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AHEARN RENOVATION FOR STUDENT SUCCESS AND WELLNESS MANHATTAN, KANSAS Karis Sandin, Haley Combs, Allison Chambers, Hannah Harris CAPSTONE STUDIO | FALL 2023

1 RESEARCH ANALYSIS

1.1 Preliminary Research 1.2 Theories Research 1.3 Precedent Research

2 SITE CONTEXT & ANALYSIS

2.1 Geographical Context 2.2 Cultural Context 2.3 Physical Context 2.4 S.W.O.T. Analysis

3 PROGRAMMING & USER ANALYSIS 3.1 Vision, Goals & Objectives 3.2 User Analysis 3.3 Programming

CONTENTS 2

4 MASTER PLANNING

106

4.1 Executive Summary 4.2 Feasibility Studies 4.3 Strategic Framework

5 GENERATIVE INTENT

124

5.1 Concept Ideation 5.2 Concept Development

6 SCHEMATIC DESIGN

7 DESIGN DEVELOPMENT

180

7.1 The Design 7.2 Furniture Proposal 7.3 Conclusions

146

6.1 Renovation Scheme 6.2 Focus Areas 6.3 Furniture & Product Proposal 6.4 Conclusions

8 FINAL DESIGN

216

8.1 The Design 8.2 Furniture Proposal 8.3 Design Recap

RESEARCH ANALYSIS 1.1 PRELIMINARY RESEARCH 1.2 THEORIES RESEARCH 1.3 PRECEDENT RESEARCH 5

1.1 PRELIMINARY RESEARCH EVIDENCE-BASED DESIGN Evidence based design is a research based, scientific method of analyzing the influence of built environments, most widely used in healthcare environments. The methodology includes relevant and reputable sources, critical interpretation of evidence, the innovation and creation of design concepts based on evidence gathered, baseline performance measures, and measuring post completion results. It has been proven to make a positive impact on the psychological needs, stress, safety, and effectiveness of care for patients and practitioners in healthcare settings, therefore it can be inferred that when the results of cases are critically analyzed, they would be able to be utilized in other high-stress applications, such as higher education where mental health is a significant issue, and could also improve the psychology of students and staff in university settings.

RESEARCH METHODS In order to answer the research question, how can higher education community spaces be optimized for mental health and learning. Conclusions will be derived about the spatial characteristics and function required for these environments. These conclusions will be formed by qualitative mixed method research including literature reviews, thematic and content analysis, and case studies.

RESEARCH BREAKDOWN PROBLEM The purpose of this research is to examine how to better design student centers to improve student mental health and wellness and subsequently increase student success in higher education. For this capstone project, The team is looking to redesign the historic Ahearn Field House on Kansas State University campus. Ahearn Field house is a building that many students and alumni have a special emotional connection to, and the research team is looking to continue and adapt this connection to create a third space for students to go to outside of home and class, create a sense of place and a feeling of belonging to the university and other students, and provide valuable mental health resources and specialize study spaces to increase student success and retain students for graduate programs. In order to accomplish these goals, the research team looked into different areas of research, hoping to accommodate every student intended to use the space.

MENTAL HEALTH A large issue across higher education spaces is lack of support or access to mental health facilities. At K-State specifically, Lafene Health Care Center is the only on campus center to provide these services, marketing free therapy sessions and mental health professionals. In practice though, these services are severely lacking.

MINDFULNESS Part of student success is learning how to manage stress and responsibilities, which are large contributors to mental health problems. By teaching these strategies and designing mindfulness spaces, students can learn to manage their mental health without seeking further resources.

DESIGN STRATEGIES For spaces to be most effective, it is important to learn how to design for everyone. Research on accessible, inclusive spaces will allow the team to create the most effective environments that everyone can use.

LEARNING THEORIES Incorporating learning theories and implementing them into the student center is key to student success. Spaces should be able to support a diverse variety of methods to retain information.

RELATIONSHIP TO SPACE A personal connection to the place will increase feelings of belonging and encourage students to interact, engage, and return to the environment.

PERCEPTION OF SPACE Part of creating a successful interior design is ensuring that visitors can perceive how to travel through the building, what each space is used for, and the separations between spaces.

PRECEDENTS Precedent studies of buildings and furniture using strategies that the research team intends to implement helps determine the effectiveness of their methods, allowing the research team to learn from their successes and shortcomings. 7

1.1 PRELIMINARY RESEARCH STUDENT MENTAL HEALTH AND WELLNESS The COVID-19 pandemic implemented mass changes in higher education environments, bringing mental health to the forefront of discussions about educational environments. A 2022 study of chilean higher education students measured emotional distress and positive mental health by surveying 502 students, across 45 different areas of study, aged 1844 six months apart during the pandemic. Outcomes were measured by evaluating posttraumatic stress symptoms and posttraumatic growth. Researchers were able to predict outcomes based on subjects’ emotional regulation strategies, perceived social support, sociodemographic characteristics, pandemic related factors, screen time, and student’s experience in online classes (citation). The study found significant variables positively impacting mental health to be cognitive reappraisal, or changing the way one thinks relating to the stressful event as a way of emotional regulation, social support, which is the network of individuals in subject’s lives that they can confide in, and lower levels of screen exposure relating to education to be the most influential in determining levels of emotional distress. Additionally, factors emerging as most damaging to mental wellness were sociodemographic, women were more likely to experience distress due to societal responsibilities, and emotional suppression, which is the avoidance of processing, reflecting, and expressing oneself regarding stressful events.

This study becomes important in designing spaces for higher education students to implement the processes that allow for positive mental health growth, positive emotional coping habits, social support, and disconnection from academic work. A third place for students to go, outside of home and work, should have many functions including allowing students to grow their network of close emotional connections, socialize, complete academic work in a different environment, have quiet, private spaces for individual reflection, and provide alternative locations for technology to accommodate for students who would otherwise be unable to leave their stationary location, as well as spaces to disconnect from technology with alternative activities. Of these functions, the most important seems to be fostering places for connection. To create spaces for connection, first people are required to be present. Second, activities or opportunities to establish relationships are needed. Designers can create event spaces for large group interactions, welcoming small group spaces with connections to one or two other small group spaces to encourage blending of groups or individuals, and flexible individual spaces using furniture that creates the opportunity for students to direct their level of openness or privacy to others.

STUDENT SUPPORT SERVICES Student Support Services in higher education is offered as one resource in a series of 8 programs created as a federal outreach, called the Federal TRIO programs. The TRIO programs were designed to identify and enact support services for disadvantaged individuals, and provide additional support for firstgen students, low income individuals and students with disability to thrive in a higher education setting. As required by federal guidelines, all Student Support Services (SSS) programs must provide academic tutoring, assistance for post-secondary enrollment, student assistance regarding all student financial aid information, student support regarding public and private scholarships, as well as individual assistance in submitting financial aid applications. Along with those required opportunities, the department of education suggests that SSS programs also include personalized counseling for career and academic information, activity opportunities, and support designed to advise students on potential career paths. (citation)

1.2 THEORIES RESEARCH

MINDFULNESS

MENTAL TRAINING

The growing interest in mindful practice is not exclusive to the design profession, but its implications are steadily growing. These mindful practices stem from Buddhist traditions and teachings which help to develop introspective skills and a respect for reflection and self-awareness. Both designers and people working within education should be informed of mindful design and how extremely important it is in order to improve the success of future students. An educational environment should be a specialized and mindfully designed space where the success and growth of both students and faculty can continually improve.

While an environment’s capability to adapt to users is critical, one’s ability to mindfully adjust between varying environments is also essential for an individual’s mental prosperity. The Langer Mindfulness Theories describe an individual’s ability to direct their focus and attention on what is going on around them, in order to reduce stress and sensitivity to stimulation. This theory lends itself to mental training and practices of intentional focus overtime, very similarly to the Mindfulness-to-Meaning theory. These theories and practices emphasize a mental focus on positive thoughts in order to reinforce positive emotions in the long term, as well as encourage attentional control, decentering, and broadened awareness.

MINDFULNESS & MOVEMENT

DESIGN INSIGHTS

In addition to focusing on the purely mental and attentional based research, the integration of movement and connection to the physical body has also become an important topic in mental health and well-being. Many forms of mindfulness-based therapies focus on the mind-body connection, and its implications for physical and mental healing. Mindfulness-Based Stress Reduction therapy is a method which requires consistent practice of stretches and postures while meditating in order to prevent burnout and relieve distress. Integrative Awareness is another type of this training, which puts an emphasis on letting go of the mind’s control over the body and allowing free movement. Both of these practices can be used to encourage students and designers to consider how we allow for a connection with our physical bodies.

Through the analysis of these theories, designers can better understand how to create spaces which provide the right circumstances for mental wellbeing. Materials, lighting and furniture selections should reflect these concepts of calm, intentionality, and positivity. The design of spatial elements can also play a large role in prompting reflection and introspection from users, meaning it is important to create an atmosphere which relieves stress and recenters user focus. The reinforcement of positive mindsets and intentional focus are then furthered by the integration of spaces which allow for and encourage movement. Environments which stimulate interactions and intentional movement not only create a physical connection with the individual and their body, but also deepen their personal relationship with their surroundings.

1.2 THEORIES RESEARCH ENVIRONMENTAL STEWARDSHIP In the modern age, the primary generational issue is how to build communities that promote physical and mental health. How we design the built environment holds potential for addressing many current public health concerns, including obesity, cardiovascular disease, diabetes, asthma, depression, and violence. As the United States population grew and density dropped, stretches of forests, grasslands, and farmlands were eliminated for roads, buildings, subdivisions, etc. Land contamination led to investors looking elsewhere for new development, and the problems spread through the country. Now, the United States has paved a land area greater in size than the state of Georgia.

In order to develop a new built environment that promotes physical and mental health, we must learn from our past mistakes. Aspects of today’s environment resists rapid change, even with research proving its need for change. Therefore, designers need to be adamant about research-based design and creating for the greater good. Beginning efforts include improving pedestrian facilities, preserving green space, and upgrading public transportation. Rather than relying entirely on our car-centered society, we need to return to our roots; enjoy nature, get more exercise, and invest in our community spaces.

Institutions need a balanced, facilities driven strategy where institutions view their campus facilities as a living and learning laboratory. In order to implement this strategy, institutions need to have a highly progressive, persistent, and environmentally knowledgeable facilities staff leader. Institutions may best achieve sustainability success by utilizing both a top-down and bottom-up approach in instigating sustainability changes. Institutions can achieve sustainability success by fostering a campus culture that is supportive of teaching, research, and services directed at sustainability topics. Institutions should use proficient mechanisms to monitor campus sustainability progress, and especially campus energy consumption and carbon production. Institutions achieving sustainability success may overcome the financial barriers facing higher education institutions by making sustainability initiatives an internal budget priority. Second, campuses must pursue alternative funding mechanisms outside the operational budget to pursue significant green investments. In conclusion, the given factors were determined to contribute to institutions achieving environmental sustainability within the limitation and delimitation of this study.

1.2 THEORIES RESEARCH HUMAN CENTERED DESIGN Human-centered design, by definition, is a problemsolving technique that puts real people at the center of the development process, enabling you to create products and services that resonate and are tailored to your audience’s needs. The goal is to be attentive to users’ wants, paint points, and preferences. By doing so, we can then design intuitive and accessible spaces. There are four primary stages to this type of design: clarify, ideate, develop, and implement. The first step determines the design problem while the second step highlights the creative process and coming up with ideas for solutions. The third step, developing, takes those ideas and turns them into tangible designs. Desirability, feasibility, and viability are important developing characteristics to keep in mind when developing ideas. Lastly, implementation into the design world is the final step.

Part of human-centered design is identifying pain points for your user. These can be explicit, which the users are aware of and can describe, or latent, which the users can’t describe and its existence seems unknown. It’s up to the designer to gather the information necessary to target these pain points. Brainstorming overcomes cognitive fixedness - a mindset in which you consciously or unconsciously assume there’s only one way to interpret/approach a problem. Ultimately, the clients’ wants and needs continue to evolve overtime, and the goal is to adapt to meet them. Focusing on the needs of the people who used the designed products throughout their experience is crucial to iterating on new solutions. It’s necessary to continually prototype, test, and refine proposals to ensure small solutions towards the greater good.

UNIVERSAL DESIGN

INCLUSIVE DESIGN STRATEGIES

Accessible design has been notoriously difficult for architects to accomplish throughout history. In response to exclusive or inaccessible architecture, the concept of Universal Design was developed to assimilate all demographics of people into the built environment. By respecting human diversity and accommodating for all levels of physical capability, universal design aims to create accessible solutions for everyone, and integrate inclusive design methods into all types of built space. As defined by the Center for Inclusive Design and Environmental Access, there are 8 major design goals that should be integrated into every project to maintain accessibility, social inclusion and health & wellness. Accommodating for a wide range of body types and abilities, including ergonomic comfort, ensuring easy access to critical information, integrating intuitive methods of operation, contributions to maintained health, treating all demographics with dignity, incorporating opportunities for unique expression, and reinforcing cultural values are all imperative to a universally designed space.

Inclusive design strategies are necessary to provide built environments that contain opportunities for people with varying levels of ability. Inclusive design methods are unique because it allows the interaction between user and environment to be functionally optimized. Creating true accessibility on a large scale has proven difficult in the past, but inclusive design strategies have been steadily spreading across the architectural world. Increasing the use of inclusive design is important for the entire population, disabled currently or not, because in reality disabilities are acquired at any stage of life. Environmentallyunbiased design provides not only physical inclusion, but induces disabled citizens to feel heard and accommodated for. (citation)

1.2 THEORIES RESEARCH HONEY & MUMFORD LEARNING STYLES Honey and Mumford’s 1986 learning styles study is an improvement of Kolb’s learning styles and experiential learning cycle model, by creating a learning styles questionnaire (LSQ) to give educators and learners insight into their preferred learning style. Honey and Mumford relate the different stages in the learning cycle to four ways that people prefer to learn. They call these preferences Activist, Reflector, Theorist, and Pragmatist.

Activist

Reflector

Pragmatist

Theorist

Plan

Conclude

Try

Review

Observation

Experimentation

Experience

Conceptualization

Activists involve themselves in new activities, valuing experience. Reflectors like to observe, collect data, and analyze experiences from multiple perspectives before drawing conclusions. Theorists value logic and rationalize data to create theories. Pragmatists are hands-on planners who enjoy trying the practical application of their ideas. The learning cycle is a continuum moving from the first to the last and repeating, but over time people tend to develop preferences for particular styles. Honey and Mumford’s gives designers the knowledge they need to account for multiple learning preferences. Activists need spaces where they can fully immerse themselves in their learning. They need hands-on application and require spaces for group work, where they can physically manipulate the environment to place themselves in the center of their learning. They would use things like white boards, moveable furniture, and interactive technology. Theorists think deeply about the why of their activities. This requires focus and privacy, so they would need auditory separation, research technology, and task oriented spaces. Pragmatists require a combination of the first two spaces. These learners also need privacy to think, but they like to experiment with applications, so hands-on task spaces become important for them. Reflectors observe from the sidelines. They would value visual connection, but physical separation from activities and one on one discussions, where they can collect information and form conclusions.

VAK LEARNING MODEL The VAK learning model comprises three main perception types: visual, auditory, and kinesthetic. Learners tend to adopt one or two preferences to take in information and experiences, which makes it important to cater to all styles to create the most efficient learning environment. Visual learners commonly take in information through the eyes and create imagery either mentally or physically to absorb material. Some examples of visual learning would be diagrams, descriptive language, white space, and use of color. Auditory learners process information by listening or talking. These types of learners like to discuss with groups, explain, or use anecdotes and jokes. Lastly, Kinesthetic learners are hands on. They prefer to learn by doing, use models, fidget with objects or toys, or work standing. In a study of the VAK method, a sample of 50 boys and 50 girls between the ages of 17 and 19 were taken to study the effectiveness of using VAK. They found the groups to have significant improvements in test scores when their VAK learning style was incorporated. From this information it can be concluded that incorporating objects that cater to each learning preference will help students learn more effectively. These could be things like white boards, highlighters, study rooms, and standing desks. Including these things in a student study space would increase the functionality of the space and encourage students to use it.

1.2 THEORIES RESEARCH THORNBURG’S SPATIAL ARCHETYPES FOR LEARNING David Thornburg is known for his identification of archetypal education spaces to enhance learning environments. He identified three distinct functions of spaces which correspond to the way students take in and process information, the campfire, the watering hole, and the cave. The campfire relates to the way insights have been passed down through centuries, relying on storytelling from an educator sharing their knowledge and encouraging students to model the same behavior by sharing their insights with others. The watering hole space is more informal, encouraging the spread of ideas and discovery between peers. This type of space promotes a sense of community and connection between students and allows them to educate and be educated at the same time. The cave refers to a place where the student can process the information they’ve received privately, and cement knowledge to belief. With the rise of technology and COVID-19’s impact on the educational environment, Thornburg’s 1999 research continues to be adapted and reevaluated to incorporate online spaces and remote learning methods into this model.

