Designing the University Campus

DESIGNING THE UNIVERSITY CAMPUS

Table of Contents

01 / Introduction to NBBJ 02 / Trends in Science & Higher

Education

03 / Case Studies

01/ INTRODUCTION TO NBBJ

INTRODUCTION TO NBBJ

About NBBJ NBBJ is a different kind of design practice, one that helps our clients drive innovation by creating highly productive, sustainable spaces that free people to live, learn, work and play as they were meant to.

The world’s leading organizations look to our experts to help them design environments that disrupt the status quo and effect real, meaningful change at all levels. We make news by partnering with like-minded companies named “Most Innovative” by Fast Company including Google, Amazon, Samsung, Microsoft and Tencent. Our clients also include institutional leaders such as Cambridge University, Cleveland Clinic, Massachusetts General Hospital, NYU Medical Center, and Stanford University.

Amazon.com at Denny Triangle

Founded in 1943, NBBJ has locations in Beijing, Boston, Columbus, London, Los Angeles, New York, Pune, San Francisco, Seattle and Shanghai. Our global network of “renaissance teams” includes nearly 800 researchers, strategists, nurses, architects, anthropologists, planners and interior designers who generate ideas that have a profound and lasting impact.

OUR SERVICES Feasibility Studies Master Planning Landscape Architecture Facility Planning Architecture

The Bill & Melinda Gates Foundation

INTRODUCTION TO NBBJ

Campus Master Planning At NBBJ, we believe, foremost, that an institution’s master plan must reflect the vision and mission of the institution and the needs of the communities it serves. As a multi-disciplinary firm, we approach the development of a campus master plan comprehensively from a variety of perspectives: our team includes planners, urban designers, architects, landscape architects, space planners, parking experts, and engineers who integrate seamlessly to arrive at solutions that address specific institutional needs.

A campus master plan is a framework for decision-making. It is less a “fixing” of the future than a means for an institution to respond to future needs and adapt to changes wisely, strategically, and alertly. We are guided by the belief that planning and design should be rooted in experience and insight, collaboratively developed, fiscally grounded, and intelligently pursued. This in turn translates to the principles that guide our planning process and to the successful outcome that follows:

COLLABORATIVE OUTCOME Fostering a dialogue within our clients’ community —including shared problemsolving, probing, discussing, creative listening, defining, testing, and deciding among the best options for the future —develops a long-term vision for the institution and the community it supports.

CREATIVE THINKING Determining new ways of advancing the physical development of the campus leads to a seamless integration of campus heritage and tradition for a 21st-century campus environment.

INTELLIGENT REALIZATION Clearly focusing on the management and allocation of resources, and attending to the details of development standards, results in recommendations that are practical, robust, and implementable.

Among our recent campus master plans are Northeastern University, Institutional Master Plan; Columbus State Community College Comprehensive Master Plan; Washington State University Spokane, 10-Year Campus Master Plan Update; Baylor College of Medicine, Facilities 10 Year Master Plan; and Nu Skin Enterprises Master Plan.

INTRODUCTION TO NBBJ

Select Master Planning / Urban Design Projects Shandong University

Columbus State

The Ohio State

Master Plan

Community College

University

Campus Master Plan

18th Avenue Streetscape Improvements

The Ohio State

Cleveland State

Kent State University

University

University

at Tuscarawas

Athletics Framework

Precinct Plan

Campus Master Plan

Karamay University

Northeastern

Karamay HouBo

Master Plan

University

College

Institutional Master

Campus Master Plan

Plan

Plan

INTRODUCTION TO NBBJ

Placemaking / Campus Connectivity At NBBJ we are intent on creating provocative, high-quality design that successfully create “place.” “Placemaking” goes well beyond the design of a space, it is about designing for human experiences and environments that foster community interaction – within a building, a landscape, or an urban public realm. With the understanding that community living begins with interaction of people in a variety of settings, the goal for the design of Yanlord Huamu Residential Community in Shanghai (China) is to create a unique identity in various zones throughout the project that are both connected and shared.

Smaller-scaled spaces and passive amenities are located directly adjacent to the residential towers and invite guests to venture out beyond their living spaces to experience nature in unique ways. Larger public functions, available to all residents and visitors, are located along a grand center space connected by an attractive terracing water feature. Programmatic activities in this area are designed to focus on entertainment, health, lifestyle to create a youthful and fun atmosphere.

INTRODUCTION TO NBBJ

Select Placemaking / Campus Connectivity Projects Stanford University

Columbus State

Shantou Coastal CIty

School of Medicine

Community College

Master Plan

Li Ka Shing Center

Campus Master Plan

for Learning and Knowledge

Shanghai Bund

Northeastern

The Ohio State

University

University

Institutional Master

Howlett Hall Green

Plan

Roof

The Ohio State

The Ohio State

Putian Residential

University

University

District

18th Avenue

Jennings Hall

Streetscape

Botany and Zoology

Improvements

Renovation

INTRODUCTION TO NBBJ

Science & Education NBBJ is an award-winning global design and architecture firm focused on helping clients capitalize on the relationship between people and the design of physical space to enhance organizational performance.

University of Pittsburgh

From academic research and university medical schools to simulation centers and campus planning, NBBJ is a global leader in creating performance-based learning environments. Consistently recognized by clients for its creative and professional design process, NBBJ has partnered with 9 of the U.S. News & World Report’s Top 25 Universities including Harvard, Stanford, Duke and the University of Cambridge.

Our expertise encompasses multiple disciplines, with architects, lab specialists, economists and sustainability experts working together to design innovative centers for learning.

NBBJ’s network of offices enables the firm to deliver quality projects that are regionally and locally appropriate. It allows the firm to act as a single creative force - leveraging the latest thinking from NBBJ colleagues in other locations and bringing a rich blend of expertise to each project.

Cleveland State University

University of Pittsburgh

INTRODUCTION TO NBBJ

Select Science & Education Projects Virginia

Cleveland State

The Research Institute

Commonwealth

University

at Nationwide

University

College of Education &

Children’s Hospital,

College of Education

Human Services

Research Building III (Associated with The Ohio State University).

University of

UNC Charlotte

University of

California, San Diego

PORTAL

Southampton Institute for Life

Calit2

Sciences

Stanford University

University of

Kuwait University

School of Medicine

Pittsburgh

College of Science

Li Ka Shing Center

Benedum Hall

for Learning and

Renovation

Knowledge

INTRODUCTION TO NBBJ

Experience with Academic Medical Centers Our team has worked with more than 70 universities and colleges across the U.S., including major hospital design for institutions such as Massachusetts General, Medical University of South Carolina, The Ohio State University, the University of Washington, and the University of California, Irvine.

The multi-disciplinary environment of academic medical centers is a complex and challenging arena for planning and design projects due to the synergy of teaching, healing and discovery, and the complexity of the stakeholders in any academic medical center organization. Our project methodology brings together all aspects of this multi-disciplinary expertise to solve client enterprise problems with vision, curiosity, compassion, rigor, discipline, and clear outcome expectations. Design and planning are powerful vehicles to enable transformation at the enterprise level of your mission, and our team has organized our design practice to deliver productive, outcome-focused change in your facility.

Select Academic Medical Center Projects Massachusetts

Medical University of

The Cleveland Clinic

General Hospital

South Carolina

Foundation

Lunder Building

Ashley River Tower

Miller Family Pavilion Glickman Tower

(Affiliated with Harvard Medical School)

Harborview Medical

The Ohio State

The American

Center

University

University of Beirut

(Affiliated with

North Doan Hall,

the University of

Digestive Health

Washington School of

Center

Medicine)

Louisiana State

New York University

H. Lee Moffitt Cancer

University

Langone Medical

Center and Research

Earl K. Long Medical

Center

Institute

Center

(Affiliated with University of South Florida)

02/ TRENDS IN SCIENCE & HIGHER EDUCATION ENVIRONMENTS

BRIDGING PLANNING & DESIGN

New Science

CHANGING METHODS AND CULTURES OF DISCOVERY USHERS A NEW ERA OF SCIENTIFIC CREATIVITY. From bioengineering, to the advancement of healthcare and translational research, we live in an extraordinary time for the applied sciences.

