DOCUMENT RESUMEED 027 881 JC 690 079A Report on Six Seminars to Assist in Planning a High Rise, High Density Urban Campus for Manhattan

Community College.Caudill, Rowlett, and Scott, New York, N.Y.Pub Date Aug 68Note-19p.EDRS Price MF-$0.25 HC-$1.05Descriptors-*Campus Planning, *College Planning, Community InAvement, *Community Programs, *JuniorColleges, *Urban Education, Urban Renewal

Identifiers-*New YorkThe problem here was to create, on 4.5 acres of Lower Manhattan, a junior

college to meet the needs of 11,000 full- and part-time students and the urbancommunity. In 1968, educators, business leaders, politicians, architects, urbanplanners, et al. attended six seminars. The following were considered the mostimportant aspects of the total problem. (1) There should be neither physical norsymbolic barriers between campus and community, this outreach to includepre-admission counseling, a search for both non-applicants and dropouts, continuingeducation courses, loud business contacts, field trips, and reciprocal arrangementswith neighborhood government ascencies. (2) Programed instruction link-ups wouldmake practical the decentralized campus and the high-rise building. (3) Participantsports (handball, swimming), rather than spectator, besides being healthful, wouldstrengthen the outreach philosophy. (4) A 24-hour Learning Center to accommodatestudents' varied work and study hours would combine student union, library, cafeteria,classroom, and enhance educational accessibility. (5) Experiments in housing should bemade to help sever the student's ties with his familiar ghetto, e.g., rest cubides,fresh-up rooms, or compulsory dormitories for underachievers. (6) To become a partof the new "urban fabric," the college should take advantage of its situation in thenewly developing surroundings of housing, commerce, parks, plazas, and parking andtraffic patterns. (HH)

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A Report onSix Seminarsto assist inplanning ahigh risehigh densityurban campusforManhattanCommunityCollege

U.S. DEPARTMENT OF HEALTH, EDUCATION & WELFARE

OFFICE CF EDUCATION

THIS DOCUMENI HAS BEEN REPRODUCED EXACTLY AS RECEIVED FROM THE

PERSON OR ORGANIZATION ORIGINATING IT. POINTS OF VIEW OR OPINIONS

STATED DO NOT NECESSARILY REPRESENT OFFICIAL OFFICE OF EDUCATION

POSITION OR POLICY.

UNIVERSITY or; C....! IF.

LOS AN:\ i

MAR 2 0 1969

CLEARINGHOuz.- ..(JUNIOR COLLEGE

INFOT,IATIriNCaudill Rowlett ScottArchitects Planners Engineers

Made possible by a grant fromEducational Facilities Laboratories, Inc.

Additional copies available from:Caudill Rowlett Scott230 Park AvenueNew York City, New York 10017

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Manhattan Community College134 West El StreetNew York City, New York 10020Educational Facilities Laboratories477 Madison AvenueNew York City, New York 10022

Quotation on cover:Dr. Edmund J. Gleazer, Jr.Executive DirectorAmerican Association of Junior CollegesText and Layout:Mr. Barclay F. GordonCaudill Rowlett ScottGraphic Design Consultants:Gale & Deniega Assoc.New York, New YorkFront and rear inside cover photographs:Mr. Ehud LockerNew York, New York

Introduction

When Educational Facilities Lab-oratories awarded a grant toManhattan Community Collegefor assistance in planning itsnew high-rise campus, a vast un-dertaking was set in motion forwhich there are few guidelines,fewer precedents, and no proto-types.

The site: four and a half acresin the Washington Market re-newal area of Lower Manhattan.The task: to create on this post-age stamp site a full-scale com-munity college responsive notonly to the educational needs ofits 11,000 full-time and part-time students, but also to the in-creasingly urgent and complexneeds of its urban community.

The first stage in planning wasto assemble groups of thought-ful, creative people from diversedisciplines, pose the challengeto them, let them react and in-teract, and use the resulting mo-saic of ideas as raw material forlater analysis and architecturalprogramming. This was accom-plished in the form of six sem-inars held in January and Feb-ruary 1968 and attended byeducators, business leaders,politicians, architects, urbanplanners and othersall emi-nent in their respective fields.

