MaKe Education by Kelly Ferris

(A-Master) uses a 3x3 square grid MaKe Education San Diego, CA 92113 Studio MaKe Project Partners: Kelly Ferris + Mason Bechtold

STUDIO MaKe A book that narrates the progression of MaKe Education, a law school building, over a twoquarter studio under the instruction of Professor Stacey White. In collaboration with other studio teams, a comprehensive Campus Plan for Cal Western Law School has been developed to serve 1,000 law students and their prospective clients in San Diego, California.

4 6 11 16 25 38

APPENDICES Fall Building Analysis Project Original Manifesto Precedent Research Design Iterations ARCH 307 Lab Submissions ARCH 342 Lab Submissions ARCE 316 Submissions

MaKe Education San Diego, CA 92113 Studio MaKe Project Partners: Kelly Ferris + Mason Bechtold

(B-Master) is based on a 4x4 square grid.

ACKNOWLEDGEMENTS Studio Financial Sponsors Mode Associates Lake | Flato

Design Collaborators Lake | Flato: Ryan Yaden, Adie Hailat, Adam Martin, Allison Peitz, Sam Rusek LPA Design: Silke Frank, Ellie O’ Connor, Krista Scheib, Jamie Intervalo, Matthew Porreca, Matthew Winter Taylor Design: Kevin Hinrichs, Teresa Endres, Marcus Simons, Rachel Hole, Madison Agnew, Shawna Hinrichs WRNS: Kelly Shaw, Emily Jones, Rachel Kao

Other Reviewers Faculty: Angela Brocco, Ryan Brockett, Alex Hirsig, Brent Freeby, Umut Toker Students: Eduarda Boettcher, Dara Lin, Amelia Schimmel, Lilly Franco, Studio White -

MaKe Education San Diego, CA 92113 Studio MaKe Project Partners: Kelly Ferris + Mason Bechtold

CHAPTER 1 | INTRODUCTION INTRODUCTION Cal Western Law School, located in San Diego, California, needs a new campus development that will serve 1,000 law students. The premise of this project is to design a single campus building that will fit into the fabric of an overall campus plan located in Barrio Logan, San Diego. This book will cover the project development of MaKe Education, a 100,000 square-foot law building, designed during a two-quarter studio led by Professor Stacey White as a part of Cal Poly’s Third Year Architecture Program.

EXECUTIVE SUMMARY The new Cal Western Law Campus is located just north of the US-Mexico border in Barrio Logan, San Diego. This location was chosen to create a more connected interface between the students and the clients they are serving, most of which are falsely incarcerated and asylum-seeking individuals that will need services to help them gain citizenship in the United States. The student’s pro bono services necessitate an interactive, safe, and comfortable campus environment for their clients coming onto campus from the surrounding community. Team MaKe has taken steps to meet these needs, offering an educational building for students to hold mock-trial hearings and host meetings with their clients, all while learning in active classroom environments. It is this connection between student and client that has become the premise of our design. As a result, this project has developed beyond a law building and into a center for language and multicultural learning. The book can be best summarized into the following parts: a description of the problem, an understanding of the site, an overview of the master plan, and a dive into the selected site for this project’s development. Chapter 2 breaks down the background of Cal Western Law School, its goals, and any issues that are present that need to be resolved in the scope of this project. Cal Western Law is a non-profit law school that currently serves a graduate population of 670 students. The campus plans to expand to serve 1,000 students, with an overall goal to represent the state’s diverse society. As a part of Cal Western’s law program and as mentioned above, students are to provide pro bono services for the falsely incarcerated and asylum-seeking community members of San Diego. Chapter 2 further breaks down the causes of asylum into the following categories: crime and violence, environmental degradation, elite indifference, poverty and poor economic opportunity. Research has shown that natural disasters, homicide rates, high poverty rates, and overall apathy have resulted in a South American migration to the United States. It has thus become the goal to make this campus accessible for clients in need of student services. Chapter 2 concludes with a summary of the different sites in San Diego that offer potential to meet the needs of the students and their clients. These areas include Mission Valley, Chula Vista, Logan Heights, and Downtown San Diego. After selecting Logan Heights as the final site for the campus due to its proximity to the surrounding clientele community, the next area focuses on site research and development. Chapter 3 begins with a summary of the population, community context, demographics, poverty rates, and environmental conditions on and around the site in Logan Heights. The Barrio Logan community in Logan Heights grew due to the creation of a major commercial seaport and the railroads also provided a housing boom in the area. This brought many diverse groups to the area, including African-Americans, Japanese-Americans, Filipino-Americans, and Italian-Americans. However, the spirit of the community today is due to the early twentieth-century migration of the Mexican families. Barrio Logan has become a center for the arts and culture, with several murals displayed on the walls of storefronts and under highways. The overall environment includes very little landscaping and vegetation due to the intense urbanization of the area during the onset of the housing boom. San Diego’s climate is very pleasant with temperatures falling into the human comfort zone from June to November. Sun shading, internal heat gain, and solar direct gain are ideal strategies for heating and cooling in this marine climate. In terms of land use, Barrio Logan is organized in a manner that prioritizes its residential and commercial communities. Unfortunately, the development of these zones, while driven by multi-family development, is restricted by the large, industrialized areas by the waterfront. Overall, Chapter 3 offers a context that has necessarily influenced the development of the overall campus plan. Chapter 4 begins with the overall goals for the new campus and concludes by describing the ideals of a campus plan – its creation of human scale, circulatory hierarchy, biophilic design, transitional zones, and environmental response strategies. Aligning with the goals established at the beginning of the chapter, the campus master plan has implemented central nodes and buffer zones to create a sense of community and safety on campus. The plan further serves to include an abundance of vegetation using local fruit trees and native plants to enhance the air quality and overall well-being of the students and their clients. The campus additionally creates transitional areas to encourage interactions between the students and the surrounding Barrio Logan. The chapter concludes with ideas for campus resiliency, including the creation of spaces for justice-oriented law, markets, daycares, and pro-bono practice. Chapter 5 begins the group-portion of the project. Coming together in partnership, two members have created a law school building that offers academic services for students and their clients. This project is situated on the overall master plan and includes active classroom spaces, a moot court for practice trial hearings, a language-learning center, a multicultural artistic exhibition space, and outdoor green spaces for therapy and meditation. The chapter covers the project’s purpose, program distribution, performance goals, design intentions, and overall breakdown. The concluding portion offers visuals of the project, including floor plans, site context, site sections, interior and exterior renders, and diagrams mapping the building’s performance. The final section of the book includes an individual reflection of the two-quarter experience (summarized in Chapter 6), as well as an appendix of all process work leading up to final development. MaKe Education San Diego, CA 92113 Studio MaKe Project Partners: Kelly Ferris + Mason Bechtold

CHAPTER 1 | INTRODUCTION DESIGN PROCESS AND PROJECT PHASES The overall design process for MaKe Education has been an extensive look into the life of the students and the clients they are serving. Begun in January and completed in June, the two-quarter studio design schedule can be summarized into the following phases:

Winter Quarter | January 3 – March 18 Phase I – Research | Research and gather data to answer questions of why immigrants are coming from South American countries to live in the United States. Research and analyze site conditions for locating the campus in Mission Valley, Logan Heights, Downtown San Diego, and Chula Vista. Gather information on what makes an ideal campus and find law school precedents that will guide overall campus development. Phase II – Master Planning | Based on the above research and programming requirements, establish a campus layout that best serves the needs of the students, preserves as much of the surrounding developments as possible, and offers a direct connection to the Barrio Logan community. After creating several iterations, join forces as a class to set up a final campus layout. Phase III – Schematic Building Design | Alongside the campus plan, propose potential building iterations that will meet the needs of the students and their clients. Determine the project program within the scope of the overall campus requirements. Select 20,000 square feet for creative development that will serve as an additional service (or services) for the students and their clients. Perform site and climatic studies to determine ventilation and daylighting strategies for the facility. Research precedents for law campus buildings. Phase IV – Partner Schematic Building Design | Once schematic iterations have been developed, select a partner that had similar design and programmatic intentions to begin schematic design for a singular campus building. Select the area of the overall master plan upon which the building will be sited. Propose a first schematic iteration for mid-term review.

