Sustainable Measures in STEM Learning Environments

Sustainable Measures in the STEM Learning Environment: AN APPROACH TO THE ENHANCEMENT OF S.T.E.M. LEARNING IN HIGHER EDUCATION

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Sustainable Measures in the STEM Learning Environment: AN APPROACH TO THE ENHANCEMENT OF S.T.E.M. LEARNING IN HIGHER EDUCATION

architects

ABSTRACT The acronym for Science, Technology, Engineering, and Mathematics, “S.T.E.M.,” has been a major buzzword within the U.S. for over the past decade and has taken on multiple connotations within the context of education reform. In 2012, the President’s Council of Advisors on Science and Technology (PCAST) projected an economic need for approximately 1 million more STEM professionals than the U.S. will produce at the current rate over the next decade in order for the U.S. to retain its historical preeminence in science and technology.

Despite the large attention, research, and funding that has been invested in this issue, little progress has been made in increasing student retention in STEM fields.

This research attempts to address the issue from a different angle by shifting more of the focus from the teaching methods and curricula to the sustainable built environment and the architectural design of facilities that best support these newly established practices. In order for cross-disciplinary, open and interactive learning associated with STEM to take place, it is necessary for an environment to be designed that best caters to these learning needs. It is with this idea that the built environment can also serve as a pedagogical tool to further engage students in the STEM learning process, especially in regards to addressing today’s critical environmental issues. This research analyzes the architecture of Sustainable STEM Learning Environments, providing a foundation for their progressive design using green technology and sustainable practices in support of STEM learning. This synergy of the architecture of STEM learning in conjunction with sustainable practices forms a symbiotic relationship between the built and natural environment that further enhances the student learning experience and improves performance, increasing student engagement and ultimately retention in STEM fields.

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Sustainable Measures in the STEM Learning Environment An Approach to the Enhancement of S.T.E.M. Learning in Higher Education Goals

Solutions

3

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A Sustainable STEM Learning Environment

21

Typology

26

Spatial - Interior

31

Equipment/Materiality

Goals/Approach

Issues/Background 5

Waning Enrollment/Retention in STEM fields

7

Appropriation of Government Spending and Research in STEM Education

35

Indoor Environmental Quality (IEQ)

37

“3-D Textbook� Sustainable Solutions

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Upkeep of Current STEM Learning Facilities in Conjunction with Emerging Educational Needs

45

Summary of Design Guidelines

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Separation of STEM Departments within Institutions of Higher Learning

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Summary of Findings

Why Sustainable Design?

49

Implications for the Future

10

Conclusion

Case Studies

Design Prototype

11

Golisano Institute for Sustainability

50

13

Loyola Science Center

Prototype of Sustainable STEM Learning Environment

Sustainable, Pedagogical Envrionments

Works Cited 51

Endnotes

17

Syracuse Center of Excellence

53

Figure Notes

18

IRCAM - Centre Pompidou

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Bibliography

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RESEARCH STUDY: SUSTAINABLE MEASURES IN THE STEM LEARNING ENVIRONMENT August, 2014

A publication of the SyracuseCoE Industry Collaboration Summer Internship Program through the CASE Co-op Program.

Chetna Chianese, head of Internship Program PREPARED BY Open Atelier Architects

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Anthony M. Catsimatides, AIA Dominic LiPuma Brandon Stevens

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GOALS Establish a baseline for the study of Higher Education Environments using “Green� technology and sustainable practices in support of STEM learning in order to increase student engagement and retention in STEM fields.

Establish sustainable practices that are most appropriate and provide the greatest impact in terms of fostering student participation, interaction, and retention.

APPROACH Define a process and set a precedent for the design of STEM learning environments that support its cross-disciplinary approach to learning through the use of sustainable materials, methods, and design.

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ISSUES/BACKGROUND 1. Waning Enrollment/Retention in STEM Fields Attrition Rate of STEM Majors About 28 percent of Bachelor’s degree students and 20 percent of Associate’s degree students entered a STEM field (i.e., chose a STEM major) at some point within 6 years of entering postsecondary education in 2003−04. 1

A total of 48 percent of Bachelor’s degree students and 69 percent of Associate’s degree students who entered STEM fields between 2003 and 2009 had left these fields by spring 2009.1

Associate’s

Bachelor’s

Figure 1:

28 72

STEM

52 STEM 48 Non-STEM

STEM

31 STEM 69 Non-STEM

Non-STEM

20 80 Non-STEM

2003-04

2009

1. Chen, X. (2013). STEM Attrition: College Students’ Paths Into and Out of STEM Fields (NCES 2014-001). National Center for Education Statistics, Institute of Education Sciences, U.S. Department of Education. Washington, DC.

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Currently the United States graduates about 300,000 bachelor and associate degrees in STEM fields annually. 2 Figure 2:

Current:

Fewer than 40% of students who enter college intending to major in a STEM field complete a STEM degree.

ENROLLED

GRADUATED

Economic projections point to a need for approximately 1 million more STEM professionals than the U.S. will produce at the current rate over the next decade if the country is to retain its historical preeminence in science and technology. 2 To meet this goal, the United States will need to increase the number of students who receive undergraduate STEM degrees by about 34% annually over current rates. 2 Figure 3:

Goal:

The graduation rate of STEM majors needs to increase to over 70% to fill this projected job gap.

ENROLLED

GRADUATED

2. President’s Council of Advisors on Science and Technology (PCAST), 2012. "Engage to Excel: Producing One Million Additional College Graduates with Degrees in Science, Technology, Engineering, and Mathematics.�

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2. Appropriation of Government Spending and Research in STEM Education In a report published by Henderson, Beach, and Finkelstein (2011), as illustrated in the chart below, most of the money, research, and attention allocated for STEM education has gone towards improving teaching methods and the design of new curricula; however, little focus has been placed on the architectural design of STEM learning environments to support this new approach to teaching. 3 It is with this knowledge that one can hypothesize an equivalent investment in sustainable architecture for STEM education will better combat the current national concerns associated with STEM. Focusing on changing the behavior without changing the environment in which this behavior takes place has come short of fully addressing the issue. The investment in new STEM curricula and teaching methods must be accommodated by an environment that supports this new form of education. We cannot expect large degrees of improvement by solely changing curricula and teaching methods if the built environment is not also changed in accordance with these new approaches to education. “Better models of the STEM ecosystem are needed to make investment decisions for the billions of dollars of investment in STEM.”4 Therefore, in order to better combat the STEM crisis, an equal investment needs to go towards designing, building, and testing environments that will best cater to the needs of STEM education.

Figure 4:

4 Categories of Change Strategies to address the STEM Crisis

Envrionment & Structures Goal: Create environments/structures that require new teaching conceptions and/or practices.

Empower stakeholders to collectively develop new environments/structures that support new teaching conceptions and/or practices.

SHARED VISION

8

28 POLICY

30 CURRICULA & PEDAGOGY

34

Individuals Goal: Teach individuals about new teaching conceptions and/or practices. Encourage individuals to develop new teaching conceptions and/or practices.

