Faculty. Data Is Supplied For(1) Housing Needs, (2) Space Requirements

DOCUMENT RESUME I ED 031 071 EF 003 549 By-Riker, Harold C., Lopez, Frank C. College Students Live Here. A Study ofCollege Housing. Educational Facilities Labs., Inc., New York,N.Y. Pub Date 61 Note-152p EDRS Price MF 40.75 HC-S7.70 Descriptors-s Building Design, Building Equipment,Building Innovation, College Buildings, *College Planning, *Construction Costs, sC4llege Hous.ng, *Design Needs, Design Preferences, Dormitories,Housing Needs, Physical Environment, Student Needs, TeacherHousing A report providinga broad overview of problems andpractices in the design of colle9e housingfacilities.Malortopicsinclude--(1)characteristics of student populatIons, (2) types of housing solutions, (3)environmental components andcriteria, (4) planning methods, and (5)financing considerations. Thediscussion is centered around the needs of students andthe role of housing in the educationalenvironment. Specific materialis included on housing for graduate andmarried students and faculty. Data is supplied for(1)housing needs, (2)space requirements, and (3) building costs A large number ofexamples are provided showingexisting solutions, with photographs and floorplans. This document previouslyannounced as ED 014 195. (v1M) A REPORT FROM EDUCAT ONAL FACILITIES LABORATORIES,

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4 COLLEGE STUDENTS LIVE HERE

BY HAROLD C RIKER L_ WITH FRANK G. LOPEZ

U S DEPARTMENT OF HEALTH, EDUCATION & WELFARE

OFFICE OF EDUCATION

THIS DOCUMENT HAS BEEN REPRODUCED EXACTLY AS RECEIVED FROM THE

PERSON OR ORGANIZATION ORIGINATING IT POINTS OF VIEW OR OPINIONS

STATED DO NOT NECESSARILY REPRESENT OFFICIAL OFFICE OF EDUCATION

POSITION OR POLICY

EDUCATIONAL FACILITIES LABORATORIES,INC. 1961 EDUCATIONAL FACILITIES LABORATORIES, INC.is a nonprofit corporation established by the FordFounda- tion to help American schools and colleges with theirphysical problems by the encouragement of research and mperimentation and the disseminationof knowledge regarding educational facilities.

BOARD OF DIRECTORS OFFICERS Milton C. Mumford Frederick L. Hovde Chairman Harold B. Gores President President President Lever Brothers Company Purdue University Jonathan King Alvin C. Eurich J. E. Jonsson Vice Chairman Secretary and Treasurer Chairman of the Board Vice President and Director Texas Instruments, Inc. The Fund for the Advancement of Education EXECUTIVE STAFF J. L. Morrill Clay P. Bedford Consultant John Beynon President The Ford Foundation Kaiser Aircraft and Electronics Corporation Staff Associate

Winthrop Rockefeller Evans Clinchy James C. Downs, Jr. IV inrock F'orni r Editorial Associate President Morrilton, Arkansas Real Estate Research Corporation Robert M. Dillon, A. I. A. Thomas J. Watson, Jr. Consultant Henry Dreyfuss Chairman of the Board Industrial Designer International Business Mdchines Corporation Margaret Farmer Editorial Associate Morris Duane Benjamin C. Willis Attorney General Superintendent of Schools Duane, Morris and Heckscher Chicago, Illinois Arnold J. Kuesel Assistant Treasurer Harold B. Gores Erwin S. Wolfson President Chairman of the Board Ruth D. S. Weinstock Educational Facilities Laboratories, Inc. Diesel Construction Company, Im. Research Associate "PERMISSION TO REPRODUCE THIS COPYRIGHTED MATERIAL HAS BEEN GRANTED By Ece,tcedi 0,,,..0,t -)--n.c . hic.. Ccetp.vottbv-is I vi. c. TO ERIC AND ORGANIZATIONS OPERATING UNDER AGREEMENTS WITH THE U.S. OFFICE OF EDUCATION. FURTHER REPRODUCTION OUTSIDE THE ERIC SYSTEM REOUIRES PERMISSION OF THE COPYRIGHT OWNER." Additional copies are available from: EDUCATIONAL FACILITIES LABORATORIES, INC./ 477 Madison Avenue/New York 22, New York © 1961 Educational Facilities Laboratories, Inc. Library of Congress Catalog Card 61-18584 . fr . IF

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MANY PEOPLE THROUGHOUTTHIS COUNTRY and abroad have contributed generously to this study. Weare grateful to all who so willingly provided information throughquestionnaires, correspondence or personal interviews. The high degree ofinterest and EFL1S ADVISORY cooperation is clear evidence of thepresent strong concern for COMMITTEE where and how college students live. ON COLLEGE I especially appreciate the assistance andsupport from the HOUSING Advisory Committee for this studyas well as from Frank G. Lopez, who provided invaluable assistance in preparing themanuscript. Valuable aid was also provided byrepresentatives of the United James A. McCain States Office of Education and the Community Facilities Adminis- Chairman President Kansas State University tration of the United States Housing and Home FinanceAgency. Harold C. Riker Secretary Director of Housing University of Florida HAROLD C. RIKER George F. Baughman President New College, Sarasota, Florida Milton W. Durham Board of Regents Washington State University Edward D. Eddy, Jr. President Chatham College William S. Guthrie former Executive Dean (Student Relations) The Ohio State University Margaret Habein Dean of Admissions Radcliffe College

John C. Hazeltine former Commissioner Community Facilities Administration Housing and Home Finance Agency Douglas M. Knight President Lawrence College Lewis B. Mayhew Director Institutional Research University of South Florida and Stephens College Alice Nelson Executive Director Halls of Residence Indiana University Buford L. Pickens Director of Campus Planning Washington University 5

CONTENTS

6 LOOKING FORWARD

12 HOUSING FOR WHOM? , The typical student...Housing varied student groups... Housing the faculty....How much housing?

34 WHAT KIND OF HOUSING?

Small buildings or large?...Arranging the

spaces ...Planning for quality

58 PINPOINTING THE PROGRAM

The living environment...The learning environment...The

social environment...Planning food services

88 WHO PLANS AND HOW? The comps master plan...The housing master plan... Planning techniques

106 PAYING FOR THE HOUSING PROGRAM

Information please...The cost of the building...

Operating the project...The search for money

116 THE PROGRAM IN PRACTICE

Chicago's urbane urban tower....Colo-ado repeats a

successful pattern...Flexibility and economy keynote Oregon's

coed housing...Pennsylvania's five-story patio...Stephen's

inside story....Syracuse grads and undergrads share common ground. ..Washington builds on experience...Residences relax on Wesleyan's country campus

150 SOURCES

151 CREDITS COLLEGE STUDENTS LIVE HERE A Study of College Housing

LOOKING FORWARD

THE MOST PRESSING PROBLEM Of college housing is that there isn't enough. At the moment housing is available for roughly one-fourth of a college population of just under four million. By 1970, that population will have mushroomed to more than six million. And as much as 40 per cent of it will have to be housed on campus. During the current decade, col- 6.0 Million 1960-1970: leges and universities will have to 6 Billion add to their existing residential facilities about one and a half million new units enough to house the

HOUSING UNITS EXPENDITURE combined populations of Bos:on and REQUIRED REQUIRED Cleveland. The bill for this added Billions of Dollars housing will run to at least $3 billion 3.6 Million according to the most conservative 2.4 Million estimate of cost and quantity. Pres- 40% of 6.0 Million ent trends in construction costs and institutional policy make $4.5 bil-

19501960: lion a more realistic figure. A $6 bil- 1 Million 1 Billion 28 % of 3.6 Million lion price tag is entirely possible. Students are already descending 1960 1970 on our colleges in such swarms that, as one harried housing director put it, "We seem always to be taking two steps forward and three steps back" in meeting the demand for living space. The temptation is to simply throw up a roof over the students' heads and worry later about what is to go under the roof. Yet shelter alone is a dubious investment for educational institutions to spend $6 billion on. Because more students must learn more,in more depth, than ever before, every resource the college canmuster must be trained onthe primary educational goal. Extensive and expensivehousing facilities can no longer be viewed merely as a series of convenientpigeonholes in which students can be filed for the night. The very size of thebuilding job to be done makes it essential for colleges to get their money'sworth. Happily, most colleges have every intentionof doing just that. And the pace being set by somealready suggests how they may go about it.

Housing will certainly play a morevital role in the educational process. Many colleges will explore the possibilities of conducting formal and informal instructional programs in their residencehalls.

The rise in the number of students, the proportionate decline in the number of qualified teachers, the shortage of instructional spac.e, and the temper of the times are forcing changes in teaching methods, and focusing attention on housing as an untapped educational resource. New techniques for teaching large groups, for example,demand that large lecture classes be later broken down into smaller groups for de- Ilir"` tailed study and discussion. By hold- ing these seminars and tutorials in thehousing units, colleges can make maximum use of available common spacesand relieve the pressure on classroom buildings. Somecolleges are even experimenting with formalclassrooms in the residencehalls.

Many of these devicestape record- As the new electronic teaching ers, record players, radio,television, devices come into wider use , they and some kinds of teaching ma- too will be included in housing units. chinesare inexpensive or portable enough to be made readily available in housing. Some are already beingused successfully in residence halls, as at Stephens College, where1ectures given over closed circuit television are viewed from the common rooms of the halls. In the next decade,the student will take greater precedenceen public spaces when plansare be drawn up and money dealt out. AO' The study desk in the student's room is still the most importa ucational facility housingcan c If new housing is to reflect theg ing emphasis on independentst it must provide more efficient dent offices, with larger desks,r adequate storage for books on* other study materials, better 1 ing, and less distracting nciise

has been the rule so fa,.

Individual study spaces in the In addition to therooms used students' MOMS will be supple- instructional programs ofone menind by more commonspaces or another, residence halls may1 earmarked for study. tain group study rooms, often carrels; typing rooms where dents can work into thewee hc without calling down the wrathof sleepy roommates; andlibraries ran from reference branches ofthe main library to simple browsingcorr stocked with general booksand periodicals. Many of themcan be set a, for differentpurposes at different hours. The studyrooms may be used meetings, the library for study, themeeting rooms for recreation.

More colleges are following the 1, Other apFroaches to knitting of the few schools whonuw ;1.raw together the student's in-classand faculty into the studentcommur out-of-ciuss life will also be tried, by providing them with livingqu ters or offices in or near ther dence halls, and by encouraginginformal association betweenteacher 2. pupil. Many are makinga conscious effort to minimize the difference tween an education and job trainingby injecting into the living climat( hint of culture in the form ofpaintings and sculpture (often thework of I students themselves), readily availablebooks and magazines, andw chosen recorded music. MichiganState goes so far as tosow paperbou books about its residence hallson the theory that students will walkaw with them, andhopefully--readthem.

1. Colleges will take a closer look at the physical structures used for housing.

Tomorrow's housing will be built with the recognition that students are people as well as figures on a chart ol projected enrollments.

Mit Living quarters scaled to people, pri- '.111 racy without isolation, and secure relationships with a small group of intimates are basic human needs. Yet mass higher education and the mass housing that goes with it too often create an anti-intellectual atmosphere compounded of inhuman size, impersonality, and unavoidable neglect of individual students by the faculty, the housing staffand even by each other. The college can, if it chooses, create even within the large structures made necessary by the economics of bugding, small living groups in which each student can find a comfortable niche. Yet toomany students live anony- mously in rows of identical boxes strung along bleak, echoing corridors. The coming decade will see smaller living units combined within larger structures. Housing projects on the whole will be self-contained, each with its own facilities for cultural activities, indoor and outdoor recreation, and dining. Common rooms wiil shrink in size and expand in number. The formal lobby and lounge will yield space to smaller, more casualrooms that can be used for study and discussionas well as for entertaining and recreation.

Already many colleges and univer- In fact, adaptability will be a key- sitiesare adopting coeducational note of tomorrow's college housing. housing designed so that sections of the project can be assigned to either men or women depending on demand, and common spaces can be used by both. Apartments are being built so that theycan be assigned to unmarried as well as married students, and single student's housing units are being planned so that kitchenettes can easily be added ifmore apartments are needed for married students. Changes in the subdivision of the buildings themselves are being provided for by eliminating loadbearing wallsand installing extra supply lines for utilities. 10

Spurred by the need for more quality at less cost, designers will also explore new ways of gettingmore use from less space.

Common areas that can be used for different purposes at different hours are one approach that has been tried. Split-level suites that cut down the amount of space eaten up by corridors and stairswhich oftencon- sume as much as 25 per cent of the total floor space in existing projects are another. Several colleges are investigating the possibilities of wringingmore revenue from their housing projects by planning student livingquarters that can double as hotel facilities for conferences and meetings between academicsessions.

As land gets scarcer andmore ex- At the same time, more attention pensive, more and more buildings will be paid to the effect of landuse are growing up instead of out. And on the design of housing. this trend toward high-risestruc- tures is visible not only at urban schools where it might be expected, butalso on rural campuses where the time required for travel is putting the brakeson horizontal expansion. Some future skyscraper schoolsmay enclose, in effect, a whole campus, with instructional and service spaceson the lower floors, housing on the upper floors. Since it takes about the same amount ofspace to park a car as to house a student, colleges are trying touse available land more effectively by wresting it away from the automobile and giving it backto students. Unless cars are eliminated from the campus altogethera notionincompatible with Ameri- can mores todayparking facilities are needednear student residences. But many schools are attempting to cut down the amount of land theyconsume by stacking cars on top ofone another in garages. The University of Wash- ington provides underground parking beneathone of its high-rise residences. The location of housing in relation to othercampus buildings is also being studied more closely. Housing projectsnear existing food services may not need their own dining facilities. Unitsat some distance from the library may need more complete in-residence referencecenters than units nearer to it. 11

The new approaches to planning and design will inevitably lead to further experimentation with lb building materials, equipment, and methods.

Such relatively new materialsas aluminum, plastics, and thin shell concrete have already been used successfully. Brick, plastics, and other materials that need no finishing and cost little to maintain can serve attractively for partitions. Carpeting may prove to be no more expensive than other types of floor coverings over long periods of use, and will give the added ad7antage of muf- fling noise. Built-in furniture, which can be included in the construction contract and paid for with borrowed

funds, may be less susceptibleto ; damage than movable furniture, ,tol give an illusion of greaterspace in student rooms, and make possible savings on wall and floor finishes andon the cost of cleaning and maintenance. The higher initial cost for air conditioningmay be offset by lower cleaning bills and more intensive buildinguse, and by the potential advantage of freeing room arrangements from the restrictionsimposed by the neerl for natural ventilation. Contemporary building design is less expensiveand more appropriate than machine-made copies of traditional buildingstyles. Streamlined building procedures and prefabricated componentsperhapseven whole rooms prepackaged for assembly at the sitecancut construction time and costs.

Even a small dose of imagination in planningand design can bring about marked improvements in college housing. Andimprovements are needed. If the expenditure of time, money, and effortthat will be required to meet the demands of tomorrow's college populationis to be justified, college housing will have to be better designed and constructed, betterintegrated into the academic community, and better administered. a it

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IF A GRADUATE of the class of '20 not entirely vanish during college tive characteristics. Most are inter- were to set out today on a tour of years. At the same time, the student ested in, and even enthusiastic about, the housing at his old alma mater, needs chances to recuperate after his atleast some courses. They can he would be struck above all by its exertions, mental as well as physical. hardly be called indifferent to aca- variety.Theoff-campusrooming A nap after a stiff quiz may be as demic achievement, or, for the most house,thedormitoryquadrangle, vital to him as catching his breath part, lacking in learning potential. and fraternity row are still there after a game of touch football. Certainly this seems to be true of en- dressed in a different style, perhaps, The moral for the programming tering freshmen. Tests of general but still recognizable. But the apart- and design of housing is clear: educational development have shown ment village for married students is Since physical activity can be ex- that high school seniors are perform- new. So is the center for graduate pected, easily accessible places should ing at a significantly higher level students. And so is the nearby sub- beprovidedfor itgame rooms, than before. In 1959, for example, the division where the faculty are build- areas to practice dance steps, and average scholastic aptitude score for ing homes. outdoor space for more strenuous ex- Harvard's class of 1963 was better Yetalmamater'sapproachto ercise. If these spaces are too remote than the score of 92 per cent of the housing has not really changed. Col- from the students' rooms, or if not class of 1935. leges are housing more people of enough space is provided, more phys- This rise does not, however, neces- more kinds, and they realize that a ical activity will take place in the sarily mean a renaissance of scholar- large and varied population demands rooms and halls, disrupting other ship. The student is a product of a extensive and varied facilities. But functions. job-oriented society, so it is natural the unfamiliar new forms spring from It is more difficult to generalize for him to look for programs and an old familiar root. The starting about the social and mental charac- activities that will produce profes- point for college housing is still the teristics and needs of the typical sional competence. He may think needs of the people who will live there. student, but there is enough evidence more of grades than of course con- to make it possible to piece together tent, assuming that a good transcript THE TYPICAL STUDENT a rough picture of him if we remem- will be more useful than a fact in Students naturally varyin fact, ber that no student is, in fact, typical. finding a job or being admitted to a some authorities feel that there is Today's entering college student is graduate school. He is likely, in fact, more diversity among students than likely to be more experienced in many to be already working part-time to colleges are prepared to accommo- respects than his counterpart of 25 help finance his education, or to be datebut they Siare enough traits years ago. To begin with, the age receiving help from some student aid to offer some clues to their housing spread within the student body is program that requires him to main- needs. greater, which implies that many stu- tain a high academic standing. The There is, to take one very earthy dentsareapproachingmaturity. net result seems to be a more practi- example, the legendary appetite of Moreover, as the enrollment base cal approach to college life. The stu- the college student. If there isno continues to broaden, more and more dent's greater seriousness of purpose snack bar, kitchenette, or at least students can be expected to come leads him toparticipate in those vending machine convenient to his from families at the lower end of the activities that have direct value to residence, he will leave the building income scale. The average student him, but he casts a jaundiced eye at to forage for food. He may keep an has been less sheltered. freshman beanies, pep rallies, and emergency supply in his room. His During the decade 1950-60, much other "traditional" aspects of campus sister, more domesticallyinclined, research has been done and many life, many of which he has already will prepare her own snackssur- books and articles have been written experienced in high school. reptitiouslyiffacilitiesarenot on the nature of the college student If another moral for housing can provided, with accompanying unan- and on the effects of the college envi- be drawn here,it is that housing ticipated loads on the building's elec- ronment on him. Several agree that should be designed and programmed trical system. most students are hardheaded and to stimulate intellectual activity. This Students also need to stretch their practical, rather cautious, and con- means providing proper educational musclesincluding the vocal cords. cerned with immediate material suc- facilities, developing workable plans A carry-over from adolescence, chis cess: some call the majority self- forusing them, andsubstituting need may become less important as centered to an alarming degree. sound social and academic leader- the student grows older, but it does But students also have more posi- ship for conduct control. ft

The Importance of Student Groups Most students value a sense ofin- fir dependence, even when they are not ready for the greater responsibility which the greater freedom of college life entails. They are quick to rebel against activities and policies they regard as paternalistic or juvenile. But at the same time, their greatest concern is likely to be finding a niche in student society. The younger student is particularly eager for acceptance in his new sur- roundings. In dress, speech, and behavior, he conforms to what he finds established : he brings a lot of clothes to college, finds many of them unac- ceptable, and takes pains to correct his uniform. During the first year or ;o, he changes rapidly in response to the shock of a complex new environment, and hc continues to grow and change as he progresses through college life. It is part of the job of housing to smooth thistransition from green freshman to sophisticated senior. Housing's most important role in this regard is in determining the size and composition of the group in which the student finds himself, for the nature of the student'ssocial groupassumesgreatimportance when he leaves home for college and -.11111111111I begins to rely more on the opinions of his peers than on adult authority and guidance. Throughout his college *AMA.- years, this group is a potent force in shaping his thought and attitudes a force often greater than that exerted by the faculty and equal tothat exerted earlier by his family. If the group is too large and too heterogeneous, the student remains lost in the mass until he seeks out a smaller number of cronies. (Some never do find a smaller niche and miss one of the most effective educational experiences the college can offer.) If the group is unwisely con- stituted or guided, it may influence him improperly, perhaps by concen- 4,06

"The student body as an entity may be thought to possess characteristic qualities of personality, ways of interacting socially, types of values and beliefs, and the like, which are passed on from one 'generation' of students to another . . . We contend, in fact, that this culture is the prime educational force at work in the College, for. . . assimilation into the student society is the foremost concern of most new students."

Mervin B. Freedman, "The Passage Through College," The Journal of Social Issues, 1956 trating too heavily on materialor also been tried, but thearguments I social or athletic aims,or by inculcat- against thisincompatibility of ing the notion that a gentlemanly C work-rest-recreationschedules, and is preferable to a scholarly A. social difficultiesare ordinarily Because the living group can beso strong. In addition, recent evidence important to the student's develop- indicates that students domore study- ment, colleges often make some at- ing in their rooms when they have tempt toguide the formation of one roommate than when they have groups. Many residence halls are in- more than one, or none. ternally subdivided into small units ' in order to retain both the social ad- HOUSING VARIED TYPES vantages of comprehensible group OF STUDENTS size and the efficiency of the larger In its broadest sense, college hous- organization. ing can be interpreted tomean any How student groups should be housing occupied by individualsas- composed is, of course,a topic for sociated with the institution, regard- almost endless debate. Some admin- less of its ownership or its location istrators insist on housing freshmen on or off the campus. On this basis, * and upperclassmen separately,argu- college housing includes residence ing that the different interests and halls for single students; apartments problems of students in differentaca- for married students, faculty, and demic classes can best be handled staff; houses or halls for traternities through separated housing, and that and sororities, and foi advancedpro- separating the incoming class from fessional or graduate students;co- others will minimize the transmission operative houses; and even rooms in of poor attitudes and work habits. private homes. Others vigorously reject this rather This interpretation does not imply startling assumption that the college that the college must provide housing will do such a bad job with itsstu- for all its groups, but it should be dents as to need a chance fora fresh aware of their living situations and start with each incoming class. They work with them toassure that their believe instead that freshmen and housing meets acceptable standards. upperclassmen should, be assigned in The groups themselves and the hous- about equal proportions to all housing available to them will differ from ing units, in order to assure continu- campus to campus. ity in the organizational life of the residence hall and to use theupper- Housing Undergraduates classmen as steadying influences and About two-thirds of all colleges, in- informal advisers for freshmen. This cluding junior colleges, have onlyan procedure also permits greater flexi- undergraduate enrollment, andas of bility in the assignment ofrooms. 1957-58, 90.5 per cent of all students Another controversy revolves taking degree-credit work inresi- around the number of studentsto dence were undergraduates. (Resi- a room. Student rooms are usually dent students are those who take double, although a few singlerooms their work on the campus rather than may be included in undergraduate by extension or correspondence.) housing to take care of students with Perhaps because they form the personal or medical problems, anda largest student group, single under- greater proportion may be found in graduates are probably better accom- housing for graduate and advanced modated than any othertypeof professional students. Placing three student. But their housing can cer- or more students in one room has tainly be improved, and thereare some requirements for undergraduate residences that should be mentioned in addition tothe general considerations discussed thniughout this report. There are also subgroups who have special housing needs. r Womenfor example are becoming an j 11Ir ": ever larger minority of the campus 1 soii. I population.By 1970,the ratio of men "I III IP PIP .....-,...- to women enrolled is expected to shift from63 : 37(in1960)to 58 : 42, and the ratio of men to women housed eliS11106'. from abcut 55:45(1960)to 50:50. This implies that at least 5 per cent of existing and new housing will have to be studied with conversie 1 from masculine tr) ferninIne occupancy ,n mindand there is no indication that

the trend toward more women stu- ^C. dents will stop in1970. Traditionally, housing unitsfor women have provided more space per student than those for men. This may be due to a feeling that women de- mandand even deservethe luxury of more space, or due to the very real fact that women come to college with more belongings to be stowed away. A closet perfectly adequate for a man's clothes may be very cramped indeed when two bouffant evening dresses and three crinoline petticoats are hung in it. In addition, women need space for laundering, ironing, and sewing so that special spaces are often provided for these activities. Other auxiliary areas may also occupy more space because of the social tradition that expects the woman to spend more time in her home and to do some part of her entertaining there. Many residents will meet and entertain their dates in the hall, and girls without dates will need rooms for study and social activities away Ifrom the public areas. In any case, the differences in the housing requirements of men and women will havetobeanalyzed,andunits planned to be adaptable enough to house either on demand. 18

Freshmen, who have represented be- More than 20 internationalstu- tween 22 and 26 per cent of totalen- dent centers are in operation in this rollment (including graduates)dur- country. Three largeInternational ingthepast10years, comprise Houses are located in New York, Chi- another large subgroup. One of the cago, and Berkeley, California. There principal characteristicsoi this group are also smaller centers across the is its alarming drop-out record. Ac- country, some sponsored chiefly by cording to a United States Office of universities and some operated pri- Education survey, 27 per cent donot vately. The large houseswere built complete their firstyear and an addi- for about 500 each on the assumption tional 28 per cent leave during the that this number permitsa self-sup- next three years. Yet one-third of po-ting housing operation. Many of these drop-out studentscome from the smaller centers haveno housing thc top fifth of their high school grad- .4"" accommodations but serve as focal uating classes. points for activities involving foreign With these statistics in mind, it students. Two essential features of would seem fairly obvious that hous- any successful center or house are ing should be used to improve stu- competent leadership and carefulse- dents' chances for academicsuccess lection of the United Statesrepre- and to ease the transition from home sentation, which should beno less to college. To this end, it should pro- than 25, and preferably 50per cent. vide good study conditions, facilities for intellectual and culturalas well Fraternityandsororitymembers as social activities, and opportunities make up another large segment of the for informal association with faculty undergraduate student body. In 1960, members. Advanced students need the combined total membership of more study space and greater per- nationalfraternities and sororities sonal freedom, but this doesnot was nearly 300,000 undergraduates, necessarily imply separate housing. about half of whom lived in houses operated by the fraternalgroups. Foreign students are not yet present Since this represents about 15per in great numbers on most United cent of the total undergraduate en- States campuses, but they have a dis- rollment housed in thatyear, itis proportionate importance asinter- obvious that, at least from the finan- 4 preters of our political, economic and cial standpoint, fraternities andso- social institutions and as sources of rorities materially assistmany col- .:::.10;11eeee.1,0 future leadership in their own coun- leges and universities in solving their tries. Their numbers are increasing housing problem. At anaverage of too. Some 48,000 foreign students, $4,400 per student space,* the replace- about half of them undergraduates, ment value of fraternal housing is were enrolled in 1959-60; 57,000 are over half a billion dollars. expected to enroll in 1961-62. At some colleges and universities, In most cases, foreign students there are no fraternity groups at all. need few special facilities, and few At others, the groups do not operate colleges and universities have hous-

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ANN.

Something Old, Something New

DELTA ZETA HOUSE, DEPAUW UNI- VERSITY. Though thoroughlycon- temporary, this sorority house follows the dormitory plan long traditional for such housing. In this case, however,thedormitoriesaresupple- mented by three-girl study-dressing rooms with closet, desk, chairand some privacyfor each occupant College-Built Fraternity Houses

FRATERNITY HOUSING, ILLINOIS IN- STITUTE OF TECHNOLOGY. In a de- parture from the usual policyof private ownership of fraternity housing,IITis building five small halls for lease by fraternities. Each will contain 24double bedrooms and several study rooms on the twoupper floors; kitchen, diningroom, living room on the ground floor /7w.-UPICt:

I L

designated sections of residence The numbers of students in varyaccordingtothepart campus, ranging from none to than 50 per cent of enrollment A great deal can beand ha said pro and con the subji sororities and fraternities, bu much has direct bearing on hot where an institution's policy defi /Yr favors the fraternity system, logical to encourage these grot assume some of the housing b by giving them full administ support.Currently,suchst takes the form of financial assiE with new house construction, a A Greek Village some cases, with such aspec house management as room a FRATERNITY HOUSING, STANFORD ments and food purchasing. UNIVERSITY. Twofraternity-house clusters set the pattern for a pro- Housing Graduate Students jected series of undergraduate hous- Graduate students accounte ing villages that feature study-bed- roomsuites,libraries,andstudy only 9.5 per cent of all those t rooms in each house, a "master's degree-credit work in residen house" and kitchen in each cluster 1957-58, but thisrelatively number is increasing along witl- enrollment. Within the next 10 more than 70,000 additional stu are expected to earn their mz and doctor's degrees, a grow about 84 per cent. And this est may be conservative in view c pressures for graduate training Industry and many professim demanding ,..ore personnel with uate degrees, and there are oth centives to continue graduate including private, state, and f( loan or scholarship programs su the National Defense Student Program. Many institutions ar couraging their more able stude apply for graduate training in to help meet their own staff re ments for teaching and researth ects. Some colleges are even co ing for graduate students, using housing facilities as additiona for recruiting graduates and ex ing graduate programs. This growth in the numbe A Graduate Village ,

GRADUATE CENTER, HARVARD UNI- 1

i VI- RSITY Sevenlow, sleek residence i halls arranged in open-endedquad- mom willl 'orgies that focuson a Commons NMI IMP Building form a community of single graduate students in law,arts and ( frnces,The Commons'lounges, dining hall and meetingrooms, and tin, policy of assigning studentrooms withma regard to specialty,encourage «Mart between students in different fields, while carefully planned student rooms (most of themsingle) provide privacy and studyspace

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FLOYD E. OWENS GRADUATE RESI- DENCECENTER,MICHIGAN STATE UNIVERSITY. Two 7-story wings, one for men and one for women, house 476 graduate students, most of them insingle rooms.Pairsof roomsare connected by baths. The focal point of the Center is a single-story structure linking the two wings. It contains the main lobby and lounge, administrative offices, dining room and coffee shop. These joint facilities are supplementedbybalconiedliving rooms on each student room floor graduate students to be housed,and lowing common facilities in order of the corresponding growth in the de- usefulness: current periodicalroom, mand for graduate students,means laundry room, snack bar, sundries that graduate housing must be both store, indoor recreation, musicroom, available and desirable. outdoor recreation, clubroom, and This student group is older than lecture hall. Not mentioned in this the undergraduate group and more instance, but important,are parking mature socially. Graduates are eager facilities (80 per cent of thegroup to move ahead with minimum inter- mentioned above owned cars)and ruption in their work. They donot food service facilities. accept many of the customary college conduct regulations andmay as Housing Married Students a result prefer to live more to them- Married studentsare a post-World selvesoff-campus if necessary. War II phenomenon that showsevery Their daily work schedulesare more sign of becoming a fixed fact ofcam- irregular, and residencemay be on a pus life. In 1960, about 24per cent i4M year-round basis. Those whoare grad- of the total college student popula- uate assistants may be more closely tion, or about 866,000 students,were identified with the faculty than with married. the undergradute student body. Their housing problem is relatively Obviously, graduate students have simple: they needapartments. How special housing needs. To beginwith, many are needed and what part of at least half of them need apartments the need should bemet, however, for families. From 40 to 60per cent depends on policyas well as on cost. of all graduate studentsare married, Institutional policy ranges between and 40 per cent of those married two extremes. One view is that, for have one or more children. The single various social, academic, and finan- graduates differ in their housing pref- cial reasons, no housing should Convertible Graduate Housing be erences. On one campus, the majority built for married undergraduatestu- voted for apartments shared withone dents. Often this viewpoint isaccom- GRADUATE RESIDENCES, CLAREMONT other student; on another, 80per cent panied by a corresponding reluctance COLLEGE.Single rooms and apart- voted for singlerooms. to build housing for married graduate ments in this group of five buildings Married or unmarried, graduates students. house both married and single gradu- need more space and equipmentfor ates. The floor plan shows howa The opposing point of view, that two-bedroom apartmentcan be con- study than do undergraduates.In the institution has a responsibilityfor verted to a three-student suite many cases, most of their work is housing married as wellas unmar- done in their rooms, althoughin a ried students, is also held bymany few cases roomsare used only for colleges and universities, which have sleeping. At the University of Florida, been encouraged by the academic for example, medical studentsare success of married World War II assigned study carrels for doing all veterans. The effect of marriageon out-of-class work. the academic success ofnon-veterans In establishing and maintaining cannot be easily estimated from this graduate centers of whatevertype, comparison, but the increasingnum- several other points should becon- bers of married studentsare never- sidered. It is important not to isolate theless considered a trend thatmust the graduate group from therest of be faced and a housing problemthat the campus. Living units shouldin- must be met. clude common-use facilities thatcan Unfortunately for college pocket- lead to the development ofa sense of books, the housing required bymar- community. At one university, grad- ried students ismore elaborate and uate students recommended the fol- more costly than that for single students. Sleeping and study facilities are not enough. An apartment must be an adequate home for a family, often including children. Minimum facilities consist of a living room, .. kitchenette, dining area, bath, one or more bedrooms, and storage space. Laundry equipment is also essential, but it is usually better located outside the apartment itself. Depending on the distribution of family sizes at a given institution, about a 50:50 ratio of one and two bedroom apartments seems sensible. Efficiency apartments may be useful in limited numbers, but they often have the highest rate of turnover and vacancy. There are at least three objections to them. Such units do not provide enough space or privacy to permit a working wife to carry on her own activities while her husband studies. The arrival of a third member of the family creates a critical need for bedroom space. And bedrooms usually cost less per square foot than other areas. Aside from the apartments themselves, a housing project for married students should have provision for trash and garbage disposal;side- , walks; area lighting; protected playgrounds for children; storage space forbulky family and community equipment; parking areas; regulated ' vehiculartraffic;andreasonable ,s agtP,rte"--.4-14011 proximity to schools and shopping Itt*Z1 -to; facilities. In large projects, there may a also be a manager's office, nursery, Hillside Clusters for Couples sundriesstore,outdoorrecreation area, and community meeting rooms. MARRIED STUDENTS' HOUSING, GOLDEN GATE BAPTIST THEOLOGICAL R 1 It SEMINARY. Married students' hous- Off-Campus Housing ing plays a major role on this brand Many schools now maintain full- new campus for theological students. time offices to work with the owners Six buildings consisting of studio D of off-campus housing in improving and one-bedroom apartments, and physical standards and operating pro- 24 buildings consisting of duplex and cedures. Often a part of the campus triplex apartments with two bed- offices rooms, (seetypicalplan),are housing organization, these grouped into several hillside villages. 13 R are financed from housingincome, Each village features a community general funds, and student fees. Usu- green, with play yards for children continued on page 28 and an adjacent central laundry Duplex Row Houses

NORTHWOOD APARTMENTS, UNIVER- SITY OF MICHIGAN. This well-planned subdivisionformarriedstudents sprinkles two-story apartment build- ingsofseveraltypes alongtree- shaded streets. Duplexapartments have livingarea and kitchen on ground floor, two bedrooms upstairs

