Science Building Renovation
PROGRAM PLAN
Prepared by
University of Colorado at Colorado Springs
August 25, 2006
Revised 9/12/06
Program Plan: Science Building Renovation
Page 1
CONTENTS
1
PREFACE AND SUMMARY ............................................................................................................ 4
1.1
2
3
4
EXECUTIVE SUMMARY ................................................................................................................. 4
PROGRAM INFORMATION ........................................................................................................... 6
2.1
DESCRIPTION OF PROGRAM .......................................................................................................... 6
2.2
HISTORY, ROLE AND MISSION, UNIQUE PROGRAMS ...................................................................10
2.3
PROGRAM NEEDS AND TRENDS ...................................................................................................11
2.4
RELATION TO ACADEMIC OR INSTITUTIONAL STRATEGIC PLANS ................................................15
2.5
RELATION TO OTHER PROGRAMS OR AGENCIES .........................................................................15
2.6
EXISTING PROGRAMMATIC/OPERATIONAL DEFICIENCIES ...........................................................16
2.7
PROGRAM ALTERNATIVES ..........................................................................................................18
FACILITIES NEEDS ........................................................................................................................19
3.1
TOTAL SPACE REQUIREMENTS ....................................................................................................19
3.2
UNIQUE AND SPECIAL FEATURES, HEALTH, LIFE-SAFETY, AND CODE ISSUES ............................25
3.3
SITE REQUIREMENTS ...................................................................................................................27
3.4
ACQUISITION OF REAL PROPERTY ...............................................................................................28
3.5
EXISTING FACILITIES ..................................................................................................................28
PROJECT DESCRIPTION ..............................................................................................................34
4.1
FACILITY IMPROVEMENTS/SCOPE OF WORK ...............................................................................34
4.2
DIAGRAMMATIC PLANS/SKETCH.................................................................................................34
4.3
PROJECT COST ESTIMATE ...........................................................................................................35
4.4
FINANCIAL ANALYSIS .................................................................................................................37
5
RELATION TO THE FACILITIES STRATEGIC PLAN AND OTHER PROJECTS .............38
6
FACILITIES ALTERNATIVES ......................................................................................................39
Program Plan: Science Building Renovation
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Acknowledgements
Participants in the Program Plan Process:
UCCS Chancellor’s Office
Pam Shockley-Zalabak
Chancellor
Brian Burnett
Vice Chancellor for Administration and Finance
Susan Szpyrka
Associate Vice Chancellor for Administration and Finance
Margaret Bacon
Interim Vice Chancellor for Academic Affairs
UCCS Facilities Services
David Schnabel
Director
Glenn Carlsrud
Campus Architect/Planner
College of Letters, Arts, and Sciences
Tom Christensen
Dean
Robert Welshon
Associate Dean
Ronald Ruminski
Chair/Professor, Chemistry
Allen Schoffstall
Professor, Chemistry
Radha Pyati
Associate Professor, Chemistry
Barbara Gaddis
Director, Science Learning Center
Steven Jennings
Chair, Associate Professor Geography and Environmental Studies
Eve Gruntfest
Professor, Geography and Environmental Studies
Program Plan: Science Building Renovation
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1
Preface and Summary
1.1
Executive Summary
The Science Building was constructed in 1980 and since has been used by the University of Colorado at
Colorado Springs (UCCS) as a classroom/laboratory facility in support of the College of Letters Arts and
Sciences (LAS) and several other undergraduate programs. In 1981 an Art Gallery facility was added to
the Science Building. This project is defined to include both the Science Building with the added Art
Gallery for a total of 75,711Gross Square Feet (GSF). The current replacement value of the Science
Building is $24,606,075. After twenty-six (26) years of service the Science Building’s teaching
laboratories now fall short of being able to adequately support degree programs with hard science
educational course requirements requiring an adequate number of state-of-the-art labs. The proposed
renovation of the Science Building addresses this serious deficit in academic laboratory space and, in
conjunction with community, business, state, and federal partners in creating an environment with
unmatched vitality and originality in a vibrant university community will provide innovative classrooms
and laboratories for UCCS students and scholars.
This Program Plan is part of the university’s Seven Year Growth Plan wherein the Science/Engineering
Buildings have been constructed prior to the start of the renovation of the existing Science Building.
Approximately one-half of the existing Science Building is occupied by academic programs that will
relocate to the Science Engineering Buildings, thus vacating space that will allow for expansion of the
Chemistry Department and allow for relocation of other academic programs to the Science Building after
renovations are complete. This will implement a major reuse of existing building space to avoid costs
associated with demolition and new construction. The Regents of the University of Colorado approved this
Program Plan on September 7, 2006
The building will combine educational features to encourage teaching and research and to foster
collaboration and innovation in addressing the challenges facing our society, such as the pursuit of basic
knowledge in chemistry.
The Science/Engineering Buildings project, now under construction, is scheduled for use in fall of 2008.
The Biology Department currently occupies 13,373 Assignable Square Feet (ASF) in the Science Building
and will move into the new Science/Engineering Buildings. The Art Gallery currently occupies 5,615 ASF
in the Science Building and will move to University Hall. The vacated spaces, 18,998 ASF, will be
available for reuse. The entire building will be renovated for use as laboratories, classrooms, and offices.
A previously unfinished storage area (known as the crawl space) has been finished and provides five new
state of the art classrooms totaling 11,935 Gross Square Feet (GSF). This area will not be renovated. The
Science Building contains 75,711 GSF with 48,982 ASF, making the facility 65% efficient. The renovated
Science Building will accommodate the following functions:
Anthropology
Chemistry
Geography
Geology
Science Learning Center
General Classrooms
Today, academicians believe that the most important intellectual problems of our time will not or cannot be
addressed through disciplinary specialization, but rather by approaches capable of integrating many
different areas of knowledge. Concerns about the fragmentary nature of knowledge, propagated in part by
universities’ isolated departments, call for more fluidity in intellectual inquiry. Disciplinary configurations
are changing so rapidly that departments have difficulty keeping pace with new ways of thinking and
Program Plan: Science Building Renovation
Page 4
utilizing available technology. This interdisciplinary momentum is not a fad, but a fundamental and long
term restructuring of the nature of scholarly activity.
The renovated Science Building will provide the necessary facilities to support the faculty who work in the
building in attracting many major funding agencies, which have begun to shift away from the traditional
disciplinary focus. Currently, such agencies as the National Science Foundation, National Institutes of
Health, and the Department of Defense are rapidly expanding the amount of support directed to multidisciplinary teams of investigators instead of isolated researchers restricted to a single discipline.
This project supports the UCCS Academic Strategic Plan update of 2006, in particular “the development of
disciplinary, interdisciplinary, and multi-disciplinary programs that will grow out of the strengths of
existing programs and respond to student and community needs.” It will create an environment that fosters
receptivity to new information, openness to new ideas, a welcoming climate for new people and alternative
viewpoints, and an eagerness for new understanding and ways of solving complex problems.
The facility is located on the Cragmor Parcel of the campus, adjacent to University Plaza (map – page 34).
This location is in conformance with the University’s Facilities Strategic Plan for the main Campus and the
plan now being developed can include space for future expansion to the west. A focus of the facility will
be interior and exterior space designed to encourage interdisciplinary interaction between all faculty and
students, researchers and learners.
The existing Science Building has inadequate facilities. The lack of space has resulted in the overcrowding in teaching sections, and the placing of inappropriate functions in existing space. In addition,
other departments cannot be accommodated in the existing building, discouraging program integration and
interdisciplinary research. This 1980’s building is rapidly losing its effectiveness as a teaching facility,
unable to accommodate current teaching modalities and technology.
The timing of new facilities for science and engineering at UCCS is critical. Academic space that was
identified as insufficient in 1998 now accommodates a 42% increase in engineering students and a 60%
increase in science students.
