Links to full-page photographs or plans of all of the award winning projects from the 2008 SCUP/AIA-CAE Excellence in Planning, Excellence in Landscape Architecture and Excellence in Architecture Awards.

Case studies, including project description, project team, and photographs of the following colleges and universities: The University of Chicago Graduate School of Business, Chicago, IL, Rafael Viñoly Architects; University of Iowa School of Art & Art History, Iowa City, IA, Steven Holl Architects; Cooper Union for the Advancement of Science and Art New Academic Building, New York, NY, mOrphosis; Simons Rock College of Bard Daniel Arts Center, Great Barrington, MA, Ann Beha Architects; The Ohio State University Knowlton School of Architecture, Columbus, OH,Mack Scogin Merrill Elam Architects; Fashion Institute of Technology Competition, New York, NY, Joel Sanders Architect; University of California San Diego Calit2, La Jolla, CA, NBBJ; Sarah Lawrence College Monica A. and Charles A. Heimbold Jr. Visual Arts Center, Bronxville, NY, Polshek Partnership Architects;

Presents 14 distinctive new or renovated higher education union buildings from 2006. Each example includes photographs, a description, building statistics, and a list of project participants. 12p.

Presents an overview of a seminar that covered changes taking place in the area of higher education facilities and providing participants views. The top ten critical higher education facility issues are identified, and case studies profiling Mexicos Monterrey International Knowledge City, the higher education learning environment and the Finnish technology hub of Otaniemi, and the University of Salamancas Research and Development and Innovation Building are included. 14p.

Examines the history of architectural education and building form; typologies of schools for architecture; and strengths to encourage in future designs, along with weaknesses to avoid. Some of the findings on the design and process extend to all kinds of buildings on campus and elsewhere. The book offers specific guidelines for future schools of design, as well asguidelines with broader application to interiors for educational buildings and other building types, such as how to plan offices and gathering places to build community. 318p.

Discusses the history and design of the buildings and gardens at Smith College, describing the work of administrators and designers who have shaped the campus from its founding to the present. Plans and numerous photographs are included. 163p.

Presents examples of innovative new educational facilities, organized by the architectural firms that designed them. The examples are largely higher education projects in the United States, with a few K-12 projects included. A short description of each project is accompanied by photographs. 240p.

Presents award-winning school designs with design descriptions, data, and photos provided along with information about the architectural design firm, and costs per square foot and per student. Includes early childhood and elementary schools, middle/intermediate schools, high schools, combined level schools, post-secondary schools, and specialized educational facilities. Additional resource sections include a resource directory, index to architects, index to projects by school type, and index to projects by region. 176p.

Profiles this new Florida college library that features 72 carrels wired with power and data connections, eight of which have multimedia stations. Several open lounges and a screened patio serve as casual settings for individual or group study, a 28-seat meeting room permits users to connect with remote sites worldwide, and a 30-person multimedia instruction lab provides multimedia training to augment instruction, research, and writing. The chapter also describes what makes the project successful, how technology is used, design principles, what is unique about the project, and includes one reference. 18.1-18.6p.

Profiles this classroom design featuring with 7-foot-diameter round tables that each seat three teams of three students. Each team has a laptop to support their learning, as well as ready access to laboratory equipment in surrounding closets. Computer projection screens sit at opposite ends of the room. Large whiteboards cover the walls. A teacher station, with document camera and possibly a Tablet PC, is usually located near the center of the space. The chapter describes how these spaces are used, what makes them successful, how technology is used, design principles, and what is unique about them. Includes five references. 29.1-29.6p.

Describes the conversion of wide corridor into informal learning spaces. Community and industry partners contributed their expertise to create a competitive "parade" of five learning spaces, which are briefly described. The chapter also describes how these spaces are used, what makes them successful, how technology is used, design principles, and what is unique about the project. Includes three references. 21.1-21.9p.

Profiles this Illinois facility that promotes cross-departmental cooperation with a space that provides modular furniture, a group project rooms, a variety of study booth sizes, and staffing support. The chapter describes how these spaces are used, what makes them successful, how technology is used, design principles, and what is unique about them. 30.1-30.7p.

