Combined research & teaching labs: Engineering criteria and building system integration
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1 Combined research & teaching labs: Engineering criteria and building system integration Tradeline College & University 2013
2 Agenda 1Combined research and teaching Discovery-based learning What is it? Why is it important? 2 Discovery-based learning STEM facilities Teaching & research labs area allocation Multi & interdisciplinary labs Support & collaboration requirements Program organization 3 Discovery-based Engineering Systems Design Robust/Flexible systems Energy efficient Utility requirements
3 1 Research + teaching = discovery-based learning What is it? Method of inquiry-based instruction Learners discover facts and relationships for themselves. Related Terms Problem based learning Challenge based learning Active learning Hands-on learning Enhanced learning
4 1 Research + teaching = discovery-based learning Why is it important? 200% students learned twice as much based on test results as the students in the traditional section Deslauriers, Schelew, and Wieman. (2011). Improved learning in a large-enrollment physics class. Science 332:
5 1 Research + teaching = discovery-based learning Why is it important? Increase learning Improve test scores Increase engagement Attract & retain students Increase student satisfaction
6 1 Research + teaching = discovery-based learning Why is it important? 68% of survey respondents indicate increased interest in STEM career as a result of undergraduate research opportunities Science VOL 316 4/27/07 Benefits of Undergraduate Research Experiences - Susan H. Russell. Mary P. Hancock, James McCullough
7 1 Research + teaching = discovery-based learning Why is it important? +10% +52% College Enrollment (Age 18-24) US Dept. of Education
8 Multidisciplinary Monmouth College 138,000 GSF 2 STEM discovery-based learning facility attributes More research lab area Slightly larger teaching labs More support area More collaboration area
9 First Floor Monmouth College
10 Second Floor Monmouth College
11 Monmouth College
12 Monmouth College
13 Monmouth College
14 Monmouth College
15 Monmouth College
16 Teaching Lab Size-NSF/Rm Teaching Lab Size-NSF/P NSF 1,400 1,200 1, % NSF % Minimum Average Maximum 0 Previous New 0 Previous New Monmouth College
17 NSF Total NSF for each Room Type 18,000 16, % 14,000 12,000 10,000 8,000 6,000 4, % +32% +60% +6,559% Previous New 2,000 0 Monmouth College
18 More research lab area Slightly larger teaching labs More support area More collaboration area Multidisciplinary Nazareth College
19 First Floor Nazareth College
20 Second Floor Nazareth College
21 Nazareth College
22 Nazareth College
23 Nazareth College
24 Teaching Lab Size-NSF Teaching Lab Size-NSF/P NSF NSF 1, , % % Minimum Average Maximum 0 Previous New 0 Previous New Nazareth College
25 NSF 12,000 10,000 Total NSF for each Room Type +74% 8,000 6, % 4,000 2, % +1,307% +284% Previous New Nazareth College
26 Single lab for multiple disciplines Problem based learning Interdisciplinary McMaster University
27 McMaster University
28 McMaster University
29 McMaster University
30 McMaster University
31 NSF/P Office Support Lab Inter-Disciplinary McMaster University
32 Multiple labs each capable of supporting multiple disciplines Problem based learning Interdisciplinary Harvard University SOM Architects
33 Harvard University
34 Harvard University
35 Harvard University
36 Harvard University
37 Harvard University
38 Harvard University
39 Harvard University
40 Harvard University
41 NSF/Person Office Support Lab 10 0 Inter-Disc. Teaching Lab Harvard University
42 NSF Total NSF/Person % 65% Lab Support Office % 27% 0 4% McMaster 8% Harvard Summary
43 Lab NSF/Person NSF/P Summary
44 NSF Total NSF % % 15% 50% Research Lab Teaching Lab Support % 35% 0 Monmouth Nazareth Summary
45 Harvard University
46 Harvard University
47 Harvard University
48 Harvard University
49 Harvard University
50 NSF/P Office Support Lab Chemistry Biology Harvard University
51 Syracuse University
52 MATERIALS CHARACTERIZATION CONFERENCE & COLLABORATION MOLECULAR BIOLOGY POLYMER CHEMISTRY TISSUE CULTURE Syracuse University
53 Syracuse University
54 MATERIALS CHARACTERIZATION TESTING MOLECULAR BIOLOGY SAMPLE POLYMER CHEMISTRY TESTING TISSUE CULTURE TESTING
55 MATERIALS CHARACTERIZATION TESTING POLYMER CHEMISTRY TESTING RESULTS TISSUE CULTURE TESTING MOLECULAR BIOLOGY
56 Syracuse University
57 Santa Clara University
58 Santa Clara University
59 NSF 35,000 Total NSF for each Room Type 30,000 25,000 20,000 15,000 10,000 Existing New 5,000 0 Santa Clara University
60 Admin Cleanroom Project Frugal Innov. Teaching - civil Classroom Teaching - mech Project Santa Clara University
61 Core Competencies Frugal Innov. Santa Clara University
62 Frugal Innov. Santa Clara University
63 Frugal Innov. Santa Clara University Santa Clara University
64 Project Frugal Innov. Santa Clara University
65 Santa Clara University Santa Clara University
66 2 Discovery-based learning STEM Facilities 95% survey respondents note handson experience throughout curriculum is important Interviews and surveys of students, faculty, and Advisory Board conducted during Visioning Phase Santa Clara University
