Basement renovation book (1)

DOBLER LEVEL REDESIGN Design for students by students

“A goal without a plan is just a wish”

-Antoine de Saint-Exupery

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2 These images show the existing empty Dobler Level student spaces.

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Table of Contents

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3 4 5 6-7 8-16

Project Introduction Client Profile Problem Statement Existing Conditions & Program

INTRODUCTION

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17-28 29-31 32-34 35-37 38-39 40

Business 427 Research Interior Design 499 Case Studies Stakeholder’s input Student Input Goals & Objectives

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Design Documents Space Descriptions FF&E Logistics Documentation Conclusion

RESEARCH

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DESIGN DOCUMENTS

Project Introduction The Albertson Building at the University of Idaho is the hub of the College of Business and Economics. Students enter to take classes, meet professors and work on projects together. The classrooms and offices are on the ground level and above, but the space set aside for students to study and work is down the stairs into the basement. This basement contains open space to work as well as five conference rooms for students.

Additionally, the space contains an Accounting Lab to help students with their accounting classes, a Career Center satellite office, an office for Vandal Solutions (an experiential learning class), and a traditional classroom. While this space offers important amenities to the students it does not meet its full potential as a key space for students to enhance their learning experience at the University of Idaho.

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Client Profile

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The College of Business and Economics (CBE) at the University of Idaho are remodeling the Dobler level of the Albertson’s building—an approximate 4,900 sf of low-used space. The Dobler level, aka “student level”, is located in the basement of the Albertson building which was completed fifteen years ago. The CBE uses a team oriented curriculum focusing on group presentations and collaborative work. Because of this, group space and interaction is key to a cohesive study environment for the CBE students. The students use the main spaces and conference rooms to study individually and in groups. The accounting lab, career center and Vandal Solutions are also located on this level. They use the space mainly during school hours and it can be full during peak times of the year. The students imagine a future space that showcases their identity as a college and unique learning style. They want an updated look with a classic, modern feel and unique additions to show the fun side of business that will meet the needs of current and future students.

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Problem Statement The top three levels of the Albertson Building are beautifully designed in order to capture the essence of our culture. The College of Business and Economics promises

“innovative hands-on learning opportunities (that) set us apart from our peers.�

Although this is well reflected at the classroom level, there is a fundamental flaw with respect to the study spaces designated to the students. The business curriculum is designed to emphasize collaboration and teamwork, but the spaces provided for that in the basement are inadequate. There are 1,262 students passing through the College of Business and Economics regularly and there needs to be a workspace designed to facilitate their needs.

Basement Usage

18% Never

37% Weekly and Daily

45% Less than 10 times a year

“The layout of the student level could be dramatically improved to utilize all the available space and create an environment that is more conducive to collaboration and learning�

7 -Student Survey Responce

The student level as it is now is merely a basement with a few study rooms, scattered randomly with disparate pieces of furniture. The walls are white and the ceiling has exposed pipeline. Wi-Fi and cell service is limited, which is a safety issue for the users of the space. The atmosphere is outdated and inspires no creativity. The users of the space, the students, have called it cold, lifeless, scary, gloomy and too industrial in recent focus groups and surveys.

Thus, student level is having a negative effect on the students’ perceived value in the service and education they are paying for.

The space is essentially a waste of 4,900 sq. ft. that has the potential to be a great asset to the University. The failure of the space is multifaceted, not only does it not meet the basic needs of the students, but it is foregoing opportunities as well. Opportunities to bring together students and alumni, inspire idea generation, drive earnest ambitions, or facilitate real-world learning. Although the Albertson Building is beautifully designed on the top 3 levels, the basement work spaces for students are subpar and it is time to take advantage of this opportunity for improvement.

“The main things we wanted to address were a

community that allows collaboration, networking, and the ability to prosper. Secondly, we promote a healthy

lifestyle that be involves good health and knowledge.

Third, we want students to leave a lasting legacy and

we know that the bar must be set high for students to achieve that legacy. Lastly, we wanted to create a place where students can discover themselves and revitalize any ideas or connections they have or create new ones. Overall, we wanted to create a

concept that not only stood for what we the students believe but something the faculty and the student body can promote and help grow which will in turn help grow the College of Business and Economics. �

-427 Qualitative Research

Existing Conditions & Program Meeting Rooms

Accounting Lab

Bathrooms

Vandal Solutions

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Entry/Main Space The entry and main space is shown in the floorplan to the left. Images 8 and 9 show the first space you come into when you enter the Dobler level. It is dull and uninspiring housing the printer and print stations that students use then leave the space to go elsewhere.

