Case: The New School University Center by Amy Gecelter

BUILDING IN A IN A CITY IN A

CITY IN A BUILDING

CASE:

THE NEW SCHOOL UNIVERSITY CENTER 1

PREFACE: Buildings embody cultural knowledge. They are a testament to the will and forces that affect their conception, realization, use and experience. Buildings bear cultural and professional significance. They possess within them and their constituent components, important lessons for anyone wanting to discover what a work of architecture is in its larger context, what brought it about, and how it contributes. As Peter Parsons points out, â&#x20AC;&#x153;their forms and spaces are invested with traces of habitation and beliefs through the employment of materials wrought by craft and technology.â&#x20AC;? Buildings are manifestos of habituated practice and progressive intentions, and range in their influence from reinforcing obsolete patterns and meanings at one extreme, to innovating and provoking yet unconsidered ones, at the other. The Rensselaer Case Studies project examines contemporary works of architects in relation to what influenced them, and seeks to expose innovations in thinking, technique and technology that contribute to architectural knowledge, scholarship and progress in contemporary practice. The project is designed to reveal the technological and cultural knowledge embedded within each selected project through questioning and analysis, probed through the dis- and re-assembly of drawing and modeling to discover the larger significance of the artifact, and how it came to be.

Rensselaer Case Studies Project Mark Mistur, AIA Associate Professor Reese Campbell Adjunct Professor Rensselaer Polytechnic Institute School of Architecture Troy, New York 2008

SOURCES

Economics

PROGRAM

ACTIVE DESIGN

SOM + OTHER PROJECTS

TECHNOLOGY

CONTEXT

GEOGRAPHIC LOCATION

TECHNIQUE

Integration

Amy Gecelter Mike Miwa Matthew Vogel Rensselaer Polytechnic Institute Fall 2014

OTHER CONTRIBUTIONS

Project Description : The New School University Center is a campus within a city, intended to create interaction and unity within its walls and outside of them. It was designed by the architectural firm Skidmore, Owings and Merrill, led by designer Roger Duffy. Roger Duffy does not design in any particular style; instead he strives to integrate his architecture with the surrounding environment. The New School University Center, is located in Manhattan, situated in the historic heart of New York City. Through its massing and faĂ§ade, the New School aims to integrate itself within two distinct districts; the Ladiesâ&#x20AC;&#x2122; Mile District, full of robust iron clad buildings and the Greenwich Village, full of brownstone brick buildings that form a neighborhood-like community. The concept of blending is carried through the majority of The New School University Center and is embodied in its intricate circulatory system. Pathways through the building are woven to create unanticipated interactions between normally segregated groups. This fosters a sense of community and begins to unify a previously spread out campus.

S O M + O T H E R P R O J E C T S 8

History: SOM

Skidmore, Owings and Merrill (SOM) is a world renowned architecture firm founded by Louis C. Skidmore and Nathaniel A. Owings in 1936, and John O. Merrill who joined the firm in 1939 as their architectural engineer. SOM is known for its amazing use of teamwork to create ‘modernist’ skyscrapers. The original approach of SOM was to have a multipledisciplined method to create design; this set plan is what has kept the firm together for so long. SOM seamlessly

integrates design, engineering, landscaping, urban planning and interior design. Skidmore and Owings crafted their partnership were a trend but never lasted long. Their legacy lives on because of their desire to influence men’s minds through influencing social and environmental conditions. Early on in their career SOM distinguished themselves by landing several important government contracts. These projects included the 10

secret town of Oak Ridge, Tennessee during World War II and the campus for the U.S. Air Force Academy near Colorado Springs. .SOM has gone through four generations of leaders; Skidmore, Owings, and Merrill being the initial. The second generations of leaders were hired from the end of WWII to 1955 and they reigned from 1970 to 1990, some of whom were Netsh, Graham, Khan, and Donald C. Smith. The third generation

was known as the post-modernist HIRED team and they were hired during the 70s and led from the mid-80s to the 2ND GENERATION 90s, some of whom were Childs, Kriken, Adrian, and Smith. The fourth and most recent generation has been moving to take charge of the committees that run SOM and they were also hired in the 70s, but only 3RD & 4TH GENERATION received partnership in the 1990s and early 2000s, some of whom are Duffy, Lee, Velez, Wimer, and Hartman. Despite it’s long history SOM undoubtedly has an unbroken chain of legacy still striving for greatness and power.

