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Research + Benchmarking Issue 02 | Connected

February 16, 2022

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Research + BenchmarkingISSUE 2.0 // Connectedi // Article name goes hereConnectedInsights and ideas on how buildings, and designs for them, can support and improve our livesR+Bresearch and benchmarkingISSUE TWO
Table of Contents I N T R O FOREWORD1 LIBRARIES/LEARNING COMMONS EXPERIMENTS IN FOUND SPACE11 PreK-12 CREATING CONNECTIONS FOR EARLY LEARNERS3 SCIENCE & TECHNOLOGY MAPPING TODAY’S HEALTH PRACTICE TO MODERN HEALTH EDUCATION14 INTERIOR DESIGN POSE BIG QUESTIONS7 SUSTAINABLE DESIGN DIGGING DEEPER INTO EUI21Research + BenchmarkingISSUE 2.0 // Connectedii // Table of Contents
Research + BenchmarkingISSUE 2.0 // Connected1 // ForewordR+B keeps us connected to the outcomes of our work.By connecting with our work as occupied and used by clients, we get invaluable information that we can take back to the drawing board. This helps us discover the way conventional wisdom or design trends play out. Evaluating our previous work as a part of our regular process helps us finetune our design solutions.It connects our design teams to the issues our clients are facing.Throughout our R+B efforts, we’re looking for the ways that design connects with people, and how occupants use the spaces intended for them. We offer a counterpoint to the idea of a building as a static object. Rather, as designers we create spaces around human activity, and our research evaluates how spaces enhance (or inhibit) those human activities over time.It connects us to design solutions and strategies.In the R+B Program, we survey and take inventory of approaches to space and human activity. One of our jobs is to help our clients solve or even avoid issues that may not yet be on their radar and offer solutions they would not have otherwise considered. If we are thoughtful, we create spaces that are customized and support diverse people across a range of activities.Each article in this issue is about connection.Connecting young learners to their educational environments Research shows that children thrive when they connect to the places in which they learn. How can design facilitate their path toward education? We examine a variety of approaches that incorporate research findings on learning outdoors and in nature as well as environments that offer self-directed learning. >ConnectedResearch and benchmarking in design is about making connections. In this issue, we look at our R+B process as a vehicle for connection.ONNECTIONS ARE AT THE CORE OF OUR EXISTENCE AND OUR ABILITY TO THRIVE. WE CONTINUOUSLY,SOMETIMES UNCONSCIOUSLY, SEEK MEANINGFUL CONNECTIONS TO OUR FAMILY, FRIENDS, COMMUNITY, AND THE ENVIRONMENT AROUND US. AS DESIGN PROFESSIONALS, WE MUST ACKNOWLEDGE THAT OUR WORK CAN HAVE A PROFOUND INFLUENCE ON THE ABILITY OF END USERS TO CONNECT TO THE SPACES WE CREATE. INTROUniversity of Manitoba – Stanley Pauley Engineering BuildingWinnipeg, ManitobaCBY LAURA FLANNERY SACHTLEBENLaura is the Global Education and S&T Leader at Stantec, and also leads the R+B Program.
