Acknowledgments 1.0 Executive Summary 2.0 The Gateway 2.1 Introduction 2.2 Project History 2.3 Process 2.4 Goals and Objectives 2.5 Sustainable Design Goals 3.0 Program 3.1 Program Concepts 3.2 The Learning Gateway Program Components 3.3 Space Program Summary 4.0 Site Analysis and Options 4.1 Building and Site Analysis 4.2 North Expansion 4.3 South-west Expansion 4.4 East Expansion 4.5 South Expansion 5.0 Gateway Concept Studies 5.1 Scheme A (North Expansion) 5.2 Scheme B (South Expansion) 5.3 Project Budget Acknowledgements The Gateway Steering Committee Dean M. Batt, Vice President for Student Affairs Michael Boudreau, Director of Architectural and Engineering Services Pat Brown, Director of Student Life Shirley Gedeon, Professor Jonathan Kastner, Student Government Association Vice President Rebecca Martin, Vice-Provost for Learning and Information Technology Andrea Minkow, Student Government Association President Robert Pontbriand, Student Representative Mara Saule, Acting Dean, University Libraries Abby Trebilcock, Student Representative Deane Wang, Professor Consultant Team Carl F. Krebs, Davis Brody Bond, LLP Shirley Dugdale, DEGW North America LLC John Stetson, Barr and Barr Don Dreyer, Barr and Barr Scott Carter, Barr and Barr Introduction In early 1999, the University of Vermont began a planning exercise to evaluate the feasibility of developing a new campus center- one which would create a community gathering point that embodies the notion of a learner-centered university. Dubbed ³The Gateway,² this facility would take advantage of the central location and existing resources of the Bailey/Howe Library to create a new learning environment (combining library resources, technology and academic support services) and a new student center and campus hub. The Gateway Center is envisioned as: l a place for people, technology and inquiry l a new library to support emerging trends in higher education l information technology l a dynamic center for student activities l a campus focal point for information technology l a center for teaching and learning l a collaboration in supporting academic endeavors Background The Gateway project arose out of a series of prior planning studies that have addressed the needs for additional library space, provision for new technologies, and a need for a student center. With the evolution of student learning toward a more collaborative and self-directed model, both the Library and the Division of Student Affairs became interested in whether there was significant overlap in their objectives to consider a joint project. In early 1999, the University hired Davis Brody Bond, LLP to work with a committee to explore the concept of a joint student center/library project. The charge for the architect and committee was to brainstorm a series of options and models for The Gateway, based on priority needs, site and building constraints, and budget. Process Because of the campus-wide constituency of The Gateway, careful efforts were made to engage a broad spectrum of the university community in the planning of the project. The project was led by a Steering Committee composed of faculty, students, library and student services staff. During the three month planning process, several interim Presentations were made to representative campus groups. Interviews, student surveys and open forums were also used to gain broad input. Recognizing that The Gateway would require significant planning activity after this initial effort, the Committee also endorsed continuing efforts to ensure campus-wide participation in the project. Goals and Objectives The Gateway project proposed in this report is the result of a collaborative effort of Student Affairs, Library, Faculty and Students to envision a new facility that will support the University community well into the future. The planning for The Gateway addresses three major campus concerns: l a commitment to support a changing pattern of learning at the campus, one which is increasingly characterized by collaborative study and the use of information technologies, l an opportunity to consolidate a number of learning resources (Computer Services, Learning Cooperative), scattered throughout the campus, that would benefit from location in a central facility, and, l a need to create a place at the heart of the campus that would be readily identifiable as a social and intellectual commons, and foster a sense of community on campus. In addition to these major goals, The Gateway has also been seen as an opportunity to advance UVMıs commitment to preserving the environment, and the proposed facility is intended to employ and showcase systems and materials that contribute to a healthful, sustainable environment. Program Components The program components are broken down into five major functional groups: l Learning/Media Related l Student Life/Academic Support l Community Commons l Library l Building Support. Conceptually they organize into several primary types of activity: A Welcoming Zone‹ with inviting visitor-friendly spaces off the main circulation spine, offering desks for information or service assistance, convenience retail outlets and café seating to meet friends. Academic Support Zones‹ where library and academic support services can provide more effective service by being integrated into the same complex with a variety of learning spaces Socializing Zones‹ a place for the campus community to meet and converse near academic activity, and for students to gather and relax in a comfortable setting Service Support Zones‹ the back of house operations, whether collection management , computing and IT support, food services or building maintenance. Ideally these will be integrated through the building, creating a rich landscape of learning environments to choose from, with both academic and social support services conveniently available. The program identifies a total of approximately 250,000 net assignable square feet of functions which are candidates for location in The Gateway. This program total includes all functions currently housed in the Bailey/Howe Library, and new or relocated uses. Based on certain efficiencies inherent in the re-use of Bailey/Howe, as well as some use of compact shelving in new and renovated space, a new addition in the range of 138,000 gross square feet would substantially meet the program goals for The Gateway. Site Analysis The location of the Bailey/Howe Library is a critical factor in the successful development of a community center on campus. The central location, combined with an entry off of the campusı most heavily used pedestrian route, is an enormous asset. The challenge of the site involves the limited area for development at the campus core. Several alternative sites were explored and two options, building to the north or south, were explored in greater detail. Scheme A (North Expansion) Scheme A involves the construction of a five-story addition (with one basement) to the north of Bailey Howe Library. This site provides a substantial building footprint, the opportunity to create two ³ground floors² with access from the outside, and a significant amount of adjacent perimeter to the existing Bailey Howe Library. Disadvantages include some cost premiums for road and site utility relocations, and the need to address issues of air intake and mechanical room access. Scheme B (South Expansion) Scheme B involves the construction of a four-story addition with two lower levels to the south of Bailey/Howe Library. These lower levels would take advantage of grade changes to allow natural light to reach the first level below. This site provides a substantial building footprint, the opportunity to build upon the successful ³Bailey Beach² entry and pedestrian path, and a significant amount of adjacent perimeter to the existing Bailey Howe Library. Disadvantages include some cost premiums for road relocations, but this site avoids costly utility relocations. Project Budget Using the plan diagrams developed with the Steering Committee, Barr & Barr, Inc., Builders, developed a preliminary estimate of construction and renovation costs for The Gateway project. With input from the University and Davis Brody Bond, this estimate was developed into a preliminary project budget that also incorporated fees, furniture, loose equipment, telecommunications, contingencies and other ³soft² costs. The construction budget assumes significant renovation of Bailey/Howe. Approximately 50% of the building would undergo ³light² renovation (primarily stack areas on upper floors that will remain largely the same). More significant renovation is anticipated for the lowest two floors of Bailey/Howe. For planning purposes, the construction estimate is based on Scheme A, North Expansion, and includes an allowance for site utility relocation. The project cost has been estimated at $49,602,242 for construction of a new 138,000 gsf new facility and renovation of 161,400 gsf of Bailey/Howe. An itemized project budget is included at the end of this report. 2.1 Introduction Table of Contents Acknowledgments 1.0 Executive Summary 2.0 The Gateway 2.1 Introduction 2.2 Project History 2.3 Process 2.4 Goals and Objectives 2.5 Sustainable Design Goals 3.0 Program 3.1 Program Concepts 3.2 The Learning Gateway Program Components 3.3 Space Program Summary 4.0 Site Analysis and Options 4.1 Building and Site Analysis 4.2 North Expansion 4.3 South-west Expansion 4.4 East Expansion 4.5 South Expansion 5.0 Gateway Concept Studies 5.1 Scheme A (North Expansion) 5.2 Scheme B (South Expansion) 5.3 Project Budget Acknowledgements The Gateway Steering Committee Dean M. Batt, Vice President for Student Affairs Michael Boudreau, Director of Architectural and Engineering Services Pat Brown, Director of Student Life Shirley Gedeon, Professor Jonathan Kastner, Student Government Association Vice President Rebecca Martin, Vice-Provost for Learning and Information Technology Andrea Minkow, Student Government Association President Robert Pontbriand, Student Representative Mara Saule, Acting Dean, University Libraries Abby Trebilcock, Student Representative Deane Wang, Professor Consultant Team Carl F. Krebs, Davis Brody Bond, LLP Shirley Dugdale, DEGW North America LLC John Stetson, Barr and Barr Don Dreyer, Barr and Barr Scott Carter, Barr and Barr In 1999, the University of Vermont engaged in a planning exercise for a new type of facility. This facility builds upon several prior years of planning for facilities to support a new learning environment with library resources, technology and academic support, in conjunction with a student center and community gathering point. The plans for the Gateway Center take advantage of the central location and function of the existing Bailey Howe Library to create a community center that embodies the notion of a learner-centered university. The Gateway Center will be a: A learning facility which reflects UVMıs commitment to environmental values: l Resource efficient and durable l Healthy and occupant friendly l Aesthetically appropriate l Academically engaging l Balances quiet and social, individual and group areas l Suffused throughout with natural light and green spaces A renewed library and center for information technology: l A locus for inquiry, research, critical thinking, and exploration of knowledge l Far-reaching delivery of information regardless of format or medium l Advanced computing expertise and access to cutting-edge applications l Drop-in computer labs l Media resources and collections, viewing areas, language lab, music listening stations, editing/design facilities l The heart of a campus-wide web of technology-supported information centers A place for UVM community members to interact, collaborate, relax: l Cybercafe and coffee house with limited food service throughout the day and evening, computer access, and casual reading/international newspapers l A variety of common lounge areas l Conference rooms for meetings and group study/project work l Games area with pool tables, Ping-Pong tables, video games, TV lounge l Student social gathering and relaxation areas, with snack bar l Several large rooms for programs and events l Service and retail area with Catcard and Ticket offices, satellite bookstore supplies/vending, bank