CUNY Baruch College Field Building / Programming & Plan Layouts

Renovation of the Field Building at 17 Lex Part 2 Programming & Plan Layouts

Final Submission 5.31.2010

OWNER

CUNY

Facilities Planning, Construction, and Management

Department of Design, Construction, and Management

555 West 57th Street, 10th Floor, New York, NY 10019-2925

Iris Weinshall, Vice Chancellor for Facilities Planning, Construction, and Management

Bob Lemieux, Executive Director of Design, Construction, and Management

Meghan Moore-Wilk, Director of Space Planning

Max Pizer, Assistant Director of Design, Construction, and Management

Ken Sanden, Project Manager of Design, Construction, and Management

Mariah Harris, Associate Planner, Department of Space Planning

Baruch College

The City University of New York

One Bernard Baruch Way, Box A-0213, New York, NY 10010-5585

Stan Altman, Interim President

Jim McCarthy, Provost

Gabe Eszterhas, Vice President for Administration and Finance

Jim Lloyd, Assistant Vice President

Lisa Edwards, Director of Planning & Construction Campus Facilities and Operations

Frank Antonucci, Director of Campus Operations & Administration Campus Operations

ARCHITECT

Davis Brody Bond, LLP

Architects and Planners

315 Hudson Street, 9th Floor, New York, NY 10013

Tel. (212) 633-4700

www.davisbrodyaedas.com

William Paxson, Partner-in-Charge

Carl Krebs, Partner

Nat Hoyt, Principal / Director of Interiors

Julia Doern, Associate Partner / Project Manager

Fernando Hausch-Fen, Project Architect

Clover Linné, Project Architect

PROGRAMMING CONSULTANT

Scott Blackwell Page, Architect

244 Fifth Avenue, 7th Floor, New York, NY 10001

Tel. (212) 779-2505

Introduction

The City University of New York (CUNY) initiated a process in 2008 to renovate Baruch College’s Lawrence and Eris Field Building, a vital and historic component to the College’s campus in mid-town Manhattan, selecting Davis Brody Bond Aedas to design the project’s first phase of construction. CUNY and Baruch understand that major improvements to this existing 1929 facility are essential in order to advance the school’s educational objectives in the coming decades. Towards that end, a multi-phased renovation to provide state-of-the-art instruction space, supported by the latest in building technologies, is currently under design. The Part 2 Programming and Plan Layouts study developed a building wide approach that allocates space within the Field Building by program type as shown in the chart below:

and is organized into a north and south campus. The North Campus includes the school’s largest academic building, The William and Anita Newman Vertical Campus, and the school’s library known as The Information and Technology Center. Newman Hall, The Administration Building and The Lawrence and Eris Field Building, Baruch’s second large scale academic facility, comprise the South Campus.

Of historic significance, the Field Building, situated at the corner of 23rd Street and Lexington Avenue, stands on the site of the Free Academy, the first public institution of higher learning established within the U.S. Since its inception, the Free Academy has evolved, over a 160 year period, to become City University of New York, a system of twenty-three colleges and graduates schools. In 1928, the original Free Academy building was demolished. In its place, a large-scale building was erected and opened in 1929 as the Commerce Building for City College’s School of Business and Public Civic Administration. Today it is Baruch College’s Field Building at 17 Lex.

Master Plan, Mission & Strategic Initiatives

Project Background

Baruch College is the largest collegiate business school in the United States featuring business and public affairs professional education within a liberal arts context, at both graduate and undergraduate levels. Baruch forms the only senior college with an independent business school in the CUNY system. The College has been cited among the top value public colleges within the United States. Baruch has also been recognized for the nation’s most diverse student body, with students representing more than 150 countries and hundreds of cultural backgrounds.

The Baruch College campus stretches from 22nd to 26th Street along Lexington Avenue

City University and Baruch College’s intentions to renovate the Field Building extend back to the 1980s with the development of a master plan for the College. In 1986, Davis Brody & Associates (now Davis Brody Bond Aedas) prepared a Master Plan for CUNY Baruch College. At that time, many of Baruch’s facilities were scattered around a five block area. The Master Plan proposed a way to bring all departments into a more concentrated zone through the establishment of two campuses within a block of each other. Acquisition of property led to the creation of the North Campus while the Field Building, the Administration Building, and Newman Hall make up the South Campus. CUNY began implementation of the Master Plan with the purchase of a nineteenth century industrial building on 25th Street and Davis Brody developed an adaptive reuse design for the building, transforming it into the College’s current Information and Technology Center. In the late 1990s, CUNY undertook construction of the new William and Anita Newman Vertical

Campus (NVC), designed by Kohn Pederson Fox Architects, which opened in 2001. The NVC created a new focus for academic and student life at Baruch College. Renovation of Newman Hall and select improvements to the Administration Building, recommended by the Master Plan, were also completed.

When Baruch College developed a Strategic Plan in 2006, in support of the Baruch College Mission Statement, the only campus improvement from the 1986 Master Plan that remained unfinished was the renovation of the Field Building. The Strategic Plan identified priorities for Baruch College, focusing on facility improvements within Goal III “Create a vibrant, urban campus.” The Strategic Plan identified the need to amend the 1986 Master Plan, renovate the Field Building and commemorate the historic role of the site at 23rd and Lexington. CUNY selected FXFowle to prepare a Master Plan Amendment for Baruch College in 2006. The Master Plan Amendment concentrated on the renovation of the Field Building within the context of the expanded Baruch College campus. Basing analysis upon an extensive study of campus programming, assessment of existing conditions at the Field Building and zoning analysis, the Master Plan Amendment team recommended a major renovation for the Field Building, with an overhaul of the building’s mechanical, electrical, plumbing and fire protections systems, along with full refurbishment of the exterior envelope. Implementation of these goals suggested a phased renovation process, with construction of an addition at the south side, for new MEP/FP systems and program space, thereby minimizing disruption to the existing building that would need to remain in operation during construction.

A key planning tool developed within the Master Plan Amendment was a Stacking Diagram that illustrated proposed allocation vertically of key function groups: performing arts, classroom, academic departments, offices and student life within the Field Building.

Project Organization

CUNY organized the design of the First Phase of the Field Building Renovation into four parts as follows:

• Part 1 Infrastructure Upgrades Major improvements to MEP /FP systems and refurbishment of building envelope

• Part 2 Programming and Plan Layouts

Programming and proposed layouts for the entire Field Building

• Part 3 Minor Modifications to Swing Space Design of swing space to accommodate a phased renovation

• Part 4 First Phase of Interior Renovations

Interior fit-out of the first of four phases of the interior renovation

This booklet summarizes efforts and conclusions derived through collaboration with CUNY and Baruch College for Part 2 Programming and Plan Layouts. At this time, Part 1 is nearing completion of the Design Development Phase. Part 4 will begin upon approval of Part 2, and Part 3 will start concurrently with the Part 1 Construction Documentation Phase.

Project Goals and Objectives

Key Goals for the Field Building Renovation include the following:

• Develop “right mix” of high quality, “smart” classrooms to serve College course offerings and balance campus-wide classroom utilization

• Provide high quality sciences laboratory facilities

• Integrate student life space throughout the building

• Introduce additional faculty offices to support Baruch College’s goal of 70% instruction by fulltime faculty

• Develop interior ground floor connections among Field Building, the Administration Building and Newman Hall

• Memorialize the site of the Free Academy

• Connect North and South Campuses physically and ideologically

• Target LEED Silver certification

• Design fully ADA compliant facilities

• Improve elevator service within the building

• Establish wireless connectivity throughout the Field Building

• Provide new MEP/FP building systems and fully refurbish building exterior envelope

• Keep Field Building operational during phased construction, with minimum disruptions

Project Approach: Considerations

Davis Brody Bond Aedas understands that both components of Part 2, programming and the development of plan layouts, are most effective when considered as an integrated exercise, with spatial configurations of the existing Field Building bearing upon the programming potential for the facility. In addition, the findings and design of Part 1 Infrastructure Upgrades inform the programming and layouts, just as building functions and their locations within the building influence the design of new building systems. With these factors in mind, DBBA approached these exercises as distinct, yet coordinated efforts, with each initiative benefitting from consideration of the other parts. Program information was derived from a series of interviews with Baruch College user groups and representatives from the College and University. CUNY space standards were

reviewed and adjusted for the Field Building programs. All recommendations were developed from collaborative review with representatives from CUNY and Baruch. For plan layouts, review of existing original architectural drawings, as well as current plans, along with site tours and field measurements, formed the basis for understanding the building and developing base plan drawings. Layouts of proposed typical space types were also developed.

The Programming and Design Team considered the configuration and structure of the existing building and its relationship to the building’s original academic program. Four initiatives of the Part 1 Infrastructure Upgrades modify the building’s current arrangement in ways that bear significance on the programming and plan layout study:

• Lowering of the first floor along Lexington Avenue to achieve building access compliant with ADA

• Introduction of a low-rise elevator bank comprised of four new large cars for students, within a new addition to the building’s south side

• Infill of the set back on 23rd Street façade of the building, from floors 4–11, to provide additional program space

• Removal of mezzanine structure at 6th and 11th floors and restructuring of 7th and 11th floors

Quantitative Analysis

Within the program, three key areas of the project required special analysis from a quantitative perspective to guide decisions. Scott Page, Architect, analyzed pertinent data to inform the following issues:

• Classroom mix

• Natural Sciences teaching lab quantity and allocation

• Elevator demand

Classroom analysis explored existing course scheduling to determine the appropriate size and number of classrooms needed to deliver Baruch College program offerings, from a campus wide perspective. Results indicated a need across the

college for increased quantity of classrooms in the 20, 25, 36-seat size range, in order to improve classroom utilization. Analysis also recommended that the larger existing lecture halls for 100 plus seats be retained and improved, as opportunities to build or lease rooms at this size are scarce. All classrooms within the Field Building will be sized to accommodate table and chair seating, improving the quality in comparison to the Building’s existing classrooms with tablet arm seating.

Analysis of Natural Sciences laboratory scheduling informed the quantity and types of science labs required for Baruch General Education science program, as well as the newly instituted Biology major. The study recommended ten teaching labs distributed as follows: (4) for Biology, (2) for Environmental Science, (2) for Chemistry and (2) for Physics.

Current course scheduling data was analyzed to understand potential use of the renovated Field Building, in terms of student movement and peak load conditions for new elevators. From this data, skip-stop protocol, during peak periods, was advised for the four, large elevators in the proposed low-rise elevator bank serving classrooms, in order to optimize the performance of the vertical transportation system.

Project Approach: Synthesis

Information gathered through programming interviews and exploration of layout options through test fits led to amendments to the program mix within the Field Building, proposed by the Master Plan Amendment, and associated adjustments to the stacking diagram for the Building. The Journalism department, Continuing and Professional Studies (CAPS) division and the Field Center for Entrepreneurship were removed from the Field Building and offices for College Advancement added to the Building’s program. These changes led to a refined vertical organization of uses within the Field Building.

The revised stacking diagram organizes functions vertically throughout the building, placing program groups together in ways that are both logical for use and movement within the building, and are aligned with the changing floor plates of

a building with vertical setbacks. Entrance and theater functions are grouped together on the ground floor to directly accommodate access to the academic facility, and to also receive the many visitors that attend performances at Mason Hall and The Bernie West Theater. Classrooms and lecture halls are organized together on floors 2–7, and are integrated with a variety of student life spaces and open labs. Locating the instructional space on lower floors within the building optimizes student access and dedicates the largest floors to classrooms and lecture halls. Natural Sciences laboratories are located directly above classrooms on floors 8–10, balancing the need for well sized floor plates with the goal to minimize space devoted to lab exhaust risers. Academic floors for Mathematics, Psychology and the Honors Program, along with Communications and Marketing, are situated on levels 11–13, on top of instructional floors. The upper levels of the building, floors 14–16, are programmed for office space for College Advancement, Vice President of Administration and Finance, Provost, Associate Provosts, Budget and Planning, Institutional Research, Sponsored Programs, Legal Counsel, Affirmative Action, and President.

The chart at right tabulates how the revised stacking plan and associated test-fit accommodates program groups identified for the Field Buildings.

Test-fit plan layouts demonstrate how proposed program groups can be accommodated in a renovated Field Building. The plans also show how the core elements, required for the Field Building’s new and upgraded building systems, including shaft space, equipment rooms, emergency generator, elevators, egress stairs and toilet rooms, relate to the program space. These new systems are designed with energy efficiency and sustainability as prime objectives and contribute to the target of LEED Silver certification. Core designs provide new toilet rooms to comply with ADA requirements. By providing CUNY and Baruch College with an understanding of how the building, as programmed, can function, the test fit plan layouts serve as a means for evaluating the effectiveness of the Field Building proposed renovation in meeting stated objectives.