Profiles this facility that features a 24-hour cybercafe, multipurpose staffed computing space arranged in individual and group configurations, a digital media "wall" of stations for digital video and scanning projects, a collaborative area with data projectors and banquette seating, a visualization classroom, a videoconferencing facility, and consultation areas. The chapter describes the spaces and how they are used, what makes them successful, how technology is used, design principles, and what is unique about them. 40.1-40.11p.

Describes this collaboration between the MIT School of Architecture and Planning, MIT Dining, and the Sodexho Corporation to create a food-service, meeting, and studying area. Quality food, good design, and accommodation of different groups for dining and study are key to this preferred campus destination. The chapter describes how the space is used, what makes it successful, how technology is used, design principles, and what is unique about the project. Includes one reference. 27.1-27.7p.

Describes this cooperation between the University Library and Office of the CIO to create a centrally located space that serves as a test bed for multidisciplinary, experimental projects in teaching and learning. The facility provides consultation with instructional designers, technologists, programmers, designers, and library specialists, as well as space for technology-rich experimentation, videoconferencing delivery and support, collaborative work areas, demonstrations of multifunctional and ergonomically correct work spaces, and support for communities of practice on distance education. The chapter describes how spaces are used, what makes them successful, how technology is used, design principles, and what is unique about them. 31.1-31.8p.

Presents this 2002 renovation of a 1900 landmark campus building, featuring five advanced resource classrooms, 19 additional classrooms, a theatre for classes and small performances, and breakout rooms. All the classrooms contain multiple display screens, laptops, wireless networks, flexible furniture, and multiple writing surfaces. The chapter describes how spaces are used, what makes them successful, how technology is used, design principles, and what is unique about them. 36.1-36.6p.

Describes this hybrid academic/commercial space that brings together students and businessmen to engage in real world problem-solving and business decisions. The chapter also describes how the space is used, what makes it successful, how technology is used, design principles, and what is unique about the project. Includes six references. 23.1-23.7p.

Presents this 150,000-square-foot facility that features wireless connectivity throughout, wired classrooms with computer-controlled lighting for different teaching scenarios, distance learning classrooms, high-tech auditoriums, a computer-automated virtual environment for 3D virtual reality, electronic reading rooms and study courts, a media center, offices, and laboratories. A heavily used enclosed bridge connects the facility to the library, with the interior spaces of the bridge serving as a major social and collaborative space. The chapter describes the spaces and how they are used, what makes them successful, how technology is used, design principles, what is unique about them, and why it is a community asset. Includes one reference 43.1-43.8p.

Describes three collaboration spaces deployed about the campus, consisting of one or more large computer displays, custom furnishings, and whiteboards. The chapter describes how spaces are used, what makes them successful, how technology is used, design principles, and what is unique about them. Includes two references. 35.1-35.1p.

Profiles this institution, describing its educational program, use of technology, successful spaces, design principles, and the use of 13 user groups that assisted with design and furnishing details. 15.1-15.7p.

Provides examples of how some higher education institutions have approached sustaining and supporting their learning spaces. By these examples, the topics of funding, first- year adjustments, replacement cycles, cost models, cost containment, and efficiency are covered. A discussion of instruction or information technology follows. Support of people is addressed through sections on faculty and classroom support. Includes 16 references. 12.1-12.8p.

Profiles an integrated learning center for freshman. The center houses 14 classrooms, a 300-computer information commons, and a variety of other spaces. It provides state-of-the-art instructional materials, academic advising, support services, and access to information resources. The chapter describes the spaces and how they are used, what makes them successful, how technology is used, design principles, and what is unique about them. 37.1-37.6p.

Profiles the entirely new Massachusetts campus of an engineering school that graduated its first class in May, 2006. The robust technological infrastructure is describes, as are the tiered classroom, auditorium, laboratory, and library spaces. Extreme flexibility, interchangeability, mobility, and accessibility were the driving factors in campus design. 32.1-32.7p.

Profiles the expansion and conversion of this outdated, but ideally located library. The concept of the building's transformation from a "gatekeeper" to a "gateway" function that now serves as an "information commons" for the institution. The chapter also describes what makes the project successful, how technology is used, design principles, what is unique about the project, and includes one reference. 17.1-17.10p.

