Learning Resources

Abstract: Examines educational practices that depend on new technologies and considers how those practices are shaping the way we think about what it means to educate. Also assesses how planning is impacted as a result. Explains how a campus might integrate new technologies into its existing modes of educational services delivery, resulting in a more comprehensive, "technologically responsive" institution.

Abstract: While historic preservation of campus architecture has become widely supported within the last generation, it has at the same time become more complicated. Ehrenkrantz and Eckstut have suggested a three part planning strategy. Part one: planners should gather basic informationon each campus building. Next each part of the building should be rated for preservation. 1 might mean a detail or space of great importance which should be carefully restored, while 5 might be an unimportant space which should be modernized to suit current needs. Part two: A phased plan should be develop which spans the next decade with proirities established and a clear sequence including cost estimates. Flexibility should be built into renovations and new construction as anticipation of further renovation. Part three: The next step is to identify athe means and methods weighing such as availability of materials and suitablility of today's program. If a preservation campaign is well planned it can be done well at the same cost of even under the cost of new construction, and will demonstrate the respect for history and culture embodied in the institution.

Abstract: Leveling or even declining enrollment and the current economic recession in higher education have forced many colleges to suspend or cut back plans for new construction and to consider the re-use and recycling of existing buildings. One candidate for rehabilitation: the campus chapel. The possibilities were examined at a two-day conference at Oberlin College in Oberlin, Ohio February 26-27, which provided the basis for this article.