Mary Elizabeth Franklin Capstone Portfolio

TABLE OF CONTENTS.

01

02

03

RESEARCH TOPIC (pgs.1-2)

QUESTION & PURPOSE (pgs. 3-4)

THE IMPORTANCE (pgs. 5-6)

07

08

09

EXPERT INTERVIEWS (pgs. 21-22)

INTERVIEW SYNTHESIS (pgs. 23-24)

SITE ANALYSIS (pgs. 25-30)

13

14

15

RENDERED FLOOR PLAN (pgs. 37)

CODE SUMMERY (pgs. 38)

BUILDING SECTION & ELEVATIONS (pgs. 39-40)

04

05

06

CLIENT PROFILE (pgs.7-8)

RESEARCH SUMMARIES (pgs.9-18)

RESEARCH SYNTHESIS (pgs. 19-20)

10

11

12

IMAGERY, CONCEPT & PROBLEM STATEMENT (pgs. 31-32)

PROCESS DRAWINGS & DIMENSIONED FLOOR PLAN (pgs. 33-34)

RESEARCH SPACE DIVISION (pgs. 35-36)

16

17

18

REFLECTED CEILING PLAN (pgs. 41-42)

RENDERINGS & MATERIALS (pgs. 43-48)

BIBLIOGRAPHY (pgs. 49)

1

RESEARCH TOPIC Design Advocacy is the centralized topic of this capstone project. Advocating for all design professions is something that holds great importance within the design industry. Without design advocacy our profession would be lost; therefore, this is why it’s important that all ages, even intermediate age children, understand how the design profession works and how a wide variety of design groups are able to collaborate together to achieve one goal.

2

RESEARCH QUESTION What design considerations within a

learning center encourage intermediate-aged children to engaged in design education and experimentation?

PURPOSE &

The purpose of this capstone project is to

be implemented into an educational spa

in various forms of design. Intermediat

and middle school students are not alway

explore the world of design. After school

focus on STEM related topics; therefore

be given a place where they can learn ab

3

also being pushed to experiment, collabo

& REASONING

o understand what design elements can

ace to engage middle school students

te level education is often overlooked

ys provided opportunities to be able to

l activities and outside learning centers

e, intermediate-aged children need to

bout the various forms of design while

orate, and explore the future of design.

4

Design Education for Future Generations

5

More Opportunities for Middle Schoolers

Growth of the Design Industry

Community Development

6

CLIENT PROFILE

In today’s society, there are very limited resources for middle school students wanting to obtain more knowledge in the world of design. The majority of these resources, classes, design schools, and extra curricular programs are centered around high school students and college students pursuing a degree in design. However, this leaves out a large portion of children who want to explore this way of thinking.

Intermediate-aged children have a natural instinct to want to understand the world around them. They want to explore and create things with their hands. Additionally, they thrive off of hands-on learning and the ability to be challenge in their skill to solve a problem; therefore, this is why we need a facility that can allow middle school students to explore the various fields of design and that helps our local school develop and progress.

There is currently not a facility that is focused on teaching various forms of design to our intermediate aged children in our area. This causes a major gap within our society and shows that we have not thought about the younger generation when it comes to design. A learning center that teaches design education to middle school aged children would not only help bridge the gap but will also allow children to explore their passions in a handson environment that closely simulates what it is like to be in a college studio or design firm. Furthermore, most intermediate schools/ middle schools do not have the resources to teach these types of design classes. They also don’t have the necessary space to be able to teach the content well; therefore, we need a learning center that is dedicated to this area of study and that is designed in a way that allows for studio learning. We also need areas within the centers grounds that allow students to apply what they are learning to a real-world situation.

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By having a learning center that focuses on this age group and these fields, we can better inform the younger generation about what they can do in the future in the world of design. By having a space like this, we can provide students with the opportunity to learn and explore something that encompasses everything they are learning in school, to an area of study that allows their brain to think critically and creatively. We need this facility to not only grow the knowledge of design, but also provide a space where all middle school students, no matter their ability, backgrounds, or level of skill, can explore the possibilities that comes with learning about design.

8

RESEARCH SUMMARIE ONE TITLE The Design and Evaluation of the Physical Environment of Young Children’s Learning Settings

PUBLICATION TYPE Peer Reviewed Journal Article

DESIGN ISSUE The purpose of this article is to help others learn how to best adapt their physical spaces within an education setting to support children’s development and social skills. Through this journal article, Elizabeth Matthews communicates that the social and curricular factors of a child’s education are often the main focuses. However, the physical environment has been found to have a major impact on a child’s development. In many instances, built environments of children’s learning facilities are often neglected and an afterthought, but research shows that physical design of educational spaces has substantial and lasting academic benefits. Therefore, it is important that it is addressed in the early stages of design because it is a defining factor in a high-quality learning experience.

METHODS This literature review collected studies with a variety of methods. Within each source, the individual or group of individuals either conducted an observation, produced a survey, or developed a social experiment. Within these studies, they collected both qualitative and quantitative data that further confirmed that different factors of a built environment can affect a child’s learning outcomes in numerous areas. These findings and data were then utilized by the author of this article, to verify her information and own personal knowledge.

FINDINGS Through this article, Elizabeth Matthews confirms that factors such as classroom noise level, crowding, presence of stimulus shelters, spatial arrangement, amounts of available natural light, environmental complexity, access to nature, and classroom-cue legibility all have significant effects on a child’s ability to learn and retain information. In relation to these factors, physical disorganization within the learning environment can hinder a young child’s capability to focus and engage in what is being taught. Additionally, the ability to comprehend how a space will be utilized is a major factor due to a child’s ability to pick up on non-verbal cues. When a space is easy to comprehend, children are more willing to cooperate because they associate certain spaces with specific activities and actions. Unfortunately, most learning environments for children are generalized, however, with the incorporation of ownership and flexibility, children have the ability to choose the place and setup that works best for them.

