Future University- Margarita Ku by Margarita Ku

FUTURE UNIVERSITY

Double Quarter Comprehensive Narrative

by Margarita Ku ARCH 352/353 | Winter/Spring 2020 instructed by Stacey White

Cover art: MARGARITA KU

ACKNOWLEDGEMENTS In the most uncertain of times, it is the people we surround ourselves with that give us our strength. These two quarters have been full of new experiences for me, both intentional and unexpected. I am tremendously grateful to my studio professor Stacey White, my partner Jessica Beth Corr, my studio-mates, and all the people that came together in the last six months to help make CSU Stockton a (design) reality. Thank you for creating stability and catalzing change.

STUDIO FUTURE UNIVERSITY

CAL POLY

STUDIO SPONSORS

Mark Cabrinha

BNIM

Stacey White

Tom di Santo

Lake | Flato Architects

Abraham Arellano

Mario Esola

LPA Design Studios

Nikol Blinov

Amir Hossler

mode associates

Erin Conner

Travis Koss

Taylor Design

Jessica Beth Corr

Alyson Liang

ZGF Architects

Daniella Dutcher

Kevin Marer

Rina Fujita

Courtney Petrella

Joel Foster

Jeff Ponitz

Alanna Green

Sandy Stannard

Royce Grundy Sarah Gustafson

UNIVERSITY STAFF

Miles Henry

San Jose State University staff

Claire Hohimer

Stanford University staff

Joyi Larasari Elizabeth Reed Aadi Sagar Anisha Shikre Leann Shmutz William Talamantes Gabrielle Werst

STOCKTON RESIDENTS Alyssa Hailey

1.2 | Original Library at San Jose State University

Photo: https://library.sjsu.edu/library-history/university-library-daysnormal-school-1862-1923

1.3 | Downtown Stockton

Photo: https://www.visitstockton.org/blog/experience-stocktonfrom-home/

1.1 | Map of Current CSU Campuses

Map: https://www2.calstate.edu/attend/campuses

1 | INTRODUCTION In 1862, the California State Normal School, which would later become San Jose State University, was the first higher education institution established by the state. In 1972, the California State University system, or CSU system as it is more commonly known, is established, with 19 campuses across the state. These 19 campuses would grow to 23 by 2003, when the newest campus, California State University Channel Islands is established. The CSU system has served millions of students over its lifespan, drawing in students from across the state, country, and world. For many CSU students, they are the first in their family to attend college and these universities are the most accessible way for them to do so.

Each year, however, more and more students are applying the CSUs, meaning acceptance rates are lowering and campus overcrowding is increasing. As the state is now discussing the possibility of establishing a 24th CSU campus, our studio decided to explore what this new campus means to us. The governor is currently looking at five potential locations for this campus: Chula Vista, Concord, Palm Desert, San Mateo, and Stockton. As a studio, we spent six weeks exploring these five cities and came up with potential campus plans in groups of four, as well as individually designing a building on that proposed campus. At that point, we came together as a class and settled on Stockton as our ideal location. After going on a site visit to the city, we then developed a campus master plan as a class, incorporating all elements necessary on our campus, while maintaining the historical integrity of the site. Then we broke off into pairs and chose an individual building to further design and develop.

At the end of our 23 weeks in this studio, we have designed a proposed campus master plan serving 15000 FTE students in the city of Stockton, CA, with 10 fully developed buildings on that campus.

SITE ASSESMENT: 1B

4 5

Lidsay Point was built by Thomas Lindsay in 1844, and was the site for Stockton’s first building.

Fox California Theatre was bult in 1930. With its unique tower and vaudeville Marque it reigned as Stockton’s premier movie palace.

Social Spaces Green Space

Lincoln Hotel built by the Wong brothers in 1919, was considered one of Stockton’s finest hotels.

Gurdwara Sahib built in 1912, was founded by Jawala Singh and Waskha Singh. It was the first Sikh Temple in the U.S.

Jewish Community Center was designed by Allen and Young, designed multiple buildings around Stockton.