Profiles this interdisciplinary facility that integrates the Institute's three pioneering institutions for brain research. The 411,000-square-foot facility houses research laboratories, animal facilities, faculty offices, and collaborative areas. The eight-story complex includes a 90-foot-high atrium, an auditorium, three large seminar rooms, a cafe, glass-walled reading rooms with spectacular views of the campus, tea rooms, libraries, imaging centers, and 48 state-of-the-art wet and dry research laboratories. The chapter also describes how the spaces are used, what makes them successful, how technology is used, design principles, and what is unique about the project. 26.1-26.4p.

Profiles two learning studios at this Arizona institution that feature "teaching stations" rather than fixed podiums, and radically flexible furniture that could be configured for individual or group study. Extensive feedback from students and faculty improved the model, which was applied to 22 additional classrooms at the school. The chapter also describes what makes the project successful, how technology is used, design principles, and what is unique about the project. 19.1-19.7p.

Profiles this large new academic building that houses 50 percent of the Pennsylvania college's academic departments and 40 percent of its faculty. Formal and informal instruction spaces are described, as are areas for social events and a cinema/auditorium. The chapter also describes how some spaces are used, what makes them successful, how technology is used, design principles, and what is unique about the project. 24.1-24.7p.

Describes these classrooms that are managed through a partnership between the University's Information Technologies and Resources Division and the Division of Undergraduate Studies. These classrooms provide faculty with multimedia resoruces, student work areas, wired and wireless computers, flexibility to allow quick conversion from listening to collaboration mode, extensive staff support. The chapter describes the spaces and how they are used, what makes them successful, how technology is used, design principles, and what is unique about them. 39.1-39.89p.

Presents this university's simple design for meeting spaces for five to six students. The rooms feature two computers with displays mounted on articulated arms and connectivity (data, video, and audio) for four laptops. A large flat-panel display allows users to share their desktops with others. A centralized pod contains all data and power connectors for equipment in the room, making it easy to connect equipment and minimizing the cost of running conduit for data, media, and power. The chapter describes how the spaces are used, what makes them successful, how technology is used, design principles, and what is unique about the project. Includes one reference. 28.1-28.6p.

Profiles this blend of new and refurbished space that serves at a library addition for the University. The building houses collection, meeting, and social spaces, including a lecture hall, classrooms, seminar rooms, cafe. These spaces host programs for the faculty, staff, and general public. The chapter describes the spaces and how they are used, what makes them successful, how technology is used, design principles, and what is unique about them. 38.1-38.8p.

Profiles this large business school complex featuring a trading room, e-incubator lab, research laboratories, 150-seat auditorium, team study rooms, 22 classrooms, offices, interview rooms, executive spaces for visiting experts, a cafe, administrative offices, and an atrium common space. The chapter describes the many activities that the building hosts, how spaces are used, what makes them successful, how technology is used, design principles, and what is unique about the project. 33.1-33.5p.

Profiles Oberlin College's Adam Joseph Lewis Center, the United States' first substantially green higher education facility. The building is powered entirely by solar energy, features landscaping with fruit trees and vegetable gardens, and processes all wastewater for reuse in the building or landscape. The author puts the Lewis Center into historical design context and describes the obstacles and successes he encountered in obtaining funding and college approval, interweaving the particulars of the center with thoughts on the larger issues the building process illustrates. 272p.

Profiles this center serviced by University of Georgia Libraries, Center for Teaching and Learning, Enterprise Information Technology Services, and Computing Services. Interlocking components of classroom and electronic library are co-housed in a design that enables a quick shift from classroom activity to research and study. The chapter describes the spaces and how they are used, what makes them successful, how technology is used, design principles, and what is unique about them. Includes two references. 41.1-41.7p.

Discusses the history and design of the buildings and landscape at the University of Chicago, describing the work of administrators and designers who have shaped the campus from its founding to the present. Plans and numerous photographs are included. 195p.

Profiles this new New York college science teaching facility, highlighting many features including its interior transparency, flexible classrooms distributed throughout the building to encourage circulation, adjacency of student and faculty laboratories, interdisciplinary co-location of faculty offices, study spaces throughout the building, thorough technology integration, and environmentally friendly heating and construction materials. 20.1-20.8p.

