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Presenting ASU's ethos: Old Main as a seat of argument

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Scholarship on the rhetoric of place and space provides ample precedent for the study of structures as rhetorical texts; real and imagined places which convey meaning or memory, particularly monuments, memorials, and museums have been extensively studied, but loci of identity and history in institutions of higher education are under-…

Scholarship on the rhetoric of place and space provides ample precedent for the study of structures as rhetorical texts; real and imagined places which convey meaning or memory, particularly monuments, memorials, and museums have been extensively studied, but loci of identity and history in institutions of higher education are under- examined. The following analysis of Arizona State University's Old Main building seeks to fill a gap in the study of place and space. As an entity which produces its own powerful discourses, Arizona State University expresses its historicity and institutional goals through varied and numerous media, but Old Main is one of the most critical, for the structure acts as an ethical proof in ASU's argument for its character, endurance, and worth. This examination addresses how ASU's ethos is articulated through the experiences of Old Main's past and current users, the instructional historical texts and artifacts displayed in the structure, the way that the building is mediated by ASU discourses, and the agency of the edifice itself. This work endeavors to answer Henri Lefebvre's call to improve widespread understanding of spaces as texts and their dialogue with users, and builds on the work of Carol Blair, Richard P. Dober, Diane Favro, and Bruno Latour, as well as that of Henri Lefebvre. To provide full context, this analysis integrates scholarship from the disciplines of campus planning, architecture, classical rhetoric, and the rhetoric of place and space.
ContributorsFulton, Holly Lynn (Author) / Lamp, Kathleen S. (Thesis advisor) / Goggin, Maureen (Committee member) / Rose, Shirley K. (Committee member) / Arizona State University (Publisher)
Created2014
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A Post-Occupancy Evaluation of the Outdoor Rooms on the Campus of Arizona State University

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ABSTRACT This paper explores the post-construction occupancy satisfaction of the outdoor learning spaces built on the Tempe campus of Arizona State University in response to the Novel Coronavirus pandemic. On March 27, 2020, the Coronavirus Aid, Relief and Economic Security (CARES) Act was signed into law and provided…

ABSTRACT This paper explores the post-construction occupancy satisfaction of the outdoor learning spaces built on the Tempe campus of Arizona State University in response to the Novel Coronavirus pandemic. On March 27, 2020, the Coronavirus Aid, Relief and Economic Security (CARES) Act was signed into law and provided a pandemic-related Federal grant to assist the University in securing equipment and material to augment existing spaces to comply with The Centers for Disease Control and Prevention Guidelines (CDC) guidelines. The scope of the intervention measures encompassed the physical spaces, cleaning, access to and from buildings, and classroom scheduling. Beyond the execution of the guidelines for the interior spaces, ASU administrators considered 16 exterior locations on the Tempe campus for outdoor learning environments. Four sites were selected for implementation with the priority criteria for location based on historic pedestrian traffic patterns and proximity to buildings of high-volume use. The site review team (SRT) that developed the criteria and made the site selections was made up of The Office of the University Architect, Facilities Management and ASU Grounds. Based on reviewing empirical data, there is a gap in knowledge regarding post-occupancy satisfaction in regard to site development interventions. The four outdoor rooms have been in use for one year. A small sample survey was taken in the spring of 2021 and an in-depth analysis was performed at the start of the spring 2022 semester to measure user reactions. On-site volunteer post-occupancy surveys were done to document overall user satisfaction, usage, locations and assess site amenities: seating, lighting, etc. The survey evaluated the design consequences of the outdoor learning environments. The data provided insights as to design solutions that can be applied to future installations at ASU and other campuses. The overarching conclusion from the analysis is that safety is a major concern from the subjects and the initial programming of the SRT was validated. In the long term, a post-occupancy evaluation can guide more effective, economical and sustainable results for the built environment.
ContributorsSampson, Byron (Author) / Brooks, Kenneth (Thesis advisor) / Ramirez, German M (Committee member) / Ewan, Joseph (Committee member) / Arizona State University (Publisher)
Created2022