ASU ADE521 | Architecture of Renewal | Fall 2020 by Elizabeth McLean

Arizona State University | Fall 2020 ADE 521 Advanced Architectural Studio I

ARCHITECTURE OF RENEWAL INSTRUCTOR: Elizabeth McLean

S T U DE N T T E AMS : Ca r l a Ca l l e j a s | P a t r icia M o lina An g e l a Cor i e l l | A llis o n F e r na nd e z S a l e m Ma l i b a r y | B a nning M ucha Fa i t h Mc g e e | Anne Ra p ha e l Ra p hy C hum m a r O m a r Gon za l e z-N a v a | H a nna h C ha v e z Mor t e za Am i n i a n To o s i | P hilip Shult s Pa t r i c k S i m p s on | A le x a nd r a F lo r e s Al i sa S a n t i a g o | Shr e e g o ur i K a t a ko l Da ya N i k ol i c | Ir y na D e m ia niuk

THE EXPANSION GAME This studio focuses on architectural expansions as a ‘game’ with a set of rules that allow improvements and innovation. The goal is to learn from previous buildings through new expansions and programs, giving them a second life with a sustainable and bioclimatic approach. The course has four modules: I. II. III. IV.

Research: Make contextual approaches to the overall topic (history, urbanism, technologies, geometries, materials, programs, author’s biography, etc.). Reconstruction: Reconstruct all plans and relevant information on the existing building. Expansion: Propose a new expansion or renovation with a new program. Improvement: Create architectural improvements to the previous constructions.

ARCHITECTURE OF RENEWAL This studio moves around the following question: What kind of architecture will be necessary to support higher education in the 21 st century? When studying a group of unique academic buildings on selected college campuses across the western United States, we review the various constraints that were faced during the surge of construction in the post-WWII era to support rapid increases in academic enrollment and space. The goal is to propose expansions, modifications, and new educational and public architecture to philosophically and physically reinvent higher education to support the 21 st century learning landscape.

Arizona State University — ADE 521 — Fall 2020

CASE STUDIES Carlson Education Building — University of Nevada, Las Vegas Year Built: 1972 Location: Las Vegas, NV Student Team: Carla Callejas | Patricia Molina

Travelstead Hall — University of New Mexico Architect: Flatow, Moore, Bryan, and Fairburn Year Built: 1963 Location: Albuquerque, NM Student Team: Angela Coriell | Allison Fernandez

Gladys Steen Hall — Stephen F. Austin State University Architect: Kent, Marcellos, and Scott Year Built: 1968 Location: Nacogdoches, TX Student Team: Salem Malibary | Banning Mucha

Carver Hall — Iowa State University

Year Built: 1969 Location: Ames, IA Student Team: Faith Mcgee | Anne Raphael Raphy Chummar

Barnes Towers — Boise State University Year Built: 1969 Location: Boise, ID Student Team : Omar Gonzalez-Nava | Hannah Chavez

Social & Behavioral Sciences Bldg. — California State University Dominguez Hills Architect: A. Quincy Jones Year Built: 1971 Location: Carson, CA Student Team: Morteza Aminian Toosi | Philip Shults

Cesar E. Chavez Student Center — University of California, Berkeley Architect: Hardison and DeMars Year Built: 1961 Location: Berkeley, CA Student Team: Patrick Simpson | Alexandra Flores

Farmer Education Building — Arizona State University Architect: Edward L. Varney Year Built: 1962 Location: Tempe, AZ Student Team: Alisa Santiago | Shreegouri Katakol

UW Club (Faculty Center) — University of Washington Architect: Kirk and Steinbrueck Year Built: 1960 Location: Seattle, WA Student Team: Daya Nikolic | Iryna Demianiuk

PROJECTS CARLSON EDUCATION BUILDING..............7

CARVER HALL..........................................55

TRAVELSTEAD HALL EXPANSION.............23

BARNES TOWERS.....................................71

BRIDGING GLADYS STEEN HALL..............39

THE SCIENCES BUILDING OF CSUDH......87

Arizona State University — ADE 521 — Fall 2020

CESAR CHAVEZ STUDENT CENTER.........103

H.B. FARMER EDUCATION BUILDING.....119

UW CLUB REOPENING............................135

Arizona State University â&#x20AC;&#x201D; ADE 521 â&#x20AC;&#x201D; Fall 2020

CARLSON EDUCATION BUILDING

At 104,438 square feet, the existing Carlson Education Building (CEB) hosts classrooms, office spaces, and a library for the Education majors at the University of Nevada, Las Vegas. Originally opening in 1972, the CEB currently lacks the design frameworks for integration, well being, change, energy and discovery to fit the 21st century learning landscape. The addition of a double-height community space and renovation of the library activates the first floor with a flexible learning space that accommodates occupants of the CEB, students of surrounding disciplines, and guests of community partnership events. The addition of outdoor garden spaces on the second floor also introduces more flexible, open spaces. Carving into the building with these additions allows for passive ventilation and a connection to the southwest garden while maintaining the thermal control provided by Brutalist style and cast-inplace construction.

CARLA CALLEJAS

PATRICIA MOLINA

Through this proposal, the goal is to foster community and the new age of learning through flexible learning space and reinforcing student collaboration to fit the 21st century learning landscape.

8 The first floor is mainly composed of early childhood, multilingual and special education classrooms

The second floor is composed of psychology classrooms.

The third floor is composed of faculty offices.

Arizona State University â&#x20AC;&#x201D; ADE 521 â&#x20AC;&#x201D; Fall 2020

9 On the first floor the addition of a double height space with a learning stair and renovation of the existing library to help promote community events.

On the second floor removing classrooms spaces to create new exterior breakout areas where students can study.

Surrounded by fine arts to the east, engineering to the north, the Las Vegas strip to the west and the airport to the south.

The only building on campus that used cast in place concrete.

A learning garden to the southwest side of the building.

Arizona State University â&#x20AC;&#x201D; ADE 521 â&#x20AC;&#x201D; Fall 2020

11 Exploring the materials and understanding the step by step process made us more aware of the possibilities of the material itself.

This model shows how the exterior facade of the building is mainly composed of the cast in place concrete technique.

The interior spaces of the building show the enclosing of spaces with a centralized circulation

During the summer time the Carlson Education Building receives more sunlight . While in the winter time the east side is mostly shaded and the west side gets direct sunlight.

Arizona State University — ADE 521 — Fall 2020

Using the existing features that made up the exterior and enhance to fit the 21st century learning landscape.

Connecting the existing learning garden to the new /renovated spaces.

Arizona State University â&#x20AC;&#x201D; ADE 521 â&#x20AC;&#x201D; Fall 2020

Engaging the existing tunnel space so community can explore the spaces.

Creating a flexible space that can be used for community events.

Adding daylighting to the primary circulation zone of the building.

Connection to the learning garden on the southwest side.

HEAD

AWINING WINDOW

CONCRETE WALL

CONTROL JOINT

CONCRETE SLAB

SILL

EXISTING CONCRETE WALL TO BE REMOVED

FIXED WINDOW

Arizona State University — ADE 521 — Fall 2020

TO BE REMOVED EXISTING CONCRETE SLAB TO BE REMOVED

NEW CURTAIN WALL

EXISTING CONCRETE SLAB

NEW CONCRETE SLAB

Arizona State University — ADE 521 — Fall 2020

TRAVELSTEAD HALL EXPANSION

Travelstead Hall was originally constructed in 1963 by Architect Max Flatow on the Central Campus of the University of New Mexico. It’s construction was truly a turning point for the University’s architecture. Previously, all buildings found on the campus could be classified as a Pueblo Revival style, but the introduction of Travelstead Hall was monumental in that it was the first divergence from the revival and into modernity. Although this building was so different from the norm of the campus, it was truly the intention to maintain the southwestern feel and motifs. Alongside being the first modern building on UNM’s campus, it was also a central hub for women who were very only recently added to the demographic on campus as a reaction to the massive population increase in eighteen to twenty-five-year-olds coming home from the second world war.

ANGELA CORIELL

ALLISON FERNANDEZ

North-South Section

10'

20'

SITE PLAN

The above image shows the Central Campus of the University of New Mexico. The Education Campus, also designed by Max Flatow, is identified with blue, while Travelstead Hall is shown in the darker hue of blue. It follows the Wernike Plan which features semiprivate gardens and walkable malls. By analysing the contextual forces from 1963 through a series of maps, it’s evident that the education campus was rather unique in not only its architecture to New Mexico, but also it’s passive means of heating and cooling and it’s obvious social centrality to campus and the campus’ most diverse populations.