Describes this open laboratory with 550 Macintosh computers serving 8,000 math students each semester. The 24-hour facility occupies space in an off-campus shopping mall. The arrangement features spaces for large orientation sessions, small conferences, tutoring, a math education lab, quiet study areas, and student lounges. The chapter describes the spaces and how they are used, what makes them successful, how technology is used, design principles, what is unique about them, and why it is a community asset. Includes one reference. 42.1-42.7p.

Profiles this Ohio university's multimedia lab that supports the fine and performing arts programs. The vision and collaborative planning involving all five departments is described, as are the way the transformed space has transformed the curriculum through digitization. 16.1-16.6p.

Profiles this multipurpose New York college faculty service space that includes a laptop training lab, project lab, conference room, administrative offices, and a kitchen, all on the ground floor of a dormitory. The chapter describes many activities that the space hosts, what makes it successful, design principles, and what is unique about the project. Includes one reference. 34.1-34.6p.

Profiles this new instructional auditorium that accommodates both lectures and group activities. The customized seat design that makes this possible is described. The chapter also describes how the space is used, what makes it successful, how technology is used, design principles, and what is unique about the project. Includes two references. 22.1-22.9p.

Profiles this linked library addition and computer science hall that together provide an integrated learning environment, group study rooms, wireless networking, high-tech instructional spaces, and flexible labs. The chapter also describes how these spaces are used, what makes them successful, how technology is used, design principles, and what is unique about the project. 25.1-25.8p.

This is a compilation of websites that contain information about new construction or renovation projects on law school campuses across the country, including examples of several law libraries. A brief description of the contents of each website is included. Law schools with no construction projects but who have created impressive virtual tours of their campus are included.

Details the site selection, energy and water conservation features, construction materials used, waste reduction systems, and indoor environment enhancements that earned this Ontario university building a high sustainable design rating from the Green Building Institute. 6p.

Offers ideas insights, and information about higher education campus architectural heritage. The contributions campus heritage can make to promote, strengthen, and support institutional goals and objectives are described and illustrated, and methods for incorporating campus heritage into campus plans, facility plans and campus design concepts are suggested. 102p.

Reports on a study to documents the difference between the occupant's perception of performance in a LEED-certified higher education building with a higher education building that is not LEED certified. The details of the physical conditions were obtained by measuring the noise levels, lighting levels, and thermal comfort conditions at the two buildings over a period of two days in addition to contextual information on the two buildings. Occupants' perceptions were documented through web-based surveys. It was found that LEED certification did not influence the perception of the occupants. Furthermore, it was found that even though the buildings meet the recommended standards, occupants often complained about various parameters. Daylighting and thermal comfort contributed to better IEQ, and had a positive affect occupant' perception of productivity and performance. Includes 38 references. 68p.

Discusses the history and design of the buildings and landscape at Illinois Institute of Technology, describing the work of administrators and designers who have shaped the campus from its founding to the present. Plans and numerous photographs are included. 111p.

Presents examples of innovative educational facilities, organized by the architectural firms that designed them. The examples are largely higher education projects in the United States, with a few foreign and K-12 projects included. A short description of each project is accompanied by photographs. 211p.

Discusses the history and design of the buildings and gardens at Vassar, describing the work of administrators and designers who have shaped the campus from its founding to the present. Plans and numerous photographs are included. 166p.

Colleges and universities are expanding at unprecedented rates, creating new hazards for our increasingly fragile natural environments. Higher education administrators and planners are finding that campus development, like suburban sprawl, can disrupt functioning natural systems and destroy the natural, historical, and cultural fabric of the place. To address environmental issues and new regulations, proactive institutions of higher education are taking the lead as stewards of the land by including an environmental component in their campus master plans. An environmental approach to planning incorporates ecological information into campus master plans to ensure a sustainable campus landscape that is beautiful, durable, and distinctive. These Environmental Master Plans are best developed using a democratic process, considering each site’s unique essential environmental resources, the constraints of the regulatory environment, and a continuing education and outreach program. A case study of an Environmental Master Plan at the University of North Carolina at Chapel Hill illustrates how such a plan was created at one of the nation’s oldest and largest college campuses. (authors' abstract) 11p.

