Thesis Research: A Computer Science College for Women

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Table of contents _01 Introduction Page 4

_02 Historiography Page 14

_03 Case Studies Page 28

_04 Design & Technical Criteria Page 58

_05 Topical Explorations Page 70 2

_06 Existing Site conditions Page 80

_07 Program Development Page 92

_08 Building Analysis & Code Page 102

_09 Conclusion Page 114

_10 Bibliography Page 118 3

Introduction _01

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Introduction

Objective

A computer science college for women is necessary in today’s society due to the increasing number of computer science jobs available, as well as the decreasing amount of women currently graduating with a degree in computer science. In 2013, 52% of all college undergraduates were women, however in the computer science field only 14% of the undergraduates were women. Over time, humans have increased their demand of technology, and without computer science advancements, portable cell phones and computers of today would not be widely available. If the world wishes to continue on an upward technological advance, more students - especially women - need a degree in computer science to fill the vast array of job openings in the industry. Large technology and software companies such as Apple, Google, Microsoft, and Adobe are unable to fill all of their available jobs in the United States, due to a lack of qualified candidates. Because of this, they have to outsource millions of jobs to other countries such as China and Japan. If the U.S. can increase the number of women graduating with a computer science degree, there will be more candidates for those jobs. This will help keep jobs in the United states as well as offer women a stable job with a very high earning potential — one they may not have thought achievable as a young child. Those women may even go on to hold high power office positions within the company, and can then act as role models for younger girls. This cycle will slowly increase the number of people - specifically women - in the field, enabling the population to continue with technology advancements now and for centuries to come.

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General Design Goal

To design a computer science college for women that is a comfortable and inspiring space for them to learn without the intimidation of men.

Women should feel at home in the space and as though they can creatively and freely express themselves through their work.

Research Goals and Methods

The key to a successful computer science college for women is to figure out what is currently keeping women out of the industry. One large factor is intimidation from men, both in school and in office settings. Most men enter a computer science college having played computer games their entire life and taken numerous computer science classes throughout high school, while women enter a computer science college with far less computer experience and find themselves being the only women in a lecture hall with 200 of these intelligent young men. The women soon become overwhelmed and embarrassed causing them to drop the class. This is one major factor, but there are also many others contributing to the problem. It is important to understand a wide variety of issues that make women feel uncomfortable in the industry and ensure the new college for women will overcome these past roadblocks. There are multiple books on the decrease of women in computer science, which all offer a unique insight into the growing problem. Also, talking to women currently in the industry or young women working toward their degree will help further the understanding of the current issues. It is also important that other people outside of the project understand the issues and the need for the school. There are many high power 8

4 women in the technology industry who understand the problem and are trying to shine a light on the issue. This almost celebrity platform has changed the world’s view on the problem in the last few years, but not enough to successfully fix the issue.

The Role of the Designer

The designer of the project is responsible for creating a functional college that is welcoming and comfortable to women. The designer is also responsible for understanding the purpose behind the college to ensure they realize why they are designing these spaces. This college requires special attention to detail as all the spaces will be primarily used by women. The women using the spaces are looking for a different experience than one they might find in other co-ed computer science colleges. These differences may include a more feminine color palette, furniture designed specifically for their body types, and spaces that appeal to them overall. The spaces are also responsible for inspiring the students. Computer science is a highly creative field and unique inspiring spaces will make for a better learning experience. While this college is specifically for women, it will also feature the latest in college design and technology; amenities such as modern furniture, comfortable dorms, and state of the art technology that any college student would enjoy. Computer science is a technology based degree and requires access to advanced computer labs and up to date technology, which changes so quickly it is important that students have access to up to date systems to ensure they will be prepared for the modern workplace.

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Client

The client of this project is Sara Chipps - the co-founder of the organization “Girl Develop It” - she has a passion for increasing the number of girls and other minorities in the computer science industry, and believes everyone should be empowered to use and understand technology. Sara started ‘Girl Develop It’ as an after school program for girls interested in computer science. She quickly realized only 1 out of every 10 U.S. schools — both public and private — were offering computer science related classes.

Her organization offers girls in grades k-12 after school classes as well as summer camps to sharpen their computer science skills and interests. Sara hopes these classes will spark an interest in the computer science field, and will eventually lead to a degree and career in the industry. The organization currently offers classes in most major U.S. cities and is quickly growing. With the proposed project of a computer science college for women, Sara will be able to enrich girls computer skills, not only from k-12 but also in higher education. Girls currently in Sara’s after school programs across the country may one day enter the college themselves, and continue on to pursue a career in computer science, just as Sara had hoped.

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Users

The users of a computer science college for women will be women of all types. This college will attract girls about to graduate high school, young girls interested in computer science, older women looking for a new career path, and established women looking for a job with a higher earning potential. The school will also attract women who may have had a bad experience at a male dominant computer science college in the past. We want to show these girls that not all computer science colleges are the same and there is a place for them. The list of possible users is endless as the future of the computer science industry is limitless. The school is for women of all ages, and will be designed to make everyone feel comfortable and empowered to learn, while the teachers within the building may be both men and women, the students will strictly be women. The needs of the users is simply a comfortable place to learn free of stereotypes and intimidation from other genders.

Computer science is not an easy thing to learn but with the right teachers and tools it can feel like a superpower.

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Environment/Sustainability objectives

Most recently renovated or constructed buildings of the 21st century aim to be sustainably conscious, and this college is no different. The building which houses the college was designed many years ago without green design in mind. However throughout the renovation of the building there will be additional green practices added. While there are no plans to add major sustainable building features that might compromise the structure of the building, there will be small additions to the interior which will add up to make a big difference overall. These features include low VOC and local materials, sustainable furniture, and energy saving appliances and fixtures. The college will also encourage sustainable practices throughout the building such as recycling, composting and conserving energy. Since a college is designed to educate people, it can start by educating people in sustainable practices, no matter their area of study.

Socio-Economic Conditions

The computer science college for women itself is a high profile school, and a one of a kind idea with the possibility of celebrity and high power executive endorsements as well as company endorsement. For example, technology may be donated by Microsoft or Apple, and funding may come from the Bill and Melinda Gates foundations, which are very active in funding

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computer science colleges of all types across the country.

Therefore, the interior of the college will feature high end furniture, finishes and technology. The users of the school however, may be low income, high income or anywhere in between. The school will offer scholarships to allow a wide variety of students access to the classes offered. As long as the interested student has a high school degree, an interest in computer science, and a desire to learn they are welcome and will thrive in this college environment.

Demographics

The demographic group of the college is specifically women.

The school will be entirely made up of females, besides the possibility of a few male teachers. The design of the college must be specifically tailored for women. This may include a building scale that is comfortable for them, as women tend to like small comfortable spaces, over large, empty spaces. The colors used within the building will also have to appeal to women. Rather than dark masculine colors, light expressive feminine colors will be used. The furniture will be feminine, as will the classroom styles of the building. Women’s bodies also tend to be smaller than men’s, therefore the proportions and measurements of the building’s interior may be smaller than the universal standards.

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Historiography _02

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Schools in ancient times pre 1600 2

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Education is defined as “any training which is given by one being to another to enable it to do something better than it would otherwise be able to do.” The History of education begins in the primitive times with parents. Parent’s were some of the first teachers, guiding their young as seen in image 2. A parent would teach survival techniques to their offspring, such as obtaining food, shelter, and clothing, this was know as “savage education.” While parents are still prominent teachers in their children’s lives, professional teachers are also present.

Once civilization had established itself, the technique of teaching was continued in formal schools, starting with ancient Rome, Greece, china, and the Byzantine empire dating back to 425 AD. The spaces used for education in ancient times were much more informal than the schools of today. “Instruction usually occurred in open spaces or in structures designed for purposes other than learning and teaching.” Ancient classrooms included open air patios, temples, and verandas as seen in image 3. Once education became an important social value, designate buildings were designed for teaching and leaning.

Early school systems often taught the classics and a study of a religion. Once children had a basic knowledge some would enter into a specific area of study, which would become their profession.

These were the first universities of the world, developed form a guild which did specialized work, such as ironwork. The setting of these ancient ‘universities’ was usually a workshop or barn. The 16

44 guilds were selective about who they accepted, to ensure they had highly qualified members. Unfortunately, in these time only men were allowed to join a guild, while women were responsible for child rearing. Long after guilds, the formal university was invented.

During the early 12th century the word University was developed from latin, meaning a community of teachers and scholars.

“Universities were a Medieval creation prompted by both the growing demand for professional education and the introduction into western Europe, in the 12th and 13th centuries, of a sizable body of ancient philosophical texts.” The first official University was opened in Europe in 1188 under the name ‘University of Bologna.’ The university began as a law school and was unique due to its independence from religious authority and kings. More universities were then established throughout Europe to “satisfy a European thirst for knowledge, and the belief that society would benefit from the scholarly expertise generated from these institutions.” For the first time society started placing importance and value on education.

As time and society progressed, Universities saw tremendous growth in Europe through the 1400s. The new European universities were established under the control of the state, making them more structured as more students than ever before were enrolling.

The surge in attendance was in part due to the creation of classic English texts such as The Canterbury Tales by Geoffrey Chaucer, as well as the scientific revolution.

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“More than 80% of the European scientists between 1450-1650 included in the Dictionary of Scientific Biography were university trained, of which approximately 45% held university posts.”

The scientific revolution (as seen in image 4) transformed society with key developments in math, physics, astrology, biology, and chemistry, beginning in Europe at the end of the renaissance, and continuing through the 18th century. Many advancements were made within universities by current professors or recently graduated students.Soon universities had developed a ‘science’ study program combining natural philosophy, and quadrivium; the study of arithmetic, geometry, astronomy, and music. Higher education in science and other fields was booming in Europe, while formal schools were just developing in the United States.

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The Colonial Period 1650-1850 6

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Formal school in the United started in agrarian America with the colonial period. In the early 1700s settlers began developing communities, centered around meeting houses, churches, and occasionally a school. School was not viewed as being relevant to occupational success or economic development, as life long skills were informally handed down from one family member to the next. As English settlers arrived in New England they established grammar schools, held in private homes or churches where the primary teaching was from the bible. As communities grew and more children were born the one room school house was developed, as seen in image 7.

The school house was the typical education facility of colonial America. One teacher would give instruction as well as supervise a small group of multi aged children. Not much thought was put into the environment in which children were educated, as a school houses primary purpose was to protect students from the elements. One-Room schools were built of wood with a simple frame construction, usually on wasteland or unusable farm land.

The houses were built entirely by hand with little help from tools, other than a handsaw. The interior (as seen in image 8)“often had very simple furnishings, poor ventilation, and relied on oil lamps for light and wood burning stoves for heat.” Teachers would teach on a ‘blackboard’ which was literally wide boards painted black, while students used small pieces of slate for individual writing practice. These conditions created a less than desirable learning environment.

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At the same time these small community schools were being developed large scale, formal universities were opening for the first time in the United states. The First, Harvard College in 1636, followed by William and Mary in 1688. These higher education schools were reserved for the elite, and characterized by their brick Georgian architecture. When Harvard was born the university sat on a 25 acres of land known as the ‘Harvard yard’. One acre of land was purchased by the college and was formerly a cow pasture. The other land was half of John Harvard’s estate, which he willed to the university, along with 400 books. Over time the university carefully chose where and when to construct new buildings which directly effected the way students used the campus.

Prior to the start of the Industrial revolution in 1850 there were nine colleges in the united states - Harvard University , William and Mary, Yale University, Princeton University, Columbia University, university of Pennsylvania, Brown University, Rutgers, and Dartmuth College - all known as the colonial colleges none of which allowed women.

All of the campus were built in the Georgian style of architecture featuring brick facades. This style was taken from the prestigious european universities, cambridge and oxford (as seen in image 9). Europe now boasted over 80 universities. At the end of the 1800s both grammar schools and universities were becoming more urbanized and formal featuring multi-classroom multi-story school buildings.

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The Industrial Revolution 1850-1950

Beginning in Europe the Industrial revolution brought change to almost every aspect of daily life, including schooling. With the emergence of a new class — the industrial class — a revised education system was needed to educate a large amount of children. The factory act in Great Britain enforced two hours of daily instruction for factory children, which caused the country to scrabble and build acceptable schoolhouses.

In 1870 the united kingdom was the first country to mandate education for children ages 6-11. Large elementary schools in Urban areas were quickly constructed. For the first time, The London school board worked directly with an architect, paving the way for a new future of educational facilities.

While architects had considered school design in the past, they usually had little to say about the interior function, or simply focused on the health and safety of children. The new London schools wanted to take everything from ventilation, lighting, and orientation into consideration.

The school board hired architect E.R Robsen to design the new London Public schools. Robson traveled the world studying other schools but found none were ideal, and wanted to change that. Robson learned what worked in a school building a what did not and published his book ‘School Architecture: Remarks on the Planning, Designing, building, and furnishing of school houses.’ Robson discovered small details such as; windows should be placed on the north side of a school building, as north even daylight is best for studying over the harsh distracting south light.

Robson’s works — both writings and buildings (Seen in images 11- 13) — became examples for others, who took his ideas to other places across the world, forever changing the way people thought about school design.

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This switch caused colleges to change their teaching styles from a classic text emphasized style, to a graduate research style. Soon colleges were marketing themselves as ‘character changing’ institutions that would mold students for their future

The industrial revolution of the higher education system changed the amount of students attending higher education institutes as well as the type of students attending. The 1850s marked the first time women were enrolling in universities — Long before they had the right to vote. While many female students faced criticisms from men, most said they enjoyed the experience and learning environment. Men of the time, feared education would make a women unfit for marriage and motherhood, so those women who did attend a university were only allowed to take courses in home keeping, and related topics.

With the start of the Civil War in the 1860 most young men in the country were off fighting, leaving universities with a limited amount of students.

The institutions quickly realized they could no longer afford to keep women out, and began accepting tuition paying females. “Women’s colleges were started all along the eastern seaboard as independent schools, or a side schools to male institutions who still refused to admit women directly. By 1880 women constituted 32 percent of the undergraduate student body; by 1910 almost 40 percent. A decade later, 1919-20, women were 47 percent of the undergraduate enrollment,nearly as much as their proportion in the population.” By the 1920s women attending university was a common practice, and seen as ‘proper youthful behavior’ as well as a possible place to meet an educated husband.

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Robson’s ideas eventually made it to the United states, which was now in the middle of the Industrial revolution. Large cities such as Philadelphia, spent thousands of dollars building schools in 1851 to keep up with the population increase of 20,000 people per annum. Due to this increase, students were separated by age group, creating a primary school (grammar school) and secondary school(high school). This change allowed school buildings to be designed specifically with the students needs in mind. High schools (as seen in image 14) were often larger and had more space for specialized activities, while a primary school was smaller with eye catching details to interest children. A single urban public school could hold hundreds, sometimes thousands of children, making education accessible for everyone.

