[RE] INVENTING THE NARRATIVE: STUDIO STOCKTON

LEEANN SCHMUTZ

ACKNOWLEDGMENTS A

CAL POLY Stacey White Mario Esola Mark Cabrinha Sandy Stannard Margot Macdonald Claire Olsen Andrew Goodwin Amir Dee Hossler Travis Koss Alyson Liang ZGF Binh Nguyen Dylan Corr Olivia Lu-Hill Samantha Lee Susan Oehme LPA Silke Frank Casey Chapin Franco Brown LAKE FLATO Ryan Yaden Sam Rusket Adie Hailat STUDIO REVIEWERS BNIM Architects Taylor Design mode associates

I would like to extend my utmost gratitude to all of these individuals and groups whose continued support throughout this entire process has been invaluable. Thank you. I would also like to extend a special thank you to my professor, Stacey White, my project partner, Rina Fujita, and each and every member of my studio, without whom none of this would have been possible.

TABLE OF CONTENTS

INTRODUCTION

COMMUNITY OVERVIEW

HIGHER EDUCATION

VISION AND GOALS

CAMPUS MASTER PLAN

THE BUILT ENVIRONMENT

IN REFLECTION

CHAPTER ONE: INTRODUCTION 01

INTRODUCTION

Growing up, college was never a question of IF for me, but rather WHERE. Both of my parents have degrees from four year universities and there was never any doubt that I would one day follow in their footsteps. I worked hard in high school and when senior year rolled around, my friends and I began applying to schools and scholarships. I remember the moment I got accepted to Cal Polyâ&#x20AC;&#x2122;s architecture program and I could not have been more excited. While there are many people with stories like mine, people for whom college was more or less a guarantee, there are hundreds and hundreds more right here in California whose realities right now simply do not include the possibility of a higher education. These young men and women often come from low income families living in marginalized communities with no way out of their current situation. Economic and physical circumstances prevent them from being able to reach their full potential. In todayâ&#x20AC;&#x2122;s society, a college is largely a privilege, but what if we were to change that narrative? Every single person deserves the chance at a higher education regardless of who they are, where they came from or what they have been through. Over the course of two quarters my studio has been working on how we might bring higher education within the reach of so many deserving individuals. As you read through pages, consider for a moment, what might our world look like if everyone was given an equal chance to reach their highest potential?

HUMBOLDT

CHICO

SACRAMENTO

SONOMA MARITIME SAN FRANCISCO

EAST BAY STANISLAUS

SAN JOSE

FRESNO

MONTEREY BAY

BAKERSFIELD

SAN LUIS OBISPO

NORTHRIDGE CHANNEL ISLANDS

POMONA

SAN BERNARDINO

FULLERTON

LOS ANGELES DOMINGUEZ HILLS

LONG BEACH SAN MARCOS

SAN DIEGO

PROJECT SUMMARY

Over the course of the past twenty two weeks, my studio and I have worked to design a proposed twenty-third campus for the California State University system. We began by asking ourselves what the role of the university in todayâ&#x20AC;&#x2122;s society and as we move into the future. In small groups, we researched different proposed locations, took a stab at master planning and designed preliminary university buildings. At the end of the first six weeks, we started over. We chose one location as a studio and immersed ourselves in finding out everything we could about it. Together we visited our site, began designing a master plan and broke up into teams of two to design the buildings. At the end of sixteen weeks and after a lot of hard work, we now have our completed university.

CHAPTER TWO: COMMUNITY OVERVIEW 02

LOCATION LOCATION LOCATION

While deciding to create a whole new California State University campus can be viewed as a difficult decision, perhaps the more difficult decision in the matter is deciding where this new campus should be located. As a studio we studied five perspective locations in depth: Chula Vista, Concord, San Mateo, Palm Desert and Stockton. Throughout the first few weeks of the first quarter, our studio of twenty was split up into groups of four to research each location. We looked at topography, weather, natural resources, history, and community, among many other things and worked to really immerse ourselves and understand the context of each proposed location.

We had trips planned to go and sit in on outreach meetings in each community, but unfortunately these were cancelled. Even still, each group was able to form a deep understanding of the needs and wants of each community. At the end of our preliminary research process, we found that instead of asking ourselves, “Who was the most deserving?,” we were asking, “Who wasn’t deserving?” Every single location had a need to be filled, people that deserved better, and an opportunity for true growth and change. We came to realize that each and every one of these communities could easily be the home of the new twenty-third CSU campus and determining a final pick was going to be more difficult than we ever imagined.