REIGNED

1940

1950 1ST GENERATION Skidmore, Owings, and Merril; initial partners.

1960

1970

2ND GENERATION

1980

Netsh, Graham, Donal C. Smith, Kahn.

1990 3RD GENERATION Post modernists: Childs, Kriken, Adrian, and Smith.

2000 4TH GENERATION Take charge of committees: Duffy, Lee, Velez, Wilmer, and Hartman.

2010

1940

1950

1960

1970

GRADUATED CARNEGIE MELLON Graduated Carnegie Mellon with a bachelor of Architecture degree.

Image Copyright SOM.com

1980 Roger Duffy: Lead Designer Roger Duffy graduated from Carnegie Mellon University in 1979. From there, he eventually began working for SOM in Washington DC and later became a partner for SOM in New York in 1995.

SOM PARTNER itself with the Academy as a leader in science and math education. Not only does the center include classrooms, labs, a planetarium and a 225-seat lecture hall, but an Analemma skylight, which tracks the movement of the sun.

Roger Duffy “eschews working in any particular style” although examination of his reveals a keen focus on stainability and integration. Integration of different programs, integration with the users or integration with the landscape have all been focuses. One example, the Koch Center at the Deerfield Academy in Deerfield, Massachusetts, was completed in 2006. LEED Gold Certified, this center integrates with the landscape through its brick walls that move into the contour lines of the site and its green roofs and terraces (SOM. com). The Koch Center also integrates

The Upper School Library, located at Greenwich Academy in Greenwich, Connecticut and completed in 2002, expresses flexibility, associated with how the students absorb information through various ways, as well as freedom of education fosters by the school. Four separate spaces of the library divide the space into the school’s different academic pillars: science, math, arts and humanities. Furthermore, the furniture is all on wheels and moving partitions can expand and contract, encouraging thinking in different ways

and symbolizing students’ various sources of learning. The Burr Street Elementary School, located in Fairfield, Connecticut and completed in 2003, aims to integrate and incorporate architecture with landscape. The inner courtyard exemplifies the achievement of this incorporation; the outdoors is literally brought indoors. Additionally, the stone clad exterior walls preserves the “country road” feel of the community and provides connection to the surrounding environment. The New School University Center follows these design trends through its stainability and integration of interactions in open space.

UPPER SCHOOL LIBRARY Designed the upper school library at Greenwich Academy in Connecticut.

Became a partner at SOMs New York Office. Became part of SOM’S Education Lab.

1990

2000 BURR STREET ELEMENTARY SCHOOL Designed Burr Street Elementary School in Fairfield, Connecticut.

KOCH CENTER DEERFIELD ACADEMY

2010

Designed the Koch Center Deerfield Acadmey in Massachusetts.

Burr Street Elementry Location: Fairfield, Conn Project Completion: 2004 Site Area: 69,000 ft2 Project Area: 70,000 ft2 Type: Rural Elementry School

“Through combining group practice and good design, social change, showmanship, we would marinate our architectural demands in sound economics to meet the criteria of our doubting critics...with proof that we were the same.” - Louis C. Skidmore

Image copyright SOM.com

Greenwich Academy

Koch Center for Science, Math and Technology Deerfield Academy

Location: Greenwich, Conn Project Completion: 2002 Project Area: 55,000 ft2 Number of Stories: 2 Building Height: 42 ft Type: Girl’s Prep School

Location: Deerfield, Mass. Project Completion: 2007 Project Area: 80,000 ft2 Number of Stories: 3 Building Height: 41 ft Type: Science and Math Education