As schools for young children changed, so did higher education facilities across the country. “In 1870 the student population included just over 1% of the traditional college age group.” However “college enrollment jumped to 8% in 1920. Such a small group represented a highly educated, if not intellectual,elite during the years between the Civil War and World War I.” College education was growing in popularity but was still reserved for the higher, elite class. Up until this point in time, college was strictly an education of the classics, which could be obtained through other sources of study, such as travel, or a private tutor. At the end of the century the public began to switch their idea of an ‘educated man’, from one who knew the classics, to one who simply attended college or university.

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THE INFORMATION AGE 1950-PRESENT

By the 1950s an organized education system — both grade school, and higher education — was established worldwide, yet still changing rapidly. At the end of world war II the baby boom created a higher demand for schools, while a surge in technology advancement changed the way schools were designed. Technology bettered school buildings through the use of new materials such as brick and stone. These materials were stronger than wood, helping the buildings last longer, as well as protecting students from heavier weather. Technology also changed the use of security systems in school, making safer. Soon technology began to appear in classrooms, helping instructor explore new teaching techniques.

In the 1950s schools and universities started using movie projects, tape recorders and soon, entire media centers were developed.

These changes made designers rethink classroom planning, with a new emphasis on lighting and electricity. Today technology still drives school design. Schools of the 21st century offer equal opportunities for men and women, and come in a wide variety of shapes and sizes.

Grade schools are now emphasizing group work, placing desks in table layouts and providing collaboration space. High schools and colleges alike try to create comfortable study space often featuring couches and appealing furniture. Most schools have a computer lab or two and teach children the basics, while teachers use computers, projectors and smart boards on a daily basis as technology continue to advance.

As higher education tries to keep up with ever changing technology, students study science degrees, such as computer science to help

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create new high demand websites and user interfaces. Science universities of the 21st century are so advance they have specially designed buildings, with unique features. Modern technology schools feature hands on elements with ‘highly interactive, research interiors.’

The new science and computer buildings are designed to optimize leaning, as designers now know “Physical environment effects student achievement and behavior.” Schools are now made of modern materials like glass, and metal and are meant to be a place of inspiration.

Some of the most noteworthy architecture of this century has been educational buildings.

While these modern universities see a gender ration of about 52% female across the board, science and math buildings tend to be filled with more men than women, specifically the computer science buildings. Only 14% of computer science majors are women. The gap may be caused by a number of problems such as intimidation, criticism, and sexism, all of which are thought to be old fashioned in this modern society. Some of the best technology based companies cannot fill valuable positions due to a insufficient number of qualified degree holding candidates. If women could have the opportunity to enter the field at a young age, they have a bright future ahead of them.

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The Future present to...

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While schools of the future may look similar to schools of the present, they will be full of new bells and whistles. Classrooms of the future will no longer need straight rows of desks with a podium at the front. Instead they will feature tables, islands, and other collaborative learning furniture.

All classrooms will have the latest technology such a microphones in the ceiling to record class lectures, touch screen boards to display interactive presentations and projects, as well as full computer labs with computer coding classes. Getting children into computers at a young age will encourage a future in the field, as jobs are in high demand.

Computer coding of the future will be the reading of today. Everyone has a small computer in their pocket, and while it is important to read what is on the screen it is just as important to read what is behind the screen. The code that powers that device. Every phone app and computer program runs on written computer code, and wile a 12 year old is not expect to re write that code, it is beneficial for her to understand it. The more humans understand their devices the more we can utilize their capabilities.

Both schools and Universities of the future will be heavily technology based. Devices not yet invented will furnish the interior while never before seen building materials will clad the exterior. With all of theses ascetic changes come educational structure and curriculum modifications.

Teachers will soon lecture on the history of computer science and the invention of the first computer, while coding classes will be a normal elective in schools across the country. All of these changes are essential if society wishes to advance in the information age.

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Case Studies _03

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MIT Stata Center 1

Overview The Stata Center is located on the urban campus of MIT (Massachusetts Institute of Technology) in Cambridge Massachusetts. The building was designed by world renowned architect Frank Gehry and completed in 2004. Stata has nine floors — not include three underground parking levers — for a total of 730,000 Square feet. It took over three years to construct the building and cost upwards of $300 Million. The Stata Center was “Built to accommodate some of the worlds most noted scientists; it celebrates the joy of inventions while inspiring its denizens to even higher achieve.” The building was designed to house the MIT computer science college as well as a child care center, cafeteria, fitness center and more.

In 1998 a survey concluded many felt the school had inadequate ‘communal space’ for student interaction. The new Stata Center focused on creating a ‘mixing chamber’ for both students and faculty. The building was part of a plan to compete a final section of main campus, and Stata was the last piece. a Series of buildings — both new and existing — would create a barrier between inner campus and the busy street, creating more campus quad space.

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Design Concept and Style

Frank Gehry designed entirely around the programmatic needs of the school, to ensure the building did not become “a sculptural shell with program stuffed inside”

The school wanted a space designed around collaboration, as their other building were lacking in that department. The building is a class Frank Gehry building in the deconstructionist style, with unique shapes and textures. Gehry himself describes the structure as a robot party. “It looks like a bunch of Drunken robots got together to celebrate.” The uncommon shapes and materials make the building a unique addition to the MIT campus.

The Stata Center has a total of nine floors, each one resembling a maze. The first floor has a large amount of public circulation in the central hallway known as ‘Main Street’. All who enter the building must pass through this central space, making it a major gathering area. The ‘Main Street’ is complete with a cafe, hang out space, and un-programed space, which students utilize for an array of activities. While each floor does not have a true ‘Main Street’ element, all floors have central circulation spaces and unprogramed space. The maze like floor plan encourages wandering, allowing students and faculty to discovery a new person, project, or area of the building.

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Frank Gehry designed the building using a variety of materials chosen to both blend and clash with existing MIT campus building, the main three being steel, concrete and masonry. The foundation of the buildings — 60% of which is underground — was cast using 80,000 cubic yards of concrete. The song concrete will hold the large building in place. The unique shapes of the exterior walls were formed with structural steel, fabricated off site. Pieces of the buildings exterior were also clad in steel —stainless steel — because of its corrosion resistant properties. Large sections of the building are clad entirely in brick, which were each laid by hand.

Brick was used to incorporate the other historic Georgian style buildings on the MIT’s campus with the new contemporary Stata Center. The extensive building is constructed with a complex combination of building techniques and materials.

Interior Design

Architect Frank Gehry designed both the exterior and interior of the building, including key pieces of furniture. Gehry wanted the interior to have an unfinished look, as a metaphor for education and computer science. The interior features exposed steel, glass, and other futuristic materials. To handle the large amount of lab and computer equipment in the building and the wires associate with each, fourteen inch raised floors were installed to hide conduits, chords, and electrical wires.

The raised floor is removable, therefore removable carpet tiles had to installed, and were used though out the building. Sound absorbing materials were applied in most communal area to the ceiling, walls, and floors. The interior finished were subtle “The simplicity and clarity of the finishes provided a backdrop for the dramatic geometry of the exterior.”

The simple interior is highlighted by bright colors; red, yellow, and blue, as well as multiple skylights. The reasoning behind these features was to “Lure the orangutans out of their trees, so that students can interrelate in the common areas, allowing synergy and capacitating lively academic discourse.” Gehry incorporates the idea of collaboration throughout the building, both in architecture and interiors.

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Post occupancy survey

The MIT Stata center is a one of a kind building form the interior and exterior. Upon approaching the building, I was instantly in awe from its size and shape. Frank Gehry building are iconic and hardly overlooked. The unique variation of materials cast different shadows and reflections on the ground.

The steel cladding looked a little like a fun house mirror as I looked up to see my distorted reflection in it. The yellow steel cladding also adds a lot of interest to the exterior. Most of the MIT campus building are brick in the Georgian style, while the Stata Center is a stark contrast.

The interior of the building was a bit overwhelming. Upon entering guest are greeted by ‘Main street’ as students hustle by between classes. The pops of color on the exterior are followed on the inter adding interest to an otherwise simple interior space. As I worked my way up though the nine extensive floor, it was very disorienting as not one floor is similar to another, however I understand that was the architects goal. The un programmed spaces throughout the building are well used as science experiments were taking place in some. The building has a lot to offer both students and faculty, and is well used by all.

Evaluation

The MIT Stata center is loved by all who enter or even pass by. The building is full of energy through architecture and people and encourages learning. The main design goal was to influence collaboration and the building has accomplished that. While circulation and way finding within the building are a problem, that was the design intention. Acoustics also seem to be an issue as many spaces have high ceiling with hard finished, causing sound to bounce. Overall the building is a great addition to the MIT campus.

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Cornell Gates HAll

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Overview

The new computing and information science building at Cornell University opened to students for the first time in the fall of 2014, and was quick to draw crowds. The building was designed by Pritzker Prize winning architect Tom Mayne, in conjunction with his firm Morphosis. Cornell proposed the initial project over 10 years ago; to move the computer science department out of two dark 1960s buildings, which separated various departments. “Administratively, CIS (Computer & Information Science) brought together three disparate but complementary disciplines: computer science, information science, and statistics. Physically, however, these fields continued to operate from separate facilities both spread throughout the Cornell Campus, as well as in rented office space in downtown Ithaca, New York.� The concept behind the 60,000 square foot building was to encourage collaboration in open, light filled spaces.

Gates Hall was funded by a $25 million donation from the Bill and Melinda Gates Foundation, along with 30+ substantial donations. The building is owned by Cornell University and proudly sits on their suburban campus in Ithaca, New York. The campus has tree-lined streets and historic brick buildings, contrasted by contemporary structures, such as Gates Hall. Cornell is remarkably cautious about adding modern buildings to the campus, ensuring they work well with existing buildings prior to construction. While there is a historic residence adjacent to Gates Hall, there is also a modern fitness center caddy corner to the building, balancing historic and modern design.

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Design concept and style

The exterior of the building is sleek and modern, clad entirely in glass and stainless steel fins. Primarily for show, the fins are also designed to shade the fully glazed facade from heat gain and glare.

The entrance is under a protruding arm of the building, which is held up by large concrete pillars, resembling mountains and boulders — known as the ‘Rock Pile’.

“Morphosis decided to cover the entrance with the upper floors in order to provide some shelter from Ithaca’s long and inclement winters.” The building as a whole was designed to mimic the Ithaca landscape, which is mountainous and green with lakes and valleys. While the building is not literally green it is certified LEED Gold with sustainable features such as a chilled beam passiveconvection AC system, light sensors and sustainable materials.

Gates Hall has four floors plus a basement and is a long rectangular shape, adjacent to the Cornell Baseball Diamond. Constructed of steel with a concrete base and floors, the architects were able to design a fully glass facade and expose the interior structure of the building.

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Interior design

The interior of the building was designed in collaboration with architects, students and faculty to ensure maximum functionality.

Guests enter into a sun-filled, four-storey lobby, centered under a skylight. The stairs are toward the back of the lobby encased in glass.

Flanking the stairs are long corridors which serve as main circulation paths throughout the building, repeated on each level. Floors are organized into departments which have similar space plans.. The third floor and fourth floors house the computer science department.

The labs and offices are placed along the perimeter of the building to maximize natural light and views. The interior rooms include a community kitchen, collaboration space, server rooms, and other small offices which require less daylighting.

The interior finishes of the building are simple, featuring glass with white walls and accents of orange. The classrooms and collaboration spaces are designed with entirely white walls and glass that all function as giant white boards, allowing students to ‘personalize’ their spaces. All the furniture is from knoll and meant to be comfortable and encourage collaboration. The school allowed each faculty member to pick specific furniture for their designated offices and teaching spaces. Gates Hall has computer labs, classrooms, tutoring rooms, a lecture hall, project lab, and more. Each space was designed to be reconfigured by students for full customization.

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Floor Plan Analysis

Public Circulation Private Circulation

Public Circulation Private Circulation

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Post occupancy survey

Gates Hall was designed to maximize student and faculty collaboration. Every detail both interior and exterior was meticulously thought out. The interior successfully allows students to work together in a variety of spaces.

There are table for studying, couches for relaxing, and AV areas for presentation and digital work. Gates Hall does have a few circulation issues which can easily be solved with larger signage. Due to the fact that most of the interior materials are hard surfaces that do not absorb excess noise, users notice that sound is amplified during peek hours of the day. Aside from the minor issues many recently completed building have, Gates hall functions as well as designers could have hoped.

Evaluation

In my opinion, Gates Hall is the campus building every university and its students desire. The buildings exterior is eye-catching with its bold colorful accents, sleek facade, and gravity-defying architectural detail. Interior spaces are comfortable, inviting and adaptable for personal customization by users. Students who use the building admit it is their favorite place to study, regardless if they are in the CIS program or not.

The designers paid attention to every detail, ensuring there was never a missed collaboration opportunity.

For example, faculty mailboxes are located on the second floor, which encourages people to leave their offices.

Gate hall also encourages non-computingstudents to use the building by booking non computing classes in the lecture hall. Overall I believe the building is a success and a unique addition to Cornell University.

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Spaces Main Lobby 1,200 sq. ft.

Lecture Hall 2,000 sq. ft. (140 people) Large Computer Lab 1,400 sq ft (40 Workstations) Tutoring Rooms 140 sq. ft. (9 people) Small Collaboration spaces 80 sq. ft. (6 people) Seminar Classroom 850 sq. ft. (46 students) Faculty Offices 140 sq. ft.

Conference Rooms 650 sq. ft. (22 person table) Lab 900 sq. ft. (18 workstations) Kitchens 70 sq. ft.

Student Loung 800 sq. ft.

PHD Research Suite 350 sq. ft Mail room 250 sq. ft.

IT staff office 1,000 sq. ft (12 Work stations) Data Room 50 sq. ft. (1 per floor) Electrical Room 100 sq. ft. (1 per floor)

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Overview

Princess Nora University

As of completion in 2012, Princess Nora Bint Abdulrahman (PNU) University is the worlds largest school exclusively for women. Located in Riyadh, Saudi Arabia, a country with strict cultural traditions, this new university is years beyond its time. While women have limited rights, the country itself has a progressive vision of state-of-the-art higher educate facilities. Women of the country are permitted to attend university, but must take classes and study, away from men.

This idea of a physical and metaphorical veil separating women from men was the concept behind the Campus. Designed by American architecture from Perkins + Will, the University offers a unique insight of spaces designed specifically for use by young women.

The campus of PNU is 2,000 acres with building square footage totaling 32 million. All building were constructed in a short thirty months, making the project extraordinarily expensive at over five Billion US Dollars. The university is divided into nine academic colleges, each focused on different areas of study. One, is the Health Sciences and Research College, for those interested in the medical field. The college covers 2.5 million square feet — 20% of the universities total square footage — and consists of multiple modular buildings. The campus itself is a small city complete with living, dining, and athletic facilitates, all connected by a campus wide monorail system. Each of the nine academic colleges are connected through pedestrian pathways, strengthening the suggestion of unity between students.

