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PROJECT LEAD THE WAY

DESIGN GUIDE
2

ACKNOWLEDGEMENT
This Project Lead the Way (PLTW) Design Guide for High School and Middle
School laboratory suites was prepared by the architectural firm of Eppstein
Uhen Architects (EUA), headquartered in Milwaukee, Wisconsin. The Learning
Environments Studio at EUA provides school districts with educational master
planning, referendum planning assistance, and architectural and interior design.
EUA believes that PLTW Programs are an excellent example of active learning
and have application to all areas of study.
This design guide was developed in association with Wisconsin PLTW affiliate
university, Milwaukee School of Engineering (MSOE). The guide is designed to
provide both conceptual and specific technical assistance to schools that have
PLTW programs in place and those considering adding PLTW to their curricular
offerings. This guide is intended to be broad in its scope to account for differences
in budgets and other circumstances, and as such, is an advisory document.
MSOE and PLTW thank EUA for their efforts in presenting this guide and hope
that readers find it useful and informative in their efforts towards furthering
PLTW programs and empowering the students enrolled in them.
November 2014
Milwaukee School of Engineering
Milwaukee, Wisconsin

2 | PROJECT LEAD THE WAY Design Guide

DESIGN GUIDE

TABLE OF CONTENTS
04

HOW TO READ THIS GUIDE

06

INTRODUCTION TO STEM

08

PLTW CURRICULUM

10

DESIGN METHODOLOGY + TERMINOLOGY

12

CROSS-DISCIPLINARY LEARNING ENVIRONMENTS

18

APPLICATION OF IDEAS

19 KIT OF PARTS
26 KINDLE

[ SMALL: Existing Classroom Space Renovation ]

36 IGNITE

[ MEDIUM: Minor Renovation of Existing Space ]

40 RADIATE

44

[ LARGE: Major Renovation or New Construction ]

APPENDIX

44 Design Elements
48 Expanding Gender Representation
49 Suggested Elevations
50 Locating Classrooms

LEAD

T W
WAY

THE

P
PROJECT

How to Read
This Guide

HOW TO READ THIS GUIDE


This guide is intended to assist school district administrators, principals, teachers, and others
involved in the improvement of physical teaching environments for Project Lead the Way
(PLTW) programs. It covers both the understanding of the big-picture ideas as well as the details required for
understanding how an effective PLTW learning space is assembled.

1.
2.
3.

The first section, Cross-Disciplinary Learning Environments, provides three large-scale examples
of configurations that are intended to inspire a prolific understanding of the relationships between
spaces for the best collaborative learning experiences.
The second section, Application of Ideas, provides additional detail about how each space
functions by examining the make-up of the pieces within and noting certain desirable characteristics
of productive learning environments. It provides numerous examples of furniture and space layouts for
classrooms organized into three different categories: existing space, light to moderate renovation, and
major renovation or new building. These categories are respectively labeled Kindle, Ignite, and Radiate.
The final section, the Appendix, describes the implications, code concerns, technological options and
other details that affect the quality of PLTW spaces.

4 | PROJECT LEAD THE WAY Design Guide

DESIGNING SPACES FOR STEM


As the Project Lead the Way (PLTW) curriculum is adopted throughout the United States, new facilities
are being developed and existing facilities are being modified to accommodate this project-based system
of teaching. The basis for PLTW is rooted in an educational philosophy that focuses learning on the integration
of Science, Technology, Engineering and Math (STEM) curricula.

PRINCIPLES OF PLTW
Collaboration and mentoring among teachers,
students, and community experts
Encouraging students to take ownership in
both individual and group project settings
Creating group learning activities that cross
the boundaries of all four disciplines of STEM
with other programs

THIS GUIDES GOAL


The goal of this guide is to provide you with conceptual tools to
visualize how the PLTW programs can be physically implemented
in your facilities through remodeling and/or repurposing existing
facilities, construction of new additions, or developing entirely new
facilities to enhance the PLTW program in your school.

EPPSTEIN UHEN ARCHITECTS + MILWAUKEE SCHOOL OF ENGINEERING | 5

TECHNOLOGY

E M
MATH

ENGINEERING

S
SCIENCE

Introduction
to STEM

STEM CURRICULUM BENEFITS


1. FLEXIBLE ENVIRONMENTS
Classroom walls are becoming more open to encourage collaboration
and increase flexibility within the space. Furnishings in these spaces
are flexible, moveable and adaptable to the teaching tasks at hand.
As students progress within the program, they will experience methods
of learning that are more compatible with those they will encounter
after graduation in both colleges and work environment settings.
Traditionally, the courses that make up the components of PLTW and
STEM have been taught in singularly defined spaces. The layout does
not provide adaptability for multiple methods of teaching and flexible
spaces for collaborative learning. Space utilization efficiencies
can be gained by locating STEM classrooms in proximity to
other programs, with student and teacher access to shared
collaboration spaces, encouraging inter-disciplinary learning.
By containing a few resources shared by more than one discipline,
classrooms have the ability to change use; for example, a classroom
used for physics in the morning could be converted easily to an art
classroom in the afternoon.

2. SUPPORTING THE GOALS OF STUDENTS


When the style of instruction and the design of the classroom are
both in sync with the way students will learn, grow and succeed
after they complete formal education and venture into the business
world, their enthusiasm for learning is greatly increased. Designing
spaces that align with the curriculum of PLTW creates a collaborative
and engaging learning environment that aligns with the developing
working environments in the world beyond educational institutions.

6 | PROJECT LEAD THE WAY Design Guide

EUA-designed Lake Mills Elementary School


Lake Mills, WI

C&N Photography, 2014

3. SUSTAINABLE PROGRAMMING
The investments made in PLTW facility enhancements creates a positive educational experience that will garner
the attention of parents and the community at large, while also becoming a source of pride that is favorable to
the school. It will gain a favorable reaction from the business community as they see students graduating from
these programs who require less training upon entering the workforce. PLTW programs are another positive
differentiator as parents choose schools to provide a competitive education for their children.

4. INVESTING IN THE FUTURE


When evaluating the cost of renovating or constructing new facilities to support PLTW programs, district administrators
need to balance district constraints with the positive impact of adopting the PLTW educational philosophy.
Supporting the PLTW curriculum in your schools provides students with tangible and discrete skills. These enhance
workforce readiness and provide a solid general education for numerous pathways students might have ahead.
In turn, support for PLTW may continue long term as a result of the success gained by students enrolled in these
programs of study.

EPPSTEIN UHEN ARCHITECTS + MILWAUKEE SCHOOL OF ENGINEERING | 7

MS

HS

HS

HS

GATEWAY

BIOMEDICAL
SCIENCE

ENGINEERING

COMPUTER
SCIENCE

PLTW currently offers 5 unique programs


of study for student K12.

K-5
LAUNCH

PLTW
Curriculum

PLTW LAUNCH
Through PLTW Launch, a program for kindergarten through fifth grade, students become
problem solvers. Students use structured approaches, like the engineering design process, and employ
critical thinking. They apply STEM knowledge, skills, and habits of mind, learning that it is OK to take risks and
make mistakes. As teachers and students learn and discover together, education becomes far more engaging.
PLTW Launch is designed to offer maximum flexibility so that it will work as a curricular option in a variety
of settings and scenarios.

