Future University by gwerst

Future University Gabrielle Werst | Studio White | Spring 2020

Acknowledgements Studio Sponsors ZGF Binh Nguyen Olivia Lu-hill Dylan Corr Samantha Lee BNIM Lake Flato Architects Taylor Architects

Cal Poly Stacey White Mario Esola Mark Cabrinha Amir Dee Hossler Alyson Liang Margot McDonald Sandy Stannard Other Joyi Larasari Niki Blinov Lizzie Reed Rina Fujita

Contents Chapter 1: Introduction Chapter 2: Community Overview Chapter 3: Higher Education Chapter 4: Vision and Goals Chapter 5: Campus Master Plan Chapter 6: The Built Environment Chapter 7: In Reflection

Chapter 1: Introduction 01

Introduction California is the most well known state in the country. It contains two of the United States’ most iconic cities, San Francisco and Los Angeles. 40 million people call California home. The California economy is the biggest of any state, being known for the entertainment, technology, and agriculture industries. It has a very diverse population that brings a rich culture to the state. Then why does California have so few seats available in higher education classrooms? The California State University system mission statement includes the goal: “to advance and extend knowledge, learning, and culture, especially throughout California”. For this reason, the CSU system is looking into the possibility of a new university in the state of California to serve a population with a lack of access to higher education.

Through this investigation, the state of California is focusing on multiple cities to be the home of this new university, but have primarily focused on the cities of Chula Vista, Stockton, Concord, San Mateo, and Palm Desert. These locations are evaluated by multiple factors including the community need for a university.

Executive Summary The CSU system needs to add a new university in California due to increased demand for higher education throughout the state. A studio of third year architecture students from Cal Poly San Luis Obispo investigates the options for potential campuses, develops a master plan for each campus, and designs individual projects on their campus. After, they are all brought to Stockton, California to develop a new master plan and begin new projects with a partner on the campus. Through faculty and students reviews, as well as reviews with a design firm, the students develop their projects to best serve the Stockton community.

Design Project + Project Phases Winter Week 1-6 Campus Design and Research- CSU Chula Vista Week 7-10: Joint venture- Stockton Spring Week 11: Conceptual Design Week 12-15: Schematic Design Week 16-19: Design Development

Chapter 2: Community Overview Chula Vista & Stockton

History Chula Vista Chula Vista is a diverse city south of San Diego, just 7 miles from the U.S.Mexico border. Before Chula Vista was a city, it was inhabited by the Kumeyaay tribe in 3000 B.C. Spanish explorers arrived in Chula Vista via the San Diego harbor in 1542, led by Juan Rodriguez Cabrillo. The area of Chula Vista was acquired by the Spanish in a land grant called Rancho Del Rey. Following the Mexican-American War in 1847 the land was claimed by the United States. The area had a growing population as Sweetwater Dam was constructed, allowing Chula Vista to become the largest lemon growing center in the world. A series of natural disasters from 1910-1916 destroyed many lemon orchards and impacted the economy. During World War II, the Rohr Aircraft Corporation opened in Chula Vista, marking the shift from an agricultural economy to an industrial one.

Stockton Before the European settlers were in California, the Yokuts, a group of Native Americans, were living in the Stockton area. The arrival of the Europeans killed off many Yokuts, while many others were forced into the missions. When gold was discovered in California, Stockton was one of the booming economic centers for commerce. The city of Stockton can trace its roots back to Charles M. Weber, a man who serviced gold miners in the area and founded Stockton in 1849 with a land grant from the Spanish. Today, Stockton continues to serve as a major shipping point for Northern California and has become a center for agriculture. 312,000 people now call Stockton home. In 2012, Stockton became the largest city to file for bankruptcy during the financial crisis. The city is still seeing the lasting effects of the recession as many people have fled the city to different areas of California for work and there is still a high poverty rate in the city.

Celery Field in Chula Vista

Charles M. Weber

Demographics & Economy

Chula Vista Chula Vista lies in one of the most ethnically diverse regions in the country. 61% of the population is Hispanic/Latino, 16% are Asian, 16% are White, and 3% are Black. 87% of Chula Vistaâ&#x20AC;&#x2122;s population of 272,000 people are citizens, meaning that there are many immigrants living in the area. However, the data on demographics and population does not count the thousands of undocumented people living in this area. According to the data, 30% of Chula Vista residents were not born in the United States, but this number could be much larger. Of these residents not born in the U.S., most are from Mexico, the Philippines, and China. Most students graduating in universities from Chula Vista are Hispanic or Latino (66%), followed by White (13%) and Asian (11%). The number of women in college is slightly larger than men (11,000 compared to 9,000). The most popular degrees in Chula Vista are in liberal studies, medical assistant, and veterinary sciences. The most popular college in the area is Southwestern college, awarding 2,516 degrees in 2017.

