Kylee Smith Thesis Book

Research + Design for a Supportive Community Center to be Used by Women + Children Experiencing Homelessness Kylee Smith Interior Architecture and Product Design Final Thesis Report Kansas State Univeristy

PART ONE: RESEARCH acknowledgments

01 02 03 04 05 06

Project introduction Goals + objectives Methodology Demographics + users Precedent studies Site + building analysis

PART TWO: DESIGN

07 08 09 10 11 12

Programming Code issues Generative Intent Schematic Design Design Development Final Design Bibliography

Acknowledgments Thank you first and foremost to my studio professor Vibhavari Jani. Vibha has been extremely helpful with this project since the early stages of research. After Spring break studio transitioned to Zoom due to the Covid- 19 pandemic. I never would have imagined finishing my final thesis like this. It has been hard in quarantine to stay motivated everyday but Vibha always made sure to keep “the fire” ,as she says, going inside of us to push through and finish Thank you to Dr. Jill Pable for assisting me as my thesis advisor. Jill Pable is a licensed interior designer and a professor at Florida State. She created the website Design Resources for Homelessness. Her research is what I stumbled upon to begin the direction of this book. Her research was a huge resource in understanding the issue and how we as designers can help. It was a great place for me to begin and expand on. I am honored to be able to work with her.

Thank you to Nathan Howe for leading me through the process of writing the first half of this book, providing design expertise, and pushing me to do better work than I knew I was capable of.

Thank you to Michelle Wempe for inviting me on her class trip to a local emergency shelter and allowing me to critique her students on their homelessness solution project.

Thank you Becky Milks for showing me around Synergy Children’s Shelter in Kansas City and giving me a perspective from someone who works within trauma informed design.

Thank you Shelley Cooper for giving me an extremely in depth tour of Primo Women and Children’s shelter and sharing your input with me.

Lastly, thank you to all of my friends and family who have supported me through this.

I could not have accomplished any of this without your support, encouragement, and company.

PART ONE: RESEARCH

6

Breaking the Cycle + Building the Circle

7

01 8

Project Introduction

9

Introduction Wake up. Drive to the train station. Take the train into the city. Walk to work.

Repeat. The daily commute is a rhythm that humans perfect. Getting from place to place on autopilot without having to give it a second thought. What if during the last step on the walk to work, you’re faced with a pattern so disturbing it forces you out of autopilot?

Everyday, during my city walk in Chicago, I passed a woman begging for help to get through the weekend, a single mother squatting down on the sidewalk crying for help, a veteran asking for food or water, a man in a wheelchair with no legs asking for a dollar, a man with a cat and a dog holding a cardboard sign, teens drumming on old paint buckets to earn enough for food that day, or a man sleeping in the patch of landscaping along the edge of the street. Everyday seeing these familiar faces flooded me with emotions. Sadness, compassion, and even guilt. What made me any better than these people? Who is out there helping them?

Problem statement The homeless problem in Chicago is overwhelming. Homelessness comes in a variety of degrees of severity and affects people for a number of different reasons. Because of this, most solutions to housing for these people focus on a particular demographic and state of homelessness. Women and children who are experiencing homelessness fill a specific niche of design. As stated in Mothering Without a Home, “ Homeless parents have particular challenges in providing a stable, secure environment for their children that can foster a secure attachment with all its implications for later life. These parents themselves almost always have a chaotic life, filled with trauma and dislocation, and themselves often had insecure attachments as children� (Smolen 2013).Their environment must be meticulously chosen and completely backed by research to aid in overcoming psychological trauma and assist in the developmental growth of children affected.

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Proposal A transitional shelter will be designed and built in Chicago. It will be located in close proximity to public transportation and healthcare. It will be built in the shell of an existing vacant building and the exterior massing will blend into the area. The program will serve as part community resource programs and part residential dormitory style housing. The shelter should serve as a home and support system for these particular users and improve their quality of life while instantaneously working towards a self sustained long term solution of stability.

The facility intends to provide a safe, comfortable environment for its’ residents. While residing in the facility, mental health and personal development will be strongly focused on. Mothers will be taught how to understand and relate to their children in order to become better parents. Children will be monitored in their mental and emotional development.

Addressing the younger generation should in theory decrease the chances of homelessness passing to the next generation as the residents will have a better sense of self and be more aware of the resources they have to succeed.

Background Women and children who are experiencing homelessness have somewhat different needs than the general homeless population. Their environment must be meticulously chosen and completely backed by research to provide a healing environment for those who have experienced psychological trauma and assist in the developmental growth of children. The book Mothering Without a Home: Attachment Representations and Behaviors of Homeless Mothers and Children will be used heavily as a resource. The introduction of the book states “This book tells the story of how psychoanalytic psychotherapy and psychoanalysis, and psychoanalytically informed research, may promote the understanding of attachment behaviors and their meanings. This allows us to help homeless mothers and children form healthier relationships, with the goal of confronting trauma and beginning the healing process.� (Smolen, 2013)

11

02 12

Goals + Objectives

13

Shelter

Framework

Outcome

14

Generational Improvement

Housing for one mother and 1-4 children.

Therapy for both mother and child. Day care. Activities and focus on forming strong attachment between mother + child.

Comfortable housing for the users.

Child learns life skills in the shelter and as a result is less likely to fall back into the cycle as an adult.

Healing + Development

Self stability + Knowledge of resources

Community Engagement

Therapy and meditation taught. Self care taught. Self development workshops.

Educated in their government and community resources. Taught how to be self sufficient. Finances taught and money saved while living in shelter.

Community members teach lifeskills and give workshops.

Stress management skills and confidence gained.

Users are able to re-enter society and economy.

Networking and learning.

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General goals The general goals for this project are to create a transitional shelter for women and children that use research backed design considerations to promote breaking the cycle of homelessness.

Safety goals Safety goals will be a crucial project component. The shelter should be providing security and safety inside and out of the building. Doors and rooms should be secure from the outside. Personal storage should be kept secure. Residents should feel safe. There are to be adequate sight lines throughout the building. The residents should feel safe but not watched. Security cameras will be needed. All spaces should be ADA accessible for people with disabilities.

Programming goals Program Goals will be strongly related to the supportive services provided. There should be an age appropriate play space for children of all ages. This space should be tactile and follow the theory of child development.

A kitchen should be accessible to the residents so that they can cook their own food. It is important that the program allow the residents to follow their usual productive routines as closely as possible.

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Environmental Psychology Environmental Psychology Goals will be referenced in all design decisions. A couple of important goals for this area would be to have access to natural daylight, and to provide views in each room to nature or promoting biophilia in some way. It is important that the space uses trauma informed design. According to Design Theory and Psychology IAPD 815, Environmental psychology studies the human- environment relationship on a three level analysis: 1. Fundamental psychological processes of perception, cognition, and personality as they filter and structure each individual’s experience of the environment 2. Social management of space related to personal space, territoriality, crowding, and privacy 3. The effect of the physical setting on complex but common behaviors in everyday life ( such as working, learning, and participating in daily activities in the home or community) and our relationship with the natural world.

Human Development Human Development will be looked at from multiple directions including: the parents as teachers model. The Parents as Teachers Model works with the Sociocultural perspective in psychology. The design considerations of the Sociocultural perspective are “social conditions, such as status, gender norms, and expectations, operate in conjunction with cultural traits, such as ethnicity, heritage, and tradition, to produce certain behaviors.”(Design Theory and Psychology, IAPD 815) For example, Mothers often teach their daughters social morality so that their daughters can grow up to be productive citizens. The scope of the project in regards to the bronfenbrenner theory model (as seen on the right) will be on the microsystem and the individual. The space itself will seek to provide a conducive microsystem environment while the programs implemented within will seek to promote human development individually. Overall Maslow’s hierarchy of needs should be addressed at every level.

17

03 18

Methodology

19

Evidence Based Design What is evidence based design?

Evidence-based design is the process of basing decisions about the built environment on credible research to achieve the best possible outcomes.

Measure post occupancy perforfomance results

Define EBD goals & objectives

Monitor implementation of design & construction

Find sources for relevant evidence

The evidence based design process Critically interpret relevant evidence

Collect baseline performance measures

Develop a hypothesis

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Create & innovate EDB concepts

Psychology What is human psychology?

Human psychology focuses on various categories such as perception, learning, cognitive psychology, intelligence, and Neuropsychology: how the brain is structured and how different parts of it have different functions. (Woodford, 2020)

What is cognitive psychology?

Behavior usually starts with sensory perception: the way your five main senses (vision, hearing, smell, touch, and taste) feed information into your brain. Sensory perception takes in information as “input,” processing and storing it in various ways, and then producing “output” (some kind of visible behavior); this approach is known as cognitive psychology. (Woodford, 2020) Information is stored in the brain as spatial networks called cognitive maps. These structures link recall of experiences with perception of present events, ideas and emotions. It is through these neural networks that humans know and think about the environment, plan and carry out their plans. (De Young, Alexander, & Fairbridge, 1999)

What is developmental psychology?

Developmental psychology concerns how babies develop into children and adults, how they turn specific, concrete examples of things they see around them into much more general, abstract principles (the rules by which we have to live to survive), and the relative importance of “nature” (genetic factors—things we’re born with) and “nurture” (environmental factors—things we’re taught and learn). (Woodford, 2020)

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Bronfenburner’s Theory What is Bronfenburner’s theory?

American psychologist, Urie Bronfenbrenner, formulated the Ecological Systems Theory to explain how the inherent qualities of children and their environments interact to influence how they grow and develop.

Microsystem: Interactions within the microsystem typically involve personal relationships with family members, classmates, teachers and caregivers. How these groups or individuals interact with the children will affect how they grow. How children react to people in their microsystem will also influence how they treat the children in return. More nurturing and more supportive interactions and relationships will understandably foster they children’s improved development. (Marsh et al., 2020) Mesosystem: According to Bronfenbrenner’s theory, if a child’s parents are actively involved in the friendships of their child, for example they invite their child’s friends over to their house from time to time and spend time with them, then the child’s development is affected positively through harmony and like-mindedness. However, if the child’s parents dislike their child’s peers and openly criticize them, then the child experiences disequilibrium and conflicting emotions, which will likely lead to negative development. (Marsh et al., 2020)

Exosystem: People and places that children may not directly interact with may still have an impact on their lives. Such places and people may include the parents’ workplaces, extended family members, and the neighborhood the children live in. (Marsh et al., 2020) Macrosystem: This ecological system is composed of the children’s cultural patterns and values, specifically their dominant beliefs and ideas, as well as political and economic systems. (Marsh et al., 2020)

macrosystem Attitudes and ideologies of the culture.

exosystem mesosystem Social Services

Industry

microsystem Peers

Family

individual Sex, Age, Health School

Church

Mass Media Health Services

Local Politics

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Neighbors

Maslow’s Hierarchy What is Maslow’s hierarchy?

Maslow believed that people have an inborn desire to be self-actualized. Self-Actualized defined by dictionary.com -- the realization or fulfillment of one’s talents and potentialities, especially considered as a drive or need present in everyone. In order to achieve these ultimate goals, a number of more basic needs must be met such as the need for food, safety, love, and self-esteem.

Deficiency Needs vs. Growth Needs: Maslow believed that these needs are similar to instincts and play a major role in motivating behavior needs.

Satisfying these lower-level needs is important in order to avoid unpleasant feelings or consequences.

Maslow termed the highest level of the pyramid as growth needs. These needs don’t stem from a lack of something, but rather from a desire to grow as a person. (Cherry, 2019)

Deficiency needs: • • • •

Physiological Security Social Esteem

Self-fulfillment needs

SelfActualization achieving ones full potential, including creative activities

Growth needs: • Self-actualization Psychological needs

Esteem needs prestige and feeling of accomplishment

Belongingness and love needs intimate relationships, friends

Basic Needs

Safety needs security, safety

Physiological needs

food, water, warmth, rest

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Trauma Informed Design What is trauma informed design?

Trauma-informed design is about integrating the principles of trauma-informed care into design with the goal of creating physical spaces that promote safety, well-being and healing. (Gill, 2019)

Key principals for trauma informed approach: 1. Safety 2. Trustworthiness and Transparency 3. Peer Support 4. Collaboration and Mutuality 5. Empowerment, Voice and Choice 6. Cultural, Historical, and Gender Issues (Chilcoat, Schladale, Carraway Wilson, & Faulkner, 2020)

How to avoid retraumatization: Recognize +

Realize

+

Respond

How to create safety: Provide choice & control • Be curious not analytical • Clear expectations • Shared group values • Clear boundaries • Visual stimulation • Use music 24

• Modulate tone of voice • Regulate speaking tempo • Smaller non-verbals • Model breathing • Transition rituals (Chilcoat, Schladale, Carraway Wilson, & Faulkner, 2020)

=

safety

Mindfulness What is mindfulness?

“Mindfulness means maintaining a moment-by-moment awareness of our thoughts, feelings, bodily sensations, and surrounding environment, through a gentle, nurturing lens. Mindfulness also involves acceptance, meaning that we pay attention to our thoughts and feelings without judging them—without believing, for instance, that there’s a “right” or “wrong” way to think or feel in a given moment. When we practice mindfulness, our thoughts tune into what we’re sensing in the present moment rather than rehashing the past or imagining the future.” (Kabat-Zinn 2010)

How can mindfulness effect health?

Studies have shown there to be benefits against conditions such as: • Fibromyalgia • Psoriasis • Anxiety • Depression • Post-traumatic stress disorder

How can mindfulness effect happiness?

Psychologist Martin Seligman (University of Pennsylvania) and Christopher Peterson (University of Michigan) while pursuing positive psychology research, examined the path of engaging fully inspired from the influential research by Mihaly Csikszentmihalyi. “For decades, Csikszentmihalyi explored people’s satisfaction in their everyday activities, finding that people report the greatest satisfaction when they are totally immersed in and concentrating on what they are doing — he dubbed this state of intense absorption “flow.” Doing good. Searching for meaning outside yourself, tracing back to Aristotle’s notion of eudemonia, which emphasized knowing your true self and acting in accordance with your virtues. Through focus groups and testing hundreds of volunteers, they found that each of these pathways individually contributes to life satisfaction.” (Harvard Health Publishing)

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Environmental Psychology What is environmental psychology?

Environmental psychology examines the interrelationship between environments and human behavior. The field defines the term environment very broadly including all that is natural on the planet as well as social settings, built environments, learning environments and informational environments. (De Young, Alexander, & Fairbridge, 1999)

How can environmental psychology affect stress?

Stress can be defined as “the failure of preference, including in the definition such cognitive stressors as prolonged uncertainty, lack of predictability and stimulus overload. Research has identified numerous behavioral and cognitive outcomes including physical illness, diminished altruism, helplessness and attentional fatigue.“ (De Young, Alexander, & Fairbridge, 1999) Psychological stress occurs when a person’s perception of the environment is above or below her capacity of adaptation, which challenges or threatens well-being (Ulrich, 1986; Cohen et al., 2007).

How can environmental psychology create more supportive environments?

Humans can change their physical or social settings to create more supportive environments where they can manage the flow of information or stress inducing stimuli. People can also endure the stressful period, incurring mental costs that they deal with later, in restorative settings (natural areas, privacy, solitude).

(De Young, Alexander, & Fairbridge, 1999)

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What are preferred environments?

Preferred environments are places where people feel competent and confident. They feel this way because they can make sense of the environment while also being engaged with it. People make sense of their environment through coherence: a sense that things in the environment hang together, and legibility: the inference that one can explore an environment without becoming lost. Being involved and wanting to explore an environment requires that it have complexity: containing enough variety to make it worth learning about and mystery: the prospect of gaining more information about an environment. Preserving, restoring and creating a preferred environment is thought to increase sense of well being and behavioral effectiveness in humans. (De Young, Alexander, & Fairbridge, 1999)

What is a supportive environment? “Safe and supportive environments refer to not only physical needs, but to the social and emotional needs of individuals.

Creating and maintaining such an environment is a process with several interrelated components, such as: understanding positive youth development, being trauma-informed, and ensuring the inclusivity of [all].� (Office of Adolescent Health, 2018)

Internal

Interpersonal

Behavioral

External

healing intention

healing relationships

healthy lifestyles

healing spaces

personal wholeness

healing organizations

integrative care

ecological resilience

27

Biophilia and Wellness What is biophilia?

Biologist Edward O. Wilson coined the term biophilia in his book Biophilia (1984). He defines biophilia as the innate urge of humans to affiliate with nature and other forms of life and life-like processes.

How is biophilia tied to wellness?

Virtual and direct relation to nature and other features such as water, music, and colorful surfaces can be beneficial for psychological and physical health because of the reduction of the stress they promote (Hidalgo) These features can be used as restorative elements. Restorative elements have been shown to produce well being, enhance quality of life and life satisfaction, promote social support, aid in the ability to concentrate, inspire creative play in children, and reduce mental fatigue.

What are some restorative elements that can be used in design?

• • • • • • •

28

Natural water features Natural light Natural colors Natural sounds Natural shapes and forms Natural patterns and processes Vegetation

Color theory What is color theory?

Color Theory- The collection of rules and guidelines for the use of color in art and design, to deliver a psychological message.

What is color harmony?

Harmony can be defined as a pleasing arrangement of parts. In visual experiences, harmony is something that is pleasing to the eye. It engages the viewer and it creates an inner sense of order, a balance in the visual experience. When something is not harmonious, it’s either boring or chaotic. Harmony is a dynamic equilibrium. (Morton, 2019) Nature provides a perfect departure point for color harmony, regardless of whether this combination fits into a technical formula for color harmony.

Green Universal symbolism: Nature, freshness Contemporary symbolism: Ecologically beneficial

Yellow Sunshine,happiness, and warmth

Pink

Red

Pink is associated with girls, blue with boys. Unfortunately, there is no consensus of opinion on its origin.

(Morton, 2019)

We perceive that red areas are moving forward. This may explain why red captures attention.

(Morton, 2019)

29

Five Points Theory What is the five points theory?

Kevin Lynch identifies that there are five points used to construct the built environment. It is these elements that humans use to create mental maps.

1

4 3

2

30

5

Path

Node

Landmark

channels of travel

focal points or intersections

identifiable objects as reference

Edge

District

perceived boundaries

distinguishable sections

Prospect-Refuge What is prospect-refuge theory?

Prospect-refuge theory proposes that humans seek out to satisfy an innate desire when reviewing a space — to have opportunity -prospect whilst being safe- refuge. (Sugihto, 2016)

What are some examples of prospect?

• • • •

An elevated view Mountains Oceans Lakes

What are some examples of refuge?

