 , p75-77 ; Oct 2007
Profiles a new parking structure at Michigan State University, meticulously designed to pass as a brick-clad academic building and to blend in with the surrounding architecture.
Sam Fox Arts Center.
Ivy, Robert Architectural Record; v195 n10 , p104-111 ; Oct 2007
Profiles this new visual arts facility at Washington University, consisting of two new buildings that create a unified complex along with existing buildings, one of which was designed by the same architect in 1960.
Achieving a Well-Designed Sense of Place.
Kollie, Ellen College Planning and Management; v10 n10 , p24-28 ; Oct 2007
Discusses the value of “placemaking” on higher education campuses, noting that it must be intentional, managed, provide a balance of interiors and exteriors, reflect institutional priorities, encourage walking, and represent an interdisciplinary coordination of design and engineering disciplines
Campus Profile: University of Wisconsin-Whitewater.
Olson, Ryan Campus Facility Maintenance; v4 n3 , p10-12 ; Fall 2007
Profiles this campus in the midst of a five-year renovation program that began in 2006. The mission of the school is outlined, followed by brief descriptions of planned buildings, issues raised by relocation needs during demolition and construction, LEED planning, and restoration of prairie vegetation on the campus.
Recommendations to Improve Space Projection Models and University Space Usage.
Stigall, Sam New Directions for Institutional Research; v2007 n135 , p29-36 ; Oct 2007
Reviews the current space projection model for the State of Texas Higher Education Coordinating Board (THECB) and compares this methodology to other select states. The article considers stewardship of public buildings and funds, improvement of space usage, and provision of the facilities necessary to enhance learning, particularly in an era when existing space must be used effectively to justify the need for additional space, increasing construction costs, and decreasing legislative appropriations.
Higher Education Space: Future Directions.
Temple, Paul; Barnett, Ronald Planning for Higher Education; v36 n1 , p5-15 ; Oct 2007
Discusses the future of higher education space in the United Kingdom, based on interviews with several British higher education administrators. Physical spaces that universities require are related to their functions in complex ways, and the connections between space and academic performance are not well understood. Various influences of more, the same, and less available and needed space are covered. Space designations are blurring, increasingly multi-functional, and exploited more efficiently. Includes 23 references.
Traditional Style and Substance: Princeton's New Whitman Hall.
Leigh, Catesby Wall Street Journal; , pD6 ; Sep 25, 2007
Reviews Princeton University's new Whitman Hall, designed in the institution's predominant collegiate gothic style, in load-bearing masonry construction.
Room to Grow.
School Construction News; v10 n6 , p35-37 ; Sep-Oct 2007
Discusses the importance of campus master planning that includes open spaces, pathways, and outdoor common areas. Also covered are student and faculty involvement in planning, timing, challenges, sustainability, architectural considerations, and community connection of the master plan.
Study Hall.
Miller, Nancy Architecture Minnesota; v13 n5 , p62,63,74 ; Sep-Oct 2007
Reviews the preservation challenges for the University of Minnesota's vacant Music Ed building. A variety of institutional and private uses for the 1889 structure have been considered, but its small size rules out many uses, and parking is not available to convert it to commercial use.
The Maret Center Merits Attention.
Kromm, David; Boyt, Art College Planning and Management; v10 n8 , p29,30,32,33 ; Aug 2007
Profiles this Missouri college academic building that is to be powered completely by renewable energy. Wind, solar, geothermal, and biomass resources will be used in the prototype facility, which also adheres to strenuous "green" design and construction practices such as a green roof, graywater treatment, rainwater harvesting, daylighting, and low-VOC interiors.
No Stirrings of Pride.
Keller, Josh The Chronicle of Higher Education; v53 n44 , pA44 ; Jul 2007
Profiles The University of California's Evans Hall, an imposing concrete structure that most people on the campus would like to see demolished. The 10-story mathematics facility provides a great deal of much-needed academic space, but its halls and classrooms are windowless, and the considerable bulk of the building blocks desirable views. Priorities for seismic upgrades to the rest of the campus indicate that consideration of what to do with this building is still some time off.
Facility Focus: Adminsitrative Offices.
College Planning and Management; v10 n7 , p46-48 ; Jul 2007
Profiles new administrative buildings at SUNY Albany, the University of Delaware, and Worcester Polytechnic Institute. The buildings are noted for their signature architecture, reuse of historic structures, and/or improvement of campus design and land use.
Cinderella Stories: Adaptive Reuse of Older Buildings.
Brinkman, Joseph; Miller, David Facilities Manager; v23 n4 , p24-27 ; Jul-Aug 2007
Highlights the advantages of adaptive reuse of older campus buildings and offers several criteria for assessing whether or not an adaptive reuse is desirable or feasible.