ATMs, postal self-service l Welcome desk and information station to answer a broad range of UVM questions A nexus for student activities and learning outside the classroom: l Student Government Association offices and expanded student organization offices and enhanced spaces for media and publication groups l Multipurpose spaces for student organizations, campus events, and meetings l Student administrative and campus service areas An alliance of student academic support services: l A common point for instructional support: assistance in writing skills, research methods, computer use, tutoring, disability support l A common point for student future planning: career development, service learning, internships, coop programs, job placement A center for teaching and learning: l Support for developing, testing, and evaluating new ways of teaching and learning l Discussion/collaboration spaces l Technologically-enhanced and multimedia classrooms l Curriculum and media/digital development laboratories 2.2 Project History An opportunity to extend UVMıs role as Vermontıs gateway to life-long learning: l Support for information needs of our local community and across the State l A featured place for UVMıs special Vermont collections and unique materials l Strengthening technological links to Vermontıs schools l Greater public awareness of all available campus resources The Gateway project evolved out of several previous campus studies that explored the need for additional student social and recreational space and expanded space for the library. These prior efforts addressed what were then and still are pressing needs as independent projects. In the case of student needs, the ³Crossroads² study addressed a desire to create a focus for student life on campus as well as a shortfall of program space. Previous library facility studies examined the need to accommodate growth in print materials as well as new information technologies. Major milestones in the planning of this project include: l 1990 - 1996 State Capital Request Plan: Library Expansion FY 2001, 2002, 2003 l 1995 Crossroads/Community Center Proposal l 1996 Learning Information Gateway proposed to Provost Robert Low, Deans l 1997 Library Planning Committee appointed by Provost Jerry Francis; report to trustees 4/97 l 1998 Information Technology Task Force recommendation l 1999 President/Provost initiated exploratory process for a combined library addition/student center With the evolution of student learning toward a more collaborative and self-directed model, both the Library and the Division of Student Affairs became interested in whether there was significant overlap in their objectives to consider a joint project. Though there are no directly similar project examples, recent university library projects have begun to incorporate light food service, lounge, meeting and group study areas. One example, at George Mason University, combined a student center and dining facility with a satellite undergraduate library. In reviewing these limited examples, the committee was concerned that the role of the library as an intellectual commons not be overshadowed by food services and retail activity. Likewise, committee members felt it was important that some non-academic student spaces (such as a games room and TV lounge) not be ignored in a combined project. In early 1999, the University hired Davis Brody Bond, LLP to work with a committee to explore the concept of a joint student center/library project. The charge for the architect and committee was to brainstorm a series of options and models for The Gateway, based on priority needs, site and building constraints, and budget. This entailed: l developing a master list of programs and functions to be located in The Gateway, and then determining their space requirements l weighting the relative importance of these spaces to The Gateway vision/concept l determining the whether there were any significant physical or financial constraints to including these functions, l developing a prioritized program for The Gateway that could be tested in a series of site/building concepts. While the program was being developed, the architect developed a series of site and building options, which provided feedback as to the scale and size of an expansion to Bailey/Howe. With the definition of a program, and potential adjacencies, these concepts were developed into plan and section diagrams. Though very preliminary, these plans were used by Barr and Barr (cost consultants) and the University to develop an estimate of construction and project costs. 2.3 Process Because of the campus-wide constituency of The Gateway, careful efforts were made to engage a broad spectrum of the university community in the planning of the project. The project was led by a Steering Committee composed of faculty, students, library and student services staff. During the three month planning process, several interim Presentations were made to larger campus organizations such as the Student Government Organization, the Faculty Senate Physical Planning Committee, and the Executive Committee of the University Administration. In addition to the efforts of the Steering Committee, the following steps were also employed to receive input from constituents and present ideas generated in the committee. Most important were detailed Program Interviews of Student Services and Library staff on specific requirements and space needs for the functions being considered for location in The Gateway. In addition to Library functions, these interviews covered areas such as Career Services, Learning Coop, Student Government and Clubs, Food Services and Academic Computing. These interviews were supplemented with tours and analysis of existing space, in order to develop an estimate of projected needs, which were in turn reviewed and verified by the committee and departments. To gain a broader spectrum of student opinion, the Student Senate organized a survey which documented broad support for The Gateway project and identified areas of particular concern. This survey was supplemented by another student survey organized by the Consortium for Ecological Living (CEL), which documented broad support for a building project that set a high standard of environmental responsibility. CEL was an important contributor to the planning process, and were active in promoting the importance of environmental design goals. At the end of the planning process, the Committee led a series of Open Forums at the University, to present the initial conclusions of the Planning Study and obtain feedback from the University community. Recognizing that The Gateway would require significant planning activity after this initial effort, the Committee also endorsed continuing efforts to ensure campus-wide participation in the project. 2.4 Goals and Objectives ³The Gateway² project proposed in this report is the result of a collaborative effort of Student Affairs, Library, Faculty and Students to envision a new facility that will support the University community well into the future. The planning for The Gateway addresses three major campus concerns: l a commitment to support a changing pattern of learning at the campus, one which is increasingly characterized by collaborative study and the increasing use of information technologies, l an opportunity to consolidate a number of learning resources (i.e. Computing and Information Technology services, Language lab, Learning Coop), scattered throughout the campus, that would benefit from location in a central facility, and, l a need to create a place at the heart of the campus that would be readily identifiable as a social and intellectual commons, and foster a sense of community on campus. In addition to these major goals, The Gateway has also been seen as an opportunity to advance UVMıs commitment to preserving the environment, and the proposed facility is intended to employ and showcase systems and materials that contribute to a healthful, sustainable building project. New Ways of Learning The Gateway has been envisioned as a facility where many different learning activities can be supported by a variety of physical settings that are presently in short supply. These settings respond to major changes in how students are learning at the University of Vermont including; l the increasing role of information technology in student research l the increase in independent learning through project-based assignments l the increase in group study and team assignments, and also facultyıs increasing utilization of media and technology in how they teach. The physical settings to support these activities represent a departure from the traditional study environments characteristic of university libraries. While still maintaining a critical core of individual carrels for quiet study, The Gateway places a greater emphasis on space for group and collaborative study, access to electronic information and support for specialized technologies and media. These spaces will be designed to maximize the utilization of staff and technical resources. In addition to supporting the student learner, The Gateway is also a place for faculty and staff to develop materials and skills that involve new technologies and methods through the Center for Teaching and Learning. Centralized and Consolidated Learning Resources The second major challenge of The Gateway is to consolidate learning facilities on the campus to promote operational efficiencies and to increase the accessibility, quality and use of these services by students and staff. With the growth of information technology in all aspects of academic life, traditional divisions between academic computing, audio-visual services and the library have become less relevant to the student working on a multi-media assignment. At present, learning support facilities are scattered throughout the campus (from the Waterman Building to the Living/Learning Commons), and are often considered remote and inconvenient at off-hours. The consolidation of these facilities in The Gateway is intended to promote their visibility and use, increase space and operational efficiencies, and integrate them into the patterns of student life. Social Center and Campus Heart Although The Gateway continues to provide traditional quiet study library environments within Bailey/Howe Library, the project envisions a new facility that fosters communication and interaction between and among students, faculty, staff. The Gateway project incorporates important student and social spaces within its program, including a café, meeting rooms, lounges, student club offices and modest retail space. The spaces proposed for inclusion in The Gateway represent a critical mass of student activity that also contributes to the broader goal of an intellectual commons by: l supporting the concept of learning as a life activity. For example, the location of student publications, the radio station and student organizations in The Gateway underscores the continuity between formal learning and oneıs social and professional life. l providing places for relaxation and light dining during periods of study. The food and lounge spaces in The Gateway are places where one can take breaks or continue group and collaborative projects in an informal setting. l creating a place for interaction and dialogue between and among students, faculty, and staff, at the physical center of the campus. 