Portfolio - 2018

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Dina Kaganer 1


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About Me Hi, my name is Dina Kaganer. My passion is merging my artistic talents with my knowledge of math and science to create beautiful, innovative, and impactful environments and experiences. Studying Design and Environmental Analysis at Cornell University has given me the opportunity to go beyond interior design and learn how design thinking can be used as a problem solving tool to address everyday issues and create the potential for positive change. My process is combining research with conceptualization to enhance the human experience in the built environment and provide the potential for positive change within our society. 3


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Ta b l e o f C o n t e n t s Ad a pti ve R eu s e Spa d e

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C orp orat e N e x us Ta pe st r y Par k

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Ed u c ati o n Co r n e ll A bro a d Of f ic e Fo c u s Ty po lo gy C a r d s

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Po p-U p Inst al l at i on T h e G a r d en

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SP DE Unearth Your Potential

Spade is a community gathering place that functions as a social and educational hub and is centered on creating an inclusive and transparent environment where ideas and information are freely exchanged. The space embodies the essence of health and wellness to foster one’s personal development as well as promote a sense of community. This duality of educational and social programs will create an informal balance that will allow users to move through the building in constant exploration of the space and themselves.

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UPPER FALLS

NORTH MARKETVIEW HEIGHTS

SOUTH MARKETVIEW HEIGHTS

BEECHWOOD

CENTRAL BUSINESS DISTRICT

EAST AVENUE

The new community playscape combines landscape and greening strategies to reinvigorate the site and bring life to E. Main Street.

Beech Nut Site Rochester is currently centered on redeveloping old buildings rather than starting new construction. One of the historical sites that is being planned for redevelopment is the Beech Nut Building, located in the Beechwood neighbourhood. The goal of this project is to restore the building and its historical significance while providing a new function that will positively impact the local neighbourhood.

Filling the Gap The site analysis revealed that Rochester could improve the amount and quality of educational and social resources offered to residents of beechwood.

VERTA CROP

4TH FLOOR

Program Restaurant • • • • •

Bar Performance Stage Vertical Garden Dining Area Teaching Kitchen - culinary classes

Back of House

3RD FLOOR

2ND FLOOR

Library: • • • • •

Reading Lounge Rentable Meeting Rooms Computer area Seminar Room Makerspace

1ST FLOOR

Residence • • • •

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Loft Apartments Community Garden Dance and Art Studio Rooftop Patio

BASEMENT


Restaurant • • • •

A mediating space between the building and the community. A meeting spot for community members to comeSECOND together. FLOOR THIRD FLOOR Cncentrates on promoting a healthy eating lifestyle through dining and education. SECOND FLOOR THIRD FLOOR The kitchen serves as a preparation site as well as a learning facility. SECOND FLOOR

(718) 869-1186 Dk698@Cornell.edu 3616 Henry Hudson Pkwy, Bronx, NY 10463

FOURTH FLOOR FOURTH FLOOR

FOURTH FLOOR

THIRD FLOOR

Community Performances

Dina Kaganer

Culinary Classes

Farm to Table Food

Dina Kaganer (718) 869-1186 Dk698@Cornell.edu 3616 Henry Hudson Pkwy, Bronx, NY 10463

Primary Circulation

Secondary Circulation RESTAURANT BAR

Primary Circulation Exit Points

Primary Circulation Primary Circulation Secondary Circulation Exit Points

Primary Circulation

Exit Points

Primary Circulation

Primary Circulation

Secondary Circulation

Secondary Circulation

Exit Points

Exit Points

Primary Circulation

Exit Points

Primary Circulation

Secondary Circulation

Exit Points

Exit Points

Dina Kaganer

Secondary Circulation Exit Points

Primary Entrance Primary Entrance

PrimaryEntrance Circulation Secondary

BAR

LIBRARY CAFE

BASEMENT

Primary Entrance

Secondary Entrance Primary Circulation

Secondary Entrance

Secondary Circulation

E

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E

Egress Exit

(718) 869-1186 Dk698@Cornell.edu 3616 Henry Hudson Pkwy, Bronx, NY 10463

Exit Points

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VERTI CROP STAGE

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Dina Kaganer (718) 869-1186 Dk698@Cornell.edu 3616 Henry Hudson Pkwy, Bronx, NY 10463

RECEPTION

VERTI CROP

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PLANTERS WITH UPLIGHTING

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TEACHING KITCHEN TRASH RM RECYCLING RM

Primary Entrance

BACK OF HOUSE KITCHEN

WALK-IN FRIDGE Primary Circulation

Secondary Circulation Exit Points

Secondary Entrance E

Primary Entrance

Egress Exit

Secondary Entrance

Primary Circulation

Primary Circulation E

Secondary Circulation Exit Points

Secondary Entrance

Color Inspiration

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Primary Circulation

Exit Points

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First Floor Blocking Diagram

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Exit Points

Prep Station Elevation

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Study Lounge

Library Cafe

SP DE

SPADE

SP DE

SPADE

Unearth your potential

SPADE

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SPADE

Library SPADE • • • •

The library is a spatial respite where people of all ages can come and engage in different educational activities. Give & Take Program: Community members can contribute to the library. The educational resources are transparent and accessible to all. The library provides community members the opportunity to explore and learn outside of school.

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CAD LAB

Second Floor

Color Inspiration

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Library Cafe First Floor


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12


Nexus

A crossroads for the NEXT big thing

By linking the characteristics of three different entities: live, play, and work on a micro and macro level, the workplace of NEXT will become a new paradigm of a creative, collaborative, interconnected workplace. This work. play. live philosophy will work to not only facilitate the health and wellness of the employees by encompassing their physical, mental and cognitive needs, but it will also bring forward a change for disruptive innovation and communication, and foster an overall sense of community within the workplace.

