Building Spaces for Science that Make a Difference

Transcription

1 Laboratories for 21 st Century Students, Science & Technology The 2003 PKAL Assemblies Building Spaces for Science that Make a Difference Lawrence University & University of Wisconsin-Fox Valley September 12-14, 2003 Richard M. Heinz, AIA Research Facilities Design

2 PRESENTATION OUTLINE I. Trends in Undergraduate Science Facilities II. III. IV. Alternative Teaching Laboratory Designs to Support Different Pedagogical Styles Building Configuration Issues Commons Problems with Sputnik-Era Science Facilities V. Benchmarking Critical Area and Cost Ratios VI. Questions & Answers

3 I. TRENDS IN UNDERGRADUATE SCIENCE FACILITIES A. Students are Active Participants: Hands-on Laboratory Rich Environment Students Become Engaged in Science by Doing Science Less Emphasis on Just Reading Books and Taking Tests Group Activities, Even in the Classroom

4 I. TRENDS IN UNDERGRADUATE SCIENCE FACILITIES B. Integration of Technology: Computers and Wet Benches Laptops Ready or Not! Multi-Media, Audio-Visual Technology is Becoming Common Place Scientific Instruments Accessible to Students and Faculty; Shared by Teaching & Research Laboratories

5 I. TRENDS IN UNDERGRADUATE SCIENCE FACILITIES C. Scientific Collaboration: Faculty/Student Research Laboratories Student Project Space Engage Building Occupants and Visitors in Science with Collections, Displays and Poster Session Space

6 I. TRENDS IN UNDERGRADUATE SCIENCE FACILITIES D. Scientific Collaboration: Interaction Outside of the Classrooms and Laboratories Places for Students to Study or Wait for Faculty Spaces to Eat/Drink Keep Food Outside of Laboratory! Atrium Spaces Can Help Promote Vertical Interaction

7 I. TRENDS IN UNDERGRADUATE SCIENCE FACILITIES E. Celebration of Science: Incorporation of Scientific Art Put Science on Display with Interior and Exterior Windows Art as Educational Opportunities

8 I. TRENDS IN UNDERGRADUATE SCIENCE FACILITIES F. Sustainability in Laboratory Design: LEED II Green Building Rating System Use of Sustainable Materials: Wood from Certified Sustainably Managed Forest Minimum requirements for recycled steel content Use of Environmentally Friendly Finishes: Water-borne application for wood finishes Finishes applied with near-zero VOC Emissions No off-gassing of wood products after curing Dry coating process for steel casework finishes Fume Hood Exhaust/Ventilation System: Variable Air Volume (VAV) control systems on fume hoods Sash-limiting devices on fume hoods to reduce air flow Occupancy sensors for fume hoods and/or room lighting Heat recovery system for fume hood exhaust

9 II. TEACHING LABORATORY DESIGN A. General Chemistry: Laboratory Bench Orientation Accommodation of Computers Facilitation of Lecture Mode Hoods, Downdraft and Micro Scale Techniques

10 II. TEACHING LABORATORY DESIGN B. Organic Chemistry: Quantity and Size of Fume Hoods Laboratory Bench Orientation Accommodation of Instrumentation Facilitation of Lecture or Breakout

11 II. TEACHING LABORATORY DESIGN C. Fixed Bench Biology: Distribution of Utilities Laboratory/Lecture Integration? Accommodation of Computers Hoods and Sinks

12 II. TEACHING LABORATORY DESIGN D. Biology with Movable Tables: Distribution of Utilities Laboratory/Lecture Integration? Accommodation of Computers Hoods and Sinks

13 II. TEACHING LABORATORY DESIGN E. General Physics: Laboratory/Lecture Integration? Accommodation of Computers Workshop Style Learning Instrumentation/Flexibility

14 III. BUILDING CONFIGURATION ZONED A. Functional Relationships Between: Teaching Laboratories Research Laboratories Laboratory Support Space Offices/Classrooms B. Organization Factors: Faculty/Faculty Interaction Faculty/Student Interaction Faculty Monitoring/Mentoring of Student Research Access vs. Privacy vs. Security vs. Safety Utility Infrastructure Economy of Construction Flexibility University Research Buildings Tend to be Organized in Zones by Space Type

