Amira Samiy PORTFOLIO
THE BIG PICTURE How I became interested in design strategy
I am currently in my senior year at Cornell University studying Design and Environmental Analysis. My major has afforded me the ability to critically analyze problems, identify sources that will provide the most accurate and ample information within the context of the problem, and develop plans for turning that knowledge into solutions. While I have taken many studio courses, especially within the realm of interior design, I think that the legwork that comes before sketching and rendering is the most important, and most fun, part of the design process.
Investigating the global context
I attribute my interest in understanding the scope and context of design problems to my appreciation of human geography, which I studied in my French high school and am now further pursuing through a self-made minor. Human geography lies at the crossroads of anthropology, sociology, as well as urban and regional studies. Essentially, it is the study of people’s relationships to the environments in which they live, work, and conduct leisurely activities. These interactions are analyzed at urban or regional levels and examined through social, cultural, economic, environmental, or political lenses. Human geography can be linked to design research since both fields focus on people’s interactions with their environments.
Learning from my immediate surroundings There are very few departments that offer human geography in the U.S.; that is why I spent the spring of 2017 at the University of Amsterdam. Aside from my academic pursuits, I discovered that Amsterdam is an archetype of good user experience design. Navigating the city by bike, lounging in parks between classes, and cycling to the countryside all contributed to my understanding of how a city can seek to provide work-life balance to its residents: from easy bike parking to a variety of housing options that foster an active social environment. I think I learned more about the ways in which design influences behavior from the city than I did in class.
Understanding the big picture to design better user experiences
Design can be used to support existing behaviors and sculpt new ones. I believe that this is acheived by way of strategy and programming, which is why I hope to pursue a career as a design strategist.
WORK Portfolio projects
14
8 Design Office Creating ideal acoustic environments for a variety of work types
24
University Retail How improving magagement changes user behavior
28
Academic Facility
Makerspace
Rethinking building sustainabilty measures
Anticipating needs and adapting to existing infrastructure
18 ICU Unit Designing a healthcare workplace to best suport caregivers
High School
32
Incentivizing graduation by harnessing site resources
METHODS Project key
For each project, I use icons to depict what I did. To the right of these categories, I give examples of the work involved with each. Note that in group projects, I only use icons to illustrate my own contributon.
research primary research
met with stakeholders, conducted interviews, recorded physical traces, took photos
secondary research
analyzed research articles and other empirical research, watched informative videos
persona development
using data collected from research, created user profiles to better understand the ways in which a space/product is and will be used
experience mapping
identified and tracked users’ actions and decisions
design 2D rendering
produced sketches, create mockups, make elevations either by hand or using computer software
3D rendering
made perspective drawings, created 3D visualizations using CAD software
model making
used manual and/or electric tools (laser cutter, drill, saw) to produce 3D models
branding
developed a visual identity, created a logo or other graphic materials, considered methods to entice customers
logistics execution plan
produced a document that summarizes the project and includes recommendations, a schedule, and/or a budget for design implementation
duration of project
approximate duration I spent working on each project start to finish
Work cafĂŠ and lounge rendering
DESIGN OFFICE
Creating ideal acoustic environments for a variety of work types
Context
research
This project was developed for the NEXT Student Design Competition offered by Steelcase. It consisted in the design of workspace for a design firm. The site was the penthouse of an office building in downtown LA. The design goals were to support employee engagement and productivity, collaboration, technology integration, employee wellbeing, and maximize real estate through multifunctional spaces.
primary research secondary research experience mapping
Challenge
persona development
Create a work environment that promotes productivity, creativity, and wellbeing through the manipulation of interior acoustics
Solution
design
My concept was based around “creating a buzz.” My research on sound yielded specific decibel levels that would promote creativity and hinder concentration. In conjunction with the idea of generating a buzz, I considered how I could also foster discussion and collaboration in the office. I centrally located a WorkCafé on the main floor to drive conversation, and created a mezzanine dedicated to individual and group creativity-driven work.
2D rendering (3D Studio Max) 3D rendering (3D Studio Max) branding
logistics 2.5 months
acoustics & work types divergent work typologies
convergent work typology
creativity-based work supported by moderate ambient noise levels
detail-oriented work supported by low ambient noise levels
reflection
diffusion
absorption
Collaboration will be fostered by areas of “reflection.” Ideas will literally bounce off walls due to the use of acoustically reflective materials. Ideal for conversation, these spaces are ideal for ideation and brainstorming.
“Diffusive” areas will be geared towards individual creative work. As is central to ideation, these spaces will support iterative thought by relying on the effects of a buzz of low ambient noise.