The adoption of this method allows educators to personalize their instruction based on the needs of students, as long as they have the spaces to do so. This calls for large group, small group, and private settings in learning environments, which give both educators and students the environment they need to create these experiences. For the campfire setting, the space becomes derivative of the name. An open environment with an amphitheater or semicircular type arrangement places focus on the educator and reinforces the story telling nature of this learning environment. Acoustical separation becomes important in the watering hole to allow focus to remain within the small group. In the cave space, visual and acoustical privacy are essential to maintain individual learning. In traditional learning spaces, both online and in person, these forms of education are often present without the spatial environment to make them most effective. The ideal learning environment would be one where an educator could move easily throughout these spaces to determine how they can best utilize their time.

RELATIONSHIP TO SPACE

DESIGN INSIGHTS

Many widely known theories which describe and evaluate how individuals form a personal connection and relationship to their environments. The BehaviorSetting theory details this phenomena and concludes that a user’s behavior can only be understood by observation of their interactions within context. For many users, various environments feature specific moments of interaction which become significant, as described by Symbolic Interactionism, and as these behaviors become repetitive, social expectations are formed as well as a deeper individual relationship with the created experience and place. Lastly, the Prospect and Refuge theory describes two conditions of space, one with the ability to observe and not be seen, and the other which provides the ability for direct involvement in public activity, which are both necessary in any environment in order to provide a varied relationship with the space and activity.

Through the analysis of these theories and concepts, we can draw conclusions which will help inform design decisions. Observing students and users within their physical environments and how they interact with it can help us to better understand what accommodations will help promote student success and wellness. Designers can strive to provide spaces with varied levels of lighting, enclosure, privacy and other characteristics of the space in order to provide adjustability and individual user comfort. These ideas also tell us that creating spaces for specialized communication and interaction for the users can form an environment in which individuals are likely to return to in order to recreate these interactions. It is clear that individuals form attachments to spaces which encourage repeated interaction, meaning it is important to provide a varied level of interaction with activities and others in order to foster meaningful relationships within the space.

1.2 THEORIES RESEARCH WAYFINDING Point of Reference

Location of Information

Determining a Path

Maintaining Path

Access/Denial to Chosen Path

Within an environmental context, wayfinding is a term used to describe user experience and orientation. Kevin Lynch defines this as “a consistent use and organization of definite sensory cues from the external environment.” (Abrams) As time can tell, humans are creatures of habit; we tend to avoid asking for directions, meanwhile using wayfinding without even realizing it. There are five hierarchical components: point of reference, location of information, determining a path to take, maintaining that path, and access/ denial to chosen path. Orientation can also be referred to as directional awareness, or point of reference. Architectural design elements aid in orientation and path selection. This includes graphic communication that affects its spatial relationships, tactile elements, and provision for users with special needs. Spatial layouts are defined by content, form, circulation, and organization, but environmental communication provides the additional architectural and graphic essentials for wayfinding. People require multiple fashions to interpret information in order to freely choose their own path of travel. This leads to a concern towards safety for all types of independent users and a push towards making their wayfinding easier.

PERCEPTION OF SPACE

DESIGN INSIGHTS

Many factors impact how individuals experience their surroundings, and there are many widely known theories which help to describe specifically how users form their perceptions. How an environment is seen impacts their level of comfort as well as their reactions and behavior within that environment, as described by Gibson’s Affordance. The Theory of Collative Properties further breaks down what factors stimulate a response from an observer, these being novelty, complexity, incongruity, and surprising-ness. The reaction level from each individual will vary based on their own preconceptions and preferences, which may even vary with each interaction. As important as it is for a space to be flexible for its users, it is also important to understand that the user has the ability to adjust their individual perception or “lens” in order to understand stimuli and context.

By analyzing these theories and concepts, designers can draw conclusions in order to make informed design decisions. The Adaptive Design Method, encourages design strategies which stimulate each of five senses (or as many as possible) allowing for unique stimuli and creating a deeper connection with the environment. Because we see that a user’s behavior is largely driven by their overall perception and relationship with the context, spaces may also integrate techniques of spatial design which emphasize the elements of space such as paths, edges, nodes and landmarks, as broken down by Lynch’s Elements of Legibility. These elements amplify a user’s ability to form a personal feeling of place as well as a mental map of the space. Additionally, the moderate use of environmental stimuli will maintain user excitement while avoiding over-stimulation. All of these components can be used to create an educational environment which effectively serves the needs of the students.

1.2 THEORIES RESEARCH

Theory Relations Matrix Adaptive Design Method Theory Behavioral-Setting Theory Brunswick Probabilistic Lens Model Gibson’s Affordance Honey & Mumford Learning Styles

TAKEAWAYS Key Directly Related Wayfinding and human centered design is the most Somewhat Related important theories for our research - or so we thought. According to our matrix, Mostly Unrelated the Langer Mindfulness Theory also relates to almost every theory, along with Prospect and Refuge. The most surprising outcome, however, was that Thornburg’s Spatial Archetypes for Learning and Theory of Collative Properties related to every single theory, minus one each.

Human Centered Design Inclusive Design Strategies Integrative Awareness Langer Mindfulness Theories Lynch’s Elements of Legibility Mindfulness-Based Stress Reduction Mindfulness-to-Meaning Prospect and Refuge Symbolic Interactionism Theory of Collative Properties Thornburg’s Spatial Archetypes for Learning Universal Design Vak Learning Model Wayfinding

What We Learned: Wayfinding and human centered design is the most important theories for our research - or so we thought. According to our matrix, the Langer Mindfulness Theory also relates to almost Key every theory, along with Prospect and Refuge. The most surprisingRelated outcome, however, Directly was that Thornburg’s Spatial Somewhat Related Archetypes for Learning and Theory of Collative Properties Mostly Unrelated related to every single theory, minus one each.

1.3 PRECEDENT RESEARCH BENTLEIGH SECONDARY COLLEGE MEDITATION AND INDIGENOUS CULTURAL CENTRE The Bentleigh Secondary College Meditation and Indigenous Cultural Centre was designed by dwpIsuters and is located in Bentleigh East, Australia. The building is located in a wetland, forest landscape, and it is intended to enhance students’ connection to their environment and curriculum by acting as a piece of furniture. The landscaped surroundings allow students ample opportunity to choose a place that best fits their mindfulness practice. The majority of this landscaped area is south facing, allowing for natural sunlight to fill the interior and exterior areas. Constructed entirely from timber, the building employs many passive heating and cooling techniques in order to be environmentally conscious. Carbon sequestration, a wind turbine, and a geothermal exchange unit for heating and cooling are all used. Conceptually, the architects intended to represent the inner and outer self through the use of materiality and form in the building. The warm, plywood on the inside of the building represents the inner self, while the silvertop ash cladding on the exterior represents the outer self. Overtime, the exterior of the building will age. The silvertop ash will weather and fade with sun exposure, while the interior of the building retains its warm, youthful glow, further enforced by the natural light reflecting through the space. The form takes a similar approach, with the inside incorporating soft curves flowing through the space, while the exterior of the building uses a more angular approach to achieve the same flow. 24

The plan of the building is simple, containing just one room, with separate service spaces corresponding with the entries and exits. This is so that the main space can be reorganized or repurposed based on what is required. The building sits higher than ground level, using stairs and ramps to extend itself into the landscape. The layout of the building allows for the flow of movement without disrupting the main activity space. Students can enter and exit through either the main, front entrance, or the back, garden entrance. These areas are spatially separated from the main activity space to create supplemental service areas. While the building and its surroundings encourage and provide for the connection to the environment that is important in mindfulness environments, the spaces are lacking in providing a refuge or retreat area. It would be easier for students to connect to the environment if they had degrees of privacy to choose from. A sheltered or semi-enclosed exterior space might provide the students with a feeling of belonging. The building does however, use materials in a thoughtful, unique way that accurately conveys the intended feeling. It is a reminder of the importance of considering material qualities.

1.3 PRECEDENT RESEARCH OREGON ZOO EDUCATIONAL CENTER Mindfully influenced design for child education illustrates the basic principles required to create a successful educational space. In order to understand the principles used to design studio architecture, recognizing the most basic design methods implemented within educational design is essential. Designed by Opsis Architecture in Portland, Oregon in 2016 the Oregon Zoo Educational Center provides in-depth opportunities for both learning and play. Interior and exterior spaces are woven together, optimizing involvement with the landscape and sparking interaction between the visitors and the corresponding architecture. Designed to mimic the woven nature of a bird’s nest, the resulting architecture flows in and out of the residing landscape to blend the built and natural environments. With a large, open entry oriented towards the west plaza and railway station, the exhibition and classroom spaces radiate off into the surrounding hillside. The lobbies’ swooping, curved design draws visitors to further explore the interactive exhibits, insect zoo, and events space located further inside. The buildings are constructed with exposed wooden ceiling structures accented with corresponding steel detail. The minimal materiality choices both support the designs environmental integration, as well as sustainability efforts. Much like the rest of the center, the nearby Nature Exploration Station was designed

with woven wood and steel, reflecting the nests of small animals in order to express a natural state of order within the environment. The Oregon Zoo educational center holds a LEED platinum title, successfully maintaining and going beyond what ‘sustainability’ entails. The entire design is based on an extensive list of net-zero energy and sustainable design strategies, “such as the expansive rooftop photovoltaic array, rain gardens that clean stormwater before reuse in restrooms, and birdfriendly lighting and fritted glass windows,” (Silva, V. 2022). This design implements a plethora of sustainability methods, from water, electricity and solid waste reduction, to the use of native plants and green roofs in support of the surrounding landscape. Not only does the center seamlessly integrate with its environment, but optimizes the child-education interaction by immersing the children in thoughtful, yet fun experiences. Opsis Architecture was able to successfully embody the Zoo’s mission statement, fully encompassing their objective to advance animal welfare, environmental literacy, and conservational science within the community.

1.3 PRECEDENT RESEARCH GOODRX HEADQUARTERS SANTA MONICA, CA Located in Santa Monica, CA, the GoodRx Headquarters is a uniquely designed office building intended to promote well-being and a connection to nature for its users. Its use of biophilia, comfortable furniture, nature-based color palette, and flexspaces are factors that are beneficial in any learning environment. The concept driving the design of the GoodRx Headquarters is to create the look and feel of home. This is enforced by scaling the immense warehouse spaces with intimate moments through the activation of episodic social programs. Designing a work environment that is comfortable, personable, and feels safe to the user was the overall goal. The Headquarters were designed to allow as much natural daylight possible using skylights; 25% of lighting used is daylight. The project transformed a pre-existing pen manufacturing warehouse site into an urban influenced work environment.

The spatial organization of the headquarters is dominated by an X shaped walking path that is outlined on the physical concrete surface on the first floor of the building. The primary spaces branch off of this “traffic loop” and terminate in collaborative work spaces. 80% of the desks are unassigned flex spaces meant to encourage the users to not stay in one space. The second floor is used for larger conference spaces and VP offices. Modular shelving, located throughout the work space and points of travel, serves as storage, partition between work spaces, acoustical barriers, and helps define circulation. The primary materials in this space are concrete, steel, particle board, repurposed wood, and biophilia. With so many plants, sustainability and maintenance become big issues. To conserve water, a tournesol planter irrigation system was installed, using a moisture sensor to monitor the soil and release water as needed. The team also sourced 98% of the building’s furniture within a 30-mile radius cutting down on emissions that would be caused by transportation. In conclusion, this office space breaks from the norm of pharmaceutical companies in an effort to create collaborative, comfortable, and inviting personable environments

1.3 PRECEDENT RESEARCH UNIVERSITY OF TEXAS AT DALLAS STUDENT SERVICES BUILDING The Student Service building located on the campus of University of Texas, Dallas is a prime example of a cohesive and inviting academic environment. This building consolidates almost all major departments in the university, including offices for the dean of students, bursar and registrar, a career center, enrollment services, health and counseling centers, international student services, the multicultural and women’s centers, and housing operations. The large, three story lobby and central atrium provides public circulation and natural daylight to the entire building. In the lobby, informal meeting areas are available to advisors, staff, and students. Furthermore, the building is LEED certified, demonstrating to the student population how important sustainability is as well as reducing energy usage.

UNIVERSITY OF ARIZONA BARTLETT ACADEMIC SUCCES CENTER The University of Arizona, Tucson has recently implemented a new learning community to its campus; The Student Success District. This community’s goal is to combine four separate student-centered buildings into one cohesive zone with overlapping outdoor spaces. The learning environment embraces diverse, flexible, and technology-rich spaces with both indoor and outdoor study areas. Among this district is the Bartlett Academic Success Center. The purpose of the facility is to be of assistance to its students in any way possible, and it offers a variety of services, including academic advising, career support, and engagement opportunities. The Thrive Center is a point of pride for the university where students can come together for peer mentoring, workshops, collaboration, and focus on wellness. There are additional programs as well, such as the SOS service, where students and faculty are free to ask any question, and the Think Tank, a tutoring and academic support hub. Another program is the Strategic Alternative Learning Techniques (SALT) Center where services and support are provided to students with learning and attention challenges. There are an array of settings placed throughout the building; lounge, collaboration, classroom, private offices, open offices, and conference spaces. Each option provides varying levels of privacy and formality, ensuring comfort for the user. The assortment of learning spaces assist in the overall success of the Bartlett Academic Success Center, and create a welcoming environment for students, faculty, and community members alike.

1.3 PRECEDENT RESEARCH ALBERT EINSTEIN EDUCATION AND RESEARCH CENTER SAO PAULO, BRAZIL The Albert Einstein Education and Research Center was designed by Safdie Architects and is located in Sao Paulo, Brazil. Conceptually the architects sought to change the way we learn in the 21st century. The center takes inspiration from Einstein’s interdisciplinary approach to education, research and healthcare delivery. The lead architect on the project, Moshe Safdie commented on the completed project saying, “The center afforded us the opportunity of designing an enlightened space for learning and research, one where interactive exchange, and a strong connection to nature could foster the next generations of medical leaders.”

Every aspect of the design was carefully contemplated and constructed to reflect the needs of the users as well as serve the environment and community. The heart of the research center is dedicated to a large and luscious garden atrium space, which sprawls outward and spills into the surrounding landscape in order to further connect users to nature and the community. To ensure the success of the gardens and plant-life, the mechanical system was specially designed to maximize comfort, control humidity, minimize energy use, and support plant needs. The roof structure and glazing was constructed in order to let in ample natural light while also mitigating heat and absorbing sound. In conjunction with the natural plant life and the form of floor levels, the roof construction pushes a feeling of being sheltered and enclosed by a permeable canopy, like that of a tree. Special attention was paid to all of d Ed the interior and exterior material choices, drawing from and connecting to the surrounding city, and ensuring the most eco-friendly end result.

The interior of the building provides 40 technology-supported classrooms which feature operable partitions for adaptable use, as well as a large auditorium, laboratories, clinics, and operating and examination rooms which surround the central garden space. Sustainable materials, as well as locally sourced woods and plant-life, further the push for an environmentally friendly space. Each floor features its own designated color of natural rubber floors to give variation of spatial character and provide orientation for the user. Flexible furniture arrangements orient the space towards collaboration and comfort, while the exterior shell and varying floor shapes pull natural light deep into the building, and to spaces which are below ground level. All of these programmatic and aesthetic considerations serve to fulfill the needs of students and teachers in order to provide them with the highest quality of technology integration and educational experiences. Overall, the Albert Einstein Education and Research Center successfully fulfills all of their goals. Integrating state-of-the-art technology and facilities to educate future minds, as well as orienting them towards mindfulness through sustainable materials, passive mechanical systems, and ample connections to nature through biophilia. The flexibility of partitions and furniture arrangements within the interior spaces encourages consistent collaboration of minds, while still serving individual development and reflection. Visually stimulating forms, as well as a focus on natural lighting and connections to the surrounding environment, come together to create an environment suitable for education and mindfulness.

1.3 PRECEDENT RESEARCH +HALLE SUI DESK CHAIR Mindfulness in the workplace, and in higher education settings is not always the easiest to achieve through architectural design alone. In these spaces, it is important to provide users with furniture, products, and technology that can serve and fulfill all needs of the users. Designed by Raw-Edges, this desk-chair combination serves as a multi-purpose space for an on-the-go working feel. Perfect for users who fidget and have a need to move in their environment while they work.

The Sui Desk chair features a painted steel structure to support a 180° wrapping solid oak desk. According to the manufacturers information, all of the steel members are made from 99% recycled metal, and all wood products are responsibly grown and locally sourced. The wrap-around desk surface in conjunction with an upholstered seat which swivels 360°, allows the users to spread out materials, and organize their space in a way which suits them. The softened inner edge of the desk can also serve as a backrest for the user for a small change in posture and flexible use.

