UPLIFT LEARNING
UPLIFT LEARNING TAKING EDUCATION & STUDENT POTENTIAL TO NEW HEIGHTS (1)
CONTENTS
PROJECT OVERVIEW DESIGN GOALS + DRIVERS PRECEDENT STUDIES BUILDING + SITE DESIGN CONCEPT PROGRAMMING SCHEMATIC DESIGN GLOSSARY BIBLIOGRAPHY
PROJECT OVERVIEW The UPLIFT facility aims to improve pathways to college readiness and career success through a holis<c explora<on. It seeks a higher educa<on model that inspires and empowers urban youth from low-‐ income family backgrounds. The United States economy “needs more college-‐educated workers now more than ever before to remain a compe<<ve skilled workforce”, but there is a s i g n i fi c a n t g a p i n c o l l e g e enrollment and college comple<on by youth from low-‐income family backgrounds in urban areas. (Bill & Melinda Gates Founda<on, n.d.). UPLIFT will provide educa<on, mentoring and prepara<on for
youth who seek the opportunity for higher educa<on, leading to a s u s t a i n i n g c a r e e r w h i l e a l s o strengthening the U.S. economy. This facility will be a prototype for other urban communi<es to follow and to implement. These strategies can spark change and improve the skills gap while also improving the educa<onal format. The facility will be funded by T h e A r t h u r M . B l a n k F a m i l y F o u n d a < o n , w h i c h i n v e s t s i n c h i l d h o o d d e v e l o p m e n t a n d educa<onal programs and “promotes innova<ve solu<ons to improve the lives of youth and their families, s e e k i n g r e s u l t s t h a t m o v e communi<es beyond what seems p o s s i b l e t o d a y ” ( T h e B l a n k Founda<on, n.d.).
CLIENT + USERS
MISSION + PROJECT GOALS
UPLIFT is the project client. Users of the facility include urban youth, ages 16-‐24. Students who have dropped out of high school or college a r e a l l w el c o m e. T h e community will be involved in the facility through events, lectures, career fairs and workshops held by public universi<es, private schools and businesses. T e a c h e r s a n d administra<on are also users of the space.
The goals of the facility are t o p r o v i d e a h o l i s < c advising model for students seeking higher educa<on and career paths. The facility will also help students discover their passions and interests while also seeing what best fits their skills. The journey for e a c h s t u d e n t w i l l b e individualis<c. The client hopes to improve dropout rates and help students realize their full poten<al.
DESIGN GOALS
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Implement new educa<on model techniques Encourage student interac<on with the space Accommodate a variety of student learning preferences Design spaces that are flexible and adaptable Create a high-‐performance sustainable design
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DESIGN DRIVERS Integrate new technology into educa<onal spaces for learning support; integrate ac<ve learning spaces for collabora<on and engagement. Arrangement in flexibility will allow classrooms to be used for more than just lectures – individual ac<vi<es, paired ac<vi<es, informal small groups and larger groups can all be accommodated. Incorporate interac<ve media walls, writeable wall surfaces, magne<c glass and tackable surfaces for pin-‐up work. The design will also include private nooks and areas for private student work. Ins<tute pale[e of place, posture and presence through adjustable height work surfaces, a variety of places to work with different heights (sit, stand, lounge and perch) and classrooms and conference rooms designated for virtual and distance learning. Design covered outdoor learning spaces, specify moveable furnishings, moveable walls and flexible wall par<<on systems. Minimize consump<on of water through rain water harves<ng, gray water for irriga<on, and water runoff from site. U<lize indigenous materials with high recyclable content and low VOCs and minimize fossil fuel consump<on through passive design (wind, sun, etc.).
PRECEDENT STUDIES
L.A. Museum of the Holocaust
Waltham Forest College
PEGS Senior
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Henry W. Bloch Executive Hall
City Year
THE OBJECTIVE The precedent analysis aids in the design process of UPLIFT through the study of five projects with similar evalua<ve criteria. The analysis informs programming and design choices by documen<ng the strengths and weaknesses of each design studied.
