How architecture can combat obesity

ARCHITECTURE CAN COMBAT

OBESITY

K. KAUFFMAN KELSEY D. KAUFFMAN

TE RESEARCH THESIS A MASTER’S OF ARCHITECTURE GRADUA

Chad Schwartz Sharon Exley Steven Turnipseed Rolando Gonzalez

HOW ARCHITECTURE CAN COMBAT OBESITY

Research conducted for a Master’s of Architecture Degree at Southern Illinois University Carbondale. A BIG thank you to the thesis committee who helped make this book and research possible:

HOW

Thank you to all of my family and friends for their support and love. Thank you to my committee members for consistently making time in your busy schedule to share ideas with me and to critique my work to make it even better.

CHAD A big thanks goes out to Chad for putting up with me for a whole year and never once throwing me out of his office, asking me to quit bothering him on his Jimmy John lunch break, or telling me my writing abilities suck (even when they did). Thank you, Chad, for pushing me hard and helping me achieve something great. Thank you for your consistent, positive encouragement and sense of humor, especially when it came to reading and editing this book during your huge move.

SHARON I highly appreciated your alternative points of view on the topic of architecture and obesity. It was great to be able to run ideas that involved children with a “child-sized design” expert. Thank you for being a positive, strong, female role model and design mentor in my life.

MOM & DAD Of course, thank you mom and dad for everything. Thank you for being there for me through thick and thin and for pushing me to succeed in everything that I do. Mom, thank you for all of your support and helping me understand how little people and teachers move and operate in an educational setting. Dad, thank you for always being there for me and for being able to understand, to not hold back on your opinions, and to talk graphics with me. Your honorary degree will come in the mail shortly. I love you two very much.

MEGAN AND BRANDON Thank you Megan and Brandon for making 250+ trees with me for my final model. Lord knows I would not have had any skin left on my fingers or thumb if you guys weren’t willing to help out. Also, thank you Brandon for being a great roommate and making dinners and keeping the house clean during stressful weeks, and thank you Megan for pushing me to take time to relax and have a glass of wine.

PHIL Last, but never least, one of the biggest heartfelt “thank you, thank you, thank you” goes to Phil. Overall, thank you for being there for me during my good and bad times throughout graduate school. Thank you for being able to pick me up every time I was hangry or on the verge of a meltdown, and thank you for being able to talk through architectural and presentation ideas with me. I greatly appreciate all of the sacrifices you made while I was finishing grad school and for helping me with anything when I needed it. I love you so much.

table of contents Part One: Research

Thesis Statement Synopsis

. . . . .

1

Client Description, Activities, and Needs . . . .

7 Site Selection and Analysis . . . . . 21

Precedent and Case Studies . . . . .

29

Health and Architecture: A Study on Elementary Children’s Understanding,

Knowledge, and Habits Related to Health . .

51

Part Two: Implementation Proposal

Program Data . . . . . . 83

Code Research and Analysis . . . . .

109 Educational Design Theories . . . . . 113 Active Design Guidelines . . . . . 119 Iterative Design Process . . .. . 125 Design Proposal . . . . . . 169

Bibliography . . . . . . . 178 Figure Citations . . . . . . 182 List of Tables . . . . . . 187 Appendices

Appendix A – Active Design Guidelines Program Implementation

.

188

Appendix B – Healthy Eating Design Guidelines for School Architecture Program Implementation . . . . 193

Appendix C – Healthy Active by Design Program Implementation .

196

Appendix D – Southern Illinois University Human Subjects Committee Application . . . . . 198

1

Thesis Statement Synopsis

History, Epidemics, and Architecture

From the bubonic plague to the Black Death, various infectious epidemics have afflicted historic societies. The believed known causes of the bubonic plague and the Black Death were unsanitary street conditions, filthy water, and cohabitation of people and animals, particularly in urban areas. The implementation of architecture and urban design strategies assisted in resolving the spread of disease. Unsanitary street conditions were solved by requiring dirt streets to be paved with ditches on the sides for excess runoff.

Disease-ridden water was no longer an issue when water could be transported to the city from far distances with the introduction of underground pipes or above ground aqueducts. Animals, like pigs, that

lived in the city were required to have pens off a side or back alley instead of towards the main pedestrian street.1

Passively and actively, the architectural and urban design strategies put in place throughout historic societies affected by disease, like the bubonic plague and the Black Death, slowly shaped communities.

The design strategies were also influencing the way people were living and where they would interact with their community.

According to A History of Public Health, the regulations banning farm animals living on the pedestrian side of the street meant the street became a more important place where people could interact with one another. The underground pipes implemented to reduce unsanitary water created social hubs 1

of activity in the form of bathhouses and public fountains. Paved roads created ease of access from one place to another.2 Since the time of the spread of infectious disease, architecture has served a purpose for communities while helping to combat epidemics.

In the Active Design Guidelines: Promoting Physical Activity and Health in Design, the Center for Active Design recognizes the impact that architecture has had as an alternative solution to diseases.

It states that:

“In the 19th and early 20th centuries, architects and urban reformers in New York City and elsewhere helped defeat infectious diseases like cholera and tuberculosis by improving buildings, streets, neighborhoods, clean water systems, and parks. In the 21st century, designers can again play a crucial role in combating the biggest public health epidemics of our time: obesity and related chronic diseases such as diabetes, heart disease, and some cancers. Today, physical inactivity and unhealthy diet are second only to tobacco as the main causes of premature death in the United States. A growing body of research suggests that evidencebased architectural and urban design strategies can increase regular physical activity and healthy eating.”3

The 2013 report produced by the Urban Land Institute about the Building Healthy Places Initiative backs up the beliefs of the Center for Active Design. Through the Building Healthy Places Initiative; the Urban Land Institute is utilizing global connections to promote the application of healthy design strategies on built projects because the Urban Land Institute believes there is a strong correlation between 2

the built environment and a person’s health.4 As of 2014, two out of every three Americans were overweight and, per the Environmental Protection Agency, ninety-seven percent of a person’s time was spent indoors.5 The conducted thesis explores research-based strategies on how the built environment can positively impact a person’s health in respect to epidemic diseases like obesity.

Mississippi: Statistical Disadvantage

The completed thesis explored how architectural interventions in a community educational facility can positively impact the health of a town.

For this study, Indianola, Mississippi was chosen as the community in need, due to the immediate issues this area faces with respect to healthy living. Per data obtained in 2015, not only are Mississippians at a statistical disadvantage of being overweight or obese, but, per the Washington Post, they are also the third most likely state to underperform on academic tests.6 Another shocking statistic was published by the Wall Street Journal stating that Mississippi was ranked the most economically disadvantaged state in the United States.7

Along with statistical factors plaguing many Mississippians such as health, poverty, and lack of education, residents of Mississippi have the highest probability in the United States to be food insecure.8 Many individuals who are food insecure live in or around a food desert. A food desert is a “geographic area where residents’ access to affordable, healthy food options, especially fresh fruit and vegetables, is restricted or nonexistent due to the absence of grocery stores within convenient traveling distance.�9

Dr. Deborah Lewison-Grant Impact Study

With all the political, social, cultural, and economic factors plaguing Mississippi, the completed thesis proposes a public school with community center components to teach students and residents about healthy lifestyle choices. As proven by research from Dr. Deborah Lewison-Grant, co-founder of FoodFight and former New York City public high school teacher, students have a larger impact of changing unhealthy ways on parents than parents do on students.10

Dr. Lewison-Grant visits schools on the United States East Coast to educate students on healthy choices. In the documentary, The Kids Menu, Dr. Lewison-Grant visited the Malcolm X Shabazz Public High School in Newark, New Jersey to speak with students. The students, who attend Malcolm X Shabazz Public High School, are much like the students who attend the Sunflower County Consolidated Schools in Indianola, Mississippi: the school district and town chosen for this study. As in Indianola, the student population in Newark is composed of minority enrollment, a majority of the students are economically disadvantaged, and the majority of students are performing substantially below state expectations on standardized testing.11

Dr. Lewison-Grant observed and interviewed students about the impact of the FoodFight program on the students and their families a month after the first visit to Malcolm X Shabazz Public High School. She found students can influence their parents by encouraging a change in eating habits almost instantaneously upon learning healthy lifestyle choices. Students would go home 3

after school and explain to their parents that some of the food in the house was unhealthy and that they did not want to put that food into their body. The parents reacted to their students positively and bought different and healthier food. In turn, students felt they had power over what they were eating and what is brought into their homes.12 The same health concepts Dr. Lewison-Grant had used on the East Coast can be implemented in Indianola.

Supported by Dr. LewisonGrant’s findings on the impact of students on their parents, an educational facility created in Indianola could best meet the health and academic needs of the community. The building can facilitate the change in health of the students and community by encouraging activity through the implementation of active design principles. The Center for Active Design in New York City created the Active Design Guidelines for architects and urban designers to use as an evidence-based design tool to help foster healthy lifestyles and choices. Active design approaches will be used in the creation of the proposed educational and community facility.13

4

Architecture and the Human Body

Another approach to creating a facility to advance the health of the users would be to treat the building like a human body. Just like the body, buildings have systems that need to work for the building to operate correctly. Per The Smart Growth Manual, “a healthy building should be made of suitable materials with low volatile organic compounds, and be equipped with an adequate ventilation system.”14

In the book Imperfect Health: The Medicalization of Architecture, the authors explore the ideology of “fat” and “fit” buildings. The authors philosophy is that “a fit building is one that keeps us in shape, training us to adopt healthy behaviors; taking the stairs instead of the elevator, for example.”15 The Active Design Guidelines support the idea of encouraging users to use the stairs verses an elevator.16 The guidelines that are utilized in the programing of the facility have been outlined in Appendices A-C.

By understanding the positive historical influence of architecture during epidemics, architectural interventions backed by proven research and best practices give residents the opportunity to make a difference in their health and the health of their community.

Theoretically, with the implementation of the school with community center aspects, residents of Indianola, Mississippi, will have the opportunity to collaborate in a place, while passively and actively learning about how to become healthier. If residents take advantage of the opportunity, they could promote the skills they learn to future generations.

___________________________

Rosen, G. (2015). A History of Public Health. Baltimore: Johns Hopkins University Press. ibid 3 Center for Active Design. (2010). Active Design Guidelines: Promoting Physical Activity and Health in Design. New York: City of New York. Retrieved August 26, 2016, from https:// centerforactivedesign.org/guidelines/ 4 Frank, J., MacCleery, R., Nienaber, S., Hammerschmidt, S., & Claflin, A. (2015). Building Healthy Places Toolkit: Strategies for Enhancing Health in the Built Environment. Washington, D.C.: Urban Land Institute. Retrieved November 11, 2016, from http://uli.org/wp-content/uploads/ULI-Documents/Building-Healthy-Places-Toolkit.pdf 5 Couric, K. (Producer), Soechtig, S. (Director), & Monroe, M. (Writer). (2014, September 9). Fed Up [Video file]. In Fed Up. Retrieved September 10, 2016, from http://fedupmovie.com/#/ page/home; SnowBrains. (2016, July 13). Brain Post: How Much Time Does the Average American Spend Outdoors?

Retrieved September 11, 2016, from http://snowbrains.com/ brain-post-much-time-average-american-spend-outdoors/ 6 Trust for America’s Health Robert Wood Johnson Foundation, The State of Obesity. (2016, September 1). Adult Obesity in the United States. Retrieved February 5, 2017, from http:// stateofobesity.org/adult-obesity/ Bump, P. (2015, November 13). Actually, Mr. Trump, Iowa is one of the smartest states in the union. Retrieved February 5, 2017, from https://www. washingtonpost.com/news/the-fix/wp/2015/11/13/actually-mrtrump-iowa-is-one-of-the-smartest-states-in-the-union/?utm_ term=.1ab812af965c 7 Frohlich, T. C., & Kent, A. (2015, September 17). America’s Richest (and Poorest) States. Retrieved February 5, 2017, from http://247wallst.com/special-report/2015/09/17/richestand-poorest-states/2/ 8 Mississippi Food Insecurity Project. (n.d.). Retrieved September 1, 2016, from http://www.mfip.msstate.edu/ 9 Food Empowerment Project. (2016). Food Deserts. Retrieved December 18, 2016, from http://www.foodispower.org/fooddeserts/ 10 Engpehr, K. (Director), & Cross, J. (Producer). (2013). The Kids Menu [Motion picture on Netflix]. United States: Rebot Media.

11 New Jersey Department of Education. (2015). 2014-2015 School Performance Reports (Rep. No. 13-3570-050). Retrieved November 1, 2016, from State of New Jersey Department of Education website: file:///C:/Users/Admin/Downloads/ NewarkEssex2013-14DPR.pdf 12 Engpehr, K. (Director), & Cross, J. (Producer). (2013). The Kids Menu [Motion picture on Netflix]. United States: Rebot Media.

13 Center for Active Design. (2010). Active Design Guidelines: Promoting Physical Activity and Health in Design. New York: City of New York. Retrieved August 26, 2016, from https:// centerforactivedesign.org/guidelines/ 14 Zardini, M., & Borasi, G. (Eds.). (2012). Imperfect Health: The Medicalization of Architecture. Montréal: Canadian Centre for Architecture.

15 ibid 16 Center for Active Design. (2010). Active Design Guidelines: Promoting Physical Activity and Health in Design. New York: City of New York. Retrieved August 26, 2016, from https:// centerforactivedesign.org/guidelines/ 1

2

5

6

2

Client Description, Activities, and Needs

Architecture is related to general wellbeing, because architects promote the health, safety, and welfare of the public, therefore, it is imperative buildings be looked at as a vessel for healthy lifestyle choices.

Before creating a built environment to promote a healthy lifestyle, a clear understanding of what is healthy, the statistics and issues behind unhealthy choices, and different factors that are plaguing Indianola, Mississippi will need to be readily examined. The educators and faculty working in the proposed school will need to combat any issues the students or community pose.

Sunflower County Consolidated School District

The proposed thesis client and project was carefully determined based on a process of rigorous analysis. As stated in Chapter One, Mississippian are statistically more likely to live in a food desert and be unhealthy. Since Mississippi had the most need, it was selected as the best area to propose a facility to help advance the health of a community.

Ultimately, through rigorous research Sunflower County, Mississippi was chosen as an area where the greatest impact could be proposed.

(Figures 2.1 to 2.8) Sunflower County is in the Mississippi Delta in Northwestern Mississippi. Through research and a site selection process, the Sunflower County Consolidated School District in Indianola, Mississippi stood out as 7

8

Figure 2.1: County adult obesity rate greater than 40%, 2010

Figure 2.2: Child poverty rate greater than 45%, 2010

Figure 2.3: Food insecure children greater than 30% of children, 2014

Figure 2.4: Low-income preschool obesity rate greater than 18% of children, 2009-2011

Figure 2.5: 5.1 to 13% of Households with no car & low access to store, 2010

Figure 2.6: Poverty rate greater than 45% of residents, 2010

Figure 2.7: Counties Receiving a D per Mississippi Board of Education Report Cards, 2014-2015

Figure 2.8: Compiled Issues

9

an area in need of educational and health reform, due to persistent low academic scores and health statistics.

In 2012, Drew School District, Sunflower County School District, and Indianola School District were all mandated to consolidate, per discretion from the Mississippi State Board of Education, due to the three districts receiving a C, D, and F as district grades respectively.

The grades meant that much of the school district was on academic watch, low performing, or failing per state standards.1 If the school was not consolidated in 2012, it would have been in 2013, due to a new Mississippi Education Law that “mandates that three or more districts in the same county must merge if they are all under state conservatorship, which means they are either financially or academically troubled.”2 Since the consolidation, the school district received a D grade in 2014.3

On July 1, 2014, Debra Dace became the superintendent of Sunflower County Consolidated School District. She was told to “use the merger to save money and improve performance in the new district, which housed schools that had produced some of the lowest test scores in the state for years.” Dace anticipated challenges with the merger as “communities often feel an allegiance to local schools and traditions and see consolidation as a threat to a community’s identity.”4

To make sure that the proposed educational facility is not a threat to the community: the community’s needs and opinions should be taken into consideration.

According to Birgit Cold, an architect and educator with an expertise on the school environment and community’s 10

well-being and health, “An environment that reflects the users’ needs and wishes will be an environment in which the users feel good, because they recognize their own ideas in the architect’s interpretation. Thus, they will use and protect the built environment more because it is, in part, their creation.”5

Addressing Historic Needs

In order to understand Indianola, Mississippi, it is essential to consider the community’s needs and the community’s past. Over 80% of the population is African American.6 Just like the town, the Sunflower Consolidated School District is majority African American, yet only one of four private schools in Sunflower County have more than four percent enrollment of students of color.7

The division of races between public and private schools stems from racial inequality, due to the 1954 United States Supreme Court ruling on Brown vs. the Board of Education that states it is unconstitutional to have segregated schools. Ten years after the Brown vs. the Board of Education ruling, racial tensions were growing in Indianola, as the school districts were still segregated. To satisfy the concerns of parents wanting to keep segregated schools, the Citizen’s Council, a white citizen group, created plans for the Indianola Academy, “a segregated private school”, for when Indianola was forced to segregate their school district.8 It was not until sixteen years later in 1970 that the United States District Court Judge W.C. Keady ruled Indianola could no longer operate a duel-school system. Indianola Academy and many of the

desegregated schools are still in use in Indianola to this day with the majority of Caucasian students attending Indianola Academy and the majority of African American students attending Sunflower Consolidated Schools. For the community to utilize the new educational and community facility to its upmost potential, all residents of Indianola, regardless of race, will need to work together to advance the community center aspects of the facility.

Walkability and Transportation

One of the community issues is transportation. The school and community center will need to be within a reasonable walking distance of most of the community, as 22.4% of residents of Sunflower County have low to no access to a general store or like facilities by car.9 The potential students of the school have the luxury to be bussed to school daily no matter where they live in Sunflower County, due to the terms of the consolidation county agreement.10

Underfunded Educational System; Oversized Population

“Schools are underfunded. Most schools in America spend less than $7,500 a year teaching a child. That comes down to under $5 an hour.

Most [American parents] spend $10-$15 an hour for babysitters, but we’re spending less than $5 an hour on the educational system.”11 Not only is there very low funding for the educational system, but Ann Cooper, founder of the Food Family Farming Foundation, states in her TedX Talk that in the United States, the government allocates less than an dollar a day on school lunches.12

If students are to be healthier and the cost per child to attend the school and eat lunch is to remain the same, the school system will need to find a way to supplement healthier lunch or snack options for students for less than a dollar a day.

The parents of the students who attend the new school will need to be actively engaged in their child’s education and the generational promotion of healthy lifestyles. Per the Organization for Economic Cooperation and Development Health Data, in 2011, 35% of adults globally were considered overweight and 12% were considered obese.

Indianola highly exceeds the World Health Organization’s findings.13 In Indianola, 35.8% of residents are overweight and 44.3% of the residents are obese, as shown in Figure 2.9.14 This could be due to many factors, including low accessibility to a vehicle, food insecure families, and high areas of adult and childhood poverty.15 How could the health statistics possibly be affecting the residents of Indianola?

“A child with one obese parent is 40% more likely to be obese and a child with two obese parents is 80% more likely to be obese [than children without obese parents].”16 The provided statistic from the documentary, The Kids Menu, suggests children living in Indianola are at a higher risk of health issues than children who live in areas with low obesity rates; but is obesity the only health issue children are faced with?

“Childhood obesity and related chronic diseases are at their highest rates in years, especially among Black and Latino children and children living in low-income communities.”17 The students who attend the proposed educational 11

Figure 2.9: The World and Indianola; Overweight and Obese

facility in Sunflower Consolidated School District will need an environment that promotes healthy lifestyles and academic success. The students are faced with socioeconomic and health factors even before they can start to perform at levels of academic success. The Center for Active Design believes in the importance of integrating healthy design strategies in low-income communities.

“As low-income communities continue to face disproportionately higher burdens of chronic diseases such as heart disease, cancer, and asthma, it is critical that developers make a concerted effort to build homes and neighborhoods that support healthy lifestyles.”18

The Politics of School Lunches

Chef Ann Cooper believes not only are students who eat daily school lunches at risk for serious health issues, but students under the poverty level are at the most risk.

She believes these students are at such a high risk because they do not have the option of a lunch made from 12

home. These students eat the food provided by the school every day for lunch, because there is no other option besides no food at all.19

Cooper, along with others, has legitimacy to her arguments about the nutritional value of school lunches. The documentary Fed Up explains the issues behind school lunches. In 1946, the National Student Lunch Act was created, because drafted solders were undernourished. The act meant that the government would be financially subsidizing nutritional school lunches.20

In 1977, George McGovern chaired a committee to release the first set of dietary guidelines on the United States population, due to the effects unhealthy eating was having on the population. McGovern stated “that our diets have changed radically over the last fifty years with very harmful effects on our health.

These dietary changes represent as great a threat to public health as smoking.”21 McGovern’s statement was one of the first times the ill effects of smoking had been compared to the negative effects of unhealthy eating.

11 GRAMS OF SUGAR 46% of Recommended Daily Intake

18 GRAMS OF SUGAR 75% of Recommended Daily Intake

Figure 2.10: Daily Recommended Allowance of Sugar in School Milk, Percentage

The McGovern Report recommended people eat more fruits and vegetables and less meat, saturated fat, and foods high in cholesterol and sugar. Once the report was released, an uprising from the International Sugar Research Foundation, the Salt Institute, the National Dairy Council, and the American National Cattlemen’s Association arose. Lobbyists and representatives from these organizations recognized the potential financial cuts their industries would have once the majority of the public read the report. The industries successfully recommended the committee withdraw the dietary guidelines and issue a corrected report. Ultimately, a revised report was released to the public that did not discourage the consumption of any of the concerned industry’s foods. This same year the Senate Committee on Nutrition and Human Needs was disbanded and replaced with the Senate Committee on Agriculture, Nutrition, and Forestry.22 The politics and public deception regarding healthy and non-healthy food continues to this day. The World Health Organization

recommends sugar to be 10% of the daily food intake, but sugar lobbyists recommend sugar be 25% of the daily diet.23 In addition, the American Heart Association’s recommended daily allowance of added sugar is 6-9 tablespoons (2436 grams or 100-150 calories).24 This discrepancy between associations and the politics involved are why sugar is not represented on nutritional labels as a daily recommended percentage.25 The politics and discrepancy in health has affected the food and drinks students can consume during the day. If the American Heart Association’s recommended daily allowance was to be used as the guideline when examining a schoollunch carton of milk, white milk has 46% of the daily recommended sugar intake and chocolate milk has 75% of the daily recommended sugar, as noted in Figure 2.10.26 Not only is school milk loaded with sugar, but as of 2006, 80% of school lunches served in America had contracts with soda companies and, as of 2012, 50% of schools served fast food for lunch.27 Even if a student attended a school that did not have a contract 13

with a soda company or served fast food, those students, like all students in the United States, are still subject to political lobbying. An example of this is that the United States Department of Agriculture determined that ketchup, pizza, and french fries would be considered vegetables.28

Impacts of Health, Poverty, and Politics in Indianola

Why are health, politics, and school lunches important in Indianola? The poverty levels in Indianola, Mississippi, are impacting the health of the students, as are different factors in respect to location of food stores. As noted in Figures 2.11 – 2.24, in many cases Sunflower County has some of the lowest access to different types of stores and the highest population of persistent poverty-related issues in Mississippi.

Because students are under or near the poverty line, one-hundred percent of students in all grades who attend the Sunflower County Consolidated School District are qualified to receive free/reduced lunch.29 A child qualifies to receive free/reduced lunch if their guardian’s income is less than 1.85 times the federal poverty level.30 For a family of four in 2016, the guardians would have an income less than $45,000 a year.31 In 2013, the estimated annual median income for Indianola was $25,000; almost half of the required income to qualify for free/reduced lunch.32

Free/reduced lunch is not only “the easiest way schools can determine the economic status of students”, but it is also a constant factor throughout the student’s day on where they will be receiving fuel to keep focused on classwork.33 Since one-hundred percent of the 14

students receive the same food for lunch every day - with an option for free breakfast - the school district will need to ensure the health benefits of the provided food to keep students focused and energized. Since dinner is a meal generally served at home, the community center portion of the educational facility could to address how families can learn to create a healthy dinner together.

Scientists at Ohio University have been conducting studies on the correlation between unhealthy eating habits and test scores over a threeyear period. Students in the fifth grade were given a standardized test and survey questions on their eating and activity habits and then given a similar test and survey questions in the eighth grade. The study concluded:

“Students who ate the most fast food had test score gains that were up to about 20 percent lower than those who didn’t eat any fast food…. The results took into account varying factors including how much students exercised, how much television they watched, what other food students ate, the student’s family’s socioeconomic status, and the characteristics of the neighborhood and school the students attended.” 34

Sunflower Consolidated School District’s policies on child nutrition concurs with the Ohio State University as the school district reports that, “well-nourished students have higher test scores, increased school attendance, improved concentration, and improved classroom behavior….”35

_______________________________________

Sunflower County Consolidated School District. (2016).

Retrieved October 16, 2016, from http://www.sunflower.k12. ms.us/ 2 Mader, J. (2015, September 13). Is consolidation the answer for Mississippi’s struggling schools? - The Hechinger Report.

Retrieved November 02, 2016, from http://hechingerreport. org/is-consolidation-the-answer-for-mississippis-strugglingschools/ 3 Sunflower County Consolidated School District. (2016).

1

Figure 2.11: No Community Supported Agriculture, 2007

Figure 2.12: 0-1 Supercenter or Club Stores, 2012

Figure 2.13: 0-2 Grocery Stores, 2012

Figure 2.14: 0-10 Farms with Direct Sales, 2007 15

16

Figure 2.15: 0-10 Fast Food Restaurants, 2012

Figure 2.16: 0-10 Full Service Restaurants, 2012

Figure 2.17: 0-25 Convenience Stores, 2012

Figure 2.18: More Than 4500 Food Insecure Children, 2014

Figure 2.19: Over 9000 Residents Food Insecure, 2012

Figure 2.20: More than 75% of Students Eligible for Free/Reduced Lunch, 2012

Figure 2.21: Over 50% of the Population African-American, 2012

Figure 2.22: Over 50% of the Population Caucasian, 2012 17

18

Figure 2.23: Persistent Poverty Counties, 2010

Figure 2.24: Persistent Child Poverty Counties, 2010

Retrieved October 16, 2016, from http://www.sunflower.k12. ms.us/ 4 Mader, J. (2015, September 13). Is consolidation the answer for Mississippi’s struggling schools? - The Hechinger Report.

Retrieved November 02, 2016, from http://hechingerreport. org/is-consolidation-the-answer-for-mississippis-strugglingschools/ 5 Cold, B. (2001). Aesthetics, Well-being, and Health: Essays within Architecture and Environmental Aesthetics. Aldershot, Hants, England: Ashgate.

6 Onboard Informatics, & Advameg, Inc. (2016). [City Data].

Published Data.

7 Sunflower County Consolidated School District. (2016).

Retrieved October 16, 2016, from http://www.sunflower.k12. ms.us/; Private School Review. (n.d.). Sunflower County Private Schools. Retrieved October 16, 2016, from http://www. privateschoolreview.com/mississippi/sunflower-county 8 Moye, J. T. (2004). Let the People Decide: Black Freedom and White Resistance Movements in Sunflower County, Mississippi, 1945-198. NC: The University of North Carolina Press.

9 Mississippi Food Insecurity Project. (n.d.). Retrieved September 1, 2016, from http://www.mfip.msstate.edu/ 10 Sunflower County Consolidated School District. (2016).

Retrieved October 16, 2016, from http://www.sunflower.k12. ms.us/ 11 Cooper, A. (2007, December). What’s wrong with school lunches. Lecture presented at EG2007, Los Angles. Retrieved September 16, 2016, from https://www.ted.com/talks/ann_cooper_talks_school_lunches/transcript?language=en#t-283471.

12 ibid 13 Natella, S., Divan, V., Rana, M., & Mills, C. (2013, September). Sugar Consumption at a Crossroads. Credit Suisse Research Institute, 1-44. Retrieved October 4, 2016, from https://publications.credit-suisse.com/tasks/render/file/index. cfm?fileid=780BF4A8-B3D1-13A0-D2514E21EFFB0479 14 Onboard Informatics, & Advameg, Inc. (2016). [City Data].

Published Data.

15 Mississippi Food Insecurity Project. (n.d.). Retrieved Sep-

tember 1, 2016, from http://www.mfip.msstate.edu/ Engpehr, K. (Director), & Cross, J. (Producer). (2013). The Kids Menu [Motion picture on Netflix]. United States: Rebot Media.

17 Center for Active Design. (2016). Building Healthy Homes Through Active Design Verified. Retrieved September 12, 2016, from https://centerforactivedesign.org/buildinghealthyhomes 18 ibid 19 Cooper, A. (2007, December). What’s wrong with school lunches. Lecture presented at EG2007, Los Angles. Retrieved September 16, 2016, from https://www.ted.com/talks/ann_cooper_talks_school_lunches/transcript?language=en#t-283471.

20 Couric, K. (Producer), Soechtig, S. (Director), & Monroe, M. (Writer). (2014, September 9). Fed Up [Video file]. In Fed Up. Retrieved September 10, 2016, from http://fedupmovie.com/#/ page/home 21 Greger, M., M.D. (2013, April 12). The McGovern Report | NutritionFacts.org. Retrieved October 05, 2016, from http:// nutritionfacts.org/video/the-mcgovern-report/ 22 ibid 23 Couric, K. (Producer), Soechtig, S. (Director), & Monroe, M. (Writer). (2014, September 9). Fed Up [Video file]. In Fed Up. Retrieved September 10, 2016, from http://fedupmovie.com/#/ page/home 24 American Heart Association. (2017, February 1). Added Sugars. Retrieved February 6, 2017, from http://www.heart. org/HEARTORG/HealthyLiving/HealthyEating/Nutrition/AddedSugars_UCM_305858_Article.jsp#.WJjZWRsrKCg 25 Couric, K. (Producer), Soechtig, S. (Director), & Monroe, M. (Writer). (2014, September 9). Fed Up [Video file]. In Fed Up. Retrieved September 10, 2016, from http://fedupmovie.com/#/ page/home 26 Prairie Farms. (n.d.). Prairie Farms: Products. Retrieved February 6, 2017, from http://www.prairiefarmsdairy.com/ index.php?p=453&i=17 27 Couric, K. (Producer), Soechtig, S. (Director), & Monroe, M. (Writer). (2014, September 9). Fed Up [Video file]. In Fed Up. Retrieved September 10, 2016, from http://fedupmovie.com/#/ 16

page/home 28 ibid 29 Mississippi Food Insecurity Project. (n.d.). Retrieved September 1, 2016, from http://www.mfip.msstate.edu/ 30 Federal Register: Child Nutrition Programs: Income Eligibility Guidelines. (2016, March 23). Retrieved October 23, 2016, from https://www.federalregister.gov/documents/2016/03/23/2016-06463/child-nutrition-programsincome-eligibility-guidelines 31 U.S. Department of Health & Human Services. (2016, January 25). Poverty Guidelines. Retrieved October 23, 2016, from https://aspe.hhs.gov/poverty-guidelines 32 Onboard Informatics, & Advameg, Inc. (2016). [City Data].

Published Data.

33 Schwartz-Nobel, L. (2002). Growing Up Empty: The Hunger Epidemic in America. New York, NY: HarperCollins.

34 Ohio State University. (2014, December 22). Fast-food consumption linked to lower test score gains in 8th graders.

ScienceDaily. Retrieved October 23, 2016 from www.sciencedaily.com/releases/2014/12/141222111605.htm 35 ibid

Figure Citations

Figure 2.11: No Community Supported Agriculture, 2007 [Personal diagram]. (2016, September).

Personal Diagrams Data Collected From: Mississippi Food Insecurity Project. (n.d.). Retrieved September 1, 2016, from http://www.mfip.msstate.edu/ Figure 2.12: 0-1 Supercenter or Club Stores, 2012 [Personal diagram]. (2016, September).

Personal Diagrams Data Collected From: Mississippi Food Insecurity Project. (n.d.). Retrieved September 1, 2016, from http://www.mfip.msstate.edu/ Figure 2.13: 0-2 Grocery Stores, 2012 [Personal diagram].

(2016, September).

Personal Diagrams Data Collected From: Mississippi Food Insecurity Project. (n.d.). Retrieved September 1, 2016, from http://www.mfip.msstate.edu/ Figure 2.14: 0-10 Farms with Direct Sales, 2007 [Personal diagram]. (2016, September).

Personal Diagrams Data Collected From: Mississippi Food Insecurity Project. (n.d.). Retrieved September 1, 2016, from http://www.mfip.msstate.edu/

Figure 2.1: County adult obesity rate greater than 40%, 2010 [Personal diagram]. (2016, September).

Personal Diagrams Data Collected From: Mississippi Food Insecurity Project. (n.d.). Retrieved September 1, 2016, from http://www.mfip.msstate.edu/

Figure 2.15: 0-10 Fast Food Restaurants, 2012 [Personal diagram]. (2016, September).

Personal Diagrams Data Collected From: Mississippi Food Insecurity Project. (n.d.). Retrieved September 1, 2016, from http://www.mfip.msstate.edu/

Figure 2.2: Child poverty rate greater than 45%, 2010 [Personal diagram]. (2016, September).

Personal Diagrams Data Collected From: Mississippi Food Insecurity Project. (n.d.). Retrieved September 1, 2016, from http://www.mfip.msstate.edu/

Figure 2.16: 0-10 Full Service Restaurants, 2012 [Personal diagram]. (2016, September).

Personal Diagrams Data Collected From: Mississippi Food Insecurity Project. (n.d.). Retrieved September 1, 2016, from http://www.mfip.msstate.edu/

Figure 2.3: Food insecure children greater than 30% of children, 2014 [Personal diagram]. (2016, September).

Personal Diagrams Data Collected From: Mississippi Food Insecurity Project. (n.d.). Retrieved September 1, 2016, from http://www.mfip.msstate.edu/

Figure 2.17: 0-25 Convivence Stores, 2012 [Personal diagram]. (2016, September).

Personal Diagrams Data Collected From: Mississippi Food Insecurity Project. (n.d.). Retrieved September 1, 2016, from http://www.mfip.msstate.edu/

Figure 2.4: Low-income preschool obesity rate greater than 18% of children, 2009-2011 [Personal diagram]. (2016, September).

Personal Diagrams Data Collected From: Mississippi Food Insecurity Project. (n.d.). Retrieved September 1, 2016, from http://www.mfip.msstate.edu/

Figure 2.18: More than 4500 Food Insecure Children, 2014 [Personal diagram]. (2016, September).

Personal Diagrams Data Collected From: Mississippi Food Insecurity Project. (n.d.). Retrieved September 1, 2016, from http://www.mfip.msstate.edu/ Figure 2.19: Over 9000 Residents Food Insecure, 2012 [Personal diagram]. (2016, September).

Personal Diagrams Data Collected From: Mississippi Food Insecurity Project. (n.d.). Retrieved September 1, 2016, from http://www.mfip.msstate.edu/

Figure 2.5: 5.1 to 3% of Households with no car & low access to store, 2010 [Personal diagram]. (2016, September).

Personal Diagrams Data Collected From: Mississippi Food Insecurity Project. (n.d.). Retrieved September 1, 2016, from http://www.mfip.msstate.edu/ Figure 2.6 Poverty rate greater than 45% of residents, 2010 [Personal diagram]. (2016, September).

Personal Diagrams Data Collected From: Mississippi Food Insecurity Project. (n.d.). Retrieved September 1, 2016, from http://www.mfip.msstate.edu/ Figure 2.7: Counties receiving a D per Mississippi Board of Education Report Cards, 2014-2015 [Personal diagram].

(2016, September).

Personal Diagrams Data Collected From: Mississippi Food Insecurity Project. (n.d.). Retrieved September 1, 2016, from http://www.mfip.msstate.edu/ Figure 2.8: Compiled Issues [Personal diagram]. (2016, September).

