Future University by lizreed95

FUTURE UNIVERSITY Designing higher education for the city of Stockton, CA

created by Elizabeth Reed - Studio Stacey White - Cal Poly 2020

Acknowledgments I would like to thank the many individuals and teams who made this project possible:

Lake Flato Architects

Stacey White

BNIM Architecture

Aadi Sagar

LPA Design Studios

Abe Arellano

ZGF Architects

Alanna Green

Taylor Design

Anisha Shikre

Mode Associates

Claire Hohimer

Margot McDonald

Dani Dutcher

Mark Cabrinha

Erin Conner

Mario Esola

Gabrielle Werst

Amir Hossler

Jess Corr

Alyson Liang

Joyi Lasari

Travis Koss

Joel Foster

Rohn Grotenhuis

Leeann Schmutz

Sandy Stannard

Margarita Ku

Ryan Brockett

Miles Henry

Humberto Norman

Niki Blinov

Kaye Lao

Rina Fujita

Susan Eggman

Royce Grundy

Michael Tubbs

Sarah Gustafson

Timothy White

Will Talamantes

Contents 1

Introduction

page 1

Community Overview

page 3

Higher Education

page 9

Vision and Goals

page 11

Campus Master Plan

page 13

The Built Environment

page 23

In Reflection

page 64

Bibliography

1 Introduction

If architecture is the stage on which we play out life, it is either our limiting factor or our window of opportunity. In disadvantaged communities it’s usually the former - the architecture they have (or lack) reinforces cycles of poverty, hopelessness, and shame. And while architects have known the built environment’s potential to improve people’s lives for over 100 years, we have still come up short in providing the underserved with architecture that lets them re-write the narrative of their lives. This year, our studio was given the privilege and opportunity to change that. We were introduced to the city of Stockton, California, a city which desperately needs a new narrative. Stockton has been in economic crisis since the housing crash of 2008, and in 2012 it became the largest city in California’s history to file for bankruptcy. The local government’s fiscal mismanagement which led to Stockton’s bankruptcy has fragmented the once growing community. Its work force has left in search of better opportunities in Sacramento and the Bay Area. Its students are place-bound, unable to pursue a college education, even unable to access high schools with college-preparatory curriculum. The city needs a way to heal its economy and provide for its citizens, and a way has presented itself. Stockton is now being considered as the site for a new, 24th CSU campus. This campus would transform the city: providing new jobs, training young locals to fill those jobs, and providing the community with the physical resources it needs to support innovation and development. It could be a place where the people of Stockton create a cycle of investing dignity into their city and their lives. 1

Executive Summary The State of California is considering the construction of a 24th California State University campus in one of five cities, each with its own advantages and disadvantages. Stockton, Concord, San Mateo, Palm Desert, and Chula Vista are under consideration. After six weeks of collaborative research, our third-year architecture design studio determined that a site in Stockton (currently a satellite campus of CSU Stanislaus) showed the most potential and need for this project. The studio set to work researching and developing a campus master plan that would help revitalize the struggling community, and improve quality of life for the people of Stockton. Students then broke off into small groups to further develop one core building within the master plan, with help from the studio’s fim partners, professors, and peers. In total, ten buildings were designed to help serve the community and promote its economic recovery.

Design Process Research drove this design process, as reflected in the timeline below. Our studio was asked to “Design Like You Give a Damn”, and “Design for Connection”. These required intensive research about the community of Stockton, to ensure that the campus and building designs reflected the real needs of their users. The research, like the design process itself, was iterative.

Project Timeline Research: Understanding Higher Ed and Empathy Community

Week 1

Weeks 2 - 3

Prototype: Conceptual Design

Joint Venture

Field Research: Stockton and Universities

Schematic Design*

Design Development

Weeks 4 - 6

Week 7

Week 8

Weeks 9 - 14

Weeks 15 - 20

Start: January 6th, 2020

End: June 1st, 2020 *note: spring break accounts for 2 additional weeks

2 Community Overview

City of Stockton Stockton is located in the Central Valley of California; about an hour South of Sacramento, and 90 minutes East of San Francisco. The city lies at the Eastern edge of the San Joaquin-Sacramento river Delta, and was once entirely marshland. This changed during the early 1800s, when the town began to attract European immigrants. In the early 1900s its first tracks of farmland were laid, and it has been an agricultural town ever since. It still produces the majority of asparagus in the United States, as well as grapes, almonds, walnuts, cherries, and other crops. It also exports many of these crops from the Port of Stockton, a major deepwater port which has been in use since the 1850s. The city is home to an estimated 312,700 people, about 40% of whom are Latino, 22% white, 21% Asian, and 12% African American. The main employment sectors in Stockton are agriculture, healthcare, and education. It is the 13th largest city in California, and the largest in California’s history to declare bankruptcy in 2012 following the 2008 housing crash. Following the crash, Stockton experienced a huge surge in crime and an infamous reputation to match. The financial hardship this community still faces has taken a toll on the families that call it home. However these people haven’t given up hope that their city can and will recover. They’ve fought passionately to be heard by the governor, the state, and the CSU Chancellor’s Office to be considered as the location for the 24th CSU campus. Their hope, and our studio’s, is to create a CSU Stockton that will catalyze Stockton’s economic and community recovery.

