Wabasha Education Project PreDesign A P P E N D I X Wabasha Education Project PreDesign Fall 2012 |...

Wabasha Education Project PreDesign

Fal l 2012 | Spr ing 2013

The brightness of our future resides in the minds of our youth. Enlightenment will guide us to greatness.

A P P E N D I X

Perkins+Will Table of Contents | TOC |

Winona State University | Wabasha Education Project Predesign Page | i

TABLE OF CONTENTS

00. COVER LETTERS

01. SUMMARY STATEMENT

02. PROJECT BACKGROUND NARRATIVE

03. PROJECT DESCRIPTION

04. SUSTAINABILITY | ENERGY STATUS

05. FINANCIAL INFORMATION | CAPITAL EXPENDITURES

06. FINANCIAL INFORMATION | OPERATING EXPENDITURES

07. SCHEDULE

08. TECHNOLOGY PLAN | BUDGET

APPENDICES

A. APPENDIX A WSU Facilities Master Plan

B. APPENDIX B Existing Building Plans

C. APPENDIX C Conditions Assessment Reports

D. APPENDIX D WSU Climate Action Plan

E. APPENDIX E WSU Technology Master Plan

F. APPENDIX F Room Data Sheets

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December 17, 2012 Brian D. Yolitz, PE Associate Vice Chancellor for Facilities Minnesota State Colleges & Universities 500 Wells Fargo Place 30 East Seventh Street St. Paul, MN 55101 Re: WSU Capital Project Pre-design Dear Associate Vice Chancellor Yolitz: Winona State University is pleased to submit our pre-design for the proposed remodel of Wabasha Hall and an adjacent property. We strongly believe this exciting project will allow the university to meet the pressing need on campus for innovative instructional spaces that are conducive to teacher education in the 21st century. You will undoubtedly notice that this project has been significantly altered from the pre-design we submitted previously. Unlike the previous submission, the project now emphasizes the renovation of Wabasha Hall to accommodate the College of Education. Our reason for focusing on the College of Education is that we feel P20 education is a major challenge confronting Minnesota, and we believe that we have innovative solutions to offer that might prove to be a model for Minnesota, our nation, and the world. With these changes we believe the project fully supports the System’s strategic directions including the need to provide an extraordinary education, to be the partner of choice, and to provide the highest possible value. Thank you for your consideration of this request. We look forward to working with you and your staff to secure legislative approval for this project. Sincerely,

Scott R. Olson President cc: Scott Ellinghuysen Richard Lande Patricia Bremer

President’s Office 1.800.DIAL.WSU or 507.457.5003 Winona State University Fax 507.457.2415 P.O. Box 5838 [email protected] Winona, MN 55987 www.winona.edu

December 19, 2012

Dr. Scott R. Olson Winona State University President’s Office Somsen Hall 201 Winona, MN 55987

Re: Predesign for Wabasha Education

Dear Dr. Olson,

With this letter we present the Pre- Design report which we developed in partnership with Winona State University’s Leadership to describe the Wabasha Education Project. This report includes proposed changes to Wabasha Hall, Wabasha Recreation Center, and Cathedral School.

This report was prepared in accordance with the State of Minnesota Guidelines for Pre Design and MnSCU’s Pre Design outline.

This document captures the Vision for creating new programs and strengthening existing programs to better serve the strategic goals of both Winona State University and MnSCU, while responding to urgent needs in the region for education training and professional development.

Wabasha Hall and Cathedral School will be renovated to start fresh - at a cost significantly less than new construction. Because of the unique opportunities for natural light in both buildings and the existing wood flooring in the Cathedral School, the new learning environments will feel warm and inviting, with a unique character for this new education campus.

With the completion of the Wabasha Education Project, faculty will feel more at home and students will be more engaged in their own learning. Future educators will be better prepared to bring out the best in their students. The work described in this Pre-Design document supports the Vision for a fresh direction for teacher training that will benefit generations of teachers, their students, and the state of Minnesota.

Sincerely,

Gary McNay, AIA Principal Perkins+Will

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Winona State University | Wabasha Education Project Predesign Page | 1.1

1. SUMMARY STATEMENT

Summary

The WSU predesign plan includes the wise reuse of three buildings and environs that will be renovated with modern, integrated space that supports a truly transformative proposal--purposefully-designed specialty labs and classrooms for all education programs. The new space is critical to support the delivery of innovative curriculum that provides an extraordinary education for the preparation of teachers and school professionals.

The three buildings slated for renovation and reuse (Wabasha Hall, Wabasha Rec and the Cathedral School) are located 1-2 blocks from the NE corner of the main campus. For the purpose of this predesign we will refer to the renovation of the three buildings as the Wabasha Education Project. One of the buildings houses our current Child Care Center, which will remain as an important as part of the integrated approach of what is referred to as the B-20 (Baby to Graduate and Extended) educational spectrum.

The renovated facilities will serve the faculty in four College of Education departments (Education, Special Education, Educational Leadership, Counselor Education) and the faculty involved in what are referred to as content-area teacher education programs such as STEM, Health, Art, Therapeutic Recreation, Outdoor Education, etc. to innovate and continue efforts to transform teacher education. Specialty spaces and sensible adjacencies will be equipped with the modern technologies, resources and equipment necessary for the preparation of tomorrow’s teachers, counselors, coaches, mentors and educational leaders.

The Project also moves the expanding Outreach and Continuing Education (OCED) and Graduate Studies programs that serve the needs of working learners and their employers. The project will convert outdated space into flexible, high tech space that can be used in multiple ways – such as for adult learning, workforce training (including displaced workers), and corporate and partnership meetings. It will offer an integrated approach to continuing education, graduate programming, and collaborative partnerships between the university and the communities that it serves.

Serving the Board of Trustees Strategic Framework Ensure access to an extraordinary education for all Minnesotans: The design supports diverse learning styles and the efficient delivery of instruction, taking full advantage of emerging methods and tools. The repurposed, technology-enabled, flexible classrooms will facilitate proven pedagogies and allow faculty and students to flourish as innovative methods are implemented. The design provides for innovative learning spaces and instructional delivery consistent with student’s learning styles. New hybrid models that blend classroom and online learning opportunities will meet student demand. New pedagogical delivery and redesigned curriculum will be supported by the renovated spaces ensuring students, faculty, and community will have access to extraordinary education.



Be the partner of choice to meet Minnesota’s workforce and community needs: The project will allow for enhanced partnerships with school districts, businesses, and agencies. Many of the departments slated for the new spaces already have strong ties to the community with programs such as the Free Clinic in Counselor Education and tutoring internships in Education and Child Care. Additionally, the design supports the need for more accessible and integrated space that will provide professional spaces for our expanding graduate and outreach efforts. The mission of our outreach and extended learning specifically addresses enhancing partnerships and serving our community. New space will support the expansion of these efforts. Deliver to students, employers, communities and taxpayers the highest value/most affordable option: The reuse and redesign of existing building that housed K-12 classrooms previously is wise stewardship not only for the university but for the community. WSU will continue to be a top value choice and this addition to our small, landlocked campus will finally address the critical need for additional general learning spaces and specialized spaces for one of our largest programs -- education.

Program Delivery Benefits

• The proposed renovated facilities will provide learning environments that dramatically improve the technological, experiential and collaborative learning experiences of the students while improving facility standards; a critical component of the program to prepare future teachers, professionals and leaders. The inclusion of specialty learning “labs” will address the total lack of current space for those disciplines such as Special Education, STEM, Health Education and Language/Global Studies.

• The majority of spaces will contain the latest technology for remote observation and training, and several will include advanced simulation and virtual learning capabilities. Several classrooms will mimic authentic classroom settings with built in observation and co-teaching space in order to accommodate visiting K-12 students.

• Nationally and regionally, Outreach, Extension and Graduate Programs are being challenged to help more adults update their job skills, attain industry certifications, and complete baccalaureate and graduate degrees - often with new, hybrid learning opportunities. In Minnesota, 55.4% of the population aged 25 to 64 years does not have a college degree; 57.9% in Winona County do not. Clearly, demand exists for highly-skilled adult learners and working professionals and this demand will continue in the foreseeable future.



Additional Elements

Scope of Work

The project scope would include renovation of three existing structures located to the north-east of main campus. These buildings include two facilities currently owned by WSU, Wabasha Hall and Wabasha Rec Center, in addition to the Cathedral School which will require acquisition.

Approximately 58,732 gross sf in Wabasha Hall will be renovated for this project, transforming the upper two floors of the building into classrooms and offices, while the open plan of the basement would serve adaptive p.e. courses. The current child care center would remain intact on the ground floor, which will require the addition of new entrances and a central atrium of 4,100 gsf.

The upper floor of the south wing of the Wabasha Rec Center and the lower level locker rooms, equating to 9,409 gross sf, would be renovated to provide the department with a much needed large meeting space, capable of accommodating a variety of meeting types, events and activities. This space will also include an indoor climbing wall, which would support the curriculum of the outdoor education program.

The acquisition and renovation of the Cathedral School will provide an additional 21,005 gross sf, and would primarily serve the upper level graduate and professional development programs.

The total project scope for the Wabasha Education Project would total 89,146 gross sf of new classroom, office and support space for the COE.

Academic and Operational Programs Impacted

The renovated facilities of Wabasha Hall and Wabasha Rec Center will allow faculty in four College of Education departments (Education, Special Education, Educational Leadership, Counselor Education) and the faculty involved in what are referred to as content-area teacher education programs such as STEM, Health, Art, Therapeutic Recreation, etc , to innovate and continue efforts to transform teacher education. Current instruction is plagued by inadequacies of the existing space and the proposed work will provide flexible classrooms, discipline-specific labs, resource rooms, student services, community gathering, study spaces, and offices, rendering the facility desirable to students and faculty alike.

The old Cathedral School space affords WSU the opportunity to efficiently co-locate services, support, resources and much needed learning spaces within a single facility for our expanding non-traditional course offerings. Cathedral will become the “hub” for designing and offering enhanced programming for adult learners, including advanced degree and certificate opportunities through the graduate program. It will also serve as the “main door” to partnership connections and subsequent development of learning opportunities in collaboration with external constituencies. Educational offerings to adult students are currently a university shortcoming. Additionally, we have identified regional and state need for advanced degrees and certificates aligned with our innovative initiatives such as wellness,



sustainability, and Educational Lean. The co-location would be a compelling impact on communication, partnership development, and efficiency of support. This improvement is a major upgrade to the WSU OCED program (Outreach & Continuing Education), Graduate Studies, and Partnership Development.