Personal Diagrams Data Collected From: Mississippi Food Insecurity Project. (n.d.). Retrieved September 1, 2016, from http://www.mfip.msstate.edu/ Figure 2.9: The World and Indianola; Overweight and Obese [Personal sketch]. (2016, September).

Figure 2.10: Daily Recommended Allowance of Sugar in School Milk, Percentage [Personal diagram]. (2017, February).

Personal Diagram Pictures and Data Collected From: Prairie Farms Dairy Products, Milk, Butter, Cottage Cheese, Yogurts, Dips. (n.d.). Retrieved November 1, 2016, from https://www. prairiefarms.com/products/

Figure 2.20: More than 75% of Students Eligible for Free/ Reduced Lunch, 2012 [Personal diagram]. (2016, September).

Personal Diagrams Data Collected From: Mississippi Food Insecurity Project. (n.d.). Retrieved September 1, 2016, from http://www.mfip.msstate.edu/ Figure 2.21: Over 50% of the Population African-American, 2012 [Personal diagram]. (2016, September).

Personal Diagrams Data Collected From: Mississippi Food Insecurity Project. (n.d.). Retrieved September 1, 2016, from http://www.mfip.msstate.edu/ Figure 2.22: Over 50% of the Population Caucasian, 2012 [Personal diagram]. (2016, September).

Personal Diagrams Data Collected From: Mississippi Food Insecurity Project. (n.d.). Retrieved September 1, 2016, from http://www.mfip.msstate.edu/ Figure 2.23: Persistent Poverty Counties, 2010 [Personal diagram]. (2016, September).

Personal Diagrams Data Collected From: Mississippi Food Insecurity Project. (n.d.). Retrieved September 1, 2016, from http://www.mfip.msstate.edu/ Figure 2.24: Persistent Child Poverty Counties, 2010 [Personal diagram]. (2016, September).

Personal Diagrams Data Collected From: Mississippi Food Insecurity Project. (n.d.). Retrieved September 1, 2016, from http://www.mfip.msstate.edu/

19

20

3

Site Selection and Analysis

The Sunflower County was critically examined and divided into areas of population and location of schools.

Ultimately, Indianola, Mississippi was determined to be an area with a large population of students and community members who could benefit from the facility. It is important the facility be placed in an area easily walkable for the people of Indianola, as many people do not have access to a car. Along with walkability, the facility needs to be located off a main road, so all students residing in Sunflower County can attend school at the new facility.

The historic racial divide in the town was another large consideration when determining where to locate the educational facility. In Figures 3.1 – 3.2, the darker color highlights the higher percentage of the recognized race. The majority of

Caucasian residents, and the historically Caucasian private school, are located north of Main Street. The public schools and the majority of African American residents are located south of Main Street.

Ultimately, the site was selected between Main Street and 2nd Street near the racial divide. The site was selected with a conscious effort to be near the racial divide, so the educational facility could be a welcoming and accessible area, regardless of race. The selected site is also located between two of the largest residential areas. The Indianola City Cemetery currently owns the site, but there are no burial plots located on the proposed site near the boundary lines. The proximity of the existing residential areas, cemetery, and the site’s surroundings are shown in Figure 3.3 21

22

Figure 3.1: Indianola Percentage of African American Residents

Figure 3.2: Indianola Percentage of Caucasian Residents

and 3.4.

The site is roughly 550’ by 570’ and the majority of the site is currently a rundown baseball diamond. The site is located at the end of one of the two commercial areas in Indianola and is a short walk away from the B.B. King Museum.

The new facility is also a short walk away from existing schools in the same district to the north and south.

Because of the close proximity of schools with newer ball fields, it will be proposed that the educational facility be built on top of the run-down baseball diamond and that the facility could utilize the newer baseball diamonds to the northwest.

A small community building, the Morris Lewis, Jr. Scout Hut, is located on the north portion of the site. This building would be torn down and the functions of the building would be incorporated into the community portion of the educational facility. It will also give purpose behind making the educational facility communitybased and accessible to the residents of Indianola during evening and weekend hours.

Environmental factors to consider when building on the site include the Short Bayou, a small river running east, located directly to the north of the site. In Indianola, the

wind comes mostly from the south, but there are also strong winds coming from the north in the winter months, as noted in Figures 3.5 to 3.7. The sun on the site is intense in the summers, consistent with southern states, and is shown in Figures 3.8-3.11. Figure 3.12 highlights all of the factors mentioned in Chapter 3 and their relationship to one another.

Figure Citations

Figure 3.1: Indianola Percenage of African American Residents. (2016). In CityData. Retrieved November 12, 2016, from http://www.city-data.com/city/Indianola-Mississippi.html (Originally photographed 2000-2013) Figure 3.2: Indianola Percentage of Caucasian Residents.

(2016). In CityData. Retrieved November 12, 2016, from http:// www.city-data.com/city/Indianola-Mississippi.html (Originally photographed 2000-2013) Figure 3.3: Indianola as a City. (2016) In Google Earth. Retrieved November, 2016 Figure 3.4: Southern Commercial District in Indianola. (2016) In Google Earth. Retrieved November, 2016 Figure 3.5: Annual Wind Rose Frequency Distribution. (2016) In Autodesk Revit. Retrieved November, 2016 Figure 3.6: Annual Wind Rose Speed Distribution. (2016) In Autodesk Revit. Retrieved November, 2016 Figure 3.7: Monthly Wind Roses. (2016) In Autodesk Revit.

Retrieved November, 2016 Figure 3.8: Indianola Yearly Sun Study. (2016) In Autodesk Revit. Retrieved November, 2016 Figure 3.9: Indianola Fall and Spring Equinox Sun Study.

(2016) In Autodesk Revit. Retrieved November, 2016 Figure 3.10: Indianola Winter Solstice. (2016) In Autodesk Revit. Retrieved November, 2016 Figure 3.11: Indianola Summer Solstice. (2016) In Autodesk Revit. Retrieved November, 2016 Figure 3.12: Overall Site Analysis Sketch [Personal sketch].

(2017, January).

Figure 3.3: Indianola as a City

Figure 3.4: Southern Commercial District in Indianola 23

Annual Wind Rose (Frequency Distribution)

Monthly Wind Roses

Figure 3.5: Annual Wind Rose Frequency Distribution

Energy Analysis Report

5

Figure 3.6: Annual Wind Rose Speed Distribution

24

Annual Wind Rose (Frequency Distribution)

Energy Analysis Report

Monthly Design Data

Figure 3.7: Monthly Wind Roses 25

26

Figure 3.8: Indianola Fall and Spring Equinox Sun Study

Figure 3.9: Indianola Yearly Sun Study

Figure 3.10: Indianola Winter Solstice

Figure 3.11: Indianola Summer Solstice

Figure 3.12: Overall Site Analysis Sketch 27

28

4

Precedent, Case, and Impact Studies

The following organizations and buildings were explored to understand the potential impact of the proposed facility on the community and users. Community garden impact studies were explored because of the success community gardens have had on community health. According to research from the Center for Active Design:

“Studies have shown that community gardeners eat significantly more fruits and vegetables than both home gardeners and nongardeners and 56 percent of community gardeners met national recommendations to consume fruits and vegetables at least 5 times per day, compared with 37 percent of home gardeners and 25 percent of nongardeners.�1

Educational facilities were explored to better understand how to

incorporate healthy lifestyle choices seamlessly in the curriculum and facility layout. The different buildings were chosen based on recommendations uncovered during the research process. The different projects were chosen to better understand design implementations in a variety of economic, political, and cultural situations, similar to Indianola, Mississippi, and the Sunflower Consolidated School District.

29

Bay Terrace Community & Education Center Hilltop is a community in Tacoma, Washington where one-third of the population is below the poverty line and the schools are underperforming.2 Due in part to these issues, the community identified the need for higher education opportunities and a place where they could connect with their neighbors.3 The Tacoma Housing Authority responded to the community’s needs by integrating a center in the first phase of a housing-development masterplan with the mission “to help activate the community through safe, vibrant and beautiful places.”4 To better integrate the community center with the community, the center was placed at the corner of one of 30

the busy intersections, as shown in Figure 4.1.

The architecture firm, GGLO, was hired to create the Bay Terrace Community and Education Center.

GGLO understood the needs of the community and housing authority: to create a welcoming space for the community to gather. One of the goals of the design was to “explore the link between emotion cognition, social interaction and movement in enabling learning throughout the course of one’s life.”5 The design team concluded that the building layout should focus on creating opportunities for casual movement; due to research which shows “physical activity can expand receptivity to learning and facilitate social engagement.”6

To achieve a learning environment supported by

Location: Tacoma, Washington Size: 4.6 acres and 6925 gross square feet Project Type: Community Facility Completed: March 2014 Client: Tacoma Housing Authority, Tacoma School District, and Epic Head Start of Tacoma

movement, the design team ultimately decided to implement the following three elements in the design of the building with respect to the needs of the community: integrated and enticing vertical transitions, spontaneous and planned social spaces, and indoor spaces that are visually and physically connected to outdoor spaces.7

To create integrated and enticing vertical transitions, the project features a central stair and ramp to connect users to the versatile common spaces. “The continuous system of ramps that run adjacent to the stairs ensure that the Learning Center is fully accessible to both toddlers and elderly users.”8 Figure 4.2 highlights the interior of the interactive corridor and ramps.

Access to both spontaneous and planned social spaces was

Project Partners: GGLO, Absher Construction, KPFF, and PCS Structural Solutions Certifications: Certified LEED Gold for New Construction Awards: 2016 Center for Active Design Excellence Award

necessary when generating a program for the community. The program would need to be versatile, as the center would cater to children in the Head Start Program who are three to five years old, but also to adult education and job training programs.9 “The plan accommodates both formal and informal learning by offering a variety of spaces that engage a resident’s receptivity to learning. This approach acknowledges the precept that people are constantly learning 31

Figure 4.1: Bay Terrace Community & Education Center Entry

everywhere and at all times.’”10 A diagram provided by GGLO, in Figure 4.3, shows how many different learning opportunities there are on the first floor of the community center.

Users of the building have both visual and physical access to biophilic cues. Glazing throughout the site helps to maximize the cues, such as access to daylighting, seasonal planting, and views.11 The landscape was an important aspect of the design as the center proudly has dedicated more than 6,000 square feet of the site to vegetation.12

The connection to the outdoors is subtly implied in design elements throughout the building.

When asked about the connection between the indoors and outdoors, Holly Harden, a Head Start Family advocate, said, “Play and learning are not separate activities and this 32

classroom and the play spaces allow for that. The large windows provide the children with natural light to work and learn by enhancing the bright and active mood of the classroom.

We have so enjoyed this classroom space as it lends to the flow of creative learning.”13

The Bay Terrace Community & Education Center inspired the proposed educational facility because of its emphasis on movement throughout the building. The proposed educational facility accounts for various types of movement including people, vehicles, and produce. The Bay Terrace Community & Education Center showcases how movement can be passively interacted throughout a building and still comply with ADA codes. The use of ramps as a hallway feature was utilized in the educational buildings in Indianola.

Figure 4.2: Interactive Corridor

Figure 4.3: Building Organization 33

Carter G. Woodson Education Complex The Carter G. Woodson Educational Complex is part of the Buckingham County Primary and Elementary Schools Project. Buckingham County is a rural county in Virginia with little access to fresh and healthy food, safe places for activity, and places to interact with community members.

The architects on the project saw these issues as a way to positively connect the community by creating a facility that provided “ample indoor and outdoor amenities, increased connectivity and recreational landscapes that are centered around a healthy food environment.”14

The history of the repurposed education complex is rich. The renovated elementary school used to be the first high 34

school in Buckingham County for African American Students. It was opened in 1954.15 In 2012, the 1954 high school was redesigned into an elementary school for students in grades third through fifth to help kids lose weight, remain active, and advance students’ abilities to learn.

On the site, an abandoned 1962 elementary school was repurposed into a primary school for students in grades K-2.16 To better understand the project and spaces, Figures 4.4 and 4.5 diagram the first and second floors.

The project team saw the renovation as an opportunity to redefine the traditional classroom.

The team took a critical look at the traditional classroom and how to redesign it to provide children with the best overall learning experience.

The classrooms were inspired by

Location: Dillwyn, Virginia Size: 134,015 square feet Project Type: Public School Completed: August 2012 Client: Buckingham County Primary and Elementary Schools Project Partners: VMDO Architects, P.C. Certifications: Certified LEED Gold

local ecologies and the five physiographic eco-regions of Virginia.

This inspiration helped to create a color system, graphic identity, and branded wayfinding communication in a playful, yet sophisticated way, as shown in Figure 4.6. “The signage and wayfinding techniques bring the outdoors in – featuring icons and images of native natural life that connect students to the natural world around them.”17

While designing the Carter G. Woodson Education Complex, a research study was conducted on how effective the school’s healthy educational curriculum could be implemented throughout the facility.

The study was conducted by the University of Nebraska Medical Center, the University of Virginia School of Medicine, and VMDO Architects. The findings from the

Awards: - 2014 AIA Committee on Architecture for Education Design, Facility Design Excellence Award - 2014 Education Sector – Design Is … Award - AIA Central Virginia 2014 Excellence Award - AIA Central Virginia 2014 Honor Award for Design Excellence in Architecture - Virginia Chapter of the Association for Learning Environments 2014 Innovation Gold Award - Greater Virginia Green Building Council 2014 Juror’s Choice for Outstanding Project of the Year - AIA Virginia 2013 Award for Excellence in Architecture - Learning by Design 2013 Outstanding Project - Association for Learning Environments 2013 Project of Distinction Lee J. Brockway Award - AIA Virginia 2012 Prize for Design Research and Scholarship - Virginia School Boards Association 2012 Gold Design Award - Virginia School Boards Association 2012 People’s Choice Award - American Journal of Preventative Medicine 2012 3rd Place in Childhood Obesity Challenge - 2014 Excellence Award from the Center for Active Design

study will contributed to the “development of policies for school design, interiors, and landscapes that promote healthy eating and active behaviors,” along with stronger research based design principles 35

DINING COMMONS SERVERY K-2 ART MUSIC

3-5 GYM

K-2 GYM

BUCKINGHAM COUNTY PRIMARY SCHOOL

BUCKINGHAM COUNTY ELEMENTARY SCHOOL

Figure 4.4: First Floor

to be implemented on later school designs.18 The Healthy Eating Design Guidelines for School Architecture is also meant to “address student health and well-being though the implementation of holistic design interventions.”19 This set of evidencebased design strategies provided the design team with a strong set of guidelines to create a welcoming school environment conducive with teaching and practicing healthy eating habits. A great example of a welcoming school feature can be seen in Figure 4.7. The monumental stairs are located right inside the main entrance of the building. Students who engage with the stairs on a daily basis also engage in evidence-based design strategies as outlined in the Healthy Eating Design Guidelines for School Architecture. More about the set of guidelines created from the study can be found in more detail in Chapter Nine: Active Design Guidelines in the section titled: Healthy Eating Design Guidelines for School Architecture.

When the decision was made to remove the old high school cafeteria, a gap was created between the two schools. A community center was 36

created in the gap as a new addition to both schools, as shown above in Figure 4.8. The community center provided a strong tie from one school to the other, turning them into “one school”, but also creating two strong, distinct entries for the primary and elementary school.

The community center’s location includes “shared communal learning spaces around an outdoor piazza, while an all-glass bridge frames important connection to the learning landscape beyond.”20 The Dining Commons, as shown above in Figure 4.9, is located in the community center, and serves the community by placing an emphasis on healthy eating in an educational environment. There is also an unobstructed view to the gardens from the Dining Commons to provide users with the view of the vegetation or people learning in the gardens.21 When awarded the AIA 2014 Committee on Architecture for Education Design Excellence Award, the jury’s comments about the dining space and classrooms were as follows:

“The new dining space is truly inspiring, both in terms of the nutrition it provides and the engaging

3-5 ART

K-2 GYM

MEDIA LAB

3-5 GYM

LIBRARY

BUCKINGHAM COUNTY PRIMARY SCHOOL

BUCKINGHAM COUNTY ELEMENTARY SCHOOL

Figure 4.5: Second Floor

Figure 4.7: Monumental and Unenclosed Stairs

Figure 4.6: Classroom 37

Figure 4.8: Exterior Façade

setting it creates. The transformation of the corridors as collaboration spaces and the incorporation of outdoor spaces adjacent to the classrooms are successful features.

The design avoids ‘play washing’ and creates engaging spaces for children without being childish.”22

The school is equipped with a food lab, teaching kitchen (Figure 4.10), edible native landscaping, school garden, fresh food storage, exterior dining (Figure 4.11), and a waterfall (Figure 4.12).23 As well as healthy eating design initiatives, the project team worked closely with a German furniture manufacturer, VS America, to create child sized, ergonomic furniture to promote movement.24 The new educational complex has increased its space utilization to accommodate 1,000 students.25 38

The Carter G. Woodson Education Complex highly influenced the design strategies applied in the Indianola educational facility. The project showed the importance of collaborative design and what the outcome can be. It also emphasized the importance of evidence-based active design strategies and how they can be applied in an educational and community setting. All of these aspects were crucially important to the success that could happen in Indianola, Mississippi, if they were to ever to utilize the plans created from the thesis.

Figure 4.9: Dining Commons

Figure 4.10: Kitchen Lab 39

Figure 4.11: Dining Terrace

Figure 4.12: Slate Waterfall Scupper 40

41

Delft Montessori School Built for his wife’s school, Herman Hertzberger was asked to design a new building for the Montessori School in Delft. “One of his major influences on 20th century architecture was to challenge the early modernist belief that ‘form follows function’ – that the shape of the building was defined by its purpose.”28

“Hertzberger believes that the core function of a building does not provide the total solution to space usage: it is a framework that should enable its users to interpret and define how they inhabit it.”27 Due to this belief, Hertzberger’s buildings offer flexible ‘in between’ spaces that encourage social activity.28 The belief also translates back to the 42

Montessori’s philosophy of imagination, self-fulfillment, and creation of “help me do it myself.”29 The Montessori education also requires the building design allow for as many places as possible for individual activities for exploration of ideas.30

In the Delft Montessori School, instead of the traditional corridors, there is a central space for everything communal and a common area as an addition to the traditional classroom.31 One example of how Hertzberger designed for a common communal space can be seen in the built in recessed seating in Figure 4.13. “Especially important are habitable zones between public and private realms at the entrance to the classroom, mediating with the hall, and at the entrance to the school, mediating with the outside

Location: Delft, Holland Project Type: Primary School

community.”32 Like many Interactive Schools, the Delft Montessori School design incorporated vast amounts of collaborative space. The interactive school is explored in more detail in Chapter Eight: Educational Design Principles and Curriculum Theories.

Hertzberger also came up with the idea that if classrooms are linked around a hall, this will create, both in the hall and outside, a series of corners and a building mass that will be relatively easy to expand as the school allows for more students.33 Hertzberger’s theories can better be understood when examining the floorplan and aerial photograph of the Delft Montessori School in Figures 4.14 and 4.15.

“Phased planning was considered sympathetic to the idea that the building is in perpetual state of incompleteness, as a stimulus to

Completed:

Original Completion:

Addition Phase One:

Addition Phase Two:

Addition Phase Three:

Addition Phase Four:

1960 1966 -1968 1970 1981 2009

Client: Delft Montessori Project Partners: Herman Hertzberger

participation and user interaction.”34 Both the theory of phased planning and a linked hall allowed Hertzberger to design a school which was spatially meant to be expanded upon.

The school had three additional phases to add classrooms, staffrooms, and a courtyard. The original design included only four classrooms, contrary to the six primary classrooms that were standard for the time for elementary schools in Holland. The phasing plan can be seen in Figure 4.16.

Due to the many expansions over the years, the hall space grew into a “learning street.” “This led to 43

Figure 4.13: Recessed Group Seating

Figure 4.14: Overall Plan 44

Figure 4.15: Delft Montessori School

Figure 4.16: Phased Construction Plan 45

Figure 4.17: Classroom Terraces

the first form of the ‘learning street’ principle, in which space traditionally used only for circulation around the building’s interior was incorporated into the overall ‘learning space.’”35 The interior includes small, private terraces, as shown below in Figure 4.17, for students to explore nature.36 The classrooms are L-shaped, as shown in Figure 4.18, and set on a diagonal staggered grid.37

“The stagger sets up an articulated zone at the entrance to each classroom, which mediates between the public zone of the hall, and the private zone of the classroom, much the way a front porch mediates between the public zone of the street and the private zone of the house. Each classroom vestibule includes a partially enclosed coatroom with built-in seating and storage that serves as a 46

practical transition zone for coming and going. It also serves as a habitable zone that students can appropriate for a variety of uses such as independent study activities and projects — outside the classroom, but still within its sphere of influence for supervision.”38

Early on in the design process, the Delft Montessori School inspired the proposed design because of the “L” shaped classrooms. Early designs all included an “L” shaped classroom, but it was later determined in the iterative design process that an “L” shaped classroom was not the right design strategy for the Indianola school. The proposed educational facility was inspired by the Delft Montessori School because of its large amount of collaboration spaces.

In the finalized design, there is

Figure 4.18: Classroom Floorplan

collaborative space in the form of a garden classroom centrally located in the two educational buildings. _________________________

Center for Active Design. (2015). Innovative Land Use Policy Empowers Citizens to Improve Health. Retrieved September 12, 2016, from https://centerforactivedesign.org/sacramentourbanag 2 Bay Terrace Community & Education Center. (2013). Retrieved December 11, 2016, from https://centerforactivedesign. org/bayterrace 3 2015 AIA Seattle Honor Awards Gallery. (2015). Retrieved December 11, 2016, from https://aiaseattle.nonprofitcms.org/a/ gallery/rounds/7/details/8193 4 Tacoma Housing Authority. (n.d.). Retrieved December 11, 2016, from https://www.tacomahousing.net/content/bayterrace; GGLO. (n.d.). Bay Terrace Community & Education Center. Retrieved December 11, 2016, from http://www.gglo. com/places/bay-terrace-community-education-center/ 5 2015 AIA Seattle Honor Awards Gallery. (2015). Retrieved December 11, 2016, from https://aiaseattle.nonprofitcms.org/a/ gallery/rounds/7/details/8193 6 Bay Terrace Community & Education Center. (2013). Retrieved December 11, 2016, from https://centerforactivedesign. org/bayterrace 7 ibid 8 ibid 9 Bay Terrace Community and Education Center | U.S. Green Building Council. (n.d.). Retrieved December 11, 2016, from http://www.usgbc.org/projects/bay-terrace-community-andeducation-center 10 2015 AIA Seattle Honor Awards Gallery. (2015). Retrieved December 11, 2016, from https://aiaseattle.nonprofitcms.org/a/ gallery/rounds/7/details/8193 11 2015 AIA Seattle Honor Awards Gallery. (2015). Retrieved December 11, 2016, from https://aiaseattle.nonprofitcms.

1

org/a/gallery/rounds/7/details/8193; Bay Terrace Community & Education Center. (2013). Retrieved December 11, 2016, from https://centerforactivedesign.org/bayterrace 12 Daily Journal of Commerce Staff. (2014, April 12). Tacoma Housing Authority Wins LEED Gold for Community Center.

Retrieved December 11, 2016, from https://www.djc.com/ news/en/12068680.html; Bay Terrace Community & Education Center. (2013). Retrieved December 11, 2016, from https:// centerforactivedesign.org/bayterrace 13 Bay Terrace Community & Education Center. (2013). Retrieved December 11, 2016, from https://centerforactivedesign. org/bayterrace 14 Buckingham County Primary and Elementary Schools.

(2013). Retrieved December 12, 2016, from https://centerforactivedesign.org/buckinghamcountyschools 15 Community Contexts. (2015). Retrieved December 12, 2016, from http://wemoveschoolsforward.com/communitycontexts/ 16 Peters, A. (2015, August 20). How Smarter School Architecture Can Help Kids Eat Healthier Food. Retrieved September 5, 2016, from https://www.fastcoexist.com/3049572/howsmarter-school-architecture-can-help-kids-eat-healthier-food; Community Contexts. (2015). Retrieved December 12, 2016, from http://wemoveschoolsforward.com/community-contexts/ 17 Community Contexts. (2015). Retrieved December 12, 2016, from http://wemoveschoolsforward.com/communitycontexts/ 18 Buckingham County Primary and Elementary Schools.

(2013). Retrieved December 12, 2016, from https://centerforactivedesign.org/buckinghamcountyschools 19 Buckingham County Primary and Elementary Schools.

(2013). Retrieved December 12, 2016, from https://centerforactivedesign.org/buckinghamcountyschools 20 Community Contexts. (2015). Retrieved December 12, 2016, from http://wemoveschoolsforward.com/communitycontexts/ 21 Buckingham County Primary Elementary Schools. (n.d.).

Retrieved December 12, 2016, from http://www.vmdo.com/ buckingham-county-primary-and-elementary-schools.html

47

Garrett, L. (2014, May 7). Buckingham County Primary & Elementary Schools at the Carter G. Woodson Education Complex. Retrieved December 12, 2016, from https://network. aia.org/committeeonarchitectureforeducation/viewdocument/ buckingham-county-primary-elementary-schools-at-the-carterg-woodson-education-complex?CommunityKey=1b63a201 -a510-41b7-b801-bca8083b5727&tab=librarydocuments 23 Buckingham County Primary and Elementary Schools.

(2013). Retrieved December 12, 2016, from https://centerforactivedesign.org/buckinghamcountyschools 24 ibid 25 Community Contexts. (2015). Retrieved December 12, 2016, from http://wemoveschoolsforward.com/communitycontexts/ 26 Cregan, K. (2011, December 6). Key projects by Herman Hertzberger | Dezeen. Retrieved December 11, 2016, from https://www.dezeen.com/2011/12/06/key-projects-by-hermanhertzberger/ 27 ibid 28 ibid 29 Delft Montessori School. (2014). Retrieved December 12, 2016, from http://www.montessoridelft.nl/montessori-onderwijs/onderwijs-op-onze-school 30 Hertzberger, H., & De Swaan, A. (2009). The Schools of Herman Hertzberger. Rotterdam: 010 Publishers.

31 Dyer, E. (2016, February 3). Interview with Herman Hertzberger. Retrieved December 12, 2016, from https://architectureandeducation.org/2016/02/03/interview-with-hermanhertzberger/ 32 Hille, R. T. (2011, May 18). Hertzberger in Delft. Retrieved December 12, 2016, from http://www.architectureweek. com/2011/0518/culture_2-2.html 33 Hertzberger, H., & De Swaan, A. (2009). The Schools of Herman Hertzberger. Rotterdam: 010 Publishers.

34 Hille, R. T. (2011, May 18). Hertzberger in Delft. Retrieved December 12, 2016, from http://www.architectureweek. com/2011/0518/culture_2-2.html 35 Hertzberger, H., & De Swaan, A. (2009). The Schools of Herman Hertzberger. Rotterdam: 010 Publishers.

36 Hille, R. T. (2011, May 18). Hertzberger in Delft. Retrieved December 12, 2016, from http://www.architectureweek. com/2011/0518/culture_2-2.html 37 Cregan, K. (2011, December 6). Key projects by Herman Hertzberger | Dezeen. Retrieved December 11, 2016, from https://www.dezeen.com/2011/12/06/key-projects-by-hermanhertzberger/ 38 Hille, R. T. (2011, May 18). Hertzberger in Delft. Retrieved December 12, 2016, from http://www.architectureweek. com/2011/0518/culture_2-2.html 22

Figure Citations

Figure 4.1: GGLO. (n.d.). Bay Terrace Community & Education Center Entry. In Bay Terrace Community & Education Center.

Retrieved December 11, 2016, from https://centerforactivedesign.org/bayterrace Figure 4.2: Lara Swimmer Photography. (n.d.). Interactive Corridor. In Bay Terrace Community & Education Center.

Retrieved December 11, 2016, from https://centerforactivedesign.org/bayterrace Figure 4.3: GGLO. (n.d.). Building Organization. In Bay Terrace Community & Education Center. Retrieved December 11, 2016, from https://centerforactivedesign.org/bayterrace Figure 4.4: VDMO Architects. (n.d.). First Floor. In 2013 Exhibion of School Planning and Architecture. Retrieved December 12, 2016, from http://exhibition.a4le.org/2013/pdf/ BuckinghamCounty.pdf (Originally photographed 2012) Figure 4.5: VDMO Architects. (n.d.). Second Floor. In 2013 Exhibion of School Planning and Architecture. Retrieved December 12, 2016, from http://exhibition.a4le.org/2013/pdf/ BuckinghamCounty.pdf (Originally photographed 2012) Figure 4.6: VMDO Architects. (n.d.). Classroom [Photograph found in Dilwyn]. In Buckingham County Primary and Elementary Schools. Retrieved December 12, 2016, from http:// www.vmdo.com/buckingham-county-primary-and-elementaryschools.html Figure 4.7: VMDO Architects. (n.d.). Monumental and Unenclosed Stairs [Photograph found in Dilwyn]. In Buckingham County Primary and Elementary Schools. Retrieved December 12, 2016, from http://www.vmdo.com/buckingham-countyprimary-and-elementary-schools.html Figure 4.8: VMDO Architects. (n.d.). Exterior Faรงade [Photograph found in Dilwyn]. In Buckingham County Primary and Elementary Schools. Retrieved December 12, 2016, from http://www.vmdo.com/buckingham-county-primary-andelementary-schools.html Figure 4.9: VMDO Architects. (n.d.). Dining Commons [Photograph found in Dilwyn]. In Buckingham County Primary and Elementary Schools. Retrieved December 12, 2016, from http://www.vmdo.com/buckingham-county-primary-andelementary-schools.html Figure 4.10: Alan Karchmer. (2013). Kitchen Lab [Photograph found in Dilwyn]. In Buckingham County Primary and Elementary Schools. Retrieved December 12, 2016, from https:// centerforactivedesign.org/buckinghamcountyschools Figure 4.11: Alan Karchmer. (2013). Dining Terrrace [Photograph found in Dilwyn]. In Buckingham County Primary and Elementary Schools. Retrieved December 12, 2016, from https://centerforactivedesign.org/buckinghamcountyschools Figure 4.12: Alan Karchmer. (2013). Slate Waterfall Scupper [Photograph found in Dilwyn]. In Buckingham County Primary and Elementary Schools. Retrieved December 12, 2016, from https://centerforactivedesign.org/buckinghamcountyschools Figure 4.13: R. Thomas Hill. (n.d.). Recessed Group Seating.

Retreived December 12, 2016, from https://architectureandeducation.org/2016/02/03/interview-with-herman-hertzberger/ Figure 4.14: Overall Plan. Retreived December 12, 2016, from https://architectureandeducation.org/2016/02/03/interviewwith-herman-hertzberger/ Figure 4.15: Delft Montessori School. Retreived December 12, 2016, from https://architectureandeducation.org/2016/02/03/ interview-with-herman-hertzberger/ Figure 4.16: Phased Construction Plan. Retreived December 12, 2016, from https://architectureandeducation. org/2016/02/03/interview-with-herman-hertzberger/

48

Figure 4.17: R. Thomas Hill. (n.d.). Classroom Terraces.

Retreived December 12, 2016, from https://architectureandeducation.org/2016/02/03/interview-with-herman-hertzberger Figure 4.18: Classroom Floorplan. Retreived December 12, 2016, from https://architectureandeducation.org/2016/02/03/ interview-with-herman-hertzberger/

49

50

5

Health and Architecture: A Study on Elementary Children’s Understanding, Knowledge, and Habits Related to Health

The following results are from a study conducted with minors. The location of the study is not announced or suggested to protect the identity of the minors who participated in the study. The minor’s parents gave consent for their students to be involved in the study. A copy of the Southern Illinois University Human Subjects Committee Application can be reviewed in Appendix D.

Overview and General Information

The goal behind the proposed thesis is to determine if it is possible for a facility to positively impact the health of a community. To better understand first-hand if the hypothesis of the thesis is even possible, the survey was created. The goal of the study was to determine if it was possible for the youngest school-aged children to

understand the difference between healthy and non-healthy foods. The youngest school-aged children were chosen to interview, opposed to the oldest school-aged children, because the younger students had the least amount of schooling, therefore, theoretically, the least opportunity to be taught at school what was healthy.

Over the course of three days, in January 2017, 124 five to seven-year-old students participated in the study. The average age of the students was six years old. Sixty-nine kindergarteners and fifty-five first graders willingly participated. Fiftythree boys and seventy-one girls were interviewed and 4404 answers were recorded. The research entailed interviewing students on a one-on-one basis or in larger groups with the assistance of a teacher and teacher-aid. Extra time 51

Table 5.1: Community Comparison* Community Where Students Surveyed Live

Indianola, Mississippi

Average Household Size

2.9 people

2.9 people

Average Body Mass Index

29.5

30

Overweight Residents

38.5%

35.8%

Obese Residents

42.6%

44.3%

Resident with Diabetes

10.5%

11.8%

Average Hours a Day Doing Sedentary Activities

5.7 hours

6.2 hours

*Data Collected from Onboard Informatics, & Advameg, Inc

and consideration was given to take the test to make sure students understood what each question was asking of them and what each option meant. Brand names were left off the options so they did not sway a student to select or not select an option.

Each question was read aloud along with twelve possible answers. Of the twelve possible answers, six answers were determined unhealthy options and six were healthy. Options were determined as healthy based off the amount of sugar, calories, and nutrients provided in a recommended serving. Some of the options, like juice, were put into the mix of answers because, through research, many people were misunderstanding the health value of juice. Juice is seen as a healthy option because some are advertised as 100% fruit juice, but juice can be higher in sugar than a soda, therefore not a healthy option.

52

Besides asking students questions to determine if they could pick out healthy options, other questions asked the children to determine if they were eating healthy or non-healthy foods for breakfast, snacks, and dinner and if they were physically active after school. It was important to understand what children were eating at home and if they were active to best know what types of facilities the proposed project would need to accommodate for. If there was a disproportionate number of students who answered they received majority unhealthy food at home, research would be considered for ways that communities have engaged families in healthier eating habits. The same concept would have applied if a disproportionate number of students answered they were stationary when they were home.

As the students who were interviewed were at various stages of literacy understanding, each of the possible answers was given in a

CIRCLE What Food is Healthy

CIRCLE What Food is Healthy

Fries

Vegetable

Burger

Fries

Vegetable

Burger

Milk

Mac ‘n’ Cheese

Fruit

Milk

Mac ‘n’ Cheese

Fruit

Sandwich

Fish

Soda

Sandwich

Fish

Soda

Pizza

Nuggets

Salad

Pizza

Nuggets

Salad

Figure 5.1: What is Healthy Test and Answers

picture format and labeled underneath. Students also knew they would not get in trouble for asking a question at any time if they did not know what something meant. A high majority of students could identify what each picture was without assistance and on their own started a conversation with the researcher about the pictures.

The community chosen for the proposed intervention is Indianola, Mississippi. Indianola was chosen due to various factors plaguing the community including low health. The students surveyed for this study do not live in Mississippi, but were determined as suitable candidates as they are school age children as the two communities have similar health conditions. Some of the similar health statistics can compared in Table 5.1. It is possible the findings from the conducted survey may vary from community to community.

Throughout the rest of the chapter, each section title is the question that was asked to the

students. For each question, there were twelve options with six healthy options and six unhealthy options.

Infographics were created to be able to quickly understand the percentage of students who answered the question with what options. In the infographics, the healthy options are shown in black and unhealthy options in gray.

What is Healthy?

Students were asked “what is healthy” to determine if they could distinguish between healthy and unhealthy foods. They were told to circle any food or drinks that are healthy enough to make them big and strong.

In depth data can be seen in Table 5.2. The first half of the table shows how many students choose what healthy or unhealthy answer. The unhealthy answers are highlighted in gray. From this data, we are able to best see if there is any standout information between grades, gender, or total participants.