• • • •

Interior spaces Seating backed up to a wall Caves or overhead planes A physical impediment to hide behind

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Research summary

Human Psychology

Environmental Psychology

1

Developmental Psychology

Trauma Informed

Bronfenburner’s theory

Mindfulness

Prospect refuge theory

biophilia & wellness

4 3

2

Maslow’s hierarchy

Color theory 32

5

Five Points Theory

Evidence based design

Literature Review This literature review was compiled using the sources listed in the bibliography in the back of the book.

Homelessness is a broad category that can be researched in a multitude of fields. People become homeless for many reasons, but most revolve around the fact that they are lacking support: physically, emotionally, or financially. Most shelters provide support physically but there is more recent research in how to support this demographic emotionally and psychologically. To discuss literature written about this topic this analysis will be broken into the following overarching questions.

• • • • •

How does homelessness happen?

Who does homelessness impact?

Where can those experiencing homelessness get help?

How can you design a space for people experiencing homelessness?

What types of resources do shelters offer?

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Literature Review 1. How does homelessness happen?

“Homelessness can happen for a multitude of reasons, including but not limited to, escape from domestic violence, poverty, drug addiction, alcohol addiction, and mental illness.” (Kilmer, R., Cook, J., Crusto, C., Strater, K., & Haber, M. 2012)” Homelessness can be temporary or become chronic. Chronic homelessness happens more often when those affected don’t have a support system. A large emphasis within shelters of teaching life skills will help those experiencing chronic or generational homelessness break out of this cycle.

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2. Who does homelessness impact?

Because homelessness happens for a multitude of reasons, it can impact any one of us. That means men, women, and children of all ages and race are all susceptible. “In their 2011 report, the National Center on Family Homelessness identified families as the fastest growing segment of the homeless population at nearly one-third of the total homeless population.” Rutledge, K. (2016) The age in these children varies but studies indicate that the average child affected is under six years old.

Often people experiencing homelessness are experiencing trauma and are extremely vulnerable.

Homelessness in itself is traumatic and can be a direct result of a separate traumatic event. “Many youth experiencing homelessness have been the target of abuse, witnessed domestic violence, or been exposed to community violence.” (Amooshian 2005; Harber & Toro, 2004)” Over 90% of young homeless mothers have experienced physical or sexual abuse during their lifetime” (Conrad N. Hilton Foundation, 2012) In addition to these statistics, “Homeless mothers have three times the normal rate of post-traumatic stress disorders (PTSD, 36%), twice the rate of drug and alcohol dependence (41%), and twice the rate of major depressive disorders (45%).” (Scappaticci, A., & Blay, L. 2009) Homelessness can become generational if the programs implemented are not successful. “Caregivers raising children under conditions of poverty have been found to be less {nurturing}, less consistent, and less likely to utilize reasoning in their parenting: instead they tend to value obedience, are more punitive, and are more likely to use physical punishment as a means of discipline relative to parents who are not living under conditions of economic disadvantage (Luthar, 1999)” A large percentage of homeless mothers are still developing themselves. Teen pregnancy is more prominent among the homeless population due to lack of sexual education, lack of access to contraception, and sexual abuse. At any age it is important that support is provided to both the parent and the child.

“In their 2011 report, the National Center on Family Homelessness identified Families as the fastest growing segment of the homeless population at nearly one-third of the total homeless population.”

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Literature Review 3. Where can people experiencing homelessness seek help?

There are different forms of housing for different needs. The most basic types of shelters are either drop in day centers or emergency shelters. These are utilized by those who only need a short-term place to stay, or need basic resources like showering, laundry, help obtaining government resources, etc. The duration of stay at these places varies but is generally a few weeks or months. The next type of shelter is a transitional shelter, otherwise known as interim housing. This is defined as “a combination of living arrangements, from dormitory-style wards to rooms housing six to eight people each. Programs emphasize social services, the development of life skills, and job training. Residents undertake programs at the facility intended to help them become independent...The duration of occupancy varies, generally six months, but may be as long as a year or two.” (Davis, 2004). . “Historically, programs for the homeless, such as basic shelters, single room occupancy housing, and housing projects were not designed to offer their residents the type of services transitional housing offers today.” Washington, T. A. (2002) Transitional housing acts as the step between an emergency shelter and permanent or affordable housing. The overall goal of the transitional housing is to prepare the residents with the skills needed to move to a permanent type of housing and break free from homelessness.

“Historically, programs for the homeless, such as basic shelters, single room occupancy housing, and housing projects were not designed to offer their residents the type of services transitional housing offers today.”

“Understanding how the physical environment affects an individual’s sense of identity, worth, dignity, and empowerment is essential to designing supportive and healing environments for trauma-experienced residents or clients.”

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4. What are the specific design guidelines for those experiencing homelessness?

Environmental psychology should be taken into consideration. “Understanding how the physical environment affects an individual’s sense of identity, worth, dignity, and empowerment is essential to designing supportive and healing environments for trauma-experienced residents or clients.” (Berens, M. 2016).

The design of the shelter should follow color theory guidelines and other trauma related studies to reduce triggering in spaces.”Spaces should contain acoustical design solutions to minimize the noise within the room as well as the travel and sound in and out of the room.” Rutledge, K. (2016) This is especially important in counseling and other confidential rooms.

It is important for the residents to feel safe and secure in their shelter.

Keeping the residents safe from the outside and other residents while at the same time implementing a strict set of shelter rules and guidelines is a difficult task. “Employing active and passive security measures, including security cameras, 24/7 staff, and clear way-finding can meet the needs of providing a safe and secure shelter.” (Rutledge, K. 2016) It is not only important for the residents to feel secure inside but outside as well. “The area around the facility should be well lit and provide clear, safe paths to the building. Rutledge, K. (2016) If the space is perceived as open with clear sight lines and barriers, it will increase the sense of safety (Stamps, 2005) There is significant research that family routines should be maintained as closely as possible in the shelter. “One way designers can aid residents of homeless shelters and transitional housing to regain their sense of efficacy is to provide options that allow them some control over the physical environment. Berens, M. (2016).” The shelter should be designed in a way that allows families to function as normally as possible. Creating control and choices in the shelter has shown to help residents feel better about their surroundings. “Ulrich (1991) posited that designing healthcare environments to foster a sense of control with respect to physical- social surroundings would reduce stress and promote wellness.”

Berens, M. (2016).

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Literature Review 5. What types of resources do shelters offer?

When residents arrive at a shelter they meet with a case manager and develop a plan of action to work on during their stay. Case managers are aware of programs both on sight and in the area that they connect the resident to. These services come in many different types. One study ”provides an analysis of the types of programs shelters provide and whether or not they are located on site. Site services shaded in green are ones that at least 75 percent of the transitional housing programs in our sample offer on site-services that should probably be considered the programs “core” service component.” Burt, M. R. (2006). “Other high-demand services include counseling of many types; employment-related services;and life skills training including budgeting and money management, crisis management, scheduling, and daily living skills.” Burt, M. R. (2006).Any resources not located on site should be in close proximity so that they are accessible to the residents. All residents should be supported physically and mentally. There should be support such as child care available so that residents with children are able to accomplish their daily tasks while leaving their children in good hands. The staff that works with the children should be trauma informed and have a strong focus on helping the child form attachments as early as possible to help with child development.

“Site services shaded in green are ones that at least 75 percent of the TH programs in our sample offer on siteservices that should probably be considered the programs “core” service component.”

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service type

at program site

off site, but clear commitment

by refferal only

Case Management

96

4

0

Tenant Stabilizations

87

4

9

Build Support Systems

89

9

2

Basic Needs

75

17

8

Mental Health

34

49

17

Medications

21

19

60

General Health Care

15

32

53

HIV/AIDS Health care

10

30

60

Substance Abuse self-help options

28

42

30

Substance Abuse 12-step oriented treatment services

17

47

36

Relapse Prevention and crisis intervention - substance abuse

28

42

30

Relapse Prevention ad crisis intervention - mental illness and emotional problems

30

49

21

Employment Related - assistance in job placement

60

28

11

Employment Related - Vocational Training

19

51

30

Legal Services

25

43

32

Assistance in accessing housing

79

9

11

Assistance in accessing entitlements

75

15

9

Veterans Service

4

25

72

Assistance in reuniting with family

60

15

25

Daily living skills training

89

9

2

Conflict resolution training

75

17

8

Budgeting and money management training

96

4

0

Representative payee services

4

23

74

Children related- tutoring, after-school, school-support

55

30

15

Children related- Child Care

47

32

21

Family Related- DV, PTSD, Trauma Related

55

34

11

39

04 40

Demographics + Users

41

Homelessness Statistics

10,000

10,000

10,000

10,000

10,000

10,000

10,000

10,000

80,000 People in Chicago are considered homeless

Families are the fastest growing segment of the homeless population

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Homelessness in itself is traumatic and can be a direct result of another traumatic event such as but not limited to: • Escape from domestic violence • Poverty • Drug addiction • Alcohol addiction • Mental illness

Depression / Anxiety

Domestic Abuse

Substance Abuse

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Homeless Mothers Homeless mothers have three times the normal rate of PTSD (post traumatic stress disorder) and two times the rate of depressive disorders.

Homeless mothers have twice the rate of drug and alcohol dependence.

Over 90% of homeless mothers have experienced physical or sexual abuse in their lifetime.

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Homeless Children 2.5 million children are now homeless each year in America. This historic high represents one in every 30 children in the United States.

The average age of children affected by homelessness is six years old.

6 According to a study of youth in shelters, nearly 50% reported intense conflict or physical harm by a family member as a major contributing factor to their homelessness.

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User Profiles Mid-Age Mother • 20-40 years old • Left home with her child due to domestic violence or poverty • Unemployed • Could struggle with alcoholism or drugs • Has one to four children of various ages • Could have issues forming a bond with their child

Teen Mother • 13-20 years old • Left home due to non-supportive parents or domestic violence • Was homeless as a child for a period of time • Could struggle with alcoholism or drugs • Has not obtained a high school degree or equivalent • Could have issues forming a bond with their child

School Age Child • 6-13 years old • Has been moving around with the mother off and on their entire life • Could have trouble separating adult and child roles • Could have been exposed to domestic violence 46

Pre-School Child • 36 months and older, not in kindergarten • Usually need a nap or quiet time • Having a safe, structured environment in which to explore and face new challenges is important.

• Need well-defined limits.

• Parental supervision at this age is essential

Toddler • 12-36 months • Acts out social encounters through play activities • Becomes afraid when separated from mother or caregiver for short periods of time • Knows own name, age, and gender

Infant • • • •

Birth to 12 months Need naps Eats frequently and considers this a nurturing time By the time the infant is 6 months old they will have become attached to the people who care for them most 47

05 48

Precedent Studies

49

50

Precedent Studies Overview Homeless shelters have been around for many years. They have evolved from flop houses to community based centers institutional with resources to support those involved. Overtime, shelters have become less institutional and more comfortable. Today most shelters strive to be built with empathy in mind for the demographic. In order to see first hand what some existing shelters are like, and to feel the type of environment they produce, I have visited three shelters for ethnography as well as case studies. One in Kansas City, Missouri called Synergy Children’s shelter and two in Chicago where the proposed building will be placed. The shelters visited in Chicago were Primo Center for Women and Children and Pacific Garden Mission.

In addition to the three shelter case studies, three non shelter architectural precedents were analyzed as well. These were Dorms at the Dyson Institute of Engineering and Technology, Early Education Center Near the Horse Farm, and Playville Day care. The Dyson dorms were selected as a precedent because of their use in prefabricated pods that would be cheap, efficient, and sustainable to produce. This will be studied later on when custom furniture will be needed. Early Education center was looked at because of the way its physical forms both aid in child development and placing the parent in the child’s perspective.

The last precedent selected is Playville Daycare. Playville is made up of multiple tactile environments and play environments . Child development will be a large focus at the new center and this provides a means of supporting that with a built environment.

51

Synergy Children’s Center Project Type: Emergency Shelter Location: Kansas City, Missouri Project Team: Helix Architecture, JE Dunn construction Client: Synergy Services Project Size: 3,000 SF Completion Date: August 2016 The Children’s Center began with a 2,500 farmhouse that was donated to Synergy Services. This was then added onto with an extension through a glass walkway. The center is now 10,000 square feet.

The emergency shelter houses areas for sleep, eating and play.

The design was built inside of an existing neighborhood and the shell is meant to match the height and scale.”This project furthers Synergy Services mission to eliminate family violence, abuse and neglect by providing quality services for persons of all ages.” -Helix Architecture Website The center accepts children ages 0-22. If a mother is under 22 they are allowed to reside in the center with the children.

Design considerations such as security, materials, sight lines, and access to resources have been made all throughout the space to provide the best environment possible for the children.

52

gable roof

views to nature

on-site parking

Top: Photo by Helix Architecture.

Photo of Exterior of Synergy.

Bottom: Photo by Kylee Smith Photo of Dining room.

natural light

storage

durable + cleanable surfaces

highchairs

art room

intake

family living room

dining

family pantry

laundry nursery great room

guest room

Bedrooms Gender neutral restrooms Patio / porch Grass N

synergy plan not to scale

53

Synergy Children’s Center

natural light

child friendly bedspread

toys

Top: Photo by Kylee Smith Photo of single child’s room.

Bottom: Photo by Helix Architecture A look down the bedroom corridor.

color coding + wayfinding

views to nature

natural light

54

natural light

durable play space

deconstructed gym floor

active toys

Photo by Kylee Smith Indoor playroom

natural light

views to nature

interior + exterior play space

clear sight lines

Photo by Kylee Smith Indoor and outdoor play areas

55

Synergy Children’s Center

residential style natural light

artwork

Top: Photo by Kylee Smith Family Style living room Bottom: Photo by Helix Architecture

gable roof

wood brings warmth to space views to nature natural light

childfriendly wallcovering

toy storage

56

natural light

views to nature

Photo by Kylee Smith The glass walkway between the existing farmhouse and the new addition

natural light

security cameras shading

toy storage rocker for infants

Photo by Kylee Smith Play area for younger children

57

Primo Center for Women & Children

originally a Catholic school

Project Type: Transitional Shelter / interim housing Location: Chicago, Illinois Client: Primo Center The Primo Center for Women and Children is located in Englewood, which is a high crime area of Chicago. The residents of the area’s life expectancy is 30 years less than the residents of Streeterville which is just 9 miles to the south according to the Chicago Sun Times.

The shelter is inside the shell of what was previously a Catholic school and originally opened as a 20 bed center in the late 70s.

The Center has many resources to get those experiencing homelessness on their feet. There is an on site psychologist, case managers, and administrators. Primo serves mothers and children exclusively.

According to Shelley Cooper, one of the employees at the center, 50% of mothers residing there have experienced domestic abuse and 87% have experienced a trauma of some kind prior to residing there.

Top: Photo by Kylee Smith Photo of Exterior of The Primo Center.

Bottom: Photo by Kylee Smith Photo of outdoor play area for the children.

58

exterior lighting

security

exterior lighting exterior play space

signage

artwork

security monitors

file storage natural light

biophilia sign in sheets

security

Photo by Kylee Smith The front desk

signage

natural light

biophilia

power

Photo by Kylee Smith The waiting area

59

Primo Center for Women & Children

storage

cooking appliances

Top: Photo by Kylee Smith Those living in the Primo Center provide and cook their own food. The kitchen can be reserved in slots that work with the resident’s schedule.

Bottom: Photo by Kylee Smith Early learning center for children ages 0-6. Children can go here when their mothers have to work, have an appointment, or are meeting with a case manager.

display space

prep space

cleanable surfaces

ventilation natural light

shading cubby storage

toy storage infant area

central meeting space

clear sitelines

60

artwork

shading natural light cold storage

highchairs provided

Photo by Kylee Smith A dining room is located just off of the kitchen.

shading natural light

book storage work tables lounge furniture

Photo by Kylee Smith This room is used for after school programs with older children.

61

Primo Center for Women & Children

artwork

stroller storage

Top: Photo by Kylee Smith Stroller storage nook.

Bottom: Photo by Kylee Smith Photo of Gymnasium.

natural light

interior play space

durable flooring

62

natural light

media display

artwork

6-8 person conference table

Photo by Kylee Smith Photo of conference room.

artwork

clear sight lines

Photo by Kylee Smith Photo of administration hallway.

63

Pacific Garden Mission

iconic signage

Project Type: Transitional Shelter Location: Chicago, Illinois Project Team: Tigerman Mccurry Architects, Peter Lindsay Scaudt, The Structural Shop Client: Pacific Garden Mission Project Size: 156,000 SF Completion Date: 2007 Pacific Garden Mission is one of the longest running and largest shelter programs in Chicago at 1,000 beds. Women and children occupy 1/3 of the building while men occupy the rest. Tigerman’s approach was to “create an oasis-not simply a place to lay one’s head for the night, but a retreat from the day-to-day struggle for food, shelter, and personal safety.” -The Journal of the American Institute of Architects The shelter is centered around faith based recovery, and occupants take part in either a one month stay or a one year stay. The residents attend a service four times a day as well as meet with a case manager.

The shelter also provides meals 3 times a day. People not residing at the shelter are allowed to come there and eat. Roughly 1500 meals a day are served.

64

Top: Photo by The Journal of the American Institute of Architects Iconic exterior of building.

Bottom: Photo by Kylee Smith The entrance and waiting area.

artwork natural light

security chairs backed up to wall

biophilia

signage

security

biophilia

sight lines integrated seating

Photo by Kylee Smith Interior perspective of the front desk

clear sight lines natural light

seating

wide hall to accommodate large occupancy

Photo by Kylee Smith Main corridor

65

Pacific Garden Mission reflection space

Top: Photo by Kylee Smith Interior courtyard. Described as an oasis. It is a safe and secure place as it is completely contained. Part of the program is that residents are not to leave the building from one month to one year so outdoor spaces are crucial.

Bottom: Photo by Kylee Smith There is a clear sight line in and out of public rooms along the corridor. These windows also allow for natural light to pass through. Signage is street signs to create a sense of familiarity.

eating + working space biophilia

signage

sight lines allows natural light to pass through

66

natural light wayfinding interior community garden

cleanable + durable furniture

Photo by Kylee Smith The cafeteria seats around 600 people

artwork acoustic panels

Photo by Kylee Smith There are acoustic panels on the ceiling of the cafeteria to aid in sound absorption.

67

Pacific Garden Mission clothing organization

Top: Photo by Kylee Smith When residents arrive at the center they are given a number for their bed and their clothing.