Connecting professionals to academia through a research partnership The issues we face as a society move in and out of our buildings every day. Our research is about connecting design to community needs. So, we’re deepening our connections with academia through a research partnership with Lawrence Technological University to study one of the most pressing design concerns of our era, the hybrid work environment.Connecting libraries with the needs of their communityIn many of today’s libraries you will find fewer books. In “Experiments in Found Space” we look at how libraries are repurposing newly available free space for a variety of uses as a way of connecting with the needs of their communities. Connecting health science education with real world methodologiesOur society’s approach to healthcare is changing—hospitals are building holistic care teams around patient needs, for example. Forward-thinking health education institutions understand that they must change the way they teach while getting the most out of their spaces to provide value to students in a competitive marketplace. Health sciences educators want environments that connect with their students and their professional needs. Connecting experts to a complex building processBuildings are becoming more complex with smart systems for example that can reduce their energy appetites. The process of designing and building today’s buildings is similarly complex. To make buildings better and fully realize the power of smart and efficient systems, however, we need a new framework for understanding the building process. Change is the only constant in our communities today. Research enables us as designers to keep pace with and sometimes even anticipate the changing needs of a dynamic society. The better we can connect with our users, our built work, and the needs of our communities, the better we can design for tomorrow. INTROResearch + BenchmarkingISSUE 2.0 // Connected2 // Foreword
Creating connections for early learners How we design learning experiences for our children to succeedesearch tells us that the connections children make in their early education have an impact later in their lives. The data shows that children with access to high-quality Pre-K programs have higher academic outcomes later in school. Early childhood education programs have the potential for setting a child on a path to long-term academic success; however, we know that access to early education is not enough. The environments we design for children play a major role in fulfilling that potential and realizing lifelong impacts in the lives of young learners. Research shows that high-quality early education benefits students. So, what makes a program “high quality”? How can the environment help achieve that standard? Let us explore how the environment can be a positive influence in student success. The National Institute of Early Education Research (NIEER) provides benchmarks for high quality Pre-K that focus on teacher development, appropriate student-to-teacher ratios (1 teacher for every 10 students), and a rich curriculum that addresses the comprehensive Early Learning & Development Standards (ELDS). These standards concentrate on five domains1: 1. Physical well-being and motor development2. Social/emotional development3. Approaches to learning4. Language development5. Cognition and general knowledgeResearch by the Brookings Institution, published in its 2016 report,2 supports this focus on curriculum, highlighting “a well implemented, evidence-based curriculum” as a key factor for effective Pre-K programs. >1. Overview of Changes to NIEER Quality Standards Benchmarks. National Institute for Early Education Research. Retrieved from https://nieer.org/wp-content/uploads/2017/10/Overview-of-Changes-to-NIEER-Quality-Standards-Benchmarks.pdf2. Phillips, D., Lipsey, M., Dodge, K., Haskins, R., Bassok, D., Burchinal, M., Duncan, G., Dynarski, M., Weiland, C. (2017, April 17). Puzzling it out: The current state of scientific knowledge on pre-kindergarten effects. Brookings. Retrieved from https://www.brookings.edu/research/puzzling-it-out-the-current-state-of-scientific-knowledge-on-pre-kindergarten-effects/. RPreK-12Grand Rapids Community College, Phyllis Fratzke Early Childhood Learning Laboratory Grand Rapids, MichiganBY DIEGO BARRERADiego is a Principal and Architect with 15 years of experience in educational facility design.Research + BenchmarkingISSUE 2.0 // Connected3 // Creating connections for early learners