53

The percentage of participant data is then diagramed in the infographics, in this case Figure 5.2, throughout the chapter for the correlating data.

The second half of the table shows how many students picked what number of healthy or unhealthy answers. This portion of the table is able to tell the researcher how many healthy or unhealthy foods a child is able to identify. From the data collected, the standout piece of information can be seen when comparing the percentage of kindergarten and first graders who selected zero unhealthy answers.

This does not mean that a student was able to select six out of six healthy answers, but instead it suggests that a student was able to identify what foods were not healthy and not select them. When comparing the kindergarteners to the first graders, 46.4% of first graders could identify all of the unhealthy answers, therefore not circling them.

However, 69.1% of first graders were able to identify all of the unhealthy answers and not circle them. The difference between the amount of students who could identify unhealthy answers could mean that the longer students go to school, the healthier their choices become, but without testing older children that hypothesis will remain unknown.

Definitive information gathered from this study was that kindergarten and first grade students are old enough to distinguish between healthy and unhealthy foods. Graphically, this can best be seen in Figure 5.1, as all of the healthy options in black are on the outer rings of the circle, and all of the unhealthy options in gray are on the inner rings.

54

WHAT IS HEALTHY STUDENTS WERE ASKED TO IDENTIFY AND CIRCLE ANY FOOD OR DRINK THAT ARE HEALTHY ENOUGH TO MAKE THEM BIG AND STRONG. FINDINGS DETERMINED THAT KINDERGARTEN AND FIRST GRADE STUDENTS ARE OLD ENOUGH TO KNOW THE DIFFERENCE BETWEEN HEALTHY AND UNHEALTHY FOODS. FROM THE KINDERGARTENERS AND FIRST GRADERS TESTED, FIRST GRADERS KNOWLEDGE AND UNDERSTANDING OF HEALTHY VERSES NOT HEALTHY CHOICES WAS 28% HIGHER THAN KINDERGARTENERS.

0%

91% 85% 77% 62% 45% 45% 29% 28% 27% 20% 20% 10%

FRUIT VEGETABLE SALAD MILK FISH SANDWICH BURGER PIZZA NUGGETS MAC ‘N’ CHEESE FRIES SODA

25%

75%

50%

HEALTHY OPTIONS

UNHEALTHY OPTIONS

*RESULTS RECORDED ARE THE PERCENTAGE OF PARTICIPANTS WHO CHOOSE THE SELECTED RESPONSE

Figure 5.2: What Is Healthy Graphic Survey Results 55

56

Responses

105

85

113

56

56

96

25

35

25

13

34

33

Option

Vegetable

Milk

Fruit

Sandwich

Fish

Salad

Fries

Burger

Mac 'n' Cheese

Soda

Pizza

Nuggets

4.88

5.03

1.92

3.70

5.18

3.70

14.20

8.28

8.28

16.72

12.57

15.53

% of Responses

26.61

27.42

10.48

20.16

28.23

20.16

77.42

45.16

45.16

91.13

68.55

84.68

% of Total Participants

13

17

7

11

15

9

40

25

23

52

37

43

Boys

24.53

32.08

13.21

20.75

28.30

16.98

75.47

47.17

43.40

98.11

69.81

81.13

% of Boys

20

17

6

14

20

16

56

31

33

61

48

62

Girls

28.17

23.94

8.45

19.72

28.17

22.54

78.87

43.66

46.48

85.92

67.61

87.32

% of Girls

23

29

12

19

27

23

47

30

31

61

48

51

Kindergarteners

33.33

42.03

17.39

27.54

39.13

33.33

68.12

43.48

44.93

88.41

69.57

73.91

% of Kindergarteners

10

5

1

6

8

2

49

26

25

52

37

54

First Graders

18.18

9.09

1.82

10.91

14.55

3.64

89.09

47.27

45.45

94.55

67.27

98.18

% of First Graders

Table 5.2: What is Healthy? Answer Breakdown

10

9

7

7

3

4

5

6

16

5

1

2

70

0

19.35

24

Unhealthy

6

Number of Picked Responses

25.00

28

31

4

5

12.10

5.65

5.65

7.26

8.06

4.03

12.90

56.45

% of Total Participants

22.58

16.13

15

20

2

4.03

0.81

% of Total Participants

3

1

5

0

1

Healthy

Number of Picked Responses

3

3

4

4

2

7

30

Boys

10

11

16

11

3

2

0

Boys

5.66

5.66

7.55

7.55

3.77

13.21

56.60

% of Boys

18.87

20.75

30.19

20.75

5.66

3.77

0.00

% of Boys

4

4

5

6

3

9

40

Girls

14

20

12

9

12

3

1

Girls

5.63

5.63

7.04

8.45

4.23

12.68

56.34

% of Girls

19.72

28.17

16.90

12.68

16.90

4.23

1.41

% of Girls

7

6

6

8

3

7

32

Kindergarteners

14

13

13

13

11

5

0

Kindergarteners

10.14

8.70

8.70

11.59

4.35

10.14

46.38

% of Kindergarteners

20.29

18.84

18.84

18.84

15.94

7.25

0.00

% of Kindergarteners

0

1

3

2

2

9

38

First Graders

10

18

15

7

4

0

1

First Graders

0.00

1.82

5.45

3.64

3.64

16.36

69.09

% of First Graders

18.18

32.73

27.27

12.73

7.27

0.00

1.82

% of First Graders

Table 5.2: What is Healthy? Answer Breakdown (cont.)

57

CIRCLE What You Would Like to Have

CIRCLE What You Would Like to Have

Fries

Vegetable

Burger

Fries

Vegetable

Burger

Milk

Mac ‘n’ Cheese

Fruit

Milk

Mac ‘n’ Cheese

Fruit

Sandwich

Fish

Soda

Sandwich

Fish

Soda

Pizza

Nuggets

Salad

Pizza

Nuggets

Salad

Figure 5.3: What Would you Like to Have Test and Answers

What Would you Like to Have?

Participants in the study were asked “what food they would like to have” to determine if students would like to have healthy options when given their own choice. As shown in Table 5.3 and Figure 5.2, findings determined that when given the choice, children selected a healthy option 44% of the time and an unhealthy option 56% of the time.

Interestingly, boys selected fish as the option they would like to have twice as much as girls. Surprisingly, many students choose fruit as an option, which is encouraging as it shows a willingness of students to select healthy foods on their own.

58

WHAT WOULD YOU LIKE TO HAVE STUDENTS WERE ASKED TO IDENTIFY AND CIRCLE ANY FOOD OR DRINK THAT THEY WOULD LIKE TO HAVE. FINDINGS DETERMINED THAT WHEN GIVEN THE CHOICE, CHILDREN SELECTED A HEALTHY OPTION 44% OF THE TIME AND AN UNHEALTHY OPTION 56% OF THE TIME. SURPRISINGLY, BOYS SELECTED FISH AS THE OPTION THEY WOULD LIKE TO HAVE TWICE AS MUCH AS GIRLS.

0%

68% 67% 65% 61% 60% 52% 50% 44% 40% 39% 30% 24%

PIZZA FRUIT FRIES MILK NUGGETS BURGER SODA SANDWICH SALAD MAC ‘N’ CHEESE VEGETABLE FISH

25%

75%

50%

HEALTHY OPTIONS

UNHEALTHY OPTIONS

*RESULTS RECORDED ARE THE PERCENTAGE OF PARTICIPANTS WHO CHOOSE THE SELECTED RESPONSE

Figure 5.4: What Would you Like to Have Graphic Survey Results 59

60

Responses

37

76

83

54

30

50

81

65

48

62

84

75

Option

Vegetable

Milk

Fruit

Sandwich

Fish

Salad

Fries

Burger

Mac 'n' Cheese

Soda

Pizza

Nuggets

10.07

11.28

8.32

6.44

8.72

10.87

6.71

4.03

7.25

11.14

10.20

4.97

% of Responses

60.48

67.74

50.00

38.71

52.42

65.32

40.32

24.19

43.55

66.94

61.29

29.84

% of Total Participants

34

38

26

18

32

35

20

18

22

35

35

15

Boys

64.15

71.70

49.06

33.96

60.38

66.04

37.74

33.96

41.51

66.04

66.04

28.30

% of Boys

41

46

36

30

33

46

30

12

32

48

41

22

Girls

57.75

64.79

50.70

42.25

46.48

64.79

42.25

16.90

45.07

67.61

57.75

30.99

% of Girls

44

50

33

27

36

48

24

17

31

42

40

22

Kindergarteners

63.77

72.46

47.83

39.13

52.17

69.57

34.78

24.64

44.93

60.87

57.97

31.88

% of Kindergarteners

31

34

29

21

29

33

26

13

23

41

36

15

First Graders

56.36

61.82

52.73

38.18

52.73

60.00

47.27

23.64

41.82

74.55

65.45

27.27

% of First Graders

Table 5.3: What Would You Like to Have? Answer Breakdown

28

17

18

18

3

4

5

6

13

23

1

2

7

0

11.29

14

Unhealthy

6

Number of Picked Responses

10.48

16

13

4

5

27.42

14.52

14.52

13.71

22.58

18.55

10.48

5.65

% of Total Participants

12.90

8.06

34

10

2

20.16

9.68

% of Total Participants

3

12

25

0

1

Healthy

Number of Picked Responses

7

7

10

14

9

4

2

Boys

8

5

5

4

17

10

4

Boys

13.21

13.21

18.87

26.42

16.98

7.55

3.77

% of Boys

15.09

9.43

9.43

7.55

32.08

18.87

7.55

% of Boys

11

11

7

14

14

9

5

Girls

6

8

11

6

17

15

8

Girls

15.49

15.49

9.86

19.72

19.72

12.68

7.04

% of Girls

8.45

11.27

15.49

8.45

23.94

21.13

11.27

% of Girls

10

11

11

16

12

6

3

Kindergarteners

8

7

6

5

20

14

9

Kindergarteners

14.49

15.94

15.94

23.19

17.39

8.70

4.35

% of Kindergarteners

11.59

10.14

8.70

7.25

28.99

20.29

13.04

% of Kindergarteners

8

7

6

12

11

7

4

First Graders

6

6

10

5

14

11

3

First Graders

14.55

12.73

10.91

21.82

20.00

12.73

7.27

% of First Graders

10.91

10.91

18.18

9.09

25.45

20.00

5.45

% of First Graders

Table 5.3: What Would You Like to Have? Answer Breakdown (cont.)

61

CIRCLE What You Usually Have for Breakfast

CIRCLE What You Usually Have for Breakfast

Muffin

Fruit

Whole Grain Cereal

Muffin

Fruit

Whole Grain Cereal

Yogurt

Pancakes

Milk

Yogurt

Pancakes

Milk

Donuts

Marshmallow Cereal

Juice

Donuts

Marshmallow Cereal

Juice

Toast

Sandwich

Eggs

Toast

Sandwich

Eggs

Figure 5.5: What do you Usually Have for Breakfast Test and Answers

Breakfast, Snacks, and Dinner

Children were asked to circle what they usually have for breakfast, snacks, and dinner during the school week to better understand some of the foods children receive at home.

The reason the question “what do you usually have for lunch” was not asked is because much of a child’s week is spent at school, therefore the data for lunch could be collected by obtaining a past lunch menus.

The standout piece of information from the three questions of daily food consumption can best be seen when looking at dinner.

Pizza is the most commonly selected dinner for the students. It is hypothesized that pizza for dinner, along with options you can easily buy at a fast food chain, are highly popular because they are quick, easy, and inexpensive.

62

Breakfast

Students were asked to identify and circle any food or drink they usually have for breakfast before school.

Of the options to choose from, as shown in Figure 5.5, 51% of students said they have an unhealthy option for breakfast and 49% of students said they have a healthy option for breakfast, as shown in Figure 5.6.

In observational studies, only one student made the researcher aware that they do not have breakfast in the morning. Students were instantly able to recognize the difference between marshmallow cereal and whole grain cereal by calling them by their brand name. Pop tarts were a breakfast item mentioned by several students to consider adding to the list if the study was ever to be repeated.

The data collected from this survey question can be seen in Table 5.4.

BREAKFAST STUDENTS WERE ASKED TO IDENTIFY AND CIRCLE ANY FOOD OR DRINK THEY USUALLY HAVE FOR BREAKFAST BEFORE SCHOOL. OF THE OPTIONS TO CHOOSE FROM, 51% OF STUDENTS SAID THEY HAVE AN UNHEALTHY OPTION FOR BREAKFAST AND 49% OF STUDENTS SAID THEY HAVE A HEALTHY OPTION FOR BREAKFAST. IN OBSERVATIONAL STUDIES, ONLY ONE STUDENT MADE THE RESEARCHER AWARE THAT THEY DO NOT HAVE BREAKFAST IN THE MORNING. STUDENTS WERE INSTANTLY ABLE TO RECOGNIZE THE DIFFERENCE BETWEEN MARSHMALLOW CEREAL AND WHOLE GRAIN CEREAL BY CALLING THEM BY THEIR BRAND NAME. POP TARTS WERE A BREAKFAST ITEM MENTIONED BY SEVERAL STUDENTS TO CONSIDER ADDING TO THE LIST IF THE STUDY WAS EVER TO BE REPEATED.

0%

52% 50% 49% 47% 44% 36% 28% 27% 27% 23% 17% 13%

MARSHMALLOW CEREAL DONUTS MILK PANCAKES WHOLE GRAIN CEREAL TOAST EGGS JUICE FRUIT MUFFINS YOGURT BREAKFAST SANDWICH

25%

75%

50%

HEALTHY OPTIONS

UNHEALTHY OPTIONS

*RESULTS RECORDED ARE THE PERCENTAGE OF PARTICIPANTS WHO CHOOSE THE SELECTED RESPONSE

Figure 5.6: What do you Usually Have for Breakfast Graphic Survey Results 63

64

Responses

55

61

33

21

45

35

16

33

64

62

58

28

Option

Whole Grain Cereal

Milk

Fruit

Yogurt

Toast

Eggs

Breakfast Sandwich

Juice

Marshmallow Cereal

Donuts

Pancakes

Muffins

5.48

11.35

12.13

12.52

6.46

3.13

6.85

8.81

4.11

6.46

11.94

10.76

% of Responses

22.58

46.77

50.00

51.61

26.61

12.90

28.23

36.29

16.94

26.61

49.19

44.35

% of Total Participants

12

27

23

25

16

9

20

23

8

12

24

21

Boys

22.64

50.94

43.40

47.17

30.19

16.98

37.74

43.40

15.09

22.64

45.28

39.62

% of Boys

16

31

39

39

17

7

15

22

13

21

37

31

Girls

22.54

43.66

54.93

54.93

23.94

9.86

21.13

30.99

18.31

29.58

52.11

43.66

% of Girls

16

33

38

39

20

14

17

22

12

13

30

33

Kindergarteners

23.19

47.83

55.07

56.52

28.99

20.29

24.64

31.88

17.39

18.84

43.48

47.83

% of Kindergarteners

12

25

24

25

13

2

18

23

9

20

31

22

First Graders

21.82

45.45

43.64

45.45

23.64

3.64

32.73

41.82

16.36

36.36

56.36

40.00

% of First Graders

Table 5.4: Breakfast? Answer Breakdown

18

16

7

5

3

4

5

6

31

27

1

2

20

0

4.84

6

Unhealthy

6

Number of Picked Responses

6.45

10

8

4

5

23.39

4.03

5.65

12.90

14.52

21.77

25.00

16.13

% of Total Participants

8.06

12.90

29

16

2

20.97

23.39

% of Total Participants

3

29

26

0

1

Healthy

Number of Picked Responses

2

6

5

7

9

15

9

Boys

1

6

4

6

14

9

13

Boys

3.77

11.32

9.43

13.21

16.98

28.30

16.98

% of Boys

1.89

11.32

7.55

11.32

26.42

16.98

24.53

% of Boys

3

1

11

11

18

16

11

Girls

5

2

6

10

15

17

16

Girls

4.23

1.41

15.49

15.49

25.35

22.54

15.49

% of Girls

7.04

2.82

8.45

14.08

21.13

23.94

22.54

% of Girls

5

3

10

12

16

14

9

Kindergarteners

4

2

4

11

15

12

21

Kindergarteners

7.25

4.35

14.49

17.39

23.19

20.29

13.04

% of Kindergarteners

5.80

2.90

5.80

15.94

21.74

17.39

30.43

% of Kindergarteners

0

4

6

6

11

17

11

First Graders

2

6

6

5

14

14

8

First Graders

0.00

7.27

10.91

10.91

20.00

30.91

20.00

% of First Graders

3.64

10.91

10.91

9.09

25.45

25.45

14.55

% of First Graders

Table 5.4: Breakfast? Answer Breakdown (cont.)

65

CIRCLE What You Usually Have for a Snack

CIRCLE What You Usually Have for a Snack

Raisins

Pretzels

Cookie

Raisins

Pretzels

Cookie

Popcorn

Fruit

Chips

Popcorn

Fruit

Chips

Vegetable

Soda

Cupcake

Vegetable

Soda

Cupcake

Fish Crackers

Candy

Ice Cream

Fish Crackers

Candy

Ice Cream

Figure 5.7: What do you Usually Have for a Snack Test and Answers

Snack

Students were asked to identify and circle what food they have for a snack after school or after dinner.

The results from the study concluded that 54% responses from the students were unhealthy options and 46% of selected responses were healthy. Fish crackers, the highest healthy selected option, was the most popular option amongst students. The data collected from this survey question can be seen in more detail in Table 5.5 and graphically in Figure 5.8.

66

SNACK STUDENTS WERE ASKED TO IDENTIFY AND CIRCLE WHAT FOOD THEY HAVE FOR A SNACK AFTER SCHOOL OR AFTER DINNER. THE RESULTS FROM THE STUDY CONCLUDED THAT 54% RESPONSES FROM THE STUDENTS WERE UNHEALTHY OPTIONS AND 46% OF SELECTED RESPONSES WERE HEALTHY. FISH CRACKERS, THE HIGHEST HEALTHY SELECTED OPTION, WAS THE MOST POPULAR OPTION AMONGST STUDENTS.

0%

63% 54% 49% 47% 46% 44% 40% 39% 39% 29% 19% 15%

FISH CRACKERS COOKIE CANDY ICE CREAM PRETZELS POPCORN CUPCAKE CHIPS FRUIT SODA RAISINS VEGETABLE

25%

75%

50%

HEALTHY OPTIONS

UNHEALTHY OPTIONS

*RESULTS RECORDED ARE THE PERCENTAGE OF PARTICIPANTS WHO CHOOSE THE SELECTED RESPONSE

Figure 5.8: What do you Usually Have for a Snack Graphic Survey Results 67

68

Responses

24

57

54

48

18

78

67

48

37

50

61

58

Option

Raisins

Pretzels

Popcorn

Fruit

Vegetable

Fish Crackers

Cookie

Chips

Soda

Cupcake

Candy

Ice Cream

9.67

10.17

8.33

6.17

8.00

11.17

13.00

3.00

8.00

9.00

9.50

4.00

% of Responses

46.77

49.19

40.32

29.84

38.71

54.03

62.90

14.52

38.71

43.55

45.97

19.35

% of Total Participants

24

29

20

17

27

31

32

9

21

20

26

13

Boys

45.28

54.72

37.74

32.08

50.94

58.49

60.38

16.98

39.62

37.74

49.06

24.53

% of Boys

34

32

30

20

21

36

46

9

27

34

31

11

Girls

47.89

45.07

42.25

28.17

29.58

50.70

64.79

12.68

38.03

47.89

43.66

15.49

% of Girls

37

35

34

21

25

37

41

10

23

30

34

14

Kindergarteners

53.62

50.72

49.28

30.43

36.23

53.62

59.42

14.49

33.33

43.48

49.28

20.29

% of Kindergarteners

21

26

16

16

23

30

37

8

25

24

23

10

First Graders

38.18

47.27

29.09

29.09

41.82

54.55

67.27

14.55

45.45

43.64

41.82

18.18

% of First Graders

Table 5.5: Snack? Answer Breakdown

9

15

13

17

3

4

5

6

27

19

1

2

24

0

5.65

7

Unhealthy

6

Number of Picked Responses

4.84

13

6

4

5

16.94

13.71

10.48

12.10

7.26

15.32

21.77

19.35

% of Total Participants

10.48

22.58

21

28

2

23.39

16.13

% of Total Participants

3

20

29

0

1

Healthy

Number of Picked Responses

9

4

5

5

12

15

3

Boys

3

3

5

14

8

9

11

Boys

16.98

7.55

9.43

9.43

22.64

28.30

5.66

% of Boys

5.66

5.66

9.43

26.42

15.09

16.98

20.75

% of Boys

8

9

10

4

7

12

21

Girls

4

3

8

14

13

20

9

Girls

11.27

12.68

14.08

5.63

9.86

16.90

29.58

% of Girls

5.63

4.23

11.27

19.72

18.31

28.17

12.68

% of Girls

9

11

9

3

8

19

10

Kindergarteners

6

2

8

10

14

16

13

Kindergarteners

13.04

15.94

13.04

4.35

11.59

27.54

14.49

% of Kindergarteners

8.70

2.90

11.59

14.49

20.29

23.19

18.84

% of Kindergarteners

8

2

6

6

11

8

14

First Graders

1

4

5

18

7

13

7

First Graders

14.55

3.64

10.91

10.91

20.00

14.55

25.45

% of First Graders

1.82

7.27

9.09

32.73

12.73

23.64

12.73

% of First Graders

Table 5.5: Snack? Answer Breakdown (cont.)

69

CIRCLE What You Usually Have for Dinner

CIRCLE What You Usually Have for Dinner

Salad

Chicken Patty

Mac ‘n’ Cheese

Salad

Chicken Patty

Mac ‘n’ Cheese

Pizza

Tacos

Soup

Pizza

Tacos

Soup

Burger

Nuggets

Spaghetti

Burger

Nuggets

Spaghetti

Fish

Chicken

Fries

Fish

Chicken

Fries

Figure 5.9: What do you Usually Have for Dinner Test and Answers

Dinner

Students were asked to identify and circle what food they have for dinner after school. The survey concluded that 56% of the options chosen were unhealthy and 44% were healthy.

The survey also concluded that there was not a large change in answers between grade or gender. In observational studies, students could identify what options were sold at different fast food restaurants and what foods they would normally have from a restaurant and what foods their parents would cook. The data collected from this survey question can be seen in more detail in Table 5.6 and graphically in Figure 5.10.

70

DINNER STUDENTS WERE ASKED TO IDENTIFY AND CIRCLE WHAT FOOD THEY HAVE FOR DINNER. THE SURVEY CONCLUDED THAT 56% OF STUDENT’S DINNERS ARE UNHEALTHY AND 44% ARE HEALTHY. IN OBSERVATIONAL STUDIES, STUDENTS COULD IDENTIFY WHAT OPTIONS WERE SOLD AT DIFFERENT FAST FOOD RESTAURANTS AND WHAT FOODS THEY WOULD NORMALLY HAVE FROM A RESTAURANT AND WHAT FOODS THEIR PARENTS WOULD COOK. IN THIS STUDY, TACOS ARE CONSIDERED A HEALTHY FOOD COOKED AT HOME.

0%

70% 55% 54% 49% 45% 43% 40% 36% 35% 30% 23% 21%

PIZZA TACOS NUGGETS FRIES SPAGHETTI BURGER CHICKEN SALAD MAC ‘N’ CHEESE CHICKEN PATTY FISH SOUP

25%

75%

50%

HEALTHY OPTIONS

UNHEALTHY OPTIONS

*RESULTS RECORDED ARE THE PERCENTAGE OF PARTICIPANTS WHO CHOOSE THE SELECTED RESPONSE

Figure 5.10: What do you Usually Have for Dinner Graphic Survey Results 71

72

Responses

29

68

56

50

26

45

61

53

43

37

87

66

Option

Fish

Tacos

Spaghetti

Chicken

Soup

Salad

Fries

Burger

Mac 'n' Cheese

Chicken Patty

Pizza

Nuggets

10.63

14.01

5.96

6.92

8.53

9.82

7.25

4.19

8.05

9.02

10.95

4.67

% of Responses

53.23

70.16

29.84

34.68

42.74

49.19

36.29

20.97

40.32

45.16

54.84

23.39

% of Total Participants

30

34

18

19

24

25

19

10

17

20

32

12

Boys

56.60

64.15

33.96

35.85

45.28

47.17

35.85

18.87

32.08

37.74

60.38

22.64

% of Boys

36

53

19

24

29

36

26

16

33

36

36

17

Girls

50.70

74.65

26.76

33.80

40.85

50.70

36.62

22.54

46.48

50.70

50.70

23.94

% of Girls

37

53

20

27

30

34

23

16

23

29

31

16

Kindergarteners

53.62

76.81

28.99

39.13

43.48

49.28

33.33

23.19

33.33

42.03

44.93

23.19

% of Kindergarteners

29

34

17

16

23

27

22

10

27

27

37

13

First Graders

52.73

61.82

30.91

29.09

41.82

49.09

40.00

18.18

49.09

49.09

67.27

23.64

% of First Graders

Table 5.6: Dinner? Answer Breakdown

26

16

8

15

3

4

5

6

20

28

1

2

11

0

9.68

12

Unhealthy

6

Number of Picked Responses

6.45

7

8

4

5

25.00

12.10

6.45

12.90

20.97

22.58

16.13

8.87

% of Total Participants

5.65

12.90

31

16

2

18.55

21.77

% of Total Participants

3

27

23

0

1

Healthy

Number of Picked Responses

8

2

5

13

14

7

4

Boys

5

4

2

3

14

13

12

Boys

15.09

3.77

9.43

24.53

26.42

13.21

7.55

% of Boys

9.43

7.55

3.77

5.66

26.42

24.53

22.64

% of Boys

7

6

11

13

14

13

7

Girls

7

4

5

13

17

10

15

Girls

9.86

8.45

15.49

18.31

19.72

18.31

9.86

% of Girls

9.86

5.63

7.04

18.31

23.94

14.08

21.13

% of Girls

10

5

8

15

13

13

5

Kindergarteners

8

2

3

8

16

12

20

Kindergarteners

14.49

7.25

11.59

21.74

18.84

18.84

7.25

% of Kindergarteners

11.59

2.90

4.35

11.59

23.19

17.39

28.99

% of Kindergarteners

5

3

8

11

15

7

6

First Graders

4

6

4

8

15

11

7

First Graders

9.09

5.45

14.55

20.00

27.27

12.73

10.91

% of First Graders

7.27

10.91

7.27

14.55

27.27

20.00

12.73

% of First Graders

Table 5.6: Dinner? Answer Breakdown (cont.)

73

CIRCLE What You Like To Do After School

CIRCLE What You Like To Do After School

Video Games

Watch TV

Cooking

Video Games

Watch TV

Cooking

Phone Games

Ride Bikes

Walks

Phone Games

Ride Bikes

Walks

Sports

Motorized Scooter

Hand Held Game

Sports

Motorized Scooter

Hand Held Game

Computer Games

Playgrounds

Gardening

Computer Games

Playgrounds

Gardening

Figure 5.11: What do you Usually do After School Test and Answers

After School Activities

Children were asked what they do after school to gain an understanding of how active the average child is.

Many of the children became very excited when answering this question and became very talkative about what they enjoy doing. The question and answers can be seen in Figure 5.11. The survey concluded that 58% of student’s afterschool activities are unhealthy and 42% are healthy. The top three activities, video games, watch TV, and phone games, account for 39% of all activities.

When students engage in video games, watching TV, and phone games, therefore not required to participate in activity. The data collected from this survey question can be seen in more detail in Table 5.7 and graphically in Figure 5.12.

Unfortunately, it seems most children 74

are not active after school. Due to this harsh realization, active design strategies will be implemented throughout the facility to passively encourage users to get up and move.

WHAT YOU DO AFTER SCHOOL STUDENTS WERE ASKED TO IDENTIFY AND CIRCLE WHAT THEY LIKE TO DO AFTER SCHOOL. THE SURVEY CONCLUDED THAT 58% OF STUDENT’S AFTERSCHOOL ACTIVITIES ARE UNHEALTHY AND 42% ARE HEALTHY. THE TOP THREE ACTIVITIES, VIDEO GAMES, WATCH TV, AND PHONE GAMES, ACCOUNT FOR 39% OF ALL ACTIVITIES. WHEN STUDENTS ENGAGE IN VIDEO GAMES, WATCHING TV, AND PHONE GAMES, THEY ARE STATIONARY, THEREFORE NOT REQUIRED TO PARTICIPATE IN ACTIVITY.

0%

60% 54% 50% 40% 33% 31% 31% 30% 28% 23% 21% 21%

WATCH TV PHONE GAMES VIDEO GAMES PLAYGROUND COMPUTER GAME SPORTS COOKING RIDE BIKES HAND HELD GAME WALKS MOTORIZED SCOOTER GARDENING

25%

75%

50%

HEALTHY OPTIONS

UNHEALTHY OPTIONS

*RESULTS RECORDED ARE THE PERCENTAGE OF PARTICIPANTS WHO CHOOSE THE SELECTED RESPONSE

Figure 5.12: What do you Usually do After School Graphic Survey Results 75

76

Responses

39

38

29

39

49

26

62

75

67

35

41

26

Option

Cooking

Ride Bikes

Walks

Sports

Playgrounds

Gardening

Video Games

Watch TV

Phone Games

Hand Held Game

Computer Game

Motorized Scooter

4.94

7.79

6.65

12.74

14.26

11.79

4.94

9.32

7.41

5.51

7.22

7.41

% of Responses

20.97

33.06

28.23

54.03

60.48

50.00

20.97

39.52

31.45

23.39

30.65

31.45

% of Total Participants

12

18

20

27

30

38

12

18

23

10

12

9

Boys

22.64

33.96

37.74

50.94

56.60

71.70

22.64

33.96

43.40

18.87

22.64

16.98

% of Boys

14

23

15

40

45

24

14

31

16

19

26

30

Girls

19.72

32.39

21.13

56.34

63.38

33.80

19.72

43.66

22.54

26.76

36.62

42.25

% of Girls

17

22

20

34

36

33

14

28

24

17

22

27

Kindergarteners

24.64

31.88

28.99

49.28

52.17

47.83

20.29

40.58

34.78

24.64

31.88

39.13

% of Kindergarteners

9

19

15

33

39

29

12

21

15

12

16

12

First Graders

16.36

34.55

27.27

60.00

70.91

52.73

21.82

38.18

27.27

21.82

29.09

21.82

% of First Graders

Table 5.7: After School Activities? Answer Breakdown

14

11

7

13

3

4

5

6

35

35

1

2

9

0

11.29

14

Unhealthy

6

Number of Picked Responses

4.03

6

5

4

5

12.90

10.48

5.65

8.87

11.29

28.23

28.23

7.26

% of Total Participants

4.84

7.26

16

9

2

23.39

36.29

% of Total Participants

3

45

29

0

1

Healthy

Number of Picked Responses

6

3

7

7

17

11

2

Boys

4

3

3

3

6

12

22

Boys

11.32

5.66

13.21

13.21

32.08

20.75

3.77

% of Boys

7.55

5.66

5.66

5.66

11.32

22.64

41.51

% of Boys

7

4

4

7

18

24

7

Girls

10

2

3

6

10

17

23

Girls

9.86

5.63

5.63

9.86

25.35

33.80

9.86

% of Girls

14.08

2.82

4.23

8.45

14.08

23.94

32.39

% of Girls

9

2

6

7

14

24

7

Kindergarteners

8

3

3

5

12

18

20

Kindergarteners

13.04

2.90

8.70

10.14

20.29

34.78

10.14

% of Kindergarteners

11.59

4.35

4.35

7.25

17.39

26.09

28.99

% of Kindergarteners

4

5

5

7

21

11

2

First Graders

6

2

3

4

4

11

25

First Graders

7.27

9.09

9.09

12.73

38.18

20.00

3.64

% of First Graders

10.91

3.64

5.45

7.27

7.27

20.00

45.45

% of First Graders

Table 5.7: After School Activities? Answer Breakdown (cont.)

77

CIRCLE What Looks Fun!

Gardening

Art

Cooking

Reading

Sports

Slides

Trying Food

Music

Water Fun

Family Time

Ride Bikes

Picnic

Figure 5.13: What Looks Like Fun Test and Answers

Fun

Every option to the question “What Looks Like Fun”, as shown in Figure 5.13, had an architectural design implementation or idea behind it. All options for the children are stimulating physically, mentality, or emotionality. 64% of kindergarteners and 55% of first graders thought that slides looked like fun. Slides could be implemented around the building in playground features, but could also be an interesting way to inspire the use of stairs. If a slide was attached to stairs, it may encourage younger students to walk up the stairs to have the fun of sliding back down.

Students who responded to “reading” were responding to the idea of an interactive library. There are case studies of libraries that double as playgrounds. Per the active design guidelines, to promote activity 78

it is recommended to have signage posted throughout the building with educational, activity, and nutritional facts. These signs are another way that reading will be implemented throughout the building.

“Sports” indicate sports fields or a gymnasium. A gymnasium will be implemented into the school for physical education. Bikes could be another implementation of physical activity. In a researched case study, bikes were supplied to each student in the school because the school had students with issues getting transportation to and from school.

The bikes helped with the issue and gave students a sense of pride and responsibility.

A food tasting station was the idea behind the “trying food” image.

The station would allow students to show off their creations from cooking

WHAT LOOKS LIKE FUN STUDENTS WERE ASKED TO IDENTIFY AND CIRCLE WHAT LOOKS LIKE FUN TO THEM. 64% OF KINDERGARTENERS AND 55% OF FIRST GRADERS THOUGHT THAT SLIDES LOOKED LIKE FUN. ONE MIGHT INFER THAT PLACING A SLIDE NEXT TO THE KINDERGARTEN CLASSROOM WOULD BE MORE SUCCESSFUL THAN PLACING A SLIDE NEXT TO A FIRST-GRADE CLASSROOM. ALONG WITH THE DIFFERENCE IN SLIDE PREFERENCE, 46% OF KINDERGARTENERS AND 60% OF FIRST GRADERS WANTED FAMILY TIME.

0%

77% 69% 61% 60% 52% 50% 50% 40% 36% 35% 29% 25%

WATER FUN ART PICNIC SLIDES FAMILY TIME RIDE BIKES SPORTS COOKING READING MUSIC GARDENING TRYING FOOD

25%

75%

50%

HEALTHY OPTIONS

UNHEALTHY OPTIONS

*RESULTS RECORDED ARE THE PERCENTAGE OF PARTICIPANTS WHO CHOOSE THE SELECTED RESPONSE

Figure 5.14: What Looks Like Fun Graphic Survey Results 79

class to their peers throughout the school. The question was also asked to understand the willingness of children to try different foods.

“Water fun” was the most accepted answer from the children.

Water features could be placed throughout the landscaping in the building for play and could be placed to incorporate water recycling techniques. Water features could add to the beauty of the facility and be an educational feature at the same time.

“Family time” and “picnics” were placed in the questionnaire to indicate a need for a place where families can gather together in the community. 46% of kindergarteners and 60% of first graders wanted family time. The facility could provide a place where families could have fun together outside of the home.

The data collected from this survey question can be seen in more detail in Table 5.8 and graphically in Figure 5.14.

Figure Citations

Figure 5.1: What is Healthy Test and Answers [Personally Created Survey]. (2017, January).

Figure 5.2: What Is Healthy Graphic Survey Results [Personal diagram]. (2017, January).

Figure 5.3: What Would You Like to Have Test and Answers [Personally Created Survey]. (2017, January).

Figure 5.4: What Would You Like to Have Graphic Survey Results [Personal diagram]. (2017, January).

Figure 5.5: What do You Usually Have for Breakfast Test and Answers [Personally Created Survey]. (2017, January).

Figure 5.6: What do You Usually Have for Breakfast Graphic Survey Results [Personal diagram]. (2017, January).