2.5 Sustainable Design Goals The Gateway project represents an important opportunity for the University of Vermont to promote healthy and sustainable systems in the construction and maintenance of this building. Sustainable design is an important issue on this campus, supported by academic programs, student interest, and recent building projects. The Steering Committee was assisted in the identification of sustainable design goals by the Consortium for Ecological Living (CEL) a group of students, faculty and staff committed to the creation and integration of ecologically sound university facilities. Though The Gateway project is in early planning stages, the following concerns were identified as important criteria for subsequent design phases. l Energy Conservation and Efficiency l Direct and Indirect Environmental Impacts l Health and Quality of the Indoor Environment l Resource Conservation and Recycling l Economic Payback of Sustainable Systems Energy Conservation represents one of the largest potential benefits of sustainable building design, since they can be achieved throughout the lifetime of a building. This is especially critical for a building such as The Gateway, which may be operating on extended hours year round. Strategies for improving energy conservation involve careful design of the building envelop, siting and orientation to take advantage of natural features and climate, appropriate choice of mechanical systems and criteria, and use of daylight and efficient lighting fixtures. Direct and Indirect Environmental Impacts relate to the choice of materials and systems used in the construction of a building. This can involve whether a source is a renewable resource (wool vs. nylon carpeting) as well as the indirect impacts of using certain materials (energy costs, shipping costs, social/community impacts). Aluminum, for example, consumes more energy in its manufacture than other cladding materials. The Indoor Environment is essential to the health and well being of building occupants. The selection of natural materials, careful attention to toxins and off-gassing of building products, and design of an effective heating, ventilation and air conditioning systems are essential to the success of the building. In addition to benefiting the users, the Libraryıs valuable and irreplaceable print collections will also benefit from an environment with low gaseous and particulate contamination. Resource Conservation and Recycling is another key objective in the sustainable design of buildings, and also relates to the direct and indirect environmental impact of the building. It may be advisable to set a target for recycled content in the building, and it is also important to determine how building materials will be disposed of at the end of their useful life. Economic Payback is an important incentive in a sustainable design strategy. The added expense of some systems may be paid for by energy conservation, ease of maintenance and/or durability. Finally, the Committee recognized the opportunity for The Gateway building to be a demonstration project that could educate and inform building users about environmental issues and innovative approaches to sustainable design. This would be accomplished by showcasing important features through exhibits and signage. CEL (Consortium for Ecological Living) Design Objectives As contributors to the planning process, members of CEL (Consortium for Ecological Living) developed the following recommendations for future development of The Gateway Building, to achieve a building that is beautiful, occupant friendly, functionally effective, environmentally efficient, cost effective, and academically progressive Building Criteria l Resource Efficiency l Durability. l Health l Education Environmental Building Design Process: In order to design buildings that maximize their environmental and cost efficiency it is necessary to use a systems approach to building design. All components must be engineered to function in a reciprocal manner to achieve a sustainable structure. To accomplish this distinct environmental goals and objectives need to be defined at the beginning. Environmental Design Goals Buildings should be designed to maximize Energy Efficiency by using innovative but tested technologies and building construction practices. Need to evaluate: 1. Building Envelop structural design: Material Choice and Costs Envelop Tightness Thermal Bridges and Short-Circuits Desired Heating Efficiency (R-value) 2. Heating, Ventilation, and Cooling (HVAC) Systems Heating: Potential for solar gain and the use of thermal mass Efficient capture and reuse of heat, heat recovery systems Efficient boilers, furnaces, and heat pumps Ventilation/Cooling: Cooling Towers to facilitate natural air exchanges Define optimal occupancy comfort Maintain continual flow of outdoor air into building Intelligent systems design, i.e. fluctuate with building occupancy Minimize mechanical system use 3. Lighting Maximize day lighting Use most efficient lighting available, electronic ballast, florescent fixtures 4. Building should use resources, materials, water, land, and capital in an efficient manner Use recycled materials wherever possible Maximize the use of renewable resources Use locally purchased materials such as sustainable harvested wood Self contained waste treatment systems Low flow toilet or composting toilets Low flow showerheads and faucets 5. Buildings should be constructed with durable materials and construction methods Use durable exterior and interior finish materials Control moisture, air, and heat flows through building envelope Specify components for long life 6. Buildings should have a safe and healthy indoor environment Minimize the use of toxic materials such toxic paints and carpets Provide adequate air ventilation Provide solar lighting and heating Connect the occupants with the outdoor environment 7. Buildings should educate their occupants Integrate educational programs to the buildingıs form and function Provide appropriate signage within the building Allow students to be involved in the design process 3.0 Space Program 3.1 Program Concepts The University of Vermont Gateway Center will create rich new learning environments supported with library resources, technology and academic support services. The spaces provided will foster both formal and informal learning, and support the communities that create a learner-centered university. To achieve these concepts, the space program creates: A Campus Focal Point for Support bringing together programs which support for a wide range of activities and populations. l for academic work, with the Library, Learning Coop, Career Services, and new Learning Commons l for student organization activity, with the Student Life, Student Government and Organizations offices and meeting spaces l for the use of new and existing technologies, with CIT services, a new Media Center and library systems, and l for faculty support in curriculum development with the Center for Teaching and Learning. The building will be organized to reinforce the accessibility and visibility of these support services. A Learning Landscape providing a rich choice and variety of learning environments The program provides informal as well as formal learning spaces for individual or group work, and an emphasis on spaces that encourage collaboration. The Learning Commons will be at the heart of the building, integrating library information services, academic computing and academic support services. A Community Center serving all members of the campus community In addition to an active student center, the building will include socializing spaces ranging from a busy public entry corridor and atrium, food services facilities, lounges and formal reception space to a casual relaxation zone with games for students. A Model of Integrated Services bringing together access to campus information systems, counseling in knowledge management and research by colocating formerly seperated facilities and support groups A Flexible/Experimental Facility which will allow its users to adapt to new ways of learning with space and furniture detailed to allow easy modification over time and coordinated with building systems to allow adaption to new technologies. A Place which Encourages Interaction in which the relationship between facilities enhances interactions encouraging greater synergy by adjacency and casual circulation, where edges of circulation and found spaces are equipped for serendipitous lingering, and rich with places for interdisciplinary teams to work. A Model of Building as Pedagogy not only as a demonstration of environmentally responsible planning, but also an opportunity to be a model facility to support a learning organization with facilities that help occupants to become more conscious of what encourages effective learning and how the learning environment can contribute. 3.1 Program Concepts (Cont.) The program components are broken down into five major functional groups: l Learning/Media Related l Student Life/Academic Support l Community Commons l Library l Building Support. Conceptually they organize into several primary types of activity: A Welcoming Zone‹ with inviting visitor-friendly spaces off the main circulation spine, offering desks for information or service assistance, convenience retail outlets and café seating to meet friends. Academic Support Zones‹ where library and academic support services can provide more effective service by being integrated into the same complex with a variety of learning spaces Socializing Zones‹ a place for the campus community to meet and converse near academic activity, and for students to gather and relax in a comfortable setting Service Support Zones‹ the back of house operations, whether collection management, computing and IT support, food services or building maintenance. Ideally these will be integrated through the building, creating a landscape of learning environments to choose from, with both academic and social support services conveniently available. The following is a brief commentary on the program components. More detail about each space is included in the full program summary list. LEARNING / MEDIA RELATED FUNCTIONS The Learning Commons The Learning Commons will be a cluster of facilities that support student learning outside the classroom, which by proximity to each other will bring a synergy that enhances all the activities. A key concept will be the support services available. At the heart of the Learning Commons will be the Commons Service Desk, offering integrated services from information services librarians as well as technical support from CIT staff. In addition, the Information Services (Reference) Desk should be adjacent to this area, providing users convenient access to the Reference Collection. A wide range of work areas will provide choice of learning settings. Near the Service Desk, a zone of collaborative workstations will allow students to work individually or in small groups. Group study rooms in this area will provide the choice of an enclosed space for noisier discussions, with 10 rooms for 2-4 people and 25 rooms for 4-6. Larger group meeting rooms will also be available, with 3 rooms accommodating 8-10 and two conference rooms for 15. Support space with copiers will be convenient to the work areas. A Computer Lab will provide 50 workstations for drop-in use, replacing the existing computer lab in Bailey-Howe. A Media Development Lab will be provided for students to use the latest technologies in projects, with 20 multimedia workstations and a media help desk. This area will also have the two Training Rooms, a smaller one with 15 computer stations and a larger one for bibliographic instruction with 25 stations. The Commons will also have office space for a coordinator and library instructional faculty. The Center should be designed for maximum adaptability to change in response to new use patterns and technologies, and ideally the whole area should be on a shallow raised floor. Media Center The Media Center will be an expanded version of the existing Media Resources Center. The Media Resources Desk will continue to be adjacent to its reserves, the collection and AV equipment it manages. Other special facilities will be located in this area, including a Language Lab and a Music Listening Area with 20 stations each. The heavily used existing video editing suite will be expanded into a Design Lab with 10 editing rooms with access to new digital technologies. The video distribution room and a group viewing video classroom will be retained, as will a casual viewing/display area similar to the existing one at the base of the stairs in Bailey-Howe. A repair lab and receiving room need to be located with convenient access to a loading dock. Center for Teaching & Learning The Center for Teaching & Learning will become a vital and important center as new technologies continue to transform the teaching process. The Curriculum Development Lab will have 10 multimedia workstations for faculty to work together with librarians and instructional