2.1: Overview: The Process

In planning a science facility, a school system must translate an educational conception into a three-dimensional place. In order to ensure that the facility is appropriate and well-designed, many points of view and areas of expertise must be tapped. A planning committee is assembled to bring together the diverse experience required. Sometimes the committee is charge with planning a whole facility; other times the task at hand may be restricted to science only. The committee will see the project progress through a number of distinct phases, from inception to occupancy. Although the process will vary from place to place and project to project, the basic sequence is consistent. The following steps outline a typical process:

• Project approval and site selection;
• Planning committee and planning sub-group formation;
• Committee discussions and decisions on program, philosophy, content, staffing, organization, etc;
• Educational specifications on preparation;
• Selection of an architect;

• Pre-design meeting with the architect;
• Schematic design;
• Design development;
• Preparation of construction documents;

• Bidding and contract award;
• Construction;
• Completion and acceptance of project;

• Installation of movable equipment and furnishings;
• Occupancy of facility;
• Post-occupancy evaluation.

The planning phase encompasses the identification of a need for a project and the definition of a solution involving construction of a new facility or renovation of an existing one. Decisions are made within the framework of a master plan. Once a project is identified, an educational specifications committee is formed to define the parameters of the project. The resulting document, the educational specifications, serves as the basis for the design phase which follows.

2.2.1: The Planning Committee

The planning committee is a collection of people with diverse interests and expertise. The planning committee plays a key role in decision making. Although the planning process takes longer with many persons involved, divergent frames of reference and points of view provide a broad basis for valid decisions. These decisions will guide the planning and design processes, creating a functional facility.

Planning committees vary in their size and composition, but all planning committees should include at minimum the following:

• the superintendent or his/her representative;
• the local school facility planner;
• the MSDE school facility specialist;
• the science supervisor and other content area supervisors as appropriate;
• the principal;
• science teachers and other teachers as appropriate;
• students and their parents.

Other members may include:

• staff responsible for supporting services, such as food service, transportation, security, safety, or maintenance;
• community members and/or business leaders;
• representatives of other local government agencies;
• representatives of institutions of higher education;
• architect or other design/construction specialists if selected during the planning phase.

The local administration insures that educational programs, budget constraints, and facilities standards are incorporated into the project. The facility planner is usually responsible for coordinating the process.

The end users of the facility are represented by the principal, teachers, students, and parents. In the case of a new facility for which staff has yet to be assigned, personnel and students from the other facilities can substitute for the eventual occupants. The participation of the end users insures that theory will not overwhelm practical concerns, and provides the insight that grows from daily experience.

The local science specialist or supervisor is a key committee member for science facilities and must be involved from the onset of the project. This assures his/her participation in the total project and utilizes his/her knowledge and expertise in the formation of both science programs and science facilities.

The MSDE school facilities specialist participates in an advisory role. He/she can serve as a resource about national trends, practices across the State, and State-level standards and references. The specialist can also serve as a link to other State agencies.

The architect may join the project at its inception or after the completion of the educational specifications. It is the architect’s job to turn the text of the educational specifications into two-dimensional drawings and design documents, which will form the contract documents for construction.

For large or complex projects, additional planning committee participation may come from other government agencies or from the neighboring business or residential community.

On a large project, the committee will be divided into interest area subcommittees. One subcommittee will include the science program; this may include other disciplines such as science, math, and/or technology, or it may be a science-only group. Careful organization of subcommittees is critical, because its framework can encourage communication across disciplines. The composition of the subcommittee should reflect the educational philosophy of the program.

Science-related subcommittees should be organized to assist and give direction to the general planning committee. The science subcommittee members should be knowledgeable about science and science instruction. They may include the supervisor of science, science teachers, MSDE science consultants, students and perhaps community science experts. This subcommittee will define in detail the science program requirements and monitor the project as it progresses to insure that those needs are met. They and the other subcommittee members will also define the scope of integration of science with other disciplines.

The planning committee and subcommittees should be involved throughout the processes of facilities development, although their major impact is in planning and design phases. The committee will review the project at major milestones. Specifically, the committee should participate in the following steps:

• Preparation of educational specifications;
• Interpretation of the educational specifications for the project architect;
• Development of alternative schematic design concepts;
• Review of schematic design documents;
• Review of design development documents;
• Post-occupancy evaluation.