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Design concept and style

The architecture firm, Perkins + Will designed the buildings using key concepts of threshold, transparency, pattern, and sequence, relating to Saudi Arabia culture and religion. The Health Sciences and Research college is housed in four identical modular buildings. Each is connected to the next through horizontal walkways and courtyards. The buildings are designed around this series of courtyards, intended as functioning outdoor space. To offset the climate and for sustainability reasons, exterior courtyards are cooled with large passive wind towers as well as heavy shading, and evaporation from plants and fountains. This enables the courtyards to remain at a comfortable temperature far longer than would be expected in the desert climate.

The exterior of the academic buildings is covered in intricate lattice screens reinforcing the idea of a veil, and providing privacy as well as shade in the harsh climate.

The screens are constructed of GFRC (Glass Fiber Reinforced Concrete) Cladding, while other sections of the buildings are concrete, and stone, all of which are local materials. The building is constructed of an aluminum curtain wall, as well as cast in place concrete canopies and columns. The exterior of each structure is a light neutral color with limited windows, allowing building to store cool air overnight, and prevent heat gain from the desert sun during the day, making the campus very sustainable.

Other sustainable features include a LEED Gold rating for the entire campus — Rare among new buildings in the country. This large addition of sustainable buildings immediately doubled the number of LEED projects in Saudi Arabia. To achieve this rating, the campus utilizes a water efficiency and raw sewage system, energy efficient HVAC and lighting systems, an on-site solar farm, as well as the use of regional building materials . The Universities desert location and large scale reinforced the projects obligation to be sustainable.

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Interior design

Once past the concrete lattice and exterior threshold of the building, women are free to enjoy the interior as their own private spaces, void of men. The key interior designer of the project — Pat Bosch of Perkins + Will — wanted to create a sanctuary for Saudi Arabian women seeking higher education. The design of varied lattices allows women to gradually remove their veils as they move deeper into the building, creating privacy.

In this sanctuary women can comfortably express themselves among their peers and professors.

The entrance of each building is highlighted by a 3-story lobby overlook a horizontally screened grand courtyard. Each modular building houses a lecture hall, classrooms, faculty offices, prayer spaces, and multiple small libraries. Classrooms are organized into long “education bars” to minimize surfaces facing direct sunlight. The interior materials and colors relate to the desert landscape of Saudi Arabia, utilizing indigenous plants and symbols. This was also used as an opportunity for the recently completed university to brand itself. The interior elements of the building are designed to inspire progressive women to learn in a private sanctuary free of men.

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Post occupancy survey

Princess Nora University demonstrates the importance of female education, even in a country as strict as Saudi Arabia. While women do not have the right to drive a car or vote in government elections, they are entitled, and even encouraged, to receive an outstanding education. Saudi Arabia takes pride in their higher education system, realizing the young minds of today will be the rulers of tomorrow. With the inauguration of PNU, women of the country — as well as the world — will feel as empowered as their male counterparts.

The universities design takes great strides to respect cultural and religious belief, ensuring students feel comfortable and inspired.

The vast campus allows women access to modern amenities while possessing the freedom to study a wide variety of topics. The structures utilize the desert climate and form modern vernacular architecture while sustainability ensuring the future of young women. The schools 42,000 female students are free to discover themselves as well as their topics of study in a state-of-the-art sanctuary which respects their privacy.

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Overview

COVENTRY UNIVERSITY

When Coventry University of England looked to design a new engineering and computing building, something other than a typical education facility was needed. The teaching methods at the university are uncommon, with an emphasis on industry knowledge and collaborative learning, therefore, a building to match was in high demand. The fundamental principal was not only does it need to be a building the students will learn in, but also learn from. With the help of architecture firm AURP Associates the school gained a one-of-a-kind building. Completed in 2012 the engineering and computing building at Coventry university provides students with a spaces to learn from each other in flexible environments. The building has a total of 160,000 square feet containing classrooms for 4,000 students, lecture halls, breakout spaces, academic offices, and laboratories.

The building is located on the Campus of Coventry University in Coventry England, approximately two hours northeast of London.

The campus exhibits traditional english architecture, clad in brick and stone, but also has a large number of recently constructed contemporary buildings that reinforce the advanced teaching methods as the university The university was recently established in 1992 and is continuing to add to the campus with buildings such as the $100 million Engineering and Computing building. The public university was named the modern university of the year in 2014 due to their next generation approach to teaching and campus design.

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Design concept and style

The Coventry Engineering and Computing building was designed using two interlocking “L” shapes. The southern L is six-stroeys high representing science, while the northern L is two-storeys high representing nature — complete with a green roof. The buildings shape creates a central square, acting as a public courtyard. The structure is a reinforced concrete frame. The exterior of the building features hexagon shaped windows and a facade clad in geometric sustainable aluminum.

The building was designed as a teaching tool and therefore should be as sustainably conscious as possible. Photovoltaics are incorporated into the southern facing facade, which double as solar shading. The building harvests rainwater, and has recycled paper insulation. One unique sustainable element is the use of excess server and computer heat as radiant floor heating, supplemented by a hot water system.

Upon competition the building received a BREEAM (Building Research Establishment Environmental Assessment Methodology) excellent rating, the highest given out by the organization. The sustainable feature will be used to educate future engineers and computer scientists.

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Interior design

The interior of the building was designed to be an education facility of the 21st century, utilizing progressive teaching styles. The typical design of an academic building is a series of separate independent spaces united by circulation space.

“Instead, the architects focussed on interconnected, flexible spaces that are both inhabited and used for circulation.�

Instead of classroom with traditional rows of desks, spaces would have tables for six or more, where students could work together. Standard university lecture halls feature a podium where all students look at the teacher, while the lecture halls in the Coventry Engineering and Computer building are circular, free of podiums. Therefore students can engage with the professor and each other, seeing all 250 students around them.

The central area of the building, where one would usually find the main circulation space doubles as collaboration space. The flex spaces can be used for class, independent studying, or group work. The building is free of true circulation space, trading it for multi purpose areas. Other elements which entourage collaboration are glass walls, shared spaces, and generally open floor plan. The wood used on the interior is sustainably harvested and acts as sound absorption material in the large collaboration spaces.

The interior of the building has a neutral color palette featuring wood and clean white walls. The simple finishes of the building allow the structure to remain exposed for use as a learning tool by students.

Theses features allow for a free expression of ideas and inspiration, aided by the building itself.

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Ground Floor Plan

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Post occupancy survey

Coventry University Engineering and Computing building was designed with the students and their futures in mind. The school has embraced a contemporary style of teaching and now have a new building to match. The sustainable features of the building as well as the open floor plan allow students to learn from each other through collaboration. This also allowed the building to service a large amount of students with a relatively small amount of square footage.

The exterior unitizes the site, climate and local materials, all of which contribute to the sustainable aspect of the building. Coventry University counties to expand its campus, and as the school grows the new Engineering and Computer science building will facilitate the design of structures to come.

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First Floor Plan

Spaces Classrooms Lecture Halls Laboratories Faculty Offices Collaboration spaces Unprogrammed space Workshops 33 57

Design & Technical Criteria _04

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Furniture Finishes and Equipment

Furniture Finishes & Ergonomics

A computer science college has a variety of spaces, each needing specific furniture or equipment to ensure they function properly. The concept of the school is to encourage collaboration amongst building users.

To stimulate this, furniture made for multiples to gather is needed. The public spaces such as hallways will have a combination of low lounge furniture as well as hard-top studying areas. These spaces will feature soft comfortable couches, chairs and entertainment systems, while other areas will have tables for students to study together. These public spaces will become gather places for students and faculty members Another area of the school which will encourage collaboration are the classrooms. Rather than traditional classrooms with rows of desks, facing a podium in the front, the school which have tables which can be rearranged for activities and group work. The rooms will also have an audio visual system for teachers to give presentations. Larger sections of classes will be taught in a lecture hall which will have tiered fixed seating, an audio visual system. In these spaces basic classes will be held, while in other rooms computer and lab classes will be taught. The computer labs must have desks which can accommodate computer wiring. The rooms will also have printers, scanners, and non computer tables for collaboration.

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The school will have laboratories for science related classes, these labs will be dry, therefore they do not need extra ventilation or safety equipment. They will feature lab stations with work counters and sink, as well as cabinets underneath for storage. They will also have a table classroom setting for lesson presentations and group work.

The building must house private offices and lounge spaces for faculty members. These spaces will be semi private, as they must be accessible by students, but removed from louder spaces in the building. The faculty offices will have a desk, computer, storage cabinets, and guest chairs. The staff will also have access to a shared kitchen with microwave and sink, a mail room with boxes for each, a print room with printers and scanners, and a conference room with an audio visual system, and table with seating. All of the furniture in the building will be modern and comfortable.

Ergonomics

The primary user group of the computer science college will be young women between the ages of seventeen-twenty five, however some may be outside that range. Faculty members will most likely be between twenty five-sixty five, creating a larger age range. Students will need ergonomic furniture in classrooms, computer labs, and study spaces, as they may sit in the same place for long periods of time. Faculty member will need ergonomic chairs in the office for the same reason.

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Materials

Materials Lighting & sustainability

The materials used within the college must be very durable, as they have the potential to be damaged easily. Hard surfaces should be used were possible in circulation spaces and heavy use areas. Soft surfaces such as carpet tile may be used in private areas as it is easy cleaned or replaced. The materials used should also allow for collaboration, such as glass walls that double as dry erase boards or pin up spaces for students.

Lighting

Lighting is very important in a computer science college as there are many screens and technology elements which are light sensitive. Natural daylight is important in most spaces in the building to increase user comfort and productivity. In classrooms users light focused straight down on students desks is needed as well as on presentations boards. When the room is being used for an audio visual activity, control over light is important to prevent glare. Computer labs have a similar problem; natural light is valued but is unpredictable and can cause glare on computer screens. Daylight can be managed in most rooms with black out or solar shades on windows. Artificial lighting in these spaces should be in-lay fluorescent fixtures to prevent glare and evenly distribute light. This type of fixtures also allows for multiple furniture configurations within the rooms increasing the function and collaboration usage of the room.

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Sustainable Design & Thermal Comfort

The computer science college is responsible for educating the next generation and should therefore set a sustainable example. For that reason it is common for newly constructed higher education buildings to achieve LEED certification. Some features which can contribute to LEED are a sustainable HVAC system such as a chilled beam passive convection AC system or geothermal heating. The system much be powerful to accommodate the large amount of heat offset which comes from lights, mechanical systems, and users. For the reason the building will also have light sensors on all lights to ensure electricity is not wasted and excess heat is not distributed. The materials used throughout the building will be locally sourced and sustainable including low VOC paint, material with recycled content, and renewable resources. These features will help make students aware of the buildings sustainability and set an example for their future.

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Acoustic Control

Acoustic & Visual Control

Acoustic are important in education building to ensure large public spaces with large amounts of students do not become too loud. A basic way to prevent excess noise is to ensure mechanical equipment is located away from quite spaces in an insulated space to prevent noise leakage. To prevent sound from traveling from one room to the next all partitions should extend completely from the floor to the ceiling with acoustically sealed tops and bottoms. To prevent sound from traveling within a space soft surfaces on floors and ceiling can be used to absorb sound. A space with proper acoustics will prevent the need of voice amplification systems in large areas such as a lecture hall. The ensure an instructors voice carries thought the space, the ceiling above the board can be angled, to direct their voice towards the students in the back of the classroom. These small acoustic applications and details will ensure spaces are private and quiet for all users.

Visual Control

Visual control in certain areas of the building is crucial to users comfort. In spaces such as faculty offices, people walking by constantly is not idea, which is why a form of private circulation is best. Other faculty spaces such as the staff lounge and mail room are also to be private and away from students, as they are not to access them. Students may also benefit from private study spaces, to prevent distractions and interruptions.

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Way Finding and Signage

All wayfinding and signage within the college building must comply with American with Disabilities Act (ADA) as well a meet local regulations. Near the entrance of the building should be a central directory of all spaces to help visitors find their way. All rooms within the building should also have signage visible form the public circulation space as well as occupancy signs within the room, stating the maximum user capacity. The circulation space of the building i also required to have safety sign such as ‘exit’ sign and no smoking ‘signs’. Additional safety and informative signage may be required in certain laboratory spaces, such as ‘hazardous waste’, or ‘radioactive material’. The signage throughout the building should be similar in design and large enough to read from a distance.

Wayfinding & Signage

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Interior construction and building systems

A computer science college would best be constructed out of steel or concrete frame— or a combination of the two. This is due to the large amount of stress and usage the building will undergo in its lifetime and the strict fire regulation of the public building.

These construction materials also have acoustic benefit as well as being able to space a large distance which is crucial in large areas like lecture halls. Partition types are typically sheetrock or masonry depending on the use of the space. The computer science college such as this will have large amounts of electrical and data cords. To minimize unorganized cords and potential hazards, a raised floor can be used to conceal all mechanical equipment. Vertical circulation of the building will be a combination of stairs and elevators. These elements will ensure the building is best suited for its use.

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Interior Construction

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Diagrams

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Topical Explorations _05

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Human Behavior

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University buildings are responsible for educating passionate students, and therefore must be inspirational and functional, to ensure maximum learning potential. People of all ages learn through three different methods; visual, auditory, and kinesthetic.

While everyone uses all three methods, most prefer one method over the other two. Visual learners understand things best when presented in picture or video form, and benefit from spaces with natural light and neutral wall colors — to prevent distractions.

Auditory learners absorb material by listing to another speak about the topic, and therefore need maximum noise control in a learning environment. Kinesthetic learners prefer hands on activities with personal experience, and benefit from group work and collaborations. Successful classroom design ensures all three learning styles are promoted in the space.

All learning environments benefit from key features, which will enhance the day to day experience for both students and teachers.

Daylighting is very important to prevent mental exhaustion, as university users spend long hours concentrating on school work.

However, windows can cause glare on audio visual systems, so an anti-glare window film is best to prevent this, without the use of light blocking shades — which hinder the benefit of natural daylighting. The windows should be operable to allow for air circulation and temperature control.

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A learning environment with an uncomfortable temperature can be distracting, and prevent people from properly using the space.

School buildings should be kept between 68 and 74 degrees Fahrenheit, depending on the person and exterior weather conditions. To ensure comfort thought the building all spaces should have individual thermal controls. These controls can be individually adjusted per spaces, and override the buildings automatic heating and cooling system.

Noise control in large schools is very important to ensure concentration and comfort. Studies have found when learning environments become too loud a students blood pressure can increase. To prevent unnecessary stress, spaces should have proper sound absorption materials; generally an amount equivalent to the square footage of the room. To prevent excess sound, classrooms should limit the number of pupils, and allow between 30-40 square feet per student. Noise prevention can also be helped by using ceilings lower than twelve feet, and non parallel walls to decrease echo.

Students and teachers of the twenty first century agree, teaching in classrooms with rows of desk and a podium at the front is old fashioned and ineffective. To maximize learning capability, classrooms should be versatile, and group friendly. Spaces in the shapes of rectangles or square are common, but less effective

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than shapes such as a “+” a “T”, or an “L”. This allows for multiple areas within one room, as well as change over time within the room. Teacher and students become bored with things over time, therefore rearranging desks and tables from time to time can help stimulating the learning experience and encourage different teaching styles.

