R E P O R T RESUMES013 063

THE JAMES MADISON W000 QUADRANGLE, STEPHENS CCOLUMBIA, MISSOURI.BY MCBRIDE, WILMASTEPHENS COLL., COLUMBIA, NO.FORS PRICE MF30.11S HCS1.9I 40P.

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DESCRIPTORS *JUNIOR COLLEGES, *INNOVATION, *EDUCATIONALFACILITIES, *AUDIOVISUAL CENTERS, *STUDY FACILITIES,INSTRUCTIONAL MATERIALS CENTERS, COLUMBIA, MISSOURI,

THE JAMES MADISON WOOD QUADRANGLE AT STEPHENS COLLEGE ISA COMPLEX Of BUILDINGS DESIGNED TO MAKE POSSIBLE A FLEXIBLEEDUCATIONAL ENVIRONMENT. A LIBRARY HOUSES A GREAT VARIETY OfAU010VISUAL RESOURCES AND BOOKS. A COMMUNICATION CENTERINCORPORATES TELEVISION ANO RADIO FACILITIES, A FILMPRODUCTION STUDIO, AND AUDIOVISUAL FACILITIES. THE LEARNINGCENTER, ALL LEARNING AREAS Of THE EXISTING CAMPUS, AND THECOMMUNICATION CENTER ARE CONNECTED BY AUDIO LINES WHICHPERMIT COMM !CATION BETWEEN THESE FACILITIES. A VARIETY OfFULLYESUIPPED CLASSROOMS; AUDITORIUM, A * 'MULTI PURPOSEAREAS A $ TO THE FLEXIBILITY 0, COMPLEX AS A WOLIts IIAOII

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Published by Stephens Collegefat w,,, Missouri. on

October 1111. 1904

Cover photograph by Martha Freese,Stephens College 15

ter: Wilms Mari&Photagrephy by Marvin Krebs:tan

sad George Mabel

Design by Gins Lary

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DR. SEYMOUR A. SMITH,President of Stephens College . . . DevelopingA Creative Setting for Learning

DR. i AROL s OORPresident of the Educational FacilitiesLaboratories . . . A Regrouping of Forcesand Resources vii

RALPH C. LEYDEN,Director of Educational Development,S t e p h e n s College . . The lames MadisonWood Quadrangle

DR. ALVIN C. EURICH,President of the Aspen institute forHumanistic Studies . A Source ofUnprecedented Intellectual Stimulation..

Floor Plans

Cost and Construction Information 87

Board of Curators and Administrators ofStephens College. . ........ ......

T E JAMESION WOOD

QUA RANGLESTEP NSCOLLEGE

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"A college has the r$00148ibility of rallying everymasonable resource which will facilitate and enrichteaching and learning." (Here the amplified telephonebrings nationally recognised expert. into the collegeclassroom.)

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Foreword

DEV LOPINGA CREATIVE

SETTINGFOR

LEARNING

Helping its students to learn is the primary taskof an undergraduate college. To that end it has theresponsibility of rallying every reasonable resourcewhich will facilitate and enrich teaching andlearning.

Within this century, and more especially withinthe past two decades, exciting new aids have be-come available which could effect a minor if not amajor revolution in higher education. In our learn-ing center, the James Madison Wood Quadrangle,we have sought to bring together the most pro Hie-ing of these new resources with the beat of the oldin developing as creative a setting for learning asis possible in a private college of modest size inour day.

Our new facilities have grown out of wide consul-tation and intensive planning over a period offive years. Consultants from education, science,engineering, architecture and industry have proddedour thinking and checked our conclusions. Scoresof our faculty and staff have shared in defining theeducational ends to be served, identifying the re-sources most needed, and reviewing proposedsolutions.

The resulting Quadrangle is as of this time uniqueamong American colleges and universities. It pro-vides a distinctive drawing together of an unusualrange of learning resources, making them readilyavailable to students and teachers in an environ-ment which is conducive to sound learning.

We have here n extraordinary opportunity to use,test and evaluate some of the newer approaches toeducation which have been opened to us only inrecent years. To undertake such a venture is notnew to the Stephens tradition, for this College hasbeen a pioneering and experimenting institutionthroughout the century. Continuing this traditionwith our new facilities, we anticipate an appre-ciable strengthening of our own program in pro-viding a distinctive education for women.

In seeking to serve our own students better wehope that our experience may also prove valuableto other institutions. Accordingly, we invite inter-ested educators to visit the Quadrangle and toshare our experience with these facilities for edu-cational experimentation.

DR. SEYMOUR A. SMITHPresident of Stephens College

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Office-seminar spaces throughout the Wood Quad-rangle provide for intimate dialogue between studentsand scholars . . . "the 6841411141 and crowning jewel ofany first-rate education."

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Introduction

AREGROUPING

OF FORCESAND RESOURCES

Of all the facilities on the American campus today,the learning center is of first concern. New collegesare literally designing themselves around the learn-ing center, to which all other physical facilities aresatellite and subservient. And many an old estab-lished college is regrouping its forces and resourcesaround a new learning center.

The centers are as various as their names: com-munications center; library-classroom complex; cen-ter of communicative arts; and sometimes just plainlibrary, but built nevertheless to include all thecarriers of information and the variety of roomsnecessary to transmission of information. Whateverthe nomenclature, these are the places where themain business of education is transacted, where allthe carriers of academic informationboth ani-mate and inanimateare accumulated and con-nected.

The James Madison Wood Quadrangle is theStephens College learning center, wheremorethan on any other campusare brought togetherthe enabling elements of instruction.

Included in the Wood Quadrangle are library,electronically equipped classrooms varied in size,multi-purpose areas, office-seminar spaces, teachingauditorium, lecture theatre, listening rooms, closedcircuit TV and radio studios, FM broadcast facili-ties, laboratories, galleries, art studiosindeed, allof the facilities associated with the mind. In addi-tion to the distinguished new buildings of the Quad-rangle, there is a superior rehabilitation of an oldefbuilding, Walter Hall, possibly the best job ofremodeling since Harvard renewed Boylston Hall.

Stephens has made as full use of electronic andaudiovisual equipment as the current state of theart warrants. Although far from being "hardwarehappy," the Wood Quadrangle learning center nev-ertheless employs all the modern devices we knowhow to manage for transmitting information.

Stephens goes a step further than many a collegein enlisting the dormitory as an academic aid ratherthan only as a place of nocturnal storage. Closedcircuit instructional television, transmitted fromthe learning center, is received in all residence halls,enabling classes to be held in each hall. Moreover,under the Stephens House Plan, students of atleast one residence hall attend a full schedule ofclasses held in the hall itself, and are taught andadvised by faculty officed in a separate section ofthe hall.

It behooves many a college official to visit theWood Quadrangle learning center at Stephens if(1) he is planning a new college and desires to de-sign it around instruction; or (2) he is reshaping anolder college and desires to group the facilities, oldand new, so as to bring order into what may havegrown up through the years to be an amorphousmass of whimsy, blunder and memorial.

At Stephens College in Columbia, Missouri, thevisitor will see the most sensitive adaptation of thebest we know at the moment, along with prepara-tions for embracing with least cost and greatestease what seems likely to come next.

DR. HAROLD GORESPresident of theEducational Facilities Laboratories

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. . . an environment which invite

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he student to learn."

