Drexel University | Architectural Studies Capstone Projects 2023-2024

Architectural research is essential to the future design of resilient structures and communities. Future designs must support architecture that can withstand various stressors and disruptions. Studying the past, present, and future systems that contribute to “resilience” can yield new knowledge for future design thinking. The research in this book engages with the topic of resiliece through one of the following themes:

CLIMATE: Climate change, energy, and natural resource resilience

CITIES: City, community, and social resilience.

HEALTH: Healthy spaces and cities, spaces for human resilience

Each of these themes is broad and can be interpreted in various ways. The included projects were completed during a research-based Undergraduate Capstone Project in Architectural Studies. Students establish a solid foundation of the research topic and write a literature review in their ÿrst term. During the second term, the focus shifts to developing and implementing a speciÿc inquiry method to further investigate their research question.

The topic of resilience yielded a productive range of inquiry across our group this year. With many topical overlaps in their work, this class was incredibly supportive of one another, engaging in critical dialogue around these important questions. This year, the Architectural Studies graduating cohort investigated the impact of buildings on the resilience of communities and cities, the systemic effect of architecture and the built environment on health, and how cities are made more resilient over time, through architecture. Their projects are only the beginning of lifelong inquiry and change-making.

-Jacklynn Niemiec, Assistant Professor + Capstone Advisor

CLIMATE

Kelly Owens: Adaptive Facades

I. The Reduction of Building Energy Consumption through Adaptive Facades

II. Dynamic Skins: A Study of Adaptive Facade Design

Alex Puerto: Regenerative Architecture

I. Rethinking Place and Material Use in the Regenerative Architecture Paradigm

II. Creating Contexts

CITIES

Jaquelin M. Lara: Community and Cultural Resilience

I. Community Resilience to Changing Environments in South Philadelphia Mexican Neighborhoods

II. Portraits of South Philadelphia’s Mexican Roots and Identity

Janet-Nicole Riddick: The Ethics of Architecture

I. The Rise of Ethical Architecture

II. Studying Concious Architecture

HEALTH

Hannah Souba: Urban Green Space and Well-Being

I. The Future of Urban Green Spaces in the Age of Density Resilience

II. The Future of Urban Green Spaces in the Age of Density Resilience

Lydia Janik: School Design and Health

I. The In˜uence of School Architecture and Design Choices on Student Health Practices

II. The In˜uence of School Architecture and Design Choices on Student Health Practices

Image Sources: ArchDaily (left) Friends of the High Line (right)

HEALTH

Design decisions that contribute to health and well-being can re° ect resilience for healthy spaces. Evidence-based design work is closely tied to healthful environments. Research can investigate how these design methods, such as interior design and materials, active design, sensory design, and other human-centered approaches, can support human health resilience. The scale may vary from the individual to the collective. Healthcare design or the design of cities can connect to this topic as the built environment on society’s ability to respond to these types of stressors.

URBAN GREEN SPACES AND WELL-BEING

HANNAH

SOUBA

Bachelor of Science in Architectural Studies

Interdisciplinary Focus in Visual Studies

PART I: The Future of Urban Green Spaces in the Age of Density Resilience

HANNAH SOUBA

Keywords: Nature Displacement, Integration, Adaptive Reuse, Mental Well-being, Sensory Elements.

Integrating elements of nature into a space can significantly elevate the way individuals perceive and interact with it. The benefits it creates for well-being are exponential, but unfortunately due to the expansion of urbanization, nature has easily become displaced within highly populated dense cities. With the loss of these spaces, research has shown a decrease of mental well-being within cities, so it is important to devise a solution to replace what we have already lost. Through my research, green roofs have shown to be a unique solution. However, a critical examination raises questions about whether green roofs can truly replace lost natural green spaces. Issues such as limited public access, driven by maintenance costs and property values, as well as the compromise of natural topography for structural stability, reveal drawbacks. But are the benefits of these types of spaces worth the risks?

INTRODUCTION

Cities have grown as a result of expanding populations, architectural advancements, and the constant growth of urbanization. The displacement of nature becomes a common theme as cities grow, and because of this exploring innovative solutions that seamlessly integrate green spaces into the urban fabric is imperative. Among these solutions, green roofs emerge as a great option, offering a harmonious blend of ecological sustainability and human well-being. Green spaces, and specifically green roofs, play a role in the challenges of nature displacement (Werthmann 2007). Beyond their aesthetic appeal, these green spaces are essential for human health, providing an escape from the urban hustle and creating a connection with the natural world. Subsequently, to ensure structural stability, these spaces lose a sense of natural topography to be able to maintain safety through occupant load and other structural factors. With the restrictions that come with green roofs, are they able to contain elements similar to the natural environment while simultaneously exuding the same benefits?

ENVIRONMENTAL PSYCOLOGY

Environmental psychology explores the relationship between individuals and their surroundings, emphasizing how the environment can influence human behavior, emotions, and

well-being. Within this context, Frumkin found that incorporating elements of nature into urban environments, such as parks and green spaces, can contribute to enhanced overall mental and physical health. Exposure to nature has been linked to positive health outcomes, including reduced stress and improved mood (Frumkin 2017), so by understanding how people perceive and interact with their surroundings it can help us understand how we can create green spaces that intentionally promote mental and emotional health. Understanding how people perceive their surroundings through human biology and different forms of natural contact can give us an answer. Looking at forms of natural contact, varying by spatial, scale, and proximity, the sensory pathway is mainly how nature can be experienced (Frumkin 2017).

Understanding how we respond to different environments is crucial for creating spaces that cater to our sensory needs, promoting a harmonious connection between individuals and their surroundings. Thinking about our biological makeup and how we perceive the world, Forsyth’s integrates hearing and sound into the discussion. What is particularly interesting in the research are the health risks associated with environmental noise. Environmental noise refers to the unwanted or harmful sound present in the surroundings, often created by human activities and natural sources (Forsyth 2017). Traffic, construction, and recreational events are common sources that create unwanted noise. In small increments, these types of sounds can easily disrupt your thinking, but prolonged exposure to high levels of environmental noise has been linked to various health issues, including stress, sleep disturbances, hearing loss, and cardiovascular problems. This type of excessive exposure is more commonly associated to highly populated dense cities. As cities continue to grow, these sounds become consistent and routine. Ultimately, Forsyth’s claims “Noise can affect overall quality of life, and planners should consider these effects” (Forsyth 2017). Looking back into history, environments that align with our biological makeup and tendencies are a key to making urban design successful in correlation to human health. Beatly mentions in his book “that we carry with us predispositions to certain things in our modern landscapes that, over evolutionary history, helped with our survival” (Beatly 05). Before the evolution of urban environments, we naturally gravitated towards spaces that provide a place of refuge, whether that be a cave or a cliff. We

also lived closely with water and coastal environments, which can explain why seaport cities were the foundation of colonial America. But as we evolved, we could move away from these areas and still survive. With nature playing a huge role in human history, it would make sense why it can play such a major role in our mental and physical health. But the decline in contact with nature has shown to have a negative impact on humans’ quality of life, revealing how the decline in mental health and well-being is accelerating at an alarming rate (Oszewska-Guizzo 2023). Society is not biologically meant to thrive in densely populated urban environments, and this shift reflects numerous studies that show higher rates of mental health issues among urban residents compared to people living in rural areas. .

LANDSCAPE DESIGN IN CITIES

The recurring theme of nature displacement as cities expand greatly contributes to poor mental and physical well-being as nature continues to decline in urban areas. Landscape design in cities is a critical component of urban planning, aiming to create

aesthetically pleasing and functional spaces that enhance the quality of urban life. Well-designed landscapes contribute to the overall ambiance of a city, providing residents with areas for recreation, social interaction, and relaxation that contribute to their quality of life. Integrating green spaces and sustainable landscaping into city planning can contribute to a sense of well-being and can lessen the negative effects of urban living, such as stress and pollution. Brears suggests “Blue and Green” city ideology as a solution. The concept of a Blue-Green city revolves around harmonizing urban development with the local water cycle, aiming to cultivate sustainable and eco-friendly urban spaces that counteract the negative environmental impacts caused by human activity (Brears 2018). By incorporating soft green spaces designed to manage storm drainage, we can create cities that work in harmony with the natural environment, which would help heal the harm done to our ecosystems while simultaneously improving the communities overall health through nature contac

Figure 1: Health risks associated with environmental noise. Forsyth, Ann. Creating Healthy Neighborhoods: Evidence-based Planning and Design Strategies. New York, NY: Routledge, 2017.

