Re-Construction of Student Connection | ARCH 401 by Chlo Duttry

RE-CONSTRUCTION

OF STUDENT CONNECTION

Addison Ridenour and Chlo Duttry Washington State University | 2023

THE EFFECTS OF NEGLECTION

Institutions are neglecting student resources, student involvement and faculty in the distribution of funds, pushing the decline of student mental health

SALARY DISTRABUTION

The distribution and underpayment of Washington State University faculty and the overspending of athletics

ADVISORS AND RESOURCES

PROFESSORS AND ADJUNCTS

University treatment of professors affects the education students are receiving

Resources and awareness are being mis allocated within academic institutions causing faculty members to be stretched thin, most evidently within student support advisors

STUDENT CONNECTION

Due to the lack of accessible s available within academic inst students are having difficulty c the mental health support pro institution

AT RISK STUDENTS

Issues regarding student connection are amplified for incoming and at-risk student groups

student support stitutions, more connecting with ovided by their

RE-CONSTRUCTION OF STUDENT CONNECTION STUDENT MENTAL HEALTH

Lower income students lack basic needs and deserve access to food, housing and education and financial assistance

DISTRIBUTION

The distribution and underpayment of faculty at Washington State University and the overspending of athletics

PRESIDENT

$796,000 PROFESSORS

24% Below National Average

$66,449 ADVISORS

$39,000 ADJUNCTS

48% Below National Average

$27,612 GRAD STUDENTS

$14,500 “In 2013, colleges and universities devoted less than a third of their revenue to instruction, and, in 2011, at the end of the recession, despite growth in revenue, public and private research universities cropped their education-related spending.”1

It is becoming more evident that universities run on underpaid labor. The pyramid diagram on the left is a breakdown of different salaries amongst Washington State University. The underpayment of university staff and students amplifies the disconnection of students and staff. Professors and adjuncts typically have multiple degrees and debt associated with them. These folks on average barely make enough to get by. When it comes to graduate students, many universities have them hanging by a thread. A graduate student from Washington State University has plead for fair wages. Attempts to address this issue have been shortcoming, “a 2.50% pay raise is nothing with an 8.5% inflation rate and a 5% grad student housing increase. I will tell you how it is an empty gesture from an institution with a multi billion dollar budget.”2 In all, the underpayment of folks within the higher education system leads to mental health and work life balance concerns. In 2022 the athletic department overspent by 5.4 million dollars.3 The university takes a mandatory 1.48 million dollars in extra fees, separate from tuition, from students to cover athletic department debt each year. The athletic department overspent by 5.4 million

dollars.3 The university takes a mandatory 1.48 million dollars in extra fees, separate from tuition, from students to cover athletic department debt each year. The student body also spends a mandatory 7.12 million in fees separate from tuition a year in CUB fees, as well as 5.8 million in chinook fees. With the athletics at WSU falling apart due to not being set in a conference next year, the universities attention should shift towards quality education. Instead of spending more to compensate this gap, WSU should budget more for students and faculty.

1. Fredrickson, Caroline. “There Is No Excuse for How Universities Treat Adjuncts.” The Atlantic, September 15, 2015. 2. McKinnon-Crowley, Jocelyn. “An Open Letter to WSU: A Grad Student’s Plea for Fair Wages.” The Daily Evergreen, August 18, 2022. 3. WSU Insider. “WSU Athletics Addresses $11.5 Million Budget Deficit,” June 2, 2023.

ADVISORS AND RESOURCES

Resources and awareness are being mis-allocated within academic institutions causing faculty members to be stretched thin, most evidently within student support advisors

“Most wellness centers have waiting lists of several weeks to see an in-person counselor.” “Administration might say the help is there, but students come back to us and say, ‘I couldn’t get in. Now what do I do?”3

The negative effects regarding the mistreatment of supportive faculty are truly felt in those reliant on such support. This number is steadily growing, with 47% of college students reporting having depression and/or anxiety according to a 2020 study by the University of Michigan. “There can be increased feelings of loneliness as the students try to find their place in the larger college community.”4 Students also may feel pressure to figure out their career and “life plan”. Now more than ever are peers, mentors and supportive faculty looking for to support students in their most desperate hour. But often these faculty members are assigned to ease these students impending issues “work part-time at multiple colleges or other jobs. They’re spread thin. And because they’re not working 30 hours at any one institution, they don’t get employerprovided health benefits.”5This has shown to be detrimental for both students and faculty within these institutions.

