Time: 1:00pm - TCUF Caren, AIA, LEED AP BD+C, EDAC, Principal, Stantec Architecture. ... to think,...

Session: 092803

Date: Wednesday, September 28, 2016

Time: 1:00pm – 2:00pm

Life in our world: Designing for Millennial Students and Faculty

Presented by:

Heather Quiram, Interim Director of Facilities, TAMU College of Veterinary Medicine and Biomedical Sciences

Dr. Kenita Rogers, Executive Associate Dean, TAMU College of Veterinary Medicine and Biomedical Sciences

Don Hensley, AIA, Vice President Buildings, Stantec Architecture

Dan Caren, AIA, LEED AP BD+C, EDAC, Principal, Stantec Architecture

This program is registered with the AIA/CES for continuing professional education. As

such, it does not include content that may be deemed or construed to be an approval or

endorsement by the AIA of any material of construction or any method or manner of

handling, using, distributing, or dealing in any material or product. Questions related

to specific materials, methods, and services may be addressed at the conclusion of this

presentation.

What is the greatest fear of students upon entering a

new education building?

a. Where are my classes held?

b. Where do I park?

c. Is there WIFI?

d. Where can charge my phone/tablet?

e. Where are the bathrooms located?

What is the greatest fear of faculty upon entering a

new education building?

a. Where are my classes held?

b. Where do I park?

c. How am supposed to teach my classes in this new building?

d. Where can I charge my phone/tablet?

e. What do I do if the technology stops working?

1. Millennials – both students and faculty

2. How can designers help change happen?

3. Behavior and Change Management

4. Two case studies

Characteristics of our students (and faculty)

Generation Current Age

Baby boomers 52 – 70

Generation X 32 – 51

Millennials 12 - 34

Current Students 18 - 25

Current Faculty 30 - 65

Technology is only technology to

those who were born before it.

Alan Kay,

American Computer Scientist

Impact of Millennials

Description

i. First true natives of the technology age

ii. The center of their parents’ lives

iv Confident

v. Team oriented

vi. Pressured and achieving


Facility impacts - students

i. Public interaction space

ii. Expectation of integrated classroom technology

iii. Participation in the instructional process

iv Team oriented spaces

v. Unlimited personal access to power and Wi-Fi

vi. Access to faculty


Facility impacts - faculty

i. Expectation that “tried and true” lesson plans

can continue to be used.

ii. Expectation of integrated classroom technology to enable new teaching methods

iii. Access to other faculty, both within and outside

their teaching discipline

iv Private offices

vi. Space for consultation with students

vii. Enabling resources for research activities

“This is supposed to be a 50-year

education building - how can I design

this building if I don’t know how the

faculty plans to teach in two years?”

Dean Eleanor Green

a. Provide facility tools for flexibility

b. Encourage early move management

planning.

c. Encourage a behavior / change

management process

2. How can designers help change happen?

A successful academic facility must

be highly flexible and adaptable, to

respond to the ever-changing needs

of the academic world. To achieve

that level of flexibility, a building must

consist of a wide variety of learning

environments. These environments,

when arranged correctly within a

facility, will dramatically increase

building utilization and help the facility

remain functional and successful for

decades to come.

A matrix of these necessary spaces

is provided to the left, followed by

a diagram showing their potential

locations within a typical academic

building. We are also providing a

more detailed analysis of each space

type on the following sheets.