PLTW GATEWAY
Middle school is the perfect time for students to explore and learn that there is more than one way to reach
a solution. PLTW Gateway provides engineering and biomedical science curriculum for middle
school students that challenges, inspires, and offers schools variety and flexibility. Students get
rigorous and relevant experiences through activity, project, and problem-based learning. They use industryleading technology to solve problems while gaining skills in communication, collaboration, critical-thinking,
and creativity.

PLTW BIOMEDICAL SCIENCE


It was a hot summer morning, 92F. An emergency call came in at 9:45 a.m. A man contacted the police to report
that he was worried about his next-door neighbor, a woman named Anna. He said he had spoken to Anna the
previous morning when he saw her walking her dog around 6:30 a.m. He decided to call the police this morning
because Annas dog had been barking excitedly for the last two hours. He tried to call Anna on the telephone,
but no one answered. Both the police and an EMT arrived at the scene at 9:56 a.m. The EMT determined that Anna
was dead. The police immediately notified your team of crime scene investigators as well as the medical examiner,
both of which were dispatched to the house. Has a crime been committed?

Above is an excerpt from the case presented to high school students in the first course of the PLTW Biomedical
Science program, Principles of the Biomedical Sciences. From the moment students walk into the
classroom, they are immersed in the mysterious death of Anna and are asked to investigate,
document, and analyze evidence to solve the case. Case-based scenarios like this one span all PLTW
Biomedical Science courses. Students explore a range of careers in the biomedical sciences as they learn
content in the context of real-world, hands-on activities, projects, and problems.

8 | PROJECT LEAD THE WAY Design Guide

PLTW ENGINEERING
PLTW Engineering is more than just another high school engineering program. It is about applying
engineering, science, math, and technology to solve complex, open-ended problems in
a real-world context. Students focus on the process of defining and solving a problem, not on getting
the right answer. They learn how to apply STEM knowledge, skills, and habits of mind to make the world
a better place through innovation.

PLTW COMPUTER SCIENCE (currently in development)


The imperative to increase our national talent pool in computer science and software engineering is clear.
In fact, the number of job openings projected in 2018 for STEM fields will reach 2.8 million, and approximately
half of these will be for computer specialists. To build student interest and engagement in computer science and
prepare more students for great career opportunities that require computational thinking, PLTW is launching
a four-year computer science pathway for high school students.

EPPSTEIN UHEN ARCHITECTS + MILWAUKEE SCHOOL OF ENGINEERING | 9

Design Methodology +
Terminology

As more schools incorporate PLTW programs (STEM), new typologies for configuring
the learning spaces to support programming need to be developed. The effectiveness
of these programs depend, in part, on the degree to which the environments
encourage interdisciplinary learning and collaboration among students, educators,
and partnerships outside the institution.
In rethinking the types of built spaces required for PLTW programs, it is necessary to
think outside the traditional box classroom and define six new spaces that support
the PLTW program and the types of learning that occur in each of these spaces.
To facilitate this rethinking process, the types of spaces required for
PLTW and STEM programs are defined to the right and are designated
with acronyms.

10 | PROJECT LEAD THE WAY Design Guide

IP

IDEA PODS (TEACHING / MENTORING / LEARNING SPACES)


Idea Pods renames the traditional classroom and implies that the room is more than
a space for group teaching. Idea Pods should have flexible and moveable furniture
that allows for the regrouping of furniture to accommodate a variety of teaching and
collaboration endeavors.

HOL

ACTIVE / HANDS-ON LEARNING SPACES


Hands-On Learning Spaces in traditional schools were the wood / metal working shops
and laboratories. In essence, these were single-function spaces with little flexibility.
In rethinking these spaces as Hands-On Learning Spaces, the spaces can be flexible,
multifunctional and cross-disciplinary to encourage students to collaborate on projects
that involve more than one way of thinking and/or doing.

A/D

ART AND DESIGN SPACES


Traditional art rooms were spaces designed specifically for drawn art (dry spaces) or
sculpted art (wet spaces). In general, they were physically separated from wood and metal
shops and laboratories. Locating flexible spaces that work for all art forms in proximity
to Hands-On Learning spaces, Idea Pods and collaboration spaces will allow the creativity
of the arts to inform the various STEM programs.

COLAB

GROUP COLLABORATION LABORATORIES


A critical element in PLTW programming is providing spaces where students and teachers
can meet in smaller groups in a non-traditional classroom setting. Placing these spaces
between and easily accessible to the IP and the HOL spaces encourages break-out
discussion, group interaction, and more individualized teacher instruction. These spaces
can be specific, yet flexible rooms, or widened areas in building corridors.

SGC

SMALL GROUP COLLABORATION SPACES


These spaces differ from COLAB spaces as they are smaller and accommodate two to four
people. These spaces allow groups of students to collaborate on learning projects and
enable the teacher to mentor one to three students separately from the rest of the class.
These rooms should be located near the Idea Pods and the Large Collaboration spaces.

STORAGE AND SUPPORT SPACES


An adequate amount of storage and support space is critical to the function of all the
PLTW spaces. These spaces need to be located for easy access from the other PLTW spaces
described above.

EPPSTEIN UHEN ARCHITECTS + MILWAUKEE SCHOOL OF ENGINEERING | 11

AMOEBA

The following three compositions provide an example of a theoretically complete


PLTW space. They examine the needs of scale, certain space qualities, and the
physical relationships between the different types of classrooms and spaces in order
to facilitate optimal collaboration and learning. Some of these characteristics include
visually open and connected spaces, large, flexible classrooms, and shared common
spaces among different disciplines.

3
B-HIVE

DNA-SINGLE
HELIX

Cross-Disciplinary
Learning Environments

These examples serve as starting points to a discussion on the optimal


balance between realistic scope and positive learning environments.

Potential daylighting source

A/D
IP

IP
S

IP

COLAB

COLAB

IP

Possible secondary ingress/egress

HOL

HOL

S
A/D

SGC & S
S

Potential daylighting
source

HOL

HOL

IP

IP
COLAB

IP

COLAB

IP
A/D

"Amoeba" Scheme - Plan View

Project Lead The Way

1. AMOEBA

January 6, 2014

This concept is called Amoeba because it has a central core, but can branch out in a
number of directions. In this scheme, just as amoebas can have multiple nuclei, ideas
and concepts occur in multiple locations and can be influenced by other centers of
activity within the plan. Amoeba derives from the Greek word that means migrate.
The concept that ideas can migrate through a variety of activities and develop through
interaction is a main principle of PLTW learning.