In “absorptive” areas, NEXT employees engage in detail driven tasks. In these spaces efforts are made to minimize awareness of the surrounding environment. This facilitates logical thinking.
group work
solo work
solo &/or group work
blocking diagram convergent work
open office (management)
divergent work non-working environments
BIM training lab
private office
large conference room
mothers’ room
private office
workcafé
entrance floor
open office (management)
small conf.
private workspaces
open office (general)
collaborative zone
collaboration zone
stairs
balcony design library
medium conference
resource center
textured glass wall
water wall
private office
reception
makerspace
stairs
upstairs
8
floor plan mother’s room
private office phone booths
small conference
large conference
bim/cad lab
collaborative zone
resource center
reception open office private office design library open office
private office
makerspace workcafĂŠ
medium conference
private workspaces small conference
phone booth
pin-up
collaborative zone open office
upstairs
9
reflection
Where collaborative creativity-based work happens
Here, creativity is achieved through collaboration. These spaces require slightly less ambient noise (50-75 dB) to allow employees to focus more on what their coworkers are saying.
collaboration zone
diffusion
Where solo rapid ideation happens
A hum of ambient noise is key to spiking creative thinking, so materials in these spaces promote the spreading of sound or the sheer creation of noise, as is done here with the water wall. Additionally, personal spaces are provided for employees to settle into alone and let the creative juices flow.
ideation space and private workspaces
water wall generates soothing sounds
10
absorption
Where head’s down work happens
Sound abatement strategies are most prevalent in these spaces to facilitate low decibel levels (50 dB). Many absorptive materials are used here such as felts, and sound paneling. textured ceiling for sound absorption
materials library
administrative offices
acoustic panel
detail-oriented workstations assigned, managers and administrators unassigned, short-term assigned, designers and supporvisors
collaborative zone
acoustic wall
11
The Cornell Store, Cornell University
UNIVERSITY RETAIL
How improving management changes user behavior
research primary research
Context
secondary research
The project was the culmination of a course on facility planning and management in which I heard testimonials from current facilities managers and real estate professionals. For this analysis project, I focused on customer behaviors and facility characteristics at the Cornell Store.
Challenge Better understand the operations and management of the Cornell Store and suggest improvements to support the efficiency, sustainability, and the customer experience
Solution I conducted observations, an interview with the Cornell Store director, and additional research on the site and energy usage to gain a broad understanding of the space and the factors that influence its operations. From this, I honed in on how management could address operational inefficiencies and pain points in customer’s experiences.
experience mapping
logistics 1 month recommendations
company research financials
company goals • • •
delivering excellent service to our customers offering rewarding work experience demonstrating outstanding sales performance to the university
peak in-store activity & sales
Other Cornell
SPENDING
JUL
payroll
AUG
SEPT
OCT
NOV
DEC
JAN
FEB
MAR
APR
MAY
JUN
merchandise goods
stakeholder diagram
company values
$26 million/yr all locations
CORNELL UNIVERSITY ADMINISTRATION
Brand Identity
campus location “mothership”
Academic Materials
Service Provider Goods and Services
Signage and Wayfinding
manages
CORNELL STORE EMPLOYEES chose/ contract
provide, maintain, & staff manufacturers publishers & authors Cornell merchandise inventors Cornell Dining
CONSUMERS PRODUCTS clothing and other merchandise textbooks and other school supplies personal supplies technology
Diversification
facilitate transactions
managers staff (ex: sales, retail, & tech assistants, baristas)
VENDORS
Customer Service
REVENUE $26 million/yr total
current students parents prospective students alumni faculty and staff other campus visitors
Maintenance and Custodial
Technology
Retail Business
CORNELL UNIVERSITY CAMPUS LIFE ENTERPRISE SERVICES Pat Wynn, Executive Director
organizational structure
SERVICES supply
Café Jennie Credit Union TechConnect IT Service Desk PostMarket Espresso Book Machine Inkjet refills electronic device trade-in Grad Center
entice
THE CORNELL STORE purchase
Fred Piccirilli, Director
MARKETING
MERCHANDISE
LOGISTICS & OPERATIONS
PRINT SERVICES
REGIONAL DIRECTOR IN NYC
related to the campus location
14
existing space research
space usage ranking
space utilization Services
Products
While everyone who goes to the Cornell Store is goal-directed, they may not know exactly what it is they will purchase before they leave. They come and browse the department they are interested in before chosing which item(s) to purchase.
least use
People who go to The Cornell Store for its services tend to be much more specific in their goal-directness. Oftentimes, they come especially to use particular amenities.
