Goals and objectives
- Embrace pedagogies which are interaction-oriented
- We have a need for interdisciplinary flexibility while maintaining the integrity of tradition fields of study.
- Teaching spaces should be flexible, and of various sizes, shape should be more conducive of engagement (active rather than passive learning)
- We should foster understanding of the meaning of education within an academic community.
- Encourage the development of problem solving skills, traditional literacy skills, critical thinking skills, and research skills.
- Research spaces should include both flexible, interdisciplinary, collaborative spaces and specifically designed discipline-oriented research and
- The campus should be more accessible and easy to use for all types of students and adjuncts (lockers, parking, computer access).
- More spaces should be flexible in design including size, lighting levels, furniture, power, network access, etc.
- Signs, directions, room numbers and maps are important, as is the external environment.
- We need better performing buildings both architecturally and mechanically. Places that are inviting and where people can be comfortable.
- Traveling around campus should be more pleasant and interesting.
- Facilities should be designed with faculty, students and staff input as well as professional design.
- Accessibility for the physically challenged should be an important part of the design.
- Consider the positive and negative aspects of our physical location in the campus design (especially lake views and winter weather).
- We have a need for separate informal faculty spaces.
- Make paths that cross, campus traffic patterns should provide both convenience and interaction among the community.
- We should articulate a history/tradition/philosophy through the architectural design.
- Need spaces designed for formal and informal extracurricular academic interaction between faculty and students.
- Departments have a need for separate dedicated space for both scheduled activities and informal unscheduled uses.
- 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.
- A central support structure for teaching materials development is needed.
- Technological capability for distance learning is important but is not a significant issue in campus design layout.