12 | PROJECT LEAD THE WAY Design Guide

Digital Electronics

Principles of Engineering
Art and Design Lab
Inroduction to Engineering Design

Computer Integrated Manufacturing

Art and Design Lab

Aerospace Engineering

Engineerind Design
and Development

Art and Design Lab


Civil Engineering and Architecture

Biotechnical Engineering

Amoeba Perspective view

"Amoeba" Scheme - Perspective View

Project Lead The Way

January 6, 2014

Amoeba Section view

"Amoeba" Scheme - Section View

Project Lead The Way


TERMINOLOGY

January 6, 2014

IP Idea Pods (Teaching / Mentoring / Learning Spaces)

COLAB Group Collaboration Laboratories

HOL Active / Hands-On Learning Spaces

SGC Small Group Collaboration Spaces

A / D Art and Design Spaces

S Storage and Support Spaces

EPPSTEIN UHEN ARCHITECTS + MILWAUKEE SCHOOL OF ENGINEERING | 13

IP

IP

IP

IP

IP

IP
IP

COLAB

HOL

COLAB

A/D

A/D

COLAB

COLAB

IP

HOL

IP

COLAB

HOL

COLAB

A/D

IP
IP
IP

Existing Space
Renovation / Addition Space

2. DNA SINGLE HELIX


This concept is called DNA Single Helix because the plan
form follows the DNA pattern of weaving its elements around
a central linear path.
This configuration allows the idea-centers to follow a defined
path around the central activity and collaboration. Just as
DNA is a molecular tool that allows scientists to explore
physical laws and theories, this plan allows students and
faculty to do the same.
This scheme can be easily adapted to fit in an existing
double-loaded corridor classroom wing, which makes it
a very economical solution for a minor remodeling project.

14 | PROJECT LEAD THE WAY Design Guide

Principles of Engineering

Engineering Design and Development

Human Body Systems

Aerospace Engineering

Medical Interventions

Principles of Biomedical Science

Biomedical Innovation

Introduction to Engineering

Hands-On Lab

Art & Design


Lab

Art & Design


Lab

Hands-On Lab

Art & Design


Lab

Hands-On Lab

Biotechnical Engineering
Civil Engineering and Architecture
Computer Integrated Manufacturing

Digital Electronics

DNA-Single Helix Perspective View

"DNA - Single Helix" Scheme Perspective View

Project Lead The Way

January 6, 2014

DNA-Single Helix Section View

"DNA - Single Helix" Scheme Section View

Project Lead The Way

January 6, 2014

TERMINOLOGY
IP Idea Pods (Teaching / Mentoring / Learning Spaces)

COLAB Group Collaboration Laboratories

HOL Active / Hands-On Learning Spaces

SGC Small Group Collaboration Spaces

A / D Art and Design Spaces

S Storage and Support Spaces

EPPSTEIN UHEN ARCHITECTS + MILWAUKEE SCHOOL OF ENGINEERING | 15

IP

IP

HOL

IP

IP

HOL

Elevator

Elevator

Stair
HOL

HOL

Stair

A/D

COLAB

COLAB

Stair

COLAB
Stair

HOL

HOL

HOL

HOL

COLAB

IP

IP

IP

COLAB

IP

COLAB

"The B-Hive" Scheme First Floor Plan

Project Lead The Way

January 6, 2014

e" Scheme Overall Plan

ead The Way

January 6, 2014

B-Hive Upper (left) + Lower (right) Floor Plan

3. B-HIVE
This concept centers on the interactivity of a beehive, although the
B in this case stands for brain. The hive is a place filled with busy
activity. The structure of a beehive creates multiple chambers that
the bees can access and, in performing their tasks, interact with one
another in the honeycomb.
By placing art and design on a platform overlooking all of the learning
and activity spaces, this concept reinforces interactivity between students
emulating the activities of the brain.

16 | PROJECT LEAD THE WAY Design Guide

Computer Integrated Manufacturing


Introduction to Engineering Design
Digital Electronics
Principles of Engineering

Aerospace Engineering
Art & Design Lab

Engineering Design
and Development
Biotechnical Engineering

Civil Engineering and Architecture

B-Hive Perspective View

"The B-Hive" Scheme Perspective View

Project Lead The Way

January 6, 2014

B-Hive Section View

"The B-Hive" Scheme Section View

Project
Lead The Way
TERMINOLOGY

January 6, 2014

IP Idea Pods (Teaching / Mentoring / Learning Spaces)

COLAB Group Collaboration Laboratories

HOL Active / Hands-On Learning Spaces

SGC Small Group Collaboration Spaces

A / D Art and Design Spaces

S Storage and Support Spaces

EPPSTEIN UHEN ARCHITECTS + MILWAUKEE SCHOOL OF ENGINEERING | 17

3
IGNITE

4
RADIATE

2
KINDLE

The intent of PLTW is to provide students with the type


of environment they might encounter in the real-world, rather
than what the characteristics of a typical school might provide.
This works to provide students with a sense of self-respect and
encourages collaboration and a higher determination to do well.

1
KIT OF PARTS

Application
of Ideas

The spaces may include:


Highly visible and open learning spaces
Finishes similar to a professional environment, including carpet
Comfortable and mobile seating and furniture
Technologically-advanced presentation and teaching equipment, building systems

DNA Single Helix

B-Hive

18 | PROJECT LEAD THE WAY Design Guide

Project Lead The Way


PERSPECTIVE

04/07/14

Eppstein Uhen Architects, Inc.

KIT OF PARTS
The following pages describe the various types of pieces that make up the whole, beginning with the
scale of furniture options, then, use those pieces to form configurations of students in different types
of learning activities, and finally, describe options for organizing those activities in a built space.
Fixed parts include building elements such as walls, windows, lighting, cabinetry, markerboards
on walls, and anything that cannot be easily relocated by the use of the space.
Mobile parts include furniture, rolling storage, markerboards and dividers on wheels, and
anything that can be quickly and easily moved by teachers or students when necessary.
Refer to appendices for more detail on architectural requirements of parts and spaces.

BELOW: EUA-designed Franklin High School


Franklin, WI

EPPSTEIN UHEN ARCHITECTS + MILWAUKEE SCHOOL OF ENGINEERING | 19

FURNITURE MATRIX
Furniture selected for PLTW and STEM spaces should emphasize mobility, flexibility, comfort and simulate the feel
of a professional environment.