CONCORD, CA

STOCKTON, CA SAN MATEO, CA

PALM DESERT, CA

CHULA VISTA, CA

PALM DESERT, CALIFORNIA

At the beginning of first quarter, I was a part of the group that began researching Palm Desert as a proposed location for the twenty-third CSU campus. The city of Palm Desert is located in Riverside County in Californiaâ&#x20AC;&#x2122;s Coachella Valley and has a population of roughly 53,000 individuals. Palm Desert is well-known and often celebrated for its shops, golf courses, and country clubs, and is a popular vacation spot for the rich and retired. Due to this fact a large part of the population is over the age of sixty-five and often rather wealthy. Under the surface though, Palm Desert tells a different story. While the region attracts the most affluent members of society, the majority of residents struggle financially; many of whom work in industries that cater to the vacation lives of the former. These individuals are living in poverty and have no real way out of its cyclical pattern. With tourism largely being the cityâ&#x20AC;&#x2122;s main export, most jobs in the area do not offer career advancing opportunities, leaving people stuck where they are. In addition, high school graduates, especially those from the poorest families, often immediately enter the work force this workforce into these dead end jobs because the closest four year university is fifty miles away and they cannot afford the commute needed to attend. Right now for many currently living in Palm Springs, college is a dream that is much too far out of reach to make a reality, leaving families stranded in a continuous cycle of poverty.

RACE

2.5% 4.4% 1.7%

WHITE LATINX

26.2% 65.2%

ASIAN BLACK OTHER

AGE

AGE 14.8%

47.7%

0-17

7.0%

18-24

10.4%

25-34 35-54

20.1%

55 and over

EDUCATION EDUCATION 1.2% 6.9% 35.3%

NO SCHOOL 21.1%

SOME HIGH SCHOOL HIGH SCHOOL SOME COLLEGE

35.5%

BACHELORS DEGREE

RACE

STOCKTON, CALIFORNIA

RACE 4.5% LATINX

11.5% 40.7%

21.8%

WHITE ASIAN BLACK OTHER

21.5%

AGE

22.4%

28%

0-17 18-24 25-34

11.0%

23.8%

35-54 55 and over

14.8%

EDUCATION EDUCATION 17.7%

5.1% NO SCHOOL 18.5%

SOME HIGH SCHOOL HIGH SCHOOL

30.8% 27.9%

SOME COLLEGE BACHELORS DEGREE

After a lot of consideration, we as a studio decided to move forward with Stockton as the final location for our proposed twenty-third CSU campus. We began by dividing up areas of study and got to work diving even deeper into the city’s culture and community. The city of Stockton is located in San Joaquin County in California’s Central Valley and is home to roughly 311,000 people. There is a roughly even split between men and women and the majority of individuals are either under the age of eighteen or over the age of thirty-four. The city is racially diverse, and with a white population of only twenty-one percent, minorities are the majority. In terms of education, Stockton does not have a good track record. Within Stockton’s school district there are roughly forty thousand high school students. Until roughly eighteen months ago, there was no official curriculum being taught and twenty percent of students were chronically absent. High schools did not offer all the standard A-G courses needed fro college acceptance so graduating seniors could not go to college because their diplomas did not qualify them for acceptance. In 2019, most juniors and seniors did not take the SAT and the average AP score in all categories was a one. In 2020, with the help of the Gates Foundation, things have been changing for the better. Official curriculum has been introduced and every high school now offers the all necessary A-G courses as well as basic

AP courses. More and more students are taking the SAT and while there is still a long way to go, things are looking up. Another obstacle standing in the way of Stockton’s students is poverty. Pretty consistently Stockton’s poverty rate has hovered between fifteen and twenty percent. In the school district, ninety-one percent of students fall below the poverty line and at least eleven hundred of those students are homeless. This provides a unique challenge and many schools have started opening early and closing late to ensure that students have a safe space to be while trying to earn their education. The availability of higher education is another aspect of Stockton’s education system

that leaves much to be desired. Currently there are only three options in the area: San Joaquin Delta College, which being a community college can only get students so far, University of the Pacific, a private institution that is out of reach financially for the majority of Stockton’s residents, and CSU Stanislaus Stockton Campus, a commuter campus that is just far too small to accommodate the demand that would be put on it. With the majority of recent graduates below the poverty line, no four year universities within a reasonable commuter distance and no viable options close to home, many students are forced to accept that the notion of college is just simply too far out of their reach.

PERCENT OF SAN JOAQUIN RESIDENTS LIVING BELOW POVERTY LINE 2005 - 2017

20%

15%

10%

2006

2008

2010

PERCENT BELOW POVERTY LEVEL

2012

2014

PERCENT IN DEEP POVERTY

2016

Currently, Stockton’s unemployment rate is hovering at a little over six percent. While there are a lot of unmet available jobs in the area, many residents of the city simply do not have the degrees needed to qualify them for the positions. Investing in the Stockton area with a university campus would mean investing in each and every individual in the area. Recent high school graduates would have a viable higher education option that is within their grasp. Adults in the area who were never able to attend to finish college would now have the opportunity to do so. The campus would also bring in students from outside of Stockton and bring revenue into the struggling city.

