2013 Conference
WORLD-CLASS STEM TEACHING FACILITIES STAKEHOLDER ENGAGEMENT REQUIREMENTS
Presented by:
Stephanie Fabritius, PhD and Christopher Chivetta, P.E., LEED AP 1
World-class STEM Teaching Facilities
Introduction Stephanie Fabritius, PhD VPAA & Dean of the College, Professor of Biology Centre College Danville, KY 40422 859-238-5225;
[email protected] www.centre.edu Christopher Chivetta, P.E. LEED AP President & Managing Principal Hastings+Chivetta Architects and Engineers 314-863-5717;
[email protected] www.hastingschivetta.com 2
World-class STEM Teaching Facilities
The Big Picture
“We shape our buildings; thereafter they shape us.” - Winston Churchill
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Exterior
Before 4
After World-class STEM Teaching Facilities
Math Classroom
Before 5
After World-class STEM Teaching Facilities
Chemistry
Before 6
After World-class STEM Teaching Facilities
Biology
Before 7
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Stakeholder Engagement – Stage 1 EXPLORATION
LESSONS LEARNED
VISION STATEMENT
REMAINING ENGAGED
PROJECT VISITS
DESIGN SOLUTION
DESIGN COMMITTEE
ASSESS NEEDS
CONSULTANTS
GOAL SETTING
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Exploration • Diverse Campus Participation – – – –
Facilities Finance Development Academic
• Conferences – – – – – 9
Tradeline I2SL: Labs21 PKAL SCUP Laboratory Design Conference World-class STEM Teaching Facilities
Exploration • Assemble diverse design team • First-hand experience is invaluable – PKAL conference – Benchmark aspirant facilities – Brainstorm options as a group
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Vision Statement Guidelines • Topics to address: – Pedagogical trends – Technology impact – Opportunities and desire for Interdisciplinary space – Research initiatives and Grant requirements – Instrumentation – Physical space needs – Curriculum in development – Enrollment trends
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CS / MATHEMATICS
PSYCHOLOGY
PHYSICS
CHEMISTRY
BIOLOGICAL SCIENCES
BEHAVIORAL NEUROSCIENCE
World-class STEM Teaching Facilities
Visioning Process • Informed, neutral facilitator • Wide range of participants • Incorporate goals for STEM pedagogy • Priorities for group and STEM disciplines • Vision statements for each STEM discipline and STEM Division • Documentation posted publicly on web 12
World-class STEM Teaching Facilities
Centre College Biology Vision Excerpt • How science will be taught in next 10-15 years: – Technology needs will continue to escalate beyond our dreams: • Ability to easily use technology to integrate lab and lecture experiences and to provide group visualization of individual observations (ex. ability to project microscope images seen by one group on large video screen viewed by entire class)
– Laboratory and classroom working environment (physical space) will have a stronger interdisciplinary and integrative focus: • We need to be sure that we do not underestimate the size of the spaces needed— plan for an expanded student body size
– Increased emphasis on collaborative research opportunities • We should anticipate increased demand for collaborative research opportunities— both during the summer months and during the academic year. 13
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Outcomes of Visioning Process Flexibility
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Outcomes of Visioning Process Interdisciplinary Collaboration
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Outcomes of Visioning Process Collaborative Undergraduate Research
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Outcomes of Visioning Process Science on Display
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Outcomes of Visioning Process Destination
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Outcomes of Visioning Process Collaboration
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Outcomes of Visioning Process Collaboration
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Outcomes of Visioning Process Integrated, State-of-the-Art Technology
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Outcomes of Visioning Process Sustainability
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Project Visits • • • •
Peer institutions Recent project completions Lab layouts & adjacencies Focused the committee on the project • Better understanding of new vs. renovated scope
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Visioning Process Challenges • • • • • •
Shortened timeframe due to funding Total renovation was not practical Interdisciplinary research labs Firm budget pre-established by board Site limitations No swing space – renovation in active building • Parity between new and renovated spaces • Managing project expectations 24
World-class STEM Teaching Facilities
Develop A Committee Organization • Incorporate stakeholders beyond the building users • Campus cross section during early phases • Focused effort with Design Committee • Key decision making process and involvement
EXECUTIVE COMMITTEE (Pres., Provost, CFO, etc.)
