Loyola Science Center Brochure

T H E U N I V E R S I T Y O F S C R A N T O N

LOYOLA SCIENCE CENTERCelebrating the

as a Human Endeavor

Loyola Science Center

T H E U N I V E R S I T Y O F S C R A N T O N

PRESIDENT’S LETTER

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The Loyola Science Center is the most significant building in our

history. As the academic heart of our campus, it is fitting that it

bears the name of Saint Ignatius.

Saint Ignatius and his companions were instilled with a desire “to

seek God in all things.” This altogether Jesuit way of proceeding

has led to many great accomplishments in the sciences. From

Matteo Ricci, S.J., to Pierre Teilhard de Chardin, S.J., Jesuits have

found themselves at home on the edges of knowledge. The Loyola

Science Center is a place of research, scholarship, teaching and

discovery, a place for faculty and students to find God in all.

As we celebrate the conclusion of this magnificent undertaking, we

are filled with pride, but also deep gratitude for the vision, sacrifice,

generosity and hard work that empowered us to realize our dream.

Sincerely,

Kevin P. Quinn, S.J., President

“It will be a place of research, scholarship, teaching and discovery, a place to find God in all things.” Kevin P. Quinn, S.J. University President

Joseph Dreisbach, Ph.D. ~Associate Provost for Academic AffairsWhen Joseph Dreisbach, Ph.D., began his career as a college instructor more than 30 years ago, he knew he wanted a place that emphasized teaching and put a priority on research at the undergraduate level. He found that at The University of Scranton. Those core values remain very important to the University, and they have manifested themselves in the new science center.

“This building was developed over 15 years,” said Dr. Dreisbach, who started working at the University in 1978 as an assistant chemistry professor. Today he serves as the associate provost for academic affairs. “It captures what The University of Scranton deems to be important – faculty-student interactions.”

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Imagine a place that educates everyone.

Imagine lounges and study areas that create an atmosphere where students and faculty gather and interact. A building filled with flexible, high-tech classrooms that encourage discussion and group learning.

Imagine a building that serves as a showcase for modern science teaching, a building that reaches beyond The University of Scranton and provides a valuable resource to the community. A building dedicated to the belief of St. Ignatius Loyola that God can be found in every human endeavor and every field of study.

Imagine a visitor confusing the science center for the student center.

That place is the new Loyola Science Center.

For 15 years, those planning the building envisioned a center that would serve as a place of learning for all who enter.

The planners, with a goal of fostering a culture of science, envisioned a center that would bring all sciences under one roof, instead of those disciplines being spread out over different buildings on campus. The planners also believed the center should be more than just a classroom or laboratory building.

“It will be the academic heart of campus,” University President Kevin P. Quinn, S.J., said. “It will be a place of research, scholarship, teaching and discovery, a place to find God in all things.”

Built on the ideas of Project Kaleidoscope, a program spearheaded by the National Science Foundation whose goal is to boost the quality of teaching and learning in the sciences, the nearly 200,000-square-foot center features formal and informal learning spaces for students and faculty.

THE VISION

L O Y O L A S C I E N C E C E N T E R

A PLACE THAT EDUCATES ALL WHO ENTER

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Architect Charles Kirby of Einhorn Yaffee Prescott Architecture and Engineering (EYP) remembers his early visits to Scranton and how he was struck by the University’s core values.

‘‘One of the things we came away with was the strength of community in nurturing the student,” he said, “how the faculty supported the students and how they stressed the need for small class sizes.”

“Frankly,” Kirby said, “that was a concern because small class sizes translate into a bigger price tag.” Kirby recalled he was so worried that he approached then-president Scott R. Pilarz, S.J., who quickly reassured the architect that “small was the way to go.”

“We centered the building on the students,” said George Gomez, Ph.D., associate professor of biology, who served as the “project shepherd” for the center. In that role, he coordinated the effort from design to implementation to the opening. “And we kept the students involved

STUDENT DESIGN

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CENTERED


in the whole process. They gave us their impressions of successful workspaces and helped design many of the spaces. We even had them select the chairs that they would eventually use every day.”

“When one says the word ‘church,’ you can either think of the building itself, or the congregation that inhabits it,” Dr. Gomez said. “When we define ‘science center,’ it also defines a community of people who use it.” And that idea was fused into the building.