Nippon Hospital was built in 1919 in responce to the inadequate care that Japanese patients recieved and because of the discrimination they faced from non-Japanese groups.

Library

Neighborhoods

Average male salary: $78,500 Average female salary: $62,300

Site Civic Center

School

Park

Percent Below Poverty Line

Hospital

Pacific

Stockton,CA: 22.4%

Livability:

The San Joaquin River flows west and then north until it joins with the Sacramento river which flows South. The confluence of the San Joaquin and Sacramento river is the Sacramento-San Joaquin River Delta. Stockton is situated on the Eastern San Joaquin Basin, which feeds much of the water needed for Stockton’s agriculture. The Delta’s waterways are extremely important means of transportation for Stockton, with the port of Stockton being a major contributer to Stockton’s economy.

Surface Water

Livability:

Livability: 56

Natural Resources San Joaquin River

National: 12.2%

Stockton’s East Water District (SEWD) distributes surface water through unlined natural channels on the Calaveras river, Mosher Slough, and Potter Creek. The Calaveras river flows into the San Joaquin River, with major Hydraulic features in the upper water shed.

Wells

District’s Dr. Joe Waidhofer Water treatment Plant contains five wells on site only used for emergency and dry year supply. N

0’

700’

Jess Corr, Margarita Ku, Joel Foster, William Talamantes

2 | COMMUNITY OVERVIEW Designing is all about thinking at the human scale, so that’s where we began. Who are our clients, what is their history, what are their needs, what makes them who they are?

In our first portion of studio, I, along with Jessica Beth Corr, Joel Foster, and William Talamantes, were assigned the site of Stockton. In our research of the area, we found out about a history of economic disparity and reputation of violence that has surrounded Stockton. The city has a vibrant history and lots of agricultural resources, but many of its residents live in poverty and never make it beyond working minimum wage jobs. A majority of the city’s residents are minorities, which is very evident when you look at the harsh divide in the city, as the majority of wealthy white families live on the north side of town, while the more poorer minority populations live in the south. The site of the proposed campus is on the current site of the CSU Stanislaus Stockton Satellite Campus near downtown Stockton. This area used to be the site of psychiatric facility and the building that houses the current campus is a historical building from that time. There is also a large lake on the site to honor those who died at the facility. This history is an integral part of the community and was maintained in the proposed campus.

After Stockton was chosen as our studio’s proposed campus location, we travelled there to do a site visit. My partner, Jessica Beth Corr and I took time to explore the existing satellite campus as well as speak to current students. We spoke to a student at the satellite campus, Alyssa, who told us about the strong connection the students have to the city but how the campus needs to be updated to current campus needs. We also talked to Hailey, who is a student at the high school on the campus. She told us about how she loved doing community outreach but feels like there is more for her outside of Stockton.

Facing Page: 2.1 (top left) | Site Assessment

Poster: JESSICA BETH CORR, JOEL FOSTER, MARGARITA KU, WILLIAM TALAMANTES

2.2 (bottom left) | Asset Mapping

Poster: JESSICA BETH CORR, JOEL FOSTER, MARGARITA KU, WILLIAM TALAMANTES

2.3-5 (right, top to bottom) | Stockton Students’ Dreams Photos: MARGARITA KU

EXISTING CAMPUS: CSU STANISLAUS STOCKTON CENTER

Mission - While advancing the core values of the University, we are a proponent of higher education’s role in improving the economic, social and cultural life of San Joaquin County. - Working with other institutions and constituents, we offer collaborative initiatives and programs to benefit the community. -We provide an opportunity to create a unique environment for learning and to form strategic partnerships with various businesses, organizations and institutions in the City of Stockton and beyond.