Student Demographics

Stockton In a city of 311,189, Stockton city is a very ethnically diverse city. The largest demographics being Hispanic or Latino ( 40.7%), followed by White at 21.5% and Asians at 21.8%. As seen on the graph in Figure 1, females aged 25-34 are the largest demographic in poverty. The median household income and per capita income in Stockton is lower than all of the USA with 20.5% of individuals below poverty level. Out of all the residents in Stockton. Only 5.8% are attending college and 17.7% are college graduates while 76.4% are high school graduates. The number of high school graduates to college graduates and currently attending college are disproportionately uneven, showing that many of these students donâ&#x20AC;&#x2122;t continue to pursue higher education after high-school. The violent crime level in Stockton is 14.23 per 1000 residents compared to that of California as whole at 4.47 per 1000 residents with most crimes being property crimes. You would not consider Stockton the safest neighborhood as it has a crime index of 3 (100 being safest). Most people in Stockton work in offices, administrative support, sales and management occupations. With this in mind, Stockton is a car-oriented city where many workers tend to commute to their jobs especially with Stocktonâ&#x20AC;&#x2122;s lack of alternative transportation choices.

Climate Chula Vista Chula Vista has a semi-arid climate with mediterranean characteristics, however it does not rain enough to be a mediterranean climate. There is low rainfall and comfortable temperatures year round. The wind comes from the south east and west directions. The summer sun angle is 79 degrees and the winter is 33.

Top 5 Passive Strategies 1. Sun Shading of Windows 2. High Thermal Mass Night Flushed 3. Natural Ventilation Cooling 4. Internal Heat Gain 5. Passive Solar Direct Gain Low Mass

Native Species • Gabb’s Checkerspot • Green Sea Turtle • Southern California Shoulderband • Pacific Purple Sea Urchin • Shining Pepperweed

Stockton Stockton has a hot-summer mediterranean climate with mild winters and dry summers. The prevalent wind comes from the West direction and the sun angles we would want to pay attention to is Summer at 79 degrees while Winter is at 34 degrees. Stockton receives an annual average precipitation value of 17.1 inch. (insert all the graph)

Top 5 Passive Strategies 1. Sun Shading of Windows 2. High Thermal Mass Night Flushed 3. 2 Stage Evaporative Cooling 4. Internal Heat Gain 5. Passive Solar Direct Gain High Mass

Native Species • Coffeeberry • Barn Owls • Lange’s Metalmark Butterfly • Delta Smelt • California Brown Pelican

CHULA VISTA ASSET MA P

NI K I B L I N O V | R I N A F U J ITA | G ABRIEL L E W ERST | E LI ZABETH REED 2 O R M O R E R ACES 2.8 % BLACK/ AFR I CAN AM E R I C A N 3%

U n em p l o y m e n t : 6 . 1 % Population: 271,653 Median Age: 34.6 Poverty Rate: 12.3% Av e r a g e I n c o m e : $ 86,082

HAWA IIA N /PA CIFIC ISLA N DER 0 .2 7 % A MERICA N IN DIA N /A LA SKA N 0 .0 7 %

WHITE WHITE .3% % 1166.3

Dominant Services: - O ff i c e a n d A d m i n i s t r a t ive S up p o r t -Sales and Related -Management

AASIA SIANN 1166.3.3%%

HISPA N IC/LATIN O HISPA N IC/LATIN O 6 1 .3 % 6 1 .3 %

Demographic s

Otay Wate r Tre ate m e n t P lan t

L IB R A R IE S CH UR CH E S R E C R E ATIO N C E N TE R S F IR E /PO L ICE L A N DM A R K S N ATUR A L R E S O UR CE WATE R S UPPLY/TR E AT ME N T B IK E PATH

0 mi

1 mi

2 mi

5 mi

Native Species and Classification Otay Tarplant- threatened, in coastal sage scrub and grassland Light Footed Clapper Rail- Endangered, lives in wetlands Humid it y Rat io (l b wat er /l b air ) 457.00

Western Snowy Plover- Endangerd, lives in costal sage scrub and wetlands Least Bell’s Vireo- Endangered, livesin riparian habitat Burrowing Owl- species of concern, lives in grassland

411.30 365.60 319.90 274.20 228.50 182.80 137.10 91.40 45.70 0.00

O p era t ive Tem p era ture

Psychrometric Chart Sun Pat h D i ag ram - L a t i t ud e: 3 2 . 5 8 3

W in d Ro s e

Chula Vista has comfortable temperatures and low humidity.