Figure 5.7: What do You Usually Have for a Snack Test and Answers [Personally Created Survey]. (2017, January).

Figure 5.8: What do You Usually Have for a Snack Graphic Survey Results [Personal diagram]. (2017, January).

Figure 5.9: What do You Usually Have for Dinner Test and Answers [Personally Created Survey]. (2017, January).

Figure 5.10: What do You Usually Have for Dinner Graphic Survey Results [Personal diagram]. (2017, January).

Figure 5.11: What do You Usually do After School Test and Answers [Personally Created Survey]. (2017, January).

Figure 5.12: What do You Usually do After School Graphic Survey Results [Personal diagram]. (2017, January).

Figure 5.13: What Looks Like Fun Test and Answers [Personally Created Survey]. (2017, January).

Figure 5.14: What Looks Like Fun Graphic Survey Results [Personal diagram]. (2017, January).

List of Tables

Table 5.1: Community Comparison Table 5.2: What is Healthy? Answer Breakdown Table 5.3: What Would You Like to Have? Answer Breakdown Table 5.4: Breakfast? Answer Breakdown Table 5.5: Snack? Answer Breakdown Table 5.6: Dinner? Answer Breakdown Table 5.7: After School Activities? Answer Breakdown Table 5.8: What looks like Fun? Answer Breakdown

80

Responses

36

86

50

45

62

74

31

43

95

65

62

76

Option

Gardening

Art

Cooking

Reading

Sports

Slides

Trying Food

Music

Water Fun

Family Time

Ride Bikes

Picnic

10.48

8.55

8.97

13.10

5.93

4.28

10.21

8.55

6.21

6.90

11.86

4.97

% of Responses

61.29

50.00

52.42

76.61

34.68

25.00

59.68

50.00

36.29

40.32

69.35

29.03

% of Total Participants

24

22

21

42

9

7

33

32

13

12

30

11

Boys

45.28

41.51

39.62

79.25

16.98

13.21

62.26

60.38

24.53

22.64

56.60

20.75

% of Boys

52

40

44

53

34

24

41

30

32

38

56

25

Girls

73.24

56.34

61.97

74.65

47.89

33.80

57.75

42.25

45.07

53.52

78.87

35.21

% of Girls

43

36

32

51

23

16

44

32

24

29

46

21

Kindergarteners

62.32

52.17

46.38

73.91

33.33

23.19

63.77

46.38

34.78

42.03

66.67

30.43

% of Kindergarteners

33

26

33

44

20

15

30

30

21

21

40

15

First Graders

60.00

47.27

60.00

80.00

36.36

27.27

54.55

54.55

38.18

38.18

72.73

27.27

% of First Graders

Table 5.8: What looks like Fun? Answer Breakdown

81

82

6

Program Data

The proposed educational facility is focused around the health of the community. The facility will not only be for educational purposes during the day, but will meet the needs of the community by providing access to healthy living opportunities. The school will have areas for functions like a traditional educational facility including administrative areas and classrooms, but the building will also have non-traditional areas for community and active design functions, like a community gardens.

Early design schematics of how the program could be laid out are seen in Figures 6.1 – 6.3.

Administrative Unit

The administrative area is for the everyday functions of the school.

Much of the area should be private, due to the nature of the records kept and the issues the students may face. Much of the space should also be private as there are administrative offices located throughout the unit.

A scaled sketch of the public and private areas can be seen in Figure 6.4. The offices located in the administrative unit include a teacher’s lounge, financial office, principal’s office, and the community representative’s office. According to the Virginia Department of Education, “Doors to all administrative offices should have a view panel for security.”1 A quick preliminary sketch of how the administration could be laid out is seen in Figure 6.5.

83

Table 6.1: Interior Program Requirements Area Name

Square Footage

Occupancy Load

Administrative

2413

126

Wellness Center and Clinic

1028

11

Classrooms

19,300

966

Arts

2100

89

Physical Education

10,250

1613

Library Media Center

2150

30

Cafeteria

4190

159

Supporting

6130 Facility Total 47,561

18 3,012

Figure 6.1: Classroom Focused Relationships 84

Figure 6.2: Program Sketch: Possible Layout

Figure 6.3: Program Sketch: Quick Relationships

Figure 6.4: Public Areas 85

Waiting Area A small waiting area near the front of the school is for parents and guardians to pick up their students after school. The area should be one of the first room in the school, so any visitors waiting on a student do not disturb the safety of students and everyday educational functions by walking through the school. The space also serves as vertical circulation to the receptionist, administrative offices, and wellness center above. The relationship between the receptionist and the waiting room is noted below in Figure 6.6.

Reception The next room a visitor should come to would be the receptionist’s office, as noted in Figure 6.6. The secretary’s area of the school is the first line of defense for the safety of the students. It is where guests can be greeted and allowed into the facility. The area should include a desk for a receptionist large enough to have a computer and a small screen for video camera feed looking at the entrance. The area will also need space to allow for small filing cabinets. The receptionist will be located closely to the principal’s, community representative’s, and financial offices.

Principal’s Office The principal’s office is an area where private meetings can be held with the head of the school. It is also an office space where the principal can act as a positive image for the school. The area should be designed to have an approachable and calm atmosphere with meeting space.

Most of the office will have large windows so the principal can have views looking over the school.

86

Financial Office The financial office is a quiet, private area for the person who keeps all of the financial books for the school to make sure that the school can function. The office should have easy access to the records room and enough space for a desk and filing cabinets.

Community Representative Office The community representative will work closely with school coordinators to create the best possible afterschool and weekend activities for the community with respect to school activities. The office is needed as an area where the community representative can work and receive community members for meetings without interfering with daily educational functions and student safety. The office should have enough room to accommodate for a bookshelf full of resource materials and a filing cabinet.

Coat Closet The coat closet is a storage space for staff to place their belongings during the day. The closet should be located near the offices and the receptionist.

Supply Storage The supply storage should be secure and accessible for the teachers and staff. The storage will house educational supplies and textbooks when they are not in use and should be located near the teacher’s lounge, so teachers can access supplies at any time.

Record Storage The record storage should be a completely confidential, fire resistive area not accessible to the public or students. The type of storage that would be placed in the room includes

Figure 6.5: Program Sketch: Administrative Area and Wellness Center Relationship

Figure 6.6: Waiting Room and Reception Relationship

Figure 6.7: Record Storage Relationships

Figure 6.8: Teacher Lounge Relationships 87

Table 6.2: Administrative Unit Program

88

Room Name

Recommended Room Size (feet)

Recommended Occupancy Room Area (sq. ft.) Type

Occupancy Load (People)

Private or Public

Waiting Area

15’ X 20’

300

B

300 / 7n = 43

Public

Reception

10’ X 12’

120

B

120 / 100G =2

Public

Principal’s Office

15’ x 15’

225

B

225 / 100G =3

Private

Financial Office

10’ X 12’

120

B

120 / 100G =2

Private

Community Rep. Office

15’ x 15’

225

B

225 / 100G =3

Private

Coat Closet

3’ x 6’

18

S

18 / 100G =1

Private

Supply Storage

6’ x 10’

60

S

60 / 100G =1

Private

Record Storage

10’ X 12’

120

S

120 / 100G =2

Private

Conference Room(s)

(2) 20’ x 20’

400 each

E

400 / 15N = 27 each

Public

Teacher’s Lounge

15’ x 15’

225

E

225 / 15N = 15

Private

Staff Restroom(s)

(2) 10’ x 10’

100 each

-----

----

Private

Administrative Unit Total

2413

-----

126

-----

financial information about how much money was spent on supplies, books, salaries, and food services. It also includes student records about behavior, medical history, grades, and family information. The record storage should be easily accessible by the financial officer, principal, councilor, and nurse, as shown in Figure 6.7.

Conference Rooms (2) The conference room will be utilized as an area to hold board or community meetings after school hours. Classes or large groups could also use the room during or after school hours. The room will have at least eighteen seats, enough for one class of students, and a large table facing a projection screen.

Teacher Lounge The teacher lounge is an area where teachers can take a break for lunch or on their free period to get items ready for their students outside of the classroom. The teacher’s lounge should include tables and seating for meals, a refrigerator to store food and drinks, and office supplies, like a copy machine, for teachers to use at their own convenience. The supply storage and staff library should be directly accessible through the teacher lounge, and a direct relationship between the areas is shown in Figure 6.8.

Staff Restrooms (2) The staff restrooms are single stall and ADA accessible. There is one bathroom for each gender. To comply with Active Design Guidelines, the staff restrooms also include end of trip facilities.2

Wellness Center and Clinic

The Wellness Center and Clinic is an area where children can go during the day if they are feeling sick. The corridor of the center needs to be 22’ long with unobstructed views for eye screening. A unique aspect of the Wellness Center is the Resource Library where students can find books and magazines to better understand how to be healthy. The relationship between the areas in the Wellness Center can be seen in Figure 6.9.

Nurse Station The nurse station is an area for students be received when they feel sick. The area will have direct, private access to record storage, locked cabinets for medical records, and locked refrigeration for student medications. The area will also have a private waiting room and small restroom attached so any medical matters can be taken care of privately.

Examining Room (2) The examining room is a private area for students to converse with a nurse about their health issues. The room will have an examining table, chairs, sink, and a working station for nurses to write down student’s concerns.

Cot Area (2) The cot area is a private area for students to relax outside of an examining room while they wait on their guardians to pick them up. The area will be closely accessible to the examining rooms and restrooms.

The cots should be adjacent to the nurse’s desk with curtains for privacy.

There will be a total of two cot areas.

89

Table 6.3: Wellness Center and Clinic Program Room Name

Recommended RecommendRoom Size ed Room Area (feet) (sq. ft.)

Occupancy Type

Occupancy Load (People)

Private or Public

Nurse Station

10’ X 12’

120

B

120 /100G = 2

Private

Examining Room

(2) 10’ x 12’

120 each

B

120 / 100G = 2 each

Private

Cot Area

(2) 10’ x 12’

120 each

B

120 / 120G = 1 each

Private

Resource Library

15’ x 20’

300

A-3

300 / 100G = 3

Public

Restroom

(2) 8’ x 8’

64 each

-----

-----

Private

Wellness Center and Clinic Total

1028

-----

11

-----

Resource Library The resource library is an area in addition to the library where students can access resources on nutrition, gardening, and cooking. Shelves for the books and lounge seating should be provided in the resource library.

The library should be located near a large gathering area, like the dining commons.

Restroom (2) The Wellness Center and Clinic restrooms are single stall and ADA accessible. There is one bathroom for each gender. Each restroom will have access to an ADA accessible shower, so students who may need to shower before or after school due to hygiene issues at home have the opportunity to shower.

90

Classroom Unit

Based on the average number of students and classrooms in the surrounding schools, two classrooms per grade with sixteen students in each classroom was determined as the best student to classroom ratio.

In each classroom, the layout needs to consider visual and audio cues from the teacher. A visual cue to consider would be good student points of view to the white board.

Audio amplification, including wireless microphone and speakers, needs to be taken into consideration so children can best hear the teachers to learn.

If a linear classroom form is determined to be the best use of classroom square footage, the length should be no more than one and a half times the width and the minimum ceiling height should be at least nine feet. The layout of the classrooms will be determined based upon various case studies of the learning environment. The different types of theory and evidence based school layouts include the health-centered, child-centered, natural, associational, interactive, situational, circumstantial, and interstitial school.

Figure 6.9: Wellness Center and Clinic Relationships

Table 6.4: Classroom Unit Program Room Name

Recommended Room Size (feet)

Recommended Occupancy Room Area (sq. ft.) Type

Occupancy Load (People)

Private or Public

K-1 Classrooms (2 for each grade)

-----

975 each

E

975 /20N = 49 each

Private

2-5 Classrooms (2 for each grade)

-----

800 each

E

800 /20N = 40 each

Private

6-8 Classrooms (2 for each grade)

-----

700 each

E

700 /20N = 35 each

Private

Assisted Learning Classrooms (3)

-----

800 each

E

800 /20N = 40 each

Private

Outdoor Classroom Extension Space

-----

------

-----

-----

Private

Garden Classrooms (3)

------

800 each

E

800 / 20N = 40 each

Private

Classroom Unit Total

19,300

-----

966

-----

91

Figure 6.10: Outdoor Classroom

Kindergarten and First Grade Classrooms Kindergarten and First Grade classrooms have more square footage for play-based learning activities along with traditional learning by sitting at a desk. Due to the student’s age, Kindergarten and First Grade classrooms should be located on the floor of exit discharge.

Appropriate height hanging or shelf storage should be in proximity of the classrooms for each students’ jackets and bookbags during the day.

Second Grade through Eighth Grade Classrooms Classrooms are sized per the Guidelines for School Facilities in Virginia’s Public Schools. For Second through Fifth Grade classrooms, appropriate height hanging or shelf storage should be in proximity of the classrooms for each students’ jackets and bookbags during the day.

Assisted Learning Classrooms Assisted learning classrooms are a new approach to special education classrooms. The assisted learning classrooms would be more inclusive and allow for the any student with 92

an individualized education plan per recommendation and cooperation of the teacher, administration, student, and parents.

The classroom should have desks for individual work and tables for group work. The classroom should also have teacher desks and extra resources needed to assist students with their educational needs. Per the Guidelines for School Facilities in Virginia’s Public Schools, the maximum number of students recommended per special education classroom is ten. The assisted learning classrooms should be located on the floor of exit discharge and be within a centralized walking distance to the rest of the classrooms. The assisted learning classroom will also be large enough to provide adequate space for students in need of occupational or speech therapy.

An occupational therapy room should assist in the needs of future development of adolescent children who may have processing difficulties. The room should allow for open space so that a therapist can test fine motor skills of any student. It should also have student desks in it and a desk for the teacher.

Figure 6.11: Main Garden and Classrooms

Much like the occupational therapy room, the speech therapy room should be an open room for various activities. There needs to be a quiet place in the room so students can hear how to say different letter blends and words. The room can be smaller as a therapist will be working with just one student or a small group of students at a time.

Outdoor Classroom Extension Space Outdoor classrooms are provided for student use as an extension of the traditional indoor classroom. Options for outdoor classrooms include an art terrace, sonata terrace, observation deck, or outdoor science and gardening lab.

Garden Classroom A garden classroom is a flexible indoor-outdoor area where teachers can take their students to educate them about the growing and harvesting processes. The space should have visual access to the outdoors and be located near main points of activity and gardens. The room should have direct access to tool storage, moveable work spaces, and a large supply of water.

Art Unit

Art education is important to the development of a child’s motor skills, language development, decision making, visual learning, inventiveness, and cultural awareness. In a report conducted by the Arts Education Partnership over a two-year period, “schoolchildren exposed to drama, music and dance may do a better job at mastering reading, writing and math than those who focus solely on academics….

Studies suggest that arts education may be especially helpful to poor students and those in need of remedial instruction.”

As noted in chapter one, the children who currently attend school in Indianola, Mississippi are at a statistical disadvantage to be overweight, under the poverty level, and underperforming on academic tests, therefore, according to the study conducted by the Arts Education Partnership, art in the proposed facility is important. Figure 6.12 was created as an idea to place an emphasis on the importance of the arts in a school.

93

Table 6.5: Art Unit Program Room Name

Recommended Room Size (feet)

Recommended Occupancy Room Area (sq. ft.) Type

Occupancy Load (People)

Private or Public

Art Classroom

30’ x 30’

900

E

900 / 20N = 45

Private

Art Storage

10’ x 20’

200

S

200 / 100G =2

Private

Music Classroom

20’ x 40’

800

E

800 / 20N = 40

Private

Music Classroom Storage

10’ x 20’

200

S

200 / 100G =2

Private

Art Unit Total

2100

-----

89

-----

Figure 6.12: Specials are the Center of Attention 94

Art Classroom The art classroom should encourage discovery though visual and kinesthetic learning. The room will allow for short group tables, so students can sit together to make art projects. There should also be areas for art supply storage for each classroom, so students do not need to carry their art supplies to class.

Students will also have areas around and outside the classroom to pin up their work and show it off to parents and classmates. There should be room for both two dimensional and three-dimensional displays of art. Art rooms need an acid resistant sink, windows, and access to outdoor space to do projects.

Music Classroom The music classroom should encourage discovery though auditory and kinesthetic learning and respect the history of Indianola, Mississippi and jazz musician, B.B. King. Per the Guidelines for School Facilities in Virginia’s Public Schools, the minimum ceiling height of a music classroom should be twelve and a half feet. The room should be large enough for open space, chairs on risers, and a piano. There should also be storage space for instruments. Room treatments and layout should take acoustics into consideration. The room should also be in an area that will not disrupt teaching and should be located near the gym auditorium for easy access in the case of recitals.

Physical Education Unit

The physical education unit encompasses the duel gymnasium and auditorium, locker rooms, and Physical Education staff offices, as shown in the quick sketch in Figure 6.13. The gym is an area where school aged students traditionally engage in healthy and active activities.

Gymnasium and Auditorium The gym will be an area for students to have gym class, inside recess, and an area for auditorium functions. The area should be large enough to host volleyball and basketball games and will have pull-out bleacher seating.

The seating area may be raised so it can double as an auditorium stage or so anyone who sits in the raised seating area will have a good view of the gym floor. The gymnasium will be accessible to the community when school is not in session and be near the music room and locker rooms.

Untraditionally, the gym could have a portion of it open to nature and the surroundings, but also be safe for the students in class.

The size of the gymnasium was determined by considering the size of a high school basketball court; fifty feet by eighty-four feet. Per the Guidelines for School Facilities in Virginia’s Public Schools, “Gym floors need a clear safety space of six feet on each side and eight feet on each end of a basketball court free of bleachers or intrusions to prevent accidents or injury.” It is also recommended the ceiling be at least twenty-two feet high.

Locker and Shower Rooms (2) The locker and shower rooms are an area where home and visiting sports teams can congregate and strategize. The locker room will have 95

Table 6.6: Physical Education Unit Program Room Name

Recommended Room Size (feet)

Recommended Occupancy Room Area (sq. ft.) Type

Occupancy Load (People)

Private or Public

Gym

100’ x 86’

8600

2400 /7N = 343

Public

A-4

6200 /5N = 1240 Locker and Shower Room

(2) 20’ x 30’

600 each

-----

600 / 50G = 12 each

Private

P.E. Staff Office

(2) 15’ x 15’

225 each

B

225 / 100G = 3 each

Private

Physical Education Unit Total

10,250

-----

1613

-----

enough lockers for each student fifth grade and above. There will also be benches in the locker room for ease of putting on clothing. There will also be restroom stalls located in the locker room area. At least one of the stalls will be ADA accessible.

The shower room will have nonslip floors and private shower stalls. Each gender will have their own locker and shower room.

Physical Education (P.E.) Staff Office (2) Each gender will have their own physical education staff office. This office may be shared with coaches of the same sex. The office will come with a desk for the physical education staff and a set for any students who need to talk to the P.E. teacher or coach in private. There should be storage in each office that locks, along with a separate toilet and shower area from students.

96

Library and Media Center

The library is an area for exploration and fun. Unlike a traditional library, the library for the educational facility encourages reading aloud and storytelling time in a story telling area. The bookshelves should be short and low to the ground so young students can reach the top shelfs.

There should be a librarian desk and book return for students to checkout and return books. There should also be small relaxing areas to sit and short group tables.

Reading Room or Area The reading room or area is a place where students can sit individually or in small groups and read books. The area may be quiet and, for audio-visual learning, it may have special devices for students to read their stories aloud. The reading room will have lounge seating and chair and table seating for children to read where they are most comfortable.

The reading room should be located closely to the book shelving and the librarian work station.

Figure 6.13: Physical Education Program Relationships Sketch

Figure 6.14: Mood Ring Colored Speed Wall

Table 6.7: Library and Media Center Program Room Name

Recommended Room Size (feet)

Recommended Occupancy Room Area (sq. ft.) Type

Occupancy Load (People)

Private or Public

Reading Rooms / Area

20’ x 40’

800

A-3

1800 / 50N = 16

Private

Book Shelving

30’ x 30’

900

A-3

900 / 100G =9

Private

Librarian Workroom

10’ x 15’

150

B

150 / 100G =2

Private

Staff Library

15’ x 20’

300

A-3

300 / 100G =3

Private

Library and Media Center Total

2150

-----

30

-----

97

Book Shelving The book shelving is an area where books will be housed. The shelving should be at an appropriate height for the children the books are targeting.

The shelving and reading areas need to be fun and inviting to encourage students to want to read. Per the Guidelines for School Facilities in Virginia’s Public Schools, “Book shelving capacity…. should be sufficient for a minimum collection of ten books per pupil at not more than nine books per lineal foot of shelf, plus shelving for periodicals.”11 Librarian Workroom The librarian workroom is an area where the librarian’s desk is located.

It is an area where students can checkout and return books. The workroom should be located between the book shelving and reading room so the librarian can have visual control over the library in case of any issues.

Professional Staff Library A professional staff library is a quiet area where faculty and staff can research and educate themselves.

The library may be used for teachers who are going back to school, as an area for teachers to store college level resource textbooks, or as an area where teachers can conduct private meetings among themselves to do things like collaborative lesson planning. The professional staff library should be located closely to the teacher’s lounge.

98

Cafeteria Unit

The cafeteria of the educational facility will have a special emphasis, as one of the main purposes of the building is to provide healthy options to students and community members.

The area will be visually open to the outdoors and allow for areas to create non-processed meals. It is also an area that invoked many design sketches, much like Figure 6.15.

Dining Commons The dining commons will double as a main community space for large events. The room will be the main emphasis of many daily educational and active design strategies, so it should be fun and engaging. Some of the active design strategies that could be included in the dining commons include nutritional signage and fresh produce at the eye levels of students. There will be enough seating to allow for every student who attends the school to be able to eat breakfast at the same time. It also should have direct access to the community gardens and outdoor dining options, as shown in Figure 6.16.

The dining commons is the second area in the facility that can double as an auditorium, second to the gymnasium. Unlike the gymnasium with bleacher seating, the dining commons will have a staircase leading up to the resource library and conference rooms that can double as seating. There will be stairs for walking on both sides of the staircase and an area for sitting down the middle, much like in Figure 6.17.

Table 6.8: Cafeteria Unit Program Room Name

Recommended Room Size (feet)

Recommended Occupancy Room Area (sq. ft.) Type

Occupancy Load (People)

Private or Public

Dining Commons

33’ x 50’

1650

A-2

1650 / 15N = 110

Public

Teaching Kitchen

20’ x 30’

600

E

600 / 20N = 30

Public

Commercial Kitchen Spaces Below Preparation / Cooking

20’ x 30’

600

A-2

600 / 200G =3

Private

Serving Area

5’ x 20’

100

A-2

100 / 200G =1

Public

Composting Tray Drop Off

5’ x 20’

100

A-2

100 / 200G =1

Private

Dish/Tray Washing

5’ x 20’

100

A-2

100 / 200G =1

Private

Can Wash/ Dry

5’ x 15’

75

A-2

75 / 200G =1

Private

Pot & Pan Washing

5’ x 15’

75

A-2

75 / 200G =1

Private

Loading Dock

5’ x 12’

60

-----

-----

Private

Janitor & Chemical / Soap Storage

5’ x 10’

50

S

50 / 100G =1

Private

Dry Storage

15’ x 20’

300

S

300 / 100G =3

Private

Refrigerated Storage

10’ x 20’

200

S

200 / 100G =2

Private

Office

8’ x 10’

80

B

80 / 100G =1

Private

Toilets and Lockers (2)

10’ x 10’

100 each

-----

100 / 50G = 2 each

-----

Cafeteria Unit Total

4190

-----

159

-----

99

Figure 6.15: Food Tasting Station Sketch

Figure 6.16: Eating Spaces with Outdoor Relationships

Figure 6.17: Reading Steps 100

Teaching Kitchen The teaching kitchen is a transparent area where students can learn about how to cook and prepare meals.

Math and science lessons may be taught in the teaching kitchen. At night with supervision, the teaching kitchen may be used by the community, so families can learn about how to prepare a healthy meal together. The teaching kitchen will include group cooking and prep stations, along with an area for people to enjoy the meals they cook.

The teaching kitchen should have direct access to the commercial kitchen and food storage areas.

nonperishable food storage is larger than the recommended size to put an emphasis on fresh, grown food. The kitchen should also be transparent to the students so they can walk by the kitchen during the day and receive brief understandings of what happens in a kitchen. The different areas in the kitchen are sized in Table 6.8.

Kitchen The kitchen should have an area for food prep for each cafeteria worker.

The food prep area should include moveable prep stations, so, depending on the harvest, there is enough space for food to be placed in the kitchen and not hinder the process of making food for the day.

The kitchen should be directly accessible to an outside area where service vehicles can deliver food and beverages and to a composting and trash area.

Each kitchen worker should have an area where they can securely lock their belongings during the day. There should also be a bulletin board placed near an office where workers can see what should be made for breakfast and lunch for the day. The office in the kitchen is so the head chef has an area where he or she can order food, hold meetings, and do anything that is needed to make sure the functions in the kitchen run smoothly.

Commercial kitchen equipment will be in the kitchen along with storage area for frozen and nonperishable food. The 101

Table 6.9: Interior Supporting Area Program Room Name

Recommended Room Size (feet)

Recommended Occupancy Room Area (sq. ft.) Type

Occupancy Load (People)

Private or Public

Mechanical

-----

4050

-----

4050 / 300G = 14

Private

Restrooms

12’ x 15’ (6)

180 each

-----

---

Public

Storage

-----

1000

S

1000 / 300G =4

Private

Interior Supporting Area Total

6130

-----

18

-----

Interior Supporting Areas

The supporting areas of the facility are important to the back of the house functions.

Mechanical and Janitor’s Closets The mechanical room will be a back of the house area to house the boiler, HVAC equipment, electrical services, gas services, communications, and any other equipment that needs to be kept away from children. The janitor’s closets will be combined with the mechanical rooms as, just like the mechanical rooms, the janitor’s closets will be strategically located throughout the school for easy upkeep and maintenance of the facility. The janitor’s closet space should include storage for cleaning supplies and a basin sink.

Restrooms A portion of the restrooms should be accessible to community activities and two restrooms located off the gym should be locker rooms for afterschool and sporting events.

In hallways dedicated to younger students, child sized or height fixtures should be utilized.

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Storage The storage area will be for sporting and gardening equipment along with an area to house extra chairs, tables, and desks. Specialized storage areas will be in specific rooms as noted.

Hallways The hallways in the educational facility can serve as much more than a transportation route; hallways are an area where collaboration and connections can happen. Corridors in the educational facility should be at least twelve feet wide, so students can easily pass by one another without touching. The hallways near the classrooms will have extra space to house student’s belongings during the day. Different ideas of how to make the hallway and supporting space into a fun, interactive environment was explored in sketches in Figures 6.18 to 6.21. The final design of the hallway closely resembled the sketch in Figure 6.20.

Figure 6.18: Glowing Interactive Hallway

Figure 6.19: Piano Hallway

Figure 6.20: Transparent Hallway

Figure 6.21: Slides and Stairs 103

Exterior Spaces

Exterior spaces are open to community members in the evening and on weekends. Around the perimeter of the school, there will be a fence to set boundaries so students know where they are not allowed to go during the day.

It is also a safety precaution so an unwanted visitor cannot wander onto school property. Many of the exterior spaces encourage active play and healthy principles. The other exterior areas are functional for transportation needs.

Entrance The entrance is an inviting place where students will walk into the school every day. It is also a community accessible place where parents and guardians can wait for their children to get out of school at the end of the day. The entrance will have bike racks to encourage the use of bikes by students and community members.

Picnic Knoll The picnic knoll will be a covered area where classes or community members can enjoy a meal together.

It may also be a place where teachers can take their class to enjoy a lesson outdoors.

Community Garden According to the long running PPatch Community Garden Program in Seattle, Washington,

“A community garden is a space where neighbors come t ogether to grow community and steward - plan, plant, and maintain - a piece of open space.

Community gardens are gathering places that strengthen networks through cooperative ventures; a source of pride among residents; a 104

visible product of land stewardship and a healthier urban environment.

Traditionally, they involve individual gardening plots which community members pay an annual fee for while all shared spaces throughout the garden are cared for together.”14

In the proposed facility, a community garden will become a place where community members or classrooms can come together as a group and cultivate food on the land. The community garden will help to offset costs of healthy foods and combat family and youth food insecurity. Because of the gardens implemented in Seattle, the “Seattle’s Department of Neighborhoods found that some families were able to cover up to 60 percent of their family’s produce needs through the city’s gardening programs,” therefore increasing their access to healthier food and diets. The idea to offset healthy food costs for the educational facility could happen with the implementation of school and community gardens similar to the ones implemented in Seattle.

Grab-‘N’-Go Berry Patch The berry patch will be a monitored area located next to the dining commons. It is an area where students can grab a quick, healthy snack while at recess or after lunch.

The berry patch would also educate students on what types of foods grow on a bush and what berries are good for humans to eat and what ones are good for animals to eat.

Science Garden The science garden would be an area of experimentation. Different scientific projects, like learning what is the best soil to grow the biggest plants, may be conducted here.

There will be a nearby seating area.

Table 6.10: Exterior Program Room Name

Size (Small, Medium, Large)

School or Community

Entry Courtyard

Large

Community

Picnic Knoll

Small

Community Gardens

Community Garden

Large

Community

Grab-‘N’-Go Berry Patch

Medium

School

Science Garden

Medium

School

Pollinator Bee and Bug Garden

Small

School

Composting Station and Dirt Lab

Small

School

Garden Maintenance Shed

Large

School

Recreational Play Terrace / Playground

Small

Community

Open Play Area

Medium

Community

Drinking Water Station

Small

Community Transportation

Pick Up and Drop Off Lane

Medium

Community

Bus Lane

Medium

Community

Staff and Visitor Parking

Medium

Community

Composting Station and Dirt Lab The transparent dirt lab will be an area where students will learn about the lifecycle of their food. The composting station is important because it will minimize throwing away food and waste. The compost can then be utilized in the gardens to help plants grow.

Garden Maintenance Shed The garden maintenance shed is a storage unit for all of the equipment needed to maintain the grounds of the facility. The storage until will be locked times and have a side door and a garage door for larger equipment like riding mowers.

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Play Terrace and Playground The play terrace and playground is an area where children can play.

Traditional playground equipment will be replaced with equipment that encourages imaginative play to stimulate the minds of students. This type of equipment will double as a sculpture when students are not actively engaging with it. There will be seating provided nearby in the shade, so students can rest when they are getting tired of playing.

Open Play Area The open play area is an open, unobstructed meadow where students and community members can engage in different activities.

Drinking Water Station The water station is an area where water fountains will be located for student and community use. Per the Active Design Guidelines, when drinking water is provided, active play time lasts longer.

Pick Up and Drop Off Lane A pick up and drop off lane will be provided for parents and guardians to pick up and drop off their students.

The lane will be out of the way of the bus lane for safety and transportation reasons.

Bus Lane The bus lane will be an area for busses to drop off and pick up students. The lane will be out of the way of pick up and drop off lanes.

Staff and Visitor Parking Staff and visitor parking will be provided for each staff member based upon occupancy loads. Some of the parking spaces will be set aside for visitors.

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_________________________

Education, V. D. (2013, September). Guidelines for School Facilities In Virginia’s Public Schools. Retrieved January 15, 2017, from http://www.doe.virginia.gov/support/facility_construction/school_construction/regs_guidelines/guidelines.pdf 2 Center for Active Design. (2015). Innovative Land use Policy Empowers Citizens to Improve Health. Retrieved September 12, 2016, from https://centerforactivedesign.org/sacramentourbanag 3 Education, V. D. (2013, September). Guidelines for School Facilities In Virginia’s Public Schools. Retrieved January 15, 2017, from http://www.doe.virginia.gov/support/facility_construction/school_construction/regs_guidelines/guidelines.pdf 4 ibid 5 Hille, R. T. (2011). Modern Schools: A Century of Design for Education. Hoboken, NJ: John Wiley and Sons.

6 Education, V. D. (2013, September). Guidelines for School Facilities In Virginia’s Public Schools. Retrieved January 15, 2017, from http://www.doe.virginia.gov/support/facility_construction/school_construction/regs_guidelines/guidelines.pdf 7 Hwang Lynch, G. (2012, May 25). The Importance of Art in Child Development. Retrieved July 29, 2017, from http://www. pbs.org/parents/education/music-arts/the-importance-of-art-inchild-development/ 8 Henry, T. (2002, March 19). Study: Arts education has academic effect. Retrieved July 29, 2017, from http://usatoday30. usatoday.com/news/education/2002-05-20-arts.htm 9 Education, V. D. (2013, September). Guidelines for School Facilities In Virginia’s Public Schools. Retrieved January 15, 2017, from http://www.doe.virginia.gov/support/facility_construction/school_construction/regs_guidelines/guidelines.pdf 10 ibid 11 ibid 12 Center for Active Design. (2015). Innovative Land use Policy Empowers Citizens to Improve Health. Retrieved September 12, 2016, from https://centerforactivedesign.org/sacramentourbanag 13 Schittich, C. (Ed.). (2013). Designing Circulation Areas.

Munich, Germany: Institut fur internationale ArchitektureDokumentation GmbH & Co. KG. 14 Macdonald, R., Alexander, G. D., & Hucka, J. (n.d.).

About the P-Patch Program. Retrieved November 10, 2016, from http://www.seattle.gov/neighborhoods/programs-andservices/p-patch-community-gardening/about-the-p-patchprogram/history 15 Center for Active Design. (2015). Innovative Land use Policy Empowers Citizens to Improve Health. Retrieved September 12, 2016, from https://centerforactivedesign.org/sacramentourbanag 16 Center for Active Design. (2010). Active Design Guidelines: Promoting Physical Activity and Health in Design. New York: City of New York. Retrieved August 26, 2016, from https:// centerforactivedesign.org/guidelines/ 1

Figure Citations

Figure 6.1: Classroom Focused Relationships [Personal sketch]. (2017, January).

Figure 6.2: Program Sketch: Possible Layout [Personal sketch]. (2017, January).

Figure 6.3: Program Sketch: Quick Relationships [Personal sketch]. (2017, January).

Figure 6.4: Public Areas [Personal sketch]. (2017, January).

Figure 6.5: Program Sketch: Administrative Area and Wellness Center Relationship [Personal sketch]. (2017, January).

Figure 6.6: Waiting Room and Reception Relationship [Personal sketch]. (2017, January).

Figure 6.7: Record Storage Relationships [Personal sketch].

(2017, January).

List of Tables

Table 6.1: Interior Program Requirements Table 6.2: Administrative Unit Program Table 6.3: Wellness Center and Clinic Program Table 6.4: Classroom Unit Program Table 6.5: Art Unit Program Table 6.6: Physical Education Unit Program Table 6.7: Library and Media Center Program Table 6.8: Cafeteria Unit Program Table 6.9: Interior Supporting Area Program Table 6.10: Exterior Program

Figure 6.8: Teacher Lounge Relationships [Personal sketch].

(2017, January).

Figure 6.9: Wellness Center and Clinic Relationships [Personal sketch]. (2017, January).

Figure 6.10: Outdoor Classroom [Personal sketch]. (2017, January).

Figure 6.11: Main Garden and Classrooms [Personal sketch].

(2017, January).

Figure 6.12: Specials are the Center of Attention [Personal sketch]. (2017, January).

Figure 6.13: Physical Education Program Relationships Sketch [Personal sketch]. (2017, January).

Figure 6.14: Mood Ring Colored Speed Wall [Personal sketch]. (2017, February).

Figure 6.15: Food Tasting Station Sketch [Personal sketch].

(2016, September).

Figure 6.16: Eating Spaces with Outdoor Relationships [Personal sketch]. (2016, September).

Figure 6.17: Reading Steps [Personal sketch]. (2017, January).

Figure 6.18: Glowing Interactive Hallway [Personal sketch].

(2016, September).

