PKAL » Part 5.4 What Works

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Handbook on Facilities

Part 5.4 What Works

A PKAL essay: Leadership in building a facility for STEM education: For campus leaders, providing appropriate facilities for science* education represents both a major challenge and a major opportunity. Typically, a new building should last for 30 years; it must therefore provide facilities for the science of the future, which cannot fully be anticipated.
A PKAL essay: Planning, leadership & community: The process of reaching a campus consensus on the shape of programs and/or spaces for the future of undergraduate STEM programs in itself can create a healthy community, one that is informed about, sympathetic with, and supportive of, a strong science program.
A shepherd's view of The politics and process of change: Focusing on his experiences as Wittenberg's "building shepherd" from 1999-2004, Timothy Lewis emphasizes the outstanding impact a new building can have on a campus and the instructional process of creating a new science space
Arriving at spaces that make a difference: One of the most powerful stimuli for leaders to take a kaleidoscopic perspective on curricular and pedagogical change is planning and then completing the construction of new spaces and structures for undergraduate STEM communities.
Best Ideas: A Template A Road Map for Institutional Transformation: At the close of the final session of the PKAL National Colloquium in Kansas City, individual participants shared some of the best ideas that they were taking back to their campus or office.
Budgeting: STEM facilities in an integrated planning context: Many institutions segregate their planning into three spheres: budgetary, academic, and campus and facility planning. Arthur Lidsky explains that it is necessary to integrate these three plans and communicate ideas and vision with all those involved with the project. Including two exhibits outlining revenues and expenses of the institution and the costs of a project, this essay guides STEM facility planners towards a collaborative and comprehensive new facility plan. # The architect's perspective: Budgeting and financing for STEM facilities
Facilities for the research-rich learning environment: Where do you start in thinking about 21st century spaces for 21st century learning communities? First is the diversity of demands on the spaces: expected to play a role in attracting and sustaining the interest of students in STEM fields; expected to be easy to use, manage and maintain over the long-term; able to accommodate with ease students with different learning styles and career aspirations, as well as emerging technologies and contemporary pedagogies; and finally—expected to enhance institutional distinction over the long-term. To make this happen, planners need to think about concepts such as collaboration, celebration and community. From his perspective as a lab designer, Rick Heinz offers ideas about options and opportunities in the process of planning new spaces for science.
Fund Development for Science (STEM) Facilities: The Role of the President
How Improved Facilities Make a Difference Jeanne L. Narum: One of the most powerful stimuli for leaders to take a kaleidoscopic perspective on curricular and pedagogical change is planning and then completing the construction of new spaces and structures for undergraduate STEM communities. Faculty and administrators must determine if and how their physical facilities can support the research-rich, technology-intensive environments that lead to robust learning by undergraduate students.
Imagining Science Communities: Community is an essential part of any learning environment. In this essay, Thomas Greene describes the benefits of intentional community-building.
Investing in Facilities - The People and the Process: The Role of the Dean
Planning Spaces that Make a Difference: Critical Questions
Spaces & Community Jeanne L. Narum: A picture is worth a thousand words when talking about spaces and community.
The "Real Options" approach to capital decisions: Planning for change: Securing funding for major capital projects, particularly spaces intended to be technologically-rich, requires careful and conscientious planning by many leaders within a campus community. In this essay, Alida Zweidler, Carol Wedge and Bruce Metz, examine a series of options for making decision about capital planning.
The architect's perspective: Budgeting and financing for STEM facilities: From the architect's perspective, Richard Green offers advice on planning a STEM facility. He emphasizes the importance of communication among the institution members, architect, and construction manager or contractor. By understanding hard, soft and long-term operating costs, facility planners can be active and knowledgeable participants in the planning and construction process.
The facility of the future: Technology: On the one hand technology has incredible promise and indeed one can argue that technology is absolutely essential to modern science. On the other hand we have limited resources and we have real world constraints.
The Planners Jeanne L. Narum
The politics and process of change: institutional building-planning teams: Design professionals, engaging with campus communities to dream about, design, and construct new spaces for science, are experienced with bringing people together around a common vision, gaining the strong sense of shared understanding, accomplishment, and institutional loyalty that leads to a productive outcome for their work: ". . .it is essential that good decisions are made, as the consequences of poor decisions can be far-reaching in both time and money, as well as on the institutional mission over the long-term." Colleagues from the Science Facilities Planning and Design Group at Einhorn Yaffee Prescott, Cahal Stephens, Charles Kirby, Leila Kamal and Kip Ellis, share their insights.
Twenty-first century science and the facilities of the future: Facilities matter, from the perspective of serving new interdisciplinary fields of research as well as of making the learning experience for all undergraduates one that is truly integrative. Some ideas and best practices from the PKAL facilities archive.