3. Colarossi, Jessica. 2022. “Mental Health of College Students Is Getting Worse.” Www.bu.edu. April 28, 2022 4. Black, Rosemary. 2022. “The Rise in Depression among College Students (and How to Help).” Store.optum.com. March 4, 2022. 5. Flannery, Mary Ellen. n.d. “The Mental Health Crisis on College Campuses | NEA.” Www.nea.org. Accessed September 5, 2023.

A student experience specialist at UC Berkeley, Teresa Dinh, who works on academic, admissions, and program interest advising regarding freshman and sophomore students in higher education was interviewed about the importance of advising resources. “Advisors can help you find opportunities. Advisors are aware of ongoing programs on campus and have the authority to recommend students with potential to certain opportunities that will enhance their experience as a student in higher education.”6 For existing and incoming students this connection to clubs and peers that share extracurricular interests can play a vital role in mental well-being. This extension of resources is not always apparent, “It is upon the student to seek out appropriate resources and ask the questions they need answered. However, seeking out an academic advisor at competitive institutions can feel like a sign of failure or lack of independence for many students when this is not the case”. Finding these connections creates a natural support system for students that are looking for their place in university, providing less intimidating first steps to assistance for students struggling with mental health. 6. Education, U. S. Department of. 2022. “The Importance of Academic Advising in Higher Education.” ED.gov Blog. August 10, 2022.

PROFESSORS AND ADJUNCTS

University treatment of professors affects the education and support students are receiving

“I’m educating future leaders, and I’m part One would think that faculty would be cherished by Institutions, but Institutions have other demands they are focusing on. Students “sit at its center, and they pay the price—not only in their student loan bills, but by sitting in classes taught by teachers who are overworked, underpaid, given virtually no professional resources or continuity of scheduling, and who are often forced to rush from job to job in order to make ends meet, leaving little time for helping students outside of classroom hours, much less for publishing work in their fields to advance their careers.”1 Most colleges ignore faculty tenured support and hire most of their professors part time. “In 1969, almost 80 percent of college faculty members were tenured or tenure-track. Today, the numbers have essentially flipped, with two-thirds of faculty now non-tenured and half of those working only parttime, often with several different teaching jobs.”7 This flip in recent tenure approval has caused “thirty-one percent of part-time faculty (to be) living near or below the federal poverty line.”7 Amongst the part time professors, some are laid off and then re-hired the following semester. It is important to note that in the past, most adjunct professors were female in which this discrimination still seems to be followed. A study of six different universities found, “two schools gave their part-time instructors more support, including them, for instance, in new-faculty orientation programs.”7 Professors with more support are more likely to commit to connecting with students through helping with clubs, and being involved in student and faculty research.

of the working poor. Is that not an irony?”1

0.1% A Adjunct reported, “ I think their parents would be rather upset to learn that only $65 of the $45,000 went to pay one professor for an entire semester.”7

1. Fredrickson, Caroline. “There Is No Excuse for How Universities Treat Adjuncts.” The Atlantic, September 15, 2015. 7. Nolan, Hamilton. “The Revenge of the Poverty-Stricken College Professors.” Splinter, June 19, 2019.

STUDENT CONNECTION

Due to the lack of accessible student support available within academic institutions, more students are having difficulty connecting with the mental health support provided by their institution

The study of six public universities previously mentioned found that at four of those schools, freshmen who had more time with part-time faculty with minimal institutional support were substantially less likely to return sophomore year. This statistic is a display of the importance these part time faculty members, such as adjuncts, have on student connection and retention.

