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ARCH 613 GRADUATE THESIS DESIGN STUDIO FALL 2025

Bronx School of Craft & Technology 21st Century Vocational Education & Community Hub

Rachel Borzone Master of Architecture Graduate Thesis - Fall 2025 Roger Williams University Cummings School of Architecture

ACKNOWLEDGMENTS To my family - thank you for your endless support and encouragement throughout my education, and for the opportunities you have provided me to pursue my dreams. You are my biggest motivation and inspiration. To my friends - thank you for companionship, continuous joy and laughter, honest feedback, and support throughout these six years. This journey would not have been the same without you all and the endless memories we have made. To my professors - thank you for your guidance, mentorship, patience, and support. Your encouragement and dedication to architecture have inspired me immensely.

Bronx School of Craft & Technology

SIGNATURES

21st Century Vocational Education & Community Hub Stephen White - Dean of the Architecture School

Rachel Borzone Master of Architecture Roger Williams University Cummings School of Architecture December 2025

Submitted in fulfillment of the requirements for the Master of Architecture degree

Andrew Cohen - Thesis Studio Professor

Rachel Borzone - Thesis Author

TABLE OF CONTENTS

Introduction - 4

Problem Statement - 6

Project Statement - 8

Program Outline & Areas - 10

Architectural Themes & Intentions - 14

Site Identification & Rationale - 16

Precedents - 38

Design Development - 54

Final Design - 76

Conclusion - 92

Bibliography & Resources - 94

INTRODUCTION 1TABLE OF CONTENTS

Trade schools have long been centers for skill-building and practical knowledge. They have traditionally been places where learners go to gain hands-on experience and technical understanding related to specific trades and the working world around them. Trade education allows students to quickly gain access to a source of income, work on a variety of projects, and hone their skills toward a specific medium, machine, or system. Yet with the continuous development and progression of technology today, trade education can no longer only teach the skills of one craft. Through thoughtful architectural design and connection to underserved communities, trade schools can teach students about the traditions of hand-crafted work while using the opportunities of new technology today to advance their fields and prepare them for the professional world they will soon join. Trade schools can become places where students feel empowered and prepared to embark on their professional journey having knowledge of the modern technologies they will meet and the skills of traditional craftsmanship behind them. The surrounding community can also see the opportunities these schools provide and engage with a new educational, inclusive, and progressive environment.

2 PROBLEM STATEMENT

The South Bronx is noted as the poorest congressional district in the country, facing significant educational and social challenges throughout the borough. Home to a diverse population of residents who have faced systemic racial divisions and disadvantages since the Bronx was accepted as a county of New York City, these residents have been impacted by underfunding of schools, limited access to quality educational resources, and a lack of safe, accessible, and inclusive community spaces. These issues have therefore contributed to lower literacy rates, reduced opportunities for youth, limited access to modern technological opportunities including Wi-Fi or internet access, and a persistent educational gap compared to the other NYC boroughs and the rest of the country. In addition, there are few spaces for community gathering and collective educational opportunities for use in the South Bronx. As a means of providing South Bronx students and residents with educational and community opportunities, a modern trade school can serve students, families, and the public by providing the resources for a variety of technologically-integrated educational activities. This modern trade school integrates new technologies, flexible spaces, and diverse educational programming to meet the evolving needs of modern craft and technology today. This school would introduce students to traditional craftsmanship techniques and trades while providing them the opportunity to grow and excel with the technology and resources of new practices. Such a school would benefit the public as well by creating a space for young students and older residents to see the opportunities that new technology brings today, and to have access to cutting edge technology within their neighborhoods. By situating this project in the South Bronx, this school becomes a beacon of opportunity and equity, addressing the region’s challenges while showcasing the potential of trade education to advance and empower students and communities.

The Robotic Fabrication Laboratory (RFL) at ETH Zurich as part of the university’s Institute of Technology in Architecture

3 PROJECT STATEMENT Trade schools are fundamental buildings for workforce development and community education. These institutions serve as places of skill-building and empowerment, providing students with the opportunity to learn practical trades, develop technical knowledge, and prepare for meaningful careers. Trade schools traditionally include workshops, classrooms, and labs designed for hands-on instruction and applied learning. However, trade schools can be more than sites for technical training alone; they can function as community-centered hubs for collaboration, mentorship, and shared learning. Expanding the program of a trade school to include communal and collaborative spaces while incorporating new technology allows knowledge to extend beyond individual instruction, embracing learning through peer exchange, observation, and engagement with real-world environments and advanced technologies. The South Bronx, a community rich in culture yet historically underserved, deserves a space that reflects its vibrancy while addressing the systemic inequities it has faced. By connecting to surrounding parks, residential communities, and the neighboring William H. Taft Educational Campus, this trade school will provide resources for students of all ages to collaborate with others, engage with modern technology, and be a part of a supportive educational environment. The power that education holds in society today is invaluable, and every individual, regardless of background or circumstance, has the right to learn, grow, and engage with knowledge. Through architectural design, this thesis project will be an exploration of the different forms, spatial strategies and programmatic spaces that can transform the role of career and technical education today into spaces for endless educational and technological opportunity. This modern trade school will portray the idea that every space within the school is accessible to students and has endless educational opportunity, allowing students and the public to move from one space to the next, see the learning opportunities in front of them, and know they have the freedom to engage with them.

community + education + opportunities a modern trade school WILLIAM H. TAFT EDUCATIONAL CAMPUS

TRADE SCHOOL FOR STUDENTS & THE PUBLIC

GRANT PARK

4 PROGRAM OUTLINE PROGRAM

WORKSHOPS & LABS open and specialized workspaces

QUANTITY / ORGANIZATION

TOTAL SQUARE FOOTAGE

robotics & drone lab

5,000

carpentry/woodworking workshop

7,000

metals workshop

4,500

masonry/concrete/tile workshop

2,500

1 - near loading dock

8,000

sustainable technology lab

3,200

computer-integrated manufacturing lab

3,200

classrooms

4-5

1,200

collaborative spaces/meeting rooms

6 - 10

200

computer lab

1,500

lecture hall

1,700

library & study space

3,000

offices/administration

1 (multiple offices within)

3,000

makers space

2,200

exhibition

1,700

lobby

2,000

cafe & kitchen

3,000

locker rooms

1,000

loading dock

800

1 - near loading dock

450

bathrooms

TBD

mechanical room

TBD

automotive lab

EDUCATION traditional educational spaces

COMMUNITY connect & learn with others

SERVICE additional support spaces

material storage

TOTAL SQUARE FOOTAGE: 61,000

community makers space with 3D printers, materials and tools libraries, and open workspaces

sustainable systems lab for renewable energy systems

carpentry workshop for handmade and machineassisted projects

robotic & automated manufacturing lab

robotic construction lab

automotive lab

5 ARCHITECTURAL THEMES & INTENTIONS

TRANSPARENCY OF EDUCATION

OPPORTUNITY TO ENGAGE WITH TECHNOLOGY

As trade education is often accompanied by handson learning opportunities in addition to traditional classroom settings, it is important for this trade school to incorporate opportunities for students, faculty, and the public to experience a sense of transparency throughout the building. Allowing visitors and students to see the educational activities occurring throughout the building will guide them to see the opportunities for education in front of them, in addition to encouraging safety, learning by example, and seeing the potential of their work.

Trade schools often focus on providing students with the experience and tools that are associated with the traditions of craftsmanship, such as working with materials by hand or engaging in manual labor. As our world has shifted to incorporating modern technology in all aspects of education, work, and everyday life, it is important that this trade school also includes the newest technology and equipment or automated work and production, and that students understand how these technologies can enhance and intersect with the work of their traditional crafts.

VISIBLE SYSTEMS & MATERIALS

CONNECTION & COLLABORATION

Learning by example and having visual references in education allows students to understand how the systems around them work. In trade schools, there are many building and technological systems that work simultaneously to ensure the building and educational programs are functioning properly. This trade school should include exposed structural and mechanical systems of various material so students can learn how these members connect and work together, and to use them as a working model for students to reference throughout their education.

With this trade school being located in a residential neighborhood and adjacent to a high school, it is important for the building to physically connect to the surrounding neighborhood and overall context of the Bronx, inviting the public into the building. It is also important for the building to encourage collaboration in large work and meeting spaces for students and the public to gather and collaborate on many educational projects. This building should become a collaborative and communal building that students and the public can share together. 13

6 SITE IDENTIFICATION & RATIONALE As a prominent part of New York City’s northernmost borough, the South Bronx is known for its diverse population, origins of hiphop, salsa, and street art, evolving architectural landscape, and history of infrastructure development. The South Bronx is physically separated by the rest of the Bronx and New York City by major infrastructural projects, such as the Cross Bronx, Major Deegan, and Bruckner Expressways that create elevated boundaries around the region, yet many throughways, public transportation systems and other infrastructure projects allow for people to move from the South Bronx to the rest of the Bronx, other NYC boroughs, upstate New York, and New Jersey. The South Bronx includes four community boards and 15 neighborhoods, and is home to over 600,000 residents. Aside from the many apartment buildings and few commercial centers in the region, the South Bronx is most developed along the Harlem River and is under construction with many new projects at the southernmost end, including apartment buildings and waterfront parks.

YONKERS NEW ROCHELLE NEW JERSEY

BRONX

CROSS BRONX EXPRESSWAY

SOUTH BRONX

MANHATTAN

QUEENS

connections from Manhattan to the Bronx & new development projects

“the hub” at Melrose & 149th Street

history of graffiti & street art

the birthplace of hip-hop

elevated expressways in and out of the city

history of the bronx

1900s connections to Manhattan & growing populations

1930s redlining

1950s-1970s construction of the Cross Bronx Expressway

The Bronx was established as a borough in New York County in 1898. Rapid population growth and economic opportunities took place in the city throughout the 19th century. The early 1900s became a period of transportation development to connect the Bronx to Manhattan. Subways were created to provide cheap rapid transit between the two boroughs, bringing immigrant populations, most notably from central and eastern Europe, to the Bronx. This population and economic growth allowed for the construction of additional transit lines to Manhattan, building of apartment and commercial properties, Yankee stadium, and the Grand Concourse throughway.

Following the Great Depression and World War II, the federal government established the Home Owners’ Loan Corporation to appraise neighborhoods and determine who could refinance their mortgages to avoid foreclosures. The HOLC made residential security maps and classified neighborhoods into four categories to determine eligibility for loans. These maps often classified neighborhoods of low-income people of color as “declining” or “hazardous.” The HOLC therefore denied loans and access for these residents to move to more “desirable” neighborhoods and resulted in neighborhood segregation.

In an effort to connect New York City with New Jersey and also Queens, the Cross Bronx Expressway was used as a rapid means of direct transportation thereby avoiding traffic in Manhattan. The Expressway was conceived by Robert Moses and began construction in 1948. This displaced tens of thousands of residents in order to clear land to build the new throughway. After the highway separated the South Bronx from the rest of the borough, property values decreased and lower-income residents were forced to remain in this noise and air polluted region.

1960s-1970s fires in the South Bronx

1970s emergence of new art

today new developments

As the housing stock in the South Bronx was plummeting due to suburbanization and the changing population of the region, many landlords struggled to gain a significant profit on their properties. These landlords and some homeowners began to burn their buildings down to receive insurance money. At the same time, New York City went bankrupt and closed 12 fire stations in the South Bronx, further delaying the response to eliminate the fires, causing the devastation of entire neighborhoods.

The Bronx was a melting pot of diverse populations and cultures that exchanged music and dance, and shared economic and social hardships for decades. Residents of the South Bronx, particularly the youth, sought alternative forms of expression and community building. Many block parties were held outdoors throughout the Bronx allowing people to explore new art forms and collaborate with each other, sparking an artistic and cultural movement of DJing, breakdancing, graffiti art, and rapping. This art spread throughout the city, country, and world, leaving the Bronx as the birthplace of hip hop.

Over the years, new developments have begun throughout the South Bronx to create more opportunities for affordable housing and community-based projects. Today, projects such as the Hip Hop Museum and development of Mill Pond Park have been created to provide spaces to celebrate and offer recreational spaces for residents of the Bronx. However, many luxury apartment buildings and new developments along the Harlem River have been proposed and constructed, causing issues of gentrification and redevelopment of the South Bronx into a more upscale community. This threatens residents who may not be able to compete with the influx of the high cost of housing. 17

trade & vocational schools Throughout the South Bronx, there are a few trade and vocational school programs that serve students in high school or entering the professional world. These programs, along with many other schools throughout the country, mainly teach traditional trade programs, such as those in construction, HVAC systems, plumbing, electricity, culinary training, or medical and cosmetology training. These trade schools in the South Bronx are specialized programs within traditional trade pathways and do not incorporate much use of new technology and machinery that is available in many automotive, construction, energy systems, or manufacturing processes today. There is potential for a trade school in this area of the Bronx to incorporate these traditional means of trade while teaching students about new technology available today. 18

CARMI TRAINING CENTER

BRONX DESIGN & CONSTRUCTION ACADEMY

HOSTOS COMMUNITY COLLEGE

NEXUS MEDICAL TRAINING CENTER

COOP TECH @ LONGWOOD CAMPUS

NEARBY PROGRAMS CARMI Training Center “A Hispanic company” that seeks “to support Latinos in their pursuit of a better future” (carminc.net). Programs for refrigeration and air conditioning (HVAC), electricity, and boiler plumbing. Hostos Community College Community college that offers over 100 certifications and programs for continuing education and workforce development. Programs towards allied health certifications, construction certifications, language skills, and professional development certifications. Bronx Design & Construction Academy A four-year career and technical education (CTE) public high school. Programs in carpentry, plumbing, HVAC, electrical, and architectural drafting/preengineering. Nexus Medical Training Center Healthcare education including programs for nursing assistants, home health aides, and technicians. Coop Tech @ Longwood Campus Known as the School for Cooperative Technical Education, a half-day vocational program for students ages 17-21. Programs including automotive services, construction and building skills, culinary, electrical, health services, information technology, and unisex styling.

HAND - CRAFT

carpentry furniture-making

TECHNOLOGY

sustainable construction

automotive robotics

masonry

computerintegrated manufacturing

energy systems

welding

CNC

manufacturing

Opportunities for students to learn about traditional trades and hand-crafted construction and assembly methods through this building, in addition to working with other vocational/trade schools in the Bronx area. Students can also learn about new technologies that are available today, especially those that are used within construction or traditional handmade craftsmanship methods. These new technologies would be combined with the skills of hand-made products, materials, and work to advance student’s understandings of their craft while seeing the potential that new technology can bring to their fields.

education Adjacent to the new trade school’s site, the William H. Taft Educational Campus is a 5-story, nearly 85,000 square foot school that is home to six different high schools. Each school has its own wing of classrooms, yet they share a library and recreational facilities. Behind the school, a new athletic field is currently under construction. These schools collectively serve over 1,900 students grades 9 through 12, most of which are a part of minority populations and are ranked on the economic need index according to the NYC Department of Education. Many students at Taft live in poverty, are chronically absent, and do not speak English, which in combination with systemic racial issues seen throughout the Bronx’s history, pose challenges to the quality of education students at Taft receive.

WILLIAM H. TAFT EDUCATIONAL CAMPUS

SITE

William H. Taft Educational Campus entrance Attendance based on data from the 2022 - 2023 school year * students are considered chronically absent if they are absent 10% or more of the total days of a school year

+ Graduation rates based on data of students in the 2019 4-year cohort graduating in June of 2023

DreamYard Preparatory School

New Directions Secondary School

Bronx High School of Business

Bronx High School for Medical Science

Claremont Int’l High School

Total Enrollment

431

294

145

294

403

366

% Asian

2.1

1.0

0.0

1.0

4.0

0.5

% Black

29.2

24.1

31.7

32.0

19.6

18.9

% Hispanic

64.3

71.8

66.2

64.3

74.4

77.0

% Multi-Racial

0.5

0.0

0.3

0.2

0.3

% Native American

1.4

1.0

0.0

1.0

0.7

1.4

% White

2.6

1.7

2.1

1.0

0.7

1.1

% Missing Race/ Ethnicity Data

0.3

0.0

0.3

0.2

0.8

% Students with Disabilities

20.4

28.6

22.1

27.2

26.8

6.6

% English Language Learners

9.3

15.6

44.1

19.0

15.1

85.5

% Poverty

88.9

Above 95

90.1

Above 95

Economic Need Index

91.5

Above 95

% Chronically Absent

38.8

45.9

52.9

32.2

44.6

# of Students in Cohort

% Graduates

82.1

88.6

42.9

74.0

88.3

87.7

% Still Enrolled

9.0

5.7

12.5

15.1

3.9

6.8

% Dropout

9.0

4.3

37.5

9.6

6.5

5.5

data collected from the New York City Department of Education

2023 - 2024 SCHOOL YEAR DEMOGRAPHICS

Bronx Collegiate Academy

School Name

+ 21

site identification Located at 251 E 170th Street in the Bronx, this site is located on the open field of William H. Taft Educational Campus between the campus building and Grant Park across the street. E 170th Street is a four-lane road with two lanes going underground through a tunnel and resurfacing beyond Grand Concourse to the west. The site is currently under construction on the campus’ field and throughout Grant Park to create a new athletics field and recreational spaces, for the school and park respectively. This site is surrounded by a dense urban residential district, and by placing a new school next to the campus’ field along E 170th Street and Sheridan Avenue, this new building can serve the greater South Bronx community while establishing a public connection to Grant Park and serving the students of the Taft Educational Campus.

Jerome Avenue one of the longest throughfares in the Bronx with the elevated IRT Jerome Avenue Subway line running above it

Grand Concourse a heavily used thoroughfare known as the “ChampsÉlysées” or “Park Avenue” of the Bronx with a subway line running underground

Claremont Park a 38-acre park in the Bronx with swimming pools, baseball fields, playgrounds, & other community amenities

surrounding context 1

William H. Taft Educational Campus Field

William H. Taft Educational Campus

received $5.5 million in June of 2024 to renovate the field with new fencing, bleachers, a scoreboard, and batting cage

five story building that supports six high schools

E 170th St Underpass street goes underground to the west side of Grand Concourse while also allowing single lane traffic above ground between Taft Campus’ field and Grant Park

Grant Avenue

Grant Park

one-way road with two lanes of parallel parking running through Grant Park

underwent a $3.65 million transformation of the park’s playground and basketball court and is currently under construction of the open recreation and basketball spaces

Dred Scott Bird Sanctuary

E 170th St Crosswalk

E 170th St/Grand Concourse Subway Station

Grand Concourse 6-lane throughway with bike lanes, plantings, pedestrian crosswalks, and some on-street parking

parking spaces and crosswalks between the Taft Campus’ field and store adjacent to Grant Park

station for the B and D subway lines that run under Grand Concourse

a half-acre parcel of parkland with a shaded shelter, community garden, pathways, and native plantings

Grand Concourse

Sherid a

n Ave

7 5 4

E 172nd St

2 1

5 3

Morris Ave

E 171st St

E 170th St

E 169th St

Grant Ave

College Ave

0 5

50’ 100’

200’

surrounding context

A I B

F E

N 26

views & dimensions of site A

95’ 150’

945’

260’

340’

350’

A looking east at pedestrian connection between Taft School, Grant Park & Grand Concourse

B looking north at Taft School

C looking southwest at Grant Park

site rationale & potential Accessible by vehicles along Grand Concourse & potential for additional bicycle or pedestrian traffic

Opportunity for transformation of retail store at corner to connect to pedestrian crossing

Accessible by public transportation

Opportunity for access along Sheridan Ave

E 172nd St

Grand Concourse

Sherid a

n Ave

Incorporate activities & green spaces seen within the park into the public space to create a more fluid connection between the two sides of the site

Grant Ave

E 169th St

William H. Taft Educational Campus

TRADE SCHOOL SITE

Grant Park

Provide a physical connection to the William H. Taft Educational Campus to provide additional resources & easy access for students

E 171st St

E 170th St

Morris Ave

College Ave

N Opportunity to connect or provide additional development to the ongoing Grant Park renovations

Establish a new pedestrian square and greater connection between the Taft Campus, Grant Park & new trade school

Occupy a portion of the Taft Campus’ field to allow space for the school’s renovations & athletic activities while using the trade school to provide public seating or viewing opportunities for the school’s athletic events

zoning regulations RESIDENCE DISTRICT

COMMERCIAL DISTRICT

R-7

C1-4

The region surrounding the site is classified as a R7 residential district for medium-density apartments. These buildings encourage lower apartment buildings on smaller zoning lots, while in the case of larger lots, taller buildings with less lot coverage are encouraged. According to the NYC planning map, the William H. Taft Educational Campus is classified as part of the R7 district, however the field that includes the new trade school’s site is not under this classification.

The C1-4 overlay seen along E 170th Street is a district overlay mapped within a residence district and applied to streets with local retail spaces. In districts R6 through R10, the maximum floor area ratio (FAR) is 2.0. The depth of this overlay district is 100 feet, which in the case of this site along E 170th Street and on the Taft Campus field, this overlay district covers the land 100 feet offset from the street. The accessory parking required for this district is 1 spot per 1,000 square feet.

SITE SUMMARY land use public facilities & institutions parking 1 spot per 1,000 sf = 33 spots for a one story building floor area ratio (FAR) 2.0 setbacks N/A depth 100’ offset from street for commercial district overlay variance extension of the commercial district beyond 100’ offset of the street or an increase in FAR to build a taller building

climate & environment

SOLAR EXPOSURE As the site of the new trade school is open, no buildings obstruct the sunlight on the site, most of the building is affected by the strong southern sun that moves from east to west across the sky. As the site is in the Northern Hemisphere and experiences a range of seasons throughout the year, the sun remains in the southern sky for most of the day yet fluctuates in altitude. In designing the trade school, solar exposure should be considered along the east and southern facades of the building in selecting building materials and in designing potential shading structures.

TEMPERATURE & PRECIPITATION Temperatures in NYC fluctuate throughout the year with summertime temperatures reaching 85°F and winters experiencing below 30°F. Precipitation levels also fluctuate from 3 to roughly 4.5 inches, which can also be increased due to the city’s location along the coast and potential for hurricanes and other storms to travel to New York.

WIND The strongest winds seen in New York come from the northwest direction, which for the trade school’s site, is mostly blocked by six to seven-story tall apartment buildings. Winds are also strong from the northeast direction, but they are blocked by apartment buildings as well. The main winds that the site may experience are those from the south which are unobstructed as Grant Park has open land and allows winds to pass through the park to the site.

SNOWFALL New York experiences strong winter weather with frequent snow and freezing temperatures from December to February, yet some snow has been seen in the fall and spring months. The average snowfall in the winter and beginning of spring ranges from 5 inches to almost 10 inches, which can cause significant snow loads on buildings and call for more robust structural systems. These snow and precipitation levels also require adequate draining systems to prevent flooding.

environmental issues

FLOODING According to this preliminary flood insurance rate map of 2015 by the NYC planning department, the coastal regions of the Bronx and surrounding boroughs are all at high risk of flooding due to climate change. These coastal regions are vulnerable to the increasingly extreme and frequent coastal storms. In addition, rising sea levels can cause flooding and pose a threat to infrastructure along the coast. As the trade school’s site is inland and unaffected by this flooding threat, the school could become indirectly affected by these issues, causing the building to provide services for the communities that may be affected by damages of climate change.

NOISE POLLUTION With the construction of the Cross Bronx, Major Deegan, and Bruckner Expressways in the South Bronx, increased levels of noise pollution have been reported in the area. These expressways are often elevated above ground or at ground level, cutting through neighborhoods and are heard throughout the area. Throughways in the Bronx including Grand Concourse and E 170th Street also increase levels of noise pollution, and are located adjacent to the site. This issue further justifies the need for the design of the trade school to be a quiet space for the community to gather. This increase in vehicular traffic also poses a threat to the health of Bronx residents by increasing levels of air pollution and contributes to higher incidents of asthma.

7 PRECEDENTS KAWARTHA TRADES + TECHNOLOGY CENTER | FLEMING COLLEGE Peterborough, Ontario Perkins&Will

Located within Fleming College’s campus in Ontario, the Kawartha Trades and Technology Center creates a communal space for theory and practice of trade education to be taught together. Throughout the building, transparency and openness are emphasized in the design and connection between educational spaces. The main focus of the school is located within the center of the building, known as the Learning Factory: a triple-height educational space where students engage in a variety of constructionbased stations, overseeing the work of other students. This “factory” is also put on display throughout the rest of the building as windows are placed around the learning space for students, faculty, and visitors to overlook the open workspace. This organization of workspaces also allows students to easily navigate throughout the various equipment zones and collaborate on projects.

exterior at entrance

building in context

“learning factory”

visibility of “learning factory”

verticality of “learning factory”

“learning factory” interior and transparency

transparency between educational spaces

“learning factory” interior

STUDENT HALL FOR EXPLORATION & DEVELOPMENT (THE SHED) | RIT Rochester, New York William Rawn Associates

The Student Hall for Exploration and Development, known as the SHED, establishes a new center for Rochester Institute of Technology’s campus. In the SHED, technology, the arts, and design come together and create a space for various disciplines to share their work and create a collaborative and active environment. The central “hole” of the building defined by a red structural ring creates an open work zone where students are free to work on a variety of projects, branching off from the maker space and project teams space where students have access to tools and technology to work on collaborative or independent projects. Overlooking this central space are other classrooms, circulation elements and gathering spaces where students continue to see the work produced by others throughout the building. The flexibility and adaptability permitted by the SHED allows the building to become a creative and hub for the campus.

entrance

building in context

collaborative center

flexible classroom

visibility of interior activity

3D print studio

circulation overlooking central open workspace

active classroom & gathering space

CALIFORNIA COLLEGE OF THE ARTS San Francisco, California Studio Gang

Extending from the existing California College of the Arts academic building, this new expansion provides additional art-making spaces, green spaces, and collaborative learning environments for the college’s art and design students. At the ground level, interdisciplinary interaction and adaptability for various technologies and materials is created through the flexible plan and open organization of workspaces. These workspaces are connected to the green terraced landscape to create outdoor circulation, learning, and workspaces. The structural system of the building is also expressed and varies throughout each level, beginning with a concrete structure at the base of the building, and progressing up to a mass timber and steel structure above the greenspace. Additionally, the building utilizes the climatic potential of San Francisco to lower the building’s carbon footprint, incorporating passive electrical systems, solar PV arrays, and solar shading.

exterior courtyard

building in context

exterior greenspace & visible structure

outdoor courtyard workspace

entrance courtyard

workshop space

exposed structural system

workshop space

technology integration TAUBMAN COLLEGE AT THE UNIVERSITY OF MICHIGAN Ann Arbor, Michigan The Taubman College Digital Fabrication and Robotics Lab (FABLab) creates a collaborative environment for students and faculty at the University of Michigan to experiment with cutting-edge techniques and technology in the activities of robotic construction, digital fabrication, and research. The technology available at the FABLab has allowed for the development of various fabrication processes, patents, and built projects within the fields of architecture, construction and engineering. This lab includes equipment for robotic manufacturing, laser cutting, CNC manufacturing, and 3D printing. This lab displays the ways in which modern technology is being incorporated into the AEC industry today.

technology integration THE ROBOTIC FABRICATION LABORATORY AT ETH ZURICH Zurich, Switzerland The Robotic Fabrication Laboratory (RFL) at the ETH in Zurich is a part of the Institute of Technology in Architecture where students, faculty, and researchers can experiment with the abilities of robotic fabrication in architecture and construction. The RFL includes a robotic system that is maneuvered by an overhead running gantry system, allowing four robots to work within the entire central workshop space of the building. This robotic system allows for architecture and construction practices to become fully automatic with the use of robotics, in addition to assistance by students and faculty throughout the process. Within this lab space, the intersection between manual and technology-assisted practices is put on display, showing the potential for technology to assist in new ways.

visibility of systems CENTRE POMPIDOU Paris, France Renzo Piano & Richard Rogers Centre Pompidou’s iconic “inside out” design creates a landmark building for the display of systems and circulatory elements within multidisciplinary and public buildings. The exposed pipes and escalators along the exterior of the building create a visuallyinteresting design where the inner- and outer-workings of the building become easily recognizable and understandable. The contemporary design of Centre Pompidou has created a building where the technology and systems of intricate and complex buildings can be put on display for wayfinding and even educational purposes.

exposed structure TAMEDIA OFFICE BUILDING Zurich, Switzerland Shigeru Ban Architects The Tamedia Office Building is seen as an example of how mass-timber construction can be used for sustainable and elegant designs. The mass-timber structure is seen throughout the office building, exposing the kitof-parts assembly system that allows for easy manufacturing and construction processes. Additionally, one of the most notable elements of the building is the double-layered perimeter structure that provides lateral stability to the building in addition to its perpendicular horizontal members. This system allows for the building to include vertical and horizontal members without the need for additional crossbracing.

8 DESIGN DEVELOPMENT Throughout the semester of Thesis Design Studio, this project has evolved from a traditional trade school with separated specialized programs into a collaborative and interdisciplinary trade education and community hub. The most important elements of the building that have remained throughout each phase of design development are the transparency of the trade education throughout the building and the collaborative and communal spirit that is created with the Bronx neighborhood and students within the school. The design of this building has been focused on ensuring that the educational spaces where students would be most active in their programs are the most transparent and prominent in the building’s design, allowing the work of students to be put on display and the public to see the potential of trade education. This design has also ensured that there are spaces for students and the public to collaborate on projects, emphasizing the teamwork and partnerships that are needed in the professional world.

