Learning Resources

Abstract: Book review: Improving Education Environments for Adults, by Nancy K. Schlossberg, Ann Q. Lynch, and Arthur W. Chickering. San Francisco: Jossey-Bass Inc., Publishers, 1989.

Abstract: This study identifies causes of failure in the design of campus performance facilities and summarizes planning and project management strategies that have resulted in successful projects. Failure consists mainly of cost overruns, functional nonperformance, and user disappointment. These instances of failure are most often attributed to programming rather than design. Common programming problems are placed in the following categories: (1) "Expectations too vague," (2) "Lack of architectural program detail," (3) "Unwillingness to understand compromises," (4) "Misunderstanding the economics of audience size," (5) "Understanding the impact of site on budget," (6) "Making the smaller facility less versatile," (7) "The expense of 'statement' lobbies," and (8) "Value engineering begins too late." Common design problems are also discussed and are placed in the following categories: (1) Internal zoning, (2) HVAC problems, (3) Poor analysis of site lines, (4) Inspection problems, and (5) Client noninvolvment in trade-offs. Within each of these categories, more specific examples are given and suggestions made. The article is based on the author's presentation at SCUP-24 in Denver, Colorado, on July 24, 1989.

Abstract: Recently, campus planners have become more aware of historic preservation issues. This is due in part to the increasing number of buildings on many campuses that are reaching eligibility on the National Register of Historic Places. Campus expansion more often also means the need to deal cautiously with surrounding historic neighborhoods. A discussion of historic preservation, even when an insitution is in a financial crisis, can help avoid both public outcry and potential irreversible illegal actions. The effects of Modernism in the 1950s and expansion in the 1960s and early 1970s show the damage that can be done if preservation is not taken seriously. Many insitutions since then have made preservation a priority. The following framework is suggested as a way creating a preservation program: (1) "Survey": this "involves an inventory of potential historic properties owned or which may be aqcuired." (2) "Plan": a preservation guideline that "accommodates insitutional goals and assesses potential benefits/consequences." (3) "Nominate": prepare nomination to the National Register of Historic Places. (4) "Preserve": make conscious effort to maintain these elements. (5) "Repair and Rehab": keep historic properties in good condition and "guarantee future vitality as productive facilites." A balance must be found and "guarantee future vitality as productive facilites." A balance must also be found between preserving historic sites and allowing for growth. Finding this balance is the role of the planning professional. An awareness of the importance of these sites will prove to be in the best interest of the professional, the college, and historic preservation.

Abstract: Book Review: Managing Faculty Resources. G. Gregory Lozier and MIcheal J. Dooris. editors. New Directions for Institutional Research, Joseey-Bass Inc., Publisher, Number 63, Fall 1989.