Historical Before the arrival of Europeans, the Stockton area was inhabited by the Yatchicumne Indians, who built earthen mounds beneath their homes and villages in anticipation of the region’s regular floods. They and other Native American tribes fished the Delta’s many waterways and partook in some crop cultivation until, between 1850 and 1900, the United States government genocidally wiped out at least 93% of their population. In the early 1840s, Captain Charles Weber acquired the land grant from Mexico which would later become the city of Stockton. By 1849, the California gold rush was in full swing and Weber decided to lay a town on his land. He named it after Navy Commodore Robert Stockton, making it the first city in California to be named a non-Spanish and non-Native American name. During the gold rush, Stockton served as a supply point and transportation hub for gold miners, and attracted many Chinese and Japanese immigrants seeking work in gold mines and on railroads. Its proximity to the Delta and San Joaquin River made it accessible to ocean-faring ships, and its port naturally became what is now San Joaquin County’s center for agricultural trade. In 1904, Benjamin Holt laid the first track of Stockton farmland land using his new invention, the Caterpillar Tractor. The moist soil, rich in sediment from the Delta, and the ready availability of Delta water made Stockton a prime location for agriculture. In 1912, the first Sikh temple was built in Stockton. The city has continued to be known for its agriculture and diversity into the present day.

Benjamin Holt House built 1869

Weber Primary School built 1873

Nippon Hospital built 1919

Cultural Stockton’s agricultural heritage and diverse population have massive influence on the city’s culture. Farmer’s markets occur all over town, most days of the week, and are very popular. As with many other American ag towns, Stockton’s San Joaquin County Fair is a popular annual tradition, as are its many wine, beer and food festivals (including, of course, the San Joaquin Asparagus Festival and the Ripon Almond Blossom Festival). Foodies from all over the state enjoy these local events, as well as innumerous farm-to-table restaurants, wineries, breweries, and farm stands. Community members in Stockton are proud of their ethnic heritage. The number of annual cultural events are too many to list here, but to give you a taste, Stockton annually hosts: a Cambodian New Year Celebration, Sikh Temple Parade, Cinco de Mayo Family Festival, Jewish Food Fair, Pride Festival, Community Pow Wow, Black Family Day Culture Fest, Filipino Barrio Fiesta, Greek Festival, Peruvian Independence Day Festival, Hmong New Year Celebration, Diwali Celebration, Chinese New Year Celebration, and Buddhist Temple Japanese Food Festival & Bon Odori. Stockton is also home to three well-known minor league sports teams - the Stockton Heat, the Stockton Kings, and the Stockton Ports - and is home to the oldest NASCAR racetrack west of the Mississippi. Its University of the Pacific organizes an annual Rowing Regatta on the Delta for Junior, Collegiate and Master Level Rowers and Scullers, and the Downtown Stockton Alliance annually organizes the Bob McMillen Memorial Fishing Tournament, Catfish Derby, and Trout Bout. The city has an active arts community, and houses at least 10 visual arts museums. The Stockton Symphony is the third-oldest professional orchestra in California (after the San Francisco Symphony and the L.A. Philharmonic) and was founded in 1926. University of the Pacific has a well-regarded music conservatory which houses the Dave Brubeck Institute, named for the famous jazz pianist. San Joaquin’s Delta College has a growing jazz music program as well. Another significant component of Stockton’s cultural identity is one that it hopes to change: its current infamy for being a dangerous city. While the 2016 U.S. average rate of violent crime was 383 per 100,000 people, Stockton’s was 1,415 per 100,000 people. This number has been decreasing as Stockton’s economy continues to recover, but the city is still working to remove its branded image as a dangerous place. 5

Geographic The Central Valley lies directly between the Sierra Nevada mountain range and the Coast mountain ranges. This geographic arrangement impacts the region’s climate. Whereas the climate on the coast is regulated by the ocean, and the Sierras experience heavy rain and snow, Stockton’s location behind the Coast Mountain Ranges situates it in a rainshadow, and its distance from the Pacific negates any of its effect on temperature regulation. In other words, the Central Valley’s, and therefore Stockton’s, geography creates a dry condition prone to large swings in temperature. Climatic Stockton is located at 37.9577° N, 121.2908° W. It has a Mediterranean climate, with hot, dry summers and mild, wet winters. The prevailing wind comes from the west and northwest. Average high temperatures during the summer are in the high 80’s to low 90’s, and during the winter range from high 50’s to low 60’s. The highest recorded temperature in Stockton is 115 degrees Fahrenheit, and the lowest is 17 degrees Fahrenheit. During the winter, a phenomenon called tule fog is common. Tule fog is a thick, low-hanging fog characteristic of the San Joaquin and Sacramento valleys after the first rain of the season. It’s been known to cause traffic accidents on the I-5 and HWY 99 by creating low-visibility conditions, but typically burns off by the afternoon. Ecological Though the Delta is not massive enough to regulate the temperature around Stockton, it is expansive enough to have consequential impact on the region’s ecology and overall character. The Delta is home to many species, including the Tiger Salamander, Western Pond Turtle, Pied-Billed Grebe, Tule Reed, Fremont Cottonwood, and Blue Elderberry. All of these organisms are dependent on the waterways and moist soil conditions that the Delta provides. The Delta is responsible for some of the characteristic tule fog of the Stockton area, named after the tule reeds that line the Delta. It is also responsible for Stockton’s agricultural success, since the region would otherwise be too dry and nutrient-poor for crop cultivation. This success has its cost. While the Delta brings nutrient-rich sediment into the area, it also takes fertilizer-rich runoff out of the area, which has its own environmental consequences. Modern agriculture has shaped the ecology of the area to a large extent. 6