Chronicles with text and extensive photography the planning, design, and construction process for this higher education building designed to bring computer science, artificial intelligence, information and decision systems, linguistics, and philosophy together. 138p.

Discusses the planning and architecture of Yale University as it relates to the planning and of New Haven. Plans and buildings produced between Yale's founding and the First World War are considered, relating the University's various attempts to either connect or disconnect itself from the city. Also covered is the concept of urbanism as reflected in the planning efforts of the city and the University. 406p.

This is a detailed report on the economic and social impact in 2000 and 2002 of eight Boston area universities, including Harvard University, Massachusetts Institute of Technology, Tufts University, and University of Massachusetts Boston. Among the findings, this report indicates that the eight universities gave a $7.4 billion boost to the regional economy; spent approximately $1.3 billion on purchases of goods and services from Boston area vendors; construction spending is expected to average as much $850 million annually over the next four years; and the eight universities employed approximately 50,750 people who pay millions of dollars in federal, state and local taxes. The report also found that the eight universities engaged in numerous efforts aimed at improving the quality of elementary and secondary education in communities throughout the Boston area and provided a wide range of educational opportunities for individual elementary and secondary students. 103p.

These guidelines have been developed for use by architects, engineers and designers as a tool for designing effective classrooms for the UCSC campus. They provide specific criteria for the design of new classrooms and alterations to existing classrooms. Includes chapters on general classroom characteristics, classroom surfaces and finishes, fixtures and furniture, mechanical,lighting, and electrical systems, media systems, classroom project booths, convergence distance learning considerations. 31p.

This paper asserts that, despite rhetoric of added value, facilities management suffers a dearth of objectively researched, publicly available information concerning the impact of facilities on businesses at the level of market sectors or individual organizations. The paper aims to correct that situation for United Kingdom higher education institutions. A survey of undergraduates starting university in 2001 confirmed, to high levels of significance, earlier research with the 2000 class. For many institutions, facilities factors, where provided to a high standard, are perceived as having an important influence on students' choice of institution. Individual institutions show marked differences, significant at levels of confidence over 95 percent. A comparison of "reputational pull" and "facilities pull" is suggested as a means of differentiating the brand of different institutions. 212-22p.

From distance learning to hands-on projects in museums, learning is no longer confined to the traditional classroom. The Committee on Architecture for Education spent April 11-13, 2002, in Cambridge considering nontraditional approaches. Sessions addressed the benefits of small schools, integrating schools socioeconomically, and wiring for future changes in technology and pedagogy. Attendees also learned about Massachusetts' new Green Schools Initiative, a pilot program for encouraging sustainable and renewable initiatives in public school construction. In addition, there were a number of sessions dedicated to MIT's integration of architecture, technology, and learning, including a series of tours of recently completed projects on the campus. Includes case studies of the Dreyfus Chemistry Building, Department of Aeronautics and Astronautics, Distance Learning at MIT, TEAL Room (Technology Enabled Active Learning), Albert and Barrie Zesiger Sports and Fitness Center, Simmons Hall Undergraduate Dormitory, and the Ray and Maria Stata Center.

Describes an environmentally-friendly classroom building on the campus of Bellevue Community College in Washington that includes waterless urinals, a geothermal heating and cooling system, and other green innovations.

Provides design guidance to accompany the 2001 campus development plan, outlining the ways that new buildings and open space should serve the intended population while taking neighboring structures into account. The review process for new construction is also outlined. 10p.

Discusses the history and design of the buildings and gardens at this campus, describing the work of administrators and designers who have shaped the campus from its founding to the present. Also covered are surrounding neighborhoods and downtown Berkeley. Plans and numerous photographs are included. 360p.

Discusses the history and design of the buildings and gardens at West Point, describing the work of administrators and designers who have shaped the campus from its founding to the present. Plans and numerous photographs are included. 149p.

Renowned architects exhibit their most innovative and creative designs for educational and cultural buildings including schools, institutes, universities and educational centers. It offers a selection of 19 designs in this field of architecture, illustrated with numerous photographs, plans, and construction details that help to illustrate some of the essential aspects of educational architecture. 179p.