Users of school buildings like to feel at home in the space, as they will spend a large amount of time in the building. To enforce a “home-like” feel, users should have access to outdoor green space as well as easy access to bathroom facilities. Building users also feel at home when they can personalize their space. Faculty members like to display family photos in their office and decorate accordingly. This is important as university professors often teach in multiple classrooms throughout the day. To allow students to personalize the school, window art or other creative displays can be utilized. This will give the building users a strong connection and bond to the school, making their time in the spaces more enjoyable.

The university, forcing on computer science will have many technology focused classrooms, including computer labs which we not only be a work space but also a futuristic classroom. To ensure a computer lab will function properly as a classroom it must have an audio visual system, visible to all in the rom. The system

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can then be connected to a main computer, where an instructor can share their screen with the students. The teacher should have access to technical room switches and a phone near their primary computer. This will help the teacher control the rooms conditions while instructor, and also allow them to contact tech support if their is a technical issue in the room. Computer labs should be shallow and wide as opposed to narrow and deep. This will give students the best view and allow for proper desk placement. Lab desks should be at lease four feet apart to provide instructor an aisle to walk around and help all students.

Studies show female and males have different learning styles, which is why this university is for women only. A gender biased school, such as the one proposed can focus on the learning style of one group, and ensure maximum potential. Women prefer to see more textures, shapes, and colors, visible in their learning environment while boys enjoy plain open spaces. Women also prefer small dark spaces for classrooms and study areas, while they enjoy bright open spaces for public dynamic spaces. When learning in a oneon-one environment women benefit from sitting across from each other while men sit next one another. Overall women want to see their learning environment as a comfortable casual setting, which is a space they will learn best in.

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Color

Color theory refers to the physiological effects color has on the human body. This is very important to consider in educational environments as each pigment has strong effects on human senses, and differs for each person. This university specifically will focus on the effects color has on women, and which colors will benefit them the most.

When used in schools it has been found that all colors will reduce eye fatigue while increasing attention span as well as having other significant impacts. Each color used in a space has a positive and/ or negative effect, which needs to be considered based on how the space will be used. In learning environments eyes become strained from looking down at text for too long. To reduce this stress and relax eyes as students look up, the presentation wall in the classroom should be a medium hue. Other classroom walls should be a grey or off white color to relax students eyes but also increase productivity.

When white is used on walls it can cause stress, decrease attention span, and hinder overall productivity. Neutral walls accented with color will help students remain focused by increasing attention span. Color can also be used in education buildings for wayfinding be creating order between spaces, as well as emphasis on important elements.

While color is used for aesthetic purposes it can also be functional, helping students in the areas listed; Red = Motor Skill activity, Orange circulatory system, yellow = cardiopulmonary, green = speech skills, blue = ears and nose, violet = nonverbal activity.

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University students have a preference of colors used in their spaces based on their age and gender. Higher education students are no longer in grade school where children enjoyed bright colors with high contrasts such as red and blue, however they do still need color in their environments. Most university users prefer subdued hues of colors, as they provide enough stimulation without distraction or inducing stress. In the classroom colors should be cool and comforting. In hallways and public spaces of the building, colors can be bright and energetic as they spaces are not used for long periods of time.

The university is for women only, and therefore it is important to understand how they respond to color. Studies show women are more sensitive to color then men making them more conscious of the ones around them. However, they are also more flexible when it come to colors they enjoy in a space, but using the wrong ones can easily induce stress in young women. Most prefer light over dark shades as they make a space brighter and more inviting. Women also prefer blue, green colors as well a violets as they are relaxing when used in any space. It is also been found then a women’s least favorite color is usually orange, which may be too bright in a space. Overall women have different color preference than men, and when used in the university can help increase all areas of study.

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What makes a space masculine or feminine?

Masculine & Feminine Spaces

Many people can look at a space and distinguish if it is masculine or feminine, but what factors hold those stereotypes? Each distinguishing element in a space holds a gender characteristic which can be traced back to its root, explaining each gender bias.

Women’s senses are first drawn to aesthetics, then function, therefore, spaces preferred by them are beautiful and appealing first, then followed by functional. However men, put function before form, and if the spaces works well for them, everyone is happy. When understanding the gender of a space it may help to look at products designed for each gender. Take a comb or toothbrush which both sexes use everyday. A product designed for a male will be strong and simple relating to a males role in society. While a product for women may be decorative and sensitive, also portraying their stereotypical role in society. Spaces say the same, each holding indications of one gender.

A spaces gender can be characterized by the colors, type of furniture and prints used in a space. Colors holds a strong gender indication, as women are assigned light colors and men dark. This designation may date back to agrarian society when men had dark skin from working in the fields, and women light skin from indoor housework. This example can also be found in animations, where male characters are always given darker skin tones to help distinguish them from females. The same principle is carried over to the design of spaces, and we now perceive light colored spaces as feminine and dark as masculine.

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A space with a bold print can also be easily distinguished as feminine or masculine. If the print is floral, organic, or light in color it is usually feminine, while a dark colored, or straight lined print will be perceived as masculine. This distinction comes from the image of females and males. Women are seen as flowers; delicate, pretty — and usually have an appealing scent — they also have fluid lines found in nature present on their bodies, making such a print very feminine. A masculine print also reflects the body of a man, which lacks curves and is usually seen as muscular with rugged edges.

The furniture placed in a space is also a strong indicator of gender.

Pieces preferred by women reflect their images, as prints do. They prefer delicate pieces usually made of glass or find metals. As stated before, women also see aesthetics over function, and their furniture is usually beautiful before it is functional. Men on the other hand prefer furniture that replicates their body images, which is usually heavy furniture made of rugged dark wood that is very functional before it is aesthetically pleasing. Men also enjoy furs and leathers in their spaces as well as on their furniture. This is because they relate to hunting, which has always been a very masculine activity.

All of these features are gender stereotypical based on society and history. And while some may argue these elements are sexist, they are also personal preference. Some women may prefer dark colors to light or camouflage to floral print. However, a majority of females feel comfortable in spaces that have been designated as feminine.

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Existing Site conditions _06

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West Hollywood

The project is located in west Hollywood California, Just North of Los Angeles. The city currently has 34,650 residents in an area less than two square miles. A suburb of Hollywood proper — known for its famous movie industry — west Hollywood is popular for its night life, shopping, and dinning. Casinos are illegal within the city limits of Los Angeles, but legal in other cities in the county, so many escape to the Hollywood area to gamble. A majority of jobs today are part of the entertainment or hospitality industry, with the largest employer in the city being Ticketmaster followed by various restaurants and hotels. Demographically, 84% of the population is white while the other 16% are a combination of African American, Native American, or Asian. West Hollywood is also known for its large and well respected gay community.

According to the United States Census, West Hollywood has a median household income of $53,223, with 15.0% of the population living below the federal poverty line. Many would associate the region with the “Hollywood Hills” and the luxurious houses in the mountain range, however a majority of the population lives in apartment complex’s or single family homes at the flat base of the mountains.

The small size of west Hollywood makes it one of the most walkable cities in the California, seen as ideal for young active residents. The Mediterranean climate is also idea for an active outdoor lifestyle. The average summer temperature is 85

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degrees Fahrenheit with very little wind, while the average winter temperature is a comfortable 67 degrees Fahrenheit with occasional windy days and a moderate amount of rain. The region receives an average of 18 inches of rain each year and snow has only been recorded four times. Winds effecting the region are the Santa Ana winds, which blow towards the west — the pacific ocean — in the autumn and winter months, and are capable of reaching upwards of forty miles per hour.

The city of West Hollywood, as well as southern California has seen a surge in modern architecture within the past few years.

The metropolitan area was one of the first in the country to adopt a mandatory green building ordinance in 2007, and saw an increase in new buildings soon after. The region is best known for their unique style of small apartments and single family homes.

Residences of the area have evolved over many years, starting at Mediterranean style buildings with stucco walls, and terra-cotta roofs, and becoming sleek metal clad buildings with balconies, courtyards, and extensive amenities.

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Central City District

The site, lies at the base of the Hollywood hills, near the iconic “Hollywood” sign and is known as the central city neighborhood. The streets are a combination of residential and commercial, all grouped around two main streets; Santa Monica Boulevard & Melrose Avenue. The area is home to more then one fifth of the cities total population making it the most densely populated neighborhood. Architecture in the area is a mix of modern and historic, some dating back to the 1920s and 1930s such as the iconic sunset tower -- which the Disney tower of terror is modeled after. The architecture has evolved over time, and today the area is known for its trendy apartment buildings, some designed by well known architects.

The neighborhood is a tight knit community with tree lined streets and friendly sidewalks filled with people, out walking their dogs or going for a run. There are also small parks tucked between streets, which the locals refer to as ‘pocket parks’. The combination of parks and dense foliage make the streets off of the main boulevard very peaceful Wile major roads like Santa Monica Boulevard and Melrose Avenue cut through the center of the neighborhood, areas just off the main street are very quite and quiet. Residents enjoy living in an area steps away from restaurants and stores while having a quite place to return home to.

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The boulevard is a small stretch of historic route 66 and boasts amenities such as cafes, art galleries, and clubs, as well as high rise apartments. The single street offers something for everyone and is walking distance from any point in the central city neighborhood as well as anywhere within the city west Hollywood.

The locals of the city have admitted to a few problems, that seem to be diminishing with time. Many admit parking in the central city neighborhood is terrible as on street parking is limited and many of the older apartment building do not have garages. However, most of the newer buildings do, relieving some of the parking stress on the community. Another notable issue is crime in the area, as the neighborhood is home to many homeless people. Although residents have noticed a decrease in recent years, as police continue to strictly enforce the area.

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North Kings Road

The address of the site is 825 North Kings road, which connect to main streets in either direction. The street runs north to south and the building is three blocks south of the boulevard and 2 block north or melrose avenue — another trendy, shopping and restaurant area.

The area is specifically zoned for high density, residential multifamily use and is home to multiple apartment complex’s which are between two and four stories high. Most are older, built in the 1960 or 70s with colored stucco exteriors.

The most notable feature on the block is the historic Kings Road House — also known as Schindler house — built by architect Rudolph Schindler. The building was designed in 1922 as a residence for young families. The house is directly next to the site and its interlinking ‘L’ shape, informed the design of the building being used for this project.

Views out the north of the building overlook the historic house as well as the Santa Monica mountain range, while the south and west look out over neighboring apartment buildings, however they are somewhat older. The building has an inner courtyard offering internal views and daylighting for rooms who may otherwise not have windows.. Views looking out the East of the building look onto the street, which is quiet and lined with tall palm trees. The entire block is heavily landscaped with mature trees and shrubs. Due to the Mediterranean climate the tree keep their leaves your round and help absorb both sound and wind, sheltering the buildings. There is a small park tucked away in the middle of the block, making the neighborhood a desirable place to be.

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AVE

R3C

R3C

1126

7155

1204 1202

7118

7242

PL

CC1

R3B

1132

1206

1201

DETROIT

1136

AVE

PL 1013

1140

1117 1115 1111

1207

LEXINGTON

1146

CC1

1212

7072 7068 7066

1123

1120 1118

1234

1251 1213

CA 1216

N.

1127 1125

1126

1261 1259 1257 1253

1252 1222

1221

7116

1137 1135 1133

1130

SANTA MONICA

1225

1219 1209

7119 7113

1150 1148

1143

1134

AVE

7236 7232

7228 7224 7222 7220

7206 7204

7214

7219 1242 1234

R3B

R1B

1144 1142 1138

1116 1112

1154

FORMOSA

POINSETTIA

1121 1117 1113 1111

1159 1157 1153

N.

N.

1123

CC1

W.

7205 7201

1139

1129

1114

1173 1163

1149 1145

7211 7207

1145

1135

1132 1130 1126 1122 1120 1118

7225

1144 1142 1140 1138 1136 1134

1148 1146

1205

FORMOSA

7274 7264 7273

7269 7265

CC1

POINSETTIA

R3B

1026 1024

1229

7262 7260

7258 7254

N.

1115 1113

1112

7255

1119

1118

7328 7302

7356

7362 7360

AVE

7366

AVE

1034 1032 1030

1022

1002

7252 7250

1123

1124

1156 1150

1212 1210 1208 1204

CR

1040

CR 1028 1020 1014 1012 1006 1000

N.

1019 1015

7235 1248

1265 1241

DR

R1B

1131 1129

1128

7243

R1A

POINSETTIA

1145 1143 1141 1137 1135

1132

1159 1155 1153 1149

7237 7235

AVE

AVE

1138

R1B

7233 7231

7292

7288 7284

7294

7327 7319

7335 7329

7278 7276

7282 7280

1240

R1A

R3B

GREENACRE

FULLER N.

1142

1135

1152 1150 1148 1146

1216

1203 1201

1233 1231

1224 1220

CC1

1243 1235

1234

1217 1209

1260 1254 R3C

1257 1253 1251 1247 1245

1254 1252 1250 1246 1244 1242 1240 1238

1221

N.

1007-1009

908

1141 1139

N.

7300

1013 1011

1008

924

1162 1160

1155 1153

7317 7313

R3B 1023

1012

1009

944 942

932

7355 7347

7377 1035 1033 1027

1015

950

936

1202

1165 1163

1151 1149

MSP FULLER

R3B

1019

1000

1020

1203

1148

1033 1023

N.

1022

1018 1016 1012

951

7349

1030

1206 1204 1202 1200

1152

1109 1105

1216

1158 1156

1158

1227

1222 1220

1159 1157

1209 1207

1231

1224

1203 1201

1153

1119

CC2

7341 7339

1034

1048 1046 1040

1039

1042

1208 1206

1159

1123

7317

1025

1047 1045

945 943 941 939

1008

1212

1207

1202

1115

1049

1043 1041

1001

940

1215 1213

1210 1208

1206

1129

1054 1052

MARTEL

1031 1029

1061 1059

N.

ST

A 1035

1044 1042

1217

1218 1216

1215 1211

1207

1130 1126 1122

1224 1220

1219 1217

1212

W. 1049

1054

1138 1134

1228 1226

1223 1221

1216

1221

1256

1235 1232

1227

1222

7279 7277

7404 7400

7414 7408

7336

CC1

1142 1140

CC1

1105

1227 1225

1257 1251 1249 1247 1243 1241 1239

R3B

1268 1262 1256

HAMPTON AVE 1238 1234

1231

1226

1203

1149

1120

1117 1115

1050

R3B

7330

ST

7408

GARDNER N.

VISTA N.