Renovation of this building will also relieve space pressure in other areas of the campus. The College of
Business will be able to expand into space vacated by LAS classes taught in Dwire Hall. The College of
LAS will be able to use the space vacated by Geography in Columbine Hall. The University will be able to
redevelop the Science Building into a state of the art Chemistry Building plus provide much needed
teaching laboratories, general classrooms, and support space.
The renovation is estimated to cost of $16.5 million (total project cost). The project schedule will be
coordinated with construction of the Science/Engineering Buildings project and renovations of Dwire Hall,
both under way now. A multi-year funding approach permits the building to continue operations while
renovation is underway. While this is not an ideal situation, our experience gained during recent
renovation results in a strategy that ensures the maximum number of laboratories and classrooms are
available for the principal mission of teaching.
UCCS administrators, faculty, and staff, along with architectural consultants participated in the
development of this Program Plan. The mission and vision were developed in large group meetings several
years ago. While the faces may have changed since the original Program Plan was drafted in 2000, the
need is even more pressing now to renovate the Science Building. Individual departments determined the
space needs to support the overall concept. Key participants in this plan are the Dean of the College of
LAS and the Director of Facilities Services. All participant departments are listed in the
Acknowledgements section.
Program Plan: Science Building Renovation
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2
Program Information
2.1
Description of Program
Mission
The mission of the Science Building is to provide desperately needed laboratories and classrooms for our
students and scholars, in conjunction with our community, business, state and federal partners in an effort
to create an environment with unmatched vitality and originality in a vibrant university environment.
The vision is to encourage interdisciplinary teaching and research and to foster collaboration and
innovation in addressing the challenges facing our society as we endeavor to live in a post-9/11 world.
Today, academicians believe that the most important intellectual problem, not only of science, but of our
time cannot or will not be solved through disciplinary specialization, but rather by approaches capable of
integrating dissimilar areas of knowledge. Concerns about the fragmentary nature of knowledge,
propagated in part by isolated departments, call for more fluidity in intellectual inquiry and a major effort
to break down the barriers between the disciplines. Disciplinary configurations are changing so rapidly that
departments have difficulty keeping pace with new ways of thinking and utilizing available technology.
The interdisciplinary momentum is not a fad, but a fundamental and long-term restructuring of the nature of
scholarly activity. An interdisciplinary Science Building will serve as a national model to highlight the
University of the 21st century. Such a building will have the potential to attract major funding agencies
which have begun to shift away from the traditional disciplinary focus. Currently, such agencies as the
National Science Foundation, National Institutes of Health and the Department of Defense are rapidly
expanding the amount of federal support directed to multidisciplinary teams of investigators instead of
isolated researchers restricted to a single discipline.
It should be noted that the goal for the Science Building will not be to force or expect all occupants to
conform to a new mantra of “interdisciplinarity.” Not all interdisciplinary endeavors are successful; neither
are all disciplinary efforts likely to succeed. High-quality interdisciplinary teaching and research will be
different in different disciplines and for different individuals in the same discipline. The aim is to provide
an environment that seeds a new and vibrant intellectual community that produces human connections
between the presently isolated bulwarks of different departments. The new complex design will provide
space for eclecticism, space for extremely specialized research, and space for colleagues, students and staff
to learn from each other. Spaces will be provided which encourage both learning and teaching in isolation
as well as and in groups.
The improved instruction of the science disciplines will yield efficiencies and help achieve the campus goal
of growth. Students and faculty with similar interests will be able to work together in close proximity,
sharing academic resources. Three Department Chairs will be collocated in the Science Building to further
collaboration and help improve the hard science education of students.
Recent demographic data indicates that student demands for higher education are going to increase
dramatically. UCCS is bracing for staggering surges in enrollment and must be able to provide a university
environment complete with capable facilities to meet the complex needs of the 21st century and to attract
the most qualified national and international students.
The Science Building will provide a framework to foster the whole university - an environment that fosters
receptivity to new information, openness to new ideas, a welcoming climate for new people and alternative
viewpoints, and an eagerness for new understanding and ways of solving complex problems.
The UCCS vision is to create a remarkable blend of collegiality and individuality that will unite members
of the institution in a common mission and will enable them to embrace common interests, even as they
Program Plan: Science Building Renovation
Page 6
pursue their individual goals. Cross-pollination among disciplines comes from being part of a university
community, as well as from being a member of a specialized field. The proposed facility, which will bring
together specialists from diverse fields both related and unrelated, will serve to provide vital insight and
creative applications to complex problems, despite the competition and tension which might occur at times.
Because knowledge and discovery have become a dominant economic force, the importance of the
university will only grow and its influence increase.
In a millennium in which knowledge has become the new economic capital, the UCCS will face
extraordinary challenges to which it must adapt, and extraordinary opportunities it must seize. UCCS’s
ability to adapt and evolve to become a major scholastic and economic player both locally and nationally
will depend on the creation of facilities, which stimulate competitive and creative environments.
Goals of the Science Building
1. To stimulate the following:
a. Connections between currently isolated departments
b. Diverse approaches to complex problems
c. Intellectual exchange of ideas and resources
d. Interdisciplinary and multidisciplinary teaching efforts
e. Cross-pollination among disciplines
2. To increase potential for external research and student aid
3. To highlight a leading edge university for the 21st century, thereby attracting the best national and
international students and faculty
4. To provide the infrastructure necessary to sustain a knowledge-driven society
5. To increase the potential for securing external funding, collaborating and partnering with
businesses and fueling the local Colorado Springs economy
6. To engage in multiple tasks including
a. The education of undergraduates
b. The training of graduate and professional students
c. The pursuit of original scholarship and research
d. Service to communities, governments, businesses and society at large
7. To ensure that research and education have strong complementarities; excellence in research
enhances the quality of education in the science and makes them more productive.
Program Plan: Science Building Renovation
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Departments and Programs
This renovated building, fusing science instruction, collaboration, and teamwork into one comprehensive
learning environment includes the following departments and programs:
Anthropology
Chemistry
Geography
Geology
Science/Health Science Learning Center
Individual program descriptions follow.
Anthropology
The Department of Anthropology provides a traditional, four-field major and minor in a four-year
baccalaureate-granting program. The program includes the instruction of physical and cultural
anthropology topics.
Chemistry
The Department of Chemistry offers both the B.A. and the B.S. The B.A. is geared for students who desire
a broad background in chemistry, such as for pre-medical students, who may choose a general option, an
environmental chemistry, or a biochemistry option. Students who seek careers as professional chemists
pursue the B.S. degree. The American Chemical Society (ACS) accredits this Program. The Department
of Chemistry has approximately 70 majors, but serves large numbers of students through College science
requirements (approximately 700 students per semester in chemistry laboratories alone). The Chemistry
Program serves several students within the Master of Basic Science Program.
Geography, Environmental Studies and Geology
UCCS offers a B.A. in Geography and an M.A. in Applied Geography. The curriculum is comprehensive
and designed to serve students in potential careers in research, government, industry and education.
Students may design a curriculum containing a set of courses traditional to geography majors, or they may
choose a more flexible program centered on geography and including an interdisciplinary focus on
environmental issues.
Applied Geography develops a distinct method of observation and analysis aimed at understanding culture
and the natural landscape. Geographers use the spatial or place concept to look at the myriad human and
physical phenomena on the earth and they study the variations and interactions of these phenomena from
place to place. The central question of geography is “Why is it like this here?” Its value as an academic
discipline rests on its ability to make connections and explain how the world works in terms of both
physical and human spatial patterns and associations and the broad, interdisciplinary education it offers
students.
