TEACH TO LEARN: LEARN TO TEACHA SCIENCE EDUCATION RESOURCE CENTER AT OMSISUPPORTING THE FUTURE OF SCIENCE EDUCATION AT THE POINT OF MOST IMPACT: EDUCATORS

mariah marshall - fall 2010 thesis prep document

TABLE OF CONTENTS

1 THESIS STATEMENT

2 SITE A. LEARNING TO LIVE BELOW THE INTERSTATE B. SITE INFUSED WITH INFRASTRUCTURE

3 PROGRAM A. PROGRAM THESIS B. CURRICULUM

4 PRECEDENT A. CONCEPTUAL PRINCIPLES B.UNDER SPACES C.EDUCATION

5 NEXT STEPS WINTER & SPRING TERM 2011

6 BIBLIOGRAPHY

“PEOPLE DO THEIR BEST WHEN THEY DO THE THING THEY LOVE, WHEN THEY’RE IN THEIR ELEMENT. WHAT IS IT TO BE IN YOUR ELEMENT? WHEN PEOPLE CONNECT WITH THIS POWERFUL SENSE OF TALENT IN THEMSELVES THEY DISCOVER WHAT IT IS THEY CAN DO. THEY BECOME SOME-BODY ELSE, AND THAT TO ME IS THE PREMISE OF BUILDING A NEW EDUCA-TION SYSTEM.”

SIR KEVIN ROBINSONPROFESSOR EMERITUS AT UNIVERSITY OF WARWICK

Science EducationUrban Vs. Rural

1 THESIS STATEMENT TEACH TO LEARN: LEARN TO TEACH

1 THESIS STATEMENT TEACH TO LEARN: LEARN TO TEACH

Urban schools often speak of the city being their classroom yet many students have the common experience of being shuttled to a nature center outside of town to experience “nature.” While there is little harm in this practice the natural processes present in the city are de emphasized. This thesis proposes a education focused facility dedicated to the continuing education of teachers themselves focused on science in an urban environ-ment. In Oregon becoming a Science teacher typically involves an under-graduate degree in education and additional focus on science courses or a double major.1 The Oregon Department of Education also expects teachers to continually deepen their understanding of their subject area.2 This fa-cility would greatly expand upon the current one room Science Education Resource Center (SERC) at OMSI and make it a unique facility. If OMSI is a facility dedicated to bringing science to children then SERC is a facility dedicated to bringing continuing education and course resources to educa-tors. This project supports the idea that educators can enliven their own classrooms through the continuing education they receive at SERC.

1 How to Become an Oregon Teacher: An Advising Guide to Teacher Preparation Programs in the State of Oregon. Rep. Oregon University System, 2008. Web. 7 Dec. 2010. <http://www.ous.edu/programs/teached/files/AdvisingGuide2008Final.pdf>.2 “Science - Professional Development - Oregon Department of Education.” Home - Oregon Department of Education. Web. 07 Dec. 2010. <http://www.ode.state.or.us/search/page/?id=1580>.

2A SITE LEARNING TO LIVE BELOW THE INTERSTATE

Every city in the world has spaces that are under utilized, ignored, or even unknown. In biology the term cosmopolitan distribution describes the state of being found almost anywhere in the world and this thesis attacks one riverfront lot located beneath I-5 at SE Water Avenue and SE Clay Street in Portland. Many of these spaces are created as a consequence of heavy-handed city planning, like elevated freeways, in the case of this pro-ject. Access points to the Willamette River on the East Bank are far and few between and prime riverfront property becomes less desirable when it lies beneath 6 lanes of traffic and is scattered with 50 foot tall columns. This thesis proposes a re-habilitation of the previously described lot.

~87,778 sq ft

SE HAWTHORNE AVESE

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SE CLAY ST

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D OMSI EXHIBIT BUILDING SHOP

PORTLANDCOMMUNITYCOLLEGE

SE HAWTHORNE AVE

SE CLAY ST

OMSI EXHIBIT BUILDING SHOP

PORTLANDCOMMUNITYCOLLEGE

2A SITE LEARNING TO LIVE BELOW THE INTERSTATE

2A SITE LEARNING TO LIVE BELOW THE INTERSTATE

2B SITE SITE INFUSED WITH INFRASTRUCTURE

6000 sf 200 sf

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Everyone has been to school, and schools have classes that in turn have a curriculum which is brought to students by a teacher. Similarly eve-ryone has been in a building and buildings have rooms which have purposes that are understood by their user. I envision developing a program for this project with the concept of a “curriculum to develop ideas for spaces which can facilitate education. A course is designed to make students ask ques-tions and gain a deeper understanding of the subject material.1 How can a space do the same thing? Its not merely a question of square footage just as learning history is not merely memorizing dates. What important con-cepts enrich the numbers? The following preliminary program makes an attempt at this idea.