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RESEARCH SUMMARIE TWO TITLE Participatory design for a sustainable environment: Integrating school design using students’ preferences

PUBLICATION TYPE Peer Reviewed Journal Article

DESIGN ISSUE The primary purpose of this journal article is to educate individuals on how the interior environment has significant impacts on students’ behavior and achievement levels within school. While the architects and designers’ knowledge are valuable, a building needs to be constructed around the requirements of a child. The designers of these educational structures need to analyze and incorporate what is important to children rather than what looks aesthetically pleasing to the public or even the parents. Additionally, heat, light, air quality, space, sound, color, and nature all play a role in a child’s ability to engage and develop. By communicating with the students throughout the design process, designers will have a better understanding on how to make the spaces more accommodating to their needs and desires.

METHODS Within this journal article, researchers utilized several methods to obtain data and research. They first conducted a literature review. During this phase, they found additional written material that confirmed their findings about how the interior environment affects children’s development and engagement. Then they conducted a study to obtain qualitative data from 30 elementary school students and 5 expert architects. After the study was complete, they performed interviews where they utilized a card sorting technique. Within this technique, researchers would show the participants different images and have then sort them based on what they liked and disliked. Finally, content analysis was incorporated to analyze all the data that was collected.

FINDINGS Through this article, the authors found that when a school has an environment that children appreciate and enjoying coming to, they encounter improved emotional and physical effects. In turn, teachers are also more motivated and feel more valued because the place they work in, is an overall better environment for their students and for themselves. After analyzing the content, researchers found that students preferred having playgrounds, colorful buildings, larger interior spaces, wide windows, access to green spaces, and articulated facades. In addition to color, it was found that the majority of children liked cooler colors rather than warmer colors. Color can hold significant meaning for children; therefore, it is important that it is used thoughtfully. Additionally, it was found that students did not prefer tall buildings, buildings near streets, stairs, and curved shaped interiors. They communicated that it was confusing to know where to go if a space utilized too many curved elements and was overstimulating if the facility was located near busy streets. Overall, it’s important that designers and architects listen to students as they begin to design these spaces because they are the one’s occupying these spaces for the majority of their developmental years.

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RESEARCH SUMMARIE THREE TITLE Planning to Learn: The Role of Interior Design in Educational Settings

PUBLICATION TYPE Peer Reviewed Journal Article

DESIGN ISSUE The purpose of this research study was to determine how an educational space can be improved to make all the users of the space happier and more engaged in the activities that they participate in. Through this study, interior design students determined that children’s performance levels were directly linked to the quality of the structure. They also analyzed how sensory stimulation can enhance and distract from the learning process. As architects and designers continue to construct educational facilities, elements like visual, tactile, and auditory senses must be evaluated in the beginning. If elements that effect the physical environment of educational spaces are not considered through the eyes of all its users; there is a higher likelihood that learning barriers will form, and compensation techniques will be utilized. Therefore, it is the role of the designers to develop a deeper understanding of how a classroom environment can affect a child’s development.

METHODS This

study

Manhattan, space,

was Kansas.

participated

centered

around

Students in

interior

utilized

additional

design

evidence-based

research

about

students design the

developing to

subject,

develop

a

project an

preformed

that

effective field

would

design

improve

the

learning

program.

They

also

measurements,

and

developed

environment

conducted design

of

a

interviews

solutions

private

catholic

with

all

the

based

on

their

school

users

of

in the

programming.

FINDINGS Through this study, interior design students found that wear and tear of materials, circulation, accessibility, code compliance, and functionality were all major issues within the space. Individuals were concerned about the durability of elements and the possibility that the wear of materials could causing harm. Designing spaces that stand the test of time and can withstand wear is very important within educational facilities because they often utilize the space for numerous years without renovations. Safety and security were concerns that were also brought up by almost every facility member. Making sure that locks, security systems, accessible doors, and glass types are all up to code is vital to the children’s safely. Additionally, elements such as the acoustic and visual environment were also found

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to have a major impact on the children’s engagement level. By incorporating color, light, and texture into their visual environment, children were more likely to enjoy coming to these spaces. Over the course of this project and study, students determined that educational settings can be changed in a positive manner if designer return to the basic idea of what it is like to learn something for the first time.

RESEARCH SUMMARIE FOUR TITLE Alternative educational methods for teaching traditional art and architecture to Romanian children raised aboard

PUBLICATION TYPE Peer Reviewed Journal Article

DESIGN ISSUE The primary purpose of this study was to analyze the Romanian culture and determine if learning architecture and interior design can help children connect with their culture more. Researchers determined that a large portion of Romanian and Italian children do not live within their own culture, and they often travel aboard with their parents to various countries; therefore, they lose valuable connections to their culture and their practices. Children thrive on the ability to explore, play, and participate in creative experiences. They require forms of active participation and application to be able to completely understand a concept. Through learning architecture and design, children can utilize these abilities and their imagination to enhance their knowledge of their own culture.

METHODS The researchers in this article, utilized several methods to conduct their study. They first preformed research on the population of children from Romania and then analyzed the percentages related to the number of children living outside the culture. After completing this research, they designed a workshop titled, “The Little Architects.” During this workshop children learned about Romanian architecture and design through videos, images, and lectures. After learning more about the culture’s design practices, they had the opportunity to decorate and design a house based on what they had learned. Finally, they analyzed the students work and determined the key factors that were utilized in all the children’s designs.

FINDINGS Through this study researchers confirmed that architecture and interior design does have significant influences on a child’s development. With the help of architecture and design, we can begin to help solve issues in a unique way for children of all backgrounds and abilities. In relation to this study, design was found to help children strengthen their national identity. Researchers discovered that by using the Romanian architecture and design techniques, as a way to educate children about their heritage, children were more receptive to learning the content. It also helped the students with their ability to apply what they saw and heard about through a creative form. When designing their homes, almost 92 percent of the children incorporated the Romanian flag or the colors that make up the flag. Researchers also noticed that students utilized the color green, leaves and other natural elements to decorate their façade. Through this study, it is evident that architecture and design can play a major role in a child’s development. It can also be utilized to help educate children on various topics that might not seem interesting initially.

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RESEARCH SUMMARIE FIVE TITLE Primary school design: co-creation with children

PUBLICATION TYPE Peer Reviewed Journal Article

DESIGN ISSUE The primary purpose of this article was to determine different ways for children to become more involved in the design process for their schools. In the last several years, it has become more popular to include a child’s perspective during all stages of the design process; however, through this study, researchers determined that they still have a long way to go. Due to remaining gaps within education design, children’s viewpoints need to be integrated more effectively. Children need to be viewed as a main stakeholder and provided with the opportunity to be co-creators of their spaces.