Spring Quarter | March 28 – June 10 Phase V – Partner Schematic Building Design (Continued) | Review feedback from mid-term review and begin focusing on an area of development for the overall campus building. Begin wall section studies cutting through the building façade, structure, programs, and floors. Finalize overall building form and begin development on a façade and structural system (in consultation with ARCH 316 instructor). Determine mechanical and plumbing systems based on programmatic needs. Develop test fits of building programs. Phase VI – Design Development | Finalize all programmatic placement and structure within the building. Continue to develop and finalize the façade system, in addition to the wall section cutting through a part of the façade. Develop lighting, ceiling, and other interior strategies. Decide most material finishes within each space. Create a sectional physical model describing the intricacies of building development. Finalize master plan layout and situate building on a physical site plan. Prepare all work for final review.

MaKe Education San Diego, CA 92113 Studio MaKe Project Partners: Kelly Ferris + Mason Bechtold

CHAPTER 2 | PROBLEM DESCRIPTION CAL WESTERN SCHOOL OF LAW (CWSL) Contributors: Anjali Beekam and Maya Rosen California Western School of Law is located in downtown San Diego and is the City’s oldest law school founded in 1924. They currently occupy three buildings on Cedar Street on the northern end of downtown near the I5 freeway. Cal Western has 670 law students with a planned expansion to up to 1,000 graduate students. They are an independent non-profit that offer four-degree pathways. The school is committed to provide a rigorous education to a diverse study body with an emphasis experiential learning through simulations and community clinics that serve underserved clients in the areas of criminal, immigration, trademark, legal aid, and internet law.

In their new location, the California Western School of Law is hoping to reflect their school motto through the campus experience. Rethinking the physical presence of the law school can act as a catalyst in serving the immigrants justice, protection, and upliftment to aim towards a brighter future. The approach to better serving the at-risk communities requires interventions integrating legal education practices and a sense of empathy towards human immigration and civil rights. The Cal Western School of Law is playing a crucial role in serving the evolving communities of San Diego and providing high quality education to shape future lawyers.

Aiming to represent the state’s diverse society, California Western Law School is training ethical, compassionate, and competent future lawyers and hopes to aid the underserved populations. With 41% of the 2021 student population being ethnic minorities and 59% of them being women, Cal Western encourages those who face larger battles to aim to better the world around them. Cal Western offers scholarships and grants to students ranging in socioeconomic status and opens the doors to lower-income applicants. To foster and encourage diversity the new site has been located in Barrio Logan San Diego. This community is facing challenges that necessitate the legal advice that the Cal Western students have to offer. Cal Western prepares its students to focus on immigration law and criminal justice by placing them in clinics located near the school to obtain practical work experience while working towards their degrees. Locating the campus in a community of those who lack legal aid gives students a greater opportunity for creating change. Cal Western offers its students many class courses, clinical programs, and community law interventions which encourage students to give back to the community in which they are located.

LEGAL EDUCATION The educational requirements to practice law in the State of California consists of several processes and requirements with varying standards to be met. While the California Bar Examination is the ultimate milestone to obtaining licensure, the process itself is long and often requires a guided approach with mentorship from the undergraduate level all the way to becoming a practicing attorney. The ethos of legal practice can be found in academic initiatives that are taken up by the law school to create a well-rounded experience for obtaining a law degree. Experiential Learning programs such as law clinics, paralegal services, advocacy programs, community law projects etc. aid in enhancing the legal education aspects that mostly pertain to minimum formal education requirements.

MaKe Education San Diego, CA 92113 Studio MaKe Project Partners: Kelly Ferris + Mason Bechtold

CHAPTER 2 | PROBLEM DESCRIPTION -

MASS MIGRATION AND UNDERLAYING CAUSES Contributors: Nick Goldschmidt and Nancy Padilla One of the primary areas that students dedicate time to on this campus are the experiential learning clinics that deal with issues of social justice and give the students an opportunity to interact with real clients. Given the school’s focus on immigration related issues, the following research was completed to gain an understanding of the San Diego community and those clients the students would ultimately be working with. This research focused on five primary immigration related issues: crime and violence, environmental degradation, poverty and economic opportunity and immunity and elite indifference. Each gave us a basic understanding of why large populations are moving into the US and what needs to be done to create a desirable, welcoming environment.

Crime and Violence • •

Comparisons between crime, specifically homicide rate, and rate of asylum seekers (per 100,000) in the countries listed While not definitive, in general countries with higher homicide rates also see more asylum seekers moving to the US

Environmental Degradation • • •

Attention to the mass effects of natural disasters on populations, and the # of people displaced by environmental disasters; categorized by the worst natural disaster in the country Natural disasters have played a significant role in the displacement of large populations There is evidence that many of the countries with the most asylum seekers in the US have also experienced high population displacement from natural disasters.

Poverty and Economic Opportunity • •

Poverty rates have been shown to be extremely high among the countries studied. Some correlation between Poverty/the lack of economic opportunity among countries and asylum seekers can be seen with some countries but not all. Poverty rates are even among the countries studied, but countries with the highest rates of asylum seekers also tend to have higher poverty rates.

Impunity and Elite Indifference • •

We studied the rates of infant mortality to see if that too was an underlying cause There is a slight trend between infant mortality rate and # of asylum seekers, however some countries with few asylum seekers still see very high infant mortality rates.

Comprehensive Findings The identified causes do a good job of describing some of the reasons people are seeking asylum in the US; however, there is one outlier in multiple databases. Brazil features similar numbers to the countries with the most asylum seekers but sends very few people to the US. With a GDP ($1,434.08 Billion) nearly 33% higher than the next closest country in Central and South America, (Mexico, $1,076.16 Billion), Brazil remains appealing to people despite the ongoing issues.

MaKe Education San Diego, CA 92113 Studio MaKe Project Partners: Kelly Ferris + Mason Bechtold

CHAPTER 2 | PROBLEM DESCRIPTION HIGHER EDUCATION Contributors: Mason Bechtold and Rashmi Pradhan Every place of higher education has multiple physical and environmental characteristics which make it successful. Finding those common trends in campuses across the country was the first step towards designing a new campus for Cal Western School of Law. We looked at schools of diverse sizes and disciplines and consolidated our findings to create a strong starting framework to begin master planning. We were able to narrow down the characteristics of an ideal campus to the following:

Community & Safety • • • • •

Integrate the campus with the surrounding community through open design and community-based activities that interact with the general population. Immerse the campus within the cultural and historical context of the site location through vernacular architecture and respective facilities. Supply transparency at the ground floors to keep “eyes” on the street. Create access to emergency response stations that alert authorities of criminal activity along the campus circulation routes to provide security. Supply adequate even lighting throughout campus, including those to academic functions and campus housing.

Organization • • • •

Increase building density (while maintaining a human scale to provide spaces for students as well as the community. Provide clear and consistent indicators of where important programs are located and how to access them Provide clear pedestrian circulation routes using a consistent visual language and scale to provide a connection between all spaces Provide universal access to make areas easy to traverse for people of all physical types

Accessibility & Transportation • •

Easy access for walkways to create a safe space away from traffic or clear spatial integration of pedestrian walkways within traffic routes. Integrate bike routes throughout campus that tie into the community bike circulation system Design for varied transit strategies for commuters to/from campus including bus stops and shared car services.

Resources • • • •

Include spaces for informal learning such as spaces to study or for student support services in a single location. Provide spaces that can be shared / accessed by the broader community. Should act as multipurpose spaces for students and community members to both enjoy and be able to use as recreational spaces as well. Resources for education should include financial aid, career advisors, access to studying with professionals, and disability resources. Resources should provide functions that help support student success even on the non-academic side, such as a childcare center.

