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Planning for Higher Education Journal

Published
July 1, 2011

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Ten Minutes Wide

Human Walking Capacities and the Experiential Quality of Campus Design

By: David Spooner

A review of 37 master plans reveals three main categories of design goals for campus walking paths.

From Volume 39 Number 4 | July–September 2011

Abstract: The study presented in this article examines human walking capacities to better understand how design of the physical environment affects the experiential quality along campus walks. The study centers on the idea of a quarter-mile (10-minute) walking radius, the variables encountered, and how these affect the perception of time and experiential quality. Data collected from 48undergraduate students who participated in six quarter-mile walks on the campus of The University of Georgia suggest that there is a positive correlation between experiential quality, the perception of time, and campus design.

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Planning for Higher Education Journal

Published
April 1, 2011

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A Half-Century of Change on College Hill

Institutional Growth, Historic Preservation, and the College Hill Study

By: Frances M. Gast

One of the epicenters of the historic preservation movement in the United States, the east side of Providence is also home to Brown University and Rhode Island School of Design. Preservation leaders and institutional leaders—sometimes adversaries, sometimes partners—took a meandering path toward the expansive notion of Historic Providence that we see today. This article will explore the changing notions of cities, preservation, and institutional development on what is aptly called College Hill. It is a story of mutual support, conflicting values, and an extraordinary act of planning: the College Hill Study.

From Volume 39 Number 3 | April–June 2011

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Planning for Higher Education Journal

Published
April 1, 2011

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A Tale of Three Campuses

Planning and Design in Response to Cultural Heritage at Mills College, the University of California, Berkeley, and Stanford University

By: Karen Fiene,Robert Sabbatini

Perhaps the most enduring contribution we can make is to know intimately what makes our campus special.

From Volume 39 Number 3 | April–June 2011

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