Image copyright SOM.com

G E O G R A P H I C L O C A T I O N 16

GARMET DISTRICT

KOREA TOWN MURRAY HILL

CHELSEA

FLATIRON

MEAT PACKING DISTRICT

GRAMERCY

GREENWICH VILLAGE

NYU HUDSON SQUARE

EAST VILLAGE

SOHO NOLITA

TRIBECA

LITTLE ITALY

LOWER EAST SIDE

Education New School Landmarks

Figure 1.1: The New School in line with Empire State Building Figure 1.2: Context Diagram

Context of the New School: New York City Located in New York City, the New School is in an environment that is densely populated, fast-paced and full of life. Its unique facade makes the building stand out, but in the end, it is just an addition to the concrete jungle.

originally formed a large shopping area. These two areas contributed to the New School’s design. The streets of Greenwich Village do not follow the grid pattern that covers most of Manhattan; this is because Greenwich had already been established with its own layout before the city expanded. Many structures that had been built decades ago rest in this area, including Washington Square, Washington Arch and “The Row”; a row of Greek RevivalStyle Houses along Washington Square North that were built for the social elite class in 1831. The Ladies’ Mile, on the other hand, consisted of a row of robust, mercantile popular shopping buildings, with businesses in them growing during the late 1800’s. They were typically full of female shoppers, hence the name of

As seen in Figure 1.1 and 1.2, the New School is located in proximity to many landmarks, including the Empire State Building. It is also in close proximity to the New York subway (Figure 1.3). Also seen from these diagrams is the school’s location in reference to historical districts. The New School is located between two historical districts of New York City: the Ladies’ Mile and Greenwich Village. While Greenwich Village has narrow-winding streets and charming neighborhoods, the Ladies’ Mile has robust buildings that had

this row of shopping stores being called “the Ladies’ Mile”. Some of the shopping buildings running along the Ladies’ Mile still stand today, such as 56 West 14th Street; one of the early Macy’s buildings. Over the years, these two districts have “softened with age” (Roger Duffy, Video Interview), with most of the buildings still standing today. The New School attempts to mimic the softening of age in both these districts. The material used for the building is hand-rubbed brass, which is designed to darken with age and never turn green. The New School, along with the Greenwich Village and Ladies’ Mile, will also soften with age. Furthermore, the massing of the structure is designed to blend the robust buildings of Ladies’ Mile and the charming buildings of Greenwich Village together.

These two districts were not the only historical driving factors behind the New School’s design. The building’s horizontality, with shingles and brass, relates to the horizontality of the Joseph Urban New School building, located on 12th Street. With most of the development of New York in the future being along the perimeter of Manhattan (Roger Duffy, Video Interview), the New School helps develop the heart of New York while acknowledging the historical districts around it.

The New School Park Spaces Ladie’s Mile Subway Lines/Entry

Figure 1.3: Context Diagram

Figure 1.4: Empire State Building visual down 5th Avenue.

P R O G R A M

Architecture Intentions

Live STUDENTS Interact frequently within the many open spaces

PROFESSORS

Teach Meetings Glass emphasis on stairs allow strong visual bond

PUBLIC

Architecture Intentions Early on The New School ‘s ambition was to create a building that could gather university activities, previously spread around the city, under one roof. Previously the New School’s facilities were spread across the city and this caused a disconnect between the students and the professors. By consolidating locations the University sought to create a new innercitycampus typology. This typlology would fostered interactions between students and professors and cultivated an environment fueled by cross-disciplinary cooperation. The design has two central drivers. The first is the unique circulation defined by a set of stairs that wind through the building, opening

up to public areas or “sky quads” on several levels. These wide stairs are strategically designed and placed within the building to create unexpected and random interactions between students and professors. Zones frequented by students overlap with zones occupied by professors to create a spatial amalgamation. Structurally these stars are unique in that they contain both the fire stars and the regular interior building stairs. To do this SOM literally stacked them on top of each other. This helps maximize the usable space of the building. The second design driver SOM dubbed a “campus within a building.” Rodger Duffy worked with the university leaders to create a building that caters to every student need;