Commenting on the future of healthcare, the leader of a world-renowned Academic Medical Center recently told us: “Care and treatment are two very different terms, but are used interchangeably. Medicine is not about poking people with things; it’s about helping people manage their well-being, and helping them live “the good life.” We believe this signals a shift in how students are educated; teaching empathy for health science practitioners, creativity for scientists is critical to innovation and relevance. The traditional scientific method (seeking truth through reason) is increasingly influenced by other philosophical approaches previously considered irrelevant. New perspectives such as the heroic (seeking to win); the aesthetic (seeking beauty); the spiritual (seeking goodness); the economic (seeking systems); and the ecological (taking responsibility) are leading to the growth of a new type of scientist, one whose use of creative and artistic skills to solve problems is producing major new scientific directions. Computing power has made questions of immense complexity more accessible and the work of many scientists has evolved to focusing on interdisciplinary endeavors that draw from across entire campuses and beyond. Increasingly, the way to think and work, at the core of experimental design, is driving decisions about space, organization, work planning, and tool design. The opportunity to pursue new knowledge into the realm of innovation and value added processes will drive revenue streams further and create a more sustainable financial model for the University in the future. Potential impact to facilities include:

A SMALLER FOOTPRINT

INSTRUCTIONAL + RESEARCH LABS

FLEXIBILITY OF CORE FACILITIES

There is a key difference between education & research in the U.S. and the rest of the world: an emphasis on creativity and problem solving, uniquely tied to American ingenuity. Science is a team sport; tomorrow’s research building will likely be 75% dry / 25% wet benched, and will look more like a tech company’s headquarters than a conventional research building. The demand for more computation-based research, less bench-based analysis will decrease assignable space per researcher.

Driving research into the undergraduate experience will lead to hybridized instructional + research labs. With the elimination of closed, modular labs, and the embracing of open lab environments, the lines between instructional labs and research labs will become blurrier. Both faculty and students – even undergraduates – will integrate research into all aspects of science teaching, and vise versa. Culturally this will also bring faculty workplace

Two conflicting interests for researchers are higher flexibility environments and the need for more specialized core facilities. This will require existing core facilities to be moved to more accessible locations; and a delicate balance between what is flexible, and what is “fixed” in facility design. Prefabricated utility carrier units, which can literally “plug in” to building infrastructure and be easily moved, will better align bench-driven demand with building-driven energy needs.

Stanford University School of Medicine Li Ka Shing Center for Learning and Knowledge | NBBJ Palo Alto, CA

BRIDGING PLANNING & DESIGN

New Learning

VIRTUAL EDUCATION STILL NEEDS PHYSICAL PLACES TO BE SUCCESSFUL. When a partnership between San Jose State University and online learning platform Udacity shut down in 2013, critics gleefully proclaimed the death of the MOOC — the Massive Online Open Courses that promised an Ivy-quality education, via the Internet, to millions of people around the world.

But this high-profile flop masked a larger shift that shows no sign of letting up. MOOCs are evolving, but here to stay. The first generation of MOOCs were plagued by high attrition rates and poor outcomes. Current models are shifting towards a hybrid format which incorporate more face-to-face and group interactions. Online courses have actually shown the greatest efficacy in enhancing traditional classroom learning, underscoring the potential role of technology in new learning modalities. Next generation learning environments need to take a more nuanced approach to understanding online and traditional teaching modalities, aligning learning activities with the most suitable setting. MOOCs aren’t the enemy of traditional classrooms, they’re a tool which can be leveraged to complement existing approaches. And they are incredibly liberating. It frees universities to use space in new ways, when they aren’t hindered by lecture halls that are utilized only a few times each day. Instead of building five lecture halls, universities could replace them with 20 classrooms. For instance, MIT’s new Sloan School of Management building has very few lecture halls but 40 four-person rooms for team-based work. And they’re almost 100% utilized. Certain types of courses like lectures may be better suited to online platforms, while team learning and discussion style courses require in-person attendance. Impacts to facilities include:

MORE ONLINE LEARNING, FEWER LECTURE HALLS

LESS VARIETY, MORE FLEXIBILITY REFLECTS MULTI-MODAL TEACHING

THE CHANGING NATURE OF COLLABORATIVE SPACE

Technology-assisted learning theoretically renders the lecture hall obsolete. No longer is a 250-person auditorium necessary for teaching.

Instead, universities might need a series of small team-based rooms, where students can learn via video or do interactive exercises. Depending on the course, a classroom might not be necessary at all — existing lecture halls can be repurposed, converted into places for active learning.

The size and shape of classrooms are changing, too. In our higher education projects, we’re seeing fewer large-scale classrooms and — interestingly enough — less of a range of sizes.

At Virginia Commonwealth University we’re looking at rooms sized 450 and 600 square feet. Not much of a difference area-wise, but the smaller room can break down into four team environments, and the larger has even more options for subdivision.

We have recently begun a post-occupancy evaluation of the “third place” collaboration spaces we have been designing into buildings for the past 10 years, and it has been interesting to see how they are actually being used. Most are using the spaces not being use for physical collaboration, but virtual. This will drive change in the types, sizes, and amenities that these spaces will need for the future.

BRIDGING PLANNING & DESIGN

University of Pittsburgh Benedum Hall | NBBJ

Simmons College

Boston, MA

MIcrosoft | NBBJ

University of Washington T-Wing Renovation | NBBJ

The Research Institute at Nationwide Children’s Hospital Research Building III | NBBJ

BRIDGING PLANNING & DESIGN

New Spaces

LIMITED RESOURCES AND SUSTAINABILITY TRIGGER FRESH THINKING ABOUT THE USE – AND RE-USE – OF CORE CAMPUS SPACES AND FACILITIES Over the past 20 years, two paradoxical events dramatically changed the landscape – quite literally – of the higher education campus. First, prior to the Great Recession, a dramatic greenfield expansion of campuses occurred, which left campus cores underutilized, much like what happened to cities during the suburban expansion of the 1950s. Second, the Great Recession made financial resources more scarce and building new buildings more difficult, which began reversing the expansion trend and returning to adaptive reuse and expansion of campus cores. The drive to do more with less, to drive productivity and to cross digital, social and geographical boundaries is leading to the demise of the traditional laboratory and classroom.

Much like cities, this is a huge opportunity for higher education campuses to re-engage their campus cores – many of which include a building stock which is very reticent to adaptive reuse. Making the right investments, in the right locations on campus, at the right time, is the most important consideration as we evolve our campuses, as administrators, planners and designers – and ultimately as caretakers of one of our society’s most treasured assets. This triggers the following:

FACILITIES “MASTER PROGRAMMING”

REINVIGORATING THE CAMPUS CORE

SUSTAINABLE PRACTICES

To align the pace of facility investments with strategic planning processes and increasingly uncertain funding streams, we see higher value in facility programming and planning exercises. While master planning is highly valuable as a “broad brush” to actualize an institution’s mission and brand, they serve as a framework, and are normally not specific enough to define, prioritize, and strategize individual investments. Building design may assume too many unknowns, and the wrong facility can be built too fast. Insightful, flexible facilities programming and planning efforts can mitigate these risks and ensure high value.

Much like a city, the core of a campus is a place of social milieu and cultural and intellectual exchange. To enhance this, we see a significant opportunity to shift investment from the periphery of campus, back to the campus core – in the form of adaptive reuse, strategic additions, and renovations. Activation of the first level / ground plane is also an opportunity that links building design with landscape architecture and campus planning.

In an environment of fiscal uncertainty and increased focus on sustainability and resource utilization, repurposing renovations have taken on new value. Especially in buildings built over the last 50 years, there are many opportunities to increase usability, efficiency, and attractiveness in a cost effective way. Adaptive reuse and renovation can play a central part in treading with a lighter footprint; renovating what is existing, where possible and feasible, is inherently more sustainable than building new.