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ESCONDIDO VILLAGE, STANFORD UNI- El 010 VERSITY. Thisresidentialdevelop- co ment for married students consists of 54 one- and two-story, redwood- sidedranch-stylebuildings,each containing from four to six apartments.One-,two-, and three-bed- L R room apartmentsinsevenbasic styles, including two plans that feature a balcony-bedroom, provide a widevarietyofaccommodations. 3 BEDROOM APARTMENT (Three of the typical plans are shown at right.) Eligibility for the various sizes of apartments is determined by the number of children in the family. Buildings are grouped in clusters of two orthree, with common back yards fenced to provide protected home play areas for children

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A._ Apartments Veiled for Privacy

MARRIED STUDENTS' APARTMENTS, UNIVERSITY OF ARKANSAS. These long, low buildings arranged inopen- ended quadrangles each contain20 apartments on two floors. All apartments have two bedrooms, including a small one that can double asa study, and each featuresa 16-foot patio-porch that is separated from the living area by sliding glassdoors. This extra outdoor livingroom is veiled by a tilescreen that insures privacy as well as sun protection

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The Community Core

HOOSIER COURTS NURSERY AND COM- MUNITY BUILDING, INDIANA UNIVER- SITY. If a married students' housing projectisto become awell-knit, functioningcommunity,attention must be paid to common facilities aswellastothe student apart- I. ,:14,1`' ments. One example is this project nursery, which doubles as a community center where the adultpopu- lationoftheprojectcanhold meetings and social gatherings 28

--11rac:-----_ tt ally,they providereferralservice local Chambers of Commerceor sim- for house-hunting students and fac- ilar organizations, not only to con- ulty, inspection of rental properties, form to the plans of the community, Igit II and assistance in working withcon- but also because substantial aidmay duct problems. beforthcomingasforinstance Less frequently, such offices also ft. when urban renewal projectsare try to develop programs intended to being formulated. draw students who live offcampus Whatever the procedure followed, into campus life. Theseprograms face colleges are likely to show increasing such difficulties as student disper- interest in faculty living facilities for sion, inconveniently located meeting a number of reasons: places, and insufficient staff. But the 1. Morale. Inadequate housing isa effort is worthwhile if even part of this chronic source of faculty dissatisfac- large student group is givena better tion. Adequate, well-located housing opportunity to share in the commu- on the other hand can strengthen nity life of the college. Some British faculty morale and help to developa civic universities approach the prob- congenial college community. lem by assigning off-campus students 2. Local Situation. Insome com- as associate members of student resi- munities, the college may be virtually dences. These associate membersuse forced to build living quarters for its the hall's dining and other facilities, faculty because of a critical housing and participate in its programs. shortage, deterioration of surrounding residential areas, excessive costs HOUSING THE FACULTY for housing, or local disinterestin . Traditionally mo3t colleges and building to absorb faculty expansion. . .Certainly the heart of the universities have had littleconcern 3. Recruitment. As employers, col- matter isthat the opportunities for faculty housing; the localtown leges are in a more favorable position has met the requirements. Even since through activities in living when they can assure prospective together 1950, in the face of moreor less are just about as valuable as what staff members that good housing is severe housing shortages over much available. Young faculty members goes on in the classrooms and of the country, only 43 institutions particularly are interested in mod- laboratories.Rarely does a day have applied through the College erate c ist rental housing for at least student ever become Housing Loan Program for funds a limited time. a real part of to construct some 1,500 housing units the institution." 4. Fringe Benefits. Many colleges for faculty members. About one-third with low salary scales frankly admit J. Paul Slaybaugh, former of these arr singlerooms in faculty that minimum housing costsserve as President, hallsat Wesley College church-controlledinstitu- indirect, but acceptable, salarysup- tions, and most of the remainderare plements. There can also be fringe apartments, although some private benefits to the college. Spread allover schools emphasize separate houses. town, the faculty can easily develop In general, the faculty housing has a "nine-to-five" attitude toward their been taken care of through individ- work; living on ornear the campus ual rental or purchase in the local helps to bring them into closercon- community,assignmenttorental tact with each other and with the apartments or houses on campus, total college community. construction of housing projects,or Where developmentoffaculty developmentofoff-campus home housing becomes necessary, for what- building sites for leaseor purchase. ever reasons, some rental units will It is always desirable to coordinate undoubtedly be useful, especiallyas such plans for developing faculty short-termaccommodations.Facil- housing with existing civic planning, ities will be similar to thoserecom- and to cooperate when possible with mended for married students'apart- r +-

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A Community of Scholars

HOUSING, INSTITUTE FOR ADVANCED STUDY, PRINCETON. For its membership of distinguished scholars, the Institute has provided equally distinguished housing. Since members vary widely in age, and may be mar- rIaa lied or unmarried, with or without children, there are five basic types of unitsranging from bacheloreffi- ciency units to apartments with three bedrooms plus a study. (A two-bedroom plus study unit is shown at right.)All the apartments occupy a single level in one- and two-story row houses grouped to suggest a series uf grassy courts that converge on the "village green." There is, however, no feeling of enclosure, since the courts are open at thecorners, and the row houses themselvesare broken at intervals by open carports 4fryrih.No"

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' r-t ments. ( In some cases, they will even beinthesameproject. )There should, however, be more emphasis on housing for larger families. One- bedroom units are undesirable for faculty in about the same degree as efficiency units for married students. In addition to or instead of rental units for faculty, some colleges and universitieshaveprovidedhome building sites for sale or lease, on the campus or on acquired land. These programs encouragingper- sonal ownership have the decided advantage of giving teachers more satisfaction and a greater sense of permanence. Such programs have been successfully operated at several 11.1:111=Mill colleges for some years. A related possibility, especially for urban universities, is the development of cooperative apartment projects.

HOW MUCH HOUSING? Forecasting the amounts of housing needed for various types of students is complicated by the lack of available information on the numbers of each group who are presently en- M IGECT'N rolled and housed. The accompanying tables, however, represent some educated guesses as to the present BTOR1 situation and future possibilities for the country as a whole, and suggest a way in which individual institutions may determine how much housing will be needed for their particular kinds of students. Apartments for Faculty Families Estimate: Kinds of Students and FACULTY APARTMENTS, DARTMOUTH Their Housing Needs COLLEGE. With the help of eager The basic information for Table 1 advicefromprospectivetenants, was obtained from reports by the theseapartmentsweredesigned United States Office of Education, the around the special needs of growing faculty families. All have three bed- American Council on Education, the rooms,andareequippedwith Bureau of the Census, the Housing washer-driers. On the ground floor, and Home Finance Agency, the Na- there is a protected play area for tional Interfraternity Conference, and children, with an outdoor fireplace the National Panhellenic Conference, and individual storage cubicles. For noise isolation, common walls were as well as from replies to special sur- eliminated by arranging the apart- veys.Inorder to translate this data ments around a central entrance into the detailed breakdown shown 31

TABLE 1: ESTIMATE: KINDS OF STUDENTS AND THEIR HOUSINGNEEDS

UNDERGRADUATE STUDENTS GRADUATE STUDENTS

Totol Told Single Siege& Total Coop Fraternity Sorority Total 11uple G Total Teti Wald Single Ms Women limb= Members Maim Married Mardi Single Mel Women Mobil

1960: ENROLLMENT 3,610,000

Number 32674002,607,0001222,003 980,000 Enrolled 5,400 180,000 119,000 660,000 343,000 137,000 OM 48,000 201,NO

Per Cent of 10.1 72.2 31.1 Total Enrollment 27.2 .15 5.0 3.3 18.3 1.1 3.8 2.1 1.3 5.7

Number 1011,010 982,000 444,000 380,000 2,400 91,500 Housed 10,100 34,000 31030 25,000 17,000 8,000 13,000

Per Cent of 31.1 37.7 11.1 38.8 100.0 Category Housed 50.8 10.1 5.2 11.1 11.3 111.1 16.7 1.3

1970: ESTIMATED ENROLLMENT 6,006,000

Number 1001,011 Enrolled SA,A, 4,474,800 2,001,800 10,011 216,000 141,000 930,600 NW 210,200 num 84,200 311.100

Per Cent of 74.5 Total Enrollment MI 33.3 .17 3.6 2.4 15.5 10.0 3.5 2.0 1.4 1.6

Numbly 1,559,000 Housed 10M04 709,000 111$0 109,500 72,100 58,000 10.003 34,000 214000 12,000 32,000

Per Cent of 34.8 Category Housed 11,1 35.4 100.0 50.7 11.7 6.2 11.0 16.2 171 14.3 1.2 4 ;t

1970: HOUSING SPACE REQUIREMENTS

SP* Available -1990 1,41.10100 982,000 444011 380,000!...0An 91,500 ,11 34,000 33,110 25,000 17,010 8,000 13.3

Normal Replacements 196,000, 1110-70 (20 Per Cent) 0191 76,000 1199 18,000 010 7,000 7.0 5,000 S410 1,600 till

Additional Space by 1970 (to provide for 25 577,000 2it* 329,000 4,101 18,000 12,110 24,000 11AN 9,000 1,0* 4,000 MAIO Per Cent of Enrollment)

Total New 73,000 1010111 Spaces 1170 405,000 MS 36,000 11,111 31,000 *A11 14,000 1,411 5,500 11,1110

Per Cent Increase 78.7 , 106.6 1110-70 ALI 111.7 39.3 317 91.2 111.7 56.0 ISA 70.0 1162 here, a number of assumptionswere centages changed little during the made, particularly in regard to the period from 1953 to 1957, and ex- situationto be expected in 1970. cluded less than 5 per cent of the Many of these assumptions will, of total number of enrolled students, course, be subject to modification as the same percentages were applied to new data is developed and refined, the total 1960 enrollment. The shift but in the meantime, they willserve to 90 per cent and 10 per cent for as a general guide. The agencies and 1970 is an educated guess based on organizations who supplied the basic the anticipated increase in numbers information are, however, in no way of graduate students. responsible for the use made of it. Married Students. According to the Undergraduate and Graduate Enroll- Bureau of the Census, married stu- ments. In September 1957, the last dents represented 24 per cent of the year for which reliable figures are 1960 enrollment. For 1970, it was available, 90.5 per cent of all degree- estimated that they will comprise credit students in residence were un- about 22 per cent of enrollment, re- dergraduates, and 9.5 per cent were flecting the assumption that the per- graduate students. Since these percentage will decrease, although num- TABLE 1: SUMMARY bers will certainly increase.The breakdown into undergraduate and grad- ESTIMATE: KINDS OF STUDENTS AND THEIRHOUSING NEEDS uate categories was derived from a survey suggesting that about 60 per % Total %11 our catty cent of the graduates are married. TIN Enrollment 1112'811111 Single Married This ratio is expected toshiftto 1960: 65:35 in 1970, while the ratio of

Enrollment 3,110,000 married to unmarried undergraduates remains relatively constant. Undergraduate 3,287,000 90.5 2,607,000 711.11 660,000 20.2 The estimate of 47,000 available Graouate 343,000 9.5 137,000 WO 206,000 10.4 housing spaces for married students Single 2,744,000 76.0 in 1960 is based on information from Married MOO 24.0 American Council on Education pub- Number Housed* 1,054,000 29.2 lications, College Housing Loanap- plications,and a samplesurvey. 1970: During the next 10 years, this num- Enrollment IMO 11A ber is expected to almost double, but Undergraduate 90.0 'MAN 11.4 4,474,800 02.4 930,600 17.2 even the 1970 estimate of 90,000 Graduate MOMS 10.0 75.1 210,200 *0 390,400 15.0 may be quiteconservative.Since Single 4,003,001 78.0 70.' about half of the existing apartments for married students are of temporary Married 1,321,000 22.0 52.5 Number Housed* construction, replacement could sub- 1,10,000 28.00 09.7 stantially increase this estimate. *Inelvdmo frawnity end soronty housing. Men and Women Students. Theover- HOUSING REQUIREMENTS BASED ON6,006,000 ENROLLMENT all distribution of men andwomen students in 1960 was basedon the

CO. Fraternity- 63:37 ratio reported by the Office of 02121 Sorority. MI Education. In determining the rela- Normal Replacement 110,100 30,000 210,12) tive numbers of men and women Additional Spaces within the various student OM 30,000 011,011 groups, a TOTAL ratio of 65:35 was used for the single 771,100 60,000 $31,600 graduate group and a ratio of 58:42 lc- single undergraduates. The num- TABLE 2: b( rsof men and women included under the married student category COLLEGE HOUSING SPACE REQUIREMENTS BASED ON PERCENTAGE OF ENROLLMENTS w4.re estimated from the ratioof

78 22 Indicated by Bureau of Census Required Required reports A 70 30 ratio for coops was Moab' Housing Spaces Housing Spaces 11=4 Total 25% ol Numb. 40% ol Swan suggested bv survey information. Year Enrollonot Enrollment PerToor Enrollment Pr Wm By 1970. the over-all ratio of men 1960 3.510,000* 902,000** 1,444,000 to women is expected toshiftto 58 42, reflecting a continued trend 1961 3,790,000 947,000 45,000 1,516,000 72,000 toward a higher prnportion of women 1962 4,004,000 1,001,000 54,000 1,602,000 86,000 students. Since tile relative numbers 1963 4,189,000 1,047,000 46,000 1,676,000 74,000 ot men and women who are graduate 1964 4,372,000 1,093,000 46,000 1,749,000 73,000 students, married students, and coop 1965 4,677,000 1,169,000 76,000 1,871,000 122,000 members isexpected to be about 1966 5,006,000 1,251,000 12,000 2,002,000 131,000 thsame in 1970 as in 1960, this change in the over-all distribution 1957 5,331,000 1,333,000 82,000 2,132,000 130,000 shows up primarilyinthe 50:50 1968 5,617,000 1,404,000 71,000 2,247,000 115,000 ratio of men to women in the single 1969 5,796,000 1,449,000 45,000 2,318,000 71,000 undergraduate group. 1970 6,006,000 1,501,000 52,000 2,402,000 14,000

The 1960 distribution of available TOTAL 6,006,000 1,501,000 519,000 2,402,000 0N,000 housing spaces on a 55:45 ratio of OR 7,000,000 OR 1,750,000 oR 848,000 OR 2,800,000 OR 1,356,000 men to women is supported by pub- *Actual. lications of the Office of Education **Approximate number of spacos actually available. (Most fraternity.sororitv bowing is considered additional.) and the American Council on Educa- tion. The 1970 ratio of men to women Additional Space by 1970 was com- housed is assumed to be 50:50. puted on the assumption that colleges will continue to hiuse only 25 per Fraternity and Sorority Membership cent oi the total enrollment. Itis and housing spaces were separated likely, however, that the actual per- from other enrollment and housing centage housed will be closer to 40 figures to emphasize both the need per cent, and that considerably more for college-owned housing and the space will therefore be required. contribution of fraternity housing, which is usually privately owned. It Housing Space Requirements was assumed that the membership The enrollment estimates in Table of fraternities and sororities, and the 2 were taken from data prepared by housing they provide, will both in- the United States Office of Education. crease by about 20 per cent by 1970. That they may be low is indicated by Cooperative House Membership was the actual reported enrollment for estimated from surveys. In the sum- September 1961, which was 2.7 per mary, coops arclistedas college- cent greater than estimated. owned. although some are privately The alternate estimate of 7 million owned for 1970 reflects this possibility as well as such factors as the popula- Normal Replacement Needs were es- tion bulge in the under-18 age group timated at 2 per cent per year (20 and surveys showing the high proper cent for ten years), on the as- portion of parents who expect to send sumption that buildings must be re- their children to college. Note that placed about every 50 years. (See the major housing requirements are Office of Education, College and Uni- expected to occur during the four- versity Facilities Survey, Part 2. year period between 1965 and 1968. WHAT KIND OF HOUSING ?

Table 1 s

AREA ALLOCATION BY TYPE OF SPACE AND CAPACITY

Ns* d 75 1N 300 (Men. VIA 1,000 1,111 Hakim HAI (Women) Men° (Women) (I48) (Women) (Me0) 1. Stlyadrien 29.7% 38.1% 46.0% 415% 47.5% 45" 2, Tollitplours 6.6 5.2 6.0 13 4.9 u 3. Conlimilirs 20.9 17.5 19.0 DU 23.6 18.2

4. laiplomilles 14.8 12 6.0 5.1 7.8 71

I. Nrylwanip 11.9 10.6 4.0 1.1 9.3 12.4 11. ONNtkilisi 11.5 13.3 15.0 11.3 5.9 73

Lear 4.6 11 4.0 .5 1.0 1.8 & ha: NM 4,8,1,1 (42.8) (312) (29.0) (KO (24.0) WO 100.0% 1010% 100.0% 1010% 100.0% 1010% ieM '.iris wet* of S Whet mist of"Ws Waded ea neweemeas MOW promks.

Tlebis 2$

tin wise PHYSICAL CONDITION

Public Insttutions Mb billheme Number WS lb Number *ram 154 ,44,250 mi. it. 181 48021801. kV aeseteriernisteestisi 27 15AR 12 OAP 01,4161.1/11410+_ roue* 27 ION 18 ---...... - 218 .Tillli. 211

37,401 111.% sd theinnmy how Uri.% Pa.*titaatiely hoot 35

SINCE THE BASIC BUILDING BLOCK large colleges and universities, espe- 30 per cent for student rooms, but for college housing isthe student cially those in urban areas, and to that this ratio becomes more favor- room, one of the first steps in plan- some extent they may soon charac- able as capacity increases. Greater ning a residence hall is deciding how terize most large campuses. capacity thus makes it possible to in- many of these building blocksthere clude more common-use space (so- should be, and how they should be High-Rise Housing cial,recreational, educational, and arranged in relation to one another Any building 5 or more stories general cultural facilities as well as and to the spaces the students use in high may be considered high-rise, service areas) without unduly in- common. because stairs are unsatisfactory for creasing square footage per student. A concurrent step is to set broad vertical circulation in buildings of Moreover, as Table 2 indicates, standards for designto determine more than 4stories.Above this small buildings are more likely to be what practical level of quality will height, elevators are needed, although in poor condition than are large build- produce housing that reinforces as in most cases it is difficult to justify ings, primarily because they are apt well as reflects the prevailing charac- their cost until the building reaches to be less durably built. Since neither ter of the college, and reflects aswell a height of 8 to 12 stories. structuralrequirementsnorfire as molds the lives of itsresidents. The current trend toward the use safety ordinarily demand more than of high-rise and other large-capacity light framing, wood construction is SMALL BUILDINGS OR LARGE? buildings is due not only to the fac- common. In addition, such initial in- Two of the most desirable charac- tors in their favor but also to the lim- stallations as heating and sewerage teristicsof housinghuman scale itations of small buildings. For ex- often cost too much per student, as and low costare often regarded as ample, common-use facilities must do operation,maintenance,insur- contradictory, but it is not necessarily often be duplicated excessively when ance, and staff supei vision. true that small residence halls are building capacities are small. Table For the institution in a downtown the only guarantee of the first nor 1 shows that for a 75-student resi- urban location,high-rise buildings thatlargeones are necessaryto dence hall, common-use spaces total may be the only means of expanding achieve the second. over 40 per cent of gross floor area to housing without acquiring mc re land It is true, however, that, in the country as a whole, small housing units for about 100 students are the rule. This is partly because there are ALLOCATION OF CONSTRUCTION COST partly Moms Mamie pro ad of IWO anstruction awe anew' t so many small colleges, and varimis asktel cor000rlos for Iwo Waage of oesporoblo becauseadministratorsgenerally is* sod waft et rko moo Instilvtisi. favor the smaller buildings in order to maintain what they consider to be CONVENTIONAL HIGH-RISE a desirable staff-student ratio ofabout 1.7% General 1.4% one to 100 or 150. Another factor is 1.7% Excavating & Grading 0.85% unfavorable experience with existing 25.5% Structural Frame 24% large buildings which are not ade- 12% Masonry & Stone (WP&DP) 14% quately subdividedtoprovide for 1.25% Roofing & Sheet Metal 1% small-group living. 1.75% Misc. & Ornamental Iron 3% Superficially,the small building 4.35% Carpentry & Millwork 7.75% Metal Doors & Frames 0.82% does seem to have advantages, among 1.75% 4% Windows, Glass, Glazing 4.5% them a generally lower per square 6% Tile, Marble & Terrauo 4% foot cost for initial construction. Yet 2% Lathing & Plaster 5.5% recentinvestigationsofbuilding 0.75% Acoustic Tile 0.7% capacity inrelationtoefficiency, 1% Composition Flooring OA% operating costs, land use, and travel 2.25% Painting & Caulking 1.9% time between buildings as campuses 1% Finish Hardware 1% expand, tend to justify the discerni- 1.5% Elevators & Dumbwaiters 5% ble trend toward tall buildings with 22% Mech. Equip. Food Equip. 16% 7% large capacities. High-rise residence 1.5% Electrical Miscellaneous 0.7% halls are increasinglycommon at 1% than the budget permits. On the spread-out campus, such buildings may be the most practical means of solving time and distance problems that complicate class changes and other traffic. And for some institutions, especially urban universities, the tall building may offeran opportunity to explore the possible advantages of providing some residential facilities on upper floors whileas- signing lower floors to instructional facilities that involve heavier traffic. For increased revenue, some schools are considering the use of lower floors in high-rise buildings forcom- mercial enterprises or rentalspaces. Tall buildings do not, however, escape the problems inherent in increased capacity, such as morecom- plex structural design,more intricate circulation patterns, increased traffic congestion, and greater difficulty in organizing coherent living groups. Elevators are also reported to bea frequent problem, although most elevator ills can be cured in short order by employing competent technical consultantsand following their recommendations. Circulation efficiency, in particular, demands more study as buildings grow larger. Floor area for corridors and stairs, necessary though itis, cannotbeconsideredproductive space. Short corridors not only minimize problems ofsafety,maintenance, and noise control, and foster desirable room groupings, they also contribute to efficiency. This is true of all buildings, but in a high-rise building where stairs and elevators consume much valuable floorarea, corridors of minimum length become even more important. For the same reason, in a hall of any height, the size of lobbies and lounges should be kept to a reasonable minimum. Circulation areas should not, however, be cut to the very bone. For fire safety in any type of building, there should be two alternate 0167,4,

The Short...

LONV-RL;E HALL, CHRISTIAN COLLEGE. This small, ground-hugging hall gives the 160 girls who live in it a home- like atmosphere rare in college resi- 1411111111NOOleaama:troAr.' dences of any size. The substitution of exterior balconies and interior stair wells for through corridors, and the substitution of semi-private baths for the more usual gang arrangement (see plan over-page) add to an all- important sense of privacy, while ,, living rooms and kitchenettes on the .. building's entrance floor providea natural social center. Spacious,un- cluttered rooms thatindulgethe feminine penchant for rearranging furniture are especially notable for an abundanceofstorage(2-foot dressers, 5-foot wardrobes) and for well-lighted study space. Thecon- struction cost of $3,975 per student included built-in furniture

. .. and the Tall

HIGH-RISEHALL,UNIVERSITY OF MISSOURI. In the same town, onlya few miles away, 1056 of the Uni- versity of Missouri'swomen students IMP k enjoy a similar degree of amenityin or. nine-story residence towers designed r .1, by the same architectural firm. The threetowers,which are grouped ' 1 1r " arounda centralcafeteria,each house 352 girls. But this large student population is broken down intomore manageable 88-girlgroups by slicing \ the buildings into two-story layers, or houses, which are in turn split verticallybyatry,glass-enclosed, Nt. two-story lounges (right). There- sulting room clusters, twoto a floor, are grouped about a utilitycore bath, utility room, ironingroom, elevators, and ftre stairs. Construction cost,excluding food service,was about $3,350 per student 38

STUDENT ROOMS rJ 011111 1111,1"i Ith

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The Short (continued )... safe routes of escape from all occupied areas, and more generous circu- The hall's domestic scale is illusory. Actually threestories high, the building lation areas add amenity while cut- rises from a sunken courtuard that provides gardensin lieu of balconies for ftrst ting down on noise. floor rooms and cuts the hall's apparent heightto two stories. Common spaces As to construction costs, the lim- are on the middle (entrance) floor, with student room floors above and below ited data available shows little difference between low and high-rise resi- 11111.31111111 dence halls in a given locality. Of 11111111111011 In NUS 11111111H MUSE 11 NM INII two men's halls built at about the same time in the same geographic area, a 4-story hall cost $90 more per

RECREATION L OB.BY student than an 11-story building. On the other hand, the cost per stu- B 3 dent of two women's halls built under similar conditions was about $70 more for an 8-story building than for OUNQE NOU BB L OBEY MO THER/ a 4-story building. It is difficult, however, to isolate for comparison such INTERMEDIATE PL elements of a high-rise building as foundations, structure, utiLties, mechanical systems, and elevators. TYPICAL PLOD& ARRANGING THE SPACES

Types of Floor Plans. Most of the many possible plan shapes for residence halls are based on the principle that a short rectangle is most economical because it reduces the length of exterior walls, and hence the cost of the walls themselves and the amount of heat loss through them. The traditional pattern is an .. and the Tall(continued ) open or closed quadrangle, but wings arranged in "T"', "H", or "X" plans are STUDENT R OOMS also common. All of these arrangements may increase the problem of exterior noise, and long wings usually have the added disadvantage of HOUSE PRES long corridors. However, wing plans make it possible to place common-use Ca: and service facilities at the crossing COOF- or core of the wings, sometimes in a separate central service core linked -MI MN MN MI 1111111MIluld to the bedroom wings by covered or enclosed passages. This kind of plan separates units with different struc-

STUDENT ROOMS turalrequirements,isolatesnoise sources fromstudy and sleeping Utility islands in each wing minimize corridor length and reducenoise transfer. areas, and provides an opportunity to Closets ranged along corridor walls also buffer sound. Studentrooms on the vary architectural treatment. upper floor of each 2-story house are connected by a bridge across the lounge Carrying the core principle to its FLOOR PLANS logical conclusion, several colleges FROM A TO Z have explored the possibility of circular plans with service and common- use areas in the center and student rooms along the periphery so that every student has an outside room isolated from noise sources, and space for circulation is cut to a minimum. From the point of view of economy, it may be practical to plan common- use facilities so that they can serve severalpurposes.Theirlocation should be related to the flow of stu- denttraffic.Exterior and interior common-use spaces should be readily accessible from student rooms without creating noise or otherwise interfering with the use of other facilities.

Forming Student Groups. One of the objectives of college housing is the formation of effective student communities. From the college's point of view,properlyconstitutedsocial groups can aid individual adjust- ment, provide training ingetting II III MD II along with others, and exert a desira- 11111110 I11111111111 ble influence on behavior. Unfortunately, the factors that contribute to the development of student groups are largely a matter of specu- lation, although physical proximity and frequency of contact within normal traffic patterns certainly help to determine which students are likely to share common activities. While the optimum size of residential living groups is not definitely established, the experience of housing officers indicates that they should be small enough for each member to Mwo =111111 M11. emEmo. aNNJ know the others as more than casual .= acquaintances. At many institutions groups of from 35 to 50 students either men or womenhave been re- A -- garded as suitable, but there are ten- tative indications that groups of 8 to 20 tend to develop into better working communities, and some colleges have planned their housing units for student groups within this size range. ---TTITT-r\ continued on page 42 1===== S. I I eaminipimini111=ww,.. Alleset ffiWiiia smaile*MITI II I. IMMO AI ...... "BLIMIEVILTELTWiliiniiiiiiirmiiiiiii...yreAttrzwattlzuff:Emallisimmusinsia...... --mumffxhr.. .F..ra-va y y 0 ow 'VOW 7111Waliaim AlginitommINEMINIIIIIIIIIW_Jr.--"E-NPRIELIM0118,2.. i pliauilinsiwumena.monminsFunim sm, 1 1.1 jpirignasiiiillguarkuminweemdiraimn EilliraleZieniiiiriiiMalimai.":11M1111.40MVEINLIF::t=1:11:14.7.7.7.7fficlirelts 1 -- 11 S. S. .41.6,...... l'i _. moomi mirsirounwisamexam..INELMIIIMisanagiMissiran&amusanumsmoassamet? inTa CM ilia= roam "`" .1 - : L. Now ... _ _ _ , faIMMMININIUM maminwilminsfilial ml" -a no. ma a. ow I 1i 6 ,t- I - ,i, i li 1 millaseattepesmitiouseloile11111111111Minillassamatoma 4: * " 6-Yekse,;:i r r f -1 a _ linnitinmaiiiimunsuelhims.:_JiffaXiiiiiiis1:41411EMTS'__Alimisa...... samsanomman..1 kali a alaliniMill iiii II MI me -1 Ialiffankillaliirill marasaanaiii.. . .1 P'5---ES piAppluiliiinaimuliffuluomiiiiii:ol MIIIIIIM1180/111111111111111111. osetionospougunnomm . IIIIMIIOrl20M1181111INIMMIMOIMIMull111111 gommisemosou....MHIMIMMIBINNIIM ' I II 41.1. a sweimmiliaraMITIS:...... 177;;;;F:711:11 sUI 1 6:1 , 1111111MUMI fillirarliN = nosaassa ummeumarosaumpmeem igraginiare.:= ...... Mos II IMO MI =MINN 1 01 arsiminuma...... miumossmas1111 111MMMIMMINIMOSIOOMINOMOSMIn f a_ ea I mommi lam E. , Miarrinialsommimmasi11110911111111111nommompaln...... mungwasammt,me=111..ale ' . 4 4. 111 I ---Ter...eENZ:1.1,3-11.1.V.Leatiltaiiirittlailifatillalttili-!Pasitflignottle. :11 :4=...- ...... m.smnummeassinnEw - MI Imw /NM f 4 ' t' tkih ' PAifibisingsliiiiiiiiitionsomiiimmiHImi . esmonminiumniknogsoRlosaffloaro.66.1...... -...... -,...... i.z...... 1 ilinigirirAT.. ..---...- --. lima _iis-i .1 ...1,....iumoolmaw .T.,..,,,,,.. ' 1 ;=-.. 11111=11181 - 1MEW= haiirgall I I =NI g ilis I . . . '4 r a1.7_4± a :.trria; a I '1 if...1.Lai ION II :4 ismme St sy...... 111111111===1 .6, .NM UM .11 ..=m=1 -74 6 1.1-1/ M ;11 j ; _sow,' ma ;7* - , NM I. l - II- 4 , ,11( i 11 e %Igo 'I 1 An Integrated Student Community

UNIVERSITY OF TECHNOLOGY, BER- LIN-CHARLOTTENBURG. Segregation of men and women, married students and single students, is the rule on AMEN.. most United States campuses. In contrast, this prize-winning project draws a cross-section of the student populationmen, women, and married studentsinto a unified community centered about a paved "town square" and a commons building

I II

, At Knox College, for example, satisfactory groupings of 8 men each were created by "vertical plan" residence halls built in multiples of '4 double bedrooms, each focused on a living room. It is interesting to note too that when a similar residence hall consisting of 12-man units was built, the larger groups tended to subdivide into groups of 6 and 6 or 8 and 4. Experimental evidence on the effect of space arrangements on group subdivision is also limited. In most residence halls, friendships and groups tend to develop along each floor, but it is possible for students living on adjacent floors to form groups if Vertical House = Small Groups there are few enough students per floor and there is a convenient place MEN'S RESIDENCES, KNOX COLLEGE. where all of them can gather. Because it arranges student rooms along vertical rather than horizontal _ lines, the vertical house plan mini- Student Room Arrangements mizes corridor space and encourages L B Student rooms themselves can be natural groupings of students. For arranged in a variety of plans, al- the same reason, it makes house- MEL= though the most common arrange- keeping difficult. The Knox House BATH Plan tries for both worlds bt provid- ments merely string a series of box- 71 00 ir4 ing housekeeping access through a B R like rooms together in a pattern all 111111111N/ community bathbetweenhouses. 111111110 too often reminiscent of a cell-block. More important,itinstallseach student in a group of only 8 or 12, The traditional vertical house plan is as opposed to floor groupings of 30 no longer generally used for two prin- to 100 in many college residences cipal reasons: (1) fire safety regulations that require access to two stair- wells for emergency exit, and (2) the increased cost of housekeeping. The plan does, however, reduce space for circulation by eliminating through corridors, and it creates small, read- ilyidentifiablelivinggroups. To retain these advantages while over- coming the drawbacks, the vertical house plan has occasionally been 4 modified by connecting two houses with doors that are closed to normal traffic but provide acrc!ss for housekeeping and serve as emergency exits.

The corridor plan is the most common and the least satisfactory way to arrange student rooms. The most frequent version is the double-loaded corridor with rooms opening off either The Vertical House Revisited

PROPOSED HOUSING, WASHINGTON UNIVERSITY. In this version of the : 1 vertical house plan, four suites for six students each (two single bed- N rooms and two doubles plus living 111;11111111 room-study and bath) are arranged 11111r.'111111 around a vertical service-circulation core. As a result, student groups are small and flexible, and corridor area isvirtuallynonexistent,butthe problem of housekeeping access is neatly side-stepped. The two exits re- w quired for fire safehi are provided by separating the stairways in the core 44

The Corridor Minus side as in a conventional hotel. This arrangement, however, pc HUME HALL, UNIVERSITY OF FLORIDA. perennial noise and conduct p If uninterrupted, the typical double- lems that have given rise to s loaded corridor can look like a tun- solutionsastheoffsetcorrido nel and sound like bedlam. Hence which simply provides for a turn devices like the jog corridor, which reduces the distance sight and sound a jog to interrupt sight and so must travel. The offset is also a con- about midway in the structure venient location for common spaces 157LIDENT sooMI the single-loaded corridor. The single-loaded arrangement STUDTNT X 00M3 several variations. At one univer the corridor has been widened to dude informal lounge and mee space, with student rooms on side and a glass window wall on other. This plan has some of advantages of a suite arrangem butitjuxtaposes several diffe types of building use in a way t could interfere with all of them. many colleges,especiallyin .. The Corridor Plus southern states, balcony-type exte corridors are used to simplify pla RESIDENCE HALL, THOMPSON POINT permit through ventilation, and DEVELOPMENT, SOUTHERN ILLINOIS duce the cost of constructing UNIVERSITY. Becauseitarranges maintaining corridors and of pro student rooms alongone side instead ing a second fire exit. of two, thesingle-loaded corridor cuts in half the number of potential Still another variation consists noise sources. In the example shown widening the building and plac here, the passage was widenedto service facilities in an island in double as a lounge, althoughsuch center of each floor. As a result, th a use could cancel out the acoustic advantage of the single-loaded are two corridors per floor, with b cor- rooms and other service facilities ridor. The window wall breaksthe visual monotony and makes thenar- the inner side and student rooms row lounge seem more spacious the outer side. This arrangement the advantage of reserving all

C OTINSELOLVI terior wall space for student roo MAZTMENT Furthermore, the service island a as a sound barrier between rorrid and helps to subdivide the floor.