The topics of successive sem-inars were:1 The Ought-to-Be Student.2 Business Services.3 Government Services.4 Recreation & Physical Educa-

tion.5 Cultural Activities.6 Curing Social Problems.

Contributions were spontane-ous and uninhibited. But oftenthe topics were lost amid ener-getic, articulate, sometimesemotional discourse on urbanproblems and their relationshipto educational institutions.

Some of the ideas, such as the"metered bed", were novel.Others, such as the plea for qual-ity, were more familiar thoughnot less urgent. Several ideas,imperfectly formed, went backinto the melting pot to be re-

minted. A few, apparently im-pervious to this alchemy, andhaving broad, pervasive signifi-cance, reasserted themselvesrepeatedly at each successiveseminar. These are the ideaswhich could not be containedunder one restrictive headingand upon which this report willfocus:1 Reaching out into the neigh-

borhood.2 New educational technology.3 Physical education in the

urban setting.4 A 24-hour learning center.5 Housing requirements.6 A new urban fabric.

Each, taken separately, is buta fragment, an aspect of a largerproblem. Taken together, theybegin to embody a comprehen-sive plan for servicing a com-munity whose educational needsare gargantuan, and creating forthat community a "campus inthe sky."

Much careful planning re-mains to be done, but a promis-ing beginning has been made.The seminars did more than justgive the project its initial impe-tus and momentum. They gener-ated a body of fresh and far-sighted ideas that crystallizeda good many problems in a waythat will force planners to re-spond with a theory of campusdesign that will accommodateitself to the densest and most re-stricted urban conditions.

)it

Dr. Murray H. BlockPresidentManhattan Community College

August, 1968

RONAN

REACHING OUT INTO THE NEIGHBORHOOD

Although America is fast be-coming an urban nation, manyof its institutions and much of itsethos are still deeply rooted in anagrarian past. A feeling still ling-ers across much of the countrythat the city corrupts, that itscurrency is temptation, that theyeoman farmer is still the custo-dian of American virtue.

In the same way, college isstill thought of as a rural retreatdesigned for that quiet, seques-tered interlude between youthand adulthood. Its green quad-rangles, its bell towers, its iviedbuildings are often ringed bywalls to preserve its innocenceand ensure its meditative calm.Behind these prophylactic bar-riers, students and their facultyreflect on the human condition.

GORES

"Why don't you be likean octopus? That'snot a nice word; howabout a nice octopus?Thread your tentaclesthrough the commu-nity."AKERS

"You must totally in-volve the neighborhoodand its people. Use theneighborhood as alaboratory."WILLIAMS

"The college mission isto develop communityleadershipgraduateswho are dedicated toshaping up Manhattana Manhattan Corps!"CAUDILL

"Help the student andthe community by help-ing the student helpthe community."

Cast in the light of contem-porary urban conflicts, however,this kind of institution, as wellas the attitude that engendersit, no longer seems appropriate.Many educators today feel thatthe place to study the humancondition is in the midst of it.

And Manhattan CommunityCollege is in the midst of it. Par-ticipants in the seminars wereof a single mind on this onepoint: no barriers, either physi-cal or symbolic, must be erectedbetween college and community.M.C.C. will want to establish anew rapport.

Most important is the man-date to reach out into the com-munity to find the "ought-to-be-student," the dropout whosecapabilities are sufficient butwhose motivation is not. Remo-tivate these individuals, retrainthem if necessary so that eachmay become a useful citizen anda productive member of the com-munity. One device for accom-plishing this aim may be theestablishment of pre-admission

NUNEZ, GLEAZER, REED

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As.

counselling outposts throughoutthe greater metropolitan area.In an adaptation of techniquesused in narcotic and alcoholicrehabilitation these outpostsmay be manned by former drop-outs whose background wouldbest enable them to reach thisvast but unshaped human re-source... Other outposts for recreationand special research further ex-pand the college into the com-munity.

