Planning Brochure - Steinberg Hart

H I G H E R E D U CAT I O N

PLANNING Design Approach & Selected Projects

California State University Fullerton, Titan Student Union

For nearly 70 years, Steinberg Hart has been shaping environments and creating inspiring places through an idea driven, results-oriented approach to design.

The firm’s team of architects, designers, planners and sustainability experts share the belief that design can create profound and unexpected connections between people and place.

Harvey Mudd College McGregor Science Center

INTEGRATED PLANNING

At Steinberg Hart we infuse planning into everything we do, whether it is a campus plan, a new building, renovation, or interior design. Our integrated processes ensure your project, regardless of size, is visionary and implementable.

ANALYZE

MISSION

PLAN PEOPLE

PROPOSE

ENGAGE +DISCOVER

PLACE

TEST

ALIGNMENT OF GOALS

INCLUSIVE PROCESS

We believe planning exists at the intersection of people, place, and mission that are unique to each project. Our extensive experience has shown that every plan requires a tailored approach to achieve its central mission. By synthesizing your foundational goals with the complex needs of stakeholders and the specific project setting, we endeavor to balance the best interests of all parties in a roadmap that looks to the future.

Engagement and discovery are at the heart of our process.

We combine a close study of demographic, technological, operational, and facilities data with interactive outreach that reveals the impressions, experiences, and needs of all constituents. We rely on this meaningful quantitative and qualitative data to identify opportunities and test possible outcomes. Ultimately, we propose a plan that is cohesive, rooted in data, and supported by consensus.

P L A N NIN G AT AL L SCAL ES Planning engages all scales, from the big picture of the region to the fine-grain of the individual room. A comprehensive planning approach demands that we work seamlessly between multiple scales, integrating a project with its larger context and developing a plan that is both implementable and visionary.

SPACE

FACILITIES

CAMPUS

Space planning takes many shapes at Steinberg Hart. Our assessment process has diverse applications, from utilization efficiency to programming.

Our team works closely with our clients to identify needs, plan for evolving changes, and activate opportunities for highest and best use of space.

Before undertaking the construction of new facilities, it is critical we understand how well existing facilities are operating. We assess building condition, utilization, and other experiential qualities to help our clients ensure their physical spaces serve the needs of all users.

Campuses are more than a collection of classrooms—they are dynamic nodes of activity and discovery. Our campus planning approach considers physical as well as educational, strategic, and capital development to produce an inclusive roadmap for the institution.

MIXED USE/HOUSING

CIVIC

FEDERAL

Our unique approach to housing design integrates planning throughout the process. Creating density in an urban environment requires a keen understanding of the greater context, from the adjacent buildings, to the neighborhood block, city, and region.

We aim to thoughtfully connect new spaces to the larger urban fabric.

From place-making landmarks to public administration centers and transportation hubs, planning at the civic level comprises some of the most exciting projects in our portfolio. Our work for local agencies is rooted in data and designed to serve diverse constituents. We work to realize our clients' aspirations in a plan that values transparency and public good.

We understand that government facilities impact public outcomes for many years. As such, careful and comprehensive planning is required to achieve success and maximize the value of public investment over time. Our approach integrates resiliency, sustainability, flexibility, and adaptability to future-proof all projects.

LEADERS IN CAMPUS PLANNING

LEVERAG I N G OU R EX P ER IEN CE As a strategic partner to colleges and universities, Steinberg Hart brings more than 35 years of experience creating transformative campus plans that foster student success .

Our deep understanding of campus design allows us to express institutional missions through compelling learning environments. The team at Steinberg Hart shares an institution’s belief in the power of students. We build on our extensive knowledge of pedagogies, evolving technology, and programming to create spaces that empower students today and evolve to meet students’ needs in the future.

Our experience, focused expertise, and day-to-day, personal approach to working with colleges and universities help translate long-range visions into beautiful campuses and facilities. We aim to create environments that bring innovation to student success, supported by strategic thinking, planning, and implementation. Achievement of goals with our college and university clients comes from our

STEINBERG HART EXPERTISE

culture of partnering with them around their success.

40+

500+

Master Planning Projects

Higher Education Projects

Planning work that spans the needs of many places and clients.

Experts in Higher Education, rooted in student success.

30+

California Community College Districts Partners in America's "best kept secret"

CA M PUS PL AN N I N G CO N S I DERAT I ONS We approach any facilities or campus plan with critical understanding and sensitivity to the college or university needs. Through a culture of growth, continuing education, and innovation, we can guide our clients through planning, design, and construction solutions, educational trends and pedagogies, sustainable operations, and developing technologies to arrive at solutions designed to accommodate ever-evolving needs. Outlined below are the areas of expertise we see as fundamental to the success of navigating the unique process, needs and community of each college or university.

SPACE UTILIZATION

FACILITIES CONDITION

MISSION ALIGNMENT

At the forefront of campus and facility planning is the need to ensure that existing facilities are utilized to their full extent before considering new or additional square footage. We utilize data to prepare a comprehensive space needs analysis and use the findings to make informed decisions.

The condition of facilities plays an important role in determining the highest and best use of the campus.

Facilities condition assessment provides short- and long-term recommendations to help our clients prioritize projects for renovation and replacement.

Addressing strategic missions of colleges and universities is a critical component to our planning process.

We structure conversations with leaders around how existing and future facilities can support the programs, learning outcomes, faculty and staff, and student success.

SUSTAINABILITY

PLACE-MAKING

STAKEHOLDER ENGAGEMENT

At Steinberg Hart we are committed to sustainability in every aspect of our work and operations. We are signatory to AIA 2030 Commitment, and have adopted the 2030 Challenge to reduce greenhouse gas emissions through sustainable planing practices and high performance building design.

We share a deep belief that design matters. It affects people in profound and unexpected ways. Through design we connect people with place, creating identity and memorable experiences that build community, enhance business, support learning, and improve our campus environments.

At the core of each projects’ success is the ability to understand the campus community's desired experience and translate it into spaces and placemaking. We ensure the consensus necessary to achieve this success through an in-depth stakeholder engagement process.

INVESTING IN COMMUNITY COLLEGES

OU R CO M MI T ME N T We believe in the power of community colleges to transform their communities.

By widening access to education and empowering students to succeed on their unique paths, community colleges make real impact in the places they serve.

Community colleges keenly understand the needs of the regions they serve, including the critical programs and educational innovations to support future workforce needs. For this reason, we champion the Community College to Career (CC2C) initiative, which forms calculable connections between students and industry.

Partnering with community colleges aligns with the Steinberg Hart mission of community stewardship. We believe in the value of investment in these long-term relationships.

OUR PARTNER COMMUNITY COLLEGES

L EA RN IN G O PPO RT U N I T I ES HIGHEST AND BEST USE OF SPACE Community colleges know the importance of achieving the highest and best use of space—a concept that applies to nearly every type of planning project. Through our extensive experience with these institutions, we have developed a time-tested process to give our clients a roadmap for the future of their physical plant.

Whether it prescribes modernizations, renovations, retrofits, demolitions, or new construction, our planning process provides documents, costing, and implementation plans that ensure confidence in a long-term vision.