A Report from the Facilities Core Data Survey.
Long, Laura Facilities Manager; v23 n4 , p28-21,33,34 ; Jul-Aug 2007
Presents data for U.S. higher education facilities including density of campus buildout, square footage of buildings and grounds maintained, number of students per acre, and condition of buildings and grounds.
Learning Landscapes.
Martin, Edgerton Landscape Architecture; v97 n7 , p82,84,86-91 ; Jul 2007
Profiles the work of the Getty Foundation's Campus Heritage Initiative in documenting, preserving, and revitilizing higher education campus landscapes. Elements and challenges of a landscape preservation plan are addressed, and several campus projects are profiled. Includes four references.
Big Plans on Campus.
Mays, Vernon Architect; v96 n8 , p58-67 ; Jul 2007
Profiles four higher education campus architects, discussing the differing priorities of their master plans, capital programs, and architectural aesthetics.
Transforming the University Campus into a Sustainable Community.
Norton, Richard; Brix, Andrew; Brydon, Trevor; Davidian, Elijah; Dinse, Keely; Vidyarthi, Sanjeev Planning for Higher Education; v35 n4 , p22-39 ; Jul 2007
Examines the sustainability of three different land use, housing, and transportation configurations for the University of Michigan's North Campus. Scenarios comparing the current conditions, build-out under current trends, and build-out under smart growth plans are assessed for economy, social equity, and environmental impact. Includes 25 references.
An Unrivaled Collection of Wright Buildings Proves to Be a Joy and a Challenge.
Biemiller, Lawrence The Chronicle of Higher Education; v53 n41 , pA30 ; Jun 2007
Discusses the situation that Florida Southern College faces with its modest endowment and a significant collection of Frank Lloyd Wright buildings that are in need of major repair. Some of the buildings have structural problems that can be traced to Wright's reliance on new and untested designs. Many are too small for the college's current needs, and all have been hard to modernize.
Building the Future of Learning.
Watson, Les European Journal of Education; v42 n2 , p255-263 ; Jun 2007
This article uses the Saltire Centre at Glasgow Caledonian University, which opened in January 2006, as a case study to illustrate how some current key ideas in educational thinking can influence learning facilities. New 21st century buildings and refurbished spaces should reflect educational approaches and philosophies and, even more importantly, they should not disable tomorrow's possibilities. Our buildings should combine educational ideas, with imaginative technology and architecture to create the learning futures we wish to see.
TO ORDER:
http://www.blackwell-synergy.com/doi/abs/10.1111/j.1465-3435.2007.00299.x
Planning and Designing Off-Campus Facilities.
Bernardo, Luis Facilities Manager; v23 n3 , p30-33 ; May 2007
Details four strategies for designing successful off-campus higher education facilities: 1) Make sure the community benefits too. 2) Use site selection to link campus and community. 3) Match security provisions to the facility and community. 4) Take advantage of the richer amenities available off campus.
Three Years Later: Does Gehry's Stata Center Really Work?
Campbell, Robert Architectural Record; May 2007
Evaluates the Stata Center at MIT, which was designed to encourage its scientist occupants to mingle, rather than remain isolated in their workspaces. The author reports that the confusing floor plan does in fact encourage wandering and discovery, and that the vast majority of occupants are pleased. The "fractal" rather than "linear" orientation of workspaces creates groupings of varying sizes and empowers the occupants to define their own research zones.
Campus Auxiliary Facilities: Universities Strive to Accommodate Student Desires and Future Trends.
Dessoff, Alan Facilities Manager; v23 n3 , p20-23 ; May-Jun 2007
Discusses current college student expectations for housing, dining, student unions, and the campus bookstore. Several effects on facility design and management are covered, these resulting from today's heightened expectations for privacy and choice.
Designing a Unified Campus.
Geller, Joseph; Corning, Robert University Business; v10 n5 , p68-71 ; May 2007
Discusses elements that contribute to a unified campus, including architecture, landscaping, signage, paving, circulation systems, outdoor furnishings and accessories, fencing, and lighting. Motivation and timing for undertaking a campus unification plan are discussed, with particular emphasis on inclusion of campus unification in the institution's master plan.
Serving Students, Enhancing Campus Life.
Glazner, Steve Facilities Manager; v23 n3 , p24-28 ; May-Jun 2007
Provides brief profiles of ten new auxiliary facilities higher education institutions. These included residence halls, dining facilities, bookstores, student unions, sports and recreation facilities, and parking.
Crafting the Master Plan.
