The New School | Final Thesis Proposal

The New School A Modern Approach to the Educational Environment | Interior Design Thesis

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Abstract The Bachelor’s Thesis brings awareness to the possibilities that lie within the educational environment through the proposal of an upper school in Atlanta, Georgia. This dissertation focuses on an individualized approach to learning, with an emphasis on the integration of technology. The school proposal has a great potential to maximize the learning experience and aims to increase performance and engagement in students.

This project vision is based on conducted research and analyses of the site and its users. The thesis demonstrates the concept of development through an integrated research-inspired design process based on analysis of historical precedent, current trends, case studies, and the current education model.

Urban context, user function, and architectural environment are all explored in the design process.

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Table of Contents 01 | Framework __________________________________ Introduction Problem Statement Methodology

8 9 10

02 | Analysis ____________________________________ Review of Literature Analysis of Case Studies Summary

14 22 40

03 | User & Function ______________________________ User Profiles Four Metaphors of Space

44 46

04 | Program ____________________________________ Building Program Programmatic Concepts

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50 54

05 | Site _______________________________________ Site and Building Selection Code Research and Review

58 66

06 | Design Process ______________________________ Identity Test Fits

74 76

07 | Conclusion __________________________________ Conclusion References

82 84

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01 | Framework __________________________

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Ill. Perkins&Will - Atlanta D

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FRAM E WORK

Introduction From the work of design researchers Gaby Scarritt and Aileen Strickland McGee, I am inspired by creating a working environment that enhances the adolescent experience and helps cultivate and shape their physical, emotional, and cognitive development within the learning model. My work will seek to research the impacts of technology and the importance of the built environment within the school model, and translate that knowledge through a design based approach within the modern day classroom. If I could change the world, I would provide students with tools to maximize their potential in the classroom and see the learning environment through a completely different lens.

Problem Statement I will be exploring the different learning models in education and how they can align with the modern world in relation to student engagement and development. I will investigate the functions of modern day society and how they can be translated within the educational environment context. The project will consider perspectives from both high school students, as well as educators working within the new learning model. I will seek to discover new and innovative ways students can interact and enhance their learning experience. How is the current model failing us, and what changes can we make to improve the experiences and engagement in students?

Dairies

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Methodology |

An Evidence-Based Approach Research-Inspired Design The entire project development is conducted by the use of research-inspired design’, which is an interdisciplinary approach established from a problem-based learning concept that uses research methodology. To embrace the philosophy of research-inspired design, the designer must embrace the process and integration of developing the methods to solve their complex real-world problem.

Research methodology uses research to inform their design decisions, resulting in a built environment that is sustained through extensive and multifaceted research findings. Lily Robinson writes, “Interior designers can rise above the perspective and draw upon research as a source of motivation, innovation, and inspiration for the Interior Design Process.�

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Research-based design opens your eye to a completely different perspective of how the built environment can be enhanced.

The project development is then led by the Interior Design Process, a five-step process that identifies the design problem and draws conclusions through a complexity of steps. The five stages of the Interior Design Process consist of:

1. Programming

2. Schematics

3. Design Development

4. Contract Documents

5. Contract Administration The following brief includes the first phases of the design process: programming and schematics. The subsequent phases will be explored in the following portion of Portfolio I. (Robinson, 2010)

FRAM E WORK Integrated Design Process

Programmatic Concepts

Project decisions will be based on undertaken scientific research and analysis of historical precedent and current trends. The analysis will support the design question of how the current education school model is failing us and what improvements we can make in the future. Assessments of the current impact of technology as well as various learning methods were investigated to create a unique and modern approach to what the classroom should look like.The research conducted informs and influences the user experience of the school and aims to improve student engagement and performance throughout the design.

Programs serve as building blocks to the primary foundation of creating a successful design solution. Identifying critical spaces that will inform and influence your design process are all a part of identifying your building program.

These concepts will form as strategies for solving complex design decisions.

This becomes an essential role in redefining the new education model and what the primary spaces are that enhance the personalized learning experience. Organizing the plan in an order that enhances the user experience is a crucial method in delivering a successful design solution.

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02 | Analysis ____________________________

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Review of Literature |

A Brief History of the Classroom

Boston Latin School

Tax-Subsidized Schools

The Factory Model

In 1635, Boston Latin School was

After the Revolution, the northern

Later in Massachusetts became

founded by the Town of Boston

states recognized the emphasis

the first “factory” model for ed-

and was the first school model

on education, which rapidly led to

ucation. Horace Mann created

to make its appearance in the

growth in these areas. By the year

a statewide system of schools

United States. The one-room

1870, all states had established

based on the Prussian model. The

schoolhouse was integrated with

the tax-subsidized public-school

Prussian model, commonly used in

all grade levels and shared with

model. (Monroe, 1911) For the first

Germany, was developed to create

a single instructor. (History, n.d.)

time in history, the United States

a system where every student was

Educators orchestrated teachings

had established one of the highest

entitled to the same public educa-

of reading, writing, and elemen-

literacy rates out of any other

tion content. Reinventing Schools:

tary level mathematics to a broad

country in the world, accounting

The Technology is Now writes that

demographic of children. The ear-

for nearly ninety percent of the

many of the statewide institutions

ly models of education derived

population. As public schools be-

were characterized as “large

from the roots of New England.

came more prominent throughout

buildings enclosed labyrinths of

They were predominantly used

America, the curriculum adapted

classrooms where students sat

to play an essential role in the

to teaching writing skills, penman-

in neat rows with the teacher in

traditional pillars of understanding

ship, and arithmetic. (Barker and

front,” and “schools were sought to

the methods of the church, family,

Burrows, 2002)

be an efficient social institution that

and community (Lawrence, 1970)

could turn out identical products.”

