DEA 6500 - PROBLEM SEEKING THROUGH PROGRAMMING GRADUATE TEAM B Anna Gannett Cheryl Lu Xu Jenny Kim Manisha Rayaprolu Sukruti Gupta Sung Tsan Yeh
T HE BLUE BOX Programming Document for Mann Library Third Floor Mezzanine
Cornell University Library
MANN LIBRARY
TA BL E O F C O N TE N T Introduction
Recommendations
Introduction Glossary Mission Statement Executive Summary Programming Approach Primary Stakeholders
4 5 6 7 7
Context
Current Mezzanine Space Current Mezzanine Layout
Summary of Findings
9 10
Problem Statement 13 Existing Conditions Physical Connection 14 Visual & Acoustic Connection 15 Literature Review 16 Case Study 17-20 Description of current status Summary of Observation Physical Traces 21 Summary of User Insights 22 Pros and Cons 23 Problem Areas 24
The Blue Box Concept 27 Line-by-line program 28 Adjacency diagram 29 Behavior:Spatial Arrangement 30 Adaptability Graph 31 Goal Statements 32 PR statements+ Concept Diagram 33-63 Detailed Program 49, 53, 57 Prioritization Method 64 Budget 65-67 Proposed Layout Plan View 68 Axon View 69
Appendices
A. Interview Insights B. Observation Summary C. Previous Library Space Use D. Behavior Mapping E. Literature Review Summary F. Team Responsibility Matrix G. References
71-72 73-75 76 77 78-81 82 83-86
I NT RO DUCT I O N
I NT ROD U C T I O N GL O S S A R Y Mezzanine Upper Mezzanine Mezzanine Balcony "Blue Box" Dean's Reading Room
3rd floor graduate study space overlooking 2nd floor Dean's reading room the upper level of the 3rd floor graduate study space the lower level of the 3rd floor graduate study space directly overlooking 2nd floor Dean's reading room concept for mezzanine renovation 2nd floor double height reading room
Identity
composed of the branding
Access
wayfinding to the space
Cornell University Library

MA N N LI B R A R Y
MIS S IO N S T A T E MENT To create a program for redesign of the mezzanine space at Mann Library into a collaborative graduate work-study space that will support a range of academic and co-curricular activities.
EX EC U T I VE S U MMA R Y Mann Library has found that some spaces are underutilized or misused. Over time, this has contributed to complaints primarily about noise.
Literature Review
Summary of our findings Interviews with the client, observations and interviews with students. The context-specific research was supplemented by a review of recent literature on the subject of student library spaces. The main issues identified through the research were noise and lack of identity.
Summary of our recommendations The identity of the Mezzanine will be redefined as the Blue Box. It will be a graduate-student only collaborative space. Immediate changes can occur at a minimal cost through rebranding and rearranging furniture. More permanent changes with new furniture and technology will involve a more significant financial investment.
Student Interviews
Lack of identity The Blue Box Graduate-only collaborative space
Observations
Noise
Client Interviews
Cornell University Library

MA N N LI B R A R Y
PR O G R A M M I N G A P P R O A C H In this project, the social and psychological functions approach and behavioral setting approach were utilized. The social and psychological functions approach was chosen for the purpose of programming a group work-study space, there were certain functions that should be supported and others to be depressed. In this project, dynamic collaborative study is encouraged and quiet individual study is suppressed. Furthermore, the behavioral setting approach was chosen because it was important to identify the dominant behavior patterns in the setting. We obtained the information by observing the behaviors occurring in the space.
Primary Stakeholders 1. Client - Mann Library, Cornell University.
Image source: mannlib.cornell.edu
2. Users - Graduate students of the College of Human Ecology and College of Agriculture and Life Sciences.
Image source: selfinjury.bctr.cornell.edu
Image source: cals.cornell.edu Cornell University Library

MA N N LI B R A R Y
CO NT E X T
CO N TE X T Cornell University is a private research institution located in Ithaca, New York with a student population of about 22,000. The graduate community at Cornell is composed of 7,000 students. Within Cornell's twenty libraries, Mann Library was built specifically for students in the College of Agriculture and Life Sciences and the College of Human Ecology. The mission of Mann Library is, "Empowering Cornell's research and learning community with deep expertise, innovative services, and outstanding collections strengthened by strategic partnerships." As the most utilized library on campus, and the most commonly used by graduate students, the space must serve a wide range of functions.
Cornell Campus
Mann Library
The third floor of Mann Library is a designated quiet study space. The Mezzanine sits on the third floor, but is open towards Dean"s reading room on the second floor. Through its history, the Mezzanine has had a variety of purposes, including holding book collections, providing computer workstations, and as a break-out space for the adjacent quiet study area. Mezzanine
Image source: Authors Cornell University Library

MA N N LI B R A R Y
CU RR E N T M EZ ZA N IN E S P A C E Access from Outside The mezzanine as a whole is accessible from the 3rd floor graduate study space through a ramp that slopes down 1 foot into the mezzanine balcony.
Upper Mezzanine Mezzanine Balcony
Access from Within The mezzanine itself is divided into two separate spaces with 1 foot difference in floor level. The upper mezzanine is accessible from the mezzanine balcony through 2 narrow steps.
Image source: Authors Cornell University Library

