Campus planning, architecture and landscape are cirical 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 institutionEvery educational campus has at a minimum two core program areas: academic and administrative.Basic services such as admissions, registrations and facility operations. Three additional program areas have grown to such a degree as to be considered separately in defining an insitutions overall program: Housing Athletics/recreation Student services Child care Commuter student locker Study areas Career counselling Financial aid assistance Infrastrutcure Energy Utilities (Water/Gas) Parking Information technology centersCampuses of the future, like those in the past, must anticipate change and accommodate growth. Resultant campus planning issues are as likely to be driven by a larger student population as by rising expectations of the traditional campus community and its surrounding host community.

Although this book emphasizes buildings, addressing both their specific planning and design requirements, overall planning for the campus environments, accomplished in four tiers, must occur to ensure success. Four tiers of planningThe broadest tier is overall land use planning. this level of planning is called framework planning, in which the various elements of land qualities, infrastructure, existing development, and so on are outlined into a framework for use in future strategic planning efforts.Land use planning must be distinguished from campus planning , which reflects specific urban design intentions. Within the campus plan is district/precinct planning, which views the campus at the scale of the neighborhood or specific program affinity level (e.g., sciences or engineering; residential or athletics; etc.). Next comes site planning designed to f it each individual facility into the overall fabric. All of these lead to the point where every new (and renewal) project contributes to building a campus that is greater than the sum of its individual parts. Underpinning these levels of physical planning are the core academic and support programs themselves as well as the specialized plans linked to the campus infrastructure, ranging from utilities to food service to transportation. (See Figure 1.11)While the campus core location and essential function of academic buildings have remained largely unchanged, several trends are driving the evolution of these buildings and the classrooms they contain: More than 70 percent of high school graduates now continue on to postsecondary education. 2 Universities and colleges, in short, have become a mass cultural phenomenon, and more postsecondary classrooms are needed than at any time in the history of this country. A broad spectrum of postsecondary instruction is now offered, ranging from highly theoretical to largely vocational, often within a single institution. Classroom and academic building design must rise to this diversity of subject matter and a corresponding diversity of teaching and learning styles. The growing use of interactive, teambased, and problembased learning is affecting classroom design profoundly, favoring designs that support both studenttoinstructor and studenttostudent interaction within the classroom. The rapid evolution of information and instructional technologies continues to transform learning both in the classroom and beyond.Basic issues regarding teaching methods must be def ined and the relationship between these and the physical form of the proposed building considered: What range of class sizes is to be housed? What subjects are to be taught? To what extent will instructional methods appropriate to some subjects be allowed to determine specific designs that may be at odds with the use of other methods or the teaching of other subjects What non classroom facilities are necessary to optimally support teaching and learning?Careful attention during the space programming phase must also be paid to technical issues, including lighting, furnishing, acoustics, informational and instructional technologies as these determine the baic design decisions related to this building type.Classrooms have specific dimensions and configurations related to furnishing, sight lines and the integration of technology. These desired characteristics should be documented with text, floor plans and room sections. A successful space program for an academic building is far more than a tabulation of floor areas. Careful attention must be paid to common areas: academic buildings accommodate many occupants who arrive and depart during the brief periods between classes, so lobbies, corridors and stairs must be wide and organized clearly. Elevators cabs should also be oversized but should be located so as to encourage use of stairs. Academic buildings are places of assembly, so toilet rooms need to be accordingly large. These factors cause most well designed academic bbuildings to have a net-to-gross floor area ratio of approximately 58 percent

Certain time tested planning principles apply: the length-to-width ratio of the room should be approximately 3:2 as deeper or shallower proportions are less accommodating to a variety of furniture configurations; ceiling heights should be at least 9ft for even the smallest roomsand generally not less than half the room widhth for all but the largest class room and points of entrance or exit should be located at the front or rear of the classroom even for the smallest of rooms4Flat floor classroomsThe traditional classroom Adaptable Reconfigured rapidly and inexpensively to accommodate a variety of class sizes and formats Certain time-tested planning principles The length-to-width ratio of the room should be approximately 3:2 as deeper or shallower proportions are less accommodating to a variety of furniture configurations; Ceilings should be at least 9ft for even the smallest rooms and fenerally not less that half the rooms width. For all but the largest classrooms. The KivaThe Kiva is a flat-floor or tiered classroom in-the-round supporting an instructor focused visionThe rapid adaptability by flat-floor classrooms is rarely realized, however. In reality, the tablet-arm chairs or personal desks that have been the staple of classroom furnishing for more than a century do not lend themselves to rapid reorganization, and the basic classroom, all too often, is arranced with rows of chairs and desks most suited to didactic modes of teachin. Recent advances in furniture design offer some promise and a variety of alternative room types have arisen to more appropriately suit evolving attitudes about teaching and learning.

Divisible Flat-floor rooms: The Multipurpose RoomThe idea of increasing classroom adaptability and utilizization by building large, divisible classrooms (often referred to as multipurpose rooms remains populat although this approach presents many challenges. All too often the multipurpose room, in attempting to serve many functions, serves none well. mechanized folding partiions that are realtively easy to operate, require little maintenance and offer acceptable acoustic performance are now available; however, the operation of these partitions is still a task that netiher instructors not students generally undertake on their own, and the acoustic performance of these partitions, although improved, is still inferior to the performance that ca be achieved easily with a fixed partition. In spite of their disadvantages, multipurpose rooms remain popular because they accomodoate large, if infrequent events but need not sit unused at other times.

Tiered or Sloped floor classrooms. Tiered or sloped-floor classrooms are appropriate when class size exceeds the point at which all members of a class can see each other clearly ina flat-floor room. Tirered or sloped-floor rooms have the disadvantage that they cannot be reconfigured easily to accommodate different furniture arrangements, but, when properly designed, they allow large classes to have clear lines of sight among students and between students and instructors.

The much copied Harvard Business School case study class-room for example seats 90. Tiered class-rooms with up to 150 seats can be designed to allow unamplified student to student disourse, and classrooms with upto 250 seats can be designed to allow unamplified student-to-instructor discussions. AuditoriumsIn sizes above 250 seats, a classroom is generally referred to as an auditorium.Auditoriums in excess of 350 seats begin to justfy the construction of a balcony, and in excess of 500 seats, the functioning of the auditorium is seriously compromised if a balcony is not included. Disruptions caused by late arriving attendees can be minimized by providing both rear and front access doors and by providing viewing windows in class doors. Aisles and Continental SeatingThe well-considered placement of seats and aisles within tiered classroom is essential to its success. Most building codes require that the distance between rows be increased incrementally for each seat that is distant by more than seven seats from an aisle. Large fields of auditorium seating with aisles at the edges of the room only and larger-than-minimum row-to-row dimensions are referred to as continental seating.The use of continental seating in classrooms where seats are not assigned results in disruption by late comers who pass in front of occupied seats in order to find an available seat .Careful consideration should be given to the curvature in plan of the seating rows within a tiered classroom. Straight rows are unusual in all but the smallest such rooms and are not advisable in rooms with over 150 seats. The principal benefit of straight seating rows in the simplicity and economy that accompany a rectangular plan.When se