Students at UCCS get a background in the analysis of human interaction through the study of introductory
world, regional and human geography and a sound natural science background with two introductory
courses in environmental systems. Advanced courses in cartography, remote sensing, statistical analysis,
resource conservation, natural hazards and others develop the students’ expertise in geographic thought and
methodologies. Geography prepares students to look at complex issues with a critical eye and give them
the analytical tools to study complicated and crucial world problems.
Program Plan: Science Building Renovation
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Science/Health Sciences Learning Center (S/HSLC)
The Science/Health Sciences Learning Center (S/HSLC), one of the five Project Excel Centers at UCCS, is
designed to provide critical academic and individual support to all science and nursing students at the
University. The S/HSLC serves all students: those who are at risk of dropping out as well as those who
excel in their disciplines. The primary activities of the S/HSLC are providing tutoring, supplemental
instruction, videotapes. Interactive computer modules, text-based curricular materials, on-line practice
exercises, on-line course materials, and laboratory modules. These activities have resulted in improved
student performance and higher retention.
Faculty Research Interests in the College of Letters, Arts and Sciences (Science Building Utilization)
Chemical education
Electrochemiluminescence in gel solvents
Electron transport and conductivity in polymer electrolytes
Environmental/atmospheric science
Fluid behavior
Health and nutrition
Herbal teas for anti-carcinogenic flavanoids using micellar electrokinetic chromatography
High-frequency devices
Human geography
Hydrology
Immunology
Natural hazards mitigation
Population and society
Properties and battery applications of ionic liquids
Structural, morphological, and magnetic characterization of exchange coupled structures
Synthetic organic chemistry of sugar analogs with the potential for treating disease such as cancer
and AIDS
Use of technology in teaching and learning
Web-based applications
Machine learning
Natural language processing
Human animation and avatars
Medical applications
I/O architecture
Real-time DSP
Probability and the theory of large deviations
Real variable methods in analysis
Dynamic systems and controls
Program Plan: Science Building Renovation
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2.2
History, Role and Mission, Unique Programs
The Role and Mission of the University of Colorado at Colorado Springs is:
The University of Colorado at Colorado Springs shall be a comprehensive baccalaureate university with
selective admissions standards. The University of Colorado at Colorado Springs shall offer liberal arts
and sciences, business, engineering, health sciences and teacher preparation undergraduate degree
programs and a selected number of masters’ and doctoral degree programs
A new University of Colorado system-wide set of goals and objectives applying to UCCS is being
implemented. This vision consists of five distinct action areas:
A university without walls
A culture of excellence
Increasing resources and using them wisely
Diversity
Integrated infrastructure
In support of these goal and objectives, Chancellor Pamela Shockley-Zalabak developed a Seven Year Plan
for UCCS in 2005. Its primary objective of this plan is for UCCS:
To become America’s premier regional comprehensive research university with an
enrollment of 10,000 to 12,000 students by 2010.
With the following goals:
Grow responsibly to meet the needs of students, the community, and the State.
Provide a comprehensive, personalized, educational experience that prepares students to excel
personally, professionally and as citizens.
Enhance research, scholarship and creative works on the campus and in the community.
Acquire and enhance technology to improve teaching, learning, research and management.
Expand and strengthen community partnerships.
Model the values of diversity in the campus climate and educational programs.
Enhance the University's human, physical and fiscal infrastructure.
Create infrastructure that supports rapid expansion of entrepreneurial activities.
The College of Letters, Arts and Sciences (LAS) was a part of the University when the University was
established by the Colorado Legislature on the Colorado Springs campus in 1965. The College of Letters,
Arts and Sciences offers baccalaureate programs in the following departments: Anthropology, Biology,
Chemistry, Communication, Economics, English, Geography and Environmental Studies, History,
Languages and Cultures, Mathematics, Philosophy, Physics, Political Science, Psychology, Sociology, and
Visual and Performing Arts. The College also offers six (6) Masters degrees: Communications, History,
Psychology, Sociology, Math, and the Master of Basic Sciences.
Program Plan: Science Building Renovation
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2.3
Program Needs and Trends
Program Plan: Science Building Renovation
Page 11
College of Letter Arts and Sciences Enrollment
University of Colorado at Colorado Springs
Student FTE by Subjects in the College of Letters, Arts & Sciences
FY 2004-2006 Actuals and FY2007-2012 Projections
FY 2002
FY 2003
FY 2004
FY 2005
FY 2006
UG
SFTE
G
SFTE
TOTAL
UG
SFTE
G
SFTE
TOTAL
UG
SFTE
G
SFTE
TOTAL
UG
SFTE
G
SFTE
TOTAL
UG
SFTE
G
SFTE
45.2
0.2
45.4
55.4
0.0
55.4
76.7
0.0
76.7
76.8
0.0
76.8
73.8
0.0
73.8
Communication
305.8
12.1
317.8
338.9
16.0
354.9
341.6
13.6
355.2
351.9
13.1
365.0
348.4
14.5
362.9
16
Languages
111.9
0.8
112.7
132.9
0.0
132.9
136.4
0.2
136.6
152.0
0.0
152.0
153.9
0.1
154.0
23
English
315.7
0.7
316.4
361.3
0.2
361.5
389.4
1.0
390.4
397.4
0.2
397.6
397.1
0.8
397.9
24
Humanities
79.0
0.0
79.0
95.8
0.0
95.8
151.1
0.0
151.1
95.5
0.0
95.5
96.6
0.0
96.6
26
Biology
223.3
4.5
227.9
282.3
10.3
292.6
311.8
13.6
325.4
318.4
14.1
332.5
311.4
8.3
319.7
28
Military Science
6.6
0.0
6.6
6.1
0.0
6.1
5.3
0.0
5.3
4.8