* net assignable square feet

** Classroom Program Area from the Master Plan Amendment is offered for comparsion as Classroom area was not generated solely from the program interview but in conjunction with quantitative analysis and preliminary test-fits.

*** Student Life Program Area from the Master Plan Amendment is offered for comparison as the Student Life programming interviews focused on qualititaive program requirements.

INSTITUTIONAL CONTEXT

Institutional Context

Baruch College is among 11 senior colleges within the City University of New York (CUNY), the nation’s largest public university in an urban setting. Within its 23 institutions, CUNY serves upwards of 231,000 degree credit students, as well as another 230,000 adult, continuing and professional education students. In addition to senior colleges, CUNY includes community colleges, an honors college, graduate and professional schools.

Baruch College enrolls approximately 16,100 students in total, offering 23 majors to its 12,850 undergraduate students, and 30 areas of study to its 3,250 graduate students. The Zicklin School of Business alone enrolls 2,600 graduate students. Baruch also offers non-credit continuing education and professional studies. Three renowned schools comprise Baruch College:

• Zicklin School of Business. Distinguished as the nation’s largest accredited business school, and the only independent business school in CUNY, the Zicklin Business School is nationally recognized and highly respected among business schools.

• Weissman School of Arts and Sciences. Offering a traditional liberal arts education, the Weissman School includes 13 departments that support undergraduate core curriculum, academic majors, and select graduate studies.

• School of Public Affairs. Providing CUNY’s only course offerings in the fields of public management and policy analysis, the School of Public Affairs offers Masters of Public Administration graduate degrees with a variety of concentrations , as well as undergraduate, executive, leadership and certificate programs.

With a location in midtown Manhattan, Baruch College benefits from the City’s extensive cultural resources and ready opportunities to create and foster educational and career relationships with the city’s business and governmental communities. The college is able to draw faculty from New York City’s financial and commercial base and many of the school’s students work in the metropolitan area, commuting to Baruch via public transportation.

Recognized nationally as one of the 50 best value public colleges, and ranked in the top 15% of all U.S. colleges, Baruch is distinguished by its student body, which forms the most ethnically diverse college campus in the country. Baruch students represent over 150 nationalities and a wide range of backgrounds, both ethnically and culturally.

Campus Context

Baruch College is situated in the Borough of Manhattan’s Park Avenue South neighborhood, near Gramercy Park and the Flatiron District. The campus stretches along Lexington Avenue from 22nd Street to 26th Street and is organized into separate North and South campuses. The North Campus includes the William and Anita Newman Vertical Campus, the Information and Technology Building and the Annex building at 137 East 25th Street.

These buildings are clustered together along 25th Street, with the Vertical Campus facing onto Lexington Avenue. Occupying the half block spanning from East 22nd Street to East 23rd Street on Lexington Avenue, the Lawrence and Eris Field Building, Newman Hall and the Administration Building comprise the South Campus. Lexington Avenue acts as the thoroughfare that connects the two campus parcels.

Located prominently on the corner of Lexington Avenue and 23rd Street, The Lawrence and Eris Field Building anchors the South Campus as the largest and most visible of the three adjacent buildings. The main academic entrance faces Lexington Avenue; a secondary entrance fronts onto 23rd Street with direct access to the building’s Mason Hall auditorium.

Built originally as an academic building, it differs from the Administration Building at 135 East 22nd Street and Newman Hall at 137 East 23rd Street which were designed as municipal court houses, and later converted for academic purposes.

The South Campus buildings function separately but share a basement and system of back alleyways. A single bridge on the south side of the fourth floor of the Field Building connects it internally to the functions of Newman Hall. Another fourth floor bridge connection links Newman Hall with the Administration Building.

“The Baruch College of the City University of New York remains dedicated to being a catalyst for the social, cultural, and financial mobility of a diverse student body, reflective of its historical mission.”

Baruch College Mission Statement

Historical Context

The site of the Lawrence and Eris Field Building at Lexington Avenue and 23rd Street has played a key role in the development of both America’s public higher education system and the City University of New York. In addition, this place has informed the development of formal business and career study, with the development of the business and public affairs schools at Baruch College.

During the first half of the nineteenth century, New York City experienced unprecedented growth, with the City’s population nearly doubling from 1840 to 1850. Concurrently, NYC increasingly became the focus of commerce within the country, marked by the completion of the impressive, new Merchants Exchange Building in 1841. Also, within this period, a national debate emerged regarding universal education in the United States. As Selma Carter Berrol points out in her book Getting Down to Business, Baruch College in the City of New York 1847–1987, it was Townsend Harris, a member of the Merchants Exchange, who first advocated that New York City invest in free secondary education. Subsequently, in 1847, the New York State legislature founded the Free Academy, the first free institution for public higher education in the U.S. A building for the Free Academy at the south east corner of 23rd and Lex, designed by architect James Renwick Jr., was modeled after Kings College Chapel at Cambridge University, and included 18 classrooms and a chapel or Assembly Hall. Headed by Dr. Horace Webster, who had previously taught at West Point and Hobart College, the Free Academy accepted recommended applicants who passed an oral examination. Students came from a variety of backgrounds that represented working class New York City families of the day.

The Free Academy grew and prospered. Even early graduating classes were too large to hold graduation ceremonies at the Assembly Hall within the Lexington Avenue Building. In 1866, the school was renamed College of the City of New York. Many graduates of the College became leaders within the business and professional community of the city. One stellar City College graduate was Bernard M. Baruch, Class of 1889. Baruch’s illustrious career, first, as a financier, and later, as economic advisor to a series of U.S. presidents, brought prestige to the College. Baruch maintained

close ties to his alma mater throughout his life and provided the school with considerable financial and advisory support.

During the mid and late 1800s, the country saw the establishment of a considerable number of private business colleges as education in commerce and finance increasingly gained favor as an important and legitimate course of study. A commerce program was introduced at City College in 1861. However, due to criticism, it was dropped 10 years later. In 1908, in response to growing enrollment, the College of the City of New York moved to a new campus in Washington Heights at St. Nicholas Avenue and One Hundred ThirtySeventh Street. At this time, the Free Academy was used to offer commerce classes, which were often scheduled in the late afternoon and evening to accommodate a large portion of the student body that worked during the daytime. A decade later, in 1919, City College established a School of Business and a Civic Administration, initiating an MBA program the next year.

In the 1920s, as the School of Business and Civic Administration grew, plans were developed to demolish the original Free Academy structure and replace it with a “skyscraper” style building of considerable size. Due to funding limitations, the project was planned in two phases, with the first stage comprising the lower 9 floors of an ultimate 16-story building. Demolition began in 1927. In 1929, with the first phase of construction complete, the new Commerce Building opened its doors to students. Support from Mayor Jimmy Walker led to the appropriation of the balance of construction funds, and the second phase of construction followed shortly.

Designed by architects Thomson Holmes & Converse to accommodate up to 3,500 students, the building included 125 classrooms; three lecture halls; an 1,100-seat auditorium; laboratories for biology, physics and chemistry; a library; a gymnasium; locker rooms and a swimming pool. Intended to house a school within a single edifice, the structure formed an early example of a “College in a Box” or “Vertical Campus” building type. At its opening, The New York Times acclaimed the Commerce Building as “the largest structure anywhere devoted to the teaching of upto-date business methods.”

City College continued to grow; enrolling a total of 37,000 students by 1947, one hundred years after the Free Academy was established. In 1953, the School of Business was renamed the Bernard M. Baruch School of Business and Public Administration, in honor of its renowned and generous alumnus. The School became an independent senior college, Bernard M. Baruch College, in 1968, offering the only AACSB accredited business programs within CUNY.

Currently , it is the largest collegiate school of business in the nation.

The Commerce Building is known today as the Lawrence and Eris Field Building and is largely unchanged. A series of minor updates and modifications have occurred over the years. In the 1950s, the building’s electrical system was switched from direct to alternating current. A floor was inserted in the original two story library space facing Lexington Avenue to create additional floor space. The Lexington Avenue entrance was raised to accommodate a pair of revolving doors. Science laboratories were updated in the 1970s. Windows were replaced and window air conditioners installed to cool classrooms and offices during the summer months.

Despite modest updates, today’s Field Building needs major renovation. Following recommendations of the 1986 Baruch College Master Plan reaffirmed in the 2008 Master Plan Amendment, CUNY and Baruch College have launched a program to renovate this prominent building set upon an historic site.

1986 Master Plan

In 1986, CUNY selected Davis Brody & Associates (now Davis Brody Bond Aedas) to develop a Master Plan for Baruch College. The 1986 Master Plan identified facility needs for the growing college and explored both the constraints of its urban setting and the opportunities for CUNY and Baruch to acquire property to expand the school’s modest urban campus. Davis Brody & Associates developed a complex urban master plan which reviewed Baruch’s campus and proposed alternatives for expansion in the vicinity of its location. A projected space program of 855,415 net assignable square feet (nasf) was proposed. As many of Baruch’s facilities were scattered around a five-block area, the goal was to bring all the remote sites into a more concentrated area.

The master plan organized Baruch College into two complexes: a new site to the north of 24th Street called the North Campus and a group of buildings the college owned to the south of 23rd Street on the pre-existing South Campus. The purchase of the North Campus buildings enabled the College to bring all departments within one city block of each other.

The Master Plan recommended that the North Campus be composed of two primary buildings. In 1996 Davis Brody Bond began the implementation of the master plan with the design of the Newman Library and Technology Center. The adaptive re-use of an 1894 industrial building provided gathering places and access to electronic resources never before available to students. The 330,000 square-foot building is divided into nine floors and includes, in addition to the library; a conference center; a state-of-the-art computing and technology center; a media center; the Financial Service Center Trading Floor; and the offices of enrollment. A grand staircase in the two-story entrance lobby leads to the main floor of the library which is organized around the five-story sky lit atrium created from an existing light well. The atrium design developed the interior, urban campus concept proposed by the Master Plan.

The second building planned for the North Campus was programmed as a mixed-use tower to house departmental, classroom and conference space. It was to provide general areas for the College population to conduct informal meetings and activities. The Master Plan recommended organizing this building also around a central atrium to serve as an active circulation hub, surrounded by a student center, theaters, lecture halls and food services. This atrium would act as an outdoor area with exterior paving on the floors, masonry walls, trees and park benches to provide a campus-like setting for the College, within its dense, urban setting.

Implementing the Master Plan recommendations, CUNY and Baruch College constructed a major new building, designed by Kohn Pedersen Fox Associates, and completed in 2001. As planned, The William and Anita Newman Vertical Campus has become the center of activity for education and student life at Baruch College. The Newman Vertical Campus houses the Zicklin School of Business, select departments for the Weissman School of Arts and Sciences, the Performing Arts Center, the Conference Center, lecture halls, classrooms, a cafeteria, a gymnasium, a pool, recreational facilities and student services.

At the South Campus, The Master Plan recommended a major renovation of both The Lawrence and Eris Field Building, to serve as an academic building for the Weissman School, and The Newman Hall Building at 137 East 22nd Street, to house both the Master of Business Administration and Master of Public Administration programs. Minor renovations were proposed for the Administration Building at 135 East 22nd Street. To date all 1986 Master Plan recommendations have been implemented with the exception of the Field Building Renovation.

2008 Master Plan Amendment

In 2007, CUNY selected FXFowle Architects to update the 1986 Master Plan and develop a Master Plan Amendment for Baruch College for the ten year period of 2006 through 2015. FXFowle issued the City University of New York Baruch College Master Plan Amendment in December of 2008 which integrated information gathered and insight gained from a series of studies developed by the Master Plan team including the following:

• Baruch Zoning Analysis: A Report Prepared for Baruch College, the City University of New York. An analysis of development opportunities for school expansion and associated zoning implications, prepared by Phillips Preiss Shapiro Associates, Inc. and dated September 2008.

• Baruch College Space Utilization and Needs Analysis for the Master Plan. A campus-wide programming report, prepared by Paulien & Associates and dated June 2008.

• South Campus Conditions Assessment. A review of building systems and their condition, prepared by FXFowle and dated 30 April 2008.

• Alternative Schemes and Implementation Strategies. A study that proposed three options for renovation of/addition to the Field Building, and associated project phasing, prepared by FXFowle and dated 8 June 2008.