MaKe Education San Diego, CA 92113 Studio MaKe Project Partners: Kelly Ferris + Mason Bechtold

CHAPTER 2 | PROBLEM DESCRIPTION

THE IDEAL CAMPUS PLAN _ GRADUATE LAW SCHOOL holly dufek _ caswell espinoza _ noelani maylad _ nancy padilla EDUCATION & INFRASTRUCTURE

CULTURE & COMMUNITY

ACCESSIBILITY & TRANSPORTATION

SUPPORT SERVICES

•variety of student • campus integrated into • multimodal access •financial aid resources: integrated greater community •bus stops, bike lanes, •career advisors study rooms and academic sidewalks with seating classrooms •references existing •access to professionals social and environmental •shuttle around and to and •mock court rooms contexts from school • childcare •biophilic design within •immersion in historical •ADA compliant •disability resources structures and cultural environment

•sustainable structures

• well lit sidewalks •emergency call boxes •campus police •physical and mental health resources •sense of safety for both students and visitors • important resources such as food or shelter

•daylighting and passive •flexibility and opportunity design for campus growth •multipurpose outdoor learning spaces

HEALTH & SAFETY

•central hub as a gathering space to facilitate student connections

Sasaki’s proposed design for Xinyang University

Virginia Tech Green Links and Infinite Loop use

integrates structures into the terrain and combines

connected paths to enhance community building and

social and academic realms through outdoor

accessible transportation.

education space.

https://www.sasaki.com/projects/virginia-tech-infinite-loop-and-green-links/

https://www.sasaki.com/projects/xinyang-university-south-bay-campus-master-plan/

MaKe Education San Diego, CA 92113 Studio MaKe Project Partners: Kelly Ferris + Mason Bechtold

CHAPTER 2 | PROBLEM DESCRIPTION SITE SELECTION Contributors: Katherine Neuner The studio researched four potential sites: Chula Vista, Mission Valley, Downtown San Diego, and Logan Heights. Each site was researched in terms of their relevant community boundaries, natural resources, social attributes, people, built environment, and heritage, in order to determine which location seemed most fitting for a future campus community. This information was aggregated into a single exhibit and presented to the studio partners with voting taking place to determine which location would best serve the institutional needs. Some of the assets and disadvantages of each location are as follows:

Chula Vista Chula Vista was an attractive location because of its proximity to the US-Mexico border, making this location convenient for immigrants served by the Latin American Institute of Law and Justice. However, it was ultimately not selected because of its lack of public transportation, which isolated it from other law resources in downtown San Diego.

Mission Valley The Mission Valley proposal incorporated the law school campus into SDSU’s Mission Valley campus expansion. Some advantages to this proposal included that it was well connected to downtown San Diego by public transportation and that it would have access to SDSU student culture. However, it was not selected because it was the furthest away from the US-Mexico border, potentially making it inconvenient for law clients living in Mexico, and because it lacked the existing infrastructure and vibrancy of an existing more downtown site.

Downtown San Diego Downtown San Diego was attractive because it is the current location of the Law School, and students would have access to its social scene, law firms and the San Diego County Superior Court. However, it was narrowly decided against as the density of the buildings required was not considered viable for all uses.

Logan Heights Ultimately, Logan Heights was selected. This is a predominantly Hispanic community, which could make the campus more convenient and approachable to Hispanic individuals served by the Latin American Institute of Law and Justice. Additionally, it is the closest location to downtown San Diego and has access to public transportation. Moving forwards, our studio deemed this area’s relatively high crime rate and large unhoused population as matters that required careful

MaKe Education San Diego, CA 92113 Studio MaKe Project Partners: Kelly Ferris + Mason Bechtold

CHAPTER 3 | SITE UNDERSTANDING attention.

CONTEXTUAL UNDERSTANDING Contributors: Jasmine Lin, Noelani Mayland, Caswell Espinosa Population The total population of Logan Heights is 58,408, with around a 5% population increase annually.

Community Context The initial neighborhood of Barrio Logan grew due to the development of a US Naval Base in 1898 in San Diego. Later, the creation of a major commercial seaport and the railroads also provided a housing boom in the area. This brought many diverse groups to Barrio Logan, including African-Americans, JapaneseAmericans, Filipino-Americans, and Italian-Americans. However, the spirit of the community today, known as the “Logan Heights Experience” (aka The Heights, Logan, La Logan, Barrio Logan, etc.) is due to the migration of the Mexican families which began around 1900. They came from all parts of Mexico, including Baja California, Sonora, Chihuahua, Sinaloa, Durango, Michoacan, Zacatecas, etc. The population growth of Mexican families would continue up to the 1950s. In 1956, the placement of Interstate 5 and the deliberate changes in zoning patterns (from primarily residential to mixed-use industrial) devastated Logan Heights by removing economic viability and decreasing property values. In both aspects, Logan Heights residents felt uninformed and unable to voice objections or opinions on the expansion of San Diego, and to this day, families still feel a great sense of loss. However, in the late 1960s, the residents of Logan Heights came together to oppose the construction of a sub-station under the San-Diego-Coronado Bay Bridge by the California Highway Patrol. Through incredible will and commitment, the land was turned over to the community and later became Chicano Park. The community’s tenacity and spirit carry through to this day and continue to define Barrio Logan as a vibrant, culturally rich, and united community.

Demographic Distribution San Diego has a distinctive cultural identity from Hispanic populations from over sixty years. Historically, the area became prominent from an industrial connection with the railroad project that was never carried out. During that time, there was a significant increase in San Diego’s Mexican population due to the 1910 Mexican Revolution. Alongside the prevalent Hispanic and Latino population, 42% of San Diego’s residents are white, 16% are Asian residents, and Black or African American residents make up 5% of the population. The median age is around 26.8 years. Overall, the culturally vibrant community consists mostly of residential homeowners that need a catalyst to revitalize the sense of physical connection that drives socio-economic and employment growth.

Poverty In Logan Heights, the annual median income varies with an average income of $52,944. The total median income lies below the average at $40,310, primarily belonging to demographics under 25 and over 65. The total working population of Logan Heights consists of 51,093 people, 73.9% of which are above the poverty level with an additional 22.9% below the poverty level. The average Barrio Logan household lives on an annual income 45% less than the rest of San Diego.

Air Quality San Diego is currently ranked as having the seventh worst ozone pollution in the country. With a median AQI, or Air Quality Index, of 64, this city reports only 73 days of good air quality throughout the year while the remaining 292 days record air quality that is moderate or unhealthy for sensitive groups.

Insolation Solar insolation can be defined as the amount of solar radiation reaching a given area. San Diego gains approximately 5-6 kWh/m2/day or 1585.5-1902.6 btu/ ft2/day.

MaKe Education San Diego, CA 92113 Studio MaKe Project Partners: Kelly Ferris + Mason Bechtold

CHAPTER 3 | SITE UNDERSTANDING Water Availability The availability of water in Logan Heights is limited due to its lack of precipitation and large population. Annually, it receives approximately 12 inches of rain per year, mostly seeing clear and sunny days. Logan Heights also experiences an average humidity of 69% per year with the most humid month being July and the driest being January. Given its context in southern California, Logan Heights and the rest of San Diego rely on imported water from northern California or the Colorado River through the 242-mile-long Colorado River Aqueduct. Still, Logan Heights and San Diego produce 10% of their own drinking water through the desalination of ocean water.

Climatic Desirability San Diego’s average temperature ranges from 68° F to 77°F In the summer and 56° F to 67°F in the winter. The humidity in this area reaches a high of 76.1% and a low of 57.8% with the daily average being 69%. San Diego has an average wind speed of 5.8 mph in the summer and 8.0 mph in the winter. The summers of San Diego are an ideal place to live in with prolonged periods of comfort.

