Learning Resources

Abstract: Replace, restore, or renovate? In this article, architects, engineers, and campus administrators offer insights on updating mid-century buildings. Averaging a half-century old, these once-innovative structures are showing signs of age. The author gives guidance on transforming them into buildings that make positive contributions to the 21st-century campus. Topics covered include how to assess a building’s potential for renovation, options for energy-efficient HVAC systems, choosing materials that enhance the building’s performance and reduce operating costs, updating 50-year-old floor plans to support today’s pedagogy, and funding models and sources for projects.

Abstract: For most institutions of higher learning to thrive amid the shifting demographics, financial outlooks, and value propositions of the 21st century, they must design and implement change that is comprehensive rather than compartmental. Since such change comes hard to institutions steeped in century-old traditions, there are few colleges or universities that have undertaken it. Hiram College (OH) is an exception. Given the dearth of lessons from the field, the Hiram College president offers this constructive and realistic example of systemic change and the five possible steps that academic leaders and trustees elsewhere might consider before triggering it.

Abstract: This article applies the three stages of change (mobilization, implementation, and institutionalization) to the academic curricular process change that occurred during the 2014–2015 academic year at the Indiana University of Pennsylvania. Reflecting on the manner in which this major initiative was conceptualized and executed has revealed an inadvertent yet seamless application of Curry’s (1992) organizational change model. Throughout each stage of this organizational change, some inherent principles were maintained while balancing the required condensed timeline for completion. These principles included consistent and transparent consultation with many branches of the university community and revision of proposed processes based on feedback from community members. The goal of the authors in sharing the change process at IUP is to provide potential insights for others on recognizing a need for organizational process revision. The authors highlight the actions taken at IUP, offer recommendations, and identify potential hazards to institutions contemplating organizational change.

Abstract: A mid-century campus confronted issues of aging infrastructure and tectonic shifts in pedagogy by implementing a comprehensive modernization plan focused on enhancing the student experience. Working with a limited budget, Laurentian University managed to transform its facilities through selective revitalization of nine buildings and some discerning construction to create a new identity, greater connectivity, and a new campus heart to support student interaction and engagement. The creative impetus stemmed from a holistic approach to rejuvenation rather than straightforward expansion—of choosing to build in, not out. This architectural response will enable the university to plan for the next 50 years with consistency and design continuity.

Abstract: The design-build delivery approach, in which design and construction services are contracted through a single entity, has the potential to help higher education institutions control costs, streamline processes and communications, and more efficiently and effectively meet project objectives. This article examines the relationship between the University of North Georgia and design-build firm Pond, describing the process of design-build and highlighting two projects, the replacement of a dining hall floor and the renovation of a science classroom. The success of these projects demonstrates the benefits of integration and collaboration inherent in the design-build model.

Abstract: A critical concern of universities today is ensuring that students remain in their selected major and graduate promptly. In addition, there has been a renewed emphasis on scientific education presented to non-science majors. Through the renovation of the Ritenour Building, Penn State’s Eberly College of Science created an Academic Support Center as a hub of advising and assistance for prospective students, science majors, and science education. The center’s layout provides opportunities to share knowledge of science teaching with advising staff and the online learning department. The design of this space has been crafted to enhance these retention and educational goals.

Abstract: The College of DuPage (COD) is a two-year community college located in Glen Ellyn, Illinois. COD leaders and administrators believe that the whole team’s understanding of the “why” behind the planning and design process is vital to ensuring the achievement of a higher-quality “what” after construction. Employing an integrated project team approach by adding a construction management group to the design and facilities team, COD completed $550 million in capital projects from 2001 to 2014. The final element of COD’s most recent master plan was the development of a prototype renovation for its four satellite campuses. The goal of the prototype was to elevate the classroom experience to state-of-the-art instructional and educational standards, improve the energy performance of the facilities, and offer the same services provided at the main campus. The overarching challenge was for the planners, facilities staff, and construction managers to work together to fit a large campus educational program into a single-building prototype.

Abstract: University libraries nationwide are changing dramatically, and those at the University of Michigan are no exception. While this article focuses on the renovated Health Science Library, many other of the 19 U of M libraries are included in this piece. The Health Science Library boasts everything from futuristic décor and visualization workstations to a virtual cadaver, inviting students from across the campus.