History

3000 B.C.: Yuman-speaking Kumeyaay tribe arrived who roamed here for hundreds of years. 1542: Juan Rodriquez Cabrillo sailed here. In 1795, Chula Vista became a part of a Spanish land grant, Rancho Del Ray 1888 Sweetwater Dam: Chula Vista largest lemon-growing center in the world for a period of time. (1913-1916: drought, flooding, dam damage = bad for crops) 1910s: kelp processing plant used in the production of explosives. 1940s: Rohr Aircraft Corporation to Chula Vista in early 1941, just months before the attack on Pearl Harbor. City would never be lemon groves again. 1985: Chula Vista made the largest annexation in California history. The quick expansion east of Interstate 805 was not embraced by all of the cities residents, leading to advocacy that new housing developments be built with parks, schools, and emergency services 2013: Forbes called Chula Vista the second fastest growing city in the nation Being in close proximity to Tijuana, however, has led to some drug war activity within Chula Vista.

Air Quality

SITE

Chula Vista has healthy air quality, but not as healthy as the rest of the United States. San Diego, a city nearby, has the sixth worst air quality in the nation.

Precipitation

Chula Vista has very low rainfall, especially in the summer months.

C H ULA V I S TA S I T E A S S ES S M EN T NI KI BLI NOV | RI NA FUJI TA | GABRI ELLE WE R ST | E LIZA B E TH R E E D

Key Oak Woodland (ok & coniferous trees) Grassland (grasses, flowers, herbs) Developed Chaparral (shrubs, bushes, small trees)

500’0”= 1”

Water Riparian/Wetlands (aquatic plants) Coastal Sage Scrub (low scrubs) Site Boundaries

Chapter 3: Higher Education Chula Vista & Stockton

Higher Education Research After researching the potential campus locations, students began to dig deeper into what makes a university campus safe, collaborative, and positive. They studied nolli maps of different campuses to understand the density of buildings on a campus and how different campuses are organized. They began to understand why different organizations work well on some campuses and better on others. The concept of permeability became more important as students had to decide if they wanted to blend into the urban environments or stand apart. The students also researched different aspects of campuses that make them a â&#x20AC;&#x153;goodâ&#x20AC;? campus, including transportation, resource utilization, connection to community, and flexibility. Campuses around the country became models for their future master planning as they began creating a vision for their prospective campuses.

Public // Residential // 47,571 FTE // Research Focus

Public // Residential // 44,947 FTE // Research Focus

Seattle, Washington

Los Angelas, California

Stanford, California Private // Residential // 16,189 FTE // Research Focus

Stanford University Stanford holds acres of inviting gardens, ﬂowerbeds, and tree lined paths. The buildings

University of California, Los Angelas

Public // Residential // 21,985 FTE

University of Colorado, Boulder

The university is perched at the top of a hill, overlooking the San Diego area. The campus is compact, making it easily traversed, with paths weaving through Spanish Renaissance buildings with distinctive red tiled roofs.

Hanover, New Hampshire

The campus is the creation of Thomas Jefferson, and was a precursor to modern education as it sought to create a place for students and faculty to live and learn from each other. The neoclassical buildings give the campus a sense of gravitas, only aided by the sprawling lawns and gardens.

Private // Residential // 6,511 FTE

Public // Residential // 19,704 FTE

Sarah Gustafson, Niki Blinov, Gabrielle Werst, Daniella Dutcher

University of Virginia

Nestled in the Rocky Mountain, Boulder holds impressive Tuscan Vernacular Revival architecture. This style utilizes local sandstone and limestone, as well as red tile roofs. The ruggedly beautiful campus is walkable and very much ties into the natural surroundings.

Portland, Oregon

Boston, Massachusetts Private // Residential // 26,621 FTE

Northeastern University

UW has easy access to downtown Seattle, while managing to infuse its urban context with nature through stunning cherry blossom lined pathways. The towering gothic buildings impose a sense of longevity and awe.

Charlottesville, Virginia

Boulder, Colorado Public // Residential // 33,246 FTE // Research Focus

San Diego, California Private // Residential // 8,251 FTE

University of San Diego

A sanctuary of lush green open spaces and tree-lined pathways distinguishes the campus from the surrounding city. In this way, the campus is a sanctuary from its bustling surroundings.

University of Washington

UCLA dedicates a third of its campus to plazas, gardens, and greenspace. The campus is uniﬁed through the use of the distinctive Romanesque Revival architecture.

themselves are impressive and distinctive through Romanesque style architecture, with prominent arches, red tile roofs, and sandstone walls.

Portland State University

As an urban site in an ideal location, Portland State has easy access to the surrounding city. The campus blends into the city, and is very walkable due to the smaller nature of the campus. The park blocks are an oasis in the heart of Portland.