University of Pittsburgh Mascaro Center for Sustainable Innovation | NBBJ Pittsburgh, PA

BRIDGING PLANNING & DESIGN

New Environments

CAMPUS SPACES FOSTER LEARNING OUTSIDE OF THE CLASSROOM. Today more than ever there is an immense emphasis on creating campus environments and landscapes that provide purposeful, high-quality, learning environments and create “place.” Place-making goes well beyond the design of the physical space. It is about designing for human experiences and spaces that foster community interaction – within a campus building, a landscape, or the public realm. The linkages and connections between these campus spaces create a robust campus open space system. A system where the lines between indoor and outdoor learning environments become blurred further reinforcing serendipitous learning. Three key contributors to successful campus place-making:

SEAMLESS LEARNING ENVIRONMENTS

FLEXIBLE, MULTI-USE SPACES

A VARIETY OF SCALES

Campus learning environments are based on a web of inter campus connections, linking hub of activity to hub of activity. The strongest campus connections are often based on the intensity of the hubs they connect to. These connections establish the key pedestrian pathways of the campus, the “neural network.” Being located “on the path,” ensures being connected with the greater campus community. They are the ideal places to locate key campus programs, where education can be “on display” and where serendipitous learning can occur.

Key campus spaces function best when they allow for the serendipitous interaction of the people who are using them. This type of interaction is best accommodated in spaces that are flexible and designed for multiple uses. The planning and design of campus space begins with an understanding of how people interact, in a variety of settings, and how those settings can be integrated throughout the campus and in adjoin community spaces.

Campus environments and spaces need to serve multiple purposes, at a variety of scales. Large campus greens or quads can often define a university or college and establish the image, identity, and brand of the place. They can be iconic, memorable, and marketable. These are the spaces that inspire recruitment and provide profound memories for alumni and the donor engine of the institution. There are also campus spaces that establish key districts or precincts often around colleges, departments, programs or specific buildings. These spaces are important in establishing affinity places of learning on a campus and also have important recruitment and alumni roles. Smaller scaled spaces and connective corridors provide intimate learning and collegial opportunities and often offer a personal understanding and appreciation of campus place.

Grange Insurance Campus | NBBJ

Karamay University Campus | NBBJ

Simmons College

Boston, MA Northeastern University | NBBJ

The Ohio State University, Howlett Hall Green Roof | NBBJ

New Partnerships

FROM “IVORY TOWER” TO “IDEA FACTORY:” NEW PARTNERSHIPS FOR A NEW ECONOMY. In The Age of Discontinuity, Peter Drucker uses the phrase “Knowledge Economy” to define the creation of new technologies - material and virtual - that produce tremendous economic benefits to society. Over time, the phrase “Ivory Tower” has characterized environments where intellectuals engage in pursuits disconnected from the practical concerns of everyday life. The university as “Idea Factory” suggests future facilities as overlapping networked environments fostering innovation and collaboration. Over the coming years, it will be increasingly critical to clarify the role of universities and their relationship to corporations in technology development. This will be necessary to drive policy decisions, both in terms of the university teaching mission and the research carried out at universities. If universities are expected to perform as for-profit companies driven by short-term returns on investment, then the foundations upon which major high-risk scientific discoveries are made will eventually erode. As these research centers are slowly lost, so too will be lost the supply of highly trained researchers who drive innovation and competition. Innovation in public private partnerships will expand to integrate the delivery of scientific facilities with new hybrid discovery business models that not only fuse academic / government and corporate strengths but which also act to stimulate local economic regeneration. While it is not in the university’s mission to commercialize – and we believe, rightfully so – there are opportunities to leverage application to drive new value in education and research. Impacts to facilities could include:

AN INCREASED EMPHASIS ON CAMPUS EXPERIENCE, BRAND, AND IDENTITY

THE RISE OF INCUBATOR FACILITIES

CORPORATE CO-LOCATION AND CO-CREATION

According to a recent SCUP survey, the average prospective college freshman decides whether or not to attend the college in the first 15 minutes of visiting. There is significant opportunity to reflect the strategic planning of the university in its spaces and places – through purposeful building design or reuse, landscape architecture, and urban design. Will the future campus look more like a tech company headquarters – or vice versa?

There will be many more opportunities for sponsored research and “bench-to-market” innovation. The question is where it should be located: should it be integrated into the university campus, as evidenced at MIT Media Lab, which has 7 corporate-sponsored labs?

Or will the trend of building business incubator facilities adjacent to, but off campus continue?

Especially in the technology companies – Google, Amazon, Samsung to name a few – links to universities are critical, for innovation, recruiting and idea generation. Are there opportunities for corporations to build on university campuses? Or will universities build collaborative research and innovation centers on tech campuses, sharing in the risk/reward and profit of co-created ideas?

THE TECH CAMPUS RESEMBLES THE UNIVERSITY CAMPUS – WHAT CAN UNIVERSITIES LEARN FROM TECHNOLOGY COMPANIES?

Google Global Headquarters | NBBJ Mountain View, CA

New Business

OUTCOMES-DRIVEN, EXPERIENCE-BASED, HIGH-PERFORMANCE DESIGN MAXIMIZES THE VALUE OF FACILITY INVESTMENTS “It’s not about charisma; it’s about results.” These are the words of Steve Jobs shortly after the release of the iPad, and long after the invention of the mouse – both of which dramatically changed the interaction of humans and computers. So, too, is the world of academic research experiencing such a dramatic change, and a focus on performance-based strategies. We anticipate that more and more institutions will be investigating and creating efficiency and productivity performance target frameworks, which guide investment and utilization of facilities. By encouraging faculty to be more entrepreneurial, universities will become increasingly competitive in raising income, cutting costs and reorganizing to produce better science, faster. Demand for appropriately skilled graduates is forcing universities to become increasingly market focused. Creating work-ready, creative, entrepreneurial graduates who are responsible citizens and leaders is causing an explosive demand for new types of learning environments and innovative teachers. Traditional classrooms and teaching labs are being increasingly replaced by multimedia, real life learning experiences where digital and physical cross disciplinary team working skills are the essential ingredients for future career success. All of these strategies seek to produce better students, more inventive scientists and more empathetic health professionals as outcomes. We see opportunities to connect the following outcomes to high-performance facility-driven solutions:

ENGAGING STUDENTS BY PUTTING SCIENCE “ON DISPLAY” The new generation of academic facility design is experience driven. It is not just about architecture, but engages all senses. It is also integrated: landscape architecture, graphics, wayfinding technology design, all play a big part in creating an experience which piques interest and engages students and faculty at a deep level.

DESIGNING FOR COLLABORATION

REALIZING ROI FOR EACH SQUARE FOOT

The most forward thinking organizations are Too often, planners, and architects miss the using innovative business modeling fused with point of collaboration space in their design creative workplace strategies to produce new strategies, which is to leverage space to produce integrated discovery landscape that fuses the outcomes that creates value through relevance design of time (and how we use it), with the and innovation. For faculty and researchers, it design of space. The old open lab and office means positioning and sizing spaces and places combo is disappearing, to be replaced by where faculty quite literally “rub elbows” with hybrid multi use collaborative lab-office spaces one another, and perhaps decide to co-author infused with communication and data analysis a paper. For students, it means environments technology coupled with low cost, high flexibility, where students can work together. high technology space.

The Bill & Melinda Gates Foundation | NBBJ Seattle, WA

03/ RECENT UNIVERSITY PLANNING + DESIGN WORK

CASE STUDIES

BAYLOR COLLEGE OF MEDICINE Facilities 10 Year Master Plan & Implementation Strategies | Houston, TX

Baylor College of Medicine has recently undergone a transformation of leadership that recognized the imperatives of aligning their campuses with the new strategic direction.

NBBJ was retained to address all aspects of their mission, teaching, patient care, research and community outreach on the historic campus at the Texas Medical Center, the McNair Medical Center Campus and a wide range of other real estate holdings.

A key measure of success for the master plan is “impact.” The College is a dominant educator of top physicians and other caregivers and highly ranked as a school and research center. The master plan provides a tableau that matches and evolves their stature. The NBBJ team’s concept of “Linked Centers” for the College’s multiple Houston campuses embodies the College’s cultural unity values and practical transport / communication needs of a 21st century academic medical institution. The Master Plan analysis revealed that by intensifying use of research space, buildings better suited for education could be repurposed, thus creating the potential for selective rather than massive new construction on the main campus. A unique challenge for the College was how to best develop and integrate their newly opened Medical Center with their academic and research oriented facilities. As a new provider of inpatient care in proximity to several iconic medical centers, the college recognized the necessity of demonstrating their unique, seamless link between research and patient care. The proposed creation of a major Translational Medicine Center that brings clinicians and researchers into close proximity is an iconic demonstration of the central role that Baylor College of Medicine’s faculty play in Houston and beyond.