Jess Corr & Margarita Ku

Student Demographics - Over 10,000 students have attended Stockton Campus (from 1970-present) - A typical Stockton Campus student is a 32-year-old adult, employed fulltime, who is returning to college to complete an undergraduate degree or pursue a graduate degree, certificate, or credential

Campus Offerings - Located in University Park, the campus is located on a 102-acre site in Stockton’s historic Magnolia District - Only public higher education institution beyond junior college in San Joaquin County - All academic programs and services are located in Acacia Court - Stockton Campus’s Office of Enrollment Services - Faculty and staff offices - Classrooms - Computer and teaching labs - Distance-learning classrooms - Student lounges - Study areas - Library Access Center - Array of student services - Stockton’s historic Magnolia Mansion, is located right across the street from Acacia Court

- Many students have completed lower division courses at junior colleges and transferred to complete their degree - Students report advantages of Stockton Campus include its programs, location, affordability, and attentive staff and faculty. - 62% of respondents would enroll in classes on Fridays if they were offered - 59% of students that attend Stockton Campus live in San Joaquin County - 52% of students that attend Stockton Campus work in San Joaquin County - 50% of students that responded to the survey live within 20 miles of Stockton Campus - 42% of the respondents indicate they have dependents

Majors & Programs

- Relational and Organizational Track

Integrated Programs: - Liberal Studies, BA + Multiple Subject Credential (BILA option) - Liberal Studies, BA + Education Specialist Credential

- Law Enforcement Concentration - Accelerated Criminal Justice Program

Master's Degree: - Education, MA

Bachelor Of Arts: - Communication Studies - Criminal Justice - History - Liberal Studies

- Communication Studies Concentration - Exceptional Children and Youth (Special Ed) Concentration - History Concentration

- Psychology

- Developmental Psychology Concentration - General

- Social Sciences

Bachelor Of Science: - Accelerated Second Bachelor of Science in Nursing (ASBSN) - Business Administration - Accounting Concentration - General Business Concentration - Management Concentration: Human Resources Track

- Counselor Education Concentration with Professional Clinical Counselor Option - School Administration Concentration

- Executive Master of Business Administration EMBA - Public Administration, MPA - Social Work, MSW Doctorate: (cohort every three years) - Ed.D. - Doctorate in Education Credentials: - Administrative Services - Intern and Preliminary - Multiple Subjects - Elementary

- Health Science

P-20 Model Students can start in a preschool/kindergarten program, and continue their education to earn a high school, bachelors, graduate, and doctoral degree on the same campus. This applied and comprehensive learning ecosystem gives opportunity for students to get involved on campus at any age, while also address some needs within the community, California, and nationally.

Facing Page: 3.1-2 | CSU Stanislaus Stockton Campus Research Posters: JESSICA BETH CORR, MARGARITA KU

3 | HIGHER EDUCATION Going to college is often seen as one of the biggest steps in a personâ&#x20AC;&#x2122;s life. Students go through a manymonth-long application process in their senior year of high school, making sure they meet all the requirements to go to the school of their dreams. The requirements to attend a CSU include: a high school diploma, completion of A-G classes with a C- or higher, submission of SAT or ACT scores, and meeting the CSU eligibility index. But every year, the number of students applying to CSUs that meet or exceed that grows. Some schools are admitting more students than usual, but as campuses get overcrowded, the need for a new CSU campus looms ahead.

Higher education has historically felt unattainable in Stockton, due to both economic and cultural reasons. Due to cultural beliefs, many young people are expected to care for their families, meaning they cannot move away from home after graduating high school. Access to local higher education is practically nonexistent as the only nearby university, University of the Pacific, is an expensive private institution. And, while CSU Stanislaus currently has a satellite campus in Stockton, it is small and only serves about 800 students, less than 4% the average enrollment at a CSU.

What Stocktonians have to say

3.1 | Visions for Stockton

Poster: JESSICA BETH CORR, JOEL FOSTER, MARGARITA KU, WILLIAM TALAMANTES

3.2 | Key Words for Stockton Sketch: MARGARITA KU

4 | VISION AND GOALS Community above all else.

