Board of Regents
March 1999 Minutes of the BOR - University of Wisconsin System Board of Regents
MINUTES OF THE REGULAR MEETING
of the
BOARD OF REGENTS OF THE UNIVERSITY OF WISCONSIN SYSTEM
Madison, Wisconsin
Held in room 1820 Van Hise Hall
Friday, March 5, 1999
9:00 a.m.
Approval of Minutes *
REPORT OF THE PRESIDENT OF THE BOARD *
Report on the February 26th meeting of the Higher Education Aids Board *
Report on the March 3rd meeting of the Hospital Authority Board *
Legislative Report *
REPORT OF THE PRESIDENT OF THE SYSTEM *
Introduction of General Counsel *
Presentation by UW-Eau Claire on Faculty and Undergraduate Student Research Collaboration *
The UW Distributed Learning System and Learning Innovations Update *
Internet2 *
UW-Eau Claire’s Youth Sports Program *
UW-Milwaukee School of Architecture and Urban Planning Re-accreditation *
report of the physical planning and funding committee *
UW-Green Bay: Authority to construct a Shorewood Golf Course *
Turf Irrigation Project *
UW-Madison: Authority to Expand Scope and Increase Budget of Arlington Barn Project *
UW-Madison: Authority to Accept a Gift-in-Kind *
Physical Planning Principles *
UW-System: Approval of Physical Planning Principles *
Report of the Vice President and Assistant Vice President *
1999-01 Capital Budget *
UW System: Revised 1999-01 Capital Budget *
Final Report on WISTAR Program *
Eagle Heights Renovation *
REPORT OF THE BUSINESS AND FINANCE COMMITTEE *
UW-Madison: Contractual Agreement with Pfizer, Inc. *
Biennial Budget Update *
Y2K Update *
Update: Optional Retirement System *
Alternative Tuition Proposals for Graduate Summer School *
(Revised) Alternative Tuition for Graduate Summer School *
REPORT On Composition of Trust Funds *
Periodic Update *
Cooperative Agreement With DOA *
report of the education committee *
UW-Milwaukee: Authorization to Recruit Provost and Vice Chancellor for Academic Affairs *
UW-Madison: Authorization to Recruit Associate Dean for Agriculture and Natural Resources Extension *
UW-System: Revision to BOR Policy 87-1 Principles on Accreditation of Academic Programs *
UW-System: Revision to BOR Policy 86-5 Use of Standardized Tests for Admission *
UW-Madison: Appointment of Named Professors *
Report of the Senior Vice President for Academic Affairs *
Preparation of New Ph.D.’s for Teaching *
Accreditation Discussion *
ACT/SAT Discussion *
New Program Authorization *
North Central Association Re-accreditation of UW-River Falls and UW-Stevens Point *
UW-Milwaukee’s Role in Milwaukee Technical High School *
executive session *
UW-Oshkosh: Extension of leave beyond the initial two years *
UW-Madison: Temporary base salary adjustment resulting in a salary above Executive Salary Group Six *
UW-Madison: Authorization to appoint at a salary above Executive Salary Group Six *
MINUTES OF THE REGULAR MEETING
of the
BOARD OF REGENTS OF THE UNIVERSITY OF WISCONSIN SYSTEM
Madison, Wisconsin
Held in room 1820 Van Hise Hall
Friday, March 5, 1999
9:00 a.m.
- President Orr presiding -
PRESENT: Regents Barry, Boyle, Brandes, Gottschalk, MacNeil, Marcovich, Mohs, Olivieri, Orr, Randall, Smith and Staszak
ABSENT: Regents Benson, DeBraska, DeSimone and James
The minutes of the meeting of the Board of Regents held on February 5, 1999, were approved as circulated.
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REPORT OF THE PRESIDENT OF THE BOARD
Report on the February 26th meeting of the Higher Education Aids Board
The Board received a written report on the February 26 meeting of the Higher Education Aids Board. Regent Randall is the Board’s representative on HEAB.
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Report on the March 3rd meeting of the Hospital Authority Board
A written report on the March 3 meeting of the Hospital Authority Board was provided. Regents Boyle, James and Mohs are Regent representatives to that Board.
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The Board received a written report on legislative matters. There were no questions or comments.
