The Book - Studio ARK by mapellet

THE BOOK Studio ARK

Rashmi Pradhan + Kenzie Pelletier ARCH 353 Studio White Winter 2021 - Spring 2022

ACKNOWLEDGEMENTS Studio Financial Sponsors

Studio Collective

Lake | Flato

Anjali Beekam

Mode Associates

Caswell Espinoza

Design Collaborators Lake | Flato

Christian Gibson Gabriela Guevara

Adam Martin

Holly Dufek

Adie Hailat

Izzy Hoffman

Allison Peitz

Jasmine Lin

Ryan Yaden

Juliette Fournier

Sam Rusek

Katherine Neuner

LPA Design

Kelly Ferris

Ellie O’ Connor

Lydia Rosenthal

Jamie Intervalo

Mason Bechtold

Krista Scheib

Maya Rosen

Matthew Porreca

Nancy Padilla

Matthew Winter

Nick Goldschmidt

Silke Frank

Noelani Maylad

Other Reviewers

Rashmi Pradhan

Cal Poly Faculty Alex Hirsig

Van Viet Doan Cal Poly Peers

Andrew Goodwin

Alex Dominé

Brent Freeby

Benjamin Vargas

Carmen Trudell

Will Fry

Jeff Ponitz Jessica Napier Stacey White

TABLE OF CONTENTS Introduction Problem Description Site Understanding Campus Master Plan The Project The Reflection Appendices

04 07 14 18 24 40 42

01 INTRODUCTION The primary objective of the two-quarter project was to provide a proposal for the relocation of the existing California Western School of Law’s campus. The existing campus is located in Downtown San Diego just south of interstate five. Included in the campus relocation proposal was the request for a campus that would serve approximately one-thousand law students accompanied by the supporting faculty and staff. This narrative follows the project development and final proposal of one building option for the new campus master plan. This building will serve as a one-hundred square foot academic building within Cal Westerns relocated campus. The project includes individual and group work completed over the two-quarter integrated design studio facilitated by Professor Stacey White as a part of Cal Poly’s Third Year Bachelor of Architecture program.

EXECUTIVE SUMMARY The proposed site relocation for Cal Western’s campus is located in Logan Heights, California, sandwiched between Barrio Logan and Downtown San Diego. As a studio collective, this site was selected due to its proximity to the population being served by the pro bono clinics offered through Cal Western. These clinics support and assist asylum seekers, falsely incarcerated individuals, and the needs of the surrounding communities. The integration of these clinics into the larger campus master plan played a key role in the final master plan iteration proposed by the design studio. For Studio ARK, supporting the quality of life within the existing and planned communities became a driving factor within the groups individual building proposal. The proposed building emphasized the value of collaboration within communities and aims to facilitate interaction among the populations being served. i.

This book describes the process of design development and is broken down into the following chapters:

Chapter 2: Problem Description This section of the text explores the background of California Western School of Law and investigates what factors contribute to a successful legal education. It details the university’s curriculum as well as the process of earning a degree. The chapter describes the goals of the institution and discusses the various clinics integrated into the campus facilities. Since this school serves as a site for those seeking asylum from Central and South American countries, the chapter begins to review the causes of immigration as it relates to poverty and economic opportunity, impunity and elite indifference, crime and violence, and environmental degradation. This research was used by the studio collective to better understand the clients and population being served, resulting in a more thoughtful design. The chapter concludes with research of several sites suggested within San Diego, resulting in the selection of Logan Heights as the proposed relocation site. Chapter 3 Site Understanding This chapter dives deep into the selected site of Logan Heights and includes research in both historical and environmental fields. The section outlines climactic data, demographics, population information, and economic trends in the area. Additionally, a brief history of Logan Heights is provided, accompanied by the city’s past and recent transitions from a more commercialized seaport to a now primarily residential and mercantile zone. This research was used to formally drive decisions regarding the layout and programming of the campus mater plan. Chapter 4 Campus Master Plan Combined with research from Chapter 3, this section explores the key elements of both successful and “ideal” campus master plans. Within this chapter, collective goals are set and ideals converged. The section begins to detail studio ethos; such as a desire for human scale, circulation hierarchy, biophilic design, access to transportation, transitional zones, and implementation of environmental response. Precedents are researched and used as a way to determine and refine a master plan base, resulting in the formation of central courtyards, buffer zones, and an increased focus on landscaping both the private and public realm. This chapter outlines strategies for campus resiliency, touching on topics related to climate crisis such as increasing temperatures, rising sea levels, and designing for future campus and community evolution.

Chapter 5 The Project This chapter of the text centers itself around Studio ARK’s proposed building situated on the campus master plan. It covers the initial design phase, project inspiration, schematic development, performance goals and strategies, and final proposal. The section illustrates diagrams supporting the team’s proposal, including site and floor plans, detailed wall sections, structural diagrams, and experiential renders. The chapter concludes followed by brief reflection by team members. Chapter 6 The Reflection Within this chapter each student was asked to reflect on their experiences and learnings throughout the two-quarter design studio. Since the Third-Year studio acts as the first integrated design studio for many, each student was faced with new challenges and asked to detail their take aways. Chapter 7 Appendices This chapter concludes the text by outlining work from the design studio and integrated tech section each student was enrolled in over the course of their Third Year. ii.

These chapters are followed by a reflection on the design development process and individual experiences during the double-quarter integrated studio. In addition, the book concludes with a collection of previous work that developed over the course of the design studio and appendices cataloging work completed during Third Year.