13


User Research We have entered the “Conceptual Age’ where creative thinking and collaboration become vital skills for success. Providing a range of spaces with various social levels will help ensure work productivity, motivation, and overall employee satisfaction; which will lead to greater retention rate and organization’s well being.

clara ramirez

the juggling mother Extrovert Thinking Private Autonomous

Introvert Feeling Public Group

mark belman the shy intern

To g e t h e r

Workcafe

Makerspace

Introvert Feeling Public Group

Reception

BIM Training Ideation zone

Large Conference

Small Conference

Private Office

Private

Extrovert Thinking Private Autonomous

tina lee

Open Office

the chatty designer Extrovert Thinking Private Autonomous

Design Library

Resource Center

Small Conference

Medium Conference Private Office

Public

remi kumar

Ideation zone

Phone Room

the workaholic project manager Extrovert Thinking Private Autonomous

Open Office

Mother’s Room

Introvert Feeling Public Group

Introvert Feeling Public Group

Alone

bill bader

the reserved studio director

Stimulation

Reflection

LIVE

Collaboration

WORK

Exploration

Extrovert Thinking Private Autonomous

P L AY

Introvert Feeling Public Group

SMALL MOTHER SMALL ROOM CONFERENCE CONFERENCE

MAKERSPACE

COFFEE STAND

BIM/TRAINING

TEAM ZONE 4

WORK CAFE

PRIVATE OFFICE

RECEPTION

TEAM ZONE 1 LARGE CONFERENCE

14

14

MEDIUM CONFERENCE

DESIGN LIBRARY

PHONE

SALAD BAR

PRIVATE OFFICE

RESOURCE CENTER

PHONE

SMALL CONFERENCE

PRIVATE OFFICE

TEAM ZONE 2 TEAM ZONE 3


Open Office

Workcafe

OPEN OFFICE Work The overall workplace utilizes neighborhood design to facilitate employee control and comfort. The office focuses on group spaces that create planned and unplanned encounters between employees while still providing the possibility for individual spaces. Doing so helps facilitate a greater sense of trust and membership within the workplace and creates a shift from a “my space” to “our space”.

WORK CAFE LIVE Food is an important aspect of an organizational culture because it can actually reduce difficulty in concentration, decisions making, fatigue, sickness, low motivation, and engagement. Creating a food-centered social hub will allow workers to eat healthy within the office and spur impromptu conversations with workers who they usually do not see or sit next to.

Huddleboard Media: Scape Lounge

P L AY Bean Bag Chair

Media: Scape Lounge

Brody Node

Alight Ottomans

Verb Table

Enea Lottus Side Chair

Think Chair

Await Lounge System

PLAY In addition, incorporating play allows employees to experiment, take creative risks and empathize with one another which can lead to greater positive engagement in projects and workplace community; as well as make them overall better innovators.

Regard

WORK

LIVE

Bob Seating

Massaud Seating

Series 7

15

Bivi

Cobi Chair

15



TAPESTRY PARK THE FUTURE OF WORKPLACE In collaboration with architecture students from China, our team analyzed the mega-trends that influence the future work mode in Hangzhou, China and explored its physical manifestations. Our goal was to act as consultants to the architecture students; we researched the work trends in China, helped operationalize the concepts and strategies for the future workplace, began developing a program for the campus, and generated a business model to actualize the design intentions. In collaboration with Chloe Collins, Jacque Callan, ZJU Students Role: researched workplace trends, equally helped in concept & strategy development, created majority of the infographics for the presentation & booklet, and acted as lead communicator with ZJU


Workplace Trends in China The Rise of Millennials in the Workplace

Entrepreneurship in China

Flexible Hours & Increased Benefits

Increased Diversity in the Workplace

Rapid Reconfigurations in Organizations

In the future, we envision the hierarchy structure fading away and a workforce divided into small working units or teams that are task-driven around a product, service, or customers. These teams would rapidly reconfigure as individuals collaborate to work on new projects that fit their skill sets.

MILLENNIAL KEY TRENDS Source: A Shifting Landscape: Chinese Millennials in the Workplace. Haworth. 2015.

Concept: Tapestry Tapestry allows for the blending between companies and individuals. Their experiences and encounters come together to create a complex narrative. Each strand serves as an aspect of the work life, some more prominent than others. These strands, which are woven into our campus, stem from a human perspective and focus on the intricacies of human interaction with one another and with their environment.

Companies,users, & physical spaces will function on a spectrum of

PERMANENT

TEMPORARY

Direct Users • • • • • •

Opportunity to include family Ability to collaborate across businesses and sectors Access to mentors Incorporation of health and wellness Chance to learn from experts Use of innovative, tech heavy, creative spaces

Indirect Users • • • • •

18

Ability to interact with professionals Access to events, exhibitions, art installations, markets Opportunity to attend lecture series Chance to use and learn about technology Access to retail

Temporary plays a significant role in the socio-cultural & economic context • •

Reflects the economic climate, sustainability, collaboration Catalyst for experimentation, potential to fuel change in the permanent (Lévesque, 2007)

Permanence is fundamental to architecture • • •

Within permanence is an understanding of time Dependent on & affected by culture & science Relative and about perception (Touw, 2006)


SITE

Hotel Living Workplace Advising Program

FIXED

Daycare

(Permanent)

Tech Rooms

Workplace

Programming & Adjacencies • • • •

Makerspace/Incubator

Gym

Hotel Living

Convention Center Gym

the programmatic design of the overall site would be on a gradient of permanent to temporary. Adjacent to the university would be the most permanent structures As the users transition south of the site the functions of the buildings would become more temporary. the more temporary the buildings become the smaller they should be