7411 7401

7475

1123 1121

7385

7415

7440 7430

1125

1019 1017 1015 1013 1011 1009

944

1131

1146

CC1

CC1

7424 7422

7450

ST

ST

1024 1022

7428 7426

7512

7528

7524 7520 7518 7516

7534

7510 7506 7503

7501

7517

7531

7521

7527 7525

7515 7513 7511 7509

7504

7512

7494

7496

7508-7510 7506

7530 7518

911 907

906

1032

1021

R2

1118 1114 1112 1108

1000

1016

921

918 914 910

905

AVE

1035

1126 1124 1122 1120

1113 1109

1151

1237

1232

1217

ST

7452

AVE

932

920

920 916

1037

1031 1027

1060 1058 1055

1132 1130 1128

1119 1115

1006

950

7508 7506

7549

7547 7545 7543 7541 7542

7546

7566

941

929

R3B

949

939 937

R3B

1020

1014 1010

1011

7557

7609

1007

948 942

1129 1127

N V IS T

7543

7539

7535

7529

7505 7501

7523

7538

7521 7519 7515 7513

7542

7511

7546

7604

7559 7557 7555 7553

7611 7603

7564

7602 7600

AVE

7550 7548

7630

7637 7617 924

1024

1023

1003 1001

950

936

936 930

912 908 906 904

1027

1019 1017

1012 1010

1000

1135 1131

1160 1154 1152 1148

1155

7408 7400

7501

7529

7533

7525

7507

7511

7523 7517

7512

7518

7508 7504

7530 7528

7544 7542 7540 7536

7554 7548 7553

7551

7554

7602

7610

7607

CURSON

7608 7604

7611

7601

7612

7606

N.

7620

7616

7621

7615 7616

1016 1014

1004

951 945 939

1139 1137

1125 1123

CC1

1202 1200

1161 1159

1147 1145 1143 1141 1137 1133

1227

1213 1208

1205

1146 1144 1142 1140

7420 7414-7416 7410

7544 7536

7522 7520 7518 7516

7526

7512

7508 7504 7502 7500

7532 7528

7521

7511

7537 7531 7530

7526

7522 7520 7518

7512

7510

7506 7504 7500

7548 7538

7552 7556 7549

7617 7615 7613 7611 7607 7605

7621

7601

7638

7634 7631

7627

7632

7626

7631

7627 7628 7624

7622 7620

1020

1001

1145 1141

R2

1130 1126 1124 1122

1212

1265

1236

1233

1223 1216

R3B

937

R3B

910

904

1031

R3B

1026 1021

1013

1142 1140 1138 1132

1037

1044 1040

GARDNER

926

1034 1030

1031

1017

1005

ST

940

930

7626 7624 7616 7612-7614 7610 7604

7636 7630 944

939

920

913 911 909 905

7509 7501

7622

7550

7546 7545

7607

7612

7606

AVE

7624

7556

7612

7600

7608 7604

7611

7614

7557

7621

7615

7622 7620

7712

AVE

7706

7702

7666 7660 7658 7656 7654 7652 7635

7627 7630 7628

7714 915

950

7619 7617

7717 7715

921

1000

951 945 943

938

7614

7733

7725 7719

7705

7641

7729

7732

7728

7644 7642

7722 7714

7715

7729

7711

7701

7705

7641 7639 7637 7635

7723 7721 7719

7730

7716

7712

7720 7718

7706

7642

7724

7729

7733

7725

7711

7719

7641

7715 7717

7705

7701

7637 7635

7732

7728 7726

7706

7714 7712 7710 7708

7722 7718

7702

7640

7638 7636

SPAULDING

PF

N.

7725

7731

7721

7737 7733

7715

7643

7713 7709 7707 7705 7701

7716 7718

7700

7712 7708-7710 7706 7702

7722

AVE

931 927

7711 7705

7737 7731

R3B

916 912 910

R3B

1010 1008

1001

942

SIERRA BONITA

930 928 924 922 918

1020 1018 1016

1015 1013 1005

7708 7704

7732

934

908

1038 1036 1032 1030

N.

915

1037 1035

N.

919

1043

1024

1023

1048

1043 1041

1047

1040

1037

1030

1027

1047

1040

1044

1039

7519

925

WILLOUGHBY

R3B

948

1046

1043

1042

7511 7509

929

911 909 907 905

1000

1050

1036 1034

1153 1149 1147

R2 1237

1230 1228 1220

1215 1211 1209

916 908

907 905

904

901

900

7463

N.

1010 1004

953 949 945 941 939 935 933

CC1

1051

1046 1044

1156

1109

PF

1159 1157

1162

1252 1250 1248 1246

1203 1201

1152 1150 1148 1146

1129 1117

1055

1054 1048

1051

1200

1116 1114

CC1

1063 1061

1048

7559 7555

937 935

R3B

914

908 904 901

1035 1031

1026 1022 1020 1018 1014

1013 1005 1001

CC1

1057 1051

CURSON

924

910

901

950 948

1027 1025 1023 1021 1017

1012

7710

7763

7760

934 932 928

920

915 909 907

1016

1006 1004

938

1149 1145

R2 CC1

1047

N.

923 919

R3B

1022

946 944

941

1160 1150

1120

7571

929

1026

949 947

938

CC1

7611

904 900

AVE

1032

1017 1013 1007 1005 1003 1001

ROMAINE

944

1121 1117 1115

1050

7625

935

R3B

920 912 908

1033 1027 1021

W. 950

SPAULDING

936 932 924

R3B

1004

N.

1008

7745 7741

1016

1011

7750 7740

1020

1017

1047

AVE

1032 1030

1025 1024

1021

945 939

944

7638

7702

7737 7735 7733 7734

GENESEE

7738

1033

1027

1000

952 950

1046

R2

CC1

1060

STANLEY

7800

7774

7770

7764

7760 7750

AVE

7740

DR N.

OGDEN

N.

7767 7765

7807

7763 7761

7755 7751

1032

R3B

1001

917

7739

1031

1010

911 909

7781 7771 7780 7786

1043 1041

1036

1016

905

7772 7768 7764-7766 7760 7756

1040

1039 1037

DR

1047

1041

1036

1022

931

7750

7819

7829 7827 7825 7823 7820 7822

1046

1040

1037

1000

901

1055 1049

1043

1051

7709

900

1057

1050

1046 1044

1006

929 925 921 919

908

7800

7865 7853

928 926

CC1

1036

1015 1011

937

934

920

914

1063 1061

1155

AVE

1040

1047

1050

R2

1155

R2

1213 1211

1236

1229 1225

1223 1221 1219 1215

1212 1210

1240

1237 1233

1229 1227

1218 1216

1258

1253 1251

R3B

1241 1239 1237 1235 1231

1228 1226

1259 1257

1245 1243

1247

R2

1232 1230

1220

1174 1168

R2

1255 1253 1251 1249

1246

1238 1234

1200

1169 1167

1154

1116 1110

1041

1001

943

CC1

1060 1056

1111

1037

1005

947

NORTON

R2

CC1

7665

909 903

1021

1155

W.

1112

1036 1034

1046 1044

1050

R1B

1156

1259 1257

1256 1250 1252

1242 1240

R2

1201

AVE

1042

1051

R2 R1B

1204 1202

1160

1117 1111

CC1

1057

1208 1206

1051 1049 1047 1045

1050

1030 1026

1029

953

940 938

CC2

1205

R1B

1146

1255 1251

R2

1260 1258

1217

LEXINGTON

1118 1116

1119

CC2

GENESEE

937 935 931 927 925 923 921 919 913

901

1000

948 944

CC2

1150 1148

1143

1139 1137 1135 1133 1131 1129 1127 1125 1123

1134 1130 1128 1126 1124 1122 1118

N.

945

1151

7748 7746 7744 7742 7740 7738 7728 7736

AVE N.

951 949

1019

1008 1006

1011 1001

1157 1155

1149 R2 1145

1140

AVE

1127 1125 1123 1119

CC2

W.

1165 1163

7737

7810

7804 7802

1133

1118 1114

7804

7881 7877

7864 7854

7874 7870

7868

R3C

1022 1018 1010

1015

910 900

1031

1026

1019 1017

1203

1136 1135

1128

7836 7832 7828

AVE

AVE

CN1 1034 1030

1031 1023

941

922 920 916 914

1146

7759 7755

936 934 930 924

1154

7779 7775

N.

940 918

1155 1153

1145 1134 1132

OGDEN

HAYWORTH

R3A

1152 1150

N.

1014

7860

1018

1012 1000

950 946 944 940

FAIRFAX

1022

1019 1013 1009

1001

R3B

1160

1259 1253

AVE

1221

R1B

1212 1210

1209 1207 1205

1159

1144 1138

R2

1215

1202 1200

AVE

1263 1261

R2

1236

HAMPTON

1216

1220

1201

1161

7814

7924 7922 7920 7918 7916 7914

7926 7935 7933

7909

7925

7929 7927 1034 1032 1030 1028

1031 1029 1023

1016 1010 1008 1006

954

916 914 908 906 902 900

7922 7916

7936 7932 7930 7924

7958 7950

R3B

1020

ORANGE GROVE

1026

AVE

AVE

7960 1030

1211 1205

R3B

W.

FOUNTAIN

1248 1242 1240

1229

1231

1225

1221

1158 1154

1062

1037

CN1

1015 1009

N.

1021

1012

1051 1045

N.

1027

1016

1006

CC2 1061 1059

1054

1042

R3C CC1

R3B

1020

1170 1166 1162 1160

R2

1244 1236

1233

1227

1224

1102

1055

7911 7905

1026

8116

1011

7929 7923

1017

1007

944 942

1135 1129

CC2

1038

7924

1023

950

PF

1044

1204 1200

1134 1130 1116

1035

7920

1027

8011

R3B

1012 1010

1045 1043

1036

1071 1065

1918 7914

1030

1016

1046 1042

1041 1037 1031

1208 1206

1201

R2

1236 1234 1230 1228 1226

7620 7618

W.

1250 1246

1261 1243

1244

1248 1244 1242 1240

7723 7719

1202 1200 1140 1136

CC2

1055 1049

R3C

1031

1026 1020

1045

CC2

1209 1205

1119 1111

CC1

1040 1036 1034

EDINBURGH

1041 1037

1006

1051

1046

1040 1038 1036 1030

CC2

1050

N.

7998

8020

8042

7994 7990-7992 7982 7984 7978 7980 7974 7976 7970

BLVD

8040 8036 8032 8030

1047

AVE

1056 1051

1231 1225 1223

1210

1163 1149

R3C

911

CC1

1052 1042

1235

1239

1216

1147 1145

1123 1121

CC2

7911

933 931 929 927 925 923 919 917

8115

1011

1060 1056

7949

1015

1005

ST

1222 1208

1125

R4B

R4A

7914 7906

1126 1122

1127 1119

1109 1105

1237

1226 1224 1220

R3B

1203 1201

1111

7963 7961

7985

7952

7958 7956

7962

R4A CC2

1239

1232 1230

1211

1171 1165

1224

7904 7900

1120 1110

7968 7964

7978 7976 7974 7970 1117

1105

7977

8009

8025 8015

CC2

LAUREL

R1B R3A

1031 1027 1021

1006

CRESCENT HEIGHTS

1047 1041 1037 1035

1010 1008

954

7862 7860

1231 1227

1219 1215

1206

7959 7955

R4A

R4B

7969 7965

8014 8010 8008 8006

8036

N.

1128 1122

N.

8108 8104 8102 8100

8120

8200

DR

1057 1051

1000

955 953 949 947 943 941

1236

1225 1223

1226 1222

1234

1233

1232 1230

1251 1249

1248 1240

1237

1215

ORANGE GROVE

1241 1237 1233

R2

1247

1229 1227 1225 1221

R4B

1248 1244 1242 1240

7823 7815

7916

7934 7928 7926 7920

R4A 1234

7929 7927 7925 7923

7961

7973 7969

1215

1205

7959 7953

1218

1206 1200

7983 7981

8009

8021 8017

8011

8027 8023

8018 8016

8001

8031 8029

8026 8022

1223 1213

1227

1268 1264 1262 1250

7863

1225 1223

1245

1276 1270

1265

R4B

7865

LAUREL N.

1226

R4A

HAYWORTH

1235

1246 1242

1258 1250

1253

1282

1271

1264 1260

1246

N.

1234

7979

1233 1227

1253

N. POINSETTIA PL

1301

1274 1270

1263

7951

1245

1216

1208 1204

7948 7936

1252 1248

1224

8032 8028

CRESCENT HEIGHTS

R4A

1118 1114

1003 1001

909 907 903 901

1269 1267

1260

1281

1282 1276

1279 1275

1266

7911 7921

CN1

1274

1261

1253

N.

1304

7958 7950

7968 7960

1280

1275

1267

7929 7917

916 914

902

1021 1019

1046 1044 1042 1040 1036 1034 1032 1030 1028 1026 1024 1022 1020 1018 1016 1014

8120

8211

8235

8215

8206

918

906

1311 1309

7915

1300

1281

R4B

1240 1234

8153 8151

8165 8161

8171

1133 1125

1009 1007

937

R1B

924 922

903 901

1025 1023

HAVENHURST

928 926

915 907 905

904 902

8215

8218 8214

936 934 930

914 912 908 906

903 901

1029 1027

N.

AVE LA JOLLA

8236 8234

919 917

8216 8214 8212 8210 8208 8206

8226 8218

8248 8246 8244 8242 8240 8236 8232 8230 923 921

N.

927 925

913 911 907

900

1242

1111

CC1

1051 1047

1013 1011

948 946 942 940

8165

933 931

1002 1000

952 950

951

AVE

AVE

1317 1311

7965 7963 7961 7959 7957 7955 7953 7951

BLVD

1316 1312

8010 8000

8022 8012

8036 8024

8226

8224 8210

8228

1317 1311

BLVD

1017 1015

1006 1004

1001

937 935

R1B

916

R1B

1010 1008

1011 1009 1007 1005

8219

1321

1319 1317

AVE 8102

8124 8120 8118 8116

R4B

CC2

1033 1031

1014 1012

1015 1013

938 936

CC1

1018 1016

1019 1017

941 939

922 920

1327 1321

1320 1316

8005 8003

8115

8117

8109 8107

8110

8106

HAVENHURST N.

8130 8126

R4A

1037 1035

1022 1020

1025 1023

945 943

934 930

1326

1323 1321

1305

8031

8237 8225

8127

8121

1201

8135

8203

8223

8219

8215 8213

8209

8212

8218 8214

8208

8220

8200

8229 8227

1223 1217

1116

8205 8201

8221

8211 8209

8231 8229

8235

1220 1214

1212 1202

8161 8159

8261

1217

1045 1043 1041 1039

1026 1024

1031 1029

ROMAINE

950 946 942 940

926

N.

919

1227

1254 1248

N.

8218

8214 8210

8206

8226 8222

8266

8262 8250

8276 8272

8264 8269 8267 8268 8264

8262

8252 8250

8258 937 935 933 929 927

926

R1B

W. 954 952

HARPER

8265

8263 8261

8273

8269

8270

8262 8260

8276

1000

R3A

SWEETZER

1024 1020

1006 1004

930

920

1030

906

912 910

1226

1038 1036 1034 1032

1016 1014

R1B

934

916

1043 1041 1039 1037

1012 1008

943 941

1235 1233

1044 1040

1035 1033

1017 1015

953 951

1055 1053 1047 1045

1046 1042

1011 1009

949 947

8267

N.