Project Size

Wabasha Hall 58,732 gsf

Wabasha Recreation Center 9,409 gsf

Cathedral School 21,005 gsf

Total Project GSF 89,146 gsf

Major Components of Work

Both Wabasha Hall and Cathedral School will require almost a complete replacement of major building systems, including adding or upgrading elevators to become truly accessible.

Work in Wabasha Hall will include three new roof mounted air handler units, one to serve each wing. This major work throughout the building will happen while the first floor is still occupied by the Child Care Center (CCC). Most work on the CCC level will occur at night and/or weekends to prevent interruption of the day programs. The new units that serve that floor would be installed and simply capped at the first floor for connection at the best time to minimize interruptions to the CCC. The mechanical equipment in the exterior courtyard would be removed as a part of this change over to the new systems.

The work in Wabasha Rec is minor with finish and lighting upgrades. Lockers and toilets will be renovated on the ground floor. The existing elevator will provide access to the second floor gym.

New parking and green spaces will be created with access from Sanborn St. to complete the transformation to a South facing entry for both buildings. The new green spaces adjacent to the entries will include adaptive recreation such as a boulder climbing fields, and other instructive landscapes. The CCC play area will be moved to the new green space to the south of the new Wabasha Hall entrance.

The existing entries along Center St. and Wabasha Street (north side) will remain for convenience and life safety. New entrances will be created along the south sides of each property from Sanborn St. more directly connecting this “satellite” education campus to the core of WSU’s campus 2 blocks to the west.



The new entrance at Wabasha Hall will include a 4,100 sf. double height glazed connector between the two wings, which will become the center of activity for the occupants of the building and will offer better gathering and informal instructional spaces year-round. This feature will also create a destination, a recognizable new center for activity for the education programs, so the faculty and students will belong to a recognizable community of learning.

Major Facilities Issues Impacted

Deferred Maintenance/Renewal Issues and FCI

A review of the 2012 FRRM report reveals all major subsystems of Wabasha Hall are already in backlog, resulting in a building FCI of 0.30. By replacing or updating the major building systems, this deferred maintenance will be greatly reduced for the building, to a projected 0.08. Similar deferred maintenance is presumed in the Cathedral Elementary School building. The presumed FCI for this building is currently 0.33. The building condition assessment reveals all the major building systems are recommended to be replaced throughout the building, along with addressing some exterior building envelope issues. By completing the proposed renovations and system replacements, the building’s FCI is projected to be reduced to 0.07.

WSU Main Campus



Space Utilization Improvement

In addition to decreasing deferred maintenance and reducing FCI for each building, the space utilization of each building is expected to increase drastically. Wabasha Hall, Wabasha Rec Center and the Cathedral Elementary School building are currently underutilized, with utilization rates ranging from 0-30%. Conversely, the existing spaces used primarily for teacher education range from 85-100%. By completing this proposed renovation work, the utilization rates will be evened out, providing WSU the opportunity to maximize all of our facilities across campus.

Sustainability

Sustainable objectives will permeate the planning, design and project delivery to maximize the social, economic and environmental potential of the project. The proposed renovation of Wabasha Hall and Cathedral School represents the most fundamental of sustainable initiatives: the preservation and re-use of that which already exists.

B3 Guidelines Adherence Statement

The Wabasha Education Project will be within full compliance of B3 standards for a renovation project. In accordance with B3 regulations, lifecycle analysis for energy reductions, daylight harvesting, indoor air quality improvements, water conservation, and on-site renewable energy will be performed. Design choices made during all phases shall synthesize building renovations for social, environmental, and economic improvements.

Renewable Energy

Strategies to be explored as potential renewable energy sources include photovoltaic panels and ground source heat pumps.

Cost Breakdown

The cost estimate logic is based on the 2010 detailed cost estimate provided with the Wabasha College of Business Pre-Design study with slight modifications where required with a 5% cost escalation to 2013. This strategy has been verified as appropriate with 2 cost estimators.

Wabasha Hall will require more demolition of the corridor walls than Cathedral School. The wood floor finishes and existing wall finishes in Cathedral School will require some care during demolition and construction to keep them intact.

Both Wabasha Hall and Cathedral School will require almost complete replacement of the Mechanical HVAC and Electrical systems. The child care center in Wabasha Hall will remain in use during the construction phase.

See spreadsheet below for cost breakdown



The estimated cost of demolition, renovation and new construction of Wabasha Hall is $185 per square foot

The estimated cost of demolition, renovation and new construction for the Cathedral School is $213 per square foot.

Costs for two new and partially renovated buildings of similar type and scale in the region range from $275- $315 per gsf.

Reference construction costs:

1. Academic Partnership Center at Normandale College: New construction - CM at risk 75,000sf, $ 24.5 mil ($ 326 sf)

2. Center for Business and technology , North Hennepin Community College:

30,000 sf new, 30,000 sf renovation – bid $15 Million ($250/sf.)

Wabasha Hall Sq Ft. Cost Avg. $/sfSite 6,000 $180,000 $30Demolition 53,937 $523,244 $10Abatement 56,454 $112,908 $2New 5,600 $1,632,000 $291Renovation 53,132 $8,013,030 $151TOTAL 58,732 $10,836,182 $185(includes exterior repair + mep improvements)

Wabasha Rec Sq Ft. Cost Avg. $/sfSite 5,000 $200,000 $40Renovation 9,409 $653,850 $69TOTAL 9,409 $853,850 $91(includes exterior repair + mep improvements)

Cathedral School Sq Ft. Cost Avg. $/sfDemolition 16,540 $165,400 $10Abatement 26,775 $53,550 $2New 850 $341,250 $401Renovation 20,155 $3,050,300 $151TOTAL 21,005 $4,476,440 $213(includes exterior repair + mep improvements)

Shared Parking Sq Ft. Cost Avg. $/sf50 spaces $150,000

TOTAL PROJECT Sq Ft. Cost Avg. $/sfConstruction Cost 89,146 $16,767,422 $188



Project Schedule

PreDesign Complete December 2012

Request for Full Design & Construction Funds May 2013

Anticipated Design Start for Wabasha Hall + Rec Center August 2013

Anticipated Construction Start at Wabasha Hall + Rec Center April 2014

Mid-Point of Construction for Wabasha Hall + Rec Center Work October 2014

Anticipated Substantial Completion of Wabasha Hall + Rec Center Scope April 2015

Anticipated Design Start for Cathedral School August 2013

Anticipated Construction Start at Cathedral School April 2014

Mid-Point of Construction for Cathedral School August 2014

Anticipated Substantial Completion of Cathedral School December 2014

Alternatives Evaluated

2013 Capital Budget Request Phase I $ 5,800,000

2014 Capital Budget Request Phase II $ 17,000,000

Total Capital Budget Request $ 22,800,000

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Perkins+Will Project Background Narrative | 2 |


2. PROJECT BACKGROUND NARRATIVE

Statutory Requirements and Past Appropriations

There are no statutory requirements tied to this project. This Predesign document was prepared to support a future legislative request by Winona State University for the renovation of Wabasha Hall, Wabasha Rec, and Cathedral School for the use by Education, Outreach, & Graduate Studies. There have not been any previous capital bonding requests or appropriations for this project.

Project Process Descriptions

Process, Participants and Outcomes

The Winona State University Facilities Master Plan and recently approved (2011) Institutional Mission and Vision Statements were used as the framework for architectural and programmatic planning. The Wabasha Education Project request also considers the concerns and employment needs of the Winona campus service area. In addition, a programming process was used to assess ranges of MnSCU norms and nationally recognized collegiate standards for square footage as a basis for current and projected need.

The College of Education (COE) at Winona State University currently consists of four departments: Education, Counselor Education, Educational Leadership, and Special Education. Additionally, there are 14 teaching major programs outside of the COE. The COE classrooms and offices are primarily located on the first and second floors of Gildemeister Hall, sharing space with the Mathematics/Statistics Department on second floor. Math/Stats occupies the entire third floor.

Planning meetings were conducted and attended by leadership and stakeholders from the COE and all its departments, Outreach & Continuing Education, and university cabinet members, with continuity of project leadership maintained across subsequent iterations of the predesign. Our new President personally held two meetings with faculty and staff and a separate meeting with students.

The planning process utilized was based on an Issue Identification approach. The process generated and identified issues through discussion, interviews and written information via staff, faculty, and administration. These issues were discussed with appropriate interest groups, resulting in various goals and objectives. The process entailed:

1 Utilize the perspective of a comprehensive planning approach Recognize that the following aspects are interrelated: . academic endeavors . financial feasibility . physical environment 2 Begin with Academic Master Plan as foundation Incorporate and support the goals and objectives



3 Gain input from a variety of perspectives . Students, college staff, administrative personnel, and faculty . Community business issues, concerns and employment needs . Local community 4 Assess information from local community organizations . Local/regional/statewide business consortiums . City and county planning departments

. Building code and fire officials 5 Academic perspective Review curriculum and educational policies Focus on goals & strategies to achieve them Academic needs: . guided by goals . controlled by financial limits . translate into physical resources 6 One on one interviews . Formal interviews with staff and faculty . Informal conversations with students, staff and faculty . Follow up with additional, conversations to confirm 7 Use Facilities Master Plan as framework for architectural design . Review of Facilities Master Plan . Inventory of existing facilities, programs, resources, relationships, goals & issues 8 Determine space use requirements . Assess actual “needs” versus “wants” of faculty, staff and students . Numerical assessment of existing sq ft. use vs. current and projected need . Compare with nationally recognized collegiate standards . Temper with professional experience and judgment . Develop Facilities Program

Academic and Operational Programs

The following is a list of all WSU/Professional Education Unit programs. If a teacher education program is housed outside the College of Education it is referred to as a “content-area” program and is noted by an “*”. There are 14 of these types of programs. Currently, the specialized teaching space of only one content area has ever been specifically included in a university renovation project. One “dry” lab in our renovated science building is dedicated to teaching science to future teachers. However, the science method courses for elementary and middle school science are taught in a generic classroom in Gildemeister. All observations and clinicals have to be scheduled at off-site locations. There are no rooms designed for simulation or virtual learning opportunities.