0.0
4.8
6.7
0.0
6.7
30/31
Interdisciplinary
86.1
0.0
86.1
93.9
0.0
93.9
25.8
0.0
25.8
86.8
0.0
86.8
119.9
0.0
119.9
38
Philosophy
181.6
0.2
181.8
185.6
0.3
185.9
199.8
0.1
199.9
197.8
0.1
197.9
203.1
0.2
203.3
40.05
Chemistry
182.8
0.9
183.7
232.4
1.5
234.0
270.0
3.0
273.0
277.9
1.7
279.6
283.3
0.4
283.7
40.08
Physics
178.4
1.2
179.6
193.8
2.0
195.7
0.0
0.0
0.0
189.9
2.8
192.8
185.9
3.7
189.6
42
Psychology
343.7
24.1
367.8
360.2
25.1
385.4
327.2
19.9
347.1
338.8
23.6
362.4
340.1
27.1
367.2
45.02
Anthropology
126.2
0.1
126.3
158.1
0.0
158.1
180.8
0.6
181.4
146.5
0.3
146.8
153.0
0.3
153.3
45.06
Economics
133.6
0.1
133.7
144.5
0.0
144.5
150.1
0.0
150.1
136.9
0.0
136.9
138.4
0.0
138.4
45.07
Geography/Enviro Studies
199.3
5.7
205.0
238.4
10.4
248.8
215.0
10.7
225.7
212.5
9.9
222.5
246.3
7.2
253.5
45.1
Political Science
101.0
0.0
101.0
103.7
0.0
103.7
99.7
0.0
99.7
127.0
0.0
127.0
124.8
0.0
124.8
45.11
Sociology
185.9
9.4
195.3
204.1
7.7
211.8
254.2
7.3
261.4
235.7
10.8
246.5
220.0
11.9
231.9
50
Visual & Performing Arts
179.4
0.0
179.4
173.3
0.0
173.3
192.8
0.0
192.8
194.8
0.0
194.8
174.4
0.0
174.4
54
History
110.8
7.8
118.6
141.4
9.3
150.7
123.8
11.8
135.5
147.3
8.9
156.2
150.4
6.8
157.2
783.8
12.4
796.2
946.9
24.2
971.1
796.8
27.3
824.1
998.8
28.6
1027.3
1026.8
19.6
1046.5
3096.5
67.8
3164.2
3502.2
82.8
3585.0
3451.6
81.7
3533.3
3726.5
85.7
3812.1
3727.6
81.3
3808.9
4648.1
675.6
5323.6
5127.4
778.2
5905.6
5313.0
832.9
6145.8
5481.9
728.1
6210.0
5515.8
686.2
6201.9
College
CIP
SUBJ
LAS
05
Area Studies
09
SCIENCE TOTAL (BIOL, CHEM, PHYS, GES)
LAS TOTAL
CAMPUS
TOTAL
Program Plan: Science Building Renovation
TOTAL
Page 12
College of Letters Arts and Sciences Projected Enrollment
University of Colorado at Colorado Springs
FY 2007 PROJECTION
FY 2008 PROJECTION
FY 2009 PROJECTION
FY 2010 PROJECTION
FY 2011 PROJECTION
UG
SFTE
G
SFTE
TOTAL
UG
SFTE
G
SFTE
TOTAL
UG
SFTE
G
SFTE
TOTAL
UG
SFTE
G
SFTE
TOTAL
UG
SFTE
G
SFTE
TOTAL
79.2
0.0
79.2
85.0
0.0
85.0
91.2
0.0
91.2
97.9
0.0
97.9
105.0
0.0
105.0
Communication
373.9
15.5
389.4
401.2
16.7
417.8
430.4
17.9
448.3
461.9
19.2
481.0
495.6
20.6
516.2
16
Languages
165.1
0.1
165.2
177.2
0.1
177.3
190.1
0.1
190.2
204.0
0.1
204.1
218.9
0.1
219.0
23
English
426.1
0.9
427.0
457.2
0.9
458.2
490.6
1.0
491.6
526.4
1.1
527.5
564.9
1.1
566.0
24
Humanities
103.7
0.0
103.7
111.2
0.0
111.2
119.3
0.0
119.3
128.0
0.0
128.0
137.4
0.0
137.4
26
Biology
334.1
8.9
343.0
358.5
9.6
368.0
384.7
10.3
394.9
412.7
11.0
423.7
442.9
11.8
454.7
28
Military Science
7.2
0.0
7.2
7.7
0.0
7.7
8.3
0.0
8.3
8.9
0.0
8.9
9.5
0.0
9.5
30/31
Interdisciplinary
128.7
0.0
128.7
138.0
0.0
138.0
148.1
0.0
148.1
158.9
0.0
158.9
170.5
0.0
170.5
38
Philosophy
217.9
0.2
218.1
233.8
0.2
234.0
250.9
0.2
251.1
269.2
0.3
269.4
288.8
0.3
289.1
40.05
Chemistry
304.0
0.4
304.4
326.2
0.4
326.6
350.0
0.5
350.4
375.5
0.5
376.0
402.9
0.5
403.5
40.08
Physics
199.5
4.0
203.5
214.0
4.3
218.3
229.7
4.6
234.3
246.4
4.9
251.4
264.4
5.3
269.7
42
Psychology
364.9
29.1
394.0
391.5
31.2
422.7
420.1
33.5
453.6
450.8
35.9
486.7
483.7
38.6
522.3
45.02
Anthropology
164.1
0.4
164.5
176.1
0.4
176.5
189.0
0.4
189.4
202.8
0.4
203.2
217.6
0.5
218.0
45.06
Economics
148.5
0.0
148.5
159.4
0.0
159.4
171.0
0.0
171.0
183.5
0.0
183.5
196.9
0.0
196.9
45.07
Geography/Enviro Studies
264.2
7.8
272.0
283.5
8.3
291.9
304.2
8.9
313.2
326.4
9.6
336.0
350.3
10.3
360.6
45.1
Political Science
133.9
0.0
133.9
143.7
0.0
143.7
154.2
0.0
154.2
165.5
0.0
165.5
177.6
0.0
177.6
45.11
Sociology
236.1
12.7
248.8
253.3
13.7
267.0
271.8
14.7
286.5
291.7
15.7
307.4
313.0
16.9
329.8
50
Visual & Performing Arts
187.2
0.0
187.2
200.8
0.0
200.8
215.5
0.0
215.5
231.2
0.0
231.2
248.1
0.0
248.1
54
History
161.4
7.3
168.7
173.2
7.8
181.0
185.8
8.4
194.2
199.4
9.0
208.4
213.9
9.7
223.6
SCIENCE TOTAL (BIOL, CHEM, PHYS, GES)
1101.8
21.1
1122.9
1182.2
22.6
1204.8
1268.5
24.3
1292.8
1361.1
26.0
1387.2
1460.5
27.9
1488.4
LAS TOTAL
3999.7
87.3
4086.9
4291.7
93.6
4385.3
4604.9
100.5
4705.4
4941.1
107.8
5048.9
5301.8
115.7
5417.5
CAMPUS TOTAL
5918.5
736.2
6654.7
6350.5
790.0
7140.5
6814.1
847.7
7661.7
7311.5
909.5
8221.0
7845.3
975.9
8821.2
College
CIP
SUBJ
LAS
05
Area Studies
09
* 1 Student Full-Time Equivalent (SFTE) is 30 student credit hours.
** Projections reflect an aggressive 7.3% increase from previous year in correspondence with the Seven Year Plan to reach 12,000 students by 2012.
Program Plan: Science Building Renovation
Page 13
Science Building Program Enrollment and Projections from the College of Letters Arts and Sciences
University of Colorado at Colorado Springs
FY 2002
College
FY 2003
FY 2005
FY 2006
CIP
SUBJ
UG
SFTE
G
SFTE
TOTAL
UG
SFTE
G
SFTE
TOTAL
UG
SFTE
G
SFTE
TOTAL
UG
SFTE
G
SFTE
TOTAL
UG
SFTE
G
SFTE
TOTAL
40.05
Chemistry
182.8
0.9
183.7
232.4
1.5
234.0
270.0
3.0
273.0
277.9
1.7
279.6
283.3
0.4
283.7
45.02
Anthropology
126.2
0.1
126.3
158.1
0.0
158.1
180.8
0.6
181.4
146.5
0.3
146.8
153.0
0.3
153.3
45.07
Geography/Enviro Studies
199.3
5.7
205.0
238.4
10.4
248.8
215.0
10.7
225.7
212.5
9.9
222.5
246.3
7.2
253.5
508.3
6.8
515.0
628.9
12.0
640.9
665.7
14.3
680.1
636.9
12.0
648.9
682.5
7.9
690.5
4648.1
675.6
5323.6
5127.4
778.2
5905.6
5313.0
832.9
6145.8
5481.9
728.1
6210.0
5515.8
686.2
6201.9
SCIENCE TOTAL (CHEM, ANTHRO, GES)
CAMPUS TOTAL
FY 2007 PROJECTION
College
FY 2004
FY 2008 PROJECTION
FY 2009 PROJECTION
FY 2010 PROJECTION
FY 2011 PROJECTION
CIP
SUBJ
UG
SFTE
G
SFTE
TOTAL
UG
SFTE
G
SFTE
TOTAL
UG
SFTE
G
SFTE
TOTAL
UG
SFTE
G
SFTE
TOTAL
UG
SFTE
G
SFTE
TOTAL
40.05
Chemistry
304.0
0.4
304.4
326.2
0.4
326.6
350.0
0.5
350.4
375.5
0.5
376.0
402.9
0.5
403.5
45.02
Anthropology
164.1
0.4
164.5
176.1
0.4
176.5
189.0
0.4
189.4
202.8
0.4
203.2
217.6
0.5
218.0
45.07
Geography/Enviro Studies
264.2
7.8
272.0
283.5
8.3
291.9
304.2
8.9
313.2
326.4
9.6
336.0
350.3
10.3
360.6
732.4
8.5
740.9
785.8
9.1
795.0
843.2
9.8
853.0
904.7
10.5
915.3
970.8
11.3
982.1
5918.5
736.2
6654.7
6350.5
790.0
7140.5
6814.1
847.7
7661.7
7311.5
909.5
8221.0
7845.3
975.9
8821.2
SCIENCE TOTAL (BIOL, CHEM, PHYS, GES)
CAMPUS TOTAL
* 1 Student Full-Time Equivalent (SFTE) is 30 student credit hours.