8252 8250

1023 1021

1249 1239

1248 1238

1112

1040

1034 1030

1029 1027

1261 1251

R4B

1234

1209

1117

1038 1036

1003 1001

1333 1325

1324 1320

855 853

8310

1037 1031

CC1

1054 1048

R1B 1007 1005

938

8263 8261

8323

8314

8328

DR

AVE

AVE

8231

8221 8215

8209 8207 8251

8261

8259

8267 8265

8275

8277

SWEETZER

HARPER

N.

N. 8281 8273

8271 8270

8257

8276

R3A

946 940

R4A

NORTON

CC1

8253

8267 8265

8273 8271

8293 8289

8307 8301

8287 8281 8279 8277

1038 1026

8269 8273

KINGS

AVE

1041 1039

1330 1326

1280 1266

1273 1269 1267 1263

1266 1260

1252

SANTA MONICA

8246

8276 8270

8290

8383 8300

AVE

FLORES N.

8330

8280 8278

8315

8325 8321

8327

8351

8367

N.

R3B

8555

8202 8200

A V E

ST

8319 8313 8328 8320

8363 8375 8369 8402 8400

RD KINGS

8380

8364

8350

RD

8432 8428

8400

8424 8418

8461

8500

8450

8448

8440

8465

8477 8491

8460

8470

8490 8500

8512

8520

8474

8545 8531 8530 8526

DR WEST KNOLL

833 827 823 821

813 811 809 807

8317 8319

801

AVE

8523 8514

8419

AVE

ST

623

617

613 611 607 605

600

560

561

601

556

557

556

557

551

550

553

550

551

546

547

546

531 525

540 510

R3B

515

501

537

536 528 522

521 519

520

N.

511

547

540

531 525

515

508 506

545

R3B

514 510

537 533 525 521

SWEETZER

541

537

523 521

511 507

FLORES

R3B

510

517 515

N.

560

557

KINGS

530

8315

600

541 536

526 520

500

R3B

604

547 540

501

616

611

8345

517

615

607

ST 561

N.

531 527

ROSEWOOD

BLVD

627

625

R3B

8339 8355

537

622

612 606

8337 8333

601

8360

556 550

523 521

613 611

633

632 626

8338 8334

8377 8373

557 551

507

RD

AVE

8407

560

8393

CROFT N.

602 600

561

509 506

626

621 617

633

605

ORLANDO

ALFRED

R3B

524 510

500

R3B

616 610

541

540

532

618

636 632

625

628

611

547

548

8415

501

8414

550

N.

529 527 523 521

505

635 631

CLINTON

556

536 533

638 634 630

625 621

N.

AVE

R3B W.

563

637

629 627

RAN

612

8421

8437

8447 8443

8449

W. 616

606 600

ST

8490

8498 8494

LA CIENEGA N.

8500

8516

DR WEST KNOLL N.

CN1GELY ST

560

519 509

514

8475

N.

8527 8521

8507

8564

8570 8568

8558 8552 8541 8533

8540

8550 8546

1047 1045

1289 1283

1274 1270

1225 1223

R4A

1411

1327

City of West Hollywood Zoning Districts

506

511

500

503

AVE

440 438

Combination Zones SSP SSP SSP SSP

Overlay Zoning Districts

- Sunset Specific Plan CN - Sunset Specific Plan Commercial, Neighborhood R2 - Sunset Specific Plan Residential, Low Density R4 - Sunset Specific Plan Residential, Multi-Family High Density

Residential, Low Density R2 - 25' 2 Stories - 2 du/lot of less than 4000 SF - 3 du/lot between 4000 and 7999 SF - 4 du/lot between 8000 and 9999 SF plus 1 additional unit/lot for each 2000 SF or fraction thereof in excess of 9999 SF Residential, Multi-Family Medium Density R3A - 25' 2 Stories - 1 du/1210 SF of lot area

432

424

Commercial and Public Zoning Districts Density (FAR)

Height

CN1 - Commercial, Neighborhood 1

1.0

25 ft/2 stories

CN2 - Commercial, Neighborhood 2

1.0

25 ft/2 stories

CC1 - Commercial, Community 1

1.5

35 ft/3 stories

CC2 - Commercial, Community 2

2.0

45 ft/3 /4 stories

CA - Commercial, Arterial

2.5

60 ft/5 stories

CR - Commercial, Regional Center

3.0

90 ft/8 stories

Mixed-Use Incentive Overlay Zone PK - Parking Overlay Development Agreement Overlay Commercial-Only Overlay Zone

Other Zoning Districts PDCSP - Pacific Design Center Specific Plan PF - Public Facilities MSP - Movietown Specific Plan

du = dwelling unit

423 421

408 402 366

361

364 362 358

329 325 323 319 317 315 313 309

Residential, Multi-Family High Density

354 352 350 348 342

CN1

338 336 330 328 324 316

R4A - 35' 3 Stories - 1 du/872 SF of lot area R4B - 45' 4 Stories - 1 du/872 SF of lot area

CN1

8511

337

8561

8264

8355 8351

8363

N. KINGS RD 8423 8401

8383 8373

8426 8400

8430

8450 8397

8401 8410

8420 8418 8403

8431

8401

8445

N.

OLIVE N.

HACIENDA N.

8361

8433 8425

8439

DR 8428

8433 8425

8423 8415 8440 8430

8487 8435

PL

8456 8450

8499 8491

8457 8455

8447

N.

8356 8352

8459

8426 8420

8481

8440 8462 8456

8474

8499 8497

8484 8480

8490

BLVD

8468

LA CIENEGA

8490

8465

RD ALTA LOMA N.

8508 8506

8510

8544 8514

8554 8550

8564 8558

8553 8560 8550 8569 8567 8563 8561 8559 8557

8571

8577

8566 8564

8570

8574

8576

8565

8557 8555

8615

8613 8607 8610

8618 8616

N. 8611 8601

8633 8627

8533 8531

8702 8700

8587

DR

8708

8557

8563 8561

8565

8573 8569

8601

8613 8609

8617 8615

8610

8606 8604

N.

8614

NT

WESTMOU

8582 8578-8580 8576 8572-8574 8568

8612 8590

8610 8624 8612 8625

8623 8621 8619 8617 8613

8611 8609 8605 8603

8606 8604 8602 8600

8620

8610

8616

8629

DR

WESTMOUNT

WESTBOURNE

N.

8585

8581

8573

8607

8565

8576 8568

8580

8590 8586

8659 8655

8505

8517

8529

8561 8551

8567 8563

8573 8569

8577 8575

8665 8623

8608

8616

8578 8576

8574 8570

DR

8630 8628

8624 8620

8635 8631

8621 8619 8622 8620

N. 8704 8714

8715 8711

8709

8712 8609

8600

8564

8720 8716

8620 8618 8614 8612

8558

8736

8732 8720 8721

8733

8747 8741

8743

8733 8731

8729

8737

8740 8736

8734 8730

8706

8634

8722 8714 8715 8711

8709 8707

8703

DR

STBOURNE

WE

AVE

HANCOCK N.

8741

8722 8720

8759

8730

DR

HUNTLEY N.

8611 8609

8627 8623

8735 8733

8715

8727 8725

8721

8737

8713 8711

8701

8687

8661 8747 8750

8556 8554

8741

8731 8727

8745 8743 8742

8752 8750 8748

8756

8766 8758

AVE

8827 8819

8797 9775 8751

8761 8759

8764

8756

8811

8804

8532

1230 1231

8749 8747

AVE

8755 8787

8760

8770

8776 8782

8788 8786 8789

N. SH ERB OURNE DR

HORN

8795

8775 8765

N.

8755

8749

8755

8801

8831

8833

8828 8826 8824 8818

8814 8800

8844 8830 8830

8826

8816 8814 8812 8810

8824 8822

8808

8818

8819

8815

8823

8839

8835

8831

8827

8818

8834

8824 8822

8814

8826

8830

8839 8837

8823 8815

8833 8832 8818

PALM N.

8769 8763

8806 8800

8775 8782

8772

0 826 8 826

8419 8433

8770

0 825 4 825

0

1

N ROBERTSON BLVD

5

830

834

6 833 6 834

8478

8474

8466 8470

601

5 8410840 9 840 1 841 8412 3 841 8420 8422 8424 8428 8428 8430

8438 8442

8481 8483

8460 8462

8479

8475

310

1318

1431 1429 1425 1423 1421 1417

1335

410

369 367

DR

320 318 316 314

311

DR

317

1305

1330

1403 1401

1346 1342

R3C - 45' 4 Stories - 1 du/1210 SF of lot area

444

433 431 425

341

328 326 322

619

609 605

555 539

R3C CC1

524 522 518

500

8452 8454

448

435

345

330

1227

1435

R4A R4B

1350

1338 1334

1340

1400

R3B - 35' 3 Stories - 1 du/1210 SF of lot area

R1B

454

351

344 342 340 338 334

PF

8448

511 501

W.

8444

CC1

548 546 544 542 540 538 536 534 532 530 526

E AV SE RO MEL CN1 R3B

CN1

8457 8459 8461 8463 8465 8467 8471

525 523 521 513

460

357 355

346

600

8449 8451

NT

352 350

CC1

624

CC1

8435 8439 8441 8443 8445

OU

BLVD

DR

CC1

TM

NE UR

DR

BO

321

310

1 850 1 851

3 854 9 854

8590

ER

323

549

537-539 535 533 531 527

R3A

630

603 601

547 541

544 540

530 516

R1B

403

354

331 329

318 316

CC1

510

441

R1B

358

341

306

CC2

8560

SH

8702

8752 8756

8746

8742

8728 8738

8720 8726

8700 8702 8704 8701 8706 8703 8708 8707 8710 8709 8712 8711 8714 8716 8718

8735

8723 8725 8727 8729 8731

8719

8715

CC1

623 619 617 615 613 607

536

445

362

359 355 353 351 345

335

8700

7

E RN OU

N.

366

363

R2

CC1

550

414 411 409 407

370

367

637 633 631 629

W.

418

415

374

371

630

465

R4A

1403 1345

1346

1345 1343

1414 1410

1411

R1A - 25' 2 Stories - 1 du/lot R1B - 25' 2 Stories - 2 du/lot of less than 8499 SF R1C - 15' 1 Story - 1 du/lot

506

424

WARING

R3C

612

551 449

419

378 377 375

R4B 818

710 700

624

457

423

CC1

850 848

826

656 652

620 618 616

463 461

427

340 326

314 308

853

TB

8618

8718

8714

8708

8704

CC1

431

905

851 849 847 845 843 841

648 642 638

434 432 430 428

435

R1B

360 358 354 352 350 348 346 344 342

328

535

527 523

1226

1445

1418 1416

1423 1417

Residential, Single-Family or Two-Unit Low Density

515

440

441

381

364

338 336 332

321

445

382

370

365

340

327

539

529

526 524

446 442

392 390 386

374 372

R4B

451 449

D

915 911

WILLOUGHBY

1241 1237 1235

1430 1420

1433 1429 1425

Residential Zoning Districts

505 503

394

385

921

914

R2

509

E AV

1050 1040

1018 1014

732 716

607

530

521 519 517 515

398

391

344

WES

WOO

395

376

352 350 348

534

525

R4A

1234

1107

1051

1012 1002

819

AVE

R1B

540

529

450

399

384

835 833

825

634 632

547 545

N.

8611

DR

386

380

364 354

DR

401

W.

400

925 920

906

W.

606

CN2

500

505

402 400

SE RO

8603 8605

414 412 408

TE

643

CN2

508

509

414

407

957

W.

R4B

806 804

613

522 520 514

410

415

935 921

915 909

CC1

1024 1020

1005

R3B

851

817

627 625 621 619 617 615

532 530 526

517 515

R4B

1261 1253

1114

CC1

1021

1009

PF R4B

903

1267 1263

1220 1218

R4A

R4A

1346 1342 1341

1284

1275

1450 1440

1449 1441

R4A

1350

AVE

1287

1216 1200

1215

1128 1114

714

639 635

535

WES

419

416 421 417

CE N

410 408 406 404 400 370 368 366 361 357

Y LE NT HU

8723

8719

8713

8709

8705

8701

R1B

N.

H

412

N.

IC RW

8712

8708

8704

8700

NER

VI

417

R2

546

539

R1B

534

521

R4B

1028

1301

1308

1360

1283

1246 1236

1217 1219

W.

1020 1010

1322 1316

1412

1406 1400

1361

1355

FOUNTAIN

1222

1212 1200

PF

950

1319

1248

1227

1230 1216

1043 1029

1000 964

949

1241 1235 1233

1110 1108

1015

1330 1324

1280 1274

1254

W.

CC1

1030 1025

R4B

R3C

1011

R3C

802

659 655 653

543

540

R1B 1051

1244 1240

1119 1113

1112 1110

1327

R4B

1351

1346 1340

1331

1264 1260 1256

1253 1251

R4A

1246

1211 1127

1114

1108

840 820

738

649

552

546

531 529 527 525

R3C

1035 1033 1031

1308 1300

1275

1255

1236

1125 1121

1120

CC1 1045

864 862

629

568 560

550

535

1040 1036

CC1

858

805

704 656

601

553 551 547

554

549 547 545 541

418

420

427

607

560

563 561 555

506 504 500

503 501

R4B 1200

1111

816 814

R3C

708

652 648

561 557

R1B

505

1115

1350

808

741 701

632 628 626 624 622 620 618 616 614 612 608 606

613

510

511

R2

732 730 726 720 718 716 714

634

629

514

515

438 436 434 430 428 424

5

8642

8711

8705 8707

8703

8793 8797

8783

8761

8765 8777

8755

8751

8747

BON

435 433 429

N

415

R1B

8743

W.

8739

142

8632 8634 8636 8638

8700

8758

8744 8754

8736 8738 8740 8742

8763

AVE

8720 8722 8724 8726 8728 8730 8732

8749 8751 8753 8755 8759

8745

8741

8731 8733 8737 8739

158

NO

R1B 8727

CC1

437

SA

409

CN1

314 312

N.

8626 8630

N.

8719

8713 8715

145

8712

147

8708 8710

157

CC2 149

8704

8760

8752 8754 8756

8732 8734 8736 8738 8744 8746 8748

8728

AVE

8716 8718 8720 8722 8724

8759

8755 8757

8747 8749 8751

8743

8737 8739

8733

8723 8725 8729 8731

8760

8756

8752

8748

8744

8740

8726 8728 8730 8732 8734 8736

8722

8753 8755 8757 761

8716

8749

8745

8741

8735

8727 8729 8731

8723

8717

8713

356 352

8705 8707 8709 8711

8746 8748

8736 8744

8724 8726 8728 8730 8732 8734

8720

8716

8745

8708 8710 8712 8714

8739 8741

8735

8731

8727

8723

8717 8719

8713

8709 8711

CN1

321

301

8664 8670

8734 8736 8738 40

8732

R1B

372 362

363 359

CN1309

8646 8654

8710

73 67

N1

8674

8678 8680 8682 8684 8686 8688

8725 8727 8729 8731 35

8723

8711 8715

AVE

521

502

1020

CC1

CC1

CC1

856 852

855

642

627 625 623 621 619 617

CN2

562

565

525

510 508 504

503

1131 1123

CC1

PF

849

722

CN2 569

528 526 524 522 518

529

R1B

512

511 509 505

1120 1114

1111 1107

1360

1300

1282

1279

1265

1258 1256

1219 1215

902

811 809

638

570 568

540 538 536 534 532

533

516

513

1121

CC1

890 880

847 823

MELROSE

544

537

526 524 522

519

500

1207 1201 1206 1124

1125

1116

CC1

876

R3C

806 804 800

738

635

612

573

2

0 890 0 891 412 400

508

545 543

534 532 528

521

R1B

512

547

536

535 533 531 529 527

516

504

8 4

CN1

537

520

1203

1124

1107

868

815

645 643

616

601

550 548

551

540

541

524

511

655 653

638

606

CN2

554

555

544

553 551 545

528

515

561 559

705 657

R2

644 642

613

566

CN2

548 552

557 555

CN2

530

555

625 623 623 621 617 615

1210

1324 1320

1262

1231 1221

R3A

DR

634 632 630 628 624 622 620 618

607

W.