15 III. BUILDING CONFIGURATION CLUSTERED A. Functional Relationships Between: Teaching Laboratories Research Laboratories Laboratory Support Space Offices/Classrooms B. Organization Factors: Faculty/Faculty Interaction Faculty/Student Interaction Faculty Monitoring/Mentoring of Student Research Access vs. Privacy vs. Security vs. Safety Utility Infrastructure Economy of Construction Flexibility Small Liberal Arts Colleges Tend to Cluster Offices, Research and Teaching Laboratories

16 III. BUILDING CONFIGURATION ADDITION/RENOVATION C. Addition/Renovation Challenges and Opportunities : Limitations on Laboratory Module Depth Spacing of Structural Elements vs. Planning Module Spacing of Windows vs. Planning Module Floor to Floor Height vs. Building Systems Organization of Teaching/Research/Support/Office Spaces ADA Accessibility Issues Workshop or Discovery Style Learning

17 IV. PROBLEMS WITH SPUTNIK-ERA SCIENCE FACILITIES A. Depressing Corridors/Ambience: Dark, windowless corridors Too narrow or too wide Lack of seating/study spaces Lack of windows into laboratories Corridors of Existing Science Building prior to Renovation or Replacement Corridors of Renovated or New Science Facilities

18 IV. PROBLEMS WITH SPUTNIK-ERA SCIENCE FACILITIES B. Accommodation of Computers and Instruments: Benches too shallow for instruments Maintenance difficult without rear access for service Computers are forced into existing laboratories Computer cabling installed as an after-thought Inadequate electrical service for density of modern instruments Existing Science Facilities prior to Renovation or Replacement Modern Laboratories with Integration of Technology

19 IV. PROBLEMS WITH SPUTNIK-ERA SCIENCE FACILITIES C. Poor Sight Lines across Teaching Laboratories caused by: High reagent shelves Piping racks above bench Hoods in center of room Poor room proportions Existing Science Facilities New Casework with Piping below Benches and Improved Sight Lines

20 IV. PROBLEMS WITH SPUTNIK-ERA SCIENCE FACILITIES D. Unsafe and Outdated Fume Hoods/Exhaust Systems: Hoods made out of combustible materials Hoods with asbestos-containing liners Hoods without sashes or aerodynamic side posts and sill Hoods with on/off switches and no flow alarms Exhaust stacks too short for proper operation & protection of maintenance personnel Existing Science Facilities Modern Solutions for Fume Hoods/Exhaust Systems

21 IV. PROBLEMS WITH SPUTNIK-ERA SCIENCE FACILITIES E. Accessibility Problems, including: Aisles are too narrow Inaccessible entrances and/or floor levels Inaccessible laboratory benches/hoods Inaccessible safety equipment Existing Science Facilities New Facilities with Accessible Floors, Rooms, Benches, & Equipment

22 IV. PROBLEMS WITH SPUTNIK-ERA SCIENCE FACILITIES F. Classrooms not conducive to modern pedagogies: Fixed tablet arm chairs do not accommodate group activities Single row of chairs per tier inhibits group discussion in class Modern audiovisual technology is not available Computer use not accommodated for instructor and/or students Existing Science Facilities New or Renovated Facilities with Loose Chairs and Large Work Surfaces

23 V. BENCHMARKING A. Net/Gross Area Ratio: Great Expectations Vs. Realistic Goals Impact of Floor Plan Size and Layout New Facilities 0.8 Addition &/or Renovation Facilities PERCENT A v Av

24 V. BENCHMARKING B. Laboratory Support/Laboratory + Lab Support Ratio: Trends Proliferation of Scientific Equipment New Facilities 0.6 Addition &/or Renovation Facilities PERCENT A v Av

25 V. BENCHMARKING C. Laboratory Density: Total Laboratory NSF/Building GSF Why is this Important? Laboratories are the expensive parts of the building! Higher density of lab space results in higher cost/square foot New Facilities 0.7 Addition &/or Renovation Facilities PERCENT A v Av

26 V. BENCHMARKING D. Construction Cost/GSF Adjusted To Appleton, WI 2003: Comparative Projects Geographic Adjustment Escalation New Facilities 300 Addition &/or Renovation Facilities DOLLARS/SQUARE FOOT Av A v

27 CLOSING THOUGHTS. A new science facility project can become a defining moment in the history of an institution please make the most of it!! It will be expensive and entail a lot of hard work, but the results of a properly conceived and executed project are worth it! Photo courtesy of Spelman College