“For the city of Stockton to thrive, we’re going to have to invest in everybody, but particularly those who haven’t been invested in historically – and that’s the majority of our population.” - Michael Tubbs Mayor of Stockton

Photo by Clifford Oto/The Record

CHAPTER THREE: HIGHER EDUCATION 03

SHIFTS THROUGHOUT HISTORY

In ancient times, in order to learn a trade or profession, one would become an apprentice to a master. During the apprenticeship, one would learn everything there was to know about a given trade, become a master themselves and eventually take on their own apprentice. In this way, information, skill and standard practices were passed down directly person to person on a very small If we jump forward to when universities became prevalent, things were done in a similar way, just on a much larger scale. Up until fairly recently, actually, the way that information was passed down from master to apprentice, professor to student, changed very little. Students would enroll in classes, professors would rely information and students would take notes and study. For many, many years, professors were the bearers of knowledge and universities were the keepers. The only way to learn about a profession, or obtain any kind of higher level knowledge, was to go study it on a college campus. While universities have become about more than just academics over the years, their main role in society never really wavered. All of this changed, however, when the internet and especially functions like Google were introduced. Suddenly, all of the knowledge that was only readily available on university campuses was at everyoneâ&#x20AC;&#x2122;s fingertips. Any topic could be researched, any question could be answered, from anywhere, at anytime. If universities were no

longer the only keepers of knowledge and professors were not longer the only bearers of it, then what is it that makes a university a university? With this major shift in the way the world operates and the fact that technology advances more and more everyday, it is important to ask what it means to be a university today. Since their inception, universities had always been a physical place where knowledge was, for lack of a better term, stored. It was easy to define a university as the physical place people attend to get a higher education. However, since the birth of the internet and the implementation of online schooling, the definition of a university has been forced to shift. In addition, due to the coronavirus pandemic, we, as a studio, have had to reevaluate what it means to be in college in these unprecedented times and into the future.

SOCIAL CONNECTEDNESS

ENGAGED LEARNING

ACADEMIC DETERMINATION

DIVERSE CITIZENSHIP

POSITIVE PERSPECTIVE

“...a university that’s deeply networked to the society around it, makes its knowledge resources freely available, and engages actively to bring about a better world. I believe it’s inevitable. It’s coming...” - John Dewar Vice Chancellor La Trobe University

THE ROLE OF THE UNIVERSITY

“What is the role of the university?” I cannot tell you how many times we asked ourselves this question over the course of this entire process. We mulled it over time and time again and given the unique circumstances of our second quarter together, were able to explore the answer in ways we never imagined. Universities, for hundreds of years, were viewed as keepers of knowledge. They were a physical place where learning took place. In our changing world, with the introduction of the internet, this role is becoming less and less relevant. After lots and lots of thought, we came to the conclusion that the role of the university is to invest in its faculty, its students and its community. It is to be a pillar of knowledge, innovation and hope. Universities are not only where knowledge is imparted, it is also, more importantly, where knowledge is born. It is where new ideas flourish and where true growth happens. Universities are the breeding ground for positive change in our world and their role is to support its students and ensure the world keeps evolving into a better place.

CHAPTER FOUR: VISION AND GOALS 04

FINDING AND FULFILLING THE NEED

Every community that we researched could have benefited from the implementation of a university campus. Such an investment in their area would have brought about positive growth and change. However, each community is inherently unique with its own problems and potential based on the area it is based in. Our job was to find the specific need of each community we researched and find a way to fulfill it in a way that would best advance the community in a positive direction.

NURSING IN PALM DESERT

Before we began creating our CSU Stockton campus as a studio and working on our final buildings, we worked on a short design project for each of our small group locations. I focused on the mutual need for increased healthcare education not only in Palm Desert but in the CSU system as well and worked on a nursing clinic.

STUDYSTUDY

LEVELLEVEL 6 6

FACULTY FACULTY CLASSROOMS CLASSROOMS PHYSICAL PHYSICAL ANATOMY ANATOMY TRAINING TRAINING CLINICCLINIC

LEVELLEVEL 5 5

VIRTUAL VIRTUAL ANATOMY ANATOMY CLINICCLINIC ATRIUM ATRIUM

LEVELLEVEL 4 4

ADMINISTRATION ADMINISTRATION

LEVELLEVEL 3 3

LEVELLEVEL 2 2

LEVELLEVEL 1 1

The current demographic majority of Palm Desert, California is retired men and women over the age of fifty. Due to this fact, the availability of health care and other services is an important concern. A educational nursing and hospital building will fill a much needed gap in the community. There is a large disconnect between the retired community, the people who serve them and the students that commute to and from school, and this is an opportunity for all of them to come together. Students would be able to learn and research new health practices while being able to directly interact with the people who they will be serving. It will hopefully work to solve the disconnect between doctor, nurse, researcher, etc, and patient. In addition, there are a variety of hospitals in the area that need a steady inflow of up and coming doctors and nurses to help serve the growing community.