Jeremy Sepinsky, Ph.D. ~ Assistant Professor of Physics/Electrical Engineering

For a physicist using complicated math formulas to unlock some of the secrets

of the universe, the success of the science curriculum at the University is quite

simple to understand: It’s the atmosphere.

Scranton, said Dr. Sepinsky, strives to put the student first, and the new Loyola

Science Center pushes that mission forward.

“Teaching is a big part of what my life is,” he said. “One of the biggest

strengths of teaching is to be able to watch students through the years, to

help them shape their own journeys.”

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‘‘One of the things we came away with was the strength of community in nurturing the student.” Charles Kirby Einhorn Yaffee Prescott Architecture & Engineering

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In her research into bone biomechanics, Maria

Squire, Ph.D., has become somewhat of an expert

on strength.

“What makes a place great is the people,” said

Dr. Squire, associate professor of biology, who

graduated from Scranton in 2000.

Dr. Squire, who joined the faculty in 2005, said

her educators at Scranton really shaped who she

became, and she now hopes to do the same for

her students.

The Loyola Science Center will help her achieve

her goal, she said.

“I think it’s an indication of what this building can

bring to Scranton,” she explained. “The building can

bring an even bigger greatness to the University.

It speaks volumes to what we can be.”

Before she ever walked into a classroom at The

University of Scranton, Stephanie Yazinski wanted

to be a doctor, and she knew Scranton was the

place that would help her reach her goals.

But something happened while she was there.

“Having the opportunity to work in a lab and perform

research with George Gomez, Ph.D., completely

altered the trajectory of my career path, which

was previously focused on medical school,” she

said. “I was able to experience the challenge,

excitement and satisfaction that come with

performing research, and that motivated my

decision to pursue a career in academic science.”

Yazinski - who graduated from the University in 2005

with a Bachelor of Science degree in biochemistry

and biomathematics - is now a research scientist

studying breast cancer biology at Massachusetts

General Hospital/Harvard Medical College.

Maria Squire, Ph.D. ’00Associate Professor of Biology

Stephanie Yazinski ‘05

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The University also believes the new $85 million center, with its

state-of-the-art design, will serve as a vital recruiting tool and will

boost the success of its science programs. In its pre-medical program

alone, the University since 1980 has placed an average of more than

45 students per year into American schools of medicine, dentistry,

optometry, podiatry and veterinary medicine, often in the most

prestigious institutions in the country. Since 1999, the acceptance

rate of University of Scranton applicants to medical, dental and other

health professions schools has averaged 79 percent, with acceptance

rates for individual years ranging from 65 to 100 percent.

The history of science education at Scranton through the 1960s was

inextricably linked to preparation of students for careers in medicine.

Beyond this core, however, lies a story of rich collaboration between

students and faculty. More than 50 percent of students in the

sciences, technology, engineering and mathematics (STEM)

participate in research; 45 percent of these students wrote a formal

thesis; 38 percent authored or co-authored a publication and/or

conference paper. The willingness of faculty to collaborate with

students on research projects has had a measurable impact on

its graduates.

While the construction of the building is clearly seen as an institutional

commitment to continuing a tradition of excellence in science

education, it is also viewed as a challenge for the faculty, students,

alumni and administrators. It is a challenge to transform science

education. It is a challenge for Scranton to become more than what

it is and to grow and evolve as a community of scholars who learn

together by living together. The creation of the Loyola Science Center

is a truly transformational step along this journey.

STRENGTHS IN THE SCIENCES

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Without funding, the University’s most ambitious project ever would have remained a dream. The compelling vision of the project would spark generous gifts and grants to the Pride, Passion, Promise Campaign, but that was only half of the story. The challenge would demand a financial plan of unprecedented complexity, executed during one of the nation’s worst economic crises in generations.

“The scale of the science center was unlike anything we had ever done before, and so too was our approach to its funding,” said Edward J. Steinmetz Jr., senior vice president for finance and administration. “The support of our donors was essential, but we needed more.”