The suite plan combines a comm study or sitting room with one more connecting bedrooms and, u ally, a private bath. These spa TUDE la Z00110 0217DENT OOMIS have been arranged in various wal study and relaxation in one roc with sleeping and storage in othe study and dressing in one room w sleeping and social activity in othe or several standard single or dou STIIDEXT MORA continued on page Suites for Sleep and Study

Suites, which arrange student rooms around a common space,usually provide for some separation of use. TATE HALL, CENTRAL MICHIGAN COLLEGE. In the suite plan at left, two double bedrooms flank a study. BRAGAW HALL, NORTH CAROLINA STATE COLLEGE. In the plan at right, students in four double study-bedrooms share a bath. Sound isolation of each roomisprovided by the wardrobes and hallway. Access to the suite is from a balcony-corridor

- Suite-Living and Single-Loading

RESIDENCE HALL, CHR7STIAN BROTH- ERS COLLEGE. Stacking beds on top of one another, bunk-style, made it possible to borrow space from the study-bedrooms in this scheme and add it to a living room, thus creating living-bedroom suitesoff a single- loaded, window-walled corridor. The four-man suites are paired, witha connecting bath between each pair

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WOMEN'S HALL, RHODE ISLAND COL- LEGE OF EDUCATION. By widening double-loaded corridors so that they become living rooms, this plan cuts circulation area down toa low 7 per centmost of whkh is stair wells. A double baththatoccupiesthe center third of the "corridor" in each If t UL wing splits the wing into two vertical liii ir -NJ um-T. houses consisting of 8 singlerooms 11 grouped around a livingroom. The second house exit required for fire

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Core Plan Anticipates Change

LEVERETT HOUSE, HARVARD UNIVER- SITY.Single rooms and double suites ranged around a service-circulation core provide above-average accommodations for today (see photos of suite bedroom and living room above and below), plus flexibility for tomorrow. The rooms are so planned that the addition or subtraction of a door here or a partition there can divide the suites into study bedrooms, or combine what are now single rooms into s Lutes. This has in fact been done on several floors, where four-man or tutor ..uites incorporate several smaller units

of rooms opening on a common study. The major value of the suite plan is the opportunity it affords for closer

student association and the freedom p, it gives students for using the various spaces as they wish. Where suites are arranged in a vertical house plan, special effort may be needed to bring OM the smaller groups together. 01.

Variations on the Theme Apartments. With the addition of 111111r:_-- kitchens or kitchenettes, suites become AWIJA11,C , apartments. This type of housing unit is rarely assigned to single undergraduates because of such drawbacks as difficulty of supervision, lack of common lounges and meeting rooms, and undue fragmentation of living groups. However, if these problems are recognized and overcome during the early stages of planning it might be advantageous to construct apartment units which could be assigned to married students, to faculty members, or to single graduates or undergraduates, depending on policy and demand. In this case the apartment project might require some common- use space, as well as physical arrangements for somewhat closer supervision. For married students and faculty, apartment projects are usually pat- terned more or less after commercial practice, with units arranged in vertical house plans or along corridors. In most cases, basic furnishings are provided by the institution, largely to reduce property damage due to moving in and out. Sometimes a few unfurnished units are available, or extra bedrooms are unfurnished. Frequent pla, ning problems are 4ara inadequate storagespace,inferior finishes in baths and kitchens, and poor provisions for study, although this last complaint might be coun- tered by including a project study room with individual carrels. continued on page 53 -

From Apartment to Suite... ABATH HITCHEN DINING Uncertaintyastowho--menor women, married students or single will make up tomorrow's swollen enrollments is a perpetual headache for housing planners. One of the i B LIVING more practical remedies is the use of room arrangements that can be converted, with a minimum of remodel- ing, from apartments for married students to suites for single men or women, and vice versa. Such an arrangement, which may be particularly useful for graduate students' housing, makes the housing planner less reliant on his crystal ball by giving him a high degree of flexibility in LOUNGE in assigning living quarters. 6 APARTMENT-SUITES, SAN FRAN- CISCO THEOLOGICAL SEMINARY. In the arrangement shown atleft,a typical one-bedroom apartment can be converted to a suite with the subtraction of the kitchen unit and the addition of a few partitions. A IligpBR BR partition near the entry converts the former kitchenette to a large closet. = Wardrobe-dresser units partition the living room and bedroom into four single study-bedrooms. And the apartment dining room becomes a lounge

. With the Greatest of Ease lisc normaim IR meg illOPM1 EP 'gown MAAum WESTGATE HALL, IOWA STATE UNI- .4 spEd.dEOWEILT".00MEET liw.. ESEOMMOSOMXIMOORIOEMEME ! VERSITY OF SCIENCE AND TECHNOL- MOSEIMEEmmEEENEIbLEDOE Ernes WEEMESEEEMEMOO NOWNIO MOmmom_ OGY, In thissimilar arrangement, msiiMI the simple substitution of furniture ....:MI and equipmentnotably the swap of r4in...., the kitchen unit for a lavatory um makes it possibleto transform an ...... m apartment into a four-man suite with Fl ..IIIIII.11111111 bedrooms linked by a foyer and a connecting bath. (Beds are double bunks) 50

Split-Level Suites

STUDENT HOSTEL, ISRAEL INSTITUTE OF TECHNOLOGY. Entering on the middle floor of this split-level building, students go up or down half a story to enter their two-man suites. A sloped roof gives the building three stories of height at the front, two at the back. (See section.) The middle E layer, which extends only half the width of the building, serves as a corridor for both room floors. Baths and other service spaces are located along itsexterior wall. The suites themselves are also on two levels, with study-living rooms up or down half a flight from each bedroom

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Two-Story Suites 1111111111111 031111111113 QUINCY HOUSE, HARVARD UNIVER- SITY. By sandwiching living room 13311171133 floors between the bedroom floors so that each suite of four single bed- IL rooms is reached via a living room on thefloor above or below,this 1101:11111111:610.4..,j1 economical duplex scheme eliminates corridors altogether on the four bedroom floors.It also makes possible throughventilaticit,fastskip-stop LINEN elevator service, noise isolation, and the inclusion of such amenities cis large, pleasantly-furnished rooms, de- 4 4.4ph**4 spite a per-student budget only one- , ' B R third that for Harvard's earlier aouses ///,' ' es, /4 '9' J 7/2:4140;"

_art.1 Married Students' Apartments...

HIGH-RISEAPARTMENT BUILDING, TULANE UNIVERSITY. Universities that find themselves cramped for growing space are turning more often tohigh-risehousingformarried students as well as single students. Thiseight-storyapartmentblock, which is occupied primarily by graduate and professional students, consists of two wings, one of which containsonlyone-bedroomapart- ments. The second wing has tuo- bedroom units on six floors, but two floors contain one- and three-bedroom units designed so that a partition change can convert them all to two- bedroom apartments on demand

Alan

.. Rise Sky High

BAILEY HALL, ILLINOIS INSTITUTEOF TECHNOLOGY. This nine-story structure is one of four similar high-rise apartment buildings in a newly developed residential area that also includes a shopping center,a chapel, recreational facilities, and parking lots. Bailey Hall's 88 efficiency,one- bedroom andtwo-bedroomapart- ments are assigned to faculty and staff as well as to married students ,

Cooperative housing, the undergraduate version of apartment living, is believed to be more important than the relatively few examples and small number of students involved would seem to indicate. Such houses offer a unique opportunity to put into practice many of the theories of desirable group size and organization discussed earlier. But their main advantage is minimum individual living expense due to shared responsibility for housekeeping and for food preparation. However, cooperatives should not be labeled merely as facilitiesfor needy students. (If financial aid is theironly purpose, students with limited resources would be better served by assignment to the college's WATKINS AND MILLER HALLS, UNI- other housing units, with expenses VERSITY OF KANSAS. Opened in 1926 and 1937, and still in use, these en- covered by appropriate scholarships.) dowed scholarship halls are among Sometimes membership in coopera- the pioneers of cooperative housing. tives, with its accompanying increase In return for doing their own cooking in both freedom and responsibility, is and housekeeping, the girls who live considered an honor, as in the case of in them receive room and board, and the advantages of small group living, scholarship houses. In other cases, for a /ow $35 a month groups are formed around mutual interests. Coops may be supervised by church groups or private organizations as well as by the colleges.

Coeducational housing, another de- parture from more usual housing arrangements, also has a number of advantages. Sharing of public areas eliminatesduplication offacilities and contributes savings in construction costs. With proper design, there is greater flexibility in re-allocating space to meet changing demands. Jointparticipationineducational programs and social activities seems to lead to more mature relationships between men and women. Coeducational housing often groups student rooms for men and women in separate buildings, with public rooms such as lounges, libraries, and dining rooms in a central structure for joint use. In other versions, common-use rooms in ifie separate resi- continued on page 56 4. - - `.,

At Home at School

DEXTER M. FERRY, JR. COOPERATIVE HOUSE, VASSAR COLLEGE.This later example of cooperative housing is the home of 27 sophomores, juniors and seniors chosen on the basis of scholarship, citizenship, and, to someex- tent,financial need. The students who live in the house are responsible for its operation, sharing expensesas well as cooking and other household 14'7sp. tasks. As a result, each girl's expenses are cut by about $500 a year. The clean horizontal lines of the 7;11,ast house give it a residential quality 4 veryexpressiveoftheactivities (°-4, within. The girlsare assigned to double st,uly-bedrooms on the second floor, but the community life of the .1111144- group centers about the downstairs living room, dining room, terraces, and kitchen. The ground floor, which criss-crosses the second floor,also contains the housemother's quarters

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COEDUCATIONAL HOUSING, UNIVER- SITY OF CALIFORNIA AT LOS ANGELES.

The students say: "At first I found the girls around hereadistraction.But now I've learned to accept them, and I don't cuss any more." "It broadens a man's experience." "I've done more socializing than I've ever done before, but also more studying. When you know men are around just for the asking, you don't waste so much time daydreaming." "It's wonderful not only in a social way, but also in a scholastic way . . . This dorm setup forces students todevelop selfdiscipline when it comes to study."

The hall advisers say: "There is no strained relationship here between the sexes. Boys and girls make friends in a casual way. They eat together in the dining hall. They seem to take each other for granted." "Girls have a civilizing influence on college boys. And in the presence of boys, girls are usually on their best behavior. The whole standard of conduct is raised." "When men and women live together in the same building, they gradually learn to acquire poise and presence, to acquire ease and nat- uralness in their relationship."

These quotes from Lloyd Shearer's article, "A Coed Dormitory" (PARADE, December 11, 1960), help to explain why two of UCLA's three newest residence halls are coeducational. Sproul Hall (above), which was designed as a joint hall from the beginning, has separate six-story wings for men and women, with common facilities, including a dining room, on the ground floor.DykstraHall(right)was planned as a residence for men. But because of the student demand for more coed housing, it was converted when only a year old. Now women are assigned to the top three or four of the building's ten stories, and men and women share lounges ( center ), recreation areas, and dining room Table 3: dence halls may be open to both men strong argument against crowding and women, or a single coeducational too many students into one room or AREA PER STUDENT AND building may be divided vertically or providing rooms that are too small. PHYSICAL CONDITION OF EXISTING horizontally into separate living sec- How much area to provide per stu- STUDENT HOUSING tions for men and women. dent depends upon a number of factors, including the amount needed for Condition of ORM Stmisits Average Area PLANNING FOR QUALITY Buildings per such common-use spaces as educa- Number Per Cad Student The housing environment provided tional and recreational facilities and Satisfactory 47,413 IMO 246.6 sq.ft. by a university invariably conveys to food service. The areas given in Table Poor 3,585 6.5 207.8 students andtheworldatlarge 3 include these common facilities in Unsatisfactory 4,133 7.5 157.7 something of the institution'satti- a wide range of old and new build- Total 55,206 100.0 tudes and values. ings. For comparison, Table 4 sum- Average 23/.4 sq. ft. Cramped, poorly constructed stu- marizes similar data on more than dent rooms betray a lack of interest 400 projects constructed or planned Condition of intheir .e, Miffial Medi Average Area occupants; well- between 1955 and 1959. The average Buildings per equipped recreational f....P:Les imply area per student intheseprojects, for .88111 Per Cut Student that social activities are considered student rooms only, is 106 square feet Satisfactory 1,627 44.1 681.7 sq. ft. especially important; skimpy desks Poor 217 for men, 112 for women. 7.1 608.1 and non-existent bookcases leave no Unsatisfactory 1,771 411 465.5 Total L.k116 100.0 doubt of the place of scholarship in Durability Average 572.1 sq.ft. the college's scheme of things. Sincecollegebuildingsareex- All of these things add up to an pectedtolastfor half a century "Poor"="need major rehabilitation." "Unsatisfactory"="should b. roted." impression of qualityor the lack of (theyare often bonded forforty Source: U.S.O.E., College and University Notifies Survey, it.Just what constitutes desirable years), the sine qua non for their Part 3, Inventory of College 1. University Physical facilities, Preliminory Report, released in 1960. quality is a perplexing question. But design and construction is enough the answer is certainly neither luxuri- durability to weather this long life ous suites nor Spartan barracks, and with as little maintenanceas possible. it may not even be a happy medium Floor and wall surfacings and fin- between the two. The real measure of ishes, doors and windows, hardware, qualityis how much the building and furniture all have to retain the ir Table 4: adds to the education of the students original qualities under harduse. who live in it. Imaginative design, Fortunately,there areme. erials GROSS SQUARE FEET not dollars spent, is the critical factor. that are both durable and attractive. PER OCCUPANT IN EXISTING Indestructibilityneednotbethe RESIDENCE HALLS Space per occupant only criterionfor the selection of Itis easy to see but difficult to finishes and equipment,nor need it Average prove that too little floor area reduces Typo be emphasized to the point of daring -141itiwy Area of New the quality of residences and encour- students to mar wainscotsor dent Occupant Housing ages deterioration. It should be noted, furniture. Such propertiesas noise Single 212.7 sq.ft. however,thattheOffice men : of Edu- control, immediateversus long-term Single cation's current Facilities Survey re- cost, and appearance can also becon- 253.4 women portsa striking coincidence(See sidered. In fact, some housing de- *Average, Table 3): the residence halls that signed with these considerations in all single 2416 230.8 students provide too little floor area per student mind nas turned out to bemore dur- Married are also those which are in such poor able because N1.7 667.2 itsproud occupants students physical condition that they should cherishit.So-called luxuries plas- *Average, all students 268.7 be razed. To rehabilitate them would tered walls, carpeted floors, draped betoocostly,if Favilty 693.9 notimpossible. windows and well-designed furniture Whether rapid deterioration occurs Notes: No distinctionis mod* between projects contoining may prove inexpensive in the long xlensnre common-use spaces, food service, elc., and those because damagr2 is unavoidable in run and hold up surprisingly well. containing little more than student rooms cramped quarters or because *averages ere weighted; single student housing greatly exceeds over- some of them also provide such marr ied. crowding invites misuse, this isa fringe benefits as improved acoustics. 1 57

Noise Control ceilings are not the onlyeffective Becausenoise gloss paintare likely to beespecially interfereswith acousticalabsorbents. Carpeting, study, sleep, and other disturbing in students',oms and daily activ- which not only absorbs soundbut ities, noise control is should be avoided. Corridorlighting essential. And also reduces noise due to impact,and noise sources abound in college should not penetrate intorooms. hous- draperies, which are also soundab- ing, beginning with thevoices and sorbent, are currently being footsteps of students, consid- Mechanical Systems particularly in ered for some studentrooms as well corridors, stair wells, and Heating, ventilating, and aircon- community as for public spaces. ditioning systems bathrooms. Outdoor noise may be of several and the Outside the building,trees, shrub- noise from equipment such types and levels of quality, butwhat- as plumb- bery, and grass, all of whichabsorb ing fixtures, ventilators, and ever system is used, some degree of cleaning some sound, are preferable to sound- local control of systems may also be disturbing. temperature should reflecting paved courts, parkingareas, Noise is controlled by be provided to allow forvarying indi- eliminating and sidewalks close to buildingwalls. vidual reactions. as many sources as possible, by iso- Unlesstheyareairconditioned, Ventilation,air movement, and lating others, and by installingsound- buildings planned aroundcourts, or humidity controlare closely related absorbing materials. Thuscorridors with wings placed so that sound re- to temperature since each affectsthe should be as shortas possible, stair verberates between them, often wells should be isolated in- perception of the others.State codes by doors tensify noise problems. often set r inimum (which also increasefiresafety), ventilation requirements, but someare antiquated, andstairsand community baths Lighting should be located and recommendations ofcompetent so that they disturb Good lighting dependsnot only on as few rooms as possible. engineers are ordinarilymore relia- the proper selection and locationof ble. Noisy and humidareas such as Since sound travels througheven fixtures and portable lamps, andmi baths, interiorspaces that cannot be the smallest openings,the best noise proper amounts of light, but alsoto barrier is massive, solid naturally ventilated, andspaces in construction, a greater extent than is usually real- which many people although,unfortunately, congregate at one economy izedon the reflective propertiesof time, need artificial ventilation. often forces acceptanceof light con- the surfaces the light strikes. struction and routine When ventilation is beingplanned, workmanship. Dark colors absorb light, lightcol- noise must be taken into For example, a wallplastered on account. ors reflect it, and intense colors may Grilles in wallsor doors, for example, both sides, orone made of thicker or either absorb it, as deep bluedoes, or readily transmit sound. Noisetrans- denser masonry, welllaid,offers reflect it, as bright yellowdoes. If more noise resistance than the mission through the ventilatingsys- com- they are appliedover large areas, in- tem can be reduced by lining ducts mon 4-inch lightweightaggregate or tense colors are likely to be too stimu- cinder block wall. If they with acoustical absorbents,and us- are pre- lating or depressing, but useddis- ing cisely fitted, factory-assembled sound-isolating mountings for wall creetly, they provide desirableaccents fans and other machinery. components like window wallsand and welcome relief frommonotony. It is probable thatmany residence oor-and-frameunitsalsoreduce For studying and other close tasks, halls will be air conditionedin the oise penetration. In addition,when the Illuminating Engineering Society future, not only in the e wall between a studentroom and southern recommends high-intensity lighting states, but wherever the collegeterm corridor is lined with built-inequip- accompanied by the elimination of extends into warm, humidseasons. ent, closets, or even private baths, glare, which requiresa minimum of e mass or weight of the wall The types of air conditioningsys- is in highly polished surfaces.Excessive tems available range from central ffect increased and soundtransmis- contrast is also discouraged, suggest- on is cut substantially. systems to many varieties of indi- ing that work surfaces suchas desk vidualunits, but thegeneralat- Acoustical absorbents, which tops be light in color. tributes desirable for heatingand ven- ould be fire resistant andeasily General room lighting has different aintained,areuseful, but they tilating residence halls applyto cool- requirements: intensity need not be ing as well. Noise isto be avoided. ould not be expectedto solve noise so great, and somewhat more con- Local control is advisable. Ifair con- oblems exaggerated by thevery trast is permissible. Even so, "hot ditioning is not included duringcon- aracter and organization of the spots" of lightbare light bulbs,re- uilding's spaces. Moreover, struction, provisioncan be made for the sur- flections from mirrors, and reflected installing it later, although cing materials commonlyused on this will glare from polished surfacesor high- usually increase the cost. PINPOINTING THE PROGRAM

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THE COLLEGE HOUSING PROGRAM begins and ends with people, butsome- where along the way it must also deal with things. Before theprogram can be translated into a blueprint, thegen- eral statement of purpose andap- proach must be expanded to include the specific spaces and equipment that enable the housing unit to function effectively as shelter whilecon- tributing its share to the broad educational goals of the college.

THE LIVING ENVIRONMENT The simple concept of shelter, of course, implies much more than a roof.Ina complex,multi-person dwelling like a college residence hall, the basic unit of the studentroom is Built-ins for Study and Storage supplemented by a network ofserv- ice spaces and complemented by the NOYES HOUSE, VASSAR COLLEGE. many physical elementslighting, These two-room suitesare divided by heating, decoration, andso forth wardrobe-dresser units (above right) that add up to a comfortable, that open into the bedroom. Onthe con- study side of the suite,one is backed genial environment in whichto live. by bookshelves; the other bya shallow coat closet (above left) Student Rooms At the University of Virginia, the MEN'S RESIDENCE HALLS, UNIVERSITY most sought-after studentrooms are OF SOUTHWESTERN LOUISIANA. In this similar arrangement,a storage wall more than 140 years old. True, they with dressers, wardrobes, and desks were designed by Thomas Jefferson, on each side serves as a partition be- but they are not prized solelyfor tween pairs of student rooms their historical aura: therooms themselves are well proportioned,livable, and human in scale. "'"..- These qualities were basic in Jef- ferson's day, and theyare no less important today. The room in which the student lives and the conditions under which he lives are fundamental to his sense of security, of privacy, and of identification with the college community. Protection from the elements is not enough: size and proportion ofrooms and furnishings, style, texture, color, 1111.6as--_ light, and view spell the difference between mere shelter and a reward- ing place to live and work. Yetstu- dent rooms are often the least invit- ing spaces that the visitorcan find in the college residence hall. Built-in Bunks Save Space

SMITH HALL, THE FLORIDA STATE UNIVERSITY. The built-in bunks shown above save space by permitting adjacent rooms to literally overlap. (See detail.) The half-wall topped by the upper bunk is faced with bookshelves 62=mmi that, presumably, also serveas a lad- der for the bunk's occupant. The lower bunk is overhung by the top bunk in the room next door I

Preassembled Student Rooms

TEMPORARY MEN'S HOUSING, RUT- GERS, THE STATE UNIVERSITY. As a temporary measure whose prime vir- tue is economy (about $2400 per student instead of the usual $6800 for conventional construction in this area), bunk-storage units similar to the mock-up shown at right will be installed in prefabricated dormitory buildings. The suggestedarrange- ments shown below call for grouping the units around common studyareas

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Organizing the space. The functions usually accommodated instudent rooms are sleeping, dressing, storage, study, and relaxation. All can be combined or some can be separated from the others. Often the present trend toward extreme economy of space tempts designers to organize the limited area so as to separate living func- ticns from study and to afford some privacy for individual students. To some degree this has been found useful, as when it helps to emphasize Wall-Hung Built-Ins study. But too often it serves only as For Storage, Sleep and Study at an exercise of the planner's ingenu- ity. For instance, devices that com- The ECS (for Eames Contract Storage) pletely subdivide already small rooms system of modular built-ins hangs all have seldom been successful in use. the furnishings needed for a student Movable partitions or draperies sim- space bed, desk and storagefrom ply stay open, and even bookshelves the room wall. Components are designed as "room dividers" are not mounted on steel brackets bolted to Unistrut channels so that they can always used as intended. As a gen- easily be rearranged or moved alto- eral rule, building-in items of this gether. They clear both floor and ceil- kind only decreases the flexibility of ing for easier cleaning, and better ventilation of the storage units. And they the room, and hence restricts the LikeP,-,_,.... student's opportunities for varying incorporate built-in lighting over desk and bed so that only general lighting furniture placement. :,'--.,6, .IAII.t-A. is needed in the room itself. The study 441.. center (above) includes desk space -,... Furnishings.Built-in equipmentis with pencil drawer and small file bas- being used more and more frequently, ket, bookshelves, and a bulletin board. however, since fixed furniture be- The storage units with their wire drawers and shelves are carefully oft. comes a part of the construction con- planned for maximum capacity in a tract and can be paid for with bor- minimum of space. To save floor area, rowed funds.In addition,built-in the fold-down bed with its 6-inch foam furnishings are less likely to be dam- rubber mattress can be stored away Isi., aged or to damage floors and walls, when not in use, although it is doubt- AL. ful whether this would happen in and they reduce requirements for practice unless the built-ins are sup- floor area, along with the amounts of plemented by extra lounge chairs finish materials needed for room surfaces and for certain parts of the furniture itself. If properly located, they can also serve as sound barriers. Some colleges feel that the ability to rearrange furniture at will gives students a feeling of greater freedom, but the visual impression of more space that can be gained with built- ins may be as desirable in small rooms as the freedom to shift furnishings about. In any case, each room must include certain minimum furnishings.

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Polygonal Student Rooms

EZRA STILES AND SAM UF F. B.MORSE COLLEGES, YALE UNivERSITY.The pointed breaking of the rule of the rectangle in the design for these two new colleges contributes a refreshingir- regularity of size and shape tothe student rooms. The main building group in each college is a half-crescentof four-story houses (below left)with two-, three-, and four-mansuites as well as single rooms like the oneshown on the page opposite.Other single rooms, and apartmentsfor fellows, are in towers (floorplans below) reminiscent of those that characterizethe older Yale colleges. Each college is completed by a library, dining hall, and master's house

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AO a These minimum furnishings include: -.0111110 A single bed for each student. Since students are taller than they used to be, beds should be 80 inches long and at least 36 inches wide. Double-deck bunks and other types of built-in beds are sometimes used to save space, but movable beds simplify housekeeping. One closet for each student. Both men and women now have more clothes, so four feet of hanging rod is a reasonable minimum. Five feet is better for women. Additional storage space in and over closets, and possibly over doors and under built-in beds. A chest of drawers for each student, arranged singly or doubly depending on room layout. These are often built-in as part of the closet "0/41,446 wall to give an illusion of greater 441414kos floor space. . et,k , Ample book.helves, conveniently located near study areas. A study desk, which ranks with

--..111111 the bed as essential equipment for each student unless carrels or other individual study facilities are provided elsewhere. Its top should bea minimum of 30 by 42 inches and, to help prevent eye fatigue, should be 1 dull-finished in a color that will not contrast harshly with white paper. Desks are often built-in, which insures that the desk-top lighting provided will be used, but double desks that force students to face one an- otherwhilestudyingshouldbe avoided. Whatever itfi type or location, the desk should be adequate for the studying to be done. At one design school, for example, drafting table-desk combinations and accompanying storage facilities for work materials are substituted for the usual study desk. The desk chair, which should be comfortable and reasonably rugged. A slight extension of its back legs will prevent the back of the chair from rubbing against the wall. I k,"

Honeycombed Suites 6,it/ HOUSING FOR GRADUATE WOMEN, .6 DINING' TRINITY UNIVERSITY. in another de- a LOMA) parture from the standard box, clus- n t7 KV! tered hexagons form a honeycomb of four-girl suites that include a living fr0 room, two double bedroomseach with bath, and a generous balcony. Advan- tages of the plan include a high ratio of livable space to total floor area, short jOg corridors, and enough flexibility for student room floors to expand and contract in response to the vagar- ies of a multi-level site

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STUDENT BEDZOONO A lounge chair and occasional table, and a bedside table for each TOILET bed are also desirable, as are such additionalroomfurnishingsand equipment as mirrors,tackboards, wastebaskets and telephones. Other permanent features of the LINEN interior environment also have bear- VE1 -Tit' ing on how well the student room IgniptxT is.EDzocat$ performs its functions. Colors and surfaces, lighting, and mechanical equipment, as well as furnishings, I should be planned to provide stu- I I dents with a comfortable, efficient to environmenta workshop as well as a home. [Hi It is important, too, that factual information should be the basis for 1# selecting all of these. In its planning, 1 for example, New York University has relied heavily upon the advice of i personnel experienced in hotel opera- .I I 1 tions to determine the true cost, long term as well as initial, of typical materials. When initial and contin- Non-Rectangular Rectangles uing costs were assessed, along with over-all benefits, the conclusion was RESIDENCE HALLS, UNIVERSITY OF that many interior finish materials DELAWARE. The proposals shown here seek to increase the livability of the ordinarily considered too expensive traditional rectangular room by ar- actually pay off in reduced mainte- ranging it in new ways. The offset unit nance and increased income over a above is actually two rectangles that relatively short period, as well as pro- can be furmshed for a variety of func- viding maximum acoustical control tional diviaons, including "private" rooms for two students. The T unit and a pleasant residential atmos- below, a similar complex of rectangu- phere. As a result, plaster has been lar forms, is also designed for maxi- chosen over concrete block, carpeting mum freedom in the use of the avail- over asphalt tile, and draperies over able space. Both units have the added venetian blinds. advantage of combining well into groups of student rooms, or, with the In addition to the general consid- omission of some walls, into suites erations mentioned earlier, the planning of student rooms demands attention to some special requirements.

Windows, for example, not only link the room to the outdoors, but their size and location may affect the organization of space within the room. In some instances, window size has been reduced considerably in order to cut heat loss, particularly when rooms are air conditioned, or because more interior wall space is needed. TABLE 1: At the other extreme windows have been increased in size until they be- DISTRIBUT/ON OF GROSS AREA BY HOUSING COMPONENT come glass walls. Visual access to a

MEN v;081Eiv distant view has a practical as well No. of No. of as a psychological value since chang- . 4.wnts Projects Average Nigh Low Projects Average High '.ow ing the eye focus rests eye muscles, Study- but large glass areas may create Bedrooms 105 50 5% 63.7% 26.7% 106 46 1% 71.6% 24 4% glare problems in addition to prob- Toilet- lems of heat transmission. The ques- Showers 105 6.9 11.1 2.6 106 6 9 15.1 2.5 tion of window size needs study in Corridors- relation to such factors as local cli- Stairs 105 19 2 25.8 8 106 19.6 26.8 7 0 Lounge- mate, orientation of the building, and Recreation 103 8 9 L7.2 1.5 105 9 9 25.9 2.2 protection by foliage outdoors and Storage- draperies or blinds indoors. Service-Laundry 103 7 7 17.4 1.0 105 8 9 17.8 1 2 Draperies have the acoustic and Dining- esthetic advantages already noted, Kitchen 21 13.2 34.7 1 5 43 13 3 218 1.5 but venetian blinds block vision from Staff outside and reduce glare, without Apartments 17 2.4 5.2 .3 20 3.3 9.7 1.4 cutting off ventilation. Some schools

Other V 3.7 16.1 .1 92 3 9 26.8 3 install blinds and provide hardware so that students may hang their own Note. The number of protects for loch component vanes because data were not uniformly prepared or available. For thisreason, draperies if they wish. percentages do not total 100 per cent, they can be compared only by individual component. Basic information, colls-ted through the courtesy of the Community Facilities Administration, covers 211 projects constructed or planned,10.55-60. Whatever the size and coverings for windows, not all the glass area need be operable sash. Fixed sash are lessexpensive, andventilationis often more satisfactory if movable TABLC 2: sash are placed only where they will exhaust a maximum of room air and GROSS AREA PER STUDENT BY HOUSING COMPONENT admit fresh air, without drafts.

MO WOMEN Doors should be 1iigher than is com- No. of Square Feet Me. el Square Feet mon :1, privaie houses, preferably at Components PreiOdS Average Nigh Low PrOstts Average High Low least seven feet, and wide enough for Study- furniture to be moved in and out Bedrooms 105 106.3 148.6 72.3 97 112 2 111.7 83.7 without damage. To reduce noise Toilet- Showers 104 14.9 212 6 5 97 15 7 31.4 6 2 transmission, they should be solid Corridors- and tightly fitted. For the same rea- Stairs IS 38.0 11.5 7.8 63 47.9 $3.0 23 4 son, transoms and grilles should be Lounge- omitted altogether and adequate ven- Recreation 96 19.3 55.3 3.5 35 23.5 71.9 2 9 tilation provided by other means. Storage- Service-Laundry V 15.8 417 2.6 00 22.3 72.1 6 9 Materials andfinishesshouldbe Dining- chosen for noise control and dura- Kitchen 26 23.6 411.9 14 2 311 28.5 112.1 1 3 bility as well as appearance. Plaster Staff walls are usually more satisfactory Apartments 14 5.1 1E1 1.1 15 7.7 25.0 3 3 than concrete block, since concrete Other 91 34.9 11111 .7 55 16 7 116.1 2.4 block is s(IlOrnlaid up with full mor- TOTAL 230 212.7 301 177.5 253.4 110 416.6 172.7 tar joints and hence permits excessive Note: The number of projocts los roach component varies because def. were not uniformly prepared or available. For this reason, square sound transmission. Moreover, plas- footage figures can only be compared by individual component; they de not add up to the total. Information on total space allocation was more readily availoble-es the number of provosts shows. Saes information was collected through the assistance of the Community ter usually requires repainting less Facilities Administration and covers projects constructed or planned, 055.60. frequently than concrete block. Ceil- , talkl

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Pk1,7 ings are usually plastered for similar reasons, but sometimes they are sur- faced with incombustible sound-ab- ; sorbing materials. To minimize noise due to impact, . . . floors should be resilient.Asphalt tileiscommonly used,althougll maintenance and replacement cobis V Aoki , , tend to overcome its initial cost ac:- vantage. Carpeting, though not commonly used in student rooms, has a distinct edge so far as noise control is concerned. In addition, some yarns and weaves now used in carpeting substantially reduce cleaning and replacement problems. Bathroom Buffers

Mechanicf:l and electricel services. Although community baths divided by use, as in these photos, are still the Since lavatories are seldom included rule, many colleges are experimenting because of cost considerations, there with se;ni-private baths, which are is no need for plumbing within stu- cheaper to maintain and more attrac- dent rooms. Nor does the heating sys- tive to summer conference groups. tem directly affect their design, al- Some arrange such baths along the corridors so that they also buffer noise, though the location of heat sources as at COLUM3IA UNIVERSITY'S FERRIS (radiators, convectors, and so forth) BOOTH HALL (plan below) requires careful study in relation to the probable placement ofdesks, gITUDENT zooms beds and other furnishings. Enough electrical convenience outlets should be provided for such personal needs as electric razors, radios, and portable lamps for local lighting, and for such increasinglycommoneducational equipment as record players alio tape recorders. The electrical service to the building may advantageously be high voltage, but 110-120v, AC, service is required for student rooms.

