Latest Reports

Virtual and augmented reality are bringing new learning experiences to today’s medical students—and their campuses. The building boom is part of a revolution in the way medicine is taught. Today, medical students often learn with sophisticated mannequins, computer models, and collaborative electronic projects. Now, some schools are taking the technology a step further, building immersive environments where the doctors, nurses, and dentists of tomorrow can experience real medical settings and explore human anatomy in three dimensions.

A post-occupancy evaluation for a new engineering facility at the University of Kansas (KU) illuminates the ways physical space influences STEM students’ experiences, and sets new standards for effectively studying project outcomes. According to Tim Reynolds, a principal with the Science & Technology studio of national architecture firm TreanorHL, “Too often, post-occupancy evaluations tend to be rather shallow—focused on things like lighting and furniture rather than actual program experience.

Getting the most out of workspace is no longer a matter of cramming in more cubicles. Increasingly, organizations are seeking to adapt their spaces to the ways people actually work and what makes them engaged and productive. Gone are the days when people sat at a desk for eight hours, with breaks for lunch and coffee. In some workplaces, people work at “their” desks for less than a third of their work time.

All lab work—experiments, equipment usage, write-ups—occurs on countertops, but these flat horizontal surfaces are rapidly changing. “Today, lab work surfaces need to be adaptable, flexible, ergonomic, mobile, reconfigurable, versatile, sustainable, design-oriented, aesthetically pleasing, cost-effective, and easy to install,” says Arnulf Penker, president of FunderMax, a designer and producer of wood-based materials and compact laminates in St. Veit an der Glan, Austria.

Renovating an existing science facility or constructing a new building at today’s busy colleges requires the right approach in order to minimize the impact on students and faculty, while also adhering to the institution’s financial goals and strategic plan. It is important to design the project in a manner that allows students to complete their courses, and for faculty to maintain their research and teaching schedules. This is achieved with one of three phasing strategies: using 100 percent temporary facilities, no temporary space, or a hybrid of both.