Tradeline
College & University 2013
Combined research & teaching labs: Engineering criteria and building system integration
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
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
1 Research + teaching = discovery-based learning
What is it?
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 332:862-864.”
1 Research + teaching = discovery-based learning
Why is it important?
Increase learning
Improve test scores
Increase engagement
Attract & retain students
Increase student satisfaction
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
1 Research + teaching = discovery-based learning
Why is it important?
1995 2000 2005 2010 2015 2020
College Enrollment (Age 18-24) US Dept. of Education
+52%
+10%
1 Research + teaching = discovery-based learning
Why is it important?
STEM discovery-based learning
facility attributes
2
More research lab area
Slightly larger teaching labs
More support area
More collaboration area
Multidisciplinary
Monmouth College
138,000 GSF
Monmouth College First Floor
Monmouth College Second Floor
Monmouth College
Monmouth College
Monmouth College
Monmouth College
Monmouth College
0
200
400
600
800
1,000
1,200
1,400
Previous New
Monmouth College
NSF
0
10
20
30
40
50
60
70
80
Previous New
Minimum
Average
Maximum
NSF
Teaching Lab Size-NSF/Rm Teaching Lab Size-NSF/P
+13%
+12%
0
2,000
4,000
6,000
8,000
10,000
12,000
14,000
16,000
18,000
Previous
New
Monmouth College
NSF
Total NSF for each
Room Type
+31%
+17%
+32%
+60%
+6,559%
Multidisciplinary
Nazareth College
More research lab area
Slightly larger teaching labs
More support area
More collaboration area
Nazareth College First Floor
Nazareth College Second Floor
Nazareth College
Nazareth College
Nazareth College
Teaching Lab Size-NSF
NSF
Teaching Lab Size-NSF/P
NSF
Nazareth College
0
200
400
600
800
1,000
1,200
Previous New
0
10
20
30
40
50
60
70
Previous New
Minimum
Average
Maximum
+16%
+16%
0
2,000
4,000
6,000
8,000
10,000
12,000
Previous
New
NSF
Nazareth College
Total NSF for each
Room Type
+86%
+74%
+1,307%
+421%
+284%
Interdisciplinary
McMaster University
Single lab for multiple disciplines
Problem based learning
McMaster University
McMaster University
McMaster University
McMaster University
0
10
20
30
40
50
60
70
Inter-Disciplinary
Office
Support
Lab
NSF/P
McMaster University
Interdisciplinary
Harvard University SOM Architects
Multiple labs each capable of supporting multiple disciplines
Problem based learning
Harvard University
Harvard University
Harvard University
Harvard University
Harvard University
Harvard University
Harvard University
Harvard University
0
10
20
30
40
50
60
70
Inter-Disc. Teaching Lab
Office
Support
Lab
NSF/Person
Harvard University
0
20
40
60
80
100
120
McMaster Harvard
Lab
Support
Office
NSF
30%
66%
4%
27%
65%
8%
Summary
Total NSF/Person
0
10
20
30
40
50
60
70
47
52
48 48 51
42
47
52
69
62
Summary
NSF/P
Lab NSF/Person
0
5000
10000
15000
20000
25000
30000
Monmouth Nazareth
Research Lab
Teaching Lab
Support
NSF
46%
20%
34%
50%
15%
35%
Summary
Total NSF
Harvard University
Harvard University
Harvard University
Harvard University
Harvard University
0
20
40
60
80
100
120
140
160
Chemistry Biology
Office
Support
Lab
NSF/P
Harvard University
Syracuse University
MATERIALS
CHARACTERIZATION
POLYMER
CHEMISTRY TISSUE
CULTURE
MOLECULAR
BIOLOGY
CONFERENCE &
COLLABORATION
Syracuse University
Syracuse University
MATERIALS
CHARACTERIZATION
TESTING
POLYMER CHEMISTRY
TESTING
MOLECULAR BIOLOGY
TISSUE CULTURE
TESTING
SAMPLE
Facility Program Flexibility
MATERIALS
CHARACTERIZATION
TESTING
POLYMER CHEMISTRY
TESTING
TISSUE CULTURE
TESTING
MOLECULAR
BIOLOGY
RESULTS
Syracuse University
Santa Clara University
Electrical Engineering
Bio Engineering
Civil Engineering
Mechanical Engineering
Computer Engineering
Santa Clara University
0
5,000
10,000
15,000
20,000
25,000
30,000
35,000
Existing
New
NSF
Santa Clara University
Total NSF for each
Room Type
Cleanroom
Teaching
- civil
Teaching
- mech
Classroom
Admin
Project
Project
Frugal
Innov.
Santa Clara University
Core
Competencies
Santa Clara University
Frugal
Innov.
Santa Clara University
Frugal
Innov.
Santa Clara University
Frugal
Innov.
Santa Clara University
Frugal
Innov. Project
Santa Clara University
Santa Clara University Santa Clara University
Santa Clara University
Discovery-based learning
STEM Facilities
95% 2
“…survey respondents note hands-
on experience throughout
curriculum is important …” Interviews and surveys of students, faculty, and Advisory Board conducted during Visioning Phase
Santa Clara University
Santa Clara University
STEM Discovery Based Engineering
Systems Design
Nazareth College
3
Discovery Based Physics – Low Vibration
and Limited Air Motion
Lessons learned...
Computational Science –
Concentrated Cooling Load
Lessons learned...
SEAS NanoFab Facility – Low Vibration and Specialized HVAC
Lessons learned...
Chemistry
Teaching Labs may…
Nazareth College Science Building
Marist College Chemistry Lab
…or may not
have fume hoods
Lessons learned...
Chemistry Teaching Lab Fume Hoods - Acoustics
Lessons learned...
Health Science – More Cadavers
Lessons learned...
Engineering –
Welding & Other
“Hands On” Activities
Lessons learned…..
a “Scaled Down” version of the
Infrastructure for a Major Research
Facility Nazareth College
Rensselaer Polytechnic Institute -
Center for Biotechnology and
Interdisciplinary Studies
MEP Infrastructure for
STEM Discovery Based
Teaching:
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.
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
Water
Chilled H₂O
Steam
Gases
Air
Vacuum
Electricity
Exhaust
Waste
Flexible & Energy Efficient Systems
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
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)
Flexible & Energy Efficient Systems
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
Single air system serves lab
and non-lab functions
• Greater flexibility for
modifications
• Reduced energy cost
• Higher quality environment
• Reduced first cost / less
equipment
Flexible & Energy Efficient Systems
Conventional Lab Building
HVAC Concept - Heat
Recovery Applied to Lab
Exhaust
• Heat Wheels
• Heat Pipe
• Glycol Run-around Loop
Flexible & Energy Efficient Systems
Create manifold serving lab and non-lab functions
• Provides higher degree
of redundancy
Flexible & Energy Efficient Systems
Services & Utilities
Mechanical Services Capacity Design Criteria
Steam
Primarily for autoclaves
1000 PPH per autoclave Total 1000 – 2000 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 20 – 25 GPM per 10,000 NSF
Plumbing Services Capacity Design Criteria
Lab compressed air
1 CFM per outlet at 40 PSIG
100 – 120 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
Services & Utilities
Electrical Services Capacity Design Criteria
Normal power
Receptacles: 5 – 15 Watts/NSF
(receptacles 24 – 36 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 0.1 – 0.5 Watts/NSF
Services & Utilities
Tradeline Three
3 Innovative mechanical solutions
• Discovery-based learning facilities ≈ multidisciplinary research facilities
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
Questions?