540 555

629

CN2

DR 8531

0

612 602

8

884

611

CN2607

1220 1216

1211

910 906 902 900 898 894

859

856

834

803 801

704

852

9

630 628 626 624 622 620 616

617

R1B

639 635

1204 1128

1112

CC1

1221

912

911 905

828

805

708

700

925 921

889 883 877 871 869 867 865

808

715 709

656 646

853

886

642

1205 1121 1130 1126

1223

R4B

1216 1210

R4A

820 816

729 719

714

701

634

1140 1132

1221 1209

1232 1230 1228

1222

R4B

1208

1239 1233

824

739 735 733

730

722

705

657

653 645

638 636

621

AVE

711 709

708

700 656 652

853

5 885 5 885 7 885 1 886 5 886

629 625

647

800

738 734

728 726

718

704

6 854 8 854 2 855

9 871 7 872

2 877 0 880

ST 8851

9 880 1 881

635

R2

806

801

3 851 7 851

5

1 880 7 880

645 639

PDCSP

819 817 813

807

739

729 719

648

1247

1226 1224

873

854 852

816 812

SHERWOOD

715

705 703 701 659 657 653 651 649

8687

AVE CN2 R1B

2

871

EE

711

8687

1240

1229

920 918 916 914

DR

Y

846

839 837 835 833 827 825 821

R3A

GB RU

842 840

826 820

813

735 733

A

864 860

855 851 849 841

840 834

825

837 833

W.

728 714

1255 1253

1233

R3C

980

9 856 5 858

1 870 3 971

AB RR

800

738 732

1259 1257

1252 1248

1232

1276

1264

1258 1254

1236

1226

1221 1211

1124 1120

8451 1101

1235 1223

1236 1214

1330

1268

1265

1262 1260

1241

924

866

846 842

843 841

R3A

808 804

803 745 743 739 737

729 727 725 723 719 717 715 713

.

W

823

829

822

812

858 854

861 859 855 853 847

840

816 814

R4B

1110

1111

1250 1242

1245

1280

1285 1275

1274 1270 1268 1266

1400

1338 1332

1411 1407 1401

1401

R4B

1354 1350

1345

R4A

W. 1288 1282

1276

934

8583

R3

866

863

856 854

834 832 828 824

815 813 811 809 807

733

720

715

0 857 8 857

1

LA

PF

720

869

852 848 846 844

851 847

837 827 835 829 823

C1

CC1

920 900

CC1

873

CC1

CC1

R4B

950 928

884 880

885 883

CC1

858

CC1

803

CC1

935

933 931 929 927 925 921 919 915

911

CC1

916

870 866

843

805 801

1

920

863

N.

CC1

830

815

816 814

821 817 815 811

CC

R3C R4B

903

CC1

1229 1225

1116

1115

CC1

1017

WEST KNOLL

W. 8 855 6 856

921 907

930 924

901

838 832

820

825

806 805

927 923

944 940

937 935

842

829

CC1

948 956

940

932 930

3 862 5 862

939

850

840

835

R4B

951 943

926 924 920 918

916 852

850 846

DR

965 961 957 955

943

941 931

954 948

1127 1119

1116

1102 1100

1310 1308

1269 1267

1263 1255

1251

1240

1235

1172

1146

1305

1305 1301

AVE

1260

R4B

1336 1334

1309 1301

1310 1302

1315

R4B

1255

1430 1426 1420

1421 1417 1412

1416

1414 1400

1312

1317 1311

1236

1158 1152

1141 1139 1137 1133 1131

1136

1005

1 860 5 861

925 923

863

R4B

WEST KNOLL

R3C

976 964

958

955

ST

CYNTHIA

858

843 839

959

936 930

927

WAY

917 905

W.

W. 990 986 984 980 978

949

965 963

944 940 938

933 931

R1C

4 8

R3C

1006

995 989

987 985 981 979 977 969

R4B

950 946

R4B

1142

1130 1124

1112 1106

1107

R4B 1024 1000

1002 1000

1003

R2

970

960 954

951 949 945 943 937

38 32

1011 1007

990 988 980 978 976

981 953

R4B

864 862

857

HARRATT ST

82 64

1111

1021

8700

1016 1012 1010

1131 1119

CC1

1120 1100

FO

W.

N

R4B

1323

1326

1407 1401 1355 1351

1352 1338

1327 1323

1330

R4B

E

1401

DE LONGPRE AVE

W. 1333

DR

1022

1013

1134

HOLLOWAY

R4B

1026

1017

1000

50 46

8

1027

1010

1019 1011

40

. BETTY R1C

6 855 4 856

W.

9

R4B

62 52

1022

1020 1016

R4B

1140

1111 1105

1147

8358

PL

856

8730 8736

4 875 6 876

020 014

006 000

88 84

1022

1021

ST

012 008

W.

1161 1155

1146

GPR

1264

UNTAI

1160

1152

1169 1137

1152 1146

DE

N LO

R4B

1404

1354

1427

1428 1424

1428

1421 1417 1413 1409

1414

1417 1415

1425

1429 1423

1433 1425

1411

1400

1437 1433

1428 1436

1422

7

SSP

1454

SSP

5

5

Y 1131

R4B

6 877 8 878

SSP

1200 1201

SSP R4

SSP CN

W. NELLAS

D

1169 1163

PF

0

8282 8286

833

4

855

RR

SSP

1108 1104

T NSE SU

.

8752

W

6 851 8 851

0 853 4 854

DE

SSP 1114

BLV

8 876 0 877

SSP

8746

1124

1122 1120

0 850 2 851

9 853 3 855

ON

1137 1127

1130 1128

1112

1155

1214

A

R4A

1145

1134 1132

R4A

1124

1222

1209

0 860 0 872

1156 1136

1117

1213 1207

ET

W.

8481 8473

R4B

R4B

1228

1224 1216

1221

1232 1230

SSP

8481 8477

1326

1310

1215

AZ

1147

PL

R4A

DR

EHAM

3 862 1 871

W.

1157 1153

200

SHOR

ET

1207

1341 1323

1234 1235

1227

SSP

5 858 9 861

1220

1211

210

SSP NS

218

208 204

1225 1219

SU

1217

N.

R4A

1221

220

SSP

852

ND

1229 1225

226

3

5 853 7 853

853

1 852 7 852

LO

SSP

W.

8441 8445

R DR

1 850 7 851

N.

236 234

S RD

SSP 1320

N. MILLE

304 300

244

240 238

SUNS

8372 8404

QUEEN

SSP

SSP

830

VD

2 827 0 828

8307

8301 8305

BL

8286

SSP

824

5 825 7 825

5 827 5 829

SSP

830 831 0 0

SSP

826

SSP

Map Date: November 3, 2011

91

Program Development _07

92

93

PROPOSED PROGRAM

94

Name

Qty.

SF

Total +/_

Classroom

10

500

5,000

Visual

Computer Lab

15

550

8,250

Visual

Lecture Hall/ Auditorium

1

6,300

6,300

Break-out lobby space

Acoustic & Visual

Study Room

10

80

800

Library

Visual & Acoustic

Student Lounge

1

500

500

Vending, restrooms

Acoustic

Library

1

2,000

2,000

Study Room

Visual

Cafe

1

1,000

1,000

Vestibule, restrooms

Acoustic

Print & Mail Room

1

200

200

Computer lab

Acoustic

Conference Room

1

700

700

Staff Offices

Acoustic & Visual

Staff Offices

30

150

4,500

Conference & lounge

Acoustic & Visual

Staff Lounge

1

500

500

Staff Offices

Acoustic

Adjacencies

Privacy

Lighting

Furniture & Equipment

Finishes

Occupancy

Cost

Natural & Artificial

tables, chairs, audio visual system

Durable, Flexible

20 each 200 total

Medium

Natural & Artificial

computers, audio visual system

Simple

15 each 225 total

High

Artificial

tiered theater seats, audio visual

Durable, Comfort

350 people

High

Natural & Artificial

computers, table, chairs, white board

Durable, Flexible

6 each 60 total

Medium

Natural

kitchen, tables, lounge furniture

Cleanable

Medium

Natural & Artificial

book stacks, desks, computers, tables

Durable, Comfort

High

Natural & Artificial

Tables, Kitchen, Service Counter

Cleanable ,durable

Artificial

printers, plotter, Copier, mailboxes

Durable, simple

Natural & Artificial

meeting table, audio visual system

High end

25 peeople

High

Natural & Artificial

Desk, guest chairs, storgage

Carpet, minimal

1 per office 30 total

Medium

Natural

kitchen, tables, lounge furniture

Cleanable

40 people

Medium Medium

Medium

95

Name

Qty.

SF

Total +/_

Adjacencies

Privacy

Vestibule

1

200

200

Janitor Closet

2

80

160

Bathrooms

Acoustic

Server Room

3

150

450

Computer lab

Acoustic

Electrical Room

1

100

100

Visual

Mechanical Room

1

250

250

Acoustic

Storage

3

50

150

Visual

Vending Area

2

50

100

Student spaces

Acoustic

30%40%

18,000

All

Acoustic

Acoustic

Bathrooms

Circulation

96

Lighting

Furniture & Equipment

Finishes

Natural

Benches

Carpet, minimal

Artificial

Sink, storage, cart

Cleanable

Artificial

servers, cord management, AC

Minimal

Low

Artificial

equipement & cord management

Minimal

Low

Artificial

storage & Equiptment

Minimal

Low

Artificial

shelves & cabinets

Minimal, cleanable

Low

Artificial

vending machines

Cleanable

Medium

Natural & Artificial

lounge furniture

durable, cleanable

Medium

Occupancy

Cost Medium

1 person

Low

Total Available SF

Total SF Programmed

53,000

49,160 97

Test fit one takes advantage of the buildings inner courtyard and multiple levels. This allows the circulation to remain on the exterior of the building, helping to create larger interior spaces. The spaces can then become two storey integrated areas for maximum functionality.

Test Fit 1

Basement

First Floor 98

Second Floor

Third Floor 99

Test fit two groups users and clusters shared spaces together, based upon that users needs. For example, the students of the schools have their major spaces on both the second and third floor. While they may still use spaces on the other two floors, they have a designated section of the building for themselves, making them feel more comfortable.

Test Fit 2

Basement

First Floor 100

Second Floor

Third Floor 101

Building Analysis & Code _08

1 102

103

Existing Building Analysis

Habitat 825 was designed by Lorcan O’Herlihy Architects (LOHA) and completed in 2007. The building is currently a nineteen unit apartment complex with a total of 53,000 square feet, spread over four floors. The bright green exterior and common courtyard space make it very contemporary and lifestyle driven. The concept behind the building was taken from the famous Schindler house, located on an adjacent site.

Building next to such an iconic piece of architecture is both challenging and inspirational.

The common courtyard between the spaces diminishes any physical property lines, helping to metaphorically join the two structures. Other elements were also closely considered, for example, habitat 825 was reduced to two stories on the north side, to prevent it from casting unsightly shadows on the historic landmark. The exterior facade is a combination of noncombustable cement board with dark stained redwood siding, both of which are sustainable. Other environmentally conscious features include the interior courtyard, which acts as the main circulation path,�eliminating the need for mechanically climate controlled corridors�.^1 The unique building is becoming an architectural icon, and popular place to live.

2 104

3

4 105

Analysis Diagrams

Diagram one demonstrates how the architecture took the sits maximum allowable structure size and sculpted the building for a more styled effect. The subtle bends and skewed lines add interest to the building while being careful not to overpower the adjacent architectural landmark.

Diagram two shows how the building has sun strategies for both the interior and exterior. The inner courtyard provides light to room that would not otherwise have windows, while the building overall from was arranged to allow maximum light to reach Shindler House.

106

Diagram three shows the overall shared space between Schindler House and Habitat 825. The structures work in harmony together, neither overpowering the other.

5

6 107

Diagram four shows the interaction between public and private, circulation, as well as daylighting. The building provides all of the above, in a subtle and manageable way, Users have access to a public courtyard which allows for public gatherings while also doubling as circulation space and lighting as mentioned.

7 108

8 109

Building Documents

First Floor /Site Pla

UNIT 11

UNIT 12

UNIT 14

Second Floor Pla

110

UNIT 19

UNIT 14

an

Third Floor Plan

Section

an

111

Project Data

Code Review

Project Name: Habitat 825 Address: 825 North Kings Road, West Hollywood California Stories: four Total Gross Square Feet: 53,000

Building Code

Zoning ordinance: R4B - 45’ Four stories - 1du/872 SF of lot area Building Code & Date: 2013 California Building Code (based on the 2012 International Building Code) with 2014 Edition County of Los Angeles Building Code Amendments Fire Code: California Fire Code, 2013 Edition Energy Code: California Green Building Standards Code, 2013 Edition

Sanitation

Mens Water Closets - 3 Womens Water Closets - 12 Lavatories - 6 Drinking Fountains - 3 Maintenance Sinks - 3

Fire Protection

Fire Exit Enclosures: 2 hours Shafts and Elevators Hoistways - 2 hours Smoke Barriers - Assume 30 Minutes Corridor Fire-Resistance Rating - 0 Hours

User Group Classification

Proposed classification: University-B (Business) Accessory Occupancies

Conference, & collaboration spaces - A (Small Assembly)

Lecture Hall - A-1 (Assembly Group)

Library A-3 (Assembly Group)

112

Means of Egress

Sprinklered Dead End Limit 50’ Minimum 2 Exits Per Floor B (Business)

Gross Area - 5700 Square Feet

Area Per Occupant - 100 Gross

Maximum Occupancy - 57 People

Minimum Corridor Width - 44 Inches

Exit Access Travel Distance - 300 Feet A (Small Assembly)

Net Area - 2500 Square Feet

Area Per Occupant - 7 Net

Maximum Occupancy - 357.14 People

Minimum Corridor Width - 44 Inches

Exit Access Travel Distance - 250 Feet A-1 (Assembly Group)

Net Area - 6,300 Square Feet

Area Per Occupant - 18 Net

Total Occupancy - 350 People

Minimum Corridor Width - 44 Inches

Exit Access Travel Distance - 250 Feet A-3 (Assembly Group)

Library study area

Net area - 1,000 square feet

Area Per Occupant - 50 net

Total occupancy - 20 people

Minimum Corridor Width - 36 Inches

Exit Access Travel Distance - 250 Feet Library stack area

Net Area - 1,000 Square Feet

Area Per Occupant - 100 Gross

Total Occupancy - 10 People

Minimum Corridor Width - 36 Inches

Exit Access Travel Distance - 250 Feet

113

Conclusion _09

114

115

Over the past few months, my research on multiple topics has helped me understand the various elements that must come together to make this project successful. Starting with education, a school must function as an inspirational and safe space that will successfully fill students with knowledge. This school for young women must do this while also considering the different learning styles of women as opposed to men. The spaces must be inviting and comfortable to make women feel at home and connected with the school. I also found women prefer specific color which make them happy and calm rather than stressed or anxious. All of these small elements can make a larger difference in a space.