Additionally, children hold a lot of knowledge and by serving as an informants, testers, and users, children can begin to change their education environment to better accommodate their personal needs.

METHODS The

researchers

techniques

where

of

this

they

study had

conducted

children

several

complete

research

methods

questionnaires,

create

that

resulted

drawings,

and

in

both

model

qualitative various

and

quantitative

environments

that

data. related

They to

utilized

their

various

school

data

grounds.

collection They

also

designed an experiment, based on the Mosaic Approach, where they had 120 children, ranging from 8 to 10 years old, design three spaces in two schools in England.

Through

this

experiment

they

collected

data

and

compiled

their

findings

to

determine

what

design

elements

children

liked

the

most

within

educational

setting.

FINDINGS Through this study, it was determined that children have a natural ability to design and that they are the experts of the spaces they inhabit. Through collaboration, modification, and patients, children can become co-designers for their own spaces. They can also be seen as equal stakeholders that can add value to how architects and designers create spaces. Additionally, after the first study was completed, researchers found that over 90% of children wanted access to the outdoors. Elements such as water, pathways, sculptures, and outdoor seating were found to increase relaxation and happiness in over 93% of the 120 children. Furthermore, after the second study was completed, they found that the children were not satisfied with their current spaces because it was too hot, lacked vibrance, and the floor was too hard. In their own redesigns of the space, 50% used blue and 30% incorporated red and green. They also voiced that they wanted the inclusion of seats stored in the walls and living plant walls.

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RESEARCH SUMMARIE SIX TITLE Listening to Their Voices: Middle Schoolers’ Perspectives of Life in Middle School

PUBLICATION TYPE Peer Reviewed Journal Article

DESIGN ISSUE The purpose of this article is to educate others on why the voice of a student is so important within their education. There is a large majority of students dropping out of school each year due to lack of interest and neglect from not only other individuals, but also from their school environment. To keep middle schoolers engaged within their education, they need to be included in the decision-making process. Middle schoolers desire to be active participants in their education and want to feel like they have control over their learning path. By improving the relationship between their teachers and the overall school environment, middle schoolers can begin to flourish within their education.

METHODS In

this

from school

literature

three

various

subjects,

researchers

review,

also

researchers

schools

delivery designed

that

of

their a

predominantly

were

located

education,

cross-cultural

in

utilized

focus

urban,

suburban,

reading, analysis

technology, where

they

groups

to

collect

their

data.

and

rural

areas.

their

school

environment,

asked

students

to

The

use

These

students and

focus

were

groups

asked

extracurricular

metaphors

to

were

about

24

activities.

express

what

made

up

questions In

addition

their

school

of

15

middle

schoolers

that

related

to

middle

to

the

focus

groups,

experiences

was

like.

FINDINGS Through the focus group and the cross-cultural analysis, researchers found that middle school students want caring teachers, active classrooms, and the incorporation of technology within their educational spaces. Additionally, students expressed that their school environment felt like a chaotic place that they had to survive; therefore, they want their educational environment to be more welcoming and inviting. Students desire active learning, hands-on activities, discussion, debates, and role-playing situations. They appreciate a challenging class that engages them in real world activities and the ability to problem solve various situations. Furthermore, middle school students are at a critical time in their life where they are developing their bodies and mind at a rapid rate. This can often make them feel like they are out of control and unaware of what is going on; therefore, they have a strong desire to take control of their education because they know that it is a solid element within their life. Middle schoolers strive for independence; therefore, their educational spaces need to allow them to explore and apply what they are learning.

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RESEARCH SUMMARIE SEVEN TITLE Children as conscious recipients of space. The role of architecture education in the process of teaching

PUBLICATION TYPE Peer Reviewed Journal Article

DESIGN ISSUE The primary purpose of this article is to bring awareness to the public on why there is a need for architectural education for all children. Architecture is something that affects both the physical and psychological state of a human being. It is a component that effects all humans during every part of the day; therefore, it holds great power. Currently the world is experiencing more chaos, the lack of proper aesthetics, and the absence of the awareness of space. The key to resolving these issues lies in the hands of the future generations.

Additionally, because this great responsibility is in the hands of the future generations, we need to begin to integrate architectural and design education into all levels of a child’s education.

METHODS This literature review gathered data from wide variety of methods. The author predominately utilized a variety of peer-review articles to further confirm their thoughts and ideas about design education for children. The author also incorporated their findings from various schools in Europe that are utilizing architecture and design education within their curriculum today. In addition to analyzing schools in Europe, Sulima also specifically looked into schools in Poland. After completing

the

analyzation

of

the

schools,

the

author

then

determined

the

positive

and

negative

areas

within

how

school

systems

taught

architecture.

FINDINGS In this article, the author determined that children of all ages are active participates within spaces they inhabit. Their overall understanding of the world around them is vastly different from the way adults experience it; therefore, they have valuable information when it comes to design. Elements such as movement, visual perception, touch, and sound help define a space for a child without them even knowing it. Additionally, children are natural explores and researchers. They have the ability to create mental maps of the spaces they interact with. In today’s world we have very limited knowledge of how children view architecture and design; therefore, we are not only not fully equip to design spaces for them, but have also failed to provide a proper education to allow them to express their thoughts

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regarding the topic. If schools begin to implement architectural and design education into their curriculum, we can begin to develop a child’s natural curiosity, problem solving skills, and awareness of space.

RESEARCH SUMMARIE EIGHT TITLE Getting together to improve the school environment: user consultation, participatory design and student voice

PUBLICATION TYPE Peer Reviewed Journal Article

DESIGN ISSUE The primary purpose of this article is to educate the public on how consultations, during the various phases of a design, can influence educational facilities in both positive and negative ways. There is an increase in the desire to include children, all levels of educators, and operational staff in the decision-making process when it comes to designing educational space. Researchers and designers believe that all users need to be included because they utilize, interact, and navigate within the space in completely different manners. If only one group of users are included in the various phases of a design; then the building will not be constructed in a format or layout that fits the needs of all of its users. As designers and architects progress, they need to begin to include all users, of a space, in all areas of the design and the decisions that go into the structure of the building.

