Double Quarter - The Book 2021 by Ryan Lew

Tomas Stankiewicz Ryan Lew

Studio Citizen Architects ARCH 343

We would like to give a special thanks to people who made this entire project possible. We have all been affected by the global pandemic and created a lot of change in our lives, so we would like to admire these people for supporting us during the worst and best times. Ryan Lew: Thank you to my family Jeffery Lew, Lemaire Lew, and Gabi Lew for helping me through the ups and downs and being the backbone to all of my successes. I would like to thank the members of the architecture firm ZGF, Dylan Corr, Samantha Lee, Olivia Lu-Hill, Binh Nguyen, Susan Oehme, and Jesung Park for taking time out of their busy schedules to help some aspiring architects with their very underdeveloped projects. A special thank you to Professor Stacey White for working so hard and pushing us to think critically and be create designs for others rather than ourselves, as well as 5th year mentors Alyson Liang and Ezra Zuidema for their continuous support and assistance throughout the course of the year and helping no matter the size or scale of question, I appreciate ever ounce of knowledge they provided. And lastly thank you to my partner in the process Tomas Stankiewicz who is never afraid to put his 110% into everything step of the process and be the brake pedal that told me to stop and think. His patience, hard work, empathy, and motivation made this project possible and I am beyond proud of what we have accomplished.

CHAPTER 1: an introduction

Executive Summary

Introduction The Cal Poly Citizen Architects Studio committed 24 weeks of rigorous research, planning, and design to the development of Allensworth University, a Contemporary Black College proposed in the State of California. The project included a campus master plan for the proposed location in San Pedro, California centered on providing a safe and collaborative learning environment

for higher education for students of color. The Allensworth University includes ten unique university building proposals, finetuned for their specific functions. Designed by the partners at Citizen Architects, each building has a distinctive architectural approach to the future of learning, while tackling issues of discrimination and injustice in and beyond Allensworth’s campus.

The following 20 weeks of work discussed throughout this book regard phases of research-based, human-focused, and detail emphasized work. The result: a comprehensive master plan for a proposed Contemporary Black College/University and a 100,000 square foot building of our choice, dedicated to a prescribed and influential African American individual. With each building proposing to house black students who will lead and inspire others, the structures also stand as a manifestation of issues that surround their curriculum. The contents of this specific book concern a prospective school of environmental engineering and exploration dedicated to the well-known intellectual and writer Malcolm Gladwell. This endeavor can be broken down into two separate quarters, winter (conceptual design) and Spring (Schematic Design). During the first two and a half months which the winter quarter constituted, we were reintroduced to the issue surrounding systematic racism and its effects towards people of color, focused on the academic perspective of BCUs, and the practice and theory of master planning. With the multiple articles read, speakers invited, and documentaries watched, we began to analyze the state of California through the asset mapping of differing criteria, two students each developing their unique analysis to create a comprehensive outlook that will inform our decided site, which would soon be found along San Pedro Harbour. Therefore, the site was set, and the conceptual design phase began within the 4th week. We began by creating our building as a first pass at understanding our desired contribution to the campus, as well as the various site conditions which will be faced. Once this first pass was completed with the completion of a formal review, we paired up pairs of two to manifest a renovated design and adjust the master plan accordingly. A College of

Applied Humanities and a center for Urban Agricultural became served as inklings for what will be the College of Environmental Engineering and Exploration. With a draft of the intended building, we began to expand the extremes of our methodological approach, both looking at details and assemblies in section and the potential optimization and code compliance of our structure. Beginning with another pass at site analysis, we studied the current (and prospective) site conditions which appear along the Los Angeles coastline. Followed by a basis of design, we concretized the intended user and required accommodations for our edifice, while also formulating a structural layout. This would then send us into the development of our wall sections, understanding the materiality and passive approaches we each would utilize within our respective designs and the landscaping of the public realm. Combined with the emphasis on lighting which came for our practice courses, we soon began to look at the building within the different spheres in which it exists. The Internal sphere was analyzed for proper daylight and glare. The mesosphere was studied for proper comfort and warmth for the user and protection of the building. The external sphere was designed to connect the various landscapes of our buildings to our neighbors and landscape. Though this summary may only provide a small amount of insight into the process which embodied our project, we hope it serves to demonstrate the holistic and comprehensive view this project took. Though these projects may not be able to fix the solution of the systemic disparities which affect our current reality, we designed them in hope of discourse and empathy. An attempt to question our reality. A shot of serving those underserved through human and environmentally centered design.

Executive Summary Scoping the Problem and Considering Solutions We engaged in 3 weeks of focused research on the issues of systemic racism, inequitable access to education, and the spatial implications of equality. We proposed solutions by engaging in master planning for a Black University. Various phases of research intersected and begun to form a comprehensive scope of the physical and ideological context. Research and problem solving was largely collaborative. Selected readings and articles were reviewed by all students to serve as a basis of knowledge when facing the prompt of designing California’s first Contemporary BCU. The phases of research into the related issues included the study of general campus planning practices, statistical analysis of current issues, and master plan precedents. The development of possible solutions included creating informed “How Might We” statements, insight statements, location-based asset mapping, and campus site selection consideration.

Preliminary Campus and Building Designs In groups of five, we scoured the whole of California for the best site for this project. We looked to maximize the population served and searched for a community that would best support the university. We narrowed our scope to places where a large campus could operate at net zero energy and net zero water, and finally we scoured for a location that could be reappropriated for for a higher purpose than its present use. These efforts lead us to select the Los Angeles Port area. A large brainstorming session led each student to focus on a single catalytic

program to develop in support of the overall campus proposals. Programmatic makeup was selected based on their ability to impact change in those areas that could positively impact change and support black student and community success. Programs ranged from campus wide student amenities, like a health and wellness center, to college specific educational buildings, like a journalism school. In groups of five students, we designed land use focused master plans located on Terminal Island and integrated each of the twenty student buildings into the campus. We developed these buildings through schematic design, evaluating program and social needs, acquiring and implementing climate data, and developing a material and light language.

Our teams of two focused in on the schematic design of our new projects. Form finding, program specification, test fits, and adjacency studies all occurred at this stage and informed the design of our projects. A primary tool and deliverable of this process was the integrated whole building section. The quarter ended with the review of this new master plan and the the proposed projects which included the following projects: School of Journalism and Representation School of Education Performing Arts Center Marine Science Institute Desalination Plant and Research Center Center for Entrepreneurship Center for Engineering and Exploration

Joint Venture and Campus Convergence and Conceptual Design

Center for Activism

After a review on our group master plans and individual building schematic design proposals, we began a joint venture with another student in our studio. We teamed up based on like program and similar passions, so that together we might create a more comprehensive and effective addition to the campus. As a result of review critiques at the conclusion of the conceptual design phase, the group determined that relocating the campus across the channel to the community of San Pedro to the west of Terminal Island. This new campus location provides much improved interaction with the existing community, better connectivity, for multimodal existing and proposed transportation routes, and gave the campus room to grow. As a class we proceeded to lay out a single master plan and place our joint venture projects within that plan.

Community Resource Center

Health and Wellness Center

Basis of Design and Schematic Redesign Spring quarter began with a moment of reflection and and a reevaluation of the schematic design proposals from the end of winter quarter. This was achieved by taking a week to focus specifically on the use of daylight in buildings of all types. A series of speakers from firms across the globe spoke to the entire 3rd Year Class, including Adjaye and Associates, ARUP, LMN, BNIM, Leers Weinzapfel, Arkin Tilt, and Callison RTKL. These speakers gave presentations on projects across the world as well as providing hands on workshops to integrate relevant design strategies and tools into our project. This was followed by time to document each project’s

Basis of Design, such that the aspirational visions for each project were grounded in a solid pragmatic foundation. With these efforts complete, and with reviewers’ critiques in mind, each pair set out towards schematic rebirth. Many groups adjusted programs to better serve the users of the building, shifted building organization strategies, or redeveloped building form to solve pressing contextual issues. These preliminary redesigns were then detailed to match the level of the end of quarter solution so that the project could move into design development. Teams received a review of these new solutions from project partners and peers and a direction to head moving forward. Design Development Design development began in earnest with simultaneous development of a detailed wall section together with the development of the ground plane (represented with a detailed site plan) Site design proposals were redesigned to support building function, campus experience, and facilitate social connections between students, staff/faculty, and the community. Interactions between partner groups was consistent but became particularly important during this stage. Next, each team dove into the world of cladding and materiality. Teams explored a variety of possible solutions through the development of detailed wall sections, elevations, and axonometric diagrams across multiple facades. Performance, aesthetic relevance, and durability in marine environments were prominent factors in our search for cladding systems that will last. Each team began to further develop the finer details of their project to be able to improve project performance, experience, and responsiveness to context.

CHAPTER 2:

describing the problem

Historically Black Colleges and Universities During the decades of slavery in America, Slaves were physically abused, tortured and kept under forced ignorance. Suppression by predominantly white slave owners suppressed African slaves to remain ignorant. To the slave owner, education was the most dangerous tool and to the slave, the schoolhouse was considered a paradise. Following the civil war, 80 colleges in the South opened, allowing freed African American slaves to attend, the first and oldest HBCU, Cheyney, being established in 1837. Between the years of 1866 and 1872, 2,000 African Americans and teachers were killed for the perceived threat of education, along with many schools being burned down. This was followed by the founding of Hampton University by Sam Chapman Armstrong, who would later have Booker T Washington, ultimately become the head of the Tuskegee institute. Both figures established a philosophy of working from the ground up, having their respective universities offer industrial arts which would teach African Americans subservient work. However, W.E.B Du Bois, a philosopher and sociologist, called for a better education, one that demanded diversity and equity, and one that granted the independence and freedom the black community deserved. After the first world war, African Americans who served, came back to a continued fight for the rights within the education system within their BCU system. Protests began to emerge with the continued proliferation of Du Bois’ speaking, and BCU’s soon became led by the black population, for the black population. HBCUs

stand as a special place for members of the black community: a place of rest from a heavily segregated society. One of the most well-known HBCU is Howard University, which was developed to be a Harvardized BCU, and played a significant role in the fight for equality within Brown vs the Board of Education case. Today, there are 107 HBCUs located in the United States. Increased competition has decreased the enrollment of students within individual colleges, yet lasting figures these colleges have crafted speaks volumes.25% of all African American Graduates and 75% of al African American PHDs come from HBCUs and gain a 56% average increase in income compared to if they went to a traditional college/university. Specifically in the field of STEM, we find that HBCU’s are responsible for 54% of all African American STEM doctorates, 75% of all African American STEM Degree recipients, and 70% of all African-Amercian Women STEM degree recipients. This result not only came from the institution itself, but the welcoming community housed within each university. HBCU students are more likely to have mentors, feel supported, have their life changed by a professor, and get a job regarding their current education. The community that holds the black community continues to thrive, though the scars of their past still yet to be healed, the HBCU system has withheld the academic excellence and community which continues to manifest an improved future for both its inhabitants and people.

Higher Education Though higher education may be perceived as a right or an emphasized commodity within academia, the attained access to these institutions have greatly varied, often being relative to a student’s academic standing, which unfortunately varies form cultural, ethnical, and racial background. Although throughout the years there has been an increase in the number of admissions of students of color in colleges / universities there are not enough attending, with African

American students having the least number of attendees, in comparison to white students. There are several contributing factors for that some being a larger scale, such as racial discrimination and high incarceration rates, while others are at a more local scale: area population, transportation accessibility, and poverty. Whatever the case may be, not enough African Americans students are being able to receive an opportunity for higher education.

Contextual Issues Population: California is by far the most populous state in the nation. The percent of people with a bachelor’s degree over the age of 25 is 21.9%, just behind the national average of 33.13%. California counties with the highest participation in post-secondary education are generally the most populous counties. These graphics reveal that the highest percentages of participation in postsecondary education surround the bay area and Los Angeles. Demographic Distribution: According to the 2019 US Census Bureau estimates, Los Angeles County’s population was 8.1% Black or African American (811,176 people). In San Pedro, there were roughly 6.1% Black or African Americans in the city (4,906 people). In Long Beach, San Pedro’s neighbor city, there were 12.7% (58,753 people), considering to be the second largest city in California that represents African American population. K12 Investment: Higher education is an important investment to make in one’s future, but K12 education needs to be attended to first. Students cannot attend college and obtain degrees without first completing their K12 education. California K12 schools, which tend to be on the higher end of graduation rates compared to other states, still have much variation in graduation rates based on location and ethnicity. Counties along the coast tend to have the highest K12 graduation rates, while those along the CA – NV border tend to have the lowest. With regards to ethnicity, higher graduation rates can be seen among ethnicities with the largest populations, such as for Hispanics or Latinos in Southern California and for Whites in Northern and Northeastern California. Access to Higher Education : The current access to higher education in the South Bay of LA is primarily represented by the CSU Dominguez Hills and CSU Long Beach.

However, only 13.4% and 4% of the total population from the two campuses represent black populations, respectively. Moreover, the academic sector of CSUDH does not provide enough well-versed programs in STEM majors, and the location of CSULB is situated in an area where white population is more prevalent. These factors have unfortunately created a dilemma where black students may find it difficult to belong or have a chance to excel in technical fields that are highly demanding. Poverty: Poverty is a big issue amongst many communities. According to official statistics, 13.3% of Californians lacked basic resources. This becomes a barrier for opportunity in students that grow up under these circumstances. Therefore, areas with higher poverty rates should have easier access to education and other opportunities than other areas. Air Quality: Community health is dependent on-air quality, which is affected by vehicle exhaust, industrial emissions, and particulates like smoke, dust, or aerosols. When looking at California counties’ median AQI, northern counties tended to have better air quality. Insolation and Water Availability: Resource availability is a major factor in the desirability of a campus’ site. Geography can affect rainfall, temperature, availability of solar energy and wind. Climatic Desirability: Habitability of every state within the US was determined through a comprehensive and comparative analysis of insulation, availability to precipitation, and indoor and outdoor comfort. Los Angeles County has one of the highest habitability ratings of the state with mild climate for most of the year and decent rainfall from the Pacific Ocean, while maintaining optimal indoor and outdoor comfort.

CSU Campus

POVERTY RATE

CSU Campus

ALL STATISTICS SOURCED FROM THE 2019 CENSUS: https://www.census.gov

! " # $

! " # $ %

Trinity

Humboldt

Site Selection

Percent of 15-24 Year Olds Enrolled in Post Secondary Education by County

Population of College Students by State

DEMOGRAHICS: Racial Identity

! " # $

18%

93%

% Participation Rate of College Students by State

ENROLLMENT AND INVESTMENT - US

Percent of Total Population between the ages of 15-24 by County

Enrolled African American Students

Percent of Total Population between the ages of 15-24 by County % Pop 15-24

1015

0.0830

0.2360

200000 400000

647382

Current Enterprise Per ADA 3.5%

7,628

24,040

14%

Enrollment by Ethnicity American Indian/Alaska Native

Percent of Total Population between the ages of 15-24 by County

Asian Black Hawaiian/Pacic Islander Hispanic Two or More Races White

Population: Total and Age Breakdown

% Pop 15-24 8% 0.0830

24% 0.2360

Map based on Longitude (generated) and Latitude (generated). Color shows sum of % of POP age 15-24. Details are shown for County Name.

Group 2: Gorden Kung , Sarah Holt

ENROLLMENT AND INVESTMENT - California

Enrolled African American Students

Habitability Rating based on Tempature, Humidity, Insolation, Water and Wind

SUM rank

100,000

200,000

14.80

334,652

Del Norte

Modoc

Siskiyou

Current Enterprise Per ADA 9,500

Humboldt

Shasta

Trinity

Lassen Tehama

43,500

Mendocino Lake

Colusa

Sierra

Yuba Nevada Sutter

Placer El Dorado

African American

Alpine

Yolo

Sonoma Napa

American Indian or Alaska Native

Solano

Sacramento Calaveras

Marin

Asian

San Francisco

San Joaquin Stanislaus

Santa Clara

Hispanic or Latinx

Tuolumne

Mono

Mariposa

San Mateo

Filipinx

Merced

Madera

Fresno

Inyo

San Benito

Not Reported

Monterey Kings

Plumas Butte

Glenn

Enrollment by Ethnicity

Two or More Races

San Luis Obispo

Map based on Longitude (generated) and Latitude (generated). Color shows sum of % of POP age 15-24. Details are shown for County Name. White

Tulare

Kern

San Bernardino

Santa Barbara Ventura Los Angeles

Riverside

Orange

San Diego

Map based on Longitude (generated) and Latitude (generated). Color shows sum of SUM rank. The marks are labeled by County.