Plenty of strategies available for improving densely populated areas, and biodiversity in urban areas is often overlooked but is crucial for maintaining ecological balance and supporting the well-being of urban ecosystems. This not only enhances the aesthetic appeal of urban spaces, but also contributes to improved air and water quality, and the overall health of the urban

GREEN ROOFS

Green roofs seamlessly overlap with landscape design principles to create healthier and more environmentally conscious city spaces (figure 3). These rooftops act as natural filters, capturing pollutants from the air that improve air quality. Additionally, green roofs contribute to thermal insulation, reducing the urban heat island effect and creating microclimates that mitigate extreme temperatures. By incorporating green roofs into landscape design, cities can introduce environmentally conscious buildings that incorporate natural elements into the built environment, fostering a sense of connection with nature amid the dense city environment. Since green roofs contribute to the aesthetic appeal of urban environments, they can provide a range of ecological and human health benefits (Werthmann 2007).

Access to green spaces, even at elevated levels, has been linked to stress reduction, increased physical activity, and enhanced mental health, demonstrating the positive impact of green roofs on the overall well-being of urban residents. By utilizing roofs,

ecosystem (Brears 2018). Local biodiversity can reduce water runoff and create an aesthetically pleasing view for residents in neighboring buildings, and biodiverse green roofs are a great option that does exactly that. Green roofs delay stormwater from entering our sewer system and reduce energy usage while simultaneously aiding aesthetic appeal (Brears 2018). Through this innovative approach, green roofs offer a way to blend important elements of nature with the advantages of a well-designed dense urban area while keeping a strong focus on the incorporation of green spaces. Bolleter describes this concept as a public green space that functions as a communal “backyard” for residents living in densely populated urban areas, better known as Greenspace-Oriented Development (Bolleter 2020). By harmonizing the urban environment with nature, we can cultivate sustainable and eco-friendly urban spaces that counteract the negative environmental impacts caused by human activity.

we can create an engaging outdoor space that can be accessed and enjoyed on a daily basis. But rooftops are generally private, limiting access to anyone that just wants to experience its great benefits. In dense urban environments, green roofs can often be found on top of condominiums or businesses, resulting in an increase in property value due to their seclusion for people who have access to all areas of the building (Werthmann 2007). Werthmann argues that if everyone had access to all of this space, it might diminish its value for the property by losing a sense of seclusion. Green roofs are a great way to implement nature contact in urban settings, which can greatly benefit the health and well-being of anyone who has access. But if access is limited, the space cannot be utilized to its full potential (Hanson 2012). Unfortunately, the main factor contributing to accessibility is cost, “the installation of green roof requires significant investment, and the cost varies with type of green roof, location, labour and equipment” (Vijayaraghavan 2015). Due to its high cost, the number of green roofs are low, which makes them more desirable. When seclusion is added, it makes them even more

Figure 3: Angel Lane loacted in London, England. Jodidio, Philip Rooftops : Islands in the Sky. N.p.: Cologne : Taschen, 2016.

Figure 2: Summary of Blue-Green Infrastructure. “Blue-green infrastructure: from a single measure to city-wide network” (Wetlands International).

(Wilkinson 2018)

desirable. Because of bias and greed these spaces lack the ability to optimize its full benefits. Besides cost, the naturalness of a green roof comes into question, whether it can be used as a true replacement to nature. Green roofs present some challenges for urban planning, engineering, and management. These things can include things such as needing careful design, installation, and maintenance to ensure structural stability, safety, and functionality. To ensure the building can hold a green roof structurally, natural topography can be lost. Green roofs typically involve the installation of a flat or gently sloping surface to accommodate the vegetation, which may not replicate the diverse topography found in natural landscapes. Green roofs, being more uniform in their design, may lack the dynamic visual appeal that can be associated with diverse elevations and landforms.

CONCLUSION

In review, green spaces are vital for the health of humanity. Through environmental psychology, we can explore the relationship between individuals and their surroundings to better understand how and why nature plays such a significant role in human health. But due to growing urbanization, nature gets lost, causing the mental and physical health of the communities’ occupants to decrease. Green roofs arise as a solution for this problem, but looking critically, its flaws are uncovered. The privatization and cost of green roofs make them a less valuable option. They also may lack the dynamic visual appeal that is associated with natural landscapes due to the importance of maintaining structural stability. With green spaces decreasing in urban areas, it is important to uncover a true solution that can replace what has been lost without losing its benefits.

BIBLIOGRAPHY

Beatley, Timothy. Handbook of Biophilic City Planning and Design. Washington, DC: Island

Press/enter for Resource Economics, 2016.

Bolleter, Julian, and Cristina E. Ramalho. Greenspace-Oriented Development: Reconciling Urban Density and Nature in Suburban Cities. SpringerBriefs in Geography. Cham: Springer International Publishing, 2020.

Brears, Robert C. Blue and Green Cities: The Role of Blue-Green Infrastructure in Managing

Urban Water Resources. London, England: Palgrave Macmillan UK, 2018.

Forsyth, Ann. Creating Healthy Neighborhoods: Evidence-based Planning and Design Strategies. New York, NY: Routledge, 2017.

Hanson, Beth, and Sarah Schmidt. Green Roofs and Rooftop Gardens. Brooklyn, NY: Brooklyn Botanic Garden, 2012.

Jodidio, Philip. Rooftops : Islands in the Sky. N.p.: Cologne : Taschen, 2016.

Kellert, Stephen R., Judith H. Heerwagen, and Martin L. Mador, eds. Biophilic Design : the Theory,Science, and Practice of Bringing Buildings to Life. Hoboken, NJ: John Wiley and Sons, Inc.,2008.

Nature Contact and Human Health: A Research Agenda 125, no. 7 (2017).

Oszewska-Guizzo, Agniezska. Neuroscience for Designing Green Spaces: Contemplative

Landscapes. 1st ed. Milton: Routledge, 2023

Werthmann, Christian. Green Roof: a Case Study. N.p.: New York: Princeton Architectural Press,2007.

Figure 4: Summary of typical lifecycle cost of green roofs. “Research Gate”

PART II: The Future of Urban Green Spaces in the Age of Density Resilience

HANNAH SOUBA

How can urban planning incorporate sensory rich natrual elements to improve an individual elements?

RESEARCH QUESTION

When starting my research, my primary goal was to investigate the relationship between urban green spaces and mental health. Throughout my exploration, a recurring theme that came up was how public parks and green areas offer a variety of physical, psychological, and social benefits for urban residents. However looking deeper, I sought to pinpoint the precise natural elements that enhance mood and explore strategies for integrating them effectively within public green spaces. My ultimate goal was to ensure that occupants could fully experience the benefits of these elements, thereby enhancing their overall well-being.

PROCESS AND METHODS

Moving forward in my research, to answer the previous question I chose to look into two green roof case studies. The two I chose

are the highly successful NYC Highline and the Philly Railpark that is currently unfinished. My goal is to take note of what is successful and what isn’t successful in terms of rich natrual elements that can provide a releif from the sensory stressors that come with being in a city enviroment.

During my investigation, I chose to base my findings on the sensory elements that are present, both positive and negative. Understanding how people perceive their surroundings through human biology and different forms of natural contact is a great sensory indicator. The use of our five senses is how nature can be experienced from any individuals perspective. To document these factors I decided to take pictures and audio recordings.

DATA AND SYNTHESIS: THE NYC HIGHLINE

The High Line is a 1.5-mile-long public park situated on a reclaimed elevated railroad in Manhattan (figure 2). Designed by architects James Corner Field Operations, Diller Scofidio + Renfro, and Dutch planting designer Piet Oudolf, the highline offers a unique blend of cityscapes and greenery which are all experienced through our sensory pathways.

