environments in ..urope. 88 - ed

DOCUMENT RESUME

ED 355 618 EA 024 685

AUTHOR Gerber, CaroleTITLE The Best Laid Plans: Components of Quality Campus

Environments in ..urope.

INSTITUTION Ohio State Univ., Columbus. Office of Business and

Administration.PUB DATE 88

NOTE 90p.; Photographs by Tom Burns. For a report of the1986 Ohio State symposium, see EA 024 684.Photographs may not reproduce well.

PUB TYPE Reports Descriptive (141)

EDRS PRICE MFOI/PC04 Plus Postage.

DESCRIPTORS *Architectural Character; Built Environment; *CampusPlanning; *College Buildings; *College Environment;*Educational Facilities Design; EducationalFacilities Improvement; Facility Requirements;Foreign Countries; Higher Education; Interior Design;

Landscaping; Quality of Life

IDENTIFIERS *Europe

ABSTRACTA group of American university facility planners and

architects paid a 2-week visit in September 1987 to eight

universities in five countries in order to study and explore European

campuses at first hand. A description of the tour illustrated by

numerous color photographs of the universities visited is presented

in this report. Both the visitors and their hosts in each country had

attended a symposium, held the previous year at Ohio State

University, on preserving a quality environment for learning, after

which the Europeans had been taken by their American hosts on a tour

of seven campuses in the United States. Hence the Europeans were

uniquely qualified to reciprocate by organizing meaningful tours of

their own campuses, many but not all of which have a far longer

history than any in the United States. The Catholic University of

Leuven, Belgium, established in 1425, is the world's oldest existing

Catholic university. Heidelberg University's recent 600th anniversary

celebrates the stability of Germany's oldest university. Great

Britain's oldest university, Oxford, was founded in the 13th century;

an interesting fact for Americans is that a property in Oxford,

England, is now the home of the Williams-in-Oxford program for

Williams College in Williamstown, Massachusetts. In Sweden, featured

universities are Uppsala University, founded in 1477, and the

University of Stockholm, founded in 1878, with a new campus north of

the city, called the Frescati campus, completed in 1971. The

University of Copenhagen, Denmark, was inaugurated in 1479 but in a

radical break from the past, students there now have enormous

governing power. Among other new developments, the Panum Institute

that houses the University of Copenhagen's Royal Dental College and

its medical research and teaching facilities was completed in 1986.

The Technical University of Denmark, founded 150 years ago, has been

at its present site, an old airfield 10 miles north of Copenhagen,

since 1973. An addendum to the report contains an overview of "The

Ohio State University Plan for Improving the Quality of the Campus

Environment," originally published in the report of the 1986

symposium at Ohio State University. (MLF)

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EDUCATIONAL RESOURCES INFORMATIONCENTER (ERIC)

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Points of view or opinions stated in !MS dOettmen, do no necessarily represent officialOERI position or poiicy

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TO THE EDUCATIONAL RESOURCESINFORMATION CENTER (ERIC)

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THE BEST-LA1D PLANS:Components of Quality Campus Environments in Europe

THE OHIO STATE UNIVERSITYOffice of Business and Administration

Text by Carole Gerber

Photos by Tom Burns

Copyright 1988 by The Ohio State University

On the cover: From a 15th century French Book of Hours in the SpecialCollections of The Ohio State University Libraries. Photo by Lloyd

Lemmermann. 4

Table of Contents

BelgiumCatholic University of Leuven: A City Within a City 11

GermanyUniversity of Heidelberg: Aus Tradition in 21

die Zunkunft

Great BritainOxford University: Dominus Illuminatio Mea 29

SwedenUppsala University: Bildning är Mat 41

University of Stockholm: From Central City to 53Royal Hunting Grounds

DenmarkUniversity of Copenhagen: Students Exercise 63

Strong Voice

University of Copenhagen's Panum Institute 68

Technical University of Denmark: A Hotbed of 76Scientific Research

Addendum: The Ohio State University Plan 80

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PREFACE

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he Best-Laid Plans: Components of QualityCampus Environments in Europe is based on atwo -week visit in September 1987 to eightuniversities in five countries by facilities

planners, administrators, architects, plant administratorsand landscape architects from the United States.

With two exceptions, all university professionals onthe visit had attended the First International Symposiumon Preserving a Quality Environment for Learning held inColumbus October 1-3, 1986. Organized by the Office ofBusiness and Administration of The Ohio StateUniversity, the symposium brought together for the firsttime American and European university facilitiesplanners, architects, physical plant administrators andlandscape architects to examine a variety of issuescritical to maintaining quality campuses.

After the symposium, site visits to seven campuseshosted by Ohio State provided international visitors theopportunity to learn firsthand about a variety of

American campuses. The Best-Laid Plans: Components ofQuality Campus Environments, available through TheOhio State University Office of Business andAdministration, describes the symposium and the two-week American campus tour, which included The OhioState University, Kenyon College, the University of

Michigan, the University of Virginia, CranbrookEducational Community, Michigan State University andThe College of William and Mary.

The European visit which took place the followingfall in 1987 provided facilities planners and architectsfrom American universities a closeup view of thecampuses of our colleagues abroad. Because our hosts ineach of the countries had attended the symposium andparticipated in the United States campus visits, they wereuniquely qualified to organize relevant and meaningfultours of their own campuses that went far beyond simplyviewing building facades.

We wish to thank our European hosts and theirwives for the exquisite care each took to make our visitsuch an overwhelming success: In Denmark, Preben and

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Ditte Larsen; in Sweden, Yngve and Ivonne Sahlin; inGreat Britain, Roger and Nel ly Clynes; in Belgium,Norbert and Bertha Iterbeke; and in Germany, Kurt andGetta We lle. In addition, deep appreciation is extended toWin and Kathy Wassenar of Williams College forarranging the tour of Williams' facilities in Oxford and aspecial visit to the Bodleian Library.

Our thanks also to the following administrators for sograciously leading us on fascinating tours that so oftentook us into otherwise inaccessible areas of theiruniversities: Mr. Jan Ivar Mattsson, Assistant VicePresident of Administration at the University of Uppsala:Dr. Staffan Helmfrid, President of the University ofStockholm; Mr. Kurt We lle, Bureau Director for Planningand Construction at the University of Heidelberg; JohnRastrup Andersen, Director of Planning at the Universityof Copenhagen and the Panum Institute; Dr. Jan Jacobsen,Rector of the Royal Dental College, Panum Institute; PaulCarpentier, Administrative Director, Technical Universityof Denmark; and Norbert Iterbeke, Director of FacilitiesPlanning, Catholic University of Leuven.

We also extend sincere appreciation to LucRombouts, a student at the Catholic University of Leuvenwho played the university's magnificent carillon for ourgroup, and to Mr. Bent Nebelong, Chairman of theCopenhagen City Council for a delightful reception andtour of City Hall. Many other university colleagues alsomade significant contributions to these superblyorganized visits. To them, also, our deepest gratitude.

Richard D. JacksonVice PresidentThe Ohio State UniversityOffice of Business andAdministration

John R. KlebergAssistant Vice PresidentThe Ohio State UniversityOffice of Business andAdministration

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INTRODUCTION

View of the magnificentHeidelberg Castle, whichsets on a hill overlookingthe university and the cityof Heidelberg. (Slidecourtesy of jobn Kleberg)

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Saturated in tradition and steeped in history.ancient campuses such as Heidelberg and Uppsalainspired a nearly wordless awe among Americanvisitors last fall. We marveled at stone steps

hollowed by centuries of use, at bells that have pealed fcr600 years. at library shelves that hold original volumes of

great literature.The awe was followed by practical questions from

those whose jobs it is to maintain and protect Americanuniversity campuses: How are the books treated toprevent deterioration? Is it possible to simultaneouslyprotect campus green spaces and also keep themaccessible? Can the ideal of a pedestrian campus bemaintained when grounds are spread throughout anurban area?

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These and dozens of other issues of common concernprovided for a nearly nonstop two-week commentarybetween European and American senior educationaladministrators, facilities planners, architects, physicalplant administrators and landscape architects whotogether examined common problems and solutions tothe preservation and maintenance of quality campusenvironments.

Of particular interest to those visiting from The OhioState University was viewing the European campuses interms of the recommendations developed for Ohio Stateby a committee charged with reviewing the quality of thecampus environment.

For readers' convenience, an addendum to thispublication features a full description of The Ohio StateUniversity Plan for Improving the Quality of the CampusEnvironment.

Briefly, the four major components of the planwhich is specific to Ohio State but is also applicable toother campusesare:

1. Providing a visually and aesthetically unifiedacademic community.

2. Developing a pedestrian campus.3. Enhancing the university's sense of heritage and

tradition.4. Supporting the learning process.The goals of this plan appeared to be universal

among the campuses visited, from Oxford University,founded in the 13th century, to the new Frescati campusat the University of Stockholm, begun in 1971.Depending on the age and design of the campus some, ofcourse. were easier to implement than others.Stockholm's Frescati campus, for example, was laid outfor pedestriansno private vehicles are allowed on thecampusbut creating a sense of heritage and traditionwith primarily new buildings was more difficult toachieve.