time spent inside
energy usage and emissions
students and professors
20 minutes on average
location, location, location
Café Jennie Notebooks & School Supplies Textbooks Art Supplies Mail Services Cornell Merchandise
most use
Credit Union & Bank TechConnect Personal Items & Cards
traffic map
activity map
2.400 lb/CO2
14.500 Kwh
recommendations • • • • • • • •
More intuitive online platform with more cohesive branding statement Increase attractiveness of entrances indoors and outdoors More visual access to popular spaces from entrances Improve wayfinding by emphasizing/creating landmarks for different areas Provide more circulation space in high traffic areas Consider changing some inventory or putting sought items farther from entrances to sub-areas Improve energy efficiency by moving to LED bulbs and optimize merchandise drop-off schedules Plan for shifting paradigms in retail by upgrading management software and providing more online purchases
15
Weill Cornell Radiation Oncology
ICU UNIT
Designing a healthcare workplace to best suport caregivers Context
research
For this project, I worked on a three-person team on the redesign of an Intensive Care Unit (ICU) at Weill Cornell Medical Center. Provided only with images of our existing space, we sought to research, deduce, and implement strategies to foster the ideal healthcare worker experience. Our team focused on the experiences of nurses because they are responsible for shaping the experiences of other key stakeholders. In the US, the quality of care provided to patients influences donor contributions, so supporting nurses positively impacts hospitals’ bottom lines.
Challenge
primary research secondary research experience mapping
design
Devise a list of strategies informed by corporate workplace design and implement those strategies in the design of an ICU
2D rendering (AutoCAD)
Solution
3D rendering (3D studio Max)
In seeking to understand how we might transform the disjointed experiences of caregivers into gratifying ones, we spoke with professionals from HKS Architects and Herman Miller, and conducted extensive research of scholarly articles. Six primary areas of focus arose which we used to guide the design of an improved ICU.
branding
logistics 4 months
project timeline
conducted secondary research
determined areas of focus
presented findings to class
analyzed current situation
created blocking diagrams
mapped experience based on persona development
Research & Analysis
Strategy Development
Reseach and analysis of corporate and healthcare workplaces
Applying best practices to inform program of a healthcare workspace
interviewed representatives from HKS and Herman Miller
generated design strategy
ideated and sketched
developed personas
created floor plan based on areas of focus
chose color palette
presented to interviewees, Dean & Director of Facilities of the College of Human Ecology
Implementation Designing the Weill Cornell ICU based on best practices
revised blocking & floor plan
rendered perspective drawings
compiled and reviewed final document
18
exisiting conditions
areas of focus Communication
Control and Choice
Wayfinding
Promote communication through impromptu interactions between staff, patients, and family members with the intention of spreading practical information, ideas, or experiences.
Increase sense of individuality and choice by giving patients and families more control of their surroundings and providing work environments that adapt to caregivers fastpaced schedules, work styles.
Provide a sense of direction to patients, visitors and staff by improving signage and utilizing proper wayfinding.
No barriers Short Distances
Landmarks Signage
Flexible Moveable
Family Space
Existing 2 Work Hub, Collaborative Area This space doubles doubles as a place for informal conversation about work, and thereby increasing coworker communication
1 Indoor Garden + Plantings afford visual and auditory privacy + Indoor garden provides attention restoration
Proposed
Family Space Patient Rooms Nurse Stations Caregiver Offices and amenities
A new dedcated reception area is placed focally that encourages waiting family members to bring their concerns to this one place.
19
ideation sketches
areas of focus User Satisfaction
Adaptability
Positive Distraction
Increase the users’ sense of comfort and reestablish their sense of individuality by creating a space that incorporates natural elements and homey qualities.
In light of fast-paced changes in the work environment, ensure the adaptability of environments to new technologies and work ethics and geography.
Provide a sense of rest for caregivers and reduce perceptions of pain for patients and their families by creating entertainment features and social activities.
Warm Tones Natural Elements
Technology Secondary Workstations
Lounges Food
Family Waiting Area + Moveable furniture allows for change and customization
4
Work Hub Offers spaces that facilitate a variety of work tasks and a degree of choice of workplace
3
5 Food/beverage Area for Caregivers A kitchenette allows opportunity for food and beverage within an area designated as a caregiver lounge
20
adjacencies diagram
floor plan
preliminary bubble diagram
5
Patient Rooms
Reception
4
Family Space
Central Nurse Workstation
Indoor Garden
Outdoor Garden
2
Flex Space
1
Food/ Beverage
Patient/ caregiver confidentiality
Storage
Private Offices
3 Bathroom
Nurse Breakroom
Work Hub Caregiver Lounge
21
Warren Hall, Cornell University
ACADEMIC FACILITY
Rethinking building sustainability measures
research primary research
Context After researching building sustainability standards such as LEED, WELL, Living Building Challenge, and Green Building Initiative, our team of four developed a set of sustainability criteria with which we measured the success of Warren Hall, an academic building at Cornell University that houses faculty offices, classrooms, and study spaces.