Strengths of the overall design include color customization options, the ability to configure for group settings, as well as a somewhat unique function and form which can serve as a “third place” for users in a workspace. In contrast, some weaknesses in the design include a relatively large spatial footprint as well as not integrating ergonomic factors to inform transport and movement of the piece. In addition to this there is opportunity for improvement of ergonomic considerations such as the form of the seat and upholstery, as well as the comfort of the “backrest”. Another opportunity for the design is the integration of wheels or gliders for easy movement and reconfiguration in the space.

1.3 PRECEDENT RESEARCH +HALLE OPUS HIGHBACK CHAIR & DESK In mindfulness-based teachings, reflection and selfawareness are very important in creating a community and environment that is balanced and fulfilling. Designed by From Us With Love, the Opus Highback Chair affords every user the ability to escape to an intimate setting for seclusion, reflection and relaxation. Serving as a sort of place within a place, the design provides the user with both visual and auditory privacy as is suitable for quiet and secluded, as well as large and active environments.

The Opus Highback chair is available with or without the additional solid oak desk surface, and one of four pieces in a collection of seating designs. It features a sound absorbent acoustical privacy panel which almost fully surrounds the users providing them with a sense of seclusion and comfort. According to the manufacturer’s information, the steel supportive structure is made of 99% recycled metal, and the wood and upholstery finishes are in line with Scandinavian sustainability standards. The fairly large seat as well as the thick cushion allows the user to move and change postures easily while still being relatively comfortable for a long-term stay.

Some strengths of this piece include the opportunity for color customization, the consideration of acoustical privacy within the finishes, as well as the simplistic design which allows it to sit comfortably in any space. There are however opportunities for ergonomic improvement, such as the location and small size of the work surface. Enlarging the work surface, and integrating some indication of portability can enforce the multi-functional aspects of the design. The only potential concern of the design is the durability of the upholstery and finishes, as well as how easily cleaned the piece is. Overall, the Opus Collection and this piece specifically, create a unique yet elegant design which is suitable for a large variety of spaces and settings. Optimizing a relatively small footprint, while still providing the user with a comfortable and secluded escape. Supporting many uses and postures as well as accounting for a need for auditory and visual privacy, the enclosed chair encourages independent work and reflection. Being aesthetically pleasing and simplistic, the Opus Highback compares nicely to many similar options on the market today and is an excellent example of how to implement mindful thinking in working environments.

1.3 PRECEDENT RESEARCH HIGHTOWER ZIGGY STOOL AND TABLE An environment which is easily adaptable and encourages flexible working as well as movement within a space is essential to fostering young minds and encouraging mindful practices. Designed by Brad Ascalon, the Ziggy stool and table combination creates a versatile work environment ideal for both collaborative and individual working. The pair allow for easy transportation and reconfiguration while also providing ample comfort for a long-term stay.

The Ziggy design collection features a small stool with a contoured foam top for lower back support and fully upholstered seat. Although the upholstery doesn’t come in many color or texture options, the leather base and handle which provide easy transportation, come in multiple colors. In conjunction with the triangular shape of the seat, the triangular table features a steel base whose form allows it to easily nest with the stool, as well as other tables for compact storage. The table’s geometric shape also allows it to be reconfigured for larger groups to encourage impromptu and consistent collaboration in the workplace.

As the design has received many awards, it is clear the collection has many strengths and is suitable for many users. The chair and table both offer some color customization, as well as displays a good amount of ergonomic considerations. The sculpted seat, as well as visual indications of how to transport both serve to help the user know how to use it. Encouraging movement and a literal shift of perspective in the workplace is instrumental in creating a comfortable and productive environment. Some weaknesses and opportunities for growth in the design include the integration of some storage, as well as addressing the relatively small size of the work surface. There is clearly room in the market for more products similar to the Ziggy chair and stool which are perfect for high-flex environments, and encouraging collaboration with others, while still fulfilling many of the mindfulness-based goals. The collection is produced to sustainable standards and is highly compactible with an already small spatial footprint. Although there may still be room for improvement or further exploration within the design, the modern and innovative design is exciting and influential in the context of education and mindfulness.

1.3 PRECEDENT RESEARCH STEELCASE MEDIASCAPE Within mindfully-oriented educational environments, collaboration spaces are necessary to enhance communication and idea-exchangement between students and teachers. Designed by Steelcase, Mediascape integrates technology and furniture to optimize collaboration and productivity by creating a centralized hub for student-teacher interaction. The design incorporates a media stand with interchangeable technological tables meant for group activity, which can be used to enhance a variety of mindfully-oriented educational spaces.

The self standing media stand can accommodate a variety of screen sizes, allowing users to personalize technology based on individual group situations. The set of tables available include both rounded and rectilinear forms to choose from, which also allow for mediascapes to connect with each other for large interactions. Each table option also contains outlet options for both charging and directly connecting to the paired screens. The option to use any chair also allows individuals to optimize their own personal comfort during collaboration. Mediascape’s functional design and technological inclusions would allow for educational groups to optimize how they mindfully interact with both each other and their environment.

While Mediascape works well for medium sized groups, when two or more tables are assigned to one stand, visibility probably becomes an issue. If several media stands could connect with one another, then multi-station collaboration could allow for much larger groups among several mediascapes to watch and participate with one another.

1.3 PRECEDENT RESEARCH KEILHAUER JUXTA FAMILY The Juxta family chairs and tables incorporate curves and organic shapes to create comfort in multiple positions. The options are almost limitless with this family, as every aspect is customizable. Four leg, four star, five star, sled, castors, glides, and tablet are just the base options for the chair. Then, there are options for height, back, arms, and materiality, making this a very versatile chair that could be used cohesively throughout a large design. The variety of options for both form and finish keep the chair fresh in each new setting.

In educational environments, the castor or glider base can support students who are neurodivergent, or those who need to move or fidget. The transportability of the chairs allows for repositioning for group or individual work. The chairs support mindfulness by affording the user with varying options for privacy. A sense of personal place or group interaction. Due to their customizability, they can fit aesthetically into most any environment. Potential weaknesses of this product are that they could be disruptive if there’s too much movement, or that buying them for a large project might not be within budget for educational institutions.

There is an opportunity to expand this line to other lounge furniture such as sofas and footstools. This could add a more relaxed position for students when they need it, providing balance between work and down time. The only major threat to this piece is that it might not be used due to price.

1.3 PRECEDENT RESEARCH HERMAN MILLER PLEX WORK TABLE The Herman Miller Plex Work Table is another piece of adjustable furniture. This table is part of a larger furniture family, consisting of mostly lounge furniture. The table has a large opening in the middle of the basse, designed to nest next to or between other pieces of furniture. It is large enough to accommodate a laptop, but not much else. It has many customization options allowing it to fit within a variety of aesthetic environments.

This product allows the student to turn a lounge area into a comforting work environment with its nesting base. The lowest height for the table rests just above chair armrests, while it tops out at a standing height. This product puts the power in the hand of the student to learn in the way that is best for them. By simply pushing a button the table surface can be raised or lowered to the desired height. One main weakness is its lack of handle for portability. When using this product, students will most likely choose to move it to their favorite spot. The small work surface could also be limiting when trying to do assignments that require a combination of technology and hard copies.

Having a handle or ability to drag the table would improve the design and functionality of the product. Another opportunity to improve would be the integration of a second surface or storage. It could be a simple second level underneath the work surface to temporarily store small items, but again this would also improve functionality. The main threat to this product is the portability aspect. Besides being awkward to carry, it also seems heavy. If this could be solved the product would be much more functional.

1.3 PRECEDENT RESEARCH HAWORTH HUSTMEET The Haworth HustMeet pod would be a great addition to any educational environment. The moveable pod creates an acoustically private group meeting space for collaboration with up to four people. Acoustic fabric helps decrease noise levels for a more focused environment.

The design has many built in features to best accommodate work. Motion activated LEDs along the top of the pod light the work surface. Built in power allows for the use of technology within the enclosed space. Privacy for small groups is important in both educational and mindfulness spaces, and the glass allows for supervision without interruption. Integrated castors allow for the transportation of the pod in large open areas. The main drawbacks to the design are the cleanability of the front and back of the pod and the lack of customization options available. The glass panels on the front and back of the pod look aesthetically pleasing, but seem like they will attract fingerprints, when schools already struggle to keep up with cleaning. Some might also think that the two color options are limiting.

One main opportunity to implement would be storage. There is nowhere within the pod to put a schoolbag. The front face of the benches could be hollow to allow short term storage. Secondly, it is unclear if castors are really needed for this pod. Moving the pod in the building while it is being furnished would be easier with castors, but after that, would they ever be used again? Due to the massive size of each pod, it is unlikely they would be moved throughout the space they are placed in, and when someone steps in they might shift position causing them to travel and encroach on other spaces.

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SITE CONTEXT & ANALYSIS 2.1 GEOGRAPHIC CONTEXT 2.2 CULTURAL CONTEXT 2.3 PHYSICAL CONTEXT 2.4 S.W.O.T. ANALYSIS

2.1 GEOGRAPHIC CONTEXT HISTORY AND BACKGROUND MANHATTAN, KS Almost two centuries ago in 1850, two small settlements named Poleksa and Canton were developed on modern Manhattan territory. Very soon after establishment, the two settlements were combined into the town of New Boston. In 1855 a group of colonists left Ohio towards New Boston which, upon their arrival and combination with the town, officially formed the city of Manhattan, Kansas. Agriculture quickly filled the fertile river land, and Manhattan became economically driven around livestock and farming. Upon construction of railroads, Manhattan grew to be a very important trading center between the east and west coasts for farm produce and cattle. Manhattan’s culture is structured around the agricultural industry, but the city contains several other small industries such as manufacturing butter, cream, & ice cream, a flour mill, hatcheries, and companies that produce eggs, poultry, egg crates and even cabinetry. Through the development of Kansas State University and other companies, Manhattan continues to be a front-running area for the midwestern agricultural industry.

GEOGRAPHY Manhattan’s Geographic characteristics encompass the Flint Hills and nearby Konza Prairie. The Flint Hills consist of thin soils, limestone layering, vegetationfilled shale levels between the limestone, deeply cut valleys, and divided topography. Surrounding hills are identified by their flat tops and concave slopes made up of underlying limestone and shale. The Flint Hills area is 1.6 million hectares that stretch from the Kansas-Nebraska border down into Northeastern Oklahoma, housing the largest remaining areas of uncut native grasses in North America. The nearby Konza Prairie is a 3,487 hectare section of land holding a native tallgrass reserve owned by both KSU and the Nature Conservancy. (citation)

2.1 GEOGRAPHIC CONTEXT HISTORY AND BACKGROUND KANSAS STATE UNIVERSITY When Manhattan was formed in 1850, the Bluemont Central College was established. Only 13 years later, the Bluemont College was renamed the Kansas State Agricultural College, which is the first college established after the Morrill Act allowing the formation of land-grant schools. The Bluemont College, later known as KSU, was founded by Issac Goodnow and Joseph Denison “to establish in addition to the literary department of arts and sciences, an agricultural department with separate professors to test soils, experiment in the raising of crops, the cultivation of trees, and upon a farm set apart for the purpose, so as to bring out the utmost practical result, the agricultural advantages of Kansas, especially the capabilities of its high prairie lands.” The creation of KSU’s agricultural campus greatly influenced the focus of agriculture in Manhattan as a whole. In the present day, KSU has expanded to include the colleges of Agriculture, Architecture and Design, Arts and Sciences, Business, Education, Engineering, Human Ecology, Technology, Biology, Veterinary Medicine, along with the A.Q. Miller School of Journalism and Mass Communications. Campus has also grown to include several research facilities such as the Agricultural Experiment Station, the Wheat Genetics Resource Center, the Konza Prairie, the Center for Basic Cancer Research, and a ‘Trigma Mark II Nuclear Reactor

AHEARN FIELDHOUSE Ahearn Fieldhouse has been an integral part of KSU campus since its construction in 1950. Originally built as the 5th largest indoor fieldhouse, Ahearn holds up to 14,000 people and housed the most modern sports technology of that time. The fieldhouse originally held track facilities and equipment, baseball cages, and a basketball court; however, the intended use of Ahearn has changed numerous times over the past century. Through the late 1950’s and 1960’s, the basketball floor was removed to accommodate indoor football team practices. Most recently, Ahearn has accommodated volleyball teams and hosted 5 different NCAA volleyball tournaments since 1996. Over a two year period Ahearn has been gradually emptied and prepared for a full internal renovation. (citation)

2.2 CULTURAL CONTEXT DEMOGRAPHICS Manhattan is economically structured with individual industries all providing for one community. The largest industry employer in Manhattan is Kansas State University, with over 22,000 students being served by 6,000 employees a year. Because KSU was founded in 1850, the University is a historical element that supports Manhattan both culturally and economically. Kansas State originated as an agricultural college which drove Manhattan’s economic path throughout the last century. Between the KSU Agricultural College and the Kansas Department of Agriculture, land cultivation is a significant economic contributor that supports a large portion of Manhattan and surrounding communities. More significant trades engrained in Manhattan culture are the Fort Riley military base, The Agro-defense & Bio Industry, Architecture & Construction, Healthcare, and Manufacturing.

CAMPUS AND CITY CULTURE Manhattan represents a genuine midwestern collegetown, with the community surrounded by the Flint Hills and rooted in an agricultural life-style. Kansas State University and their students shape the culture by integrating friendly, loyal, and passionate standards into the community. Nicknamed “Manhappiness”, the town and community finds joy from watching college sports, the performing arts, elite golf, outdoor activities, shopping, and dining. The university and town itself have been voted as the best walkable destination in Kansas, and history and tradition have been rooted into the everyday lives of its inhabitants. Kansas State University was the first public university to receive funding from the federal government, given a land grant through the Morrill Act of 1862. Since then, the campus has blossomed into a most desirable place to attend school and attracts visitors from all over the country. The students and alumni proudly hold onto the stories and traditions that have made this university successful and continue to restore and improve the campus for generations to come.

2.3 PHYSICAL CONTEXT ENVIRONMENTAL CHARACTERISTICS Manhattan Kansas is located in a humid subtropical climate according to the Koppen classification, having mid-high temperatures and evenly distributed precipitation through the year (britannica citation) . The area is known for having a wide range of temperatures throughout the year with an annual average low of -4 degrees fahrenheit and an average high of 101 degrees fahrenheit (climate consultant). Manhattan receives about 35.2 inches of precipitation per year with the most precipitation occurring during May, 5.4 inches, and the least in January, 1.0 inches (climate data.org citation). Data gathered from Climate Consultant shows the (insert charts you use) taken from the city’s airport, approximately seven miles from the site. The wind velocity chart shows that the windiest months are March and April while the least windy are July and January. The months with the highest average temperature are July and August, and the coldest average months are December and January, which according to the sun shading charts lines us with when the building will need the most and least shading vs sun (climate consultant).

WIND WHEEL

WIND VELOCITY RANGE

SKY COVER RANGE

SUN SHADING SUMMER

TEMPERATURE RANGE

GROUND TEMPERATURE

SUN SHADING WINTER

2.3 PHYSICAL CONTEXT BUILDING ANALYSIS ARCHITECTURE & STYLE On a campus rich with limestone clad buildings, Ahearn Fieldhouse stuck to tradition. Silverdale Limestone and Ft. Riley Limestone were the primary building materials used in the construction of the site. Other limestone types throughout campus include Neva Limestone, Cottonwood Limestone, and native Kansas limestone. Ahearn was loosely designed under the style of Collegiate Gothic: an architectural style based upon the Gothic Revival movement. This style demonstrates a grand presence, typically rectangular in plan, with a brick or stone facade and a grand entrance.

PROPORTION & SCALE The Fieldhouse used to be able to hold up to 14,000 people, but after code and health reconsiderations, the constraint was changed to 11,200 people. This massive building has been home to many sports events and used to be one of the largest indoor arenas in the United States.

SITE CHARACTERISTICS

CAMPUS STUDENT SERVICES

Ahearn Fieldhouse is in close vicinity to the Student Union and Berney Alumni Center, which makes it an ideal location for a student service building. The other resources KSU has to offer are dispersed throughout campus, making it difficult for students to know where to go. Rather than centering the resources around Hale Library, the resources should be located near the Student Union where students know they’re always welcome. Also, this provides an opportunity for visitors to see what kind of services are offered right off the bat, as most campus tours begin at the Alumni Center and trail upwards to the Student Union, passing near Ahearn.

SITE

STUDENT SERVICES

MAJOR CAMPUS ROADS

2.3 PHYSICAL CONTEXT BUILDING ANALYSIS SITE BOUNDARY

OUTDOOR SPACES

Ahearn building is composed of three parts: the original Fieldhouse, the gymnasium, and the natatorium. However, our project site will consist of only the Fieldhouse historical building. The other two parts will likely be torn down or used for other purposes. Physical context of Ahearn

TO BE DEMOLISHED to be demolished

RENOVATION SITE site

The outdoor spaces surrounding Ahearn Fieldhouse create ample opportunities for student relaxation and extension of space from the interior. Because the building site has a sunken aspect to it, the exterior spaces are well protected from denser pedestrian traffic nearby. Currently, the grassy spaces are underutilized and have not yet realized their full potential.