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Hallway/First Impressions Highlighted on the floorplan to the left is the hallway and what you see when you come down the stairs. This space shown in image 10 is large and empty with potential to be more efficiently utilized.

11 Conference Rooms and Back Gathering Space The back of the space has 5 conference rooms and a larger gathering space. This is shown in the floorplan to the right and images 11 and 12

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Accounting Lab The Accounting lab shown highlighted in the floorplan to the left and in image 13 is a great amenity to the student but could be better laid out in order to fully utilize the full square footage and meet the needs of the activities of the space.

Dobler Level (Basement) Existing Program and Furniture

upholstery degraded, seat need replacement on all.

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“...creating a quality experience that students can look back on and believe the college of business and economics provided the students with all necessary resources to prepare them for their future careers.�

-427 Qualitative Research

Business 427 Research

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“In the fall of 2016, the first contributors to the project were inspired by a services learning class (BUS 426) taught by professor Dr. Michael McCollough. Over the duration of the course, the class identified a service failure in the basement. A serious of marketing tactics were put to work to identify how the space could be improved with respect to what the students wished to have in their study space.�

-Boller, et.al. 2015

Beginning with secondary data research, two teams traveled to Portland and Seattle to observe successful office spaces that facilitate and encourage teamwork in a professional setting. From there, the class conducted focus groups and administered surveys to tailor their findings to the needs of the users of the space, students at the College of Business and Economics.

Seattle Public Library

Seattle Research

The Seattle Public Library embodies the tangible aspects of what a quality modern workspace can be. Spanning 11 stories, the Public Library features a large glass exterior and houses an open floor concept throughout the interior.

A key feature of this space is adaptability, which can be seen in the conference rooms. Each room can be specifically tailored to meet various needs. Whether it is for a speaker who may require theater style seating, or a group looking to have a board meeting, each room can be easily transformed. The Seattle Public Library has an open concept with bright colors that is both accessible and adaptable to meet the needs of its users. The space was similar to what might be found on a University campus but with the addition of an element of flair and excitement that isn’t commonly found across our campus.

Key Points -Adaptability -Bright and Interesting -Variety of Seating and Spaces -Enjoyable -Open floor plan

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Porch

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By touring Porch, the team gained valuable insight on how a servicescape can work successfully in a busy environment. Porch created a social environment with the use of open work spaces in order to influence greater study habits. They also incorporated frosted glass windows which were optimal for having private meetings, but still gave off the feeling of involvement with the rest of the work atmosphere. Lighting in the space was very similar to that available in the Albertson basement, but by replacing the fluorescent lighting, the overall feel of their space was much warmer than that of the basement.

Key Points -Open Workspaces

influence better study habits

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-Frosted Glass

Privacy and Light

University of Washington: Paccar Hall The business building at the University of Washington is known as Paccar Hall. Paccar Hall provides 24/7-student and faculty access via their student key card. Additionally, students have the capability of reserving rooms through a sophisticated scheduling device known as the RoomWizard.

A recurring theme throughout Paccar Hall was the inspirational quotes displayed in a unique fashion along the walls. The quotes provide a sense of determination when walking through the building. This concept seemed to be an underlying message intended to instill a sense of confidence in the Key Points minds of their students. Just walking through the hall would give any UW student a sense of belonging and pride.

-24 Hour Access The most evident attribute the Paccar Hall offered was the business library located in the basement of the building. The library provides several bookshelves for business students to use at their convenience as well as a large number of computers for research. Furthermore, the library provides study rooms for those seeking isolation during their studies.

These rooms range from frosted glass areas equipped with modern technology, to the traditional white board and table room, not so far off from our own Albertson’s study rooms. According to the team, “UW knew what they were doing when it came to a student area.”

-Room Reservation -Sense of Place -Meets the needs of Students -Business Book Library -Computers -Technology in Conference Rooms

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WeWork Through floor psychology, WeWork fosters collaboration in the least obvious places. For instance, they have narrow hallways in order to encourage interaction among employees.

They also incorporate glass offices so clients can see one another as they walk those same narrow halls. Names and logos are placed on each office space so clients know who their neighbors are. The design itself is unique to every WeWork space. For instance, this Secondary Research Team visited the two Seattle WeWorks, and one of them included vibrant yellow wallpaper in the lobby that had images of Jimmy Hendrix and the grunge

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Key Points -Collaborative Environment -Transparency -Bright Colors

movement that came out of Seattle. They also had a giant mural of a sasquatch in relation to Sasquatch! Music Festival held annually in Washington. These features make each WeWork unique, but also give clients an element of novelty and perhaps even pride, by simply being there. Each WeWork incorporates trendy and modern aspects that make people want to be there past the normal work day.