1 Wilson, Ed.D, Leslie Owen. “Curriculum.” University of Wisconsin-Stevens Point. Web. 07 Dec. 2010. <http://www.uwsp.edu/education/lwilson/curric/>.

3A PROGRAM PROGRAM THESIS

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3B PROGRAMCURRICULUM

ACCESS front deskcentral public spacesecurity

employee access

BASIC NECESSITIESmaintenance & recycling facilitiesbathroomsstorage

employee break room

OPERATIONSprogram administration

record keeping

DIDACTIClab spacelandscapedigital resource libraryclassrooms-teachers & k-12 studentssmall auditorium/lecture hall

video conference space

RITUALkitchen

informal gathering spaces

4A PRECEDENTS CONCEPTUAL PRINCIPLESIDEAS ON BIOMIMETIC & BIOPHILIC DESIGN

TWO OPPORTUNITIES (not mutually exclusive):biomimicry (v.) -translation of a strategy inspired by nature into a buildable structurebiophilia (n.) - “instinctive bond between human beings and other living systems” (edward o. wilson - biophilia)

SCIENTIFIC [DESIGN] METHOD vs BIOLOGICAL DESIGN SPI-RAL

-identify a problem you would like to solve

-formulate a hypothesis -test the hypothesis -collect and analyze the data -make conclusions

Biosynergy is a term that encompasses many different ideas. In this thesis I would like to investigate Bi-omicry as I believe it was originally intended, not a direct copy, but a framework for metaphors. I would also like to integrate biophilia as a design consideration to continually remind myself of the purpose of this building, to educate with nature.

image: Biomimicry Institute: http://www.biomimicryinstitute.org/about-us/biomimicry-a-tool-for-innovation.html

SWARM INTELLIGENCE

4A PRECEDENTS CONCEPTUALIDEAS ON BIOMIMETIC & BIOPHILIC DESIGN

Kevin Kelly tells the story of swarm intelligence with bees. He describes an individual bee as a simple creature but when a swarm develops the mass of individual organisms becomes an organism in and of itself. This can also be described as “emergent phenomena” or in simpler terms when one element becomes a group and causes greater impact than the singular element was ever intended to create. The most important concept to take away from the “swarm intelligence” metaphors is that by monitoring the small details of a design you can create a much more sophisticated whole design at the end.1

1 Faludi, Jeremy. “Biophilia.” Worldchanging: Bright Green. 6 May 2004. Web. 16 Nov. 2010. <http://worldchanging.com/archives/000664.html>.

CLOSED LOOP SYSTEM

4A PRECEDENTS CONCEPTUAL PRINCIPLESIDEAS ON BIOMIMETIC & BIOPHILIC DESIGN

A closed loop system in buildings can mean recycling all water on site, creating a net-zero energy building and be related to many other ideas in archi-tectural design. To give this idea a richer metaphor one can use the example of a rainforest. The soils present in a rain forest are typically not rich enough to sustain the life that grows from it. Trees grow a fine mesh of roots close to the surface of the soil to absorb the nutrients and water from decomposing plant matter as quickly as possible.1 This is how a closed loop cycle works in a natu-ral environment and the biggest take-away is that “waste = food.” Creating a conceptual closed loop system and translating it into real-life systems is a major goal of this thesis project.

1 “Ecosystem Manages Poor Soils: Tropical Rain Forest - Ask Nature - the Biomimicry Design Portal: Biomimetics, Architecture, Biology, Innovation Inspired by Nature, Industrial Design.”Web. 16 Nov. 2010. <http://www.asknature.org/strategy/b4e89b2fd60ea845ae-1ce7fdf320391f>.

FREQUENT, SPONTANEOUS CONTACT WITH NATURE

4A PRECEDENTS CONCEPTUAL PRINCIPLESIDEAS ON BIOMIMETIC & BIOPHILIC DESIGN

Frequent, spontaneous contact with nature is a biophilic approach to design. It is more of a driver of type of architecture that embraces the land-scape around it. Studies have shown that people do better in environments with natural light. Patients recover more quickly, workplace absenteeism goes down etc. etc. Economically it has been shown that increase in workplace productivity can increase financial gains by 10% which could repay the cost of the additional design and construction efforts two to three times over. 1 The most important ef-fect in my opinion is the intangible feeling that one gets when sitting in a day-lit room, with a view or with an operable window to allow fresh air on a spring day. It is the things that cannot be precisely measured that embody this concept most.