(National Research Council, 1995)

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AN ALYSIS A New Structure

The Great Depression

A Nation at Risk

Mann incorporated the traditional

In August of 1929, the Great

In 1983, a new wave of education

European university model, where

Depression had fallen on Amer-

reform arose. U.S. National Com-

educators directed class through

ican citizens. President Franklin

mission on Excellence in Education

lectures rather than learning from

D. Roosevelt and his department

released its publication A Nation

each other. Children were divid-

formulated the New Deal to help

at Risk: The Imperative for Educa-

ed into classes, also known as

with the economic crisis. Within the

tional Reform. The published report

grades, and were assigned with

New Deal became one of the most

revealed how the United States

children of the same age. Grades

derailing moments in the history of

education model failed to meet

were organized so that children

education. Fass writes, “The emer-

the standards in the modern-day

of the same social and intellectual

gency conditions created by the

workplace. One statistic revealed

maturity level could all learn and

Depression provided the context

that on “19 academic tests, Amer-

mature together. This replaced

for unprecedented experimentation

ican students were never first or

the existing multi-age “one-room”

by the federal government in the

second and, in comparison with

schoolhouse model that previous-

development of direct educational

other industrialized nations, were

ly lived in America and became

programs and the evolution of new

last seven times.” (United States Na-

easier to institutionalize. Each child

ideas of federal responsibility for

tional Commision, 1983) By the end

was expected to acquire a partic-

education.” (Fass, 1982) This model

of the decade, the United States

ular amount of criterium each year

was not based on professional

had only allotted two percent of its

in order to advance into the next

practice, nor designed by experts

federal budget to education, while

grade level. (Hunt, 2010)

in the field of education.

nearly thirty percent was allocated to efforts on support for the elderly.

(Rolling Stone, 1990)

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Review of Literature | Where Are We Now? The current model for education that we see in America is still stuck in the ways of the industrial school model that began at the end of the 19th century. This model approaches education in a “one-size-fitsall” approach and clearly defines American education’s intentions as only being used as a catalyst for mass production.

We are entering an era where there is not a lot of value in being told what to do, which is essentially teaching children to think and perform in the same way that computers do. The traditional school model has merely emphasized the competition for individual performance and the pressures to meet standards and has ultimately limited and discouraged students from collaboration, critical thinking, and effective communication skills. (National Research Council, 1995) The Digital Age In today’s perspective, we have transitioned into a society that is increasingly growing at rapid rates. With the arrival of the internet, we have completely shifted from a traditional industry standard to an economy solely based on information

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and communication technologies. This is known as the information age and has turned entirely into a digital revolution.

Many discussions in today’s world talk about the lack of preparation that the school models give for transitioning into the workforce. In Reinventing Schools: The Technology is Now, the author states that only twenty percent of Americans work in factories or agriculture and that the average American can change their career path six to eight times before deciding on their careers. (National Research Council, 1995) While the world is experiencing rapid changes in the environment around us in this new digital age, a majority of kids are not going to be set up to succeed in the future that is coming.

Using Technology as a Structure While we see more and more advancements in the world of technology, the school model has made little adjustments. Keith Geiger from the National Education Association comments, “The school reforms of the 1980s consisted mostly of an added program here, an

AN ALYSIS improved strategy there, and a computer software someplace else. These efforts were like taking aspirin for a life-threatening illness.” (National Research Council, 1995) It is essential to recognize that the evolution of technology will never subside and only continue to get better.

Technology should be a key element in the reformation of our education model.

Linda Roberts from the Department of Education states, “Technology is merely a tool to help us improve the opportunities for learning and help us really approach a kind of teaching that we think is important in our schools.” (National Research Council, 1995) Individualized Learning Technology can provide a very customizable approach to education, catering to a variety of different learning styles in each child. Rather than using the computer from a remedial approach, it can provide children with inspiring software. A large obstacle that we see in today’s industrial school model is the challenge of balancing curriculum, which often leads to the

restraint of children who acquire learning at a more rapid rate than others or those who fall behind. Integrating technology within the education model can create a more personalized learning experience that can help students learn content indepth and at their own pace.

Technology can become an integral part in solving the issue surrounding our old model of education. As we continue to navigate through the digital age, we begin to see technology as an essential piece to help facilitate an otherwise impossible mode of education. Technology can create an individualized experience, and given the right environment, can create a new birthplace for a new generation of learners. Education functions as the building block to our future and must continue to adapt to and prepare our future leaders for a completely different digital society.

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Review of Literature | The Gallup Poll Study On June 1st of 2017, the Gallup Poll published article, “Student Enthusiasm Falls as High School Graduation Nears.” The survey delivered shocking results to the field of education. Education researchers, Valerie J. Caleron and Daniela Yu, reported that only 34% of students are engaged with school by the time they reach 12th grade. The article writes, “Of students surveyed, fifth-graders are most engaged, and 11th-graders are least engaged.” Researchers noted that engagement was a critical factor in the success of students performance in school.The article continues, “About half of U.S. public school students surveyed (49%) are engaged with school. Nearly three-quarters (74%) of all surveyed fifth-grade students are engaged, and only about one-third of surveyed students in 10th, 11th and 12th grades are engaged.