DESCRIPTION

NOMINAL DIMENSIONS

SAMPLE
MANUFACTURER

Collaboration / Tech
Lounge Chair

24 wide, 27 deep (20 seat depth),


17 seat height

Izzy

Collaboration Sofa

26 deep, 72 long, 18 seat height

Coalesse

Mobile Marker Board

24 48 wide, 54 high

Steelcase

Wire Shelving

18 deep, 48 long, 74 high

Uline

Project Chair

24 deep, 26 wide at base,


15 21 high

Paragon

Seminar Chair

18 21 wide, 22 deep, 32 high

Herman Miller

Lab Stool

14 diameter, 17 30 seat height

KI

Multi-use Project Table


with Folding Leaves

53 deep, 53 wide, 29 high

Herman Miller

Mobile Work Table

24 30 deep, 60 long,
variable height

Herman Miller

10

Collaboration Table

32 wide, 40 deep, 18 32 high

Izzy

11

Mobile Storage Cabinet

14 deep, 24 wide, 36 high

Fleetwood

12

Mobile File Cabinet with Seat

18 24 deep, 15 wide, 22 high

Steelcase

13

Mobile Science Lab Table


on Casters

36 deep, 72 wide, 30 high

Diversified Woodcrafts

14

Multi-media Lectern

28 wide, 24 deep, 42 high

Spectrum Industries

20 | PROJECT LEAD THE WAY Design Guide

3
5

10

12

EPPSTEIN UHEN ARCHITECTS + MILWAUKEE SCHOOL OF ENGINEERING | 21

Plan view

10
5

9
7

FIXED PARTS
Parts that cannot be easily
relocated within the space

1 Markerboard

5 Fume Hood

2 Projector Screen

6 Double Sided Lab Sink with Electrical Outlets

3 Upper Cabinetry, with Doors for Supply

7 Floor Outlet

Storage, or Open for Portfolio Storage

8 Charging Station

4 Windows / Daylight Openings and

9 Suspended Light Fixture

Borrowed Lites for Open Views

10 Digital Smart Board

1
2

9
10
Perspective view

22 | PROJECT LEAD THE WAY Design Guide

Plan view

7
13

10

11

1 Collaboration / Tech Lounge Chair

MOBILE PARTS

8 Project Table on Casters, Fold-down Sides

with Casters and Rotating Tablet Arm

9 Mobile Work Table on Casters,

2 Collaboration Sofa

Parts that can be quickly


and easily moved by
teachers or students
when necessary

12

(able to fold for storage)

3 Mobile Marker Board on Casters

10 Group Work Table, Combinable

4 Wire Shelving

11 Mobile Storage Cabinet

5 Project Chair

12 Combination Mobile File Cabinet and

6 Seminar Chair

Collaboration Seat

7 Lab Stool

13 Mobile Science Lab Table on Casters

8
5
9

6
7
10

11

13

12

Perspective view

EPPSTEIN UHEN ARCHITECTS + MILWAUKEE SCHOOL OF ENGINEERING | 23

SPACE DIAGRAMS
In order for PLTW classrooms to provide flexibility and collaborative learning, there must be
an understanding of the types of activities the students will encounter, and how new furniture
arrangements can provide the best environment for those activities. To organize the larger spaces,
analysis must be done on the expected number of students and the predicted space allocations for
certain activities and configurations. Of course, the following are only a few examples of the many
types of activity that can be performed.

SMALL GROUP COLLABORATING

PRIVATE GROUP COLLABORATING

75 100 sq ft | 4 students or fewer

60 80 sq ft | 4 students

COMFORTABLE LOUNGE
CHAIRS WITH TABLETS

TABLET ARM LOUNGE


BENCH WITH TALL BACK
AS PARTITION

MOBILE STORAGE
CABINET WITH SEAT

FULL CLASS DISCUSSION

FULL CLASS SEMINAR / LECTURE

500 550 sq ft | 20 students

500 550 sq ft | 24 students

MOBILE WORK TABLES

COMFORTABLE TASK
CHAIRS ON CASTERS

24 | PROJECT LEAD THE WAY Design Guide

MOBILE WORK TABLES

MARKERBOARD, SMART
BOARD, OR PROJECTION
SCREEN

SMALL GROUP PROJECT

MEDIUM GROUP PROJECT

70 90 sq ft | 3 to 4 students

120 140 sq ft | 4 to 6 students

MOBILE GROUP
WORK TABLE

MOBILE GROUP
WORK TABLE

LARGE GROUP PROJECT

LAB GROUP PROJECT

130 150 sq ft | 6 students

150 170 sq ft | 8 students

MOBILE MARKER BOARD

Project Lead The Way

MOBILE LAB TABLES

LAB (SCIENTIFIC
SURFACE)
TABLE ON CASTERS

PERSPECTIVE

FIXED CASEWORK, COUNTERTOP,


SINK WITH ELECTRICAL OUTLETS

03/17/14

Eppstein Uhen Architects, Inc.

LAB
STOOLS

EPPSTEIN UHEN ARCHITECTS + MILWAUKEE SCHOOL OF ENGINEERING | 25

KINDLE
A classroom environment where only one classroom is available for PLTW
activities, with a room for storage or a large hallway adjacent. In many instances,
these are existing science classrooms that have been dedicated to PLTW purposes,
and are minimally flexible in terms of fixed furniture, counters, and cabinetry.
The solutions address multiple ways to arrange STEM classrooms with mobile
furniture arrangements.
SUITABLE FOR:
Small Scope Project / Existing Classroom Space Renovation

26 | PROJECT LEAD THE WAY Design Guide

KINDLE 1 | 1,980 SQ FT
One 1,560 sq ft classroom space with one 420
sq ft storage room and fixed wet-lab items; can be
designed from an existing science classroom with
minimal remodeling
[ HOL, AD, COLAB, IP, physical sciences ]

DESCRIPTION: 4 furniture options: A, B, C, D


ACTIVITIES: partial lab group project, small group
discussion, individual / teacher discussion, full class
discussion, group / teacher classroom style
PHYSICAL NEEDS: furniture storage, project
storage, supply and tool storage, 2-4 fixed sinks
and cabinetry, moveable cabinetry and mobile
storage, outlets, venting, seating, worktops,
lighting / openings

MOBILE FURNITURE:
QTY

Item

12

Mobile Folding Tables

Lab Tables

Collaboration Tables

Tech Chairs

20

Caster Chairs

24

Lab Stools

Mobile Work Boards

Mobile Files

Wire Shelves

RIGHT: MENASHA HIGH SCHOOL


MEDIA CENTER
Menasha, WI
[ Designed by EUA ]

EPPSTEIN UHEN ARCHITECTS + MILWAUKEE SCHOOL OF ENGINEERING | 27

TALL MOBILE WIRE


SHELVING

UPPER OPEN
CABINETRY

VISUAL ACCESS
THROUGH GLASS

MOBILE
STORAGE
CABINET

CHARGING STATION

MOBILE WORK TABLE

PROJECTOR SCREEN

STORAGE

FIXED SINK
CABINET WITH
ELECTRICAL
OUTLETS

35'-0"

COLAB
CHAIRS

OVERHEAD
PROJECTOR

12'-0"

46'-0"
BASE CABINET, COUNTER
TOP, UPPER CABINETS,
SINKS (TYPICALLY FROM
EXISTING)

SMART BOARD

FIXED MARKER
BOARDS

FULL CLASS DISCUSSION WITH SETUP


KINDLE
1-A
FOR SMALL GROUP
LAB AND
SMALL
GROUP COLLABORATION
Full class discussion with setup for small
group lab and small group collaboration

Project Lead The Way


A1-A PLAN - 1560 SF

OPPORTUNITIES
FOR DAYLIGHTING

28 | PROJECT LEAD THE WAY Design Guide

03/17/2014

Eppstein Uhen Architects, Inc.

