Health Professions Building

Narratives

Architect Narrative

The key to the success of any project is the clarity and strength of the vision that guides its development. This project had a very clear vision based on several fundamental goals:

· Create a sense of community within the new facility, offering ample opportunities for both formal and informal interaction between students, faculty and staff.
· Establish and easily understood and effective circulation / wayfinding system.
· Optimize the use of natural daylighting within the building. Incorporate landscaped exterior spaces for visual relief, meditation, reflection, social interaction and physical therapy.
· Integrate health professions programs in an environment that models the integrated, interdisciplinary nature of the health care delivery system. Foster community outreach.
· Create learning environments that put the student at the center of the process, allowing for customized learning styles. Promote the use of technology to achieve a very high level of customization and interactivity.

Three key aspects of the design illustrate the way in which the architecture responds to the project goals and vision:

Building Organization: The organizational idea that defines this project derives its clarity from a simple premise: identify the major space typologies and group them together within their own individual building volumes, establishing a distinctive identity for each major component, Clinic, Classroom, and Teaching/ Research.

Interactive Spaces: Faculty/Staff and Administrative offices are arranged to create links between the three components, literally and symbolically connecting the total organization. These “links” create courtyards on either side of the Atrium spine. The north court is developed as a therapeutic garden used in association with the clinic program. The south court becomes an activity court used for socializing, interaction and teaching.

The circulation system represents a vital part of the “life” of the building. The prime paths pass by one or both courtyards, facilitating easy orientation and provide visual relief. A total of six bay- window “nodes” overlooking the courts offer opportunities for informal interaction or study. At the first level, student lounge spaces and clinic waiting also look into the courtyards. The color palette for the interior is based on warm colors and natural materials that create inviting environments for the users.

Integration of Technology: The goal to create a completely learner-centered environment was a significant one for the University. State of the art technology such as computer flooring, extensive data connections throughout the building, furniture systems and classroom designs that are flexible and able to be re-configured are central to the realization of this goal. The technology allows the pedagogy to be shaped by the needs of the student, immersing the student in the educational material on which they are focused. To equip the faculty with the tools that they need to take full advantage of the technology, a faculty migration program was initiated by the University. Through the course of this program the most skeptical faculty members became the strongest proponents of the new technology. As a result, both faculty and students are now achieving great new successes in health professions education.

Educator Narrative

Before the bricks and mortar came years of planning and design but it all started with one vision…the vision was to create a structure that would be flexible, inviting, foster a collaborative spirit and provide its occupants with the latest tools to facilitate optimal student learning. The vision also called for a building that would combine the concept of mind, body and spirit into the design. Maintaining a holistic approach in teaching, research and clinical work has been a key thread woven throughout the curricula of our health programs. Carrying that theme into our building and creating an environment that supported that idea was an important element in the plan.
This academic building is comprised of three separate wings, classroom (mind), clinic, (body) and laboratory/research area (spirit). Each wing is attached to a large atrium that functions as the primary communication corridor for the building and the people who occupy it. The atrium is multi-functional. It has over 50 separate seats grouped to facilitate student, faculty or patient interaction. Portable white boards are available in this area. Wireless technology throughout the entire building, including the atrium offers numerous options to building users, facilitating individual learning or group discussion. Since opening the building in January 2004, the atrium has also been transformed into a dinner area, seating over 200 people; it has also been used for student poster sessions and large group lectures/ceremonies (400) without impacting the use of other areas in the building. The atrium is the “heart” of the building supporting collaboration and collegiality. At first students hesitated to use the atrium area, having places to gather in academic buildings outside of the classroom felt foreign to them. Typically they came to class and then left. As the semester progressed, however, the atrium became the focal point in the building, alive with activity. Students were staying in the building. Our goal to create an environment where students collaborate and support each other in learning outside the classroom is becoming a reality.
Linking the concept of mind, body and spirit in the building was achieved through the use of an innovative technology plan. Multiple video screens, and over 70 cameras are located in classroom, clinic and research areas. This technology has allowed us to send live streams of information directly to classrooms from anywhere in the building providing for valuable “connections” between what is taught in the classroom, demonstrated in the clinic and studied in the lab. For example, students can watch “live” the procedures involved in endoscopy while simultaneously viewing another screen depicting the patient’s larynx. Chronicling patient rehabilitation via video can also be easily accomplished and used for research or teaching purposes. Connections with researchers and practitioners outside of the building through the use of telehealth equipment and processes also enhance the connections for our students. Technology has become the tool to stimulate new pedagogy thus engaging both our faculty and students in creative teaching and learning.