Sustainable Learning Center, Rosemount MN

Zach SmallJake WievelStefan GolosParker Jones

Submitting Team: H . S . W e l l

*

Design Development >Dakota County Technical College (DCTC)

Current Site Uses:

Design Concept: “Full Systems Education”Relevant Programs:

- Welding Technology- Wood Finishing Technology- Interior Design- Energy Technical Specialist- Wind Turbine Technology- Solar (PV) Technology

- Landscape Horticulture - Landscape Design

- Landscape Construction

- Greenhouse Production

- Architectural Technology- Concrete and Masonry

Other Opportunities:- Landscape Horticulture Club- USGBC Student Chapter- Design Connexion (DC)

- Wild�ower Prairie Restoration Area- Landscape Horticulture Blog- Architectural Technology Blog

- Decks, patio and pergola setups- Greenhouse / raw material storage- Vegetable gardening, mid size plot

- Workspace for the Landscape Construction program- Unpaved vehicle access to the railway and driving course area- Storage for construction materials and a giant mound of soil.

Sustainable designs do not exist in a vacuum. �e building, its mechanical systems, the natural processes of the surrounding landscape, and the sprawling grid of utilities and roadways that supply power and people must all work harmoniously. For the Sustainable Learning Center, we focused on creating Full Systems -- processes that either mirror those found in nature, or which function fully without external energy inputs. �e result is an education strategy wherein students can learn that by taking a comprehensive approach to sustainability, they can make a truly lasting impact.

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Plans >Floor

// Information

Upper Level >

Lower Level >

We chose to design the Sustainable Learning Center as a two-story structure, o�ering ample southern exposure, a central atrium, and integrated utility systems. Windows are minimal on the N,W, and E sides, which would be built into the earth for insulation. �e open southern face would provide passive solar heating and light, while deep awnings block the high summer sun. A two-story atrium provides the �exibility to work on large projects, strong views into nature, passive air circulation, and a memorable aesthetic and sense of place.

Keeping the �oorplan �exible was a key goal during the design process. �ree smaller conceptual spaces make up a �owing and open lower level, while a garage door on the east wall allows accessible equipment transport in and out. Walls and plumbing �xtures are consistent between �oors, reducing piping and structural costs. On the upper level, the angled entry opens into a legible and enticing view of the building. Desks in the classroom space can be rearranged for di�erent class or group sizes, while the small group / lounge space o�ers a more casual creative setting. Taken together, these features allow the building to accommodate a variety of uses and group sizes.

SCALE: 3/16” = 1’-0”

OPEN TO BELOW

RESTROOMS

ENTRY &RECEPTION

FOYERSTORAGE &ELEVATOR

FOOTPRINT: 2726 SFTOTAL: 4470 SF

OFFICE CLASSROOM

SMALL GROUP/LOUNGE SPACE

JANITOR RESTROOMS MECHANICAL STORAGE

OPEN GROUP WORKSPACEGREEN ROOM

COMPUTERWORKSTATIONS

GARAGEENTRY

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Upper Level >

foyerdouble doors discourage airexchange between outdoors.

restroomsADA accessible with �xtures sharingcommon walls to minimize piping.

o�cewindow to nature keeps crampedo�ce workers from going mad.

classroommoveable chairs promote small group formationand breakout learning sessions, east and southfacing windows allow natural lighting and increasedstudent wellbeing.

fansminimize heating / cooling systems energy usageby circulating air, pulling hot air up and out throughthe tilt-open windows during the summer, andpushing warm air back down in the winter.

atriumhigh ceiling o�ers students andteachers the freedom to engagein physically large projects, such asresidential wind turbines or greenvehicles.

small group / lounge spaceprovides the building with a naturally lit casualgathering place; moveable furniture allowsrecon�guration of the room for exhibition or gallery space.

GreenScreengreets visitors with an lcd-displayof current and long-term building statistics and events, such as energy production and consumption, water recycling, and o�set costs fromon-site energy generation.

