Architectural/Hammurabi Archives

Architect students building a playground

Sweden

Campus Outdoor Lighting

“The Starry Night” | Vincent van Gogh

The IEEE Education & Healthcare Facilities Committee has completed a chapter on recommended practice for designing, building, operating and maintaining campus exterior lighting systems in the forthcoming IEEE 3001.9 Recommended Practice for the Design of Power Systems for Supplying Commercial and Industrial Lighting Systems; a new IEEE Standards Association title inspired by, and derived from, the legacy “IEEE Red Book“. The entire IEEE Color Book suite is in the process of being replaced by the IEEE 3000 Standards Collection™ which offers faster-moving and more scaleable, guidance to campus power system designers.

Campus exterior lighting systems generally run in the 100 to 10,000 fixture range and are, arguably, the most visible characteristic of public safety infrastructure. Some major research universities have exterior lighting systems that are larger and more complex than cooperative and municipal power company lighting systems which are regulated by public service commissions.

While there has been considerable expertise in developing illumination concepts by the National Electrical Manufacturers Association, Illumination Engineering Society, the American Society of Heating and Refrigeration Engineers, the International Electrotechnical Commission and the International Commission on Illumination, none of them contribute to leading practice discovery for the actual power chain for these large scale systems on a college campus. The standard of care has been borrowed, somewhat anecdotally, from public utility community lighting system practice. These concepts need to be revisited as the emergent #SmartCampus takes shape.

Electrical power professionals who service the education and university-affiliated healthcare facility industry should communicate directly with Mike Anthony (maanthon@umich.edu) or Jim Harvey (jharvey@umich.edu). This project is also on the standing agenda of the IEEE E&H committee which meets online 4 times monthly — every other Tuesday — in European and American time zones. Login credentials are available on its draft agenda page.

University of Toronto night canada facebook timeline 1929 719

Late_night_SFSU_quad night San Francisco State University

st joseph university night winterish 1923 721

Champlain College vermont fall facebook summer or spring cover night 1921 720

University of Alaska Fairbanks facebook timeline northern lights 1922 721

University_of_Utah_Hospital_in_2009 1921 721 featured twlight

valdosta state university facebook cover spring summer twilight 1921 719

Issue: [15-199]

Category: Electrical, Public Safety, Architectural, #SmartCampus, Space Planning, Risk Management

Contact: Mike Anthony, Kane Howard, Jim Harvey, Dev Paul, Steven Townsend, Kane Howard

LEARN MORE:

Modular Classrooms

Complete Monograph International Building Code

Note the following proposed changes in the transcript above: E59-24, F62-24, Section 323

Modular classrooms, often used as temporary or semi-permanent solutions for additional educational space, have specific requirements in various aspects to ensure they are safe, functional, and comfortable for occupants. Today we will examine best practice literature for structural, architectural, fire safety, electrical, HVAC, and lighting requirements. Use the login credentials at the upper right of our home page.

Structural Requirements

Foundation and Stability: Modular classrooms require a stable and level foundation. This can be achieved using piers, slabs, or crawl spaces. The foundation must support the building’s weight and withstand environmental forces like wind and seismic activity.
Frame and Load-Bearing Capacity: The frame, usually made of steel or wood, must support the load of the classroom, including the roof, walls, and occupants. Structural integrity must comply with local building codes.
Durability: Materials used should be durable and capable of withstanding frequent relocations if necessary.

Architectural Requirements

Design and Layout: Modular classrooms should be designed to maximize space efficiency while meeting educational needs. This includes appropriate classroom sizes, storage areas, and accessibility features.
Accessibility: Must comply with the Americans with Disabilities Act (ADA) or other relevant regulations, ensuring accessibility for all students and staff, including ramps, wide doorways, and accessible restrooms.
Insulation and Soundproofing: Adequate insulation for thermal comfort and soundproofing to minimize noise disruption is essential.

Fire Safety Requirements

Fire-Resistant Materials: Use fire-resistant materials for construction, including fire-rated walls, ceilings, and floors.
Sprinkler Systems: Installation of automatic sprinkler systems as per local fire codes.
Smoke Detectors and Alarms: Smoke detectors and fire alarms must be installed and regularly maintained.
Emergency Exits: Clearly marked emergency exits, including doorways and windows, with unobstructed access paths.

Electrical Requirements

Electrical Load Capacity: Sufficient electrical capacity to support lighting, HVAC systems, and educational equipment like computers and projectors.
Wiring Standards: Compliance with National Electrical Code (NEC) or local electrical codes, including proper grounding and circuit protection.
Outlets and Switches: Adequate number of electrical outlets and switches, placed conveniently for classroom use.