SIZE 3,000,000 SF (master planning scope) SERVICES Master planning, Existing Facility Assessment & Analysis, Space Needs Assessment & Projection, Programming, Concept Design, Cost Estimating

CASE STUDIES

UNIVERSITY OF MASSACHUSETTS BOSTON Campus Master Plan & Academic Science Building Architecture | Boston, MA

NBBJ has provided ongoing campus master planning services since 2007 to the 110-acre University of Massachusetts Boston, located on the Columbia Point peninsula surrounded

by Boston Harbor, and adjacent to the JFK Presidential Library & Museum. A 25-year master plan was completed in 2009 to establish a framework for growth to accommodate enrollment growth to 15,000 students in 2010.

Campus master planning goals included: Reconfiguring the campus through phased renovations, selective demolitions, and new construction to address space needs, improve connections to and through the campus, and create a more attractive and sustainable environment; Developing a new central quadrangle and new campus gateways to create a sense of place and identity, help unify the campus, and improve the relationship between the university, its neighbors, and the waterfront, and; Developing a new student residential precinct of 2000 beds to enhance student life and better integrate the university with its surrounding community.

Upon acquisition of a nearby 20-acre Bayside Expo property, UMass Boston retained NBBJ in 2012 to revise the 2009 Campus Master Plan in anticipation of enrollment growth to 25,000 students in 2025, and to further enhance the University’s position as a leader in improving the Columbia Point peninsula. NBBJ has also been selected to design the first architectural project as a outcome of a successful Master Planning process.

BEFORE

Existing campus diagram as a singular enclave

AFTER

SIZE 2,500,000 SF (master planning scope) SERVICES Master Planning, Programming & Architectural Design (academic science building), Space Needs Assessment & Projection

Master plan concept to create a “campus”

CASE STUDIES

SIMMONS COLLEGE Institutional Master Plan | Boston, MA

Located in Boston’s historic Fenway district, Simmons College is a private university comprised of a four-year, undergraduate women’s college and five co-educational graduate schools.

NBBJ is currently updating the College’s ten-year institutional master plan, which includes programming, planning, documentation and assessment of existing conditions, classroom utilization, open space planning, traffic and parking impacts, integrated sustainability approaches, and regulatory approvals. The master plan also includes the assessment of the two traditional campus components: the Academic Campus and the Residential Campus. A detailed series of planning scenarios were explored ranging from modest, phased renovations, complete renovations, strategic additions, and the development of a new science facility in conjunction with repurposing space across campus for higher efficiency and improved adjacencies.

As part of the master plan, NBBJ is exploring renovation and expansion options for the Park Science Building, a 1972 concrete frame building that is in need of improvements in order to support changing science pedagogies for undergraduate and graduate education. To complement the academic program spaces on campus, NBBJ is also exploring renovations and expansions to Bartol and Alumnae Halls to create a student center on the Residential Campus.

These two prioritized initiatives will help Simmons College provide enhanced academic space and student social space on campus. NBBJ conducted detailed cost estimates, feasibility analysis, phasing and implementation strategies and a series of planning options to transform the STEM disciplines including chemistry, physics, biology, environmental science, math, nursing and health science. The plan and program also focused on creating environments to support new pedagogies and to foster inter-disciplinary activities.

before

SIZE 500,000 SF (master planning scope) SERVICES Master Planning, Existing Facility Assessment, Space Needs Analysis & Projection, Feasibility Studies, Concept Design (Park Building), Cost Estimating

proposed social space

PROPOSED PARK SCIENCE BUILDING RENOVATION

CASE STUDIES

SUFFOLK UNIVERSITY Facilities Master Plan + STEM Academic Building | Boston, MA

Situated prominently in the Beacon Hill neighborhood in Boston, Suffolk University’s facilities master plan strikes a balance between expanding campus needs within a dense, urban area and an adjacent residential neighborhood, and defining opportunities to contribute to the vitality of the mixed-use Downtown Crossing precinct. The planning strategy strived to identify key renovation projects as well as strategic properties for re-purposing where complementary programs and uses can help to bolster the existing context while advancing the university’s academic mission. NBBJ helped to identify potential sites to accommodate Suffolk’s current and future needs, including locations for additional student residence halls that would add to the vital, mixed-use character and density of downtown, ground floor uses to help nurture the street life as well as the adaptation and façade restoration of the historic Modern Theater, one of Boston’s oldest theaters which had been abandoned for decades.

The new STEM academic building will house laboratories and general classrooms for the College of Arts and Sciences and specialized classroom spaces for the Sawyer School of Business. In addition to standard flat floor classrooms and lab spaces, case study rooms, seminar rooms, and studio classrooms with robust technology to support evolving teaching and learning styles. Designed to achieve LEED Silver certification, the building features a façade designed in conjunction with the building engineering systems to provide an energy-efficient and sustainable solution. The site is characterized by a complex physical relationship between the historic Beacon Hill context, the McCormack State office building on Ashburton Place, and the Garden of Peace and Saltonstahl complex. The building design also includes renovations to the existing State owned Roemer Plaza that will serve as a new forecourt to the building as well public space for the state office complex.

SIZE 500,000 SF (master planning scope) 100,000 SF (STEM academic building) SERVICES Master Planning, Existing Facility Assessment, Space Needs Analysis & Projection, Programming, Full Architectural Design, Landscape Architecture

CASE STUDIES

CLEVELAND STATE UNIVERSITY Euclid Avenue Ribbon Study + COE Precinct Plan | Cleveland, OH

Cleveland State is an urban university located along Euclid Avenue in downtown Cleveland, Ohio. Euclid Avenue, the historic “Main Street” of Cleveland, has recently been transformed into a major transit corridor, playing a vital role in the connection of many of the City’s major institutions and attractions with the downtown core. For this reason, it is an important part of the image, identity, and accessibility of CSU. It is also the primary point of arrival or “front door” for the majority of its users. The University’s goal is to unify the Euclid Avenue frontage using a connecting “ribbon” of common design elements, landscape features, and plant material. The Euclid Ribbon Study analyzes the current condition of the street edge and presents a concept that will enhance the University’s image and identity, as well as reinforce the City of Cleveland’s investment in the corridor.

The design of the Euclid Ribbon involves three major elements. First, CSU’s strong desire to establish the connection between the University and the City in a way that embraces its urban context and counters its current inward oriented campus. This change will bring a new life to Euclid Avenue and will be a catalyst for creating a more socially interactive environment. Secondly, is the opportunity to create a unified address for the CSU campus through spatial planning and landscape design. This will reinforce the identity of CSU, within its urban context, while also creating a greater sense of place along Euclid Avenue. Finally, the design defines a unique place conducive to serendipitous learning and the informal transfer of knowledge, between students, as well as the general public.

SIZE N/A (urban design) SERVICES Urban Design, Precinct Master Planning

CASE STUDIES

THE OHIO STATE UNIVERSITY 18th Avenue Streetscape Improvements | Columbus, OH

The design of 18th Avenue transforms 130,000 square feet of an existing vehicular street into a central pedestrian corridor of The Ohio State University’s Academic North Core, enhancing the campus experience of the district and helping to achieve the university’s vision for a cohesive and sustainable campus. The introduction of a hierarchy of simple materials creates a unified pedestrian space that responds to the need for both an ease of circulation as well as activated and inviting student gathering spaces; while reduced impervious surfaces, the use of permeable paving in key spaces, and increased tree canopy coverage and diversity improve the district’s capacity to manage stormwater within the campus.

SIZE N/A (urban design) SERVICES Urban Design, Precinct Master Planning

CASE STUDIES

PROPOSED MASTER PLAN

NORTHEASTERN UNIVERSITY Institutional Master Plan + STEM Facilities Framework | Boston, MA

Northeastern University is a private, 20,000-student urban campus renowned for its pioneering co-op education program, which integrates classroom learning with realworld experience. Located in the Fenway Cultural District in the heart of Boston, its 73-acre campus has been transformed over the past 50 years from a commuter-oriented environment dominated by surface parking to a fully integrated urban university flanked by two subway lines and other higher education and art institutions.