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Because planners recognized this need to create somesense of tradition among the new buildings, FredrikBlom's House, constructed in 1837 as a museum by aprevious occupant of the grounds, was restored in 1975and now houses some of the University of Stockholm'sadministrative offices.

At Heidelberg University, which is spread amongthree campuses in Old Town, Bergheim, andNeuenheimer Feld, creating a pedestrian environment hasalso been a challenge. To help pull these areas together,the university's most recent master plan calls for thecreation of a homogeneous pedestrian area inNeuenheimer Feld along the northern bank of the NeckarRiver that will lead pedestrians into the center of thecampus. A long-term goal is to provide boattransportation on the Neckar to further unite the threecampus areas visually and aesthetically.

This challenge to unite diverse campus areas is onethat most universities have faced. As a result ofskyrocketing worldwide college enrollment followingWorld War II, campuses in Europe and the United Statesexpanded rapidly for 20 years, often putting up buildingsthat bore no resemblance to existing structures. Increasein student enrollment at the University of Copenhagen,which rose from 5,000 to 30,000 between 1956 and 1976,is typical of the growth surge with which Europeanuniversities had to cope.

Simultaneous with the need to expand their facilitiesand increase their teaching staffs, universities also faceddemands from students to revise admission policies andcurriculaindeed, to overhaul the entire philosophicaland administrative system on which European highereducation had for centuries been based. The term"university," which in 12th century Europe originallymeant a guild of scholars, took on a much broadermeaning.

As a result of social and political changes followingWorld War II, university education in many westernEuropean countries came to be viewed as a right paid forby the state rather than as a privilege only the wealthycould afford. As a result of political movements in the

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1960s, students at universities in Sweden, Denmark andelsewhere were granted voting rights on faculty andstudent councils that determine important universitydecisions.

Although similar activist groups were visible onAmerican campuses, U.S. students did not gain thepower of their European counterparts. Consequently,American visitors to the eight European campuses werequite interested in comparing the ways in whichadministrative decisions are made at universities inEurope and the United Statesespecially as they relate tomaintaining quality campus environments.

One scholar has written: "Without the olduniversities' traditions of freedom for research andteaching, upheld against the onslaught of wars, despotismand more recently, fascism, the world would still bestagnating at the level of a medieval village." ("Let UsRejoice," an editorial by Dr. Anthony R. Michaelis, editor,Interdisciplinary Science Reviews, Vol. 11, No. 2, 1986.)

Truly, American universities owe a great debt tothose of Europe on which our own earliest colleges werepatterned. To visit such distinguished institutions andlearn firsthand from those who maintain their qualitywas both a wonderful adventure and a great honor.

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CATHOLIC UNIVERSITYOF LEUVEN`A City Within a University'

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During the course of its 563-year history, theCatholic University of Leuven, Belgium has hadits campus plunder" its books burned, itsdoors closed for 35 years by the French

government in the 18th century, and its central librarydestroyed twice during the two World Wars. In 1970, as aresult of cultural and religious strife between Dutch andFrench-speaking Belgians, it was split into twouniversitiesthe Flemish Catholic University of Leuvenand the French Universite Catholique de Louvain.

Yet the world's oldest existing Catholic university,established in 1425, has managed not simply to endure,but to thrive. The Catholic University of Leuven wasrecognized from the beginning as a leading intellectualcenter, and attracted some of Europe's greatest thinkersand teachers to its faculty. Located in a city famous forweaving, the university's first building was constructedby local craftsmen in 1317, a century before the schoolwas founded. Named "Lakenhal," or Cloth Hall, it nowhouses the offices of the rector and other universityadministrators.

One of Belgium's 19 universities and colleges, theCatholic University of Leuven serves 23,800 students,including foreign students from 85 nations. Annual

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View of the restored CollegeVan Dale. one of 27 collegesbuilt at the CatholicUniversity of Leuven duringthe latter part of the 16thcentury. The College. whichfell into decay. was restoredin 1985 and now houses 100students. (Slide courtesy ofJohn Kleberg)

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tuition is about 10,000 Belgian francs. Most classes aretaught in Dutch, although some graduate courses areoffered in English. Although independent of direct statecontrol, the university does receive most funding fromthe government.

The Catholic University of Leuven is spread overthree campuses: the Town campus for Human Sciences,the Arenberg Campus for Exact Sciences, and theGasthuisberg Campus for Biomedical Sciences. There isalso a branch campus in Kortrijk, 130 kilometers fromLeuven, which was established in 1971 to serveundergraduates.

The Town Campus includes 68 acres and 45university structures spread among the private and publicbuildings of the old town of Leuven. On this site are thefaculties of theology, canon law. economics and applied

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economics, social sciences, arts and literature,psychology and peCagogical sciences and philosophy.Also situated on the Town Campus is the UniversityLibrary which contains more than a million books.

First housed in Lakenhal, the library was founded in1627 with 852 volumes of history and theologybequeathed to the university by a former student. Duringthe preceding two centuries, Leuven students relied onbookshops and on the words of their professors who wereregarded as living libraries. The present building,originally constructed in 1928. featured a carillon andclock in its tower that were gifts of 16 Americanengineering societies and numerous individuals. Exceptfor its tower, the library building was destroyed duringWorld War II and was later rebuilt on the same site.

For many years, however, the carillons in its towerwere virtually unplayable until 1979 when a successfulthree-year fundraising effort led by an American professorprovided the 12 million francs needed to renew andimprove the carillon. Major support in the United Statescame from the engineering societies that had given theuniversity the original carillon 50 years before. The63-bell carillon, one of the finest of its kind in the world,has the largest range of any other carillon in Europe. Its

pure tones extend beyond the streets of the TownCampus.

The Arenberg Campus, willed to the university afterWorld War I from the estate of the Duke of Arenberg, issouthwest of Leuven in the district of Hever lee. Thiscampus is built on 300 acres and houses most of thebuildings for the sciences. engineering and agriculturefaculties, as well as the physical education complex, anda number of student dormitories. The jewel of thiscampus is the Arenberg Castle, originally constructed in1446 and first remodeled with late-Gothic contours in1520. Many other remodelings have been carried out overthe centuries, and the Castle is now home to the Schoolof Architecture.

The Gasthuisberg Campus for Biomedical Sciences islocated on 120 acres on the western side of the border ofthe old town of Leuven. This campus houses many

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The Arenberg Castle at theCatholic University ofLeuven was built as amansion in 1446 and firstremodeled into a late-Gothiccastle 1520. It became theproperty of the Duke ofArenberg in 1635. Neo-gothic additions were addedover the centuries, alongwith some recent post-modern touches. Today thecastle houses the School ofArchitecture.

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modern buildings, including the Gasthuisberg UniversityHospital and Medical Facility Building, completed in1985. Along with four older hospitals nearby, the newfacility comprises the Leuvei. University Hospitalscomplex where university staff serve patients, trainmedical students and conduct scientific research.

The Catholic University of Leuven is the largestuniversity in Belgium and one of the largest in Europe.Because of its size and importance to the Leuvencommunity, where it is the major employer, the schoolhas been described as a "city within a university ratherthan a university within a city."

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A Quiet Oasis in an Ancient CityA Walk Through Leuven's Grand Beguinage

Visitors step back to medieval times when theyenter the Grand Beguinage, where from the13th to 18th centuries a Catholic lay order ofabout 300 religious women called Beguines

worked and worshiped. "Beguine" is derived from theancient word for beige, the color of the wool dressesworn by the the women belonging to this once-thrivingorder. Today only one Beguine lives in the GrandBeguinage.

No one knows precisely when Beguines originated,but by the 13th century there were several thousand ofthem in Europe living in communities called Beguinages.

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It's believed the order began from necessity when womenbanded together to support themselves while the menwere away fighting the Crusades to recover the Holy Landfrom the Moslems.

Because they did not take vows of chastity orpoverty, the Beguines were free to marry if theopportunity arose, and to support themselves by tendingthe sick, sewing and praying for wealthy patrons. Theywere also allowed to own property and some bought thehomes in which they lived. For its time, the GrandBeguinage was a democratic community. Instead of aMother Superior, Beguines annually elected four of theirpeers to run the Beguinage. The Beguine leaders' dutiesincluded enforcing the rules of the order which werewritten by a Bishop.

The Grand Beguinage remained in good conditionduring the five centuries it was occupied by Beguines,but fell into decay after the women were driven outduring the French Revolution. The area eventually fellunder the jurisdiction of the City of Leuven's WelfareBoard, which rented the buildings to the poor. Because

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Restoration of the Beguinechurch, completed in 1983,features a new whitelimestone front handcarvedin the old-fashioned way bycraftsmen in the French-speaking area of Belgium.