TALL MOBILE WIRE


SHELVING

VISUAL ACCESS
THROUGH GLASS

UPPER OPEN
CABINETRY

CHARGING STATION

MOBILE
STORAGE
CABINET

LAB STOOLS

STORAGE

35'-0"

FIXED SINK CABINET


WITH OUTLETS

MOBILE LAB
TABLES

PROJECTOR
SCREEN

12'-0"
FOLDABLE
TABLES FOR
COMPACT
STORAGE

46'-0"
BASE CABINET, COUNTER
TOP, UPPER CABINETS,
SINKS (TYPICALLY FROM
EXISTING)

SMART BOARD
FIXED
MARKERBOARDS

KINDLE 1-B

LARGE GROUP LAB WITH SETUP


FOR SMALL GROUP MEETINGS
Large group lab with setup for small
AND DEMONSTRATION
group meetings and demonstration

Project Lead The Way


A1-B PLAN - 1560 SF

03/17/2014

Eppstein Uhen Architects, Inc.

OPPORTUNITIES
FOR DAYLIGHTING

EPPSTEIN UHEN ARCHITECTS + MILWAUKEE SCHOOL OF ENGINEERING | 29

TALL MOBILE WIRE


SHELVING

COLAB
CHAIRS

FIXED SINK CABINET


WITH OUTLETS

MOBILE
STORAGE
CABINET

CHARGING STATION

MOBILE
MARKER
BOARD

LAB STOOLS
35'-0"

STORAGE

UPPER OPEN
CABINETRY

VISUAL ACCESS
THROUGH GLASS

MOBILE LAB
TABLES

FIXED
MARKERBOARDS

12'-0"

46'-0"
FOLDABLE
TABLES FOR
COMPACT
STORAGE

BASE CABINET, COUNTER


TOP, UPPER CABINETS,
SINKS (TYPICALLY FROM
EXISTING)

SMART BOARD

LARGE GROUP LAB WITH


SETUP FOR SMALL GROUP
MEETINGSKINDLE 1-C

Large group lab with setup for small


group meetings

Project Lead The Way


A1-C PLAN - 1560 SF

OPPORTUNITIES
FOR DAYLIGHTING

30 | PROJECT LEAD THE WAY Design Guide

03/17/2014

Eppstein Uhen Architects, Inc.

TALL MOBILE WIRE


SHELVING

VISUAL ACCESS
THROUGH GLASS

UPPER OPEN
CABINETRY

CHARGING STATION

MOBILE MARKER
BOARD
MOBILE
STORAGE
CABINET
FIXED SINK CABINET
WITH OUTLETS
35'-0"

STORAGE

MOBILE LAB
TABLES
LAB STOOLS
12'-0"
FOLDABLE
TABLES FOR
COMPACT
STORAGE

46'-0"
BASE CABINET, COUNTER
TOP, UPPER CABINETS,
SINKS (TYPICALLY FROM
EXISTING)

SMART BOARD

FIXED
MARKERBOARDS

LARGE 1-D
GROUP LAB WITH
KINDLE

SETUP FOR SMALL GROUP


MEETINGS
Large group lab with setup for small
group meetings

Project Lead The Way


A1-D PLAN - 1560 SF

03/17/2014

Eppstein Uhen Architects, Inc.

OPPORTUNITIES
FOR DAYLIGHTING

EPPSTEIN UHEN ARCHITECTS + MILWAUKEE SCHOOL OF ENGINEERING | 31

KINDLE 2 | 1,980 SQ FT
One 1,560 sq ft classroom space with one 420 sq ft
storage room; incorporates a wider, nearby hallway
space for additional activities and collaboration
[ HOL, AD, COLAB, IP ]

DESCRIPTION: 3 furniture options: A, B, C


ACTIVITIES: lab group project or individual project,
small group discussion (in classroom or in shared
circulation space), collaborative exploration
PHYSICAL NEEDS: furniture storage, project
storage, supply and tool storage, fixed sinks
and cabinetry, moveable cabinetry and storage,
outlets, venting, seating, worktops, lighting / larger
openings (more open borrowed lites)

RIGHT: MENASHA HIGH SCHOOL


SCIENCE WING
Menasha, WI
[ Designed by EUA ]

32 | PROJECT LEAD THE WAY Design Guide

MOBILE FURNITURE:
QTY

Item

Mobile Folding Tables

Lab Tables

Collaboration Tables

Tech Chairs

24

Caster Chairs

24

Lab Stools

3 - 6 Mobile Work Boards


8

Mobile Files

Wire Shelves

MIN 6' CLEAR

COLAB
CHAIRS

CORRIDOR
VISUAL ACCESS
THROUGH GLASS

TALL MOBILE
WIRE SHELVING

17'-0"

MOBILE MARKER
BOARD

FIXED SINK CABINET


WITH OUTLETS

MAINTAIN
MINIMUM WIDTH
FOR EGRESS

LAB STOOLS

MOBILE LAB
TABLES

33'-0"

SMART BOARD

STORAGE

12'-0"

43'-0"
BASE CABINET, COUNTER
TOP, UPPER CABINETS,
SINKS (TYPICALLY FROM
EXISTING)

VISUAL
OPENNESS FOR
COLLABORATION

CHARGING STATION

FIXED
MARKERBOARDS

LARGE GROUP LAB WITH


SETUP FOR SEMINAR/
PRESENTATION

Project Lead The Way


A2-A PLAN - 1370 SF

03/17/2014

Eppstein Uhen Architects, Inc.

KINDLE 2-A
Large group lab with setup
for seminar/presentation

OPPORTUNITIES
FOR DAYLIGHTING

EPPSTEIN UHEN ARCHITECTS + MILWAUKEE SCHOOL OF ENGINEERING | 33

VISUAL ACCESS
THROUGH GLASS

CHARGING STATION

TALL MOBILE
WIRE SHELVING

COLAB
CHAIRS

MOBILE LAB
TABLES

LAB STOOLS

MOBILE MARKER
BOARD

STORAGE

MIN 6'

CORRIDOR

17'-0"

MAINTAIN
MINIMUM WIDTH
FOR EGRESS

MOBILE
STORAGE
CABINET

33'-0"

SMART BOARD

12'-0"

43'-0"
BASE CABINET, COUNTER
TOP, UPPER CABINETS,
SINKS (TYPICALLY FROM
EXISTING)

FIXED SINK
CABINET WITH
OUTLETS

FIXED
MARKERBOARDS

LARGE GROUP LAB WITH


SETUP FOR SMALL GROUP
COLLABORATION

VISUAL
OPENNESS FOR
COLLABORATION

Project Lead The Way


A2-B PLAN - 1370 SF

03/17/2014

Eppstein Uhen Architects, Inc.

KINDLE 2-B
Large group lab with
setup for small group
collaboration

OPPORTUNITIES
FOR DAYLIGHTING

34 | PROJECT LEAD THE WAY Design Guide

MOBILE MARKER
BOARD

CORRIDOR

VISUAL ACCESS
THROUGH GLASS

MOBILE
STORAGE
CABINET

COLAB
CHAIRS

MOBILE LAB
TABLES

MIN 6' CLEAR

17'-0"

MAINTAIN
MINIMUM WIDTH
FOR EGRESS

TALL MOBILE
WIRE SHELVING
LAB STOOLS

STORAGE

33'-0"

SMART BOARD

MOBILE
WORK TABLE

12'-0"

43'-0"
BASE CABINET, COUNTER
TOP, UPPER CABINETS,
SINKS (TYPICALLY FROM
EXISTING)

CHARGING STATION

LARGE GROUP LAB WITH SETUP


FOR SMALL GROUP MEETINGS
AND DEMONSTRATION

VISUAL
OPENNESS FOR
COLLABORATION

Project Lead The Way


A2-C PLAN - 1370 SF

03/17/2014

Eppstein Uhen Architects, Inc.