REFLECTIVE TEACHERS

3. Henderson, C., Beach, A., & Finkelstein, N. (2011) 4. Valerdi, R. (2013)

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3. Upkeep of Current STEM Learning Facilities in Conjunction with Emerging Educational Needs The traditional classroom environment is not reflective of new STEM teaching methods, which call for an interdisciplinary, engaged, “learn by doing/learn by sharing” approach in a unique, sustainable atmosphere. Just as STEM education promotes interrelationships and flexible, cross-disciplinary learning, so too should its built environment be flexible and constantly in flux to work with nature. A Sustainable STEM Learning Envrionment will consistently adapt and change according to exterior conditions in order to provide the best environment for learning. By doing so, STEM classrooms themselves can serve as a teacher and source of learning for students by explicitly illustrating in a real-life context how they function, how they adjust to their surrounding contexts, and how they work with a focus to natural elements. As a result, students can become engaged in these active learning environments and work with teachers, administrators, and the community in the research/planning/design process of these spaces.

The classroom and laboratory environments should themselves serve as pedagogical tools, or as Anne Taylor, author of Linking Architecture and Education: Sustainable Design of Learning Environments, refers to them as, “3-D textbooks.” 5

5. Taylor, Anne P., and Katherine Enggass. 2009

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4. Separation of STEM Departments within Institutions of Higher Learning The higher education system works along the basis of compartmentalizing areas of study into more and more specific majors so that students continue to specialize throughout their education into a very narrow scope of learning.6 Yet, we know that the big problems of today call on the resources of multiple people with various specialties, so why not start bringing these majors together to begin tackling these pressing issues? And while we’re at it, we can inject a series of sustainable measures to further enhance the learning environment.

Creating an environment in which students from all fields of study are able to come together to work on projects addressing these “real-world,” pressing global issues will foster engagement and interest, particularly in STEM fields, in which waning enrollment and retention has been addressed as a national concern.

How can we encourage cross-disciplinary inquiry and engagement to promote collaboration across STEM majors with separate facilities?

Example: Typical Categorization of University Depts. with STEM Degrees

1

College of Arts & Sciences

2

College of Engineering & Computer Science

3

School of Information Studies

Increase Communication/ Collaboration across departments

Overlap among departments spurs increased opportunities for learning across disciplines

Figure 5:

1

2 3

1

2 3

1

4 2 5 76 3

6. Firestein, S. (2013)

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5. Why Sustainable Design?

“The commercial and residential building sector accounts for 39% of carbon dioxide (CO2) emissions in the United States per year, more than any other sector. U.S. buildings alone are responsible for more CO2 emissions annually than those of any other country except China.” 7 The built environment is the biggest contributor to climate change, as it involves a one-way transfer of energy from the natural environment. Not only should it be a priority to design buildings that significantly reduce their energy use, but in order to design truly sustainable spaces, they need to be connected to nature, rather than insulated from it, working with nature and not against nature.

Sustainable STEM learning environments can offer a way to design, build, and test truly sustainable environments, in which the classroom is itself a testbed for new ideas, void of any restrictive boundaries.

Figure 6:

CO2 Emmissions from Fossil Fuels

Industry 29

Buildings 39

Transport 33

7. U.S. Green Building Council (USGBC), 2005

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CASE STUDIES Golisano Institute for Sustainability, RIT FXFOWLE in collaboration with SWBR, 2012 LEED Platinum 70,000 sf Living laboratory for the research and development of sustainable industrial processes and building systems

Figure 7: Rendering Figure 8:

Sunshade system of stationary louvers reduces heat buildup from direct sun exposure

Green Roof absorbs runoff from rain and snow

8 geothermal wells help regulate building’s temperature

Solar Panels provide a portion of building’s energy needs

The fuel cell produces 400 kilowatts of continuous electric power

Figure 9: 4th floor cut-away view, showing Green Roof with Sustainable Manufacturing Test Bed

Optimal orientation, with the design of the south facade receiving the most sun exposure for natural light, allowing direct sunlight for heat in the colder months and shading devices to prevent heat build-up in the warmer months

Images from RIT (rit.edu), produced by FXFOWLE

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Significant Architectural/Sustainable Features

Figure 10: Flat panels display building environmental data in real time

Figure 11: Second- and third-floor Collaboration Areas

Figure 12:Microgrid Testbed facilities on the first floor

Figure 13: Fourth floor labs and view of the Green Roof

Figure 14: Reusable water bottle filling stations are located on each floor

Figure 15: Environmental control systems in basement

Figure 16: The UTC fuel cell is installed near the building's northeast corner

Figure 17: Vertical-axis windmills can each generate up to 1kW of electricity

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Loyola Science Center, University of Scranton EYP Architecture & Engineering, 2013 LEED Certified Silver 200,000 sf Putting STEM on Display; Encouraging Cross-Disciplinary Study

Figure 18

Figure 19

Figure 20

Figure 21

5 scales of informal learning spaces: 1. Large-scale Atria and Commons

Figure 22

Figure 23

Figure 24

Figure 25

2. Individual and Small Group Study Areas

Figure 26

Figure 27

Figure 28

Images from U. of Scranton (scranton.edu), produced by EYP Archiecture and Engineering

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3. Faculty/Student Breakout Spaces

Figure 29

Figure 30

Figure 31

5. Department Lounges

4. Laboratory Write-up Areas

Figure 32 Figure 35

Figure 33

Figure 34

Images from U. of Scranton (scranton.edu), produced by EYP Archiecture and Engineering

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Spatial Organization/Layout

Figure 36: Cut-away view of Second Floor

Research Laboratories Classrooms Student/Common Spaces Teaching Laboratories Faculty Offices Support/Equipment/Prep spaces for labs Atrium

Figure 37: Second Floor Plan Images from U. of Scranton (scranton.edu), produced by EYP Archiecture and Engineering

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Sustainable, Pedagogical Environments As the two previous case studies illustrate, the architecture of STEM learning environments has the opportunity to be both innately pedagogical and sustainable, in which the building itself serves as a teaching tool. Students are automatically able to be engaged in the learning process through the building’s revealing structure and illustrative mechanical systems that demonstrate how the building functions, as in the Institute for Sustainability at RIT. In addition, STEM learning environments, like the Loyola Science Center, highlight the importance of proper spatial organization and hierarchy of learning spaces to leverage the many forms in which learning occurs, from more private to public, student-student to faculty-student interactions.

The building itself can serve as a testbed for learning and research and even leverage the creation and commercialization of what comes out of that research, as the next two case studies illustrate.