GREENSPACE

TRAFFIC & CIRCULATION

PEDESTRIAN PATHS

The primary traffic in this area is pedestrians walking past the building. The occasional car comes down College Heights Rd and Martin Luther King Jr Dr, but it is not a high traffic area for vehicles around Ahearn. There are some parking spots available across College Heights from the Fieldhouse, but are faculty only spots and heavily ticketed if parked illegally. Several paved walkways traipse around the perimeter of Ahearn, offering multiple ways to travel by foot.

The primary pedestrian paths circulate around the boundaries of the site, while the secondary paths allow circulation between the Ahearn Complex and Memorial Stadium.

CAR TRAFFIC

PEDESTRIAN TRAFFIC

PRIMARY

SECONDARY

2.3 PHYSICAL CONTEXT BUILDING ANALYSIS ENTRY Ahearn’s location provides direct access from the core of campus, and is adjacent to several heavily used buildings such as the Union, the welcome center, the parking garage, memorial stadium, and Bosco Plaza. Because the fieldhouse is in the core of campus services, a Student support and mental services relocation would be beneficial to both individual students and the University as a whole. Student Support Services is currently located in a variety of places across campus depending on colleges and curriculum, however; providing a universal, well known space for student support and mental services would be priceless to the growth of student health and university success.

INTERIOR CIRCULATION Ahearns main entries are located on the north and east facades, allowing direct access from the union, Bosco plaza and memorial stadium. Upon entry, users are directed in a circular path around the core athletic space, leading to several staircases along each wall that allow users to move up into the bleachers. Secondary entries are placed at each corner of the building, allowing for a more equal distribution of user circulation outside and inside of the building. Retaining the two main historical entries would be accessibly and culturally beneficial, and would strengthen the intention of student service buildings already present in the area.

STRUCTURAL COMPONENTS Ahearn is constructed from solid-steel truss systems with continuous vertical columnar structure and perpendicular beams to hold up the roof and provide vertical support. The walls are constructed from K-State’s iconic limestone masonry, which lend additional vertical support and stabilizes each of the integrated metal trusses. K-State considered Ahearns construction innovative and new at the time, with continuous structural trusses placed at intervals of roughly 10 feet allowing for a completely open and uninterrupted interior space with additional structure only located underneath the raised bleachers. The open plan allows for a variety of opportunities to redesign the building with creative and functional spaces that provide substantial academic and mental support to students.

2.4 S.W.O.T. ANALYSIS STRENGTHS PARKING Kansas State University’s campus offers a variety of different parking options for both on and off-campus students. Ahearn Fieldhouse exists in close vecinity to a large open lot across Denison Avenue, as well as the campus parking garage adjacent to the Student Union. With these two locations, as well as others spread throughout the grounds, Ahearn is placed is good position to serve both students and others in the community.

ON CAMPUS LIVING The Manhattan campus provides a few different options for student housing icluding, the Kramer, Van Zile and Derby DIning and Dormitory Complexes, Jardine Apartments, and the Honors House. In addition to the dining halls, the Student Union as well as Hale Library offer services as well as some food and drink options on campus. In relation to these other buildings, Ahearn Fieldhouse is relatively centralized, and affords most students easy access during their typically routines, as well as encourages foot traffic through the central hub of campus.

SITE ANALYSIS LEGEND

BUS STOP

OUTDOOR SPACE

ON CAMPUS HOUSING

SITE BOUNDARY

STUDENT SERVICE

PARKING

FOOD/DRINK

TRAFFIC

2.4 S.W.O.T. ANALYSIS WEAKNESSES PUBLIC TRANSPORTATION

VEHICLE TRAFFIC

The only public transportation available in Manhattan, is the ATA Bus System. This system loops four different overlapping regions of the city, including 4 bus stops located on campus. Unfortunately for most off campus students, this means of transportation is not reliable and may not lessen travel time overall. In addition to these buses, K-State’s campus and much of the surrounding area utilize Link scooters, which provide some help for close commuters. Overall, public transportation may be a weakness for this location, as a means of bringing people in.

A large majority of K-State’s campus is pedestrian oriented, while still mainting a few key streets for faculty and service traffic. Looking more closely at the area surrounding Ahearn Fieldhouse, the adjacent streets can have a relatively high amount of semi-truck and service vehicle traffic, in order to access and make deliveries to the Student Union and Gymnasium. This heavy flow of vehicular traffic can at times be an obstacle or hazard for the large amount of pedestrians also visiting the area.

FOOD & DRINK There are a few locations on campus that provide some food and drink options for students and faculty, as well as visitors. Although the dining halls are fairly close to Ahearn, they don’t typically provide meals for commuting students, leaving very minimal options for them to chose from. Nearby, the Student Union includes a coffee shop, as well as a few fastfood options, but unfortunately they building and restaraunts have limited hours of operation, leaving students to find other options when on campus at other times.

SITE ANALYSIS LEGEND

BUS STOP

OUTDOOR SPACE

ON CAMPUS HOUSING

SITE BOUNDARY

STUDENT SERVICE

PARKING

FOOD/DRINK

TRAFFIC

2.4 S.W.O.T. ANALYSIS OPPORTUNITIES

LOCATION

OUTDOOR SPACES

The Ahearn Fieldhouse is located in a prime position to help develop a thriving and innovative student hub on campus. Having an adjacent relationship to both the Berney Welcome Center (Alumni and Career Centers) and the Student Union, means that a redevelopment of this site into a building directed towards student wellness and success, may help to draw in new students as well as maintain relationships with those currently enrolled. This collection of buildings act as a first impression to visitors, as well as a common space for all students in all areas of study. In addition to these opportunities, a new student services building in this location forms a relationship with Lafene Health Center and Hale Library, providing widespread resources across the entirety of campus. Overall this location offers up many possibilities for a new area of development and improvement which will serve to support everyone on campus.

The campus overall maintains a large amount of green space and tree coverage, creating a pleasant atmosphere for residents and visitors of the university. Near the Ahearn Fieldhouse site, there are a few large outdoor spaces that create an opportunity for expansion and development of the outdoor environment. In addition to these open greenspaces which are sprinkled across campus, the Ahearn site is directly adjacent to Memorial Stadium, a large public recreation space, which creates on opportunity for a direct relationship between the two buildings and programs.

SITE ANALYSIS LEGEND

BUS STOP

OUTDOOR SPACE

ON CAMPUS HOUSING

SITE BOUNDARY

STUDENT SERVICE

PARKING

FOOD/DRINK

TRAFFIC

2.4 S.W.O.T. ANALYSIS THREATS STUDENT SERVICES Kansas State University offers a wide variety of student services on campus, which are placed incrementally across the grounds. Many of these services unfortunately may go under-utilized, due to a lack of widespread knowledge about them. These services may conflict with the renovation and intention of Ahearn, so it is important to analyze their current program/uses to determine what is lacking and what is already provided as to not duplicate services. Primarily these buildings include Hale Library, the Student Union, and the Berney Welcome Center.

TECHNOLOGY In trying to create a new development which encourages interaction and stimulates a feeling of community, the ongoing development and integration of new technologies, as well as the recent adoption of hybrid-working and online classes may become a threat to the effectiveness of this typology. To ensure that the site attracts an adaquate amount of users, it is important to analyze how these technolgies and working styles can be integrated and utilized within our own design.

SITE ANALYSIS LEGEND

BUS STOP

OUTDOOR SPACE

ON CAMPUS HOUSING

SITE BOUNDARY

STUDENT SERVICE

PARKING

FOOD/DRINK

TRAFFIC

2.4 S.W.O.T. ANALYSIS INTERPRETATION

IMPACTS

We would propose a completely different use of space for Ahearn; instead of utilizing this building as a sports complex, we would make it a student success center/gathering place for students. It would be very beneficial to Kansas State to have a mixture of indoor and outdoor spaces for students to just hang out. Not necessarily study spots, but more places where they can find community and engage with others who share mutual interests. We can introduce multiple categories of spaces; a place for students to meet others and make friends, a place to enjoy time alone, a place to play games, and a place for relaxing.

This site is valuable because not only is it a well-loved, historical building, it’s also located in the whereabouts of the Student Union. Ahearn Fieldhouse has experienced momentous occasions for the last 70 years and stands testament to the community and individuals who have used the space. Our proposal will aim to improve the lives of those on campus through providing new, much needed services for the students while maintaining the life and glory of the old fieldhouse. The site, both on the interior and the exterior, can lend to a great gathering place for students to make connections, find community, and spend quality time on campus. Its renovation will stay true to its historical characteristics, bringing honor to its past, but will also make it more up-to-date in the 21st century. The now quiet site will soon become a bustling hub once again. New life will be breathed into this building so that it can once again be loved by far and many, just as it once was.

The gym could be converted into a wellness center where students can practice meditation, breathing exercises, and stretches. Adding a sauna room could be a worthwhile addition as they are shown to “lower blood pressure, reduce stress, promote skin health, aid in workout recovery, loosen stiff joints, boost your immune system, and remove toxins.” (Jay Bailey, Wellness Director at the Clarksville YMCA). There could also be spaces within or adjacent to the gym side for mental health therapy access, group therapy, and individual coaching. There is a significant lack of mental health resources on campus, and the ones that exist are dispersed throughout colleges. We propose to place this all in one building where students feel comfortable to visit and work on themselves. Ahearn is also in an excellent location on campus, located near the student Union and next to the alumni center where several other student services are offered. 76

REFERENCES B., P., & Perazzo, G. (Pat). (2023). Structures and Monuments in Which Kansas Stone was Used. Quarries and Beyond. https://www.quarriesandbeyond.org/states/ks/ks-structures_8.html Britannica, T. Editors of Encyclopaedia (2018, November 22). humid subtropical climate. Encyclopedia Britannica. https://www.britannica.com/science/humid-subtropical-climate Britannica, T. Editors of Encyclopaedia (2013, September 19). Kansas River. Encyclopedia Britannica. https:// www.britannica.com/place/Kansas-River Dome, A. (2023, February 20). Last hurrah: KSU’s Ahearn Fieldhouse hosts final athletic event after 72 years of Service. The Mercury. https://themercury.com/news/last-hurrah-ksus-ahearn-fieldhousehosts-final-athletic-event-after-72-years-of-service/article_823570a7-9ed0-511c-87c8-69558ea2895a. html#:~:text=Opened%20in%20December%201950%2C%20Ahearn,jump%2C%20broad%20jump%20 and%20shotput Fritchen, D. S. (2023, February 17). Fond memories in the Field House. Kansas State University Athletics. https://www.kstatesports.com/news/2023/2/17/sports-extra-fond-memories-in-the-field-house.aspx History. Kansas State University. (2023, January 11). https://www.k-state.edu/chem/about/welcome_ message/history/#:~:text=Kansas%20State%20University%20can%20trace,establish%20in%20 addition%20to%20the Manhattan climate: Temperature Manhattan & Weather By Month. Climate Data. (2023). https://en.climatedata.org/north-america/united-states-of-america/kansas/manhattan-16647/ Project, F. W. (2023). Manhattan Kansas history. Manhattan Kansas History. https://www.kspatriot.org/index. php/articles/56-kansas-local-history/351-manhattan-kansas-history.html U.S. Department of the Interior. (2022, March 5). Geology in the Flint Hills. National Parks Service. https:// www.nps.gov/tapr/learn/nature/geology-at-the-preserve.htm#:~:text=The%20Flint%20Hills%20 are%20characterized,of%20flint%2C%20a%20type%20chert

PROGRAMMING 2.1 VISION, GOALS & OBJECTIVES 2.2 USER ANALYSIS 2.3 PROGRAMMING 81

3.1 VISION STATEMENT Our hope is to utilize the renovation of Ahearn Fieldhouse in order to create a student services center which is focused on supporting students’ overall health and wellbeing. The goal is to provide a centralized location for all academic and financial services, while also creating a new space to nourish and support them physically, mentally and socially. These newly implemented services may include affordable healthy food accessibilty, mental health services, movement and meditation spaces, as well as connected outdoor and activity spaces to foster a strong sense of community. By creating a location which is inclusive, innovative and welcoming, this new center can become a hub of student activity and support systems, which encourages all students to ask for help, form new social connections and develop healthy habits. In addition to these things, we hope to revitalize this historic location and repurpose it into a site which honors its significance and reflects the values of Manhattan and Kansas State University.

3.1 GOALS & OBJECTIVES

1| 2| 3| 84

HONOR HISOTRICAL SIGNIFICANCE ›

Maintain exterior facade and significant portion or features of interior.

›

Create main public space which exhibits history and university impacts.

›

Renew for new significant campus use and functions.

›

Become a welcome center and draw in visitors from all of campus and the community.

SUPPORT PHYSICAL AND MENTAL WELLBEING OF STUDENTS ›

Provide healthy food and drink options.

›

Integrate spaces for intentinal movement and physical connection.

›

Create spaces which extend outdoors to foster connection with natural environment.

›

Provide quiet spaces for meditation, reflection and introspection.

FOSTER A SENSE OF COMMUNITY ›

Utilize wayfinding, color and spatial design to create a sense of place for students.

›

Provide access to activities and amenities which encourage socialization.

›

Integrate spaces which allow for collaboration and increase peer engagement.

›

Use furniture and soft architecture to provide flexibilty and personalization.

4| 5| 6|

ASSIST IN STUDENTS’ ACADEMIC AND FINANCIAL SUCCESS ›

Provide one-stop access to university academic and financial services and advisors.

›

Integrate technolgy into spaces to aid in academic work and study.

›

Create spaces which allow both quiet study and group collaboration.

›

Supplement student learning with flexible gathering and presentation spaces.

EDUCATE ON SUSTAINABILITY AND ENVIRONMENTAL STEWARDSHIP ›

Integrate adaptive reuse practices to reverently and conciously restore the existing building.

›

Use materials, furniture and systems which maintain an envrionmental standard.

›

Create educational interfaces which engage with students and passively encourage healthy habits.

›

Utilize outdoor spaces and biophilic aspects to re-engage students with nature.

INTEGRATE DIVERSITY, EQUITY AND INCLUSION ›

Create a hub of student services which provides centralized access for all students and needs.

›

Increase accessibility into the building and throughout the interior spaces.

›

Distinguish zones of activity which support both public and private uses.

›

Integrate gender neutral bathrooms and spaces which accomodate for sensory sensitivities. 85

3.2 USER ANALYSIS USER PROFILES

INCOMING FRESHMAN

ON-CAMPUS STUDENT

COMMUTING STUDENT

GRADUATE STUDENT

AGE RANGE

18-19

18-23

18-26

22-30

PROFILE TRAITS

01 | Newly independent and caring for themselves for the first time.

01 | Walking to and from dorms for classes and meals.

01 | Either walking, driving, or using public transportation to get to campus.

01 | Established knowledge of area and university life.

02 | New to Manhattan, learning about the local area. 03 | Learning how to balance and manage college life.

02 | May require oncampus/dorm parking access. 03 | Lack of privacy and flexibilty in living spaces.

02 | More likely to require acces to campus parking. 03 | Limited options for eating on campus, may bring their own meals.

02 | May be looking for new networking and socialization opportunities. 03 | Balancing work and school while preparing for the transition into their career and full independence.

STUDENT ATHLETE

UNIVERSITY FACULTY

VISITORS AND FAMILY

SUPPORT STAFF

18-23

25-60+

5-60+

18-60+

01 | Busy schedule due to excess extracurriculars.

01 | Major commitments outside university life, including

01 | May be unfamiliar with campus layout, using signage to guide them.

01 | Very familiar with inner-workings of the building and site.

02 | Traveling outside of campus often.

02 | Living off campus, more likely to require parking or public transportation.

03 | Likely to desire access to services and amenties to support schedule.

03 | Limited options for eating on campus, may bring their own meals.

02 | Will need either parking access or to utilize public transportation for access. 03 | Likely to remain in highly public areas of the building.

02 | May need consistent public transportation or specified parking area. 03 | Likely to utilize support spaces and staff common areas.