Research + BenchmarkingISSUE 2.0 // Connected4 // Creating connections for early learnersHigh-quality early education comes in many forms. There is rich diversity in how early learners are educated—from programs that immerse students in nature, to programs that focus on social-emotional skills, to others that promote student-led exploration. There is also a trend towards providing young learners with spaces that promote positive interaction, greater access to the outdoors, and more opportunities to explore. These diverse learning strategies can be supported by learning environment designs that enhance student opportunities and support a high-quality educational experience. Choice and voiceA successful learning environment encourages opportunities for learning in various ways, promotes health and wellness, and provides a wide range of possibilities for its users. Thoughtful building design can promote respect for learning and a sense of belonging, ownership, and pride for all members of the school community.3 Often, we find that the best ideas for creating a place that fosters learning come from the community itself.Community and student input help our team create a welcoming place for learning. Young learners feel comfortable in these environments because they reflect their culture and provide choices for shaping their own spaces, sparking interaction and positive exchange. St. Andrew’s Kindergarten in Austin, Texas is a great example of how the design team, working closely with the school community, created spaces that reflect school and community values. Our design process focused on collaboration with stakeholders to develop a common vision and sense of community which > 3. Ritchie, Sharon et al. (2009) First School Learning Environments: Supporting Relationships. Issues in PreK–3rd Education, Number Three. Page 3.The environments we design for children play a major role in fulfilling that potential and realizing lifelong impacts in the lives of young learners.PreK-12St. Andrew’s Episcopal School Au s t i n , Te xa s
Research + BenchmarkingISSUE 2.0 // Connected5 // Creating connections for early learnersshaped the design of St. Andrew’s Kindergarten. Within the design, flexible learning spaces allow students to customize their space for their individual needs. We carefully planned display areas to accommodate student work, further promoting a sense of pride and ownership. Additionally, our design team created space for the community to gather and share work. Breakout space by the entry can accommodate parent and community meetings and the large display wall has space for parents and the community to use. The great outdoorsData shows that learning outdoors, surrounded by nature, reduces stress, promotes activity, and helps students focus. We designed the Springfield Literacy Center in Springfield, PA with these ideas in mind. The outdoor space features plants and vegetation that provide tactile and sensory experiences for students allowing them to explore and learn while they play and connect with nature. Our design team was inspired by studies that show movement and physical activity assist students’ learning and retention. We used this idea to create the alphabet walk which encourages students to practice their ABCs while engaging in a modified version of hopscotch. We can bring the outdoors indoors. For the Child Development and Learning Lab, designed as part of the College of Education and Human Services for Central Michigan University, our design team aimed for a strong indoor-outdoor connection. By incorporating tall windows looking into an outdoor Learning Garden, the design offers a high level of transparency and natural light to the interior spaces while providing a direct outside connection.Curiosity and exploration Many Pre-K schools embrace the principle of a prepared environment to facilitate student exploration > Children who have access to high-quality Pre-K programs have higher academic outcomes later in school. PreK-12Springfield Literacy CenterSpringfield, Pennsylvania
Research + BenchmarkingISSUE 2.0 // Connected6 // Creating connections for early learnersand independent learning. For the Early Learning Laboratory in Grand Rapids Community College, our goal was to design a space where students had the freedom to explore and have access to stored materials to use for creative projects. This freedom also engenders responsibility as students know to use the materials respectfully and return them to their location when finished. Also, through this method, students shape their learning experience depending on their level of curiosity. A thoughtfully designed space promotes this curiosity in an organized and flexible environment. Through technology integration, the classroom design gives students access to devices when appropriate, while not making these the focus of the space. Early childhood education propels students to succeed later in life, and a well-designed Pre-K facility offers a place for that learning to start. It provides students a place where they make connections with their peers, with the content, and with their community that will have a positive impact throughout their lives. The quality of the spaces within a facility should respond to the needs of early learners and create a foundation for their path to fulfilling their learning potential. Early childhood education propels students to succeed later in life, and a well-designed Pre-K facility offers a place for that learning to start.PreK-12Grand Rapids Community College, Phyllis Fratzke Early Childhood Learning LaboratoryGrand Rapids, Michigan