Green Space

Green Space

Food Pop-ups/Exhibition

Advising

Retail

Daycare

PRIVATE

PUBLIC Tech

Convention Center

Food

FIXED

User Journey Map

(Permanent)

Workplace

Green Space

Maker space

Green Space

Gym

Hotel Living

Green Space

Advising

Pop-ups/ Exhibition

Daycare

PRIVATE

PUBLIC Tech

Convention Center

Tech

Green Space

Maker space

Green Space

Retail

Food

FLUID

Pop-ups/ Exhibition

PopUps

(Temporary)

Retail

Tech

FLUID

SVILUPPO

PopUps

(Temporary)

19


20


Re-Envisioning the Cornell Abroad Office Our mission was to awaken the physical Cornell Abroad office, to energize the space for students, and to boost efficiency and functionality for staff. Through interviews, walkthroughs, observations, and case studies, we carefully crafted a design proposal that took each employee’s perspective into account, as well as focused on continuing unity throughout the office. In collaboration with Chloe Collins , Jacque Callan, Manisha Rayaprolu Role: Observing, Interviewing, Schematic design, Branding design, Revit Renderings, Infographics, Booklet Design

21


Workplace Analysis

Proposed Blocking Diagrams Flexibility

Work Style

Kristin Program Coord. for Visiting International Students Alayne + Steven Abroad Advisor

Lex Coordinator of Travel Safety

WAITING

WAITING

Brandon Data Steward & Operations Specialist

Nora Market + Outreach Coord.

KATHY

Roaming

Tethered

Third Floor

ADVISORS, CARRIE & KRISTEN

CONFERENCE

272 & 282 WAITING

Kathy Financial Manager

AREA

Kristen Associate Director

Cheryl Administrative and Accounting Assistant

MARINA

LOUNGE

Marina Director

CHERYL

NORA

KRISTIN

KITCHENETTE

BRANDON

Fixed

LEX

MULTI-PURPOSE ROOM

Behavior

Student Journey Map

All questions are answered by advisor. Get excited about studying abroad Leaves with pamphlets.

Wait at the door

Sign in

Signage: Knock on the door. Unsure of whether to enter

Carrie sends over to desk to sign on computer.

Carrie might not be there or on the phone

22

Looks at posters that are small yet pretty

Waits at long table

No proper waiting area

Awkward table of encounters

Moves over to sit near advisor

Leaves after advising


Design Proposal Spatial

Creating a space where students can indulge their curiosity for adventure. Using the space to aid the staff in communication, collaboration, and performance.

Third Floor

MARINA

KATHY

Enabling all visitors to feel welcomed and the space to be accessible

STUDENT

Brand

KRISTIN WAITING AREA

Reflecting the staff’s passion for travel, adventure, and culture through the space. Reinforcing the unity of Cornell Abroad through both floors.

CHERYL NORA KITCHENETTE

Provide flexibility and space to account for growth of Cornell Abroad team.

BRANDON & LEX

Further integrate innovative techniques and technologies into the Abroad process.

MULTI-PURPOSE ROOM

Growth

272 & 282

Current Space

Conference Room

Advisors’ OFfice23


seats that create a sense of enclosure activities in a public space motivate, or soundproof materials to maximize acoustic privacy. verhang enhances the visibility of the caffeinate, the users to focus themselves High-backs should be above people’s seating height is preferred BEHAVIORS for collaboration. ing landscape while protecting the users and round shapeTYPICAL D+EA Learning Spaces D+EA Learning Spaces Socialize, collaborate, gather, grab coffee and PAVILION FOCUS PAVILION or snow. The pavilion suits mobile users snacks, alternate attentions, study, work, crank-out ld like to pop in and enjoy the natural PAVILION aQUIET, desired duration. PLEASE FOCUS WINDOW BAR es

acoustic and visual privacy.

TYPICAL BEHAVIORS Study, work, read, nap, converse, collaborate, discuss, present, socialize, snack, gather

image credit: Sarah Lee

NOTES: Caffeinate is reminiscent of a bustling cafe scene where different groups of people engage in different activities. There is a synergic effect as the users work together to create a focus atmosphere.

Seeing other people focusing on their

NOTES: Furniture systems in Hideaway should u soundproof materials to maximize acoustic priva High-backs should be above people’s seating he and round shape is preferred for collaboration.

activities in a public space motivate, or Pavilion is an semi-enclosed shelter that provides caffeinate, the users to focus themselves direct access to nature. The open structure with D+EA Learning Spaces WINDOW BAR only an overhang enhances the visibility of the Window Bar is a window-facing seating style CAL BEHAVIORS rs surrounding landscape while protecting the users where the users have a nice view and connection ers echarge, the outdoors.FOCUS They can engage in theirPAVILION QUIET, PLEASE FOCUS frompop rainin/out, orSUNROOM snow.appreciate, The pavilion suits mobiletousers activities while enjoying the visual relief with a connect to nature, stroll who would like to pop in and enjoy the natural view of the nature. All users can use the space for PAVILION QUIET, PLEASE views for a desired duration. other spaces that allow Pavilion is anfocus semi-enclosed shelter provides Quiet, Please is that where potential distractions alternating where they interchange between are

h

nding nature while being se weather. Thermal pace from floor to ceiling t users are outdoors. of a greenhouse or a plants and skylights.