PERSONAL PASSIONS

This project aligns with a personal passion of mine as well. One of my grandmothers passed away last August and the other is currently on hospice so the care of the elderly is an issue that is extremely important to me right now. I have seen the way things currently are and I know that things should and need to be signficantly better. From what I have observed, there is a large disconnect between the patient and the caretaker which results in unempathetic interactions. In addition, the care places that the elderly are placed in are often cold, boring, and overall unpleasant to be in and this extends into hospitals as well. The empathy we need to have when we design should extend to everyone, especially the sick and the elderly. These people often cannot go outside, or if they can, it is not easy to get there, and therefore they spend most of their time indoors. Therefore, it is our job to put ourselves in their shoes and make these spaces the best they can be.

WHY HERE AND WHY NOW?

In terms of why here and why now, it is a well known fact that the major of nursing in California, especially the CSUs, is extremely impacted. It is very hard to get into and even harder to get a degree in a reasonable amount of time. Adding a new nursing program, in an area with a demographic that needs it, will help fill a desperate need in the state. In addition, technological advancements in the world of healthcare are rapidly occurring and as they do, people are getting older and living longer. Due to this, we need more and more people trained to care for individuals in need and continue to do research to ensure more and more people can live long and happy lives.

URBAN AGRICULTURE IN STOCKTON

Stockton is located along the San Joaquin River within California’s Central Valley. The Central Valley is known for its agricultural productivity and provides the majority of the produce and other agricultural goods used not only by the rest of the state, but the rest of the country as well. Despite all of this however, this area experiences one of the highest rates of food insecurity in the state. In addition, the current methods being used to produce the valley’s agricultural output are unsustainable, both economically and environmentally. A focus on urban agriculture in Stockton could really benefit the immediate community and surrounding areas. By implementing an urban agriculture building on the proposed CSU Stockton campus, Stockton can be a leader in the industry and introduce systems for sustainable agriculture. This will create jobs in an already agriculturally dominated area, educate both students and the community about sustainable agricultural practices and introduce a force of positive change in the area.

“California is the largest agriculture producer in the country. There is no reason that people should be going hungry here.” - Gail Harrison Professor of Public Health, UCLA

HOW MIGHT WE develop the community and revive Stockton?

HOW MIGHT WE design an urban agriculture building that allows for a more sustainable food production system?

HOW MIGHT WE integrate the building design and the community through the produce?

GREENHOUSE GREENHOUSE RESEARCH LABSLABS RESEARCH LAB CLASSROOMS

LAB CLASSROOMS

CLASSROOMS

LEVEL 5

CLASSROOMS

LEVE

PUBLIC DOMAIN

LEVEL 4

LEV

LEVEL 3

LEV

LEVEL 2

LEV

LEVEL 1

STUDENT REPRESENTATION

The urban agriculture building can support food insecurity and provide students with locally grown produce. The building can also educate students how to develop an urban farm and can utilize the knowledge to grow their own food. Being involved with their own food production shows students that they have the power to take control of their lives and contribute to something good that is way bigger than themselves as individuals.

LEV

COMMUNITY REPRESENTATION

The future occupants of this building will be both directly from the university as well as the surrounding community. Current high school students will potentially become the agriculture students who walk the halls of this building every day. The student body will use this building to take classes and perform research relating to the future of agriculture. They will actively participate in the cultivation of produce to be sold and donated back to the university and the surrounding community of Stockton. The general public will have access to the building as well to acquire fresh produce, dine at the cafĂŠ, and connect with the students and one another. Overall, the building can be a catalyst for change in the agricultural industry not only in Stockton specifically, but throughout Californiaâ&#x20AC;&#x2122;s central

PURPOSE WITHIN COMMUNITY - EDUCATING about the PURPOSE and IMPORTANCE of urban agriculture - TRAINING and QUALIFYING students for jobs in the area - get the COMMUNITY more INVOLVED through the cultivating and purchasing of agricultural goods - HELP the community ECONOMICALLY and SOCIALLY

CHAPTER FIVE: CAMPUS MASTER PLAN

THE MASTER PLAN

Long before we could begin designing buildings for our communities, we had to understand their place in the larger university design plan. At the beginning of first quarter, in addition to researching potential campus locations, we also looked into what makes a successful college campus. After lots and lots of research, we came to understand that a variety of factors influence how successful a campus plan is and that planning ours would be no easy feat.

DRAWING INSPIRATION

We began our study of campus planning by looking at Nolli maps of some of the most successful college campuses within the United States and abroad. While we found that the approach to each campus was largely unique to its location, there were some notable features that seemed to carry throughout. Walkability, green spaces and connection were all elements that each university seemed to prioritize in its planning and so moving forward, we sought to prioritize these as well.