Bathrooms Arrangement of bathrooms depends on many factors. Community bathrooms have long been typical for single student housing, in some instances with lavatories, showers, and toilets placed in separate but con- r nected rooms. Two community bathrooms, or one which can be subdivided, are srmetimes planned so that student rooms can be assigned on a hotel basis to men, women, .ind

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couples attending summer confer- recommended use-ratios for fixtures ences. This, however, is only a par- incommunitybathsareliberal tial solution of the problem ofpro- enough to be reduced. In planning vidinggoodaccommodationsfor baths, care should be taken to avoid non-student residents. The most seri- such common construction defects ous difficulty with community baths as leaking shower pans and inaccessi- is the high maintenance and house- ble pipe chases. Such minor items of keeping cost arising from the fact equipment as soap dishes in showers, that, since such facilities are Cre re- hanging hooks or rods for clothing, sponsibility of no particular student towel rods, door bumpers, and shelves or group of students, frequent clean- for toilet articles should not be for- ing by the janitorial staff is required. gotten. All such equipment is pref- For these and other reasons, con- erably built in. necting bathrooms serving two rooms Both connecting baths and private or a suite are increasingly common. baths, as well as bathrooms in apart- Some examples indicate that, when ments that are likely to be assigned well planned, they consume nomore to married students, should have tub- floor area than community baths, shower combinations. In the former and that higher fixture costs may be case, they may increase rentability offset by reduced operating costs. An- of rooms during the non-academic other advantage is increased income months, and in the latter, they are resulting from the greater attraction more convenient for bathing children. for conference groups of rooms with They may also be cheaper than stalls, Letters and Laundry connecting, or private, baths. Even and will eliminate shower pans. so, private baths are still uncommon. Above: A prime problem in planning Service and Housekeeping Needs mail distribution facilities is avoiding Materials and ftnishes for bathrooms traffic jams around boxes. Below: demand special attention because of Communications systems vary all the Laundry rooms, especially in women's the presence of water, vapor, and way from centrally located pay tele- dorms, often include equipment for steam. Floor waterproofing in shower ironing and sewing, as well as wash- phones to direct-line phones in all ing and drying facilities areas requires particular care in de- student rooms. Voice or buzzersys- sign, and floor drains are essential. tems between the information desk Hard ceramictileforfloors and and student rooms are often usedto glazed tile for walls, preferably floor announce telephone calls or visitors, to ceiling instead of merely for wain- or this may be done with direct-line scots and splashes, are practical from corridor phones operated througha the point of view of durability and central switchboard, plusa signaling maintenance. Ceiling materials also system from the information desk. should be moisture resistant. Marble, In any event, provision should be or other non-corroding materials, are made so that indhidual studentsmay preferred for toilet and shower walls. receive phone calls without otherstu- dents' being annoyed by buzzers, Equipment should also be selected for shouting, or public address systems. durability and ease of maintenance: wall-hung fixtures and ceiling-hung Maildistributionrequireslocked corrosion-resistantpartitionspay boxes, space for sorting, and ample housekeeping dividends. Ventilation circulation around the boxes. Since must be adequate. If forced-air is circulation is often neglected in plan- used, inside baths are acceptable and ning, congestion is common. A dead- open windows, which are often a end corridor or alcove usuallyproves source of disturbing noise, can be unsatisfactory. Boxes are ordinarily eliminated. In many states, currently located near the information office. Laundries with coin-operated wash- for linen if bed linen and towels are rn- ers and dryers, which are in demand included in the rental charge. If ex- for men as well as women, are usu- changing soiled for clean linens is ally placed in basements or adjacent a student duty, ready access to the to groups of student rooms. In addi- issue room is necessary for students tion, drip-dry alcoves are sometimes as well as housekeepers. included in men's community baths, Janitors' closets for each floor or and laundries for women are often group of rooms are desirable for stor- supplemented with a special room ing equipment and supplies used for ironing and sewing. The most daily. A service sink is needed in common problems with laundry facil- each, and moisture-resistant, easily ities are noise, water damage, misuse cleaned walls and floor are essential. of equipment, and poor location. Lunch, locker, and shower rooms are desirable for housekeeping and Trash disposal, a need too often neg- food service personnel, but few uni- lected, works best when the disposal versities in this country provide liv- point is convenient to groups of stu- ing quarters for such employees. dent rooms. One system uses chutes opening from utility rooms on the Administrative facilities such as staff several floors and emptying into a quarters and offices should provide collection room below. Since mainte- good living and working conditions. nance, soot, and smoke become prob- Actually, the living-in requirement, Circulation Indoors lems if the accumulation is inciner- which reduces to zero any chance for ated in the collection room, it is better personal privacy or escape from a de- to have trash trucked elsewhere for manding job, is on its way out. A Above: The potential monotony of this corridor is sidestepped by recessing disposal. In this case, the trash room compromise is to locate staff living room doors and painting them in vivid must be accessible to trucks. quarters as far from building traffic colors. Single-loading (student rooms Automatic sprinklers are desirable centers as possible or to remove them are at right, a servire core at left), re- in both the trash room and in the from the building altogether. The silient flooring, and an acoustic ceil- chutes. The floors and walls a' the staff apartment or house usually in- ing help cut noise. Below: Although this double-loaded conidor traverses trash room should be easy to clean, cludes a combination living-dining the building from end to enda dis- and a floor drain is needed so that room, kitchen or kitchenette, bed- tance of 150 feet, its resemblance to the room may be hosed out. room, and bath. If a family is to oc- a tunnel and its potential for carrying cupy the quarters, more bedrooms noise are reduced by its gentle curve Student storage rooms are necessary are needed, and the facility is best for bulky luggage in both men's and separated from the student commu- women's residences, and for evening nity. The unmarried graduate or sen- dresses and off-seasonstoragein ior student with major staff responsi- women's halls. Sometimes such areas Aides should have a suite with are provided on each floor, sometimes pi:vate bath. For other student staff, in the basement or other cent,:al lo- a srigle room offers enough privacy cation. Providing comparable storage for cocasional iliterviews and infor- space withinstudent rooms may mal co,mseling. raise area requirements erzessively. In addition, there should be office- conferenct rooms equipped and dec- Housekeeping facilities. To facilitate orated to provide an informal setting supervision and redrze labor costs, for interviews and discussions with storage and ism": rooms should be students. These rooms should be in a consolidated 4:al an accessible central central location, as should the infor- locationSuch rooms arealways mation desk, which may vary from rr..Gued for housekeeping equipment a simple piece of furniture to an and supplies, and they may be needed elaborate facility with a switchboard. ;

1-- MIVIImmom Small infirmaries are sometimes in cluded in residence halls when there is no separate infirmary, but these should not be considered hospitals. College health officers should be con- sulted before deciding what types of health services should be offered.

Spaces for Circulation There are two fundamental prob- jaw lems in all types of circulation areas: 11111111 obtaining maximum buildingeffi- ciency, and maintaining a pleasant residential atmosphere without either jeopardizingsafetyorincreasing maintenance costs. Valuable floor area is often squan- dered on circulation, although thor- ough study at the preliminary planning stage can usually reduce such wastage. The shorter and more direct the corridors, the greater the proportion of useful floor area, and the more Circulation Outdoors inside corridors, student rooms could efficient the building plan. Corridor be backed up against a consolidated width depends on the amount of traf- utility core, reducing the requirements Above: Outdoor corridors and stairs, for enclosed space. Below: A series of fic expected. Where there will be little appropriate to Tulane's Gulf Coast cli- concrete "lily pads" double as landings traffic, a five-foot width is a reason- mate and tradition, are also practical for outdoor stairs and as stages for able minimum. Foux feet is too nar- and economical. With stairs moved outdoor pageantry. The stairs them- row. Still wider corridors are needed outside, identical structural bays selves provide a direct exit to the where circulationroutes converge could be repeated throughout the up- ground from each floor of the build- per floors. With galleries replacing ing, eliminating interior fire stairs and for access to public areas. S-fety. Corridors and stair wells are file exits as well as circulation routes Therefore they should contain no combustible materials; they should offer at least two fire-safe routes from all rooms to the ground outdoors; they should be well, though not necessarily brilliantly, lighted; and they should not contain such hazards as projecting vending machines and drinking fountains, or door swings. They should never lead to a dead-end. Stair wells should be enclosed bc. cause smoke and gases from fires have proved to cause more fatalities than flame. For this purpose, self- closing doors with an appropriate fire rating (one hour is usually sufficient) should be provided. The doors should be equipped with panic hardware. 71

5n11.1NAR, MIMI SEILINAP. Surfacefinishesandtreatments. Where traffic is relatively light, asphalt and vinyl tile have commonly been used for corridor floors,although,as mentioned before,the cost of maintaining and replacing asphalt tileis likely to more than offsetits low initialcost. Rubber DOEIIITOZY OPPICES tile has been found too slippery unless carefully maintained. For heavy traffic routes like entries and stair Where Teacher Meets Student wells, terrazzo or ceramic tile may prove to be better. Carpet has sel- DORMITORY-OFFICE BUILDING, PRO- dom been used in circulation areas, POSED UNIVERSITY OF BOCA RATON. despite its acoustic and other advan- (Above) This hybrid building grew out tages. Stair landings, and treads, of of the need to provide good minimum whatever material, should be non- facilities for the debut of a new university, while allowing flexibility for skid, and door saddles should be its subsequent growth. One wing, ac- eliminated wherever possible to re- cordingly, contains living and study duce the danger of tripping and facil- space for resident students. Identical itate furniture movement. spaces in the other wing are used as Wall finishes should be chosen faculty offices, and as study rooms for commuting students. The planners with the understanding that they will believe this close proximity between inevitably be scuffed, and they should residents, commuters and faculty to be easy to clean, particularly in stair be desirable for all, although only the wells where students are apt to sub- furnishings need be changed to con- stitute the wall for the hand rail. vert the dormitory to office space and vice versa. The wings are linked by Durable tile or plastic wainscots, at additional faculty offices and.by sem- least shoulder-high, may be the most inar rooms that double as lounges practical solution. Ceilings and upper walls should also be durable and easily maintained. They are the most suitable location for noncombustible sound-absorbing surfacings. Since all surface finishes must be chosen to withstand hard usage, color and lighting are the principal means of achieving an appropriate atmosphere in circulation areasthat is, an effect neither too monotonous and institutional, nor too likely to stimulate students to the point of encour- aging noise. In some cases, low-relief sculpture,murals,andpaintings have been used to advantage, especially in the more public areas.

Typicalequipmentincirculation areas includes telephones, drinking fountains,fire-safetydevices,bulletin boards at strategic locations, $ TICEE V and, occasionally, full-length mirrors. Separate but Available: The Resident Teacher

CHOATE ROAD DORMITORIES, DART- MOUTH COLLEGE. The two building groups shown in the plot plan at the bottcnft, of the preceding page represent a modified version of a well-worn practice among many private colleges - the inclusion in student housing projects of living quarters for faculty advisors. In this case, however, the quarters are not the usual apartment or suite in the residence hall proper, but a separate, family-size (3-bedroom) house that nestles in the shad- ow of a raised common room linked to the nearby halls by glass-enclosed bridges. The ground floor entrance to the common roam also gives students outside access to the faculty advisor's study, so that the rest of his homere- mains his castle. The faculty residence thus provides both adequate privacy and generous living space, making the job of on-the-spot advisor attractive to family men as well as to bachelors 73

THE LEARNING ENVIRONMENT also beginning to use more mechani- On many campuses, the dormitory cal and electronic teaching devices could as easily be a YMCA or a resi- telephone amplifiers, record players, dencehotelforyoungbusiness- tape recorders, learning machines, women. In its pristine lobby, there is radios,andtelevisionmanyof nothing to betray that it is a part of which are inexpensive or portable an educational institution except the enough to be included in residences. age of the residents and the text- Stillanother purpose of educa- books they carry. tional facilities in housing is broadly No one would argue that a produc- cultural. If today's student is, as we tive academic environment can be have said, prone to demand and pur- created merely by strewing books sue practical, job-oriented courses, about the lobby, but the physical pres- his grounding in the liberal arts is ence of a library, study spaces, and apt to suffer. Housing can be a subtle meeting rooms can serve as a potent and effective means of filling in edu- reminderofthepurposearound cational gaps by exposing the student which student life should center. to literature, music, painting, sculpture, and even architectureat least Why Educational Facilities? that represented by the building itself. There are at least three important Informal discussions and impromptu reasons for including such educa- bull sessions in congenial surround- tional facilities in housing. The first ings may be as valuable as faculty-led is to directly support the curriculum seminars as forums for testing new by relieving the twin problems of lack ideas and sharpening forensic skills. of time for presenting important sub- In planning housing-related edu- ject matter and limitations in num- cational facilities,it should be re- -The comradeships of undergradu- bers of courses that can be taken. membered that these three roles are ates will never breed the spirit of Forexample,well-equippedresi- by no means mutually exclusive. dence hall libraries and informal dis- Each, in fact, tends to reinforce the learning. It must include the older cussions of good books might supple- others. Similarly, space and equip- men, the teachers. .. . So long as in- ment or even replace a literature ment needed for one are often useful struction and life do not merge in survey course. Foreign language ta- for the others, or can be made so our colleges, so long as what the un- bles in dining rooms may provide with a little care in planning and de- better conversational practice than is sign. Except in the case of highly dergraduates do and what they are possible in classrooms. Planned rec- specialized equipment (as for me- taught occupy two separate air-tight ord programs can bring music appre- chanical language instruction)or compartments in their conscious- ciation out of the classroom and into complex environmental requirements ness, so long will the college be the student's daily life. (specialventilation,lighting,or In-residence educational facilities acoustical control), it may well be a ineffectual." can also support the college's teach- mistake to restrict a facility to a sin- Woodrow Wilson ing philosophy and methods. If the gle purpose or use. "The Spirit of Learning" collegestronglyemphasizesinde- Some of the educational facilities pendent studyemploying, for in- that may be included in housing are: stance, large lecture courses followed Libraries by seminars and tutorialsstudents For browsing are apt to do most of their work in For research their living quarters. Residence halls For study should then include informal meet- Meeting rooms ing rooms for faculty-conducted sem- For seminars inars and tutorials in addition to the For tutorials usual study facilities in the students' For informal and formal discus- rooms and elsewhere. Colleges are sions, including meetings for class credit, voluntary meetings related to law: students' use and approval of regular courses but not for credit, or study spaces increases as the size of meetings on topics not related to the the space decreases.It also drives curriculum home the need for adequate study For lectures,ranging from a facilities within the students' rooms. planned series to an occasional in- An interesting sidelight on study formal talk, and for formal classes conditions in student rooms is the or remedial reading sessions advantage of double rooms. Students For music programs who have one roommate do more Independent study facilities than half of their studying in their In student rooms rooms; those in single rooms, slightly Inspecialstudyroomsand less; and those with more than one lounges roommate, substantially less. In individual carrels Even in residence halls where dou- Conference spaces ble rooms predominate, some addi- For informal talks with faculty tional study space outside the room members is needed for the student who wishes For assistance with study prob- to study when his roommate wants lems to sleep, to spread out papers that For educationalorvocational would engulf his desk, or to type late. guidance How much space is needed depends Display and exhibit space on a number of variables, but there probably should be enough to take Students' Study Requirements care of 10 to 20 per cent of residence All of these facilities are desirable; hall capacity. More will be needed if onespace for individual studyis most students have more than one A Bow to Books essential. Yet surprisinglylittleis roommate. known about students' study habits If the building is large enough, Many schools have long considered and about the kinds of spaces in the common space allocated for study well-stocked libraries like the one which they work most effectively. should be divided into two or more shown above a sine qua non of good housing for budding scholars. More Recently a committee functioning small rooms. If large rooms must be schools, including public institutions, under the auspices of The Committee used, individual carrels are advisa- are now following suit. Some do so by for New College attempted to find ble: wide open spaces simply are not incorporating small reference libraries out by asking the students them- used for studying. It is probably for in project study rooms, as in the ex- selves. Although the committee's ex- this reason that spaces like dining ample shown below ploration was limited to students and halls, which would seem to be appro- study spaces at the sponsoring insti- priate because they stand empty dur- tutions (Amherst, Mount Holyoke, ing most of the day, rarely help to and Smith Colleges, and the Univer- supplement study facilities. Another sity of Massachusetts), the findings factor seems to be the students' tend- documented in itsreport, Student encytobedog-in-the-mangerish Reactions to Study Facilities, have about their study spaces. Once they general relevance. have established squatter's rights in From the point of view of those even so large a room as a dining hall concerned with housing, perhaps the or classroom, they discourage the in- most significant finding that came to trusion of other students. light is that from 55 to 60 per cent Lobbies, lounges, and other social of all studying is done in residence rooms are not used for study either, hallsand four-fifths of the study- but in this case the drawbacks are ing done there takes place in the such environmental factors as inap- students' rooms. This is a manifesta- propriate furniture and lighting, and tion of what seems to beanatural distractions from non-studiers. f*,£' -

One of the more significant variables affecting the use of residence halls for study is their distance from the library. Halls near libraries are most used for study because reference materials can easily be taken to students' quarters. Students whose residence halls are distant from the library do more studying in the library itself. According to the New College report, students are more sensitive to the physical environment than might perhaps be expected. Their most common complaint about study facilities, and doubtless one that contributes to ;cr.' their preferences for small spaces, is the annoyance and distraction caused - '10.! t by other peoplenot only noise, but 4r;1.1 movement. Ringing telephones and " shouting for the person called stand high on the undesirable list, as do noises from plumbing, radiators, outdoor traffic, and nearby kitchens. Students consider good lighting, without excessive contrast or reflected glare, essential, and they want some control over local temperature and ventilation. Large work surfaces and chairs that "fit" are also desirable. These and other factors that make up a good study environment are summarized in the list at right.

Libraries One of the more puzzling aspects of college residence halls is the usual conspicuous absence of books, newspapers, and periodicals for general use. Presumably there are books in students' rooms, but it would seem logical for college residences to make some more visible obeisance to reading. A library can, in fact, be an appropriate focal point for a residence hall if it is convenient to the normal traffic patterns. Libraries in or near housing units may be simply book collections for browsing, or they may be related to courses of study. If the main library is inconvenient to residence halls, housinglibrariesmayevenbe branches that extend the central library's use and influence by making reference material, reserve facilities, and attendantsavailablecloseto home. Such libraries can also relieve overcrowding and reduce travel time on a large campus. A housing center at Indiana Uni- versity contains a small library, and one large dining room there is stocked with books from the central library so that it can be used as a library- study after meals. At the University of New Hampshire, twenty publish- ing houses have contributed books to two housing libraries on an experi- mentalbasis.Studentsselectthe books, record their use, and check reading habits. Bennington College makes funds available to enable students to select and purchase books for each housing unit. In a few units elsewhere, the students themselves pro- A Bow to Art vide funds to buy books, periodicals, and newspapers. A dining hall entrance adorned by a In general, the requirements for a sand sculpture by Constantino Nivola, housing library includeaccessible or a dining room wall enlivened by a colorful Joan Miro mural can certainly bookshelves, a small storage and is- whet a student's appetite for artand sue room for reserve materials, good probably improve his appetite for food lighting, comfortable chairs for caaual and leisurely table talk reading, tables and chairs or cairels for studyand, of course, books. If the library is also considered a resource center for the residence hall, it can be combined or grouped with j listening rooms, study and seminar

401 spaces, and areas for exhibits.

Meeting Rooms Centrally located meeting rooms for 20 to 40 people can be planned to accommodate several types of activities during different hours so that the space will be more fully utilized. The activities housed may include music-listening, seminars,educa- 04 tional television, use of reading accelerators, foreign language instruction, small group discussions, and meetings of student organizations. The number and size of the meeting ge - .1 11,-.0-1371! niaA

rooms will depend on the extentto which the faculty uses them, the size of the total student group, andthe dimensions of the housing program. Three or four such rooms in a housing center for between 500 and800 students should be enough, but at least one or two are desirable for any housing unit. If located near the food service facilities, one or more of these rooms might be used for luncheon or din- ner meetings, or onemight contain a kitchenettefor special student-F.e- pared meals. Equipment usually includes comfortable chairs, a sectional table, and Three Faces of Learning perhaps a movable blackbowd. Spe- cialized equipment like tape ',..ecorders The principle of making education and reading accelerators chn bekept part and parcel of the life of the resi- in locked storage space. dence hall is often preached, seldom In addition to, or inst(;ad of,these practiced. But the few practitioners 0 central meeting places, .nany colleges have proved the validity of the principle and the variety of the possible provide similar rooms adjacent to educational experiences. Above: A ter- each group of student rooms.Since raced penthouse studio can shelter the 4111110 they are usually used for house meet- solitary experimentation of the aspir- ings to discuss matters concerning ing artist. Right: A lounge or meeting should room can containif just barelythe the whole group, such spaces intellectual excitement generated by be large enough f.o crowd inall the informal conversation with a Madame students assigned to the related group Pandit. Below: The residence hall can of rooms. They are often furnished even make room for formal tutelage to serve as loanges, but some are in math, if it contains a classroom or equipped asstudy rooms,which a suitably equipped meeting space seems a mo,e appropriate usefor rooms withir. the studentliving area.

Formal Clossr000ms In the past, college buildings often included both classrooms and student rooms, but formalclassrooms are seldom included in new housing units. The experience of the few current e-cceptions to this ruleindicates that such an arrangement works best when classrooms in a residence are used primarily by the studentswho livs; in the same hall. Whenthe classrooms are unrelated to the routines of the people who live next door to them, there are likely tobe traffic problems and other interferences with both classroom activities and resi- The Not-Only-On-Sunday Parlor

Although the lounges shown here an.? large, fairly formal, and quite different in character, all three see frequent use. The common denominator is furnishings arranged to be as welcoming to couples and small groups as to large gatherings. The two-uiory residence hall lounge above must double as social center for the entire campus. But the large space required has been broken up into conversation groups of various sizes by planting comfortable furniture on area rugs. A similar ar- 4111aggliki rangement is used in the lounge at left, where pairs of chairs, game tables, and other furniture groupings are placed at discreet intervals around a sunken circular sofa, which students have dubbed "the passion pit." The relaxed atmosphere is enhanced by a quiet color schemepredominantly white, with carpeting in beige and upholstery in soft shades of mauve, orange and green. The lounge below is furnished in a more traditional style, but it too invites quiet conversation between the resident ladies and their gentlemen callers and other guests 79

dents' da ly routines. Formal classes can beiucccssfully conducted in residence halls( see the case study on Stephens College, p. 141 ), but it seems safe to say that the combination ,. of the two types of physical facil;"3s must be accompanied by changes in ii organization and teaching methods if the closer coordination between living and learning is to be effective.

1 THE SOCIAL ENVIRONMENT leille.dud 4' Since residence halls are the sal- , dents' homes as well as their offices, they usually include spaces for at- home entertainment and recreation. Since many of their uses are noisy, these recreation spaces should be isolated in some way from student rooms, and care should be taken to prevent one activity's interfering with another. (Television and conversation in the same room won't work.) The Cave and the Club They should, however, be easily ac- The informal family living room also cessible from student rooms and con- has its campus counterparts. Among -venient to the normal circulation pat- them is the cave above, a highly satis- terns of the project as a whole. If factory place to be alone together. Its they are to be used by visitors, they undulating walls wrap themselves around three niches, one occupied by should be adjacent to public areas. a fireplace, the other two by loungers. On the whole, existing housing (The word "loungers" is used advised- suffers from no great lack of space ly, since the furniture consists solely for recreational and social use. In of low benches, cushions, and the fact many have too much space for floor.) The cave is a part of a girls' school; the room below is obviously the wrong uses. Large dances or not. The wood paneling, the over- meetings of all the studen:s who live stuffed leather chairs and sofas, and in a hall, for example, are now con- even the oriental rug speak eloquently sidered unproductive and undesirable of a male sanctuary in housing units, and space need not be provided for them unlessas is often the casethe hall must fill in fora non-existent student union. Even so, the necessary large areas will be more useful if they can be easily subdivided. The total amount of floor area al- lotted for recreation varies widely, but in general, much more is provided for women than for men. In part, this is because women's residences often must serve as social centers for whole campuses that lack other facilities, and in part because dates at least be- 80

gin and end at the woman's home, and often take place there.

The Main Lobby and Lounge As the first point ofentrance, the main lobby and lounge set thetone for the entire building,a fact that should be remembered indecorating and equipping them. Toooften, a lobby is as formal and uninvitingas a furniture display room, while the lounge is as forbiddingas an old- fashioned Sunday parlor.Paintings, murals and displays, and informal furniture arrangement will helpto encourage students to use the rooms for entertaining theirguests. The main lobby and loungemay be one or two rooms. In either case, the primary functionsarecirculation, communications, and entertainment of parents and other visitors.An information desk, mail andmessage delivery, and some form of intcrnal communicationsswitchboardare standard. In women's residences,the check-in and check-outcenter is usually located in the mainlobby. If space is limited, it may be betterto transfer the functions of thelounge Far From the Madding Crowd to a conveniently located socialroom.

Gregarious though most of themare, Informal Social Rooms students share with other humanbe- The informal socialroom is usu- ings the need for an occasional oppor- ally designed for suchactivities as tunity to be aloneto reflect,or read, or pray, or simply escape the constant group parties, dancing, cards, and presence of others. This need fora ping-pong. It may be furnishedwith quiet retreat can be met in several a piano and radio or record-player. waysby a simply furnished sitting If television is provided,it should be room set aside for meditation (above), put in a separate room since locating or by a dormitory chapel ( left )but a television set in any lounge imme- too often it is not met at all. It isno accident that both of these examples diately cancels outany other use. If are from ministerial schools there is an adjacent kitchenette,it should be large enough forrefresh- ments to be served from it andfor smallgroupstocook occasional meals. The social room can also besched- uled for larger discussiongroups and film showings. If it isused in this way, storage space is needed for folding chairs or other movable furniture. 81

A Place for Privacy Contemporary college housing has been accused of providing for almost every student need except privacy, but some collegesespecially church- relatedinstitutions do provide chapels and meditation roomsto ,:amormwfif which students can retreat. Some- times these spaces are used for re- ligiousservices;sometimesthey simply provide a suitable place for quiet meditation. Their two essential requirements are location away from ; major traffic patterns, and furnishings and decoration appropriate to the purpose of the room.

PLANNING FOOD SERVICES The decision to locate food service facilities within a particular housing unit or center will depend on such factors as: 1) proximity and capacity of existing services, 2) capacity of the proposed housing unit, 3) plans for future housing expansion, and 4) the importance attached to including food services as a part of the over-all housing program.

One Kitchen or Several?

Centralizedfoodservices.Experi- mentation by public school systems and industrial plants, and reports by some independent consultants, indicate that well-organized, well- equipped,centralizedfoodservice operations may be economical for colleges and universities. Food from one central kitchen is moved by trucks and hot carts to serving areas A Coed Cafeteria equipped with bot and cold serving ' units. In this way, a singi° kitchen DINING HALL, WASHINGTON UNIVER- can serve a number of dining rooms SITY. An increasingly common type 1E11 of food service is the central facility in the individual residence halls. used by a group of nearby residence When properly planned, such op- halls. In this case, the cafeteriaserves erations save in floor space, equip- both men's and women's halls. Its ment requirements, and the amount kitchen and dining rooms are sizedso ..,0011r of skilled labor needed. Improvements that they can eventually feed residents of several new buildings proposed for M., in frozen foods and pre-packaged the same project, as well as students meals further increase the opportu- who live in the existing halls shown nities for centralization, with a cor- in the plot plan above _ OM..

Refectory cum Commons responding decrease in required food storage and preparation areas. DINING HALL, RHODE ISLAND SCHOOL At some large institutions, baking, OF DESIGN. A series of outdoor plazas butchering, and food storage are al- and terraces that serve as outdoor living rooms tame the steep slope of this ready centralized, but many food site, and link the refectory, which service people believe that centraliz- perches halfway down the hill, with ing food preparation as well has dis- women's halls at the top and men's advantages. Most frequently men- halls at the bottom. A further link is a women's lounge adjoining the re- tioned are the cost of transporting fectory. The impressively propor- food, limitations on menu variety, tioned, 420-seat dining room with its and loss of taste. tall copper-hooded ftreplace and in- formally arranged tables and chairs Decentralized services are frequently often doubles as the setting for large- preferred when dining rooms are lo- scale campus gatherings cated in widely separated buildings, even though fully equipped kitchens must then be duplicated. The major I Lii 1 I advantages cited are greater manage- IriKiabl MONO ment efficiency, better menu variety, and closer coordination between food stores on hand and menu preparation. Decentralized food operations have minimum limits.Current management opinion generally favors kitchens serving from 800 to 1500 as the NIT fITOL most economical. When the number AEZTICI 0 0 0 0 0 0 00640 000 000100 0 drops below 500, unit cost tends to 0 0 00 000 0 increase, although some managers ' II26fcliar_ 0 0 Dnint* 0 00 0 feel that kitchens for as few as 200 0 0st, 0 0 0 CP 0Oil" can operate on a break-even basis. 0 00 0 0 0 0 0 00 0 In the end, the question to be re- UMam MEMma. wm=MB EM solved by institutional planners is MI ME =Ulm =I = 0 0 0 0 Om mEM=MUM I 0 0 00 0 0 C} ...,..i.e.,..,MI --- IMMO the cost and results of one central kitchenplusfoodtransportation ri11111111111FE 000000000 Wittrai 1 compared with the cost and results ...... of a number of dispersed kitchens...... -MI MIMMINNEI II MIMMIMIII s ,=11111MWOM MO Certainlyinitialcosts for kitchen 14= equipment and mechanical services are high, as are continuing operating costs, especially for labor. But the cost issue is often confused by the tendency to over-equip kitchens and to accept inefficient layouts.

Planning the Kitchen Kitchen size is determined by the number of meals to be served, and the types of menus to be prepared. Some planners use the figure of six square feet per diner; others use a rule of thumb that calls for a food preparation area equal to 45 per cent of the total dining area to be served. If only one menu is to be prepared,this space can be reduced to 30 per cent. MI TOREN BAKE l0R . Efficient planning and taking advantage of modern developments in IM 4=. pre-preparation,packaging,ship- ment, and storage of food may also help to cut down on the space and DINING DW equipment needed in the kitchen. DINING

The layout of the kitchen usually revolves around several preparation salads,sandwiches, vege- centers: NAL LOBBY tables, baked goods, meats, and so LOBBY forth.In a well-planned kitchen, 1 these centers are organized so that the flow of food is as direct as pos- Snacks and Socials sible: equipment is grouped according to the job to be done. The aisles CANNON CENTER, BRIGHAM YOUNG between centers should be about 36 UNIVERSITY. In addition to providing complete food service facilities, this ..011,PIC138 inches wide if work is done only on building serves as the social center for one side; 48 inches wide ifwork is seven men's and women's halls. A spe- done on both sides. Wider aisles cial feature is the snack bar (below), LIVING waste steps as well as floor area, while a glass cage that overlooksthe lobby. There are also administrative offices, 0=1111Q1111ww.-Ir narrower ones cause crowding. and recreation and meeting rooms The kitchen equipment itself is selected and located for maximum efficiency and to minimize labor. Some of it, such as wokk table tops, should be adjustable in hdght so that the "14 work flow can be kept about waist- high. When practicable, the worker should be able to sit at his task. Other equipment items should be 1111111 movable. For example, as salads are prepared they can be placed on wheeled carts, moved into refriger- ated units for temporary storage, and brought to pass-through units or serving lines as needed. Some items like vegetable cutters, meat slicers, and mixers, which are needed at a number of locations, may also be portable. Recent developments in equipment include more mechanical means for timing, tending, and stirring foods automatic coffee makers, oven controls, and the like. Mechanical load- ers and unloaders for ovens, portable pumps to simplify food transfer, and I.

44111,

piping to move some foods directly to serving lines are also possible. pslf, .1111=.- ,.. The kitchen environment isanother important factor in achievingmaxi- mum efficiency. Desirable tempera- 3 tures range between 65 and 73de- grees F, with lower temperatures in the winter than in thesummer. The best temperature controlsystem is, of course, air conditioning,which re- Behind the Scenes portedlycanincreaseproduction rates by as much as 10per cent. The baking and roastingcenter below Simpler controls include dehumidify- is typical of the special foodprepara- ing equipment, intake andexhaust tion centers found in the modern fans (which must be balancedwith kitchen. A dishwashing room is shown the ventilation of equipmenthoods), at bottom. Note the wheeledcarts used to transport food and dishes and insulation of suchheat-producing items as steam kettles andfryers. Illumination, another environmental factor, should produceshadowless light and eliminate darkareas in order to reduce accidents andim- prove the quality of work. Theuse of pleasant colors on walls andeven on some equipment has been foundto boost worker morale. Noiseis a constant problem, but it can be reduced by using cleanable sound-absorbing materials on ceilings andupper walls, resilient floor surfacing in aisles,and noiseless tires on portable equipment. Since sanitation is all-importantin food preparationareas,all spaces should be easy to clean, equipment should be designedsc that food and dirt will not accumulate, andade- quate floor drains and wateror steam sources should be provided.

Kitchen Complements

The amount of foodstorage space, both dry and cold, that isneeded within the kitchen dependson purchasing procedures, operatingmeth- ods, and again, diningarea. Many planners set aside storagespace equal to about 25 per cent of the dining area for an inventory of abouta third of a month's requirements.This amount of space can be materially 85

reduced if standard time orders are ,AIMM Ibi "C maintained with food suppliers, or if ,.t more frozen, semi-prepared, or de- hydrated foods are used. An ingredi- ent storage and issue room, with _. f- certain items pre-measured, can cut 1 r. labor time and eliminate the element 0, of chance in food preparation. i # Dishwashing areas must be large enough for the necessary automatic equipment, for receiving the peak load of soiled dishes, and for equipment to load clean dishes for return all .... to service areas. A space equal to tom,iMma about 20 per cent of the food prepara- - tion area is often provided, but for I central kitchens the proportion is usu- t ally somewhat greater. Noise control, high-temperature hot water, adequate ventilation, and garbage disposal are Bon Appetit? among the special requirements. If food is attractively displayed, and Garbage disposal requires some space progress fast and orderly, the serving and equipment for refrigerating gar- line (above) may be a not unpleasant prelude to a meal. The end of the line bage and for cleaning containers. can be a differentand unappetizing Automatic waste disposals, which are story if the dining hall proves that the increasingly common at kitchen sinks college is, after all, an institution and in dishwashing rooms, require adequate sewage lines.

Supervision facilities, which include the receiving area, the manager's of- _ fice and employees' restrooms, may total as much as 15 per cent of the failailark-6. 1-, or: 4 dining area. The receiving area, with facilities for weighing and checking in supplies, should be easily accessible for deliveries at the unloading dock and convenient to storage space. The manager's office should be large enough for a desk, chair, and files, located so that the kitchen can be observed, and enclosed for privacy.

The food serving area, whether a cafeteria line or a counter for waiters, may require floor space equal to about 20 per cent of the dining area. The efficiency of either type of service is increased when relatedjobsare grouped and when movement of people and equipment to and from the kitchen is minimized by such devices as hot and cold pass-through compartments. In cafeteria lines, attractive display of food requires adequate space, good lighting, and imaginative planning. To speed service, items which may cause delay in the I I, ; LI line silverware,napkins,condi- ments, and so forthshould be lo- a-ITN 2C'Nr-rir% Lagzda cated in the dining room whenever possible. Beverage dispensers may also be moved from the serving line to the dining area. The serving squareoften known as "scramble" or open-line cafeteria serviceis another way of reducing time in line, but it is effective only when there is more than one menu and when large numbers of diners Dining in Style are to be served in a short period.