Pose big questionsA new collaboration with our academic partners tackles urgent topics in design research.hether you are practicing design, learning how to do so, or teaching others about it, curiosity is an important driver for creating better solutions. How will digital technology reshape the way we experience interior spaces? How can we design more resilient communities that will thrive even when stressed? What’s the relationship between design, inclusivity, and equity? These are some of the questions that have been driving our most recent research explorations, and it turns out we weren’t alone.At Stantec we love engaging with educators and students, and not just when they happen to be our clients. For the past three years, Stantec has been a proud sponsor of the Interior Design Educators Council (IDEC), an organization whose mission is “the advancement of interior design education, scholarship, and service.” The IDEC is a platform that connects interior design students, educators, and practitioners. This year we wanted to take our partnership to the next level and find an opportunity that not only gives back to the education community financially, but also supports our mutual goals: improvement of our practice through research and preparation of students for careers as design professionals. >WBristol-Myers Squibb Biologics Discovery CaliforniaRedwood City, CaliforniaINTERIOR DESIGNBY GWEN MORGANA Principal and Stantec’s Discipline Leader for Interior Design, Gwen is passionate about creating dynamic learning environments.Research + BenchmarkingISSUE 2.0 // Connected7 // Pose big questions
Research + BenchmarkingISSUE 2.0 // Connected8 // Pose big questionsThe Stantec Innovation Partnership GrantInspired by these commonalities, the Stantec Innovation Partnership Grant was born. Through this grant, we invited academic research teams to partner with us to explore a question of interest within one of three themes as they pertain to workplace, healthcare, or educational facilities.1. SMART BUILDINGSThe ways in which we meet, work, move, share, and relax are entwined with digital tools that inform, arrange, measure, display, suggest, and prompt us through our daily experiences. As interior designers, we strive to create the most effective settings in which all these activities take place, even as technology innovation accelerates. What are the implications for interior designers seeking to provide the optimum human experience for a client in this ever-shifting context? How can interior designers leverage the tools available for clients today, while maintaining flexibility for the future? What is the appropriate balance between benefits and consequences technology may present, for example connectedness and respite, convenience, and privacy?2. RESILIENCEHuman nature seeks growth, change, flexibility, and increased strength. We want to thrive, not just sustain. Design plays a key role in creating a resilient community with the ability to bounce back stronger from shocks and stresses. In an increasingly volatile environment, how can interior designers offer our clients choices that help them meet their current needs in a way that allows flexibility for the future, whether that be their own changing needs over time or for a future occupant of a building? What decisions can an interior designer make that achieve beauty, functionality, and durability while lowering the environmental impact of our projects? How can we create spaces that foster social resilience, enhance local identity, strengthen community cohesion, and provide refuge from tumultuous events, both climatic and social?3. DESIGN JUSTICE Design justice explores the relationship of design, inclusivity, and diversity to uncover structural inequities in the interior environment and the processes by which it is designed. At a minimum, we ask how we design in such a way that all voices are authentically expressed and heard? How do our designs make it possible for people to feel safe, included, and equal? What are the opportunities in design that will encourage individuals to thrive and be their best selves? How can interior design contribute to a diverse and flourishing society?We received a number of entries for the grant, all of them thought-provoking and intriguing. Through a double-blind selection process, we chose a proposal in the resilience track from Lawrence Technological University (LTU) examining how interior environments can support tacit mentorship in the hybrid workplace. Traditionally, organizations benefit from the tacit knowledge transfer in workplace mentorship. Now, however, these organizations are curious how the new “hybrid workplace” (the combination of in-person and remote interactions which emerged during the pandemic) influences mentorship and its implicit benefits. >INTERIOR DESIGNTechnology Client Regional OfficeMadison, Wisconsin