Challenge Determine Warren Hall’s strengths and weaknesses from a sustainability standpoint and offer recommendations on how to improve it
Solution We examined the site, users’ perceptions, lighting, HVAC, acoustics, FF&E, energy usage and developed our own sustainability measure to best identify areas for improvement. We made a dozen recommendations focusing on ways to minimize required maintenance, diminish pollution and wastefulness, and offer options for creating more attractive environments thus supporting social sustainability.
secondary research
logistics 1 month recommendations
sustainability measures Energy Efficiency Regulated HVAC, lighting, electric, water usage Reduced environmental impact
Place Integration Accessibility Integrating site with local and regional ecosystems Safeguarding biodiversity
Aesthetics Visually pleasing material and surfaces Appealing interior/exterior design Biophilia
Interior Environment Comfort Thermal comfort Furniture configuration and type
Social Sustainability Reasons why users continue using the space Privacy, security, entertainment Outdoor seating and tables
Local & Reused Materials Materials that are locally sourced or have been reused in the renovation from the old building
spotlight on findings HVAC control and choice
Daylighting vs. artificial lighting Daylighting is maximized along building periphery, upper floor office suites and lower level classrooms rely heavily on artificial lighting. Staff prefer the privacy of partitions over natural light.
Do you have control over HVAC in that space? no
yes 17%
unsure 51%
32%
Occupants with dedicated spaces feel like they have more control over thermal conditions than others, especially students, who share spaces more.
Acoustics: liveliness vs. distraction “Lots of artificial light but they don’t feel artificial or right in your face” - Student
+ Respondents found Warren to be loud yet, on the whole, were satisfied with the noise level. Students expressed concerns for echo in public spaces, while staff have quieter spaces and more control over the noise in their workspaces.
24
key features
site plan
+ Access to Nature views of outdoors, biophilia, attention restoration +/- Covered Bike Rack few bikers + Limited Parking few parking spaces, 8% still responded that they drive + Garden/Bioswale Permeable surfaces, native species require less watering Recent Sidewalk Renovation disrupted pedestrian traffic to Warren, fencing and coning off, redirected traffic, airborne particles + Modular Green Roof stormwater treatment, water conservation, runoff and rainwater absorption, building insulation, reduced energy use
Key
+ Lake Source Cooling cold water from Lake Cayuga used to cool building, less energy than traditional air conditioning systems
recommendations 1. Consider light shelves for more interior daylight penetration
YKK Architectural Products
2. Educate people about the ability to change lighting, temperature settings, and use trickle vents
Seton
3. Consider adding white noise
to increase ambient noise without adding distracting speech sounds
Dohm
4. Reopen Forest Home Drive
to increase access to Warren from North and Central campuses
Google Maps
25
Computer lab in Carpenter Hall, Cornell University
MAKERSPACE
Anticipating needs and adapting to existing infrastructure Context
research
I directed a team of five through the creation of a program document of a makerspace in a computer lab of Cornell University’s Carpenter Hall, a library housed in the College of Engineering. As team lead, I learned to identify each teammate’s strengths, facilitate group discussion, develop foresight of next steps and back-up plans.
primary research secondary research experience mapping
Challenge Create the program for a makerspace that is welcoming and inspiring to all people regardless of prior experience with tools or the act of making
Solution Our team proposed a two-part solution. The first phase focused on offering easily implementable and low cost solutions for the near future. The second phase proposed a more robust program which specified more tools, more spaces, and a system of interconnections with outside resources and other local makerspaces representing the ideal space that could be incorporated into the planned renovation for the building in the years to come.
persona development
logistics 2 months program document
programming mission
adjacencies
The mission of this project is to provide a program for the design of a makerspace that is engaging, educational, safe, accessible, and meets the various technological and creative needs of students, faculty, and staff at Cornell; and is integrated into the existing environment of Carpenter Hall and the College of Engineering.
Phase 1
approaches to programming User Profile Approach
Using personas to guide programming Sample Profile
Phase 1 deals with the division of new areas within the room
• • • • • •
Entrance Individual Workspace Shared Workspace Shared Storage Machines Area
Alex Brust A computer science major who wants to connect with another makerspace
Extrovert Group-work Sitting Low Tech
Introvert Solo work Standing High Tech
Alex loves to program. Most of his class assignments are small solo projects. In his free time, he comes up with silly ideas that he develops into more serious projects, like the game app he’s working on now. Despite enjoying this, he lacks motivation when he gets to difficult parts, and tends to give up easily.
