Senior Thesis Booklet Vol. 2

THESIS BOOKLET

2

SOVA STUDIOS

VIRGINIA TECH INTERIOR DESIGN

SENIOR THESIS 2023-2024

THEO STEENSTRA

EXECUTIVE SUMMARY

The Arts are an integral part of what defines humanity. Art allows us to explore ourselves and the world around us in creative and innovative ways. There is an immeasurable value to the arts and their contribution to cultures and societies across history.

With every new art form, methodology, theory, there have been students. These students carry with them skills and creativity that allows them to show us new perspectives or call attention to aspects of ourselves.

Students will always need a space to learn and grow their knowledge, Arts students especially. They require specific types of studio spaces that cannot be traded out for a regular classroom or lecture hall.

In recent years, the Fine Arts have started to decline in both numbers and facilities. Many historical art institutions have closed their doors since the early 2010’s and applicants to university art programs has been steadily dwindling.

The Architecture and Media Annexes on Virginia Tech’s campus will serve as the center of work for the School of Visual Arts, enabling students to have individual spaces to create as well as collaborative areas that allow them to build community and connections with their professors and peers.

MISSION STATEMENT

These two buildings will be re-designed to provide students in the School of Visual Arts (SOVA) at Virginia Tech with a new art facility. This project is an experimental exploration into solving existing problems on Virginia Tech’s campus through reuse of existing structures. This is a proposal for the potential that exists for these two buildings.

PROBLEM STATEMENT:

The School of Visual Arts within the College of Arts, Architecture, and Design at Virginia Tech is one of the smallest programs on campus. Their current studio spaces are shared with the rest of the university or too small to house more than 10 students at a time in. There is a significant lack of facilities and space for visual art students on campus.

A new facility will provide students and faculty with individual studio space and exhibition space. This facility will allow for SOVA to grow and establish individual workspaces more firmly to make way for creativity and collaboration.

SOVA

SCHOOL OF VISUAL ARTS

Less than 300 students enrolled in the School

Over 500 non-major students apply for elective courses offered by the School

32 Faculty members

Offers 5 majors and 1 minor

STAKEHOLDERS

Students - direct users of the space

Faculty/Staff - Direct users of the space

Alumni - Supporters of the program, potential employers

Locals - supporters of the program

SITE

The surrounding site on Virginia Tech’s campus contains a lot of green space and sits on the edge of where main campus and Downtown Blacksburg meet.

This site is central to all of the other major SOVA facilities on campus.

Moss Arts Center, The Armory, The Creative Learning District are the main buildings used by SOVA and the School of Performing Arts at Virginia Tech

The Media Annex is currently occupied by SOVA, as faculty and graduate offices and the senior painting studio

The proximity of the site to downtown allows for students to easily access and interact with the local businesses and community. The Armory and two Annex buildings are also some of the only red brick buildings on campus, allowing them to reflect the red brick of downtown instead of the gray hoke stone of a typical academic building.

BUILDINGS

ARCHITECTURE ANNEX

Gross Square Footage: 15,808 Sq. Ft.

Address: 140 Otey St NW, Main Campus, Blacksburg, VA 24061

Bought for $10,000 in 1965

Classification: General Purpose Building

This building was originally built in 1916, as Blacksburg High School. Virginia Tech later purchased it in an auction alongside the Media Building and the Media Annex in 1965 for $310,000. The Architecture Annex was renovated after a fire damaged all three floors in the winter of 1997.

It now serves as the main administrative building for the School of Public and International Affairs.

MEDIA ANNEX

Gross Square Footage: 5,076 Sq.Ft.

Address: 130 Otey St NW, Main Campus, Blacksburg, VA 24061

Built for $8,000 in 1920

Classification: General Purpose Building

This building was originally built in 1920, as an Agricultural Building. Virginia Tech later purchased it in an auction alongside the Media Building and the Media Annex in 1965 for $310,000. This building currently houses SOVA faculty and graduate student workspace.

