Part 5: Final Recommendation - SUNY Cobleskill

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C CAMPUS PLANNING SUNY Cobleskill Facilities Master Plan – Phase 5 Report November 2011 as financial, enrollment, and faculty number concerns that can vary significantly from year to year) and are fraught with challenges when applied across a multi-building campus study. As such the following table provides a goal that can be met in many different ways, through physical adjustment, changed furnishings, and operational measures. The easiest possibility is simply removing desks from a classroom to provide larger station sizes and fewer stations. Vigilance is required of the Fund and the College on an initiative-by-initiative basis to meet right-sizing goals. Table C1 Existing Right Sized Capacity # Rooms # Seats # Rooms # Seats ≤ 20 1 19 7 138 ≤ 30 8 229 10 245 ≤ 40 10 372 4 125 ≤ 50 4 192 2 86 ≤ 60 3 175 2 113 ≤ 70 0 0 1 70 ≤ 100 0 0 2 156 ≤ 150 2 227 0 0 Avg SUR % 80% Standard 28 1,214 28 933 72% Avg SUR % 80% Standard 88% Informal Instructional Environments – Libraries & Learning Commons The aforementioned paradigm shift has impacted libraries as much as the Internet, but it poses a question: Do libraries simply physically shrink in response to digitization, or do they shift their mission toward teaching media literacy and finding new entrepreneurial ways of attracting and empowering students and communities? Van Wagenen Library has been successful in incorporating several limited informal learning environments and a variety of individual and group seating arrangements, all of which are utilized by students. Both the electronic and print collections have been continually renewed to ensure that resources are relevant and up-to-date, and antiquated technology, such as microfiche readers, are being removed. Yet Van Wagenen has not fully taken advantage of the transition to a Learning Commons. Recent investments in the Library facility have primed the College to make this leap. Additionally, the Phase 3 report identified a significant deficiency of space associated with the Library. Little space remains in the current Library facility and program will need to be both relocated and the model of a distributed library and learning commons pursued. Informal Instructional Environments – Food Service & Activities Areas Less tangibly, food service and circulation environments are changing just as much as Library space, though their direction and clear built precedents remain a rapidly evolving target. The varied Campus Auxiliary Services and Association across the State (in conjunction with SUCF) have done an excellent job in refreshing food service venues across the system, but SUNY Cobleskill has yet to significantly benefit from this trend. While students report a high degree of satisfaction with food options on campus, the trend toward branded and contemporized venues is difficult to avoid. Contemporization provides the College with the opportunity to make the link between learning, food, and socializing more explicit. Understanding the degree to which food, socializing, and learning are interrelated changes the expectations of such spaces. By aligning spaces with those expectations, food becomes a natural focal point and supporting element in group learning. An obvious and much-repeated model is that of the big-box book retailers and their in-house cafes. The “study commons” combined with food service is natural, though it does lead to operating questions such as concerns of mixing food with expensive computers, as well as how the space is staffed and by whom. The FMP recommends food service needs be met with refreshed food service options that move toward the integration of “study commons” with enhanced dining venues that offer traditional light café fare, premium coffee choices, and a sit-down venues that offer diverse cuisine choices. Informal Instructional Environments – Connective Spaces The expectation of connective spaces, typified by circulation space, has also undergone a significant shift. Higher education facility planning now seeks to foster and harness the power of chance encounters and conversations—and no space better supports spontaneous collaboration than connecting space. Corridors and stairs are no longer simply to move people and goods from one point to another, but are actively part of the learning spectrum. Conversations that start in the classroom should continue into the hallway, and that hallway should be designed to encourage conversation as opposed to yielding to an over-bearing need for space efficiency. The FMP recommends that campus-wide educational and activities programming examine opportunities to maximize connective spaces. Examples include: • • • • Non-parallel walls to encourage conversations that do not block movement Convenience seating at intersections, particularly immediately outside general classrooms Extensive glazing and borrowed light to increase visual connection between programmed space and circulation Convenience (non-egress) stairs Informal Instructional Environments – Open Space & Landscape Similar to interior connective spaces, campus open space is also an informal instruction environment. While outdoor classes are a nice option, and some softscape and hardscape space should be provided for them, they are not expected to be more than a nuance that happens during particular nice autumn and spring days. There are many ways, however, that open space can function as informal instructional space —particularly when it is coordinated with interior environments and academic curriculum. The FMP recommends the coordination of campus landscape to provide: • • • • • • Expanded individual and group study spaces such as small seating groups Outdoor instructional space (coordinated with indoor programming if possible) Outdoor seating connected to study commons The strengthening of pedestrian routes to increase chance encounters Provisions for conversation spots along pedestrian routes Planting and landscape as an instructional tool, with particular regard to native vegetation and sustainable maintenance and operations Informal Instructional Environments – Residential Environments The expectations of College residential facilities have gone significant changes over the last few decades, having gone from mid-century cellular communal housing to full-service suite environments, and back to communal housing again. Much of this shifting was and still is influenced 16