ACCESS TO PUBLIC HIGHER EDUCATION INSTITUTIONS WEEK 1 / ARCH 352 / STUDIO WHITE / PARKHI AGARWAL / TOMY STANKIEWICZ

CGR and 4-Year CA Colleges This is a map of California with all the CC and 4 year California colleges plotted. It’s based on GCR (College-Going rate) which is a percentage of how many highschoolers enroll in a college up to 12-18 months after finishing high school. Sources: Kurlaender, Michal. PACE, 2018, pp. 1–15, Where California High School Students Attend College. “2017-18 College-Going Rate for California High School Students by Postsecondary Institution Type.” Data Quest, California Department of Education, 2018, dq.cde.ca.gov/DataQuest/DQCensus/ CGRLevels.aspx?agglevel=state&cds=00&year=2017-18.

Average Commute Time to College (in minutes) by State This map shows the differnces between travel time to college (primarily 4 year institutions) in every state of the US. Sources: “United States - Average Commute Time by State - IndexMundi.” https://www.indexmundi.com/ facts/united-states/quick-facts/all-states/average-commute-time. Accessed 10 Jan. 2021.

US Census Data 2018: ACS 5 Year Estimates https://data.census.gov/cedsci/table?q=travel%20time&g=0100000US.04000.001&tid= ACSDT5Y2018.B08303&hidePreview=true

33.20

Evaluating the research from Contextual Issues narrowed down the possible proposed location to sites in San Joaquin, Contra Costa, Tulare, and Los Angeles counties. Primary factors in selecting the site focused on population breakdown of 15-24 year olds, racial identity of the current population, and climatic desirability. Los Angeles County was selected for its climate and for having the highest population of African Americans in the state. Two sites were proposed within the county: the old LA zoo at Griffith Park and re-purposing of the Terminal Island Federal Prison. Taking land from places associated with incarceration and re-purposing it for a university reallocates money and infrastructure for public education and community welfare.

Imperial

The studio chose Terminal Island due to the water-front location, relative security, and the associated views. Initial studies looked at site specific conditions, opportunities to re-use existing facilities, and resiliency. After

creating a preliminary master plan on the peninsula of Terminal Island, it was decided to move across the bay due to reconsideration of single inlet/outlet connection to the surrounding San Pedro community, predicted rising sea levels over the next 30+ years, and the associated disturbances of being adjacent to an industrial shipping container storage area. The final location on the existing 22nd Street Park provided improved access o a robust existing community in transition in San Pedro and other area future developments of the San Pedro Public Market, Alta sea Campus, the technology/innovation mixeduse zone located to the south of the selected site, and the expansion of metro lines to the end of 22nd St. The project will also transition Terminal Island Correctional Facility, return the land to the historic Japanese fishing village memorial, and transform the lower peninsula into a large public park with fields, an outdoor venue and other green space for the community.

CHAPTER 3:

understanding the site

History Los Angeles LA is a city of firsts, driven by the diversity which led the city’s founding and development. Los Angeles’s history is extensive, and its lasting scars from the Jim crow era are being fought today. Yet, this brief history may allow some insight into the city’s nature.

Contextual Understanding The Port of Los Angeles is the busiest port in the United States, the Port is inclusive of Wilmington, Terminal Island, and San Pedro. San Pedro specifically has just under 90,000 people and is a mix of residential, commercial, and community assets. It is not only surrounded by a story of African American strength and resilience, but also a site of prospective innovation. The Port is expecting to develop a center of biological study, a technological innovation center,

and a coastal public market while further integrating it’s current infrastructure into the that of the existing city of LA. The proposed campus site is the current home to the 22nd Street Park. With the phased development of Allensworth University, the park will be relocated to Terminal Island, which will include play fields, an outdoor concert venue, and a pedestrian and bike bridge connecting to the new location.

Forty-four original settlers (The Pobladors) founded LA, 26 of African descent, 16 of native American and Spanish blood, and two being Caucasian. From these beginnings, LA county has had many milestone moments. Biddy Mason became the first African American woman to own land and made the first African American church and community (The Brick Block), Frank Blackburn established the first black business, and the first African American police officers were hired. During the late 1800s, the black community continued to increase, and their population dispersed and expanded into several enclaves. As a result, during the early 1900s, there was the introduction of the first all-black school (51st street), where the first black teacher, Bessy Brewington Burke, was hired. The center of black culture within the city was then manifested in 1915, located on central avenue, which would soon house the LA Jazz scene. The center soon housed 40% of the population and continued to expand south during the early 1900s, where LA soon had the highest black urban population at the time. However, with the appearance of films such as birth of a nation and anti-black sentiments, the expansion of African American communities ceased. Zoning laws prohibiting black ownership took place in 1918, neighborhoods began to segregate, and institutions began to divide their property by use. The proliferation of Jazz and media remained, and the black community’s collaboration strengthened due to its increased necessity. Black citizens began to create resources to support one another. The California Eagle became their news source, The LA forum became a site of discourse, the Greenbook guided members to

certain establishments, and the first NAACP Branch accumulated 75 black businesses thus far. The most well-known establishment, at the time, was the development of the Hotel Somerville, which would soon be called the Dunbar Hotel, in honor of Paul Laurence Dunbar. The Dunbar soon became the RitzCarlton hotel of the black community where great African American poets, jazz artists, actors, and influencers would gather. Soon after, during the 1940s, LA housed the largest Black population in the West (63,744) which soon added tens of thousands with the 2nd great migration during the Second World War due to the desegregation of the workforce through law and not practice. The migration created a large cluster of habitats in both little Tokyo and bronze Ville, and the packed conditions created severe poverty for those living in the non-white enclaves. After several protests during the mid-20th century, LA Soon began to accommodate black residents by opening health facilities and developing better quality housing. In 1973, we would finally see Tom Bradley elected as mayor of Los Angeles, LA’s first African American Mayor and longest-serving mayor in the Cities history. Henceforth there was an expansion of the black population, which led to African Americans moving outside Los Angeles. Today, LA still stands as having the highest black populace in California, many of the landmarks and epicenters of their past being renamed and maintained. The enclaves that once existed still faintly stand, but the legislation which kept African Americans bound was expunged. LA now stands as a diversified metropolis that stands at the forefront of entertainment, tourism, technology, and manufacturing, among many other things. From the remnants of their jazz boom, the arts have remained emphasized. Though poor air quality, increased pricing, and development of the city stand as recurring issues, the area stands as a landmark of a black community that continues to thrive under a system that historically underserved them.

Community Connectivity

Ecosystem Understanding (biodiversity)

The community of San Pedro is rapidly growing and changing as the area urbanizes and shifts away from its traditional fishing village and shipping economy. In order to honor this, the proposed BCU has focused on the following elements when considering campus layout and organization in order to best serve the community.

The area of our original site was suspect to water level rise in the future. These conditions pushed our site inland away from the edges of the port. The climatic conditions are moderate with main sun from the South. The prevailing wind blows from the Southeast during the warmer months. Because our site is located near an edge condition, there are significant topography differences where the land meets the ocean.

Alta Sea: The Alta Sea campus is a new Marine Institute and dock space by Gensler architects located just south of the proposed BCU. The campus’ focus on marine life and safety ties in well with the BCU’s own Desalination and Marine Science buildings, which are situated next to the Alta Sea campus. Because Alta Sea draws in significant crowds from the local area, ease of access has been considered in the placement of our own university’s buildings.

Climatic Conditions: The area of San Pedro is a dry Mediterranean climate with not much precipitation but comfortable temperature and weather conditions. During the month of January, February, March, April, May and November you are most likely to experience good weather with pleasant average temperatures that fall between 20 degrees Celsius (68°F) and 25 degrees Celsius (77°F). However due to the exposure to the Pacific Ocean there is varying wind speeds and temperatures, as well as humidity through fog that comes in the mornings.

San Pedro Public Market: In addition to the Alta Sea campus, LA county plans to further develop their waterfront acreage with the San Pedro Public Market. Replacing the old seaside village promenade “Ports O’ Call”, the public market will breathe new life into the surrounding community with a food hall featuring local vendors, offices, an outdoor garden, and playground and recreation areas. The market will also feature water taxis and cruises to transport visitors from the waterfront development to San Pedro’s historical district. Residential Neighborhoods: There will be further residential development further East of the proposed campus site which allows for further accommodations for the upperclassmen of the college who intend on

living off campus. This new development will be located near fort Macarthur and coincides with the One San Pedro Plan San Pedro Square and Promenade: There is further development planned by the San Pedro Council, who intend on development a city center and promenade which will allow for a stellar view of the Los Angeles Coastline. This will allow for a city center along 6th street which students may commute to, allowing for another destination for those served on campus. Transportaion: As San Pedro’s waterfront develops, the demand for public transportation grows. In order to satisfy the needs of San Pedro residents, the city’s metro line has proposed a new metro extension that reaches into the harbor area while also aligning with the city’s green transition goals. With new metro lines proposed to enter further into the Harbor Subdivision Transit Corridor, San Pedro will be effectively connected to greater west LA county and LAX. In addition to the proposed metro lines, San Pedro also has the DASH bus line, which runs parallel to the north end of the proposed BCU campus. Because of this proximity, implementation of new university bus stops can be achieved with ease.

Resource Availability (Sun and Water): The location of Allensworth University is a prime location to receive large amounts of sunlight, due to its location on the west side of California and the entire nation, there is a lot of opportunity for the south and west sunlight to be used all the way until sunset without obstructions. In the country of Los Angeles 49% of the water supply comes from Purchased water (Metropolitan Water District), 38% L.A. Aqueduct (from Eastern Sierra Nevada), 11% from gorund water, and just 2% from recycled water. The city has been able to keep up with the high demand from its citizens with great infrastructure and planning, however there is obviously a large need to decrease some of the sources that require long distance pipe lines and earth degradation, which begs the

question, what can the next generation of designers do to help this issue. Topography: Due to the coastal site, nearly the whole campus has a slight slope towards the ocean, which allows for a great opportunity for all buildings to get good views towards the ocean, towards the rest of the campus, and get sunlight. The college of Environmental Engineering luckily has an extremely low slope at the north side and then gets slightly steep near the south end, but this allows for a lot of natural water run off paths, that can be graded just following the existing topography as well as allows for a common courtyard on that flat area but also stepping opportunities for gathering and collaborating on the steeper portions. Regional Connectivity (Multimodal Transportation): There is local bus service with the Metro ( Los Angeles County Metropolitan Transportation Authority ) and the LADOT (City of Los Angeles, Department of Transportation). The San Pedro Downtown Trolley is a free rubber-tired trolley that covers Downtown San Pedro and the San Pedro Waterfront. With direct access with the Metro Bus Line 246 that connects from the waterfront all the way through Harbor Gateway to Exposition Park in Los Angeles.

CHAPTER 4: campus master plan

Campus Master Plan

Summary of Function

Campus Description: Located in the City of San Pedro, in Los Angeles County, Allensworth University is the first Contemporary Black College and University to be funded, and only the second Black College in the State of California. The University will be primarily undergraduate with a focus on academic areas that are catalytic in addressing systemic racism in the United States. Allensworth University is a place that will empower the black community, become a model for systemic change, and aid in the development of prolific problem solvers. The University will ultimately become home to 10,000 students and 2,000 faculty and staff to support their academic journey and inevitable success.

The campus can be broken up into two main categories: instructional space and noninstructional and institutional support. Instructional space is further divided by specific college, with some space dedicated for interdisciplinary learning.18 acres are provided for instructional space, and the remaining 51 acres are used for the other campus-related functions. In total, there are 63 buildings on campus:

Campus Funding and Phasing: In the State of California, the allocation of resources from the Morrill Act of 1862 were used to establish the University of California (UC) in 1868, In 1915 Assemblyman F. C. Scott introduced Assembly Bill 299 to establish the Allensworth Polytechnic Institute. The purpose of the bill was to create a college that would educate African Americans in the fields of science, technology, engineering, and mathematics (STEM). The bill was never adopted, and the school was never established. The State of California recognizes that this inequitable approach to funding higher Why a BCU? In 2011 HBCUs conferred one-fourth of the bachelor’s degrees to African Americans in education. HBCUs also make up 21 of the top 50 institutions educating African Americans who go on to receive a doctorate in science or engineering. Despite only making up 3% of colleges and universities HBCUs produce 27% of African American students with bachelor’s degrees in STEM fields (13). In addition, 40% of African Americans in U.S. Congress graduated from an HBCU. As well as 50% of African American lawyers and 80% of African American judges (14). Campus Planning Best Practices: As design development goes underway, it’s important for each building of Allensworth University, as well as the campus as a whole, to move forward with specific practices and guiding principles that will create a more supportive, healthy and positive environment. These principles take into account factors from all aspects of student and faculty life, including social interactions and student on-campus

opportunities, outreach elements to establish strong relationships with the surrounding community, sustainability and eco-friendly design awareness, understanding of context and history of the site on all levels, the development and/or protection of a strong university identity that supports both the university community as well as each unique individual. Hence, it becomes important to think about how the plan drives connections not just between various campus facilities but also forms a relationship with the existing context as well. With these set of principles kept in mind, we hope to use them as guides for a more cohesive and impactful campus master plan foe Allensworth University. Campus Comparatives: The campus design development of Allensworth University is aided by the precedents of past and existing universities, and most especially by the campus masterplans of HBCU’s. Below are a series of Figure-Ground Nolli maps created by ASG Architects, which compare various campus design strategies through analyzing building masses, exterior spaces and paths of travel in order to better grasp the major campus elements that help create a positive layout of facilities in a campus masterplan. Within each map, metrics regarding student population, students housed on-campus, and total acreage were intended to be close in proximity, while planning typologies and unique methodologies were noted, Such Nolli maps are meant to reflect the 10,000-student sizing of Allensworth University. Some campuses that were particularly helpful in this medium were Howards University, Boston University, and Texas Christian University.

Land Use and 3D Model: Academic Neighborhoods The campus follows the Stanford model of campus planning by creating separated nodes for Academic neighborhoods, housing, student life, and the technology innovation hub. At the Northern-most main entrance to the campus, closest to the proposed transportation hub lies the College of Arts and Humanities closely followed by the Commons to the south. Both are located strategically to incorporate community outreach and draw them in from the transit hub. Along the Miner St, the main road that circulates vehicles through the campus and to the South of the commons and at a central location is the College of Healthcare professions. The College of Science and Mathematics is placed at the Southern intersection between Miner St and E 22nd St for its proximity to the Technology Innovation Hub and the Alta Sea Campus to encourage collaboration. On the Southeastern coastline edge of the campus, lies the plant and a desalination facility. Also

along the Northern-most edge of campus is the College of Education and Behavioral and Social Sciences closer to the residential area surrounding the campus. Across from the College of Science and Mathematics bordering the same intersection lies the College of Engineering and Computer Science to encourage its collaboration with the field of science and the Innovation Hub. To the West along 22nd St which borders the campus on the South is the College of Business and Economics, forming a node for student activism. At the Southwest border of the campus lies the student wellness and recreation centers as well as the community outreach center to draw the public in from the Western edge of campus. Two housing nodes are central to the campus, and throughout the campus lie high speed bike paths and pedestrian path networks. The main roads surrounding the campus remain intact.

Student Life as a Whole How might we goals: How Might We repair generational injustices through reparations and reinvestment f the current landscape to accentuate an innovative and collaborative future? How Might We create a campus that not only uplifts the voices housed within the academic buildings, but involves the external community through inspiration, collaboration, and joint resiliency? How Might we oppose the status quo depicting the current academic system and embody the successful sustainable and infrastructural practices which past HBCU’s and Universities have implemented for their student population?

School of Environmental Engineering and Exploration How might we goals:

Land Use: Academic Neighborhoods

How might we create an engineering building that opposes the privatized and introverted nature of the science and technologies and create a space that is collaborative, shared, and an instrument for learning? How might we optimize for orientation of the building to assure functional and optimized interiors, while allowing freedom and views for buildings inhabitants?

The campus can be broken up into two main categories: instructional space and non-instructional and institutional support. Instructional space is further divided by specific college, with some space dedicated

How might we acknowledge the past environmental history of LA county in order to manifest a rewritten present that will look towards a more liberated future for the black community?

Land Use: Circulation

Land Use: Student Life As design development goes underway, it’s important for each building of Allensworth University, as well as the campus as a whole, to move forward with specific practices and guiding principles that will create a more supportive, healthy and positive environment. These principles take into account factors from all aspects of student and faculty life, including social interactions and student on-campus opportunities, outreach elements to establish strong relationships with the surrounding community, sustainability and eco-friendly design awareness, understanding of context

and history of the site on all levels, the development and/or protection of a strong university identity that supports both the university community as well as each unique individual. Hence, it becomes important to think about how the plan drives connections not just between various campus facilities but also forms a relationship with the existing context as well. With these set of principles kept in mind, we hope to use them as guides for a more cohesive and impactful campus master plan foe Allensworth University.