MA N N LI B R A R Y
CU RR E N T M EZ ZA N IN E L A Y O U T Study Space
Individual Workstation (8) Individual Computer Workstation (6)
Study Space Lounge Space Misuse of Lounge Space
Lounge Space
Individual Couch (32) Round Table (6)
Maximum Capacity by code: 49 Maximum Capacity by current layout: 46
Image source: Authors Cornell University Library
MA N N LI B R A R Y
SUMMARY O F F I N D IN GS
P R O B L E M S T A T E MENT The mezzanine space of Mann Library is currently underutilized, and its few users report dissatisfaction. The program for redesign of the space is aimed to assign a new, desirable identity to the space.
EX I ST I N G C O N D IT IO N |
P H Y SIC A L C ONN E C TION
EXIT
Grad Study Space
Ramp
Steps
Mezzanine Balcony
Image source: Authors Cornell University Library
MA N N LI B R A R Y
EX I ST I N G C O N D IT IO N |
V ISU A L & A C O U S TIC C ON N E C TION
Upper Mezzanine
Mezzanine Balcony
Visual Connection Acoustic Connection
Dean's Reading Room
Image source: Authors Cornell University Library
MA N N LI B R A R Y
LITER A T U R E R E V IE W S U MMA R Y
Cornell University Library
MA N N LI B R A R Y
CA SE S T U D Y |
S U MMA R Y
Graduate & Faculty Reading Suite in Olin Library This case study is particularly relevant for the development of a program for the Blue Box, as it is an example of study area exclusively for graduate students. The west end of Olin Library's 5th floor houses a key-coded reading suite for graduate students and faculty. The reading suite includes:
•Two large reading rooms with reading tables, chairs and soft seating •A smaller room with a whiteboard and moveable furniture that can be used by groups of up
to 10 people •Two smaller reading areas with soft seating •Two break-out rooms, where 2-3 people can discuss individual projects •Four computers •A printing/copying/scanning room •Day lockers, keys to which can be checked out at the Olin Circulation Desk
Cornell University Library
MA N N LI B R A R Y
XS=1person
CA SE S T U D Y |
OB SE R V A T ION
S=2 Person M=3-4 Person L=5+ Group
Workstation for 2 people
Entrance with key-code given only to the graduate students
Workstation for more than 5 people Workstation for more than 5 people Workstation for more than 5 people Image source: Authors Cornell University Library

MA N N LI B R A R Y
XS=1person
CA SE S T U D Y |
OB SE R V A T ION (C ON T .)
S=2 Person M=3-4 Person L=5+ Group
Printing room
Group Study room for 3 people
Workstation for 4 people
Computer with dual monitors for sitting and standing
Individual Workstation Image source: Authors Cornell University Library

MA N N LI B R A R Y
CA SE S T U D Y |
L E SS ON S L EA R N ED
Strength - Take it • Use of the room is restricted to current graduate student and faculty, and access is controlled
through a keypad. The code changes periodically to help prevent unauthorized use.
• Diverse range of workstations are provided to meet different needs. Problems - Leave it • Since the space is supposed to be a quiet space, even though there are workstations for group
work, dynamic collaborative study/work is rather suppressed.
Cornell University Library
MA N N LI B R A R Y
PH YS I C A L T R A C E S * Physical Trace: Separation (Adaptation) Description: The bookshelf divides upper mezzanine and mezzanine balcony.
Original Use
Current Use
Physical Trace: Identification (Display of Self) Description: A sign identifying the current name and function of the space.
Physical Trace: Missing trace (By-Product) Description: The bookshelf used to house a special collection of books but it is currently empty.
*Duerk, D. P. (1993). Architectural programming: information management for design. New York: Van Nostrand Reinhold. 
Image source: Authors Cornell University Library
MA N N LI B R A R Y
SU M M A R Y O F US E R IN S IG H T S The mezzanine is a great place to study, but the noise level in the space is a big issue. Students enjoy the mezzanine because most of time it is quiet and exclusive so that they can concentrate on their work. The visual connection to Dean's reading room makes the mezzanine feel less crowded. The mezzanine also provides a variety of tables and chairs to make the students feel at home. On the other hand, students found the mezzanine to be distracting sometimes. The noises in the mezzanine are mostly identifiable noises such as conversation, typing, and wind. These noises make it difficult for users to concentrate while studying.
Image source: Authors The generation of the word cloud is based on the top 5 adjectives indicated by interviewees on the Product Reaction Card (Appendix B). The size of the word depends upon the frequency with which they were indicated. The more frequent the word, the bigger it will be. Also, lighter blues indicate positive adjectives; whilst the negative words are indicated by darker hues. Cornell University Library

MA N N LI B R A R Y
M EZ ZA N I N E S P A C E P R OS A N D C ONS
Pros
Cons
- Space feels large and open - More natural light than graduate study space - Better ventilation - Segregated space makes students feel exclusive
- Specific kinds of distracting noises (conversation, typing, and echo) - Wayfinding is difficult (students found it accidentally, or were brought in by friends) - Intended use is unclear (confusion regarding quiet/loud space, graduate-only space)
Image source: Authors Cornell University Library

MA N N LI B R A R Y
PR O BL E M A R E A S
#1 Identity
•No defined function •Unintended user group
#2 Accessibility •Steps are not ADA compliant •Upper mezzanine not accessible
Image source: Authors Cornell University Library
MA N N LI B R A R Y
PR O BL E M A R E A S (C ON T .)
#3 Wayfinding
?
•Difficult to find the space •Infrequent Use
#4 Noise Issue
•Distraction from adjacent space
Image source: Authors Cornell University Library
MA N N LI B R A R Y
R EC O M M E NDAT ION S
TH E B L U E B O X Concept The Blue Box is our proposal for redesign of the Mann Library Mezzanine into a work-study space for graduate students. Blue is the accent color for third floor of the Mann Library. The location and character of the mezzanine evoke images of a stadium box or theater balcony. Thus, we propose that the space be reimagined as The Blue Box - a small yet multifunctional space that caters to academic and co-curricular spatial requirements of graduate students. We draw upon our observations and insights, viewing the visual and acoustic connection to second floor as an opportunity to give the mezzanine space an attractive, comfortable, and unique ambience.
Image source: smartmap.mannlib.cornell.edu Cornell University Library

MA N N LI B R A R Y
LINE -B Y - L I N E P R OGR A M The Blue Box is a multi-functional work-study room, and has 3 major dedicated spaces:
Study: These are dedicated zones where students can study in small groups. Brainstorm: These dynamic zones are to be used for collaborative work and brainstorming sessions. Present: This space is for presentation practice and rehearsal.
Spaces
Group size No. of spaces
Sq ft
Total
Comments/ Remarks/ Notes
Study
2-4
50
150
Table, booth, cafeteria-style
3
Brainstorm
2-5
2
100
200
Discussion spaces, mobile/flexible, props (whiteboards/pinboards/screens/movable), Ad-hoc interaction
Present
2-5
1
140
140
Technology, acoustic control, presentation station
Cornell University Library