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Syracuse Center of Excellence (CoE) Toshiko Mori Architect PLLC, completed 2010 LEED Platinum 55,000 sf “Engages collaborators at 200+ companies and institutions to address global challenges in clean and renewable energy, indoor environmental quality, and water resources.” - SyracuseCoE

Research

Figure 38: Photo, South Facade

Demonstration

Commercialization

Figure 39: Short-Section diagrams highlighting the building’s sustainable components

Figure 40: Long-Section diagrams further highlighting the CoE’s sustainable elements

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IRCAM Renzo Piano and Richard Rogers, 1978 Paris, France 3,500 m2 Living laboratory for Music and Sound/Acoustics

Research

Creation

Figure 41: Hand sketch by Renzo Piano

Transmission

Figure 42: Photo and perspective drawing of performance space Figure 43: Cross-sections and plan

Figure 44: Hybrid sectional model and drawing

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Figure 45: Sectional model

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SOLUTIONS A Sustainable STEM Learning Environment Learning from and building upon the previous case studies and research compiled, we propose design guidelines for new STEM learning environments that both leverage and are leveraged by sustainable building practices, forming a symbiotic relationship between the built and natural environment that further enhances the student learning experience. With sustainable design no longer being just an option, but a necessity, the architecture of STEM learning environments has the opportunity to serve as a pedagogical tool, providing students with a real-world illustration of sustainable processes that work with and not against nature.

This enhancement of the learning environment from being a passive setting to an active teaching tool allows the architecture to serve as a canvas for students to explore and test projects, manipulating their own built environment as a testbed for addressing the urgent environmental issues of today. It is with this approach that students will become more engaged and see the correlation between the curriculum and the real-world setting in which these learned principles are put on display and experimented with directly in the classroom.

The following analysis at multiple scales, from macro-level building typologies down to micro-level sustainable material choices, attempts to provide a strategy for implementing the fusion and synergy of sustainable design with the architectural design of STEM learning environments. The goal is to then design and test a built environment based on these guidelines in the near future.

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SOLUTIONS - TYPOLOGY 1. New Sustainable STEM Classroom/Laboratory Collaboratory “A system which combines the interests of the scientific community at large with those of the computer science and engineering community to create integrated, tool-oriented computing and communication systems to support scientific collaboration.� 8 LED and TS Bulb Light Fixture - Glare Minimizing Shields

Smart Board

Natural Light - Glazing with High R-value for insulation

Solar Shade to reduce glare and heat gain when needed

Figure 46: STEM Laboratory Rendering, Open Atelier Architects

Glass partitions Display of student work can entice others into a field of which they may rarely get a glimpse

Floor - Concrete with embedded fly ash for reduced construction weight and use of receycled material

Recycled, Composite Wood

8. Bly, S. (1998)

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Learning Studios Inclusion of the Arts in STEM, “STEAM” “...overlapping places for the arts with places for the sciences is a powerful tool to awaken creativity, innovation and critical thinking - essential 21st century skills, whether you’re a biologist or a modern dancer.” 9

Radiant Cooling and Heating System

Wifi Projector

Recycled Acoustic Tiles Smart Board

Group, Large-Screen Computers

Group TableRecycled Composite Material

Figure 47: Classroom Rendering, Schermer Building, Grays Harbor College, SRG Partnership Inc.

Mobile Stand flexible classroom furniture arrangement

Recycled, Natural Carpet

9. Mansavage, Barney. SRG

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2. Transformable/Repurposed Space Rather than building an entirely new structure, a Sustainable STEM classroom can be created from an existing structure that is no longer in use.

Example: Nancy Cantor Warehouse, Syracuse Univesrity

Figure 48: Gluckman Mayner Architects, 2005 - Repurposing a 1920s Figure 49 (top): Interior Figure 50 (bottom): Interior Concrete Warehouse

Example: Milwaukee Montessori School

Figure 51: 1st and 2nd floor axonomoetric

Figure 52: Conceptual drawing/collage

Milwaukee Montessori School (Converted Office Building), Studio Works

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3. Hybrid - Sustainable STEM Addition Enhance or rehabilitate an academic building(s) by attaching a Sustainable STEM facility to the existing structure, creating a place for various disciplines to come together to work on real-world projects that require multiple expertise.

Example: Milstein Hall, Cornell University “The new Milstein Hall - a 14,000m2 complex...- is conceived not as a symbolic, isolated addition to the campus but as a connecting structure: a large elevated horizontal plate that links the second levels of Sibley and Rand Halls and cantilevers over University Avenue, reaching towards the Foundry building.” - OMA

Figure 53: Concept - Milstein Hall as “connecting structure”

“Milstein Hall provides a type of space currently absent from the campus: a wide-open expanse that stimulates the interaction of programs, and allows flexibility over time. Within Milstein Hall's upper plate, which has access to Rand and Sibley, areas are defined not by walls but by subtle manipulations of the section that trigger particular uses...” - OMA

Figure 54: Photo, Milstein Hall cantilevered truss - connecting existing buildings

Images: Office of Metropolitan Architecture, OMA

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4. “Green” Mobile Lab A Sustainable Mobile Lab allows for a “classroom without borders” philosophy to take place, transporting all of the necessary learning tools and lab equipment to any particular environment in order to truly engage with and study that environment.

Fuel Cell Powered

Figure 55: Photo, fuel cell powered van - “STEM Mobile Lab”

Wifi Projector LED Lighting

Gas Spout Hook-up Natural and Controlled Ventilation

Figure 56: Interior photo of van - STEM laboratory on wheels

Electrical Outlets for laptops and other devices or equipment for field experimentation

Images: Open Atelier Architects

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SOLUTIONS - SPATIAL (INTERIOR) Connection, 3-D Textbook, Experimentation 1.

Connection

How can the sustainable architectural environment be designed to encourage cross-discipline communication associated with STEM fields, increasing student-student and faculty-student interactions (both planned and impromptu)?

Features: 1. Activate and enhance non-classroom spaces 2. No blank hallways/corridors 3. Make wider circulation spaces to increase chance encounters 4. Define close proximity and mixture of varying programs 5. Create central “heart� gathering space 6. Utilize nooks, or smaller, semi-private meeting spaces

Recycled Acoustic Tiles

High R-Value Glazing

Low V.O.C. Floor Tile

Figure 57: Interior rendering of communal space in STEM academic building

Image: Gensler - The ABCs of STEM

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2.

“3-D Textbook” – Pedagogical Building

How can sustainable architectural design allow for students to have greater control over and interaction with their physical environment and how it relates to the natural environment, addressing issues in regards to sustainability?

Features: 1. Exposed building systems 2. Transparent structure; raw materials 3. Student work (in-progress and finalized) on display 4. Use of outdoor space for STEM projects (ponds, gardens, tracks, “learning landscapes”)

Recycled Acoustic Tiles Electrochromic Interior Glazing increase viewing, student interaction Low V.O.C. Floor Tile

Figure 58: Interior rendering outside of classroom/study spaces.

Image: Gensler - The ABCs of STEM

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3.

Experimentation

How can we design the sustainable STEM classroom/lab to promote a seamless transition between teaching and doing, allowing teachers and students to have control over the learning environment, which supports a “learn by doing� approach?