technologists to develop new teaching material. An Experimental/Demo Lab will provide a flexible training setting for faculty to learn about how the latest technologies can be integrated into their teaching. The Center will have a lounge/discussion space with a meeting room for 8. A small collaboration/project room can be assigned to teams so that working material can be posted and displayed over a period of time. Some small concentration rooms will be available for quiet individual work near to the support staff and other resources. Other support space includes office space for the director and a projected staff of 5, a help/information desk and a support workroom with copiers and equipment for faculty use. Computing & Information Technology The Computing & Information Technology (CIT) group is currently located in the Waterman Building. It manages all of the campusı computing networks, provides consulting services to students and faculty, and operates the Microcomputer Services depot for sales and repair. It consists of Academic Computing, CIT Client Services, Microcomputer Services, Computer Operations, Administrative Information Systems, Telecommunications Network Services and the CIT Business Office. Ideally the entire group would be integrated into the Gateway building for optimum working relationships. However, this implies a fairly large footprint and, as some of the group does not have daily contact with the broader user community, relocation of only part of the group was explored. The most important components of CIT to provide integrated support to students and faculty in the Gateway concept will be Academic Computing and CIT Client Services. Their space will be designed as a suite with consultants, network analysts, helpline coordinators and the Web team. An outpost of Microcomputer Services will also be included in Gateway, with convenient public access, consisting of a staffed service desk with associated small repair workroom and laptop checkout storage area. STUDENT LIFE/ ACADEMIC SUPPORT Academic Support Center Important components of the Gateway will be the functions that support studentsı academic work. The Learning Coop will be relocated into this building with its central offices for the directors of the Learning Coop, Trio Program and Outreach Program. The Learning Skills Program, Writing Center, and Subject Area Tutoring Program will benefit from being co-located so that reception/waiting areas can be shared and there is greater flexibility in the assignment of counseling stations. The Supplemental Instruction Program will provide group meeting rooms, a computer lab and classroom, accessible to the other programs. The Testing Center will provide 15 stations for proctored exams. Th Office of Specialized Student Services will have staff work areas as well as tutorial workstations and a small computer training room. The Career Services will also be integrated into this building, with a suite of interview rooms and conference room, staff work areas, and a library research area. Student Center The Student Center will be at the heart of the Gateway. The Student Government Offices will be relocated here, with a suite of offices, reception and conference areas. The offices for Student Organizations will include suites with improved space for Student Legal Services consultations, student publications, a media production workroom, the Radio Station and other assigned offices. The suite of workstations for Student Organizations/Activities will provide 30 cubicles and 6 meeting rooms with a support/coffee area. Conference rooms of various sizes, accommodating from 4 to 20 people, will be provided for use by all student organizations. At present there are no facilities identified for use by commuting students. The Gateway building will provide a Commuting Student Lounge, with lounge seating, lockers, a few touchdown counters for laptop network access, and support space. Student Services The Student Life Offices will also be located in this building, near the Student Center functions. It will consist of an office suite for the director, associate director and seven programs with workrooms and support space. Storage needs are extensive so adequate and convenient storage space within the building is desirable to avoid the remote and scattered storage they now have. A Student Affairs Office/Service Desk will be introduced as a new service point in the Gateway building, centrally located on campus. The intent is to develop a centralized staff desk to assist students with routine administrative matters (e.g., course enrollment, grades, financial aid, health and housing issues, etc.) all in one place, reducing the need to travel to many disbursed locations. This desk will be easily accessible off the main pubic commons space. 3.2 Learning Gateway Program Components (Cont.) COMMUNITY COMMONS Common Spaces A dynamic community commons can be created by the character of the common spaces and their relationship to the main entry paths. A key new component will be a Welcome Center where students or visitors can get help with information or services. It is not intended as a full visitorsı information center, but as more of a centralized service point for students and others in the campus community. It will have a staffed desk, information kiosks, some counters with computers to access the networks, and display areas with maps and handouts. Appointments with counselors and booking of group spaces could also be handled from this point. There is a growing need for a place to have coffee and snacks close to the library, especially with the library staying open later hours and more students wanting to be able to work at any time. A Cybercafe/Snack Bar will be a welcome addition to this building and will provide a place for students, faculty or staff to meet colleagues and converse. Conceptually it should be thought of as an extension of the library, with work areas as well as café seating. Work alcoves with banquet seating for 4 or 6 will provide space for students to study informally in groups with network access for laptops. ³Touchdown² areas with counters and computers will provide a place for dropping in for a quick email check. In addition to café tables for 4 seating 100, it will also have lounge seating with network ports and nearby newspaper and periodicals displays. The service counter will provide simple sandwiches, desserts and beverages, with vending machines available when the counter is closed. Another important commons space will be a Rathskeller, an alcohol-free place for students to hang out and feel is their own, which will have a service counter, table seating for 40 and a games area. The snack bar in the existing Round Room may be retained in Billings but has never been entirely successful as a hangout space. A multipurpose meeting room is also desirable in this building. The Reception/Event Meeting Space would provide for receptions, seminars or meetings of up to 100 people with a small catering kitchen. Other social spaces for students would be Lounges for quiet reading or TV viewing, a Games Room with pool tables and ping pong, Meeting Rooms of various sizes, lockers and telephones. A Staff Lounge to support building occupants will also be provided. The intent is to provide facilities that are different from and complementary to those existing elsewhere on campus. Convenience Retail A moderate amount of retail space will be provided to meet the need for various services in a more central location. The CatCard Office and the Ticket Office, which are currently in the Bookstore building, would be relocated into the expanded Gateway building to give them more space. Both the Bookstore itself and the Travel Office were also considered but it was determined that they would best remain in their existing locations. A Satellite Copy Service with vending machines for supplies, Bank ATMs, a post office and express mail dropbox would also be provided. Additional services like a mini-grocery/convenience store and a video store should also be considered with further study in the next phase depending on the budget and site constraints. 3.2 Learning Gateway Program Components (Cont.) LIBRARY SERVICES Information & Instructional Services This area will be an integral part of the Learning Commons, with the reference desk as one of several service nodes prominently located on the main floor. The program provides for up to 20 catalog stations for quick reference and 30 stations for more extended searches. In addition to offices for the I&IS librarians, 6 small consultation rooms will offer a place for students or faculty to consult on more complex search needs. Less area will be required for the 20,000 volume reference collection in the future as more resources become available online. A steady 5% decrease in the growth rate of the collection is assumed, along with an annual transfer of 600 volumes into the Library Research Annex. This implies a 65% reduction in the annual growth of paper-based reference materials over the next 15 years. However, there is a plan to combine the service desk handling government documents with the reference desk. If this happens, a portion of the government documents collection will be integrated into the reference collection stacks. Access Services The Public Services area has become tight over time so the program provides for expansion in both the Circulation and Reserves desk areas. Better processing and support area, as well as three self-checkout stations will be added to meet future needs. The total area will expand from 2,065 nasf to 3,850 nasf. Although the area is fairly well defined between exterior walls and core elements, expansion will be possible with the relocation of the adjacent computer lab. In the future, there may be more of an integration of Reserves with the Media Resources collection as more material gets incorporated into electronic reserves. Library Systems The library systems group, which manages the library networks and IT systems, is currently in cramped and inadequate quarters. It will need three offices and two workstations, plus support space. The servers, currently in a corridor, will be installed in a dedicated server room. This group has been adjacent to the administrative suite and Collection Management but in the future may benefit from closer proximity to the Computer & Information Technology group. Collection Management Services This area consists of workstations for staff in Collection Development, Acquisitions, Cataloging and Serials Management & Collections Verification. Collection Development and Cataloging need only slight expansion but the End Processing/Preservation area needs significant improvement. Overall the department layout needs improvement and moderate expansion. Library Administration The administrative office suite will remain basically the same size, with the same number of offices and staff stations plus conference room and support space. COLLECTIONS Special Collections The public user area, the Reading Room, is adequate but needs more open stack capacity. The existing Closed Stacks Area, which houses rare books, manuscripts and archives, is very overcrowded and will be enlarged, along with adjacent space for additional staff. A new Electronic Publishing Area will have workstations with scanners and other equipment to support the digitization of the collection, making it more accessible to students for research, to faculty for use in development of Web-based course material and to the wider Vermont community. Cartographic Collection The Collections Growth Report indicated that the Map Room may be adequate for the next 10 years. However, the collectionıs 220,000 sheet maps and folio atlases need better storage and a more detailed study is needed to determine how that improvement will decrease the efficiency of the room. The program provides for 5 workstations for the growing use of Graphic Information Systems. Government Documents Collection This collection is one of the largest in the Bailey/Howe Library with over one million items. UVM is a U.S. Federal Depository library; however, as the government publishes more in electronic formats, it will reduce the amount of stack space which is required. A steady growth