HVAC (Heating, Ventilation, and Air Conditioning) Requirements

Heating and Cooling Systems: Properly sized HVAC systems to ensure comfortable temperatures year-round.
Ventilation: Adequate ventilation to provide fresh air and control humidity levels, including exhaust fans in restrooms and possibly kitchens.
Air Quality: Use of air filters and regular maintenance to ensure good indoor air quality.

Lighting Requirements

Natural Light: Maximization of natural light through windows and skylights to create a pleasant learning environment.
Artificial Lighting: Sufficient artificial lighting with a focus on energy efficiency, typically using LED fixtures. Lighting should be evenly distributed and glare-free.
Emergency Lighting: Battery-operated emergency lighting for use during power outages.

By adhering to these requirements, modular classrooms can provide safe, functional, and comfortable educational spaces that meet the needs of students and staff while complying with local regulations and standards.

Life Safety Code

National Electrical Code

ASHRAE 90.1 Energy Standard

Educational Facility Lighting

Occupancy Classification and Use

Minimum Design Loads and Associated Criteria for Buildings and Other Structures

NOAA National Weather Service: Storm Total Maps and Verification

ASCE Codes & Standards Catalog

Engineers Joint Contract Documents Committee

Code and Standards Open for Comment

Public Comment for ASCE/EWRI 78-XX Guidelines for the Physical Security of Water and Wastewater/Stormwater Utilities ~~(Comment Deadline 12/18/2023)~~

America’s Infrastructure Score: C-

Snow Load

CLICK IMAGE

Storm Shelters

2024 GROUP A PROPOSED CHANGES TO THE I-CODES

St. Ann’s School

This content is accessible to paid subscribers. To view it please enter your password below or send mike@standardsmichigan.com a request for subscription details.

Delta Upsilon Fraternity House (1331 Hill Street)

This content is accessible to paid subscribers. To view it please enter your password below or send mike@standardsmichigan.com a request for subscription details.

Elevator Safety Code

Today, special attention to managing elevator passengers trapped in elevators during power outages. Incident management involves the following:

Automatic battery-lowering systems (standard in modern elevators) gently descend the car to the nearest floor and open the doors within minutes.
Backup generators or UPS units keep lights, intercoms, and ventilation running.
Mandatory two-way communication and remote monitoring allow instant contact with 24/7 response teams.
Fire-service phase II keys and firefighter overrides ensure rapid rescue.
Clear emergency instructions and regular maintenance of brakes and overspeed governors prevent falls.

These redundancies, required by ASME A17.1 codes in most jurisdictions, have made prolonged entrapments extremely rare and almost never dangerous.

2026 National Electrical Code Article 620: Elevators, Dumbwaiters, Escalators, Moving Walks, Platform Lifts, and Stairway Chairlifts.

CMP-12 Public Input Transcript | CMP-12 Public Comment Transcript

American School & University: Modernizing Elevator Emergency Communications on School and University Campuses

Elevator, escalator and moving walk systems are among the most complicated systems in any urban environment, no less so than on the #WiseCampus in which many large research universities have 100 to 1000 elevators to safely and economically operate, service and continuously commission. These systems are regulated heavily at state and local levels of government and have oversight from volunteers that are passionate about their work.

These “movement systems” are absorbed into the Internet of Things transformation. Lately we have tried to keep pace with the expansion of requirements to include software integration professionals to coordinate the interoperability of elevators, lifts and escalators with building automation systems for fire safety, indoor air quality and disaster management. Much of work requires understanding of the local adaptations of national building codes.

Some university elevator O&M units use a combination of in-house, manufacturer and standing order contractors to accomplish their safety and sustainability objectives.

In the United States the American Society of Mechanical Engineers is the dominant standards developer of elevator and escalator system best practice titles; its breakdown of technical committees listed in the link below:

A17 ELEVATORS AND ESCALATORS

STDMi: Elevator Backup Power

C&S Connect: ASME Proposals Available for Public Review

~~Public consultation on a new standard for electrical inspector qualifications closes May 27th.~~

ASME A17.7/CSA B44.7 – 20XX, Performance-based code for elevators and escalators (280 pages)

Safety Code for Existing Elevators and Escalators

Guide for Inspection of Elevators, Escalators, and Moving Walks

Guide for Elevator Seismic Design

As always, we encourage facility managers, elevator shop personnel to participate directly in the ASME Codes & Standards development process. For example, it would be relatively easy for our colleagues in the Phoenix, Arizona region to attend one or more of the technical committee meetings; ideally with operating data and a solid proposal for improving the A17 suite.

