1

SUSTAINABLE
LABORATORY
COMPETITION
2011-2012 INTERNATIONAL SUSTAINABLE LABORATORY
STUDENT DESIGN COMPETITION
CONTENT
Introductions 2
Background 3
Competition Challenge 6
Environmental Considerations 8
Evaluation Criteria 12
Competition Guidelines 14
Resources 18
Sponsors 21
Administrator & Contact 22
2
I
N
T
R
O
D
U
C
T
I
O
N
S
INTRODUCTIONS
The Association of Collegiate Schools of Architecture (ACSA) is pleased to announce the International Sustainable Laboratory Student
Design Competition for the 2011-2012 academic year. Inspired by the success of the Laboratories for the 21st Century (Labs21) Student
Design Competition (20032004), the International Institute for Sustainable Laboratories (I
2
SL) is hosting the International Sustainable
Laboratory Student Design Competition with the Ofce of Insular Affairs (OIA) of the U.S. Department of the Interior and in collaboration
with the Association of Collegiate Schools of Architecture and the Joint Institute for Caribbean Marine Studies (JICMS).
This competition will enable architecture and engineering students from around the world to provide new and innovative thinking in the creation
of energy-efcient and environmentally-sustainable laboratories.
The competition will focus on the proposed Salt River Bay Marine Research and Education Center (MREC), to be located within Salt River Bay
National Historical Park and Ecological Preserve (SARI) a unit of the National Park Service (NPS) on the island of St. Croix in the U.S. Virgin
Islands (USVI).
THE IMPORTANCE OF SUSTAINABLE DESIGN
Sustainably designed buildings seek to reduce or eliminate their impact on the environment through reduced energy use and resource
efciency. The building industryencompassing facility design, construction, engineering, and facility operationis seeking to develop,
redevelop, and retrot buildings that are healthy, environmentally responsible, and cost-effective. The goal is to minimize natural resource
consumption while enhancing social and economic benets.
INNOVATION
This competition seeks to explore and develop ideas, systems, and applications utilizing sustainable designs for the Marine Research and
Education Center laboratory and campus, based on the actual building program of the facility and the project goals of the partners.
I mage of Coral Reef in the U.S. Virgin Islands
3
B
A
C
K
G
R
O
U
N
D
As a building type, the laboratory demands our attention. What the cathedral was to the 14th century, the train station was to the 19th
century, and the ofce building was to the 20th century, the laboratory is to the 21st century. That is, it is the laboratory that embodies, in
both program and technology, the spirit and culture of our age and attracts some of the greatest intellectual and economic resources of our
society. Don Prowler, FAIA, 1950-2002
The competition sponsors are combining efforts to make the public more aware of the important role that energy-efcient and environmentally-
sustainable laboratories serve in the educational, economic, and social success of our communities and nations. This milestone competition will
enable students to advance building innovations without the limitations of conventional industry practicesand use their unfettered creativity
to shape the future of sustainable laboratory design, engineering, and operation.
COMPETITION PHILOSOPHY
Laboratories, as a building type, must provide spaces that enable scientists to conduct experiments with extensive rigor and controls, thereby
ensuring that the results of experiments are authentic, replicable, and long lasting. The complementary needs for rigor, control, and safety have
driven the evolution of the earliest laboratories into todays complex and sophisticated structures.
All laboratoriesfrom instructional to research and testing facilitiesshould provide an environment that functions, attracts, engages, and
motivates scientists to their highest level of creativity and intellect. This competition encourages participants to break through traditional
thinking to creating buildings that do much more.
Given the impact of the built environment on the ecological health of our planet, sustainable design is one of the most critical issues
challenging building designers. For laboratories, this is especially true, given that lab facilities are among the largest energy users among
buildings. Architects and engineers, therefore, must embrace the ethic of sustainable design and engineering to create buildings not only of
beauty and integrity, but also of ecological soundness and performance.
Based on this vision, the 2011-12 International Sustainable Laboratory Student Design Competition will promote in participating students an
awareness of the challenges of creating laboratories sustainable in design, engineered systems, and operations.
4
B
A
C
K
G
R
O
U
N
D
MARINE RESEARCH ON ST. CROIX
Research has been an important activity within the U.S. Virgin Islands for more than a quarter century.
St. Croix, the southernmost of these islands, provides a rich environment for tropical marine research, especially on coral reef ecosystems.
Marine research activities began on St. Croix in the late 1960s, providing some of the oldest available data on coral reefs. Some of the worlds
leading marine researchers gathered data at two former marine laboratories on St. Croix: the West Indies Laboratory (WIL) on the east end of
St. Croix, and the National Oceanic and Atmospheric Administrations (NOAA) National Undersea Research Programs habitats, the Hydrolab,
then the Aquarius, which operated at Salt River Bay until Hurricane Hugo damaged both the National Oceanic and Atmospheric Administration
and West Indies Laboratory facilities in 1989. The scientic records generated by investigators at these two facilities are rare for their duration,
quality, and documentation of coral reef conditions.
Under a cooperative agreement with the National Park Service, West Indies Laboratory produced the rst marine research and assessments
at Buck Island Reef National Monument (BUIS), established off St. Croix in 1961. West Indies Laboratory researchers mapped, inventoried,
and investigated the ecology, function, status, and trends of Buck Island marine resources, including its coral geology, reef sheries, marine
invertebrates, sea turtles, oceanography, and coral reef habitats. Over time, Buck Island became one of the best documented and studied
marine ecosystems in the Caribbean and served as a premiere eld school for hundreds of West Indies Laboratory students.
The documentation of the long-term degradation of St. Croixs marine resources was used in 2001 to support the expansion and designation of
Buck Island Reef as a marine protected area. In addition, these data have guided resource managers in the recovery of acroporid corals, which
are designated as a critical habitat in the U.S. Virgin Islands. These examples show how the National Park Service units on St. Croix have
beneted from marine research capacity, and the need for this capacity will only grow as resource management issues become more complex.
THE MARINE RESEARCH AND EDUCATION CENTER CONCEPT
In the mid 1990s, scientists and researchers who had worked on St. Croix began to work with the National Park Service and the Ofce of
Insular Affairs to restore St. Croixs marine research capacity.

