Conservation
Design
Perspective
Community
Environment
legacy
Innovation
Renewal and Regeneration
Demographics
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Campus and Community
Design for Flexibility
Regeneration
Flexibility
Perspective
Fostering collaboration Community Global Perspective
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esign Global
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Fiscal Reality
Pennsylvania State University, Curtin Road Improvements; University Park, Pennsylvania
meeting today’s CHALLENGES These are challenging times. Institutions are responding to shifting political considerations and cultural landscapes, and transitioning to new ways of educating—all within the context of limited financial resources. Great educational institutions thrive during trying times, using change as an opportunity to implement institutional and physical transformation. Meeting today’s challenges affects how people are educated and the way campuses and buildings support education. Campus plans, architecture, and landscapes should address challenges, and also strengthen an institution’s identity. Here, we explore the issues institutions face when planning and designing their campuses and facilities:
Fiscal Reality Campus and Community Renewal and Regeneration New Learning Environments Flexible Design Changing Demographics Resource Conservation Global Perspective
Fiscal Reality Funding ebbs and flows Colleges and universities are experiencing unpredictable fluctuations in capital funding, forcing institutions to make tough fiscal decisions. Top tier universities receive unpredictable donor funding which causes allocation issues. Funding for public institutions continues on a downward trend. In recent years, little to no appropriations are available for capital projects at public schools. No matter the fiscal challenge or opportunity, each institution must responsibly distribute available funds.
Innovative design increases opportunities for collaboration Escalating programmatic, faculty, and student needs combined with scarce funding and increased scrutiny demands a heightened level of innovation and performance from institutions and their design teams. Innovating within tight cost and schedule deadlines is more than expected—it is essential.
Efficiency is imperative Institutions recognize the need to better manage their space, finances, and staff. These factors—and their unpredictablity—demand new approaches to planning and facility management. Strategic planning, inventory evaluation, and capital improvement construction programs are no longer static documents. They are fluid, adaptable, modular, and fiscally responsive.
The Ohio State University, South High Rise Towers; Columbus, Ohio Our work at The Ohio State University involved careful analysis of cost implications associated with renovations versus new construction for their campus housing inventory. The study resulted in the development of a comprehensive scope of needs for housing across the university. By integrating the financial analysis with our design expertise, we actually recommended against the initial, albeit innovative, project under consideration and instead suggested the university funnel resources to renovations and additions to their South High Rise district. As a result, Sasaki’s scheme for overall renovations and the addition of two new towers has yielded new construction at costs substantially below market levels. Sasaki’s unique design strategy preserves existing structures while providing more beds, entry lobbies, social areas, study spaces, and newly-defined courtyards. Renovation of four 1950s era buildings increases natural daylighting and generates dynamic ground-level social spaces.
The Ohio State University, One Ohio State Framework Plan; Columbus, Ohio The One Ohio State Framework Plan redefines campus master planning. As Ohio State faces increasingly complex challenges—a sustainability imperative, reduced access to capital, an aging physical plant, and a vision centered on increased collaboration—the framework ensures that mission drives development of the physical environment. The plan establishes guiding principles, supports a long-term vision for the campus, defines projects that propel the university toward this vision, and utilizes an innovative decision support system to help ensure that planning integrates academic, strategic, financial, and physical considerations across the university.
Bristol Community College, Technology and Learning Center; Fall River, Massachusetts Bristol Community College’s Technology and Learning Center is a shared resource occupied by multiple disciplines within two academic divisions. It represents the translation of basic science to its application in the health professions. Learning and teaching spaces are organized around a lobby atrium that is envisioned as a technology-rich information commons meant to invite a broader set of users to the building as a place to study and learn in more informal ways. These spaces create muchneeded swing space that facilitates the repurposing and modernization of existing buildings.
Vermont Law School, Framework Plan; South Royalton, Vermont Vermont Law School has the top environmental law program in the country, yet the school’s academic commitment to sustainability is not yet visible on campus. The framework plan proposes investment in the school should be tied to investment in the Village of South Royalton. In doing so, the plan offers a unique vision of sustainability, one that ties the success and prospects of the campus to the well-being of the surrounding New England village. The campus is the village, and the village is the campus. Together, with a unified vision for growth and development, both can flourish.
