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
DESIGN GUIDE
TABLE OF CONTENTS
04
06
INTRODUCTION TO STEM
08
PLTW CURRICULUM
10
12
18
APPLICATION OF IDEAS
19 KIT OF PARTS
26 KINDLE
36 IGNITE
40 RADIATE
44
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
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.
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
TECHNOLOGY
E M
MATH
ENGINEERING
S
SCIENCE
Introduction
to STEM
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.
MS
HS
HS
HS
GATEWAY
BIOMEDICAL
SCIENCE
ENGINEERING
COMPUTER
SCIENCE
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.
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.
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.
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.
IP
HOL
A/D
COLAB
SGC
AMOEBA
3
B-HIVE
DNA-SINGLE
HELIX
Cross-Disciplinary
Learning Environments
A/D
IP
IP
S
IP
COLAB
COLAB
IP
HOL
HOL
S
A/D
SGC & S
S
Potential daylighting
source
HOL
HOL
IP
IP
COLAB
IP
COLAB
IP
A/D
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.
Digital Electronics
Principles of Engineering
Art and Design Lab
Inroduction to Engineering Design
Aerospace Engineering
Engineerind Design
and Development
Biotechnical Engineering
January 6, 2014
January 6, 2014
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
Principles of Engineering
Aerospace Engineering
Medical Interventions
Biomedical Innovation
Introduction to Engineering
Hands-On Lab
Hands-On Lab
Hands-On Lab
Biotechnical Engineering
Civil Engineering and Architecture
Computer Integrated Manufacturing
Digital Electronics
January 6, 2014
January 6, 2014
TERMINOLOGY
IP Idea Pods (Teaching / Mentoring / Learning Spaces)
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
January 6, 2014
January 6, 2014
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.
Aerospace Engineering
Art & Design Lab
Engineering Design
and Development
Biotechnical Engineering
January 6, 2014
Project
Lead The Way
TERMINOLOGY
January 6, 2014
3
IGNITE
4
RADIATE
2
KINDLE
1
KIT OF PARTS
Application
of Ideas
B-Hive
04/07/14
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.
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
Izzy
Collaboration Sofa
Coalesse
24 48 wide, 54 high
Steelcase
Wire Shelving
Uline
Project Chair
Paragon
Seminar Chair
Herman Miller
Lab Stool
KI
Herman Miller
24 30 deep, 60 long,
variable height
Herman Miller
10
Collaboration Table
Izzy
11
Fleetwood
12
Steelcase
13
Diversified Woodcrafts
14
Multi-media Lectern
Spectrum Industries
3
5
10
12
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
7 Floor Outlet
8 Charging Station
1
2
9
10
Perspective view
Plan view
7
13
10
11
MOBILE PARTS
2 Collaboration Sofa
12
4 Wire Shelving
5 Project Chair
6 Seminar Chair
Collaboration Seat
7 Lab Stool
8
5
9
6
7
10
11
13
12
Perspective view
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.
60 80 sq ft | 4 students
COMFORTABLE LOUNGE
CHAIRS WITH TABLETS
MOBILE STORAGE
CABINET WITH SEAT
COMFORTABLE TASK
CHAIRS ON CASTERS
MARKERBOARD, SMART
BOARD, OR PROJECTION
SCREEN
70 90 sq ft | 3 to 4 students
MOBILE GROUP
WORK TABLE
MOBILE GROUP
WORK TABLE
LAB (SCIENTIFIC
SURFACE)
TABLE ON CASTERS
PERSPECTIVE
03/17/14
LAB
STOOLS
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
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 ]
MOBILE FURNITURE:
QTY
Item
12
Lab Tables
Collaboration Tables
Tech Chairs
20
Caster Chairs
24
Lab Stools
Mobile Files
Wire Shelves
UPPER OPEN
CABINETRY
VISUAL ACCESS
THROUGH GLASS
MOBILE
STORAGE
CABINET
CHARGING STATION
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
OPPORTUNITIES
FOR DAYLIGHTING
03/17/2014
VISUAL ACCESS
THROUGH GLASS
UPPER OPEN
CABINETRY