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REPORT OF THE PRESIDENT OF THE SYSTEM
Introduction of General Counsel
President Lyall introduced Elizabeth Rindskopf Parker who had been appointed UW System General Counsel to succeed Charles Stathas. Currently with a Washington, D.C. law firm, Ms. Rindskopf Parker previously had been general counsel to the Central Intelligence Agency and the National Security Agency. She also had been a Professor of Law at Case Western. Ms. Kindskopf Parker received her undergraduate and law degrees from the University of Michigan. She begins her new duties at the beginning of April.
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Presentation by UW-Eau Claire on Faculty and Undergraduate Student Research Collaboration
Stating that faculty/student collaborative research is revolutionizing undergraduate education, President Lyall called on UW-Eau Claire Interim Provost Tom Miller and colleagues to make the presentation.
Dr. Miller noted that the Board of Regents designated UW-Eau Claire as a Center of Excellence for Faculty and Undergraduate Student Research Collaboration in 1988, but that the university actually had been involved in undergraduate research since the 1950s. He expressed appreciation to Dr. Chris Lind, head of the Center of Excellence, for leadership in putting together this program.
There has been tremendous growth in undergraduate research across the UW System and nationally, Dr. Miller said, because of its value as a teaching tool and because it is an important springboard into graduate school or employment. Students benefit from the close relationship with a faculty member that research brings; and although they work independently to an extent, they also work in teams. What is involved is the identification of a problem, the investigation of it, analysis, synthesis and presentation.
Dr. Miller introduced Dr. Harry Jol, an Assistant Professor of Geography at UW-Eau Claire, who joined the university in 1996 and had been active in undergraduate research collaboration ever since.
Dr. Jol described one of his major research projects dealing with coastal erosion in southwest Washington and northwest Oregon. He and his colleagues and students were studying the geologic history of the area in order to help predict what would happen in the future. Every year, undergraduate students have accompanied him to the west coast to participate in research and make presentations. Skills developed in that research also have been transferred to Wisconsin through study of coastal erosion along the western shore of Lake Michigan, the Apostle Islands, and the Superior/Duluth area.
Dr. Jol introduced Brian Thayer, a student who has been involved in research work with Dr. Jol since 1997. In that time, he said, he has learned a great deal about all aspects of research – defining and developing research proposals, collecting data in the field and analyzing the information that has been gathered. Specifically, he has been involved with applications for ground penetrating radar and global positioning, both on the west coast and in local Wisconsin projects. His work in the southwestern Washington erosion control project gave him the opportunity to work with major governmental agencies, as well as with students and professors from a number of different universities. There also was a great deal of community involvement, working with local officials, making presentations to local governments, and giving informal explanations to the public. Another benefit was increased opportunities for graduate school and opportunities to present at local and national conferences.
The next student to speak was Beth Wenell, a geology major from Wild Rose, who has been involved in undergraduate research with Dr. Karen Havholm since 1997. Ms. Wenell noted that she appreciated the opportunity to take information learned in class and apply it in the field. In turn, field work has broadened her understanding of geology and benefited her studies on campus. In addition to hands-on learning, she remarked, research projects provide the occasion to network and gain an advantage in seeking job opportunities. Ms. Wenell described a research project on dune formation in North Carolina in which she has been involved, using the technologies of ground penetrating radar, global positioning systems, laser surveying and radar carbon dating. Her work earned her an invitation to present at the Geological Society of America meeting in Toronto last fall, which was a challenging and rewarding experience.
Paul Haughton, a student from Oconomowoc, indicated that he had begun his undergraduate research last summer, working with Dr. Jol on a ground penetrating radar investigation of potential Indian burial mounds at Fort McCoy. This research was helpful to the local community, Native American communities and the Department of Defense. He also worked with Dr. Sean Hartnett on mapping of lake bottoms, using global positioning systems and sonar. This project helps determine environmental impacts and is useful for navigation and fishing. Mr. Haughton felt that from his research he has learned to combine application of various technologies and to solve problems as a member of a team. He planned to present at upcoming meetings of the American Association of Geographers and the National Convention for Undergraduate Research.