PROBLEM CONTEXT

PROBLEM STATEMENT:

THERE IS A SIGNIFICANT LACK OF FACILITIES STUDENTS ON CAMPUS. A NEW FACILITY FACULTY WITH INDIVIDUAL STUDIO SPACE

FACILITIES AND SPACE FOR VISUAL ART FACILITY WILL PROVIDE STUDENTS AND SPACE AND EXHIBITION SPACE.

EXISTING CONTEXT

SOVA currently is spread out between four different buildings. Their facilities are shared spaces between the program and the university, so students do not have a dedicated studio space in which they can leave their work or tools as they create.

SOVA is the only studio-based school within the college of design that does not have a dedicated studio space. Students don’t have their own workspaces, nor do the faculty members

Arch Annex:

- Inaccessible, walking into the building you are immediately met with a flight of stairs

- Each classroom has steps going up or down into the space

- There is no lift or ramp system

- Walls are tight and winding, creating small pockets of unusable space.

Media Annex:

- Very steep stairs into the main space

- Tight partitions with very tall ceilings

- Extremely inaccessible

- Half of the basement level does not have access to the rest of the building, or to a bathroom

- Multiple level changes

- Limited exposure to daylight, dark spaces

Across the board, Art Programs are lacking in:

Funding Learned Application

Access to Jobs/Internships/Experience

Spaces/Facilities Faculty Members

SOVA specifically has noticed that -

There have been more admissions for elective courses than actual applications to SOVA programs.

Creative Technologies and Graphic Design Majors have been seeing a steady increase in applicants,

Meanwhile Visual Arts is seeing a steady decrease in applicants.

Images: Flaticon.com

INTERVIEW

STEFANIE LOCKLEAR

Interior Designer at Virginia Tech

What design trends have you noticed within higher education design?

All gender restrooms are always the thing that gets talked about, [along with] lactation rooms. That’s another thing that’s really big. All of our new stuff is minimum LEED Silver, [...] the sustainability of products that are used, which adds to the interior air quality and the efficiency of the building. [...] Exposure to daylight really depends on the exterior. [Virginia Tech architecture teams] design what the exterior looks like and then they do the interior.

When designing for a pre-existing building on Virginia Tech’s campus, what do you recommend focusing on for the design?

If you can figure out accessibility, thats a big thing. Usually we talk about it on the outside, but sometimes we have to go through buildings to get an accessible path because a lot of our buildings connect here. So accessibility is huge.

INTERVIEW

DR. ANN-MARIE KNOBLAUCH

Director of the School of Visual Arts at Virginia Tech

How do you use these two buildings, if at all?

So, Graphic Design is in Henderson and their classrooms are mostly in Henderson. Studio is happening mostly in the CID building, Creative Technologies is happening in the library where there’s some, there’s some labs. And then graduate program and Creative Technologies is happening mostly in the Media Annex and in senior studios happening downstairs in the Media Annex.

What is the ideal studio space?

If somebody gave me a magic wand and said, what would it take over to the next level? Aside from a multi $1,000,000 new arts building, right? I would say studio space for students and for faculty. [I’ve seen] what students will do and can do when there is a space that’s just for them, where they each have their own little [studio]. But honestly, I don’t think any of them ever locked their doors. But that, like the energy. That sort of [energy] you just felt coming out of that space was magical. [...] But the second thing is studio space for faculty as well, because I think that a model for students to see how faculty work.

What do the existing spaces lack?

The big problem is the steps to the upstairs [of the Media Annex] are very steep and currently not accessible. [...] Obviously the faculty have offices upstairs. Any student you know we can meet students elsewhere, but is that? Is that enough? Like, does that does that do enough to create an equitable educational experience if let’s say there’s, you know there right now there’s a conference room on the 2nd floor, there’s grad student offices on the 2nd floor, there’s faculty offices, there’s storage space, there’s a recording studio. There’s like all sorts of things on the second floor. And if you are a person who sort of needs any kind of accommodations and you can’t get up those stairs? It’s inaccessible.