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Restored 14th centurychurch in Grand Beguinage.A typical Beguine church, itfeatures a small tower calleda "roof rider" instead of alarge bell tower. A largetower was unnecessarybecause all Beguines livedin the Grand Beguinage anddidn't need loud bells tosummon them to worship.

View of a restored 17thcentury home. Extensiverestoration of most buildingsincluded replacing the roofbeams and doors andremoving up to 80 coats ofpaint to expose the originalbrick.

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A stone embedded in thecobblstone street is markedwith a large "E" to show thelocation of the Beguinage'sunderground electrical lines.

Because they wererepeatedly painted overthrough the centuries. manyof the bricks of the originalstructures were wellpreserved. These originalbricks were made using anancient open air procedurethat is responsib1.3 for theirrich variety of colors. Afterthey were exposed duringrestoration, the originalbricks were coated withsilicon to protect them fromthe elements.

The glass used in windowsis blown by mouth.

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the rents charged were so low, the city could not afford tokeep the houses in good repair. The Grand Beguinage, solovingly tended by the Beguines, became a slum.

In the early 1960s when the city decided to move theresidents to new welfare housing outside of Leuven,officials aware of its historical significance decided tosell the Grand Beguinage rather than tear it down. Severalgroups expressed interest, including an Americandeveloper who wanted to number every stone, tear itdown and rebuild the Grand Beguinage near Boston.

Instead, the property was sold to the CatholicUniversity of Leuven in 1962, which in 1964 beganrestoring the area under guidelines established by theNational Trust for Monuments and Landscapes. Theguidelines called for selective rehabilitation measuresthat included a sensible combination of preservation,restoration and use of modern materials whereappropriate, such as in the replacement of floors androofs.

Between 1964 and 1975 at a cost of 272,928,000Belgian francs the university restored 86 houses, aninfirmary and an orphanage on the Grand Beguinage's 17acres. Sewers and streets were also rehabilitated and thearea was equipped with modern heating, lighting andplumbing. The restored 215,000 square feet of buildingspace, which includes a faculty club and communitycenter, now serves as relatively expensive rental housingfor foreign students. Due to lack of funds, one street with13 houses remains unrestored but is scheduled for repair.

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UNIVERSITY OF HEIDELBERGAus Tradition in die Zunkunft

Exterior view of the entranceto the UniversitatsBibliothek Heide/berg, theuniversity's main library,which houses 2.2 millionvolumes. Built between1901-1905. the architect wasJosef Durm. The library isinternationally famous forits display of arepresentative selection fromthe Bibliotheca Palatine, anextensive collection of rarevolumes dating back to 1421when Elector Ludwig IIIdeeded many of his books tothe university. The Palatinathe most valuable librarycollection in Germanythroughout the Middle Ageshas been called "themother of all libraries."

us tradition in die zunkunft"fromtradition into the futurethe theme ofHeidelberg University's recent 600thanniversarycelebrates the stability and

continuing worldwide influence of Germany's oldestuniversity. From its inception, the University ofHeidelberg has exhibited a tradition of internationalism:its first rector was from Belgium; its first studentstransferred from the Sorbonne.

The university is located on the Neckar River, at a

site with a history dating back to prehistoric times. Ondisplay at Heidelberg University is the "Heidelberg jaw,"found near Heidelberg in 1907 and documented to bebetween 400,000 and 500,000 years old.

Officially named Ruprecht-Karl University, it takes

its name from the first names of its founder, PrinceElector Ruprecht I, and the Grand Duke Karl Friedrich of

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Student prison located inOld Town on top floor ofAlte Universitet. the oldestbuilding at the University ofHeidelberg.Graffiti on thewalls includes fraternitysymbols drawn by studentswho considered the prisonterms o mark of honor.

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Baden, who in 1803 made it the first university in thestate of Baden. Like many old European universities,Heidelberg University was modeled after the Universityof Paris. It was originally chartered in 1386 as a studiumgenerale, offering all traditional courses of study exceptcivil law.

Surrounded by the wooded hills of the OdenwaldForest, part of the campus lies in the old town ofHeidelberg, the layout of which has remained basicallyunchanged since the city was founded eight centuriesago. Overlooking the old town on the slopes of theKonigstuhl are the ruins of the ancient Heidelberg Castle,whose earliest building dates from the 12th century.

The oldest building now standing at HeidelbergUniversity is the "Alte Universitat" or "Old University,"which was constructed in 1712 by architect J.A. Breunigon the site of an earlier building. Renovated in 1886 and1983, its lower floors now house administrative offices.On its top floor is a student prison where, until 1914.students were incarcerated for as long as two weeks foroffenses ranging from drunkenness to dueling.

Serving a term in the student prison was regarded asa mark of prestige rather than of shame. Incarceratedstudents, who traditionally ate only bread and water for

two days, had food and drink brought to them by theirlandladies for the remainder of their sentinces. Manyinmates passed the time by literally "leaving their marks"

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on the prison walls; their drawings have been preserved,much to the delight of modern visitors.

Alte Universitet, along with the university's mainlibrary and old humanities buildings, is located in theOld Town section of Heidelberg on narrow, windingstreets that also house shops, taverns and homes. Thecenterpiece of this section is a pedestrian area aroundUniversity Square featuring old and new universitybuildings, the library, the refectories, and the central

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University buildings arescattered throughout OldTown section of the city ofHeidelberg.

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Meeting room located in theAlto Universitat. Built in1712, the building wasrenovated in 1886 and againin 1983.

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administration, with offices of the chancellor and therector housed in Alte Universitat.

Other university buildings are located in twoadditional areas: in Heidelberg's old hospital district inBergheim. where the university's first major expansionoccurred in 1870; and in Neuenheimer Feld, the newcampus where construction began after World War II on350 acres reserved for natural sciences, mathemetics andmedicine. Once several clinics still located in Bergheimare moved to the new Head and Neck Clinic Building inNeuenheimer Feld, many of the old buildings in thisarea, now protected by the state as monuments, will begiven a new face. In addition. an underground parkinggarage that will accommodate 330 vehicles will be builton the Bergheim campus.

Major buildings located in Neuenheimer Feldinclude the German Cancer Research Institute, theInstitutes of Theoretical and Scientific Medicine, avariety of medical and surgical clinics, a sports complex.and the South Asian Institute. which houses 13 facultieswhose research is directed toward the South Asiaticcountries. Zoology, geology and other sciences are alsolocated in Neuenheimer Feld.

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The Institutes of Theoreticaland Scientific Medicine arelocated on the NuenheimerFeld, the 350-acre newlarnpus at HeidelbergUniversity. (Slide courtesyof Kurt Welle)

Covered entrance forambulances at the medicalcomplex located on theUniversity of Heidelberg'snew campus.

The university's latest master plan provides for thecreation of a homogeneous pedestrian area inNeuenheimer Feld along the northern bank of the NeckarRiver that leads those on foot into the center of thecampus. Eventually, planners would like to provide boattransportation on the Neckar to unite the three campuszones.

Together, the campuses in Old Town. Bergheim andNeuenheimer Feld are the sites for 250 structures, whichcombined occupy about 600,000 square meters ofbuilding space. Since 1959. the government has invested1.2 billion Deutsche Marks in construction work. To

ensure the University of Heidelberg's quality

The South Asian Instituteon the Nuenheimer Feldcampus is home to 13faculties who conductresearch related to countriesin Southern Asia.

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environment, the West German Ministry of Financeallocates more than $100 million Deutsche Marksannually for the maintenance and preservation of thesebuildings and grounds. Presently, the university'sarchitecture office. headed by Kurt We lle, employs about100 architects, landscape architects and engineers onvarious projects.

The physical expansion and ongoing maintenance ofthe campus is in response to the explosive growth theuniversity has experienced over the past 30 years. Today,28.000 students attend Heidelberg Universitymore thanthree times the number enrolled in 1960. Twenty percentstudy medicine, 20 percent study languages, 20 percent

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are enrolled in mathematics and natural sciences, 15percent study economics and social sciences, and theremainder pursue miscellaneous degrees.

Because higher education is state run and controlled,German university students pay no tuition. However,students do have expenses. These include studentactivity fees paid to the Student Welfare Organization,medical insurance charges, and, of course, books andsupplies. Because student housing is scarce and the costof living in Heidelberg is high, rent is also a majorexpense.

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OXFORD UNIVERSITYDominus Illuminatio plea

Stained-glass window inChrist Church. The chapelat Christ Church is also thecathedral for the City ofOxford.

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Since its founding in the 13th century by foreignstudents expelled from the Sorbonne, Oxford hasbeen home to some of the world's greatest andmost creative minds. Sir Walter Raleigh, author

Lewis Carroll, poets T.S. Elliot and Matthew Arnold,William Penn, and Lord Randolph Churchill are amongits scores of distinguished graduates. Although it isgenerally regarded with awe by outsidersespeciallyAmericansothers have taken a more playful attitudetoward the university.