Portland State University, District Framework Plan; Portland, Oregon Portland State University and the city of Portland have a uniquely collaborative relationship—the city’s mayor and the university’s president work together to produce mutually beneficial results. Building on the relationship between the city and PSU, Sasaki’s plan proposes a development strategy that leverages these partnerships in an integrated, mixed-use manner to guide the university’s future growth within the University District. Uses are not only mixed, but shared. Transparency permeates the environment, making the academic and social life of the university visible to all.
campus and community University of Pennsylvania, Penn Connects; Philadelphia, Pennsylvania Penn Connects: A Vision for the Future sets out an exciting blueprint for the University of Pennsylvania campus. The plan illustrates a long-term framework for the enhancement of the established campus and the transformation of key redevelopment sites and expansion areas. A primary goal of the plan is to establish stronger connections, not only within the campus, but to the surrounding community context as well. Civic and open space, circulation linkages, land use, and development zones are all devised to help meet this goal. The Bridges of Connectivity, for example, link the east campus to Center City across the Schuylkill River.
Everything is connected More than ever before, institutions realize their success is connected directly to the vitality and livability of their host community. Institutions that engage with their community to implement quality of life and economic improvements greatly benefit from the effects. Planners need to build connections beyond the programmatic and physical campus. A vibrant plan with strong opportunities for interaction comes from incorporating the community and its stakeholders in the design process.
No campus is an island One way for colleges and universities to continue moving forward in today’s challenging economy and complex political environment is to forge more public-private and intra-agency partnerships. These partnerships advance common institutional, community, and state goals in a cost-effective manner. Integrating community into the planning process leads to aligned priorities and beneficial strategic alliances.
Civic engagement improves higher education Most institutional missions emphasize community engagement to foster students’ understanding of the importance of contributing to society. Shared facilities are a growing institutional focus. Integrating community with campus planning efforts creates greater synergies and economies, resulting in increased civic engagement.
Renewal and regeneration Renovate or replace? Many aging buildings cannot support their current mission and curriculum— let alone future programs—without significant renovation or replacement. In many instances it is not the most historic buildings on campus that present the greatest challenges, but rather buildings constructed in the 1950s through the 1980s. Facilities of this era have limited flexibility for reuse and antiquated building utility systems. Aging facilities present a challenge in meeting the growing need for technologically sophisticated spaces and environments that support new instructional and research programs. In some cases (particularly in the sciences) existing buildings cannot viably adapt to meet new program requirements, but can be successfully repurposed for other uses.
A Meaningful Sense of Repurpose As educational initiatives require more flexible and adaptable space, creative design solutions enable building and facility renewal to meet this need. Older buildings with well-structured, modular floor plans serve new uses through creative repurposing. Renewal and renovation is both an economic advantage and truly sustainable approach to development.
Ignoring deferred maintenance is Expensive In the rush to create new facilities for expanding needs over the past 25 years, many existing buildings went seriously neglected. Funding for maintenance is difficult to acquire because projects involving physical plant and equipment replacements generally are not attractive to donors. Some public institutions and their respective legislatures understand the growing need and designate separate funding streams exclusively for deferred maintenance and upgrades. Planning for public and private institutions must take these fiscal fluctuations into account, responding to them in a flexible yet responsible manner. Regeneration can reduce the backlog of deferred maintenance as buildings are upgraded through the process of repurposing.
Before
Drexel University, Daskalakis Athletic Center; Philadelphia, Pennsylvania The Drexel University Daskalakis Athletic Center is an integrated sports facility that forms a distinctive center for collegiate and community activity along Philadelphia’s Market Street. The project reenergizes the old gymnasium by renovating its uses and expanding its footprint with an annexed recreation center. The renewed complex opens up the previously introverted structure of the gymnasium to the university and city surroundings, reinforcing Drexel’s urban façade along Market Street. The recreation center engages the street by offering several points of public access and transparency that provides views of the activity within. The DAC has become an activity hub for campus groups and student clubs, as well as a major destination for diverse community programs such as ROTC and public schools in West Philadelphia.
After
Before
Bates College, Alumni Walk and the Commons; Lewiston, ME As both the geographical center and the heart of activity on campus, Alumni Walk is an important landscape element that dramatically improves the quality of the campus core and strengthens connections to the dining commons. It transforms a former street and parking lot into a pedestrian landscape with a strong identity, distinguished by a dense grove of birch trees and long cube-like illuminated benches that brighten pedestrian paths in evening.