Figure 6.19: Piano Hallway [Personal sketch]. (2016, September).

Figure 6.20: Transparent Hallway [Personal sketch]. (2017, January).

Figure 6.21: Slides and Stairs [Personal sketch]. (2016, September).

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7

Code Research and Analysis

As in many rural areas, Indianola, Mississippi has not adapted the most recent International Building Code (IBC), therefore the 2009 IBC will be utilized as a guide for the project.

Even though it is noted in the Indianola Municipal Code of Ordnances as the “Official Zoning Map for Indianola, and Planning Area in Sunflower County, Mississippi”, due to the nature of the small rural community, there are no obtainable city or county zoning codes. The last zoning code was updated on January 23, 1995.

Per the Indianola Municipal Code of Ordinances, the R-3 Multifamily Residential District is the only district that a school, kindergarten, and child care center is permitted by use, but there are no area and setback, lot width, lot area, or height regulations on a school

facility.

An area of interest in the municipal code is the C-2 Community Commercial District. There is no mention of a school in this district, but “the C-2 Community Commercial District is intended for the conduct of personal and business services and retail business of the community.” A school with a focus not only on education but on the health and welfare of the community could fit into this district.

The following are regulations for reference for an educational facility by the C-2 Community Commercial District, unless noted, and are direct quotes from the Indianola Municipal Code of Ordinances taken on November 24, 2016.

109

Front Yard No front yard shall be required in the designated Central Business District, except where the frontage on one side of a street between two intersecting streets is partly in the C-2 Community Commercial District and partly in a residential district, the front yard regulations of the residential district shall apply. The front yard for a regular C-2 district shall be 35 feet.

Rear Yard No rear yard shall be required except in instances where a commercial use abuts a residential district, in which case a rear yard of not less than 35 feet shall be provided. Such space shall be screened from the abutting residential district by walls or by fences or by other screening not less than five feet in height, in a manner acceptable to the planning commission.

Sec. 58-120. - Off-street

automobile parking and storage.

Off-street automobile parking

or storage space shall be

provided on every lot on

which any of the uses stated

in this section are hereafter

established. Where space is

not available on the lot,

space shall be provided

within 300 feet of such uses

and such space shall have

vehicular access to a street

or alley and shall be equal in

area to at least the minimum

requirements for the specific

uses as follows:

Side Yard No side yards are required except in instances where a commercial use abuts a residential district, in which case a minimum side yard of 25 feet shall be provided, as measured from the side lot line to the nearest building or structure on the side adjacent to the residential district.

Such space shall be screened from the abutting residential district by walls or by fences or by other screening not less than five feet in height, in a manner acceptable to the planning commission.

Height No building shall exceed 60 feet in height in the Central Business District area. All other areas of the C-2 [district] shall not exceed 35 feet.

Sec. 58-91. - Height.

Churches, schools, hospitals, 110

sanatoriums and other public and semipublic buildings may exceed the height limitation of the district if the minimum depth of rear yards and the minimum width of the side yards required in the district are increased one foot for each two feet by which the height of such public or semipublic structure exceeds the prescribed height limit.

Elementary schools

1½ parking spaces for each classroom

Secondary schools

10 parking spaces for each classroom

________________________

Indianola, Mississippi Code of Ordinances. (2014, August 29). Retrieved November 14, 2016, from https:// www.municode.com/library/ms/indianola/codes/code_of_ ordinances?nodeId=PTIICOOR_CH58ZO_ARTIIDIOFZOMA_ S58-33ZOMARE 2 ibid 1

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8

Educational Design Theories

“We – all of us- must be committed to ensuring that the income of a child’s parents or the color of a child’s skin does not prevent the child from engaging in a profoundly humanistic, deeply empowering modern education. And if we allow those in power to advocate for a brand of education for other people’s children that they would never allow for their own children, we will only perpetuate the worst abuses of our history.”1 – Lehmann Chase

Importance of Integrated Design

In the article “Enhancing Instruction through School Design”, the authors explain that one of the largest misconceptions in schools is that the building is only a shelter and the environment has no effect on the

student, teachers, and test scores.2 Theoretically, for the proposed school to positively affect the health and academic scores of the students attending the school, the design will have to consider active design principles, educational curriculum theories, and historic educational design practices.

Educational Design: Health-Centered School The design of the Health-Centered School started in the early 20th century. The Open-Air School Movement of Health-Centered Schools started to address students afflicted with early symptoms of tuberculosis. The mission of the movement was to provide a proper education to students who were not healthy enough to stay on track of their 113

studies in a regular school setting and to provide a healthy alternative to unhealthy living conditions at schools in cities.3

The Open-Air concept would not have been successful if key parties, like the doctors who researched ways on how to keep children healthy and teachers who were open to the idea of possibly not having a classroom with walls, were not open to the idea of trying something new.4 The school’s educational component, “recognizes that the school environment itself is a learning opportunity for understanding firsthand the benefits of good health and personal hygiene.”5 Many of the daily educational activities were held safely outdoors or in a space with direct access to outdoors. Fresh air, sunlight, and the direct connection to nature were seen as an essential aspect to advance and sustain the health and hygiene of sick students. In many cases, the number of windows allowed for the indoor environment to seamlessly blend in with the outdoor environment.

There have been few formal studies on the impact Open-Air schools had on the health of the students, but many students were able to graduate their studies or transfer near or on track with their studies to a public school. Even with lack of formal studies, there have been testimonials that describe the experience of Open-Air Schools for the Healthy Child to involve physical exercise, regular medical checkups, and a closely monitored diet.6 Many of the open-aired schools became obsolete after the introduction of a tuberculosis vaccine after World War II, but the movement inspired other school movements and architects like Richard Neutra of the Natural School 114

Movement.7 Educational Design: Natural School The Natural School movement was spearheaded by Richard Neutra, a well-known informal contemporary housing designer in Southern California through the 1930s to the 1950s. Neutra’s housing designs feature many of the same aspects which inspiration in the Natural Schools to promote progressive educational programs. These aspects include flexibility, openness, interconnectivity, and transparency, all of which Neutra believed would “establish a strong relationship to nature and the outdoors and promote the integration of architecture and landscape design.”8

In 1951, Neutra planned and designed the Kester Avenue Elementary School in California to promote his design beliefs of “an indoor-outdoor educational environment in close association with nature.”9 The school is for academic enrichment for students in kindergarten through fifth grade.10

“The natural school is a humanistic expression of contemporary outdoor living in the context of the educational environment. It starts with an understanding that relationships to the natural environment are basic to human experience, which in turn is basic to learning. Environmental harmony, along with functional efficiency and human enhancement, is a critical aspect of the experience of everyday living. It has direct bearing on our physical and psychological well-being and, as a result, on our ability to learn…. From an educational perspective, the Natural School has a unique didactic function as well, demonstrating an

experiential level that benefits of contemporary living in harmony with nature and the natural environment.”11

The integrated indooroutdoor environment is promoted through large glass windows and sliding window walls. There is also an abundance of direct access points to go outside including outdoor classrooms to extend, expand, and diversify how and where students can learn. After the Kester Avenue Elementary School, Neutra would work closely with his son Dion and partner Robert E. Alexander to consistently develop and redefine the main characteristics and features of the Natural School.12 Educational Design: Interactive School An Interactive School is laid out to encourage collaboration within an educational setting to support unprompted learning. According to the text Modern Schools: A Century of Design for Education, unprompted learning, or spontaneous learning, is an important aspect of how Interactive Schools are designed.

“Spontaneous learning, or self-instruction, is a recurrent theme of modern educational philosophy, acknowledging children’s innate desire to learn and, under favorable conditions, their natural ability to motivate and teach themselves.

Individualism and exercise of free will are an important part of this process suggesting a varied learning environment in which a wide range of activities can take place simultaneously.”13

To support an interactive learning environment, the school design is open to encourage interaction and collaboration between students of all ages. Much of the

Interactive School’s philosophy, as stated in Chapter Four: Precedent, Case and Impact Studies, is associated with Montessori schools.

Maria Montessori created the idea of Montessori Schools in the early 20th century in Italy. Montessori’s educational philosophy developed while she observed and worked with mentally disabled children and is based on her belief that “children hold a ‘vital secret’ to the human soul or spirit…. Adults, she believed, have much to learn from children – a sentiment that reflects her feeling for Wordsworth’s observation that ‘the child is father to the man.’”14

The Delft Montessori School is a great example of Interactive School Design. Herman Hertzberger designed the Delft Montessori School in the Netherlands in the 1960s as an Interactive School. The Delft Montessori School has L-Shaped classrooms and open courtyards.

The school is explained in more detail in Chapter Four.

Educational Design: Child-Centered School The Child-Centered School is a school focused and designed around the educational needs of a child.

Much like the Interactive School, the Child-Centered School places an importance on a child’s individualism and emphasizes the “importance of self-expression, self-discipline, selfconfidence, personal motivation, and a basic sense of security and personal belonging.”15 Along with placing an emphasis on the importance of individualism, a ChildCentered School also prioritizes the need for children to collaborate and socialize with one another.

Both individualized and collaborative methods of teaching in a Child-Centered School are focused 115

around a variety of ways to engage students in activity and hands-on learning approaches. To support a broad-based learning for children, the architecture of the classroom is very important. In the book Modern Schools: A Century of Design for Education, Hille describes how the classroom is the heart of the school.

“[The classroom is] varied and diverse learning environment that supports spontaneity, interactivity, self-initiative, creativity, and independent thinking – a place of inspiration that stimulates children to learn. Its open and flexible arrangement supports multiuse to accommodate a variety of learning activities, with opportunities for display of student work and other related learning materials. To facilitate these activities, the learning environment itself is qualitatively attractive, welcoming, comfortable, safe, and secure – a place where children feel at home.”16

To help students feel most at home, parents are an important emphasis on the success of students who attend a Child-Centered School.

The Getting Smart Checklist for the Student-Centered School includes parent involvement three to four times a year, mentorships of one student to another, real world learning of meaningful life experiences, community involvement in the form of students being involved in clubs and organizations after school, technology incorporated in the daily learning experience, opportunities to learn noncognitive skills, how the school handles discipline, and chances for student assessment, feedback and growth opportunities.17

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________________________

Lehmann, C., & Chase, Z. (2015). Building school 2.0: how to create the schools we need. San Francisco, CA: Jossey-Bass.

Bradley, W. S., PhD. (2003). Enhancing Instruction through School Design (The Informed Educator Series). Arlington, VA: Educational Research Service.

3 Hille, T. R. (2011). Modern Schools: A Century of Design for Education. Hoboken, NJ: John Wiley & Sons.

4 Open Air School Movement. (2004). In Encyclopedia of Children and Childhood in History and Society. Retrieved April 4, 2017, from http://www.encyclopedia.com/children/ encyclopedias-almanacs-transcripts-and-maps/open-airschool-movement 5 Hille, T. R. (2011). Modern Schools: A Century of Design for Education. Hoboken, NJ: John Wiley & Sons.

6 Open Air School Movement. (2004). In Encyclopedia of Children and Childhood in History and Society. Retrieved April 4, 2017, from http://www.encyclopedia.com/children/ encyclopedias-almanacs-transcripts-and-maps/open-airschool-movement 7 ibid 8 Hille, T. R. (2011). Modern Schools: A Century of Design for Education. Hoboken, NJ: John Wiley & Sons. ibid 9 Kester Avenue Elementary School. (n.d.). Retrieved July 17, 2017, from http://kesterelementary.org/ 10 Hille, T. R. (2011). Modern Schools: A Century of Design for Education. Hoboken, NJ: John Wiley & Sons.

11 ibid 12 Ibid 13 ibid 14 ibid 15 ibid 16 Lathram, B. (2015, March 21). Is Your Child’s School Student-Centered? A Checklist for School Visits. Retrieved April 03, 2017, from http://www.gettingsmart.com/2015/03/is-yourchilds-school-student-centered-a-checklist-for-school-visits/ 1

2

117

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9

Active Design Guidelines

Active design is an important aspect of the completed thesis. Various active design guidelines and toolkits were critically examined to understand what strategies will best apply to an educational facility in Indianola, Mississippi. Utilizing a variety of guidelines gives validity and evidence-based research to the thesis project to strengthen the hypothesis that the built environment can have a positive effect on the health of its inhabitants.

Even though the guidelines were developed by differing organizations and throughout the world, all the guidelines feature specific examples to effectively highlight examples of design strategies for incorporating more activity in a daily routine. All the design strategies were developed and classified based upon research

and theoretical findings. Even though the classifications have slightly different titles, the three classifications are based on strong evidence, emerging evidence, and best practices.

Strong evidence strategies are “supported by a pattern of evidence from at least two longitudinal or five cross-sectional studies.” As the strong evidence strategies have been cross-examined in more than one way, the Center for Active Design believes that the strength of the research allows opposing theoretical ideas to be false and to “conclude that there is a direct relationship between the suggested environmental intervention and the behavioral outcome.”1

Emerging evidence strategies are based on existing studies that are not yet definitive. The 119

research suggests that “environmental intervention will likely lead to increased physical activity.”2 The emerging evidence strategies have the possibility to be strengthened to strong evidence strategies in future years upon the completion and cross-examination of research.

Best practices are theoretical strategies with no formal evidence, but are design, construction, and physiological industry understandings of human behavior and professional experiences. It is believed that “these measures will likely increase physical activity.”3 After critically examining the guidelines below, it has been concluded that the guidelines can be altered and utilized in a variety of projects across the United States.

Active Design Guidelines: Promoting Physical Activity and Health in Design

The Active Design Guidelines: Promoting Physical Activity and Health in Design aims to promote physical activity and health through design implementations. The guidelines recognize the importance of collaboration to reach the vision of Mayor Bloomberg’s New York City Design + Construction Excellence Initiative to promote design and construction throughout New York in the form of evidence based feedback strategies.4 Collaboration was so important to the project that countless departments gave valuable input into the creation of Active Design Guidelines: Promoting Physical Activity and Health in Design.

Collaborators include The New York City Departments of Design and Construction (DDC), Health and Mental Hygiene, Transportation (DOT), and City Planning, New York 120

City’s Mayor’s Office of Management and Budget, the American Institute of Architects New York Chapter (AIANY), and members of the academic community along with helpful feedback from the Mayor’s Office of Long-Term Planning and Sustainability, the Mayor’s Office for People with Disabilities, School Construction Authority, the Departments of Buildings, Parks & Recreation, Housing and Preservation and Development, and Aging, along with many design professionals from throughout the United States.5 To further the support the efforts of the different departments who gave their professional opinions to create the guidelines, the U.S. Green Building Council’s Leadership in Energy and Environmental Design (LEED) programs correlate with how design professionals can incorporate sustainable and healthy architectural, landscape, and urban design strategies in design projects.

“Just as design professionals are increasingly embracing green building as an objective, so too should they consider the potential effects of their designs on public health and wellbeing.”6 The Active Design Guidelines are New York City’s first publication to address the importance of a designer in the creation of the built environment to focus on minimizing the risks involved with obesity and related diseases. It is hypothesized that the more guidelines that are utilized, the greater the chance a project will positively impact the level of physical activity and health of the people who utilize the buildings.

The design strategies are meant to be tailored to various types of projects including large, small, urban, suburban, public, private, new

and existing.

“Through the conscientious integration of active design strategies into projects of all scales, design professionals can realize buildings and neighborhoods that seamlessly integrate more healthful and active living with attention to design excellence and sustainability…. The goal of the Guidelines is to make New York City an even greater place to live, by creating an environment that enables all city residents to incorporate healthy activity into their daily lives.”7

The Active Design Guidelines: Promoting Physical Activity and Health in Design were examined in greater detail in Appendix A to understand how most guidelines could be implemented throughout the educational facility program.

Active Design Toolkit for Schools

The Active Design Toolkit for Schools was collaboratively created in Partnership for the Healthier New York City. “The Partnership for a Healthier New York City represents a multidisciplinary group of people working in education, public health, youth development, urban planning, and transportation with a common goal of making New York City a healthier place for everyone.”8 The creation of the toolkit was inspired by concerned parents in New York who envisioned ways of implementing active design guidelines throughout their children’s schools. The Active Design Toolkit for Schools believes that “every child deserves a healthy, positive school environment.”9

Categories were created to address active recreation, healthy foods and beverages, green spaces and nature, transportation to and from school, and how to make these strategies happen along with exam-

ples of why these categories matter in the creation of educational design for the active child. The goal of the toolkit is to get all students in New York City to be physically active and healthy.

Active Design: Guide for Community Groups

The Active Design: Guide for Community Groups was created for community organizations to embrace the research findings of the Active Design Guidelines: Promoting Physical Activity and Health in Design throughout their neighborhoods to promote community health. The Active Design: Guide for Community Groups is aimed at how design can promote five core sections of public health and wellness: active transportation, active recreation, active buildings, green space and nature, and healthy foods and beverages.

Each of the five core sections is broken down to explain the benefits, examples, resources, and strategies of how the average person can stimulate their community to be a healthier place.

Another important portion of the Active Design: Guide for Community Groups is a section called “Make the Case: Building Community Support for Active Design”. In this section, community members are given the proper resources, support, and tips on how to “building a strong case” for active design proposals in a community that is hesitant to allow change in their neighborhood.10

Building Healthy Places Toolkit

The Building Healthy Places Toolkit: Strategies for Enhancing Health in the Built Environment was created by the Urban Land Institute in partnership with the Center for Active 121

Design to support the 2013 Building Healthy Places Initiative. The organization is focusing on four main areas of impact including raising awareness, defining the approach, exploring the value proposition, and advancing the state of practice and policy through evidence-based strategies outlined in the Building Healthy Places Toolkit.

“This report identifies opportunities to enhance health and to enhance and preserve value by meeting growing desires for health-promoting places.

This report is targeted at the shapers of buildings and projects from design to operation, including developers, property owners, building managers, investors, and others involved in decision making about real estate.

These actors can play a role in crafting places that contribute to a healthier community fabric, places that promote better health for all and that will ultimately result in higher, more sustained market returns.”11

Healthy Eating Design Guidelines for School Architecture

The Healthy Eating Design Guidelines for School Architecture was created and peer reviewed by a multidisciplinary panel of experts from the University of Virginia, University of Nebraska Medical Center and VMDO Architects to: “provide practitioners in architecture and public health with a practical set of spatially organized and theorybased strategies for making school environments more conducive to learning about and practicing healthy eating by optimizing physical resources and learning spaces….

The guidelines draw on research in environmental health, environmental psychology, behavioral economics, and socioecological models.”12 122

The Healthy Eating Design Guidelines for School Architecture call on the use of the Active Design Guidelines: Promoting Physical Activity and Health in Design as a compliment to fully design an environment with the optimal utilization of active design for the promotion of a healthy lifestyle.13 As explained in more detail in Chapter Four, the Carter G. Woodson Education Complex utilized the Healthy Eating Design Guidelines for School Architecture as an influential design tool to improve the school’s healthy nutrition curriculum and to promote healthy eating.

In the guidelines, the parts of the school seen as places where the most impact can be made were divided into domains: Commercial kitchen, teaching kitchen, serving, dining, aesthetics or healthy food environments, educational signage, water access and vending machines, on-site food production, integrated healthy food education facilities, and integrated healthy food community.

Each one of these domains has an objective as to why they are a healthy addition to a school environment.

Each domain also has design strategies that fall into one of five theoretical or evidence-based core design principles. The core design principals are to “provide equipment and spaces that facilitate the incorporation of fresh and healthy food choices into the school and its community; provide facilities to directly engage the school community in food production and preparation; apply evidence- and theory-based behavioral science principles to ‘nudge’ the school community toward healthy eating behaviors and attitudes; use building and landscape features to promote awareness of healthy and

sustainable food practices; conceive and articulate school spaces as community assets to multiply the benefits of school based healthy food initiatives.”14 The Healthy Eating Design Guidelines for School Architecture was examined in greater detail in Appendix B to understand how the most guidelines could be implemented throughout the educational facility program.

Healthy Active by Design Guidelines

The Healthy Active by Design Guidelines were taken into consideration for the conducted thesis project because they were considered an alternative set of guidelines and strategies as they do not have any American companies or organizations backing their findings like the previous sets of guidelines and toolkits. Instead, the Heart Foundation in Australia created the Healthy Active by Design Guidelines to support evidence-based design strategies from Australian organizations with similar missions and respected findings as the Center for Active Design and the Urban Land Institute.15

Unlike newer organizations like the Center for Active Design, the Heart Foundation has been committed for more than twenty years to “support the creation of healthy built environments and help planners, developers, and communities work towards creating healthier streets, towns, and cities.”16 Because of the years of dedication to a healthier built environment, the Heart Foundation has various examples of case studies and resources regarding how their research can be applied to assist and encourage healthier lifestyles in

different communities.

The Healthy Active by Design Guidelines was examined in greater detail in Appendix C to understand how the most guidelines could be implemented throughout the educational facility program. ________________________

Center for Active Design. (2010). Active Design Guidelines: Promoting Physical Activity and Health in Design. New York: City of New York. Retrieved August 26, 2016, from https:// centerforactivedesign.org/guidelines/ 2 ibid 3 ibid 4 The City of New York Design Construction Excellence [Brochure]. (2008). Retrieved July 18, 2017, from http://www.nyc. gov/html/ddc/downloads/pdf/DCE_2008.pdf 5 Center for Active Design. (2010). Active Design Guidelines: Promoting Physical Activity and Health in Design. New York: City of New York. Retrieved August 26, 2016, from https:// centerforactivedesign.org/guidelines/ 6 ibid 7 ibid 8 The Partnership for a Healthier New York City. (n.d.). Active Design Toolkit for Schools [Brochure]. Author. Retrieved November 11, 2016, from https://centerforactivedesign.org/dl/ schools.pdf 9 ibid 10 Center for Active Design. (n.d.). Active Design: Guide for Community Groups[Brochure]. Author. Retrieved November 11, 2016, from http://www1.nyc.gov/assets/doh/downloads/pdf/ environmental/active-design-community-guide.pdf 11 Frank, J., MacCleery, R., Nienaber, S., Hammerschmidt, S., & Claflin, A. (2015). Building Healthy Places Toolkit: Strategies for Enhancing Health in the Built Environment. Washington, D.C.: Urban Land Institute. Retrieved November 11, 2016, from http://uli.org/wp-content/uploads/ULI-Documents/Building-Healthy-Places-Toolkit.pdf 12 Huang TT, Sorensen D, Davis S, Frerichs L, Brittin J, Celentano J, et al. Healthy Eating Design Guidelines for School Architecture. Prev Chronic Dis 2013;10:120084. DOI: http:// dx.doi.org/10.5888/pcd10.120084 13 ibid 14 ibid 15 Healthy Active by Design and the Heart Foundation. (n.d.).

Healthy Active By Design Master Checklist[Brochure]. Author.

Retrieved November 11, 2016, from http://www.healthyactivebydesign.com.au/sites/default/files/master_checklist/ habd_master_checklist_161129_02_1.pdf 16 Heart Foundation. (n.d.). Healthy Active By Design. Retrieved July 20, 2017, from http://www.healthyactivebydesign. com.au/ 1

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Iterative Design Process

After understanding the client’s needs and the site, utilizing the data learned from case studies and interviewing kindergarten and first graders, creating a facility program document, understanding the code, and incorporating educational design theories and active design guidelines, the design of a school to engage students and community members in a healthier lifestyle was ready to be created. The iterative design process happened throughout the research phase by sketching out ideas that come to mind while information was processed, but the details and tweaking of ideas happened once a vast amount of the research was obtained.

The three main aspects to design were the site, administration building, and classrooms. The site was an important part of the design

because of the immense amount of gardens and fruit trees located on the site and the movement of people, cars, and produce. The administration building is the only building on the educational facilities campus with community aspects, so safety was taken into consideration, and the classrooms are the main place where students learn.

Site Layout

The initial phases of the site layout were created at the same time as the first iterations of the floorplans.

Various ideas were explored and to best utilize the site, research, and flow throughout the facility to help give people the tools for a healthier lifestyle. Figures 10.1 to Figure 10.13 explore various opportunities of site and building layout. A “U� shape of 125

Figure 10.1: Site Design Programing Iterations

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Figure 10.2: Site Massing Iteration Connections

Figure 10.3: Site Pathway

Figure 10.4: Scaled Site Iteration

Figure 10.5: Scaled Site Iteration (2) 127

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Figure 10.6: Scaled Site Iteration (3)

Figure 10.7: Scaled Site Iteration (4)

Figure 10.8: Scaled Site Connections

Figure 10.9: Site Massing Placement

Figure 10.10: Layout of Functions

Figure 10.11: Site Program Layout

Figure 10.12: Site Program Layout (2)

Figure 10.13: Site Program Layout (3) 129

the buildings was determined as one of the best solutions to create courtyards for aesthetic and functional purposes, as shown in the first floor and site plan in Figure 10.14. The buildings create courtyards that are a fun, yet safe and functional solution for the placement of gardens.

When creating a design that would work best for the community and school, the flow of activity had to be considered with respect to safety.

As in many large complexes, people come and go throughout the day for various reasons. In a school, some of the movements to consider were how students enter the facility, move from their classroom to the gardens, and go to specials or lunch. It was imperative that students, teachers, and faculty could move throughout the facility while still maintaining important visual cues to optimize the learning environment and safety.

The movement of people is not the only movement to take into consideration. In the unique case of the proposed campus in Indianola, Mississippi, transportation, produce, and composting movement had to be thought out. Since the project consumes so many activities and types of movement, the movement of activity has been diagramed throughout the finalized design of the administration building and throughout the facility. The flow throughout the site can be seen in Figures 10.15 to Figure 10.30.

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Administration Building Layout

The layout of the campus needed to respect the functionality of everyday educational activities and night and weekend community gatherings. The meshing of school and community functions seemed reasonable by incorporating multipurpose rooms like a gym, cafeteria, teaching kitchen, and conference rooms. It was later decided that all the multifunction spaces would be in the administration building due to flow and safety. In Figure 10.31, the thought process of how transportation would flow near the building is shown with an arrow.

During the design iteration phases, the layout of the administration building was designed based off ideas created while researching. Figure 10.32 shows a quick sketch of the administration building during the iteration phase.

Figure 10.33 was one of the first sectional ideas for the administration building and coincidentally ended up being similar to the final design. This quick sketch highlights and addresses the importance of visual cues and having the kitchen on the first floor to accommodate a service entrance.

Figure 10.34 showcases the importance of translucency in the design of public spaces in the administration building. Portions of Figure 10.34 were utilized in the final design of the educational facility including direct visual access to the resource library and cafeteria, eventually turning into Figure 10.35.

For the finalized conceptual design, a person first walks in through the main front entrance.

During the school day, the only community accessible portion of the administration building is the main lobby. In the lobby there are only chairs, stairs, and an elevator. The

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Figure 10.15: Kitchen Staff

Figure 10.16: Lunch

Figure 10.17: Outdoor Connections

Figure 10.18: Produce

Figure 10.19: Recess

Figure 10.20: Service Vehicles

Figure 10.21: Specials

Figure 10.22: Students 133

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Figure 10.23: Teachers

Figure 10.24: Water Flow Off Roof

Figure 10.25: Administration and Nursing Staff

Figure 10.26: After School Activity

Figure 10.27: Assisted Learning

Figure 10.28: Community Garden

Figure 10.29: Bus

Figure 10.30: Car 135

Figure 10.31: Administration Program Sketch

Figure 10.32: Administration Room Layout

Figure 10.33: Sectional Administration and Cafeteria 136

Figure 10.34: Cafeteria Massing

Figure 10.35: Cafeteria 137

Figure 10.36: Front Entrance in the Morning

furniture placed in the waiting room was for parents who came to pick their children up at the end of the day had a place to sit and wait, but anyone who comes into the school during the day has nowhere to go but up to the wellness center or administration offices.

The front entrance was designed to accommodate for multiple functions. An example of how the front entrance can be used as a multi-purpose space can be seen when comparing the front entrance of the school in the morning (Figure 10.36) to the front entrance during a weekend farmers market (Figure 10.37). The front entrance was designed to be open so farmer’s markets could have an adequate amount of space. The front entrance was also designed to have a welcoming feel with the wooden façade.

The administration offices were placed on the second floor, as shown in Figure 10.38, so that anyone who needed to go to the administration offices or wellness center would passively engage in active design guidelines. It is suggested by the Active Design Guidelines, that a monumental stair be placed within 25’ of the entry way 138

and that main activities be placed on the second floor of a building.1 Teachers and administrators were also forced to engage in active design guidelines, as the teachers’ lounge and administration offices are located on the second floor of the administration building. (Figure 10.39)

The administration offices are laid out in such a way that the receptionist could have visual assess to the entry way with the assistance of cameras and the principal, in their office, could have visual access over most of the school grounds. A small meeting room is located just off the receptionist and waiting area for the convenience of parents or community members who need to meet during the day with the principal or community representative. Having the office located just off the waiting room also allows for the administrative offices to be even more private, as the receptionist will not have to usher a community member through the hallway of the administration area. The small waiting room acts as a third line of defense, just after the locked doors on the first floor and the receptionist office on the second floor, for the safety of the facility.

Figure 10.37: Front Entrance During Weekend Farmers Markets

Once someone has gone upstairs in the administration building, they have two doors they can enter: the receptionist office or the wellness center. If people would like to enter the wellness center, they could enter the waiting room. A visual representation of the wellness center can be seen in Figure 10.40. Sick children primarily utilize the wellness center, however the thought process behind the wellness center was much more than a school nurse’s office.

The wellness center could be used throughout the year to test children’s eyesight and hearing. The center was laid out so that an eye chart could be placed on the blank west wall 22’ away from a where a person being tested would stand. The center also has two private showers that students can use.

The conference rooms are one of the multipurpose spaces.

During the day, the conference rooms can be used by students in class, but in the evening, community groups, like boy or girl scouts, could use the spaces to hold meetings. These rooms help to make up for the space that was lost when tearing down an existing scout hut on the site.

Locating the resource library right outside of the conference rooms was

to passively encourage people who may be meeting in the conference rooms to pick up a book and flip through the nutritional, educational material. The red circles in the resource library are Magis Spun Chairs, which are chairs that look like a top and can rotate 360 degrees when a person sits in the chair and engages their legs and core.2 These chairs are a fun way to get people moving, even when they are sitting down. The chairs can also be seen in the outdoor seating off the cafeteria and in the reading area of the library.

On the ground level of the administration building, the teaching kitchen serves as a visual hub of activity. (Figure 10.41) It is located on the corner next to the main entrance with interior and exterior windows, so people waiting to pick up their children from school and passersbys can see the activity ongoing in the school. Since the teaching kitchen is a multifunction community area, it is a hope that after school classes in the teaching kitchen could happen at the same time as gymnasium activities so that more people could see what people are making. It is also a hope that parents will engage with their children in the teaching 139

Figure 10.38: Second Floor

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Figure 10.41: Kitchen and Teaching Kitchen 141

Figure 10.42: Gym and Orchard

kitchen so that children and parents can both understand the importance of a healthy lifestyle.

The teaching kitchen has enough personal work stations to accommodate eighteen people or eighteen families of two. Being able to accommodate at least sixteen people was important, as sixteen students is the predicted classroom size, which is also why there are sixteen dining seats located in the teaching kitchen. The teaching kitchen has direct access into the commercial kitchen so supplies and tools can be radially available.

The direct access also allows for a cafeteria staff member to help in the teaching kitchen if need be.

Located just outside of the teaching kitchen is coat storage. The coat storage is located in a generalized area between the 142

gymnasium and cafeteria in the administration building so students have a place to put their coats on a rainy day. The storage has enough cubbies for every student in the school, this way each student can be assigned a specific storage location to use when they are in the administration building.

By utilizing various active design guidelines, the cafeteria and gymnasium can both double as an auditorium and have visual points of interest. (Figure 10.42 and Figure 10.43) The gym seats not only overlook a nice hardwood basketball court, but also a stunning fruit orchard. In the middle of the orchard is a cove of benches for educational purposes, including reading and listening to a lecture. The cafeteria has similar visual cues to the gymnasium with views to the

Figure 10.43: Gym

playground, edible bushes, and the second through fifth grade gardens.

(Figure 10.44 and Figure 10.45) The stairs in the cafeteria have reading seats for the small educational and nutritional healthy library that overlooks the cafeteria. If there was ever the need, the stairs allow the cafeteria to be also be utilized for a secondary auditorium.

The cafeteria is accessible to students from all directions and was laid out to accommodate 288 students at one time. The resource library overlooking the cafeteria gives administration and staff visual control over the whole cafeteria, as shown in Figure 10.45. The area around the cafeteria was designed for ease of everyday school functions like recess. As shown in Figure 10.44, the playground is located directly west of the cafeteria surrounded by

grab-‘n’-go berry bushes.

The movement in the administration building was one of the most important flows to track regarding safety. Doors were strategically placed in the main lobby and hallway so the community cannot access the educational facility on nights and weekends. For instance, if the gymnasium is in use during the evenings or on the weekends, the community will only have access to the gym, locker rooms, and restrooms because there are no doors leading to the classrooms and gardens, with the exception of two emergency doors in the gymnasium.

A visual explanation of the flow of the administration building can be seen in greater detail in Figures 10.46 to 10.61.

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Figure 10.44: Cafeteria

Figure 10.45: Cafeteria in the Morning 144

Classroom Layout

Understanding that the classroom is traditionally the main learning environment for a student, the classroom design is highly critical to ensure a stimulating place for education. Interviews of teachers and students were informally conducted to understand the needs and wants in a classroom design along with various design iterations. The design iterations based upon research, informal interviews, and creative ideas can be seen in Figures 10.62, including exploring ideas based upon the “L� shaped classroom and having classrooms with direct access to outdoors as expressed in Chapter Eight: Educational Design Theories.

Figures 10.63 – 10.65 are ideas that derived from other Education Design Theories.

The placement of the classrooms was strategic based upon the proximity of the entrance, cafeteria, and gardens. The younger the students, the closer they were placed to the cafeteria. The older students were places near the orchard, as they are taller and therefore more able to care for tall fruit trees than a younger, shorter student. The placement of the second through fifth grade hall, along with the administration building, was an aesthetically strategic decision as the buildings could be used as a safe barrier between the public and the educational campus without the use of a fence.

The proposed design solution is most like the expressed sketch in Figure 10.66, except the classrooms in the proposed design solution are sunken into the ground instead of being raised. The depth of which the classrooms would be sunken into the ground was explored in Figure 10.67. Ultimately, the depth

the classrooms were sunken into the ground was determined by the seat height of the children in the classrooms. For instance, it is recommended that children in kindergarten and first grade sit in chairs with the seat being fourteen inches high. Fourteen inches was then determined to be the best depth for the kindergarten and first grade wing so that when children are sitting down, they are right in line with the gardens surrounding them including the plants their class is growing. The movement going up and down fourteen inches also engages multiple active design strategies including ADA accessibility, movement of levels, and visual access to gardens. The relationship between the indoors and outdoors can be seen in a visualization of a kindergarten classroom in Figure 10.68. The layout of different classrooms can be seen in Figures 10.69 to 10.71.

The assisted learning classrooms were created as a modern approach to special education classrooms. The assisted learning classrooms have space for children to receive one-on-one learning at a desk or engage in group learning activities at one of the two tables in the classroom. There are two desks in the assisted learning classroom to account for teacher aids that may be floating between classrooms throughout the building.

An example of the assisted learning classroom can be seen in Figure 10.72.