NBBJ was selected by the University to plan its next 10 to 15 years of growth, which will focus on the addition of academic, athletic and research facilities. Within a dense urban condition, this development will extend southward over the MBTA’s Orange Line towards the Roxbury neighborhood. The plan reconciles the University’s explosive growth with its place in the city, the densification of campus, its ever-evolving relationship to the community, and the challenges of connecting a campus bifurcated by an active heavy rail transit line. The facilities and campus master plan focused on growth to satisfy the hiring of 150 new faculty members and projected growth in Graduate and PhD students and research activities. With an emphasis on accommodating the needs of the STEM disciplines, the master plan created a template for 10 to 15 years of growth and the creation of 2 million square feet of projected academic space. Completed in 2012, the first phase of implementation is the 120,000 square foot inter-disciplinary Integrated Science and Engineering Center currently under construction. The siting and pre-design planning and programming for the new facility is part of an overall master plan for a new academic precinct across the MBTA rail tracks on the south side of the campus.

A detailed strategy for renovation, additions and back-fill of existing facilities was also conducted in support of and in the enabled by the expanded campus.

SIZE 5,000,000 SF (master planning scope) SERVICES Master Planning, Existing Facility Assessment, Space Needs Analysis & Projection, Programming, Architectural Design, Landscape Architecture

1

CASE STUDIES

HARVARD UNIVERSITY Programming & Planning of the Public Realm, Allston Campus | Allston, MA

Since 2006, NBBJ has been collaborating with Harvard University, Goody Clancy, and Cooper Robertson on an urban design framework plan for Harvard’s expansion into Allston, opposite the Charles River from Cambridge. As Lead Urban Designer, NBBJ’s role is to coordinate and “choreograph” the mix of uses, user experiences, and sequencing of development for the urban campus as it develops over time.

The main focus of NBBJ’s efforts are in urban design, exploring ideas and programs for the ‘nonacademic’ components of the Allston Master Plan: the activities and places that will create and animate the shared environment of the future campus.

SIZE N/A (urban design) SERVICES Urban Design

CASE STUDIES

WASHINGTON STATE UNIVERSITY College of Arts & Sciences Facilities Development Plan | Pullman, WA

The Washington State University College of Arts & Sciences Facilities Development Plan is a comprehensive analysis and projection of CAS facilities, program needs, and campus space across a 20-year time horizon. Building from the precepts of the master plan, the Development Plan involves the assessment of multiple facilities that make up the CAS, and presents a series of recommendations relative to renovations, new buildings, and campus improvements to create maximum impact from investments. The Washington State University College of Arts & Sciences, which has an enrollment of over 8,000 students, seeks to create environments that keep students on campus, including comprehensive student services (tutoring/resource centers, particularly for mathematics, English, and computing), study areas, and amenities that will help students engage with each other as well as with faculty and staff. WSU seeks to develop interdisciplinary learning and research space that breaks down traditional, single departmental ownership space adjacencies, and facility design.

The Facilities Development Plan guides architectural design which responds to pedagogies, etc must respond to pedagogies, space assignments, and recruitment of world-class faculty that will further the institution’s mission and goals while building on institutional tradition. The Development Plan expresses the CAS’s vision for urban, mixed-use density on its well-established, multi-college University campus through incremental, phased development that can accommodate increasing student populations and allow for requisite faculty growth.

SIZE 40+ existing buildings SERVICES Facilities Master Planning, Programming, Existing Building Assessment, Feasibility Studies

CASE STUDIES

UNIVERSITY OF PITTSBURGH Swanson School of Engineering Transformation | Pittsburgh, PA

Since 2008, NBBJ has been engaged by The University of Pittsburgh Swanson School of Engineering to sequentially update their facilities for next-generation engineering education. The School had outgrown its existing facilities at Benedum Hall, both in the quality and the amount of space available for teaching and research. To propel the School into the future of engineering, the School embarked upon the complete transformation of Benedum Hall, which included a two-phased renovation of the 12-story tower built in the early 1970’s, and an addition that would house the School’s Mascaro Center for Sustainable Innovation.

The goal of the project was to facilitate collaborative research between the School’s departments while providing dedicated departmental teaching, research, and office space. Phase 1 comprised of the renovation of three floors that would serve interdisciplinary research in sustainable engineering, life sciences based engineering, and nanotechnology based engineering. Phase 2 involves the renovation of the tower’s remaining floors to create distinct “home floors” for the School’s six departments, with three of those floors dedicated to additional interdisciplinary work in computation, energy, and engineering innovation. Breakout spaces located outside of the classrooms and labs help foster informal discussions and knowledge sharing. The floors of the Tower are planned to create a seamless blend of wet and dry labs flanked by faculty and graduate student office spaces. This strategy reflects the dynamic and interdisciplinary nature of engineering by enhancing more researchers’ abilities to use resources and each other in the most convenient and effective manner.

SIZE 400,000 SF SERVICES Existing Facility Assessment, Space Needs Assessment, Programming, Planning, Architectural Design

RECONFIGURING ENGINEERING AROUND GLOBAL PROBLEMS THE IDEA: DRIVE NEW SYNERGIES “Found” space in any renovation project is highly valuable. The reconfigured floors freed up significant space and the Dean saw an opportunity to further drive interdisciplinary synergies among researchers who work on complementary problems. Three floors were designated as non-departmental and house centers for computation, energy and innovation. These research centers bring researchers and students together from across the school to address some of the world’s most pressing issues. These floors have highly flexible wet and dry lab space for special interdisciplinary projects.

THE DESIGN: CROSSOVER COLLABORATION NBBJ reorganized the building by concentrating commonly used amenities and classrooms, the engineering learning center, library and café into a daylit basement level, and concentrating upper-division student research higher in the tower. Departments are arranged so that likely collaborators are as close to one another as possible and cross-disciplinary departments are dispersed throughout the building. The result is a learning environment with both structured and informal learning spaces, facilitating better collaboration between all disciplines within the school.

THE IDEA

CHEM E

THE DESIGN

IND E

COMPUTATION

CIVIL E

Computational problems in a wide range of disciplines, including the sciences, engineering and public health, all require the

COMPUTATION

development of multi-scale techniques that allow simulation. The Center for Simulation and Modeling helps researchers use the latest advances in parallel computing.

ECE

BIO E

MeMS

CHEM E

ENERGY Home to the University’s Center for Energy, this floor brings together a host of researchers—from chemists and mechanical

ENERGY

engineers to geologists and environmental engineers—to answer the call for more reliable, efficient and environmentally friendly energy solutions.

ECE

BIO E

INNOVATION

CIVIL E

CHEM E

INNOVATION

Electrical Engineering (ECE)

level 12

COMPUTATIONAL RESEARCH CENTER

level 11

Industrial Engineering (IND E)

level 10

Chemical Engineering ( CHEM E)

level 9

ENERGY RESEARCH CENTER

level 8

Civil Engineering ( CIVIL E)

level 7

Mechanical Engineering + Materials Science

level 6

Nanotechnology ( NANO)

level 5

Bioengineering ( BIO E)

level 4

INNOVATION RESEARCH CENTER

level 3

Mascaro Center (MCSI)

level 2

The fundamental science of sustainability is translated into real products processes. Recent projects using this space focused on greening the built environment, more sustainable use of water and the design of distributed power systems.

School of Engineering Administrative Offices level 1 Research Library Teaching Learning Center

lower levels

E6

E1

E5

E2

E4

E3

Wet Lab Dry Lab Administrative Utility

PRE-RENOVATION FLOOR PLAN

NEW FLOOR PLAN

RECONFIGURING FOR COLLABORATION & EFFICIENCY Benedum Hall’s existing tower floors contained a rigid and repetitive arrangement of classrooms, laboratories and offices. Today, the learning paradigm is more fluid as teams convene from crossover disciplines and grant cycles turn over faster. NBBJ’s renovation relocates mechanical space; creates a flexible lab-planning concept that achieves a better workflow; raises student and faculty satisfaction; increases collaboration; and delivers higher sustainability, safety and health standards.

