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
Physical Place On Campus: A Report on the Summit on Building Community
 Rullman, Loren; Kieboom, Jan van den (Association of College Unions International , Jun 2012)
Report from a summit held at the University of Wisconsin–Madison to consider the relationship between physical place and campus community. Findings included the following: 1) higher education lacks a common definition or vocabulary to democratize participation in facility planning and design, and transparent alignment between research, educational goals, project implementation, and
facility management.
2) Places of exceptional community are those that exhibit high levels
of human engagement and are imbued with evidence of human-to-human
mutuality, psychological safety and refuge, and a strong sense of
individual and group ownership. Students, in particular, often seek and
develop places of community where it is needed, rather than where it is administratively intended; many times these places are surprisingly low
tech and low cost but highly customizable and fully satisfying to
their users.
3) The largest barrier to achieving physical community may be leadership. 32p
Learn for Life. New Architecture for New Learning.
S. Ehmann, S. Borges, R. Klanten (Gestalten, Feb 2012)
Diverse collection of inspiring architecture and interiors that support progressive models of acquiring knowledge. New interpretations of kindergartens, schools, universities, and libraries are featured along with architecturally innovative offices and conference rooms. These examples are rounded out by more experimental projects that offer further perspectives on the rapidly evolving topic of how best to learn in the new millennium.
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http://usshop.gestalten.com/catalog/product/view/id/4630The groundbreaking spaces promote learning by inspiring us, providing us with helpful tools, and facilitating opportunities for productive cooperation and the exchange of ideas within groups. In short, the work makes clear that the creative use of architecture and interior design not only provides a new physical framework for acquiring knowledge, but also revitalizes and advances the process of learning as a whole. 288p
The Princeton Review's Guide to 322 Green Colleges
( Princeton Review and the U.S. Green Building Council , 2012)
Profiles 322 institutions of higher education in the United States and Canada that demonstrate notable commitments to sustainability in their academic offerings, campus infrastructure, activities and career preparation.The Guide provides college applicants with: School profiles with application, admission, financial aid and student enrollment information;
"Green Highlights" - write-ups detailing each school's most impressive environmental and sustainability initiatives;
"Green Facts" sidebars reporting statistics and facts on everything from the school's use of renewable energy sources, recycling and conservation programs to the availability of environmental studies programs, and green jobs career guidance;
A glossary of 40+ green terms and acronyms from AASHE to "zero waste"; and
Lists identifying schools in the book with various green distinctions – among them: those with LEED-certified buildings and those that are signatories of the American College & University Presidents' Climate Commitment.
University of Maryland. Green Buildings.
(University of Maryland, Campus Infrastructure and Operations. , 2012)
Describes the green building construction and renovation projects at the University of Maryland. These projects will help the campus conserve energy, reduce the use of raw materials, and save money. Includes descriptions, photos, and building plans.
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.
260
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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.
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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.
References to Journal Articles
Education Design Showcase 12. Outstanding Design + Architecture in Education.
College Planning and Management; Jun 2012
Research and best practices lead to innovative yet practical solutions in planning, design and construction. Round up of schools, colleges, and universities projects submitted to the Education Design Showcase.
Four More Trends in Higher-Education Facilities
Fabris, Peter Building Design + Construction; May 2012
Examines trends in college buildings focusing on new classroom designs, flexible space, collaboration areas, and the evolving role of the university library.
A Percent for the Arts
Sullivan, C.C. College Planning and Management; , p54-59 ; May 2012
On college campuses, renewed interest in visual arts is changing how facilities are designed and renovated. Works of art play a central role in how designers create memorable places and spaces.
Sault College Academic Building / Architects Tillmann Ruth Robinson
King, Victoria Arch Daily; Apr 10, 2012
Description and photographs of Sault College Academic Building in Ontario, Canada. Includes a new entry and exhibition hall, 17 state-of-the-art classrooms, aviation and natural resource laboratories, a 100 seat lecture hall, 8,000sqft. of interactive learning commons and administrative spaces, the new Academic Wing also provides much needed formal and informal social spaces and gathering places that promote causal sharing of ideas and boundary-crossing.
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.
What's Next: Trends for 2012 and Beyond
Milshtein, Amy College Planning and Management; , p15-20 ; Jan 2012
Industry leaders discuss what to expect in 2012, including green trends, accommodating new technologies, alternative energy, changes in how buildings are designed, built, and maintained, and increases in international students.
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.
TO ORDER:
http://www.scup.org/page/SCUP_PHE
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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http://www.scup.org/page/SCUP_PHE
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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http://www.scup.org/page/SCUP_PHE
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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http://www.scup.org/page/SCUP_PHE
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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http://www.scup.org/page/SCUP_PHE
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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http://www.scup.org/page/SCUP_PHE
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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http://www.scup.org/page/SCUP_PHE
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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http://www.scup.org/page/SCUP_PHE
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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http://www.scup.org/page/SCUP_PHE
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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http://www.scup.org/page/SCUP_PHE
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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http://www.scup.org/page/SCUP_PHE
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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http://www.scup.org/page/SCUP_PHE
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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http://www.scup.org/page/SCUP_PHE
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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http://www.scup.org/page/SCUP_PHE
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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http://www.scup.org/page/SCUP_PHE
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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http://www.scup.org/page/SCUP_PHE
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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http://www.scup.org/page/SCUP_PHE
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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http://www.scup.org/page/SCUP_PHE
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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http://www.scup.org/page/SCUP_PHE
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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http://www.emeraldinsight.com/journals.htm?articleid=1870749&show=abstract
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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http://www.openhouse-int.com/volissudisplay.php?xvolno=34_1
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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http://www.openhouse-int.com/volissudisplay.php?xvolno=34_1
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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http://www.openhouse-int.com/volissudisplay.php?xvolno=34_1
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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http://www.openhouse-int.com/volissudisplay.php?xvolno=34_1
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.
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