SCIENCE EDUCATION

COMMITTEE CREATED

VISION PAPER COMPLETED

BUILDING PROGRAMMING

MEETINGS

EYP SELECTED AND HIRED

AS ARCHITECT

GROUNDBREAKING

CEREMONY

PROJECT APPROVED

BY THE BOARD OF TRUSTEES,

CONSTRUCTION BEGINS

TIMELINECONSTRUCTION & FINANCING

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Architectural rendering of front entrance Early ConstructionMay 14, 2009 ground-breaking ceremony

FALL 1998 FALL 2000 2007 - 2008 MAY 2008 MAY 14, 2009 FALL 2009 JUNE 2010 SEPT. 2010 AUG. 2011 NOV. 2011 MARCH 2012 JULY 2012 AUG. 2012 SEPT. 28, 2012

* Phase One – The Loyola Science Center includes a 150-seat lecture hall, a rooftop greenhouse and observation deck, laboratories, offices and study areas. **Phase Two – The 50,000-square-foot renovation of the Harper McGinnis Wing of St. Thomas Hall includes a new entrance to the Loyola Science Center from the Commons.

Years of careful budgeting and sacrifice provided a base of funding, while not compromising other essential needs, and the University’s successful past and promising future persuaded the investor community to purchase bonds.

Along the way to completion, tough economic times would raise questions. “We remained committed to sticking to the vision for the building and not cutting corners,” he said. “Our timeline was ambitious, but working closely with excellent partners, we completed the project on time and under budget.”

GROUNDBREAKING

CEREMONY

PROJECT APPROVED

BY THE BOARD OF TRUSTEES,

CONSTRUCTION BEGINS

NEW CONSTRUCTION (*PHASE I) COMPLETED,

LOYOLA SCIENCE CENTER NAMING ANNOUNCEMENT

PROJECT BONDS RELEASED FOR INVESTMENT

CONSTRUCTION WORKERS PLACE PURPLE BEAM

WITH INSCRIPTION “AD MAJOREM DEI GLORIAM”

(FOR THE GREATER GLORY OF GOD)

LOYOLA SCIENCE

CENTER DEDICATED

KUEHNER HALL DEDICATED

RENOVATION (**PHASE II) COMPLETE,

OCCUPANCY PERMIT ISSUED

MILANI HALL DEDICATED

MCDONALD HALL DEDICATED Loyola Science Center

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June 2010 , AMDG purple beam placed Fr. Quinn speaking at naming ceremony

Loyola Science Center dedicated on Sept. 28, 2012

FALL 1998 FALL 2000 2007 - 2008 MAY 2008 MAY 14, 2009 FALL 2009 JUNE 2010 SEPT. 2010 AUG. 2011 NOV. 2011 MARCH 2012 JULY 2012 AUG. 2012 SEPT. 28, 2012

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LEED INITIATIVES

WATER Water use reduction – the use of efficient water fixtures to reduce the total amount of water used in the building

Water efficient landscaping – reduction in the water use for irrigation

Leadership in Energy and Environmental Design (LEED) is a rating system developed by the U.S. Green Building Council that gives a framework for designing, constructing and using buildings in an environmentally responsible manner.

LEED certification provides independent verification that our building was designed to help ensure the health of both our environment and the people who occupy the building.

We implemented LEED recommendations on several fronts. Some of them are highlighted on this page.

ENERGY

Energy utilization – energy recovery wheels act

as exchangers that take energy in the exhaust

air and recycle it to pre-condition intake air prior

to entering the ventilation systems

Occupancy sensors in lighting and ventilation

systems – only rooms that are occupied have

lighting and environmental control

Microclimate control – light and temperature

controls for each individual space allow for

lower energy use

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Use of certified wood – this is wood that is certified

by Forest Stewardship Council (FSC), harvested

from sustainable sources and processed in

environmentally friendly ways. This wood is

tracked from start to finish to ensure

FSC compliance.

Use of regional materials (extracted,

processed and manufactured

locally) – includes building stone

Use of “low emitting materials”

(carpets, adhesives, sealants)

– these are materials that emit low

volatile organic compounds

RECYCLING

OBTAIN MORE LEED CREDITS

RESOURCE STEWARDSHIP

Purchase green power

Design a LEED educational component for

the building

Commit to using green cleaning products

Storage and collection of recyclable materials

Construction waste management: divert 75 percent of the

material from disposal

Use of materials with recycled content – this includes several

materials, including student chairs in the classrooms

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Total number of drops and cabling: more than

4,425 cable drops consisting of more than

1,000,000 feet of Category 6E plenum cable

(roughly 190 miles), approximately a five-fold

increase.

NEW EQUIPMENT Olympus FV1000 Laser Scanning Confocal Microscope Designed for high-resolution, confocal observation of

different types of cells and tissues, these microscopes

use lasers to illuminate specially marked molecules,

allowing the visualization of cellular details on different

types of tissue.