Campus Comparisons (nolli maps) The campus design development of Allensworth University is aided by the precedents of past and existing universities, and most especially by the campus masterplans of HBCU’s. Below are a series of Figure-Ground Nolli maps created by ASG Architects, which compare various campus design strategies through analyzing building masses, exterior spaces and paths

of travel in order to better grasp the major campus elements that help create a positive layout of facilities in a campus masterplan. They are specifically Nolli maps of campus close to the 10,000-student sizing of Allensworth University. Some campuses that were particularly helpful in this medium were Howards University, Boston University, and Texas Christian University.

The campus master plan has creating separated nodes for Academic neighborhoods, housing, student life, and the technology innovation hub. At the Northern-most main entrance to the campus, closest to the proposed transportation hub lies the College of Arts and Humanities closely followed by the Commons to the south. Both are located strategically to incorporate community outreach and draw them in from the transit hub. Along the Miner St, the main road that circulates vehicles through the campus and to the South of the commons and at a central location is the College of Healthcare professions. The College of Science and Mathematics is placed at the Southern intersection between Miner St and E 22nd St for its proximity to the Technology Innovation Hub and the Alta Sea Campus to encourage collaboration. On the Southeastern coastline edge of the campus, lies the plant and a desalination facility. Also along the Northern-most edge of campus is

for interdisciplinary learning.18 acres are provided for instructional space, and the remaining 51 acres are used for the other campus-related functions. In total, there are 63 buildings on campus.

the College of Education and Behavioral and Social Sciences closer to the residential area surrounding the campus. Across from the College of Science and Mathematics bordering the same intersection lies the College of Engineering and Computer Science to encourage its collaboration with the field of science and the Innovation Hub. To the West along 22nd St which borders the campus on the South is the College of Business and Economics, forming a node for student activism. At the Southwest border of the campus lies the student wellness and recreation centers as well as the community outreach center to draw the public in from the Western edge of campus. Two housing nodes are central to the campus, and throughout the campus lie high speed bike paths and pedestrian path networks. The main roads surrounding the campus remain intact.

CHAPTER 5: the project

Project Purpose Primitively as a land of wetlands and salt flats, Los Angeles has proven to be a land of complex biodiversity and relations. The city has destroyed, uplifted, and contributed to the evolving discourse between race, culture, nature, and man. But as we view LA’s greater context today, we see the black community as a culture that has been underserved, yet finding achievement within their opposing context. Though times have bettered from the state of the past, the lasting scars and traces of oppression still stand. African Americans have been enclaved into lower appraised neighborhoods, increasing their exposure to the harmful effects of the declining climate that the result of the industry has brought upon us. Though we have people in power to fix these issues, the careers involved lack the empathy necessary to focus on the underserved. Therefore, the school of environmental engineering seeks to craft black professionals who seek to better the ecological and built context, while following the trends

set by Eastern BCUs. E3, the College of Environmental Engineering and Exploration seeks to provide the resources, technology, and expertise to allow diverse individuals to strive and reach their full potential. A direct opposition to science’s habit of privatization, this school seeks to encourage interaction between faculty and students, opening up the opportunity for mentors and civil discourse. Emphasis on collaboration as well as individual exploration resulted in an opportunity to create elegant private spaces while also fully developing the grand areas for connections between people. The steel and tensile facade is a modern iteration of the intricate and beautiful kente cloth from Ghana that acts as an expressive motif and solar bracelet, protecting from direct heat gain and glare. Between the artificial and the natural, our building stands; Forming the bypass between the dichotomy of nature and technology.

Project Program The use of E3 is a combination of predominantly research and exploration laboratory spaces, lecture and learning space, with collaboration spaces throughout the main spaces. Couple with moments for leisure, like outdoor patios, cafe, and the library with 24 hour access using a circulation core. Laboratory and classrooms line the sides of the main atrium to allow for access to communal spaces, separation of mechanical systems, and optimal views to the beautiful surrounding San Pedro community. Use of

bridgeways and floor accentuation creates spaces for connection and informative paths of travel for the user to navigate. The school for environmental engineering emphasizes a focus on fostering the relationship between nature and the user so the site ruptures through the main atrium on the first floor to bring native plants and succulents through the circulation space, to act as a buffer between nature and artificial space and create a lively atmosphere.

Malcolm Gladwell Inspired by the contributions of Malcolm Gladwell to education and inspiring the next generation, the College of Environmental Engineering is dedicated to pursuing his missions of educating, learning, and breaking the mold no matter the field. An Englishborn Canadian journalist, author, and public speaker. He has been a staff writer for the New Yorker since 1996. He has published six books the first five of which were on the New York Times Best Seller list. He is the host of the podcast revisionist history and co-founder of the podcast company Pushkin Industries. From listening to his podcasts and TED talks it is obvious that he enjoys taking stances and researching deeply on topics from all genres and times. In one he discussed the competition of spaghetti sauce industries, to changing the Bar exam, all the way to creating an argument that golf is extremely over glorified and addictive. He is able to

see issues from different perspectives and use that information to take compelling stances on issue that even if the listener may not agree, still finds intriguing. His successes and work thus far in his life has made him an extremely admirable role model and will continue to inspire young minds for generations to come. Malcolm Gladwell is a true inspiration and an example of the outcomes of working hard and staying true to your individual character. His work and constant desire of acquiring knowledge inspired the creation of the first floor that creates Socratic spaces for dialogue and discourse on the interior and exterior as well as inspired the design of the 24 hour library with a direct core for users to enjoy any time of day without compromising the security of the building. We hope to celebrate and admire his works and more importantly try to emulate his morals, hunger for learning, and communicative abilities.

Program: Qualitative and Intentionality Name: Beau Major: Civil Engineering Beau comes from Carson, Los Angeles. Since graduating high school, he sought to create better representation within engineering. Given what he knows about the field, Beau understands that it will be difficult to not feel othered. Therefore, he sought to study at a BCU, in the hope of finding like-minded individuals with his same ethnic background. Now, as a college sophomore and still an introvert, Beau finds his favorite places within nature and his work desk, both quiet and meditative. But from time to time, he loves seeing the busy city pathways, presenting a sensation that opposes his past suburban life. With his focus on civil design, he seeks to better the situation of his extended family who live within LA’s industrialized enclave. Overall, Beau is a dreamer yet also a maker. Those moments where he can share his thoughts on the future of both himself and the planet are closely followed by the meditative act of reading. Through both literature and social discourse, he hopes to translate his ideas into worth-while designed fabrications.

The Conference rooms require the necessity to have impromptu meetings and possible discussion involving written works. For ease of reading digital or written text, glare should be minimized.

The lecture hall will require diﬀused or intentionally angled side or backlighting in order to allow speakers to be focused, while allowing students to properly read presentations. This space should be well daylit to provide a more open sense.

Climatology Lab is envisioned as a space for GIS and direct environmental research, needing direct access to the exterior while also requiring less glare for the use of computer software lectures. Therefore, there could be a split in the rooms light qualities, the back being the lighter space that will allow the front of the room to receive the residual indirect light

Name: Rhea Major: Chemical Engineering Both strong and courageous, Rhea has been known for her athletic ability on her high school track team. From the support from both her coaches and team, she understands success is the embodiment of tough skin and a social backbone. After the many inspirational talks from her AP environmental science teacher, she intends to take her competitive spirit towards a degree in chemical engineering. Nevertheless, she fears the sensation of a team will dissipate, as the career of engineers typically seems to be privatized. Maybe there is a professor who is willing to aid her in her journey? Maybe there will be an opportunity for collaborative spirits to design together? Overall, she walks this academic path in the hope of a future where she can aid the ecological decline of the surrounding environment.

Learning Labs: Glare is less of a concern due to the more hands on nature of the tasks. Connections to class mates and allows the teacher to address smaller groups of students for focused learning.

The Library: create intimate spaces for individual and group learning. Allows for users to get best access to light and natural warmth while protecting books from the harsh direct sunlight.

Name: Clarence Major: Undeclared

The Oﬃce is a key point of communication between both students and faculty. Furniture should be oriented to prevent glare on task locations while providing a welcoming space for students to converse with their mentors. The Research Labs are spaces for focused collaboration and interaction between students and staﬀ. There needs to be an ease of access to all necessary tools so there is not interruption between groups. Views for experiential aspects of a user over extended periods of time however not vital to the work being done.

Clarence is unsure what to do. He finds himself stuck between the commitment that is needed to choose a major. Therefore, he has decided to enter the BCU undeclared, in hope of clarity from either his peers or a mentor along the way that will find potential within him. He is avid in physical fitness, yet loves to read philosophy and ponder its applications to both his life and community. He could be personified as that hipster you see within a coffee shop, or the farmers market regular and he believes these implications may have come from his veganism. A past problem he had within past academia is the lack of produce. He believes easy access to healthy and fresh foods is essential in any diet, especially his.

Program: Quantitative and Analytical 0112ÿ4567 89 ÿ

6 4 1 71 5 6 1 66ÿ4 !5 ÿ0112 5 751!ÿ4 4

!5!$ÿ4 6 0 6

ÿ4 6 ' 52 71 1$( ' 25 ÿ' *+5! 1 2 ÿ 25 ' 66 1126 4 7. ÿ/ 871 $ ÿ082 1 871 $

87 33 . 7(ÿ4 7 5!$ 5335 ÿ 5! 5335 6ÿ082 1 5335 6 4 7 5!$ '1!3 ! ÿ0112 45 ( ' 37 857 ! 8

75!$ 5.7 11 ÿ 2957

1 % & # #

76 8 ÿ 17 ÿ 8 " " # # %% # && ) & & , - ) ) ## % % 2 2 # & & 2) 2) # 2 6,6 % # #% #) #) & & & " " 2 2 96:9

Current System: Concerning Heating and cooling systems, we have decided to split the building in half for both a more eﬃcient distribution of both program and ductwork. The lab spaces, currently located to the West of the building, will utilize an air-based system in order to properly ventilate the hazardous materials they will be utilizing. As for the classrooms on the East, we will use a radiant heating and cooling system, coupled with a geothermal heat exchange pump, while relying on natural ventilation, while having a smaller air exchange unit in place for back up.

0112ÿ4567 89 ÿ

6 4 1 71 5 6 1 66ÿ4 !5 ÿ0112 5 751!ÿ4 4

!5!$ÿ4 6 0 6

ÿ4 6 ' 52 71 1$( ' 25 ÿ' *+5! 1 2 ÿ 25 ' 66 1126 4 7. ÿ/ 871 $ ÿ082 1 871 $

87 33 . 7(ÿ4 7 5!$ 5335 ÿ 5! 5335 6ÿ082 1 5335 6 4 7 5!$ '1!3 ! ÿ0112 45 ( ' 37 857 ! 8

75!$ 5.7 11 ÿ 2957

0123ÿ56789

811 ÿ 7 3 36 Collaboration

Collaboration

811 ÿ'

Laboratory and Research Laboratory and Research

532ÿ 02 2 56ÿ 532ÿ 22 ( )## )## ( -## -## ( ((!## ((!## 3 4 ( *## *## ( -## -## ! (## !## ( ";# ";# ( *## *## 3? ; ("# (#"# ( )!# )!# " ;## "## ( ((## ((## ((## ## ) ((## ))## 3? ; ("# (#"# ( )!# )!# " ;## "## ( "## "## ( *## *##

Classroom

Oﬃce/Faculty

3ÿ 5 26

ÿ 3ÿ9 6 42 ÿ 325ÿ .ÿ,5

ÿ //60ÿ 3ÿ32 3 ÿ % ÿ 325ÿ .ÿ'35 %1ÿ //60ÿ 3ÿ32 3 ÿ % 325ÿ .ÿ.5 ÿ3 4 ÿ 325ÿ .ÿ.32 1ÿ5 3ÿ6 532 ÿ6 .ÿ

27 ÿ 325ÿ .ÿ2915 ÿ5 3ÿ6 532 ÿ 5 5

ÿ%5/5% 0 ÿ 0 56ÿ /5%2ÿ. 3ÿ' 623ÿ3 4ÿ5 ÿ%1 662 ÿ=5 23ÿ/65 ÿ /5%2ÿ. 3ÿ% 6

ÿ =23 ÿ

!"## *"+###ÿ , (ÿ. 1) (*ÿ. 1) (2##ÿ. 1) (-#ÿ. 1) (!#ÿ. 1) ;"+"## )-#ÿ )###ÿ. 1) #ÿ. 1)

811 ÿ)

811 ÿ(

811 ÿ3

& 1 3

ÿ 7 ,3 -76 78ÿ 11

7 7 16ÿ 7

01 6 ' ' '

07 = > -36 37 62 3

3ÿ,7 6

7 8 9ÿA7 -3 62

' ' 3 ' '

016 3 36 3ÿ 11 087

1 723 37 6 62ÿ 7

3 37 -ÿ 7

4 ' 5 ' ( )

016 3 36 3ÿ 11 087

1 723 0-3 78ÿ0-3 E/ 6 37 6 62ÿ 7

3 37 -ÿ 7

4 ' 5 ' ' ( )

08 7 18129 7 9 3 37 -ÿ 7

37 6 62ÿ 7

3 3ÿ0788 01887 1 7 16ÿ 7 3 211 ÿ5 -37 3

1 % & # #

76 8 ÿ 17 ÿ 8 " " # # %% # && ) & & , - ) ) ## % % 2 2 # & & 2) 2) # 2 6,6 % # #% #) #) & & & " " 2 2 96:9

7 3ÿ 33 1 78ÿ 7 3ÿ 33 76 9ÿ 9 3 76 9ÿ 172ÿ 7 1 172 3ÿ 3 7 7 16 ÿ1 ÿ3 ÿ 3 ÿ 7 3ÿ 9ÿ1 76 9 % !"## "$ ' ' ()** ()** 63

ÿ '** () ' ' (.** (.** ,123 7 3/0717 2ÿ 1 723ÿ /' (** '( ' ) ''3** ''3** 63

ÿ '** ''3 % ;#<# ) ' ?** ?** 5

3 89ÿ 5/) '5 3* ) ' .** .** 5

3 89ÿ 5/) '5 ?* ' ' '** 3** 63

ÿ '5* 3 ' ' 54* 54* 63

ÿ '5* ( ' ' ?** ?** 63

ÿ '5* 3 % ;$# <# ' ' '5* '*5* 63

ÿ '5* 4 ' ' )3* )3* 63

ÿ '5* ' ' ' 4** (5** 63

ÿ '5* )( ' ' ''** ''** 1 723ÿ (** ( ' ' ''** ((** 63

ÿ '5* )) ' ' ''** ))** 63

ÿ '5* '3 % ;$# <# ' ' '5* '*5* 63

ÿ '5* 4 ' ' )3* )3* 63

ÿ '5* ' ' ' 4** (5** 63

ÿ '5* )( ' ' 5** 5** 1 723ÿ (** ' ' ' ?** ?** ,123 7 3/0717 2ÿ 1 723ÿ /' (** ) ' ' ''** ((** 63

ÿ '5* )) ' ' ''** ))** 63

ÿ '5* '3 ; FG## "$$ ' ' ) ''** ))** 63

ÿ '5* '3 ' ) ' 34** 34** 5

3 89 '5 ('( ' ' ) ''** ))** 63

ÿ '5* '3 ' ' ) ''** ))** 63

ÿ '5* '3 H ) ' 'B** 'B** 5

3 89ÿ/ÿ 32ÿ 5ÿ/ÿ( '33 H ) ' '5** '5** 5

3 89 '5 '** "!$"# ##$

76 9ÿ087

7 16+ÿ ÿ 82 62ÿ03 2- +ÿ456 9 3ÿ8/89ÿ ÿ7881:32 ÿ 1 3 +ÿ5 5881:32+ÿ 9 ÿ8@ÿ88/5@ÿ888/5@ÿ762ÿ89 5 37+ÿ'**@***ÿ 7 7 5881:32+ÿ 9 3ÿ8@ÿ 9 3ÿ88/5@ÿ 9 3ÿ89 9 3ÿ88/5 B56ÿCÿ?ÿ 1 3 ÿCÿ'')75**ÿ

7 83ÿ5*37( 7 83ÿ5*373 7 83ÿ5*?7)

D2 3

ÿ 1 62ÿ 7 +ÿ

&31 83 (7( 5.. 3 16ÿ'**5 76 ÿ8172ÿ 3 ÿ 1 9+ 3 62ÿD

5**/'*** ( 7 83ÿ'**?7(7) 1 78ÿ2 1

ÿ363 29ÿ 16 16ÿ B3 B3)@44) * 3 7 7 16

/ÿ'ÿ-1 ÿ 3 7 7 16ÿ 3 :336ÿ 11 ÿ5ÿ762ÿ

7 83ÿ5*B73

Asset Maps and Use Looking back to what the land used to be and what it is now shows a stark compromise between the natural world that was and the artificial world that is on the rise. In the maps we begin with the landscape of the past including estuaries, dirt, and grass lands, to the land that is presently there and

following with the proposed plan and the effects of adding a campus to this beautiful environment. The environment and campus hope to fuse together and protect both and create a strong relationship to the site and the inhabitants.