MA N N LI B R A R Y
AD J AC EN C Y D I A GR A M ENTRY
High Priority Low Priority Separate
Image source: Authors Cornell University Library
MA N N LI B R A R Y
BE HA V I O R |
S P A T IA L A R R A N GE M EN T M ATR IX
•The Blue Box will have spaces that accommodate a range of behavioural interactions from casual to formal interactions between students.
•These spaces will also range from being tethered or fixed to being mobile or flexible, depending upon the needs of each type of space.
•For example, Brainstorm is a casual space with mobile, flexible furniture arrangements.
•Study is a casual space for students to discuss their academic requirements, in a tethered/fixed setting.
Image source: Authors Cornell University Library
MA N N LI B R A R Y
AD AP T A B I L I T Y G R A P H •The expected lifecycles of furniture and of technology in the Blue Box are both different. (Appendix A) •For certain spaces, such as Brainstorm, technology should adapt at a higher rate than for other spaces.
Image source: Authors Cornell University Library
MA N N LI B R A R Y
G O AL S
1
BRANDING
2
5
BRAINSTORM
6
ACCESS
PRESENT
3 7
AMBIENCE
TECHNOLOGY
4 8
STUDY
LONGEVITY
1
BRANDING The Blue Box will have a unique identity within the Mann Library.
BR AN D I N G |
P E R F OR MA N C E R EQU IR E M EN TS
PR 1.1 The Blue Box should have characteristic design elements that reflect its intent to be a graduate-only study space.
PR 1.2 The signage should be simple and easily perceptible. (The Principles of Universal Design, 3 and 4)
PR 1.2: The Principles of Universal Design (Principle 3 and 4)
PR 1.2: Signage Standards
Image source: Center for Universal Design
Image source: United States Department of Justice Cornell University Library

MA N N LI B R A R Y
BR AN D I N G |
P E R F OR MA N C E R EQU IR E M EN TS (C ON T.)
PR 1.3 All colors and textures should be in accordance to the overarching branding patterns of Mann Library, and coordinate with the graduate-only quiet study space on the third floor. (SUMA Space Usage Data)
PR 1.4 All design details and accent pieces should aim to create a unifying aesthetic.
PR 1.3: Possible color schemes
PR 1.4: Unity - From 6 Principles of Design
Image source: design-seed.com; mannlib.cornell.edu
Image source: Bashooka.com Cornell University Library

MA N N LI B R A R Y
2
ACCESS The Blue Box will be universally accessible by all graduate students.
AC CE S S |
P E RF OR M A N C E R E QU IR EME N T S
PR 2.1 The Blue Box should only be accessible by graduate students and staff. (Appendix A: Interview Insights) PR 2.2 Approach from Mann Library reception area to mezzanine space should be universally accessible and obstacle-free. (ADA Accessibility Guidelines, 4.3)
PR 2.1: "Graduate Students Only" Image source: Authors
PR 2.2: Accessible approach to mezzanine
PR 2.2: Clear width of accessible routes
Image source: Authors
Image source: United States Department of Justice Cornell University Library

MA N N LI B R A R Y
AC CE S S |
P E RF OR M A N C E R E QU IR EME N T S (C ON T.)
PR 2.3 All major circulation paths and intersections within the Blue Box should conform to ADA standards. (ADA Accessibility Guidelines, 4.3)
PR 2.4 At least 5% (but no less than 1) group seats should conform to ADA standards. Since the maximum capacity of the mezzanine is 49 people, at least 3 seating locations should be wheelchair accessible. (ADA Accessibility Guidelines, 4.1.3 Points 18 and 19)
PR 2.3: Clear (obstruction-free) floor space Image source: United States Department of Justice Cornell University Library

MA N N LI B R A R Y
3
AMBIENCE The Blue Box will provide a calm, comfortable, and soothing ambience.
AMB I EN C E |
P E R F OR MA N C E R EQU IR E M EN TS
PR 3.1 The combined minimum illuminance from natural and artificial sources should between 300500 lux. (Lin, 2014)
PR 3.2
Diffused adjustable lighting should be provided to accommodate a range of preferences. (Newsham, et al. 2007)
PR 3.3
Each group work space should have access to natural light and/or views of nature for visual relief and nature restoration. I.e. be within 2.5 m of any window. (Lin, 2014)
PR 3.1: Combined illuminance
PR 3.2: Diffused lighting directions
PR 3.3: Range of natural light from window
Image source: luxreview.com
Image source: sustainability.autodesk.com
Image source: UT Zero, UT Knoxville Cornell University Library

MA N N LI B R A R Y
AMB I EN C E |
P E R F OR MA N C E R EQU IR E M EN TS (C ON T.)
PR 3.4 The Blue Box should be maintained at an ambient temperature range of 71-73 F.
(Krawczyka,
Gladyszewska-Fiedoruka, & Roderob, 2014)
PR 3.5 Visual connection to Dean's reading room shall be maintained. (Appendix B: Observations Summary)
Visual Connection
PR 3.4: Thermal Comfort Range
PR 3.4: Visual connection
Image source: ASHRAE Standard 55
Image source: Authors Cornell University Library
MA N N LI B R A R Y
AMB I EN C E |
P E R F OR MA N C E R EQU IR E M EN TS (C ON T.)
PR 3.6 At least 30% noise mitigation should be achieved by using thick, porous materials for seating and wall cladding. (Seddeq, 2009)
PR 3.7
The Blue Box should provide variety of dedicated space and storage for physical and virtual resources for its main uses. (Appendices A and B)
PR 3.6: Ways of sound reduction
PR 3.7: Card catalogs and Magazine Displays
PR 3.7: Storage variety and reach
Image source: presentationproducts.com
Image source: Oregonized ADA Guidelines
Image source: Oregonized ADA Guidelines
Cornell University Library

MA N N LI B R A R Y
4
STUDY The Study zone will provide dedicated spaces for students to study in small groups.
ST UD Y |
P E RF O RM A N C E R EQU IR E M EN T S
PR 4.1 The Study Zone should provide workstations that accommodate groups of 2-4 students, each centered around a table. (Appendix B: Observations Summary)
PR 4.2
Size of group workstations should be optimised according to primary and secondary reach zone of the user. (Appendix B: Observations Summary)
PR 4.1: Workstation group size
PR 4.2: Rationale for desk size
Image source: Knoll.com
Image source: Canadian Centre for Occupational Health and Safety
Cornell University Library

