Explore Hellems' new design

A map of Hellems via Google Earth

Project timeline

  1. Nov. 2021

    Programming

  2. Feb. 2022

    Conceptual Design

    [video:https://youtu.be/Nawii_6joLY]

  3. May 2022

    Schematic Design & Preconstruction

  4. Sept. 2022

    Design Development

  5. Jan. 2023

    Construction Documents

  6. June 2023

    Bidding

  7. Sept. 2023

    Construction

  8. Sept. 2025

    Commissioning

  9. Dec. 2025

    Occupancy

°µÍø½ûÇø the project phases

Current Phase: Conceptual Design

The °µÍø½ûÇø's concept team surveyed several hundred students to better understand facets of Hellems they want changed, kept in-tact and buildings on-campus students prefer. Students answered five qualitative questions in paragraph form, and from this data, the team drew the following conclusions:

I. Students would like to see refreshed interiors and inclusive bathrooms. 

A line graph shows 90% want inclusive bathrooms; 90% would like refreshed interiors; 70% inclusive study spaces; 65% improved environmental impact; 50% larger, adaptable classrooms.

Of our respondents, 43 expressed interest in inclusive, easy-to-find bathrooms; 42 hope to see refreshed interiors; 30 desire inclusive study spaces; 27 would like Hellems to have an improved environmental impact; 22 want larger, adaptable classrooms; 20 would like the building to have better wayfinding; 20 would like the building to have more daylight; four expressed that, regardless of the changes, they would like the historic feel kept in tact; and three students requested better spaces for graduate students.

II. Students also feel positive about the building's historic feel.

A line graph shows 90% would not change Hellems' historic feel; 75% retain the exterior; 40% celebrate the CSF's theatre; other feedback: large staircase, enhanced study spaces, large windows, classrooms, no changes, and modernize the building entirely.

When asked to describe the facets of Hellems they would not change, students grappled with wanting a fresh look while preserving the building's historic feel. Of respondents, 57 asked CU Boulder maintain the building's historic feel and warmth; 45 asked that the exterior and landscape not change; 24 hoped the Mary Rippon Theatre could be better celebrated; 21 expressed interest in a large, open staircase; 15 hoped enhanced study spaces, such as ALTEC, would remain; 15 asked that the large windows remain; 13 hoped the classrooms would not change; seven do not want to change Hellems at all; and six asked that the building be overhauled entirely.

III. Study spaces encourage students to stay longer.

A line graph shows roughly 90% of respondents feel more study spaces would encourage them to stay in the building longer. Other feedback is negligible, including more amenities, better bathrooms, building refresh, better lighting, comfort, no changes, and better grad spaces.

When asked what would encourage students to stay longer in Hellems, there was more consensus than in previous questions. 107 noted that study spaces and public seating would encourage them to stay longer; 24 hoped to see more building amenities; 19 needed better bathrooms; 15 thought a building refresh would accomplish this goal regardless; 13 believed better lighting would make the space more welcoming; 12 wanted to see better building comforts, such as seating and temperature; nine expressed on this question that they did not want Hellems changed; and four desired to see better graduate student spaces.

IV. Students want a refreshed building that still retains history.

A line graph shows 80% of respondents want to celebrate Hellems' history with a fresh look; 60% want a bright and modern building; and roughly 50-55% of students want a functional space that maintains the old environment.

When describing other buildings on-campus that could serve as a model, students generally fell into four categories: 50 wanted the building to celebrate its history in a fresh way; 38 wanted to see a building that was fresh and modern; 35 hoped the building would, simply, be functional; and 34 desired to maintain an older-feeling building.

V. For faculty office hours, students prefer privacy.

A line graph shows that roughly 90% of respondents look for private office space for office hours; all other options, including various choices, public spaces, semi-public spaces and virtual options show fewer than 35% each.

In students' final question, we asked where they prefer faculty office hours. The vast majority, 105, preferred quiet, private spaces like an office; 46 liked the idea of having several options based on the conversation; 29 preferred visible, less formal spaces; 22 asked for semi-public, shared spaces; and seven asked that we emphasize virtual options.

Hellems' blueprint from original design

Hellems' blueprint from original design

Hellems' blueprint from original design

Hellems' blueprint from original design

Hellems' blueprint from original design

Hellems' blueprint from original design

Hellems' blueprint from original design

Hellems' blueprint from original design

Hellems' blueprint from original design

Hellems' blueprint from original design

Hellems early on

 

Fred Hellems stands in front of a tent in an old photograph.

Fred Hellems

Photo of CU Boulder campus, likely taken in the 1920s. Courtesy of Carnegie Library for Local History, Boulder

Photo of CU Boulder campus, likely taken in the 1920s. Courtesy of Carnegie Library for Local History, Boulder

Hellems building in, likely, the 1920s. Photo courtesy of Boulder Historical Society/Museum of Boulder

Hellems building in, likely, the 1920s. Photo courtesy of Boulder Historical Society/Museum of Boulder

Early construction of the Mary Rippon Amphitheater. Photo courtesy of Boulder Historical Society/Museum of Boulder

Early construction of the Mary Rippon Amphitheater. Photo courtesy of Boulder Historical Society/Museum of Boulder

Excerpt of the 1959 Shakespeare festival program.

Excerpt of the 1959 Shakespeare festival program.

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Many voices have contributed to making Hellems a welcoming space for all.

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