SCHEMATIC DESIGN PHASE SCHEME A

3 2

SITE AXON - SOUTHEAST CORNER 1. EDUCATION 2. STUDENT SUPPORT 3. LABS & WORKSHOPS

1. Open Workspace 2. Auto Lab 3. Carpentry Workshop 4. Metals Workshop 5. Masonry & Concrete Workshop 6. Robotics Lab 7. Sustainable Technology & Machines Lab 8. Computer-Integrated Manufacturing Lab 9. Classroom 10. Computer Lab 11. Makers Space 12. Lecture / Multi-purpose Space 13. Library & Study Space 14. Student Gallery 15. Lobby & Entrance 16. Student Lounge & Locker Room 17. Cafeteria 18. Services 19. Mechanical Room 20. Faculty Offices 21. Loading Dock 22. Outdoor Workspace

10 9

6 1

SECTION A 0

20’

50’

100

7&8

SECTION B

50’

18 9

20’

100

22 9

3 22

13 1

A 16

11 5

22 9

7&8

0 - GROUND LEVEL

+1 - ENTRANCE

0 20’ 50’

SCHEME B

1 2

SITE AXON - SOUTHEAST CORNER 1. LABS & WORKSHOPS 2. EDUCATION & SUPPORT

4&5

SECTION A

20’

50’

9 7

4&5 11

2 3

SECTION B

50’

100

9 2

+1 0 20’ 50’

4&5

18 20

18 17

0 - GROUND FLOOR

20’

9 18

SCHEME C

SITE AXON - SOUTHEAST CORNER 1. TECHNOLOGY LABS 2. CRAFT WORKSHOPS 3. EDUCATION & SUPPORT

3, 4, 5

6 15

SECTION A

20’

50’

SECTION B 0

20’

100

9 2

50’

3, 4, 5

16 9

B 8

9 13

0 - GROUND FLOOR

59 0 20’ 50’

MID-TERM REVIEW

1. EDUCATION & COMMUNITY PROGRAM 2. STUDENT SUPPORT 3. LABS & WORKSHOPS

TRANSPARENCY OF EDUCATION & COMMUNITY SPACES

OPACITY OF LAB CORES

SOUTH-FACING ROOF WITH SOLAR PANELS

SOUTH PERSPECTIVE OF SITE

TRANSPARENCY OF GALLERY AT THE STREET LEVEL

TRANSPARENCY OF LABS AND STUDENT GATHERING SPACES ONTO COURTYARDS

CLAREMONT PARK

GRAND CONCOURSE

TAFT EDUCATIONAL CAMPUS

SOUTH WEST VIEW

GRANT PARK

SITE PLAN SOUTH EAST VIEW

9 9

14 14

22 18

9 21

1. Machinery Lab 2. Flex Lab 3. Robotics Lab 4. Material Storage 5. Mechanical Room 6. Locker Rooms 7. Cafeteria 8. Cafeteria Kitchen 9. Bathrooms & Services 10. Computer Lab 11. Collaboration Space 12. Lobby 13. Student Gallery 14. Classrooms 15. Sustainable Technology Lab 16. Outdoor Workspace 17. Lecture Hall 18. Community Maker Space 19. Multipurpose Lab/Space 20. Library & Student Workspace 21. Faculty Offices 22. Pantry 23. Conference Room 24. Loading Dock 25. Taft Field Service/Storage 26. Taft Field 27. Access to Taft Educational Campus

25 27 5

11 16

16 1

11 26

C 3

6 6

11 11

0 - GROUND LEVEL

+1 - ENTRANCE

0 20’

50’

100’

21 20 14 1 1

16 11 16

2 1

SECTION A

LAB ROOF - OPTION 1

LAB ROOF - OPTION 2

20’

50’

LAB ROOF - OPTION 3

LOBBY ENTRANCE

EDUCATIONAL SPACE & CIRCULATION

22 20 18

14 1 1

SECTION C

19 11

11 1

20’

50’

CENTRAL COURTYARD WORKSPACE

21 17

SECTION B

21 20

9 9

1 5

20’

50’

GATE REVIEW

VIEW FROM SOUTHWEST CORNER

PROGRAM ORGANIZATION

SITE CONNECTION

SUSTAINABILITY

STRUCTURE

1. Education 2. Trade workspaces 3. Flexible collaborative lab spaces

Visible and physical connections to surrounding neighborhood, park, and Taft Educational Campus

Solar panels for energy and educational purposes

Education - mass timber Labs & Workspaces - steel & concrete

SECTION A

9 9

9 12 6

SECTION B

20 15

10’

25’

0 10’

25’

50’

26 5

24 9

9 11 2

11 5

17 14

11 5

C 4

11 5

0 - GROUND LEVEL

0 10’ 25’

50’

+ 1 - ENTRANCE

1. Machinery Lab 2. Flex Lab 3. Robotics Lab 4. Material Storage 5. Mechanical Room 6. Locker Rooms 7. Cafeteria

8. Cafeteria Kitchen 9. Bathrooms & Services 10. Computer Lab 11. Collaboration Space 12. Lobby 13. Student Gallery 14. Open Workspace

15. Classrooms 16. Sustainable Technology Lab 17. Outdoor Workspace 18. Lecture Hall 19. Community Maker Space 20. Library & Student Workspace

21. Faculty Offices 22. Pantry 23. Conference Room 24. Loading Dock 25. Taft Field 26. Access to Taft Educational Campus

15 21 20

9 9

17 18 18

FLEXIBLE LAB

EAST ELEVATION

0 10’

25’

50’

SECTION C

10’

25’

50’

SOUTH ELEVATION 0 10’

25’

50’

WEST ELEVATION

MACHINERY LABS CONNECTED TO OUTDOOR WORKSPACE

0 10’

CONNECTION BETWEEN EDUCATIONAL SPACES

25’

50’

TRANSPARENCY OF LABS TO TAFT EDUCATIONAL CAMPUS & COMMUNITY

9 FINAL DESIGN

SOUTHEAST ACCESS

CLAREMONT PARK

GRAND CONCOURSE

TAFT EDUCATIONAL CAMPUS

SITE CONNECTION Visible and physical connections to surrounding neighborhood, park, and Taft Educational Campus

GRANT PARK

SUSTAINABILITY Solar panels for energy and educational purposes, powering the school to create a nearly net-zero building

SITE PLAN

9 8

13 18 2

14 16

18 3

A 14

18 21

+ 1 - ENTRANCE

0 - GROUND LEVEL

0 10’ 25’

50’

1. Machinery Lab 2. Automotive Flex Lab 3. Construction Flex Lab 4. Robotic Construction Flex Lab 5. Robotics & Manufacturing Lab 6. Material Storage 7. Loading Dock 8. Mechanical Room

9. Access to Taft Educational Campus 10. Locker Rooms 11. Cafeteria 12. Cafeteria Kitchen 13. Bathrooms & Services 14. Outdoor Workspace 15. Taft Field 16. Open Workspace

17. Computer & 3D Print Lab 18. Collaboration Space 19. Lobby 20. Student Gallery 21. Community Maker Space 22. Security Office 23. Classrooms 24. Sustainable Technology Lab

25. Lecture Hall 26. Library & Student Workspace 27. Faculty Offices 28. Pantry 29. Conference Room 30. Outdoor Balcony

29 14

23 30

26 27

30 23

14 25

SECTION A

ENTRANCE

LOBBY

10’

25’

5 6

SECTION B

1. Machinery Lab 2. Automotive Flex Lab 3. Construction Flex Lab 4. Robotic Construction Flex Lab 5. Robotics & Manufacturing Lab 6. Material Storage 7. Loading Dock 8. Mechanical Room 9. Access to Taft Educational Campus 10. Locker Rooms 11. Cafeteria 12. Cafeteria Kitchen 13. Bathrooms & Services 14. Outdoor Workspace 15. Taft Field

COMMUNAL WORKSPACE ENTRANCE

10’

25’

16. Open Workspace 17. Computer & 3D Print Lab 18. Collaboration Space 19. Lobby 20. Student Gallery 21. Community Maker Space 22. Security Office 23. Classrooms 24. Sustainable Technology Lab 25. Lecture Hall 26. Library & Student Workspace 27. Faculty Offices 28. Pantry 29. Conference Room 30. Outdoor Balcony

COLLABORATIVE WORK & SOCIAL COURTYARD SPACE

AUTOMOTIVE FLEXIBLE LAB

28 25

13 13

26 23

SECTION C

10’ 20’

50’

STRUCTURE

MECHANICAL

Education - Mass Timber: craftsmanship Labs - Steel: industry & work Collaborative Workspaces - Concrete: physically intensive work

Geothermal wells providing heating and cooling through a radiant system in the underground and ground level workspaces. Air supply and exhaust ductwork for lab and educational spaces. Solar panel-powered AHU for educational spaces.

11. Cafeteria 12. Cafeteria Kitchen 13. Bathrooms & Services 14. Outdoor Workspace 15. Taft Field 16. Open Workspace 17. Computer & 3D Print Lab 18. Collaboration Space 19. Lobby 20. Student Gallery 21. Community Maker Space

22. Security Office 23. Classrooms 24. Sustainable Technology Lab 25. Lecture Hall 26. Library & Student Workspace 27. Faculty Offices 28. Pantry 29. Conference Room 30. Outdoor Balcony

+4 Offices & Administration

+3 Library & Study Space

+2 Classrooms & Lecture Hall

+1 Communal Workspaces

G Student Workspace

PROGRAM ORGANIZATION

1. Education 2. Trade & flexible workspaces 3. Communal & collaborative workspaces

CONNECTION TO TAFT FIELD

WEST ELEVATION

0 10’ 20’

50’

SOUTH ELEVATION

EAST ELEVATION

0 10’ 20’

50’

0 10’ 20’

50’

1/16” = 1’-0” SCALE MODEL

GROUND FLOOR

FIRST FLOOR

SECOND FLOOR

THIRD FLOOR

FOURTH FLOOR

ROOF

10 CONCLUSION The goal for this project was to create a school where students and the community could be introduced to trade education and new technology that is available today. The means of producing these educational opportunities came from creating a sense of transparency, accessibility, and inclusion throughout the building and neighborhood design, allowing for the opportunities and availability of trade careers and new technology to be put on display for all students and the public to see. With this site of a sloping landscape, multiple means of access to the building, and adjacency to many public features of the neighborhood, it was important to design the school to be accessed on each side of building and to break down the scale of the building based on its surrounding context. Creating an entrance court along the south end of the building adjacent to Grant Park defined a public entrance for the school. Designing the flexible labs to be arrayed along the Taft Campus Field to the east brought down the scale of these spaces and created a more accessible space for the outdoor activities of the field to be brought up to the educational spaces of the school. Creating a uniform facade along the west of the building reflected the monolithic nature of the surrounding residential buildings. Lastly, creating

a gap between the trade school and the Taft Educational Campus building to the north allowed for Taft’s students to see into the school from a distance while also creating a physical connection to the campus building. The functionality and organization of pedagogical methods was also important in the design of this school. Creating a clear organization of the building where trade education and physically intensive work are located at the ground level was carefully considered to ensure functionality and productive movement of work and materials. As you move up the building, educational methods become more individual and less collaborative, creating a hierarchy of work and craftsmanship as the foundation of the building, and learning from this work being brought up throughout the building. Throughout the design of this thesis project, the goals of the building’s program, transparency of educational opportunities, connection to the surrounding site, and social impact of the school were emphasized in each phase, creating a building that not only brings to light the importance of trade education today, but also challenges how architecture has the power to teach, connect, and adapt to modern educational needs.

11 BIBLIOGRAPHY & RESOURCES annotated bibliography

Gehl, Jan. Life Between Buildings: Using Public Space. 6th ed. Washington, D.C.: Island Press, 2011. In his writing, Gehl highlights the idea that people go where people are and that the action of seeing or hearing those around us has profound impacts on the connections we make with others and the quality of our environments. The concepts described by Gehl about urban life and the activities that bring people together can be applied to the interior of buildings too, especially in a school. The idea of seeing the activities of people when walking outside can be brought into a school by creating spaces where visitors can see the activities of the education around them, being drawn to where other people are. Gehl’s principles of interaction between people and their environments can be applied to the architectural design of this school, making each space an attractive and contact-inducing environment that encourages education and community building.

Kahn, Andrea, and Carol J. Burns. “Defining Urban Sites.” In Site Matters, 281-297. Routledge, 2020. As this thesis’ site is located in a dense urban environment, this chapter explains that urban sites are more than just the parcel of land that they occupy and are connected to a greater network of people, activities, transportation, systems, and programs within the surrounding environment. This writing is important to this thesis in that it shows how buildings are not built by themselves and that public buildings such as educational spaces are tied to many aspects of their environments. Each of the realities and factors that play into the function and use of these spaces should be incorporated into the design of a school.

Koolhaas, Rem, Bernard Tschumi, Ana Miljacki, Amanda Reeser Lawrence, and Ashley Schafer. “2 Architects 10 Questions on Program.” PRAXIS: Journal of Writing + Building, no. 8 (2006): 6–15. http://www.jstor.org/ stable/24328969. Koolhaas and Tschumi’s conversations about the importance of design intentions for architecture program in building design is important to understanding how the form and program of a building relate to one another, and how the program of a building influences how people move within the space. According to these architects, the programming and designing of a building should reflect how a building is intended to be used, and the ways in which a building is organized tells a story about how people interact with the building and their surroundings. In terms of a trade school, these concepts are important in determining how people easily access the materials they need within the building, how the important communal and opportunistic aspects of the school are put on display first, as well as how the overall form of the building relates to these intentions and its surrounding site.

Martin, Marisol, and Mike Elsen-Rooney, interview by Jose Santana, & Dorothy Ha. “Migrant Students Navigate a New Reality.” P.S. Weekly. (March 27, 2024). This podcast episode of P.S. Weekly in New York City highlights the current events of the city today with migrant students entering the New York City public school system, and how both these schools and students are affected. Most importantly, this podcast includes a conversation with a student at Claremont International High School, one of the schools in the William H. Taft Educational Campus on this project’s site. The conversation between the student and interviewer highlights the challenges migrant students face in adapting to a new school where they often have difficulty communicating due to language barriers, and how these students can feel supported by their schools, teachers, and peers. The ideas discussed in this conversation can be applied to this thesis project by ensuring the building, services it provides, and organization all create a supportive and welcoming environment that allows for people of all backgrounds to understand that they are welcome to enter the building and learn from what it has to offer.

Merkel, Jayne, Mike Bloomberg, and David J. Burney. We Build the City: New York City’s Design and Construction Excellence Program. ORO Editions, 2013. As this thesis project is located in the South Bronx in New York City, this book gives a look at the surrounding design and construction initiatives throughout the region to provide an idea of the focus of the city’s infrastructure today. By showing examples of different recreational facilities, parks, cultural facilities, health and human services, public safety, and infrastructure projects, as well as some of the different companies involved in these projects, this book shows what areas of the city are being invested in and how the design of a public space in the South Bronx may add to these projects and fit within the surrounding context.

Perkins&Will. “Career & Technical Education.” Accessed December 23, 2025. https://perkinswill.com/area-ofexpertise/career-technical-education/ This article discusses key design strategies for career and technical education (CTE) facilities, including flexible classrooms, hands-on learning spaces, and integration of new technologies. It emphasizes the importance of adapting educational environments to changing workforce needs. This source helps inform the design of a modern trade school that supports both technical training and technological innovation. This source also provides examples of Perkins&Will’s projects that can be used as precedents for overall CTE building design, organization, and technology integration.

Pietsch, Susanne, Eireen Schreurs, Sereh Mandias, and Dolf Broekhuizen, eds. The New Craft School. Heijningen, The Netherlands: Jap Sam Books, 2018. This book explores the evolving relationship between traditional craft, digital fabrication, and architectural education through essays and case studies. The authors emphasize the design of learning environments that merge making, experimentation, and technological innovation. This source directly supports the thesis by providing conceptual and spatial precedents for a trade school that integrates emerging technologies while preserving the values of traditional craft education. 94

Turner Lee, Nicol. Digitally Invisible: How the Internet Is Creating the New Underclass. Washington, DC: Brookings Institution Press, 2024. Turner Lee examines the social consequences of unequal access to digital infrastructure, skills, and technological literacy, particularly for marginalized communities throughout the US. This book provides a critical framework for understanding how institutions can either reinforce or mitigate digital inequity, and how internet access should be viewed as a civil right. For this thesis, it informs the ethical and social responsibility of designing a trade school that prioritizes equitable access to technology and workforce opportunities, and it creates an understanding of what some communities may need in order to successfully provide opportunities for technology and internet access.

citations PROBLEM STATEMENT pg 7 - https://ita.arch.ethz.ch/news-and-events/news-channel/2024/01/our-institute-our-people.html

PROJECT STATEMENT pg 25 - “Building in context” image from Google Earth, “site comparison” by author

PROGRAM OUTLINE pg 11 makers space: https://architizer.com/idea/3992335/ carpentry/woodworking: https://petermoor.ch/en/buildings/azh-training-center,-buchs.html robotic construction: https://www.archdaily.com/891443/eth-zurich-uses-robots-to-construct-three-story-timber-framed-house sustainable systems: https://seslabs.com/ robotic manufacturing: https://taubmancollege.umich.edu/about/facilities/digital-fabrication-lab/ automotive: https://perkinswill.com/project/collin-college-technical-campus/

ARCHITECTURAL THEMES & INTENTIONS pg 12 & 13 transparency & connection: https://perkinswill.com/project/engineering-5-and-7/ opportunity: https://www.dezeen.com/2018/04/16/robotic-construction-architecture-technology-eth-zurich-switzerland-spatial-timber-assemblies/ visible systems: https://www.dezeen.com/2022/11/18/lmn-architects-mass-timber-university-of-washington/

SITE pg 14 - Image from Google Earth, annotated by author pg 15 https://www.bizjournals.com/newyork/news/2020/12/22/seagis-property-group-buys-bronx-warehouse.html https://streetartnyc.org/blog/2023/09/04/at-boone-avenue-walls-in-the-bronx-part-i-saoka-imse-miki-mu-kron-bits-pma-bg-183-and-sebar7-with-mucho/ https://www.gothamcenter.org/blog/the-streets-are-still-part-of-bronx-hip-hop https://www.nytimes.com/2012/06/10/realestate/the-hub-the-bronx-living-in-people-shops-and-roads-converge-here.html https://www.cntraveler.com/story/what-to-do-in-the-bronx-according-to-locals

pg 16 1900s: https://bronxtimetraveler3.weebly.com/history.html 1930s: https://dsl.richmond.edu/panorama/redlining 1950s-1970s: https://www.amny.com/news/bronx-groups-no-cross-bronx-expressway-expansion/ pg 17 1960s-1970s: https://www.architecturalrecord.com/articles/14051-decade-of-fire-reexamines-the-burning-bronx 1970s: https://www.nyctourism.com/articles/guide-to-hip-hop-culture-in-the-bronx-past-and-present/ 1980s: https://newyorkyimby.com/2021/05/bronx-point-and-universal-hip-hop-museum-break-ground-in-the-south-bronx.html pg 18 - Image from Google Earth, annotated by author pg 20 Bronx aerial & perspective views from Google Earth, annotated by author William H. Taft Educational Campus building: nycmentors.org/schools/claremont-international-high-school pg 21 - Data - https://infohub.nyced.org/reports/students-and-schools/school-quality/information-and-data-overview pg 22 & 23 Bronx aerial views from Google Earth, annotated by author Jerome Avenue: https://www.archpaper.com/2016/09/city-to-rezone-jerome-avenue-signaling-big-changes-for-the-bronx/ Grand Concourse: Image by Siddarth Hanumanthu, https://commons.wikimedia.org/wiki/File:1650_Grand_Concourse.jpg Claremont Park: https://www.nycgovparks.org/parks/claremont-park/photos pg 24 #1: https://www.bxtimes.com/funding-renovations-william-h-taft-educational-campus-field/ #2: https://www.homes.com/school/bronx-ny/bronx-leadership-academy-high-school/ph6mbk00mmtr9/ #3, 4, 7, 8: Images from Google Earth #5: https://www.nycgovparks.org/planning-and-building/capital-project-tracker/project/9153 #6: https://www.nycgovparks.org/parks/grant-park/highlights pg 25 - Plan & section by author pg 26 & 27 - Images from Google Earth and taken by Sushil Menon pg 28 - Images from Google Earth pg 29 - Plan by author

pg 30 Residence districts: https://www.nyc.gov/site/planning/zoning/districts-tools/residence-districts-r1-r10.page Commercial districts: https://www.nyc.gov/site/planning/zoning/districts-tools/c1-c2.page Commercial district overlays table: https://www.nyc.gov/assets/planning/images/content/pages/zoning/districts-tools/commercial/c1_and_c2_overlaty_table.jpg pg 31 - https://zola.planning.nyc.gov pg 32 Solar exposure: https://clima.cbe.berkeley.edu/ Temperature & precipitation: https://www.weather.gov/okx/LocalClimatologicalData pg 33 Wind: https://mesonet.agron.iastate.edu/sites/windrose.phtml?station=LGA&network=NY_ASOS Snowfall: https://www.weather.gov/okx/LocalClimatologicalData pg 34 - https://dcp.maps.arcgis.com/apps/webappviewer/index.html?id=1c37d271fba14163bbb520517153d6d5 pg 35 - https://maps.dot.gov/BTS/NationalTransportationNoiseMap/

PRECEDENTS pg 36 - 41: Kawartha Trades + Technology Center | Fleming College https://educationontario.com/app/uploads/2022/03/DSC02256-2048x1152.jpeg https://www.archdaily.com/800181/sir-sandford-fleming-college-kawartha-trades-and-technology-centre-perkins-plus-will https://www.dezeen.com/2017/03/17/kawartha-trades-technology-centre-fleming-college-ontario-canada-perkins-will/ pg 40 - 43: Student Hall for Exploration & Development (The SHED) | RIT https://www.rit.edu/shed https://www.lemessurier.com/project/student-hall-for-exploration-and-development-shed/ https://www.meengineering.com/projects/rochester-institute-of-technology-mep-design https://www.bloomberg.com/news/features/2024-04-20/rochester-institute-of-technology-s-120-million-shed-fuses-arts-and-tech pg 44 - 47: California College of the Arts https://studiogang.com/projects/cca/ https://www.archdaily.com/1023587/california-college-of-the-arts-studio-gang pg 48 - 49: Taubman College at the University of Michigan & The Robotic Fabrication Lab at ETH Zurich https://taubmancollege.umich.edu/about/facilities/digital-fabrication-lab/ https://taubmancollege.umich.edu/academics/architecture/master-of-science-in-architecture-design-and-research/

https://ita.arch.ethz.ch/archteclab/rfl.html https://ethz.ch/en/news-and-events/eth-news/news/2021/11/robots-build-new-hanging-gardens.html https://www.archdaily.com/891443/eth-zurich-uses-robots-to-construct-three-story-timber-framed-house/5aba4e4ef197cce90e0002a7-eth-zurich-uses-robotsto-construct-three-story-timber-framed-house-image https://www.archdaily.com/891443/eth-zurich-uses-robots-to-construct-three-story-timber-framed-house/5aba4e8ef197cc2f4b00013c-eth-zurich-uses-robotsto-construct-three-story-timber-framed-house-image pg 50 - 51: Centre Pompidou & Tamedia Office Building https://www.metalocus.es/en/news/paris-architectural-masterpiece-center-pompidou-renzo-piano-and-richard-rogers https://feverup.com/en/paris/venue/le-centre-pompidou https://www.dezeen.com/2019/11/05/centre-pompidou-piano-rogers-high-tech-architecture/ https://www.dezeen.com/2023/03/17/tamedia-office-building-shigeru-ban-timber-revolution/#/ https://www.world-architects.com/ca/shigeru-ban-architects-tokyo/project/tamedia-office-building

DESIGN DEVELOPMENT & FINAL DESIGN pg 52 - 89: All drawings & images by author

CONCLUSION pg 91 - Image from Heather Wilson

ESTABLISHING A NEW WORKPLACE DESIGNING A NEW WORKPLACE WHICH ADAPTS TO OUR NEW SOCIAL AND PROFESSIONAL NEEDS WHILE PROMOTING URBAN RESILIENCY AND MULTIDISCIPLINARY CONNECTIONS

Lydia Robinson | Graduate Thesis Design Studio | Professor Andrew Cohen | Fall 2025

RE-IMAGINING THE TRADITIONAL 9-5 WORKDAY DESIGNING A NEW WORKPLACE WHICH ADAPTS TO OUR NEW SOCIAL AND PROFESSIONAL NEEDS WHILE PROMOTING URBAN RESILIENCY AND MULTI-DISCIPLINARY CONNECTIONS

Lydia Robinson | Fall 2025 Roger Williams University | Cummings School of Architecture In completion of the requirements of the Master of Architecture Degree

DEAN SIGNATURE:

DATE:

ADVISOR SIGNATURE:

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AUTHOR SIGNATURE:

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TABLE OF CONTENTS

INTRODUCTION PROBLEM STATEMENT & THEMES | STATEMENT OF THESIS & THEMES

REGIONAL ANALYSIS: RALEIGH, NC NORTH CAROLINA | DOWNTOWN | DEVELOPMENT | CLIMATE

SITE SELECTION: 329 W. HARGETT STREET PRESENT | HISTORY | CONTEXT | CHARACTERISTICS

DESIGN INTENTIONS CLIENT | USERS | PROGRAM

THE REGULATORY ENVIRONMENT & TECHNICAL INVESTIGATION ZONING | FEASIBILITY | TECHNICAL & ENVIRONMENTAL ISSUES

PRECEDENT STUDY HGA | VALLEY BANK | THE WINTHROP CENTER | OFFICE PLANNING

SCHEMATIC DESIGN SITE STRATEGY | PROGRAM CONSIDERATIONS | INITIAL SCHEMES

BUILDING DEVELOPMENT BUILDING STRATEGY | PROGRAMMATIC RESPONSE | TECTONICS

106

DESIGN DEVELOPMENT REVISED STRATEGY | COMPOSITIONAL QUALITY | BUILDING TECTONICS

128

BIBLIOGRAPHY ANNOTATED | REFERENCES

160

PROJECT ABSTRACT CONCLUSION & MAIN ARGUMENTS

The thesis addresses the current and ongoing issues of our workday and the declined use of traditional office infrastructure. As a student who began their college degree program and professional internships at the height of the Covid-19 Pandemic, it became quickly apparent that my family and I were working and utilizing our nine to five workdays differently than ever before. I was not introduced to any fully in-person working opportunities at the beginning of my professional career but rather had to learn to adapt my living space at home to function as my office. While this was perfectly new to me, my parents and coworkers were in a position of change, learning how to reorganize and structure their days and their workspace for this. As the past five years have flown by, it amazes me how when the entire world shut down in an instant, human nature adopted and completely changed the way in which we work, whether it is completely remote from home, hybrid, international, or fully in-person. While it amazes me how many people have reorganized and prioritized their day-to-day lives, shortfalls came from this change. Declines in use of traditional office space, business closures and “online-only” opportunities shifted the fabric of our urban cities. Residents, businesses and organizations which relied on the daily influx of workers and citizens struggled. Urban streets became ghost towns, all while we lived and worked as a society in the comfort of our home. I wanted to look at the way we work with a new perspective, to bring people out of their homes, through a more interdisciplinary approach that will help to better activate city streets. A thorough investigation examined cities all over the country which had both pre-existing strong workforces and were significantly impacted economically and socially after the pandemic. Much of the data determined the site to be 329 West Hargett Street in Raleigh, NC. Raleigh is a city that I have been familiar with my entire life, known for its connection to the Research Triangle and more recent urban growth. While the city saw an increase in office vacancy after the pandemic, it has seen a more recent resurrection with a booming affordable housing market and new smart growth urban developments. The site in particular was best fit for the thesis based on several evaluations of its relationships with public transportation and easy accessibility for workers and residents in and

around the city, its location in the up-and-coming Warehouse District, proximity to city parks, and its underutilized nature as a stand-alone parking lot. Surrounding city blocks feature growing apartment developments, in which the new workplace has the opportunity to activate these residents outside of their home and better connect the community with the workforce, ultimately creating a more social workplace. The challenges for new workplace design lie in the balance between public amenities, and intricate considerations for office designs. Throughout decades, office design has evolved from private workspaces to cubicle farms and open plan approaches, to hot desking and social lounges in coffee shops. It is vital to understand that while suggesting a more social workplace, there still remain day-to-day requirements for private offices, conference rooms, flexible workspaces and semi-private desks. Amidst the workspace, the thesis places a strong emphasis on how the community is provided with new opportunities for connections and socialization, without being a distraction to the workplace. How the private and public worlds coexist was tackled through methods of modularity in design at each level. The thesis is designed to move users through the space, connecting each level to the next at the building envelope, while also providing an enclosed atrium which stimulates connectivity between interior floor levels and program. Each level offers both public amenities and flexible or private workspaces, something for everyone at all times of the day. The thesis becomes an active social workplace, a hub where residents may connect and collaborate with young professionals and industries giving a new language and new meaning to the nine-to-five workday.

INTRODUCTION PROBLEM STATEMENT & THEMES | STATEMENT OF THESIS & THEMES

INTRODUCTION | PROBLEM STATEMENT Office culture as we know it is ever changing and evolving, responding to our social, political, and economic atmospheres. Office design and its discussion with architecture began in the early 1800’s with strong relationships between position hierarchy and spatial configurations. This resulted in separate offices with stationary furniture, varying in quality among employees. In 1810, Robert Owen raised the demand to reduce labor hours for workers of all ages, coining the “eight-hour” workday. Owen suggested “Eight hours labor, eight hours recreation, eight hours rest,” which has been followed for centuries, still used today. Throughout this time the workplace has evolved, transitioning to more primitive layouts from repetitive working to the “open plan” offices that began to promote communication, then to the cubicle farm of the 90’s which allowed for personalization and partial privacy. In the early 2000’s, office design became an architectural construct, focused on reworking spatial relationships, open plans, and programmatic elements of office culture. Offices became casual environments, with introductions of new technology and playful innovative systems. The programmatic elements of the office become sub-divided into communal areas, meeting pods, flexible use technology, and private hubs. This strategy quickly gained support and become known as “activity-based working” (ABW). Offices around 2010 started to redevelop their spaces to accommodate this strategy of planning. As this gained momentum, the workplace encountered a standstill in 2020 with the COVID-19 pandemic, affecting offices worldwide. While it is important to consider the interior structure of the workplace, the problem also lies within the indirect relationships that offices have formed with downtown city environments. Since the 1980’s, as industrialization was on a decline in major city centers, businesses sought out downtown spaces for large commercial and private offices. These moves began to drive many of the downtown urban fabrics that we know today. The architecture of these offices not only provided high-rise, large-scale office centers in close proximity, but began to suggest new use at the pedestrian level of streets. With an increase in workers commuting to the office, and ground floor business and retail opportunities, the urban fabric became engaged. New forms of place-making between residents and employees arose, with increases in business opportunities and pedestrian activity that defined city centers. As the pandemic progressed, office space

efficiency reduced. Companies were unable to accommodate the full capacities of employees in the office along social distancing regulations and concerns for health and well-being. The social and economic state of the workplace shifted, with increased telecommunications and remote working from home. All over the world, companies terminated their lease, transitioning to fully remote operated businesses. Vacancy levels of offices rose in urban cities worldwide reaching levels of almost 20%. Lives of employees, customers, residents, and community members changed for good. Since 2020, the “eight-hour” workday as we know it has changed forever. Some workdays increased from eight to ten hours, while others decreased to five or six hours. As employees adjusted to working from home, many began to interlace their personal life and work, multitasking, or planning more efficient work schedules without having to worry about community or being in an office all day. Positives and negatives came from the work from home movement, as some found their own self more productive and able to achieve a better work-life balance, while others struggled to combat isolation and feelings of lack of engagement and connectivity. As the years passed post-pandemic, employers began to bring workers back into their offices. This phenomenon occurred through several different strategies and methods such as mandated return to work five day a week, flexible hybrid schedules, rigid hybrid schedules, or even office relocations. While some companies had completely released their lease during the pandemic, others focused on creating office spaces to come back to, enticing employees to commute to the office three to five days a week. This has become increasingly popular among large tech companies but was not exactly effective for all company models and employees. A recent Gallup study indicates that 55% of employees in the US with remote-capable jobs work a hybrid schedule, while 26% work exclusively remotely and only 19% work on-site. Employees found more apparent benefits in choosing to work from home rather than returning to the office fully, saying that it improved their work-life balance and contributed to less burnout or fatigue. While some of these advantages of hybrid work schedules appear to benefit the lives of the individuals, many also commented on challenges related to less access to work resources and equipment, and a lower connection to their organization’s culture and collaboration with their team. Those who are able to work partially on-site indicated that it provides

benefits of building relationships, collaboration, and set boundaries between work and home. Through this study, it is apparent that there are both positives and negatives of the new era of working in hybrid schedules, but which becomes more important? The mental health of employees since the pandemic has increasingly become a concern of employers, ensuring that their employees have an appropriate work-life balance. Employees today are still struggling to commit and return to work full time, and even when they do, they are more inclined to return to complete the work, rather than be in the workplace. Is there a way to create a workplace that employees will effortlessly return to, which promotes engagement and positive work-life balances? Where office vacancies increased during the pandemic, communities became isolated. As employees worked from home, focusing on work, and physical health or personal wellbeing in their homes, engagement declined. Not only did the typical workday change, but lives and routines were affected. Much of this change leads to an immediate increase in isolation among communities all over the world. Workers and community residents lacked in-person engagement and still do today. With increases in telecommunications, working from home has become seamless, yet disconnected. Employees rely on Zoom or Microsoft Teams video calls for the closest type of in-person interaction. This not only reduces interpersonal relationships in the workplace but also belonging to company culture and personal identity. In communities, businesses have been heavily impacted by the lack of employees traveling, congregating, and moving in and around streets near workplaces. While buildings sit vacant, so do the streets reducing the concept of community in a world that should be evolving and shaped by people. Similar to the 1980’s, architecture has the potential to become a catalyst to revitalize communities, and bring back levels of pedestrian engagement and activity. Though, this architecture may look different. In a world, so heavily reliant on telecommunication and hybrid work styles, architecture becomes humanizing, bringing the workplace back to the street level, improving business and urban fabric relationships. It becomes flexible and accommodating for urban cultures, residents, and context. The new model of the workplace must address the issues which arose during the 2020 pandemic, and be prepared for future changes as well. As seen throughout decades, the model of the workplace has changed drastically. Who is to say it will not change again

in 20-30 years? Rather than designing singular functioning offices, architecture must address the need for flexibility where the workplace may adjust in the future. Is there an architecture that becomes a catalyst for a new social and pedestrian driven workplace?

INTRODUCTION | REMOTE & HYBRID WORKING

Average % of Time Spent In Each Work Mode Around The World 40%

26%

In-Person

Remote

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2024

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2022

Average % of Employees Who Prefer Each Type of Work

11%

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10%

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or W Hybrid

14%

INTRODUCTION | PROBLEM THEMES

Workplace A place such as an office, shop, or factory where people work; A place where a particular kind of business is transacted, or a service is supplied

Community A body of persons of common and especially professional interests scattered through a larger society; A body of persons or nations having common history or common social, economic, and political interests

Belonging To be suitable, appropriate, or advantageous; To be an attribute, part, adjunct, or function of a person or thing; Close or intimate relationship

Accessibility Capable of being reached; Capable of being used or seen; available; easily used or accessed by people with disabilities: adapted for use by people with disabilities

Collaboration To work jointly with others or together especially in an intellectual endeavor; to cooperate with an agency or instrumentality with which one is not immediately connected

Work-Life Balance The amount of time spent doing a job versus the amount of time spent doing what is personally important outside of work; equilibrium between work and life

Communication A process by which information is exchanged between individuals through a common system of symbols, signs, behavior; personal rapport

Privacy The quality or state of being apart from company or observation; a place of seclusion

INTRODUCTION | EXPLORATION OF THE THESIS

Who Uses This? Local Non-Profit Organizations Local Schools Local Businesses Local Restaurants/Cafes Private Companies Private Studios or Workspaces

Public Amenities Permanent Space Community Rooms Dining Halls Meeting Rooms Galleries Seminar Rooms Conference Rooms

Flexible Space Lobbies Lounges Cafes Restaurants Exhibitions Outdoor Spaces

Private Amenities Permanent Space

Who Finances/Owns This? Non-Profits The City

Private Offices Meeting Rooms Independent Workstations Breakout Rooms Employee Kitchen

Private Companies

Who Rents This? Non-Profits Local Schools Local Businesses Private Companies Hybrid Companies Remote Workers

Flexible Space Mixed-Use Conference Room Open Desk Space Employee Lounges Team Breakout Spaces Hybrid Work Stations Resource Rooms

Where Is This? Urban Dense Cities Downtown Blocks

Urban Environment Amenities

Less Dense Urban Cities Neighborhood Blocks

Retail Restaurants Cafes Businesses Housing

Transit Bus Bike Car/Uber Train Walk

How Is This Achieved? New-Build Re-Design of Existing Building

Urban Environment Amenities

Site Intervention Use of Barren Lot Introducing New Design To The Urban Context

Adaptive Reuse Reusing Historical Building Reusing Underutilized, Abandoned Office Spaces

Retail Restaurants Cafes Businesses Schools Housing Town Center

Transit Bus Bike Car Train Walk

Minimizing Disruption To Urban Context

INTRODUCTION | STATEMENT OF THESIS Designing a workplace that can help revive downtown cities relies on both bringing employees back to work and engaging in the surrounding urban context. This investigation will explore the future potential of the workplace to be more than a place of work, but a place where work can be done in unison with community activities and amenities, revitalizing downtown urban streets. As society shifts towards a return-to-work postpandemic, more than 2,000 hours are spent at work in a year. There is potential for these hours to provide opportunity for innovation, collaboration, and creativity where cultures, demographics, and disciplines converge. To design a live-work environment there are levels of architectural analysis which will contribute to problem finding, gap-filling, and opportunity producing methods. In this investigation, architecture will focus on both the building or place of convergence and the surrounding urban environment. Studies will examine identities of adjacent communities, neighborhoods, residents, and local amenities. Identifying what amenities communities lack will be important in designating programmatic spaces in the community hub. Traffic, travel patterns, and accessibility will contribute to the location of the hub, ensuring access for all employees and visitors

whether local or from a far. Through architectural intentions, the workplace may begin to reflect the identities of its surroundings, blending with the urban neighborhood, and becoming a place of recognition for residents. The interior design of the workplace will be transformative, exploring the possibility of architectural relationships that contribute to a holistic and human centric design. Reflecting on the more recent models of the workplace, the ideal community hub would use architectural interventions to create both open-concept offices and private sub-divided spaces. These interventions will balance the needs of interaction, team engagement and privacy throughout the workplace. Studies of spatial relationships will be vital in understanding how architecture and structure can promote nodes of interaction and engagement among individuals. The office will transition from a static workplace to a flexible workplace. Not only should there be a great focus on workplace spatial relationships, but also on those which separate the workplace and community driven spaces. Places of transition and using architecture as a transitional device will contribute to driving the potential of a community hub while also providing the necessary boundaries between work and life.