COMPARATIVE ANALYSIS

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George Washington University | Notable Feature: Connectivity George Washington University is a private residential college with a population of around 25,613 students. When founded in 1821, the campus was designed with the adjoining neighborhoods of Foggy Bottom and West End in mind. Its urban setting opening several blocks allows for a strong connection between the students and the surrounding community.

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University of Chicago | Notable Feature: Walkability U Chicago is a Private residential college with a population of around 14,467 students. The campus is planned in a way that separates program based on departments with central green spaces. The most significant factors of the campus plan include its ease for walking and safety with dense private spaces with public spaces in the corners.

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Dublin City University | Notable Feature: Natural Spaces Dublin City University is a public commuter college with a population of about 16,000 students. The school has maximized its space by adding green spaces between all the buildings.

Erin Conner | Leeann Schmutz | Joel Foster | Aadi Sagar | Stacey White Studio

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Portland State University | Notable Feature: Park Blocks Portland State University is a public residential college with a population of around 27,229 students. of Housing the oldest parks in Portland, this campus was built to protect these areas. The encouragement for both students and locals to utilize these beautiful areas, strengthens the bond the university has with its surrounding community.

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Vanderbilt University | Notable Feature: Circulation Vanderbilt is a private residential college with a population of around 12,686 students. It is designed in a way that makes vehicular travel from one part of the campus to another convenient since it is a larger campus. There is also a simple separation between residential and academic spaces, with other infrastructure placed in between the two for ease of access to resources like food, consultation, sports and more.

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Minnesota State University | Notable Feature: Clear Circulation Minnesota State University is a public residential college with a population of about 15,000 students. it is an ideal campus because it communicates the circulation clearly. It has a main large axis and courtyard and this has smaller branches coming off.

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University of British Columbia | Notable Feature: Walkability The University of British Columbia is a public residential college with a population of around 61,113 students. Located in a city that prides itself on its walkability, this campus placed an emphasis on the students ability to get anywhere they need to go easily on foot. The easy to navigate campus bleeds directly into adjoining neighborhoods offering students easy access from home to school.

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McGill University | Notable Feature: Historic Preservation Mcgill is a public residential university with a population of around 40,493 students. The campus is planned in a radial manner that puts focus on the Central Park and reminds students of the heritage of the college. The campus has lasted long and is planned in a way that allows it to preserve its history but also expand on it easily by moving out radially. The campus is also easy to navigate on foot and simple to understand.

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Boston College | Notable Feature: Community Connection Boston College is a private residential school with a population of about 14,000 students. It locates central community areas like stadiums and sports centers close together.

FIRST ATTEMPTS

Our first attempts at campus master planning took place in one of the five locations we previously studied in groups of four. As mentioned before, my group worked on Palm Desert and focused our efforts on designing a campus which would ensure a sheltered and inviting environment in an area that suffers from extreme heat. Drawing inspiration from plans currently in the works for Palm Desert and other college campuses in similar environments, we worked on completing our first design. Placing an emphasis on an academic corridor that creates an area sheltered from the heat, our campus grew out from there to include everything from a innovative medical school or an automated AI car testing facility.

PROCESS TO FINAL PRODUCT

After we took at stab at campus planning in groups of four and ultimately decided on Stockton as our final location, we got to work designing our final campus plan. We sketched ideas, built cardboard topography, 3D printed countless buildings and got to work arranging and rearranging and rearranging again. It was no easy task organizing twenty different opinions in an attempt to create the ideal campus for Stocktonâ&#x20AC;&#x2122;s community but eventually after a lot of hard work, we reached our goal. Our campus location is just north of downtown Stockton and we wanted to ensure that the city bled pretty seamlessly into the campus. Our assumption, given Stocktonâ&#x20AC;&#x2122;s demographics, was that a majority of its future students would be from Stockton itself so a connection with the community was paramount. We wanted this campus to feel open and welcoming to those who may not have ever thought college was in reach or who may have previously believed it simply was not a place for people like them. CSU Stockton is ultimately an investment in the community and we wanted to ensure that that face drove our design.

GENERAL LAYOUT

Starting at the south end of the campus, we have the recreation center, a housing complex, the urban agriculture building, the performing arts center and the transit center. All of these buildings have the potential to be strong community connectors so we placed them closest to downtown. The recreation center will be available for use to both the students and the general public and the urban agriculture

building will include a market and food pantry with fresh produce for students and community members alike. The transit center will be a major hub on campus and its location next to the performing arts center ensures that no matter where in Stockton a person may be, they will be able to attend events. Moving further north, the next layer of buildings are largely academic. Buildings focusing on the studying of data science, climate science and artificial intelligence act as the gateway into the academic sector of campus. The health center is located to the north to be close to medical centers in the area. The commons are located in the center of campus accessible from all areas of campus and in relatively close proximity to all housing complexes. Sports fields, green spaces and trees can be found in the in-between spaces encouraging a connection with nature and ensuring that the campus is a beautiful and inviting place to be for all.