Bottom: Photo by Kylee Smith Photo of Dormitory. Bedding is hot-boxed for sterilization daily and then washed. The beds were specifically designed by the architect to prevent against bed bugs. The mattresses are made in the shelter.

mattresses made in house

privacy barrier natural light

wayfinding

metal frame to protect against bed bugs

68

sightline to upper courtyard

natural light

child participation in decor

Photo by Kylee Smith The women and children’s hallway.

exterior lighting

enclosed courtyard

outdoor childrens toys

Photo by Kylee Smith Courtyard play area off of the children’s’ wing

69

Dyson Institute Project Type: Dorms Location: Malmesbury, United Kingdom Project Team: Wilkinson Eyre Client: Dyson Institute of Engineering and Technology Project Size: 1,612 SQM Competition Date: 2019 “The village is designed to accommodate up to 50 Dyson Institute of Engineering and Technology students plus visiting Dyson staff. The high-quality living pods are fabricated from cross-laminate timber (CLT) in a factory for rapid on-site assembly. The pods are arranged in units, two to three-stories high, to create a welcoming social space and an appealing addition to the campus alongside the larger industrial buildings.

Measuring 8m x 4m, each pod has open-plan accommodation comprising an entrance zone with an adjacent shower and toilet, a central bedroom area and a work/living space, positioned to optimize the generous levels of natural light.�-Arch Daily

natural light

built in storage

durable + cleanable flooring mobile

shading

pin up space

space saving furnishings

Top: Photo by Peter Landers of Arch Daily Bottom: Photo by Peter Landers of Arch Daily Photo of interior of pod. Storage and furniture is prefabricated and built in.

70

pin up space

views to nature

Top: Photo by Peter Landers The glazing on the end of the pod allows for lots of natural light to enter the space.

Bottom: Floor plans of room arrangement

71

Early Education Center Project Type: Day care Location: Shanghai, China Project Team: L&M Design Lab, Shanghai Liangchao Engineering Decoration Co., Ltd. Client: Feiyu Baby early education center Project Size: 560 SQM Competition Date: 2018 After studying behavior characteristics of crouching, crawling, sitting, and jumping a decision was made to create the forms of the space in ways that promoted this play. Spaces were meant to create a multi-functional place that incorporates lighting, parent-child activity, children’s games and teaching aid storage.

The scale and form of things also causes adults and parents to feel and see their children’s perspective unconsciously.

Top: Flow analysis based on exploration of wall Bottom: Photo by Pengcheng Yang of Arch Daily. Partition panel between the corridor and the classroom is thickened, making it a multi-functional place that incorporates lighting, parent-child activity, children’s games and teaching aid storage.

72

allows natural light to pass through

space saving furnishings

Forms inspired by different types of play

73

Early Education Center

natural light

built in storage

Top: Photo by Pengcheng Yang of Arch Daily. One of the classrooms that shares the thickened wall.

Bottom: Axon of the space showing spacial relationships and natural daylight connections.

74

natural light

Photo by Photo by Pengcheng Yang of Arch Daily. Ribbons are hung on the ceiling to soften the ace and mimic the sky (nature)

allows natural light to pass through

natural light

sight lines

Photo by Photo by Pengcheng Yang of Arch Daily

75

Playville Day Care Project Type: Child Care Location: Bangkok, Thailand Project Team: Kuakunya Maneepairoj, Piyaporn Rattananukul, Chatchai Chaipara, Pintusorn Chantranuwat Client: Playville93 Co.,Ltd. Project Size: 266 M2 Competition Date: 2018 “By conceiving multiple architectural terrains and topographical structures as the tool to encourage the little crawlers and toddlers to move in countless ways, may be one of the most fundamental methods in helping them to fully explore their physical and cognitive abilities.

Nature’s geological diversity gave us an entertaining lead into pairing the 4 programmatic zones with their conceptually inspired counterpart.”-Nita Yuvaboon, Prow Puttorngul from Arch Daily

active child play areas

natural light

active child play areas

child sized scale

Top: Photo by Ketsiree Wongwan There are obstacles created for children to exert their energy Bottom: Photo by Ketsiree Wongwan The play set designs can help foster imaginative play among children which can help with developmental skills.

76

raised bumper

motor skill activities

raised bumper

active child play areas

Photo by Ketsiree Wongwan Large building blocks can improve motor skills, creativity, and promote teamwork.

separate infant area raised bumper

toy storage

Photo by Ketsiree Wongwan There are different play areas for children of all ages.

77

Playville Day Care

78

natural light

raised bumper

Photo by Ketsiree Wongwan

cubby storage

clear sight lines

Photo by Ketsiree Wongwan Locker storage.

79

80

Precedent Studies Takeaways After reviewing the following precedents the following have become needs for the new shelter.

• Sight lines • Daylight • Views to nature • Play areas for multiple ages • Spaces that allow independence and routines to continue normally • Secure outdoor space • Acoustic Solutions • Way finding • Durable and Cleanable materials

81

06 82

Site + Building Analysis

83

Site Analysis

IL

84

Chicago, IL des plaines park ridge

lincolnwood

o’hare rosemont

edgewater uptown

norridge

Chi

lake view

logan square lincoin park north side river north

cag

oark park

little village

back of the yards

o

hyde park

south side

south shore south chicago evergreen park

roseland

east side

blue island dolton

Population estimate: 2,705,994 people in Chicago

burnham

85

Site Analysis

Median household income: $52,497 Persons in poverty: 20.6%

Owner-occupied housing unit rate: 44.6% Median selected monthly owner costs- with mortgage: $1,868 Median selected monthly owner costs- without mortgage: $662 Median Gross Rent: $1,029 Households: 1,046,789 Persons per household: 2.54 86

Chicago, IL

21.7% 32.6%

19.3%

1.7%

20.3%

4.1% White not Hispanic or Latino

White alone

Hispanic or Latino

African American or black

Two or more races

Asian

87

Site Analysis

less average

c 88

Personal crime grade

less

average

more

c

Crime grade

more Property crime grade

less

average

more

Chicago, IL 3.7 in 1.2 in Jan

Feb

Mar

Apr

May

Jun

Jul

Aug

sept

Oct

Nov

Dec

cool

cold very cold

Oct

Nov

Precipitation

very cold Jan

Feb

cold Mar

warm

cool Apr

May

Jun

Jul

Aug

sept

Dec

Climate summary 7.2 0.0 Jan

Feb

Mar

Apr

May

Jun

Jul

Aug

sept

Oct

Nov

Dec

Tourism score

89

Site Analysis Site Main Building Annex

w congress pkwy

w congress pkwy

Main Roads s lockwood ave

Alley Residential Houses Vacant / Construction

F

Church

N w harrison st

w harrison st

P

Building location ciero station

H

Hospital Health center

F H

F P

Fire station Fire station Post office Library

90

Chicago, IL Site Main Building w congress pkwy

Annex

w congress pkwy

Main Roads s lockwood ave

Alley Residential Houses Vacant / Construction Church

N w harrison st

Transit/subway

w harrison st

Drive 8 min

Cicero Station

Airport

Drive

Walk Distance 15 min

0.8 mi

Distance

Chicago Midway International Airport

15 min

7.5 mi

Chicago O’Hare International Airport

27 min

14.9 mi

walk score

transit score

bike score

60

65

61

somewhat walkable

good transit

bikeable

91

Building Analysis Main Building Address: 5345 W Congress Pkwy Main Building SF: 13,000 SF Annex Address: 5400 W Harrison St Annex SF: 6,800 SF

Ownership: PBC Alderman: D. Graham Ward: 29 Neighborhood: South Austin Zoning: RS2 surrounded by residential

Main Building

Why a School?

“The district closed nearly 50 under-enrolled schools in its 2013 School Actions – a highly controversial move that resulted in entire student populations being consolidated into other schools. Since then, CPS has looked to sell off those vacant properties, dividing them up between those immediately ready for reuse by the city, and those that could be sold to private developers and rehabilitated.”

(WTTW News)

Annex

92

Sun Diagramss

Summer solstice

Spring equinox

Winter solstice

Fall equinox

93

Existing Main Building 5

4 6

3 2 1 N

Main Building Roof Plan

N

Main Building Existing Floor Plan

94

1.

N

2.

N

3.

4.

N

N

5.

6.

N

N

95

5

Main Building 4

6

Address: 5345 W Congress Pkwy

3

SF: 13,000

2 1

N

lounge library

Classrooms Offices Restrooms Storage Corridor

food prep

multipurpose

N

96

Main building existing floor plan usage

1. Alley Facade

4. Library Facade

2. Entry Facade

5. Main Street Facing Facade

3. Classroom Facade

6. Property Line Demarcation

97

Annex Address: 5400 W Harrison St SF: 6,800 SF

boiler room

security

N

Annex Existing Floor Plan

Classrooms Offices Restrooms Storage Corridor

Annex existing floor plan usage 98

N

1. Street Facade

2. Parking Lot Facade

3

4

2

3. Alley Facade

4. Property Line Demarcation

1

N

99

PART TWO PART TWO: DESIGN

100

Loom: Transitional Community Shelter for Women and Children Experiencing Homelessness

101

07 102

Programming

103

Program Descriptions Community center Entry / Lobby (Public)- 100 SF • The first point of contact when you enter the building • Welcoming and inviting • Staff for security & security system • Wait area for 5-10 people (chairs in the wait area should back up to the wall) • Mail area that the front desk staff runs • Meets durability requirements for a public facility • Finishes, furnishings, fixtures, and equipment inside should be comfortable and have a homelike quality • Ample natural light • Institutional, unnatural finishes, textures, and colors should be avoided.

Resource rooms (Public)- 400 SF • Space should be clearly visible once leaving the main entrance • Accommodates multiple computers with Internet access.

• Storage and easy retrieval of printed reference material • Display of informational brochures, such as for community resources and recreational activities • Lockable storage for printer paper and writing supplies Multi-purpose spaces (Public)- 650 SF • Used for internal or external training / workshops for both mothers and children • Large cleanable tables for life skill activities and crafting • Looms for weaving • Power and data accessible from every table • Front display available for a speaker or community member • Focus of this space should be on flexible design Fitness Room (Public)- 900 SF • Should promote basic wellness • Open floor area for yoga mats or free body exercise • Basic set of weights with a mirror, treadmills, and ellipticals Teen Room (Semi Private)- 500 SF • Separate space for older youth to socialize independently from the rest of the facility • Provides functions similar to those of the commons area and should include space for games, TV watching, and conversation • Should feel private but maintain a sense of connection to the rest of the facility

104

Day care center Entrance (Semi Private)- 100 SF • Access to a bulletin board showing upcoming events that are happening in the day care • Cubbies for diaper bags, toys, food, and any other personal belongings for the children.

• • • • •

Cots or mats that are stored when not in use Tables in the classroom to eat snacks and lunch Large amount of architecturally unrestricted available space which teachers and children can divide into smaller learning environments Activities for this group are dramatic play, music, painting, puzzles, block play, and storytelling Space for projects including art, manipulative play, simple food preparation, elementary math, problem solving, science, and gardening.

Play Space for infants (Private)- 450 SF Based on guidance from the U.S. General Services administration for Child Care Center Design • Toys should be placed on low, open shelving where Play space for school age children (Private)- 360 SF the infant can see and grasp them Based on guidance from the U. S. General Services • Environment aids in the infants’ language Administration for Child Care Center Design development • Appropriately scaled furnishings and equipment, and a • Design and scale of furnishings and equipment in slightly more sophisticated “clubhouse” atmosphere the infant room should support the infant’s activities, • Space to eat or snack, do homework, enjoy audiovisual while assisting the care giving adults entertainment, play games, and participate in active • Teachers must be able to see and hear all the games and outdoor sports. infants at any given time, and quickly reach any • Space that is homelike and comfortable, that provides one of them if the need arises areas for both quiet activities and more active play.

• Infants must be able to readily see the teacher as they need the psychological security of a teacher’s Kitchenette (Semi Private)- 150 SF presence • A space where food can be stored, prepped, and cooked for snacks or mealtimes.

Play Space for toddlers (Private)- 530 SF • Storage for baby formula, dry storage, and ample Based on guidance from the U.S. General Services fridge space Administration for Child Care Center Design • Storage for cleaning supplies • Furnishings and equipment need to be scaled • Microwave and oven for this age group to encourage growth toward • Storage area for highchairs and boosters that are not independence currently in use • Cots or mats which are stored while not in use • A crib in a quiet area Child friendly toilets- 150 SF • Manipulative toys and materials should be located • Child sized toilets and sinks for the children to use at on low, open shelving where the toddler can see their own access and easily reach them • Diaper changing station • Simple series of three to four low risers which • Storage for diapers, wipes, and cleaning supplies for several toddlers at a time can occupy the areas Play Space for preschoolers (Private)- 360 SF Based on guidance from the U. S. General Services Administration for Child Care Center Design • Large, bright, unrestricted spaces • Intimate, quiet areas with soft materials.

Staff Lockers- 150 SF • Lockable storage that is dedicated for the staffs outerwear and personal belongings

105

Program Descriptions Staff + Counseling Director office- 150 SF • Should have a desk as well as a small meeting table for meetings • Storage for personal items • Adequate lighting Case manager office- 120 SF • Offices for meeting with the residents of the space and forming a plan to move forward • Desk and chairs for the resident.

• Files should mostly be digitalized but a file cabinet may be needed • Bulletin board posting different resources that the residents have within in the area Therapy Rooms (Private)- 120 SF • A safe place for residents to receive mental health and guidance • Separate rooms for child therapy, parent therapy, and joint therapy • Space should be welcoming and feel safe • Acoustics are important in this space (should be at a level high enough where no audible words are able to be heard, but low enough to be able to hear someone yelling for help) • Chair for the therapist and comfortable seating options for the user experiencing the space • Should be space for play activities to be acted out Decompression Space (Semi Private)- 75 SF • Serves as a transition space between the therapy rooms and the next space • Comfortable seating, a credenza with tissues, and a mirror Staff Break room- 340 SF • Storage for personal belongings for the staff • Small decompressing area for mental health breaks

106

Kitchenette- 150 SF • Kitchenette should support the staff working at the location • Should be a refrigerator for storing packed lunches, drinks, etc.

• Microwave and a coffee bar • Located near or within the staff break room Toilettes- 175 SF • The staff toilet should be a private toilet and sink.

Conference room- 300 SF • Serves as a place for staff meetings and training

Building support Material aid Mechanical, electrical Public toilets Janitors facilities Donations storage Maintenance laundry

Site Support Playground (existing) Community garden Parking

Living Quarters (Not in scope) 1 + 1 Bedroom- 200 SF • 1 + 1 bedroom should be set up as one adult bedroom and one child room • Rooms should have access to a window • Rooms should be next to each other and share a common area with other bedroom configurations 1 + 2 Bedroom (Private)- 244SF • 1 + 2 bedroom should be set up as one adult bedroom and one child room with two beds/ cribs • Rooms should have access to a window • Rooms should be next to each other and share a common area with other bedroom configurations 1 + 3 Bedroom (Private)- 268 SF • 1 + 3 bedroom should be set up as one adult bedroom and one child room with three beds / cribs.

• Rooms should have access to a window • Rooms should be next to each other and share a common area with other bedroom configurations 1+ 4 Bedroom (Private)- 324 SF • 1 + 4 bedroom should be set up as one adult bedroom and one child room with four beds/cribs • Rooms should have access to a window • Rooms should be next to each other and share a common area with other bedroom configurations Closets- 6 SF • Storage for professional clothes to be hung without wrinkling • Drawer and shelf storage • 1 closet per bedroom.

Bathrooms- 250 SF • Should be shared areas between the bedrooms • Private toilet and private shower stalls • Public sink • Storage for toiletries, towels, and cleaning supplies.

Living Room (Semi Private)- 500 SF • Shared space between the bedrooms • A lounge style area that promotes conversation and relaxation • Lounge furniture, a coffee table, and a media center • Ample natural light.

Play Room (Semi Private)- 400 SF • Space for kids to play alone, with each other, or with their parents, outside of the day care setting.

• Adjacent to the living room • Clear sight lines • Soft ground surface • Storage for toys and books • Natural lighting.

Kitchen (Public)- 240 SF • Space that all residents have access to • Residents should sign up for time slots and do their own cooking with their own food • Full use kitchen with a stove, oven, microwave, toaster, pots, pans, and prep space Pantry- 48 SF • Area used to store residents food/ingredients.

• Each bedroom space is assigned a specific locked cabinet in the pantry that they have the key to.

• Refrigerator bay where cold items can be stored.

Dining Room (Public)- 500 SF • Dining room should be located near both the kitchen and pantry • Several large tables for eating and working • Tables should be durable and easily cleanable.