[...]

[Someone suggested] maybe you can put the gallery on the third floor of the architecture. And you know, how hard is it going to be to get people up to the third floor of the Architecture Annex when we have those stairs? Just prop open the doors? And people can just come in off the street, and granted, it’s not that far away, but it’s still stairs, it’s still not accessible and this gallery is not accessible.

DESIGN PROPOSAL

MISSION:

CREATE AN ENVIRONMENT ENCOURAGES COMMUNITY CREATIVITY .

ENVIRONMENT THAT COMMUNITY AND

3. COLLABORATION AND ENGAGEMENT

OBJECTIVES

CREATE SPACES THAT ARE ACCESSIBLE AND UNIVERSALLY DESIGNED

Provide varied seating/methods of exploration for exhibition spaces.

Create a network of circulation that is accessible for all users.

GIVE STUDENTS AND FACULTY INDIVIDUAL SPACES FOR WORK.

Provide students and faculty with individual studio rooms/ offices to give them a permanent space for their work.

Flexible areas that can easily be reconfigured and customized (blank slate).

Individual spaces with exhibition space connecting all of them allows for collaboration and solitary work.

UTILIZE THE NATURAL ENVIRONMENT AND EXISTING STRUCTURE TO FOSTER COMMUNITY AND WELL-BEING

Take green spaces that currently exist and expanding upon them, creating a space for people to take breaks from their work.

Provide spaces access to daylighting, either directly or indirectly.

Collaborative areas that allow for engagement and social interactions that connect the individual spaces to one another.

INDIVIDUAL STUDIOS

EXHIBITION SPACE

CLASSROOMS

WET STUDIO

RESTROOMS

DRY STUDIO

CONCEPT

The concept for this project centers around the idea of an artist’s palette. The individual colors that are placed around the perimeter of the palette that get mixed together in the center. This idea is expressed in the space planning, with individual studio spaces kept along the perimeter that can open up and come together to collaborate in the center of the spaces.

DIAGRAMS

DESIGN

Concept Sketches

FLOOR PLANS

Architecture Annex - Level 1

Scale : NTS

Architecture Annex - Level 2

Scale : NTS

AXONS

PERSPECTIVES

Architecture Annex - Third Level Exhibition and Studio

The Architecture Annex serves as the primary space for exhibition. The first floor is completely exhibition spaces, with a large, double height space in the center of the level that opens up into the second floor. There are multiple large storage spaces for larger pieces and furniture storage for the classroom. The classroom itself can also be used as an exhibition space. The two smaller exhibition rooms are meant to serve as spaces for a handful of exhibitions that require environmental controls for exhibits that are dependent on audio or visual controls.

The second floor is the beginning of individual studio spaces, as well as a collection of desks to serve as a traditional studio space for Visual Arts. The critique wall is treated with whiteboard laminate on the studio facing side and pinnable felt on the other for the first floor exhibit space.

The third floor is a more private studio space, with a large open central area for pinup/ critique. The partitions in the central area are on wheels, so that they may be moved and shifted as needed. Additionally, there is a ventilated room for mediums that require it, a small printing lab, and a break room with kitchenette.

Media Annex - Second Level Exhibition and Studio

Media Annex - First Level Digital Studio

Media Annex - First Level Painting Studio

The Media Annex serves as a building entirely made up of workspaces for students and faculty. The first floor is split in half, with one half serving as a “Wet Studio” where users can use the traditional wet medias for their projects (ex. Oil painting, plaster, acrylic painting, etc). The other half serves as a “Dry Studio”, where students in Creative Technologies, Visual Arts, etc can use the provided workstations and lockers as they work with their digital mediums.

The second floor is similar to that of the third floor of the Architecture Annex, in that there are individual studio spaces around the perimeter of the space with a collaboration/critique space in the center. Also provided on this floor is a ventilated room for mediums that offgas more than typical mediums and a break room with storage and a kitchenette.