THE EVALUATIVE CRITERIA
Space Planning
Ligh<ng
Site/Building
Community
Educa<on
L.A. MUSEUM OF THE HOLOCAUST
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100 South The Grove Dr. Los Angeles, CA
BUILDING/SITE Located in an under-‐u<lized sec<on of an exis<ng park. Below ground placement increases park green space and public parking space. Located near public transporta<on. Building is LEED Gold.
COMMUNITY The Museum of the Holocaust is free to the public. This creates an opportunity for underfunded schools and low-‐income families to go and learn. Placed in a zone shared by mul<ple (12) communi<es makes it accessible to many users.
EDUCATION
COMMUNITY
Museum exhibit uses interac<ve technology to provide maximum informa<on within the limited physical structure. IPods are used for self-‐guided tours to connect with all user types.
The Museum of the Holocaust is free to the public. This creates learning opportuni<es for underfunded schools and low-‐income families. Zoning is shared by mul<ple communi<es making it accessible to many users.
LIGHTING
SPACE PLANNING
Skylights and translucent glass walls bring daylight deep into the space. Gradients of light changes through ligh<ng controls as people move through the museum, and space becomes lightest near the exit.
A U-‐shape circula<on providing a spa<al experience within 32,000 sq. d. Rooms are undivided but have a sense of enclosure through ceiling height changes and walls that don’t touch the ceiling.
WALTHAM FOREST COLLEGE
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707 Forest Road, London E17 4JB, United Kingdom
BUILDING/SITE Renova<on of a 1930’s building. The Centre has direct access to a landscaped courtyard. The site is located near downtown ameni<es such as a hospital, courthouse and YMCA.
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EDUCATION
COMMUNITY
Learning centers, including classrooms, workshops seminar and conference rooms dedicated to learning in a professional environment. A start-‐up business incubator is used for real-‐world business educa<on.
To inspire achievement students receive individualized a[en<on. The college also prepares students for the world of work, contribu<ng to the success of the school and in turn be[ering the community.
LIGHTING
SPACE PLANNING
Light wells are inserted to bring daylight into the new learning-‐center space. Light is then used to a[ract users to the heart of the main space. Glass walls allow light into areas that otherwise would not be exposed.
Two new staircases improve circula<on within the building and a business incubator overlooks first floor. An open plan concept is used to plan every aspect of the space from classrooms to informal mee<ng spaces to dining.
PEGS SENIOR
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83 Park Street, Moonee Ponds VIC 3039 Australia
BUILDING/SITE The infinity loop shaped design encloses and protects two courtyards from wind; enhancing the learning spaces through access to light, view and ven<la<on. The building is located near a railway sta<on.
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EDUCATION
COMMUNITY
Dedicated to the provision of academics, this space provides a broad extra-‐curricular program encouraging the development of intellectual curiosity. Informal break out areas and a lecture hall are provided.
PEGS has easy access to public transporta<on and is located near three middle schools and a local park. Being the first co-‐educa<onal school brings young adults together in a learning environment.
LIGHTING
SPACE PLANNING
Learning spaces are located towards outside and inside of the building to gain maximum light exposure. Learning and ac<vi<es take place in courtyards u<lizing daylight.
Classrooms are located on building edges, with a library at the center & two courtyards within voids. Every route leads back to library/learning hub that is central to the school. Colors differen<ate between the departments.
HENRY W. BLOCH EXECUTIVE HALL
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University of Missouri Kansas City, MO
BUILDING/SITE Housing is located nearby, with bike storage, bike paths, walkable pathways and ample parking. Building is adjacent to Missouri School of Management Building.
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EDUCATION
COMMUNITY
Challenges tradi<onal teaching methodology with demands for connec<vity, flexibility and sustainability. Teaching environments simulate real-‐world situa<ons for idea<on and ‘proof-‐of-‐concept’ tes<ng.
Inspiring other schools to implement flexibility, connec<vity and new ways of teaching in their educa<on plan and building design. Other local colleges surround the area. Serving needs for growing entrepreneurial programs and teaching spaces.
LIGHTING
SPACE PLANNING
Maximum daylight afforded with building envelope glazing and glass interior walls. An upper clerestory draws in more light and three roof skylights posi<oned in various direc<ons capture light throughout the day.