Good design and decorationgo a long Planning the Dining Room way toward preserving mealtime amenities. The almost monastic sim- The size of the dining room, which plicity of the dining hall above isre- lieved by subdividing its longnarrow isusually estimated at 10to14 expanse with structural columns. The square feet per diner, and the amount dining room below banishes institu- of equipment needed depend on the tionality with an attractively framed turnover, or number of diners per view, and a casual arrangement of tables of various sizes and shapes seat, which in turn depends on the type and speed of service. Such planning factors as efficiency of kitchen layout strongly influence turnover, as does the length of time students cus- tomarily spend at meals. However, the effect of the type of serviceon turnover is more easily predicted and has become the common basis for determining required area. Table service usually requires seating space for the total number of diners at once, although in some instances more than one seating is scheduled. On the other hand, several seatings are likely with cafeteria service, for which one rule of thumb is a turnover of two and a half to three diners per seat in a two-hour serving period. The resulting maximum utilization of kitchen equipment and labor, as well as the difficulty in obtaining waiters, has made cafe- 711216111104 ,

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teria service the most common type, but a number of institutions are trying to retain table service for at least the evening meal. Another trend is toward smaller dining roomspreferably with seat- ingcapacitiesbelow 120which help to counteract the impersonality and distraction of mass feeding and make mealtime more pleasant. The arrangementsusedinclude small %ma, -2.4igkA dining rooms clustered around a central kitchen; movable partitions used as room dividers; and cafeteria lines located in separate rooms or v simply out of sight of the diners. 1%"';- Hand in hand with this trend go increased efforts to improve the din- 411. ing environment by providing more attractive furnishings and decoration, and better lighting and noise control. In some cases, dimmers are used to vary light intensity, with more sub- dued lighting for evening meals; and carpeting is installed to upgrade the tone of the room and muffle noise. A Study in Contrasts

Kitchen Supplements Ca-m.pus food service can, and does, cover a wide range in kind and qual- Snack bars are usually designed to ityfrom the quick sandwich ata supplement regular food services by snack bar, to the elegantly set and served formal meal in a pleasant din- providing light refreshment between ing room (above), to the gobble-and- meals. On a large campus theremay run lunch in a vast cafeteria, to the be several, in student unionsor in- midnight coffee in the students' rooms, structional areas as well as incon- to the apple snatched from a handy junction with housing. A common lo- vending machine (below) cation is in or adjacent to the main dining room so that double usecan be made of kitchen and dining facilities. When the cafeteriaserving counter also serves the snack bar, it should include a fountain and grill.

Vending machines are sometimes used to replace staff-operated snack bars. I14 this case, the variety and quality of food is limited, but labor costs are greatly reduced. The machines are sometimes located in dining areas to allow for sit-down snacks, although t.hey are more commonly placed at other convenient points. BB

WHO PLANS AND HOW?

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HOUSING IS A VITAL PART of the planning of land use, zoning, buffer Locating Buildings total college program, but it is only areas, and vehicular traffic patterns By setting forth the over-all type a part. As such, it must be incorpo- should be coordinated with the neigh- of campus development desired and rated smoothly into the wholea boring community. by restricting or providing for expan- process that demands careful atten- sion, the campus plan becomes a dition to the institution's over-all pat- 3. Study the existing campus circu- rect extension of institutional policy. tern of physical growth and to its lation patterns, buildings, facilities, Surrounding thecentral academic policies and aims, as well as to its and grounds. For buildings, list age, core with peripheral housingone specific housing requirements. present condition and use, and esti- planning pattern, is an excellent way mated usable life. Study efficiency of of limiting growth since it restrains THE CAMPUS MASTER PLAN space use, and the present and future the expansion of instructional spaces. For housing planners, a master departmental workloads and relation- In contrast, groups of housing units plan that indicates appropriate build- ships. Review the total physical plant can be interspersed among academic ing sites, desirable building relation- for major problems, advantages, un- building groups so that both can be ships, and a general direction for realized potential, and unique fea- expanded.Sometimestheseand expansion is the only means of instil.- tures that contribute to the character other land use patterns are combined. ing orderly growth and development. of the institution. At most colleges, however, the cen- A good plan is a visual representation tral campus area will be reserved for often an actual modelof the pres- 4. Develop the preliminary campus academic purposes. The controlling ent and future campus, with land master plan. Make recommendations principle may be to isolate academic area zoned for the major institutional for razing, remodelling, new construc- buildingsfromdisturbingnoise functions, with existing buildings and tion, and possible changes in use. sources, to group related departments other features shown, with traffic flow or divisions in adjoining buildings, or and paiking areas indicated, and with Land Acquisition to give the library a prominent posi- proposedstructurestentativelylo- As more and more areas become tion on the campus. cated on their sites. more and more urban, many institu- Housing and recreational facilities "Tentatively" here is the key word. tions are finding themselves hemmed will usually be located at the perim- The campus plan can never be static in by the growth of adjoining com- eter of the academic area, while the if it is to be of real help in the orderly munities. Some institutions already location of public facilities will de- assimilation of new developments. face a critical land shortage, while pend on the program of the particular Since providing for change is essen- others can expect to encounter the institution. Internal service buildings tial, it must be reviewed periodically problem in the next 10 to 15 years. and sports arenas and playing fields and revised when necessary. Above If additional land will be needed will, of course, be at the edge of the all it must be used in making day-to- for anticipated expansion, steps to- campus or entirely beyond. day decisions on campus growth. ward acquiring it should be taken Vehicular traffic access and park- well ahead of time. Obtaining land is ing should be closely related to build- Steps in the Planning Process likely to be a long-term process, and ings that attract the greatest amount delays nearly always result in higher of use by the visiting public: audi- 1. Review the institution's aims, pol- costs, if not in actual blocking of ex- toriums, housing units, the activity icies, major areas ef specialization, pansion or forced revision of plans. center, and administrative buildings. teaching methods, and other factors The amount of land required de- Care should be taken to coordinate affecting the kinds of students to be pendsonmanyconsiderations, campus traffic with important com- accommodated and thenecessary nearlyall of which reflect major munity and regional traffic routes. ph ysic al facilities. policies. The most important are expected enrollment, desired land cov- Allocating Land 2. Survey local facilities: utility sys- erage, density per acre, planned build- tems, traffic and puking, cultural and ing size and capacity, and relative Intensity of land use is another factor social activities, imblic school facil- costs. Other vital considerations are that enters into the campus plan, but ities for children of students and fac- the compatibility of planned land ac- ratios of building coverage to land ulty members, police and fire protec- quisition and development with in- area vary widely from campus to tion, and present and future uses of stitutional aims and with surrounding campusfrom the sprawl of the rural property adjoining the campus. The land use and major traffic arteries. land-grant university to the compact- SO

SITE PLANNING ness of the big-city college. There hi been little study, ifany, aimed Why not zone thisway determining desirablenorms, but cu rent practices by a few plannersm be useful as a general guide. Academic For instructionalareas, 25 Zone cent over-all coverage (buildingsve sus land) is a common criterion. For single student housing in lov Student rise buildings of four stories,a f Activity quent density ratio is 75 to 90stt Zone dents per acre, with the lowerdensit preferred. In high-rise housing, many as 200 students per acrema Housing be acceptable, dependingto some e) Zone tent on the kinds of students house For walk-up apartment housing a reasonable maximum seems to b 16 to 20 familiesper acre. A highe ratio is likely to cause overcrowdin

The amount of floorspace pi.o vided for each studentalso varie widely. In academic facilities,require ments depend on the kind and leve of instruction; in residentialfacil ities, on the kind of student.In addi . tion different institutions havediffer ent standards. According to the United States Of- fice of Education, existinginstruc- tional buildings and related "It goes without saying that the only facilitie weapon we have had to combat the provide an average of about 175gros typical tendency towards droppinga building into the ftrst vacant space is square feet per oldent. A 1958re- that of rather rigid land zoning in whichcertain areas are dedicated specift- port from the uerican Council on Education, however, cally for certain purposes. Theseareas naturally have to be carefully related suggests 200 gross square feet per student as as to function and make provision for ultimate growth. a rule Within this frame- of thumb for estimatingspace needs work there is considerable latitudefor continual development." for all nonresidentialbuildings. Both this report and the Office ofEduca- Jefferson Hamilton tion's Physical Facilities Survey,Part University of Florida 2 project a space need of125 square feet per additional studentfor expansion of existing institutions. A rough idea of thespace provided in existing rcsidentialunits is given in Table 1, which showsthe results of a survey basedon information provided by the HHFA'sCommunity Facilities Administration.The total square footages given per studentare simply averages forrecently built 91

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If- The Growth of a Master Plan problem 'was providing for orderly expansionwhich is, in fact, the major problem to be solved by any campus plan. CENTRAL CHRISTIAN COLLEGE. The campus planned, like In this case, a system of through-site "strip zoning" (see dia- this one, from the ground up offers almost a laboratory grams across page) was set up to establish a proper physical framework for studying the development of a master plan, relationship between various campus areas and to maintain without such distorting factors as land shortage, sub-stand- that relationship by assuring logical growth within each ard existing buildings, and a tradition of haphazard growth. zone. As the architects point out, "In essence, the zoning Since Central Christian anticipates a rapid increase in en- plan is the master plan." Certainly it is an easy step from rollment from 500 to a possible 5,000, the central planning the zoning layout above left to the initial site plan above (continued on page 92) 92

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(continued from page gr) located in the right zone, in proper relation to other build- The site plan on the preceding page indicated the buildings, ings. Perhaps the most significant addition at this stage is parking, drives, walks, and site work needed to get the col- the library, which is located not in any of the definedzones lege into operation with an initial enrollment of 500 stu- but in a central position between the academic area and the dents. The site plan for Stage 2 (above left) shows how the student living and activity areas. The transition from Stage college might be expanded to accommodate up to 1,500 2 to Stage 3 (above right), when the college may enroll from students. The architects emphasize that this expansion need izoo to 5,000 students, is a logical progression accom- not take place according to any definite time table, and that plished by repeating the basic pattern of building within the exact location, size, and shape of the future buildings the proper zones the additional academic buildings, hous- are less important than making sure that the facilities are ing, and special facilities needed as the college grows residential facilities with and without "Certain master plans for colleges have been made alonggreat axial schemes. food services and cannot be consid- They do not work out when you add the dimension of ered ideal or even minimum. How- time. Usually, the ever, comparing these figures with plan falls apart. This master plan is simplyan indication of a beginning. those for instructional units leads to The program will change and the plan will haveto adjust to a new program. the estimate that slightly less than A master plan should be a continuousprocess, not an ironclad design. It one-half of the building space on should grow like a baby, in all directions outward." campus should be allocated for housing when an existing institution is Eero Saarinen expanded. If a new institution is Architect being built, the ratio drops to about one-third. The obvious variables are type of curriculum, teaching methods, married student enrollment, and the percentage of students to be housed.

Traffic and Parking TABLE 1: The land-hunger of the automobile is becoming as common a problem SPACE PER STUDENT IN EXISTING HOUSING UNITS for colleges as it is for cities. Accord- ing to the experience of a few institutions where car operation is not re- Housing Type* stricted, 5 to 10 per cent of the single Single Men women, 20 to 25 per cent of the single 212.7 sq. ft. men, and as much as 90 to 100 per Single Women 253.4 *A",:fiAIM: cent of the married students in resi- TOTAL dence are likely to have theirown COMBINED AVERAGE 230.8 cars. Since from 75 to 90 cars per Married Students 667.2 - acrethe same density allowed for TOTAL people in low-rise single student hous- COMBINED AVERAGE 268.7 ingis the usual allowance for parking,the *With and without food services. implicationsfor campus Nt: Combined averages are weighted for relative numbers of mon sa w.m.n, single end married students. planning are obvious. Many collegesanduniversities have attempted to limit the amount of land swallowed up by parking facilities by limiting student use or possession of cars. This often reduces SPACE REQUIREMENTS FOR 5,000 STUDENTS the problem, but it does not necessarily eliminate it. Many car-owners If a new institution commuters, married students, fac- is planned: ulty, and visitorsare exempted from Instructional space: the regulations, and the bicycles and 175 sq. ft. per student x 5000 motor-scooters that replace banned Residential space: automobiles create knotty traffic and 268.7 sq. ft. per student x 40% of 5000 enrollment parking problems of their own. If an existing institution Other plans restrict campus areas is expanded: to pedestrian traffic, with vehicular Instructional space: traffic terminating at key perimeter 125 sq. ft. per student x 5000 points. Similar restrictions are ap- 54 plied to groups of housing units, espe- Residential space: cially those assigned to married stu- 268.7 sq ft per student x 40% of 5000 enrollment 46 4

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t , 0 0 la. alw 5: 47 PRY dents with children, but practical BICYCLES married students' housing and in- considerationsstilldemand traffic structional and service facilities are 1/4 access to individual buildings for vis- operated semi-independently of the THIS AREA itors, service trucks, and loading and main campus. Among the principal unloading student luggage, as well determinants of the master plan were as for emergencies. A regional accessibility,compatibility 4 Unless local regulations succeed in withthe surrounding community, tr eliminating automobiles, some park- and correlation of density and cov- ing space is needed reasonably close erage, as well as structural scale and to student housing. This space can be form, with assigned building func- , provided in a number of ways, many tions. Above all, the master plan was of which are designed to help offset kept fluid enough to accommodate the cost of the facilities. At the Uni- changewhich has already taken v versity of Illinois, parking spaces are place. In the ten short years of its assigned and reserved for a small fee existence, the campus has already , which is collected by the term. A high- seen substantial expansion. & rise men's hall at the University of At Ohio State University, which is Washington has basement parking. strait-jacketed by the city of Colum- At Emory University, a two-story self- bus, the alternate approach of expand- service garage is available for stu- ing by increasing density and cov- dents, faculty and visitors at mini- erage has been taken. Five 11-story mumrates.TheUniversityof residence units housing a total of California at Los Angeles, in a region 2,300 students have been built within where car ownership is high, plans the equivalent of about two city I to build high-rise parking garages blocks for a site coverage of1.14. $ around the campus perimeter, with (The total floor area exceeds the total spaces to rent at about $50 per year. land area of the site by .14.) At the same time, land some distance from , Stretching the Campus the campus has been acquired for At many institutions, the most crit-apartment housing and other uses. , ical problem faced in devising a long- range campus plan is the need for Replacing Substandard Buildings stretching the campus to accommo- The orderly replacement of sub- date increased enrollments. The most standard existing buildings may pre- obvious solution, and the one most sent the campus planner with a prob- often used, is to expand acreage by lem as great as finding land on which acquiring more land on the perimeter to build new ones, largely because of the campus. Many campuses, how- of the difficulty of proving that an ever, are so hemmed in by commer- outmoded building is a liability to the cial or residential development that wholeeducationalprocess.Func- contiguous land is simply not avail- tionalor physical obsolescenceis able or is available only at a prohibi- often endured until floors sag too far, tively high cost. As a result,the Parking Versus People roofs or plumbing leak too much, institutions are turning to such alter- heating systems fail too often in cold The problem posed by parking's swal- natives as increasing density and weather, or the local fire department lowing up of campus land that might coverage, developing nearby satellite cracks down too firmly. And the plan- better be used for people has often campuses, or combining these ap- ner must sometimes contend with a been met by attempts to banish the proaches with the acquisition of lim- car from the campus altogether, al- sentimental attachment for an ivy- though this can create parking prob- ited amounts of adjacent land. covered eye-sore. lems of another sort (see above). An- An example of satellite develop- Even when buildings are so ob- other approach is to preserve land by ment is the 900-acre North Campus of viously substandard that there is no stacking cars in multi-level garages the University of Michigan, where resistancetoreplacing them, the MEW..

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Expansion by Consolidation officials with two alternate schemes, one based on decentralization and the THE OHIO STATE UNIVERSITY. The ur- other on centralization. The central- ban university that finds contiguous ized scheme has the advantages of land difficult to obtain at reasonable maintaining campus unity and avoid- cost may choose to expand by relocat- ing fragmentation of the University ing entire colleges or departments on into a series of widely separated col- available land at some distance from leges to help offset the disadvantages the existing campus, or by increasing of increasing the concentration of stu- the density of land use within the con- dents and buildings in the limited land ftnes of the campus. In developing a area of the existing campus.The zones plan by which Ohio State could ex- set aside for housing in the decentral- pand in an orderly fashion, the archi- ized scheme are indicated in gray on tects therefore presented university the plan below.

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Single Students' Housing. The alter- question of "how" remains. On most nate locations of dormitories under campuses,replacingallobsolete the two schemes are shown in the dia- structures at once would be so costly grams at right. Note that in the second, decentralized scheme, housing is anddifficultasto endanger the expanded to the north of the existing chances of replacing any. The tech- campus, where a new academic area nique of tackling the problem bit by would also be established. In the cen- bit, eliminating the worst conditions tralized scheme, housing is kept with- first, is usually more practical. Carry- in the main campus by relying primarily on vertical expansion. In the ing out replacement proposals insuc- two-block area at lower right of the cessive steps or stages also has the diagram, ftve i l-story halls have al- advantage of permitting continuous ready been built for 2,300 students operation of the college during the long, slow process of rebuilding.

The New Campus The problems of acquiring land and replacing outmoded or unsafe buildings may reach such proportions that the only real solution isa new cam- ACADEMIC. AZE as DOZIIIMIZI pus built from the ground up. Devel- oping a campus from scratch is the dream of every architect and educa- tor. Rut from the planning standpoint, the opportunities are equalled only by the problems:financing, time pressures, site conditions, and assembling an adequate staff for planning. Recent experience in building new Married Students' Housing. Both of campuses is limited, but what there the schemes shown at right are based is indicates that at least four years, on the assumption that 2,000 units and probably six, are required be- for married students will ultimately tween the decision to build and the be required, but here the distinction between centralization and decentral- arrival of the first students. About one ization is less clear cut. In each planning year is needed to study the scheme, an existing 200-unit project proposed site and prepare a prelim- is expanded, and a 400-unit project inary master plan, and two to three for law and medical students is located at the southeast corner of the more are consumed before working main campus. In the first, however, drawings can be completed, bids let, the remaining units are placed far and the initial buildings constructed. from the academic areas on land that Another aspect is the relative cost is needed for agricultural teaching of building anew versus expanding and research programs. In the second, preferred scheme, these objections existing institutions. Referring back are met by placing the remaining re- to the figuYes on square foot allow- quired units in a crescent east of the ances per student, (p. 90 ) we see campus. This arrangement has the that expansion may theoreticallysave additional advantage of helping to as much as 28 per cent in floor area prevent deterioration of the neighbor- hood where fraternity and sorority over building a new campus simply houses, religious centers, and coop- because of the difference in require- emtive houses are now located, al- ments for instructional space. (175 though it will require the acquisition ACADEMIC AREA$ 1111DDORMIToz1z5 square feet per student for new build- of land that is already improved In MALRIED ISTITIMIT !COMMIX' ings as opposed to 125 for expansion.) Expansion by Extension

UNIVERSITY OF MICHIGAN. The technique of expanding by bypassing the surrounding city altogether is illus- trated by the University of Michigan's satellite campus, where marriedstu- dents' housing, an engineering school, and other facilities are operated semi- independently of the maincampus. Even on the new campus, provision for growth was a primary planning consideration, a piece of forethought whose value is demonstrated by the expansion shown in Table 2 below

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TABLE 2:

UNIVERSITY OF MICHIGAN / NORTH (SATELLITE) CAMPUS

Area Use 1959

Engineering and Science 122.0

Fine Arts 30.0

Natural Resources 0

Education 70.0 Student Housing

Student Center and Food Service, Plant Buildings, ATHLETIC Library Service, Printing and Warehouse CAMFITO 14.0 Landscape Features and Reserve 22.0

SUBTOTAL 4/8.0 East Area Reserve 411.0 TOTALS 889.0 If the recommendation of 200 square feetper studentforinstructional space is followed, the saving rises to 37 per cent in favor of expansion. Of course, if..tn expansion program requires extensive new areas devoted to service and administration buildings, the library and other one-of-a-kindfacilities,theadvan- RESIDENCE tages of expansion over establishing a HALL new institution tend to disappear, but relative costs must in any case be carefully weighed. (An EFL study of BOILER this whole question of moving to a HOUSE new campus orrehabilitating an existing one is now in preparation.) PRACTICE HALL THE HOUSING MASTER PLAN Planning a housing system to ac- COTTAOE DORSEY POOL commodate as many as 16,000 stu- HALL ELIA. dents in the not-too-distant future is AUDITORIU ST CLAIR HALL no small undertaking, but this is pre- cisely the size of the job some of our larger institutions face. The problem of the smallest residentialcollege differs only in degree: every institution, regardless of size, needs at least a simple plan for developing a housing program that will facilitate orderly change and expansion. If it is to be ENT OATES effective, such a program should be HOITEEM based on sound answers to some spe- %A RAU1\1 rn_jINFIMLARY cific questions. Who zs iu be housed? For what percentage of the student body and MUSIC faculty is housing needed? Does this APARTMENT CONSERVATORY figure include the families of married students? How many students are to --/PRESIDENT'S HOME be housed on-campus? What controls are to be maintained over off-campus housing? How much off-campus housing is likely to be available? Is avail- Replacement by Degrees ability of housing to be used as a brake on admissions? CHRISTIAN COLLEGE. Orderly expan- How are housing construction and sion may call for the rehabilitation of old buildings as well as the construc- operation to be financed? Are there tion of new ones. Christian College's safeguards against imposing an un- six-phase master plan, for example, due burden on the college economy locates new buildings and times their as a whole? How are rentals to be construction so that much of the existing plant will be replaced over a pe- kept at levels that students and fac- riod of years, while student capacity ulty members can afford? Is faculty is increased. The six phases are de- housing to be used to indirectly sup- scribed briefly on the following page INFIRMARY

FIELD HOCKEY Phase r, which was shown on the ARCHERY preceding page, called for the construction of a new residence hall for +RE DEM 16o women (see page 37) to replace HALL a frame cottage and reduce occupancy of a crowded existing hall. Phase 2 calls for a new dining hall Orn somme and social center, a new residence hall, and the demolition of an off- ENO campus house now in use. At this A11111 point, enrollment can be increased. %INTOMOO IUISIUIIIIIlorelemong lonale5r" MEE .171111MINIM aimOO 1M111 Allapull11111 Phase 3 calls for a new academic MMMMM FOOL RESIDENCE 0111111811111 and fine arts building to replace two ALL ingeoll1110111ow 7z711 BLDG buildings used for classrooms and MO ,=.11111.11. housing, and a new music hall. 11M121111-IINNFMIN 1111111011doss= Phase 4 calls for a new gymnasium and locker building. Phase 5 calls for a new chapel.

Phase 6 (left) calls for a new infirmary and a third residence hall to com- MI6SOURI plete the planned expansion HALL

"Classrooms, labs, offices, libraries, dormitories, food services, playgrounds, walks, drives, and parking must constantly be rearranged toserve changing needs. When one structure goes up,campus development works like a chess game. In time, we may be able to exchange a pawn for a queen. The vitality of any university can be measured not only by the additions, whichsymbolize growth, but also by the capacity of the institutionto convert spaces to new uses."

Buford L. Pickens Washington University 101

plernent salaries or to attract young The related problem of multiple ap- often overlooked. To take one exam- faculty members? Can the buildings' plicationswhich also inflate the de- ple, if students are permitted to drop potential revenue be increased? mand for housingis being attacked courses to a certain minimum in How is housing related to the over- by means of non-refundable applica- order to remain enrolled, they may all aims of the institution? To its type, tion fees and earlier deadline dates. take five years to complete work nor- size and composition? To its teaching Admissions policies also affect the mally done in four, thus extending methods, curriculum, and faculty? makeup of the student body. Some their use of the college and its hous- To establishing or maintaining the colleges prefer a 50: 50 ratio of men ing by 25 per cent. Any measures general academic and social tone of and women, which predetermines the taken to reduce the number of strag- the total institution? amount of housing to be allocated for glers will incre9se productivity by What are the general directives for each. Some encourage married stu- making thefacilitiesavailableto the physical master plan? Is housing dents, who must then be housed. more students in a given period. to be located apart from academic If housing planners ignore the im- Another possible approach to in- areas? How is future expansion to be plications of such policies, both the creasing productivity is the addition accommodated? Will more land have size and the composition of the stu- of a fourth quarter or a third semes- to be purchased? dent body will be controlled by avail- ter to the traditional academic year. What level of quality is to be main- able housinga clear case of the tail Theoretically, such additions would tained in the buildings? Are the build- wagging the dog. At some institutions, enable colleges and universities to ings to be useful for purposes other however--especially at public ones enroll up to a third more students than housing? Are such uses com- the amount of housing available is with no change in existing plant, and patible with housing? deliberately used as a brake on admis- would thus materially reduce the To whom are the various responsi- sions in order to keep enrollments long-term need for additional hous- bilities delegated? For the housing down to manageable size. ing and instructional space. However, program as a whole? For the success- greater plant utilization can probably sive stages of programming and plan- The curriculum also influences hous- not be accomplished without some ning the buildings? For operation and ing requirements, primarily through additional cost.If students accept maintenance? For making certain the its effect on the kinds of students at- year-round attendance on a full-time buildings are used as intended? tracted to the institution. A college basis, the intensified use of the hous- that concentrates on engineering and ing plant and the need for more dura- scienceprograms, which draw a The Role of Policy ble interior finishes and equipment heavy maleenrollment,willob- The answers to these questions are willdirectlyaffectoperating and viously need more housing for men. maintenance costs as well as initial intimately linked to the institution's Emphasis on developing a graduate policies and operating procedures. costs and building life. The case for schoolwfilincreasethe demand such amenities as air conditioning for apartments for married students. will also become much stronger if Non-selective admissions policies, for Similarly, the addition of special- college buildings are fully used for example, often create an artificial izeddepartments orschoolscan demand for housing by permitting change existing ratios of men to eleven months out of twelve. students of limited ability to be as- women as well as introduce special signed rooms while more promising housing requirements. (Some new Selecting Building Sites As is true of other aspects of hous- applicants are turned away for lack housing for art students includes spe- ing, there is no single correct prhaci- of living space. With the high drop- cial rooms for out-of-class work in out rate that results, neither the in- ple of site selection. In fact, the prime painting and sculpture; housing for consideration is maintaining enough structional nor residential plant is music students might include prac- flexibility to change the approach to operating at full capacity by the end tice rooms.) Curriculum revisions of the fall term. siting in response to new ideas and may have an even more direct hearing techniques, as well as to expand as To cope with this situation, many on housing construction and use. if institutions, public as well as private, needs increase. If only one site is instructional facilities are included available, the selection problem is have adopted more selective admis- in the housing units themselves. sions standards so that students who solved before it arises. But the notion are accepted have at least a reason- Productivity is another factor that that only one site is suitable should able chance of success, and the physi- is important both to housing costs be avoided until all the alternatives cal plant can be more fully utilized. and to housing use, although it is have been thoroughly examined. Starting From Scratch

ST. ANDREWS PRESBYTERIAN COL- LEGE. This new campus consolidates several small denominational schools into a single liberal arts college for

p.a./NM 600 students. Housing and academic NY- areas are located on opposite sides of a lake that will replace a swamp run- ning across the site. Both areas will be expanded to accommodate an even- tual enrollment of 2,500 students

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! The suitablity of a site depends on bringing these areas into closer prox- tem and facilities for trash disposal. severalfactors.Thereshouldbe imity so as to form a more unified Administration and staff: Number enough space, not only for the struc- campus community. If land is short and living accommodations required, ture but for parking, outdoor recrea- however, housing can be placed on student organization, housekeeping 'ion, access for emergency and servic ! campus extensions or satellite cam- procedures. vehicles, and general breathing space. puses wherever land is available. Food services: Type and numbers There should be some freedom for to be fed, type of layout and equip- adjusting the building orientation to Developing Building Programs ment for kitchen, dining rooms and provide natural climate control or to To be effective, the housing plan snack bars. take advantage a view.Utility must deal realistically with both peo- Student rooms: Number, type, size, connections or funds for extending ple and facilities, including not only equipment, lighting, decoration, ar- utilities should be available. Normal buildings and equipment but also e.:e rangement of rooms to establish so- traffic patterns from the housing site relationships between buildings and cial groups. to other parts of the campus should all the outdoor spaces and facilities Circulation: Corridors and stairs, be reflected in the orientation and de- so often thought of as extraneous elevators. sign of the building. Creative plan- parking areas, roads, walks, outdoor Housekeepingfacilities:Storage, ning should take into account such recreation areas, and landscaping. location and equipment. natural features as trees and grades. One of the most important steps in Studentservices:Storage, laun- Soil conditions, which may substan- planning is developing a good pro- dries, lounges, recreation areas. tiallyaffect building costs, should gram of building requirementsone Educational facilities: Study areas, also be considered. that is exact and specific as to types, library, meeting rooms, display areas. The location of housing in relation sizes, and organization of spaces; With these topics in mind, many toothercampusbuildingsmay critical dimensions; and the results plar-,.rs also find it useful to prepare strongly influence other aspects of desired from colors, finishes, and fur- more detailed check lists for all parts the total plan. For example, if the nishings, and from such environmen- of the project for use by the archi- activity center isnearby, meeting tal controls as orientation, tempera- tect and for reference by the planners rooms, recreation rooms, or food serv- ture, air flow, acoutics, and lighting. in reviewing completed drawings and ices may not be needed in the hous- The good program is also clear as to specifications. ing unit. Conversely, if these facili- the reasons for specific requirements, The program of building require- tiesareadequatelyprovidedin because an understanding of their ments should not be thought of as housing, the small campus may need purposes greatly improves the prob- applicable only to new housing proj- no central activity center. If the liability that the most appropriate tech- ects. It should also be a guide for the brary is some distance from the hous- niques will be found and applied, and rehabilitationof existing housing. ingsite,residentiallibrariesand that the final structure will be more Rehabilitation is an essential part of, reading rooms may be expanded into than just satisfactory. any housing plan if the college is to branches of the main library. Other The statement of building require- avoid unfavorable contrast between factors naturally play a part, but if ments for new housing can be de- old and new, unnecessary draining of building relationships are not consid- tailed or brief, but it must be explicit operating or reserve funds into sto- ered, some decisions on buildings in setting forth for the architect a standard units, or indirect penalties and facilities will be forced by the summary of all the planning done for for late registrants or students with site instead of being based on good a new project and of the intentions limited funds. Yet one often finds on total planning. of the planners. These are some of the same campus attractive new halls Housing units may be located at the topics that should be included: for single students, converted bar- thecampusperimeter,clustered Objectives and policies: Concept of racks for married students and fac- among instructionalbuildings,or use and operation. ulty, and run-down fraternity houses. even included in classroom struc- Project description: Number, ca- tures. The typical campus plan sets pacity, and desirable height of pro- Planning and Construction Time aside separate areas for faculty, mar- posed buildings. Building new housing is an impor- ried students, and single men and Outdoor areas: Pedestrian and ve- tant and complex job. It is also time women. Although many colleges have hicular traffic, parking, educational consuming. Judging from past expe- no choice but to condnue this ar- and recreational uses, landscaping. rience, if a decision to build new hous- rangement, others might consider Utilities: Including telephone sys- ing is made today, the units will not 04

be in operation for at least two years and possibly four. This being the case, an important aspect of the over-all housing plan is the timing of planning and construction to meet needs. Construction time, to take the simpler element first, can be expected to range from 10 to 18 months for a residence hall for 200 students to 2 years for a building for 800 or more, although improvements in architectural and structural design and in construction methods have substantially reduced construction time in the recent past, and further technical improvements can be expected in the future. TAW.E 3: Planning time. Depending on the ESTIMATING SPACC NEEDS BY PROJECTING ENROLLMENTS time required for formulation of policy, the necessary research, and the POTENTIAL assembling of data, preparing a good TO BE HOUSED 1161 1962 1163 1964 1165 program ofbuilding requirements may take a few months or many. If Total Enrollment 15,733 16,839 16,141 17,849 10,929 the institution's records are so com-

Less Non-Resident plicated and unclear that data on which to base decisions is difficult to Enrollment 700 DV 700 700 obtain,the planning process may TOTAL 15,03316,03316,13316,13916,147 16,14717,14917,14911,22911,719 consume as much as four years. And even when the necessary informatidn is readily available, planning rarely CAPP:ATV OF takes less than one year. A reason- AVAILABLE HOUSING able planning schedule might run