ELEVATIONS

Architecture

The materials for this design were chosen to allow for as much user interaction as possible. The exterior walls are kept as the existing brick, with every other wall finished with either pinnable felt wall covering or a markerboard-safe laminate. Users can put up their own work as they choose, whether it is their finished works or their progress work.

In these elevations, the different types of wall displays are shown, with the branding for the school shown through the markerboard laminate and the custom reception desk.

Media Annex Elevation

MATERIALS

1) Existing Brick

2) Wilsonart

Markerboard Laminate - 336

SUSTAINABILITY: UL GREENGUARD

Indoor Air Quality Certification

3) Mohawk Group

Voxwood - C0182

SUSTAINABILITY: Embodied

Carbon, Beyond Carbon Neutral, 75%, FloorScore Certified, Lacy Act

Compliant, ECO-Certified: Locally

The color palette for this project was specifically kept very neutral. These spaces are meant to serve as a blank canvas or palette of sorts to allow for the users to shape and change as they occupy the space. The monochrome tones are there to establish contrast without overshadowing the potential art that will be displayed throughout the buildings. There is also a large emphasis on using/exposing existing structure and materials to create a grounded, less strict environment. Using wood, exposed brick, and exposed structures makes the space seem closer to a residential style. 1 2 3 4 5

Sourced Fiber Recycled, Recovered or Post-Consumer Content, Sustainable Use of Wood Fiber, Responsible Wood Sourcing

4) BuzziSpace

BuzziSkin - Stone Grey 67

SUSTAINABILITY: 100% Recycled P.E.T. Felt, ASTM E84 Class A certified, LEED v4, EQ Credit 1: Enhanced Indoor Air Quality Strategies, Greenguard certified

5) BuzziSpace

BuzziSkin - Off White 63

SUSTAINABILITY: 100% Recycled P.E.T. Felt, ASTM E84 Class A certified, LEED v4, EQ Credit 1: Enhanced Indoor Air Quality Strategies, Greenguard certified

FURNITURE

1) Coalesse - Enea Guest Chair

2) AMQ - Jaku Office Chair

3) Steelcase - Amia Office Chair

4) Steelcase TTS Series Storage

5) Steelcase Groupwork Fliptop Table

6) Teknion - Routes Lounge Series

7) West Elm - Greenpoint Bookcase

8) Geiger International Inc Tuxedo Museum Bench

REFLECTED CEILING PLANS

Architecture Annex - L1 RCP

Architecture Annex - L2 RCP

Architecture Annex - L3 RCP

Media Annex - L1 RCP

Media Annex - L2 RCP

Lighting Fixtures:

1) Pure Edge Cirrus Ceiling Surface Wall Wash Application: Wall Wash

2) Signify SyncLine Suspended Direct/Indirect Application: Direct/Indirect

3) Pure Edge Rebel Mono & Multipoint Application: Track and Spot Lighting

4) Lumenpulse Lumencove XT Application: Cove Lighting

5) Lumenpulse Lumenline Recessed Application: Direct

SITE WORK

Architecture Annex + Media Annex - Site Elevation

Architecture Annex + Media Annex - Site Plan

The site planning for this project focused primarily on adding a community space for users of both buildings to use as a central connective space.

The courtyard can be used as an event space for the School of Visual Arts, but also serves as an outdoor workspace for artists to work in. This space could easily serve as an outdoor painting studio, spray painting area, or any other sort of art and/or performance.

Site - Southeast View

Site - Northwest View

ACCESSIBILITY AND ENVIRONMENTAL REQUIREMENTS

ADA

RAMP GUIDELINES

WALKWAYS

This design specifically addressed the lack of accessibility in both buildings. The existing structures do not have accessible options for circulation throughout the buildings. The spaces were cramped and full of corridors that wound around the footprint of the building. My design made these buildings open up and allow for ease of access for all users, as well as bringing a much higher level of visibility throughout the spaces. I also created facilities that specifically catered to the specific user, with careful consideration of air quality challenges, access to daylight and nature. I also added more restrooms, drinking fountains, and made all of the restrooms gender neutral to accommodate for any identity.

