Learning Resources

Abstract: Renovating campus buildings that are partially occupied is a frequent challenge. Planning and executing an efficient phased renovation optimizes resource use and minimizes disruption. This presentation will focus on lessons learned in three case studies of phased renovations, comprising mid-20th century science and humanities buildings as well as student housing. You will learn about best practices from projects across multiple building types as well as examine planning methodologies, design processes, and technical challenges for broader applicability.

Abstract: In 1966, Frederick W. Mayer joined the staff of the University Planner’s Office at the University of Michigan. In 1968 he was named “university planner”—a position he held until his retirement in 2003. In this position he was responsible for the preparation and updating of master plans for all of the university’s campuses.

The material included in this work is presented as a case study of one university’s successful program of campus planning and implementation over a period of 40 years. It is hoped that it will prove instructive and useful to other institutions and individuals engaged in the process of campus planning.

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: What fuels the push toward privatization of public higher education institutions? This article attempts to unravel the nine beliefs that underlie conversations taking place in state legislatures and on higher education campuses and then asks, Will privatization work? How will it work for the state's citizens, the states, and institutions? The answer is mixed and depends upon how certain questions are answered and how much faith one places in the higher education market.

Abstract: This article focuses on the future physical layout of the university in view of the profound social and cultural changes of our time that are affecting the structure of higher education in general and universities in particular. We suggest that the basic architectural prototypes of university design should be re-examined in view of these changes. The main issues related to the characteristics of contemporary (current) society are identified, and their implications on the institutional and spatial structure of the university are analyzed. The article concludes with a methodological generation of alternative scenarios for the physical structure of the university of the future.

Abstract: This article explores a major opportunity that universities have to capitalize on their existing property portfolio to both earn additional revenue and enhance the quality of the student and staff experience: the creation of university-linked retirement communities. We examine this opportunity in the context of demographic and educational trends in the United States and United Kingdom and identify the factors that act as catalysts for universities to create these communities. We then describe a conceptual framework for university-linked retirement communities that categorizes communities in terms of the level of university involvement in the community and the level of care provided to the residents. We next place university-linked retirement communities in a broader context of social housing trends in Europe and suggest that it may also be possible to create more socially inclusive university-linked learning-centered communities that provide additional opportunities for universities to capitalize on their resources and expertise while contributing to the surrounding community.

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.

Abstract: The purpose of this article is to emphasize the concept of utopia, which universities have used throughout history in developing their “spaces of knowledge.” This concept should continue to be an objective in the 21st century as universities look for paradigms in the architectural layout of their institutions. The implicit principle of this article is that good architecture is a necessary component in achieving educational excellence.

Abstract: Examines traditional assumptions underlying space management and proposes an alternative approach to projecting space use. Specifically, the author recommends making projections based on space per faculty rather than space per student, and then comparing these projections with the space allocation at peer institutions. Problems with traditional methods of space allocation are discussed, as is the process of implementing this approach and identifying comparable institutions.