Arizona State University — ADE 521 — Fall 2020

CONTEXTUAL FORCES

Roof Level

Ground Level

Basement Level

KEY: Unit Cost $1.00 - $25

$26 - $50

$51 - $100

$101 - $500

$501 - $1000

Pop. women > 50%

Pop. women ~ 50%

Pop. women < 50%

Demogrpahic Unknown

Pop. non-whites ~ 50%

Pop. non-whites ~ 25%

Pop. non-whites ~ 0%

KEY

Travelstead Hall University of New Mexico Building by Unit Cost

$1001+

Age Unknown

Travelstead Hall - 1963

1960s

1950s

1940s

1930s

1920s

University of New Mexico Buildings by Population Diversity

Pre-1920s

University of New Mexico Buildings by Age

KEY

EXISTING BUILDING Travelstead Hall is a simply-supported structure encased in glass. The faceted glazing on the exterior was purposely designed to maximize the amount of sun coming into the building. By having an interstitial space between the glazing and the program area on the elevated slab, this allows the building to essentially passively heat and cool while also allowing for the most daylight possible. In addition to the glazing on the perimeter, the roof has punched diamond skylights for additional diffused light to the center of the building. The structure of Travelstead is one of itâ&#x20AC;&#x2122;s most unique existing features; the building follows a strict grid that is laid out by the massive roof beams. The exterior skin deviates from the typical linear pattern of this grid by moving in the diagonal direction. Even with the consistent repetition of these angles Travelstead remains symmetrical in its form and as a result presents a unique geometry that stands out from its surrounding context. Travelstead hall also features very unique elements such as a 1,640 square-foot stained glass wall on the Westernmost side, and a bridge that connects the Education Classrooms to the Southwest and the Administration Offices to the Northwest. The Administration Offices were demolished in 2001 due to unsafe structural problems which led the bridge to only be connected to the Classrooms. The bridge is not accessible from Travelstead Hall. Travelstead Hall is also not accessible for persons of different abilities, and doesnâ&#x20AC;&#x2122;t have elevators or restrooms (according to the original drawings).

5' 5'

10' 10'

20' 20'

Arizona State University — ADE 521 — Fall 2020

ROOF PLAN

LV 1 PLAN

10'

20'

PRODUCED BY AN AUTODESK STUDENT VERSION

LV 0 PLAN

5' 5'

10' 10'

20' 20'

Arizona State University — ADE 521 — Fall 2020

When viewing Travelstead Hall looking South (left), the viewer can see other campus buildings in the distance, and large grassy courtyards adjacent to the building. Most buildings on the University of New Mexico have a tendency to be a maximum of three stories. This creates exceptional views of the surrounding area; especially to the Northeast where Palomas Peak and South Sandia Peak be easily identified (see Google Earth—bottom right). In the summer months, the courtyard typically remains empty due to lack of shade despite the large trees on site. When the weather is nice, it’s not unusual to see student studying and gathering on the lawn. During the winter, everything in sight is covered in a blanket of white snow creating a surreal wonderland from inside Travelstead Hall. Around Travelstead Hall is a dense, lush planting of shrubs and small trees that create secret hideaways which make for a relaxing and surreal environment from inside the building. These spaces—as seen in the bottom left photo—hold opportunity for outdoor study areas or reading nooks while also enhancing the environment’s feel due to natural flowering scent and photosynthesis patterns recycling carbon dioxide into oxygen. By maximizing the amount of trees and shrubs while sticking to a native scope in our expansion, the environment around Travelstead Hall can become a urban forest, which would be very unique to campuses across the world, require low amount of maintenance, help offset the carbon dioxide emissions created by construction and transportation, and become more usable for students to reconnect in nature while still being on campus.

EXISTING BUILDING LOGICS

CONNECTION

To further understand the existing conditions and influences for the current design, the focus is brought to the building scale; from here the individual logics are broken down where their influences can be studied. Among the many unique qualities that exist within Travelstead Hall the logics chosen and represented are: connection to surrounding areas, infiltration of natural light, variation of levels within itself, water distribution, and lastly repetition of geometry and structure. All of these have significant impact to the design and are key to comprehending how decisions should be made when it comes to expanding and renovating.

10'

20'

10'

Bridge Raised LV 1

LEVELS

LV 1 Basement

10'

20'

Arizona State University — ADE 521 — Fall 2020

10'

20'

LIGHT

NORTH FACING SECTION

8:00 AM

WINTER SOLSTICE

10'

4:00 PM

LV 1 FLOOR PLAN

20'

WATER

12:00 PM

10'

20'

EXPANSION

LEVELS

STRUCTURE

TRAVELSTEAD HALL [ EXISTING ]

LOGICS INFORM EXPANSION

CONNECTION

LIGHT

Seeing as Travelstead Hall is an exceptionally beautiful and unique building an design would have to use existing logics to inform the expansion. This design suggests the existing building be made accessible to persons of all abilities, continue the faceted structure of the glazing on the North and South sides of the building, and giving purpose to the existing bridge once again. By using the logics identified from the existing building, the addition made to Travelstead Hall pays tribute to the old building, while still creating additional space for new program. The most applicable program for this new space would be a student success center where students could tutor students, professors could mentor, education majors could practice, and people could thrive toward better futures.

WATER

Arizona State University — ADE 521 — Fall 2020

33 First Floor

NIC: Collaborative Teaching and Learning

Bridge NIC: Technology and Education Building Central Courtyard & Greenspace

Shaded Courtyard

Stair to Second Floor

Lobby

0’-0” Gathering & Coffee Corner UP

3’-0”

Study Space

Academic Offices

Existing Stained Glass Wall 0’-0”

NIC: Education Classrooms

NIC: Art Education Building

This design made small modifications to the existing building. The most impactful change in this renovation is the replacement of the mirrored stairs that once led to the elevated slab with sloped walks. This was done with the intention to eliminate the dichotomy between able and unable to access. This also creates bigger informal gathering spaces along the interstitial space. Accessibility should never be an afterthought or be hidden away as architecture moves to the future. Additionally, a stair was added to allow occupants to access the bridge from the elevated slab. The design also intentionally preserves the stained glass wall on the West side of the building. This could remain as is, or could be reformatted to achieve more modern, 21st century look.

Second Floor NIC: Collaborative Teaching and Learning

Bridge

10’-4” NIC: Technology and Education Building

Stairs to 3rd Floor UP

Stairs from the outside courtyard space link directly to the second floor by intersecting the impenetrable structure on the first floor. Above the intersection, the user will find glazing mimicking the existing building until they reach the entry. The stairs were intentionally designed as an antithesis to the existing building logics which draws the eye and user interest into the building.

12’-4”

Open to Below

Tutoring Center w/ Group Study Rooms

NIC: Education Classrooms

The second floor acts as the seam between old and new. The new doubleheight space above the bridge allows for a more comfortable walk, and helps to introduce occupants to the new expansion and program; student success. On this floor, they will find open desks for studying as well as private rooms that range from small to large.

Existing Roof & Skylights

NIC: Art Education Building

Third Floor NIC: Collaborative Teaching and Learning

Offices / Individual Workrooms

Classroom w/ Storage

To Roof

NIC: Technology and Education Building

The existing skylights continue their linear trail onto the roofs of the expansion and allow soft light to bathe the interior. The facade along both the East and West side of the building allow light to enter the building without glare and also preserve views.

Lounge / Waiting Area

Outdoor Patio

Classroom Classroom

NIC: Education Classrooms

Finally, on the topmost floor, occupants can find various classrooms, offices or individual workspaces, a lounge area, and an outdoor patio space that looks out to campus on the West, and to Palomas Peak and South Sandia Peak on the East.