In 1999, the Department of the Interior entered into a memorandum of understanding with the newly-formed Joint Institute of Caribbean
Marine Studies to aid in the understanding of the marine environment, including coral reef ecosystems, promote marine education and public
awareness, and assist in the development of appropriate public policy within the Caribbean.
Through this agreement, the partners sought to:
Foster collaborative research programs to understand and sustain management of the coral reef ecosystems of the Caribbean.
Provide support for marine education programs for school children and adults in the U.S. Virgin Islands.
Foster cooperation with other government, institutional, and private organizations to better understand marine issues in the Caribbean.
Enrich the learning experiences and opportunities for the University of the Virgin Islands and other university students.
Initial efforts focused on acquiring the West Indies Laboratory site, but the partners and the property owner could not reach agreement. In
2001, the National Park Service acquired property almost 100 acres on the east side of Salt River Bay. Given the combination of global and
local threats to coral reefs and its resource management responsibilities, NPS approached the Ofce of Insular Affairs and the Joint Institutes for
Caribbean Marine Studies about building the Marine Research and Education Center at Salt River Bay.
5
B
A
C
K
G
R
O
U
N
D
The Marine Research and Education Center project includes research laboratories, classrooms, a lecture hall, teaching aquaria, boats and diving
equipment, and housing for students, staff, and visiting researchers. The facility will serve undergraduate and graduate students through a
variety of marine education and research programs provided by the Joint Institutes for Caribbean Marine Studies.
In addition to providing research and education programs, the Marine Research and Education Center will enable the partners to strengthen
undergraduate and graduate marine studies programs in the U.S. Virgin Islands by providing research and internship experiences not available
on St. Croix.
By coordinating with the competition sponsors, the Joint Institute for Caribbean Marine Studies is seeking to instill among tomorrows planners,
architects, and engineers a deep and shared appreciation for scientic research while promoting sustainability as integral to successful scientic
endeavors.
THE LOCATION: SALT RIVER BAY NATIONAL HISTORICAL PARK AND ECOLOGICAL PRESERVE
The Marine Research and Education Center will be located on a 96-acre site on the north central coast of St. Croix. The Hemers Peninsula
site east of Salt River Bay offers direct access to ridge-to-reef and reef-to-abyss ecological zones. The site has an extensive cultural history,
including the remains of two pre-historic villages of the indigenous Tainos and a ball court constructed more than 2,000 years ago.
The Tainos were pre-Columbia inhabitants of the island. On November 14, 1493, Christopher Columbuss party came ashore at Salt River Bay.
It is the only site within U.S. territory visited by Columbuss party during his voyages.
Salt River Bay National Historical Park and Ecological Preserve is one of a few co-managed National Park Service units; National Park Service
shares the management responsibilities with the Government of the Virgin Islands. Within the park boundaries are more than 600 acres of
mangrove estuarine habitat, coral reefs, and a submarine canyon.
Several miles east of the site, the St. Croix East End Marine Park was established in 2003 as the U.S. Virgin Islands rst territorial marine
park. It encompasses 60 square miles, including ve square miles of no-take areas off the northern and eastern coasts of St. Croix. Combined
with the submerged lands within Salt River Bay National Historical Park and Buck Island Reef National Monument, these marine park areas
protect one of the largest coral reef ecosystems in the Caribbean.
The Marine Research and Education Center will be within Salt River Bays boundaries, so minimizing the impact of the facility on the park is an
important project goal. Because a hotel and marina project was partially constructed during the 1970s (prior to Salt River Bays designation as
a national park), Hemers Peninsula is considered a grey elda site previously disturbed but not so affected that it is classied as a brown
eld.
Competition designs must consider the Salt River Bay National Historical Park and Ecological Preserve legislative mandate to study and preserve
the parks historical and natural resources, as well as to advance the projects sustainability goals of net zero annual electricity use and net zero
water use (so that the project collects at least as much of each of these resources as is used). Additional background information regarding the
project partners goals will be posted on the competition website for reference during the competition.
6
C
O
M
P
E
T
I
T
I
O
N

