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Friday, November 30, 2007
   
12:30 - 3:00 pm PRE-EVENT MEETING OF WORKSHOP LEADERS/PRESENTERS
   
1:00 - 3:00 pm REGISTRATION
   
3:00 - 4:15 pm

PLENARY I

Welcome, Introductions & Logistics

Convenor:
Jeanne L. Narum, Director-Project Kaleidoscope

Getting the Vision Right
What Works: Planning for the Long-Term, Given the Institutional Mission, Identity and Context

Convenor:
Louise Hainline, Dean for Research & Graduate Studies-CUNY-Brooklyn College

Students learn in both formal and informal spaces on college campuses. Spaces that “work” serve students learning, accommodate effective pedagogies, support the integration of technologies into the learning environment, and also anticipate the future. During this session, we begin to examine some of the important questions that need to be addressed in planning spaces that “work.” Questions to be addressed will be from burning questions submitted from participating teams. In recent workshops, questions included:

  • Recognizing that this will be a long planning process, and that we are arriving at some pretty specific goals for student learning, what can we do in the “mean-time” to retrofit existing spaces for learning? Another, but related question: What are ways to structure and equip laboratories to improve student learning most creatively; how do we create new space to allow more group projects in classroom and lab?
  • How can we incorporate green building methods? Is it possible to arrive at one that is mostly field- energy self-sufficient? Can a green building support our field-oriented and conservation focused majors? How to build an environmentally sound and sustainable science building within available resources (and make the case for doing so, within and beyond campus)?
  • How do we design a facility that will promote the kind of community of scholars that is particularly important for an urban, commuter campus?

 

Getting the People Right
Who Needs to be at the Table

Convenor:
Marianne Jordan- Director of Corporate & Foundation Relations, Bowdoin College

Architect:
Kip Ellis, Principal-Einhorn Yaffee Prescott, Architecture & Engineering

Project shepherd:
Terence M. Farrell, Professor of Biology-Stetson University

Lab Design:
Sean E. Towne, Principal-Research Facilities Design

Pedagogy:
Bradford Lister, Professor of Biology & Director of Anderson Center for Innovation in Undergraduate Education-Rensselaer Polytechnic Institute

This session will explore the breadth of planning issues that influence the development of undergraduate science, engineering and mathematics facilities from the viewpoint of the different members of the planning team. Timelines, critical organizational decisions, the roles of the project shepherd and planning committee, as well as the composition and responsibilities of the programming/design team will be discussed.

This session will explore the breadth of planning issues that influence the development of undergraduate science, engineering and mathematics facilities from the viewpoint of the different members of the planning team. Timelines, critical organizational decisions, the roles of the project shepherd and planning committee, as well as the composition and responsibilities of the programming/design team will be discussed.

   
4:15 - 4:30 pm BREAK
   
4:30 – 5:30 pm CLUSTER CONSULTING GROUPS
   
5:30 – 6:15 pm RECEPTION & POSTERS BY DESIGN PROFESSIONALS (cash bar)
   
6:15 – 7:15 pm DINNER
   
7:30 – 8:45 pm

PLENARY II

The Stetson University Story

Facilitators:
Kip Ellis, Principal-Einhorn Yaffee Prescott, Architecture & Engineering
Terence M. Farrell, Professor of Biology-Stetson University

   
8:45 pm -

INFORMAL DISCUSSIONS

21st Century Student Learning Goals

We invite participants to discuss how spaces can serve specific goals for student learning, beginning with how spaces can foster the capacity for creativity, innovating, thinking outside-the-box that is called for in recent public reports. These will be unfacilitated, but there will be an opportunity on Saturday morning to present “aha” insights.

   
Saturday, December 1, 2007
   
7:30 - 8:15 am BREAKFAST WITH BIRDS-OF-A-FEATHER DISCUSSIONS

The table topics will be, in the process of planning new spaces for science, how do you address issues related to:
  • Renovations/additions/new construction
  • STEM learning community
  • Institutional priorities
  • 21st century pedagogies
  • 21st century science
  • Issues relating to sustainability
  • Challenges for large-enrollment campuses
  • Challenges for small-enrollment campuses
  • Roles and responsibilities of early career faculty
  • Roles and responsibilities of senior STEM faculty
  • Roles and responsibilities of senior academic officers
  • Roles and responsibilities of the project shepherd
  • Roles and responsibilities of budget officers
  • Roles and responsibilities of facilities officers
   
8:30 – 9:30 am PLENARY III

Snapshots of Recent STEM Facilities

Facilitator:
Jeanne L. Narum, Director-Project Kaleidoscope

Over the last 10 to 15 years, many colleges and universities have contemplated and completed renovations, additions, and new buildings for undergraduate science, technology, engineering and mathematics teaching and research programs. This session will provide examples from different design professionals who have participated in successful projects that accommodate engineering, mathematics, life and the physical science programs. Although, the overall design of each example will be presented for context, the focus of this session will be the learning environments created and the nature of each project's success.