STUDENT RETURN ON INVESTMENT Another key lesson from community colleges is their attention to optimizing students' return on investment. The focus on workforce development has a dual advantage—for students, being matched with excellent training and career opportunities, and for local employers, benefiting from a growing, dynamic, and talented workforce.

As a haven for traditional and non-traditional students alike, community colleges are practiced in providing students with flexibility. Now, flexibility is a concern for students everywhere. As we develop new solutions for post-pandemic learning, we look to our community college partners on the forefront of non-traditional educational offerings.

Alameda College Allan Hancock College Berkeley City College Cabrillo College Cañada College Chabot College City College of San Francisco College of Alameda College of Marin College of San Mateo College of the Desert Crafton Hills College De Anza College Diablo Valley College East Los Angeles College Evergreen Valley College Folsom Lake College Foothill College Gavilan College Glendale Community College Golden West College Hartnell College Laney College Las Positas College Long Beach City College Los Angeles City College Los Angeles Harbor College Los Angeles Pierce College Los Angeles Southwest College Los Angeles Trade Tech College Los Angeles Valley College Los Medanos College Merritt College Miramar College MiraCosta College Modesto College Moorpark College Moreno Valley Norco College Oakhurst College Ohlone College Peducah School of the Arts Ramapo College Riverside City College Saddleback College San Bernardino Valley College San Diego City College San Joaquin Delta College San Jose City College Santa Ana College Santa Barbara City College Santa Monica College Skyline College Solano Community College Ventura College West Los Angeles College West Valley College Yuba College

DATA DRIVEN APPROACH

Our approach to data-driven, creative, and participatory planning starts with a clientbased definition of process and participants. Our qualitative and quantitative process is data-driven and informed by extensive stakeholder engagement. It is through this process that we align needs with vision.

DATA AND INFORMATION

IMPLEMENTATION STRATEGIES

A key aspect of our analysis process is visualizing relevant data to stimulate discussion with stakeholders and undergird the planning assumptions. We compile data from a number of resources; in addition to sourced regional and demographic data, we also create our own datasets through assessments on subjects including space use, facilities condition, utilities, energy use, programming, and projected growth. This is a crucial tool to allow the client to shape planning priorities and projects.

After our team validates the data and proposes a portfolio of recommendations, stakeholders play a key role in determining the prioritization of projects. Through interviews with working groups, projects are ranked by urgency and feasibility to help devise a framework for implementation.

Part of making informed decisions is knowing that all information utilized is interpreted appropriately, understanding nuance and context. After we assess the data, we meet with you and verify that information is reflected accurately in the plan.

Increasingly, rather than proposing new facilities, the emphasis is shifting toward the efficient and sustainable utilization of existing space. Right-sizing classrooms and instructional labs can improve the quality of the facilities and present new possibilities for space use to best serve the institution. Additionally, implementing governance and policy for the management of instructional labs can optimize utilization and space quality.

LA Southwest College FMP Proposed renovation

FCI – Facilities Condition Index Campus

FCI In Design

Portable

SPACE USE

10% -50%

Classroom Optimization • • • •

< 10%

In Design

Colleges can afford to repurpose some classrooms Excess of classrooms with 40+ seats Few classrooms with < 30 seats, though most courses have <30 students enrolled Right-size classrooms to improve space utilization and align with state targets Space utilization Facilities condition SPACE USE

G OOD FCI < 10%

FAIR 10% < FCI < 50%

P O OR FCI >50%

Portable Facilities

Classroom Optimization • • • •

50%

Seat Count

44%

22

12

40%

38%

52

18 Existing

22

12

6 Existing

45%

Existing

Colleges can afford to repurpose some classrooms Excess of classrooms with 40+ seats Few classrooms with < 30 seats, though most courses have <30 students enrolled Course Enrollment Right-size classrooms to improve space utilization and align with state targets

52

18

35%

6

28 28

19

19

19

72

19

7

12

72

10

7

45

16

26%

27%

Optimal

14

12

7

46

18

30

6

11

60

6

19%

20%

Optimal

14

14

7

4

36

25%

15%

0

14

14

12

10 15%

20

30

40

50

46

7

10% 4%

0 0%

0-10 10

0%

11-20

20 21-30

40

2%

30 31-40

41-50

40 51-60

0.5%

50 61-70

60

18

0% 0%

71-80

1.5% 0.5%

6081-90

1.5% 0.5%

91-100 0

80

0

30

10

20

6

30

SKYLINE COLLEGE

50

60

6

30-39 seats 40-49 seats 1.5% 0.5% 0%

0% 0%

101-110

111-120

50+ seats

1.5% 0%

20121-130

0%

131-140

40

60

Number of Seats/Enrollees

Alignment of capacity to need

40

CAÑADA COLLEGE

20-29 seats

3%

3% 0%

20

COLLEGE OF SAN MATEO

11%

5%

0

60

SKYLINE COLLEGE

Optimal

Occupancy

30%

Optimized classrooms

COLLEGE OF SAN MATEO

80

0

PLANNING FOR EFFI CIENCY

Steinberg Hart provides college campuses with tools to facilitate asset management data around the operation and maintenance of facilities. Specifically we establish a total cost of ownership, identify custodial demand, and develop strategies for carbon neutrality.

TOTA L COST O F OWN E RS H I P/ COST CO N TRO L

CUSTODI A L

Cost control for Steinberg Hart means a rigor in the design without compromising the quality and the need to meet the goals of the project. We consider the responsibility of designing within the budget a fundamental contractual obligation to our clients. This means that our design will be able to be transfomative and state-of-the-art, as well as constructible and economically feasible.

Through the development of simple wall and door Building Information Models (BIM), the graphic interface facilitates point and click capabilities that establish custodial assignments, cleaning zoning, cleaning tasks, and cleaning profiles. Out of the box, industry standard data from APPA ensures that the cleaning tasks and profiles match the more typical requirements of higher education facilities.

Customize these settings to meet your campus approach.

The Steinberg Hart team is fully committed to delivering quality projects to our clients. We recognize that quality includes the ability to maintain a project and for it to last through generations to come. We establish the ground rules and expectations through a formal kick-off meeting where the intent is to fully understand expectations, expected initial costs, operations, and maintenance toward the common goal of lowering total costs. We will use the knowledge gained throughout the planning process to develop a Total Cost of Ownership (TOC) analysis that is an easy-to-read financial estimate of all costs—direct and indirect— of acquiring, commissioning, operating, maintaining and disposing of a product or system for a specified period of time.

OUR TOOLS BRING EFFICIENCY TO CLEANING

OUR APPROACH PROVIDES •

Industry-standard custodial data applied to your room data; identifying custodial demand.

•

Graphic plans provide a quick and easy interface to make modifications to cleaning profiles, cleaning tasks, and custodial assignment.

•

Assistance to the college or university in selecting materials that require the least maintenance across the entire campus.