Discusses the history and design of the buildings and gardens at the University of Pennsylvania, describing the work of administrators and designers who have shaped the campus from its founding to the present. Plans and numerous photographs are included. 200p.

This book presents examples of the United States' most innovative new educational facilities for decision makers developing educational facilities of the future. The projects in this book are visual evidence of how a number of the United States' top architecture and design firms are meeting the challenge of constructing learning spaces with creativity and vision. The architecture and interior design featured in the book illustrate how educational facilities create a value for their owners, making long-term investments in building products, interior furnishings, and technological infrastructure to establish enduring physical assets that optimize life cycle costs. The book concludes with "Can Johnny Compute?" (Roger Yee), which discusses the need for a massive and very expensive overhaul needed to make U.S. schools competitive in the new millennium. 283p.

The purpose of this study was to determine the design features of the physical learning environment that support and enhance collaborative, project-based learning at the community college level, and to gain an understanding of the rationale for selection of the features. The characteristics of the physical environment investigated in the study were scale, location, functionality, relationships, and patterns. Aspects of the rationale or purpose for the selected features included: (1) important factors for consideration; (2) sequence of consideration among the factors; (3) relationship among the factors; (4) derivation of the factors; (5) design process considerations; and (6) theories used to make the recommendation. Data were collected in three phases using a phenomenological approach to gain an understanding of the two foci areas of the study. Methods for collecting data included site visits, observations, text, interviews, and designs. Participants included architects, educators, and learners. The findings included the initial identification of 44 design features of the physical learning environment that support and enhance collaborative, project-based learning at the community college level and the determination of the rationale for the selection of the features. Analysis and synthesis of the features resulted in 32 design features that were placed in the following 6 categories: learning group size, functional spaces for learning activities, adjacencies, furnishings, psychological and physiological support of learners, and structural aspects. The study concluded that the essence of designing physical environments that support and encourage collaborative, project-based learning is the interrelationship among the categories and features within the categories. (Appendices contain research forms. Contains 104 references.) 256p.

This report describes a review conducted by the Massachusetts' Office of the Inspector General of the construction of the Computer Science and Development Center at the University of Massachusetts, Amherst. The review concluded that the design-build approach used in the building's construction did not produce the anticipated time savings and also fell short of the school's standards for quality. 91p.

This publication describes Florida school and community college facilities completed in 2000, including photographs and floor plans. The facilities profiled are: J. R. Arnold High School (Bay County); Falcon Cove Middle School (Broward); Floranada Elementary School (Broward); Lyons Creek Middle School (Broward); Parkside Elementary School (Broward); Plantation Elementary School (Broward); Forest Ridge Elementary School (Citrus); Corkscrew Middle School (Collier); Doral Middle School (Miami-Dade); Dr. Carlos J. Finlay Elementary School (Miami-Dade); Felix Varela Senior High School (Miami-Dade); La Villa School of the Arts (Duval); Peter B. Davidsen Middle School (Hillsborough); Lawton Chiles High School (Leon); Marjorie G. Kinnan Elementary School (Manatee); William Monroe Rowlett Magnet Elementary School (Manatee); Madison Street School of Basics Plus (Marion); South Elementary School (Okeechobee); Endeavor Elementary School (Orange); Dr. Mary McLeod Bethune Elementary School (Palm Beach); Coral Reef Elementary School (Palm Beach); Heritage Elementary School (Palm Beach); Lake Shore Middle School (Palm Beach); Village Academy Elementary School (Palm Beach); Chasco Elementary and Middle School (Pasco); J. W. Mitchell High School (Pasco); Sunray Elementary School (Pasco); Perkins Elementary School (Pinellas); Woodlawn Beach Middle School (Santa Rosa); Brookside Middle School (Sarasota); Lawton Chiles Middle School (Seminole); John Evans Elementary School (Seminole); Millennium Middle School (Seminole); Bartram Trail High School (Saint Johns); Pedro Menendez High School (Saint Johns); Branford Elementary School (Suwannee); Freedom Elementary School (Volusia); Riversprings Middle School (Wakulla); Washington County Middle/High School (Washington); William Schildecker Science Building (Daytona Beach Community College); Kenneth P. Walker Health Science Hall (Edison Community College, Lee County Campus); Betty P. Cook/Nassau Center (Florida Community College); Student Service Building (Polk Community College); Oviedo Campus (Seminole Community College); Public Service Academy (South Florida Community College); and a new classroom building (Valencia Community College, Osceola Campus). 97p.