3.2 USER ANALYSIS HOBBIES

VALUES

› › ›

› › › › ›

Fashion Gaming Quality time with friends

Organization Group work spaces Auditory privacy Adaptability Indoor outdoor connection

STRENGTHS

NEEDS

› › ›

› › › › ›

Caregiving Even- tempered Humor

3rd place (not class or home) Technology integrated spaces Food and water station Group study spaces Moveable furniture with large enough desks

MEGAN FRUSTRATIONS

DESIRES

› › ›

› › › › ›

Loud noise levels Messy spaces Bright overhead lighting

Lighting control Unwinding activities Places to meet new people Learning resources support Different seating types

OFF-CAMPUS STUDENT AGE: 20 GENDER: Female YEAR IN SCHOOL: 3 | Junior AREA OF STUDY: Pre-nursing

COMMUTE: 20 minute walk to Justin Hall

VALUES

HOBBIES

› › ›

Family/pets academics Self care

Crochet Walking Reading

NEEDS

STRENGTHS

› › › › ›

› › › ›

Accessible academic resources Daylight Flexible furniture Colorful visuals Plant integration

Studying Empathy Reliable Conscientious

MARY ON CAMPUS STUDENT AGE: 19 GENDER: Female YEAR IN SCHOOL: 1 | Freshman

DESIRES

FRUSTRATIONS

› ›

›

Increased sociability reinforced sustainable choices

› ›

Hot walks across campus Crowded spaces Dark, unlit areas

AREA OF STUDY: Arts and Sciences COMMUTE: 7 min walk to Willard Hall

3.2 USER ANALYSIS HOBBIES

VALUES

› › › › ›

› › › › › ›

Basketball Fishing Reading Going on walks Fostering dogs

Community Meeting new people Discipline and commitment Movement and physical activity Mental break time Close proximity to gym

STRENGTHS

NEEDS

›

› › ›

› ›

Making others feel comfortable around him Communication skills Work ethic

›

Respect as a professor Time with community Place to practice physical activity Facilities to practice his research

TROY FRUSTRATIONS ›

DESIRES

Gymnasium being › › torn down › ›

Preservation of original Ahearn Place for lunch break Informal meeting space for friends and students Brain breaks from research

UNIVERSITY PROFESSOR AGE: 45 GENDER: Male YEAR IN SCHOOL: Teaching 8 years AREA OF STUDY: Accounting

COMMUTE: 20 minute walk to Justin Hall

VALUES

HOBBIES

› › › ›

› › › › ›

Family and friends School/social balance Daily physical activity Personal mental health

Working out Going on runs Journaling Reading Plant care

NEEDS

STRENGTHS

› › ›

› ›

Accessible student services Supportive community

› ›

Acts of service Meeting new people Planning skills Acts of service

KINLEY STUDENT ATHLETE AGE: 21 GENDER: Female YEAR IN SCHOOL: 4 | Senior

DESIRES

FRUSTRATIONS

›

› › ›

Place to hang out with friends not in dorms Practice physical wellbeing Wants to do yoga classes Group therapy sessions

›

Decentralized Campus Early closing hours of services

AREA OF STUDY: Business Administration COMMUTE: 10 minute drive to CBA Building

3.2 USER ANALYSIS DAY IN THE LIFE

MEGAN

MARY

TROY

TEACHING

ATHLETIC PRACTICE

KINLEY

4 AM

TEAC

6 AM

8 AM

10 AM

12 PM

2 PM

WORK AT PHARMACY

ART STUDIO

CHING

ATHLETIC PRACTICE

4 PM

SLEEP

6 PM

CLASS

8 PM

STUDY

10 PM

PERSONAL

12 AM

WORK

2 AM

SOCIAL 93

3.3 PROGRAMMING DETAILED SPACE PROGRAM

SERVICE

SQFT.

STAFF # CURRENT LOCATION

Academic Achievement Center Admissions and Recruitment Advising Cashiers Enrollment Financial Services First Generation Student Services First Year Program Services ID Center International Student Center McNair Scholarships Office of Student Life Powercat Financial Services Registrar Student Wellbeing Office Trio SSS Tutoring Service Veteran Student Services Halo Community and Activity Spaces Convenience Store Outdoor Spaces Food & Drink Areas Mental Health Services Movement Spaces Study and Collaboration

4800

Holton Hall

4200 3000 2000

38 10 9

Anderson Hall Holton Hall Anderson Hall

n/a 5168 1800

8-10 22 2-5

Anderson Hall Anderson Hall Holtz Hall

2900 1000

5-10 5-7

Holten Hall The Union

3960 2000

10-15 5-10

International Student Center Holton Hall

7411

10-15

Holton Hall

1500 5337 3594

10-15 21 10-15

Recreational Services Anderson Hall Lafene Health Center/Rec. Services

3000 4000

6-10 n/a

Holton Hall Holton Hall/Writing Center

3000 1800 1000

10-15 7-10 n/a

The Union Anderson Hall n/a

800 n/a 600

2-4 n/a 4-8

The Union n/a n/a

4500

n/a

1000 TBD

2-4 n/a

Recreational Services The Union/Hale Library

ADJACENCY MATRIX SERVICE Academic Achievement Center Admissions and Recruitment Advising Cashiers Enrollment Financial Services First Generation Student Services First Year Program Services ID Center International Student Center McNair Scholarships Office of Student Life Powercat Financial Services Registrar Student Wellbeing Office Trio SSS Tutoring Service Veteran Student Services Alianza Community and Activity Spaces Convenience Store Outdoor Spaces Food & Drink Areas Mental Health Services Movement Spaces Study and Collaboration

Adjacent Partially Adjacent Potential Relationship No Adjacency

3.3 PROGRAMMING BUBBLE DIAGRAM Reception and Help Desk

Admissions

Registrar

Activity/Game Spaces Enrollment Shade & Seating Food/Drink Cafe Outdoor Space

Office of Student Life

Lounge Community Commons

Garden

Basketball/ Volleyball Courts

ID Center

Historic Exhibit

Gathering Space Student Learning Commons

Flex Event Space

Study/Focus Space

Working Lounge Tutoring & Writing Center 96

GROUND LEVEL

UPPER LEVELS

Student Wellbeing Office

Cashiers Office

PowerCat Financial

McNair Scholarships

Mental Health Services

Financial Aid

Financial Advising

Academic Advising

First Gen. Student Services

Trio ESS

First Year Programs

Academic Achievement

Inclusive Programs Student Access

ISSS

Women of K-State Halo Veteran Student Services 97

DOUBLE HEIGHT SPACES WORKING/SOCIAL SPACES COMMUNITY COMMONS FOOD & DRINK HISTORIC EXHIBIT

3.3 PROGRAMMING ZONING DIAGRAMS

GROUND LEVEL

LEVEL 2

LEVEL 3

LEVEL 4

BLOCK DIAGRAM

MENTAL HEALTH

ADMINISTRATIVE

COMMUNITY/SOCIALIZATION

ACADEMIC

INCLUSIVE PROGRAMS

FINANCIAL

3.3 PROGRAMMING

SPATIAL QUALITIES

ENVIRONMENTAL CONSIDERATIONS

PSYCHOLOGICAL ASPECTS

PHYSICAL CHARACTERISTICS

OTHER 100

ADMINISTRATIVE FUNCTIONS

STUDENT SUCCESS

ACADEMIC & STUDY SPACES

MINDFULNESS & WELLBEING

Bottle neck layout; front desk, open up beyond desk, offices and lounge space, mid height ceiling, mediumsmall in size

Open layout, very accessible, front desk, make up of multiple rooms, offices, meeting spaces, medium in size

Accessible, front desk, organized layout, smaller enclosed flex spaces, informal lounges, formal lounges, mid height ceiling, large in size

Inviting entrance, formal lounge, small meeting spaces, gym access, varying ceiling heights, medium-large in size

Temperature controls; window access, some views to nature; ambient, task, and accent light

Temperature controls monitored; overall window access, moderate views to nature; ambient, task, and accent light

Temperature controls; plenty of window access and views of nature; ambient and accent light

More public toward front, private admin offices in rear, somewhat near entry

Close to entry, easy to find, public spaces, some privacy need

Doesn’t need to be near entry, secure meeting spaces for privacy, protected but open study spaces

Not near entry, has its own wing of building but not secluded, welcoming but confidential, variety of

Low traffic flooring, neutral colors, soft materials, hard surfaces; acoustical properties between

High traffic flooring, hard surfaces, easy to clean wall surfaces, exciting color palette; some acoustic consideration

Medium-high traffic flooring, hard surfaces, some soft material, neutral color palette; acoustic control in each flex space

Low-medium traffic flooring, soft and hard surfaces, neutral colors; acoustic control throughout

Storage space, adjacent lobby space

Secure storage rooms, adjacent to commons; advertise building history, highlight architectural structure

Storage space for each department

Secure storage rooms, adjacent to food health space, adjacent to gym, room for large and small group

INCLUSIVE PROGRAMS

FOOD & ACTIVITY

GATHERING & COMMONS

MEETING SPACES

Central entrance, front desk, departments branch off, offices for each department, multiple informal lounges, large in size

Double height space, connected to commons, easy access to exterior, informal, small dining and kitchen, and designated activity areas

Large open space, double height, central location, connection to all other programs, first floor, large in size, highlight historically significant areas

Informal and formal variety, scattered throughout building for use by any, varying degrees of enclosure, accessible, small in size (10 persons max)

Temperature controls monitored; window access, some views to nature; ambient, task, and accent light

No access to temperature controls; window access, views to nature not necessary; ambient and accent light, some task

No access to temperature controls; window access, some views to nature; ambient and accent lighting

No access to temperature controls; window access, views to nature not necessary; ambient and task lighting

Mostly public, doesn’t need to be near entry, easy to find, some privacy considerations

Close to entry, easy to see and access, public space, welcoming, little privacy need

Centrally located, easy to see and access, public space, welcoming, little privacy need

Not too close to entry, dispersed per department need, considerable privacy need

Medium traffic flooring, soft and hard surfaces, neutral colors; acoustic control throughout

High traffic flooring, mostly hard surfaces, neutral with pops of color, easy to clean surfaces; acoustic control throughout

High traffic flooring, mostly hard surfaces, neutral with pops of color; some acoustic considerations

Low traffic flooring, mostly soft surfaces with some hard, neutral color palette; definite acoustic considerations

Storage space for each department

Storage space, kitchenette, juice bar, microwave station, convenience store, pool/ping pong tables, foosball, garden

Honor the history of Ahearn, formations for large group gathering and small groups, flexible usagefoosball,

Integrate technolgy and interfaces

101

3.3 PROGRAMMING FURNITURE AND PRODUCT PROGRAM SPACE TYPOLOGIES

FUNCTIONAL NEEDS

EQUIPMENT NEEDS

USER NEEDS & DESIRES

COLLABORATION

- Ability to manipulate work areas depending on group size - Circular arrangements

- Access to power - Whiteboard - Electronic displays

- Lighting control - Auditory privacy - Opportunity to socialize

FOCUS

- Auditory privacy - Individual spaces

- Access to power - Access to tech - Access to printing

- Visual privacy, lighting control - Adjustable space with work sufaces for tech and clock

RECEPTION

- Interaction with visitors - Storage - Privacy control

- Access to power - PC - Phone system

- Visual privacy - Sit and stand options - Place to pin notes

LOUNGE

- Relaxed posture & atmosphere - Ability to work, lounge or socialize

- Planters and power access - Work surfaces large enough for tech

- Height adjustable tables - Place to put bag - Opportunities to socialize

OFFICE

- Privacy - Focus environment - Technology workspace

- Whiteboard/corkboard - Technology access - Phone system

- Places to work away from desk - Informal meeting space - Note taking space

MEETING

- Ability to host groups and meetings - Easily cleanable

- Video meeting screen - Presentation aids (white board)

- Group visibility/privacy - Coffee area - Moveable white boards

DINING

- Eating and drinking areas - Food preparation space - Meeting areas

- Fridge to store food - Microwave area - Water bottle station

- Privacy variation with short term or long term furniture - Accessible sinks and trash

MOVEMENT

- Large open areas - Shaded spaces in outdoors - Recovery areas

- Sports equipment, yoga mats - Water bottle fountains - Acoustic tiles

- Prep areas - Cubbies/lockers - First aid

MEDITATION

- Acoustic and visual privacy - Comforting furniture and materials

- Planters - Water feature - Lighting control

- Grounding and journaling area - Ability to play music/guided meditation

102

FURNITURE TYPES & QUALITIES

ERGONOMIC CONSIDERATIONS

MATERIALS & FINISHES

- Moveable seating/tables - Study pods and booths - Large collaboration tables

- Upright supportive posture - Lumbar support - Height adjustability

- Soft upholstery - Hard smooth work surfaces

- Phone booths - Task seating and desks - Privacy lounge

- Upright supportive posture - Lumbar support - Height adjustability

- Soft upholstery - Hard smooth work surfaces

- Adjustable desk and chair - Storage/filing - Lounge seating and tables

- Upright supportive posture - Lumbar support - Height adjustability

- Laminate desk surface - Acoustical screen - High use materials

- Lounge and modular seating - Moveable tables - Planters for biophilia

- Relaxed seated position - Reclined position

- Moisture barrier upholstery - Ease of sanitization - Warm, cozy materials

- Desk system and task chair - Storage /filing - Side chairs, sofa and tables

- Height adjustable - Upright supportive posture - Lumbar support

- High use materials - Laminate work surface - Soft textiles for secondary space

- Meeting pods or booths - Conference tables and chairs - Storage, sink and mini fridge

- Height adjustable - Upright supportive posture - Ability to relax in chairs

- Laminate - High traffic upholstery

- Booth seating - Tables and chairs - High top tables and bar stools

- Upright dining posture

- Ease of sanitation - Moisture barrier - Metal structure

- Basketball/volleyball courts - Ping-pong table - Benches and storage

- N/A

- Hard, durable surfaces - Easily cleanable - Acoustic dampening

- Soft low seating - Occasional tables

- Reclined position - Low seating

- Soft materials - Easily cleanable - No metal 103

3.3 PROGRAMMING CONCLUSIONS OPPORTUNITIES & CHALLENGES The entire building is opportune for redesign due to the fact that the structure is mostly open without many existing rooms or space division. This allows the design team to easily implement their program. In addition, the building has some significant conditions and challenges affecting the design. The interior is no longer in great condition and is closed to KSU students and faculty, so it needs construction work to make it function again. The natatorium specifically suffers from structural issues and is not safe for people to visit. Sports events that have been held in Ahearn in the past have been relocated, and Ahearn is not an effective place to hold classes. The building currently does not have any function, but the opportunity to revitalize the building and bring new function is there.

GENERAL DIRECTION The design is directed to support physical and mental wellbeing of students by integrating spaces for healthy food, movement, and meditation. These are the primary objectives of the project which promote the idea of a well-rounded student. The design should honor the historical significance of the building while still renewing the existing structure to maximize function, and become a place to foster community among students. It should assist in the academic and financial success of K-State students by providing all of these resources in one location. The design will educate on sustainability and environmental stewardship and lastly, integrate diversity, equity, and inclusion resources. 104

THEORIES & PRECEDENTS All research on theories and precedents, gathered in Chapter 1, will influence the adaptive reuse design of Ahearn. Research gathered includes mindfulness theories, teaching and learning theories, relationship to space theories, perception of space theories, universal design strategies, and various building and furniture precedents. This research aligns with the visions, goals, and objectives of the project and provides the design team with the necessary information to accomplish them.

ic m e d ca

Movement & Med ita tio n

hy alt He

& Socializa munity tion Com

d Foo

Well-Roundedness Menta lH e a lth &

W el ln e

ss ncial Fina

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Inc lus i v ity

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MASTER PLANNING 4.1 EXECUTIVE SUMMARY 4.2 FEASIBILITY STUDIES 4.3 STRATEGIC FRAMEWORK 107

4.1 EXECUTIVE SUMMARY Each building on Kansas State University campus requires thought about how it will be combined with the existing culture and context of the university. Large scale planning can help incorporate the newly renovated Ahearn, with its ideas and concepts about student life, to make change across the entire campus and student body. The overall vision of the renovation is to improve student retention and increase student enrollment by expanding student wellbeing, health, and academic resources and integrate these as part of the culture of K-State. On a large scale, the goals of the project are to renovate the exterior spaces connected to Ahearn to include physical movement spaces, allow for connection to the environment and increase accessibility through changes to the building envelope, plan for how Ahearn can connect to other student success buildings on campus, and reuse buildings which programs have moved to Ahearn.

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4.1 FEASIBILITY STUDIES WHAT EXISTS NOW Currently, Ahearn Fieldhouse is mostly unoccupied. The fieldhouse itself receives little use now that volleyball has been relocated to a new facility. The track team may still use the space from time to time. The natatorium receives little use, as the classes have been moved to other buildings and the pool has closed. The gym receives some use, mostly by faculty and students in the immediate vicinity. Soon, the natatorium and gym will be demolished, opening up the opportunity for a large green space. This building has been known as a sports facility for most of its lifetime, but has incorporated many usages in the last 70 years. Not many amenities were offered at Ahearn, but the nearby buildings, including the Student Union and the Berney Center, offer many amenities that drown out the need for the current program at Ahearn.

BUILDING SHELL

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GROUND FLOOR PLAN CURRENT TOTAL SQFT: 52,223 The current total square footage allocated to our program across campus calculates to 68,370 sq ft. Ahern encapsulates 52,223 sq ft of interior space, leaving a rough 15,000 sq ft of space unaccounted for. Because so many employees cross over between different programs and hold dual responsibilities, by thoughtfully organizing adjacencies and shared spaces we will successfully account for any currently missing space. Areas like circulation, conference/ meeting areas, storage, receptions, community hubs, etc., can be thoughtfully placed to accommodate multiple program types. The limitations of this project mostly come from how much program we can incorporate into the building. There is opportunity to expand the third and fourth floor or to add mezzanines into the space, but it’s important to keep in mind the spatial needs for every proposed department space. The major concerns for the master plan is how the program shift will affect other buildings on campus. For example, if we move all of tutoring services, mentor services, and english/ writing help, what will become of Holtz and the English and Counseling Services building? Will they be repurposed for overflow classrooms? That is a big unknown in this process. Other challenges include obtaining exact site information and topography, allowing for potential expansion, and designing an exterior space that strongly relates to the interior.