Newport Laser Tables Heavy-duty steel tables supported by a cushion

of air that allows them to be vibration resistant.

Extremely sensitive equipment, such as lasers,

is mounted on these tables, and any vibrations

in the environment are eliminated.

Optical Telescope The 14 Meade LX200 telescope with

Ritchey-Chrétien-like optics is equipped

with technology that allows automatic

alignment of the instrument and acquires

digital images of stellar objects.

TECHNOLOGY FACTS

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Wireless Access Points One hundred and thirty-two, representing approximately

18 percent of total access points across campus.

The Loyola Science Center is supported by a state-of-

the-art, 650-square-foot DR data center that features a

redundant cooling system and an emergency generator

service, assuring 99 percent equipment availability.

INSTRUCTIONAL TECHNOLOGY FEATURES The LSC133 lecture hall is the most advanced space on campus, with three

projection screens, high-definition audio and video with a Blu-ray player,

motorized blackboards and an annotative monitor at the presenter’s dais.

This is one of two rooms equipped with lecture capture capabilities.

A 103-inch digital display screen sits at the

focal point of the Loyola Science Center.

The monitor features about two million pixels,

resulting in super clear, high resolution images.

Many of the rooms use a new technology that digitizes analogue audio

and video signals to a processor that is completely digital.

Via the University’s network, our instructional technology equipment has

the capability of reporting such things as projector lamp hours, power

status and usage metrics. The equipment is accessible remotely, allowing

automated, scheduled power shutdowns designed to extend lamp hours

and conserve energy.

Seven new digital signage displays grace the halls of the Loyola Science

Center, offering the ability for department-specific content at each location.

Instructional technology in the Loyola Science Center established a

new standard for Scranton classrooms. Future classroom designs and

implementation will build upon the new standard technology implemented

in this building.

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REASONSYOU’LLLOVE THE NEW SCIENCE CENTER

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SEVEN REASONS YOU’LL LOVE THE NEW SCIENCE CENTER

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NATURAL LIGHT ... IN SCRANTON! As you can see, there is glass all around

the building. If you stand at the end of any

hallway in the building, you can actually get

a view of the outside from three different

directions. So even on a rare cloudy Scranton

day, we will get ample natural light flooding in.

SCIENCE ON DISPLAY

To highlight the idea of science as a human

endeavor, we wanted all of our research and

teaching laboratories to be highly visible to

everyone. Therefore, teaching and research

spaces are designed with large glass windows

and walls. This makes science very visible as

the openness creates energy and palpable

excitement.

A NEIGHBORHOOD CONCEPTIn the building, faculty offices and students are

not only arranged by department, sometimes

they are centered around common interests

and research approaches. For example,

on the second floor, the neuroscience

neighborhood will house faculty from

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7456three different departments. This design

promotes interdisciplinary learning

and collaboration.

STUDENT SPACES The building was constructed with

multiple non-reserved spaces designed

to be open and available to all types of

student use. Outside the faculty offices,

we built “tutorial spaces” where small

groups of students can work with faculty

members, or can wait for faculty in a

comfortable environment.

COLLISIONS ... OF A PRODUCTIVE TYPEWhen you walk through the building,

there are multiple ways to get from point

A to point B. So a daily trip from office

to classroom to laboratory can take

different forms every day. This flow of traffic

allows one to encounter different people

every day, which could lead to new and

productive collaborations that will shape

science education tomorrow.

COFFEE, COFFEE, EVERYWHEREThe coffee shop and atrium seem to be

a central design element for all modern

buildings. While a coffee shop and social

space may seem very “non-scientific,” this

is quite the contrary. The best science

is not done in the laboratory; rather, it is

done while discussing ideas, theories or

concepts over a meal or a cup of joe.

IT’S ACTUALLY DESIGNED FOR SCIENCEThe buildings that our science depart-

ments have been occupying to date

were not designed to accommodate

today’s approach to science teaching

and research. From the ventilation system,

to the plumbing, to the water, to the room

layouts, both faculty and the architects

influenced all aspects of the design.

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As a scientist and a teacher, George Gomez, Ph.D., can see how the new Loyola Science Center aims to

move faculty away from what some would consider traditional roles.

Even the staircases, he said, are designed to create several ways to get through the building, almost forcing

professors and students to bump into one another in an effort to share and create new ideas.

“I think about science happening everywhere,” said Dr. Gomez, associate professor of biology and

neuroscience at the University and project shepherd for the science center.