Get Involved ASME Standards & Certification Activities

University of Wisconsin Stadium Elevator

All ASME standards are on the agenda of our Mechanical, Pathway and Elevator & Lift colloquia. See our CALENDAR for the next online teleconferences; open to everyone. Use the login credentials at the upper right of our home page.

Issue: [11-50]

Category: Electrical, Elevators, #WiseCampus

Colleagues: Mike Anthony, Jim Harvey, Richard Robben, Larry Spielvogel

More:

Bibliography: Elevators, Lifts and Moving Walks

ISO/TC 178 Lifts, escalators and moving walks

Human Factors Using Elevators in Emergency Evacuation

Archive / Elevator Safety Code

Exorbitant Campus Construction Projects

Facility Services

A simple web search finds several articles and reports discussing how college and university presidents’ compensation (including base salary, bonuses, incentives, and total pay packages) can be linked—directly or indirectly—to success in building new facilities, capital projects, infrastructure development, or related fundraising/capital campaigns.

Nominally, while compensation may not be tied exclusively to constructing new buildings, many public and private institutions incorporate performance-based incentives (e.g., bonuses or deferred pay) connected to strategic goals like fundraising for capital campaigns, enrollment growth, research expansion, or completing major infrastructure initiatives. These often involve new facilities as key outcomes, since presidents frequently lead capital campaigns to fund buildings, renovations, or campus expansions. The topic comes up — tacitly — in annual compensation reviews .

Readings Pro & Con:

Mercer report: “Leading in turbulent times: The challenges, complexities and compensation of public university presidents” (recent analysis of public AAU institutions): Nearly 40% of these universities offer annual bonuses/incentives to presidents, with a median opportunity of ~30% of base salary. Incentives are increasingly tied to strategic goals, including fundraising, research growth, and student success—often encompassing capital projects and new facilities as part of institutional advancement. Deferred compensation (common at 80% of institutions) rewards long-term stability and growth initiatives like infrastructure.
Link: https://www.mercer.com/en-us/insights/total-rewards/executive-compensation/leading-in-turbulent-times-the-challenges-complexities-and-compensation-of-public-university-presidents
“Skin In The Game: Incentive pay and job performance in higher education” (2024 article/blog analyzing Big Ten peers): Discusses how some universities (e.g., Ohio State, Purdue, Indiana, Rutgers) include incentive pay in presidential performance reviews, tying portions of compensation to measurable goals. While not always explicit on facilities, it critiques the lack of such metrics at places like Penn State amid major projects (e.g., stadium renovations), implying fundraising and capital success should influence pay.
Link: https://barryfenchak.com/skin-in-the-game-incentive-pay-and-job-performance-in-higher-education
UCSD Guardian op-ed: “Exorbitant Campus Construction Projects, Administrative Compensation: It’s Time to Demand Accountability” (2023): Criticizes how university administrations are “rewarded” for launching expensive capital projects (e.g., new buildings costing billions), often at the expense of other priorities like faculty salaries or maintenance. It argues this ties executive rewards indirectly to prioritizing new facilities over core academic needs.
Link: https://ucsdguardian.org/2023/04/25/exorbitant-campus-construction-projects-administrative-compensation-its-time-to-demand-accountability
The Atlantic: “Tuition Increases as Universities Spend More On New Buildings as Old Facilities Fall Into Disrepair” (2016, still relevant context): Explores the “arms race” in campus construction, where presidents push for new amenities/facilities to attract students/faculty, often funded by tuition hikes or debt. It notes how this contributes to administrative bloat and high executive pay, though not always via explicit incentives.
Link: https://www.theatlantic.com/education/archive/2016/07/the-paradox-of-new-buildings-on-campus/492398
Inside Higher Ed: “Study: Investment in public university presidents doesn’t mean return in philanthropy or state funding” (2019): Finds no direct link between higher presidential pay and better fundraising/state appropriations outcomes, but notes boards often justify pay with macro goals like successful capital campaigns or enrollment/infrastructure improvements.
Link: https://www.insidehighered.com/news/2019/01/29/study-investment-public-university-presidents-doesnt-mean-return-philanthropy-or

Overall, explicit ties to “building new facilities” are more common indirectly—through fundraising targets, capital campaign success, or strategic growth metrics—rather than line-item bonuses for specific construction projects. Critics argue this can incentivize flashy new builds over maintenance or academics, while proponents see it as aligning pay with institutional advancement. Compensation data often comes from sources like the Chronicle of Higher Education’s annual surveys or CUPA-HR reports.

Our coverage:

UNC-Chapel Hill announces plans to develop campus extension in Carolina North

The Vertical Density of Urban Apartments Is Catastrophic for Fertility

Could Bigger Apartments Reverse America’s Birth Decline?