The James zNadison WoodkfadrangleSymbolizes a Challenge

The James Madison Wood Quadrangle is truly acenter for learning. It is more than a cluster ofindividual buildings; it an educational concepttranslated into spaces designed for a multiplicityof kinds of learning. Its library is more than acollection of books; it provides for the whole cam-pus not only the rich resources of the printed page,but also the knowledge recorded in the modernformat of discs, tapes, pictures, slides, films andprogramed instruction. Its classrooms are morethan places for students and teachers to meet to-gether; they are designed and equipped to supplythe instructor and his class immediately and easilywith whatever audio or visual material is neededto supplement the current study. It is more thana place where classes and conferences are held;it is an environment which invites the student tolearn through its well equipped laboratories andproject rooms, through its corridor exhibitions anddisplays, through its inviting reading nooks andquiet study spaces. It is more than a building forthe present; it not only provides the time testedfacilities for teaching and learning; but also incor-porates through its electronic heart the newestdevelopments that modern technology has producedand the means whereby further new develop-ments may be added. The James Madison WoodQuadrangle provides the students and faculty ofStephens College with more than a new and mod-ern facility for learning; it provides and symbolizesa challenge to continue Stephens' long history ofdedication to excellence in teaching and learning.

In ,1 ,iition to printed materials, tits Resources Li-brary houses a fine collection of art works; audio tapescontaining le cares, interviews, speeches, music andprogra " instructional materials; stereophonic attdmonaural recordings; films; &lids. and other audio andvisual materials, catalogued and available for uee.

THE STEPHENS COLLEGE LEARNINGCENTER AS A FUNCTIONINGEDUCATIONAL FACILITY

To understand adequately and appreciate theactuality of the James Madison Wood Quadrangleas a learning center, one must seek to comprehendit as an integral part of a dynamic, functioningeducational process. One must be aware that its

ried buildings and spaces and rooms containelements and parts and subsystems of a majorinterconnecting communication system that ex-tends throughout the entire learning center. Onemust see the library, the lecture room, the class-

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room, and the faculty o ee as kids oflaboratories and with '.1,imiering but related ',mate-rials for the job of 1- 'mum,' One Il.ust be awarethat the buildinp and the educational Ipl, edia facili-ties dm, the ',mu are parts of a unified systelllllu design.It is this characteristic which makes ule Quad-rangle tr. llquea "system,' conce 4"a colllllceptwhich ev-lved from.' basic study of educationalobjectives, fro.. clear state.,e Its of course con-te,,it IIIId ,,meth..ology, and frau, a critical analysisof current and desired tecl,'Imiological developmmentsin educatio,' d1 ',media. It evolved from, a re sa-

ructio are i terrelatedinstructio can have

tion that many areas ofand that equiplllliilelllllt used

a higher level of use and greater e cieney throughsyste mllllatic planning. The systems approach epioyed in the learning °enter ullterrelates areas toareas, media to media, and areas to media, eachbeing reciprocal and complementary parts of thewhole.

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The James Madison W...1 Quadrangle representsthe design of space in such nl ul annex that it can beused for many different pu I - It provides avariety of learning resources, including many dif-ferent sizes and types of space adaptable to variouseducational purposes. It achieves close proximityamong the spaces, resources and persons workingtogether for effective teaching and learning. Itpermits easy availability of all of the resourceswhich demonstrably improve the educationalprocess.

Through application of the systems concept, allspaces are linked together by an electronic com-munication syste mm composed basically of a dualcoaxial cable network accompanied by a series ofaudio lines and incorporating many subsidiarycommunication systems in classrooms, auditoriums,exhibition galleries, lobbies and corridors. Such aunique system allows for considerable transfer ofinformation to and from the various spaces and thecentral information source.

The learning center as a functioning educationalfacility can be understood best and its significancegrasped by considering coordinately its architec-.tural and technological features and the educa-tional functions which they serve.

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The ce tral and .. ost imposing building of theJames Madieo Wood adrangle is the four-4 ryHugh Stephens Resources Library. Faced on itsexterior by tall white .estone columns with ex-pansive windows betwee . the , the library presentsa light, almost delicate, appearance as seen fromthe inner campus looking past the chapel up to theslope on which it is located. It suggests a fe ininequality suitable to a wo an's campus. Its lowerterrace level faces toward the inner court and theSculpture Court of e Quadrangle. Its main floormay be entered from the promenade deck whichjoins the buildings of the Quadrangle. A mezzaninefloor above the main floor may be reached fro JI:open stairway ascending through a large open well,and above the mezzanine is the Alumnae Pent-house Study which overlooks the campus and thecountryside toward Stephens Lake.

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Housed in the library are , ore I, en 75,000 volof . tad i iii ateriais. Included also is a largelection of fine reproductionss of paintings and p isas well as co :114 art works. The library resourcesinclude audio tapes con lectures, terviews,speeches, music and programed instructional ma-terials, stereophonic and monaural recordings,films, slides and other audio and visual materials,catalogued and available for use.

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TERRACE FLOOR OF RESOURCES LIBRARY

The terrace level of the library has access frommain floor and also from the display corridor andlobby beneath the promenade. On this level aremany examples of some of the most unique fea-tures of the learning center as a whole. The entirefloor is underlaid with a network of ducts whichpermits electronic connection with the communi-cation center of the Quadrangle. This makes pos.Bible the installation at any point on the floor of

Small group listening rooms equipped with stereo-phonic consoles make the large collection of recording.readily available for study and enjoyment.

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any electro c device that the College ow possessesor .. ay add in the foreseeable future. Already in-stalled is a series of learning carrels co pletelyequip with tape decks which permit the studentto plo tapes previously reco .ed or to alce herown. ere she also may listen to assigned lessons,recd ed speeches and lectures. A console permitsthe librarian provide the same aterial for agroup of students or make a variety available toindividuals. Slide projectors, miniature TV setsand motion picture machines will be made avail-able for appropriate materials. Microfilm readerswill make filmed books and newspapers readilyavailable. A series of listening rooms, equippedfor stereophonic playback, are available for smallgroups of students to play from the large collectionof recordings either for leisure enjoyment or forassigned listening. On this floor also are specialtables designed for earphone listening or for inde-pendent study. Still other tables are specially de-signed to make the use of oversized books moreconvenient by permitting each quarter of a tableto be raised to an angle convenient for the reader.On this floor also are specially designed combina-tion display carrels. in the fail, when the collectionof hundreds of pictures is presented for studentselection, the booths forma attractive hanging space.Once the collection is checked out, they convertinto individual study carrels. Also on the terracelevel, an informal and delightful concert loungeequipped with comfortable chairs and divans looksout over the Sculpture Court of the adjoining FineArts Center. Here students may engage in quietstudy or listen to scheduled recorded concerts.

MAIN .FLOOR OF RESOURCES LIBRARY

The main floor of the library reflects the manner offunctioning of the entire library. Open stacks areeasily accessible to all students. The referencesection is furnished with comfortable chairs andtables and individual carrels, with appropriate ref-erence materials nearby. Periodicals, both currentand recent, are readily available in attractivespecially-designed cases. Secluded tables and chairsand carrels are placed among the stack. for quietstudy. On the perimeter of the building are severalinformal re ding areas, each permitting a con-siderable degree of privacy. Furnished with com-fortable upholstered pieces, they invite students to

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undisturbed reading and conteri.,,plation. The largeexpanse of carpeted floors not o ,,t y adds , the in-viting atmosphere, but also contributes to thequiet l ess that I.., presses one upon entering.

On this floor also is a series of office-seminar roomswhere the literature faculty conduct small classes,close to the book collection from which studentsare reading.