Makers Makers was one of the few locations visited with no natural light; similar to the way the basement is set up. The lighting in this area had the most noticeable effect on the atmosphere. Makers utilized attractive, hanging chandeliers that did not use fluorescent bulbs, making the lighting in the room seem warmer and generally more pleasant. There were also strands of lights hanging in the hallways. These lights worked well for the space because they were able to be strung through pipes and ventilation that were also hanging from the ceiling. The lighting was supplemented by the use of clear glass doors and partially frosted glass partitions; these design elements gave the interior workspace a more open feel and allowed light to spread around the space more effectively.

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Key Points -Lighting -Frosted Glass

Makes the space feel

more open and allows

lighting to disperse

Wexley School for Girls Wexley School for Girls is an advertising agency located in the heart of Seattle. This was a space that created outstanding imagery with themed office spaces. For example, they featured a space called “the white room” where literally every single piece of furniture, décor, and even the carpet was white. They used this space for meetings and presentations, and it was a creative example of a simple element, the color white, transforming a space and turning it into something unique and inspiring. In addition to the “White Room”, they had a “Chinese Restaurant” room and “The Forest”, which were each unique according to their respective themes. It was refreshing to see a space so dedicated to cultivating.

23 Key Points -Themed Spaces

Unique Experience,

Sense of place

Portland Research Ziba Using the theory of the “Three C’s” Ziba has created an environment that showcases their well-rounded culture through Creativity, Community, and Collaboration. Their office space uses neutral tones and warm woods to create a neutral backdrop to showcase the branding and design projects they work on. This allows their creations to be the bright pops of colors in their office. Community is created in their ‘Main St.’, a hallway that connects a multidimensional environment allowing people to explore and come together along a common area. This Main street idea also works with the idea of collaboration and is further expressed in grouped open work areas to form team workspaces, along with the use of tall tables to encourage engaging meetings.

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Key Points - Creativity, Community, Collaboration -Main Hall Gathering Space -Team Workspaces

Nike

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The Nike offices have a branded image of bright bold colors grounded by neutral contrasting colors. This allows their space to be energetic and playful while still being professional and practical for a work environment. The spaces have a range of focused individual workspaces, meeting rooms and lounge areas to accommodate to different ways that people work and facilitate creativity. Transparency is key to the success of these spaces, allowing more opportunities for people to be engaged in what is going on around them while encouraging collaboration and the ability for new ideas to be heard and shared.

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Key Points - Bright Energetic Colors -Branded Space -Variety of Spaces 28

Key Points - Bright Energetic Colors -Variety of Furniture

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Hotel Eastlund While on their trip, the Portland team also drew inspiration for the basement from the lobby space in Hotel Eastlund. The space had larger statement pieces and pops of bright colors that add interest and draw people in to explore and use the variety of furniture provided.

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27 Princeton University’s Julian Street Library Similar to the basement renovation project, this 3,100 square foot library created two distinct zones in the space- one for communal studying and reading, and the other for independent relaxation. The distinction of these zones is through visual cues of lighting and color.

Key Points - Different Zones of Space

Separated by visual

cues of color, lighting

and furniture 32

-Similar Size to our space

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Portland Conclusions Renovating the basement space is something that will not only positively impact the current users of the space but will allow the University of Idaho to have a competitive edge when potential future students visit. The colors of the spaces visited had brighter greens, oranges, yellows and blues that conveyed a more youthful feeling that was balanced and made professional through the use of neutral tones. Some further research into color theory showed that green helped improve reading ability while reds were shown to hinder academic performance. The ceilings in several of the visited businesses were black creating a sense of depth that expands the ceiling visually. Lighting is another important element that was key in creating a specific tone or feeling in the space. The use of a mix of overhead general lighting and specific task lighting created spaces that were flexible and allowed the user to change the space based on their needs. Further research found that allowing the student to interact and change their environment created a more personalized and positive experience of space. Different zones in the space were also effective allowing multiple zones for specific students’ needs based on the task they need to accomplish.

Interior Design 499

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A group of Interior Design and Architecture students joined the Business 427 students to help develop a redesign plan that would meet the needs of the students. Working together on case studies, surveys and stakeholder feedback the team also split up from the business students in order to take inventory of the existing space, research (acoustics, lighting, furniture), and design and develop drawings for what the space could become.