rate is anticipated for 5 years, then a 5% decline for 10 years. The collection will continue to be on high closed stacks, which has preserved the excellent comprehensiveness of the collection. It is assumed, with compact shelving installed here, that the space would be adequate for 15 years growth. A portion of the collection may be transferred into the reference collection and some each year into the LRA. Periodicals Collection The bound journal collection of 3500 titles currently consists of about 177,900 volumes. Growth rate is anticipated to be without change for 5 years then a 3% decline anually for 10 years. The current periodicals display area needs upgrading and expansion, ideally with as many titles as possible on display shelving. Monographs Collection Bailey/Howe has a collection of about 521,000 volumes, to which 26,000 volumes are being added each year. A steady 1% decline in acquisitions over the next 15 years is anticipated for planning purposes. Note that the space estimate shown on the summary table is for the total estimated collection without application of strategies such as compact shelving or remote storage. The Gateway building plans will provide an expansion of browsable stack area of approximately xx linear feet. Curriculum Materials Center The Curriculum Materials Center will be provided with a staff desk and 6 computer stations, as well as stack space for the collection. DISTRIBUTED STUDY SPACES Study Seating A variety of individual study seating types will continue to be provided‹from carrels and table seats to lounge seating‹but improved with network ports for laptop use, better lighting and larger work surfaces for simultaneous use of print and electronic media. the total number of seats will increase but the proportion allocated to traditional independent study will be reduced while that allocated to computing workstations and group study will be increased, particularly in the Learning Commons and in more informal study environments, such as the Cybercafe. Dedicated Faculty/Graduate Student Study A dedicated, quiet workspace for faculty and graduate students will be retained, with a suite of small study rooms assigned for individual use. Facilitated Study Center A facilitated study center for use by those with disabilities will be included, with six workstations near a staffed service point for assistance. Copying and Printing Facilities The program includes several enclosed copier rooms per floor to control noise, located in similar locations for ease of orientation. Because future policy about printing is not definite yet‹and may change over time as technologies evolve‹space has also been allocated for printers distributed throughout the library. BUILDING SUPPORT Building Support functions will include a receiving/mailroom, a trash handling/compacting operation at an expanded loading dock, building maintenance offices and repair shop, custodial lockers and storage, and security offices. 3.3 Space Program Summary-Table Tables go here .... 4.0 Site Analysis and Options 4.1 Building and Site Analysis Bailey/Howe Library-Overview The existing Bailey/Howe Library is prominently located at the center of the University of Vermont Campus, on a heavily traveled pedestrian path. The Library was built in two stages (the Guy W. Bailey Memorial Library in 1961and the David W. Howe Library in 1980) as the main research library of the University. Prior to the construction of Bailey, the Library had been housed in Billings Hall, an architecturally significant building designed by the architect H. H. Richardson. The two buildings total 166,623 gsf and provide approximately 1580 reader seats. The Bailey/Howe building has significant strengths that support continued investment in this facility. Most significant among them are: l a prominent central location with convenient pedestrian access, l a simple, relatively open floor plate that allows for flexible use and efficient planning of library space, l an attractive and functional entry sequence and public services area l good physical condition and repair However, Bailey/Howe has some features that will somewhat constrain the design and renovation of this library. These are not enormous challenges, but they must be addressed early in the design of a new addition. Chief among these constraints are: l relatively tight floor to floor heights of 11ı-0², and l use of a post-tensioned concrete structural system which limits penetrations and changes to the floor slab. Finally, a significant renovation and expansion of Bailey/Howe will create an opportunity to improve and rectify existing deficiencies in the building, such as: l distribution of power and data to offices and study areas, l the heating, ventilation and air conditioning systems, and particularly the intake of fresh air, l access to natural light and views from the heavily screened older portion of the building, l provision of new types of study environments-especially those which promote collaborative learning and group study. Bailey/Howe Library Existing Student Facilities-Overview Facilities that serve the needs of student life are distributed throughout the campus, and this lack of an identifiable focus for student life, as well as an overall shortage of space, has been a major force behind The Gateway project. At present, the center for student life has been the Billings complex, home of the largest cafeteria, student government and organizations, student services staff, and some lounge, assembly and meeting space. Billings is comprised of a renovation of Billings Hall, the original University Library and an addition from the 1980s containing a cafeteria and offices. The entire complex consists of several linked structures extending from the Billings Library north to the Chapel and a new Lecture Hall. In the aggregate, these buildings function as the de facto Student Center of UVM. However, because of the historic character of the original Library, Billings contains many attractive and grand spaces that do not ideally meet the needs of a student center. The spaces for students are not well integrated with each other, and there are significant visual and physical barriers between various functions. Also, code-mandated fire separations have prevented the addition and historic building from functioning as an effective whole. In addition to problems with its internal organization, there is a shortage of student space, particularly active social spaces including a game room and TV lounge. Billings and Ira Allen Chapel Other significant student related facilities include space in the Living/Learning dormitories (Career Services and Learning Coop), the Campus Bookstore, a new recreational center, and some small lounges and convenience stores scattered throughout the campus. The University Store The Campus Bookstore is a 17,000 gsf single level structure located near the entrance to the Bailey/Howe Library. The building contains the campus bookstore, travel agency, the University Ticket Office and CatCard Office, automatic teller machines and lobby. These functions are entered from a heavily traveled pedestrian pathway. A small loading dock serves the building to the rear. Though not ideal, this service yard is reasonably screened considering its prominent campus location. During especially busy periods, a truck is parked at the dock to serve as additional space for staging and shipping. Interior of Bookstore Prior to The Gateway planning study, the Bookstore had analyzed its facility needs and determined that its existing space (based on sales per square foot) was appropriate for the market that it serves, and that no major expansion was justified. Though the University owns the land beneath it, the building is owned by the Bookstore and carries no debt financing. This is a low cost facility for a for-profit enterprise. Space for the Travel Agency and Ticket/CatCard offices is inadequate, and would benefit from modest expansion. Living Learning Complex The Living Learning Complex is a cluster of dormitories and academic space originally built to promote greater integration of student life and learning. It is located a moderate distance from the Library across Main Street. Over time, student dorm suites have been converted into academic support offices for the Learning Coop and Career Services. The tutoring, writing and exam programs in the Living Learning Coop are prime candidates for relocation to The Gateway. The represent the type of academic support that would benefit from consolidation and location near an active center of learning activity. Their current location is less than ideal. Career Services, which primarily serves senior and junior students, is located in a first year / sophomore housing complex. Finally, the facilities, which are converted dorm rooms, are less than ideal for the needs of the programs. Waterman Building The Waterman Building is a center for administrative functions at the University, which also contains programs relevant to The Gateway. Most significant are the largest Computer Lab on campus, CIT Offices and the Micro-Computer Depot ( a computer sales and repair service). All of these programs were studied for potential location in The Gateway. There was consensus for a greater proportion of campus computer lab facilities to be located in a central Gateway facility, as well as support for a continued satellite presence in Waterman. Likewise, it was felt that academic computing and help desk functions would be prime candidates for location in The Gateway. Administrative computing support could continue in Waterman. Finally, the Microcomputer Depot was an attractive candidate for location in The Gateway. Unfortunately, the Depot has significant space requirements for storage, delivery, sales and repair of equipment. The cost of constructing new space for this on prime real estate argued against shifting this function from its present location. Other Campus Planning Issues Bailey/Howe is located in the geographic center of the University of Vermont Campus, an area of limited development capacity. The University master plan anticipates limited continued development in this part of campus, generally of an academic nature. Two undergraduate dormitories (Wills and Buckham/Chittenden) are located here, but are likely candidates for replacement or re-use. Currently, a new biomedical research building is planned for a site to the east of Bailey Howe. Parking is a difficult challenge on the central campus. Currently the University meets city mandated parking requirements, largely through the use of outlying parking lots. Some excess parking is currently leased to neighboring institutions. The temporary parking lot north of Bailey Howe will be converted to green space upon the completion of the Biomedical Research Building in 2000. Parking North of Bailey/Howe Library The primary concern for parking, as generated by The Gateway project, is not meeting the cityıs mandated number of spaces, but providing convenient parking for users, especially non-University members who are part of the projectıs outreach mission. One strategy would involve a parking deck or structure built nearby (perhaps off Main Street between Terrill Hall and the Carrigan Dairy Building). The costs of structure parking are high, and this strategy may prove impractical. Costs for a parking deck have not been included in this study. A more realistic approach might involve adjusting the mix of visitor, staff and faculty spaces near The Gateway, or a stronger visitor lot/shuttle connection. Student parking needs will be greatest in the evenings, when there is some excess capacity at the campus center. Path to Bailey/Howe from Booskstore to Arcade 4.1 Building and Site Analysis (Cont.) Bailey/Howe Library-Overview The existing Bailey/Howe Library is prominently located at the center of the University of Vermont Campus, on a heavily traveled pedestrian path. The Library was built in two stages (the Guy W. Bailey Memorial Library in 1961and the David W. Howe Library in 1980) as the main research library of the University. Prior to the construction of Bailey, the Library had been housed in Billings Hall, an architecturally significant building designed by the architect H. H. Richardson. The two