Flexibility and collabora<ve spaces are achieved through operable walls, rolling furniture, variety of formal vs. informal work spaces and <ered rotatable sea<ng. The atrium connects all floors with an amphitheater and media wall.
CITY YEAR HEADQUARTERS
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287 Columbus Avenue Boston, MA
BUILDING/SITE City Year Headquarters is located in the heart of Boston across from local businesses and apartment homes, which have walkable streets near public transporta<on. Bicycle storage and parking is available.
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EDUCATION
COMMUNITY
City Year provides academic support and ader school programming for children in high-‐poverty communi<es. Their Heroes Program works with students to perform leadership and community service tasks.
The program engages the community through organizing ac<vi<es, celebra<ons and projects, including check-‐ins with school administrators and parents for involvement, community rehabilita<on, service, awareness and beau<fica<on of neighborhoods.
LIGHTING
SPACE PLANNING
The building does not op<mize daylight or alterna<ve ligh<ng power and scores low for LEED in this area. Ligh<ng controls are also not provided. More views and daylight should be considered.
Two floors dedicated to collabora<ve spaces called “Ac<on Pods”. Theatre hosts events & guest speakers. Offices and conference rooms near lobby are designed for one-‐on-‐one tutoring, mentoring and support.
THE LOCATION GEORGIA
STONE MOUNTAIN
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Georgia is the 24th largest state in the United States, with 59,441 square miles. Atlanta is the capital of Georgia, and there are 159 coun<es. Georgia has a popula<on of 9.992 million people. It’s major industries i n c l u d e t e x < l e s , < m b e r a n d agriculture. Four in ten families in Georgia are considered low-‐income.
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Stone Mountain is a city in DeKalb County, Georgia, located in the eastern part of DeKalb County as a suburb of the Atlanta Metropolitan Area. DeKalb County suffers the second lowest gradua<on rate in Atlanta, next to Clayton County at 57%, and has ten of the lowest performing schools in Atlanta. The UPLIFT facility will be centrally located between three priority schools in DeKalb County.
CENTRALLY LOCATED NEAR 3 PRIORITY SCHOOLS Clarkston High School 89% Total Economically Disadvantaged 96% Minority 13.4 College Readiness Index
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Elizabeth Andrew’s High School 84% Total Economically Disadvantaged 98% Minority 1.8 College Readiness Index
Stone Mountain High School 86% Total Economically Disadvantaged 97% Minority 11.4 College Readiness Index
THE SITE
5723 Memorial Dr. Stone Mountain, GA
The proposed site plan blends in with and embraces the surrounding community and landscape features. There are three main building entrances which all have access to parking. Integrated walkways provide site entrances which are covered and human-‐ scaled to give visitors a sense of security.
Greenscape and vegeta<on have been planted to reduce the amount of hardscape. Vegeta<on is also used as a visual and noise buffer, white also crea<ng beau<ful site lines and blocking the traffic noise along the main vehicular circula<on path. Outdoor spaces are provided for events and leisure ac<vi<es.