Figure 1. Drone image of the Philadelphia Railpark. (Philly By Drone & Lawn and Garden Landscaping 2018).

THE NYC HIGHLINE:

First looking at sight, the highline showcases a diverse range of plant life that not only captivates the eye with its array of colors and textures, but also serves as a source of positive stimulation.

Research I’ve collected throughout the term suggests that visually stimulating environments contribute to heightened emotions like happiness and improved cognitive abilities. To capture the essence of the highlines scenery, I included features plants showcasing the various plant types and textures to replicate its visually enriching experience (figure 3 and 4). To break down visuals even further, I created a color palette highlighting colors you may see along the way (figure 3).

Despite the visual appeal, the highlines linear and predominantly flat trajectory strays away from mimicking terrain characteristics of natural landscapes. Its uniformity and repetitive features may diminish the benefits of experiencing diverse topography. Through multimedia like videos of people walking along the highline, one can evaluate how the pathways design influences emotional responses and perceptions, shedding light on opportunities for enhancing the visitor experience.

Now shifting to the significance of sound and touch, the highline offers a variety of experiences. Effective noise reduction strategies are deployed along certain sections of the highline in hopes to reduce the negative effects of environmental noise within urban settings. Also, the presence of lush foliage along the pathway invites tactile engagement, offering visitors opportunities for sensory immersion and mindfulness. By looking at multimedia that emphasizes sounds and tactile sensations, one can appreciate the intricate interplay between environmental design and human well-being curated by the highline.

Moving on to the comparison of sound, both parks share similarities in the soothing sounds of nature. The Railpark does stand out for its overall quieter ambiance. This discovery correlates to the Railparks location, meaning that it is located in a less densely populated area of the city. But the quietness of the Railpark comes at a cost, as the Railpark struggles to attract visitors, leading to a lack of social interaction. Social engagement plays a crucial role in fostering a sense of community and well-being. The Railpark does fall short in this department compared to the bustling atmosphere of the Highline.

In terms of touch, both parks host a diverse range of plants, yet the Highline easily outshines the Railpark with its greater variety of plant species. However, the Railpark capitalizes on mimicking natrual texture by incorporating gravel pathways that offer tactile engagement similar to natural landscapes. Despite the disparites between the two parks, the Railpark has the potential for growth and success. By focusing on replicating natural environments and incorporating sensory elements inspired by the highline, the Railpark can strive become a stable green space in Philadelphia. As the Railpark continues to expand, it

Figure 2. Map of the Highline.

Featured Plants:

Color palette throughout walking trail:

Figure 3. Section 1 map of the Highline

Thread-leaf bluestar

Whitespire gray birch

Autumn bride hairy alumroot

Thread-leaf bluestar

Prairie dropseed

Featured Plants:

Emerald Sentinel eastern red cedar

Sassafras

Shenandoah red switch grass

Twisted-leaf garlic

Wildfire black gum

Figure 4. Section 2 map of the Highline

has a promising future for attracting more visitors and has the ability to compete with the Highline in its allure and impact on the urban landscape.

Overall I loved researching this topic. We are all aware that any environment can evoke a variety of feelings, but when your start looking into the psychology of why, it gets more intricate. In architecture everything is intentional and has meaning, and in my argument, this should be just as important in landscape architecture. By understanding why and how someone may feel based on simple elements like color and texture, we can better design green spaces in urban settings.

DATA AND SYNTHESIS: THE PHILLY RAILPARK

Now looking at the Philadelphia Railpark designed by architec Brian + Hanes, the project is envisioned to span a length of three miles upon completion (figure 5). The project as a whole epresents a significant attempt to transform urban space and implement adaptive reuse. The park is currently unfinished and only has one section open to the public, which is called phase one. Phase one of the project focuses on visual elements, aiming to provide a stimulating experience through the incorporation of plant texture and color (figure 6). However, compared to the Highline, the Railparks color palette is minimal. Despite this, the Railpark compensates by strategically integrating varied path directions. Through careful placement of benches and green spaces, visitors are guided along unique routes, enhancing visual interest. While the path may lack an organic feel like natrual landscapes, they offer an intriguing alternative compared to the straight path of the Highline. Additionally, the presence of wildlife sounds and the tactile sensation of gravel under your feet further accentuates the railpark’s attempt to replicate a natural environment, inviting visitors to engage with their surroundings on multiple sensory levels.

THE RAILPARK:

COMPARISON AND CONCLUSIONS

When you compare both parks (figure 7), the difference in sight is very different. The Highlines’ success lies in its vibrant array of plant species, offering visitors a visually stimulating experience with varied colors and textures. However, a notable negative of the Highline is that it has a predominantly straight path direction which in return lacks dynamic variety compared to the Railpark. Through side by side comparison, it becomes apparent how the Railpark utilizes diverse pathways to enhance visual interest, contrasting with the Highlines linear trail.

FUTURE QUESTIONS

Looking into the future, I hope my research can be a valuable lesson for designers as a whole. Architecture is an art that is designed for people, so understanding human psychology is a huge advantage. But after concluding on what makes an urban green space successful in terms of well-being, I wonder if there can be a method for architects to keep this in mind when designing any space. Possibly a checklist of some kind, making sure architects are being intentional in their decisions. Or maybe a do’s and don’ts list? I think the next step of my project is to look into methods or ways architects can be more mindful of the psychological impact architecture has, and hopefully implementing it into their daily lives and design choices.

Figure 5. Map of the Philadelphia Railpark

TheCut

TheTunnel

TheTunnel

Featured Plants:

palette throughout walking trail:

Figure 6. Phase 1 map of the Railpark.

The Viaduct

The Cut

Color

Smooth sumac River birch Tuffed hairgrass

Colors

Textures

NYC HIGHLINE PHILLY RAILPARK

Path Circulation

Sounds of Nature

Environmental Noise

Social Interaction

Plant Variety

- Perennials - Trees & Shrubs - Grasses - Vines - Bulbs - Wetland Plants

Construction Materials

- Perennials - Trees & Shrubs - Grasses

Figure 7. Sensory pathway comparison chart.

Figure 8. Image from section 2 of the Highline.

ACKNOWLEDGMENTS

I would like to say a huge thank you to Jackie Neimiec for guiding me through this project and for pushing me to think more critically. My thesis would not be what it is today if it wasn’t for her. I’d also like to thank my family for supporting and encouraging to keep going throughout my entire time here at drexel, most importantly through this final push. Lastly, I’d like to thank my classmates for providing me with valuable insights and opinions. Your projects are all inspiring and it pushed me to work harder everyday.

BIBLIOGRAPHY

Beatley, Timothy. Handbook of Biophilic City Planning and Design. Washington, DC: Island Press/enter for Resource Economics, 2016. Bolleter, Julian, and Cristina E. Ramalho. Greenspace-Oriented Development: Reconciling Urban Density and Nature in Suburban Cities. SpringerBriefs in Geography. Cham: Springer International Publishing, 2020.

Brears, Robert C. Blue and Green Cities: The Role of Blue-Green Infrastructure in Managing Urban Water Resources. London, England: Palgrave Macmillan UK, 2018.

Forsyth, Ann. Creating Healthy Neighborhoods: Evidence-based Planning and Design Strategies. New York, NY: Routledge, 2017.

Hanson, Beth, and Sarah Schmidt. Green Roofs and Rooftop Gardens. Brooklyn, NY: Brooklyn Botanic Garden, 2012.

Jodidio, Philip. Rooftops : Islands in the Sky. N.p.: Cologne : Taschen, 2016.

Kellert, Stephen R., Judith H. Heerwagen, and Martin L. Mador, eds. Biophilic Design : the Theory,Science, and Practice of Bringing Buildings to Life. Hoboken, NJ: John Wiley and Sons, Inc.,2008.

Nature Contact and Human Health: A Research Agenda 125, no. 7 (2017).

Oszewska-Guizzo, Agniezska. Neuroscience for Designing Green Spaces: Contemplative Landscapes. 1st ed. Milton: Routledge, 2023 Werthmann, Christian. Green Roof: a Case Study. N.p.: New York: Princeton Architectural Press,2007.