In a 1902 novel by G.L. Calderon, Downy V. Green,Downy, a visiting American enamored with the

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Entrance to Christ Church,Oxford. Re-founded in 1532by Henry VIII as part of hisrejuvenation of Oxford.Christ Church originally wascalled Cc rdinal College.Founded in 1525. it was the13th college at Oxford.

university, exclaims: "It's a wonderful place isOxford. . . . You must feel a thrill in your bones whenyou say to yourselves, 'I'm walkin' the streets which JohnRuskin walked; I am livin' on the very same ward as oncecontained Arnold, Foude and Newman.' I would give athousand dollars," said Downy, "to have been up herewith Newman!"

None of the undergraduates looked as if he wouldhave given a Greek grammar for it. Only one of themshowed signs of life; he cleared his throat and moveduneasily in his chair for a few moments.

"Which Newman do you mean?" he asked."Why, Newman, sir; the Newman.""Do you mean W.G. Newman who fielded point, or

T.P. Newman who broke the roof of the pavilion in theM.C.C. match?"

All the freshman glared at Downy."Neither sir, neither; Cardinal Newman, the eminent

divine!""Never heard of him!" said the bold freshman, and

went on with his egg.

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Christ Churchyard. Thetower at Christ Church.called Tom Tower. wasdesigned by ChristopherWren.

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Great Britain's oldest university is located about 50miles northwest of London on the banks of the Cherwelland the Thamesknown in Oxford as the Isis, ashortening of "Tamesis," the river's original name. Oxfordconsists of 35 colleges, each a separate entity with itsown head and staff, and with separate admissionprocedures for undergraduates. However, it is theuniversity, not the individual colleges, that grants alldagrees. Oxford also has five private halls established byreligious groups.

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The first colleges for women were established duringthe late 19th century but the university did not grantthem degrees until 1920. Today, the colleges ofSomerville, St. Hilda's and St. Hugh's are for womenonly, while Oriel is for men only. The rest arecoeducational.

The admission of women to this centuries-old malebastion was greeted with little enthusiasm in somequarters. Author Christopher Hobhouse, in his 1939 book,Oxford, wrote crabbily: "Though their numbers are small,

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View of Christ ChurchGardens.

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a casual visitor to Oxford might well gain the impressionthat women form an actual majority. They are perpetuallyawheel. They bicycle in droves from lecture tolecture. . . ."

In the past 50 years, the popularity of bicycles seemsto have spread to men students as well. On narrow lanesas well as on main streets such as the Broad and theHigh, men and women students alike ride amongpedestrians.

Like the students attending Great Britain's 45 otheruniversities. those at Oxford are admitted by examinationand the tuition of most is covered by government grants.Applicants rank their top three choices of Oxford collegesin order of preference and their admission exams areevaluated first by their top choice and then passed alongto the other colleges for consideration if admission isdenied.

Admission standards and levels of prestige varygreatly between colleges. Each, too, has its own style andcharacter. As a whole, however, Oxford's student body isa very select group. Of the 292,000 fulltime Britishuniversity students, only about 12,000 attend Oxford's 35colleges where the method of instruction has remainedconstant for seven centuries: Each student is assigned atutor who supervises, through weekly meetings, a courseof independent study which includes reading, researchand attendance at lectures of the student's choice.

36

Undergraduate LifeI Rise about nine, get to Breakfast by tenBlow a Tune on my Flute, or perhaps make a Pen;

Read a Play 'till eleven, or cork my lac'd Flat;Then step to my Neighbours, 'till Dinner to chat.Dinner over to Tom's or to Jame's I go,The News of the Town so impatient to know .

From the Coffee-house then I to Tennis away,And at five I post back to my College to pray.

I sup before eight, and secure from all DunsUndauntedly march to the Mitre or Tuns;

Where in Punch or good Claret my Sorrows I drown,

And toss off a Bowl 'To the best in the Town':At One in the Morning, I call what's to pay,Then Home to my College I stagger away.Thus I tope all the Night. as I trifle all Day.

The Oxford Sausageedited by Thomas Warton, 1764

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No. 1 Moreton Road.home of the director of theWilliams-in-Oxford program.

Williams-in-OxfordThe Junior Year Abroad

hen administrators at Williams Collegelearned from the late Lord NormanCrowther-Hunt, Rector of Exeter College,that four buildings and a parcel of land

were for sale in Oxford, England, they leaped at this rareopportunity and made the purchase. Previously the siteof a private language school, the property, which waspurchased in 1984 for $750,000 and renovated in 1985 at

a cost of $600,000, is now the home of the Williams-in-Oxford program for students' junior year abroad.

Williams College's relationship with Exeter Collegedates back to the establishment in 1928 of a specialgraduate scholarship program. the John Edmund MoodyFellowship. This history, combined with the fact thatEngland is the most popular destination for Williamsstudents studying abroad, has contributed to the successof this academically rigorous program. which admits 35students annually.

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Student dorm room upstairsat 145 Banbury Road. Thefurniture, based on a designused at Williams College.was built by local craftsmen.

38

Renovation work on the four buildings, located atNo. 1 Moreton, No. 145 Banbury Road and at Nos. 2 and4 Lathbury Road, was carried out by a local firm, theOxford Architects Partnership. Williams' director ofPhysical Plant Facilities, Win Wassenar, had overallresponsibility for the project and flew to Oxford everyfew weeks to make sure ihat renovations were on track.

No. 1 Moreton Road, now the home for the Williams-in-Oxford director and his family, previously housedstudents in a series of small warren-like rooms on thefirst floor. Renovation work on the first floor consisted ofclearing out and opening up the space to create a largeliving room, sitting room, dining room and kitchen.

Much thought was given to designing a traffic flowpattern suitable for accommodating the large groups of

students, visiting faculty, and community people that thedirector and his family often entertain. Except for thebathroom, no first floor rooms at No. 1 Moreton havesingle doors that close off traffic flow. For example.double doors were installed between the sitting room andadjoining living room so that the space could be openedas needed to accommodate crowds. Upstairs. the shape ofthe rooms remained the same except that the hallwaywas extended out to the garage and a bedroom wasenlarged.

40

Nos. 2 and 4 Lathbury Road. originally single familyhomes, had also been converted to student housing bythe previous owners. Working with Win Wassenar, theOxford Architects Partnership renovated the buildingsinto flats for visiting alumni and other guests. Among themajor renovations at No. 2 was the clearing out of abathroom, kitchen and storage area to make way for asmall, well-designed flat featuring a kitchen, living room,small bedroom and bath. The remainder of the first,second and third floors were rehabbed as student rooms.

No. 4 Lathbury Road was also cleared out andrenovated and now features two bedrooms, a living room.kitchen, library said bath. Few structural changes wererequired on students moms located on the second andthird floors at either Lathbury Road address. Newbathroom fixtures, showers and carpeting were installedand, for fire protection purposes, doors were installed at

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Courtyard at Williams-in-Oxford.

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the second floor landings of both buildings. Smokedetectors were also installed in all four buildings.

Student housing and the director's office are locatedat 145 Banbury Road, the first floor of which was alsoextensively renovated. Partitions on the outside wall ofthe kitchen were removed and sliding glass doors wereinstalled to the outdoors. The large kitchen and diningroom were opened up and a commons room was createdoff the dining area. A folding wall installed between thecommons and dining area opens to create more space forlarge 3roups. A small kitchen for students' use wasinstalled near the director's office at the front of thebuilding and a space was added behind the largeprofessional kitchen in the rear of the building to housethe boiler room.

Upstairs, not much was changed structurally exceptfor the addition of kitchenettes and laundries whichmainly upgraded the existing spaces for students. Newcarpeting, doors, hardware and bathroom fitting wereinstalled in the upstairs dormitory area. Furniture wasbuilt locally to furnish the dormitory areas based on adesign used for relatively new student furnishings atWilliams College in Massachusetts. Easy to maintainvinyl wallcoveringcommon in the U.S. but not widelyavailable in the United Kingdomwas also found locallyand installed where appropriate in all four buildings.

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UPPSALA UNIVERSITYBildning ar Makt

The splendid entrance hallof the University MainBuilding, frequently used forofficial receptions, is one ofthe grandest in Sweden.

Bildning ar maktlearning is powerhas longbeen a maxim at Uppsala, the oldest and fourthlargest of Sweden's seven universities. Students atUppsala and at other universities throughout

Sweden by law have enormous power: As a result ofstudents' demands in the 1960s, they hold voting seats onthe university's Board of Directors the Consistorium, andon all other decision-making bodies of Swedishuniversities.

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Designed by Herman TeodorHolmgren. the facade of theUniversity Main Buildingfeatures four female figureson its center representingUppsala's original facultiesof theology, law. medicineand philosophy.

Like all universities in Sweden, Uppsala is stateowned and run, and Swedish citizens pay no tuition.Admission requirements are stringent, however, and onlythose select students who have graduated from agymnasium, or senior high school, are admitted.Presently, about 15,000 undergraduates and 3,000graduate students attend Uppsala University.