(Calderon and Yu, 2020) We see a critical need for systemic change within our education model. Engagement begins with connection, and structuring learning in a “one-size-fitsall” approach is the reason why our education model is failing us in America.

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AN ALYSIS Ill. Gallup Poll Study, 2017. - Survey Results

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Review of Literature | Learning From A Distance On March 11th of 2020, the World Health identified COVID-19 as a global pandemic. In response, the United States declared a national emergency, which resulted in a nationwide blackout. States issued lockdowns and stay-at-home orders in response to the virus.

With rapidly evolving cases, states issued stay-at-home orders and lockdowns, resulting in nearly 104,000 school closures across America. (World Health Organization, 2020) That accounts for nearly 1.2 billion children that are learning outside of the classroom.

This essentially became a breeding ground for many technology companies to experiment and help bridge the distance between education technology and individual learning.

Within two months, the online transition was revealing shockingly great results. The World Economic Forum reported that with the right access to education technology, learning can be several times more effective than the original model. Research showed that students

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retain nearly 25-60% more material in comparison to the 8-10% in a traditional classroom setting. The research also reported that students spend 40-60% less time learning new content with the new online model because students have the ability to learn at their own pace. (Li and Lalani, 2020) The study, however, did report the need for a structured environment. Nationwide reports quickly showed the challenges of integrating the online learning environment in economically disadvantaged homes. Nearly 25% of American children did not have access to computers, while many reported to have unreliable access. Another common theme was the fear of the effects that the home-based education model would have on children’s social and emotional development. The Department of Health and Human Services reports the importance of socialization that takes place during school is an essential aspect of children’s development. The National

AN ALYSIS Students spend 40%-60% less time learning new content in the new online school model

Institute of Health also speaks of the importance of peer acceptance in the emotional development of teens. (Providence, 2020) News in Health writes, “Play helps children master their emotions and make their own decisions. It also teaches flexibility, motivation, and confidence.” (News In Health, n.d.)

It is imperative to understand the importance that the school environment provides, and while the use of technology has shown record-breaking results, creating an environment where children can socialize, interact, and mature is extremely important to the cognitive and emotional development of children.

While online education has proved its position in society, this is something that technology will never be able to supplement.

As we see the positive effects that technology can have on education, what does this mean for our educators? Many people fear the future of educators as technology becomes more of an integral part of their learn-

Students retain 25%-60% more material compared to the 8%-10% in the traditional classroom

ing. While teachers may not have the same role in instructing lectures at the front of a classroom, we can begin to see them take more shape in a nurturing role. In Reinventing Schools: The Technology is Now, the author states that “in the new model of school, students assume many of the functions previously reserved for teachers. In small groups, individual students act as peer-tutors for others.” (National Research Council, 1995) By allowing this, students will be able to adopt similar characteristics that are used within the workplace, such as collaborative behavior, critical thinking, and communication skills, from a very young age. Researchers predict that this will allow students to have a more significant role in the responsibility of their own education, similar to the effects we see with the use of a technology-based learning environment. “Teachers, in contrast, change from the repository of all knowledge to being guides or mentors who help students navigate.” (National Research Council, 1995)

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AN ALYSIS Ill. ArchDaily - Lisle Elementary School

Lisle Elementary School Lisle, Illinois | Case Study Analysis I

Designed by Perkins and Will, Lisle Elementary School was developed in 2019 in Lisle, Illinois. The following building features over 1,132,363 square feet housing grade levels K-5.

The building is distinguished by its modern form, outdoor spaces, and central core. The school is featured in the suburbs of Lisle, and accompanied by its rich surrounding environment. Lisle is recognized as the “Arboretum Village�, which has been applied in the redesign of the school. With over 26 species of trees and 6 species of shrubs, Lisle Elementary School marries education within its geographical context, being able to classify its space not only as an educational facility, but as an arboretum as well. (Pintos, 2020)

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A Dynamic Learning Environment The intent of the design was to create a dynamic learning environment within the public school model that directly correlates and supports its surroundings. Prior to the rebuild, the school had two locations which were then combined into one cohesive space. Perkins and Will was able to respond to sustainability initiatives not only through the incorporation of landscaping, but by solving this problem as well. With the new model, they were able to reduce bus routes and enhance efficiency of driving time, which led to a LEAN approach model. (Pintos,

2020)

Within the space, the new learning center caters towards everyone’s unique learning and teaching styles. The designers were able to account for the needs of staff by responding to their previous struggles in the old space.

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Managing principal, Mark Jolicoeur, responded “We invited everyone in. We came in with a blank slate, and wanted to make sure everyone in the community had a voice.� (Pintos, 2020) The open floor plan and collaborative breakout rooms within the classroom invite all learning styles, giving instructors the tools to assist in the students diverse needs. Flexible furniture was also a key factor within the classroom, giving children the ability to easily rearrange the room depending on the objectives given that day. Each classroom is interconnected, giving instructors the opportunity to encourage children to collaborate. The classrooms are integrated with shared breakout rooms as well, giving a quiet space for one-on-one instruction or for group huddles.

AN ALYSIS

Ill. ArchDaily - Lisle Elementary School - Section Plan View Ill. ArchDaily - Lisle Elementary School - Exploded Axonometic

The Central Core The focal point of the school however doesn’t lie within the classroom, but within its core.

The library serves as the heart of the building, facilitating a connection to classrooms, corridors, and its central staircase.