Elementary Education 1. Elementary Education K-grade 6 2. Elementary Education and Early Childhood Emphasis Birth-grade 6

Early Childhood

3. Special Education: Early Childhood Spec. Ed. Birth-age 6

K-12 AND Secondary 5-12 4. Business Education 5 (Teaching) 5. Communication Arts/Literature 5-12 (Teaching) * 6. English as Second Language K-12 (Teaching) * 7. Health Education 5-12 (Teaching* 8. Mathematics 5-12 (Teaching)* 9. Music, Instrumental and Classroom K-12 (Teaching)* 10. Music, Vocal and Classroom, K-12 (Teaching* 11. Physical Education, K-12 (Teaching) with DAPE 12. Science: Chemistry, 9-12+General Science 5-8 (Teaching)* 13. Science: Earth, 9-12 + General Science 5-8 (Teaching) * 14. Science: Life, 9-12 + General Science 5-8 (Teaching) * 15. Science: Physical Science (Chemistry + Physics) 9-12 (Teaching)* 16. Science: Physics, 9-12 + 5-8 General Science (Teaching) * 17. Social Studies, 5-12 (Teaching)* 18. Special Education: Developmental Disabilities, K-12 (Teaching) 19. Special Education: Learning Disabilities, K-12 (Teaching) 20. Visual Arts, K-12 (Teaching)* 21. World Languages Spanish, K-12 (Teaching)* 22. Teacher Preparation Collaboration (TPC)-Rochester

Minors (endorsement with another license; not a stand-alone license): Communication Arts/Literature, 5-8 Mathematics, 5-8 Science, 5-8 Social Studies, 5-8

Advanced Programs

EDUCATIONAL SPECIALIST DEGREE (EdS) General School Leadership (Superintendent)

MASTER OF SCIENCE (MS)

Business Education Training and Development Certificate Counselor Education Community Counseling Professional Development School Counseling Addiction Counseling Certificate



Education Graduate Induction Program (GIP) Learning Communities (Master Teacher Program) Special Education Developmental Disabilities Learning Disabilities Education Leadership General School Leadership K-12 Principalship Teacher Leadership

Outdoor Education/Adventure Based Leadership Sport Management

Strategic Plan, Course Schedule

Scheduling is quite challenging as there are only about 6 general classrooms that are prioritized for education. Most spaces in Gildemeister have to be share with other departments outside of the college. Because much of Gildemeister is shared and contains general classrooms, the special needs of certain education programs have not been met over the years.



Facilities Master Plan Integration

WSU CAMPUS COMPREHENSIVE PLAN | AUGUST 26, 2010 Wabasha Hall has been identified for renovation and upgrades under the Short Term Implementation Time Frame Master Plan. The proposed project would establish Wabasha Hall as the central hub for the College of Education, transforming the two block area of Wabasha Hall and Cathedral School into an Education district serving both the University as well as the local community.



The Cathedral School is located in close proximity to areas identified for ideal property acquisition to infill the campus boundary. Located on the north west corner of the block containing Wabasha Rec Center, the acquisition of Cathedral School will strengthen the college presence in this district and begin to infill the east-west corridor of the campus.

Facilities Systems Summary

Deferred Maintenance Backlog and FCI of Campus Buildings

Constructed in the mid 1950’s, Wabasha Hall was originally used as a public middle school building. WSU acquired this building in 2006, and has used the building for several purposes since. Currently, the entire first floor houses the Child Care Center. The basement, second and third floors are used for a variety of functions including Art Department classrooms, the WSU Phone Center, the Warrior Success Center and Womens and Gender Studies support space. Despite these uses, over 30% of the building remains unused. Fortunately, with exception of the Child Care Center, all functions currently housed in Wabasha Hall can be relocated to other WSU buildings. The Cathedral School was originally constructed in the late 1920’s, and was then added on to in the 1960’s. This building was used by the Catholic Diocese as an elementary school up

Cathedral School



until 2009. Since then, the building has been used minimally for Diocese office space and community group meeting space. WSU does not currently own this building, but has gone as far as to complete both a building condition assessment and a property appraisal to get a better understanding of the building’s issues and potential for our future use. Because both of these buildings were originally constructed to be school buildings, the structural layout and configuration of each can easily meet the proposed project needs. Unfortunately, the building systems cannot support this or any other use without major system replacement and/or upgrades. The 2012 FCI for Wabasha Hall is 0.30, with all major building components currently in backlog. This is substantially higher than the cumulative FCI of all WSU campus buildings, which is 0.12. Based on the building condition assessment and estimated costs, WSU has calculated the FCI of Cathedral School to be 0.33. This is also much higher than the cumulative WSU campus FCI. Note: All values and presumptions for the Cathedral School building have been based on staff experience with deferred maintenance and FRRM, and the building condition assessment which is included in the Appendix for reference. A minimal amount of renovation and upgrade work is proposed in the Wabasha Rec Center building, however the current building FCI of 0.08 is not expected to change. This building does not have any major deferred maintenance issues at this time.

Future Renewal Needs Data

Building Name: Wabasha Hall CRV(000's): $24,168 GSF: 83,255 Year Built: 1953Current Backlog and 10 year Renewal Forecast as of 2012 (000's)

Subsystem Name Current Backlog

2013 2014 2015 2016 2017 2018 2019 2020

a.5. Roofing - Builit-up, Membrane, Cedar $64 $0 $0 $378 $0 $0 $0 $0 $0b.1. Building Exteriors (Hard) $322 $0 $0 $0 $0 $0 $0 $0 $0d.2. HVAC - Controls $1,614 $0 $0 $0 $0 $0 $0 $0 $0d.1. HVAC - Equipment $1,766 $0 $0 $0 $0 $0 $0 $0 $0e.1. HVAC - Distribution $1,823 $0 $0 $0 $0 $0 $0 $0 $0f.1. Electrical Equipment $980 $0 $0 $0 $0 $0 $0 $0 $0g.1. Plumbing Fixtures $177 $0 $0 $0 $0 $0 $0 $0 $0j.1. Fire Detection Systems $0 $0 $0 $0 $0 $0 $0 $0 $268k.1. Built-in Equipment $255 $0 $0 $0 $0 $0 $0 $0 $0l.2. Interior Finishes $265 $0 $0 $0 $0 $0 $0 $0 $0

BUILDING TOTAL $7,266 $0 $0 $378 $0 $0 $0 $0 $268

Building Name: Wabasha Hall CRV(000's): $24,168 GSF: 83,255 Year Built: 1953Projected Backlog and 6 year Renewal Forecast AFTER PROPOSED RENOVATION WORK (000's)

Subsystem Name 2014 Backlog

2015 2016 2017 2018 2019 2020

a.5. Roofing - Builit-up, Membrane, Cedar $64 $378 $0 $0 $0 $0 $0b.1. Building Exteriors (Hard) $175 $0 $0 $0 $0 $0 $0d.2. HVAC - Controls $565 $0 $0 $0 $0 $0 $0d.1. HVAC - Equipment $610 $0 $0 $0 $0 $0 $0e.1. HVAC - Distribution $640 $0 $0 $0 $0 $0 $0f.1. Electrical Equipment $300 $0 $0 $0 $0 $0 $0g.1. Plumbing Fixtures $75 $0 $0 $0 $0 $0 $0j.1. Fire Detection Systems $0 $0 $0 $0 $0 $0 $268k.1. Built-in Equipment $125 $0 $0 $0 $0 $0 $0l.2. Interior Finishes $95 $0 $0 $0 $0 $0 $0

BUILDING TOTAL $2,649 $378 $0 $0 $0 $0 $268

Amount of Deferred Maintenance Reduced by Completing Proposed Work in Wabasha Hall (000's):

Current FCI: 0.30

$4,617

Projected 2014 FCI: 0.30

$0 $0 $565$0 $0 $610$0 $0 $640$0 $0 $300$0 $0 $75

$0 $3,296

$0 $0 $268$0 $0 $125

Resultant FCI: 0.11

2021 2022 Total

$0 $0 $442$0 $0 $175

$0 $0 $95$0

2021 2022 Total

$0 $0 $442$0 $0 $322$0 $0 $1,614$0 $0 $1,766$0 $0 $1,823$0 $0 $980$0 $0 $177$0 $0 $268$0 $0 $255$0 $0 $265$0 $0 $7,913



Space Utilization Analysis

The proposed renovation work will have a big impact on the space utilization rates for a number of WSU spaces. Wabasha Hall, Wabasha Rec Center and the Cathedral School are all drastically underutilized. The Wabasha Rec Center only has a handful of spaces, and each space is generally only used for one or two purposes. The Cathedral School is not currently owned or occupied by WSU, so it is not quite fair to make a direct comparison to other WSU buildings. However, the building is currently only being occupied intermittently. The first floor of Wabasha Hall, occupied by the Child Care Center, has a utilization rate of over 100%, yet the remainder of the building has much lower rates. The building’s system limitations have restricted the use of some of these spaces, resulting in approximately one third of this building going unused. Disregarding the Child Care Center, the combined utilization rates for these three buildings ranges from 0-30%. Conversely, the existing spaces used primarily for teacher education range from 82-100%. By completing this proposed renovation work, the utilization rates will be evened out, providing WSU the opportunity to maximize all of our facilities across campus.