ADMIN. GROUP (Deans & Staff)
DESIGN COMMITTEE (One elected representative from each Stakeholder Group)
STAKEHOLDER GROUPS (Campus Administration, Faculty, Staff, Students, Campus IT, Facilities, Development, Parking, Special Events, Maintenance, Food Service…)
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Design Committee Formation Committee Structure
• Appointed “project shepherd” & committee chair • STEM faculty selected representatives • Committee member formally • reported to their academic program • Students • IT Staff • Facilities Maintenance • Other colleagues invited as appropriate 26
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Design Committee Progress & Momentum
• Vision statement critical • Diverse team – perspective, experience, discipline, expertise • Regular communication with those outside of group • Posted progress on web • Structured disagreement resolution 27
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Select A Consultant Team • Talk with colleagues • Invite qualified firms to propose • Include stakeholders (with faculty) on selection committee • Pre-qualification submittal meeting • Visit other campuses – What worked and what didn’t? – How was the design and building process?
• Be sure design team uses vision statement as guiding principle 28
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Five “Cs” Of Consultant Team Selection
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CONTROL
COMPETENCE
COMMUNICATION
CREATIVITY
CHEMISTRY
The consultant team has the ability to organize the project, delivering a design solution that is within budget and on schedule.
Each member of the consultant team demonstrates professional knowledge, skill and relevant experience.
Dialogue between you and the consultant team is comfortable and portends a freeflowing and open process.
The consultant team exhibits the ability to find creative and unique solutions.
The Selection Committee and consultant team are compatible and able to work together throughout the duration of the project.
World-class STEM Teaching Facilities
The Right Experience • State-of-the-art labs • Collaborative science environments • Architectural excellence • Sustainable design • Responsive to budget
Southern Illinois University
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University of Tulsa
Murray State University
Juniata College
Fontbonne University
Gustavus Adolphus College
Morehead State University
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Select A Consultant Team Timeframe
1-4 wks.
2-4 wks.
2-4 wks.
3-4 wks.
1-4 wks.
2-3 wks.
1-3 wks.
• Determine what you need in a consultant and when
• Develop long list
• Prepare RFQ
• A/E’s respond to RFQ
• Review RFQ & develop shortlist
• Interview process
• Notify & debrief firms; Contract negotiation
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Stakeholder Engagement – Stage 2 EXPLORATION
LESSONS LEARNED
VISION STATEMENT
REMAINING ENGAGED
PROJECT VISITS
DESIGN SOLUTION
DESIGN COMMITTEE
ASSESS NEEDS
CONSULTANTS
GOAL SETTING
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– – – –
Board meetings Exams Homecoming Campus breaks
• Stakeholders provide availability in advance 33
Monday, January 21, 2013
Monday, January 14, 2013
Monday, December 24, 2012
Monday, December 03, 2012
Monday, November 12, 2012
Monday, October 29, 2012
• Don’t underestimate time needed • Account for:
Monday, October 15, 2012
Develop Project Schedule DESIGN SCHEDULE WORKSHOP #1
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STAKEHOLDER MEETINGS TO VERIFY PROGRAM & ESTABLISH RE-PHASING PRIORITIES H+C REWORK OF 2009 PROGRAM TO MEET PHASING PRIORITIES & DEVELOP COST MODELS SUBMIT PROGRAM AND COST MODELS TO UMSL