Conceived as “a campus within a building”, the 16 story building contains student housing in its nine upper floors, while the seven lower levels accommodate multi-purpose classrooms, design studios, laboratories, an 800 seat auditorium and the main university library. -Amy Frearson, Dezeen Magazine

effectively fitting an entire campus into one building. The upper eight floors of the building are devoted solely to living spaces; from dorms to laundry rooms. Below the dormitories the two floor library is in the heart of the building with cafe space along the edge. Under that are several floors of fashion studios, natural light classrooms and the school’s administrative offices. The second and third floors are dominated by an auditorium, cafeteria as well as retail space that opens to 14th street. Underground there are several lecture halls as well as mechanical rooms.

Facade Horizontality

Campus Typologies

MIT - Killian Court

UVA - “The Lawn” and Rotunda

The New School - Campus?

New School University Buldings

200ft

800ft

The New School University Center, 14th Street, by SOM in 2014

The New School Building, 12 Street, by Joseph Urban in 1930

Massing

Dorms

Stairs

Auditorium

Library

Elevators

Program The original architectural intention, as defined by The New School was to create a building that could gather university activities that were previously spread around the city under one roof. Before this the New School’s facilities were spread around the city and there was a disconnect between the students and the professors. By consolidating locations the University sought to create an space that fostered interactions between students and professors and cultivated an environment fueled by cross-disciplinary cooperation. The original architectural intention, as defined by The New School was to create a building that could gather university activities that were previously spread around the city under one roof.

Before this the New School’s facilities were spread around the city and there was a disconnect between the students and the professors. By consolidating locations the University sought to create an space that fostered interactions between students and professors and cultivated an environment fueled by cross-disciplinary cooperation. The original architectural intention, as defined by The New School was to create a building that could gather university activities that were previously spread around the city under one roof. Before this the New School’s facilities were spread around the city and there was a disconnect between the students and the professors. By consolidating locations the University sought to create

an space that fostered interactions between students and professors and cultivated an environment fueled by cross-disciplinary cooperation. The original architectural intention, as defined by The New School was to create a building that could gather university activities that were previously spread around the city under one roof. Before this the New School’s facilities were spread around the city and there was a disconnect between the students and the professors. By consolidating locations the University sought to create an space that fostered interactions between students and professors and cultivated an environment fueled by cross-disciplinary cooperation.

Retail

Cafeteria/ Cafe

Restrooms

Faculty Offices

Studio Space/ Classrooms

Lounge

Architecture Intentions

14th Street

Classrooms

Retail

Dormitory Lobby

5th Avenue

Auditorium

Mechanical

Dormitory Dormitory Dormitory

Academic Lobby

Dormitory Dormitory

13th Street

Floor 5 with Colored Circulation N

Floor 1 with Colored Circulation N

Dormitory

Floor 1

Floor 5

Dormitory Dormitory Dormitory Green Roof

Residences

Green Roof

Library

Classroom

Classroom Classroom

Residences

Library Student Resource Admin Classrooms

Classroom

13th Street

14th Street

Auditorium Dormitory Lobby

Academic Lobby

Residences

Computer Classroom Floor 8 with Colored Circulation N

Dormitory Amenities Longitudinal Section

Floor 8

Space Distribution

Program

Library

Theatres

Dorms

Dining

Athletics

Academics

Massing

Dorms

Assembly: Auditorium

Library

Retail

Princeton University: Scattered Spaces 34

Dining: Cafeteria, Cafe

Stairs: Active Design

Elevators

Academics: Studio Space/ Classrooms

The New School University Center: Clumped Spaces 35

Dormitories (8 Floors)

Academic (8 Floors)

