This is the campus map of Cedar Crest College and I think it's more effective than the examples provided in the text (p.58-59). The most glaring difference is the three dimensional point-of-view. Navigating around the campus, I feel, would be intuitive because of the greater detail of buildings offered on the map. Rather than portraying of landmarks as rectangular shaped objects (as most campus maps do), this example gives the viewer a new "way of thinking about looking at things". This perspective also instills more personality into the campus and makes it more attractive.
Another principle from the Katz reading used in this map is third-generation labeling. With only twenty-four landmarks, the campus at Cedar Crest College doesn't appear to be very large, but I agree with the designer's decision to code each of the landmarks with referenced numbers. It prevents the map from becoming cluttered with text and also ensures that the visual takes precedent over the textual. I should also mention how the designer effectively shadow the numbers to improve their saliency.
The connotations of color also show up in this example. The green shaded areas indicate grass and the white paths refer to roads. The map was obviously sketched by hand, so I think it's important that color be so prominent - with various hues presents, such as the dark green coloring of the trees. This points to the middle value principle.
Lastly, this example makes use of lines with how the roads are drawn. Lines with narrow thickness indicate roads that appear farther away on campus. The names of the roads also accompany the lines through first-generation identification.
Submitted by Sdb13 on
I agree with you on all of the topics in the book in this picture of the campus map. It is a great qualitative design and cool to see exactly how the campus is laid out.