NIC: Art Education Building

DESIGNING FOR WATER AND ENERGY

Water Filter / Storage / Pump To: Flushing, Hand Washing & Irrigation

First Flush System

Arizona State University — ADE 521 — Fall 2020 Travelstead Hall’s Existing water drainage sets up a perfect design opportunity for water harvesting. Originally, the water drains off the roof and into a gauntlet with drilled holes, so the water that could be harvested simply leaks onto the ground only nourishing the plants within a small diameter. This new system would replace the existing gauntlet with a custom firstflush system specifically designed to keep the original intent of the architect, but accomplishing the water harvesting system while paying tribute to common Southwest Anasazi Pottery which is historic to New Mexico. This harvested water would go toward irrigation, hand washing and toilet flushing as a secondary system. New Mexico on average during the Spring sees winds of around 10 mph, and the rest of the year around 7 mph. Considering this, a facade system is being proposed that will use vibrations to create energy as researched by the “Vibro-Wind Research Group” at Cornell. This research suggests that panels configured to a specialized support system can supply 54 Watts of electric power for 1-square-meter of panels running at only a 10% efficiency. This research applied to our facade system would be create enough energy comparable to standard PV panels. The design of the panel system are to harness this renewable energy while still maintaining views and protecting from glare and overbearing heat of summer sun.

Arizona State University â&#x20AC;&#x201D; ADE 521 â&#x20AC;&#x201D; Fall 2020

Travelstead Hall stands unique in its own initial design and holds a significance to the design history of the campus. Itâ&#x20AC;&#x2122;s essence should be preserved so it may remain a prominent part of the University. With this proposal to expand and improve, Travelstead will be revitalized with accommodating features to allow easier and welcoming access to all students and faculty who enter its doors. Improvements will also be made to implement sustainable strategies, such as the conversion of the current water drainage system into a functional rainwater harvesting system. The added expansion will establish a new academic program and give new purpose to Travelstead. The additional space will allow for all the resources needed to become a proper student success center, giving students an inviting space to study and gather when seeking help from academic advisors or fellow peers.

Arizona State University — ADE 521 — Fall 2020

BRIDGING GLADYS STEEN HALL

Built in 1964 at Stephen F. Austin State University, the Gladys Steen Hall was built to accommodate a rapid growth in student enrollment while providing security to the female students it originally housed. It has seen a transformation over time as it is now used as a coed facility and has also become a hub for student events. To accommodate the growing needs for 21st century education, we are proposing an expansion that bridges social engagement, productivity, and relaxation with economic sustainability. In this six stage expansion, the Steen Hall will see a transformation not only to the building itself, but also to the surrounding area by creating new external opportunities for external social engagement. The main focus of the expansion, however, is the addition of three bands that bridge the two towers of Gladys Steen Hall together. These bands will support programs that cater to the needs of students in the 21st century with amenities such as: study, recreation, event, and commercial spaces.

SALEM MALIBARY

BANNING MUCHA

The Gladys Steen Hall at the Stephen F. Austin State University in Nacogdoches, Texas is an outdated residence hall that was built in the 1960’s for female students following WWII. It was built as part of a campus expansion to accommodate a growing student population. Since then, it has seen an evolution in use, becoming an event hub on the expanded campus, but does not have the programs to fit this new capacity. The two towers of Gladys Steen Hall have great potential for evolution as their structural system allows their interior programs to be easily rearranged and the facade reconfigured. There is also an opportunity for dialogue between the two towers. By bridging them together, new spaces are created to increase social engagement between students and cater to the contemporary learning environment. These bridges not only address the Steen Hall’s evolving needs since WWII, but also provide the framework for flexible space that will adapt to needs of the future.

Bridging Gladys Steen Hall

CONTEXTUAL FORCES Original

The Gladys Steen Hall responded to contextual forces at the time when it was constructed. These forces give an insight into the design decisions that define The Steen Hall.

Evolution

Destinations

SFA campus expanded to meet a growing student population. The Steen Hall is located in the expansion to the northeast

Gladys Steen Hall became its own event hub as campus expanded away from previous hubs located at the older residence hall cluster and student center.

Arizona State University â&#x20AC;&#x201D; ADE 521 â&#x20AC;&#x201D; Fall 2020

Accessibility

Traffic

The Steen Hall is located near the center of campus, making it easily accessible to most students. However, it is surrounded by other residents halls, making academic buildings not immediately accessible to Steen hall residents.

Campus expanded away from the old main street to mitigate traffic build-up. However, traffic jambs did not disperse but moved to a new location within the expansion.

Views

Campus is surrounded by a variety of different ground coverings providing a multiple of different views. The circular form of the Steen Hall allows for all of these views to be captured.

42 Bridging Gladys Steen Hall

BUILDING LOGICS These building logics are existing conditions that define how the Steen Hall currently operates.

Building Systems

Repetition

Floor slabs are supported by interior columns. The brick facade is non-structural and wraps the exterior of the building.

Each floor is composed of modular, double units that repeat in an array.

Arizona State University â&#x20AC;&#x201D; ADE 521 â&#x20AC;&#x201D; Fall 2020

Lighting

The Steen Hall receives the majority of its lighting from the south, where as the north facade is shaded nearly year round.

Integration

Located directly across the street from the campus cafeteria. This is convenient for Steen Hall residents, but also creates a traffic jam as students cross the street for meals.

Circulation

The entrance and ground floor provide a space for social engagement while vertical shafts allow for circulation to the units in the towers.

Bridging Gladys Steen Hall

VISIONARY Existing Conditions

There is limited interaction between towers and a heavy disconnect from the surrounding context.

Idea Collage

An exterior gathering space between the cafeteria and Steen Hall would provide a space for social interaction as well as event space. The towers have potential to bridge together.

Arizona State University â&#x20AC;&#x201D; ADE 521 â&#x20AC;&#x201D; Fall 2020

Existing Conditions

The existing residents hall has limited opportunity for social interaction between residents and does not fit the needs of our modern educational system. However, the existing structure allows the building to be reconfigured to fit evolving needs.

Bridging

Bridging the towers together would provide space for programs oriented around social engagement.

46 Bridging Gladys Steen Hall

EXTENSION The bridging extension aims to enhance the Gladys Steen Hall by maximizing revenue, increasing social engagement, reducing stress, increasing productivity, and catering to the modern educational system.

1. Existing

Existing conditions of Gladys Steen Hall.

2. Circulation

Moving surface parking to a garage and converting the access road to a one-way will reduce congestion around the Steen Hall.

3. Plaza

An elevated plaza will allow students to cross the street without interfering with vehicle traffic.

4. Outdoor Space

Outdoor gathering spaces will provide areas for social engagement and external event spaces.

5. Extension

In order to prevent loss of income, the Steen Hall will be extended an additional four stories of residential floors.

6. Three Band

Three bands will connect the towers together, providing spaces for social interaction and academic success.

48 Bridging Gladys Steen Hall

EXTENSION Existing

Program Diagram

Arizona State University — ADE 521 — Fall 2020

Proposition

IMPROVEMENT

The programs of each bridge are articulated to better define the overall function of the Steen Hall extension.

GLADYS STEEN HALL DAILY USE

The addition of the three bridges allows for a more diverse use of the Gladys Steen Hall by a greater variety of users.

Arizona State University — ADE 521 — Fall 2020

FACILITY BRIDGE

The Facility Bridge provides a market, pharmacy, cafe, restaurant and gym to residents and students at SFA.

ACADEMIC BRIDGE

The Academic Bridge includes study rooms, computer labs, and a kitchen for students’ use.

COMMUNITY BRIDGE

The Community Bridge features a flexible social and event space with a rooftop terrace.

SOUTH — DOUBLE FACADE

NORTH — LIGHT SHELF

PENTHOUSE — PV PANELS

This double layer of glazing keeps the south facade cool during hot summer days. The sun heats up the air inside the cavity instead of the air inside the building, this hot air can then escape outside through vents, leaving the inside cool.

Light shelves on tall curtain walls prevent unwanted high glare while allowing light to pass through underneath.

PV panels are mounted on the exoskeleton on the Community Bridge. These panels capture energy from the sun while also providing shading

New Bridges integrated into existing structure.

Arizona State University — ADE 521 — Fall 2020 1. PENTHOUSE BASE New columns and steel framed bridges continue above original structure.