Land Use Barrio Logan is organized in a manner that prioritizes its residential and commercial communities. In the Barrio Logan Community Plan, the commercial and residential zones are the heart of the community and are framed by major streets and key sight lines. The development of these zones are driven by multifamily development, but are restricted by the large industrialized zones. Near the waterfront, land is reserved for heavy industrial and military development, primarily the San Diego Naval Base. The industrial and military development of the land has forced awkward circumstances on the existing community as some residents find themselves living next door to a boat building yard. This shows a relative disregard for the existing community present before the industrial development. Additionally, the proximity of the Naval Base has sparked development that further imposes on the Barrio Logan Community such as a need for naval lodging. Barrio Logan has been forced to adapt and integrate these waterfront industrial conditions.

Transportation The site is located adjacent to the I-5 and the Coronado Bridge, making it a hub for vehicle transportation. Through the site, there are two modes of public transportation that circulate. Trolley and bus run alongside bicyclist lanes. There are anticipated road improvements to enhance mobility and connectivity in the community such as the Draft Mobility Element that is meant to make walking, biking, and public transit more attractive in the city, including Barrio Logan. The Draft Mobility Element will work alongside the developing land use of the community to create a more vibrant and accessible neighborhood through the growth of the community’s interconnections.

Resource Availability Logan Heights benefits from coastal air and its proximity to the Pacific Ocean. The coastal winds can easily be utilized in passive design strategies for individual buildings as well as energy generation for the city as a whole. Offshore wind and hydroelectric farms have great potential in powering the city but have received push back from the city power suppliers like San Diego Gas & Electric Company. Gas and electricity are provided by the San Diego Gas & Electric Company. SDG&E has substantial investment in the Barrio Logan community. One of the utility’s major power stations in the San Diego region is in Barrio Logan. This station is identified as the Silvergate substation, located west of Harbor Drive at Sampson Street.

MaKe Education San Diego, CA 92113 Studio MaKe Project Partners: Kelly Ferris + Mason Bechtold

CHAPTER 3 | SITE UNDERSTANDING ECOSYSTEM UNDERSTANDING Contributors: Juliette Fournier and Christian Gibson (https://www.sandiego.gov/sites/default/files/legacy/planning/community/profiles/pdf/cp/cpblfull.pdf)

Soil • •

Soil is primarily composed marine and nonmarine, poorly combined, fine- and-medium-grained, pale brown sandstone = weak soil conditions Proximity to Rose Canyon fault= earthquake and liquefaction prone area but occupiable

MaKe Education San Diego, CA 92113 Studio MaKe Project Partners: Kelly Ferris + Mason Bechtold

CHAPTER 3 | SITE UNDERSTANDING Vegetation • • • • • •

Intense urbanization means no native plants are present and little landscaping Coastal proximity means future to preserve vegetation in waters (algae and marine grasses) to preserve small sea creatures in the area Despite the lack of rainwater, the coastal climate can support many types of succulents, such as the artichoke agave or the Mexican fence post cactus. Various wildflowers can also strive here such as the Arroyo Lupine, the Goodding’s Verbena, the Bush Anemone, as well as Texas Sundrops. Various types of trees can successfully live in this climate such as the Chaste Tree and Pheonix Mesquite. In the right conditions, San Diego can be quite lush as we can see in Fern Canyon in the San Diego Zoo and Balboa Park.

Wildlife • • • • • • •

Birdlife most prominent, almost non-existent wildlife beyond this Nearest wildlife is 3.5 miles away in a canyon: coyotes, deer, and other mammals Six miles south of community is a habitat for rare/endangered birds 430 bird species in the area, half are seasonal (in San Diego County) Infrastructure and dumping waste have contributed to decreased biodiversity especially in north and central bay of San Diego (location of Barrio Logan is central bay) Oil spills, ship waste, etc Ocean life includes dolphins, otters, and sea lions, as well as fish and crustaceans but much less diverse

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MaKe Education San Diego, CA 92113 Studio MaKe Project Partners: Kelly Ferris + Mason Bechtold

CHAPTER 3 | SITE UNDERSTANDING Topography • The site is effectively flatland continues this way to the bay to the west and south, elevation increases well beyond the site boundary to the north and east. Balboa Park is built on top of a hill while it spreads out into the many canyons that stretch from it.

•

Climate • San Diego has a diurnal swing of about 35 degrees Fahrenheit with a mean temperature of about 65-70 degrees. This puts San Diego in the comfort zone for a major portion of the year: June to November. But August and September can often be very hot. • Design Strategies that are effective in the climate are internal heat gain and solar direct gain. Sun shading is important as well for higher sun angles. • San Diego’s wind is cold and primarily comes from the northwest.

MaKe Education San Diego, CA 92113 Studio MaKe Project Partners: Kelly Ferris + Mason Bechtold

CHAPTER 4 | CAMPUS MASTER PLAN CAMPUS DESCRIPTION AND SUMMARY OF FUNCTIONS Contributors: Van Viet Doan The Cal Western School of Law is a campus for approximately 1,000 students that will be learning how to represent those afflicted with situations of false incarceration, mass migration, and immigration. The functions of the campus are to provide resources and recreational spaces for the students so that they may succeed in helping others.

HOW MIGHT WE GOALS Contributors: Holly Dufek Community • • •

How might we reflect global context within local design? Globally, how might we respond to humanitarian issues such as immigration and mass incarceration through quantitative research and qualitative application? Locally, how might we design as “apart” of the community rather than “a part” from it, both visually and spatially? Additionally, how might we create a strong campus environment and identity while still welcoming those in need?

Clients • How might we design to promote student physical and mental well-being through the organization and development of spaces for both student and community interaction?

Service •

How might we emphasize the architect’s and law student’s responsibility to serve through building design?

Site •

Utilize unique site conditions as well as environmental factors to create a safe and accessible place for learning?

CAMPUS PLANNING BEST PRACTICES Contributors: Gaby Guevara Upon analysis and review of other universities, it was concluded that important qualities that exist for a campus plan to be successful must be reflected. Our project seeks to prioritize the experiences of the Law students and Latin American immigrants who will predominantly be utilizing these campus spaces. On the other hand, we also wish to create a transitional experience from the public to private through landscaping features that introduces biophilic design. Furthermore, the qualities and characteristics of a campus plan that are of greatest interest to our project include: (1) responding to environmental and cultural context, (2) implementing transitional spaces, (3) introducing biophilic design, and (4) continuity of design that encourages sense of community. The best practices we have outlined for our site and project include:

Biophilic Design • • •

Implementation of vegetation – including deciduous trees and shrubs with an emphasis on those that provide food Landscape design that looks to engage communities Landscape and vegetation that encourages health and wellbeing of project’s users

MaKe Education San Diego, CA 92113 Studio MaKe Project Partners: Kelly Ferris + Mason Bechtold

CHAPTER 4 | CAMPUS MASTER PLAN Transitional Spaces • • •

Creating transitions within the campus to encourage interaction between the interior and exterior environments Important to create distinctions between spaces These transitional spaces look to create dynamic buffers within a space to elevate the user’s experience.

Sense of Community • Creating central nodes or quads that allow for various student or regional communities to cross paths and engage with one another • Provide buffer zones for students to study or rest between classes Provide landscape features whilst implementing seating that enables people to sit and engage in conversations

Environment and Cultural Context

• • •

Understanding the environmental capacities of a site while implementing design strategies to address site conditions Understanding the cultural context of where a project resides and how to contribute in a respectful way Encouraging community engagement with local communities

CAMPUS COMPARATIVES Contributors: Izzy Hoffman A Nolli map is a figure ground drawing that aided us in developing our campus plan. These plan drawings help to distinguish private, semi-private, and public places from each other and clearly differentiate space from mass using black and white to represent the area being studied. We used several Nolli maps to help inform the design of the overall campus. Some of the specific campus functional elements incorporated into the overall plan:

Georgetown Law School This school was chosen for its centralization and walkability in the Washington D.C. area. The campus provides its students with living facilities (such as childcare, a fitness center, and housing for 300 students) to support students’ educational excellence. This is in addition to the classrooms, clinic spaces, and an expensive library. The proximity to national buildings and public transportation also encourages immersion into the broader community.