Form and Facade The form begins with a simple break in the building to caress the courtyard on the west side and provide maximized views. It is then split into two main programs that require different mechanical systems so in order to save material, energy, and cost we grouped those programs together. The shading and roof shape is then added to protect the main atrium but still allow light to penetrate. And lastly a specially designed facade is added to protect from the strong west and east sun.

Facade looks to combine the Ghanaian style of kente cloth weaving with a modern twist. Pretending to twist the threads within the weave to create a new parametric form and coupling this aesthetic desire with a functional desire to protect against sun by creating a solar bracelet that follows the sun path and protects the user from direct solar glare. The shape combines two sides that are fully connected on the edges and having two points pull to create the openings.

Site Plan & Site Section

SEC

TIO

SEC

TIO

Plans

2 A101

1 A107

A108

1 A108

4 UP

---

Kitchen

DN DN

8 BB CC DD EE

Basement

Floor 1

30' - 0"

10' - 0"

40' - 0"

10' - 0"

30' - 0"

A101

Office

Learning Lab

Office

4 A107

33' - 2 13/16"

A101

Office

Learning Lab

Classroom

A107

---

A107

---

Research Lab

UP DN UP

A108

Learning Lab

A108 DN

A108

Research Lab

3 A108

Classroom

---

Classroom Classroom Learning Lab

Conference

Storage

Office

BB CC DD EE

8 BB CC DD EE

25% the original scale Floor 2

Floor 3

2 A101

F 1

Learning Lab

A107 ---

1Lab Research A107

A108

---

A108

DN Learning Lab

1 A108

Learning Lab

---

Classroom

---

Classroom Research Lab

7 Library

DD EE

BB CC DD EE

8 BB CC FF

Floor 4

Floor 5

Structure garden and library will be better supported by steel, ensuring bay sizes remain as wide and thin as possible. Three cores are also dispersed to ensure proper egress, and to accommodate for an appropriate center of eccentricity. Braced frames will be utilized in order to have a much more expressive structural interior.

30' - 0"

10' - 0"

40' - 0"

10' - 0"

30' - 0"

1 1

33' - 2 13/16"

E3 is designed to utilize a steel structure. The system’s ability to support long spans and create large cantilevers coincided with our need for unobstructed and collaborative space. The use of steel decking with an embedded radiant system was also utilized in order to suppress the vibrations which appear on the laboratory half of the building. The heavy loads imposed by the elevated roof

3 3

4 UP

4 DN

UP DN

W= ((1.2 * 80 psf) + (1.6 * 100 psf)) 10 foot tributary width)=2.56 klf

Perimeter Columns

D=L/24= (12)(40)/(24)= 20

BB CC

DD EE

M= (1/2)(51.2)(20)= 512 kft W 21 x 62

TYP Lab Beam= 40’

DD EE

Typical A

51.2k

51.2 k

51.2k

51.2 k

2.56 klf * 20 ft.*2 = 102.4k

8 BB CC

Tributary Area = (30)(40) = 1200 sf.

102.4k 102.4k

M= (102.4k)(10)= 1024 kft W 27 x 102

W10 x 33

TYP Lab Girder = 30’

102.4 k

Column will be a W 10 x ... Must withstand a 204.8 kip load with a 15’ unbraced height

D=L/24= (12)(30)/(24)= 15

Library/Storage

102.4 k

67.2k

W= (1.2 * 80 psf) + (1.6 * 20 psf) 10 foot tributary Width = 1.28 k/ft.

4 -

M= (1/2)(25.6k)(20)= 256 kft W 21 x 44

D=L/24= (12)(40)/(24)= 20 134.4k

W10 x 39

25.6 k

Steel dead load = 80 psf Steel lab live load = 100 psf Bay size= 30 ft. x 40 ft.

W= ((1.2 * 80 psf) + (1.6 * 150 psf)) 10 foot tributary Width) = 3.36 klf

M= (1/2)(67.2k)(20)= 672 kft W 21 x 62

D=L/24= (12)(40)/(24)= 20 Girder length = 30’ Decking will span 10 feet so the beams will be spaced at 10 feet apart with a 6 inch total thickness of the slab with 3” decking.

Library Beam= 40’

67.2 k

Beam Length = 40’ This allows us to be between about 20” and 25” in depth. Which results in us having th option between W24s and W21s for beam sizing. So we are going to chose a W21. Girder Length = 30’ Which gives us a range of about 18” to 24” in depth. Which results in a choice between a W18, W21, and W24. Since girder should not be less than the beam we chose W21.

67.2 k

134.4 k

M= (134.4k)(10)= 1344 kft W 30 x 116

D=L/24= (12)(30)/(24)= 15

Library Girder = 30’

134.4 k

1.28klf * 20 ft.* 2 = 51.2 k

51.2 k

M= (51.2k)(10)= 512 kft W 21 x 62

D=L/24= (12)(30)/(24)= 15

Library Girder = 30’

51.2 k

Tomas Stankiewicz and Ryan Lew | ARCH 316 | Spring 2021 | Esola

67.2 * 6 = 403.2 * 3 floors = 1212 k

Steel dead load = 80 psf Steel lab live load = 100 psf Bay size= 30 ft. x 40 ft. D=L/24= (12)(30)/(24)= 15

M= (-1212)(10) + Fc (30) W 40 x 503 Load Transfer Girder = 30’

808 k

Girder length = 30’ Decking will span 10 feet so the beams will be spaced at 10 feet apart with a 6 inch total thickness of the slab with 3” decking.

404 k

Perimeter Columns 102.4k

Tributary Area = (30)(40) = 1200 sf. Typical

Typical 51.2k

51.2k

102.4k

102.4k Column will be a W 10 x ... Must withstand a 307.2 kip load with a 15’ unbraced height

Column will be a W 10 x ... Must withstand a 204.8 kip load with a 15’ unbraced height

W10 x 49

W10 x 33

Library/Storage Tomas Stankiewicz and Ryan Lew | ARCH 316 | Spring 2021 | Esola

67.2k

134.4k Column will be a W 10 x ... Must withstand a 268.8 kip load with a 15’ unbraced height W10 x 39 Tomas Stankiewicz and Ryan Lew | ARCH 316 | Spring 2021 | Esola

Tomas Stankiewicz and Ryan Lew | ARCH 316 | Spring 2021 | Esola

3.36 klf * 20 ft. * 2 = 134.4 k

Column will be a W 10 x ... Must withstand a 268.8 kip load with a 15’ unbraced height

Roof Beam= 40’

Tomas Stankiewicz and Ryan Lew | ARCH 316 | Spring 2021 | Esola

8 BB CC

AA DD EE

8 BB CC

DD EE

8 BB CC

DD EE FF

Axonometric

Circulation The basis of the design focuses on bringing the inhabitants from the ground level/ site into the building and up each level using obvious circulation paths and stairways helping guide. Motifs on the floor give visuals of texture and intricacy but also help show physical and symbolic connections between spaces which also create visual indicators to follow and pushes the user through the building. West and east connections allow for a direct route from one side to the other to emulate the building existing around the given site and giving a sense of the site rupturing through the center of atrium and out the other side. Terracing and

site design on the south side allows moments for connections and also place to eat and study and even hold events. The courtyard on the west side acts to connect the individual college buildings and inspire collaboration between the professions. Lastly the 24 hour library locate on the 4th floor on the south side creates a unique library experience that also does not compromise the security of the rest of the building. Specifically designed to house a main core, the library can be accessed from the main floor directly and allow students to enjoy the facility no matter the time of day.

Tensile Wall Section

Operable Screen Wall Section

Enclosure for Exploration E3 has a strong emphasis on the dichotomy between the natural and artificial world, allowing the site to penetrate through the first floor plan and acts as path guides for the inhabitants is a poetic reliance on one another for the most efficient use. The use of nature and natural looking materials such as wood and limestone allow for an extremely warm and lively atmosphere. Skylights at different levels and scales, allows light to penetrate through the center of the building and access the lower levels quite equitably and custom lighting fixtures line the darker hallways to emulate the soft glow of sunlight. Furniture and places of rest are present throughout in order to promote Socratic dialogue and connection between users while maintaining

safe circulation access. The main structure is steel with custom designed space frame trusses to allow for large spans of walkways without obstructing views or lower level ceilings. These bridge ways also allow for connection between differing class types and moments for rest to peer down and see the lively nature of the building. Focus on leading the inhabitant through the building, resulted in guided paths with moments of refuge throughout, but this allows for circulation to be constant and preventing feelings of being lost or stagnant. The interior of E3 hopes to promote the constant desire to learn, challenge oneself. and create connections between one another.

Gather and Share The roof top garden allows for moments of rest from the bustle and stress of learning, this is meant to be an area for connecting, networking, relaxing, and reflecting. Skylights are arranged directly at floor level to provide and interesting perspective from both the inhabitants on the interior as well as exterior to promote a visual connection between those inside and out. Furniture provides abundant spaces to sit and admire, as well as pathways to direct the user throughout the rooftop to access class spaces or just explore what the

Looking to the Past and Future The exterior of E3 emphasizes welcoming the inhabitant into the building with warm colors and expressed entrances that allow the individual easy access to the building from all directions. Entry-ways provide protection from the environment and create small moments of refuge. Site design was inspired by the desire to connect the building to the entirety of the campus as a whole, the public paths directly connect the three buildings that surrounds the courtyard. The intersection of these pathways is the main usable space, with seating, a small stage, and plenty of gathering space for the political activism college directly to the west of E3. Small direct lights point down towards the path to prevent glare, light walkways, and also provide a more safe environment for the

users of the campus which is becoming more and more necessary. The expressive tensile facade is a modern take on the Ghanaian technique of weaving the kente cloth. Maintaining the tensile properties that fabric has, there was an emphasis on combining this amazing technique with a modern desire for function and sustainability. The cloth forms provide a solar bracelet that blocks the predominant east, west, and south direct light and works to optimize the north indirect light to prevent glare and provide the inhabitants with an experience with minimal disturbances. Use of color looks back to African culture for ideas of wealth, knowledge, and nature which are sentiments that the building tries to evoke within the user.

building has to offer. Climatology labs are situated directly lining the garden to provide an opportunity for those students to have a space to study and directly experiment while having all the tools necessary close by. Situating them on the roof also allows for meteorological studies to be taken with ease. The rooftop aims to maximize the breathtaking and forgiving climate of the San Pedro coast and provides a beautiful space for exploration and study.

Within and Throughout E3 primarily stands to oppose the privatized nature of the STEM field, offering a higher probability of collaboration and mentorship through both the intended use of the building and the formal approach towards the forum. As Malcolm Gladwell emphasizes, success is a product of much more then dedication, it is also a result of chance and interdependency. With an increase in interaction and dedication of collaborative space, faculty and students may have more interactions and students will

be given an opportunity to interact together, rather then separate. Within an architectural model, the interaction and comfort involved within these spaces can be studied. The solar bracelet o the tensile structure revealed the inconsistencies and the required adjustments, while the tangible visualization provided by the model allows for an understanding of human scale. Within the forum comes the confluence of daylight, comfort, collaboration, concept, and structure.

CHAPTER 6: reflecting

Reflection Over the course of the double quarter I think I experienced a lot of ups and downs and that can be attributed to a number of reasons how ever specifically pertaining to studio I think my end product is something that I am very proud of and I know I could not have done that alone. So I do appreciate the work of my peers, teachers, and everyone else along the way. The knowledge of a new program such as revit was a daunting task but a skill that I am very happy to know now and work with for potentially the rest of my career. I would say there was limitations to my creativity because of fears of the abilities of the program but I think we began to tackle these issues more and more, the more knowledge we gained in the program and the more experience that we obtained.

Working with a partner proved to be similar, there was extreme positives and some negatives that tested me as an individual. I am extremely happy to have worked with a very hardworking partner that put in the hours and wanted to make something that we were proud of. However the downfalls would probably occur with any partnership, there was a disconnect on the amount of communication we both expected throughout the process, interests, and overall working styles which created times of disconnection and probably frustration on both ends. However the product we ended up with was quite beautiful and something I am proud to put my name on and I know I could not have done that without my partner.

Bibliography Selected Readings and resources every student collectively read: • Rural Studio and the Architecture of Decency, Dean and Hursley, Introduction (1-13) • Major Features of the California Master Plan for Higher Education (1-4) • State of the Art in Planning for College and University Campuses Site Planning and Beyond, Hajrasouliha (1-19) • Stevenson, Bryan. “We Need to Talk About an Injustice.” TED: Ideas Worth Spreading, MArch 2012, <https://www.ted.com/talks/bryan_stevenson_we_need_to_talk_about_ an_injustice?language=en>. • https://www.ted.com/talks/sir_ken_robinson_how_to_escape_education_s_death_ valley?referrer=playlist- tv_special_ted_talks_education • “The Nazis and the Acceleration of Caste” and “The Eight Pillars of Caste”, Wilkerson, Caste (78-88, 99-164) • “How Does Race Shape the Lives of White People? “ Diangelo, White Fragility, Why Its So Hard for White People to Talk about Racism (51-70) • Design Like You Give a Damn, Stohr, 100 Years of Humanitarian Design (1-12) • Design Like You Give a Damn About What Exactly, Linsell, World Congress of Architecture Proceedings (1-11) • Prison Policies: https://www.prisonpolicy.org/factsheets.html • Allensworth: https://www.youtube.com/watch?v=mAUTekk7bT4 • HBCU Timeline: https://hbcufirst.com/hbcu-history-timeline • Design as a Radical Act: https://register.gotowebinar.com/ recording/4957854468149080579 • Tell Them We Are Rising: The Story of Black Colleges and Universities: https://www.pbs. org/independentlens/videos/tell-them-we-are-rising/ • Big Magic, Gilbert, Entitlement and Authenticity (92-97) • The importance of shutting up: https://www.ted.com/talks/ernesto_sirolli_want_to_ help_someone_shut_up_and_listen • Using stories to change a system: https://ssir.org/articles/entry/using_story_to_ change_systems# • The Image of the City, Lynch, Chapter 4 (91-117) • The Walkable City, Speck, The Ten Steps of Walkability (65-72) • Happy City, Montgomery, The Mayor and the City as Happiness Project (1-43) • Connection through Disconnection, KQED • The Disconnection of Generation iGen: Have Smartphones Destroyed a Generation • https://www.chronicle.com/article/how-design-can-improve-retention-at-blackcolleges/?cid=gen_sign_in • Taking Back the Third Place: https://archive.curbed.com/2018/5/31/17414768/ starbucks-third-place-bathroom-public • Why human centered design matters: https://www.wired.com/insights/2013/12/ human-centered-design-matters/ • https://www.pewresearch.org/social-trends/2018/01/09/blacks-in-stem-jobs-areespecially-concerned-about-diversity-and-discrimination-in-the-workplace/ • https://www.thelog.com/local/san-pedro-town-square-and-promenade-project-ontrack-for-july-opening/

Apendices: blast to the past

Original Manifesto (Janruary 2021) Throughout history architecture has been a profession that faces new challenges at every turn as a building has had to withstand greater and greater criticism as time goes on. Beginning with enclosure itself, we as inhabitants slowly required that the structure around us be more and more accommodating and perfect, with insulation, heating, cooling and out of our control needed it to withstand earthquakes, fires, floods and even wanted to challenge the capabilities of the profession, design the most abstract, the most gravitydefying, the most unimaginable. However as time continues we are starting to require even more from the building. I believe that our creativity and imagination must now be used to conquer the issue of inequality and consumption in the world and especially in the US. We have an extremely large disparity in wealth and the equal access to necessities such as shelter is overlooked. I also believe that we no longer can be as consumptive as humans because the deterioration that has already been caused by man-kind is starting to become seemingly insurmountable. For the future of architecture I think this means we need to have greater emphasis on the efficient and elegant, paving the path in new

mechanical systems, natural heating and cooling techniques, air quality/ purification systems, and rethink the needs of an individual. But unlike the sentiments of much of the Rural Studio, I believe a portion of ones career should be dedicated to the rehabilitation of neighborhoods and providing housing for low income communities but to feed the architects desire to explore, I believe there is a place for those projects that allow one to dream and potentially need a larger budget. I think the market for both is not going away in the coming future and this flexibility in projects and change can provide insight from both perspectives and allows the architect to bring aspect of both to one another and maybe start to bridge the gap among social classes and in the field doing our part to help bridge the gaps in the world. I appreciate the sentiments that Mockabee wrote when speaking about the rural studio when he says “They remind us that we can be as awed by the simple as by the complex and that if we pay attention, this will offer us a glimpse into what is essential to the future of American architecture: its honesty.” Rather

than what my cranky, retired Architect land lord told my architecture roommates and I when speaking about our choice of major “I have never done a project and not gotten sued”. That is a brash summary of what he said but nonetheless, a pessimistic look on the profession that I try to avoid. I think as professionals we have the ability to make nearly any project aesthetically pleasing but what separates us from just artists is that we need to be detail oriented and exact, we have a responsibility to ensure the safety and functionality of any building and there is a lot more to the role of the architect than meets the eye. This has been one of my main reasons for pursuing this profession, the many hats the architect wears is amazing and what I aspire to achieve. It is a combination of being the artist, the engineer, the electrician, the plumber, the economist, the business person, the psychologist, the number of aspects that must be understood and cohesively brought together amazes me to think about. In the end I think we as architects need to have a sense of functionality and focus on the importance of the inhabitant. Although many great architects have their own philosophy of what design is and how to properly achieve a “great

design” there is a great range and variety of how to achieve that and now that we have an extremely wide breadth of precedents, we are able to see that all the great buildings were formed from many different roots. There is no standard formula that we can follow to create the perfect building because each has a different function and for a different user. The ability to adapt to these differences is something that mockabee addressed and showed that we can make affordable housing without having to compromise individuality and customization. As mentioned earlier, the many roles the architect plays allows for a push and pull of creativity in all these different areas in order to accommodate for the ideal building for a given circumstance. It can almost be compared to cooking without a recipe and all the roles of the architect are the ingredients, you can add and subtract in areas and come out with a great product in the end, and if you make it again for someone new it will be completely different but still be amazing. The architect must be comfortable working in multiple fields, being precise in all of them, and adapt to one’s surroundings, technology, and people.

