PKAL » Cranbrook Jigsaw Group C: The Science Building of the Future

Cranbrook Jigsaw Group C: The Science Building of the Future

The science building of the future:

Embraces and strengthens the unique qualities of the physical, cultural and educational context of the campus and institution that it serves.
Is "See through"

Filled with daylight and views to the sky and landscape.
To promote unexpected and powerful connections across disciplines.
To advertise the wonders of science to anyone who walks by or through.
To engage the senses, the mind, and the heart.
To make science extroverted, expressive, and obvious
Integrated with Nature to teach a higher level of synergistic integration the natural environment for teaching, research, and the benefit of future generations.
With multiple layers that invite discovery and do not grow static over time.

The science building of the future Includes:

Teaching and Research Clusters that are organized according to infrastructure needs, are grouped around a commons:

To blur the distinction between teaching and research.
To promote communities across the spectrum of experience and development in science learning.
That are 3- dimensional (horizontal and vertical) and are directly associated with active circulation patterns.
Have perceptible gateways, centers, edges, and overlaps.
That provide opportunities for customization to promote a variety of distinguishable "Neighborhoods."

That are close to the center, yet can become sanctuaries when necessary.
With operable windows to let in the breeze and sounds of nature.
That view directly into the faculty members research labs.
That are arranged to promote interaction between faculty members and between faculty and students.

That can be viewed for teaching mentorship.
With intuitive technology systems that make all media and room controls accessible to support all teaching styles and teaching events.
That are easily accessed by faculty and students at all hours.
That are served by discreet AV and equipment rooms for anytime access and support.
That promote team discussions and activities in addition to lecture style teaching.
That offer distance learning technologies for building communities within and outside the immediate room or campus

That anticipate and encourage unusual curricular combinations and teaching styles across disciplines.
With flexibility to serve a variety of teaching styles and research units as needed, or that can serve both simultaneously for independent learning.
That are transparent to promote "window shopping" for science, to elicit discovery, and promote observation for teaching mentorship.
That are full of daylight .
That allow dramatic changes in physical layout accomplished on short notice by students and faculty.
That are effective, delightful classrooms in themselves.
That have access to a robust infrastructure for changing point-of-use needs for water, power, data well into the future.
That can be easily combined or divided.
That effectively display and express the "stuff of science" that is used in research or teaching to promote curiosity and cross pollination.
With direct access to the outside for science experiments that need to interact with nature.
That promote "anything goes" messy science.

That enhance safety by staging hazardous chemicals and processes in discreet areas.
That provide quick access to shared teaching and research technologies.

In clusters for a "conference center" approach.
And/or are distributed to allow for impromptu brainstorming within teaching and research clusters.

For the completely unexpected.
For grant funded teaching or research.
For the "best curricular or research idea of the year."
For technology transfer partners.
To serve all of those situations when - you could do something special- "if we just had the space."

Circulation system as a design exercise -with as much importance as the exterior image.:

To provide horizontal and vertical communication opportunities with a very high level of understanding of their value and impact. ( not just a wide place in the stair or hallway).
With terraces, balconies, bridges, and alcoves.
Circulation system as a design exercise -with as much importance as the exterior image.
To design in horizontal and vertical communication opportunities with a very high level of understanding of their value and impact. ( not just a wide place in the stair or hallway)

Interactive displays to engage visitors, students, and faculty.
Transparent technology for student and faculty flexibility ( wireless data, projection surfaces, support a variety of sound and light environments).
Performance, speaking zones for use as public event space and to promote science community and campus community building events.
Large spaces, projection walls, and curricular events that provide another dramatic room for teaching and display.
Food/ refreshments to draw people together that would not normally interact and to provide a respite for those who need nutritional or social uplifting.

(Note) this diagram is 2-dimensional. It must be presented in 3- dimensions to truly address the goals addressed above)