The final student speaker was Lisa Theo, a PhD student at UW-Madison, who commented on the benefits of her experience in undergraduate research at UW-Eau Claire. During the two years she participated in the program, she worked on projects ranging from business applications, such as the frequency and efficacy of billboards on interstate highways, to government applications, such as an interactive web site for the Wisconsin Department of Tourism. Research projects required her to master technologies that would have resulted in an easy job search with a bachelor’s degree. However, the challenge of the research process and the desire to teach led her to seek a graduate degree. Ms. Theo said she is certain that her research background, technological skills and experience in presenting at national conferences helped her to gain acceptance into UW-Madison’s highly ranked Geography Department graduate program.
President Lyall noted that while undergraduate research is a wonderful experience for students, it takes a great deal of effort on the part of faculty. She asked Dr. Jol to comment on what is necessary to make this program work.
Dr. Jol responded that it requires summers away from home and out in the field collecting data, lining up students for different projects and applying for research funds. His practice is to involve undergraduates from the freshman year forward.
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The UW Distributed Learning System and Learning Innovations Update
To provide a context for discussion of the growth and changing role of the Learning Innovations Center, Senior Vice President Ward discussed the distributed learning strategy which had been adopted four years ago and what has happened in instructional technology since then. In 1995, he noted, the operative question was "Can we do it?" At that time, there was not a clear picture about what technologies would be available and how they could be deployed in instruction. Beyond that was the question of "Will they (students and faculty) come?" At the time, the UW was facing a $33 million budget reduction. Also, there were no proven Web-based learning materials, there was not much software, and there was limited staff support. The conclusion reached was that the UW System’s strategy had to be to build capacity - faculty expertise, hardware, software, etc.
To move forward, system-wide IT planning was undertaken at the request of the Board. Second, in it’s study of the UW system in the 21st Century the Regents concluded that the UW should become a major player in distance education. Third, an internal communications structure was created, consisting of the institutional chief information officers, vice chancellors and institutional business representatives.
It
also was important, Dr. Ward continued, to seek partnerships to offer
experience in education in return for technology and funding. Out
of that effort came the Lotus partnership which led to Learning Space,
the first mass application group-ware that was found to be useful.
In 1995, the vision was a distributed expanded learning system that reached to desktop. Statewide, the vision was to connect UW campuses, K-12 school, libraries, workplaces and state agencies.
By 1997, the force of the worldwide web was being felt on campuses. Professors were beginning to use it in their courses, and web-based learning tools were emerging. Funding was received for BadgerNet, the ring that goes around the state providing a very wide band width for computing needs. There also was funding for campus infrastructure, particularly desk-top computing for faculty and learning technology development centers – places where faculty and staff could get help in learning about technology and how to apply new products to instructional objectives. In October 1997, the Learning Innovations Center was created.
Today, Dr. Ward noted, a number of programs are being delivered on line – the Nursing Consortium’s degree completion program, the extended business degree program at UW-Platteville; the MBA Consortium involving UW-La Crosse, UW-Oshkosh, UW-Milwaukee, UW-Parkside and UW-Eau Claire; hospitality management at UW-Stout; and UW-Madison’s masters in engineering.
In addition, learning technology development centers are maturing; the Pyle Center distance education and conference facility is operational; digital innovations are coming to television; and the Learning Innovations Center is off to a very fast start.
Looking ahead, Dr. Ward described his view of the current environment, beginning with awareness of the Board’s vision for the UW System as a major player in distance education. There has been wide adoption of technology into instruction, with 75% of courses using e-mail and 50% using some form of the web in instruction. Funding still is limited for desktop computing for faculty and other needs, and external partnerships continue to be built. An especially important emerging technology is digital television and what it might mean for education.
What has evolved is an expanded vision of the distributed learning system beyond the boundaries of the state. The largest application of the DLS effort will continue to be on campus – enhancing existing courses and allowing better access. There also are some inter-institutional programs that reach beyond the campus to the rest of the state. In addition, efforts toward national and global delivery of UW programming is beginning to develop.
What is needed at this point, Dr. Ward commented, is to identify what markets the UW will serve with instructional technology and the goal in each market. At the campus level, the goal is to enhance quality and increase access. This is supported by learning technology development centers and a new concept called the Utility. The Utility is a group of campuses coming together, with one or more taking the lead and serving as a resource to the others on a type of software or a particular area of expertise. At the regional and state levels, the primary goal is to give access to students who cannot attend the university directly. Support mechanisms for these efforts include the Pyle Center and digital innovations. At the national and global levels, the objective changes to revenue generation, an area in which it may be important to concentrate the efforts of the Learning Innovations Center.