• Cost Estimate. Conceptual cost study of the proposed alternative schemes, prepared by FxFowle and dated 30 September 2008.

Looking at the Baruch College campus as a whole, the Master Plan Amendment describes a severe deficiency in terms of space allocated per Full Time Equivalent (FTE) of approximately 50% less space per FTE, compared to other senior colleges at CUNY. Proposed modifications across the campus (including the renovation and expansion of the Field Building) could reduce the need for space, but the Master Plan Amendment identifies that an additional 43,368 nasf equivalent to 78,000 gross square feet (gsf), would still be required to meet the College’s needs at the level of CUNY’s standards.

With the completion of the Information and Technology Building and the Newman Vertical Campus, the Master Plan Amendment points out that the focus of activity at Baruch College is presently concentrated at the North Campus. The demand for and scheduling of instructional space at the NVC is double that at the Field Building, with NVC classrooms averaging 46 hours a week, compared to 21 hours a week for classrooms at the Field Building. The out-of-date and low quality facilities at the Field Building are underused which exacerbates the perception of space shortage at the College.

The Master Plan Amendment focuses on the Field Building as the key component to maximize the benefit of existing space for Baruch College and to establish the balance between the North and South campuses envisioned by the 1986 Master Plan. The Amendment proposes two key approaches to improve the effectiveness of the Field Building from a planning perspective:

• A revised stacking diagram of the building

• Physical improvements to renovate and expand the building

Stacking Diagram

The Master Plan Amendment reprograms the Field Building organizing the building to primarily serve the needs of the Weissman School of Arts and Sciences. With the Zicklin School of Business housed entirely within the NVC, and the School of Public Affairs in the Administation Building, the goal for the Field Building was to focus on the liberal arts. Since the Baruch College Campus High School (BCCHS) planned to relocate outside of the Field Building, and as the Field Building gymnasium and swimming pool had been replaced by new facilities at the NVC, additional program space became available within the Field Building. FXFowle, working closely with CUNY and Baruch College, developed a proposed Stacking Diagram that presented clarity to the organization of the Field Building as follows:

Floor Department(s)

1 Entrance, Student Life, Mason Hall

2–5 Classrooms and Mason Hall

6 Classrooms, Bernie West Theater, Field Center for Entrepreneurship

7–14 Weissman School Academic Departments (Mathematics, Psychology, Journalism and Natural Sciences), Honors Program and Continuing and Professional Studies Program (CAPS)

15–16 Administration

Building Improvements

The Master Plan Amendment proposes providing updated building systems to the nearly eighty year old building, along with the following architectural improvements and additions in order to create a modern educational facility to house the proposed program:

• Relocating the front entry from Lexington Avenue to 23rd Street to provide ADA compliant access to the building.

• Using Ground Floor space available with swimming pool removal for student and faculty space.

• Developing additional basement, mechanical and electrical space below, within the pool area.

• Eliminating 6th & 11th floor mezzanines and reconstructing the 7th & 11th floors to eliminate ADA barriers, due to floor level changes.

• Filling in 7th floor at existing gymnasium double height to create additional floor area.

• Developing ADA compliant toilet rooms.

• Providing a small, rooftop addition for mechanical equipment.

• Adding a courtyard infill on the south side of the building to house MEP services and program space

In addition to its recommendations regarding the primacy of the Field Building Renovation to achieve 1986 Master Plan goals, including a Phasing Implementation Plan, the Master Plan Amendment proposes a series of smaller scale initiatives to meet a number of additional, immediate Baruch College campus needs, The Plan also recommended that CUNY and Baruch College consider leasing or acquiring the following properties to meet Campus Space Program Deficit and long term needs:

• Annex at 137 East 25th Street

• Post Office located between Lexington and Third Avenues

• Armory Building, a landmark, along Lexington Avenue between 25th and 26th Streets

Master Plan Amendment Stacking Diagram

Mission & Strategic Initiatives

As Dr. George W. Edwards, Dean of Baruch College, remarked at the 1929 opening of the Commerce Building (now the Field Building):

“We aim primarily to meet the needs of the city. We are New Yorkers running the school and we mean to turn out of it New Yorkers who will be fitted to carry on the great business enterprises of the city, both public and private, according to the best approved modern standards.”

The Strategic Planning Council succinctly articulates an institutional vision, aligned with the traditional values of Baruch College and the City University of New York. Building upon the College Mission statement, adopted by Baruch faculty in the 1990s, the Strategic Planning Council developed a strategic plan that identifies initiatives for the College which includes the renovation of the Field Building at 17 Lex. The Plan makes it clear that The Field Building renovation project needs to be developed in the context of overall College objectives and Baruch College Master Plan Amendment.

Mission

Baruch College’s Mission Statement identifies several key goals that are summarized and excerpted below. The statement in its entirety can be found in the appendix to this report.

• Maintain dual emphasis on undergraduate and graduate education

• Serve students with demonstrated ability and motivation to work diligently towards their academic goals

• Demonstrate commitment to teaching & research

• Emphasize professional education in business and public affairs

• Integrate career oriented curriculum with the arts and sciences

• Provide effective delivery of curriculum and assess curriculum measured against national standards

• Continue commitment to public educational needs of New York City

• Remain dedicated to its historic role of providing opportunities for advancement through education to a diverse student body

• Utilize College diversity to build an educational imperative that recognizes the increasingly multicultural nature of human enterprise

• Sustain and develop the relationship of its degree programs to the workforce

• Foster Baruch’s emphasis on business and public affairs as a significant force for community and economic development

Strategic Initiatives

The Strategic Plan identifies the following six strategic goals for Baruch College:

1. Offer academic programs of exceptional quality;

2. Ensure the quality of the college experience for all students;

3. Create a vibrant urban campus;

4. Build a strong financial foundation;

5. Embrace a culture of service and accountability that produces excellence;

6. Increase the visibility, recognition and involvement of the College in New York City, the region, the country and the world.

Within the third goal, “Create a vibrant urban campus,” the plan establishes specific objectives for the renovation of the Lawrence and Eris Field Building:

• Careful planning and design of this 250,000 square foot building is of critical importance to create a south campus equal to the William and Anita Newman Vertical Campus and Newman Library further north.

• The renovation will ensure appropriate classrooms, teaching labs, student spaces, lounges, faculty offices and research space, and administrative offices. The renovation will include environmental and sustainability considerations and technological infrastructure.

• The renovation will commemorate the historical significance of 17 Lexington Avenue as the site of The Free Academy, the first institution of free public higher education in the United States and an important component of Baruch’s heritage.

These broad objectives have informed CUNY, Baruch and the DBBA design team in the development of a series of detailed, particular goals for renovation of the existing structure; upgrade of building systems and assemblies; as well as the programming and internal space planning of the Field Building. Central to the planning of the Field Building renovation project is a clear understanding of the role this building needs to play, within the overall Baruch College campus, to support academic programs, student life and towards advancement and actualization of the stated goals of Baruch College.

“Building upon its history of excellence and opportunity, Baruch College will be an institution of international prominence, recognized for the quality and affordability of its education that enables the rapid upward mobility of its diverse student body.”

Baruch College, The City University of New York Strategic Plan 2006–2011

The Strategic Planning Council of Baruch College

25 January 2006

PROJECT CONTEXT

Project Goals and Objectives

Goals for the renovation of the Lawrence and Eris Field Building involve program priorities, system performance targets and phasing objectives. Key project goals have been identified below for Part 1 Infrastructure Upgrades, Part 2 Programming and Plan Layouts and Phasing:

Part 1 Infrastructure Upgrades

• Maximize floor area for program space

• Target LEED Silver Certification

• Design fully ADA compliant facility

• Minimize noise in the classrooms

• Improve elevator service within the building

• Establish wireless connectivity throughout facility

• Provide central air-conditioning system

• Introduce a fire protection system to fully sprinkler the building

• Provide emergency generator

• Bring new electrical service to the building

• Design building systems to minimize maintenance requirements

• Restore Building exterior envelope

• Replace existing windows

Part 2 Programming and Plan Layouts

• Develop “right mix” of classrooms to serve campus course offerings

• Provide high quality “smart” classroom space throughout the facility

• Utilize commodious table and chair seating in all classrooms/lecture halls

• Provide high quality sciences laboratory facilities

• Integrate student life space throughout the facility

• Introduce additional faculty offices to support goal of 70% instruction by full time faculty

• Develop interior ground floor connections among the Field Building, the Administration Building and Newman Hall

• Memorialize the site of the Free Academy

• Connect North and South Campus physically and ideologically

Phasing

• Keep Field Building operational during phased construction

• Minimize disruption to academic activities and building operations

• Minimize reliance upon temporary systems

Project Organization

In 2008, City University of New York selected Davis Brody Bond Aedas (DBBA) as architects for the first phase of renovation for the Lawrence and Eris Field Building. CUNY organized the first phase of work into four separate, but interrelated parts:

• Part 1 Infrastructure Upgrades

• Part 2 Programming and Plan Layouts

• Part 3 Minor Modifications for Swing Space

• Part 4 First Phase of Interior Renovation

Part 1 Infrastructure Upgrades includes a full renovation of all the core and shell construction assemblies and building systems. The goal of this part of the work is to provide new systems for the eighty year old Field Building that are designed to satisfy the current and future needs of a reprogrammed Field Building, with performance levels that meet or exceed contemporary standards. This part of the work involves redesign of the building’s major systems including heating, air conditioning, electric, plumbing, fire-protection, telecommunications, data communications and security. Refurbishment of elevators and egress stairs are also included in core and shell upgrades. New initiatives include the introduction of a central cooling system to replace noisy window air-conditioners, a new low rise elevator bank to serve classroom floors and a fire protection system to provide automatic sprinklers throughout the building. Restoration of the building’s exterior walls, window replacement and new roofing provide necessary improvements to the building’s exterior envelope. Redesign of the building entrances, toilet rooms and the access system within the building is required to fully comply with the Americans with Disabilities Act (ADA).

Design of infrastructure upgrades must be carefully coordinated with Part 2 Programming and Plan Layouts so that the physical plant is equipped to serve the proposed functions within the building. Mechanical equipment and shaft ways need to be properly sized and integrated into the design of each floor. Proposed phased renovation requires that the design of infrastructure upgrades permits existing systems to function until they can be fully replaced by new ones. The plan developed by CUNY proposes that Field Building renovation

will occur in four separate phases, over a number of years, with the building continuing to operate as an academic facility throughout construction. A carefully considered approach that provides proper machine room space for equipment and shaft space for distribution to serve both new and existing systems simultaneously is required under this phased renovation strategy.

Part 2 Programming and Plan Layouts involves preparing a detailed program with a focus on quality for the Field Building and testing that program by developing schematic plans for each floor that incorporate proposed program and core infrastructure functions on each level. This report describes the findings of this part of the project work. The programming exercise uses the campuswide programming and the proposed stacking diagram for the Field Building, developed in the Master Plan Amendment, as a basis to develop a specific program that defines each space, its function, size, and adjacency requirements. Space requirements are informed by CUNY guidelines

and proposed typical space layouts for classrooms, offices, laboratories, etc.

Key elements require in-depth quantitative analysis in order to determine the most advantageous allocation of limited space resources. Instructional space is a critical program component that must be understood within the context of the Baruch campus as a whole as well as within the Field Building.

The design team needs to reassess the suitability of the proposed Master Plan stacking diagrams for achieving CUNY and Baruch’s goals, with the benefit of more detailed information about college needs and Field Building conditions. Development of program requirements involves a series of meetings with each user group, as well as regular reviews with select representatives of University and College administration.

Development of plan layouts for the Field Building involves a thorough understanding of the original building, current conditions and proposed infrastructure improvements. The design team must be aware of opportunities and constraints

inherent in the existing Field Building and how the particular conditions of the building can be utilized or modified to best serve the programmatic needs. Developing layouts includes study of the feasibility of proposed plans in terms of architectural, structural and MEP considerations.

Preparation of the test-fit alternatives informs the programming exercise and can provide CUNY and Baruch with options for space allocation for the building, and a clear understanding of the facilities that each option can provide. Through programming and test-fit study, with the benefit of more detailed information about college needs and Field Building conditions, the design team can reassess the suitability of the proposed Master Plan stacking diagrams for achieving CUNY and Baruch’s goals.

With the integration of infrastructure upgrades design and proposed plan layouts, an analysis of phasing options can be developed. Phasing must be based upon imperatives of spatial and functional groupings, as well as the practicalities of implementing building system improvements. A well thought out phasing plan will guide the detailed design and documentation of the first and subsequent construction phases.