31.2 PERCENT

51.5 PERCENT

The Texas A&M study on student service utilization was directed toward international students specifically. As any student should be able to easily locate the help needed within an institutional building, this study will prove to provide valuable design feedback regarding resource awareness and resource placement. “31.2% who chose not to utilize the service did so because they did not know a service was available to them.”8 While “51.5% of respondents stated they simply did not know where to go. They understood there was a service available but did not proactively attempt to find the physical location.” 8

“Many students, both international and domestic, are not aware of available programs, which correlates to less use and perceived value of these services and programs”8 “Universities throughout the United States struggle with fiscal issues that can be improved by greater retention and graduation rates. One step often taken is to cut student service spending, which hurts students’ ability to finish a degree”. A study coming out of Texas A&M conducted research on the use of student services provided by educational institutions, to find specifically if they are being underutilized by international students. They found “while some have advocated for greater spending in student services, we contend that current services may suffice. Since many students do not understand the services available, many do not take advantage of university offerings.”8 Increased spending to expand these programs would be ineffective, as we have identified deeper issues with adjuncts, professors and student advisors ingrained in the student service programs. The identified issues incapacitating these services could be remedied by institutional spending on fair pay, faculty resource improvement, as well as

physical recognition and availability. During this study “51.5% of respondents stated they simply did not know where to go. They understood there was a service available, but did not proactively attempt to find the physical location.”8These spaces are too essential to student connection and student retention to be undervalued by universities in this way, educators and student services cannot function to the capacity necessary without proper resources and acknowledgment.

8. Perry, Cody, David Lausch, Courtney Mckim, and Jennifer Weatherford. 2020.

STUDENT MENTAL HEALTH students are failing to connect with the poorly funded mental health programs and under advertised club opportunities available to them, resulting in a steady decrease in student mental health in the past 10 years

“75 Percent “In the big picture, we need to bring mental health into the classroom so that it doesn’t require a student needing to make time or getting motivated to seek help”3

lifetime mental health problems will onset by age 24”3

The mental health of students is imperative to their educational and social experiences in college, but most importantly to their wellbeing afterwards. The development of healthy social and emotional practices at this age will most often determine a person’s mental wellbeing throughout their lives. The recognition of clubs and the financial support of resource faculty builds community throughout the university for all groups and nationalities. These opportunities for support from peers and mentors with similar interests and backgrounds facilitate the creation of these natural environments for students to open up and practice such habits. If institutions continue to neglect their supportive faculty and resources in this ever-changing social environment, students will continue to stray from the withering remains of what once was the university provided support and student mental health will continue to decline in the moment, they need it most.

“The number of students who met the criteria for one or more mental health problems in 2021 had doubled from 2013.”3

3. Colarossi, Jessica. 2022. “Mental Health of College Students Is Getting Worse.” Www.bu.edu. April 28, 2022

AT RISK STUDENTS Minority students and financially struggling students are some of the student groups at great risk of academic strain, dropping out and mental health issues

“Most colleges have mental health services for students. B

Arab American students experienced a 22 percent jump in mental health issues but had an 18 percent decrease in treatment over the eight years of the study, highlighting a critical gap between onset of symptoms and accessing help. Finding your place in the academic system is one of the most imposing challenges placed upon the modern student today. Many students are not aware of the underfunded and sparsely available faculty members and clubs set in place by the institution to support them in this challenge. This diminishment has expedited the deterioration of student mental health for the already struggling minority groups in the system. Minority students have difficulty finding peers and mentors they have

enough communality to open up and express interests and emotions with, this isolation continues to to contribute to increased levels of depression and anxiety in the student body.

But many students are reluctant to seek professional help”4

72% A recent survey among college counseling center directors found that, while nearly half of U.S. college students are non-white, 72 percent of college counselors are White. Just 11 percent are Black.”3

ACCESSIBILITY + PROMOTION

Addressing the problem through college building functions. A place for student and faculty to gather and voice their opinions

Addressing student success through promoting accessible resources improves student and faculty involvement and academics. It is important to mention a new building on campus focusing on student success is only an architectural solution to help alleviate many issues. There needs to be serious changes in how the university distributes their funds. Organizing resources amongst programs and through a single building promotes student and faculty connections. “Student success centers provide individualized learning opportunities through workshops, tutoring, directed-learning activities and study groups with the goal of preparing students for rigorous college-level coursework.”9 In order to have a transformation within the university, student success centers must elevate student voices. “Studies on the effects of tutoring on student

success demonstrate a significant trend: the more academic support students receive, the more likely they are to pass their courses and stay enrolled.”10 Showcasing these resources in a shared space allows students to easily access them. The goal is addressing the raised issue through accessibility through transparent programing to promote culture and wellbeing.

9. School Construction News. “Student Success Centers Can Improve Academic Performance,” November 30, 1AD 10. Casazza. M. & Silverman, S. (2013). The Path to College Completion - Meaningful Access and Support, Council of Learning Assistance and Development Education Association, p.15.