A network of ducts on the terrace level of the ResourcesLibrary makes possible the installation at any pointon the floor of any electronic device that the Collegenow possesses or may add in the foreseeable future.

Specs, y designed study tables permit each quarterof the to be raised to an angle convenient to titsreader. This is especially helpful in as handliover books.

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The central catalog and the c® cove e t chargingdesk faced in soft leather and top wi a beauti-fully to «red and practical travertine marble coo

bine beauty and functional e ciency.I III III

Throughout the library one Is subtly aware of softcolors and a variety of textures, tones and patterns,both in the architectural features of the buildingand in the modern furnishings chosen for their re-fiection of feminine interests and tastes. The totaleffect is one of an inviting place to study and tolearn, demonstrating that a place for study andlearning can combine a high level of function ande ciency and at the same time possess a delightfuland inviting atmosphere free from excessive for-mality and repetitive monotony.

THIRD F 0 I R RESOURCES LIBRARY

The third floor of the Resources Library features aconference room in addition to the open stacks,individual carrels and study areas. The conferencespace may be used as one large area or two smallerunits, with conference tables designed to be usedfor small groups or combined to form one largetable. An operable wall divides the space into t oseparate conference rooms. Another room on thisfloor is available for "loud" study, where conver-sational exchange is permitted. The room is alsoequipped with typewriters for student use, withstudy tables, lounge chairs and carrels.

FOURTH FLOOR RESOURCES LIBRARY

The top level of the librarythe Alumnae Pent-house Studyis divided into two area by a foldingpartition. At one end is an area of quiet retreataround an open fireplace with a view of the campusin each direction through the windowwalls. Theremaining two-thirds of this floor is equipped withbookcases, carrels, study tables and informal read-ing groupings. This area is designed for seminargroups, small conferences, occasional class sessionsand the usual library activities. Situated as it is,on the top floor of the library, the Penthouse Studyprovides both a highly functional area and anattractive setting for a variety of activities. Itreflects the concern in the planning of the entirebuilding to achieve flexibility, adaptability andvariety.

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Insofar as possible, the communication system linkingall learning spaces on the campus is designed to ao-

?le ommunication CenterThe He lis Communication Center is the electronicheart of the Quadrangle and of the campus. It in-corporates the television and radio facilities, thefilm production studio and the audiovisual facili-ties, all of which are intended to support the edu-cational program. This vital part of the WoodQuadrangle contains two television studios withcontrol rooms, a large master control area, plannedfor eventual accommodation of color. six filmchains, two tape or film recorders, and microwaveor 2,000 megacycle relay. It incorporates two radiostudios which provide audio dissemination through-out the campus, and provides for FM 'radio trans-mission. With the TV and audio facilities, informa-tion and materials can be transmitted from or re-ceived in group or even individual study spaces,wherever placed in the learning center. In additionto FM lines, telephone lines are provided in theevent that a system utilizing dial telephone equip-ment for retrieval of information is desired in thefuture.

Also included in the Communication Center is acomplete film production studio, a film editing area

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commodak not only existing electronic developmentsbut those of the future.

and still photography studio. Adjacent to facultyand staff offices are the facilities of the audiovisualdepartment, including a graphic arts studio andfaculty materials prep, ration center.

The essential feature of the communication systemforming the electronic heart of the Wood Quad-rangle is the two-inch conduit containing twocoaxial cables and numerous audio pairs. Thesystem links all learning spaces, from individu 1seats to large areas, and connects classrooms, ex-hibition corridors, lobbies, auditoriums, radio andtelevision studios and their control rooms, and thepreviously existing closed-circuit system of thecampus. Stephens facilities permit simultaneoustransmission by seven video channels, twenty-fiveFM stereo channels or fifty FM standard audiochannels, in addition to numerous additional tele-phone circuits if needed. Information, both re-corded and pictorial, can be sent from centralstorage of the Communication Center to pointsin the system and from these points back to centralstorage. The master system is supplemented byother smaller conduit systems.

The Communication Center of the Wood Quad-rangle constitutes the single most unique feature

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The essential feature of the Wood Quadrangle com-munication complex is a system of two-inch conduitscontaining two coaxial cables and numerous audio

of this forward educational facility. It permits akind of integration and interrel a ted use of all theelectronic and audiovisual ids that the modernage has produced. Its extensiveness and efficacy ofuse will require further experimentation and de-velopment of materials by the faculty, but it exem-plifies one of the most persistent national concernsin the planning of new educational facilities.Insofar as possible, it is designed to accommodatenot only existing developments but also those ofthe future.

The *pica/ Classroom

The buildings in the Wood Quadrangle containsixteen classrooms in addition to laboratories, lec-ture rooms and other multi-purpose areas. Particu-larly unique in the typical classroom is its commu-nication system, which is a subsystem of the mastercommunication system of the whole learning center.Classroom equipment includes a television receivermounted from the ceiling and provided with remotecontrols; a ten-foot beaded projection screen ofceiling mounted roll-up type; a dual loud speakersystem mounted at the front of the classroom and

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pairs. The system connects all facilities in the learningcenter and all learning areas of the existing campuswith the communication center and with each other.

usable for reproducing either stereophonic ormonaural program materials; a dual ch nnel audioamplifier; a wall-mounted audiovisual controlpanel, and a projector connection panel at therear of the room.

In the typical classroom, mobile audiovisual teach-ing consoles permit the instructor to operate all ofthe electronic equipment from his desk. Thesedesk-like teaching consoles connect to the elec-tronic control panel mounted on the wall. Eachconsole contains a record player, an audio-taperecorder, a trip-cue unit for use with projectors,and controls for three-level room lighting. Six suchteaching consoles constitute the initial equipmentfor classrooms, and can be moved from one to an-other. Supplementary equipment includes over-head projectors mounted in mobile console units,optical-sound 16-mm motion picture projectorsmounted on wheeled stands, projectors for 2 by 2-inch slides, and projectors for 35-mm film strips,each also supplied with wheeled stands for easymovement from room to room.

Each classroom is equipped with instructional wallsconsisting of metal mounts which permit the mount-

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ing of chalkboard, tackboard or shelving in desiredarrangements and quantities. Windows have audio-visual blinds and several classrooms are carpetedin order to experiment with acoustical and pyscho-logical effects on environment for teaching.

fence laboratories and lecture rooms, like theclassrooms, are equipped to originate as well as toreceive television. Equipment includes portabledemonstration tables which can be moved downthe elevator to the teaching auditorium for pre-sentations to larger groups.

Two learning laboratories, primarily used for lan-guage instruction, are housed on the top floor ofWalter Hall, the remodeled older building whichjoins and is incorporated into the new JamesMadison Wood Quadrangle. These learning labora-tories, also used by departments other than lan-guage, are equipped with carrels for listening, re-cording and playback, with all equipment of thenewest transistorized type. A control room betweenthe two laboratories contains the instructor's con-soles, as well as equipment for visual projection

into each laboratory by means of rear view screens.Two recording studios adjacent to the control roomare equipped for the making of tapes.

Two of the classrooms on each floor of LouiseDudley Hall are designed to be used either singlyor as double rooms, divided by operable wallswhich are easily retractable and provide soundisolation equivalent to that of permanent walls.This not only increases the accommodation forlarger groups, but also makes possible the readycombining of two or n ore classes for commoninstruction.

The typical classroom is of such a size that fortyor more students may be accommodated if theseating arrangement is formal, but it also may bearranged for more intimate smaller groups. Thusthe series of classrooms, when combined with fac-ulty offices, makes available space for small seminargroups of five to a dozen, classes from twenty toforty and combinations of classes for as many aseighty to ninety students. Larger groups can beaccommodated in several multi-purpose areas.

