Planning new or renovated spaces for science is, for most undergraduate communities, a once-in-a-life-time experience. Many of the campuses involved with the PKAL LSC suggest that this is a defining moment in the life of their institution. This is not just because problems of inadequate space have been resolved, but because the process became a communal effort— that building community and a building for the community was the intent of both the process and the product.
In recent years, exemplary facilities for undergraduate STEM have been planned and constructed on campuses across the country. Each of these projects pursued a common set of questions about the relationship of space to program, of science learning to institutional mission, of student learning to faculty/student research. Learning how other campuses have addressed questions about purpose and design in ways fitting for their mission and circumstances provides invaluable insights about lessons learned and what works. We hope these interviews and stories provide both nuts and bolts advice and the inspiration to move ahead confidently in your planning for new spaces for science.
Collaboration within Communities of LEED Practitioners
An interview with Jaime Van Mourik, Center for Green Schools at the U.S. Green Building Council (USGBC)
Problem-Based Learning at Georgia Tech
An Interview with Wendy Newstetter, Director of Learning Sciences Research, Department of Biomedical Engineering, Georgia Tech
Planning Spaces for Science at Dickinson College
An Interview with Walter Chromiak, Associate Provost (retired), Dickinson College and Dusty Rhoads, Partner, Rhoads Siegel Architects Inc.
Science Matters - The University of Richmond Story
An Interview with Betsy S. Curtler and Andrew Newcomb, University of Richmond and Charles Kirby, EYP Architecture
Notre Dame's Jordan Hall of Science
An Interview with Dennis C. Jacobs, Vice President, Associate Provost, University of Notre Dame
Integrating Classroom Planning into Institutional Policies and Practices
A presentation by Kathryn J. Monday, Vice President of Information Services, University of Richmond