Dartmouth University The university utilizes a Georgian architectural style, adding to the sense of permanence and grandeur of the campus. The center of campus hold a large expanse of green, with trees and verdant spaces tucked in throughout.

Scale: 1” = 500’

Planning for Transportation

Map of Night Shuttle Zones and Pick up Locations

Bus and Light Rail Stops

University of Washington

Campus planning for transportation is an integral aspect of student experience. Students look for a campus that has safe walking routes, numerous bike paths, and easy public transportation. University of Washington Ranks second in the nation for sustainable commuting. More than 4 out of 5 students chooses to walk, bike, or ride public transport to get to school. Night Shuttle: This service runs from 8 pm to 2 am and gives UW students a ride home to any place within the district. Husky nightwalk is a uniformed escort service that will walk with you anywhere on campus running from 6:30 pm to 2 am. Biking: University of Washington is a gold level Bicycle Friendly University.There are bike paths throughout campus and accessible routes from other areas of Seattle to the campus. There are do-it-yourself bike repair stations throughout the campus as well as a bike repair shop on campus, where they hold bike repair classes. The Husky Cycling Club is a group of students that cycles together on the UW campus that anyone can join. Bike share programs are also available on campus so anyone can pay by the hour to use a bike. Bus: UW provides every student with U-PASS, which allows free rides on any bus, commuter train, light rail, and water taxi in the area.

Land Use and Community

ky re

unit and integrating it with the hillside landscape design solution. The plan also includes space for research and development within the campus and alternative for student housing. They are accommodating students commuting from Santiago and the surroundings while providing supporting faculties of the university.

pus cial the mic lity ing anand ell. rve ugh ent, ive

of ore ter

Resource Utilization and Local Conditions

University of Santa Cruz Local Conditions The university of Santa Cruz, California, created it’s main circulatory routes as well as the building layout based entirely off of the local conditions. The campus is located Tat the edge of the coastal community of Santa Cruz. In this location there is an abundance of trees and hills within the campus. Instead of clearing it all out, the campus decided to utilize what already existed and create a campus layout that responds to the local conditions. What was observed was light pathways that meander there way through the campus, likely created over time by the local wildlife to then area. They then paved over the trails made and based the campus layout off of the coal navigational route. An ideal campus does not clear what already exists in the site, but rather reacts to it. Resource Utilization As previously mentioned, Santa Cruz has an abundance of trees and wildlife directly within the campus. It is easy to see how Santa Cruz capitalized on this fact by weaving together their pathways and buildings with the existing Redwood trees. Bridges are created that wedge between trees to encourage students to immerse themselves in the surrounding environment. Pictured, is Santa Cruz’s university library. The trees that were in the area long before the campus was, remain there today. The building’s use of materiality suggest its successful response to such an earthy context. The abundance of glass on the facade further improves this building by connecting students to the outside world, even when cooped up for hours at a time studying. An ideal campus capitalizes on the unique character of it’s context and utilizes it to create a sense of place that evokes excitement and wonder.

programs are also available on campus so anyone can pay by the hour to use a bike. Bus: UW provides every student with U-PASS, which allows free rides on any bus, commuter train, light rail, and water taxi in the area.

Land Use and Community

Campus Districts

Key Open Spaces

Land Use

Land use is the embodiment of a holistic campus, encompassing a sense of community, livability, safety, and walkability of the campus park and its surroundings1. Common drivers of campus master planning include smart growth, mixed use, walkability, green and social spaces, and human wellness. College campuses are thought of as their own cities, thus preparing for changing demands is at the center of master planning. These changing demands include population increases, amenities, housing, transportation, and academic facilities. Thus, smart growth, or the idea that universities must plan for the unknown, is paramount. Through the integration of flexibility in a master plan, this can be achieved. Mixed-use buildings offer ample space for flexibility, as well as promote student use by inviting the campus community in. Walkability is also key. Creating different campus districts, inserting green space, street furniture, humanscaled ground-level building features, and pedestrian only zones improve campus walkability. Clear signage, sightlines, landmarks and lighting improve campus walkability and safety as a whole. Green and social spaces are critical to campus master planning as well. Plazas and green spaces can be used to accommodate different functions, create a connection to nature, preserve sightlines, and serve as an important social space. Campus greenness is also associated with greater quality of life. Human wellness is encouraged through spaces for contemplation, recreation and relaxation2. Other land use strategies include a livable and sustainable physical environment, an active virtual environment, and a vibrant and safe social environment. Lastly, increasing student housing on campus is an effective land-use strategy1.

Campus Community at Appalachian State University

Appalachian State Universityâ&#x20AC;&#x2122;s master plan stitches together different campus districts through pedestrian paths. The placement of academic, student services, and wellness centers along bustling circulation paths aids in building student connections. The campus core serves as a network of planned spaces that foster social connections. The prevalence of green, open spaces helps students feel better connected and encourages learning outside of the classroom.