KINDLE 2-C
Large group lab with setup
for small group meetings
and demonstration

OPPORTUNITIES
FOR DAYLIGHTING

EPPSTEIN UHEN ARCHITECTS + MILWAUKEE SCHOOL OF ENGINEERING | 35

IGNITE
To emphasize collaborative learning, these classroom arrangements use two adjacent
classrooms with connection between them to allow for easy manipulation of hourly or daily
switches in use, as well as providing a sampling of furniture options. These layouts can be
produced with either minimal remodeling of an existing building, or in a new addition.
SUITABLE FOR:
Medium Scope Project / Minor Renovation of Existing Space

36 | PROJECT LEAD THE WAY Design Guide

SMART BOARD

IGNITE 1 | 2,340 SQ FT

32'-0"

MOBILE
STORAGE
CABINET

32'-0"
FIXED MARKER
BOARDS

VISUAL ACCESS
THROUGH GLASS

DESCRIPTION: two classrooms one wet,


one dry storage rooms between classrooms

MOBILE WORK TABLE


BASE CABINET, COUNTER
TOP, UPPER CABINETS

12'-0"

STORAGE
STORAGE

Wet science lab and dry lab, about 1,000


sq ft each, separated by 300 sf ft of storage
spaces and a small group meeting space in
between; may also include small seating areas
in corridor for collaboration
[ HOL, IP, COLAB, S, SGC ]

TALL MOBILE WIRE


SHELVING

STORAGE
STORAGE

ACTIVITIES: lab groups, small and large


group projects, seminar and lecture, small
private group meeting
PHYSICAL NEEDS: furniture and wall project
storage, fixed sinks and cabinetry, outlets/
charging stations, exterior windows if possible,
views and visual access to corridor

OPENINGS FOR DAYLIGHT


MIN 6' CLEAR

32'-0"

FIXED SINK CABINET


WITH ELECTRICAL
OUTLETS

COLAB
CHAIRS

WET SCIENCE LAB WITH


DRY LAB/TEACHING SPACE
AND STORAGE BETWEEN

FIXED MARKER
BOARDS

SMART BOARD

Project Lead The Way


B1-A PLAN - 2030 SF

03/17/2014

Eppstein Uhen Architects, Inc.

MOBILE FURNITURE:
QTY

Item

Mobile Folding Tables

Lab Tables

Collaboration Tables

6 - 9 Tech Chairs
30

Caster Chairs

12

Lab Stools

Mobile Work Boards

VISUAL ACCESS TO
PROMOTE
COLLABORATION

6 - 8 Mobile Files
10

Wire Shelves

Collaboration Lounge

EPPSTEIN UHEN ARCHITECTS + MILWAUKEE SCHOOL OF ENGINEERING | 37

56'-2"

MOBILE
EXTERIOR STORAGE
WINDOWS CABINET
FOR
DAYLIGHT

SMART
BOARD

MOBILE FURNITURE:

28'-0"

OVERHEAD
PROJECTOR

BASE CABINET,
COUNTER TOP,
UPPER CABINETS

CHARGING
STATION

MARKER
BOARDS

FLOOR OUTLET
TALL
MOBILE
WIRE
SHELVING

8'-0"

STORAGE
7'-8"

12'-0"

COLAB LOUNGE

QTY

Item

18

Mobile Folding Tables

12

Collaboration Tables

Tech Chairs

40

Caster Chairs

12

Lab Stools

4 - 5 Mobile Work Boards


CORRIDOR

MOBILE WORK TABLE

28'-0"

MOBILE
MARKER
BOARD

CLASS SEMINAR WITH SMALL GROUP PROJECTS,


WITH SERENDIPITOUS COLLABORATION

IGNITE 2 | 3,840Project
SQ FTLead The Way
B2-A PLAN

Two classrooms, around 1,460 sq ft each,


share a 300 sq ft storage room and a corridor
that can be used for serendipitous meeting
and collaboration [ HOL, IP, COLAB, S ]

DESCRIPTION: two classrooms sharing


a 600 sq ft hallway and 300 sq ft storage room
ACTIVITIES: collaboration between two
different areas of study, large group projects
and activities, small group work
PHYSICAL NEEDS: furniture storage, wall
storage, open access, charging stations,
outlets, overhead projector, wall space for
presentations

38 | PROJECT LEAD THE WAY Design Guide

03/17/2014

Eppstein Uhen Architects, Inc.

Mobile Files

14

Wire Shelves

Collaboration Lounges

C&N Photography, 2014

Breakout Space

EUA-designed Lake Mills Elementary School | Lake Mills, WI

C&N Photography, 2014

Classroom

EPPSTEIN UHEN ARCHITECTS + MILWAUKEE SCHOOL OF ENGINEERING | 39

RADIATE
These larger scale classroom arrangements demonstrate groupings of
learning spaces that work best in the PLTW environment. They are intended
to be used in their entirety, typically as a brand new design, or from extensive
remodeling, in order to best serve the purpose of collaborative learning and
PLTWs goals. Spaces are open to each other, visually and physically,
to encourage cross-disciplinary discussion and flexibility in programming.
SUITABLE FOR:
Large Scope Project / Major Renovation or New Construction

40 | PROJECT LEAD THE WAY Design Guide

MOBILE FURNITURE:
QTY

Item

27

Mobile Folding Tables

12

Lab Tables

21

Collaboration Tables

25

Tech Chairs

113

Caster Chairs

35

Lab Stools

12

Mobile Work Boards

25

Mobile Files

10

Wire Shelves

COLAB
CHAIRS
MOBILE
STORAGE
CABINET

G
RA

O
ST

TALL MOBILE WIRE


SHELVING

ID

RR

CO
O

RADIATE 1 | 7,815 SQ FT

Project Lead The Way


C1-A - 3D

VISUAL ACCESS
THROUGH GLASS

FIXED SINK
CABINET WITH
ELECTRICAL
OUTLETS

Hands-On Learning space surrounded by


Idea Pods [ HOL, IP, COLAB, S, SGC ]

OPERABLE
PARTITION

03/17/2014

DESCRIPTION: a centralized configuration of


four classrooms, one lab, one storage room
and a corridor that make up a learning pod

FLOOR
OUTLET
FIXED MARKER
BOARD
SMART BOARD
BASE CABINETS, COUNTER
TOP, UPPER CABINETS

MOBILE
WORK TABLE

HANDS-ON LEARNING
SPACE SURROUNDED BY
IDEA PODS
EPPSTEIN UHEN ARCHITECTS + MILWAUKEE SCHOOL OF ENGINEERING | 41

Eppstein Uhen Architects,

FLOOR OUTLET

STORAGE

MOBILE FURNITURE:
QTY

Item

Mobile Folding Tables

14

Lab Tables

13

Collaboration Tables

12

Tech Chairs

82

Caster Chairs

16

Lab Stools

10

Mobile Work Boards

15

Mobile Files

15

Wire Shelves

3-4

Collaboration Lounges

COLAB CHAIR

MARKERBOARD
CHARGING STATION
SMART BOARD
MOBILE
MARKERBOARD

COLAB
LOUNGE

FIXED
COUNTERTOP
AND CABINETRY

COMBINATION OF HANDS-ON
LEARNING, IDEA PODS, DESIGN
SPACES, AND COLABS

Project Lead The Way


C2-A PLAN

03/17/2014

Eppstein Uhen Architects, Inc.