FOCUS WINDOW BAR

Window Bar is a window-facing seating style where the users have a nice view and connecti to the outdoors. They can engage in their activities while enjoying the visual relief with a view of the nature. All users can use the space alternating focus where they interchange betw two activities.

direct access to nature. The open structure with

completely eliminated so that users are able to twoonly activities. an overhang enhances the visibility theactivities. Providing fully concentrate onof their

TYPICAL BEHAVIORS

surrounding landscape while protecting users an individual seatingthe area with minimal visual image credit: Dina Kaganer

from rain or snow. distractions The pavilion in suits mobile their frontusers and peripheral vision,

who would like to pop in and theminimize natural background noise and allows the enjoy user to views for a desiredBEHAVIORS duration. other extra stimuli. Quiet, Please allows students, pop in/out, appreciate, TYPICAL Semi-open canopy makes an adequate avilionRestore, would recharge, ideally provide a recharge Study, people watch, read, listen to faculty,nature-gaze, and staff to partake in selective focus for a meditate, connect nature, strollusers shelter with access to uipped with outlets sotothat laptop sustained period of open time. music, eat structure

AVIORS

ork without technical limitations while meditate, refresh, restore, Dina Kaganer e theyimage are credit: isolated in nature. image photo credit: the Kelly photo Guo credit goes here

TYPICAL BEHAVIORS TYPICAL BEHAVIORS

TYPICAL BEHAVIORS

nature Restore, recharge, pop in/out, appreciate,

Study, people watch, nature-gaze, read, listen t music, eat

meditate, connect to nature, strollread, crank-out, nap, text Study, work,

image credit: Dina Kaganer D+EA Learning Spaces image credit: Dina Kaganer

Semi-open canopy an adequate image credit: makes Sarah Lee image credit: Dina Kaganer image photo credit: the Kelly photo Guo credit goes here any structure potential distractions this to High table-top seating with a window right in NOTES: Window Bar usually goes well with high shelter with open in access s Removing Semi-open canopy makes an adequate NOTES: would ideally provide a recharge and greenery in the NOTES: Pavilion would ideally provide a recharge Semi-open canopy front makes an adequate a connection to the outdoors space help Pavilion the Ample user windows fully dedicate their provides bequiet strategically placed table-tops and stools that suit the solo work. nature NOTES: Please located around Removing any potential distractions in this sunroom create a connection to nature station equipped with outletsQuiet, so that laptopisusers shelterelements structure with open access to w of the surrounding attention to their activity station equipped

focus users shelter structure with open access with outlets so that laptop users Shading should be used to allow people tostacks. control that help reduce distractions, i.e. Usuallyto for alternating quiet space help the user fully dedicate their can do work without technical limitations while nature by a three-walled nook space, the user attention to their activity like they are surrounded isolated in nature. thefeeling daylight coming in and minimize glare. nature can do workD+EA without technical limitations while D+EA Learning Spaces D+EA Learning Spaces D+EA Learning Spaces Learning Spaces D+EA Learning Spaces feels semi-enclosed and isolated. D+EA Learning Spaces feeling like they are isolated in nature.

s with heat-reflective and hould be used.

US ERTAINMENT

LANDSTEPS

(TYPOLOGY NAME) an overwhelming amount of OLOGY NAME) he landscape, these wide-

(TYPOLOGY NAME) D+EA Learning Spaces

FOCUS ENTERTAINMENT

(TYPOLOGY NAME)

We face an overwhelming amount of (TYPOLOGY NAME) distractions daily lives, and is Define what in theour space is, describe thethere physical aattributes, need for what an environment that filters out it be is the intention/why should the sensory overload. Focus spaces enable included?, how is it created successfully?, who Design + Environmental Analysis people block out12pt). physical, social,erestias and uses it? to (Garamond At volupta mental distractions so they ut canofficiasit concentrate rem quiduci duciis dernatiur, faccus, on theirfugitatius current activities. primary users sitatem estoritium The ius autes volorro are faculty,essuntiorrum and staff, who spendsimus a quisstudents, secabor estorem re vellia majority of theirrem timedestrum. on campus. Secondary doles preicitatias users are prospective students, alumni, and Pick + Choose refers to a larger space with a visitors, who come for a short period of time TYPICAL BEHAVIORS to take the university List thein typical behaviors experience. as verbs that These you would variety of furniture systems where people can spaces provide levels of acoustic and see exhibited in varying this space. Do not end Design +this Environmental Analysis visual Depending on the activity, improvise to make the space work for their sectionprivacy. with a period users can meditate in complete quiet or activities. Users can navigate around the space photo credit: the photo credit goes here socialize in a bustling cafe. A recurring theme is biophilia, or the innate human connectionand choose the seating option that works best for area is for the caption of the photo. NOTES: This area focus is for additional notescontrol about this to nature. Ideal spaces allow of their This activities. They can move from one seating space. comfort, and accessibility to nature privacy, to another as they please and at any time. for the users.