Urban Green Spaces

BIO

My name is Hannah Souba and I had so much fun working on this project. Understanding our natural environment and how our minds work is a huge passion of mine, which is why I chose to base my research on environmental psychology and biophilia. The next step in my education is to further pursue this passion by getting my master’s in landscape architecture, and I plan to use this project as a reminder of how impactful nature can be on our mental health and emotional well-being. In addition to Drexel’s architectural studies program, I’ll be graduating with a concentration in visual studies with a minor in graphic design and marketing. I’m so excited for what’s next and I would like to thank anyone that has helped me and supported me throughout my time here at Drexel. It wasn’t easy, but leaning on friends and family is a big factor for my success throughout my academic career.

SCHOOL DESIGN AND HEALTH

LYDIA JANIK

Bachelor of Science in Architectural Studies

Interdisciplinary Focus in Interior Design

PART I: The Influence of School Architecture and Design Choices on Student Health Practices

LYDIA JANIK

Keywords: Health, activity, children, consumption, design

The presence of childhood obesity is an issue that continues to grow and become more prominent in children’s lives (Harrison and Jones 2012). Factors contributing to this increase include declining nutritional quality in children’s diets, larger food portion sizes, reduced physical activity, and a rise in sugar-sweetened beverage consumption (De Souse, Sonavane and Shah 2012). Obesogenic environments, characterized by sedentary lifestyles and high-calorie intake, play a pivotal role in promoting unhealthy behaviors (Gorman, Lackney, Rollings and Huang 2007). Given their significant influence on children, schools are crucial in health promotion (Harrison and Jones 2012). School facilities and design qualities contribute to creating environments that encourage healthy food choices and physical activity. Recognizing schools as vital environments for cultivating healthy habits is essential for students’ overall well-being. Redesigning school environments holds promise in tackling childhood obesity by promoting healthy eating and physical activity (Gorman, Lackney, Rollings and Huang 2007).

OBESITY SIGNIFICANCE

During the late 20th century the presence of childhood obesity began to increase, and since then has been dramatically growing (Harrison and Jones 2012). Specifically, within the past three decades children and adolescents diets have declined in nutritional quality, influencing childhood obesity rates (Frerichs 2014; Frerichs, Brittin and Sorensen 2015). Obesity is caused by an energy imbalance where a person consumes more calories than what is used by the body within an extended period of time (Wendel, Benden, Zhao and Jeffrey 2016). Obese children tend to have larger food portions and spend less time partaking in physical activity compared to normal-weight children of the same age (De Souse, Sonavane and Shah 2012). Children’s fruit and vegetable intake has decreased considerably, and sugar-sweetened beverages have doubled (Frerichs 2014, Frerichs; Brittin and Sorensen 2015). The frequency of obesity tends to increase with children’s age. 12.7% of children ages 2-5 years old have obesity and this

number rises to 20.7% for children 6-11 years, and 22.2% for ages 12-19 (Stierman 2021).

Prevention among children has become critical because the chance that obesity follows the child into adulthood is significant (Harrison and Jones 2012; Gorman, Lackney, Rollings and Huang 2007). There is a 50-80% chance that obese children end up growing up to become obese adults. This cycle is caused by children gaining weight due to their lack of physical activity and intake of unhealthy foods. For adolescents in particular, total nutrient needs are higher than any other time in their life cycle, meaning that failure to consume adequate nutrients can result in growth effects and delays in sexual maturation (De Sousa, Sonavane and Shah 2012). Childhood obesity is associated with a higher chance of premature death and disability in adulthood. Obesity causes adverse health effects like cardiovascular disease, hypertension, osteoporosis, stroke, Type 2 diabetes and cancer, as well as a decline in mental health (De Sousa, Sonavane and Shah 2012; Wendel, Benden, Zhao and Jeffrey 2016). Because of how large the number of people with obesity is, it is being referred to as a global epidemic. Treating obesity in adults is much more difficult than in children, thus effective prevention and management of childhood obesity will result in a decline in adult obesity (De Souse, Sonavane and Shah 2012).

One of the main factors contributing to obesity-related behaviors is obesogenic environments, which are the opportunities, conditions, and surroundings that promote obesity in individuals or populations (Gorman, Lackney, Rollings and Huang 2007). A sedentary lifestyle has emerged, and when paired with high calorie intake, obesity rates will escalate (De Souse, Sonavane and Shah 2012). In addition, accessibility and availability of foods in peoples’ surrounding physical environment significantly impact food choices (Story, Neumark-Sztainer and French 2002).

SCHOOL INFLUENCE

Schools in particular are one of the most important components to health promotion amongst children because of how large of a role they play in their lives. Schools provide opportunities to

promote healthy behaviors through their provided meals, availability of physical activity facilities, and learning environment design (Harrison and Jones 2012). Schools not only play a prominent role in children’s education and socialization, but they are a major source of children’s food access, providing up to 50% of students’ daily food intake (Frerichs 2014; Frerichs, Brittin and Sorensen 2015; Gorman, Lackney, Rollings and Huang 2007).

Children spend about 7-9 hours of their 14-16 hours of time awake at school everyday, making it the perfect place to implement obesity interventions. American schools put more emphasis on standardized test scores which has put pressure on teachers and administrators to increase sedentary learning time. As an effect, this situation has caused an increase in sedentary behaviors and schools have decreased the requirements for children to partake in physical activity during the school day (Wendel, Benden, Zhao and Jeffrey 2016). Currently, some schools have in place obesity prevention interventions and programs that teach children about healthy behaviors. However this type of education in schools has not been found consistently effective (Harrison and Jones 2012; Frerichs, Brittin and Sorensen 2015). These interventions have been proven to encourage only short term results, therefore schools need to seek out a new method for obesity prevention. Considering this, schools should pair childrens’ healthy behavior education with opportunities to be able to practice these skills by altering time, space, and facilities of the physical or social environment. To fully engage in healthy practices, a supportive environment is required to make it accomplishable (Harrison and Jones 2012).

PSYCHOLOGICAL INFLUENCES OF OBESITY

Children who suffer from childhood obesity tend to suffer from reduced social interaction, low self-esteem and self-worth, depressive symptoms, and suicidal ideation (De Souse, Sonavane and Shah 2012). These children also are prone to being victimized and are subject to bullying by peers. In some situations, obese children may also be the bully as a result of wanting to feel superior to overcome feelings of inferiority that come from obesity and body image dissatisfaction. Obese children tend to experience anxiety and depression as a symptom that can cause obesity or as a consequence of suffering from obesity. In most cases, the route of their anxiety is related to weight and food habits causing them to end up crash dieting, which usually results in the child eating more. Depression in obese children can be identified in the form of aggressive behavior, anger, and behavior problems. There are also signs of major depression in obese children that tend to be fatigue paired with poor academic performance. Sleep problems have been known to be paired with obesity which can contribute to cognitive impairment, in addition to weight gain caused by the hormones ghrelin and leptin being altered by reduced sleep (De Souse, Sonavane and Shah 2012). Beyond this, neuroimaging studies on childhood obesity have even found that white matter lesions in obese children resemble findings seen in early age Alzheimer’s and

vascular dementia patients, however further research is needed on the topic. Due to obesity’s rising rates, the developmental and psychological issues that may play a role in childhood obesity prevalence needs to be taken into consideration (De Souse, Sonavane and Shah 2012).

Adolescence is a crucial period in children’s lives because behavior patterns picked up during this time are likely to influence their long-term behaviors. During this period in children’s lives eating patterns tend to change due to lifestyle, developmental, social and environmental influences. Factors like concern with their physical appearance and body weight, need for peer acceptance, independence, eating away from home and busy schedules all affect adolescents’ eating behaviors and the foods they choose to eat. Because of this, adolescence is a great time in children’s lives to positively influence the adoption of healthy eating and physical activity patterns to try and ensure they carry these skills into adulthood (Story, Neumark-Sztainer and French 2002).