Part 3 Minor Modifications for Swing Space is a separate exercise that identifies existing function groups within the Field Building that are impacted at each stage of phased renovation, based upon the approved phasing plan. During construction, accommodations need to be made for displaced groups and functions. Departments or instructional spaces, currently housed and scheduled to remain in the Field Building, in space affected by phased construction will need to be relocated to temporary quarters within the building.

The Design Team will identify space that can serve as swing space and develop a plan to provide modest modifications to existing facilities in order to serve the needs of these groups on an interim basis, during phased construction.

Part 4 First Phase of Interior Renovation consists of full interior fit-out design for the portion of the building selected for the initial construction phase. Design for selected renovation space will be developed from Plan Layouts developed in Part 2 Programming and Plan Layouts and will be fully served by new building systems, developed in the Part 1 Infrastructure Upgrades. The renovation will provide CUNY and Baruch with up-to-date, high quality instructional, academic, office and support space.

CONSIDERATIONS

Programming studies typically establish space requirements for a group of users independently of other considerations, with the resulting document forming a basis for all further development of a building’s layout and design.

The Field Building, however, is an existing structure with its own inherent organization. It is currently occupied by the College, and will remain in use throughout all phases of the proposed renovation. Its ultimate use can only be understood within the context of the College as a whole, and thus is subject to policies and goals that transcend it. For these reasons, it became necessary to view the programming and test fits within a series of parallel considerations guiding the development of the Field Building renovation.

Existing Building

The Field Building, a 16-story, masonry, “wedding cake” style building, was built as a modern, academic facility for City College eighty years ago. The building’s main setbacks occur at the 4th, 12th and 14th floors and a mix of academic spaces exist within the variety of floor plates. Mason Hall, an approximately 1,100-seat auditorium with orchestra and balcony seating, is located on the eastern portion of the first three floors. Stacked above Mason Hall are three large classrooms (4th and 5th floors) and a double-height gymnasium (6th and 7th floors). Labs for the Natural Sciences Department are currently located within portions of the 4th, 5th, 6th, and 8th floors. The historic Honors Lounge is located at the south side of the 9th Floor and the original President’s Office is located at the southeast corner of the 16th floor. The Bernie West Theater, a 74-person black box theater is located on the 9th Floor. Distributed throughout the building are offices and general academic classrooms.

Vertical circulation in the building is provided by a bank of six, passenger elevators: the 1st through 15th floors of the building are served by the entire group, with two of the six elevators continuing up to the 16th floor and one of the six elevators continuing down to the basement. It is important to note that the capacity of the current elevators does not effectively serve the building

population and compromised vertical circulation is often cited as one of the main reasons that the classrooms in the Field Building are underutilized.

In starting the Part I Infrastructure effort, DBBA reviewed both original drawings for the building and updated building plans and toured the interior spaces of the building to understand and document the location and characteristics of building elements and internal building organization. (Original drawings and measurements from the site were used to develop the base existing floor plans.) Several aspects of the building organization which particularly impacted the programming and test-fits were the structural configuration, corridor configuration, and window spacing.

In general, the original design of the building structure directly reflects the original architectural design of the building. For example, where ramps or changes in finish floor level occur, the structure itself is sloped or raised to accommodate these conditions. The typical column grid is approximately 24 feet by 18 feet and aligns with partition locations. The structure of the existing building also provides for a swimming pool at the southern portion of the 1st floor and mezzanines at the 6th and 11th floors. At the eastern portion of the building, large trusses provide for greater spans at Mason Hall, the large classrooms, and the gymnasium. The Master Plan Amendment recommended that a floor to be inserted at the seventh floor above the gym floor level to provide additional program space. In reviewing the building, DBBA observed that the deep existing trusses, spanning below the eighth floor, that create the column free double story gym space do not leave enough head room for a useful floor for academic functions at the seventh floor level.

Typical circulation on each floor consists of a corridor running from east to west, with an enclosed egress stair at either end, and a connection to the elevator bank at the west. The width of the corridors is 10 feet and greater while CUNY’s current standard is 8 feet minimum for main corridors and 6 feet minimum for secondary corridors. Although the existing corridors are typically lined with structural columns, the reduction of corridor width presents an opportunity to gain space for program area in the building.

The Field Building is fenestrated with grids of punched window openings. While the spacing and size of the windows vary throughout the building, each zone of a façade is relatively consistent. The west elevation, as well as the upper floors of the north and south elevations, consists of large, densely spaced windows. Other zones, such as the western and eastern portions of the north façade, at the intermediate floors of the buildings, have small windows which are also lesser in quantity. Window spacing and size directly impact the potential dimensions of reconfigured perimeter spaces in the test-fit.

Infrastructural Upgrades (Part 1)

The Field Building infrastructural upgrades encompass the replacement and refurbishment of key systems to meet contemporary needs and standards.

Proposed infrastructural upgrades are based on the design team’s evaluation of all core systems, major equipment and the entire exterior envelope. These upgrades include a chiller plant to fully

air-condition the building, new electrical service, new emergency generator, improved steam and heating systems, replacement plumbing and a new hot water delivery system, a new fire protection system to fully sprinkler the building, replacement windows, and refurbishment of the exterior wall, as well as new roofing.

Essential to the Field Building’s improved function is the introduction of a new bank of four (4) large (8,000 lb.) elevators to serve the lower floors and the refurbishment of the existing six (3,500 lb.) elevators to support the upper floors. At peak times, the large elevators are proposed to stop at the 1st, 4th, 6th, and 8th floors, in skipstop operation. A new, open communicating stair located directly adjacent to the new elevator bank will connect the 1st through 8th floors and provide access to the 2nd, 3rd, 5th, and 7th floors. The elevator consultant has calculated that during the greatest vertical circulation peak (see the Programming Section for Quantitative Analysis) it will take a total duration of 18 minutes for students to reach their destination, via elevator.

Proposed Additions

Existing Column

North Addition (Program Area)

South Addition

(Low-rise Elevator Bank, Circulation, Connecting Stair and Mechanical Spaces)

The new elevators are to be located outside of the existing building, at the south side, in order to minimize disruptions during construction. The south addition will also include mechanical shafts for distribution of services (air, chilled water, etc). This addition is part of a specific Design Team strategy to implement new major building systems improvements, while keeping the Field Building operational. In addition, the Design Team has coordinated the use of existing shafts, new interior shafts, and exterior shafts to best serve both existing and renovated building systems, that must remain operational for the building to function during phased renovation.

A second addition planned for the building involves infilling the setback area on the north (23rd Street) face of the building to provide approximately 1,600 square feet of additional program space on each of the 4th–11th floors. Taking advantage of the north exposure, a glazed façade is proposed at the addition to bring more natural light into the building.

In addition, structural work is required within the existing building to align floor levels

to accommodate proposed functions, such as removing three levels of gym lockers with low head room and inserting two floor levels of space that can be used for academic purposes.

Lowering the First Floor Level along Lexington Avenue allows for ADA accessible entrance into the Field Building. An exterior ramp is proposed to provide accessibility at the entrance to Mason Hall along 23rd Street. The introduction of an elevator within Mason Hall would provide proper ADA access to the stage, improve access to the balcony level, and provide access to theater support spaces at the basement level.

Proposed improvements are discussed in more detail in the technical reports of Part 1 Infrastructure.

Quantitative Analysis

The Quantitative Analysis, developed by Scott Page Architect (SPA), covers three topics — classroom space, elevator capacity, and the Natural Sciences’ teaching labs — critical to the programming and function of the building. The classrooms, elevators, and teaching labs have

Rear 23rd Street

South Addition

(Low-rise Elevator Bank, Circulation, Connecting Stair and Mechanical Spaces)

North Addition

(Program Area)

Proposed Student Lounge in space of original library

dynamic use and occupancy and are inherently tied to the College’s scheduling grid. Classrooms are shared by all academic departments, although each classroom size is prone to more use by a specific group of departments, based on methods on instruction. Given these variables, it was critical to understand how the spaces provided would address the College’s overall space needs.

The classroom space analysis looks both at current usage and the anticipated usage of classroom space at the Field Building. Currently, the building is modestly utilized in comparison to the Vertical Campus. The goal is to increase the effective utilization of the building for credit coursework. Toward that end, CUNY and Baruch have considered the relocation of much of the noncredit course offering.

With improved classroom quality and a potentially expanded seat count, the building renovation will require a substantively improved elevator system. Presently the stack of six has difficulties in supporting the current underutilized classrooms. The goal of the elevator capacity analysis is to correctly identify the up and down student volume, based upon proposed use, enabling the vertical circulation consultant to design an effective system.

The Natural Sciences’ teaching labs were analyzed for their effective utilization and the projected quantity of labs required for delivery of the curriculum. The goal is to correctly identify the number of labs required, both in configuration and content, in order to allocate sufficient space and provide appropriate designs.

User Programming Interviews

In August of 2009, DBBA began conducting programming interviews, for each programming group, with users, and Baruch College Facilities personnel and CUNY representatives. The Master Plan Amendment provided total program areas for groups to be located in the renovated Field Building and this data was used as a general starting point for the programming effort. In addition, space standards for each room type (described in the following section) established the typical components for many of the program groups.

The goal of the programming interviews was to understand the qualitative and quantitative needs of each specific group. With information collected at these interviews, DBBA created a program matrix to establish space requirements — room types and sizes, relationships, and adjacencies. For the majority of user groups, a series of two or three interviews was appropriate. Users often reviewed preliminary test fit plans, presented by DBBA, at the second or third interview.

Meeting records from the programming interviews are compiled in the Appendices section of this report.

Space Standards

In developing the program areas for each group, a collection of space standards was utilized to consistently define the program components. The Master Plan Amendment (Space Utilization and Needs Analysis for the Master Plan, June 2008) lists space standards for which applicable types are listed here:

DBBA also recommended an office type of 120 nasf for staff offices not included in the above types. During the course of the programming interview process, a modification to the space standard for faculty adjuncts was made based on discussions in the programming interviews: due to staggered scheduling of instruction, two faculty adjuncts can each share one allocated workstation (40 nasf).

Conference room area and service areas were generated from data gathered at the programming interviews. (Conference rooms are sized at 25 nasf per occupant.) For greater efficiency, conference rooms are to be shared among adjacent executives and staff in conjunction with specific needs and relationships.

Classroom quantities and sizes most needed in the Field Building were determined by Scott Page Architect’s Quantitative Classroom Analysis. Baruch College expressed a desire for quality classrooms over quantity of classrooms. CUNY standards call for classroom seating of tables and chairs over tablet arm seating. Therefore, 25 square feet per station was used as a guideline for typical 20-seat, 25-seat, and 36-seat classrooms. The larger, lecture hall-style classrooms are also planned with table and chair seating but of a fixed type for which 20 square feet per station was used as a guideline.

Drawings of select, typical rooms are located in Programming section of this report.

Baruch College and CUNY Review

Throughout the development of the Field Building Program and Test Fits, representatives from Baruch College and CUNY have provided valuable direction and feedback. Integral to the development of the project has been the review and revision of the Field Building Program Stacking Diagram through an iterative process advanced by DBBA with Baruch College and CUNY representatives. Influenced by the goals of the College, development of the proposed infrastructural upgrades, collection and analysis of programming information, and preliminary test-fits, the current Stacking Diagram organizes the building in distinct zones of performing arts, classrooms, academic departments, and administration.

At four key points in the progression of the project, DBBA made presentations to Baruch College and CUNY executives: Classroom Presentation (9/25/09), Preliminary Schematic Design Presentation (10/21/09), Baruch Cabinet Meeting (3/17/10) and Design Presentation (3/19/10). Materials from these presentations are compiled in the Appendices section of this report.

SYNTHESIS

Approach

As defined in the Project Organization section, Part 2 consists of both programming and plan layout efforts and their distinct work processes. The approach for Part 2 recognized the intrinsic nature of these efforts and the benefit of concurrent development. The test fits naturally progress from the program, but with a coordinated approach, the proposed building program and stacking diagram were reviewed and adjusted in response to the constraints and opportunities of the Field Building. Spatial relationships and qualities of the proposed renovated building were also considered in order to best benefit the assigned programming groups.