Two classrooms on each floor of Dudley Hall aredesigned to be used singly or as pairs through use ofan operable wall.

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The afulti-Purpose areasMulti-purpose areas are those which are designedspecifically to serve any different purposes inorder to increase the efficient utilization of space.In designing these areas, the question was con-stantly asked: For how many different things canthis space be used? Included in these multi-purareas is a range of types and sizes of rooms: Wind-sor Auditorium, a teaching auditorium; ChartersLecture Theatre; the Arena Classroom,, a lobbydisplay area; an observation- rehearsal room; theAlumnae Penthouse Study of the library; and thecorridors throughout the Quadrangle.

WINDSOR AUDITORIUM ANDCHARTERS LECTURE THEATRE

The Windsor Auditorium and the Charters LectureTheatre are designed for very similar functions butfor different sizes of groups. The Windsor teachingauditorium, seating 300, is a more formal lectureroom. With walls of light stained wood and oysterwhite vinyl, soft green carpeting, and auditoriumseats upholstered in a harmony of olive green andsoft blue, the room presents a vital but restfulatmosphere conducive to attentive listening or re-laxed enjoyment. Its seats are arranged for easyview of the lecturer and projection wall of the stage.

The electronic equipment in Windsor Auditoriumis unique, making it one of the most modern lectureauditoriums in the country. It is equipped for thecomplete range of audiovisual support of presen-tations, controlled either directly by a lecturerfrom an electronic lectern or by an operator in thespacious projection room at the upper rear levelof the auditorium. From a lectern which may beplaced in any one of four positions, the lecturermay control the auditorium lighting, the startingand stopping of any type of visual projectionslides, film, film strips or televisionthe raisingand lowering of the projection screen, and even-tually, when its installation is feasible, an indivi-dual response system. Conduits are laid to the endsof all rows so that in the future students will beenabled to record electronic responses from eachseat. Using special portable equipment, large screentelevision may be projected. The room is also

equipped so that television cameras may be movedinto the room and record lectures or other presen-tations being made by transferring them to videotape, or transmit live programs to television re-ceivers throughout the Quadrangle. With full con-trol of lighting, the lecturer may djust the audi-torium lights to the level that is most conduciveto the presentation he is making or that mostconvenient to students taking notes. For the note-taking, each seat is equipped with a folding tabletarm, and space between the rows of seats is liberalenough to permit passage without disturbing others.

Although Windsor Auditorium will be used pri-marily for instruction through lecture and demon-stration techniques, it will also be used for manyother kinds of performances such as dramatic read-ings, musical recitals, small choral and instrumen-tal groups, and presentations of similar nature notrequiring elaborate stage settings.

The Charters Lecture Theatre is a smaller andmore informal version of Windsor Auditorium.

Both Windsor Auditorium and Charters Lecture The-atre are equipped for complete audiovisual support ofpresentations, either directly by the lecturer from anelectronic lectern or by an operator in the projectionroom.

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The Arena Classroom serves many purposes, includ-ing a theatre-in-the-round. A control room between theArena Classroom and Charters Lecture Theatre pro-

Its seating area slopes gently to a space withoutstage, but again completely equipped with elec-tronic lectern, projection screen, loudspeakers andthe other facilities described in the teaching audi-torium. Accommodating 128 persons, it is moreintimate. Here the lecturer is closer to the students.Likewise, when the Lecture Theatre is used forpurposes such as experimental theatre, play read-ing and recitals, the intimacy of the performanceis enhanced. As in Windsor Auditorium, the seatsare upholstered in olive and blue, but here thewalls are of soft terra-cotta and red brick. Thechairs are equipped with tablet arms and conduitsare capable of supplying individual seats withelectronic response systems when this becomesfeasible and needed.

Adjoining the Charters Lecture Theatre and be-tween it and the Arena Classroom is a large controlroom serving both areas. Here projection modulesare equipped for mounting several machines ofdifferent types for projection either singly or simul-taneously. For instance, from this area there canbe projected into either room a motion picture anda slide simultaneously, or two or three slides simul-taneously. The lecturer may choose from stereo-phonic or monaural reproduction. All of thesefunctions, as in the teaching auditorium, are under

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vides both areas with various types of projectioneither singly or simultaneously.

the lecturer's control from the electronic lectern ifhe so wishes.

ARENA CLASSROOMThe Arena Classroom on the opposite side of thecontrol room from the Charters Lecture Theatreis a large square-shaped area uniquely equipped toserve several different purposes. It is designed forthe installation of an operable wall which will per-mit it to be divided into two equal parts, each ofwhich can accommodate approximately 60 to 70students. In each half are large wall-like sections,mounted on piano hinges, which can be placed atappropriate angles for the best projection of visualimages. Each of these areas is equipped withelectronic lectern positions from which all of thefunctions described in Windsor Auditorium andthe Charters Lecture Theatre can also be carriedout. Used as one large room, the Arena Classroomlends itself to testing situations, large group dis-cussions, rehearsals and similar activities. A specialfeature of the room is its lighting pattern: a sepa-rate lighting control system is placed in the centerof the room, covering approximately a 20-footsquare area, so that the room may double as atheatre-in-the-round. When used in this fashion,chairs may be placed around the perimeter of theroom on portable risers and can accommodateapproximately 150 persons.

THE ENTRANCE AND DISPLAY FOYER

A very interesting space of the learning centerwhich again exemplifies flexibility, adaptabilityand variety in use of space is the Columbia Foyer,which lies between Windsor Auditorium, the ArenaClassroom and Louise Dudley Hall. The Foyer isthe main entrance to the Quadrangle from thestreet. The room creates a stimulating environ-ment with its soft green carpeting, indirect lightingfrom a soft white ceiling, its rich brick walls com-plemented by other walls that are fabric coveredin off-white, and exhibiting works of art and displaycases featuring instructional and informative ma-terials for students and visitors alike. Spacious insize, the Columbia Foyer is designed to serve alsoas a lobby area for Windsor Auditorium. Benchesand comfortable chairs invite the student or guestto linger and study the exhibits in the Foyer.Here also provision has been made for receiving ororiginating television, and for using displays whichmay require automated controls for visual exhibitsand audio presentations through earphone listening.

OBSERVATION ROOM

On the second floor of the Hells CommunicationCenter above the television control rooms and be-tween the two television studios, is an observationand rehearsal room. A large space, the room iscapable of accommodating 30 or 40 individuals forobserving the activities in the television studios.When not in use fcr observation, the space is de-signed to be used for rehearsal. As need dictates,the room is designed to accommodate future instal-lation of dividing retractable walls.

CORRIDORS

Throughout the learning center, the corridors havebeen designed as spaces not only for passage, butfor the display of instructional materials as well.The walls are fabric-covered wooden panels be-tween metal mounts. The mounts will accommo-date brackets to hold shelving, cabinets, displaycupboards, et cetera; the fabric-covered panels pro-vide space for graphic illustrations, prints or othermaterials. Wherever possible, corridors are plannedto function not only as supplementary instructionalareas for students studying the subject, but alsofor the interest of the entire campus.

The multi-purpose areas of the Wood Quadrangle,like its classrooms, have been designed with theneeds of the entire campus in mind. All such areasare open to use and scheduling by any departmentof instruction, whether holding its regular classesin the Quadrangle or elsewhere on campus.

Corridors function ae multi-purpose learning epaceefor the entire campus.