• Should have boosters and highchairs and be easily accessible • Acoustics should be considered Laundry Room (Public)-200 SF • Contains multiple washers and dryers • Laundry baskets, a table for folding clothes, and storage for detergent • Public social space • Acoustics should be taken into account Bulk Storage- 500 SF • Storage for large items that will not fit inside bedrooms • Secured area

107

Program Distribution

Community Center- 3,030SF Entry/ Lobby - 100 SF Resource Room- 400 SF Program Office- 120 SF Multipurpose Room- 650 SF Fitness Center- 900 SF Teen Room- 500 SF Public Restrooms- 360 SF

108

Day Care Center- 2

Entry/ Lobby - 100 SF Space for infants (4)- 45 Space for toddlers (7) - 5 Space for preschoolers ( Space for school age chi Kitchenette- 150 SF Child friendly toilets- 150 Baby changing area- 150 Staff toilets- 150 SF

2,400 SF

50 SF 530 SF (5)- 360 SF ildren (5)- 360 SF

0 SF 0 SF

Staff Areas- 1520 SF

Reception desk- 80 SF Case manager offices (4)- 120SF Director office-150 SF Kitchenette- 150 Conference room- 300 SF Staff Break room- 340 SF Staff toilets- 175 SF

Counseling Center- 555 SF Therapy rooms- (4) 120 SF Decompression space- 75 SF

109

Adjacencies

Shelter

Generational improvement

Healing + development

Self stability + resources Community engagement 110

director’s office

donations

multipurpose

case manager’s office

laundry

resource

therapist’s office

conference

toilets

staff break

kitchen

school age

preschool age

infant

living room

garden

playground

toddler age

playroom

pantry

dining room

kitchen

toilets

fitness

teen room

showers

adult bedroom

child bedroom

Breakout space needed

111

Bubble Diagrams Community center Daycare

Entry Resource room

Kitchenette

Restroom

Staff toilets

Multipurpose room Child friendly toilets

Infant toilets

Baby changing area

Fitness center School age play

Teen room

Toddler play Preschool play

Staff + counseling Entry

Case management offices

Director office

Conference room

Staff toilets

Kitchenette Staff break room

112

Decompression space

Therapy offices

Living quarters

Living room

Dining room Bulk storage

Play room

Kitchen

Laundry

Pantry

Bathrooms

1+1 bedrooms 1 +4 Bedrooms

Playground

1 +3 bedrooms

1 +2 bedrooms

Garden

Parking

113

Direct Near by Easy approach

114

room

adjacencies

security level

public access privacy

plumbing

daylight / views

storage

1

entrance

2 , 3, 6, 22, 23, 24, 25, 27, 31

high

yes

when talking to workers and refuge

yes

yes

file cabinets, personal stor- security cameras, age for receptionist computer, mail boxes, phone

2

resource

1, 3, 21, 24, 25, 27

low

no

public

no

no

paper storage, ink storage

3

multipurpose

1, 2, 22

medium

yes

in breakout space

yes

daylight

craft / activity supply stor- projector, screen, sink, age, guest locker, cleaning paper towels, lockers supplies

4

fitness

5, 6, 19

medium

no

public

lockers, equipment display

5

teen

4, 6, 22

medium

no

in break out space

water disdaylight penser / drinking fountain yes

6

toilets

1, 4, 5, 8, 9, 10, 11, 12, 13, 21, 24, 25, 26

high

yes

yes

yes

7

infant

8, 9, 10, 16

medium

no

nap area

yes

cleaning, toilet paper, toilets, child toilets, vanity and chair paper towel, soap, diapers, showers, sinks, counter wipes space, mirrors, diaper changing station diaper bags, cubbies, fridge, toys, rug changing table, high formula, toys on low open chairs, rocking chairs, cribs shelves, cleaning equipment

8

toddler

6, 7, 9, 10, 22

medium

no

nap area

yes

diaper bag cubbies, low open toy shelves, storage for mats, backpack, coat

toys

9

pre-school

6, 7, 8, 9, 10, 22, 29

medium

no

in breakout space

yes

cubbies, mat storage, play storage, backpack, coat

sink, play kitchen, dress tables and chairs for up snacks and crafts, sitting rug

10

school age

6, 7, 8, 9

medium

no

in break out space

yes

backpack, coat

games

11

adult bedroom

6, 12, 13, 14, 15, 16, low 17, 18, 19, 30

no

private room

yes

clothes, personal belongings, hygiene

bed, nightstand, dresser, desk, chair

12

child bedroom

6, 11, 13, 14, 15,16, 17, 18, 19, 20

low

no

private room

yes

clothes, belongings, toys, hygiene

bed, crib, nightstand, dresser, desk, chair

13

showers

6, 11, 12

high

yes

daylight

shower chairs

living room

6, 11, 12, 15, 18, 22, medium 29, 30

yes

yes

shampoo, conditioner, bodywash, face wash, shaving, towel, cleaning TV, books

adult and child sized showers / bathtubs

14

private stalls with European locking doors in breakout space

TV

comfortable seating, desks, shared among residents coffee table

15

play room

6, 11, 12, 14, 22, 29,30

high

yes

in breakout space

yes

TV, toys, books

TV

comfortable seating, floor play space

shared among residents

16

kitchen

6, 7, 11, 12, 14, 15, 17, 18, 26

medium

yes

public

yes

prep tables, stools

shared among residents

17

pantry

16, 18, 25

yes

public

18

dining room

16, 17

high. Food separated by family in lockable storage medium

dry storage, cooking equip- oven, stove, sink, miment, fridge, cleaning crowave, silverware, bake ware, plates, bowls, etc, hoods lockable storage lockers/ shelving, industrial sized fridge/ freezer

yes

public

tables and chairs

acoustics important clean-ability

19

laundry

11, 13

low

yes

public

folding tables

loud space- acoustics important

20 bulk storage

31

medium

yes

lockable gated storage per family

21

2, 23, 25, 26

low

no

private room

therapy

yes

yes

yes by mirrors

games, craft, backpack and coat storage

yes

yes

equipment

computers, printers, scanners, staple, hole punch

boosters, high chairs

large open and shelved areas

lockable cages

storage for therapist belongings, notes, games

tissue, games

22 breakout

3, 5, 8, 9, 10, 14, 15 low

yes

private space within larger spaces

23 case manager office

21, 24, 25, 26

low

no

private office

yes

storage for paperwork, office supplies, personal storage

computer, phone

24 director office

1, 21, 23, 25, 26

low

no

private office

yes

storage for paper work, office supplies, personal storage

computer, phone

25 employee break

17, 21, 23, 24, 26

low

no

staff only

26 conference

21, 23, 24, 25

low

no

staff only

counter space, presentation space

media sharing screen

27 donations

1

low

yes

public open to outsiders

carts for accepting donations to be sorted from public

low

no

shelf storage, hanging racks for clothes storage, large open areas for bulk items cleaning supply storage

28 maintenance

10, 11, 12, 14, 15

high

yes

gated

30 garden

10, 14, 15

medium

yes

gated

31

1, 20

low

yes

parking

flex tables, flex chairs

re conformable, classroom design

cleaning stations

spaces to get ready that restore dignity

infants should be able to see staff and staff should be able to see infants at all times

napping cots / mats / cribs, low risers needs large, unrestricted spaces, as well as intimate, quiet areas with soft materials

tables and chairs for snacks and crafts, lounge furniture should be customizable and controllable

counselor chair, client chair acoustic and visual privacy (s), desk, couch, play area important. Child, parent, and family types. lounge furniture that provides privacy

yes

yes

yes

yes

29 playground

notes

reception desk and chair, intake, mail, wait reception seating, private seating, phone room, bulletin board table, bulletin board

treadmill, elliptical, bike, row, yoga mats, weights, medicine balls, water dispenser, mirror TV tables, chairs, lounge furniture

detergent, bleach, softener drying rack

yes

furniture

desk for case worker, task chair, 3 client chairs

acoustic and visual privacy important

desk for case worker, task chair, 3 client chairs. Small breakout table with 4 chairs dry storage, cooking equip- lockers, sink, fridge, mi- tables and chairs, lounge ment fridge, cleaning crowave, plates, bowls, furniture silverware conference table, chairs

should be easily accessible from parking where people can drop things off

vacuum, broom, mop, cleaners existing. Check code on equipment

yes

yes

shed storage for rakes, shovels, etc.

hose

tables and chairs for sitting near

existing

115

08 116

Code Issues 2018 IBC + Well Building Standard 2015

117

2018 IBC TYPE V B BUILDING CHAPTER 3 USE AND OCCUPANCY CLASSIFICATION Section 301 General 301.1 Scope The provisions of this chapter shall control the classification of all buildings and structures as to use and occupancy.

Section 302 Classification 302.1 General Structures or portions of structures shall be classified with respect to occupancy in one or more of the groups listed in this section. A room or space that is intended to be occupied at different times for different purposes shall comply with all of the requirements that are applicable to each of the purposes for which the room or space will be occupied. Structures with multiple occupancies or uses shall comply with Section 508. Where a structure is proposed for a purpose that is not specifically provided for in this code, such structure shall be classified in the group that the occupancy most nearly resembles, according to the fire safety and relative hazard Involved.

304.1 Business Group B Business Group B occupancy includes, among others, the use of a building or structure, or a portion thereof, for office, professional or service-type transactions, including storage of records and accounts.

305.1 Educational Group E Educational Group E occupancy includes, among others, the use of a building or structure, or a portion thereof, by six or more persons at any one time for educational purposes through the 12th grade 305.2 Group E, day care facilities.

This group includes buildings and structures or portions thereof occupied by more than five children older than 2/ years of age who receive educational, supervision or personal care services for fewer than 24 hours per day.

308.1 Institutional Group I. Institutional Group I occupancy includes, among others, the use of a building or structure, or a portion thereof, in which care or supervision is provided to persons who are or are not capable of self-preservation without physical assistance or in which persons are detained for penal or correctional purposes or in which the liberty of the occupants is restricted. Institutional occupancies shall be classified as Group I-1, I-2, I-3 or I-4.

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308.2 Institutional Group I-1.

Institutional Group I-1 occupancy shall include buildings, structures or portions thereof for more than 16 persons, excluding staff, who reside on a 24-hour basis in a supervised environment and receive custodial care.

Buildings of Group I-1 shall be classified as one of the occupancy conditions specified in Section 308.2.1 or 308.2.2. This group shall include, but not be limited to, the following: Alcohol and drug centers Assisted living facilities Congregate care facilities Group homes Halfway houses Residential board and care facilities Social rehabilitation facilities 308.2.2 Condition 2.

This occupancy condition shall include buildings in which there are any persons receiving custodial care who require limited verbal or physical assistance while responding to an emergency situation to complete building evacuation.

308.5 Institutional Group I-4, day care facilities Institutional Group I-4 occupancy shall include buildings and structures occupied by more than five persons of any age who receive custodial care for fewer than 24 hours per day by persons other than parents or guardians, relatives by blood, marriage or adoption, and in a place other than the home of the person cared for. This group shall include, but not be limited to, the following: Adult day care ,Child day care 308.5.1 Classification as Group E A child day care facility that provides care for more than five but not more than 100 children 2/ years or less of age, where the rooms in which the children are cared for are located on a level of exit discharge serving such rooms and each of these child care rooms has an exit door directly to the exterior, shall be classified as Group E. 310.1 Residential Group R Residential Group R includes, among others, the use of a building or structure, or a portion thereof, for sleeping purposes when not classified as an Institutional Group I. This group shall not include buildings regulated by Chapter 1309, the International Residential Building Code (IRC). However, the licensed uses specified in Sections 310.5.and 310.6, as amended by this part, are applicable to a building constructed in accordance with the IRC that houses a use that is required to be licensed.

310.5 Residential Group R-4 Residential Group R-4 occupancy shall include buildings, structures or portions thereof for more than five but not more than 16 persons, excluding staff, who reside on a 24-hour basis in a supervised residential environment and receive custodial care. Buildings of Group R-4 shall be classified as one of the occupancy conditions

specified in Section 310.5.1 or 310.5.2. This group shall include, but not be limited to, the following: Alcohol and drug centers Assisted living facilities Congregate care facilities Group homes Halfway houses Residential board and care facilities Social rehabilitation facilities Group R-4 occupancies shall meet the requirements for construction as defined for Group R-3, except as otherwise provided for in this code.

310.5.2 Condition 2 This occupancy condition shall include buildings in which there are any persons receiving custodial care who require limited verbal or physical assistance while responding to an emergency situation to complete building evacuation.

CHAPTER 4 SPECIAL DETAILED REQUIREMENTS BASED ON OCCUPANCY AND USE 420.7 Group I-1 assisted living housing units In Group I-1 occupancies, where a fire-resistance corridor is provided in areas where assisted living residents are housed, shared living spaces, group meeting or multipurpose therapeutic spaces open to the corridor shall be in accordance with all of the following criteria: 1. The walls and ceilings of the space are constructed as required for corridors. 2. The spaces are not occupied as resident sleeping rooms, treatment rooms, incidental uses in accordance with Section 509, or hazardous uses. 3. The open space is protected by an automatic fire detection system installed in accordance with Section 907. 4. In Group I-1, Condition 1, the corridors onto which the spaces open are protected by an automatic fire detection system installed in accordance with Section 907, or the spaces are equipped throughout with quick-response sprinklers in accordance with Section 903.3.2. 5. In Group I-1, Condition 2, the corridors onto which the spaces open, in the same smoke compartment, are protected by an automatic fire detection system installed in accordance with Section 907, or the smoke compartment in which the spaces are located is equipped throughout with quickresponse sprinklers in accordance with Section 903.3.2. 6.

The space is arranged so as not to obstruct access to the required exits.

424.1 General Children’s play structures installed inside all occupancies covered by this code that exceed 10 feet(3048 mm) in height or 150 square feet (14 m ) in area shall comply with Sections 424.2 through 424.5.

424.2 Materials Children’s play structures shall be constructed of noncombustible materials or of combustible materials

that comply with the following: 1. Fire-retardant-treated wood complying with Section 2303.2. 2. Light-transmitting plastics complying with Section 2606. 3. Foam plastics (including the pipe foam used in soft-contained play equipment structures) having a maximum heat-release rate not greater than 100 kilowatts when tested in accordance with UL 1975 or when tested in accordance with NFPA 289, using the 20 kW ignition source. 4.

Aluminum composite material (ACM) meeting the requirements of Class A interior finish in accordance with Chapter 8 when tested as an assembly in the maximum thickness intended for use. 5. Textiles and films complying with the fire propagation performance criteria contained in Test Method 1 or Test Method 2, as appropriate, of NFPA 701. 6. Plastic materials used to construct rigid components of soft-contained play equipment structures (such as tubes, windows, panels, junction boxes, pipes, slides and decks) exhibiting a peak rate of heat release not exceeding 400 kW/m when tested in accordance with ASTM E1354 at an incident heat flux of 50 kW/m in the horizontal orientation at a thickness of 6 mm. 7. Ball pool balls, used in soft-contained play equipment structures, having a maximum heat-release rate not greater than 100 kilowatts when tested in accordance with UL 1975 or when tested in accordance with NFPA 289, using the 20 kW ignition source. The minimum specimen test size shall be 36 inches by 36 inches (914 mm by 914 mm) by an average of 21 inches (533 mm) deep, and the balls shall be held in a box constructed of galvanized steel poultry netting wire mesh. 8. Foam plastics shall be covered by a fabric, coating or film meeting the fire propagation performance criteria contained in Test Method 1 or Test Method 2, as appropriate, of NFPA 701. 9. The floor covering placed under the children’s play structure shall exhibit a Class I interior floor finish classification, as described in Section 804, when tested in accordance with ASTM E648 or NFPA 253.

[F] 424.3 Fire protection Children’s play structures shall be provided with the same level of approved fire suppression and detection devices required for other structures in the same occupancy.

424.4 Separation Children’s play structures shall have a horizontal separation from building walls, partitions and from elements of the means of egress of not less than 5 feet (1524 mm). Children’s play structures shall have a horizontal separation from other children’s play structures of not less than 20 feet (6090 mm) 424.5 Area limits Children’s play structures shall be not greater than 300 square feet (28 m ) in area, unless a special investigation, acceptable to the building official, has demonstrated adequate fire safety.

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CHAPTER 5 GENERAL BUILDING HEIGHTS AND AREAS

of noncombustible materials, except as permitted in Section 603 and elsewhere in this code.

508.1 General.

Each portion of a building shall be individually classified in accordance with Section 302.1. Where a building contains more than one occupancy group, the building or portion thereof shall comply with the applicable provisions of Section 508.2, 508.3 or 508.4, or a combination of these sections.

Exceptions: 1. Occupancies separated in accordance with Section 510. 2. Where required by Table 415.6.2, areas of Group H-1, H-2 and H-3 occupancies shall be located in a detached building or structure. 3. Uses within live/work units, complying with Section 419, are not considered separate occupancies.

603.1 Allowable materials Combustible materials shall be permitted in buildings of Type I or II construction in the following applications and in accordance with Sections 603.1.1 through 603.1.3: 1. Fire-retardant-treated wood shall be permitted in: 1.1. Non-bearing partitions where the required fireresistance rating is 2 hours or less. 1.2. Non-bearing exterior walls where fire-resistance-rated construction is not required. 1.3. Roof construction, including girders, trusses, framing and decking. Exception: In buildings of Type IA construction exceeding two stories above grade plane, fire-retardant-treated wood is not permitted in roof construction where the vertical distance from the upper floor to the roof is less than 20 feet (6096 mm).

1.4. Balconies, porches, decks and exterior stairways not used as required exits on buildings three stories or less above grade plane. 2. Thermal and acoustical insulation, other than foam plastics, having aflame spread index of not more than 25. Exceptions: 1. Insulation placed between two layers of noncombustible materials without an intervening airspace shall be allowed to have a flame spread index of not more than 100. 2. Insulation installed between a finished floor and solid decking without intervening airspace shall be allowed to have a flame spread index of not more than 200. 3. Foam plastics in accordance with Chapter 26. 4. Roof coverings that have an A, B or C classification. 5. Interior floor finish and floor covering materials installed in accordance with Section 804. 6. Millwork such as doors, door frames, window sashes and frames. 7. Interior wall and ceiling finishes installed in accordance with Section 803. 8. Trim installed in accordance with Section 806. 9. Where not installed greater than 15 feet (4572 mm) above grade, show windows, nailing or furring strips and wooden bulkheads below show windows, including their frames, aprons and show cases. 10. Finish flooring installed in accordance with Section 805. 11. Partitions dividing portions of stores, offices or similar places occupied by one tenant only and that do not establish a corridor serving an occupant load of 30 or more shall be permitted to be constructed of fire-retardant treated wood, 1-hour fire-resistance-rated construction or of wood panels or similar light construction up to 6 feet (1829 mm) in height.

12. Stages and platforms constructed in accordance with Sections 410.2 and 410.3, respectively. 13. Combustible exterior wall coverings, balconies and similar projections and bay or oriel windows in accordance with Chapter 14 and Section 705.2.3.1. 14. Blocking such as for handrails, millwork, cabinets and window and door frames. 15.

Light-transmitting plastics as permitted by Chapter 26.

16. Mastics and caulking materials applied to provide flexible seals between components of exterior wall construction. 17. Exterior plastic veneer installed in accordance with Section 2605.2. 18. Nailing or furring

508.2.4 Separation of occupancies.

No separation is required between accessory occupancies and the main occupancy. Exceptions: 1. Group H-2, H-3, H-4 and H-5 occupancies shall be separated from all other occupancies in accordance with Section 508.4. 2. Group I-1, R-1, R-2 and R-3 dwelling units and sleeping units shall be separated from other dwelling or sleeping units and from accessory occupancies contiguous to them in accordance with the requirements of Section 420.

CHAPTER 6 TYPES OF CONSTRUCTION 602.1 General.

Buildings and structures erected or to be erected, altered or extended in height or area shall be classified in one of the five construction types defined in Sections 602.2 through 602.5. The building elements shall have afireresistance rating not less than that specified in Table 601 and exterior walls shall have afire-resistance rating not less than that specified i n Table 602. Where required to have afire-resistance rating by Table 601, building elements shall comply with the applicable provisions of Section 703.2. The protection of openings, ducts and air transfer openings in building elements shall not be required unless required by other provisions of this code.

602.1.1 Minimum requirements.

A building or portion thereof shall not be required to conform to the details of a type of construction higher than that type which meets the minimum requirements based on occupancy even though certain features of such a building actually conform to a higher type of construction.