EUI (kBtu/ft2/year) 31-40 41-50 51-60 61-70 71-80 81-90 91-100 101-125 126-150

San Mateo Community College District FMP

CA R BO N N EU T RA L I T Y DEFINING CARBON NEUTRALITY

ENERGY USE INTENSITY

It is a concept which can be better understood as Net-Zero Carbon Emission. There are three basic steps to achieve net zero carbon emissions:

Energy Use Intensity (EUI) is a metrics of energy performance expressed as energy consumption per gross square foot (GSF). Dividing annual energy consumption data by campus’s GSF, we find Campus Level EUI for each academic year. We use EUI to help determine opportunities for improved energy consumption and buildings suitable for renovation or reconstruction.

1.

2.

3.

Reduction of carbon emissions through efficiency Moving toward zero emission renewable energy sources Offsetting remaining emissions by reducing carbon emissions elsewhere

It is also important to note that the term carbon emissions, implies all anthropogenic greenhouse gas emissions including Carbon Dioxide (CO2) emissions, the major culprit for global warming and climate change.

GLOBAL EMISSION BY SECTOR

Globally 11% of carbon emissions are associated with building materials and construction process, which is known as embodied carbon. While this may seem a smaller percentage relative to carbon emissions from building operations, which accounts for 28% of global carbon emissions, embodied carbon is emitted all upfront before even a building is occupied, whereas, operation carbon of a building is spread over its life time of several decades.

Since time is of the essence in the combat against climate change, reducing embodied carbon is a critical measure that needs to be included in Climate Action Plans.

PATH TO CARBON NEUTRALITY We work with our clients to develop a path to carbon neutrality. Building optimization has greater potential role in reducing GHG (greenhouse gas) emissions. The following are examples of strategies we provide to help reach carbon neutrality.

Building Envelope Optimization: To move toward carbon neutral campus, we recommend the district to place further emphasis in energy conservation through envelope upgrades which can help to downsize the on-site renewable energy projects and help achieving carbon neutrality in a more economical way.

Transition to Electric: Transition to all electric buildings will further reduce energy use intensity, as space heating and domestic hot water through electric heat pumps are 3.5 more efficient than gas boilers. They will potentially reduce EUI of buildings by over 2 kBTU/sf/year based on the estimated DHW energy use.

INNOVATION IN EDUCATION

Our team brings decades of experience in higher education. With that expertise comes an unprecedented depth and breadth of knowledge around educational innovation. We will work with you to define the next innovation in learning environments, aligning your current and future pedagogies and transforming learning outcomes.

Whittier College, Science and Learning Center, California

University of North Dakota School of Medicine/Health Sciences

IN ST RUCT I O N A L S PACE CONS I DERAT I ONS RETHINKING LEARNING EXPERIENCES This pandemic has taught us that we must be prepared for unexpected obstacles. At Steinberg Hart we have developed a tiered approach to tackling new challenges.

1.

Responding Now: Limiting, retrofitting, and repurposing.

2.

Planning for Near: Adapting solutions in response to any unplanned future disruptions.

3.

Looking Toward the Future: Shifting the paradigms of the past.

HY-FLEX/HYBRID LEARNING After two years of embracing remote learning, attitudes about alternative instructional delivery methods have been forever changed. Web conferencing technologies enable the synthesis of new forms of “classrooms” that connect faculty offices, student bedrooms, specialty environments, and traditional classroom spaces. Furthermore, advances in technology make it possible to reimagine educational experiences and the alignment with new learning paradigms.

TRADITIONAL LECTURE HALLS While the amount of available instructional space has not changed since the pandemic, the future utility of these spaces looks significantly different. Laboratories, science facilities, and hands-on art programs all have great need

to be face-to-face, but larger lecture hall classes could be reimagined, allowing for smaller rooms to provide a more personalized connection. Also, realizing that students and faculty might have a rapid change-over from an in-person class at 10:00 a.m. to a remote class at noon, the space plan must accommodate these new needs as well.

CREATING A BALANCE Active learning spaces have been increasingly more popular among students and select faculty. However, there is still a need for traditional classroom settings for some teaching methods. Throughout our engagement with faculty and students we will determine the balance between active and traditional learning environments, ensuring that the appropriate space types are provided for all pedagogies and learning outcomes.

INFORMAL LEARNING SPACES Despite advancements with online communication and whiteboarding programs like Miro and Teams, face-toface collaboration sessions are still important. Academic buildings will transition into places of active interaction, where groups can meet together and create. Rather than just acting as a means of moving from Point A to Point B, a building corridor can become a placemaking opportunity for informal gathering. Furniture, finishes, and biophilia components can make an “in-between” space more engaging and really improve the overall students experience.

DESIGN & PLACEMAKING

Each project we design is developed out of an understanding of our client's priorities, the strategic goals for the project, and the opportunities and constraints of the unique setting.

EL EMENTS OF GOOD DES I GN Fit For Purpose — A functional design must address the user's wants and needs and reflect the purpose and programs for which it is designed.

Innovation — Through research, collaboration, and critical thinking, design should add a dimension that elevates the solution to a rich, thoughtful response.

Context — Design should be responsive to its place and time while balancing the physical context with the human context and acknowledging relationships of adjacent programs, buildings, and site features.

Sustainability — We look for opportunities to incorporate sustainable design strategies into all of our projects beginning with passive solutions.

Places for People — Design should

Loyola Marymount University Student Housing

foster meaningful interactions between individuals. Positive relationships with other people are encouraged through thoughtful planning, circulation, and placemaking.

San Mateo Community College District FMP

TH E VA LU E O F PL ACE MAK I NG Placemaking is a transformative type of planning. It uses design to connect people, improve access, and encourage vital uses of space. Our approach to placemaking begins by understanding and embracing the qualities that make a setting unique. Drawing on these existing assets, we recommend strategies to activate spaces, invite users, and foster a sense of belonging.

Placemaking strategies have an increasingly important role in planning projects. Because many institutions no longer require the construction of new facilities, they instead emphasize the need to utilize and activate the campus, envisioning new potential for extant spaces, From interactive collaboration areas to vibrant plazas and walkable paths, these interstitial places often become the heart of a project, coloring to the distinct identity of the college or university. For students, faculty, staff, and the greater community, this is an invaluable contribution.

Miramar College Campus Plan

California State University Fullerton, Titan Student Union

SELECT P ROJ ECTS

“ In planning, design, and operations, Steinberg Hart brings a broad level of expertise to our College.

We continue to turn to them for their communicative, creative, and collaborative approach.”

JOSEPH N. NUGE NT Formerly Director of Facilities and Plant Operations at Cabrillo Community College District

A collaborative effort of regional and local scales to develop a unified vision for the largest community college district in the United States and Campus Plans for its nine individual campuses.

LOS ANGE LES CO M M U N ITY CO L L EG E

D I STR I CT CAMPUS P L ANS

LOS ANGELES, CA

CLIENT Build LACC SIZE LATTC 25 Acres / 1.6M SF LASC 70 Acres / 1M SF LAHC 65 Acres / .9M SF SERVICES Site Planning Building Programming Stakeholder Engagement Landscape Plan Facilities Plan COMPLETION 2019

Harnessing the opportunity to engage diverse communities across the nation’s largest community college district, these Campus Plans were envisioned to guide both immediate and long-term solutions for internal goals of each college as well as their external relationship to the surrounding city.

