Building Type Basics for College and University Facilities E-Book

David J. Neuman

• Herausgeber: John Wiley & Sons
• Kategorie: Geisteswissenschaft
• Serie: Building Type Basics Series
• Sprache: Englisch

Seitenzahl: 629

Veröffentlichungsjahr: 2013

Beschreibung

Essential information for the design of college and university facilities Building Type Basics for College and University Facilities, Second Edition is your one-stop reference for the essential information you need to confidently begin the planning process and successfully complete the design of college and university buildings, large or small, on time and within budget. Award-winning architect and planner David J. Neuman and a roster of industry-leading contributors share their firsthand knowledge to guide you through all aspects of planning higher education facilities, including learning centers, academic buildings and professional schools, scientific research facilities, housing, athletics and recreation facilities, social and support facilities, and cultural centers. The book combines up-to-date coverage of essential issues related to campus planning, programming, and building design guidelines with detailed project examples. This new edition offers: * Numerous photographs, diagrams, plans, and sections * Updated project examples, including several buildings completed in the last decade * Up-to-date coverage of sustainability and technology issues * A new chapter on historic preservation, rehabilitation, and adaptive use of existing buildings * New material on the influence of interdepartmental collaboration and renewed communication on the built environment for campuses This conveniently organized quick reference is an invaluable guide for busy, dedicated professionals who want to get educated quickly as they embark on a new project. Like every Building Type Basics book, it provides authoritative, up-to-date information instantly and saves professionals countless hours of research.

