program diagram urban planning architecture

Students should indicate how the various stakeholder concerns will be addressed (or not be addressed and why, if applicable). Review: Class #8 Part 2: Individual Brainstormingīased on the discussions about life & learning as well as built form characteristics, each student will study the MIT project area and devise a strategy for its future development. Transportation (b/w with transit nodes located and walking distances) - 1:2500.Parking Plan (b/w with parking facilities rendered) - 1:2500.Architecture - detail photos of materials, diagrams of openings, ground level.Building Types - sketch diagrammatic axos and outline plans - as required.

Entry/Edge Diagram (thick lines for edges, dots for entries) - 1:2500.

Open Space Diagram (b/w with major spaces rendered) - 1:2500.

Street types, showing dimensions (sections) - 1:500.

Block types, showing parcels, dimensions (plan) - 1:500.

Sketch analytical drawings of the 9 categories: Which life & learning characteristics can be influenced by built form and vice versa - and which ones cannot? Each pair will produce a matrix for each campus, with life & learning characteristics along the horizontal axis and built form characteristics along the vertical axis. Teams are asked to analyze each campus according to nine categories, as described in the Assignment handout: land uses, blocks and parcels, streets, open spaces, edges/entries, building types, architectural implications, parking and transportation. T173.8.W55 2002.Įach pair of students will select (or be assigned) two of the following Boston-area campuses and study their built form. Retooling: A Historian Confronts Technological Change. “Is MIT a Good Place to Live? The University Campus as a Residential Environment.” MCP Thesis (MIT, 2003).

Report of the Presidential Task Force on Student Life & Learning: Task Force on Student Life and Learning.

Cambridge, MA: MIT Office of the Executive Vice President, 2001. MIT Planning 1960-2000: An Annotated Chronology.

Students should understand potential conflicts and think about potential remedies. Further, students should identify what characteristics (social, academic or, where applicable, physical) these stakeholders consider important for future growth in and around the MIT campus. The summary should identify the interests of the various stakeholders. Assignments Part 1: Double Readings a) Life & LearningĮach student will select (or be assigned) two of the following readings and write a one-page summary for each.

Program diagram urban planning architecture