Modernizing each campus focused on updating existing facilities to prepare students for evolving career opportunities. Additionally, it built upon local synergies to connect to adjacent neighborhoods advancing local and regional goals of sustainability and environmental justice - raising colleges and neighborhoods together.

The process began by linking space utilization data to each campus’ building floor plans to create graphic analyses communicating findings to all shared-

governance groups. By layering projected enrollments, Facility Condition Index (FCI) and other metrics, the framework was established for addressing the college’s total space supply within a strategy to create a true college setting.

Within this framework, the Campus Plans developed a phased approach to demolition, renovation, and construction of buildings, water management, and other supportive infrastructure to be completed in short-term planning horizons. These immediate steps to address campus issues were integrated within a long-term public realm and open space network prioritizing spaces for people and active transportation connections to the surrounding community.

Regional Map

Concept Plans

Pedestrian Corridor

Site Transit Connectivity

Planning to upgrade facilities, enhance the campus experience, employ sustainable practices, and support post-pandemic learning environments.

SAN MATEO COUN TY CO M M U NITY COLLEGE DIST RICT

D I STR I CT FACILITY P L ANS

SAN MATEO COUNTY, CA

Neighborhood Land Use and Transit

Site Transit Connectivity

Facilities Energy Use Intensity Analysis

RENOVATED LEARNING SPACES

WELCOMING BUILDING SIGNAGE

ACTIVE GATHERING SPACES

The Steinberg Hart team is currently undertaking development of the 2022 Facility Master Plans for the College of San Mateo, Cañada College, and Skyline College, building on a legacy of extensive work with the Colleges that includes the preparation of the 2007 Facility Master Plans, 2013 District Standards, Space & Swing Implementation Planning, Design Criteria Documents, IPPs and FPPs. The goals and priorities of the 2022 FMPs were identified through an intensive stakeholder engagement process that included committee meetings, focus group interviews, surveys, and campus forums to help understand the qualitative needs for each of the diverse institutions and their programs.

While conducting outreach, we concurrently prepared and analyzed site, circulation, facilities, utilities, space needs, energy, and wayfinding assessments, along with state FUSION data.

The discovered priority areas were to upgrade facilities, enhance the campus experience, employ sustainable practices, and support post-pandemic learning environments. To support each goal, we are proposing a portfolio of recommended projects and strategies to optimize the utility of the FMPs to the District for years to come.

CLIENT San Mateo County CCD SIZE CSM 153 Acres SKYLINE 102 Acres CAÑADA 124 Acres SERVICES Facilities Master Plan Stakeholder Engagement Space Utilization COMPLETION 2022

Celebrating the College's unique culture and identity through a plan that is flexible, resourceful, and imaginative.

VE NTURA COLLEGE

CA MPUS P LAN

VENTURA, CA

Campus Development "Big Idea"

CLIENT Ventura College SIZE 112 Acres SERVICES Campus Master Planning Programming Architecture COMPLETION 2022

The Ventura College campus plan is a roadmap for the future of the campus and a crucial tool in confirming that short-term projects are working in conjunction with long-term plans and goals.

Approximately 100 users participated in these workshops, which included multiple town halls, department interviews, and student surveys, to share the developing vision for the campuses and to receive feedback on the plans.

The Steinberg Hart team engaged in intensive studies for the future campus development including space utilization, landscape, mobility, utilities and infrastructure, stormwater management, all of which support the strategic vision of the District.

All recommendations are linked to Facilities Planning Principles, used to clarify decisions and justify allocation of resources. Some of those principles include flexibility, to accommodate shifting academic priorities and economic conditions, and celebration of Ventura culture and identity.

The planning process consisted of three phases, beginning with a series of stakeholder interviews/workshops, site visits, and research undertakings aimed at uncovering existing conditions and future needs.

126

V EN TU RA EAST CA M PUS

h

p ra leg

Rd

Te

VE NT URA COL L EGE

126

101

Regional Map

1965

1980

1990

2020

2005

Campus Growth 0 mi

10 mi

20 mi

30 mi

40 mi

50 mi 0 mi

2%

BL ACK

4%

ASI AN

64%

10 mi

HI S PA NI C/L AT I NX

23%

W HI T E

4%

< 1%

PACI FIC I S L AN D E R

20 mi

2 O R M O RE

3%

< 1%

UNRE P O RT E D

AM ERI CAN I NDI AN/AL ASK AN 30 mi

Santa Paula 40 mi

MOORPARK COLLEGE 50 mi

OXNARD COLLEGE

20 19 FA LL E NRO LLM E NT

Simi Valley

YRS. O R 69% 24 YOUNGER

3 1%

60 mi

Thousand Oaks

1 2 , 93 8

2 5 YRS. O R O L DER

65 %

PT

35%

FT

469 TOTAL FACU LT Y M EM BERS 70 mi

Ventura Community College District Map

Campus Demographics Study

Drawing on a collaborative process to produce innovative planning and design while capitalizing on funding opportunities and improving the total cost of ownership.

GAVILAN JOINT CO M M U N ITY COLLEGE DIST RICT

D I STR I CT CAMPUS P L ANS

GILROY, CA

CHP GYM

APE AD CAFE

LS PS PAC

HOB CDC

MA SS

STEM

GECA

Existing Facilities New Construction

LH MP

AR

BU

HU TH

LSS

Renovation/Change of Use Site Improvements Demolition Proposed Plan

New San Benito County Center Criteria Site Plan

Campus Character Diagram

COS

Implementation Plan

Since early 2019, Steinberg Hart has been a collaborative partner to Gavilan Joint Community College District, guiding the District and its college and community stakeholders through consensus-based campus planning, programming, criteria documets, and new construction. Through our work together, Gavilan College is implementing innovative projects to improve student, faculty, staff, and community success.

As the District’s priority project, the new San Benito County Center was planned, programmed, and developed into criteria documents for Design-Build delivery.

Steinberg Hart is engaged with the DBE, affirming conformance during design and construction. The new Center is planned to open in 2023.

At the Gilroy Campus, and in the spirit of Guided Pathways, a new Library Student Resource Center (LSRC) has been defined to integrate library services, academic services, and student services into a gateway facility at the College’s main entry. Stakeholders of over 15 programmatic areas were engaged in collaborative planning activities to achieve this first-ever combination of services. This project will be implemented as a Design-Build project, expected to be completed in 2024.

CLIENT

Additional projects include the renovation of the College Theater, along with renovation and new construction of facilities to support STEM programs at the College.

COMPLETION

Gavilian Joint CCD SIZE 80 Acres (Gilroy) 500,000 sf (San Benito) 20-acre site SERVICES Facilities Master Plan Stakeholder Engagement Space Utilization

2020

Articulating an overarching vision for the campus that translates institutional priorities into physical space.