In a city that has been afflicted by violence, poverty, and ignorance for years and years, what is the one thing that can help bring these people up? Each other. From the beginning, finding a way to integrate the existing community of Stockton into this design was critical. This is a public university, so it will inevitably have students from all over, but it is first and foremost a university for the residents of Stockton. By designing a space that had previously not been accessible to this community, it was important to make it feel as though it was a part of Stockton, not a few city blocks transplanted from another city. Stockton has its own particular needs. Many people have children that will need care while their parents are at school. Some might need housing that includes their parents or siblings. After graduation, students may need advising on how to make their way in the world. At the same time, Stockton has distinct things to offer as well. A large portion of the community works in medical care, so the current campus has a thriving medical program with strong ties to the community. It is located in an area with great agricultural fertility as well. By addressing all of these unique aspects of the city, our design aims to better Stockton without changing its character. Stockton is as much a part of this university as this university is a part of Stockton.

CSU Chico CSU Channel Islands

We used the look of Chico’s spread out campus to make decisions on the relationship Looking the courtyard scheme Channel islandsto led us toan put courtyards betweenat buildings scale and pathof scale. we wanted make open plan for our inbetween almost building. Having spaces with circulation of all Chicos students campus which sitsevery in a dense urban environment. Although we found lack of sprouts the since socialization between students. organization hard of to community understandand circulation routes.

University of Portland CSU Channel Islands The integration between University of Portland and the surrounding city is almost Looking atCSU the courtyard scheme islands us to put courtyards seamless. Stockton would sitofinChannel the center of anled urban environment. We wanted inbetween almost every building.between Having spaces withcity circulation all students a design that invited interaction school and but alsoofdidn’t make the sprouts the of community and socialization between students. students feelsince vulnerable or uncomfortable.

University of Portland UC Berkeley TheBerkeley integration between University Portlandin and surrounding city which is almost UC Continuously boost theofeconomy thethe local Berkeley area seamless. Stockton sit inas the centeras of itanisurban environment. wanted before the CSU university waswould not nearly affluent now. CSU Stockton We looks to a design thatdown invited interaction between school butcity also didn’t make the take the run city of Stockton and turn it intoand an city urban with more energy students feel vulnerable or uncomfortable. and stability.

UC Berkeley University of Washington UC Berkeley boost the economy thetolocal Berkeley area which University of Continuously Washingtons iconic center axis ledinus create two main axis on our before the university as affluent as ithelp is now. Stockton looks campus dividing it upwas intonot fournearly quadrants. The axis withCSU understanding the to take the runand down cityof ofthe Stockton and turnwith it into an urban city withspace more where energy circulation layout campus along giving a communal and stability. social collisions can occur.

5 | CAMPUS MASTER PLAN Designing a master plan is something none of us had ever done before. Used to thinking on the individual building scale, figuring out how to lay out a campus for 15,000 students was a hefty task. As we experimented with different options, we had to take into account circulation in and around campus, solar orientation, and buildingsâ&#x20AC;&#x2122; proximity to each other.

We looked at precedents, such as Chico State, CSU Channel Islands, UC Berkeley, and University of Washington, which either had similar site conditions or incorporated certain design elements we wanted to fuse together in our plan. When we visited Stockton, we also took a couple pit stops at San Jose State University and Stanford University to see what elements we felt would fit in Stockton and what would not. By being able to actually visit these campuses in person, we were able to see them on the human scale and get a sense of how a student feels in that space.

Facing Page: 5.1 (left) | Precedent Campus Nolli Maps

Poster: JESSICA BETH CORR, JOEL FOSTER, MARGARITA KU, WILLIAM TALAMANTES

5.2 (top right) | San Jose State University Photo: MARGARITA KU

5.3 (bottom right) | Stanford University Photo: MARGARITA KU

INITIAL DESIGN In our initial master plan, we divided the campus into quadrants, split by the main circulation paths. All roads were pedestrian only to create wide boulevards that bring people from one area of campus to another. The main entrance to campus was on E Acacia St, coming in from the west side. Above this road, the northwest portion of campus was primarily residential buildings, located here as the surrounding neighborhood is mostly residential as well. On the southwest quadrant, we placed some academic to be accessible to commuter students as well as the library and green space to act as a transition into campus. On the southeast side, we placed the performing arts center, stadium, and transit center, for easy access from downtown. The northeast area is all academic, as it creates a buffer from the cemetery on that side of campus and is not occupied all day, to deal with the nearby train tracks.

