Learning Resources

Abstract: This is the thirdof seven articles to address the problem of what higher education can do to meet the space needs of new programs and a wider constituency without resorting to new building. One way to meet space needs is to modernize available campus space. With costs of new construction steadily rising, with space on which to build dwindling and wiht the growing affection for old, familiar buildings on campus, modernization often serves as the ideal answer. Typical approaches are reviewed in this article and a larger selection of case studies is on hand at Educational Facilities Laboratories. They may be obtained on request from EFL, 477 Madison Avenue, New York, N.Y. 10022. The information for these articles and the complementary case studies comes from a project lointly funded by the Office of Experimental Schools of the National Institute of Education (U.S. Department of Health, Education and Welfare) and by Educational Facilities Laboratories.

Abstract: This is the fourth of seven articles to address the problem of what higher education can do to meet the space needs of new programs and a wider constituency, without resorting to new building. One way to meet space needs is to prospect for available space off campus and by means of rehabilitation or major conversion, to adapt this space to educational needs. This kind of space is known as "found space." Residential, commercial and industrial shifts in urban and suburban areas have left many large, solidly built structures vacant. Such structures are often convertible to educational uses at a cost far below that of constructing an equivalent facililty new. How administrators can find and adapt such found space is reviewed in this article. along with some useful examples. A larger selection of case studies of found space is on hand at Educational Faciilities Laboratories. These may be obtained on request from EFL, 477 Madison Avenue, New York, N.Y., 10022. The information for these articles and the complementary case studies comes from a project jointly funded by the Office of Experimental Schools of the National Institute of Education (U.S. Department of Health Education and Welfare), and by Educational Facilities Laboratories.

Abstract: This is the first of seven articles to address the problem of what higher eduation can do to meet the space needs of new programs and a widened constituency. The solutions cited show how existing space has been used more efficiently and how institiutions have acquired space in buildings that have not necessarily been used for education before. The common goal of all the solutions is to avoid resorting to new construction. The solution to redeploy campus space (and the timing of programs) depends on such variables as the institution's goals, location, financial stability and prospects. Several brief examples are given to show what some colleges and universities have accomplished. More detailed examples and full case histories are available by writing to Educational Facilities Laboratories, 477 Madison Avenue, New York, N.Y. 10022 specifying areas of particular interest. The information for these articles and the complementary case studies, complied for EFL by Jane Lord and Stephen A. Kliment, resulted from a project jointly funded by the National Institute for Education and Educational Facilities Laboratories. Subsequent issues fo Planning for Higher Education will carry the remaining articles of this series.

Abstract: This is the second of seven articles to address the problem of what higher education can do to meet the space needs of new programs and a widened constituency. This article explores the solution of relying actively on non-campus facilities and programs. Institutions have begun to use the dispersed campus, outreach and external degree programs, and new technology. Longer and more varied studies covering seventy-five institutions are available from Educational Facilities Laboratories. Those who are interested in examining these case studies should write EFL, 477 Madison Avenue, New York, N.Y. 10022, indicating their particular areas of concern. This article and the case studies, compiled for EFL by Jane Lord and Stephen A. Kliment, resulted from a project jointly funded by National Institute for Education and Educational Facilities Laboratories. Subsequent issues of Planning for Higher Education will carry the remaining articles of this series.

Abstract: In an article in its April 1973 issue, Planning for Higher Education offered a technical discussion of the problems in converting campus chapels for use by the performing arts. Now, two private institutions--Vassar College in Poughkeepsie, New York, and the University of Dallas in Texas--have been successful in converting found space in other building types into imaginative small theaters. Their experiences are outlined in the following article.

Abstract: Heating fuel will be in short supply this winter. If our universal pessimism is correct, we may have to shut down some public places, such as schools and campus buildings. It is possible, of course, for us to avert a crisis if we cut down on the use of fuel. The ideas that follow were adapted by Larry Kramer, SCUP's editorial assistant, from an article in Schoolhouse (No. 13, November 1973), published by Educational Facilities Laboratories. Although intended for a readership of primary and secondary school administrators, the suggestions have equal import for physical plant administrators at colleges and universities. Not all of the suggestions will be usable in any one building, but there are more than enough to offer a number of alternative responses for any institution.

Abstract: Student rejection of traditional campus residence halls in favor of apartment-style living is old news. But this drastic shift in living patterns left the colleges and universities with a variety of problems. Those problems and some solutions are offered in this article by Mrs. Erma Striner, project director of the Clearinghouse Project, jointly sponsored by Educational Facilities Laboratories and the U.S. Department of Housing and Urban Development and aimed at development of an information pool on changing campus living patterns.

Abstract: There are good reasons—educational, economic, sociological—for educational institutions to coexist on the same site or even in the same building with governmental, residential, or commercial functions. At the same time there are roadblocks to such joint-occupancy arrangements, particularly for public institutions, in the laws governing the financing of public buildings and in bureaucratic inertia. This article is a profile of one institution—the new Inner Harbor campus of the Community College of Baltimore—that tried to share its facilities with commercial interests—and failed.

Abstract: Leveling or even declining enrollment and the current economic recession in higher education have forced many colleges to suspend or cut back plans for new construction and to consider the re-use and recycling of existing buildings. One candidate for rehabilitation: the campus chapel. The possibilities were examined at a two-day conference at Oberlin College in Oberlin, Ohio February 26-27, which provided the basis for this article.

Abstract: Innovation in the design and construction of educational buildings can happen in the proprietary sector as well as in public and private, nonprofit institutions. Convincing evidence is to be found in the story of two new technical schools built for Bell and Howell Schools, a subsidiary of the Bell and Howell Company. The two projects involved the finely orchestrated application of three major innovations in planning and construction--the use of systems components, fast-track planning, and construction management. The results: two handsome and functional buildings, optimum adaptability to changing educational programs, low cost, and a total design and construction time of only nine months.