Demographic As mentioned earlier, Stockton is a diverse and growing city. 25.7% of Stockton’s population was born outside of the US, and the population holding U.S. citizenship accounts for 86.8%. Its largest industry is agriculture, which is incidentally one of the lowest-paying industries in the area. 22.4% of the population is under the poverty line, and young women and male children are the hardest hit. Because the city’s economy is still recovering from its bankruptcy in 2012, most of the working population commutes. There is very limited public transportation, so those who find work in Sacramento or the Bay Area (around 11%) are committed to at least 3 hours of driving a day. The median household income is $54,279, and the rate of home ownership is 44%. San Joaquin County is a Republican-leaning swing county, and Stockton tends to be slightly more Republican-leaning than the surrounding area. Women make up the majority of the college-educated population, and tend to study in the fields of Liberal Arts and Social Studies. The major colleges in Stockton are San Joaquin Delta College, with 17,531 students and 5,991 FTS; University of the Pacific, with 4,921 students and 4498 FTS; and Teacher’s College of San Joaquin. The rate of crime in Stockton has been over double the national average, and nearly double the California average, since 2000. There are only 1.7 law enforcement personnel per 1,000 people in Stockton, while the national average is 3.3, and the chances of being a victim of violent crime is 1 in 72 (1 in 27 for property crime). Our studio researched deeper into crime statistics to understand why Stockton is so hard hit, and found many explanations. Social consequences for criminal behavior are worse when people have stronger social ties, and family disintegration is linked to increased crime rates. Adults have a lower propensity for crime, while younger people are more likely to exhibit rule- breaking behavior. Young people with weaker family relationships have closer ties to their friends, who are also more likely to promote criminal behavior. It is likely that much of the crime in Stockton is committed by young people with few other academic or recreational opportunities.

STOCKTON DEMOGRAPHICS POPULATION: 311,189

RACE AND ETHNICITY BY NEIGHBORHOOD HISPANIC OR LATINO

22.4%

BELOW THE POVERTY LINE

LARGEST DEMOGRAPHICS IN POVERTY - FEMALES AGED 25-34 - FEMALES AGED 18-24 - MALES AGED 6-11

ASIAN

WHITE

RACIAL DEMOGRAPHICS IN POVERTY - HISPANIC OR LATINO - WHITE - ASIAN

RACIAL DEMOGRAPHICS 40.7% HISPANIC OR LATINO 21.5% WHITE 21.8% ASIAN 11.5% BLACK 3.3% MIXED 1.2% OTHER

BLACK

65 and over

11.8%

under 5

7.7%

5-17 years

55-64 years

20.3%

10.6%

MIXED

35-54 years

18-24 years

23.9%

11.0% 25-34 years

14.8% LEEANN SCHMUTZ AND RINA FUJITA | STACEY WHITE | ARCH 352 | WINTER 2020

Economic Stockton is an ag town. Agriculture provides jobs for nearly 80,000 of the city’s 325,100 documented working people, as well as hundreds or thousands of undocumented workers. Stockton’s “nonfarm” labor force provides jobs for 245,700 people, the largest industries being Trade, Transportation, Utilities, Government, Education, and Healthcare. Lack of accessible higher education contributes to the unemployment problem in Stockton, both because residents aren’t able to apply to jobs that require a college degree, and because industries seeking college graduates don’t invest resources in Stockton. Most job openings for people without a 4-year degree are for laborers, personal care aides, and cashiers, and the fastest growing occupations are bill and account collectors, personal care aides, and preschool teachers. There are many more opportunities available in the education and healthcare industries for those who have a bachelor’s or master’s degree, but the average unemployment rate remains at 6.2%. Stockton is classified as an area of persistent unemployment by the Bureau of Labor Statistics. One third of Stockton’s factory employment is in the highly seasonal food processing industry. This seasonal availability of work contributes to regular rates of unemployment in the area. Other major manufacturing industries include paper, lumber and wood products, machinery, and transportation equipment. Because Stockton’s economy is underdeveloped, and job availability is poor, many people commute long distances to work in Sacramento, San Francisco, and San Jose. This dispersal of Stockton’s labor force also has negative implications for the city’s economy, since neither employees nor companies are able to invest in business there.

3 Higher Education

The Situation In 1960, a California resident could attend one semester at the University of California for $500 in today’s currency. In 1960, California signed into law the Donahoe Higher Education Act, a master plan for higher education wherein UC’s were anticipated to serve the top eighth of high school graduates, CSU’s the top third, and community colleges, all. The state’s goal was broad access by all Californians to affordable higher education. A lot has changed since then. In the last 40 years, the price of tuition at California State Universities has increased, adjusted for inflation, by 15 times. In 2008 alone, undergraduate tuition at UCs increased by nearly 30%. California’s master plan for higher education, by its own metrics, has failed. Today public universities are too expensive for many to afford, if they even have physical access to one. With California’s population increasing at a rate of over 270,000 people per year (taking emigration into account), the state is facing an education crisis.

In response, the California Legislature recently funded a $4 million study to determine if, and where, a new CSU campus for 8,000 students could be built. While the options to increase weekend, summer, or online course offerings and expand existing CSU campuses are also being considered, several factors make the construction of a new CSU appealing. Firstly, it would be a huge economic driver in the community it inhabits. Secondly, if located thoughtfully, it could improve higher education access to thousands of students living in rural communities. And thirdly, it could heal the identity of a struggling community by helping it start a new narrative.

Equity for Rural Students The state’s new CSU feasibility study indicates that it will “seek to find the least costly solution to most quickly deliver education to drive economic development and recovery” and will consider the “anticipated benefits to local schools, regional economy and students across the state”. Its greatest opportunity to do this is in rural areas, where students are barred from attending universities by distance, cost, and lack of mentorship. Those who have never visited a university, or known someone in attendance, are at an added disadvantage since, as Milbrey McLaughlin once wrote, “You can’t be what you can’t see”. The mere presence of a university in these rural areas is destined to attract local students, because it makes college a tangible part of their community. In addition these rural regions boast lower property values, which likely make them the “least costly solution” for the state.