5.4 | Original Stockton Master Plan

Photo: JESSICA BETH CORR, JOEL FOSTER, MARGARITA KU, WILLIAM TALAMANTES

FINAL DESIGN When we came together as a studio to develop a new Stockton master plan, we found a few elements that needed to be adapted. While we decided to keep the orthogonal pedestrian roads, we decided to mix the program a bit more to allow for more intermingling of people around the school. The commons was placed in the heart of campus, around the existing lake, to activate this area and anchor the space around a central hub. Academic spread all across the southwest side of campus, grouped into â&#x20AC;&#x153;neighborhoodsâ&#x20AC;? based on similarity and crossover. Housing split in three pods, near downtown, near the campus entrance, and on the quiet northside of campus. Heath services was place on the north side near existing healthcare facilities. Other amenities to be used by the general population, such as the transit center, performing arts center, and recreation center were along the south side facing downtown.

5.5 | Final Stockton Campus Master Plan Diagram: STUDIO FUTURE UNIVERSITY

6.1 (top) | Initial Stockton Campus Library Photo: MARGARITA KU

6.2 (bottom) | Final Stockton Campus Library Photo: JESSICA BETH CORR, MARGARITA KU

6 | THE BUILT ENVIRONMENT What place do you find the most equity? I believe that would be a library. Access to information is available in all forms; they are, in their nature, public and free; they are a place of learning, but also of relaxing, making them useful by all.

In my initial design, I wanted to create a library that was not only a place of academic use for the students of the campus but a place of amenity for the community. I designed it as the gateway onto campus, with a grand statement to designate the location of the school, but also visibility to bring people in.

As Jess and I began to work together, we found a common interest in designing these spaces of gathering. Because of that, we decided to design the campus commons, and further develop the campus library. This space integrated community needs with student services, so as to bring the Stockton people together in this space. It was stoic and massive, to anchor the campus, but still light to feel accessible and welcoming.

INITIAL DESIGN My initial design, the university library, was located on the

FLOOR 5

1/32" = 1'-0"

3 Level 3 1/32" = 1'-0" 5 Level 5 1/32" = 1'-0"

southwest corner of campus, at a crossroads between the

site as the building was to serve as a main entry to campus. 16' - 0"

To further establish this, the buildings orientation was turned to

7 A101

4 Level 4 1/32" = 1'-0"

face the intersection, to bring people in from all sides, and lead them into the heart of campus.

Program was divided by placing the more highly used spaces

6 A101

5 Level 5 1/32" = 1'-0"

near the ground floor, with the quieter spaces up top. The program also established a sense of connection in the 7 Section 2 1/16" = 1'-0"

primarily by students with those also used by the community to give space to interact. Visually, the use of double height

FLOOR 3

space. Physically, the most used floors mixed programs used 1 Level 1 1/32" = 1'-0"

3 Level 3 1/32" = 1'-0"

spaces and an open atrium allowed users to see other people throughout the building.

16' - 0"

4 Level 4 1/32" = 1'-0" 7 Section 2 1/16" = 1'-0"

FLOOR 2

5 Level 5 1/32" 2 = 1'-0" 2 Level 1/32" = 1'-0"

7 A101

6 A101

SITE PLAN 1/128â&#x20AC;? = 1â&#x20AC;&#x2122;

6 Section 1 1/16" = 1'-0"

7 Section 2

FLOOR 1 1/128â&#x20AC;? = 1â&#x20AC;&#x2122;

7 A101

FLOOR 4

residential and downtown districts of Stockton. We chose this

The staggered double height spaces are further shown in this section, as well as how the atrium and exterior glazing brought lots of light into the space.

Another aspect of the building meant to design for community was the adaptable community rooms. Located on the ground floor, these rooms were accessible from the campus and the community and were designed to be utilized by both. The moving walls allowed the space to change size based on the users’ needs and could be used for events such as PTA meetings, farmers’ markets, fashion shows, and graduation ceremonies.

