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
Egress Exit Circulation Secondary
E
Egress Exit
(718) 869-1186 Dk698@Cornell.edu 3616 Henry Hudson Pkwy, Bronx, NY 10463
Exit Points
Exit Points
E Egress Exit Circulation Secondary FIRST FLOOR Exit Points
E
GIFT SHOP STACKS
Primary Circulation
VERTI CROP STAGE
FIRST FLOOR
BASEMENT
VERTI CROP
E
Dina Kaganer (718) 869-1186 Dk698@Cornell.edu 3616 Henry Hudson Pkwy, Bronx, NY 10463
RECEPTION
VERTI CROP
E
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
Primary Circulation Secondary Circulation
Primary Circulation
Exit Points
Secondary Circulation Exit Points
First Floor Blocking Diagram
First FloorPrimary Entrance
Egress Exit
Secondary Circulation
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LOADING DOCK
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Back of House Blocking Diagram
Egress Exit
Primary Entrance
Primary Circulation
Secondary Entrance
Secondary Circulation
E
Egress Exit Exit Points
Exit Points
Prep Station Elevation
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Study Lounge
Library Cafe
SP DE
SPADE
SP DE
SPADE
Unearth your potential
SPADE
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.
READING LOUNGE
STUDY RMS STACKS
VERTI CROP
SEMINAR RM STUDY LOUNGE
MEETING RM
COMPUTER MEETING RM
MEETING RM
MEETING RM
MAKERSPACE PRINTERS
CAD LAB
Second Floor
Color Inspiration
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Library Cafe First Floor
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2 2 2
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Location and Transporation Access to Quality Transit Bicycle Facilities Reduced Parking Footprint
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-- 3" 3"10' 10' -- 0" 0"
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11' 11' -- 6" 6"
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11' 11' -- 6" 6"
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13' 13' 13' --- 3" 3" 3"
13' 13' -- 3" 3"
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13' 13' -- 3" 3"
10' 10' 10' --- 0" 0" 0"
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4 4 4 4
9' 9' -- 0" 0"
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4 4
SD SD SD
2 2 2 2 2
4 4
2 2 2 2
4 4
4 4
4 4
10' - 0" 10' 10' -- 0" 0" 4 4 4 4
