CAMPUS PLANNING - Roger Williams University

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2002-2003 RWU Presidential Fellowship Report: Campus Planning RWU Core Value #5: Developing a global understanding and perspective • Establish space for intercultural/spiritual life activities • Establish comprehensive campuses in Providence and in Study Abroad locations RWU Core Value #6: Maintaining a caring community with respect for each individual • Establish housing standards with common areas • Establish call boxes throughout the campus • Relocate road to establish pedestrian campus environment • Create an accessible campus—for existing and new facilities as well as programs • Minimize pedestrian-vehicle conflicts at busy intersections. • Ergonomic design for offices, residences and classroom uses • Safe, comfortable, scheduled RWU and public transportation between Bay campuses and residence locations • Facilities for commuter students • Spaces for religious services • Dining space for faculty and staff (in Campus Center) • Adjunct office space standards for faculty, and for private meetings with students Source: 2001 RWU Facilities Master Plan Task Force, Report to the RWU Strategic Planning Steering Committee Objectives These concerns were consolidated in the form of the following list of objectives handed down to the Master Planning Committee and RWU Campus Planning Studio by President Nirchel. This list of priorities may be summarized as follows: Establish a comprehensive Campus Plan looking at building parameters, traffic patterns, ergonomics and artistic enhancements. • Redesign entry and exits to campus • Parking Issues • Pedestrian space, walkways, etc. • Building of new/renovated Academic Building • Building of new/renovated campus center/performing arts center • Review needs for more housing on Campus • Review signage on campus (not addressed) • Relocation of Facilities to North Campus • Meets needs of Admissions for logical path to welcome and inform visitors • Look at the utilization of the waterfront • Preservation of “brand” views (bridge) and look at green space usage • Review athletic/wellness field needs and locations • Physical improvements to Metro Center consistent with the developing mission of the site (not addressed) • Committee mission, goals and direction 13
2002-2003 RWU Presidential Fellowship Report: Campus Planning 5. The Plan Campus Planning At the heart of any memorable Campus is a strong sense of “place” and of “community”. These are two increasingly difficult terms to define in today’s fast paced global society; yet, I cannot think of two more important qualities for an institution that seeks to create a lasting bond with its students. If the student is to “identify” with the <strong>University</strong> then it is important that the intellectual, social and physical landscapes they encounter are each crucial components of a larger sense of community and place. The memories they take away from their brief time with us will last a lifetime. These memories can run the gamut from bad food to good friends. Creating memorable spaces and instilling a sense of pride in what they have accomplished are critical measures of any institution of higher learning. Cheap and impersonal buildings or environments alienate students and undermine the proclaimed values of the institution. Analysis Understanding seemingly intangible aspects of our built environment like “Place” requires careful analysis and a comprehensive approach. We know a memorable place when we see it; but how do we create, complement or maintain one A range of analytical tools are needed. Many of these forms of analysis were conducted for the CEIS and are not included in this document. The Following forms of analysis are fundamental to understanding the complexities of the Campus environment: • Environmental Analysis (CEIS) • Figure Ground • Campus Growth • Circulation: Pedestrian/Vehicular • Land Use • Design Constraints: Natural / Legal • Spatial Structure • Open Space / Green Space • Views • Topography • Axis / Grids Design In this case the design of the Campus Plan was undertaken within the context of an Architectural Design Studio. This posed some unique challenges and many opportunities for learning and growth. While many students had participated in studios that used sites on Campus, this was the first where the campus itself was the object of the investigation. In addition to the jump in scale, students were also faced with the challenge of inverting their modus operandi. Rather than working from the inside out, from the individual to the collective they were forced to look at the space between – the spatial structure of the campus. This required that they work with a new language with its own vocabulary and syntax. The prototypical process is outlined below: 14
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CAMPUS PLANNING - Roger Williams University

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