Primary Adjacency Secondary Adjacency
Phase 2
Phase 2 deals with the construction of new spaces
Entrance
Organizational Change Approach
Using management and social goals to guide programming
Machines
Goals • • • • • •
Encourage and inspire all potential users to see themselves as “makers” Make it easy for everyone, regardless of expertise or field, to work on projects of their own design Create a space that is approachable and welcoming to all Facilitate access to the resources (physical, virtual, and human) that users need to carry out their projects Bring people of various backgrounds, interests, and skill levels together Encourage users to be comfortable with experimentation and failures
Project Storage
Shared Workstations
Informal Social Space
Meeting Room
Individual Workstations
Testing Zone
Kitchen
Kitchen Storage
Outdoor Space
Media Room
28
spotlight on lighting Performance Requirements
Secondary Research Through appropriate lighting, the space should facilitate idea generation and support creative and productive outcomes. As this makerspace is a place for work, lighting techniques will support the various activities. The space will therefore employ both ambient/room and task/focused lighting (Cornelissen, 2016), as well as maximized daylighting to provide ample and flexible illumination. This will serve to ensure users’ health, wellbeing, and safety.
Goal: The space will provide appropriate lighting to support all types of work conducted in the space. PR: Window treatments should minimize glare. PR: Task lighting should be easily controllable.
Current Space Analysis
PR: Light fixtures, such as lamps, should be accessible, adjustable, and in close proximity of desks and chairs.
_
+
Sample goal and performance requirements related to lighting
PR: The space should incorporate both ambient and task lighting. PR: The minimum average illumination level of task and ceiling lighting should be 500 lumens/square meter (General Services Administration, 2016).
Natural daylight illumination in the space contributes to creating a welcoming environment.
Lack of functioning task lighting in both the lab space and meeting room. At nighttime, the meeting room is very poorly lit as the ambient lighting is insufficient and/or non-functioning.
Detailed Program of Entrance Area Environmental Qualities (Lighting, Ventilation)
Phase 1
Phase 2
•
•
•
Feature lighting above the reception desk Five Recessed can LED lights
• •
Ambient and task lighting in the workspace
Controllable task lighting
Feature lighting above the reception desk Seven recessed can LED lights Angled spot lighting to illuminate vertical displays (recessed cans)
29
Rendering of outdoor waiting area
HIGH SCHOOL
Incentivizing graduation by harnessing site resources Context
research
This project was an adaptive reuse project of a factory building in Rochester, NY originally owned and operated by the Beech Nut Manufacturing company. After visiting the site, meeting its developer, and conducting preliminary research on the site, the demographics, and the state of secondary education in Rochester, I chose to reprogram the building as charter high school.
Challenge Incentivize students to want to attend HS and graduate
primary research secondary research experience mapping
design 2D rendering (Revit)
Solution My concept for this project was reflection. Harnessing the ideas of thinking and demonstrating knowledge, my goal was to support a variety of students’ learning styles, work habits, and academic interests. Also addressing the physical property of reflection, specifically in relation to sound and light, I chose to incorporate many reflective materials and design a feature lighting effect that occurs once annually around the time of graduation casting a rainbow on stage by manipulating light through reflection and refraction.
3D rendering (Revit + Photoshop) branding
logistics 3.5 months construction documents
secondary education and demographics In 2016, the graduation rate in Rochester was 47.5% and the dropout rate was 24%. While the rates for 2017 show a 2% increase from 2016 year, there is a lot of room for improvement in improving academic attainment in Rochester.
33.5% of city residents living in poverty. Rochester School District
NY
R
14.8%
34.2%
R
23.8%
Bachelor’s degree or higher (25+ yr old)
NY 7.4%
With a disability (65- yr old)
Genessee River $34,489 Median Household Income $28,901 Median Household Income Building Site Public High Schools Private/Charter High Schools Community Development Centers (non-recreation only)
addressing the attainment deficit
reflect high school
Reflect Charter High School’s philosophy is anchored in creating a healthy place that promotes learning and productivity, supporting a variety of learning types, and encourageing parent/guardian and community member involvement in student learning. It’s primary goal is to increase graduation rates and student success through learning and reflection.
32
site development Parking
school design considerations Better designed, buit and maintained buildings foster a better social climate. These translate into improved student performance, attendence, higher gradution rates, lower suspension rates, and less delinquent behavior.
e Extensive Green Roof
Buildings in use Greenery Sidewalk e
Egress
Rain Garden & Reflecting Pool
e e e
School Bus Circulation
e
Clinic
Public Bus Stop & Shelter
Classroom Elevation Gym
Library/Workspace
33
millwork
lighting effect
Bookcase
Goal Draw attention and importance to the acheivement of graduating Effect While the rest of the building manifests the concept of reflection, this lighting feature focuses on refraction: at the time of graduation, light will be refracted in the large gathering room.
1 1/4’’ x 1 1/4’’ solid oak painted black 7/8’’ plywood with oak veneer base solid 3/4’’ oak painted black 3 1/2’’ x 1 1/2’’ stud
Detail
incident light mirror mullion prism window pane
mirror
Meaning The incident light ray represents the education provided by Reflect High School faculty and the socio-cultural influences in the students’ lives. As light enters the prism, its course deviates slightly, respresenting students’ learning. The diffuse light emitted from the prism on the other side symbolizes the translation of the knowledge acquired into practice, and into the future that students will take with them after graduation.
model
Existing building
Section
Elevation
34
construction documents A
J
B
C
13' - 11 3/16"
5' - 7 7/8"
6' - 3" 2' - 3 3/8" 5' - 4"
7' - 10"
18' - 11 1/2"
1' - 7 1/2"
117 7' - 7"
JAN.