11' -- 6" 11' 6" 13' --- 3" 13' 3" SD 13'- 6" 3" SDSD11'
4 4
1
1
RECESSED WALL WALL WASHER WASHER
2 2 2 2 2
1 1 1
1 1 1 1
4 4
SD
11 11' - 6 6"
SD
SD 1
TYPE/ WATTAGE WATTAGE
11' - 6"
SD SD SD
SD 9' 0" 9' --SD 0"
2 2 2 2 2 2
4 4
111111
1 1 1 1
SD SD SD
10' - 0" SD TO UPLIGHTING UPLIGHTING IN ADDITION TO UPLIGHTING IN IN ADDITION ADDITION TO THE RECESSED THE RECESSED RECESSED LIGHTS LIGHTS THE LIGHTS
SDCOMPACT COMPACT HIT HIT RECESSED RECESSED SDLUMINARIES LUMINARIES SD 1
9' - 0"
2 2
EXIT SIGN EXIT SIGN
10' 10' 10'---0" 0" 0"
11' - 6"
2 2
SD
1 1 1 1
SD SD
2 2 2 2 2
9' 9' -- 0" 0"
4 4
4 4
1 1 1 1
N/A
10' - 0" 10' 10' -- 0" 0"
1 1 1
EXIT SIGN SIGN EXIT SIGN EXIT SIGN
2 2 2 2 2 2
4 4 4 4
10' - 0"
SPRINKLER SPRINKLER SPRINKLER EMERGENCY LIGHTING LIGHTING LIGHTING LIGHTING
4 4 4 4 4 4
4 4 4 4
9' 9' -- 0" 0"
MANUFACTURER MANUFACTURER MANUFACTURER
EMERGENCY SD EMERGENCY EMERGENCY
2 2 SD SD SD
11111111
EMERGENCY EMERGENCY LIGHTING LIGHTING 1 1 1 1
10' 10' 0" 10' --- 0" 0"
10' - 0"
1 1 1 1
SD
10' - 0" TYPE/
SD
SD PRODUCT #/ PRODUCT #/ INFORMATION INFORMATION
13' - 3" 13' 13' -- 3" 3"
SPRINKLER SPRINKLER
SD
1 1 1 1
SD SD SD
1 1 1 1 1
SD SD SD SD
DETECTOR DETECTOR
1 1 1 1
SD
11
SD
10' - 0"
1
1 1 1 1
SD
11111111
1 1 11' 6" 1 1 211' -SMOKE 6" 111 1
1 1 1 1
11' 11' -- 0" 0"
SD
SD SD SD
4
4 4 4 4 4 4
SD
1 MANUFACTURER
NAME NAME NAME NAME
SMOKE SMOKE SMOKE DETECTOR DETECTOR DETECTOR DETECTOR
SD SD SD
2 2
SD SD SD
2 2 2 2
1
2 2 2 2 2 2
10' - 0"
22
MANUFACTURER MANUFACTURER 11111111
SD - 6" 11' 11' - 6" SMOKE 11' - 6"
2 2 2 2
1 1 1
4 4
4 4 4 4 4 4
4 4
4 4 4 4 4 4
SD SD
4 4444
UPLIGHTING IN ADDITION TO UPLIGHTING UPLIGHTING IN IN ADDITION ADDITION TO TO THE RECESSED LIGHTS THE THE RECESSED RECESSED LIGHTS LIGHTS SD
CEILING HEIGHT HEIGHT CEILING HEIGHT CEILING HEIGHT
2 2 2 2
SD SD SD
SD- 3" 13' 13' 13' -- 3" 3"
22
SD SD SD 10' - 0" NAME NAME
CEILING HEIGHT HEIGHT CEILING
10' - 0"
SD SD SD SD
6 6"
SD
D
4
1 2 1 1 2 12 1 2
4 4 4 4 4
4 4 4 4 4 4
SD SD SD 4
4 4 4 4
4 4 4 4 4
4 4
4
4 4 4 4 4 4
4
4 4 4 4 4
10' - 0" 10' 10' -- 0" 0"
SD SD SD
1 1 1 1 1 1
10' - 0" 10' 10' -- 0" 0"
2 2
4
SD SD SD
SD 1
SD SD 9 9' - 0 0" 11' 11' -- 6" 6" 11
1 1 1 1
1 UPLIGHTING IN ADDITION TO UPLIGHTING UPLIGHTING IN IN ADDITION ADDITION TO TO THE RECESSED LIGHTS LIGHTS THE THE RECESSED RECESSED LIGHTS SD