C
H
A
L
L
E
N
G
E
COMPETITION CHALLENGE
For the competition, students are required to address the following in their submissions:
Laboratory details integrating the design and engineered systems for the marine research laboratory facility that is part of the Marine
Research and Education Center.
A concept plan describing campus utilities and infrastructure, including on-site energy generation, potable water supply, wastewater
disposal, a seawater intake system providing both raw and ltered seawater to the wet laboratories within the Marine Research and
Education Center, solid waste disposal, biological hazardous wastes disposal, and transportation infrastructure.
Teams of students from multiple disciplines, including but not limited to facility planning, architecture, engineering, and facility operations, are
encouraged to collaborate to fulll these requirements while addressing critical issues of the program. These include appropriate responses to
climate and culture, deference to available natural resources, integration of design and systems, and the maintainability of the laboratory and
campus long-term operations and maintenance in a sustainable manner.
In addition, students should apply the following evaluation criteria when dening the concept and scope of their proposal:
Minimal or no fossil energy consumption.
Ecologically sensitive water and waste water systems.
Minimal or no impact to the marine and natural environments during construction.
Architectural expression that embraces the ethic of sustainability and restoration.
Integration of engineered solution with sustainable and restorative design strategies.
Maintainability of building and its components.
Benecial ecological impact.
Design for human performance.
Design for exibility and adaptability.
Design for long-term sustainable operations and maintenance.
Exceptional innovation.
REQUIREMENTS FOR MARINE RESEARCH AND EDUCATION CENTER DESIGN
The Laboratory shall:
Incorporate life-cycle strategies that consider the living marine systems and that are at once restorative and adaptive. Because the mission
of the Marine Research and Education Center is to understand marine ecosystems within the U.S. Virgin Islands, the program is envisioned
to continue indenitely. Because the means and methods to achieve research and education goals change over time, designs are
encouraged to include strategies that can adapt to evolving needs.
Utilize technologies that are appropriate for the remote nature of the site and that are maintainable/upgradeable for the lifespan of the
building.
Provide collaborative spaces that inspire learning through teaching and research.
Serve to reenergize the scientic community in the Caribbean.
Provide storage for scientic and historical records/artifacts.
Accommodate 12 researchers and/or scientists.
Include wet and dry laboratories that will support a exible marine science research program; a computer lab supporting these laboratories
that also can be used for classroom instruction; classroom space accommodating a maximum of 48 undergraduate students at one time;
and teaching laboratories to serve these students.
The Campus shall:
Be a local attraction and engage the local community, and perpetuate island culture.
Minimize (elimination is preferred) the use of fossil fuel for energy use.
Reduce the construction impacts of energy use, emissions, and erosion.
Favor local materials and modular construction.
Demonstrate the sustainability ties between design, construction, operations, and maintenance.
7
C
O
M
P
E
T
I
T
I
O
N

C
H
A
L
L
E
N
G
E
MARINE RESEARCH AND EDUCATION CENTER SPACE SUMMARY
As the Marine Research and Education Center campus will comprise multiple buildings, competitors are encouraged to use creativity in designing
the number of individual structures and the separation or combination of their functions. Below is the Marine Research and Education Centers
actual building program that encompasses the functions of the facility. This program should be used as guidance in the submittals but can be
adapted for use by the teams.
Program Space Description Total GSF
Buildings
Laboratory Wet & dry laboratories (exible marine research for 12 research/scientists)
15,000
Computer Lab
Classroom space (for a maximum of 48 students)
Teaching Laboratories
Storage for scientic and historical records/artifacts
Laboratory & Lab Support Spaces - TOTAL
Building Administration Ofces & ofce support spaces 3,500
Lecture & Teaching Classroom, theatre, conference rooms 5,000
Community Outreach K-12 education facilities, exhibits, & touch tanks 6,000
Collections Collections archive/storage, object preparation, object cataloging 2,500
Living/Housing Accommodations Student residences (up to 48 students), dining space (capacity for 60), staff housing
(4 residences), support for these spaces
20,000
Boat Dock/Dive Operations Dock & Dive operations & support spaces 3,000
Maintenance Building Other support spaces including fuel storage, loading docks, etc. 5,000
Building Totals 60,000
Site
Site Support Seawater holding tanks, energy gentration, composting, transportation, etc..
8
E
N
V
I
R
O
N
M
E
N
T
A
L

C
O
N
S
I
D
E
R
A
T
I
O
N
S
ENVIROMENTAL CONSIDERATIONS
AMBIENT AIR TEMPERATURE
The average dry bulb temperature of St. Croix is 82F, with temperatures remaining relatively constant throughout the year with a typical
swing of 10F. There is very limited seasonal variation in temperature with modest diurnal temperature swings (day-night).
WATER TEMPERATURES
Water temperature data will be
provided on the competition website.

Figure 1: Interpolated bathymetry for Salt River Bay, based on the available soundings conducted in 1982 and 1977 from
National Oceanic and Atmospheric Administration Geophysical Data System.
9
E
N
V
I
R
O
N
M
E
N
T
A
L

C
O
N
S
I
D
E
R
A
T
I
O
N
S
HUMIDITY
The relative humidity in St. Croix also has fairly limited seasonal variation, averaging approximately 70 percent and generally staying between
a low of about 60 percent and a high of 90 percent.

WIND
A wind rose diagram plots the annual frequency of
wind speed and direction, with the prevailing winds
predominantly from the east and southeast and
velocities most commonly in the range of 3 to
6 meters per second.
SOLAR RADIATION AND CLOUD COVER
The solar radiation on site is relatively high, averaging
5.4 kilowatt-hours per square meter per day, with only
40 percent average annual cloud cover.
Figure 3 shows the sun path at the site, the park boundary,
100 year oodplain, and an archeological zone on the site.
This exhibit was developed for the partners during the Marine
Research and Education Centers conceptual design process
and is provided here as guidance for campus master
planning purposes.
Figure 3: Site Exhibit
Figure 2: Wind Rose Diagram
10
E
N
V
I
R
O
N
M
E
N
T
A
L

C
O
N
S
I
D
E
R
A
T
I
O
N
S
PSYCHROMETRIC CHART

Figure 4: Psychrometric Chart
Figure 4 provides a graphic representation of human comfort conditions, plotting dry-bulb temperature, wet-bulb temperature, and relative
humidity. The Marine Research and Education Center program contains both museum storage and laboratory spaces which have both
temperature and maximum relative humidity requirements of 60 percent.
SUSTAINABLE DESIGN METRICS
Green building rating systems can provide an effective, holistic framework for both addressing the environmental impacts of building design and
construction as well as setting concrete performance targets to inform design. Additional sustainable design resources may be found on page
18 of this program.
11
E
N
V
I
R
O
N
M
E
N
T
A
L