** Projections reflect an aggressive 7.3% increase from previous year in correspondence with the Seven Year Plan to reach 12,000 students by 2012.
Program Plan: Science Building Renovation
Page 14
2.4
Relation to Academic or Institutional Strategic Plans
The Science Building supports the six major areas of academic development outlined in the UCCS
Academic Strategic Plan.
1.
The development of programs, personnel, and facilities to respond to the anticipated growth of the
undergraduate and graduate student bodies of the campus.
2.
The development of a core curriculum for the campus undergraduate academic program that will
provide all graduates of the campus with a broad based education.
The natural sciences are a component of the core curriculum. With additional students enrolled in core
courses, the additional academic space is essential.
3.
The development of disciplinary, interdisciplinary, and multidisciplinary programs that will grow
out of the strengths of existing programs and respond to student and community needs.
This building focuses on providing appropriate space and adjacencies to encourage the collaboration at the
center of interdisciplinary teaching and research.
4.
The development of new degrees in areas of strength that meet clear needs in the local economic
sector and that build on existing programs.
New programs, Institutes, and Centers are not only accommodated, but encouraged, by the interdisciplinary
focus of this facility.
5.
The development of co-curricular academic programming on the campus that responds to the
changing demographics of the campus and the increasing proportion of the students that will live on
campus.
The pursuit of basic knowledge by younger students in an interdisciplinary environment will enhance the
problem solving abilities of UCCS graduates.
6.
The development of a diverse curriculum, student body, staff, faculty, and administrative cohort
that will reflect the people and dynamics of the Pikes Peak community.
Several programs to be located in the Science Building are unique to UCCS and will attract diverse
students, faculty, and researches from within and to the Pikes Peak community.
2.5
Relation to Other Programs or Agencies
For many years, UCCS academic departments have had relationships with local, regional, state, and
national agencies and industry. Some of these affiliations are as follows:
The Department of Chemistry has had grants from the Western Alliance to Expand Student Opportunities
(WAESO) for the past three years. This is a program for minority students to work in a research lab on
projects with chemistry and biology faculty. The Science/Health Sciences Learning Center and the
Chemistry Department help to sponsor the Colorado Science Olympiad and the Pikes Peak Regional
Science Fair. The Science Olympiad is an international non-profit organization, whose goals are to
improve the quality of science education, increase student interest in science, and recognize outstanding
achievement of science students and science teachers. Sixty teams from middle schools and high schools
from across Colorado compete in this yearly event in rigorous academic interscholastic individual and team
events in biology, chemistry, earth science, physics, computer science, and engineering. Annually in
Program Plan: Science Building Renovation
Page 15
March the Southern Colorado Regional Science Olympiad is held at UCCS, with students from all over
southern Colorado competing. The Science Fair is held at UCCS every year to offer students an
opportunity to do individual and group research projects in physical sciences, biological sciences, computer
and engineering, and behavioral sciences. Chemistry and biology faculty serve as mentors for students
working on projects and also serve as judges for the Fair
The Chemistry Department and the Science/Health Sciences Learning Center sponsor the Advanced
Placement Chemistry Academy (APCA) to help high school students improve their scores on the AP exam.
Chemistry faculty proctor diagnostic tests, teach core concepts, and help students with test-taking
strategies.
Science/Health Science Learning Center (S/HSLC):
(The S/HSLC works with the following agencies)
Mathematics Learning Center: The S/HSLC works closely with the Mathematics Learning Center (MLC)
on physics tutoring, diagnostic testing, and supplemental instruction programs. Collaborative activities
have included shared physics tutors, grant writing, and summer workshops for teachers. Planned activities
with the MLC include Science Olympiad activities and Summer Bridge Programs.
CU-Opportunity Program: The S/HSLC sponsors the Western Alliance to Expand Student Opportunities
(WAESO) chemistry program for minority science students. This program provides supplemental
instruction in high-risk classes such as general chemistry, organic chemistry, physics, and calculus. Other
joint programs are the Summer Bridge Program, Minority Tutoring, and science advising sessions.
Student Government: The S/HSLC sponsors the Science Club and coordinates with TriBeta Biology Honor
Society, American Chemical Society Student Affiliate, and PreMed Society.
Student Success Center: The S/HSLC actively participates in retention activities, freshman advising, and
recruitment activities to include Advanced Placement (AP) Chemistry Class, Science Fair, Science
Olympiad, and High School Counselor meetings.
2.6
Existing Programmatic/Operational Deficiencies
The Science department suffers from inadequate facilities. Similar out of date building services, HVAC
controls, and storage capabilities are but to name a few. Undersized and under-equipped instructional,
research, and classroom laboratory spaces further diminish the effectiveness of the programs.
Science Building Deficiency
The existing Science Building is inadequate to carry out the role and mission of the Chemistry Department
both in undergraduate/graduate teaching and in research. The building suffers from serious operational
deficiencies, as follows:
Insufficient and inadequate classroom and laboratory space
Inaccessible and impractical storage space
Unsafe location of delivery and storage of chemicals
Inadequate and outdated laboratory equipment for teaching science laboratories
Lack of a loading dock (There is no loading dock/receiving area for chemicals (including
hazardous chemicals), supplies, liquid helium, and liquid nitrogen. Deliveries go to the
departmental office and pose risk to faculty, staff and students. A separate area is required for
receipt, storage and transport of chemicals throughout building.)
Lack of separation of areas for gathering hazardous wastes; inadequate area for lab preparation;
and, inadequate storage for chemicals
Program Plan: Science Building Renovation
Page 16
Limited egress from laboratories where hazardous materials are used (some laboratories have only
a single entrance/exit)
No storage space for materials for laboratories (Students have no space to store materials needed
for laboratories.)
Inadequate lighting in laboratories
Incomplete Americans with Disabilities Act Accessibility Guidelines (ADAAG) accommodations
Inadequate and insufficient computer technology
Following are summarized excerpts of a “Design Analysis Report” on the Science Building. The study was
completed July 18, 2003.
The Statistics Lab routinely overheats. The space was designed as typical classroom. The present
HVAC system cannot offset the internal heat gains from thirty personal computers, several
printers, and a copier installed in the room.
The Ecology Department routinely overheats.
Teaching Laboratory Space Deficiency
The current laboratory space is restrictive to both the numbers and types of laboratory courses that can be
offered. The current teaching laboratory equipment is also restrictive to the laboratory experiences of our
students. Chemistry teaching laboratories accommodate 70 sections per year. Additional project
laboratories (research laboratories) accommodate chemistry majors and M.B.S. students in advanced
courses and independent projects.
Laboratory instruction in the existing Science Building lacks instructional technological equipment,
especially for teaching chemistry. Computers are needed at workstations to provide access to learning
materials that are electronic, web-based, and use current, scientific (inquiry-based) software. Laboratory
instruction is presently out of date, and graduates are unprepared for using technology in the workplace or
in graduate school. The building cannot accommodate high-tech computer-based laboratory learning
environments. Much of the teaching equipment is more than two decades old. Experiments are limited due
to lack of fume hoods. New laboratories are necessary for the curriculum. Use of fume hoods is crucial for
providing adequate removal of noxious vapors from chemicals used in preparation of materials. Combined
with a lack of temperature control, student exposure to chemicals used in laboratories provides a harmful,
unsafe and problematic work environment. Most contemporary laboratories have floor-to-ceiling
ventilation systems that remove chemical odors throughout the lab. These are not presently available in the
laboratories.