11

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Specialized FacilitiesScience and Fine cArts

The Pillsbury Science Center, occupying the topfloor of Science Hall, incorporates several highlyfunctional and unique features of design. This areaincludes five laboratories for interchangeable usein the teaching of the life sciences, two chemistrylaboratories, a geology laboratory, two mathe-matics classrooms and a lecture room. In addition,each instructional area and pair of laboratorieshas a combination storage and project room. Sur-rounding the laboratories are the offices of thefaculty. All classrooms and laboratories on this floorare equipped to receive or send television. All areequipped with instructional walls for greater va-riety in the mounting of materials to supportinstruction.

Of especial interest to teachers of science is theselection and arrangement of furniture and equip-ment in the several laboratories. Three differenttypes of arrangement were chosen to accommo-date differing patterns of instruction and to demon-strate the advantages and possibilities of eachtype. Briefly, they might be described as, first, apeninsular arrangement where the laboratory tablesare attached at one end to a main wall of the roomand extend into the room in peninsular style; sec-ondly, a common arrangement in which the longlaboratory tables are placed as islands in the roomarea; and a third arrangement, a perimeter semi-peninsular plan in which short laboratory tablesaccommodating four students are arranged aroundthree sides of the room in peninsular manner. Thelatter plan leaves a sizeable floor area unoccupiedand suitable for grouping of students in classfashion.

Facilities of the Pillsbury Science Center includealso a controlled environment laboratory, facultyoffices equipped with work tables for instructors'own experimentation, a small statistics laboratory,and a corridor equipped for liberal display of sci-entific materials. Direct access to the ScienceCenter is from an open promenade. Students andothers are attracted by interesting exhibits andluxurious plant arrangements seen through thepartial window wall that faces the promenade.

12

Supplementary to the Science Center itself is theentire campus, where the specimens of trees andshrubs have been especially selected and markedto create an outdoor botanical laboratory.

The Fine Arts Center is likewise designed for par-ticularized activities. The Catharine Webb ArtStudios are spacious, with high sloping ceilings andwindows which admit north light. Presently, stu-dios are assigned to classes in interior design,sculpture, drawing and color, life drawing, oilpainting, art crafts and ceramics, in addition tointroductory courses.

A significant feature in the Fine Arts Center isThe Lewis James and Nelle Stratton Davis ArtGallery, a beautiful room approximately 30 by 60feet in size. Outside of the Art Gallery and havingaccess from the studio corridors and from theconcert-reading lounge of the Library is the Sculp-ture Court. Here are exhibited significant piecesof sculpture suitable for outdoor display. TheSculpture Court will provide a pleasant outdoorclassroom as well as an enticing area for enjoymentand relaxation with its trees and neighboring reflec-tion pool.

Walter HallAdjoining the new buildings of the Wood Quad-rangle and connected with them is an existingbuilding which has been completely remodeledand made a part of the learning center. Its twoupper floors house the Language Department andthe learning laboratories equipped will the latesttransistorized equipment for listening, recordingand playback. Although the learning laboratoriesare used primarily for language study, other fieldsincluding music, drama and speechalso use them.

The classrooms and offices in this building rede-signed by John A. Shaver, architect, demonstratewhat can be achieved by creative and ingeniousdesign of space to overcome existing restrictions ofwall and pillar arrangements in an older building.

The two lower floors house the instructional activi-ties of the Department of Religion and Philosophy

Faculty office-studios in the Fine Arts Center are de-signed as a pleasant setting for small group seminars.

and activities of its allied Burrall program. TheBurrall Cabinet room and the Activities Lounge,decorated and furnished in attractive and simplemanner, provide space for much of the religiousand social service activities. They also double asmeeting lounges for students and faculty.

An informally furnished seminar room, availableto the entire campus, provides variety ii) size andtype of space available in Walter Hall.

The Unity of theJames 01-Cadison Wood

quadrangle as aJearning Center

Although composed of several distinct facilities,the learning center is characterized by an unusualunity. This is accomplished both through the de-sign of the individual buildings which composethe group and their interrelatedness through designand location. The unity of the Quadrangle is stillfurther accomplished by the master communica-tion system which links all instructional areas fromthe individual carrel in the Library to larger studyspaces to classrooms to laboratories and finally tothe Communication Center itself in the televisionand radio areas. Both the separateness and theunity of its parts are appreciated as one movesthrough the Quadrangle. Whether approachingfrom the street, from the inner campus near theChapel or from the street opening into the lowercourt area, the learning center presents numerousarchitecturally pleasing surprises and a sense ofboth variety and unity.

Why Was the Woodkuadrangle ,7eded?Aside from the need which many colleges share ofreplacing obsolete and deteriorated instructionalspace, the James Madison Wood Quadrangle grewout of very genuine and important characteristicsof Stephens College and out of current nationaleducational concerns.

13

The W II 4 e was necessitated by ekind of college rinlat Stephens is. It has been andis a college w oh is dedicated to expe l) I,Inm,elmltationand develo 1.111n41 ent of a program of education forwo 411, It is a growing college. It has bachelor ofhe arts and bachelor of arts programs. It providesa basic liberal edll Icatiolm p itr its large and

portent 1 aver i

available totested and pwhich provides toriences through a coits educational leadership rough develop lent ofinstructio the arts, the sciences, the social sci-ences, and religio 11 and p osophy. In its programit places great e phasis upon e importance ofthe individual and u n an education which willcontribute 111111ost to e full development of the in-dividual. These very real demands of program andof growth contributed to the need for more ade-quate and more modem learning space for theCollege.

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Because Stephens College has always been an insti-tution where space has been used creatively foreducational pu 111111 . it was to be expected thatthe College and its faculty would be interested inthe great new developments in architectural designand technological innovations and their possible

cance for the improvement of the Stephenseducational program.

The national situation has also contributed to theStephens need for the Wood Quadrangle. Highereducation is demanded by millions more youngpeople. The role of the teacher and of the studentis changing; the student is being given more respon-sibility for his own education and is being providedwith more facilities for it; the intimacy of theteacher-student contact is undergoing a change,with the goal an increase in the quality and eciency of education. All of these trends and more

t that new facilities for teacIlhig and learn-ing need to be quite different from the log andMark Hopkins.

Finally, a vast revolution, product of our techno-logical age, is affecting the process of education.Television is becoming a common medium of in

14

struction (Stephens was o 1111e of the first colleges toinaugurate a closed-circuit syste 11.1 in 1965). Au .1,43and visual ate to instruction have flIC l litrapt.1y. Great teachers are beech- ,..ore avail-able to ,..ore etude. Its through telepho.iit co.. ,..iunication, televised videotape, recorded lectures ontape and pl.° 4ograph and g' *le i e first steps havebeen take., in developing e "teas 141 III machines"and the programs of instruction to accompanythe... This revolution addresses itself bo to Mule

proble mil of educating greater numbers and of usinga resources of s 11 9 facilities and perm) " el moree cciently. Cognisance of these trends, both in Ile

College and in the nation, steneed Stephens toconsider its own long-range needs for a vital devel-oping program for the future.

here Did its Conceptsan/ Principles Cense Frond

The James Madison W 11 11 111 Quadrangle as a modernlearning center exists as a dramatic symbol of theeducational vision of the man for whom it is named,of the dynamic kind of college that Stephens is, andas a response to the educational de.. ds and revo-lutionary changes of this latter half of the twentiethcentury.

