Learning Resources

Abstract: Challenges with technologies, historical spaces, and resources make it hard to provide the learning spaces new pedagogies require. Harvard University has found a creative solution to these challenges. As the university re-evaluates undergraduate learning environments, a pilot classroom in historic Harvard Hall is the springboard for integrated planning and design processes. We'll discuss our process (including how we used utilization data and stakeholder feedback during decision making), the classroom's design, and how we're using lessons learned to iterate the space.

Abstract: Harvard University’s Smith Campus Center has repurposed an entire city block, providing innovative new spaces for collaboration and a welcoming “front door” to the university. The campus center has been transformative for Harvard, revitalizing a prominent site at the campus's crossroads and providing the wider community of 44,000 people with new central gathering and events spaces. Come learn how we successfully navigated stakeholder outreach and generated a design solution within the existing building.

Abstract: Over their 150-year history, land-grant universities have played a tremendous and vital role in the development of the United States and the education of its people. Most of these institutions were established as the result of the Morrill Land-Grant Act of 1862. How has this mission, drafted in a much different time, held up over the years? As we move toward the third decade of the twenty-first century, many universities are evolving to better embrace changing student demographics; build industry partnerships; and reframe campus legacies to ensure that the land-grant mission still supports the needs of our times.

Abstract: The sustainability movement in higher education has made considerable headway in the areas of research, campus operations, and community outreach, but has been less successful in bringing about curricular reform. To promote greater thinking about sustainability in the undergraduate curriculum, this essay explores three main questions: What are the implications of sustainability for higher education? What are some noteworthy examples of institutions incorporating sustainability into the curriculum? And, what can we learn from their experiences? The author advocates implementation of a "third order" learning model, emphasizing deep learning, a participative process which takes the form of continual exploration through practice.

Abstract: Campus chapels once bespoke a school’s curriculum, defined the student body, contributed to ambiance, and served as a recruitment tool for parents looking to religion to influence their children’s character. As schools strayed from their religious roots, encountered pressing program needs, and faced funding concerns, many of these rarely used buildings fell into disrepair. In the last few years, efforts to preserve an institution’s heritage, maximize space, and address spirituality have led schools to consider restoring and reusing campus chapels. This article focuses on keeping the chapel’s original design intent while capitalizing on its strengths to upgrade the building and supplement its usage.

Abstract: Universities and colleges across the country are faced with growth in the campus population and the loss of surface parking lots for new buildings. The response of many institutions is to build new garages with the assumption that parking demand ratios will remain the same. Such an approach, however, can be extremely expensive—upwards of $2,000 per net new space annually. In many cases, a mix of parking and demand reduction programs—such as shuttles, bicycle and pedestrian improvements, and financial incentives not to drive—can accommodate growth at a lower cost per trip. A balanced approach will also tend to support other goals, from improving town-gown relations to maintaining debt capacity. Demand management strategies have been employed by institutions for many years. However, it is less common for a cost-benefit analysis to be undertaken comparing them with new parking construction. Using examples from universities in California and Colorado, this article demonstrates a methodology to inform basic decisions on the amount of parking required to cater to campus growth, which can be incorporated into campus master planning.

Abstract: This article explains the various steps taken by Cornell University to create a Freshmen Campus on their North Campus. It first explores the reasoning about the decision to create a Freshmen Campus and then explains the process whereby the plan was developed. It compares the developed new physical plan to other campuses as well. Within the article are planning guidelines for designing new freshmen residence halls and dining facilities.

Abstract: Green buildings offer many compelling advantages over their conventional counterparts—increased educational performance, lower energy costs, and lower environmental impact, to name a few—so green buildings should be easier to develop. Unfortunately, that isn’t always the case. Several strategies are important to avoid a protracted process. Develop a set of clear environmental performance goals (buildings as pedagogical tools, climate-neutral operations, maximized human performance), use Leadership in Energy and Environmental Design (LEED™) as a gauge of performance, and use the project to reform the campus building process. All of these steps need to involve a range of participants—students, faculty, administration, and facilities staff—to achieve the best results.