After
University of California, Davis, Graduate School of Management; Davis, California This LEED® Platinum project includes a three-story structure for the GSM classrooms and offices and a two-story conference center that includes a restaurant, office space, meeting rooms, and a ballroom. The two structures are connected at the second floor by a pedestrian bridge that frames a gateway to a shared courtyard. The innovative new building includes technologically advanced classrooms designed for interactive learning, expanded space for extracurricular activities, an upgraded and centralized student affairs and career services center, and an outdoor garden and courtyard for informal gatherings and special events. Located at the highly visible south edge of the campus, in close proximity to the Mondavi Center for the Performing Arts, the building’s placement reflects the university’s commitment to interdisciplinary integration between business and the arts.
Harvard Kennedy School, Master Plan; Cambridge, Massachusetts Space is limited at the Harvard Kennedy School and classrooms are hyper-utilized. Traditional office configurations hamper new modes of collaboration and a lack of interaction spaces confounds the modern understanding that learning is fundamentally social. Sasaki collaborated with the Harvard Kennedy School to shape a vision that supports new models of enhanced collaboration, active learning, and strong connections within the school, across the university, and within the community. The plan’s success depends on combining academic, financial, and physical considerations.
New Learning Environments Singapore University of Technology and Design, Master Plan; Singapore The Singapore University of Technology and Design master plan is a visionary campus framework that supports a cutting-edge academic vision of interdisciplinary, collaborative, project-based learning. The academic mission and curriculum, developed in partnership with the Massachusetts Institute of Technology, is based on bold paradigms for integrating technology and design education in the fields of engineering, product development, architecture, sustainable design, and information systems technology. An east-west pedestrian spine showcases the university’s mission with multifunctional and interconnected academic buildings. Student life, housing, and recreational buildings are located in mixed-use precincts and connected through public spaces and pedestrian links. The resulting campus will have a strong identity, support a vibrant community, and demonstrate a commitment to engaged learning and student development.
New models for learning strike a pose The changing nature of our learning environments requires a multiplicity of workspaces indoors and out and an increased awareness of social networks. These needs and behaviors demand an agile response. They reshape the design of programs, facilities, and necessary resource allocations while fostering relationships among learners, faculty, and mentors.
Space: The Educational Frontier Integrated, cross-disciplinary initiatives and curriculum are a central consideration in the evolution of educational programs. Spaces that encourage interdisciplinary work, promote cross-fertilization of varied interests, and enhance academic perspectives address emerging ideas in an evolving environment. The move toward greater integration of theory and practice is transforming many academic environments, drawing the student out of the classroom to engage in experience-based learning opportunities.
Make way for information technology Flexible provision and delivery of information technology is a critical design consideration for all learning communities. Developments in economic, social, and technological environments lead to far-reaching changes in the way educational institutions operate. In particular, advances in IT assist the emergence of contemporary organizational forms, work practices, and training methods. As a result, teaching and learning methods are undergoing dynamic transformations.
Flexible Design Change is the only constant Change is inevitable. The evolution of technology, communication systems, learning, pedagogy, demographics, culture, and modalities of the student body demand restructured curriculums as well as new academic and research programs. Change revises the requirements of academic support spaces, continually challenges the building infrastructure of campuses, and prompts the need for the adaptability of environments.
The modern building OFFERS ALTERNATIVES A new breed of hybrid structures builds in flexibility by developing containertype spaces that users can modify according to their needs. Incubator spaces, space boundaries, room settings, furniture configurations, and teaching and media support adapt to changing programming demands, and are often controlled or scheduled by end users via portable devices. Careful integration of building systems and infrastructure enables long-term adaptability and creates alternative spaces and program configurations. Systems distribution, space modularity, and intelligent building controls are key contributing factors in the planning of flexible environments.
Adaptability guides development decisions Successful campus plans map out growth and development scenarios that contemplate the adaptability of building and site structures. Aligning enrollment projections, faculty and staff growth, availability of funding, and operational resources with building and open space inventories is vital to developing campus environments. A phasing plan allows planners, designers, and stakeholders to assess a campus’s structure, consider near- and longterm implementation strategies, and ultimately define a campus’s future.