CHAPTER SIX: THE BUILT ENVIRONMENT

URBAN AGRICULTURE

As the world is changing and evolving into modern times, the demands on our agricultural industries are changing as well. The way that we currently grow and distribute produce is largely unsustainable and there is a growing need to invest in the farming of tomorrow. Given Stockton’s location in San Joaquin County, it is right in the middle of one of country’s largest agricultural growing and distribution areas. This gives it a unique advantage and the ability to enact real change in the ever important industry. CSU Stockton’s urban agriculture building aims to be a beckon of innovation in the industry and a cultivator of unity in the community.

SITE

The CSU Stockton urban agriculture building is located on the southern edge of the campus. It is off of Park St. and interfaces directly with downtown. To the east are the performing arts and transit centers which are hubs for activity. To the east is a housing complex which will directly interact with urban agriculture through the cultivation of produce to be used by both the students and the community.

COMMUNITY CONNECTIONS

Located at the edge of campus, the CSU Stockton urban agriculture building will aim to facilitate interactions between the general community of Stockton and the students at the university. The majority of the first floor of the building is public space with shared community and student amenities such as a market and cafe to get both sides interacting with one another and taking an active role in working towards a sustainable future.

RINA FUJITA

CLIMATE ANALYSIS

The climate in Stockton, California is relatively moderate. The winters are generally mild but the city gets an average of roughly 18 inches of rain per year, making it a suitable candidate for rainwater harvesting. The summers are hot and dry and combined with the prevalence of sunny days throughout the year, Stockton is a great location for the use of photovoltaics. The face of the building that interfaces between the campus and the community and contains the greenhouse faces south to take advantage of the abundance of solar energy available. The prevailing winds in the region come from the northwest and are quite frequent. In order to take advantage of this opportunity for natural ventilation, all of the lab classrooms and private labs are fitted with operable windows and consolidated in the buildingâ&#x20AC;&#x2122;s northwest corner.

STRUCTURE AND PERFORMANCE The main structure of the CSU Stockton urban agriculture building is broken up into two sections. The front section that comprises the greenhouse is a concrete system and the rest of the building is a combined CLT and glulam system.

In terms of performance, several strategies have been implemented to reduce the impact of this building on the environment. First, photovoltaic panels have been placed on all roof plains to take advantage of Stocktonâ&#x20AC;&#x2122;s abundance of sunny days and to help offset energy costs within the building. In addition, the large windows of the greenhouse have been placed on the south facade of the building to help with heat gain in the winter months and bring in daylight. Large windows are also present in all classrooms and labs on the north facade to bring in natural light and offset the need for artificial lighting in these spaces. In terms of water, this building will require a significant amount of it. Not only do human water needs need to be met but also the needs of the plant life growing within. In order to offset water costs, all roof plains along with the ground surrounding the building will collect rainwater that will then be stored for a variety of uses.

GREENHOUSE

The greenhouse portion of the CSU Stockton urban agriculture building is broken up into three sections: traditional, semi-controlled, and fully controlled. The traditional section in the front is the smallest and takes advantage of Stocktonâ&#x20AC;&#x2122;s natural abundance of sun. The semi-controlled section in the middle still interacts with outside elements but introduces more human control. Finally the fully-controlled section is completely isolated from outside conditions and is fully under human control. The greenhouse spaces and the lab spaces are adjacent to each other for easier movement between the two spaces.

RINA FUJITA

PROGRAM

The basic programmatic layout of this building follows a shift in public to increasingly private spaces as the levels increase. The first level holds all of the public amenities available to students and all members of Stocktonâ&#x20AC;&#x2122;s community. The second through fifth levels house more private lab and classroom spaces reserved for students and the remaining four levels are private greenhouse. However, there is some interplay between public and private spaces as there are large lab classrooms and a lecture hall located on the first level in an effort to facilitate interaction between the students and the surrounding community.

LEVEL 9 GREENHOUSE

LEVEL 8 GREENHOUSE

LEVEL 7 GREENHOUSE

LEVEL 6 GREENHOUSE

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STUDY/CIRCULATION SPACE GREENHOUSE LAB MODULES BATHROOMS

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STUDY/CIRCULATION SPACE GREENHOUSE LAB MODULES BATHROOMS OFFICES

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STUDY/CIRCULATION SPACE GREENHOUSE LAB MODULES CLASSROOMS BATHROOMS OFFICES

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STUDY/CIRCULATION SPACE GREENHOUSE LAB CLASSROOMS CLASSROOMS BATHROOMS OFFICES

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STUDY/CIRCULATION SPACE GREENHOUSE LAB CLASSROOMS LECTURE HALL MARKET BATHROOMS

INTERIOR ENTRANCE

EXTERIOR ENTRANCE

LEVEL 1

The first level contains the greenhouse, a lecture hall for large classes or guest speaker, lab classrooms, a market/food pantry with produce grown in house available to both students the surrounding community, and large entry and seating area for the students and community to connect with one another.