Features: 1. Flexible, multi-zone teaching spaces 2. Reconfigurable furniture/tools 3. Communal teaching and lab spaces 4. Storage/Display - Progression of Work - Process 5. Multi-use Labs/Testbeds

High R-Value Glazing

Table tops chemical resistant, recycled composite Low V.O.C. Floor Tile Figure 59: Interior rendering of STEM laboratory/classroom

Image: Gensler - The ABCs of STEM

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Transformable Space for Collaboration

Group

Seminar

Theatrical/Lecture

Social Gathering

Lab

Debate Figure 60: STEM education requires a flexible, interactive environment. These seven options illustrate how a singular classroom space can transform into multiple types of learning spaces that cater to specific instructional and learning needs.

Communal Images: Open Atelier Architects

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Putting STEM on Display to Elicit Interest and Cross-Disciplinary Collaboration Visual Connection

Figure 61: Rendering from hallway looking into STEM laboratory - direct visual connection

Lab

Hall

Figure 62: Section highlighting visual connection created by glass lab hood embedded within wall between the lab and hallway

Images: Open Atelier Architects

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SOLUTIONS - EQUIPMENT/MATERIALITY STEM Laboratory Figure 63:

VAV Unit Exhaust Cable Tray

Wifi

Fume Hood

Projection Sink Smart Board Smart Table

Figure 64: Ducted Hood

Exhaust Snorkel

Storage

Flexible Lighting Desk

Figure 65: Ductless Hood

Figure 66: Flexible Exhaust

Images: Open Atelier Architects

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Natural Materials The use of natural materials reduces the negative effects the built environment will have on the natural environment, while also increasing the efficiency and adaptability of the structure. “Natural materials are generally lower in embodied energy and toxicity than man-made materials. They require less processing and are less damaging to the environment. Many, like wood, are theoretically renewable. When low-embodied-energy natural materials are incorporated into building products, the products become more sustainable.� 10 Figure 67:

Selecting Sustainable Building Materials - Green Features: Manufacturing Process

Building Operations

Waste Management

Waste Reduction

Energy Efficiency

Biodegradable

Pollution Prevention

Water Treatment and Conservation

Recyclable

Recycled Embodied Energy Natural Materials

Nontoxic Renewable Energy Sources

Reusable Others

Longer Life

10. Kim, J. and Rigdon, B. (1998)

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Examples of Sustainable Building Materials Figure 68:

Figure 69:

Recycled Plastic Lumber/ Composite Wood

Low Volatile Organic Compounds (VOC) Materials - Flooring/Paint/Furniture

Figure 70:

Figure 71:

Straw-based Sheathing

Recycled Polystyrene

Figure 72:

Figure 73:

Recycled Newspaper Insulation

Structural Insulated Panel (SIP)

VS.

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(Left):Typical 2x6 with Batt Insulation & 2�

Rigid Insulation (Right): SIP Construction

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Smart Materials Smart materials are designed to posess one or more properties that can be significantly altered, without human control or added energy, by means of external stimuli, such as temperature, stress, pH, moisture, electric and/or magnetic fields.

Replicate Homeostasis: Just as our bodies and other biological organisms react to the environment in order to maintain homeostasis, smart materials can act as a form of bio-mimicry, controlling energy use in a building by working with and reacting to their surrounding environments without the use of human or mechanical controls.

Example: Thermal Bimetal A lamination of two different metals together with two different coefficients of expansion, so that, when heated, one side expands faster than the other resulting in a curling action 11

Figure 74: The thermal bimetal designed by Doris Kim Sung serves as the building envelope, regulating building temperature much like the human skin does for our own bodies. It acts as both a sun-shading device and as a ventilating system, with each individual tile calibrated according to its specific location on the building, the angle of the sun, and the way in which it curls.

11. Kim Sung, D. (2012)

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STANDARD/IDEAL INDOOR ENVIRONMENTAL QUALITY (IEQ) CONDITIONS FOR LEARNING Temperature “Students will perform mental tasks best in rooms kept at moderate temperatures in the range of sixty-eight to seventy-four degrees Fahrenheit (Schneider, 2002, p. 2).” 12

CO2 Levels “There is still some disagreement as to whether 1500 or 1000 ppm is the safe maximum level (ventilation researchers prefer 1000 ppm, while practitioners often cite 1500 ppm). This current debate is reviewed more in depth in a paper by Wyon & Wargocki (2007).” 12

Ventilation “ASHRAE Standard 62 (now 62.1) still uses the rate established by research from 1936, of 10 cfm per person as its minimum acceptable outdoor air ventilation rate (ASHRAE, 2010b; Janssen, 1999).” 12

Lighting “The current ASHRAE Advanced Energy Design Guide, which is supported by IESNA (the former Illumination Engineering Society is now called Illumination Engineering Society of North America), advocates for anywhere between 30 and 70 footcandles for classroom spaces, while the IESNA guidelines for classrooms still use 50-100 footcandles as a guideline (Wu & Ng, 2003).” 12

Acoustics “[The] ANSI Standard 12.60 in 2002, a standard written by the Acoustical Society of America, which has since been adopted into the LEED standards for school buildings and a variety of other related performance standards for buildings (Acoustical Society of America (ASA), 2009; Kurtz et al., 2009)...calls for a maximum background noise level of 35 dBa in standard classrooms, with reverberation n times between 0.6 and 0.7 seconds, along with guidance and specifications for Sound Transmission Class ratings for exterior and interior wall assemblies, and Impact Insulation Class ratings to address floor-to-floor noise transmission.” 12 12. Baker, L. (2012)

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Optimal IEQ Conditions for Learning

Temperature

68 F - 74 F

CO2 Levels

1000 ppm - 1500 ppm (parts per million)

Ventilation

10 cfm (cubic feet per minute) per person

Lighting

50 - 100 footcandles

Acoustics

35 dBa (decibals) - Max. Background Noise 0.6 - 0.7 seconds - Reverberation

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“3-D Textbook” Sustainable Solutions What are 3-D Textbook Environments?

The term, as coined in Anne Taylor’s book, Linking Architecture and Education: Sustainable Design of Learning Environments, is about an atmosphere for learning that is itself inherently pedagogical through its expression of concepts learned in the classroom. It takes the traditional two-dimensional learning that takes place and creates an experiential, three-dimensional space for learning through experimentation and collaborative or personal analysis, rather than having the material be spoon-fed.

Sustainable Solutions as 3-D Textbooks The goal is to provide sustainable solutions that will also serve as teaching tools with the philosophy of the 3-D Textbook. These examples, when incorporated into a STEM academic building, should be showcased and highlighted, allowing students to witness each day the processes and principles they learn in the classroom on display in real life. This should also include the exposure of major structural components of the building as well as the intricate mechanics and plumbing that run throughout the building. Inherent in these components are the workings of STEM principles that can assist in the learning process and help bolster student engagement.

It is important to note that the following sustainable solutions provided are meant to serve as examples that may be most appropriate for a STEM learning environment, but they are in no way limited to these examples.

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Sustainable Solutions for the STEM Environment 1. Geothermal Energy Heating/Cooling through thermal energy stored in Earth Options: 1.