SCHOOL DESIGN EVOLUTION

Modern school design has evolved to reflect changes based on school needs (Hille 2011). Previous design changes in schools were intended to influence outcomes like scholastic performance and attention (Gorman, Lackney, Rollings and Huang 20 07). These design changes prove that physical space can impact student behavior and development. Changes in school design made in the past can provide insight into how schools might be designed or redesigned to prevent obesity (Gorman, Lackney, Rollings and Huang 2007).

In the second half of the 19th century the first large urban public schools were being built as a result of fast growing immigrant populations moving to the United States. These schools’ architecture consisted of a basic block with one or two floors with classrooms organized symmetrically around a central hallway. Classroom furniture at the time was standardized to have individual desks arranged in row and bolted to the floors (Hille 2011, 13). No regulated health and safety conditions were implemented that related to sanitation, hygiene, and fire safety, so these factors varied from school to school. Once the early 20th century hit, the concern for the health and safety of children became more prevalent. These societal changes led to design standards for lighting, ventilation, and fire safety improvements. However classroom furniture remains the same at this time with fixed desks and a blackboard and a teacher desk at the front of the room for lecture-based education (Hille 2011, 14). As the design of modern schools evolved over the next century, design choices were made based on themes that reflect the influence of modern education programs. These themes for modern schools include school identity, community, variety of learning venues, student and teacher interaction, flexibility and adaptability, and the quality of the learning environment (Hille 2011, 17). Over time, the way we design schools changed with the development of societal needs and standards (Hille 2011, 14). Today, childhood obesity is a factor that needs to be addressed in school design

to impact the way we design schools from now on (Harrison and Jones 2012).

PROGRAM FACILITIES

The Healthy Eating Design Guidelines (HEDGs) for School Architecture provide evidence that the physical environment has a significant influence on healthy eating (Table 1) (Frerichs 2014; Frerichs, Brittin and Sorensen 2015). The HEDGs explain the physical environment strategies ten areas of design have on facilitating and encouraging healthy eating practices and behaviors (Frerichs, Brittin and Sorensen 2015). One objective the HEDGs mention is incorporating an open commercial kitchen into school design. Commercial kitchens designed to facilitate obtaining, preparing and storing fresh, organic foods that also allow for them to be prepared in a manner that preserves nutritional value will impact student healthy eating outcomes. Schools that incorporate simple factors into kitchen design, like adequate counter/work space, ovens, tilt skillets, and steamers allow for fresh foods to be easily cooked in a variety of ways. In addition, including teaching kitchens in school design allows for accessible, hands-on teaching on healthy cooking for students to use during the school day and for extracurricular use.

Incorporating space for nutritional counseling support, such as a school wellness center, into school design can be a helpful tool to extend healthy food messaging to students (Frerichs 2014).

DINING SPACES

Specific spaces that address healthy eating education and are connected to social interaction, like cafeterias, can strengthen visual cues of healthy eating as a shared organizational value (Frerichs 2014). Studies have found that children and school staff state that their schools have short meal times and long cafeteria service lines. They also reported that the easy access and the appeal of unhealthy snacks and foods in schools, and surrounding food vendors negatively affected their food choices. It was noted that if schools just decreased the presence of unhealthy foods by removing vending machines or offering healthier options, children’s eating choices would positively change (Frerichs, Brittin and Sorensen 2015). A cafeteria service area should be designed to encourage healthy food selection and maximize the amount of time students spend dining. This can be done through school design by providing space for healthy grab-andgo meal options, equipment for multiple healthy meal options of every food category, and building-salad bars away from a

-Provide kitchen equipment such as ovens, tilt skillets, and steamers that allow for a variety of cooking methods for fresh foods.

-Provide sufficient counter or work space for processing of fresh foods.

-Provide areas conducive to teaching, presentation, and demonstration cooking.

-Create teaching kitchen as a hands-on learning environment with equipment that is safe and accessible to children.

-Provide space for healthy grab-and-go meal options in the snack or express line.

-Provide space for multiple healthy choices in each food category (celery and carrots).

-Position salad bars away from walls for 360˚ circulation.

-Design dining areas to recognized national standard for seating capacity, to avoid overcrowding.

-Create a variety of seating options and social arrangements, recognizing that not all students will be comfortable in a given configuration.

-Incorporate appealing colors and lighting.

-Feature fresh, preserved, or prepared food in public spaces.

Educational signage, wayfinding, and marketing Deploy graphic design and signage elements throughout the school environment to reinforce the healthy-eating message. Support healthy eating through design and policy strategies focused on the school physical environment that facilitate access to drinking water and discourage unhealthy food and drink choices from vending machines.

Provide spaces for on-site food cultivation and production, coordinated with curricular and extracurricular activities.

Identify and provide programming opportunities to extend healthy food messaging throughout the school.

Support healthy eating and local food production in the community.

Table 1. Healthy Eating Design Guidelines

-Provide educational (nutritional) information on food choices.

-Highlight information on seasonal fresh foods incorporated into the school food program.

-Locate educational signage so that it is visible from the “point of choice” in the server zone.

-Provide ready access to potable water and cups in dining areas.

-Replace vending machine content with healthy food and beverage options.

-Create a school garden.

-Include on-site food production resources (e.g., garden, greenhouse) in construction documents for building facility, where possible.

-Provide a school wellness center readily accessible to all students, designed to support nutritional counseling and integrated with related school functions such as the health educator or school nurse.

-Design food spaces to support curricular and extracurricular activities and community education.

-Design food spaces for flexibility and multiple uses by the school, school affiliates, and community groups.

-Provide community garden space for local use.

Source: Frerichs, Leah, Jeri Brittin, and Dina Sorensen. “Influence of School Architecture and Design on Healthy Eating: A Review of the Evidence.” American Public Health Association, April 2015. https://doi-org.ezproxy2.library.drexel.edu/10.2105/AJPH.2014.302453.

Notes: Breakdown of the 10 spatial dominas with examples of the Healthy Eating Design Guidelines for School Architecture.

wall to allow for 360 circulation (Frerichs 2014). Implementing design elements such as well-defined spatial divisions to avoid conflicts between lunch employees and student traffic, encouraging smooth circulation to prevent unnecessary movement in high-traffic zones, and strategically placing trash cans to avoid disruptions in circulation patterns can collectively minimize waiting times for students during lunch (Gorman, Lackney, Rollings and Huang 2007). Dining spaces can be redesigned to be a place of enjoyment and relaxation to help promote healthy eating. Adjusting elements such as seating capacity to prevent overcrowding and introducing diverse seating options and social arrangements empowers children to choose seating that feels comfortable to them (Frerichs 2014).

DESIGN QUALITIES

The physical design of schools has the potential to influence healthy eating behaviors. Studies in behavioral economics reveal that, for most individuals, decisions regarding food consumption are characterized by minimal cognitive engagement and are influenced by environmental cues, spanning from the surroundings and furniture to the container and the food itself. Physical environment properties like visual cues, aesthetics and accessibility of healthy and unhealthy foods can directly influence children’s

eating behaviors. These direct influences can be as simple as changing educational signage, wayfinding and marketing. These factors can also be easily altered by school staff to implement improved eating behaviors. For example, implementing graphic design and signage elements across a school premises can enhance the message of promoting healthy eating. Employing specific design strategies, such as presenting nutritional information and food choices, placing educational signage strategically within the server zone to ensure visibility from where food choices are made, and showcasing details about seasonal fresh foods can help reinforce healthy eating. Incorporating appealing colors and lighting and featuring fresh, preserved, or prepared food in dining areas can create an atmosphere that fosters the pleasure of food and socializing (Frerichs 2014). Designing a cafeteria with a food-court-styled serving area with varied seating arrangements (Fig. 1) accommodates diverse food preferences and offers a variety of spaces for different social groups, encouraging on-campus dining. Breaking down school lunch areas into smaller sections can enable students to personalize spaces and diminish any stigmas linked to eating on campus. Further design initiatives might involve reducing conversational noise levels and overcrowding in cafeteria and dining areas by introducing natural elements like plants or water displays. Integrating

15, no. 11 (2007): 2521–2530. https://doi.org/10.1038/ oby.2007.300.

