Goals and objectives


  1. Embrace pedagogies which are interaction-oriented
  2. We have a need for interdisciplinary flexibility while maintaining the integrity of tradition fields of study.
  3. Teaching spaces should be flexible, and of various sizes, shape should be more conducive of engagement (active rather than passive learning)
  4. We should foster understanding of the meaning of education within an academic community.
  5. Encourage the development of problem solving skills, traditional literacy skills, critical thinking skills, and research skills.
  6. Research spaces should include both flexible, interdisciplinary, collaborative spaces and specifically designed discipline-oriented research and
    activity spaces.


  1. The campus should be more accessible and easy to use for all types of students and adjuncts (lockers, parking, computer access).
  2. More spaces should be flexible in design including size, lighting levels, furniture, power, network access, etc.
  3. Signs, directions, room numbers and maps are important, as is the external environment.
  4. We need better performing buildings both architecturally and mechanically. Places that are inviting and where people can be comfortable.
  5. Traveling around campus should be more pleasant and interesting.
  6. Facilities should be designed with faculty, students and staff input as well as professional design.
  7. Accessibility for the physically challenged should be an important part of the design.
  8. Consider the positive and negative aspects of our physical location in the campus design (especially lake views and winter weather).

Academic community

  1. We have a need for separate informal faculty spaces.
  2. Make paths that cross, campus traffic patterns should provide both convenience and interaction among the community.
  3. We should articulate a history/tradition/philosophy through the architectural design.
  4. Need spaces designed for formal and informal extracurricular academic interaction between faculty and students.
  5. Departments have a need for separate dedicated space for both scheduled activities and informal unscheduled uses.


  1. Information and multi-media teaching technology should be reliable, pervasive, consistent, flexible, expandable, and organizationally supported with maintenance and support for professional growth and development in teaching technologies.
  2. A central support structure for teaching materials development is needed.
  3. Technological capability for distance learning is important but is not a significant issue in campus design layout.