INTRODUCTION | ARCHITECTURAL THEMES

Urban Planning Town planning, city planning, regional planning, or rural planning in specific contexts; A technical and political process that is focused on the development and design of land use and the built environment • • • • • •

Analyzing site and surrounding context Reviewing traffic and transportation routes nearby Assess pedestrian traffic Locate all surrounding amenities Identify adjacent cultural, urban, or landscape drivers Observe local demographic and determine needs of the public

Spatial Organization The arrangement of spaces and elements in a building or site; how the individual rooms, areas, or open spaces relate to one another and to the overall design • •

Consider arrangements of rooms, fragmented, enfilade, open plan Consider floor to floor relationships or double height spaces

Boundaries The limits between the inside and outside, between the up and down, between the public and private, between construction and nature • Determine site boundary • Establish fluid or ambiguous boundaries • Suggest interior boundaries by use of materials, forms, or lighting

Materiality A concept or applied use of a singular or various materials or substances in the medium of a building • • •

Recognize local materials Consider low carbon emission materials or processes Reflect on material impacts to interior environments (hard, soft)

Day Lighting The controlled admission of natural light, direct sunlight, and diffused light into a building to reduce electric lighting and energy; contributes to a visually stimulating and productive building environment • • •

Incorporate skylights or southern exposed facade Apply fenestrations for frame lighting Consider shading methods to reduce detrimental lighting

Flexibility Unrestricted free-range of motion; The ability for a building to continuously adapt its space layout and even its structure to evolving needs • •

Design open plan spaces that can be defined by furniture or partitions Suggest mixed-use spaces

Public Program Complex and diverse spaces that are a symbolic expression of the public realm • •

Address and acknowledge the needs of the public Consider spaces that are accessible visually and physically

Private Program Space that is owned and maintained by a single individual, family, or institution • •

Provide spaces of privacy through solid or soundproof walls Segregate spaces with visual privacy

REGIONAL ANALYSIS: RALEIGH, NC NORTH CAROLINA | DOWNTOWN | CONNECTIVITY | DEVELOPMENT | CLIMATE

REGIONAL ANALYSIS | UNITED STATES

Pittburgh, PA 230% Hybrid

Raleigh, NC 25% Hybrid Oakland, CA 25% Hybrid

US Map of Top Hybrid Working Locations

Pittburgh, PA

Raleigh, NC

Oakland, CA

US Map of Top Innovative Cities

Cities Downtown Culture Affected By Covid-19 Pandemic

REGIONAL ANALYSIS | RALEIGH, NC Raleigh, the capital city of North Carolina, has become a desirable location for remote and hybrid workers over the past several years since the pandemic. With its rich history and economic ties to Research Triangle Park, the city has had a longlasting draw for tech and biotech professionals. Since the pandemic, remote working rates have increased to about 26% of Raleigh’s 500,000 population leaving almost 130,000 people working from home each day. There remains a much lower median home price in comparison to other tech cities like San Francisco or New York, remote or hybrid workers can find more space for less. With a large emphasis on tech, the Raleigh/Durham ecosystem is full of job opportunities for a variety of skill sets, with both in person offices and coworking spaces designed throughout the city to boost networking abilities. While there is a large and growing workforce in the downtown Raleigh/Durham area, there is also an influx of students and educational services surrounding the city that continues to contribute to the city’s growth in the economy. In the hub of the Research Triangle, North Carolina State University is just 4 miles outside of downtown fostering a hub for young innovation and research, with several thousands of college students living and working in and around the downtown Raleigh area. Another eleven and twenty-five miles to the north of downtown are University of North Carolin and Duke University which contribute to Raleigh’s growing economy with educational and job opportunities.

Being in the heart of North Carolina, Raleigh is known for its lively connection to the visual arts and serves as a cultural hub. In the downtown area, Raleigh boasts a wide variety of performance venues, art museums, and art festivals that provide opportunities for local artists and designers. Many art studios, performance centers, and museums are dispersed within residential communities contributing towards a better work-life balance for residents and promoting desirable housing. Among these neighborhoods, through public transportation and attention to streets, Raleigh has become a pedestrian friendly region, accessible from the surrounding cities of Greensborough, Fayetteville, and Greenville. Known as the “city of oaks”, there are miles of trails, greenways, and outdoor spaces accessible to residents and visitors, making use of the comfortable climate. Since the pandemic, Raleigh’s downtown streets have changed. City officials find that almost 10,000 less people are coming to the office each day, which is significantly affecting the success of local businesses, restaurants, and retail. Residents indicate that the street life of Raleigh is dramatically different than what it was pre-pandemic. There is a lack of liveliness, and community between residents, visitors, and businesses. While there are several new housing developments going up throughout the downtown limits, there remains a lack of identity at the ground and pedestrian level.

Raleigh, NC - State Capital

North Carolina Google Map

REGIONAL ANALYSIS | RALEIGH, NC

Raleigh Regional Google Map

Raleigh Skyline

Raleigh Station Aerial

REGIONAL ANALYSIS | RALEIGH, NC

NC State Map

Circulation Through and Around Raleigh

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oug hS

We s

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1 Mile Radius

lev

MLK Jr Boulevard

Route 401

HIll s

Urban Connections

REGIONAL ANALYSIS | DOWNTOWN RALEIGH In the heart of Raleigh, the downtown area is home to six lively districts which contribute to defining the urban fabric and the city and both residential and commercial growth. The Capital District lies at the center of downtown, holding the State Capital Building, Governor’s Mansion, and 3.5 million square feet of government office space. This district is home to stately and classical architecture with some of North Carolina’s most iconic landmarks and with its central location, this is a highly desirable place to live with convenience to all downtown Raleigh districts. To the north of the Capital District lies the Seaboard and Person Street District. This area boasts a small residential neighborhood with locally own business and small city commons. While this is a desirable neighborhood, enriched in the city’s history, it is limited in its connectivity to the remaining downtown area and growing economic ability. To the west of the Capital District is the Glenwood South District, a primarily residential neighborhood with streets anchoring a mix of restaurants, art galleries and residences. To the south of the Capital District are the Moore Square and Fayetteville Street Districts. The Moore Square District is home to an abundant number of public theaters, museums, dining and retail services integrated with new housing developments making this the densest neighborhood. The Moore Square Park itself serves as a central transportation hub for Raleigh’s bus system connecting the community even further to the surrounding districts of downtown. Fayetteville Street District is known as the city’s downtown spine, filled with Class A office space and mixed-use condos. On axis with the state capital, this district connects Raleigh’s convention center to the workday and nightlife through a wide variety of restaurants and outdoor public spaces along the street. Finally, in the southwest of downtown Raleigh, the Warehouse District, a transformative area of Raleigh. This district runs from south to north along the Fayetteville spin of downtown, filled with red brick warehouses that have slowly been transformed into a lively mix of art museums, restaurants, retail, and technology offices.

Capital District

Moore Square District

Warehouse District

Pearson Street District

Warehouse District

Fayetteville Street District

Glenwood South District

Moore Square District

Pearson Street District

Capital District

District Map

REGIONAL ANALYSIS | DOWNTOWN RALEIGH

Programmatic Uses Downtown

NC State Capitol

Fayetteville Street

329 West Hargett St.

Nash Square Park

Union Station

Office

Government

Arts

Housing

Food & Entertainment

REGIONAL ANALYSIS | DOWNTOWN DEVELOPMENT

Development Zones

Over the past 10-15 years, the downtown districts of Raleigh have seen tremendous growth in population, infrastructure and urban planning strategies. Since 2015 over $7.4 billion has yielded development projects that are changing Raleigh’s skyline. In 2015, Sasaki completed the “Downtown Raleigh Experience Plan” which analyzes and focuses on the city’s downtown experience and the improvement opportunities for residents, workers, students, and visitors. Through five projects, Sasaki establishes the city center’s anticipated growth from 2015 to 2025 that aims to bring new street life, retail, green space, and community spaces. With respect to the downtown districts, Sasaki caters more towards working, dining, shopping, and living experiences to further influence developments. A major emphasis is placed on two of the city’s existing parks and the surrounding development zones that will offer retail, office and arts and cultural spaces. A second emphasis is placed on the circulation through and around the city at micro and macro scales. More recently in 2024 and 2025, there have been several architectural interventions that are shaping the city more than ever. Specifically in the Warehouse District there are recent developments of Union West, adjacent to the city’s existing Union Station will provide extensive housing with 10% affordable rates and become home to a new retail space. At the ground level, Union West will serve as the new bus station for the city’s enhanced bus transportation. Even at the western end of the city, with this intervention, the Warehouse district will become more rapidly connected to the downtown fabric and surrounding cities in the Raleigh Durham area. In addition to built improvements in and around Downtown, Raleigh, it is notable that the city has extensive efforts in place for a 2030 downtown masterplan which focuses on pedestrian access to public transit, cultural expositions, the surrounding Greenway, and transitional neighborhoods on the outskirts of the downtown borders. In conjunction with new residential and adaptive reuse developments, there is a clear identity of the anticipated downtown urban fabric with respect to the users and inhabitants of the city. Most notably are the prioritization of pedestrian and “green” streets, to put pedestrians first, and maximize ground floor access for public amenities. In this masterplan for the city, there is great potential for a new mixed-use hybrid office and community hub to arise along the new axis of the city.

REGIONAL ANALYSIS | CLIMATE Raleigh, North Carolina is located in the southeastern United States, designated in a humidsubtropical climate. Located in central North Carolina, this area boasts four distinct seasons of spring, summer, fall, and winter. With spring and fall temperatures ranging from about 60 degrees Fahrenheit to 80 degrees Fahrenheit. In between these seasons, summers may have daytime highs averaging in the upper 80’s and lower 90’s with high humidity levels at night. During the winter, the climate is mild and wet, with temperatures ranging from low 40’s to low 50’s. With occasional low temperatures below freezing, Raleigh can receive an average of six inches of snow.

Koppen Climate Map

Based on the variety of temperature ranges, Raleigh yields a comfortable outdoor environment during the late spring and early fall. For outdoor activities, it is important to consider sun shading during warm summer months as well as air flow to passively cool interior and outdoor spaces. It will also be important to consider site shading from adjacent buildings of taller heights that may reduce sun exposure. Utilizing design methods of the courtyard strategy will also contribute to a focus on protected and partially enclosed outdoor space. With larger city blocks, there is increase potential to create these environments, prompting a new use of the urban block in dense cities.

May Through September Psychrometric Chart

October Through April Psychrometric Chart

REGIONAL ANALYSIS | CLIMATE

Daily Relative Humidity

Monthly Relative Humidity

Daily Solar Radiation

Monthly Solar Radiation

SITE SELECTION: 329 W. HARGETT STREET PRESENT | HISTORY | CONTEXT | CHARACTERISTICS

SITE SELECTION | WAREHOUSE DISTRICT Regarding the thesis, the Warehouse District in Downtown Raleigh was chosen as the ideal neighborhood and site location. This decision was affected by the strong relationship that the district has with Fayetteville Street, remaining connected to the greater urban developments of the city. Fayetteville Street is known for its officedriven urban life and environment. In the wake of more recent years since the pandemic, this area, while still maintaining several local offices, governmental and civic building, has shifted to cater to a new crowd. With increased in surrounding developments and the possibility of transforming offices into affordable housing, the streets, restaurants, and art galleries are becoming livelier than ever. The Warehouse District, however, boasts an abundant amount of old brick warehouse buildings which provide the potential for spatial redesigns that remain physically connected to the urban context and history. In consideration of a community hybrid workspace, this location is central to a variety of new housing complexes, amenities, art galleries and museums, as well as local and regional transportation. Through the heart of the district, the Raleigh Greenway

Warehouse District, Raleigh

runs along West Street providing residence with connectivity to the greater Greenway master plan which promotes open space preservation and activation along with health and recreation benefits. With potential for growth and greater connectivity, this district becomes an ideal location to service remote workers, professionals in the Research Triangle Park, students, and residents by re-establishing existing spaces and bringing new workplace opportunities to the economic and workplace culture of downtown. As the street level in and around the Warehouse District has become more activated there is a need to make use of existing buildings and empty lots to contribute to the downtown area’s reactivation of the street level. Additionally, there is consideration for the increasing downtown population in tandem with remote and hybrid working levels among residents. While many may reside in small scale affordable housing, a central community workplace and cultural hub will serve as an extension of the home, seamlessly integrating the lives of those who reside in downtown Raleigh.

Warehouse District Aerial

SITE SELECTION | HISTORICAL ANALYSIS The Warehouse District of Raleigh dates to the late 19th century. Adjacent to the original Norfolk Southern Railway, four tracks ran north to south with the Seaboard Station and Southern Stations as Raleigh’s transportation depots, connecting the region to the rest of the east coast. In the 1840’s this railroad began to operate further, establishing the city. Throughout its development, the city was filled with a grid of streets and urban block yielding a commercial and industrial hotspot. In 1886 Fayetteville Street was concerned the heart of the city with storefronts that lined the street and the host for annual parades. By the early 1900’s the railroad began to dominate Raleigh and affect urban planning and development. Along the eastern side of the railroad, the Depot District arose, with buildings that included freight and passenger depots, warehouses, factories, hotels, and cafes that continued to grow and evolved from the 1880’s to the 1950’s. With the railroad dominating Raleigh’s development, by the 1920’s rail lines and a major highway passed through Raleigh, connecting New York to Florida. By then, factories began to establish prominence in the industrial quarter of the state capital from blacksmiths to wholesale grocers, the economy grew tremendously. By the 1950’s many factories quickly fell out of use and buildings were left abandoned by the 70’s.

At the end of the 1970’s an architect, Steve Schuster, saw a vision of what the city could be. As a man who grew up in Tennessee, Schuster came to Raleigh to study architecture at NC State. Soon after receiving his master’s degree in Colorado, he returned to Raleigh with a vision. The use of factories was on a decline at this time, which business and shopping centers were moving to large office parks on the outskirts of downtown. Schuster believed that architects would be able to play a role in revitalizing downtown and bringing new life into spaces that were in decay. Working with local investors, Schuster moved businesses into old buildings and designed a few new to accommodate office and art spaces. Eventually, Schuster was part of Raleigh’s most prominent developments; the Contemporary Art Museum, the Raleigh Convention Center, and Raleigh Union Station, ensuring that public use of space was at the forefront of design. Schuster’s work brought a new light to the downtown district of Raleigh, providing spaces for both businesses and artists which encompasses the history of downtown. As the Raleigh Union Station was finalized, the area saw extensive growth, with millions of dollars of investments in the Warehouse District that would serve further renovations of fabrication plans and warehouses. The district became a lively, fast growing area full of arts and culture.

Map of Downtown Raleigh, 1914

Historical Freight Depot, 1971

SITE SELECTION | 329 W. HARGETT STREET The site at 329 West Hargett Street sits at the corner of West Hargett Street and South Harrington Street, located in the historical Warehouse District in Downtown, Raleigh, NC. The site currently is a combination of private and public parking lots that are underutilized, and not well maintained in comparison to the surrounding urban environment. The site is on the northwest corner of the Raleigh city block, which in total is 440-feet by 440-feet. The site itself is about 180feet by 220-feet, resulting in approximately 39,600 square feet in total. What should be considered is that the site itself has a change in grade between the two existing parking lots, separated by stone retaining walls. This change in grade will require intervention of the entire site to accommodate a seamless transition from the pedestrian realm of the street to the building interior. With regard to the location of the site, it is situated on a desirable urban block in the Warehouse District of Raleigh. The district, while undergoing extreme improvements in housing, retail, and dining amenities, is still well connected through its adjacent proximity to the Fayetteville Street and Capital Districts of Raleigh. Just several blocks to the east, these districts boast large-

scale office buildings, with ground floor retail and dining experiences. Many of these offices today, hold reduced numbers of employees and have explored opportunities to be converted to housing developments. While there is great potential in and around these districts, there is concern for the loss of the workplace, and the relative identity of the workplace. Given the position, there is a great opportunity for this site to become a new catalyst for the workplace in Downtown Raleigh. Additionally, the axis of Hargett Street is one of several pedestrian and green streets defined by the city, which makes its highly accessible and desirable for residents and visitors to frequent.

329 West Hargett Street

Site Aerial

39,600 sf

Google Earth Site Map

SITE SELECTION | PRELIMINARY ANALYSIS At the corner of West Hargett Street and South Harrington Street, the proposed site sits within an accessible and well-connected urban fabric. As Downtown Raleigh is divided by a 440’ by 440’ urban block grid, the site encompasses almost half of the urban block. On the adjacent urban blocks the site is surrounded by various amenities of new housing, art galleries, restaurants, and retail making it a desirable location. In Raleigh’s 2030 plan for the city, the site also sits along the anticipated Pedestrian Greenway which will connect the inner-city parks to the existing Greenway which runs along the outskirts of the downtown fabric. This will promote new traffic and visibility to the site in future years to come. In addition to the pedestrian connectivity, the site is boarded by well-traveled streets in the urban fabric which direct two lanes of opposing traffic around each side of the site. While many streets in the downtown area remain one-way, this makes the site extremely accessible from all points. Given the anticipation of removing the surface parking on the site, users may take advantage of several nearby public parking garages and street sides parking. In addition to this accessibility, the site is located along two inner-city bus routes, with stops just less than 200’ from the site. Between the local bus transit and proximity to the new Union Station in Downtown Raleigh, the site remains in a desirable location.

Building Use

Green Streets

Public Transit

Vehicular Circulation

District Map

SITE SELECTION | SITE IMAGERY

Southern Street View

Eastern Street View

Northern Street View

Western Street View

DESIGN INTENTIONS CLIENT | USERS | PROGRAM

DESIGN INTENTIONS | CLIENTS & USERS The anticipated clients and users of the space are to be local residents, workers, artists, and visitors in the Raleigh area. A multi-functional and mixed-use hybrid workspace serves to blend community and culture with the workplace and hybrid office environments of downtown Raleigh. With about 30% of the population working remotely in the downtown area, the space offers the possibility of a workspace outside of the home that boasts spaces for flexible and private working options. Coworkers and employees have the opportunity to reserve private meeting rooms

and workspaces, while also making use of public co-working spaces. In the cultural downtown atmosphere, artists and non-profit organizations also have the ability to jointly utilize the space for exhibition and demonstration. A new light is brought to reduce tension of the workplace and break down the stereotype of the common workplace to provide new cultural and diverse community advancements that will benefit residents, workers, and local communities.

Lobby 2,000 sf

A multi-functional entrance for both public and private users featuring spaces for lounging, working, exhibitions, and eating.

Eatery 2,000 sf

A local restaurant featuring all day meals for public and private users, sourced locally and made by local residents.

Seminar Rooms 800 sf

Small rentable classrooms for local schools or organizations to conduct coursework or meetings.

Conference Room 1,000 sf

A rentable room available to non-profits, hybrid companies, and local organizations.

Lecture Hall 2,000 sf

A rentable hall for community meetings or local organization meetings.

Flexible Office 10,000 sf

Adaptable office space featuring open planning with pre-function, team breakout rooms, lounges, and outdoor spaces.

Permanent Office 8,000 sf

Determined office spaces for private administration, individual offices, and private meeting rooms.

Destination Hubs 2,000 sf

Small cafes, lounges, resource libraries and hot-desks or hybrid offices for local remote workers.

Outdoor Space 1,000 sf

Public outdoor terraces and gardens for flexible use and both mental and physical well-being.

Multi-Function 10,000 sf

Rentable space featuring studios, pre-function, outdoor space, and a multi-purpose hall for public and private use.

Art Gallery 2,000 sf

A community gallery for local non-profit artists and residents with rotational exhibition spaces.

The future of the workplace lies in the formation and design of a new community hub that serves as a permanent and flexible space for employees to work and live collaboratively with the surrounding community. On a typical day, the hub serves as a place for both in-person and hybrid employees in the Downtown Raleigh area to work and collaborate alongside community members. With a growing need for space to accommodate the changing office environment, the hub provides the ability for locals or visitors to comfortably and safely work in a well equipped environment. At the corner of West Hargett Street and South Harrington Street, the hub encompasses both the needs of the workplace and the community in the Warehouse District. For an employee who lacks an inperson office space, they may arrive at the hub in the morning with the intention of utilizing the workplace to the fullest and having a productive workday with other remote working colleagues. Employees meet up in the morning at the café, open during early hours for in-house and to-go breakfast. They catch up within the café lounge on the ground floor, observing the day-to-day life of the urban fabric and planning their workday. As the morning begins, employees move to the hybrid and co-working spaces of the hub. Here, each are able to reserve and set up at their own pod equipped with power and additional screens. As they begin their workday, they frequently move between the pods and breakout spaces to collaborate on upcoming project proposals. Employees move throughout the shared workspace during the day, utilizing supporting office space as needed. It is likely that during this time, several other workers utilize the space in similar or varying ways based on their needs. As lunch time approaches, they make their way back to the hub, where a local restaurant serves lunch items made to order. Here workers and other community members order their meals on their break and gather within the interior dining and exterior covered courtyard dining. This setting creates a collaborative and community focused environment where the workplace blends with the urban fabric and street front. As this time progresses, workers notice a number of staff working to set up a local art exhibit in the flexible gallery. Later in the evening, the flexible gallery and lobby will be utilized for a local art exhibit showcasing the work of non-profit artists and community members. After work, many hang around the hub to socialize with local residents, enjoy refreshments, and view the exhibit that will

be on display. This becomes a seamless extension of the workday, offering new opportunities to workers to engage with the community. Each day, the hub takes on a new purpose for the community, whether it is serving private companies, local schools, becoming a host for local artists and musicians, or a hybrid location for traveling hybrid or remote working employees. From the inside out, architecture enforces engagement and interaction between people of all disciplines and backgrounds, becoming a welcoming refuge for workers and residents. The hub is seamlessly integrated into the surrounding neighborhood, supported by adjacent amenities, and introduces new opportunities for residents and workers to be reawakened from the remote world we have known since the pandemic. Through flexible design, it transforms the idea of the workplace into a third place for communities, a place where multiple means of work can be completed, and people become the center focus.

DESIGN INTENTIONS | PROGRAMMATIC OUTLINE

Conceptual Ground Floor Program

Programmatic Site Plan

THE REGULATORY ENVIRONMENT & TECHNICAL INVESTIGATION OUTLINE ZONING | FEASIBILITY | TECHNICAL AND ENVIRONMENTAL ISSUES

THE REGULATORY ENVIRONMENT | ZONING The site at 327 West Hargett Street is designated as DX-40-CU. The nomenclature of this parcel indicates that the lot resides in a Downtown Mixed-Use (DX) zone and has a maximum floor count of 40 floors and is within a Conditional Use (CU) zone. The designation implies the lot is provided for “intense mixeduse development within the city’s downtown area.” Considering the building is intended to be a mixed-use development, Article 3.2 Base Dimensional Standards and Section 3.2.6 Mixed Use Building is used to determine the regulations of the building development. A simplified version of the base dimensional standards is shown below regarding the lot dimensions, setbacks, parking, height, floor height, and transparency. Based on the classification of the lot within the Downtown Mixed-Use district and with respect to the thesis, the lot is permitted to be used for office, studio, eating, and retail establishments. In regard to office planning the setting should focus

on “business, professional, or financial services” by either private or charitable institutions. Based on the FEMA Flood Map resource and guidelines, the site does not sit within any type of flood hazard zone in the downtown city of Raleigh. According to the North Carolina 2018 Building Code, the thesis will fall within several building use and classifications. Section.304, Business Group B addresses the office environment, including “among others, the use of a building or structure, or a portion thereof, for office, professional or service-type transactions, including storage of records and accounts.” Section 303.3 and 303.4 Assembly Groups A-2 and A-3 address the occupancy of restaurants, cafeterias, art galleries, community halls, and exhibition halls. Chapter 10 Means of Egress will be used throughout the thesis based on occupancy, space use and square footage to determine not only the total number of occupants, but also the required egress for the building.

Lot Dimensions Area (min) Area (max) Width (min) Outdoor Amenity Area (min)

n/a n/a n/a 10%

Building Setback Dimensions From Primary Street (min) From Side Street (min) From Side Lot (min) From Rear Lot (min) From Alley

3’ 3’ 0’ or 6’ 0’ or 6’ 5’

Height Principle Building (max)

Set By District (40 Stories)

Floor Height Ground Story, Floor to Floor (min) Upper Story, Floor to Floor (min)

15’ 9’

Transparency Ground Story (min) Upper Story (min) Blank Story (max)

66% 20% 20’

Schematic Zoning Map

THE REGULATORY ENVIRONMENT | TECHNICAL & ENVIRONMENTAL ISSUES With respect to the designated zoning and existing make-up of the site at 329 Hargett Street, investigations of the thesis will explore technical realms related to parcel development in the Downtown Warehouse District of Raleigh, NC while also exploring the urban development capabilities of the city block. To design a fully immersive community collaborative workplace considerations for how the urban block transforms and is utilized will be investigated. Current observations indicate that the surface parking on the site may be redundant and unnecessary with adjacent parking garages and transportation. In this case, the parcels will be combined and re-zoned to a singular parcel which encompasses the community workplace. Even further, the pedestrian connectivity to and within the site will be explored at the ground level with considerations to break down the scale of the urban block within the city. The adjacent wine bar on West Hargett Street may be explored as a possible extension of the hub, making use of existing amenities and structures. Additional investigations will explore the nature of the workplace, and community necessities. Since time begin, the workplace has transformed and evolved, with several distinct ‘styles’ of organization and layout which each contribute differently to methods of collaboration, privacy, and efficiency. In this thesis, it will be important to identify and explore organizational methods which cater to both the workplace services and public amenities. Architectural gestures will work in tandem with spatial and programmatic configurations of both indoor and outdoor areas to maximize comfortability and use of the site. Finally, regarding the vernacular architecture and history of the Warehouse District, the thesis will observe and mimic traditional construction methods and materials while also exploring the opportunity of more advanced and environmentally friendly construction. It is ideal that the hub is seamlessly integrated into the downtown city of Raleigh as a benefit to urban life and culture.

Adjacent Wine Bar

Aerial of Urban Block

PRECEDENT STUDY HGA | VALLEY BANK | THE WINTHROP CENTER | OFFICE PLANNING

PRECEDNT STUDY | HGA DESIGN STUDIO In 2019, HGA, a national interdisciplinary design firm rooted in architecture and engineering, relocated their headquarters to Euclid Street in Santa Monica, California. The company found that this move would be the “perfect catalyst to implement design concept that are continually evolving in the workplace”. The neighborhood of the Santa Monica area suggests a “TransitOriented-Design” which compliments the revitalization of the neighborhood. The design principal at HGA stated that “Today’s office is no longer just a desk or cubicle, but an actual space that blends the continuum of experiences that make up home, work, and play – and community, becoming community hubs”. The logic behind the office becoming a community hub is deeply rooted in both reversing the movement which allowed autonomy but left people with feelings of disconnect, and by recognizing the benefits of daily interaction which outweigh those of working alone. These hubs would lead to a convergence of work and life. Located in a residential community with several surrounding amenities, the design was dedicated to reflecting the residents of LA. The office space became a place to inspire and engage employees while offering a showcase for artists across all mediums. This was HGA’s “commitment to the ‘art of design’”. Their new office not only became a space for people to work, but a space for others to

experience. In the 16,600 square foot office, twostory building, HGA designed a lofted gallery space to set the tone at the entrance of the office which welcomes curiosity and encourages visitors to explore the space. In the central lobby, various groups of non-profits, art groups or local businesses can engage with HGA’s community. By using neutral materials, HGA has created a “blank slate” with minimal branding that embraces the convergence of people, art and activities. The office space has a main work area with seventeenfoot-high ceilings featuring an open office concept. Surrounding the main space are break-out and conference rooms equipped with technology and resources for employees to use. To further the sense of community, the office creates a hub in an oversized kitchen which serves both private office and public events but also extends into café lounge areas that are reminiscent of living rooms and outdoor spaces adjacent that encourage impromptu gatherings taking advantage of the California climate. Through the means of reimagining their office, HGA has successfully designed the office and workplace as a “third place” in the Santa Monica community, well connected with employees and residents as well as local Expo Lines, parks, and beaches.

Main Lobby, Art Gallery, and Office

Co-Working Office Space

PRECEDENT STUDY | HGA DESIGN STUDIO

8,000 sf Footprint of Precedent

Precedent Comparison On Site

Euclid Street View

Interior Art Gallery

PRECEDENT STUDY | GENSLER, VALLEY BANK In 2024, Gensler worked with Valley Bank, a rapidly growing regional financial institution to design and establish new headquarters in Morristown, New Jersey. In coordination with Valley Bank’s Workplace Solutions, Gensler conducted a headquarters project that would create a community-based workplace in the downtown area of Morristown. The design motive for a communitybased workplace was driven by the company’s commitment to community, to “leave a lasting, positive impact on the world around Valley Bank [us]”. They sought out Morristown, NJ as an environment which would allow them to expand in a thriving and growing community that would foster diversity and accessibility. The downtown location also provides employees to local amenities within walking distance, encouraging a “live, work, play” lifestyle. The office space features a six-story building programmed with destination centers at each floor for employees. These areas feature

combinations of market and outdoor spaces as well as tech bars and pantries. Ascending and descending the stairs, employees unintentionally encounter one another and remain highly visible. The sixth floor remains a flexible event space with an extending terrace that looks over the adjacent neighborhoods which can be rented by local nonprofits or businesses. Similarly on the lower levels, private meeting and conference rooms are available for local non-profits to use and facilitate tutoring and development programs for 5th graders. On the ground floor, there is a non-profit café that becomes an extension of the workplace and the transition between the neighborhood and entering the workplace. This ground floor connectivity provides a sense of inclusivity in a physical protected space in the community. By transforming a sized office building into a multi-level workplace community hub, Valley Bank has immersed its company in the culture and environment of Morristown.

Main Lobby, Lounge

Co-Working Cafe

PRECEDENT STUDY | GENSLER, VALLEY BANK

20,000 sf Footprint of Precedent

Co-Working Office Space

Exterior Render

Main Circulation

PRECEDENT STUDY | THE WINTHROP CENTER The Winthrop Center located on Federal Street in Boston, Massachusetts is known for its public feature, “The Connector”. Completed just two years ago in 2023, the building becomes a new catalyst for pedestrian life along Federal Street. This creates a gathering place, active in all four seasons, becoming a new urban room that promotes civic engagement at various scales and functions. The Winthrop Center is a hybrid, mixeduse building that serves both public and private functions to the community through restaurants, retail, events, fitness, office spaces, and transit connectors. In a sense, it becomes a neighborhood within the urban city. Much of the public and accessible program is located at the ground levels along the connector for easy access by residents, while private amenities are located on the uppermost levels, atop the office suites. Dynamic and dramatic gestures of spatial relationships are used at the ground level along the connector to create variety in the public realm, and inherent places for interaction. At the ground level, the connector acts as a civic space, one that provides an enclosed passageway and gathering space at all times

of day and during all seasons of the year, with consideration for the lack of outdoor space comfortability in the late fall through early spring. At the pedestrian level, markets, cafes, restaurants, and office spaces flank the connector, providing seamless accessibility and transparency to the offered services. A mezzanine runs along the connector as well, which provides private meeting pods, conference rooms, and restaurant seating, all overlooking the pedestrian connector below. Through methods of imposing voids at the ground level, and flanking amenity space for pedestrians, the connector has begun to reflect many qualities of successful urban streets, though in an interior closed environment which makes it much more comfortable and accessible all year round. Each end of the connect also works to link opposing streets within the urban fabric of Boston from Federal Street, to multifunctional public space at Winthrop Square. This intervention is a successful way to understand how the office and workplace may be design hand in hand with public space and services to better enhance the urban street quality and reduce the stereotype of the workplace.