CHARGING STATION
MOBILE
STORAGE
CABINET
LAB STOOLS
STORAGE
35'-0"
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
03/17/2014
OPPORTUNITIES
FOR DAYLIGHTING
COLAB
CHAIRS
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
SMART BOARD
OPPORTUNITIES
FOR DAYLIGHTING
03/17/2014
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
03/17/2014
OPPORTUNITIES
FOR DAYLIGHTING
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 ]
MOBILE FURNITURE:
QTY
Item
Lab Tables
Collaboration Tables
Tech Chairs
24
Caster Chairs
24
Lab Stools
Mobile Files
Wire Shelves
COLAB
CHAIRS
CORRIDOR
VISUAL ACCESS
THROUGH GLASS
TALL MOBILE
WIRE SHELVING
17'-0"
MOBILE MARKER
BOARD
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
03/17/2014
KINDLE 2-A
Large group lab with setup
for seminar/presentation
OPPORTUNITIES
FOR DAYLIGHTING
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
VISUAL
OPENNESS FOR
COLLABORATION
03/17/2014
KINDLE 2-B
Large group lab with
setup for small group
collaboration
OPPORTUNITIES
FOR DAYLIGHTING
MOBILE MARKER
BOARD
CORRIDOR
VISUAL ACCESS
THROUGH GLASS
MOBILE
STORAGE
CABINET
COLAB
CHAIRS
MOBILE LAB
TABLES
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
VISUAL
OPENNESS FOR
COLLABORATION
03/17/2014
KINDLE 2-C
Large group lab with setup
for small group meetings
and demonstration
OPPORTUNITIES
FOR DAYLIGHTING
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
SMART BOARD
IGNITE 1 | 2,340 SQ FT
32'-0"
MOBILE
STORAGE
CABINET
32'-0"
FIXED MARKER
BOARDS
VISUAL ACCESS
THROUGH GLASS
12'-0"
STORAGE
STORAGE
STORAGE
STORAGE
32'-0"
COLAB
CHAIRS
FIXED MARKER
BOARDS
SMART BOARD
03/17/2014
MOBILE FURNITURE:
QTY
Item
Lab Tables
Collaboration Tables
6 - 9 Tech Chairs
30
Caster Chairs
12
Lab Stools
VISUAL ACCESS TO
PROMOTE
COLLABORATION
6 - 8 Mobile Files
10
Wire Shelves
Collaboration Lounge
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
12
Collaboration Tables
Tech Chairs
40
Caster Chairs
12
Lab Stools
28'-0"
MOBILE
MARKER
BOARD
IGNITE 2 | 3,840Project
SQ FTLead The Way
B2-A PLAN
03/17/2014
Mobile Files
14
Wire Shelves
Collaboration Lounges
Breakout Space
Classroom
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
MOBILE FURNITURE:
QTY
Item
27
12
Lab Tables
21
Collaboration Tables
25
Tech Chairs
113
Caster Chairs
35
Lab Stools
12
25
Mobile Files
10
Wire Shelves
COLAB
CHAIRS
MOBILE
STORAGE
CABINET
G
RA
O
ST
ID
RR
CO
O
RADIATE 1 | 7,815 SQ FT
VISUAL ACCESS
THROUGH GLASS
FIXED SINK
CABINET WITH
ELECTRICAL
OUTLETS
OPERABLE
PARTITION
03/17/2014
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
FLOOR OUTLET
STORAGE
MOBILE FURNITURE:
QTY
Item
14
Lab Tables
13
Collaboration Tables
12
Tech Chairs
82
Caster Chairs
16
Lab Stools
10
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
03/17/2014
RADIATE 2 | 9,433 SQ FT
Combination of Hands-On Learning, Idea
Pods, Design Spaces + Collaboration Spaces
[ HOL, IP, COLAB, S, SGC ]
Project
42 | PROJECT LEAD THE WAY
DesignLead
GuideThe
C2-A - 3D
Way
03/17/2014
EUA-designed Fox Valley Technical College Health Simulation & Technology Center | Appleton, WI
Phlebotomy Lab
DESIGN
ELEMENTS
EXPANDING
GENDER
REPRESENTATION
SUGGESTED
ELEVATIONS
LOCATING
CLASSROOMS
Appendix
1. DESIGN ELEMENTS
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.
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.
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.
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.
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.
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
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 ]
NOTES
Marvin Bollman
Associate Director Engineering,
PLTW Wisconsin
(414) 277-7357 | bollman@msoe.edu
www.pltwwi.org