ons in our daily lives, and is n engaging environment FOCUS ENTERTAINMENT (TYPOLOGY NAME) hat the space is, describe thethere physical themselves in a variety of r,on,what an that filters out or lieenvironment down on the FOCUS is the intention/why should it be er indoors or outdoors, ory overload. Focus spaces enable We face an overwhelming amount of nvironment interactive NAME)who ?, how(TYPOLOGY is it created successfully?, be ng and conversing with Design + Environmental Analysis distractions our daily lives, is oGaramond block out physical, social, andand PICK + CHOOSE doors, users also have12pt). the Define what in the space is, describe thethere physical At volupta erestias Design + Environmental Analysis re individually. a need for an environment that filters out attributes, what is the intention/why should it be istractions so they can concentrate uci duciis dernatiur, ut officiasit faccus,enable the sensory overload. Focus spaces AVIORS included?, how is it created successfully?, , converse, current activities. The primary users who plore, gather, ugitatius estoritium volorro people to blockius outautes physical, social,erestias and s uses it? (Garamond 12pt). At volupta nts,estorem faculty, and staff, so who spend a mental distractions they can concentrate bor essuntiorrum re vellia simus mus rem quiduci duciis dernatiur, ut officiasit faccus, their timefugitatius on campus. Secondary yof on their current activities. primary users icitatias rem destrum. sitatem estoritium The ius autes volorro are students, faculty, and staff, who spend a prospective students, alumni, and quis secabor estorem essuntiorrum re vellia simus e majority ofa their time on campus. Secondary who come for short period of time doles preicitatias rem destrum. CAL BEHAVIORSstudents, alumni, and ld users are prospective nypical experience. These dthe university behaviors verbs youperiod wouldof time visitors, whoascome forthat a short TYPICAL BEHAVIORS TYPICAL BEHAVIORS rovide varying levels of acoustic andThese ited intoList this not end this that take in the Do university experience. thespace. typical behaviors as verbs you would Study, work, converse, discuss, socialize, gather, vacy. Depending on the activity, spaces provide levels of acoustic with a period engage, watch TV, lounge, nap, snack see exhibited in varying this Do not end this and photo credit: the photo creditspace. goes here me n meditate inwith complete quietonorthe activity, visual Depending sectionprivacy. a period n users can meditate in complete quiet or photo credit: the photo credit goes here cafe. A recurring theme This area is for the caption of the photo. sfin a bustling photo credit: the photo credit goes here in a bustling A recurring theme lia, orsocialize the innate human cafe. connection is biophilia, or the innate human connection This area is for the captionNOTES: of theCertain photo. his area focus is for additional notescontrol about this . Ideal spaces D+EA allow of furniture type or soft edges can be This area is for the caption of the photo. Learning allow Spaces NOTES: This area focus is for additional notescontrol about this to nature. Ideal spaces of used to invite the people to use the space. Users in comfort, and accessibility to nature space. this space enjoy being around other people and do privacy, comfort, and accessibility to nature not require complete silence. sers. for the users.

Campus Spaces image credit: Kelly Guo

ually equipped with a mfortable seating, such as at cushions for indoors. In ccess to tech support.

The step seats with wide treads have playful and interactive quality that engage users D+EA Learning Spaces

Campus Spaces

PICK + CHOOSE

Campus Campus Spaces Spaces

D+EA Learning Spaces

D+EA Learning Spaces D+EA Learning Spaces

24

NOTES: Window Bar usually goes well with high table-tops and stools that suit the solo work. Shading should be used to allow people to contr the daylight coming in and minimize glare.

image credit: Dina Kaganer

Different seating options are located in close proximity to each other, providing a variety of options for users to choose from

D+EA Learning Spaces


use acy. eight

image photo credit: the Kelly photo Guo credit goes here

People enjoy the privacy in the high-back seats that create a sense of enclosure D+EA Learning Spaces

WINDOW BAR

ion

a e for ween

to

h

rol

s

image credit: Dina Kaganer

High table-top seating with a window right in front provides a connection to the outdoors for alternating focus users D+EA Learning Spaces

FOCUS

LAY-IT-OUT

LAY-IT-OUT Lay-It-Out provides a large surface for the users FOCUS PICK + CHOOSE to take a step back and look at the bigger picture. A pin-up wall or large desk let the users to lay PICK + CHOOSE out the parts and see them in a large context. Pick + Choose refers to a larger space with a Individuals use Lay-It-Out to refocus their variety of furniture systems where people can and small groups improvise tothoughts make the space work for their use it to interact and collaborate. There aretheample activities. Users can navigate around space opportunities for and choose the seating option that works best personalization as people canforleave their personal their activities. Theyon canpublic move from one This seatingcould serve as an traces spaces. to another as they please and at any time. exhibition space that promotes the university brand and informs the visitors. TYPICAL BEHAVIORS

FOCUS LAY-IT-OUT

LAY-IT-OUT

FOCUS SPACES @ CORNELL

Lay-It-Out provides a large surface for the users to take a step back and look at the bigger picture. A pin-up wall or large desk let the users to lay out the parts and see them in a large context. Individuals use Lay-It-Out to refocus their thoughts and small groups use it to interact and are ample understand opportunities for how design enhances As wecollaborate. seek There to better personalization as people can leave their personal the larger exploring various spaces traces on university’s public spaces. Thismission could serveby as an space that team promoteslooked the university on exhibition campus, our into “focus” space types. brand and informs the visitors.

Study, work,TYPICAL converse, discuss, BEHAVIORS socialize, gather, Present, doodle, magnify, refocus, exhibit, pin-up, engage, watch TV, lounge, nap, snack

showcase, collaborate, visualize, personalize

image credit: Sarah Lee

image credit: Dina Kaganer

We conducted primary and secondary research as a TYPICAL BEHAVIORS benchmark explore the focus space typology at large. Present, doodle, to magnify, refocus, exhibit, pin-up, showcase, collaborate, visualize, personalize

image credit: Sarah Lee

Large surfaces on the wall or table NOTES: An ideal Lay-It-Out space provides encourage and thefurniture necessary features, pinboard, seating options are located the in users to share ideas Large surfaces on the wall or table NOTES: Certain typetools or softand edges can be i.e. Different NOTES: An ideal Lay-It-Out space In provides collaboration with Sarah Lee & Kelly Guo closeusers proximity other, providing encourage the users to share ideas and deskUsers space, to to each collaborate used to invitewhiteboard, the people to or uselarge the space. in for the the necessary tools and features, i.e. pinboard, a variety of options for users to choose collaborate Role: Observing, Interviewing, Layout design, Infographics, this space enjoy being around otherdetails people in and whiteboard, or large desk space, for the users to visualize the small a do bigger picture. not require complete silence.

from

D+EA Learning Spaces

D+EA Learning Spaces visualize the small details in a bigger picture.