learning environmentsMATRIX

47CONNECTIONS

# OF PEOPLE SPACE NAME STYLE FLEXIBILITY LEARNING MODE

1 to 2 carrel formal low individual

1 to 2 terrace patio informal moderate social

2 to 3 ibar formal low support

2 to 3 mediascape informal low peer-to-peer

3 to 5 pod formal moderate collaborative

3 to 5 break out informal high collaborative

8 to 16 seminar formal low socratic

8 to 16 brainstorm informal high collaborative

20-40 classroom formal moderate socratic

20-40 flex class informal high collaborative

20-40 low intesity lab formal moderate project-based

20 to 40 workshop/studio informal high project based

50+ tiered lecture hall formal low teacher focused

50+ learning theater informal high lecture/high tech

100+ auditorium formal low teacher focused

100+ commons informal moderate social

TIERED LECTURE HALL

formal

MEDIASCAPE

informal formal

POD

SEMINAR

formal

informal

BRAINSTORM CLASSROOM

formal

LOW-INTENSITY LAB

formal

AUDITORIUM

formal

FLEX CLASS

informal

WORKSHOP/STUDIO

informal

COMMONS

informal

informal

LEARNING THEATER

i BAR

formal informal

BREAK OUT

PATIO / LOUNGE

informal

CARREL

formal

ARRANGEMENTS

48

iBar

The iBar, otherwise known as a genius bar, is a long, technologi-

cally rich station where students can “plug in”, print, study, and

receive support from tutors or peers. Designed to be an optimal

setting for groups of 2 or 3, it can also serve for individual study,

and occasionally group study. The iBar is typically located in a

public, highly visible area of the building, making it an obvious

resource for all students. # of people 2-3

formal

51

FUNCTION resource

FURNITURE bar, stools

FLEXIBILITY low

TECHNOLOGY computer stations, printer

LEARNING

STYLE

support

mediascape

A mediascape is a small room or nook designed for small group

media-related study. It usually features one or more screen where

students can work on multi-media presentations. It may also be

used for video conferencing and screen sharing. A mediascape

space is usually semi-private, but can also be made visible as

a method to put learning on display and showcase the use of

technology. # of people2-3

informal

52

FUNCTION collaboration

FURNITURE fixed table and chairs

FLEXIBILITY low

TECHNOLOGY wifi, screenshare, power, data

LEARNING STYLE peer to peer

project room/pod

A pod is a self-contained project room which can provide privacy

to the user group, or open up partially to the outside. A pod is

technology-rich and can support a variety of different media and

learning styles - both low tech and high tech. It features a variety

of surfaces - screens, marker boards, pin up walls - to provide

a project team with everything they may need to complete an

assignment. Wifi and computers are available to provide access

to the world wide web.# of people3-5

formal

53

FUNCTION small group

FURNITURE table and chairs

FLEXIBILITY moderate

TECHNOLOGY wifi, power, whiteboard

LEARNING STYLE collaborative

247

This high density, open workspace has more hotel stations than private offices. An arrangement like this is suited for departments with large numbers ofpart-time personnel where space is a premium.

160’-0”

50

’-0”

Open Work Place Alternative #1

+/- 8,000 sf

44 sf per occupant

UP

UP

251

This is a hybrid work zone. There are individual work areas that are able to be transformed into collaboration areas.

65

’-0”

Open Work Place Alternative #5

+/- 5,500 sf

34 sf per occupant

FT

Classroom Guidelines 233

General Classroom

30 seats | tables u-shape

33

’-0”

1,125 sf = 37 sf per seat

Classroom Guidelines 235

General Classroom

30 seats | tables lecture-style

925 sf = 31 sf per seat

33

’-0”

29

’-0”

General Classroom

32 seats | active learning groups of 6

1,044 sf = 33 sf per seat

18 Flexible tables w/ 36Seats

This room is set up for a lecture / instructional setting but can easily be reconfigured for

any number of teaching styles.

Multipurpose Instruction

36 seats

1,000 sf= 28 sf per seat

25

’-5”

Mini-maker

10-25 Stations

660 sf = +/- 25 sf per seat

22

’-0”S

TOR

AG

E

30’-0”

CART

BENCH

BENCH

BEN

CH

Hacker Space/Tech Shop

+/- 18 seats

750 sf = +/- 42 sf per seat

22

’-0”

LASER

C

UTTE

R

34’-0”CART LOW SHELVES CART

BENCHBENCH

ELECTRONICS/

ROBOTICS

3D PRINTER

Fabrication Lab

40+ seats

2,500 sf = +/- 38 sf per seat

60

’-0”

42’-0”STORAGE

STO

RA

GE LO

CK

ER

S

ALTERNATIVE

MATERIALS GYM

FLEX SPACE

W/ MINI-MAKER

WOOD

GYM

LARGE WOOD STORAGE

ELECTRONICS

+

MEDIA

MEETING

SPACE

HELP DESK

Makerspace

36-40 seats

1,350 sf = +/- 38 sf per seat

32

’-0”

42’-0”

STO

RA

GE

FLEX

BEN

CH

FLEX

BEN

CH

LASER CUTTER

BEN

CH

W/

3D

PR

INTE

R

BEN

CH

W/

ELE

CTR

ON

ICS

PLA

STIC

S

3’-0” 3’-0”

24”

Offering a variety of makerspaces in a neutral locations (libraries) will likely encourage interdisciplinary collaboration and spark innovation or support existing efforts in departmental space. Consider the following when designing makerspaces:

• Locating breakout areas in close proximity allows users have a “space to iterate / make” as well as “supporting space” to think, document, or decompress from the loud and often active nature of makerspaces.