Design FeaturesSCALE: 1/8” = 1’-0”

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Lower Level >

Design FeaturesSCALE: 1/8” = 1’-0”

restroomssinks and toilets will be fed by clean water from the Living Machine, with the resultinggrey/blackwater recycling backinto the on-site �ltration loop.

heat exchangerhot water for the building canbe provided with minimal inputs,via heat exchange from glycol superheated by the solar concentratoron the west side of the building.

high e�ciency HVACfor the times when passive climatecontrols just can’t do it alone.

storagebasic framed shelving unitsmaximize space, while an open�oor plan allows for a varietyof storage options.

computer workstationsan essential component of anylaboratory or studio environment,computers improve the �exibilityand potential uses of the building.

open group workspacethis area will serve as the facility’score learning space; recycled butcherblock tables can be recon�guredto accommodate a wide variety ofclassroom functions, or rolled into storage during events.

vermicompost binsboth an e�ective and fun wayto dispose of food scraps, thesebins employ red wiggler wormsto decompose organic wasteand produce rich compostwithout smelling unpleasant.

the Green Roomcreates a sub-space within the lowerlevel where biologically basedprojects and experiments can becarried out; the adjacent cisternprovides water, while strip drainson either side of the room preventleaking into the rest of the facility.

aquaponic bedsby using �sh to aid in nutrientcycling, and plants to purify watersourced directly from the adjacentcistern outside, this growing techniqueexempli�es the full systems approachimplemented throughout the Sustainable Learning Center facility.

heat recovery ventilatorprovides an exchange of fresh air while minimizinglosses in thermal energy; made necessary by the nearly-airtight building envelope, additional units would be added if funding is available.

Living Machinean essential component of anyfull systems approach, the LivingMachine takes in grey/blackwater,and uses a multi-stage �ltrationtechnique to separate solids, uptakenutrients, and produce clean (butstill non-potable) water to be used intoilet �ushing, irrigation, janitorialactivities, etc. Eliminates the need fora connection to municipal sewerage.

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S I T E B O U N D A R Y

native grasses

// Information

solar concentrator

ADA & sta� parking

re-locate greenhouse material stalls

stormwater experientiallearning path “the treatment train”

catch basins / �ltration / cisterns

photovoltaic panels

deciduous shade trees

ADA accessible route to lower level

breakout learning spacesamphitheater

cistern

re-use existing pergola

multi-stage composting system

re-locate vegetable plots

maintain existing vegetative bu�er

grassland restoration project

savanna restoration project

re-align existing service drive

treatment marsh

deck and hedge plot construction zone

landscape construction storage

ADA access to lower level

western evergreen windbreak

Following the design concept of Full Systems Education, we designed a site that strongly integrates the building into the landscape, maintains the existing site uses, and mimics or recreates natural ecological processes. Our design would maximize stormwater treatment, ecological restoration, and �exibility in usage. �is would o�er a powerful environmental education component for visiting students -- being surrounded by a beautiful productive landscape aids in learning and attention, while also showcasing the evironment they’re working to protect. All site features aside from those directly adjacent to the building would be volunteer-implemented by DCTC classes as time and future funding permit.

prevent sun from heating atrium in summer, allow passive solar heating throughout winter

location on low point of site allows 100% stormwaterretention, phytoremediator species improve water quality

remove suspended sediment from stormwater, retainwater in cisterns and expel excess into marsh area

visible education of stormwater management practices

provide direct energy input to power building functions

maintain previous site usage as educational opportunityfor Landscape Construction program

compost all food scraps and non-hazardous biologicalmaterial on site, allow space for potential implementation of a larger scale DCTC cafeteria composting pilot program

maintains existing site function of vegetable production,o�ers hands-on food production education for visitors

collect rainwater to directly feed indoor hydroponic plantings

concentrates solar thermal energy to e�ciently heat water,to be constructed by DCTC Welding Technology students

integration of outdoor learning space with othersustainable site elements provides a more engaging

educational experience for visiting students

helps illustrate the importance of ecologicalsustainability and the beauty in preservingthe environment

secondary restoration opportunity for theLandscape Horticulture program, to complimentthe existing Wild�ower Prairie Restoration Area

Site Plan >

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S I T E B O U N D A R Y

934

934932

932930

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936938940

HP 940.8 +

+LP 918.2

930

928

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926

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926924

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936

+FFE 924.0

+FFE 936.0

Grading Plan >

// Information

Aerial Base

// Existing Grading

After visiting the project site, we chose to base our grading on the current site conditions, rather than the provided topo map. �is decision allowed us to create a more site-appropriate design - taking note of the massive southern mound blocking much of the incoming solar insolation - and siting the building accordingly. �e sunken plaza and treatment marsh adjacent to the building would serve as a cool area during the summer while also facilitating stormwater in�ltration. �ough not shown, we also attempted to balance cut and �ll as to eliminate soil transport costs.