D+EA Learning Spaces Drawing, Booklet Write-up , Live-protyping

25


Framework for Focus

Ability to alternate between actions that require different thinking processes

Focus spaces enable people to manage the physical, social, and mental stimuli so they can concentrate on their current activities, whether they are relaxation, socialization, or work related. There are four zones—sustained, alternating, divided, and selective—that explain people’s focus behaviors when they engage in the activities of their choosing.

Alternating

Selective

Divided

Focus

Ability to pay attention to two processes at once (multi-tasking)

Ability to focus on one stimuli or factor while filtering out other

Sustained

Primary Research

Concentration on a task or feature of our environment for a continuous amount of time.

We analyzed potential stakeholders and focus spaces at Cornell as a benchmark to explore the focus space typology at large.

Source: The Peak Performance Center

Focus Spaces @ Cornell Observed Academic Building

Residential

Cafe

Library

MVR Commons Klarmann Hall Duffield Physical Sciences Building Mallot Olin Hall Warren Hall Carpenter Sage Hall Statler Lounge Uris Hall

North Campus West Campus Program Houses Co-op Houses

Libe Cafe Mac’s Manndibles Green Dragon Cafe Jennie Martha’s Goldies

Olin Uris Statler Library Law Library ILR Fine Arts

Outdoor Spaces

Stakeholders @ Cornell

Arts Quad Agriculture Quad Libe Slope Terrace of Olin

Cornell University & Building Management Foster Culture

Advertise Community Engagement

Short Term Users

Provide and maintain focus spaces

Prospective Students Alumni Visitors

Staff Support and Communicate

Support

Comfy is the Best

Groups in the Box

Social Butterflies

“I like working outdoors in principle, but I need my staff around me that’s my constraint. I like hearing nature around me.” - Faculty

“Being able to control level of stimulation around me, social, auditory or visual.” - Student

Engage & Assist

Students

Faculty

Educate and Advise

Survey Analysis Student Favorite Focus Space Types Private

Public

Individual Work

Other 5%

Individual

Quiet

26

Group

Loud

6%

No Noise

4%

Daylight Enclosed Space

14%

39% 43%

Student Focus Needs

Student Favorite Group Focus Space Types

25%

Open Space

55%

Background Noise Task Light

10%

Group Work

0 10 20 30 40 50 60


Journey Map

Student Interviews

Randomly selected groups of students in different class years and majors were interviewed using a semi-structured method. The questions were centered around preferred environments and features for different focus on the from the interviews, Randomly selected groupsactivities. of students inBased different class years findings and majors were interviewed using a FOCUS asemi-structured student experience mapquestions was developed and analyzed tofor understand method. We asked on preferred environments and features different focus activities, such needs as studying, working, socializing, and relaxing. the findings from the different focus throughout a typical dayBased of aonstudent. interviews, a student experience map is analyzed to understand different focus needs throughout

a typical day of a student.

Being in my room means I can wear sweatpants and not worry

I love being in the MVR Commons because there’s so much cool furniture, but it’s really hard to find a seat during lunch. Hunger strikes!

about what

others think.

focus on lunch & friends

high

Saved by the bell

focus on going home & relaxing

Landsteps

Pavilion

CAFFEINATE

FOCUS

Hideaway refers to features that offer a sense of enclosure within an otherwise open environment. High-back seats and soft partitions let users to visually hide away from other people in a public space. Nook spaces and pod-style seatings, often detached from the crowded public space, allow small groups and individuals to have the needed acoustic and visual privacy.

TYPICAL BEHAVIORS

TYPICAL BEHAVIORS

Socialize, collaborate, gather, grab coffee and snacks, alternate attentions, study, work, crank-out

Study, work, read, nap, converse, collaborate, discuss, present, socialize, snack, gather

image credit: Sarah Lee

photo image credit: the Kelly photo Guo credit goes here

NOTES: Caffeinate is reminiscent of a bustling cafe scene where different groups of people engage in different activities. There is a synergic effect as the users work together to create a focus atmosphere.

Seeing other people focusing on their activities in a public space motivate, or caffeinate, the users to focus themselves

FOCUS

QUIET, PLEASE

NOTES: Furniture systems in Hideaway should use soundproof materials to maximize acoustic privacy. High-backs should be above people’s seating height and round shape is preferred for collaboration.

People enjoy the privacy in the high-back seats that create a sense of enclosure

FOCUS

WINDOW BAR

Incubator

Sunroom

D+EA Learning Spaces

QUIET, PLEASE

WINDOW BAR

Quiet, Please is where potential distractions are completely eliminated so that users are able to fully concentrate on their activities. Providing an individual seating area with minimal visual distractions in their front and peripheral vision, allows the user to minimize background noise and other extra stimuli. Quiet, Please allows students, faculty, and staff to partake in selective focus for a sustained period of time.

Window Bar is a window-facing seating style where the users have a nice view and connection to the outdoors. They can engage in their activities while enjoying the visual relief with a view of the nature. All users can use the space for alternating focus where they interchange between two activities.

NOTES: Quiet, Please is located around elements that help reduce distractions, i.e. stacks. Usually surrounded by a three-walled nook space, the user feels semi-enclosed and isolated.

D+EA Learning Spaces

Study, people watch, nature-gaze, read, listen to music, eat photo image credit: the Kelly photo Guo credit goes here

focus on dinner & socializing

Lay-It-Out

TYPICAL BEHAVIORS

TYPICAL BEHAVIORS

Microwave meal

Hideaway

HIDEAWAY

HIDEAWAY

Users would go to Caffeinate spaces when they are looking for an energy-shot of motivation. In these spaces, they see other people focusing on their activities, which motivate the users to focus themselves. Usually placed in an open environment with little privacy, people in Caffeinate spaces do not mind background noise.