12-20% INCREASED USABLE FLOOR SPACE

TWICE THE AMOUNT OF DAYLIGHT

By reconfiguring and repositioning the mechanical

Before renovation, low floor-to-floor heights and hard-walled

infrastructure of Benedum Hall, the design team increased

lab space meant that only one-third of the labs had access

usable net square feet by 12 to 20% on each floor. This was

to daylight. The reconfigured floors double the amount of lab

achieved by providing open labs in lieu of some closed labs and

space with natural light.

improving wet/dry labs.

MEP space

70%

BALANCING OPEN AND CLOSED

MEP SPACE DECREASE; LAB SPACE INCREASE

CLASSROOMS FOR ACTIVE LEARNING

WET AND DRY AS EQUAL PARTNERS

Closed zones house all workspaces requiring walls for light and

The existing utility corridors—“utildors”—were essentially

Faculty and students are able to work effectively in a dynamic

Open, flexible lab modules allow for wet and dry labs to evolve

acoustically sensitive research, cold rooms and fume hoods. The

horizontal mechanical shafts bisecting the floorplate

interactive mode throughout the building; in addition to the

over time. They also promote shorter distances – physically and

lab’s other zones are all open, flexible and devoid of casework or

(noted in yellow above), limiting the size of lab modules. By

classrooms. Therefore, the building is used more hours of the

walls. Furniture includes carts, stands, tables and racks that can

reconfiguring the “utilidors” into vertical shafts and moving

day and students are exposed to a greater range of problem-

be easily moved and reconfigured.

them to the exterior perimeter of the floors, larger labs are

based learning opportunities.

introduced, with increased flexibility within the lab to support the fabrication and applied research.

pedagogically – between application and analysis.

BEFORE

Hallways and corridors now have welcoming seating areas for study and collaboration.

Classrooms are brighter and can be reconfigured easily for different teaching approaches.

Reconfigurable wall systems allow for flexible use – for teaching, breakouts, or events.

Hard-walled labs have given way to open co-laboratories.

AFTER

THE CO-LABORATORY

BEFORE

AFTER

Laboratory spaces previously cramped, dark and separated are now open and flooded with natural light. These research areas were also designed with flexibility in mind. Much of the furniture is movable and spaces are interchangeable to shift with demand.

An open-lab concept was introduced.

It is significantly different from that of the “closed” lab of the past, which was based on accommodating single disciplines. In open labs, researchers share not only the space, equipment and bench spaces but also ideas. The open lab format facilitates communication between students and makes the lab more easily adaptable for future needs.

Flexible engineering services—supply and exhaust air, water, electricity, voice/ data, vacuum systems—were important to the lab spaces. The labs feature easy connects/disconnects at the walls and ceiling that allow fast, affordable hookups of equipment. The engineering systems are designed to enable lab benches or equipment to be removed or added, to allow the space to be changed from one type of lab environment to another or from lab to classroom and then back again.

CASE STUDIES

UNIVERSITY OF CAMBRIDGE Materials Science and Metallurgy Building | Cambridge, UK

The University of Cambridge Department of Materials Science has a long tradition of being one of the most innovative of its kind in the world. The department is committed to making significant advances in the synthesis, processing, and characterization of materials to deliver enhanced performance and address issues of sustainability and the scarcity of resources. The new building for the University of Cambridge’s Department of Materials Science and Metallurgy provides a new home for the department on the Physical Sciences campus in West Cambridge. Formerly housed within five buildings in the city center, the 102,000-square-foot building consolidated the department’s staff, students, and resources and provides new teaching space, offices, laboratories, and specialized support spaces, including a large, free-standing Electron Microscopy Suite designed for the most sensitive microscopy research.

Key project goals were to maximize opportunities for scientific interaction and provide for safe and efficient operations while providing a new and recognizable home for material scientists. Designed to accommodate the most sensitive microscopy research, the Materials Science and Metallurgy Building provides one of the quietest environments for the full range of materials science research and discovery.

SIZE 102,000 SF SERVICES Precinct Master Planning, Programming, Full Architectural Design

CASE STUDIES

UNIVERSITY OF UTAH L.S. Skaggs Institute for Pharmacy Research | Salt Lake City, UT

Located in the Health Science Precinct at the University of Utah, the new L.S. Skaggs Pharmacy Building connects to the existing Skaggs Hall and form the L.S. Skaggs Pharmacy Research Institute. Sited at the south entrance to the Health Science Corridor on a spectacular site, this building will be a gateway landmark visible as one enters the Health Sciences precinct. Consisting of teaching laboratories, research labs, faculty/PI offices and an extensive dry lab, the Skaggs Institute brings together the three modes of pharmacy practice together in one place: research, teaching and practice.

The four story atrium space connects the existing mid-century research building to a new building with research spaces designed for flexibility, efficiency and collaboration.

The atrium space will act as a “translational center� with spaces for conferencing, computer labs, and high-tech visualization labs that encourage cross-pollinating and collaboration in the sciences.

SIZE 150,000 SF SERVICES Master Planning, Programming, Architectural Design

CASE STUDIES

WASHINGTON STATE UNIVERSITY Biomedical & Pharmaceutical Sciences Building | Spokane, WA

NBBJ has been engaged by Washington State University to master plan its collaborative health science campus in Spokane, which also led to the design implementation of the Pharmaceutical and Biomedical Sciences Building. The Facilities Master Plan Update identified potential future development and the key issues as the campus matures and opportunities arise. The master plan specifically address the requisite building projects needed to accommodate growth: outlining the specific functions and space needs of each identified project, the timing and funding necessary to provide the space when needed, the most appropriate siting to allow for desired programmatic adjacencies and activate the campus open space and the time-phased infrastructure improvements to support incremental growth while minimizing impact on the students, faculty and staff living on an emerging, evolving university campus.

The vision of the Pharmaceutical and Biomedical Sciences Building is to provide an integrated learning experience, broaden the state’s economic base, and generate graduates that will serve the region’s needs for generations to come. Sited at the edge of a busy street and the campus, the 132,000 SF building is designed to catalyze the campus as a centerpiece for education, research and outreach in the community. The building’s presence on a prominent boulevard connecting to the city center serves as a reminder of the University’s commitment to the city and to the education, research, and outreach it embodies. The interdisciplinary teaching and research facility brings the fields of medicine, pharmaceuticals, dentistry, nursing, and allied health sciences together under one roof. In addition to attracting new students, the building promotes lifelong learning by providing program offerings that keep area health professionals on the forefront of healthcare.

SIZE 132,000 SF SERVICES Master Planning, Programming, Full Architectural Design

CASE STUDIES

CLEVELAND STATE UNIVERSITY Julka Hall, College of Education & Human Services | Cleveland, OH

The new College of Education and Human Services at CSU endeavors to provide the setting for new synergies between the City of Cleveland and the university, in the creation of innovative teaching and learning environments. Occupying a highly visible site, the facility will bring together eight different departments on campus. Its three occupied floors respond to the unique site conditions by forming exterior garden and plaza spaces that are accessible by both the campus and the city. The project will anchor Cleveland State’s southeast corner of campus and will have three main entrances.

The architectural form of the new building is inspired by the bold and meaningful connections between these entry points.

SIZE 100,000 SF SERVICES Precinct Master Planning, Programming, Full Architectural Design, Environmental Graphic Design, Landscape Architecture

CASE STUDIES

UNIVERSITY OF CALIFORNIA, BERKELEY Repurposing of the Hearst Memorial Mining Building | Berkeley, CA

The Hearst Memorial Mining Building occupies the prominent end of an open space that anchors the engineering disciplines on UC Berkeley’s campus. NBBJ was hired to bring this aging facility, which was originally constructed in 1907 and is listed on the National Register of Historic Places, into the new century while maintaining its original character.

This project provided a program for research and teaching laboratories in materials sciences and minerals engineering while addressing major challenges in seismic safety and historic preservation.

The research space on the lowest level of Hearst is designed to support the most demanding materials science and engineering experimental instrumentation and methodologies. Special environments were designed to be shared, reducing duplication and thereby stretching the benefit of space that was available. The alignment of four areas of research (performance, synthesis, structures, and properties) with zones of functional space allowed each area to be fashioned for effective and flexible use. The juxtaposition of graduate student spaces with faculty office spaces on the upper floors allows easy access to each other and to natural light.