Building Name: Cathedral Elementary CRV(000's): $9,955 GSF: 36,197 Year Built: 1929/1960/1966Presumed Current Backlog and 10 year Renewal Forecast as of 2012 (000's)

Subsystem Name Current Backlog

2013 2014 2015 2016 2017 2018 2019 2020

a.5. Roofing - Membrane $0 $0 $0 $0 $200 $0 $0 $0 $0b.1. Building Exteriors (Hard) $145 $0 $75 $0 $0 $0 $0 $0 $0d.2. HVAC - Controls $710 $0 $0 $5 $0 $0 $0 $0 $0d.1. HVAC - Equipment $775 $0 $0 $40 $0 $0 $0 $0 $0e.1. HVAC - Distribution $800 $0 $0 $25 $0 $0 $0 $0 $0f.1. Electrical Equipment $430 $0 $0 $120 $0 $0 $0 $0 $0g.1. Plumbing Fixtures $80 $0 $0 $25 $0 $0 $0 $0 $0j.1. Fire Detection Systems $115 $0 $0 $50 $0 $0 $0 $0 $0k.1. Built-in Equipment $110 $0 $0 $10 $0 $0 $0 $0 $0l.2. Interior Finishes $115 $0 $0 $50 $0 $0 $0 $0 $0

BUILDING TOTAL $3,280 $0 $75 $325 $200 $0 $0 $0 $0

Building Name: Cathedral Elementary CRV(000's): $9,955 GSF: 36,197 Year Built: 1929/1960/1966Projected Backlog and 6 year Renewal Forecast AFTER PROPOSED RENOVATION WORK (000's)

Subsystem Name 2014 Backlog

2015 2016 2017 2018 2019 2020

a.5. Roofing - Membrane $0 $0 $0 $200 $0 $0 $0b.1. Building Exteriors (Hard) $35 $0 $0 $0 $0 $0 $0d.2. HVAC - Controls $250 $5 $0 $0 $0 $0 $0d.1. HVAC - Equipment $280 $40 $0 $0 $0 $0 $0e.1. HVAC - Distribution $400 $25 $0 $0 $0 $0 $0f.1. Electrical Equipment $125 $120 $0 $0 $0 $0 $0g.1. Plumbing Fixtures $25 $25 $0 $0 $0 $0 $0j.1. Fire Detection Systems $20 $50 $0 $0 $0 $0 $0k.1. Built-in Equipment $75 $10 $0 $0 $0 $0 $0l.2. Interior Finishes $75 $50 $0 $0 $0 $0 $0

BUILDING TOTAL $1,285 $325 $0 $200 $0 $0 $0

Amount of Deferred Maintenance Reduced by Completing Proposed Work in Cathedral Elementary (000's):

Current FCI: 0.33 Projected 2014 FCI: 0.34

2021 2022 Total

$0 $0 $200$0 $0 $220$0 $0 $715$0 $0 $815$0 $0 $825$0 $0 $550$0 $0 $105$0 $0 $165$0 $0 $120$0 $0 $165$0 $0 $3,880

Resultant FCI: 0.13

2021 2022 Total

$0 $0 $200$0 $0 $35$0 $0 $255$0 $0 $320$0 $0 $425$0 $0 $245$0 $0 $50$0 $0 $70$0 $0 $85$0 $0 $125$0 $0 $1,810

$2,070

Campus ID

Bldg Code

Bldg Name CapacityRoom

Capacity 32 Hours

Seats Used/Week

% Seats Used of

32 Hr Basis

# of Rooms Used

Rooms x 32 Hrs

Hours Used per

Week

% Hours Used of 32

Hr Basis

Unique Wkly Crs

Cnt

074 GI Gildemeister Hall 552 17,664 11,402 65% 14 448 411 92% 125074 IWC Integrated Wellness Complex 80 2,560 1,867 73% 2 64 68 106% 37074 LO Lourdes Hall 190 6,080 1,942 32% 4 128 69 54% 17074 MA Maxwell Hall 514 16,448 6,745 41% 10 320 237 74% 106074 ME Memorial Hall 214 6,848 2,818 41% 4 128 121 95% 47074 MI Minne' Hall 944 30,208 26,283 87% 25 800 952 119% 291074 PA Pasteur Hall 618 19,776 11,537 58% 13 416 332 80% 156074 PC Performing Arts Center 351 11,232 6,776 60% 9 288 234 84% 92074 PH Phelps Hall 369 11,808 3,589 30% 7 224 165 74% 49074 SL Science Laboratory Center 659 21,088 12,235 58% 23 736 356 48% 144074 SO Somsen Hall 672 21,504 15,248 71% 17 544 544 100% 176074 ST Stark Hall 536 17,152 11,078 65% 9 288 265 92% 144074 TC Tau Center 144 4,608 2,222 48% 1 32 43 134% 11074 WA Watkins Hall 329 10,528 3,725 35% 11 352 175 50% 45074 WH Wabasha Hall 65 2,080 232 11% 2 64 16 25% 5

Institution | Campus Total 6,237 199,584 117,699 52% 151 4,832 3,988 82% 1,445



Sustainability Highlights

The sustainable strategies explored for the Wabasha Education Project will be holistic in their approach in order to ensure maximum benefit from all systems working synergistically together. Careful consideration will be made when final selections are made, taking into consideration how each strategy works in conjunction with other elements of the design.

Site:

• Selection of an existing developed parcel • Public Transportation • Bicycle Storage + Changing Rooms

Water:

• Low flow fixtures will replace existing out dated fixtures that consume large quantities of water

• Landscaping will be indigenous, and require minimal to no irrigation

Energy:

• The project will reduce energy consumption by at least 30% compared to the building baseline, as required by the B3 Guidelines

• Building systems, including mechanical, electrical and lighting will be designed to optimize energy efficiency

• Commissioning will be completed to ensure the building is operating optimally • Renewable Energy Sources will be studied as an option

Materials:

• During demolition and construction waste will be separated and recycled appropriately

• By renovating existing structures, the project will reduce material consumption compared to a full new constructed building

Interior Environment:

• Upgraded building systems will provide a clean and healthy learning environment • Programmatic layouts will provide optimal daylighting and exterior views to majority

of the spaces • Finishes and materials used for construction will be low emitting off gas • The building itself will serve as a teaching tool for sustainability, providing students

with information about sustainable strategies employed and actively engaging user with real time feed about how the building is operating



Supporting Data

Enrollment

Education remains one of the largest programs for WSU. Enrollments in education remain robust although like most institutions we struggle to recruit students to some high demand areas.

Pedagogy

The curricular innovations needed for the preparation of future teachers are consistent with the innovations required of an “engaged university” that is populated by “actively-engaged learners.” The proposed project will accommodate such innovations. The flexibility of classroom space will allow for different modes of delivery beyond the traditional lecture. The proposed project also allows for more community space that will stimulate student-to-student interaction as well as interaction with visiting professionals and scholars.

Winona State University and its College of Education subscribe to the new paradigm for the delivery of teaching and learning that emphasizes the learning that takes place in smaller, interactive classes, utilizing various teaching methods even within the same course (Student Centered Learning, Team Based Learning, Problem Based Learning, etc). The proposed renovation is deliberately designed to accommodate the changing paradigm of teaching and learning. Additionally, many of the programs that are in high demand such as Special Education and STEM-education require specialized learning spaces that do not even currently exist.

The outreach and continuing education programs allow the university to be more engaged with the community, thus giving students an opportunity to be engaged learners not just on campus but within the region. The partnerships that are constantly being developed with companies, organizations, and local government units create opportunities for student involvement and learning whether it be in professional development, leadership development, economic development projects, or human service internships.

Workforce, Regional Issues

WSU tracks hiring data and market needs from the State Education Departments for Minnesota, Iowa and Wisconsin to ensure our programs and graduates are satisfying the educational needs for these markets. Recent data from these states identifies trends to which we are in an excellent position to respond.

In Minnesota, 72 percent of school districts report shortages of new graduates prepared to teach in Special Education, Sciences, Math, and TESOL. The most recent information regarding the need for teachers in Wisconsin was in a report to the legislature in 2008. School districts most frequently cited the following licensure areas as areas of critical shortage: Special Education, Mathematics, General Science, Technology Education, and Foreign Language. Iowa teacher shortage areas were identified in the 2009-2010 and 2010-



1011 Report from the Iowa Department of Education: Special Education, Science, Math and Foreign Languages/English as a second language and Music. Some areas that are listed as “surplus” areas in Minnesota and Wisconsin are actually “shortage” areas in Iowa, specifically Early Childhood, Health and English/Language Arts-Communication and Literature.

With this information, WSU can and should increase recruitment and capacity in Special Education, STEM disciplines, and Language Immersion Programs. We currently have a successful Mathematics lab that can be duplicated and expanded in the new proposed spaces. We also have a need for laboratory space for increased science-education and method classes that can be accommodated by the proposed renovated space.



Photos of Areas to be Renovated

WABASHA HALL



WABASHA REC CENTER



CATHEDRAL SCHOOL

P R O J E C T D E S C R I P T I O N | 0 3

Perkins+Will Project Description | 3 |


3. PROJECT DESCRIPTION

Detailed Design Intent

The fundamental goals of the predesign are to reinvent the 3 buildings and environs (Wabasha Education Project) for 21st Century Learning. The Project will provide critical space for use by a contemporary College of Education; institution Leadership, Outreach and Professional Development Services and specialty learning spaces and university classroom space. Additionally, the Wabasha Education Project will be the resource hub for graduate studies, adult learners and external partners.

Wabasha Education Project- 21st Century Learning

A majority of employers say higher education must place more emphasis on effective communication, critical thinking, problem solving, teamwork skills and locating and evaluating information. (Hart Research Associates 2010.) Each institution of higher education must respond if they are to remain competitive and relevant. The economies of higher education demand a higher quality, more effective education with less resources.

SCALE UP (NC State), TEAL (MIT,) TILE (Iowa,) ACL ( University of Minnesota) LEEP ( Stanford, ) CASTLE (University of Maryland Baltimore County) and Winona State’s own Visual Media Studio and Math Achievement Center are examples of the broad and deep wave of pedagogical change in higher education that answers the challenges noted above. “ACTIVE LEARNING” by any name expects students to co- create knowledge with faculty, apply knowledge to team problem solving, learn more about their own-and their colleagues capabilities and build life-long relationships based on learning together. These models build digital fluency and teamwork skills in all students and especially connects to the generation of “digital natives” who more fully engage In these spaces. These approaches are improving outcomes for every student demographic and reducing costs for institutions of higher learning.

“ It is the quality of relationships that students have that is most closely associated with their college success.”(research by Alexander Austin in “ What Matters in College. ” Learning is social. Students spend more time outside the classroom on coursework (especially during mid-terms and finals) than scheduled class time. New undergraduate classroom buildings may provide as much as 40% of the total seats in a learning environment in collaborative user-adaptable settings outside the classroom- for 24/7 teamwork and group learning. These spaces are like lightning rods, drawing energy and activity of knowledge application and building communities of accelerated student-mentored learning. Formal scheduled classrooms are a shrinking percentage of the essential space provided in a modern learning environment. This project answers with space specifically assigned for flexible student project space and informal collaborative learning.