Space Needs Classrooms Small Classrooms Medium Lecture Large Lecture Biology Labs Organic Chemistry Labs Large Lab (Wet and Dry Labs Plant Tower Space

Count

Seats

10 4 2 2 2 2

30 60 100 24 20 25

SFSpace per Needs Total SF Notes Count Seats SF per Classrooms 28170 750 Small Classrooms 7500 10 30 750 1500 Medium Lecture 6000 4 60 1500 2500 Large Lecture5000 2 100 2500 1260 Biology Labs 2520 Movable tables 2 and power 24 from floor 1260 1575 Organic Chemistry 3150 Labs Fume hoods2 and natural 20light 1575 2000 Large Lab (Wet 4000 and Dry Testing Labs labs2 25 2000 30000 Plant Tower Space 30000

Industrial practice 1 lab 0

Gathering Café Seating Kitchen Medium Conference Room

1 1 6

50 0 12

Gathering 2800 Café 1300 780Seating 780 1 50 520Kitchen 520 Access to produce 1 made0 250 Medium Conference 1500 Room 6 12

Workspaces Offices Equipment Storage

15 5

1 0

Workspaces 3500 100 Offices 1500 400 Equipment Storage 2000

Total ASF

For faculty 15 5

1 0

64470

CONNECTIONS PROGRAM

The program is directed towards connecting students with acedemics and eachother. There is a psychological connection between vegetation, the color green, and the mind. With proper placement of green spaces for study and experimentation, it can also be intertwined with the program in order to promote higher self-esteems, longer attention span, more happiness, and clearer thinking for all students.

Total SF 28170 7500 6000 5000 2520 3150 4000

30000

780 520 250

2800 1300 780 520 1500

100 400

3500 1500 2000 64470

Notes

Movable tables and power from floor Fume hoods and natural light Testing labs Industrial practice lab

Access to produce made

For faculty

screen inspired by enset plant The peeling technique resembles how to extract the foor from the enset plant, representing peeling away the layers to get to where all the importance and life is which in a building is the inhabitants. Going back to African origins and bringing the prominent agriculture to incroporate in tande, with more typical crops of California. (further information on origins on top left poster)

There is a certain serenity and calmness that flora brings one, there is a sense of light and hope that surges through one’s mind. Speaking from an experiential view the bright green hue of a leafy green in psychology leaves many with a refreshing and tranquil sensation that makes people feel at ease. The lack of barriers allows the natural organism to refresh the air and makes the individual want to close their eyes and take a deep breath. The implementation of plants within a space, has been studied to alleviate stress, promote optimism, and evoke compassion all through just the color, the biological impacts include, mood improvements, stress and anxiety relief, longer attention span, and increase self-esteem; which I think we can agree every college aged student needs all of these improvements on a daily basis. This building is not just another climate controlled space that the user takes for granted. It is meant as a space for students to learn, not just a space for teachers to teach. Students from all backgrounds engaged in what they’re doing no matter the task, hands frantically sketching in the studios, eyes glued to microscopes, arms covered with fresh mulch, deep conversation while getting a coffee. A lively ecosystem with no barriers.

As students, college is not just a curriculum, it is an entire experience and as the common analogy goes there are the ups and there are the downs. There needs to be a greater emphasis than ever to allow for the mental health of the individual to strive and that is when they are most apt to learn. “Having something pleasant to focus on like trees and greenery helps distract your mind from negative thinking, so your thoughts become less filled with worry.” says Dr. Strauss from Harvard university.

political activism center

business-innovations center

career rediness center

urban farming research

museum/ gallery of african american art culture

environmental engineering & emerging technology

the project

Model

Experience

Tomas Stankiewicz and Ryan Lew | Winter 2021 | Stacey White Winter Project Goals:

Design a school of Environmental Engineering and Tech innovations through the following - Acknowledging the detrimental effects white industrialism has had on the Los Angeles Landscape and use the building to provide a different relationship between tech and nature - Create an environment where professors and students can easily collaborate, instilling the possibility of future discourse and possible mentorship and opposing STEM’s lack of human interaction and empathy

- Provide a form of both natural and artificial ventilation to manifest a sustainable and open building, not enclosing the students or faculty - Allow for easy access to nature, forming an ebb and flow of both students and faculty from within and without the building

Primitively as a land of wetlands and salt flats, Los Angeles has proven to be a land of complex biodiversity and relations. The city has destroyed, uplifted, and contributed to the evolving discourse between race, culture, nature, and man, illustrated through historical events such as the Southern Pacific Railroad’s creation and the Jazz boom of the ’20s. But as we view LA’s greater context today, we see the black community as a culture that has been underserved, yet finding achievement within their opposing context. Though times have bettered from the state of the past, the lasting scars and traces of oppression still stand. African Americans have been enclaved into lower appraised neighborhoods, increasing their exposure to the harmful effects of the declining climate that the result of the industry has brought upon us. Though we have people in power to fix these issues, the careers involved

lack the empathy necessary to focus on the underserved. Therefore, the school of environmental engineering seeks to craft black professionals who seek to better the ecological and built context, while following the trends set by Eastern BCUs. The building, though centered around technology, will act to uplift and hold nature and difference, rather than destroy and oppress it. Opposing science’s habit of privatization, this school seeks to encourage interaction between faculty and students, opening up the opportunity for mentors and civil discourse. Between the artificial and the natural, our building stands; Forming the bypass between the dichotomy of nature and technology.

Sections

Racial Discrimination and Demographics: Though the US may be inching closer to a multiculturalism society, disparities between races and demographics have persisted. With segregation indices still hovering over 50, the manifestation of enclaves can still be seen throughout the states. African Americans have especially fallen victim to being enclaved and given lower valued land, exposing them to increased health risk and decreased resources. With the black community being systematically disadvantaged in the housing market, they are further undermined within school, having lower attainment and achievement rates within college. Within college programs specifically, we can see STEM programs depicting the greatest discrepancy, having African Americans represent only 5% of the yearly received degrees.

Regional Issues LA county is one of the worst in the state for air quality, largely attributed to the population and poor practices. We also see in the mapping of ethnicity’s in the region, there is still strong evidence to support that a type of segregation is still occurring where certain ethnic groups are being clumped together and largely divided. Politicians are continuing to fight for the equity of African Americans specifically pertaining to access and brutality as they continue to see injustices within their own city. Long Beach is also experiencing a serious issue with homelessness and gaining housing for shelter, about 22% of the homeless population is sheltered meaning that a large majority have no shelter throughout the year. This is also tied to race, African Americans make up about 37% of the homeless population however only make up about 14% of the entire population of the city displaying the systematic injustices that need to be addressed.

Benefits of a BCU: A CBCU will benefit both African American Students seeking a degree in STEM, but also the general body politic of black students. All 101 Currently established HBCUs are located in the southeast of the United States. Consequently, this creates a lack of accessibility for those of the black community in the west, especially in California, which is ranked to have the 5th highest black population in the United States (~3 million). HBCUs also serve to create higher retainment and achievement rates, which can be seen through their contribution to college degrees. Specifically in the field of STEM, 25% of all African American Graduates come from HBCUs, and expect to gain 56% higher income then if they went to a non HBCU institution. HBCU can attribute their high success to the fact that they cater specifically to the black population, allowing them to feel less bothered in their community while gaining an education that is based on their needs.

environmental analysis

Space Needs Laboratories Project Shop (and Fabrication) Research Labs Learning Labs Process Lab Climatology Equipment Storage

No. 1 4 8 1 2 4

Seats

20 24

ASF per Total ASF Notes 36000 12000 12000 Based on Bonderson Engineering Center 1500 6000 Computer Science and Programming 1100 8800 3000 3000 1100 2200 1000 4000

Formal Academic Small Classrooms Lecture Halls

10 2

30 180

750 2500

Staff Faculty Gathering Space Office Main Faculty Offices

1 1 22

33 2 1

500 250 125

3500 500 250 2750

67 12

5040 250

9040 5040 2500

1500 600 900

Gathering Library Collaboration/Touchdown Entrance Lobby Café Kitchen Seating Communicating Stair/Forum

1 10 1 1 1 1 1 Subtotal (ASF) Total (GSF)

12500 7500 5000

plans

61040 100000

A101 -

A A

---

F A

---

A101 ?

indicators

Previous Work

Office

Office Office

Office

DN Learning Lab

Office

Learning Lab

Office

Learning Lab

Climatology

Classroom

Research Lab

Climatology

Classroom

Climatology

UP DN

Process Lab

3163 SF

Mechanical

3913 SF

4 4

Learning Lab

Research Lab

---

Classroom

Research Lab

Classroom

---

Kitchen

--Classroom Office Main

Classroom

Learning Lab

6 DN

Classroom

UP UP DN

Storage Office

Office Storage

Office

Office Library

Office

Office Conference

AA AA

BB CC DD EE

AA FF

Level 1

BB CC DD EE

Basement

Office

Lecture

19291 SF

Collaboration

8 8

Level 2

BB CC DD EE

8 BB CC DD EE

Level 3

3/128” = 1’ - 0” Level 4

Schematic Design Review (Spring 2020)

ENVIRONMENTAL ENGINEERING & EMERGING TECHNOLOGIES Tomas Stankiewicz and Ryan Lew | Winter 2021 | Stacey White Winter

have bettered from the state of the past, the lasting scars and traces of oppression still stand. African Americans have been enclaved into lower appraised neighborhoods, increasing their exposure to the harmful effects of the declining climate that the result of the industry has brought upon us. Though we have people in power to fix these issues, the careers involved lack the empathy necessary to focus on the underserved. Therefore, the school of environmental engineering seeks to craft black professionals who seek to better the ecological

Project Goals:

and built context, while following the trends set by Eastern BCUs. The building, though centered around technology, will act to uplift and hold nature and difference, rather than destroy and oppress it. Opposing science’s habit of privatization, this school seeks to encourage interaction between faculty and students, opening up the opportunity for mentors and civil discourse. Between the artificial and the natural, our building stands; Forming the bypass between the dichotomy of nature and technology.

- Acknowledging the detrimental effects white industrialism has had on the Los Angeles Landscape and use the building to provide a different relationship between tech and nature - Create an environment where professors and students can easily collaborate, instilling the possibility of future discourse and possible mentorship and opposing STEM’s lack of human interaction and empathy

CONTEXTUAL ANALYSIS

Site Plan 1”=30’-0”

0’ 10’

DONOR INSPIRATION- MALCOLM TIMOTHY GLADWELL An English-born Canadian journalist, author, and public speaker. He has been a staff writer for the New Yorker since 1996. He has published six books the first five of which were on the New York Times Best Seller list. He is the host of the podcast revisionist history and co-founder of the podcast company Pushkin Industries.

MASTER PLAN

about high-class fashion, Gladwell opted to write a piece about a man who manufactured T-shirts, saying: “It was much more interesting to write a piece about someone who made a T-shirt for $8 than it was to write about a dress that costs $100,000. I mean, you or I could make a dress for $100,000, but to make a T-shirt for $8 – that’s much tougher.”

Space Needs Laboratories Process Lab Mechanical Room Fabrication Lab Learning Labs Research Labs Climatology Chemical Check-in

From listening to his podcasts and TED talks it is obvious that he enjoys taking stances and researching deeply on topics from all genres and times. In one he discussed the competition of spaghetti sauce industries, to changing the Bar exam, all the way to creating an argument that golf is extremely over glorified and addictive. He is able to see issues from different perspectives and use that information to take compelling When Gladwell started at The New Yorker in 1996 he wanted to “mine stances on issue that even if the listener may not agree, still finds current academic research for insights, theories, direction, or inspiration”. intriguing. His first assignment was to write a piece about fashion. Instead of writing “No one ever makes it out alone” - Malcolm Gladwell on the topic of those self-made “I don’t believe in character, I believe in the effect of immediate environment and situation of peoples behaviors” “The written word becomes better when it comes to resemble the spoken word” “Listen with your eyes, and feel with your ears”

60’

120’

Room List

His Mother was a Jamaican Psychotherapists and his Father was an English man from Kent, England. Born in Fareham, Hampshire, England and moved with his family to Canada at 6 years old. He was raised in Ontario Canada, where he studied at the University of Toronto and received a degree in history

Awards and achievements Time Magazine‘s list of the 100 Most Influential People In the Business World in 2005 American Sociology Association’s first award for “Excellence for reporting on Social Issues” in 2007 Worked for the American Spectator, the Washington post, and the New Yorker Quotes:

30’

Fun Facts: He loves running (mid-distance) He Ran a 4:05 mile at the age of 14 and ran a 3:55 mile in college He also ran a 4:54 mile at the age of 51

No.

Seats

ASF Per

22 14 7 2

3200 3900 11400 1100 1100 1100 600

Total ASF 36700 3200 3900 11400 8800 6600 2200 600

1 1 1 8 6 2 1

Formal Academic Classrooms Lecture Hall Storage (Small) Storage

10 1 1 1

23 144

700 1800 500 1100

10400 7000 1800 500 1100

Staff Faculty Gathering Office Main Offices (Small) Offices

1 1 4 14

4 3 3 3

600 570 100 150

3670 600  ABOUT YOUR BUILDING 570 400 Building Name Environmental Engineering 2100 Country United States

8 313

240 4700

8180 480 4700

600 900 1500

Gathering Conference Room Library Café Kitchen Seating Outdoor Ampitheater

2 1

City | State/Prov. Postal Code Degree Days

BASELINE 72 EUI 100 Zero Score

 *

TARGET 22 EUI 31 Zero Score

HDD 1489

CDD 594

100

 BUILDING USE DETAILS In order to provide you with an appropriate comparison for your building, we need to know how spaces in this building will be used. If your building has multiple uses, add them below. 

40,000

Commercial Add Another Use



Selected Use Type(s):

Adult Education

LOCATION

San Pedro, CA

90731

Adult Education

100,000 sq.ft (100.0%)



YOUR BUILDING

BASELINE

TARGET

70%

Zero Score

100

N/A

Site EUI (kBtu/ft²/yr)

N/A

Source EUI (kBtu/ft²/yr)

142

469

141

Total GHG Emissions (metric tons CO₂e/yr)

-20

EUI % Reduction from Baseline

N/A

N/A N/A

print 

metric

30' - 0"

A101

USES

RESULTS

Residential

imperial

DESIGN PROGRESSION

Existing Building

100,000 sf.

EAST ELEVATION

BUILDING SUMMARY

58950 Mech. + CIrculation

Target EUI is 22 based on a 70% reduction

California

90731 

New construction

1 1 1

San Pedro

 RESULTS

 *

10' - 0"

40' - 0"

10' - 0"

30' - 0"

A101

1 UP

Office

Fabrication Lab

40' - 0"

Learning Lab Office

Classroom

Research Lab

HUG A slight bend in the simple form promoted community by hugging the central courtyard.