A SOLUTION: OLDENBURG’S THIRD PLACE Neutral Ground Third places are neutral grounds where individuals are free to come and go as they please with little obligations or entanglements with other participants Leveler Third places are spaces in which an individual’s rank and status in the workplace or society at large are of no importance. Acceptance and participation is not contingent on any prerequisites, requirements, roles, duties, or proof of membership Conversation is Main Activity In Third Places, conversation is a main focus of activity in which playfulness and wit are collectively valued Accessibility & Accommodation Third places must be easy to access and are accommodating to those who frequent them The Regulars Third places include a cadre of regulars who attract newcomers and give the space its characteristic mood A Low Profile Third places are characteristically homely and without pretension The Mood is Playful The general mood in third places is playful and marked by frivolity, verbal word play, and wit A Home Away From Home Third places are home-like in terms of: rootedness, feelings of possession, spiritual regeneration, feelings of being at ease, and warmth

“This increase in demand has challenged institutions to think holistically and take a multifaceted approach to supporting students,” said Kevin Shollenberger, the vice provost for student health and well-being at Johns Hopkins University. “It really has to be everyone’s responsibility at the university to create a culture of well-being.”11

11. Abrams, Zara. “Student Mental Health Is in Crisis. Campuses Are Rethinking Their Approach.” Apa.org. American Psychological Association, October 1, 2022.

RE-BUILDING CONNECTION Programing to improve connection

INNOVATE + BUILD + TEST Construction and Engineering are at the heart of this student success project. Ample programing, and accessible transparency for the Fabrication lab, model shop and fiz lab are vital. Showcasing the universities building and innovation resources is a strategy to help promote connection amongst students.

20%

MAKERS SPACE - 5,000 SF

SHOP SUPPORT- 5,000SF

16% LEARN + STUDY Lecture, study, and classroom space is a necessity within a college building. These spaces are needed where currently the Voiland college of engineering and architecture are holding classes throughout campus. Pinning these vital spaces to a more tightly knit area will allow students to connect more with students within the same college.

CLASSROOMS - 17,400 SF

RE-CONST OF STU CONNE

37%

70,000 Target for Total Gross

TRUCTION UDENT ECTION

- 80,000 s Building Area (GSF)

SHOWCASE + INSPIRE + GATHER These spaces include, ample club rooms, welcome area, and lobby. Within the club programing will be a club hub, assembly space and storage rooms. The addition of clubs to the program will influence connection amongst students and faculty. The welcome area will consist of a welcoming desk which will hold information about the building. The lobby will hold a collaboration zone, where students and faculty can showcase their work, along with food and beverage services. These programs push to showcase, inspire and gather students, faculty and visiting folks.

CLUBS - 4,700 SF

27%

WELCOME AREA - 1,740 SF

LOBBY - 3,500 SF CONNECT + SUPPORT Connection and support programs are currently not advertised and easily accessible within the college. Addressing this issue by centralizing and promoting programs such as, a tutoring center, study rooms, office support, administration and student success advising, and career services is vital. TUTORING - 3,480 SF | STUDY- 2,400 SF | OFFICE SUPPORT- 1,420 SF | ADMINISTRATION - 2,500 SF | STUDENT SUCCESS- 2,760 SF

PALOUSE PRARIE

Re-connection through place and presence

In the late 19th and early 20th centuries, 99.9% of Palouse prairies were lost due to agriculture

Today, the remnants of Palouse prairies are scattered between agricultural fields in areas that could not be farmed, usually rockier steep terrain between farms and the Palouse Land Trust’s prairie conservation site. The Palouse is one of the most endangered ecosystems in the United States. There is a disconnect between place and presence with little to no native landscapes. The landscaping at Washington State University does not give the Palouse justice. Students are disconnected from the Palouse as place and are not immersed in its natural environments. Not to mention, there is a lack of green space on campus. Palouse Prairies should be what the Palouse is known for, not simply just agriculture or a university. The notion of replacing the parking lot with a native Palouse prairie will help reconnect students and faculty to place and presence. While we cannot completely undo our agricultural system in the Palouse, we can change how we approach new design, and as much as possible bring prairies back to the Palouse.