buildings total 166,623 gsf and provide approximately 1580 reader seats. The Bailey/Howe building has significant strengths that support continued investment in this facility. Most significant among them are: l a prominent central location with convenient pedestrian access, l a simple, relatively open floor plate that allows for flexible use and efficient planning of library space, l an attractive and functional entry sequence and public services area l good physical condition and repair However, Bailey/Howe has some features that will somewhat constrain the design and renovation of this library. These are not enormous challenges, but they must be addressed early in the design of a new addition. Chief among these constraints are: l relatively tight floor to floor heights of 11ı-0², and l use of a post-tensioned concrete structural system which limits penetrations and changes to the floor slab. Finally, a significant renovation and expansion of Bailey/Howe will create an opportunity to improve and rectify existing deficiencies in the building, such as: l distribution of power and data to offices and study areas, l the heating, ventilation and air conditioning systems, and particularly the intake of fresh air, l access to natural light and views from the heavily screened older portion of the building, l provision of new types of study environments-especially those which promote collaborative learning and group study. Bailey/Howe Library Existing Student Facilities-Overview Facilities that serve the needs of student life are distributed throughout the campus, and this lack of an identifiable focus for student life, as well as an overall shortage of space, has been a major force behind The Gateway project. At present, the center for student life has been the Billings complex, home of the largest cafeteria, student government and organizations, student services staff, and some lounge, assembly and meeting space. Billings is comprised of a renovation of Billings Hall, the original University Library and an addition from the 1980s containing a cafeteria and offices. The entire complex consists of several linked structures extending from the Billings Library north to the Chapel and a new Lecture Hall. In the aggregate, these buildings function as the de facto Student Center of UVM. However, because of the historic character of the original Library, Billings contains many attractive and grand spaces that do not ideally meet the needs of a student center. The spaces for students are not well integrated with each other, and there are significant visual and physical barriers between various functions. Also, code-mandated fire separations have prevented the addition and historic building from functioning as an effective whole. In addition to problems with its internal organization, there is a shortage of student space, particularly active social spaces including a game room and TV lounge. Billings and Ira Allen Chapel Other significant student related facilities include space in the Living/Learning dormitories (Career Services and Learning Coop), the Campus Bookstore, a new recreational center, and some small lounges and convenience stores scattered throughout the campus. The University Store The Campus Bookstore is a 17,000 gsf single level structure located near the entrance to the Bailey/Howe Library. The building contains the campus bookstore, travel agency, the University Ticket Office and CatCard Office, automatic teller machines and lobby. These functions are entered from a heavily traveled pedestrian pathway. A small loading dock serves the building to the rear. Though not ideal, this service yard is reasonably screened considering its prominent campus location. During especially busy periods, a truck is parked at the dock to serve as additional space for staging and shipping. Interior of Bookstore Prior to The Gateway planning study, the Bookstore had analyzed its facility needs and determined that its existing space (based on sales per square foot) was appropriate for the market that it serves, and that no major expansion was justified. Though the University owns the land beneath it, the building is owned by the Bookstore and carries no debt financing. This is a low cost facility for a for-profit enterprise. Space for the Travel Agency and Ticket/CatCard offices is inadequate, and would benefit from modest expansion. Living Learning Complex The Living Learning Complex is a cluster of dormitories and academic space originally built to promote greater integration of student life and learning. It is located a moderate distance from the Library across Main Street. Over time, student dorm suites have been converted into academic support offices for the Learning Coop and Career Services. The tutoring, writing and exam programs in the Living Learning Coop are prime candidates for relocation to The Gateway. The represent the type of academic support that would benefit from consolidation and location near an active center of learning activity. Their current location is less than ideal. Career Services, which primarily serves senior and junior students, is located in a first year / sophomore housing complex. Finally, the facilities, which are converted dorm rooms, are less than ideal for the needs of the programs. Waterman Building The Waterman Building is a center for administrative functions at the University, which also contains programs relevant to The Gateway. Most significant are the largest Computer Lab on campus, CIT Offices and the Micro-Computer Depot ( a computer sales and repair service). All of these programs were studied for potential location in The Gateway. There was consensus for a greater proportion of campus computer lab facilities to be located in a central Gateway facility, as well as support for a continued satellite presence in Waterman. Likewise, it was felt that academic computing and help desk functions would be prime candidates for location in The Gateway. Administrative computing support could continue in Waterman. Finally, the Microcomputer Depot was an attractive candidate for location in The Gateway. Unfortunately, the Depot has significant space requirements for storage, delivery, sales and repair of equipment. The cost of constructing new space for this on prime real estate argued against shifting this function from its present location. Other Campus Planning Issues Bailey/Howe is located in the geographic center of the University of Vermont Campus, an area of limited development capacity. The University master plan anticipates limited continued development in this part of campus, generally of an academic nature. Two undergraduate dormitories (Wills and Buckham/Chittenden) are located here, but are likely candidates for replacement or re-use. Currently, a new biomedical research building is planned for a site to the east of Bailey Howe. Parking is a difficult challenge on the central campus. Currently the University meets city mandated parking requirements, largely through the use of outlying parking lots. Some excess parking is currently leased to neighboring institutions. The temporary parking lot north of Bailey Howe will be converted to green space upon the completion of the Biomedical Research Building in 2000. Parking North of Bailey/Howe Library The primary concern for parking, as generated by The Gateway project, is not meeting the cityıs mandated number of spaces, but providing convenient parking for users, especially non-University members who are part of the projectıs outreach mission. One strategy would involve a parking deck or structure built nearby (perhaps off Main Street between Terrill Hall and the Carrigan Dairy Building). The costs of structure parking are high, and this strategy may prove impractical. Costs for a parking deck have not been included in this study. A more realistic approach might involve adjusting the mix of visitor, staff and faculty spaces near The Gateway, or a stronger visitor lot/shuttle connection. Student parking needs will be greatest in the evenings, when there is some excess capacity at the campus center. Path to Bailey/Howe from Booskstore to Arcade Four Site Options: North South East and West The Gateway planning study has concluded that a contiguous expansion on Bailey/Howe Library will best integrate new technology, learning and social spaces with existing print collections and library staff. Initial discussions regarding a free-standing facility concluded that this integration was essential to maximize the benefits to staff, collections and resources. The strategy of multiple additions on more than one side of Bailey/Howe was also addressed, however it was determined that the additional costs and construction disruption were significant drawbacks to this approach. The Gateway Study explored the implications of expanding the building on four different sides, with regard to impacts on the campus as a whole, as well as to the internal planning of the building. Each of the proposed options assumed certain common constraints. The proposed expansion would align at each floor level with the Bailey/Howe Library, and would be no more than one floor higher than the existing Library. This would translate into a building of four stories on the south side of Bailey Howe, and five stories on the north. This height would be consistent with the scale of the campus surroundings and not present a operational challenge to the efficient and secure operation of the library. Based on preliminary site analysis, it was decided to explore the options of expanding Bailey Howe to the south and north, and to examine the opportunities offered by each option. Site Characteristics The north side of Bailey/Howe faces a large open quadrangle, which is one of the largest outdoor spaces on campus. The Library anchors the south end, with the University Museum on the north end. The quadrangle, while attractive and large, functions as a formal and ceremonial space on campus, with significantly less social and recreational activity than other nearby quads. Though formal in character, there are no strong formal axes or alignments among the buildings that border the quadrangle. Many of the academic buildings which surround this space do not have their major entries and access points on the open space, though recent buildings, such as the School of Business, have oriented their front facades to the quad. Two pre-war dormitories (Wills and Buckham/Chittenden) border the quad to the east. These buildings are less than ideal student residences, and it is likely that they will be converted to offices or replaced in the future. A significant feature of the north side of Bailey/Howe is a significant change of grade, which effectively allows the lowest level of the Library to have on-grade access for service as well as windows. Further to the north there is a temporary parking lot, which terraces down an additional six feet as one moves to the museum. Site Utilities and Roads To the north of Bailey/Howe there are significant existing constraints to expansion. The campus road, used for the shuttle bus and service vehicles, runs directly to the north. Several utility lines (storm water, sewer, water and power) also run in the area. The most significant constraint is a recent high temperature water line, which serves the campus and leads from the Universityıs Power Plant behind the Royall Tyler Theater. Potential Expansion Expansion to the north would require the relocation of the campus road and site utilities. Assuming this is feasible, an expansion of Bailey Howe to the north would allow for a significant new building footprint to be developed. This expansion foot print could be as large as 26,000 sf, and is chiefly limited by access to adjacent buildings and continuity of the campus road. With the construction of five floors above grade (one more than existing) and a basement, the new addition could provide up to 156,000 sf of additional space. Because the expanded footprint would be over two hundred feet deep, some means of introducing natural light into the center of the building (atrium, galleries) should be considered. Advantages of the north site expansion include: l A significant footprint and potential built area for expansion, l Opportunities to create two ³ground