Application Type Closed Loop - In closed loop applications a high strength pipe made of thermal plastic is buried in the group and filled with a water and/or antifreeze solution that allows heat transfer to take place without the circulation of water.

Open Loop - Open loop applications do not contain water and/or antifreeze solutions and instead utilize a nearby water source to circulate water, such as ponds or wells, in producing a heat transfer effect. 13

2.

Placement Horizontal Loop - Horizontal Loops need adequate land to accomodate loops laid horizontally below ground level, ranging from one-hundred feet to five-hundred feet in length Vertical Loop - Vertical loops are ideal when land surface is limited, as vertical holes about six-inches in diameter are drilled into the ground to depths ranging from one-hundred to three-hundred feet. This is the most common system used in neighborhood settings 13

3.

Pond Sourcing Loop Pond - A pond source heat pump is economical only when a body of water is nearby. In this application loop pipes are placed along the bottom of the body of water. 13

13. Carnegie Mellon University, SoA

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Figure 75: Closed Loop - Horizontal

Figure 76: Open Loop

Figure 77: Closed Loop - Vertical

Figure 78: Pond Sourcing

power generator

supply air return air heat pump

turbine

boiler

cooling tower

heat exchanger condenser

Figure 79: Conceptual Diagram of Geothermal Unit

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2. Photovoltaic (PV) Panels Solar-Powered Energy for Electricity Optimal Placement of panels on site: Due South, 28.2 degrees off center of the building Orientation and Tilt of roughly 65 degrees from horizontal 13

clear external cover negative plate and front contact junction positive plate and rear contact mounting plate stationary rails attached to roof height and angle adjustable supports

Figure 80: Exploded PV Panel Generate electrical power by converting solar radiation into direct current electricity using semiconductors that exhibit the photovoltaic effect.

negative plate junction positive plate

1. Sunlight hits negatively charged plate (negative plate has extra electrons) 2. Photons from sunlight knocks loose extra electrons 3. Loose electrons travel across junction towards positive plate (positive plate has missing electrons) 4. The travel of electrons is what causes an electric current 5. Electric current fed into an inverter to change power from DC to AC (Solar cells produce power in DC form) 6. AC electricity fed to fusebox inside

Figure 81: Process Diagram - Photovoltaic Effect 13. Carnegie Mellon University, SoA

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3. Water Features Cistern - Water Reuse A cistern can be used to collect rainwater to help prevent sewer overflows, and the water can be reused as water in the plumbing for bathroom toilets, as in the SyracuseCoE Headquarters.

Figure 82: Cistern

Figure 83: Cistern connected to roof gutter

Figure 84: Rainwater collected in cistern is reused for toilet water

Fountain Walls - Evaporative Cooling Fountain walls serve as cooling mechanisms to help regulate the temperature and thermal comfort of a particular space, especially in larger public spaces, such as an atrium or lobby.

Figure 85: Fountain Wall, CityCenter Focus - Las Vegas, NV

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4. Lighting Ecotect Analysis - Sustainable Building Design Software As an environmental analysis tool, Ecotect allows one to calculate and analyze building energy performance, especially in regards to lighting, during the earliest stages of the design process.14

Figure 86: Solar analysis - sun path

Figure 87: Illuminance analysis

Thermal Performance - R-Value R-value is a measure of thermal resistance in regards to conductive heat transfer across an insulator (the higher the R-value of a material, the more it is thermal resistant).15 Glazing with higher R-values optimizes building energy use without sacrificing natural light.

14. Autodesk Ecotect Analysis. 2014 15. Lechner, N. 2009

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Figure 88: Glazing Types - the higher the R-value, the greater the energy efficiency

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5. Natural Ventilation Passive Heating/Cooling Rather than relying on mechanical systems, heat is dissipated in order to achieve thermal comfort as a result of the architectural design of the building in conjunction with the use of on-site energy resources.15

Stack Ventilation (Stack Effect) Figure 89: Stack ventilation is a result of vertical air pressure differences due to thermal buoyancy. Dense, cool air is driven into the building and, as it warms, becomes less dense and rises up and out of openings in the building envelope.15 Outlet of warm air

Inlet of cool air

Computational Fluid Dynamics (CFD) Studies CFD studies allow a method for calculating fluid flows, measuring wind and air flow through and around the building as it sits within the site, in order to better inform decisions about building placement and massing strategies.

Figure 90: CFD Diagram - Wind Study, LMN Architects

15. Lechner, N. 2009

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6. Green Roof Green roofs act like sponges, soaking up rainwater as it hits the roof, preventing erosion, runoff, and sewer overflows. They also help regulate the temperature of the roof, cooling through water evaporation, which ultimately keeps the building cooler, therefore using less energy during the warmer months.13 Figure 91: Green Roof Layers Soil/Planting Medium (Average Depth: 2.5 inches to 1 foot) Filter Mesh: Allows water to pass but keeps soil out - prevents soil loss through rain runoff (Average Depth: 1/4” to 3/4”) Perforated Water Retention Layer: stores water below soil for future use while openings drain excess runoff water into drainage layer (Average Depth: varies based on type) Drainage Layer: gravel to direct runoff towards roof drainage such as gutter, etc. Shown: optional pipe system for heavy flows (Average Depth: 1-5/8 inches including water retention layer) Root Barrier: prevents roots from growing into building structure and weakening it (Average Depth: 1/4” to 3/4”) Insulation (Average Depth: varies depending on soil thickness and intended R-value) Vapor Barrier/Waterproof Membrane: prevents structure from water damage by keeping out moisture and water (Average Depth: usually a thin sheet) Structure: roof supporting structure of building (concrete shown)

Figure 92: Section of Green Roof, highlighting water storage/drainage

Drainage Layer: Excess runoff is drained into gravel layer below via perforations in retention layer

Water Storage: some water is stored in retention layer for later use

Roof Drainage: gravel directs excess water into roof drainage (e.g. gutters)

13. Carnegie Mellon University, SoA

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SOLUTIONS - SUMMARY OF DESIGN GUIDELINES

STEM Learning Behavior Zones Focus

Socialize

Collaborate

Formal Learning Spaces

Informal Learning Spaces (Chance Encounters)

Classroom

Atria/Commons

Lecture Hall

Small Group Study

Laboratory

Faculty/Student Breakout Lab Write-Up Departmental Lounge

Figure 93: Diagram - Hierarchy of STEM learning spaces

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STEM Formal Learning Spaces - Design Guidelines Architectural Elements Acoustics/Sound Attenuation

Classroom Acoustic Tiles,

Lecture Hall Shape/size of space designed to affect sound (theatre)

Laboratory Acoustic Tiles,

Green Tech.