Acoustic Research

Office workers who participated in a 2002 study on privacy-related issues conducted by Herman Miller, Inc., cited overheard conversation as their biggest workday gripe. 40 percent of the office occupants polled felt that workplace acoustics made it more difficult for them to do their jobs In terms of creating spaces that are acoustically comfortable, human reactions to sound are more important than the physics of acoustics. Not all sound is bad, and some of it may actually support productivity. People tend to assert that it’s the loudness of sounds that distracts them, the reality is more complicated.

In spaces where all surfaces are hard and reflective, sound waves bounce around and take longer to dissipate. These environments are called reverberant spaces, because the sound reverberates persistently for several seconds. Open offices range from low in reverberation to, more typically, extremely low in reverberation (dead). That’s because the blend of many sounds often masks individual sounds that would be highly distracting on their own. Being in a cafÊ with many people talking is much less distracting than hearing a single person talking normally nearby.

Sound can be measured. Noise cannot. Noise is subjective.

People are distracted by intermittent sounds more than a continuous sound like a hard drive or a copy machine. Therefore, intermittent sounds attract more attention, sometimes interfering with tasks and even short-term memory processes. *10 So, although a normal conversation is only half as loud as a running copy machine, the information content *11 of that conversation makes it much more distracting in the open plan environment than many louder sounds.

Workstation configuration can also help, since people who are aware of the presence of others may modulate their voices to a lower level. Ironically, there’s an additional reason why sound seems to travel more readily in an open office, and it has partly to do with the fact that panels are doing their job—as are the ceiling and carpeting. Because large portions of the sound energy have been absorbed, what sounds are left to travel unimpeded seem clearer, even when they are quieter.

But the open plan space does not muffle hearing, which is therefore sharpened as the other senses are not as active due to a lack of stimuli. This may be the very reason why so many people complain about acoustics in open plan offices three points where sound can be controlled in the workplace: source control, path control, and receiver control. In other words, one can control sound at its place of origin, as it travels, or when it arrives at a listener’s workstation.

Open plan office workers almost universally report they desire more acoustical privacy and fewer distractions. The distinction between the two relates to perspective. Privacy involves a person concerned about being overheard. Distraction comes into play when a person is focusing on tasks that require a high level of mental engagement and sounds in the environment interfere with his or her concentration.

31 Based on information collected from 13,000 participants in 2002, researchers found that 80 percent of all work the participants did was either quiet, solitary work or sound-producing interactions—discussions or phone conversations—all of which took place within or near the participants’ own workspaces. These two incompatible activities underscore just how difficult it is to achieve a balanced soundscape within an open plan space Planning: Laying the Groundwork ended reading.

Key Points - Acoustics effect efficiency -Not all sound is bad, some may increase productivity -Visibility of others encourages lowering voice level -Planning out the space based on activity helps in addressing the needed acoustical solutions effectively

Case Studies In addition to our secondary research within corporate workspaces, looking into other colleges has solidified our need for enhanced collaborative student spaces. Further research into other Business programs’ student spaces has helped us develop a new design that allows us to compete with other programs selling University of Idaho as a smart investment in your future.

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Boise State University College of Business -Building Hours: M-Th 6:45 a.m. – 9:30 p.m.; Fri. 6:45 a.m. – 5:30 p.m.; Sat. and36Sun. noon-4p.m.

-Reservation Systems for Team Rooms: Digital display sign maps on every floor show available rooms with a green dot.

-There are 19 computers throughout the building available for student use.

University of New Hampshire College of Business and Economics

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- 25 group-study work rooms - a two-story great hall - dedicated career services and administration space

Cornell University School of Hotel Administration - 13,000 sq. ft

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- Front Desk: provides reference, resources, and support - Created in “under-utilized and under-appreciated existing library and lounge space�

- Open ceilings to maximize height of space

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- Suspended lighting and active chilled-beams to optimize comfort and energy efficiency - dedicated career services and administration space 40

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University of Oregon Lundquist College of Business - Professional Interview Offices - Bistro and Round Tables - Online reservation system for classrooms and meeting rooms with a list of rooms and the technology in each online along with occupancy - Student Suites- small group study rooms

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- Building Hours Monday-Thursday 7amMidnight Friday 7am-7pm

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Stakeholder Input

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Career Center The Career Center Room is absent from the final floorplan because they have decided to move upstairs to be closer to the students. Their current plan is to move into the conference room on the ground floor of the Albertson Building, but that plan is subject to change. Half of that space will be part of the new Accounting Lab and the rest will be opened up to the main area.