MA N N LI B R A R Y
ST UD Y |
P E RF O RM A N C E R EQU IR E M EN T S (C ON T.)
PR 4.3 Every group workstation should have at least 3 feet between each other for circulation and privacy. (ADA Accessibility Guidelines, 4.3)
PR 4.4 All group workstation should have sit-stand desks and ergonomic chairs. (Appendix A: Interview Insights)
PR 4.3: Clear space between table for circulation and privacy
PR 4.4: Sit-stand desk
PR 4.4: Ergonomic Chair
Image source: Pinterest
Image source: honside.com
Image source: Canadian Centre for Occupational Health and Safety
Cornell University Library

MA N N LI B R A R Y
ST UD Y |
P E RF O RM A N C E R EQU IR E M EN T S (C ON T.)
PR 4.5 In every workstation, the clearance space under the work surface should provide adequate room for the student's legs, when in the upright seated posture and at least one other seated reference posture (Upright sitting, Standing, Declined sitting, Reclined sitting). (OSHA Computer Workstation standards)
PR 4.5.1 The minimum dimensions should be:
20 inches (52 cm) wide. 17 inches (44 cm) deep at knee level. 24 inches (60 cm) deep at foot level. 4 inches (10 cm) high at the foot.
PR 4.6 The work surface depth should allow a student to view the monitor at a distance of at least 20 inches (50 cm). (OSHA Computer Workstation standards)
PR 4.5: Minimum clearance dimensions
PR 4.6: Minimum distance from monitor
Image source: OSHA
Image source: lavorareinpiedi.it Cornell University Library

MA N N LI B R A R Y
ST UD Y |
P E RF O RM A N C E R EQU IR E M EN T S (C ON T.)
PR 4.7 Workstation table edges should be padded with inexpensive material such as pipe insulation to avoid wrist contact stress. (OSHA Computer Workstation standards)
PR 4.8 The location of frequently-used devices (keyboard, phone and mouse) should remain within the repetitive access (primary work zone) of the work surface. (OSHA Computer Workstation standards)
PR 4.7: Contact stress from the table edge
PR 4.8: Recommended zones for workplace components
Image source: OSHA
Image source: OSHA
Cornell University Library

MA N N LI B R A R Y
ST UD Y |
P E RF O RM A N C E R EQU IR E M EN T S (C ON T.)
PR 4.9 Each workstation should have localized or task lights that allow users to modify the brightness and direction of light, and give the users control over adjustment of amount of light. (Canadian Centre for Occupational Health and Safety CCOHS Lighting Ergonomics)
PR 4.10 Provide well-distributed diffuse light around work-station areas, such that reflection glare is reduced and eye fatigue is minimized. (OSHA Computer Workstation standards)
PR 4.9: Localized task lights
PR 4.10: Reflected glare
Image source:CCOHS
Image source: CCOHS
Cornell University Library

MA N N LI B R A R Y
ST UD Y |
DE T AI L E D PR OGR A M
Sq. Ft.
No. of people
Activities
Ambient Environment
50 Per station
2-4
Number of stations
3
Total
6-12
Supported
Group study and discussion
Suppressed
Group activities requiring movement
Lighting
Ambient light 300 to 500 lux
Sound
50-80 dB
Temperature
70-75 °F 1 no. sit-stand desk Low-height removable desk partitions
Furniture, Fixtures and Equipment
1 no. adjustable task light 4 nos. adjustable chairs
Interior Features
1 no. charging station Finishes
Proximity
1 no. desktop per station
Chairs - cool color pallette Desk surface - warm color pallette
Hardware
Power outlets and charging points
Enclosures
Should be separated from other stations but not enclosed
Primary
Entry Brainstorm Present
Cornell University Library
MA N N LI B R A R Y
BRAINSTORM
5
The mezzanine space will include a dedicated dynamic space for collaborative work and brainstorming.
BR AI N S T O R M |
PE R F OR M A N C E R E QU IR EME N TS
PR 5.1 The interior spaces should make use of flexible furniture and equipment (arrangeable in at least 3 distinct configurations) to allow for a variety student group arrangements. (Shah & Leede, 2016; Gibbons, 2013 )
PR 5.2
Each station should have at least one screen, whiteboard, and tackable surface for ease of information sharing. (SUMA Space Usage Data)
PR 5.1: Flexible furniture configurations
PR 5.2: Maximum width of the table - Forward reach for tackable/ whiteboard surfaces
Image source: Authors
Image source: United States Department of Justice
Cornell University Library

MA N N LI B R A R Y
BR AI N S T O R M |
PE R F OR M A N C E R E QU IR EME N TS (C ON T.)
PR 5.3 The Blue Box should provide toolboxes that enable students to participate in brainstorming exercises/projects. (Knoll Workplace Research)
PR 5.3: Toolboxes that can facilitate creativity Image source: pixabay.com
Cornell University Library
MA N N LI B R A R Y
BR AI N S T O R M |
D E T A IL E D P R OGR A M
Sq. Ft.
100 Per station
No. of people
Activities
Ambient Environment
Number of stations
2-5 2
Total
4-10
Supported
Creative and Imaginative thinking
Suppressed
Sedentary sitting
Lighting
Ambient light 300 to 500 lux
Sound
50-80 dB
Temperature
70-75 °F 1 no. round desk 1 no. electronic screen per station
Furniture, Fixtures and Equipment
1 no. adjustable task light per station 5 nos. high chairs 1 no. vertical tackable surface, min. 3'x4' 1 no. vertical whiteboard surface, min. 3'x4'
Interior Features
1 no. electronic screen Finishes
Proximity
Chairs - cool color pallette Desk surface - warm color pallette
Hardware
Power outlets and charging points
Enclosures
Should be separated from other stations but not enclosed
Primary
Study
Secondary
Entry
Cornell University Library
MA N N LI B R A R Y
6
PRESENT The mezzanine space will facilitate presentation rehearsals.
PR ES E N T |
P E RFOR MA N C E R EQU IR E M EN TS
PR 6.1 The presentation area should have adequate storage space to accommodate professional presentation and recording equipment, including a podium, recording devices, projector, screen, desktop, speakers, and a pointer.
PR 6.1: Requirements for presentation area Image source: knoll.com
Cornell University Library