Directly on both sides of the classrooms are hallways: one exterior and one interior. The exterior hallway is meant to be utilized as a classroom extension, as show in in Figure 10.73. The main point of access from the classroom to the 145

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Figure 10.46: Student to Breakfast

Figure 10.47: Student to Lunch

Figure 10.48: Student to Nurse

Figure 10.49: Teacher to Lounge

Figure 10.50: Teaching Kitchen

Figure 10.51: Service Vehicle

Figure 10.52: Administration

Figure 10.53: After School Activities 147

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Figure 10.54: Cafeteria Movement

Figure 10.55: Community to Community Representative

Figure 10.56: Composting

Figure 10.57: After School Gym Activity

Figure 10.58: School Day Movement to Gym

Figure 10.60: Parent Picking Up Students During the Day

Figure 10.59: Parent Picking Up Student After School

Figure 10.61: Produce Movement 149

Figure 10.62: “L” Shaped Classroom Initial Sketch

Figure 10.63: Classrooms and Lifted Garden

Figure 10.64: Lifted Hallway and SunkenClassroom

Figure 10.65: Two Story “L” Shaped Classroom 150

Figure 10.66: Lifted Classroom

Figure 10.67: Classroom Sections 151

Figure 10.68: Kindergarten Classroom

Figure 10.69: Kindergarten to First Grade Classrooms 152

Figure 10.70: Second to Fifth Grade Classrooms

Figure 10.71: Seventh to Eighth Grade Classrooms 153

outdoor hallway is a large, glass folding wall that can be opened completely. The glass folding wall also allows there to be a visual access to the outdoors, as well as an extra space for educational and gardening activities. The large folding wall also helps to create a seamless transition between the outdoors and indoors.

The interior hallway can be seen from the classroom because of a glass window separating the two.

As shown in Figure 10.74, the glass window is to allow for transparency in the school, better utilization of passive lighting and heating techniques, and so that students could have another view to the outdoors. Instead of traditional lockers, the hallways have custom made cubbies that are the same height as the children’s seat height for that educational wing. The interior of the cubbies can be used to store books, jackets, or bookbags and the top of the cubbies can be used as a seat, but also as a long herb garden.

The exterior windows in the hallway go to the ground so that outside and the hallway seem to flow together.

Garden classrooms are collaborative spaces located at the center of the “U” shaped educational buildings. In initial sketches of the garden classroom, as shown in Figure 10.75, the garden classroom served as a monumental structure uniting the two wings of the building.

The purpose of the garden classroom is to give students an indoor meeting area where they can engage in healthy activities, like gardening. The garden classroom is also an area where students can prepare plants to be placed into the ground or where a harvest can be cleaned and prepared before it is taken to the teaching kitchen or commercial kitchen.

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Located off one of the sides in the garden classroom is tool storage to be utilized by students engaging in gardening activities.

The garden classroom can accommodate one to two classrooms of students at a time, therefore turning into an area of collaborative activity. Located in the garden classroom are moveable workstations and basin sinks.

(Figures 10.76 and 10.77) Located towards the gardens in the exterior of the garden classroom are decks.

These decks, called garden classroom extension space, can be utilized to their full potential by opening the large, sliding glass walls.

When the glass walls are opened, the garden classrooms almost double in space and a seamless connection from the indoors and outdoors is achieved. An example of what the garden classroom extension looks like can be seen in Figure 10.78.

The science garden, much like the garden classroom, is an example of a unique space created for educational exploration. (Figure 10.79) The garden classroom needs to have some open space for experimentation like bottle rockets, as illustrated in Figure 10.80, but the space also needs to have shaded picnic tables for students to work on their classwork out of the hot sun.

The nice part about the garden classroom is that scientific experimentation can happen in an area that does not necessarily need cleaned up, as it is outside and nature will clean any organic residue of any projects.

Music, art, and the library are all located in the “specials” wing of the sixth through eighth grade educational building. These subjects are all called specials because they are not required areas to teach to

Figure 10.72: Assisted Learning Classrooms

Figure 10.73: Classroom Extension and 2nd through 5th Grade Gardens 155

Figure 10.74: Interior Hallway

Figure 10.75: Garden Classroom 156

Figure 10.76: K-5th Grade Garden Classroom

Figure 10.77: 6-8th Grade Garden Classroom 157

Figure 10.78: Garden Classroom Extension and Art Wall

Figure 10.79: Science Garden 158

Figure 10.80: Science Garden Render

Figure 10.81: Music 159

Figure 10.82: Art

Figure 10.83: Library and Reading Room 160

pass a standardized test. The music clasroom (Figure 10.81) has bleacher seating so studetns can stand if they are in a band or choir. Enough storage space is provided to house any instruments, besides a piano, to show students how to play.

The art classroom highlights the translucency of the educational facility. (Figure 10.82) The long, skinny space located on the east side of the classroom is to showcase any three-dimensional art pieces.

When looking through the art pieces, classroom, and classroom extension, students and faculty can look directly into the berry gardens. Viewing this little piece of greenery was added into the design of the project to entice people to walk around the building into the gardens.

The library and reading rooms were placed at the end of the educational wing, so the design could accommodate larger outdoor reading space (Figure 10.83) The reading room has outdoor extension areas with large, sliding glass walls on three of its four sides. When it is a comfortable temperature outside, the sliding glass walls can be opened up completely and students can read outside.

The roofs of the classrooms and other main spaces were determined based upon where light would hit the buildings at eight in the morning and at three in the afternoon in the summer and winter. In the winter, more light is allowed into the classrooms so passive heating techniques can be used to supplement traditional building heating strategies. The roofs had to also be far enough off the ground at their lowest point so that children do not to jump and climb up on them and that there is enough headroom between the sunken down portion of

classrooms and the main level.

Understanding the sun paths and roof heights helped to place trees around the cafeteria for passive cooling and heating. The sun paths can be seen in Figures 10.84 and 10.85. The utilization of active design strategies and the shape of the roofs can be seen in Figures 10.86 to 10.89. ________________________

1 Activity and Health in Design. New York: City of New York.

Retrieved August 26, 2016, from https://centerforactivedesign. org/guidelines/ 2 Heatherwick, T. (2010). Spun. Retrieved July 30, 2017, from http://www.magisdesign.com/elenco_prodotti/spun/

Figure Citations

Figure 10.1: Site Design Programing Iterations [Personal sketch]. (2017).

Figure 10.2: Site Massing Iteration [Personal sketch]. (2017).

Figure 10.3: Site Pathway Connections [Personal sketch].

(2017).

Figure 10.4: Scaled Site Iteration [Personal photograph].

(2017).

Figure 10.5: Scaled Site Iteration (2) [Personal photograph].

(2017).

Figure 10.6: Scaled Site Iteration (3) [Personal photograph].

(2017).

Figure 10.7: Scaled Site Iteration (4) [Personal photograph].

(2017).

Figure 10.8: Scaled Site Connections [Personal photograph].

(2017).

Figure 10.9: Site Massing Placement [Personal photograph].

(2017).

Figure 10.10: Layout of Functions [Personal photograph].

(2017).

Figure 10.11: Site Program Layout [Personal sketch].

(2017).

Figure 10.12: Site Program Layout (2) [Personal sketch].

(2017).

Figure 10.13: Site Program Layout (3) [Personal sketch].

(2017).

Figure 10.14: First Floor and Site Plan [Personal render].

(2017, May).

Figure 10.15: Kitchen Staff [Personal sketch and computer render hybrid]. (2017).

Figure 10.16: Lunch [Personal sketch and computer render hybrid]. (2017).

Figure 10.17: Outdoor Connections [Personal sketch and computer render hybrid]. (2017).

Figure 10.18: Produce [Personal sketch and computer render hybrid]. (2017).

Figure 10.19: Recess [Personal sketch and computer render hybrid]. (2017).

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L LIGHT AND NATURE SUMMER SUN STUDIES 8AM: START OF SCHOOL

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Figure 10.84: Summer Sun Diagrams 162

EMPHASIZE NATURAL LIGH WINTER SUN STUDIES 3PM: END OF SCHOOL

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Figure 10.85: Winter Sun Diagrams 163

A

Educational greenhouse for on-site food production

Storage space

Daylighting along main paths of travel

Incorporate active recreational areas like basketball courts

Nature-based open play areas

Science labs for food and produce experiments

Visual and educational indicators of water

Colorful , centrally located playground

End of trip facilities and locker rooms

Edible plantings for landscaping

Co-located community and educational physical activity facilities

Views to the outdoors from physical activity room

Daylighting along main paths of travel

Use stair compositions to promote stair travel with views

Provide water fountains throughout to encourage consumption of water

Principal building functions on 2nd oor

Healthy literature collection

Recycling disposal areas

Eye level display of fresh produce Design spaces to support community

Flexible teaching spaces

Educational nutritional signage

SCIENCE GARDEN AND CAFETERI

Provide stairs and ramps for everyday use

Outdoor seating areas near playgrounds

Visual access between dining areas and gardens

Direct visual and physical access to daylight

Main building functions distributed within walking distance from other spaces

Figure 10.87: Garden Classroom Section

School garden

Figure 10.86: Garden & Cafeteria Section

Provide safe and continuous footpath

TIVE DESIGN IMPLEMENTATIONS

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Science labs for food and produce experiments

Healthy literature collection

Colorful , centrally located playground

Edible plantings for landscaping

Daylighting along main paths of travel

Use stair compositions to promote stair travel with views

Recycling disposal areas

Educational nutritional signage

Eye level display of fresh produce

Design spaces to support community

School garden

Provide safe and continuous footpath

Outdoor seating areas near playgrounds Main building functions distributed within walking distance from other spaces

Visual access between dining areas and gardens

SCIENCE GARDEN AND CAFETERIA

Storage space

Science labs for food and produce experiments

Healthy literature collection

Colorful , centrally located playground

Edible plantings for landscaping

Daylighting along main paths of travel

Use stair compositions to promote stair travel with views

Recycling disposal areas

Educational nutritional signage

Eye level display of fresh produce

Design spaces to support community

School garden

Provide safe and continuous footpath

Outdoor seating areas near playgrounds

Direct visual and physical access to daylight

Main building functions distributed within walking distance from other spaces

Visual access between dining areas and gardens

SCIENCE GARDEN AND CAFETERIA

Direct visual and physical access to daylight

CTIVE DESIGN IMPLEMENTATIONS

Storage space

CTIVE DESIGN IMPLEMENTATIONS

165

School and community collocated for joint maintenance

Educational greenhouse for on-site food production

School and community collocated for joint maintenance

Educational greenhouse for on-site food production

Demonstration, hands-on, child assessable kitchen is in open view to the public

Well-maintained pubic plaza with seating and trees

Daylighting along main paths of travel

Visual and educational indicators of water

Plaza level with sidewalks

Flexible public plaza for all ages

Space for farmers markets

End of trip facilities and locker rooms

Views to the outdoors from physical activity room

Flexible teaching spaces

Provide stairs and ramps for everyday use

Views to the outdoors from physical activity room

Community accessible garden space

Public displays of art and points of interest

Community accessible garden space

Provide stairs and ramps for everyday use

Community accessible garden space

Figure 10.89: Classroom & Entry Section

Community accessible garden space

Flexible teaching spaces

Public displays of art and points of interest

Figure 10.88: Cafeteria Section (2)

Co-located community and educational physical activity facilities

Provide water fountains throughout to encourage consumption of water

Visual and educational indicators of water

Space for farmers markets

Principal building functions on 2nd oor

Plaza level with sidewalks

End of trip facilities and locker rooms

Co-located community and educational physical activity facilities

Provide water fountains throughout to encourage consumption of water

Principal building functions on 2nd oor

Flexible public plaza for all ages

Incorporate active recreational areas like basketball courts

Nature-based open play areas

Demonstration, hands-on, child assessable kitchen is in open view to the public

Well-maintained pubic plaza with seating and trees

Daylighting along main paths of travel

Incorporate active recreational areas like basketball courts

Nature-based open play areas

2-5TH

2-5TH

Figure 10.20: Service Vehicles [Personal sketch and computer render hybrid]. (2017).

Figure 10.21: Specials [Personal sketch and computer render hybrid]. (2017).

Figure 10.22: Students [Personal sketch and computer render hybrid]. (2017).

Figure 10.23: Teachers [Personal sketch and computer render hybrid]. (2017).

Figure 10.24: Water Flow Off Roof [Personal sketch and computer render hybrid]. (2017).

Figure 10.25: Administration and Nursing Staff [Personal sketch and computer render hybrid]. (2017).

Figure 10.26: After School Activity [Personal sketch and computer render hybrid]. (2017).

Figure 10.27: Assisted Learning [Personal sketch and computer render hybrid]. (2017).

Figure 10.28: Community Garden [Personal sketch and computer render hybrid]. (2017).

Figure 10.29: Bus [Personal sketch and computer render hybrid]. (2017).

Figure 10.30: Car [Personal sketch and computer render hybrid]. (2017).

Figure 10.31: Administration Program Sketch [Personal sketch]. (2017).

Figure 10.32: Administration Room Layout [Personal sketch].

(2017).

Figure 10.33: Sectional Administration and Cafeteria [Personal sketch]. (2017).

Figure 10.34: Cafeteria Massing [Personal sketch]. (2017).

Figure 10.35: Cafeteria [Personal sketch]. (2017).

Figure 10.36: Front Entrance in the Morning [Personal render].

(2017, May).

Figure 10.37: Front Entrance During Weekend Farmers Markets [Personal render]. (2017, May).

Figure 10.50: Teaching Kitchen [Personal sketch and computer render hybrid]. (2017).

Figure 10.51: Service Vehicle [Personal sketch and computer render hybrid]. (2017).

Figure 10.52: Administration [Personal sketch and computer render hybrid]. (2017).

Figure 10.53: After School Activities [Personal sketch and computer render hybrid]. (2017).

Figure 10.54: Cafeteria Movement [Personal sketch and computer render hybrid]. (2017).

Figure 10.55: Community to Community Representative [Personal sketch and computer render hybrid]. (2017).

Figure 10.56: Composting [Personal sketch and computer render hybrid]. (2017).

Figure 10.57: After School Gym Activity [Personal sketch and computer render hybrid]. (2017).

Figure 10.58: School Day Movement to Gym [Personal sketch and computer render hybrid]. (2017).

Figure 10.59: Parent Picking Up Student After School [Personal sketch and computer render hybrid]. (2017).

Figure 10.60: Parent Picking Up Students During the Day [Personal sketch and computer render hybrid]. (2017).

Figure 10.61: Produce Movement [Personal sketch and computer render hybrid]. (2017).

Figure 10.62: “L” Shaped Classroom Initial Sketch [Personal sketch]. (2017).

Figure 10.63: Classrooms and Lifted Garden [Personal sketch]. (2017).

Figure 10.64: Lifted Hallway and Sunken Classroom [Personal sketch]. (2017).

Figure 10.65: Two Story “L” Shaped Classroom [Personal sketch]. (2017).

Figure 10.66: Lifted Classroom [Personal sketch]. (2017).

Figure 10.38: Second Floor [Personal render]. (2017, May).

Figure 10.67: Classroom Sections [Personal sketch]. (2017).

Figure 10.39: Second Floor Administration [Personal render].

(2017, May).

Figure 10.40: Second Floor Wellness Center [Personal render]. (2017, May).

Figure 10.68: Kindergarten Classroom [Personal render].

(2017, May).

Figure 10.41: Kitchen and Teaching Kitchen [Personal render].

(2017, May).

Figure 10.42: Gym and Orchard [Personal render]. (2017, May).

Figure 10.43: Gym [Personal render]. (2017, May).

Figure 10.44: Cafeteria [Personal render]. (2017, May).

Figure 10.45: Cafeteria in the Morning [Personal render].

(2017, May).

Figure 10.46: Student to Breakfast [Personal sketch and computer render hybrid]. (2017).

Figure 10.47: Student to Lunch [Personal sketch and computer render hybrid]. (2017).

Figure 10.48: Student to Nurse [Personal sketch and computer render hybrid]. (2017).

Figure 10.49: Teacher to Lounge [Personal sketch and com-

166

puter render hybrid]. (2017).

Figure 10.69: Kindergarten to First Grade Classrooms [Personal render]. (2017, May).

Figure 10.70: Second to Fifth Grade Classrooms [Personal render]. (2017, May).

Figure 10.71: Seventh to Eighth Grade Classrooms [Personal render]. (2017, May).

Figure 10.72: Assisted Learning Classrooms [Personal render]. (2017, May).

Figure 10.73: Classroom Extension and 2nd through 5th Grade Gardens [Personal render]. (2017, May).

Figure 10.74: Interior Hallway [Personal sketch]. (2017).

Figure 10.75: Garden Classroom [Personal sketch]. (2017).

Figure 10.76: K-5th Grade Garden Classroom [Personal render]. (2017, May).

Figure 10.77: 6-8th Grade Garden Classroom [Personal render]. (2017, May).

Figure 10.78: Garden Classroom Extension and Art Wall

[Personal render]. (2017, May).

Figure 10.79: Science Garden [Personal render]. (2017, May).

Figure 10.80: Science Garden Render [Personal render].

(2017, May).

Figure 10.81: Music [Personal render]. (2017, May).

Figure 10.82: Art [Personal render]. (2017, May).

Figure 10.83: Library and Reading Room [Personal render].

(2017, May).

Figure 10.84: Summer Sun Diagrams [Computerized render].

(2017).

Figure 10.85: Winter Sun Diagrams [Computerized render].

(2017).

Figure 10.86: Garden & Cafeteria Section [Personal render].

(2017, May).

Figure 10.87: Garden Classroom Section [Personal render].

(2017, May).

Figure 10.88: Cafeteria Section (2) [Personal render]. (2017, May).

Figure 10.89: Classroom & Entry Section [Personal render].

(2017, May).

167

168

11

Concluded Design Solution

Through the research and creation of the concluded design solution, many things were learned. Besides learning how to incorporate active design elements throughout an educational facility, the project taught me that it is possible to create a built environment for a healthier community. Knowing that this project is theoretical in design, the research that was gathered to help create the design has given me validity to the importance of creating architecture to combat health issues like obesity.

To help give the project a more validity instead of just theoretical backings, two types of healthy building certifications were explored: The International WELL Building Institute WELL Certification and the Center for Active Design Fitwel Certification. Both certification systems are in beta phases for

educational facilities, but have documentation of what could be expected in the future to create a healthy educational environment for students.

The WELL Building Institute was the first certification utilized to help give validity to the Indianola, Mississippi Educational Facility.

WELL was launched in 2013.

Created through collaborative efforts and third-party verified, the WELL Building Standard was “developed by integrating scientific and medical research and literature on environmental health, behavioral factors, health outcomes and demographic risk factors that affect health with leading practices in building design and management.

WELL also references existing standards and best practice guidelines set by governmental and 169

FITWEL SCORECARD IMPACTS COMMUNITY HEALTH

INSTILLS FEELINGS OF WELL-BEING

INT INCREASES PHYSICAL ACTIVITY

REDUCES MORBIDITY + ABSENTEEISM

PROVIDES HEALTHY FOOD OPTIONS

SUPPORTS SOCIAL EQUALITY FOR VULNERABLE POPULATIONS

PROMOTES OCCUPANT SAFETY

APPL

F Air

01 A

02 S

03 V

04 V

05 A

06 M

07 C

08 H

09 C

10 P

11 F

12 M

13 A

14 A

15 I

16 H

17 D

18 A

19 O

20 O

21 D

22 P

23 A

24 C

25 T

26 E

27 A

28 C

29 C Water

30 F

31 I

32 O

33 A

34 P

APPL

35 P

36 W

37 D F

Nourish Co 38 F

39 P

40 F

99.6 / 144 : ONE STAR CERTIFICATION BASED ON ARCHITECTURE APPLICATIONS

41 H

121.9 / 144 : TWO STARS BASED ON ARCHITECTURE APPLICATIONS AND FEASIBLE NON-ARCHITECTURE APPLICATIONS

42 F

43 A

44 N

Figure 11.1: Fitwel Certification Scorecard for the Indianola Educational Facility

45 F

46 S

47 S

48 S

professional organizations.”

WELL Certified Buildings are judged on seven basic health impact categories including air, water, nourishment, light, fitness, comfort, and mind. Each of the seven impact categories tell why each of these are an issue, how to intervene, and what the impact of an intervention can be.

The Fitwel Certification was utilized as an additional source of information for the design of the building. “The Fitwel scorecard was developed by experts in public health, facility management and design. Each criterion is linked by scientific evidence to (at least) one of seven health impact categories.

Fitwel strategies are supported by over 3,000 research studies reviewed by the CDC and was piloted nationwide in 2015 by the GSA prior to its beta launch in 2017.”2 1

HOOL ACTIVITY

170

AFTER SCHOOL GYM ACTIVITY

RECESS

TEACHING KITCHEN DURING SCHOOL

Fitwel points are divided into seven scientific, evidence-based health impact categories including impacting community health, reducing morbidity and absenteeism, supporting social equality for vulnerable populations, instilling feelings of well-being, providing healthy food options, promoting occupant safety, and increasing physical activity. Each of these impact categories are divided even further into twelve sections of certification. These sections include what the intervention means and what a sample intervention could be.

Fitwel certified buildings are given a star rating based upon the amount of evidence-based design strategies utilized in the design. The most a certification can be given is a three-star rating. What is important to notice with the design of the

TEACHER MAIN ROUTES

TEACHER TO TEACHER’S LOUNGE

CAFETERIA STAFF

ADMINISTRATION

49 R

50 F

51 F

52 M Light

53 V

54 C

55 E

56 S

57 L

58 C

ADM

59 S

60 A

61 R

62 D

63 D Fitness

64 I

65 A

66 S

67 E

68 P

69 A

70 F

71 A

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Figure 11.2: Growing Seasons

YE

PLANTING

24

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A BL ES

-2 02 5

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10 53

HARVEST

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HARVEST

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INDOOR GROWING

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DEC.

PLANTING HARVEST

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INDOOR GROWING GROWING

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OCT.

INDOOR GROWING

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YE IL D

DEC.

NOV.

OCT.

SEPT.

AUG.

JULY

JUNE

MAY

APRIL

MAR.

FEB.

JAN.

IN

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-3 4, 86 0

1 CROP

PLANTING

SEPT.

INDOOR PLANTING

AUG.

PLANTING

CLASSROOM EXTENSION

PLANTING

JULY

INDOOR GROWING PLANTING

JUNE

INDOOR GROWING

MAY

INDOOR

APRIL

INDOOR GROWING

MAR.

HARVEST

FEB.

JAN.

CROP YIELD

HARVEST

CROP YIELD IN CUPS

171

C

UP S *

educational facility is that with just using active design guidelines, the campus could obtain a Fitwel onestar rating, as shown in Figure 11.1.

With the implementation of recommended healthy design strategies outside of an architect’s control, the educational facility in Indianola, Mississippi is just shy a few points of obtaining a three-star rating.

Along with the strength the certifications give the project, incorporating year-round school and gardening into the curriculum helps to support the claim that the design of the educational facility could help with obesity and food insecurity issues. According to the National Summer Learning Association, “some youth face anything but idyllic summer months. When the school doors close, many children struggle to access educational opportunities, as well as basic needs such as healthy meals and adequate adult supervision.”3 If Indianola, Mississippi was to embrace year-round school, students would have access to healthy food therefore helping to combat food insecurity.

Year-round school would not only help to combat food insecurity, but would also mean that someone would be on the school grounds to look after the crops throughout the year. As shown in Figure 11.2, different crops require planting and harvesting during different times of the year. As some of those times are during the summer months, it was determined that year-round schooling would be the best educational, food security, and curriculum gardening option for students.

Crops were assigned to students based upon their grade.

Younger students are responsible for crops that were in or lower to 172

the ground, whereas older students are responsible for the trees in the orchard. This concept can be best understood when comparing the floorplan from Chapter 10 in Figure 10.14 to the placement of crops in Figure 11.3.

One of the most theoretically rewarding pieces of information gathered from research and mathematical calculations can be seen in Tables 11.1 to 11.3.

According to predicted crop yields verses the amount of fruits and vegetables needed for the daily recommended intake for 288 students over a 180-day period, the students attending the educational facility will be able to produce 88.37 144% of predicted daily recommended fruit and 195.18 – 197.98% of predicted daily recommended vegetable intake provided by predicted yearly vegetable yield on-site. If the predicted calculations are accurate based upon accumulate weather and other varying factors, the students who attend the school will be able to receive more than enough healthy fruits and vegetables and even have the possibility of taking some of the harvest home at no cost. Assuming students were able to take some of the fruits and vegetables home, the students would be able to assist in helping their parents with any food insecurity issues they may have by bringing home healthy food. It is impossible to determine what affects such a high crop yield would have on a family or community, but it is hopeful to believe the affects would be positive and influential.

It is my belief that, even though my proposed design solution is theoretic, architecture can be a solution to combat obesity. When giving people the tools to succeed

Figure 11.3: Produce Placement 173

through active design implementations, it is my ambitious hope that people will find passion in their and their community’s health.

As a researcher and designer, I believe that it is important to not lose faith or hope in the ability to make a change through design in our communities and around the world.

I also believe that one of the most important aspects learned from the graduate thesis project was that collaborative design is key to a successful, healthy project. In many of the case studies and active design guidelines, the opinions and research from non-architects was needed to best develop healthy design implementations for the built environment. Collaboration, faith, and research-based evidence are all key aspects needed for to making a positive change. As architects, we can be part of the solution to a positive change and a healthier tomorrow. _______________________

International WELL Building Institute. (2017, May 04). International WELL Building Institute. Retrieved July 23, 2017, from https://www.wellcertified.com/en/about-iwbi 2 Center for Active Design. (2017, February). The Fitwel System. Retrieved May, 2017, from https://fitwel.org/system 3 Our View: Year-round school can help children retain knowledge. (2010, July 21). Retrieved July 23, 2017, from http:// www.rrstar.com/x1882858437/Our-View-Year-round-schoolcan-help-children-retain-knowledge 1

Figure Citations

Figure 11.1: Fitwel Certification Scorecard for the Indianola Educational Facility [Personal render]. (2017, May).

Figure 11.2: Growing Seasons [Personal render]. (2017, May).

Figure 11.3: Produce Placement [Personal render]. (2017, May).

Figure 11.4: Activity Placement [Personal render]. (2017, May).

List of Tables

Table 11.1: Predicted Crop Yield Table 11.2: Total Crop Yield Table 11.3: Daily Recommended Servings

174

Figure 11.4: Activity Placement 175

Table 11.1: Predicted Crop Yield GRADE

ACREAGE

POUNDS PER GARDEN*

POUND TO CUP EQUIVILANT**

PREDICTED CROP YIELD (POUNDS)

PREDICTED CROP YIELD (CUPS)

POTATO

K

3240 feet of plants

150 lb per 100’ row

2.4 – 3.2 cups

1215

2916 - 3888

SWEET POTATO

K

3240 feet of plants

100 lb per 100’ row

2.4 cups

810

1944

ONION

1

3240 feet of plants

100 lb per 100’ row

1.3 – 2.5 cups

810

1053 - 2025

CARROT

1

3240 feet of plants

100 lb per 100’ row

3 – 4 cups

810

2430 - 3240

TOMATO

2

702’ of plants

125 lb per 100’

2.4 cups

8775

21,060

PEPPER

2

702’ of plants

150 lb per 100’ row

2 cups

10,530

21,060

SWISS CHARD

3

2762’ of plants

75 lb per 100’

3 cups

2071.5

6214.5

KALE

3

962’ of plants

150 lb per 100’

6 cups

14,430

86,580

LETTUCE

4

1406’ of plants

75 heads per 100’ row

6 cups

1055 heads

6330

CUCUMBER

4

468’ of plants

100 lb per 100’ row

2.5 – 3 cups

468

1170 - 1404

SPINACH

5

1406’ of plants

70 lb per 100’ row

10 cups

984.2

9842

EGGPLANT

5

702’ of plants

150 lb per 100’ row

4.5 cups

10,530

47,385

BLUEBERRY

6

1302 sq feet

5,000 – 8,000

3 – 3.5 cups

115 - 184

334 – 644

STRAWBERRY

6

1236 sq feet

25,600

3.5 – 4 cups

725

2537.5 – 2900

PLUM

7

83 trees in orchard

42lbs per tree

3 cups sliced

20,916 – 34,860

62,748 – 104,580

GRAPE

7

3312 sq feet

8 – 10 tons an acre

2.5 cups

1242.88 – 1553.6

3107.2 - 3884

APPLE

8

83 trees in orchard

42lbs per tree

3 cups sliced

20,916 – 34,860

62,748 – 104,580

PEACH

8

83 trees in orchard

42lbs per tree

3 cups sliced

20,916 – 34,860

62,748 – 104,580

*Information from www.thespruce.com/food-equivalents ** Information from www.howmuchisin.com

Percentage of Yield Verses Recommended Food Intake

Fruit 432 servings of fruit X 180 days in year-round school = 77,760 cups needed yearly = 88.37 - 144% of predicted daily recommended fruit intake provided by predicted yearly fruit yield Vegetable 592 servings of vegetables X 180 days in year-round school = 106,560 cups needed yearly = 195.18 – 197.98% of predicted daily recommended vegetable intake provided by predicted yearly vegetable yield

176

Table 11.2: Total Crop Yield PREDICTED FRUIT CROP YIELD (CUPS)

ACREAGE

POTATO

---

SWEET POTATO

---

1944

ONION

---

1053 - 2025

2916 - 3888

CARROT

---

2430 - 3240

TOMATO

---

21,060

PEPPER

---

21,060

SWISS CHARD

---

6214.5

KALE

---

86,580

LETTUCE

---

6330

CUCUMBER

---

1170 - 1404

SPINACH

---

9842

---

47,385

EGGPLANT BLUEBERRY STRAWBERRY PLUM

334 – 644

---

2537.5 – 2900

---

62,748 – 104,580

---

GRAPE

3107.2 - 3884

---

APPLE

62,748 – 104,580

---

PEACH TOTALS:

62,748 – 104,580

---

68,722.2 – 112,008 Predicted Cups of Fruit Yearly

207,984.5 – 210,972.5 Predicted Cups of Vegetables Yearly

Table 11.3: Daily Recommended Servings PREDICTED STUDENTS IN AGE RANGE

4 – 8 YEAR OLDS

9 – 13 YEAR OLDS

TOTALS

128

160

288

CALORIE INTAKE

1400

1800

---

RECOMMENDED DAILY FRUIT INTAKE (CUPS)*

1.5

1.5

---

DAILY FRUIT SERVINGS FOR TOTAL STUDENTS

192

240

432

RECOMMENDED DAILY VEGETABLE INTAKE (CUPS)*

1.5

2.5

---

DAILY VEGETABLE SERVINGS FOR TOTAL STUDENTS

192

400

592

*Recommended servings gathered from www.choosemyplate.gov Daily Plate Recommendations

177

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figure citations Figure 2.1: County adult obesity rate greater than 40%, 2010 [Personal diagram]. (2016, September).

Personal Diagrams Data Collected From: Mississippi Food Insecurity Project. (n.d.). Retrieved September 1, 2016, from http://www.mfip.msstate.edu/

Figure 2.14: 0-10 Farms with Direct Sales, 2007 [Personal diagram]. (2016, September).

Personal Diagrams Data Collected From: Mississippi Food Insecurity Project. (n.d.). Retrieved September 1, 2016, from http://www.mfip.msstate.edu/

Figure 2.2: Child poverty rate greater than 45%, 2010 [Personal diagram]. (2016, September).

Personal Diagrams Data Collected From: Mississippi Food Insecurity Project. (n.d.). Retrieved September 1, 2016, from http://www.mfip.msstate.edu/

Figure 2.15: 0-10 Fast Food Restaurants, 2012 [Personal diagram]. (2016, September).

Personal Diagrams Data Collected From: Mississippi Food Insecurity Project. (n.d.). Retrieved September 1, 2016, from http://www.mfip.msstate.edu/

Figure 2.3: Food insecure children greater than 30% of children, 2014 [Personal diagram]. (2016, September).

Personal Diagrams Data Collected From: Mississippi Food Insecurity Project. (n.d.). Retrieved September 1, 2016, from http://www.mfip.msstate.edu/

Figure 2.16: 0-10 Full Service Restaurants, 2012 [Personal diagram]. (2016, September).

Personal Diagrams Data Collected From: Mississippi Food Insecurity Project. (n.d.). Retrieved September 1, 2016, from http://www.mfip.msstate.edu/

Figure 2.4: Low-income preschool obesity rate greater than 18% of children, 2009-2011 [Personal diagram]. (2016, September).

Personal Diagrams Data Collected From: Mississippi Food Insecurity Project. (n.d.). Retrieved September 1, 2016, from http://www.mfip.msstate.edu/

Figure 2.17: 0-25 Convivence Stores, 2012 [Personal diagram]. (2016, September).

Personal Diagrams Data Collected From: Mississippi Food Insecurity Project. (n.d.). Retrieved September 1, 2016, from http://www.mfip.msstate.edu/

Figure 2.5: 5.1 to 3% of Households with no car & low access to store, 2010 [Personal diagram]. (2016, September).

Personal Diagrams Data Collected From: Mississippi Food Insecurity Project. (n.d.). Retrieved September 1, 2016, from http://www.mfip.msstate.edu/ Figure 2.6 Poverty rate greater than 45% of residents, 2010 [Personal diagram]. (2016, September).

Personal Diagrams Data Collected From: Mississippi Food Insecurity Project. (n.d.). Retrieved September 1, 2016, from http://www.mfip.msstate.edu/ Figure 2.7: Counties receiving a D per Mississippi Board of Education Report Cards, 2014-2015 [Personal diagram].

(2016, September).

Personal Diagrams Data Collected From: Mississippi Food Insecurity Project. (n.d.). Retrieved September 1, 2016, from http://www.mfip.msstate.edu/ Figure 2.8: Compiled Issues [Personal diagram]. (2016, September).

Personal Diagrams Data Collected From: Mississippi Food Insecurity Project. (n.d.). Retrieved September 1, 2016, from http://www.mfip.msstate.edu/ Figure 2.9: The World and Indianola; Overweight and Obese [Personal sketch]. (2016, September).

Figure 2.10: Daily Recommended Allowance of Sugar in School Milk, Percentage [Personal diagram]. (2017, February).

Figure 2.11: No Community Supported Agriculture, 2007 [Personal diagram]. (2016, September).

Personal Diagrams Data Collected From: Mississippi Food Insecurity Project. (n.d.). Retrieved September 1, 2016, from http://www.mfip.msstate.edu/ Figure 2.12: 0-1 Supercenter or Club Stores, 2012 [Personal diagram]. (2016, September).

Personal Diagrams Data Collected From: Mississippi Food Insecurity Project. (n.d.). Retrieved September 1, 2016, from http://www.mfip.msstate.edu/ Figure 2.13: 0-2 Grocery Stores, 2012 [Personal diagram].

(2016, September).

Personal Diagrams Data Collected From: Mississippi Food Insecurity Project. (n.d.). Retrieved September 1, 2016, from http://www.mfip.msstate.edu/

182

Figure 2.18: More than 4500 Food Insecure Children, 2014 [Personal diagram]. (2016, September).

Personal Diagrams Data Collected From: Mississippi Food Insecurity Project. (n.d.). Retrieved September 1, 2016, from http://www.mfip.msstate.edu/ Figure 2.19: Over 9000 Residents Food Insecure, 2012 [Personal diagram]. (2016, September).

Personal Diagrams Data Collected From: Mississippi Food Insecurity Project. (n.d.). Retrieved September 1, 2016, from http://www.mfip.msstate.edu/ Figure 2.20: More than 75% of Students Eligible for Free/ Reduced Lunch, 2012 [Personal diagram]. (2016, September).

Personal Diagrams Data Collected From: Mississippi Food Insecurity Project. (n.d.). Retrieved September 1, 2016, from http://www.mfip.msstate.edu/ Figure 2.21: Over 50% of the Population African-American, 2012 [Personal diagram]. (2016, September).

Personal Diagrams Data Collected From: Mississippi Food Insecurity Project. (n.d.). Retrieved September 1, 2016, from http://www.mfip.msstate.edu/ Figure 2.22: Over 50% of the Population Caucasian, 2012 [Personal diagram]. (2016, September).

Personal Diagrams Data Collected From: Mississippi Food Insecurity Project. (n.d.). Retrieved September 1, 2016, from http://www.mfip.msstate.edu/ Figure 2.23: Persistent Poverty Counties, 2010 [Personal diagram]. (2016, September).