Economic Impact Universities have a positive and measured impact on the economy. They act as employers, investors, business incubators, and industry partners. While the upfront cost of creating these universities is high, their return on investment is outstandingly high. As major employers, universities are the largest employers in two-thirds of America’s 100 largest cities. Nation-wide, they employ 3.98 million people, or more than 2.5 percent of the population. As cultivators of entrepreneurship, they allocate facilities, technology, and research that serve both small and large businesses. Moreover, those who attend college are twice as likely to own a small business than those with just a high school education. As places for innovation, universities produce 9 out of 10 patent holders in the U.S., thousands of new inventions, and contribute billions of dollars to the national GDP annually. Universities also grow the economy by creating a more educated labor market, which in turn drives up wages. When the number of college graduates increases one percent within a region, overall wages of high school grads increase by 1.6%. As seen in the graph to the right, an increase in a state’s population of people with bachelor’s degrees is directly proportional to a state’s median income. Overall, the presence of universities are positively and decidedly associated with economic growth which extends to the university town’s neighbouring regions.

4 Vision + Goals Defining the Problem Stockton’s major issues stem from its poor economy and lack of access to education, which has created a cyclic lack of community and opportunity for young people. This deficit diminishes young people’s interest and participation in school, inhibits their desire and ability to pursue higher education, and likely increases criminal activity. Ultimately, this limits Stockton’s ability to improve economically, build community, and provide opportunities. Stockton is suffering from a government-inflicted cycle of poverty which could continue indefinitely without outside intervention. The presence of a CSU Stockton would contribute to the social and economic growth of the city by providing opportunities and resources to this underserved population. What Stockton needs is a plan for community resilience. Need and Political Will The people of Stockton can speak for themselves: “We need to build Stockton as a community that you don’t have to flee from. You can stay right here, get educated, and give back.” - Michael Tubbs, Mayor of Stockton “In the city of Stockton, the state has given us four prisons… We know that we have an established pathway to prison. That’s what we want to change. Close a prison, open a university.” - Susan Eggman, Stockton State Assemblywoman “A campus near downtown would completely change the economic future of this city.” - Paula Sheil, Professor at San Joaquin Delta College “Honestly, if Stockton had a good CSU, I think it would be highly beneficial to not only myself but the residents as well… I feel like people who attend our local community college, San Joaquin Delta College, often feel stuck and left with a few variety of schools to transfer to.” - Alyssa Gonzales, Student at Sacramento State University “I chose Sac State because it was close and affordable. If there was a CSU Stockton, I would probably go there because of its proximity to my life.” - Izaac Ochoa, Sacramento State Student “Given the fact that we are one of the least educated communities in the U.S… I think that is an equity issue. We need an investment in higher education.” - Lange Luntao, Board Trustee of Stockton Unified School District

“...It’s not the economy… It’s the uneducated, un- skilled, unwitting workforce and electorate… If the city had a deep bench of educated leaders and educated voters, we’d have better policy and smarter urbanism. Not to mention the better jobs. Not just high-wage employers moving in, but organic start-ups, entrepreneurialism, inventors winning new patents and making improvements to ag technology and who knows what else. More prosperity, less poverty, lower crime. Higher earnings and savvy also translating into increased political muscle. And a city that refreshes itself with youth who stay and enliven the scene instead of seeking education and prospects elsewhere.” - unknown

Vision for Resilience Stockton’s vision is a CSU that will build the city’s social, economic, and physical resilience. According to the U.S. Department of Health, Community Resilience is “the ability of a community to use its assets to improve the community’s physical, behavioral, and social health to withstand, adapt to, and recover from adversity.” The people of Stockton hope that a public four-year university will become one of those assets, and that it will help them heal their community. CSU Stockton will boost the city’s financial resilience by injecting funds, jobs, research, and innovative capital into its economy. It will build social resilience by giving locals an accessible path to higher education, inspiring and empowering them to better themselves and their community. Stockton also hopes to build its physical resilience with an environmentally sustainable campus that is restorative, healthy, and self-reliant.

Goals 1. Use the university as an economic catalyst for the community. 2. Strengthen an sense of integrated community, on and off-campus. 3. Provide opportunities in the community for upward mobility. 4. Provide transportation that allows for easy pedestrian and bike movement in and between the campus and surrounding community. 5. Promote a student experience that stimulates social, personal, and academic growth. 6. Shape a campus that is considerate of social spaces, site conditions, and integrated building relationships.

5 Campus Master Plan

Learning From Others Nolli Maps: Since it was determined that a university would build community resilience in Stockton, our studio used Nolli Maps to study the scale and organization of successful college campuses around the country. These maps are a valuable tool in understanding the higher-level logic of a campus plan. From the nollies, we were able to study building adjacencies, interstitial space, circulation, and community threshold to determine what might be successful on the new Stockton campus. Building adjacencies can be used differently to accomplish different goals. For example, buildings arranged around a shared courtyard are likely to encourage gatherings and collaboration, as seen in Cal Poly’s campus plan. Interstitial space, or the space between buildings, can either be expanded to encourage gatherings and lounging or contracted to discourage them. U.C. Santa Cruz’s campus, with its expansive campus plan, is known for its inviting open space. Circulation too can completely change the feel of a campus. U.C. Santa Cruz’s organic pedestrian paths, University of Washington’s grand central axis, and Cornell University’s strict grid layout are essential to each of these colleges’ unique character. Similarly, a campus’s threshold to its surrounding context influences its entry sequence, user experience inside the campus, and its ability to interact with the outside community. Whereas San Jose State has a strong connection to its urban context via its intermediary public library, Stanford University is completely cut off from the surrounding world.

UNIVERSITY OF WASHINGTON

47000 FTS , RESIDENTIAL, PUBLIC

I really appreciate the layout of this campus and believe it is ideal because it presents a clear navigational route. The three major axes have mass and buildings aligned to it. Additionally the axes all intersect at a common gathering place and are parallel to waterfront views. This makes a walk from class to class not only an easy one, but a delightful experience. A common place of intersection offer opportunity for connection and community.