MA N N LI B R A R Y
PR ES E N T |
P E RFOR MA N C E R EQU IR E M EN TS (C ON T.)
PR 6.2 The space for presenter and audience should face each other to facilitate talking and feedback. (Appendix B: Observations Summary)
PR 6.3 The space should incorporate a small workstation in addition to presentation props to support user to make quick changes.
PR 6.4 The area should allow users to control lighting levels.
PR 6.2: Presenter facing audience
PR 6.3: Small workstation
PR 6.4: Dimmable lightstion area
Image source: onlinedtp.com
Image source: notsitting.com
Image source: cnet.com
Cornell University Library

MA N N LI B R A R Y
PR ES E N T |
DE T A IL ED PR OGR A M
Sq. Ft. No. of people
Activities
Ambient Environment
140 Per station
2-5
Number of stations
1
Total
2-5
Supported Suppressed Lighting
~300 lux, adjustable
Sound
50-80 dB
Temperature
70-75 °F 1 no. electronic screen
Furniture, Fixtures and Equipment
1 nos. high chair for presenter 4 nos. chairs for audience 1 no. mini sound system
Interior Features
1 no. acoustic barrier Finishes
Proximity
1 no. movable podium
Chairs - cool color pallette Desk and podium surface - warm color palette
Hardware
Power outlets and charging points
Enclosures
Partial enclosure to contain light and sound
Primary
Study
Secondary
Entry
Cornell University Library
MA N N LI B R A R Y
TECHNOLOGY
7
The Blue Box will support current technological needs of the students.
TE CH N O L O G Y |
P ER F OR MA N C E R EQU IRE ME N TS
PR 7.1 Every workstation should provide 4 plug-ins and 2 USB type-A chargers between 9"-54" from the floor.
PR 7.2
All electronic equipment should be EPEAT certified (Electronic Product Environmental Assessment Tool).
EPEAT certified
PR 7.1: Top and bottom side reach for power outlets
PR 7.1: Connect, Display, Adapt
PR 7.2: EPEAT certification
Image source: Oregonized ADA Guidelines
Image source: Knoll Workplace Research
Image source: Authors
Cornell University Library
MA N N LI B R A R Y
TE CH N O L O G Y |
P ER F OR MA N C E R EQU IRE ME N TS (C ON T.)
PR 7.3 The Blue Box should include sustainable interior technology like lighting and ventilation sensors to optimize resource use according to occupancy patterns. (Appendix B: Observations Summary)
PR 7.3: Ventilation controls according to occupancy
PR 7.3: Lighting controls according to daylight, occupancy, and time of the day
Image source: lightsensetechnology.com
Image source: lampshoponline.com Cornell University Library

MA N N LI B R A R Y
8
Longevity The Blue Box will be designed to remain relevant for at least 10 years.
LO NG E V I T Y |
P ER F OR MA N C E R EQU IR E M EN TS
PR 8.1 The Blue Box should be flexible to accommodate future needs in work and study spaces. PR 8.2
The Blue Box should score a minimum Level 3 according to the Cornell Green Office Certification Program to ensure extended sustainability, payback time, and future savings in terms of resources and energy .
PR 8.1: Flexible layout with multiple configurations
PR 8.2: Levels of Cornell Green Office Certification Program
Image source: Ergonomic Home
Image source: sustainablecampus.cornell.edu
Cornell University Library

MA N N LI B R A R Y
LO NG E V I T Y |
P ER F OR MA N C E R EQU IR E M EN TS (C ON T.)
PR 8.3 All furniture and devices should be selected after careful consideration of life-span of the product and should comply with ISO standards of furniture. (ISO 97.140) and energy .
PR 8.3: Product life-span Image source: Knoll Workplace Research
Cornell University Library
MA N N LI B R A R Y
PR I O R I T I Z A T I O N ME T H OD |
MU ST -S HOU LD -C OU LD
Must
Sh o u ld
C ould
Recommendations that must happen immediately
Recommendations that should happen if funding allows
Recommendations that could happen in the fu ture if there is enough time/money
The mezzanine balcony must be ADA compliant. The upper mezzanine must be ADA compliant.
Restorative books Longevity of furniture
Access to nature could be enhanced by small water features
New furniture and lighting Limit access to graduate students
Technology - EPEAT certified
Access to nature - daylight, windows, plants
Large glass partition along the balcony
Rearrange furniture for group work
Sound-absorbing panel along the wall
Cornell University Library
MA N N LI B R A R Y
BU DG E T |
S T UDY
Product Item
Number
Specifics
Tables
HM Motia
3
Chairs
HM Aeron
Task lighting Desktops
Per item cost
Total cost
54W, 30D, U, E
$622.00
$1,863.00
12
Size B
$673.00
$8,085.00
HM Tone
3
Single arm
$129.00
$387.00
Existing iMacs
3
N/A
$-
$-
Study
Image source: Herman Miller Cornell University Library