Founded in 1477 by Archbishop Jacob Ulvsson,Uppsala is located in the ancient town for which it isnamed, a city which for seven centuries has been a centerfor religious training and education, and continues to bethe seat of power for the archbishop of the Church ofSweden. Despite its location in a cultural stronghold,Uppsala Universitylike many old European institutionsin its early years struggled to survive.

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Ceiling of the auditoriuminside Uppsala's breath-taking University MainBuilding.

View of the magnificentUppsala Cathedral, built in1435 on the site of theoriginal building, whichburned in 1245. Then andnow the largest church inSweden. the Cathedral'sspires tower 118 meters. Formany years the UppsalaCathedral was the country'stallest building.

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The Augsburg Art Cabinet,built between 1625 and1631, was purchased in1632 by the city fathers of

Augsburg, Germany as a giftto a special visitor, SwedishKing Gustavus Adolphus,whose heirs gave it to theuniversity in 1694. It ispresently housed in theUniversity Main Building.The cabinet, painted withscenes from the OldTestament, was intended torepresent a universalmuseum in miniature.Contents range from thebeautiful to the strange: tinypuzzles, pictures, musicalinstruments, combs andperfume bottles aredisplayed along with suchcuriosities as a piece of

human skin and a monkeyclaw.

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During the 15th and 16th centuries the fortunes ofthe university rose and fell at the whim of the rulingmonarch. Around 1515 its doors closed in response tothe wishes of King Gustavus Vasa, a Lutheran who would

not support a university established to train Catholicpriests. Gustavus's son, King Eric XVI, reopened the

university 50 years later as a school for literature, a dutyit struggled to fulfill for 30 years until the bubonic plaguedecimated the town and closed the school in 1592.

Uppsala again opened its doors the following year, itsfuture guaranteed by a charter ensuring academicfreedom. Thanks mainly to the personal donations ofKing Gustavus Adolphus, who reigned from 1594 to

1632. funds were made available to establish aninternationally-renowned university. The first true main

building of the university, completed in 1625, was named

the Gustavianum in honor of this generous monarchwhose estate assured the university 200 years of financial

security. Despite many political upheavals sinceGustavus's reign, the university's doors have stayed open

and its reputation for scholarship and research haveremained secure.

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The Botanical Gardens, laidout in the mid-1700s as aroyal garden, was a gift tothe university from KingGustav III. The grounds nowfeature more than 11.000species of plants. Thebuilding on these groundswas constructed at the endof the 18th century to honorCarl Linnaeus, a world-renowned Swedish botanistwho taught at Uppsala.

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This modular wall unit atUppsala's BiomedicalCenter can be easilymodified to the meetchanging needs of thoseusing the space.

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Because of its long history, Uppsala, the oldestuniversity in Scandinavia, is steeped in tradition. On the30th of April each year, for example, students gather atthe Uppsala Castle as they have since 1759 to celebratethe arrival of spring on Walpurgis Night. At 9 p.m. theyhear the ringing of the castle's bell. For four centuries ithas been rung daily at 6 a.m. and 9 p.m. in response tothe wishes of Queen Gunilla, a 16th century monarchwho directed Uppsala students to spend the 15 hoursbetween the bells at study.

Today this far-flung campus, spread out on severalestates through the city of Uppsala, features buildingsand grounds of exquisite beauty. Among the mostbeautiful is the 101-year-old University Main Building,now used mostly for lectures, concerts and officialreceptions, which also houses the Department of Historyof Science and Ideas and the Department of Aesthetics. Inaddition, the Consistorium holds its meetings in thismagnificent structure.

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Uppsala's ancientanatomical theatreone ofthree in existencewas builtin the 17th century andseats 200 people.Dissections were open to thepublic.

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Its exterior features a variety of materials, includinggranite, sandstone and brick. The interior houses anincredible collection of paintings and sculptures, as wellas the art cabinet of Augsburg which was presented toKing Gustavus Adolphus in 1632 and donated to theuniversity by King Karl XI in 1697.

In sharp contrast to this traditional architecture is theuniversity's ultra-modern, 460,000 square foot BiomedicalCenter. Planning for the Center began in 1964;construction was completed in stages between 1968 and1984. The complex, which was designed by Stockholmarchitect Paul Hedqvist, houses 30 departments from thefields of pharmacy, medicine, natural sciences,agricultural sciences and veterinary medicine. Interiorsfeature movable sound-efficient walls as well as movableblackboards, bookshelves, cabinets and lab equipment sospace can be easily modified to suit the changing needsof occupants.

The maintenance of Uppsala's Biomedical Center,Main Building and all other public buildings in Swedenis the responsibility of the National Board of PublicBuildings. Headquartered in Stockholm. this governmentagency is also in charge of planning, design.maintenance, renovation and technical andadministrative duties for all of Sweden's approximately5,000 public buildings, and their grounds. Regionaloffices in four other Swedish cities are in charge of realestate administration and some project managementduring the planning and design stages of the constructionof public buildings.

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Courtyard at UppsalaUniversity's BiomedicalCenter.

The 10-buildingPolacksbacken area ofUppsala University is set ona grassy plain where the S1army regiment waspreviously housed. Beforebeing used by the university.Polacksbacken was amilitary training area forcenturies.

50

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Uppsala University'sMatematiskt Informationsteknologiskt CentrumFrom Army Barracks to High Tech Complex

n 1985 when a Swedish regiment moved out of thePolacksbacken area near the campus of historicUppsala University, officials from the National Boardof Public Buildings made the space available to the

university. Immediate renovation was begun on the80-year-old buildings whose large interiors and highceilings reflect an architectural style typical of Swedishpublic buildings at the turn of the century.

Now the three renovated buildings in the10-structure complex house Uppsala University's Centerfor Mathematics and Information Technology. Fields ofstudy and research within the Center include computertechnology, electronics, mathematics, numerical analysis,mathematical statistics and graphic analysis. Previously,many of these disciplines were scattered throughout the

campus before the first departments moved toPolacksbacken in early 1987.

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In addition, future space will be renovated inPolacksbacken for collaborative research anddevelopment projects between the university andindustrial firms. Small spin-off enterprises and researchand development sections of large companies will also betenants.

Renovation work to modernize the buildingsincluded lowering the ceilings, placing individualthermostts in each room and the addition of lockers andother built-ins where appropriate. Wiring and lightinghave also been modernized and upgraded throughout thebuilding to accommodate the many computers E nd otherpieces of equipment used in the Center.

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Close-up of exterior of oneof the renovated buildingswhich houses Uppsala'sCenter for Mathematics andInformation Technology inPolacksbacken.

Old-fashioned windowscreate a traditional ambiancein this modern auditoriumlocated in a turn-of-the-century building inUppsala's Center forMathematics andInformation Technology.

A cozy atmosphere and hightech equipment co-existbeautifully in this computercenter located on the topfloor of a renovated buildingin Polocksbucken.

52

Presently, about 600 employees and 1.200 studentsmake use of the renovated buildings each day. Since theuniversity offered its first course in computer science in1972. rapid growth has occurred in this and relatedtechnical fields. The increase in the number of technicalcourse offerings to Uppsala students and theconcentration of computer science, engineering physics,mathematics, electronics and related fields in thePolacksbacken area reflects the Swedish government'sdecision to increase the number of technically-trainedcitizens.

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UNIVERSITY OF STOCKHOLMFrom Central City to Royal Hunting Grounds

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.4`rWhen Stockholm College, founded as aprivate institution in 1878(became a stateuniversity and changed its name to theUniversity of Stockholm in 1960,

administrators faced cs difficult challenge: What to doabout modernizing and organizing a school whose oldbuildings were scattered throughout the city ofStockholm.

The solution, which took 10 years of planning, wasthe creation of a new campus north of the city on what inthe 17th century had been royal hunting grounds. Calledthe Frescati campus after an 18th century Italian villabuilt on the property, the areawhich consists of 150.370square meterswas selected after a study by the NationalBoard of Public Buildings showed it to be the mostdesirable location for the new campus.

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Several scientific institutions and a botanical gardenwere already located in the area. Still, unlike the centralcity of Stockholm, the Frescati afforded plenty of spacefor new building construction. The winner of thearchitectural competition for the Frescati campus designwas David Hellden. Because of spiraling enrollments,however, the number of students enrolled at the newcampus was twice the number Hellden's space wasdesigned to serve. Consequently, most of the winningdesign was scrapped.

Instead, six eight-story high rise buildings werequickly constructed, featuring a total of 36.000 squaremeters. The high rises have been roundly criticized fortheir unappealing designUniversity of StockholmPresident Staffan Helmfrid described them during acampus visit as functional and aesthetic disasters.Because of poor design, a number of windows havepopped out, making it necessary to build a coveredwalkway at the main entrance to shield pedestrians fromfalling glass.

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Construction of the new campus' two majorbuildings, the Sodra Huset and the Allhuset, wascompleted by 1971. Sodra Huset consists of the sixparallel high rises connected by a three-story structure.The largest campus building, Sodra Huset housesclassrooms and offices for the departments of liberal arts,social research, social work, law and publicadministration. The Student Union is housed in Allhuset.Of architectural interest is the Allhuset's wide canopyroof and the Sodra Huset's arched entrance hall, whichprovides the new campus' main public spacea brightly-lit area featuring a visible support system of wood andsteel.