METHODS In this literature review that authors utilized various methods to collect their findings. They first conducted additional research on the history of educational design and how consultations for teachers and students were performed in the past. Then they created a case study where they worked with St Margaret’s High School for Boys in Liverpool. During this study they designed a futuristics 360-degree classroom where they had teacher preform various classes that ranged from technology, math, english, history, and modern language. Additionally, during the study, the researchers gathered qualitative data on both the positive and negative experience of the students and teachers. Finally, they combined all of their data and created pie and bar graphs to showcase their results.

FINDINGS Through the author’s additional research and case study, they determined that teachers like the open floor plan for their classroom space; however, teachers communicated that all of the various technology was challenging to operate. Additionally, having to maneuver and figure out the various technology, effected the class time and academic performance within all grade levels. The researchers also found that teachers didn’t like crowded classroom space and that they preferred flexible layouts. Furthermore, the results from the case study confirmed that students preferred the access to technology, flexible layouts, white boards, and the ability to arrange their desks in various groupings. However, they found the crowded space to be distracting and the adjustable furniture to be uncomfortable and not very durable over time. Overall, researchers found that consultations should have no time limit. All users should be able to communicate their thoughts and ideas at any stage of the project because it only improves the end result.

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RESEARCH SUMMARIE NINE TITLE Creating Supportive Contexts for Early Adolescents during the First Year of Middle School: Impact of a Developmentally Responsive Muti-Component Intervention

PUBLICATION TYPE Peer Reviewed Journal Article

DESIGN ISSUE The primary purpose of this study was to determine if the Behavioral, Academic, and Social Engagement program would help improve the transition into middle school for students. The transition from elementary to middle school can be both a challenging and very vulnerable time for children. It has been found that when children progress to middle school the risk of adjustment challenges increases in academic, behavioral, and social areas. During this transition, children are confused, feel out of control, and are critical of their self-image. They are also more likely to be bulled, develop anxiety disorders, and isolate themselves. The environment of a classroom plays a major part in a middle schooler’s life; therefore, it is important that it is a place that welcomes all and makes all children feel safe.

METHODS Before the authors conducted their study within a variety of middle schools, they first researched additional sources to help backup their ideas and knowledge.

After

concluding

their

Academic,

and

Over

course

the

outside

Social of

research

Engagement a

whole

of

program,

academic

previously into

year,

24

the

published

metropolitan

researchers

work,

they

schools.

During

this

study

observed,

and

collected

studied,

then

conducted

a

they

study had

data

where

220 on

the

they

teachers

implemented and

students

2925

and

sixth

teachers

the

BASE,

the

Behavioral,

grade

students

participate.

physical

and

mental

state.

FINDINGS Through this study it was found that when schools implement the BASE program, middle school students experience less anxiety, increased willingness to protect their peers from bulling, were less defiant towards teachers, and were more willing to engage in the lessons that were being taught. When a student has an environment that is welcoming and relaxing, teachers that are patient, and peers that are accepting, middle schoolers are more willing to learn and fully engage in what they are learning. Additionally, ethnic minority youth and students with low economic status were also found to have a more positive transition into middle school when the educational facility utilized the BASE program. When the environment was design to lower stress and the teachers were trained within the age group of middle schoolers, students felt safer overall. Middle school can be a challenging transition; therefore, it’s important

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that not only the environment facilitates less anxiety, but the teachers are also properly educated on how to handle challenging situations that can make students feel uncomfortable.

RESEARCH SUMMARIE TEN TITLE Power Play: Rethinking Roles in the Art Classroom

PUBLICATION TYPE Peer Reviewed Journal Article

DESIGN ISSUE The main purpose of this journal article is to educate teachers on how to improve the way they teach art to students to increase overall engagement and cultural awareness. The majority of art classes today are teacher centered because the educator needs to be able to teach the student about a particular skill or technique that the student has no knowledge of; however, it has been found that students-centered classroom has promoted excitement, engagement and enthusiasm for learning amongst all ages of children. Students-center classrooms and learning allows the students to take a portion of control over what they are learning about and even allows them to bring in their own personal experiences during open discussion.

METHODS The

primary

methods

conducting

the

observation

study

that

observation was

were study,

performed.

utilized the

within

author

During

this

this

literature

found

additional

study

the

author

review

research

were

additional

the

structure

on

observed

a

student

research of

teacher

on

the

topic

and

an

observation

the

main

classrooms

to

help

back

up

during

of

his

art

classes

one

for

study.

argument.

middle

school

Before

Then

an

students.

FINDINGS Student voices are something that hold great value within the education system. A student’s knowledge and voice are often not utilized enough or not even considered until everything else has been finalized. The majority of schools curriculum and classroom structure is teacher centered. Students are often left out of the equation because they are seen as individuals that don’t understanding what is best for them; however, that is not the case. Students have a great understand of what they need to be successful within school; therefore, student-centered classroom need to be implemented in all educational facilities. Through the observation study, that was conducted by the author, it was found that when students are at the center of learning and design, they are more excited, engaged, and enthusiastic about what they are learning. They have more passion in what they are creating because they have a say in what, how, and where they are learning.

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RESEARCH SUMMARIES SYNTHESIS

02

01

Increase levels of natural light

Allow access to nature within classrooms

Avoid crowding within learning spaces

07

Incorporate collaborative spaces

19

03

08

Integrate usable elements into the architecture

0

Durable lasting and ma

09

and long finishes aterials

04

05

06

Incorporate colors that are calming and creative

Increase flexibility of space and furniture

10

Increase room legibility

Increase safety and security

11

Increase accessibility throughout facility

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EXPERT INTERVIEWS

21

Angie Cowart

Darren Heine, AIA

Angie Cowarts is currently a Site Coordinator and Instructor in the Teacher Education Department at Texas Tech University. She has a Bachelor’s Degree in Elementary Education and a Master’s in Education Administration.

She has also taught grades 2 through 9, and has certifications in special education, TAP, co-teaching, elementary 1-8, and T-TESS Supervisor

Darren Heine is currently the President of BBA Architects LP, a Senior Project Architect at BBA Architects LP, and the VP of Communications for AIA Brazos. He is a registered Texas architect that received his Bachelor’s of Architecture from the University of Texas at Austin in 1987. Darren is also one of the founders of the Architecture in Schools Program for the Brazos Valley.