MA N N LI B R A R Y
BU DG E T |
BRAI NS T OR M
Product Item
Number
Specifics
Per item cost
Total cost
Tables
HM Tear Drop Table
2
72W, 39H
$4,340.00
$8,680.00
Chairs
HM Setu Stool
10
N/A
$811.00
$8,110.00
Screen
HM Media Tile, One screen
2
N/A
$2,568.00
$5,136.00
Rails
HM ExclaveWall Rails
2
48W
$193.00
$386.00
Rails
HM ExclaveWall Rails
2
96W
$297.00
$594.00
Tack board
HM Exclave Small Board/Pkg of 2
1
Tack
$607.00
$607.00
White board
HM Exclave Small Board/Pkg of 2
1
White
$673.00
$673.00
Flip chart
HM Excalve Small Mobile Cart
2
Flip chart
$1,089.00
$2,178.00
Flip chart hooks
Flip Chart Hooks for Mobile Cart (Flip Chart Not Included)
1
Flip chart hooks
$36.00
$36.00
Eraser/marker kit
Eraser/Marker Kit/Pkg of 8
2
Marker/eraser
$55.00
$110.00
Rail End Caps
Rail End Caps/Pkg of 4
2
Rail End Caps
$28.00
$56.00
Click share
Barco Gen2 Clickshare bundle
2
CSE-1
$1,750.00
$3,500.00
Task Lighting
HM Tone
2
Single arm
$129.00
$258.00
Brainstorm
Image source: Herman Miller Cornell University Library
MA N N LI B R A R Y
BU DG E T |
P RE S E N T + T OT A L C OS T
Product Item
Number
Specifics
Per item cost
Total cost
Table
HM Guitar pick table
1
60W, 29H
$1,751.00
$1,751.00
Chairs
HM Setu Chair
4
N/A
$627.00
$2,508.00
Presenter Chair
HM Setu Stool
1
N/A
$811.00
$811.00
Podium
Enwork Fixed-Height Command Center w/ No Cabinet and Articulating Lectern (Back)
1
N/A
$670.00
$670.00
Electronic Screen
HM Media Tile, One screen
1
N/A
$2,568.00
$2,568.00
Acoustic separation
BuzziScreen
3
Mid, sets of 3
$1,947.00
$5,841.00
Sound system
Bose Soundbar 300
1
38.5W, 2.25H
$700.00
$700.00
Keypad on door
Schlage CO-Series Commercial Electronic Cylindrical Lock
1
With Lever
$680.00
$680.00
Present
Entry
Total
$56,188.00
Image source: Herman Miller Cornell University Library
MA N N LI B R A R Y
PR O POS E D L A YOU T |
PL A N V IEW
Study •#3 HM Motia Tables •#12 HM Aeron Chairs •#3 HM Tone Lighting
Brainstorm •#2 HM Tear DropTables •#10 HM Setu Stools •#2 HM Media Tile + Screen •#12 HM Enclave Wall Rails •#2 HM Enclave Small Tack Board •#2 HM Enclave Small White Board •#2 HM Tone Lighting •#2 Clickshare Bundle
Present •#1 HM Guitar PickTable •#4 HM Setu Chairs •#1 HM Setu Stool •#1 Podium •#1 HM Media Tile + Screen •#2 HM Enclave Wall Rails •#1 HM Enclave Small Mobile Cart •#1 HM Tone Lighting •#20 HM Canvas Dock Screens Image source: Authors Cornell University Library
MA N N LI B R A R Y
PR O POS E D L A YOU T |
A X ON V IEW
Image source: Authors Cornell University Library
MA N N LI B R A R Y
AP P E NDI CES
AP PE N D I X A | ●
●
●
●
I N T E R V IEW IN SIGH T S
Library and the space: ○ Mann library is a part of Cornell library system. Although it is open to every students in Cornell, but it mainly serves the students in College of Agriculture, College of Human Ecology, and some athlete students. The main reason is the library close to the two college and the arena. ○ Because it is the largest and latest, and also with a cafe, there is always a huge traffic in Mann library. ○ Mann library is the only one library has dual-screen PC. That’s another reason why the library is so popular. Third floor ○ 3F is the area for grad student. Usually it is the quietest area, but when it comes to examine period, it become chaos. ○ This floor is the only designated quiet area in Mann Library The mezzanine ○ The mezzanine locates on third floor and people have to penetrate the Grad study space to arrive the area. ○ The area is half open and just above 2F, so the noise will gather and amplify at the area. ○ People have to pass through the grad study area to arrive the mezzanine. So the area is quite difficult to find. ○ The history and why it was built is untraceable. They don’t know why they built the space and what was its original purpose. So far, they define it as a cooperative space. Mann library team wants to find the way to use and redefine it. ○ They put several Mac in the space, but the use rate is quite low. ○ People like the windows on the mezzanine. ○ People who use the space like to think that they are tucked away and that it is their own space Constraints: ○ According to law, the partitions need to have a 18 inch gap between ceiling. ○ If they want to construct something, the budget is amazingly high. (-> it was more about deconstructing or reducing the existing structure, I guess. But either way is practically not possible) ○ They do have budget around 80,000-100,000 through the Excellence Fund, but the process to apply for funding is lengthy. If they want to do something, it is better to be multistages. (Surface work at early stages and structural work if any at the last stage) ○ Furniture’s lifecycle in a library traditionally is 50 to 75 years. They don’t have extra budget to replace furniture regularly, but now they are working with about 10-15 years with the new furniture in the collaborative space
Cornell University Library
MA N N LI B R A R Y
AP PE N D I X A |
I N T E R V IEW IN SIGH T S
Vision: ○ They want to find the mezzanine’s position ○ Main focus: noise, privacy, storage, grad-only ○ Noise issues are serious (They want this space as quiet as possible) ○ Way finding is also a problem ○ Increase privacy in the space ○ The storage space in the mezzanine should be designed. ○ Look to NC State’s Hunt Library and Georgia Tech’s new library for ideal images (here’s a link to the NC State Library: https://www.ncsu.edu/huntlibrary/watch/) ○ About vibe/aesthetic things should ask Sarah. ○ Any other things should ask Sarah? (Exact budget limit; safety regulations; the weird ramp down and step up situation) ● Previous research and recommend reference: ○ Survey is on Blackboard ○ A company called Bright Spot. we should take a look. -> http://www.brightspotstrategy.com/ ->http://blog.brightspotstrategy.com/2010/12/13/how-library-services-are-changing/ ○ (In their blog, there are some informative posts but not really applicable to our project. Still, if you have time, it’ll be helpful to look up) ○ Potential survey questions: What’s a day like for graduate students? How frequently do desk holders use their desks? (Help the library change the loan period) ● Further interviewee recommendation: ○ The director ○ Facilities
●
Cornell University Library
MA N N LI B R A R Y
AP PE N D I X B |
OB SE R V A T ION SU M M A R Y
Observation Form
Image source: Authors Cornell University Library
MA N N LI B R A R Y
AP PE N D I X B |
OB SE R V A T ION SU M M A R Y
Interviw Questions
Cornell University Library
MA N N LI B R A R Y
AP PE N D I X B |
OB SE R V A T ION SU M M A R Y
Product Reaction Cards (PRC) Product Reaction Cards(PRC) were developed by Microsoft in 2002 by Joey Benedek and Trish Miner. It also described in the paper Measuring Desirability: New methods for measuring desirability in the usability lab setting. Although originally developed to use in software design, they are currently used to probe user's emotional response and desirability of a product or design. The table includes 118 product/service related adjectives. Interviewees are asked to tick the adjectives that describe what they have experienced in the mezzanine. We then ask interviewees to circle 5 most strongest adjectives that they experienced. We probe their experience based on the 5 adjectives they circled. The generation of the word cloud is based on the 5 adjectives interviewees circled. The size of the word depends upon the frequency they showed up. The more frequent the word, the bigger it will be. The positive adjectives we are shown in blue, while the negative words are shown in black.
Image source: Authors Cornell University Library