“Blended learning” and “Flipped classroom” models creatively balance online and face-to-face learning to better meet the needs of a today’s students – especially in larger section courses, while improving achievement, student satisfaction, retention and graduation rates. With a



proper “blend” student-teacher-peer learning, contact is now more authentic and more effective, while personalizing learning for all students.

Project Purpose

Key Learning intentions for the Wabasha Education Project:

Renovated learning spaces will anticipate adaptation for a variety of teaching/learning models over the life of the building. Each space must be conceived as “A living laboratory of learning.”

In 2012 focus group interviews, WSU faculty described the ideal classroom space as a “lab” where application, experimentation, and discovery of new ways of thinking would take place. They found that classrooms designed to promote healthy group discussions are core to the curriculum in most courses and disciplines. This will drive the layouts and equipment in the renovated spaces.

Nurturing the social aspect of learning is an essential differentiator for bricks and mortar institutions. Relationships make learning stick. The Wabasha Education project includes unique collaboration spaces which will create fresh new communities of learning that will attract and train well-prepared teachers for the future benefit of Minnesota

For training of great educators, master teachers and faculty mentors must be able to observe in practical clinical settings to give real time feedback for the students and to let the students learn from one another. With the this project, most classrooms in the renovated Wabasha Hall and Cathedral School buildings will have direct or electronic observation, with video capture to allow for immediate and effective evaluation and mentoring.

IT

Personal and group digital technologies are becoming ubiquitous, seamless and essential in a 21st century learning and teaching environment. Learning can occur any time and in any place. Winona State will continue its leadership in addressing this on this project with the e-Warrior: Digital Life and Learning Program and by providing every student with an advanced tablet PC. The renovated spaces will take full advantage of this technology and others, including personal devices, tablets, and collaboration software. The alignment of this project and the WSU Master Technology Plan are presented in Section 8.

State-of-the-art interdisciplinary, interactive, and experiential learning environment



Wabasha Hall

Wabasha Hall will serve current and future undergraduate education program requirements including:

1. The CCC (Child Care Center) will remain on the first floor. As Wabasha Hall fills with educational space programming there will be a more direct connection to the early childhood education programs at WSU. (This program function will remain in use during the renovations)

2. Student centered problem-based and project-based learning spaces with appropriate technologies will elevate the student’s facility with the best tools and techniques to perform at the highest level in the classroom. Unique program elements include:

a. Flexible education classrooms (with 50% of the classrooms being technology-rich, active learning classrooms)

b. Observation spaces adjacent to the classrooms for real-time assessment and continuous mentoring

c. Informal collaboration spaces and student project spaces to support the full range of learning experiences and offer a ”home” for learning

d. Dedicated project spaces for student work to continue outside the scheduled class time in close proximity to faculty mentors

3. Specialty learning and professional spaces will include: a. Special Education including Adaptive PE b. Assessment / Data Analyses c. STEM teacher prep for Math and Science educators d. Global Education, Language Immersion including teaching English as a second

language (TESL) e. Health Education f. Art / Creative Education g. K-12 model classroom h. Advanced Learning Technologies for education ( incl: simulation and virtual)

Wabasha Hall learning spaces: Training for Adaptive Education including PE Methods and SPED will occur in the basement level of Wabasha Hall. Well-equipped real world STEM and Math Classrooms will offer effective training for future teachers, modeling the environments that they will create for students. Flexible general classrooms serving up to 40 students will serve a variety of programs that are sorely needed in Minnesota, serving a diverse student population with language skills development, Health Education training, Art Education training, and K-12 simulation. Approximately 50% of the classrooms will be Advanced Learning Technology classrooms inspired by the best active learning environments noted earlier in this document.

“It is the quality of the relationships students have that is most closely associated with their eventual college success.” Research by Alexander Austin, “What Matters in College”



Wabasha Rec Center

The Wabasha Rec Center will continue to house a gym that is used almost constantly by the university for activity classes and intramural games. A portion of Wabasha Rec Center will be redesigned for our newly established Outdoor Education and Rec Center (OERC) http://www.winona.edu/outdoor/. Access to adjacent outdoor learning spaces will be essential. The mission of the OERC is to provide students, faculty and the greater Winona community with opportunities to access the rich outdoor environment for the purposes of teaching, learning, and recreation. The entire field of tourism and outdoor recreation has grown very rapidly. People are interested in the environment, history of our natural wonders, participating in new physical endeavors and just plain enjoying the great out-of-doors. With this interest comes the need for training, facilitating, organizing and planning trips as well as developing a curriculum and monitoring the actual events. Students prepare for leading such activities with a focus on environmental awareness, team building, social connections and personal growth. The Center is committed to inspiring individuals to become lifelong advocates for sustainability, conservation and healthy lifestyles. The OERC will serve not only WSU students but has great potential for community partnerships with shared programming and leadership development through opportunities such as corporate retreats, For WSU students, the integration into several education programs has begun. There is also a certificate and graduate degree program now being offered. A Certificate of Competence in Outdoor Education and Adventure Based Leadership can be earned by completing 18 credits, or is embedded in the Master Degree. Graduates can move on to organized settings with community recreational programs, the National Park System or existing tour companies, become entrepreneurial and create their own outdoor/recreational/tourist business or get involved in creating educational programming for disenfranchised youth.

Outdoor recreating training and adaptive learning

http://www.winona.edu/outdoor/



Cathedral School

The Cathedral School Building education programs will include:

a. Professional Development Center b. Graduate Education Programs c. Outreach, Continuing Ed (OCED) Satellite for Extended learning (teacher and

workforce leadership

The Cathedral School renovation will serve as the new Professional Development Center, including Graduate Education programs, OCED ( Outreach and Continuing Ed,) Extended Learning, and teacher and workforce Leadership Training. Reflected in many of the goals of the improvement proposal, it is desired that the new facilities convey an appropriate collegiate and academic image, reinforcing the underlying desire for achievement by students and adult learners. In the eyes of a visitor, an institution's investment in the quality of a facility reflects the college’s level of investment in students and the quality of their education.

To this end, existing facilities within Gildemeister Hall cannot adequately support the fundamental needs of contemporary graduate and adult learning and professional development. Existing teaching spaces are over-utilized, undersized, inflexible, and technologically and pedagogically antiquated. We seek to reinvent the teaching, gathering, and support spaces while correcting adjacencies to better manage public and private traffic flow.

Cathedral School will be reconceived as a cohesive outpost for continuing education and non-traditional learning, branded as the Adult Learner and External Constituencies Hub, and filling a rapidly expanding campus need. The location as a satellite from the main campus, is consistent with department goals by extending the reach of the University out into the community.

Project Labs | Learning on Display

“We learn most deeply when we can wrestle with a problem that is important , intriguing, or beautiful.” Ken Bain



Graphics and Maps

Aerial Map + Building Plans

Cathedral School

Wabasha Hall

Wabasha Rec Center



Detailed Description of the Planning Process

Wabasha Education Project goals for consideration during design:

Learning space goals for the program verification and design

1. Through further interviews and work sessions with the Winona State faculty, students, academic and technology leadership, the design team will decide how to best to create the most appropriate Learning and simulation environments at Winona State. The next step will verify the final mix of space types and technologies to improve student outcomes and give them the 21st century skills required in the education workplace.

2. Plan how technology is procured and supported over time with an understanding that technology should be a seamless enabler rather than a challenging obstacle.

3. Design for effective learning space adjacencies that create layers of beneficial relationships, while supporting connections that occur inside and outside scheduled classrooms. Intentionally create the “space in between.”

4. Plan for professional development and support the faculty may need as many will transition to the roles of director, mentor and guide and move away from the lecture model.

5. Explore further how the pedagogies, spaces and technologies embrace students as knowledge co-creators, and enable future graduates to become great communicators, problem solvers, and team players.

Campus program verification and design goals

1. Develop the green outdoor learning spaces and new entrances to reinforce how the Wabasha Satellite campus (2 blocks from the core campus) is welcoming, allowing students and faculty to have a sense of belonging, purpose and engagement.

2. Imagine how the Wabasha Hall, Wabash Rec Center and Cathedral School buildings will serve as models for more efficient use of energy and natural resources.

3. Evaluate options for how utilities may be provided 25 years in the future – including centralized solutions, distributed solutions and how renewable energy may be a part of the solution to lower utility costs.

4. Provide dramatically improved buildings that will allow a wider range of program use into the future – supporting the initial purpose, yet adaptable for the long term.

5. Further develop how the campus pedestrian, vehicular, service, and technology infrastructure will be improved with this work.

6. Determine in detail how the campus safety will be improved with the renovated structures and new landscapes.



Building Data

Space Schedule

Qty People NASF NASFNASF/GSF

FACTORGROSS AREA (sf)

B A S E M E N T 10,790 0.70 15,5001.2.5 Adaptive P.E. 2 30 5000 10,000

- Storage 1 - 90 90 - Storage 2 - 350 700

F I R S T F L O O R 4,200 0.75 5,6005.1.1 Central Learning Atrium + New Entrance 1 40 2700 2,700

New Entrance for Child Care Facility 1 1500 1,500

S E C O N D F L O O R 10,955 0.58 18,8161.1.1 Classroom 3 40 1000 3,000 1.1.1 Classroom 3 30 800 2,400 1.1.2 Classroom | Technology Learning 2 24 700 1,400 1.1.2 Classroom | Technology Learning 1 24 650 650 1.1.3 Observation Room 1 4 140 140 1.1.3 Observation Room 2 8 250 500 1.1.3 Observation Room 1 12 315 315 1.1.3 Observation Room 1 12 370 370 1.2.1 Student Project Area 1 24 1100 1,100 1.2.2 Media Center 1 8 425 425 1.3.1 Breakroom 1 8 440 440 3.2.1 Workroom 1 2 115 115

- Storage 1 - 100 100

T H I R D F L O O R 10,060 0.53 18,8163.1.1 Office 5 1 140 700 3.1.1 Office 13 1 150 1,950 3.1.1 Office 3 1 160 480 3.1.1 Office 1 1 200 200 1.2.1 Graduate Student Project Area 1 16 1450 1,450 1.1.5 Conference | Seminar Room 1 20 650 650 1.1.5 Conference | Seminar Room 1 16 550 550 1.1.5 Conference | Seminar Room 1 12 360 360 3.3.1 Break | Lounge 1 10 550 550 1.2.3 Resource Library 1 6 790 790 1.2.4 Active Collaboration Center 1 20 1900 1,900 3.2.1 Workroom 1 2 120 120 3.2.1 Workroom 1 2 140 140