LOS ANGE LES SOU TH WEST CO L L EG E

CA MPUS P LAN

LOS ANGELES, CA

Campus Plan

CLIENT Los Angeles Southwest College SIZE 67 Acres SERVICES Facilities Master Plan Space Utilization COMPLETION 2021

The Facilities Master Plan Update was developed over a six-month period beginning in June 2021. The first phase involved a comprehensive review of background material such as the Strategic Educational Master Plan, an analysis of existing campus conditions, and an extensive series of meetings with the College and Community Stakeholders to identify key issues, concerns, and opportunities for the campus plan update.

The Steinberg Hart team conducted a thorough analysis that established the foundation for the planning development ideas. The findings of the campus analysis and key themes from the interviews helped to define a clear set of goals and principles for the campus plan.

The final plan articulated an overarching vision for the campus and defined a structure for campus improvements that can be implemented incrementally according to College priorities and resource availability.

Recommendations for renovations and new construction consider current issues and challenges such as changes in pedagogy, post-COVID learning environments, climate change, and the need for economic operational efficiencies.

Open Space Concept

Circulation Network

Hybrid Learning Environments

Developing a holistic plan for efficiency, effectiveness, and a positive experience for students, faculty, staff, and the community.

SAN DIEGO MIRAM AR CO L L EG E

CA MPUS P LAN

SAN DIEGO, CA

02 02

58%

Percentage

Seat Count Analysis - Classroom 60

50 WEEKLY ROOM HOURS | CLASSROOMS

1 1%

39%

20 - 2 9 STAT I O N S

20 - 2 9 ST U D E N TS

14%

29%

3 0 - 3 9 STAT I O N S

3 0 - 3 9 ST U D E N TS

58%

9%

29%

39%

State standards for classrooms differ from those of labs and as such, these categories of space were studied separately. The Weekly Room 40 Hours diagram below indicates the top four buildings on campus that were operating closest to the 35 WRH target, including the L, H, M, and 30 F-1 buildings.

The Unused Classrooms diagram below illustrates how many classrooms in each particular building were being used in the Fall of 2019. Combined, 80% of classrooms were in use in the Fall of 2019. Station usage dives deeper into each individual building to study how full classrooms are when they are scheduled. For example, F-1 enrolls students beyond its capacity limits, as shown in the Station Usage diagram below.

Unused Classrooms

Weekly Room Hours

1-9

Room capacity

30 -39

40 - 49

50 - 59

60 - 69

90 - 99

1%

2% 0%

0%

3% 1%

7% 0%

L | 19.42 WRH 10 - 19 20 - 29 H | 22.69 WRH

2% 6%

9%

6%

2% 8%

11%

10

14%

17%

20

100 - 109 240 - 249

Number of Stations in Room

Course enrolment

4 0 - 49 STAT I O N S

55%

33%

66%

20 %

50%

A- 2

W

C -1

J -2

F-2

4 0 - 49 ST U D E N TS

M | 23.95 WRH

F-1 | 21.39 WRH

35 WRH

15

33%

42%

17 %

50%

C-2

I

L

S -6

80 % of classrooms were in use in the Fall

20 % of classrooms were not being used

2019 term (74 rooms).

0 WRH

in the Fall 2019 term (19 rooms).

Open Space Analysis

BUILDING & STATION USAGE | CLASSROOMS

Seat Count Analysis - Teaching Labs Station Usage 100%

1 1%

29%

10 - 19 STAT I O N S

10 - 19 ST U D E N TS

49%

56%

Percentage

The table below illustrates the most heavily scheduled days and times 60 throughout the available hours according to state standards (8:00am - 10:00pm). Courses at Miramar College are found to be most often scheduled between the hours of 9am and 12pm, Monday through 50 Thursday. The remainder of time slots have potential to be maximized.

50%

Percentage of Total Classrooms (93) in Use by Time

40

115%

96%

93%

9 1%

9 0%

78%

77%

F-1

S -2

H

M

S -5

L

C-2

50%

49%

49%

43%

22%

21%

A- 2

S -6

J -2

C -1

W

0% 8am

9am 10am 11am 12pm 1pm

M

25%

60%

T 20

30%

W

24%

10 TH

29%

2pm

3pm

4pm

5pm

6pm

7pm

8pm

9pm 10pm

43%

15%

12%

23%

38%

33%

23%

19%

3%

56%

59%

45%

60%

54%

60%

62%

49%

42%

20%

11%

29%

46%

30%

21%

19%

3%

63%

63%

56%

59%

44%

43%

18%

15%

10%

20%

35%

29%

21%

19%

3%

11%

59%

60%

49%

42%

21%

11%

27%

45%

30%

22%

19%

3%

8% 5% 20 - 29

3% 2% 0% 30 -39 40 - 49

Course enrolment

0%

0% 50 - 59

0% 0% 60 - 69

3% 0%

9% 9% 10 - 19

Room capacity

49 %

56%

20 - 2 9 STAT I O N S

20 - 2 9 ST U D E N TS

100% 62% 50%

3% 0%

3% 9% 1-9

52%

3% 0%

57%

7%

13% 10%

62%

3% 0%

F

29%

30

18%

7%

3 0 - 3 9 STAT I O N S

3 0 - 3 9 ST U D E N TS

0%

0% 0% 90 - 99

Number of Stations in Room

I

Steinberg Hart

F-2

Miramar College Facilities Path to 2035 | Campus Planning | 04.18.2022

Space Utilization Analysis

Pedestrian Network

Miramar College Facilities Path to 2035 | Campus Planning | 04.18.2022

2.6

2.8

Campus Plan

The Miramar College Campus Plan considers the potential for reorganization, renovations, and new construction projects for the existing campus plan aimed at best supporting current and future academic program needs, The resulting assessment, data gathering, and collaborative planning was built upon the existing foundations of the current and future College Strategic Plan, Educational Master Plan, and technology planning in order to develop a holistic plan for efficiency, effectiveness, and a positive experience for students, faculty, staff, and the community.

The Steinberg Hart team thoroughly analyzed the surrounding campus context including demographics, service area headcounts, land use, and transportation. At the campus context

level, the planning team studied space utilization, building age/use/efficiency, vehicular and pedestrian circulation, and demographics in order to provide comprehensive final recommendations that were tailored to the campus’s needs.

CLIENT

This data collection and analysis, visioning workshops, and stakeholder meetings developed a Facilities Master Plan for Miramar College to use as a framework over the next 15 years.

SERVICES

San Diego Miramar College SIZE 120 Acres

Facilities Master Plan Space Utilization Architecture COMPLETION 2022

Planning a gateway to the campus experience that promotes a commitment to student success.

GAVILAN COMMUNITY CO L L EG E D ISTR ICT

L I B RA RY & STUD ENT R ESOU RC E CENTER P L ANNI N G

GILROY, CA

Building Concept

CLIENT Gavilan Community College SIZE 112 Acres SERVICES Planning Programming Criteria Documents Master Planning COMPLETION 2020

While updating the Master Plan for the main Gilroy Campus of Gavilan College, Steinberg Hart also developed the program and Design Criteria documents for a new 65,000 SF Library and Students Resource Center (LSRC) that was completed in Fall 2020. The program for the new building strives to integrate library and collaboration spaces with Student Services and Counseling office spaces.

