James Biehle will present Science Facilities 101 – “So You Want New Science Facilities” and Science Facilities 102 – “The Architects Have Started Without Me: What Do I Do Now?” at the NSTA Baltimore Area Conference on Friday and Saturday, December 10 and 11, 2010.  Science Facilities 101 begins Friday at 3:30 PM in Key Ballroom 7, followed by Science Facilities 102 on Saturday at 8:00 AM in the same location.

James Biehle will present Science Facililties 101 – “So You Want New Science Facilities” and Science Facilities 102 – “The Architects Have Started Without Me: What Do I Do Now?” at the NSTA Nashville Area Conference on Friday, December 3, 2010.  Science Facilities 101 begins at 2:00 PM in Room Tennessee A, followed by Science Facilities 102 at 3:30 PM.

James Biehle and LaMoine Motz will present a workshop entitled “Planning Science Spaces for Project-Based Learning” at CEFPI’s Midwest/GreatLakes Regional Conference in Grand Rapids, MI on Thursday, May 13, 2010 at 1:15 PM.

Inside/Out’s president, James Biehle, is presenting “Science Facility Design” at NSSEA’s School Equipment Show in Phoenix on Wednesday, November 18.  This workshop will expand on Biehle’s highly regarded presentation on the furniture and equipment of science facilities at the Baltimore NSSEA show in 2008.

Scope: Science facility consulting and peer review of proposed renovations and additions to Parkway Central, Parkway West and Parkway South High Schools.  Projects include gut renovations and additions to provide flexible science lab/classrooms and prep and storage spaces for inquiry-based science education.

Credit: Parsons Brinckerhoff Architects, Inc., St. Louis, MO,  Architect of Record

Credit: Tower Pinkster, Grand Rapids, MI, Architect of Record.

Westerfield is a planned townhome community complete with swimming pool complex and tennis courts.  The attached homes in the community are designed to reflect the style and detailing of the many “carpenter gothic” homes of the late 1800s that dot the St. Charles County landscape.  The Bingham model, shown above, won a “Homer” award from the St. Louis Home Builders Association as best three-bedroom attached home.

Campus Master Plan
ST. JOSEPH’S PARISH, Manchester, MO
Scope: Needs Analysis, programming and conceptual design of additions and renovations to Catholic church and K-8 school.

Truck Garage and Storage Building
ST. JOSEPH’S CATHOLIC CHURCH, Manchester, MO
Design of two-bay truck garage and storage building on church campus.

In accordance with the National Science Education Standards, suggestions for the development of quality science facilities are provided. One of these recommendations is first to complete a curriculum review, because curriculum should shape the science facility. Everyone involved in the planning process must identify what is envisioned for new facilities and then remain involved in the design and construction phases.

Each chapter begins with a “Key Ideas” summary. Chapter 1 discusses how to plan school science facilities. This is followed by steps in the design and building of the new facility. Chapter 2 covers “Current Trends and Future Directions in Science Education.” Most importantly, the planner needs to have a vision of the future (when technological changes are expected).

Safety guidelines are highlighted in Chapter 3. The importance of providing safe space for each student, safe storage of chemicals, ventilation, fume hoods, and minimizing litigation are topics covered.

Chapter 4 focuses on “Designing Facilities for the Elementary School.” We found this section in valuable as we planned our school’s new labs. From space requirements, number of sinks needed, storage options, and providing utilities, to lighting and darkening rooms, many valuable suggestions are provided. Needs for grades K-2 and grades 3-5 are presented.

Chapters 5 and 6 discuss designing facilities for the middle school (grades 6-8) and high school (grades 9-12), and they provide two popular models for science classrooms (moveable lab stations and fixed lab stations). The need for providing computers and other technology is important in the middle school and high school labs. Ideas for teacher space, preparation and storage rooms, student project areas, and small group spaces are included.

“Green Schools” is a new chapter in this edition. Key ideas include accessing natural areas surrounding the school and using outside spaces such as courtyards, ponds, and rain gardens for teaching. Photos provide several useful ideas, from installing a large weather-safe compass and sundial to having an imbedded solar system model in a courtyard.

Chapter 8 has further suggestions for using science spaces to enhance teaching, such as sliding shades that double as bulletin boards, two-way windows that enable students to share projects with the hallway, and using patterns on the floor and ceiling as learning spaces.

Chapter 9, entitled “Science for All,” provides the Americans with Disabilities Act (ADA) guidelines. The ADA checklist is invaluable for planning.

The appendix includes checklists for safety; critical dimensions; equipment; checklists for elementary, middle school, and high school labs; a glossary of construction terms; the NSTA position statement on the role of lab investigations in science instruction; and a useful bibliography.

Throughout the book, there are many photographs, floor plans, and checklists. Teachers, science specialists, school board members, architects, and all involved with the planning, designing, and building of exemplary science facilities will benefit from this invaluable resource. Indeed, our school has three excellent science labs because we followed the guidelines in the first edition.

This review originally appeared in the February 1, 2008 edition of Science & Children.