MA N N LI B R A R Y
AP PE N D I X C |
PR E VIOU S L IB R A R Y SP A C E U S E
Results: Common themes in collaborative work across the interviews included:
● Technology: Students expressed varying levels of frustration in compiling and working together on group projects. Some were fine with emailing
● ●
● ● ●
back and forth but others found it problematic for version control on large projects. Many used Google Docs (which worked well despite some formatting issues with PowerPoint; also, one student made an interesting comment on her perception of email and Word as vehicles for finalized documents to send to professors vs. use of Google Docs with peers) and one mentioned Dropbox. Complex technology was not always necessary or wanted. Often students just wanted more outlets and whiteboards, though others mentioned the need for LCDs or projectors in a presentation practice space, and more public computers (in group rooms as well) and dual monitors. Location and scheduling: We found a recurring theme of the need for a variety (size) of group study spaces that are reserveable (particularly reserveable spaces for 2). Students mentioned difficulty scheduling meetings at times they all can meet in a location central to their classes. Frequency and type of group work depends on major and college. For example, in doing engineering (and physics) problem sets, working around others is conducive for problem solving. Those who are in field/lab/other spaces may have other collaborative needs (compiling lit reviews, PowerPoint presentations). Students may not be in groups per se but still want to collaborate or be around others working on same thing. Collaborative work can include assembling individual parts created by group members, brainstorming, practicing presentations, working on group projects together (academic or non-academic) or in proximity for group study. Clear articulation of need for privacy and different levels of interaction/attention and noise at differing times. Nature of social face time and competing need for privacy. Some want to be seen and like the social pressure to focus on work in highly sought after spaces Variety of comfortable chairs, tables, and study spaces is key. Ambience is important—variety of chairs (including cushioned chairs, not just wooden), lighting, colors, proximity to food, natural light, plants, curves and angles, openness and newness of space, (one mentioned curtains). Some liked the openness and newness of space as well as the “college library” feel (which is inspiration to be productive). Some learned from other students about the various levels in Mann and what they had to offer. Bissett needs better signage/advertising for people to know it exists.
Cornell University Library
MA N N LI B R A R Y
AP PE N D I X D |
BEH A V IOR MA PP IN G
Lounging Studying
Image source: Authors Cornell University Library
MA N N LI B R A R Y
AP PE N D I X E | Author, Year
L I T E R A T U R E R EV IEW S U MMA R Y
Summary LIGHTING
Veitch et al., 2007
People in open offices who perceived higher quality lighting were more satisfied with the lighting conditions. Better mood and sense of well-being when lighting is perceived as higher quality. Direct-indirect lighting and personal control of lighting preferred .
Newsham et al., 2007
Laboratory and field studies indicate that people prefer to have personal control over their environment when it comes to lighting.
Lin, 2014
Visual work and character identification are best when illumination is approximately 500 lux. Windows and daylight preferred for seating preferences. NOISE
Braat-Eggen et al., 2017
Primary complaint about noise in libraries is talking, which is the most distracting form of noise for performing cognitive tasks (reading and writing).
Cornell University Library