Lo Th co wit the wil do Re As ca be tre to ev as

r Connection Flexibility and Density

Campus Building and Open Spaces

Design of Buildings to Conserve Space

Universidad de Los Andes Master Plan

A flexible campus master plan is one that can be easily expanded in the future. It should be dynamic tool intended for future growth and development with unforeseen circumstances taken into consideration. Many campuses start off small and expand as they get more students and more resources. Campus master plan deals with density similarly. First, they build upwards instead of sideward so they can increase the capacity within a small footprint. The second is to arrange the buildings and infrastructures accordingly so they have more available land to build on. The University of Los Andes master plan by Sasaki Associates is set to help the expansion of the school and create a cohesive design with a focus on a dense campus core. The idea is to integrate infrastructure into the landscape and existing building. Sasaki Associates aim to minimize the area of developed land and designing self-sustainable unit and integrating it with the hillside landscape design solution. The plan also includes space for research and development within the campus and alternative for student housing. They are accommodating students commuting from Santiago and the surroundings while providing supporting faculties of the university.

Resource Utilization and Local Conditions

Precedents- Chula Vista Pepperdine University: Malibu, California Pepperdine University served as a relevant precedent for the CSU Chula Vista project. There were many similarities in the campus locations in Malibu and Chula Vista, besides their climates. Pepperdine, like the Chula Vista site, has a great change in topography and is exceptionally hilly. Both sites also are not at an urban center and border undeveloped land. Although Chula Vista does not have an ocean view, the context of both campuses are similar. In guiding as a model for the topographically challenging campus, it was found that Pepperdine uses the ridges and valleys to its advantage when master planning. It placed the buildings on top of the ridges and in the valleys while allowing for circulation on the sloped parts between.

Precedents- Stockton San Jose State University: San Jose, California San Jose State University is a very great example of a university in an urban context and the use of permeability. The university uses the urban grid it is set in and translates the linear planning to the master plan. With a higher building density on the edges of the campus, the urban exterior allows for a central core of green space. The campus location in Stockton has the opportunity to integrate into the city center just like San Jose State University. Before there was a university downtown, San Jose did not have a vibrant city center. After the library was built as a connection between the city and the campus, downtown San Jose became a center for socialization and economic growth. This is the hope for the university in Stockton, especially because Stockton suffers economically.

Chapter 4: Vision & Goals Chula Vista & Stockton

Defining Goals In the studentsâ&#x20AC;&#x2122; first try at a master plan, they defined what they wanted their campus experience to be. They looked at the transportation, organization of buildings, spaces between buildings, and how to best build a community. These goals were directly determined by the feedback the students receieved from outreach, as well as information learned from sessions they could not attend. When designing the Stockton campus as an entire class, the students revisted the outreach in the Stockton area and reevaluated their goals for the campus. Working off previous Stockton attempts, the group agreed with prior goals and created new ones.

Brainstorming: Goals

Outreach *We were unable to attend outreach meetings due to restrictions, but we were able to gather information from residents in other ways.* Chula Vista

We interviewed Jomil, who was born in Mexico but moved to the U.S. when he was 8 and became a U.S. citizen in 2013. He lives on the west side of Chula Vista. He says that the area of the proposed campus has a lot of higher middle class families. He thinks it may be difficult to create a binational campus because of citizenship issues and the fact that many students are undocumented. Many students in Chula Vista canâ&#x20AC;&#x2122;t afford to move outside Chula Vista and have to commute to SDSU, which is a 30 minute drive. Jomil said that transportation in Chula Vista is lacking, indicating that it would be helpful to have a freeway east to west in Chula Vista. He believes that a good university building would be something that incorporated academics and cultural interests. We also talked about the current resources at Cal Poly San Luis Obispo for students of color, and how these could be improved on a new campus. He said that the cultural center at Cal Poly was very isolated from the rest of campus and hidden away from others. On a trip to these centers, it was found that these types of programs for diversity were hidden away in many areas, whether to provide a sense of security or privacy. The offices for DACA students was also a topic of conversation, as the space at Cal Poly SLO only allows for a small group and one partitioned office, creating no separation of programs. Jomil concluded that it may be better to create a variety of spaces in differing ranges of protection. This would allow groups of diverse students to interact and exchange ideas, while providing safe spaces for students to get counseling and support when needed.