Research + BenchmarkingISSUE 2.0 // Connected9 // Pose big questionsThe Stantec team and LTU are now working together to gather qualitative data through interviews and discourse analysis to see what we can learn about the spatial implications of hybrid work for our buildings. There are three phases to the research project.P H A S E 1: Data collectionA team of students will collect data in interviews focusing on tacit knowledge and mentor reflections with focused questions addressing issues around space and proximity. The interviews will span a variety of creative professions including interior design and architecture, as well as industrial design, game design, automotive design, landscape design, graphic design, and others. The interviews will be split between two different experience and knowledge levels. In other words, we’ll talk to both the mentors and the mentees to get both perspectives.PHASE 2:Discourse analysisResearchers will analyze the interviews for qualitative content using a discourse analysis approach. This analysis will focus on elements of interaction in mentorship and growth of professional expertise through tacit and non-structured interaction. The analysis will be distilled into simplified insights.P H A S E 3 : Scenario planningArmed with the insights from the interview analysis, we will host a workshop to explore how design might respond to those takeaways. The workshop will bring together students, professors, researchers, and practitioners to explore, brainstorm, and craft possible interior design solutions to workplace environments that can better support tacit mentorship. >LTU's motto of Theory and Practice are not empty words, but the foundation of everything we do. As a practitioner for nearly 20 years who only recently made the shift to full-time educator, I applied for this grant because I believe there is a powerful connection between academia and design firms—both bringing important perspectives and skills to the partnership. In academia, we have time and resources for research, while the designers in practice bring an important perspective of what is happening in the field in real-time.”Jenna Walker,NCIDQ, IDEC, LEED AP, EDACCollege Professor + Director of Interior DesignLawrence Technological UniversityINTERIOR DESIGNWestern Michigan University Arcadia Flats Student HousingKalamazoo, MichiganCU Denver – City Heights Residence HallDenver, Colorado
Research + BenchmarkingISSUE 2.0 // Connected10 // Article name goes hereDesigning with community in mind means being on the forefront of research and innovation. Stantec is proud to partner with IDEC to advance design scholarship, and we are eager to see the results of the opportunity to work together, as practitioners, educators, and students, to solve problems creatively and improve the quality of life for the communities we serve and inhabit. The research project with Lawrence Technical University has only recently kicked off, is scheduled to be completed by May 2022 and we’re more than a little excited to see where it leads. Keep an eye on future Stantec publications such as this one for a summary of the research team’s findings. T h e Te n ny s o nP l a n o , Te xa sINTERIOR DESIGN
University of North Dakota Chester Fritz Library Renovation Grand Forks, North DakotaStantec | ICON Architectural GroupExperiments in found spaceWhat do libraries move in when shelving moves out?rinted books are taking up less floor space in the modern library. The question of what to do with this found space is usually answered by making it available to users. But how do you know the space is doing what’s required?Libraries are connecting needs and found space in new ways, creating positive outcomes. In our research and interviews, we see alignment between the American Library Association, the International Federation of Library Associations, and library leaders in the emerging trends they see reshaping libraries. While there are dozens of trends, the ones impacting our clients most include hybrid digital/physical service models, demand for community-facing resources and issues of diversity, equity, and inclusion.On many of our library projects, we have promoted the idea of prototyping new spaces and new services in existing spaces during design, working out processes and experiences when changes are less costly. The more we asked, the more we started hearing stories about libraries experimenting with space in ways both big and small—connecting people to nature, testing out innovative programs, meeting needs of underserved communities, and improving user experiences.This inspired us! We know there are uncounted, amazing experiments going on and they should be shared. Our team is reaching out to public, school, and academic libraries, collecting and cataloging these stories, and asking a few questions:How are you using space to experiment with new ways of fostering inclusion and diversity, growing community facing resources, and providing a better service experience?What are the drivers behind your experiment?What are the outcomes?We have only begun to collect input but are encouraged by the breadth of ideas we’re seeing. Consider these early examples of libraries experimenting at the intersection of space and programs as an invitation to share your story.>PLIBRARIES/LEARNING COMMONSP AT R I C K C A L H O U N Patrick Calhoun is an Architect and Senior Planner whose 30-year career has focused on educational planning and design. L E N D A STURDIVANTLenda Sturdivant is a Senior Interior Designer with 14 years of experience in libraries and educational facilities design.Research + BenchmarkingISSUE 2.0 // Connected11 // Experiments in found space