The planning process included an analysis of existing conditions to understand current and future space needs. With the involvement of multiple committees, the planning team developed the Program and Design Criteria for a building that inspires to be a model for flexibility and shared resources, for the District and the Community College institutions at large.

Positioned as the front door to campus, the new LSRC facility will welcome students and visitors to the campus and provide immediate access to essential student support services.

The programmatic functions will be integrated into this facility to enhance student success and support the District’s continued focus on the Guided Pathway framework.

This new gateway building will establish a positive entry experience and will engender greater access to programs and services in a comfortable setting that offers intuitively legible pathways for students to begin (or continue) their educational journey at Gavilan College.

Ground Level Program

Site Analysis

Strategizing at every scale to create an active learning hub, advancing acadademic excellence and student goals.

CALIFORNIA STATE U NIVERS ITY NO RTH R ID G E

S I E R RA HALL P L ANNI N G & P RO G RA MMING

NORTHRIDGE, CA

COMMERCIAL CORRIDOR RESEDA BLVD. COMMERCIAL CORRIDOR

CSU N

NORDHOFF ST.

Critical Campus Axes

ACI TY/ O LL M E N T

CAPACITY/ENROLLMENT, FALL 2018

45

LEGEND

Percentage

50

48%

Room Capacity Course Enrollment

40 35

29%

30 25

18%

15

17%

13%

10

6%

5 0

24%

22%

20

0%

0-9

4% 10 - 19

4% 4%

2% 3% 20 - 29

30 - 39

40 - 49

50 - 59

STATIONS

4%

ENROLLMENT

Percentage of rooms with BU ILDI NG TEST F I T STUDYcount 01 a certain station

Campus Land Use

Percentage of courses BU I Lwith D I N G Ta EST F I T ST U DY 01 certain attendance

Building Test Fit 0 - 9: 0% 10 - 19: 4% 20 - 29: 13% 30 - 39: 24% 40 - 49: 48% 50 - 59: 2%

17% 51%

of rooms have 10 - 29 stations

48% 17%

of rooms have 40 - 49 stations

10 - 19: 22%

of courses have 10 - 29 stations

Open To Below

Open To Below

20 - 29: 29% 30 - 39: 18% 40 - 49: 17%

of courses have 40 - 49 stations

50 - 59: 3% 60 - 69: 4%

80 - 89: 6%

14% 14%

LEGEND

Lecture Halls Student Success Spaces Building Support

80 - 89: 4%

of courses have 50 - 89 stations

Seminar Rooms & Classrooms

GROUND FLOOR PLAN CONCLUSIONS

70 - 79: 3%

of rooms have 50 - 89 stations

V

70 - 79: 2%

N

N LEVEL 03 FLOOR PLAN

LEVEL 02 FLOOR PLAN

LEGEND

LEGEND Seminar Rooms & Classrooms

Building Support

Lecture Halls

Corridor Circulation

Student Success Spaces

Vertical Circulation

LEVEL 2 FLOOR PLAN

Vertical Circulation There is currently a lack of small-capacity classrooms in Sierra Hall, resulting in courses being scheduled into classrooms that are of higher capacity than needed.

Due to this, inefficiencies in utilization are occurring. While 60+ seat classrooms are being well utilized, classrooms of 20-49 capacity are underutilized. This classroom size is 85% of the total classrooms, which causes the utilization rate to drop significantly.

Steinberg Hart

L

BU IL D IN G T EST F IT STU DY 01

0 - 9: 6%

60 - 69: 4%

74

6%

60 - 69 70 - 79 80 - 89 Number of Stations in Room

Capacity/Enrollment, Fall 2018

GROUND FLOOR PLAN

2% 3%

V

Sierra Annex | Feasibility Study | Building Design

Seminar Rooms & Classrooms

Building Support

Lecture Halls

Corridor Circulation

Student Success Spaces

Vertical Circulation

LEVEL 3 FLOOR PLAN 72

73

Steinberg Hart

MANZANITA HALL

M e ik Cu rb Co lle ge

er

Ar

Si

ts

ra

al W

k

k

al W

*

* *

SIERRA HALL

*

*

Et i

wa

nd

ven aA

ue

* B2 PARKING LOT

Site Diagram

B3 PARKING STRUCTURE

Facility master planning necessitates a holistic, iterative process, requiring analysis and strategizing at every scale — from the community to the campus to the classroom. At CSU Northridge, our services included facilities and technology planning, LEGEND siting and connection to larger campus context, program growth evaluation, and programming visioning.

Seminar Rooms and & Classrooms

Lecture The Halls University challenged us to create an optimized program for Sierra Annex that would accommodate the course load Student Success Spaces of the existing 55 classrooms without necessarily replicating the same room and seat counts, while simultaneously accounting for the campus’s goal of creating active learning environments.

To respond to this challenge, the Steinberg Hart team performed a detailed analysis of the existing

educational spaces for utilization and functionality, benchmarked against industry standards and current pedagogies.

The team then engaged in an iterative, workshop-based, interactive and collaborative process with the University’s stakeholders, creating Building consensus aroundSupport building function, goals, and program which led to a Circulation finalizedCorridor list of spaces, adjacency relationships and specific technical requirements.

Vertical Circulation

CLIENT CSU Northridge SIZE 65,000 SF SERVICES Programming Feasibility Outdoor Design-Build Criteria Cost Estimating

Open Space

Building Link

COMPLETION

*

2019

Pedestrian Path Building Entrance

Sierra Annex | Design-Build Criteria | Building Design

77

Creating a world-class destination to inspire and recruite undergrad and graduate level Business students, while facilitating current needs and future growth.

UNIVE RS IT Y OF CA L IFO R N IA R IVERS ID E

SC H OOL OF BUSI N ESS P LANNING & D ES I GN C RITERIA

RIVERSIDE, CA

Anderson Hall

Future Future

st

Ca

mp

us

Dr

New School of Business

we

Psychology

Olmsted Hall

NEW SCHOOL OF BUSINESS 70,000 GSF

Site Diagram

ol of Business | Workshop 3 | 01.08.2020 CLIENT UC Riverside SIZE 70,000 SF SERVICES Programming Feasibility Design-Build Criteria Cost Estimating COMPLETION 2021

The Steinberg Hart team worked alongside stakeholders to analyze the infrastructure and facilities conditions of the School of Business. Creative solutions to accommodate program growth, update existing classrooms and class labs for modernized teaching pedagogies, technologies, and elevate the students experience and outcomes were discovered throughout the process.

We conducted a series of interview and workshops where multiple sites were analyzed and evaluated, in alignment with the University educational goals and priorities.

The new building is envisioned to be an inspirational and welcoming home for the School of Business, focused on graduate education needs, thoughtful integration of the undergraduate community, and overall program growth into 2035 and beyond.

Program opportunities include classrooms, finance lab, research spaces, technology-rich recording spaces, study/ collaboration areas for students, and new offices and administrative functions.

Our scope of work included visioning, site feasibility and selection, classroom utilization data, and student/faculty/ staff survey. Next steps include a detailed building programming, detailed design and technical criteria, and fundraising imagery.

