sustainable teaching and research facilities

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1 Tradeline Colleges and Universities Science Facilities October 2013 STEM rehabilitations: Turn old buildings into modern, sustainable teaching and research facilities Presented by Shirine Boulos Anderson, AIA, LEED AP, Principal, Ellenzweig Steve Mahler, AIA, LEED AP, Principal, Ellenzweig Jacob Knowles, Director of Sustainability, BR+A Consulting Engineers

2 Three Major Drivers for Change Climate Change Aging Campus Facilities Financial Pressures

3 Driver One: Climate Change Evidence of irreversible change in the Arctic

4 Climate Change On the Charles Current Boston College Boston University Harvard University Lesley University Massachusetts Institute of Technology (MIT) Source: Anderson Group Harvard University

5 Climate Change On the Charles possibly by the year 2100 Reconsider the campus pay-back analysis driver in the context of a carbon neutral campus goal Source: Anderson Group Harvard University

6 United States Energy Consumption Buildings represent almost 50% of energy used! In the US, we build/renovate almost 10 Billion SF each year Source: US Energy Information Administration (EIA)

7 Mandates Leadership of Colleges, Universities, and building sector professionals ACUPCC: American College & University Presidents Climate Commitment NECSC: Northeast Campus Sustainability Consortium AASHE: Association for the Advancement of Sustainability in Higher Education RGGI: Regional Greenhouse Gas Initiative, Inc. AIA: American Institute of Architects

8 Mandates

9 Driver Two: Aging Facilities A large inventory of aging buildings and inadequate STEM facilities Aging utilities without capacity for new demand Environmental concern with taking open sites and reducing green space

10 Driver Three: Financial Pressures Tight funding resources Costs: new vs. reno Cost escalation at 4% per annum Rising energy costs Capital investment required for renewable energy sources Image: Vermeulens Inc.

11 Thesis in Three Parts 1. Develop a campus energy master plan with a path to Net Zero

12 Thesis in Three parts 1. Develop a campus energy master plan with a path to Net Zero 2. Embrace transformational renovations and renovations/expansions, as they can: meet the pedagogical mission Improve cost/benefit ratios achieve carbon mitigation inspire innovation

13 Thesis in Three Parts 1. Develop a campus energy master plan with a path to Net Zero 2. Embrace transformational renovations and renovations/expansions, as they can: meet the pedagogical mission Improve cost/benefit ratios achieve carbon mitigation inspire innovation 3. Create new synergistic relationships between institutional players to effect significant change

14 Develop a Campus Energy Master Plan Meter and track energy consumption: chilled water steam electricity water natural gas INSERT JACOB IMAGE OF METERING SYSTEM

15 Develop a Campus Energy Master Plan Model energy in new buildings: confirm energy consumption of new facilities from design projections

Develop a Campus Energy Master Plan Campus Energy/GHG Emissions Inventory Complete a GHG inventory based on the following emissions sources:

16 Develop a Campus Energy Master Plan Campus Energy/GHG Emissions Inventory Complete a GHG inventory based on the following emissions sources: On-site combustion of fossil fuels Purchased electricity consumption Institution funded staff and faculty air travel Student, faculty, and staff commuting

17 Develop a Campus Energy Master Plan Utility Assessment Central Utilities Benefits of upgrading central utilities Flexibility Centralized Operations & Maintenance Cogeneration Fuel Sources Management

18 Develop a Campus Energy Master Plan Existing campus energy profile for buildings, based on use: Science/health science teaching & research 25-30% Student life ~ 5% Classroom/office 40% Residence hall 25-30%

2011 Reducing demand Maximizing infrastructure efficiencies Recycling

19 Develop a Campus Energy Master Plan Moving Towards Net Zero Target campus energy profile for new and existing buildings: Campus Status 2011 Reducing demand Maximizing infrastructure efficiencies Recycling waste energy Existing Buildings Energy Consumption Implementing use of renewables

Develop a Campus Energy Master Plan Moving Towards Net Zero Mount Wachusett Community College Originally designed as an all electric campus 450,000 square feet of classrooms,

20 Develop a Campus Energy Master Plan Moving Towards Net Zero Mount Wachusett Community College Originally designed as an all electric campus 450,000 square feet of classrooms, laboratories, library, theater, and gymnasium New STEM building in design Renewable energy sources: Biomass heating plant Solar thermal Solar PV Two 1.65 MW wind turbines 92 % carbon neutral

21 Develop a Campus Energy Master Plan Install super-efficient systems Renewable Energy Source (Wind, solar thermal, solar PV, high temp geothermal) 100 units of energy Heat Pump with Coefficient of Performance of units of heating / cooling delivered to the building