A C T I V E D E S I G N

Active Design Founded in 2010 by the major of NYC in association with the Department of Design and the Department of health the active design initiative is a part of New York City’s health and anti-obesity campaign. The initiative seeks to combat the growing trend of unhealthy habits that has compounded since the introduction of the elevator to the built environment by Gaetano Genovese in 1945. One way that the commission is going about this is the active design initiative. Since 1945 the built environment has seen a gradual spatial transformation compounded by the decline in importance of the stair. The elevator reformed the architect’s idea of how space and structure could be layered out within a building. Suddenly all areas, no matter how high, were easily accessible. This brought with it a slew of benefits, from aesthetic to universal access but after several years a disturbing trend began

to emerge; one that persists to today. The ease of access that the elevator provided slowly began to chip away at the importance of the central staircase and brought about the evolution of the modern “pancake” building. A “pancake” building is a building that relies wholly on the elevator as a means of movement through the space, the staircase is only tacked on for fire safety and code reasons. In addition to being aesthetically dull these structures severely decrease the amount of physical movement required throughout the day and contribute to the national trend of obesity. Active design is an approach to metropolitan and building design that seeks to make healthy lifestyles more attractive to the users of the space. One tactic that these buildings use is a reemphasis of the stair. The New School, New York’s

first active design university, received a commendation for it’s adherence to active design principles. While laying out the spaces for the project SOM created a large communal stair and immediately presented it to the occupant as an attractive option for vertical movement. The elevator cores still exist to allow universal access to the building but they are tucked away, out of immediate sight to those entering and using the building. Similarly the placement of spaces along the stair serves as a secondary reinforcement of active design. Spaces commonly used in conjunction or sequence are layered out as the stair moved through the building. Plenty of height is given to the stairs to give them an open and inviting feeling.

Figure 4.5: Complex Stair Relationships

I N T E G R A T I O N 42

T E C H N O L O G T Y E C & H N I Q U E 44

create a relationship between the Greenwich Village and the Ladies’ Mile, which are two historical areas with two building scales. The 5,277 2 millimeterthick brass panels help express a “handmade sense of the neighborhood”. The facade does not consist of simply repeating horizontal lines of brass; the panels are custom-made and express a hand-made quality in the building. Brass was also chosen because of nice it looks when it ages and how it is slightly less price volatile than copper. The public area of the building is fairly complex, with the auditorium and the stairs circulating throughout the perimeter of the building. Consequently, the outriggers that were installed in the building needed to be customized. This goes along with the idea that the building is “very three-

dimensional”(Metal in Construction, 13). With this in mind, during the construction period of this project, Building information Modelling was almost a necessary tool. Tishman, the Construction Manager, required that all its sub contractors use BIM.

interaction and the classrooms. The company, Cerami and Associates, designed the acoustics throughout the building, including both public and residential areas, after observing other New School buildings. Before the University Center was built, the New School did not have a student union, a college green or quad for chance encounters (metal in Construction, 9). Through technology and technique, a series of interaction points were created for the New School.

What is equally as important is the signage of the building. The signage, designed by Integral Ruedi Baur Paris, uses three-dimensional text after being inspired by the facade of the building, which contains horizontal brass panels that form shadows. The text is elevated two-dimensionally from the ground floor to the highest residential floor. Finally, the acoustics plays a significant role in the project. With this being a school, it is important to control noise levels between the open areas of

Technology and Techniques The New School University Center implements unique solutions to structural, acoustical and even signage problems proposed for the project.

the ninth floor to the sixteenth floor. The two areas contain two different column grids; in fact the public area’s column system is very unique considering how some columns were removed to make room for the auditorium. As a result, a 27” thick 10,000 slab was placed in between the two areas to allow such a transition. Another problem faced was the auditorium, and its open columnless space. In order to compensate for the lack of columns in this large space, three 10 to 12 foot deep, 65 to 80 foot long steel transfer trusses were installed over the auditorium space. The trusses were designed with very light steel in order to be easily transported to the site. One very important element to this university center is the series of stairs that circulate around the public area