Office and Restaurants Along The Connector

The Connector

PRECEDENT STUDY | OFFICE PLANNING Ford Foundation The plan of the Ford Foundation places a focus on recessing the office from the street front and creates a courtyard escape at the ground level. This provides a central enclosed greenhouse garden where employees can view one another across the garden during the workday. A more privatized and secluded environment is created just beyond the boundaries of the street. Within the context of downtown raleigh, the urban block scale and organization of the Ford Foundation is well fitting. The corner courtyard activates both sides of the street offering a connection between businesses. Additionally, locating the programmatic office space around the southern and eastern sides would align with the pre-established urban fabric and block density. Further analysis of sun exposure will influence next steps on introducing such strategies. FTE Office The plan of the FTE office building is divided into three sections, a core, circulation, and office space. The core is located on the west site of the building, separated from the flexible use office space by open air circulation. This design enhances the ability to disconnect the building core from the office space to create secondary places of interaction. The plan of the FTE within the context of downtown Raleigh creates a space within the urban block away form the street that may be activated. This plan focuses on the open air circulation between the core and the office space. Though it is of a much smaller scale than the site this gesture has the opportunity to yield an interior urban space, secluded from the street.

One New York Plaza At One New York Plaza, the floor plan is designed in the most traditional manner, with a building core and services at the center and flexible office space around the exterior of the building. In dense cities like New York, this ensures ample daylighting to all interior office space and allows the facade of the building to maintain free from obstruction. Within the context of downtown Raleigh, One New York plaza presents a standard approach to maximizing daylight, similar to other building types in the surrounding area. However, consideration should be made towards the interior space this plaza would create and restrict within the urban block. The overall composition lacks a connection at the pedestrian level and to its adjacent neighbors.

Ford Foundation Street Front Courtyard Type

FTE Office Separated Office and Core

One New York Plaza Open Office Plan with Central Core

31,320sf (180’ x 174’)

12,720sf (106’ x 120’)

45,000sf (150’ x 300’)

SCHEMATIC DESIGN SITE STRATEGY | URBAN MASSING & RESPONSE

SCHEMATIC DESIGN | SITE ACCESSIBILITY & MOVEMENT In addressing the initial steps of schematic design, it is important to consider the impact and influence of the urban environment around the site as whole. From direct accessibility to suggestive massing and movement around the city, these factors will drive the initial design schemes, ensuring a cohesive development that responds appropriately to the existing city development. Located at the corner of West Hargett Street and South Harrington Street, the site is accessible by two main roads, and a pre-existing alleyway on the south end. These streets not only allow off street parking, but also are common bus routes through the city, with nearby stops at the end of the city block making the site easily accessible by public transportation. Raleigh’s “green street” movement also suggests the ability for West Hargett Street to be transformed into a pedestrian friendly axis across the city, connecting to the adjacent Nash Square Park. The potential for wider sidewalks, bike lanes, and pedestrian friendly building fronts will be considered through the following schemes to explore the best approach to both South Harrington Street and West Hargett Street. The alleyway on the south side of the site, while currently only providing one way access through the city block, may also open the question of the city block composition. The following schemes will also explore a similar approach to the city blocks along Fayetteville Street which have been divided in half to allow for pedestrian access between. When considering the composition of the city blocks in the following two schemes, analysis of how the building meets the corner and the interior of the block will be explored, studying existing examples throughout the city and the building’s success activating the street front.

Building Facade Square With City Block Footprint

Site

Recessed Corner

Aligned Building

Building Facade Square With City Block Footprint

Recessed Corner

Aligned Building Facades Alleyway

Recessed Corner

g Facades

Building Facade Square With City Block Footprint

Existing City Plan

SCHEMATIC DESIGN | ADDITIONAL DEVELOPMENT OPPORTUNITY At 313 West Hargett Street, Vita Vite wine bar and gallery was opened in 2015, consuming the space of an old stand-alone warehouse building in Downtown Raleigh. The wine bar encompasses 5,600 square feet of the existing warehouse, with 1,200 square feet dedicated to a lounge, bar and gallery space. The space has been successful throughout the past ten years of its existence, and the owner has since opened a second wine bar north of Downtown Raleigh. With Vita Vite’s programmatic function as a wine bar and gallery space for local artists and its adjacency to the site, it poses a possible development scheme to become incorporated into the footprint and program of the Downtown Raleigh Community Working Center. Initial explorations of the program considered community space that encompasses gallery space for rotational local artists as well as an established restaurant and eatery which may service the community from morning work hours through the evening. By incorporating the Vita Vite wine bar into the schematic design phase, these programmatic elements of the project are already becoming addressed. The wine bar, however, is currently

only open in the evening, hosting evening-based events. If this were to be acquired for development, it is possible that the existing warehouse the wine bar encompasses would need to be expanded to accommodate a commercial kitchen and proper dining area, with more dedicated open space for gallery exhibitions. By utilizing this space, the program distribution on the site may be more efficient and allow for optimized open space at the ground level to increase pedestrian access.

West Martin St

Vita Vite Development Opportunity

Vita Vite Wine Bar & Gallery

US 401

South Harrington St

West Hargett St.

Nash Square

Vita Vite Exterior

Vita Vite Interior

SCHEMATIC DESIGN | PROGRAM STRATEGY - CIRCULATION AS A TOOL

ESTIMATED GROUND FLOOR PROGRAM

ESTIMATED SECOND FLOOR PROGRAM

Restaurant / Cafe Kitchen Staff Room Food Storage Food Prep Reception Group Dining Room Bar Dining Standard Dining Outdoor Seating Art Gallery Storage Open Gallery Reception Flexible Community Work Area Conference Room Storage Seminar Rooms Storage Utility / Services Mechanical Room Electrical Room IT Room WC (men) WC (women) Loading Misc. Storage Misc. Surface Level Parking Courtyard Pedestrian Plaza

Community Space Lecture Hall Storage AV Room Art Studios Storage Open Studios Private Studios Flex Office Space Pre-Function Semi-Private Team Space Resource / Tech Library Cafe Kitchen Food Prep Storage Communal Dining Outdoor Dining Utility / Services Mechanical Room IT Room WC (men) WC (women) Misc. Storage

ESTIMATED UPPER LEVEL PROGRAM Private Office Space Reception Desk Space Individual Offices Conference Rooms Staff Lounge Storage Admin Shared Space Pre-Functional Space Satellite Desks Balconies

Utility / Services Mechanical Room IT Room WC (men) WC (women) Misc. Storage

Diagrammatic explorations of relationships between program, circulation, and spatial qualities

SCHEMATIC DESIGN | SCHEME A Scheme A is a more compacted approach to the overall massing and building design of the working hub in Raleigh, North Carolina. Building from the ground, up, the mass begins by addressing the public need for open space at the street level, extending the “greenway” pedestrian street into the site. Public amenities such as a restaurant, art gallery, and multi-functional space wrap this ground plane in a “u” shape addressing three of the four sides of the site. Considerations of the existing Vita Vite Wine Bar next door led to the relief of the building at the northeast corner. This allows for an overlap of outdoor space that could be utilized by both the more permanent restaurant and the existing evening wine bar. The physical massing shape of the “u” maximizes the use of perimeter space, while still allowing for light to enter to the interior of the building through an informal courtyard. The building design revolves around groupings of three levels, each rotating with one another, while maintaining the initial “u” form. Each group of three levels is then setback from the perimeter to allow for exterior circulation between various programmatic spaces. This ninety-degree rotation also creates covered and well-connected

3D Axon

outdoor spaces at both the fourth and seventh levels for both private and public users of the building. Interior spaces adjacent to these areas are strategically designed as shared and public spaces (lecture hall, conference center, café) to increase the interaction between community members and workers within the space at all times of the day. Outdoor spaces will further provide a vertical “greenway” spiraling up from the street level bringing passers-by to new city experiences.

Site Plan

Diagrammatic Ground Floor

SCHEMATIC DESIGN | SCHEME A

Private Workplace Amenities Public Program Shared Workplace Amenities Flexible Office Spaces Private Offices Core

Exploded Programmatic Axon

Exploded Circulation

Diagrammatic Circulation In Plan

SCHEMATIC DESIGN | SCHEME A

Northwest Street Corner

Section Perspective Render

Interior Circulation Render

East-West Section

North-South Section

SCHEMATIC DESIGN | SCHEME B Scheme B focuses on a more fragmented approach to the massing and design of the working hub in Raleigh, North Carolina. The root of the massing stems from an “L” shape along the east and south sides of the site, addressing the important of the corner of West Hargett Street and South Harrington Street. To further unite the massing and provide enough square footage for the estimated program, a fragmented mass is positioned at the northwest corner of the site. Similar to Scheme A, the ground plane addresses the public use of space, with a fragmented courtyard, surrounded by a restaurant, art gallery, and multi-functional space. This acts as an extension of the urban street for the public, while creating intrigue for the remainder use of the building in both public and private ways. Both of these ground plane masses are then built up in pairs of two floors. At each vertical addition, the massing footprint is adjusted and offset from that below it. This offset to both the southwest and northeast create varied levels of outdoor space along interior programmatic spaces. The northwest corner massing, while also offset in this manner, makes distinct connections with the “L” shape massing at the ground, third,

3D Axon

and fifth levels. These connections become “green bridges” between functional office space and public program, suggesting points of interaction when circulating through the building.

Site Plan

Diagrammatic Ground Floor

SCHEMATIC DESIGN | SCHEME B

Private Workplace Amenities Public Program Shared Workplace Amenities Flexible Office Spaces Private Offices Core

Exploded Programmatic Axon

Exploded Circulation

Diagrammatic Circulation In Plan

SCHEMATIC DESIGN | SCHEME B

Northwest Street Corner

Section Perspective Render

Interior Circulation Render

East-West Section

North-South Section

SCHEMATIC DESIGN | SCHEME C Scheme C is an alternative approach to the circulation driver of Scheme A. Similar in form, originating from a “U” shape which rotates 90 degrees every three floors, the mass creates a vertical greenway cascading around the exterior. The interior form and function of the building, however, varies. The original “courtyard” space becomes enclosed at the roof, making it a comfortable interior atrium. Within this atrium, circulation wraps the center of the building at each level. Platforms between stair runs connect to social shared spaces at each level among other flexible and private office spaces. At several levels, bridges span across the atrium connecting the circulation of the building and providing unique areas for users to move throughout the building, interact with others, and have viewpoints into lower levels of activity. The connections at each level foster a paths of movement which stimulate a social and collaborative environment. Throughout the mass, public amenities are also placed at several levels adjacent to primary outdoor spaces. A large conference center resides between the fourth and fifth floors of the building, accessible for both workers and the public to utilize and

3D Axon

100

collaborate within. At the top levels, a rooftop café and greenhouse provides an intimate experience for city residents, professionals, and students. At the furthest point of the green cascade from the street, this becomes a destination within the building for people of all ages and disciplines to converge and view the city skyline to the east.

Site Plan

Diagrammatic Ground Floor

101

SCHEMATIC DESIGN | SCHEME C

Public Program Shared Workplace Amenities Flexible Office Spaces Private Offices Core

Exploded Programmatic Axon

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Exploded Circulation

Diagrammatic Circulation In Plan

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SCHEMATIC DESIGN | SCHEME C

Northwest Street Corner

Section Perspective Render

Interior Circulation Render

104

East-West Section

North-South Section

105

BUILDING DEVELOPMENT BUILDING STRATEGY | PROGRAMMATIC RESPONSE | TECTONICS & FACADE

106

107

BUILDING DEVELOPMENT | REVISED MASSING AND BUILDING RESPONSE Moving forward in the building development phase of the thesis, the design has evolved and adapted from previous schematic explorations. Influence was taken from both scheme A and scheme B to create a dynamic building response and approach in the urban environment. Massing considerations from Scheme A have been revised and derived from a structural grid of 25’x25’ bays. The arrangement of a 7x7 grid defines the extents of the building within the urban context, spanning 175’ x 175’ on the site. Similar to the massing articulation of scheme A, the building levels and public spaces are physically and visually connected through a carved spine which wraps the building exterior. The expression from scheme A has evolved with a more dramatic void in the façade which ultimately allows for the untouched portions of the building to appear disconnected. By breaking down the composition of the massing, the building portrays vertical qualities which balance its massive span on the site.

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Aerial Render of Site

109

BUILDING DEVELOPMENT | BUILDING STRATEGY

Defining The Core

Recess Intermediate Spaces

Quadrant Division

Expressing the Front Geometry

Recess of Quadrant

Final Massing

Stack & Rotate 90 Degrees

110

In plan, this articulation is created through the composition and relationship between the four occupied corners of the building and the interior enclosed atrium. Similar to both scheme A and B, the building at the center is designated for user circulation and intentional points of interaction and congregation. A continuous ring of circulation wraps the entry to all flexible office spaces, privately reserved offices, public amenities and shared workplace amenities. Maturing from the original square atrium in both previous schemes, the new building development is focused on a dynamic polygon of two intersecting square voids. Through this form, users of the space who travel along each floor are not only engaging in a continuous ring of circulation, but have points where the circulation is closer and further away, stimulating the opportunity for interdisciplinary exposure and interaction. Convenience stairs running adjacent to the atrium circulation bring users from one pre-functional space to another at each level. Having a larger landing and informal gathering area increases opportunities for social interactions and engagement overall. This dynamic design was also heavily influenced by the most efficient placement of the building cores, with two separate cores located on a diagonal within the mass. The cores ground the geometry and use of space within the building, acting as a barrier for circulation and programmatic spaces on each level. The resulting geometry of the building and programmatic spaces wrap around the interior atrium and building cores. While every two floors

act as one system, the geometry and function of the floor plans correspond directly with the exterior massing articulation. Public spaces are dedicated to the two-story recessed corners of the building at levels, one, three, five, and seven with the remainder of the space designated for the workplace and its amenities. With respect to the organization of the program, the four quadrants of the building and intermediate spaces are divided to accommodate the needs of the workplace. One quadrant of public program at each level works to encourage the social interaction between community members and workplace users to re-establish a hybrid and flexible workplace. In some cases, two quadrants are connected to create one larger module with a social lounge and gathering space in the middle. The design of four quadrants and intermediate bays allows for increased flexibility in the plan to accommodate the need for larger private office suites or flexible working space, all while sharing amenities. Rather than each suite having its own supporting program, by placing this in a shared and dually accessible location, users of various disciplines are forced to engage and interact throughout the workday. As the building strategy works in two-story expressions, many second stories over the supporting program feature mezzanines. This works to increase connectivity between the building floors and users of the program.

Circulation in Plan

111

BUILDING DEVELOPMENT | URBAN CONTEXT

Northwest Corner Perspective

112

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BUILDING DEVELOPMENT | URBAN CONTEXT

Site Plan NTS

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115

BUILDING DEVELOPMENT | BUILDING DRAWINGS Lobby - 5,00 sf Reception Seating 2 Retail - 5,400 sf Show room Storage Admin 3 Utility - 4,800 sf IT Room Electrical Room Mechanical Room Sprinkler Room Waste Management Loading 4 Retail - 5,400 sf Show Room Storage Admin 5 Help Center 1 8

2 7

4 2

1 A

First Floor Plan 1/64” = 1’

Atrium - 4,700 sf Prefunctional 2 Professional Offices - 5,400 sf Admin Offices Storage Reception 3 Professional Offices - 4,800 sf Admin Offices Storage Reception 4 Professional Offices - 5,400 sf Admin Offices Storage Reception 1

3 4

Second Floor Flan 1/64” = 1’

Site Section - East/West NTS

116

Library - 2,300 sf Book Stacks Seating 2 Outdoor Terrace - 2,300 sf 3 Flex Office - 4,800 sf Team Rooms Hot Desks Seating 4 Shared Lounge - 700 sf Kitchenette Lockers Seating 5 Flex Office - 4,200 sf Team Rooms Hot Desks Seating 6 Conference - 360 sf 7 Private Office - 4,800 sf Admin Private Offices Open Plan Desks 1

Third Floor Plan 1/64” = 1’

Library - 1,200 sf Book Stacks 2 Flex Office - 2,800 sf Team Rooms Conference 3 Lounge - 800 sf 4 Flex Office - 2,200 sf Team Rooms Flex Office 5 Conference - 360 sf 6 Private Office - 4,800 sf Admin Private Offices Open Plan Desks 7 Conference - 800 sf 1

Fourth Floor Plan 1/64” = 1’

117

BUILDING DEVELOPMENT | BUILDING DRAWINGS Art Gallery - 3,000 sf Reception Exhibition Space 2 Outdoor Terrace - 2,300 sf 3 Flexible Office - 4,200 sf Team Rooms Hot Desks Seating 4 Shared Lounge - 600sf Kitchenette Lockers 5 Flexible Office - 4,800 sf Team Rooms Hot Desks Seating 6 Outdoor Terrace - 230 sf 7 Private Office - 4,200 sf Admin Private Offices Open Plan Desks 8 Conference - 600 sf 1

Fifth Floor Plan 1/64” = 1’

Flex Office - 2,300 sf Team Rooms Hot Desks Seating 2 Lounge - 360 sf 3 Flex Office - 3,000 sf Team Rooms Hot Desks Seating 4 Conference - 360 sf 5 Private Office - 4,200 sf Admin Private Offices Open Plan Desks 6 Conference - 850 sf 1

Sixth Floor Flan 1/64” = 1’

Site Section - North/South NTS

118

Conference - 600sf Private Office - 4,200 sf Admin Private Offices Open Plan Desks 3 Shared Lounge - 600sf 4 Outdoor Terrace - 230 sf 5 Private Office - 4,800sf Admin Private Offices Open Plan Desks 6 Bar - 1,800 sf 7 Outdoor Terrace - 2,300 sf 8 Restaurant - 3,800 sf Kitchen Storage Dining 1 2

Seventh Floor Plan 1/64” = 1’

Conference - 600 sf Private Office - 2,300 sf Admin Private Offices Workspaces 3 Conference - 600 sf 4 Private Office - 3,300 sf Admin Private Offices Open Plan Desks 5 Conference - 600 sf 1 2

Eighth Floor Plan 1/64” = 1’

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BUILDING DEVELOPMENT | BUILDING DRAWINGS Event Hall AV Room Storage Multi-purpose Space 2 Roof Terrace 3 Pre-Function 1

1 3

Fifth Floor Plan 1/64” = 1’

Sixth Floor Flan 1/64” = 1’

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Interior Lobby Perspective

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BUILDING DEVELOPMENT | INTERIOR SPACES

This perspective displace the spatial qualities and capabilities of the building’s atrium. A wide void wrapped in circulation allows for a visual connection between all building levels and users of the space. Interior Atrium Perspective

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This perspective depicts the potential of the mixed single and double height workspaces and their potential based on the modulation of the floor plans and facade. This allows for use of office space on both levels within one zone to increase use of the building footprint while also allowing for increase connectivity within the designated office areas. Interior Office Perspective

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BUILDING DEVELOPMENT | SECTIONAL QUALITY

Building Section NTS

124

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BUILDING DEVELOPMENT | FACADE EXPRESSION

Facade Geometry

North Elevation

West Elevation

126

The first façade exploration stems from the expression and rationale of historical industrial warehouses in Raleigh, NC. The frontmost facades on each elevation resemble much of the brick warehouse typologies. By using the inherent structural grid of 25’x25’, the façade of these portions is divided into three columns. Furthermore, these facades also break the floor levels of the building into groups of two levelexpressions. This not only helps to increase the presence of the façade but also is consistent with the initial massing and conceptual design where the two floors work as a system together inside and out. On the middle floors, large industrial pane windows are embedded into the brick façade spanning 20’ by 25’. On the uppermost floor of the event hall and at the ground level retail facades, the windows are setback about 7’. This not only creates a difference in gesture, alluding to a difference in program or function, but also serves to protect the exterior balconies and entrances of these spaces for users. Between the brick facades, a more modern and contemporary approach is taken. A standardized curtain wall wraps the building exterior, suggesting both transparency to the interior and a loose, yet defined connection between the public and private spaces of the building. While this scheme holds a close relationship with typical industrial facades of the historic area, there are future considerations of breaking the pattern of the structural grid through the fenestrations and exploring further relationships that may arise by offsetting the openings from the building structure.

The second façade exploration focuses on the verticality of the building, while still adhering to the original building structural grids and floor plates. Similar to scheme one, this scheme continues to express the building through the double-floor system. As they move together. By incorporating fenestrations which span the double height, there is an illusion of the interior floor levels and relationships of the building. However, differently than the first scheme, this scheme breaks the 25-foot bay in half to segments of 12.5’. Ultimately, industrial pane windows are designed as 10-foot by 24-foot openings. This again allows the brick to wrap the building at every other floor level. The vertically designed windows, spanning six across the building façade provide an illusion of verticality on the façade, making the building perhaps feel taller than it actually is. With considerations for this scale and ratio of openings, this scheme features two experimentations on the relief of the fenestrations. On the northernmost side of the building, the windows are designed as protruding fenestrations, wrapped in a metal casing, much different from the standard embedded industrial windows. On the west side, the windows do resemble the relief of typical industrial windows of the area, set within the brick façade by about 6-inches. Between the traditional façade expressions of the building, along the circulation areas and public programmatic elements, the façade is wrapped again in a continuous curtain wall. This provides a more contemporary expression of materiality and transparency to the building and the area in general. Ratios of the curtain wall mullions have been explored and will continue to be explored. Currently, patterns reflect necessary human scales for openings and are fractions of the building structural grid, although there remains opportunity for the curtain wall system to break the grid and introduce a new system to the building façade.

Facade Geometry

Facade Exploration 2

127

DESIGN DEVELOPMENT REVISED STRATEGIES | COMPOSITIONAL QUALITY | BUILDING TECTONICS

128

129

DESIGN DEVELOPMENT | CONCEPTUAL DESIGN

Northwest Corner Render

130

Much of the design and development of the community workplace is derived from a basic grid and quadrant system. While taking initial considerations for the site size and scale, setbacks from the street and required clearance for parking and loading in the rear, the building encompassed a 175’ x 175’ square plane of the ground. This plane is then divided into four quadrants, each 75’ by 75’ on the exterior, leaving intermediate 25’ spaces in between the corners. Following the conceptual diagram to the left, the quadrants act independent from one another, but also together as a whole system. At each level, one quadrant is designated to public space: library, gallery, event hall, restaurant etc. The other three quadrants are designated to office spaces. As the building extrudes from the ground plane, the system of four quadrants at each floor are grouped into twofloor systems. As the public quadrant is recessed, differentiating its spatial and façade identity from the workplace, the location rotates 90-degrees on every other floor. This rotation inherently creates a continuous relief along the massing exterior, connecting each public space to the next as they wrap the interior workspaces. Intermediate areas between each quadrant recess to align with public areas and create several moments of exterior balconies for interior and exterior interaction. At the center of the mass, an organic bean-form carves out an interior atrium, spanning from the second floor to the roof. The curvilinear forms of the atrium work with the 45-degree axis of the building, which introduces new spatial qualities and relationships between the floor levels. Though the exterior remains rigid and reflective of the original quadrants and partial separations, the core becomes more fluid and less orthogonal, suggesting continuous movement through the center and adjacent to interior workplaces. The mass becomes jigsaw puzzle, with each workplace fitting into the whole in a particular way based on grid systems and organic forms. It reflects the hybrid movement from the traditional office, to more flexible means of working outside of the home and new opportunities for collaboration and interaction with the community.

Conceptual Design Process

131

DESIGN DEVELOPMENT | BUILDING CONTEXT

Union Station

Site Plan NTS

132

Nash Square Park

Towards Fayetteville Street

In plan, the building is designed in accordance with its pre-defined spatial organization. At the ground level, the building caters towards its northwest corner of South Harrington and West Hargett Street, recessed to increase the sidewalk area and provide a covered entry to the building’s main lobby. Both the northeast and southwest corners of the building offer commercial, retail, and dining services. A restaurant on the northeast corner serves as an extension of the adjacent Vino Bar, with its exterior portico extending to match the existing façade of the bar. The restaurant, encompassing about 7,000 square feet, is able to accommodate a larger dining experience and provide increased dining opportunities along West Hargett Street. On the southwest corner, a designated retail space of about 6,000 square feet serves as a rentable space which may offer clothing, art, or other retail in the area. The locations of each and incorporation into the overall building program continue to support an activated pedestrian street, with potential to increase appeal and desire for community members to visit and interact with the remaining building program and users. Conceptual and massing explorations determine a quadrant layout, with two embedded building cores that serve workplace and public programs at each level. From the ground to the roof, two cores, as mentioned, suggest a diagonal relationship between the northeast and southwest quadrants of the building. This diagonal organization is combined with the proposed grid structure to solidify the opportunity for functional space at each level. While the cores mirror one another on the building’s northwest 45-degree angle, between the two lie the buildings atrium. The atrium though its organic form breaks the rigidity of the floor plate and function space, while introducing a new path of circulation around the light filled heart of the building. Separated at many times only 8-feet from functional workplace and public program, the users who circulate the atrium are prompted to engage and interact not only on each respective floor level, but between levels and across the building interior.

133

DESIGN DEVELOPMENT | FLOOR PLANS

2 1 4 1

Ground Floor Plan 1/64” = 1’

4 4

1 3

4 5 2 5 3 4

Second Floor Plan 1/64” = 1’

134

Lobby - 9,000 sf Reception Seating 2 Cafe - 500 sf Coffee Shop Seating 3 Restaurant - 5,000 sf Dining Food Prep Service 4 Kitchen - 1,000 sf Commercial Kitchen Food Prep 5 Waste Management - 900 sf 6 Utility - 1,100 sf Mechanical Room Electrical Room IT Room Fire Suppression Sprinkler Room 7 Loading - 2,660 sf 8 Retail Back of House - 1,000 sf 9 Retail - 3,250 sf Storefront Admin Checkout 1

Atrium - 5,500 sf Prefunctional Seating 2 Institutional Administration - 950 sf 3 Student Lounge - 1,300 sf 4 Seminar Room - 7,000 sf 5 Project Room - 1,400 sf 1

At the perimeter of the building, each quadrant is occupied by either office or public space. Where a quadrant is dedicated to public space, this becomes a double-height space, encompassing two floor levels with 35-foot ceilings and expansive windows which look out onto an occupied terrace. The exterior terrace wraps this corner of the building, accessible from two sides. The other three quadrants of the floor levels are designated to office space. The offices, while each appear to only encompass about 4,500sf of functional space, ultimately occupy two stories of about 6,500sf of office space that serve both private office and flexible-hybrid office functions. An interior stair allows the users of each office to move between the lower office level and its mezzanine, which both discharge into the building’s atrium. In between the quadrants of office space and adjacent to public program are secondary supporting programs which serve the hybrid and permanent workers of the community as well as public and local residents. Intermediate spaces between flexible offices provide shared lounge areas with kitchenettes, seating, and storage for hybrid and flexible workers. Other areas, shared by adjacent workplaces include conference, tech, and project rooms that act as breakout spaces for users. Adjacent to public areas, these spaces are dedicated to pre-functional gathering space, which wrapped at the building exterior by a continuous stair between each public amenity. This stair spans from the lobby level, to the seventh floor, traveling through the public library and art gallery. This provides an alternative path of movement and circulation through the building which connects public users while providing a glimpse into the shared workspaces of the interior.

135

DESIGN DEVELOPMENT | PHYSICAL MODEL

Aerial Model Photo

136

137

DESIGN DEVELOPMENT | INTERIOR STRATEGY

Interior Atrium Render

138

At the center of the building, the rigid orthogonal form exhibited from the exterior is broken. The atrium becomes a dynamic quality of the interior of the workspace, creating a new form and suggesting a movement between the corners of the floor plates. Positioned at a forty-five degree angle to north, the void within the building center introduces a symmetrical curvature, bounding the northwest and southeast corners. The form follows and suggests a circulative path of movement about the floor levels, and provides relief at its dimples around the two building cores. The combination of two intersecting oval forms create a unique identity for the building center, more modern and contemporary straying from the rigidity of traditional industrial architecture. At each level, the void of the atrium is bound by aluminum clad railings which extend to standard railing height above the floor level, and two-feet below the floor level, hiding the presence of the floors, ceilings and structure behind. This design mimic material applications on the exterior of the building through a different design approach, being something that users interact with on a daily basis.

Though the atrium cuts a singular void through the center of the building, the gesture of the railings and boundaries of the atrium are extended. New curvilinear geometries at railing height become extensions of workplace and atrium boundaries, they begin to define new social and occupied areas outside of the workplace. Designed just below four feet, these new geometries do not obstruct the line of sight through the building, but rather re-direct circulation, movement, and congregation around the atrium. The knee-walls divide spatial relationships and enhance opportunity for collaboration and integration through unique and intriguing geometries.

139

DESIGN DEVELOPMENT | INTERIOR STRATEGY

Event Hall

Joined Offices

Restaurant & Bar Restaurant

Art Gallery Private Office

Joined Offices

Art Gallery Library

Private Office

Institutional Rooms

Lobby

Exploded Built-Up Axon

140

Atrium Level

The design approach to the building’s structure aims to achieve a low-cost, prefabricated, and durable solution. From the ground up, the building is supported by a steel skeleton of post and beam structural elements. With considerations for the existing structures of the Warehouse District in Raleigh, the building upholds similar structural features and construction methods, though at a larger height and scale. Amidst the low-rise industrial warehouses of the Downtown District, new construction reaches new heights through traditional and familiar building materials and assemblies. With respect to the planned spatial qualities of the building interior, single and double height spaces, as well as a modular grid system, a steel structure was deemed best fit for the functional and spatial quality of the community center and workplace. By utilizing steel members, the interior workspaces are able to achieve open plan and unobstructed views. The original geometry of the building form and mass works in harmony with the building structure, allowing required steel columns to embed within the building walls. At the exterior, the structural skeleton of the building is setback 12’-6” from the façade. This placement and structural organization allow for an exposure of the structure within the workplaces, showing its support of the mezzanine levels above. At the lower level of the office workspaces, the structure is able to cantilever itself to hang the façade system and minimize any obstruction by the structure at the buildings glazing and enclosure.

At the opposing northeast and southwest corners of the building, the 18-inch concrete walls of the building’s core act as shear walls with symmetry in plan. Due to the immense amount of shear walls, there is a minimal need for cross bracing throughout the structure. Within the interior, flexible and prefabricated curved beams, braced to the building core support the continuous organic form of the building’s atrium, allowing for flexibility in the design.

Fifth and Sixth Floor Structural Plans

141

DESIGN DEVELOPMENT | FLOOR PLANS Tech Hub - 500 sf Outdoor Terrace - 1,900 sf 3 Public Library - 2,600 sf Reserved Desks Book Stacks 4 Library Pre-Function - 650 sf 5 Flex Office - 5,000 sf Semi-Private Workplace Hot Desks Private Offices 6 Shared Lounge - 700 sf 7 Flex Office - 4,200 sf Working Pods Shared Desks 8 Private Conference Room - 650 sf 9 Private Office - 5,000 sf Private Offices Team Workspaces 1 2 9 8

3 5 4

Third Floor Plan 1/64” = 1’

Community Room - 650 sf Maker Space 2 Library - 2,000 sf Book Stacks 3 Library Pre-Function - 500 sf 4 Flex Office - 3,400 sf Bench Desks 5 Conference Room - 500 sf 6 Flex Office - 2,500 sf Pod Desks 7 Conference Room - 650 sf 8 Flex Office - 3,400 sf Bench Desks 1

7 8 6

5 1 2 4 3

Fourth Floor Plan 1/64” = 1’

North-South Site Section 1” = 80’

142

Art Gallery - 2,600 sf Exhibition Space 2 Outdoor Terrace - 1,900 sf 3 Pre-Function - 650 sf 4 Flex Office - 4,200 sf Semi-Private Workplace Hot Desks Private Offices 5 Shared Lounge - 650 sf 6 Flex Office - 5,000 sf Semi-Private Workplace Hot Desks Private Offices 7 Conference Room - 500 sf 8 Private Office - 4,200 sf Private Offices Pod Desks 9 Conference Room - 500 sf 1

4 7

2 1 9

Fifth Floor Plan 1/64” = 1’

Art Gallery - 2,600 sf Exhibition Space 2 Pre-Function - 650 sf 3 Flex Office - 2,500 sf Hot Desks 4 Conference Room - 500 sf 5 Flex Office - 3,400 sf Bench Desks Hot Desks 6 Project Room - 500 sf 7 Private Office - 2,500 sf Project Desks 8 Project Room - 500 sf 1

4 5

3 6 2 7 1

Sixth Floor Plan 1/64” = 1’

143

DESIGN DEVELOPMENT | INTERIOR STRATEGY

At the uppermost level, a rooftop bar becomes the final destination of the ascent through the building. Setback from the facade, the area features an indoor/outdoor bar experience, connected to the building’s main restaurant.

Workspaces at each level remain separated at the building center by common areas, social lounges, conference rooms, and project rooms. There areas present a new typology of program to the building, and create dynamic relationships between the users of each workspace, whether owned or rented separately or by one entity.

A ground level restaurant along West Hargett Street activates the pedestrian sidewalk under the building’s portico. This area functions as an extension of the adjacent wine bar dining and offers new activations of the urban street to better promote Raleigh’s Green Streets.

Section Perspective NTS

144

Mezzanine level bench-style workstations. The second level of workspaces are set back from the facade, allowing for more light penetration to interior workspaces and a collaborative interior design.

The fifth floor art gallery sits back from the facade, with an exterior wrapping terrace. The space is penetrated by the wrapping circulation through the building providing experiences for the public at multiple levels.

At the atrium level, institutional classrooms activate the mixed-use space providing social and civic services to the community and local students.

