Designed by FaulknerBrowns Architects and delivered by Space Architects and Galliford Try, the building demonstrates the benefits of a collaborative approach to design and construction.
Central to the new University strategy and masterplan was the provision of enhanced teaching and learning facilities to support an increase in student numbers, enable the adoption of new pedagogies, and to create facilities that could be shared by all students rather than be aligned to specific faculties or departments. A prominent site on the edge of the Mountjoy Academic Campus was selected to embed the new facilities at the centre of academic life.
The university recognised that improved learning outcomes can be delivered by the application of new and innovative pedagogies. It was therefore crucial that the teaching and learning space design supported current and future best practice in academic delivery. To reinforce this, the building would also accommodate the Durham Centre for Academic Development, which is playing a significant part in the university’s curriculum reform programme.
The improved learning outcomes that can be delivered through the use of innovative pedagogies, in particular by active and collaborative learning approaches, is supported by an extensive evidence base. FaulknerBrowns has carried out independent research into how spatial design can support the success of innovative pedagogies, including benchmarking visits to leading international business schools. Based on this research, and studies on the balance of space types at leading institutions, they developed a teaching and learning ‘space model’ which became the basis for the spatial and accommodation brief for the building, as well as the university’s forward plan for teaching and learning spaces.
In the Lower Mountjoy Teaching and Learning Centre a top lit central courtyard forms the social and circulation hub of the building giving access to the café, 250 and 500 seat lecture theatres, seminar spaces and project rooms. A diverse mix of teaching spaces surrounds the lecture theatres, supporting traditional seminars as well as macro-collaboration and micro-collaboration pedagogies. Cellular project rooms provide an extremely valuable ‘workplace like’ environment for self guided group work and support innovative pedagogies such as flipped learning.
The vaulted top floor of the centre provides an extensive ‘learning commons’ with a broad range of settings for focused, contemplative, active and collaborative learning. Full height windows provide views to the surrounding mature landscape and glimpses of the iconic cathedral.
Durham is an historic city and its UNESCO World Heritage Site, containing the cathedral and castle, exerts a strong influence over the character of the university estate. The site chosen for the teaching and learning centre is situated on the edge of the city centre, adjacent to a conservation area and within view of the World Heritage Site.
In this highly sensitive location the incorporation of an 8,000 sq m, three storey building presented a challenge. To ensure the new centre integrated sensitively with the urban fabric, the overall building volume was broken down into an assemblage of smaller repeated elements to relate more closely to the prevailing grain of the city.
A three storey module with a 15 m by 18 m footprint was established as the building block from which the centre was formed. Each module has two façade types: a ‘fenestrated’ façade generally on the long face, and a ‘gable’ façade to the short face. Each module is capped by an asymmetric pyramidal roof with a central rooflight; 12 of these modules, rotated and handed, create the overall plan layout and building volume, with one of the central elements being ‘removed’ to create a focal internal courtyard.
The dynamic roof profile not only delivers complexity and interest in the external form, it also creates a series of dramatic top lit ceiling coffers to the upper level learning commons, a modern interpretation of the traditional reading room. The pyramidal roofs are finished in traditional standing seamed zinc sheets to contrast with the tones of the brickwork below and respond appropriately to the conservation setting.
An integrated technology and sustainability strategy was central to the university’s vision for the teaching and learning centre. The centre has therefore been designed to BREEAM ‘Excellent’ standard and to deliver EPC ‘A’ rated energy performance.
Thin film photovoltaics embedded within the courtyard roof glazing, together with a combined heat and power unit, make a significant contribution to onsite renewable energy generation. A mixed mode ventilation strategy is also employed. Natural ventilation is provided from the louvre panels next to the windows, controlled by the Building Management System. Transfer grilles in the rear of the teaching spaces exhaust warm air to the atrium where it is discharged through the rooflights via natural stack effect.
FaulknerBrowns Architects and the design stage consultants were appointed by Turner & Townsend, to develop the design to the end of RIBA Stage 3 and planning approval. Following planning approval, Galliford Try and their consultant team, led by Space Architects, developed and refined the design to ensure that the university’s aspirational, performance, sustainability and functional requirements were realised. FaulknerBrowns were retained by the university as design and technical advisers.