STRATUS

ENGINEERING HALL RE-CONSTRUCTION OF STUDENT CONNECTION 46°43’43”N 117°10’04”W

STRATUS

ENGINEERING HALL RE-CONSTRUCTION OF STUDENT CONNECTION 46°43’43”N 117°10’04”W Traditional methods for designing educational buildings are becoming increasingly outdated in the rapidly evolving landscape of education. The conventional approach often results in static structures that struggle to adapt to the dynamic needs of students and faculty. In contrast, embracing modular design with a carefully curated kit of parts offers a flexible and responsive solution. This innovative approach allows educational buildings to evolve alongside the changing requirements of the learning environment. Using these kit of parts, spaces can be easily reconfigured to accommodate new teaching methods, technologies, and collaborative spaces. By breaking away from the constraints of conventional design, educational institutions can create spaces that foster creativity, adaptability, and a sense of community, ensuring that the physical environment supports and enhances the student connection. Physical improvement to faculty resources are also key in the redevelopment of student connection, the building’s programming has introduced faculty research centers as well as additional faculty storage to further support misrepresented professors and adjunct staff members. As the structure stands, much of the circulation and third places have been pushed to the exterior to publicize collaboration and creativity while shielded from the elements by an immersive canvas wrap enveloping the entirety of the structure. Exposure to natural light has been linked to improved mood and concentration, contributing to enhanced mental well-being for both students and faculty. The transparent canvas wrap allows ample amounts of natural light to flood the interior, creating a bright and uplifting atmosphere, allowing these third places to serve as collaborative hubs, providing students with versatile environments for studying and socializing. The transparent mass is elevated gracefully above the ground by a delicate timber framing structure, the design not only imparts a sense of weightlessness but also minimizes its ecological impact on the site. Raising the structure allows for the restoration of native plantings and the revitalization of the Palouse prairie, fostering a harmonious relationship between the building’s

subtle presence and its natural surroundings. The reintroduction of the Palouse prairie enhances the students’ connection to the site and reinforces a profound sense of place and presence, creating an immersive learning environment that celebrates the unique beauty of the natural surroundings.

0’ 30’

120’

300’

SITE PLAN

MASS

RAISE

MODULATION

MODULATION SHIFT

WRAP

2. 3. 4.

0’ 10’

35’

90’

1ST FLOOR PLAN KEY 1. FAB LAB 2. MODEL SHOP 3. OFFICE 4. STORAGE

5. BATHROOM 6. FIZ SHOP 7. PIN-UP GALLERY

10. 8.

9. 11.

5. 9.

0’ 10’

35’

90’

2ND FLOOR PLAN KEY 8. LECTURE 9. CLUB HUB 7. PIN-UP GALLERY 5. BATHROOM

10. CAFE 11. STUDENT SUCCESS

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0’ 10’

35’

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3RD FLOOR PLAN KEY 12. STUDIO 13. SMALL CLASSROOM 5. BATHROOM 14. LARGE CLASSROOM

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0’ 10’

35’

90’

16.

4TH FLOOR PLAN KEY 15. FACULTY RESEARCH 5. BATHROOM 16. ADMINISTRATION OFFICES

BOLT

SPACER

NUT STUD

BOLT

PANEL

JOIST

CONNECTER

STEP 1

JOIST

BOLT PLUG

CONNECTER

CONNECT KIT OF PARTS

STEP 2

CONSTRUCT MODULE WITH KIT OF PARTS

STEP 3

CONNECT MODULES

ADMINISTRATION

STUDENT SUCCESS

STEP 4

CLASSROOM

CONSTRUCT DIFFERENT PROGRAM MODULES

FABRICATION LAB

STEP 5

INSTALL MODULES IN STRUCTURAL CAGE

STEP 6

STUDENT SUCCESS

ADDITION

MODIFY MODULES AFTER CONSTRUCTION IF DESIRED

SOUTH ELEVATION

WEST-EAST SECTION

EAST ELEVATION

SOUTH-NORTH SECTION

13 12

8 7 4

5 1

PROGRAM ISONOMETRIC 1. FAB LAB 2. STORAGE 3. MESH HAMMOCKS 4. PIN-UP GALLERY 5. FIZ MAKERS SPACE 6. LECTURE HALL 7. CLUB HUB 8. CAFE 9. STUDENT SUCCESS CENTER 10. STUDIO 11. CLASSROOM 12. FACULTY RESEARCH 13. ADMINISTRATION