Classroom Space Deficiency
There are only ten general-use classrooms in the Science Building, and they are available to the entire
campus for use. Thus, many chemistry lecture courses are not given in the Science Building. This
becomes a serious problem for instructors who wish to do demonstrations of chemical reactions for their
lecture sections if their classes are being held in other buildings on campus. Chemicals must be transported
across campus, posing an extremely hazardous situation.
Research Space Deficiency
There is inadequate laboratory space for faculty research. This lack of space has hindered the ability of the
departments to secure research grants.
Office Space Deficiency
In addition to deficiencies in laboratories and classrooms, the existing Science Building is also inadequate
in terms of offices. The five-year projection is for substantial continued growth in both students and
faculty.
Program Plan: Science Building Renovation
Page 17
Student Support Space Deficiency
The College of Letters, Arts and Sciences has identified student support as a significant strategy to increase
retention and graduation rates. Such support comes in the form of student help centers that offer disciplinespecific tutoring and student clubs that offer educational experiences not found in the classroom. Currently,
the College does not have adequate space to support these critical services.
The lack of space for employed graduate students makes it more difficult for them to interact with faculty,
and these students do much of their work elsewhere.
Other Space Deficiency
The Science/Health Science Learning Center suffers from a lack of space for tutoring, computer
laboratories, test taking, and video viewing. Currently, much of the space is dual purpose, with students
watching videos in the same room as students taking tests, working with chemicals, or being tutored.
Ventilation, heating, and airflow continue to cause severe problems due to the large numbers of students in
the Center. Staff members frequently complain of feeling ill after working long shifts in the Center.
2.7
Program Alternatives
For the sciences, facilities are central to the quality of education and research. These programs at UCCS
are currently using technology to minimize their space needs to the greatest extent possible. While distance
and on-line learning may enhance course work, science education requires intensive classroom study,
integration with laboratory work, experimental research and analysis by students in the laboratory, and
close supervision. Faculty-guided student learning and research requires space.
The science education and research space at UCCS is currently over scheduled. There is simply no way to
put more people in the space. The only alternative is to limit student access to science, engineering, and
technology programs.
Program Plan: Science Building Renovation
Page 18
3
3.1
Facilities Needs
Total Space Requirements
Existing space for the academic programs in this plan only totals 35,805 ASF which is, or was recently,
located in Columbine Hall, Dwire Hall, University Hall, and the Science Building.
The following pages indicate the five year space needs for each functional use. Space will be highly
flexible to accommodate the changing needs of the interdisciplinary occupants. The space will be designed
to be convertible to other uses and easily expandable to accommodate growth. This project does not fulfill
all required academic program space needs identified herein, nor is it intended to.
A comparison of existing areas to proposed areas, by department, follows. The significant increase in
several of the departments is indicative of the current severe shortage in space. The Geography and
Anthropology Departments are not currently located in the Science Building, but would move into the
renovated Science Building facility.
Activity
Existing ASF
Administrative / General Use
Anthropology
Chemistry
Geography
Geology
Classrooms
Science Learning Center
Totals
Available ASF in Science Building
Net Balance or (Deficit)
Program Plan: Science Building Renovation
4,867
2,303
11,822
3,512
1,067
16,750
2,768
43,089
Proposed ASF
7,735
5,340
30,100
6,385
3,050
10,090
5,355
68,055
Increase
2,868
3,037
18,278
2,873
1,983
(6,660)
2,587
24,966
48,982
(19,073)
Page 19
Program Area Space Needs
Administration / General Use
Room Description
Admin
CCHE
CODE
Letters, Arts, and Sciences Administration
Dean Office
Staff Office
Staff Office
Reception Area
Office Service
Office Storage
Assistant/Associate Dean
300
300
300
300
300
300
300
Shared
Meeting Rooms
Seminar Room
Conference Room
300
300
Student
Support
Staff Office
Staff Office
Reception Area
NACME Room
Student Lounge
300
300
300
300
600
Gen. Classrooms Classroom Service
Classroom
Classroom
Classroom
Classroom
Classroom
Administration / General Use Department Total
Program Plan: Science Building Renovation
100
100
100
100
100
100
Program Area
ASF
200
90
90
270
100
100
150
0
400
600
0
90
90
180
120
642
0
112
762
1,331
673
830
905
0
7,735
Page 20
Anthropology
Room Description
CCHE
CODE
Admin
Department Reception
Chair Office
Department Staff
Student Worker (for 3)
Faculty Office (for 8)
Researcher Office (for 2)
Technician Office
Conference Room
Conf. Room Service
300
300
300
300
300
300
300
600
600
Research Lab
Research Lab
200
Teaching Lab
Teaching Lab
200
Anthropology Department Total
Program Area
ASF
180
150
90
210
1,040
260
110
800
200
0
2,000
0
300
0
5,340
Chemistry
Room Description
CCHE
CODE
Admin
Chair Office
Department Staff
Department Staff
Department Reception
Student Worker
Student Worker
Student Worker
Faculty Office
Faculty Office
Faculty Office
Faculty Office
Faculty Office
Faculty Office
Faculty Office
Faculty Office
Faculty Office
Faculty Office
Faculty Office
Part-Time Faculty Office (for 3)
Technician Office
Technician Office
Technician Office
Teaching Assistant Office (for 3)
Teaching Assistant Office (for 3)
Teaching Assistant Office (for 3)
300
300
300
300
300
300
300
300
300
300
300
300
300
300
300
300
300
300
300
300
300
300
300
300
300
Gen. Support
Conference Room
Student Organization Office
600
300
Program Plan: Science Building Renovation
Program Area
ASF
150
90
90
180
140
140
140
130
130
130
130
130
130
130
130
130
130
130
195
110
110
110
200
200
200
0
400
120
Page 21
Chemistry
(Continued)
Reading/Study Room
Group Meeting Room
Group Meeting Room
600
600
600
Teaching Lab
General Chemistry Lab
Organic Chemistry Lab
Analytical/Inorganic Chemistry Lab
Biochemistry Lab
Biochemistry Lab - Intro Chemistry Lab
NMR Support Lab
Instrument Support Lab
Open Computer Lab
Open Computer Lab
200
200
200
200
200
200
200
200
200
Research Lab
Research Labs
Research Labs
Research Labs
Research Labs
Research Labs
Research Labs
Research Labs
Research Labs
Research Labs
Research Labs
200
200
200
200
200
200
200
200
200
200
Lab Support
Open Computer Lab Storage
Glass machine shop
HAZMAT Storage Area
Service Space
700
200
700
700
Chemistry Department Total
Program Plan: Science Building Renovation
500
240
240
0
1,800
1,800
1,800
1,800
1,800
600
1,800
1,050
1,050
0
1,000
1,000
1,000
1,000
1,000
1,000
400
400
400
400
0
200
300
3,000
515
0
30,100
Page 22
Geography
Room Description
CCHE
CODE
Admin
Chair Office
Department Staff
Department Staff
Department Reception
Office Service
Office Storage
Faculty Office
Faculty Office
Faculty Office
Faculty Office
Faculty Office
Faculty Office
Faculty Office
Part Time Faculty (for 3)
Part Time Faculty (for 3)
Honoraria Office (for 2)
Seminar Room
Graduate Student Office for 3
Graduate Student Office for 3
Graduate Student Office for 3
Lab Director Office
300
300
300
300
300
300
300
300
300
300
300
300
300
300
300
300
600
300
300
300
300
Teaching Lab
Teaching Lab
200
Research Lab
Research Lab
Research Lab
Specialized Computer Classroom
SCGL - Southern Colorado Geodata Lab
200
200
100
200
Support
Service Space
Remote Weather Station
700
700
Geography Department Total
Program Plan: Science Building Renovation
Program Area
ASF
150
90
90
180
100
100
130
130
130
130
130
130
130
195
195
130
130
195
195
195
130
0
400
0
400
400
800
800
0
200
400
0
6,385
Page 23
Geology
Room Description
Admin
Faculty Office
Faculty Office
Honoraria Office (for 2)
Service Space
Museum/Collections and Reading Room
Geology Lab
CCHE
CODE
300
300
300
300
500
200
Geology Department Total
Program Area
ASF
130
130
130
60
800
1,800
0
3,050
Science Classrooms
Room Description
CCHE
CODE
Gen. Classrooms Table/Chair Classroom for 20