• Lockable storage within or adjacent to the space.

• Standing height, durable work-surfaces (most activities are done while standing)

Movable partitions/demountable partitions

How can designers help change happen?

Recessed flooring


Wide/regular column spacing - establish a

consistent grid to enable interchangeability


How can designers help change happen?More square footage /student

How can designers help change happen?Furniture solutions – retractable, movable, stackable,

tiered, etc

How can designers help change happen?Technology connectivity

How can designers help change happen?Technology/Power A/V

i. Audio visual equipment

ii. Multiple writing surfaces

iii. An integrated teaching and learning tool

How can designers help change happen?Ample student break out spaces

a. Recharge

b. Refresh

Option Cost New - Renovated

Access Flooring $12-$17 cost/SF Yes No

Retractable seating $10-15K/seat Yes No

Furniture solutions $325-$550/student Yes Yes

Room dividers $65-$135/SF Yes Yes

Demountable partitions $40-$55/SF + Yes Yes

Technology

Backbone $5 -$8/SF Yes Yes

Data/power ports $500/location Yes No

High res. projectors /projector screen /flat screen display/

cameras/ audio enhancement, etc.

$ 1k - $5k /student Yes Yes

Flexibility tools – At What cost?

Encourage a move management process

a. Who

b.What

c.When


Change Management focuses on how people and

teams are affected by an organizational transition.

3. Behavior and Change Management

8 Step Process for Leading Change*

i. A Sense of Urgency

ii. The Guiding Coalition

iii. Vision and Strategy

iv. Communicate the Vision

v. Empower Employees

vi. Generate Short Term Wins

vii. Gains - Produce More Change

viii. Anchor New Culture

* Adapted from Dr. John P. Kotter, the Konosuke Matsushita

Professor of Leadership, Emeritus, at the Harvard Business School.

Behavior and Change Management

Preparing faculty for user specific new facilitiesa. Active involvement of faculty


Preparing faculty for generic classroom /

lab spaces 1. Often a much smaller percentage of

the faculty who will use the spaces


Preparing facultyiii. Regular evaluation of curriculum

1. Tie to accreditation cycle?

2. Evaluate latest pedagogical research

3. Evaluate “holes” in the current curriculum and

determine if these should be addressed as part of the project


Preparing faculty

iv. Change a few things over time

1. It is hard to change everything at once

2. Start with the most motivated


c. Preparing faculty

Development of new course materials

1. Updated information

2. Improved delivery method

3. Optimizing technology

4. Ensure technology help


Preparing faculty

Change is not for everyone

1. Some love it!

a. Early career

b. Familiar with technology and newer

styles of teaching

2. Some want to improve but don’t know how to

get there

3. Some will need to retire or leave

before change occurs


Carthage College- Straz Center Modernization and

Expansion

i. Expansion and renovation of a science

building designed like a student union.

TAMU College of Veterinary Medicine

Education Complex

i. Bringing veterinary and biomedical science

education into the 21st century.

4. Two Case Studies

STUDENT CENTERed SCIENCE

Straz Center Modernization + Expansion

Carthage College


P R O J E C T D E S C R I P T I O N

Originally constructed in 1961 along the shore of Lake Michigan, the David A. Straz

Jr. Center for the Natural and Social Sciences sat largely untouched over its fifty year

history. Carthage College sought to expand and renovate the existing facility to

accommodate a growing enrollment in the sciences, address technology upgrades,

facilitate a multidisciplinary curriculum, and foster student/faculty interaction. The

existing 70,000 sqft. building was expanded to 105,000 sqft. to create a new ‘front

door’ for the sciences along the main campus drive and address space deficiencies.

The building program includes a student commons and entry pavilion, a state of

the art planetarium, undergraduate research labs, teaching labs, collaborative

learning lounges, faculty offices, classrooms, a rooftop greenhouse, and an outdoor

classroom space.

CLIENT:

PROJECT NAME:

CARTHAGE COLLEGE

STRAZ CENTER MODERNIZATION + EXPANSION

KENOSHA, WISCONSIN$42 MILLION

AUGUST 2015

PROJECT LOCATION:PROJECT COST:

PROJECT COMPLETION:

SQUARE FEET: 105,000

PROJECT STATS


Diagrammatically, the building is a public circulation loop

that encompasses four parallel program zones: classrooms,

teaching labs, undergraduate research labs, and faculty offices.

A linear service spine divides the central two lab-focused

program zones and provides continuous back-of house

service and equipment storage. Corridors have been widened

to create gathering spaces and collaboration spaces. Lounges

open to lakeside views and natural light floods the concourse.