Research + BenchmarkingISSUE 2.0 // Connected12 // Experiments in found spaceUniversity of North Dakota – Chester Fritz Library (Grand Forks, North Dakota)The 2017 library master plan proposed a low-cost, high-impact way to build excitement for future renovations: repurposing space occupied by reference materials and a massive service desk to test new service models, provide collaboration space, and create a one-button AV studio for student and faculty use.Now expanded and named the Knowledge Commons, it offers permanent services including the student-led Peer Research Consultants, the one-button studio, reference librarians and access services. The library provides drop-in space for the Writing Center, student advisors, new student orientation and others. The increased foot traffic means more students are aware of available services. Other groups now show interest in providing pop-up services in the library. LIBRARIES/LEARNING COMMONSUniversity of North Dakota Chester Fritz Library RenovationGrand Forks, North DakotaUniversity of Michigan – Shapiro Library Renovation (Ann Arbor, Michigan)The University of Michigan’s Shapiro Undergraduate Library, with large areas of traditional quiet study and stacks, serves the entire undergraduate student body as part of multi-library system. As part of its renovation of the third floor for new services and spaces, the Library Environment Department created a framework to prototype and measure how spaces and services could meet new institutional goals of “explore/create/share.” This experiment in building use gained extra dimensions during a pandemic and renovation delay that allowed for deeper understanding of student and staff needs over three different situations:PRE-PANDEMIC: The department experimented with small temporary spaces to test user tolerance for visibility, noise, and privacy. Study space prototypes were implemented to test group study and desired amenities for our service and space framework with varied furniture and layouts. Regular observation, student surveys and heat mapping showed that ”share” behaviors more than doubled in the prototype spaces.PANDEMIC:The department pivoted to serving diverse needs in the library spaces during the pandemic. It implemented contactless pickup area for holds and interlibrary loans in the atrium. Temporary welcome desks in multiple library buildings provided information for incoming students. Advanced reservation study tables and on-the-spot reservable study carrels were also made available.FUTURE:Data provided from the last two years will inform the Library Environment Department’s programmed use of the renovated third floor. It will continue the experiment by providing long-form student project spaces, solo and group study, varied seating, a “living room” space for gathering and relaxing, pop-up exhibit spaces, and spaces for instruction, workshops, and service experimentation, particularly around digital scholarship. >
Research + BenchmarkingISSUE 2.0 // Connected13 // Experiments in found spaceUniversity Park Public Library, (University Park, Texas)At the University Park Public Library, the layout includes a ground floor lobby entry, main services on the second floor, and a community meeting room on the third floor. The third-floor meeting space was created to provide rentable gathering/event space for up to 110 people and is equipped with A/V technology to support a variety of activities. The second floor hosts traditional library services as well as a flexible children’s area with mobile shelving that can be moved to accommodate a variety of children’s programs. But the popularity of the children’s programs in the community, regularly drawing 100+ attendees, meant the space quickly outgrew its capacity.The library pivoted the highly flexible meeting room and added to its many uses by hosting the children’s programs on the third floor. As an added benefit, this relocated one of the noisiest activities out of the open library.Oakton Community College (OCC) – Cannabis Lab (Des Plaines, Illinois)The emerging cannabis industry has been a learn-on-the-job profession, with few formal training processes. Oakton was awarded a Community College Cannabis Program License by the state to create a cultivation lab on campus. Partnering with a regional producer, OCC developed this into a full production lab.When developing the program, a major hurdle was finding secure space in the main campus building to house the program’s 3,000 SF lab. The answer? Head to the basement. Underutilized storage space in the lower level of the library wing turned out to be perfect—secure, not easily reached, and able to support a standalone HVAC system.While not the original plan for this library space, this unique use proves that flexible library space is perfect for trying current ideas. The College has started looking into how the remaining space can support student learning in traditional ways. Testing new ideas in existing spacesTo remain relevant as a physical space, the modern library must be a place of discovery, resources, and exploration. Testing new ideas in existing spaces is a cost-effective way to quickly prototype, measure and develop strong programs, reimagining what is possible before undergoing a major renovation or new construction.We’d love to hear from you! To share your story of experiments in space and programs, participate in our survey. For more on the ALA Library of the Future Trends, visit www.ala.org/tools/future/trends.LIBRARIES/LEARNING COMMONSTemple University – Charles LibraryPhiladelphia, PennsylvaniaStantec | Snohetta