RADIATE 2 | 9,433 SQ FT
Combination of Hands-On Learning, Idea
Pods, Design Spaces + Collaboration Spaces
[ HOL, IP, COLAB, S, SGC ]

DESCRIPTION: a centralized configuration


of spaces that make up a larger, radically
organized system

Project
42 | PROJECT LEAD THE WAY
DesignLead
GuideThe
C2-A - 3D

Way

03/17/2014

Eppstein Uhen Architects, Inc.

Image Studios Inc., 2013

Physical Therapy Training

EUA-designed Fox Valley Technical College Health Simulation & Technology Center | Appleton, WI

Image Studios Inc., 2013

Phlebotomy Lab

EPPSTEIN UHEN ARCHITECTS + MILWAUKEE SCHOOL OF ENGINEERING | 43

DESIGN
ELEMENTS

EXPANDING
GENDER
REPRESENTATION

SUGGESTED
ELEVATIONS

LOCATING
CLASSROOMS

Appendix

1. DESIGN ELEMENTS

THAT SUPPORT PLTW CLASSROOMS


Project Lead the Way (PLTW) spaces should be designed to simulate a professional work environment with
architectural, interior design, and technical resource support to achieve this goal. The following sections indicate
areas to consider when designing PLTW instructional, learning and collaborative areas in your facility.

Architectural Considerations:
PLTW class sizes should be in the 18-24 student range.
Flooring varies depending on the activities required in the PLTW spaces. Non-intensive activity spaces should
have commercial grade carpeting to provide a professional atmosphere. Hands-On Learning (HOL) and Art and
Design (A/D) Spaces should have harder floor surfaces such as sealed concrete or high impact resistant flooring
materials to accommodate extensive cleaning.
Permanent walls should be full height to the underside of the floor structure above the suspended ceiling. Sound
insulation is necessary for acoustical control. Back-to-back electrical outlets should be avoided in these walls as
this is a source of unwanted sound transmission between adjacent spaces.
When moveable walls are used, they require acoustically attenuated support walls above the ceiling to limit sound
transfer from one space to the next. Moveable support walls located above the moveable walls should follow the
same criteria described above for permanent walls. The moveable walls should be designed for good acoustical
control when they are in the closed position.
Ceilings may be suspended acoustic tile ceilings, or any materials with similar acoustical properties. Acoustical
ceilings should be used in the Idea Pods (IP), Collaboration Lab (COLAB), and Small Group Collaboration (SGC)
spaces. If ceilings are open to the structural deck in HOL or A/D spaces, acoustical metal deck and/or suspended
acoustical panels should be provided for sound control.
Sound insulation for mechanical ductwork is important, particularly in spaces without suspended acoustical ceilings.

44 | PROJECT LEAD THE WAY Design Guide

Storage Space:
Storage may be either fixed cabinetry or moveable cabinetry. Moveable cabinetry enhances the collaborative
experience by easily allowing students and faculty to move resources to a variety of locations.
Regardless of storage unit types provided, storage rooms should be located adjacent to teaching and collaboration
areas. This placement allows space for docking moveable storage units as well as temporary storage of items like
furniture when teaching configurations change.
For fixed cabinetry, provide upper and lower cabinets. Upper cabinets can be open shelving used for portfolios
and other printed resource material. Lower cabinets should have adjustable shelving and be lockable where
required. The latter two elements may be included in all moveable open shelving furniture units.
Moveable storage can be a combination of open and closed shelving. If moveable storage accommodates
electrical equipment that requires charging, the storage unit could have an electrical connection for this purpose.
A number of specialty storage manufacturers offer products for such as locker with electrical charging connections
for laptops, tablets and phones.

Lighting:
Lighting will vary depending on the ceiling configuration. Suspended acoustical ceilings will typically have light
fixtures that fit the suspended ceiling grid. Spaces without acoustical ceilings and exposed to the structure above
will have either pendant or direct down light fixtures. Flexible lighting levels are important for PLTW spaces.
Lighting controls that allow switching to adjust light levels for varying tasks are important.
Separate switching for various parts of the room may be required for the use of projected images and other uses.
Individual task lighting may also be used to provide adequate lighting for the needs of certain lab or assembly projects.
Fixtures in suspended ceiling systems are typically 2 x 2 or 2 x 4 fixtures and are direct downlights with either
fluorescent or T-8 fixtures. T-5 fixtures may also be considered if life cycle costs are factored in. The T-8 designation
refers to the number of 1/8th in the diameter of the lamp, and as such, a T-8 is a one inch diameter, while T-5 is
5/8ths in diameter. T-8 lamps are what most contemporary educational facilities are converting to; while T-5 lamps
are more expensive when first cost is considered, they have good payback relative to life cycle costs and have
lower energy usage.
Fixtures in rooms with no suspended ceilings are typically direct/indirect fixtures with fluorescent or T-8 light sources.
Pendant downlight or downlight attached directly to the ceiling structure sources are also a possibility in these areas.
Direct lighting fixtures are most effective in spaces with ceiling heights between 8-0 and 10-0.
Direct/Indirect linear pendant fixtures are most effective where ceiling heights are 9-6 to 13-0 due to the fact that
the indirect light is reflected by the ceiling or structure above the fixture; additionally, the structure should be painted
white or light colors with a 90% light reflectance value. Darker colors absorb light and will not reflect sufficiently to
provide the adequate light level at task height.

EPPSTEIN UHEN ARCHITECTS + MILWAUKEE SCHOOL OF ENGINEERING | 45

There are many new lighting sources available that increase lighting efficiency, lengthen replacement time, and
reduce the cost of electricity for their operation. LED sources are an example of this. These fixture types can be
explored to enhance building sustainability.
30 to 50 foot candles of light at 30 above the finished floor should be provided for project work or drawing.
This is because the use of computers and other backlit high contrast devices have lowered the required lighting
level needed for visual acuity for these types of tasks. A drafting room with drawing boards used to require
approximately 100 foot candles for instance; a general classroom would typically be at 50 to 70 foot candles
when in the lecture mode until projection is required, then it is dimmed to 30 foot candles or less.
Computer and other mobile device use may require lesser light levels for high contrast and visual acuity. This
applies in particular to users who are accessing computer drawing or 3-D modeling programs.