Revised Stacking Diagram

Revisions to the Master Plan stacking diagram, informed by the above considerations, include several key changes to the building program and its distribution. Journalism will not move into the Field Building, as newly renovated space has been provided in the Newman Vertical Campus. Dedicated Continuing and Professional Studies (CAPS) (Group 6) program space will not remain in the building — specific areas allocated to CAPS in the Master Plan for classrooms and open labs are being provided as part of classrooms and open labs to be scheduled on the College’s “grid.” For the Honors Lounge (within Group 2: Provost and Senior Vice President for Academic Affairs), a benefit was determined in adding the departmental offices of the Honors Program to the Field Building program in order to establish a physical relationship with the Honors Lounge. The Field Center for Entrepreneurship (Group 15) is proposed to remain in the Newman Vertical Campus, allowing College Advancement (Group 16) functions to remain in the Field Building. College Advancement receives many alumni visitors and benefits from its location in the historic Field Building. Proximity to the President’s Office, which is proposed for relocation to the Field Building, is also an advantage for the working function of College Advancement.

In conjunction with the changes to the proposed building program, the Stacking Diagram was further advanced through several adjustments in program distribution. The revised Stacking

Diagram locates the general program areas of Performing Arts, Classrooms and Open Labs, Academic Departments, and Administration in distinct sectional zones of the building:

Floor Department(s)

1 Entrance, Bernie West Theater, and Mason Hall

2–7 Mason Hall, Classrooms, Open Labs & Student Life

8–13 Weissman School Academic Depts. (Natural Sciences, Psychology, and Mathematics, including Teaching and Research Labs), Student Life, Honors Lounge and Program, Communications and Marketing, & the Baruch College Alumni Association

14–16 Administration

Ground Floor Lobby

The proposed new entry at Lexington Avenue will open up the lobby with a large area of glazing to draw people in from the street and express College activity within the building. At 23rd Street, the new entry, envisioned to mainly serve Mason Hall and the Bernie West Theater, will also bring in more light and provide a more generous entry opening. Designed to provide easy access to new and existing vertical circulation, the proposed renovation of the ground floor lobby is a coordinated Part 1 and Part 2 effort

Inherent flexibility in the organization of the ground floor circulation will allow the College to make operational adjustments in the lobby, with use of the Mason Hall entry, as needed. As described in the Part 1 Infrastructure section, the ground floor structure will be lowered to create direct access to the Lexington Avenue lobby and a new ramp will be added at the 23rd Street entrance, to meet ADA access requirements. New connections from the Field Building lobby to the Administrative Building and Newman Hall will drastically improve current ADA access throughout the South Campus.

Master Plan Amendment Stacking Diagram

The Master Plan Amendment Stacking Diagram served as the starting point for the Part 2 Programming and Plan Layouts effort. Through an iterative process involving considerations of the Existing Building, Infrastructural Upgrades (Part 1), Quantitative Analysis, User Programming Interviews, Space Standards, Baruch College and CUNY Review, the Stacking Plan was further developed with several key revisions.

Revised Stacking Diagram

The Revised Stacking Diagram incorporates adjustments made to the proposed building program and organizes the overall program groups into distinct zones for improved building function. Program groups with the greatest occupancy and activity are located at the base of the building: spaces with intense student

Performing Arts

Mason Hall (an approximately 1,100-seat auditorium) and the Bernie West Theater (74-person black box theater) are the major performing arts program elements in the Field Building, both currently and after the proposed renovation. A goal of the renovation is to separate access to Mason Hall so that auditorium events do not disrupt the building’s academic activities.

As part of the revised Field Building Stacking Diagram, the Bernie West Theater will be located on the 1st floor. (The existing theater is located on the 9th Floor). During the first programming interview, members of the performing arts group expressed a desire for the Bernie West Theater to be at the ground floor, 2nd Floor, or 3rd Floor, adjacent to Mason Hall. Additional opportunities are created with the relocation of the Bernie West Theater to the northwest corner of the 1st Floor. The slab and structure are to be lowered at the Lexington Avenue entrance and northwest corner of the 1st Floor allowing for a higher ceiling height for the black box theater than can typically be achieved elsewhere in the building. Also, at the northwest corner of the 1st Floor, the Bernie West Theater can share the 23rd street building entrance, box office, and lobby with Mason Hall. The Theater can be used as a pre-performance or reception space for Mason Hall events. And locating both spaces together also allows for a variety of events that utilize both spaces. Proximity is also optimized between the Theater and the shared scene shop, storage, and wardrobe maintenance spaces to be provided in the basement.

Toward the goal of autonomous function for Mason Hall, a new elevator at the south side of Mason Hall is proposed to provide ADA and support access between the basement, 1st Floor, stage, and 2nd Floor of Mason Hall. Structural modifications are proposed to remove the lowest two rows of the balcony which would greatly improve the sightlines from the upper balcony and from the rear seats below. Due to constrained headroom in the 2nd Floor corridor under the balcony, this connection between Mason Hall and the 2nd Floor will be eliminated. In addition to the shared support program areas listed above, support program areas needed for Mason Hall include dressing rooms, a green

room, control room, and reconfigured projection room. Specific audiovisual, lighting, acoustic, and finish improvements are to be studied in the development of the phased fit-out work.

Classrooms / Open Labs / Student Life

Of the programming groups included in the renovation of the Field Building, the greatest area is dedicated to classrooms. Classrooms are principal to the vitality of the building. Together with Student Life space, Open Labs, and teaching labs (described in the Natural Sciences section below), classrooms make up the portion of the program occupied by students. In fostering an environment for learning and interaction, the quality of these spaces is essential.

The renovation and reorganization of the Field Building locates the major student spaces on the 2nd through 7th floors. The new elevator bank will provide 4 new large capacity elevators which serve the 1st-8th floors; at peak times, skip-stop elevator operation will serve the 1st, 4th, 6th, and 8th Floors. Adjacent to the elevator bank is an open stair connecting the 1st through 8th floors. Student Life spaces are distributed throughout the 2nd to 10th Floors.

Classrooms

Several main contributing factors — classroom quantitative analysis, classroom quality, and building organization have influenced the location and number of proposed classrooms.

Based upon the classroom quantitative analysis prepared by SPA, classroom sizes of 20, 25, and 36 seats are in demand by the College. Inherent in the proposed classroom mix is an understanding that courses will not always be taught in the same campus building that houses the academic department office. Still, 20, 25, and 36 seat classrooms are compatible with needs of the Mathematics, an academic department moving to the building that utilizes classrooms on the College’s scheduling grid. 20, 25, and 36 seat classrooms also fit well within the existing column bay structure and window spacing of the Field Building.

03 PROGRAMMING & PLAN LAYOUTS

At the eastern portion of the 4th through 7th Floors, five lecture hall style classrooms, with at least 100 seats each, are proposed. There is underlying value in this allocation. As explained in the Quantitative Analysis section, the building’s existing organization and structure readily support this classroom type and the cost of building or acquiring comparable rental space in another facility, as campus space needs increase, would likely be unattainable. Existing large classrooms at the 4th and 5th Floors will be reworked to improve sight lines and replace tablet arms with table and chair seating, in order to enhance the quality of instructional space. The northern classroom exists as a double height room with a balcony. It is recommended that the balcony be removed (existing sight lines from balcony seats are poor) and the room be reconfigured in a stepped amphitheater design. The existing southern lecture halls on the 4th and 5th Floors are single story and stack on top of each other with structural sloped floors. The basic arrangement will be retained, but adjustment to the slope of the raked floors is proposed to improve sight lines. The design team has introduced a corridor between the north and south lecture halls that allows for both front and rear entry into the south lecture halls.

On the 6th Floor, in the space of the existing gymnasium, two large double-height tiered classrooms — one with amphitheater style seating and one with straight seating — are planned. The amphitheater style classroom is entered from the 6th Floor and the straight seating classroom is entered mainly on the 7th Floor, at the rear, with a secondary entrance on the 6th Floor. Staggered entrance locations will aid in reducing congestion created by classes with concurrent schedules.

The proposed classrooms for the Field Building Renovation will provide Baruch College with a variety of quality, instructional spaces. To improve the caliber of classrooms, layouts accommodate tables and chairs for seating and entrances to classrooms at the rear of the room, as well as providing natural light. Infrastructure upgrades will greatly improve the quality of the classrooms with new mechanical systems and replacement windows. (The existing classrooms are cooled by window air conditioning units.) Nearly all of the proposed classrooms are located on the perimeter of the building, receiving direct, natural light.

Open Labs

The Master Plan Amendment (Space Utilization and Needs Analysis for the Master Plan, June 2008), incorporates dedicated open lab space in the Mathematics, Natural Sciences, and Psychology program groups. In further discussions with user groups, and Baruch College and CUNY

representatives, through the program interview process, it was determined that the opens labs could be shared between academic departments. Therefore open labs are to be scheduled on the College’s grid. When not in use for coursework, open labs can be available for drop-in student use. By locating the open labs on classroom floors (4th and 5th), these spaces will not be associated with any one department and will be in close proximity for student use between classes.

The proposed configuration of the open labs is modeled on the newly renovated Studio H Lab (Room 7160) in the Vertical Campus. With computer stations at the perimeter of the room and a large conference table in the center of room, flexibility and improved instructional quality are achieved. When the instructor is speaking, students are positioned to turn away from their computer with greater attention, or students can sit around the central conference table. When students are using computer stations, the instructor has a clear view of every monitor. Drawings of the typical open lab are located in Programming section of this report.

Student Life

As an urban campus with little outdoor open space, the Student Life spaces at Baruch College are essential. The organization of the existing Field Building provides minimal areas for students to spend time outside of class; currently students can be seen sitting on the floor along the edges of the building’s corridors. Student facilities originally in the building have been eliminated with the relocation of the student library and the new gym and swimming pool provided at the Newman Vertical Campus. The proposed Field Building Renovation will integrate a diverse collection of designated Student Life spaces on the floors most frequented by students. These spaces will provide for a wide range of activities, including individual and group study, meetings, social gathering, as well as food service and computer kiosks, to support the students.

At the 2nd, 4th, and 8th floors, Student Life lounges are proposed. Each possessing a distinct character, the lounges offer space for both organized and informal activity. The lounge at the 2nd Floor is located on the western edge of the building and will recreate the volume of the original library behind the exterior double-height arched windows. Adjacent to the historic parapet at the north façade, the 4th floor lounge is proposed within the north addition and provides flexible space for students adjacent to two large classrooms. As a double-height volume, this lounge receives additional natural light and is visually connected to a 5th floor balcony, of small study areas, which overlooks this lounge. The third Student Life lounge is located on the 8th floor the crossover floor for the low-rise and high-rise elevator banks. An added benefit of this lounge location is its shared proximity to the teaching labs of Natural Sciences (8th–10th floors) and the classroom floors.

Smaller more intimate spaces for studying and discussion are created adjacent to circulation zones and within alcoves (2nd–10th floors). The open, connecting stair, along with the building’s main egress stairs, serves to link the main student floors and creates additional space for interaction.

In summary, the proposed classrooms, open labs, and student life spaces of the Field Building renovation will establish much needed instructional space for the College. A goal of the renovation is to attract students and faculty to the building. In support of this goal, classrooms will provide generous spaces for learning surrounded by Student Life spaces to foster a range of academic and student activities. Improved facilities coupled with heightened use will add prominence to the College’s historic structure and anchor the South Campus.

Natural Sciences

Laboratories for the instruction of the Natural Sciences have been part of the Field Building throughout its history. Even though the present labs were renovated during the 1970s, they have become outdated and are no longer adequate for their intended use. The renovation will replace these with larger, better equipped facilities custom-designed to meet the current needs of the department.

A quantitative analysis was performed by SPA to optimize the sizes and quantities of teaching laboratories. Using class enrollment data from the past four semesters, along with standards established by CUNY and comparable institutions, it was determined that the curriculum could be offered most efficiently with ten teaching labs of 24 stations each. Biology is planned to receive a larger complement of advanced laboratories, as is required to support the new biology major, the only major currently offered in Natural Sciences.

The distribution of lab types recommended by the analysis is as follows:

Ecology, Biology, Advanced Biology, Chemistry, Physics = 2 labs each

In order to support Baruch College’s goal for faculty work to include both teaching and research and to enable the department to retain and attract qualified faculty, the renovation will provide an increase in laboratory space devoted to scientific research.

These labs will be opened and shared, organized into modules that can be adjusted to meet the needs of individual researchers. This approach represents a departure from the current condition, but follows the CUNY model and allows for a transparency in the assignment of research space.