C
O
N
S
I
D
E
R
A
T
I
O
N
S
FACILITIES MAINTENANCE
Design and engineered systems must acknowledge the surrounding environment and occupants in regards to maintenance, accessibility,
durability, and cost feasibility.
COMMUNITY AWARENESS AND IMPROVEMENTS
A key goal of the Marine Research and Education Center is the demonstration of environmentally-responsible, sustainable development. A key
element of sustainability is that the project be designed in response to local environmental challenges and in harmony with local conditions
while supporting cultural awareness.
A 2005 survey identied air quality and sewage as the environmental areas of greatest concern to St. Croix residents. The island is home to
the HOVENSA Renery, the second largest oil renery in the United States and one of the 10 largest oil reneries in the world. In 2011 the
U.S. Environmental Protection Agency began a 3-month study of air pollution in response to community concerns about the health impacts of
airborne chemical releases from the renery. Additional air quality threats are posed by the Richmond power plant near Christiansted, St. Croix,
which produces electricity using oil-red generators.
Highly publicized raw municipal sewage discharges have caused periodic sh kills and beach closures. The majority of homes on St. Croix are
served by septic systems. Due to poor soil conditions, steep slopes, and limited regulations, untreated efuent from failing septic systems
also poses an environmental challenge, both to human health as well as the marine ecosystems that are the focus of the Marine Research
and Education Center. Erosion and sedimentation resulting from stormwater runoff caused by poor soils, steep slopes, and conventional
development further stress the marine ecosystem. Additionally, the services conventionally provided by municipal systems in other locations are
much more expensive and less reliable on St. Croix.
There is very limited freshwater supply from conventional sources. There is little ground water and obtaining municipal water from a
desalinization plant is energy-intensive and expensive. Municipal electricity is among the most expensive in the U.S., and the supply is
unreliable with frequent, unpredictable interruptions which pose a particular challenge in a research environment where reliability is critical.
An environmentally responsible facility on St. Croix should be designed to
directly address the local environmental challenges of air pollution; water
pollution (both from sewage and stormwater); limited water supply; and
polluting, expensive, and unreliable electricity.
Proposed Site for the Marine Research Education Center at Salt River Bay
12
E
V
A
L
U
A
T
I
O
N

C
R
I
T
E
R
I
A
EVALUATION CRITERIA
Faculty sponsors are expected to develop a system to evaluate the work of their students using the criteria set forth in this document.
Describing performance goals is encouraged as an integral part of the design process, encouraging students to scrutinize their work in a manner
similar to that of the jury.
The nal result of the design process will be a submission of up to four presentation boards describing the design solution (see Digital
Presentation Format and Required Drawings sections of this document). In addressing the specic issues of the Competition Program,
submissions must clearly demonstrate the design solutions response to the following Evaluation Criteria:
Benecial Ecological Impact
The design solution should achieve energy and environmental performance goals that signicantly reduce energy use and environmental impact
compared to standard practice. To this end, the project should adopt a whole-building design process (see denition below) that appropriately
integrates building systems for performance. The project should consider life-cycle costs and benets in adopting green design strategies pertaining to
energy use, water conservation, and materials.
A whole-building design process refers to the process where designers and operators with various expertise collaborate to achieve a common objective.
The fundamental challenge of whole building design is to understand that all building systems are interdependent and the result of each set of
decisions has a cascading impact on other design decisions. For example, the design of a daylighting system is the result of an architect designing a
window system, working with an engineer designing a lighting and lighting control system, and an interior designer selecting wall color and interior
furnishings. The result of this collaborative decision process is then used by the mechanical engineer when sizing the heating and cooling system and
specifying duct sizes. The goal of the process is to lead to a building design where the building works and can be maintained for the life of the building
as one integrated system.
Minimal or No Fossil Energy Consumption
The Government of the Virgin Islands requires a 25 percent reduction in fossil energy consumption in the Virgin Islands by 2020. Normally, placing a
facility like the Marine Research and Education Center on the island would inhibit the ability for the island territory to achieve this goal. Therefore, to
increase the likelihood of achieving the 25 percent goal, students should rely heavily on reducing demand through energy-efcient building systems
and generating the remaining energy loads with renewable energy from any and all naturally occurring sources.
Ecologically Sensitive Water and Waste Water Systems
Caribbean communities either thrive or fail based on how they manage their fresh water resources. U.S. Virgin Islands code requires rainwater
collection; and municipal water/sewer is not available at the project site. Furthermore, chemicals from treated water, failed septic systems, and poorly
managed storm runoff are major contributors to decline in coral populations. The Marine Research and Education Center needs to capture, treat, store,
and return its fresh water resources in a manner benecial to the neighboring ecosystems.
Minimal or No Impact to the Marine or Natural Environments During Construction
Students should seek to limit waste generation, emissions, or erosion of the natural environments of the Salt River Bay National Historical Park and
Ecological Preserve as well as the island of St. Croix. This project is envisioned as a zero waste model for island construction.
Architectural Expression that Embraces the Ethic of Culture, Sustainability, and Restoration
The design solution should demonstrate sustainable/restorative design as an integral and synergistic element of an architecture that is aesthetically
delightful and contextually sensitive to people, place, and time. Many projects have as a goal the reduction of environmental impacts. The goal of this
project is to design a facility that becomes a net asset to the occupants, campus, and community. The building itself should become a learning tool
that invites and engages the campus community to see and experience sustainable design and, thereby, increase awareness of the positive ecological
impacts a building can have.
13
E
V
A
L
U
A
T
I
O
N