E 2 - CONCEPT A - CIRCULATION

100 90 52 .5 WR H 75% TA RGE T

80

CU R R E N T U N D E RG RA D E N RO L L M E N T

CU R R E N T G RA D EN RO L L M E N T

Primary Pedestrian Route

70

16%

14%

61-70 21% 61-70 21%

32%

21-30 8%

32% UNDERGRAD ENROLLMENT

OLLM E NT

50 41-50 15% 40 30

41-50 15%

71-80 1%

0-10 11%

11-20 7%

t he G ra d u a te Per co uUni rses vers i

38%

60%

64%

UN D ERGRA D

24%

5 O CCU PA NCY

percentage of stations occupied versus capacity

20, 5 0, 8 0, a n d 3 0 0 ca pa c i ty ro o m s a re n e e d e d

20 CAPAC I T Y

4 0 CAPAC I T Y

5 0 CAPAC I T Y

to se r ve t h e U n d e rg ra d u a te co u rses

8 0 CA PAC I T Y U ND ERG 3 0 0RAD CA PAC I TY

W E E KLY RO O M HOU RS

c l a ss ro o m m i x b e l ow

24% 5 c l a ss ro o m s a re n e e d e d to se r ve t h e WE O MuHrses OU RS X P E RC E NT STAT IO N U n d e rg ra dEuKLY a teROco

64%

42 Wp RH avgn T hi s c ha r t s hows e rce 34 WSCH = cH i ty/st T h i s c h a r t s h ows p e rce n ta geca of pa WR by roud o me nt e nro l l ms m ca pa c i ty/st u d e n t e n ro l l m e n t calnadssi nro foor m thiex b e l ow

0

Ba se d o n c u r re n t st u d e n t e n ro l l m e n t ,

36% 5 0 CA PAC I T Y

21-30 22%

15%

41-50 15%

a room is scheduled

11-20 7%

40 CA PAC I T Y

4 0 a n d 8 0 ca pa c i ty ro o m s a re n e e d e d to se r ve Cl ass room & 10 t h e G ra d u a te co u rses 2016, UC Ri v

63% 31-40

64%

31-40

20, 5 0, 8 0, a n Undergradu d 3 0 0 ca p

20, 0, 8 0, a n d 3 0 0 ca pa c i ty ro o m s a re n e e d e d 41-50520 4 0 a nd 8 0 ca pa c i ty ro o m 77% 15% to se r ve t h e U n d e rg ra d u a te co u rses

Ba se d o n c u r re n t We e k l y Ro o m h o u rs31-40 ( W RH ) , 0

95%

85% U NI V E RSI T Y TA RGE T

co u rses number of hours per week

20 CA PAC I T Y

30

ENROLLMENT 2 c l a ss ro oSCHEDULING m s a re n e e d e d to se r ve t h e G ra d u a te

51-60 15%

36%

Ba3se d oHn c u r re n t st u d e n t e n ro m ernve t , t he U nd e rg ra d u 0 WSC tol lse Graduate Co

68%

31-40 15% 51-60 10%

Uti l i zati on c

3 5 WSC11-20 H

7%oEm % TA T n e e d e d to se r ve th e G ra d u a te 2 c10l 0a40 ssSTAT ro sRGE a re folnl owi Ba se d o n c ur re t stng udas e co u rses WRH

21-30 22%

10

15%

21-30 8%

41-50 15%

11 2 c l a ss ro o m s a re n e e d e 7 co u rses

50

U n d e rg ra d u a te co u rses

66% TA RGE T

69%

60

20

CU R R E N T G RA D E NRO41-50 LLM E NT

11-20 10%

31-40 15%

51-60 10%

61-70 5%

%

36%

70

38%

38% 51-60 10%

32%

52.5 W RH 8% 75% TA RGE T

60%

Ba se d o n c51-60 u r re n t We e k l y Ro o m h o u rs ( W R H ) , 15% 5 c l a ss ro o m s a re n e e de d to se r ve th e

0-10 11%

36%

21-30

61-70 80 21%

0-10 11%

21-30 8%

51-60 15%

90

11-20 10%

16%

100

16%

51-60

71-80 15% 1%

61-70 5%

11-20 10%

11-20 10%

0-10 11%

U nd e rg ra d u a te co u rses

23 6 W R H

14%

School of Business | Workshop 3 | 01.08.2020 71-80 1%

14%

71-80 1% 0-10 6%

61-70 5%

GRA D EN RO L L M EN T

60

8 0 CAPAC I T Y

=

The report a

27 WSCH

10% 71-80 101-200 1% 1% 91-100 3%

0-10 6%

71-80 1%

71-80 1%

61-70 5%

33 WSC H

101-200 1% 91-100 3% 201-300

0-10 6%

84 W RH

201-300

CU R R E N T U N D E RG RA D10% E NRO L LM E NT

101-200 1% 91-100 3% CU R R EN T

236 WRH

Greenway

Concept Circulation

UT ILIZAT ION

Open Space

Ba se d o n c ur re n t We e k l

69% 5 c l a ss ro o m s a re ne e d e

CU R R E N T G RA D E N RO L L M E N T

201-300 10%

U T I L I Z AT I O N

CU R R E N T U N D E RG RA D E N RO L L M E N T

Secondary Pedestrian Route

84 WRH

GEND

C L ASS RO O M S

tend to exte

31-40 24%

SC HE DU L I Neveni G ng cl as

helD d unti l 10 U N D E RG RA

G RA DUAT E number of hours per attendance. week

5

C L ASS RO O M S

2 room C L ASS RO O M S a is scheduled The Univers

W E E KLY ST U D E NT CO NTACT H OURS

of 30 WSCH

1

20 CA PAC IT Y

1 1

2

5 0 CA PAC I T Y

5 0PAC CAIPAC 1 2 8 0 CA TY ITY

1

is occupied 8 0 CAstation PAC IT Y

1

3 0 0 CA PAC IT Y

EFFICIENCY hours per week a

UNDE RGRAD

30 0 CAPAC I T Y

20PAC CAIPAC 4 0 CA TY ITY

current stan

1

8 0 CA PAC I T Y

1

3 0 0 CA PAC I T Y

G RA D

GRA D

4 0 a n d 8 0 ca pa c i ty ro o m s a re n e e d e d to se r ve GRAD40 CAPAC IT Y 50 CAPAC IT Y 8 0 CAPAC 0LY CAPAC I T YH OURS BY COURSE E NROL L ME NT C PERCE NTAGIET YOF W E30 EK ROOM SIZE LASSROOM t h e G ra d u a te co u rses CLASS RO OM UTI L I ZATI STUDY AV ERAGE O FOSNPR I N G 20 19 + FAL L 20 19 + WI N T ER 2020 PERC EN TAGE O F W EEK LY RO O M H OU RS BY COU RSE E N RO L L M E N T SI Z E 41-50 ENROLLMENT 2019 2019 20 CA PAC IT Y

U T ILIZAT ION STU DY

15% AV E RAG E O F S P RI NG 20 19 + FA L L 20 19 + W I N T E R 2020

P E RC E NTAGE O F WEEK LY RO O M HOU RS BY COU 21-30 RSE EN ROL L ME NT SIZE

38%

h i sBusiness c h a r tof s h|Business ows p e rce n |ta ge of|W RH byStudy ro o m AVERAGE O F SPRIN G 2019 + FALL 2019 + WIN TUCR ER 2020 UCRTof School Utilization School Utilization Study 04.28.2020 22%