Conversely, the communitycan establish outposts on thecampus. Opportunities forcourses in continuing educationare almost unlimited. The ideathat a man trains once in his lifefor a single career is no lcngersupportable. Not only does auto-mation create unwelcome dislo-cations, but the changing natureof many professions and voca-tions makes continuing educa-tion mandatory. Education canno longer be identified exclu-sively with youth.

If the college wishes to besensitive to the needs of localbusiness and industry, as somecolleges already do with success,then why not involve local busi-nessmen directly? Why not bringthem in as guest lecturersevenas advisers and consultants?Why not give these businessleaders a hand in training thestudents they will later employ?Why not foster a continuing pro"-gram of field trips into neighbor-

ing plants and business offices?Local governmental agencies,

in the same way, might have re-ciprocal arrangements with thecollege. What better place for abusiness/government confer-ence center to keep these twovital sectors of the communityin continuing dialogue?

An idea that occurred repeat-edly in various seminars wasbest expressed as "using theneighborhood as a laboratory."This explicitly meant the devel-opment of a continuous programof student involvement in theneighborhood, and strongly im-plied that the college think ofitself from the beginning as animportant vehicle for socialchange.

BLOCK

NEW EDUCATIONAL TECHNOLOGY

The changes wrought by a rapid-ly accelerating technology havealready permeated nearly everyaspect of our existence. Thechanges in educational philoso-phy and technique, while lessdramatic than the revolutions incivil rights or space exploration,have implications just as pro-found. For it is the task of edu-cation to keep pace with theexplosion of knowledge, to inter-pret its meaning, to prepare so-ciety for its benevolent uses.

The magnitude of the task isstaggering. When we speak ofharnessing "the power of theuniverse" or of artificially pro-ducing DNA, life's elementalsubstance, we somehow feel weare approaching ultimates. Whatthresholds can lie beyond thesethresholds? When biochemistsdemonstrate that they can con-trol the formation of humangenesand by chemical manip-ulation either telescope or abortthe evolutionary processthenwe wonder uneasily whetherman is not commencing to pol-lute the deepest stream of allthe stream of creation itself.

Lewis Mumford and otherthoughtful writers assure us thatwe are just now emerging fromthe "Paleotechnic Age", that theproliferation of technical knowl-

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edge is only beginning and thatits pace can only quicken.

Education too is emergingfrom the Paleotechnic. It is insearch of new and effectivemethods and techniques. Forthese reasons, educators musthave at their disposal every toolnecessary for the task at hand.

One such tool is ProgrammedInstruction (P.I.). While still inits infancy, P.I. offers greatpromise not only as a teachingaid, but more importantly, as adevice for reaching new groupsof peopleincluding some whohave never been students be-fore. With dial access and con-sole study a student may sched-ule his own study time. Languagebarriers begin to melt when astudent can hear a lecture sev-eral times over until its meaningis clear. The fact that he musthold down a full-time job needno longer bar him from educa-tional opportunity.

Communications specialistshave long since taken advantageof the knowledge thatthe humanbrain is able to receive and ab-sorb a great many more simulta-

JOHNSON

"Give up your archaiceducational fantasies!"CAUDILL

"We need a 'chameleon'type of college that canchange with changesin the environment."JAMES

"li you make long rangeplans, you want to lookat long range programs.Build in continuingeducation as an equalpartner."THOMSEN

"Teaching on an indi-vidual basis, for exam-ple, with programmedinstruction has physicalspace connotations."FELIX

"it is most importantto have an awareness ofthe society in whichone lives."

neous signals than the "vpicalclassroom lecture situatiu.- pre-sents. Consider the closing mo-ments of a typical television va-riety show. The performers aretaking their bows to swellingmusical accompaniment. The"crawl" is providing the namesof the entertainers while the"voiceover" is alertingthe viewerto the program following. Fourinputstwo visual and two auralare classified and absorbedwithout any sense of bewilder-ment. Television console studypermits the simultaneous deliv-ery of these signals, better uti-lizing the brain's enormous po-tential as a receptor.