“The layout of the student level could be dramatically improved to utilize all the available space and create an environment that is more conducive to collaboration and learning�

-Student Survey Response Accounting Lab During the planning stages of the project, a team was assembled to determine the accounting lab wants and needs. The team met with accounting faculty, graduate students who are the main tutors, and members of the Beta Alpha Psi Accounting club whom volunteer in the lab. In the meetings we gathered feedback regarding any improvements or changes they would like to see, and listened to any concerns that they had regarding the remodel. We wanted to keep all of their comments and concerns in mind when creating the final plan, while simultaneously keeping the overall student body’s best interest in mind.

A few key takeaways from the meetings with stakeholders attended were privacy, upgraded technology, functional furniture, and improved lighting. The group was very concerned about losing the confidential aspect with an open wall concept. After hearing this concern we chose to change the original concept of having the open floor plan, and we added a frosted glass wall. The wall allows for the space to still be private, while also letting light in and creating a more open feel. The second takeaway we had was that technology is not needed as much as we originally thought. The tutors informed us that it would be beneficial to have a wireless printer, and a projector screen that they can hook their computers up to, but don’t have a need for any technology beyond that. Currently the accounting lab space has desks that have outlets for students to plug in computers, however many of the outlets are not functional. They would like to keep these desks, but ensure that all the outlets are properly working. They would also like to see new chairs, but don’t want anything too comfortable. The last major concern the groups had is the lighting. The current lighting throughout the basement does not enhance the learning space, and they feel as though new lighting could help improve a student’s experience when trying to study.

“After reviewing all the research and working with the art and architecture students we determined the accounting lab could be opened up to provide another area all students could utilize while still providing the services of the accounting lab.”

-Secondary Research Team

37 Faculty Interviews Some suggestions and feedback of the CBE Faculty and Staff: - Include programmed spaces to increase the amount of utilization (such as CBE events, club meetings, etc.)

- Show brand and history of the College of Business and Economics - Create a space that aligns with the University of Idaho’s strategy and goals (such as recruitment and retention) - Create a space that is able to evolve

With any large project, such as the student level renovation, it is critical to generate stakeholder buy-in, which is why our team interviewed faculty and staff members. We did this by reaching out to all the CBE faculty and staff through email and set up individual appointments with those who responded. They provided our team with valuable feedback and suggestions to help us better understand the needs of the CBE students and future students who would be utilizing this student space. Along with our interviews, our team invited the entire CBE faculty and staff to attend a presentation in which our team presented our detailed project, deliverables, costs, and floor plan to further gather input and improve our project.

- Make this space student centered - Encourage students to engage in collaboration

Student Input For the survey we used Qualtrics software and developed a 31-question survey. The survey touched on nearly every important aspect about the student level. The survey was separated into seven different sections to maintain organization and allow the “flow” to be as straightforward as possible. After developing the survey we sent it out via email to all of the students in the College of Business and Economics, a total of 1,262 making them the population for our survey. After the survey was sent out twice via email, the survey was closed and we gathered input from a total of 298 respondents, which made up our survey sample. This was a great response rate of 23.6% students within the CBE participated in our survey.

37% 18% 16% 6%

41%

52%

7%

20%

80%

“I would like to see the basement be a comfortable learning and studying environment. However, it also needs to have a relaxed/social aspect as well.”

-Student Survey Response

39 The data from the analysis is best used to support our decisions in each aspect of the project.

For example, when we write about the added tech of the basement, we can say “Most students (74 percent) supported adding both printers and computers to the basement based on a survey given to the student population of the CBE.”

“The basement is a much needed space to study between classes and meet with group members to work on projects. What we need are more individual study rooms - I always see single people leaving group rooms.”

-Student Survey Response

When asked how often the CBE students currently visit the basement, 37% of students who took the survey claimed to use the Student Level on a weekly or even daily basis. 45% claimed to only use the basement sparingly, utilizing it only a few times a month or even just a few times in the calendar year, and the remaining 18% stated that they have never used the basement. We were able to find that the students are in high favor of community style seating that chosen by 42% of the students followed by a close 30% for cubicle, and 28% lounge.

Goals & Objectives Five Opportunities - to increase recruitment and retention

•We want students to want to be a part of the CBE

•The first three floors are academically enticing to parents, whereas the basement has

the opportunity to entice students - To enhance student learning outcomes and facilitate teamwork.

•Groups meeting off campus increases distractions - To foster the 3rd place

•Will ultimately increase alumni donations

•Will encourage alumni visiting

•Will be the “go-to” place for teamwork - To bond students and alumni to the CBE as well as the UofI

•Will increase donations - It’s the right thing to do (optional)

•What does the basement as it is assume about the student’s place/ role in the UofI.