C
R
I
T
E
R
I
A
Integration of Solutions with Sustainable/Restorative Design Strategies
Architectural design and engineered systems must reinforce the common commitment to sustainability and restoration both in form and function as
well as support long-term sustainable operations.
Maintainability of Products and Facility
The delivery of a sustainably constructed and designed facility is only a rst step toward meeting the objectives of this competition. The ability and
durability of design, components, products, and systems must be readily accessible, cost effective in their maintenance, and long-lasting in providing
the service for which they were intended. The maintenance process itself must have low environmental impacts on the staff, building occupants, and
the community.
Design for Human Performance
The design solution should support and enhance the learning process through spatial congurations that foster collaboration between students and
their faculty, and through spaces that achieve high levels of indoor environmental quality pertaining to ergonomics, thermal comfort, visual quality,
acoustic performance, and indoor air quality.
Design for Research Functionality
The laboratory shall be designed to incorporate elements needed for modern marine science research with appropriate adjacencies between the indoor
laboratories, classrooms, and outdoor research spaces.
Design for Flexibility and Adaptability
The design solution should allow for changes in programmatic needs and associated laboratory congurations by using modular design and exible
distribution systems in order to reduce waste generation in the future, and disruption of the building functions, and incorporates life-cycle strategies
that consider living marine systems that are at once restorative and adaptive.
Exceptional Innovation
Special credit will be given to competitors that incorporate particularly innovative ideas in their design solutionsideas that achieve results beyond
the expectations of the sponsors.
DESIGN INNOVATION
The Marine Research and Education Center is a real project being developed by the Joint Institute for Caribbean Marine Studies in partnership
with the U.S. government. Students should focus on their own innovative and original designs for the project.
Concepts and strategies contained in all submissions, not just winning submissions, have the opportunity of being applied at the actual Marine
Research and Education Center campus. Students contributions would be recognized if this occurs.
14
C
O
M
P
E
T
I
T
I
O
N

G
U
I
D
E
L
I
N
E
S
SCHEDULE
February 15, 2012 Online competition registration deadline
May 22, 2012 Final entry submission deadline
Summer 2012 Prize winners selected by competition jury
Summer 2012 Winners are notied by Association of Collegiate Schools of Architecture
September/October 2012 Distribution of the digital competition summary publication to all schools of architecture
October 2012 Winners announced and awards presented at the Labs21 2012 Annual Conference
Winter 2012 Submissions posted to the International Institute for Sustainable Laboratories website
March/April 2013 Winning entries displayed at 2013 Association of Collegiate Schools of Architecture Annual Meeting, San Francisco, CA.
May/June 2013 Winning entries displayed at 2013 American Institute of Architects (AIA) National Convention, Denver, Colorado
AWARDS/BENEFITS
The design jury will meet in summer 2012 to select winning projects and honorable mentions. Winners and their faculty sponsors will be
notied of the competition results directly. A list of winning projects will be posted on the Association of Collegiate Schools of Architecture
website at www.acsa-arch.org and the International Institute for Sustainable Laboratories website at www.i2sl.org. Cash prizes of $14,000
will be divided among winning students and their faculty sponsors.
Additional Benets:
Concepts and strategies contained in all submissions, not just winning submissions, have the opportunity of being applied at the actual
Marine Research and Education Center campus. Students contributions would be recognized if this occurs.
All concepts and strategies, including student contact information if provided, will be placed on the International Institute for Sustainable
Laboratories website. This information will therefore be available to any marine island or laboratory project worldwide.
Winning students may be considered for internships with competition sponsors and other organizations involved in the sustainable
laboratory community.
Winning groups and instructors may be own to San Jose, California, USA, for the Labs21 2012 Annual Conference. They will be
recognized in the conference Opening Plenary session, given an opportunity to present their projects during the technical sessions,
honored during the conference awards luncheon or an evening reception, and photographed for publication.
Ariel view of the U.S. Virgin Islands, St. Croix
15
C
O
M
P
E
T
I
T
I
O
N

G
U
I
D
E
L
I
N
E
S
ELIGIBILITY
Students from all Association of Collegiate Schools of Architecture member schools around the world will be eligible to participate in the
competition. Students may work individually or in teams and must work with a faculty sponsor on the submission. Teams must be limited to a
maximum of ve students. There will be no additional fee for eligible students to participate in the competition.
LANGUAGE
The ofcial language of the competition is English.
REGISTRATION
A faculty sponsor is required to enroll students by completing an online registration form (available at www.acsa-arch.org/competitions)
by February 15, 2012. Faculty may complete a form for the entire studio or for each individual student or team of students participating.
Students or teams wishing to enter the competition on their own must have a faculty sponsor who should complete the form. There is no
entry or submission fee to participate in the competition. Each registered student and faculty sponsor will receive a conrmation email that will
include information on how the student(s) will upload nal submissions online. Please add the email address competitions@acsa-arch.org to
your address book to ensure that you receive all emails regarding your submission.
During registration the faculty will have the ability to add students, add teams, assign students to teams, and add additional faculty.
Registration is required by February 2012, but can be changed, edited, and added to until a student starts a nal submission; then the
registration is no longer editable. Faculty may assign a Faculty Representative to a registered student. This Faculty Representative will
have access to change, edit, and add to the registration.
FACULTY RESPONSIBILITY
The administration of the competition at each school is left to the discretion of the faculty sponsor within the guidelines set forth in this
document. Work on the competition may be structured over the course of one or two semesters (Fall 2011 and/or Spring 2012).
CODES
Refer to the International Building Code for information on standard requirements. Participants should follow the principles of universal and
sustainable design.
SUBMISSIONS
All competition submission must include:
Four digital presentation boards for the laboratory sized at 20 x 30 each. The digital boards should clearly show the students response
and design solutions, with one board dedicated to each of the following: the laboratory model, sustainable resolution and campus plan.
A 500 word maximum design essay that supports the above mentioned digital presentaion boards by describing the proposed campus
infrastructure.
Incomplete or undocumented entries will be disqualied. All drawings should be presented at a scale appropriate to the design solution and
include a graphic scale and north arrow.
16
C
O
M
P
E
T
I
T
I
O
N