MaKe Education San Diego, CA 92113 Studio MaKe Project Partners: Kelly Ferris + Mason Bechtold

CHAPTER 4 | CAMPUS MASTER PLAN Harvard Law School The campus is comprised of mostly historic buildings with lots of green open space between buildings. The WWC is the hub for all student life which holds common spaces, classrooms, clinics, and dining facilities.

Fordham Law School The school’s closeness to the urban setting, along with its inclusion of greenery and proximity to Central Park provides easy access to city activities and nearby law firms. While located in a large, bustling context, the silver LEED certified campus itself contains a smaller plaza within to create a threshold between the campus and the city.

MaKe Education San Diego, CA 92113 Studio MaKe Project Partners: Kelly Ferris + Mason Bechtold

CHAPTER 4 | CAMPUS MASTER PLAN Duke University School of Law Students are expected to live off-campus, while the law school features many sheltered outdoor spaces for students to relax and study. Its clinic wing is designed as a separate law office that fosters trust between law students and clients because it offers a space to meet confidentially.

Notre Dame Law School This campus creates community through large library reading areas as well as “living rooms” for student and teacher interaction. It utilizes large grassy lawns for social spaces and provides housing for graduate students and their families on campus.

MaKe Education San Diego, CA 92113 Studio MaKe Project Partners: Kelly Ferris + Mason Bechtold

CHAPTER 4 | CAMPUS MASTER PLAN New York University Law School The school is a unique campus as it is a series of buildings nestled in the city itself and centered around Washington Square Park. It mirrors the density of the surrounding community and fosters experiences in which school and city life intertwine.

Stanford Law School

The central location of the university primarily gives students access to the mental health services. There are several green spaces available in the form of courtyards for studying and gathering. Its circulation system is also robust as the campus is broken up into four buildings with separate educational functions linked together with shared courtyards.

MaKe Education San Diego, CA 92113 Studio MaKe Project Partners: Kelly Ferris + Mason Bechtold

CHAPTER 4 | CAMPUS MASTER PLAN Lewis and Clark Law The ample green spaces on the 20-acre campus function as “living rooms” to encourage community and gathering and are used as outdoor classrooms on occasion. The school is further surrounded by the forests of the state park, giving students access to nature as they make their way through the intensive law curriculum.

University of Oregon Law School The buildings on this campus create pockets of public space that are more sheltered than the general public realm and is oriented towards a shared courtyard with other buildings.

MaKe Education San Diego, CA 92113 Studio MaKe Project Partners: Kelly Ferris + Mason Bechtold

CHAPTER 4 | CAMPUS MASTER PLAN LAND USE 3D MODEL

MaKe Education San Diego, CA 92113 Studio MaKe Project Partners: Kelly Ferris + Mason Bechtold

CHAPTER 4 | CAMPUS MASTER PLAN LAND USE Contributors: Kelly Ferris The objective of the Campus Master Plan is to create a vibrant student life as well as a safe and comfortable environment. This is done by buffering car-heavy streets with trees and landscaping, offering biking and walking opportunities, and creating facilities that are easily accessible to both students and visitors. Cal Western’s new campus will offer recreational and performing arts opportunities in addition to academic resources. Circulation can be divided into pedestrian and bike accessible pathways within campus, which can be accessed by service vehicles. Fruit trees, streetlights, and benches will line these pathways, creating a comfortable and enjoyable environment.

COMMUNITY CONNECTIVITY While the term community most frequently refers to a group of people or a tangible location, the abstract definition spans beyond physical reach. When compiling the campus master plan, reflecting the conceptual community surrounding our site was imperative to the proposal’s success. With a site located in Logan Heights, our master plan was faced with the challenge of being a point of transition to the more urbanized Gaslamp district as well as the lower density community of Barrio Logan. The campus serves as a major threshold between Downtown and the future developments planned for Barrio Logan. The project is based on a series of of transition zones that required attention; by focusing on scale, density, and circulation we were able to propose a seamless shift that melds two communities into one.

The Scale With the Barrio and Downtown in mind, buildings were designed following the idea that the campus alludes to the infrastructure around it. The master plan gradually shifts from five story structures in the southwest corner of the site to a up to nine story structures on the northeastern side of the site.

The Density Similar to the transition in scale, density played an important role in designing the campus master plan. The lack of accessible public realm was a primary concern in the initial design phase. The proposed campus plan allows for the street condition to adhere to its surrounding context while the site itself remains inviting for members of the surrounding communities to experience and inhabit.

The Circulation The selected campus site provides a bridge between varying existing hardscapes, with a goal of maintaining and enhancing the overall ground plane moving forward. Following the requirements defined in the Barrio Logan Plan, all major throughfares will consist of sidewalks ranging between ten and fourteen feet accompanied by planting strips and class I and class II bike lanes.

MaKe Education San Diego, CA 92113 Studio MaKe Project Partners: Kelly Ferris + Mason Bechtold

CHAPTER 4 | CAMPUS MASTER PLAN CAMPUS RESILIENCY Contributors: Lydia Rosenthal Resiliency refers to a site’s ability to weather adverse conditions (both immediate disasters and long-term stresses) while maintaining a high level of functionality and safety for all its residents. In our era, a primary test of resiliency is a site’s response to the challenges posed by climate change. As a coastal site in a drought and fire-stricken state, our campus will be particularly at-risk. The central concerns include sea-level rise and flooding, increasing temperatures, and decreasing precipitation. Although in the most catastrophic climate scenarios our site may simply become uninhabitable, we have pursued resiliency strategies that will ensure its functionality under many circumstances. Some primary strategies are outlined as follows: Addressing Sea-Level Rise and Flooding: Our buildings avoid placing primary or essential functions in below-grade spaces, so that flooding events do not damage or inhibit campus activity in the long-run. • Implementation of bioretention swales? (CHECK) • Addressing Increasing Temperatures: • Reducing urban heat island effect with extensive site vegetation, cool roofs, and rooftop gardens. • Increasing tree canopy on street edge and internal campus quad to give community greater access to shade in extreme heat. • Addressing Decreasing Precipitation: • Use of building-level water capture and reuse of graywater to reduce strain on municipal water systems. • Extensive native-plant landscaping to reduce campus irrigation needs. • Addressing Unreliability of Energy Access • Reducing energy needs (and thus reliance on potentially spotty energy grids) by taking advantage of proper building-scale and site-specific passive strategies. • Site design with awareness of solar access to increase natural daylighting in each building. • Extensive on-site solar generation to reduce loads on city grid and provide an independent energy source. Many of the measures described here are very physical and architectural. While these may help preserve life and increase physical comfort, the campus also takes measures to address social and communal resiliency. By providing spaces for justice-oriented law education and pro-bono practice, as well as nonacademic programs (such as markets, greenhouses, daycares, and more), the campus works towards lifting the community and putting the neighbors in a better situation to recover following a disaster. The conjunction of architectural and social interventions embodied in our campus to support making Barrio Logan more resilient in the face of the challenges to come. •

MaKe Education San Diego, CA 92113 Studio MaKe Project Partners: Kelly Ferris + Mason Bechtold

CHAPTER 5 | THE PROJECT PROJECT PURPOSE The purpose of this project is to develop a campus that integrates the existing law school in Downtown San Diego within Logan Heights. The goal of Make Education is to create a safe place that creates interaction between the students and the community of Barrio Logan. The metrics of this objective include friendly spatial organization, biophilic integration, and academic and multicultural programs. These objectives can be summarized into the following goals: • • •

1. Design to encourage a cultural understanding of the communities that students are defending while also providing alumn resources necessary for learning. 2. Create a sustainable learning environment that fully connects to the surrounding campus. 3. Integrate the surrounding needs of the community into the building program and typology.

PROJECT PROGRAM The goals align with sustainability and biophilic design to create a welcoming environment that includes the inputs of the community. While responding to the neighbors on the same site, we will create a space for growth and restoration both for the people and the vegetation on our building. This place will become a haven for relaxation and meditation in addition to an active learning environment that is accessible to both students and their clients. MaKe Education’s programs include classrooms, language learning centers, meditative spaces, an artistic exhibit, touchdown areas, offices for faculty, mechanical rooms, an assembly space, an Amazon Go, a café, and a Moot Court, all of which are connected by plenty of open circulation.