•Students who leave will not be prepared for 21st century

•Students are not a priority

•Business is dull/ boring

•No identity

Diagramming and Design Documents Meeting Rooms

Accounting Lab

Bathrooms

Vandal Solutions

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Meeting Rooms

Accounting Lab

Bathrooms

Vandal Solutions

43 DIRTT Environmental Solutions Doing It Right This Time is a wall system for interior construction that allows for flexibility over time with its custom prefab modular interior solutions. Whiteboards, glass, technology panels or their Breathe living wall can all be specified and reconfigured to fit the needs of the space.

Process Diagram The space moves from active, mixed use spaces to quieter, individual study areas. The arrow shows circulation and how it becomes part of the space.

The red is active space, moving into the blue with the purple as the transition space between the two.

Conference Rooms

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What is a school of business without conference rooms?

Students use these rooms to put intensive time into their projects and work on their presentations. The biggest change to these five rooms will be swapping the current front wall out for a glass wall to open up the space and allow students to make the most of unoccupied space.

On top of that, the rooms will get screens to connect to and acoustic panelling to reduce the echo in the rooms.

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The Great Room

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When this renovation is complete, we want students to come down to the Basement and be astounded right from the beginning. The Great Room does this and provides an area to meet up with other students, work casually on projects, or put the final touches on a paper before class. It will be equipped with a green wall and plenty of modular, innovative seating.

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The Hallway The Hallway is the area that brings the whole Basement together. The idea behind it is to have a buffer zone between the loud, social space of the Great Room and quiet, introspective space of the Conference Area. This is the section of the Basement that holds the kitchenette, along with some options for sitting and working.

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The Accounting Lab The Accounting Lab has become a more dynamic, flexible space interacting with the rest of the study area while maintaining visual and auditory privacy. A floorplan of equal seating to the previous design is arranged in a more linear fashion to accommodate users, with an overflow space adjacent for peak times of the year.

New Furniture STEELCASE: Furniture Piece # NeededPhoto

Price/Unit

Brody Privacy Lounge with Extension

$6,911.82 (without $3455.91 footrest) (without $7,257.24 footrest) $172.71 (with (with footrest) footrest)

Bouy

QiVi Five Star Base Stool

2

8

5

$159.16

$579.50

Total

$13,177.92 (w/out TV) $13,776.92 (w TV)

Media Scape Table with Monitor

1

$13,177.92 (w/out TV) $13,776.92 (w TV)

Leap Chair

5

$632.52

$3,162.60

Groupwork Mobile Easel

1

$481.05

$481.05

$5,941.04

$5,941.04

$1,273.28

$2,897.50

Media Scape Lounge

Uno Chair

8

$246.56

$1,972.48

Coalesse Massaud Work Chair

2

$1,957.51

$3,915.02

Enea Café Counter Stool

4

$565.98

$2,263.92

2

$4,762.80

$4,762.80

6

$625.72

$3,754.32

Hosu Longe

1

$1,389.47

$1,389.47

Bivi Desk Systems with 4 Desks

CH445 Wing Chair

1

$5,381.75

$5,381.75

Last Minute Stool

Table standing height, round Planes Occasional Table standing height, round: 42" Saarinen

SW_1 Lounge

Paper Table STEELCASE TOTAL KNOLL:

Bertoia Barstool, Bar Height

Pollock Arm Chair

Womb Settee

SM1 Sofa

4

2

$1,407.49

$444.60

$5,629.96

$889.20 $71,380.55

6

$729.41

$4,376.46

2

1

$1,506.89

$3,013.78

$3,458.53 $6.917.06

$3,062.27

$3,062.27

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Planes Executive Arm Occasional Chair Table square small, seated height HAWORTH TOTAL Pollock DIRTT Executive Arm COURTNEY Chair ADD HERE!! :) KNOLL TOTAL: DIRTT TOTAL HAWORTH: COSTS FROM Planes GUY: Executive Card Swipe Wood AccessTable Wedge w/ X Base New Paint

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Planes Demolition Occasional Table standing height, Ceiling round

2

Outlets Planes Occasional Table standing Kitchette height, round: Carpet / 42"

2

2

Flooring

Planes Occasional Table square small, seated height HAWORTH TOTAL DIRTT COURTNEY ADD HERE!! :) DIRTT TOTAL COSTS FROM GUY: Card Swipe Access New Paint

6

$1.243.97

$7,463.81

2

1

$1,193.81 $

1

1

1

$1,193.81 $26,027.19

$3,500 - 4,000 $2 / Vertical sq. ft. $150 - 200 / sq footprint $225 (+ 50% Labor) / fixture

$500 / outlet $10,000 (if waste line is near) $5-7 / sq. ft.