145

DESIGN DEVELOPMENT | FLOOR PLANS Pre-Function - 650 sf Outdoor Terrace - 1,600 sf 3 Bar - 2,100 sf 4 Services & Storage - 800 sf Dry Goods Cold Storage 5 Kitchen - 900 sf Food Prep 6 Restaurant - 4,500 sf Dining Food Prep 7 Flex Office - 4,200 sf Hot Desks Private Offices 8 Conference Room - 500 sf 9 Flex Office - 5,000 sf Hot Desks Private Offices 1 2 6

3 2

9 8

Seventh Floor Plan 1/64” = 1’

Restaurant - 3,400 sf Additional Group Dining 2 Project Room - 500 sf 3 Flex Office - 2,500 sf Pod Desks 4 Project Room - 500 sf 5 Flex Office - 3,400 sf Pod Desks 6 Conference Room - 500 sf 1

5 4

Eighth Floor Plan 1/64” = 1’

East-West Site Section 1” = 80’

146

Pre-Function - 2,200 sf Outdoor Terrace - 2,200 sf 3 Event Hall - 5,000 sf Multi-Purpose Space AV Room Storage 4 Pre-Function - 2,200 sf 5 Habitable Roof - 2,200 sf 6 Mechanical Room - 2,200 sf 1 2

5 6

Ninth Floor Plan 1/64” = 1’ 1

Event Hall - 5,000 sf Multi-Purpose Space AV Room Storage

Tenth Floor Plan 1/64” = 1’

147

DESIGN DEVELOPMENT | PHYSICAL MODEL

View Looking West On West Hargett Street

148

View Looking East On West Hargett Street

149

DESIGN DEVELOPMENT | WORKPLACE PLANNING

Mezzanine Level

Lower Level

Exploded Axon of Joined Offices

150

The first office design is dependent on a combination of both private offices and pods of desk spaces. Along the ceiling perimeter, parallel with the building’s structure, four private offices allow for individual workspaces, equipped with desks, storage and seating. Glazing on the perimeter of the offices allow for transparency to the rest of the workspace. In the remainder of the workspace, desks are in pods of four, separated by four-foot partition walls. This allows for semi-private workstations, though with complete exposure to adjacent users. Above the lower level, a mezzanine cantilever with opportunity for “bench desks”, or long open spans of desks that may offer opportunities for unintentional collaboration, engagement between users, and limited obstruction which provides ample daylighting and views of the city. The second office design presents a combination of semi-private enclosed offices, as well as traditional cubicle style desk opportunities. This plan works in conjunction with the plans above, with an axis running parallel to the four enclosed offices. When combined under larger ownership, these plans can work seamlessly together. In the open plan space, l-shape desks are adjoined and divided by fourfoot partition walls. At the mezzanine level, desks are organized into pods of four. By maintaining low profiles of the desks with minimal partition walls, there remains increased sunlight into the workspace and unobstructed connections to the lower level and its users. The final office design takes advantage of the core walls which border the interior corner of the workspace. Along the perimeter of these walls, six private offices are designed for both independent and team workers, with options for one or two workspaces within them. Due to their location, there is increased privacy in these offices, limited concern for noise, though a maintained connection to the rest of the workspace through small windows of glazing. With inherent back-toback designs, co-workers are able to maintain an individual workspace, while having the ability to turn and easily collaborate with others. At the mezzanine level, workstations are designed for group work along the core. Along the edge, hightop counters offer the opportunity for flexible workspace, overlooking the lower level and with views of the city beyond.

Office 1 - General Plan NTS

Office 1 - Mezzanine Plan NTS

Office Perspective

151

DESIGN DEVELOPMENT | WORKPLACE PLANNING

Office 2 - General Plan NTS

Office Perspective

152

Office 2 - Mezzanine Plan NTS

Office 3 - General Plan NTS

Office 3 - Mezzanine Plan NTS

Office Perspective

153

DESIGN DEVELOPMENT | BUILDING ENVELOPE Façade identity is strongly reflective of the historical and pre-existing context of Raleigh’s Warehouse District. Based on the strategy of massing and relief along the building exterior, the façade is a combination of both a contextual industrial reference to the city’s architecture and a modern, contemporary glazing, stitching together the industrial expression. Where the building shows relief at public program designated spaces, the façade is more transparent and contemporary. A curtain grid system wraps these spaces along exterior terraces that provide habitable exterior opportunities. The curtain wall system wraps the building structure, set 12’-6” back from the outermost edge of the façade and cascades along the perimeter. The relief at each public program and at the intermediate bays at the center of each façade connects without disruption, ascending from the ground level to the uppermost floors. This gesture of materiality and location

Office Perspective

154

relative to the building structure and program creates a distinct identity for the building’s exterior, an infinite loop connecting all users of the building to one another. The remainder of the façade hung 12’-6” from the buildings structure, wraps the workplaces at each level. Where the workplaces and their mezzanine design meet the building’s exterior, this double height use of space is reflected in two-story expression of industrial windows. The 20’ by 24’ windows break the ten-story façade seamlessly into half the number, giving an illusion of the interior space. Three windows are designed along the typical 75’ façade of the workplace, offset from the building structure, though consistent with expressions in the downtown context. The change in pattern alludes to symbolic relationship of the façade to the historical warehouse district, while considering new technology and contemporary geometries and design that break from the norm.

Contemporary Art Museum Curtain Wall Extension

Videri Preserved Factory Building

In consideration of the façade materiality along the industrial and hung portions, explorations aimed to maintain cohesiveness with the urban context, pulling inspiration from traditional brick cladding, while proposing new contemporary design and construction approaches. Due to the hung façade design at the building exterior, it was important to consider the weight of the façade relative to the building structure and its ability to deliver proper aesthetic qualities. While brick, with its heavy weight and masonry construction qualities is unable to be implemented into the façade design, the proposal shifts towards a standard metal or aluminum cladding. Intuitively, Corten Steel would be a great representation and match to the surrounding brick architecture, although considerations of weight and assembly directed the design towards more traditional aluminum cladding. By utilizing a standardized aluminum clip system at the building exterior, the façade maintains an extremely lightweight with ensured durability and longevity. Aluminum, commonly used as a rain-screen has the potential to clip onto exterior sheathing based on designated panel sizes and produce a corrosion and moisture resistant barrier. New technologies of fabrication also allow for color matching, where rust and clay colors are pre-applied to the panels, which will allow for a continued reinterpretation of the traditional brick facades. In addition to the color, the size, shape and fittings of the panels allow for the opportunity to mimic brick coursing, where the panel relief patterns are similar to mortar patterns. As the building turns the corner and recesses for several overhangs at the ground and upper levels, the aluminum panels are also designed to work as soffits and parapets, ensuring a seamless wrap of the building exterior. The versatility of aluminum panels proves vital to the cohesiveness of the building façade and its tribute towards traditional industrial and warehouse architecture.

Dillon Supply Preserved Brick Facade with New Curtain Wall Construction

155

DESIGN DEVELOPMENT | BUILDING ENVELOPE

F Composite Elevation and Section NTS

156

L11 140’ - 0”

L10 126’ - 0”

L9 112’ - 0”

L8 98’ - 0”

L7 84’ - 0”

L6 70’ - 0”

L5 56’ - 0”

L4 42’ - 0”

L3 28’ - 0”

L2 14’ - 0”

157

DESIGN DEVELOPMENT | BUILDING ENVELOPE

1 Exterior Wall Assembly • • • • • • • • •

ALUCOLUX Aluminum Panels Plywood Sheathing Air Gap XPS Insulation Vapor Water Barriers Gypsum Wall Board Mineral Wool Insulation Steel Stud Frame Gypsum Wall Board

0’ - 1” 0’ - 5/8” 0’ - 2” 0’ - 3” 0’ - 5/8” 0’ - 6” 0’ - 6” 0’ - 5/8”

2 Typical Floor Assembly • • •

Building Assembly Details

158

Polished Concrete Composite Metal Decking Structural Steel Framing

0’ - 3” 0’ - 2” 1’ - 2”

North Facade Render

159

BIBLIOGRAPHY ANNOTATED | REFERENCES

160

161

BIBLIOGRAPHY | ANNOTATED & REFERENCES Bailey, Maria. 2023. America’s Downtowns Are Hurting in an Era of Remote and Hybrid Work — Question Is, Will They Survive? September. Accessed 2025. America’s Downtowns Are Hurting in an Era of Remote and Hybrid Work — Question Is, Will They Survive? This piece provided significant insight into the issues with the Covid-19 pandemic and the ways in which it affected downtown cities and communities and their prosperity. This became a driver for the thesis to revive downtown cities and provide new adaptable workplaces that are more accommodating to the new working styles that have evolved from the pandemic. CBRE. 2021. The Future of the Office. June 24. Accessed February 10, 2025. https://www.cbre.com/ insights/articles/the-future-of-the-office-2021-us-occupier-sentiment-survey. This survey is beneficial to the development of a new workplace and understanding the needs of employees post-pandemic. A large issue is the resistance to the return to work. This survey gives insight into the ways in which employees may feel that in person opportunities may be beneficial to their everyday lives. Oktra. n.d. The Evolution of Office Design. Accessed February 10, 2025. https://www.oktra.co.uk/ insights/the-evolution-of-office-design/. This article shed light on the evolution of the workplace since its very beginnings. Understanding the way in which the workplace originated and how it has changed throughout centuries, responding and adapting to societal, political, and economic shifts is important to develop a future workplace which will respond appropriately to ongoing changes and adaptions in our society. Raleigh, City of. 2024. The 2030 Comprehensive Plan for the City of Raleigh. Accessed 2025. Chromeextension://efaidnbmnnnibpcajpcglclefindmkaj/https://cityofraleigh0drupal.blob.core.usgovcloudapi. net/drupal-prod/COR22/Downtown_Raleigh-Hi_Res.pdf. The comprehensive plan for Raleigh in 2030 provides insight into the city’s ongoing commitment and potential for future pedestrian access and growth. This document explains the city’s response to the Greenway, city parks, urban blocks and districts, as well as proposed developments. Architects, Handel. 2023. Designing Winthrop Center, the World’s Largest Passive House Commercial Building. Accessed 2025. https://handelarchitects.com/firm/insight/designing-winthrop-center-tower. Bailey, Maria. 2023. America’s Downtowns Are Hurting in an Era of Remote and Hybrid Work — Question Is, Will They Survive? September. Accessed 2025. America’s Downtowns Are Hurting in an Era of Remote and Hybrid Work — Question Is, Will They Survive? CBRE. 2021. The Future of the Office. June 24. Accessed February 10, 2025. https://www.cbre.com/ insights/articles/the-future-of-the-office-2021-us-occupier-sentiment-survey. Gallup. 2024. Hybrid Work. Accessed 2025. https://www.gallup.com/401384/indicator-hybridwork.aspx#:~:text=In%20the%20latest%20reading%2C%20from,19%25%20work%20on%2Dsite. Gensler. 2025. Designing a Community-Based Workplace for a Leading. Accessed 2025. https:// www.gensler.com/blog/designing-a-community-based-workplace-for-valley-bank.

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—. 2024. GLOBAL WORKPLACE SURVEY 2024. Accessed 2025. https://www.gensler.com/gri/ global-workplace-survey-2024. GoRaleigh. 2024. RaleighNC. Sep. Accessed 2025. https://raleighnc.gov/transportation/services/ bus-routes-and-schedules#paragraph--219491. HGA. 2019. How Workplaces Are Building Community Hubs from the Inside Out. Accessed 2025. https://hga.com/how-workplaces-are-building-community-hubs-from-the-inside-out/. thrive/.

Kruchten, Lauren. 2024. Revive & Thrive. Accessed 2025. https://raleighmag.com/2024/05/revive-

Merian, Lucas. 2023. Computer World, After the remote-work rush, vacant offices and empty downtowns. Accessed 2025. https://www.computerworld.com/article/1625265/after-the-remote-workrush-vacant-offices-and-empty-downtowns.html. McKinsey. 2023. How hybrid work has changed the way people work, live, and shop. Accessed 2025. https://www.mckinsey.com/mgi/our-research/empty-spaces-and-hybrid-places-chapter-1. Oktra. n.d. The Evolution of Office Design. Accessed February 10, 2025. https://www.oktra.co.uk/ insights/the-evolution-of-office-design/. Raleigh, City of. 2024. The 2030 Comprehensive Plan for the City of Raleigh. Accessed 2025. Chromeextension://efaidnbmnnnibpcajpcglclefindmkaj/https://cityofraleigh0drupal.blob.core.usgovcloudapi. net/drupal-prod/COR22/Downtown_Raleigh-Hi_Res.pdf. Raleigh, The City of. 2018. Downtown Raleigh: Section 15. Accessed 2025. Chrome-extension:// efaidnbmnnnibpcajpcglclefindmkaj/https://cityofraleigh0drupal.blob.core.usgovcloudapi.net/drupalprod/COR22/CPUSection15DowntownRaleigh.pdf. Realty, Rich Commercial. n.d. The Future of Office Spaces in Raleigh-Durham: How Hybrid Work Models are Transforming Requirements. Accessed 2025. https://richcommercialrealty.com/the-future-ofoffice-spaces-in-raleigh-durham-how-hybrid-work-models-are-transforming-requirements/. Space, K2. 2017. The History of Office Design. Accessed 2025. https://k2space.co.uk/knowledge/ history-of-office-design. Walshaw, Emma. n.d. An Architect’s Guide To: Office Planning & Design. Accessed 2025. https:// architizer.com/blog/practice/tools/architects-guide-office-planning/. Workplace, RI. n.d. 7 Modern Office Design Concepts To Attract The Best Employees. Accessed 2025. https://riworkplace.com/7-modern-office-design-concepts-to-attract-the-best-employees/.

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DESIGNING FUTURES

Creating Social Learning Environments for Student Success

Ryan Spillane Master of Architecture Fall 2025

Roger Williams University Cummings School of Architecture ARCH.613.01 Graduate Thesis Design Studio

DESIGNING FUTURES

Creating Social Learning Environments for Student Success ARCH.613.01 Graduate Thesis Design Studio Ryan Spillane Master of Architecture 2025 Cummings School of Architecture Roger Williams University Fall 2025

Ryan Spillane Signature & Date

Submitted in fulfillment for the requirements for the Master of Architecture Degree Professor Andrew Cohen Signature & Date

Stephen White, Dean of Cummings School of Architecture Signature & Date

iii

Table of Contents

01 Abstract 02 Introduction 03 Problem Statement 04 Project Statement 05 Architectural Themes 06 Program 07 Site Identification + Rationale 08 Regulatory Environment 09 Precedent Analysis 10 Design Process / Sketches 11 Final Design 12 Model Photographs 13 Conclusion 14 Bibliography & Citations

pg. vi-vii pg. 1 - 2 pg. 3 - 4 pg. 5 - 6 pg. 7 - 8 pg. 9 - 10 pg. 11 - 38 pg. 39 - 48 pg. 49 - 67 pg. 68 - 107 pg. 108 - 151 pg. 152 - 155 pg. 156 - 157 pg. 158 - 165

Abstract Contemporary educational environments in the United States are increasingly misaligned with the social, emotional, and developmental needs of students, particularly adolescents. While schools are intended to be safe and supportive spaces for learning, many facilities remain rooted in outdated spatial models that prioritize rigid classroom structures over collaboration, movement, and community engagement. At the same time, rising rates of chronic absenteeism, disengagement, and inequitable access to extracurricular resources highlight a broader systemic failure to foster a sense of belonging among students. This thesis explores the role of architecture in addressing these challenges through the design of a youth-centered social learning environment in Springfield, Massachusetts. Rather than proposing a traditional school building, the project introduces a hybrid youth athletics, performing arts, and social services center that operates as an extension of educational life beyond formal classroom instruction. Drawing from Montessori principles, research on adolescent development, and precedent studies of socially driven educational architecture, the project emphasizes activity, interaction, and spatial flexibility as catalysts for informal learning. Through site analysis, demographic research, and climate-responsive design strategies, the proposal repositions the educational building as a civic and social anchor within an underserved urban context. By prioritizing shared spaces, transitional zones, and community accessibility, the project argues that architecture can play a critical role in cultivating student engagement, social connection, and longterm academic success. Ultimately, this thesis presents a new model for youth-focused learning environments that expands the definition of education to include social growth, mentorship, and community integration.

vii

02 Introduction The unique environment that schools provide young students is something that has always been of interest to me. Schools are a safe place to learn, first-and-foremost, but also a place to socialize, interact with peers in the community, develop lasting relationships with friends, faculty, and mentors. Schools are places where students will spend six-to-seven hours per day, five days a week, over 180 days a year, equating to roughly 1,200 hours spent within these facilities annually. This means these facilities need to be desirable and sought after as a place to look forward to going to. However, this has not been the case in recent years. In 2021-22, over 30% of students were considered “chronically” absent in more than half of U.S. high schools. This has led researchers to complete several studies in order to find the root cause. On the surface, one might attribute this to the prevalence of COVID-19, however the same study completed in 2023-2024 saw little-to-no improvement in attendance, suggesting there is a different contributor to this issue.

Percentage of School Districts Requiring Updated/Replaced Systems or Features Source: GAO analysis of school district survey data | GAO-20-494

npr.org

2021-22 Attendance Statistics for U.S. Schools www.attendanceworks.org

One potential factor is the facilities themselves. According to a report by the Government Accountability Office (GAO), a significant percentage of public school districts throughout the U.S. suffer from out of date building systems, technology, and features. On top of that, students often feel they do not belong. A sense of belonging, especially in adolescence, where a growing need for independence often isolates those without resources and support, can significantly impact a student’s success. Research has shown that having access to clubs, sports, and spaces for building community are key to creating this sense of belonging, but many of these opportunities are not equally distributed across school districts. For this thesis project, I wish to explore the possibilities of the school typology in relation to its social nature, and its place as an inherent focal point for community, providing a unique facility to promote learning and success in ways that have yet to be explored.

Classroom Learning 46% Middle and high school students surveyed feel disconnected from what is taught in the classroom. Data Collected from npr.org

Challenging School Work? 14% of middle and high school students surveyed strongly agree that “my schoolwork challenges me in a good way” Data collected from npr.org

03 Problem Statement As it stands, current spaces for education in the U.S. are not entirely conducive to the needs of students attempting to learn from their teachers, from their peers, or from themselves. The current model is outdated, and a reflection of a different time. Although there are many instances of innovative school designs built within recent years, when asked to visualize a classroom, it is fair to say that most people’s biases will create the same image: desks/tables in a row, facing forward towards a whiteboard where their teacher stands as their instructor. Why is this the acting model in our education system, and why has it persisted for decades with little variation? If most other building types (homes, apartment complexes, shopping malls, office buildings) all have their own character, providing unique spaces for the individual, or the masses, why are school buildings excluded? As time progresses, educational projects that are unable to keep up the pace in terms of curriculum, learning spaces, social spaces, activity spaces (and many more), will eventually fail students that they are trying to help succeed. The key to creating a new kind of school typology or pedagogy seems to fall within the idea of activity. The activity within the classroom, the activity seen between classes, and especially the activity experienced between students, faculty, and administrators. However, as students progress through their educational timeline, aging out of adolescent habits, and becoming more independent, data tends to show that they are becoming less active physically, socially, and even intellectually. Ramifications from this can be seen as these students continue on with their education and beyond, ultimately isolating themselves socially and struggling to self-correct once these important social spaces begin to be less frequented in their day-to-day lives.

DATA SUPPORTING PROBLEM STATEMENT

This thesis does not propose architecture as a singular solution to systemic issues in public education. Instead, the built environment is positioned as an enabling framework that either reinforces disengagement, or actively supports social connection, mentorship, and informal learning. The project operates within this limited, but critical agency, focusing on spatial conditions that can influence behavior, interaction, and access. Diagrams Challenging the Traditional School Model: Credits: School buildings: Spaces for Learning and the Community, Page 7

04 Project Statement Ultimately, this thesis is intended to be a building design project, representing the power of social education. More specifically, this project is meant to be a youth athletics, performing arts, and social services center that promotes learning in children of all ages through social interaction with mentors, facilitators, and their peers, as opposed to a strict formal education method one might find in traditional schools. This project is not a school building, but it is connected to its site and its population in a similar way through its purpose and mission in serving the youth as a safe learning environment for after-school hours, or during school breaks. This model seeks to utilize lessons learned from Montessori architecture, and others, in an attempt to reach a greater range of students. Montessori pedagogy focuses on ages zero to three, and six to twelve, surrounding the idea of the Casa dei Bambini, or the “Children’s House,” which is a phrase which puts us in the realm of an architecture geared towards children rather than adults. Of the “Four Planes of Development” described by Maria Montessori, the Third Plane, or the adolescent period, between ages twelve and eighteen is characterized by the emergence of the self-reflective young adult. This period is arguably the most formative in a child’s growth, and where children are the most vulnerable, but it seems that the Montessori model marks this formative stage as a clear end to “definable” spaces for youth.

Copenhagen International School / C.F. Møller Architects

Angedair Primary School / Franz&Sue

With this in mind, I wish to explore a more defined transition between educational spaces seen in childhood that focus on collaboration and being part of a team, to a space that is reflective of the emergence of an adolescent’s individual identity. By focusing on the activity within and around the student, we can create opportunities for self-expression, utilizing social interaction to bolster a new active and informal kind of learning that may benefit youth for their futures. While the project borrows spatial components from traditional schools, its operation and pedagogy are entirely different. Learning occurs through participation, observation, and social engagement rather than formal instruction, allowing students to self-select spaces and activities aligned with their interests and goals.

Gary Comer Youth Center / John Ronan Architects

Collège Simone Veil / Dietrich | Untertrifaller Architekten + Colas Durand Architectes

05 Architectural Themes Form versus Function

Scale

• Are schools designed purely for their function? What happens if their form becomes more unique to the building, or their form enhances a new function within the education system.

• What scale is suitable for this new model? If it is too large, then the ideas may be muddled or unattainable. If the project is too small, and it may seem insignificant, or not having enough of an impact on a population.

• What forms are really more conducive to a successful education environment?

• What exactly are we trying to change? How far up the chain? Is this building going to change how teachers teach? How do administrators administrate? There are multiple layers to unravel with regards to “education.”

• What types of spaces reside within that form? (Classrooms, cafeteria, gymnasium, auditorium, etc.).Do they need to stay? What kinds of new spaces can we interject that can promote learning, socializing, community-building, etc. • Can the form imply function? The floor as a workspace (Montessori), or spaces for observation without intruding on the learning process. This project should use form to promote visibility and movement rather than containment. Overlapping volumes and shared circulation paths increase opportunities for informal interaction, allowing learning to occur through proximity and observation rather than isolation.

The project must negotiate between civic-scale presence and human-scale experience by breaking down its mass into legible components organized around shared social anchors. While the building operates at a large programmatic scale, interior spaces are designed to support individual comfort, small-group interaction, and mentorship. This layered approach allows the building to function simultaneously as a community landmark and a collection of approachable, youth-scaled environments.

Site Materiality • Does materiality play a significant role? Both interior and exterior. • Are there new material technologies that could innovate the typical constructed school? Can these materials improve the well-being of the building’s inhabitants? • Do textures/colors/sounds/smells better promote learning as opposed to a sterile environment? • Can we use the building’s fabric and materiality in a utilitarian sense? i.e. storage cubbies, play areas, seating, or other interactive portions of the project. • Will the school’s material match its context? Or stand out? Material choices in this project should be driven by both social and environmental considerations. Durable, tactile, and sustainable materials are able to withstand heavy use while maintaining a sense of warmth and accessibility appropriate for youth-centered spaces. Transparency is strategically integrated to promote safety and visual connection without reliance on surveillance, reinforcing trust and openness.

• Does the site play a role in improved learning performance? • Schools tend to be successful because of their proximity to other things (community centers, residential neighborhoods, etc). Urban environments make this possible, but suburban and rural contexts can be quite isolative in the siting of a school building. • Can vegetation/greenery be used as a tool architecturally for educational and other interventions? Especially within urban environments that are devoid of life, surrounded by concrete and asphalt. • Maximized access to daylight for well-being/solar gain for building performance. • Are there opportunities for transitional spaces between inside and outside to expand the classroom beyond the building footprint? The project must treat the site not as a neutral backdrop, but as an active participant in the educational and social mission of the building. No matter the location, the project should act as a connective civic framework, bridging institutional and community life. The project operates as both a neighborhood resource and an extension of educational space beyond traditional school boundaries through building orientation, access points, and public-facing program elements that reinforce permeability and inclusivity. 8

06 Program This project is to be a 150,000-300,000 ft2 youth social center, catering to students of all ages within a community that could benefit from a contemporary, unique, and ideally a fun learning environment. This project is meant to be a desirable place to learn, as well as a sought-after location for educators and administrators, serving as a potential new model of safe educational environments for youth within a community. This building has the potential to exist as a campus, rather than a single project, where buildings can relate to one another through how they interact with the site. This campus arrangement allows for a clear dialogue between interior and exterior moments within the project, which are fundamental to successful learning, as well as the ability to separate parts of the program per the needs of the students, educators, and curriculum. The primary driver for the program of the project will be the needs of the community, and the needs of the students. In order to stand out as a new youth social center, the program within the project needs to reflect the present and future in terms of technology, need, desire, and value for those attending.

Initial Program Diagram

The diagram on the right is meant to give a general glimpse into the programmatic elements within the proposed project, however there may be room for new programmatic elements depending on the needs of the site. The program will primarily focus on the major social spaces that provide the most opportunity for students, as well as the ‘inbetween’ of each of these elements, as this is where students make the most meaningful connections: walking or running to class, lounging in seating areas, team meet-ups in corridors and break-out spaces. The thoughtful combination and arrangement of these elements will hopefully provide an environment in which the students will thrive and establish meaningful connections to their peers, educators, and their communities.

ADJACENCY MATRIX

Secondary School TOTAL SF: 100-150k

Although presented as a comprehensive youth social center, the project is conceived as a scalable framework. Program elements can operate independently or be phased over time, allowing the model to adapt to funding availability, community needs, and future expansion without compromising its core social mission.

02, 03, 04, 05, 10, 11, 12, 18

GYMNASIUM

01, 04, 13, 15, 16, 17

CAFETERIA

01, 12, 14, 16, 17

POTENTIALLY INTEGRATED INTO 01/14

POOL

01, 02, 12, 17

COULD BE SEPARATE/INTEGRATED

AUDITORIUM

01, 12

MORE EXTERIOR ORIENTED (GEN. PUBLIC)

LOUNGE/RESPITE AREAS

10, 14

INTERSECT ALL CLASS AREAS/CORRIDORS

SPECIAL ED ROOMS

10, 12

LABS

10, 17

01, 06, 07, 08, 09, 14

CLASSROOMS

TEACHING “ZONES”

01, 03, 04, 05, 08, 13, 17

LOCKER ROOMS

02, 12, 15, 17

COURTYARDS/ GREEN SPACES

03, 06, 10

PROVIDE LIGHT/GREEN VIEW FROM ANYWHERE

02, 13

02, 03

CAN BE FAR REMOVED FROM MAIN SITE CAREFUL ATTENTION TO INTERIOR VIEWS OUT

PLAYGROUND(S) CUSTODIAL/UTILITY

ALL LEARNING SPACES

POTENTIALLY INTEGRATE THROUGHOUT

RESTROOMS

ATHLETIC FIELD(S)

LIBRARY

02, 03, 04, 09, 12, 13

LEGEND

FLEXIBLE FREE-USE SPACE ADJ. TO

OFFICES/ADMIN

Adjacency Matrix

TRAFFIC HUB, SIGHTLINES EVERYWHERE

CENTRAL ATRIUM

07 Site Identification 01

Massachusetts, USA

Greater Springfield

Springfield, MA

Proposed Site:

207 Liberty Street Springfield, MA Parcel # 077700627

Site Identification The site I have selected for this project is in Springfield, Massachusetts; the third largest municipality in Massachusetts, with a significant urban area populated by over 155,000 people. There are over 60 school buildings within the district, of which,many of these schools are far under-performing within the Massachusetts standards of education. It feels purposeful to choose a site within the greater Springfield area that can host an educational/community facility to serve a wide range of the population in an attempt to improve the current condition. The site on 207 Liberty Street near the Metro Center of Springfield, is a former industrial rail yard between two of Springfield’s densest neighborhoods. Now acting as a driving course for truckers through the Department of Motor Vehicles (DMV), the site offers both scale and accessibility solutions for the project. The site primarily fronts Liberty Street with a clear linear entry and drop-off, while primary vehicular access occurs from the busier Chestnut Street. Surrounded by significant socioeconomic disparity, the location is well positioned to support students who lack resources and safe after-school environments. The site is located within a buffer zone between the dense downtown area, and the suburban sprawl of Springfield, with the potential to be the thread between the major neighborhoods of the city. The site benefits from its access. Interstate 291 runs parallel to the site, linking the area to much of Massachusetts. Multiple bus routes intersect at a major bus stop only a block away from the site, linking the site to every neighborhood in Springfield. The project is in immediate proximity to AMTRAK services at Union Station, only two blocks away, connecting the city from Boston, to New York City. The site is also adjacent to a new charter high school on Liberty Street, whose parking can be shared after school hours. Essentially, the site is accessible by all means within Springfield, with the potential to connect to neighboring cities beyond.

Site Analysis

Figure Ground

Existing Green Space

Beyond site access, the site acts as a natural buffer between the dense downtown area of Metro Center, and the suburban sprawl of the neighborhoods within Springfield. The industrial area is sparse with green space, meaning that the project would benefit from integrating vegetation wherever possible to match Springfield’s green initiatives, and bring new life to the area. There are multiple surrounding organizations and buildings that could be directly connected to a youth athletics, performing arts, and social service center. Outreach opportunities, marked in pink, denote significant churches, youth organizations, and other 17

Landmarks

Site Access

• Civic Buildings • Community Organizations • Outreach Opportunities

• Union Station Train Line • Pedestrian Right-of-Way • Major Bus Routes • Stop Locations

community organizations that would benefit from an intentional youth leadership network. Springfield Community college is a major neighboring organization to the site that offers multiple youth leadership programs that ultimately provide future college and employment opportunities for youth in Springfield. Civic buildings like museums, court offices, and town officials are within walking distance of the site, providing further opportunities for community outreach and development. 18

History of Springfield Established in 1636, Springfield was settled at the intersection of the Agawam and Connecticut Rivers. The land was purchased from the indigenous people living there by William Pynchon, one of the original founders of the Massachusetts Bay Colony from Roxbury (now a suburb of Boston). Springfield was meant to be a trading and furcollecting post, but quickly developed into a manufacturing center due to the need for military supplies during the Revolutionary War. The United States Armory was originally located here in 1794, furthering the industrial development of the city. Springfield gradually became more successful economically with the emergence of the industrial revolution in the18th century. The town began harnessing the power of the Connecticut river to form countless mills of all production types. The manufacturing city flourished in the years to come due to its position as a crossroads city within New England, residing midway between New York and Boston, and on the road between New York and Canada. By the 19th century, Springfield experienced another industrial boom when it became a major railroad center, connecting directly to Boston, growing in industries such as printing, machine manufacturing, and more.

Springfield Skyline

https://www.springfield-ma.gov/cos/fileadmin/galleries/1000x400_downtown2.jpg

Today, the main sources of income are health care, insurance, and other services far removed from the city’s industrial origins. The city experienced sharp economic decline in the latter part of the 20th century due to the decommissioning of the Springfield Armory in 1969, inadequate city planning, and the general decline of industry in the northeastern United States. Once the major industries left the city, Springfield garnered a reputation for criminal activity and corruption by the 1990s, leading to calls for change and redevelopment. Springfield Union Station was redeveloped, as well as a new rail line connecting New Haven and Hartford CT. to Springfield. The city was recently designated a World War II Heritage City in Dec. 2022, making it the first city in Massachusetts, and only one of 18 communities across the country to be labeled as such. The city is in the midst of a long term effort to reinvent itself and grow its economy/businesses. Some other historical events of note from the city are the invention of the first American-English dictionary by Merriam-Webster (1805), the birthplace of Basketball, the birthplace of Dr. Seuss, renowned children’s author and illustrator, and more.

1875 Cartography

Springfield Demographics

Urban Growth: 1991-2014 © Atlas of Urban Expansion, 2016

Population Density per Square Mile (2022) The selected site is near the most densely populated areas of the city, marking its ability to serve a wide range of the population without needing to be within the city center.

Springfield Urban Growth (1991-2014) Springfield has grown significantly over the past three decades. Despite losses suffered due to the departure of industry, the city of Springfield is encouraging new development throughout the area, including residential neighborhoods and civic projects.

Total Population (2022) Although the downtown area is densely populated, there are not as many households as there are east of the city. Larger clusters of the population live near the site, meaning that a large central high school could condense the amount of high schools within Springfield.

Median Property Value for Owner-Occupied Housing (2022) Despite the city’s expansion eastward, the overall property value is relatively consistent across the region. Beyond the city’s borders, to the town of Wilbraham to the east, is where property value skyrockets.

Springfield Demographics

Social Explorer

Median Household Income (2021) Significant wealth disparity can be seen between the downtown area (adjacent to the river), and the suburbs to the east. To the east, people have nearly double the income of someone living downtown, yet the median property value is nearly the same.

Population Age 3 Years and Over Enrolled in Public School (2019-2023) The majority of students are enrolled in K-8 Programs, and over the past four years (excluding 2020 due to COVID 19), enrollment has remained relatively consistent, meaning there is a population to be served with this project.

Ethnicity

Social Explorer

Families: Income below Poverty Level (2022) Nearly 50% of the families living in downtown Springfield were said to be living at or below the poverty line, whereas the regions around the site were living above the poverty line. 25% of Springfield’s population as a whole is living below the poverty line, so how can this project serve these groups in a meaningful way?

Springfield Population Diversity (2022) Within Springfield, the majority of people identify as Hispanic or Latino. This trend can be seen in many of the demographics regarding public school populations, and is an important demographic to consider when thinking of individual representation within this project.