Camosun College – Alex & Jo Campbell Centre for Health and Wellness Victoria, British Columbia Research + BenchmarkingISSUE 2.0 // Connected14 // Mapping today’s health practice to modern health educationMapping today’s health practice to modern health educationRecent health sciences projects make an interdisciplinary approach a reality.Emerging trend: Interdisciplinary health science educationLikewise, health science education is trending toward practices which recognize the importance of building teams focused on shared themes of human health and well-being. An aging population coupled with a critical need for healthcare professionals is fueling an expansion of health sciences education across a broad array of institutions. Facing this ”perfect storm” of unmet demand and evolving delivery models, health science education is advancing to focus on interprofessional cooperation along the entire continuum of care. So, today’s challenge for health science designers is to map healthcare practice to education, creating meaningful connections between pedagogy and contemporary practice. There’s terrific opportunity but also complexity to embracing this interdisciplinary approach and it is not always a perfect fit. Within a university, for example, how do you bridge the gap between cohorts studying specialization while also giving them opportunities to collaborate in realistic simulations which engage the full range of healthcare delivery partners? Further, for many institutions, the challenge and opportunity extend to the integration of a rigorous health sciences curriculum with the strengths in the liberal arts and humanist studies which define them.As designers, we look for opportunities to design these health science facilities with collaboration space, as well as spaces that connect to and simulate the entire continuum of care. Flexibility is key here, because the healthcare practices we want to map in education continue to evolve. >EALTHCARE IS CHANGING, REORIENTING TO NEW APPROACHES TOWARD TEAMS OF SPECIALISTS WHO FORM, OFTEN TEMPORARILY, TO MEET THE SPECIFIC NEEDS OF THE PATIENT. WE REGULARLY DESIGN HEALTHCARE BUILDINGS FOR PROVIDERS SUCH AS THE VETERANS ADMINISTRATION WHICH TAKE SOME DEGREE OF AN INTERDISCIPLINARY APPROACH TO PATIENT CARE.HSCIENCE & TECHNOLOGYCYNTHIA LABELLE Cynthia is a Principal, Lab Architect, and the Science and Technology Market Leader for Stantec’s Texas Buildings practice. A L E X WINGBalancing analysis and design, Principal Alex Wing develops optimal solutions between academic, research, and support facilities to achieve client goals.
Research + BenchmarkingISSUE 2.0 // Connected15 // Mapping today’s health practice to modern health educationEmerging strategy: Extend the use of spaceAlongside the trend toward interdisciplinary, team-based health sciences is the need for colleges and universities to get the best value in capital expenditures, coupled with an increased focus on reducing carbon footprint. Institutions are challenged to do more with less. Specialized spaces with minimal or sporadic use patterns are required to become as flexible as possible. Institutions are looking for designs that allow them to share resources across departments, get multiple uses out of a space, and integrate opportunities for ad-hoc utilization. At Lebanon Valley College, we designed a physical therapy space that can transform into a conference/event space and serve as a continuing education resource and resource for the institution. We always consider other elements we can layer onto the program to extend the use of space.Health sciences education has obvious redundancies. Traditionally, nurses, doctors, and technicians use suites of spaces dedicated to fundamental courses like anatomy or clinical skills. We can thoughtfully design these spaces with the ability to adapt to multiple modes of instruction. This multi-modal approach enables suites of spaces to simulate a wider range of healthcare settings while encouraging interaction and collaboration between cohorts. In addition, these multidisciplinary, flexible spaces can serve as regional resources, generating additional income streams for the host institution. >SCIENCE & TECHNOLOGYThompson Rivers University Chappell Family Building for Nursing and Population Health Kamloops, British Columbia
Research + BenchmarkingISSUE 2.0 // Connectedi // Article name goes hereConnectedInsights and ideas on how buildings, and designs for them, can support and improve our livesR+Bresearch and benchmarkingISSUE TWO
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Ideas on how buildings, and designs for them, can support and improve our lives

Our design work can have profound influence to connect people to the spaces we create and to one another. In Research + Benchmarking (R+B) Issue 02, our team examines the connections between young learners and their educational environments; libraries and community needs; and health sciences education and real-world practice. We also share how we’re connecting to academia through a new research partnership and even take a look internally at how we can better connect our teams throughout a complex building process in pursuit of high-performance design.

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