floors² with direct access from the campus l A significant amount of adjacent perimeter to Bailey Howe which can maximize integration with the existing building. l Contiguous expansion of the receiving dock functions. Disadvantages include: l Cost premiums for site utility and road relocations. l Northern exposure of new construction (though this could potentially be utilized to some advantage depending on the design approach). l The need to address existing air intake and mechanical room access on the north side of Bailey Howe. l The need to carefully study campus circulation patterns to determine the viability of a north entrance. View Looking South View to Fleming Museum View Looking South East Site Characteristics The south site of Bailey/Howe faces a large open quadrangle, surrounded by 3 story post war academic buildings and the Bookstore. the original Bailey Library anchors the north end of the site, however the formal Library entrance is no longer used. The quadrangle functions as a social space for the campus, and receives significant amounts of sun durinf the day. A parking lot to the south , new Main Street, is a potential future building site for the University, htough there are currently no plans for construction. Site Utilities and Roads To the south of Bailey/Howe the campus road, used for the shuttle bus and service vehicles, runs across the quad. It is assumed that the road would need to be relocated for the Libraryıs expansion on this site. Potential Expansion Expansion of Bailey/Howe to the south would allow for a significant new building footprint to be developed. This expansion foot print could be as large as 24,000 sf, and is chiefly limited by the need to maintain a significant quadrangle space to the south. With the construction of four floors above grade (one more than existing) and two below the new addition could provide up to 144,000 sf of additional space. Because the expanded footprint would be over two hundred feet deep, some means of introducing natural light into the center of the building (atrium, galleries) should be considered. Because of the siteıs gradual slope, it is possible to introduce light into the lower level of the building through areaway, similar to what has been down in the Bailey/Howe Special Collections area. Advantages of the south site expansion include: l A significant footprint and potential built area for expansion, l Opportunities for a south facing facade and to bring in significant natural light, l A significant amount of adjacent perimeter to Bailey/Howe which can maximize integration with the existing building. l Continued utilization of the Bailey/Howe entrance, which is off of a heavily traveled pedestrian corridor. l A prominent public facade visible from Main Street. Disadvantages include: l Relocation of the campus service road l Loss of a portion of the existing quadranlge 4.4 West/South West Expansion Site Characteristics Expanding Bailey/Howe to the south-west would involve continuing the direction of the 1980 library expansion toward the bookstore, and wither attach to or demolish/replace the bookstore building. An expansion in this direction would yield a new addition of 16,000 sf (without demolishing the bookstore), and a new building of potential 96,000 sf. The University Store is a one-story modest brick building that is not an efficient use of prime campus real estate. However, demolition and replacement of this building must be considered in light of the bookstoreıs commitment to being a revenue-producing enterprise, and the substantial cost of a replacement facility. this is one of the most sensitive sites surrounding Bailey/Howe, as is the intersection of a major campus traffic pattern. The area at the Library entrance, commonly-called ³Bailey Beach², is an active social space that is heavily used in pleasent weather, and highly regarded by students. Advantages of this strategy include: l Intergration of the existing University Store into the Gateway complex. l Location of the new expansion at a high traffic campus crossroads. l Potential consolidation/expansion of receiving at University Store loading area. Disadvantages include: l Limited footprint for expansion. l Potential loss of ³Bailey Beach² terrace, one of the most successful outdoor spaces on campus. l Creation of an interior or exterior passage to maintain an important campus pedestrian route. This passage would separate the existing library from an addition on one or more levels. It would also require a passageway of significant scale and character to accommodate the large amount of student traffic. l Loss of one of the most actively used portions of the south quad, the slopping lawn between the library and bookstore. l Minimal adjacent perimeter between the new addition and Bailey/Howe, potentially creating distinct zones and seperations between new and old construction. l Disruption of the University Store, through either adjacent construction or replacement, and the cost of replacing this facility. Bailey Howe - East Facade Arcade at Entrance to Bailey/Howe The eastern side of Bailey/Howe Library allows for a modest expansion, largely constrained by the need to maintain a significant north-south circulation route for pedestrians and campus vehicles. An expansion in this direction would be in the range of 20,000 sf, yielding an expansion of approximately 120,000 sf over six floors. Expansion in this zone would also require relocation of the campus road. Advantages include: l Construction would be least disruptive to the operation of Bailey Howe l Site offers fewest constraints (utilities, existing buildings and roads) Disadvantages include: l Limited footprint for expansion. l Least prominent site of four expansion options. l Relocation of Service Road l Minimal adjacent perimeter between the new addition and Bailey Howe, potentially creating distinct zones and separations between new and old construction. Based on site analysis, a committe explored the feasibility of implementing the program on two sites; Scheme A to the North of Bailey/Howe, and Scheme B to the South. 5.1 Scheme A (North Expansion) Scheme A involves the construction of a five-story addition (with one basement) to the north of Bailey/Howe Library. As previously described, this site provides a substantial building footprint, the opportunity to create two ³ground floors² with access from the outside, and a significant amount of adjacent perimeter to the existing Bailey/Howe Library. Disadvantages include some cost premiums for road and site utility relocations, and the need to address issues of air intake and mechanical room access. As part of The Gateway study, the architect prepared diagrammatic plans and sections to illustrate how a proposed expansion of Bailey/Howe could accommodate an expanded program. This concepts are not design drawings, though they do suggest ideas as to atrium, stair/elevator and entrance configurations. These are preliminary ideas for organizing the building that are intended to promote further dialogue. It is expected that the design and layout of The Gateway will evolve in later phases of the project, and may differ significantly from these concepts. Basement Level The lowest level of new expansion would occupy a below-grade basement, one level below the existing lowest level of Bailey/Howe Library. This floor would ideally be used for low-traffic functions with major structural loading requirements. Some staffing and service points would be advantageous to ensure monitoring of this space. Appropriate candidates include the Governement Documents Collection (currently located on the lowest level of the existing Bailey/Howe). This collection is suitable for housing on compact shelving, which would take advantage of the inherent high load bearing capacity of the basement floor. In addition, Government Documents would provide a staff presense on this floor. The Map Collection is also a candidate for location on this level, and also benefits from the loading capacity of this floor. Microforms is a third candidate for this space, though there may be some logic to maintaining a relationship to the periodicals collection for this collection. In addition to these uses, a major portion of the basement is assumed to contain building mechanical space. Lower Floor Plan This level corresponds to the existing basement level of Bailey/Howe, but is now effectively a second ground floor with an entrance on the north. This floor has been conceived as a major focus of student activity. This level also requires the most significant renovation of existing Bailey/Howe space. This plan proposes a new entrance from the north, that would also allow access by an open stair to the level above. The new entrance would be contiguous with high traffic functions such as the ³Welcome Center², retail services and a café. A key feature of this floor is a central atrium space brings natural light into the buildingıs center, creates a focus point for orientation and circulation, and supports the program need for an informal social space for congregation. This space is depicted diagrammatically on the building plans, and will need to be developed and defined as part of the buildingıs design. Some of the atriumıs ground floor could be developed as an extension of the programmed ³cyber café. The space will also function as circulation and queuing area for some of the high-traffic functions located on this level (Cat Card and University Ticket Offices). Finally it will create a visual link between activities located on different floors throughout the building. Also on this floor are offices for student organizations and clubs, as well as staff offices for Student Life personnel. Student Publications are located near the Media Center with the expectation that they would benefit from specialized equipment, facilities and staff. The Media Center has been expanded in its current location, and it is expected that it will be significantly renovated. Its location on this floor is justified by a need to have ready access to a receiving dock. Collections Management has been consolidated in the space formerly located by Special Collections. Though Special Collections was reasonably accommodated here, it was expedient to relocate them to an upper floor and use this level for functions (such as Technical Services) that require direct access for shipping and receiving. Main Floor Whereas the lower level has been envisioned as a student services oriented floor, the main floor of The Gateway has been conceived as a focus for technology and active learning activity. The atrium would continue to activate and organize the functions on this floor, which are characterized by a variety of shared and independent study environments, computer workstations, instructional/training space, staff service points and office space, and print collections essential to reference and instruction. Traditional functions such as Access Services would continue in slightly expanded space. A primary goal in the planning of this floor was to build on the successful sequence of entry and circulation of the existing Bailey/Howe Library. The entry is highly visible and functions well. There is a desire to maintain a gallery/reading area near the entrance (currently the McCrorey Gallery) and clear visual access to service points. The proposed plan also recommends a stair connection down to the student spaces located a level below. The plan also suggests that a portion of the Cyber Café could extend up to this level as well. The character of this floor is envisioned as an active, perhaps somewhat noisier space, with a tremendous amount of group and collaborative activity. Quiet, independent study would primarily occur on upper floors. Career Services will also be located on this floor, and would contain a similar mix of open study environments and some staff offices. There will be some loss of windows in the newer Howe portion of the Library, but this will be offset by the significant opening of the Bailey façade toward the new atrium and lightwell. Second Floor The second floor integrates a traditional library floor (with print materials and study stations) with components of the expanded learning focus of The Gateway. Existing stacks and seating