Leseprobe

Contents

Cover

Series

Title Page

Copyright

Acknowledgments

Chapter 1: Campus Planning

OVERVIEW

PROGRAMS AND PLANS

CAMPUS PLANS, DISTRICT PLANS, AND SITE PLANS

SUSTAINABILITY

LANDSCAPE

ARCHITECTURE

ENGINEERING AND OPERATIONS

SPECIAL CONCERNS

GLOBALIZATION AND INFORMATION TECHNOLOGY

CONCLUSIONS

Chapter 2: Sustainability, Technology, and Universities

ECONOMIC GROWTH AND HIGHER EDUCATION

CONSTRUCTING THE FUTURE UNIVERSITY

GOVERNANCE

DISTANCE LEARNING AND ITS EFFECTS

THE JAMES H. CLARK CENTER

INTERACTIONS BETWEEN SUSTAINABLE AND TECHNICAL THINKING

FUTURE OPPORTUNITIES FOR SUSTAINABLE UNIVERSITIES

ECONOMICS

Chapter 3: Historic Campus Preservation

INTRODUCTION

PRESERVATION, RESTORATION, REHABILITATION, AND ADAPTIVE USE

PRESERVATION AND SUSTAINABLE DESIGN

PROGRAMMING/PREDESIGN PHASE

UNIQUE DESIGN CONCERNS

SITE ISSUES

ACCESSIBILITY

BUILDING CODES

ENERGY/ENVIRONMENTAL IMPROVEMENTS

STRUCTURAL SYSTEMS

MECHANICAL SYSTEMS

ELECTRICAL/COMMUNICATION SYSTEMS

MATERIALS

ACOUSTICAL CONTROL

LIGHTING DESIGN

INTERIORS

OPERATIONS AND MAINTENANCE

Chapter 4: Libraries and Learning Centers

THE CHANGING LEARNING EXPERIENCE IN THE TWENTY-FIRST CENTURY

PREDESIGN PLANNING: SETTING THE CONTEXT

MANAGING THE PLANNING PROCESS

PROGRAMMING

PROGRAM COMPONENTS

BUILDING AND SYSTEMS DESIGN

LOOKING TO THE FUTURE

Chapter 5: Academic Buildings and Professional Schools

HISTORICAL PERSPECTIVE

ROLE OF ACADEMIC BUILDINGS ON CAMPUS

CURRENT TRENDS

SPACE PROGRAMMING

ROOM TYPES

TECHNICAL CONSIDERATIONS

A CLOSING THOUGHT

REFERENCES

ACKNOWLEDGMENTS

Chapter 6: Interdisciplinary Research Facilities

THE EVOLUTION OF SCIENCE TEACHING AND RESEARCH FACILITIES

CASE STUDIES: AN EVALUATION OF THE INTERDISCIPLINARY RESEARCH AND TEACHING MODEL

TEACHING/LEARNING FACILITIES

RESEARCH FACILITIES

PLANNING BUILDING INFRASTRUCTURE FOR INTERDISCIPLINARY SCIENCE

Chapter 7: Housing

RESIDENTIAL LIFE: EVOLVING TRENDS AND UNDERLYING CONSTANTS

AN INTRODUCTORY GUIDE

PROGRAM-SPECIFIC CONCERNS

RESIDENTIAL COMMUNITY: KEY CONCEPTS

DELIVERY OPTIONS: THE PROGRAMMING/DESIGN/PROCUREMENT PROCESS

SITE PLANNING

HOUSING FORMATS: RESIDENTIAL INTERIORS' PLANNING

CAMPUS DINING: ACCOMMODATING CHOICE AND STYLE

RECREATIONAL AMENITIES: THE 24/7 STUDENT LIFE

HOUSING FABRIC: SETTING PERFORMANCE CRITERIA

Chapter 8: Athletic and Recreation Facilities

SHIFTING TRENDS IN SPORTS AND FITNESS

ATHLETICS, RECREATION, INTRAMURALS, AND CLUB SPORTS

FACILITIES

PROCESS

Chapter 9: Social and Support Facilities

HISTORY

TRENDS

IDENTIFYING THE SITE

DEVELOPING THE PROGRAM

PROJECT MANAGEMENT

KEY DESIGN CONSIDERATIONS

SITE CONSIDERATIONS: LANDSCAPE AND PARKING

SYSTEMS AND INFRASTRUCTURE

SUSTAINABILITY AND ENVIRONMENTAL DESIGN

INTERIOR ISSUES

INTERNATIONAL CHALLENGES

OPERATION AND MAINTENANCE

KEY COST FACTORS

FINANCES, FEES, AND FEASIBILITY

Chapter 10: Cultural Centers: Music, Theater, Dance, and Visual Arts FACILITIES

INTRODUCTION

CAMPUS SCALE

BUILDING SCALE

ROOM SCALE

Index

Additional Images

A Quick Index To Twenty Essential Questions

BUILDING TYPE BASICSBooks are available for each of the following:

BANKS AND FINANCIAL INSTITUTIONSBy Homer Williams

ELEMENTARY AND SECONDARY SCHOOLS, SECOND EDITIONBy Bradford Perkins

HEALTHCARE FACILITIES, SECOND EDITIONBy Richard L. Kobus, Ronald L. Skaggs, Michael Bobrow, Julia Thomas, Thomas M. Payette, Stephen A. Kliment

HOUSING, SECOND EDITIONBy Joan Goody, Robert Chandler, John Clancy, David Dixon, and Geoffrey Wooding

PLACES OF WORSHIPBy Nicholas W. Roberts

RECREATIONAL FACILITIESBy Richard J. Diedrich

RESEARCH LABORATORIES, SECOND EDITIONBy Daniel D. Watch, Stephen A. Kliment, Perkins & Will

SENIOR LIVING, SECOND EDITIONBy Perkins Eastman

TRANSIT FACILITIESBy Kenneth W. Griffin

Cover image: Medical Education Building at the University of Virginia Building: Claude Moore Medical Education Building Architect: CO Architects Photograph: © Robert Canfield Cover design: Anne-Michele Abbott

This book is printed on acid-free paper.

Copyright © 2013 by John Wiley & Sons, Inc. All rights reserved

Published by John Wiley & Sons, Inc., Hoboken, New Jersey Published simultaneously in Canada

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Library of Congress Cataloging-in-Publication Data:

Neuman, David J. Building type basics for college and university facilities / David J. Neuman.—Second Edition. pages cm Includes index. ISBN 978-1-118-00802-7 (cloth); ISBN 978-1-118-33019-7 (ebk); ISBN 978-1-118-33120-0 (ebk); ISBN 978-1-118-33291-7 (ebk); ISBN 978-1-118-44376-7 (ebk); ISBN 978-1-118-44380-4 (ebk) 1. College buildings. 2. Campus planning. 3. College facilities—Planning. I. Title. NA6600.N48 2013 727′.3—dc23 2012017301

ACKNOWLEDGMENTS

David Neuman thanks Erinn A. Scheibel for her expertise, enthusiasm, and just plain “hard work,” not only on Chapter 1, but also on the entire book; Danielle MacGregor and Alexander Howle, student interns, who assisted me and the other chapter authors in the initiation of this book with equal levels of energy and diligence.

David Nelson would like to thank Sophie Izon, Rebecca Roke, and Matthew Foreman for their assistance.

Steve Farneth would like to thank Cora Palmer for her support and assistance.

Graham Wyatt thanks Mark Loeffler and Mark Holden for their insights related to lighting and AV/IT systems, and Delia Conache, who is responsible for Robert A.M. Stern Architects' ever-expanding collection of classroom diagrams, many of which are featured in this book.

John Ruble and Jeanne Chen wish to thank Willie Brown, Tom Hier, Larry Moneta, and Marty Redman for inspiring a discussion of housing issues, and Victoria Lam for constant creative input to our conception and organization of the chapter.

David Body acknowledges Roy Viklund AIA as author of content retained from the previous edition and also Cynthia Hilliers, Tina Pietrobon, Christopher Whitcomb, and Lavonia Allen for their advice and support.