602.2 Types I and II Types I and II construction are those types of construction in which the building elements listed in Table 601 are

120

strips as permitted by Section 803.15. 19. Heavy timber as permitted by Note c to Table 601 and Sections 602.4.3 and 705.2.3.1. 20. Aggregates, component materials and admixtures as permitted by Section 703.2.2. 21. Sprayed fire-resistant materials and intumescent and mastic fire-resistant coatings, determined on the basis of fire resistance tests in accordance with Section 703.2 and installed in accordance with Sections 1705.14 and 1705.15, respectively. 22. Materials used to protect penetrations in fire-resistance-rated assemblies in accordance with Section 714. 23. Materials used to protect joints in fireresistance-rated assemblies in accordance with Section 715. 24. Materials allowed in the concealed spaces of buildings of Types I and II construction in accordance with Section 718.5. 25. Materials exposed within plenums complying with Section 602 of the International Mechanical Code. 26. Wall construction of freezers and coolers of less than 1,000 square feet (92.9 m), in size, lined on both sides with noncombustible materials and the building is protected throughout with an automatic sprinkler system in accordance with Section 903.3.1.1.

occupancy classification.

603.1.2 Piping.

The use of combustible piping materials shall be permitted where installed in accordance with the limitations of the International Mechanical Code and the International Plumbing Code.

803.1 General Interior wall and ceiling finish materials shall be classified for fire performance and smoke development in accordance with Section 803.1.1.or 803.1.2, except as shown in Sections 803.2.through 803.13. Materials tested in accordance with Section 803.1.2.shall not be required to be tested in accordance with Section 803.1.1.

801.4 Decorative materials and trim Decorative materials and trim shall be restricted by combustibility and the flame propagation performance criteria of NFPA 701, in accordance with Section 806.

801.6 Application Combustible materials shall be permitted to be used as finish for walls, ceilings, floors and other interior surfaces of buildings.

801.7 Windows Show windows in the exterior walls of the first story above grade plane shall be permitted to be of wood or of unprotected metal framing.

801.8 Foam plastics Foam plastics shall not be used as interior finish except as provided in Section 803.4. Foam plastics shall not be used as interior trim except as provided in Section 806.3.or 2604.2.

This section shall apply both to exposed foam plastics and 603.1.1 Ducts. to foam plastics used in conjunction with a textile or vinyl The use of nonmetallic ducts shall be permitted where facing or cover. installed in accordance with the limitations of the International Mechanical Code.

Section 803 Wall and Ceiling Finishes

603.1.3 Electrical.

The use of electrical wiring methods with combustible insulation, tubing, raceways and related components 803.1.1 Interior wall and ceiling finish materials shall be permitted where installed in accordance with the Interior wall and ceiling finish materials shall be classified in accordance with ASTM E84 or UL 723. Such interior limitations of this code. finish materials shall be grouped in the following classes in accordance with their flame spread and smoke-developed indexes. Class A:=Flame spread index 0-25; smokeCHAPTER 8 developed index 0-450.Class B:=Flame spread index 26INTERIOR FINISHES 75; smoke-developed index 0-450.Class C:=Flame spread index 76-200; smoke-developed index 0-450.Exception: 801.1 Scope Materials tested in accordance with Section 803.1.2.

The provisions of this chapter shall govern the use of materials used as interior finishes, trim and decorative 803.2 Thickness exemption materials.

Materials having a thickness less than 0.036 inch (0.9 mm) applied directly to the surface of walls or ceilings shall not be required to be tested. 803.3 Heavy timber exemption Exposed portions of structural members complying with the requirements for buildings of Type IV construction in Section 602.4.shall not be subject to interior finish requirements. 803.4 Foam plastics Foam plastics shall not 801.3 Interior floor finish be used as interior finish except as provided in Section The provisions of Section 804.shall limit the allowable fire 2603.10. This section shall apply both to exposed foam performance of interior floor finish materials based on 801.2 Interior Wall and ceiling finish The provisions of Section 803.shall limit the allowable fire performance and smoke development of interior wall and ceiling finish materials based on occupancy classification.

121

plastics and to foam plastics used in conjunction with a textile or vinyl facing or cover.

803.5 Textile wall coverings Where used as interior wall finish materials, textile wall coverings, including materials having woven or nonwoven, napped, tufted, looped or similar surface and carpet and similar textile materials, shall be tested in the manner intended for use, using the product mounting system, including adhesive, and shall comply with the requirements of Section 803.1.2, 803.1.3.or 803.1.4.

803.6 Textile ceiling coverings Where used as interior ceiling finish materials, textile ceiling coverings, including materials having woven or nonwoven, napped, tufted, looped or similar surface and carpet and similar textile materials, shall be tested in the manner intended for use, using the product mounting system, including adhesive, and shall comply with the requirements of Section 803.1.2.or 803.1.4.

803.7 Expanded vinyl wall coverings Where used as interior wall finish materials, expanded vinyl wall coverings shall be tested in the manner intended for use, using the product mounting system, including adhesive, and shall comply with the requirements of Section 803.1.2, 803.1.3.or 803.1.4.

803.8 Expanded vinyl ceiling coverings Where used as interior ceiling finish materials, expanded vinyl ceiling coverings shall be tested in the manner intended for use, using the product mounting system, including adhesive, and shall comply with the requirements of Section 803.1.2.or 803.1.4.

CHAPTER 10 MEANS OF EGRESS 1001.1 General Buildings or portions thereof shall be provided with a means of egress system as required by this chapter.

The provisions of this chapter shall control the design, construction and arrangement of means of egress components required to provide an approved means of egress from structures and portions thereof.

1001.2 Minimum Requirements It shall be unlawful to alter building a required capacity of athe means or of structure egress to in less manner that will reduce the number of exits or the minimum than required by this code. width or 1001.3 Maintenance Means of egress shall be maintained in accordance with the International Fire Code.

1001.4 Fire Safety and Evacuation Plans Fire safety and evacuation plans shall be provided for

122

all occupancies and buildings where required by the International Fire Code. Such fire safety and evacuation plans shall comply with the applicable provisions of Sections 401.2 and 404 of the International Fire Code.

1003 General Means of Egress 1003.1 Applicability The general requirements specified in Sections 1003 through 1015 shall apply to all three elements of the means of egress system, in addition to those specific requirements for the exit access, the exit and the exit discharge detailed elsewhere in this chapter.

1003.2 Ceiling Height The means of egress shall have a ceiling height of not less than 7 feet 6 inches (2286 mm).

1003.3 Protruding Objects : Protruding objects on circulation paths shall comply with the requirements of Sections 1003.3.1 through 1003.3.4.

1003.3.2 Post-Mounted Objects A free-standing object mounted on a post or pylon shall not overhang that post or pylon more than 4 inches (102 mm) where the lowest point of the leading edge is more than 27 inches (686 mm) and less than 80 inches (2032 mm) above the walking surface. Where a sign or other obstruction is mounted between posts or pylons and the clear distance between the posts or pylons is greater than 12 inches (305 mm), the lowest edge of such sign or obstruction shall be 27 inches (686 mm) maximum or 80 inches (2032 mm) minimum above the finished floor or ground. Exception: These requirements shall not apply to sloping portions of handrails between the top and bottom riser of stairs and above the ramp run.

1003.3.3 Horizontal Projections Objects with leading edges more than 27 inches (685 mm) and not more than 80 inches (2030 mm) above the floor shall not project horizontally more than 4 inches (102 mm) into the circulation path. Exception: Handrails are permitted to protrude 41/2 inches (114 mm) from the wall.

1003.3.4 Clear Width Protruding objects shall not reduce the minimum clear width of accessible routes.1003.7 Elevators, Escalators and Moving Walks: Elevators, escalators and moving walks shall not be used as a component of a required means of egress from any other part of the building.

Exception: Elevators used as an accessible means of egress in accordance with Section 1009.4.Section 1004 Occupant Load 1004.1 Design Occupant Load In determining means of egress requirements, the number of occupants for whom means of egress facilities are

provided shall be determined in accordance with this not less than one-tenth of the floor area of the interior room section. 1004.1.1 Cumulative Occupant Loads: Where the or 20 square feet (1.86 m2), whichever is greater. path of egress travel includes intervening rooms, areas or spaces, cumulative occupant loads shall be determined 1205.2.2 Exterior Openings: Exterior openings required by Section 1205.2 for natural in accordance with this section. light shall open directly onto a public way, yard or court, as set forth in Section 1206.

1004.1.1.1 Intervening Spaces or Accessory Areas Where occupants egress from one or more rooms, areas or spaces through others, the design occupant load CHAPTER 24 shall be the combined occupant load of interconnected GLASS AND GLAZING accessory or intervening spaces. Design of egress path capacity shall be based on the cumulative portion of Section 2401 General occupant loads of all rooms, areas or spaces to that point along the path of egress travel.

2401.1 Scope: 1005.1 General All portions of the means of egress system shall be sized in accordance with this section. Exception: Aisles and aisle accessways in rooms or spaces used for assembly purposes complying with Section 1029.

The provisions of this chapter shall govern the materials, design, construction and quality of glass, light transmitting ceramic and light-transmitting plastic panels for exterior and interior use in both vertical and sloped applications in buildings and structures.

2401.2 Glazing Replacement 1005.2 Minimum Width Based on Component The installation of replacement glass shall be as required The minimum width, in inches (mm), of any means of for new installations. Section 2405 Sloped Glazing and egress components shall be not less than that specified Skylights for such component, elsewhere in this code.

1005.3 Required Capacity Based on Occupant Load The required capacity, in inches (mm), of the means of egress for any room, area, space or story shall be not less than that determined in accordance with Sections 1005.3.1 and 1005.3.2:

CHAPTER 12 INTERIOR ENVIRONMENT Section 1205 Lighting 1205.1 General Every space intended for human occupancy shall be provided with natural light by means of exterior glazed openings in accordance with Section 1205.2 or shall be provided with artificial light in accordance with Section 1205.3. Exterior glazed openings shall open directly onto a public way or onto a yard or court in accordance with Section 1206. 1205.2 Natural Light: The minimum net glazed area shall be not less than 8 percent of the floor area of the room served. 1205.2.1 Adjoining Spaces: For the purpose of natural lighting, any room is permitted to be considered as a portion of an adjoining room where one-half of the area of the common wall is open and unobstructed and provides an opening of not less than one-tenth of the floor area of the interior room or 25 square feet (2.32 m2), whichever is greater. Exception: Openings required for natural light shall be permitted to open into a sunroom with thermal isolation or a patio cover where the common wall provides a glazed area of

2405.1 Scope This section applies to the installation of glass and other transparent, translucent or opaque glazing material installed at a slope more than 15 degrees (0.26 rad) from the vertical plane, including glazing materials in skylights, roofs and sloped walls.

2405.2 Allowable Glazing Materials and Limitations Sloped glazing shall be any of the following materials, subject to the listed limitations. 1. For monolithic glazing systems, the glazing material of the single light or layer shall be laminated glass with a minimum 30-mil (0.76 mm) polyvinyl butyral (or equivalent) interlayer, wired glass, light-transmitting plastic materials meeting the requirements of Section 2607, heatstrengthened glass or fully tempered glass. 2. For multiplelayer glazing systems, each light or layer shall consist of any of the glazing materials specified in Item 1 above. Annealed glass is permitted to be used as specified in Exceptions 2 and 3 of Section 2405.3. For additional requirements for plastic skylights, see Section 2610. Glass-block construction shall conform to the requirements of Section 2110.1.

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Well Building Standard September 2015 VOC REDUCTION PART 1: INTERIOR PAINTS AND COATINGS

purchased furniture and furnishings within the project scope must meet all limits set by the following, as applicable: a.1 ANSI/BIFMA e3-2011 Furniture Sustainability Standard sections 7.6.1 and 7.6.2, tested in accordance with ANSI/ BIFMA Standard Method M7.1-2011.

The VOC limits of newly applied paints and coatings meet one of the following requirements:

HEALTHY ENTRANCE

a.1 100% of installed products meet California Air Resources Board (CARB) 2007, Suggested Control Measure (SCM) for Architectural Coatings, or South Coast Air Quality Management District (SCAQMD) Rule 1113, effective June 3, 2011 for VOC content. b.1 At minimum 90%, by volume, meet the California Department of Public Health (CDPH) Standard Method v1.12010 for VOC emissions. c.1 Applicable national VOC control regulations or conduct testing of VOC content in accordance with ASTM D2369-10; ISO 11890, part 1; ASTM D6886-03; or ISO 118902.

PART 1: PERMANENT ENTRYWAY WALK-OFF SYSTEMS

PART 2: INTERIOR ADHESIVES AND SEALANTS The VOC limits of newly applied adhesives and sealants meet one of the following requirements: a.1 100% of installed products meet South Coast Air Quality Management District (SCAQMD) Rule 1168, July 1 2005 for VOC content. b.1 At minimum 90%, by volume, meet the California Department of Public Health (CDPH) Standard Method v1.12010 for VOC emissions. c.1 Applicable national VOC control regulations or conduct testing of VOC content in accordance with ASTM D2369-10; ISO 11890, part 1; ASTM D6886-03; or ISO 118902.

PART 3: FLOORING The VOC content of all newly installed flooring must meet all limits set by the following, as applicable: a.1 California Department of Public Health (CDPH) Standard Method v1.1-2010.

PART 4: INSULATION The VOC content of all newly installed thermal and acoustic insulation in ceilings and walls must meet all limits set by the following, as applicable: a.1 California Department of Public Health (CDPH) Standard Method v1.1-2010.

PART 5: FURNITURE AND FURNISHINGS The VOC content of at least 95% (by cost) of all newly

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To capture particulates from occupant shoes at all regularly used entrances to the project, one of the following is installed and is maintained on a weekly basis: a.1 Permanent entryway system comprised of grilles, grates or slots, which allow for easy cleaning underneath, at least the width of the entrance and 3 m [10 ft] long in the primary direction of travel. b.1 Rollout mats, at least the width of the entrance and 3 m [10 ft] long in the primary direction of travel. c.1 Material manufactured as an entryway walk-off system, at least the width of the entrance and 3 m [10 ft] long in the primary direction of travel.

PART 2: ENTRYWAY AIR SEAL One of the following is in place to slow the movement of air from outdoors to indoors at the main building entrance: a. Building entry vestibule with two normally-closed doorways. b. Revolving entrance doors. c. At least 3 normally-shut doors that separate occupied space from the outdoors. For example, a space on the fifthfloor could be separated by the exterior building doors, the firstfloor elevator doors and the fifth-floor elevator doors. This option is applicable only for buildings whose entrance lobby is not a regularly occupied space.

OPERABLE WINDOWS PART 1: FULL CONTROL The following requirement is met: a.13 Every regularly occupied space has operable windows that provide access to fresh air and daylight.

PART 2: OUTDOOR AIR MEASUREMENT Outdoor levels of ozone, PM10, temperature and humidity are monitored based on the following requirement, and data collected is made available to the building occupants: a. A data-gathering station located within 1.6 km [1 mi] of the

building.

PART 3: WINDOW OPERATION MANAGEMENT If the outdoor air measurement system indicates that outdoor air either (i) exceeds ozone levels of 51 ppb or PM10 levels of 50 μg/m³; (ii) has a temperature of 8 °C [15 °F] above or below set indoor temperature; or (iii) has a relative humidity above 60%, then one of the following is used to discourage occupants from opening windows: a. Software on occupants’ computers or smartphones. b. Indicator lights at all operable windows.

TOXIC MATERIAL REDUCTION PART 1: PERFLUORINATED COMPOUND LIMITATION

PART 4: ISOCYANATE-BASED POLYURETHANE LIMITATION Isocyanate-based polyurethane products are not used in: a.16 Interior finishes.

PART 5: UREA-FORMALDEHYDE RESTRICTION Urea-formaldehyde presence is limited in the following components to 100 ppm: a.1 Furniture or any composite wood products. b.1 Laminating adhesives and resins. c.1 Thermal insulation.

ENHANCED MATERIAL SAFETY PART 1: PRECAUTIONARY MATERIAL SELECTION At least one of the following requirements is met:

No perfluorinated compounds (PFCs) are present in the following condition: a.36 At levels equal to or greater than 100 ppm in components that constitute at least 5% by weight of a furniture or furnishing (drapes/curtains) assembly.

PART 2: FLAME RETARDANT LIMITATION Halogenated flame retardants are limited in the following components to 0.01% (100 ppm) to the extent allowable by local code: a.36 Window and waterproofing membranes, door and window frames and siding. b.36 Flooring, ceiling tiles and wall coverings. c.36 Piping and electrical cables, conduits and junction boxes. d.36 Sound and thermal insulation. e.36 Upholstered furniture and furnishings, textiles and fabrics.

PART 3: PHTHALATE (PLASTICIZERS) LIMITATION DEHP, DBP, BBP, DINP, DIDP or DNOP (often found in polyvinyl chloride [PVC]) are limited in the following components to 0.01% (100 ppm): a.36 Flooring, including resilient and hard surface flooring and carpet. b.36 Wall coverings, window blinds and shades, shower curtains, furniture and upholstery. c.36 Plumbing pipes and moisture barriers.

a.13 The project completes all Imperatives in the Materials Petal under the Living Building Challenge 3.0. b.1 At least 25% of products by cost (including furnishings, built-in furniture, all interior finishes and finish materials) are Cradle to Cradle™ Material Health Certified with a V2 Gold or Platinum or V3 Bronze, Silver, Gold or Platinum Material Health Score. c.1 At least 25% of products by cost (including furnishings, built-in furniture, all interior finishes and finish materials) have no GreenScreen® Benchmark 1, List Translator 1 or List Translator Possible 1 substances over 1,000 ppm, as verified by a qualified Ph.D. toxicologist or Certified Industrial Hygienist. d.1 At least 25% of products by cost (including furnishings, built-in furniture, all interior finishes and finish materials) meet some combination of the certifications described in Requirements b and c.

ANTIMICROBIAL ACTIVITY FOR SURFACES PART 1: HIGH-TOUCH SURFACES All countertops and fixtures in bathrooms and kitchens, and all handles, doorknobs, lightswitches and elevator buttons are one of the following: a.21 Coated with or comprised of a material that is abrasionresistant, non-leaching and meets EPA testing requirements for antimicrobial activity. b. Cleaned with a UV cleaning device that has an output of at least 4 mW/cm², used as recommended by the manufacturer.

CLEANABLE ENVIRONMENT

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PART 1: MATERIAL PROPERTIES High-touch and non-porous surfaces (refer to Table A1 in Appendix C) meet the following requirements:

b.