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4.1 FEASIBILITY STUDIES CONTEXT & SIGNIFICANCE As we found through research and site analysis, Ahearn Fieldhouse is regarded with reverence as an important piece of K-State’s history. With an impressive start, this sports facility was among the largest in the country when it opened in the 1950s. Preservation of this structure is vital in the overall master plan. Currently Ahearn forms a direct connection with the Student Union, although it is underutilized and in need of program to draw in users from the surrounding area. Memorial Stadium also has a distinct history and significance on campus, while also have an intimate site connection with the exterior spaces around the fieldhouse. The nearby university services, as well as the adjacent parking and educational builidngs help to create a major hub of activity which can be revitalized through the reuse of Ahearn.

CAMPUS SERVICE/SPACE FIELDHOUSE & RELATIONSHIPS EDUCATIONAL BUILIDNG PARKING

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SITE INVENTORY The campus is made up of several utility systems, including the electrical lines running from building to building and the underground steam tunnels bringing heat to the buildings. The Power Plant, visible from Ahearn Fieldhouse, is what brings power to all of campus. Examining the surrounding services and context, we can see that there is an abundance of nearby parking for visitors and students. Unfortunately, there is not a lot of options in terms of public transportation, but the local bus system has a connecting stop on MLK Drive adjacent to Memorial Stadium. The topography of the surrounding site features a relatively gradual decline towards the stadium and Welcome Center. In closer contexts, Ahearn appears to sit tucked into the site, with raised land around its perimeter, lending to some amount of privacy and comfort.

TOPOGRAPHY LINES

PARKING BUS STOP

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4.1 FEASIBILITY STUDIES SENSORY EXPERIENCE APPROACH / UNION CONNECTION Approach: paved sidewalks circle building, stairs lead down to ground level of building, accessible ramps available, grand entry on east side, north facade secondary entrance See: underutilized grass spaces, limestone mass, lots of concrete, black simple railings, wooden posts and chain link fence, trees and landscaping, stone frame around entrance (not limestone), tall black lamp posts, crosswalk between student union and Ahearn (southeast side), can see power plant tower from site

ENTRY ANALYSIS

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MATEIRALITY

STADIUM CONNECTION

Hear: passing by pedestrians, memorial stadium band practice, distant sounds from the student union, bells from st. isadore, campus clock chimes, car traffic from denison ave and anderson ave Smell: freshly mowed grass, flowers, faint car exhaust, fresh air Feel: sunken feel to building site, feels a bit more secluded than other campus buildings, building mass/heavy volume, feel small next to building, very susceptible to extreme weather conditions, tree protection from major storms/winds

WALK-AROUND & PROTECTIVE ELEMENTS

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4.2 STRATEGIC FRAMEWORK PROPOSED SITE CHANGES After the demolition of the attached Gymnasium and Natatorium, there will be an abundance of open green space adjacent to Ahearn Fieldhouse. Because of this, Ahearn’s profile and mass will become more prominent and individualized, leaving a void of space open for utilization. With the demolition of the connected gymnasium, there will be a need for renovation of the West facade and exterior spaces, including the creation of a new primary entry and programmatic zones.

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BUILDING PROPOSAL - DEMOLITION The bleachers will largely be removed or reworked, therefore removing the stairs will be important also. The wall connecting the fieldhouse to the gymnasium will be removed during the demolition of the gymnasium. This wall will become a connection to the exterior environment, so keeping the bleachers that face it will give a nod to the history of the building while maintaining function. Lastly, the second floor stairs may be move to optimize spatial layout. During the demolition of these existing spaces and features, it will be important to analyze how the materials and pieces may be repurposed and reused in the new space. If we are able to preserve some of the existing bleachers, it will be used in order to pay homage to the previous use of the historic building.

TO BE DEMOLISHED BLEACHERS TO MAINTAIN EXISTING STAIRS

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4.2 STRATEGIC FRAMEWORK BUILDING PROPOSAL - CHANGES For the first floor of Ahearn, ADA accessible entrances and exits should be incorporated. Ramps were not incorporated as part of the original design, so they do not integrate well with the architecture. Re-working the main entries, as well as creating a new main entry on the west facade will be important considerations in the early stages of renovation and design. Another change we propose for the building is an anaylzation and redesign of the bathrooms. Gender neutral restrooms, with shared washing stations, will be implemented throughout the building, requiring a complete reworking of the existing bathrooms or a possible location change. When re-designing the west facade and creating an entry point, it will be important to consider bringing in natural daylight, as well as allowing for interior spaces to visibly extend into the outdoor areas.

ENTRIES WEST FACADE / ENTRY BATHROOMS

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FRAMEWORK & IMPACT On the interior of the building, we hope to utilize the existing facades and fenestration to bring in an abundance of daylight, especially in the propased double height spaces. With the addition of three upper levels, we are able to accomodate for our program, as well as create dynamic spatial relationships, connecting all services and spaces of the buildings. These changes will not only breathe life back into a historic building on campus, but it will revitalize the members of K-State. The current student services, scattered all over campus, are underutilized and under-recognized. Students often don’t know where to go for help and instead of trying to figure it out, they frequently suffer in silence. These proposed changes will begin to guide a route towards asking for help. Assistance will be available in the form of financial aid, mental health care, inclusivity needs, academic resources, student success offices, and a place to get healthy food options during quick lunch breaks. According to Maslow’s Hierarchy of Needs, these spaces and programs are vital for this community, specifically students, to feel fully comfortable in an environment. In this way, the proposed program will greatly improve the lives of students and faculty in the area and create a point of interest for visitors.

DOUBLE HEIGHT / ATRIUM FLOORS / MEZZANINES

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4.2 STRATEGIC FRAMEWORK MASTERPLAN PHASES Phase 1: Demolition (Now) Before the renovation of Ahearn can begin, the demolition of the gymnasium and natatorium needs to be completed. In addition to demolition, this phase will require landscape work and repairs to the fieldhouse to make it into a complete freestanding building., incorporating the changes to the building shell proposed in the renovation. Phase 2: Renovation of Ahearn (Our Scope) Once the building shell has been refurbished, the interior redevelopment can begin. This phase is the main scope of the capstone project and will be based upon research gathered for student success and wellbeing. The renovation will include the entire interior as well as the entrances and exits to the building. Some of the interior elements such as the bleachers may be reused. Phase 3: Renovation of Exterior Spaces (1-5 yrs) After the interior of the building is fully finished and functional, the exterior connections to the building can be implemented. The extension of movement spaces into the exterior environment are important to the design and will include a regeneration of the natatorium’s original form to provide shade for outdoor spaces.

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PHASE 1: Demolition

PHASE 2: Renovation of Ahearn

PHASE 3: Renovation of Exterior Spaces

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4.2 STRATEGIC FRAMEWORK MASTERPLAN PHASES Phase 4: Dynamic Connection (5-10 yrs) In this phase, relationships will be developed with the spaces Ahearn connects to or shares resources with, such as parking, memorial stadium, K-State Union, Bosco Plaza, and Lafene Health Care Center. Clear wayfinding, paths, and crosswalks become important for students to effectively find and access the resources located in Ahearn. Phase 5: Analyze and Plan for Reuse (10-15 yrs) Because programs located in other buildings on campus will be moved into Ahearn fieldhouse, the last stage of the master planning will include analysis of the now empty spaces and how they can be filled based on the needs of Kansas State University. A plan will then be developed to begin new projects for these buildings.

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PHASE 4: Dynamic Connection

PHASE 5: Analyze & Plan for Reuse

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GENERATIVE INTENT 5.1 CONCEPT IDEATION 5.2 CONCEPT DEVELOPMENT 125

5.1 CONCEPT IDEATION BEAM The concept was inspired by a photo of New York’s Grand Central Terminal published in 1950. In the picture beams of light penetrate the building, bringing a feeling of energy to an otherwise calm environment that can be felt even with the absence of color. The benefits of sunlight and uplifting environments are often discussed as part of mental health, so by encorporating these aspects into the environment, we hope to create and engaging environment for social interaction, studying, and a calming focus environment for introspective work and individual study that blend together for a cohesive building design. This concept wil start to inform the design first in terms of color. We will use a color pallate that aligns with K-State branding to match the aesthetics to the rest of campus. Color will be used in wayfinding and seperation of spaces to allow students to easily find their way through the building and choose areas with spatial qualities that align with the mood and energy they want . Color theory will be employed to create areas of calming energy with blues and greens and areas for energy and socialization with yellows and oranges. Next, the concept will inform structure, parti, and spatial layout by creating a grid like organization for areas of ordered calm that inform and bring attention to the high energy spaces. Exposed structure will enlarge the space and further reinforce feelings of clarity and openness throughout each space.

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Lastly materials will be chosen to convey the warmth and softness of sunlight beams. Soft fabrics, wood and laminates with a wood appearance, various textures and opacities of material, and biophilia will be used to strengthen user’s connection to nature and create an overall feeling of well-being throughout the design.

Color

Organization

Structure

Materials

Parti Development

“Everything is energy and that’s all there is to it. Match the frequency of the reality you want and you cannot help but get that reality. It can be no other way. This is not philosophy. This is physics.” Material -Albert Einstein

Biophilia

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5.1 CONCEPT IDEATION RIPPLE This concept is inspired by the symbol for mindfulness shown to the right. Mindfulness has become a key way of implementing strategies which improve overall mental health and well-being. Promoting overall wellness for students is the primary goal for our project, which includes physical, mental, emotional, social and financial health. Mindfulness design strategies can act as a catalyst for change in students and visitors, creating a “chain reaction” or “ripple effect” in all wellness areas. In addition, this rippling effect of change will hope to encourage students to form healthy habits to carry with them.

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Create a gradient or radial levels of privacy, activity, and noise

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Becomes more focused and calm as you expand outwardly from the locus of activity - the most public community and activity areas

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Use of repetitive lines/textures and curvilinear forms and spatial organizations

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Combination of calm blues and purples, which energizing and warm oranges and yellows

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Use of soft architecture and layered fabric

PARTI

PRIVATE/CALM

PUBLIC/ACTIVE

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5.1 CONCEPT IDEATION FRAMING HISTORY The concept was inspired by an image of a vintage polaroid photo. throughout history, photographs have been the only way to visually capture history. Polaroids can capture moments in time, allowing people to revisit precious memories that have long past. The delicacy and beauty of human life is forever engrained photos, allowing future generations to visually experience history. This concept wil start to inform the design first in terms of color by implimenting colors that resonate with the personality of K-State and their brand. Color will be used to identify wayfinding, and categorize program, and create a methodical organization of space. Color theory will be employed to create areas of high and low energy, implimenting psychological strategies to enduce different experiences for users based on location. Next, the concept will inform structure, parti, and spatial layout by defining an orthagonal, grid like organization formed from negative and positive shapes to define program location, inform circulation, and create specific areas of high and low energy. Exposed, massed structure will bring an aura of safety, openess, and clarity for the users inside. Lastly materials will be chosen to convey the character and history of Kansas State University. Textured fabrics, classic cut limestone, concrete, wood tones, and integrated biophilia will be utilized to mimic the character and beauty of campus.

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Color

Organization

Structure

Materials Parti Development

“Photography is a way of feeling, of touching, of loving. What you have caught on film is captured forever… It remembers little things, long after you have forgotten everything.” -Aaron Siskind Material

Biophilia

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5.1 CONCEPT IDEATION BALANCE This concept is formed through the idea of a balanced life between academic life and personal wellness. The overarching goal is to create a sense of harmony or balance through building mass, materiality, and color in the interior. Balance does not always mean symmetry, which is why this concept promotes the asymmetrical formation of planes. Using overlapping forms and concealed structure, the connections and details will illustrate an organic layering effect. The overall atmosphere will feel welcoming and amicable with evenly dispersed lighting and clearly stated wayfinding. Using varying degrees of enclosure will also be critical to forming organically overlapping spaces. This will create an ease of movement through space to space, bringing a harmonious feel to the environment. Materiality will be pulled to create a softer yet durable environment. Wood, softer fabrics, durable laminate flooring, and historic limestone will be featured throughout the interior, as well as biophilic elements to allow for a deeper connection to nature. Colors will reflect the palette of K-State while also introducing moments of energy through shades of orange, complemented by neutral tones. Overall, this design concept seeks to create a comfortable environment that feels inviting to students and faculty and encourages the user to seek out personal well-being.

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5.2 CONCEPT DEVELOPMENT LOCUS Definitions:

Conceptual elements:

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a particular position, point, or place

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a curve or other figure formed by all the points satisfying a particular equation of the relation between coordinates, or by a point, line, or surface moving according to mathematically defined conditions:

Create a gradient or radial levels of privacy, activity, and noise - this becomes more focused and calm as you expand outwardly from the locus of activity - the most public community and activity areas

•

a center or source, as of activities or power

Conceptual Development: The final concept is a culmination of the four initial ideas. Locus combines these by taking poetic inspiration from beam and balance, theories of framing moments from framing history, and spatial theories from ripple. The overarching, big idea is to emphasize a focal point on wellness and the makings of a wellrounded student. A central program or space will be supplemented by more program through a layered effect, resulting in a radial organization.

PRIVATE/CALM

PUBLIC/ACTIVE

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PARTI DEVELOPMENT

Using overlapping forms and partially concealed structure, the connections and details will illustrate an organic layering effect, including varying degrees of enclosure. The overall atmosphere will feel welcoming and amicable with evenly dispersed lighting. Color will be used in wayfinding and separation of spaces to allow students to easily find their way through the building and choose areas with spatial qualities that align with the mood and energy they want . Color theory will be employed to create areas of calming energy with blues and greens and areas for energy and socialization with yellows and oranges. Textured fabrics, classic cut limestone, wood tones, and integrated biophilia will be utilized to mimic the character and beauty of campus.

MOOD

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5.2 CONCEPT DEVELOPMENT ADAPTIVE REUSE - INSERTION Clear economic, environmental, and social benefits are presented in adaptive reuse strategies. The main idea is to analyze the design strategies and knowledgebased design, including precedent studies, to support adaptive reuse architecture. This design strategy has been successfully applied to facilities all around the world and helps retain the original, authentic character while providing a new usage of the space. Ultimately, the carbon reduction opportunity from this architectural strategy is too large to ignore. By holistically analyzing adaptive reuse, an informed approach was taken in the concept decision-making process.

The adaptive reuse technique of insertion will be used to juxtapose new and old. By creating an aesthetic and material difference between the insertion and the original building, the original building will be emphasized, but blended into the rest of the new additions to campus. The insertion will break up the very open building and bleed externally to maximize space to efficiently account for the new program of Ahearn Fieldhouse.

INSERTION EXAMPLE

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5.2 CONCEPT DEVELOPMENT FORM Layered, curvilinear insertion

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STRUCTURE Geometric contrast, hidden insertion, informed by existing

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5.2 CONCEPT DEVELOPMENT CONNECTIONS Highlight exposed connection between inserted structure and existing

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DETAILS Soften the interior using curves, light, and layering details

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5.2 CONCEPT DEVELOPMENT ORGANIZATION Framing zones using clear defining elements

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FURNITURE Arrangements and selections which soften and distinguish spaces and activities

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5.2 CONCEPT DEVELOPMENT COLORS Calming blues and purples, energized by yellow and orange hues

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MATERIALS Contrast of hard and exisiting materials such as limestone, with complementing soft textiles and textures

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SCHEMATIC DESIGN 6.1 RENOVATION SCHEME 6.2 FOCUS AREAS 6.3 FURNITURE & PRODUCT PROPOSAL 6.4 CONCLUSIONS

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6.1 RENOVATION SCHEME PROPOSED SITE CHANGES After the demolition of the attached Gymnasium and Natatorium, there will be an abundance of open green space adjacent to Ahearn Fieldhouse. Because of this, Ahearn’s profile and mass will become more prominent and individualized, leaving a void of space open for utilization. With the demolition of the connected gymnasium, there will be a need for renovation of the West facade and exterior spaces, including the creation of a new primary entry and programmatic zones.

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BUILDING PROPOSAL - CHANGES For the first floor of Ahearn, ADA accessible entrances and exits should be incorporated. Ramps were not incorporated as part of the original design, so they do not integrate well with the architecture. Re-working the main entries, as well as creating a new main entry on the west facade will be important considerations in the early stages of renovation and design. Another change we propose for the building is an anaylzation and redesign of the bathrooms. Gender neutral restrooms, with shared washing stations, will be implemented throughout the building, requiring a complete reworking of the existing bathrooms or a possible location change. When re-designing the west facade and creating an entry point, it will be important to consider bringing in natural daylight, as well as allowing for interior spaces to visibly extend into the outdoor areas.