SIZE 90,000 SF SERVICES Existing Building Analysis, Seismic Upgrading, Programming, Full Architectural Design

CASE STUDIES

SUNY/NYS COLLEGE OF CERAMICS McMahon Engineering Building Renovation + Addition | Alfred, NY

On the heels of a completed Facilities Master Plan for the New York State College of Ceramics (NYSCC) at Alfred University, NBBJ was selected as the architect for a strategic addition to the McMahon Engineering Building. The project scope includes a 20,000 SF addition and renovation project for the College’s principal lab and classroom facility for the Inamori School of Engineering which houses ceramic and glass engineering and materials science programs. The project creates specialized lab space for the School’s internationally renowned Center for High Temperature Characterization including state-of-the-art microscopy and surface scanning spectroscopy equipment.

The facility will provide undergraduate, graduate, and post-graduate level research and instruction, as well as continue to support the strong affiliate partnerships that the School has with the ceramic and glass industries. As part of the State University of New York system, the College of Ceramics has a long tradition of supporting New York state industries and contributing to regional economic development and this facility will contribute to that tradition.

SIZE 30,000 SF SERVICES Existing Facilities Analysis, Programming, Full Architectural Design, Landscape Architecture

CASE STUDIES

UNIVERSITY OF CALIFORNIA, SAN DIEGO CALIT2 | La Jolla, CA

Located on the University of California San Diego (UCSD) campus in La Jolla, The California Institute for Telecommunications and Information Technology, or Calit2, provides three types of specialized research laboratory space: clean room environments for materials and devices, wireless laboratory for networked infrastructure, and media laboratories for media arts. This flexible, state-of-the-art facility draws top students, faculty, and industry partnerships to UCSD, one of the world’s premier academic research institutions.

Calit2’s interior planning is devoted to maximizing interaction for project-based interdisciplinary research through spatial relationships. Flexible, adaptive spaces give teams tools that allow the teams to form, adapt, and grow. The intentional development of the courtyard as a functional outdoor space allows classes and programs to meet outside, taking advantage of the region’s warm climate. The courtyard and entry space are often used to host fundraising and other events that share and promote the work of the research inside. This creative, interdisciplinary environment invites students and faculty in from across campus and engenders its own unique customs and culture, adding new depth to the UCSD experience.

SIZE 220,000 SF SERVICES Precinct Master Planning, Programming, Full Architectural Design

CASE STUDIES

THE OHIO STATE UNIVERSITY Jennings Hall Renovation & Addition | Columbus, OH

The renovation of Jennings Hall reestablishes one of Ohio State’s historical gems as both a literal and symbolic gateway for the academic campus and College of Biological Sciences, providing a bridge between the medical and main campuses. The original building was constructed in 1914, and its historic facade creates a surprising contrast with the advanced classroom and lab technologies, profusion of natural light, and opportunities for interactive learning and discovery provided by the renovation.

NBBJ’s design concept focused on reorganizing space to allow for flexibility, daylight and clear circulation, while increasing building and infrastructural efficiency. Jennings hall includes instructional labs, classrooms and faculty offices, while a strategic addition includes a 200 seat lecture hall. The new addition, in concert with Jennings Hall, frames a courtyard which is designed as a “learning laboratory” that showcases plant life native to Ohio. The space inspires literal and academic exploration of the building and culminates with the addition of a new 250-seat auditorium. Whereas the former layout featured dark, maze-like hallways, and dim, windowless classrooms, double-loaded corridors were replaced with an externalized circulation system and classrooms were reconfigured to have connections with nature. The design enables natural light to flow throughout the entire facility, while forging a strong relationship between the building and the outdoor courtyard.

SIZE 105,000 SF SERVICES Precinct Master Planning, Existing Building Analysis/Assessment, Programming, Planning, Full Architectural Design, Landscape Architecture

CASE STUDIES

UNIVERSITY OF SAN FRANCISCO John Lo Shiavo Center for Science and Innovation | San Francisco, CA

The University of San Francisco’s Center for Science and Innovation (CSI) is designed as a next-generation science building, enabling community, campus, students, and faculty to participate in a dynamic and adaptable educative environment while fostering the vision of the University—to change the world through science. The project was composed of two elements: First, the renovation of Harney Plaza to incorporate programmed events as well as a variety of modes of social, public, and academic encounters. Second, a building containing a variety of teaching and collaboration spaces to shape the plaza.

The CSI’s laboratories are consistent with the environments students will confront within the industry, providing increasing practicality of lab training while integrating technology.

Collaborative and informal spaces are intentional “buzz” generators for the building— spaces fostering conversation with faculty or team members. In contrast, smaller eddies of more cloistered space permit reflection at an individual level. These three space types reflect three primary methods of successful education: reflection, discussion, and action.

The CSI’s sustainable initiatives focus on the integration of climate with pedagogy, function, and urban context. Harvested water is used for building cooling and toilet flushing to minimize drainage. Displacement ventilation is used in the teaching and public spaces to reduce mechanical loads and to optimize response to occupancy. External façades are designed to optimize diffuse natural light (which is best for teaching) but to avoid excessive solar heating.

SIZE 57,500 SF SERVICES Precinct Master Planning, Existing Building Assessment, Programming, Full Architectural Design

CASE STUDIES

UNIVERSITY OF SOUTHAMPTON Institute for Life Sciences | Southampton, UK

The Institute for Life Sciences at the University of Southampton (ifLS) is envisioned to create a world-leading center for cross-disciplinary research, learning, and innovation— with the goal of finding solutions to common human health and environmental challenges. The IfLS reflects a growing migration among top research universities toward “convergence:” a broad rethinking of how scientific research is conducted to capitalize on a range of knowledge bases, from microbiology to computer science to engineering design. The new building facilitates the fusion of expertise in education and research from a range of disciplines and fosters cross-disciplinary and synergistic research within departments that had been traditionally siloed.

Accommodating approximately 450 occupants, the building comprises general and specialized research laboratories, administrative and academic office space, and teaching and social space. By arranging the various functions within a legible, open environment with good connectivity and opportunities for interaction, the architecture endeavors to encourage cross-disciplinary collaboration between researchers, faculty and students. The building’s main spaces are organized into a compact layout around a central atrium that brings light into the heart of the building, creating a natural ventilation stack which simultaneously improves human experience and saves energy.

SIZE 108,000 SF SERVICES Precinct Master Planning, Programming, Full Architectural Design

CASE STUDIES

THE RESEARCH INSTITUTE AT NATIONWIDE CHILDREN’S HOSPITAL Research Building III | Columbus, OH

For over 30 years, NBBJ has worked with Nationwide Children’s Hospital – a national leader in pediatric care and research – in aligning their evolving organizational culture with new models for integrated translational research. Across that time span, NBBJ has delivered three translational research buildings: each responding to the unique needs of the institution at that moment in time, while integrating new innovations in translational research environments.

Completed in 2012, Research Building III was designed around the “research neighborhood” model which integrates collaborative space with high efficiency lab environments. Each “neighborhood” facilitates interaction between different scientists and perspectives by folding office, collaboration, and research spaces around double height collaborative spaces, which connects floors and prevents any lab group from being isolated within the building.

SIZE 237,000 SF SERVICES Precinct Master Planning, Programming, Full Architectural Design

CASE STUDIES

BRIGHAM AND WOMEN’S HOSPITAL Brigham Building for the Future | Boston, MA

The Brigham Building for the future (BBF) on the Brigham & Women’s Academic Medical Center campus is a next-generation translational research facility with associated site improvements and connections to existing buildings. Planned to open in 2016, the Brigham Building for the Future will house eight floors of research laboratories, two floors of clinics, a vivarium, a state of the art imaging facility, a conference and teaching center, and a 400 car parking garage. The facility is integrated into the design of the existing Brigham and Women’s campus and allows easy access into the existing circulation system on campus referred to as “the Pike.” It is also designed to maximize collaboration between disciplines, advance discovery, and provide the highest quality of care for patients. Open lab areas allow for flexibility and the ability to mix groups of researchers into the same wet and dry lab areas.