2

$

1

$3,500 - 4,000 $2 / Vertical sq. ft.

Logistics Documentations Off-hour access The Business 404 class worked on re-wording and finalizing a rough draft from last semester’s Business 427 Terms and Conditions. From that, we collaborated with the CBE Leadership Team to have extended access for junior, senior, and graduate students of the College of Business and Economics. Students received an email notifying them of the link to the uidaho website where they can sign an electronic copy and within a week, receive vandal card access to the building. Previously, the hours were Monday-Friday from 7:30 AM until 9 PM, and have been extended to Sunday-Thursday from 7:45 AM until 12:00 AM, and Friday and Saturday from 7:45 AM until 8:00 PM.

Technology When it came down to technology, the qualitative focus groups shared similar desires in what they wanted to see improved or added to the student lounge. The students recognized the overall lack of technology in the basement and expressed their dissatisfaction. In fact, one of the main reasons as to why students chose studying elsewhere over the student lounge was due to the lack of technology. Specifically, the focus groups shared the similar longing for better cell phone service, more computers

“When asked if they would like 24-hour access to the building students responded overwhelmingly in favor of it. 80% of the respondents said they would use the Dobler level more often if they had access to it at any time.”

- Qualitative Research Team

and printers, charging stations, 24/7 access to the Albertson building, projectors, smart boards, online conference room reservations, etc.

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Cell Phone & Web Access According to the final report given in Business 427, Services Marketing, “The first thing to do is to enhance the cellular service in the student level” (Boller, et.al., 2015). In response to this request, we researched various cellular boosters and are currently awaiting the green light to purchase a device

by WeBoost. According to Amazon, this product “Boosts cell signals up to 32x (and) Enhances 4G LTE and 3G signals for buildings up to 5,000 sq ft.” As a result of our research, we identified that not only is a lack of cell service an annoyance, but it is a matter of student safety as well. We have found the WeBoost to be the best solution to these concerns.

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Wireless Printer

“There already is wireless printing.

We should teach students about it.”

- Qualitative Research Response

Per request from quantitative data gathered on Business and Economics students, we are addressing the issue of wireless printing. It is currently available in the space, but there is little knowledge among the student body of this capability. To remedy this, we will be posting a plaque with a detailed list of instructions on how to set up wireless printing from an individual’s devices.

Timeline

August 2015

December 2015

May 2016

Research

Design

Funding

December 2016 Execution

Final Costs & Funding

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This design and the details have come together after countless hours of research, feedback, and planning. As we have proven, these changes are objectively beneficial to the CBE and worth every cent. With the value of this project in mind, and once we have approval, we will work with the development office of the CBE to establish this project as a fundraising priority. The main portion of our funding will come from UIdaho CBE alumni contributions, but we have funding from other sources as well. The student organization, Vandal Solutions, will be contribution $30,000 and we plan to run a crowdfunding campaign to raise money from current students.

Making the Vision The renovation of the student space will be a refreshing change in the Albertson Building basement. Once the project is completed, students will be able to go downstairs to an atmosphere they thrive in, the spaces they work best in, and the technology they need. Students win because they get a space they they designed to work best in, and the administration wins because this new environment will help students both choose to enroll in the CBE and also succeed in courses once they have enrolled.

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Works Cited Title Page

Image: Andersen, Alyssa. 2016.

Page 2-3

Quote: Antoine de Saint-Exupery Images 1-4: Andersen, Alyssa. 2016.

Page 4-5

Images 5-7: Andersen, Alyssa. 2016.

Page 6-7

Problem statement Quote: http://www.uidaho.edu/cbe Statistics Quotes from the student survey conducted by Business 427 class: Charlie Evans, Ian Hewitt, Zane Hardin, Adrian Phillips, Presley Stewart, Mattie Kleist. Student Level Quantitative Analysis. Business 427 University of Idaho, 2015. Print.

Page 8-9

427 Qualitative Research Quote: Jessica Lopez, Corey Ena, Taylor Rhoades, Kristine Mire, Kassidy Long-Goheen, Kristin Strankman, Maddie Munson. Qualitative Research Team 2. Business 427 University of Idaho, 2015. Print.

Page 10-11

Images 8-13: Andersen, Alyssa. 2016.