The concepts inherent in the planning for the Woodle . center, like the need for it, grew out of theCollege's vital and developing curricular programof education for women, out of its need for moreadequate space, out of changing patterns of educa-tion both at the College and in the nation, out ofthe vast new technological developments and re-sources becoming available to education, and fin-ally, out of an awareness of and sensitivity to thechallenges that all educational institutions face ineducating greater numbers more Pffectively.

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February '959CONCERN FOR FUTURE OF HIGHEREDUCATION

The self-questioning of how Stephens College mightbest meet the needs for its future culminated in aconference held on the campus in February of 1959,called "New Frontiers in Learning." Subsidised bya grant from the Educational Facilities Labora-tories, it was one of the first of such conferences onfacilities for higher education supported by thatfoundation. Twenty of the thirty-two people par-ticipating in it came from elsewhere in the nationand included a wide variety of leaders in theirfields, from education to manufacturing to publica-tion. Each was concerned about the future of highereducationhow it w a to meet the challenges before

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Science laboratories feature different basic patterns ofequipment layout, several being capable of inter-changeable use by the biological sciences.

it and what form new facilities should take togreatest use.

THE CONFEREES CENTEREDTHEIR DISCUSSION AROUNDTWO MAIN QUESTIONS:

(1) How do people learn? (2) What kind of facili-ties will make the greatest contribution to thatlearning both now and in the future? A ong theobservations and propositions that emerged fromthe discussion several had great pertinence for thesubsequent planning of the Wood learning center:

1. Although technology has produced many de-vices and techniques, there has been relatively littleadaptation of such things as television, tape re-corders, test scoring machines and data processingequipment to instruction in higher education. Suchadaptation requires development of adequatetheory and its testing, and probable restructuringof the teacher's role.

2. The content itself of learning must maintain itsIntegrity and be distinguished from the devices ofInstruction used.

B. Students should be given greater responsibilityfor their own education and the new devices andmethodology should help them achieve it.

4. A tension must be maintained between the real-ity principle, evidenced in the immediate applica-tion of learning, and the aesthetic or non - utilitarianprinciple, in order to keep education humanized.

8. A college must know itself and its objectives Inorder to profit from the assistance of rts inplanning functional facilities.

8. The best gu tee of future usefulness of spaceis to plan it for as great fl exibility as possible.

B//sic Objectives of the

James tilfadison Wooddra nee 's a Center

for earning

The forward thinking of the New Frontiers inLearning Conference and its implications provideda basis for the folio wing statement of objectives ofthe learning center project:

1. To create an environment most favorable tolearning.

2. To provide space and facilities designed forversatility and maximum utilization.

3. To make available the wealth of modern re-sources in educational materials and aids for studyof the arts and sciences.

4. To encourage the student in her capacity forself-education.

5. To enable the teacher to utilise his timeability more effectively.

18

71e Planning of thegyadrangle

Having clarified its objectives for the new WoodQuadrangle, the College undertook a thorough -psis of its ble and intangible characteristicsas a college and a projection of its n for thefuture. Aided by further grant support from theEducational Facilities Laboratories, it launched astudy directed by the environmental architect,Eldridge D. Spencer, consulting architect to Stan-ford Universiti and the National Parks Service.These grants enabled the College to profit greatly,during this phase of the study and planning, fromconsultation with leading authorities in modernarchitectural design and in anthropology, sociology,biology, libraries, communication systems and edu-cational media. The resulting report of this studyhelped the inistration and faculty of the Col-lege to define further its n and expectations.The report u the perpetuation in architecturalarrangement and design of the open, uncluttered,free - flowing space of the campus. It recommended acontinuation in the new design of the desirable fea-tures of our library system which makes books andall learning materials easily available to students. Itrecommended using the outdoor campus and itstrees and shrubs as a living botanical laboratory.And it underscored the appropriateness of increasedprovision for modern communication and educe,-tional media.

ARCHITECTS AND FACULTY PLANNERS

At the conclusion of the environmental study byMr. Spencer, the College appointed the firm ofMurphy and Mackey, St. Louis, to develop thearchitectural plans for the James Madison WoodQuadrangle. Then began months of detailed studyby the faculty and administration in further ana-lysing their objectives and needs and communicat-ing these through administrative leadership in jointconferences of faculty and architects. Instructionaldepartments of the College prepared clear state-ments of their educational objectives and analysesof the kinds of space each group of the faculty con-sidered most adequate for its teaching. Each groupanalysed its current use of aids to teaching, the

17

All classrooms, laboratories and lecture spaces in thePillsbury Science Center are equipped to receive or

desired additions from the new technological de-vices and media and the probable provisions thatshould be made for the future, both in terms ofspace and facilities. Additional consultants werecalled to the College. A grant from the UnitedStates Office of Education aided in bringing the ad-vice of experts to bear on provisions for incorpora-tion of the most modern educational media. Mem-bers of the faculty were sent to major national con-ferences where new methodologies and techniqueswere reported. Creative thinking about educationand its facilities was decidedly in evidence duringthe exciting months of translating ideas, convictionsand dreams of the faculty into the preliminaryplans of the architect.

guiding Principles forPlans and Facilities

Out of the months of deliberation of administration,faculty, consultants and architects, there emergeddistinct principles which were to serve as criteria for

18

send television, and demonstration tables can be moveddown the elevator to teaching auditoriums.

testing the suitability or inclusion of spaces andfacilities in the basic design of the center. Adher-ence to these principles has made the James Madi-son Wood Quadrangle in many respects uniqueamong college facilities in this country.

FLEXIBILITYThe necessity for flexibility was paramount in thethinking of the College and its consultants. Its im-portance as a key principle in planning for thefuture has been repeatedly emphasized in the designstudies sponsored by Educational Facilities Labora-tories. In anticipation of the changes expected tooccur in the pattern of educational needs, severalspaces in the Quadrangle are designed to serve mul-tiple purposesdesigned to be used in as manyways and for as many purposes as the College'seducational demands require and architectural de-sign makes feasible.

VARIETY

Adequacy of modern educational facilities demandsvariety of resources and spaces. Applying this prin-

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ciple of variety to resource materials, the Quad-rangle provides not only for the two very old andproved resources of books and people, but also thenew forms that today's book has taken. It providesthe film, the record, the soundtrack, the video tape,and the slide, or a combination of these. It providesfor this tremendous new range of resources throughthe design and installation of electronic communi-cation systems that incorporate television, radioand multiple educational media.

AVAILABILITY AND PROXIMITYThe basic principles of ready availability and closeproximity of materials, spaces and people weredeemed critical in an efficient operation of a learningcenter. Provision for them is evidenced as a studentmoves from faculty member's office to classroomboth of which are filled with resources and aidsinto a corridor which contains learning materialsmounted on display walls, into a lobby display area,the library, sculpture court, and art gallery tothe out-of-doors where trees and shrubs make aliving laboratory.

19

rhe jams r adison Wood

uadranglea Vision and an actualiv

James Madison Wood, the founder of the modernStephens College for whom the Quadrangla hasbeen named, was a man of great educational vision.He sought always to think of the student as theimportant element in the educational process ofteaching and learning. He constantly encouragedhis faculty to find better and better ways of helpingstudents learn. It is fitting that the new learningcenter at Stephens bear his name. Here the greatesteffort has been made to translate the creative think-ing of the faculty and administration of Stephens,of interested national leaders who served as eon-

20

sultants, and of other friends of educ Lion, into theactuality of spaces and facilities designed for learn-ing. Here are spaces for particularised study as inscience laboratories, for multiple kinds of learningas in faculty offices, the classrooms, the multi-purpose areas, and the library. Throughout,thoughtful architectural design and judicious selec-tion of equipment have provided the newest andmost effective resources for learning. As an actual-ity, the Quadrangle symbolises not only the visionof James Madison Wood but also the dynamicvigor of an experimenting faculty, the leadershipof a courageous administration and a challenge toStephens College and others to continue the taskof constantly improving education itself.