Finishedand to maintain smoothvisible weldstoand a. Smooth free of defects the joints. unaided eye. c. Free of sharp internal angles, corners and crevices.

PART 2: CLEANABILITY The following requirements are met: a.30 No permanent wall-to-wall carpeting is used; only removable rugs, removable carpet tiles or hard surfaces are allowed. b. The building provides adequate flexible storage space for all permanent, movable items to allow high-touch surfaces to be completely cleared during cleaning. c. Right angles between walls and windows/floors are sealed.

DRINKING WATER PROMOTION PART 1: DRINKING WATER TASTE PROPERTIES All water being delivered to the project area for human consumption: a.54 Aluminum less than 0.2 mg/L. b.54 Chloride less than 250 mg/L. c.54 Manganese less than 0.05 mg/L. d.47 Sodium less than 270 mg/L. e.54 Sulfate less than 250 mg/L. f.54 Iron less than 0.3 mg/L. g.54 Zinc less than 5 mg/L. h.54 Total Dissolved Solids less than 500 mg/L.

PART 2: DRINKING WATER ACCESS To encourage water consumption, the following is met: a. At least one dispenser is located within 30 m [100 ft] of all parts of regularly occupied floor space (minimum one per floor).

PART 3: WATER DISPENSER MAINTENANCE The components of dispensers that provide water for human consumption are cleaned with at least the following regularity:

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a.48 Daily, for mouthpieces, protective guards and collective basins, to prevent lime and calcium buildup. b.48 Quarterly, for outlet screens and aerators, to remove debris and sediment.

HAND WASHING PART 1: HAND WASHING SUPPLIES The following are provided, at a minimum, at all sink locations: a.76 Fragrance-free non-antibacterial soap. b.68 Disposable paper towels (air dryers are not forbidden, but are supplemented).

PART 2: CONTAMINATION REDUCTION The following is provided at all sink locations: a.68 Liquid soap in dispensers with disposable and sealed soap cartridges.

PART 3: SINK DIMENSIONS Bathroom and requirements:

kitchen

sinks

meet

the

following

a.70 Sink column of water is at least 25 cm [10 inches] in length. b.70 The handwashing basin is at least 23 cm [9 inches] in width and length.

MINDFUL EATING PART 1: EATING SPACES Eating spaces for employees adhere to the following requirements: a. Contain tables and chairs to accommodate at least 25% of total employees at a given time. b. Are located within 60 m [200 ft] of at least 90% of all occupants.

PART 2: BREAK AREA FURNISHINGS Eating spaces for employees contain all of the following: a. Refrigerator, microwave and sink. b. Amenities for dish washing. c. At least one cabinet or storage unit available for employee use. d. Eating utensils, including spoons, forks, knives and

microwave-safe plates and cups.

PART 2: GLARE MINIMIZATION

VISUAL LIGHTING DESIGN

At workstations and desks, the following requirement is met:

PART 1: VISUAL ACUITY FOR FOCUS

a.174 Bare lamps and luminaire surfaces more than 53° above the center of view (degrees above horizontal) have luminances less than 8,000 cd/m².

The following requirements are met at workstations or desks: a. The ambient lighting system is able to maintain an average light intensity of 215 lux [20 fc] or more, measured on the horizontal plane, 0.76 m [30 inches] above finished floor. The lights may be dimmed in the presence of daylight, but they are able to independently achieve these levels. b. The ambient lighting system is zoned in independently controlled banks no larger than 46.5 m² [500 ft²] or 20% of open floor area of the room (whichever is larger). c.81 If ambient light is below 300 lux [28 fc], task lights providing 300 to 500 lux [28 to 46 fc] at the work surface are available upon request.

PART 2: BRIGHTNESS MANAGEMENT STRATEGIES

SOLAR GLARE CONTROL PART 1: VIEW WINDOW SHADING

At least one of the following is present for all glazing less than 2.1 m [7 ft] above the floor: a.80 Interior window shading or blinds that are controllable by the occupants or set on a timer. b. External shading systems that are controllable by the occupants or set on a timer. c. Variable opacity glazing, such as electrochromic glass, which can reduce transmissivity by 90% or more.

PART 2: DAYLIGHT MANAGEMENT

At least one of the following is required for all glazing greater than 2.1 m [7 ft] above the floor:

a.80 Interior window shading or blinds that are controllable by the occupants or set on a timer. b. External shading systems that are controllable by the occupants or set on a timer. c. Interior light shelves to reflect sunlight toward the ceiling. d. A film of micro-mirrors on the window that reflects sunlight a. Brightness contrasts between main rooms and ancillary toward the ceiling. spaces, such as corridors and stairwells, if present. e. Variable opacity glazing, such as electrochromic glass, b. Brightness contrasts between task surfaces and which can reduce transmissivity by 90% or more. immediately adjacent surfaces, including adjacent visual display terminal screens.

COLOR QUALITY c. Brightness contrasts between task surfaces and remote, non-adjacent surfaces in the same room.

PART 1: COLOR RENDERING INDEX d. The way brightness is distributed across ceilings in a given room.

To accurately portray colors in the space and enhance occupant comfort, all electric lights (except decorative ELECTRIC LIGHT GLARE CONTROL fixtures, emergency lights and other special-purpose lighting) meet PART 1: LAMP SHIELDING the following conditions: Provide a narrative that describes strategies for maintaining luminance balance in spaces, which takes into consideration at least two of the following:

Lamps with the following luminance in regularly a.80 Color Rendering Index Ra (CRI, average of R1 through occupied spaces are shielded by the angles listed below R8) of 80 or higher. or greater: b.80 Color Rendering Index R9 of 50 or higher. a. Less than 20,000 cd/m², including reflected sources: no shielding required. b.79 20,000 to 50,000 cd/m²: 15°. c.79 50,000 to 500,000 cd/m² : 20°. d.79 500,000 cd/m² and above: 30°.

SURFACE DESIGN PART 1: WORKING AND LEARNING AREA SURFACE REFLECTIVITY 127

The following Light Reflectance Values (LRV) are met: a.80 Ceilings have an average LRV of 0.8 (80%) or more for at least 80% of surface area in regularly occupied spaces. b.80 Walls have an average LRV of 0.7 (70%) or more for at least 50% of surface area directly visible from regularly occupied spaces. c. Furniture systems have an average LRV of 0.5 (50%) or more for 50% of surface area directly visible from regularly occupied spaces.

DAYLIGHTING FENESTRATION PART 1: WINDOW SIZES FOR WORKING AND LEARNING SPACES The following conditions are met: a. Window-wall ratio as measured on external elevations is between 20% and 60%.

Percentages greater than 40% require external shading or adjustable opacity glazing to control unwanted heat gain and glare. b Between 40% and 60% of window area is at least 2.1 m [7 ft] above the floor (Daylight Glass).

PART 2: WINDOW TRANSMITTANCE IN WORKING AND LEARNING AREAS

PART 1: STAIR ACCESSIBILITY The following requirements are met: a.27 Stairs are accessible to regular building occupants during all regular business hours. b.87 Wayfinding signage and point-of-decision prompts are present to encourage stair use (at least one sign per elevator bank).

PART 2: STAIR PROMOTION In projects of 2 to 4 floors, at least one staircase meets the following requirements: a.27 Located within 7.5 m [25 ft] of the entrance to the building or the edge of its lobby. b.27 Clearly visible from the main entrance to the project, or located visually before any elevators present upon entering from the main entrance. c.87 Stair width set at a minimum of 1.4 m [56 in] between handrails.

PART 3: FACILITATIVE AESTHETICS Both stairs and paths of frequent travel display elements of aesthetic appeal by incorporating at least 2 of the following: a.87 Artwork, including decorative painting. b.87 Music. c.27 Daylighting using windows or skylights of at least 1 m² [10.8 ft²] in size. d.87 View windows to the outdoors or building interior. e. Light levels of at least 215 lux [20 fc] when the stairs are in use.

The following visible transmittance (VT) conditions are met for all non-decorative glazing:

EXTERIOR ACTIVE DESIGN PART 1: PEDESTRIAN AMENITIES

a. All glazing located higher than 2.1 m [7 ft] from the floor (Daylight Glass) has VT of 60% or more. b. All glazing located 2.1 m [7 ft] or lower from the floor (Vision Glass) has VT of 50% or more.

Sites in which the building takes up less than 75% of the total lot size provide at least one of the following within highlytrafficked areas, such as building entrances, public transportation stops and walking paths:

PART 3: UNIFORM COLOR TRANSMITTANCE a.87 A bench.

All windows used for daylighting meet the following requirement: a. The visible light transmittance of wavelengths between 400 and 650 nm does not vary by more than a factor of 2.

INTERIOR FITNESS CIRCULATION 128

b.87 A cluster of movable chairs and tables. c.87 A drinking fountain or water refilling station.

PART 2: PEDESTRIAN PROMOTION To encourage more pedestrian activity, sites in which the building takes up less than 75% of the total lot size include at least two of the following in the outdoors:

a.87 A water fountain or other water feature. b.87 A plaza. c A garden. d.87 Public art.

PART 3: NEIGHBORHOOD CONNECTIVITY

a.27 Treadmills. b.27 Elliptical machines. c.27 Rowing machines. d.27 Stationary exercise bicycles.

PART 2: MUSCLE-STRENGTHENING EXERCISE EQUIPMENT

To encourage neighborhood connectivity and daily activity, at least one of the following requirements is Some combination of the following is provided in the interior met: fitness space free of charge, in a quantity that would allow use by at least 1% of regular building occupants and a.86 The building address has a Walk Score® of 70 or accompanied by instructions for safe use: greater. a.27 Multi-station equipment. b.1 The project is eligible for at least 3 points in the LEED b.27 Bench-press with a self-spotting rack.

BD+C: New Construction “Surrounding density and c.27 Full squat-rack. diverse d.27 Pull-up bar. uses” credit.

PHYSICAL ACTIVITY SPACES

ACTIVE FURNISHINGS PART 1: ACTIVE WORKSTATIONS

PART 1: SITE SPACE DESIGNATION FOR OFFICES

Some combination of the following is required for 3% or more of employees (minimum one), and are available for any employee to reserve or use:

Spaces with more than 10 regular occupants provide the following: a. Treadmill desks. b. Bicycle desks. a.87 Dedicated exercise space that is at least 18.6 m² c. Portable desk pedal or stepper machine.

[200 ft²] plus 0.1 m² [1 ft²] per regular building occupant, up to a PART 2: PREVALENT STANDING maximum of 370 m² [4,000 ft²].

PART 2: EXTERNAL EXERCISE SPACES

DESKS

At least 60% of workstations feature one of the following:

a. Adjustable height standing desk.

At least one of the following is accessible within 0.8 km b. Standard desk with desk-top height adjustment stand.

[0.5 mi] walking distance of the building: a.87 Parks with playgrounds, workout stations, trails or an accessible body of water. b.1 Complimentary access to gyms, playing fields or swimming pools.

FITNESS EQUIPMENT PART 1: CARDIORESPIRATORY EXERCISE EQUIPMENT

ADA ACCESSIBLE DESIGN STANDARDS PART 1: ADA REGULATIONS The following requirement is met: a.89 Buildings comply with current ADA Standards for Accessible Design.

ERGONOMICS: VISUAL AND PHYSICAL

Some combination of the following is provided in the PART 1: VISUAL ERGONOMICS interior fitness space free of charge, in a quantity that would allow use by at least 1% of regular building occupants and The following requirement is met: accompanied by instructions for safe use:

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a.83 All computer screens are adjustable in terms of b.90 Conference and teleconference rooms: minimum NRC of 0.8 on at least 50% of the surface area of the ceiling height and distance from the user. (excluding lights, skylights, diffusers and grilles).

PART 2: DESK HEIGHT FLEXIBILITY

PART 2: WALLS

At least 30% of workstations have the ability to alternate between sitting and standing positions through one of The following spaces, if present, have walls that meet the NRC specifications described: the following: a.90 Enclosed offices, conference and teleconference rooms: minimum NRC of 0.8 on at least 25% of the surface a. Adjustable height standing desks. area b. Desk-top height adjustment stands. c. Pairs of fixed-height desks of standing and seated of the surrounding walls. heights (which need not be located adjacent to each b.90 Open office spaces: minimum NRC of 0.8 on at least 25% of the surface area of the surrounding walls. other). c.90 Cubicle style offices: partitions reach at least 1.2 m [c.

48 inches] and have a minimum NRC of 0.8.

PART 3: SEAT FLEXIBILITY

Employee furnishings are adjustable in the following ways:

HEALTH AND WELLNESS AWARENESS PART 1: WELL Building Standard GUIDE

a.178 Workstation chair height adjustability is compliant Explanatory guides allow occupants to familiarize themselves with the HFES 100 standard or BIFMA G1 guidelines. b.178 Workstation seat depth adjustability is compliant with and benefit from features that are incorporated into the project, as well as gain a broader understanding of with the HFES 100 standard or BIFMA G1 guidelines. health and wellness factors beyond the built environment.

The OLFACTORY COMFORT following is provided:

PART 1: SOURCE SEPARATION All restrooms, janitorial closets, kitchens, cafeterias and pantries prevent strong odors from migrating to workspaces through one or more of the following separation methods: a. Negative pressurization. b. Interstitial rooms. c. Vestibules. d. Hallways. e. Self-closing doors.

SOUND REDUCING SURFACES PART 1: CEILINGS The following spaces, if present, have ceilings that meet the specifications described:

a. A guide (available to all occupants) describing the WELL Building Standard features pursued by the project.

PART 2: HEALTH AND WELLNESS LIBRARY A digital and/or physical library of resources is provided that focuses on mental and physical health and meets the following criteria: a. Contains at least one book title or one magazine subscription for every 20 occupants (no more than 20 titles are required). b. Is prominently displayed and readily available to all occupants.

BEAUTY AND DESIGN I PART 1: BEAUTY AND MINDFUL DESIGN

The project contains features intended for all of the a.90 Open office spaces: minimum NRC of 0.9 for the following: entire surface area of the ceiling (excluding lights, skylights, a.13 Human delight. diffusers and grilles). b.13 Celebration of culture. c.13 Celebration of spirit. d.13 Celebration of place.

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e.13 Meaningful integration of public art.

PART 1: MATERIAL INFORMATION BIOPHILIA I - QUALITATIVE PART 1: NATURE INCORPORATION A biophilia plan is developed that includes a description of how the project incorporates nature through the following: a.13 Environmental elements. b.13 Lighting. c.13 Space layout.

PART 2: PATTERN INCORPORATION A biophilia plan is developed that includes a description of how the project incorporates the following: a.13 Nature’s patterns throughout the design.

PART 3: NATURE INTERACTION A biophilia plan is developed that provides sufficient opportunities for human-nature interactions: a.13 Within the building. b.13 Within the project boundary, external to the building.

STRESS AND ADDICTION TREATMENT PART 1: MIND AND BEHAVIOR SUPPORT A program that addresses psychological and behavioral distress is made available to workplace occupants through: a.97 Employee Assistance Programs (EAPs) offering short-term treatment and referrals to qualified professionals for depression, anxiety, substance use, addiction and cooccurring mental health issues.

PART 2: STRESS MANAGEMENT A stress management program is made available to occupants through: a. A qualified counselor offering group or private workshops and referrals.

MATERIAL TRANSPARENCY

At least 50% (as measured by cost) of interior finishes and finish materials, furnishings (including workstations) and builtin furniture have some combination of the following material descriptions: a.19 Declare Label. b.28 Health Product Declaration. c.1 Any method accepted in USGBC’s LEED v4 MR credit: Building Product Disclosure and Optimization - Material Ingredients, Option 1: material ingredient reporting.

PART 2: ACCESSIBLE INFORMATION The following condition is met: a. All declaration information is compiled and made readily available to occupants either digitally or as part of a printed manual.

BEAUTY AND DESIGN II PART 1: CEILING HEIGHT Ceiling height that is proportional to room dimensions provides an expansive, comfortable and open feel to the interior space. Floor to ceiling heights for regularly occupied spaces meet the following requirements: a.96 Rooms of 9 m [30 ft] width or less have ceiling height of at least 2.7 m [8.8 ft]. b. Rooms of greater than 9 m [30 ft] width have ceiling height of at least 2.75 m [9 ft] plus at least 0.15 m [0.5 ft] for every 3 m [10 ft] over 9 m [30 ft]. c. Rooms that provide a full wall view to the outdoors or an atrium space (with at least twice the ceiling height of the room) have a minimum ceiling height of 2.75 m [9 ft] for a room width of 12 m [40 ft] plus at least 0.15 m [0.5 ft] for every 4.5 m [15 ft] over 12 m [40 ft].

PART 2: ARTWORK Integration of artwork to interior space adds complexity to the visual field. A plan is developed that includes a description of how the project incorporates meaningfully integrated artwork in: a. Entrances and lobbies. b. All regularly occupied space greater than 28 m² [300 ft²].

PART 3: SPATIAL FAMILIARITY 131

Design elements can be used to establish way-finding, aid in orientation and provide spatial familiarity. A plan is developed that includes a description of how the project incorporates way-finding elements in projects with floor plates 929 m² [10,000 ft²] or larger through use of the following elements: a. Artwork that is distinct in shape and color. b. Visually grouped zones or areas that use the following unifying design components: (i) lighting, (ii) furniture color and (iii) flooring pattern/color. c. Corridors over 9 m [30 ft] in length end in artwork or a view window to the exterior with a sill height no taller than 0.9 m [3 ft] from the floor and with at least a 30 m [100 ft] vista.

BIOPHILIA II - QUANTITATIVE PART 1: OUTDOOR BIOPHILIA At least 25% of the project site area meets the following requirements: a. Features either landscaped grounds or rooftop gardens accessible to building occupants. b.95 Consists of, at minimum, 70% plantings including tree canopies (within the 25%).

PART 2: INDOOR BIOPHILIA Wall and potted plants are incorporated into the design of interior space according to the following: a.95 Potted plants or planted beds cover at least 1% of floor area per floor. b.95 A plant wall per floor, covering a wall area equal or greater than 2% of the floor area, or covering the largest of the available walls, whichever is greater.

PART 3: WATER FEATURE At least one water feature for every 9,290 m² [100,000 ft²] in projects larger than 9,290 m² [100,000 ft²] which meets the following requirements: a.95 At least 1.8 m [5.8 to 6 ft] in height or 4 m² [43 ft²] in area. b. Ultraviolet sanitation or other technology to address water safety.

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Table A1: High-Touch Surfaces These are surfaces that require more frequent and thorough sanitization. Cleaning protocols should list these surfaces within the project and incorporate the correct cleaning instructions accordingly. Based on CDC Environmental Checklist for Monitoring Terminal Cleaning.