ELEVATORS

UNIVERSAL AND EQUITABLE DESIGN

Universal Design is defined by the Centre for Excellence in Universal Design as:

“The design and composition of an environment so that it can be accessed, understood and used to the greatest extent possible by all people regardless of their age, size, ability or disability.”

Universal design focuses on how to provide an experience to users from all walks of life without inhibition or obstacle.

By following the principles of Universal Design, we can create spaces that are more accessible and inclusive, which in the end results in an overall better space for any and all users, thereby creating equitable design.

LEED

LEED (Leadership in Energy and Environmental Design) is a green building rating system. It is one of the more widely used rating systems globally. Certifications in LEED designate built structures to be “healthy, highly efficient, and cost saving green buildings”.

LEED Credit Categories

WELL STANDARDS

The WELL Building Standard (WELL) is a building standard that is centered around human health and well-being through various different social and physical factors within an environment.

The Ten Concepts of WELL Standards

CODE PLANS

CODE ANALYSIS - L1

PLUMBING

OCCUPANCY RATIOS: FLOOR

(EXHIBIT): BUSINESS:

CODE ANALYSIS - L2

OCCUPANCY RATIOS: FLOOR AREA (SF)

(EXHIBIT): BUSINESS:

PLUMBING COUNTS:

LEGEND - CODE PLAN

CODE ANALYSIS - PLUMBING FIXTURES

CODE ANALYSIS - L3

ACCESSORY STORAGE / MECH. EQUIP (S2): CONCENTRATED ASSEMBLY (A):

(A): UNCONCENTRATED ASSEMBLY (A): EXHIBITION ASSEMBLY (A-3): BUSINESS (B):

LEGEND - CODE PLAN

CODE ANALYSIS - PLUMBING FIXTURES

REMOTENESS:

REQUIRED:

SHEET NOTES - CODE PLAN

CODE ANALYSIS

- L1

ASSEMBLY (A-3): BUSINESS (B):

BUSINESS:

PLUMBING COUNTS: SEE

LEGEND - CODE PLAN

CODE ANALYSIS - PLUMBING FIXTURES

SHEET NOTES - CODE PLAN LEGEND

CODE ANALYSIS - L2

OCCUPANCY

(UNCONCENTRATED): ASSEMBLY (EXHIBIT): BUSINESS:

CASE STUDIES

CASE STUDY

THE PERRY AND MARTY GRANOFF

CENTER FOR THE CREATIVE ARTS

BROWN UNIVERSITY, PROVIDENCE, RI

Designed By: Diller Scofidio + Renfro

PROJECT OVERVIEW:

This facility is 36,000 sqft, with a 200-seat recital hall, 3mm screening facility, recording studio, multimedia lap, gallery space, and large multi-purpose production studios.

The design of this facility was focused on keeping large open floor plates that are split in half and offset to create 6 half-levels. This structure alongside the floor to ceiling glass curtain walls create a stutter-step line of sight throughout the spaces, connecting them.

TAKEAWAYS:

- Large, open spaces allow for more collaboration.

- Levels that open up to one another allows for a clear direction for vertical circulation.

- Showing connection to the various forms and facilities for art can help encourage collaboration and exploration.

CASE STUDY

KENT STATE CENTER FOR ARCHITECTURE AND ENVIRONMENTAL DESIGN

KENT STATE, OH, USA

Designed By: WEISS/MANFREDI

PROJECT OVERVIEW:

This 117,000 sqft building contains a 650-seat studio space, a café, gallery, 200seat multi-purpose lecture room, library, classrooms, and reading areas.

Big open floor plate, with studio desking systems placed out in the open against the curtain wall that makes up the north face of the envelope. Sight lines are kept open and cross-disciplinary interaction is encouraged through the southward placement of critique spaces

Coined as the “Design Loft”, described as a continuous gallery LEED Platinum certified “Sited strategically between campus and city, the building establishes an innovative center for the design disciplines and forges new connections between the university and the recently revitalized downtown Kent.”

