David R. Godschalk and Jonathan B. Howes
- Published in print:
- 2012
- Published Online:
- July 2014
- ISBN:
- 9781469607252
- eISBN:
- 9781469608280
- Item type:
- chapter
- Publisher:
- University of North Carolina Press
- DOI:
- 10.5149/northcarolina/9781469607252.003.0008
- Subject:
- Education, History of Education
This chapter shows that much of the new development during the dynamic decade took place on the Southeast Campus, where new project design faced many challenges. Home to student housing, athletics, ...
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This chapter shows that much of the new development during the dynamic decade took place on the Southeast Campus, where new project design faced many challenges. Home to student housing, athletics, and support facilities, the Southeast Campus Community was a sprawling collection of large mid-twentieth century buildings without a central place. Although it contained Kenan Woods and the natural areas in the Pinetum, few parts of Southeast Campus contained an attractive outdoor common area. New projects that sought to turn this around were built at a human scale around central green spaces linked by landscaped walkways. The sustainability challenge for Southeast Campus was to humanize this dense, fragmented, and auto-dominated area, while at the same time accommodating its continuing need to grow and protecting its precious environmental resources. Planners proposed a network of pedestrian paths and outdoor commons areas where people could move through a green landscape instead of always following cement sidewalks alongside busy streets.Less
This chapter shows that much of the new development during the dynamic decade took place on the Southeast Campus, where new project design faced many challenges. Home to student housing, athletics, and support facilities, the Southeast Campus Community was a sprawling collection of large mid-twentieth century buildings without a central place. Although it contained Kenan Woods and the natural areas in the Pinetum, few parts of Southeast Campus contained an attractive outdoor common area. New projects that sought to turn this around were built at a human scale around central green spaces linked by landscaped walkways. The sustainability challenge for Southeast Campus was to humanize this dense, fragmented, and auto-dominated area, while at the same time accommodating its continuing need to grow and protecting its precious environmental resources. Planners proposed a network of pedestrian paths and outdoor commons areas where people could move through a green landscape instead of always following cement sidewalks alongside busy streets.
Damien M. Sojoyner
- Published in print:
- 2016
- Published Online:
- May 2017
- ISBN:
- 9780816697533
- eISBN:
- 9781452955230
- Item type:
- chapter
- Publisher:
- University of Minnesota Press
- DOI:
- 10.5749/minnesota/9780816697533.003.0006
- Subject:
- Education, Educational Policy and Politics
The conclusion of First Strike debunks the claim that teacher unions prevent administrators from excising bad teachers from schools, which in turn creates underperforming students. Through a ...
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The conclusion of First Strike debunks the claim that teacher unions prevent administrators from excising bad teachers from schools, which in turn creates underperforming students. Through a meditation on his mother’s experience as a schoolteacher, Sojoyner suggests that the exclusionary potential and pedagogical insufficiency of standardized testing, as well as the cutting of social support nets for students, are the actual contributing factors. The author describes his influences in W. E. B. DuBois and Clyde Woods, and summarizes his individual chapters’ claims.Less
The conclusion of First Strike debunks the claim that teacher unions prevent administrators from excising bad teachers from schools, which in turn creates underperforming students. Through a meditation on his mother’s experience as a schoolteacher, Sojoyner suggests that the exclusionary potential and pedagogical insufficiency of standardized testing, as well as the cutting of social support nets for students, are the actual contributing factors. The author describes his influences in W. E. B. DuBois and Clyde Woods, and summarizes his individual chapters’ claims.