2 wks
PRE-WORKSHOP #2 - UMSL REVIEW OF SUBMITTED MATERIALS - EXECUTIVE COMMITTEE MEETING TO GATHER FEEDBACK - H+C TO MAKE CHANGES BASED ON EXECUTIVE COMMITTEE FEEDBACK AND RESUBMIT - UMSL APPROVAL OF PHASING APPROACH - H+C TO DEVELOP FLOOR PLAN ALTERNATIVE CONCEPTS BASED ON APPROVED PHASING WORKSHOP #2
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STAKEHOLDER MEETINGS TO PRESENT APPROVED RE-PHASING STRATEGY & ALTERNATE CONCEPT FLOOR PLANS REFINEMENTS BASED ON UMSL FEEDBACK ENGINEERING REVIEW OF FLOOR PLANS FOR M/E/P SYSTEM CONCEPTS SUBMIT REFINED FLOOR PLANS FOR UMSL APPROVAL
PRE-WORKSHOP #3 - UMSL REVIEW OF SUBMITTED MATERIALS - H+C TO DEVELOP EXTERIOR CONCEPTS & REFINED COST MODELS - EXECUTIVE COMMITTEE MEETING TO PRESENT EXTERIOR CONCEPTS & REFINED COST MODELS - H+C TO MAKE CHANGES BASED ON EXECUTIVE COMMITTEE FEEDBACK - SUBMIT REFINED FLOOR PLANS FOR UMSLF APPROVAL & REFINED EXTERIOR CONCEPTS WORKSHOP #3 - STAKEHOLDER MEETINGS TO PRESENT APPROVED FLOOR PLANS AND REFINED EXTERIOR CONCEPTS
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H+C TO MAKE CHANGES TO CONCEPTS BASED ON STAKEHOLDER FEEDBACK SUBMIT REFINED CONCEPTS FOR UMSL REVIEW AND APPROVAL
PRE-FINAL PRESENTATION - UMSL REVIEW OF SUBMITTED MATERIALS - EXECUTIVE COMMITTEE MEETING TO GATHER FEEDBACK - H+C TO MAKE CHANGES BASED ON EXECUTIVE COMMITTEE FEEDBACK - UMSL APPROVAL OF RE-PHASING DESIGN CONCEPT FINAL PRESENTATION - STAKEHOLDER MEETINGS TO PRESENT APPROVED RE-PHASING DESIGN CONCEPT
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2 wks
H+C TO MAKE MINOR REFINEMENTS TO RE-PHASING CONCEPT BASED ON STAKEHOLDER FEEDBACK SUBMIT FINAL RE-PHASING CONCEPT DOCUMENT FINAL CONCEPT AS AMENDMENT TO 2009 REPORT AND SUBMIT
3 wks
Includes Short week for
3 wks
Thanksgiving
one week lost for Holidays
3 wks
1 wks
1 wks
World-class STEM Teaching Facilities
Assemble Background Information • Background Information for Informed Decisions – Current Master Plan – Drawings of existing conditions & space inventories – Existing space utilization – Class schedules – Equipment inventories – Chemical inventories – Building condition assessments – Site surveys – Deferred maintenance
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Workshop Process Pre-Workshop Activities Workshop #1 Workshop #2 Alternative Concepts A B C D
Evaluate Each Concept Refine Selected Concept
Workshop #3 Schematic Design Documentation
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Goal Setting • Solicit goals & objectives from every stakeholder. – Institutional Goal(s) – Personal Goals (s) – Five Most Important Spaces
• Creates Strong Statement of Needs • Support Vision Process • Analyze findings and present at Workshop #2 36
CENTRE COLLEGE Science and Mathematics Renovation & Expansion Goals & Objectives Anne Lubbers, Chair of Biology Dept. What major goal or objective should this project accomplish? Enhanced teaching in classroom & lab - this means a more welcoming place, more efficient lab spaces, flexible classroom space, better climate control.
What is your personal goal for this project? Sufficient lab spaces so that we don’t need to double up courses in the same lab, a more up-todate greenhouse that is easier to maintain. I also am looking forward to a more attractive office (at least one with newly painted walls & floors, & less bench space so I have room for another chair).
Identify the most important component(s) of this project? Visually—a lobby that ‘screams’ science. Functionally—new labs.