The Master Plan Amendment had intended for the Natural Sciences to be located on the 11th–14th floors, with residual program on the 15th. DBBA’s analysis of the existing building, in particular the location of columns and the distribution of

setbacks, led to a re-evaluation of the Master Plan Amendment, in regards to Natural Sciences. DBBA recommends that the Natural Sciences be located on the 8th–10th floors, where the larger floor plates better accommodate the lab sizes established in the quantitative analysis.

The work thus far has established types and sizes of laboratories, as well as their general layout. However, further programming is required to determine in greater specificity the services and equipment that are required for each lab space.

SYNTHESIS (CONT’D)

Psychology

Consistent with the College’s goal of establishing the Field Building as an equal counterpart to the Newman Vertical Campus, the Master Plan Amendment proposed relocating the Psychology department, along with Mathematics, into renovated spaces of the Field Building.

DBBA’s programming continues this directive, and per the College’s request, allocates 14,000 nasf on the 11th and 12th floors of the Field Building to the Psychology department. In support of anticipated growth, especially in the graduate programs, the assignable area constitutes a 50 percent increase over the existing facilities in the NVC. However, it should also be noted that this represents a reduction from the allocation provided in the Master Plan Amendment that was necessary in order to preserve the variety of academic and administrative functions intended for the Field Building.

The spaces for the Psychology department fall into two categories, offices and laboratories. The offices follow the guidelines established in the Master Plan Amendment, with the exception of the spaces allocated to adjuncts. From the programming interviews, and consistent with the approach in other academic offices, every two adjuncts will share a 40-nasf workstation. This reduces the total office component and allows for more dedicated research space.

Laboratory spaces primarily support faculty research. However, one lab is dedicated to teaching experimental psychology and another is dedicated to the Masters in Mental Health Counseling program. All have been developed schematically, using typologies derived from the existing laboratories. These are intended only to establish a consistent point of departure for further programming that will take into consideration the specific needs of each researcher.

Honors

From its current location on the 9th floor, the Honors Lounge, which houses organized and informal activity for students in the Honors Program, is proposed for relocation to the north side of the 12th floor. The offices for the Honors Program are proposed to move to the Field Building, to join the relocated Lounge on the 12th

floor. The existing lounge location interferes with the routing of key infrastructural upgrades while improved views would be gained from a higher position in the building. Adjacent to the relocated Honors Lounge, at the roof of the north addition, a green roof is proposed. Controlled access to this roof from the Honors Lounge is an option, if desired by the College.

Administration

Administration offices are located at the highest and smallest floors (14–16) of the building. These floors are connected by the two egress stairs and served by the high-rise elevator bank with 2 of the high-rise elevators serving the 16th floor. For College Advancement, close proximity to the President’s office is beneficial for the working function of the department. As sole occupant of the 14th floor, an open plan layout, desired by College Advancement, is proposed. (The complete College Advancement program is accommodated on this floor.) Above, on the 15th and 16th floors, distinct spaces are required for the President, Provost & Senior Vice President for Academic Affairs, and Vice President for Administration and Finance groups. However, these groups share both a small and large conference room. The historic office, with original fireplace, at the southeast corner is proposed for the President’s office.

Note: see appendices for net assignable area diagrams for the proposed program layouts

* Source: DBBA Zoning Calculations per SD Infrastructure Report (Floors 1–19)

** Source: CUNY Department of Space Planning (6/29/09)

Efficiency Comparison

Comparison of the net assignable square feet to the gross building square feet of both existing Field Buildling Program Layout and the Proposed Program Layout is summarized in the Charts above.

The reduced efficiency of the proposed layout is directly related to additional, non assignable space required for key enhancements provided by the revised design, that were deficient in the existing building layout, including the following:

• Additional elevators & associated elevator lobbies

• New convenience stair: levels 1-8

• Introduction of central air-conditioning and associated mechancial rooms and shafts

• New electrical service and associated vaults, equipment rooms and electrical closets

• Introduction of automatic sprinkler system and associated equipment rooms

• Generous first floor entrance lobby

• ADA compliant toilet rooms

These features are essential elements for a high quality academic building designed to meet the needs of Baruch College and account for the reduction in the proposed building layout efficiency.

Conclusion

The proposed renovation of the Field Building will reorganize and improve the quality of the building — both spatially and functionally — while incorporating the programmatic needs of the assigned user groups. The analysis, data, and drawings, in the following Analysis & Tabulation and Test-Fit sections provide the findings and products of the Part 2 efforts. Through the phased fit-out of the Field Building renovation, the programming summaries and test-fit plans are intended to serve as a guide for future work.

qUANTITATIVE ANALYSIS

Classroom Space

The classroom analysis looks at the current classrooms, their location, and capacity. The goal is to establish the long-term need in total square footage and size distribution. At the start of the process the College expressed the desire to expand rooms available with capacity over the 100-seat level. Part of this goal for additional large lecture halls is to provide greater efficiency in faculty load through the use of larger lecture sections.

The Importance of Classrooms at Baruch. The classrooms at Baruch are probably of greater importance than most of the other CUNY senior colleges. Part of this reason is the percentage of total weekly student contact hours (WSCH) that occur within classroom space. While schools like Hunter College have approximately 70% of their total WSCH scheduled in classrooms or lecture halls, Baruch College delivers fully 95% of all instruction in the classroom inventory. Figure 1 shows that distribution.

The seat count in Field totals 2,704, less than half of the 6,109 seats in the Vertical Campus. Only 70 seats are located outside of the two buildings. The distribution of classrooms has a very similar proportion, with 55 rooms in Field and 118 in the Vertical Campus. Figure 2 shows the current classroom distribution in assignable square feet.

Current Classroom Distribution. The college has a total of 125,895 net assignable square feet (nasf) of classroom space distributed among four campus buildings. The primary classroom location is in the Vertical Campus, totaling 82,466, or roughly two thirds of the total available classroom space.

Presently the Field Building holds less than a third of the total classroom space, or 38,497 nasf of the campus total. This includes the roughly 8,539 nasf that was devoted to the High School until Fall 2008. A modest number of classrooms is also located within the Administrative Building and Newman Hall.

Classroom Station Size. The Field Building classrooms average less square footage per seat than the other three facilities, even when adjusted for the five large lecture halls. The reason for this is that while much of the Vertical Campus was built with classrooms furnished with tables and chairs, the classrooms in the Field Building are primarily furnished with tablet armchairs. The result is that the building is very efficient in total seats, something that will be lost once the building is renovated and the classrooms are fully modernized. Figure 3 shows the average seat sizes with the large lecture halls and without.

Figure 1. Weekly Student Contact Hours

Figure 2. Distribution of Classroom Space

Figure

Figure 4. Utilization Rates by Building (based on CUNY guidelines)

Figure 1. Weekly Student Contact Hours

Newman Admin.

Newman

Figure 2. Distribution of Classroom Space

Figure 1. Weekly Student Contact Hours

Figure 2. Distribution of Classroom Space

Figure 3. Average Station Size by Building

Figure 4. Utilization Rates by Building (based on CUNY guidelines)

Current Utilization. Figure 4 shows the current utilization of the classrooms by building at the college. The Vertical Campus is currently utilized at approximately 115% of the CUNY Guidelines. The more modest Field numbers reflect both the classrooms utilized for credit instruction, based on Fall 2008 data, and the rooms devoted to the high school and non-credit instruction. The utilization is limited to 46% excluding the five large lecture halls. This number is actually lowered to 41% when these five rooms are included. The poor utilization of Field lecture halls does raise the question: are more large lecture halls needed for Baruch College? However, the poor condition of existing Field facilities makes it hard to establish a strong conclusion.

horizontal

room numbers. The green bar

the capacity and the red the utilization. The rooms located to the left, on the twelfth and thirteenth floors, are those utilized by the high school and as such show modest evening utilization.

Figure 5. Field Building Utilization

Figure 5 illustrates the current capacity represented by the vertical axis in total weekly student contact hours (WSCH). The

axis represents the

represents

Figure 4. Utilization Rates by Building (based on CUNY guidelines)

Figure 6 illustrates the utilization of the 15 largest rooms at the college, inclusive of the two large 500 seat lecture halls at the Vertical Campus. The chart includes those two rooms, the five lecture halls at the Field Building, along with a complement of 114-seat and 80-seat classrooms at the Vertical Campus. Slightly different from the previous chart, this chart shows the total capacity in seats for each hour for which the room is scheduled, shown in green. Overlaid is the orange of the actual section that was scheduled into the room. These sections have been sorted by room and by size, with the largest on the right and the smallest on the left. Notice the two rooms at the farthest to the left. They are among the most fully utilized rooms at the College, the 80-seat classrooms in the Vertical Campus.

Now look at the classrooms in the middle of the chart. These rooms are the 114-seat rooms in the Vertical Campus. These rooms are not nearly as effectively utilized as the 80-seat rooms. Many of the scheduled sections are at or below 60 students. Because the rooms are located in the Vertical Campus, and not in the older, more obsolete Field Building, this raises the question of whether the college really needs additional capacity above the 100-seat level. The creation of additional smaller classrooms would relieve some of this underutilization.

Current and Projected Classroom Need. The current and projected need based on the anticipated WSCH varies depending upon the average square feet per station. Figure 7 shows the need based on a sliding scale of 16, 18, 20, and 22 nasf per seat. Also provided is the current and projected classroom need established by Paulien Associates during the 2008 Master Plan Amendment.

The College is unlikely to significantly increase the amount of square footage devoted to classrooms above 130,000 nasf given the many competing demands. The result of improving the quality of the classrooms is likely to result in a reduction in the number of classrooms. Emphasis will need to be placed on better utilization, both through hours scheduled and the fill rate for each room.

Figure 6. Capacity v. Section Enrollment for the 15 Largest Lecture Halls

Figure 7. Current and Projected Classroom Need

Figure 6. Capacity v. Section Enrollment for the 15 Largest Lecture Halls

Figure 7. Current and Projected Classroom Need

Distribution of Section & Classroom Sizes. Figure 8 represents the distribution of section sizes by enrollment with total enrollment on the horizontal axis and the number of sections in the Y Axis.

Substantive peaks occur in the classrooms sized in the twenties and thirties with another notable peak at 80 students, those sections matching the

80-seat lecture halls at the Vertical Campus. Above that level the section offering is more modest with a minor bump at around the 100-student level.

Figure 9 represents the current classroom count by seating capacity. In contrast to the sections, which peak in the mid-twenties, the classroom inventory peaks in the forties.

Figure 9. Classrooms by Seat Count

Figure 8. Number of Sections by Enrollment

Figure 9. Classrooms by Seat Count

Figure 8. Number of Sections by Enrollment

What may not be apparent in figures 8 and 9 is that the College’s primary problem is at the lower capacity classrooms. Mathematics, which averages 28 students per section, is scheduled in rooms that average of 45 seats. With 289 sections in Fall 2008, Mathematics also scheduled all sections but 16 in the Vertical Campus. The Vertical Campus has only 15 classrooms designed for approximately 35 seats, the perfect size for Mathematics. The number of classrooms should be close to 30, and that does not include other departments scheduling that section size. The result is shown in Figure 10. The blue is the capacity of the room and the red is the enrollment in the individual Mathematics section.

More than 60% of Mathematics sections are scheduled into 50-plus-seat classrooms. Part of the overall scheduling strategy of the College should be placing these sections into classrooms that have a “tighter” fit. The result will be better utilization across the campus, better use of resources and, most important, more classrooms for the same amount of space.

Distribution by Section Size

11

the WSCH by section size. The depiction provides a look at the section size delivery by content area. In this particular variation, all the content areas have been muted to blue and green except for Humanities and Mathematics. Depicted in orange and red respectively, these two departments dominate the 25 to 36 student sections. While not as high a percentage as Mathematics, Humanities still has a very high percentage of courses taught in the Vertical Campus.

The result is that the Vertical Campus, which has only 30 rooms appropriately sized for either the Humanities or Mathematics sections, would need close to 75 classrooms between 25 and 36 to meet the needs of the College. 82% of the need

for classrooms of the smaller size classrooms is required by these two departments.

As discussed in the Paulien study, the College has a relatively low fill rate on its classrooms. This could be greatly improved by placing the Mathematics Department in proximity to an adequate number of rooms that are designed specifically for their section sizes. Also while there is the possibility of further aggregation of sections in the Social Sciences and the School of Business, Mathematics is not going to substantively change its section sizes. The right size and number of rooms in the Field Building will improve the College’s overall utilization of space while freeing up classrooms within the Vertical Campus for more appropriately sized sections by departments housed there.