Interior Finishes:
Room color impacts collaborative learning and productivity. Accent wall colors provide visual variety in the spaces
and enhance creativity. Floor material, color and pattern are important considerations as well. Please note that
room colors can affect lighting efficiency. If dark colors are used they should be relegated to flooring finishes as
opposed to the ceilings and majority of the walls.
White or light colored ceilings are desired for ceiling finishes, particularly in spaces where direct/indirect light
fixtures are used.
With the exception of an accent wall, at least three walls should be lighter and more neutral in color.
Counters should be set at heights between 27 and 34. Table heights of 30 and 34 for counters work well.

Support:
Sink(s) should be included in fixed cabinetry to support the biomedical curriculum and the arts program.
Teacher voice amplification devices should be considered in larger rooms.
Provide power/voice/data raceways at perimeter walls. Flush floor mounted outlets for power/voice/data may also
be needed in new or extensively remodeled spaces.
Drop down reel power cords are an excellent option when extensive concrete floor remodeling is not an option
and when open deck ceilings are available.
Mobile digital lecterns are an option which can hold a laptop or tablet as well as a projector and audio
accessories for increased flexibility of teaching and presenting. They can have lockable storage shelves for security
when not in use.
Smart boards and interactive projectors are two high-tech options that can be used to enhance the learning
experience. Students and teachers collaborate and present in small groups or in front of the class using digital
content and can draw, edit, and save projects, discussion notes, or documents for review at a later time.

46 | PROJECT LEAD THE WAY Design Guide

General Building Code Issues:


PLTW spaces exceeding 1,000 square feet will require two means of egress.
Many projects require an automatic fire sprinkler system.
Building codes require accessibility compliance to meet the Americans with Disability Act and associated State and
National Model Codes, such as the International Building Code. Selected provisions include compliance with the
path of travel of an accessible route; for example, door clearances must be a minimum of 32 although it is best
to use 36 due to hardware projection and door thickness of 1-3/4.
Moveable wall systems may require an operable door panel as a part of the system.
Floors should be on a single level where possible. If a two-story PLTW configuration is selected, an accessible
elevator will need to be provided for second floor access.

Programming Flexibility:
Consideration may be given to placing PLTW
classrooms next to Science classrooms; this
arrangement provides further flexibility and
sharing opportunities in both educational areas
and may enhance the classroom implementation
of less utilized spaces.

Furniture Considerations:
Caster based tables, chairs and storage units
provide flexibility to educational spaces and
permit students or faculty to easily reconfigure
furniture to suit a variety of lecture or active
learning settings. Considerations include the
suitable type of caster relative to the type of
flooring (carpet or resilient tile materials).
Modular dimensions such as 30 wide and 60
long or 36 and 72 permit various groupings for
rectangular tables. A variety of other geometries
are now manufactured, and a sampling of these
products are included in this Design Guide for
general consideration.

EPPSTEIN UHEN ARCHITECTS + MILWAUKEE SCHOOL OF ENGINEERING | 47

2. EXPANDING GENDER REPRESENTATION


One of the most persistent national challenges with STEM careers and the educational programs of study that lead to
them is the significant underrepresentation of women. The PLTW space must assist in eliminating any environmental
factors that may deter young women from the desire to participate in STEM education and specifically PLTW courses.
Designing a learning environment that is sensitive to the needs and preferences of young women can contribute to
better female representation in these disciplines.

A number of factors have been identified by female students enrolled in PLTW programs including
but not limited to the following:
Open circulation patterns are required to prevent feelings of entrapment or encroachment of personal space.
An orderly environment free of clutter and disorganized elements will support learning.
A professional, inclusive environment is provided by well-lit spaces using both natural and artificial means.
Well maintained, clean spaces with no scrap materials, sawdust, grease or odors will likely impact positively
on student learning.
Low or no background noise and good acoustic attenuation is favorable as it will not require a student to raise
their voice to be heard and draw attention to themselves.
Proper ergonomic consideration for gender differences due to frame size is an important consideration for
comfort and a feeling of inclusion.

48 | PROJECT LEAD THE WAY Design Guide

3. SUGGESTED ELEVATIONS
FIXED PARTS

Below are examples of wall elevation options that provide efficient use of wall space for storage, display, and teaching.
Markerboard Wall Configuration

SMART BOARD
SMART BOARD SPEAKER EACH SIDE
2 TACK STRIP
1 FRAME
4 TALL MARKERBOARD AT 3 ABOVE FINISHED FLOOR
MARKER TRAY

Wall with Project + Materials Storage

WINDOWS FOR DAYLIGHT


OPEN WALL SHELVING FOR
PORTFOLIOS AND PROJECTS

LOCKABLE LOWER CABINETS


FOR MATERIALS STORAGE

Wall with Project Storage + Work Counter

BOTH OPEN AND CLOSED


UPPER SHELVING
WARDROBE WITH ADJUSTABLE
SHELVES, POLE
LOCKABLE LOWER CABINETS
FOR MATERIALS STORAGE
30 DEEP WRITING SURFACE
SUPPORTS AT 3-0 O.C. (MIN)

EPPSTEIN UHEN ARCHITECTS + MILWAUKEE SCHOOL OF ENGINEERING | 49

4. LOCATING CLASSROOMS
PLTW spaces should be located near the following related subject areas to encourage new and diverse
learning opportunities and to facilitate flexibility in the use of space.
For example, science classrooms/labs may be used to teach both general science subjects and a specific biomedical lab.
The space needs for both can be accomplished in one classroom. Other adjacent spaces to consider are math,
wood/metal shop, business classrooms, and art/design spaces. Organizing the spaces into a suite is one example
of an efficient solution for this: subject-specific classrooms are arranged around a central shared commons, which
serves as the project space for collaborative activities and presentations.
Providing a PLTW space with proximity and access to art and design spaces can also contribute to creative innovation
and unique learning experiences with respect to other disciplines as well.

RIGHT: FRANKLIN
HIGH SCHOOL
Franklin, WI
[ Designed by EUA ]

BUSINESS / MATH CLASSROOM

PLTW CLASSROOMS / LABS

ART / DESIGN SPACES

50 | PROJECT LEAD THE WAY Design Guide

NOTES

EPPSTEIN UHEN ARCHITECTS + MILWAUKEE SCHOOL OF ENGINEERING | 51

2014 Eppstein Uhen Architects + Milwaukee School of Engineering

EPPSTEIN UHEN ARCHITECTS


333 East Chicago Street
Milwaukee, WI 53202

MILWAUKEE SCHOOL OF ENGINEERING


1025 North Broadway
Milwaukee, WI 53202

MILWAUKEE SCHOOL OF ENGINEERING


1025 North Broadway
Milwaukee, WI 53202

Abie Khatchadourian, AIA


Educational Planner / Sr. Project Manager
(414) 291-8163 | abiek@eua.com
www.eua.com

Joshua Schultz, PhD


Director, PLTW Wisconsin
(414) 277-7254 | schultzj@msoe.edu
www.pltwwi.org

Marvin Bollman
Associate Director Engineering,
PLTW Wisconsin
(414) 277-7357 | bollman@msoe.edu
www.pltwwi.org

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