- Storage 2 - 80 160 - Storage 1 - 60 60

Total NET ASSIGNABLE Square Feet 36,005

BUILDING TOTALS 36,005 0.61 58,732

NEW CONSTRUCTION 4,200 5,600

RENOVATION 31,805 53,132

Room Type

W A B A S H A H A L L R E N O V A T I O N





F I R S T F L O O R 1,909 1.00 1,909- Locker Rooms 1 1909 1,909

S E C O N D F L O O R 6,480 0.86 7,5005.1.2 Meeting Room 1 5700 5,700

- Climbing Wall 1 400 400 - Storage 2 190 380



NEW CONSTRUCTION - 0


Room Type

W A B A S H A R E C C E N T E R R E N O V A T I O N



B A S E M E N T 2,365 0.56 4,2355.1.2 Large Meeting Room 1 2300 2,300

- Storage 1 65 65 -

F I R S T F L O O R - N E W E N T R A N C E 850

F I R S T F L O O R 4,750 0.60 7,9603.1.1 Office 2 115 230 3.1.1 Office 2 140 280 3.1.1 Office 2 150 300 1.2.1 Graduate Student Project Area 2 530 1,060 1.1.1 Classroom 2 950 1,900 1.1.3 Observation Room 2 260 520 1.1.5 Conference | Teaming Room 1 350 350

- Storage 2 55 110

S E C O N D F L O O R 4,990 0.63 7,9603.1.1 Office 2 115 230 3.1.1 Office 2 140 280 3.1.1 Office 2 150 300 3.1.1 Graduate Office 2 130 260 1.2.1 Graduate Student Project Area 2 520 1,040 1.1.1 Classroom 2 950 1,900 1.1.3 Observation Room 2 260 520 1.1.5 Conference | Teaming Room 1 350 350

- Storage 2 55 110



NEW CONSTRUCTION - 850


Room Type

C A T H E D R A L S C H O O L R E N O V A T I O N



Physical Conditions l Audit and Recommendations

A comprehensive building assessment has been completed by a third party for both Wabasha Hall and Cathedral School. These documents are referenced in Appendix C: Conditions Assessment Reports.

Deferred Maintenance Backlog and Renewal Data

As the deferred maintenance and backlog summaries indicate, both Wabasha Hall and the Cathedral School are in dire need of major renovation. While the buildings may be a good fit programmatically, they need some major system replacement and/or upgrades to be habitable for the proposed uses.

Though WSU has a central physical plant that supplies the buildings on the main campus with steam and chilled water through a utility tunnel loop, this system does not extend to the proposed Wabasha Hall campus buildings. For this reason, Wabasha Hall, Wabasha Rec Center and Cathedral School will each have their own separate systems to provide heating and cooling per building. While this method may have some inefficiencies, extending the main campus utility loop to these buildings is cost prohibitive at this time. For this reason, the main systems in each building need to be looked at individually, and should be upgraded to be stand-alone reliable systems.

Due to the age of the buildings, there are a number of spaces and areas that are no longer code compliant. Toilet rooms that do not meet ADA guidelines, stairwells without proper width, handrails and guardrails, and a split level building with no elevator access are just a few of the issues. All code issues and life safety issues will be addressed in the proposed renovation efforts, to ensure the buildings are brought into full compliance.

Major Building Systems

The major building systems that should be replaced and/or upgraded in Wabasha Hall and Cathedral includes the HVAC, plumbing and electrical systems. When combined, these systems are by far the most expensive items to replace in a building; however they are also the systems that make the building habitable year round.

HVAC Design Intentions

In Wabasha Hall, the ideal situation would be to create three zones with separate air handling units, one for each wing of the building. By replacing the entire building system, a number of outdated pieces of equipment can be removed and/or consolidated. A new zoned system will increase efficiency and will lower energy use for the building.

Similar to Wabasha Hall, Cathedral School will largely benefit from a system-wide upgrade and/or replacement. While the building is smaller and more compact, an updated system will be much more efficient and reliable than the existing systems. Even though the boiler system in the building is thought to be fairly new, it is recommended to be replaced entirely.



Plumbing Design Intentions

The existing toilet rooms throughout both Wabasha Hall and Cathedral School should be renovated to become ADA compliant. As part of this renovation, all fixtures should be replaced with water savings fixtures to meet WSU and MnSCU design guidelines.

Some of the pluming piping in Wabasha Hall has already been upgraded by a separate project completed by WSU. This process should continue so the entire building piping system is consistent and updated. The plumbing piping in Cathedral School is assumed to have asbestos containing insulation wrap, which will be removed during the abatement portion of the work. When going to this extent, the piping should also be removed and upgraded.

Electrical Design Intentions

The electrical service to Wabasha Hall needs to be upgraded. WSU has been aware of system limitations in this building for some time, and has had to restrict the types of uses in the building due to these limitations. A similar situation of limited power availability is thought to occur in Cathedral School, and thus the electrical service to this building should be upgraded as well.

Both buildings should receive typical upgrades in regards to lighting fixtures, switching and occupancy sensors to be in-line with other WSU buildings and required lighting levels in each room.

Communication and data should also be upgraded in both buildings to become compliant with the WSU Technology Master Plan.

Fire Protection Design Intentions

Deficiencies in existing fire protection systems in both buildings will be addressed to become compliant with local codes and MnSCU requirements. The existing fire protection system, including a sprinkler system in Wabasha Hall is adequate for the current uses. These systems should be modified as need for the proposed uses.

While not specifically required, the addition of a fire sprinkler system should be explored for Cathedral School to be more in-line with other WSU campus buildings. The addition of a sprinkler system may also reduce the number of modifications required to bring the building into code compliance. As is typical with all WSU buildings, smoke detectors will be located as required, and the building will be tied into the campus-wide monitoring system.

Hazardous Materials

Hazardous materials in Wabasha Hall will be abated prior to renovation. This will include a substantial amount of floor tile on the 2nd and 3rd floors, along with numerous plumbing fittings and piping insulation wrap throughout the building. Previous surveys of the building have been completed and have provided WSU with a good understanding of the amounts and locations of materials that need to be addressed.



A hazardous materials survey has not yet been completed in the Cathedral School; however we are assuming from visual inspection and experience that there are a number of areas that will need to be addressed.

It is not uncommon to find hazardous materials in buildings of this era. It is WSU standard practice to remove hazardous materials at the time of a substantial renovation. It will be our goal to remove all hazardous materials at one time, so we can move forward with clean buildings.

Space Utilization Analysis

A typical space use comparison between the existing spaces being used primarily for teacher education and the proposed available space included in this project is not a good reflection of the intent of this proposed project. WSU is attempting to rethink the way we educate future educators, which will require different types of spaces, including flexible classrooms and “labs,” which are different than what currently exists in the various WSU campus buildings. Focusing on program spaces only, the primary spaces currently used for teacher education include a large portion of Gildemeister Hall, along with select spaces spread throughout the main campus buildings. Combined, these spaces total approximately 28,050 sf.

Compared to the proposed project program space including similar uses and categories of 42,865 sf, it is clear that this proposed project includes a large increase in program space. (See proposed space schedule on pages 3.7 and 3.8 of this document.) This increase is partially due a proposed increase in space for these functions to alleviate the existing cramped and restricted uses by these programs. This increase is also due in part to the different line of thinking when it comes to how these spaces will be used.

Campus ID

Bldg Code

Bldg NameRoom

No.Room Name Fac ID Cap Ind

Wkly Course Count

CapacityRoom

Capacity 32 Hours

Seats Used/Week

% Seats Used of

32 Hr Basis

# of Rooms Used

Rooms x 32 Hrs

Hours Used per

Week

% Hours Used of 32

Hr Basis

074 GI Gildemeister Hall 155 Classroom 0017 FCR 11 80 2,560 1,021 40% 1 32 29 91%156 Classroom 0018 FCR 10 62 1,984 1,229 62% 1 32 32 100%161 Classroom 0156 FCR 8 35 1,120 875 78% 1 32 32 100%223 Classroom 0020 FCR 10 40 1,280 1,116 87% 1 32 36 113%224 Classroom 0021 FCR 12 35 1,120 1,011 90% 1 32 34 106%226 Classroom 0022 FCR 10 40 1,280 689 54% 1 32 33 103%227 Classroom 0023 FCR 7 24 768 455 59% 1 32 27 84%302 Classroom-Ed Meth 0024 FCR 8 40 1,280 740 58% 1 32 28 88%324 Laptop Classroom 0025 FCR 11 30 960 806 84% 1 32 37 116%325 Laptop Classroom 0027 FCR 10 40 1,280 954 75% 1 32 32 100%326 Classroom 0028 FCR 9 37 1,184 635 54% 1 32 24 75%327 Laptop Classroom 0178 FCR 7 20 640 557 87% 1 32 25 78%329 Classroom 3586 FCR 9 45 1,440 1,096 76% 1 32 32 100%

Gildemeister Hall Total 528 16,896 11,184 70% 13 416 401 96%



Conditions, Adjacencies, Spatial Issues, User Needs

Room Data Sheets

Detailed data sheets for each space proposed for the Wabasha Education Project can be referenced in Appendix F: Room Data Sheets.

Adjacency Diagrams



Agile Learning Environments

Virtual Learning Environment

Discovery Lab / Classroom for 36

New “traditional” for 40 Lecture/Lab for 24

Traditional and team-based learning can occur in the same space type.