Figure 1. Sketch of a food-court-inspired cafeteria design. Gorman, Nicholas, Jeffery A Lackney, Kimberly Rollings, and Terry T-K Huang. “Designer Schools: The Role of School Space and Architecture in Obesity Prevention**.” Obesity.

these design qualities into school architecture will create a more inviting environment for students (Gorman, Lackney, Rollings and Huang 2007).

School architecture’s impact on children’s behaviors extends beyond the mere placement of walls. Spatiality and proxemics recognize that the individuals occupying a space actively contribute to shaping the meanings associated with that space, consequently influencing behaviors. Numerous environmental factors, including air quality, acoustics, climate control, crowding, ergonomics, and lighting, can shape activity patterns, stress levels, and even appetite and food choices, all of which are pertinent aspects of overweight and obesity. The connection between exposure to these factors and the subsequent development of unhealthy behaviors is often intricate and involves multiple factors. While these environmental aspects may not immediately seem directly relevant to obesity prevention, they have the potential to impact school-based interventions aimed at addressing obesity (Gorman, Lackney, Rollings and Huang 2007).

GARDEN SPACES

School fruit and vegetable gardens educate children on nutrition and encourage healthy eating habits. This practice has been linked to heightened awareness of fruits and vegetables, a greater willingness to try them, and the development of positive food preferences. In fact, after being involved with gardening spaces at school, it was recorded that students then increased their fruit and vegetable consumption by over one portion each day (Harrison and Jones 2012). Compared to students who may only receive nutritional education, those who experience garden spaces paired with nutritional education have been found to eat healthier (Harrison and Jones 2012; Gorman, Lackney, Rollings and Huang 2007). In addition, studies found that school staff and students believed that garden spaces increased healthy eating outcomes and improved children’s social skills (Frerichs, Brittin and Sorensen 2015).

SCHOOL ARCHITECTURE IMPACT ON PHYSICAL ACTIVITY

Children engaging in physical activity is linked to enhanced cardiovascular health, mental well-being, and academic performance. However, as children transition into adolescence, a notable decline in participation in physical activity is often replaced by more sedentary pursuits. Given that children spend about half their walking hours at school, educational institutions are pivotal for encouraging physical activity and mitigating sedentary behaviors. The surrounding environment constrains the spectrum of behaviors in children, often promoting specific actions while discouraging others. Many current school environments tend to encourage sedentary behavior rather than providing opportunities for physical activity. Nevertheless, environmental interventions can potentially enhance levels of physical activity (Morton, Atkin, Corder, Suhrcke and Van Sluijs 2016).

TYPES OF ACTIVITY SPACES

Students’ odds of being involved with daily physical activity increased with the presence of more facilities at schools. This includes spaces like open fields, outdoor obstacle courses, playgrounds, and cardio/weight equipment rooms. Offering more outdoor space per child has been linked to heightened levels of physical activity during school break times, observed in both preschool children and adolescents. The types of surfaces within a school environment can significantly influence their suitability for physical activity. Vegetation or ‘greened’ areas like woodlands, wildlife gardens, or vegetable plots can act as a potential catalyst for physical activity (Harrison and Jones 2012). According to teachers, vigorous activities are more likely to occur on turf and asphalt areas, while ‘greened’ spaces support more moderate and light physical activities. Teachers also reported that the introduction of green spaces increased their students’ overall physical activity levels. Traditional surfaces in school grounds typically consist of grass fields and hard courts/playgrounds, often marked for various games and sports. Qualitative findings indicate that children generally prefer grass surfaces, but surfaces like with court or line markings or fixed equipment are identified as particularly conducive to active play. When analyzing playgrounds, those that included differently colored zones designed for sports, multi-activity, and quiet play were found to increase the amount of physical activity children engaged in during recess compared to children at schools with traditional playgrounds. The relationship between the types of spaces and physical activity often varies based on gender, age, and quality (Harrison and Jones 2012). As a result, incorporating facilities that cater to both competitive or group sports, such as gymnasiums, courts, and play fields, and non-competitive or individual physical activities, like weight rooms, dance studios, and nature paths, provides a versatile environment accommodating various forms of physical activity (Fig 2). Additionally, flexible studio spaces designed for activities like yoga and dance, and specialized facilities like tennis courts can serve as valuable community resources or extracurriculars to students. An effective means to promote unstructured physical activity during school involves establishing transitional spaces. These could include weather-protected areas like porches, overhangs, or covered courts at the junctions of indoor and outdoor spaces. These designated zones offer distinctive opportunities for physical activity, catering to students who might typically avoid engagement on fields, basketball courts, or similar outdoor playgrounds. Establishing a variety of activity spaces enables children to select activities that align best with their preferences and what they are comfortable with (Gorman, Lackney, Rollings and Huang 2007).

ACCESSIBILITY

The accessibility of school facilities, along with their quality, highly impact students’ physical activity. Qualitative research indicates that the absence of playground equipment serves as a deterrent to engaging in physical activity within the school environment. Implementing interventions that provide games equipment for use during breaks has proven successful in promoting increased physical activity (Harrison and Jones 2012).

When assessing the quality of facilities, poor changing facilities and the absence of school bike storage facilities were identified as factors negatively impacting students’ physical activity. The lack of equipment or the poor quality of equipment has been noted as a barrier to physical activity at schools, specifically for boys. However, the quantity of available facilities is not the primary factor influencing student physical activity; rather, it is the presence of specific facilities that students consider satisfactory.

CLASSROOMS

Classroom design can be taken advantage of to integrate physical activity into. Classrooms with features such as standing desks, wireless laptops, portable video display units, and mobile whiteboards facilitate active lessons and activity-promoting games (Harrison and Jones 2012). A systematic review demonstrated that using standing, stand-biased, and adjustable workstations resulted in reduced sitting time, increased caloric expenditures, improved posture, and decreased pain. In addition, children in stand-biased classrooms were found to have improved behavioral classroom engagement. Classrooms designed to encourage standing can disrupt sedentary behavior patterns among kindergarten through grade 12 students, all within the school hours. This can be achieved effortlessly, at a minimal cost, and without causing disruptions to classroom instruction time.

CONCLUSION

The design and restructuring of school environments present a promising strategy to promote healthy eating and physical activity within educational settings. The accessibility to healthy

eating opportunities and a variety of activity facilities in schools can help decrease childhood obesity (Gorman, Lackney, Rollings and Huang 2007). Schools should serve as environments where adopting healthy eating behaviors is considered normal, actively demonstrated, and consistently reinforced (Story, NeumarkSztainer and French 2002). Recognizing schools as crucial environments for promoting an active lifestyle can contribute significantly to students’ overall well-being (Morton, Atkin, Corder, Suhrcke and Van Sluijs 2016). How might we now format school architecture criteria to support the prevention of childhood obesity?

BIBLIOGRAPHY

Flo Harrison, Andrew P. Jones, A framework for understanding school based physical environmental influences on childhood obesity, Health & Place, Volume 18, Issue 3, 2012, Pages 639-648, ISSN 1353-8292, A framework for understanding school based physical environmental influences on childhood obesity - ScienceDirect.

Frerichs, Leah. 2014. “Architecture and Design for Healthy Eating in Schools.” Order No. 3581549, University of Nebraska Medical Center.

Frerichs, Leah, Jeri Brittin, and Dina Sorensen. “Influence of School Architecture and Design on Healthy Eating: A Review of the Evidence.” American Public Health Association, April 2015. https:// doi-org.ezproxy2.library.drexel.edu/10.2105/AJPH.2014.302453.

Gorman, Nicholas, Jeffery A Lackney, Kimberly Rollings, and Terry T-K Huang. “Designer Schools: The Role of School Space and Architecture in Obesity Prevention**.” Obesity. 15, no. 11 (2007): 2521–2530. https://doi.org/10.1038/oby.2007.300.

Hille, R. Thomas. Modern Schools : A Century of Design for Education. Hoboken, N.J: John Wiley and Sons, 2011, 10-311.

Kalra G, De Sousa A, Sonavane S, Shah N. Psychological issues in pediatric obesity. Ind Psychiatry J. 2012 Jan;21(1):11-7. https://www. ncbi.nlm.nih.gov/pmc/articles/PMC3678172/.