Jennifer C

Jennifer Campbell i School teacher a School in Lubbock, to teaching a wide she specifically teac design courses wher to learn about the Additionally, she rece Degree in Family C Education from Tex

Campbell

is currently a High at Monterey High , Texas. In addition variety of courses, ches several interior re students are able basics of design. eived her Bachelor’s Consumer Sciences xas Tech University

Amy Baker Amy Baker is currently a CTE Director for Lubbock ISD. She is also involved in all levels of education and values all children’s educations. Before becoming a CTE Director in Lubbock, Amy went to college to become a High School Marketing Teacher. Additionally, over the courses of her career, she has taught and worked at both 3A and 6A schools across the state of Texas.

Lorena Toffer

AIA, NOMA, RID, M.ARCH.

Lorena Toffer is a leader in PBL Education and Social Entrepreneurship, an Architect, Registered Interior Designer, a Co-Founder of CityLab High School in Dallas, Texas, and the foundation President for CLHS. Additionally, in 2004 she received her Master’s of Architecture from Texas A&M University and has worked as an associate at Corgan, HKS, and Hoefer Wysocki.

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EXPERT INTERVIEW SYNTHESIS

1

6 23

Flexible learning spaces that promote collaboration

Being able to change a spaces layout holds great value within the education world because it allows the instructors to be able to provide variety in how children learn

Large open spaces that incorporate extended work surfaces Crowded spaces can be overwhelming for children; therefore, having enough space to be able work and move is very important

2 7

Access to physical materials and equipment

It is very important that children have access to the physical materials and equipment that is needed to create and learn about design.

Without these resources, children are less likely to engage in the topic

The ability to apply knowledge to a real-world situation Children need to be able to have access to design professionals and real-world projects because it allows them to understand the design process in its entirety

3 8

Professiona lay

Having a facil a profession studio is valua education of allows them and understa look and fe wo

Teacher-to-

Having a r instructor to f is the best set space. Additio beneficial if th a teachers ass it allows the c more one on one of the

al studio style yout

lity that mirrors nal practice or able to a child’s f design. This to experience and how things eel in the real orld

student ratio

ratio of one fifteen children t up for a studio onally, it’s more e instructor has sistant because children to get one time with e instructors

4 9

Outdoor learning spaces to promote engagement Having access to the outdoors is something that has been proven to improve a child’s overall engagement; therefore, indoor/ outdoor classrooms need to be considered when designing a facility

Multi-functional spaces for students and community

When spaces are not being utilized by the children, they need to be available for those within the community to further advocate for the profession

5

Access to technology for collaboration

Intermediate aged children have access limited amounts of technology that allows them to collaborate with one another. These resources need to be implemented because it will help them to develop valuable skills for the future work place

10

Ownership over work place and presentation

Children like to have some control over their environment; therefore, having spaces that allow them to change their personal space and objects is valuable.

24

SUNSET SUNRISE

SUMMER SOLSTICE SUNSET

25

SUNRISE

WINTER SOLSTICE

SITE INFORMATION

Address: 2908 Avenue D, Fort Worth, TX 76105 City: Fort Worth, Texas Lot Size: 132,823 Sq. Ft. or 3 Acres

SITE JUSTIFICATION

This city and particular location are a great area for a learning center, that focuses on design education to intermediate aged children, because Fort Worth is a rapidly growing city that holds a lot of opportunities within the design industry. It is also relatively close to Dallas, Texas, which is a design hub for Texas, and the plot of land is close to a middle school, a university, and a fine arts center. All of these factors indicates that this location is a prime area where a learning center for design could grow and be able to make a major impact on the community it is in. Additionally, this plot of land is not in the center of Fort Worth, which is beneficial because it allows access to all children no matter their abilities and economic background. The empty lot is also surrounded by neighborhoods, which makes it conducive for children to easily walk to the center. Furthermore, there is a police station directly across from the lot, which improves the overall safety of the area. Overall, this geographical location is a great place to grow the future of design.

26

BUILDING ANALYSIS

27

SITE ZONING & TRAFFIC

WEATHER TABLE

Pedestrian Walkways

Vehicular Traffic

Entry Points

Moderate Activity

Active & Noisy Areas

Passive & Quite Areas

28

CONCEPT STATEMENT Intermediate-age education is often overlooked and students within this age group are very rarely provide with opportunities that expose them to the world of design. The Collective Learning Center will be a place where intermediate-aged children will be able to explore the different fields of design in an interactive way. Like a color wheel, students will be able to learn and broaden their knowledge on the three primary design disciplines. With RED representing Architecture, BLUE serving as Landscape Architecture, and YELLOW preforming as Interior Design, students will be able learn about the individual primary colors/ disciplines of design in a hands-on environment. Through collaborative spaces, outdoor classrooms, and the flexible arrangement of spaces, students will be able to understand how the primary design disciplines can be mixed in different arrangement to form unique and new colors. Furthermore, large accessible windows and wide open space will provide students with an environment that allows them access to nature and the ability to achieving a calming feeling. Overall, through the use of individual huddle spaces, multi functional studios, and community-based collaboration areas, The Collective Learning Center will be a place where intermediate-age students can both analyze and examine various design fields in an independent or collective manner.

PROBLEM STATEMENT

31

The Collective Learning Center will be a place where intermediate-age children can come together to learn and explore the various design disciplines in a hands on and safe environment. Located on the outskirts of Fort Worth, Texas, this learning center will expose middle school aged children to the possibilities of the design world and allow them to experiment with new ways of thinking. Through flexible learning spaces, an overall collaborative environment, access to the outdoors, and incorporation of individualizes study spaces, children will be able to have all the tools they need to be successful while engaging in design content. The Collective Learning Center will not only serve the intermediate-age children, but also the community around it. Through the design education of their children and the opportunity to participate in classes, parents and the overall community will be able to learn about what the design community is really about. This learning center will not only be a place for design education, but also design advocacy. Through sharing, educating, and exposing, the of design world will continue to be a thriving place full of professions that future students can works towards.