22 Develop a Campus Energy Master Plan Consider Distributed Utilities 20 year Net 20-yr Present Net Cost costs ($) ($) Central Steam Plant vs. Condensing Boilers Boilers in Remote in Remote Building Building 16,000,000 14,000,000 12,000,000 10,000,000 8,000,000 6,000,000 4,000,000 2,000,000 - $14.85 $13.94 $12.49 $/sf 0% 6% 16% % Reduction $.9M Savings $2.4M $0.9M NET PRESENT $2.4M SAVINGS Central Hybrid Local Central Both In Building Steam Generator First-Cost Oil Storage First-Cost Dual-Fuel Condensing Boiler First-Cost Condensing Boiler First-Cost Distribution + Heat-Exchanger Cost Central Plant Building Expansion Central Boiler First-Cost Fuel Cost Process Steam Generation (Parts+Labor) Dual-Fuel Oil System (Parts+Labor) Distribution (Parts+Labor) Boilers (Parts) Boilers (Labor) Full-Time Operators (Labor) Water Treatment (Parts + Labor) First Costs Maintenance Costs First Costs Maintenance Costs Benefits of providing standalone building infrastructure Flexibility / Innovation Boiler Efficiency Reduced Distribution Energy Losses

23 Decision-making Sequence from Master Plan to Project

24 Can the Program be met by a Renovation? Assess outmoded buildings to support: Engagement and inquiry-based pedagogies Collaboration Student /student and student/faculty including undergraduate research Visibility the display of science and its impact on our environment and lives

25 Can the Program be met by a Renovation? Assess outmoded buildings to support: Cross-disciplinary problem-based instruction flexible teaching labs with specialized support spaces for instrumentation, high level exhaust equipment, etc. Flexibility adaptability to emerging programs and pedagogies Literacy the physical structure should be an educational tool

26 Transformative Renovation Case Study: Brown University Alpert Medical School Medical School Central Campus Campus Profile: First teaching building at new downtown campus Grad./Professional: 457 Faculty: 180 Signatory: Sustainable Campus Charter Completed 2011

27 Transformative Renovation Case Study: Brown University Alpert Medical School Building Assessment: 139,000 gsf 1920 s factory building Accommodates new teaching facility, with large classrooms and lecture halls $220/SF renovation vs. $400/SF new construction

28 Transformative Renovation Case Study: Brown University Alpert Medical School First Floor Assessment: 19 ft. concrete column grid Waffle slab floor structure

29 Transformative Renovation Case Study: Brown University Alpert Medical School Large Classrooms and Multi-level Commons Creative structural intervention

30 Transformative Renovation Case Study: Brown University Alpert Medical School Section through Large Classrooms

31 Transformative Renovation Case Study: Brown University Alpert Medical School Concept

32 Transformative Renovation Case Study: Brown University Alpert Medical School Before

33 Case Study: Brown University Alpert Medical School Modeled Energy Performance kbtu/sf*yr Energy Building Site-Energy Breakdown 39% Brown Site-Energy Annual Site Energy Consumption (kbtu/sf * yr) Cooling Heating Fans Pumps DHW Equipment Lighting Site Lighting 20 - Baseline Baseline As Designed As Designed

Transformative Renovation Case Study: Harvard University Jacobsen Chemistry Research Lab Cabot Science Center: Harvard University Department of Chemistry

34 Transformative Renovation Case Study: Harvard University Jacobsen Chemistry Research Lab Cabot Science Center: Harvard University Department of Chemistry and Chemical Biology Central Steam and Chilled Water utilities Signatory of the NECSC Jacobsen Lab: Assignable area: 7,500 NSF 20 Researchers Completed in 2008

35 Assessment of outmoded buildings Case Study: Harvard University Jacobsen Chemistry Research Lab JACOBSEN LAB SUITE: BEFORE Clear area & dimensional requirements for certain types of spaces: Research lab modules Bench width at 5 Aisle width at 5

36 Assessment of outmoded buildings Case Study: Harvard University Jacobsen Chemistry Research Lab JACOBSEN LAB SUITE: RENOVATED

37 Transformative Renovation Case Study: Harvard University Jacobsen Chemistry Research Lab INFILL

38 Transformative Renovation Case Study: Harvard University Jacobsen Chemistry Research Lab SGP -226 Instrument Room.jpg

39 Transformative Renovation and Expansion Case Study: SUNY Oneonta Physical Science Building Campus Context: Four year Liberal Arts College located upstate NY 5,900 students Physical Science Building constructed in early 1970s