areas will be retained within Bailey Howe to continue to house the collections and serve independent users. Library seating will be replaced and upgraded to provide data and electrical service. The major area of renovation will be the north edge of Bailey, which will contain upgraded staff and service points, as well as provide direct connections to the new expansion. In principle, new construction has been conceived of as containing technology intensive spaces, and existing facilities are utilized for stacks and other traditional media. On this level the expansion will contain space for the Learning Coop and the Center for Teaching and Learning (CTL) and C.I.T./Library Systems offices. The Learning Coop benefits from consolidation in a single location. CTL benefits from proximity to computer/information technology staff. Third Floor The third floor represents an expansion of the Libraryıs print collection, as well as provision for more group study and technology equipped study space. Though The Gateway has emphasized access to new technologies, there is a significant need for additional stack space to house print materials. The additional stack space provided here helps meet that need, but assumes that of-site storage and other strategies will also be employed by the Library. This floor, however, does represent a significant increase in the amount of shelving for a core, browsable collection located in the main library. Fourth Floor The fourth floor is one level above the existing Bailey/Howe Library. Because of the size of the floorplate, and the desire to consolidate the majority of patrons and services on fewer floors, this floor contains Special Collections, Library Administration and a Multi-Purpose room. Though a public floor, this level could be closed off in the evenings. Special Collections could occupy attractive space on an upper level. One weakness of this approach, is that the environmentally sensitive stacks and reading areas are less likely to take advantage of the light and views of this floor. Special attention is also essential in the design of the roof and roof penetrations here. The Multi-purpose Room is intended for University wide use, as well as by use for large student meetings (Student Government) and special events. It is anticipated that is could function in connection with Special Collections as an event space. Here may also be an option to explore a rooftop terrace or greenhouse on this level in later design phases. 5.2 Scheme B (South Expansion) Scheme B involves the construction of a four-story addition with two lower levels to the south of Bailey/Howe Library. These lower levels would take advantage of grade changes to allow natural light to reach the first level down (similar to the current condition at Special Collections). As previously described, this site provides a substantial building footprint, the opportunity to build upon the successful ³Bailey Beach² entry and pedestrian path, and a significant amount of adjacent perimeter to the existing Bailey Howe Library. Disadvantages include some cost premiums for road relocations, but avoid costly site utility work. As part of The Gateway study, the architect prepared diagrammatic plans and sections to illustrate how a proposed expansion of Bailey Howe on this site could accommodate an expanded program. As with Scheme B, these concepts are not design drawings, though they do suggest ideas as to atrium, stair/elevator and entrance locations. Instead they are preliminary ideas for organizing the building that are intended to promote further dialogue. It is expected that the design and layout of The Gateway will evolve in later phases of the project, and may differ significantly from these concepts. Basement Level As with Scheme A (North Expansion) the lowest level of new expansion would occupy a below-grade basement, one level below the existing lowest level of Bailey Howe. This floor would ideally be used for low-traffic functions with major structural loading requirements. Some staffing and service points would be advantageous to ensure monitoring of this space. Appropriate candidates include the Government Documents Collection (currently located on the lowest level of the existing Bailey/Howe) and the Map Collection. If compact shelving is used for Government Documents, both these collections would take advantage of the inherent high load bearing capacity of the basement floor. In addition, Government Documents would provide a staff presence on this floor. In addition to these uses, a major portion of the basement is assumed to contain building mechanical space. Lower Floor Plan Unlike Scheme A, which created a single student life oriented level, Scheme B splits student related space on two floors, linked by an atrium. This is done in part to give student functions some presence on the upper entry level, as well as ample access to natural light. The lower level, though nominally below grade, has opportunities to bring natural light to interior spaces (either through an atrium or with careful perimeter grading and areaways. The lower level is organized around a new atrium space, which is directly connected to the existing library entrance on the floor above, and opens to the south-west. High traffic functions such as retail, as well as social/café spaces are located along the floor of the atrium. As with Scheme A, the atrium provides natural light into the buildingıs center, creates a focus point for orientation and circulation, and supports the program need for an informal social space for congregation. This space is depicted diagrammatically on the building plans, and will need to be developed and defined as part of the buildingıs design. Some of the atriumıs ground floor could be developed as an extension of the programmed ³cyber café. The space will also function as circulation and queuing area for some of the high-traffic functions located on this level (Cat Card and University Ticket Offices). Finally it will create a visual link between activities located on different floors throughout the building. Also on this floor are offices for student publications, as well as TV lounges and games rooms. Student Publications are located near the Media Center with the expectation that they would benefit from specialized equipment, facilities and staff. The Media Center has been expanded in its current location, and it is expected that it will be significantly renovated. Its location on this floor is justified by a need to have ready access to a receiving dock. Differing from Scheme A, C.I.T. Offices and the Center for Teaching and Learning (CTL) are located here. CTL benefits from proximity to technical assistance provided by C.I.T. and specialized equipment, facilities and staff located in Media Services. Collections Management has been consolidated in the space formerly located by Special Collections. Though Special Collections was reasonably accommodated here, it was expedient to relocate them to an upper floor and use this level for functions (such as Technical Services) that require direct access for shipping and receiving. Main Floor he main floor of The Gateway combines additional space for student organizations and staff with an expanded center for library services, technology and group study. The atrium would continue to activate and organize the functions on this floor, which are characterized by a variety of shared and independent study environments, computer workstations, instructional/training space, staff service points and office space, and print collections essential to reference and instruction. Traditional functions such as Access Services would continue in slightly expanded space. Student Clubs and Activities, along with Student Life staff offices, would be located along the south façade, fronting an active outdoor space. A primary goal in the planning of this floor was to utilize the successful sequence of entry and circulation of the existing Bailey/Howe Library, and the access from ³Bailey Beach.² The proposed plan incorprates access to an atrium a stair down directly from the Library entrance. Ideally, one would have direct access to student spaces without penetrating the Library security envelope. The Welcome Center could be located at this point. The character of this floor is envisioned as an active, perhaps somewhat noisier space, with a tremendous amount of group and collaborative activity. Quiet, independent study would primarily occur on upper floors. Second Floor he second floor integrates a traditional library floor (with print materials and study stations) with new space for group and computer based learning, and space for the Learning Coop and Career Services. Existing stacks and seating areas will be retained within Bailey Howe to continue to house the collections and serve independent users. Library seating will be replaced and upgraded to provide data and electrical service. The major area of renovation will be the south edge of Bailey, which will contain upgraded seating and study areas, as well as provide direct connections to the new expansion. In principle, new construction has been conceived of as containing technology intensive spaces, and existing facilities are utilized for stacks and other traditional media. On this level the expansion will contain space for the Learning Coop and Career Services. The Learning Coop benefits from consolidation in a single location, and there may be opportunities for the Coop and Career services to share spaces such as interview rooms and meeting space. Third Floor As with Scheme A, the third floor represents an expansion of the Libraryıs print collection, as well as provision for more group study and technology equipped study space. Though The Gateway has emphasized access to new technologies, there is a significant need for additional stack space to house print materials. The additional stack space provided here helps meet that need, but assumes that of-site storage and other strategies will also be employed by the Library. This floor, however, does represent a significant increase in the amount of shelving for a core, browsing collection located in the main library. Fourth Floor The fourth floor is one level above the existing Bailey Howe Library. Because of the size of the floorplate, and the desire to consolidate the majority of patrons and services on fewer floors, this floor contains Special Collections, Library Administration and a Multi-Purpose room. Though a public floor, this level could be closed off in the evenings. Special Collections could occupy attractive space on an upper level. One weakness of this approach, is that the environmentally sensitive stacks and reading areas are less likely to take advantage of the light and views of this floor. Special attention is also essential in the design of the roof and roof penetrations here. The Multi-purpose Room is intended for University wide use, as well as by use for large student meetings (Student Government) and special events. It is anticipated that is could function in connection with Special Collections as an event space. Here may also be an option to explore a rooftop terrace or greenhouse on this level in later design phases. 5.3 Project Budget Using the plan diagrams developed with the Steering Commitee, Barr & Barr, Inc., Builders, developed a preliminary estimate of construction and renovation costs for The Gateway project. With input from the University and Davis Brody Bond, this estimate was developed into a preliminary project budget that also incorporated fees, furniture, loose equipment, telecommunications, contingencies and other ³soft² costs. The construction budget assumes significant renovation of Bailey Howe. Approximately 50% of the building would undergo ³light² renovation (primarily stack areas on upper floors that will remain largely the same). More significant renovation is anticipated for the lowest two floors of Bailey Howe. For planning purposes, the construction estimate is based on Scheme A, North Expansion, and includes an allowance for site utility relocation. The project cost has been estimated at $49,602,242 for construction of a new 138,000 gsf new facility and renovation of 161,400 gsf of Bailey Howe. The breakdown of the project budget follows.