RALPH C. Li YDENDirector of Educational DevelopmentStephens College

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The Alumnae Penthouse Study provides both a highlyfunctional area and an attractive Betting for a varietyof activities. On all levels of the library informalreading areas permit a considerable degree of privacy.

The Alumnae Penthouse Study provides both a highlyfunctional area and an attractive Betting for a varietyof activities. On all levels of the library informalreading areas permit a considerable degree of privacy.

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`A SOURCE OFUNPRECEDENTED

INTELLECTUALSTIMULATION'

The modern learning center described in this bro-chure is one of very few instructional facilities in thenation which look to the future rather than to thepast.

Nowadays, many colleges are plunging headlonginto construction programs based on outmodedconcepts of how students learn and how teachersshould teach. Acting more prudently, and also withmore imagination, Stephens paused to plan beforesetting architects and contractors to work. Theadministration and faculty asked the hard ques-tions, which in education are always basic. How dopeople learn? What kind of facilities will make thegreatest contribution to the full intellectual develop-ment of individual students?

The answers came not through armchair planning,but through the give and take of conferences andconsultations with outstanding experts on everyaspect of the instructional process. Not only didStephens explore the current technical parametersof communication science; they probed the possi-bilities which the future may open up.

Throughout this preparatory work, the plannersheld constantly to the distinctive image of theStephens studenta young woman growing men-tally and spiritually, seeking to know and under-stand the world and herself. The planners, underPresident Smith's able direction, strove to discernhow technology and architecture could enhance thestudent's intellectual progress.

We educators have, I think, rather consistently ig-nored the relationship of form to substance in theinstructional process. We have devoted muchthought to formulating high aims and purposes foreducation, but until recently, little to improvingits techniques and tools and facilities. Yet, asWinston Churchill reminded us, "We shape ourbuildings, and thereafter they shape us."

Only insofar as we devise a flexible and variedrepertoire of technological tools for teaching can weapproach the fulfillment of our educational hopes.The greatest educators have recognized this asso-ciation: Commenius, the 16th century Moravianbishop who founded modern educational theory,based his reforms on the chief communications dis-covery of his timethe printed book.

25

ROI.. It NV.

For too long the American campus has been a tech-nologically backward sector of a society that ishurtling into the most complex technology in thehistory of the race. Colleges and universities, facedwith the task of training young men and womencapable of dealing with an environment of unprece-dented intricacy, have been straining and creakingat the joints for a decade trying to meet the chal-lenge. Let us admit once and for all that it cannot bedone if we continue to insist that the whole enter-prise must rest on the primitive concept of a teacherwith a piece of chalk and a blackboard and thirtydesks in front of him.

Rather, the enormous power over communicationwhich gives shape and coherence to our contem-porary society must be harnessed for educationalpurposes. The colleges must create a potent andhumane technology of teaching. With it they will beable to bring better instruction and deeper subtleunderstanding to more and more students. With it,also, they will be able to provide more time for thekind of intimate dialogue between students andscholars which is the essence and crowning jewel ofany first-rate education.

"Fact from things and values from people" is theway Harold Gores, President of Educational Facili-ties Laboratories, puts it. This kind of conceptunderlies the James Madison Wood Quadrangle. Itslibrary, classrooms, laboratories, lecture rooms, andingenious multi-purpose areas provide the ultimatein commurications flexibility: every area, from theindividual study carrel to the largest lecture hall,can communicate with any other through theconduit system. The resulting integration of allavailable resources for teaching will challenge theimagination of every teacher who has the privilegeof using the system. More importantly, it should bea source of unprecedented intellectual stimulationto Stephens students for years to come.

With the opening of this extraordinary facility,Stephens College once again asserts its position ofleadership on the frontiers of higher learning.

26

DR. ALVIN C. EURICH, PresidentAspen Institute forHumanistic StudiesAspen, Colorado

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28

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Index to yloor PlansJames Okradison Wood Quadrangle

Alumnae Penthouse Study 31 Language Offices 36

Arena Classroom 34 Learning Laboratories 36

Art Offices 35 Charters Lecture Theatre 34

Burrall Activities Room 36 Literature Offices 31

Burrall Cabinet Room 36 Mathematics Offices 33

Columbia Foyer 34 E. S. Pillsbury Science Center 33

Conference RoomsLibrary 31 Radio Studios 33The Lewis James and Religion and PhilosophyOffices 36

Nelle Stratton Davis Art Gallery 35Science Hall 33

Louise Dudley Hall 34ScienceOffices 33

EnglishOffices 34

Faculty Art Studios 35Sculpture Court 35

Faculty Educational Media Workshop 33 Hugh Stephens Resources Library 31

Film Studio 33 Television Studios 33

Fine Arts Center 35 TV-Radio-Film Offices 33

Graphic Arts 33 Walter Hall 36

Helis Communication Center 33 Catharine Webb Art Studios 35

HumanitiesOffices 34 Windsor Auditorium 33

29

Hugh Stephens Resources -qhrary

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The central building of the Quadrangle is the HughStephens Resources Library, where recorded infor-mation in various forms is stored and made availablefor teaching and learning. The library houses morethan 75,000 printed volumes and incorporate:, film,sound and graphic collections along with books andperiodical,. It provides complete technological lis-tening and viewing facilities, for individual or groupuse, as well as a choice of many different readingand study areas.

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Conference rooms are provided, and there are areasof quiet retreat for informal conversations anddiscussions.

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Helis Communication Center, on two floors ofScience Hall, houses television, radio and filmstudios. Although programing can be originatedfrom any point on the coaxial system throughoutthe learning center, most information will be dis-seminated from Helis Communication Center.There are two, two-story-high television studios,each with its own control room adjacent to a largemaster control area. Also, two radio stations pro-vide closed circuit and FM broadcast radio, andstereophonic recording and reproduction equip-ment. Other facilities are a film production studio,graphic arts studio, dark room, and a faculty ma-terials preparation workshop.

The two-story-high Windsor Auditorium, seating300, is also located in Helis Communication Center.

32

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The E. S. Pillsbury Science Center, on the topfloo- of Science Hall, is designed for optimum useof educational media in science laboratories and thelecture room, and in mathematics classrooms.Laboratories can be used interchangeably by thevarious sciences with minor modifications, andamong them there is a variety of arrangement ofequipment. Laboratories and the lecture room areequipped to receive or originate television, andprovision is made for moving portable demonstra-tion tables and equipment down the elevator toWindsor Auditorium when the larger facilities aredesirable.

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33

wise Dudley 17-7-1Hall

Classrooms in Louise Dudley Hall are fully equippedfor convenient use of electronic teaching aids. Wall-mounted audiovisual control panels and mobileaudiovisual teaching consoles permit the instructorto operate all equipment from his desk. Instruc-tional walls facilitate the mounting of chalkboard,tackboard or shelving, and several of the class-rooms are carpeted. Operable walls are installedbetween pairs of classrooms on each floor.