“Much of what we do involves coming up with ideas.” That, said Dr. Gomez, is a driving force behind the building.

“Science is really about collaboration,’’ he said, and the center puts a priority on bringing students together.

SEVEN REASONS YOU’LL LOVE THE NEW SCIENCE CENTERBy Dr. George Gomez

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George Gomez, Ph.D. ~Associate Professor of Biology and Neuroscience

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COLLISIONO

F IDEAS

EFFECTIVE

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“Collaboration. That’s the most important part of science,”

said Stephanie Yazinski ’05. Even today, she explained, part of

her training requires that she spend at least an hour a week

collaborating with other researchers on their projects.

A cancer researcher working at Massachusetts General

Hospital/Harvard Medical College, Yazinski believes one of the

goals of the Loyola Science Center is a direct hit.

The new center’s glass walls and meeting spaces encourage

interaction and the exchange of ideas, which is crucial to

promoting good science, she said.

In creating the spaces inside the building, the planners stressed

the need for areas where people could come into casual

contact with each other and start a conversation that could

lead to more in-depth collaboration. As one faculty member put

it, these spaces would promote “effective intellectual collisions.”

“The idea is to engage the casual passer-by into the process we

call science,” Dr. Gomez said. Because some of the spaces are not

formal laboratories, faculty and students from other disciplines can

come in and engage with the students who are doing research,

creating an interdisciplinary environment, he said.

Part and parcel of the building’s design is a transparency of

activity that occurs within each learning and research space.

More than 50 percent of the University’s students in sciences,

engineering, technology and mathematics participate in

research. This clear view of student and faculty science activity is

designed to engage everyone who enters the building into the

process and to highlight the work.

Some of this inspiration for the design came from the tea rooms

at Oxford University, said Joseph Dreisbach, Ph.D., associate

provost for academic affairs. “Rooms that are designed to foster

collaboration,” he said. “When you look at those tea rooms,

COLLISION IDEAS

OFEFFECTIVE

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they are where scientists were talking about coming up with ideas. This is

where Nobel Prize research was born.”

The University also recognizes that the best work does not take place on

the “traditional benchtop.” Rather, it takes place in spaces where people

share ideas, when people discuss concepts and debate theories.

Much of the space in this facility is dedicated to student study and

collaboration.

“Collaboration gives us diversity of thought, which allows us to look at old

problems in new and innovative ways, and this is how science advances

and evolves,” Dr. Gomez said.

Bradley Wierbowski ’13, a double major in biochemistry/cell molecular

biology and English literature, said the new building is “phenomenal.”

The glass walls, on which students and professors are encouraged to

write, the layout of the classrooms and the amount of student study

spaces all foster an environment that encourages learning.

“To see people writing on the glass walls, to see the formulas they’re

studying, it really keeps people motivated,” Wierbowski reasoned.

The building’s transparency also reinforces the notion that science is truly

a human endeavor – an idea crucial to the University’s mission. While the

center includes traditional classrooms and teaching laboratories, the

spaces that are most transformational to the institutional culture are the

social spaces.

Jeremy Sepinsky, Ph.D., an assistant professor of physics, noticed that

the new building does indeed inject energy into the students.

“I love it, it’s great,” Dr. Sepinsky said. “Everyone can see what you’re

doing. Those big windows provide extra motivation.”

“It’s certainly not what we’re used to.”

The new center replaces Loyola Hall, which was built in 1956 and

renovated in 1987. Most recently, Loyola Hall allowed only enough

space for the Biology and Chemistry departments.

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COLLISION

OF ID

EAS

EFFECTIVE

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INTERD

ISCIPLINARY APPRO

ACH TO

THE SCIEN

CES

“There are many disciplines, but there is only one science.” Marc Seid, Ph.D. Assistant Professor of Biology and Neuroscience

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INTERDISCIPLINARY APPROACH TO THE SCIENCES

Throughout the study of science – whether it’s chemistry, biology or

computers – one thing has become constant: Important breakthroughs

require ideas and techniques rooted in many disciplines.

“There is only one science,” said Marc Seid, Ph.D., assistant professor

of biology. “There are many disciplines, but there is only one science.”

Dr. Seid, a neuroscientist and evolutionary biologist who specializes in the

study of ants, said the same rules of chemistry and physics apply to his work.

In fact, Dr. Seid stated, it was the research of ants that led to quicker

computer networks, and the work of evolutionary biologists has been key

in the fight against AIDS.