2. BRIDGE TO EXISTING Steel framed roof ties into existing concrete floor slabs.

3. EXISTING TO BRIDGE Steel framed floors rest on new columns and connect to existing concrete floor slabs.

4. Footing New concrete columns and footings to carry the load of the new bridges.

Arizona State University â&#x20AC;&#x201D; ADE 521 â&#x20AC;&#x201D; Fall 2020

CARVER HALL

FAITH MCGEE

ANNE RAPHAEL

Carver Hall is a university building that holds classes and offices for students and staff on Iowa State University campus. The building was named after George Washington Carver, who was a famous agriculture scientist and environmentalist. He was also the first African-American student and professor at the university. The program we decided to add to this building is Collaboration/ relaxation spaces. Spaces that use biophilia to promote collaboration and ideas, to boost morale, and allow students and staff to de-stress. We created these spaces in different ways. On the third floor, we added a balcony that is cut into the building, utilizing the existing structure. This balcony overlooks the center of the campus that is a beautiful landscape of trees. This balcony will be a place for staff and students to enjoy lunch and the fresh air. The building holds offices on the third and fourth floor that host professors and staff from all different majors on campus. The balcony helps serve as a place where all these different people can come and collaborate. The fourth floor also has this purpose in mind. It holds an indoor collaboration space with indoor green walls to help bring nature and fresh air into the space. The final addition to the building is a new design for the roof. A glass green house so that the roof can still be enjoyed even in winter. An outdoor space with green roof to allow students and staff to enjoy the outside and have a place to relax and enjoy the view of central campus and the lake to the south. The building has green walls on all sides of the building that help collect rain water and make the building look more like something George Carver would have loved, just as he loved all nature and dedicated his life to his love of its beauty.

56 LOCATION Iowa State University, Iowa COMPLETION 1969 SIZE 180 feet * 150 feet ARCHITECT O.C. Simond

FIGURE 1: ORIGINAL BUILDING

1930

2020

IOWA STATE CAMPUS (1930)

IOWA STATE CAMPUS (2020)

Figure 2 shows the oldest aerial view we could find of Iowa state University. Comparing the 1930 image to the one from 2020, you can see that the central campus (East of building location) and the Lake (south of building location) stayed the same over the period. This tells us that these views from our building will still be there for years to come.

Arizona State University — ADE 521 — Fall 2020 1 — Class rooms 2 — Break room 3 — Open Lab 4 — Conference room 5 — Teaching Lab 6 — Outside Balcony * — Offices

THIRD FLOOR DEMO PLAN

THIRD FLOOR NEW PLAN

THIRD FLOOR PLAN

SECTION CUT

Arizona State University — ADE 521 — Fall 2020

EAST ELEVATION

SOUTH ELEVATION

THIRD FLOOR

NEW BALCONY (SOUTH EAST CORNER)

Arizona State University — ADE 521 — Fall 2020 1 — Class rooms 2 — Break room 3 — Open Lab 4 — Conference room 5 — Collaboration / Relaxation Space * — Offices

FORTH FLOOR DEMO PLAN

FORTH FLOOR NEW PLAN

FORTH FLOOR COLLABORATION SPACE

The above given diagram illustrates the main concept of the project â&#x20AC;&#x201D; collaboration, relaxation spaces and sustainability, complete with indoor green walls, which help in reducing sound from penetrating through the walls. Movable green walls that have black boards on the other side to help facilitate better communication and plenty of seating for users to interact and enjoy the space.

FORTH FLOOR PLAN

Arizona State University â&#x20AC;&#x201D; ADE 521 â&#x20AC;&#x201D; Fall 2020

FIFTH FLOOR PLAN A semi-intensive green roof is a green roof that allows for people to walk on it. This type of green roof can be made up of all kinds of grasses and shrubs. This type is best for collecting rain water, has less maintenance than an extensive green roof and is cheaper. It has several layers; - Vegetation - Growing medium (8 inches) - Water retention layer (1/2 inch) - Filtration layer - Drainage layer (3/4 inch) - Root barrier - Water proofing and roof assembly Any excess water that the plants do not absorb will be taken to our rain water harvesting tank to be cleaned and filtered to be reused throughout the building.

SEMI-INTENSIVE GREEN ROOF

ROOFTOP VIEW

GLASS GREEN HOUSE PERSPECTIVE

Arizona State University — ADE 521 — Fall 2020

NORTH ELEVATION

SOUTH ELEVATION

66 On the original building, they had large weeping holes to allow the water that is absorbed by the brick to escape. We kept this idea by reusing the bricks on the North and West side of building, on third and fourth floor facade. The image to the right is a diagram showing how the weeping holes work. Below is a more close up image of the green wall and how it works with the weeping holes. The weeping holes allows rain water to be used to water the green wall. When there is no rain water, there is an automatic watering system from the building that waters the plants everyday. The excess water that the plants donâ&#x20AC;&#x2122;t use is then collected in a basin below the green wall. A pump can then take that water and reuse it to water the plants or can bring the excess water to the rain water harvesting tank to be reused later.

GREEN WALL SECTION DETAIL

WEST WALL DETAIL (THIRD FLOOR)

Arizona State University â&#x20AC;&#x201D; ADE 521 â&#x20AC;&#x201D; Fall 2020

RAIN WATER HARVESTING DETAIL

We have three underground rain water harvesting tanks lined up on the West side of the building. Iowa gets lots of rain throughout the year. Rain is collected from the green walls on all sides of the building, the green roof on top, as well as the roof surface. The rain water is then taken to the tanks to be filtered and cleaned, then redistributed throughout the building for the toilets and bathrooms, and also used to water the green walls and green roof, as well as the vegetation around the building.

CARVER HALL (IN SUMMER)

Arizona State University â&#x20AC;&#x201D; ADE 521 â&#x20AC;&#x201D; Fall 2020

CARVER HALL (IN WINTER) When the colder months roll around, water proof panels will be put on the green walls to help save the roots from freezing during winter. This will better the chances of the green walls growing back during the warmer months. The top green walls surrounding the mechanical room on roof will not have these panels because these green walls have better access for maintenance, unlike the green walls hanging on the side of the building.

Arizona State University — ADE 521 — Fall 2020

BARNES TOWERS

The Barnes Towers is an adaptive reuse project of a 1969 concrete structure with a brick façade that is in Boise, Idaho at Bose State University. It was originally used for an all-women dormitory composed of seven floors, with storage on top of the roof. Barnes Towers is located between the University and of the city along Capitol Boulevard in which city planners valued in the 1920s having no obstruction of view along the road towards the Capitol Building. Our goal was to have a passive approach and to give back to the city to create a public program in which students from the University and others can come together to learn in a collaborative, library environment. This adaptation improves natural ventilation and passive heating within the existing structure. As well as the renovation of outdoor paving with brick pathways throughout the landscape and interior for a more inviting experience.

OMAR GONZALEZ-NAVA

HANNAH CHAVEZ

72 LOCATION Boise State University, Idaho COMPLETION 1969â&#x20AC;&#x201C;1971 SIZE Low-rise building ARCHITECT Thompson & Kolbo AIA ECOSYSTEM Great Basin Desert

Construction completed in 1969

Image credit: Center for Idaho History

Under Construction in 1968

Image credit: Center for Idaho History

Arizona State University — ADE 521 — Fall 2020

Boise City:Downtown Landscape

Boise State University Residential

Population:1900–5.96K 2020–5.96K

1930–21.54K

1960–34.48K

Climate: Rainfall—13 inches Precipitation—87 Days

Snowfall—17.5 inches Sunny—206 Days

Activities: City Activities for Students

University Activities

Arizona State University — ADE 521 — Fall 2020

Timeline: Historic—Successful Modern—Successful Modern—Fail Barnes Towers Memorial Bridge All five maps are contextual forces that have had an impact on the construction of Barnes Towers. During our research, all four seasons that Boise, Idaho has is important for material choice since Barnes towers have a structure of concrete with a brick facade. Then observing context the geometry of Barnes Towers stood out from the rest. It has a unique form that we decided to stay consistent within the improvements of Barnes Towers. Reflecting on the timeline of the city and University, the population increased from the north toward the south. In which, the demand for housing was the cause of the construction of Barnes Towers to be a residential building for the students. Also, the city planners had a vision for Capitol Boulevard which is the road Barnes Towers is built along. Their vision involved the buildings along that road to be a certain height to avoid obstruction of view to the Capital Building toward the north from the train station located in the south. Barnes Towers was built with a setback due to the city planners’ visions and constructed to be a certain height for those reasons too.

Existing Building

Arizona State University — ADE 521 — Fall 2020

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Existing Site Plan

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Level 2–7

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Solar chimney and wind-catchment hybrid.