Non-porous Tabletops Doorknobs Elevator buttons Telephones Public digital devices and keyboards Light switches Chairs Bathroom handles and fixtures Countertops in bathrooms Toilet handles and lids Bathtubs and shower walls and floor Interior shower and bath surfaces Kitchen handles and fixtures Countertops in kitchens Non-disposable medical devices Bed railing Serving trays and bed tables Porous Rugs Upholstered furniture covers Fabric curtains Towels Bedding: linens, pillow cases and comforter

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Generative Intent

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Premise Development Strategy Reading: Critical Thinking for Architects: Developing a Project Premise and Concept Barry D. Yatt, AIA, CSI The Explicit Approach known as the Inquiry method: Concept Process 1. What is the project?

2. How will it work?

3. What attitude of expression will I use to guide design direction?

Premise and Concept: describes what the client, the users, and the site want the project to be. Developed from conversations.

Premise: what is the heart of the project? Defines problem without consideration of possible solutions.

Program Concept: What light does the premise shed on the program? Looks for order emphasis and relevance in the program.

Design Concept: What attitude of expression will the project have> Defines aesthetic mood or philosophy

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Core premise What does each group want?

Client: wants to build a shelter to help families get off the street and rehabilitate them back into active society Users: A shelter and place to get resources to rehabilitate them into a normal healthy life. A place to sleep, eat, learn, play, and heal.

Me: I would like to combine my knowledge on mental health, meditation, yoga, diet, mindfulness, human development, child development, environmental psychology, and design into a project that supports serving the homeless. This is an issue that’s I’ve always been aware of through community service and philanthropy. I also have experience at a daycare and with young children that I would like to address within the younger generation.

Who are the users?

Homeless Women and children. Staff.

What kind of people are they?

People looking for help. They know that they need to learn skills to get their life together. They want a better life for them and their children.

What kind of people are the staff?

Staff are patient and trauma informed.

What cultural factors need to be allowed for?

Addressing the gender specificness.

How do I impact this?

I am a woman. I have not experienced homeless but have seen it and studied it intently. I am compassionate and like seeing the positive in people. I practice a lot of mental health and self care to practice what I preach and use a first hand perspective.

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Where will the project be located?

Chicago, Illinois

What meaning does the site give to the project?

Large homeless population in the area. Large divide between the classes. Specifically in a school for adaptive resume, similar adjacency to public services, and sustainability.

What meaning does the location give to the project?

Climate- Cold Winters hot summers Geography- public transportation Imagery- Strong ties culturally to their city Local attitudes- may be negative for the surrounding residents. Must prove that this is a valid issue that will be addressed with their safety in mind.

When will the project be occupied?

24 hours a day on the living side. Business hours on the resource side.

Why is the project being built?

To address homelessness now and in future generations.

What is the nature of the demand, and why now?

There isn’t a shortage of demand on this unless the economy drastically changes.

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Essence: Homelessness, safety, future generations, quality of life, trauma, resources Core premise: The core premise of this project is to design and build a community shelter that addresses the quality of life in all aspects. Appropriate life skills are taught at all ages. Mothers are taught how to secure an attachment to their child to further their development. Routines as habits are addressed in areas of the life that are causing problems or discomfort. Resources will be provided to aid in this. It will also be a work place for people who are educated in wellness or trauma informed care, life skills, government resources.

Developed premise: The premise of this project is to design and build a transitional or interim overnight shelter specifically for women with one or more children. The overnight shelter will work in unison with a personal community center. The building seeks to create a healing environment that programmatically provides spaces for therapy, learning, and resources. Rehab addresses the quality of life in all aspects. Stress management, exercise, meditation, self care, hobbies, budgeting, nutrition, job interviews, parenting classes, and interpersonal relationships are all examples of rehab programs the community center may house. Mothers are taught how to secure an attachment to their child to further their development and individual therapy sessions are given to both the mother and child. There will be an in-house daycare center for the children while the parents are doing tasks that require leaving the building. While in the shelter a strict routine is used to help the residents form healthy habits. The shelters goal is to provide and create space for all resources will be provided to aid in this. It will also be a work place for people who are educated in wellness or trauma informed care, life skills, government resources. Community engagement will happen between guest speakers and volunteers.

“Understanding how the physical environment affects an individuals sense of identity, worth, dignity, and empowerment is essential to designing supportive and healing environments for trauma experienced residents or clients” - Design Resources for Homelessness “[healing elements] include art, soothing music, and plants, gardens, and nature views” - Schweitzer, Gilpin & Frampton (2004)

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Goal

Framework

Outcome

Shelter

Housing for 1 mother and 1-4 children. A kitchen. Storage.

Comfortable housing for the

Generational Improvement

Therapy for both mother and child.

Day care. Activities and focus on forming strong attachment between mother + child.

Child learns life skills in the shelter and as a result is less likely to fall back into the cycle as an adult.

Healing + Development

Therapy and meditation taught. Self care taught. Self development workshops.

Stress management skills and confidence gained.

Self stability + Resources

Educated in their government and Community resources. Taught how to be self sufficient. Finances taught and money saved while living in shelter.

Users are able to re-enter Society and economy.

Community Engagement

Community members teach life skills and give workshops.

Networking and learning.

users.

141

https://i.pinimg.com/

https://www.instagram.

dwell.com

142

sporteluxe.com

Fawnly Prints Etsy

furniture.minimaldesign.site

myscandinavianhome.com

https://www.katydidandkid.com/indoor-plants-d

handluggageonly.co.uk

Reptili.Art Etsy

design/

https://www.stylepark.com/en/

http://sallypayne.com/page/3/

care.trendingtopics.top

archello.com

casadevalentina.com.br

uberraschungpin.com

https://www.pinterest.com/the_ait/

143

Character: Green, watercolor, plant

Qualities: Soft, natural, organic

Character: Strong, clean, healthy

Qualities: Plants, lighting, gable shaped wall association

Character: Clutter-free, harmony, communication, order.

Qualities: Soft, natural, structured, bright, clean

144

Character: Organic symbolism of body

Qualities: Strong, minimalist, healthy

Character: Geometric, adaptable

Qualities: Modular, light colored wood, beveled edges to soften

Character: Strong, clean, feminine, natural, minimalist

Qualities: Pink, gold, strong geometry

145

Character: Soft, natural, structure, bright, clean, Textured charming

Qualities: Clutter-free, harmony, communication, order, biophilia

Character: Weave, texture, feminine, warm, pattern

Qualities: Organic, natural colors, sewing, weaving, craft

Character: Calming, natural, organic

Qualities: Green, plants, succulents, black and white, clean geometry

146

Character: Friendly, cute, caring, soft

Qualities: Organic geometry, watercolor, minimalistic

Character: Strong, minimalist, healthy, self improvement

Qualities: Quote, accepting, water color,organic

Character: Soft, natural, structured, bright, clean

Qualities: Lighting, color pop, minimal orthogonal Geometry, views to nature

147

Character: Geometric, adaptable, color pop, wood, biophilia, rustic industrial

Qualities: Modular,light colored wood, beveled edges for softness

Character: Strong, clean, feminine, natural, minimalist

Qualities: Pink, gold, strong geometry

Character: Strong, controlled, feminine, powerful, self improvement

Qualities: Minimalist serif font

148

Character: Bright, airy, sterile, organized

Qualities: Natural, lack of ornamentation on cabinets, gloss wall, simple minimal lines, open organization

Character: Soft, natural, organic people

Qualities: People, painting, organic art, nude colors

149

Concept #1

Mend Weave Restore benne.site

150

Visual thesaurus

151

Kylee Smith

3dmlstudio.com

Weaving is an ancient art historically done by women. Children were often taught to weave the alphabet and used their weaving as a study tool. Weaving is an art that requires patience, knowledge, and creativity. It is a repetitive motion that can be calming and therapeutic. In a space that will be used to help and heal aspects of the users life, weaving can be used as a strong metaphor.

Inspiration: Mid-century modern Massing: Intertwining, overlapping Zoning: Grid based, bays Traffic Pattern: Along main axis with areas of crossing / overlap Materials: Woven, textural, rattan, structured ceilings, wood, masonry Details: Plan on main grid with areas of overlap becoming more important, criteria of weaving / arts and crafts therapy Structure: Exposed structural beams or trusses Lighting: diffused light. Play with geometry of shadows.

152

homerenovations.cf

outstandinginterior.com

overstock.com

thestyleindex.com

3dmlstudio.com

Lee Jongkeun

153

Kylee Smith

A woven tapestry is a life metaphor. The tapestry consists of rows of different knot types. A repetitive motion done over and over in order to form a pattern. Each knot on its own looks insignificant just as small actions through out the day may seem. When enough of the same types of knots or actions are consistently repeated together they create pattern -- a healthy habit.

When combined with other types of knots it becomes a beautiful cohesive piece. As you expand your knowledge you become a happier more effective person.

154

Kylee Smith

https://www.pinterest.com/the_ait/

Kylee Smith

Kylee Smith

155

Concept #2

https://www.katydidandkid.com/indoor-plants-design/

Support Nurture

Embrace 156

Visual thesaurus

Visual thesaurus

157

Nurturing is a crucial part of human development; when pertaining to normal behaviors and attachment theories. Nurturing someone or something else helps people bond further and experience positive emotion.

For example people experience positive emotion when exposed to nature because of biophilia. Taking care of nature (a plant) can provide people with inner peace.

Inspiration: Danish architecture, hygee, minimalism, biophilia.

Massing: Engulfing, embracing Zoning: Raised areas of reflection Traffic Pattern: Circulation flows around areas of rest and recharge Materials: Natural, light wood, textiles, plants Details: areas of care filled with greenery, views to nature, lots of natural daylight, nurturing program implementation Structure: clean lines or representative of things in nature Lighting: recharge areas of sunlight.

susantuttlephotography.com

158

photo.godhax.com

Lee Jongkeun

article.com

Lee Jongkeun

pampa.com.au

159

Kylee Smith

160

Kylee Smith

Kylee Smith

161

Concept #3

Pattern Structure Guide

162

163

Maintaining patterns and structure in day to day life is proven to reduce stress and aide in child development.

The users will be persons who have likely experienced trauma. Research shows that becoming homeless in itself is traumatic and homelessness and poverty can have significant effects on child development.

Inspiration: Japanese architecture and American modern art Massing: repetitive, geometric, hierarchical Zoning: zoning layed out with Japanese Kanso Traffic Pattern: Strong wayfinding throughout with color blocking or geometry, chronological order of routine Materials: tile, wood, steel, concrete Details: program structure is routine driven.

Structure: structural concrete, wood cross bracing Lighting: adjustable lighting

164

zazzle.com

catesthill.com

worldarchitecture.org

Lee Jongkeun

http://architecturale.ladyr.site/maisonmoderne-design-architecture-maison-moderne-con-

design-milk.com 165

166

Kylee Smith

Kylee Smith

Kylee Smith

Kylee Smith

167

Concept #1 Weave

+

Concept #2 Nurture

+

Concept #3 Pattern 168

=

Nurturing through the pattern of habit and the craft of weaving 169

10 170

Schematic Design

171

Project Overview The premise of this project is to design and build a transitional or interim overnight shelter specifically for women with one or more children. The shelter will work in unison with a personal community center.

The building seeks to create a healing environment that programmatically provides spaces for therapy, learning, and resources. Rehab addresses the quality of life in all aspects. Stress management, exercise, meditation, self care, hobbies, budgeting, nutrition, job interviews, parenting classes, and interpersonal relationships are all examples of rehab programs the community center may house. Mothers are taught how to secure an attachment to their child to further their development and individual therapy sessions are given to both the mother and child. There will be an in-house daycare center for the children while the parents are doing tasks that require leaving the building. While in the shelter a strict routine is used to help the residents form healthy habits. The shelters goal is to provide and create space for all resources to aid in this. It will also be a work place for people who are educated in wellness or trauma informed care, life skills, government resources. Community engagement will happen between guest speakers and volunteers.

172

Project Goals

Shelter

Generational Improvement

Healing + Development

Self Stability + Knowledge of resources

Community Engagement

173

Theories + Research

Human Psychology

Environmental Psychology

Developmental Psychology

Trauma Informed

Five Points Theory

Bronfenburner’s theory

Mindfulness

Evidence Based Design

Prospect Refuge Theory

Biophilia & Wellness

1

4 3

2

Maslow’s hierarchy

Color theory 174

5

“Understanding how the physical environment affects an individual’s sense of identity, worth, dignity, and empowerment is essential to designing supportive and healing environments for trauma-experienced residents or clients.” (Berens, M. 2016). The design of the shelter should follow color theory guidelines and other trauma related studies to reduce triggering in spaces.”

175

Main entrance

N

Annex entrance

Main entrance N

Annex entrance 176

N

Main Building

library

lounge

Address: 5345 W Congress Pkwy SF: 13,000 not in scope

Playground food prep

boiler room

multipurpose

security

Annex Address: 5400 W Harrison St SF: 6,800 SF

Parking

Classrooms Restrooms Offices Corridors

N

Storage 177

Program + Adjacencies Case manager office

Therapist office

Bulk storage Parking

Entry

office

Conference room

Donations Multipurpose

Resource room

Laundry

Break Kitchenette

Fitness Infant

Kitchen School age

Dining room

Kitchen

Preschool

Living room

Play room

Adult room

Garden

Playground Child room

Pantry

Laundry

Break

Toddler

Teen

Showers

178

Director

Main building- 13,000 SF Community Center- 3,030SF Entry/ Lobby - 100 SF Resource Room- 400 SF Program Office- 120 SF Multipurpose Room- 650 SF Fitness Center- 900 SF Teen Room- 500 SF Public Restrooms- 360 SF

Annex- 6,800 SF Living Quarters- 4,846 SF 1 + 1 Bedroom (2)- 200 SF 1 + 2 Bedroom (2)- 244SF 1 + 3 Bedroom (2)- 268 SF 1+ 4 Bedroom (2)- 324 SF Closets (6)- 6 SF Bathrooms- 250 SF Living room- 500 SF Play room- 400 SF Kitchen- 240 SF Pantry- 48 SF Dining room- 500SF Laundry room- 200 SF Bulk storage- 500 SF

Day Care Center- 2,400 SF

Entry/ Lobby - 100 SF Space for infants (4)- 450 SF Space for toddlers (7) - 530 SF Space for preschoolers (5)- 360 SF Space for school age children (5)- 360 SF Kitchenette- 150 SF Child friendly toilets- 150 SF Baby changing area- 150 SF Staff toilets- 150 SF

Staff Areas- 1520 SF

Reception desk- 80 SF Case manager offices (4)- 120SF Director office-150 SF Kitchenette- 150 Conference room- 300 SF Staff Break room- 340 SF Staff toilets- 175 SF

Counseling Center- 555 SF Therapy rooms- (4) 120 SF Decomposition space- 75 SF

Building Support

Material aid Mechanical, electrical Public toilets Janitors facilities Donations storage Maintenance laundry

Site

Playground- SF Garden- SF Parking- SF

179

Master Planning The existing buildings consist of a closed down school and it’s annex. Although they are located close in proximity they are not connected. An alley way runs between the two buildings that must remain open for service access and trash. A bridge extension can eventually be added. Both buildings are one story so a second story addition will be necessary in bridging between the two.

180

Playground

Alley

Existing Plan

181

Concept Development

Nurturing through the pattern of habit and the craft of weaving

benne.site

182

https://www.katydidandkid.com/indoor-plants-design/

https://www.stylepark.com/en/news/interview-vizona-ceohummel

183

Nurture Nurturing is a crucial part of human development; when pertaining to normal behaviors and attachment theories. Nurturing someone or something else helps people bond further and experience positive emotion.

For example people experience positive emotion when exposed to nature because of biophilia. Taking care of nature (a plant) can provide people with inner peace.

Inspiration: Danish architecture, hygee, minimalism, biophilia.

Massing: Engulfing, embracing Zoning: Raised areas of reflection Traffic Pattern: Circulation flows around areas of rest and recharge Materials: Natural, light wood, textiles, plants Details: areas of care filled with greenery, views to nature, lots of natural daylight, nurturing program implementation Structure: clean lines or representative of things in nature Lighting: recharge areas of sunlight.

184

Lee Jongkeun

Lee Jongkeun

6.prej.net

185

Pattern Maintaining patterns and structure in day to day life is proven to reduce stress and aide in child development.

The users will be persons who have likely experienced trauma. Research shows that becoming homeless in itself is traumatic and homelessness and poverty can have significant effects on child development.

Inspiration: Japanese architecture and American modern art Massing: repetitive, geometric, hierarchical Zoning: zoning layed out with Japanese Kanso Traffic Pattern: Strong wayfinding throughout with color blocking or geometry, chronological order of routine Materials: tile, wood, steel, concrete Details: program structure is routine driven.

Structure: structural concrete, wood cross bracing Lighting: adjustable lighting

186

Lee Jongkeun

worldarchitecture.org

Renzo Piano

187

Weave Weaving is an ancient art historically done by women. Children were often taught to weave the alphabet and used their weaving as a study tool. Weaving is an art that requires patience, knowledge, and creativity. It is a repetitive motion that can be calming and therapeutic. In a space that will be used to help and heal aspects of the users life, weaving can be used as a strong metaphor.

Inspiration: Mid-century modern Massing: Intertwining, overlapping Zoning: Grid based, bays Traffic Pattern: Along main axis with areas of crossing / overlap Materials: Woven, textural, rattan, structured ceilings, wood, masonry Details: Plan on main grid with areas of overlap becoming more important, criteria of weaving / arts and crafts therapy Structure: Exposed structural beams or trusses Lighting: diffused light. Play with geometry of shadows.

188

Lee Jongkeun

shape.ae 189

Weave

iqoutdoorliving.co.uk

190

anupama kundoo

shape.ae

01_made-in-india-anupama-kundoo-dezeen.

anupama kundoo

Florida-Polytechnic-University-IST-Building-Interior-North 191

Proposed Renovation Schemes

192

school age

preschool age

infant

living room

garden

playground

toddler age

playroom

pantry

showers

adult bedroom

child bedroom

Fitness center dining room

shelter

generational improvement

healing + development

kitchen

self stability + resources

community engagement

breakout space in room

Office Multipurpose Preschool

193

Preschool

194

ikea.com

https://officesnapshots.com/2019/05/21/fuib-bank-offices-kiev/

haworth.com

ikea.com

195

Fitness Center

196

https://decoratrend.com/2018/09/19/50-fantastic-yoga-studio-design-ideas-

https://www.buzzbuzzhome.

http://www.flickr.com/photos/29298377@ N06/6877474057/in/photostream/

197

Case Manager Office

ikea.com

ikea.com

198

OFS.com

199

Materials Goals: • • •

Sustainability Durability Cleanabilty

200

Cork: The bark of the cork oak is harvested once every nine years without harming the tree, allowing it to live up to 200 years -making cork one of nature’s truly 100% eco-friendly resources.