FIRST FLOOR ASSEMBLY SPACE FLOOR 6

INSTRUCTIONAL

STUDENT SUCCESS

TOTAL ASF 23,000 PEOPLE SERVED 760

TOTAL ASF 5,080 PEOPLE SERVED 75

MULTICULTURAL

SHARED RESOURCES

FIFTH FLOOR ART EXHIBIT

FLOOR 5

TOTAL ASF 15,000 PEOPLE SERVED 1,000

TOTAL ASF 5,200 PEOPLE SERVED 65

FLOOR 4

SECOND FLOOR CLASS FLOOR 3

STUDENT COLLABORATION

FACULTY OFFICE

TOTAL ASF 8,120 PEOPLE SERVED 1,000

TOTAL ASF 8,120 PEOPLE SERVED 35

FIFTH FLOOR MEDITATION SPACE

FLOOR 2

FLOOR 1

INSTRUCTIONAL SPACE(S) STUDENT COLLABORATION MULTICULTURAL CENTER FACULTY OFFICE STUDENT SUCCESS SHARED RESOURCES

MaKe Education San Diego, CA 92113 Studio MaKe Project Partners: Kelly Ferris + Mason Bechtold

THIRD FLOOR MOOT COURT

CHAPTER 5 | THE PROJECT PERFORMANCE GOALS AND ACCOMPLISHMENTS MaKe Education will meet the 2030 palette target for an 80% reduction in energy use. To make this happen, many passive design strategies, including solar integration, have been implemented. Our facility needs 181,820 SF of photovoltaic collectors, 12,000 SF of which are placed can on the roof and 21,750 SF of which are placed on the façade in the form of photovoltaic glass. The remaining panels will be installed on the roofs of the surrounding campus and community, mainly the low-rise commercial and residential buildings. Water will be collected via a sloped roofing system to support the vegetation on our building. Operable windows are placed on the North, West, and East facades as a passive ventilation strategy. We included a central staircase that acts as a lightwell, and stack vent helps heat exhaust from the building.

ENERGY REQUIREMENTS

CURRENT EUI

SQUARE FOOTAGE

CODE REQUIRED EUI

14.11

ENERGY PRODUCTION REQUIREMENT

100,000

1,900,000

REQUIRED PHOTO-VOLTAIC COLLECTORS (SF)

ON-SITE GENERATION (kBtu/Ō^2/year)

181,820

10.45

CURRENT ENERGY FOR BUILDING REQUIRED PHOTO-VOLTAIC COLLECTORS (SF)

kBtu / sq ft / year 181,820

PV COLLECTORS ON BUILDING (SF)

WATER

33,750

REMAINING PV COLLECTORS (SF)

148,070

The remaining photo-voltaic collectors will be distributed among low-rise commercial building surrounding our site in Logan Heights

LIGHT

1 Rooftop rainwater drainage system 2 Distribution to landscape 3 Wastewater carried to sub-grade filtration system 4 Combined recirculated grey water and rain water filtration tank 5 Recycled water re-distributed to landscape MaKe Education San Diego, CA 92113 Studio MaKe Project Partners: Kelly Ferris + Mason Bechtold

CHAPTER 5 | THE PROJECT FORMAL INFLUENCES (PERFORMANCE, PLACE, OR PROGRAMMATIC DRIVERS) Within the area of San Diego, we have a Mediterranean climate of dry summers and mild humid winters. The building needs to respond to the sunny days that occur during the summer and the humid winters that follow. That is why MaKe Education includes Southern-oriented shaded balconies on all floors that also supply outdoor circulation to classroom spaces. Along with this our site is located near Barrio Logan which has a population that suffers from mass migration and false incarceration. Our programs are designed to help those seeking therapy and refuge in addition to helping people become United States citizens. It has become the goal of MaKe Education to include programs for all aspects of student life and a diverse surrounding community.

PERFORMANCE

1 Sloped roof for rainwater catchment 2 Solar roof oriented south for energy collection 3 Operable windows on northwest facade for passive ventilation 4 Vertical accoya wood louvers on west facade for daylight control 5 Natural vegetation native to San Diego 6 Photovoltaic glazing on south and west facades for glare protection and energy harvesting 7 Lightwell staircourt for daylight distribution through all floors

SUMMER SOLSTICE 12:00 PM

WINTER SOLSTICE 12:00 PM

7 1

E 6

N 4 5

S W

PLACE

1 Proposed campus facilities 2 Trolley repair station 3 View toward Barrio Logan from Southeast facade 4 MaKe Education to match heights of future 5 and 6 story developments in Barrio Logan 5 Campus apartment complexes 6 Therapy and refuge spaces within MaKe Education are offered to those seeking the services of Father Joe’s Villages 7 View to Downtown San Diego from Northwest facade 8 MaKe Education is in close proximity to the new low-income apartment complex

PROGRAM

4 7 3

BEST PASSIVE STRATEGIES 1 Internal heat gain, 5,228 hours 2 Passive solar direct gain, 3,680 hours 3 Sun shading of windows, 1,350 hours

1 Language learning center and citizenship pathway classrooms 2 Meditative and refuge spaces 3 Artistic exihbition and cultural center 4 Therapy and rehabilitation center

4 3 2

CITIZENSHIP

MaKe Education San Diego, CA 92113 Studio MaKe Project Partners: Kelly Ferris + Mason Bechtold

GENDER

US Born Ci�zen 65.68%

52.94%

Foreign Born Ci�zen 12.82% Not US Ci�zen 21.5%

47.06%

MEDIAN INCOME PER AGE

RACE & ETHNICITY Logan Heights

San Diego

White

3.7%

Hispanic

87.6%

Black

7.1%

Asian

1.4%

Mixed

0.0%

Other

0.1%

CHAPTER 5 | THE PROJECT FORM FINDING

MaKe Education San Diego, CA 92113 Studio MaKe Project Partners: Kelly Ferris + Mason Bechtold

CHAPTER 5 | THE PROJECT SITE PLAN

NA T

MaKe Education San Diego, CA 92113 SITE PLAN Studio MaKe Project Partners: Kelly Ferris + Mason Bechtold

W/ WD/ WD/ WD/ D

RE DF.W

1" = 20'-0" 0

10'

30'

60'

CHAPTER 5 | THE PROJECT FLOOR PLANS 4 FOURTH FLOOR PLAN 1/16" = 1'-0"

2 SECOND FLOOR PLAN 1/16" = 1'-0"

5 FIFTH FLOOR PLAN 1/16" = 1'-0"

3 THIRD FLOOR PLAN 1/16" = 1'-0"

6 SIXTH FLOOR PLAN 1/16" = 1'-0" 0

16'

32'

64'

4 FOURTH FLOOR PLAN 1/16" = 1'-0"

MaKe Education San Diego, CA 92113 Studio MaKe Project Partners: Kelly Ferris + Mason Bechtold

CHAPTER 5 | THE PROJECT SITE SECTION A

031 033

ROOF 103' - 0"

Level 7 94' - 0"

OFFICES COUNSELING

Level 6 79' - 0"

ART EXHIBIT

PUBLIC GARDEN

022

ACTIVE CLASSROOMS

Level 5 64' - 0"

028

036

021

026

MOOT COURT

024

Level 4 49' - 0"

CLASSROOMS

019

Level 3 34' - 0"

018

CAFE

ACADEMIC ADVISING

EXPERIENTIAL STAIRS

ACTIVE CLASSROOMS

020

Level 2 17' - 0"

LANGUAGE LEARNING CENTER

ASSEMBLY

AMAZON GO

Level 1 0' - 0"

1/8" = 1'-0" 0

16'

32'

SITE SECTION B 033

031

ROOF 103' - 0" MECHANICAL 022

Level 7 94' - 0"

024 THERAPY ROOM

TOUCHDOWN WORK SPACE

028

Level 6 79' - 0" 026 ARTISTIC EXHIBITION SPACE

MEDITATION

Level 5 64' - 0"