1 Faludi, Jeremy. “Biophilia.” Worldchanging: Bright Green. 6 May 2004. Web. 16 Nov. 2010. <http://worldchanging.com/archives/000664.html>.

The follow precedents describe what I will continue to refer to as “underspaces1.” The first project by Stéphane Malka is a conceptual proposal for a “bunker gallery” to be literally attached to a Paris Metro bridge at the Barbès–Rochechouart metro station. De-scribed as “vertical parasites”2 the gallery is intended to draw attention to neglected space and create unexpected experiences in an area that is not typically visited.

1 Trevi, Alexander. “Under Spaces 1.” Pruned. 07 Sept. 2009. Web. 08 Dec. 2010. <http://pruned.blogspot.com/2009/09/under-spaces-1.html>.2 Manaugh, Geoff. “Museum for Neglected Spaces.” BLDGBLOG. 6 July 2010. Web. 08 Dec. 2010. <http://bldgblog.blogspot.com/2010/07/museum-for-neglected-spaces.html>.

4B PRECEDENT UNDERSPACES

MUSEUM FOR NEGLECTED SPACES

4B PRECEDENT UNDERSPACES

A8ernA - ZAANSTADT - THE NETHERLANDS - NL Architects

In the city of Zaanstadt a large highway overpass created a physical division in the city. NL Architects facilitated a public design process and recreated the spaces underneath the over-pass. The spaces now are occupied by a supermarket, skatepark, soccerfield, fishmonger, florist, basketball court, car park & marina. NL Architects states that A8ernA “provides a quick solution to re-establishing the connection between the two parts of the divided town-ship whilst also regenerating a space that had become dead, literally and symbolically in the shadow of the flyover.”1 This precedent shows that spaces beneath highways can in fact be clean, inhabitable and artistic qualities this thesis project will strive to work toward.

1 Trevi, Under Spaces 1

4B PRECEDENT UNDERSPACESA8ernA - ZAANSTADT - THE NETHERLANDS - NL Architects

images: NL Architects

4C PRECEDENT EDUCATION

BRIDGE ARTS CENTRE

4C PRECEDENT EDUCATION

BRIDGE ARTS CENTRE

The Bridge Arts Centre in Glasgow, Scotland, while not a science related facility, “challenges the notion of a traditional ‘arts’ building.” It follows a conceptual process that I would like to approach for SERC. Revitalization of the site, stimulating growth in the sur-rounding area, and providing multi-age educational spaces. Its spaces directly foster arts education at a variety of levels. Program elements include1:

theatredance studio

recording studiosproduction suitesvisual arts spacescommunity library

cafe at the base for the National Theatre for Scotlandlinked to a wider complex of facilities including leisure and further education

These program elements directly emphasize the making of art in a way that I find directly influential to the practice and experimentation involved in science education. The materials, and architecture reinforce collaboration and creates a welcoming facade which welcomes the surrounding community into the building to take part in its programs.

1 Gareth Hoskins Architects. “Gareth Hoskins Architects :: The Bridge Arts Centre.” :: Home. 2010. Web. 08 Dec. 2010. <http://www.garethhoskinsarchitects.co.uk/projects/arts-and-culture/the-bridge-arts-centre#>.

5 NEXT STEPS

JANUARY FEBRUARY MARCH

WINTER TERM 2011

DEFINE PROGRAMNUMBERS

TRANSLATE WRITTEN CONCEPT TO DESIGN PARTI

ROBUST STUDY MODELS

RESEARCH & IMPLEMENTATION OF SUSTAINABLE SYSTEMS

STRUCTURED PLAN FOR SPRING TERM AFTER FINAL

REVIEW

CREATE PRESENTATION TEMPLATE STYLE

APRIL MAY JUNE

SPRING TERM 2011

REFINE TECHNICAL ASPECTS (STRUCTURAL, MECHANICAL, SUSTAINABLE etc)& DEVELOP GRAPHICS TO SHOW UNDERSTANDING

CONTINUE TO REFINE DESIGN BASED ON FEEDBACK

CONTINUE TO DEVELOP BOARD TEMPLATES

CREATE PROFESSIONAL PRESENTATION MODELS

SCHEDULE AMPLE TIME FOR PRODUCTION OF FINAL PRESENTATION MATERIALS

EVALUATE TERM PLAN

6 BIBLIOGRAPHY

“Bill Used as Heat Exchanger for Thermoregulation: Toco Toucan - Ask Nature - the Biomimicry Design Portal: Biomimetics, Architecture, Biology, Innovation Inspired by Nature, Industrial Design.”Web. 16 Nov. 2010. <http://www.asknature.org/strategy/1efca39a0abb5ecd20edc6a4fd ef8a2a>.