Designed to achieve LEED Gold certification, the Building for the Future includes an innovative façade and massing that bring much-needed daylight into the building. The building will have both intensive and extensive green roofs, which are designed to reduce stormwater run-off while also providing occupants with a view of a peaceful oasis within the dense urban environment.

SIZE 620,000 SF SERVICES Precinct Master Planning, Programming, Full Architectural Design, Landscape Architecture

CASE STUDIES

STANFORD UNIVERSITY SCHOOL OF MEDICINE LKSC Building + Connective Elements Master Plan | Palo Alto, CA

Stanford University School of Medicine’s Li Ka Shing Center for Learning and Knowledge (LKSC) Building brings together cutting-edge medicine, modern education and advanced technology, by design. The creation of the LKSC will be a major step forward in top ranked Stanford University School of Medicine’s effort to revitalize its campus and transform the way physicians and scientists are trained in the 21st century. A top priority for the project is to establish an identifiable front door for the School of Medicine that is distinct from the hospital and improves connections east and south toward the campus.

The Immersive Learning Center brings ­­ together all modalities of simulation into one place.

The facility stands apart as one of the most innovative and largest labs in the world. It allows students to integrate their classroom learning in parallel with simulation-based practice. Aspiring doctors practice life-saving skills in the safety of realistic simulations.

The spaces are designed so that specific medical procedures or surgical operations can be practiced until the learner is competent. The space allows for diverse scenarios for students, from seeing a single patient to dealing with many patients at once, even mass casualty situations.

Building on Olmstead’s original master plan, NBBJ developed a compact development plan that preserves future expansion potential, maintains the walkability of the campus and encourages interaction between disciplines. Other areas of the project include solving current and future service and delivery access to new and existing buildings.

SIZE 120,000 SF SERVICES Precinct Master Planning, Programming, Full Architectural Design

A DAY IN THE LIFE The LKSC supports a 24-hour learning environment, while fostering a balanced student life and an extended research community. On a typical day, students will benefit from a comfortable learning environment that is designed to encourage interaction among undergraduates, graduates, faculty and researchers.

1 PM

E Refueling Grab a sandwich and a latte at the café, and get ready for the afternoon’s activities. Stop by the Medical School store to buy Stanford sweatshirts to send to your parents.

Wake up Energized 7AM

A

2 PM

Hit one of the elliptical machines in the student lounge fitness room to start the day. Make breakfast in the kitchen. Before heading out, log on to secured computers to check on the status of patients you’ve seen on medical rounds.

F The Human Touch Appointment with a “standardized patient,” an actor who portrays an assortment of conditions, in one of the 10 exam rooms that comprise the virtual hospital on the ground floor. Your exam is recorded and afterwards, an instructor reviews your work with you in a nearby conference room.

Grand Rounds 8 AM

Attend a lecture by a visiting scholar at the Department of Medicine Grand Rounds.

B 5 PM E

G Lecture Dynamics 9 AM

C

D

Attend a dinner-lecture honoring one of your professors. The conference room has been transformed into a banquet hall that seats 300 people. Dinner is prepared in the adjacent kitchen.

Attend class in one of the two halls on the first floor. The lesson is automatically recorded and can be broadcast on monitors throughout the building, as well as being available for review later.

An in-class polling system allows the instructor to interact with the entire class.

Virtual Hospital 11AM

Dinner Theater

.

Go to the Center for Simulation and Immersive Learning, where an entire floor of mock hospital environments train students and physicians for a variety of medical situations, from disasters with multiple traumas to heart surgery. Give injections and hook up an IV to one of the computerized mannequins. An instructor controls the mannequin’s responses from another room and speaks as the patient through a microphone in the dummy.

7PM

H Room with a View Time to study. Use the video facility in the student lounge to practice a presentation due later in the week. Consult a librarian through the LKSC branch of Lane Medical Library for help on researching a project.

Move to a comfortable chair on the balcony to read while enjoying a stunning view of the Santa Cruz mountains.

CASE STUDIES

MASSACHUSETTS GENERAL HOSPITAL Lunder Building | Boston, MA

Founded in 1811, Massachusetts General Hospital (MGH) is the third oldest hospital in the United States and the oldest and largest hospital in New England. Renowned for its excellence in medical care, education, and research, MGH is consistently ranked among the top five hospitals in the nation by U.S. News & World Report, and was ranked #1 in 2012. (MGH) needed to expand its services in order to meet a growing patient population and continue to provide the world-renowned, quality care it’s known for. The Lunder Building is a strategic asset in MGH’s extremely compact campus in downtown Boston, with a high-tech, patient-centered healing environment that could meet MGH’s current needs and grow with the needs of the community for the next 100 years.

MGH exhibits many characteristics that typify integrated academic medical centers— a tight, urban campus comprised of many buildings from different eras, complex programmatic demands, and the need for high-level coordination and communication between facilities and campus operations. Located at the heart of the MGH campus, it was critical that the Lunder Building facilitate the integration of teaching, research, and patient care by enabling connections between existing buildings. The massing of the building is a reflection of this complexity, where the five-story bed tower is visually separated from the procedural floors below. The exterior of the building is a formal response to the horizontal and vertical nature of the adjacent Yawkey and White buildings, respectively—creating a visual language that fits with the surrounding urban context. Fritted fins along the lower levels provide privacy for patients and staff on the inside and help break down the exterior mass of the building for pedestrians below. At street level, a paved walkway, stairs, and a canopy create a distinct place and pathway for visitors, directing them to the hospital’s main entrance.

SIZE 535,000 SF SERVICES Precinct Master Planning, Programming, Architectural Design, Landscape Architecture

THE CLEVELAND CLINIC FOUNDATION Sydell & Arnold Miller Family Pavilion | Cleveland, OH

The new Institutes provide a place where innovation and clinical excellence come together in an atmosphere of healing hospitality. The Cleveland Clinic Foundation (CCF), ranked the number one heart center by U.S. News & World Report’s 2010 survey, needed a new facility. Most pressingly, they needed relief from 97% occupancy levels, but The Cleveland Clinic Foundation was also looking for a new front door and a new identity as a comprehensive heart center. CCF also faced difficulty retaining staff and recruiting leaders in heart medicine and research.

NBBJ’s goal for the project was to go beyond the creation of a new inpatient facility to help CCF continue to provide the highest quality of care. The addition has become the flagship of the country’s top heart hospital, giving its physicians and staff the ideal environment for patient care. The new Heart Center for The Cleveland Clinic Foundation defines a focal point for the medical campus and is charged with being host to the repositioning and transition into the next generation of cardiac health, allowing The Cleveland Clinic to retain their position as world leaders in healthcare.

SIZE 1.3 million SF SERVICES Precinct Master Planning, Programming, Full Architectural Design Designing the Flow

COLUMBUS STATE COMMUNITY COLLEGE Campus Master Plan | Columbus, OH

Columbus State Community College is one of the largest community colleges in Ohio, serving over 30,000 students at its Columbus and Delaware Campuses, 10 off-campus locations within a four-county district, and through its growing online programs. The College has engaged NBBJ to develop a long-range comprehensive Master Plan to continue meeting the workforce and higher education needs of Central Ohioans while establishing a unique identity across all its locations. An over-arching principle is designing student learning and student life environments that promote student access to the College and enhance their success and attainment.

The Master Plan strives to be aspirational while grounded in sound data. Student enrollment growth, a rapidly changing world, technological advances, State funding reductions, and pressure on existing space are some of the challenges the Master Plan will address. To fully understand the impact of these changing conditions the team has conducted detail assessments of College space use and quality, enrollment trends, utilities and facilities, and parking. The impact of regional demographic trends and population projections up to year 2035 were studied to better anticipate the community needs in the future. Ongoing initiatives within the community have also been investigated to find strategic opportunities for collaboration and partnerships. The Master Plan’s forward-thinking and innovative long-term vision maintains a creative yet practical and financially sound approach to meeting the current and future needs of the Columbus State community. The final Master Plan provides the College with an aspirational longterm vision, a tangible set of recommendations to meet the projected short- and longterm needs, and a prioritized Action Plan charting the path to achieve them.

SIZE 190+ acres (2 Campuses, 10 Off-Campus Locations) SERVICES Master Planning