DUKE UNIVERSITY

11000 FTS, RESIDENTIAL, PRIVATE

Duke’s campus does a great job of separating each of the different functions of the building along a central circulation path. The housing, dining, and classrooms are all along a familiar route that is always an equal distance away from the center of campus making for ease of access. Major buildings are grouped according to function and the campus is surrounded by plenty of green space and less vehicular traffic.

UNIVERSITY OF CALIFORNIA, SANTA CRUZ

19000 FTS, PUBLIC

UC Santa Cruz’ coastal forest site gives the campus a peaceful, isolated atmosphere that is still easily connected to town commerce centers by bike or public transport. Natural trail paths throughout campus keep students close with their natural surroundings that provide fresh air and tranquil surroundings between classes.

CALIFORNIA POLYTECHNIC STATE UNIVERSITY 20000 FTS, RESIDENTIAL, PUBLIC

CORNELL UNIVERSITY

Cal Poly has the right mix of building density and greenspace to provide students with outdoor experiences between every class, and provide pleasant, calming views from nearly every learning space. There are plenty of social gathering spaces and food spread across campus that constantly connect students of all studies and keep them supported and fueled on a walkable scale.

Cornell University’s campus is organized into “quads”, each of which houses the buildings for a particular discipline of study (arts, life sciences, agriculture, etc.) This makes for easy pedestrian circulation and wayfinding. However, it may inhibit interaction between students in different fields of study.

STANFORD UNIVERSITY

SYRACUSE UNIVERSITY

16000 FTS, PRIVATE

18000 FTS, PRIVATE

15000 FTS, PRIVATE

Stanford’s campus is based on the idea of the quadrangle, with three interlocking courtyards making up the center of the campus. However as the campus grew in size they made it a point to keep throughways of site to the center to make appropriate green space and circulation corridors. Currently the campus centers primary function buildings such as administration and classrooms in the central area and more specialized function on the outside.

Syracuse University is organized on a very defined grid, and buildings are numerically ordered from North to South. The campus center has open space and wandering walking paths directly in front of the College of Arts and Sciences, a beautiful old ivy-covered building surrounded by trees and lawns. This area likely encourages students to congregate there, weather allowing.

UNIVERSITY OF OREGON

UNIVERSITY OF VERMONT

19000 FTS, PUBLIC

University of Oregon lies in a gorgeous forested area that calms students constant natural exposure. Buildings are dense with many open greenspaces in between which allow for abundant natural lighting and views that have a positive effect on student morale. The many open areas also provide for social areas and recreational activities that keep students connected, involved, and active.

12000 FTS, PUBLIC

The University of Vermont is an old campus with traditional brick buildings and ample green space. Newer additions to the campus are carefully designed to maintain the school’s classic aesthetic. All academic/classroom buildings are located centrally in a large, loose grid along with the library and bookstore, keeping the campus population concentrated in this region. Dorms/apartments are located on a grid adjacent to the academic buildings’ grid, and the gyms and stadium on another grid adjacent to that.

First Attempt CSU Chula Vista Because the CSU Chancellorâ&#x20AC;&#x2122;s office is considering more than one location for the 24th CSU campus, our studio did the same. Studio-wide, we researched and designed schematic campus master plans for a CSU in Concord, San Mateo, Palm Desert, and Chula Vista in small teams. I worked on the team in charge of developing a concept for Chula Vista, and the following are our findings:

CHULA VISTA ASSET MA P

NI K I B L I N O V | R I N A F U J ITA | G ABRIEL L E W ERST | E LI ZABETH REED U n e m p l oyment : 6.1% P o p ul at i on: 271,653 Me d i an Ag e: 34.6 P o v e r t y R at e: 12.3% Av e r ag e Income: $86,082

2 O R M O R E R ACES 2.8 % BLACK/ AFR I CAN AM E R I C A N 3%

D o m i nant Ser vi ces : - O ff i c e and Ad mi ni s t r at i ve S u ppo r t - S a l e s and R el at ed - Ma nag ement

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

WHITE 1 6 .3 %

In Chul a V i s t a, t h e c i t y e n c o u r a g e s t o b i ke . T h e re a re m a n y bik e way s i n t h e c i t y. Th e p u r pl e i n d i ca t e t h e b i ke p a t h s whic h i s s e p ar at e d f ro m v e h ic u l a r t r a ffi c a n d t h e y a re co n nec ted w it h b i k e l an e s o n t h e st re e t . There are t wo p u b l i c t r an s p o r t a t i o n s ys t e m s , t h e b u s a n d t h e trol ley. Th e re i s a b u s t h at r u n s cl o s e t o t h e ca m p u s . T h i s route l at e r c o n n e c t s wi t h o t h e r b u s a n d t ro l l e y ro u t e t h a t goes aro u n d t h e c it y.

C H U L A V I S TA A SIA N 1 6 .3 %

HISPA N IC/LATIN O 6 1 .3 %

Demographic s

P R OP OS E D CAMPUS SITE ( 375 A c re )

Otay Water Treatment Plant

4 mi l e s t o U S / M E XI C O bo rde r

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

0 mi

US /M EX IC

1 mi

2 mi

O Bo rd er

5 mi

CSU Chula Vista - Campus Section

CSU Chula Vista - Physical Model

CSU Chula Vista - Initial Master Plan Concept

university of New Hampshire - 15,398 fts university of washington - 44,005 fts university of california San Diego - 29,110 fts Portland State University - 27,229 fts

CALIFORNIA STATE UNIVERSITY

CHULA VISTA NIKI BLINOV - RINA FUJITA - LIZZIE REED - GABRIELLE WERST

1”=300’

ARCH 352-05 - STACEY WHITE - WINTER 2020

PLA N VIE W

Native Spe

Otay Tarplan

Light Footed Humidity Ratio (lb water/lb air) 457.00

Western Sno

Least Bell’s V

Burrowing O

411.30 365.60 319.90 274.20 228.50 182.80 137.10 91.40 45.70 0.00

Operative Temperature

Psychrometric Chart W ind Rose

Aerial site plan

climate

Sun Path Diagram - Latitude: 32.583

Chula Vista has comfortable temperatures and low humidity.