Stockton Students were unable to attend outreach in Stockton, but were able to get information about this session from those who could attend. Through some of the outreach sessions, we were able to learn a little bit more about the community in Stockton. First, we found that the high schools in Stockton do not prepare the students for college. Only 31 juniors and 200 seniors took the SAT in 2019. This changed in 2020 when the Gates Foundation paid for all the high school students of Stockton to take the SAT. Many of the high schools do not offer courses that are required in order to go to a university in the CSU system, so many students cannot get into college due. Students spend four years in high school but cannot get into college. 11,000 of the students in Stockton are homeless and depend on school facilities to open for them to shower. This means that there is a high chronic absenteeism rate because students may not be able to get to school everyday. The funding of the high schools depend on the attendance levels and the enrollment of these students, so they get a lot less funding than they should. A new CSU campus would bring high paying jobs to the area and give many students in Stockton hope for the future. Stockton is working on getting every student college ready so that they can have the opportunity for a better future. The university is seen as a beacon of hope for Stockton to rise out of the economic slump it is in and bring it back to the city it once was.

Vision Board

How Might We Statements Chula Vista • How might we provide transportation that connects it with the local community, and create effective circulation throughout campus that emphasizes walking and biking? • How might we foster connection across cultural, geographic, and academic boundaries, both on and off campus? • How might we promote a student experience that stimulates social, personal, and academic growth? • How might we design our buildings and campus to be environmentally restorative, and adaptable to current and future student needs? • How might we consider site conditions, social spaces, and thoughtful building integration when organizing our campus? Stockton • How might we change the narrative around Stockton by creating a safe campus that integrates into the community? • How might we provide students and the community with resources to better their education and empower them to learn? • How might we create a sustainable campus that utilizes green accessible transportation and regenerative properties? *To strive to design for net zero should be an all campus goal especially with the 2020 and 2030 goals to curb impacts of climate change. Investing in green energy and aiming for net zero will be mor sustainable in the long run.*

Chapter 5: Campus Master Planning Chula Vista & Stockton

Master Planning Progress The students began master planning their campuses, taking into account all of their research and the goals they were to focus on. Starting with Chula Vista, the group of four began using many methods to model their campus. Through modeling the site on the computer, creating a physical model, and a 2d master plan, they could understand the site topography and layout best. They decided to use the ridges on the site as circulation paths with buildings lining the paths, allowing for circulation that would be the easiest to navigate with the steep slopes.

Chula Vista Physical Model

Iterations- Trace Paper

Iteration 1

How do we organize a campus with special consideration for social spaces, site conditions, and thoughtful building integration? How do we incorporate environmentally restorative and adaptive building design into current and future student needs? How do we promote a student experience that stimulates social, personal, and academic growth?

How do we foster connections across cultural, geographic, and academic boundaries both on and off campus? How do we use transportation to allow for easy connection between campus and the local community and create effective circulation throughout campus with emphasis on walking and biking?

Academic

Green Spaces

Residential (Private)

Residential (Town Center)

Community Interface

Campus Core/UU

In-Between Spaces

Health and Recreation

Commercial

Parking and Transportation

Key

Oak Woodland (ok & coniferous trees)

1â&#x20AC;? =200â&#x20AC;&#x2122;

CHULA V ISTA M A STE R PLA N NIKI B L I NO V | RINA F U J I TA | GABRIEL L E WERST | EL IZABETH REED

Net-Zero Water Use of Bioswale in Valley Nearby Water Treatment Plant Net-Zero Carbon Onsite Energy Plant PV Panels on Roofs N-S Building Orientation Buildings 37 Academic 20 Residential 2 Dining 1 UU/Library 1 Admin 1 Recreation 1 Power Plant

Grassland (grasses, flowers, herbs) Developed

Riparian/Wetlands (aquatic plants) T-6: District Gateway T-5: Urban Core

T-4: Town Center

T-3: Academic Buildings

T-3: Student Union/Library T-3: Recreation Center T-5: Student Housing T-1: Green Spaces

Iteration 2

Academic

Green Spaces

Residential (Private)

Residential (Town Center)

Community Interface

Campus Core/UU

In-Between Spaces

Health and Recreation

Commercial

Parking and Transportation

Key

Oak Woodland (ok & coniferous trees)

1â&#x20AC;?=200â&#x20AC;&#x2122;

C HU L A V I STA M ASTE R PL AN N I K I B LI N O V | RINA FUJ ITA | GABRIEL L E WERST | EL IZABETH REED

Net-Zero Water Use of Bioswale in Valley Nearby Water Treatment Plant Net-Zero Carbon Onsite Energy Plant PV Panels on Roofs N-S Building Orientation Buildings 38 Academic 33 Residential 1 Transport Center 1 Student Union 1 Admin 1 Recreation 1 Central Plant

Grassland (grasses, flowers, herbs) Developed

T-5: Urban Core

T-3: Academic Buildings T-3: Student Center

T-3: Transportation Hub T-3: Recreation Center T-5: Student Housing T-1: Green Spaces

SD: Sport Facilities Central Plant

Final Master Plan

1 ”=3 0 0 ’

P L AN VIE W

Stockton Master Planning For the Stockton master plan, the students attempted to align their paths with the city grid, while keeping the campus mostly pedestrian, with limited car interaction. Through the use of orthogonal planning, they used the existing railroad to align with the transit center, allowing for easier travel to the university. They organized the academic buildings into neighborhoods, with different colleges in each. The central core of the campus includes the existing lake on site, University union, and a mixture of academic buildings. Planning in Stockton was also focused on connecting the community to the campus, so the students aligned shared amenities on the southern side of the campus, which was closest to downtown.