View A

View B

View C

View D

Image Copyright 2012 Google Inc.

NOTE: GRADING IS MEANT FOR BASIC ILLUSTRATIVE PURPOSES ONLY, AND WOULD REQUIRERE-DRAFTING AFTER SITE SURVEYING IS COMPLETED.

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Section Cut >

0’ 4’ 8’ 16’

Elevations >

South Elevation West Elevation

East ElevationNorth Elevation

0’ 4’ 8’ 16’ 32’

2" EXTRUDED INSULATION

WOOD SHEATHING

2" RIGID BLOCKING

1/2" GYPSUM

1/2" GYPSUM

2 X 12" JOIST1/2"GYPSUM

2" RIGID INSULATION 4" CONCRETE SLAB

INFLOOR HEAT LOOP2" EXTRUDED INSULATION

2" RIGID INSULATION

10" EXPANDABLE FOAM INSULATION

8 - 14" SIP WITH 716 " OSB CASING

16" CELLULOSE

DAMP PROOFING

AIR BARRIER GASKETCAULK

1/2" AIR BARRIER

DRAIN TILE

VENTING CHUTE

CONTINUOUSSOFFIT VENT

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Wall Section >Construction Detail

SCALE: 1/2” = 1’-0”

Atrium Perspective >

Lower Level Perspective >

Amphitheater Perspective >

Cost Estimation >

Construction Cost:

Building Examples:

�e CommonsPortland, OR

Type: ResidentialCost: $195,000 projectedNotable Features: green roof, composting toilet, earthenware �oors, indoor greenhouse, �y ash concrete walls made of ICFs, rainwater catchment system with a storage cistern.Link:http://www.jetsongreen.com/2008/04/commons-project.html

West Brazos Jr. High SchoolBrazoria, TX

Type: Institutional / AcademicCost: $109/SFNotable Features: 55% locally sourced materials, low chemical emission materials, low-�ow toilets and �xtures, passive solar shading.Link:http://www.usgbc.org/ShowFile.aspx?DocumentID=5112

VOLKsHouseSanta Fe, NM

Type: ResidentialCost: $165/SFNotable Features: mini-split HVAC, solar voltaic system, LED lighting, triple pane windows.Link:http://www.jetsongreen.com/2012/08/volkshouse-net-zero-passive-house-santafe.html

Lankford HouseCharlottesville, VA

Type: ResidentialCost: 2,250 SF, selling for $598,000Notable Features: entirely passive solar, triple-pane windows, locally sourced lumber, rainwater harvesting, double-stud framing, split HVAC and heat pumps.Link:http://www.jetsongreen.com/2012/07/lankford-passive-house-charlottesville-virginia.html

FabCab Timber BuildingsSeattle, WA

Type: ResidentialCost: $120/SFNotable Features: SIP panels, open �oor plan with high ceilings uses natural light, much recycled content, water saving appliances.Link:http://www.jetsongreen.com/2012/06/timber-frame-fabcab-camano-island-washington.html

For determining a reasonable cost per square foot value, we reviewed LEED certi�ed projects, with the West Brazos Jr. High School in Brazoria, TX as a cost precedent. While the school is larger than our project footprint, it was constructed with a cost/sf value of $109. �is would result in a projected cost for our 4,470 SF building at $487,230. A similar number was gathered using the 1/4 �nish estimating standard of $115/SF, putting our building cost at $514,050. Using these estimates as a jumping-o� point, we believe our design could be constructed within the $500k budget. Cost reducing strategies would include: re-use of materials available in storage on the DCTC site, gathering low-to-no cost labor from construction and tech based DCTC classes, locally sourcing recycled materials, and maximizing the potential for in-kind donations by materials manufacturing and green technology corporations in exchange for product exposure within the Sustainable Learning Center and the DCTC campus community.

Zach SmallJake WievelStefan GolosParker Jones

H . S . W e l l