Proposed Renovation and Expansion

Arizona State University — ADE 521 — Fall 2020

PRODUCED BY AN AUTODESK STUDENT VERSION

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Proposal Site Plan with brick pathways to create a more inviting space PRODUCED BY AN AUTODESK STUDENT VERSION

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Level 3, 5, 7

GLAZING

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Level 1

Proposal atrium with ducts along columns

Arizona State University — ADE 521 — Fall 2020

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Existing West Elevation

PRODUCED BY AN AUTODESK STUDENT VERSION

Existing North Elevation

Arizona State University — ADE 521 — Fall 2020

PRODUCED BY AN AUTODESK STUDENT VERSION

North Section and Weather Data

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Solar chimney for heat absorption.

Ducts run along column working as a vent to take in heat and distribute to levels.

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Passive heating and cooling counteract extreme temperatures and create comfortable spaces Absorbent materials capture heat during the day and release heat back into the space at night. PRODUCED BY AN AUTODESK STUDENT VERSION

PRODUCED BY AN AUTODESK STUDENT VERSION

Passive Heating

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Arizona State University — ADE 521 — Fall 2020

Wind catchment

Wind tunnels catching wind from the west.

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Cool prevailing winds come from the Snowbank mountain range to the west. Wind tunnels draw cool winds into the new open air atrium. PRODUCED BY AN AUTODESK STUDENT VERSION

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Passive Cooling

Arizona State University — ADE 521 — Fall 2020

ADE 521

THE SCIENCES BUILDING OF CSUDH

Existing Exterior View of the Building (South) Facade

The case study building for this project is the Social and Behavioral Sciences Building of California State University Dominguez Hills (CSUDH), located in Carson, CA. This building was designed by Architect A. Quincy Jones and built in 1972. The process included studying the existing building and its external contextual forces, analysis, identifying the main logics behind its design and existing deficiencies, designing the proposed expansion with a sustainable and bioclimatic approach while considering 21st century educational needs, and developing

MORTEZA A TOOSI

the details of the expansion; all in order to give a second life to the building. The proposed expansion focuses on three main subjects: Developing the sunken garden level by designing new shaded study/gathering spaces for students; Designing access to the lower garden level for both disabled and non-disabled users; Giving a second life to the exterior façades by making minor modifications to the architectural elements such as window shades, railings, and stairs.

PHILIP SHULTS

Collage

CSUDH Campus Site Plan Map Credit: CSUDH 2018 Draft Master Plan

Arizona State University — ADE 521 — Fall 2020

Building Logics Images credit: CSUDH Archives

The “Indoor-outdoor” concept

Vertical Connectivity

Rhythmic elements (window shades)

Pedestrian Circulation

The Sunken Garden level

The Academic Spaces underneath Pedestrian Paths

Site Plan — Plaza Garden Diagram

Site Plan — Circulation Diagram

Arizona State University — ADE 521 — Fall 2020 Floor Plan Diagrams:

3D Floor Plans Diagrams:

Arizona State University — ADE 521 — Fall 2020

Existing North Elevation

Existing South Elevation

Existing East Elevation

Existing Section

Problems and Solutions: 1. The sunken garden level doesnâ&#x20AC;&#x2122;t have the quality of spaces which the architect originally designed it for. Our main expansion program is to give a second life to the sunken garden level by designing some shaded units so that the students can comfortably study and relax. 2. The accessibility to the lower garden level from outside of the building is limited and not always immediately apparent which happen to be confusing for some users, and also for disable users there isnâ&#x20AC;&#x2122;t any access through the front side of the building. Our second goal is to design stairs and ramps for both disable and non disable users. 3. Our third goal, is to give a second life to the exterior faĂ§ades by making some minor modifications and change of some of materials and colors.

Existing Exterior View of the Building (South) Facade

Arizona State University — ADE 521 — Fall 2020

Roof plan view (proposed design)

Section and Section perspective showing changes / new proposed designs

Proposed modifications / new architectural elements details drawings

Arizona State University â&#x20AC;&#x201D; ADE 521 â&#x20AC;&#x201D; Fall 2020

Section and Section perspective showing changes / new proposed designs

Proposed new designed study / gathering units for students located on the lower garden level

Main (south) Facade proposed design

Arizona State University — ADE 521 — Fall 2020

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Main (south) Facade proposed design

Arizona State University — ADE 521 — Fall 2020

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Arizona State University — ADE 521 — Fall 2020

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CESAR CHAVEZ STUDENT CENTER RENOVATION AND EXPANSION

MID-CENTURY MODERN THIN SHELL CONCRETE INNOVATION The Cesar Chavez Student Center was originally developed as the student dining hall component of the Sproul Plaza Master Plan which was awarded by competition to Vernon DeMars and Donald Hardison in the late 1950’s. DeMars’ vision of a light, thin structure that floated above a transparent exterior skin was innovative at the time. The original pencil renderings for the competition suggest a grouping of concrete “tree” modules creating the “forest” of the roof to mimic the natural old-growth coniferous glades north of Sproul Plaza along Strawberry Creek.

PATRICK SIMPSON

ALEXANDRA FLORES

In approaching this case study, the project asks: “Is this building still serving the needs of the students and faculty of UC Berkeley sixty years after its construction?” The proposal intends to answer this question through a series of studies of the forces, logics and strategies that informed the development of the original project compared with the forces, logics and strategies that develop the twenty-first century academic environment.

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1880 – 1910 — CAMPUS BEGINNINGS

1900 – 1930 — ESTABLISHING CONNECTION

FORCE 1: CAMPUS BOUNDARIES

FORCE 2: CAMPUS TO CITY CONNECTIONS

1930 – 1960 — LIMITED EXPANSION

1960 – 1990 — CAMPUS/CITY BLURRING

FORCE 3: GROWING STUDENT POPULATION

FORCE 4: GROWING STUDENT POPULATION

The campus is bound by the city on all sides except the east where it is bound by forest and hills, leaving little room for expansion. This has resulted in a number of infill projects, with some buildings expanding outside the formal campus boundary into the city. These changes over time developed the campus and are shown in the progression of images starting from the upper left. The Cesar Chavez Student Center, shown in red on the last two maps, was built in 1960, near the original campus boundaries, leading it to be shaped by its surroundings and the proximity to the city. The current long-range development plan for the UC Berkeley campus has specified the need for additional facilities to address a deficit in square footage for all needed functions on campus. Due to limited space on campus as well as limited expansion opportunities in the city of Berkeley, the strategy of infill and connection of existing facilities is paramount to fulfilling university needs for the next twenty years of development.

1990 – 2020 — INFILL AND NODES N

Arizona State University — ADE 521 — Fall 2020

EXISTING SPROUL PLAZA SITE PLAN

EXISTING CESAR CHAVEZ FLOOR PLAN — LOWER SPROUL PLAZA

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The Cesar Chavez Student Center originally contained an open floor plan and limited private space. It has since been renovated, most recently in 2015, to accommodate the school’s needs, which included the compartmentalization of a good portion of the open floor plan. Some of the programs that were added, such as the Disabled Students’ Center, require privacy. Others, however, are closed off unnecessarily and create an unhealthy working environment separated from nature and other people. In the renovations that have occurred since the original building was constructed, the overarching design strategy seems to be limited to adding required function that are lacking in the campus at large, but in a piecemeal and largely incoherent manner. The design strategy chosen and described in this proposal is one of relinking currently separated functions and uses by creating public nodes throughout the building and linking these nodes with horizontal and vertical circulation to produce spaces more conducive to innovation, chance meeting opportunities, and more dialogue between staff and students.

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LOWER SPROUL PLAZA EXISTING FLOOR PLAN — OUTDOOR CONNECTION

The existing floor plan of the Cesar Chavez Student Center is compartmentalized from it’s once open floor plan, leaving much of the space lacking natural light and connection to the outdoors. Some of the program requires privacy, but in this instance even spaces that don’t require privacy are affected. The proposed plan adds natural light and exposure to the Student Center’s surroundings, providing a healthier work environment for all. The Cesar Chavez Student Center features circulation in a number of places, connecting not only the levels of the building, but the building to the nearby plaza. The proposed plan features an addition to this, further encouraging the building’s users to engage with the plaza.