Colyer, Alan; Seeger, Chuck Planning for Higher Education; v35 n3 , p63-69 ; Apr 2007
Advises on creating a campus master plan to manage enrollment growth at community colleges. Varying planning approaches used at two institutions in California and Texas are examined, with administrative, funding, and goals compared. Essential data, techniques for consensus building, visioning the future, establishing planning principles, community relations, and sustainability are covered, as they relate to the master planning process. Includes three references.
Let It Rain.
Milshtein, Amy College Planning and Management; v10 n4 ; Apr 2007
Reviews the value of quality campus grounds to student recruitment and retention, with attention to sustainable landscape design and maintenance, including use of native plants, organic practices, conservation during construction, and use of the landscape to control run-off.
Learning Centers Versus Campus Development: Growing Pains for Community Colleges.
Smith, Debra Planning for Higher Education; v35 n3 , p34-44 ; Apr 2007
Reviews two neighboring community college districts and their differing plans for expansion. Both districts have large growth rates. One has opted to expand by creating educational learning centers to provide facilities more quickly, with less cost, and in areas located closer to the users. The other has opted to maintain a single college with multiple campuses. The elements of student demographics, economic industry, ethnicity, age, transfer rates, and funding that inform the districts' choices are reviewed. Includes ten references.
A Neotraditional Building Boom on Campus
Goodspeed, Robert Planetizen: Urban Planning and Development Network ; Mar 09, 2007
Across the U.S., dozens of colleges and universities are planning or building major campus expansions. However, unlike the 1990s which saw gleaming bioscience research facilities appear on campuses, the new construction is calculated to help attract and retain faculty and students with amenities for living and shopping. Almost without exception, these projects are in a strictly neotraditional design mold. Includes a sampling of projects underway.
Upholding the Law.
Crawford, Matthew School Construction News; v10 n2 , p20-23 ; Mar-Apr 2007
Profiles the new law school at the University of Colorado, Boulder. The planning, design, and LEED certification strategies are covered.
Designed to Share: Oregon Academic Facility Pioneers New Approach.
Sanders, Gregg College Planning and Management; v10 n3 , p44-47 ; Mar 2007
Profiles a joint venture between Southern Oregon University and Rogue Community College to build an academic facility in downtown Medford. Components of their shared vision and the challenges of their shared vision, funding, planning, and design are considered.
An Engineering Lab that Can Entertain.
Biemiller, Lawrence The Chronicle of Higher Education; v53 n25 , pB7 ; Feb 23, 2007
Profiles the University of Pennsylvania's new School of Engineering and Applied Sciences, a highly modernistic structure that connects two older buildings whose floor heights differ by six feet. The engaging circulation spaces and daylighting are particularly esteemed.
Campuses in Cities: Places between Engagement and Retreat.
Blaik, Omar The Chronicle of Higher Education; v53 n25 , pB25,B26 ; Feb 23, 2007
Discusses the particular issues of campus planning for an urban university setting. Competing desires for refuge and community engagement complicate the process. Historical and ill-conceived methods of separating the campus from the city are reviewed, as are recommendations for connecting the campus to the urban grid, with special attention to active campus edges that emulate city life and development, while creating a sheltered but connected inner core.
We Should Preserve Recent Buildings before It's Too Late.
Bzdak, Meredith The Chronicle of Higher Education; v53 n25 , pB23,B24 ; Feb 23, 2007
Advocates recognition and preservation of buildings built since 1945, citing their neglect by historical societies, and typical secondary status at their respective institutions. Progress at some institutions is noted, and, in some cases, recently built structures designed by living architects are being tended to.
A Sympathetic Addition at a Bargain Price.
Carlson, Scott The Chronicle of Higher Education; v53 n25 , pB5 ; Feb 23, 2007
Profiles an addition to the Benedicta Arts Center in St. Joseph, Minnesota, featuring large windows that illuminate the rehearsal room, dance studios, and below-grade classrooms and offices.
The Creative Virtues of Density of Campuses.
Dumont, Ricardo The Chronicle of Higher Education; v53 n25 , pB28 ; Feb 23, 2007
Advocates for denser higher education campus construction, citing improved social interraction, saving of open space and utilities, lower construction costs, and shared parking and other amenities. Seven suggestions to help determine appropriate density are offered.
Great Expectations for a New Dormitory.
Glenn, David The Chronicle of Higher Education; v53 n25 , pB8,B9 ; Feb 23, 2007
Profiles a new dormitory complex at the University of Oregon designed to bring students and faculty together by including three classrooms, conference rooms, and food service facilities.
Colleges Have Lost Interest in Designing Campuses with Meaning.