Stockton Trace Paper Iteration

Chapter 6: The Built Environment 06

CSU Chula Vista Cultural Center CSU Stockton Center for Climate Science and Diplomacy

Designing a Building for a Future University The next step to master planning was designing a building based on the needs of the community and the future university. First, the building purpose had to be determined in order to move into the program of the building. For the Chula Vista building, a cultural center was needed due to the diversity of the community and resources needed for students of color as well as undocumented residents of Chula Vista. With the possibility of the university being a binational one due to the proximity to the U.S.-Mexico border, the need to celebrate culture was obvious.

a diverse unity afe, and

Floor 2 14' - 0" Floor 1 0' - 0"

Student Profiles CSU Chula Vista Profiles Maya: She grew up in Chula Vista, where she attended Southwestern College in the city for her first two years. She is transferring from the junior college to CSU: CV to finish her degree in biology. She belongs to an upper middle class MexicanAmerican family and has lived at home for the first two years of college. She plans to stay at home and commute to CSU: CV. For her, the cultural center is a great place to attend club meetings and interact with other people of color. She feels accepted when she walks through the door and spends a lot of her time there studying and socializing. Chris: He is an undocumented student that is protected under the DACA program, which is currently under threat, meaning that over half a million people in the United States could soon be supported. Chrisâ&#x20AC;&#x2122;s family moved to the United States when he was five to pursue a better opportunity for their future. He lives in fear that his undocumented status will be discovered any day, but feels safe when he visits the cultural center at his university. He enjoys that he can speak with others who are going through the same thing as he is and talk with his supporters there also.

Creating a Program

To understand the needs of a cultural center, research was done on the resources offered by Cal Poly San Luis Obispo for its students of color and LGBTQ+ students. It was found that there is a lack of resources at Cal Poly and not enough places for students in cultural organizations to meet. After speaking to Cal Poly students that are members of cultural organizations, they concluded that there needed to be a flexible meeting space as a part of the program, places where students can go for support from other undocumented students and allies, and places where diverse groups of students can collaborate. With this information in mind, a program was created for the building.

Imaginative Section

Final 3 Week Project

Section

Form Diagram

CSU Chula Vista Cultural Center

Floor Plans

1 A102

1 A103 UP

UP DN 1 A102

1 A103

1 A102

1 A103 UP

Public Services

Classrooms and Conference Rooms Staff Spaces Lounge and Study Space

Academic Services

UP 1 A102

1 A103 DN

1 A102

1 DN

A103

Gabrielle Werst | Studio White | Winter 2020

Stockton Center for Climate Science and International Understanding Through our design, we focused primarily on serving the students of Stockton and their involvement in working towards solutions for climate change. This meant that we chose programs that would allow for a fusion between environmental law and science, while allowing students to be a part of saving the planet. One of the ways we did this was by creating labs focused on climate issues such as waste, wildfires, and air quality. Different levels of interaction are also encouraged in the building through the lecture hall, solo study pods, group study pods, conference rooms, and social space surrounding the central atrium. We also provide outdoor spaces for the students and community, including amphitheater style seating that can be used as a social space, a presentation space, or nighttime movie viewing space. Students are reminded of sustainability through the use of visible solar panels on the windows, free sustainable material pods, and a sustainable clothing store/ DIY center.

Majors • • • • • • • • • • •

Foreign Service Earth science Anthropology Biology Environmental management Business Engineering Political science Wildfire science Communications Law

Jobs in Climate Science and Diplomacy Foreign Service United Nations International Experience: ex.Peace Corps Professor Researcher Nonprofit work (WWF, etc.) Sustainability consultant Architects Atmospheric Scientists & Meteorologists. Environmental Engineers. Solar Photovoltaic Installers. Wind Turbine Technicians Environmental Scientists and Specialists Legislators. Public Relations Specialists.

How Might We... How might we involve the Stockton community in climate science and educate them on climate change? How might we design a regenerative building that promotes sustainability? How might we facilitate interactions between students in different majors and encourage collaboration?