TAKEAWAYS:

- Large, open spaces allow for more collaboration.

- Clear sight-line allows for connection.

- Critique space is public to act as a buffer between work stations and pin up area

CASE STUDY

MANCHESTER METROPOLITAN UNIVERSITY’S SCHOOL OF ART AND DESIGN

MANCHESTER, UK

Designer: Feilden Clegg Bradley Studios

PROJECT OVERVIEW:

Size: 186,430 Sq. Ft.

Open area --> activity hub, design labs/studio spaces, vertical gallery, workshops and teaching spaces

Oak and concrete were the dominant materials throughout the building, serving as the identifiers for way finding and flow of movement vertically through the space. The studio spaces were set in the open areas, with the main labs, gallery, workshops, and teaching spaces set in the ‘heart’ of the building. The offsetting of levels provides a sight line through the space.

TAKEAWAYS:

- Centering the hands-on spaces with the studios and workstations around it allows for direct access and visibility through the space

- Most visible wall surface is pin-up space, allowing for a substantial amount of choice for where work is displayed.

APPENDICES

SCHOLARLY ARTICLES

Clemons, S.A. (2006), Interior Design Supports Art Education: A Case Study. International Journal of Art & Design Education, 25: 275-285. https://doi. org/10.1111/j.1476-8070.2006.00494.x

James Corazzo (2019) Materialising the Studio. A systematic review of the role of the material space of the studio in Art, Design and Architecture Education, The Design Journal, 22:sup1, 1249-1265, DOI: 10.1080/14606925.2019.1594953

Gaunt, H., & Treacy, D. S. (2020). Ensemble practices in the arts: A reflective matrix to enhance team work and collaborative learning in higher education. Arts and Humanities in Higher Education, 19(4), 419-444. https://doi. org/10.1177/1474022219885791

Wilkinson, R.G. (2020), Creative Arts Personal Pedagogy vs Marketised Higher Education: A battle between values. Int J Art Des Educ, 39: 536-549. https:// doi.org/10.1111/jade.12295

Mirzahamdamovna, Kurbonova B., et al. “Use of Innovative Educational Technologies in Fine ARTS Classes of Higher Education Institutions.” European Journal of Humanities and Educational Advancements, vol. 2, no. 4, 2021, pp. 25-27.

González-Zamar M-D, Abad-Segura E. Implications of Virtual Reality in Arts Education: Research Analysis in the Context of Higher Education. Education Sciences. 2020; 10(9):225. https://doi.org/10.3390/educsci10090225

2010 ADA Standards for Accessible Design. ADA.gov. (n.d.). https://www.ada. gov/law-and-regs/design-standards/2010-stds/#904-check-out-aisles-andsales-and-service-counters

INTERVIEW QUESTIONS

Virginia Tech Designers Questions:

1. What is the process of designing for a university? Who are the roles that you interface with?

2. What are some key elements that are necessary to include within an academic building?

3. What design trends have you noticed within higher education design?

4. When designing for a pre-existing building on Virginia Tech’s campus, what do you recommend focusing on for the design?

5. Are there different considerations made when designing for different departments or programs?

Student Questions:

1. What is the ideal studio space?

2. How do you use studio spaces that currently exist on campus?

3. What do these existing spaces lack?

4. What forms of art do these spaces allow for?

5. How do you use the space? Are there changes you find yourself making to accommodate your needs within space?

6. Where do you see higher education university programs in 10 years?

7. What needs to change to have a successful arts program at a university?

Faculty Questions:

1. What is your role within SOVA?

2. How do you use these two buildings, if at all?

3. What are the most essential functions of an art facility?

4. What is the most important considerations for faculty within a studio space?

5. What is the ideal studio space?

6. What do the existing spaces lack?

7. How do you use the space? Are there changes you find yourself making to accommodate your needs within space?

CITATIONS

Abrahams, T. (2022, July 25). Herzog & de Meuron designs an unlikely pair of buildings for a venerable art school. Architectural Record RSS. https://www. architecturalrecord.com/articles/15676-herzog-and-de-meuron-designs-anunlikely-pair-of-buildings-for-a-venerable-art-school