CIRCULATION DIAGRAMS

Arizona State University — ADE 521 — Fall 2020

UPPER SPROUL PLAZA EXISTING FLOOR PLAN — OUTDOOR CONNECTION

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AXONOMETRIC — DEMOLITION — UPPER LEVEL Selective demolition of existing offices and conference spaces is planned as a part of this proposal in order to create more public open spaces at certain locations throughout the building in order to form nodes of interaction and gathering. These locations were selected in order to strategically place structural reinforcement in the form of light wells / shear cores as well as portions of the buildings that were more internal and had less access to natural lighting. The existing structure features some curtain wall to the North and West of the building, as well as skylights that deliver light to some areas of the building; but other areas, such as the lower floor and interior offices, are left in the dark. In order to renovate the existing building while at the same time maintaining its status on campus as an iconic constructed work of midcentury modernism, another renovation that redistributes private spaces as groups of rooms around public nodes has become a vital part of this proposal. The twenty-first century learning environment pedagogy values chance interactions, impromptu meetings, and sparks of creative dialogue and discussion in order to foster innovation, as opposed to closed spaces that allow only for small groups to gather.

EXISTING LATERAL BUILDING SECTI CROSS SECTION — EXISTING

TRANSVERSE SECTION — EXISTING

Arizona State University — ADE 521 — Fall 2020

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AXONOMETRIC — DEMOLITION — LOWER LEVEL

ION In addition to opening these nodes of public space in plan, this proposal addresses the opportunity to have more vertical circulation allow for interactions between levels. Currently there is one open stair in the student center portion of the building (shown at the left side of the image to the left) which allows vertical circulation between levels, but the rest of the building is served by enclosed stair cores. While adding openings to the existing building would likely add even more structural instability than is currently described in the structural assessment performed in 2019, areas in the planned addition could allow another grouping of vertical circulation that would prioritize the public spaces of the existing student center and the new prototyping labs, offices, and lecture spaces.

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PROPOSED LIGHT WELLS AND ADDITION — LOWER SPROUL PLAZA The proposed renovation to the Cesar Chavez Student Center will restore some of the open space for gathering and integration from the original plan, while still providing areas that maintain a level of privacy for the programs that require it. There will be two light wells added that will allow light to penetrate to the lowest level of the building, and promote increased health and productivity for the occupants of those areas.

PROPOSED LIGHT WELLS AND ADDITION — UPPER SPROUL PLAZA

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PROPOSED FLOOR PLAN — LOWER SPROUL PLAZA The proposed addition to the left of the existing building connects the Student Center to Zellerbach Hall, the nearby performing arts complex. This connection promotes the interaction of students and faculty between disciplines and encourages chance meetings and discussions. It will also provide more multi-functional gathering spaces for everyone to enjoy. Offices have also been demolished in the existing building and relocated to the addition, as the priority for larger, more public spaces as nodes of gathering throughout the building will allow for more flexible learning and study spaces, as well as a less hierarchical student to faculty dynamic, where faculty and students can work side by side in a collaborative manner.

PROPOSED FLOOR PLAN — UPPER SPROUL PLAZA

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LATERAL SECTION AT ADDITION — STRUCTURE / SYSTEMS INTEGRATION

TRANSVERSE SECTION — EXISTING AND ADDITION

TRANSVERSE AXONOMETRIC — BUILDING AND MOVEMENT INTEGRATION

Arizona State University — ADE 521 — Fall 2020

AXONOMETRIC AT LIGHT WELL / SHEAR CORE

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SOLAR STUDY SECTION AT LIGHT WELLS / SHEAR CORES

SOLAR STUDY AND SYSTEMS SECTION AT ADDITION

Arizona State University — ADE 521 — Fall 2020 The structure of the building serves as a shell and provides a grid, where light wells can be inserted, allowing lighting to travel to the lower levels of the building that were previously compartmentalized and separated from natural light. The structure is also positioned in a way that allows for the less visually intrusive installation and integration of solar, geothermal and rainwater harvesting systems. The mechanical core will be placed at the pedestrian level, along with the existing mechanical equipment. The detail below shows the monolithic site cast roof planes and structure, mounted PV panels, as well as the clerestory storefront system, and the roof drain bodies for rainwater collection. The holistic approach of this detail speaks to the desire of the design team to integrate all building systems for maximum efficiency and minimum effort in maintenance.

ROOF DETAIL — INTEGRATION OF RENEWABLES

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PERSPECTIVE — EXISTING STUDENT CENTER

PERSPECTIVE — THIRD FLOOR ADDITION

Arizona State University — ADE 521 — Fall 2020

EXPLODED AXONOMETRIC — EXISTING TO ADDITION

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Arizona State University — ADE 521 — Fall 2020

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H. B. FARMER EDUCATION BUILDING

LOCATION Tempe, Arizona COMPLETION 1960 SIZE 95,944 SQ FT ARCHITECT E. L. Varney ECOSYSTEM Hot, dry, desert

ALISA SANTIAGO

As of August, 2020, due to COVID-19, 55% of people are working remotely and 98% of college students are attending classes remotely. With this in mind, the analysis of the current building program resulted in an inadequate ability to accommodate the needs and challenges that this pandemic proposes on the future of higher education. With that being so, each decision was made with the influence of these circumstances in mind, creating the thesis, or “focus,” for this project: Problem: The current global issue of COVID-19 poses challenges and changes within the future of education as well as the future of design. Because of this, the problem being proposed is: How to renovate the H. B. Farmer Education Building to become more adaptable to accommodate a rapidly changing future.

SHREEGOURI KATAKOL

Solution (otherwise known as the team’s focus): Giving the building a second life through architecture that teaches beyond the classroom.

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Arizona State University — ADE 521 — Fall 2020

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As a start, the building was explored in combination with ideas through collages. Collage One explores the beauty in the bioclimactic design of the exterior, concrete panels and the cooler, tranquility of the interior courtyard. However, the program of the building was disconnected from the interior courtyard’s environment due to little light and brick walls. Collage Two is an examination of thinking further into this topic. Here, a “new world” of biophilic design is explored. Biophilic design promotes human wellbeing through the connection of the human to nature. This idea involves enhancing the courtyard and revolving the H. B. Farmer Education Building around the courtyard in multiple ways.

Hot to Cold

Sunrise to Sunset

Natural to Built

Day to Night

In another analysis of this building, many contrasts come into play through external forces as well as through the building’s character: • Temperature: the hot Arizona summers to the cool Arizona winters • Sunrise to sunset • The natural environment to the built environment • Day to night • The interior of the building with the open courtyard and the solid exterior of the building

Interior to Exterior

122 Physical Model — Existing South Elevation

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Existing North Interior Elevation

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Roof 51' - 11"

Level 4 37' - 6"

Level 3 25' - 0"

Level 2 12' - 6"

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Arizona State University — ADE 521 — Fall 2020 Existing Level One Plan — Section Cut Locations

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Physical Model — Existing Southeast Diagonal Section Cut B

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Current Program Percentages

Current Program Diagram

LEVEL FOUR

LEVEL THREE

LEVEL TWO

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Arizona State University â&#x20AC;&#x201D; ADE 521 â&#x20AC;&#x201D; Fall 2020

Renovated Program Diagram

LEVEL FOUR

LEVEL THREE

LEVEL TWO

LEVEL ONE

The current program sectioned with very specified spaces. Knowing the unpredictability of the future, the spaces within the H. B. Farmer Education Building must be adaptable in order to accommodate this. Thus, leading to more open spaces within the renovation.

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Renovated Program Percentages

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Program Changes LEVEL ONE

EXISTING LEVEL ONE PROGRAM

LEVEL ONE RENOVATION

2 6

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PROGRAM KEPT THE SAME PROGRAM CHANGED 1 COURTYARD 2 PLANTERS / COMMUNITY GARDEN 3 COURTYARD GREENERY MAINTENANCE AND COMMUNITY GARDEN STORAGE FACILITY 4 STUDY AND COLLABORATION SPACES WITH FOLDABLE FURNITURE (FLEXIBLE SPACES) 5 FLEXIBLE SPACES’ FURNITURE STORAGE 6 MECHANICAL TOWERS 7 OFFICES 8 CLASSROOM 9 GENERAL USE

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EXISTING LEVEL TWO PROGRAM 8

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1 LIBRARY 2 PRINT LAB 3 COMPUTER LAB 4 MAKERSPACE 5 MECHANICAL TOWERS 6 OFFICE 7 SUPPORT FACILITIES 8 CLASSROOMS

Arizona State University — ADE 521 — Fall 2020

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LEVEL THREE

EXISTING LEVEL THREE PROGRAM

LEVEL THREE RENOVATION 5

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1 CLASSROOMS 2 STUDY SPACE: NEW PROGRAM — OPEN STUDY / OUTDOOR AREA 3 MECHANICAL TOWERS 4 SUPPORT FACILITIES 5 OFFICES