P.I. is particularly adaptableto decentralized campus plan-ning. If the college really wishesto "thread (its) tentacles throughthe community" to reach pock-ets of "ought-to-be-students" inall five boroughs, then P.I. pro-vides one viable means.

The ability to store informa-tion in digital form and to makeit available by remote retrievalwherever it is needed is a pros-pect with almost unlimited' po-tential for education. Networksof information banks are alreadyin the planning stages, andM.C.C. should have the capacityto link up into any such system.

The breakdown of traditionaldepartmental and classroom or-ganization must be countered bythe establishment of new socialunits. Without careful planning,

AKERS

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an institution devoted exclusive-ly to P.I. may become a form-less, socially impoverished aca-demic "drive-in"a piece of"U.S. Route 1 commercial cul-ture" culminating metaphori-cally in a cellophare-wrappedand 3 for 984 education. Thereformation of social units intoan ordered and enriching socialstructure is a subject that willrequire careful study.

In the past, high-rise educa-tional buildings have not beeneconomically feasible. The ele-vator systems become far toocostly if designed to handle tor-rents of students all movingsimultaneously at class breaks.With the substitution of P.I. formore conventional scheduling,peak traffic times are reducedand fewer elevators can move asteady trickle of students effi-ciently. At last educationalbuildings can rise above sur-rounding commercial structuresto claim their share of sun andsky.

PHYSICAL EDUCATION

IN THE URBAN SETTING

There was general agreementamong seminar participants thatphysical education, as applied toM.C.C., must be given new andnon-traditional emphasis. The"big" sports long favored by col-leges and their alumni, football,basebail, track and field, are notonly inappropriate to so small asite, but in addition contributeto a collective and growing"spectatoritis" among too manyAmericansand perhaps espe-cially among urban Americanswhose opportunities to pursuethese sports after college are sosharply limited.

To the extent that college pro-grams encourage passive ratherthan active participation insports, they fail their students.The emphasis at M.C.C. shouldbe on "doing" rather than"watching others do" on intra-mural rather than varsity. G. K.Chesterton once observed wryly,"If a thing is worth doing, it isworth doing badly." There arealready sufficient pressures forexcellence in performance sothat the New York Yankees willnot want for prospects. If a fel-low's tee shot falls consistentlyshorter than Arnold Palmer's orhis backhand is a little less se-cure than Pancho Gonzales' . . .

what matter? The importantthing is that he swing a racquetor a club and enjoy doing it.Energies should be redirected

GORES

"We don't play hockeywe only cancel it.Thinkwaterfront, and putthe grassy knolls in theair! Bring all sportsindoors into clean air!"GUGGENHEIMER

"Part of any recreationprogram is bringingpeople in contact withthe natural environ-ment."GORES

"Avoid more basket-ball boxes, whistletooters, and studentswith pituitary prob-lems."GORES

"Get the doctors in.Relate physical educa-tion to physical im-provement."

toward sports that can be car-ried on in a healthy way through-out life. Handball, squash andswimming are especially appro-priate as are tennis, badminton,bowling, bicycling, and gymnas-tics.

These ideas suggest the de-sign of physical education facil-ities not unlike those of an urbanhealth club. Informal use andeasy accessibility will be para-mount concerns to the studentwhose time is closely bracketedbetween work and study. Ath-letic spaces, normally developedin generous amounts about acampus periphery, must here beconcentrated for effectiveness.Some, like squash courts, shouldperhaps be carried underground.Others, however, require moreprime space, and the collegeshould give thought to develop-ing its external spaces highabove ground in a sequence ofroof gardens and lounges.

The removal of commercialpiers, coupled with massive allo-cation of State funds for recla-mation of the Hudson River,promises rich potential for a re-developed waterfront. The crea-tors of the Lower Manhattan Planpropose a marina as an inte-grated part of The. WashingtonStreet Renewal Area. Initially,such a facility would offer boat-ing of all kinds. In the future, afull complement of aquaticsports facilities may also be of-fered.