G
U
I
D
E
L
I
N
E
S
DIGITAL PRESENTATION BOARDS
Submissions must be designed on no more than four 20 x 30 digital boards. The names of student participants, their schools, or faculty
sponsors, must NOT appear on the boards. The digital boards should clearly show the students response and design solutions, with one board
dedicated to each of the following: the laboratory model, sustainable resolution, and campus plan.
All boards are required to be uploaded through the Association of Collegiate Schools of Architecture website in Portable Document Format (PDF)
or image (JPEG) les. Participants should keep in mind that, due to the large number of entries, preliminary review does not allow for the
hanging end-to-end display of presentation boards. Accordingly, participants should not use text or graphics that cross over from board to board.
The names of student participants, their schools, or faculty sponsors, must NOT appear on any of the submitted material.
The digital presentation boards must directly address the criteria outlined in the Evaluation Criteria section and must include (but are not limited
to) the following elements.
For the laboratory
Floor plans and circulation patterns.
Elevations and building sections.
Laboratory module layout.
Building materials and application.
Building systems and system integration strategies within the laboratory.
Control strategies for daylighting, occupancy, air supply and exhaust, and energy management.
Large scale drawing(s), either orthographic or three dimensional.
A three dimensional representation in the form of either an axonometric, perspective, or model photographs, one of which should illustrate
the character of the project.
For the campus
Site plan showing infrastructure systems such as energy generation, waste management and recovery, water treatment and recovery,
transportation, and accessibility.
Plan for managing proposed infrastructure services, such as energy distribution, throughout the campus.
Please note that the digital presentation boards should graphically convey the design solution and context as much as possible, and not rely on
the design essay to convey a basic understanding of the project.
DESIGN ESSAY
A 500 word maximum essay (in English) is required as part of the submission to support the campus schematic by describing the proposed
campus infrastructure. Keep in mind that the digital presentation boards should graphically convey the design solution and context as much as
possible and not rely on the design essay to convey a basic understanding of the project.
The names of student participants, their schools, or faculty sponsors, must NOT appear in the design essay. This abstract is included in the nal
online submission, completed by the student(s) in a simple copy/paste text box.
17
C
O
M
P
E
T
I
T
I
O
N

G
U
I
D
E
L
I
N
E
S
ONLINE PROJECT SUBMISSION
The student is required to submit nal entries through the Association of Collegiate Schools of Architecture competition website at www.acsa-
arch.org/competitions by 5 p.m. Eastern Time on May 22, 2012.
If the submission is from a team of students all student team members will have the ability to upload the digital les. Once the nal submit
button is pressed no additional edits, uploads, or changes can be made. Once the nal Submission is uploaded and submitted each student will
receive a conrmation email notication. The submission is not complete until the complete this submission button has been pressed. You
may save your submission and return to complete it later. For team projects, any member of team may submit the nal project.
A nal submission upload must contain the following:
Completed online registration including all team members and faculty sponsors.
Each of the four 20 x 30 boards uploaded individually as high resolution Portable Document Format (PDF) documents or image (JPEG)
les.
A design essay (500 word maximum essay).
Winning projects will be required to submit high resolution original les/images for use in competition publications and exhibit materials. Upon
receipt, submissions become the property of Association of Collegiate Schools of Architecture and the International Institute for Sustainable
Laboratories.
18
R
E
S
O
U
R
C
E
S
:

P
u
b
l
i
c
a
t
i
o
n
s

&

W
e
b
s
i
t
e
s
Students are encouraged to research references that are related to St. Croix, laboratory responses, sustainability/environmental systems, the
design problem, and precedent projects. An intention of the competition is to make students aware that research is a fundamental element of
any design solution. Following are a few sample research reference websites, publications, and case studies.
PUBLICATIONS AND WEBSITES
The following resources provide specic information on laboratory design. Some of these are focused specically on sustainability in laboratory
facilities, and faculty sponsors are strongly encouraged to use these resources. They are essential for understanding the nature, scope, and
objectives of the competition program.
Marine Research and Education Center webinar www.i2sl.org/competition/webinar.html.
A Design Guide for Energy-Efcient Research Laboratories http://ateam.lbl.gov/Design-Guide/
American Institute of Architects, Center for Advanced Technology Design. Guidelines for Planning and Design of Biomedical Research
Laboratory Facilities. (Washington, DC: American Institute of Architects, 1999)
Braybrook, Susan. Design for Research: Principles of Laboratory Design. (New York: John Wiley & Sons, 1993)
Cooper, Crawley. Laboratory Design Handbook. Boston: CRC Press, 1994.
Grifn, Brian. Laboratory Design Guide, Third Edition (Architectural Press, 2004)
Introduction to Low-Energy Design Guide www.labs21century.gov/toolkit/ledintro.htm
Labs21 Case Studies www.labs21century.gov/toolkit/case_studies.htm
Labs21 Environmental Performance Criteria www.epa.gov/lab21gov/toolkit/epc.htm
McIntosh, I., PhD, et al. ASHRAE Laboratory Design Guide, RP-969. (Atlanta, GA: American Society of Heating, Refrigerating, and Air-
Conditioning Engineers, Inc. , 2002)
National Science Foundation. Planning Academic Research Facilities: A Guidebook. (Washington, DC: National Science Foundation, 1992)
Ruys, Theodora. Laboratory Facilities, Vol. 1 of Handbook of Facilities Planning. (New York: Van Nostrand Reinhold, 1990)
Watch, Daniel. Building Type Basics for Research Laboratories, Second Edition. (New York: John Wiley & Sons, 2008)
Whole Building Design Guide http://wbdg.org
Department of Energy Buildings Database http://buildingdata.energy.gov/
Department of Energy Federal Energy Management Program High Performance Federal Buildings Database http://femp.buildinggreen.
com/index.cfm
National Renewable Energy Laboratorys (NRELs) Climate Neutral Research Campuses Online Tool www.nrel.gov/applying_technologies/
climate_neutral/
NRELs Climate Action Planning Tool www.nrel.gov/applying_technologies/planning_tool/
The following resources provide further information on sustainable design practices in general (i.e. practices that are applicable to a wide range
of buildings, including laboratories). Students should refer to their own school libraries for many other sources of information on sustainable
design issues.
Renewable Energy Policy Project and Center for Renewable Energy and Sustainable Technology www.repp.org
U.S. Department of Energy, Energy Efciency and Renewable Energy www.eere.energy.gov
U.S. Green Building Council www.usgbc.org
International Living Future Institutes Living Building Challenge www.ilbi.org
Powell, Kenneth, and Richard Rogers, Richard Rogers Partnership, Complete Works, Volume Two. (London: Phaidon Press, 2001),
Towards a Sustainable Architecture: Environmental Research and Development, p.236-299
Steele, James. Sustainable Architecture Principles, Paradigms and Case Studies. (New York: McGraw-Hill, 1997)
The Architectural League NY Van der Ryn, Sim, and Stuart Cowan. Ecological Design, Tenth Anniversary Edition. (Island Press, 2007)
19
R
E
S
O
U
R
C
E
S
:

C
a
s
e

S
t
u
d
i
e
s
CASE STUDIES
In addition to the publications and websites previously listed, competitors are strongly encouraged to research, document, and analyze the
projects listed below. This list is provided to encourage and promote the research and analysis of signicant works of architecture relevant
to the competition program and the integration of sustainable practices. An intention in all Association of Collegiate Schools of Architecture
administered student design competitions is to make competitors aware that background research is a fundamental component of all design
problems.
Center for Clinical Sciences Research, Stanford University, Palo Alto, California.
Foster & Partners, London, England
Foster Catalog 2001. Munich: Prestel, 2001
Architectural Record, 2001 June, v.189, n.6, p.130-137
GA Document, 2001 Jan., n.64, p.66-73
Lotus International, n.112, p.38-41
World Architecture, 2001 Nov.-Dec., n.101, p.24-29
Faculty of Economics and Management, Utrecht University, Utrecht, the Netherlands.
Mecanoo Architecten, Delft, the Netherlands
Houben, Francine. Mecanoo Architects - Contrast, Composition, Complexity. Boston:
Birkhuser, 2001
Architectural Review, 1996 June, v.199, n.1192, p.63-67
A+U: Architecture and Urbanism, 1996 Sept., n.9 (312), p.20-35
Architektur, Innenarchitektur, Technischer Ausbau, 1996 May, v.104, n.5, p.41-45
Fortbildungsakademie Mont-Cenis, Herne-Sodingen (Ruhr), Germany
Jourda & Perraudin Architectes, Paris, France
Abitare, 2000 Feb., n.392, p.96-101
Architectural Record, 1999 Dec., v.187, n.12, p.199-204, 206, 208
Architectural Review, 1999 Oct., v.206, n.1232, p.51-55
Detail, 1999 Apr.-May, v.39, n.3, p.386-389
Techniques & Architecture, 1999 June, n.443, p.98-107
Fred Hutchinson Cancer Research Center, Seattle, Washington
Zimmer, Gunsul, Frasca Partnership, Seattle, Washington
Architecture, 1994 Mar., v.83, n.3, p.68-75
<http://labs21.lbl.gov/docs/HUTCH30890.pdf>
Georgia Public Health Laboratory, Decatur, Georgia
Lord, Aeck and Sargent Architects, Atlanta, Georgia
Architectural Record, 1999 June, v.187, n.6, p.166-169
<http://labs21.lbl.gov/docs/gphl.pdf>
Institute for Forestry and Nature Research (IBN-DLO), Wageningen, the Netherlands
Behnisch, Behnisch & Partner, Stuttgart, Germany
Blundell Jones, Peter. Gnter Behnisch. Boston: Birkhuser, 2000
Architectural Record, 2000 Jan., v.188, n.1, p.96-103
ARQ: Architectural Research Quarterly, 2001, v.5, n.1, p.90-91
Architectural Review, 2001 Jan., v.209, n.1247, p.28-33
Landscape Architecture, 2000 Nov., v.90, n.11, p.68-73, 91-92
20
R
E
S
O
U
R
C
E
S
:

C
a
s
e

S
t
u
d
i
e
s
Louis Stokes Laboratories-Building 50, National Institutes of Health, Bethesda, Maryland
Hansen, Lind and Meyer, Bethesda, Maryland
<http://labs21.lbl.gov/docs/NIH5030943.pdf>
Max Planck Institute of Molecular Cell Biology and Genetics, Dresden, Germany
Heikkinen & Komonen, Helsinki, Finland
Braun, Hardo ...[et al.]. Buildings for Science: Architecture of the Max Planck Institutes.
Boston: Birkhuser, 2001
Architectural Record, 2003 Jan., v.191, n.1, p.110-117
Architectural Review, 2002 Aug., v.212, n.1266, p.52-55
Architettura, 1999 July-Aug., v.45, n.525-526, p.428-452
Arkkitehti, 2002, v.99, n.2, p.32-41
Minnaert Building, De-Uithof Campus, Utrecht University, Utrecht, the Netherlands
Neutelings Riedijk Architecten, Rotterdam, the Netherlands
Zeegers, P. J. Th., and Willem Jan Neutelings. Minnaert Building Utrecht University,
Neutelings Riedijk Architects. Rotterdam: 010 Publishers, 1998
Archis, 1998 Apr., n.4, p.40-51
Architectural Review, 1999 Mar., v.205, n.1225, p.58-61
A+U: Architecture and Urbanism, 1998 Sept., n.9 (336), p.108-125
Domus, 1998 June, n.805, p.10-17
el Croquis, 1999, n.94, p.112-135
Techniques & Architecture, 1999 Aug.-Sept., n.444, p.84-89
Pharmacia Building Q, Skokie, Illinois
Flad & Associates, Madison, Wisconsin
<http://labs21.lbl.gov/docs/pharmacia.pdf>
Science and Technology Center, Rider University, Lawrenceville, New Jersey
Kieran Timberlake Associates, Philadelphia, Pennsylvania
Kieran, Stephen, and James Timberlake. Manual: The Architecture of Kieran Timberlake.
New York: Princeton Architectural Press, 2002
ARQ: Architectural Research Quarterly, 2001, v.5, n.2, p.126-150
Progressive Architecture, 1994 Mar., v.75, n.3, p.64-69
UNESCO Laboratory and Workshop, Vesima (Genova), Italy
Renzo Piano Building Workshop, Genova, Italy
Buchanan, Peter. Renzo Piano Building Workshop: Complete Works, Vol. 2. London: Phaidon Press, 1995
Pizzi, Emilio. Renzo Piano. Boston: Birkhuser, 2002
Architectural Review, 1995 Sep., v.198, n.1183, p.76-80
Abitare, 1993 Apr., 317, p.156-169
21
S
P
O
N
S
O
R
S

&

P
R
O
J
E
C
T

P
A
R
T
N
E
R
S
SPONSORS
The competition is being sponsored by the International Institute for Sustainable
Laboratories and the Ofce of Insular Affairs of the U.S. Department of the Interior.
The International Institute for Sustainable Laboratories (I
2
SL)is devoted to the
principles of sustainable laboratoriesfrom design to engineering to operational practice.
Through worldwide partnerships and the exchange of technical information, I
2
SL helps
to produce high-technology facilities that address the rapid pace of science, medicine,
research, and development in an ever-changing and dynamic world (www.i2sl.org).
The Ofce of Insular Affairs, U.S. Department of the Interior, has oversight of U.S.
territories and assists territorial governments in addressing infrastructure and management
needs related to water treatment and solid waste systems, roads, public buildings,
hospitals, schools, and resource management issues (www.doi.gov/oia).
PROJECT PARTNERS
The Joint Institute for Caribbean Marine Studies (JICMS) is a consortium of four
universities that will operate the MREC. They include the University of North Carolina
Wilmington (UNCW); the University of the Virgin Islands (UVI); Rutgers, the State
University of New Jersey (RU); and the University of South Carolina (USC).
National Park Service (www.nps.gov)
Government of Virgin Islands (http://ltg.gov.vi/)
Ofce of Insular Affairs, U.S. Department of the Interior (www.doi.gov/oia/)
The competition organizers & I
2
SL especially wishes to acknowledge the technical and editorial input and guidance of
the following volunteers in reviewing this competition package. These include: Michael Bayer, Environmental Resources
Management; Shannon Johnson, Eastern Research Group, Inc.; Kath Williams, Kath Williams + Associates; Beth Shearer,
Beth Shearer and Associates Inc.; Tim Kehrli, Lutron Electronics Inc.; Dennis McCarthy, U.S. National Park Service; Nancy
Carlisle, National Renewable Energy Laboratory; Randy Lacey, Cornell University; Phil Wirdzek, International Institute for
Sustainable Laboratories; & Eric Ellis, Association of Collegiate Schools of Architecture.
22
A
D
M
I
N
I
S
T
R
A
T
O
R

&

C
O
N
T
A
C
T
ADMINISTERING ORGANIZATION
The competition is administered by the Association of Collegiate Schools of Architecture,
a nonprot organization founded in 1912 to enhance the quality of architectural
education. School membership in ACSA has grown from 10 charter schools to more
than 250 schools in several membership categories. Through these schools, more than
5,000 architecture faculty are represented in ACSAs membership. ACSA, unique in its
representative role for professional schools of architecture, provides a major forum for
ideas on the leading edge of architectural thought. Issues that will affect the architectural
profession in the future are being examined today in ACSA member schools. ACSA is
committed to the principles of universal and sustainable design.
FOR ADDITIONAL INFORMATION
Additional questions on the competition program and submissions should be addressed to:
Eric W. Ellis, Project Manager
Association of Collegiate Schools of Architecture
1735 New York Avenue NW
Washington DC 20006
Tel: 202.785.2324
eellis@acsa-arch.org