History

3000 B.C.: Yuman 1542: Juan Rodri land grant, Ranch 1888 Sweetwater time. (1913-1916 1910s: kelp proc 1940s: Rohr Airc Pearl Harbor. City would never 1985: Chula Vista of Interstate 805 housing develop 2013: Forbes cal Being in close pr Vista.

Campus Visits: The Future University Studio visited three college campuses during our research on higher education: San Jose State University, Stanford University, and CSU Stanislaus’s satellite campus in Stockton. The latter would later be considered as the new site for CSU Stockton. Each campus has unique contextual and social conditions, and each was successful in accomplishing at least one of our goals for CSU Stockton. We toured San Jose State University first, which serves roughly 30,000 students in a busy, urban setting. This college is considered a commuter college, and very affordable for a 4-year university in California. It’s home to an eight-story library built in collaboration between the City of San Jose and San Jose State University. At the time of its completion, it was the only library in the United States to be shared by a major university and major city, and it pushed the envelope on how universities and their buildings could integrate with their surrounding community. The story of this building was a great takeaway from our trip, because one of our goals was to enforce connection between Stockton and its new CSU. San Jose State was also a great example of a vertically developed university, which is significant since vertical construction is often associated with environmental sustainability. Next, we toured Stanford University. As one of the most selective universities in California and the U.S., it had a very different social climate from San Jose State. It serves roughly 17,000 students at a significantly higher cost, and appears to have invested much of that into the campus’s infrastructure. It is immaculate and quiet, and very physically separated from the rest of the town of Stanford. For lack of better wording, the campus felt sacred and exclusive. The green spaces were vast and empty, and the pathways swelled periodically with the fast and orderly passage of students between classes, like a slow cycle of tides. The architectural homogeneity of the campus was successful in maintaining a consistent student experience, and was very aesthetically satisfying. Our largest takeaway was an understanding that this peaceful, holy atmosphere comes at the price of isolation. Lastly, we visited the proposed site of CSU Stockton: a satellite campus of CSU Stanislaus, located in the city of Stockton. This campus would obviously be re-designed in the weeks to come, but it had many of the attributes we were looking for. It already houses some academic facilities and infrastructure; it’s centrally located in the city, and adjacent to Stockton’s downtown area; and it’s close to transportation and medical facilities, as well as high schools. These adjacencies provide opportunities for the future university to interface with the community of Stockton, and the potential to implement several methods of sustainable, carfree transportation. With these lessons in mind, our studio was able to make an informed leap into our first attempt at campus master planning. 19

Stanford University

Future CSU Stockton

San Jose State University Library

Attributes of an Ideal Campus: PLANNING FOR CONNECTION

Large economic and employment boost from placement of a college campus

JOEL FOSTER - RINA FUJITA - CLAIRE HOHIMER - ELIZABETH REED ARCH 352-05 - GROUP 2 - WINTER 2020

“Town-grown” relations are key to success of college towns and the students within the colleges.

Group collaboration is growing as one of the most important skills to have when trying to get a job.

When a college and its town work together to create a positive for the students they will have a better chance of success.

COMMUNITY COLLABORATION

THRESHOLD

Working together allows us to go further on anything, and gives us the ability to answer more complex questions.

Some colleges break this classic form of a threshold and directly integrate the campus with the city; like SDSU and NYU SASAKI ASSOCIATES

Sports stadiums are meant to be used by not only the college students but the surrounding community.

INTEGRATION IDEAL CAMPUS HOK

PROGRAM Outdoor spaces with lawns, benches, and work surfaces are as important to learning as classrooms, labs, and libraries.

HOK’s Philadelphia Masjid for the Sacred Places/Civic Spaces design challenge project transformed a 100-year-old school building into an urban campus that supports faith, humanitarian and community initiatives. They activated underutilized space to strengthen communities.

SUSTAINABILITY

ACCESSIBILITY/ CIRCULATION

HOK

STUDENT FOCUS

Pedestrian, bicycle, and bus transportation should be accessible to students both on-campus and between campus and the neighboring community. SASAKI ASSOCIATES

Spaces between the buildings should be effectively utilized to maximize space for circulation and gathering.

LONGEVITY

ASG

It is important to accommodate for all students and their different needs. There should be spaces where all students can relax/socialize.

School designs should promote good study habits/academic success, equality for students, and a social experience. Architects should collaborate with faculty and students.

HOK’s LG Science Park in Korea integrates sustainability and durable materials as design drivers such as rainwater harvesting systems and high performance cladding. This creates a healthy space for users to inhabit, in a wholistially sustainable campus rather than a few select buildings.

Designing for future social, technical or climatic changes, ASG’s The Helmar and Enole Nielsen Center for Visual Arts reflects Eckerd’s motto of “think outside” and accommodates the school’s vision for an open and flexible 21st century art school.