32

PROCESS DRAWINGS

33

DIMENSIONED FLOOR PLAN 343' - 5 31/32"

104' - 0 21/32"

12' - 0"

61' - 1 7/16"

24' - 9"

42' - 6"

99' - 0 29/32"

HUDDLE #7

HUDDLE #6

HUDDLE #5

34

33

32

31

98 SF

100 SF

100 SF

98 SF

8' - 7"

8' - 7"

8' - 5"

8' - 5"

10' - 7 1/16"

---

12' - 0"

16' - 6 3/8"

8' - 7"

8' - 7"

COMPUTER LAB #1

8' - 5"

10' - 7 1/16"

12' - 2"

21' - 6"

6' - 3"

11' - 6"

11' - 6"

6' - 6"

4' - 0"

12' - 0"

3' - 6"

12' - 6"

3' - 6"

12' - 6"

15' - 3 29/32"

33' - 1 15/16"

1700 SF

MATERIAL ROOM 37 -

577 SF 14' - 3"

13' - 10 7/32"

-

HUDDLE #2 15

94 SF

94 SF

4' - 11" FACULTY LOUNGE

LOBBY 1

9' - 3 19/32"

28

9' - 3 19/32"

20' - 5 25/32"

1760 SF

OFFICE #6

STUDIO #2

10

21

170 SF

1502 SF

15' - 2" MEN'S RESTROOM

8' - 5"

7

OFFICE #5

15' - 6 29/32"

OFFICE #4

9

8

169 SF

169 SF

STUDIO #1

STUDIO #3

25

23

19

1503 SF

1497 SF

1498 SF

51' - 5 13/32"

30' - 9"

STUDIO #4

11 77 SF

213 SF

11' - 3 17/32"

23' - 0"

2' - 3 5/8"

22' - 11 3/4"

15' - 3"

-

15' - 0"

14' - 9"

42 SF

18' - 0"

2

1899 SF

6 210 SF

JC

10' - 7 1/4"

JC

WOMEN'S RESTROOM

4' - 10 1/2"

359 SF

16

5 169 SF

14' - 6 1/2"

HUDDLE #3

OFFICE #3

4 168 SF

4' - 8"

18

OFFICE #2

15' - 3"

38 883 SF

93 SF

COURTYARD

3 169 SF

10' - 7 11/16"

39 953 SF

14

92 SF

OFFICE #1

10' - 3"

STUDENT LOUNGE #1

11' - 2 17/32"

HUDDLE #1

17 COLLABORATION ROOM

2' - 3 5/8"

27 299 SF

6' - 5"

STORAGE

HUDDLE #4

12 280 SF

9' - 1 1/2"

5' - 8"

406 SF

12' - 1"

30

280 SF

MEN'S RESTROOM

10' - 0 19/32"

3233 SF

13

5' - 6"

10' - 1 7/32"

10' - 6 9/32"

29

31' - 2 1/2"

KITCHENETTE

49' - 6"

9' - 11 3/4"

STUDENT LOUNGE #2

WOMEN'S RESTROOM 5' - 6"

9' - 11 3/4"

28' - 11 25/32"

4' - 8 5/8" 9' - 9 3/16" 12' - 1"

25' - 0" 19' - 4 7/16"

22' - 5 3/8"

25' - 3"

9' - 10 15/32" 5' - 0 3/4" 8' - 1 7/16"

4' - 4 27/32"

-

10' - 3 13/32"

-

4' - 5 1/4" 9' - 10 1/2"

7' - 2 1/2"

14' - 5"

21' - 0"

36

1680 SF

23' - 0" 83' - 10 23/32" 149' - 9 1/8"

12' - 7"

COMPUTER LAB #2

35

14' - 0 3/4"

8' - 5"

17' - 7 23/32"

HUDDLE #8

15' - 7 15/16"

11' - 1"

10' - 10 21/32"

19' - 2"

10' - 10 11/32"

54' - 6"

10' - 10 21/32"

17' - 7 23/32"

11' - 2"

11' - 1"

9' - 8 1/32"

-

OUTDOOR ATIO #2 22 20' - 8 13/32"

OUTDOOR PATIO #4 26

41' - 11 1/16"

41' - 11 1/16"

1617 SF OUTDOOR PATIO #3

OUTDOOR PATIO #1 20

970 SF

24 865 SF

865 SF

50' - 10 3/16"

50' - 4 13/16"

50' - 6 15/16"

202' - 6"

50' - 5 1/16"

6' - 6"

11' - 9"

11' - 3"

6' - 6"

12' - 8"

3' - 4"

12' - 8"

3' - 4"

12' - 8"

3' - 3"

15' - 4 29/32"

99' - 0 29/32"

NOT TO SCALE

34

RESEARCH SPACE DIVISION

1 SUPPORTING SPACES

The first section are supporting spaces and this focuses mainly on circulation, restrooms, storage, and janitor closets. These spaces help the learning center run properly and help individuals navigate the interior spaces more efficiently. Without these spaces the building wouldn’t operate properly and it would be challenging to support the needs of those that inhabit the spaces.

35

2 COLLABORATION SPACES

The second section are collaboration spaces and this is predominantly studio/ classroom spaces, the material room, and a dedicated collaboration room where students can work together to solve problems and experiment together.

These spaces are vital for students to be able to explore the different design fields and learn how to work together.

3

NATURE

The third section is nature ac students can view or interac These areas help students e expose them to how the v the nature around them. It the outdoors to keep stude

E ACCESS

ccess and these are areas where ct with the outdoors or biophila. engage in the content more and various design fields work with is important to have access to ent minds active and engaged.

4 PRIVATE LEARNING SPACES The fourth section are private learning and working spaces. These areas are private offices, huddle spaces, and integrated seating into the architecture. These are spaces where students or faculty can work on their own or in a very small group to achieve their desired goals. It is important that individuals have private areas to escape over stimulation.

5

COMMUNITY SPACES The the final and fifth section are community spaces.

These are spaces where students, faculty, or even the community can come together in one space to interact with one another. These community spaces allow the learning center to grow by providing areas where the entire community can come learn more about design world.