Michael Offerman, Dean of Continuing Education at UW-Extension and Director of the Learning Innovations Center, provided the Board with an update on the Center’s progress, along with a discussion of challenges facing the Center and strategies for growth. Citing UW program development as the Center’s most important service, Dr. Offerman pointed out that, once those courses are on the internet, it is important to provide services to the learners who are participating from their home or workplace. This led to development of on-line advising and counseling, access to bookstores and catalogs, and on-line registration and payment. He recognized Kris McGrew, Director of the HELP program, for her leadership in putting together this state-of-the-art software, which is a distinctive piece of what the UW has to offer the on-line learner.
Dr. Offerman introduced Phil LaForge, Marketing Manager, Caroline Chung, Operations Manager, and Holly Breitkreutz, Assistant Dean, Learning Innovations. In the last several months 10 instructional designers and six computer specialists had been hired, and a second search for a chief information officer was beginning. Learning Innovations had received approval from the Board and the Building commission to move from a 6,000 square foot facility to one with 16,000 square feet. In addition to the above staff, student services and development staff would be brought together in the new facility.
A goal of $1.8 million in contracts with corporations, national associations and governmental agencies has been set for the end of June 1999. Currently, there are signed contracts for $1.1 million, with another $600,000 under negotiation. Examples of those with whom contracts have been made are Famous Footwear, The National Chamber of Commerce, World Bank, Kemper Insurance and the American Council on Education. Because of limited capacity, some opportunities for contracts have been too large in scale to take on. In addition, Learning Innovations has strategic alliances or partnerships with IBM, Lotus, and Interliant, an internet service provider. Other negotiations are ongoing.
Turning to challenges, Dr. Offerman remarked that, while a focus on national and international markets may be advantageous, it will require narrowing target markets, positioning the UW within those markets, and more clearly defining products and services. Pricing strategy will be important since Learning Innovations relies on revenue sharing with the institutions. The primary challenge is one of limited capacity and limited resources relative to external opportunity and internal demand.
When Learning Innovations was created in 1997, he recalled, the strategy was that LI would capitalize UW program development; that is, UW institutions are not charged up-front for work on their behalf. Instead, LI depends on later revenue sharing. LI’s operations were to be capitalized through corporate contracts. The challenge is to balance internal demand, which is much stronger than predicted, with external opportunities, which also are much more plentiful than predicted.
With an incremental growth strategy, Dr. Offerman continued, Learning Innovations would rely on tuition shares from institutions, currently 30 percent, plus a limited presence in what is potentially a very large marketplace. Because the industry is so new and rapidly developing, the optimal size for an operation like Learning Innovations is not yet known, nor even what it takes to be a viable player.
An alternative strategy would be to become a major player, as envisioned in the 21st Century Study. To do that, mechanisms are needed to generate capital.
Thanking the presenters, President Lyall commented that the UW System and Learning Innovations have come a very long way in less than a year and a half.
Regent Smith referred to a graph that showed the largest application of technology continuing to be for on-campus instruction. He felt that UW leaders are comfortable about progress and direction in this area, as well as in the much smaller inter-institutional instruction area. In the smaller state and global area, he felt people were comfortable with Regent expectations and what is being done in the state portion of that area. The global aspect, he commented, presents more questions, concerning how far to go and how to generate revenue in a tough financial environment.
Regent Mohs inquired about the importance of speed to market and whether taking an incremental pace would cause the UW to fall behind and be disadvantaged. He also inquired about the status of efforts to raise capital.
Senior Vice President Ward responded that he considers it important to move rapidly and that the time is right for investment in that direction. As to raising of capital, he said discussions are still in the exploratory stages.
Dr. Offerman noted that New York University had just created NYU on-line which carries a $25 million commitment; and a for-profit group, Real Education, has announced receipt of $15 million in venture capital. The question is whether it is better to be out in front or to come in behind and learn from the mistakes of others. At this time, UW is perceived as being out in front with what already has been done in an incremental way. The learner relationship management system is a market advantage; and the quality of course-ware is exceptional and goes beyond what others are doing. At this point, the UW is at a cross-roads, with advantages and disadvantages to taking either direction. Earnings from revenue-generating programming, Dr. Offerman indicated, are returned to the UW for the purpose of increasing services, particularly to working adults.