Discusses the history and design of the buildings, sculpture, and gardens at the University of Cincinnati, describing the work of administrators and designers who have shaped the campus from its founding to the present. Plans and numerous photographs are included. 129p.

Discusses the history and design of the buildings, gardens, and sculptures at Cranbrook, describing the work of administrators, designers, and artists who shaped the campus from its founding to the present. Plans and numerous photographs are included. 190p.

Discusses the history and design of the buildings and gardens at Rice University, describing the work of administrators and designers who have shaped the campus from its founding to the present. Plans and numerous photographs are included. 222p.

Examines the design and construction process for the addition/renovation to Carnegie Mellon University's Baker Hall. The original Hornbostel building, constructed in 1914, currently houses the College of Humanities and Social Sciences [H&SS]. The college requested the additional facilities due to its rapidly expanding academic programs and graduate research departments. The study describes the building and project history, firm qualifications, schematic design, project management documentation, along with post-occupancy problems and other project evaluations. Photographs and plans are included, with 27 references. 42p.

Discusses the history and design of the buildings and gardens at the University of Washington, describing the work of administrators and designers who have shaped the campus from its founding to the present. Plans and numerous photographs are included. 152p.

Ranging from the design of vast new campuses, such as that by Wilford and Stirling at Temasek, Singapore, through to the relatively modest yet strategically important, such as the intervention by Allies and Morrison at Southampton, this publication examines the new higher educational buildings that are at the forefront of architecture today. Organized around campus plans, specialist teaching and research buildings, and constructions that act as a focus to academic life, the case studies are drawn from around the world. In several cases different university buildings from the same architect are included to illustrate either the consistency or diversity of the approach the practice brings to specific design problems. Glossy photos and project information are included. 224p.

Discusses the history and design of the buildings and gardens at Harvard University, describing the work of administrators and designers who have shaped the campus from its founding to the present. Plans and numerous photographs are included. 344p.

Reviews 123 projects that the Massachusetts Institute of Technology Planning Office executed in the first four decades of its existence. Projects are presented chronologically and described by the Director of Planning for those 40 years. The motivation for the projects, the decision and design processes, and the results of each endeavor are described, along with successes, problems, and unfulfilled goals. 160p.

This book is organized into two parts. Part One, "Type and Impacts of Campus Environments," offers an overview of models and concepts of human environments, focusing on their manifestations in the college and university setting and their implications for the design of education facilities, systems, and practices. It provides a broad foundation for understanding and assessing the key components of any human environment -- physical dimensions, people, organizational structures, and collective social constructions -- as well as environments created more specifically in the service of higher education. Part Two, "Creating Environments that Foster Educational Success," focuses on the conditions thought to be important for the design of effective educational environments. This section proposes that educational environments are most powerful when they offer students three fundamental conditions: a sense of security and inclusion, mechanisms for involvement, and an experience of community. (Contains 301 references.) 251p.

This report assesses (1) whether the Jackson State University (JSU) Honors Dormitory required nearly $1 million in repairs two years after it was built because of inappropriate design, construction, and maintenance; and (2) if the state or university has legal recourse to recover damages resulting from inferior design and/or construction specifications. Findings reveal that JSU did not effectively investigate or identify existing subsurface water collection problems at the site. Also, the State Institutions of Higher Learning (IHL) did not assure that the dormitory was properly maintained when JSU failed to resolve the groundwater problem. Neither JSU nor the Department of Finance and Administration has legal recourse to recover damages to pay the repair expenses. Recommendations suggest (1)a high-level JSU review of the university's preventive maintenance plan, (2)a JSU review of the distribution of maintenance responsibilities between facility maintenance staff and the student affairs staff to determine effective maintenance methods, and (3) the adoption of a uniform policy for preventive and emergency maintenance programs for all campus facilities. Concluding sections present responses to the report. 50p.