Men something like this: 111112 2,932 3,616 3,616 3,035 01110111 411111111111111106 4 to 6 Preliminary Planning Women 3017 3,275 3,513 3,591 3,476 months :

oMMIIIMINNO Board approval for planning Married Students 1,337 1,462 1,462 1,587 1,712 wpm.. Development of the program of building requirements Fraternity-Sorority 2,900 3,100 3,119) Development of financing plan OMMIPSIMINW OM110110101111i Selection of building site Off-Campus 3,984 4.010 4,096 4.157 Preparation of preliminary drawings "!"'""'"_- TOTAL 44,01014,55314,553 WSIO '15,61015,99015,99016,111 6 to 8 Advanced Planning months: SPACE NEEDS '40 1,586 SP, 1,159 Preparation of final drawings and 1111InliiMINOIN 111111111111110 specifications This table tliustrates Indiana University's method of determining requirements for housing expansion. (Additional tablesore piepared to specify the numbers el spaces needed ler single men and women, married students, and graduate students.) The advantage of this (Legal validation of bond issue) procedure is that predictions as to enrollments and available housing can be checked against actual developmentsin fume I. odjud Selection of contractor or constructien schedules es necessary to meet space needs. Itis important, however, for the predictions to be reviewed and adiusted frequently. Far example, since this eshrnate was prepared, indicahons are that nrollment predichons are too low, and that the Advertising for bids percentage of women students is increasing faster than was anticipated. Award of contract PLANNING TECHNIQUES of centralized planning are better project and their qualifications for Since the range of information re- coordination and greater resources. undertaking it.In other cases, the quired for good planning invol-es The dangers are disregard of each choice of architect may be predeter- more individuals than can work effi- institution'suniquerequirements, mined. In either case, the college may ciently as a committee, one common over-standardizationand, in some find it desirable to require one or more technique is to set up a steering com- cases, lack of understanding of the associate architects. mittee that calls upon experts as they educational program. These dangers One common error is asking archi- are needed. Such a committee logi- can be headed off, however, if each tects to submit preliminary proposals cally includes an administrative ofcollege in the state system prepares before they have been commissioned ficer familiar with policies and future reliable statements of its own require- and before they comprehend the full plans, a faculty member representing ments and retains the authority to scope of the problem. This is unfair a major department of instruction, make final decisions. to the architects and, worse, it is dan- the business officer, a student per- gerous to the college. Preliminaries sonnel officer,a representativeof Using Planning Consultants really set the pattern for develop- housing and food service manage- Because planning problems are so ment of design, and when they are ment, and an architect. Each mem- numerous and complex, and because prepared prematurely, they are apt to ber should be able to serve as a master plans need continual review, contain flaws that will be difficult to communications channel for the ex- some institutions find it necessary to correct later. An architect's reputa- change of ideas between the commit- designate one qualified person who tion for producing ork that func- tee and the college community. : can devote most of his time to cam- tions well, is economical, and conveys If it is to function well, such a pus planning. At least 20 large uni- the qualities his client wishes to ex- committee needs authority delegated versitiesemploy full-time campus press is a better basis for selection by the president and the boardi of planners, and many other large and than hastily prepared solutions to im- trustees, and a clear definition of fe- smallinstitutionsretain planning perfectly understood problems. sponsibility. It needs a chairman with consultants to relieve college officials The national office of the Ameri- vision, and a project coordinator who of impossible work loads, to supple- can Institute of Architects in Wash- can organize the work into a clear ment local knowledge with broader ington, D. C., and many local and statement of requirements. experience, or to resolve planning state chapters of the A. I. A. can sup- Frequently, instead of such a steer- conflicts. Economists, land planners, ply pamphlets and suggestions on ing committee, a subcommittee of some architects and educational con- selecting an architect. the board of trustees, or the college sultants, and many experts in special president and his business officer, as- fields have served in this capacity. Presenting Master Plans sumes the responsibility for planning. Whatever their background, consult- Planning results in a number of Personnel and housing officers or ants must be capable of understand- detailed reports and summaries of plant superintendents may be asked ing the institution's problems and of findings,along with recommenda- to give their views or, occasionally, examining them objectively. Their tions and perhaps preliminary draw- to take over the planning job. The all- services may range from master plan- ings. Before action can be taken, these too-common problem is that those ning to preparing detailed programs must be reviewed and approved by who plan new housing units are una- of building requirements. theappropriateauthorityusually ware of either the total educational the board of trusteesand there are program of the college or the pur- Selecting the Architect times when alternatives must be pre- poses and daily operations of hous- The criteria for choosing an archi- sented and selected. ing. Too often, much available plan- tect for college housing include abil- Since busy board members have ning information is neither sought ity, reputation, experience in design- limited time to consider the results nor used. Another recurring problem ing similar projects, willingness to of planning and to reach decisions, is a lack of clear delegation of au- cooperate with the college planners, simplified visual presentations, with thority and responsibility and conse- and accessibility. No matter how well brief written comments as required, quent confusion, conflict, and dupli- or how badly educational planning is have many advantages. Models and cation in planning projects. done, the architect can make or break diagrams reduce the possibility of In some states, planning for public the project. misinterpretation and increase the institutions is handled by independ- One selection procedure is to invite opportunity to visualize relationships ent state agencies. The advantages a number of architects to discuss the and to see the project as a whole. PAYINGFOR THE HOUSING PROGRAM COLLEGE HOUSING IS BIG BUSINESS better records of construction and at least some project operating costs. and paying for it is rapidly becoming operating costs. And at the same The evidence is that, at the rental an exercise in high finance. In the time, housing officers, in cooperation rates generally charged, most college past 10 years, more than $1 billion with faculty members and personnel housingfinancedwithborrowed was spent for new housing. In the officers, are finding accurate records funds requires some kind of subsidy, next 10, up to $6 billion will have to more necessary than ever before in although the form and amount are be spentand more if construction order to make their own cost analyses seldom readily apparent in annual costs continue to rise. Judging from and to improve operating procedures. financialreports.Risingconstruc- the experience of the past decade, at Since borrowed funds for housing tion and operating costs rank high least half of this expenditure for new may represent so large a chunk of among the reasons that make subsidy construction will be borrowed. the total budget, difficulties in this necessary, but the compelling reason A good credit rating for college area are likely to precipitate financial is that rentals would otherwise be housing isessentialif investment crises in unexpected sectors of the more than students could afford. funds are to be available in the large institution'seconomy.Toooften, amountsrequired,atreasonable problems arise because the financial Fixing Rental Rates terms. But raising the money for the picture is so fuzzy that misinterpreta- There is general agreement that building program is only part of the tion is almost inevitable. More stand- rental charges should at least cover problem of financing college housing. ardization of accounting and report- annual operating costsand they Hand in hand with it goes the day- ingproceduresisessential to usually do. But opinion varies as to to-day operation of what is in aggre- determine actual financial commit- whether or not these charges should gate a multi-million dollar enterprise. ments, to support the reputation of also reflect total project costs. One A large university housing system housing bonds, and to arrive at accu- viewpoint is that students who use may have a population of over 8,000, rate cost comparisons and estimates. housing should be responsible for its an annual operating budget exceed- total cost. Another is that residential ing $6 million, and a staff of more The Self-Liquidation Myth facilities are part and parcel of the than 900 persons. And even at small One of the more persistent myths total physical plant, for which stu- colleges, housing looms large in pro- about housing finance is the widely dents are not expected to pay any portion to the institution's total re- held, wishful belief that college hous- sizable share of construction costs. sources and program. How well these ing is entirely self-liquidating. To be In practice, the latter view usually housing ventures are managed finan- self-liquidating, a project must have wins out, since rentals high enough cially directly affects the financing of enough rental income to cover all ex- to cover total costs tend to limit oc- additional housing, not only by the penses: annual operating costs, re- cupancy of campus residence units, individual college but by all colleges. payment of principal and interest, and thus educational opportunity, to and accumulation of requiredre- students from the upper economic INFORMATION PLEASE serves. Many housing projects that brackes. In view of higher educa- The first requisite for sound finan- are announced, either explicitly or tion's general aims, a compromise in cial management is sound financial implicitly, as being self-liquidating determining room charges is una- information. Boards of trustees and are more likely to be self-supporting voidable, and housing fees are un- presidents, who are being forced by that is, they earn enough gross in- likely to represent total costs even the sheer size of the job ahead to come to cover gross operating ex- thoughthefeesthemselvesvary formulate long-range financing pro- penses. Food services in housing may widely from college to college. grams, find it increasingly necessary alter the picture if students pay for To see why this should be so, it is to give their sources of funds a clear meals on a contract basis. only necessary to look at the rentals picture of the over-all dimensions of As a fair indication of the propor- that would be required if students planned housing expansion and the tion of housing projects that are even were to assume total project costs. total financial requirements. Private potentially self-liquidating, revenues The formula prepared by the Com- as well as public sources of funds de- alone were pledged as security for munity Facilities Administration of mand accurate financial information only 37 per cent of the 425 loans theHousing and Home Finance to rate credit, guarantee loans, and made through the College Housing Agency is: justify donations or appropriations. Loan Program in fiscal 1957-58. And x =(i) (a) + b Business officers, therefore, are un- in many of these cases, it is probable .9 der pressure to develop and maintain that other revenues are used to meet where x is the annual rental charge per student; a is the annual cost of at public institutions and 19.6 per Since major repairs or rehabilita- the construction loan per student; b cent at private institutions between tion can be justified only after the is the annual operating cost per stu- 1954 and 1958. During the same in- building has been paid for, the build- dent; i is a factor of 1.35 which rep- terval, food charges showed corre- ing must be sound in the first place. resents debt coverage (used specifi- sponding rises of 7 and 8.2 per cent. Any reasonable device of design, con- cally in the College Housing Loan When rate changes are to be made, struction, or equipment that will help Program ); and .9 covers an annual several criteria may be helpful, in- holdup-keep within bounds and vacancy loss of 10 per cent. (A larger cluding charges for comparable facil- maintain the building's usefulness for vacancy loss may be anticipated for itiesoff-campus,regionalcost-of- the required four decades is worth the first and second operating years living indices, and, particularly, the considering even if it increases initial of a new project at an institution that effect of room and board costs on the construction cost. has not previously had housing. Va- student's total educational expense. One example of the sometime econ- cancy may also be greater if a project This last factor is assuming increas- omy of apparent luxury is a large is first occupied at any other time ing importance, not only in its own urban university's decision to build than the beginning of the fall term.) right but because it affects the eco- residence halls with private or con- A construction cost of $4,400 per nomic condition of the institution as necting baths so that going hotel student would require an annual pay- a whole. And this condition in turn rates can be charged when the facil- ment for principal and interest of influences decisions regarding addi- ities are used for summer confer- $190.34 (4.4 times $43.26, the an- tional indebtedness for housing. ences.Semi-private baths willin- nual payment per $1,000 for a loan crease construction cost by about 3 at 3 per cent amortized over a 40 THE COST OF THE BUILDING per cent; the increase in revenue is year period). Assuming an annual Economy is an attractive banner expected to be 20 per cent annually. operating cost of $100 per student: for cost-conscious college administra- The converse is another college's (1.35)(190.34) + 100 x = = $396.62 tors to rally round, but economy at attempt to save by substituting infe- .9 any cost may turn out to be very rior hardware for that specified. The For a nine-month academicyear, expensive. Obtaining true economy substitute had to be replaced after this amounts to $44 per monthper requires a three-ball juggling act in only a few years, thus multiplying student, or about twice theaverage which advantage is taken of every hardware costs and transferring a per male student in a double room, initial saving that does not unduly share of the actual construction cost according to the United States Office increase long-term expense, and of to the operating account. of Education's figures for 1960-1961. every long-term saving that does not Another pitfall on the road to econ- It is true that the average is de- disproportionatelyincreasecapital omy is the tendency to make spurious pressed by the number of small col- outlay. The third ball is the effect of cost comparisons between projects. It leges at which rates are low. But it is both on the way the building will is perhaps understandable for the also true that this formulaassumes function now and in the future. general public to gauge the cost of that total construction cost will be To begin with, a residence hall that a residence hall by its outward ap- financed by borrowing which isamor- is not tailored to the college's pro- pearance. But the college president tized entirely from rental income, and gram or to the needs of the people or board member should know that if that money can be obtained atan who will live in it is hardly a shrewd two seemingly similar residence halls interest rate as low as 3 per cent. If investment. Some administrators be- vary widely in cost there are likely the interest rate is actually 4per cent, lieve they can afford only study-bed- to be valid, if invisible, reasons for it. the annual rental charge per student rooms,group bathrooms, perhaps Insurance requirements, the nature is increased by about $7 per month food services, and sometimes recrea- and cost of land, policy regarding and the monthly rental becomesover tional space. Any other facilities are long-term costs, building codes, and $50which isconsiderably more "nice but too expensive for us." Yet special requirements for facilities can than colleges feel they can charge. space for meetings and group study all increase first costs without being To be sure, charges to studentsare is usually the least costly in a resi- apparent to the casual observer. rising, and if present economic trends dence hall: the lion's share of the hold, they will continue to rise. Ac- construction cost is incurred as soon The Total Project Cost cording to a United States Office of as the institution decides to build a Only the total cost of a project is a Education survey, room charges in- housing unit and to provide it with satisfactory basis for comparing it creased an average of 21.6per cent the necessary mechanical systems. with others or for measuring its relative economy. The common practice TABLE 1: of considering construction cost alone overlooks many items that strongly HOUSING CONSTRUCTIONCOSTS (1958-59) affect the final price tag on a project. No. of Project Cost per Unit Project Cost per $q. Ft. Housing Type Proiects Average High Low Average High Low Lund cost. Cash outlay for land may Single range from very high, if the project men 229 $3,663 $6,370 $1,560 $16.92 $27 06 $7.87 site must be purchased, to nothing at Single all if it is on the existing campus. women 182 4,154 7,543 1,635 17.29 26 07 8.32 Site preparation costs for putting the Married land in suitable condition for con- students 58 9,573 14,600 4,792 14.39 20.77 9.96 struction can also be low or high, de- Faculty 10 11,799 21,667 4,043 16.57 23.15 954 pending upon surface and sub-sur- facesoilconditions.Contingency clausesindevelopmentcontracts safeguard all parties against such unexpected conditions as rock to be blasted, unstable soil, or variations in TABLE 2: the depth of soil capable of carrying PERCENTAGE DISTRIBUTION OF HOUSING OPERATING COSTS (1958-59) thenecessarybuildingloads.Land- scaping is properly included in land Cost Number of %otal Operating Costs costs although it is often absorbed by Category Projects Average Nigh Low other budgets or left out all together. Salaries and wages 101 32 6 67.0 11.9

Construction cost, strictly speaking, Expenses 101 28 8 57.3 5.4 comprises only the contract price for Operating the building. In some states, public capital outlay 14 6.6 34.6 .13 institutions are required by law to let Debt separate contractsfor the several service 87 32 7 77.0- 3.6 phases of building or the various Not.. ',cause data was nol uniformly prepared or evadable, category overages do not total 100 per cent constructiontradesgeneralcon- tract,site development, structural, mechanical, and electricaland private institutions sometimes follow the same practice. Separate contracts for furnishings and certain non-struc- TABLE 3: tural equipment are common, but DOLLAR DISTRIBUTION OF HOUSING OPERATING COSTS (1958-59) fixed or built-in elements are usually covered in the general contract. Non Women Construction cost may be given in Number Average Number Average fliabOr, Average dollars per square foot, per cubic foot Cost of Cost per of Cost per Cost per or per unit (i.e., per occupant or as- Category Projects Student Pm** Student Pali* Unit signable space). All have drawbacks Salaries and wages 49 $98 44 48: $118 40 $89.75 and can be computed in different 1.1 ways. Gross square footage does not Expenses 41 86 78 40 89 09 . $1 ' 171.22 indicate the efficiency ratio (net area Operating divided by gross area) or account for capital outlay 41 13 81 18 89 51.34 thefloor-to-floororfloor-to-ceiling Debt height, which affects the space to be service 37 96.22 89.74 307.85 enclosed, heated or cooled, lighted, Total and painted. In high-rise buildings, operating costs 48 286 36 31 304 68 54309 the cumulative effect of story heights Not.ecouse &do was nob uniformly prepared or available, average costs per student or um, do not odd to the total. may substantially alter the cost of feet of the building while utility sup- tion of the United States Housing and structural framing and foundations. ply lines ended some distance away. Home Finance Agency. These figures Cubic footageissubjectto even represent reliable estimates submitted greatervariationininterpretation Interest can be a serious financial in support of loan applications, but and computation. burden during construction unless they do not necessarily include all Cost per unit is usually the most loans and/or bond issues are timed final project costs. satisfactory description of construc- to coordinate with the need for funds. For all types of projects, the aver- tion cost, provided that subsidies, the The more closely obligations at any age costs were $4,400 per unit and cost of all special areas, and alloca- given phase of the project are tailored $16.38 per square foot. The averages tions to other accounts are taken into to actual need, the less the total in- according to type are shown in Table consideration. It is the basis for esti- terest. When the money market is 1. In examining them, however, it is mating project income, and when it favorable, however, it may be wise to important to remember that averages is evaluated against cost per square assume greater obligations than a are deceptive because of the great foot, usually indicates the amount of project justifies at the moment. diversity in the projects on which they are based. For example, the data non-assignable facilities in the build- Fees include all necessary services of ing. Non-rental space inflates the per- in the survey discussed here show a architects, consultants and legal ad- range of from $1,560 to $7,543 per unit cost of a project even though visers; supervision of construction by cost per square foot may be low. unit and from $7.87 to $27.06 per the institution's clerk of the works or square footboth for single students. other qualified personnel; and admin- Equipment not covered in construc- The variation in cost for married istrative expenses properly charge- students and faculty is even greater. tion cost includes all movable items, able to the project. such as furnishings for student rooms The great range in costs suggests or public areas (except built-ins), Occupancy costs, which are com- that many recently built housing proj- and equipment for housekeeping or monly underestimated or overlooked, ects are too cramped, too cheaply con- for food service. In some instances, include such expenses as installing structed, and too limited in facilities bed linens and tableware are included. furnishings and cleaning the build- to be wise investments from the edu- Drinking fountains, drapery hard- ing. The expense of general super- cational standpoint. Since most in- ware, bulletin boards, and similar vision while the building settles down stitutionsfindconstruction money items may be considered separate into normal operation and minor hard to come by and high cost hard equipment or come under the con- kinks are ironed out may be consid- to justify, it is unlikely that the construction cost. In order to reduce ap- ered project or operating cost, de- trast in costs is caused by much waste parent cost, such substantial items pending on local accounting practice. in the more expensive projects. as lighting fixtures, hardware, and Since projects are not always avail- Housing for all kinds of students even movable partitions are some- able for occupancy when expected, and for faculty seems to cost more times omitted from both the construc- additional financing may be needed to at private than at public institutions. tion and equipment categories. Pur- offset loss of income, and loan agree- Women's housing, according to this chasing these items separately seldom ments sometimes provide for this survey, costs more per student than saves much money, although it may situation. men's, which implies that more area enable an institution to simplify its is allocated to women. As might be stock of maintenance and repair ma- Contingencies. About 5 per cent of expected, married students' housing terials. Often the omission is really a project cost is usually set aside for costs at least twice as much per unit bookkeeping device that only compli- unexpected expense in land develop- as single students' housing, and fac- cates the determination of costs. ment or construction and other nor- ulty housing costs more than either. mal emergencies that may arise. Apartmentsformarriedstudents Utility and service connections may have apparently been built in the or may not be included in the con- Typical Project Costs greatest numbers at public schools, struction contract but they should be For this study, the costs of 479 col- primarily those in the Midwest. covered. There have been cases in lege housing projects constructed or On the whole, regional variations which no utility connections were planned in the five years prior to in cost follow the pattern of construc- provided because, under the terms of 1960 were analyzed from basic in- tion costs generally. On the average, a loan, construction money could be formation made available through housing costs are highest in North- applied only to work within a few the Community Facilities Administra- eastern and Middle Atlantic states; lowest in the Southern and Mountain TABLE 4: states; median in the North Central and Pacific Coast states. SOURCES OF FUNDS FOR HOUSING OPERATING COSTS (1958-59) When food services are included, project cost is evidently increased by Cost Mosby of % Rental Income %NW Isms Category lastRIIden 10 to 15 per cent because of such Average Low Mow High facilities' extensive requirements for Salaries and wages 21 73 46 mechanical and electricalservices N V. 54 4, . and special equipment. Expenses 11 56 6 Operating Estimating Future Project Costs capital outlay Debt In the end, this survey and all service others like it must be taken with a grain of salt. Considering the wide Note: Seems. data was not uniformly prepared or available, overage percentages do not total 100per cent range of costs in all recent studies, and such variables as geographic location, time of construction, general economic situation, and the kind and quality of housing under consideration, it is impossible to make accurate advance estimates of housing cost. At best it is only possible to make informed guesses based on rough TABLE 5: cost indices derived from survey information, past experience, and con- HOUSING AND FOOD SERVICE STATEMENTS struction cost trends. FOR SINGLE STUDENTS AT FOUR UNIVERSITIES (1958-59) On the basis of data gathered in 1957-58 for its Facilities Survey, the REVENUE United States Office of Education sug- Food service 57.0%

gests an average cost for residential Housing 33.0

facilities of $20 per square foot and Conference income 9.7

$4,700 per student. ($4,700 = $20 x Miscellaneous .3 235 square feet per student, an area Total Revenue 100.0% allowance that includes space for food services and is weighted tocover OPERATING EXPENSES housing for both single and married Food 22.6%

students.) A 1958 American Council Wages 31.3

of Education study of expansionre- Administration 7.7

quirements uses the same averages. Social education 2.3

During the next decade, however, Utilities .1 the average cost for college housing Building repairs 3.7 of reasonably good quality is likely Building depreciation

to be close to $5,000 per unit in the Equipment United States as a whole, although 3.9 Laundry and dry cleaning there will undoubtedly be considera- 1.9 ble regional variation. There is no General supplies 1.3 question but that housing can be China, glass, utensils .4 built less expensively, but only at Insurance .4 some sacrifice of both quality and Other .6 usefulness. Moreover, cheap housing Total Operating Expense 76.2% is likely to be such a drain on operat- BALANCE AVAILABLE ing funds that the true cost of the FOR FINANCING 19.2% 23.9% 1110111K.::: building over the entire period of amortization is almost certain to exceed the comparable cost of good quality construction.In many instances unit costs even higher than $5,000 will be justfiable in view of the loAS facilities included, and the antici- foppow___Arillf pated savings in operating costs.

OPERATING THE PROJECT Fromthefinancialstandpoint, project and operating costs are two parts of one package. Annual operating budgets, including paymentson principal and interest, day-to-day expenses, and income to cover both, must be determined before plans for building any project can be completed. Serious problems comeup when operating costs are estimated too low and there is not enough income to cover them. The information actually available on operating costs ranges from zero at some colleges to complete, accurate details at others. Accounting and reporting procedures are almost as variedas the schoolsthemselves. Sometimes, operation has been centered in whichever department had enough manpower. In other cases, certain expenses have been shifted to, or continued in, other budgets so that reasonable room rents could be main- Asia tained. In short, many colleges are likely to find that they have very little information available for guidance in TABLE 6: arriving at a reasonable budget. FOOD SERVICE OPERATING COSTS (1958-59) Typical Operating Costs To gather more accurate informa- % Total Operating Costs Cost Category tion on housing operating costs, a limited survey of operating expendi- tures for the 1958-59 fiscal year was Salaries and wages made by mailing questionnaires to Expenses, including 200 colleges and universities. food products

Operating capital outlay Percentage distribution of operating costs.(Table2.)Total operating Debt service 15.6 2.0 costs for the 96 institutions that provided usable data are roughly dis- Note: Because del* was not uniformly proporod or available.overage percentages do not total 100 per cont. tributed as follows: one third, salaries

A 113

and wages; one third, expense and cases, the much higher cost of main- theaverage,totaldollarcosts operating capital outlay, including taining so-called temporary buildings. amounted to $450.80 per man and major additions or repairs to build- About one-third of the institutions $495.74 per woman. Food costs were ings and equipment; and one third, reported reserve funds, but only 12 about 15 per cent less for women, debt service. The wide ranges be- of the 96 stated that depreciation was but other major costs were higher. tween reported high and low percent- funded. Lack of reserves and of funds ages clearlyindicate differences in for replacement are serious problems THE SEARCH FOR MONEY accounting procedures. For instance, in financing college housing. Fortu- Since many of the traditional meth- the range of 12 to 67 per cent for nately, bond agreements usually re- ods of financing college housing con- salaries and wages may mean, among quire adequate reserve funds. struction now produce less money several possibilities, that some of this than they once did, colleges are being cost has been charged to other budg- Sources of income. (Table 4.) Of the forced to explore new avenues and ets in order to commit a maximum of 96 institutions furnishing usable in- to exploit some of the old ones more rental income to debt service. Or the formation, 34 indicated income from fully. Gifts, state appropriations, fed- high figure may mean that little or sources in addition to rentalsgen- eral grants, and bank loans are all no debt service is required. eral funds, state appropriations, food used, but both public and private in- Reported debt service percentages services, special student fees, con- stitutions have had to turn to bond range from 3.6 to 77, the latter ob- ferences, and charges for special serv- issues as a principal source of funds. viously requiring subsidy of operat- ices. Apparently the tendency is for ing costs. For several projects not in these institutions to use this extra Borrowing Money the table, the entire gross revenue is income to pay a part of salaries Recently a number of institutions pledged to debt service and operating and wagesespecially for guidance, have developed "open-end" financing costs are paid from other funds. counseling, and administration. The plans, issuing what are sometimes Counseling and guidance salaries percentages of debt service paid from called parity bonds to make maxi- account for 1.4 to 18.1 per cent. The other sources underscore the prob- mum use of credit. Essentially, open- average is 5.8 per cent for 53 colleges lem of amortizing construction costs end financing provides for the issue and universities. The low percentage from rental income. as needed of additional bonds that does not necessarily mean that coun- Table5, which gives operating have rights and priority identical to seling is not provided.It may be statements from four large universi- those of bonds already outstanding. charged against other funds in vary- ties, illustrates the importance of ad- However, before additional bonds can ing amounts, and in fact, there is ditional income in defraying housing be issued, an earnings test is applied often good reason to consider this costs. Note that costs for utilities and to the institution's current housing cost part of teaching expense and some salaries are not covered by the operations to make certain that a new chargeable to the general budget. sources of revenue shown. bond series can be supported. With these plans, favorable interest rates Dollar distribution of operating costs. Food service operating costs. Percent- can often be obtained, and revenues Since some institutions consolidate age distributions of food service costs from facilities financed by one bond their operating statements so that no for the small sample (42 institutions) issue can help to support subsequent analysis can be made of differences that furnished usable information are issues. The open-end plan is espe- between operating costs of men's, shown in Table 6. The spread be- cially useful to institutions that fore- women's, or apartment facilities, the tween high and low suggests wide see continuing housing expansion. number of projects reported on is differences in operating procedures At the other end of the scale, some reduce& Table 3 summarizes the and accounting methods. The report- institutions have pledged more rev- major categories. At colleges and uni- ing institutions apparently do not enue, land, or other asSets than nec- versities that furnished this informa- charge substantial amounts of food essarytosecureloans,sothat tion, women's housing cost more to services construction costs directly succeeding phases of a planned con- operate than men's, while apartment against operating income. Relative struction program have been held housing cost more than either. The costs for salaries and wages seem back. An institution that has pledged large difference in total cost per unit similar regardless of the size of the not only project income but also its for apartment housing is an obvious college, but expenses, including food full faith and credit has made hous- result of the much higher commit- products, seem to be higher for insti- ing a fiscal obligation of the institu- ment for debt service, and in some tutions that enroll over 10,000. On tion as a whole. Such a contingent 4

liability may diminish the institu- is intensified. Sometimes questions within its area. The possibilities in- tion's credit potential enough to pre- of taxation arise. More often, govern- clude site acquisition at a 50 to 60 vent future borrowing for any capital ment is a source of financial support. per cent mark-down, five-years retro- or operating programs or even for active credits, and benefits from the normal day-to-day needs. Federal assistance. In the past dec- local authority's power of eminent ade, the College Housing Loan Pro- domain. A few institutions are cur- Bond rating. Although revenue bonds gram, which was set up in 1950 as a rently participating in developments have become a principal source of in- division of the Community Facilities of this kind, and several more have come, colleges sometimes have trou- Administration of the Housing and expressed active interest in them. ble selling housing bonds at an inter- Home Finance Agency, has made it est rate they can afford. As the possible for hundreds of educational Forms of state support include direct market broadens, demand may be institutionsto approach satisfying appropriations, use of the state's bor- expected to increase, and because of the immediate demand for housing. rowing power, and loans from state the greater demand, interest rates By mid-1961, 1,370 projects to pro- funds. are likely to be reduced. One means vide housing for more than 342,000 The Kansas legislature has pro- of improving the private market is stuaents and faculty members at vided for a continuing one-fourth mill bond rating by the major investment about 1,000 institutions had been levy on real and personal property to advisory services. Housing bonds are built under this agency's aegis, or be used for housing construction at not usually rated at present, but were under construction, or had been thefivestateinstitutions.Each Standard and Poor have rated some. authorized. At the same time, the school's share of the resulting $1 mil- Community Facilities Administration lion per year income can serve to How much is it safe to borrow? On gave public institutions help in ob- supplement revenue bonds. the average, about 50 per cent of proj- taining funds for advance planning. In Connecticut, housing construc- ect cost can safely be financed with In the beginning, there were fears tion at state institutions is specifically borrowed funds. As this proportion that such a federal program would authorized by the legislature through increases, more difficulties arise in mean federal control. But as the pro- special acts which encourage more balancing annual operating budgets. gram has evolved, colleges have been favorable interest rates by including Apartment projects for married stu- free to develop plans according to approval of bond issues pledging the dents and faculty are often an ex- their own requirements once a pro- full faith and credit of the state. ception to this rule because super- posed project has been reviewed for In New York, a State Dormitory visory and housekeeping expense for feasibility as to need, engineering, Authority gives both public and pri- them is usually low, and because they and financing. Furthermore, since the vate institutions a means of getting produce income on a 12-month basis, Community Facilities Administration housing bond issues into the market. whereas income from single student has required that private possibilities Such issues are tax exempt but at housing can usually be estimated be exhausted before a federal loan is present are not supported by the only on an 8-, 9-, or 10-month basis. granted, the program has helped to State'scredit.However,itseems createa more favorableattitude likely that more states will use their To supplement borrowed funds for among private investors.Criticism credit to back housing bonds as they housing construction, many institu- that the program is a federal give- realize the financial advantages of tions use net income from food serv- away has also proved unjustified, the resulting drop in interest rates. ices and other auxiliary enterprises since the loans are being fully repaid. as well as state appropriations. Others Another promising area of federal Local governments, both county and pledge income from debt-free hous- support is the Urban Renewal Pro- municipal, also support many junior ing, special student fees, donations, gram, which will greatly reduce the colleges, colleges, and universities. and endowment funds. cost of acquiring urban sites for both Traditionally most of these have been instructional and residential building nonresidential, but many are now Assistance from Governments construction. Under the urban re- beginning to develop housing pro- As housing finance becomes an newal act(U.S. Housing Act of grams. If this trend continues, com- undertaking of major proportions, 1959), the federal government works munities served by the college might the need for good working relation- vvith a local or community redevelop- be encouraged to contribute funds ships between colleges and government authority which in turn works designated for units to house stu- ment at local, state, and federal levels with the colleges and universities dents from those communities. Special Types of Housing housiand property, and have as- lated by accurate information, prop- .k 1360 survey of housing formar- sumeci responsibility for annual prin- erly disseminated. Even theuse of Ked..#udentsat20institutions cipal and interest payments, offset- alumni has not been fully explored, showed that die primary source of ting pi oject and furnishing costs with although one exception is the Univer- funds for such units is revenue bonds, funds from their own sources. One sity of Massachusetts where alumni about half of which are purchased by university has developed agroup some years ago organized a Building the federal government through the housingplanforfraternities,in Association chartered by the state as College Housing Loan Program and which funds raised by the participat- a private corporation. Through the halfbyprivateagencies.Other ing groups are deposited in, and be- sale of tax-exempt bonds at favorable sources are in nitutional funds, notes, come part of, the university's invest- interest rates, the Association raised and state appropriations. ment pool, and are not subject to about $13 million for student resi- refund if the group withdraws. Na- dences and a student center which, Faculty housing is financed similarly, tional fraternity and sorority organi- when constructed, were leasee, to and although cooperatives are alsocur- zatiol.s might also develop guarantee operated by the Unwerfity rently being considered as a practical funds to underwrite building loans. A similar approarL might be to use way of financing housing for faculty the resources of private corporations and some students. At New York Uni- Improving Financing Techniques and foundr.I.ions to create a better versity, for example, a cooperative Although itis doubtful whether climate for marketing bonds and to faculty housit.g project with 17g units any technique will result in housing gain favorable interest rates. For ex- initsfirstphaseisnow being that is self-liquidating, this endcan ample, a large corporation or founda- planned. A 10 per cent equity pay- certainly be approachedmore closely tion might establish a loan guarantee ment is to be required of each apart- if it is pursued with imagination. fund that would help to reduce inter- ment owner, plus the usual monthly est rates for loans thus backed. charge to cover annual operating and Multiple use of housing projects,for amortization costs, which are par- example, has many possibilities,espe- Pooling resources. Another step in tially tr x-deductible. cially for urban institutions. Facilities improving financing is for colleges The same university also hasa and services like private baths,meet- and universities to pool information, program for underwriting mortgage ingrooms, andairconditioning, develop ideas cooperatively, and work loans for individual faculty homes. which will encourage moreuse of the together to achieve mutual financing Up to 90 per cent of the purchase project by conferences and other objectives. One example of the advan- price may be borrowed, with mort- special groups, will help to extend tage: of combining resources is the gage financing up to $30,000. A first occupancy perif is and increase in- Univ..1rsityCircleFoundationin mortgage loan is to be made by a come. Designing the lo.ver flocA of Cleveland. Under this plan, some 33 large insurance company;.1 second, high-rise projects for commercialuse institutions in the University Circle concurrent loan by the University. on a year-round basis may mean ad- area,including CaseInstituteof Repayment is by payroll deduction. ditional services for students, faculty, Technology and Western Reserve and conference personnel and better Universityaswellashospitals, Fraternity and sorority housing has relat!ons with the surroundingcom- churches, art and music institutes, traditionally been financed 1:,loans munity. Commercial use of buildings museums, and various training agen- from local banks or alumni, supple- may also mean maximum rental in- cies, have combined their efforts to mentary loans from national organi- come to help in amortizing project develop nearly 500 acres at an esti- zations,andcontributionsfrom costs, to cover taxes on the commer- mated cost of $175 million over a 20- alumni and undergraduates. Some cial portion of the protect, andto year period. The cooperating insti- colleges, however, have built rental provide a tax return to thecommu- tutions have agreed to vest in the houses for these student groups or nity to offset tax exehTtion. Foundation responsibility for land have hiude them direct loans. purchase,siting and planning of Recently, a few institutions have Conventional sources of fundsmay buildings, and relationships with gov- sold revenue bonds to build on-cam- also be further developed. Gifts and ernment agencies. r us fraternity and sorority houses. In bequests designated for housing, for A similar, but less ambitious pro- su..:h cases local chapters, usually example, may make a much greater posal by another group of colleges is a through alumni corporations, have contribution than ispresently be- combined reserve fund to underwrite entered into lease agreements for the lieved if potential sourcesare stimu- construction on several campuses. 116

THE PROGRAM IN PRACTICE

BECAUSE THEY ARE by their very nature general, the guidelines set forth in the preceding chapters lack a vital dimension until they have been used as a yardstick against which to measure actual buildings. This portfolio of recent college housing is intended to supply that missing dimension by providing a realistic framework in which the guidelines can be applied. None of the housing projects shown follows all the suggestions made here. None can be considered ideal in every respect. But each is a reasonably successful attack upon the specific problems of a given college at a given time. That, in fact, has been the major criterion in selecting them. Cost has been considered only to the extent of omitting housing that was too cheaply built or too extravagant to be useful for general reference. Given the criterion of success on the college's own terms, the variety of the projects is hardly surprising. There is variety among the colleges themselves. Large and small colleges and universities, public and private, are represented. So are most regions of the United States. Similarly, both urban and rural campuses are included to demonstrate the impact of land value and availability. In some cases, housing built a few years ago is compared with more recent examples on the same campus to show the influence of experience on concept and execution. Sometimes economies of space and dollars have been achieved; sometimes certain features have been modified or expanded; sometimes there has been duplication aimost without change when the original concept has successfully met an institution's particular needs. In all cases, data is presented in the same form so that the projects can readily be compared as to concept, facilities, and cost. These projects by no means set standardsthat each college or uni- vasity mua do for itself. They are merely examples, on the whole somewhat above the general average, of recent housing on a few campuses. But they embody ideas that may lead to even better housing on other campuses. ,

CHICAGO'S URBANEURBAN TOWER

For all its sophistication of design, Pierce Hall slips in quietlyamong its older neighbors, its brick and lime- stone exterior chiming in with nearby Collegiate Gothic structures, and its bay windows echoing the best of the early Chicago style. The low pavilion contains common spaceslounge,recreation room, terrace, and dining room as well as the single entrance (left in photo) required for securityreasons. The tower contains student rooms in two-storyhouses arranged around shared facilities, including house lounges, in a central service core Stanley R. Pierce Hall Chicago's Urbane Urban Tower (continued)