Table/Chair Classroom for 20
Table/Chair Classroom for 36
Table/Chair Classroom for 36
Tablet Armchair Classroom for 36
Table/Chair Classroom for 48
Tablet Armchair Classroom for 64
Auditorium for 200
Auditorium Control Room
Auditorium Prep/Demonstration Area
Auditorium Storage
100
100
100
100
100
100
100
100
700
700
700
Science Classrooms Department Total
Program Plan: Science Building Renovation
Program Area
ASF
480
480
864
864
720
1,152
1,280
3,800
100
150
200
0
10,090
Page 24
Program Area Space Needs
Science Learning Center
Room Description
CCHE
CODE
Admin
Director Office
Staff
Student Worker/Reception
Workroom
300
300
300
300
Student Support
Computer Lab
Computer Lab
Wet Lab
Wet Lab Prep/Storage
Module Room
Video Room
Study Room
Study Room
Study Room
Study Room
Study Room
Study Room
Study Room
Study Room
Supplemental Instruction Room
Storage
Server/Media Center
100
100
100
700
100
100
400
400
400
400
400
400
400
400
100
700
700
Science Learning Center Department Total
3.2
Program Area
ASF
150
90
180
160
0
960
960
200
150
600
375
100
100
100
100
100
100
100
100
480
150
100
0
5,355
Unique and Special Features, Health, Life-Safety, and Code Issues
The unique feature of teaching many science courses involves the use of hazardous chemicals and unwieldy
containers containing both solid and liquid chemicals which require special handling and storage. These
must be delivered via a special loading/unloading dock. The dock should be adjacent to a receiving area
for tie-down of gas cylinders destined for distribution or return. Receipt of large equipment items attached
to lumber placards and in unwieldy boxes will also be delivered here. Receiving and loading/unloading
areas should be spacious enough to allow operation of a small forklift. The stockroom should be adjacent
to or near the receiving/loading dock area to permit easy and safe transfer of large shipments.
Storage of chemicals requires special consideration. Large containers of bulk chemicals (5 gallon cans)
should be housed outside the main building in a separate structure (solvent house). In the event of a fire or
explosion, this area would be isolated. Within the main building, solid chemicals and smaller quantities of
liquid chemicals should be stored in separate rooms. A space is necessary for the proper storage of
hazardous materials.
Special life-safety issues must be considered:
Venting rooms (windows that open) or air conditioning of rooms is extremely important.
Temperature control, humidity control, and proper ventilation are crucial.
Proper safety and fire suppressant features are essential.
Program Plan: Science Building Renovation
Page 25
If laboratories are located on upper floors, freight elevators are necessary or a loading dock
connected to the upper floor is required.
Modern fume hoods having excellent exhaust features are very important.
Glass/electronics/machine shop areas are necessary for equipment maintenance purposes.
Service corridors are important, which allow storage of chemicals, gas cylinders and equipment
for distribution to various laboratories adjacent to the service corridor. Students cannot be allowed
in these corridors; access must be restricted to University employees.
Prep rooms areas are required for handling of hazardous chemicals and for the preparation of
solutions for immediate use in one or more of the teaching laboratories
Teaching laboratories should be reasonably large and well-lit, and have aisles that allow people to
pass by lab benches
Group project laboratories should have the necessary safety features found in the larger teaching
laboratories and should have at least two exits. All rooms should have two or more exits.
Noise control is essential: noisy motors for fume hoods and other environmental sounds should be
muffled so that noise is minimized. Overly noisy laboratories impede maximum student attention
and learning.
Fire walls and barriers
Science education, both in the instruction and lab arenas, requires not only essential equipment and access
to technology, but also special life-safety controls of hazardous materials. Special needs require
construction allowances for such things as:
access to 220v electrical outlets
conduits for natural gas, compressed air, water and distilled or deionized water
eyewash fountains
safety showers
floor drains
special flood control provisions
reinforced floors to accommodate large, heavy equipment
structural floors to avoid vibrations that affect sensitive instruments
air-conditioning to allow for proper air circulation and temperature and humidity control
access to technology in every room–whether office, lab or classroom
code compliant egress
ADAAG compatible entrances, exits, and interior services (e.g. bathrooms, laboratories, and
classrooms)
Code compliant renovation and construction
Program Plan: Science Building Renovation
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3.3
Site Requirements
Science Building
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The facility is located on the main campus, adjacent to University Plaza and Dwire Hall. This location is in
conformance with the university’s Facility Strategic Plan for the main campus. The site planning excludes
space for future expansion. All utilities are in near proximity. Infrastructure, to include parking, vehicular
roadways, and pedestrian walkways are all immediately accessible. The site is situated in a minimum
surface drainage area. No extraordinary subsurface water has been experienced or is anticipated.
Vegetation includes prairie and blue grasses in this area, with coniferous and deciduous trees. In addition
to natural vegetation, there are man-made features that will be maintained. These include an entire existing
parking lot with curb and gutter, a road and sidewalks.
Supporting requirements for the project include connection to all utilities, and way-finding signage.
3.4
Acquisition of Real Property
Acquisition of real property is not required. The Science Building will be renovated on land holdings
already owned by the university.
3.5
Existing Facilities
The Science/Engineering Buildings project includes construction of approximately 143,000 GSF of new
space that will be created and later, under a separate project, the renovation of 74,000 GSF in the existing
Engineering Building. However, neither project will replace any of the existing or planned uses in the
Science Building.
Plans for the existing Science Building are to renovate it to accommodate space deficits in laboratories,
general classrooms, and academic offices. The cost of renovating the existing Engineering Building is not
included in this Program Plan. A 2001 Program Plan for the Beth-El College of Nursing and Health
Sciences and Natural and Physical Sciences estimated the renovation cost. Adjusted to 2007 dollars the
renovation of the Science Building is estimated to cost $16,500,000.
The Colorado Commission on Higher Education (CCHE) supports the renovation and reuse of existing
buildings where possible. This is a good example of the cost-effective renovation of a facility to enable it
to continue service without the cost of building new. The CCHE Classified space in the Science Building
is listed in the following table:
Science Building
Classrooms
Adminstrative Offices and Service
Research Labs and Service
Teaching Labs and Service
Open Labs and Service
Other Academic Space
1st Floor
11,987
2,410
1,869
832
2,009
0
2nd Floor
4,763
2,457
4,687
10,990
759
604
Total
16,750
4,867
6,556
11,822
2,768
604
GSF
Subtotals
43,367
5,615
65,091
10,620
67%
53%
Totals
48,982
75,711
65%
Art Gallery
Efficiency
Number
12
38
32
11
11
1
Existing Floor Plans
The floor plans on the following four pages illustrate the occupancy of the Science Building after
completion of the Science Engineering Building and Dwire Hall, both now under construction. Many
spaces in the Science Building will be vacated with academic functions being moved into the new
buildings. CCHE classified space is also included on the last two pages.
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Existing Space Allocations in Assignable Square Feet (ASF) Campus-wide
This chart shows existing space allocations for all departments either presently housed in the Science Building or those scheduled to move into the Science
Building from other locations on campus after the renovation is complete. The data is for reference only to indicate future availability of vacated space.