Rising three stories, the library provides support spaces for students to work independently or collaboratively. The space features touchdown areas, benching stations, focus rooms, group rooms and private areas for tutors and social workers.

The library anchors the entire facility, and serves as the main hub within the building.

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AN ALYSIS Ill. ArchDaily - Lisle Elementary School - Floor Plan

Creating Connections in Space | Independent Learning Connectivity is a critical factor in the design of this building. All classrooms border the library, which serves as the primary hub of the building. As illustrated to the right, all circulation patterns create interactions between classrooms and the library, fostering a relationship between individual and space. Students have the ability to chose their desired habitat for work and have the opportunity to interact with others freely outside of the classroom.

Transparency was a primarily used element of design to instill a sense of community

throughout the building. Glass barriers are used within classrooms and focus rooms to allow instructor supervision and give students space to be independent and grow.

Public spaces, highlighted in orange to the right, such as maker labs, gymnasiums, auditoriums, and ‘smart labs’ are also used to encourage a sense of community. Giving students a choice in their daily learning routines allows them to take ownership of their education and become more independent outside of the classroom.

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AN ALYSIS

MLC Learning Center

Kew, Australia | Case Study Analysis II MLC Nicholas Learning Center was designed by Mclldowie Partners in 2019 in Kew, Australia. The building features 4500 m² of an innovative learning center, learning spaces, homerooms, and a roof-garden terrace that serves as a space for outdoor learning. The school hosts grades 9-12 and is cross integrated with its lower-division school buildings to help foster connectivity throughout each of the spaces. With a focus on spatial strategies and circulation patterns, the design is able to echo this notion throughout the school’s spaces.

(Pintos, 2020)

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Ill. ArchDaily - MLC Learning Center

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Ill. ArchDaily - MLC Learning Center

Fostering Community The concept of creating a learning community was largely driven throughout the process of this design. The school’s use of neighboring work areas helps encourage a dynamic relationship between students, peers, and staff. Working in close collaboration with peers and staff helps foster a comfortable environment, which will then, in turn, create the best practice of learning.

The school organizes its classrooms by clusters. Each of the neighboring learning environments hosts five private learning spaces around a shared breakout space. These spaces are characterized by their varieties of seating, including benching desks, presentation booths 30

with video conferencing, open and enclosed collaborative areas, and maker spaces. Organizing space in this way encourages children and staff to create diverse relationships that don’t typically happen within the public school model context.

Having direct access to these shared spaces will help encourage students to connect, work independently, creatively use space within a learning context, and have the freedom to access areas outside of the classroom environment.

Among these are all skills that the modern world is asking more of to this day.

(Pintos, 2020)

AN ALYSIS Ill. ArchDaily - MLC Learning Center - Floor Plan Ill. ArchDaily - MLC Learning Center - Diagram

Spatial Strategies Looking at a small scale, the MLC Nicholas Learning Center organizes its primary learning spaces into four neighborhoods. The learning spaces interact directly with the breakout spaces, which has direct access to the hub and outdoor spaces. From a larger scale, each grade district surrounds a shared learning space, staff center, and amenity area, which interacts immediately with the heart of campus. All of these relationships influence interactions among peers outside of their cohorts, instilling a sense of community and familiarity.

(Pintos, 2020) 31

Flexible Learning Environments The outdoor green space serves as the school’s core and is utilized well for its ability to influence cross-traffic and create outdoor air circulation throughout the plan. This hub creates an outdoor learning space that hosts various unique areas where students can meet peers or choose to learn. The ability to conjoin this notion of indoor/outdoor living helps circulate fresh air throughout its spaces and ensures that comfortable temperatures can fluctuate throughout the indoors when wanted.

The roof was a large integral part in helping seamlessly blend the design concepts of connectivity and nature. Adding this space created a moment for innovative teaching and learning practices and helped bridge the gap to the outdoors. The location interacts right off of three learning neighborhoods and a central hub space. Giving this space allows students, staff, and peers the ability to take a break from school and recharge in nature. Its seamless plan features designated work tables and seating arrangements, a garden area, and pathways to stroll in between assignments.

The project’s architect and designers’ mission was to seamlessly create a connective environment and bridge the gap between primary and secondary schools. ArchDaily writes, “Determined to improve student learning outcomes and teacher practices, the building sits at the heart of a growing field, delivering innovative architecture through the lens of innovative learning.” (Pintos, 2020)

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AN ALYSIS Ill. ArchDaily - MLC Learning Center

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AN ALYSIS

Mount Vernon School Atlanta, GA | Case Study Analysis III

Located right outside of Atlanta, Georgia, Mount Vernon partnered with Flags of Origin to design their new three-story 60,000 square foot addition to the innovative private education institution. The campus focuses on its STEM-based learning methods and its mission to prepare students for life outside of the classroom. The design focuses on non-traditional educational approaches to space and aesthetic and delivers a unique expression to its visitors. (Michal, 2019)

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Ill. OfficeLovin - Mount Vernon School

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Ill. OfficeLovin - Mount Vernon School

Creating A Working Environment Flags of Origins implemented the use of flexible space as a design strategy throughout the campus. The site focuses on its spatial organization by dividing each floor by districts. Within each district are two distinct and dynamic neighborhoods consisting of shared community spaces, kitchenettes, quiet zones, faculty hubs, and learning studios.