Acoustic Panels/ Soundproofing made of natural materials

Artificial Lighting

Timed Light Controls Full-spectrum lighting Uplighting, Full-spectrum lighting Flexible lighting systems Full-spectrum lighting Flexible lighting systems, LEDs (task), light tables Flexible lighting systems Uplighting

Ceilings

Grid system/space frame Acoustic Tiles/Curved, Exposed Structural and to hang objects, Grid system/space frame Mechanical Systems, Skylights drop-down furniture to hang objects

Skylights/Glass Ceiling

Communication Technology

Electronic info. signage, Screen/Projector Wired for networking wired for networking, flexible space for change

Exposed Truss/ Mechanical Systems, Uplighting, Skylights

wifi, natural materials

Handicap access/ universal design

Handicap access/ universal design

Solar-powered elevator

Deployable, Movable, Ergonomic chairs Large working surfaces, Display frames/shelves

(see page 31)

Natural Materials, Flexible, repurposed

SmartSlab, pre-wired, floor graphics

Low VOC carpet

SmartSlab, no carpet

Geothermal, Natural materials, anti-static/ anti-microbial properties

Exposed (pedagogical tool)

Not visible

Exposed (pedagogical tool)

Geothermal, passive, natural ventilation

Natural Lighting

Operable windows, south Clerestory, operable window treatment shading

Green house

Operable windows, south window treatment, shading, passive solar

Plumbing

Exposed, signage (diagrams)

Not visible

Exposed, signage (diagrams)

Cistern - re-use water for toilets, fountain cooling wall

Electric - Solar power

Electric - Solar Power

Electric - Solar Power

Solar PV panels

Signage, color-coded system

Signage, color-coded system

Signage, color-coded system

Solar power

Storage

Floor-to-ceiling wall units (modular parts, flexible)

Compartmentalized outside of main lecture room (behind stage)

Modular Units, public and private storage, secured

Natural Materials

Walls & Display

Wall mounted tech.

Acoustic Tiles, Curved (Smart Boards), varying material surfaces

Egress Equipment/Furniture Floors HVAC - Heating, Ventilation, & Cooling

Power Security

Handicap access/ universal design

Projects/experiments on Natural Materials, display, hoods embedded passive energy use (solar) in adj. corridor

Figure 94: Table - Design Guidelines

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STEM Informal Learning Spaces - Design Guidelines Architectural Elements

Atria/Commons

Small Group Study

Artificial Lighting

Timed Light Controls Flexible lighting systems Uplighting, Flexible lighting systems Full-spectrum lighting Full-spectrum lighting Flexible lighting systems Flexible lighting systems LEDs Full-spectrum lighting Flexible lighting systems

Ceilings

Exposed Structural/Mechanical Systems

Communication Technology

Electronic info. signage/ Screen/Projector display of current Wired for networking, student/faculty projects Smart Board/tablet

wifi, Smart Board/tablet wifi, Smart Board/tablet wifi, electronic signage/ wifi, natural display of current materials student/faculty work

Handicap access/ universal design

Handicap access/ universal design

Handicap access/ universal design

Equipment/Furniture

Deployable, Movable, Display frames/shelves

Deployable, Movable, Deployable, Movable, Deployable, Movable, Deployable, Movable, Large working surfaces, Large working surfaces, Large working surfaces, Large working surfaces, Display frames/shelves Display frames/shelves Display frames/shelves Display frames/shelves

Floors

SmartSlab, pre-wired, floor graphics

Low VOC carpet

Low VOC carpet

Low VOC carpet, or SmartSlab

Low VOC carpet

Geothermal, Natural materials, anti-static/ anti-microbial properties

HVAC - Heating, Ventilation, & Cooling

Exposed systems (pedagogical tool), Natural Ventilation

Exposed (pedagogical tool)

Exposed (pedagogical tool)

Exposed (pedagogical tool)

Exposed (pedagogical tool)

Geothermal, passive, natural ventilation, Stack Effect

Natural Lighting

Operable windows, south Skylights/Clerestory, window treatment, High operable shading R-value

Skylights/Clerestory

Skylights/Clerestory, operable shading

Skylights/Clerestory

Operable windows, south window treatment, shading, passive solar

Exposed, signage (diagrams)

Exposed systems

Exposed systems

Exposed systems

Exposed systems

Cistern - re-use water for toilets, fountain cooling wall

Electric - Solar Power

Electric - Solar Power

Electric - Solar Power

Electric - Solar Power

Electric - Solar Power

Solar PV panels

Signage, color-coded system

Signage, color-coded system

Signage, color-coded system

Signage, color-coded system

Signage, color-coded system

Natural materials, Solar powered

Storage

Modular Units, public and private storage, secured

Floor-to-ceiling wall units (modular parts, flexible)

Shelving, secured

Modular Units, public and private storage, secured

Modular Units, public and private storage, secured

Natural Materials

Walls & Display

Varying natural materials, Wall mounted tech.

Flexible wall partitions self-expressive (Smart Boards), varying material surfaces

Interactive surfaces

Embedded shelving in walls for display

Natural Materials for insulation, passive energy use (solar)

Power Security

Acoustic Tiles/Panels

Acoustic Tiles/Panels

Green Tech.

Acoustic Tiles/Panels, interconnected sound system - speakers

Plumbing

Acoustic Tiles/Panels, movable soundproof partitions

Departmental Lounge

Acoustics/Sound Attenuation

Egress

Acoustic Tiles/Panels,

Faculty/Student Lab Write-Up Breakout

Grid system/space frame Grid system/space frame Grid system/space frame Acoustic ceiling tiles, Skylights to hang objects to hang objects to display work, Exposed Systems Exposed Systems Exposed Systems

Handicap access/ universal design

Handicap access/ universal design

Acoustic Panels/ Soundproofing made of natural materials

Skylights/Glass Ceiling

Solar-powered elevator Natural Materials, Flexible, repurposed

Figure 95: Table - Design Guidelines

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CONCLUSION Summary of Findings STEM education has been targeted as a national concern for over the past decade, as studies have shown less and less students enrolling in STEM majors in higher education, along with falling numbers of students remaining in STEM fields and ultimately pursuing a STEM career.

Although billions of dollars have already been spent addressing this issue, in order for the U.S. to maintain its prominent global presence as a leader in advancement and technology, the numbers have not seen much improvement. As other research has suggested, a reason for this could be the ways in which these resources have been allocated. Most funding and research has gone towards improving teaching methods and curricula, forming a new pedagogy best fit for the unique needs of STEM education, with much less focus on the built environment and facilities that house this education and its environmental impact.

Building from this notion, the goal of this research is to provide an architectural framework and foundation for the design and construction of Sustainable STEM Learning Environments that will best cater to the new curricula and teaching methods that have already been researched and established. It is through this that we hope to focus an equal or greater attention on the built environment as on the curricula and teaching methods for STEM education, so as to better address the lack of improvement we have seen thus far in combating the STEM crisis in addition to the larger, global crisis of sustainability.

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Implications for the Future By establishing a general basis of research in sustainable practices and methods in combination with architectural principles best suited for Sustainable STEM Learning Environments, the goal moving forward is to make use of this research by designing and testing a prototype for a possible Sustainable STEM learning environment (as seen on the following page).