Noting the potential for revenue generation and the issue of venture capital to proceed, Regent Boyle asked what the Board of Regents could do to help resolve the matter.
Dr. Ward replied that what is needed is identification of capital sources, whether bonding or other mechanisms.
Dr. Offerman added that what is needed is a clear indication as to whether the Regents wish to pursue the capital and growth strategy or the incremental growth strategy. If the former, the second issue relates to how a public university can achieve capital and still maintain its basic mission and commitment to the people of the state.
Regent Smith advised going into the capital market with a well-organized plan, noting that he would characterize investment in such a plan as a business investment rather than venture capital. What the business partner would look for, he emphasized, is return on investment. He thought the UW would want to play the major role that it is positioned to play. The next step would be to focus on the plan to be accomplished and on obtaining a financial partner for that plan.
Placing the discussion in the context of the university’s mission, Regent Orr noted that the educational mission is directed primarily within Wisconsin, but also goes beyond the state. The research mission benefits the state, but also benefits the nation and reaches internationally. There also is the public service mission. Therefore, state, national, and international service all falls within that mission. For example, he noted that non-resident students add an important characteristic to the university. Although they are charged higher fees than resident students, the purpose is not to generate profit, but to recognize that they have not contributed to the university through taxes. Noting that the university has a great deal to offer through programs that may be offered out-of-state, he commented that the purpose should be to maximize performance of its missions and to price accordingly to raise revenue, but not for the purpose of making a profit.
In response to an inquiry by Dr. Ward as to the scale of involvement in those activities with potential for revenue generation, Regent Orr expressed the view that activities supporting on-campus instruction are most important in benefits derived by the campus, region and state.
Expressing agreement with Regent Orr, Regent Smith added that other activities would enhance on-campus and inter-institutional programs.
Dr. Ward noted that many campuses now can handle programs on their own, without support from LTDC’s and utilities. Three years ago, he added, virtually none of those kinds of options existed, which shows how much has changed in a short time.
Regent Barry, who serves as the Regent representative to the state’s TEACH Board, cautioned against getting so far out in front that the UW could not lead others in the state effectively. He commented that it would be difficult to discuss pricing until the product is developed and that one means of doing that is developing a utility that encompasses the K-12 schools and others in state. That will benefit the state and, he felt, will yield the product that will go beyond the state as well.
Dr. Ward concurred and cited a number of current projects involving the K-12 schools.
Regent Barry suggested that part of capitalization could consist of revenues generated within the state utility. This also would allow the university to provide leadership in a proactive and positive way. As an example of what could be done, he cited distribution by the TEACH Board of staff development grant moneys. If the UW could be involved in development at all levels through a facility like the Pyle Center, some of those revenues could be captured, while performing a needed service.
Agreeing that those type of opportunities should be pursued, Dr. Ward added, however, that given limitations on K-12 budgets, revenue opportunities may be less than from outside sources.
Dr. Offerman noted that the greatest benefit the UW has received so far from Learning Innovations does not concern revenue generation. Rather, its most valuable contribution has been to contribute to change within the institutions, to show faculty that this is a viable way to deliver education and to give them support. The object should not be to chase a market, but rather to bring service back to the UW and the people of the state, including K-12 schools. This principle may provide guidance on how large the operation should be and which markets are appropriate.
Regent Smith felt that in the future the university will be placed in a revenue generation atmosphere and that it will take some time to learn what that means and how to deal wisely with the shift in funding that is taking place.
Regent Olivieri thought that the UW should first fully serve the people of Wisconsin and maximize the advantages of having a single university system to improve what is offered on campus and to the state as a whole. When other providers market services in Wisconsin, he said, the people of this state should have the option of receiving those types of services from the UW instead. He considered it a first priority to have a very strong statewide approach to distributed learning, including clarification of strategies and support options.
Regent Boyle asked for reaction to the thought that in order to achieve program enhancement and access goals for the campuses, regions and state, there is need to get involved in revenue-generating activities on a state, national or international level.
Dr. Ward noted that these activities inevitably intersect. While instruction starts with faculty on campus, part of it may go statewide or national.
Dr. Offerman commented that the issue is the cost of the types of programs supported by LI and the Pyle Center. It would not be possible to accomplish much in terms of program enhancement and access for the people of the state without finding ways to generate revenues. While the focus should remain on serving the state and its people, he agreed with Regent Boyle that, in order to do so, it is necessary to program beyond the state’s borders.