Each of the adjacent areas empowers its users to maximize space and characterize their surroundings to their individual needs. The school inquired over 22 garage doors, and many rooms consist of vertical moving walls to combine or separate space, giving no two given school days the same appearance. Creating these agile spaces enhances the learning environment, encouraging students and educators to tailor their surroundings to their needs. By implementing flexible learning environments, the design asks others to engage more in their learning. (Michal, 2019)

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AN ALYSIS

The Bridge Mount Vernon incorporated technology as a large integral part of the new campus design. Maker, design, and fabrication labs, along with a fully encompassed arts district, are connected to the education environment through ‘The Bridge.’ Within the Arts District is dedicated space for virtual reality, graphic design, audio production, printmaking, drawing and painting, a rehearsal studio, and a black box theater.

(Michal, 2019) Ill. OfficeLovin - Mount Vernon School

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Ill. OfficeLovin - Mount Vernon School

AN ALYSIS

Ill. OfficeLovin - Mount Vernon School

Telling A Story Through The Brand Flag of Origins does an impeccable job utilizing Mount Vernon’s brand and representing the space as a story. Similar to the moves that we see in corporate and hospitality design, the Flags of Origins team took a very distinct approach towards interpreting who the brand is and how it can be implemented throughout the space. Each corner is able to convey different narratives that are unique to Mount Vernon’s mission or story. The team accomplishes this through color, material, and furniture selection, breaking the boundaries of what the educational environment can look, function, and feel like.

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Summary In summation, researchers and educators are beginning to dig deeper into what is causing our current education model to fail us. Technology is an ever-evolving part of society that will continue to play an integral role in our evolution as a country. Supplementing technology as a resource to help deliver personalized educational experiences can give access to unimaginable possibilities in education. As we test this model in today’s world, we see an even bigger significance in the importance of our surroundings.

As designers, our roles become imperative to finding solutions through the built environment. How can we translate the traditional classroom context into a modern and meaningful experience? What does the personalized learning space look and function like? Many learning environments are adapting to the rapid changes occurring in our modern world. Researchers and designers are beginning to understand how spatial strategies and supplementation of technology will result in higher-performing learning spaces. Flexibility plays an essential role inside and outside of the classroom, allowing space to be interpreted for a variety of needs throughout the day.

Support areas become a critical component in providing choice to the wide variety of learning styles that every student uniquely flourishes in.

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41 AN ALYSIS

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03 | User & Function ______________________

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User Profiles

Students

Activities: Students ages 14-18 who are invested in the personalized learning experience. Individuals seek areaas of space that fit their individual and unique tasks, and have acess to public, semi-private, and maker spaces within the building.

Areas of Interest: - Classroom

- Breakout Space - Collaborative Space - Focus Space - Maker Labs - Amenity Spaces - Outdoor Spaces

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Educators

Activities: Educators who are invested in delivering a unique learning experience to each student.

Educators become more of mentors than facilitators of teaching.

Areas of Interest:

- Classroom

- Breakout Space - Collaborative Space - Maker Labs - Amenity Spaces - Faculty & Staff Spaces - Individual Offices - Outdoor Spaces

U S ER & FU N C TI ON

Families

Activities:

Families become an integral part in the community of the school.

Breaking the barriers of space and creating more ways families can be a part of the learning process is a key element in the redesign.

Areas of Interest:

- Amenity Spaces - Outdoor Spaces - Faculty & Staff Spaces

Administration

Activities:

Facilities cater toward the administrations every day needs. Understanding their pivitol role within the school context and translating that throughout the new design.

Areas of Interest:

- Amenity Spaces - Faculty & Staff Spaces - Collaborative Space - Individual Offices - Outdoor Spaces

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Function | The Four Metaphors of Space The four metaphors of space include each of the areas that cater to the personalized learning experience. When designing space, each of these modes play a counterpart into creating a highly dynamic and successful education environment. Creating accessibility in different types of spaces that support learning are important in the planning process. These areas consist of playground, workplace, gallery, and home.

(Steelcase 360, n.d.)

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U S ER & FU N C TI ON

Home Think of the way your living room feels. Ambience lighting, soft textures, and a variety of material and objects helps the space feel warm, welcoming, and comfortable to others.

Gallery Pinning up students work on display in a gallery format throughout the year encourages peers, educators, and visitors to interact with their experiences and see the evolution of their learning journey.

Workplace Similar to a professional work setting, students should have access to spaces that best cater towards their mode of work that best fits their needs whether that’s working independently or collaborating with others.

Playground Creating multi-sensory learning environments that harvest tools, materials, and technological resources encourages students to physically, cognitively, and emotionally engage in the natural curiosities of learning.

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04 | Program ____________________________

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Proposed Program The following program outlines the critical areas that will be applied to the design. With the integration of the four metaphors of space, each area focuses on the fundamental aspects of the personalized learning environment. Throughout the program, students are given primary individual and collaborative learning environments, as well as amenity and maker spaces.

The faculty and staff will be given a neighborhood of private space, allowing a secondary space within the plan that caters to all modes of work outside of teaching. Here, faculty and staff will have access to individual and collaborative space, as well as a private breakout area.