Final Product - CSU Stockton In Progress

Final Master Plan

6 The Built Environment

Potential Projects Our studio developed the following list of buildings to be designed on the future university campus: Academic: Artificial Intelligence Center Academic: Climate Science and Global Understanding Academic: Data Science and Visualization Academic: Urban Agriculture Health Clinic and Research Center Performing Arts Center Student Housing Transit Center University Commons Wellness and Recreation Center

First Attempt - Student Housing Project Goals Student success benefits families, universities, and communities as much as it benefits individual students. However, helping each student stay academically successful is challenging as each student has unique needs. Those whose personal situation varies drastically from a “traditional” college student’s often receive less support from their universities because those universities weren’t designed for them. As a result of our culturally reinforced assumptions, many of our current college campuses are designed in such a way to exclude students who don’t fit within a very narrow definition. Most campus facilities, especially housing, are designed for college students who are young, single, non-parents. This type of housing can discourage or even prevent students with children from achieving the same levels of academic success enjoyed by their non-parent classmates, but these students often need the most support. They have responsibilities and priorities outside of the classroom that are just as important, or more important, than their degrees. They have different food, housing, and scheduling needs than students without children. Chulita Residence Hall will support student parents by giving them a place to live, on campus, that lets them balance the two most important things in their lives: their education and their kids. The building will house apartment-style units for students and their families, communal kitchen and lounge space, and a full-service child care center for residents, staff, and other members of the CSU Chula community. Chulita will help student parents feel like an important part of their school community, and promote their academic, social, and personal growth. Ideally, the project will be an early step in normalizing non-traditional routes through our education system and create a sense of belonging for all students on campus. Learning From Others

Programming

Massing

Chulita Residence Hall

Second Floor Plan

Site Plan

Experiential Vignettes

Residential Unit - Third Floor

Childcare Center - Second Floor

Chulita Residence Hall - N/S Building Section

Final Attempt - Performing Arts Center Project Goals Many of Stockton’s major issues stem from a lack of community and opportunity for young people. This deficiency likely increases crime committed by youth who have no other outlets, diminishes their interest and participation in school, and gets in the way of their desire and ability to pursue higher education and contribute to the economic growth of the city. Our goal is to create a building that: gives Stockton’s youth the exposure, role models, and experiences that they’re currently lacking; provides a space for Stockton’s existing artists to showcase their work and inspire future artists, and brings Stockton’s broader community together. What jobs are we preparing people for? All jobs, but more specifically jobs in Stockton. Creating spaces where we can engage the young people of Stockton’s community (not just college-aged, but high schoolers and middle schoolers too) will motivate and inspire them to pursue higher education and their future dream careers. Ideally this building will encourage students to pursue jobs in the local art community. To inspire a new generation of Stockton artists, we can incorporate gallery and exhibition space for local artists and performers to share their work. How do people learn how to do that? Youth in Stockton lack role models and are often limited in career paths because they aren’t exposed to all the different possibilities. This is especially true in the creative fields. The different program in this building will serve to engage the youth of Stockton, and motivate them to “be what they see”. What specifically is the role of this building? This building’s various programs will help foster community within Stockton. The grand theater will be a place for local performers to share their art, and a place for the people of Stockton to gather as a community. The gallery space will serve as a multi-use area for events like art galleries and career fairs. The Community Center will provide an area for college students, high schoolers, and middle schoolers to interact and build community and job skills together, and a space for hosting youth social events. The outdoor amphitheater will take advantage of the good weather of Stockton and provide flexibility for different event types. How does this building relate to others within the campus or the broader context? The Performing Arts Center will be a threshold between the community and the campus. It will also be a place for students across different age groups and majors to come together. How do we solve for the idea of “you can’t be what you can’t see?” Inspiring high school students in Stockton to go to college requires visual and social reinforcement. This building will be a place for high schoolers to gather and interact with college students, exposing them to the specifics of different majors and career paths. This will make majors in the creative field, and all fields, more visible and accessible to young people in Stockton who may have a passion for them, but not yet know.

Learning From Others

Programmatic Design

Types of Theater

Thrust Stage

Proscenium Stage

Arena Stage

Continental Seating

Multiple Aisle Seating

Flexible Black Box Stage

Conceptual Design Site Plan

First Floor Plan

Conceptual Vignette - Exterior from NW

Conceptual Vignette - Community Center

Conceptual Vignette - Theater Interior

Conceptual Vignette - Ampitheater

Schematic Design

Exterior Render - SE Entry

Building Plans

Interior Render - Community Center

Air Based HVAC System - Air Handling Unites

PV Solar Panels on the roof

Stack Ventilation System

Glulam Arch System with 36â&#x20AC;? Depth

Cross Ventilation

Summer Solstice - 79 degrees

Winter Solstice - 32 degrees

6 2

N/S Section - Main Theater

E/W Section - Community Center

Design Development Energy and Lighting Analysis

Final Design Proposal

Exterior Renders - North Facade (above) and South Facade (below)

Final Campus Master Plan

Site Plan 53

Program Diagram

North Elevation

North Lobby Entrance

Second Floor Patio Bar 56

First Floor Lobby

First Floor Community Center 57

Second Floor Patio Bar

Virtual Reality Renders Scanning the QR codes on these renders will allow you to take a 360-degree tour of each designed space. Simply open your smartphone camera, follow the link to enscape3D.com, and allow access to your phoneâ&#x20AC;&#x2122;s motion sensors.

Integrated Wall Section

7 In Reflection

Whether by providing people with access to resources or separating them from opportunities, architecture provides us with an opportunity to impact peopleâ&#x20AC;&#x2122;s lives forever. Up to this point, Stockton has been neglected by the state of California. Its educational and economic opportunities are dwindling to the point of non-existence for the majority of its citizens. Stockton is quite literally surrounded by prisons, and schools are scarce. A CSU Stockton would shift that narrative, providing students with a shelter from the communityâ&#x20AC;&#x2122;s rampant crime, and with opportunities to improve their community and lives. Endless doors could be opened to underserved people in California, and in Stockton, if they were given the access to higher education they so desperately need. CSU Stockton represents the change architecture can bring to struggling communities and the world. If we learn to serve those who are struggling, and give them a way to break out of the systemic cycles theyâ&#x20AC;&#x2122;re trapped in we can heal their suffering, and just perhaps, they can return the favor.