3 UP DN

Process Lab

Mechanical

1/16”=1’-0” 0’

5’ 10’

20’

DN Learning Lab

40’ -

---

WEST ELEVATION 5

Classroom

Kitchen

SPLIT Split the building into two, to accommodate differing ventilation requirements and programs

Classroom Learning Lab

Conference

DD EE

0’

5’ 10’

20’

LIGHT Further examined the form, to allow light into the center of the building while creating inviting facades

40’

NORTH-SOUTH SECTION

BB CC

1/16”=1’-0”

DD EE

8 BB CC DD EE

BASEMENT

FLOOR 1

FLOOR 2

A101

PV Panels for onsite energy generation

BB CC

A101

Water Catchment system within the roof to colleact water for toilet flushing

LIBRARY

CLIMATOLOGY LABS

Setbacks and overhangs to compensate for the summer sun angles, windows will also be mixed transparencies in order to create a more comfortable interior

NORTH

SOUTH

WEST

RESEARCH LAB

Office Office

EAST CLASSROOM

Office

Learning Lab

Facade intended to filter light from Eastern and Western directions in order to create a more comfortable interior

COLLAB

COLLABORATION LAB

CLASSROOM

LAB

CLASSROOM

Radiant Flooring

Mechanical Distribution Operable windows for both air intake and exhaust

COLLAB

COLLABORATION

FORUM

(SWING SPACE)

Mechanical Distribution

FABRICATION WORKSHOP

Research Lab

Plumbing/Grey Water

CIRCULATION Developed glazing and egress pathways to allow for well lit pleasant spaces that overlook the surroundings

CAFE AND LOBBY

Floor slab is primarily a combination of radiant flooring with a ground source heat exchnage

Plumbing and greywater collection

Due to the use of volatile gases, operable windows were not used for the labs, primarily using air based systems for ventilation

Research Lab

Wind Path of Travel

---

Summer Solstice Sun Ray FORUM

(SWING SPACE)

OFFICE MAIN

Mechanical room will distribute water and air through the chases located adjacent to the egress towers

Winter Solstice Sun Ray Building uses are split between East (Academic) and West (Labs) in order to use the air based system more effeciently

MECHANICAL / PROCESSING LAB

Raft Foundation to make the building float on the soil conditions within the site

Air Intake is located on the Eastern side of the building, away from both the courtyard and primary path of travel

Learning Lab

EAST-WEST SECTION

Resarch Lab

---

Learning Lab Research Lab

SHADING Vertical louvers are places over the east and west facades to protect the users from harsh glare and heat

PV Panels for onsite energy generation

Water Catchment system within the roof to colleact water for toilet flushing

Classroom Classroom

LIBRARY Setbacks and overhangs to compensate for the summer sun angles, windows will also be mixed transparencies in order to create a more comfortable interior

SOUTH

WEST

EAST RESEARCH LAB

CLASSROOM

Library

Storage

Facade intended to filter light from Eastern and Western directions in order to create a more comfortable interior

COLLABORATION LAB

CLASSROOM

LAB

CLASSROOM

Radiant Flooring

Office

Mechanical Distribution COLLABORATION

Plumbing/Grey Water Due to the use of volatile gases, operable windows were not used for the labs, primarily using air based systems for ventilation

Wind Path of Travel

CAFE AND LOBBY FORUM

Summer Solstice Sun Ray

(SWING SPACE)

FORUM

(SWING SPACE)

Mechanical Distribution

MECHANICAL / PROCESSING LAB Air Intake is located on the Eastern side of the building, away from both the courtyard and primary path of travel

Building uses are split between East (Academic) and West (Labs) in order to use the air based system more effeciently

DD EE

OFFICE MAIN Winter Solstice Sun Ray

Plumbing and greywater collection

FINAL Our final design allows for covered entrances, beautiful facades, and dynamic yet inviting interiors

BB CC

FLOOR 3

BB CC DD EE

8 BB CC DD EE

FLOOR 4

FLOOR 5

10213430 Zero0Code

" ÿ ÿ

010213430

3424ÿ6789 9

! " ÿ G ÿ

G !

7 9$ ÿ9 H); 89%'ÿ $ÿ78ÿÿ:6$ 4Iÿ 6$ % ÿ&7'9 30ÿ($ $ 9ÿ) *9 8 +ÿ,7'-$8ÿ6$ % 6$ % ÿ&7'9 30Cÿ($ ÿ) ÿ 8 *ÿ3 9 4 8 ÿ ?+7ÿ,7 % 9 % $>

, $ + , $ . + . ) 9%ÿ/ 7 98 ) 9%ÿ/ 7 98 JKLMNOPM RSÿ

H); , +ÿ0ÿ/ 7 911 * /7 ÿ19% . ,7 2 7 , +ÿ.0ÿ/ 7 911 * QQ/7 ÿ19 % 9 . ,7 2 7 . TTÿU9 ÿ/> 1 8 7 ÿ, %9 1 8 .7 ÿ, %9 . VKWXMV 34420 34420 SYÿH); 59 99ÿ57+8ÿ6 755 09:3 . ,55 839 . 59 99ÿ57+8ÿ6 755 09:3 . ,55 839 . STÿU9 ÿ/> T 9 044

# ÿ !ÿ !

J\ON]OPXÿL\__KW`

;+ ÿ$ ÿ%?9$ ÿ % ÿ - @ ÿ<9 * %ÿ9 ÿ9+ 9$%ÿÿ< ÿ7=- -<ÿ 8-- 77> 99ÿ8>ÿ ' ÿ$ ÿ%?9$ ÿ % ÿ - @ ÿ<9 * %ÿ9 ÿ9+ 9$%ÿÿ< ÿ7=- -<ÿ 8-- 77> 99ÿ8>ÿ ' % ÿ A= ÿÿ7 = <ÿ ÿÿ 7=% 78% ÿ ?ÿ8 $= 9

%'ÿ2 ;+< % ÿ A= ÿÿ7 = <ÿ ÿÿ 7=% 78% ÿ ?ÿ8 $= 9

%'ÿ2 <

ÿ ? 9 ÿ $ 8 9 % ÿ ; 2 ÿ + $ ÿ ? $

7 8 ÿ '$

9 ÿ $ 8 9 8 @

ÿ ? 9 ÿ $ 8 9 % ÿ ; 2 ÿ + $ ÿ ? $

7 8 ÿ '$

9 ÿ $ 8 9 8 @ ?9 < ÿ6 ?9 < ÿ6 B%%ÿB =9 )89

/9 9> 9%ÿ)89ÿC+-9D8EF

9 9ÿ1ÿ) *9 8 +

9 9ÿ1ÿ) DA *6 9$ 812 c+1+ E DA6 $12 c1+ E D'9 >ÿ 8ÿ,de91+ E

JKLMNOPM QRSÿH); QTTÿU9 ÿ/> 9 0[344

7 ' * 5 ÿ( 6 '+ ÿ , ! - ÿ- "

)

4I 044 023

:4I 34 34

3Z2

:44

049

VKWXMV SYÿH); STÿU9 ÿ/> 9

) )

[34

/ ÿ0

ÿ- ÿ# 1 $ 044444

)

B ' ÿ- ÿ 7 ÿ# P$

4I 044 023

PbDKA6 $12 c1+ E

3Z2

PbK D'9 >ÿ 8ÿ,de91+ E

:44

2 ÿ3 ' ÿÿ2 + ÿ%3 'ÿ

ÿ ÿ ÿ ÿ " 'ÿ

ÿ 4 ÿ " 3 ÿ

ÿ 5 + ÿ (ÿ ÿ' ÿ%3ÿ ' ÿ 6ÿ ÿ ' +

& `a\W 789ÿ;8< J\ON]OPX @=?=>? >8A9 :4I PbK B ' ÿ- 0*C*4 C ) 1 ) ÿ7 34 PbK D ÿ9 ! ) 34 PbK E ÿ#F$ 04 ) 82 PbK - ÿ9 0 G ÿ ÿ. ÿH 4 ) 049 PbK 9 ÿ#2 $ 04 ) - ÿf - '

) #2 $ 0I4 5 J ÿ#F$ K* ) B

This zero tool website used the location specificationsThis in order zero tool to website used the location specifications in order to - ÿ in ÿ%3ÿ! ' display the target EUI for 2030 for a 80% Percent Reduction display the in target EUI for 2030 for a 80% Percent Reduction energy use. This displays the goals for 2030 and what energy we should use. This displays the goals for 2030 and what we should aim for if we were to build in this region. aim for if we were to build in this region.

11 1 1

4O 1 P DO 1 ffgh fifjkgl ffgh fifjkgl

. / ! ÿ %3 %

ÿ. K 0 K4K * H ' ! ÿ% + 2, * 26,,, * H B &

H ÿ7 ÿ#4r$ B ' ÿ- ÿ 7 ÿ# P$

33K 0*6C*4

N 2 ÿ3 ' ÿ 4 ÿ " ÿÿ2 + ÿ%3 !

'ÿ

ÿ ÿ ÿ ÿ " 'ÿ

D 3 ÿ

ÿ 5 + (ÿ ÿ' ÿ%3ÿ ' ÿ 6ÿ ÿ ' 4 ÿ +

, & Q]Xÿ 789ÿ;8< tR W R @=?=>? >8A9 s 7

C' 4 B ) ÿ 7 ÿ - 0*C*4 C ) 10 5 ÿE D ÿ9 ! % ÿE) 24 ! J ÿs ÿr E ÿ#F$ 04 . ) - ÿ9 0 G ÿ ÿ. ÿH 4 ) 34 9 ÿ#2 $ 04 )WÿQ]Wa^c nW]WoVp\ . ÿ - . ÿ ) #2 0' 4 $ 0I4 5 J ÿ#F$ K* ) B - 4 ÿ B

ÿ" ÿ%3ÿ ! '& + H B

QRSTUVSWXÿZ[T\XT]^ _`[abWÿQ]Wa^c d`]R[UeST̀] m`SV\ÿnW]WoVp\W Q]Wa^cÿnWq[TaWX

0*6C*4

PbK PbK PbDKA6 $12 c1+ E

7 ' * ) 5 ÿ( 6 '+ ÿ , 4O 1 P DO 1 ) ! S TUV SWXÿZ[T\XT]^ QR _`[a WÿQ]W ffgh fifjkgl - ÿb[UeS -

T̀] a^c d`]R ) m" `SV \ÿnW]WoVp\W ffgh fifjkgl Q]Wa^cÿnWq[TaWX . ! ÿ 9 ÿ %3

# $ K 0 K4K * ! / ÿ" %

. H ' ÿ. ! ÿ% + 2, * 26,,, * H B & H ÿ #4ÿ#r$ 3K ) / ÿ7 0 ÿ - 1 $ 0444434

! ÿ" ÿ9 # $

`a\W J\ON]OPX

- ÿf

N % &

J\ON]OPXÿL\__KW`

# ÿ !ÿ !

B%%ÿB =9 )89

C7 9 ÿH);ÿ 8ÿ34ÿ?789%ÿ ÿ7ÿ:4Iÿ 9%$>

7 % &

4O 1 P

010213430

Zero Tool

567ÿ9

4O 1 P

Zero Tool

567ÿ9

O ÿB ÿ5' ÿ ÿB ÿ" ÿ ÿ+

ÿb`XWÿb`Ue\TV]Sÿea`S`SceWÿp[T\XT]^Rÿ' + ÿ6.HB!7.ÿ ÿ ÿ5' ÿ- ÿ-

D ! ,4

Q]XÿtRWR s 7

0 5 ÿE % ÿE ! J ÿs ÿr .

C4 24 34

nW]WoVp\WÿQ]Wa^c . ÿ . ÿ

04 4

B ÿ" H & + B

O ÿB ÿ5' ÿ ÿB ÿ" ÿ ÿ+

ÿb`XWÿb`Ue\TV]Sÿea`S`SceWÿp[T\XT]^Rÿ' + ÿ6.HB!7.ÿ ÿ ÿ5' ÿ- ÿ-

11 Gave 1 us insight on where most 1of the energy is beingGave 013whichon where most of the energy is being used and 013which used and us insight mechanical systems we should focus on when designing mechanical the building, systems we should focus on when designing the building, especially the glazing and the insulation. especially the glazing and the insulation.

9 1 9 1

012

Climate Consultant

2030 Solutions

A psychrometric chart with the most successful strategies highlighted which mainly including solar heat gains. Also looking at the wind and temperature we see that the prevailing winds come from the south-west but not extreme. And the temperature is fairly mild to below the zone of comfort.

Ryan Lew | ARCH 307 | Winter 2021 | Stacey White

2030 Solutions

After examining the most effective strategies, we looked into precedents and more specific information. Here are some of the strategies this climate zone would benefit from and some images that I particularly was attracted to.

Ryan Lew | ARCH 307 | Winter 2021 | Stacey White

EUI: 95 kWh/m2/yr Total S.F.: 100000 # of Stories: 5

RYAN LEW STACEY WHITE

F.F. Height: 12 BASELINE BLOCK Whole Building WWR: 0.395 North WWR: 0.291 East WWR: 0 South WWR: 0.75 West WWR: 0.291 S/V Ratio: 0.03

EUI: 92 kWh/m2/yr Total S.F.: 100000 # of Stories: 5 F.F. Height: 15 Whole Building WWR: 0.233 North WWR: 0.233 East WWR: 0.233 South WWR: 0.233 West WWR: 0.233 S/V Ratio: 0.029 EUI: 94 kWh/m2/yr Total S.F.: 100000 # of Stories: 5 F.F. Height: 15 Whole Building WWR: 0.316 North WWR: 0.233 East WWR: 0 South WWR: 0.6 West WWR: 0.233 S/V Ratio: 0.029

EUI: 98 kWh/m2/yr Total S.F.: 100000 # of Stories: 5 F.F. Height: 15 Whole Building WWR: 0.799 North WWR: 0.8 East WWR: 0.8 South WWR: 0.8 West WWR: 0.8 S/V Ratio: 0.029 EUI: 93 kWh/m2/yr Total S.F.: 100000 # of Stories: 5 F.F. Height: 18 Whole Building WWR: 0.263 North WWR: 0.194 East WWR: 0 South WWR: 0.5 West WWR: 0.194 S/V Ratio: 0.03

EUI: 94 kWh/m2/yr Total S.F.: 100000 # of Stories: 5 F.F. Height: 15 Whole Building WWR: 0.533 North WWR: 0.8 East WWR: 0 South WWR: 0.8 West WWR: 0 S/V Ratio: 0.029

EUI: 94 kWh/m2/yr Total S.F.: # of Stories: 5 F.F. Height: 15 Whole Building WWR: North WWR: 0.233 East WWR: 0 South WWR: 0.6 West WWR: 0.233 S/V Ratio:

COURTYARD STUDY SKYLIGHT STUDY

EUI: 95 kWh/m2/yr Total S.F.: 100000 # of Stories: 5 F.F. Height: 12 Whole Building WWR: 0.395 North WWR: 0.291 East WWR: 0 South WWR: 0.75 West WWR: 0.291 S/V Ratio: 0.03

okay surprisingly showing that this area is very habitable. EUI: 98 kWh/m2/yr Total S.F.: 100000 # of Stories: 5 F.F. Height: 15 Whole Building WWR: 0.799 North WWR: 0.8 East WWR: 0.8 South WWR: 0.8 West WWR: 0.8 S/V Ratio: 0.029

EUI: 92 kWh/m2/yr Total S.F.: 100000 # of Stories: 5 F.F. Height: 15 Whole Building WWR: 0.233 North WWR: 0.233 East WWR: 0.233 South WWR: 0.233 West WWR: 0.233 S/V Ratio: 0.029

98 kWh/m2/yr EUI:EUI: 91 kWh/m2/yr Total 100000 Total S.F.:S.F.: 107920 of Stories: # of#Stories: 5 5 Height: F.F. F.F. Height: 15 15 Whole Building WWR: 0.799 Whole Building WWR: 0.233 North WWR: 0.8 North WWR: 0.233 WWR: 0.8 EastEast WWR: 0.233 South WWR: 0.8 South WWR: 0.233 West WWR: 0.8 West WWR: 0.233 Ratio: 0.029 S/V S/V Ratio: 0.052

EUI: 91 kWh/m2/yr Total S.F.: 107920 # of Stories: 5 F.F. Height: 15 Whole Building WWR: 0.233 North WWR: 0.233 East WWR: 0.233 STACEY WHITE South WWR: 0.233 West WWR: 0.233 S/V Ratio: 0.052

RYAN LEW

LONG BEACH 100000 SQUARE FEET TARGET EUI: 125

IRRATIONAL SKYLIGHT C- SHAPE

EUI: 64 kWh/m2/yr Total S.F.: 99884 # of Stories: 5 F.F. Height: 1 5 WWR: 0.466 S/V Ratio: 0.028

EUI: 65 kWh/m2/yr Total S.F.: 99777 # of Stories: 5 F.F. Height: 15 WWR: 0.333 S/V Ratio: 0.026