Marc Seid, Ph.D.Assistant Professor of Biology and Neuroscience

Getting people to “think outside the box” presents a challenge in any

environment.

In a sense, the design of the new Loyola Science Center encourages

students and faculty to think beyond the lab. Moving student spaces

closer to the hallways and away from the traditional bench gives students

a comfortable place to work and relocates the energy of that work closer

to main hallways.

Those design elements help emphasize interdisciplinary learning.

The interdisciplinary approach involves the combining of two or more

academic disciplines into one activity. It is about creating something new

by crossing boundaries and thinking across them.

The power of interdisciplinary learning lies in the ability of students to solve

problems by taking information and processes from several disciplines and

integrating them into a unique solution for the problem at hand.

This is why interdisciplinary teaching and research is one of the fastest

growing trends in science education. Interdisciplinary approaches teach

students how to “think outside the box” and how to operate and solve

problems in real-world scenarios.

“There are many disciplines, but there is only one science.” Marc Seid, Ph.D. Assistant Professor of Biology and Neuroscience

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Part of the challenge for the new science center was to create learning

environments that foster thinking that crosses those traditional disciplinary

boundaries.

Faced with this formidable task, the center’s architects, Einhorn Yaffee

Prescott Architecture and Engineering, sought to preserve the sense of

community that is central to the University’s mission. The firm did so by

developing smaller “neighborhoods” of faculty offices, student learning

spaces, laboratories and classrooms. The application of the concept is

evident from the exterior elevations that show the center not as a single

massive form, but rather reduced to three smaller, more intimate

appearing substructures.

These neighborhoods are populated by traditional departments, or by

faculty who wish to “live” near others with whom they will collaborate in

interdisciplinary teaching and research projects. These neighborhoods

are filled with a variety of student learning spaces that serve as places

for all students who seek to engage in academic work and conversations.

In the field of neuroscience, for example, the traditional approach viewed

the study of the nervous system as being part of biology. Current thinking

has evolved to relabel neuroscience as an interdisciplinary field that works

with chemistry, computing science, physics, psychology, mathematics

and physics.

The center also reinforces the notion that science is largely a human

endeavor – an effort done by humans in the company of humans. In a

university such as Scranton with a strong liberal arts core, the intersection

between the sciences and humanities is critical to the educational

philosophy. The design of the center provides a physical space that

encourages integration among traditional science, technology,

engineering and mathematics programs, as well as the humanities,

to drive the development of new teaching methods and engage the

students in practices that prepare them to face challenges in their future.

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Three years after leaving The University of Scranton,

Kevin Berry remains inspired by an Ignatian ideal.

Berry, a biology/philosophy graduate, has taken his

interdisciplinary approach to learning to a new level as a

fourth-year student concentrating on physical medicine

and rehabilitation at Penn State/Hershey Medical College.

The goal of neurological rehabilitation is to assist patients

in attaining their maximum level of functioning and

quality of life in the most normalized and least restrictive

environment. This is accomplished by an individualized

assessment of the patient’s current condition.

“Cura personalis,” he said of his work. “We don’t just focus

on one part; I have to focus on the whole person.”

Berry, a native of Archbald, attributes his career path to his

time at the University. “Everything I am I owe to Scranton,”

he said.

Bradley Wierbowski has crossed a line, an educational line.

The Scranton senior is a double major in biochemistry/cell

molecular biology and English literature and is just one of

282 students to be awarded a Goldwater Scholarship for the

2012-2013 academic year.

The Owego, N.Y., native, who maintains a 4.0 GPA going

into his final year at Scranton, said he thrives on the

creative and analytical ways of thinking his unique

combination of majors inspires. Those different modes keep

him fresh as he confronts his daily course work.

“In science it’s tempting to focus on an interpretation that’s

established,” he said.

In English literature, he explained, the goal is to try to find a

different way of looking at things.

That way of thinking, he reasoned, helps his approach to

science. By coming at science from many different

perspectives, the student can see the result for what it really

is and not get trapped by a preconceived notion, he said.