121
11' - 7 1/2"
3' - 5"
8' - 5"
5 Down
1' - 7 1/2" 9"
MM 01
11 1/2"
3' - 0"
4' - 1 1/2"
1' - 6"
3' - 0"
2' - 2 1/2"
3' - 0"
27' - 11 3/4" 8' - 11"
14' - 2 21/32"
TRASH ROOM
16' - 6 1/2"
122 SERVICE CORRIDOR
1' - 5 3/4"
1' - 5 3/4" 7' - 7 21/32"
Up
3' - 8 15/32"
3' - 11 7/32"
Down
114
CRT 01
115
GREENHOUSE
CRT 02
PRIMARY ENTRY VESTIBULE
1' - 9 1/2"
40' - 1 3/16"
3' - 6 15/16"
10' - 5 7/8"
3' - 7"
8' - 5"
CRT 01
D A-08
CRT 02
1' - 1"
24' - 6 1/2"
12' - 6"
3
7' - 5 1/8"
14' - 7"
Type
N/A
N/A
N/A
N/A
N/A
Sprinkler Smoke Detector ID +4.5’’ Downlight Trimless
N/A
N/A
N/A
N/A Focal Point
N/A FLC4D-RO-2500L-120-L11-T
Name
N/A
10' - 0"
1
11' - 6"
Track Monorail Head
Sprinkler Philips
Smoke Detector
1
2
2
N/A
N/A
6' - 0"
10' - 3 1/2"
2 PT 01
CPT 01
101 ADMINISTRATIVE OFFICES
18W LED
60W, 120V Incan 39 W, 3000K LED
RECEPTION
24' - 7 3/4"
1
16' - 4"
1
6*84W, 3000K LED
#T848, Wishbone Par, White Finish
ID +4.5’’ Downlight Trimless
D A-07
N/A
N/A Manufacturer 36W, 4000K LED 23W, 3500K LED N/A
Focal Point Emergency LightFLC4W-RT-1500L-120-L11-T WAC Lighting PD-W2605, White GUBI White Emergency Exit Sign#2669,G10,Satin Infinity Reflector Pendant Wide SONNEMAN White Stix 6-Arm Pendant SONNEMAN Satin Black Ceiling Height #2766,#904855 Agrotech Magnum Double Ended Sun System ID +4.5’’ Wall Wash Trimless Tube Pendant Downlight Grossman Pendant
2
100 ENTRY
18' - 9 1/2"
Symbol
Product Information
N/A
14' - 7"
6' - 0"
Down
Manufacturer N/A
4' - 6"
Name
Emergency Light Emergency Exit Sign Ceiling Height
102
1' - 9 1/2"
Symbol
12' - 6"
10' - 0"
4' - 7"
6' - 1"
4
1' - 7"
123 OUTDOOR WAITING AREA
DN
3' - 0 1/2"
CRT 02
6' - 6"
5' - 0"
3' - 8 21/32"
6' - 0"
5' - 6 3/4"
3' - 6"
CRT 01
24' - 6 1/2"
18' - 6" 5' - 7 9/16"
WAITING AREA
39' - 9 5/8"
103 PRINICPLE’S OFFICES
3' - 0"
17' - 4"
4' - 8"
PT 01
8' - 9 1/4"
6' - 0"
MM 01
9' - 2 13/16"
26' - 10 1/4"
E A-05
4' - 6"
6' - 0"
4' - 6"
4' - 8"
9' - 8 1/4"
16' - 2 7/32"
3' - 0 1/2"
6"
13' - 9 5/8"
5' - 4 1/4"
1' - 0"
104
PT 01
12' - 9 1/2"
2' - 5 3/4" 2' - 5 3/4"
35' - 5 1/2"
4' - 9 7/8"
7' - 10"
5' - 3"
1' - 8 1/2"
2' - 6"
116
UNISEX
PT 01
A/V ROOM
8' - 8 11/32"
1' - 9 1/2"
3' - 0"
8' - 9 1/2"
CRT 02
6
1' - 6"
PT 01
113
CRT 02
120 LIBRARY
12' - 0 1/2"
12' - 9 1/2" 2' - 6" 7' - 6" 2' - 6" 3' - 1 21/32" 2' - 6"
18' - 3 1/2"
8' - 3 1/2" 5" 8' - 4" 2' - 4 1/2"
18' - 11 3/8"
8' - 2 7/8"
2' - 6"
112
2' - 2"
1' - 9 1/2"
3' - 6"
1' - 5 1/4"
2' - 3" 5' - 4 1/4"
4' - 2 1/2"
11' - 6"
1' - 2 1/2"
PT 01