Akers, T. (2023, September 29). US Art College Network abruptly closes its remaining campuses, shocking students and teachers. The Art NewspaperInternational art news and events. https://www.theartnewspaper.com/2023/09/28/ final-art-institutes-locations-shut-down-abruptly

ArchDaily. (n.d.). Gallery of Manchester School of Art / feilden Clegg Bradley studios - 22. ArchDaily. https://www.archdaily.com/458040/manchester-schoolof-art-feilden-clegg-bradley-studios/52ab98f9e8e44ec9e0000057-manchesterschool-of-art-feilden-clegg-bradley-studios-photo?next_project=no

DS+R. (n.d.). The Perry and Marty Granoff Center for the creative arts. DS+R | Project - The Perry and Marty Granoff Center for the Creative Arts. https://dsrny. com/project/the-perry-and-marty-granoff-center-for-the-creative-arts

FeildenCleggBradleyStudios. (n.d.). Project: MSA: A Showcase of collaborative art and Design. Project | MSA | A showcase of collaborative art and design. https:// fcbstudios.com/projects/manchester-metropolitan-university-school-of-art-anddesign

Free icons and stickers - millions of images to download. Flaticon. (n.d.). https:// www.flaticon.com/

U.S. Department of Justice - Civil Rights Division. (n.d.). 2010 ADA Standards for Accessible Design. ADA.gov. https://www.ada.gov/law-and-regs/designstandards/2010-stds/#top

U.S. Green Building Council. (n.d.). LEED rating system. LEED rating system | U.S. Green Building Council. https://www.usgbc.org/leed

Virginia Tech Division of Campus Planning, Infrastructure, and Facilities. (2023).

Virignia Tech Design And Construction Standards Manual 2023. Blacksburg, VA. https://www.facilities.vt.edu/content/dam/facilities_vt_edu/design-andconstruction-standards/vt-design-and-construction-standards-manual-2023.pdf

Virginia Tech. (2007, November 21). Architecture annex. Virginia Tech | Architecture Annex. https://www.vt.edu/about/locations/buildings/architecture-annex.html

Virginia Tech. (2007, November 27). Media annex. Virginia Tech | Media Annex. https://www.vt.edu/about/locations/buildings/media-annex.html

Virginia Tech. (n.d.). Building and Room Information. Virginia Tech | Space Inventory. https://space.facilities.vt.edu/Lock/bldgAndRoom.aspx

Virginia Tech. (n.d.). Institutional Data | University Data Commons. https://udc. vt.edu/irdata/data/students/enrollment/index#college

Virginia Tech. (n.d.). Virginia Polytechnic Institute and State University Campus Master Plan. Campus Master Plan. https://www.facilities.vt.edu/planning-financing/ campus-master-plan.html

W.M. Jordan Company. (2022, November 22). Virginia Tech Creativity and Innovation District Residence Hall. W.M. Jordan Company. https://wmjordan.com/pf/virginiatech-creativity-and-innovation-district-residence-hall/

Weiss/Manfredi. (n.d.). Kent State Center for Architecture and Environmental Design - Projects. Weiss/Manfredi | Projects. https://www.weissmanfredi.com/ projects/410-kent-state-center-for-architecture-and-environmental-design

Well. (n.d.). Standard: Well V2. WELL Standard. https://v2.wellcertified.com/en/ wellv2/concepts

What is Universal Design | Centre for Excellence in Universal Design. Centre For Exellence in Universal Design. (n.d.). https://universaldesign.ie/What-is-UniversalDesign/

THESIS BOOKLET

2

SOVA STUDIOS

VIRGINIA TECH INTERIOR DESIGN

SENIOR THESIS 2023-2024

THEO STEENSTRA