Linked to Sodra House is a university librarydesigned by Scottish-born architect Ralph Erskine. whichopened in 1983. The library's innovative but functionaldesign has been highly praised. The effective use of hardwoods and daylight make all areas of the buildingaesthetically appealing and visually attractive. Laboratorybuildings located on the northern edge of the Frescaticampus have also received a much warmer receptionthan did the hastily planned and constructed high risebuildings to the south of campus.


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The Allhuset, which featuresa wide canopy roof, housesthe student union. (Slidecourtesy National Board ofPublic Buildings)

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This expanse of hallwayexemplifies the clean, starkdesign of many Frescaticampus buildings.

Because they are buriedunderground, no power linesmar the view of the long,sleek lines of the Universityof Stockholm Library or anyother Frescati campusbuildings.

View of courtyard outsidethe University Library,which provides exterior andinterior ramps for completeaccess by the handicapped.

Of the total 193,000 square meters that make up theUniversity of Stockholm, 150,370 square metersor 78percent of the total university areais now located at theFrescati campus. The departments of earth science,physics, mathematics and geography are still located inbuildings on the university's old campus in centralStockholm.

Students with courses scheduled on both campusesmust take public transportation to move between the two,and many make use of the underground train stationlocated on the western edge of the new campus. An

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underground distribution network linking all buildingsfor supply delivery and other building service functionsis protected from the weather and also keeps vehicles offthis pedestrian campus.

Also still in use in the central city is a private 17thcentury palace which, unlike the rest of the state-owneduniversity'buildings, is owned by the University ofStockholm. Although the president has an office there, herarely uses it because it is so far away. The classic oldbuilding, which houses the University's extensivecollection of paintings, is now used mainly for formal

meetings.Twenty-eight thousand students are presently

enrolled at the University of Stockholm which, like allthe country's universities and technical schools, is free toSwedish citizens. However, all students are required topay for membership in their school's student union, apowerful organization which runs dormitories, appointsstudent members to the universities' decision-makingbodies and represents students' interests in a number ofother areas.

61 59

Artwork by Kerstin Abram-Nilsson decorates the twocolumns immediately insidethe library's main entrance.

Closeup of one of Abram-Nilsson's whimsically-painted columns.

The glass-enclosed stairwaymeets Sweden's fire codesand harmonizes with theopen ambiance of thelibrary's design.

60

University of Stockholm LibraryAmong Most Modern in Europe

he architecture of the Stockholm UniversityLibrary on the Frescati campus has beencompared to that of a large ship. Long and sleek.the library sets just north of Sodra Huset which

is connected to it via a large entrance hall. The floors ofthe library are numbered to correspond to the adjoiningSodra Huset. To scale the building's 5,000 square metersto human size, architect Ralph Erskine used furnituregroupings, color, and other devices to visually divide thelarge space into clusters of smaller environments while

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simultaneously maintaining the building's clean, opendesign. The building is divided into red, green andyellow color zones on all floors to further define thespaces.

According to University of Stockholm PresidentStaffan Helmfrid, several thousand study spaces,including a mixture of carrels, tables and comfortablechairs, make the University Library the most popular spoton campus. Each morning at 9 a.m. students line up tolay claim their individual spaces in this sunny, modernlibrary, the first in Europe to computerize its catalogingsystem. The Ur ersitv Library is also equipped to carryout online computer searches in both Swedish andinternational databases.

The building holds 1.2 million of the university'stwo million volumes, the remainder of which are locatedin department libraries throughout the university. Amongthe University Library's collection are volumes from theLibrary of the Royal Academy of Sciences, established in1739, which contains one of Europe's largest collection ofbotany and zoology texts. In addition to stacks and studyareas, the library houses administrative offices,examination rooms, research spaces and a bookstore inthe lower level.

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Danish modern study carrelsare equipped withindividual lights.

Every advantage is taken ofthe outdoors by providingsheltered study spaceaccessible only from thebuilding interior.

To create the library, Erskine worked with users toplan a functional but cozy structure that met two simplebut difficult to implement criteria: that people shouldfeel good inside the building, and that it be designed tobring the beauty of nature indoors. To help accomplishthis, Erskine built the sunny side of the building arounda cluster of oak trees, and placed many windows in themulti-level structure. A large sloping window on thethird floor of the building's western side, for example,provides natural light to the library's book and readingfloor. Two free-standing towers on the roof, which alsocontain reading spaces, add to the building's architecturalinterest.

Inside, the reading room on the first floor is open tothe two stories above, and the total interior, includingdoors, has been painted white to reflect the light broughtin through the building's many windows. Earth tones ofbrown, red and rose-beige carpeting help delineate thevarious spaces within the library, and light-colored woodmainly birchis used for all fixed furnishings andshelves. A large, glass-enclosed staircase inside thebuilding's lower level leads to the top floor wherewindows just under the ceiling provide naturalillumination through all three stories.

62


UNIVERSITY OF COPENHAGEINStudents Exercise Strong Voice

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Great Room. MuseumBuilding, CopenhagenUniversity. Built between1864-1870. the buildingcreated a sensation when itwas unveiled to the public.The display rooms werearranged around a centralhall. or great room. Thearchitectural design wasdeveloped to feature azoological classificationsystem in which the lowestanimals were arranged onthe ground floor, thearthropods in themezzanine. and thevertebrates on the top floor.

Students at the University of Copenhagen haveenormous power, as do their peers at otheracademic institutions in Denmark. Danishstudents' demands in the 1960s for a voice ii

educational affairs resulted in the University CovenAct of 1970. This Act, which radically restructuredgovernance of all Danish universities, gave studentsleast one-third of the seats on all governing council;including the Konsistorium, the universities' suprergoverning body.

At the University of Copenhagen, where studerrevolted in 1968. the cry of "co-determination now'overthrew 400 years of what had been called "profe


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Another view of theMuseum Building's GreatRoom. Once the home forlarge zoological displays, itnow is the site for artexhibits, receptions andother university events. Thebuilding, recently renovatedat a cost of approximately40 million Danish kroners,also houses the university'scentral administrativeoffices on its other floors.

Arches in the Great Roomare cement columns cleverlypainted to resemble marble.

Closeup of faux marblecolumn. Touch. not sight,reveals the deception.

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This view of th.: vusribulefacing the ceremonial hallin the Main Building reflectsthe Classicist style of theinterior. Artists C. Hansenand G. Hilker studiedPompeian mural art beforebeginning to decorate thevestibule in 1894. Theproject took nine years tocomplete.

Student prisons were oncecommon at Danish andGerman universities. wherestudents sometimes usedduels to settle theirdifferences. This one in thecellar of .'he Konsistoriumbuilding at CopenhagenUniversity came into use in1626 and exhibits amedieval style. Still a prisonin the mid-1700s, it isdescribed in universityrecords of that era as aplace for "the punishmentof graceless and stubbornstudents." The Konsistoriumbuilding itself, which datesfrom the early to middle15th century, is believed tobe the oldest building inCopenhagen.

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rule." In its place, study committees were set up with a50/50 representation of faculty and students to determinecourse content, methods of examination and grading, andother academic issues.

This 50 percent representation on study councils wasincorporated into the University Governance Act and isin effect at all Danish universities. A 1973 amendment tothe Act gave teachers 50 percent representation in theadministrative councils, while students and workers eachhold 25 percent of the seats. This modern turn of eventsis quite a contrast to the expectations of the first studentsenrolled at the university whomeekly, it can beassumedshowed up for 6 a.m. lectures on canon law.

As with other ancient European universities. thefounding of the University of Copenhagen was linkedwith the spread of Christianity by the Roman CatholicChurch. Pope Martin V in 1419 issued a papal bull givingpermission to Danish King Erik to establish a universityto teach law, medicine and the arts with the terms that itbe established within two years. King Erik, busy fightingwars. missed the pope's deadline and failed to reapply.

It took nearly 50 years for a new monarch toapproach a new pope in the name of higher education. In1475 at the request of King Christian I Pope Sixtus IV

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issued a papal bull establishing a university to teachtheology in addition to law, philosophy and medicine.This time around there was no short deadline, and fouryears later King Christian inaugurated the university inCopenhagen.

Presently, more than 30,000 students attend theUniversity of Copenhagen, many of them on a part-timebasis. Like their counterparts at other Danish universities,they pay no tuition but must pass thestudentereksamener, an examination given to studentsgraduating from gymnasiums. The equivalent of a juniorcollege in the United States, a gymnasium preparesstudents for further study at a university or technicalschool.

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Street scene at CopenhagenUniversity, where academicand administrativebuildings are scatteredthrough the old central city.

Terraced walkways lead tothis entrance of the PanumInstitute, whose tallbuildings face "..,shospitaletand Tagensvei streets.