The New School University Center is a complex interactive chaos of spaces that are constrained within a small area of New York City. As a campus in a building, it has an objective of promoting interaction not only between the students and faculties but also between distinct spaces, such as the auditorium and the dorm rooms. Therefore, it was necessary to develop innovative structural solutions to the many necessary spatial interactions. An example of such interaction is between the public area, which runs from the first floor to the seventh floor, and the residential area, which runs from

of the project. As a university, with students needing to get from one classroom to the other, it’s important that the students not rely on only the elevator system for the university center. Furthermore, below the open space stairs are also the fire escape stairs. They therefore play an important role in the project programmatically. In addition, they play an important structure role in the project. The lateral bracing of the building is pushed to the perimeter, along the stairs, therefore economizing the shear walls in the core of the building. As a result, the stairs are also responsible for supporting the school physically as well as educationally.

Figure 4.1: Diagram of Facade Construction

The facade plays an important in the building as it is an element that helps

SUPPORT COLUMNS PLACEMENT

SCHOOL SUPPORTS (1-7 DORM SUPPORTS (9-16 FLOORS)

Figure 4.3: Diagram of Truss System

Figure 4.2: Comparison Between Column System of Residential (Purple) and Public (Red) Areas

E C O N O M I C S

364,848ft 2 = $301,000,000

COST

1ft 2= $825

36ft2 = $29,700

Pricing studio building at Duke University is $2,400 while the total cost of the University Center is $301 million. To be fair Dukeâ&#x20AC;&#x2122;s art building is only 480 square feet while The New School University Center is 365,000 square feet. A square foot in New York City is 165 times more expensive than North Carolina. Another comparison refers the cost of one single floor of the 16 story building to be equivalent, if not more, than 42 Ferraris The sum of all those cars comes out roughly to be $3 million. The first seven floors are used for educational purposes, that alone

The cost of higher education facilities is a horrendous sum especially in New York City. The prices for buildings are usually paid by grants or donations, in this case the Durst Organization was a major investor and developer. The mortgage on this plot of land on the boarder of Greenwich Village started in the winter of 2010. The final cost of the mortgage came to be $301 million. In comparing school pricing, Duke Universities art studio building is $5 per square foot while the New School University Center is $825 per square foot. The total cost of the art

costs $21 million. This building is really a campus within a building; jam packed with program and money.

1 FLOOR = 42 FERRARIS

Project Materials The New School comprises of multiple elements that come together from different states and different countries. The diverse set of elements, such as the glass, the brass facade and even the signage, have designs which vary significantly but later come together to perform harmony. It is a symbol of unified diversity. The New Schoolâ&#x20AC;&#x2122;s facade is primarily a series of brass panels and glass. The 131,000 square feet of brass originates from different areas of the world in design and production. The design of the brass panels of the facade may have been inspired by the architecture of Greenwich village and the Ladiesâ&#x20AC;&#x2122; mile, but it was designed by Gamma North America in Miami, and the panels were produced in Quebec City, due to

the fact that expertise were needed to custom fold each brass panel. Consequently, a great deal of the facade was designed and produced elsewhere. The trusses for the fire/communication staircases are constructed of Grade 65 steel, so it is very light and therefore the trusses could be transported to the site fully assembled, reducing the time it takes to mount them to the building. The glass for the stairs is also designed by Gamma North America. The glass custom-unitized, just adding to how custom-made each piece to the building really is. The signage was designed by Ruedi Baur, who is a French-Swiss designer, based on the facade of the New School. The letters, which are three-dimensional, push out or change perspective based on where spaces and

floors are located. In constructing this building, Tishman Construction Management company required that all its subcontractors use BIM on the project. With many customized elements, one can figure out why; this building consists of stairs that slither through the perimeter of the building in various ways, leading to the facade and the glass having to follow the path of these stairs. In the end, the stairs help govern the facade and also helped inspire the signage that is in the New School. The stairs represent diversity, which is arguably forced to converge within its given boundaries. One could only imagine what the New School would be like if it was to go beyond its New York City boundaries.