This paper provides a summary of the development and management of five campus demonstration sites designed to create harmony with natural systems and meet current student needs without compromising the needs of future generations. Information for each campus includes an overview of the site, project origins, the proposal and design process, the politics involved, construction, site management and student involvement, and the design's impact and future goals. A table lists the key elements from each site including site size, capacity, heating and power, water source, wastewater disposal, food production, building materials, and student involvement in design. (Contains 31 references.) 19p.

Describes the architectural acoustics design for the graduate studies program which included many classrooms of 40 to 100 seat capacity, as well as stock market and communications laboratories. The classrooms were to include distance learning that required teleconferencing capability. To these ends, all classrooms were designed for NC-25 background noise and [1+log(V)]/10 reverberation time. Measurements of the background noise of three classrooms and the reverberation time of one classroom are presented.

This publication describes Florida school and community college facilities completed in 1999, including photographs and floor plans. The facilities profiled are: Buchholz High School (Alachua County); Gator Run Elementary School (Broward); Corkscrew Elementary School (Collier); The 500 Role Models Academy of Excellence (Miami-Dade); Caribbean Elementary School (Miami-Dade); Jose De Diego Middle School (Miami-Dade); Primary Learning Center X (Miami-Dade); New Old Town Elementary School (Dixie); Bell Elementary School (Gilchrist); Chocachatti Elementary School (Hernando); Anthony Pizzo Elementary School (Hillsborough); Chain of Lakes Middle School (Orange); Lawton Chiles Elementary School (Orange); NorthLake Park Community School (Orange); Oakshire Elementary School (Orange); Wesley Chapel High School (Pasco); Avalon Middle School (Santa Rosa); West Navarre Elementary School (Santa Rosa); Tuttle Elementary School (Sarasota); Vernon Middle School (Washington); Dale Mabry Campus new laboratory/classroom buildings (Hillsborough Community College); Public Service Technology Building (Hillsborough Community College); Seminole Campus-Technology Learning Center Building (St. Petersburg Junior College); and Science Laboratory Building (Seminole Community College). Also included are tables of new facilities contracted in 1999 and the cost of construction for Florida education facilities. 56p.

Discusses the history and design of the buildings and gardens at Duke University, describing the work of administrators and designers who have shaped the campus from its founding to the present. Plans and numerous photographs are included. 132p.

This book explores how universities relate their built environment to academic discourse, asserting that the character of universities is often a charming dialogue between order and disarray. It contains numerous photographs and building plans for campuses throughout the world. In part 1, "The Campus," chapters are: (1) "Academic Mission and Campus Planning"; (2) "Masterplans or Development Frameworks"; (3) "Picturesque Enclosure versus Rational Planning"; (4) "Practical Problems" (which addresses circulation, defining the center, skyline, defining the edge, establishing the footprint of key buildings, computing on campus, landscape design, environmentalism on the campus, the problem of the inner-city campus, and funding and implementation); (5) "Sustainable Development and the Campus"; and (6) "Crime, Politics and the University Campus." In part 2, "Buildings," chapters are: (7) "Libraries and Learning Resource Centers"; (8) "Laboratories and Research Buildings"; (9) "Special Functions: Special Forms" (including discussion of sports halls and physical recreation, lecture theaters, and medical schools); (10) "Art, Design and Music Departments"; (11) "General Teaching Space"; and (12) "Student Housing." Part 3, "Conclusions," contains chapter 13, "Why Does the University Campus Matter?" addressing design ideals and innovative technologies, the campus as a work of art, the evolution of building types, experiments in sustainable design, building bridges with the community, new growth and a fresh paradigm, and the campus of the future. 164p.

Discusses the history and design of the buildings, gardens, and sculptures at Princeton University, describing the work of administrators and designers who have shaped the campus from its founding to the present. Plans and numerous photographs are included. 198p.

This monograph provides ideas and information to those professionals involved in planning and developing student living environments. 42 institutions throughout the United States and Canada provided information on 25 new construction projects (12 apartment-type facilities, 13 outlining suite-type arrangements and other non-apartment-type facilities) and 17 renovation projects. The results and analysis of this information are divided into three categories: new construction, renovation, and food service. Construction summary data and floor plans are provided for each facility's project. 132p.