36

RENDERED FLOOR PLAN HUDDLE ROOM #8

HUDDLE ROOM #7

HUDDLE ROOM #6

HUDDLE ROOM #5

COMPUTER LAB #1

COMPUTER LAB #2

STUDENT LOUNGE #2

MATERIAL ROOM

WOMEN’S RR

MEN’S RR

ENTRANCE

COLLABORATION ROOM

STUDENT LOUNGE #1

HUDDLE ROOM #4

HUDDLE ROOM #1 OFFICE #1

OFFICE #2

OFFICE #3

COURTYARD FACULTY LOUNGE

KITCHENETTE

STORAGE CLOSET

HUDDLE ROOM #3

HUDDLE ROOM #2

JC

JC LOBBY

OFFICE #6

OFFICE #5

OFFICE

ENTRANCE

STUDIO #2

NOT TO SCALE

OUTDOOR PATIO #2

37

Gesture Office Chair

STUDIO #4

STUDIO #3

STUDIO #1

OUTDOOR PATIO #4

OUTDOOR PATIO #3

OUTDOOR PATIO #1

Verb Desk

Host Lounge Chair

Airtouch Table

Lagunitas Lounge

Bivi Desk System

Sully

WH AT ARE THE B UILDING CODES?

3

WOMEN’S RR

C

MEN’S RR #4

y Stool

Occupancy Type: • Educational - Business - Assembly Sprinklers: • According to IBC 2021 a automatic sprinkler system is not required for this space due to number of occupants and project size Required Number of Exit: • Based on the Occupancy Loads and Table 1006.3.3 from IBC 2021, there must be 2 exits Travel Distance • The total diagonal distance of this building is 238’- 6 101/128” • 1/2 of the diagonal is 118’ - 9 25/64” therefore the two exits should be about 118’ - 9 25/64” apart Required Number of Lavatories • Business: 2 for Male and 2 for Female • Educational: 5 for Male and 5 for Female Required Number of Water Closets: • Business: 2 for Male and 2 for Female • Educational: 5 for Male and 5 for Female

Required Number of Drinking Fountains: • Business: 1 drinking fountain • Educational: 2 drinking fountain Required Number of Service Sink: • Business: 1 service sink • Educational: 1 service sink Interior Exit Stairways/ Ramps/ Exit Passageways: • Business: Class B • Educational: Class B • Assembly: Class B Enclosure for Exit Access Stairways and Ramps: • Business: Class C • Educational: Class c • Assembly: Class B Rooms and Enclosed Spaces: • Business: Class C • Educational: Class C • Assembly: Class C

38

3' - 0"

3' - 0 1/8"

1' - 2 1/16"

3' - 6 1/4"

3' - 7 11/16"

2' - 5 3/4"

1' - 2 5/32"

BUILDING SECTION

1' - 9 3/16"

OUTDOOR PATIO

6' - 3 1/4"

WHITEBOARD

3' - 6 13/32"

STUDIO/ CLASSROOM

6' - 3 1/4"

1' - 9 3/16"

TV SCREEN

2' - 0 5/8"

SUSPENNDED LIGHT FIXTURE

BUILT-IN LOCKERS

6' - 2 3/8"

2' - 10 7/8"

TV SCREEN

RECESSED 2X4 LED TROFFER LIGHT

HALLWAY LEADING TO STUDENT LOUNGE

MATERIAL RO

6' - 4"

2' - 8"

2' - 0"

LOCKER ELEVATION

3' - 4 3/32"

0' - 6"

GLASS SLIGING DOOR LEADING INTO STUDIO/ CLASSROOM

39

GLASS CURTAIN WALL

RECESSED 2X4 LED TROFFER LIGHT

22' - 5 3/4"

STACKED LOCKERS

2' - 4 9/16"

TV SCREEN

NOT TO SCALE

PIN UP BOARD

3' - 3 9/32" SHELVING

HAN

Level 3 11' - 0"

3' - 0 1/8"

4' - 3 7/8"

1' - 5 23/32"

3' - 0 15/32"

3' - 7 11/16"

1' - 5 23/32"

Level 2 9' - 0"

Level 1 0' - 0" 1' - 8 27/32"

1' - 4 1/4"

5' - 3 3/8"

GLASS SLIDING DOOR

2' - 8 1/2"

5' - 3 3/8"

1' - 4 1/4"

1' - 8 27/32"

COLLABORATION ROOM

6' - 0 7/8"

GLASS WINDOW LOOKING INTO STUDENT LOUNGE

PLANTER

WATER FOUNTAIN

3' - 6 1/2"

WATER FOUNTAIN WITH BOTTLE FILLER

6' - 3 1/4"

6' - 0 7/8"

COMPUTER LAB

NOT TO SCALE

8' - 0"

1' - 7 27/32"

1' - 3 9/32"

1' - 4 9/32"

1' - 3 1/8"

1' - 4 3/8"

3' - 0"

STUDENT LOUNGE #2 ELEVATION 1' - 1 1/8"

OOM ELEVATION

5' - 0" NGING RODS

6' - 3 1/4"

3' - 3 9/32" SHLEVING

5' - 0" HANGING RODS

3' - 3 9/32" SHLEVING

5' - 3 3/4"

8' - 1 1/2" BUILT-IN SEATING NOOK

3' - 0"

8' - 1 1/2" BUILT-IN SEATING NOOK

4' - 8 1/4"

PENDENT LIGHT FIXTURE

NOT TO SCALE

NOT TO SCALE

40

REFLECTED CEILING PLAN 9' - 0"

9' - 0"

9' - 0"

9' - 0"

L I GH T I N G L EGEN D

11' - 0"

F

F

10' - 0"

F F

8' - 0"

8' - 0"

F 8' - 0"

8' - 0"

11' - 0"

8' - 0"

8' - 0"

F

F

9' - 0" 9' - 0"

F

F

11' -

NOTE: The acoustical tile throughout the spaces is the predominate element

that helps with acoustical control.

The pendent light fixtures within the architectural integrated seating areas

are made from acoustical materials as

F

SMOKE DETECTOR EXIT SIGN 9' - 0"

CEILING HEIGHT CIRCLE PENDENT LIGHT FIXTURE

41

2X4 RECESSED TROFFER LIGHT FIXTURE LONG PENDENT LIGHT FIXTURE DECORTIVE PENDENT LIGHT FIXTURE

well. Additionally, there are acoustical

panels dividing the huddle rooms, pin up walls, carpet throughout the facility to help with overall sound control.