Pedestrian Connec<on Main Vehicular Circula<on Outdoor Areas Main Building Entrances
COMMUNITY CONNECTIONS
WORKDAY AMMENITIES
N
THE BUILDING Current Conditions
Brick Exterior Walls
Skylights
Concrete Floor (30)
1 Floor Gross sq. d.: 26,447 Net sq. d.: 24,445 18’ Ceiling Sprinklered Building Support: Metal Trusses Mixed Occupancy: B , A-‐3 Building Construc<on: Type II-‐B Governing Jurisdic<on: State of Georgia, DeKalb County, City of Stone Mountain
Applicable Codes Interna<onal Building Code, 2012 Edi<on, with Georgia Amendments Interna<onal Fire Code, 2012 Edi<on, with Georgia Amendments
Interna<onal Mechanical Code, 2012 Edi<on, with Georgia Amendments Na<onal Electrical Code, 2014 Edi<on (No Georgia Amendments)
Interna<onal Plumbing Code, 2012 Edi<on, with Georgia Amendments Interna<onal Energy Conserva<on Code, 2009 Edi<on, with Georgia Supplements and Amendments
Current Life Safety
nce = 361’ Diagonal dista
Current Plumbing Facilities
2 handicapped bathroom stalls
6 single restrooms w/ one toilet & one lavatory, 1 single bathroom with bath
120’= minimum distance between exits (1/3 Diagonal Rule)
Men’s room (2 toilets, 2 urinals, 3 lavatories) & 1 woman’s room (4 toilets, 3 lavatories, 1 changing sta<on
535 = occupancy load
4 = number of (fire rated) exits
Required Plumbing Facilities Business – 1 per 25 for first 50 female, 1 per 40 for first 80 male, I per 100 drinking fountain, 1 service sink Assembly (A-‐3) – 1 per 125 female water closets, 1 per 65 male water closets, 1 per 200 lavatories, 1 per 500 drinking fountain, 1 service sink
DESIGN CONCEPT
Journey of a Bridge
The bridge forms a dynamic pathway to desired des<na<ons, and creates a memorable and exci<ng experience. The bridge also provides a journey as well as a r e c o g n i z a b l e l a n d m a r k w i t h i n a community that is both upliding and awe inspiring.
Transparency
Balance
Emphasis
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UPLIFT
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PROGRAMMING
PROTOTYPICAL SKETCHES
SCHEMATIC DESIGN
Bubble + Block Diagrams
The design for the floor plan draws inspira<on from the plan view of a bridge, and it’s ability to connect two main des<na<ons. The interior of the building will bridge the two main social components that UPLIFT provides.
EDUCATIONAL SOCIAL SUPPORT
BLOCK/ZONING DIAGRAM
CAfe Computer lab
Education areas
MEETING areas Outdoor patio The bridge Lobby + reception Winter garden
Gym + event space
CIRCULATION DIAGRAM Main Building Circulation – Gathering Interest + Movement
Education Component
Secondary Circulation – Natural Views + Exterior Access
Covered Outdoor Patio + Stage Community
Relaxed Garden Study
The diagram looks at the circula<on paths within the UPLIFT facility and how each path leads to exterior access. The main circula<on path extrudes through the en<re building as a wayfinding tool and gathers the users interest. The educa<onal component is the central core of the building. Numerous views to the community are provided.
SCHEMATIC SKETCHES The use of color illustrates the design p r i n c i p l e s f o r t h e f a c i l i t y – transparency, emphasis and balance.
GLOSSARY ABenCon RestoraCon Theory -‐ This theory asserts that people can concentrate be[er ader spending <me in nature, or even looking at scenes of nature. Building Envelope -‐ the physical separators between the condi<oned and uncondi<oned environment of a building including the resistance to air, water, heat, light, and noise transfer. The three basic elements of a building envelope are a weather barrier, air barrier, and thermal barrier. Clerestory -‐ a por<on of an interior rising above adjacent roodops and having windows admiung daylight to the interior. FF&E -‐ movable furniture, fixtures, or other equipment that have no permanent connec<on to the structure of a building or u<li<es. Gross sq. P. -‐ The sum of all areas on all floors of a building included within the outside faces of its exterior walls, including all ver<cal penetra<on areas, for circula<on and shad areas that connect one floor to another. JurisdicCon -‐ the territory over which authority is exercised Net sq. P -‐ the area of an individual room/space that is available for use by personnel, furnishings, and equipment.
Passive VenClaCon -‐ a building design approach that focuses on heat gain control and heat dissipa<on in a building in order to improve the indoor thermal comfort with low or nil energy consump<on Precedent -‐ an earlier event or ac<on that is regarded as an example or guide to be considered in subsequent similar circumstances. Priority School -‐ a school that has been iden<fied as among the lowest-‐performing five percent of. Title I schools in the state over the past three years, or any non-‐ Title I school that would otherwise have. met the same criteria. Stakeholder -‐ a person with an interest or concern in something, especially a business Wayfinding -‐ spa<al problem solving; it is knowing where you are in a building or an environment, knowing where your desired loca<on is, and knowing how to get there from your present loca<on
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