BUILDING SECTION 3/128” = 1’

DETAIL MODEL 1/2” = 1’

FINAL DESIGN Our final design, the university commons served as an anchor to the campus, placed right at the heart, surrounding the existing lake. The two buildings, the university union and the library, derive their form from two shapes pulled apart, creating a valley in between. This valley creates a communal space with plazas and places for the community to gather.

In focusing on the library, we really wanted the program to have community and student crossover, with a variety of spaces on each floor. The use of double height spaces and an atrium also helped bring light and air throughout the building as well as encouraging a visual connection from floor to floor.

SITE PLAN 1/128â&#x20AC;? = 1â&#x20AC;&#x2122;

FLOOR 0 1/256” = 1’

Community Space

Staff Space

Collections

MAIN LOBBY [LEVEL 1]

FLOOR 1

GENERAL COLLECTION [LEVEL 0]

Student Space

CRAFT CENTER [LEVEL 2]

FLOOR 2

GROUP STUDY [LEVEL 3]

FLOOR 3

STUDY SUPPORT CENTER RECEPTION [LEVEL 4]

FLOOR 4

When delving into cladding, we developed a double skin glazed facade to manage heat gain and ventilation on

SUMM

SUN 72

DEG

the south facing side of the building.

DEG

SOLAR PANELS

FLASING AND DISCRETE GUTTER SYSTEM

Floor 3 32'-0"

WATERPROOFING

2 WAY OPERABLE PASSIVE VENTILATION SYSTEM INSULATING GLASS

MONOLITHIC TEMPERED GLASS SUSPENDED SEMI INDIRECT LED PEERLESS LIGHITNG EXPOSED MASS TIMBER CLT CONSTRUCTION

FINISHED FLOOR OVER CENTILEVERED GLULAM FLOOR STEEL IBEAM CONNECTIONS TO CONNECT FLOOR AND COLUMN

Floor 2 16'-0"

DOUBLE SKIN PASSIVIVELY VENTILATED GLASS SYSTEM SUSPENDED DECORATIVE AMBIENT LIGHTING SYSTEM FOR LOUNGE AREA

INCREASED VENTILATIONA ND VISUAL CONNECTION BETWEEN FLOORS CLT 2' COLUMN

MECHANICAL VENTILATION DAMPER

STEEL OUTRIGGER CONNECTIONS IN FLOOR RADIANT SYSTEM FRESH AIR INTAKE

VINYL COMPOSITION TILE LIGHTWEIGHT CONCRETE PE MEMBRAINE, MINERAL WOOL CLT C5s SLAB ON GRADE FOUNDATION OVER RIGID INSULATION AND 6" GRAVEL

SOUTH WALL ELEVATION

SOUTH WALL SECTION

SCALE: 1/2” = 1’-0” JESSICA BETH CORR

40'

Children's Collection 2356 SF

SECOND FLOOR PLAN

SCALE: 1/2” = 1’-0” JESSICA BETH CORR N

DETAIL WALL SECTION AXO

JESSICA BETH CORR

Floor 1 0'-0"

We also chose to use acrylic polymer composite panels manufactured by CorianÂ® as a rainscreen. This simple panel system with mounted connectors, would allow our building to feel solid and anchored while also modularized on the human scale. 14

13 03

Roof 72'-0"

WOOD COLUMN

Bruno LED Softshine 4FT 80CRI 27K ID800LMF 120 50/50 Corian Solid Surface EXTERIOR PANEL WOOD CLADDING RIGID INSULATION WOOD STRUCTURE GYPSUM BOARD

Floor 4 48'-0"

Bruno LED Softshine 4FT 80CRI 27K ID800LMF 120 50/50

FINISHED TILE FLOORING FLOOR SLAB WITH RADIANT HEATING AIRED CONCRETE CROSS-LAMINATED TIMBER DECKING GLUE-LAMINATED BEAMS

Floor 3 32'-0"

3'-0"