Personal Diagrams Data Collected From: Mississippi Food Insecurity Project. (n.d.). Retrieved September 1, 2016, from http://www.mfip.msstate.edu/ Figure 2.24: Persistent Child Poverty Counties, 2010 [Personal diagram]. (2016, September).

Personal Diagrams Data Collected From: Mississippi Food Insecurity Project. (n.d.). Retrieved September 1, 2016, from http://www.mfip.msstate.edu/ Figure 3.1: Indianola Percenage of African American Residents. (2016). In CityData. Retrieved November 12, 2016, from http://www.city-data.com/city/Indianola-Mississippi.html (Originally photographed 2000-2013) Figure 3.2: Indianola Percentage of Caucasian Residents.

(2016). In CityData. Retrieved November 12, 2016, from http:// www.city-data.com/city/Indianola-Mississippi.html (Originally photographed 2000-2013)

Figure 3.3: Indianola as a City. (2016) In Google Earth. Retrieved November, 2016 Figure 3.4: Southern Commercial District in Indianola. (2016) In Google Earth. Retrieved November, 2016 Figure 3.5: Annual Wind Rose Frequency Distribution. (2016) In Autodesk Revit. Retrieved November, 2016 Figure 3.6: Annual Wind Rose Speed Distribution. (2016) In Autodesk Revit. Retrieved November, 2016 Figure 3.7: Monthly Wind Roses. (2016) In Autodesk Revit.

Retrieved November, 2016 Figure 3.8: Indianola Yearly Sun Study. (2016) In Autodesk Revit. Retrieved November, 2016 Figure 3.9: Indianola Fall and Spring Equinox Sun Study.

(2016) In Autodesk Revit. Retrieved November, 2016 Figure 3.10: Indianola Winter Solstice. (2016) In Autodesk Revit. Retrieved November, 2016 Figure 3.11: Indianola Summer Solstice. (2016) In Autodesk Revit. Retrieved November, 2016 Figure 3.12: Overall Site Analysis Sketch [Personal sketch].

(2017, January).

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Retrieved December 11, 2016, from https://centerforactivedesign.org/bayterrace Figure 4.3: GGLO. (n.d.). Building Organization. In Bay Terrace Community & Education Center. Retrieved December 11, 2016, from https://centerforactivedesign.org/bayterrace Figure 4.4: VDMO Architects. (n.d.). First Floor. In 2013 Exhibion of School Planning and Architecture. Retrieved December 12, 2016, from http://exhibition.a4le.org/2013/pdf/ BuckinghamCounty.pdf (Originally photographed 2012) Figure 4.5: VDMO Architects. (n.d.). Second Floor. In 2013 Exhibion of School Planning and Architecture. Retrieved December 12, 2016, from http://exhibition.a4le.org/2013/pdf/ BuckinghamCounty.pdf (Originally photographed 2012)

Figure 4.9: VMDO Architects. (n.d.). Dining Commons [Photograph found in Dilwyn]. In Buckingham County Primary and Elementary Schools. Retrieved December 12, 2016, from http://www.vmdo.com/buckingham-county-primary-andelementary-schools.html Figure 4.10: Alan Karchmer. (2013). Kitchen Lab [Photograph found in Dilwyn]. In Buckingham County Primary and Elementary Schools. Retrieved December 12, 2016, from https:// centerforactivedesign.org/buckinghamcountyschools Figure 4.11: Alan Karchmer. (2013). Dining Terrrace [Photograph found in Dilwyn]. In Buckingham County Primary and Elementary Schools. Retrieved December 12, 2016, from https://centerforactivedesign.org/buckinghamcountyschools Figure 4.12: Alan Karchmer. (2013). Slate Waterfall Scupper [Photograph found in Dilwyn]. In Buckingham County Primary and Elementary Schools. Retrieved December 12, 2016, from https://centerforactivedesign.org/buckinghamcountyschools Figure 4.13: R. Thomas Hill. (n.d.). Recessed Group Seating.

Retreived December 12, 2016, from https://architectureandeducation.org/2016/02/03/interview-with-herman-hertzberger/ Figure 4.14: Overall Plan. Retreived December 12, 2016, from https://architectureandeducation.org/2016/02/03/interviewwith-herman-hertzberger/ Figure 4.15: Delft Montessori School. Retreived December 12, 2016, from https://architectureandeducation.org/2016/02/03/ interview-with-herman-hertzberger/ Figure 4.16: Phased Construction Plan. Retreived December 12, 2016, from https://architectureandeducation. org/2016/02/03/interview-with-herman-hertzberger/ Figure 4.17: R. Thomas Hill. (n.d.). Classroom Terraces.

Retreived December 12, 2016, from https://architectureandeducation.org/2016/02/03/interview-with-herman-hertzberger Figure 4.18: Classroom Floorplan. Retreived December 12, 2016, from https://architectureandeducation.org/2016/02/03/ interview-with-herman-hertzberger/ Figure 5.1: What is Healthy Test and Answers [Personally Created Survey]. (2017, January).

Figure 5.2: What Is Healthy Graphic Survey Results [Personal diagram]. (2017, January).

Figure 5.3: What Would You Like to Have Test and Answers [Personally Created Survey]. (2017, January).

Figure 4.6: VMDO Architects. (n.d.). Classroom [Photograph found in Dilwyn]. In Buckingham County Primary and Elementary Schools. Retrieved December 12, 2016, from http:// www.vmdo.com/buckingham-county-primary-and-elementaryschools.html

Figure 5.4: What Would You Like to Have Graphic Survey Results [Personal diagram]. (2017, January).

Figure 4.7: VMDO Architects. (n.d.). Monumental and Unenclosed Stairs [Photograph found in Dilwyn]. In Buckingham County Primary and Elementary Schools. Retrieved December 12, 2016, from http://www.vmdo.com/buckingham-countyprimary-and-elementary-schools.html

Figure 5.6: What do You Usually Have for Breakfast Graphic Survey Results [Personal diagram]. (2017, January).

Figure 4.8: VMDO Architects. (n.d.). Exterior Faรงade [Photograph found in Dilwyn]. In Buckingham County Primary and Elementary Schools. Retrieved December 12, 2016, from http://www.vmdo.com/buckingham-county-primary-andelementary-schools.html

Figure 5.5: What do You Usually Have for Breakfast Test and Answers [Personally Created Survey]. (2017, January).

Figure 5.7: What do You Usually Have for a Snack Test and Answers [Personally Created Survey]. (2017, January).

Figure 5.8: What do You Usually Have for a Snack Graphic Survey Results [Personal diagram]. (2017, January).

Figure 5.9: What do You Usually Have for Dinner Test and Answers [Personally Created Survey]. (2017, January).

Figure 5.10: What do You Usually Have for Dinner Graphic Survey Results [Personal diagram]. (2017, January).

Figure 5.11: What do You Usually do After School Test and Answers [Personally Created Survey]. (2017, January).

183

Figure 5.12: What do You Usually do After School Graphic Survey Results [Personal diagram]. (2017, January).

Figure 10.3: Site Pathway Connections [Personal sketch].

(2017).

Figure 5.13: What Looks Like Fun Test and Answers [Personally Created Survey]. (2017, January).

Figure 10.4: Scaled Site Iteration [Personal photograph].

(2017).

Figure 5.14: What Looks Like Fun Graphic Survey Results [Personal diagram]. (2017, January).

Figure 10.5: Scaled Site Iteration (2) [Personal photograph].

(2017).

Figure 6.1: Classroom Focused Relationships [Personal sketch]. (2017, January).

Figure 10.6: Scaled Site Iteration (3) [Personal photograph].

(2017).

Figure 6.2: Program Sketch: Possible Layout [Personal sketch]. (2017, January).

Figure 10.7: Scaled Site Iteration (4) [Personal photograph].

(2017).

Figure 6.3: Program Sketch: Quick Relationships [Personal sketch]. (2017, January).

Figure 10.8: Scaled Site Connections [Personal photograph].

(2017).

Figure 6.4: Public Areas [Personal sketch]. (2017, January).

Figure 10.9: Site Massing Placement [Personal photograph].

(2017).

Figure 6.5: Program Sketch: Administrative Area and Wellness Center Relationship [Personal sketch]. (2017, January).

Figure 6.6: Waiting Room and Reception Relationship [Personal sketch]. (2017, January).

Figure 6.7: Record Storage Relationships [Personal sketch].

(2017, January).

Figure 6.8: Teacher Lounge Relationships [Personal sketch].

(2017, January).

Figure 6.9: Wellness Center and Clinic Relationships [Personal sketch]. (2017, January).

Figure 6.10: Outdoor Classroom [Personal sketch]. (2017, January).

Figure 6.11: Main Garden and Classrooms [Personal sketch].

(2017, January).

Figure 6.12: Specials are the Center of Attention [Personal sketch]. (2017, January).

Figure 6.13: Physical Education Program Relationships Sketch [Personal sketch]. (2017, January).

Figure 6.14: Mood Ring Colored Speed Wall [Personal sketch]. (2017, February).

Figure 6.15: Food Tasting Station Sketch [Personal sketch].

(2016, September).

Figure 6.16: Eating Spaces with Outdoor Relationships [Personal sketch]. (2016, September).

Figure 6.17: Reading Steps [Personal sketch]. (2017, January).

Figure 6.18: Glowing Interactive Hallway [Personal sketch].

(2016, September).

Figure 6.19: Piano Hallway [Personal sketch]. (2016, September).

Figure 6.20: Transparent Hallway [Personal sketch]. (2017, January).

Figure 6.21: Slides and Stairs [Personal sketch]. (2016, September).

Figure 10.1: Site Design Programing Iterations [Personal sketch]. (2017).

Figure 10.2: Site Massing Iteration [Personal sketch]. (2017).

184

Figure 10.10: Layout of Functions [Personal photograph].

(2017).

Figure 10.11: Site Program Layout [Personal sketch].

(2017).

Figure 10.12: Site Program Layout (2) [Personal sketch].

(2017).

Figure 10.13: Site Program Layout (3) [Personal sketch].

(2017).

Figure 10.14: First Floor and Site Plan [Personal render].

(2017, May).

Figure 10.15: Kitchen Staff [Personal sketch and computer render hybrid]. (2017).

Figure 10.16: Lunch [Personal sketch and computer render hybrid]. (2017).

Figure 10.17: Outdoor Connections [Personal sketch and computer render hybrid]. (2017).

Figure 10.18: Produce [Personal sketch and computer render hybrid]. (2017).

Figure 10.19: Recess [Personal sketch and computer render hybrid]. (2017).

Figure 10.20: Service Vehicles [Personal sketch and computer render hybrid]. (2017).

Figure 10.21: Specials [Personal sketch and computer render hybrid]. (2017).

Figure 10.22: Students [Personal sketch and computer render hybrid]. (2017).

Figure 10.23: Teachers [Personal sketch and computer render hybrid]. (2017).

Figure 10.24: Water Flow Off Roof [Personal sketch and computer render hybrid]. (2017).

Figure 10.25: Administration and Nursing Staff [Personal sketch and computer render hybrid]. (2017).

Figure 10.26: After School Activity [Personal sketch and computer render hybrid]. (2017).

Figure 10.27: Assisted Learning [Personal sketch and computer render hybrid]. (2017).

Figure 10.28: Community Garden [Personal sketch and computer render hybrid]. (2017).

Figure 10.55: Community to Community Representative [Personal sketch and computer render hybrid]. (2017).

Figure 10.29: Bus [Personal sketch and computer render hybrid]. (2017).

Figure 10.56: Composting [Personal sketch and computer render hybrid]. (2017).

Figure 10.30: Car [Personal sketch and computer render hybrid]. (2017).

Figure 10.57: After School Gym Activity [Personal sketch and computer render hybrid]. (2017).

Figure 10.31: Administration Program Sketch [Personal sketch]. (2017).

Figure 10.58: School Day Movement to Gym [Personal sketch and computer render hybrid]. (2017).

Figure 10.32: Administration Room Layout [Personal sketch].

(2017).

Figure 10.59: Parent Picking Up Student After School [Personal sketch and computer render hybrid]. (2017).

Figure 10.33: Sectional Administration and Cafeteria [Personal sketch]. (2017).

Figure 10.60: Parent Picking Up Students During the Day [Personal sketch and computer render hybrid]. (2017).

Figure 10.34: Cafeteria Massing [Personal sketch]. (2017).

Figure 10.61: Produce Movement [Personal sketch and computer render hybrid]. (2017).

Figure 10.35: Cafeteria [Personal sketch]. (2017).

Figure 10.36: Front Entrance in the Morning [Personal render].

(2017, May).

Figure 10.37: Front Entrance During Weekend Farmers Markets [Personal render]. (2017, May).

Figure 10.62: “L” Shaped Classroom Initial Sketch [Personal sketch]. (2017).

Figure 10.63: Classrooms and Lifted Garden [Personal sketch]. (2017).

Figure 10.38: Second Floor [Personal render]. (2017, May).

Figure 10.64: Lifted Hallway and Sunken Classroom [Personal sketch]. (2017).

Figure 10.39: Second Floor Administration [Personal render].

(2017, May).

Figure 10.65: Two Story “L” Shaped Classroom [Personal sketch]. (2017).

Figure 10.40: Second Floor Wellness Center [Personal render]. (2017, May).

Figure 10.66: Lifted Classroom [Personal sketch]. (2017).

Figure 10.41: Kitchen and Teaching Kitchen [Personal render].

(2017, May).

Figure 10.42: Gym and Orchard [Personal render]. (2017, May).

Figure 10.43: Gym [Personal render]. (2017, May).

Figure 10.67: Classroom Sections [Personal sketch]. (2017).

Figure 10.68: Kindergarten Classroom [Personal render].

(2017, May).

Figure 10.69: Kindergarten to First Grade Classrooms [Personal render]. (2017, May).

Figure 10.44: Cafeteria [Personal render]. (2017, May).

Figure 10.70: Second to Fifth Grade Classrooms [Personal render]. (2017, May).

Figure 10.45: Cafeteria in the Morning [Personal render].

(2017, May).

Figure 10.71: Seventh to Eighth Grade Classrooms [Personal render]. (2017, May).

Figure 10.46: Student to Breakfast [Personal sketch and computer render hybrid]. (2017).

Figure 10.72: Assisted Learning Classrooms [Personal render]. (2017, May).

Figure 10.47: Student to Lunch [Personal sketch and computer render hybrid]. (2017).

Figure 10.73: Classroom Extension and 2nd through 5th Grade Gardens [Personal render]. (2017, May).

Figure 10.48: Student to Nurse [Personal sketch and computer render hybrid]. (2017).

Figure 10.74: Interior Hallway [Personal sketch]. (2017).

Figure 10.49: Teacher to Lounge [Personal sketch and computer render hybrid]. (2017).

Figure 10.50: Teaching Kitchen [Personal sketch and computer render hybrid]. (2017).

Figure 10.51: Service Vehicle [Personal sketch and computer render hybrid]. (2017).

Figure 10.52: Administration [Personal sketch and computer render hybrid]. (2017).

Figure 10.53: After School Activities [Personal sketch and computer render hybrid]. (2017).

Figure 10.54: Cafeteria Movement [Personal sketch and computer render hybrid]. (2017).

Figure 10.75: Garden Classroom [Personal sketch]. (2017).

Figure 10.76: K-5th Grade Garden Classroom [Personal render]. (2017, May).

Figure 10.77: 6-8th Grade Garden Classroom [Personal render]. (2017, May).

Figure 10.78: Garden Classroom Extension and Art Wall [Personal render]. (2017, May).

Figure 10.79: Science Garden [Personal render]. (2017, May).

Figure 10.80: Science Garden Render [Personal render].

(2017, May).

Figure 10.81: Music [Personal render]. (2017, May).

Figure 10.82: Art [Personal render]. (2017, May).

185

Figure 10.83: Library and Reading Room [Personal render].

(2017, May).

Figure 10.84: Summer Sun Diagrams [Computerized render].

(2017).

Figure 10.85: Winter Sun Diagrams [Computerized render].

(2017).

Figure 10.86: Garden & Cafeteria Section [Personal render].

(2017, May).

Figure 10.87: Garden Classroom Section [Personal render].

(2017, May).

Figure 10.88: Cafeteria Section (2) [Personal render]. (2017, May).

Figure 10.89: Classroom & Entry Section [Personal render].

(2017, May).

Figure 11.1: Fitwel Certification Scorecard for the Indianola Educational Facility [Personal render]. (2017, May).

Figure 11.2: Growing Seasons [Personal render]. (2017, May).

Figure 11.3: Produce Placement [Personal render]. (2017, May).

Figure 11.4: Activity Placement [Personal render]. (2017, May).

186

list of tables Table 5.1: Community Comparison Table 5.2: What is Healthy? Answer Breakdown Table 5.3: What Would You Like to Have? Answer Breakdown Table 5.4: Breakfast? Answer Breakdown Table 5.5: Snack? Answer Breakdown Table 5.6: Dinner? Answer Breakdown Table 5.7: After School Activities? Answer Breakdown Table 5.8: What looks like Fun? Answer Breakdown Table 6.1: Interior Program Requirements Table 6.2: Administrative Unit Program Table 6.3: Wellness Center and Clinic Program Table 6.4: Classroom Unit Program Table 6.5: Art Unit Program Table 6.6: Physical Education Unit Program Table 6.7: Library and Media Center Program Table 6.8: Cafeteria Unit Program Table 6.9: Interior Supporting Area Program Table 6.10: Exterior Program Table 11.1: Predicted Crop Yield Table 11.2: Total Crop Yield Table 11.3: Daily Recommended Servings  

187

Key: Appendix A Active Design Guidelines Program Implementation Evidence Strength

Explanation

Strong Evidence

Indicates design strategies supported by a pattern of evidence from at least two longitudinal or five cross-sectional studies. The strength of the research allows us to discard alternative hypotheses and to conclude that there is a direct relationship between the suggested environmental intervention and the behavioral outcome

Emerging Evidence

Indicates design strategies supported by an emerging pattern of research. Existing studies give reason to believe that the suggested environmental intervention will likely lead to increased physical activity, but the research is yet definitive.

Best Practices

Indicates design strategies without a formal evidence base. However, theory, common understandings of behavior, and experience from existing practice indicate that these measures will likely increase physical activity.

Appendix A Active Design Guidelines Program Implementation Program Application

Evidence Strength

Main Concept

Explanation

Overall Facility

Strong Evidence

Provide for Mixed Use

Evidence suggest that the more schools, grocery stores, newsstands, and other useful destinations in an area, the more likely residents are to walk. Locating schools near residential areas, for instance, encourages students to walk to school and promotes daily physical activity among children and youth. Mixed land use may also be important for encouraging mobility among the elderly. Research has found that individuals aged 65 and over who live closer to shops and services are more likely to walk and use public transportation and take more total trips outside the home.

Location Near Park

Design open spaces as part of large-scale developments, or locate buildings near open, public spaces, to promote activity. People with nearby access to parks are more likely to attain higher levels of physical activity

Stair Prompts

Place signage at elevators and escalators to encourage stair use.

Signage located at the elevator or escalator that directs building users to a nearby stair and that emphasizes the health benefits of stair climbing can prompt people who would otherwise use the elevator to take the stairs. Across studies, simply the placement of such signage increases stair use by a median of 50%. Visually link point-of-decision signage with the elevator’s waiting area or control buttons and the stair location.

- When the stair entrance is visible from the elevator waiting area, design and locate signage to visually direct people to the stair.

- For stairs that are not visible from the elevator waiting area, use directional signage to link the stair to the elevator lobby.

Stair Prompts

Design informational and motivational messages to be linguistically and culturally appropriate to the building’s users. Stair prompt signage should: - Use multilingual messages compatible with building users.

- Match motivational message with building users’ sensibilities and travel motivations. For example, signs may emphasize health benefits, calorie expenditures, weight control, or convenience.

- Be age appropriate. Signs may feature larger fonts for the young and elderly, for example, or floor footprints for children.

Stair Location

Locate a stair targeted for everyday use near the elevator. Users may consider taking a stair located near to and visible from the elevator lobby a more expedient option than waiting for the elevator.

Visual and physical proximity of a stair to the elevator can be supplemented by point of decision signage encouraging people waiting for elevators to take the stairs.

Emerging Evidence

Locate stairs near the building’s entrance. Research indicates that stairs located within 25 feet of an entrance and encountered prior to the elevator are more likely to be used for everyday travel.

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Appendix A Active Design Guidelines Program Implementation Program Application

Evidence Strength

Main Concept

Explanation Locate an appealing, visible stair directly on the building’s principal paths of travel. Research indicates that stairs directly accessible and visible from a building’s elevator waiting areas, atrium, entry vestibules, and most-used public corridors are more likely to be utilized for everyday travel. One study found that stair use decreased as the number of turns required to access the stairs from either the building’s entrance or principal path of travel increased. Highly visible grand or ornamental stairs indicate that they are provided for use.

Locate stair prompts where they will be most visible. Stair prompts can be presented in many different forms and locations, including wall- or ceiling-mounted signage, stair riser banners, and footprint appliqués leading from an elevator to a stair entry. Highly visible signage can prompt elevator or escalator users to consider taking the stair instead.

Stairs Over Elevators

Focus on stairs rather than elevators as the principal means of vertical travel for those who are able to climb stairs, especially for travel of four stories or less.

Everyday Use Stairs

Provide one or all stairs in a building for everyday use, whether in the form of a grand staircase or fire stairs that also serve as a principal means of travel. Include grand staircases and open interconnecting stairs where feasible. Research indicates that grand staircases in buildings tend to invite use. The evidence suggests that stairs attract more use when they are highly visible from paths of travel, easy to access, and feature finishes consistent with other public corridor finishes. If the everyday stair also functions as a fire stair, maximize its accessibility, visibility, and aesthetics.

Stair Design Integration

Make stairs wide enough to accommodate travel in groups and in two directions. Research indicates that wider stairs are associated with increased stair use. Although building codes generally require minimum stair widths of 44 inches, stairs at least 56 inches wide can more comfortably accommodate the dimensions of two people talking and traveling together or two people traveling in opposite directions.

Design stair risers and treads that are comfortable and safe.

Research indicates that stairs with 7-inch risers and 11-inch treads may provide the most comfortable travel for the general population.

In order to accommodate people who find stair use physically challenging, provide at least one intermittent landing between floors, with no more than 11 risers between landings.

Stair Design

Use articulated and unique stair compositions to promote interest in stair travel. Two strategies for articulating the importance of the stair as an architectural element are: - Grand, sculptural staircases. Grand stairs in a building’s main orientation space are often used to define visitors’ pace and sequence through a building.

- Exciting stair construction. Even if there is no room for a large grand stair, the articulation and unique detailing of elements like balustrades, handrails, and landings can attract building visitors to experience the stair Design stair environments that appeal to the senses. Provide a stair experience that is more stimulating than the elevator. Strategies to enhance the sensory appeal of the stair include: - Highlighting interesting views, such as prospects onto nature or indoor gathering areas.

- Incorporating artwork into the stair environment.Note that artwork in egress stairs must be noncombustible.

- Adding music to stairwells.

- Incorporating natural ventilation. For non-pressurized stairwells, natural ventilation can provide better indoor air quality and can provide pleasant auditory distractions or reduce unpleasant noises.

- Selecting bright, inviting colors that attract use.

Daylighting

Provide daylighting along paths of travel. Incorporate daylighting into walking paths within a building to provide a more appealing sensory experience.

189

Appendix A Active Design Guidelines Program Implementation Program Application

Evidence Strength

Main Concept

Explanation

Goal and Competition Walking

Consider providing incremental distance markers so that people can judge the amount of walking they’ve done. Distance markers can assist people to set goals for daily walking and stair climbing, and may encourage individuals to incorporate short bouts of physical activity into daily routines.

Elevators and Escalators

Consider installing skip-stop elevators, where appropriate for the building type. Where feasible, consider using skip-stop elevators that stop only on certain floors, encouraging able-bodied building users to take the stairs to access adjacent floors where the elevator does not stop. This can be particularly effective in promoting stair use for trips of one to three floors. Include at least one elevator that stops at all floors, to ensure universal accessibility. Use of this elevator can be limited to those who need it—through an electronic card access system, for example. The installation of a skip-stop elevator system may also lead to cost savings through a reduction in number of elevator doors, lower elevator maintenance costs, and addition of usable space that would otherwise be lost to elevator waiting areas.

Use signage at the elevator and escalator entry areas to promote nearby stair use. Incorporate signage in elevator lobbies and near escalator entrances to indicate the location of nearby stairs and to encourage stair use as an alternative to mechanized travel.

Design elevators to be less prominent than the stairs for people who can use the stairs, while providing elevator access for people with disabilities. Make the stairs the initial and principal element for vertical travel in the building rather than the elevator, especially for routes under four stories. Possible strategies include: - Locate elevators out of direct view from the building’s entrance. Provide clear signage directing individuals with disabilities to accessible elevators.

- Do not program the elevators to return to the ground floor and rest in the open position when not in use.

- Refrain from visually highlighting and articulating the elevator while visually emphasizing the stairs provided for everyday use.

- Where feasible, for example in high-rise commercial buildings, consider creating a second-floor lobby, accessible from ground level by a grand or open stair. Locating the main elevator banks on the second floor (except for one ADA elevator) would not only encourage stair use but could also provide more ground floor space for other functions.

- Where feasible—especially in low-rise buildings, consider limiting the number, size, and capacity of elevators to the minimum required by building code. This strategy is not appropriate in facilities such as hospitals, nursing homes, or assisted living sites, where there is a heavy reliance on the elevator due to the populations served.

- Consider reducing the elevator travel speed or the cab door open-and-close speeds, particularly in low-rise buildings.

Slowing the door open-and close speeds can also make elevators more accessible to individuals with physical challenges.

Best Practices

Accessible Stairs

Make the stairs accessible to the public areas of the building and, where possible, eliminate locks between staircases and floor areas.

Stairs that require keys or access cards to enter floor areas are less likely to be used on a regular basis than openly accessible paths of travel

Location of Building Functions

Locate building functions to encourage brief bouts of walking or travel to commonly used amenities. In mixed-use buildings, locate common functions in the lobby area to promote walking to routine lunchtime and after-work or after-school activities.

Encourage personal interaction in addition to electronic communication. Design spaces and activities to encourage more personal communication between people within the building and less sedentary, electronic communication. Provide spaces where people can gather and engage in productive, pleasant, and safe social interaction.

190

Appendix A Active Design Guidelines Program Implementation Program Application

Evidence Strength

Main Concept

Explanation

Second Floor Functions

Consider locating the principal building lobby functions on the second floor accessible by a prominent grand stair or ramp, as well as by a less prominent elevator, to encourage walking. This strategy could also provide more ground floor area for other functions and more space on the second floor for services and activities. Consider locating shared functions on alternative floors, adjacent to staircases or ramps.

Outdoor Classrooms

Best Practices

Children’s Play

Design courtyards, gardens, terraces, and roofs that can serve as outdoor spaces for children’s play. When conventional spaces such as parks and schoolyards are not available, courtyards, gardens, and roofs can be designed for active use by children.

Gymnasium and Auditorium

Strong Evidence

Outdoor Views

Provide views to the outdoors from physical activity rooms. Research indicates that exercise is more appealing when it occurs in spaces with views to nature and human activities.

Emerging Evidence

Indoor Recreation

Provide physical activity facilities for children and youth in schools.

A richer physical activity environment in schools – one that includes equipment such as basketball hoops and adult supervision – has been found to increase the number of students who are active after lunch and after school.

Locker and Shower Rooms

Emerging Evidence

Exercise Encouraging Facility

Provide shower and locker room facilities in buildings to encourage bicycling, walking, and running between home and work, as well as other exercise at lunch hours and breaks. Shower and locker rooms can be integrated as part of on-site exercise facilities or provided adjacent to ground-floor restrooms.

Teaching Kitchen

Emerging Evidence

Visible Activity Spaces

Locate physical activity spaces in centrally visible locations in the building, to help increase awareness and use of these spaces.

Provide views into activity spaces from well-traveled paths within the building

Entry Courtyard

Emerging Evidence

Attractive Public Plaza

Create attractive plaza spaces that are well-maintained. Design plazas to include features such as trees, vegetation, lighting, drinking fountains, and both moveable and fixed seating.

Best Practices

Level Plazas

In general, create plazas that are level with the sidewalk so that they are clearly visible to pedestrians and safely connected to the street.

Plazas that are raised or sunken tend to be less visible from the street, more difficult to secure, and less convenient for pedestrians – especially those with physical disabilities. In circumstances where a raised or sunken plaza is necessary due to existing topography or structures, design attractive and visible ramps or stairs to make the plaza accessible to all users.

Diverse Functions

Design plazas that allow for diverse functions. Plazas can accommodate physical activities like dance and volleyball, passive activities like sitting and chess, and cultural events such as concerts, exhibits, and historical celebrations. Plazas can also provide space for café-style seating and farmers’ markets. When programming plazas, consider the needs of users with caring mobility levels.

Seasonal Design

Design plazas to accommodate use in a variety of weather conditions. Include sunny areas protected from the wind for use in the colder seasons and shaded areas for use in warm weather.

Community Garden

Best Practices

Farmer’s Market

Introduce farmer’s markets as a complement to grocery stores.

Greenmarkets or farmers’ markets, where farmers sell produce directly to consumers, are especially beneficial in densely populated areas that currently have little access to fresh produce or supermarkets. Farmers’ markets can be located near places of work or residence. Designers can partner with farmers’ market organizers to create suitable spaces.

Play Terrace & Playground

Emerging Evidence

Playgrounds

New playgrounds and facilities should always be designed to reflect changing knowledge about injury prevention.

Ground Markings

When designing playgrounds, include ground markings indicating dedicated areas for sports and multiple use. Playgrounds can be designed to increase physical activity as well as to prevent injuries. A recent study found that children who attend schools where the playgrounds were redesigned with color-coded activity zones engaged in more vigorous activity than children in schools without the redesign.

191

Appendix A Active Design Guidelines Program Implementation Program Application

Evidence Strength

Best Practices

Open Play Area

192

Best Practices

Main Concept

Explanation

Natural Terrain

Preserve or create natural terrain in children’s outdoor play areas.

Children have been shown to physically acclimate to the demands of play on natural terrain. Additionally, children who played in natural areas scored better on physical fitness tests than children who played in conventional playgrounds.

Lights for Nighttime Play

Provide lights on sidewalks and active play areas to extend opportunities for physical activity into the evening. A nationwide study of adolescent girls suggested that providing streetlights and floodlights in recreation areas contributed to increasing activity levels.

Seasonal Play

In the design of parks and playgrounds, create a variety of climate environments to facilitate activities in different seasons and weather conditions. For example, include sunny, wind-protected areas for use in the winter and shaded zones for use in the summer.

Nights and Weekends

Design new school physical activity facilities to potentially allow for public use outside of school hours. Opening schoolyards and providing safety attendants during after-school and weekend hours have been shown to increase children’s physical activity.

Large Open Space in One Area

When planning a new development, aggregate open space in one large area rather than dispersing into smaller pieces. Where possible, provide residents with access to open space within a ten-minute walk. Creating a large area that accommodate s multiple forms of recreation allows families to find activities for differ ages in one location.

Cultural Preferences

Design parks, open spaces, and recreational facilities to complement the cultural preferences of the local population, and to accommodate a range of age groups, including both children and their parents and guardians. Co-locating physical activity spaces for children and parents or guardians can simultaneously promote physical activity in different age groups.

Drinking Water Station

Emerging Evidence Best Practices

Drinking Fountains Infrastructure Support

Provide drinking fountains to encourage consumption of tap water for rehydration.Provide seating, drinking fountains, restrooms, and other infrastructure that support increased frequency and duration of walking. In focus groups, seniors reported that benches and restrooms would support them in walking more, while tripping and traffic hazards were deterrents.

Pick Up and Drop Off Lane / Bus Lane

Emerging Evidence

Street Buffer

Create a buffer to separate pedestrians from moving vehicles using street furniture, trees, and other sidewalk infrastructure. A buffer zone between moving automobiles and pedestrian spaces has been associated in recent research with increased walking. Separating pedestrians and vehicles creates improved conditions for all users, especially those with impaired vision or hearing.

Best Practices

Cars and People Don’t Mix

Design vehicular driveways and ramps to minimize contact between cars and pedestrians.

Key: Appendix B Healthy Eating Design Guidelines for School Architecture Program Implementation Core Principles

Explanation

1

Provide equipment and spaces that facilitate the incorporation of fresh and healthy food choices into the school and its community

2

Provide facilities to directly engage the school community in food production and preparation

3

Apply evidence – and theory-based behavioral science principles to “nudge� the school community toward healthy eating behaviors and attitudes

4

Use building and landscape features to promote awareness of healthy and sustainable food practices

5

Conceive and articulate school spaces as community assets to multiply the benefits of school-based healthy food initiatives

Appendix B Healthy Eating Design Guidelines for School Architecture Program Implementation Program Application

Core Main Principles Concept

Explanation

Overall Facility

4

Incorporate visible and educational indicators of school (or municipal) water quality.

Signage

Design architectural interiors to provide dedicated space for healthy nutrition marketing (eg, corridors, stairways, server, dining areas).

Nurse Station

4

Wellness Center

Provide a school wellness center readily accessible to all students, designed to support nutritional counseling, and integrated with related school functions such as the health educator or school nurse.

Provide dedicated space for educational materials in clear view of all students.

Resource Library

4

Library

Maintain a library collection dedicated to healthy eating and nutrition.

Dining Commons

1

Refrigerators

Provide small refrigerators in every classroom, for storage of packed snacks, lunches, and beverages.

Provide staff refrigerators in proximity to anticipated staff eating areas.

Replace vending machine content with healthy food and beverage options.

3

Seating

Create a variety of seating options and social arrangements, recognizing that not all students will be comfortable in a given configuration.

Provide outdoor seating areas designed for the local climate (ie, covered or shaded, as necessary) and connected to the interior dining area.

Design dining areas to recognized national standard for seating capacity, to avoid overcrowding.

Provide comfortable seating.

Aesthetics

Incorporate appealing colors and lighting.

Provide targeted acoustic treatments with high noise reduction coefficients in public gathering spaces such as dining areas.

Incorporate integrated audio capabilities that allow music to be played in selected areas.

4

Visual Connections

Create visual access between dining areas and other food spaces (eg, school garden and/or commercial kitchen).

Feature fresh, preserved, or prepared food in public spaces.

Provide daily/weekly/monthly menu signage at the entry to the dining area and server zone and throughout the seating zone.

Provide educational (nutritional) information on food choices. Highlight information on seasonal fresh foods incorporated into the school food program.

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Appendix B Healthy Eating Design Guidelines for School Architecture Program Implementation Program Application

Core Main Principles Concept

Explanation Locate educational (nutritional) signage so that it is visible from the “point of choice” in the server zone.

Prescreen nutritional marketing to eliminate potentially competitive foods (eg, chocolate “Got Milk?” posters).

Design food spaces to support curricular, extracurricular, and community education.

Teaching Kitchen

2

Equipment

Provide areas conducive to teaching, presentation, and demonstration cooking.

Create teaching kitchen as a hands-on learning environment with equipment that is safe and accessible to children.

Create an outdoor kitchen area conducive to traditional (historical) and experimental teaching and cooking (ie, open-fire cooking, solar oven).

Provide outdoor kitchen with access to potable water.

Kitchen

4

Visual Connections

Create a visual and/or physical connection to the commercial teaching kitchen, seating area, and outdoor school gardens.

1

Equipment

Design freezer and refrigeration capacity to accommodate seasonally available, locally sourced food, including food from federally subsidized school programs such as Farm-to-Schools.

Provide kitchen equipment such as ovens, tilt skillets, and steamers that allows for a variety of cooking methods for fresh foods.

Avoid deep-fat fryers.