7' - 9 1/2"
123
4' - 0 3/4"
lighting legend 11' - 6"
101
5' - 8"
CRT 02
BLACK BOX THEATER
B A-04
8' - 5 7/8"
10' - 4 7/8"
4
Lighting Legend
4' - 0"
6' - 8 1/8"
CPT 01
7' - 2 3/8"
MEN’S
4' - 10 29/32"
2' - 4"
4' - 0"
5' - 6"
102
4' - 0"
6' - 3"
3' - 1 1/2" 4' - 0"
4' - 0"
11' - 6"
6' - 0"
5' - 3 7/16"
12' - 3 1/4"
6' - 4"
4' - 5"
4' - 11"
7' - 10 7/8"
6' - 0"
2' - 10 1/2"
118
CPT 01
COUNSELING CENTER
C A-06
10' - 4 7/8" 5' - 9 3/4"
4' - 10 29/32"
2' - 10 1/2"
6' - 4" 12' - 3 1/4"
1' - 0"
2' - 3 3/4"
PT 01
5" 4' - 10 29/32"
28' - 4 1/2"
32' - 11 1/2"
4' - 2 9/32"
CT 01
MEETING ROOM A
15' - 2 3/32"
122
4' - 10 29/32"
3' - 0"
15' - 11"
4' - 10 29/32"
3
3' - 7"
3' - 1 1/2"
13' - 11"
119
9' - 9"
108
2' - 4 1/2" 5"
2
11' - 6" 4' - 3 13/16"
3' - 8"
11' - 6" 2' - 8 3/16" 2' - 8 3/16"
121
4' - 0" 3' - 1 1/2"
100
2' - 5"
MEETING ROOM D
106
2' - 3 3/4"
4' - 11"
5' - 10 3/8"
9' - 10"
8' - 1 1/2"
2
2' - 3 3/4"
32' - 11 1/2"
3' - 0"
2' - 6 13/16" 2' - 6 13/16"
40' - 2 11/16"
2
5
2' - 7 3/4"
6' - 10 13/16"
4' - 3 13/16"
4' - 2 7/16"
4' - 3 13/16"
3' - 3 11/16"
4' - 10" 15' - 6"
4' - 2 7/16"
3' - 1 5/16"
114
2' - 3 3/4"
13' - 11"
J
WOMEN’S
17' - 3 5/16"
PT 01
5' - 9 3/4"
11' - 6" 2' - 7 3/4"
6' - 10 13/16"
115 3' - 6 15/16"
2' - 5"
47' - 2 3/4"
STORAGE ROOM
105
16' - 5 3/4"
1' - 0 31/32"
PT 01
3' - 8 11/16"
3' - 2 13/32"
17' - 11 1/2"
8' - 3 9/16" 2
2' - 0 9/32" 4' - 0 21/32"
11' - 6"
3' - 9 1/16"
16' - 5 3/4"
1' - 1 7/8"
15' - 3 9/16"
13' - 11"
I
1' - 6"
MEETING ROOM B
2' - 0 3/4"
2' - 4 5/8"
4' - 2 7/16"
10' - 0"
1
1
4' - 5 1/2"
5' - 3 7/8"
2' - 5"
111
7' - 1 5/16"
107
3' - 8 1/2"
2' - 8 13/16"
13' - 11"
H
7
110
COUNSELOR’S OFFICE
109 MEETING ROOM C
2' - 1 1/8"
16' - 6 5/8"
11' - 6" 2' - 0 3/4"
5' - 10 3/8"
2' - 5"
8' - 5 5/32"
PT 01
2
6
5' - 5"
4' - 5 3/16"
13' - 11"
G
8' - 5 5/32"
3' - 4 25/32"
3' - 10 21/32"
4' - 8"
7' - 2" 8' - 9 9/16"
2' - 8"
11' - 6"
4' - 8"
11' - 6"
117
2' - 11 1/4"
2' - 5"
14' - 10 1/2"
2
10' - 0 5/32"
3' - 8 21/32"
6' - 0 7/16"
7
3' - 4 27/32"
F
E
3' - 8 11/32"
3' - 10 21/32"
4' - 0 21/32"
2' - 8 1/16"
1' - 0 7/8"
3' - 10"
1
4' - 5 1/2"
10' - 0"
7' - 3 7/32"
4' - 10 1/8" 4' - 10 1/8"
4' - 2 3/4"
CT 01
2' - 1 1/16"
8' - 6" 1 1
1
1
1
10' - 6"
1
4' - 8"
7' - 3 7/32"
4' - 8"
1
1
3' - 8 21/32"
120
1
1
1
1
1
2' - 11 1/4"
1' - 4 1/2"
1
10' - 6"
18' - 0 3/4"
1' - 11 3/4"
4' - 0 3/16"
11' - 6"
22' - 1 1/4"
4' - 2 1/16"
16' - 10 1/2"
4' - 0 21/32"
7' - 2"
18' - 10 7/8"
2' - 0 9/32"
3' - 3 23/32"
1
1
1
6' - 8 3/8"
1