Universidad Del Istmo, Master Plan; Santa Isabel, Guatemala The first phase of implementation for the master plan aims to consolidate the school’s operation, presently dispersed throughout Guatemala City, into a new campus setting in the rural area of Santa Isabel. As part of the campus foundational phase, all academic programs and academic support areas are brought together into three flexible buildings until academic department complexes are built around them and the spaces are reclaimed for academic support uses. The first buildings are modeled after incubator spaces, designed with high-load, large-bay modular structural systems capable of supporting many spatial configurations and alternative program demands, as well as exposed, modular MEP systems capable of adapting to various use requirements. The sharing of space among faculties in this setting offers an unprecedented interdisciplinary experience, helping the school transition to a new pedagogic model. As the campus extends into academic neighborhoods, instructional, research, and student life spaces will continue to be shared—promoting the same interdisciplinary collaboration of the campus beginnings.
University of Massachusetts, Venture Development Center; Boston, Massachusetts A mixed-use incubator space that supports technology and life science entrepreneurs, the Venture Development Center elevates the University of Massachusetts’s reputation in the sciences. The space features exquisite views to the Boston Harbor, creates an environment that fosters collaboration and experimentation among entrepreneurs, and provides crisp, ready-to-use workspaces. The VDC is a fully-equipped professional work environment that is flexible, transparent, and encourages collaboration.
Morgan State University, Earl S. Richardson Library; Baltimore, Maryland The Richardson Library is inherently flexible. The building and its systems are capable of accommodating change in library services and pedagogical evolution. A system of 12-foot by 27-foot modules is the basis for the entire interior layout. These modules match the shelving units and allow easy conversion from classrooms to seminar rooms, from open group study spaces to stack space, and back again as needed. The building also features spaces that accommodate the diverse ways in which Morgan students study—an honors area for those who prefer private study, as well as group areas for conversation and collaboration.
Austin Community College District, Facilities Master Plan; Austin, Texas Improved education levels are vital to a successful economy. This is especially critical in Texas where a Hispanic population majority is imminent. Where to grow existing campuses and where to locate new campuses in relationship to emerging demographic trends was a challenge for the Austin Community College system. Sasaki combined its skills in demographic analysis and campus planning to provide a roadmap for growth for ACC that addressed the statewide “Closing the Gaps” initiative. Sasaki analyzed existing market penetration in service areas to verify how much improvement in recruitment and retention is necessary to achieve statewide goals by 2025. By comparing population trends and potential future service areas with campus capacity and space use on each existing campus, the team determined optimal locations for future campuses.
Hispanic Population Growth by County, 2025
University of San Francisco, Master Plan; San Francisco, California
Population by County 300,000 to 600,000 200,000 to 300,000 100,000 to 200,000 50,000 to 100,000 0 to 50,000
Driven by a socially-oriented mission, the University of San Francisco “educates minds and hearts to change the world.” The curriculum instills a strong sense of global citizenship and commitment to serving underrepresented populations. Sasaki assisted USF in preparing a 10-year strategic plan and an institutional master plan with the goal of expanding the university’s ability to respond to changing student demographics and reach under-served populations in the area. A distributed campus model strengthens regional centers and off-campus facilities in the Presidio and downtown San Francisco. Additional enrollment capacity on the core campus allows program growth to meet the needs of a diverse student population. Student immersion “boot camp” programs in minority neighborhoods reinforce USF’s role as the university in and of the city.
Changing Demographics Lorain County Community College, iLoft Classroom Building; Elyria, Ohio According to the Community College Survey of Student Engagement, “Personal interaction with faculty members strengthens students’ connections to the college and helps them focus on their academic progress.” Taking this into account, Sasaki surveyed the latest innovations in instructional spaces and worked extensively with LCCC to examine efficient and effective ways for students and faculty to interact. The team then collaborated with faculty and administrators to determine the types of spaces that best support teaching and learning. The resulting design arranges classrooms along both sides of the building, creating two flexible bars. The dividing walls easily relocate, enabling the college to resize classrooms as needed. Outside these classrooms are group study rooms that can be used as informal study spaces.
Diverse student populations CREATE a diverse campus Future generations of college students will be more racially diverse as projections indicate a tripling of the number of Latinos and Asians in the United States over the next 40 years. In addition, a growing international student population on college and university campuses continues to trend upwards. With these diverse population groups comes the potential for different learning styles, student support needs, and access requirements. Increased student diversity on campus increases the need to understand how physical space will impact learning and development for future students.