World-class STEM Teaching Facilities
Goal Setting Input • Focus groups • Online • Campus Town Hall Meeting • Student Groups • Board Participation
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Campus-wide Input Campus Town Hall Meeting
• STEM faculty, staff, their colleagues in other disciplines • Short presentation with reception • Encourages: – Collegiality – Transparency – Broad buy-in
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Campus-wide Input Online Surveys
• Invite faculty, staff and students • Share findings publicly • Generate useful statistics • Built-in tools for graphics and reporting
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Assess Need • Reviewing available background information • Benchmark against peers & similar institutions • Space summary of existing areas • Deferred maintenance summary • Enrollment projections & changes in curriculum 40
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Centre College Enrollment • 2008 (Strategic Plan) < 1200 students • Slow, measured growth, up to 1425 students • 2013: 1380 students • STEM enrollment – 2008: 24.71% graduates – 2013: 31.30% graduates • Current S:F ratio 10.8:1 • Target S:F ration 10:1 ratio; • Average class size: 18.5 • Largest classes: 30 students 41
World-class STEM Teaching Facilities
Enrollment Data Resources Empirical and Institutional Data
• Historic enrollment from your campus Registrar • Enrollment based on Strategic planning • National STEM Trends (NSF) • Benchmark data – U.S. Department of Education – College Navigator – Integrated Post-Secondary Education Data System (IPEDS) – Common Data Sets 42
World-class STEM Teaching Facilities
Example of IPEDS Data Use Increase in STEM Graduates at Centre 35.00% 30.00% 25.00% 20.00% 15.00% 10.00% 5.00% 0.00% 2008 43
2009
2010
2011
2012
2013
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Needs / Program Consensus • Program should reflect vision statement • Pedagogy and philosophy should be the drivers • Close workshops by sharing program SF • Share ASAP if program cuts are required • Share target reductions for next workshop 44
Components Lecture / Seminar
13,800 sf
Chemistry
9,300 sf
Biology
11,800 sf
Biochem/Molecular
4,700 sf
Psychology
5,500 sf
Offices & Collaboration
4,500 sf
Building & User Support Areas Net SF
2,200 sf 51,800 sf
World-class STEM Teaching Facilities
Manage Project Expectations • Moving from the dream to reality • Distinguish between: – Must have – Need to have – Nice to have
• Prioritization process • Time of struggle for end users
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Schedule Comfortable Meetings • Rooms with adequate amenities • Agendas give groups proportional time • Manage conversation to encourage participation • Include students with an evening event
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Design Concepts • Exploration & analysis of space needs, available site and budget constraints • Multiple options • Narrow to a selected concept • Confirm vision and goals are being met • Prepare design documents
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Design Concepts
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Centre College Young Hall Science Center Site Plan
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Centre College Young Hall Science Center Level One
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Centre College Young Hall Science Center Level Two
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Centre College Young Hall Science Center Lower Level
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Centre College Young Hall Science Center 53
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Centre College Young Hall Science Center 54
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Before
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After
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Before After 56
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Before
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After
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After
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Before
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After
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Stakeholder Engagement – Stage 3 EXPLORATION
LESSONS LEARNED
VISION STATEMENT
REMAINING ENGAGED
PROJECT VISITS
DESIGN SOLUTION
DESIGN COMMITTEE
ASSESS NEEDS
CONSULTANTS
GOAL SETTING
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World-class STEM Teaching Facilities
Remaining Engaged • Protect your interest • Participate during construction • Resolve unforeseen issues • Active involvement during close out & commissioning • Celebrate the success
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Lessons Learned • • • • • •
Broad perspective and approach Diverse campus stakeholders Pedagogical needs Communication is key factor Difference between new and old Flexibility and adaptability for new faculty and programs • Collaborative team approach – vested in campus • Sense of relationship 62
World-class STEM Teaching Facilities
Lessons Learned • Respond to timing of the funding • Include the end users – students • Over anticipate use of new spaces • You will not satisfy everyone • Stay involved throughout process • Consultants/contractors as partners • Enjoy the ride, even the bumps
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World-class STEM Teaching Facilities
Stakeholder Engagement EXPLORATION
LESSONS LEARNED
VISION STATEMENT
REMAINING ENGAGED
PROJECT VISITS
DESIGN SOLUTION
DESIGN COMMITTEE
ASSESS NEEDS
CONSULTANTS
GOAL SETTING
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World-class STEM Teaching Facilities
Summary: Tradeline 3 1. Collaborative Exploration and Visioning: Spend time to educate your committee to define your goals and objectives 2. Diversity Creates Success: Engage a broader campus stakeholder group 3. Remain Committed To the Project: Committee members remain active from exploration to completion. 65
World-class STEM Teaching Facilities
Stephanie Fabritius, PhD VPAA & Dean of the College, Professor of Biology Centre College Danville, KY 40422 859-238-5225;
[email protected] www.centre.edu
Christopher Chivetta, P.E. LEED AP President & Managing Principal Hastings+Chivetta Architects and Engineers 314-863-5717;
[email protected] www.hastingschivetta.com 66
World-class STEM Teaching Facilities