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1 CONFERENCE ROOMS 2 COUNSELING OFFICES 3 OFFICE SPACE: NEW PROGRAM — OPEN, UNASSIGNED OFFICE SPACE TO BE ADAPTABLE

4 EATING AREA AS WELL AS INFORMAL MEETING SPACE 5 MECHANICAL TOWERS: NEW PROGRAM — ADDITIONAL RESTROOM ADDED INTO THE SOUTHWEST TOWER TO ACCOMMODATE FOR THE INCREASE IN OCCUPANCY 6 SUPPORT FACILITY

128 Rooftop Terrace and Solar Panel Shade Canopy

Tied with biophilic design, sustainability played an important role in the H. B. Farmer Education Building. To start, (pictured above) the original building composition consisted of existing solar panels on the roof. Considering the beautiful views that surround the site, the opportunity was seized by lifting the solar panels to create a canopy over a rooftop terrace. In addition, the shade sail that covered the courtyard was replace with solar panels that were model in pattern after the exterior, concrete panels. To continue in sustainable movements (pictured below), rainwater harvesting system was added to the building. Water is collected from the solar panel roof to then travel down to water collection tanks on the first floor. The water is stored to provide water to the courtyard and the new addition of a community garden.

Rainwater Harvesting System RAIN WATER HARVESTING PROCESS

RAIN WATER HARVESTING CHAIN â&#x20AC;&#x201D; DRAIN AND COLLECTION BASIN

Arizona State University — ADE 521 — Fall 2020 Renovation Section

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Collage Existing and Renovation Section and Elevation

Section

Courtyard Elevation

Retained Existing Exterior Elevation

130 Renovation North Interior Elevation

Within the interior of the building, biophilic notions were made so that light and greenery can play a part in all aspects of the building. In the Renovation North Interior Elevation (pictured above with the Existing North Interior Section below fore reference, it can be seen that: • The brick walls lining the program were replace with glass • The panel guardrails follow a 3 to 1 pattern of three perforated to one solid (modeling the opposite pattern of the exterior panels) • Greenery was added to help aid in temperature control as well as air quality improvement

Existing North Interior Elevation

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Arizona State University — ADE 521 — Fall 2020 Existing Program — Entry Gates

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The H. B. Farmer Education Building Renovation does not only focus on sustainability within a physical manner, but a social manner as well. The first notion in this proposal is not limiting the occupancy to only students and staff, but the Community as well. As pictured above, the existing program consists of gates that block the entry passages after hours. Knowing that the proposal for future education and office work can also be done from home, this allows more space and opportunity for community use. Other community uses include flexible spaces that can be converted into event space as well as a community garden.

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Arizona State University â&#x20AC;&#x201D; ADE 521 â&#x20AC;&#x201D; Fall 2020

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In the renovation of the H. B. Farmer Building, we learned very quickly that the entire operation of this building will no longer adequately preform due to COVID-19. Considering the challenges, the H. B. Farmer Building faces in its future, the mission had become clear: to create a space that can adapt for an unpredictable future and provide for the students and community in an unbounded manner. Within careful research and analysis of the building, in order to keep the existing buildingâ&#x20AC;&#x2122;s integrity and a newfound strength to give it future longevity, the building must be renovated under the lens of Biophilic Design. This choice of connecting people to nature through biophilic design results in connecting people to each other. Thus, the H. B. Farmer building will bring inspiration for years to come.

Arizona State University — ADE 521 — Fall 2020

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UW CLUB REOPENING

The UW Club was built by Paul Hayden Kirk and Victor Steinbrueck in 1960. It is located on the campus of University of Washington in Seattle. At the time Steinbrueck was teaching in the Department of Architecture at the UW, had his own practice, and was a strong proponent of architectural heritage preservation, as well as environmental consciousness. Kirk was a prominent architect in Seattle. His designs reflected modernist ideas shaped with simple and elegant geometric forms and provided efficiency and low cost. Main features of Kirk’s approach were: awareness and preservation of the environment, relationship between indoor and outdoor spaces, and passive design solutions.

DAYA NIKOLIC

IRYNA DEMIANIUK

The UW Club is located on a hill and its eastern portion cantilevers out to take advantage of the extraordinary views of Lake Washington and Cascade Mountain Range. It was designed to host faculty gathering events. The entire eastern cantilevered portion of the building is comprised of a spacious dining room. In the summer of 2020, the UW Club was permanently closed due to the original economic model being unsustainable. Failing to sustain itself as an exclusive, faculty-only building for social events, the UW Club is in need of a new breath of life. The UW Club Reopening project aims to transform the building into an attractive and inviting place for each group of campus visitors: students, faculty, community, and businesses, while providing a comfortable, sustainable, and inspiring environment that stimulates research, innovation, and collaboration with allied industries. Revamping the club into an experimental community center that incorporates a flexible planning framework, connects the campus internally and with its broader context to encourage collaboration and practical experience, and introduces more sustainability features is a response to the latest trends in education and future campus development plans. Users can create their own enclosures through the new partition system that is aligned with the existing modular grid. Volume is expanded vertically on the western portion of the building to provide even more spectacular views while also adding space for future population growth. New pathways were introduced into and through the building connecting Central Campus with East Campus. While several sustainability features already exist in the building, there is an opportunity to implement more beneficial sustainable solutions to satisfy growing demand.

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The University of Washington Club is located in the University District of Seattle, Washington.

ARCHITECTURAL STYLES & CONSTRUCTION MATERIALS

SPATIAL ORGANIZATION AND TOPOGRAPHY

NATURE AND ACCESS TO VIEWS

An inner courtyard enclosed from all 4 sides resembles the way other buildings on campus were located. However, for the Liberal Arts Quad, the inner courtyard, called the â&#x20AC;&#x153;quadâ&#x20AC;?, organizes the educational process around a central open space, replicating the medieval cloister. In the Faculty Club building the open courtyard was rarely used.

Seattle has more than 400 city parks, and campus itself looks like one of them; there are numerous squares, linear parks, and natural areas on its territory. From darkest to lightest blue: parks and gardens, squares, sport fields and courts. Grey color represents parking.

To preserve the panoramic view of the spectacular environment, the building was placed on a sloping topography preserving existing natural landscape.

One of the earliest styles of buildings on campus is collegiate Gothic. The Quad buildings were the first on campus to have a cohesive palette and design in mind. Architect Carl Gould came up with a plan for the university that would follow this style of architecture and color palette. Before Gould was brought in to design the campus, the few buildings that were built were done with no overarching theme. The acceptance of Modern-style architecture on the UW campus began in the late 1940s, coinciding with a large increase in the student enrollment. As a part of the Modern movement, campus buildings no longer followed traditional styles. Buildings became expressions of internal functions, new construction materials and methods, and structural systems. Since the site of the UW Club is somewhat isolated from other buildings on campus, Steinbrueck and Kirk decided that a complete departure from campus tradition was justified. Their building is an example of International Style in the Pacific Northwest. The most common characteristics of International Style buildings are rectilinear forms, open interior spaces, and a weightless quality. The typical materials of construction are steel and glass.

As the architects considered the site, they divided the building into western and eastern parts, positioned longwise from north to south. Its western part sits on the hill and cantilevers to the east supported with steel pilotis, which maximizes the spectacular views from the building over the Lake Washington and the Cascade Mountain Range to the east. As the western part of the Club is mainly solid and has the only access via a ramp, distant views of the landscapes are the only connection with nature.

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EXPANSION OF THE UNIVERSITY OF WASHINGTON CAMPUS

BUILDING FUNCTIONS AND CIRCULATION

The UW campus moved from downtown Seattle to its present site in 1895. Most of the grounds were undeveloped before the summer of 1909 when a world’s fair, the Alaska-Yukon-Pacific Exposition, took place. The current UW Club building is located on the original site of the Hoo-Hoo House, which was built for a world’s fair. After the fair closed, the Hoo-Hoo House was turned over to the University Men’s Faculty Club. Later, it also housed the Women’s Faculty Club and Wife’s Faculty Club. The Hoo-Hoo House was damaged by fire in 1959 and then demolished as the club’s new program requirements could no longer fit into the previous building. The Architectural Commission awarded the new project to Paul Hayden Kirk and Victor Steinbrueck in 1958, and selected the landscape architecture firm of Eckbo, Dean and Williams to design the landscape plan for the site. In this map, the darkest blue represents 1908, the year before the Exposition; the second darkest blue represents 1909, the year of the Exposition; the third darkest blue represents 1960, the year the UW Club was built; and the lightest blue represents present day.