STACEY WHITE EUI: 94 kWh/m2/yr Total S.F.: 100000 # of Stories: 5 F.F. Height: 15 Whole Building WWR: 0.316 North WWR: 0.233 East WWR: 0 South WWR: 0.6 WWR: 0.233 EUI:West 92 kWh/m2/yr S/V Ratio: 0.029 Total S.F.: 100000 # of Stories: 5 EUI:Height: 94 kWh/m2/yr F.F. 15basic attributes of the Keeping the Total S.F.: 100000 Whole Building WWR: 0.233 # ofNorth Stories: 5 doing building and WWR: 0.233 a minor analysis on F.F.East Height: 15 0.233 WWR: this allowed forWWR: an easy Whole Building 0.316 baseline to be South WWR: 0.233 North WWR: 0.233 West WWR: 0.233 set to allow for WWR: 0 further exploration. The S/VEast Ratio: 0.029 Southbuilding WWR: 0.6with some windows on original West WWR: 0.233 S/Vnorth, Ratio: 0.029 the east, and west side preformed

EUI: 92 kWh/m2/yr Total S.F.: 100000 # of Stories: 5 F.F. Height: 15 Whole Building WWR: 0.233 North WWR: 0.233 East WWR: 0.233 South WWR: 0.233 West WWR: 0.233 S/V Ratio: 0.029

EUI: 91 kWh/m2/yr Total S.F.: 107920 # of Stories: 5 F.F. Height: 15 Whole Building WWR: 0.233 North WWR: 0.233 East WWR: 0.233 South WWR: 0.233 West WWR: 0.233 S/V Ratio: 0.052

LARGE ATRIUM

GORDEN KUNG RYAN LEW TROY NGUYEN

LONG BEACH 100000 SQUARE FEET TARGET EUI: 125 EUI: 95 kWh/m2/yr Total S.F.: 100000 # of Stories: 5 F.F. Height: 12 Whole Building WWR: 0.395 North WWR: 0.291 East WWR: 0 South WWR: 0.75 West WWR: 0.291 S/V Ratio: 0.03

TEAM SUMMARY

I increased the window sizes on all sides of the building and found that it increased the EUI but not significantly, which I interpreted to be that this climate is pretty comfortable in the first place and doesn’t that much mechanical EUI: 67require kWh/m2/yr S.F.:the 99110 useTotal from get go which is quite # of Stories: 5 fortunate, but F.F. Height: 15 still can be optimized. Whole Building WWR: 0.306 North WWR: 0.233 East WWR: 0.233 South WWR: 0.233 West WWR: 0.233 S/V Ratio: 0.043

EUI: 93 kWh/m2/yr EUI:S.F.: 91 kWh/m2/yr Total 100000 Total S.F.: 107920 # of Stories: 5 # Height: of Stories: F.F. 18 5 F.F. Height: 15WWR: 0.263 Whole Building Whole Building WWR: 0.233 North WWR: 0.194 North WWR: East WWR: 0 0.233 East WWR: WWR: 0.5 0.233 South South WWR: 0.233 West WWR: 0.194 EUI: 98 kWh/m2/yr West WWR: 0.233 S/V Ratio: Total S.F.: 0.03 100000 S/V Ratio: 0.052 # of Stories: 5 EUI: kWh/m2/yr F.F. 93 Height: 15 Using the basic block to get to the right Total S.F.: 100000WWR: Whole Building 0.799 # ofNorth Stories: 5 I 0.8 square feet, added a courtyard to the WWR: F.F. Height: 18 0.8 East WWR: middle that required me to make the Whole Building WWR: South WWR: 0.8 0.263 North WWR: 0.194 Westfootprint WWR: 0.8of the building to get entire East WWR: 0 S/V Ratio: 0.029 Southbut WWR: 0.5 larger allowed light to enter the West WWR: 0.194 S/V Ratio:of0.03 center the building which effectively

slightly decreased the EUI of the overall building. But was not a significant move.

EUI: EUI: 67 kWh/m2/yr 67 kWh/m2/yr TotalTotal S.F.: S.F.: 99599 99110 # of#Stories: 5 5 of Stories: F.F. Height: 15 15 F.F. Height: WWR: 0.333Building WWR: 0.306 Whole S/V Ratio: 0.034 North WWR: 0.233 East WWR: 0.233 South WWR: 0.233 EUI: 94 kWh/m2/yr Westto WWR: 0.233 Attempted create skylights at the Total S.F.: S/V100000 Ratio: 0.043 #intersections of Stories: 5 of the buildings which F.F. Height: 15 Whole Building WWR:to 0.533 allowed for light enter the building North WWR: 0.8 through this East WWR: 0 middle sort of atrium space South WWR: 0.8 that actually West WWR: 0 significantly reduced the S/V Ratio: 0.029 EUI of the building. Do to the fairly nice

temperatures of the area, it must have benefitted from this enclosed window area rather than on the exterior.

I moved the courtyard to the southern side of the building, so that the opening connected straight to the surroundings and this effectively decreased the EUI by a large degree that showed me that the building will really appreciate a lot of sun light and this informed my skylight studies.

FEET

EUI: 94 kWh/m2/yr Total S.F.: # of Stories: 5 F.F. Height: 15 Whole Building WWR: North WWR: 0.233 East WWR: 0 South WWR: 0.6 West WWR: 0.233 S/V Ratio:

SUMMARY

EUI: 94 kWh/m2/yr Total S.F.: 100000 # of Stories: 5 F.F. Height: 15 Whole Building WWR: 0.533 North WWR: 0.8 East WWR: 0 South WWR: 0.8 West WWR: 0 S/V Ratio: 0.029 EUI: 9467 kWh/m2/yr EUI: kWh/m2/yr Total S.F.: 100000 Total S.F.: 99110 # of Stories: 55 # of Stories: F.F.F.F. Height: 1515 Height: Whole Building WWR: 0.533 Whole Building WWR: 0.306 North WWR: 0.80.233 North WWR: East WWR: 0 0.233 East WWR: South WWR: 0.80.233 South WWR: West WWR: 0 0.233 West WWR: S/V Ratio: 0.029 S/V Ratio: 0.043

EUI: 65 kWh/m2/yr Total S.F.: 99014 LONG BEACH # of Stories: 5 F.F. Height: 15 100,000 SQUARE WWR: 0.333 S/V Ratio: 0.029 TARGET EUI: 125 Increased the size of the atrium to understand EUI impact.

EUI: 65 kWh/m2/yr Total S.F.: 99014 # of Stories: 5 F.F. Height: 15 WWR: 0.333 S/V Ratio: 0.029

EUI: 94 kWh/m2/yr Total S.F.: # of Stories: 5 F.F. Height: 15 Whole Building WWR: North WWR: 0.233 East WWR: 0 South WWR: 0.6 West WWR: 0.233 S/V Ratio:

EUI: 94 kWh/m2/yr Total S.F.: # of Stories: 5 I experimented further with the form F.F. Height: 15 Whole Building WWR: that I looked at above and played with North WWR: 0.233 WWR: 0 making the atrium space larger which East South WWR: 0.6 caused more openness in the middle West WWR: 0.233 S/V Ratio:

From the 3 team members we found a lot of success with the skylight schemes so we wanted to look at the different orientations a bit further and see how form and where the intersections occurred had a large impact on the total efficiency of the building in terms of energy consumption. There is a lot of evidence that for our location, that it greatly benefits from a lot of sunlight due to the fairly calm temperatures and conditions, that it does not require a lot of energy use for mechanical heating and cooling.

EUI: 65 kWh/m2/yr Total S.F.: 99014 # of Stories: 5 F.F. Height: 15 WWR: 0.333 S/V Ratio: 0.029 Increased the size of the atrium to understand EUI impact.

With some of the initial studies, we were able to get some very low EUI’s but fear that with the large amounts of light access and glazing that the ASE might be a bit high and thus uncomfortable for any inhabitants. However based purely on the EUI calculations we have come up with these schemes that are quite efficient in that sense. We did recognize that the EUI in general for this region was relatively low and understand that this may be more difficult and more of a puzzle if we were put in a climate zone that was more harsh to the building. With the calmness of the climate we think we were able to get some very low EUI’s that we would be proud to implement in any building.

and a larger footprint overall and this access to more light actually benefitted the EUI even more and did better than if the walls of the exterior were all glazing, so the enclosed space acts differently.

EUI: 67 kWh/m2/yr

DAYLIGHT STUDY

Total S.F.: 99110 DAYLIGHT STUDY # of Stories: 5 F.F. Height: 15 Whole Building WWR: 0.306 North WWR: 0.233 East WWR: 0.233 South WWR: 0.233 West WWR: 0.233 S/V Ratio: 0.043

GORDEN KUNG RYAN LEW TROY NGUYEN STACEY WHITE

LONG BEACH 100,000 SQUARE FEET TARGET EUI: 125

SUMMARY

EUI: 65 kWh/m2/yr Total S.F.: 99014 # of Stories: 5 F.F. Height: 15 WWR: 0.333 S/V Ratio: 0.029

This building design is very effective for the EUI and does a good job at getting light into the building and as we can see in the sDA map that EUI: 65 kWh/m2/yr very little portions of the building do not receives sufficient light and Total S.F.: 99014 # ofgood. Stories: However 5 that is pretty on the ASE side we see that a lot of the F.F. Height: 15 WWR: 0.333 building actually receives too much direct light. And solutions for that S/V Ratio: 0.029 Increasedincluding the size of theshading atrium to understand impact. can be explored, devicesEUIand screening techniques but could maybe be designed to resist these things. Overall with the simplicity of this design I am pretty happy with the results and this greatly informs the power of the skylight in this region and how effective that middle atrium space can be for this type of climate which can be explored more deeply in order to produce a more complicated, beautiful and sustainable building.

SUMMARY EUI: 64 kWh/m2/yr Total S.F.: 99884 # of Stories: 5 F.F. Height: 1 5 WWR: 0.466 S/V Ratio: 0.028

THE BUILDING RECEIVES SUBSTANTIAL AMOUNT OF DAYLIGHT FOR OVERALL DAYLIGHT PERFORMANCE. HOWEVER, IT ALSO RESULTS IN AN UNSURPRISINGLY HIGH RATE OF GLARE AND OVERHEATING. FURTHER STRATEGIES MIGHT INVOLVE DEVELOPING BUILDING FACADE WITH HIGH PERFORMANCE GLAZING AND ADDITIONAL HORIZONTAL SHADING DEVICES TO REDUCE THE ASE EFFECT ON BUILDING PERFORMANCE AND OCCUPANCY COMFORTABILITY WHITE MAINTAINING DAYLIT STANDARD.

LARGE ATRIUM BY: RYAN LEW

LARGE ATRIUM BY: TROY NGUYEN

7-Layer CLT Panels

15'-0"

20" Glulam Beam

'-0

STEEL COLUMN GRID AND BAY

The structural layout plan is intended to be symmetrical, square, and economic. I attempt to reduce the number of columns/ bearing walls because the building requires large open spaces for educational programs, so with a 30-feet span between each grid, it allows enough rooms for typical classroom size and circulation halllway width. The design also aims to maximize the daylight exposure by raising the floor-to-floor height up to 15 feet. While this may result in an increase in EUI, further design strategies such as mechanical system and building materials can be applied to balance out the energy consumption.

MASS TIMBER COLUMN GRID AND BAY

7-Layer CLT Panels

I think this is a medium to large bay size that allows for a more rational grid that follows the form of the building and frames the atrium space well to have structure in the most important areas. I made the spans this length in order to limit the beam depth and prevent having to make low ceilings. The beauty of the timber design allows it to be exposed and provide extra space around the columns and in the ceilings. GLUE-LAMINATED WOOD BEAMS

20" Glulam Beam

Normal spacings for glue-laminated beams range from 4 ft (1.2 m) for small beams supporting decking to 24 ft (7.3 m) for larger beams supporting joists or purlins. �

� Typical widths for glue-laminated beams are one-fourth to oneseventh of the depth, rounded to the nearest standard width, as shown on the facing page.

The chart at left is for crosslaminated timber floor and roof panels. For floors, use panels with five or more layers, reading from the portion of the chart labeled Floor and roof panels. For roof pan25the els, read from anywhere within '-0 indicated areas. For heavy loads," read toward the left, and for light loads, read toward the right. Shaded bands indicate ranges of the most commonly available depths and the number of laminations used in the panel build-up within each range. Consult manufacturers for actual sizes and configurations available.

SIZING THE STRUCTURAL SYSTEM

This chart is for glue-laminated beams.

73 � For girders, read depths from the extreme left-hand edge of the indicated area. A girder should be at least 1½ in. (38 mm) deeper than the beams it supports.

Gorden Kung

GORDEN KUNG RYAN LEW TROY NGUYEN STACEY WHITE

Up to 3 stories

4 or more stories

3-layer

3-layer or 5-layer

Loadbearing panels in nonresidential buildings

3-layer or 5-layer

5-layer or 7-layer

Shear walls in areas subject to high seismic loads

3-layer or 5-layer

5-layer or 7-layer

Panels with up to a 1-hour fire-resistance rating

3-layer

Panels with a 90-minute or greater fire-resistance rating

5-layer

SKYLIGHT TYPOLOGY LARGE ATRIUM BY: GORDEN KUNG

CLT WALL PANELS AND BUILDING HEIGHT

SYSTEM TYPE

VENTILATION

CROSS-LAMINATED TIMBER IN TALL WOOD STRUCTURES

SIZING THE STRUCTURAL SYSTEM

15'-0"

CROSS-LAMINATED TIMBER

'-0

Use the table at left to determine preliminary minimum thicknesses for cross-laminated timber wall panels. Use the thickest panel indicated by any of the criteria relating to building height, shear wall requirements, and fire-resistance that apply to your building. Where more than one thickness is indicated for a single criterion, choose the lesser thickness for shorter panels or where panels support lighter loads, fewer floors, or smaller tributary areas. Choose the greater thickness for taller panels or when the panels support heavy loads, a greater number of floors, or larger tributary areas.

BEMS

Cross-laminated wood timber can be one of the components in tall wood structures exceeding building code prescriptive height and area limits. For more information about such structures, see pages 57 and 388.

LONG BEACH 100,000 SQUARE FEET TARGET EUI: 125

Allen, Edward, and Joseph Iano. The Architect's Studio Companion : Rules of Thumb for Preliminary Design, John Wiley & Sons, Incorporated, 2017. ProQuest Ebook Central, http://ebookcentral.proquest.com/lib/calpoly/detail.action?docID=4790663. Allen, Edward, and Joseph Iano. The Architect's Studio Companion : Rules of Thumb for Preliminary Design, John Wiley & Sons, Incorporated, 2017. ProQuest Ebook Central, Created from calpoly on 2021-01-27 11:48:14. http://ebookcentral.proquest.com/lib/calpoly/detail.action?docID=4790663. Created from calpoly on 2021-01-27 11:49:12.

CONCRETE COLUMN GRID AND BAY SPACING

I designed this structural framing plan with considerations for the number of collumns in the space and how deep the girders would have to be. I found that there is a fine balance when it comes to concrete structural framing because although beams and girders have the capacity for long spans up to 70’, this results in a way thicker depth and likely a higher cost. Therefore, when designing the collumn grid and bay spacing, I made my decisions based on the dimensions of the space and which collumn and bay spacing would work best with the space.

EUI: 64 kWh/m2/yr Total S.F.: 99884 # of Stories: 5 F.F. Height: 1 5 WWR: 0.466 S/V Ratio: 0.028

SUMMARY

Changing the system type decreased the EUI, allowing for radiant systems which are more comfortable as well. The ground source heat pump I think uses the head from the ground for the building which I do not know if is possible on this site but still shows the effectiveness of the method.

SUMMARY

The use of a combined system for ventilation made it a lot more efficient and reduced the need for fans greatly. This also bring in natural air from the surroundings which can be good to make it not feel tight as well as bring in a nice sea breeze for the given site.

SUMMARY

Implementing and Advanced Building energy management system allowed for the EUI to decrease as well which seemed to reduce cooling loads however I do not see much change in the other load types, so I assume it just uses these resources more efficiently and less waste.