Kevin Berry ‘09

Bradley Weirbowski ‘13

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THE HALLS OF THE LOYOLA SCIENCE CENTER

DR. H. MCDONALD HALLDedicated on Nov.11, 2011, the Dr. Herbert M. and Mary E. McDonald Hall

is named in honor of Herbert, M.D. ’35, H’01 and Mary H’01 McDonald in

recognition of their longstanding leadership and support of The University of

Scranton. McDonald Hall was dedicated to the memory of Joseph T. McDonald,

Esq. ’27, Frank M. McDonald, Esq. ’34 and George B. McDonald ’35, siblings of

Dr. McDonald. Dr. McDonald served as president of the staff and chairman of

the department of surgery at Hahnemann Hospital, now Geisinger-Community

Medical Center of Scranton. Mary McDonald served on the University’s Board of

Trustees from 1986-1992 and held the position of vice chair from 1989-1992.

HARPER-MCGINNIS HALLThe University of Scranton dedicated the Harper-McGinnis Wing of St. Thomas

Hall in 1987 under 22nd President J.A. Panuska, S.J., in recognition of two

longtime physics professors, Joseph P. Harper, Ph.D., and Eugene A. McGinnis,

Ph.D. ’48. The original two-story addition to St. Thomas Hall, built in 1987, housed

the Physics and Electrical Engineering departments. The late Dr. Harper earned

his doctoral degree from the University of Texas. Prior to beginning his career at

The University of Scranton in 1936, Dr. Harper taught at the University of Texas

and St. Edward’s University in Austin, Texas. The late Dr. McGinnis, a World War

II veteran, attended The University of Scranton and was a former student of Dr.

Harper. Dr. McGinnis earned his doctorate from Fordham University. He began

teaching in the University’s Physics and Electrical Engineering department shortly

after earning his degree from the University in 1948. Together, Drs. Harper and

McGinnis contributed more than 70 years of teaching service to The

University of Scranton.

The Design of the Building Creates Four Halls

Joseph P. Harper, Ph.D.

Mary E. McDonald H’01

Herbert M. McDonald, M.D.’35

Eugene A. McGinnis, Ph.D. ‘48

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KUEHNER HALLRecently dedicated on Aug. 5, 2012, Kuehner Hall is named in honor of

longtime friends and supporters of the University, Carl J. ’62, H’11 and

JoAnne M. H’01 Kuehner. Carl served on the Board of Trustees from 2003-2009

and served as chairman of the board from 2007-2009. He is currently the

president of Real Estate Technology Corporation, a successful Florida-based

real estate development and investment firm. JoAnne is the founder and chair

of Hope for Haiti, Inc., an organization dedicated to improving the quality of life

for the Haitian people through education, nutrition and healthcare.

MILANI HALL Milani Hall was dedicated on March 24, 2012, in recognition of Frank ’55 and

Doris Milani, along with their children, Natalie, Frank and Elizabeth. This hall is

named in recognition of Dr. Milani’s long-standing support of the University, and

honors the memory of several of his and his wife’s siblings. Dr. Milani earned his

Bachelor of Science in biology from The University of Scranton in 1955 and his

Doctor of Medicine from St. Thomas University in 1959. He presently practices

internal medicine for the Lackawanna Medical Group and is a clinical faculty

member at the Commonwealth Medical College.

Carl J. Kuehner ‘62, H’11

Frank Milani, M.D. ’55

JoAnne M. Kuehner H’01

Doris Milani

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ARCHITECTURAL FIRM: EINHORN YAFFEE AND PRESCOTT ARCHITECTURE AND ENGINEERING

PROJECT RECOGNITION

CONSTRUCTION MANAGER: QUANDEL ENTERPRISES, INC.

STEERING COMMITTEE:• Harold Baillie, Ph.D., Provost & Senior Vice President for Academic Affairs

• Joseph Dreisbach, Ph.D., Associate Provost for Academic Affairs

• James Devers, Assistant Vice President of Facilities Operations

• George Gomez, Ph.D., Associate Professor of Biology & Neuroscience (Project Shepherd)

• Edward Steinmetz Jr., Senior Vice President of Finance & Administration

• David Wilson, University Architect

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CONSTRUCTION MANAGER: QUANDEL ENTERPRISES, INC.