023

ACTIVE CLASSROOM 021

Level 4 49' - 0"

019

ACTIVE CLASSROOM

027

Level 3 34' - 0" 030 OUTDOOR SEATING

ACADEMIC ADVISING

018

020 029 032

Level 2 17' - 0" ASSEMBLY AREA

Level 1 0' - 0"

MaKe Education San Diego, CA 92113 Studio MaKe Project Partners: Kelly Ferris + Mason Bechtold

1/8" = 1'-0" 0

16'

32'

CHAPTER 5 | THE PROJECT WALL SECTION A - PHOTOVOLTAIC GLAZING E

3 A110

Level 6 79' - 0"

5 A110

5 A110 025

022

Level 5 64' - 0"

WINTER SOLSTICE: 34 SUMMER SOLSTICE: 81

001 021

002

Level 4 49' - 0"

023

003

004

Level 3 34' - 0" 005

026

024

020

006

Level 2 17' - 0"

019 018

017 016

Level 1 0' - 0"

007 008 009 010 011 012 013 014

015

1/4" = 1'-0" MaKe Education San Diego, CA 92113 Studio MaKe Project Partners: Kelly Ferris + Mason Bechtold

16'

CHAPTER 5 | THE PROJECT WALL SECTION B - ACCOYA LOUVERS 7

1 A102

011 007 008

014

Level 5 64' - 0"

SUMMER SOLTICE 60 o 10am WINTER SOLSTICE 28 o 10am

021

Level 4 49' - 0"

023 022

028

033 002

Level 3 34' - 0"

035

019

026

020 034

Level 2 17' - 0" 003

018

017 016

Level 1 0' - 0"

2 A111

1/4" = 1'-0" MaKe Education San Diego, CA 92113 0 4' 8' Studio MaKe Project Partners: Kelly Ferris + Mason Bechtold

16'

3 A110

CHAPTER 5 | THE PROJECT WALL AXONOMETRIC A

WALL AXONOMETRIC B

Level 6 79' - 0"

Level 5 64' - 0"

Level 4 49' - 0"

Level 3 34' - 0"

Level 2 17' - 0"

B 7

Level 1 0'Fo-ot0"ing -1' - 0"

FLOORS 014 017 020

Level 1 0" 0' Footing -1' - 0"

WALLS PLANTER SOIL OVER A FILTRATION LAYER, DRAINAGE AND RETENTION LAYER, RIGID INSULATION, ROOT BARRIER AND WATERPROOFING, AND CONCRETE SLAB DECKING LVT FLOORING STEEL DECKING WITH A CONCRETE TOPPING

021

LVT FLOORING OVER CONCRETE TOPPING SLAB AND 9" 7-PLY CLT DECKING

025

PAVERS ON PEDESTALS OVER A DRAINAGE LAYER, RIGID INSULATION, DRAINAGE SPACE, AND SLOPED CONCRETE TOPPING

001 002 003 004 005 006 034 035 036

ROOF FIRE BARRIER DEAD LOAD ANCHOR CONNECTING PRIMARY STRUCTURE 2 1/4" x 10" ALUMINUM MULLION BIPV WIRE WITHIN MULLION 5/32" AMORPHOUS SILICONE GLASS BETWEEN TWO 1/4" LAYERS OF TRANSPARENT ENCAPSULANT ALUMINUM FASCIA PANEL SS KNIFE PLATE CONNECTION TO CURTAIN WALL MULLION. VERTICAL ACCOYA LOUVER SYSTEM

DETAILED WALL AXONOMETRIC

GFRC AND ACCOYA WOOD CLADDING

007 008 009 010 011 012 013 015 033

SYSTEMS PARAPET FLASHING TAPERED RIGID INSULATION ROOFING MEMBRANE CLAPED AND SEALED INTO GLAZING POCKET FULLY-ADHERED WATER CONTROL MEMBRANE GROUT AND REINFORCED PARAPET CMU WATER, AIR AND VAPOR CONTROL MEMBRANE AIR BARRIER ROOF DRAIN THAT RECEIVES WATER FROM SLOPED FILTRATION BED SLOPED ROOF FOR RAINWATER CATCHMENT AND DRAINAGE.

016 018 019 022 023 024 026

CONCRETE FLOOR SLAB, PILE CAP, AND PILES

027

LIGHTWELL STAIRCOURT ADJOINING TWO LAYERS OF REFLECTIVE AND SEMI-TRANSLUCENT FILM TO BRING NATURAL LIGHT TO FIRST FLOOR.

028

WOOD-CLAD STEEL COLUMN STEEL BEAM AND GIRDER STRUCTURAL SYSTEM GLULAM BEAM AND GIRDER SYSTEM DRYWALL SOFFIT SUPPORTING HUNG ACCOYA WOOD CEILING MASS TIMBER COLUMN DUCT INLET AND OUTLET BELOW STRUCTURE THAT CONNECTS TO A VAV MECHANICAL SYSTEM

OPERABLE WINDOWS ON NORTHWEST FACADE FOR NATURAL VENTILATION.

CCO O CBALCONY O OVERHANGS FOR SOUTHEAST ACCOYA LOUVER 3D S SECTION 029 HORIZONTAL

MaKe Education San Diego, CA 92113 Studio MaKe Project Partners: Kelly Ferris + Mason Bechtold

030 031 032 037

LAB 2 | ARCH 342-10 | STACEY WHITE KELLY FERRIS | 17 MAY 2022 1/4" = 1'-0"

SHADING.

OPERABLE VERTICAL ACCOYA WOOD LOUVERS ON SOUTHWEST FACADE FOR SHADING. SOLAR ROOF PANELS ORIENTED SOUTH FOR SUNLIGHT COLLECTION.

EXPERIENTIAL ACCESSIBLE ELEVATOR CONCRETE BEARING WALL

10 3 2

CHAPTER 5 | THE PROJECT

STRUCTURE

1 Concrete pile foundation 2 Wood-clad steel columns (typ. first and second floors) 3 LVT over concrete topping and steel decking 4 Timber columns (typ. third through sixth floors) 5 LVT over concrete topping and 7-ply CLT decking 6 Concrete bearing walls 7 Double-height, open-area Moot Court with steel truss system 8 Glulam beam and girder system (typ. third through sixth floors) 9 Steel beam and girder system (typ. first and second floors) 10 Steel plate connection between timber columns and concrete footing

8 6

5 4

3 2

CIRCULATION

The entry sequence on the first floor offers three main entries on the Southeast facade facing the campus, two main entries on the Northeast facade facing National Avenue, and two secondary entries on the remaining facades. Three egress stairways are located near two egress elevators. The experiential stair is also paired with an experiential elevator that can be accessed from the outside on the first floor.

VENTILATION

Passive ventilation takes the form of the stack effect, whereby warm air exits the building from the roof through the open central staircourt. Operable windows placed on the Northwest facade channel Northwest winds into the building for natural cooling. Air is then pulled through the building by the staircourt and the remaining operable windows on the Southeast facade.

AIR DUCTS INTAKE/DISTRIBUTION

INTAKE Into mechanical rooms

OUTPUT Back to centralized plant

The building contains a VAV mechanical system that supplies air from a central plant located on campus. The air is then distributed through two main shafts that feed into AHU rooms. Inlet and outlet ducts that connect to the mechanical shafts distribute and resorb air in each space.