8 Bibliography Written Source Credits Chapter One 1. Design Like You Give a Damn, Cameron Sinclair 2. Rural Studio and the Architecture of Decency, Andrea Oppenheimer Dean 3. Bjarke Ingels On The Future of Architecture, Marc Cenedella 4. Request For Qualifications/Request For Proposal for Research And Planning Services: CSU Enrollment Demand, Capacity Assessment, and Cost Analysis for Campus Sites, Elvyra F. San Juan, Assistant Vice Chancellor of the California State University System Chapter Two 1. https://www.visitstockton.org/about-us/ 2. https://pubs.usgs.gov/fs/2000/fs00500/pdf/fs00500.pdf 3. http://www.personal.psu.edu/juw200/blogs/meteorology_410/ climatology-for-stockton-california.html#:~:text=This%20annual%20wind%20rose%20for,direction%20is%20westerly%20 and%20northwesterly. 4. https://snrs.ucmerced.edu/sites/snrs.ucmerced.edu/files/styles/ large/public/page/images/orographic_sn_4_clip2_withcaption. jpg?itok=6lzVu1ZC 5. https://en.wikipedia.org/wiki/Stockton,_California 6. https://en.wikipedia.org/wiki/San_Joaquin_Valley 7. https://en.wikipedia.org/wiki/Sacramento%E2%80%93San_Joaquin_River_Delta 8. https://en.wikipedia.org/wiki/Tule_fog Chapter Three 1. https://agb.org/guardians-campaign/higher-education-contributes-to-a-strong-economy/ 2. https://www.jstor.org/stable/4201060?seq=2#metadata_info_ tab_contents 3. https://hef.jfiresearch.org/geography-of-higher-education/ 4. https://statehornet.com/2019/01/csu-stockton-campus/ 5. https://edsource.org/2019/california-considers-building-new-csu-campus/621270 6. https://californiaglobe.com/section-2/the-search-continues-for-a-new-california-state-university-campus/ 7. https://hechingerreport.org/is-california-saving-higher-education/ 8. https://www.sciencedirect.com/science/article/pii/ S0272775718300414 65

9. https://calmatters.org/commentary/equity-in-higher-education-essential-for-californias-strong-economic-recovery/ 10. https://www.calstate.edu/impact/state/economy.html Chapter Four 1. https://www.phe.gov/Preparedness/planning/abc/Pages/community-resilience.aspx 2. https://www.sacbee.com/opinion/op-ed/soapbox/article171419792.html 3. https://calmatters.org/economy/2018/08/how-a-cal-state-campus-would-help-stockton-comeback/ Chapter Five 1. https://www.cnu.org/publicsquare/2017/01/19/nolli-map-tool-small-developers 2. https://www.chulavistaca.gov/residents/transportation 3. https://www.sdmts.com/schedules-real-time/maps-and-routes 4. https://www.usbr.gov/projects/index.php?id=389 5. http://www.usa.com/chula-vista-ca-air-quality.htm 6. https://www.chulavistaca.gov/residents/about-chula-vista/history 7. http://sunnycv.com/history/exhibits/otayranch.html 8. https://www.sandiegouniontribune.com/communities/ south-county/sd-se-chula-vista-university-20180523-story.html 9. https://www.sandiegouniontribune.com/communities/ south-county/sd-se-saint-katherine-20180130-story.html 10. https://www.chulavistaca.gov/residents/about-chula-vista/history 11. https://datausa.io/profile/geo/chula-vista-ca/ 12. https://www.sandiegocounty.gov/content/sdc/pds/mscp/biology. html 13. https://www.sandiegocounty.gov/content/dam/sdc/pds/mscp/ docs/SCMSCP/FinalMSCPProgramPlan.pdf 14. https://www.inaturalist.org/places/san-diego-county#establishment_means=&taxon=1&threatened=1 15. https://www.chulavistaca.gov/Home/ShowDocument?id=8653 Chapter Six 1. https://www.archdaily.com/474237/tietgen-dormitory-lundgaard-and-tranberg-architects 2. https://www.archdaily.com/927467/independence-library-and-apartments-john-ronan-architects

Image Credits Chapter One 1. https://www.visitstockton.org/blog/things-you-probably-did2. nt-know-about-stockton-california/ https://blogs.elon.edu/innovationstudio/design-thinking-and-social-innovation-overview/ Chapter Two 1. https://www.portofstockton.com/ 2. https://www.visitstockton.org/things-to-do/?page=21&gclid=cpr7_6av-bwcfydfmgodploalw&page=21 3. https://www.hcn.org/issues/42.22/californias-tangled-water-politics 4. “Benjamin Holt House”, Michael Aivaliotis 5. “Weber Primary School”, Gene Wright 6. https://noehill.com/sanjoaquin/nat1978000762.asp 7. https://www.visitstockton.org/events/annual-events/ 8. https://water.ca.gov/Programs/Bay-Delta 9. https://www.bls.gov/oes/2018/may/oes_44700.htm 10. https://www.recordnet.com/news/20190126/stockton-filmmakers-documentary-tells-story-of-farmworkers-resilience Chapter Three 1. https://edsource.org/2019/california-considers-building-new-csu-campus/621270 2. https://www.calstate.edu/impact/state/economy.html Chapter Four 1. https://pipertrust.org/nonprofit-support/advancing-community-resilience/cr-venndiagram/ 2. https://blog.higherlogic.com/2016/02/02/how-to-set-smart-onlinecommunity-goals Chapter Six 1. https://www.arch2o.com/theater-design-basic-rules/ 2. https://www.archdaily.com/474237/tietgen-dormitory-lundgaard-and-tranberg-architects 3. https://www.archdaily.com/927467/independence-library-and-apartments-john-ronan-architects