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51 P ROGRA M

DPMT/SPACE

QUANTITY

AREA sq ft

TOTAL sq ft

16

750

12000

STEM Labratories

4

800

3200

Material Storage

16

60

960

Instructional Room

1

720

720

Material Storage

1

60

60

Principal’s Office

1

140

140

Reception/Secretarial Area

1

200

200

Office Breakout Room

1

250

250

Conference Room

1

250

250

Records/Vault

1

60

60

Attendance Office

1

120

120

Book/General Storage

1

125

125

2

120

240

1

270

270

PRIMARY SPACES INSTRUCTIONAL SPACES General Classrooms (25 Student Capacity)

SPECIAL EDUCATION

ANCILLARY SPACES ADMINISTRATION

GUIDANCE AND COUNSELING Counselor's Office NURSE/HEALTH CLINIC Office/Examination Room Storage

1

80

80

Restroom - Individual

1

50

50

Technical Support Lab

1

300

300

Data Processing Technician Office

1

110

110

1

600

600

TECHNICAL SUPPORT

STAFF PERSONNEL SPACE Faculty Lounge Kitchenette

1

70

70

Conference Room

1

200

200

Individual Focus Space

2

50

100

Staff Restroom - Individual (ADA)

1

60

60

1

2400

2400

Preparation Area

1

660

660

Serving Area

1

450

450

Refrigeration Storage

2

80

160

Dry Food Storage

1

180

180

Dishwashing Area

1

120

120

FOOD PREP AND DINING FACILITIES DINING FACILITY Cafeteria KITCHEN

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Staff Lockers

1

200

200

Offices

2

100

200

Restroom - Individual

1

60

60

P ROGRA M

SUPPORT SPACES TECHNICAL Electronics/Maker Lab

1

1600

1600

Technology Lab

2

400

800

Storage

2

60

120

Studio

2

800

1600

Print & Graphic Art Lab

1

500

500

Storage

2

100

200

ART & DESIGN

LIBRARY Reading/Browsing

1

1400

1400

Collaborative Breakout Space

6

150

900

Individual Breakout Space

6

80

480

Office/Support

1

200

200

Printing Station

1

200

200

Storage

1

200

200

DIGITAL AND PERFORMING ARTS CENTER Auditorium

1

7260

7260

Lobby

1

550

550

Restrooms

4

300

1200

Ticket Office

1

300

300

Concession

2

400

800

Studio (Yoga, Meditation, Etc)

1

500

500

Locker Rooms

2

400

800

OUTDOOR SPACE

1

EXTRA CIRRICULARS

0

0

Rooftop Terrace

1

10000

Outdoor Track

-

-

10000 -

Garden

2

10000

20000

Collaborative Breakout Space

8

200

1600

Individual Breakout Space

8

100

800

1

75

75

BREAKOUT SPACE

UTILITY SPACES STORAGE General Storage External Storage

1

75

75

Grounds Maintenance

1

75

75

GROSS TOTAL SQ FT Equiptment

1

100

100 76930

CIRCULATION FACTOR CALCULATED @ 20% NET GROSS

15386

NET GROSS TOTAL PROGRAM SQUARE FOOTAGE

92316

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D E S IGN PROCE S S

Programmatic Concepts Schools represent a large-knit working communities. Each space of the educatiton model should be thoughtfully planned in comparison to its adjacent counterparts.

This is an essential process in developing a highly dynamic spatial plan.

Some of the strategies of the planning process were to create four distinct districts of the campus. These four districs consist of administration, learning environments, electives, and support spaces. All four districts are connected through the heart of campus through the Hub. The Hub serves as the campus core and is passed through when roaming from district to district.

The learning environments consist of the classrooms, the library, STEM labs. and special education facilities. These all serve as places where students can choose to

work or have their scheduled classes. Adjacent to this area are the support spaces.

These are imperative environments to the individualized learning approach. Providing students a choice in their mode of work for the day creates opportunities for students to build character and trust outside of the learning environments.

Lastly, the administration space is connected to the core of the building, and controls access over the site. The location of this is likely to be at the northside entrace of the site where there is the highest line of visibility to the area. Administration spaces are grouped together to foster their own sense of community within the workplace, and are located closely to student accessible areas.

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05 | Site & Building Selection _______________

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S IT E & B U IL D ING S E L E CT ION

The Atlanta Dairies

Atlanta, GA | Building & Site Selection

Like many of Atlanta’s post-industrial building sites, the Atlanta Dairy factory was left vacant for nearly 50 years.

With its recent renovation by architecture and design firm Perkins&Will, the surrounding space now accommodates 564 multi-family units, 46,000 square feet of office space, and over 86,000 square feet of commercial space.

The socio-economic and demographic summary of users reaches beyond the community to create more engagement within the Reynoldstown neighborhood parameters. The demographic currently targets adults of all ages. It’s primary use is a social hub, catering to the growing neighborhoods of Eastside Atlanta.

Ill. Perkins&Will - Atlanta Dairies

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Ill. Perkins&Will - Atlanta Dairies

The Atlanta Dairies

Atlanta, GA | Building & Site Selection Because of the neighboring urban environment, I believe the Atlanta Dairies site could translate the perfect context of what urban school centers will look like in the future and how they interact with their community. With direct access to the beltline, MARTA, and other local transportation services, this site provides easy access to its rapidly growing neighborhoods.

Since my thesis portion’s demographic focuses on grades 9-12, the site helps influence my design decisions in relating what modern-day independent learning can look and function like. With its footprint mainly tucked away from Memorial Dr, I believe that the building can control access from the northside entrance and include space for transportation for after-school influx on the southside private drive.

While the school focuses on a STEM-based learning approach, the school will cater to labs, studios, and technology-based centers instead of surrounding athletic facilities. The existing catwalks are also a large design element of the current site and can safely bridge the gap between the two building locations. The bridges between the buildings can influence and encourage connectivity, which is a large design element in the urban school development.

