Learning Resources

Abstract: Colleges and universities are increasingly planning interdisciplinary, inter-college STEM facilities and need tools to address the special challenges that arise when dealing with a diverse set of users. This article discusses the importance of articulating a STEM vision as a means to prioritize building program components while maintaining project goals. It describes effective strategies for organizing diverse user groups, anticipating potentially challenging group dynamics, in a programming process that yields consensus about common goals and shared resources. It discusses layout strategies that support the mission of the building and an approach to STEM building governance that is independent of a particular college or department. The University of Mississippi is used as a case study.

Abstract: Transdisciplinary learning is the next frontier in higher education. Our innovation economy is applying tremendous pressure on all types of organizations to innovate and re-innovate at increasing speed. Transdisciplinarity requires us to engage and co-depend on others to co-identify humanity’s challenges and co-investigate and co-implement solutions in integrated and collaborative processes. To adapt and succeed, higher education needs to shift to a transdisciplinary mind-set model of learning in new environments. The Transdisciplinary Atelier is a concept for understanding space as a facilitator of disciplinary integration that can be used by all universities and colleges whether in new or existing buildings.

Abstract: Aged buildings, streets, alleys, back lots, a dense neighborhood, and historic landmarks—can these puzzle pieces add up to campus opportunities? The University of Chicago conceived an unexpected and dynamic new campus destination, gaining 150,500 sq. ft. of academic space and creating a new landscape with 36,000 sq. ft. of new open space and 60 new trees. Neighbors, aldermen, administration, and faculty shaped a campus planning process applicable to large and small colleges and universities, developed from creative and sustainable planning principles.

Abstract: This monograph offers ideas, insights, and information about campus heritage. It describes and illustrates the contributions campus heritage can make to promote, strengthen, and support institutional goals and objectives and outlines suggested methods of incorporating campus heritage in campus plans, facility plans, and campus design concepts. Richard Dober (1928–2014) was a planning and design advisor to more than 450 colleges, universities, and cultural institutions worldwide, as well as to foundations and government agencies, the World Bank, and UNESCO. He wrote nine books and numerous articles on planning and design and was a founder of the Society for College and University Planning. He led consulting firms since the early 1960s, including most recently, Dober Lidsky Mathey, a firm specializing in campus planning and facility planning services.

Abstract: While historic preservation of campus architecture has become widely supported within the last generation, it has at the same time become more complicated. Ehrenkrantz and Eckstut have suggested a three part planning strategy. Part one: planners should gather basic informationon each campus building. Next each part of the building should be rated for preservation. 1 might mean a detail or space of great importance which should be carefully restored, while 5 might be an unimportant space which should be modernized to suit current needs. Part two: A phased plan should be develop which spans the next decade with proirities established and a clear sequence including cost estimates. Flexibility should be built into renovations and new construction as anticipation of further renovation. Part three: The next step is to identify athe means and methods weighing such as availability of materials and suitablility of today's program. If a preservation campaign is well planned it can be done well at the same cost of even under the cost of new construction, and will demonstrate the respect for history and culture embodied in the institution.