Study concludes that, when comparing buildings of equivalent size and function, building reuse almost always offers environmental savings over demolition and new construction. Provides compelling evidence of the merits of reusing existing buildings as opposed to tearing them down and building new.

Offers guidance on renovations of buildings with pre-1978 paint, which may contain lead. Through inexpensive materials and lead-safe renovation techniques, historic buildings can be made lead safe while preserving their architectural features. New federal requirements for contractor requirements concerning lead-based paint abatement are also addressed.

This section of the Whole Building Design Guide provides an overview of the topic and suggests four treatment approaches. There is a full discussion of the following recommendations: Apply the Preservation Process Successfully; Update Building Systems Appropriately; Accommodate Life Safety and Security Needs; and Comply with Accessibility Requirements.

The preservation plan provides for the continued identification, evaluation, protection and enhancement of historic properties within the historic district of the Oregon State University campus. 34p.

Describes modernization of a three-and-a-half-story laboratory building completed in 1917, and transferred to MIT shortly after its designation as a National Historic Landmark in 1976. the project focused on improving the performance of the historic building envelope.

Outlines the history of the design of Boston University’s unified Charles River Campus in the 1920's and 1930's.

It's out with the new and in with the old, at least for law school administrators establishing campuses or expanding existing ones. Discusses Atlanta's John Marshall Law School intention to renovate a hospital built in 1819 to house its new Savannah, Ga., campus; University of Detroit Mercy School of Law retrofit of a century-old firehouse to house law clinics; a proposed law school in Daytona Beach, Fla., acquiring a former police station to house it. Saint Louis University School of Law is renovating a donated 11-story office building in downtown St. Louis, and Louisiana College last year purchased a former federal building and courthouse to house its new law school in Shreveport, La.

With a nod toward preserving history, Roanoke College in Salem, Virginia has rebuilt a brick wall on its antebellum administration building.

Energy modeling and life-cycle costing can help indentify simple steps to make a historic building more energy efficient, addressing both preservation and sustainability concerns.

America's 2,500-plus college and university campuses comprise a treasure trove of historic buildings. Over the years, campus facility directors and campus architects have grown adept at maintaining these structures, often carrying out major adaptive-reuse renovations. Fire safety ranks as one of the most daunting challenges to successful adaptive reuse of historic buildings.

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.

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.

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.

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.

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.

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.

Cites several examples of notable campus structures saved by thoughtful administrations, public sentiment, clever repurposing, and sometimes demolition and reuse of the original materials.

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.

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.

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.

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.

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.

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.

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.

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.

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.

The purpose of the Getty Foundation's Campus Heritage Initiative was to assist colleges and universities in the United States in managing and preserving the integrity of their significant historic buildings, sites, and landscapes. The projects supported through this initiative focused on research and survey of historic resources, preparation of preservation master plans, and detailed conservation assessments and analyses. These grants, which did not support conservation implementation or new design, were for entire campuses or significant portions of campuses. A review of the Campus Heritage Initiative grants and subsequent projects reveals a number of observations and lessons learned. The most important observation, revealed through a number of post-project interviews, is the impact of this initiative in sparking a national discussion and effort to identify, assess, and preserve campus heritage resources. Chief among the lessons learned is that consideration of the effects of campus development on campus heritage need to be integrated within the planning process.

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.

Discusses issues surrounding the decision to preserve historic campus buildings, and the results of that preservation. The article presents a detailed approach to determine whether or not to preserve a building and, if so, how the preservation can be accomplished economically.

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.

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.

Describes resources for finding the correct vocabulary, historic designations, and current research for historic preservation.

Advocates the preservation and adaptive reuse of historic buildings on or near college campuses, citing many examples of successful inclusion of existing historic buildings into a contemporary educational program. Environmental and tax advantages are emphasized, as well as how utilization of historic neighborhood villages helps integrate campuses into their surrounding communities.

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.

Describes special challenges to achieve LEED certification when renovating an historic structure. The extensive use of visible components also makes the renovated building a learning tool for engineering students. Bullet points for achieving LEED Gold in a renovation project are included.

Addresses linkage with institutional priorities, institution-wide responsibility, comprehensive assessments, credible capital investment decisions, accountability, and contintinuity in higher educational facilities management. Discusses a major commitment to capital asset preservation and quality.