Springfield School District

Springfield Public Schools Diversity Breakdown (2023-24) Even though the population of Springfield has roughly a 50-50 split between Hispanic, and White identifying populations, Springfield public schools are majoritively Hispanic identifying students, making up nearly 3/4 of the population.

Surrounding Schools Site K-12 Schools Selected Populations Demographics (2023-24) For many students in Springfield, English is not their first language. The greatest impact to these students appears to be income level, where 83% of students in the city are considered to be low income. This project seeks to address this learning disparity through hosting after-school learning in unique classroom spaces that can integrate with the broader social nature of the building.

Surrounding Schools Within a mile from the proposed site, there are many schools serving students of all ages with similar demographics to that of the district. Many of these nearby schools are lacking in adequate facilities for athletics or performing arts, and facing similar issues of dated classrooms, facilities, and other factors potentially contributing to lowered academic performance.

Primary Vehicular Entry, Chestnut Street

Secondary Entry, Liberty Street

The project evolved dramatically upon evaluating the site, and its demographics. Rather than simply being a youth center, the idea of social education took on a whole new meaning. The project would not only be serving children and their activity needs after school, but would act as an incredible teaching tool for less-fortunate students that are not always provided the best resources. Ultimately, the project would allow each student in Springfield the same opportunities for learning and growth. 27

Site Views

Site Approach 1 - Chestnut Street

Site Views

Site Alternatives

Site Option 02 - 1015 Wilbraham Rd. - Existing Middle School with Field facilities. - Edge of Springfield, closest to suburban sprawl. - Adjacent to Wetlands. -Accessible by multiple bus routes. - Potential outreach to neighboring towns. - Would require displacement of an entire school population to be dispersed among neighboring schools. - Justification for the razing of the site would need to be strong.

Site Option 03 - 425 Springfield Street - A residential site (R2) sandwiched between two parks: Van Horn Park, and Atwater Park. - A vacant 4 acre lot in the center of a residential zone could be a central focal point for this district, especially with the attraction of the nearby parks. - Equally accessible via I91 or I291, as well as perimeter streets that can accommodate traffic. - Nearby roundabout can slow traffic for crossing of students from nearby residences - Bus stop for major bus routes in Springfield. 31

Climate Analysis ASHRAE adaptive comfort (80%)

ASHRAE adaptive comfort (90%)

Dry bulb temperature Range

Average Dry bulb temperature

humidity comfort band

Relative humidity Range

Average Relative humidity

100 90

Relative humidity (%)

Dry bulb temperature (°F)

80 60

70 60 50 40 30

20 Jan

Feb

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Apr

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Day

Dry bulb temperature (°F)

Jan

Feb

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Relative humidity (%)

Dec

Jan

100

12 18

Sep

Oct

Nov

Dec

Feb

100

Mar

100

Apr

100

May

Jun

100

Jul

100

Aug

100

Sep

100

Oct

100

Nov

100

12 18

6 12 18

20 6 12 18

°F

Dec

6 12 18

100

18 16 14 12

10 8

Hour

Aug

20 6

Jul

Day

14 12

6 0

2 Jan

Feb

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Day

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Annual Dry Bulb Temperature The temperature in Springfield fluctuates throughout the year, but is relatively comfortable from the months of April to October. There are some bitter cold days in the winter months (January, February) and some extreme heat days in the Summer (July, August). Overall, the temperatures in Springfield are uncomfortable the majority of the year.

Relative Humidity The average relative humidity throughout the year stays outside of the comfort range, meaning that there needs to be considerations in the design to acclimate the building to comfortable humidity ranges. The air is especially dry in the winter, and extremely humid in the summer, creating a wide range of comfort issues.

https://doi.org/10.1007/s12273-023-1090-5. Version: 0.8.17

Dec

Day

UTCI thermal stress

Climate Analysis

Hour

no thermal stress

slight cold stress

moderate cold stress

calm

strong cold stress

0.5 - 1.5 m/s

very strong cold stress

1.5 - 3.3 m/s

45°

315°

3.3 - 5.5 m/s 5.5 - 7.9 m/s 10.7 - 13.8 m/s 13.8 - 17.1 m/s 17.1 - 20.7 m/s

10 12 14

90°

10 12 14

90°

extreme cold stress Jan

7.9 - 10.7 m/s

270°

moderate heat stress

14 12

0°

strong heat stress

45°

very strong heat stress

0°

270°

extreme heat stress

Wind Roses:

315°

Thermal stress

Feb

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Jun

Jul

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Sep

Oct

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Day

Thermal Stress: Sun and Wind

>20.7 m/s

UTCI thermal stress 24

Thermal stress

22 135°

225°

very strong heat stress

Winter The most prevalent winds come from the north, meaning the design should be sheltered from the bitter cold winds along its north face.

Spring The most prevalent winds come from the south, but occasional winterly winds from the northwest are common. This marks Spring as a transitional season from winter to summer.

0°

moderate heat stress

14 12

no thermal stress

slight cold stress

moderate cold stress

strong cold stress

very strong cold stress

extreme cold stress Jan

Feb

Mar

Apr

May

Jun

315°

45°

Jul

Aug

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Nov

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Day

Thermal Stress: No Sun and Wind

0°

45°

Hour

180°

strong heat stress

180°

315°

extreme heat stress

135°

225°

UTCI thermal stress 24

Thermal stress

22 270°

10 12 14

90°

270°

225°

extreme heat stress

135°

strong heat stress

135°

225°

very strong heat stress

90°

Hour

moderate heat stress

14 12

no thermal stress

slight cold stress

moderate cold stress

strong cold stress

very strong cold stress

180°

Summer The most prevalent winds come from the south. These winds tend to be warmer, and should be welcomed into the building as a means of passive ventilation, especially in the warmer months. Percentage of hours the Dry bulb temperature is in the range 50 to 75 °F

extreme cold stress Jan

Fall The most prevalent winds come from the northwest, but temperatures during this season are relatively comfortable, meaning that this wind should be harnessed for passive ventilation.

Feb

Mar

Apr

Aug

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Day

Thermal stress

extreme heat stress

UTCI thermal stress

very strong heat stress

18 16

4 2 Feb

Mar

Apr

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Aug

Sep

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Dec

https://doi.org/10.1007/s12273-023-1090-5. Version: 0.8.17 % of Adequate Ventilation Hours: Temperature (50-75°F) From May to October, the conditions are perfect for natural ventilation over 60% of the time, which will be important to consider when designing for the warmer months.

moderate heat stress

extreme heat stress

Jan

Thermal stress

8 20

strong heat stress

Hour

Percentage (%)

Jul

UTCI thermal stress

Jun

Thermal Stress: Sun and No Wind

100

May

Jan

Feb

Mar

veryno strong heat stress thermal stress strong heat stress

slight cold stress

moderate heat stress

14 12

moderate no thermal stress cold stress

slight cold stress

moderate cold stress

strong cold stress

veryextreme strong cold cold stress stress

strong cold stress very strong cold stress

Apr

Jan

May

Feb

Jun

Mar

Apr

Day

Jul

May

Aug Jun

Jul

Sep

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Sep

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extreme cold stress Dec

Day

https://doi.org/10.1007/s12273-023-1090-5. Version: 0.8.17 Thermal Stress: No Sun and No Wind There is not much thermal stress to worry about throughout the year, due to the presence of wind, fluctuating temperatures, and prevalent cloud coverage throughout the year.

Jan

1000

Feb

1000

Mar

Apr

1000

May

1000

Jun

1000

Jul

Aug

1000

Sep

1000

Oct

1000

Nov

Dec

1000

Global Diffuse

Jan

1000 Internal Heat Gain

1000

Feb

Mar

1000

Apr

1000

May

1000

Jun

800

600

400

200 1000

200

1000 200

Jul

1000

200

Selective Glazing

0 0

800

600

Southern Horizontal Shading

East/West Vertical Shading

400

Orient Building South for Maximum Solar Gain

200

400

600

400

Climate Consultant, UCLA Design Tools Group

200

0 0

200

0 0

600

200

0 0

Sep 10

0 0

200

600

Direct normal radiation (Wh/m�2�)

0 0

Oct 10

0 0

Nov

1000200

200

0 0

Jan

900

Feb

900

Mar

Apr

900

600 900

May

Jun

900

Jul

Aug

900

0 0

200

Global 10

0 0

900

Oct

900

Nov

800

700

600

400 600

600

400 600

600

400 600

600

400600

600

400600

600

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200 200

200

200 200

200

200 200

200

200200

200

200200

200

100

6 12 18

0 0 0 20 Direct 0 10 20 Radiation 0 10 20 0 2)10 Normal (Wh/m

6 12 18

0 0

6 12 18

0 0

6 12 18

0 0

Diffuse

6 12 18

Dec

900

800

600 Sep

900

700

6 12 18

800

600 900

Dec

200 1000

200

800

0 0

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Springfield experiences relatively little direct radiation, but it does peak around the spring and fall equinox. This means that the design must take solar shading into account to avoid overheating at these times, but also consider photovoltaics to harness the excess radiation. ABOVE range

ABOVE range IN range

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Annual Cloud Coverage For the majority of the year, Springfield experiences higher than average cloud coverage, leading to less direct solar radiation, and a greater diffusion of solar rays. This is important to consider with the application of photovoltaics, but also in applying solar shading.

https://doi.org/10.1007/s12273-023-1090-5. Version: 0.8.17 0

Psychrometric Chart and Passive Design Strategies Springfield is not a particularly comfortable place to live in terms of thermal and humidified comfort. Therefore many passive strategies should be implemented in the design to amplify comfort levels within the project.

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Climate Consultant, UCLA Design Tools Group

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Thermal comfort, daylight access, and natural ventilation are treated as social enablers within the project. Comfortable, well-lit environments encourage longer occupancy, informal gathering, and sustained use. These are essential conditions for fostering peer interaction and mentorship.

08 Regulatory Environment The city of Springfield is undergoing significant redevelopment and master-planning within the downtown area; however, as of now, little work has begun to take place. The industrial area has limited historical stipulations or preservation concerns, but the town is still working through its proposals for redevelopment. Zoning: According to the Zoning Ordinance of the City of Springfield, amended in 2014, the parcel for the site is categorized as Industrial A. This allows for the construction of educational buildings, as well as indoor/outdoor recreation. The site is adjacent to Res B, and Bus A/C zones. Building Height The maximum building height for a structure in Industrial A zoning is 100 feet. Lot Coverage The maximum lot coverage is 95%, with no minimum lot frontage, minimum lot width, or minimum lot area requirement. Setbacks

There is no setback requirement for Industrial A zoning. Essentially, the zoning for this site permits nearly maximum use of the lot in terms of building area, providing a blank cheque for the project. The challenge will be meeting the necessary parking requirements, as well as addressing the surrounding scale of the context to not intrude upon what is existing in the area. Given the nature of the program of the building, the lack of a maximum lot coverage requirement will be beneficial in the organization of the building.

Springfield Office of Planning and Urban Development: June 2015

Regulatory Environment

SITE

Parking Requirements This project could be categorized as a Community or Social Service building, an Educational Service (not a school) building, or even a Health Club/Gym. The requirements are as follows: • Parking for Community or Social Service buildings require 1 space per 200 sq. ft. of Net Floor Area. • Educational service buildings require 2 spaces per 1000 sq. ft. of Net Floor Area. • Health Clubs or Gyms require 3 spaces per 1000 sq. ft. of Net Floor Area. • Parking lots must be designed and landscaped to avoid long, uninterrupted rows of vehicles by breaking them into separate parking lots divided by tree lines, alleys, pedestrian areas, or buildings. • Parking lots containing more than 70 spaces shall be divided into smaller areas by landscaped islands at least 10 feet wide located no more than120 feet apart. • All parking lots must have a minimum of a 3 ft landscaped buffer between the parking lot and the abutting sidewalks or street.

2828

• Parking may be shared with another property within legal agreements guaranteeing access to and use of shared parking spaces. Likely, parking will be shared with the adjacent Charter High School.

3. NEW PUBLIC REALM FRAMEWORK

Urban environments consist of many overlapping layers, and pedestrian-friendly streetscapes and diverse open spaces that can accommodate active and passive uses are a large part of what makes an urban lifestyle desirable. A new public realm framework should consider, not only revitalizing existing 3. NEW PUBLIC REALM FRAMEWORK public spaces, butenvironments creating new consist “places”ofand “connections.” it is pedestrian-friendly the secondary and tertiary Urban many overlapping Often, layers, and streetscapes and pedestriandiverse connections that de ne can the accommodate character of anactive area. and passive uses are a large part of what makes an open spaces that urban lifestyle desirable. A new public realm framework should consider, not only revitalizing existing Distilling previous studies andand Distilling previous studies public spaces, but creating new “places” and “connections.” Often, it is the secondary and tertiary identifying current identifying current pedestrian connections that dene the character of an area. Master PlanPlan focusfocus areas Master areas Previous Studies and Current Concepts for Metro Center Renewal Northeast Downtown District Master Plan (2021), City of Springfield Office of Planning & Economic Development

CityofofSpring Springeld eld City SITE

Open Space • There is no requirement for open space in Industrial A zones. Landscape There is no landscape requirement for Industrial A zones, but in compliance with various urban development proposals, it will be important to generate new green-scape to stitch the metro downtown neighborhood to the residential neighborhoods. Urban Development Various feasibility studies have been completed in recent years in order to revitalize the adjacent Metro Center district. As of 2022, this site is included within the newest urban development proposal known as the Court Square Urban Renewal Project, involving the integration of new green space, new housing developments, and pedestrian right-of-ways. Revitalization of abandoned buildings is a major component as well. 41

UMass project spaces Worth

Feasibility Study, Metro Center Northeast Downtown District Master Plan (2021), City of Springfield Office of Planning & Economic Development

Strong, Healthy and Just: Springfield’s Climate Action & Resilience Plan

• Modify the regulatory environment to incentivize maximum energy efficiency • Push all existing buildings and vehicles and related physical infrastructure (micro-grid, roads with bike lanes, etc) to be as energy efficient as possible,

The city supports and relies upon the PVTA for public Ensure ongoing resident engagement transit and is committed to supporting efforts to in plan implementation and expand refinement funding for over public transportation both in time. Strong, and Just: Springfield’s & Resilience Plan the cityHealthy and that connects theClimate city toAction its neighboring communities. Springfield is excited about the expanded North/South train service in the region and Build confidence in city government. very supportive of planned East/West train service. The city is also committed to working with the western MA delegation to ensure the federal government’s ongoing commitment to increasingly efficient CAFE REDUCE, REUSE, RECYCLE— standards which ensure an increasingly efficient fleet TOWARD ZERO WASTE of vehicles on the nations’ roads.

RESIDENT ACTIONS

Most of the waste management strategies included As noted previously, the actions included in this in the strategy matrix focus on people’s behavior, summary plan are NOT comprehensive. These actions enhancing waste reduction, and reuse and recycling. represent the priorities articulated at the Community This is because the city’s waste processing system does Resilience Building workshop. is understood that to 14. The Climate stabilization Wedges is an approach produced by Princeton University researchers[1] looking at ClimateItchange mitigation scenarios. not generate a significant amount of GHG emissions Strong, Healthyfunding and Just: Springfield’s Climate Action & the Resilience Plan The project was funded by Ford Motor Company between 2000 and 2009 and hasachieve been receiving from BP sinceof 2000.[2] goal of approach, the ambitious goal 80%The reductions in GHG (less than as waste management innovations Stephen Pacala1%) and Robert H. Socolow, is to demonstrate that global are warming is a problem which can be attacked using today’s commercially available emissions by500ppm 2050, Springfield, and the United States, technologies to reduce CO 2 emissions. The objective is to stabilize CO2 concentrations under for the next fifty years, using wedges from a underway. The City adopted single stream recycling variety of different strategies which fit into the stabilization triangle. will need to dramatically improve transit access and and composts yard waste and the Commonwealth transition to zero emission vehicles (ZEV). Springfield has aggressiveFOR bans on materials going into landfills, GOALS RESIDENTS 15. By calling for national and international binding emission reductions agreements, establishing stronger standards andcharging reporting, is working with PVPC on inventory the region’s ZEV such as tofood and todemolition debris. Finally,and growing the carbon offset market by removing barriers to municipal offset committing a set ofwaste local actions reduce greenhouse gas emissions, station plan. projects, the Mayors’ National Climate Action is intended to make a statement that emission reduction projects – starting with existing cap and the city is served by a waste toAgenda energy processing BUILDING HUMAN trade programs Achieve in the US - are not only viable, but essential initiatives that must be embraced and scaled across the country, www.climate-mayors.org GOAL 100% Mass Save participation plant. Ongoing assessment and a commitment to RESILIENCE from energy assessment optimization of home the collection and transportation (HEA) to full implementation all process could reduce GHG emissions fromof trucks. The topic of resilience covers all aspects of human recommended improvements life, as we recognize that poverty, resulting low rates Work toward zero waste. of home ownership, systemic racism, inequitable The vast majority of GHG emissions are coming from access to opportunity, disproportionately high rates 100% home/renters insurance coverage heating, cooling and electrifying buildings. In addition of preventable disease and other facts of life for to ‘greening the grid’, we must do everything we can many Springfield residents make them increasingly to make our buildings energy efficient so that we are vulnerable 100% to severe weather disasters. Other access to Air Conditioning not wasting precious money and resources. To assess initiatives underway in the City are working to the achievement of the goals articulated below, we increase human resilience, and this plan supports and will need more data, specifically: the baseline of increasingly large percentage affirms theSwitch importance of those plans’ and projects’ home energy assessments in Springfield per year by 2050) of energy used from successful (80% implementation. Two aspects of human and the completion rate sorted by income as well GOALS pollutingafter fossilthe fuels to clean, safe, of 2011: resilience emerged many disasters as the baseline of implementation of recommended sustainable energy sources: solar, the importance of air conditioning and thehydro, need for improvements. The SHJ work group stresses the geo-thermal, wind, other--renters regardless property insurance for CHP, home-owners, and importance of ensuring collaboration and linkage of income ownership v. rental status business owners. Ourand research indicates that no one of existingAll (and future)owners initiatives, property andincluding renters inbut not and highlights vehicles from gas to hybrid,soelectric. existing plan these needs, they are limited to:Springfield Springfield Partners Community Action will havefor homeowners, included here. (SPCA), Healthy Grinspoon, Eversource, rentersHomes, or business-owners insurance.and Columbia Gas, and acknowledges that most people Shift increasingly large number/ are aware of Mass Save and the availability of robust percentage of trips from single vehicle energy efficiency incentives in MA, but that awareness to transit (bus, bus rapid transit, train, Allitself, residences will include does not by translate into action.air trolley) and bike (bike share, pedicab), conditioning. Just as they are required walking, ride-sharing, car-pooling, to include heating in the winter, tele-commuting, home businesses, landlords will be required to provide other means as they become available. cooling in the summer.

Increase Community Resilience

Focus on the city’s vulnerable populations where they live and work maintaining an emphasis on climate justice throughout all current and planned work.

Make Springfield Less Vulnerable - Make Springfield less vulnerable to the consequences of climate change in our region, which are primarily more extreme heat, more severe flooding, and generally more severe and unpredictable weather,

Community-wide GHG emissions results by sector

15 www.pnas.org/content/106/44/18452

- Provide actionable strategies to reinforce and build resilient community networks that increase human resilience, including confidence in government with a focus on climate justice and enhancing equity.

Excerpts Taken from Strategies Published by the City of Springfield Office of Community Development in collaboration with The Pioneer Valley Planning Commission (PVPC) Strong Healthy and Just: Springfield’s Climate Action & Resilience Plan, June 2017

SOLAR Community engagement surfaced a sincere interest in and frustration at securing solar power in Springfield. GOALS The community does not have adequate access to strategies or resources that will make solar power the number of residents who affordableIncrease and plentiful. Currently the economic by means other than benefits ofcommute solar are to notwork flowing to low-to-moderate single-vehicle from 20.5% to 55% in income home-owners and hardly ever to renters. 2030 with an increasing percentage 60% of Springfield residents rent their homes. There by 2050. is an education gap as to the benefits and financing options available with respect to owning solar PV versus leasing and a concomitant lack of access to Increase the number of on-road bike tax equity investors (tax credit appetite-issue with lanes from 2.5 miles in 2017 to 10 all federal tax credits). There is also a lack of access miles in 2020 with an ever-increasing to regional and local staff support for local retention number in 2050. of economic solar benefits and there are also some local regulatory barriers. Strategies identified should strengthen the tenant-landlord relationship; create communityIncrease cohesion/strength; keep money local; the number of regular prioritize bus technologies that have low life cycle riders. costs and low negative environmental impacts, and promote equity and equitable access to opportunity, including financial opportunity.

GOALS

Increase solar generation to make up 10% of Springfield’s community energy consumption by 2022 and 50% solar by 2050.

Ensure 50% of all low-income accounts have a 50% or greater discount from community shared solar projects by 2022.

Improve air quality.

Utilize solar to maintain a microgrid that will keep critical facilities operational duringClimate power outages. Strong, Healthy and Just: Springfield’s Action & Resilience Plan

At the time of this plan development, the forestry department has no funding to plant new trees within Springfield. They are funded to maintain and care for existingare trees and remove that pose56% safety Residents responsible for those an estimated of concerns. In order to reach a29% 100% stocking rate GHG emissions in Springfield, in transportation within the City, they would need to replace trees and 27.1% in building-heating, cooling, electricity. at a 2:1 ratio. Currently, thecan citygoisonly losing about 700 Residents’ actions, however, so far without trees per year. Unfortunately, HUDinvestment doesn’t consider significant, sustained, targeted from treesCity, to bestarting part of with the resilience strategyof defined in the implementation existing the NDRC grant, so Springfield’s proposal previously mentioned City plansforestry (2012-Present). was unfunded when the City was awarded the grant. Research suggests that determined, immediate Springfield can takeowners advantage the Gateway City action by property in allof sectors (residential, legislation, which allowsgovernment) for private tree commercial, industrial, couldplantings achieve within the city. Related funding also covers education 15 20% reduction in energy use relatively easily. and outreach. Possible strategies to reduce this concern include identifying and securing sustainable funding sources for planting trees within the city.

Thirty-one and a half percent of Springfield’s GHG emissions come from transportation and 99% of these emissions are from personal vehicles. We need to both get people out of cars as well as transition our City’s fleet to electric and hybrid vehicles that can be powered by our increasingly green grid. Actions and strategies to ‘change the way we get around’ are designed to: a) Shift modes-make it easier for people to use transit, car-pool, walk, and bike versus driving alone in a single vehicle; b) reduce Vehicle Miles Traveled GOALS(VMT)—make it easier for people to work from home, ride share, walk, bike, use transit; and c) transition to increasingly energy efficient vehicles (federal Corporate Automobile Fuel Efficiency (CAFÉ) Lead by example to implement standards) and recommendations clean fuels-electric,inhybrid, other priority this plan. technologies as they become available.

GREENING THE GRID / RENEWABLES

It WE is vitally important that actions to develop clean, GET AROUND safe, sustainable sources of energy occur concurrently with the above-described energy efficiency work. During the Community Resilience Building workshop, work groups advanced several Springfield-specific recommendations for solar and for a micro-grid downtown, but the SHJ includes a comparable interest in and commitment to researching and integrating all viable renewable energy opportunities in the city.

Increase the number of EVs/AFVs and necessary charging stations in the city. Strong, Healthy and Just: Springfield’s Climate Action & Resilience Plan

• ‘Greening the Grid’—accelerating the transition to clean, safe, sustainable energy generation and use (solar, hydro, geothermal,etc.).

Possible strategies to reduce these concerns include choosing the “right tree for the right place,” which will ensure environmental safety and increase specimen health. Continued attention to proper tree care and maintenance will also reduce the risk of tree-related hazards.

Throughout the entire SHJ planning process, we encountered both a desire to see the City leading by example with respect to climate action and resilience combined with a fear that the City would not follow through. Confidence in the City would be significantly enhanced if the City were to accomplish some of the” low hanging fruit” strategies identified throughout this planning process AND if the City made a significant effort to let people know and celebrate successes. More respectful and intentional communication is needed and the City needs to design and commit resources to do community GOAL engagement. People engaged in this process reflected that the Rebuild Springfield process worked because of massive efforts. Achieveoutreach Springfield’s climate justice goals via enhancing the quality of the City’s urban forest through proper species selection and planning, increased tree canopy cover, Strong, Healthy and Just: Springfield’s Climate Actionadequate & Resilience Plan care and maintenance, and public education on the value of trees in an urban setting.

CHANGING THE WAY

Because of the extensive damage to the tree canopy in the 2011 tornado, in addition to Springfield’s longstanding commitment to urban forestry, managing trees merits its own category of actions. There are a number of concerns related to resilience and tree canopy in Springfield. Trees can enhance resilience, but they are also a ‘threat multiplier’. Trees may pose safety issues in a weather-related disaster. If a tree planted too closely to underground or overhead utility lines is uprooted or falls, it may destroy that infrastructure, posing possible health and economic threats. Trees in poor health can also lose limbs and potentially damage property or directly harm residents. Further, poorly placed vegetation can block sight lines along roadways, increasing the likelihood of motor vehicle accidents.

• Reduce GHG emissions generated by transportation, heating/ cooling/electrifying buildings, processing waste, and water by 80% from 2015 baselines by 2050.

BUILDING CONFIDENCE IN CITY GOVERNMENT

MANAGING THE URBAN FOREST

Reduce Greenhouse Gas (Ghg) Emissions

Strong, Healthy and Just: Springfield’s Climate Action & Resilience Plan

Sustainability and Resiliency Springfield’s rebuilding and resilience planning brings focus on preparing for increasingly frequent and more severe weather events, as well as addressing systemic long-term stressors like racial and economic inequity, and poverty. To achieve resilience, Springfield’s residents must have access to a more equitable and sustainable future. Their plan published in June 2017 lays out several objectives for protecting Springfield in the future from hardship:

Strong, Healthy and Just: Springfield’s Climate Action & Resilience Plan

Sustainability and Resiliency

As noted in the overview section, economically disadvantaged residents and deindustrialization has leftEFFICIENTLY the City with a low USING tax base, leading to deferred maintenance and weakening infrastructure. For ENERGY example, the City is still using stormwater standards from 1950. The DPW believes Green Infrastructure (GI), making use of natural systems for environmental benefits (in addition to traditional infrastructure) is a good idea, as long as implementation decisions are made on a site-specific basis. From the City’s experience, success with GI is 2/3 public relations and 1/3 public perception. Standards may need to be different between public/private and in new site development vs. redevelopment, and should include off-site mitigation options because integrating GI into planned development is a challenge.

BUILDING RESILIENT INFRASTRUCTURE

GOALS

TheGOALS City owns its drainage system with 380 stormwater outfalls. The Springfield Water and Sewer Commission (SWSC) owns water rate & sewer (CSO) efficiency systems (~1/3). Increase of energy The best areas for GI are out of the CSO areas and audits by 20% by 2020 (and projects are more difficult to implement in the increasingly each decade to achieve denser downtown region. The City’s goal is to have 80% reductions by 2050). stormwater as CLEAN as possible and water quality needs to be addressed. A challenge is establishing who is responsible for maintenance. More thought Increase number of housing units that is needed for GI and CSO reduction in vulnerable complete recommended workof tothe 100% communities, as the most vulnerable areas city 2025. and do not offer much space are already by separated for GI. The best place for GI in vulnerable areas is on private property, but experience in the City has shown that convincing economically challenged residents to host green infrastructure on their property is challenging. The City favors moving incrementally because a staged approach allows learning to take place. Implementation is most likely to happen in the private sector first. There are still considerable basic needs to successfully design and implement a comprehensive GI plan for the City, including collecting and tracking data on soils in Springfield, where appropriate for infiltration, and where there is contamination, etc...

Reduce vulnerability/enhance resilience of Springfield residents

Reduce vulnerability/enhance resilience of existing and planned infrastructure.

A central challenge is how to develop a systems approach to Green Infrastructure. There are two approaches: a relatively “easy” regulatory approach, and the “ordinance approach”.

Resiliency Strategies published by the City of Springfield Office of Community Development in collaboration with The Pioneer Valley Planning Commission (PVPC) Strong Healthy and Just: Springfield’s Climate Action & Resilience Plan, June 2017

Building Code Analysis According to the 2024 International Building Code (IBC), which the state of Massachusetts and the city of Springfield have selectively amended, this project will be classified as follows: Occupancy 305.1 - Educational Group E - the use of a building or structure, or a portion thereof, by six or more persons at any one time for educational purposes through the 12th grade. 508.1 - Each portion of a building shall be individually classified... - Community elements within the project such as auditoriums, free-use gymnasiums/pools, maker-spaces, etc. will be crucial for the building program, but all will likely require their own classification.

Educational facilities need to be accessible in all manners of the term in order for each student to have an equitable and fair learning experience within the project. This includes building access, door entrances, bathrooms, elevators, ramps, seating, assembly spaces, parking, etc. The code excerpts listed are some of the many examples that must be followed from the 2024 IBC: 1104.2 - At least one accessible route shall connect accessible buildings, facilities, and spaces that are on the same site. 1104.4 - At least one accessible route shall connect each accessible story, mezzanine, and occupiable roofs in multilevel buildings.

305.3 - Storm shelters shall be provided for Group E occupancies where required in accordance with Section 423.5.

1104.5 - Accessible routes shall coincide with general circulation paths.

- This is important when constructing in Springfield, which has seen numerous tornadoes in the past 10 years. This will heavily influence my choice of building materials and overall design.

1106.2 - Where parking is provided, accessible parking spaces will be provided in compliance with Table 1106.2.

Type of Construction Schools are generally considered Type II-A construction, made of noncombustible materials (602.2). In order to pursue sustainable building methods in accordance with Springfield’s climate initiatives, heavy timber will be the primary building material (Complying with Section 2304.11). - Heavy timber is allowed for roof construction, and primary structural frame members with 1-hour or less fire resistance rating. - In locations that may require combustible building materials, sprinklers may be substituted (excluding exterior walls) (Section 601). - If the building is sprinklered, the project can be 4 stories, and 3 stories if non-sprinklered. The intention is for the building to be 2 or more stories above grade, meaning that with a sprinkler system, the maximum building area is 79,500 sq. ft. (Section 506).

Accessibility

1105.1 - At least 60% of all public entrances shall be accessible

1106.7 - Accessible parking spaces shall be located on the shortest accessible route of travel to an accessible building entrance. 1109.2 - For assembly area seating (auditoriums, bleachers, etc.) shall comply with Sections 1109.2.1 - 1109.2.5. For example, if the auditorium were to seat 500-5,000 attendees, then the minimum required wheelchair spaces would be 6, plus 1 for each 150 between 501-5,000. 1109.2.9 - All interior and exterior floor areas in dining and drinking areas shall be accessible and on an accessible route. 1109.2.9.1 - At least 5% of dining surfaces for seating and standing must be accessible throughout the facility. 1110.2 - Each toilet room and bathing room shall be accessible...at least one of each type of fixture, element, control, or dispenser in each room shall be accessible. 1111.4.14 - Swimming pools... shall be accessible and on an accessible route.

Technical + Environmental Investigations

Understanding Our Challenges

Strong, Healthy and Just: Springfield’s Climate Action & Resilience Plan

our collaborators, The resiliency strategies put in place in 2017 are a great start towards protecting these Partners for a Healthier Community (PHC), Arise for Social Justice (Arise), the University of individuals from the consequences of climate change in the region, which has been Massachusetts Landscape Architecture and Regional unprecedented in recent years in terms of disaster-potential. However, many of these Planning (LARP), and the office of Civic Engagement andproposal Service-Learning strategies put in place are addressing housing inadequacies, whereas this seeks (CESL) are grateful for the opportunity to to target the youth for greater success to have a prosperous future, becoming impactfulfacilitate this planning process. As Paul Hawken eloquently stated in his recent work, community members and ultimately furthering the improvement of the city of Springfield, Drawdown, the most comprehensive plan ever proposed and beyond. to reverse global warming:

Much of this problem will be addressed through programming, creating an idealized To be clear, our organization did not create or social environment to serve all students, including the majority of minority students who We do not have that capability or selfdevise a plan. appointed mandate. In conducting our research, are struggling academically, economically, linguistically, etc. to fit into an educational a plan, a blueprint that already exists in environment that year after year has struggled to support their students duewe to found outside the world [in our case—in the City of Springfield] factors. in the form of humanity’s [Springfield’s] collective wisdom, made manifest in applied, hands-on In terms of the building itself, the exterior will blend into the surrounding context while practices and technologies that are commonly integrating within the landscape, and using sustainable building materials and cladding available, economically viable, and scientifically systems to meet the required energy code and ‘green-grid’ initiatives;. Internally, the in Springfield’s case, being implemented valid [and project seeks to separate itself from previous models, focusing on creating an oasis for and/or planned]. struggling students.

Social Vulnerability - Springfield, MA Social Vulnerability Index 19 - 24 25 - 28 29 - 32 33 - 36 37 - 42 Neighborhood Boundaries

The results of the assessment process informed a Strategies and Actions Ranking Matrix (SARM included in Supporting Materials), into which we integrated the results of our resident and stakeholder outreach meetings. The resulting tool produced a list of prioritized strategies and actions, based on the City priorities and shared values of: social justice, equity (equal access to opportunity), climate action, local involvement in design and decision making, creating layers of protection by working at multiple scales, design in flexibility and adaptability, and leveraging building cycles. Text

The SARM is included in the supplemental materials and available for immediate download here: http://www.pvpc.org/sites/default/files/doc-stronghealthy-just-springfield-climate-action-resilienceData represented by U.S. Census block groups. plan-2983.pdf Data source: U.S. Census Bureau - American Community

quality, and increasing opportunities for walking and bicycling improves residents’ health. These are just some of the co-benefits of addressing climate change at the local level.