Page 16-17

427 Qualitative Research Quote: Jacob Smeltzer, Ariana Tobe, Morgan Jacobs, Aaron Moe, Taylor Hanzen, Duston Brown.

Qualitative Research Team 1. Business 427 University of Idaho, 2015.

Boller, G., Carlson, C., Daniels, R., Galindo, M., Groetken, W., & Nixon, A. (2015, December 14). Services Team Final Report. Print.

Page 18-19

Images 14-18: Taylor Jorde, Nate Whalen, Jake Cheeseman, Chris Slette, Josh Hawks, Emily Lanterman, Katy Collins. Secondary Research Team 1 Seattle. Business 427 University of Idaho, 2015.

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Images 19-23: Taylor Jorde, Nate Whalen, Jake Cheeseman, Chris Slette, Josh Hawks, Emily Lanterman, Katy Collins. Secondary Research Team 1 Seattle. Business 427 University of Idaho, 2015.

Page 22-23

Image 24: Taylor Jorde, Nate Whalen, Jake Cheeseman, Chris Slette, Josh Hawks, Emily Lanterman, Katy Collins. Secondary Research Team 1 Seattle. Business 427 University of Idaho, 2015.

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Image 25: http://www.core77.com/posts/14331/Inside-Ziba-Designs-new-headquarters Image 26: http://retaildesignblog.net/tag/lobby/ Image 27: http://www.holstarc.com/worksgenerator.php?pl=4 Image 28: http://tvaarchitects.com/category/projects/interiors Image 29: http://tvaarchitects.com/projects/nike-beaverton-creek-campus

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Image 30-31: http://hoteleastlund.com/ Image 32-33: http://www.archdaily.com/173930/cobe-rockmagnet-v2foyer-final-v3-wagon

Page 29-31

Acoustical Research “It’s a Matter of Balance: New Understandings in Open Plan Acoustics.” Herman Miller. N.p., n.d. Web. <http://www.hermanmiller.com/research/research-summaries/its-a-matter-of-balance-new-understandings-in-open-plan-acoustics.html>.

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Image 34: https://cobe.boisestate.edu/cobeit/ Image 35: http://legacy.idahostatesman.com/tuitiontrap/index.html Image 36: https://paulcollege.unh.edu/ Image 37: https://paulcollege.unh.edu/ Image 38: http://www.goodyclancy.com/projects/peter-t-paul-college-of-business-andeconomics/ Image 39: https://sha.cornell.edu/

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Image 40: http://www.districtadministration.com/article/designing-safe-facilities Image 41: http://www.woodsbagot.com/project/cornell-university-school-of-hotel-administration Image 42: https://business.uoregon.edu/lillis-complex Image 43: https://business.uoregon.edu/lillis-complex Image 44: https://business.uoregon.edu/lillis-comple 427 Qualitative Research Quote: Jacob Smeltzer, Ariana Tobe, Morgan Jacobs, Aaron Moe, Taylor Hanzen, Duston Brown.

Qualitative Research Team 1. Business 427 University of Idaho, 2015.

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Taylor Jorde, Nate Whalen, Jake Cheeseman, Chris Slette, Josh Hawks, Emily Lanterman, Katy Collins. Secondary Research Team 1 Seattle. Business 427 University of Idaho, 2015.

Page 38-39

427 Qualitative Research Quote: Jacob Smeltzer, Ariana Tobe, Morgan Jacobs, Aaron Moe, Taylor Hanzen, Duston Brown.

Qualitative Research Team 1. Business 427 University of Idaho, 2015.

427 Qualitative Research Quote:

Jacob Smeltzer, Ariana Tobe, Morgan Jacobs, Aaron Moe, Taylor Hanzen, Duston Brown.

59 Qualitative Research Team 1. Business 427 University of Idaho, 2015.

Page 42-45 Image 45: Smeltzer, Jacob 2016 Image 46: Smeltzer, Jacob 2016 Image 47: Smeltzer, Jacob 2016 Image 48: Smeltzer, Jacob 2016 Page 48 - 49

427 Qualitative Research Quote: Jacob Smeltzer, Ariana Tobe, Morgan Jacobs, Aaron Moe, Taylor Hanzen, Duston Brown.

Qualitative Research Team 1. Business 427 University of Idaho, 2015.

427 Qualitative Research Quote: Jacob Smeltzer, Ariana Tobe, Morgan Jacobs, Aaron Moe, Taylor Hanzen, Duston Brown.

Qualitative Research Team 1. Business 427 University of Idaho, 2015.

Image 49: http://tkor.squarespace.com/weboost/

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Image 50: http://wcmb.wsu.edu/nwbs2013/

Appendix

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