Monica L. Wendel, Mark E. Benden, Hongwei Zhao, and Christina Jeffrey, 2016:https://ajph.aphapublications.org/doi/abs/10.2105/ AJPH.2016.303323.

Morton, K. L., Atkin, A. J., Corder, K., Suhrcke, M., and van Sluijs, E. M. F. (2016) The School Environment and Adolescent Physical Activity and Sedentary Behavior: A Mixed-Studies Systematic Review. Obesity Reviews, 17: 142–158. doi: 10.1111/obr.12352.

Stierman, Bryan et al. “National Health and Nutrition Examination Survey 2017–March 2020 Prepandemic Data Files Development of Files and Prevalence Estimates for Selected Health Outcomes” , no. 158 (2021), http://dx.doi.org/10.15620/cdc:106273.

Story, Mary, Dianne Neumark-Sztainer, and Simone French. “Individual and Environmental Influences on Adolescent Eating Behaviors.” Journal of the American Dietetic Association, March 2002.

Figure 2. Marked up sketch of school design incorporating a variety of physical activity. Source: Gorman, et. al, 2007

The Influence of School Architecture and Design Choices on Student Health Practices

LYDIA JANIK Research | Winter Term

PROCESS AND METHODS

Research Question How might we incorporate healthy practices into childrens school day through design decisions?

RESEARCH QUESTION

Looking back on my fall term research I took note of elements regarding obesity, adolescents, school influence, healthy eating, activity and societal impacts. All these pieces relate to health practices within schools which led me to the question of “How might we incorporate healthy practices into children’s school day through design choices?”

Based on my prior research, I created a set of student health practice design guidelines that are broken down into 3 categories: consumption design influences, daily activity impacts, and social cultural considerations.

The consumption design influences are broken down into subcategories of food preparation, cafeteria, and resources. Food preparation is one element of consumption influences that consists of factors like a commercial kitchen that has the proper equipment and storage to prepare fresh organic food. School design should also incorporate teaching kitchens that provide a hands-on teaching space for presentations, demonstrations and extracurricular use. Cafeteria design plays an important role in consumption influences through serving that efficiently

Figure 1. Hallway interventions within Frederisksbjerg school. ArchDaily

Methods

Student Health Practice Design Guidelines

Consumption Design Influences

Food Preparation

Commercial Kitchen: kitchen space that can store and prepare fresh organic food

- Variety of kitchen equipment to prepare healthyand fresh food

- Sufficient counter space

Teaching Kitchen: hands-on space for students and extracurricular use

- Space for teaching, presentation, and demonstration cooking

- Safe and accessible equipment to students

Cafeteria

Cafeteria Serving: design efficiently maximizes students dining time, encourages selection and enjoyment of healthy foods

- Grab-and-go meal options (express line)

- Meal choices in every food category

- 360 circulation

Dining: places of enjoyment and relaxation

- Avoids overcrowding

- Variety of seating options and social arrangements

Aesthetics of Food Environments: relaxing atmosphere

- Appealing colors and lighting

Educational Signage, Wayfinding, Marketing: graphic design and signage elements that encourage balanced food decisions

- Nutritional information

- Educational signage in server area

Resources

On Site Food Production: available to students and extracurriculars

- School garden

- Greenhouse

Integrated Nutritional Education Facilities: programming opportunities to extend healthy food messaging throughout whole school

- School wellness center available to all students to support nutritional counseling

- Design food spaces to support curricular, extracurricular and community activities

United Food Community: supports balanced eating and local food production

- Design flexible food spaces that can have multiple uses by the school, affiliates, or the community

- Garden space open to the community

Daily Activity Design Impacts

Activity Spaces

Variety of Facilities: daily physical activity increases with the presence of more facilities at schools and physical activity often varies based on gender, age, and quality

- Competitive and noncompetitive/individual activities

Surfaces: influences their suitability for activity

- Green areas = moderate or light activity

- Turf or asphalt = more vigorous activity

Activity Markings or Fixed Equipment: conducive to active play

- Court markings

- Field markings

- Different color zones encouraging different types of play

Transitional Spaces: promotes unstructured activity

- Weather protected areas: porches, overhangs, covered courts

Accessibility

Flexible Spaces: variety of activities can take place

- No fixed equipment

- Multiple line markings

Available Facilities and Quality: the lack of or poor quality of equipment serves as a deterrent to engaging in physical activity within the school environment

- Changing facilities

- Bike storage

Interventions: places of increased activity integrated into students school day

- Game equipment to use during breaks

Facilities Students deem Necessary: the quantity of available facilities is not the primary factor influencing student physical activity; rather, it is the presence of specific facilities that students consider satisfactory

- Available to students, extracurriculars and the community

Classrooms

Flexible Classroom Equipment: integrate activity into the classroom through active lessons and activity promoting games

- Portable whiteboards and video display units

- Moveable furniture

Reduced Sedentary Behavior: results in reduced sitting time, increased caloric expenditures, improved posture, and decreased pain

- Standing or height adjustable desks

Social Cultural Considerations

Inclusion

No Weight Based Oppression: not specifically targeted towards obese children

- Does not single out overweight children

- All children feel equal, regardless of weight

- The importance of weight is not stressed

Healthy Lifestyle: school focuses on implementing a healthy lifestyle instead of highlighting the prevention of obesity to overweight children

- Integrates learning and exercising healthy practices during the school day

School Culture

Daily Integration: healthy practices become a part of children’s school day

- Programed into school design and seen as a norm to children

- Pick up and learn healthy behavior patterns naturally

Student Confidence: school is a place for children to build confidence

- Children feel comfortable

Supportive Atmosphere: children do not feel targeted or put on the spot

- Children naturally are urged or pressured to practice healthy behaviors

Equity

Individual Choices: children are still given the ability to make their own choices

- They are not completely controlled by the school

- Children’s healthy behaviors are not monitored preventing children from experiencing negative pressures

Initiatives: integrated programming or policies that allow for all students to have the same opportunities no matter the type of school

- Affordable considerations Case Study Matrix

Figure 2. Student Health Practice Design Guidelines.

school day through active lessons and activity promoting games. Also designing classrooms that reduce sedentary behaviors will increase activity levels.

maximizes students dining time while encouraging the selection of healthy foods. Dining spaces should be places for enjoyment and prevent overcrowding, while also offering a variety of seating choices for students. The aesthetics of food environments should create a relaxing atmosphere with appealing colors, lighting and material choices. Resources like on-site food production provide students with a gardening space to incorporate into the school day or for extracurricular use. There should also be programming opportunities that extend healthy food messaging throughout the whole school, as well as an integrated food community that supports healthy practices and local food production.

Daily activity design impacts are further broken down into activity spaces, accessibility, and classrooms. Schools should have a variety of facilities to increase daily activity. These facilities should vary based on children’s gender and age, and should consist of spaces for competitive and noncompetitive individual or group activities. Different surfaces influence their suitability for physical activity. For example, green areas are commonly used for more moderate or light activity, and turf or asphalt areas for more vigorous activity. For accessibility, spaces should be flexible to allow for a variety of activities to take place, and facilities should have quality equipment to further encourage activity. School design should incorporate interventions that serve as places of increased activity that are integrated into students school day. Classroom design can also play a role in children’s activity levels. Incorporating flexible classroom equipment can integrate activity into children’s

Inclusion, school culture, and equity are what make up social cultural considerations. School design should be inclusive and should not have any interventions that make overweight children feel targeted or singled out. School design should focus on implementing a healthy lifestyle through integrating learning and exercising of healthy practices during the school day. Programming daily integration of healthy practices is important to school culture because children will begin to more easily pick up and learn healthy behavior patterns naturally and view them as a norm. A school culture that focuses on practicing healthy behaviors helps form a supportive atmosphere and allows for children to build more confidence in themselves. When designing programming elements of a school it is crucial to give children the ability to make their own choices without feeling controlled, or monitored to prevent them from experiencing any negative pressures. Lastly, programming and policies should allow for all students to have the same opportunities no matter the type of school.