Study, work, read, crank-out, nap, text

Typical Energy Level

Window Bar

Caffeinate

Removing any potential distractions in this quiet space help the user fully dedicate their attention to their activity

NOTES: Window Bar usually goes well with high table-tops and stools that suit the solo work. Shading should be used to allow people to control the daylight coming in and minimize glare.

D+EA Learning Spaces

Wake up call

image credit: Dina Kaganer

Quiet, Please

High table-top seating with a window right in front provides a connection to the outdoors for alternating focus users D+EA Learning Spaces

focus on walking & class

low

Food Coma...

focus on lectures & not sleeping

That’s a wrap

focus on studying & sleeping

CAFFEINATE 8AM

9AM

20

2PM FOCUS

12PM

4PM

“ 6PM

12AM HIDEAWAY

9PM

Experience Map: Daily Life of a Student HIDEAWAY I need coffee. Or just

moving around will

e and crank-out

help wake me up.

Focus Spaces @ Cornell

Typology Cards

Seeing other people focusing on their activities in a public space motivate, or caffeinate, the users to focus themselves

D+EA Learning Spaces

PAVILION QUIET, PLEASE

CAFFEINATE

Study, work, read, nap, converse, collaborate, CAFFEINATE discuss, present,Users socialize, gather would gosnack, to Caffeinate spaces when they

are looking for an energy-shot of motivation. In these spaces, they see other people focusing on their activities, which motivate the users to image photo credit: the Kelly photo Guo credit goes here focus themselves. Usually placed in an open environment with little privacy, people in NOTES: Furniture systems in Hideaway usenoise. People enjoy the privacy in the high-back Caffeinate spaces do not mindshould background seats that create a sense of enclosure soundproof materials to maximize acoustic privacy. High-backs should be above people’s seating height and round shape is preferredBEHAVIORS for collaboration. TYPICAL D+EA Learning Spaces Socialize, collaborate, gather, grab coffee and snacks, alternate attentions, study, work, crank-out

image credit: Sarah Lee

FOCUS

NOTES: Caffeinate is reminiscent of a bustling cafe scene where different groups of people engage in different activities. There is a synergic effect as the users work together to create a focus atmosphere.

S

WINDOW BAR Seeing other people focusing on their activities in a public space motivate, or caffeinate, the users to focus themselves

EHAVIORS image photo credit: the Kelly photo GuoDina credit goes here image credit: Kaganer

ements any potential distractions in this Semi-open canopy makes an adequate vide a recharge Removing image credit: Sarah Lee Usually help the user fully dedicate their shelter structure with open access to hat laptop usersquiet space Ample activity windows and greenery in the ,tations the user attention to their should be while strategically placed nature sunroom create a connection to nature ble view of the surrounding ure.

D+EA Learning Spaces Spaces D+EA Learning D+EA Learning Spaces

LANDSTEPS (TYPOLOGY NAME)

pe of of the landscape, these wideunt

QUIET, PLEASE

Restore, recharge, pop in/out, appreciate, Study, work, read, crank-out, nap, text meditate, connect to nature, stroll

We face an overwhelming amount of (TYPOLOGY NAME) distractions daily lives, and is Define what in theour space is, describe thethere physical

Study, work, read, nap, converse, collaborate, discuss, present, socialize, snack, gather

FOCUS NOTES: Furniture systems in Hideaway should use soundproof materials to maximize acoustic privacy. High-backs should be above people’s seating height and round shape is preferred for collaboration.

PICK + CHOOSE

image photo credit: the Kelly photo Guo credit goes here

PICK + CHOOSE

D+EA Learning Spaces

Pick + Choose refers to a larger space with a variety of furniture systems where people can improvise to make the space work for their FOCUS WINDOW activities. Users can navigate around the space and choose the seating option that works best for WINDOW BAR their activities. They can move from one seating Window Bar is a window-facing seating style to another they please andconnection at any time. where the users as have a nice view and

D+EA Learning Spaces

D+EA Learning Spaces

(TYPOLOGY NAME)

D+EA Learning Spaces

Study, people watch, nature-gaze, read, listen to music, eat

Lay-It-Out provides a large surface for the users FOCUS PICK + CHOO to take a step back and look at the bigger picture. A pin-up wall or large desk let the users to lay PICK + CHOOSE out the parts and see them in a large context.

BAR

Pick + Choose refers to a larger space with a Individuals use Lay-It-Out to refocus their variety of furniture systems where people can and small groups improvise tothoughts make the space work for their use it to interact and collaborate. There aretheample activities. Users can navigate around space opportunities for and choose the seating option that works best personalization as people canforleave their personal their activities. They can move from one seatingcould serve as an traces on public spaces. This to another as they please and at any time.

exhibition space that promotes the university brand and informs the visitors. TYPICAL BEHAVIORS

gather,

Study, work,TYPICAL converse, discuss, BEHAVIORS socialize, gather, Present, doodle, magnify, refocus, exhibit, pin-up, engage, watch TV, lounge, nap, snack

image credit: Dina Kaganer

image credit: Dina Kaganer Different seating options are located in NOTES: Certain furniture type or soft edges can be close proximity to each other, providing used to invite the people to use the space. Users in High table-top seating with a window right in NOTES: Window Bar usually goes well with high a variety of options for users to choose this space enjoy being around other people and do a connection front provides to the outdoors table-tops and stools that suit the solo work. from for alternating focus users not require complete silence. Shading should be used to allow people to control

the daylight coming in and minimize glare.