MA N N LI B R A R Y
AP PE N D I X E | Author, Year
L I T E R A T U R E R EV IEW S U MMA R Y (C ON T.)
Summary NOISE CONTD.
Braat-Eggen et al., 2017
Open-plan study environment is contributor to noise levels, and the only found solution is headphones or earbuds Similar to research evaluating open-floor office plans – noise and privacy were the major issues. Areas for both individual quiet work and group work result in one group being disturbed.
Seddeq, 2009
Higher airflow absorbance, thicker materials and porous materials give better sound absorbance
Bell, 2008
Noise is the most common concern in libraries, but it can be managed with zoning (having designated areas for certain activities) and signage to communicate to students what noise level is expected.
Lin, 2014
Visual work and character identification are best at noise intensity lower than 30dBA
Cornell University Library
MA N N LI B R A R Y
AP PE N D I X E | Author, Year
L I T E R A T U R E R EV IEW S U MMA R Y (C ON T.)
Summary WORKSPACE DESIGN
Oliviera, 2016
Private group study areas, compared to individual study areas, are preferred as the second most popular areas for studying in libraries. Genders did not differ significantly in their preferences for types of spaces
Applegate, 2009
Study carrels used to the most capacity – provide privacy from other users, space efficient
Imamoglu and Gurel, 2015
Territorial dividers provide improved control and privacy, so greater user satisfaction
Young et al., 2013
Library spaces that target graduate students need to create a communal interprofessional atmosphere for all types of graduate students
Rempel et al., 2011
A cross-campus solution that takes into account the various types of graduate spaces provided is an important step of planning the purpose of the collaborative spaces needed.
Shah & Leeder, 2016
Face-to-face communication relates positively with satisfaction within group dynamics, when it comes to collaborative models of learning.
Cornell University Library
MA N N LI B R A R Y
AP PE N D I X E |
L I T E R A T U R E R EV IEW S U MMA R Y (C ON T.)
WORKSPACE DESIGN Cha and Kim 2015
Increasing attention on the concept of the “library as place”. Most important attributes for students: amount of space, noise level, crowdedness. Accessibility to facilities and near to an entrance also important indicators of use
Gordon-Hickey & Lemley, 2012
Students use self-selection in determining their spatial needs for the library.
Choy & Goh, 2016
Libraries now need to take a more pro-active role in facilitating student learning. COLLABORATION
Gibbons, 2013
Collaborative spaces mainly serve the purposes of carrying out projects, collaborative problem-solving, resource pooling or the creation of community Designers are thus concerned with the question: What kind of representation and tools does each type of purpose require?
Young et al., 2013
Collaborative spaces in libraries increasingly support institutional interprofessional initiatives
Cornell University Library
MA N N LI B R A R Y
Cornell University Library
Appendix
Budget
Must-Should-Could
Detailed Program
PR + Concept Diagram
Goal Statements
Adjacency Diagram
Line-by-line Program
The Blue Box Concept
Current Status
Literature Review
Context
Executive Summary
Mission Statement
AP PE N D I X F | T E A M R E SP ON S IB IL IT Y M ATR IX
Anna Gannett
Cheryl Lu Xu
Jenny Kim
Manisha Rayaprolu
Sukruti Gupta
Sung Tsan Yeh
MA N N LI B R A R Y
AP PE N D I X G |
R E F ER EN C E S
Applegate, R. (2009). The Library Is for Studying. The Journal of Academic Librarianship, 35(4), 341-346. doi:10.1016/j.acalib.2009.04.004 Bell, S. (2008). Stop Having Fun and Start Being Quiet: Noise Management in the Academic Library, Library Issues, 28, 4 (2008), 1. Benedek, J. & Miner, T. (2010). Measuring desirability: New methods for evaluating desirability in a usability lab setting. Proceedings of UPA 2002 Conference. Braat-Eggen, P. E., van Heijst, A., Hornikx, M., & Kohlrausch, A. (2017). Noise disturbance in open-plan study environments: a field study on noise sources, student tasks and room acoustic parameters. Ergonomics, 60(9), 1297-1314. doi:10.1080/00140139.2017.1306631. Cha, S. H., & Kim, T. W. (2015). What Matters for Students' Use of Physical Library Space? Journal of Academic Librarianship, 41(3), 274-279. doi:10.1016/j.acalib.2015.03.014. Choy, F. C., & Goh, S. N. (2016). A framework for planning academic library spaces. Library Management, 37(1/2), 13-28. doi:10.1108/LM-01-2016-0001
Cornell University Library

MA N N LI B R A R Y
AP PE N D I X G |
R E F ER EN C E S (C ON T .)
Check Order Status. (n.d.). Creating Collaborative Spaces that Work: A Performance-based Approach to Successful Planning. Retrieved October 15, 2017, fromhttps://www.knoll.com/ knollnewsdetail/creating-collaborative-spaces-that-work Gibbons, A. S. (2013). An architectural approach to instructional design. New York: Routledge. Groves, K. (2011, September 1). Four Types of Creative Space. Retrieved October 16, 2017, From https://www.kurstygroves.com/single-post/2011/01/11/FOUR-TYPES-OF-CREATIVE-SPACE Gordon-Hickey, S., & Lemley, T. (2012). Background Noise Acceptance and Personality Factors Involved in Library Environment Choices by College Students. Journal of Academic Librarianship, 38(6), 365-369. doi:10.1016/j.acalib.2012.08.003 Imamoglu, C., & Gurel, M. (2016). "Good fences make good neighbors": Territorial dividers increase user satisfaction and efficiency in library study spaces. Journal of Academic Librarianship, 42(1), 65-73. doi:10.1016/j.acalib.2015.10.0092. Krawczyk, D., Gładyszewska-Fiedoruk, K, Rodero, A., The analysis of microclimate parameters in the classrooms located in different climate zones. Applied Thermal Engineering, Volume 113, 2017, Pages 1088-1096, ISSN 1359-4311, https://doi.org/10.1016/j.applthermaleng.2016.11.089.Lin, C.-C. (2014). Cornell University Library
MA N N LI B R A R Y
AP PE N D I X G |
R E F ER EN C E S (C ON T .)
Effect of Noise Intensity and Illumination Intensity on Visual Performance. Perceptual and Motor Skills, 119(2), 441-454. doi:10.2466/26.24.PMS.119c20z1 Newsham, G. R., Aries, M. B. C., Mancini, S., & Faye, G. (2008). Individual control of electric lighting in a daylit space. Lighting Research & Technology, 40(1), 25-41. doi:10.1177/1477153507081560 Oliveira, S. M. (2016). Space Preference at James White Library: What Students Really Want. Journal of Academic Librarianship, 42(4), 355-367. doi:10.1016/j.acalib.2016.05.009 Redman, C. C., Weeks, A. F., & Vischer, J. (2016, March 29). Balancing. Retrieved October 15, 2017, From https://hbr.org/2014/10/balancing-we-and-me-the-best-collaborative-spaces-also-supportsolitude Rempel, H. G., Hussong-Christian, U., & Mellinger, M. (2011). Graduate student space and service needs: A recommendation for a cross-campus solution. Journal of Academic Librarianship, 37(6), 480-487. doi:10.1016/j.acalib.2011.07.004 Shah, C., & Leeder, C. (2016). Exploring collaborative work among graduate students through the C5 model of collaboration: A diary study. Journal of Information Science, 42(5), 609-629. doi:10.1177/0165551515603322 Cornell University Library

MA N N LI B R A R Y
AP PE N D I X G |
R E F ER EN C E S (C ON T .)
Veitch, J. A., Newsham, G. R., Boyce, P. R., & Jones, C. C. (2008). Lighting appraisal, well-being and performance in open-plan offices: A linked mechanisms approach. Lighting Research & Technology, 40(2), 133-151. doi:10.1177/1477153507086279 Young, L. M., Machado, C. K., & Clark, S. B. (2015). Repurposing with purpose: Creating a collaborative learning space to support institutional interprofessional initiatives. Medical Reference Services Quarterly, 34(4), 441-450. doi:10.1080/02763869.2015.1082377
Cornell University Library

MA N N LI B R A R Y