Brenda Levin would like to thank Margaret Bach, Delyte Adams-Lawrence, Cameron Izuno, and Alice Valania for their assistance in the preparation of their chapter.

William Rawn and Cliff Gayley thank Mark Oldham for his advice on technical issues and Kate McCoubrey for her editorial assistance.

CHAPTER 1

CAMPUS PLANNING

David J. Neuman, FAIA, LEED BD + C

OVERVIEW

Campus planning, architecture, and landscape are critical topics at every university and college with a physical setting, for three important reasons:

They create the actual environment that supports the mission and goals of the institution.They define the tangible identity that the institution portrays to its alumni, faculty, students (both current and future), and the general public.They assist in portraying the level of sustainability commitment made by the institution.

In short, an academic institution's campus is a critical component of its very existence and survival. This volume is dedicated to translating this important fact into practical terms at the levels of planning, design, and implementation. The chapter authors have each contributed to the phenomenon known as the campus through specific plans, buildings, and landscapes, each of which has in its own way contributed to the further development of this unique environment.

While designing the University of ­Virginia, Thomas Jefferson described his goal as the creation of an “­Academical Village” (see Figure 1.1). This term expressed ­Jefferson's own views on education and planning, but it also summarizes a basic trait of American higher education from the colonial period to the twenty-first ­century: the conception of colleges and universities as communities in themselves—in effect, as cities in ­microcosm. This reflects educational patterns and ideals which, although derived principally from Europe, have developed in distinctively American ways.

Figure 1.1 “View of the University of Virginia, Charlottesville, & Monticello,” from the west. Edward Sachse, draftsman; Casimir Bohn, publisher, 1856.

Courtesy of the Albert and Shirley Small Special Collections Library, University of Virginia.

Campuses have their origins in the Western tradition of the Greek agora and in the Socratic approach of open debate in the public realm. The term campus itself was derived from the Greek terminology for a “green” or open landscaped area, and later, the Roman military “camp” of well-planned order. At once, the concept represents a paradox of freedom and control that continues to this day. Although the Greeks may have viewed the campus as a setting to spur the commerce of ideas, the Romans saw its order in terms of colonization and a way to bring their brand of civilization to the conquered “barbarians.” This approach is not unlike that of the early British colonists wanting to establish colleges in the fledgling communities in the American wilderness for instruction of not only their own children but also the native population after it had been “pacified” (see Figure 1.2).

Figure 1.2 Woodcut print depicting the teaching of Native Americans and American colonists.

The new colleges symbolized both a continuation of cultural roots and a belief in the future of the pioneering spirit. The campus itself became the symbol or icon of the college and, later, the university.

Although the overall character of a university's physical plant can be simply a result of growth and change, a well-functioning and icon-laden campus results only when it is carefully planned and keenly managed. The qualities of such a place may be described as follows:

Enduring planning frameworkCompelling landscape characterContext-sensitive architectureConsistent perimeter treatmentCarefully managed interface among all of these elements

The key is to incorporate these principles rigorously in every decision related to campus planning, from small to large. It is this “sense of place” in its entirety that makes for a campus's intelligibility, functionality, and overall aesthetic. Thus, relatively simple matters, such as maintaining a consistent sign system or a standard exterior light fixture, are important components to the appearance and sense of order of the campus. Some have argued that the campus itself has transcended into the realm of art. “Unlike the two-dimensional art of painting, the three-dimensional art of sculpture, and architecture, in which the fourth dimension is function, a campus has a fifth dimension: planning. The well-planned campus belongs among the most idyllic of man-made environments and deserves to be evaluated by the same criteria applied to these other works of art,” wrote Thomas Gaines in 1991.

The campus is not just leftover spaces between buildings. It is, in fact, a series of designed places that reflect the values of an institution's wishes to be known for. It is a culturally dynamic, complex landscape setting. The campus must be a place that feels safe, encourages participation, enhances social interaction and appeals to students, faculty, staff and visitors on many levels [see Figure 1.3].

—Dayton Reuter, State University of New York

Figure 1.3 State University of New York, Purchase. Master plan by Edward Larrabee Barnes.

Those who carry on the mundane daily activities of operating and (re)developing the typical campus may balk at this statement; however, others have for years asserted the campus's role as utopia. This role carries with it not only the expectation of striving for physical perfection but also the spiritual sense of enduring faith in human “improvement.” This serious responsibility was once shouldered by our cities, but seemingly has now been lost in the postmodern era of globalization and exurban development.

A public or private institution such as a college or university, occupying its own tract of land . . . is peculiarly well situated to reap the inestimable fruits of forethought and skill in planning. Nowhere is it more essential to have the physical plant beautiful and well-knit together; nowhere should it be more feasible to enlist the careful thought of well-trained minds, to weigh and reconcile all component parts, to profit by the past, to measure accurately the present, to forecast the future as well as it can be forecast. . . . [We] have called this kind of planning an art; it is also a science.