13' 13' 13'---3" 3" 3"
SD SD SD
2 2
1 UPLIGHTING IN ADDITION TO UPLIGHTING SD UPLIGHTING IN IN ADDITION ADDITION TO TO THE RECESSED THE RECESSED RECESSED LIGHTS LIGHTS THE LIGHTS
13' - 3"
1 1 1 1
22
UPLIGHTING IN ADDITION TO 2 2 2 2 THE RECESSED LIGHTS
SD SD SD
1 1 1 1
SD
1
2
SD SD SD SD
2
2 2 2 2
4
4
11' 11' -- 6" 6"
4
4
4 4
4 4
1 1 1 1
10' 10' 10' 10'----0" 0" 0" 0"
SD
222222
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1 1 1 1
SD SD SD
4
SD SD SD SD
1 1
13' - 3"
SD
SD
4 4 4 4
4
11
4 4
SD
1 1 1 1
1 11' -- 6" SYMBOL 11' 11'SYMBOL - 6" 6"
1
11 11' - 6 6"
4 4
4 4
11
4 4
13' 13' 13' 13'----3" 3" 3" 3"
1 1 1 1
SD SD SD
1 1 1 1 1
10' - 0" SD
10' - 0" SYMBOL SYMBOL SYMBOL SYMBOL
SD
4 4
3
SD
SD SD10' - 0"
4
11
1 1
LEGEND
1 1 1 1
2
11' - 6" 11' 11' -- 6" 6"
4 4 4 4 4
4
4 4 4 4 4 4
4 4
4 4 4 4 4 4
11' - 6" 11' 11' --444 6" 6"
4 3 3 3 3
SD
LEGEND SD
F RST FLOOR REFLECTED CE L NG PLAN
SD SD SD SD
1 1 1 1
1 1 1 1
SD SD SD
4 4 4 4 4 4
3 3
SD
1 1
1
11' --- 6" 4 11' 6" 11' 6"4
4
11
22222222
2 2 2 2
4 4
4
1 1 1 1 1 1
11
4 4
1 1 1 1 3
4 4 4 SD SD SD
11' 11' -- 6" 6"
4 4
4 4
4
4 4 4 4 4 4 4 4 4 4 4 4
SD
4 4 4 4 4
4 4 4 4 4 4 4 4
4 4 4 4 4 4
4 4
4
3 3 3 3 3 3
3 3 3 3 3 3
1333
4 4 4 4 4
4 4
4 4
4 4 4 4 4 4
4 4
4
4
4 4 4 4 4
4 1 4 14 4
1 1 1 1 1 1
4 4 4 4 4
SD
SD SD SD
11
4 4
4
4 4 4 4 4
4 4 4 4 4
SD
11
1 1 1 1
11' 11' -- 0" 0"
11' - 6"
11' 11' 0" 11' --- 0" 0"
D
4 4
4 4
4 4 4 4
11
1 1 1 1
SD 2 2 2 2
SD
4 4
4 4 4 4 4
1 1
SD SD SD
3 3 3 3 3
4 4
4 4 4 4 4
SD SD SD
4 4
11' - 6"11' - 6" 11' 11'4-- 6" 6" 4
11
1 1 1 1
4 4
11
SD
4 4
4 4
4 4
11' 11' -- 6" 6"
4 4 4 4 4
3 3 3 3 3
9' 9' 0" 9' --- 0" 0"
SD SD SD
4 4
11' - 6" 11' 11' -- 6" 6"
3 SD
SD
4 4
SD
4 4
SD
4 4
4 4
4 4
11
11' - 6"
4 4
1 1 1
4 4
3 3
3 3
11' 11' 11'---6" 6" 6"
SD
3 3
2 2 2 2
22222222
1 1 1 1
22222222
2 2 2 2
1 1 1 1
11' - 6" 3 3
11 11' - 6 6"
11
9' - 0" 9' 9' 44-- 0" 0"
11' 11' 11' 11'----6" 6" 6" 6"
SD
9' - 0"
9' - 0"
11' - 6" 3
SD
1 1 1
SD SD SD
9' - 0" 9' 9' -- 0" 0"
11
1 1 1
SD 2 2 2 2
1 1 1 1 1 1
4
4 4
SD
4 4 4 4 4 4
4
11
1 1 1 1
9' - 0"
1 1 1 1 1
4 4
4 4
11
1 1 1 1
1 1 1 1 1
1 1
1 1 1 1 1 1
4 4
11111111
1 1 1 1 1 1
4 4
3 3
3 3
SD
9' - 0"
11' - 0"
1 1 1 1
1 1 1 1 1
1 1
11