   
9:30 – 9:45 am BREAK
   
9:45 – 10:45 am BREAKOUT SESSION I

A. Linking Planning of New Spaces for Science to Institutional Mission/Long-range Planning

Facilitator:
Louise Hainline, Dean for Research & Graduate Studies-CUNY-Brooklyn College

A successful science construction project requires a clear conceptual framework that fits in with the objectives of the planning for the institution as a whole. This session will focus on the questions that need to be asked at the earliest stages of planning and the processes that need to be in place to develop the answers to those questions. The perspectives of the institution, the faculty, and the architect will be discussed.

B. Considering Implications of Renovations, Additions, New Construction

Facilitator:
Mark Hartmann, Architect-Harley Ellis Devereaux

This session will review the issues typically considered when developing a plan for the creation of new and/or renovated space. Issues to be discussed will include the development of space needs, assessment of existing facilities, impact of available funding on the possibilities and the challenges of renovating existing facilities.

C. Sustainability

This session will provide an overview of sustainable design - what it means, how to measure it, and how to accomplish it, describing the role of architects, engineers, builders, faculty, facilities' staff, and senior administration. The session will include introductory/overview material, a description of the LEED rating system ("Leadership in Energy and Environmental Design" - one measure of sustainability), and illustrations of sustainable design projects. Half of the session will be devoted to answering participants' questions and encouraging discussion of participants' experience with sustainable design projects."

D. Case Study: The University of West Florida Story

Facilitators:
Becky McDuffie, Laboratory Planner-Lord, Aeck & Sargent Architecture
Leonard W. ter Haar, Professor of Chemistry-University of West Florida

   
10:45 - 11:15 am BREAK
   
11:15 am – 12:15 pm BREAKOUT SESSION II

C. Sustainability

This session will provide an overview of sustainable design - what it means, how to measure it, and how to accomplish it, describing the role of architects, engineers, builders, faculty, facilities' staff, and senior administration. The session will include introductory/overview material, a description of the LEED rating system ("Leadership in Energy and Environmental Design" - one measure of sustainability), and illustrations of sustainable design projects. Half of the session will be devoted to answering participants' questions and encouraging discussion of participants' experience with sustainable design projects."

B. Classrooms

21st century STEM students rarely learn as a spectator sport, thus classrooms need to serve a variety of pedagogies and learning styles, from collaborative and problem-based learning to mini-lectures. How does the architect work with the campus community to explore practical solutions for classroom designs that support teaching practices and learning styles for the current and coming generations of STEM students?

This session will focus on the various types of classrooms and the process used to determine the type and quantity of classrooms needed. The type of classroom can range from small, extremely flexible spaces that allow a variety of planned and impromptu activities as well as larger fixed classrooms that support a variety of purposes.

C. Incorporating 21st Century Pedagogies and Technologies

Facilitator:
Bradford Lister, Professor of Biology & Director of Anderson Center for Innovation in Undergraduate Education-Rensselaer Polytechnic Institute

Even as technology advances at an almost incomprehensible rate, college classrooms and the learning activities found there look almost identical to those at the start of the 20th century. In this session, we want both to present and imagine what pedagogies of the 21st century should aim for and entail. We plan to cover three emerging innovative approaches to STEM education: case studies, problem-based learning and future technologies in support of learning. Participants will come away with concrete ideas and examples as well as dreams for the classroom of the future.

D. Budgets

Budgets act as both enabling and constraining forces for all renovation and building projects. Before we can "respect" a budget, we need to understand the overall goals and objectives for any prospective undertaking. These must be mapped into a project's budget to see if the goals and objectives are realistic. One must also map goals and objectives onto the budget to see that a dollar-limited project is worth doing.

Budgets too are complex. Their origins can lie in one-time gifts, bonds, or in the institution's operating budget. There are budgets that cover the initial capital expenses (such as construction costs and fees), and those that cover on-going maintenance and operational costs. Both must be sufficient to sustain the project. As well, adequate contingency funds must be budgeted to deal with surprises, though disciplined planning can reduce the need for these funds.

This session will deal with these "explorations" of project budgets and identify factors and parameters we must keep in mind while doing so.

   
12:30 – 1:45 pm LUNCH & TIMES FOR TEAM WORK
   
2:00 – 3:00 pm PLENARY IV

Considering Alternatives for 21st Century Laboratories for Undergraduate Science

Facilities for undergraduate science, technology, engineering, and mathematics have been changing dramatically in response to evolution of programs in these disciplines. The changes are being seen in new facility types and features, as well as in laboratory design. In this session, you will see a presentation on the latest trends in undergraduate sciences facilities, hear how changing pedagogies are impacting laboratory sizes and layouts for biology, chemistry and physics, and see alternative building floor plans that support various strategies for encouraging interdisciplinary interaction and collaborative learning. The challenges of renovating or expanding existing Sputnik-era science buildings will also be explored.