ENTRIES WEST FACADE / ENTRY BATHROOMS

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6.1 RENOVATION SCHEME SITE CHANGES From our research gathered, we have identified connection to the outdoors and natural light as an important aspect of mental health. To include this in Ahearn, we have decided to use the demolition of the gym and natatorium to our advantage. We have chosen to open up the wall that connects to the gym with a large glass facade to bring light and connection to the exterior environment into the locus of the building. We also pushed out this wall of the building to further express this connection, creating a modern counterpart to the historical building. The locus of the first floor will extend to the outdoors and create spaces within the new green space. We will also be keeping the history of the original fieldhouse by incorporating basketball and volleyball under an enclosure that pays homage to the form of the natatorium.

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BUILDING SHELL Through the process of design and development, the building shell has remained as intact as possible. On the west facade however, the demolition of the gym lends itself to a new intervention, in which we have chosen to extend a new insertion past the existing shell. This extension hopes to become a more modern, eye-catching entry into the building, to draw visitors and students in, and signaling its new use and purpose on campus.

NORTH FACADE

SOUTH FACADE

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6.1 RENOVATION SCHEME PARTI DEVELOPMENT The parti radially informs spatial layout in reference to the central locus. With the community and socialization space placed asymetrically west within the plan represents Ahearns asymetrical, yet significant, location on the west edge of campus in relation to other building types. This concept of Ahearns radial relationships to other buildings on campus has been condensed and reflected within plan. While spatial organization is radially informed, to simpify spatial organization and wayfinding abilities, architectural form within plan remains orthagonal.

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6.1 RENOVATION SCHEME ORGANIZATIONAL STRATEGY With the changes to the west facade and the addition of a new entry, two main axes are formed through the building. We took a user centered design approach to how we arranged spaces around them starting from the first floor moving up. We chose to locate our locus of community off center of the two axes to maintain circulation and relate our most important functions to the placement of the locus. Moving upwards through the building, the locus becomes looser, but still defines the placement of important functions.

From our research, we have identified the aspects that make a well rounded student capable of achieving success. We have identified seven aspects with the most important being community. We will include all of these aspects in our building to serve the needs of every student.

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FIRST FLOOR

SECOND FLOOR

THIRD FLOOR

FOURTH FLOOR

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6.1 RENOVATION SCHEME CIRCULATION

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FIRST FLOOR

SECOND FLOOR

Circulation within the first level revolves around two main axis, one north to south, and the other east to west. Both axis are minimally interfered with to increase wayfinding abilities and maintain a clear organization between the 4 quadrants defined around them. On the west side, a secondary circulation axis from north to south was integrated to connect the locus, activity spaces, and the learning stair up to the second floor.

Circulation on the second floor revolves around the atrium and communal space just below. Users walk radially around the social space to access varying academic resources, with circulation becoming more private as the user moves towards the mental health and wellbeing resources.

THIRD FLOOR

FOURTH FLOOR

Main circulation on the third floor lives between the main event space and the stair bay, creating one long point of access for users into both the north and south sections of program. Sub-circulation moves radially around the atrium, providing access to various financial resources, lounge areas, and the restrooms.

Main circulation on the fourth floor wraps from north to south along the west side of the building. This main path of circulation provides users access to varying reception areas and shared lounge spaces. Subcirculation moves from the floor perimeter inwards, creating more private and acoustically-sound shared spaces for all the different programs to utilize.

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6.1 RENOVATION SCHEME ZONING FIRST FLOOR

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SECOND FLOOR

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6.1 RENOVATION SCHEME ZONING THIRD FLOOR

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FOURTH FLOOR

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6.2 FOCUS AREAS SPATIAL EXPERIENCES Within the building, the primary spaces are emphasized through the implementation of double height spaces. These spaces begin in the central community space, representative of the locus of activity. These primary areas spread throughout the building, extending outward from the central point both in plan and section. As one experiences the sequence of spaces, they become more private and calm radiating from the locus space.

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ADDED STRUCTURE FOURTH FLOOR ENCLOSURE

To solve the issue of enclosing rooms on the fourth floor without extending walls up 40 feet, our proposed idea is to create a rounded filament structure that spans the length of the fourth floor. This steel grid will not not make contact with building shell but will instead be supported by the inserted steel structural system holding up each floor. From this frame, acoustic ceiling panels will be suspended from the structure to cover the rooms that need enclosure. 163

6.2 FOCUS AREAS COMMUNITY COMMONS FIRST FLOOR Materials in this project are divided into two palletes based on historical and modern spaces. The modern portion of the material palette takes historical textures and morphs them into a more contemporary aesthetic. Natural limestone becomes smooth, aged wooden planking becomes sleek and finished, and the glass, steel, and concrete all become more seamless and polished to reflect the new life of Ahearn being formed. Fabric colors and textures begin to represent the specific functions of each space, with warm and vibrant colors filling the locus areas, which dissipat into more calm blues and purples as the user moves outward. As historical and modern spaces combine, the material palettes also begin to merge, representing the ever continuous relationship between the past and future of Ahearn.

This community commons represents the locus of our design scheme, as it is the center for socialization and gathering within the building. Throughout the process we have explored various options for ceiling and lighting development in order to emphasize this space, and help to integrate the concept further.

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6.2 FOCUS AREAS SPATIAL EXPERIENCES STUDENT LEARNING COMMONS Focusing on academic success, this second floor lounge space encourages studious work and collaboration. Every reception space on this floor opens directly up to the central lounge, with the locus point stemming from the primary spaces.

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6.2 FOCUS AREAS SPATIAL EXPERIENCES The historical palette represents the tradition and culture of campus by utilizing natural cut limestone, hard wood planking, natural colored steel, along with strongly textured glass, tile, and concrete. The natural cut limestone reflects the visual aesthetic of campus, and is paired with hard wood maple planks representative of the original ahearn floor. Textured tile, hand-formed concrete, and partially opaque glass all represent the original aesthetic of older campus buildings and reflect the older, more traditional techniques of constructing materials. In this space, the floor plane is pulled away from the building shell, allowing an open view of the full existing truss structure. This can be seen and experienced from both the first and second floor, connecting the spaces and hoping to provide historical context and significance to visitors

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6.2 FOCUS AREAS SPATIAL EXPERIENCES FINANCIAL WORKING LOUNGE This third floor reception space opens up to a large bonus space due to the building being bumped out on the west side. The original structure becomes an eye catching element and presents various opportunities for organizing work lounge spaces. The large windows create a strong connection to nature and allows for a unique experience to view the original shell of the building.

The material palette in this area continues to be more modern, placing emphasis on the new expansion to the building. Respecting the exisiting structure and complimenting it with more modern insertions and finishes.

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6.2 FOCUS AREAS SPATIAL EXPERIENCES EVENT SPACE The event space serves as a large, multi-function room available for all programs in the building. This space highlights the original structure of Ahearn’s gable roof and honors the feeling of mass this historic building once displayed.

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6.3 FURNITURE PROPOSAL OVERVIEW Part of creating a well rounded student and a key aspect of mental health is social support. One of the main goals of our renovation of ahearn is to create opportunities for students to foster connection and create a social network of support. In looking at how to do this, we have identified furniture design and arrangement as a key way to achieve this goal. In order to encourage social interaction with new people we must think of three key parts: context, content, and comfort.

CONTEXT First we must create the context. There is an aspect of shared culture throughout K-State, but we hope to condense and specialize that culture within Ahearn by creating an inclusive environment with a focus on the making of a well rounded student. We want an environment that people have a connection to and feel like they belong in. Throughout the building, we are doing this by bringing in inclusive programs and attempting to dismantle the stigma of asking for help. With the design of our furniture piece we want to continue this by implementing individual seating with the idea of coming together.

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LOCATION

Personal space Solely work focused Collaborative space Doesn’t foster new connection

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6.3 FURNITURE PROPOSAL CONTENT Creating an inclusive environment sets the stage for socialization, but next there needs to be a shared content, or something to talk about. Because we are creating a space for student success, the most natural shared content is school work. We plan to use this shared content to create a space where people can go individually to work, but come together with people who have common goals, schedules, or interests. These will create the basis on which people can form relationships.

COMFORT Lastly, people have to feel some sort of comfort. Interacting with new people is a step outside of most people’s comfort zone, so we want to give them a way to create boundaries. This means allowing them to make adjustments to their environment, such as directing their focus towards or away from a group and accounting for multiple different postures. The furniture piece also must account for people’s comfortable social distance with people they don’t know, with the opportunity to minimize this distance as people start to get to know each other.

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GOALS & OBJECTIVES Maintain individual comfort and boundaries • Keep furniture in the social space zone with the option to move into personal space zone • Allow individuals to direct their focus towards or away from others • Use ergonomics to create comfortable seating for working and lounging Create socialization opportunities • Use sociopetal furniture arrangements to encourage interaction • Ability to turn in furniture piece Work focused furniture • Incorporate large enough work surface • Spaces to put personal belongings

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6.4 CONCLUSIONS REVIEWER FEEDBACK Our main reviewer feedback was about applying our concept and our goals more clearly throughout our design and strengthening the connection we’ve created to the individual experience of students in Ahearn. Goals feedback • State how we are applying them conceptually • State how we are applying them architecturally • State the experience of each space and what it should feel like

Conceptual feedback • Create different scales for how we are expressing our concept (Ahearn as a locus on campus, Community as a locus within Ahearn, the individual as a locus within the spaces) • Create a strong push expressing the locus all throughout the building on each floor • Explain the concept more strongly vertically with a clear expression in longitudinal and transverse sections

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Spatial development feedback • Find ways to maintain the identity of Ahearn in each space • Break the stigma of asking for help by including mental health and inclusivity spaces dispersed throughout the building instead of separating by floor • Events space focus area feels like ahearn but is missing some of the necessary functional requirements • Begin to work on outdoor spaces, ceiling, and floor changes Narrative feedback • Create many more diagrams to express our ideas for a more visual understanding • Focus the narrative around the individual users • Continue to pull from research and concept to describe spaces

LESSONS LEARNED & NEXT STEPS From our reviewer comments we have learned we need to improve on how we describe the experience of Ahearn. We need to clearly express the goals and concept, how they are each being achieved, and create visuals to support that expression within our spaces and with diagrams. Next Steps • Ceiling and floor development • Implementation of materials • Clear expression of concept within each space • Strengthen the locus on each floor • Furniture piece development • Inclusivity and mental health strengthened throughout

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DESIGN DEVELOPMENT 7.1 THE DESIGN 7.2 FURNITURE PROPOSAL 7.3 CONCLUSIONS 181

7.1 THE DESIGN SITE PLAN From our research gathered, we have identified connection to the outdoors and natural light as an important aspect of mental health. To include this in Ahearn, we have decided to use the demolition of the gym and natatorium to our advantage. We have chosen to open up the wall that connects to the gym with a large glass facade to bring light and connection to the exterior environment into the locus of the building. We also pushed out this wall of the building to further express this connection, creating a modern counterpart to the historical building. The locus of the first floor will extend to the outdoors and create spaces within the new green space. We will also be keeping the history of the original fieldhouse by incorporating basketball and volleyball under an enclosure that pays homage to the form of the natatorium.

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NORTH FACADE

SOUTH FACADE

WEST FACADE

EAST FACADE 183

7.1 THE DESIGN LEVEL 1 PLAN 1. Historic Gallery 2. Main Reception 3. ID Center 4. Mail Room 5. Academic Outreach 6. Convenience Store 7. Juice Bar 8. Dining Area 9. MLK Jr. Lounge 10. Community Hub 11. Learning Stair 12. Study Rooms 13. Game Area 14. Recreational Lounge 15. Meditation Studio 16. International Student 17. Center 18. Quiet Rooms

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LEVEL 2 PLAN 1. Writing Center 2. Shared Reception 3. Tutoring Center 4. Student Resource Hub 5. Inclusive Bathrooms 6. Academic Advising Center 7. Academic Achievement 8. Center 9. Student Access Center Mental Health Center - Office of Student Life - Student Wellbeing Office - Mental Health Outreach

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7.1 THE DESIGN LEVEL 3 PLAN 1. 2. 3. 4. 5.

Main Event Center Trio ESS Powercat Financial Inclusive Bathrooms Student Financial Hub - Financial Aid - Financial Advising 6. Financial Lounge/Workspaces

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LEVEL 4 PLAN 1. Shared Flex Room 2. Open Workspaces 3. First Year Programs 4. Communal Lounge 5. Women in K-State/KAWSE 6. First Generation Programs 7. Veteran Student Services 8. Marc Resource 9. Inclusive Bathrooms 10. Lactation Room

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7.1 THE DESIGN LEVEL 1 RCP

GLOWBACK LED SUSPENDED LINEAR

LUMENWERX ELIA OVAL

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LEVEL 2 RCP

VIBIA LIGHTING PALMA PENDANT

LUMENWERX VIA 2 LINEAR

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7.1 THE DESIGN LEVEL 3 RCP

GLOWBACK LED SUSPENDED LINEAR

LUMENWERX ELIA OVAL

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LEVEL 4 RCP

VIBIA LIGHTING PALMA PENDANT

LUMENWERX VIA 2 LINEAR

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7.1 THE DESIGN

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7.1 THE DESIGN EAST ENTRY HISTORIC GALLERY / HELP DESK

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WEST ENTRY ACADEMIC OUTREACH

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7.1 THE DESIGN

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JUICE & SMOOTHIE BAR FIRST FLOOR ARCADIA ISO LOUNGE - CAFE

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7.1 THE DESIGN COMMUNITY COMMONS FIRST FLOOR HIGHTOWER KILO ISLAND

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ACTIVE SEATING FIRST FLOOR EXPORMIM NAUTICA SWING

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7.1 THE DESIGN CREATING ACCESSIBLITY FIRST FLOOR

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WEST ENTRY MODERN FACADE

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7.1 THE DESIGN CENTRAL CIRCULATION SECOND FLOOR

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OPEN WORK LOUNGE SECOND FLOOR HAWORTH IMMERSE FAMILY

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7.1 THE DESIGN STUDENT RESOURCES SECOND FLOOR HIGHTOWER PLANES HEIGHT ADJUSTABLE DESK

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ACADEMIC SUPPORT HUB SECOND FLOOR

STEELCASE BRODY LOUNGE

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7.1 THE DESIGN EVENT SPACE THIRD FLOOR

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ENCORE SEATING KUVI WORK LOUNGE

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7.1 THE DESIGN LOOKOUT LOUNGE THIRD FLOOR ENCORE SEATING GOGO LOUNGE CHAIR & SOFA

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RECEPTION LOUNGE FOURTH FLOOR HIGHTOWER KONA POUF

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7.1 THE DESIGN FLEX-USE CLASSROOM FOURTH FLOOR HIGHTOWER ADAPT MID/HIGH BACK MODULAR LOUNGE

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WORKING LOUNGE FOURTH FLOOR

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7.2 FURNITURE PROPOSAL OVERVIEW Part of creating a well rounded student and a key aspect of mental health is social support. One of the main goals of our renovation of ahearn is to create opportunities for students to foster connection and create a social network of support. In looking at how to do this, we have identified furniture design and arrangement as a key way to achieve this goal. In order to encourage social interaction with new people we must think of three key parts: context, content, and comfort.

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7.3 CONCLUSIONS REVIEW FEEDBACK

LESSONS LEARNED

• • • • • •

One takeaway to reflect upon was refining the amount of ideas we’ve included in the design to strengthen the main concept. For example, instead of assigning one color to each department, it was suggested to have one visual language for energetic spaces and another for calm spaces and blend them where they intersect on all 4 floors. This was a very valuable piece of feedback as it allows more consistent visual experiences for each spatial type. One of our main goals was to visually separate energetic spaces from calm and task-oriented areas, so implementing more consistent language for this will allow users to clearly differentiate between them. Feedback about strengthening organization and story-telling during our presentation in order to clearly depict our concept was also a very important takeaway, as it showed us we could have more concisely explained our ideas based on organization and what images are used to depict things. Instead of starting from the front door and taking the viewer on a walkthrough, it could be more beneficial for us to start at the locus and tell the story from our main idea. It was also an important lesson to think about how often we used floor plans to explain different ideas during the presentation, as using other means such as sections or callouts could have more accurately described our content. As a team, we have several takeaways and lessons to learn from when making our final presentation, from how to simplify and refine our design, to how we can more accurately reflect our intended goals within the project.