Social Vulnerability Map PVPC, Collected by U.S. Census Bureau

Pioneer Valley GHG Reduction Target 80% Scenario 10.0

GHG Emissions - MMTCo2e

We followed a transparent and logical process to identify and prioritize the myriad actions needed to accomplish climate action and resilience in Springfield. First, we created a Climate Action & Resilience Assessment Tool (CARAT—included in Supporting Materials) to inventory and compare the City of Springfield’s existing climate and resilience related actions and strategies to best management practices gleaned from highly-regarded, successful climate action/resilience plans from similar cities

1. Age (percent under 5 and over 65) 2. Race (percent nonwhite) 3. Ethnicity (percent Hispanic) 4. Gender (percent female) 5. Language (percent low English proficiency) 6. Mobility (percent no vehicle) 7. Income (percent below poverty) 8. Wealth (median home value) 9. Residence (percent renters & length of residence)

Social Vulnerability Map

As we have facilitated this planning process, we

Due to the overwhelming number of students in need in Springfield, it will be important “found” this plan—in existing City plans, in the actions strategies of City departments, in the to utilize the unlimited potential of the site in terms of zoning and regulations to and create a business and not for profit community and in the project that is large enough to address these issues, yet not intrusive upon the surrounding lived experience, needs, desires, and choices of city community. Rather, to create a natural focal point within the community residents. to foster success for the future.

Understanding Our Challenges Contributing Factors:

Survey 5 Year Estimates 2015.

8.0 6.0

Industry Electricity

2.0

Building Heat

Transportation

0.0 1990

8.0 6.0 4.0 2.0

Electricity (22%)

Agriculture (0.1%)

10.0

4.0

The City has set an ambitious goal to reduce emissio by 80% by 2050. In order to hit this target, Springfi officials, residents, businesses and visitors will need to play a role in the implementation of th climate action recommendations. In order to tr emissions over time, ICLEI’s2 protocol recommen carrying out a thorough greenhouse gas emissio inventory every five years at a minimum.

Industry (18%) Pioneer Valley GHG Reduction Target 80% Scenario Industry

Waste (1.2%)

Electricity

Industry (18%) Electricity (22%)

Building Heat

Building Heat (26%)

Building Heat (26%) Transportation

0.0 1990

Transportation (32%) 2000

2010

2020

2030

2040

2050

Year

Transportation (32%) 2000

2010

2020

2030

2040

focus of this climate action and resilience plan as th account for 97.9% of overall GHG emissions. Wat wastewater processing, solid waste management a fugitive emissions are responsible for the remain of emissions (2.1%) within the City of Springfield.

NEXT STEPS

Agriculture (0.1%) Waste (1.2%)

GHG Emissions - MMTCo2e

Of the many issues that face this project, the primary goal will be addressing resiliency challenges among the population inhabiting the proposed building. Based on the demographic investigations, it is clear that students that attend Springfield schools are drastically under-served in comparison to the greater population of Massachusetts. This must be addressed in order to protect from further damage in terms of academic success of students, future endeavors, and ultimately the safety and well-being of these students and their families. The Pioneer Valley Planning Commission (PVPC) and

2050

Year Community-wide GHG emissions results by sector

Springfield’s commitment to climate action is w supported by the Commonwealth of Massachuse which is recognized as a leader in the coun with respect to climate action and clean ener Massachusetts was one of the first states to ad a renewable portfolio standard, committing Commonwealth to an ever-increasing amount renewable energy, and in 2008, with the passa of the Global Warming Solutions Act (GWSA), the st committed to 80% reductions in GHG emissio which was consistent with guidance from Intergovernmental Panel on Climate Change (IPCC the time.

GHG Emissions Reduction Target

Community-wide GHG Emissions Results by Sector

PVPC

The actions summarized at the end of this plan are the top priority actions identified by this planning process. A broader range of action are included in the SARM and are necessary to achieve the very

KEY FINDINGS

There are a variety of emissions sources and activities included in the community-wide inventory. The largest contributor is energy use in buildings (residential, industrial, and commercial) which accounts for 68.5% of Springfield’s overall emissions. The next largest contributor is transportation (vehicles, transit, trains) with 39.5% of the overall emissions. Actions

2 We used the ICLEI-Local Governments for Sustainability G

09 Precedent Analysis An important resource that served as the foundation of this thesis research is Thomas Hille’s Modern Schools: A Century of Design for Education. This compilation of “modern” schools throughout history serves as a catalogue of significant precedents that challenged preconceived ideas for what educational facilities were meant to look like in various locations around the world. Each project presented is characterized by a paradigm, or a philosophical framework that Hille categorizes as a “unique approach to school design” (Hille).

The Health-Centered School

The Child-Centered School

The Natural School

https://hiddenarchitecture.net/open-air-school/

https://docomomo-us.org/register/crow-island-elementary-school

https://www.culturezohn.com/cultured pearls/2020/12/22/richard-neutra

Jan Duiker Open Air School, Amsterdam, (1927-1928)

Eliel and Eero Saarinen, Crow Island School, Winnetka Illinois (1939-1940)

Richard Neutra, Kester Avenue School, Van Nuys, California (1961)

The Associational School

The Interactive School

The Situational School

https://www.architectural-review.com/archive/three-schools-by-hans-scharoun

https://www.ahh.nl/index.php/en/projects2/9-onderwijs/113-apollo-schools

https://www.behnisch-partner.de/projects/educational-buildings/schaefersfeld-secondary-school

Hans Scharoun’s Geschwister Scholl School, Lunen Germany, (1959-1962)

Herman Hertzberger, Apollo Schools, Montessori School, Amsterdam (1980-1983)

Gunter Behnisch’s Hauptschule “Auf dem Schafersfeld,” Lorch Germany (1982)

The Circumstantial School

The Interstitial School

https://www.morphosis.com/architecture/14/.

Many architects have attempted to shift the traditional educational model, each with their own focus and problem-solving strategies, highlighting “the potential role that architecture can play in the creation of better learning environments” (Hille). Each project mentioned in this book represents a previously unseen approach to school design as a way of challenging assumptions and presenting the design potential of a new prototype. The paradigms are described as follows by Hille:

The Health-Centered School - Focuses on health and hygiene in the learning environment as a means to promote healthful living. The Child-Centered School - Focus on the individual’s needs related to diversifying learning activities and deinstitutionalizing the school environment. The Natural School - Relationships to nature as a way to diversify the learning environment and enhance its experiential qualities. The Associational School - Emphasize the development of social relationships in the learning environment as a way for individuals to integrate with society. The Interactive School - Promotes diverse learning activities through direct interaction with the learning environment. The Situational School - Respond to specific situations of the physical context to support individual freedom of expression in the learning environment. The Circumstantial School - Responds to specific circumstances of the physical, social, cultural, and historical context of the school to create a meaningful sense of place. The Interstitial School - Responds to critical in-between conditions in architecture that inform and diversify the educational experience by mediating between contrasting elements of the physical environment. (Hille, 247).

John and Patricia Patkau, Seabird Island School, Agassiz British Columbia (1988-1991) Morphosis Architects, Diamond Ranch High School, Pomona CA (1997-1999)

Project

In the beginning of this process, the majority of precedents that were analyzed were school buildings, as the project was not nuanced enough at this stage in terms of the problem it was trying to solve with regards to youth education. However, there was still value to be gained from each building. The primary goal in analyzing the various school paradigms mentioned by Hille would be to ultimately combine aspects of each into a project that addresses issues of youth education with architectural solutions. In essence, each of these paradigms touches upon a few of these problems, but it is not yet clear whether any of these projects were capable of addressing every issue. Many of these problems might not be able to be solved architecturally, but they must be addressed within the project in one way or another. Some of these problems may be as simple as encouraging socialization and interaction between students/faculty in an increasingly socially distant world. These problems can be more complex, involving socioeconomic issues, language barriers, failures within the American education system, and more. The role of the architect is to hand-pick certain problem-solving strategies to combat these issues. Architects have unlimited resources at their disposal in terms of precedents, consultants, technology, building materials, and innovative potential. In order to harness these resources, they must be in an accessible format. As a first step, cataloging precedents has the potential to be successful for the development of a new kind of prototype. Because there is such variety in the school building typology worldwide, it will be beneficial to categorize, compare, and contrast the varieties of ways in which architects have approached the plan, the section, the programming, etc. of new school buildings.

Typology

This school essentially acts as an urban block, centered within an urban residential district in Denmark. The plan involves clusters of classrooms facing outwards towards the context. A central atrium connects each floor of the project, allowing for visual communication between every level. Students play between classrooms, with access to climbing walls, running areas, etc. to expel energy before attending class. Frederiksbjerg School, Henning Larsen Architects, Aarhus, Denmark (2016)

Classroom Clusters https://www.archdaily.com/frederiksbjerg-school

This project is within an urban port/shipping area , mimicking the shipping containers within the context. An all-hours common area at the ground floor hosts various public programs serving as the activity and socializing area for the school, and the community. Classrooms above are able to be isolated for learning. Materiality is important, acting as a teacher itself for positive climate resiliency.

Copenhagen International School, C.F. Møller, København, Denmark (2017)

Ground Floor Transparency https://www.archdaily.com/copenhagen-international-school

Hertzberger intended to create a setting that is inviting for reluctant teenage students. Organize the spaces to reflect an interior city, with unlimited areas for social interaction. Emphasize the performances, the interactions, and the art of students, including after school hours. Square footage allows for 1200 to 1600 students to move beyond the containment of the classrooms into an interior street or ‘urban’ area.

Montessori College, Herman Hertzberger, Oost, Amsterdam (1993-2000)

Billerica High School, Perkins + Will, Billerica, MA (2020)

City/Street in the Sky https://ahh.nl/monttessori-college-oost

Classroom Wings, L-Shaped Public Plan https://perkinswill.com/billerica-memorial-high-school

In this precedent matrix, I seek to visualize the architectural potential of this new “school-adjacent” building, looking towards the precedents’ applicability towards my goals, as well as the context in which this project falls within.

Marysville Getchell High School, DLR Group Marysville, Washington (2010)

Description

Campus-Style Learning Community https://www.archdaily.com/marysville-getchell-high-school

An L-shaped plan with classroom wings branching off for individual learning. Classrooms meet the “interdisciplinary hub” in the corridors, allowing for visual and physical connection to various studies shared by classmates, including arts, music, woodworking, and other disciplines. The project was a phased construction, replacing an existing building that delicately needed to be replaced during an on-going school year. The ground floor is accessed outside of school hours with various programming supporting the community. The four buildings of this project are centered on an inner courtyard. New educational programs in the district led to the four educational structures placed throughout the site, representing four separate programs designed for the area: Global Connections, International School of Communications, Bio-Medical Academy, and the School for the Entrepreneur. A central Community Commons houses shared activities such as P.E., the café, and support spaces. The four schools are similar in design, with an open floor plan and dispersion of learning spaces with a system of movable interior walls allowing for adaptive use over time.

Frederiksbjerg School

Site Analysis

Henning Larsen Architects + GPP Architects Aarhus, Denmark Completed: 2016 Usable Area: 160,000 ft2 Population: 1000 Students The first school in Denmark to meet the demands of the Danish school reform of 2013. The law focuses on learning through movement and sensation as well as openness and community creation. The design revolves around facilitating activity throughout the school, from the playground to the classroom, in the hopes of encouraging sustainable learning through fun physical activity.

Site Plan and Context

The school is situated in the district of Frederiksbjerg in Aarhus city center. This area is already a gathering point for the children and youth. On the exterior, the school adapts to its historical surroundings by means of heights and materiality. The site is a residential zone, with various school buildings acting as the focal point. This district is essentially a residential island – disconnected via rail yards to the north. The project is also at the intersection of two major arteries serving this district. Image Credits: Hufton + Crow

Image Credits: Hufton + Crow

Image Credits: Virklund Sport

Image Credits: Peter Nørby

Image Credits: Hufton + Crow

Building Organization

Performance and Systems

The school is organized around a large central atrium, with clusters of classrooms and activity spaces revolving around the center. Vast hallways and various stairwells provide ample opportunity for children to run and play between their scheduled classes, “prioritiz[ing] space and opportunities for movement in order to achieve all the well-documented benefits of physical activity at school” (Henning Larsen). These key organizational elements are specifically fitted to different age groups and levels of understanding and motion, either through scale, specific placement of elements, or degree of activity. Terraces on each floor work as learning and playing areas, with basketball courts, seating, and other outdoor amenities. The terraces point outward towards the urban context, where each terrace is accessible to the public outside of school hours. Sectionally, the administration, daycare, and younger students are placed on the ground and first floors, the middle grades students are on the second floor and the oldest students are on the third floor. All inhabitants meet in the vertical atrium, connecting physically, and visually the various floors, strengthening the connections made between students and faculty. Between, there are study areas nested within window sills or study areas, creating quiet rooms for individual study.

The school’s facade incorporates windows of varying dimensions that enable students and staff to experience a natural progression of sunlight over the course of the day. With these strategically placed windows, the architecture of the school supports a variety of different learning settings and creates natural daylight variation as the sun moves across the sky.

THIRD FLOOR

SECOND FLOOR

Inspired by the lighting environment created around a campfire, the classrooms also offer adjustable pendant lighting and focused-source lights. Developed and evaluated as part of one of our in-house industrial PhD researches, these lighting options have proven to alter the atmospheric quality of the classroom setting, improving concentration and reducing noise levels significantly.

Image Credits: Fotografhuset

Image Credits: Jørgen Weber

FIRST FLOOR

CLASSROOM CLUSTER EXTERIOR TERRACE ATRIUM

https://www.archdaily.com/frederiksbjerg-school

Glazing Types

Structure / Enclosure

Sustainability In production, 1m2 of new brick produces the same amount of carbon as 60m2 of reused brick. To reduce carbon footprint, the entirety of the brick facade is locally sourced from existing buildings. 20% of the cladding stems from the old St. Annagades School, which resided on the site. These patinated bricks allow the new construction to blend into the existing context, adding a warm and welcoming expression to the building.

School buildings: Spaces for Learning and the Community, p. 202

Steel Wide Flanges Corrugated Metal Roofing

https://www.archdaily.com/frederiksbjerg-school

Sct. Annagade School (formerly on site)

https://henninglarsen.com/projects/frederiksbjerg-school

Image Credits: Hufton + Crow

Recycled Brick Skin Reinforced Concrete Wall Assembly Glazing - Sills/Openings sized for pupils Steel/Concrete Structural Elements

Image Credits: Hufton + Crow

Billerica High School

Site Analysis

Perkins&Will Billerica, Massachusetts Completed: 2020

• The initial project considerations involved completely relocating the Billerica high school; however decisions were made for the project to remain on the same 31-acre site as the old school, which also holds the town hall and the fire and police departments. The old school needed to operate during construction, requiring a phasing plan to integrate the new construction onto the site without disrupting the academic year.

Usable Area: 325,000 ft2 Population: 1600 Students Grades Served: 8-12 Perkins&Will partnered with students, staff, and community members to ensure that the town’s largest civic building “embodied its aspirational commitment to education while respecting its historic civic legacy” (P&W). They call their design concept “reflection with direction—honoring the past, aiming for the future,”which is interlaced throughout the project. This new facility would not only be a school, but a community center, with public access to the gymnasium, auditorium, and dining commons for the town of Billerica. This was to replace the existing 1950’s school building, which did not serve the students of Billerica in a way that suited the times.

• The new building was pushed to the southwest corner of the site, connecting more closely to the surrounding residential context. • In terms of a broader context, the school is surrounded by the1800s industrial language of old Billerica, which informed a design that connects “distinct elements to speak a humble material language” (P&W). This language stands as a metaphor for the goal of creating a “maker” classroom, a part of the school’s guiding curriculum with its STEAM labs and other makerspaces throughout the project.

Image Credits: Chuck Choi

• The project’s spire near the South entry is reminiscent of the historical mills and their towering smokestacks, becoming a key design element.

Image Credits: Chuck Choi

Talbot Mill - Concord River, Billerica MA

Image Credits: Paul Keleher

https://www.architecturalrecord.com/articles/Billerica-memorial-high-school

North Billerica - 1887

https://www.ushistoricalarchive.com

Building Organization

Structure / Enclosure

The L-shaped plan emphasizes collaboration and evolution through critical thinking - the focus of education today. This can be seen through the connections made between disciplines with the “interdisciplinary Spine” intersecting each of the classroom wings.

Traditional red brick covers each of the outward-facing elevations, with elaborate texturing of the brick layers to add a “dynamic, playful edge” — expressing what schools do for children. In contrast, the inward-, north-facing elevations are clad with painted metal panels, which provide reflection and a sense of depth.

Level 2 Plan

With academics along one leg of the “L,” and arts programs on the other, this allowed for a connection point at their intersection with public programming involving multi-story atrium spaces, an accessible gymnasium, and a multi-level auditorium. To keep the scale of the building sensitive to the context, the building is only four levels, with three above-grade. Programs are dispersed evenly throughout the building, utilizing the horizontal nature of the plan to disperse resources, rather than creating one large media center for example. As an entry strategy, the team envisioned students entering from the east in the morning with early light playing off the facade. And they designed the massing of the academic bar, containing the classrooms, to ensure even light in those spaces throughout the day.

While the structure for the academic side of the building is steel, the public wing and the commons atrium use an exposed spruce-glulam-timber structure for the roof. This system is not only sustainable, but provides an aesthetic warmth that blends well with the soft indirect light penetrating the roof openings. Within the public atrium, it seamlessly connects the wings of the building with the rest of the program.

Level 1 Plan

Lower Level Plan

Image Credits: Chuck Choi

North “Steel” Entry

Image Credits: Chuck Choi

East Auditorium Entry

Image Credits: Chuck Choi

South Field Entry

Image Credits: Chuck Choi

Skylight Construction Detail

Atrium Concept Sketch

Image Credits: Perkins + Will

Sustainability Sustainable strategies can be seen in the assembly and performance of the project. In terms of building envelope, the project uses high-performance insulation, paying close attention to thermal bridging within the New England climate. To maximize the 28% glazing budget, the designers carefully allocated glazing to maximize daylighting. This can be seen in the atrium skylights bringing light down into the multilevel spaces. On the interior, active dimming systems for its all-LED lighting, which reduces electric lighting demand by 44 percent, “these decisions help achieve a site energy use 59 percent below the regional average for the building type” (P&W). Efficient mechanical systems are used throughout the building as well, integrating the demanding mechanical systems with the semi-passive ventilation system seen in the atrium space. The use of mass timber within the atrium is not only an aesthetic choice, but a carbonconscious choice as well. Image Credits: Chuck Choi

Flexible Classroom

Image Credits: Chuck Choi

Interdisciplinary Lab

Image Credits: Chuck Choi

Gary Comer Youth Center Lessons Learned: Organizational Parti

John Ronan Architects Chicago, Illinois Completed: 2006

• The concept of sinking the largest programmatic element (the gymnasium) below grade to create a unique sectional quality to the project was integral to the success of the building, as it provided sightlines to all of the major spaces, as well as maintaining a sensitive scale to the surrounding neighborhood context.

Useable Area: 75,000 ft2 Educational/Youth Center 600 Seat Performance Venue The Gary Comer Youth Center is a precedent that was introduced late into the development of this project, but has been integral towards the final outcome of the concept. The center, is meant to act as a constructive environment for youths in the area, providing performing arts programs for a 300-member dance troupe, spaces for various youth educational and recreational programs, and an adaptable gymnasium at its core, with deployable theater seating, an 80’x30’ performance stage all visible from the wrapping cafe, computer labs, and other programmatic elements. It reinforces the idea that youthfocused environments can succeed without rigid academic structure by prioritizing interaction and visibility. The project supports youth development through athletics, mentorship, and communal gathering, reinforcing the idea that learning extends beyond formal classrooms.

Section Drawing

Image Credits: Steve Hall/Hedrich Blessing

• With the gymnasium being flexible, it creates a unique integration of athletic and performing arts programs that youth centers tend to keep separate. This way, opportunities are provided to students at every level.

Interior Basketball Court from Above

Image Credits: Chris Lake

• The incorporation of green space within the court of the building creates a necessary oasis away from the bustling concrete-scape of Chicago, while providing ample light access to all areas of the building.

Upper Courtyard

Interior Basketball Court

Image Credits: Steve Hall/Hedrich Blessing

Image Credits: Hoerr Schaudt

Lower Level Floor Plan

Image Credits: Steve Hall/Hedrich Blessing

Image Credits: John Ronan Architects

Design Process / Sketches

19 18

20 21

When the project began to take shape, it became clear that the initial ideas for the program drawn at the beginning of this process were not clear enough to generate schematic approaches. This, paired with the in-depth evaluation of the site, led to the conclusion that the program would need to be distilled into three main programmatic volumes: Extended Learning/Community Development, Athletics, and Performing Arts.

+ COMMUNITY DEVELOPMMENT

04 05 68

Performin Arts

Final Program

PROGRAM

Extended Learning + Community Development

Athletics

15 Performing Arts

Athletics

EXTENDED LEARNING + COMMUNITY DEVELOPMMENT

Lastly, the Performing Arts volume would have a direct dialogue 17athletics volume via the multipurpose gymnasium, which with the PERFORMING ARTS ATHLETICS houses a stage with the necessary support spaces. Within the volume, there would also be space for dance studios, practice spaces, band rehearsal,16 choir rooms, dressing rooms, and a recording studio. By considering each of these groupings of program separately, to then weave together in future development, the immense scale of the project was broken down to be best considered in schematic EXTENDED LEARNING form.

Extended Learning + Communit Developme

ATHLETICS

The Athletics volume would make up the majority of the building’s square footage, as the building 19 sought to house each of the major athletic programs indoors. These include an indoor, Olympic-sized 10 a flexible 11 18 pool, an indoor multipurpose gymnasium, and 25x50m lap 20 indoor soccer field. The challenge with these schemes would be to consider how best to integrate the large standardized dimensions of 21 these spaces with the other two programmatic volumes.

PROGRAM

PERFORMING ARTS

The Extended Learning/Community Development volume would consist of classrooms, tutor areas, a library, a maker space, student lounge spaces, a social services center, and more to best represent the traditional youth center program. Here, students would have the ability to attend after-school study sessions, financial literacy courses, language courses, community outreach programs, and more to fill their time after school, and between school breaks.

COMPONENT

Classrooms

Tutor Rooms

Library

Maker Space

Student Lounge

Reception

Indoor Soccer

Fitness Center

Spectator Zone

Indoor Swimming

Locker Rooms

Basketball Courts

Dance Studios

Large Practice Room

Auditorium

Dressing Rooms

Recording Studio

Practice Rooms

Site Approach, Liberty Street Image Credits: Google Earth

Initial Schemes The initial approaches to the site looked to balance green space with built form. However, the program needed to be developed further in order to understand the space requirements of the building, especially when considering the athletic components. The process began from a top-down view of the site, considering adjacent building programs, potential site access, and the creation of new connections within the city of Springfield. At first, the project sought to put green space at the forefront of the design, essentially creating a new park within the industrial city center to connect to the city’s redevelopment plans. Once the program reached a level where assignable square footage could be applied to the building massing, the park was removed from the design due to the required lot area for the building. At the forefront of the building’s approach was how best to address the two entrances to the site. Liberty Street was found to be less trafficked than Chestnut Street, ultimately leading to the decision to address Liberty Street more intimately with a built streetfront. Chestnut Street would provide vehicular access to parking zones for the project, while Liberty Street could remain a quieter pedestrian-friendly access point.

Linear Scheme

Tower Scheme

The initial sketches looked at three different typologies: a linear form, a tower-esque form, and a campus typology, gathered from the earlier precedent studies. I was drawn primarily to the linear strategy, as it created an intimate site condition for users of the building, but the nature of the athletics program made this scheme difficult to arrange, given that there was an existing building on the site that was to be left untouched. Ultimately, the project began to take a turn with further development of the design towards a more compact approach, while still attempting to retain the original instinctual intentions for the site.

Campus Scheme

Scheme 01

100

200

Plan

Section

Scheme 01 sought to explore the implications of occupying the corner of the site, while creating a built-up wall along Liberty street to address the adjacent school building, and provide shelter from the street traffic. The scheme sought to provide adequate outdoor green space, while balancing the parking requirement of the building. Placing the Extended Education volume on the interior side was a not-so desired choice, as it isolated the student component to not be as visible to the street.

Athletics

Site Axonometric

Performing Arts Extended Education Green Space

Concept Sketch

Scheme 02

100

200

Plan

Section

Scheme 02 looked to disintegrate the athletics program into multiple volumes, connected by a continuous spine, thereby solving the issue of visibility towards the extended education component of the building. The performing arts component directly addresses the parking area, as this would most likely be a frequented portion of the building, separate from the rest of the program. The athletics and extended education volumes could interact much more directly, and this connection is emphasized by various courtyards and green spaces puncturing the volumes.

Athletics

Site Axonometric

Performing Arts Extended Education Green Space

Concept Sketch

Scheme 03

100

200

Plan

Section

Scheme 03 condensed each of the major programmatic volumes into one compact building format, maximizing exterior space to be used for outdoor play, light access, and greenery. Between the major volumes, the white diagrammatic bars represent service areas that feed into each program (i.e. locker rooms, circulation cores, storage areas, etc.). These services areas would also be light-wells, allowing light into the central areas of the building that may not have access to exterior windows. The challenge of the slight slope of the site was made most evident here, as the right corner of the plan would need significant work in order to be convincing as an exterior space.

Athletics

Site Axonometric

Performing Arts Extended Education Green Space Service

Concept Sketch

Design Process

Mid Review The selected scheme takes aspects from each of the initial explorations. More specifically, the project now acts as a compact form, with the large athletics volumes sandwiched between programmatic spines consisting of the performing arts and continued education programs. The building fronts Liberty Street with a clear linear entry and drop-off sequence, meant to react naturally with the adjacent charter school. Primary vehicular access occurs from the busier Chestnut Street, accessing the other end of the project. Although industrial zoning allows for a large footprint, the project intentionally responds to the surrounding urban fabric by modulating massing and incorporating new green spaces that align with the city’s redevelopment ordinances.

Organizational Parti

It was challenging at first to organize the plan around the athletics volumes as their prescribed standard dimensions meant they were not as flexible as the other programs. The other elements needed to thread seamlessly between the volumes to create a cohesive whole. Volumetrically, the decision to sink the athletic volumes below the site datum sought to soften the building’s perceived scale and activate the landscape in a meaningful way, effectively giving the building a greater sense of place. It also created a unique sectional quality to a building residing on a primarily flat site, creating unique user experiences to see up, within, down, and outside of each major program area. The design of the roofs was a significant topic in this review, and continued to be a challenge throughout the rest of the semester. The decision whether to make each athletic volume unique with their own roof form, or homogenize the roof entirely was a decision that would need to be made

DATUM LINE PLAYING FIELDS

Volumetric Organization

Site Axonometric

Site Plan: NTS 82 83

OF 0

CO 0

E PR AC 31 00 TICE SF RO

PT IO SF N

RE 37

EN TO

TO W

KI 50

IN G BO SF OT

IN G ST SF UD

RD 00

S CE SF NTER

TN 67

CA 00

T AI SF D

FI CE

TO W

SP SF ACE

AK 32

FI CE

OF SF

M IN 50

CLASSROOM

625 SF

STUDENT LOUNGE OPEN TO BELOW

2100 SF

COMPUTER LAB 1200 SF TUTOR / STUDY 150 SF

SOCIAL WORKER

THERAPIST

150 SF

SPEECH PATH. PSYCHOLOGIST 150 SF

150 SF

ADMIN LOUNGE 625 SF

OPEN TO BELOW CUBBY AREA TUTOR / STUDY 150 SF

LIBRARY / MEDIA CENTER 2100 SF

OPEN TO BELOW

GALLERY 3200 SF

OPEN TO BELOW

??? 5125 SF

Lower Level Progress Floor Plan: NTS 84

GREEN ROOF / TEACHING GARDEN

The mid-review sought to push the program of the building further, creating a stronger link between the athletic programs taking up the majority of the square footage of the building, and the smaller programs throughout the project. The greatest challenge would be rationalizing the 400’+ long corridors, while providing enough visual interest and inhabitable spaces along the way.

PRIMARY ENTRY SERVICE ENTRY

CAFE

MAKER SPACE

4000 SF

3200 SF

KITCHEN 500 SF GARBAGE/RECYCLING 600 SF

ADMIN OFFICES

500 SF

INFO OFFICE 400 SF

LOBBY

FIRST AID 150 SF

LOCKER ROOM 575 SF

FITNESS CENTER 6700 SF

LOCKER ROOM 575 SF

OPEN TO BELOW

POOL STORAGE 860 SF

OPEN TO BELOW

COACH 180 SF

RECEPTION 375 SF

OFFICE PRIMARY ENTRY

LOBBY

120 SF

OFFICE 120 SF

PRACTICE ROOMS 80 SF

LARGE PRACTICE ROOM 3100 SF

MUSIC LOUNGE

OPEN TO BELOW

RECORDING BOOTHS 150 SF

RECORDING STUDIO 1200 SF

Ground Floor Progress Plan: NTS 86

FITNESS CENTER (LOWER LEVEL) 3700 SF

LOCKER ROOM

GYMNASIUM STORAGE

500 SF

900 SF

POOL PUMP ROOM 1000 SF

DEPOT / STORAGE

DANCE STUDIO

1200 SF

1550 SF

DRESSING ROOM

250 SF

LARGE DANCE STUDIO 2500 SF

Second Floor Progress Plan: NTS 88

B CLASSROOM

625 SF

CLASSROOM 625 SF

STUDENT LOUNGE OPEN TO BELOW

2100 SF

COMPUTER LAB 1200 SF TUTOR / STUDY 150 SF

SOCIAL WORKER

THERAPIST

150 SF

SPEECH PATH. PSYCHOLOGIST 150 SF

150 SF

ADMIN LOUNGE 625 SF

OPEN TO BELOW CUBBY AREA TUTOR / STUDY 150 SF

LIBRARY / MEDIA CENTER 2100 SF

OPEN TO BELOW

GALLERY 3200 SF

OPEN TO BELOW

??? 5125 SF

GREEN ROOF / TEACHING GARDEN

Site Section A: NTS

Site Section B: NTS 90

Sectionally, the project gained significant traction, as the three major volumes finally began to interact at a more detailed and experiential level. The challenge would be to finalize floor-to-floor heights, especially below grade so as to avoid excessive height to an immense project footprint.

Gate Review

Roof Structural Systems

Steel Structural Grid

Hybrid Steel / CLT Mass Timber Structure

The structural system evolved following the mid review, and effectively solidified the organization of the program, allowing for a clear logic of dimensionality to take shape. Using a hybrid structural system of steel spanning members, and a 5-ply CLT floor assembly, the building was able to achieve the long spans desirable in the activity spaces, without unnecessarily deep floor assemblies, while still providing warmth and character to the interior that would otherwise be absent in the surrounding context. The long spans also allow for flexibility in programming in the future, allowing for alterations to be made. Additionally, the hybrid system is cost-effective, using prefabricated components, and sustainable with the use of recycled steel, and intentionally sourced timber. 92

09 10

10 12'-0"

A 11

16'-6" 12'-0"

Lower Level Floor Plan: NTS 94

16'-6"

12'-0"

1. Lower Entry Atrium 2. Depot / Storage 3. Dance Studio

4. Dance Studio 5. Band Practice Room 6. Stage

7. Gymnasium Storage 8. Fitness Center 9. After-school Activity Room

10. Pool Pump Room 11. Mechanical

03 10 11 01

04 05

First Floor Plan: NTS 96

1. 2. 3.

Street Level Entry / Atrium Cafe Kitchen

4. 5. 6.

Atrium Music Practice Rooms Recording Studio

7. 8. 9.

Chorus Practice Room Fitness Center Fitness Center Storage

10. Maker Space 11. Admin Lounge 12. Admin Offices

Second Floor Plan: NTS 98

C 03

1. 2. 3.

Student Lounge Pool Spectator Art Studio

4. 5. 6.

Costume Design Lab Terrace Storage Green Roof Terrace

7. 8. 9.

Library / Media Center Classrooms Support Offices

Section A: NTS

South Facade: NTS 100

Further development of the facade would come following the Gate Review, as final program organization changes were taking place. Additionally, the structural system of the roof forms still needed to be resolved in order to make accurate judgment for window proportions and placement throughout the skin of the building to integrate the roof form to the rest of the massing. Final landscape design would also be included in the composition of the facade.

101

02 01 03

Section B: NTS

West Facade: NTS 102

1. 2. 3.

Street Level Entry/Atrium Student Lounge After-School Activity

4. 5. 6.

Fitness Center Library/Media Center Dance Studio

7. 8. 9.

