October 6, 2012
UROP Proposal
Designing for an Educational Environment
St. John the Baptist K-8 Science Lab Remodel
What are the necessary elements for a successful science laboratory design for K-8
students? How can a classroom inspire young students to learn more about science? How can a
regular classroom be remodeled into a new science lab that provides a safe environment for kids
to experiment? These are the research questions I plan to address. Although I have completed
several design projects focused on the health, safety, and well being of client’s, none of these
projects have revolved around creating a place for children or dealt with an educational facility.
As an interior design student with a passion for teaching and helping others, I believe being apart
of a UROP program will allow me to merge both my interests into one project. Having the
opportunity to design a science classroom for real clients alongside Dr. Abimbola Asojo would
give me a deeper understanding of how to research a client’s needs and more specifically
understand how lighting design can affect the overall effectiveness of an educational space.
This UROP will have practical implication, because design solution will be implemented
and tested by real K-8 science teachers and students. Also, conclusions and findings will
contribute to the knowledge for future design solutions for children’s science labs, which
according to the United Nations Education, Scientific and Cultural Organization is a challenge to
find (2010). After reading about some of the current challenges in basic science education, it is
clear that science is a core part of curriculum to help develop creative and critical thinkers, as
well as, a subject children need to understand how the world works (UNESCO, 2010).
Lighting is one element of design that fascinates me. Specifying the appropriate
luminaire and illuminance levels for a space is crucial to how efficient a space will be. In a
learning environment, lighting needs to be easily controlled and adjustable to make the
classroom most efficient (McCrea, 2012). With the addition of new technology in classrooms,
the need for flexibility in lighting controls has increased. As a design student, it is exciting to
have the opportunity to create a space for the current and future generations of teachers and
students at St. John the Baptist school to be inspired to learn and generate a good reputation for
the school.
A case study method will be the methodology for this project, which involves analysis of
a situation using multiple data sources such as design precedents, interviews, observations,
archival records, artifacts, and other data. In the end, this results in a greater understanding of the
case being studied (Creswell, 2009). In this project I will use the case study method to solve the
problem of turning a regular classroom into a science lab with efficient equipment and proper
lighting for children in grades K-8 to efficiently and effectively learn.
The necessary first step to complete this project is to meet with the principal of St. John
the Baptist K-8 School, in order to interview her and understand what the science teaching staff
and students need in their new science lab, as well as, a tour of the space to define the problem
and gather information about needs. After meeting with the client and collecting images of the
space, Dr. Asojo, a fellow student, and myself with develop a design that balances functionality
and aesthetics, and should ultimately be an inspiring learning environment.
Researching workstations, equipment, and storage will be done since these are necessary
elements of a science lab. After a space plan is complete, research on energy efficient luminaires
will provide more knowledge about what products could be used to provide ample and efficient
light levels in the space. Along with all the research of the client and equipment, the design
process will be implemented to apply what I have learned in my interior design major classes.
This process includes programming, developing a concept, schematics, and design development.
After all the research and design development is accomplished, the design will be presented to
the clients. Presentation drawings including a floor plan, reflected ceiling plan, elevations, and
perspectives will be produced for the client to raise the funds for this project to be accepted and
implemented.
In the end, this is a proposal for an opportunity to collect research and implement the
findings in a real-life design project. This is also a chance for community outreach, by providing
a design solution to an educational facility that will hopefully inspire their students to enjoy
learning. Since this project has the potential for real-world implementation, it is crucial that I
deliver research findings and present them in an easily understood manner. Even if the design
solution for the space is not chosen or implemented, I will learn about designing in educational
spaces for children and developing presentation skill working with real clients. Currently, there
is a need for research in the area of educational science program learning environments, and this
UROP would provide a chance to collect more data about certain design elements for these
specific spaces. Compiling research and findings about what makes a K-8 science lab
environment efficient and effective will also be useful for myself and other designers who may
work on similar projects in the future.
Bibliography
Creswell, J.W. (2009). Research Design Qualitative, Quantitative, and Mixed Methods
Approaches. Thousand Oaks, CA: Sage.
UNESCO. (2010). Retrieved Sept 22, 2012, from Current Challenges in Basic Science Education:
http://unesdoc.unesco.org/images/0019/001914/191425e.pdf
McCrea, B. (2012, Jan 18). Designing the 21st Century K-12 Classroom. Retrieved Sept 20,
2012, from The Journal: http://thejournal.com/articles/2012/01/18/designing-the-21stcentury-k12-classroom.aspx