In the next phase of this research, the hypothesis asserts that when spaces that cater to the needs of STEM learning are designed in conjunction with sustainable practices and principles, a synergism results, in which the outcome of the design is greater than if either were to be taken into account separately. STEM learning environments can leverage sustainable design and vice versa, forming a symbiotic relationship between the built and natural environment that further enhances the student learning experience, which in turn increases student engagement and ultimately increases retention in these fields.

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DESIGN PROTOTYPE Sustainable STEM Learning Environment Auditorium/Lecture Hall Passive Cooling, Natural Materials - Insulation, Acoustic Panels

Laboratory Ductless Fume Hoods, low v.o.c. tabletops, tile floor, wifi projection, Smart Board

Greenhouse/BiodomeCentral Gathering Space Natural Ventilation (Passive Heating), Plants remove excess CO2, provide oxygen

Flexible Classroom Spaces Natural Materials - Insulation, Acoustic Tiles, low v.o.c. carpet, wifi projection, Smart Board, Natural Light/Ventilation, movable furniture

Flexible Partitions allow for multiple forms of learning spaces, from more private to public collaboration

Informative Display screens attached to lecture hall - highlight student work, upcoming events, news, etc.

Wide Circulation Spaces - impromptu meetings

Figure 96: Rendering of Prototype, Drawn by Author, Open Atelier Architects

Student Study Lounge Student work-in-progress on display Natural Materials Insulation, Acoustic Tiles, low v.o.c. carpet, wifi, Smart Board, movable furniture

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Faculty Office Natural Materials, low v.o.c. carpet, Passive cooling

Faculty/Student Breakout Space Natural Materials (recycled wood), movable furniture, recycled glass partitions double as white boards

Student Study Lounge Student work-in-progress on display Natural Materials - Insulation, Acoustic Tiles, low v.o.c. carpet, wifi, Smart Board, movable furniture

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WORKS CITED Endnotes: 1. Chen, X. (2013). STEM Attrition: College Students’ Paths Into and Out of STEM Fields (NCES 2014-001).

National Center for Education Statistics, Institute of Education Sciences, U.S. Department of Education.

Washington, DC. 2. President’s Council of Advisors on Science and Technology (PCAST), 2012. "Engage to Excel: Producing One Million Additional College Graduates with Degrees in Science, Technology, Engineering, and Mathematics.”

3. Henderson, C., Beach, A., & Finkelstein, N. (2011). Facilitating change in undergraduate STEM instructional practices: An analytic review of the literature. Journal of Research in Science Teaching, 48(8), 952–984.

4. Valerdi, R. (2013). Modeling the STEM ecosystem. Industrial Engineer, 45(5), 28. Retrieved from http://search.proquest.com/docview/1352814983?accountid=14214 5. Taylor, Anne P., and Katherine Enggass. 2009. Linking Architecture and Education : Sustainable Design for Learning Environments. Albuquerque: University of New Mexico Press, 2009. eBook Academic Collection (EBSCOhost), EBSCOhost (accessed July 31, 2014).

6. Firestein, S. (2013, February). The Pursuit of Ignorance [video file]. Retrieved from http://www.ted.com/talks/stuart_firestein_the_pursuit_of_ignorance 7. U.S. Green Building Council (USGBC). (2005). “Buildings and Climate Change.” Retrieved from http://www.documents.dgs.ca.gov/dgs/pio/facts/LA%20workshop/climate.pdf 8. Bly, S. (1998). Special section on collaboratories, Interactions, 5(3), 31, New York: ACM Press 9. Mansavage, B. (2013). “Architecture: It’s not science, it’s art.” Daily Jounral of Commerce, Seattle. http://www.djc.com/news/ae/12058836.html 10. Kim, J. and Rigdon, B. (1998). Sustainable Architecture Module: Qualities, Use, and Examples of Sustainable Building Materials. National Pollution Prevention Center for Higher Education.

11. Kim Sung, D. (2012, May) Metal that breathes [video file]. Retrieved from http://www.ted.com/talks/doris_kim_sung_metal_that_breathes 12. Baker, L. (2012). “A History of School Design and its Indoor Environmental Standards, 1900 to Today.”

National Clearinghouse for Educational Facilities. Retrieved from http://www.ncef.org/pubs/greenschoolshistory.pdf 13. Carnegie Mellon University, School of Architecture Urban Design Studio, Retrieved from http://www.cmu.edu/architecture/udbs/Homewood/Process/Building%20Systems.html

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14. Autodesk Ecotect Analysis. 2014. Retrieved from http://usa.autodesk.com/ecotect-analysis/ 15. Lechner, N. 2009. Heating, Cooling, Lighting: Sustainable Methods for Architects, 3rd Edition. Hoboken: John Wiley & Sons, Inc., 2009.

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Figure Notes: Figure 1: Created by Author. Adapted from statistics from the report, “STEM Attrition: College Students’ Paths Into and Out of STEM Fields,” from the National Center for Education Statistics, Institute of Education Sciences, U.S. Department of Education. Washington, DC. Figures 2-3: Created by Author. Adapted from statistics from the report, "Engage to Excel: Producing One Million Additional College Graduates with Degrees in Science, Technology, Engineering, and Mathematics,” from the President’s Council of Advisors on Science and Technology (PCAST) Figure 4: Created by Author. Adapted from the chart, “Four Categories of Change Strategies,” made by Henderson, C., Beach, A., & Finkelstein, N. Figure 5: Created by Author.

Figure 6: Created by Author. Adapted from the chart by the U.S. Green Building Council (USGBC).

Figures 7-9: Produced by FXFOWLE, from RIT: http://www.rit.edu/gis/academics/construction/timeline.php Figures 10-17: Photos from RIT: http://www.rit.edu/gis/academics/construction/ Figures 18-37: Photos/Drawings produced by EYP Archiecture and Engineering, from U. of Scranton: http://www.scranton.edu/academics/sciencecenter/Design/Plans.shtml Figure 38: Photo, Toshiko Mori Architect,http://www.tmarch.com/1720 Figures 39-40: Images from syracusecoe.org Figure 41: Hand Sketch by Renzo Piano, http://rafaelfelixarquitetura.blogspot.com/ Figures 42-45: Images from http://www.ircam.fr/ Figure 46: Rendering produced by Open Atelier Architects, adapted by author.

Figure 47: Rendering produced by SRG Partnership Inc., adapted by author. Retrieved from http://www.djc.com/news/ae/12058836.html Figure 48-50: Photos from http://www.fiedlermarciano.com/institutional/warehouse.html Figures 51-52: Images produced by Studio Works. Giovannini, J. (2000). The montessori method.

Architecture, 89(6), 116-121. Retrieved from http://search.proquest.com/docview/227775160?accountid=14214

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Figures 53-54: Images produced by the Office of Metropolitan Architecture (OMA), 2006. Retrieved from http://www.oma.eu/projects/2006/milstein-hall-cornell-university/ Figures 55-56: Images produced by Open Atelier Architects, adapted by author.