As I continue to design this computer science college for women I hope to pay close attention to detail, such as each material and piece of furniture placed in the building. The school is meant to be personal and therefore each element must be personally designed. I would like the school to be spacious and not overcrowded like so many schools today are. This will give each students the room to establish their own personal space within the building, and be comfortable doing schoolwork.

116

1

2

For this project I image the concept being focused on collaboration, as so many other computer science schools are. While computer science is an independent activity that one could do in solitude, it is important for students to work together and learn from each other. The advantage of going to a university like the one proposed is students have access to knowledgable professors as well as driven and focused peers, who may be more helpful in some cases then a professor.

Women of the school will feel empowered and confident about their skills and will become part of the growing high tech work force.

3

4

117

Bibliography _10

Section 1 Sources

Farmer, Ruthe. “10 Reasons Why America Needs 10,000 More Girls in Computer Science.” The Shriver Report 10Reasons Why America Needs 10000 More Girls in Computer Science Comments. The Shriver Report, 30 June 2013. Web. Maliba, Amanda. “Unleashing the Power of Code; Schoolgirls Are Being Exposed to the Technological Field of Coding to Encourage Their Interest in a Related Career.” The Star (South Africa). High Beam Research, 07 May 2014. Web. Mendoza, Martha. “New Push to Get Girls into Computer Sciences.” Yahoo!

News. Yahoo!, 19 June 2014. Web. Pye, Linda. “7 Design Trends in Higher Education.” PYE Interiors (n.d.): n. pag.

Print.

Images 1.

2.

3.

4.

5.

6.

7.

118

http://changetheequation.org The New York Times http://changetheequation.org http://Girldevelopeit.com http://Girldevelopeit.com The New York Times http://www.readthehorn.com

Section 2 Sources

Bowers, J., & Burkett C. (1989) Effects of Physical and School Enviroemnt on Students and Facutly. Educational Facility planner, 27(1), 28-29.

Craven, Jackie. “Tomorrow’s Schools.”

Dudek, Mark, and Dorothea Baumann. A Design Manual Schools and Kindergartens: A Design Manual. Basel: Birkhäuser, 2008. Print.

Graham, Patricia Albjerg. “Expansion and Exclusion: A History of Women in American Higher Education.” Signs: Journal of Women in Culture and Society 3.4 (1978): 759. Web. Holloway, Ernest R. “Steven J. Reid . Humanism and Calvinism: Andrew Melville and the Universities of Scotland. St. Andrews Studies in Reformation History. Farnham: Ashgate Publishing Limited, 2011. Renaissance Quarterly (2013).

Kowalski, Theodore J. Planning and Managing School Facilities. New York: Praeger, 1989. Print.

Lindberg, David C., and Robert S. Westman. Reappraisals of the Scientific Revolution. Cambridge: Cambridge UP, 1990. Print.

Tanner, C. Kenneth., and Jeffery A. Lackney. Educational Facilities Planning: Leadership, Architecture, and Management. Boston: Pearson U.S. Department of Health,Education,and Welfare,National Center for Eduation Statistics, EducationStatistics D.C.: Government Office, Digest of (Washington, Printing (1973), p. 75, table 89.

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Images

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120

Section 3 Sources

Arup Associates Design for Coventry University.” Building Design. N.p., n.d. Web. ARUP. “COVENTRY UNIVERSITY, ENGINEERING AND COMPUTING BUILDING.”

Coventry University, Engineering and Computing Building. N.p., n.d. Web. Bill & Melinda Gates Hall / Morphosis Architects.” ArchDaily. N.p., 2014. Web. Co, Francesco Dal, and Frank O. Gehry. Frank O. Gehry: The Complete Works. New

York: Monacelli, 1998. Print.

“Coventry University Building, Coventry, 2012 - Arup Associates.” Archilovers. N.p., n.d.

Web. “Coventry University Faculty of Engineering and Computing Building | DETAIL

Inspiration.” Coventry University Faculty of Engineering and Computing

Building | DETAIL Inspiration. N.p., n.d. Web. Joyce, Nancy, and Frank O. Gehry. Building Stata: The Design and Construction of Frank Lomholt, Isabelle. “Coventry University Competition | Coventry University Building -

E-architect.” Earchitect RSS. N.p., 06 Mar. 2014. Web. “Mero-Schmidlin (UK) PLC Coventry University - Engineering & Computing Faculty

Building.” Mero-Schmidlin (UK) PLC Coventry University - Engineering

& Computing Faculty Building. N.p., n.d. Web. Nayar, Jean. “Contract Magazine.” Contract - March 2014. N.p., Mar. 2014. Web. O. Gehry’s Stata Center at MIT. Cambridge, MA: MIT, 2004. Print.

“Princess Nora Bint Abdulrahman University / Perkins+Will.” ArchDaily. N.p., n.d. Web. “Princess Nora Bint Abdulrahman University.” Princess Nora Bint Abdulrahman University.

N.p., n.d. Web. http://www.aw-ink.com/projects/PNU/PNU_lr.pdf http://www.urdesign.it/index.php/2013/06/18/coventry-university-engineering-and-

computing-building-by-arup-associates/

121

Images

1.www.architravel.com 2. Building Stata; The design and construction of Frank O Gehry’s Stata Center at MIT by: Nancy E. Joyce 3. http://www.archiplanet.org/wiki/Ray_and_Maria_Stata_Center Stata Center Floor plans: Building Stata; The design and construction of Frank O Gehry’s Stata Center at MIT by: Nancy E. Joyce 4. http://www.azahner.com/portfolio/mit-stata 5. http://www.azahner.com/portfolio/mit-stata 6. Personal Picture 7. Personal Picture 8. Personal Picture 9. Personal Picture 10. Personal Picture 11. Personal Picture 12. Personal Picture 13. Personal Picture 14. Personal Picture 15. Personal Picture 16. Personal Picture 17. Personal Picture 18. http://www.archdaily.com/449650/princess-nora-bint-abdulrahman-university-perkinswill/ 19. http://www.aw-ink.com/projects/PNU/PNU_lr.pdf 20. http://www.aw-ink.com/projects/PNU/PNU_lr.pdf 21 http://www.aw-ink.com/projects/PNU/PNU_lr.pdf 22. http://www.aw-ink.com/projects/PNU/PNU_lr.pdf 23. http://www.nxtbook.com/nxtbooks/contract/201403/#/46 24.. http://www.archdaily.com/449650/princess-nora-bint-abdulrahman-university-perkins-

will/ 25. http://www.arupassociates.com/en/projects/coventry-university-engineering-and-computing-buil/ 26. http://detail-online.com/inspiration/coventry-university-faculty-of-engineering-and-computingbuilding-106907.html 27. http://detail-online.com/inspiration/coventry-university-faculty-of-engineering-and-computingbuilding-106907.html 28. http://www.e-architect.co.uk/birmingham/coventry-university 29. http://www.bdonline.co.uk/arup-associates-design-for-coventry-university/3140391.article 30. http://www.bdonline.co.uk/arup-associates-design-for-coventry-university/3140391.article 31. http://www.arupassociates.com/en/projects/coventry-university-engineering-and-computing-buil/ 32. http://www.bdonline.co.uk/arup-associates-design-for-coventry-university/3140391.article 33. http://www.arupassociates.com/en/projects/coventry-university-engineering-and-computing-buil/

122

Section 4 Sources

De Chuara, Joseoh et. al.(1990). Time saver standards for Building Types, N.U. McGraw Hill Neuman, David J., and Stephen A. Kliment. Building Type Basics for College and University Facilities. Hoboken, NJ: John Wiley, 2003. Print.

Images 1. http://www.trendir.com/archives/003011.html 2. http://design-milk.com/press-conference-room-by-h2o-architectes/ 3. http://www.architonic.com/de/ntsht/der-stoff-aus-dem-traeume-gemacht-sind-innovationen-imneuen-textildesign/7000717 4. http://axis.is/wp-content/uploads/2013/07/Einr%C3%BAm-s%C3%B3far-afhentir-4.jpg 5. http://www.trendhunter.com/trends/node-chair 6. Time saver standards for Building Types 7. Time saver standards for Building Types 8. Time saver standards for Building Types 9. http://www.wholeliving.com/136115/buyers-guide-50-ways-get-greener-home/@center/136755/ green-home-guide 10. http://www.archdaily.com/170142/advanced-energy-center-stony-brook-university-fladarchitects/stony-brook-university-5/ 11. http://retaildesignblog.net/2013/06/03/buro-miamis-coworking-space-by-tamara-feldmanstudio-x-architects-miami/ 12. http://uberblend.typepad.com/blog/2010/03/acoustic-treatment-as-art-piece.html 13. http://blog.takeform.net/2013/05/23/interior-signage-and-the-ada-what-has-changed 14. http://quoteko.com/additional-rmation-pests-and-borers/pacifickithomes.com. au*images*Steel%20Frame%201.jpg/ 15. http://viewpictures.co.uk/Details.aspx?ID=113528&TypeID=1 16. Time saver standards for Building Types 17. Time saver standards for Building Types 18. Time saver standards for Building Types 19. Time saver standards for Building Types 20. Time saver standards for Building Types

123

Section 5 Sources

Chiara, Joseph De, and John Hancock Callender. Time-saver Standards for Building Types. New York: McGraw-Hill, 1980.

Mahnke, Frank H. Color, Environment, and Human Response: An Interdisciplinary Understanding of Color and Its Use as a Beneficial Element in the Design of the Architectural Environment. New York: Van Nostrand Reinhold.

Kopec, David Alan. Environmental Psychology for Design. New York: Fairchild Books, 2012.

Neuman, David J., and Stephen A. Kliment. Building Type Basics for College and University Facilities. Hoboken, NJ: John Wiley, 2003. http://sdpl.coe.uga.edu/HTML/W305.pdf http://www.colormatters.com/color-symbolism/gender-differences http://www.ijdesign.org/ojs/index.php/IJDesign/article/view/71/76 http://www.apartmenttherapy.com/his-and-hers-analyzing-masculine-and-feminine- decor-193542 http://www.citylab.com/commute/2013/09/how-design-city-women/6739/ Images 1. http://interior-home-design1.blogspot.com/2014/04/interior-design-university.html 2. http://www.bustler.net/index.php/article/winning_projects_of_the_2014_u.s._wood_design_ awards/ 3. http://www.fastcodesign.com/1662178/wanna-improve-education-demolish-the-classrooms 4. http://www.bustler.net/index.php/article/saunalahti_school_by_verstas_architects/ 5. http://interior-home-design1.blogspot.com/2014/04/interior-design-university.html 6. http://www.flickr.com/photos/svenwerk/sets/1053588/ 7. http://www.archdaily.com/331222/new-city-school-frederikshavn-arkitema-architects/ 8. http://lj.libraryjournal.com/2012/10/buildings/lbd/the-best-of-interior-design-public-andacademic-library-winners-library-by-design/ 9. http://www.dexigner.com/news/27610 10. http://inthralld.com/2012/07/color-blocked-technical-chef-school-in-japan/ 11. http://www.architonic.com/ntsht/kindergarten-design-grows-up-contemporary-nursery-schoolprojects/7000631 12. http://www.archdaily.com/111143/ecopolis-plaza-ecosistema-urbano/escuelainfantil616/ 13. http://www.archdaily.com/368255/nordahl-grieg-high-school-link-arkitektur/?utm_source=feedly 14-17. http://www.citylab.com/commute/2013/09/how-design-city-women/6739/

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Section 6 Sources

http://www.wehoville.com/2013/01/16/center-city/ http://www.wehoville.com/2013/01/16/neighborhoods/ http://www.visitwesthollywood.com/explore/santa-monica-boulevard/ http://www.weho.org/city-hall/city-departments/community-development/current-and-historicpreservation-planning/west-hollywood-zoning-map

Images

1. http://www.beinghere-gettingthere.com/2012/07/22/warning-golden-sunsets-and-cute-dogs/ 2.

3. http://www.experiencingla.com/2012/08/walking-santa-monica-blvd-part-iii.html 4.Photo by: Madeline Hill 5.Stamen Terrain Map 6.http://www.wehoville.com/2013/01/16/neighborhoods/ 7. http://www.gardendesign.com/katherine-spitz?pnid=123500 8. http://www.architizer.com/en_us/projects/view/hancock-mixed-use-residentialhousing/15377/?sr=1 9. Madeline Hill 10. http://www.theagencyre.com/neighborhood/west-hollywood-real-estate/

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Section 7 Sources

Case studies previously explored were used as sources for this section

Images

All building images supplied by the architect and illustrated by Leah Schultz.

Section 8 Sources

“ArchNewsNow.” ArchNewsNow. N.p., 2009. Web. “Habitat 825 / Lorcan O’Herlihy Architects.” ArchDaily. N.p., 20 Apr. 2009. Web. Meinhold, Bridgette. “Habitat 825: A Modern LA Apartment Complex.” Inhabitat

Sustainable Design Innovation Eco Architecture Green Building Habitat 825 A

Modern LA Apartment Complex Comments. N.p., 05 Jan. 2009. Web.

Images 1.

2.

3.

4.

5.

6.

7.

8.

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http://www.archdaily.com/19880/habitat-825-loha-architects/ http://www.archdaily.com/19880/habitat-825-loha-architects/ http://www.archdaily.com/19880/habitat-825-loha-architects/ http://www.archdaily.com/19880/habitat-825-loha-architects/ http://www.archdaily.com/19880/habitat-825-loha-architects/ http://www.archdaily.com/19880/habitat-825-loha-architects/ http://www.archdaily.com/19880/habitat-825-loha-architects/ http://www.archdaily.com/19880/habitat-825-loha-architects/

Section 9 Images

1. http://www.dezeen.com/2010/03/01/vitus-bering-innovation-park-byc-f-møller-architects/ 2. http://www.archdaily.com/278973/florida-state-university-william-hjohnston-building-gould-evans-architects/506c7a7228ba0d7ff7000020_ florida-state-university-william-h-johnston-building-gould-evansarchitects_fsu_johnston_archdaily_submission_photos_10-jpg/ 3. http://archidose.blogspot.com/2013/10/singapore-sightseeing-lasallecollege.html 4. http://www.archdaily.com/528131/waltham-forest-college-platform-5architects-richard-hopkinson-architects/

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