EXISTING SPACE ALLOCATIONS BY
BUILDING AND SPACE TYPE
Dept
Dept Name
Number
Science/Art Gallery
Classroom/
Office/
Teaching Lab Service
48,982 ASF Dwire Hall
Classroom/
Research
Teaching Lab
Office/
Service
Columbine Hall
Classroom/
Office/
Teaching Lab Service
Research
Research
Totals
LAS-Admin
40051
759
623
1,382
LAS-Anthropology
40067
1,225
1,077
2,303
LAS-Biology
40062
4,538
2,272
4,814
11,623
BioEnergetics
40357
233
1,417
1,651
LAS-Chemistry
40063
1,406
1,723
10,059
LAS-Geography
40064
226
LAS-Geology
40072
775
LAS-ID Math
40074
EXCEL-Science
40137
1,803
General Classrooms
CLASS
15,481
LAS Fine Arts Gallery
40058
5,292
324
36,028
6,453
TOTALS
Program Plan: Science Building Renovation
6,930
2,522
763
3,512
292
1,067
319
319
198
2,001
15,481
5,616
7,954
1,002
292
0
2,522
763
0
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55,013
4
Project Description
4.1
Facility Improvements/Scope of Work
The project is for renovation of the existing Science Building including the adjoining Art Gallery. The
square footage is 75,711 GSF and 48,982 ASF.
Where practical, classroom and laboratory space will be shared among the various disciplines. In
accordance with the Facilities Strategic Plan, the building is sited on the Cragmor Parcel, east of University
Plaza and southwest of Dwire Hall. In accordance with the UCCS Micro Master Plan, the number of floors
will be two (existing) with perhaps a partial third floor (if structurally possible).
Technology is an important aspect of the Program Plan. The new building will have data and phone jacks
in every room. Laboratories will be designed for computer-assisted learning. Pod stations with built-in
computer screens and keyboards will be planned for all laboratories. In the future, wireless technology will
be integrated into the Science Building, but in this project only the infrastructure to do so is planned.
Security and safety measures for protection of the building and its occupants will be provided.
Consideration will be given for a central, digitally linked security alarm system integrated with equipment
housed within the building. The system will be linked to fire, police and emergency personnel thereby
providing a total security package with remote monitoring capabilities.
Dedicated loading docks will be planned for the building with adjacent receiving areas and storage rooms,
as needed.
4.2
Diagrammatic Plans/Sketch
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4.3
Project Cost Estimate
The cost per square foot of $218 for the renovation of the existing Science Building (with Art Gallery) is
based upon design development phase construction cost estimates for the Dwire Hall Renovation and
Technology Upgrade project at UCCS (underway now) and similar projects at University of Colorado in
Boulder and at the Health Sciences Center in Denver.
The renovation of the existing Science Building includes the following:
1.
Limited demolition of existing walls and limited new wall construction to accommodate a new space use plan.
2.
Upgrade of existing mechanical equipment to highly efficient models.
3.
Upgrade mechanical controls to DDC and install web-based control and monitoring.
4.
Modify and upgrade plumbing and fire protection systems to accommodate a new space plan.
5.
Upgrade and installation of smart classroom technology in teaching laboratories and classrooms.
The scope of work for the Science Building Renovation does not include the creation of additional GSF to
the building, however it is anticipated that additional ASF will become available as interior designs are
approved. The Dwire Hall Renovation and Technology Upgrade project yielded a 17% increase in
classroom space in the finished Dwire Hall. Based upon this outcome (bringing older floor plans into line
with current academic teaching techniques) we expect a small, but unknown, increase in ASF in the
renovated Science Building.
A third party review of this program plan is being conducted by Sink Combs Dethlefs Architects in Denver.
UCCS expects to receive their written comments by 9/8/06. Preliminary renderings follow.
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Smart classrooms are envisioned as depicted in the rendering above. Smart classrooms are electronically
enhanced lecture theaters and classrooms that integrate computer, multimedia, and network technology into
the teaching and learning environment.
Timing for this project includes bringing on an A/E firm in the summer of 2007, if the project is approved
and funds are appropriated. More detailed renderings and other pre-design materials are not available at
this time for two reasons. One, there are no funds available to obtain renderings and two and perhaps more
importantly, it is not anticipated that the exterior of the facility will change in any way. During the course
of design this project will be presented to the CU System design Review Board to ensure it complies with
the UCCS Campus Design Guidelines and the CU System’s design intent.
With no cash funds available for this renovation, none are programmed. It is hoped that state resources will
acknowledge the need to renovate this facility. A major benefit and facility improvement as a result of this
work will be the inclusion of multiple smart classroom technologies (e.g. sound systems, projectors,
screens, internet connectivity and “clicker” technology) that are not found in the un-renovated space of the
Science Building and that are estimated at well below $500,000 for the entire project. Several academic
departments already use this technology. Students use hand-held wireless transmitters, or “clickers,” to
answer questions from the instructor. The clicker signals are collected by positioned receivers that then
send the signals to software on a computer. An overhead screen in front of the classroom is complemented
by monitors along the side walls. Clicker technology gives a student instant feedback on questions, and
offers anonymity compared to the student raising a hand. Added to this will be laboratory space that will
include appropriate compressed gases, resilient counter surfaces, sinks, fume hoods and code compliant
features that are not available in the Science Building today due to limited lab spaces in the building.
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By allocating programs such as chemistry and anthropology in the same building, each utilizing office and
classroom space in proximity to each other, it is anticipated that multi-disciplined approaches to academic
solutions and teaching will naturally evolve due to close office assignment locations and the new way of
instruction being promulgated by all Colleges at UCCS. This azimuth achieves the goals established in the
Seven Year Growth Plan and will help UCCS reach achieve its mission for the CU System.
4.4
Financial Analysis
The funding approach for the Science Building Renovation is being prepared for presentation to the
Regents of the University of Colorado in September 2006. This project is intended to be 100% statefunded with Capital Construction Fund Exempt dollars (CCFE).
Project Schedule
This project is not dependent on other capital improvement projects. However, it is a critical project for the
UCCS campus. As depicted below the project will cross three (3) years and make renovation while
occupied the norm. This is not unlike work at the State Capitol Building. The existing engineering and
science buildings are inadequate in space and teaching capability especially regarding the laboratory space.
Several engineering programs are in need of adequate space if they are to remain accredited, and health and
safety is a concern in the science building. Further, the College of Nursing cannot expand without
additional quality laboratory space.
Estimated Project Schedule:
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5
Relation to the Facilities Strategic Plan and Other Projects
The UCCS campus has been operating with an acknowledged space deficiency for several years. This
project enables the university to redevelop the Science Building into a state of the art chemistry building
with teaching laboratories, general classrooms, and support space.
The proposed project is in conformance with the UCCS Academic Strategic Plan. The planning and
development of this project has been coordinated with planning for the new Science Engineering/Buildings
and the renovation of Dwire Hall. The space to be provided by the initial phase of the Science/Engineering
Buildings is less than that identified in program plans for the Engineering and Science departments
approved in 1998 and 2000, but not constructed.
Renovation and reuse of this building will relieve space pressure on the campus:
The College of Business will be able to expand into space vacated by LAS classes taught in Dwire
Hall.
The College of LAS will be able to use the space vacated by Geography and the LAS Dean in
Columbine Hall.
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6
Facilities Alternatives
The academic programs to be located in the Science Building are currently located in five campus
buildings: Columbine Hall, Dwire Hall, University Hall, the Engineering Building, and the Science
Building. One of the objectives of this plan is to bring together these science disciplines into an
interdisciplinary environment. A second objective is to enhance the laboratory space available in the
Science Building in a smart classroom environment.
There is no existing facility on campus with the space available to satisfy the requirements of the academic
programs planned for this building.
Appropriate off campus space is not available.
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