Figures 57-59: Images produced by Gensler, adapted by author. “The ABCs of STEM.� 2013. Retrieved from http://www.gensler.com/uploads/documents/The_ABCs_of_STEM_09_24_2013.pdf Figure 60: Images produced by Open Atelier Architects, adapted by author.

Figures 61-62: Images produced by Open Atelier Architects, adapted by author.

Figure 63-66: Images produced by Open Atelier Architects, adapted by author.

Figure 67: Table adapted from Kim, J. and Rigdon, B. (1998). Sustainable Architecture Module: Qualities, Use, and Examples of Sustainable Building Materials. National Pollution Prevention Center for Higher Education.

Page 25 Figure 68: Image from http://www.greenplanetworld.com/ten-advantages-recycled-plastic-lumber/ Figure 69: Image from http://www.destinyarts.org/pages/special-campaign/ Figure 70: Image from http://ecologicalbuilding.wordpress.com/ Figure 71: Image from http://www.oregonlive.com/environment/index.ssf/2008/07/polystyrene_recycling_has_left.html Figure 72: Image from http://blog.mlive.com/grand_rapids_commercial_content/2011/05/nu-wool_premium_cellulose_insulation_ has_been_made_in_west_michigan_for_more_than_60_years.html Figure 73: Drawings produced by author.

Figure 74: Photo, retrieved from http://sciencedatacloud.wordpress.com/2013/11/22/thermal-bimetal/ Figures 75-78: Drawings adapted from diagrams from www.nlcpr.com Figure 79: Diagram adapted from http://www.cmu.edu/architecture/udbs/Homewood/Process/design/conceptual-design.html Figures 80-81: Diagrams adapted from http://www.cmu.edu/architecture/udbs/Homewood/Process/design/conceptual-design.html Figure 82: Image retrieved from http://www.seattledrainservice.com/cisterns.htm

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Figure 83: Image retrieved from http://www.rain-barrel-world.com/rainwater-cisterns.html Figure 84: Image retrieved from http://sharonwater.com/community-programs/toilets/ Figure 85: Image retrieved from http://8000fountains.blogspot.com/2013/01/fountain-61-citycenter-focus.html Figure 86: Image produced by VK:e Energy and Environmental Design. Retrieved from http://www.vke-environmental.com/site1/?gallery=vishwashanti-dyanpith Figure 87: Image produced by Daniel Overbey. Retrieved from http://www.bdmdialog.com/?tag=daylighting Figure 88: Images retrieved from http://www.ashireporter.org/HomeInspection/Articles/Window-Glazing/2499 Figure 89: Diagram produced by author.

Figure 90: Image produced by LMN Architects. Retrieved from http://lmnts.lmnarchitects.com/expertise/ Figures 91-92: Diagrams adapted from http://www.cmu.edu/architecture/udbs/Homewood/Process/design/conceptual-design.html Figure 93: Chart adapted from hybrid of BSA Life Structures STEM learning zones concept and EYP Architecture & Engineering hierarchy of STEM spaces. http://www.bsalifestructures.com/blog/learning-environments-of-the-future. http://eypaedesign.com/science-on-display Figures 94-95: Tables created by author. Guidelines adapted from Taylor, Anne P., and Katherine Enggass.

2009. Linking Architecture and Education : Sustainable Design for Learning Environments. Albuquerque: University of New Mexico Press, 2009. eBook Academic Collection (EBSCOhost), EBSCOhost (accessed July 31, 2014).

Figure 96: Rendering/Diagram produced by author.

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Bibliography Acoustical Society of America (ASA). (2009). Acoustical Performance Criteria, Design Requirements and Guidelines for Schools.

ASHRAE. (2010b). ANSI/ASHRAE Standard 62.1-2010: Ventilation for Acceptable Indoor Air Quality. Atlanta, GA: American Society of Heating, Refrigerating and Air-Conditioning Engineers, Inc. Bly, S. (1998). Special section on collaboratories, Interactions, 5(3), 31, New York: ACM Press.

Catsimatides, A. M. (2007). Double Skin Glass Facades for High Performance Buildings. Syracuse University School of Architecture.

Chen, X. (2013). STEM Attrition: College Students’ Paths Into and Out of STEM Fields (NCES 2014-001).

National Center for Education Statistics, Institute of Education Sciences, U.S. Department of Education.

Washington, DC. Firestein, S. (2013, February). The Pursuit of Ignorance [video file]. Retrieved from http://www.ted.com/talks/stuart_firestein_the_pursuit_of_ignorance Henderson, C., Beach, A., & Finkelstein, N., 2011. Facilitating change in undergraduate STEM instructional practices: An analytic review of the literature. Journal of Research in Science Teaching, 48(8), 952–984.

Janssen, J. E. (1999). The history of ventilation and temperature control. ASHRAE Journal, 41(10), 48-70.

Kim, J. and Rigdon, B. (1998). Sustainable Architecture Module: Qualities, Use, and Examples of Sustainable Building Materials. National Pollution Prevention Center for Higher Education.

Kim Sung, D. (2012, May) Metal that breathes [video file]. Retrieved from http://www.ted.com/talks/doris_kim_sung_metal_that_breathes Kurtz, A. D., Bruck, D. C., Salter, C., & Lubman, D. (2009). Leadership in Energy and Environmental Design for Schools-2009 Acoustics Prerequisite and Credit - Evolution and Future Direction. Paper presented at the 157th Annual Meeting of the Acoustical Society of America.

Lechner, N. 2009. Heating, Cooling, Lighting: Sustainable Methods for Architects, 3rd Edition. Hoboken: John Wiley & Sons, Inc., 2009.

Mansavage, B. (2013). “Architecture: It’s not science, it’s art.” Daily Jounral of Commerce, Seattle. http://www.djc.com/news/ae/12058836.html President’s Council of Advisors on Science and Technology (PCAST), 2012. "Engage to Excel: Producing One Million Additional College Graduates with Degrees in Science, Technology, Engineering, and Mathematics.”

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Schneider, M. (2002). Do School Facilities Affect Academic Outcomes? Washington, D.C.: National Clearinghouse for Educational Facilities.

Taylor, Anne P., and Katherine Enggass. 2009. Linking Architecture and Education : Sustainable Design for Learning Environments. Albuquerque: University of New Mexico Press, 2009. eBook Academic Collection (EBSCOhost), EBSCOhost (accessed July 31, 2014).

U.S. Green Building Council (USGBC). (2005). “Buildings and Climate Change.” Retrieved from http://www.documents.dgs.ca.gov/dgs/pio/facts/LA%20workshop/climate.pdf Valerdi, R. (2013). Modeling the STEM ecosystem. Industrial Engineer, 45(5), 28. Retrieved from http://search.proquest.com/docview/1352814983?accountid=14214 Wu, W., & Ng, E. (2003). A review of the development of daylighting in schools. Lighting research & technology, 35(2), 111-125.

Wyon, D., & Wargocki, P. (2007). Indoor Environmental Effects On The Performance Of School Work By Children. (1257-TRP). ASHRAE.

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