North

West

South Figure 4.6: Facade Elevations

A R T I S T C O N T R I B U T I O N S 56

Signage by Integral Reudi Baur Paris

“Bells and Whistles “ Installation by Rita McBride

Sources:

www.som.com/projects/university_center__the_new_school.

Adams, Nicholas. “Hajj Terminal, King Abdul International Airport.” Skidmore, Owings & Merrill: SOM since 1936. Milan: Electa Architecture, 2007. 260-69. Print.

“The New School University Center | Cerami & Associates.” Cerami Associates. N.p., n.d. Web. 09 Oct. 2014. “The New School University Center: Structural Challenges and Solutions.” DeSimone Consulting Engineers. N.p., n.d. Web. 09 Oct.

“Christopher McCready,” SOM LLC, accessed September 8, 2014, http://www.som.com/about/leadership/christopher_

2014.

mccready. Bagli, Charles. “The New School to Build a Multipurpose, 16-Story Building.” The New York Times. May 5, 2010. Accessed October 1, 2014. http://www.nytimes.com/2010/05/06/nyregion/06newschool.html?_r=0. James Barron, “Nathaniel Owings, 81, Dies; Early Skyscrapper Advocate,” New York Times, June 14, 1984, accessed September 8, 2014, http://www.nytimes.com/1984/06/14/obituaries/nathaniel-owings-81-dies-early-skyscraper-advocate.html.

“Tokyo Midtown, Deerfield Academy Koch Center for Science Math and Technology.” Architecture of Skidmore, Owings & Merrill, 1997-2008. New York: Monacelli, 2009. 184+. Print. “INTÉGRAL RUEDI BAUR PARIS.” Intégral Ruedi Baur Paris. N.p., n.d. Web. 09 Oct. 2014.

Katz, Neil. Modeling and Analysis of the “Analemma Skylight” N.p.: n.p., n.d. PDF. “NOTICE.” ACRIS Bandwidth Notice. N.p., 10 Dec. 2010. Web. 22 Nov. 2014. Ouroussoff, Nicolai. “Bold Brass and Glass, and the World Inside on Display.” The New York Times. May 5, 2010. Accessed October 1, 2014. http://www.nytimes.com/2010/05/06/arts/design/06building.html?module=Search&mabReward=relbias:r. Owings, Nathaniel Alexander. The Spaces in Between; an Architect’s Journey. Boston: Houghton Mifflin, 1973. 65-75. Published By The Steel Institute Of New York And The Ornamental Metal Institute Of New York. “The New School University/ Center.” METALS IN CONSTRUCTION (n.d.): 9-13. Web. “Roger Duffy.” RSS. October 31, 2012. Accessed October 1, 2014. http://therealdeal.com/issues_articles/the-new-schoolneeds-new-design/roger-duffy/. “SOM : Skidmore, Owings & Merrill LLP.” Accessed September 8, 2014. SOM.com. “S.O.M. Biographies,” SOM LLC, accessed September 8, 2014, http://www.appstate.edu/~walkerab1/architect/biographies.html. “SOM Completes Campus Building for The New School in New York.” Dezeen SOM Completes Campus Buildingbr for The New School in New York Comments. Accessed October 1, 2014. “SOM Education Labs.” SOM.com. January 1, 2011. Accessed October 1, 2014.http://www.som.com/ideas/publications/ som_education_lab “Skidmore Owings and Merrill,” Encyclopedia, accessed September 8, 2014, http://www.encyclopedia.com/topic/Owings_and_ Merrill_Skidmore.aspx. Skidmore, Owings & Merrill LLP. Nature | Structure. N.p.: n.p., n.d. PDF. “SOM : Roger Duffy.” SOM : Roger Duffy. Accessed October 1, 2014. http://www.som.com/about/leadership/roger_duffy. “SOM : University Center – The New School.” SOM : University Center – The New School. Accessed October 1, 2014. http://