Diagrammatic Space Layouts

Wabasha Hall Plans



Wabasha Rec Center Plan



Cathedral School Plans



Applicable Codes, Standards, Research and Publications

State of Minnesota Building Code International Building Code (by adoption) Fire Code: Uniform Fire Code and the Minnesota Uniform Fire Code Mechanical Code: Uniform Mechanical Code Plumbing Code: Minnesota State Plumbing Code Electrical Code: NEC Elevator Code: Chapter 51 of the Minnesota State building Code and NSI 96. Accessibility Code: 1998 Minnesota Accessibility Code and the ADA Life Safety Code: NFPA 101 Energy Code: Minnesota Energy Code Minnesota B3 Guidelines MnSCU Space Planning Guidelines MnSCU Design Standards MnSCU Capital Budget Protocol

Sustainability

As a signatory to the American College and University Presidents Climate Commitment (ACUPCC), Winona State University has demonstrated long-term commitment to reducing, and ultimately neutralizing, greenhouse gas emissions. In support of this pledge, the campus has developed and submitted a comprehensive Climate Action Plan to the ACUPCC. The mission statement of that plan reads:

The environmental and economic consequences of climate change compel Winona State University, the City and County of Winona, and the Winona Public School District to commit to reduce greenhouse gas emissions and to promote low carbon technologies. WSU and its community partners recognize the linkages between climate change, energy security, environmental health, and robust economic growth. Working together, WSU and its community partners commit to build upon current efforts, share experiences, fund new solutions, and educate the public on the need for aggressive action to address climate change and energy diversity.

With support from the University administration, the Sustainability Team completed the following initiatives:

• Strengthened its alliance with Sustain Winona, an organization of seven community-based partner institutions focused on a wide range of sustainability goals.

• Completed inventory of WSU’s greenhouse gas emissions from electricity and heating to establish the University’s carbon footprint.

• Established a policy requiring that all new campus construction to meet at least the U.S. Green Building Council’s LEED silver standard or equivalent.

• Drafted a proposed policy requiring purchase of Energy Star-certified products in all areas for which such ratings exist or whenever financially feasible.



• Established a comprehensive Recycling Plan, using 72 new recycling stations across the campus and participated in the national RecycleMania program. RecycleMania is a benchmarking tool and national competition among universities to promote waste reduction and recycling in campus communities.

• In April 2009, WSU broke ground on an $18 million Integrated Wellness Complex, which will be the first LEED Silver certified structure in Winona County.

• In June 2009, an independent audit group sponsored by Purdue University certified WSU’s Environmental Management System to be in compliance with international standards to support environmental protection.

• September 2009, WSU initiated car sharing and bike sharing programs aimed at encouraging students and employees to explore modes of alternative transportation.

• Launched WSU Goes Green website (June 2008), which documents Sustainability work efforts and strategies and highlights a broad range of sustainability topics.

A holistic sustainable design approach will guide the planning, design and project delivery of the project to ensure maximum benefit for the University. Both Wabasha Hall and Cathedral School utilize outdated and inefficient building systems, increasing the financial and environmental burden on Winona resources. The scope of this project will fundamentally address these issues and reinforce Winona State University and MnSCU's dedication to sustainable initiatives.

See Appendix D for complete Winona State University Climate Action Plan.

Security Issues

Wabasha Hall and Wabasha Rec Center are currently included as a part of the WSU security plan. These buildings are monitored by the campus wide fire alarm system, and are patrolled by the WSU Security Department on a regular basis. This existing system will be extended to the Cathedral School upon completion of the proposed renovation work.

Currently the Child Care Center on the first floor of Wabasha Hall is secured at all points throughout the building, including both interior access points from stairwells and exterior access points at exterior doors. A similar security level will continue throughout the renovation work to keep the first floor occupants safe, however enhancements will be made to maintain security separation, access and clarity of way-finding for the Child Care Center as new programs fill the building with the renovation.

Security and access changes may depend on the use of the buildings in regards to hours, programs and intended occupants. Most of the proposed uses in Wabasha Hall will occur from 7:00 am to 5:00 pm. This will include the Child Care Center, classroom instruction, faculty office use and collaborative student study spaces and interactions. Aside from the Child Care Center occupants, other proposed occupants of Wabasha Hall will primarily include undergraduate students, faculty and staff. In comparison, the professional programs proposed for the Cathedral School will extend those operating hours into the evening and possibly the weekend. These programs may primarily serve people who are not typical undergraduate students, but instead who are graduate students, adult learners,



community members who are seeking additional education. For this reason, WSU will need to evaluate the appropriate level of security for each building based on use and occupancy.

Project Alternative Analysis and Options

Alternative Program Solutions to Reduce Scope of Work

A number of alternative options were considered early on in this predesign process. At the start, Wabasha Hall was the only building being considered for renovation and reuse for this project. Thus the majority of the alternatives that were considered were based around which specific programs and functions would be relocated to Wabasha Hall, and which would stay in their current location on the main campus.

Once the Cathedral School was identified as a viable option for acquisition and renovation for use as part of this proposed project, the majority of the early alternatives became a part of the total project. Then the discussion on alternative options changed focus to determining which programs would be located in Wabasha Hall, and which programs would be located in Cathedral School. Based on the types of programs and proposed occupants, a clear distinction developed, and thus drove the proposed space schedule presented in this predesign.

Because the proposed program for each building is distinct, there is a natural phasing, alternative option, or scope reduction that could occur if a funding amount was appropriated that did not meet the total project cost. WSU could do the proposed renovation work associated with only one building. However WSU has proposed this work as one complete project with various pieces and programs that are dependent on each other. In order to create this new approach to providing extraordinary education of our future educators through the efficient delivery of instruction, the functions and programs identified in this proposed project must exist in close proximity to each other. This cannot be accomplished by phasing the proposed work, or reducing the total project scope.

Program Delivery Without One Large Capital Investment

At this time, the cost associated with the renovation work for both Wabasha Hall and Cathedral School are so substantial, that if an appropriation was not awarded to WSU in the form of one large capital investment, this project will most likely not go forward. The costs associated with addressing the deferred maintenance work in Wabasha Hall alone far exceeds the funding available to WSU as part of the general operating funds.

This project could be accomplished through a phased approach, however it will prove difficult if the phasing exceeds two years. The concept behind relocating the primary teacher education programs to this new complex is so the majority of the program functions can coexist in one location. Separating these functions and programs by a physical distance will provide difficult in creating the cohesive environment and efficient delivery of instruction.

S U S T A I N A B I L I T Y | E N E R G Y S T A T U S | 0 4

Perkins+Will Sustainability | Energy Status | 4 |


4. SUSTAINABILITY | ENERGY STATUS

Energy Conservation

The renovations of Wabasha Hall and Cathedral School will be in full compliance of applicable B3 criteria given the scope of work included in this project. Under the Sustainable Building 2030 requirements, the renovation of each Wabasha Hall and Cathedral School will be required to reduce energy use by 30% from a baseline building, calculated by energy use intensity of a given space type.

The baseline Energy Use Intensity for Wabasha Hall is 120.23 kBtu/SF/Yr with a 30% reduction goal of 84.16 kBtu/SF/YR, with a composite carbon footprint target of 29.2 lbs/SF/Yr. The baseline Energy Use Intensity for Cathedral School is 105.79 kBtu/SF/Yr with a 30% reduction goal of 74.05 kBtu/SF/YR, and a composite carbon footprint target of 27.8 lbs/SF/Yr. While energy efficiency will be dramatically improved, factors including the current low room utilization rates, existing vacancies, and low energy use space types in Wabasha Hall, it is not anticipated that the renovation will reduce operating costs for energy.

Although WSU is not exploring LEED certification at this time, the renovation of Wabasha Hall and Cathedral School can, at minimum, achieve a LEED Gold certification as presently constituted. See preliminary LEED forecast at the end of Section 4.

Work within Wabasha Hall includes a new building entry to the south with a glazed in atrium space between the two existing building wings, and replacement of partitions, finishes, lighting, controls, building automation systems, and HVAC supply & distribution systems and elevator within the effected spaces. The project proposes improvements to the building envelope, including additional insulation and window replacement, replacement of air-handling units, hot water heaters, exhaust fans, reheat coils, DDC controls, and lighting, resulting in a substantial reduction in energy use over existing, reducing operating costs and CO2 emissions.

Work at Cathedral School will also include a new building entrance at the east façade, in addition to demolition, repair, and construction of new partitions, replacement and refurbishment of finishes, lighting, controls, building automation systems, and HVAC supply & distribution systems, and the addition of a fire suppressant system and elevator. The project proposes improvements to the building envelope, including additional insulation and window replacement, replacement of air-handling units, hot water heaters, exhaust fans, reheat coils, DDC controls, and lighting, resulting in a substantial reduction in energy use.



Sustainability Issues | Solutions

As a renovation fundamentally directed to the improvement of learning environments, capital funds will address major issues regarding the indoor environmental quality of the existing building. Natural daylight will be introduced deep into the core of the building through the use of interior glazing, supplementing and reducing electrical load, improving usability for visual tasks and wayfinding, and improving comfort within what is currently a dark and gloomy space.

For space within both Wabasha Hall and Cathedral School, the project will improve user control of lighting and thermal systems, maintain sightlines to the exterior and main campus, reduce water use by means of low-flow fixtures, utilize recycled and regional construction materials, and avoid use of hazardous emitting materials during construction.

Approach

Sustainable objectives will permeate the planning, design and project delivery to maximize the social, economic and environmental potential of the project. The proposition of this project as a thoughtful renovation of two historical buildings represents the most fundamental of sustainable initiatives: the preservation and re-use of that which we already exists.

The drive of sustainability is to provide the current population with the products and facilities they require, without compromising the ability for future generations to do the same. Sustainability operates on the balance of a "triple bottom line;" identifiable environmental, social and economic equity generated by sustainable strategies.

Studies have indicated quantifiable results for improved health, happiness, attendance and learning rates with increased attention to occupant comfort within the indoor environment. For example, studies for the California Energy Commission concluded that students in classrooms with ample daylight learn at a rate of 20-26% faster than those without (Heschong Mohone Group, 2003). Appropriate daylight and acoustics are critical drivers within classroom projects, especially within the constraints of a renovation.

Team integration, including participants of WSU, architects, designers and consultants, from the outset of the project, is vital to achieving the design excellence and cost effectiveness.

Process

For the full success of sustainable principles in this project, it is key to operate under an Integrated Design Process, in which the entire design team, including owner and consultants, participate in a sustainability charrette and visioning session aimed to assemble all decision making entities and make critical design decisions at a point in the process and project delivery that will have the most efficient and comprehensive impact on execution.



The process relies upon:

• A multi-disciplinary and collaborative team whose members make decisions together based upon a shared vision and holistic understanding of the project.