Critical benchmarking data for a variety of key area and cost ratios will be presented for recent projects, including new construction, additions, and renovations for undergraduate sciences facilities throughout the United States. This analysis will include a discussion of the factors that impact these ratios, and strategies for applying benchmarking data to projects on your campus.

   
3:15 – 4:15 pm BREAKOUT SESSION III

A. Fundraising

Facilitator:
Marianne Jordan, Director of Corporate & Foundation Relations-Bowdoin College (invited)

This breakout session will address funding issues related to science facilities from the perspectives of institutional planners and fundraisers. This session will provide a template for funding analysis as well as illustrations from a recent project. Issues to be considered include the relationship of funding and institutional mission, the timing and sequence of likely funding, collaborative fundraising for equipment, and the role of foundations and corporations.

B. Campus Aesthetics

Twenty-first century academic facilities are designed toward the over-arching goal of building and enhancing a sense of community. They will serve as:

  • a venue for informal gatherings of the community
  • a point from which to gain access to information, mail, departmental and support services of interest/value to the community— individually and collectively
  • a forum in which to discuss, debate, explore, and learn about what is known about the man-made and natural worlds
  • an agora for the exchange of ideas through formal and informal discussions, poster sessions, displays of collections, and informal classroom settings.

These facilities are designed as social spaces, in that they are responsive to the needs of the users for a sense of personal space, with a variety of spaces that accommodate the casual “meeting and greeting,” the surprise interactions that add to campus life and permit the student to become participating members of a community.

C. Project Shepherd and the People of the Planning Process

Facilitators:
Terence M. Farrell, Professor of Biology-Stetson University
Louise Hainline, Dean for Research & Graduate Studies-CUNY-Brooklyn College

This session will describe how to identify and assemble the people to be involved in the planning process, and outline the steps through which designs move from the programming stage to the point of construction documents.

Planning a new facility, even a single classroom or laboratory, is a defining moment in the life of an institution. Not because you will solve the problem of too little space for too many faculty and students, or the problem of inadequate hoods or leaking roofs, but because the process becomes a communal effort. In coming together to wrestle with the why and the how of new structures and spaces for undergraduate programs in science, mathematics, and engineering, your community will both shape and be shaped by debates and discussions about matters of broad and mutual concern.

Each of your projects committees, under the leadership of the project shepherd and the project manager, will face several challenges as you proceed. You will be challenged to think about the future of programs for the natural science community on your campus from the broadest possible perspective. You also may be challenged to think through whether to undertake renovations (minor or major) or build anew, and to consider how spaces and structures being planned can serve your institution in the most cost-effective and efficient manner for many years.

D. Flexibility/Adaptability… Thinking about the Future

Constructing science buildings is expensive, typically representing the highest cost per square foot on campus. Determining the optimal design for a new undergraduate science building is paramount because the opportunity occurs only once every fifty to one hundred years on today's smaller campuses. The resulting building must support today's needs and adapt to tomorrow's advances in technology, the latest pedagogical theories, and potential changes in use.

This session will focus on different approaches to planning for flexibility, adaptability, and versatility in your next science building. The topics will include looking at the context of the problem; developing an adaptable 100 year building that supports multiple disciplines; integrating state of the art prototypes for laboratory and teaching spaces to facilitate long term building flexibility and addressing the importance of developing rigorously designed building systems to create flexibility, adaptability, and maintainability.

   
4:15 – 4:30 pm BREAK
   
4:30 - 6:00 pm INDIVIDUAL TEAM CONSULTATIONS WITH ASSIGNED ARCHITECTS

When teams are not meeting with assigned architect, teams are to meet in their assigned cluster rooms.
   
6:00 – 6:30 pm RECEPTION & POSTERS BY DESIGN PROFESSIONALS
   
6:30 - 8:00 pm DINNER
   
   
Sunday, December 2, 2007
   
7:30 – 8:15 am BREAKFAST WITH BIRDS-OF-A-FEATHER GROUPS
Same topics as Saturday
   
8:30 – 9:45 am PLENARY V
Case Study: Communicating to Campus Leaders and Colleagues about the Imperative of New Spaces for Science

Issues:

  • How to talk with STEM faculty colleagues about why to incorporate spatial flexibility into the new facility in ways that would allow departments to become more closely integrated and teaching and research to be more closely integrated.
  • How to talk with non-STEM faculty colleagues about why an investment in STEM facilities enhances institutional distinction, and will do so over the long-term.
  • How to inform institutional leaders (trustees, senior administrators) about the value of the science facilities project, about its potential to enhance the distinction of the university over the long-term.
   
9:45 – 10:15 am TIME TO COMPLETE PLAN OF ACTION/POSTERS
   
10:15 – 10:30 am BREAK
   
10:30 – 11:15 am REVIEW & DISCUSSION OF TEAM POSTERS IN CLUSTER GROUPS
   
11:15 – 11:30 am BREAK
   
11:30 am - 12:00 pm PLENARY VI
What works: Considering the Culture and Context for Shaping 21st Century Spaces