UNIVERSITY OF CHICAGO WITHIN THE FRAMEWORK Of the high- Whenever possible,the Resident rise tower demanded by an urban Head for a house is selected from Chicago, Illinois site, Pierce Hall's house system sets among the faculty. His assistant is up small, tightly knit student living Harry Weese & Associates, Architects either a graduate student or a senior. groups whose evident sense of in- In addition, each house has eight tellectual community derives partly Faculty Fellows who lunch regularly from the nature and organization of with house members, invite them to the housing staff, and partly from the their homes, and attend the house arrangement of the structure itself. meetings and programs. Physically, the building consists of It is largely because of the resulting a 10-story tower linked to a 2-story close ties between faculty and stu- unitthatcontainsthecommon dents that the Director of Housing lounge, dining rooms, and a base- himself a faculty membercan re- ment recreation room.( A second port: "Our strength is in our academic

residence tower to be built later will orientation. . . . Stressing intellec- use most of the same common areas.) tual activity in the residence halls

The first level of the tower contains . . is not a problem for us. This is housekeeping facilities;the Fecond the natural place for intellectual con- contains four guest rooms; and a versation, for developing an interest penthouse provides space for a music in the humanities, and for practical The residential tower is divided into room and a library. [social] experiences." two-story layers, each of which con- But the heart of the student com- The intellectual activity he men- stitutes a house with student rooms on the perimeter and service facilities in munity lies in the four two-story tions takes a number of forms, with a central core. (The lower floor of a houses that occupy the upper eight a fair share of it sparked by the stu- typical house is shown below.) In ad- floors of the tower. Each is a self- dents thcrnselves. The house councils, dition to verticd1 circulation, the core contained living unit with rooms for for example, initiate discussion pro- contains bathrooms, study and typing 83 students ranged about the perim- grams that are participated in by rooms, music rooms, and a two-story lounge for each house eter of both floors. Double rooms pre- faculty members who come for din- dominate, but each house also con- ner and stay for debate. Other discus- tains several single rooms, including sion groups that meet regularly in one for the Resident Head's student the house lounges are, in effect, semi- assistant. The Head himself occupies nars on specific courses, particularly an apartment on the first level. in the humanities. The older mem- At the center of each house is a bers of the house lead how-to-study service core that contains the com- sessions for the younger students. munity bathrooms, study room, typ- And, as might be expected in such ing room, music practice room, stair- a discursive climate, full-scale Lull ways, and elevators. This central core sessions are the order of the day. also contains a two-story lounge ac- Ammunition for these discussions cessible from both levels of the house. is often provided by house-sponsored The focal point for house activities, concert and theater parties, or by the the loungeisused for discussion art shows held in the public areas. groups, house meetings, and parties, The students also have a unique op- as well as for quiet relaxationchess, portunity to view art privately in their cards, or just plain conversation. The rooms. From a collection loaned to sense of house identity it embodies is the University by a Chicago citizen, further strengthened by such devices they can borrow, to live with for a as assigning the four houses to four term, original paintings by such ar- separate sections of the dining room. tists as Picasso, Braque, and Miro. 119

Right: The spacious interior lounges are the natural renter of house activi- 4 tieseducational as well associal. The students here, seen from a vantage point on the circular staircase that leads to the second floor, are taking part in one of a series of regularly scheduled discussions. The topic at hand is"Romeo and Juliet." Below left: t The dining hall, where each house is assigned its own section, is also a cen- Yam- ter for discussion, usually unsched- uled. This time the debate is T. S. Eliot, pro and con. Below right: Be- cause he occupies an apartment (living room, bedroom, bath and kitchenette) in the house, the Resident Head is always on hand for informal counseling or conversation Chicago's Urbane Urban Tower (continued)

PROJECT SIZE Number of floors 10 Number of students, including student staff 332 men Total area 102,814 sq. ft. Per student 310 sq. ft. The bay window in each room helps SPACE ALLOCATION dispel identical-boxiness, adds space, Area % of Total Area per Student and, as the architect points out, cre- Type of Space (Gross Sq. Ft.) Floor Area (Gross Sq. Ft.) ates "an eyrie from which one can look Study-Bedroom 37,650 36.6 113.4 out over trees and roofs in three direc- Lounge-Recreation 10,050 9.8 30.3 tions." In addition to the usual bed Toilets-Showers 5,750 5.6 17.3 and desk, rooms are equipped with Kitchen-Din ing 8,800 8.6 26.5 walk-in closets, picture moldings, and Se rvice-Laundry 10,400 10.1 31.3 Storage 7,250 7.1 21.9 continuous shelves for books Corridors-Stairs 16,700 16.2 50.3 Other 6,214 6.0 18.7 TOTALS 102,814 100.0 309.7

PROJECT COSTS Total, excluding land and furnishings $2,237,650 Per student 6,740 Per square foot 21.76 Furnishings, total 200,000 Per student 602

The carefully fitted closets include PLAN ORGANIZATIONTwo towers (one existing, one future) contain student rooms;a two- plenty of room for luggage on the top story connecting unit contains common facilities. House organization 4 houses, 2 floors each shelf, and for clothes on the hanging Students per house 83 rod at right. Foldable items are stored Students per floor 39 and 44, alternate floors on shelves at the back of the closet. Double rooms 18 and 20, alternate floors Below the shelves is a drawer for toilet Single rooms 3 and 4, alternate floors articles and a bin for soiled clothes. Double room dimensions 10 ft. 6 in. by 13 ft. 6 in., plus bay window There is also a well-lighted mirror Bathrooms, community 1 per floor EDUCATIONAL FACILITIES Desks and bookshelves in student rooms Typing rooms 1 per house Study rooms 1 per house Music practice rooms 1 per house Library, music room in tower penthouse Other house lounges, see below

OTHER COMMONFACILITIES House lounges 1 per house, 2-story Kitchenettes 1 per house, adjoining lounge Main lounge in 2-story unit Main lobby in 2-story unit Recreation rooms in basement of 2-story unit Outdoor recreation patio-terraces in 2-story unit; 1-acre pkying field adjoining building Food service cafeteria in 2-story unit Dining rooms 1 large with separate sections for each house; 1 private Kitchen 1, serving all dining rooms 1110 Snack bar below dining rooms Guest rooms 4, on second floor of tower

NO. t_ %ERVICE AND HOUSEKEEPING AREAS Staff rooms 1 suite per house for Resident Head; 1 single room per house for student assistant Main office and desk in main entrance lobby Mail in main entrance lobby Communications telephones in public areas Housekeeping each floor; main facilities in lower floors of tower Student storage (bulk) built-in in students' rooms; storage rooms each floor Laundries 1 per floor A46; .1.1M0. a I Ara. '.:Irl..11X41;;;47.1..V.iviot.Z.V.. ..er: .illY41114. COLORADO REPEATS A SUCCESSFUL PATTERN

D I RECTO 10 APASTIKENT

As shown in the plan above, Allison Hall is really ftve buildings. The largest is a central one-story structure that contains food services, the main lounge, and administrative spaces. Flanking this building, and connected to it by glass-walled arcades, are four living units, each housing 103 students 122

Allison Hall Colorado Repeats a Successful Pattern(continued)

COLORADO STATE UNIVERSITY ALLISON HALL IS THE LATEST model divided into three floor groups. Fort Collins, Colorado a series of five halls cut to the Depending on the particular site, same basic patterna pattern that James M. Hunter & Associates, the commons buildings areone or has been thoroughly use-tested since Architects two stories high one story in the the prototype went into operation in case of Allison Hall. Facilities in- 1954. The advantage of this system clude an information desk flanked of finding a workable formula and by offices and mail boxes, a large sticking to it is shown in the figures main lounge with adjoining televi- on page 124, which reflect the fairly sion room, the dining room and consistent drop in cost as the design kitchen,and storage andservice team gained in experience. areas. The dining room doubles as a Behind the basic concept is the be- group study space, and is equipped lief of the university planners and with collapsible tables so that it can their architect that it is possible to easily be clearedfor paTties and create a favorable climate for living dances. However, the commons in- and study within the bounds of initial cludes no snack bar or recreation and continuing economy. Hence the rooms. In order to isolate thstracting use of attractive but easy to maintain noise and activity, these spaces are materialsnativestone, exposed relegated to the student center, which brick, terrazzo, and glass and metal is located between the men's and curtain wallsenriched by judicious women's halls. amounts of wood and cork. And hence The two wings branching out from the decision to assemble a student the commons are each formed by population of a little over 400 in a two three-story units connected by an single hall, for economy of operation enclosed stair tower that reduces the and feeding, but to split this large number of stairways required for the group up into smaller, more intimate two units from four to three. Each of living groups. As a result, each hall the living units has its own lounge isactually a combination of five Below : Natural materials, neatly jux- for meetings and study, and has laun- taposed with metal and glass,appear buildings, with glass-enclosed arcades dry and ping-pong rooms in the base- again in this view from the main lob- linking four living units to a central ment. Except for the single rooms by through the glass-enclosed arcade commons. Each of the living units (one per floor) assigned to the stu- to a student room wing beyond houses 103 students, who are further dent staff, the student rooms are all doubles served by community bathrooms on each floor. They open oti double-loaded corridors, but the resulting noise problem is at leaF,c par- tially overcome by closets built in along the corridor walls. Allison Hall, like the other women's residence, is directed by a mature woman who occupies a small apartment in the commons building. In addition to her administrative duties, she oversees the twelve student assistants who serve the hall. One Senior Student Assistant supervises each of the four living units, assisted by two other student counselors. dim+

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In Allison Hall's main lounge, the fireplace, the exposed beams, the cleres- tory, the natural materials, and the casual furniture add up toan atmos- MEI phere of warmth and informality 2 _minbas.4c

The dining hall is equipped with col- --- N, lapsible tables so that the spacecan An_ easily be cleared for parties. It is also used for group study. The folding doors at right open to serving stations 124

Colorado Repeats a Successful Pattern(continued)

Hall GREEN NEWSOM AYLESWORTH ELLIS ALLISON Date Occupied 1954 1955 1957 1957 1958 PROJECT SIZE Number of floors 3 3 3 3 3 Number of students, including student staff 404 women 412 men 412 men 412 men412 women Total area, sq. ft. 99,114 103,418 85,814 85,814 92,452 Fer student 245 251 208 208 224

PROJECT COSTS Total, excluding land, furnishings $1,509,628 $1,413,667 $1,380,326$1,339,652 $1,391,778 Per student 3,737 3,431 3,350 3,252 3,378 Per square foot 15.23 13.67 16.09 15.61 15.05 Furnishings, total 103,496 97,829 86,534 86,594 87,000 Per student 256 237 210 210 211

PLAN ORGANIZATION (ALLISON HALL)Four wings radiate from central one-story com- Student rooms, all of them double, mons building. create an impression of openness and Students per wing 103 (typical) order. Drawer storage is included in Per floor 31 to 36 Double room dimensions 11 ft. 8 in. by 16 ft. 3 in. the built-in closets flanking the door, Bathrooms, community 1 per floor, each wing so that bulky chests are eliminated from the room proper. Other furniture SPACE ALLOCATION is movable, and can be arranged ac- Area % of Total Area per Student cording to the whims of the students. Type of Space (Gross Sq. Ft.) Floor Area (Gross Sq. Ft.) The convector beneath the wall-length Study-Bedroom 41,216 44.5 100.0 window is raised to sill level to avoid Lounge-Recreation 6,402 6.9 15.5 Toilets-Showers 5,613 6,1 13.6 damage to its cover plate Kitchen-Dining 8,944 9.7 21.7 Service-Laundry 3,430 3.2 8.3 Storage 1,500 1.6 3.6 Corridors-Stairs 15,304 17.3 37.1 Other (Mechanical space, utility tunnels, etc.) 10,043 10.7 24.4 TOTALS 92,452 100.0 224.2

ED'/CATIONAL FACILITIES Desks in student rooms Lounge-studies 1 per wing, on ground floor

OTHER COMMONFACILITIES House lounges see lounge-studies above Main lounge in commons Recreation rooms main dining room used for social activity Ping-pong rooms in basements, each wing Television room in commons, adjacent to main lounge Food service cafeteria in commons Dining room 1 for 400 in commons Kitchen in commons

SERVICE AND HOUSEKEEPING AREAS Staff rooms 1 per floor, each wing Director's apartment in commons Offices 2, in commons Main desl. in commons Mail in commons Communications telephones in each student room Housekeeping in basement, each wing Janitors' closets 1 per floor, each wing Student storage (bnik) in basement, each wing Laundries in basement, each wing Ironing 1 alcove per floor, each wing

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FLEXIBILITY ANDECONOMY KEYNOTE OREGON'SCOED HOUSING

Walton Hall, which was built intwo stages as shown in the plot plan at nght, consists of ten three- and four- story living units grouped arounda one-story core that contains food service and other common facilities. Units are assigned to men or women students according to demand 26

A unit lounge (left and right) that fo- cuses on a massive stone fireplace is the social center for each living unit or house. The lounges also join the residential sections of the houses to ten small dining rooms in the central core. Although each living unit luis its own lounge and dining room, these spaces are shared with studentsmen and womenfront the other houses. Because open space between the buildings was regarded as important for livability and outdoor recreation, the lounges and dining rooms all look out on landscaped terraces (far right)

114

Walton Hall Oregon's Coed Housing(continued)

UNIVERSITY OF OREGON BY GROUPING 10 SMALL RESIDENTIAL In addition to the 10 small C;ning units around a single service build- rooms, the one-story core contains Eugene, Oregon ing, the University of Oregon has the central kitchen. Recreation rooms, been able to create intimate living laundry rooms, storage rooms, linen Church, Newberry, Roehr and groups without sacrificing the econ- supply rooms, and space for vending Schuette, Architects omy of large-scale food service and machines are located in the base- other centralizedservicefacilities. ment. The lecreation rooms, like the The same device makes it possible to unit lounges and dining rooms, are assign units to men or women, fresh- shared by men and women and may men or upperclassmen, to keep pace be used at any time during the day or with shifts in enrollment. evening. The 10 three- and four-story living Each living unit is supervised by units each house between 60 and 70 a part-line counselor, a graduate or students, with 18 to 25 to a floor. upper-e ass student, assisted by an- Most of the rooms are double, served other part-timestudent counselor. by a community bathroom on each Counseling activities are coordinated floor. To strengthen unit identity, by a full-time assistant housing direc- each wing is accented in a different tor. For women students and their color and linked to the central core counselors, there is also a matron with by its own lounge and dining room. general supervisory &Wes. Acne rtt ami M-

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Oregon's Coed Housing(continued)

PROJECT SIZE Number of floors 3 and 4 in residential wings, 1 in central unit Number of students, including student staff 550 men and women Total area 150,300 sq. ft. Per student 231 sq. ft.

SPACE ALLOCATION Area % of Total Area per Student Type of Space (Gross Sq. Ft.) Floor Area (Gross Sq. Ft.) StudyBedroom 52,304 34.8 80.5 LoungeRecreation 18,036 12.0 27.7 Toilets-Showers 11,723 7.8 18.0 Kitc hen-Dining 17,435 11.6 26.8 Service-Laundry and Storage 18,337 12.2 28.2 Corndors-Stairs 31,563 21.0 48.6 Other 902 .6 1.4 The typical double student room is TOTALS 150,300 100.0 231.2 equipped with a sofa-bed that slides under a back rest during the day, and P"OJECT COSTS the usual study desk. As the photo Total, excluding land shows, shelf space for books and gad- and furnishings $2,306,116 per student 3,548 gets is inadequate. Clothes storage, in- per square foot 15.34 cluding drawer space, is taken care Furnishings, total of by built-in wardrobes (including built-in) 306,298 Per student 471

PLAN ORGANIZATIONTen wings containing student rooms radiate from a one-story central unit containing food service and other common facilities. House organization 1 house per wing, 3 or 4 floors each Students per house 60 to 70 Students per floor 18 to 25 Double room dimensions 9 ft. 10 in. by 14 ft. 2 in. Bathrooms, community 1 per floor, each house or wing

EDUCATIONAL FACILITIES Desks and bookshelves in student rooms Other dining room and lourge occasionally used for study

OTHER COMMON FACILITIES House lounges 1 per house, on first floor Lobby and visitors' lounges on first floor central unit Recreation rooms and game rooms in basement, central unit Food service cafeteria in central unit Dining rooms 10 for 68 to 72 each (1 per house) Kitchen 1 in central unit, with dining rooms radiating from it Vending machines in basement, central unit

SERVICE AND HOUSEKEEPING AREAS Staff rooms 2 rooms per house; matrun's apartment in central unit Main desk in visitors' lobby, central twit Mail in lobby, central unit Communications telephones in house lounges Housekeeping, linen and storage in basement, central unit Janitors' closets 1 per floor, each wing Student storage (bulk) in basement Laundry and ironing rooms in basement PENNSYLVANIA'SFIVE-STORY PATIO

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The private livingareas of this women's residence at the Universityof Pennsylvania encircle a glass-enclosed, greenery-bedecked patio (above) that serves as a commons. As shown in the third-floor plan at right, each quad- rant of the building formsa vertical house, each floor of which is further divided into two x6- to 24-student suites. The group spaces in the houses all look inward to the court: thethird- floor lounges and second-floorrecrea- tion rooms through glass walls,activity rooms through shuttered windows

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Women's Residence Hall Pennsylvania's Five-StoryPatio(continued) UNIVERSITY OF PENNSYLVANIA TURNING ITS BACK Oil its urban sur- separated from one another bycorri- Phz!adeiphia, Pennsylvania roundings, this hall opens itself to a dor partitions that divide thebuilding light-flooded, landscaped Eero Saatire:, and Associates, court that into quadrants. Swinging doorsacross serves as the hub of community life Architects the corridors divide eachhouse floor for 664 coeds. Ringed by student liv- further into two sillies for16 to 24 ing areas, the court shares some of students. Each suite has itsown ac- the qualities of the traditionalquad- tivity room with kitchenette rangle, but its central fountain, overlook- open ing the court, anda community bath- dining terrace, shutteredbalconies, room. A laundry room with automatic and plentiful planting tinge it with a equipment, an ironingroom, and a flavor more traditional in the Medi- serving kitchen adjoining theformal terranean than in Philadelphia. Ro- lounge are provided for each mantic, yes, but practical house. too: since All of thesecommon spaces are it is enclosed, the five-story living placed on the inner peripheryof the room is usable throughout the year. building so that theyact as a buffer The main entrance to the building zone to separate studentrooms from is on the second floor, where a mezza- the public areas andprotect them nine that serves as a lobby projects against noise travelingacross the deeply into the court. On the same court. The student roomsare ranged level are the administrative offices, about the perimeter of thebuilding, mail room, linen room, and fou- in- where windows of threedifferent formal recreation rooms. Below the shapes give variety to theroom inte- mezzanine floor, at ground level, are riors and relieve themonotony of an the dining room, with tablesgrouped otherwise forbidding exterior. around a decorative fountain, and the Two academically trainedco-direc- kitchen, grille, and snack bar. At each tors whose duties include administra- end of the court, open stairs lead tion and counselingoccupy apart- from the main lobby to two formal ments in the hall. Their aidesare lounges on the third level. eight graduate assistants,two per Student rooms around thecourt house, who are assignedto single are organized in four houses fully rooms with private bath.

The suite activity rooms (left)are furnished to serve as informal sitting rooms for the girls who live nearby, so that socializing can be diverted from the student rooms. Theyare a/so convenient meeting spaces for small groups. A kitchenette provides for the ubiquitous coffee break, while the acoustic-tiled ceiling and resilient- tiled floor help to stop noise whereit starts, keeping it out of studentrooms It

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' The entrance floor mezzanine, the /.....-- building's lobby and principal circula- 11011210110110Pailftleirdielird tion area, overlooks a 350-seat dining terrace focused on a decorative fountain. Although the court is enclosed for 4;e01712 year-round use, it is decorated to emphasize a sense of openness. Walls are whiteor glass, floors are an earthy terra cotta, planting is plentiful, sun- light pours in by day. At night, how- liiilir, ever,the enclosure is invoked to create, with the help of well placed spot-light-

.101. ing, a more intimate, sheltered space

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PROJECT SIZE -111116--- IMMium Number of floors 5 above grade tdik.44 Number of students, including student staff 664 women Total area 170,000 sq. ft. Per student 256 sq. ft.

SPACE ALLOCATION Area % of Total Area per Student Type of Space (Gross Sq. Ft.) Floor Area (Gross Sq. Ft.) Study-Bedroom 69,720 41.0 105.0 Lounge-Recreation 23,981 14.1 36.1 Toilets-Showers 9,966 5.9 15.0 Kitchen-Dining 13,261 7.8 19.9 .., Service. Jn dry 11,187 6.6 16.8 Storage 4,156 2.5 6.3 CorridorsStairs 27,816 16.4 41.9 Court 2,981 1.7 4.5 Other (Apartments, snack bar, store, administration) 6,932 4.0 10.5 TOTALS 170,000 100.0 256.0

PROJECT COSTS Total, excluding land Student rooms provide a quiet utilitar- and furnishings $3,650,000 ian backgroundwhite walls, charcoal Per student 5,497 Per square foot 21.47 gray floors, and walnut furniturethat Furnishings, total 350,000 gives students ample scope forex- Per student 527 pressing their own decorating notions through their personal furnishings. PLAN ORGANIZATIONStudent rooms and other livingareas built around a roofed, glass- walled central court. The large closets that flank theen- trance help block corridor noise House organization hall divided vertically into 4 houses; each house subdivided into 2 suites per floor (9 or 10 per hous*) Students per house 160 to 180 Students per suite 16 to 24 (typical) Single rooms varies, 0 to 3 Double rooms varies, 7 or 8 Double room dimensions 9 ft. 8 in. by 17 ft. 6 in. Bathrooms, community 1 per suite

EDUCATIONAL FACILITIES Desks and bookshelves in student rooms

OTHER COMMONFACILITIES Activity rooms 1 per suite Kitchenettes 1 per suite, in activity room Serving Kitchen 1 per house, adjoining formal lounges Main lobby on second (entrance) floor Formal lounges 2, divisible to provide 1 per house, on third floor overlooking court Recreation rooms 1 per house, on second floor Food service cafeteria, first floor Dining room in court on first floor Kitchen on first floor Snack bar on first floor Grille on first floor Student store on first floor

SERVICE AND HOUSEKEEPING AREAS Staff rooms on each floor Staff offices on first and second floors Health service nurses' quarters, first floor Mail on second floor, off court Communications telephones each floor, each house Housekeeping, linen on first and second floors Laundry and ironing rooms 1 per suite IMP a

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I I I I 0 I II I .0 I I I. I .. I I I I I I I I II I I I I II. II. I I I I I I I -.- - I .0 I II I , II I I I SE= I I I I I II II I I I I I. II. I II I I I III I. I I I I 0 I 15 II I I .0 0 0 I II. I. I II II I I, I I I ,, I I I I II I I . I II , West Hall Stephens' Inside Story(continued)

STEPHENS COLLEGE As A BUILDING, West Hall isfirst without upsetting the entire college Columbia, Missouri cousin to any number of women's schedule, the teachers are no longer residence halls.Its importance de- Murphy & Mackey, Architects tied to the 50-minute lecture twice or rives not from numh lrs and kinds of three times a week. Classes may spaces but from what goes on within meet only once a week or once every them. For West is the first home of two weeks so that much teaching the Stephens House Plan, a unique can be done on a tutorial basis and teaching experiment that its faculty students are free to do more inde- coordinator calls "the modern equiva- pendent work. This flexibility also lent of Mark Hopkins' log." encourages experiments with teach- Certainly the House Plan shrinks ingaidsclosed-circuittelevision, the length of the logthe distance radio, amplified telephone interviews, between teacher and pupil. The 100 and recordingsthat give the instruc- freshman girls ( called juniors) who tors more time for planning and for live in the house all take the same working with individual students. basic core curriculum consisting of To avert the danger of the students' five courses that are taught in the hall becoming house-bound and to intro- by five instructors whose offices are duce them to other faculty members located there. Each of the instructors and students, each Orl is expected to is an adviser to 20 girls, and one of take five hours of electives outside the theinstructors, who occupies an house and to participate in the col- apartment in the hall, also serves as lege's general extra-class programs. Hall Counselor, assisted by 10 sopho- Within the house, the emphasis on mores ( senior sisters). Because of the independent study is counterbalanced low teacher-student ratio, and be- by common outside-reading assign- cause the instructors are within easy ments and field trips. reach, the traditional gap between An intensivein-housingeduca- faculty and students is narrowed so tional program like the House Plan that the instructors can give individ- might be expected to demand exten- ualstudentsintellectualguidance sive in-housing educational facilities. that ranges beyond the confines of It did not. With the exception of the classroom subjects. faculty offices and a small conference The House Plan also has a decided room on the ground floor, West Hall impact on the formal educational contains no spaces labeled "for teach: process. Since the five instructors all ing only." Classes meet in the first teach the same 100 students, they floor recreation room and in thecom- have been able to develop a team mon rooms on the upper three floors. teaching approach that assures con- The second floor commons, which is sistent handling of overlapping sub- also the main lounge, is decorated ject matter. And since the length and with good originalpaintings and time of class periods can be changed sculpture and frequently changed exhibits. The third floor commons, which is also the house library, is Students enter West Hall viaa cano- stocked with books and magazines pied entrance porch on the second that are related to basic courses. All level. A small foyer replaces theusual formal lobby, whose entertainment of these rooms, plus the faculty of- functions are assumed bya commons fices, are used by the instructors for slightly larger than thoseon the two work with small groups and individ- upper forof the 4-story building uals, as well as for class meetings. It

014109 4-4 I. ._ goo, rt.' ' 7

The heart of Stephens' House Plan is the close interrelation between students and faculty, and the integration of the students' in-class and out-of- class experiences. Above left: The accessibility of House Plan teachers encourages frequent conferences at which students can discuss classwork, special projects, and "things in general." Above right: The second floor commons here becomes the settingfor an enthusiastic musical discussion with a guest violinist prior to his evening recital. Right: The faculty also benefits from the House Plan, which makes it possible for them to develop a coordinated team teaching approach. Here , in the recreation room that so often serves as their classroom, they discuss their work with a visitor 11

Stephens' Inside Story (continued) 1! / PROJECT SIZE Number of floors 4 Number of students, including studen4 staff 110 women Total area 28,680 sq. ft. Per student 261 sq. ft.

SPACE ALLOCATION Area % of Total Area per Student Type of Space (Gross Sq. Ft.) Floor Area (Gross Sq. Ft.) StudyBedroom 15,690 54./ 142.6 i LoungeRecreation 1,350 4.7 12.3 ToiletsShowers 1,310 4.6 11.9 Kitchen Dining Service-Laundry (including mechanical) 2,780 9.7 25.3 Storage 540 1.9 4.9 Corridors-Stairs 5,890 20.5 53.5 Other (Administration including faculty offices, counselor's quarters, and office) ,,120 3.9 10.1 TOTALS 28,680 100.0 260.6 The House Plan's emphasis on indi- PROJECT COSTS vidual work, and its lack of emphasis Total, excluding land and furnishings $511,448 on formal teaching facilities, make Per student 4,650 spontaneous discussions in students' Per square foot 17.80 rooms a natural part of learning Furnishings, total 48,700 Per student 443

PLAN ORGANIZATIONStudent rooms and common facilitiesare gcsiped around a central utility core. Students per floor: third and fourth floors 36 each second floor 26 first floor 12 Student rooms double, except second, third and fourth floors have 2 singleseich for student advisors Double room dimensions 11 ft. 6 in. by 17 ft. Bathrooms, community 2 on third and fourth floors; 1 on first and second Mle EDUCATIONAL FACILITIES Desks and bookshelves in student rooms Faculty offices, conference room on ground (first) floor Common rooms 1 on each of 3 upper floors, used for formal and infornal instruction Library in common room, third floor Recreation room on ground floor, used for classes Exhibits, displays in common room, second floor

OTHER COMMON FACILITIES See common rooms and recreation room above

SERVICE AND HOUSEKEEPING FACILITIES Staff rooms hall counselor's apartment on second floor; student staffrooms each floor Main desk and office on second floor Communications telephones in floor corridors Housekeeping and janitor's closets in utility core, each floor Student storage (bulk) in utility core, each floor Laundry and ironing rooms in utility core, each floor i .1. 4. 4 -011L 4 t" - _ Vile it ; z. 'IrteTigityrakliedlo:kam "40410.- - 47... 6,, -ge,`,41,4 IrOt ';

SYRACUSE GRADS AND UNDERGRADS SHARE COMMON GROUND

Sadler Hall's corridor offset splits the building into two wings, one for undergraduates (left in floor plan) and one for graduates. Both groups share a lounge and kitchenette on each floor, and the dining room and recreation LEI areas in the low wing fronting the hall It -II I azAD1JATI3 WING

IINDENGRADUATE WING liTrYTYTTTYTYTYTI 13E3

Sadler Hall Syracuse Grads and Undergrads (continued)

SYRACUSE UNIVERSITY SADLER HALL'S TWO-PART arrange- also used jointly. On the first floor are Syracuse, New York ment encourages graduates and un- the main lobby, a separate reading King & King, Architects dergraduates to mingle in common- room stocked with general and refer- use areas without forcing them to ence books bought out of the hall's live in one another's pockets. Thus operating budget, and a lounge-social the graduate student's too-frequent room with an adjoining snack bar tendency to isolate himself from the served by a dumb-waiter from the rest of the student community was kitchen below. The undergraduate forestalled at the same time that he wing at this level is occupied by stu- was given living quarters to satisfy dent rooms, but the graduate wing his special needs, especially for more contains guest rooms with private study space. baths, and the hall director's apart- An offset divides the eight-story ment and office. In addltion to the hall into two wings so that each floor kitchen, the ground floor includes the consists of two distinct sections: an dining room, hobby room, laundry undergraduate house for 37 students, and drying room, linen room, and and a smaller wing for 27 graduates. other service spaces. Each section has a community bath, Among the most important joint The first floor library provides both and the graduate wing has a small activities held inthe lounge and graduates and undergraduates with a study room as well. The two wings reading room are a series of cultural peaceful retreat for reading, study, join at the elevator lobby, off which is and quiet relaxation. Books, which in- programs designed to broaden the clude leisure-time reading as well as a lounge and kitchenette used by students' knowledge of fields not spe- basic references, are purchased out both student groups on the floor. cifically covered in formal classwork. of the hall's general operating budget Other spaces in the building are These programs are pianned by the hall's staff but organized through its studentcouncil, whichgivesthe financial support of a special student fee as well as the moral support of student participation.Typical programs include music sessions followed by informal, faculty-led discussions, vocational information programs intended to help in job-placement, and visual displays on subjects ranging from contemporary art to the latest developments inradar. For these last, heavy use is made of display cases in the lobby. Sadler Hall's staff is led by a full- time Hall Director, an advanced graduate student who coordinates the University's personnel program for upperclassmen, in addition to admin- istering the hall, planning educational programs, and coordinating the work of the eight Resident Advisors. These houseadvisorsarealsograduate students who areassignedsingle rooms in the undergraduate wing. WS.

1391

Above: The principal meeting ground for Sadler Hall's students is the lounge- social room on the first floor. The single large space, which replaces the separatect lounge and recreation rooms so often found in residence halls, is divided by furnaure groupings into areas for various hinds of activities e.g., television viewing and games. Like the library, it is also used frequently for informal cultural and educational programs. The adjoining snack bar is equipped for fountain service and "short orders," with more 1\ Mr substantial food supplied by dumb- waiter from the main kitchen on the floor below. Right: The informal floor lounges are popular gathering points for students who live nearby. Among the drawing cardsreadily available company, coffee, and telephones .140

Syracuse Grads and Undergrads (continued)

PROJECT SIZE Number of floors 8 Number of students, including student staff 493 men Total area 134,839 sq. ft. Per student 273 sq. ft.

SPACE ALLOCATION Area % of Total Area per student Type of Space (Gross Sq. Ft.) Floor Area (Gross Sq. Ft.) StudyBedroom 64,248 47.6 130.3 LoungeRecreation 10,065 7.5 20.4 Toilets-Showers 7,489 5.5 15.2 Kitchen-Dining 11,852 8.8 24.0 Service-Laundry 7,225 5.4 14.7 Storage 1,639 1.2 3.3 Corridors-Stairs 27,777 20.6 56.3 Other 4,544 3.4 9.2 TOTALS 134,839 100.0 273.4

PROJECT COSTS Total, excluding land and furnishings $3,119,459 Per student 6,327 Per square foot 23.13 Furnishings, total 176,557 Per student 358

PLAN ORGANIZATIONBuilding divided vertically into twowings, one for graduates and one for undergraduates, withcommon facilities in building core and on lower floors. House organization 8 undergraduate heuses, 1 per floor Undergraduates per house 37 Single rooms 3 Double rooms 17 Graduates per floor 28, including house advisor Single rooms 2 Double rooms 13 Double room dimensions: Undergraduate 12 ft. by 16 ft. 11/2 in. and 13 ft. 11/2 in. by 16 ft. 4 in. Graduate 13 ft. 11/2 in. by 18 ft. 5 in. Bathrooms, community 2 per floor; 1 for graduates, 1 for undergraduates

.311 EDUCATIONAL FACILITIES Desks and bookshelves in student rooms Study rooms 1 per floor, for graduates Reading room on first floor Displays and exhibits in first floor lobb.