• • • • • • • • •

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Simplify color specification Balance program and historic and new Pull back on amount of program (less offices) Historic display for martin (plaque) Overall simplify Modern facade - lit at night, outdoor shot from street Work on event space more, show importance Front load more diagrams Use more sections, less floor plans Flex class - axon exploded diagram History and community tie together more Day in the life storytelling - old person vs young person 4th floor need second fire escape, move fire escape from event center to connect Activity zone - labeling different Add section perspective

NEXT STEPS To wrap up our design development, our next steps are mostly simplifying our expression of color and making the hierarchy of our big moves clear. The color will begin to represent levels of activity and privacy rather than per department. The hierarchy will become more clear by demonstrating the importance of the locus and community first and foremost while following that up with the historical importance of Ahearn. The use of section perspectives will help demonstrate the hierarchy. Another storytelling route we could take could be from the viewpoint of a day in the life. Telling the story of an older individual with history in the building versus a young student using the building for its new uses could be an interesting investigation.

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FINAL DESIGN 8.1 THE DESIGN 8.2 FURNITURE PROPOSAL 8.3 DESIGN RECAP 217

8.1 THE DESIGN SITE PLAN Working to fulfill our goals and objectives, the renovation of Ahearn Fieldhouse creates a refreshing and welcoming atmosphere as well as a feeling of comfort and safety as the building nestles into the site. With the main entry facing East towards Bosco Plaza, and the modern addition to the facade resting on the West, visitors are drawn into the revitalized site to make use of the exterior and interior spaces. It is our assumption that in addition to the interior development, the exterior site, particularly the West lawn which becomes newly available, will also be redeveloped and utilized to further support student and community needs.

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NORTH FACADE

SOUTH FACADE

WEST FACADE

EAST FACADE 219

8.1 THE DESIGN LEVEL 1 PLAN 1. Historic Gallery 2. Main Reception 3. ID Center 4. Mail Room 5. Academic Outreach 6. Convenience Store 7. Juice Bar 8. Dining Area 9. MLK Jr. Lounge 10. Community Hub 11. Learning Stair 12. Study Rooms 13. Game Area 14. Recreational Lounge 15. Meditation Studio 16. International Student 17. Center 18. Quiet Rooms 19. Seminar Space The first floor of the design focuses on implementing gathering and active spaces which hope to encourage new social connections and provide a feeling of community and belonging for the users. This floor provides a variety of lounges, academic functions, as well as provides healthy food options and activity zones for students and staff on campus.

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The second floor of this renovation scheme prioritizes students’ academic wellbeing, providing them with tutoring and writing assistance, advising opportunities and ample workspaces to accommodate both individual and group working. This floor also includes mental health outreach, ensuring that all users on campus have easy access to these resources as well as the privacy needed to accommodate these services.

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8.1 THE DESIGN LEVEL 3 PLAN 1. 2. 3. 4. 5.

Main Event Center Trio ESS Powercat Financial Inclusive Bathrooms Student Financial Hub - Financial Aid - Financial Advising 6. Financial Lounge/Workspaces

The third floor of the building brings together a number of campus financial resources, providing a close work environment for staff as well as ease of locating these resources for students. This level also integrates a large multi-use event space, which is flexible for a range of functions to take place within the cathedral-like space.

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The fourth and final floor of the design culminates a number of campus inclusivity groups and services into a large and flexible space to accommodate all of their needs. In addition to a multitude of offices which provide student support, this floor includes a large flexuse classroom and flexible open working areas for making connections and collaborating with peers.

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8.1 THE DESIGN LEVEL 1 RCP

GLOWBACK LED SUSPENDED LINEAR

The lighting scheme of each level implores different layers of lighting: ambient, task and accent lighting. The ceilings are carved in order to bring hierarchy and attention to circulation paths as well as key features in the space. LUMENWERX ELIA OVAL

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LEVEL 2 RCP

VIBIA LIGHTING PALMA PENDANT

Decorative pendants and colored dropped ceiling structures draw the eye of the users towards the locus and community areas. The decorative wood structure expands from the locus and up into the second floor working areas to connect the building on all levels. LUMENWERX VIA 2 LINEAR

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8.1 THE DESIGN LEVEL 3 RCP

GLOWBACK LED SUSPENDED LINEAR

The key feature of the third level ceiling plan is within the event space. The custom lighting fixture replicates the radiating language of the locus while also opening up to expose the existing structure of the building’s roof. LUMENWERX ELIA OVAL

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LEVEL 4 RCP

VIBIA LIGHTING PALMA PENDANT

In order to create a sense of openness and exposure to the existing roof, the fourth floor integrates an added structure and dropped ceiling planes to provide auditory privacy to the enclosed office spaces. LUMENWERX VIA 2 LINEAR

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8.1 THE DESIGN LOCUS CONNECTIONS SECTIONAL RELATIONSHIPS The locus within the community commons acts as a source of activity and socialization which radiates throughout the surrounding spaces. The central space vertically penetrates the above floors, providing visual connections to the areas below. In correlation with our parti, the spaces which radiate around the locus become more private and less active.

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PARTI / ORGANIZATION Center of Community Largely Active & Public Active & Semi-Public Less Active & Semi-Private

The final parti reflects our goal to encourage human health and wellbeing by representing the visual symbol for mindfulness. A water droplet rippling outwards has been utilized to organize program, create spatial hierarchy, and establish central moments of community.

Least Active & Most Private

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8.1 THE DESIGN WEST ENTRY MODERN FACADE The modern addition to the west facade takes the place of the demolished gymnasium and hints at the new functions within. The structure of the facade abstracts that of the existing building shell, clad in textured dark steel. Perforated metal panels layer over the triple-story fenestration in order to provide adequate shading as well as accentuate the locus and communal spaces on the interior. At night, the new facade provides an inviting glow and welcoming view into the revitalized building, ushering in new users and returning students.

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8.1 THE DESIGN EAST ENTRY HISTORIC GALLERY

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The main entry opens into a historic gallery, showcasing the life of Ahearn fieldhouse on campus throughout the past century. Native grasses placed in planters made from repurposed campus limestone feature a variety of images representing the significance of Ahearn Fieldhouse on KSU campus, leading the user through a journey of the buildings past.

EAST ENTRY ONE-STOP HELP DESK

Adjacent to the main entry is also the central reception desk, providing one-stop access for help and navigation to both students and visitors alike. The entry signage was created from repurposing wood from the original bleachers in ahearn, wrapping down to encase and visually feature the one-stop access desk. An image of MLK Jr.s speech in Ahearn is featured at the entry, adjacent to the main circulation path and leading to his historic bust in the locus space.

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8.1 THE DESIGN NORTH ENTRY ACADEMIC OUTREACH

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The north entry provides close access to the Academic Outreach desk, providing quick and easy help to students regarding registration or admissions. Located close to the locus, this entry also leads directly to the healthy convenience store for easy student access, along with expansive space to relax, eat, and rest. An elevator is also provided close by for quick access to other floors.

SOUTH ENTRY ISSS / FLEX-WORKING

The south entry opens into the academic-oriented portion of the first floor, providing easy access to ISSS, the main seminar space, and several academic lounge spaces for students. A number of varied study experiences are provided, all accented by cool color tones to enhance visual focus, with the main circulation path and overhead ceiling planes visually leading users back to the locus space.

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8.1 THE DESIGN LOCUS CONNECTIONS SECTIONAL RELATIONSHIPS The locus connections and radiating spaces can also be seen in the longitudinal section, drawing attention to the central community (yellow/orange) and physical health (green) focused zones. Surrounding these spaces, many of the academic, financial and inclusive (blue/purple) functions fill the outer and more private zones of the building.

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JUICE & SMOOTHIE BAR FIRST FLOOR ARCADIA ISO LOUNGE - CAFE

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8.1 THE DESIGN CREATING ACCESSIBLITY FIRST FLOOR

In order to help fulfill our goal of promoting accessibility and inclusivity, our hope is for the renovation of Ahearn to include the re-working of all entries to provide step-free access on all sides. The interior of the building integrates easily accessible elevators near each end of the building, as well as custom designed ramp access to sunken and elevated gathering areas in the community commons. 238

COMMUNITY COMMONS MLK JR. LOUNGE HIGHTOWER KILO ISLAND

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8.1 THE DESIGN HIGHTOWER KILO ISLAND

COMMUNITY COMMONS LOCUS The central community area is abstracted in plan from the form of a basketball court, referencing back to the original use of the building. The locus point within the space becomes a sunken conversation pit to create a feeling of safety and intimacy within the large open space, further accented by the layered and illuminated ceiling form, creating hierarchy and visual connections throughout the building.

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COMMUNITY COMMONS GATHERING STAIR The gathering stair occupies the north end of the locus, creating an opportunity for small groups to carve out their own space for studying or socializing. Various types of furniture such as benches, tables, laptop tables, and poufs define sub-spaces and create the transition from an active and social ground level to a more focused workspace on the second floor.

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8.1 THE DESIGN ACTIVE SEATING FIRST FLOOR

HIGHTOWER KILO ISLAND

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EXPORMIM NAUTICA SWING

YOGA ROOM FIRST FLOOR Directly adjacent to the locus and community gathering areas, this design integrates an active seating zone. This section of seating is meant to allow various postures, accommodating neurodivergent working styles and the possibility of movement or floor seating to stretch out. Behind this zone, a small yoga studio provides another level of movement and interaction hoping to support both physical and mental well-being.

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8.1 THE DESIGN OPEN WORK LOUNGE SECOND FLOOR The study lounge overlooks the locus, reminiscent of the days when Ahearn was oriented around basketball courts. This area includes multi-level working tables that could support one large group, two medium groups, or multiple individuals working at the same table to maximize space. A small lounge is located in the middle of the space for those who need a brain break.

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HAWORTH IMMERSE FAMILY

ACADEMIC RECEPTIONS SECOND FLOOR Various reception areas are included on the second floor for many student services needs such as, the tutoring center, the writing center, the academic advising center, the academic achievement center, the student access center, and the mental health center. Ceiling details that wrap the reception desk and lead the visitor down its respective offices and meeting rooms help to separate spaces from each other and make the building easier to navigate.

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8.1 THE DESIGN STUDENT RESOURCES SECOND FLOOR HIGHTOWER PLANES HEIGHT ADJUSTABLE DESK

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On the more academically focused second floor, computer workstations along with printing are available in a more private area for students or staff to print or copy various things to fulfill their academic needs. This area could also house extra supplies for students and staff so that they don’t have to leave and come back to get simple things such as a pen, pencil, or sheet of paper they may have forgotten.

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8.1 THE DESIGN MENTAL HEALTH OUTREACH SECOND FLOOR

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PHYSICAL & MENTAL WELLBEING SECTIONAL RELATIONSHIPS

The vertical connection between spaces which support mental well-being can be seen in the section below. On the second level, the mental health outreach desk provides private yet smooth access to this resource, while the acoustical ceiling element connects this upper level to the locus below, highlighting its importance. This outreach area provides both private individual counseling areas as well as larger group rooms which are felxible and comfortable for collaborative sessions. Outside this area, individual workstations provide a private moment of refuge while also allowing the users to overlook the activity in the locus below.

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8.1 THE DESIGN EVENT SPACE THIRD FLOOR The large event space on the third level becomes a moment of reverence and respect to the existing structure, highlighting the large glass-block windows and letting in an abundance of natural light. This space can be modified in order to accommodate a variety of different large events, such as assemblies, presentations, lectures and banquets.

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On either side of the large seating area, food layout space and a cocktail bar support the various functions. The large custom light fixture highlights and illuminates different zones of the space, while acoustic lighting panels infill the existing truss structure to provide noise control and ambient light.

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8.1 THE DESIGN FINANCIAL RECEPTION THIRD FLOOR The financial functions of this floor share large reception areas which reflect the location of the locus below. Much of the third floor occupies the outer edges of the building, opening up to the full height of the roof above, and extending outwards with the modern facade. This creates a unique viewing experience within the pre-event lounge space, allowing users to not only experience the expansive west lawn, but allow experience the visual connection to the locus below.

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LOOKOUT LOUNGE THIRD FLOOR ENCORE SEATING GOGO LOUNGE CHAIR & SOFA

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8.1 THE DESIGN INCLUSIVE RECEPTIONS FOURTH FLOOR The fourth level is divided by the core of program as an island on this floor. The more active side, where the inclusive programs can be accessed resides on the east side and incorporates a social lounge for members of the inclusive programs and other students and staff to use. The west side of the fourth floor has an academically focused lounge, as this side is less active and better suited for focused study.

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HIGHTOWER KONA POUF

WORKING LOUNGE FOURTH FLOOR

HIGHTOWER ADAPT MID/HIGH BACK MODULAR LOUNGE

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8.1 THE DESIGN FLEX-CLASSROOM FIRST FLOOR This flex-use classroom is closely related to the International Student Services (ISS), providing a large space which can accommodate a multitude of functions. Easily moveable furniture, large screens and whiteboards, as well as an abundance of natural light help to fulfill the needs within the space.

FLEX-CLASSROOM SECOND FLOOR On the second floor, the flex-use room is utilized to support the needs of the tutoring and writing center, providing space for small-group lectures and work sessions. Outside of these classrooms, the design implements a variety of different working lounges and table seating, accommodating many students to use the space at the same time

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FLEX-CLASSROOM THIRD FLOOR The third floor flex-classroom supports the financial functions on this level, providing a small lecture and teaching space. McNair Scholars, PowerCat Financial, and other services are free to utilize this space as well as the adjacent conference rooms and offices.

FLEX-CLASSROOM FOURTH FLOOR On the fourth floor, the largest of the flex-use classrooms overlooks the large event space. Providing the necessary space for each inclusive group such as Women of K-State, KAWSE, First Gen. Students, etc., may all take advantage of this space for various gatherings as well as the related working and lounge spaces.

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8.1 THE DESIGN FLEX-USE CLASSROOM FOURTH FLOOR

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OVERALL RELATIONSHIPS The sectional perspective conveys the overall relationships of the designs, especially the connections to the community or locus areas. Open working zones line the edges of the overlooks, providing a feeling of viewership into the gathering spaces below, echoing back to the feeling of watching from the bleachers in the original fieldhouse. The direct connection visually to the locus areas help to reinforce its hierarchy and provide a sense of penetrating force which radiates throughout the design, becoming calmer as it moves away from the center. This view of the design also communicates the desire of the design to open up to the original roof structure in order to bring the history and significance of the structure into the modern and innovative design scheme.

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8.2 FURNITURE PROPOSAL GOALS & OBJECTIVES Maintain individual comfort and boundaries • Keep furniture in the social space zone with the option to move into personal space zone • Allow individuals to direct their focus towards or away from others • Use ergonomics to create comfortable seating for working and lounging

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COLLAPSED

Create socialization opportunities • Use sociopetal furniture arrangements to encourage interaction • Ability to turn in furniture piece Work focused furniture • Incorporate large enough work surface • Spaces to put personal belongings

EXTENDED

PRODUCT IN-USE The furniture design proposal for the renovation of Ahearn helps create separation between individuals in the same space while still bringing them together. The moveable furniture piece allows students a place for their belongings and a separate work surface when the rolling tambours are extended. The piece can be used as a side table or work surface, and can be adjusted or moved, then locked in place to best suit the person using it.

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8.3 DESIGN RECAP GOAL 1: HONOR HISTORICAL SIGNIFICANCE ›

Maintain exterior facade and significant portion or features of interior.

›

Create main public space which exhibits history and university impacts.

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Renew for new significant campus use and functions.

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Become a welcome center and draw in visitors from all of campus and the community.

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GOAL 2: SUPPORT MENTAL & PHYSICAL WELLBEING OF STUDENTS ›

Provide healthy food and drink options.

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Integrate spaces for intentinal movement and physical connection.

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Create spaces which extend outdoors to foster connection with natural environment.

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Provide quiet spaces for meditation, reflection and introspection.

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8.3 DESIGN RECAP GOAL 3: FOSTER A SENSE OF COMMUNITY ›

Utilize wayfinding, color and spatial design to create a sense of place for students.

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Provide access to activities and amenities which encourage socialization.

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Integrate spaces which allow for collaboration and increase peer engagement.

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Use furniture and soft architecture to provide flexibilty and personalization.

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GOAL 4: ASSIST IN STUDENTS’ ACADEMIC & FINANCIAL SUCCESS ›

Provide one-stop access to university academic and financial services and advisors.

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Integrate technolgy into spaces to aid in academic work and study.

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Create spaces which allow both quiet study and group collaboration.

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Supplement

student

learning

with

flexible

gathering and presentation spaces.

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8.3 DESIGN RECAP GOAL 5: EDUCATE ON SUSTAINABILITY & ENVIRONMENTAL STEWARDSHIP ›

Integrate adaptive reuse practices to reverently and conciously restore the existing building.

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Use materials, furniture and systems which maintain an envrionmental standard.

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Create educational interfaces which engage with students and passively encourage healthy habits.

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Utilize outdoor spaces and biophilic aspects to reengage students with nature.

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GOAL 6: INTEGRATE EQUITY, DIVERSITY & INCLUSION ›

Create a hub of student services which provides centralized access for all students and needs.

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Increase

accessibility

into

the

building

and

throughout the interior spaces. ›

Distinguish zones of activity which support both public and private uses.

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Integrate gender neutral bathrooms and spaces which accomodate for sensory sensitivities.

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Thank You :)

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