GORES, THOMSEN

0/ a.I.. :17147;"kzetr".

In the spirit of "reaching out,"the college can develop jointprograms with the City for pub-lic park use in return for com-munity use of college facilities.The "outpost" principle shouldbe extended to include a parkoutside the city, perhaps on LongIsland or in the Catskill Moun-tains, designed to broaden theexperience of urban studentsand expand the college recrea-tion program to include camp-ing, hiking, fishing as well aspopular winter sports.

An idea was advanced at oneseminar that no student shouldgraduate with correctable physi-cal disabilities. Perhaps thisseems utopian, but in retrospectso does universal literacy. It ischiefly a matter of commitment.

GUGGENHEIMER, WILLIAMS

TWENTY-FOUR HOUR LEARNING CENTER

Time: All matters involving hu-man activity connect eventuallywith that one inexorable, ir-reversible, irretrievable factor.The college must have sched-ules. Courses must be pro-grammed. Semesters, or theirequivalents, must begin andend.

But the precise allotment ofhours to specific activities willvary greatly from student to stu-dent. Many will work days andstudy evenings. Others will worknights and study during the day.Some will have no predictablepattern.

It is therefore essential thatM.C.C. provide its students withwhat we shall call a 24-HourLearning Center. A new kind ofeducational center, it would notbe student union, library, cafe-teria, or classroom building, buta combination of each. It may bethought of as synoptic as acampus in miniature with fa-cilities for quiet study, research,socializing, recreation, eatingand perhaps even napping.

Equally important, the Centershould be available to studentstwenty-four hours a day. Whilethe college is in session, theCenter should never close.

In its present location on West51st Street, the college's stair-wells and corridors serve asprime socializing spaces. On thenew campus, the 24-Hour Learn-ing Center will provide a proper

THOMSEN

"The essence of atwenty-four hour studycenter is a combina-tion of traditllonalspaces in new ways."GOLDSTONE

"Whatever the pro-gram and regardless ofthe budget, this hasto be a radically beauti-ful and elegant build-inginside and out.It should have a culturalimpact on the studentand the community."GLEAZER

"Make it an educa-tional service stationan easy place to getin and out of."P1VEN

...a penny arcade ofeducation."

setting for these important, butunplanned activities.

The whole campus shouldrepresent quality planning andquality design, but nowhere isthis more imperative than in the24-Hour Center. The building'slounges will be not only the liv-ing rooms of the whole campusbut in an extended sense theliving rooms of the whole neigh-borhood. These lounges will beopened up periodically to thewhole community for meetingson matters of community con-cern as well as for student re-citals and other social or cere-monial activities.

Properly designed, this centershould lie at the heart of thecampus both physically and sym-bolically. While nothing on sosmall a site can be really remote,easy accessibility for studentsand faculty will do much to en-sure its success. More importantstill, this is the facility that allstudents, regardless of scheduleor discipline, will have in com-mon. It is here that studentsfrom every background can meetand flow together in one demo-cratic social stream.

THOMSEN, J. KING

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GORES

"Some day during thelife of the institution,you better get into thehousing business. Partof the college experi-ence for many of thestudents should be theuprooting of familyties."

JOHNSON

"Make dormitoriesmandatory for under-achievers."C. KING

"It's been either Cadil-lac or subway...thinkof it as an educational

House'."

HOUSING REQUIREMENTS

What is the use of pulling stu-dents out of the ghetto in themorning if only to return them inthe afternoon?

This constant tug-of-war doesnot effectively combat the debil-itating forces of ghetto lifeitmerely suspends them for a fewhours each day. The studentstill identifies as he always didwith the ghetto in all its unremit-ting frustration and dilapidation.

Nor are disadvantaged young-sters the only ones to benefitfrom the uprooting of family ties.Students of diverse racial, eth-nic and cultural backgrounds arerepresented in t:.e M.C.C. en-rollment, and the wonderful ad-mixture this creates is effec-tively cancelled if these contactsare broken abruptly each daywhen individuals return to theirhomogenous surroundings.

