MARIAN E. KOSHLAND | 01/06/2005
Tipología Arquitectura Estructura Laboratorios (p) Servicios Hospitalarios Servicios Centrales Diagnóstico y Tratamiento Documentación Documentos LABORATORIES FOR THE 21ST CENTURY:CASE STUDIES

The Marian E. Koshland Integrated Natural Science Center (KINSC) reflects the commitment of Haverford College’s faculty and administrators to providing a productive, flexible, and motivating learning environment. When the evolving space requirements of the institution’s natural sciences departments began to exceed those of the existing facilities, the faculty and administrators started to investigate the benefits of co-locating all the college’s natural sciences activities.
Project Description

The KINSC in Haverford is a four-story, 185,423-gross-ft2 laboratory and classroom building. It houses facilities for both undergraduate- and graduate-level research activities for seven natural sciences departments (biology, chemistry, physics, mathematics, computer science, and psychology). As a fully integrated, cooperative educational facility, it also contains faculty offices, communal/interactive areas, and a natural sciences library. The building construction was completed in two phases in 2001 and 2003 at a total project cost of $42.6 million ($230/gross ft2). Ayers/Saint/Gross (ASG) Architects and Planners of Baltimore, Maryland, and CUH2A of Princeton, New Jersey, provided the architectural and engineering design services, respectively. Earl Walls Associates of San Diego, California, was the laboratory planner, and the general contractor/construction manager was Skanska U.S.A. Building, Inc. of Blue Bell, Pennsylvania (formerly Barclay White, Inc.).

Layout and Design
The KINSC joins the southern ends of the existing Sharpless Hall and Hilles Hall. A section of the building, known as the “Link,” ties together these existing buildings and the newly constructed KINSC. Figure 1 shows the KINSC first-floor plan, and Table 1 gives a breakdown of space by function.

Laboratory Design
The laboratory designer worked closely with the Steering Committee, which consisted of Haverford College faculty and staff, to optimize the laboratory configuration and bench design to facilitate teaching. Mock-up benches were constructed during the design phase so that the Steering Committee members could test their bench design recommendations. The “bowtie” bench design for the biology laboratories was a result of this process
(Figure 2). The open, double hexagonal bench design, which encourages interaction between groups ranging from 2 to 8 students, also gives a clear line of sight across the bench, further promoting conversation between groups.
The chemistry laboratory has the more conventional straight benches because chemistry students typically work on their own, instead of in the groups usually found in biology laboratories. Double-sided fume hoods used in the larger chemistry laboratories furnish a clear line of sight between the professors and the students (Figure 3).
Every teaching laboratory has Americans with Disabilities Act (ADA) accessible workstations.

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