• Well-defined scope, vision, goals and objectives.

• Effective and open communication between team members.

• Innovation and synthesis of strategies.

• Systematic decision making.

• Iterative procedures with feedback loops.

Tabulation of Design Initiatives to Exceed State Energy Code by 30%

Energy Budgeting: A method for programming and organizing the building in relation to performance criteria and orientation. Shapes the way the internal functions of the building are programmed to capture inherent efficiencies.

Energy Modeling: A method for determining the overall energy consumption of the proposed building design. Preliminary energy modeling enables the team to compare and contrast systems and technologies, resulting in high performance and energy efficient building design.

Cost Benefit Analyses: Individual building elements are analyzed and optimized for energy efficiency and capital investment. Cost is balanced against long-term performance to achieve state-of-the-art systems that have reasonable returns. This is not only applicable to large strategies but, also includes the selection of high efficiency lighting fixtures and low energy LED screens as examples.

State of MN Statutes

B3 Minnesota State Building Guidelines (MSBG)

Winona State University Climate Action Plan

Sustainable Building 2030

Waste Management and Recycling Plan Program

All project costs and schedules have been developed to include provisions for appropriate waste management. During construction, all recyclable and/or salvageable nonhazardous debris will be collected and sorted on site, and appropriate arrangements made for removal. Selected contractor will be responsible for developing and submitting a “Waste Management and Recycling Program Plan”.



LEED Scorecard

C A P I T A L E X P E N D I T U R E S

F I N A N C I A L I N F O R M A T I O N | 0 5

Perkins+Will Financial Information | Capital Expenditures | 5 |


5. FINANCIAL INFORMATION | CAPITAL EXPENDITURES

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Project Gross Square Footage

Wabasha Hall Renovation 53,132 gsf

Wabasha Hall New Construction (Entrance|Atrium) 5,600 gsf

Wabasha Rec Center Renovation 9,409 gsf

Cathedral School Renovation 20,155 gsf

Cathedral School New Construction (Entrance) 850 gsf

Total Project GSF 89,146 gsf



Construction Budget

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F I N A N C I A L I N F O R M A T I O N | 0 6

Perkins+Will Financial Information | Operational Expenditures | 6 |


6. FINANCIAL INFORMATION | OPERATING EXPENDITURES

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S C H E D U L E | 0 7

Perkins+Will Schedule | 7 |


7. SCHEDULE

Graphic Project Schedule



Alternate Phasing Options

T E C H N O L O G Y P L A N | B U D G E T | 0 8

Perkins+Will Technology Plan | Budget | 8 |


8. TECHNOLOGY PLAN | BUDGET

Summary of WSU Technology Plan and Project Impact

In 1997, Winona State University (WSU) launched its e-Warrior: Digital Life and Learning Program, providing all students with a laptop computer to enhance their studies. This program has contributed to WSU’s development as a distinctive institution and is now completely integrated into the campus culture. Unlike other institutions within the Minnesota State College and University (MnSCU) system, there are no computer labs at WSU. The predictable environment afforded by the program has allowed instructors to explore innovative pedagogies and action research in such areas as e-books, flipped classrooms, blended instruction, and enhanced communications with students. Winona State sees the e-Warrior: Digital Life and Learning Program as one of the primary ways that is serves the strategic framework particularity in the delivery of an extraordinary education and our students agree.

Known for its early embrace of a comprehensive laptop program, Winona State University has successfully transitioned the program focus from laptops themselves to the learning pedagogies that have now been woven into the fabric of the University.

WSU Technology Master Plan

This year, Winona State University has completed its Technology Master Plan 2010-2013 (see appendix E for complete report), providing a framework for integrating and prioritizing technology related issues at WSU. The five cornerstones of the plan are:

1. Engaging Student Learning Environments - Develop, support, and foster technology enriched student-learning environments, which inspire and teach learners to acquire, apply, and extend knowledge; to think critically; and to solve challenges imaginatively.

2. Ubiquitous and Reliable Technology Infrastructure - Plan and provide for the current and future technology infrastructure needs of the University.

3. Sustainability - Support the University's commitment to sustainability through information technology operating practices that promote responsible management of time, money, energy, paper, and waste.

4. Alumni and Community Collaboration - As a community of learners improving the world, work with the extended communities of the University to enhance the technology environment that supports business and industry partnerships, provides workforce training and professional development for adult learners, and strengthens relationships with our friends and alumni.

5. Professional Development and Preparedness - Employ professional development strategies and activities that address the needs of current and future faculty, staff, and students that contribute to academic professional success in application of information technology.

Technology for Learning within the College of Education

The COE is developing technology plans in coordination with the masterplan and president's strategic planning efforts (e.g., hopes and dreams). Renovating Wabasha hall for COE,



prepare students for some of the most technologically progressive PK-12 schools, enable us to join the leading edge of technology, allow our students to apply technology in their disciplines, and support faculty in teaching and research. Discussion to this point has recognized that we must design a building that:

• Embraces the notion of pervasive and mobile technology that is current, adaptable and scalable

• Provides deeps experiences with technologies comparable to those students will encounter in future PK-12 learning environments

• Enhances global links while being user friendly to all user abilities • Provides a good mix of teamwork space, cyberspace, wired and wireless • Provides instructional spaces for connections with other PK-12 partners, colleges, and

countries

WSU and its departments have been leaders in the application of technology for teaching and learning. As a laptop university, we wish to provide ample opportunities for adopting technology and teaching innovations. The proposed renovations will incorporate the foremost technology available at the time of construction but will certainly include the following:

1. Microteaching facilities that simulate a variety of modern learning spaces. 2. Videoconferencing facilities. 3. Wireless access throughout the building. 4. Classrooms fully equipped for electronic presentations, teacher-student interactions,

classroom capture, and student-student engagement. 5. Facilities that meet the changing needs of special education. 6. Modern clinical facilities to support a variety of counseling activities. 7. Testing center.

The physical campus, including all classrooms and most informal learning spaces, is designed to allow WSU students and faculty to use the tools provided through the Digital Life and Learning Program anytime and anywhere. On the 2012 Assessment Day Survey:

• 88% of students agreed with the statement, “Overall, campus learning spaces (e.g., classrooms, labs) promote good teaching and learning.” (Next section is a case study around the Mathematics and Statistics Department and learning space design.)

• 93% agreed with the statement, “I use my laptop frequently for class-related purposes.”

• 89% agreed with the statement, “The use of the laptop is important for my academic success.”



Learning Space Readiness, A Case Study- The Math Achievement Center

Investments in innovative learning spaces help integrate the e-Warrior: Digital Life and Learning Program tools into classroom activities in such areas as music instruction, graphic design, and teacher education. One particular space we would like to highlight is the Math Achievement Center (MAC). The MAC is located on the Winona State University West Campus. The design is based on the Scale Up model from North Carolina State University; the MAC is a large open space with eight group worktables. Each table can accommodate 10 students and includes a 37” LCD and control system that can display any student’s laptop or an instructor-defined source. The instructor station in the middle of the room can accommodate a laptop, document camera, and an iPad. Instructors have full control over what is displayed on the main screen as well as the LCDs at each table. The room has a full sound system, including microphones at each table, and is designed for classroom capture via Tegrity.

This year, the Mathematics and Statistics Department used the MAC to support 19 sections of developmental and introductory math and statistics courses and over 1,000 students. All of these courses are designed around a “blended” instructional approach and student use of laptops and instructional math software, including the ALEKS online tool. All students bring their laptops to every class session and use them to solve problems in a blended, collaborative learning environment.

MAC Coordinator Mike Markegard described the role of the e-Warrior: Digital Life and Learning Program in the success of the MAC as follows:

“The laptop and the support our students receive give them a tremendous advantage over students attending many other universities. I have attended a number of conferences and meetings dealing with course redesign. The biggest obstacle for many instructors in updating their courses is the lack of computer labs or trying to deal with outdated computer labs. Student access to the labs is also a problem. We are very fortunate to have a robust program at WSU. If we no longer had the laptop program it would be like going back in time and teaching like we did 20 years ago. Why would we want to do that?”



Observations by the Higher Learning Commission at Technology Use at Winona State University

The Higher Learning Commission (HLC) accreditation team during its accreditation visit made several observations about the use of technology at Winona State University including its learning spaces in its report:

• “The “e-Warrior: Digital Life and Learning Program,” aka student laptop program, has been an outstanding recruitment tool for Winona State University. The total program investment is approximately $7.0 million annually from student fees which has allowed the campus to serve its students’ needs in a superior fashion, and as a side benefit has allowed the campus to reduce infrastructure and operating costs through the elimination of all computer labs. (Component 2D)

• “WSU has been a leader in the state in providing its students with computer technology through its longstanding laptop initiative. Through this program, students are assured a current laptop computer and appropriate software to meet their needs in their degree program. Administrators, faculty and students all spoke highly of this program in the various face-to-face meetings with visiting team members. “ (Component 3D)

• The Technology Infrastructure is impressive. The team observed multiple ways in which IT at WSU is more advanced than other similar institutions. The significant use of assessment to move forward strategically is noteworthy. In fact, assessment appears to inform all decisions. The use of Lean Principles to reduce costs, improve efficiency and increase efficacy is an example of the forward thinking that routine in this unit.” (Recognition of Significant Accomplishments)

These observations as well as the high level of technology speak to the needs to calculate technology within the learning spaces of construction at its highest level.

Technology costs are carried under Project Costs section 7a - Occupancy, and have been calculated at the highest percentage of construction cost allowed by MnSCU

WINONA STATE UNIVERSITY

Nancy O. JannikProvost & VPAAe. [email protected]. 507.457.5010

Scott [email protected]. 507.457.5696

Patricia BremerCampus Plannere. [email protected]. 507.457.5046

PERKINS+WILL

Gary McNay, LEED AP BD+CPrincipale. [email protected]. 404.443.7629

Stacy Wyman, AIA, LEED AP BD+CSenior Associatee. [email protected]. 404.443.7670

www.perkinswill.com

1315 Peachtree Street NE 84 10th Street South, Suite 200Atlanta, Georgia 30309 Minneapolis, Minnesota 55403404.873.2300 612.851.5000

Wabasha Education Project PreDesign A P P E N D I X Wabasha Education Project PreDesign Fall 2012 |...

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