5'-0" WINDOW OPENING

Bruno LED Softshine 4FT 80CRI 27K ID800LMF 120 10/90

Floor 2 16'-0"

Bruno LED Softshine 4FT 80CRI 27K ID800LMF 120 50/50

Floor 1 0'-0"

Bruno LED Softshine 4FT 80CRI 27K ID800LMF 120 50/50

Floor 0 -16'-0"

WEST WALL ELEVATION

WEST WALL SECTION

40'

THIRD FLOOR PLAN N

DETAIL WALL SECTION AXO

The integrated section shows a variety of systems incorporated in our design to bring our building to zero net energy. Radiant floors and chilled beams help heat and cool the spaces while natural ventilation circulates through the atrium, exterior glazing, and the south facing double skin facade.

Many of the gathering spaces crossed the threshold of interior and exterior, with plazas and entry sequences. The building really became a space build for community, with spaces for all the people of Stockton, to enjoy and expand their knowledge.

WIND INDUCED VENTILATION VERITCAL AND CROSS

SUMMER SUN ANGLE 72 WINTER SUN ANGLE 32 CHILLED BEAM SYSTEM WITH FANS SUSPENDED FROM FLOOR SYSTEM INSULATED AND REFLECTIVE ROOF WITH SOLAR PANELS IN RESPONSE TO SOUTH SUNLIGHT

MECHANICAL EQUIPMENT ROOM

INTEGRATED SECTION 3/256” = 1’

WARM CONVECTIVE CURRENTS

WARM AIR

COOL CONVECTIVE CURRENTS

COOL AIR

7 | IN REFLECTION This project and the double quarter unique experiences for me, full of fast paced learning and real-life application. I have never designed at this scale before, so to learn how to work with a team of twenty, coming up with a campus plan was a new level of coordination. It really brought to light what details were important to focus on and what could be addressed later on. Then, the task became, how do I am my partner design a building that truly shows both of our design thinking as well as fits into the campus context? I became quite familiar with Jess’s roommates and their kitchen table as we would sit there for hours, sketching and sketching until we found what we were looking for. We each had our strengths and our weaknesses but we were able to complement each other perfectly, just as we designed our buildings to. As we entered second quarter, we were thrown a curveball no one anticipated. With studio all virtual and me living back home with my parents, I learned to adapt and find what worked for me. Jess’s kitchen table was now only seen on FaceTime or Zoom, but we were able to see more of each other than ever, with calls at least once a day to update each other and plan what we had ahead of us. We learned a lot about delegating work, ray tracing, and sharing screens. As our list of completed tasks grew longer and the to do list shrank, we saw our building grow before us. When our poster was submitted the midnight before final review, I sent Jess an email. “CSU Stockton Library was born this morning at 12:03:56, at a hefty size of approximately 79.4 MB. Proud parents Jessica Beth Corr and Margarita Ku are peacefully resting as their baby is readied to meet people in the morning.” And it was true.

7.1 Site Watercolor Art: MARGARITA KU

BIBLIOGRAPHY NOTES All information was paraphrased from an email sent from the architecture firm

BIBLIOGRAPHY About the CSU. (n.d.). Retrieved June 2, 2020, from https://www2.calstate.edu/csu-system/about-the-csu Stockton Campus. (n.d.). Retrieved June 2, 2020, from https://www.csustan.edu/stockton-campus

IMAGE CREDITS 1.1: photograph © The California State university “Campuses.” The California State University. Accessed June 2, 2020. https://www2.calstate.edu/attend/campuses 1.2: photograph © SJSU | Martin Luther King Jr. Library “The University Library in the Days of the Normal School, 1862-1923.” SJSU | Martin Luther King Jr. Library. Accessed June 2, 2020. https://library.sjsu.edu/library-history/university-library-days-normal-school-1862-1923 1.3: photograph © Visit Stockton “Experience Stockton, CA from Home.” Visit Stockton. Accessed June 2, 2020. https://www.visitstockton.org/blog/experience-stockton-from-home/ All other media was created by, or in collaboration with, the author, with credit.