Dec 21 9:00 am

Mar/Sep 21 9:00 am

Dec 21 9:00 am

Jun 21 9:00 am

Mar/Sep 21 9:00 am

Jun 21 Dec 21 9:00 am9:00 am

Mar/Sep 21 9:00 am

Dec 21 9:00 am

Jun 21 9:00 am

Mar/Sep 21 9:00 am

Jun 21 9:00 am

Dec 21 12:00 pm

Mar/Sep 21 12:00 pm

Dec 21 12:00 pm

Jun 21 12:00 pm

Mar/Sep 21 12:00 pm

Dec 21 12:00 Jun 21pm 12:00 pm

Mar/Sep 21 12:00 pm

Dec 21 12:00 pm

Jun 21 12:00 pm

Mar/Sep 21 12:00 pm

Jun 21 12:00 pm

Dec 21 3:00 pm

Mar/Sep 21 3:00 pm

Dec 21 3:00 pm

Jun 21 3:00 pm

Mar/Sep 21 3:00 pm

Dec 21 3:00 Jun 21pm 3:00 pm

Mar/Sep 21 3:00 pm

Dec 21 3:00 pm

Jun 21 3:00 pm

Mar/Sep 21 3:00 pm

Jun 21 3:00 pm

pensive - small split in two opaque sheets

curious - a lava lamp in water/juice with rose tops floating, and reflective curious floor - a lava lamp in water/juice with rose tops floating, and reflective floor

Dec 21 9:00 am

Mar/Sep 21 9:00 am

Dec 21 9:00 am

Jun 21 9:00 am

Mar/Sep 21 9:00 am

Jun 21 9:00 am

reflection

Dec 21 12:00 pm

Mar/Sep 21 12:00 pm

Dec 21 12:00 pm

Jun 21 12:00 pm

Mar/Sep 21 12:00 pm

Dec 21 3:00 pm

Mar/Sep 21 3:00 pm

Dec 21 3:00 pm

Jun 21 3:00 pm

Mar/Sep 21 3:00 pm

isolated (but okay with it) - reflective back with container of cut watermelon isolated as (butroof okay with it) - reflective back with container of cut watermelon as roof

reflection

To be frank, I had a lot more fun with this study than I originally Totended. be frank, I had I had mya entire lot more dining fun with tablethis study than I originally tended. I had my entire dining table covered with materials and thinking way outside the box and covered had a great withtime materials so I thank and the thinking professors way outside the box and had a great time so I thank the professors forpmtasking us with this because I do think I learned a lot as well. for Atasking lot of making us with this the because intangible, I do tangible think I learned a lot as well. A lot of making the intangible, tangible Jun 21 12:00 was trying things that I stereotypically would attribute to a mood wasand trying experimenting things that I stereotypically on seeing if at would attribute to a mood and experimenting on seeing if at the model scale, my predispositions still held, and for the mostthe part model they did scale, butmy I think predispositions what helpedstill theheld, and for the most part they did but I think what helped the most was messing around and getting ideas from others, evenmost somewas notmessing in the class around because and getting we all ideas from others, even some not in the class because we all experience moods in spaces and the ideas of many made much experience more creative moodssolutions in spaces and and something the ideas of many made much more creative solutions and something that I want to do more. I think color was also a large portion of that myI want design, to Ido often more. do Inot think imagine color was spaces also a large portion of my design, I often do not imagine spaces with much color because it is distracting, but it shows in the picture with much that it color definitely because helpsit create is distracting, a moodbut it shows in the picture that it definitely helps create a mood in the space, and the use of color when done well can be a very in the powerful space, thing. and the I used use of a lot color of materials when done well can be a very powerful thing. I used a lot of materials that I would have never imagined if I did this digitally so I am that grateful I would for this have opportunity never imagined and although if I did this digitally so I am grateful for this opportunity and although may not be practical could be used as inspiration with texture,may color, notorbeeffect practical that can could bebe replicated used as inspiration in with texture, color, or effect that can be replicated in more standard fabrication methods, and I am really excited tomore see the standard new ideas fabrication I can think methods, of nowand thatI am really excited to see the new ideas I can think of now that door has been opened in my creative process. door has been opened in my creative process. I hope to implement these aspects in as many places I can within I hope my to building, implement but most theseimportantly aspects in as are many places I can within my building, but most importantly are the spaces that I want to invoke certain feelings and I feel these thetend spaces to be that theI want specialty to invoke spaces certain and feelings and I feel these tend to be the specialty spaces and especially circulation. We are designing a college building soespecially any opportunity circulation. to spark We are interest designing and a college building so any opportunity to spark interest and inspire students is an opportunity that I will implement lighting inspire techniques students andisexperimentation an opportunity because that I willIimplement lighting techniques and experimentation because I have learned first hand that it can completely change the feeling have in learned the roomfirst and hand howthat powerful it can completely that can change the feeling in the room and how powerful that can be for inhabitants. be for inhabitants. Jun 21 3:00 pm

Spring Training

Ryan Lew

Spring Training

Ryan Lew

Operable Shading

Summer Solstice - Closed

Sprig Equinox - Closed

Winter Summer Solstice Solstice - Closed - Closed

Sprig Equinox - Closed

Winter Solstice - Closed

9 am

9 9am am

9 am

12 pm

1212pm pm

12 pm

3 pm

3 3pm pm

3 pm

Summer Solstice - Open

Sprig Equinox - Open

Winter Solstice - Open Summer Solstice - Open

Sprig Equinox - Open

Winter Solstice - Open

9 am

9 9am am

9 am

12 pm

1212pm pm

12 pm

3 pm

3 3pm pm

3 pm

Su m

er Su n

inte rS un

2 d West Win

Top Rail Detail 3" = 1'-0"

LAB 01

er Su n

inte rS un

2 d West Win

2 A107

Top Rail Detail 3" = 1'-0"

3" RIGID INSULATION

1/2" SHEATHING

6" COLD-FORMING

1/2" GYPSUM

A107

HOW TO MAKE RIGID INSULATION ANGLE BACK UP TO DIRECT TOWARDS DRAIN AND COVER RAIL HARDWARE

Elevation 2 - a 1/4" = 1'-0"

A107

Lew_Wall_Section 1/2" = 1'-0"

Ryan Lew Studio Stacey White 29 April 2021

2 A107

HOW TO MAKE RIGID INSULATION ANGLE BACK UP TO DIRECT TOWARDS DRAIN AND COVER RAIL HARDWARE

LAB 01

Ryan Lew Studio Stacey White 29 April 2021

Level 3 - Callout 1 1/4" = 1'-0"

Lew_Wall_Section 1/2" = 1'-0"

Level 3 - Callout 1 1/4" = 1'-0"

Su m

Su m m

er Su n

W W

inte r Su n

Su m

er Su n

Su m m

er Su n

inte r Su n

Level 5 60' - 0"

West Wind

inte r Su n

Level 5 60' - 0"

LAB 02

er Su n

Level 5 60' - 0"

Ryan Lew Studio Stacey White 5-17-2021

West Wind

1" PAVER 1" PAVER

SCREWJACK PEDESTAL

Level 4 45' - 0"

3" RIGID INSULATION 3" RIGID INSULATION

1/2" SHEATHING

1/2" SHEATHING OPERABLE SCREEN

OPERABLE SCREEN

OPERABLE SCREEN 6" GUIDE RAIL

6" GUIDE RAIL 6" GUIDE RAIL

6" GUIDE RAIL

CUSTOM HINGES

CUSTOM HINGES CUSTOM HINGES

CUSTOM HINGES

2-1/2" X 7-1/2" MULLIONS

2-1/2" X 7-1/2" MULLIONS 2-1/2" X 7-1/2" MULLIONS

2-1/2" X 7-1/2" MULLIONS

6" COLD-FORMING 6" COLD-FORMING

1/2" GYPSUM

1/2" GYPSUM HANDRAIL

HANDRAIL

HANDRAIL HANDRAIL

OUTDOOR DRAIN

Level 3 30' - 0"

2-1/4" SUSPENDED CEILING

2-1/4" SUSPENDED CEILING 2-1/4" SUSPENDED CEILING

2-1/4" SUSPENDED CEILING MECHANICAL VENT

MECHANICAL VENT

1/8" FINISH

1/8" FINISH 1/8" FINISH

1/8" FINISH 3" LW CONCRETE

3" LW CONCRETE

3" LW CONCRETE 3" METAL DECKING

3" METAL DECKING 3" METAL DECKING

3" METAL DECKING

Level 2 15' - 0"

W27 X 102 STEEL BEAM TYP.

W27 X 102 STEEL BEAM TYP. W21 X 62 STEEL BEAM TYP.

W21 X 62 STEEL BEAM TYP. W21 X 62 STEEL BEAM TYP.

W21 X 62 STEEL BEAM TYP.

Level 1 0' - 0"

Lew_Wall_Section 1/2" = 1'-0"

A107

1 A107

Level 3 - Callout 1 1/2" = 1'-0"

1 1 A107

Level 1 0' - 0"

Lew_Wall_Section 1/2" = 1'-0"

LewLAB 02 LAB 02 Ryan Stacey White | Spring 2021

Ryan Lew Studio Stacey White 5-17-2021

Level 5 60' - 0"

West Wind

SCREWJACK PEDESTAL

LAB 02

LewLAB 02 LAB 02 Ryan Stacey White | Spring 2021

inte r Su n

1" PAVER 1" PAVER

Level 3 - Callout 1 1/2" = 1'-0"

A107

Power Density This classroom and lab space required an average maintained foot candles of about 40. Results: I tried using the suspended iteration above and it required: Count: 16 Spacing: 8’ x 6’ Illuminance: 49 fc Meaning the power density was more stringent than the foot candles Lithonia Lighting But I also explored with the Lithonia Lighting to see the linear LEDs hanging at 18 inches from the ceiling. LL8 6000LM 80CRI 30K Results: Count: 16 Spacing: 8’ x 6’ Illuminance: 62 fc I think this space would benefit from passive infrared due to the space use, having pretty minimal obstacles and being fairly open. However I think dual technology would likely be preferred but may not be in a education building budget.

LAB 03

Ryan Lew Stacey White | Spring 2021

LAB 03 | Ryan Lew | Stacey White | Spring 2021

Examining the electric lighting within the classroom and lab spaces, in the College of Environmental Engineering. Peerless Lighting 10CRM4L 4FT 80CRI 27K SBL ID700LMF 700LMF 120 This classroom and lab space required an average maintained foot candles of about 40. And hanging about 18 inches. Results: Count: 12 Spacing: 8’ x 10’ Power Density: .51 W/ft^2 I think this space would benefit from passive infrared due to the space use, having pretty minimal obstacles and being fairly open. However I think dual technology would likely be preferred but may not be in a education building budget.

Reflection Based on what I examined in my iterations, I found for my 40 foot by 30 foot space with a 12’ high ceiling that there is a lot of options for lighting and affects the light qualities greatly with such subtly changes. The first thing that I noticed was that when having lights suspended that even though they may not have lowered the overall count, it created more fc and a better power density than if they were in the ceiling like the toffers. I also noticed that the power density criteria was more stringent than the illuminance criteria and when designing with the power density being the limiting factor, often resulted in a much high illuminance than required. It seemed that the LEDs performed the best for lighting the space with using the least amount of lights and based on what we have learned thus far seems to work will with the work intensive space of classrooms and labs. So I think that my preferred scheme would be iteration 3 which used Lithonia Lighting that was suspended and used power density as the limiting factor. This resulted in light that had much more illuminance than required, a comparatively low count and a nice aesthetic choice for the building.

2-1/2" X 7-1/2" MULLIONS 6" COLD-FORMING 1/2" GYPSUM OUTDOOR DRAIN

Level 3 30' - 0"

2-1/4" SUSPENDED CEILING MECHANICAL VENT

LAB 03 | Ryan Lew | Stacey White | Spring 2021

1/8" FINISH 3" LW CONCRETE

3" METAL DECKING

Level 2 15' - 0"

W27 X 102 STEEL BEAM TYP. W21 X 62 STEEL BEAM TYP.

LAB 03 | Ryan Lew | Stacey White | Spring 2021

Mark Architectural Lighting (Toffer) FINL 4 2D H35AD CF This classroom and lab space required an average maintained foot candles of about 40. And does not hang down Results: Count: 30 Spacing: 4’ x 6’ Power Density: 1.16 W/ft^2 I think this space would benefit from passive infrared due to the space use, having pretty minimal obstacles and being fairly open. However I think dual technology would likely be preferred but may not be in a education building budget.

LAB 03 | Ryan Lew | Stacey White | Spring 2021

Thistle Foundation Center for Wellbeing by 3D Reid

The Thistle Foundation - a charitable organization that supports those with disabilities, enabling them to live independent lives, in their own homes.

2'-0"

T/ Slab 30'-0"

6'-6"

By using timber cladding, both on the inside and out, the project offers a warm and inviting environment for who visit. Which is extremely important considering many of those visitors may be suffering from anxiety-related conditions. Crafting a friendly presence that did not come of as institutional was vital to ensuring that the built environment did not make the inhabitants feel trapped and these aspects aligned directly with the core ethos of the Charity.

Insulation Acoustic Ceiling Tiles Studs Window Sill

5'-0"

Plywood Sheathing

Steel girt

Pressure treated with a blend of preservation and pigmentation, the timber cladding will retain its current hue, throughout its lifespan, maintaining consistency at the interfaces between the internal and external use of the material, whilst offering a palette that tonally aligns to the building’s surroundings. Extended fins to the East and West facades help reduce solar gain and glare, to the first floor office spaces, whilst the cladding also integrates the ‘Thistle’ logo.

3'-6"

Accoya Timber 50 mm x 100 mm x 4.8 m

T/ Slab 15'-0"

Accoya timber CLADDING SECTION

Accoya timber wall Elevation

1/4” = 1’-0”

Project 1 | Ryan Lew

Project 1 | Ryan Lew | Spring 2021 | Studio White

All images from 3D Reid https://www.3dreid.com/project/health-wellbeing-centre/

200 George by Mirvac

Standard Cross Sections 1” = 100 mm

Assembly axonometric

200 mm

This is part of a new breed of smart buildings designed to be organic and responsive to its workforce. It has bee awarded a 6 star green eating and has become one of Australias most sustainable buildings.

150 mm 125 mm 100 mm 200 mm

25 mm

All the blinds are made from the Accoya wood with a mfree-SCCF system from the Permasteelisa Group. All the blinds are automatic and adjust through the day based on how much light is coming in. The blinds are next to a triple glazed facade to ensure that plenty of natural light will be coming into the building. This building also has monitors for the amount of CO2 to ensure constant fresh air as well as monitors identify which floors are using more water than others. Using real time information captured through the triangulation of Wi-Fi, laptops and mobile connections, Mirvac has the ability to analyses and assess movements, collaboration and workspace utilization throughout the workplace. Did UV testing, did strength testing and adjusted the wood to match those qualities of the area. The blinds use sky tracking, to adjust the blades as well as use shadow management.

Project 1 | Ryan Lew All images from 200 George https://200george.mirvac.com/

75 mm

32 mm

38 mm

50 mm

4.8 m

63 mm

75 mm

Standard Lengths 1” = 500 mm 2.4 m 3.0 m 3.6 m 4.2 m 4.8 m

Project 1 | Ryan Lew | Spring 2021 | Studio White

Stokehouse by Robert Simeoni Architects

https://www.specifiedby.com/accsys/accoya-wood-decking-achieve-a-beautiful-all-weatherlow-maintenance-deck-with-accoya/3-part-spec-2017_48a8a03c.pdf

After a fire destroyed the previous Stokehouse restaurant in St. Kilda there was a competition to design the replacement.

The qualities are similar to many other woods, including Maple, Cherry, or American Walnut however has a much better durability and strength than those woods which allows it to last longer. Other modified woods include: - Kebony: this controls the woods moisture content to a point that is below the levels that attract insects and fungus. - Thermonhy: a thermally modified product. The wood is heated to about 400 degrees F while the moisture content is controlled through steam which alters the woods cellular structure. - Ecoprem: Using steam and heat in large kilns they bake out the water, sugars, and resins that cause wood to rot and become food for insects.

This design was meant to capture the sense of place. The internal spaces are oriented to face the water, with a lot of glazing to capture views to the beach and beyond. They activated the beach side further by adding external decks and terraces and takeout windows.

Other materials that may be associated with the use of Accoya wood are split into groups and are fairly consistent with typical wood siding construction. - Gluing: Accoya wood can be glued using common exterior quality wood adhesive systems which is fairly vague but explains that it uses common wood glue techniques. - Fasteners and other hardware: corrosion-resistant, high quality 304 or 316 stainless steel or naval brass fasteners Chrome-plated aircraft anodized aluminum or propriety epoxy or ceramic-coated fasteners may be suitable Zinc-plated or galvanized steel are not recommended without a barrier coating - Coatings: many high quality outdoor approved wood coating systems are compatible. So overall I gathered that the list of items that can be used in conjunction with the building system is not very limited and can be used with a variety of fasteners and finishes, which makes this material so versatile and popular.

The Accoya is charred to be Shou Sugi Ban and was finished with a primer and a finish coat. Finger jointed Accoya was selected for all of the joinery and curtain walls. The 80m3 of Accoya used in the project provides stable and low maintenance substrate to make sure that the operable screens and dynamic Louvre system perform well and maintain the lines of the design. Material choice is a large task in ocean side projects, but due to the durability of the Accoya and density, it is able to withstand the humidity and not rot.

When reading the specification, at the beginning it references DIVISION 01 Documents and I was questioning if that is a universal document that it is referring to or is specific to this material and how to locate those. I also was unsure about Part 3- Execution it says “not used” and I wanted to know what the reasoning of that might be, is it meaning that there is no set way to execute this or that that is also a separate document. However I did find it quite intriguing that it includes sustainability specifications that actually had the option to be implemented or not.

Project 1 | Ryan Lew All images from Robert Simeoni Architects https://robertsimeoniarchitects.com/projects/public/stokehouse/

Project 1 | Ryan Lew | Spring 2021 | Studio White