UPLIGHTING UPLIGHTING UPLIGHTING UPLIGHTING IN IN IN INADDITION ADDITION ADDITION ADDITION TO TO TO TO UPLIGHTING UPLIGHTING UPLIGHTING IN IN INADDITION ADDITION ADDITION TO TO TO THE THE THE THERECESSED RECESSED RECESSED RECESSED LIGHTS LIGHTS LIGHTS LIGHTS LIGHTS THE THE THERECESSED RECESSED RECESSED LIGHTS LIGHTS
2 2 2
1 1
9' 9' -- 0" 0"
4 4
SD SD
111111
1
1 SD 2 SD SD 222
1 1 1 1 1 1
2 2 2 2 2
SD
11 11' - 6 6"
11' - 6" 11' 11' -- 6" 6" 3 3 3
3
11111111
2 2 2 2
2 2 2 2 2
SD SD SD SD SD
9 9'222 - 0 0"
11' - 0"
SD SD SD
2 2 2 2 2 2
11111111
2 2 2 2
1 1 1 1 1 1
2 2 2 2 2
2 2 2 2 2 2
4 4 4
4
3 3 3 3 3 3
11111111
11' - 0" 11' 11' -- 0" 0"
1 1 1 1 1
2 2 2 2 2 2
SD SD SD SD
44
1 1 1 1 1 1
11111111
44444
1 1 1 1 1 1
44
1 1 1 1 1 1
1 1
1 1
4
SD SD SD
9' - 0" 9' 9' -- 0" 0"
3
2 2
44
1 1 1 1 1 1
SD
44444
1 1 1
1 1
1 1 1 1 1 1
SD SD SD
1 1 1 1 1 1
4444
4444
44444
1 1 1
1 1 1 1
2
2 2
2 2 2
SD SD 4
111111
SD SD
SD SD SD
SD SD 2 2
SD
2 2 2
11' - 0"
1 1 1 1
SD SD SD
4444
SD SD
1 1
4444
1 1
1 1 1 1 1 1
3 3 3
4
11' 11' -- 6" 6"
11111111
1 1 1
10' 10' -- 0" 0"
10' 10' 10' --- 0" 0" 0"
4444 4444
4444 4444
4444 4444
1 1
9' 9' -- 0" 0"
4444
4444
4444 4444 4444
10' 10 - 0" 0 4444
44444 44444
SD SD SD
1 1
3
11' 11' 11'---0" 0" 0"
1 1 1
1 1 1 1 1 1
4 4 4
4 4 4
SD SD SD SD
1 1 1 1 1 1
1 1 1 1 1 1
4
3 3 3
2 2 2 2 2 2
2 2 2 2 2 2
444444444
44444
9 9' - 0 0"
11' - 0" 11' 11' -- 0" 0"
SD SD SD SD SD
SD SD SD SD SD SD SD SD
4
Enhance Commissioning SDEnergy Performance Optimize SD Advanced Energy MeteringSD 4 Enhanced Refrigerant 4 4 4 Management
3
11' 11' 11' 11'----0" 0" 0" 0"
1
2 2
2 2 2 2 2 2
1 1 1 1 1 1
44444 44444
SD SD
444444444
10' 10' 10' 10' 10'-----0" 0" 0" 0" 0" 1 1 1 1 1 1
3 3 34
4 4 4 4
444444444 444444444
444444444 444444444 1 1 1 1 1 1
444444444
2 2 2
1 1 1 1 1 1
444444444
F RST FLOOR FLOOR PLAN
1 1 1 1 1 1
444444444
1 1 1
SD SD SD SD SD
2 2 2
1 1 1
4
Energy and Atmosphere
444444444
444444444
444444444
444444444 444444444
10' 10' 10' --- 0" 0" 0" 444444444
1 1 1
444444444
2 2 2
1
SD SD
444444444 10' 10' -- 0" 0"
1 1 1
SD SD
9' 9' -- 0" 0"
444444444
2
4
444444444
SD SD
2
4 4 4
4
SD SD
1 1 1
10' 10' 10' 10' 10'-----0" 0" 0" 0" 0"
1 1 1
Indoor Water Use Reduction
11' 11' 11' 11' 11'-----6" 6" 6" 6" 6"
1 1 1
11' 11' 11' 11' 11'-----6" 6" 6" 6" 6"
2
4
4
10' 10' -- 0" 0"
SD SD
4 4 4
4 4 4
SD SD
11
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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