 

Summary of Committees and Responsibilities General Planning Committee Membership Role Superintendent or Representative As the chief school official, final decisions concerning facilities rest with the superintendent. Facility Planner This expert in both education and facilities should serve as a resource person to and coordinator for the committee. Local Instructional Specialists The committee experts in content areas should have the decision making authority to define programs and make recommendations. Principal The principal should serve as a generalist and guide the project within the total school program. Teachers Selected teachers should serve as experts in building usage and assist in decisions in their fields of expertise. Students and Parents Students and their parents should participate to guide the committee toward decisions in their fields of expertise. Support Services Support Services personnel with expertise on pertinent aspects of the project provide insight into procedures and standards. Community Members Community members may express neighborhood concerns or provide input on other issues. MSDE Facilities Specialist Specialist in school facilities interprets State procedures and guidelines and provides information about national and statewide trends in science and other areas. Interest-Area (Science) Subcommittee Science Supervisor The Science Supervisor may serve as chair on the subcommittee, or may share the chair with related disciplines. Teachers of Science and Related Disciplines Teachers serve as end-users of science and other facilities, providing insight into activities, equipment, and facility use. Business and Industry Representatives Many community persons work in scientific fields and can provide different points of view for the subgroup.

2.2.2: Educational Specifications

Educational specifications articulate the physical requirements for the project as an outgrowth of the educational program. Educational specifications distill the national, state and local goals, translated into instructional strategy, into a set of physical requirements. They must be consistent with the local educational facilities master plan and the overall project scope, capacity, and budget as approved by state and local sources. They will guide the planning committee and the architect through the design and construction of the project. Educational specifications are a text document describing program, educational activities, philosophy, and performance expectations for construction projects. They are needed whether the project involves new construction, addition, or renovation. The content of the educational specifications should include the following:

Section I: Project Rationale

• Introduction
• The Community
• School Board Policies
• Belief Statements
• Scope of Work, Budget, and Schedule

Section II: The Educational Plan

• Curriculum
• Instructional Methods
• Staff Support
• Technology

Section III: Project Design Factors

• Site Conditions
• Building Systems

Section IV: Activity Areas

• General Overview
• Program Function

Section V: Summary of Spatial Requirements

This outline is from Appendix D of the State of Maryland Public School Construction Program Administrative Procedures Guide. The Guide contains further explanation of the intent of each section. The final educational specifications document is a record of decisions about activities for students, teachers, and administrators, and descriptions of spaces to support such activities.

The completed educational specifications become a foundation document from which the project architect proceeds with the design. It also serves the educational community as a bench mark for checking the progress of the project and its responsiveness to the intended programs.

After the educational specifications document has been completed and approved, the architect begins to transform them into a design for physical space. In designing a facility, an architect starts with a general, or schematic view of the program, and gradually develops a very specific response to the program requirements. The final design product is a set of instructions for a contractor, depicting in detail the intended facility. Each design phase builds on the previous work and reflects a dynamic process of interaction between the architect and the planning committee.

2.3.1: Pre-Design

When an architect assumes responsibility of the design project, he/she assumes a set of requirements. The foundation of these is the educational specifications document, but additional requirements are building codes and regulations, local or state level standards and procedures, and constraints imposed by funding and existing conditions. Often a preliminary meeting is held to identify and clarify the project requirements, and to interpret the educational specifications as needed for the consulting architect. The planning committee, the MSDE school facilities specialist, and the architect should be present. When renovating an existing building, it is useful to hold the pre-design meeting at the subject school.

2.3.2: Schematic Design

The schematic design phase develops two or more preliminary design solutions, each meeting major program goals. Schematic designs will be conceptual, and derive from requirements set forth in the educational specifications and good architectural and engineering practice. Usually the planning committee will select one solution, which the architect will refine through a process of review and revision.

For a science facility, the planning committee should monitor the schematic design closely for overall relationships between science and other disciplines, between science and the outdoors, and for the relationships among science spaces, including labs, preparation and storage areas, and so on. Within the science spaces, there should be an indication that an appropriate workstation layout can develop from the space and proportions provided, although a detailed layout may not be available until later. If the project under review is dedicated to science, large scale plans showing student workstations should be available at this phase.

If the project entails the renovation of an existing facility, the architect should convey a thorough understanding of the existing systems and conditions within which the renovation will take place. Formal evaluations of code, existing mechanical and electrical capabilities, and other underlying conditions, if not done prior to this phase, must be completed now.

It is important to develop more than one scheme in order to fully explore alternatives. Each scheme should openly present pros and cons so that the planning committee can properly evaluate trade-offs and priorities. At its best, the schematic design process advances the project by bringing the educational specifications into graphic reality and by providing a vehicle for input from the educational community.

It is important for the committee members to carefully evaluate the designs and to provide comments and criticism when needed. It is easiest to make changes early in the design process. Compromise is often necessary to balance competing requirements, such as the need for ample space versus the limits of a fixed budget.