. Figure

represents

Figure 11. WSCH by Discipline

Creating New 100 Plus Lecture Halls. Similar to Figure 11, Figure 12 represents the total weekly contact hours by section size and content area. In this case the selected departments are those that are likely candidates for being aggregated into larger sections. A couple of points can be made from this chart.

First, the College could shift the sections in the 80-seat classrooms in the Vertical Campus to larger sections, resulting in the underutilization of the 80-seat classrooms. The second point is that if the sections that are at the Forty-Eight or Less are shifted, only three 100 seat lecture halls would be needed to accomplish this task. The conclusion is that the College can generate larger sections, but only modestly before the excellent utilization of the 80-seat classrooms is impaired.

Projected Rooms. The conclusion from the previous analysis is represented in Figure 13. The chart shows projected need, current distribution across the college, distribution outside of the Field Building and within Field. The chart illustrates that the need, represented by the blue is at the smaller classroom sizes.

Figure 14 isolates classrooms with 64 or fewer seats. As shown in the chart, the greatest projected need is for 25 and 36 seaters and this size should be the focus for reconfigured classrooms in the Field Building. (Classrooms with 20 seats or less can be scheduled up into larger rooms or into departmental seminar rooms.) By developing adequate small classrooms, and scheduling Mathematics and Humanities into those rooms, the College can reduce the number of courses scheduled in oversized rooms. A greater quantity of smaller classrooms, over fewer larger classrooms, should be provided to maximize the classroom count and relieve course scheduling, overall.

What the Field Building Affords. While building classrooms in the lower range address many of the near term issues for scheduling, the Field Building currently has several large lecture halls plus the opportunity of converting the existing gym. These are facilities that potential future rental facilities in almost all cases will not afford. It is therefore recommended that they be developed and modernized, even if they cannot be fully utilized within the next ten years.

Figure 12. Content Areas for Potential Delivery in Larger Sections Social Sciences Management Law Finance Accounting

Figure 13. Current and Projected Classrooms

Figure 14. 64 and Under Classrooms

Vertical Circulation

Introduction. The renewal of the Field Building will, by necessity, require the upgrade and expansion of the vertical circulation. The issue confronted is how to correctly define the volume of students entering and leaving the building.

Method. The data available begins with either two sources: the seat count or the course schedule. For a college like John Jay, the strategy is simple: utilize the seat count with a fill percentage.

This approach is viable because John Jay has a simple course grid: Nine 90-minute slots beginning at 8:00 AM and ending at 9:30 PM. Figure 15 represents the start and stop times at Baruch. Baruch has 142 start and stop times for its sections.

The problem is counting. The John Jay College model, which is hard on infrastructure, is easy on the consultant. Baruch, with 140 plus starts and stops, presents more of a challenge. The approach selected was to look at the Vertical Campus and its peaks relative to its total seats. An additional adjustment was made anticipating an improvement in the College’s fill rate.

The outcome is shown in Figures 16 and 17 These charts represent a hypothetical Monday and Tuesday once the renovation is complete. A course schedule was developed, expanded from the current schedule of the Field Building, to match the peak to seat count ratio of the Vertical Campus. The resulting schedule is then queried for start and stop traffic.

The benefit is that the college distributes more of the student traffic load across the day than John Jay. With the John Jay grid, the college has seven large point loads (excluding the start and end of the day) in which the entire campus population will be placed into motion. With Baruch these numbers, while not evenly distributed, place less of a burden on the infrastructure.

Several critical points (using military-style time) should be noted. Because these are stop/ start charts and not really up and down traffic, times of day when students are most likely to be entering or exiting the building, and not moving to another class within the building, are the most significant in that these represent the closest analogy to up and down volume. In the Monday chart, the stop traffic at 12:25 and the start traffic at 12:50 with 640 and 552 students respectively, create an aggregate peak at lunchtime. The largest volumes on Tuesday begin and end lunch with stop traffic of 953 students at 12:25 and start traffic of 1,225 students at 14:30, resulting in the high probability that all the students identified are either entering or exiting the building.

The close of the day and beginning of the evening sections is also a time with high correlation. Here, rather than the result of a singular start or stop, the elevators are likely to be overwhelmed by the composite of the down traffic from day students occurring simultaneously with the evening students arriving at the building. Monday’s two peaks are at 17:25 with a major stop of 679 students and 18:00 with a major start of 967 students. Similar to Monday, Tuesday’s transition is also from 17:25 to 18:00 as students from daytime sections are leaving the building and evening sections are beginning.

Figure 14. 64 and under classrooms

Figure 15. Start & Stop Times

Figure 16.

Figure

Science Lab, Current & Required

Introduction. The Department of Natural Sciences is comprised of specialties in biology, chemistry, environmental sciences, and physics. These disciplines are provided as part of an arts and sciences education. The courses prepare students for entry into professional schools of medicine, dentistry, and other health care fields, as well as graduate study in biological sciences, and teaching of biology, chemistry, and general sciences.

Department, Service Role & Majors. The Science Department at Baruch has until recently been a service department, providing lab and lecture courses as part of the College’s General Education requirements. A major was provided but only as an “ad hoc” degree, each designed by the individual student.

The department recently applied and received approval for a baccalaureate degree in Biology. The department also anticipates the pursuit of an undergraduate degree in Physics.

Figure 18 represents the total WSCH by lab course for Fall 2008. The distribution includes all content areas for Biology, Chemistry, Environmental Science and Physics. The chart further distinguishes the lower division by the dark blue and upper division offering by the red. Approximately 85% of the offering is devoted to general education, with only a modest offering at the upper division level.

Utilization Standards for Teaching Labs. City University currently maintains a seat utilization target of 19.2 WSCH per seat. When multiplied against the 24-seat count, typical for lower division teaching labs, the product is 461 WSCH per lab. This standard is likely to be raised as CUNY is currently evaluating its utilization standards and space guidelines. The result is likely to be closer to 550 to 600 WSCH. Currently Hunter College and BMCC have lower division labs that run more than 1,000 WSCH per week.

Figure 18.

Fall 2008, WSCH by Course

Figure 20. Potential Lab Prototypes

At 550 WSCH per Lab. Assuming 550 WSCH per science lab with total science lab WSCH of 5,461, along with the fact that high frequency sections could be scheduled at a relatively high rate, ten labs should be able to accommodate the teaching lab activities of the Natural Sciences Department at Baruch. Even nine laboratories is a feasible possibility.

Proposed Utilization. Based on a ten-lab complement, the proposal is that the lower division labs run at a higher level utilization, affording more specialized labs devoted to higher level courses. Figure 20 represents the proposed fivelab prototypes, with two proposed within each category. The first type would be a general biology lab devoted to Survey of the Living World and General Biology sections.

The second prototype will be two labs devoted to the upper level courses of Biology, including Biology 1 (majors), Molecular, Endocrinology, Vertebrate Anatomy and Microbiology. While more modest in utilization, these rooms will be devoted to delivery of the new major.

The third lab prototype will focus on Chemistry. The development of the prototype should include whether Organic Chemistry can be delivered in both or designed into just one of the two labs. The fourth lab prototype is centered on Environmental Science, including the large number of ecology sections. The last prototype will be devoted to the Physics offering. As in the case of the other prototypes, there would be two labs.

Figure

Figure 19 represents the current utilization for lower division labs at Queens College.

Figure 18. Fall 2008, WSCH by Course

Figure

Figure

01 PRESIDENT’S OFFICE

The President’s Suite is the public face of the college, requiring a design standard that promotes ties to alumni, donors, and the Baruch community as a whole. The design of the suite should express the traditions of the college and the historical significance of the site at 17 Lexington Ave. The President’s Office is used for private discussions and small gatherings with advisors and donors. Central to the function of the President’s Office is a sequence of waiting and reception areas, support spaces, and advisor offices as well as proximity to a private changing room. The President’s Office must also have two means of egress.

Area / Grouping Diagram

* Provost Suite Chief of Staff President’s Office 25-Person Conference Rm

Kitchenette 12-Person Conference Rm Waiting Area Reception Reception

Exec. Secretary

Legal Counsel

Legal Assistant

02 PROVOST & SENIOR VICE PRESIDENT FOR ACADEMIC AFFAIRS

The Provost and Senior Vice President for Academic Affairs directs and supports the academic programs and services at Baruch College. The Provost suite will house the offices for the Provost, the Associate Provost for Academic Administration, and the Associate Provost for Faculty Development. Convenient to these offices are workspaces for advisors and supporting staff. Critical to the design of the suite are provisions for confidential committee meetings and accommodations for the storage and review of secure personnel files. Together with the President’s office, the Provost suite forms the administrative anchor of the Field Building program.

The Honors Program is a “college within a college” providing an enriched academic experience for over 500 students selected through a separate admissions process. The program is an important recruiting tool for highly qualified students, and has its own advisors and administrative support. The design should aim to reinforce the unique sense of identity for the Honors Program and promote ties to the broader history of the College.

12-Person Conference Rm

Waiting Area

Kitchenette Reception Reception

25-Person Conference Rm

Honors Program Area / Grouping Diagram

Assoc. Provost Faculty Develop.

Honors Lounge Director

Waiting Area

Assoc. Director Advisor Advisor Assoc. Director

Workstation Workstation Workstation

Receptionist Receptionist

Admin. Assistant

Exec. Assistant

Director

Workstation Workstation Workstation Provost

Assoc. Director Advisor Advisor Assoc. Director

Receptionist Receptionist

Waiting Area

Institutional Research Dir.

Waiting Area

Admin. & Financial Services Coordinator

Senior Director Budget, Finance & Academic Planning

Workstation Sponsored Prog. & Research Dir.

Workstation Workstation

02 PROVOST & SENIOR VICE PRESIDENT FOR ACADEMIC AFFAIRS

03 VICE PRESIDENT FOR ADMINISTRATION & FINANCE

The VP for Administration and Finance manages the financial, physical, and human resources of Baruch College. Programmatically, this consists of a suite of offices housing the Vice President, along with a group of advisors and support staff. Along with the offices of the President and the Provost, the VP for Administration and Finance forms the administrative core of the Field Building program.

The existing Human Resources program in the Field Building consists of a file storage room located in the basement level. This space will be allocated to BPAC.

VICE PRESIDENT FOR ADMINISTRATION AND FINANCE “KEY ADJACENCIES”

04–05 PROVOST, DEANS, FACULTY: CLASSROOMS & OPEN LABS

The General Academic component of the Field Building program will determine parameters for the design of the renovated classroom spaces. Classrooms at Baruch College are scheduled by the registrar, and are not owned by the academic departments. The programming will be approached from two directions by the design team. The first is a quantitative analysis to determine needs for classroom use, based on empirical data provided by the college. The second is a qualitative assessment drawing from college models, goals, culture, and pedagogy. It is recognized that the renovation will not fully address the shortage of classroom space. Instead, the focus will be to provide classroom spaces of the highest possible quality.

The Open Labs will be scheduled on the College’s grid for use by a variety of academic departments, in the same manner as the classrooms. When instruction is not taking place, the open labs will function as open computer labs.

07–08 STUDENT LIFE

Student Life includes space for both flexible activity and specific programs, outside of scheduled classes. These spaces should encourage students to spend time on campus and provide spaces equivalent to outdoor campus open space. Currently, there is a shortage of all types of Student Life space. In the Field Building, Student Life spaces should be unique from the other campus buildings to draw students there.

Food service at Baruch College includes catering, the cafeteria (Vertical Campus), the café (Vertical Campus), and vending machines (Vertical Campus and Library). Food is prepared in the cafeteria kitchen and delivered via cart. Currently there are no vending machines or permanent food service at the South Campus. Vending machines offering “grab’n’go” sandwiches, snacks, drinks, and coffee are very popular at the North Campus. An area similar to the successful vending machine area in the Library was discussed as the best option for food service in the Field Building. Storage space and staffing are not required with this option.

Baruch Computing and Technology Center (BCTC) provides network infrastructure, classroom support, and campus event support for Baruch College. In the Field Building, BCTC has a telecom/data center on the second floor housing primary network equipment, and a Media Center used for storage and distribution of media equipment.

10 BUILDINGS & GROUNDS

Buildings and Grounds is responsible for the maintenance of all Baruch College campus facilities, providing general custodial services and ensuring the proper operation of building mechanical systems. The Field Building program will consist primarily of storage and maintenance shop spaces in the basement level and custodial closets on all floors.

Security and Public Safety is the law enforcement division of the college, committed to sustaining a safe environment for the Baruch community. At the Field Building, the program consists of a central command office on the ground floor to monitor entrances, security video feeds, and building alarm systems. The command center should be accessible to the building community for information and service.

