An Exemplar for Academic Buildings in the 21st Century: A Model of Universal and Green/Sustainable DesignLouise Jones, Interior Design, Director of Interior Design Graduate Program, Eastern Michigan University, USA The ProblemHumanity is eroding the planet's natural capital at an unsustainable rate. Buildings have a major influence on many of the environmental problems facing the global society. According to the World Watch Institute, about 10% of the global economy involves the construction, furnishing, and operation of buildings, thereby using as much as 50% of the world's natural resources and causing extensive environmental damage (US Department of Energy, 2003). Conventional design/construction methods have been linked to environmental damage, including depletion of natural resources, air and water pollution, toxic wastes, and global warming. (Guidry, 2004; Petrakis, 2003) Indoor air quality (IAQ) is a major concern because it can impact people's health, comfort, well being, and productivity. Research indicates that people spend approximately 90% of their time indoors (EPA, 1997). A growing body of scientific evidence indicates that indoor air can be more seriously polluted than outdoor air (EPA, 1995). People who may be exposed to indoor air pollutants for the longest periods of time are often those most susceptible to the effects of indoor air pollution, including, but are not limited to, children, elders, and people who are chronically ill, especially those suffering from cardiovascular disease, respiratory diseases (including allergies and asthma), or multiple chemical sensitivity (MCS). The terms green and sustainable design are often used interchangeably. However, green design focuses on people's issues, their health, safety, and welfare, whereas sustainable design encompasses a more global approach, the health, safety, and welfare of the planet (Green Design Education Initiative, 2003). Environmentally responsible design embraces both concepts. An academic audience has many segments: administrators, professors, students, and support staff. All need equitable use of the building's facilities. To be inclusive, the needs of all users must be considered regardless of their physical ability or stature. Environmentally responsible design addresses the interrelationships of human needs/behavior, design, and environmental responsibility. Designers, who practice environmentally responsible design, plan, specify, and execute interior environments that reflect their concern for the users' quality of life and the world's ecology. The ProjectThe Everett L. Marshall Building was designed to house the College of Health and Human Services at Eastern Michigan University. The goal was to nurture a community of scholars through the creation of an exemplar of universal and environmentally responsible design, using leading edge technologies to develop a collaborative teaching and learning environment. The 40,000 square foot, $14 million dollar, design/build project houses classrooms, laboratories, offices, conference rooms, informal meeting areas, and support spaces. The ProcessWhen the project was first conceptualized in 1998, little was known about green/sustainable design. Criteria had to be developed to evaluate finishes and furnishings. A life cycle approach was used to identify and analyze the raw materials, manufacturing methods, transportation, installation, use, maintenance, and ultimate disposal methods for all of the furnishings and finishes specified for the Marshall Building. A saying attributed to American Indians, "We do not inherit the earth from our fathers, but instead borrow it from our children" established the mandate for the specification of finishes and furnishings: Do no harm. The ultimate goal was that disposal of products and materials at end of their useful life would generate the raw materials for the next manufacturing cycle in a closed loop process (McDonough & Braungart, 2002). To create a supportive environment for teaching and learning, universal design precepts were implemented to ensure that no one was excluded from the learning community. The goal was to go beyond compliance with barrier free codes and the Americans with Disabilities Act standards to invisibly address the needs of everyone who used the Marshall building. For example, tables and chairs are height adjustable and on casters to accommodate short or tall people or those who use wheelchairs or electric carts. When no commercially produced lectern could be found that housed all of the instructional technology equipment and was height adjustable in order to satisfy the needs of standing or seated speakers, a custom unit was designed. The Marshall building has become a demonstration site to model academic settings appropriate for the 21st century. Presentations and guided tours enable the design community to use the building's features as stepping stones in their own journey on the path to formation of design solutions that are inclusive of all people and support the health and welfare of people and the planet. The PresentationSlides of building features, finishes, and furnishings will illustrate the process and outcome of implementing universal and environmentally responsible design precepts in order to create a nurturing environment for the community of scholars who constitute the College of Health and Human Services. Q & A portion will facilitate discussion of lessons learned and identification of the actions required to ensure that inclusive and environmentally responsible design decisions become de rigueur. The ReferencesEPA Office of Radiation and Indoor Air. (1995). "The inside story: A guide to indoor air quality" #402-K-93-007. Retrieved March 13, 2004, from http://www.epa.gov/iaq/pubs/insidest.html#Intro1 EPA Office of Air and Radiation. (1997). An office building occupant's guide to indoor air quality. #402-K-97-003. Retrieved March 13, 2004, from www.epa.gov/iaq/pubs/occupgd.html Guidry, K. (2004). How green is your building? An appraiser's guide to sustainable design. The Appraisal Journal. 72(1), 57-69. Retrieved March 10, 2004, from Proquest. McDonough, W.; & Braungart, M. (2003). Sustainable building and construction: Towards a sustaining architecture for the 21st century: The promise of cradle-to-cradle design. Industry and Environment. 26(2), p 13-16. Retrieved March 10, 2004, from ProQuest. Petrakis , A. (2003). Developers and architects see the light. National Real Estate Investor, 45, (7), p NA. Retrieved March 11, 2004 from General Reference Center Gold. United Nations. (2002). Consumption and production patterns. World Summit on Sustainable Development, Johannesburg, South Africa. Retrieved March 13, 2004, from ProQuest. United Nations, Department of Economic and Social Affairs: Division for Sustainable Development. (2003). Sustainable production and consumption fact sheet. Retrieved, March 11, 2004, from http://www.un.org/esa/sustdev/sdissues/consumption/marrakech.htm US Department of Energy. (2003). From Roodman, D.M., & Lenssen, N. (1995). A building revolution: How ecology and health concerns are transforming construction. Worldwatch Paper #124. Retrieved March 13, 2004, from www.WorldWatch.org. |