“Biomimicry Institute - Biomimicry: A Tool for Innovation.” Biomimicry Institute - Home. Web. 16 Nov. 2010. <http://www.biomimicryinstitute.org/ about-us/biomimicry-a-tool-for-innovation.html>.

“Ecosystem Manages Poor Soils: Tropical Rain Forest - Ask Nature - the Biomimicry Design Portal: Biomimetics, Architecture, Biology, Innovation Inspired by Nature, Industrial Design.”Web. 16 Nov. 2010. <http://www.asknature.org/strategy/b4e89b2fd60ea845ae1ce7fdf320391f>.

Endemism.” Wikipedia, the Free Encyclopedia. Web. 05 Dec. 2010. <http://en.wikipedia.org/wiki/Endemic_(ecology)>.

Faludi, Jeremy. “Biomimicry For Green Design (A How-To).” Worldchanging: Bright Green. 26 Oct. 2005. Web. 16 Nov. 2010. <http://www.worldchang ing.com/archives/003680.html>.

Faludi, Jeremy. “Biophilia.” Worldchanging: Bright Green. 6 May 2004. Web. 16 Nov. 2010. <http://worldchanging.com/archives/000664.html>.

“Fruiting Tree Holds Key Role in Forest: Caesaria Tree - Ask Nature - the Biomimicry Design Por-tal: Biomimetics, Architecture, Biology, Innovation Inspired by Nature, Industrial Design.” 2010. Web. 16 Nov. 2010. <http://www.asknature.org/strategy/4825d47b2259b33332642f8addd6ec17>.

Gareth Hoskins Architects. “Gareth Hoskins Architects :: The Bridge Arts Centre.” Gareth Hoskins Architects :: Home. 2010. Web. 08 Dec. 2010. <http://www.garethhoskinsarchitects.co.uk/projects/arts-and-culture/the-bridge-arts-centre#>.

HOW TO BECOME AN OREGON TEACHER An Advising Guide to Teacher Preparation Programs in the State of Oregon. Rep. Oregon University System, 2008. Web. 7 Dec. 2010. <http://www.ous.edu/pro-grams/teached/files/AdvisingGuide2008Final.pdf>.

“Leaves Channel Water: Sacred Fig - Ask Nature - the Biomimicry Design Portal: Biomimetics, Architecture, Biology, Innovation Inspired by Nature, Industrial Design.” Web. 16 Nov. 2010. <http://www.asknature.org/strategy/e293504ab7b91490f3b94a0c8bbadda5>.

Manaugh, Geoff. “Museum for Neglected Spaces.” BLDGBLOG. 6 July 2010. Web. 08 Dec. 2010. <http://bldgblog.blogspot.com/2010/07/museum-for-neglected-spaces.html>.

“Science - Professional Development - Oregon Department of Education.” Home - Oregon Depart-ment of Education. Web. 07 Dec. 2010. <http://www.ode.state.or.us/search/page/?id=1580>.

Wilson, Ed.D, Leslie Owen. “Curriculum.” University of Wisconsin-Stevens Point. Web. 07 Dec. 2010. <http://www.uwsp.edu/education/lwilson/curric/>.

“Roots Absorb Moisture from Humid Air: Orchids - Ask Nature - the Biomimicry Design Portal: Biomimetics, Architecture, Biology, Innovation Inspired by Nature, Industrial Design.”Web. 16 Nov. 2010. <http://www.asknature.org/strategy/e148032a7ba117a13ec5d22b7a7569ba>.

Swackhamer, Marc, and Blair Satterfield. “Houminn - OSWall - Oswall Formatted for Web1.jpg.” Houminn - Blog. 2009. Web. 16 Nov. 2010. <http:// www.houminn.com/oswall/>.

Trevi, Alexander. “Under Spaces 1.” Pruned. 07 Sept. 2009. Web. 08 Dec. 2010. <http://pruned.blogspot.com/2009/09/under-spaces-1.html>.

“Zero Emissions Building Team Using Biomimicry as a Design Filter.” Life at HOK. Web. 16 Nov. 2010. <http://hoklife.com/2009/08/23/zero- emissions-building-team-using-biomimicry-as-a-design-filter/#more-11260>.