When HOLT Architects began reimagining St. John Fisher University’s Lavery Library, the mission wasn’t to refresh an outdated academic building. It was about redefining what this building meant for campus life.
Built in 1975, the Lavery Library represents the characteristics of this period. As it was primarily concrete and built to store books (not for student experience), there was an inside look at how the building was constructed, earning it an internal nickname “book fort”. Students entered the building to collect their books and left; Services took place during their stay and were spread throughout the building and days. Very little natural light was allowed inside. No circulation was encouraged between main areas of campus.
The next 50 years of university leadership asked a completely different question: What type of project will allow students to have the support needed to perform at their highest level? From this question we were able to transform the idea of working on the library into the creation of a Student Success Center and demonstrate access to services; visibility for all incoming students; inclusion of all students.
Reposition a campus monumentThe Lavery renovation transforms the structure’s role in relation to the fabric of the campus, as it now connects key areas of the campus rather than serving as a barrier. HOLT Architects incorporated two main entrances: one facing LeChase Commons and an elevated entrance facing the South Quad to function as thoroughfares rather than dead ends.
The new universally accessible exterior route replaces previously risky 20-foot stairs with a direct connection between Upper Quad and Commons, creating for the first time a fully accessible connection creating dignified and equitable access throughout the property.
Internally, the renovation optimizes vertical circulation through a solid social staircase with intuitive wayfinding throughout the building, creating seamless movement through the different levels. Rather than appearing as a series of disconnected spaces, the renovation creates an open and clear connection to what a student will see on the path to what they want.
Adaptive reuse as a strategy, not a compromiseRather than demolish the 1975 structure, HOLT embraced adaptive reuse. The building’s sturdy concrete structure has been preserved, retaining a significant amount of embodied carbon and minimizing construction waste. The move reflects a growing recognition within higher education design that sustainability is often most effective when it starts with what already exists.
Preserving the structure required strategic intervention. The mechanical chases that once occupied the surrounding walls have been moved inwards, freeing up the edges of the building for glazing and daylight. High-performance envelope improvements and new glazing systems improve energy efficiency while transforming the interior experience.
This approach allowed the design team to respect the permanence of the building while redefining its purpose. The heavy concrete frame remains, but its character has changed. Transparency replaces opacity. The light replaces the speaker. Architecture recognizes its past without being constrained to it.
The project serves as an example of how to incorporate modern solutions and designs with existing historic elements through adaptive reuse. This project shows that preservation and innovation can coexist, and adaptive reuse can now be seen as an innovative approach instead of just looking back at the past.
From repository to academic hubThe most visible transformation is programmatic. Lavery no longer operates primarily as a book depository. Thanks to the consolidation and sizing of the collections, privileged perimeter areas have been freed up for the use of students. Seating capacity increased by approximately 20 percent without increasing the building’s footprint.
This increase is not simply quantitative. The renovation diversifies the way students can inhabit the building. Open collaboration spaces coexist with closed group rooms. Technology-rich classrooms sit alongside a dedicated quiet reading room. Lounge seats, booths, group tables and social stair seats support different learning modes, durations and comfort levels.
The design combines both “we” zones for collaboration and “me” zones for study – providing areas to engage in group conversation or areas for quieter concentration. Each student can select environments that match their energy level and work style throughout their day. The spaces are intended to accommodate different methods of study, so there is no one way to succeed academically in this building.
Daylight is at the heart of this change. Once rare, it now defines interior character. New entrances and enlarged glazing draw light deep into the floor tiles. Transparent tutorial rooms and visible circulation paths allow students to see activity and support in motion. The building communicates the opening before a word is spoken.
A concierge model for student successAt the heart of the renovation is a concierge-style student success office. Advice, mentoring, accessibility services, career planning and research support are brought together in a single, highly visible hub. Services that were once fragmented or hidden are now centralized and open to the light.
An organizational move to a new space has both logistical and psychological implications. When academic support is provided remotely (e.g., in off-site offices), there may be a perception of stigma associated with accessing this support. When academic support is provided centrally on campus, in bright spaces and in close proximity to daily activities across campus, academic support is easily accepted as the norm.
Librarians are repositioned as educational partners, with desks spread throughout the building rather than isolated behind closed doors. Their presence reinforces the idea that research, advising, and mentoring are integrated aspects of student life and not ancillary services.
University leadership described the project as the physical embodiment of Fisher’s supportive culture. Architecture expresses this culture in concrete terms. Students encounter support not as a destination they must seek, but as an omnipresent resource embedded in their journey.
Remove physical and psychological barriersThe renovation addresses inclusiveness on several scales. The new accessible connection to campus eliminates a long-standing physical barrier. Interior circulation is intuitive, with clear sightlines and vertical links that reduce confusion.
Transparency does extra work. Glass-walled classrooms and visible service points remove the ambiguity that often discourages students from seeking help. When media is visible, it signals availability. When students can see their peers interacting with services, help-seeking becomes normal.
Even the redistribution of space reflects this philosophy. Peripheral areas of natural light are prioritized for student occupancy, while deeper interior areas house support functions. The message is subtle but clear: students come first.
Indigenous landscaping and stormwater treatment strategies extend the philosophy of care beyond the building envelope. Sustainability and equity operate as parallel commitments rather than competing priorities.
Thought leadership in architecture in practiceHOLT Architects has built a reputation throughout New York for integrating high-quality aesthetics with functional and durable solutions. At Lavery, this reputation translates into a project that is as strategic as it is spatial.
The company resisted the temptation to dismiss the building as obsolete. Instead, he recognized the latent value of the existing structure and amplified it. Adaptive reuse preserves embodied carbon. Envelope upgrades have improved performance. The reorganization freed up space for students. The design demonstrates that thoughtful intervention can extend the relevance of a building for decades.
The project’s impact was recognized with the Jeffrey J. Zogg Build New York Award from the Associated General Contractors of New York State. The award highlights not only construction excellence, but also the broader civic value of the transformation.
Of course, there is also a growing awareness of the nature of the space occupied on a daily basis. Lavery now functions as a civic commonplace, or academic home, where community, connection and learning come together. The students cross Lavery towards their respective quads. Students also hang out on the social staircase and meet with counselors in the glass offices; they also study in daylight, which did not exist before.
A model for the next generation of academic librariesHigher education institutions across the country are grappling with similar questions. What is the role of a library in the age of digital resources? How can campus buildings embody commitments to accessibility and inclusion? How can sustainability goals align with budgetary realities?
The Lavery renovation offers an answer. Rather than abandoning the typology of libraries, it broadens it. The building retains its intellectual core while integrating academic and professional support into a unified framework. We are moving from storage to service, from isolation to integration.
By preserving the concrete frame, HOLT Architects demonstrated that sustainability begins with management. By opening the façade and redirecting circulation, the firm reinforced the fact that architecture shapes behavior. By centralizing student services, the design team asserted that physical space influences institutional culture.
What was once described as a “book fort” is now a forum for learning and connection. The transformation is architectural, operational and symbolic.
For St. John Fisher University, Lavery represents a commitment made visible. For HOLT Architects, it represents a model of adaptive reuse that balances preservation, sustainability and forward-thinking design. And for the students who move around its spaces bathed in light every day, it meets a simpler objective: a li where success is supported, accessible and expected.