Dormitories of conventionaldesign may not be the right an-swer, but M.C.C. should prob-ably be in the housing business.The very diversity in student en-rollment dictates a broad spec-trum of housing types. Thesemight range from apartmentsfor married students to meteredrooms for students who mustwork full-time to study part-timeand need to nap a few hours inbetween. Thought should begiven to various experimentalhousing units such as a modifiedform of the rest cubicles pro-

vided at Expo '67 or the "fresh-up" rooms furnished by manynew airports.

As the whole Washington Mar-ket area is awaiting renewal, cityand college officials have an op-portunity to plan jointly for therequired housing instead of sim-ply making do with whateverhousing happens to be provided.

COSTELLO, BALLARD

HOOVER

"This is an opportunity2..44 to develop an urban

system."-."C. KING

"We must face the real-- ,ization that the only wayto change the situationis social action andpolitical drive."GOLDSTONE

"Make it a wonderfulmixture of town andgown; the whole empha-sis would be on par-ticipation."

A NEW URBAN FABRIC

Washington Market was a land-mark to several generations ofNew Yorkers. Its arcades wererich with color and activity. Itsopen-air stalls were filled withthe plenty of the earth. Whenthe market finally succumbed toincreasing economic pressures,to efficient supermarket chainsand pre-packaged foods, a vac-uum developed which has notbeen filled. Sidewalks oncesprinkled with sawdust are nowcarpeted with litter. Walls onceclamoring with signs of com-merce are now softly frescoedwith soot.

But no bleak litany of urbanills, however terse, can do muchmore than call attention to aproblem. Nor will the transplant-ing of a single institution, likeM.C.C., suffice to restore aneighborhood to its former es-teem. Often plannersas at Bra-silia have encountered thesame kind of "rejection pheno-menon" in the body social assurgeons are now encounteringin the body physical. The simplereplacement of an unhealthy or-gan with a healthy one offers noguarantees for survival. Like thehuman body, the urban fabricis closely woven with many com-

AKERS

plex interdependent strands. Tofunction effectively, thesestrands (housing, shopping, bus-iness, transit, parking, etc.)must interpenetrate, fuse, andform their own connective ti,-sue.

With these complexities inmind, the Lower Manhattan Planhas been prepared. It has madea broad-based attack on an areaof truly meaningful scale. In gen-eral, the plan envisions a revi-talized downtown area with anew diversity of functions. It pro-poses a restrengthened masstransit system with enlarged sta-tions and rational, efficient links.It proposes waterfront plazasand green parks relating both tobusiness and housing nodes andtied together by a grand pedes-trian esplanade. In short, itpromises a whole new quality ofurbanism.

Within this larger framework,the Washington Street Urban Re-newal Project functions as a re-lated sub-unit. The college siteis serviced by traffic spurs fromthe depressed West Side High-way. Parking is normally belowgrade. Typical pedestrian move-ment patterns are through thecollege rather than around it andserve to link the elements of thismaster plan.

To the south of the proposedcollege site is a large pedestrianplazaa window on the Hudsonwhich forms the terminus for

a broad east-west axis, reachingout to City Hall and the City'smunicipal government complex.Extending to the north of thesite is the heart of New -York'sgraphic arts industry. To thesouth is the new World TradeCenter site, and south of this,Wall Street, the financial capi-tal of the world.

It is therefore clear that the"community" in Community Col-lege refers uniquely in this in-stance to several different com-munities, and M.C.C. mustrelate itself productively to each.For these several communitiesprovide not only a source of stu-dents, but also a source of jobsfor those students after gradua-tion. These communities alsoform an enriching source of fac-ulty and guest lecturers as wellas a heavy demand for "continu-ing education". Finally, and per-haps most important, they placeM.C.C. in a vital and growingcontext and insure the collegea prominent and decisive role inshaping the City's future cul-tural development.