STEERING COMMITTEE:• Harold Baillie, Ph.D., Provost & Senior Vice President for Academic Affairs

• Joseph Dreisbach, Ph.D., Associate Provost for Academic Affairs


• George Gomez, Ph.D., Associate Professor of Biology & Neuroscience (Project Shepherd)



SCIENCE CENTER ADVISORY COMMITTEE:• Yaodong Bi, Ph.D., Computing Sciences

• Timothy Cannon, Ph.D., Psychology/Neuroscience

• Christie Pugh Karpiak, Ph.D., Psychology/Neuroscience

• David Rusak, Ph.D., Chemistry


• Joseph Dreisbach, Ph.D., Chemistry/Associate Provost for Academic Affairs

• Paul Fahey, Ph.D., Physics

• Anthony Ferzola, Ph.D., Mathematics

• Timothy Foley, Ph.D., Chemistry/BCMB/Neuroscience

• George Gomez, Ph.D., Biology/BCMB/Neuroscience (Project Shepherd)

• Michael Hardisky, Ph.D., Biology

• David Marx, Ph.D., Chemistry

• Ronald Skutnick, Director, Network Infrastructure


• Janice Voltzow, Ph.D., Biology

• Robert Waldeck, Ph.D., Biology/Neuroscience


• Christine Zakzewski, Ph.D., Physics

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CURRENT TRUSTEESChristopher M. “Kip” Condron ‘70, H ‘03, Chair

Francis J. Pearn ‘83, Vice Chair

William J. Brady ‘83

Vincent Cooke, S.J.

Thomas J. Davis, C.P.A.‘69

Jacquelyn Dionne ‘89

Donna M. Doherty

James Duffy, S.J., M.D. ‘88

Mary Beth Farrell, C.P.A.‘79, H ‘10

Matthew Geiger ‘81

Marie A. George, Ph.D., G ‘78

Michael P. Glinsky ‘66

Otto Hentz, S.J.

Joseph J. Kadow, J.D. ‘78

James J. Knipper ‘81

Lawrence Lynch, C.P.A. ‘81

George V. Lynett, Jr.

Dennis J. McGonigle ‘82

James F. Mullery, Jr. ‘86

Justin B. Murphy ‘76

Kevin P. Quinn, S.J., President

Vincent F. Reilly, J.D.‘80

Thomas Roach, S.J.

Kathleen C. Santora, J.D.‘80

Teresa M. Schafer ‘81

Joseph Sebastianelli, Esq. ‘68

Patrick W. Shea, J.D.‘78

Joseph L. Sorbera, Jr.

John A. Walsh ‘66

Trustees EmeritiArthur J. Kania, J.D. ’53

Hon. Joseph M. McDade

Former Trustees 2008-2012 Carl Kuehner ‘62, H ‘11, ChairGeorge Aschenbrenner, S.J.Most Reverend Joseph C. Bambera, D.D., J.C.L.J.P. Bannon, M.D.Paula Barrett, C.P.A ‘81James Caccavo ‘84Ellen Casey H‘88Margaret Condron, Ph.D.Theresa DeBarbrieLisa DeNaples, D.M.D.Louis DeNaples, M.D.Michele FinnEdward Glynn, S.J., H‘90Carl LismanGeorge Lynett, J.D. ‘71Arthur Madigan, S.J.Ryan Maher, S.J.Margaret Q. Mariotti, Au.D.Msgr. Andrew Martin H‘11Karen Pennington, Ph.D. ‘76Scott R. Pilarz, S.J.Robert Reiser, S.J.Harry Rose ‘65Matthew Ruhl, S.J.Don SherwoodThomas SullivanFred Zagone, S.J.

President’s CabinetHarold W. Baillie, Ph.D. Provost & Senior Vice President for Academic Affairs

Edward J. Steinmetz Jr., C.P.A. Senior Vice President for Finance & Administration

Vincent Carilli, Ph.D. Vice President for Student Affairs

Patricia A. Day, J.D. Vice President for Human Resources

Jerome P. DeSanto, Ed.D. Vice President for Planning & Chief Information Officer

Richard G. Malloy, S.J., Ph.D. Vice President of Mission and Ministry

Gerald C. Zaboski Vice President for External Affairs

Robert B. Farrell, J.D. General Counsel

Ryan J. Maher, S.J., Ed.D. Executive Director, The Jesuit Center

Robert W. Davis Jr. Chief of Staff & Interim Vice President for Development & Alumni Relations

BOARD OF TRUSTEES

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INTERDISCIPLINARY PROGRAMS

BCMB (Biochemistry, Cellular, and Molecular Biology)

Biomathematics

Biophysics

Environmental Sciences

Neuroscience

SCIENCEDEPARTMENTS

BIOLOGY

CHEMISTRY

COMPUTING SCIENCES

MATHEMATICS

PHYSICS/EE

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Loyola Science Center Brochure

Documents

Transcript of Loyola Science Center Brochure