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61 S IT E & B U IL D ING S E L E CT ION

Ill. Atlanta Regional - ARC Prelim

62

S IT E & B U IL D ING S E L E CT ION

The Atlanta Dairies

Atlanta, GA | Building & Site Selection The sites footprint occupies 9.78 acres on Memorial Drive SE in the up and coming Eastside of Atlanta. The property features multi-family apartment units, as well as adaptive commercial space. Shown in blue to the left is the proposed building site location for The New School.

Looking over the site plan, the commercial building are broken into four different integral parts. The restored factory occupies Building A, consisting of one level.

Building B and E are the newly constructed spaces that were added on as additions to the site. Each of the buildings are connected by restored catwalks, creating connectivity to the four remote sites.

With its campus location and neighborhood context, I believe that this site could provide great opportunities to the communities of Eastside Atlanta. With several growing neighborhoods, this school could serve as a local treasure, creating unique and successful experiences to high school students in the area. This site has the potential to deliver a connective and independent functional environment to its hosts.

minary Report

63

Ill. Perkins&Will - Atlanta Dairies

The Atlanta Dairies

Atlanta, GA | Building & Site Selection

Adaptive Reuse Meets Landscape Design Upon the reconstruction of the historic Atlanta dairy factory, the landscape and design team restored a once used truck wash into a dynamic backyard space. The location of this yard is tucked away privately from public entry points, providing security and privacy to the space.

This location, as well as the adjacent yard, could serve as an excellent place for the outdoor learning environment. The area interacts with the outdoor bridges among each of the spaces, and could serve as a central hub for the school’s site. The exterior space also provides direct access to the private drive on the southside of the site, which could function as an excellent overflow point before and after school hours.

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S IT E & B U IL D ING S E L E CT ION Ill. Perkins&Will - Atlanta Dairies

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Code Requirements - Under the International Building Code the existing site is mixed-use occupancy. The footprint that is being proposed for the school falls under the International Building Code ‘B’ and A-2 occupancy.

- Under the International Building Code, the proposed program falls under ‘E’ occupancy.

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Occupancy Load - Mixed-Use Occupancy. Will be converted to meet IBC occupancy type ‘E’ standards under phase construction.

- Occupancy Load = area (sq ft) / occupant factor; Area = 12,000 sq ft of proposed classroom space and an occupant factor of 20 - Occupancy Load = 600, minimum of 3 exits per story

S IT E & B U IL D ING S E L E CT ION

Code Research and Review | The Atlanta Dairies Ill. Perkins&Will - Atlanta Dairies

Construction Type - Construction classification for restored factory building falls under Type IIA and the surrounding additions fall under Type IA - ICC Type IIA falls under NFPA Standard II and ICC Type IA falls under NFPA Standard I including fire resistive and fire resistive non-combustible walls

Means of Egress - According to Life Safety Code standards, type E occupancy with an occupant load of 600 will need a minimum of 3 exits per level

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Code Research and Review | The Atlanta Dairies Fire and Smoke Rated Assemblies - In Table 601, Fire Wall Fire-Resistance Ratings, in The Codes Guidebook for Interiors [1], the building element classifies type E to have 3 hour fire rated wall - In Table 707.3.10, Fire-Resistance Rating Requirements for Fire Barrier Assemblies or Horizontal Assemblies Between Fire Areas, in The Codes Guidebook for Interiors [1] occupancy type E classifies under 2 hour resistant fire wall ratings - Based on Table 509, Incidental Uses, in The Codes Guidebook for Interiors [1] areas in the kitchen such as the refrigerant machinery room will require 1 hour of fire rated protection or provided automatic sprinkler system and laboratories in Group E occupancy will require 1 hour fire rated protection or provided automatic sprinkler system - Building A will require 2 hour fire rated walls in the egress stair assem-

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S IT E & B U IL D ING S E L E CT ION

Plumbing Requirements - According to Table 403.1, Minimum Number of Required Plumbing Fixtures, in The Codes Guidebook for Interiors, the minimum number of water closets for occupant type E is 1 per 50 people.

- According to Table 403.1, Minimum Number of Required Plumbing Fixtures, in The Codes Guidebook for Interiors, the minimum number of lavatories for occupant type E is 1 per 50 people.

- According to Table 403.1, Minimum Number of Required Plumbing Fixtures, in The Codes Guidebook for Interiors, the minimum number of drinking fountains for occupant type E is 1 per 100 people, and 1 service sink.

- Separate facilities to be provided for faculty and staff - According to IBC and ADA standards, the path of travel should not exceed 500 feet of distance.

- Facilities should meet all ADA standards including but not limited to: - A minimum of 60� diameter for wheelchair turnaround - Door hinges to not protrude into clear floor space required by any fixture. All fixtures, clearance for fixtures, and clearance space shall not be permitted to overlap.

- A minimum of one accessible water closet with a 60 inch diameter of turn around space - Grab bars located in all ADA complaint stalls - The water closet compartment shall be equipped with a door that has an automatic-closing device, and shall have a clear, unobstructed opening width of 32 inches (813 mm) when located at the end and 34 inches (864 mm) when located at the side with the door positioned at an angle of 90 degrees from its closed position.

- All facilities require at minimum of one sign. If the building contains any unaccessible facility, signage must be provided indicating location of local accessible facilities.