Site Plan

Form Diagram

Floor Plans

Sustainable Textiles Shop

First Level Atrium

Level 3 Social Space

Program Diagram

Section Axonometric

South Facade

North Facade

Wall Section

Chapter 7: In Reflection 06

Looking to the Future At the end of this double quarter experience, I feel extremely accomplished. The goals my partner and I set for ourselves were: • Learn to make a building on Revit (through tutorials), for coherent floor plans and section • Create/ Work through section, have great final section • Learning to create great renders and post processing • Proper integration of structure into the building • Learn how to make an interesting facade that works with the climate I can now say that my partner and I achieved all of these goals in the past two quarters. This has been such an important experience for me and I never would have imagined how much I would have learned in just 2 quarters. I have learned a lot about myself and how I work in a partnership.

I couldnâ&#x20AC;&#x2122;t have expected to have a better partnership. My partner, Joyi, and I worked extremely well together and kept each other motivated every day. We were empathetic when the other one was having a hard time and always pushed through if we were struggling. We were able to be successful in communicating solely through our computers to create a great design project. Most of all, we worked best in collaboration and made the most progress in our building when we were working together. Navigating this past quarter in the midst of COVID-19 has been a challenge, but it has also given me so many new skills. I did not think I would be able to focus as well as I did when I was not in a traditional studio environment. Sometimes it was especially hard to focus on work, but overall my partner and I kept each other motivated to work hard. This quarter truly gave me a new passion and drive for architecture, as I was feeling unmotivated leaving fall studio. I have always felt that I never got enough time to explore my design process, but this studio allowed me to dive deep into my building. Part of what made this process so enjoyable is that I was â&#x20AC;&#x153;designing like I give a damnâ&#x20AC;?. I was able to do thorough research on the communities that I was designing for and provide an important service for those people through architecture. Learning about Chula Vista and Stockton allowed me to gain a deeper understanding of the why in architecture. Going into my fourth year at Cal Poly, I truly do not know what the future holds. My study abroad experience is dependent on the state of the current pandemic. However, I know that my studio experience will now be guided by the knowledge I learned this quarter. I leave this quarter with more passion, excitement, and confidence in my design work.

Bibliography

Chapter 1: Introduction

• https://craftonhills.smartcatalogiq.com/en/2018-2019/Catalog/Section-V-What-AreYour-Options/Transfer-Options/General-Information/Copy-of-The-University-of-CaliforniaCampuses/CSU-Campus-Map • https://www2.calstate.edu/csu-system/about-the-csu/Pages/mission.aspx

Chapter 2: Community Overview

History • https://www.chulavistaca.gov/residents/about-chula-vista/history • https://datausa.io/profile/geo/chula-vista-ca/ • https://mygoldrushtales.com/charles-weber-merchant-of-stockton/ • http://www.stocktongov.com/discover/history/hist.html Demographics & Economy • https://datausa.io/profile/geo/chula-vista-ca/ • https://www.neighborhoodscout.com/ca/stockton/demographics • https://datausa.io/profile/geo/stockton-ca/

Climate • https://www.usclimatedata.com/climate/chula-vista/california/united-states/usca0219 • https://www.sandiegocounty.gov/content/sdc/pds/mscp/biology.html • https://www.sandiegocounty.gov/content/dam/sdc/pds/mscp/docs/SCMSCP/ FinalMSCPProgramPlan.pdf • https://www.weather-us.com/en/california-usa/stockton-climate • https://calscape.org/loc-Stockton,CA/cat-All-Plants/ord-popular •

https://www.portofstockton.com/wildlife/

Chapter 3: Higher Education

Nolli Maps • https://cadmapper.com/pro/login/ Precedents • https://www.sjsu.edu/visit/ • https://www.pepperdine.edu/about/locations/ •

https://www.google.com/

Chapter 4: Vision & Goals

Vision Board • https://www.pinterest.com/lizreed95/building-blocks-of-campus-vision-boards/ • https://www.baunetz-architekten.de/koeber-landschaftsarchitektur/652571 • http://ndagallery.cooperhewitt.org/gallery/36001571/University-of-Cincinnati-OhioCampus-Green • https://www.unomaha.edu/student-life/wellness/campus-recreation/index •

https://www.dexigner.com/news/27610

•

Work for Chula Vista done by Lizzie Reed, Rina Fujita, Niki Blinov, Gabrielle Werst

Chapter 5: Campus Master Planning •

Work for Stockton Master Plan done by Studio White

Chapter 6: The Built Environment • •

Work for Chula Vista done by Gabrielle Werst Work for CSU Stockton Center for Environmental Science and Global Understanding

done by Gabrielle Werst and Joyi Larasari

Design Iterations

Future University Gabrielle Werst | Studio White | Spring 2020