University of Copenhagen's Panum InstituteModular Design Provides Flexibility

Designed by the architectural team of Eva andNils Koppel, the Panum Institute, built on thesite of the former Blegdam Hospital, houses theUniversity of Copenhagen's Royal Dental

College and its medical research and teaching facilities.The six-story building was constructed in stages between1970 and 1986 at a cost of $300 million, includingequipment. The Institute, which features a stark, modulardesign, is named for P. L. Panum, a nineteenth centuryDanish physician and scientist who founded a modernlaboratory for experimental physiology.

This Panum Institute labprovides a host of flexiblefeatures.

The first wing of the 1,150,000 square-meter buildingwas completed in 1974 and, as construction progressed,those using the building helped plan the space. As aresult of their suggestions and the architects' sensitivityto these users' needs, the design is both attractive andflexible.

Portable walls made of gypsum can be readily movedto enlarge or shrink teaching and lab areas as needed. Aflexible system of electrical outlets and utility servicesfacilitates the quick installation and movement ofportable equipment. Easy to reach networks runningbeneath laboratory floors carry lines for compressed air,water and gas. And, among other flexible features, acrawl space between the building's false ceiling and thetop ceiling provides access to lighting and utilities so that

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they, too, may be serviced or changed with littledifficulty.

Research areas are located in the Institute's tallbuildings, while classrooms, most offices, student areasand the cafeteria are in the long, low buildings that face aterrace. The main corridors in the low buildings are aquarter of a mil6 long, but the distance is visuallysegmented by bright colors and artsome of which isbuilt into the walls. Like other public and universitybuildings in Denmark, at the Panum Institute apercentage of the government funds allocated forconstruction were set aside, by law, to purchase works ofart. The bright, clear colors inside the building soften itsprincipally concrete construction.

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Wood on the walls andceiling and the clean.simple lines of the Danishdesign furniture create anopen feeling in this enclosedwindowless space.

This fanciful statue of thehuman body in a lobby ofthe Panum Institute waspurchased with part of thebuilding funds.

An important occupant of the Institute is The RoyalDental College, which, according to Rector Jan Jacobsen.serves the needs of 2.000 patients. students and staff eachday. In addition to 400 dental studentsthe majority of

which are womenthe College also trains 200 clinicalassistant:, and 100 hygienists. Dental graduates mustwork for a year with an experienced dentist before going,nto practice for themselves.

Plans for the Royal Dent.. .ollege were changedthree or four times before construction began because anoversupply of dentists in the mid-1970sdue mainly tothe successful nationwide implementation of a preventivedental care programnecessitated a 50 percent cutbackin the number of dental students. To cope with the needto train fewer dentists, the College began a programcalled "Face to the Future" which emphasizes intensive.high-quality training of dentists, clinical assistants andhygienists. This reduction in the number of students alsomeans that the College treats fewer patients thanoriginally planned.

Dental care in Denmark is free through the first 12

years of school. After that. citzens must pay for careunless they participate in a dental school program. Thesefactors, combined with its high level of care, makes theRoyal Dental College a popular option: 8.000 to 10.000people annually apply for the free care the Collegeprovides. All those requiring emei gency care are .treated:patients requiring ongoing treatment are chosen based onwhich applicants best meet the College's teaching needs.

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View of the lower level ofthe library at the PanumInstitute.

Preben Larsen demonstratesthe comfort of patientfacilities at the Royal DentalCollege located in thePanum Institute.

Incandescent andfluorescent light fixtures areused for accent and utility.

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Like the other areas of the Panum Institute. TheRoyal Dental College is bright, clean and flexible. Acombination of fluorescent and incandescent lightingprovides well-lit work areas. A balanced air distributionand exhaust system that vents to the roof ensures that laband patient areas are clean and odor-free. Because of thebuilding's flexible system of walls, plumbing, electricityand equipment, rooms can be rearranged easily to meetthe changing needs of patients and staff.

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As a result of its thoughtful, innovative design andits high-quality, low-maintenance materials, the old andnew areas within the Panum Institute are virtuallyindistinguishable. Lecture halls, for example, that havebeen in use for 10 years look as clean and contemporaryas the rest of the building. According to Rector Jacobsen,those who occupy it have .only one criticism of theinstitute, and he agrees that it's a valid complaint: Thedistances within this modern complex are immense.

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Like the other areas of theInstitute, the mechanicalroom at the top of one of thesix-story buildings featuresclean, bright and readily-accessible equipment.

TECHNICAL UNIVERSITYOF DENMARKA Hotbed of Scientific Research

This classroom building atthe Technical University ofDenmark makes extensiveuse of glass to bring theoutdoors inside.

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Located on the site of an old airfield 10 miles northof Copenhagen, the Technical University ofDenmark has more than 70 buildings on its250-acre campus. The school, which has been

moved several times since its founding 150 years ago. hasbeen at its present site since 1973.

About 1,000 students are enrolled in the university's69 institutes, laboratories and departments, most ofwhich fall into the general study areas of computerscience, physics and mathematics, and chemical.

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electrical, civil and mechanical engineering. A new supercomputer facility has recently been constructed and isnow occupied. Teachers on the staff at the TechnicalUniversity include 15 fulltime engineering facultymembers and a much larger number of researchassociates paid by contract work.

Those engaged in all areas of study at the TechnicalUniversity are involved in either pure or appliedresearch. Students work with faculty members onpractical as well as theoretical projects to gain experiencein solving different types of problems. An IndustrialProjects Liaison Office facilitates partnerships betweenindustry and the Technical University by providing helpin developing research ideas, locating qualified personneland assisting with paperwork associated withadministering projects.

A number of small departments carry out a variety of

research projeccs and provide practical and theoreticalcoursework for students. For example, acousticslaboratory projects are directed toward improvingacoustical measuring techniques and creating betteracoustical environments. The laboratory staff conductsindependent research and also collaborates with otherscientists on such projects as controlling noise in shipsand the use of digital signal processing in acousticalmeasurement.

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This modern sculpturecomplements the starkdesign of the buildings onthe campus of the TechnicalUniversity of Denmark.

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Trees and shrubbery nearlydisguise the utilitarianfunction of this parking areaat the Technical University.Permitting grass growthbetween stones in someparking areas also helpscreate an aestheticallypleasing appearance.

Another unusual feature ofparking lots and walkwaysat the Technical Universityis the use of hand-laidquarried Scandinavianstone. Initially costly, thestone provides a permanentdurable surface requiringlimited maintenance.

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A unique project at the Technical University is thecombined heat and power generating unit which meetsnearly all the university's heating needs. Built in 1986,the pulverized coal-fired unit is unmanned. It ismonitored electronically by a computer-hookup viatelephone lines from Kyndby, another nearby powerstation. The unit is indirectly fired with pulverized coalbrought by truck in closed containers from pulverizers atthe Kyndby unit. An important environmental advantageof this combined heat and power generating unit is asubstantial reduction in the emission of dust and sulphurdioxide.

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Water lilies decorate a pondat the Technical Universityof Denmark.

Rounded fronts ofconference tablescomplement the circularlight fixtures in this meetingroom at the TechnicalUniversity of Denmark.

ADDENDUMThe Ohio State University Plan for Improving theQuality of the Campus Environment

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his overview of The Ohio State University Planfor Improving the Quality of the CampusEnvironment was previously published in TheBest-Laid Plans: Components of Quality Campus

Environments, a report on the First InternationalSymposium on Preserving a Quality Environment forLearning held in Columbus, Ohio, October 1-3, 1986. Itis included in this publication as a courtesy to those whodid not receive the 1986 report. A brief description of theuniversal nature of this Plancomponents of which wereevident on the European campuses visitedis in theintroduction to this publication.

The Ohio State Plan is based on a 1986 study by TheOhio State University Physical Facilities, Equipment andLibrary Committee for the North Central AssociationAccreditation Process, chaired by architecture professorPaul E. Young, jr. Results based on personal interviewswith more than 500 students and 240 faculty memberssupport the idea that the university community believesthe physical environment of the campus positively affectsthe quality of teaching and learning.

The study found that campus buildings and groundssupport learning in two ways: directly. by serving asrepositories of information; and indirectly, byencouraging a spirit of creative discovery among studentsand faculty.

Based on its research, the committee proposed anumber of strategies that university planners canimplement to maximize the potential of their campusesas quality environments for learning. The strategies canbe implemented through minor projects such as routinemaintenance, and through major projects such as largecapital improvements involving new construction.additions, and remodeling.

The following recommendations are part of The OhioState University Plan for Improving the Quality of theCampus Environment. Developed specifically for OhioState, the Plan's strategies are quite "portable" and mostcan be implemented on other campuses.

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To prepare the necessary material for an architect orplanner to carry out the strategies, it is important to haveavailable as resources the history of campus buildings,the university photography collection, the campus mapcollection, and university archives. Monographs focusingon specific components of the campus are also helpful.