40 Transformative Renovation and Expansion Case Study: SUNY Oneonta Physical Science Building Renovation & expansion of a Science teaching facility for: Anthropology Physics Chemistry EXISTING NEW Existing Building area: 58,000 GSF Addition area: 17,600 GSF Central Steam utility In design

Transformative Renovation and Expansion Case Study: SUNY Oneonta Physical Science Building EXISTING BLDG Concept Rehabilitate aging existing facility and

41 Transformative Renovation and Expansion Case Study: SUNY Oneonta Physical Science Building EXISTING BLDG Concept Rehabilitate aging existing facility and accommodate expanding programs in a modest new structure Create a Science Commons for the building users Design the building to be an educational tool NEW EXPANSION

42 Transformative Renovation and Expansion Case Study: SUNY Oneonta Physical Science Building View of : Science Commons connecting Existing & New structures

43 Transformative Renovation and Expansion Case Study: SUNY Oneonta Physical Science Building Building Addition: contributes outdoor student space, and displays renewable energy technology in the PV sunshades

44 Transformative Renovation and Expansion Case Study: SUNY Oneonta Physical Science Building Evaluate existing building envelopes Upgrade for optimal energy performance Clad exposed structure to break thermal bridge

45 Transformative Renovation and Expansion Case Study: SUNY Oneonta Physical Science Building Evaluate existing building envelopes Upgrade for optimal energy performance Clad exposed structure to break thermal bridge Install high performance glazing system

46 Transformative Renovation and Expansion Case Study: SUNY Oneonta Physical Science Building Provide solar shading appropriate to building orientation

Transformative Renovation and Expansion Case Study: SUNY Oneonta Physical Science Building Lab 100% OA Plan the zoning of systems intensive labs and less demanding spaces according to

47 Transformative Renovation and Expansion Case Study: SUNY Oneonta Physical Science Building Lab 100% OA Plan the zoning of systems intensive labs and less demanding spaces according to physical constraints Over 50% of the occupied space is conditioned with chilled beams The public space is naturally ventilated in the shoulder seasons Chilled Beam Chilled Beam Stratified VAV

48 Transformative Renovation and Expansion Case Study: SUNY Oneonta Physical Science Building Most demanding space (Chemistry) closest to supply and exhaust head end equipment Lab 100% OA Chilled Beam Chilled Beam Stratified VAV

dry lab space: Oneonta Physics and Anthropology

49 Transformative Renovation and Expansion Case Study: SUNY Oneonta Physical Science Building Floor-to-floor height and infrastructure requirements Wet vs. dry lab space: Oneonta Physics and Anthropology space using chilled beam technology with smaller duct sizing (vs ) Chilled Beam

50 Transformative Renovation and Expansion Case Study: SUNY Oneonta Physical Science Building Downsizing HVAC systems: No Mechanical penthouse Proposed AHUs with energy recovery in Basement

51 Transformative Renovation and Expansion Case Study: SUNY Oneonta Physical Science Building Downsizing HVAC systems: No Mechanical penthouse

100 80 60 40 Cooling Heating Fans Pumps DHW Equipment

52 Case Study: SUNY Oneonta Modeled Energy Performance kbtu/sf*yr 140 Energy Energy 31% Oneonta Site-Energy Cooling Heating Fans Pumps DHW Equipment Lighting Site Lighting 20 0 Baseline Baseline As Designed As Designed

53 Transformative Renovation Case Study: Marywood University Chemistry Labs Campus Context: Located in Scranton, PA 3,400 students Building Context: The Center for Natural and Health Sciences

54 Transformative Renovation Case Study: Marywood University Chemistry Labs Program includes: Organic Chem Teaching lab Organic Chem Research lab Lab support room

55 Transformative Renovation Case Study: Marywood University Chemistry Labs Flexible casework systems: Overhead service modules Movable modular casework in lab center Fixed systems at perimeter

56 Transformative Renovation Case Study: Marywood University Chemistry Labs Teaching lab equipped with filtering, recirculating, ductless fume hoods

Transformative Renovation Case Study: Marywood University Chemistry Labs Conventional 6 Fume Hood Ductless/Filtering 6 Green Fume Hood First

57 Transformative Renovation Case Study: Marywood University Chemistry Labs Conventional 6 Fume Hood Ductless/Filtering 6 Green Fume Hood First cost (6 Hood) $10,000 $25,000 Infrastructure cost $25,000 $1,800 Operating cost $5,200 $300 Maintenance $1,500 $1,700 Total (1 year) $41,700 $28,800

58 Transformative Renovation Case Study: Cooke and Hochstetter Hall, University at Buffalo Campus Profile: Opened in early 1970 s Largest of three campuses Undergraduate: 19,100 Grad./Professional: 9,800 Faculty: 1,550 (full time) Central Steam and Chilled Water utilities Signatory to the ACUPCC