Provide kitchen equipment that allows for a variety of processing and preservation methods, such as canning and freezing of fresh foods.

Provide storage bins for a variety of whole grains and whole grain flours.

Provide flash-freezing capacity for fresh local foods.

Provide sufficient counter or work space for processing of fresh foods.

1

Serving Zones

Provide server space for healthy grab-and-go meal options in the snack or express line.

Provide space behind the server counter for packaged snacks to be served on request only.

Use mobile hot and cold server equipment carts for flexibility and a variety of arrangements (eg, freestanding fresh salad and fruit station in seating areas).

3

Serving Zones

Avoid server equipment that serves exclusively competitive foods (eg, self-serve ice cream freezers).

Provide age-appropriate self-service food preparation stations (eg, juicing, microwaving, toasting).

Place healthy foods at eye level of children, and specify food service equipment that allows one to do so.

Include server lines in sufficient number to ensure efficient user flow, thereby ensuring all students have adequate time to eat. Coordinate with district wellness policy.

Provide visual circulation cues to support efficient flow through server areas.

Situate disposal areas to avoid conflicts with users entering the server or dining areas. Arrange disposal areas along dining area exit route, when possible.

Provide express checkout lanes for students choosing healthy meals, with no sugary or salty products such as sweetened beverages, chips, or desserts.

Position server equipment to accommodate nutritious foods (eg, broccoli) at the beginning of the server line.

Design space by cafeteria register to allow for display of healthy foods and minimize child access to foods high in fat and sugar.

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Appendix B Healthy Eating Design Guidelines for School Architecture Program Implementation Program Application

Core Main Principles Concept

Explanation Provide server equipment that can accommodate changeable food descriptors/labels.

Provide server equipment that provides space for multiple healthy choices in each food category (celery and carrots).

Provide server equipment with closed sides and tops when sale of less healthful options is required. (ie, ice cream).

Position salad bars away from walls for 360-degree circulation.

Position salad bars near the checkout register.

Provide server counter space that can accommodate fruit bowls for serving fresh fruits and vegetables.

Provide space for serving trays.

4

Display

Articulate the kitchen area as a demonstration kitchen with an open view to food preparation stations from server and seating zones.

Create dedicated display and storage areas for fresh and preserved fruits and vegetables.

Community Garden

2

Garden

Create a school farming facility (producing, for example, tilapia, honey, or eggs).

Create a school garden Create a greenhouse facility for educational purposes and/or support of the school garden.

Use edible plantings for landscaping.

Include on-site food production resources (eg, garden, greenhouse) in construction documents for building facility, where possible.

Science Garden

4

Science

Design science laboratories conducive to food-related experiments (eg, soils laboratory).

Drinking Water Station

1

Water

Incorporate advanced filtration system for the school’s potable water supply.

Place drinking fountains in outdoor activity areas.

Place drinking fountains near social/public areas Provide potable water in every classroom.

Provide free potable water sources at a rate of 1 per 100 occupants.

Provide ready access to potable water and cups in dining areas.

Provide at least 50% water sources conducive to filling water bottles.

Provide storage space for refillable water containers.

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Key: Appendix C Healthy Active by Design Program Implementation Evidence Strength

Explanation

Strong Evidence

Indicates strategies supported by a pattern of evidence from cross-sectional studies and review level evidence. The strength of the research allows us to conclude there is a strong relationship between the suggested environmental intervention and the behavioral outcome.

Emerging Evidence

Indicates design strategies supported by an emerging pattern of research. Existing studies have given reason to believe that the suggested environmental intervention will likely lead to increased physical activity, but the research is not yet definitive. (Perhaps no longitudinal studies and/or review level data)

Suggested Practices

Indicates design strategies without a formal evidence base. However, theory, common understands of behavior and experience from existing practice indicate that these measures will likely increase physical activity.

Appendix C Healthy Active by Design Program Implementation Program Application

Evidence Strength

Main Concept

Explanation

Overall Facility

Strong Evidence

Multi-Use

Cultural and community facilities (such as council offices, performing arts centers, tertiary institutions, health services, sports, and leisure facilities) been considered for inclusion Community activities are co-located Civic administrative centers have been designed to accommodate a variety of uses and functions? For community meeting places, spaces for the elderly to gather, sporting equipment and gymnasiums, exercise classes, community gardens, and libraries.

ADA Accessibility

The building has been designed to ensure easy access for those with mobility issues including features such as railing, stair height and width, corridor, and door width to accommodate wheelchair users, appropriate placement of ramps for accessing different levels, lifts

Stairs

The building has been designed to provide stairs that are: - Visible from the main entrance - Located near the building entrance - Accessible and encountered for the elevator or escalator The building design has taken into consideration stairwell accessibility The stairs are wide enough to accommodate groups of people travelling in both directions The stairs are designed to be safe to reduce the risk of falls (e.g., slip-resistant floor finishes) The stair is well is well-lit and attractively decorated

Elevators

Elevators are located out of direct view from the buildings entrances and are secondary to stairs in terms of movement circulation within the building

Suggested Practice

Multi-use

School are located in conjunction with open space to enable joint use and maintenance of public open spaces

Conference Rooms

Suggested Practice

Meeting Spaces

The facility includes community gathering spaces and places

Resource Library

Strong Evidence

Multi-use

Other community facilities such as sports, libraries, and performing arts facilities have been co-located with educational facilities to facilitate shared use Civic administrative centers have been designed to accommodate a variety of uses and functions? For community meeting places, spaces for the elderly to gather, sporting equipment and gymnasiums, exercise classes, community gardens, and libraries.

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Art Classroom

Emerging Evidence

Decoration

Plants, decorative surfaces, and artwork have been provided

Gymnasium and Auditorium

Strong Evidence

Multi-use

Other community facilities such as sports, libraries, and performing arts facilities have been co-located with educational facilities to facilitate shared use

Appendix C Healthy Active by Design Program Implementation Program Application

Evidence Strength

Main Concept

Explanation The proposal ensures the community has safe and convenient access to recreational facilities Civic administrative centers have been designed to accommodate a variety of uses and functions? For community meeting places, spaces for the elderly to gather, sporting equipment and gymnasiums, exercise classes, community gardens, and libraries.

Locker and Shower Rooms

Strong Evidence

Physical Activity

The building provides spaces, such as dedicated exercise rooms or gymnasiums, for physical activity or exercise opportunities

End of Trip Facilities

End of trip cycle facilities (i.e. bike racks and drinking fountains) provided in the center

Showers and Lockers

There are shower, lockers, and changing room facilities

Dining Commons

Strong Evidence

Walking Distribution

The toilets, lunchrooms or cafeterias, and meeting rooms located and distributed within a walking distance from work spaces

Entry Courtyard

Strong Evidence

Passive and Active Uses

Facilities within the public open space cater for a diverse range of active and passive recreational activities and uses.

Public open space is designed as a multi-purpose space with a view to accommodate all potential visitors and cater for the needs of children, adolescents, adults, and seniors of all abilities

Picnic Knoll

Community Garden

Good Lighting and Safety

The entrances to the building accessible, are well lit and safe

Emerging Evidence

Community Plaza

The center contains a public piazza / public open space that is flexible in scale, design, and layout to allow for diverse functions and social activities supporting a sense of community

Strong Evidence

Amenities

Picnic tables are provided and available for public use within the public open space

Shade and Weather Protection

Natural or structured shelter for shade and protection from the weather is provided at playgrounds and locations of open space facilities

Strong Evidence

Allocated Space

The use of spaces has been made or encouraged, or new space and resources allocated (e.g., water, soil, access to sunlight) for the establishment of community gardens or farms within public parklands

Emerging Evidence

Community Gardens

Spaces have been utilized to enable neighborhoods to have access to community gardens or farms Mechanisms are in place to encourage the use of school grounds, public open space, or community facilities to grow fresh food

Play Terrace and Playground

Drinking Water Station

Staff and Visitor Parking

Farmers Market

Mechanisms are in place for community facilities, school grounds and associated public open spaces to be used for farmers or fresh produce markets

Play Areas

Children’s play spaces, including natural areas / play spaces, are provided to encourage active recreation opportunities for children

Diverse Play Options

A sufficient number of playgrounds, nature-based play spaces and sports fields have been provided to support a variety of physical activity opportunities. For example, all-weather use outdoor pitches, painting playground surfaces with lines for recreation games or murals, providing activity zones with painting, markings and equipment and the provision of shade and shelter from the wind, rain and sun over play equipment and in other social spaces.

Strong Evidence

Amenities

Water fountains are provided and available for public use within the public open space

Emerging Evidence

Drinking Fountain

Drinking fountains have been provided throughout the center and are these easily identifiable

Emerging Evidence

Secondary Element

Car parking bays are designed to be a secondary element in the streetscape providing a safe and convenient pedestrian environment

Strong Evidence

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Appendix D Southern Illinois University Human Subjects Committee Application APPLICATION FOR APPROVAL TO CONDUCT RESEARCH INVOLVING HUMAN SUBJECTS SOUTHERN ILLINOIS UNIVERSITY CARBONDALE HUMAN SUBJECTS COMMITTEE University and federal policy (e.g., the Department of Health and Human Services regulations for the Protection of Human Subjects Research) require review and approval of ALL research activities involving human subjects. This applies to all faculty, staff, and student research, including that to satisfy the requirements of master’s and doctoral degrees. It is not up to the researcher to determine if Human Subjects Committee (HSC) review is required for

any particular research activity. Contact the Human Subjects Committee with questions before starting any research involving human subjects!

Approval of the Human Subjects Committee (HSC), which is the Institutional Review Board for Southern Illinois University Carbondale, must be obtained PRIOR to the involvement of subjects, including pilot studies. Failure to have human subjects research reviewed and approved by the HSC is a violation of University and federal government policy and could result in a loss of grant funding or in a research paper/thesis or dissertation not being accepted by the Graduate School. The HSC cannot review protocols for projects for which data collection has already begun.

All proposals submitted will be given a preliminary review within two weeks of the submission date if all necessary information is provided by the researcher. Additional reviews are required for Category II (expedited) and Category III (fully convened IRB) proposals.

Attached to this cover sheet are the following forms: Form A: Approval Page Form B: Screening Questions

Form C: For Category I (exempt) Review Form D: For Category II or III (non exempt) Review SUBMISSION PROCEDURES

For Category I review, submit one original Form A and a total of three collated copies of Forms B and C. For Category II or III review, submit one original Form A and a total of three collated copies of Forms B and D. Also attach 3 collated copies of all materials relating to the research study (e.g., questionnaires, surveys, interview protocols, recruitment scripts, consent forms and/or cover letter). Please include copies of tests that you plan to use that ask sensitive questions of a personal nature, such as illegal behavior, sexual behavior, illness, disease, and disability.

These questions typically would be found on personality, attitude, behavior and health inventory and similar tests. Tests that generally do not involve sensitive questions, such as cognitive, vocational, career, speech and language, and educational tests do not have to be submitted. If the HSC determines that a proposal falls under Category III review, the researcher will be notified of the additional number of copies that are needed. All Category II and III research also require that key personnel complete appropriate training prior to application approval. These are persons who obtain consent, collect data or have access to the data. Student projects must list at least the student and advisor in the key personnel table with their training completion dates.

For further assistance, contact the Human Subjects Committee office at the address below. Application forms and information concerning University policy and other pertinent Federal policies and guidelines related to research involving human subjects are also available on the Internet at: http://ospa.siu.edu/compliance/human-subjects SIUC Human Subjects Committee Woody Hall C214 Southern Illinois University Carbondale Carbondale, IL 62901-4302 Ph. 618-453-4533 Fax 618-453-8038

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Appendix D Southern Illinois University Human Subjects Committee Application SIUC HSC FORM A REQUEST FOR APPROVAL TO CONDUCT RESEARCH ACTIVITIES INVOLVING HUMAN SUBJECTS Project Title

Architecture and Health

CERTIFICATION STATEMENT By making this application, I certify that I have read and understand the University’s policies and procedures governing research activities involving human subjects. I agree to comply with the letter and spirit of those policies. I acknowledge my obligation to: 1. Accept responsibility for the research described, including work by students under my direction.

2. Obtain written approval from the Human Subjects Committee of any changes from the originally approved protocol BEFORE implementing those changes.

3. Retain signed consent forms in a secure location separate from the data for at least three years after the completion of the research.

4. Immediately report any adverse effects of the study on the subjects to the Chairperson of the Human Subjects Committee, SIUC, Carbondale, Illinois - 618-453-4533 and to the Director of the Office of Sponsored Projects Administration, SIUC. Phone 618-453-4540. E-mail: siuhsc@siu.edu

Researcher(s) or Project Director(s) Please print or type name below signature.

Date

RESEARCH ADVISOR/PROJECT DIRECTOR’S ASSURANCE: My signature on this application certifies that the student is knowledgeable about the regulations and policies governing research with human subjects and that I have thoroughly reviewed the student’s protocol for compliance with university policy. I am aware of my obligations stated on Form A and will be available to supervise the research. When on sabbatical leave or vacation, I will arrange for an alternate faculty sponsor to assume responsibility during my absence. I will advise the Human Subjects Committee by letter of such arrangements.

Researcher’s Advisor or Faculty Sponsor (required for all student projects) Chad Schwartz Please print or type name below signature.

Date

The request submitted by the above-named researcher(s) was approved by the SIUC Human Subjects Committee.

This approval is valid for one year from the review date for non-exempt research. Unless the protocol is approved as exempt, researchers must request an extension to continue the research after that date. This approval form must be included in all Master’s theses/research papers and Doctoral dissertations involving human subjects that are submitted to the Graduate School.

Interim Chairperson, Southern Illinois University Human Subjects Committee

Date

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Appendix D Southern Illinois University Human Subjects Committee Application FORM B-1 STUDY IS PART OF: Thesis/Dissertation ☒ Student Project ☐ Faculty Research ☐ Other ☐

Undergraduate Project (See the Guide for Researchers 7.3 for more information) ☐

PROJECT TITLE Architecture and Health PRINCIPAL INVESTIGATOR Kauffman

Kelsey

Last

First

407 W College Street Apt. 4

Phone Number

IL

City

Department

3092297096

Campus (if applicable) or Street Address

Carbondale

SIU School of Architecture

State

62901

Zip

kelseydkauffman@siu.edu E-mail Address

*All Key Personnel (must include advisor) and training completion record if required.

Name Ex) Jane Doe Chad Schwartz

Role on Project

Training completion date and tutorial (CITI or NIH)

PI Advisor

6/22/2011

NIH

*Key personnel are any individuals considered engaged in research. Examples include obtaining consent, obtaining or recording private behavior, analyzing identifiable data, etc. Any changes in personnel during the project require written notification to the Human Subjects Office.

Are any of the above listed personnel not affiliated with SIUC as either paid staff or student? ☐Yes ☒No If yes, please list these personnel above and their non-affiliation under “Role on Project” column.

POTENTIAL CONFLICT OF INTEREST: Do any investigators or key personnel in this research now have, or expect to have during the term of the project, any financial interest in a business entity that could reasonably be expected to bias the activities described in this application, or that could create a perception of bias on the part of the investigators?

NO☒ YES☐ If yes, please describe the business entity and explain the relationship in an attached statement.

IS THIS STUDY GRANT FUNDED? ☒No ☐Yes If yes, funding source Grant Proposal or BP # If grant funded, include the narrative section from the proposal that describes the human subjects research.

Mark ☐ No ☐Yes if this section is attached to this application.

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Appendix D Southern Illinois University Human Subjects Committee Application FORM B-1 (continued) Answer the following: ➢ Average time required for an individual subject’s participation. 10-15 minutes once (min/hrs per days/weeks)

➢ Number of subjects to be involved in the study. 40-60students (2-3 Classrooms) ➢ Approximate date when research subjects will be contacted. January, 2017

(Must be after anticipated approval date; allow at least two weeks following submission of application.)

➢ Approximate ending date for involvement of research subjects. January, 2017 Will any subject be audio or videotaped?

(If yes, see special requirements.)

☐Yes ☒No

Are you planning to solicit subjects for participation by email? (If yes, see special requirements.)

☐Yes ☒No

Will you access subjects’ protected health information?

(If yes, see special requirements.)

☐Yes ☒No

Will non-English be used in either the consent or data collection process?

(If yes, include both language versions. Include a letter which verifies the accurate translation from an unbiased individual with expertise in the native language.)

If you are a graduate student, has your faculty committee approved your project’s methodology? (If no, please do not submit your application until they have approved it.)

Does this project require procurement, administration, or laboratory testing of controlled substances?

☐ Yes ☒ No

☒Yes ☐No

☐Yes ☒No

If yes, what is the name of the person who is or will be licensed to obtain controlled substances?

Name: Illinois Department of Financial and Professional Regulation Controlled Substances License # : (if still in process, type “pending”) United States Drug Enforcement Agency Registration #: (if still in process, type “pending”)

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Appendix D Southern Illinois University Human Subjects Committee Application FORM B-2 SCREENING QUESTIONS The following questions are designed to help you and the HSC determine the review level category of your project.

Please indicate the appropriate answer to all questions.

1. Is this research designed to study typical educational practices (e.g., instruction, classroom management)? ............................................................... ☐Yes☒No If so, will the research be conducted in an established educational setting? ............. ☐Yes ☐No 2. Does this research consist solely of giving published/standardized tests, survey or interview procedures, or observation of public behavior? ......................................... ☒Yes ☐No 3. Will the subjects be anonymous? (Anonymous means that data is recorded in a way that it can never be linked to the subject it came from. Confidential means that measures will be taken to record the data in a manner that it is not linked to the subject, but a link could potentially be made.)…………………………………. ☐Yes ☒No 4. If information about subjects is disclosed, including personal characteristics and other information gathered during research, can you ensure that they will not be at risk for damage to their financial standing, employability, or reputation? . .............. ☒Yes ☐No 5. Does this research involve the collection or study of existing data, documents, records, pathological or diagnostic specimens where : a. their sources are publicly available? ..................................................................... ☐Yes ☒No b. the data cannot be linked to identifiable subjects? ................................................ ☐Yes ☒No 6. Does this study involve deception (i.e., withholding from or giving false or misleading information to subjects)? ...................................................................☐Yes ☒No 7. Will procedures cause any degree of discomfort, harassment, invasion of privacy, risk of physical injury, threaten the dignity, or otherwise potentially harm subjects? ...................................................................☐Yes ☒No 8. Will subjects be interviewed in a focus group setting?

.......................................☐Yes ☒No

9. Are subjects from any of the categories listed below? a. Minors (less than 18 years of age) .......................................................................☒Yes ☐No b. Prisoners or persons who are under criminal sanctions ....................................☐Yes ☒No c. Persons with diminished mental capacity (e.g., mental retardation, neurological, psychiatric, or related disability) ...................................................☐Yes ☒No d. Persons in a residential program (e.g., hospital, developmental center, group home, etc.) .................................................................................................☐Yes ☒No e. Clients of a human service program (e.g., counseling center, clinic, etc.) ..........☐Yes ☒No If you answered “yes” to any of the questions 1 through 5 and “no” to all the questions 6 through 8, complete Form C for Category I review.

If you answered “yes” to any of the questions 6 through 9, complete Form D for Category II or III review.

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Appendix D Southern Illinois University Human Subjects Committee Application FORM D FOR CATEGORY II OR III NON EXEMPT REVIEW Please provide the information requested below. Your responses should be concise and, insofar as possible, be in nontechnical language. Items that do not apply to your research should be designated “N/A” for “Not Applicable.” Do not submit more than 5 additional pages, excluding attachments. Do not send copies of a prospectus.

I.

PURPOSE: Describe the general purpose of the study.

The general purpose of the study would be to gain a base understanding of what elementary school children believe is healthy and healthy behavior.

II.

INFORMATION ABOUT POTENTIAL SUBJECTS: A.

Describe your POTENTIAL SUBJECT POOL. The potential subject pool would be kindergarten and first grade students from Germantown Hills Elementary School in Germantown Hills, Illinois.

B.

IDENTIFICATION: Describe specifically how potential subjects’ names will be obtained (e.g., from what membership lists, class lists, telephone books, etc.) and how you will have access to these lists. If subjects will not be identified from public sources, you should get signed approval from the designated authority to recruit subjects, conduct the study, or use existing data prior to conducting the research.

Include 3 copies of any advertisement(s) to be used.

The potential subjects would be obtained by contacting the principal of Germantown Hills Elementary School and some of the teachers to gain acceptance to interview the students.

C.

RECRUITMENT: 1.

2.

3.

D.

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After subjects are identified, how will they be recruited (i.e., by mail, phone, classroom presentation, personal contacts, etc.)? classroom presentation Who will recruit subjects (researcher, third party, clinic secretary, etc.)? researcher If you are associated with the subjects (e.g., your students, employees, clients, patients), explain the nature of the association and how you will arrange to have a third party solicit their participation in your study. n/a

INCLUSION CRITERIA: Outline what determines your choice of subjects, justifying the involvement of any special populations. If the project will involve another institution or business, you must obtain letters of permission or cooperation—on the institution’s letterhead—to use their facilities and interact with personnel there. The letter must be sent to the Human Subjects Committee prior to beginning your study.

Elementary aged students are the main choice of subjects because that is the age of students determined by research to have great possible positive impact on families. It is also an age where research is scarce, unlike health impacts on teens or adults.

ATTN: Attached is a letter from the institution, Germantown Hill’s Elementary School, giving permission of the study.

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Appendix D Southern Illinois University Human Subjects Committee Application FORM D continued III.

LOCATION OF RESEARCH: Exactly where will research be conducted (e.g., Lawson 121, subject’s home, via mail, etc.)?

Classroom at Germantown Hills Elementary School If research will be conducted in a classroom or service delivery setting, will it require any activity that is not part of the normal class or service delivery ?

No, because students are given verbal instructions and worksheets to test their knowledge daily.

IV.

CONFIDENTIALITY: How will data be recorded to ensure anonymity/confidentiality of subjects (e.g., substituting numbers for names, keeping data in locked files, not identifying individuals in reports, etc.)? NOTE: If you assign a number, it must not be the Social Security number.

The students will be asked to not write their name on their paper. Student’s names are not important and will not be disclosed.

A. Will you keep a sheet that will match the random number with any identifying type of information? N/A If you will, the code listing and data must be kept in separate and secure locations. Where will the data be kept (indicate building and room if on campus or physical address of other location)?

N/A B. Will you destroy the code list upon completion of the study?

N/A C. Who will have access to the code list and the gathered data? Include this information in the cover letter/consent form.

The researcher and faculty advisor will be the only ones to have access to the gathered data.

NOTE: You cannot guarantee confidentiality. Use a statement such as “We will take all reasonable steps to protect your identity.” Do not confuse confidentiality with anonymity. Anonymity applies only when subjects’ identities cannot be known.

V.

FOLLOW-UP: Is a subject follow-up anticipated? no If it is, state for what reason and include this information in the cover letter/consent form. Attach 3 copies of all materials used in the follow-up.

VI.

METHODOLOGY: A. Describe any form of COMPENSATION to subjects (e.g., money, grade, extra credit, etc.) n/a If extra credit or grade is given to subjects who participate in the project, what alternative opportunity for extra credit or grade is provided to students who choose not to participate? .......... n/a C. What do you INTEND to do with the data collected (e.g., publish data, present paper) Utilize the data in a thesis defense and paper.

D. Describe what SUBJECTS will be asked to do.

The subjects will be asked to circle the best picture option or draw a picture of what subjects believe is healthy.

Example: What is most healthy? Picture of Soda or Picture of Water?

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Appendix D Southern Illinois University Human Subjects Committee Application FORM D continued E. Describe all MEASUREMENTS/ PROCEDURES. Attach 3 copies of any questionnaires, measurement instruments, and interview protocols to be used. Describe the procedures that the researcher will use with the subjects.

The researcher will hand out a survey with pictures on it to students and ask them to circle the picture or draw a picture that best describes the question printed on the sheet and verbally read to the students, as some may not be able to read the question.

If you have more than one group in the study, how many subjects will be in each group?

18-22 students will be in each group Will any group receive less than standard practice? no Will the test results be disseminated to the subjects (and/or their parents or guardians)? no If so, explain the qualifications of the person(s) interpreting the results. n/a F. Describe any type of ELECTRICAL EQUIPMENT that will be connected to the subjects. n/a Attach a signed and dated letter from the individual who checked the equipment for electrical safety. The letter must include the person’s name and qualifications and the types and results of the safety checks performed.

G. If the project involves AUDIO/VIDEO TAPING, provide an explanation of the need for taping, the location where tape(s) will be stored, the specific intended uses of the tape(s), the person(s) who will have access to the tape(s), and when or if tape(s) will be erased. n/a You should include a sentence at the end of the consent form that reminds subjects that their signatures give the researcher permission to audio/video tape the research sessions. If you want to quote subjects in your report, include a sentence at the end of the consent form requesting permission to attribute quotes to them. Subjects must be given the right to agree or to refuse to be quoted.

G. If the project involves procedures that are considered to be MORE THAN MINIMAL RISK (e.g., obtaining blood samples, information on sensitive issues such as illegal drug use, treatment involving drugs, psychological manipulation, more than moderate exercise, etc.), describe these procedures in detail, including the qualifications/certification of the person(s) who are administering/assisting with the data collection. n/a VII.

CONSENT: Describe how consent will be obtained (i.e., how, where, and when the study will be explained to the subjects) and how subjects will indicate their consent.

Consent will be obtained through parental consent forms and from the principal and teachers at the school. When administering the survey, participants will be told that this is a volunteer survey and have the right to leave at any time.

If your subject pool includes special populations who lack the capacity to give valid/legal consent, a substitute consent form should be provided for guardians. A copy of the consent form or, in the case of a mailed survey, a cover letter explaining the project, must be offered to each subject. If you are requesting a waiver of the written/signed consent, describe the alternative method you plan to use to obtain consent. n/a

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Appendix D Southern Illinois University Human Subjects Committee Application

FORM D continued VIII.

EXISTING DATA: If you are using existing/secondary data, describe how you have obtained permission to access these data and include a letter from an authorized individual stating that you have permission to access these data. n/a If the subject’s personal files (school, medical, etc.) will be read, where are the files kept and who will gather the information? n/a Has permission been obtained to gather this information? n/a Do the subjects (and/or their parents or guardians) know that these files will be read? If not, explain. n/a

IX.

RISK ASSESSMENT: A. Describe any RISKS TO THE SUBJECT that might arise from participation in the study. Subjects should be protected against injury and invasion of their privacy, and their dignity should be preserved. Risks fall under the following categories: physical, psychological, social, economic, legal, and other. Please assess the risks involved in this research.

There is little to no risk to participants taking the survey.

B. When visual or auditory stimuli, chemical substances, or other measures might affect the health of subjects, a STATEMENT FROM A PERSON QUALIFIED TO EVALUATE RISKS FOR SUCH CONDITIONS will be required by the Human Subjects Committee.

C. Describe STEPS you will take TO MINIMIZE RISK, as well as PROTECT SUBJECTS’ RIGHTS, WELFARE, AND PRIVACY, including how subjects will be informed of the risks to which they will be subjected.

One or multiple employees from Germantown Hills Elementary will always be present. Parenteral consent. Questions will be age appropriate using visual and verbal prompts. Answers to the questions will be kept in a confidential folder and will be discarded appropriately at the end of the thesis defense.

X.

ATTACH A COPY OF EXACTLY WHAT THE SUBJECTS WILL BE TOLD/READ PRIOR TO INVOLVEMENT IN THE STUDY (i.e., verbal script, handout, etc.).

XI.

ATTACH CONSENT FORM. If project involves minors, attach parental consent form.

XII.

ATTACH COVER LETTER to be sent to prospective subjects – if needed for subject recruitment.

XIII.

ATTACH SEPARATE CHILDREN’S ASSENT FORM – if project involves minors.

XIV.

ATTACH DEBRIEFING STATEMENT – if project involves deception. Also describe the nature of the deception, why it is necessary, and how subjects will be debriefed. Include any feedback–educational or otherwise–that subjects will receive.

Revised 2016

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Appendix D Southern Illinois University Human Subjects Committee Application November 22, 2016

To Whom It May Concern,

My name is Kelsey Kauffman and I am a graduate student through the School of Architecture at Southern Illinois University Carbondale. I am currently in the process of conducting research for my graduate thesis about the correlation between architecture, food deserts, and obesity. Chad Schwartz is my supporting faculty advisor.

The reason I am contacting the SIU Human Subjects committee is to ask permission to conduct research on elementary students at Germantown Hills Elementary School in Germantown Hills, Illinois. Elementary school children have been selected to compliment already obtained research of preteen, teenager, and adult understandings of a healthy lifestyle.

Children will be asked to participate in a research study about healthy eating habits. The purpose of the study is to gain a base understanding of what children see as healthy to eat and engage in. The data will then be used for a graduate thesis to propose a design of a school that will promote healthy lifestyles.

Students will be asked to circle the option they see believe is the healthiest. There will be no personal or sensitive questions asked. The questions will be about food intake and after school activities.

Participation in this study does not involve any physical or emotional risk to the children beyond the normal classroom setting and is voluntary. Parents and children will be notified that the student may withdraw from this study at any time and will not be penalized in any way or lose any sort of benefits for deciding to stop participation.

Participation should take about ten to fifteen minutes of the students’ time with consent from the teacher to come into the classroom. Not only will there be consent from the teacher, but the principal of the school has given consent for the study to be conducted.

Results of this study may be used in publications and presentations including final thesis dissertations.

Students will be asked to not write their name on any paper, as to not be able to relate any data specifically to your child. Only the research faculty advisor and I will have access to the raw data. The data reported will be out of a percentage of total participants. After the final thesis defense, all paperwork will be properly shredded and discarded appropriately. All reports based on this research and written by the researcher will maintain the confidentiality of individuals in the group. Only group data will be reported and no names will be used.

Please see the attached documents including the survey, parental consent form, child assent script, and institution consent form. If anyone has any questions about the survey or research, please feel free to contact me directly at 309.229.7096 or kelseydkauffman@siu.edu.

Thank you for the opportunity to conduct research.

Kelsey D. Kauffman

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Appendix D Southern Illinois University Human Subjects Committee Application

Parental Permission for Child’s Participation in Research Southern Illinois University Carbondale Graduate School of Architecture

Study Title Architecture and Health: How Architecture Can Positively Impact the Health of Its Users Principal Investigator Kelsey Kauffman, Southern Illinois University Carbondale Graduate School of Architecture Candidate.

Purpose Your child is being asked to participate in a research study about healthy eating habits. The purpose of the study is to gain a base understanding of what children see as healthy to eat and engage in. Examples of both include, is fruit or cake a healthier option, is sports or video games a healthier option? The data will then be used for a graduate thesis to propose a design of a school that will promote healthy lifestyles.

Participation Procedures Your child will be asked to circle or draw the option they see believe is the healthiest. There will be no personal or sensitive questions asked. The questions will be about food intake and after school activities. Participation should take about ten to fifteen minutes of your child’s time with consent from the teacher to come into the classroom.

Selection Criteria Your child has been selected for the research study because they are in elementary school.

The research to be gained through this study will compliment already obtained research of preteen, teenager, and adult understandings of a healthy lifestyle.

Risks Your child’s participation in this study does not involve any physical or emotional risk to your child beyond that of everyday life.

Benefits Your child is not likely to have any direct benefit from being in this research study. This study is designed to learn more about children’s knowledge on health.

Identity Protection Results of this study may be used in publications and presentations including a final thesis dissertations. Your child will be asked to not write their name on any paper, as to not be able to relate any data specifically to your child. Only the researcher and research faculty advisor will have access to the raw data. The data reported will be out of a percentage of total participants.

After the final thesis defense, all paperwork will be properly shredded and discarded appropriately. We will take all reasonable steps to protect your identity.

All reports based on this research and written by the researcher will maintain the confidentiality of individuals in the group. Only group data will be reported and no names will be used. Since a focus group involves a group process, all members of the group will be privy to the 1

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Appendix D Southern Illinois University Human Subjects Committee Application discussions that occur during the session; therefore, absolute confidentiality on the part of the participants, themselves, may be difficult to ensure.

Child’s Rights as a Research Participant Participation in this study is voluntary. Your child may withdraw from this study at any time -you and your child will not be penalized in any way or lose any sort of benefits for deciding to stop participation. If you and your child decide not to be in this study, this will not affect the relationship you and your child have with your child’s school in any way. Your child’s grades will not be affected if you choose not to let your child be in this study.

Contact Information If you or your child have any questions about the survey, data, or thesis, you may contact either the researcher or faculty advisor.

Parents, please be aware that under the Protection of Pupils Rights Act (20 U.S.C. Section 1232(c)(1)(A)), you have the right to review a copy of the questions asked of or materials that will be used with students. If you would like to do so, you should contact Kelsey Kauffman or Chad Schwartz, as mentioned in the contact section, to obtain a copy of the questions or materials.

Researcher Kelsey Kauffman, SIU School of Architecture Graduate Candidate Email Address: kelseydkauffman@siu.edu Telephone Number: 309-229-7096 Faculty Advisor Chad Schwartz, SIU School of Architecture Faculty Email Address: chad.schwartz@siu.edu Telephone Number: 618.453.1228 SIU Human Subjects Committee Approval Statement This project has been reviewed and approved by the SIUC Human Subjects Committee.

Questions concerning your rights as a participant in this research may be addressed to the Committee Chairperson, Office of Sponsored Projects Administration, Southern Illinois University, Carbondale, IL 62901-4709. Phone (618) 453-4533. E-mail siuhsc@siu.edu

Please feel free to do as you wish with the first two forms. It is recommended you keep the forms in case you have any questions. Please sign and return the following form by January 10 to your child’s teacher. Thank you for you and your child’s help and participation.

2

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Appendix D Southern Illinois University Human Subjects Committee Application Parental Permission for Child’s Participation in Research I have read the material above, and any questions I asked have been answered to my satisfaction. I understand this form will be made available to me for the relevant information and phone numbers. I realize that my child may withdraw without prejudice at any time. If I have additional questions, I have been told whom to contact.

Consent to Quote from Study I may wish to quote from the study with your child either in the presentations or articles resulting from this work. A pseudonym (fake name) will be used in order to protect your child’s identity.

Initial one of the following to indicate your choice: _____ (initial) I agree to allow researches to quote my child. _____ (initial) I do not agree to allow researches to quote my child.

Consent to Participate in Study Initial one of the following to indicate your choice: _____ (initial) I agree to allow my child to participate in the educational research study described above. _____ (initial) I do not agree to allow my child to participate in the educational research study described above.

Parent/Legal Guardian’s Name (printed) and Signature

Date

Name of Student

Date

3

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Appendix D Southern Illinois University Human Subjects Committee Application

Child Assent Script

Southern Illinois University Carbondale Graduate School of Architecture Hi my name is Kelsey Kauffman and I am Mrs. Kauffman’s daughter. I am going to school to become an architect and am studying about how kids can be healthy.

I have some questions to ask you. If you want to, you can try answering these questions. If you decide to answer our questions, we will read the question to you and ask you circle as many answers as you would like on the paper that we give you. We will also ask you to draw a picture. Take your time. It will take about 10 to 15 minutes.

Would you like to hear some more about the questions?

[If yes, then:] Well, you might find it a little boring, or you might find it kind of interesting or fun. Some of the questions might be hard, but don’t worry. There is no wrong answer.

We will be asking you about food and exercise.

We would like to understand what you think is healthy so architects can build buildings the best way that they can.

You get to decide if you want to do this. It will not make any difference to your grades in school. If you try it and decide that you want to stop, that’s OK too. Just tell me that you would like to quit.

Do you have any questions about the questions you will be asked?

If you don’t have any questions now, you can still ask me at any time, okay? You can also ask Mrs._____ or Mr. _____ (teacher) at any time.

Would you like to answer some questions now, or would you rather not?

I would like to hand these out to those of you who would like to participate right now.

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Appendix D Southern Illinois University Human Subjects Committee Application

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