Connections between floors facilitate interdisciplinary

connected between once disparate departments. The

concourse is sprinkled with interactive writing surfaces,

monitors and comfortable seating options.

The existing linear building was expanded in two directions and completely reimagined

internally. Additions to the east and west side provide additional square footage create

new opportunities for engaging the adjacent landscape. The space between the new

entrance and adjacent administration building is envisioned to be a new public plaza with

ample seating. The space will offer a soft organic arrangement of spaces to contrast the

linear glazing of the new entrance addition. Natural materials and landscape forms further

emphasize the connection the native landscape.


PLANETARIUM

The new entrance addition, designated the Integrated Sciences Pavilion, features the new

planetarium and its zinc clad, anthropomorphic shell. Designed to evoke a myriad of

interpretations, the form of the planetarium is inspired by biological patterns, geographic

shapes, and scientific achievements. The elliptical cone is scalloped both at the top of its

cone and the base of its concentric underside extrusion. The pattern of the cladding and

the proximity to Lake Michigan draw natural comparisons to the numerous species of fish

in the lake. At night, the planetarium takes on a more cosmic identity and projects images

of spaceflight and interstellar exploration.

INTEGRATEDSCIENCESPAVILION

INTEGRATEDSCIENCESPAVILION

UNDERSTANDING THE NATURE OF

INTERSTITIAL SPACES WAS ESSENTIAL

TO CHOREOGRAPHING THE SEREN-

DIPITOUS INTERAC TION OF STUDENTS

AND FACULT Y. THE FACILITY SEEKS TO

TRANSFORM THE EVERYDAY NECES-

SITIES INTO LEARNING OPPORTUNI-

TIES – SIMPLE CIRCULATION BECOMES

ENGAGED CONVERSATION.

SPACE OR A FORMAL AUDITORIUM.

CIRCULATION DEVICE INTO AN IMPROMPTU CLASSROOM, A GROUP LECTURE

AN INTERACTIVE MEDIA DISPLAY OVERLOOKS THE TIERED LEARNING STAIR

THAT CONNECTS THE MAIN FLOOR OF THE STRAZ CENTER TO THE LOWER

LEVEL. STUDENTS AND FACULTY CAN TRANSFORM THE SPACE FROM A SIMPLE

STUDENT / FACULTY CONCOURSE

Faculty offices are located directly across the corridor from dedicated undergraduate

research labs. Together, faculty and students work collaboratively on focused projects that

span an entire academic year. Openings between floors connect academic departments

and provide opportunity for interdisciplinary connections. The student / faculty concourse

along the east side of the building is a vibrant neighborhood of learning outside the

classroom. Students can be found throughout the day and evening working together

around the many collaborative spaces. A variety of seating options and configurations

allows for maximum flexibility and affords the student the opportunity to adapt the space

as needed.

FACULTY OFFICES ARE POSITIONED

TO ENCOURAGE INTERACTION WITH

STUDENTS. OFFICE SPACES ARE ARRANGED

IN SMALL CLUSTERS AND PAIRED WITH

COLLABORATIVE BREAKOUT LOUNGE SPACES.

INDIVIDUAL OFFICE SIZES WERE REDUCED TO

ENCOURAGE THE USE OF COLLABORATION

SPACES.

COLLABORATIONZONES

SDSCIENCEON DISPLAY

SDSCIENCEON DISPLAY

MONITORS AND WALL MOUNTED CONTROL PANELS

ALLOW STUDENTS AND FACULTY TO QUICKLY SHARE

THEIR SCREEN DURING GROUP MEETINGS WHILE

THE BORROWED LITES PROVIDE VIEWS TO ONGOING

RESEARCH WITHOUT PUTTING STUDENTS AND

FACULTY ON DISPLAY

SDSCIENCEON DISPLAY

SDSCIENCEON DISPLAY WINDOWS INTO THE CLASSROOMS PUT SCIENCE ON

DISPLAY FOR OTHERS PASSING BY

A NEW FRONT DOOR

The Straz Center welcomes student, faculty, and visitors with an architecture that

changes throughout the day. Like the scientific exploration happening within its

walls, the architecture of the Straz Center reflects upon, builds upon and reinterprets

the natural environment.

Case StudyTAMU College of Veterinary Medicine Education

Complex

1st floor 2nd floor 3rd floor


Complex


Complex

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Time: 1:00pm - TCUF Caren, AIA, LEED AP BD+C, EDAC, Principal, Stantec Architecture. ... to think,...

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