Chorus Practice Room Green Roof Terrace Stage

103

Section C: NTS

North Facade: NTS 104

105

Lower Level Entry

Lower Level Atrium

Lower Level Ramp

Street Level Entry

Entry Atrium

Pool Courtyard

Multipurpose Gymnasium

Indoor Pool

Indoor Soccer Field

106

107

Final Design

The final design centers on creating a safe, community-based learning hub that supports Springfield’s vulnerable middle and high-school populations by supplementing the gaps found in traditional school environments. The building consolidates athletics, performing arts, and extended education into three primary program volumes that are stitched together by shared circulation and service bands. At the heart of the concept is a sunken athletic core; an excavated zone that anchors the sectional strategy while reducing the building’s massing at street level. The performing arts and education/community development wings flank this central volume, allowing all programs direct visual and spatial connection to the building’s core activities. Circulation is centralized to maximize chance encounters between 108

students, mentors, and community members. Two courtyards cut through the interior to bring daylight and ventilation deep into the plan, strengthening orientation and integrating outdoor spaces into the daily use of the building. The project takes advantage of the extents of the site, with manipulated landscape aiding reducing the scale of the project. At the site parking lot, the topography slopes downward to enter the building at the lower level. To reach the street level entry, the topography gently slopes upward towards the street in order to connect the visitor to both entrances. One of the inner courtyards also slopes with the topography, effectively connecting the lower level to the street level with a topographic gardenscape. The warmth of the timber material with ample surrounding vegetation breathes new life into this industrial site. 109

OPEN TO

LOBBY

MUSIC

SF LOUNGE

PRACTIC

OFFICE 120 SF OFFICE 120 SF

ROOMS

3100 ING

RECORD

STUDIO

OFFICE 185 SF

500

L ROOM SF

CONTRO

PRACTIC

1870

CHOIR

COACH 115 SF

ROOM

500

ELECTRIC 100 SF

STORAG SF

I.T.

POOL

OPEN TO BELOW

JANITOR 100 SF

20'-0"

15'-0"

MACH. 130 SF ROOM

ELEV.

15'-0"

30'-0"

CAFE 4000

CENTER 700

FITNESS

STORAG

5500 CENTER SF

FITNESS

40'-0"

KITCHEN 900

45'-0"

30'-0"

ENTRY

10'-0"

PRIMARY

30'-0"

Springfield Site Plan: NTS 110 495'-0"

20'-0"

30'-0"

20'-0"

10'-0"

3200

SPACE SF

MAKER

INFO

30'-0"

400 OFFICE SF

FIRST 150

AID

30'-0"

575 LOUNGE SF

ADMIN

40'-0"

30'-0"

800 OFFICES SF

ADMIN

40'-0"

15'-0"

30'-0"

BELOW

COACH 115 SF

315'-0"

111

30'-0"

40'-0"

OP TO

SIC

TIC

FIC

OF 0

ING

RD 00

FIC

CO 5

TIC SF E RO

PR 18

CO 5

ELE 100 CTR SF IC

I.T.

OP TO W

JAN 100 ITO SF R

. RO

. MA

CE 70

FIT

CE SF NTER

SS 00

FIT

'-0

KIT

'-0

" 12

'-0

ST SF

'-0

" 10

'-0

5'-

'-0

'-0 30

SP AC SF E

'-0

FIC

'-0

O 0

INF

FIR AID

'-0

OL 50

'-0 30

'-0

LO SF

MI 57

'-0

FIC

'-0 30 0" 5'31

'-0

'-0 4

40 '-0 "

'-0

Building Site Plan: NTS 112 15

113

30 2

'-0

40 '-0 "

495'-0" 20'-0"

15'-0"

30'-0"

40'-0"

45'-0"

30'-0"

10'-0"

20'-0"

10'-0"

30'-0"

40'-0"

30'-0"

15'-0"

30'-0"

12'-0"

30'-0"

08 30'-0"

315'-0"

30'-0"

11 30'-0"

30'-0"

06 UP

30'-0"

16'-6" 12'-0"

16'-6"

12'-0"

30'-0"

Lower Level Floor Plan: NTS 114

1. Lower Entry Atrium 2. Depot / Storage 3. Dance Studio

4. Dance Studio 5. Band Practice Room 6. Stage

7. Gymnasium Storage 8. Fitness Center 9. After-school Activity Room

10. Pool Pump Room 11. Mechanical

115

495'-0" 20'-0"

15'-0"

30'-0"

40'-0"

45'-0"

30'-0"

10'-0"

20'-0"

10'-0"

30'-0"

40'-0"

1 UP

30'-0"

15'-0"

12 30'-0"

30'-0"

08 DN

315'-0"

30'-0"

09 11

30'-0"

05 DN

First Floor Plan: NTS 116

1. 2. 3.

Street Level Entry / Atrium Cafe Kitchen

4. 5. 6.

Atrium Music Practice Rooms Recording Studio

7. 8. 9.

Chorus Practice Room Fitness Center Fitness Center Storage

10. Maker Space 11. Admin Lounge 12. Admin Offices

117

495'-0" 20'-0"

15'-0"

30'-0"

40'-0"

45'-0"

30'-0"

10'-0"

20'-0"

10'-0"

30'-0"

40'-0"

30'-0"

01 15'-0"

30'-0"

315'-0"

30'-0"

02 30'-0"

30'-0"

Second Floor Plan: NTS 118

1. 2. 3.

Student Lounge Pool Spectator Classrooms

4. 5. 6.

Social Services Offices Library/Media Center Garden/Terrace

119

Structure

Pool / Soccer Roof Structural System

Indoor Soccer Field

PRIMARY CURVED TRUSS SECONDARY TRUSS

LATERAL BRACING

CONTINUOUS GLULAM COLUMN

Structure Detail 120

RECEIVING COLUMN

Indoor Pool, View from Spectator Stands 121

Gymnasium in Basketball Mode

Pool / Soccer Roof Structural System

SECONDARY TRUSS

PURLINS

Structure Detail 122

GLULAM BEAM SPANNING BETWEEN COLUMNS

PRIMARY TRUSS SPAN

Gymnasium in Auditorium Mode 123

Hybrid Steel / CLT Mass Timber Structure 124

The project’s goals are reinforced through a hybrid exposed structural system that pairs steel with mass timber. Steel provides the long spans and flexibility required for large athletic spaces, while CLT floors and walls create a warm, cohesive interior environment using prefabricated, kit-of-parts elements. Glulam trusses span the major athletic volumes and define expressive roof forms that communicate program hierarchy. Four concrete cores, along with cross-bracing at the gymnasium stage, provide lateral stability and structural robustness. Throughout the building, interior views into the athletic spaces highlight activity, foster transparency, and strengthen social connections among the building’s diverse user groups. 125

North Street-Level Entry 126

127

04 01 02

Mechanical Zones • Heating, Cooling, Dehumidification, Ventilation • Heating, Cooling, Ventilation, based on Occupancy • Heating, Cooling, Ventilation • Ventilation

Geothermal Heating + Cooling

Street-Level Entry Atrium 128

The active building systems are organized through distinct mechanical zones that respond to the varying environmental demands of each program. The indoor pool (blue) requires high-capacity heating, cooling, and humidity control, while the education and performing arts wings function efficiently with standard heating/cooling systems. ERVs are an efficient option for ventilation in these spaces due to the square footage. The basketball court requires its own dedicated system to accommodate fluctuating occupancy and use. Lastly, the soccer field relies primarily on robust ventilation, without the need to necessarily heat/cool the space. These systems are distributed through the circulation and service spines, and sourced from mechanical spaces in the lower level of the building, allowing efficient routing and maintenance across the building’s three interconnected volumes. 129

Section A: NTS

South Facade: NTS 130

131

07 06

Section B: NTS

West Facade: NTS 132

1. 2. 3.

Street Level Entry/Atrium Student Lounge After-School Activity

4. 5. 6.

Fitness Center Library/Media Center Band Rehearsal

7. 8.

Stage Green Roof Terrace

133

Section C: NTS

North Facade: NTS 134

The building envelope carefully considered light access for all elements of the program, both from a sustainability standpoint, but also for the occupants well-being. The warmth of the mass timber is made prevalent on the exterior with timber cladding wrapping the entirety of the exterior. At the ground level at both main entrances, the timber material is replaced with storefront glazing to lighten the massing of the building, while providing maximum transparency for visitors to the public areas of the project. The patterning of the openings is determined by use and the height of the space, extending specifically at full-height locations. A vertical slat timber screen element also wraps the project to provide sun-shading, but also give depth and texture to the facade, unique to the industrial area. 135

Courtyard Sustainable Experience: Natural Ventilation, Green Space, Rainwater Retention, Solar Gain Sustainability efforts are driven by both Springfield’s redevelopment goals and the demands of large indoor athletic spaces. Daylighting is achieved through maximized glazing on northern faces, and within the courtyards of the project. The courtyards also act as instigators for natural ventilation. The southern facade is welcoming of southern light during colder months, and is shielded in the summer by deciduous planting, and vertical slats that wrap the building as a skin. Photovoltaic panels across the roof generate on-site energy, while mass timber construction reduces embodied carbon and accelerates construction timelines. Efficient HVAC, dehumidification, and ventilation strategies ensure that the athletic spaces remain usable year-round without excessive energy use. Rainwater is also retained through permeable paving throughout the site, as well as the permeable courtyards and green roof spaces which the major roof forms drain towards. 136

137

North Street-Level Plaza 138

139

Indoor Pool 140

141

Sloped Courtyard 142

143

Southwest Lower Entry 144

145

Auditorium/Gymnasium 146

147

Auditorium/Gymnasium 148

149

Indoor Soccer 150

151

152

Model Photos

153

154

155

Conclusion This thesis began with a question rather than a predetermined solution: how can architecture support adolescent engagement and social learning at a moment when traditional educational environments increasingly fail to do so? What began as a critique of traditional school typologies, gradually shifted towards a deeper exploration of how architecture can influence behavior, connection, and opportunity. Throughout the design process, I became increasingly aware of the complexity involved in designing for youth. Early ideas centered heavily on openness, flexibility, and activity, but as the project developed, these ambitions had to be balanced with concerns of safety, clarity, and accessibility. Designing for social interaction is not simply a matter of removing walls or creating large shared spaces; it requires careful consideration of scale, visibility, and how people move through and occupy space. These challenges ultimately strengthened the project, forcing design decisions to be more intentional and grounded. An interesting part in this process was how much the project evolved when investigating the site. Rather than existing as an overarching problem, the design challenge for this thesis became incredibly site specific, yet still applicable anywhere in the world. The demographic research and site analysis made it clear that educational inequity is tied to larger economic and social systems that architecture alone cannot fix. However, the process reinforced the idea that buildings still matter, especially in underserved communities. Architecture has the ability to provide access to resources, create safe and welcoming environments, and signal investment in populations that are often overlooked. Designing within real regulatory, climatic, and urban constraints pushed the project beyond idealized concepts and into a more realistic and meaningful proposal. Perhaps the most significant takeaway from this thesis was a shift in how I understand education as an architectural problem. Rather than viewing learning as something that happens primarily in classrooms, this project emphasized the importance of informal and transitional spaces, where students gather, observe, move, and interact. These moments, often overlooked in traditional school design, became central drivers of the architecture and reframed how learning environments might be conceived more broadly. Ultimately, this thesis does not claim to offer a singular solution to the challenges facing education today. Instead, it represents an exploration of how architecture can support social learning, engagement, and belonging through spatial design and intentional programming. The project reflects both a proposal and a process—one that challenged assumptions, refined ideas through iteration, and reinforced the role of architecture as a tool for questioning, testing, and imagining better environments for the communities it serves.

156

157

Annotated Bibliography

Hille, R. Thomas. Modern Schools: A Century of Design for Education. Hoboken, N.J: John Wiley and Sons, 2011 This book was an important resource that served as the foundation of this thesis research. This compilation of “modern” schools throughout history serves as a catalogue of significant precedents that challenged preconceived ideas for what educational facilities were meant to look like in various locations around the world. Each project presented is characterized by a paradigm, or a philosophical framework that Hille categorizes as a “unique approach to school design.” Each project mentioned in this book represents a previously unseen approach to school design as a way of challenging assumptions and presenting the design potential of a new prototype. It was important to discover where architects have attempted to reimagine school buildings in order to formulate my own thoughts. George, Donna St. “Two-Thirds of Schools Struggle with High Absenteeism after Pandemic.” Washington Post, October 13, 2023. https://www.washingtonpost.com/education/2023/10/12/school-absenteeism-absencepandemic-learning/. I came across this Washington Post article while doing my initial research, and it ultimately drove me to look further into the reasons for students not attending school, allowing me to develop my initial ideas into a project with a real world issue behind it. Hofmeister, Sandra, Kirsten Allen Bartels, Elisabeth Endres, Susanne Hofmann, Barbara Pampe, Imke Wies van Mil, and Julian Jain. School buildings: Spaces for Learning and the Community. Munich: Detail Business Information GmbH, 2020. This was the first book I had looked into for this research as a way of creating a baseline for my architectural ideas. This book categorizes and displays various schools around the world that have pushed the boundary of spaces for learning, presenting through images, diagrams, and original drawings from the architect. The focus of many of these projects was in the details, where the book provides ample resources for unique building assemblies and overall planning. Lawrence, Steve, and Benjamin Staehli. Montessori architecture: A Design Instrument for Schools. Zurich, Switzerland: Park Books, 2023. This book was used to understand what it means to design a Montessori school. Montessori had always been a buzzword in my mind, not knowing what it really meant other than being an alternative school typology. This book helps establish a foundation for what Montessori schools look like and why they are designed the way they are in support of children and their teachers. Even though Montessori-aged students are not the target of this thesis, the lessons learned from the teaching method is entirely applicable to high school aged students as well, and would be interesting to attempt to apply towards this group. 158

Massachusetts School Building Authority. “Educational Facility Planning | Massachusetts School Building Authority.” Massschoolbuildings.org, 2018. https://www.massschoolbuildings.org/building/Ed_Facility_Planning. This website holds various educational programming publications by schools from across the state of Massachusetts. This allows the design of the new school to be framed within a curriculum and specific program requirements in order to succeed within an existing school system with students who are used to the existing programming. This was incredibly beneficial in the programming phase of this project, and will continue to be useful in the design phase of this thesis. Müller, Thomas, and Romana Schneider. The Classroom from the Late 19th Century Until the Present Day. Tübingen: Wasmuth, 2010. This book serves as an interesting resource for classroom furniture through nearly a century. The collection looks at furniture within all schools across the globe and provides insight into the design methodology for each chair, desk, and writing surface used within classrooms, which could be an excellent resource when considering the design and logic of the classroom. Schröder, Till, ed. Building the Future. Educational Architecture. 1st ed. of 100. Münster: Deutscher Architektur Verlag, 2019. This catalogue of precedents was a great resource for finding architecturally significant schools built within recent decades across the globe. The book itself was not very detailed with imagery or drawings, but the descriptions and shear volume of precedents led me to dive deeper into certain projects for my own research. Ming Tse, Hau, Harry Daniels, Andrew Stables, and Sarah Cox, eds. Designing Buildings for the Future of Schooling. Routledge, 2018. https://doi.org/10.4324/9781315148366. This book is described as bringing together experts within architecture and education to create a better understanding for how schools are meant to be designed. The chapters that I read through were beneficial in launching my initial research. From one chapter by Bodil Bøjer, in order for new schools to work, three things need to be aligned: Teaching, Space, and Organization. Only one of these falls under the designer (space), but it is an issue nonetheless that needs to be resolved. Our ideas don’t always match the educator’s ideas, nor the families or administrators that would be included within these new spaces. To work with this, Bøjer proposes an “activation phase” in the design process where intentions of the space are translated into actions. Including participatory processes and discussions with users. This ultimately enforces the idea that design is only successful through research, and the participatory involvement of those we are designing for.

159

Citations Page 2 - Percentage of School Districts Requiring Updated/Replaced Systems or Features - By GAO

Page 22 - Springfield Urban Growth (1991-2014) - By Author, Base Map by Atlas of Urban Expansion

GAO. “K-12 EDUCATION School Districts Frequently Identified Multiple Building Systems Needing Updates or Replacement Report to Congressional Addressees United States Government Accountability Office,” June 2020. https://www.gao.gov/assets/gao-20-494.pdf.

Atlas of Urban Expansion. “Atlas of Urban Expansion - Springfield, MA,” 2019. http://atlasofurbanexpansion.org/cities/view/Springfield_MA.

Page 2 - 2021-22 Attendance Statistics for U.S Schools - Infographic by Attendance Works Chang, Hedy , Robert Balfanz, and Vaughan Byrnes. “Rising Tide of Chronic Absence Challenges Schools.” Attendance Works, October 12, 2023. https://www.attendanceworks.org/rising-tide-of-chronic-absence-challenges-schools/?preview=true.

Page 2 - Classroom Learning and Challenging School Work? Infographics - By Author, Data collected by Turner, Cory. “Teens Are Losing Interest in School, and Say They Hear about College “a Lot.”” NPR, 29 Aug. 2024, www.npr.org/2024/08/29/nx-s1-5090895/teens-school-college-poll.

Page 4 - Diagrams Challenging the Traditional School Model: - Hofmeister et. al Hofmeister, Sandra, Kirsten Allen Bartels, Elisabeth Endres, Susanne Hofmann, Barbara Pampe, Imke Wies van Mil, and Julian Jain. School buildings: Spaces for Learning and the Community. Munich: Detail Business Information GmbH, 2020.

Page 22 - Median Property Value for Owner-Occupied Housing (2022) - Map by Social Explorer Inc. Median House Value for All Owner-Occupied Housing Units , 2022. Social Explorer, (based on data from ACS 2022 (5-Year Estimates)); accessed Jan. 20, 2025.

Page 23 - Median Household Income (2021) - Map by Social Explorer Inc. Median Household Income, 2021. Social Explorer, (based on data from ACS 2021 (5-Year Estimates)); accessed Jan. 20, 2025.

Page 23 - Families: Income below Poverty Level (2022) - Map by Social Explorer Inc. Families: Income Below Poverty Level, 2022. Social Explorer, (based on data from ACS 2022 (5-Year Estimates)); accessed Jan. 20, 2025.

Page 24 - Population Age 3 Years and Over Enrolled in Public School (2019-2023) - By Author, Data from profiles.doe.mass.edu. “Contact Information - Springfield (02810000),” 2024. https://profiles.doe.mass.edu/general/general.aspx?topNavID=1&leftNavId=100&orgcode=02810000&orgtypecode=5.

Page 6 - Copenhagen International School / C.F. Møller Architects

Page 24 - Springfield Population Diversity - By Author, Data from Social Explorer Inc.

Copenhagen International School. Nordhavn. Copenhagen, Denmark. Completed by C.F. Møller Architects. https://www.cfmoller.com/p/Copenhagen-International-School-Nordhavn-i2956.html

Social Explorer Tables: ACS 2023 (1-Year Estimates) (SE), ACS 2023 (1-Year Estimates), Social Explorer; U.S. Census Bureau

Page 25 - Springfield Public Schools Diversity Breakdown (2023-2024) - By Author, Data from

Page 6 - Angedair Primary School / Franz&Sue

profiles.doe.mass.edu. “Contact Information - Springfield (02810000),” 2024. https://profiles.doe.mass.edu/general/general.aspx?topNavID=1&leftNavId=100&orgcode=02810000&orgtypecode=5.

Parks and Education. Angedair Primary School. Landeck, Austria. Designed by Franz&Sue. Accessed via Architizer. https://architizer.com/projects/parks-and-education-angedair-primary-school/

Page 6 - Gary Comer Youth Center / John Ronan Architects Courtyard view, Gary Comer Youth Center. Photograph. Chicago, IL. Building by John Ronan Architects. Landscape architecture by Hoerr Schaudt. Photographer unknown.Accessed via Hoerr Schaudt. https://www.archdaily.com/942778/barcelos-high-school-cerejeira-fontes-architects

Page 6 - Collège Simone Veil / Untertrifaller Architekten + Colas Durand Architectes - Photo by Luc Boegly Pintos, Paula. “Collège Simone Veil / Dietrich | Untertrifaller Architekten + Colas Durand Architectes.” ArchDaily, July 9, 2021. https://www.archdaily.com/964762/college-simone-veil-dietrich-untertrifaller-architekten-plus-colas-durand-architectes.

Page 10 - Program Diagram and Adjacency Matrix - By Author Page 11-12 - Satelite Imagery courtesy of Google Earth Pro Image Credits 2025 Airbus

Page 13-14 - Map of Springfield - By Author Data and Vector Shape Files courtesy of MassGIS (Bureau of Geographic Information)

Page 16 - Satelite Imagery courtesy of Google Earth Pro Image Credits 2025 Airbus

Page 17-18 - Site Analysis Diagrams - By Author Page 20 - Springfield Skyline - City of Springfield Galleries

Page 25 - Selected Populations Demographics (2023-2024) - By Author, Data from profiles.doe.mass.edu. “Contact Information - Springfield (02810000),” 2024. https://profiles.doe.mass.edu/general/general.aspx?topNavID=1&leftNavId=100&orgcode=02810000&orgtypecode=5.

Page 26 - Surrounding Schools Map - By Author Data and Vector Shape Files courtesy of MassGIS (Bureau of Geographic Information)

Page 27 - Illustrated Site Plan - By Author Data and Vector Shape Files courtesy of MassGIS (Bureau of Geographic Information)

Page 27 - Site Section - By Author Page 28 - Site Axon / Site Access - Diagram by Author, Satelite Imagery courtesy of Google Earth Pro Image Credits 2025 Airbus

Page 29-31 - Site Views - Images courtesy of Google Earth Pro Image Credits 2025 Google

Page 32 - Site Alternative Diagrams - Diagrams by Author, Base images courtesy of Google Earth Pro Image Credits 2025 Google

Page 33 - Annual Dry Bulb Temperature Diagrams - CBE Clima Tool Betti, G., Tartarini, F., Nguyen, C, Schiavon, S. CBE Clima Tool: A free and open-source web application for climate analysis tailored to sustainable building design. Build. Simul. (2023). https://doi.org/10.1007/s12273-023-1090-5. Version: 0.8.17

www.springfield-ma.gov. “City of Springfield Homepage,” n.d. https://www.springfield-ma.gov/cos/.

Page 34 - Relative Humidity Diagrams - CBE Clima Tool

Page 20 - 1875 Cartography - N.A

Betti, G., Tartarini, F., Nguyen, C, Schiavon, S. CBE Clima Tool: A free and open-source web application for climate analysis tailored to sustainable building design. Build. Simul. (2023). https://doi.org/10.1007/s12273-023-1090-5. Version: 0.8.17

Bravura Media Company. “Springfield Massachusetts History and Cartograph (1875).” YouTube, July 14, 2015. https://www.youtube.com/watch?v=Oow06kMHmpQ.

Page 21 - Population Density per Square Mile (2022) - Map by Social Explorer Inc. Population Density (Per Sq. Mile), 2022. Social Explorer, (based on data from ACS 2022 (5-Year Estimates)); accessed Jan. 20, 2025.

Page 21 - Total Population (2022) - Map by Social Explorer Inc. Total Population, 2022. Social Explorer, (based on data from ACS 2022 (5-Year Estimates)); accessed Jan. 20, 2025.

Page 35 - Wind Rose Diagrams and Chart - CBE Clima Tool Betti, G., Tartarini, F., Nguyen, C, Schiavon, S. CBE Clima Tool: A free and open-source web application for climate analysis tailored to sustainable building design. Build. Simul. (2023). https://doi.org/10.1007/s12273-023-1090-5. Version: 0.8.17

Page 36 - Thermal Stress Diagrams - CBE Clima Tool Betti, G., Tartarini, F., Nguyen, C, Schiavon, S. CBE Clima Tool: A free and open-source web application for climate analysis tailored to sustainable building design. Build. Simul. (2023). https://doi.org/10.1007/s12273-023-1090-5. Version: 0.8.17

Page 37 - Internal Heat Gain - By Author 160

161

Citations Page 37 - Selective Glazing - By Author Page 37 - Southern Horizontal Shading - By Author Page 37 - East/West Vertical Shading - By Author Page 37 - Orient Building South for Maximum Solar Gain - By Climate Consultant

Page 49 - Excerpts by Thomas R. Hille

Climate Consultant, UCLA Design Tools Group

Page 50 - The Child-Centered School - Image curated by docomomo-us

Page 37 - Phsychrometric Chart - By Climate Consultant Climate Consultant, UCLA Design Tools Group

Page 38 - Global and Diffuse Horizontal Radiation (Monthly) - CBE Clima Tool Betti, G., Tartarini, F., Nguyen, C, Schiavon, S. CBE Clima Tool: A free and open-source web application for climate analysis tailored to sustainable building design. Build. Simul. (2023). https://doi.org/10.1007/s12273-023-1090-5. Version: 0.8.17

Page 38 - Direct Normal Radiation (Wh/m2) - CBE Clima Tool Betti, G., Tartarini, F., Nguyen, C, Schiavon, S. CBE Clima Tool: A free and open-source web application for climate analysis tailored to sustainable building design. Build. Simul. (2023). https://doi.org/10.1007/s12273-023-1090-5. Version: 0.8.17

Page 38 - Annual Cloud Coverage - CBE Clima Tool Betti, G., Tartarini, F., Nguyen, C, Schiavon, S. CBE Clima Tool: A free and open-source web application for climate analysis tailored to sustainable building design. Build. Simul. (2023). https://doi.org/10.1007/s12273-023-1090-5. Version: 0.8.17

Page 39, 41 - Springfield Zoning Ordinance - Springfield Office of Planning and Urban Development Springfield-ma.gov. “Zoning Ordinances: Code Enforcement, City of Springfield, MA,” 2020. https://www.springfield-ma.gov/code/zoning-ordinances.

Page 40 - Springfield Zoning Map - Springfield Office of Planning and Urban Development Springfield Office of Planning and Urban Development: June 2015

Page 42 - Previous Studies and Current Concepts for Metro Center Renewal City of Springfield, Northeast Downtown District Master Plan (Springfield, MA: City of Springfield Office of Planning & Economic Development, October 2021), 31. https://www.springfield-ma.gov/planning/fileadmin/Planning_files/Northeast_Downtown_Master_Plan_2021.pdf

Page 42 - Feasibility Study, Metro Center City of Springfield, Northeast Downtown District Master Plan (Springfield, MA: City of Springfield Office of Planning & Economic Development, October 2021), 28. https://www.springfield-ma.gov/planning/fileadmin/Planning_files/Northeast_Downtown_Master_Plan_2021.pdf

Page 43-44 - Resiliency Strategies - Text & Diagrams by the Springfield Office of Community Development “Springfield’s Climate Action & Resilience Plan City of Springfield Office of Community Development.” City of Springfield Office of Community Development , 2017. https://www.springfield-ma.gov/dr/fileadmin/community_dev/DR/CARP_FINAL_REV_2017.pdf.

Page 45-46 - Building Code Analysis - Excerpts by the International Code Council (2024) codes.iccsafe.org. “ 2024 International Building Code (IBC).” International Code Council, 2024. https://codes.iccsafe.org/content/IBC2024P1.

Page 48 - Springfield Social Vulnerability Map - Map by the U.S Census Bureau U.S Census Bureau - American Community Survey 5 Year Estimates 2015.

Page 48 - GHG Emissions Reduction Target - Diagram by Pioneer Valley Planning Commission (PVPC) “Springfield’s Climate Action & Resilience Plan City of Springfield Office of Community Development.” City of Springfield Office of Community Development , 2017. https://www.springfield-ma.gov/dr/fileadmin/community_dev/DR/CARP_FINAL_REV_2017.pdf.

Page 48 - Community-Wide GHG Emissions Results by Sector - Diagram by PVPC

Hille, R. Thomas. Modern Schools: A Century of Design for Education. Hoboken, N.J: John Wiley and Sons, 2011.

Page 50 - The Health-Centered School - Image courtesy of Jan Duiker Hidden Architecture. “Open Air School - Hidden Architecture.” Hidden Architecture, September 23, 2015. https://hiddenarchitecture.net/open-air-schoo/. Docomomo-us.org. “Crow Island Elementary School.” Crow Island Elementary School, 2024. https://docomomo-us.org/register/crow-island-elementary-school.

Page 50 - The Natural School - Image by Julius Shulman Julius Shulman © J. Paul Getty Trust. Getty Research Institute, Los Angeles

Page 50 - The Associational School - Image curated by Peter Blundell Jones Jones, Peter Blundell. “Three Schools by Hans Scharoun.” Architectural Review, March 22, 1975. https://www.architectural-review.com/archive/three-schools-by-hans-scharoun.

Page 50 - The Interactive School - Image by Ger van der Vlugt et. al Architectuurstudio HH (AHH). “Apollo Schools - Montessori School and Willemspark School, Amsterdam.” AHH. Accessed January 20, 2025. https://www.ahh.nl/index.php/en/projects2/9-onderwijs/113-apollo-schools.

Page 50 - The Situational School - Image courtesy of Behnisch & Partner Behnisch & Partner. “Schäfersfeld Secondary School | Behnisch & Partner.” Behnisch-partner.de, 2025. https://www.behnisch-partner.de/ projects/educational-buildings/schaefersfeld-secondary-school.

Page 50 - The Circumstantial School - Image courtesy of James Dow Page 50 - The Interstitial School - Image courtesy of Morphosis Architects Page 53 - Frederiksbjerg School, Henning Larsen Architects - Image by Hufton + Crow Page 53 - Classroom Clusters - By Author, Base Drawing by Architect Page 53 - Copenhagen International School, C.F. Møller - Image by Adam Mørk Page 53 - Ground Floor Transparency - Section Drawing - Drawing by Architect Page 53 - Montessori College, Herman Hertzberger - Image courtesy of AHH Page 53 - City/Street in the Sky - Image courtesy of AHH Page 53 - Billerica High School, Perkins + Will - Image by Chuck Choi Page 53 - Classroom Wings, L-Shaped Public Plan - Diagram by Author, Base Drawing by Architect Page 53 - Marysville Getchell High School, DLR Group - Image by DLR Group Page 53 - Campus-Style Learning Community - Image by DLR Group Page 54 - Frederiksbjerg School, Henning Larsen Architects - Images by Hufton + Crow Page 54 - Frederiksbjerg School, Henning Larsen Architects - Images by Virklund Sport Page 55 - Site Plan and Context - Diagram by Author, Base Drawing by Architect Page 55 - Frederiksbjerg School, Henning Larsen Architects - Images by Hufton + Crow Page 56 - Floor Plan Diagrams and Section Diagram - By Author, Base Drawing by Architect Page 57 - Children Running Towards Window - Image by Fotografhuset, 2016

“Springfield’s Climate Action & Resilience Plan City of Springfield Office of Community Development.” City of Springfield Office of Community Development , 2017. https://www.springfield-ma.gov/dr/fileadmin/community_dev/DR/CARP_FINAL_REV_2017.pdf.

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Citations Page 57 - Frederiksbjerg School, Henning Larsen Architects - Images by Hufton + Crow Page 57 - Aerial View of Frederiksbjerg School- Diagram by Author, Base Image by Jørgen Weber, 2016 Page 57 - Glazing Types Diagram - By Author, Base Drawing by Architect Page 58 - Wall Assembly Diagrams - By Author, Base Drawings by Architect, Curated by Hofmeister et. al Hofmeister, Sandra, Kirsten Allen Bartels, Elisabeth Endres, Susanne Hofmann, Barbara Pampe, Imke Wies van Mil, and Julian Jain. School buildings: Spaces for Learning and the Community. Munich: Detail Business Information GmbH, 2020.

Page 58 - Frederiksbjerg School, Henning Larsen Architects - Images by Hufton + Crow Page 59 - Sct. Annagade School (formerly on site) - Image curated by Henning Larsen Architects Page 59 - Frederiksbjerg School, Henning Larsen Architects - Images by Hufton + Crow Page 60 - Billerica High School, Perkins + Will - Images by Chuck Choi Page 61 - Phasing Site Plan - Drawings by Architect Page 61 - Site Plan and Context Diagram - By Author, Base image courtesy of Google Earth Pro Image Credits Landsat / Copernicus

Page 61 - Talbot Mill - Concord River, Billerica MA - Image by Paul Keleher Page 61 - North Billerica - 1887 - Image courtesy of the US Historical Archive Page 62 - Floor Plan Diagrams - By Author, Base Drawings by Architect Page 62 - Billerica High School, Perkins + Will - Images by Chuck Choi Page 62 - Billerica High School, Perkins + Will - Images by Chuck Choi Page 63 - Skylight Construction Detail - Diagram by Author, Base Drawing by Architect Page 63 - Atrium Concept Sketch - By Perkins + Will Page 64 - Billerica High School, Perkins + Will - Images by Chuck Choi Page 66 - Exterior View of Gary Comer Youth Center Hall, Steve. Gary Comer Youth Center, Exterior View. Photograph. Chicago, IL. Designed by John Ronan Architects. Hedrich Blessing. Accessed via ArchDaily.

Page 66 - Interior Courtyard Courtyard view, Gary Comer Youth Center. Photograph. Chicago, IL. Building by John Ronan Architects. Landscape architecture by Hoerr Schaudt. Photographer unknown.Accessed via Hoerr Schaudt.

Page 66 - Section Drawing Section drawing, Gary Comer Youth Center. Chicago, IL. Building by John Ronan Architects. Landscape architecture and drawing by Hoerr Schaudt. Accessed via Hoerr Schaudt.

Page 67 - Interior Basketball Court from Above Lake, Chris. Gary Comer Youth Center Interior, Basketball court. Photograph. Chicago, IL. Designed by John Ronan Architects. Accessed via ArchDaily.

Page 67 - Interior Basketball Court Hall, Steve. Gary Comer Youth Center Interior, Basketball court. Photograph. Chicago, IL. Designed by John Ronan Architects. Hedrich Blessing. Accessed via ArchDaily.

Page 67 - Lower Level Floor Plan Floor Plan drawing, Gary Comer Youth Center. Chicago, IL. Building by John Ronan Architects. Landscape architecture and drawing by Hoerr Schaudt. Accessed via ArchDaily.

Page 69 - Site Approach, Liberty Street - Images courtesy of Google Earth Pro Image Credits 2025 Google

Page 68-157 - All diagrams, text, drawings, and renderings attributed to Author 164

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