11 FINE & PERFORMING ARTS

Performing Arts at Baruch College serve both the campus community and surrounding neighbors through distinct academic and public purposes. Music, literary and theater programs are integral to the Weissman School curriculum. Student productions occur in the fall and spring. Revenue and exposure is generated with the rental of PAC venues to outside groups for a variety of programs.

The BPAC venues include the Engelman Recital Hall and the Nagelberg Theater at the Vertical Campus and the Bernie West Theater and Mason Hall at the Field Building. Predominant uses for the Bernie West Theater are performing arts classes and student productions. As a black box theater, improved proportions and support spaces would lead to expanded use. Mason Hall is used for general academic lecture classes, several PAC events, and rentals. The character and capacity of Mason Hall are unique among the CUNY campuses and it is the largest auditorium in the Flatiron District. To promote greater use of the Hall as a performing arts center, sightlines, acoustics, sound/lighting systems, and support spaces require improvement.

FINE & PERFORMING ARTS “KEY ADJACENCIES”

Bernie West Theater

The Mathematics Department at Baruch College is part of the Weissman School of Arts and Sciences. Courses in mathematics are offered within the general undergraduate curriculum and are required for graduation. The department offers undergraduate majors in mathematics and actuarial science, along with a Master of Science in Financial Engineering. The mathematics program consists of a suite of departmental offices with workspaces for faculty, adjuncts, and support staff. Critical to the function of the department offices is an environment that facilitates student access to faculty.

Library

MATHEMATICS

“KEY ADJACENCIES”

Office

Faculty Office Faculty Office Faculty Office Faculty Office Faculty Office Faculty Office

Faculty Office Faculty Office Chairperson’s Office

13 NATURAL SCIENCES

The Natural Sciences Department offers courses in the core curriculum to Baruch College undergraduates. The department also offers advanced courses for science minors, and supports undergraduates who structure ad-hoc majors centered on the sciences. As of yet, there is no science major at Baruch College, but the department has a proposal for a biology major under consideration.

The Psychology Department offers undergraduate courses in the core curriculum, a specialization in general psychology for minors, and confers degrees for undergraduate majors. The graduate program provides MBA, MS, and PhD degrees in Industrial/ Organizational Psychology, and is starting a Master of Science in Mental Health Counseling. The department has grown significantly since the development of the Master Plan, with an increased focus on research, and has been targeted for additional support and resources in the strategic plan of the College.

PSYCHOLOGY

“KEY ADJACENCIES”

Chairperson’s Office

Reception

Faculty Office

Faculty Office

Faculty Office

Departmental Office Area / Grouping Diagram

Faculty Office

Faculty Office

Conference Rm

Faculty Office

Faculty Office

Kitchenette

Faculty Office

Faculty Office

Faculty Office

Faculty Office

Faculty Office

Faculty Office

Faculty Office

Faculty Office

Faculty Office

Faculty Office

Chairperson’s Office

Faculty Office

Faculty Office

Faculty Office

Faculty Office

Faculty Office

Faculty Office

Faculty Office

Faculty Office

Faculty Office

Faculty Office

Faculty Office

Faculty Office

Adjunct and Graduate Student Workstations

Faculty Office

Adjunct and Graduate Student Workstations

Faculty Office

Reception

Faculty Office

Faculty Office

Faculty Office

Faculty Office

Faculty Office

Faculty Office

Faculty Office

Faculty Office

Faculty Office

Faculty Office

Faculty Office

Faculty Office

Faculty Office

Faculty Office

Faculty Office

“KEY ADJACENCIES”

16 COLLEGE ADVANCEMENT, COMMUNICATIONS & MARKETING

COLLEGE ADVANCEMENT “KEY ADJACENCIES”

The Office of College Advancement implements and administers the College’s capital campaign in conjunction with the Baruch College Fund. Development, Alumni Relations and Executives on Campus also make up College Advancement. The Office receives many visitors, including alumni and board members. College Advancement’s current location in the Field Building is beneficial as alumni who graduated before the mid-1990s strongly identify their college experience with the Field Building — particularly the Honors Lounge, 2nd floor Library, 10th floor cafeteria and swimming pool. Currently, the Conference Center on the 14th Floor of the Vertical Campus is utilized for College Advancement programs.

College Advancement Area / Grouping Diagrams

COLLEGE ADVANCEMENT

“KEY ADJACENCIES”

Assistant Stewardship

Develop. Assistant Strategic Partnership

Exec. Director Strategic Partnerships

Assoc. Dir. Corp./ Foundation Relations

Develop. Assistant Storage

Assistant Exec. Dir. Leadership Giving

Exec. on Campus Director

Campaign Director

Campaign

Develop. Assistant

Develop. Assistant

Assistant Stewardship

Develop. Assistant Strategic Partnership

Exec. Director Strategic Partnerships

Vice President Exec. Assistant

Assoc. Dir. Corp./ Foundation Relations

Develop. Assistant

Conference Kitchenette

Assistant Exec. Dir. Leadership

Exec. on Campus Director

Campaign Director

Campaign

Develop. Assistant

Develop. Assistant

The Office of Communications and Marketing oversees and executes media relations, promotions, marketing, publications, and the website for the College. A variety of individual Baruch College departments are also the Office’s clients. The space dedicated to Communications and Marketing should convey the professionalism and 21st-century technology which are integral to its function. Specifically, an open collaboration area is needed for the review and development of design work.

36-SEAT CLASSROOM

36-seat Classroom

20-SEAT CLASSROOM

20-seat Classroom

2

1. Number of Occupants 20 students / 1-2 instructors

2. Fixed Equipment / Specialties Projection screen, ceiling-mounted projector, roll-down darkening shades and white board

3. Built-in Furniture

Smart Podium Monitor Roll-down, Surface-mounted Projection Screen

Roll-down darkening shades

25-SEAT CLASSROOM

25-seat Classroom

3/32” = 1’–0”

1. Number of Occupants 100+ students / 1-2 instructors

2. Fixed Equipment / Specialties Projection screen, projector, roll-down darkening shades and white board

1 / Number of Occupants 100+ students/ 1-2 instructors

3. Built-in Furniture

Curved tables (18 inches deep)

2 / Fixed Equipment / Specialties Projection screen, projector, roll-down darkening shades and white board

4. Furniture Free-standing table, chairs and lectern

5. Total Assignable Area = 2245 sf

3 / Built-in Furniture Curved tables (18 inches deep)

4 / Furniture Chairs, free standing table and lectern

HC

Smart Podium Monitor

Roll-down, Surface-mounted

shades

100+ CLASSROOM STRAIGHT SEATING

100+ seat Classroom

3/32” = 1’–0” HC

1. Number of Occupants 100+ students / 1-2 instructors

2. Fixed Equipment / Specialties Projection screen, projector, roll-down darkening shades and white board

3. Built-in Furniture Tables (60 x 18 inches)

1 / Number of Occupants 100+ students/ 1-2 instructors

4. Furniture Free standing table, chairs and lectern

2 / Fixed Equipment / Specialties Projection screen, projector, roll-down darkening shades and white board

5. Total Assignable Area = 2275 sf

3 / Built-in Furniture Tables (60 x 18 inches)

4 / Furniture Chairs, free standing table and lectern

Smart Podium Monitor

Roll-down, Surface-mounted Projection Screen

Roll-down darkening shades

Legend PS SH Smart Po dium Monitor

recessed

position

Pro jecto r, recessed M

Ro ll-do wn, surface-mounted, pro jectio n screen

Ro ll-do wn darkening shades

P White board

HC Wheelchair position

SH SH

Under cabinet tasklight, typ.

Indirect / direct light fixture, typ.

SH

SH SH CP

Ceiling Plan

Elevation A

Recessed wallwasher light fixture

CONFERENCE ROOM

FLOOR PLANS

LEVELS 2–3

FLOOR PLANS

LEVELS 4–5

FLOOR PLANS

LEVELS 6–7

FLOOR PLANS

LEVELS 8–9

FLOOR PLANS

LEVELS 10–11

FLOOR PLANS

LEVELS 12–13

LEVELS 16

BUILDING SECTIONS

Working closely with CUNY and Baruch, Davis Brody Bond Aedas developed a refined Stacking Diagram and associated Test-Fit Layout, based upon fundamentals from the Master Plan Amendment. The programming strategy and conceptual design that evolved through this process maintain the essential characteristics of the historic Field Building, introduce new elements that enhance the building’s use and performance, and achieve the goals articulated by the Baruch College Master Plan and the Strategic Plan 2006-2011.

The re-designed and fully renovated Field Building will continue to serve its original function as a multi-use, urban academic building. Additions to the building to accommodate new mechanical services and additional program space are placed carefully to support the overall character of the building. Existing defining, historic elements within the Field Building, including Mason Hall, President’s Office and the Honors Lounge are retained and enhanced. The space along Lexington Avenue that originally housed the school’s library is restored to its original double height grandeur to become a new focal point as a lounge for students. Vertical distributions of functions within the Field Building are organized to take advantage of the building’s configuration and optimize circulation within the building.

The Programming and Plan Layouts for the re-envisioned Field Building will provide Baruch College with a state of the art, academic building, equipped with high quality classrooms and laboratories, and the latest technology to support the school’s programs. These initiatives will create a renovated Field Building positioned to become a center for academic and student activity, and to provide a South Campus counterpoint to the Newman Vertical Campus and Information and Technology Center at the North Campus.

This effort provides a road map for the renovation of the Field Building so as to achieve the goals outlined by the University and College. With the completion of the Part 2 Programming and Plan Layouts, and the Design Development for Part 1 Infrastructure Upgrades, the Design Team will be able to initiate Part 4 First Phase of Interior Fit-Out and Part 1 Construction Documents Phase, moving further towards the actualization of a renovated Lawrence and Eris Field Building.

DESIGN TEAM

Architect

Davis Brody Bond, LLP

315 Hudson Street, 9th Floor, New York, NY 10013

Tel. (212) 633-4700

www.davisbrodyaedas.com

Associate Architect

Body-Lawson Associates

2307 Adam Clayton Powell Jr. Boulevard

New York, NY 10030

Tel. (212) 862-0290

Structural Engineers

Robert Silman Associates

88 University Place, New York, NY 10003

Tel. (212) 620-7970

www.silman.com

MEP/FP Engineers

Jacob Feinberg Katz & Michaeli Consulting Group, LLC

JFK&M Consulting Group

142 West 36th Street, New York, NY 10018

Tel. (212) 792-8700

www.jfkmcg.com

Zoning Consultant

Development Consulting Services

330 West 42nd Street, 16th Floor New York, NY 10036

Tel. (212) 714-0280

www.dcszoning.com

Façade Restoration Consultant

Building Conservation Associates, Inc.

158 West 27th Street, New York, NY 10001

Tel. (212) 777-1300

www.bcausa.com

Sustainability/Environmental Consultant

Viridian Energy & Environmental, LLC

60 West 39th Street Suite 3W

New York, NY 10018 /

50 Washington Street, Norwalk, CT 06854

Tel. (203) 299-1411

www.virdianee.com

Cost Estimating Consultant

Pete & Company

Tel. (914) 397-0405

www.peteandcompany.com

Study submitted as Davis Brody Bond Aedas, May 2010 Covers redrawn for web publication, Apr. 2024

Telecommunications, Security, Audiovisual & Acoustical Consultants

Shen Milsom Wilke (SM&W)

417 Fifth Avenue, New York, NY 10016

Tel. (212) 725-6800

Programming Consultant

Scott Blackwell Page, Architect

244 Fifth Avenue, 7th Floor, New York, NY 10001

Tel. (212) 779-2505

Elevator/Vertical Transportation Consultant

John A. Van Deusen & Associates, Inc. (VDA)

5 Regent Street Suite 524, Livingston, NJ 07039

Tel. (973) 994-9220

Lighting Designers

Tillotson Design Associates, Inc.

40 Worth Street Suite 1680, New York, NY 10013

Tel. (212) 675-7760

www.tillotsondesign.com

Building Code Consultant

Design 2147

52 Diamond Street, Brooklyn, NY 11222

Tel. (718) 383-9340

www.design2147.com

Geotechnical Engineers

Langan

21 Penn Plaza

360 West 31st Street 8th Floor, New York, NY 10001

Tel. (212) 479-5400

www.langan.com

Hazardous Materials Consultants/ Asbestos Survey & Mitigation Reports

Warren & Panzer Engineering, P.C.

228 East 45th Street 10th floor, New York NY 10017

Tel: (212) 922-0077