The Broadway entrance to the Quadrangle, theColumbia Foyer, is a lobby display area designed

II

to serve as an informal exhibit space. Between theColumbia Foyer and the Resources Library arelocated the Arena Classroom and the adjoiningCharters Lecture Theatre, both multi-purposespaces. The Charters Lecture Theatre seats 128persons, and has facilities for a wide range of edu-cational media and a variety of kinds of presenta-tion. The Arena Classroom is designed for varieduses, including a theatre-in-the-round. It may bedivided by an operable wall, with each half of theroom equipped with an audiovisual control panel.

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The Fine Arts Center houses The Lewis James andNelle Stratton Davis Art Gallery, which opens ontoan outdoor sculpture court. In the indoor-outdoorspace will be shown art exhibitions from the StephensCollege collection and from loan collections. Audio-visual equipment is available for implementing

,fine QArrisCentergallery lectures, for both individual and group use.

The Catharine Webb Art Studios, designed forproper lighting under all conditions, accommodateclasses in painting, drawing, sculpture, ceramics,design and graphics. Six faculty studios are pro-vided on the second floor.

Second poorFaculty Studios

Lounge

Offices Art

first floor1The Lewis James and Nelle

Stratton Davis Art GallerySculpture Court (out-of-doors)

Catharine Webb Art Studios

SECRETARY

OFFICES -ART FACULTY STUDIOS

.L .L

LOUNGE

LEWIS JAMES & NELLE

STRATTON DAVIS ART GALLERY

NIPw

CATHARINE

WEBB

SCULPTURE COURT

35

WalterHall

The Quadrangle incorporates, in addition to its fournew buildings, a fifth existing building, Walter Hall,which is completely renovated. Interior spacesin Walter Halla four-level buildingrepresentingenuity in floor plan arrangement to obtain maxi-mum space within structural limitations.

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1114 < 4ill IN MIall 111111

The two learning laboratories on the fourth floor,although primarily language laboratories, are alsoused by other departments. The larger laboratoryis equipped for listening, 1,A-ding and playback,and the other for audio-active listening, A controlroom contains consoles for both laboratories.

fourth poorLearning LaboratoriesClassroomsOfficesLanguage

third floorClassroomsOfficesLanguage

Second floorClassroomsOfficesReligion and

Philosophy

first 7loorClassroomsOfficesReligion and

PhilosophyBurrall Cabinet RoomBurrall Activities Room

36

(IllustratedFourth Floor)

LEARNING LABORATORY CONTROL LEARNING LABORATORY CLASSROOM OFFICES

LANGUAGE

CLASSROOM CLASSROOM

lames YVadison Wood kuadrangle

COST AND CONSTRUCTIONINFORMATION

Project Size:Science HallLouise Dudley HallHugh Stephens

Resources LibraryWebb Art Studios and

Davis Gallery

Project Cost:50,980 square feet Construction17,780 square feet

44,340 square feet

19,740 square feet132,840 square feet

Furnishings, equipment, landscapingand architects fees

82,936,000

712,000*83,648,000

Construction cost per square foot: $22.07

* Exclusive of land costs and remodeling of Walter Hall.

Construction and cilfechanical Systems:Heating: circulating hot waterAir conditioning and ventilating: buildings are air conditioned

throughout, primarily by ducted air system, other than theart studios

Structures: reinforced concrete; brick and Indiana limestoneexterior finish

z/frchitects:Murphy and Mackey, Inc., St. Louis, Missouri; architect in

charge, Theodore Wofford, A.I.A.

cilfechanical Engineers:Paul Londe and Associates, St. Louis, Missouri

Structural Engineer:William C. E. Becker, St. Louis, Missouri

General Contractor:Sharp Brothers Contracting Company, Kansas City, Missouri

Electrical Contractor:Evans Electrical Construction Company, Kansas City,

Missouri

cilfechanical Contractor:J. Louis Crum Corporation, Columbia, Missouri

Electronics Contractors:General Electric Co.; Staples-Hoppman, Inc., Alexandria,

Virginia; Thompson Ramo Wooldridge, Inc., Columbus,Ohio; Ampex Corporation, Redwood City, California

Interior Design:S. T. Cherry and Vera Hall, Remington Rand Design and

Planning Center

Consultants

Environmental Studies:Dr. Margaret Mead, American Museum of Natural HistoryDr. Edgar Anderson, Department of Botany, Washington

UniversityEldridge Spencer, Architect, San Francisco, CaliforniaZach R. Stewart, Architect, San Francisco, California

Educational Space Design:Dr. Adrian Terlouw, Eastman Kodak Co.Kim Yamasaki, Industrial Designer, Chicago, Illinois

Educational c.)1'Cedia Technological Systems:R.C.A. Educational Advisory Services, John W. Wentworth,

Project DirectorSol Cornberg, Sol Cornberg Associates, Inc.Philip Lewis, Board of Education, Chicago, IllinoisRichard Lewis, San Jose State College

.Cihrary Planning:Dr. Ralph Ellsworth, University of Colorado

Acoustics:Bolt, Beranek and Newman

The remodeling of Walter Hall was designed by Shaver andCompany, architects, Salina, Kansas, and Burgess, Latimerand Miller, engineers, Topeka, Kansas. Reconstruction was

executed by the B. D. Simon Construction Company, Colum-bia, Missouri.

37

Stephens College

BOARD OF CURATORSJ. S. PILLSBURY, Chairman

KENNETH H. BITTINGVice-President, Merrill Lynch, Pierce, Fenner & Smith,St. Louis

CHARLES E. CURRYChairman of Board, Home Savings Association ofKansas City, Missouri

JOHN M. DALTONGovernor of the State of Missouri, Jefferson City

MRS. EUSTIS DEARBORNAlumnae-at-Large Representative, New York City

MISS GENEVA DRINKWATERProfessor of History (Retired), Rollins College

MRS. JAMES W. HARDYCollege of the School of the Ozarks, Point Lookout, Missouri

ERNEST R. HILGARDProfessor of Psychology, Stanford University

RICHARD S. JONESVice-President and Director, Pet Milk Company, St. Louis

JAMES G. JORDANVice-President (Retired), Shell Oil Company, New York City

NEIL KINGSNORTHCorporate Vice-President, American Can Company,New York City

JOHN M. DALTON, Vice-Chairman

HOWARD B. LANG, JR.Senior Vice-President, MFA Insurance Company, Columbia

MRS. LOUISA STEPHENS OTTOWashington, Missouri

J. S. PILLSBURYSecretary-Treasurer, Century Electric Company, St. Louis

MRS. DONALD M. SCHUESSLERPresident of the Stephens College Alumnae Association,Clayton, Missouri

MRS. JAMES L. SEN. EDGEPublic Relations Executive, Milwaukee, Wisconsin

ROBERT C. SMITH, JR.Attorney, Columbia

GLENN B. WARRENVice-President (Retired). General Electric Company,Schenectady, New York

MRS. VIRGIL W. WILHITEMoberly, Missouri

BEN D. WOODDirector, Bureau of Collegiate Educational Research,Columbia University, New York City

SCOTT R. TIMNIONSHonorary Life Member, Carrollton, Miqsouri

ADMINISTRATORSSEYMOUR A. SMITHPresident

JAMES G. RICEAcademic Vice-President and Dean of Instruction

GORDON P. FREESEAdministrative Vice - President

ROBERT A. JONESDirector of Development

MISS MARTHA H. BIEHLEDean of Students

38

T. WILLIANI HALLDean of Religion

HARRY C. BISERDirector of Admissions

RALPH C. LF:YDENDirector of Educational Development

HARRY E. BURGEBusiness Manager

MISS MARGARET A. WITTAlumnae Secretary