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Code Research and Review | The Atlanta Dairies Mechanical Requirements - For every mechanical room, including but not limited to furnaces, boiler rooms, fan rooms, and refrigeration rooms, each space must have a minimum door width and unobstructed pathway so appliances and equipment can be easily accessed.

- Cooling loads must be determined in each space and is affected by size, how space is divided, number of people, windows, and fixtures.

- Computer rooms, kitchens, and locker spaces must be arranged by zoning, providing separate mechanical controls over each space.

- Exhaust requirements must be met in laboratory spaces within education complexes.

- Plenums not to pass through fire rated areas including stairwells and elevator shafts.

- Supply diffusers required

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S IT E & B U IL D ING S E L E CT ION

Electrical Requirements - Electrical supply to be relocated under new phases of design.

- Existing and additional outlet boxes must meet National Electrical Code requirements, meeting a minimum of 15� from the ground - Existing and additional switch boxes must meet NEC requirements, and must be placed at maximum of 48� on partitions - Egress stairs to be illuminated to meet NFPA codes ADA and Accessibility Requirements - The existing site meets ADA standards for point of access - The existing site includes two ADA compliant restrooms, but does not meet the code occupancy standard for required water closets.

- Access points to each level must include ADA compliant facilities

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06 | Design Process ______________________

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Identity How can we deliver personalized learning to a wide variety of learning styles throughout the built environment within a modern day context?

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75 D E S IGN PROCE S S

- Administration - Electives - Learning Environments - Central Hub - Support Spaces

76

D E S IGN PROCE S S

Test Fit A The following test fit focuses on distributing learning environments to the perimeter spaces of the building.

This enhances access to daylight and connection with the outdoor environment. Arranging space to the perimeter of the building creates real-estate for the central hub of the building.

A challenge within the building site in an educational context is control of access. Arranging administration inside of building E will create the highest visibility line for looking over the campus site. Views will look over Memorial Drive and extend into the courtside areas. This is an essential factor in the design of the site and must be thoughtfully done in order to maintain the safety and welfare of students within the school. Building

E will also serve as support spaces for students to use at their discretion freely.

The elective spaces of the school will be primarily held in Building B. Segregating this space outside of the learning environments will help assist in the transition from work to play. Here, students can unplug and engage in hands-on activities such a woodshop, maker labs, technology studios, and art and design. To honor Atlanta’s established film community, the site also features a digital arts center in the adjacent space on the south side of the site. Here students can experiment and explore digital technologies and production methods within the building.

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Test Fit B This test fit focuses on the different variations of the learning environment spaces as well as adjacencies of the administrative district and its counterparts. The administration building sits on the northside of the historic facade. It controls access to the main building while overseeing interactions within Building E. While this is a suitable location, the line of sight is obstructed to the courtyard views in comparison to test fit A. The learning environments were distributed among buildings A and B. Arranging classes this way could create additional square footage for the central hub, as well as distribute class levels within their own neighborhoods. Giving classrooms access to Building B provides patio space that overlooks the courtyard.

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Building E is utilized as the innovation center, which holds all maker labs, technology studios, and art and design studios. Providing a separate campus context for these centers allows the plan to feel diverse in creating a building for focused work and a structure for play and exploration.

Segregating these two parts will help with acoustics throughout the space and enhance connectivity throughout the plan. The catwalks can represent and serve as a bridge to the future, where students can utilize the innovation center to explore and indulge in a modern-day context.

D E S IGN PROCE S S - Administration - Electives - Learning Environments - Central Hub - Support Spaces

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80

07 | Conclusion __________________________

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82

CONCLU S ION

Conclusion The aim of the project is to design an educational environement that improves the users experiences and translates to its modern day context. Within the design, the thesis aims to explore the possibilities of the built environment to help increase engagement and performance in high school level students. One of the target of this project is to increase transparency, provide the appropriate and neccessary spatial context for the model, and increase connectivity throughout the space.

Technology is an ever evolving resource, and should be carefully considered as a key component throughout the entire design process. This thesis portion seeks to provide students the neccessary space and tools throughout their education journeys.

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Lawrence Cremin, American Education: The Colonial Experience, 1607–1783 (Harper & Row, 1970) Michal. “A Tour of Mount Vernon’s New Atlanta Campus.” Officelovin’, 10 Sept. 2019, www. officelovin.com/2019/08/30/a-tour-of-mountvernons-new-atlanta-campus/.

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Paul Monroe, A Cyclopedia of Education (4 vol. 1911) Pintos, P. (2020, February 07). Lisle Elementary School / Perkins and Will. Retrieved September 28, 2020, from https://www.archdaily. com/933383/lisle-elementary-school-perkins-and-will?ad_source=search Pintos, Paula. “MLC Nicholas Learning Centre / McIldowie Partners.” ArchDaily, ArchDaily, 22 June 2020, www.archdaily.com/941057/ mlc-nicholas-learning-centre-mcildowie-partners?ad_source=search.

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Steelcase 360. “Personalized Learning: A Guide to Student Engagement.” Steelcase, 14 July 2020, www.steelcase.com/research/ articles/topics/education/guide-personalized-learning-experiences/.

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Pintos, Paula. “MLC Nicholas Learning Centre / McIldowie Partners.” ArchDaily, ArchDaily, 22 June 2020, www.archdaily.com/941057/ mlc-nicholas-learning-centre-mcildowie-partners?ad_source=search.

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Providence. “Missing social and educational milestones during COVID-19.” Providence Health, 2020. https://www.providence.org/ news/uf/614770827

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