OTHER COMMON FACILITIES House lounges 1 per floor, used by graduates and undergraduates Kitchenettes in house lounges Main lobby on first flow' Main loungerecreation In all the graduate rooms, and about MOM on first floor, adjoining lobby half the double rooms in the under- Pilig.pong room on ground floor Hubby area on ground floor graduate wing, the longer dimension Food service cafeteria of the room parallels the exterior wall Dining room 1 for 372, subdivisible so that a floor-to-ceiling room divider Kitchen ground floor can be used to create two semi-private Snack bar off main lounge rooms (top). The divider, which makes Guest rooms 7, first floor of graduate wing possible privacy as well as compan- SERVICE AND HOUSEKEEPING AREAS ionship, contains a wardrobe and desk Staff rooms 1 per floor; haU director's apartment on first floor or wardrobe and chest of drawers Main de,4and office on first floor on each side. Other built-ins (chests Mail on first floor or desks as the case may be) and beds Communications telephones in floor lounges and main lobby; buzzers to student rooms Housekeeping, are placed on the room walls opposite office and storage on ground floor the divider. In the other type of under- Housekeeping closets each floor graduate double room (above) built-in Maintenance shop on ground floor closets and chests line only one wall Laundry and ironing rooms on ground floor .."1111.110110

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WASHINGTON BUILDS ON EXPERIENCE

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Lander Hall (right in photo and plan) recreation court are outward manifes- is the second of two similar high-rise tations of design changes made as a halls connected by a two-story food result of experience in operating Terry service unit. (The other two-story ele- Hall (left), which was built some four ments also contain common spaces.) years earlier. The street level parking Its vertical offset and ground level supplements an underground garage 142

Terry and Lander Halls Washington Buildscdn Experiance(continued) UNIVERSITY OF WASHINGTON

Seattle, Washington SINCE THESE NEIGHBORING hallswere lounges were reduced in size and built about four years apart, the les- equipped with movable partitionsso Young, Richardson & Carleton, sons learned in living with the first that each can be split into two still Architects could be translated into improvements smaller spaces whichare frequently in the secondprimarily by substitut- used for study as well as socializing. ing small-scale common rooms for Lander Hall's main lounge is also large spaces the students ignore. smaller and more informal than its Terry Hall, the earlier of the pair, balconied counterpart in the older is organized in five houses of two hall, as is its ground floor recreation floors each. The 29 double roomson room. Other common facilitieslaun- each floor are lined up on both sides dry room, music and hobbyrooms, of a central service core thatcon- storage rooms, and so forthare simi- tains a community bathroom, study- lar in both buildings, but the small- typing rooms, an ironing room with space theme is picked up again in the adjoining kitchenette, and the eleva- dining areas, which are served from tors and stairs. At the end of the core a central kitchen in the two-story unit in each house is the seldom-used that links the two buildings. Students house lounge, a large two-story high who live in Terry Hall eat inone of space overlooked by a sizable balcony. two dining rooms seating 450or 115, The principal difference between Lan- In contrast, Lander Hall is divided or, rarely, in a tiny private dining der Hall and Terry Hall is the substi- by floors into seven houses, which a room that seats up to 12 for special tution in Lander of smallcommon spaces for large. For example, Lander corridor offset further divides into meetings. But when Landerwas built, has a small dining room (below) for two sections of about the same size. these were replaced byseven, 78-seat each of its seven houses, instead of The common-use facilities clustered dining roomsone to a housethat the huge 450- and 115-seat dining around this offset are similar to those tend to eliminate themore unpleasant halls provided for Terry's residents in Terry Hall, except that the house aspects of mass feeding and provide a natural meeting place. Only one type ofcommon space was increased in the newer hall. Be- cause the cramped urban site left the halls pinched for space for activerec- la reation, Lander's ping-pongroom is larger than the one in Terry, and the --vow first level of the hall is leftopen at one end to form a sheltered basket- ball practice court. Both halls are administered bya full-time Residence Manager, whose assistant acts as program advisor and coordinator for the work of the house advisors and housemanagers. The house advisors are graduate students who make room assignments, inspect rooms during check-out periods, as- sist with counseling, and work with the elected house officers in planning special programs. The housemanagers are undergraduates whose duties are primarily custodial. o

I The main lounge in Terry Hall ( right) is a large, formal two-storyroom with a sizable balcony. In spite of such attractions as the fireplace, it is rarely used by students, except forocca- - sional formal entertaining. Lander 44' I . IP/II %. / 1 Hall's planners took the obvious lesson / to heart. The main lounge there isa I more intimate space (above) that is always inhabited bya vivid mural, and usually inhabited by students AC 144

Washington Builds on Experience(continued)

TERRY HALL, 1953 LANDER HALL, 1957

PROJECT SIZE Number of floors 8 Number of students,

including student staff 593 men . . 679 men Total area 204,682 sq. ft. 1i 2,004 sq. ft. Per student 345 sq. ft. 253 sq. ft.

PROJECT COSTS Total, excluding land and furnishings $2,548,995 $2,354,500 Per student 4,298 . . 3,468 Per square foot 12.45 . . . . 13.69 Furnishings, total 260,554 . . 345,500 Per student 439 509

PLAN ORGANIZATION-Adjacent high-rise buildingsshare food services in low connecting link built with Terry Hall.

House organization 5 houses, 2 floors each . 7 houses, 1 floor each Students per house 116 ...... 98 Students per floor 58 . . . . . 98 Double rooms 29 .. 48 Single rooms none . . . . . 2 Double room dimensions 11 ft. 6 in. by 15 ft. 6 in. . 11 ft. by 15 ft. Bathrooms, community 1 per floor . . . . 2 per floor

EDUCATIONAL FACILITIES Desks and bookshelves in student rooms in student rooms Study-typing rooms 5 small per floor 2 large per floor

Other none...... see house lounges Music practice rooms 4 in basement 4 in basement

OTHER COMMON FACILI7IES House lounges 1 per house, 2-story withbalcony .1 per floor, divisible for seminars, study Kitchenettes 1 per floor 1 per floor Main lounge 2.story with balcony . 1-story Recreation rooms 1, large 1, moderate size Ping-pong rooms 1, moderate size 1, large Outdoor recreation none recreation court Dark room, shop 1 each, ground floor 1 each, ground floor Food service cafeteria cafeteria Dining rooms 1 for 450, 1 for 115, 1 for 12 7 for 78 Although two single rooms were added Kitchen 1 in 2-story unit to each flooi in Lander Hall, most stu- Snack bar 1 in 2-story unit dent rooms in both halls are well- Guest rooms 9 2 proportioned doubles like the one be- Parking 61-car garage under low. Built-in desks are lighted bya food service area fluorescent fixture and swivel reading SERVICE AND HOUSEKEEPING AREAS lamp attached to the bookshelves. Staff rooms 1 single room per house 1 single room per house Sof a-beds pull out from a wall-attache d Conference room none . 1 back rest. Closets line the corridor wall Work room 1 none Offices 1. 2 Main desk, information on main floor . . . on main floor Mail alcove, main floor. . . alcove, main floor Communications telephone each room; booths in public areas as in Terry Hall Housekeeping, linen ground floor ground floor Janitors' closets each floor each floor Student storage (bulk) 1 locker each room; storage room on ground floor as in Terry Hall Laundry: Coin-operated machinos 1 room, ground floor 1 room, ground floor Receiving, laundry and

cleaning 1 room, ground floor . 1 room, ground floor Ironing rooms 1 per floor combined with kitchenette

SPACE ALLOCATION Area % of Total Area per Student Type of Space (Gross Sq. Ft.) Floor Area (Gross Sq. Ft.) TERRYLANDER TERRY LANDER TERRY LANDER Study-Bedroom 63,307 64,430 30.9 37.5 106.8 94.9 Lounge-Recreation 24,934 20,814 12.2 12.1 42.0 30.6 Toilets-Showers 9,899 7,104 4.8 4.1 16.7 10.5 Dining-Kitchen 21,173 11,211 10.3 6.5 35.7 16.5 Service-Storage 27,146 18,564 13.3 10.8 45.8 27.3 Corridors-Stairs 33,665 30,800 16.5 17.9 56.8 45.4 Garage 22,114 17,207 10.8 10.0 37.3 ;..., 25.3 -.. Other 2,444 1,874 1.2 1.1 aw...- 4.1 2.8 TOTALS ...... r 204,682172,004 100.0 100.0 345.2 253.3 '

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RESIDENCES RELAX ON WESLEYAN'S COUNTRY CAMPUS

The entrance to the Foss Hill residence group is a portico formed by raising the unit nearest the rest of the campus on columns (above). As the photos show, the buildings inside it are carefully blended with the rural landscape, the halls and their connecting lounges rambling lazily over the gently rolling site. All of the halls in the main clusver (see site planover- page) are two stories high; the three- story halls(right)form another cluster 14 6

Foss Hill I Wesle!,an's Country Campus (continued)

WESLEYAN UNIVERSITY IN CONTRAST TO THE MANY urban three-story halls and four two story Middletown, Connecticut colleges which are being forced to halls. Each pair of halls is supple- squeeze in new housing units wher- Charles H. Warner, Jr. and mented by a separate lounge building Brown, Lawford & Forbes, ever space is to be had, rural Wes- which is connected to the two halls leyan was blessed with a large, roll- by glass-walledlinksdesignedto Architects; Clark & Rapuano, Landscape Architects ing, heavily wooded site for its new bridge the changes in level. In each Foss Hill residence halls. The build- lounge, a fireplace wall separates the ings take full advantage of their pas- library-study area from the larger liv- toral setting, rambling over slopes ing room with adjoining kitchenette. and around trees, echoing natural Othercommonfacilities game materials and contours, and shaping rooms, laundry rooms, and storage livable outdoor spaces. The result is a are located in the basements of the relaxed, domestic-scaled living group residence halls. There is also a snack of which Wesleyan's president writes: bar in the basement of Unit 3, and "It is hard to conceive of an arrange- an administrative office on the ground ment of rooms, lounges, and land- floor of Unit 2, the hall nearest the scape that better contribute to an at- academic campus. mosphere of study and appreciation." Otherwise, the residence halls are Separate lounge buildings make it As the site plan shows, the build- devoted wholly to student rooms ar- possible to remove most social activ- ings in the Foss Hill group are de- ranged along double-loaded corridors. ities from the residence halls proper ployed in two main clusters of two Most of the student rooms are paired in sleeping-study suites shared by two students, but there are also some single rooms and several suites that can be converted tosingles. Most rooms have balconies that add to their ; apparent and actual size. The generous area per student, and high standards of design and construction are largely responsible for

% ...,_ - -.t.:. the obvious amenity of the buildings. They are also responsible, at least in :' 1r 0), , is, part, for the above average cost, al- k / though the difficulties of building on a rocky, hilly site also contributed their share. Rock excavation was avoided as much as possible, but .the V. , tunnels that carry utilities to the sev- 411 eral structures were quite expensive. ' I-4.k V:4, :14ttje In Foss Hill II, a second, similar GEL group of halls now under construction, the area per student is being cut down by such means as eliminating the lobbies in the residence halls and reducing the size of the lounge buildings. This is expected to lower the cost per studentto an estimated $7,737, without significantly chang- . 49/16 ing the character of the buildings. 1:41111'. 14 7

The Foss Hill dormitories are grouped in two clusters, with four of the six halls in the main cluster. The land- scapingan important, if unobtrusive, feature of the projectincludes a complex network of flagstone walks and terraces that link the halls and their connecting lounges, step up and down the hills, and dodge the many trees

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I 1 /4.N st4 _J The lounge buildings, which combine natural wood and stone with glass,are a ut:iquely effective blend of openness and intimacy. The focal point of each is a massive stone fireplace that also serves the practical functbn of separating the library-study from the living room. A small kitchenette ts handy for snacks and casual eutertaining

ill 149

esleyan's Country Campus(continued)

1 z'" PROJECT SIZE Number of buildings 6 residence halls, 3 s^parate lounge buildings Number of floors residence halls: 4, 2-story, 2, 3.story; lounges: 1-story Number of students, including student staff 211 men Total area: ; 6 residence halls 86,046 1 service tunnel 1,200 3 lounge buildings and connecting corridors 21,080 Total 108,326 sq. ft. Area per student esidence halls and tunnel 413 Lounges 100 Total 513 sq. ft.

SPACE ALLOCATION Area % of Total Area per Student Type of Space (Gross Sq. Ft.) Floor Area (Gross Sq. Ft.) Study-Bedroom 33,000 30.4 156.4 Lounge-Recreation 12,000 11.1 56.8 Toilets-Showers 8,300 7.7 39.3 Kitchen 600 .6 2.8 Service-Laundry 6,100 5.7 28.9 Most of the student rooms ranged Storage 7,660 7.0 36.3 along the halls' double-loaded corri- Corridors-Stairs 24,500 22.6 116.1 ther (mechanical spaces, dors are paired in two-student suites, tihty tunnels & balconies) 16.166 14.9 76.6 with one room used for study (below), TOTALS 108,326 100.0 513.2 the other for sleeping. However, there are also some single rooms (above), PROJECT COSTS and suites can easily be converted to Total, excluding land, Per two singles bi,, locking the connecting furnishings (including built- Per Square door. All rooms on the upper floors, ins) and architects' fees: Student Foot and many on the ground floor, have Residence halls 1,760,000 8,341 20.17 Lounges 517,000 small balconies. For greater flexibility 2,450 24.53 of use, the rooms include no built-in Total $2,277,000 $10,791 $21.02 furniture except for wardrobes placed PLAN ORGANIZATIONInterconnected groups of four and two residence hallsare served by along the corridor walls. Acoustic tile parole lounge buildings for each two halls. ceilings also help to control noise Students per hall 24 to 50 Per floor 12 to 20 Per room 1: rooms paired cm dimensions (per pair) 14 ft. by 20 ft. plus balconies Bathrooms, community 1 per floor

EDUCATIONAL FACILITIES Desks and bookshelves in student rooms Library-study in each lounge

OTHER COMMON FACILITIES House lounges 1 in separate building for each pair of residence halls Kitchenettes in house lounges Recreation areas g ame rooms in partial basement each hall, numerous outdoor terraces Food service elsewhere; snack bar under 1 hall

SERVICE AND HOUSEKEEPING AREAS Staff rooms director's suite in residence hall nearest academic campus (Unit No. 2); 1 student counselor's room in each hall Administrative office g round floor, Unit No. 2 Communications telephone in each student room, booths in residence hall corridors Housekeeping maid's room and storage in Unit No. 2 Janitors' closets eacis floor, halls and lounge buildings Student storage (bulk) in basements, each hall Laundry rooms in basements, each pair of halls 150

SOURCES

Changing Values in College, Philip E. Jacob, Harper and Brothers, 1957 College and University Facilities Survey, Part 1, W. Robert Bokelman and John B. Rork; United States Office of Education, 1959 College and University Facilities Survey, Part 2, W. Robert Bokelman and John B. Rork; United States Office of Education, 1960 "College Housing Program," Status Report; Community Facilities Administration, Octo- ber 3x, 1959 (mimeo) "College Housing Program, Annual Rental Per Student Self-Liquidating Loan"; Com- munity Facilities Administration, May 1957 (mimeo ) "Financial Characteristics of College Housing Loans Made During FY 1957-58," Staff Study; Community Facilities Administration, December 30, 1958 (mimeo) Higher Education Planning and Management Data 1959-60, W. Robert Bokelman; United States Office of Education, 1960 Higher Education Planning and Management Data 1958-59, W. Robert Bokelman, United States Office of Education, 1959 Human Engineering in Kitchen Design, Arthur C. Avery; Department of the Navy, n.d. International Houses and International Student Centers in the United States, Herrick B. Young and others; National Association of Foreign Student Advisers, c. 1959 Needed Expansion of Facilities for Higher Education, 1958-70, John D. Long; American Council on Education, 1958 Open Doors 1960; Institute of International Education, May 1960 Opening (Fall) Enrollment in Institutions of Higher Education, 1960: Institutional Data; United States Office of Education, 1960 Opening (Fall) Enrollment in Institutionsof Higher Education, 1951-1960, United States Office of Education, 1960 "The Passage Through College," Mervin B.Freedman; The Journal of Social Issues, Vol. XII, No. 4, 1956 Projection of Earned Degrees to 1969-70, Louis H. Conger, Jr. and Marie G. Fullam; United States Office of Education, September 1959 Retention and Withdrawal of College Students, Robert E. Iffert; Government Printing Office, 1957 Resident, Extension, and Other Enrollments in Institutions of Higher Education, First Term, 1957-58, Hazel C. Poole; Government Printing Office, 1959 "School Enrollment: 1951," Current Population Reports, Population Characteristics, Series P-20, No. 40; Bureau of the Census, 1952. Same Series, No. II o; Bureau of the Census, 196z "Some Observations of Students as They Relate to Orientation Procedures in Colleges and Universities," Mervin B. Freedman; Journal of College Student Personnel, Vol. II, No. x, October 1960 Student Reactions to Study Facilities, Stuart M. Stoke and others; The Committee for New College, 1960 They Come for the Best of ReasonsCollege Students Today, W. Max Wise; American Council on Education, 1958 151

East Lansing, 11 f whigan. Ralph R. Calder d As- Kassabaum, Inc., architects. Renderings cour- sociates, architecic Photos courtesy of the Uni- tesy of the architects CREDITS versity/ (bottom) Graduate Residences, Clare- mont College, Claremont, California. Theodore PAGE44 Ilume Hall,University ofFlorida, Gainesville, Florida. Guy C. Fulton and Jef- Where more than one photograph appears on a Criley, Jr. and Fred W. McDowell, associated ferson Hamilton, architects. Pt oto courtesy of page, credits read from left to right, and top to architects. Photos by Julius Shulman (left) and the Univcrstty / Residence Hall, Thompson bottom. Robert C. Frampton (right) courtesy of the Point Development, Southern Illinois Univer- College sity,Carbondale, Illinois.Perkins d Will, PAGE24 Photo by George Zimbel/ Married architects. Photo by Hedrick-Blessing cour- Students' Housing, Golden Gate Theological tesy of the architects Seminary, Marin County, California. John Carl PAGE45 Tate Hall, Central Michigan College, WarnPcke d Associates, architects. Photo by Mount Pleasant, Michigan Roger Allen d As- Rondal Partridge courtesy of the architects sociates, architects / Bra jaw Hall, North Caro- PAGE25 Northwood Apartments, University of lina State College, Ealeielt, North Carolina. Michigan, Ann Arbor, Michigan.Yamasaki, Leslie N. Boney, architert / Residence Hall, Leinweber d Associates, architects. Photos by Christian Brothers College, Memphis, Tennes- Maiteland R. La Motte courtety of the Univer- see. A. L. Aydelott d Associates, architects sity PAGE46 Women's Hall, Rhode Island College PAGE26Escondido Village, Stanford Univer- of Education, Providence, Rhode Island. Lam- sity, Stanford, California. Wurster, Bernardi d borghini, Chnstorh d Pipka, architects. Ren- Emmons, architects; Eldridge T. Spencer, su- denng courtesy ,9f thc architects pervising architect. Photos courtesy of the Uni- PAGE47Leverett House, Harvard University, versity Cambridge. Massachusetts. Shepley, Bulfinch, PAGE5Dormitory, Lake Erie College, Paines- PAGE27 Married Students' Apartments, Univer- Richardson d Abbott, architects. Photos by ville, Ohio. Vwtor Chnst-Janer d Associates, sity of Arkansas, Fayetteville, Arkansas. Ed- Gottscho-Schleis;ler, Inc. courtesy of the archt- architects. Photo by Danny Wann courtesy of ward D. Stone, architect. Photos courtesy of tects the architects the University / Hoosier Courts Nursery and PAGES48-49(top) Apartment-Suites, San Fran- Community Building, Indiana University, cisco Theological Seminary, San Anselmo, Cal- PAGE7Photo by Marvin Kreisman, courtesy of Bloomington, Indiana. Edward D. James, archt- Stephens College, Columbia, Missouri ifornia. John CarlWarnecke d Associates, tect. Photo courtesy of the University architects. Photos by Dandelet (left) and Mou- PAGE 8 Noyes House, Vassar College, Pough- PAGE28 Photo by George Zimbel lin Studios (right) courtesy of the architects / keepsie, New York. Eero Saarinen d Associates, (bottom) Westgate Hall, Iowa State Universtty architects. Photo courtesy of the College PAGE29The Institute for Advanced Study, of Science and Technology, Ames, Iowa. Brooks Princeton, New Jersey. Marcel Breuer, archi- Borg, architect. Rendering by the archstect PAGE9Photo by George Zimbel tect; Robert Gatje, associate architect. Photos PAGE10Photo by George Zimbel by Ben Schnall PAGES50-51(top) Student Hostel, Israel Insti- tute of Technology, Technion City, Israel. Dan- PAGE11Quincy House, Harvard University, PAGE30Faculty Apartments, Dartmouth Col- tel Havkin, architect. Photo courtesy of the Cambrsdge, Massachusetts. Shepley, Bulfinch, lege, Hanover, New Hampshire. E. H. d M. K. Inststute / (bottom) Quincy House, Harvard Richardson d Abbott, archttects. Photo by Hunter, architects. Photos by Joseph W. Molitor Unsversity, Cambridge, Massachusetts. Shep- Gottscho-Schleisner, Inc. PAGES36-38(top)Low-RiseHall,Christsan ley, Bulfinch, Richardson d Abbott, architects. PAGE12Photo by George Zimbel College, Columbia, Mtssouri. Hellmuth, Obata Photos by Gottscho-Schleisner, Inc. d Kassabaum, Inc., architects. Photos courtesy PAGES14-15Photo by George Zimbel PAGES52-53(top) High-Rise Apartment Build- of the architects; exterior photo by Mac Mizuki mg, Tulane University, New Orleans, Louisi- PAGE16Walker Hall, Pomona College, Clare- / (bottom) High-Rise Hall, University of Mis- mont, California. Spaulding, Rex and Deswarte, souri, Columbia, Missouri. Hellmuth, Obata d ana. Goldstein, Parham d Labouisse, and Drey- architects. Photo by Will Connell courtesy of Kassabaum, Inc., arcnitects. Photos courtesy fous, Sieferth d Gibert, associated architects. the College of the architects; exterior photo by Piaget Stu- Photos courtesy of the University / (bottom) dios Bailey Hall, Illinois Inststute of Technology, PAGE17Dormitory, Lake Erie College, Paines- Chicago, Illinois. Mies van der Rohe, architect. ville, Ohio. Victor Christ-Janer d Associates, PAGE39Chadbourne Hall, University of Wis- Photo by Hube Henry, Hednch-Blessing, cour- architects. Photo by Danny Wann courtesy of consin, Madison, Wisconsin. Stanley Nerdrum, tesy of the Institute the archstects architect / Men's Residence, Purdue Univer- ssty, Lafayette, Indiana. Walter Scholer d As- PAGE53Watkins and Miller Halls, University PAGE18Photos by William Eng courtesy of sociates, .rchitects / Men's Housing, University of Kansas, Lawrence, Kansas. Photo courtesy the University of Washington, Seattle, Wash- of Pittsburgh, Pittsburgh,'Pennsylvania. Dee- of the University tngton ter d Ritchie, architects / Noyes House, Vassar PAGE54Dexter M. Ferry,Jr.,Cooperative PAGE19Delta Zeta House, DePauw University, College, Poughkeepsie, New York. Eero Saari- House, Vassar College, Poughkeepsie, New Greencastle, Indiana. Evans Woollen III, archi- nen d Associates, architects / Men's Hall, Uni- York. Marcel Breuer d Associates, architects. tect. Photo by Bill Engdahl, Hedrich-Blessing/ verstty of South Carolina, Columbia, South Photos by Joseph W. Molitor courtesy of the Fraternity Housing, Illinoss Institute of Tech- Carolina. G. Thos. Harmon, architect; Edward College nology, Chicago, Illinois. Msttelbusher d Tour- D. Stone, associated crtchitect / WaMer Hall, Pomona College, Claremont, California. Spauld- PAGE55 Dykstra ard Sproul Halls, University telot, architects. Photo courtesy of the Insti- of California at Los Angeles, California. Welton tute ing, Rex d Deswarte, architects Becket d Associates, architects. Photos cour- PAGE20 Fraternity Housing, Stanford Univer- PAGES40-41University of Technology, Berlin- tesy of the University sity, Stanford, California. John Carl Warnecke Charlottenburg, West Germany. Peter Ehrecke, architect. Photos by Orgel-Kohne courtesy of PAGE58Leverett House, Harvard University, 4 Associates, archstects. Rendering by the Cambridge, Massachusetts. Shepley, Bulfinch, architects the archstect Richardson d Abbott, archstects. Photo by PAGE21Graduate Center, Harvard University, P AGE42 Men's Residences, Knox Cortege, Gales- Gottscho-Schleisner, Inc. courtesy of the archi- Cambridge, Massachusetts. The Architects Col- burg, Illinois. Sledmore, Owings 4 Merrill, tects laborative, architects. Photos by Robert Da- architects. Photos by Gliessman Studios cour- mora courtesy of the architects tesy of the College PAGE59 Noyes House, Vassar College, Pough- keepsie, New York. Eero Saarinen 4 Aasociates, PAGES22-23(top) Floyd E. Owens Graduate P AGE43Men's Housing, Washington Univer- architects. Photo at left courtesy of the College; Residence Center, Michigan State University, sity, St. Louis, Missouri. Hellmuth, Obatati piwto right by Ben Schnall / Men's Residence, 152

Unit ersity of Southwestern Louisiana, Lafay- Richardson et Abbott, architects. Photo by Painesville, Ohio Victor Christ-Jancr d Asso- ette, Louisiana. Ricciuti Associates, architects. Gottscho-Schleisner ,Inc./ Graduate Center, Har- ciates, architects. Photo by Robert Stahman / Photo by Frank Lotz Miller vard University, Cambridge, Massachusetts The Walton Hail, University of Oregon, Eugene, Architects Collaborative, architects. Photo by Oregon Church, Newberry, Roehr d Schuette, PAGE60 Smith Hall, Florida State University, Fred Stone courtesy of the architects. Tallahassee, Florida. Bail-Horton d Associates, architects. Photo courtesy of the University architects. Photo courtesy of the Univer ity / PAGE77Residence Hall Painting Terrace, Moore PAGES90-92 Campus Master Plan,Central Chris- Prefab Unit, Rutgers, The State University, Institute of Art, Philadelphia, Pennsylvania. tian College, Oklahoma City, Oklahoma. Caudill, New Bninswick, New Jersey Dave Chapman d Harbeson, Hough, LivingstonetLarson, archi- Rowlett, Scott d Associates, architects Associates, designer tects. Photo by Jack Hoffman, Classic Studio, courtesy of the Institute I Photo courtesy of PAGES94-95 Photo by George Zsmbel / Parking PAGE61 EamesContractStorageSystem. Stephens College / Residence Hall Classroom, Garage, Massachusetts Institute of Technology, Charles Eames, desigrer. Photos courtesy of Southern Illinois University, Carbondale, Illi- Cambridge, Massachusetts. Nolen d Swinburne, Herman Miller, Inc. architects. Rendering courtesy of the architects nois. PerkinsetWill, architects. Photo cour tesy / Parking Garage, University of California at PAGES62-63 Ezra Stiles and Samuel F. B. Morse of the University Los Angeles, California. Welton Becket ci Asso- Colleges, Yale University, New Haven, Connec- PAGE78Walker Hall, Pomona College, Clare- ticut. Eero Saarmen d Associates, architects. ciates, architects. Rendering courtesy of the mont, California. Spaulding, RexetDeswarte, architects Model photo by Impro courtesy of the architects architects. Photo by Will Connell courtesy of the College / Noyes House, Vassar College, PAGES96-97 Campus Extension Study, The Ohio PAGE64Graduate Women's Housing, Trinity State University, Columbus, Ohio. Caudill, University, San Antonio, Texas. O'Neil Ford d Poughkeepsie, New York. Eero SaarinenetAs- Associates, architects. Renderings by the sociates, architects. Photo by Ben Schnall / Mary Rowlett, Scott d Associates, architects architects Munford Hall, University of Virginia, Char- PAGE98Satellite Canipus, University of Michi- lottesville, Virginia. Eggers d Higgins, archi- gan, Ann Arbor, Michigan. Eero Saarinen d As- PAGE65 Residence Halls, University of Dela- tects. Photo by Ralph Thompson courtesy of the sociates, architects ware, Newark, Delaware. Howell Lewis Shay, University architect PAGES99-100 Campus Master Plan, Christian PAGE79Lincoln Commons, Lake Erie College, College, Columbia, Missouri. Hellmuth, Obata PAGE67Paoto by Camera Hawaii courtesy of Painesville, Ohio, Victor Chnst-JaneretAsso- d Kassabaum, Inc., architects the University of Hawaii / Ferris Booth Hall, ciates, architects. Photo by Robert Stahnian / Columbia University, New York, New York. Quincy House, Harvard University, Cambridge, PAGE102 Campus Master Plan, Saint Andrews Shreve, Lamb d Harmon, architects / Photo Massachusetts. Shepley, Bulfinch, Richardson d Presbyterian College, Laurinburg, North Caro- courtesy of the University of Florida Abbott, architects. Photo by Gottscho-Schleis- lina. A. G. Odell, Jr., d Associates, architects. Model photo courtesy of the architects PAGE68 Hunie Hall, University of Florida, ner, Inc. PAGE Gainesville, Florida. Guy C. Fulton and Jeffer- PAGE80Student Retreat, San Francisco Theo- 106Photo by Bill Mark son Hamilton, architects. Photo courtesy of the logical Seminary, San Anselmo, California. John PAGE112Photo by George Zimbel University / Frear Hall, University of Hawaii, Carl Warnecke d Associates, architects. Photo Honolulu, Hawaii. Wimberly and Cook, archi- by Dandelet courtesy of the architects / Dormi- PAGES117-120Stanley R. Pierce Hall, Univer- tects. Photo by Camera Hawaii courtesy of the tory C`iapel, Concordia Senior College, Fort sity of Chicago, Chicago, Illinois. Harry Weese University Wayne, Indiana. Eero Saarinen d Associates, d Associates, architects. Photos by Albert C. Flores courtesy of the University PAGE69Pierce Hall, University of Chicago, architects. Photo courtesy of the College PAGES121-124 Chicago, Illinois. Harry Weese d Associates, ar- PAGE81Dining Hall, Housing Group, Washing- Allison Hall, Colorado State Uni- chitects. Photo by Albert C. Flores courtesy of ington University, St. Louts, Missouri. Hell- versity, Fort Collins, Colorado. James M. Hunt- the University / Noyes House, Vassar College, muth, Obata d Kassabaum, Inc., architects. er d Associates, architects. Photos by Warren Poughkeepsie, New York. Eero Saarinen d As- Photo courtesy of the University Reynolds, Infinity, Inc., courtesy of the Uni- sociates,architects. Photo courtesyof the versity College PAGE82 Dining Hall, Housing Group, Rhode Island School of Design, Providence, Rhode PAGES125-128Walton Hall, University of Ore- PAGE70 Phelps House, Tulane University, New Island. Robinson, Green d Beretta, architects. gon, Eugene, Oregon. Church, Newberry, Roehr Orleans, Louisiana. Freret d Wolf ; Andry d Photos courtesy of the architects; bottom photo d Schuette, architects. Photos courtesy of the Feitel; and Ricciuti, Stoffie d Associates, archi- by Joseph W. Molitor University tects. Photo courtesy of the University / Lin- PAGES129-132 Women's Residence Hall, Univer- coln Commons, Lake Erie College, Painesville, PAGE83 Dining Hall, Cannon Center, Brigham Young University, Provo, Utah. Kegley, West- sity of Pennsylvania, Philadelphia, Pennsylva- Ohio. Victor Christ-Janer d Associates, archi- nia. Eero Saarinen d Associates, architects. Pho- tects. Photo by Robert Stahman phal! d Arbogast, architects. Photo courtesy of the University tos by Laurence S. Williams, Inc., courtesy of PAGE71Office-Dormitory Building, Proposed the University PAGE84Photo by George Zimbel/ Hoffman Hall, University of Boca Raton, Florida. Forrest M. PAGES133-136West Hall, Stephens College, Co- Kelley, Jr., architect for the Florida Board of Tower Quadrangle, Indiana University, Bloom- ington, Indiana. Edward D. James, architect; lumbia, Missouri. Murphy d Mackey, architects. Control, with associated architects and engi- Photos courtesy of the College neers / Choate Road Housing, Dartmouth Col- Eggers d Higgins, supervising architects. Photo PAGES lege, Hanover, New Hampshire. Campbell et courtesy of the University / Burge Hall, State 137-140Sadler Hall, Syracuse University, Aldrich, architects. University of Iowa, Iowa City, Iowa. Charles Syracuse, New York. KingetKing, architects. Altfillisch, architect. Photo courtesy of the Uni- Photos by Robert J. Arnold courtesy of the Uni- PAGES72-73 Choate Road Housing, Dartmouth versity versity College, Hanover, New Hampshire. Campbellet Aldrich, architects. Photos courtesy of the Col- PAGE85Walton Hall, University of Oregon, PAGES141-1447brry and Lander Halls, Univer- lege; photo bottom page It by Joseph W. Molitor Eugene, Oregon. Church, Newberry, Roehr sity of Washington, Seattle, Washington. Young, Schuette, architects. Photo courtesy of the Uni- Richardsonet Carleton, architects. Photos by PAGE74Library, Quincy House, Harvard Uni- versity / Dining Hall, Clemson College, Clem- James 0. Sneddon courtesy of the University versity, Cambridge, Massachusetts. Shepley, son, South Carolina: Photo by R. E. Graham, Bulfinch,RichardsonciAbbott,architects. Jr., courtesy of the College PAGES145-149 Foss Hill I, Wesleyan University, Photo by Gottscho-Schleisner, Inc. / Library, Middletown, Connecticut. Charles H. Warner, Tower Quadrangle, Indiana University, Bloom- PAGE86 Noyes House, Vassar College, Pough- Jr., and Brown, LawfordtiForbes, architects; ington, Indiana. Edward D. James, Inc., archi- keepsie, New York. Eero SaartnenetAssociates, Clark d Rapuano, landscape architects. Photos tect; Eggers & Higgins, supervising architects. architects. Photo by Ben Schnall /Women's Res- by Gottscho-Schleisner, Inc. idence, Mount Holyoke College, South Hadley, PAGE75 Photo by George Zimbel Massachusetts. Perkins d Will, architects. Photo All drawings by Natalie Siegel PAGE76Quincy House, Harvard University, by Joseph W. Molitor courtesy of the architects Designed by Tom McArthur Cambridge, Massachusetts. Shepley, Bulfinch, PAGE87Lincoln Commons, Lake Erie College, Manufactured by Zabel Brothers Inc. OTHER REPORTS FROM EFL The following publications are available from the offices of EFL: 477 Madison Avenue, New York 22, N. Y.

THE THINGS OF EDUCATION A report on EFL'S activities.

RING THE ALARM! A memo to the schools on fire and human beings.

THE COST OF A SCHOOLHOUSE A review of the factors contributing to the cost and effectiveness of school housing, including planning, building, and financing as well aP the evolution of the schoolhouse and some conclusions about tomorrow's school.

DESIGN FOR ETvPlanning for Schools with Television A report on facilitiespresent and futureneeded to accommodate instructional television and other new educational programs. Prepared for EFL by Dave Chapman, Inc., Industrial Design.

TO BUILD OR NOT TO BUILD A report on the planning and utilization of facilities in small colleges.

PROFILES OF SIGNIFICANT SCHOOLS A series of reports which provide information on some of the latest developments in school planning and design. Profiles now available are

Belaire Elementary School, San Angelo, Texas Heathcote Elementary School, Scarsdale, New York Montrose Elementary School, Laredo, Texas Public School No. 9, Borough of Queens, New York City Two Middle Schools, Saginaw Township, Michigan A & M Consolidated Senior High School, College Station, Texas Hillsdale High School, San Mateo, California Newton South High School, Newton, Massachusetts North Hagerstown High School, Hagerstown, Maryland Rich Township High School, Rich Township, Illinois Wayland High School, Wayland, Massachusetts

Schools for Team Teachingten representative examples

High Schools 1962 : A Status Report on Educational Change and Architectural Consequence

CASE STUDIES OF EDUCATIONAL FACILITIES A series of reports which provide information on specific solutions to problems in school planning, design, and construction. Now available...

#1. Conventional Gymnasium vs. Geodesic Field House. West Bethesda High School, Montgomery County, Maryland.

#2. Space and Dollars: An Urban University Expands. A report on the economic physical expansion of urban universities basedon a case study of the Drexel Institute of Technology.

#3. Laboratories & Classrooms for High School Physics. Reprinted from Modern Physics Buildings: Design and Function. A report of the American Association of Physics Teachers' and the American Institute of Physics' Project on Design of Physics Buildings.