FOCUS INCUBATOR

LA

LAY-IT-OUT

TYPICAL BEHAVIORS image credit: Dina Kaganer

FOCUS

People enjoy the privacy in the high-back seats that create a sense of enclosure

engage, watch TV, lounge, nap, snack

image photo credit: the Kelly photo Guo credit goes here

FOCUS ENTERTAINMENT

TYPICAL BEHAVIORS

TYPICAL BEHAVIORS

High table-top seating with a window right in image credit: Dina Kaganer NOTES: Window Bar usually goes well with high front provides a connection to the outdoors table-tops and stools the solo work. NOTES:that Quiet,suit Please is located around elements Removing any potential distractions in this Semi-open canopy makes an NOTES: Pavilion would ideally ato recharge foradequate alternating Shading should beprovide used allow people control that help reduce distractions, i.e.to stacks. Usually quiet space helpfocus the userusers fully dedicate their shelter structure with open access to station equipped with outlets so that laptop users surrounded by minimize a three-walled nook space, the user attention to their activity the daylight coming in and glare. nature can do work without technical limitations while feels semi-enclosed and isolated. feeling like they are isolated in nature.

HIDEAWAY

Hideaway refers to features that offer a sense of enclosure within an otherwise open environment. High-back seats and soft partitions let users to visually hide away from other people in a public space. Nook spaces and pod-style seatings, often detached from the crowded public space, allow small groups and individuals to have the needed acoustic and visual privacy.

to the outdoors. They can engage in their activities while enjoying the visual relief with a view of the nature. All users can use the space for alternating focus where they interchange between two activities. Study, work, converse, discuss, socialize,

TYPICAL BEHAVIORS TYPICAL BEHAVIORS

bathe, meditate, refresh, restore,

PS

D+EA Learning Spaces

TYPICAL BEHAVIORS

l

ed glass with heat-reflective and atings should be used.

Window Bar is a window-facing seating style where the users have a nice view and connection to the outdoors.FOCUS They can engage in their FOCUS PAVILION activities while enjoying the visual relief with a view of the nature. All users can use the space for QUIET, PLEASE PAVILION Quiet, Pleasethey is where potential distractions alternating focus where interchange betweenare Pavilion is an semi-enclosed shelter that provides so that users are able to completely eliminated directtwo accessactivities. to nature. Thefully open structure with concentrate on their activities. Providing

FOCUS HIDEAWAY

only an overhang enhancesanthe visibility seating of the area with minimal visual individual surrounding landscape while protectinginthe users distractions their front and peripheral vision, from rain or snow. The pavilion mobile allowssuits the user to users minimize background noise and who would like to pop in and enjoy thestimuli. naturalQuiet, Please allows students, other extra people watch, nature-gaze, read, listen focus to for a views Study, for a desired duration. faculty, and staff to partake in selective sustained period of time. music, eat

e the space from floor to ceiling ion that users are outdoors. ments of a greenhouse or a hpreciate, ample plants and skylights.

Pick+Choose

constantly hungry

WINDOW BAR

SUNROOM

Tech Charge

Hideaway refers to features that offer a sense of I usually stay late into the enclosure within an otherwise open environment. High-back seats and soft partitions let users to night [on campus] and am visually hide away from other people in a public I like to study in Olin space. Nook spaces and pod-style seatings, often detached the crowded public space, allow because cafes are closed. stacks, from where it’s dead small groups and individuals to have the needed silent , and do not like acoustic and visual privacy.

anywhere else. FOCUS TYPICAL BEHAVIORS

image credit: Sarah Lee

ter onsthat areprovides structure with able to isibility of the viding tecting the users visual suits mobile users vision, oy the and natural noise hed to other spaces that allow students, surrounding nature while being a Thermal efocus adversefor weather.

NT

Based on the primary and secondary research we developed eleven typologies that encompass the concept of focus across campus spaces.

CAFFEINATE

en they ation. ocusing sers to pen n und noise.

tling cafe ngage in ect as the mosphere.

Focus Typologies

D+EA Learning Spaces

D+EA Learning Spaces

INCUBATOR

showcase, collaborate, visualize, personalize

imag

image credit: Dina Kaganer

Larg NOTES: An ideal Lay-It-Out space provides enc thefurniture necessary features, pinboard, seating options are NOTES: Certain typetools or softand edges can be i.e. Different closeusers proximity othe deskUsers space, to to each coll used to invitewhiteboard, the people to or uselarge the space. in for the variety of options for user this space enjoy being around otherdetails people in and visualize the small a do biggerapicture. not require complete silence.

from

FOCUS FOCUS

INCUBATOR TE

INCUBATOR

TECH CHARGE

D+EA L

27


The Garden Summer Intern Project Groundswell, a local NYC non-profit, was planning to complete their 500th mural during the summer of 2017. Gensler’s goal was to recognize this monumental achievement through a comprehensive campaign that would showcase the theme of the Groundswellled mural and the unique role the local community has played in developing the content for the artwork. My group’s mission was to create an interactive pop up for the Dedication Day. We aimed to create an dynamic experience to help illustrate the social impact and engagement of Groundswell murals from visioning through after the unveiling. Group: Nadia Hosni, Megan Armlin, Tyler Kruppa, Emily Brenner, Julia Bruxel, Katie Koncar, Eric Faber

28

Intern Project was featured in Architectural Digest “These Designs Have Made the World a Much Better Place” https://www.architecturaldigest.com/gallery/design-for-good-2017


The entire installation was meant to function as a garden; promoting a variety of emotional and physical experiences that would bring together people and foster different relationships. Our three goals were to create literal/ figurative landscape, a cohesive experience between installations, and something physical to leave behind/ something emotional to take away. PEOPLE EXPERIENTIAL

EMOTIONAL

THE GARDEN PHYSICAL

RELATIONSHIPS

The Photo Tree & The Reflection Tree

Final Presentation Boards

29


nell.edu r o C @ 8 Dk69 on Pkwy s d u H y r n 3616 He 10463 Y N , x n o r B

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