From the darkest to lightest blue: social gathering spaces, medical, residential, and educational facilities. Higher traffic routes are represented as the darkest blue circulation lines. The main flow of the UW Club visitors comes from the Central Campus.

UW CLUB WIND ROSE DIAGRAM

AVERAGE MONTHLY PRECIPITATION, SEATTLE

NUMBER OF RAINY AND SUNNY DAYS IN SEATTLE

Hourly Data: Wind Speed (m/s) Calm for 19.97% of the time = 1749 hours Each closed polyline shows frequency of 1.5% = 135 hours

The wind rose shows the wind direction and speed at the UW Club. Using a polar coordinate grid system, the frequency of winds are plotted by the wind direction, with the different blue color bands showing wind speed ranges. The greatest frequency of wind direction at the UW Club comes from the south. This new proposal adds protective polycarbonate barriers around the indoor-outdoor areas so that users can pull them up or down depending on wind and rain conditions.

The average monthly precipitation and the number of rainy days in Seattle is greater in the fall and winter months, and lowest during the summer months. This proposal seeks to implement a rainwater harvesting system that retains excess water from the rainier periods so that water is available year-round for building occupants.

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COHERENCE OF INTERIOR SPACES As the UW Club primary function was to host faculty gathering events, the main space of the building is an eastern Dining Room. A straight and visible connection between the main entrance and the dining space is provided by the corridor, which expands the circulation route around the central courtyard that serves as an outdoor gathering place.

STRUCTURAL GRID The buildingâ&#x20AC;&#x2122;s design is based on a modular system of 18 feet structural steel bays. The grid is then divided into smaller modules of 8 feet, 4 feet and 2 feet depending on the purpose of the interior space.

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139 INSOLATION Sun path was analyzed on September 30th for the four time periods. Building logic is formed in a way to provide maximum sunlight inside the Main Dining Room through the linear and clerestory windows, and enough daylight to the other interior spaces: into the lower level—through the double height open courtyard, and into the main circulation corridor through the central courtyard opening.

TWO MAIN VOLUMES COMPOSITION The UW Club building is functionally divided into two rectangles, western and eastern parts, positioned longwise from north to south. The whole volume sits on the hill with its western part and cantilevers to the east supported with steel pilotis. Such positioning leaves ground level open which has been used as a parking lot.

MAXIMIZING THE VIEW Taking advantage of the wooded lot, the UW Club engages the sloping topography to frame dramatic views of Lake Washington and Mount Rainier.

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EASTERN CANTILEVERED VOLUME â&#x20AC;&#x201D; MAIN DINING ROOM UW Libraries, Special Collections Division, DM2664.

COURTYARD VIEW UW Libraries, Special Collections Division, DM2671. FIRST PROPOSAL SPECULATIVE COLLAGE

Arizona State University â&#x20AC;&#x201D; ADE 521 â&#x20AC;&#x201D; Fall 2020

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UNIVERSITY OF WASHINGTON 2028 SPACE NEEDS The 10-year conceptual Campus Master Plan considers the projected enrollment growth over the 2018 to 2028 time period, which projects a 20% increase in population growth. To accommodate both the increase in the number of students as well as the continued growth in the area of academics, research, academic and research partnerships, and service, an additional 6.0 million net new gross square feet of space is required. Across all space categories, UW recorded space levels on the lower end of the spectrum compared to peer institutions, which suggests the need for additional space to meet future student populations.

100

200

400m

EXPANDING PEDESTRIAN CONNECTIONS The University of Washington currently has five pedestrian skybridges that connect all of the campus sectors to Central Campus. The proposal connects an existing pedestrian skybridge to a new pathway through the UW Club building.

DEFINING OBJECTIVES FOR DESIGN SOLUTIONS

TRENDS OF EDUCATION IN 21ST CENTURY

CENTRAL CAMPUS DEVELOPMENT STRATEGY

OBJECTIVES FOR DESIGN SOLUTIONS

sustainable development in terms of preservation and utilization of its existing property and the balance of development, open space, and public use while providing a lasting and flexible planning framework create a highly livable innovation environment to support and catalyze academic, teaching and research partnerships with allied industries better connect UW campus internally and with its broader context to encourage vibrant education through collaboration and practical experience

Problem 1: lacking connection with the other campus areas

Problem 2: exclusive nature of the existing building program

Problem 3: lacking beneficial sustainable features

Following the latest trends in education and considering perspectives of the UW campus development, the UW Club building can be transformed into an experimental community center where research and innovation can meet industry to build a resilient future together. EXISTING AND NEW

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CONNECTIVITY PROBLEM SOLUTION

EXPANDING PEDESTRIAN NETWORK To support the idea of connecting Central and Eastern campus parts, the design proposal includes a through passage which starts with a ramp under the main entrance and continues with a network of bridges which link existing pedestrian routes.

CIRCULATION FLOWS To create comfortable, inclusive, and equitable inside and outside spaces the design proposal includes 4 interconnected routes for all groups of the UW Club users: Students and Faculty Businesses Community Transit Visitors

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PROGRAM PROBLEM SOLUTION What is defined as the Program Problem is the UW Club’s exclusive nature, as the only users of the building were primarily faculty and staff. To support the intention of expanding connection of the Club with its broader context, the design solution is based on the idea of blending existing building program with the ones of the surrounding buildings, the HUB and Fluke Hall, through acquiring some functions, like educational facilities with research labs, meeting spaces, and offices, and introducing them in a new flexible format.

VIEW ON THE MAIN ENTRANCE Considering the design for equitable communities, the building can operate as a community center 24/7 to welcome its visitors any time.

144 BUILDING PROGRAM EXPANSION One of the defined objectives for design solutions is to support and catalyze innovations through academic, teaching and research partnerships with allied industries. So to make the UW Club program viable, the proposal is to completely change its program while keeping interior space flexible to accommodate any future changes. Two different conditions and how the proportion of functions can be changed depending on the requirements of the time were analyzed. Currently the main function of the building is a recreational area with a big dining room and several meeting rooms.

For the first option, which is applicable during current pandemic times, the proposal is to reduce common meeting spaces and increase the research lab area to 40% of the building and office spaces to 10%. Recreational area is mainly located outside and is reduced from 50% to 29%. To provide a safe and cheerful environment for studying and collaboration, a tracking system and colorful acrylic panels are available throughout each floor. They allow users to adjust the needed amount of enclosed space for various purposes, from official meetings in the incubator to private coffee breaks in the cafe. Second option is for post-pandemic times, and its main difference is growth of the office area from 10% to 29% which promotes collaboration and gatherings. In this case, less partitions can be used to provide more open spaces.

New Building Program. Option 1: Pan

Existing Building Program

15% archive + library area

30% technical area

40% rese

8% meeting rooms area

6% technical area 50% recreational area

12% office area

10% office area 100% total area

100% to

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ndemic Time

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New Building Program. Option 2: Post-COVID Time 15% archive + library area 13% research labs area

earch labs area

6% technical area 8% meeting rooms area

29% recreational area

otal area

29% recreational area 29% office area 100% total area

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SUSTAINABILITY PROBLEM SOLUTION EXISTING SUSTAINABLE SOLUTIONS

PROPOSED SUSTAINABLE SOLUTIONS

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OVERVIEW OF THE PROPOSED SUSTAINABLE SOLUTIONS

SECTION WITH THE PROPOSED SUSTAINABLE SOLUTIONS

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148 DETAIL 2. EXISTING AND NEW WALL AND A NATURAL RAINWATER FILTRATION SYSTEM SECTION >

DETAIL 1. GREEN ROOF > COURTYARD AND A NATURAL WATER FILTRATION SYSTEM

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RAINY DAY AT THE UW CLUB Rainwater caught by the roof is either absorbed by plants and grass on top or flows off the slight slope onto the natural water filtration system. Water then flows down to the underground cistern and pumps back up for irrigation on the rooftop or for toilet flushing. Excess rainwater flows down to the hydroelectricity generator and into the newly established river which brings a new microenvironment and additional outdoor recreation space to the site. RAINWATER HARVESTING SYSTEM

Arizona State University | Fall 2020 ADE 521 Advanced Architectural Studio I