MaKe Education San Diego, CA 92113 Studio MaKe Project Partners: Kelly Ferris + Mason Bechtold

CHAPTER 5 | THE PROJECT VIEWS

MaKe Education San Diego, CA 92113 Studio MaKe Project Partners: Kelly Ferris + Mason Bechtold

CHAPTER 5 | THE PROJECT VIEWS

MaKe Education San Diego, CA 92113 Studio MaKe Project Partners: Kelly Ferris + Mason Bechtold

CHAPTER 5 | THE PROJECT PHYSICAL MODELS

MaKe Education San Diego, CA 92113 Studio MaKe Project Partners: Kelly Ferris + Mason Bechtold

CHAPTER 6 | IN REFLECTION Looking back on this incredible two-quarter experience, there have been many evolutions in my overall design process and system of thought in my approach to architecture. I would first tell myself at the very beginning of this experience to take a step back and take a deep breath. The start of a project this large can be quite overwhelming – there are so many factors to consider at the start that are pivotal to the design development phase. My initial approach to this project was certainly not inducive to the later success of the design, but as I evolved my thinking, the design changed for the better. I began the Winter Quarter thinking that because there were so many assignments, my job was to simply complete them without a second thought. What I did not realize was that it would have been more beneficial had I closely assessed each factor going into the initial development of the project (especially environmental factors, community demographics and culture, among others) even if it had meant not meeting a couple of soft deadlines right away. It was not until later in the process that I had taken time to more closely examine these factors, which had not allowed their potential to be fully realized in the project solution. With a greater understanding now, there are many things I would have changed about our design, including the implementation of more setbacks that adjust to the human scale, an integration with the site that adhered more closely to standards of the surrounding community, and more entries that connected to the surrounding neighborhoods. I did not fully acknowledge the needs of the client at the start, which is why not all these criteria were met. As I had stated in my earlier manifesto: the architect can be counterproductive if they fail to acknowledge the needs of the client and lack the unique design strategies necessary for the conditions at hand. While the project accomplishes many of the client’s needs, I leave wondering if I was only appealing to the students I related to the most, rather than the asylum-seeking and falsely incarcerated people that would also be using campus facilities. While my partner and I sought to make our spaces as inclusive and welcoming as possible, I still wonder what the reaction of the student’s clients would be to MaKe Education? In the face of global crises, it becomes necessary for the architect to listen to the client, and to further acknowledge that if “aid” is not welcome, the architect must direct their efforts elsewhere. The AIA Code of Ethics E.S.1.3 states that “members should respect and help conserve their natural and cultural heritage while striving to improve the environment and the quality of life within it” (United 1). A keyword here is to conserve. A humanitarian effort not only constitutes doing but also not doing. In the case of Barrio Logan, if there were no desire to site a new campus in fear that the surrounding community would be displaced, it is the duty of the architect to seek outside locations for any new developments. The architect, according to Kerry Firmani’s compilation of the XXV World Congress of Architecture, should “reach beyond the design community and its traditional audience - to humbly venture into the communities to which they live, listen to the needs of their neighbors, and offer their services’’ (Firmani 53). The priority of the architect should be to help communities of which they have a greater understanding. If the architect feels the need to aid foreign nations, they must do so with humble ambition. They must listen to all needs, both domestically and internationally, before beginning the design process. That is why our initial work was so vital to the development of the campus master plan. Had we not researched the problems that the asylum-seeking and falsely incarcerated people were faced with, we would not have been able to design an integrated campus that helped meet their needs. By listening to these needs, MaKe Education was able to incorporate a language learning center, citizenship classes, therapy and refuge spaces, and a multicultural exhibition space for student-clients to use. Another valid perspective raised by the World Congress of Architecture was if we should not be designing because we give a damn? (Firmani 617). For instance, should the architect consider rejecting to design one school, “because by not having an architect involved now will lead to better-designed schools” (Firmani 613)? The ‘expertise’ and ‘knowledge’ we have now may not offer a viable, permanent solution depending on the circumstances. The Rural Studio is an excellent example of a system of design that applies proper expertise to a familiar field, led by an architect that designs solely for the health of the community. The Butterfly House was designed by students for a couple with a very unique roof structure meant to accommodate the harsh weather in Alabama (Dean 9). While it is difficult to design a plethora of houses with such particular design intentions, the architect-to-client relationships built in this small town could be the microcosm of a greater initiative to work with the needs of the people. Another humanitarian facet of architecture is that the architect designs for others solely with the intent to aid and must remove all desires to impose their worldviews on a community with different values. It has been the architect’s dilemma throughout history to applaud their own expertise and experience. According to Firmani, architects have generally claimed that “they are the ones with the appropriate knowledge and expertise, and that they know where to go to have the most impact with these skills (and that these skills are also wanted)” (Firmani 614). Foreign aid should only be provided if wanted. The architect should focus most of their humanitarian efforts on conditions that, to them, are the most familiar. Firmani concludes with the fact that our role should be to first “educate ourselves on the impacts of our own actions and move towards a more honest approach” (Firmani 617). This new social architecture movement that Firmani mentions must involve careful and in-depth consideration of all parties that will be affected. As Socrates conveys, justice is valued for its own sake and its consequences (Plato et. al.). While the actions of the architect could be intended with the desire to do good, the consequences also determine whether the action is moral or not. In the case of MaKe Education, our intentions were very sensitive to the surrounding community, however, if this was not the case with our proposal, it would not have mattered how ethical our intentions were. That is why carrying the project goals through the entirety of its process is vital to the project’s potential as a solution, instead of a problem. Our goals established at the beginning were to design to encourage a cultural understanding of the clients the students are defending, create a sustainable learning environment that connects to the rest of campus, and integrate the surrounding needs of the community into the project program and typology. We have implemented these goals through creating a moot court, meeting and assembly spaces for students and clients to interact; integrating biophilic design strategies including wood-finish interiors and outdoor garden spaces; and creating a multicultural art space, language learning center, therapy and refuge spaces, and citizenship classes for our building. It has thus become my belief that even though good intentions are necessary, good consequences are vital. It is with these steps of careful consideration of the crisis, listening to the client’s needs, having proper expertise, and designing altruistically that the architect can succeed in helping others. As we make headway in the 21st century, the architect has an increasingly important place in our cultural identity. The architect no longer plays the role of the choosy designer, but the listener, activist, communicator, and knowledge-seeker. It is with these skills that we can launch a new humanitarian era that diverges from the aggressive and assertive ventures of the past.

MaKe Education San Diego, CA 92113 Studio MaKe Project Partners: Kelly Ferris + Mason Bechtold

BIBLIOGRAPHY Anderson, Dave and Timothy Hursley, directors. Rural Studio: Love Stories. YouTube, YouTube, 19 June 2015, https://www.youtube.com/watch?v=704hR8KLCf0&ab_ channel=RuralStudio. Accessed 5 Jan. 2022. “Average Humidity Levels for California - Current Results.” Weather and Science Facts, Current Results Publishing Ltd., 2022, www.currentresults.com/Weather/California/ humidity-annual.php. City of San Diego Planning Department, “Barrio Logan Harbor 101 Community Plan.” https://www.sandiego.gov/sites/default/files/legacy/planning/community/profiles/pdf/cp/ cpblfull.pdf, Dean, Andrea Oppenheimer, et al. “Introduction.” Rural Studio, Princeton Architectural Press, New York, 2002, pp. 1–13. Firmani, Kerry, et al. “XXV World Congress of Architecture.” UIA2014 Durban Architecture Otherwhere, edited by Amira Osman, UIA 2014 Durban, 2014, pp. 610–619. Nash, Michael P., director. Climate Refugees, 2010, https://tubitv.com/movies/463799/climate-refugees. Accessed 4 Jan. 2022. Plato, et al. The Republic. Penguin, 2007. Stohr, Kate. “100 Years of Humanitarian Design .” Design like You Give A Damn: Architectural Responses to Humanitarian Crises, Metropolis Books, London, , 2007, pp. 33–55. “San Diego Topographic Map, Elevation, Relief.” Topographic-Map.Com, en-us.topographic-map.com/maps/n0u/San-Diego. Accessed 2 June 2022. United States, Congress, Office of General Counsel, and Office of General Counsel. 2020 Code of Ethics and Professional Conduct, The American Institute of Architects, pp. 1–5. “US Solar Insolation Maps.” Northern Arizona Wind & Sun, 2022, www.solar-electric.com/learning-center/solar-insolation-maps.html.

MaKe Education San Diego, CA 92113 Studio MaKe Project Partners: Kelly Ferris + Mason Bechtold