Regent Gottschalk inquired about opportunities for seeking capital from foundations across the country.
Dr. Ward replied that these avenues were being pursued as are prospects for federal dollars.
Summarizing the discussion, Regent Smith felt the message is to concentrate on the UW’s core mission, with the understanding that it is necessary to go outside the state to support that mission. The feeling is that the UW should be a major player in this area.
Chancellor Ward suggested a future presentation focusing on the core mission and life-long learning in order to consider the UW’s niche in the life-long learning process. This would include rethinking the master’s degree and its role in university education as well as rethinking the delivery of instruction in languages. There is a transformation of pedagogy on campus, he observed, and there is a need to describe and discuss the transformation of how learning is occurring.
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President Lyall reported that UW-Madison and UW-Milwaukee will be among the first set of universities in the nation to connect to the Internet2 this month. Internet2 is a research network set up to help take academic traffic off the original Internet, which now is crowded by commercial users. Internet2 will be 1,000 times faster than the original Internet, permitting transmission of larger amounts of data among the 140 members of the University Corporation for Advanced Internet Development, the oversight group for Internet2. This group is chaired by UW-Madison Chancellor David Ward. Observing that this will be a defining moment for faculty, President Lyall predicted that it will not be long before Internet2 is the national and international network for academics all across the globe.
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UW-Eau Claire’s Youth Sports Program
It was reported by President Lyall that UW-Eau Claire’s National Youth Sports Program was named recently as the top program of its kind in the country. The program is a five-week pre-college program that serves about 500 disadvantaged youth in the Chippewa Valley each summer. Besides sports, the programs include math and science, alcohol and drug education, nutrition and career studies. Another important feature is that each participant gets a physical exam as part of the program. These exams have turned up a number of pre-existing conditions of which parents and children were unaware but for which they now can seek treatment. The program is federally funded and is administered through the NCAA, with additional funds from the Wisconsin Department of Public Instruction.
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UW-Milwaukee School of Architecture and Urban Planning Re-accreditation
President Lyall reported that UW-Milwaukee’s School of Architecture and Urban Planning has been re-accredited. This school, she noted, is one of the landmarks of UW-Milwaukee and the UW System. It currently is engaged in addressing design problems in Milwaukee’s neighborhoods.
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Inauguration of UW-Milwaukee Chancellor Nancy Zimpher
President Lyall reported that the inauguration of Chancellor Zimpher would take place on March 26th at UW-Milwaukee. This event, she noted, will be an opportunity for the UW and the larger community to recognize Chancellor Zimpher as the leader of the UW System’s outstanding urban institution.
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report of the physical planning and funding committee
The Committee’s report was presented by Regent Barry, Chair.
Presenting Resolutions 7865-7867, which were approved unanimously by the Physical Planning and Funding Committee, Regent Barry moved their adoption by the Board of Regents as consent agenda items. The motion was seconded by Regent Mohs and carried unanimously.
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UW-Green Bay: Authority to construct a Shorewood Golf Course
Resolution 7865: That, upon the recommendation of the UW-Green Bay Chancellor and the President of the University of Wisconsin System, authority be granted to construct a Shorewood Golf Course Turf Irrigation project at an estimated total project cost of $170,000 Program Revenue Cash Reserves.
UW-Madison: Authority to Expand Scope and Increase Budget of Arlington Barn Project
Resolution 7866: That, upon the recommendation of the UW-Madison Chancellor and the President of the University of Wisconsin System, authority be granted to expand the scope and increase the budget by $120,000 for the Arlington Dairy Research Center Barn project, for a revised total project cost of $300,000, using Institutional Funds.
UW-Madison: Authority to Accept a Gift-in-Kind
Resolution 7867: That, upon the recommendation of the UW-Madison Chancellor and the President of the University of Wisconsin System, approval be granted for acceptance of a gift-in-kind from the University of Wisconsin Foundation of 99.5 acres of land in the Town of Woodruff, Oneida County to enlarge the Kemp Natural Resources Station in support of ongoing instruction and research.
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Regent Mohs noted that he had spoken to many people – students, faculty, staff and design professionals – regarding how to plan and build new buildings on UW campuses and how to redesign existing buildings in order to make campuses attractive and functional, so that buildings relate to one another and create the desire