LAB CLASSROOM

GREENHOUSE

LEVELS 2 | 3

The second and third levels contain faculty offices, lab and regular classrooms, another level of greenhouse and a large study area for students to gather and work with one another.

1 A10

LAB CLASSROOM 1284 SF

LAB CLASSROOM 1276 SF

LAB CLASSROOM

CLASSROOM

A101

1276 SF

1016 SF

866 SF

923 SF

880 SF

UP DN

OFFICE 81 SF

GREENHOUSE 1485 SF

GREENHOUSE

OFFICE 81 SF

5417 SF

OFFICE 81 SF

OFFICE 83 SF

1 A8

NORTH FACADE

LEVELS 4 | 5

The fourth and fifth levels house more levels of greenhouse, private research labs, and more study areas for students to utilize.

1 A10

LAB 665 SF

LAB 634 SF

1 A101

LAB 634 SF

LAB 635 SF

LAB

744 SF

750 SF

719 SF

UP DN

658 SF

GREENHOUSE 1485 SF

GREENHOUSE

DN UP

5417 SF

1 A8

GREENHOUSE TOWER

LEVELS 6 | 7 | 8 | 9

The sixth through ninth levels house the most private levels of the semi-controlled and fully controlled green house.

1 A10

1 A101

GREENHOUSE 1483 SF

GREENHOUSE 5417 SF

1 A8

CHAPTER SEVEN: IN REFLECTION 07

NEW PERSPECTIVES

Over these past three years of college, I have learned so much about myself, about architecture and about the world around me but no time has been more influential than this double quarter experience. Coming into this, I was, for lack of a better term, ignorant to some major injustices happening in this country. As I mentioned previously, college was always something I knew would be a part of my life but for so so many it is only possible in their wildest dreams. Learning about the communities in each of these proposed locations and studying, visiting and designing for Stockton has given me new insights and perspectives that otherwise I may never have gotten. I am angry at whats occurring and we as a society need to do better. For so long higher education has been a privilege not extended equally to everyone but consider for a moment what the world could look like if everyone was able to achieve their highest potential? Another major revelation for me during the course of this experience was the power of architecture. I think coming into architecture school it is so easy to get caught up in the superficial nature that the profession can often have and it can be easy to forget how much power we as architects really have. Iâ&#x20AC;&#x2122;ve learned through this design process that we have the ability to shape lives, lift up communities and enact real positive change in the world. Thatâ&#x20AC;&#x2122;s huge. I never thought of myself as someone who will one day have that kind of power to make a difference and its an incredible feeling.

A WILD RIDE

At the beginning of winter quarter, if you had asked me where I thought I would be at the end of these 23 weeks, the current state of things would not have been remotely close to my answer. Not in my wildest dreams did I think that when starting this journey, it would have ended the way that it did. It had never crossed my mind that I might even live through something like this, let alone that it would happen at one of the most important parts of my college career. Before walking into room 249 many months go, I had heard many things about the double quarter experience. Mainly that it was a lot of work but it would be one of the most incredible and rewarding parts of my entire college career and on that first day, I could not have been more excited. As a studio, we spent an incredible winter quarter studio together. I enjoyed every moment. Every Family Table meeting, every discussion, every late night working and laughing together. We were lucky enough to go on a field trip to Stockton all together toward the end of the first quarter and on the drive home I remember thinking, â&#x20AC;&#x153;Wow I have an incredible studio and I cannot wait to spend the next twelve weeks together.â&#x20AC;? Everything seemed perfect. We had all gotten to know each other pretty well, studio was going great, we had an incredible quarter ahead of us...and then everything changed. Coronavirus.

It all happened so quickly and it felt like one minute everything was okay and the next we were all saying goodbye without knowing when the next time we would see one another in person would be. Before we knew it, we were holding studio virtually, sitting in front of our computers every week together, but in reality we were all over the world. This whole experience has been nothing if not interesting. Zoom cannot compare to being in studio, but we made it work and still managed to have some wonderful times together. At the end of the day what we were able to pull off, despite everything, is amazing and I am so proud to have been apart of this studio. While what occurred was never what anyone planned and certainly not what anyone wanted, it ended up being pretty incredible just the same and I want to thank each and every member of my studio for making it so.