59 Transformative Renovation Case Study: Cooke and Hochstetter Hall, University at Buffalo Building Assessment: 292,000 GSF Classrooms, teaching labs, research Worst building on campus 100% outside air HVA C Leaky facades, small windows $370/sf renovation vs. $550/sf new construction

60 Transformative Renovation Case Study: Cooke and Hochstetter Hall, University at Buffalo Ground Floor Assessment: Oddly mixed classrooms and labs Poorly defined entries, No public space Disorienting circulation 100% outside air HVAC System Core

Transformative Renovation Case Study: Cooke and Hochstetter Hall, University at Buffalo New Construction Ground Floor Proposed: Classrooms and

61 Transformative Renovation Case Study: Cooke and Hochstetter Hall, University at Buffalo New Construction Ground Floor Proposed: Classrooms and HQs Small additions for new entry and for receiving Public Street with interaction space, Modern teaching styles Re-circulating HVAC w/ heat recovery

62 Transformative Renovation Case Study: Cooke and Hochstetter Hall, University at Buffalo Ground Floor Proposed: Classrooms and HQs Small additions for new entry and for receiving Public Street with interaction space, Modern teaching styles Re-circulating HVAC w/ heat recovery

Interactive Classroom Style Accessible Organize the plan to

63 Transformative Renovation Case Study: Cooke and Hochstetter Hall, University at Buffalo Ground Floor Proposed: Interactive Classroom Style Accessible Organize the plan to fit large classrooms into the column grid Existing Lecture Hall New Teaching

64 Transformative Renovation Case Study: Cooke, Hochstetter Hall and Dorsheimer Greenhouse 2 nd Floor Assessment: No public space Disorienting circulation Mixed teaching labs and offices 100% outside air HVAC System Core

Transformative Renovation Case Study: Cooke and Hochstetter Hall, University at Buffalo New Construction 2 nd Floor Proposed: Teaching labs and offices Small additions

65 Transformative Renovation Case Study: Cooke and Hochstetter Hall, University at Buffalo New Construction 2 nd Floor Proposed: Teaching labs and offices Small additions for interaction Public Street interaction zone Flexible teaching labs Zoned floor plan minimizes 100% outside air HVAC Public space and offices cooled with chilled beams

Transformative Renovation Case Study: Cooke and Hochstetter Hall, University at Buffalo 2 nd Floor Proposed: Teaching labs and offices Small additions for

66 Transformative Renovation Case Study: Cooke and Hochstetter Hall, University at Buffalo 2 nd Floor Proposed: Teaching labs and offices Small additions for interaction Public Street interaction zone Flexible teaching labs Zoned floor plan minimizes 100% outside air HVAC Public space and offices cooled with chilled beams

Transformative Renovation Case Study: Cooke and Hochstetter Hall, University at Buffalo Glazed Ventilation Chimney Shell / Infastructure Upgrade: High performance recladding with ample windows and

67 Transformative Renovation Case Study: Cooke and Hochstetter Hall, University at Buffalo Glazed Ventilation Chimney Shell / Infastructure Upgrade: High performance recladding with ample windows and sunshades Centralize lab HVAC on roof with energy recovery Chilled beam use reduces new air system capacity and penthouse by 25-40% Prefab penthouse reduces floor area and structural loads by 15-25% Glazed Solar Preheat

68 Integrative Design Process Create new synergies

69 Integrative Design Process Educate and inspire behavioral change!

70 Integrative Design Process Energy conservation on display Harvard Jacobsen lab displays CFM air exhaust rate

71 Integrative Design Process Energy conservation on display EMD Serono building energy dashboard

72 Integrative Design Process Energy conservation on display EMD Serono building energy dashboard

73 The Tradeline Three 1. Integrate your project with the campus energy master plan and climate action plan 2. Use renovation constraints as innovation catalysts 3. Create new relationships between institutional players to effect change

74 Tradeline Colleges and Universities Science Facilities October 2013 STEM rehabilitations: Turn old buildings into modern, sustainable teaching and research facilities Presented by Shirine Boulos Anderson, AIA, LEED AP, Principal, Ellenzweig Steve Mahler, AIA, LEED AP, Principal, Ellenzweig Jacob Knowles, Director of Sustainability, BR+A Consulting Engineers

TULANE UNIVERSITY. Climate Action Planning: Work In Progress

TULANE UNIVERSITY. Climate Action Planning: Work In Progress TULANE UNIVERSITY Climate Action Planning: Work In Progress October 28, 2014 Climate Action Planning for Tulane University A presentation of work underway to develop a Climate Action Plan for Tulane. An