Components of The Ohio State University Plan:

Providing a unified academic community.Providing a unified academic community relates to

basic planning decisions that influence the arrangementof disciplines on campus as well as architecture andlandscape architecture principles such as theachievement of a sense of order. rhythm. balance andharmony.

At The Ohio State University, strategies for achievinga unified academic community include:

a. Grouping basic disciplines around a centralgreen space.

At Ohio State. this green space is the 27-acre Oval

which serves as the university's central parkamemorable open space at the heart of the campus.Obviously. not all disciplines represented at such a largeuniversity could be directly positioned around ourcentral space. However. the plan calls for actual orsymbolic placement of all basic disciplines around theOval.

b. Grouping applied disciplines in asecondary concentric zone around the centralgreen space.

These applied disciplines shall be placed near thebasic disciplines to which they are related, and organizedinto identifiable areas connected to the Oval by carefullydesigned vistas, landmarks and networks of paths.

c. Creating an identity for each majordiscipline.

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Each discipline area or group of disciplines shouldhave its own "sense of place" created by quadrangles,landmarks, gateways or other methods of enhancing thatpart of campus. These areas should also be related to theOval by designed vistas, landmarks and networks ofpaths. It is important that these disciplines have separateidentities that are also part of the total campus.

d. Creating an integrated network ofmemorable outdoor spaces.

A major design consideration of each newconstruction should be the extent to which an existingcampus space can be enhanced or a new space created.These spaces should be identified with a discipline or animportant campus activity and be part of a network ofpaths and spaces contributing to an overall sense of

unity.e. Developing the Olentangy River area as aunifying aesthetic asset to the campus.

The Olentangy River appears to be the westboundary of the central campus. However, becausedisciplines such as agriculture and veterinary medicineare west of the river, it actually splits the campus nearthe center. As is the case with many campuses havingriver sites, Ohio State, until recently, has considered theriver to be a liability rather than an asset. The 1962master plan proposed exploring the aesthetic potential ofthe river. Drake Union, constructed in 1972, is anexample of a building that makes creative use of the river

site in its location and design.f. Creating campus boundaries that serve theoverlapping interests and needs of theuniversity and the city.

Although there is an internal logic to locatingservice, parking and athletic/recreational activities at the

edge of the campus. care must be taken to preventconflicting interests where the university and thecommunity meet.

Logical fulfillment of this strategy will result in thelocation of services and heavy research facilities wherethe campus borders city industrial zones; student housing

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and community-related functions where it meetsresidential areas; and museums, galleries, and auditoriumfunctions where it meets the city commercial districts.This strategy is currently being carried out effectivelyalong North High Street where the Wexner Center for theVisual Arts has precipitated major public and privateimprovements along the east side of High Street, andwhere the Ohio Union Parking ramp has been madeavailable to High Street traffic.

Developing a pedestrian campus.A quality learning environment is enhanced by the

ability of the residents of the 9.niversity community tomove freely through the campus, to enjoy campus spacesand to engage in activities undisturbed by the confusionand hazards that occur when vehicles and pedestriansshare space.

Strategies for achieving a pedestrian campus include:

a. Providing horizontal or vertical separationbetween circulation routes used both bypedestrians and vehicles.

This strategy requires that facilities for pedestrians beseparated from those for vehicles, either through theirseparate placement or through the development ofbridges or tunnels separating them where their routeswould otherwise conflict. The pedestrian bridges overCannon Drive are examples of successful implementationof this strategy.

b. Locating parking facilities at the perimeterof pedestrian areas.

Siting parking facilities away from pedestrian areaseliminates the need for developing extensive vehiclecirculation systems to avoid penetrating pedestrian areas.

c. Developing high capacity vehicle routes thatbypass the pedestrian campus.

A free-flowing, high capacity roadway around thecampus perimeter enables all commuters to easily reach

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their destinations. This type of circulatic,i pattern alsoreduces the number of locations where pedestrian andvehicle paths cross.

d. Considering the pedestrian campus conceptin the design of service areas.

This strategy recognizes that regardless of locationmost campus facilities require some vehicular access forservices such as deliveries, trash pickup andmaintenance. All service courts, access routes anddelivery entrances shall be designed to minimize conflictwith pedestrian paths.

e. Establishing a pedestrian character oncampus while simultaneously accommodatingnecessary vehicle traffic.

Some vehicle access will always be necessary tovirtually all parts of the pedestrian campus. However, thenumber of specific routes should be limited and accessroutes servicing infrequent vehicle needs should reflect adefinite pedestrian character.

f. Scheduling vehicle activities andestablishing time limits on vehicle movementto periods of low pedestrian use.

In general, few trips should be scheduled duringnormal class hours and consideration should be given toa ban on vehicles in pedestrian areas during class changeperiods.

Enhancing the university's sense ofheritage and tradition.

A campus that reminds its residents of its roots inhuman history offers a sense of historical place basic to asetting for scholarly inquiry.

a. Accommodating new space needs byrestoring and reusing existing historicallysignificant buildings, and constructing newbuildings and additions that are

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architecturally harmonious with theirsurroundings.

At Ohio State, many well-known campus structuressuch as Orton and Hayes Halls, built shortly after theuniversity's founding, have been sensitively rehabilitatedto serve modern needs. Other less distinguished but stillsignificant older buildings which previously werescheduled for replacement have beenor are scheduledto berehabilitated. The recent addition to the 1NilliamOxley Thompson Library is an example of a buildingextension that harmoniously relates to the existingstructure.

Relating closely to the concept of providing a unifiedacademic community, this strategy demands that allremodeling and new construction contribute to theoverall unity of the campus as well as the enhancementof the sense of heritage and tradition.

b. Reflecting the heritage of historicallysignificant sites in each new design.

A statement of the history and development of eachsite shall be included in the requirements for each capitalimprovement project. This statement, which includesphotographs, maps andwhere applicabledrawingsand sketches, provides the architect or landscapearchitect a background from which to create literal orsymbolic references that enhance the heritage andtradition of-the site.

The Wexner Center for the Visual Arts illustrates oneresponse to this strategy of reflecting the heritage ofsignificant sites in new facilities. The memory of theArmory, burned in 1958 and razed in 1959, waspreserved symbolically in the reconstructed brick towersas well as in the landscape trace of the Armory's plan.

c. Creating interior and exterior architecturaland landscape architecture projects thatcommemorate distinguished universityalumni, faculty and staff.

Similar to the reflection of the hist5ry of the site. thisstrategy enhances the heritage of the university throughcommemoration of the contributions of individuals from

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the academic community. Descriptions of commemorativerequirements shall be part of the program for selectedarchitecture and landscape projects. However,departments are encouraged to propose commemorativeprojects independent of their capital improvementprogram.

d. Developing an inventory of commemorativeproject design; for consideration by potentialdonors.

Using both inhouse staff and associate architects,landscape architects and designers, the university shoulddevelop an inventory of commemorative projects to beimplemented as donors are identified. The projects neednot be designed in detail. Creation of the inventoryshould incorporate strategies related to other concepts inthese guidelines.

I Supporting the learning process.Campus buildings and grounds support learning both

directly as repositories of information and indirectlythrough an environment that encourages a spirit ofcreative discovery among students and faculty.

Strategies for implementation include:

a. Incorporating an aspect of the disciplineserved in each new design.

Orton Hall, the geology building, is an excellentarchitectural illustration of the integration of an aspect ofa discipline within the design of the building serving thatdiscipline. The geological theme of Orton Hall includesthe use of Ohio stone arranged in the same relativeposition as it occurs in the bedrock of the state.

The red sandstone grotesques located just below thetower's conical roof are derived from prehistoric creaturesthat once lived in this part of the world, and both interiorand exterior sculptures include fossils as well asmythological images of man. Chadwick Arboretum.which extends throughout the campus, is another

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example of the integration of a university discipline intoa landscape architecture design.

b. Creating interior and exterior study areasappropriate for the disciplines served.

Public lobbies and corridors a, well as designatedstudy spaces are included in this strategy. Thoughtfulconsideration to microclimate, along with the design ofappropriate furniture and furniture groupings, permitsthe use of outdoor study space during all but the coldestmonths.

c. Establishing exhibition and display areasand special learning spaces as part of theprogram for all major capital improvements.

Museums and galleries are clearly important to auniversity's environment. In addition to encouragingcapital improvement projects that specifically serve thesefunctions, this strategy requires that these activities beconsidered in the design of each major project. It isespecially important that such space be provided in theareas that serve disciplines. Although separate space maynot always be allocated, both public and privateprogrammed spaces should encourage exhibitions andinformal teaching opportunities.

d. Incorporating academic themes in routinearchitecture and landscape architecturedesigns.

One way this can be accomplished is through the useof designs that trace the development of a disciplinethroughout its history. Representatives of each disciplineare encouraged to propose academic themes to be used innew designs that are available to prospective donors andthus independent of capital improvement programs.

e. Creating indoor and outdoor spaces thatencourage the exchange of ideas.

These spaces for interaction should be considered inthe design or redesign of each corridor, lobby, entrance,and other public places.

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