11' - 0" F

F

DECORATIVE PENDENT LIGHT

LONG PENDENT LIGHT

11' - 0"

9' - 0"

8' - 0" F 11' - 0"

11' - 0"

- 0"

8' - 0"

8' - 0"

F

F

2X4 RECESSED TROFFER LIGHT

F

11' - 0"

CIRCLE PENDENT LIGHT

11' - 0" F

9' - 0"

F

9' - 0"

F

9' - 0"

F

8' - 0" F

8' - 0"

8' - 0"

F

8' - 0"

11' - 0"

11' - 0"

OPEN TO BELOW

10' - 0" 8' - 0"

F F

F

11' - 0"

11' - 0"

11' - 0"

11' - 0"

9' - 0"

F

F

9' - 0"

9' - 0"

11' - 0"

11' - 0"

11' - 0" 8' - 0" 9' - 0" F

F

9' - 0"

F

9' - 0"

F

F

11' - 0" F

11' - 0" F

11' - 0" F

NOT TO SCALE

42

STUDIO SPACE

These studio spaces are where students are able to learn a wide variety of skills to

help them succeed in the design world. These spaces are multi-functional and can be transformed depending on what the instructor is teaching. The furniture within these spaces are completely movable. This allows students and instructors to change the spaces depending on their needs in the moment. Additionally, there are pin up walls

and removable whiteboards to showcase work and help student work out their ideas.

43

COLLABORATION ROOM

This collaboration room serves as a place where student can work together, without a instructors guidance, to solve problems and explore various ideas relating to the various design fields. This room is very flexible and allow student to be able to move furniture pieces around depending on their needs. There is also movable storage units, pin up walks for sharing ideas, flexible electrical outlets, and TV monitors that students can connect to. Additionally, this space is located at the very center of the floor plan because collaboration is the core element of The Collective Learning Center.

44

STUDENT LOUNGE #2

Within space students have the option to utilize the huddle spaces, integrated seating for two, community spaces, kitchenette, or the pin up walls. Similar to the majority of the spaces within this learning center, the seating arrangement can be changed depending on what the space is being used for. Students also have direct access to the outdoors through sliding glass doors where they can engage with nature even more.

45

MATERIAL ROOM

This material room is a place where students can interact and select various materials for their projects or even learn about what materials pair well with others. There is shelving, hanging racks, removable multi-colored bins, cabinets, and long drawers that organizes all the different types of materials. They also have access to pin up walls to arrange materials and a large window to view materials under natural light.

46

HUDDLE ROOM

There are several huddle spaces throughout the facility that serve as private spaces where students can either work on their own or in a very small group.

These spaces allow students to have a quite place to work, promotes full focus, and provides them with a view of nature to help with overall engagement.

47

SEATING NOOK

This small seating nook is a semi-private area where students can relax, take a break, and

view the outdoors. It is not completely secluded, but it does allows the students to get away from high traffic areas that cause over-stimulation. Additionally, this nook is not noticeable if you are walking from the lobby side of the building; therefore, it is like a hidden gem.

48

BIBLIOGRAPHY

Baker, A. (2022, October 18). Expert interview [Phone Call.]

Buffington. (2014). Power Play: Rethinking Roles in the Art Classroom. Art Education (Reston), 67(4), 6–12.

Carl B. Bruce Middle School [Photograph]. (2021, January 7). Hollis and Miller. https://www.hollisandmiller.com/insights/carl-brucems-graphics/ Campbell, J. (2022, September 29). Expert interview [Virtual Meeting Platform.]

Chicago Community Trust. (2019, December). Community Trust [Photograph]. Block Club Chicago. https://blockclubchicago.org/2019/12/18/with-new-program-chicago-community-trust-aims-to-give-communityorganizers-200000-grants-to-create-change/ Cowart, A. (2022, September 20). Expert interview [Virtual Meeting Platform.]

Dawes, Farmer, T., Hamm, J., Lee, D., Norwalk, K., Sterrett, B., & Lambert, K. (2019). Creating Supportive Contexts for Early Adolescents during the First Year of Middle School: Impact of a Developmentally

Responsive Multi-Component Intervention. Journal of Youth and Adolescence, 49(7), 1447–1463.

Group Working Together [Photograph]. (2016, December 6). Edutopia. https://www.edutopia.org/blog/enliven-class-discussion-with-gallery-walks-rebecca-alber Hamlin Middle School [Photograph]. (2017). BBT Architects. https://www.bbtarchitects.com/project/hamlin-middle-school/ Heine, D. (2022, September 29). Expert interview [Virtual Meeting Platform.]

Kaup, Kim, H.-C., & Dudek, M. (2013). Planning to Learn: The Role of Interior Design in Educational Settings. International Journal of Designs for Learning, 4(2).

K-12 Program, Architecture Design Studio [Photograph]. (n.d.). Center for Architecture. https://www.centerforarchitecture.org/k-12/youth-family-programs/summer-programs/ Matthews, & Lippman, P. C. (2019). The Design and Evaluation of the Physical Environment of Young Children’s Learning Settings. Early Childhood Education Journal, 48(2), 171–180.

Mokhtarmanesh, & Ghomeishi, M. (2019). Participatory design for a sustainable environment: Integrating school design using students’ preferences.Sustainable Cities and Society, 51, 101762.

Povian. (2019). Alternative educational methods for teaching traditional art and architecture to Romanian children raised abroad. SHS Web of Conferences, 66, 1023.

Rokhshid Ghaziani. (2021). Primary school design: co-creation with children. ArchNet-IJAR, 15(2), 285–299.

Steinberg, & McCray, E. D. (2012). Listening to their voices: Middle schoolers’ perspectives of life in middle school. Qualitative Report, 17(34), 1.

Sulima. (2020). Children as conscious recipients of space. The role of architectural education in the process of teaching. IOP Conference Series. Materials Science and Engineering, 960(3), 32004.

Thomas, W. B. (2020, August). Child Working on Project [Photograph]. Veranda. https://www.veranda.com/home-decorators/a33463015/kids-interior-design-courses/ Troffer, L. (2022, October 20). Expert interview [Virtual Meeting Platform.]

Woolner, Hall, E., Wall, K., & Dennison, D. (2007). Getting together to improve the school environment: user consultation, participatory design and student voice. Improving Schools, 10(3), 233–248.

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