Greenberg, Allan The Chronicle of Higher Education; v53 n25 , pB21,B22 ; Feb 23, 2007
Cites notable historic higher education campus plans, largely abandoned after 1950. Observations on the "sameness" of more recent college architecture are followed by suggestions for creating unity and a sense of place through symbols, building relationships, and context.
The Modernist Falls Victim to Changes in Taste.
Wasley, Paula The Chronicle of Higher Education; v53 n25 , pB9,B11 ; Feb 23, 2007
Discusses the demolition of five modernist dormitories at Princeton, appreciated by architects but unloved by the students who have to live in them. They will be replaced by modern interpretations of the institution's traditional styles, and will include improved social spaces and amenities.
A Wonder of Modern Design Closes Deals in the Heartland.
Wolverton, Brad The Chronicle of Higher Education; v53 n25 , pB1-B3 ; Feb 23, 2007
Profiles Kenyon College's athletic center, a large and heavily-used facility that includes and indoor pool and tennis courts, an auditorium, meeting rooms, a running track, basketball court, dance classrooms, and fitness rooms. The mega-facility figures prominently in the College's ability to attract and retain students.
Higher Education Facilities: Issues and Trends.
Marmolejo, Francisco; Gonzalez, Reynold; Gersberg, Nils; Nenone, Suvi; Calvo- Sotelo, Pablo PEB Exchange; n59 , p1-13 ; Feb 2007
Presents views from an international seminar on issues that will shape the future of higher education institutions and new trends in campus architecture. An introduction explains changes taking place in the area of higher education facilities and providing participants’ views. Presentations from three countries follow: Mexico’s Monterrey International Knowledge City, the higher education learning environment and the Finnish technology hub of Otaniemi, the University of Salamanca’s R&D&I Building.
College Town.
Ortiz, David Planning; v73 n2 , p48-51 ; Feb 2007
Describes the University of Pennsylvania's expansion and redevelopment plans along the Schuylkill River, which is expected to revitalize the area. Similar success accompanying growth at Temple University is also discussed, along with successes and failures in similar developments at other schools.
Architectural Design Trends in Higher Education
Frembes, Linda Seid Sound and Video Contractor; Jan 17, 2007
Wireless technology and distance learning continues to evolutionize higher-education classroom design and it is critical to bring in the AV consultants early in the process, including the master planning and programming phases.
Campus Planning Design Awards.
ArchitectureBoston; v10 n1 , p76-81 ; Jan-Feb 2007
Presents the Boston Society of Architects Campus Planning Design Awards, which were bestowed upon six institutions in recognition of their plans' clarity of goals, vigorous analysis of the site, well-articulated solutions, clear connectivity, strong image of place, persuasive phasing, strong mission statement, and evidence of urban design creativity.
Facility Focus: Historical Renovations.
College Planning and Management; v10 n1 , p82-85 ; Jan 2007
Profiles the renovation of four iconic higher education structures, restoring masonry and roofs to their original appearance, and creating modern but visually appropriate interiors that serve their new uses.
Shaping the Future on Campus.
College Planning and Management; v10 n1 , p16-22 ; Jan 2007
Presents the predictions of several experts on the direction of higher education facility design, including continued increase of collaborative space, "neighborhood" residential design, building information modeling, varied dining venues and menus, and outsourcing.
Sleek Landmark.
Graham, Charles Texas Architect; v57 n1 , p30-33 ; Jan-Feb 2007
Profiles the new Jack E. Brown Engineering Building at Texas A&M University. The building features "clean" rooms, an exposed structural support system, and ample daylighting, Photographs, plans, and a list of project participants are included.
Fluid Transition.
Lam, Mark Texas Architect; v57 n1 , p38-41 ; Jan-Feb 2007
Profiles a new student services and classroom building at the University of Houston. The classroom building is a conventional block that complements an adjacent similar building, but the adjoining student services building is curved and transparent. Photographs, plans, and a list of project participants are included.
'Community' College.
Schultz, Chris Texas Architect; v57 n1 , p42-45 ; Jan-Feb 2007
Reviews the master plan of a new San Antonio area community college, consisting of buildings clustered around plazas and a planned combination of intentionally formal and informal spaces. Photographs, plans, and a list of project participants are included.
UC Berkeley Furnishes A Classical Campus Landscape. College Planning and Management; v9 n12 , pF16-F19 ; Dec 2006
Describes the outdoor lighting fixtures, benches, recycling containers, picnic tables, bicycle racks, and drinking fountains used at the University of California, Berkeley. A sidebar refers to five other universities' furniture and equipment recycling programs.
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