After the planning committee, led by the facility planner, accepts a schematic design, it will be submitted for formal review at the local and then the state level. Sometimes more than one submission is required before all approvals are given.

2.3.3: Design Development

During the design development phase, the basic elements, as articulated and approved in the schematic design phase, are developed and fine-tuned. The building’s footprint and individual room dimensions are finalized, fixed furnishings and equipment are located, construction details are begun, utilities and systems are developed and located, and all aspects of the project take on greater depth and sharper focus.

The planning committee has an important role at this phase because design development represents the first opportunity to get into the details of the design and may be the last practical opportunity to make substantial changes in the project. For science facilities, attention to detail is critical. Building upon the approved schematic design, the architect will present the finalized size and relationships of spaces, workstation layout, equipment locations, electronic communications elements and systems, and so on.

Movable equipment and furnishings, though not typically funded and installed during construction, should be shown on design development drawings to convey the architect’s understanding of the layout, circulation, utility requirements, and other design considerations. Plumbing, heating, ventilation, cooling, lighting, and power systems are developed. Safety systems are located.

Design development is a good time to discuss finish requirements and detailed storage requirements. Cost estimates, energy analysis, and other data are presented during design development. This phase, like schematic design, is formally reviewed at the local and State level.

2.3.4: Construction Document Phase

During the construction document phase, the architect produces detailed documents which will form the heart of the contract for construction. The primary contract documents are construction drawings and written specifications. A detailed cost estimate is finalized at this time. All systems and elements will be fully described, including: demolition, site work, structural work, masonry, roofing, doors, finishes, equipment, plumbing, heating and cooling, fire protection, lighting, power, and electronic communications.

The science supervisor may review the equipment lists to assess training needs for new components and systems. This will aid in a well-coordinated move-in period later on, when the facility has been completed.

At this phase, the design should manifest the decisions made by the architect and the planning committee. If substantial changes to the design originate outside of the planning committee, they should be brought to the attention of key decision-makers from the general committee and/or subcommittee for evaluation and acceptance.

When the construction documents are complete, they will be reviewed at the local level. Locally approved documents will then be reviewed at the State level; once approved the project can be bid for construction.

During construction, the decisions of the planning committee take on three-dimensional reality.

2.4.1: Construction

During the construction of the science facility, planning committee involvement may be limited to color selections or other minor input. Significant changes to the project are unusual during construction, but do sometimes occur due to unforeseen circumstances. Changes which affect the science program in a substantive way should be brought to the notice of the science supervisor.

If the project entails the renovation of an existing science facility, construction may be phased so that the school continues to operate while renovations take place. If this occurs, coordination will be necessary between the facility planners and the school staff to vacate areas on schedule and to isolate areas under construction. In general, school staff members should bring any problems or concerns to the attention of the school system’s facility planner rather than trying to resolve issues directly with the contractor.

2.4.2: Installation of Furnishings and Equipment

Once the construction of the science facility is substantially complete, furnishings and equipment are installed. Some components may be installed under the general contract for construction, but there may be independent vendors and others involved at this phase. Careful planning is required to coordinate responsibilities, which typically include provision, installation, testing, and balancing of equipment; and insuring that warranties, operating manuals, training, and maintenance of new components and systems are obtained.

2.4.3: Occupancy and Post Occupancy Evaluation

Once construction is complete, the staff can move into the facility. Provisions for training in operating new equipment and systems should be made before the students arrive. Maintenance personnel should become familiar with any new materials or finishes and their requirements, as well as with mechanical systems. Staff should note any questions and notify their facility office of any problems encountered. It is best to correct problems before the final payments have been made, and while components are under warranty.

After the building has been occupied for at least one full school year, a post-occupancy evaluation is recommended. A post-occupancy evaluation will reveal weak and strong points in the educational specifications, design, and construction. Typically a team including facility planners and educators visit the facility while it is in use. A checklist forms the basis of the evaluation, but there should be provision for comments from users. The facility planners will use this information in revising local standards, and the next educational specifications committee will benefit from the information.

The State of Maryland provides construction funding to school systems through the Public School Construction Program. This program is governed by the Interagency Committee on School Construction (IAC). Staff from the IAC and its member agencies, the Maryland Office of Planing, the Department of General Services, and the Maryland State Department of Education, are available to assist in all phases of project development.

Science facilities may be funded through this program as a part of new school construction, a major renovation, or an addition to an existing school. Currently, additional funding is offered for renovation or new construction of science facilities through the “Look of the Future” program.