Our future depends on access and affordability Current and future economic implications paired with changing student demographics will influence future generations’ ability to access a college education. The challenge ahead is to provide higher education for varied constituencies. Determining location, program, and design facilities that improve access and affordability means looking beyond the traditional definition of a campus.
Stay curious The career era is over. Employees no longer find one job and stick to it. Today’s workforce seeks to challenge itself with new skillsets, maintaining a competitive edge. This makes continuing education programs more valuable than ever. An overwhelming majority of adults in the U.S. agree that degree completion, advanced degrees, and continuing education make a candidate more attractive to potential employers.
Resource Conservation Sustainability? Coming right up After years of concentrating only on energy reduction, campuses now adopt broad sustainability performance measures. With AASHE STARS, for example, the focus shifts to emphasize resource conservation. Wide-ranging performance goals at the beginning of facility programming and design combined with a more holistic approach to sustainability on campus leads to optimized building performance.
Measure twice, cut carbon Reinforcing sustainability planning with measured results is a means of determining an initiative’s success. Institutions ask planners and designers to identify the return on investment of sustainability initiatives, not only for economic impact, but also for the entire higher education enterprise. This requires increased use of metrics and performance measurements in early planning and design stages to set a baseline and establish measurable targets for expected results.
We have the tOOLS Governing boards and state legislatures demand business models that maximize use of campus resources to meet strategic goals. Environmental sustainability planning must engage the entire campus to link resources such as renewable energy, physical plant, finance, academic programs, and budget into an overall institutional strategy. Advanced technology tools gather, analyze, and integrate data in support of an ongoing planning process with integrated decision-making.
Bates College, Dining Facilities; Lewiston, Maine Sasaki’s design for the Bates Dining Commons transformed the college culturally and spatially. The Commons is one of the first capital projects at Bates College in over a decade and reflects the college’s commitment to environmentally responsible policies. The design team focused its efforts on reducing energy consumption, carefully selecting materials, and establishing an innovative waste management plan. The building is designed to achieve a minimum of LEED® Silver equivalence.
University of Maine, Master Plan; Orono, Maine The University of Maine is transitioning toward climate neutrality. Its master plan promotes sustainability at the broadest level, protecting architectural and landscape resources, improving campus life, and providing a comprehensive vision for the future. The plan’s sustainability framework addresses the performance of the master plan relative to three indicators: natural systems and habitats, water resources, and energy and emissions. Sasaki recommended strategies for reducing carbon emissions and energy consumption in existing buildings, efficiently utilizing existing space, setting energy utilization targets, identifying opportunities for renewable energy sources, and orienting proposed buildings for optimal solar access. Sustainable Design Concept Solar Orientation, Wind and Water
Universidad Del Istmo; Santa Isabel, Guatemala
University of Balamand, Mother Mary Dormitory Building; Tripoli, Lebanon The residence hall is the first building implemented as part Sasaki’s master plan for the University of Balamand. The structure is situated along a steep rock plateau sprinkled with young oak trees. Interconnected by a common building podium, the complex is a series of optimally oriented, self-contained dwelling towers that terrace along the site slope. Interior building platforms are coordinated with the exterior, creating terraces, courtyards, and roof gardens. This provides a sequence of spaces where program and landscape spiral around the topography. Both landscape and building materials are taken from the site itself. Local limestone is the predominant material and is featured in the preserved site’s rock outcroppings, the dry-laid stone garden walls, the coarsely textured building retaining walls, and the smooth veneer of the higher building envelope.
National University of Singapore, Student and Residential Life Master Plan; Singapore The National University of Singapore Student and Residential Life Master Plan envisions a sustainable, vibrant campus that facilitates a living-learning experience and encourages intellectual community exchange. Green space at the heart of the campus—Kent Common— and several satellite hubs encourage community in different areas of the campus. Hubs are connected to the green through a coalescing landscape environment and well-defined pedestrian connections. Kent Common, the satellite hubs, and the connecting landscape will result in an integrated, dynamic campus.
Global Perspective Universidad de Los Andes, Master Plan; Santiago de Chile, Chile Universidad de Los Andes site links the city grid of Santiago de Chile to the foothills of the Andes. Since its founding in 1989, the university has become an educational, communal, spiritual, and cultural focus for its city. The university seeks to expand its resources as a response to the growing demand for excellence in academic programs at the college and university level in and around Chile’s capital. Sasaki’s master plan guides the school’s growth over the next 25 years, developing the campus into a cohesive whole, following a model of organic growth around a denser campus core.