31-40 15%

of weekly room hours by UCR School of Business | Utilization Study | 04.28.2020Percentage ca pa c i ty/st u d e n t e n ro l l m e n t a n d i n fo r m s t h e

64% course enrollment c l a ss ro o m m i x b esize l ow on average from UCR School of Business | Utilization Study | 04.28.2020 Spring 2019 + Fall 2019 + Winter 2020 UN D ERGRA D

31-40 24%

Utilization Analysis

5

| 04.28.2020

UCR School of Business | Utilization Stud

GRA DUAT E

C L ASS RO O M S

2

C L ASS RO O M S

1

20 CA PAC IT Y

1

4 0 CA PAC I T Y

2

5 0 CA PAC I T Y

1

8 0 CA PAC I T Y

1

8 0 CA PAC IT Y

1

3 0 0 CA PAC IT Y

57

Activating a hub for the campus community with modern education environments for math and science and state-of-the-art workplace environments.

WHIT TIE R COLLEGE

SC I E N C E & L E A R N I NG C ENTER P RO G RA MMING & R E NOVATION

WHITTIER, CA

Visual Program

Spatial Relationships

General Instructional Space Shared Classrooms

Lecture / Colloquia 1,200 SF

Classroom (Medium) 900 SF

Classroom (Medium) 900 SF

Classroom (Medium) 750 SF

Classroom (Small) 500 SF

Classroom (Medium) 750 SF

Classroom (Small) 500 SF

ical

Classroom (Medium) 900 SF

Classroom (Medium) 900 SF

Classroom (Medium) 750 SF

Classroom (Small) 500 SF

Classroom (Medium) 750 SF

an Mech Open Area

l

anica

n Roof Gree

Seminar Room 300 SF

m Mediu om ro Class

ical

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Mech

m Mediu om ro Class

an Mech Open Area

NMR

ton

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Study 75 SF

Study 75 SF

Study 75 SF

Study 75 SF

Break Out 150 SF

e Tissu re Cultu

Meet 100 SF

ISTRY ion

borat

Colla

Lab

ort Supp es Spac

m Mediurm Class

m Mediurm Class

istry Chemment Instruom Ro

ooms Restr

k Room Stoc ite Su

l

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es Offic

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anica

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MATH

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Third Floor ent Stud y Stud

l Smal m Classr

h Healt Lab

m Mediu om ro Class

Smallm Classr

Offic

es

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Design Development Axon

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Ground Floor

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Mech

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Second Floor

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Lab

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Whittier College | Science & Learning Center: Visioning & Programming

KNS Stor.

es

ort Re Supp s Labs Space

Lab

l II La Leve

Offic

rach Rese bs La

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& SU

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Visual Program

l III Leve

ort Supp es Spac

rach Rese b La

S M, KN

Telesc.

100 SF

tion bora

CHEM

Colla

GY &

O BIOL

Fourth Floor

Support Furn. Stor.

200 SF

Vend.

50 SF

tion bora

Student Work / Lounge Space 500 SF

Break Out 150 SF

es t Spac

Student Work / Lounge Space 500 SF

Student Study Space 500 SF

or Supp arch

Student Study Space 500 SF

Rese

Building Lobby 2,000 SF

Student Study Space 500 SF

Colla

Shared Interaction Space

ion Divis Upper l III Lab Leve

Lab

l II Leve

Lab

Env. Sci. Eq. & Stor.

Sci. Env. ch Lab ar Rese

NCE

SCIE

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Sci. Env. es Offic

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Building Program Diagram Whittier College | Science & Learning Center: Visioning & Programming

5.11

During a master planning effort in 2012, Steinberg Hart worked in concert with Whittier College to envision a complete renovation of the 1966 Stauffer Science Building. The college established four goals for the project: create a campus hub; put science on display; foster collaboration; and “wow.”

Mindful of the needs of the 21st-century student, the design team arrived at a transparent open plan that could support interdisciplinary discovery and state-ofthe-art instruction.

The “heart” concept focused on a large central collaboration space which becomes the activity hub for the building.

Planned for the bottom two floors, this "Heart" space is a two-story building lobby with meeting rooms, student study spaces, lounge areas, and exhibition/ display space. The “Neighborhoods” concept provides groupings of spaces -- science labs, smaller collaborative spaces, and faculty offices -- to create inter-disciplinary centers of excellence.

CLIENT Whittier College SIZE 88,000 SF SERVICES Master Planning, Programming, Criteria Design through Construction COMPLETION 2016

Visioning began with a two-day charrette where Whittier College leadership, faculty, and staff came together with Steinberg Hart to develop overall project goals and vision. From the goals and vision, two primary preliminary planning concepts were developed for the project: (1) Heart and (2) Neighborhoods.

Supporting curricular changes that include a strong emphasis on patientcentered care through problem-based learning and active learning classrooms.

RUTGE RS UNIVE RS ITY

ME DI CAL SCIENCES BU I L D I N G P RO G RA MMING

NEWARK , NJ

Site Diagram

CLIENT Rutgers University SIZE 600,000 SF SERVICES Programming & Planning Feasibility Study COMPLETION 2018

Steinberg Hart, with Skidmore, Owings & Merrill LLP (SOM), provided Programming and Concept Development services for a Feasibility Study to reenvision the New Jersey Medical School for Rutgers University in Newark, NJ. Steinberg Hart’s scope focused on the assessment, planning and programming of the education spaces, including: classrooms, teaching labs, simulation spaces, student space, faculty space, and administrative space. Also included was a relaunch of the Medical Schools’ new branding and identity to create a welcoming entry and series of collaboration spaces.

Three concept development options were explored, all achieving the established goals of creating strong adjacencies between programmatic elements, identifying the optimal location for the quantity of space required by the program, and determining efficient circulation paths of faculty, researchers, students, and staff.

The selected option will act as the basis of design for any future renovation proposals for the MSB. The process included a series of workshops with seven user groups, plus the facilities and planning leadership.

Concept Plan

FI R M VALU ES

DESIGN We share a deep belief that design matters. It affects people in profound and unexpected ways. Through design we connect people with place, creating identity and memorable experiences that build community, enhance business, support learning, and improve the cities we live in.

RELATIONSHIPS Architecture is a people business. We develop long lasting relationships with our clients and collaborators. By engaging and supporting the organizations and causes that improve our lives, we become leaders and trusted partners in the communities we serve.

CHANGE We are entrepreneurs at heart. Our firm is ever changing, evolving, and transforming through an innovative approach to the practice of architecture. Our experienced and dynamic team challenges the status quo with a focus on creating space for people to be great.

FOLLOW US For more information about Steinberg Hart, please visit www.steinberghart.com and follow us on Facebook at facebook.com/SteinbergHart and on Twitter and Instagram at @SteinbergHart.

LOS ANGELES 818 W 7th Street #1100 Los Angeles CA 90017

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