67 Santa Clara University
68 3 STEM Discovery Based Engineering Systems Design Nazareth College
69 Discovery Based Physics Low Vibration and Limited Air Motion Lessons learned...
70 Computational Science Concentrated Cooling Load Lessons learned...
71 SEAS NanoFab Facility Low Vibration and Specialized HVAC Lessons learned...
72 Chemistry Teaching Labs may Marist College Chemistry Lab or may not have fume hoods Nazareth College Science Building Lessons learned...
73 Chemistry Teaching Lab Fume Hoods - Acoustics Lessons learned...
74 Health Science More Cadavers Lessons learned...
75 Engineering Welding & Other Hands On Activities Lessons learned..
76 MEP Infrastructure for STEM Discovery Based Teaching: a Scaled Down version of the Infrastructure for a Major Research Facility Nazareth College Rensselaer Polytechnic Institute - Center for Biotechnology and Interdisciplinary Studies
77 Flexible & Energy Efficient Systems What are the utilities and services that should be provided? QUALITY and VARIETY not QUANTITY are the principal design criteria for utilities in the lab today. Water Chilled H₂O Steam Gases Air Vacuum Electricity Exhaust Waste Less non-potable more pure (RO vs. RODI) More process water (some local some central) Less (except for sterilizers can be local) More N2, CO2, less natural gas (less central) Clean Oil free Some local some central Clean / grounded More localized Less need
78 Innovative & Energy Efficient Mechanical Systems What are the metrics that allow for long term, robust flexible utilities and services serving instruments and equipment? HVAC Design Capacity Criteria for Various Space Types General Laboratories: 1 CFM/NSF (fume hood count dictates otherwise) Organic teaching lab; 150 CFM/LF of fume hood Biology (Gross Anatomy) Labs : 15 air Changes per hour General Classrooms: 1 CFM/NSF
79 Flexible & Energy Efficient Systems Energy Efficiency : Reducing Energy Use Variable Air Volume (reduces, cooling, and fan energy) Aggressive controls (reduces heating and cooling energy) Low pressure drop (air distribution system (reduces fan energy) Demand based air volume flow rate control (reduces heating, cooling, and fan energy) Chilled beams (reduces cooling and fan energy) Heat recovery (reduces heating and cooling energy)
80 Flexible & Energy Efficient Systems Conventional teaching lab building HVAC concept Dedicated lab system - 100% outdoor air Dedicated Admin/ Classroom/Lecture Hall system - 50% outdoor air
81 Flexible & Energy Efficient Systems Single air system serves lab and non-lab functions Greater flexibility for modifications Reduced energy cost Higher quality environment Reduced first cost / less equipment
82 Flexible & Energy Efficient Systems Conventional Lab Building HVAC Concept - Heat Recovery Applied to Lab Exhaust Heat Wheels Heat Pipe Glycol Run-around Loop
83 Flexible & Energy Efficient Systems Create manifold serving lab and non-lab functions Provides higher degree of redundancy
84 Services & Utilities Mechanical Services Capacity Design Criteria Steam Primarily for autoclaves 1000 PPH per autoclave Total PPH per 10,000 NSF Circulating Chilled Water 30 to 40 Tons per 100,000 GSF Process Chilled Water Environmental rooms 5 10 GPM per environmental room Lasers 5 10 GPM per laser Total GPM per 10,000 NSF
85 Services & Utilities Plumbing Services Capacity Design Criteria Lab compressed air 1 CFM per outlet at 40 PSIG PSIG system pressure Some prefer gaseous nitrogen in lieu of compressed air Lab vacuum 0.5 CFM per outlet at 19 in. Hg (482 Torr) Central system will address acoustic issues Pure water 0.25 gallons per day per student station 25 GPD per glass washer Consider circulating RO water with local polishers
86 Services & Utilities Electrical Services Capacity Design Criteria Normal power Receptacles: 5 15 Watts/NSF (receptacles inches on center at benches, grid of floor outlets, and receptacles integrated into furniture ) Lab equipment: 2 3 Watts/NSF (fume hoods and floor mounted equipment) Emergency(Standby) power Receptacles: 0.0 Watts/ NSF Lab equipment: 0.0 to 0.7 Watts/ NSF Technology Watts/NSF
87 Tradeline Three 1 Combined research and teaching = Discovery-based learning Increases learning Improves test scores Increase engagement to attract & retain students 2 Discovery-based learning STEM facilities Multi and Interdisciplinary lab differences Multidisciplinary adjacencies for improved results Real-world problem based learning impacts 3 Innovative mechanical solutions Discovery-based learning facilities multidisciplinary research facilities
88 Questions?
sustainable teaching and research facilities
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