Working in context Trends in the development of higher education are not ubiquitous. Instead, they are understood in the unique context of varying regional realities and differing states of development. The conceptualization, positioning, and development of new universities in emerging nations is influenced by international benchmarks as well as issues like exponential demographic growth, urbanization, and infrastructure upgrades.
The connections make the campus The success of modern academic programs in international contexts lies with a faculty body that can implement the teaching program of a new university. This process includes growing, repatriating, and importing academic talents to execute academic mission. Other means to establish academic platforms include alliances between growing industries and universities to help customize academic curricula, tailoring research programs to deploy a graduating workforce with direct impact on regional and national market realities. Affiliations and partnerships between established, transnational institutions and emerging universities benefit academic plans, allow for shared resources, and offer research, teaching, and scholarship opportunities for faculty and students.
A Clean Slate The planning, design, and implementation of new universities bring the opportunity to revisit archetypical constructs, from the creation of the ideal classroom to the whole campus as a model learning environment. Free from the constraints set by historic processes of development and richly informed by the mission and culture of their institutions, brand new campuses offer the chance to develop true laboratories for learning and teaching closely aligned with operational, pedagogic, and social programs. Each campus aspect is customized to the new university’s developing identity.
Fostering Collaboration Our process results in innovative planning and design solutions that are achievable in the institution’s cultural, political, and financial contexts The challenges institutions face require a collaborative approach to problemsolving. Our programming, planning, and design process ensures that we ask the tough questions, explore new ideas, and find the best ways to achieve results within the financial, political, and cultural realities of each project. Our broad-based planning and design process builds consensus among diverse groups of institutional constituents. Through on-site workshops, we join clients in focused, creative problem-solving. We take special care in our planning and design to respond to the unique setting, ecology, history, and culture of each institution. To meet the needs of our clients, Sasaki assembles a team of strategic and space programming experts, designers, and planners. The team remains with the project from beginning to conclusion, constantly testing ideas and refining feasible solutions. This internal collaboration paired with extensive client involvement creates a synergy that results in solutions that are as innovative as they are attainable. We employ a highly-interactive process throughout each project, involving interviews and work sessions with faculty, staff, students, and other stakeholders. This process confirms strategic goals, academic priorities, and plans for development. It reveals specific learning, research, campus life, and operational issues. The process strengthens stakeholder engagement and provides a forum for exchange of information and ideas, allowing institutional leaders to make informed decisions. To keep constituents engaged in project progress, we use advanced visualization and decision support technologies that enable clients to test alternative planning and design scenarios in real-time. Through models, visual portrayal of analytical data, and web-based engagement tools, we foster creative collaboration between decision makers and project teams at every stage of the project.
legacy and Innovation Sasaki Since our founding nearly 60 years ago, Sasaki has set the standard for the comprehensive integration of physical master planning, institutional strategic planning, landscape architecture, architecture, and interior design. Our diverse professionals, collaborative approach, and inspired solutions create value.
The Campus Studio The Campus Studio brings together a group of talented design professionals with expertise in every aspect of the academic environment. Combining our campus professionals into one group synergizes our process into a collaborative experience that provides great value to our clients and ultimately enhances the quality and innovation of our work. Our broad knowledge base, the result of intense research and vast project experience, allows us to tackle challenges from multiple perspectives, arriving at context-specific solutions that are achievable and sustainable. Sasaki’s Campus Studio is dedicated to creating successful learning environments that integrate institutional mission and place. We strive for beautiful, sustainable, and transformative solutions. Our teams are socially motivated, deeply engaged with our clients, and passionate about research and collaboration. The structure of our Campus Studio facilitates the transfer of knowledge among professionals in the same marketplace. Group forums, interdisciplinary teams, and joint research ventures contribute to our base of expert resources and promote the sharing of ideas among architects, planners, and site designers that might otherwise work independently from one another. The studio integrates the work of our disciplines into a common course to achieve sustainable solutions.
1965
University of Illinois at Urbana-Champaign Main Quad Restoration; Urbana-Champaign, Illinois
2009
Sacred Heart University Chapel; Fairfield, Connecticut
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