BIBLIOGRAPHY

Barkas, Sherry. “Could Palm Desert Be Site of a New CSU Campus? Consultants to Visit Cook Street Satellite on Friday.” Desert Sun, The Desert Sun, 25 Feb. 2020, www.desertsun.com/story/news/local/palm-desert/2020/02/24/palm-desert-makes-list-for-possible-csu-campus/4725156002/. Bittman, Mark. “Everyone Eats There.” The New York Times, The New York Times, 10 Oct. 2012, www.nytimes.com/2012/10/14/magazine/californias-central-valley-land-of-a-billion-vegetables.html. Faust, Gilpin. “The Role of the University in a Changing World.” Harvard University, 30 June 2010, www.harvard.edu/president/speech/2010/role-university-changing-world. Goldeen, Joe. “Summit: Food Insecurity an Issue for Health Providers.” Recordnet.com, Recordnet.com, 27 Oct. 2018, www.recordnet.com/news/20181025/summit-food-insecurity-issue-for-health-providers. Johnson, Zachary K. “67,000 In S.J. Often Go Hungry.” Recordnet.com, Recordnet.com, 10 July 2012, www.recordnet.com/article/20120710/A_NEWS/207100314. La Trobe University. “What Will Universities of the Future Look like?” Nest, 12 Dec. 2019, www. latrobe.edu.au/nest/will-universities-future-look-like/. Libby, Haddon. “One in Five Live in Poverty.” Coachella Valley Weekly, 14 May 2015, coachellavalleyweekly.com/one-in-five-live-in-poverty/. Mello, Felicia. “Why Stockton Believes a Cal State Could Seal Its Comeback.” CalMatters, 23 Aug. 2018, calmatters.org/economy/2018/08/how-a-cal-state-campus-would-help-stockton-comeback/. Memorial University of Newfoundland. “Student Life.” Memorial University of Newfoundland, 5 Apr. 2018, www.mun.ca/student/about/Strategic-Goals.php. Morgan, David. “Stockton Mayor Combats Poverty with Innovative and Controversial Program.” CBS News, CBS Interactive, 12 Feb. 2018, www.cbsnews.com/news/stockton-mayor-promotes-combating-poverty-with-universal-basic-income/. “Palm Desert CA Education Data.” Towncharts Education Data, www.towncharts.com/California/Education/Palm-Desert-city-CA-Education-data.html. Parrish, Kevin. “The Struggle of Breaking Poverty's Grip in S.J.” Recordnet.com, Recordnet.com, 18 Aug. 2014, www.recordnet.com/article/20140818/NEWS/408180304. Phillips, Roger. “Newsom Proposes $2M to Study CSU Stockton.” Recordnet.com, Recordnet.com, 11 Jan. 2019, www.recordnet.com/news/20190110/newsom-proposes-2m-to-study-csu-stockton. Remedy, Dan. “The University of the Future? Changing with the Times.” University World News, 8 Feb. 2020, www.universityworldnews.com/post.php?story=20200203143115271. “Stockton City-CA CA Education Data.” Towncharts Education Data, www.towncharts.com/California/Education/Stockton-city-CA-Education-data.html. “Urban Agriculture and City Region Food Systems: What and Why.” RUAF Urban Agriculture and Food Systems, 20 Jan. 2020, ruaf.org/urban-agriculture-and-city-region-food-systems/. Viall, Tim. “On The Road: Agritourism - Discover the History of Agriculture in the San Joaquin Valley.” Recordnet.com, Recordnet.com, 14 May 2019, www.recordnet.com/entertainmentlife/20190513/on-road-agritourism---discover-history-of-agriculture-in-san-joaquin-valley.

APPENDICES

Aluminum louvers over GFRC cladding wrap around the corner and connect back to the primary CLT structure

Polycarbonate screen connects to GFRC cladding covering levels 3 through 6 with openings for windows to allow for views and a connection to outside in all labs and classrooms

North facing windows on all 6 levels allow for daylighting and natural ventilation from prevailing north-west winds

GFRC cladding on levels 1 and 2 connects directly to the CLT structure via a 2 way girt system

SUMMER 79°

WINTER 33°

Roof Membrane Rigid Roof Insulation Vapor Control Barrier

Level 6 80' -0"

5 Ply CLT Roof Panel

Tile Flooring Radiant Flooring System consisting of pipes in a concrete slab maintains thermal comfort throughout the building

Level 5 64' -0"

3" Rigid Floor Insulation

Chilled Beam System attached to the glulam beams provides the necessary cooling to maintain thermal comfort throughout the buildinbg Pendant lighting dropped from the ceiling in all lab and classroom spaces provide task lighting for the tables as well as supplementing natural daylight

Level 4 48' -0"

Polycarbonate Panel System Aluminum Mullion System attached to GFRC Cladding

Metal Parapet Cap Drainage Channel Rigid Roof Insulation

Level 3 32' -0"

Metal Angle Bracket Connection 3" Rigid Ceiling Insulation 1" Gypsum Board Ceiling

GFRC Cladding

North facing operable windows in all classroom and lab spaces allow for natural ventilation and daylighting

2 Way Girt System

Ventilated and Drained Cavity

Level 2 16' -0"

Weather Resistant Membrane 3" Rigid Wall Insulation Air Gap

5 Ply CLT Wall Panel 5/8" Gypsum Board Concrete Slab Foundation

1/8” = 1’ 0”

Level 1 0' -0"

RINA FUJITA