Environmental Benefits: Low VOC’s Certificates & Standards: SCS Global Floor Score Certification, Mindful Materials

Tile: Certificates & Standards: Cradle to Cradle Silver Certified, Declared, Environmental Product Declaration, Health Product Declaration, ISO 14001, ISO 9001, LBC Compliant, LBC Red List Free, LEED Compliant, Long Life Cycle

Bamboo: Bamboo products are eco-friendly as long as they haven’t been chemically processed, which most bamboo clothing fabrics have been. Bamboo as a plant is naturally pest resistant, 100% biodegradable, anti-fungal, antibacterial, and regrows to its adult size in 3 to 5 years.

Kinetex: A growing body of research correlates certain aspects of the built environment, such as acoustics, indoor air quality, glare and ergonomics, with measurable outcomes related to productivity, health, safety and effectiveness. Flooring can play a pivotal role in achieving positive outcomes when positioning these factors in many institutional environments. Combined with the practiced approach of evidence-based design, Kinetex provides a solid foundation for performance driven setting.

201

11 202

Design Development

203

Project Goals

Shelter

204

Generational Improvement

Heal Develo

ling + opment

Self stability + Knowledge of resources

Community Engagement

205

Resident User Profiles Mid-Age Mother • 20-40 years old • Left home with her child due to domestic violence or poverty • Unemployed • Could struggle with alcoholism or drugs • Has one to four children of various ages • Could have issues forming a bond with their child

Teenage Mother • 13-20 years old • Left home due to non-supportive parents or domestic violence • Was homeless as a child for a period of time • Could struggle with alcoholism or drugs • Has not obtained a high school degree or equivalent • Could have issues forming a bond with their child

School-Aged Child • 6-13 years old • Has been moving around with the mother off and on their entire life • Could have trouble separating adult and child roles • Could have been exposed to domestic violence 206

Pre-School Child • 36 months and older, not in kindergarten • Usually need a nap or quiet time • Having a safe, structured environment in which to explore and face new challenges is important.

• Need well-defined limits.

• Parental supervision at this age is essential

Toddler • 12-36 months • Acts out social encounters through play activities • Becomes afraid when separated from mother or caregiver for short periods of time • Knows own name, age, and gender

Infant • • • •

Birth to 12 months Need naps Eats frequently and considers this a nurturing time By the time the infant is 6 months old they will have become attached to the people who care for them most 207

Staff User Profiles Director • Director of the shelter. In charge of management of community center.

• Trauma informed • Former teacher, councelor, or principal • Schedules seminars with community members

Administrator • Greets residents • Handles intake • Information desk for resources that the shelter provides • Handles records and mail • Supervises building secuity cameras and entry •

Therapist • Licensed adult or child therapist • Sensitive to trauma informed practices • Meets with resident per schedule provided by case manager

208

Case Manager • Works with the resident to make a clear treatment plan upon arrival • Knowledgable of private and government resources that they can inform the resident of

Teacher • Early education, pre-school, or k-6 teacher • Practices trauam informed education • Supervise, care for, and teach the children when in the daycare.

Yoga Instructor • Trauma informed yoga instructor • Teaches stress reducing meditation and mindfulness activities

209

Building Location Main Building Address: 5345 W Congress Pkwy Chicago, IL 60644 Main Building SF: 13,000 SF Annex Address: 5400 W Harrison St. Chicago, IL 60644 Annex SF: 6,800 SF Ownership: PBC Alderman: D. Graham Ward: 29 Neighborhood: South Austin Zoning: RS2 surrounded by residential

w congress pkwy Site Main Building Annex Main Roads s lockwood ave

Alley Residential Houses Vacant / Construction Church

N

210

w harrison st

w congress pkwy

s lockwood ave

w harrison st

211

Site Master Planning

= Scope

N

212

213

Design Concept

Weaving A woven tapestry is a life metaphor. The tapestry consists of rows of different knot types.

A repetitive motion done over and over in order to form a pattern. Each knot on its own looks insignificant just as small actions through out the day may seem. When enough of the same types of knots or actions are consistently repeated together they create pattern -- a healthy habit. When combined with other types of knots it becomes a beautiful cohesive piece. As you expand your knowledge you become a happier more effective person.

214

https://www.pinterest.com/the_ait/

215

216

Inspiration: Intertwining, overlapping Massing: Flowing, organic, but structured architecture Zoning: Clearly designated areas that have axis of overlap Traffic Pattern: Along main axis with areas of crossing / overlap Materials: Woven, textural, rattan, structured ceilings, wood, sculptural gyp board.

Details: Plan on main grid with areas of overlap becoming more important. Areas that cross with interaction and areas that can be retreated to.

Structure: Flowing and all connected structure Lighting: Diffused light. Play with geometry of shadows.

Kylee Smith

217

Weaving Floor Plan

218

219

Concept Design Precedent Hello BABY Children’s Center

220

Lollipo Garde

Project Type: Kindergarten Location: Dnipro, Ukraine Architect: Svoya Studio Area: 517.0 m squared Year: 2020

Project Type: Kind Location: China Architect: Dika De Area: 9000 m squ Year: 2019

The children’s center includes the entrance, reception, mini-coffee house, gym, and office for administraton. There is stylized seating along the corridor.

The inspiration of th children’s art world

op Ideal en

dergarten

esign uared

his design comes from the d.

Hongkun Art Gallery Project Type: Cultural Architecture, Gallery Location: Bejing, China Architect: penda Area: 2000 m squared Year: 2013 The open areas in the gallery offer a wide space for themed exhibition, while the gently curved entrance part draws people into the space and guides them naturally further into the gallery.

221

Hello BABY Children’s Center

patterns and curves

Project Type: Kindergarten Location: Dnipro, Ukraine Architect: Svoya Studio Area: 517.0 m squared Year: 2020 The children’s center includes the entrance, reception, minicoffee house, gym, and office for administraton. There is stylized seating along the corridor. This precedent is a great example of several of the things that will be integrated into the circle.

lighting layers

security

activities in corridoor

Top: Photo by Alexander Angelovskiy Entry to Hello BABY Bottom: Photo by Alexander Angelovskiy Corridoor with games and palces of refuge

222

places of refuge

linear ceiling

mirrors drawing space clearstory light

waiting furniture

durable flooring

Photo by Alexander Angelovskiy Waiting areas between rooms.

arched geometry

storage for childrens belongings

Photo by Alexander Angelovskiy Locker Room

223

Hello BABY Children’s Center

branding graphics shading

natural light storage

eating + working space

Top: Photo by Alexander Angelovskiy Office or work space. Mix of seating options with personal storage and natural lighting.

Bottom: Photo by Alexander Angelovskiy Flexible classroom design with built in storage and moveable furniture.

reflection space

arches natural light

storage

display/ writing

eating + working space

224

flexible seating

supply storage

flexible storage

cleanable + durable furniture

flexible seating

Photo by Alexander Angelovskiy Workspace for staff.

graphic branding

child sized appliances

Photo by Alexander Angelovskiy Adult and child restroom

225

Lollipop Ideal Garden

blunt rounded openings

Project Type: Kindergarten Location: China Architect: Dika Design Area: 9000 m squared Year: 2019 The inspiration this design comes from the children’s art world.

“The biggest difference between this kindergarten and other kindergartens is that all the inspiration in his design comes from the children’s art world. The most prominent feature is the design of the external shape. The key is the carrier and the main body is also shaped like a lollipop. Just like the children’s paintings, add more to the natural and childlike fantasy. The external appearance also removes the children’s strangeness and suspicion about the school. Reducing the icy feeling of reinforced concrete, after constantly experiencing design, modification, adjustment, scrutiny, and repeated innovation, the designer gave his life with a stroke and created the most “familiar freshness”.”

Top: Photo by Bowen Hou Photo of Exterior of the Lollipop Ideal Garden Bottom: Photo by Bowen Hou Aerial view of garden. Ground is painted to add interest, wayfinding, and circulation.

226

exterior lighting

full glazing follows grid

exterior play space

pendant lighting

file storage natural light/ artificial skylight

nature inspired geometry low open shelves for children integrated seating

durability/ cleanability

Photo by Bowen Hou Play area

natural light biophilia

series of reveals in wall

Photo by Bowen Hou Playground. The series of reveals and patterns in the fense is a good example of visual complexity and variety

227

Hongkun Art Gallery

Soothing colors integrated branding

Project Type: Cultural Architecture, Gallery Location: Bejing, China Architect: penda Area: 2000 m squared Year: 2013

The open areas in the gallery offer a wide space for themed exhibition, while the gently curved entrance part draws people into the space and guides them naturally further into the gallery.

clean materiality complexity at meeting points

levels of lighting

wall to ceiling flow

Top: Photo by Xia Zhi Bottom: Photo by Xia Zhi

228

natural materiality

arches as planes

natural light

security

Photo by Xia Zhi

Photo by Xia Zhi

229

Existing Plan + Zoning lounge library

Classrooms Restrooms Offices Corridors

food prep

multipurpose

Storage

N

230

N

Main Building Existing Floor Plan

231

New Plan + Zoning

Infant Room

Case Case Case Manager Manager Manager

Staff Lounge

exit

Yoga Studio

Fitness Room

North Lobby

exit Child Therapy

North Reception

exit

Toddler Room exit

School Age Room exit

exit

Lounge

Child Therapy

Resource Room

Child Therapy

Director Adult or Family Therapy

Decompression Space

South Lobby

Fitness Center exit

Adult or Family Therapy South Reception

Intake / Wait Resource Spaces Multipurpose Room

Offices Child Care

exit

Staff Amenities N

232

Fitness Room

Yoga Studio

Infant Room

Case Case Case Manager Manager Manager

DN

North Lobby

North Reception Child Therapy

Lounge

School Age Room

Child Therapy Toddler Room

Resource Room

Child Therapy

Director South Reception

South Lobby

Adult or Family Therapy Adult or Family Therapy

Multipurpose Room

N

Main Building New Floor Plan 233

Furniture Plan + Furniture Types 169' - 2 1/4"

Fitness Room

Yoga Studio

Infant Room

Case Case Case Manager Manager Manager

DN

North Lobby

North Reception

62' - 0 1/32"

Child Therapy

Lounge

School Age Room

Child Therapy Toddler Room Child Therapy

Resource Room

108' - 7 3/4"

Director South Reception

Adult or Family Therapy

South Lobby

76' - 1"

Adult or Family Therapy

Multipurpose Room

60' - 3 3/16"

N

Main Building Furniture Plan 234

235

---

6' - 11"

Reflected Ceiling Plan

2' - 10 3/8"

3' - 0" 3' - 6" 3' - 0"

6' - 6"

N

236

Light Fixture Inspiration

https://i.pinimg.com/564x/b8/9e/36/ b89e364583676ea62c0a90a693f7499b.jpg

https://www.pinterest.com/ pin/724727765025166445/?nic_v1=1aUepVmTrFLG1M hq2120oM%2F7HeDLXJ2scFmmW9cMNwoMePHwwG1 WVwQnyJt7j8zyv6

https://i.pinimg.com/564x/9f/85/c4/ 9f85c4e136681782488990c4585d7150.

237

Master Plan exit exit

exit

exit

exit

exit

exit

238

https://www.pinterest.com/ pin/724727765025166445/?nic_v1=1aUepVmTrFLG1 Mhq2120oM%2F7HeDLXJ2scFmmW9cMNwoMePHw

https://i.pinimg.com/564x/4c/b6/9e/4cb69e151b3ba406e24d9017bef2f3f2.jpg 239

Materials

240

241

South Entry DN

"

242

243

Hallway

244

AA

245

http://www.dezeen.com/2014/09/30/snow-

246

http://www.dezeen.com/2014/09/30/snow-

https://i.pinimg.com/564x/35/12/2a/35122aec406a742aac2affc76ddcc536.jpgsnow-apartment-interior-

Hallway Weaving

https://i.pinimg.com/564x/41/ff/c7/41ffc79f1f66aea2ccaf4553d0f08c aa.jpgsnow-apartment-interior-penda-china-ski-resort/

https://i.pinimg.com/564x/b5/b1/e4/

https://i.pinimg.com/564x/d0/d7/d5/247

248

249

Toddler Classroom

169' - 2 1/4"

DN

108' - 7 3/4"

250

251

108' - 7 3/4"

Therapy Rooms

76' - 1"

252

253

254

62' - 0 1/32"

Yoga Studio

255

256

62' - 0 1/32"

Fitness Room

257

12 258

Final Design

259

Covid-19 Update For those experiencing homelessness and insecure housing, Covid-19 safety measures are not only out of reach, they’re not an option.

260

Homelessness issues during the pandemic: • social services stretched thin • evading defunding • businesses shuttering • increase volume of people needing shelter • unsanitary conditions • surrounded by others who have come in contact with hundreds of people prior to entry • overcrowding and relocation • maintaining staff and volunteer safety • supply shortages • added risk of pre-existing conditions

261

Zoning

262

Decompression Space

Offices

Fitness Center

Child Care

Intake / Wait

Staff Amenities

Resource Spaces

Existing

L

exit

M

exit

A. Lobby / Intake / Security Point B. Multipurpose Space C. Therapist Office D. Child Therapist Office E. Case Manager Office F. Staff Lounge G. Resource Center H. Toddler Daycare I. Preschool Daycare J. Nursery Daycare K. Yoga Studio L. Fitness Center M. Lounge N. Playground O. Community Garden P. Park

DN

O

F

exit

K

DN

J

E

A

E

E

exit

D

exit

I

H

exit

D G

UP

D

C A

C

N exit DW

DW

DW

B

DW

P

exit

N

Refrigerator Refrigerator Refrigerator Refrigerator

263

Structure + Demo Plan

Column Beam Loadbearing Wall Demolition 264

1

Interior Floor(1) 1/8" = 1'-0"

2

Interior Floor(2) 1/8" = 1'-0"

www.auto

Consultant Address Address Address Phone

Consultant Address Address Address Phone

Consultant Address Address Address Phone

Consultant Address Address Address Phone

Consultant Address Address Address Phone

No.

Des

N DN

265

Values Plan

Shelter

Generational improvement

DN

Healing + development

Self stability + resources

Community engagement

266

DN

UP

DW

DW

DW

DW

Refrigerator Refrigerator Refrigerator Refrigerator

267

Research Plan

Maslow’s hierarchy

Human Psychology

1

Environmental Psychology

4 3

2

Trauma Informed

5

Five Points Theory

Bronfenburner’s theory DN

268

Developmental Psychology

Evidence based design

Color theory

Mindfulness

Prospect refuge theory

Biophilia & Wellness

DN

1 1

2

3

5

5

UP

DW

DW DW

2

4 3

4

DW

Refrigerator Refrigerator Refrigerator Refrigerator

269

Street View A

South Entry

270

N

B

A N N

B 271

South Entry Approach

272

1

4 3

2

Security Checkpoint

5

Five Points Theory

biophilia & wellness

District

Path

Node distinguishable sections

channels of travel

Edge

perceived boundaries

focal points or intersections

Landmark

identifiable objects as reference

N

273

Reception

274

Color theory

Security Checkpoint

N

275

Reception

276

biophilia & wellness

natural light

N

277

Building Circulation

DN

UP

DN

DW

DW

DW

DW

Refrigerator Refrigerator Refrigerator Refrigerator

278

1

4 3

2

clear sightlines

natural light

prospect refuge

biophilia +wellness

5

five points theory

N

Staff

Community Members

Security Checkpoint Residents

N

279

Multipurpose Space

280

community engagement

self stability + resources

N

281

Multipurpose Space

282

natural light

N

283

Child Therapy Room

284

natural light

healing + development

self stability + resources

developmental psychology

generational improvement

biophilia

N

285

Case Manager Office

self stability + resources

286

generational improvement

biophilia

N

287

Staff Lounge

mindfulness

288

nutrition point

N

289

Preschool + Toddler Daycare

generational improvement

290

developmental psychology

clear sightlines

trauma inf

formed

prospect refuge

N

291

Daycare + Garden Connection

generational improvement

292

developmental psychology

clear sightlines

trauma informe

ed

prospect refuge

natural light

biophilia

293

Yoga Studio

294

community engagement

trauma informed

healing + development

wellness

mindfulness

N

295

Fitness Room

wellness

296

healing + development

mindfulness

human psychology

N

297

Lounge

natural light

298

clear sightlines

biophilia

community engagement

resources

N

299

Garden 1

4 3

2

natural light

300

clear sightlines

biophilia

community engagement

5

5 points theory

N

301

Breakout Spaces

Therapy Hallway Nooks

This area of the hallway curves in and has two nooks and a water station. The door shown is a single person restroom for more privacy.

Classroom Hallway Nook 302

This can be a place to wait to pick up children or have a private moment outside the classrooms and gyms.

Garden Pavilion

allows the user to observe the garden while still feeling protected.

Phone Nook breakout spaces of individual phone rooms allow for private calls or a place to take a breath

303

Reflected Ceiling Plan

Vent Hood

Vent Hood

Vent Hood

Vent Hood

304

305

Furniture + Materiality

306

307

Sustainability Scheme

Daylighting

Rain Water Conservation 308

Solar Panels

Algae Microfarm 309

Wayfinding

Therapy Hal

serve both as identifa retreat spaces to dec

Color Association helps user

identify and remember which locker is theirs.

Easily Readable Maps on

the wall serve as both a wayfinding tool and wall art.

310

llway Nooks

Lighting and Materials make

able nodes and functional compress.

it easy to recognize the location is the East West hall way. If you come in the incorrect entrance it will be immediately apparent based on the hallway materials.

Resource Signage is located directly outside each door clearly stating what the room is.

311

Branding

Loom

Loom

Loom

Loom

Loom

Loom

Loom

Loom

Loom

312

m

m

m

L

L oom

313

Design Conclusions

Shelter

Generational improvement

Healing + development

Self stability + resources

Community engagement

314

Maslow’s hierarchy

Human Psychology

1

Environmental Psychology

4 3

2

Trauma Informed

Developmental Psychology

Color theory

5

Five Points Theory

Bronfenburner’s theory

Evidence based design

Prospect refuge theory

Mindfulness

biophilia & wellness 315

316

317

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