For my research method, I chose to evaluate case studies of different schools with architecture and design elements that have the ability to affect student health practices. I then created a design matrix (Figure 3) based off my student health practice design guidelines and graded the case studies based on their success in relation to the categories within my design guidelines.

Figure 3. Case Study Matrix.

Figure 5. Anschutz Commons. Source: ArchDaily

Figure 4. The Home Building at Thaden School. Source: ArchDaily

Figure 6. Saint Stephen of Hungary School. Source: ArchDaily

Figure 7. Frederiksbjerg School. Source: ArchDaily

Figure 8. Frederiksbjerg School. Source: ArchDaily

Figure 9. French International School.Source: ArchDaily

Figure 10. Thaden School. Source: ArchDaily

Figure 11. La Croze School. Source: ArchDaily

Figure 12. Vetri Community Partnership. Source: Vetri Community

Figure 13. Thaden School. Source: ArchDaily

DATA AND SYNTHESIS

The Home Building at the Thaden School (Figure 4) located in Arkansas was a successful example of food preparation through its teaching kitchen that contains plenty of storage, counter space, and workstations, as well as a place for demonstration. The space is not only safe and easy to move around in, but also is illuminated with natural light that looks outward towards the school’s landscape.

The Anschutz Commons (Figure 5), located in Denver Colorado, has a great cafeteria design. The serving area maximizes dining time and is easily accessible without crowding the dining space by being separate from the dining area to allow for children to easily flow between the spaces. There is a variety of seating, and lots of glazing that allows for natural light to enter the space and allow for visual access to the outdoors. There also is outdoor dining space that provides students with access to fresh air.

The Saint Stephen of Hungary School, located in New York, had resources like a science classroom that connected to an outdoor lab space with planters that the children use to learn about food growth and the importance of healthy eating. This outdoor space is flexible and the planters can be easily moved to allow for this patio space to function not only as a garden space, but also as an event space. The flexibility of the space allows for healthy lifestyle messaging to be highlighted outside of the classroom to the community as well.

The Frederisksbjerg School case study, located in Denmark, consists of a variety of activity spaces, ranging from fields and courts to rock climbing walls. The school was designed to allow for more than 100 different opportunities of physical activity. There are a variety of surfaces and facilities that incorporate fixed equipment or markings. As well as transitional spaces that promote unstructured play.

The Frederisksbjerg School also represents accessibility well due to the school’s flexible spaces. They can be used for different activities because of multiple line markings and a variety of equipment. Also, throughout the school are interventions to promote physical activity outside of the classroom, and all of the amenities are easy to access. Some even are open 24/7 for community and extracurricular use.

The French international school, located in Hong Kong, has a successful classroom design that increases physical activity levels. The classrooms have flexible furniture that allow for spaces to be easily customized based on daily and curricular needs. There are also partitions built into the walls that allow for classroom size to be easily manipulated. And the classroom design consists of an open layout that promotes movement throughout multiple learning spaces.

CONCLUSIONS

After evaluating my case studies based on the student health practice design guidelines I noticed that most schools have design elements that apply to only a few of the design guidelines. This meant that only certain elements of these schools architecture and design were successful in regard to the student health practice design guidelines.

FUTURE QUESTIONS

If I had time to move forward with this project I would plan to try and study how more of the student health practice design guidelines could be implemented into pre-existing schools design along with the architecture of future schools.

ACKNOWLEDGMENTS

I would like to say thank you to my professor, Jacklynn Niemiec, for her dedication to this course, and to all of my classmates. She was extremely helpful during my Capstone process and guided me towards my final product. I would also like to thank my classmates who were supportive of me throughout our time spent together.

BIBLIOGRAPHY

“Anschutz Commons / Semple Brown Design” 28 Oct 2011. ArchDaily. Accessed 7 Feb 2024. https://www.archdaily. com/179360/anschutz-commons-semple-brown-design?ad_ source=search&ad_medium=projects_tab.

Currie, Janet Lynne and Kate Perkowski. 2014. “Children’s Perspectives of Healthy Living.” The International Journal of Health, Wellness and Society 4 (2): 15-28. doi:https://doi. org/10.18848/2156-8960/CGP/v04i02/41099.

Flo Harrison, Andrew P. Jones, A framework for understanding school based physical environmental influences on childhood obesity, Health & Place, Volume 18, Issue 3, 2012, Pages 639-648, ISSN 1353-8292.

“Frederiksbjerg School / Henning Larsen Architects + GPP Architects” 16 Nov 2016. ArchDaily. Accessed 7 Feb 2024. https:// www.archdaily.com/799521/frederiksbjerg-school-henning-larsen-architects-plus- gpp-architects.

“French International School / Henning Larsen Architects” 06 Mar 2019. ArchDaily. Accessed 7 Feb 2024. https://www.archdaily.com/912635/ french-international-school-henning-larsen-architects.

Frerichs, Leah, Jeri Brittin, and Dina Sorensen. “Influence of School Architecture and Design on Healthy Eating: A Review of the Evidence.” American Public Health Association, April 2015. https:// doi-org.ezproxy2.library.drexel.edu/10.2105/AJPH.2014.302453.

Gorman, Nicholas, Jeffery A Lackney, Kimberly Rollings, and Terry T-K Huang. “Designer Schools: The Role of School Space and Architecture in Obesity Prevention**.” Obesity. 15, no. 11 (2007): 2521–2530. https://doi.org/10.1038/oby.2007.300.

“Home Building at Thaden School / Eskew+Dumez+Ripple” 18 May 2022. ArchDaily. Accessed 7 Feb 2024. https://www.archdaily. com/982166/home-building-at-thaden-school-eskew-plus-dumezplusripple?ad_source=search&ad_medium=projects_tab

“La Croze School / rue royale architectes” 25 Jul 2023. ArchDaily. Accessed 7 Feb 2024. https://www.archdaily.com/1004504/ la-croze-school-rue-royale-architectes.

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Lydia is a BSMS student at Drexel University studying her Bachelor’s in Architectural Studies with an Interdisciplinary in interior design, and her Master’s in Interior Architecture. During her undergraduate time spent at Drexel she completed her Co-op as a facilities planner at the Children’s Hospital of Philadelphia. At CHOP she supported initiatives for small renovations, requests for space, furniture, signage, and staff moves across their Philadelphia campus. She also developed schematic plans supporting requests and assisted with CHOP’s space management database and reports. Lydia has been blessed to have the opportunity to study abroad at DIS and complete their Interior Architecture studio during summer 2024. Upon completing her Master’s degree she plans to start taking NCIDQ exams to reach her goal of becoming a licensed interior designer. Lydia aims to pursue a career in residential design

BIO

THANK YOU TO OUR 2023-2024 GUEST LECTURERS AND CRITICS

Ulrike Altenmuller-Lewis

Mark Brack

Daniel Cosle�

Anna Harper

Larissa McFall

Diana Nicholas

Andrew Phillips

Andrew Zitcer

The work included in this volume is from six undergraduate Senior Capstone Projects in Architectural Studies. The work was completed under Faculty Advisor Jacklynn Niemiec, Assistant Professor of Architecture. The content and rights within the book are cited by the students and printed under Academic Fair Use. All attempts have been made to properly cite and credit the sources and images included. Any improper or absent crediting is unintentional. The content in this book may not be reproduced without proper credit and permissions.

In the Architectural Studies undergraduate program, the Senior Capstone research project takes a wide-ranging approach to architecture. Students consider architecture’s connections to various disciplines within their interdisciplinary pathway courses. Through this program, students explore architecture’s impact on communities, the environment, and human health and well-being. During their senior year, students undertake a Senior Capstone Research Project, where they delve into a topic that is relevant to the most pressing issues of our time and is in alignment with their academic trajectory. This year, seniors have tackled topics such as urban landscape, climate change, health and well-being, cultural identity, public health, and social justice.

In the Architectural Studies the Senior research takes a to students architecture’s on communities, the students undertake a Senior Research where relevant time and is in with their academic trajector y. This year, seniors have tackled such as urban climate health and cultural health, and social justice.