SUNY Cobleskill Facilities Master Plan – Phase 5 Report November 2011 CAMPUS PLANNING C by competitiveness in the dormitory housing market, but the shift back to mid-century practices is driven by the need to teach students to socialize with each other, to co-mingle with more than their suite-mates and to facilitate group learning. While residential environments are not in the scope of this FMP, it is recommended that the College maintain a balance of where individual and group study happens. There are advantages to providing a certain amount of group study space within individual suites and commonly throughout dorms, but it is difficult to provide the same level of service and support that can be provided in larger and more serviceable “study commons” or collaborative learning environments. As such, it is not recommended that media-enriched study space be provided in residential environments beyond what students provide for themselves. Dorms should be the province of one-on-one and individual study. Additionally, Cobleskill has an intriguing mix of co-mingled academic and residential facilities in the campus core. Consideration should be given to how this compliements and activates the academic core, and should be reinforced. Housing not located within walking distance of the academic core often detracts from the institutional success of a residential college. Informal Instructional Environments – Office Space (Administrative and Departmental) The corporate workplace has been responding far more aggressively than the nation’s institutions of higher education to many of the trends discussed in this section. This is evidenced in the disappearance of private offices, the spread of open offices and various ways in which facilities have responded to group and individual needs. The principal drivers of the open office have been manifold, but are mainly cost, egalitarianism, and a desire to promote communication and collaboration. With over 20 years of experience, the modern open office has proven an effective strategy. • • contemplation and focused work, as well as private meetings and tutoring of students) with the understanding that faculty are often engaged in forms of study that would benefit from increased communication and visibility Improved efficiencies in shared office resources (i.e. copy, conference and multi-media support), including open workstation hoteling for adjunct faculty Collaborative space can double as student-faculty meeting areas, seminar space, faculty meeting space, etc. Their co-location can enhance student faculty interaction Health, Wellness & Athletic Space Health, wellness, and athletic space meet critical needs such as: • • • Helping teenagers transition to adulthood by preparing students (particularly undergraduates) to make healthy life choices. Undergraduate-focused institutions such as Cobleskill have had to pay more attention to the deficiencies of secondary education, whether in reading, writing and arithmetic, or life skills Teaching team-work; there are significant parallels between team-based project-based learning and intercollegiate and intramural sports Taking a holistic view of what and how a student learns; undergraduate students attend college for more reasons than simply getting a college degree Both public and private universities across the country have made major investments in such spaces; high-profile health and recreation projects, such as those at SUNY Oswego or the University of Cincinnati, are now the expectation. Anything else is increasingly a glaring exception as colleges compete for the decreasing number of high school graduates across New York State. Such spaces are also major community amenities and help to foster strong relationships between an institution and the broader public. Graphic C1 Case-Method Lecture Hall (ideal seating of 60-75, with steep floor rake, centrally located speaker’s well, entry behind the seating, access to natural light for visual relief and a curved learning wall; focus of room design is on human interaction and peer-to-peer conversation with discreet lectern, and in select situations the learning wall can be a retractable screen with large glazed wall beyond) Graphic C2 Case-Method Lecture Hall (the steep floor rake allows the room to feel intimate when used for smaller class sizes and seminars, thereby improving utility) Graphic C3 Case-Method Lecture Hall (the two inner rows are at floor level with a wider second-row desk, allowing for small-group interaction; additionally, optional break-out space is provided at the top rear of the room) These lessons can inform office space in higher education environments in several ways: • While private faculty offices will not be eliminated in the foreseeable future, their importance can be overstated; it is desirable to balance the virtues of the private office (solitude for 17
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Part 5: Final Recommendation - SUNY Cobleskill

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