5' - 10 25/32"
1
1
1 1 1
14' - 5"
11' - 6"
PT 01
2' - 7 9/16"
23' - 5 23/32"
1' - 4 29/32"
3' - 10 3/32"
11 19/32"
6' - 0 25/32"
PT 01
118
5' - 0"
113
7' - 11 1/2"
5' - 7 9/32"
3' - 10 21/32"
2' - 10 1/4"
1' - 8" 1
10' - 5 31/32"
1
10' - 6"
2
7' - 1 1/4" 7' - 1 1/4"
2' - 11 1/2"
2' - 1 21/32"
1' - 4 29/32"
3' - 4" 3' - 6"
7' - 1" 8' - 3 7/32"
4' - 5 3/4"
3' - 4 1/2"
104
10' - 0"
8' - 3 7/32"
5' - 6"
7' - 9"
CRT 02
1' - 4"
1' - 4 29/32"
10' - 0"6' - 1 5/16"
13' - 9 5/32"
4' - 4"
3' - 10 3/32"
5' - 0 1/2"
6' - 8 3/32"
3' - 4 1/2"
6' - 4 3/4"
3' - 4 1/2"
6' - 4 3/4"
10' - 0"
8' - 7 13/32" 4' - 9"
4' - 0 15/32" 5' - 10"
3' - 4 1/2"
4' - 0"
7' - 9"
2' - 10 1/4"
2' - 6 1/32"
3' - 0"
7' - 9"
116
CT 01
7 5/32"
103
1
1
10' - 6"
1
10' - 6"
2' - 8" 4' - 1"
7' - 9"
2' - 8"
4' - 10"
CT 01 7"
105
6' - 0 1/32"
7' - 9"
10' - 0"
3' - 4 1/2"
3' - 6"
3' - 9 15/16"
PT 01 2' - 5 25/32"
6' - 5 5/8"
10' - 0" 4' - 1 9/16"
106 6' - 5 5/8"
2' - 5 5/32"
1
1
10' - 6"
3' - 2 3/8"
CRT 02
4' - 0"
19' - 0 7/8"
10' - 0"
5' - 0" 3' - 0" 2' - 0" 4' - 10"
107
11' - 6"
9' - 5 3/8"
3' - 2 3/8"
112
3' - 8 21/32"
119
2' - 5 25/32"
108
7 13/16" 2' - 0"
3' - 5 1/2"
7' - 9 13/16"
1
4' - 0"
3' - 2 3/8"
11' - 6"
6' - 0"
10' - 0"
10' - 0"
6' - 0"
4' - 5 1/2"
6' - 0"
109
111
1
3' - 2 3/8"
2' - 4"
3' - 1"
2' - 7 1/4"
1' - 7 3/16"
110
D
2' - 1 11/16"
I
3' - 0"
H
5' - 10 1/2"
G
9' - 4"
F
E
11' - 0 1/2"
D
9' - 5"
C
19' - 5"
B
14' - 0 19/32"
A
level 1 floor plan
5' - 4 7/16"
level 1 reflected ceiling plan
1000W HPS 50 W LED
N/A
N/A Focal Point
ID +4.5’’ Wall Wash Trimless Tube Pendant Downlight Grossman Pendant
Focal Point WAC Lighting
Infinity Reflector Pendant Wide
SONNEMAN
Stix 6-Arm Pendant Agrotech Magnum Double Ended
SONNEMAN Sun System
Track Monorail Head Trac-Master Barn Door
Philips Juno Lighting
Chalice Pendant
Altman Lighting
Cove Light
Cooper Lighting
PowerLite Pro Cinema Projector Saker Tab-Tension Projector Screen
Epson
GUBI
Ceiling Tile
Elite Pro AV N/A
Gypsum Board Ceiling Seem 4 Recessed Loft Suspendend Corelight
Armstrong Focal Point EATON
floor plan legend Floor finishes CPT 01
Interface Carpet Tile, Alliteration Putty/Lilac (9728)
CT 01
Concrete stained black
CRT 01
Existing Concrete
MM 01
Forbo Marmoleum Modular Color Tile, Orange Shimmer (T3712)
Wall finishes CRT 02 PT 01
Existing concrete Benjamin Moore, Chalk White (2126-70)
35
contact e | aka63@cornell.edu t | 202.714.8133 a | 622 Bennington Drive Silver Spring, MD w| issuu.com/amirasamiy