The Seminars

Guest Participants:Dr. Milton AkersExecutive Director, National Assn.for the Education of Young ChildrenMr. Arnold A. ArbeitDirector, College Programming Services,The City University of New YorkMr. William F. R. BallardConsulting ArchitectThe City University of New YorkMr. Richard J. BanahanDirector of Community RelationsPort of New York AuthorityMr. Eugene J. BockmanLibrarian, Municipal Reference LibraryMr. Ernest BoyerVice Chancellor forUniversity-Wide ActivitiesState University of New YorkHon. Leonard N. CohenDeputy Borough PresidentHon. Timothy W. CostelloDeputy Mayor, City of New YorkMr. Melville DausDirector of RecreationDepartment of ParksDr. Allen 0. FelixDirector of Educational ServicesNew York Stock ExchangeMr. Bertram F. FrenchCushman-WakefieldMrs. Doris FreedmanDirector, Office of Cultural AffairsDepartment of ParksDr. Edmund J. Gleazer, Jr.Executive Director, AmericanAssociation of Junior CollegesMr. Alan C. GreenSecretary, Educational FacilitiesLaboratories, Inc.Hon.Harmon GoldstoneCommissioner, City Planning CommissionDr. Harold B. GoresPresident, EducationalFacilities Laboratories, Inc.Hon. Elinor C. GuggenheimerCommissioner, City Planning CommissionDr. George JamesDean, Mt. Sinai Medical SchoolMiss Thelma JohnsonEducation Action DivisionMr. Charles KingExecutive Director, Haryou-ActMr. Jonathan KingVice President, EducationalFacilities Laboratories, Inc.Dr. Sebastian V. MartoranaUniversity Dean for Two-Year CollegesState University of New YorkMr. Robert H. McCambridgeAssistant Commissioner,Higher Education Planning,The University of the State of N.Y.Hon. Louis NunezExecutive Director, Aspira, Inc.Mr. John T. PattersonNational Director, InterRacial Councilfor Business OpportunityMr. Jack PeymanVice President, Chase Manhattan BankHon. Jack I. PosesVice Chairman, Board of Higher Education,City of New YorkMr. Walter RicksHaryou-ActMr. Ellis M. RowlandsDirector, Community College FacilitiesPlanning, State University of New York

Dr. William J. RonanChairman, Metropolitan CommuterTransportation AuthorityMr. Joseph ShenkerDean, The City University of New YorkDr. Harold ZuckermanBoard of Education, City of New York

For Manhattan Community CollegeDr. Murray H. BlockPresidentDr. Leon CohenDean of StudentsMrs. Bernice DouglasAssistant to the PresidentDr. Edgar D. DraperDean of the CollegeDr. Doris-Jeanne GourevitchHead, Division of Liberal ArtsMr. Lloyd HopeAssistant Director of the Urban CenterDr. Mary G. JacobsChairman, Department of Recreation& Physical EducationDr. Ellsworth JaniferChairman, Department of Music & ArtMr. Sidney KingDirector of Student ActivitiesMr. William KingDirector of AthleticsMr. Marvin I. KushnerChairman, Data Processing DepartmentDr. Edward LewisDirector of Cooperative EducationMr. Leo J. MargolinHead, Division of BusinessMr. Alfred R. MascoloDean of AdministrationDr. Rose PalmerChairman, Secretarial Science DepartmentDr. Blanche RiedHead, Division of Health ServicesMr. Donald RyderCampus Facilities OfficerDr. Arnold H. ScolnickDean, Evening DivisionDirector, Continuing Education ProgramMr. George SenykAssistant Professor of Recreation& Physical EducationDr. Michael ShmidmanDirector of the Summer SessionMr. Irving WechslerAssociate Professorof Business TechnologyMr. John WorkDirector of the Urban Center

For Caudill Rowlett ScottMr. William W. CaudillPartnerMr. G. Norman HooverAssociate PartnerMr. Peter A. PivenProject ManagerMr. Bob H. ReedAssociate PartnerMr. Charles B. ThomsenAssociate PartnerMr. Philip C. WilliamsPartner

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