Design Process and Project Phases The development of both the campus plan as well as the final individual building took place over the course of two quarters and can be divided into the following phases: Winter Quarter 2021: Phase I | Research The phase seeks to understand the needs of the clients and those that they serve. As a law school that provides outreach clinics for asylum seekers from Central and South America, it was essential to understand reasons and causes behind immigration. Research was also conducted to determine the ideal campus location between Downtown San Diego, Mission Valley, Logan Heights and Chula Vista. It was through this research that the studio collective was able to design from a place of empathy to better serve the clients needs. Phase II | Master Planning During this phase, the studio was divided into groups, each given the common goal of developing a campus master plan based on the research gathered in Phase I. These plans were then combined to create a cohesive campus master plan that would later be shared among the studio for the remainder of the course. Phase III | Schematic Building Design This phase gave individuals a chance to explore and design a proposal of a single building within the campus context. Additionally, each student was given the opportunity to select the programming that would accompany their building proposal. Various programs were compiled onto a studio list for each individual to place within their building, including twenty thousand square feet that was allocated to a program of the student’s own creation. This twenty thousand square foot program became known as the moonshot, an opportunity to address a need in the surrounding campus or community. A combination of precedents and climactic studies were applied during this phase along with the previous research compiled as a studio collective. Phase IV | Partner Schematic Building Design After working individually and receiving both firm and faculty feedback, students were given the opportunity to form a partnership. These joint ventures were tasked with combining their proposals to develop programming for a refined one hundred thousand square foot building. Over the course of two weeks, each partnership selected a specific site within the campus master plan and began to develop an initial iteration to conclude the first half of the two-quarter experience. Spring Quarter 2022: Phase I | Schematic Design Refinement After a formal review, students used the first four weeks of spring quarter to refine their design for a schematic proposal. During this phase, the basis of design was set, requiring each group to take a stance and compile a well-rounded proposal to present to faculty and firms for review. This proposal was meant to serve as the basis for project development for the remainder of the school year. Phase II | Project Develop The phase allowed groups to dive deep into each aspect of their design. From section details to systems integration, this final phase pushed each team to collaborate on a fully realized conceptual design. The project development phase concluded the two-quarter experience and left students to reflect on their learnings over the year.

02 PROBLEM DESCRIPTION CAL WESTERN SCHOOL OF LAW (CWSL) Cal Western School of Law (CWSL) California Western School of Law is currently located in downtown San Diego and is the City’s oldest law school. It was founded in 1924. They currently occupy three buildings on Cedar Street on the northern end of downtown near the I5 freeway. They currently have approximately 670 law students with planned expansion to up to 1,000. They are an independent, not for profit, that offer four degree pathways. The school is committed to provide a rigorous educated to a diverse study body through an emphasis experiential learning through simulations and community clinics that serve undeserved clients in the areas of criminal, immigration, trademark, legal aid, and Internet law.

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

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

LEGAL EDUCATION The educational requirements to practice law in the State of California consists of several processes and requirements with varying academic standards to be met. While the California Bar Examination is the ultimate milestone to obtaining licensure to be an attorney, the traditional educational requirement entails obtaining a JD (Juris Doctor) degree from law schools registered by the State Bar (California-accredited) or approved by the American Bar Association (ABA). The JD takes three years to complete which follows the pre-legal education of College Level Equivalency Programs Examinations or at least two years of college in any given major. The most typical undergraduate majors choosing this path in California obtain a four-year bachelor’s degree in English, Business, or Political Science. This does not limit other majors to take up the JD program as an academic path to achieving licensure as an attorney. The state bar of California summarizes the following legal education options for eligibility to obtaining licensure

    

Three or four years of study at a law school accredited by the American Bar Association (ABA) Four years of study at a State Bar-registered, fixed-facility law school Four years of study with a minimum of 864 hours of preparation at a registered unaccredited distance-learning or correspondence law school Four years of study under the supervision of a state judge or attorney A combination of these programs

The academic process requires a guided approach with mentor-ship; from graduate school all the way to becoming a practicing attorney. CWSL offers a variety of courses to cover ground on theoretical knowledge and practical application. Some of the traditional courses are offered based on the year’s curriculum. These are split into three years First Year curriculum: Foundational year with special emphasis on legal analysis, research, and writing to explore opportunities. The academic year is split into trimesters, some of the courses include    

Civil Procedure Contracts Legal procedures Torts

Second and Third Year Curriculum: The upperclassman curriculum includes two important milestones which are the STEPPS program and the Clinical Externship Program. STEPPS includes a client-attorney simulation set up to practice law earlier in the educational years. Some other courses include      

Constitutional Law I Criminal Procedure I Evidence Legal Scholarship Training Seminar STEPPS Torts II

CSWL also focuses on clinics and assistance programs to provide opportunities for externships, and simulation-based learning. The pro-bono programs excel in bridging the gap between the academic world and real time problems. Trial law is another essential part of the program to practice communication and real time delivery of arguments.

Some of the Clinical Programs include    

Access to Law Initiative Competitive Advocacy Program California Innocence Project Pro Bono and Public Service Honors Program

The ethos of legal practice can be found in academic initiatives that are taken up by the law school to shape lawyers that are rigorous workers, empathetic citizens, through the experience of obtaining a law degree at Cal Western School of Law. Experiential Learning programs such as law clinics, paralegal services, advocacy programs, community law projects etc. Aid in enhancing the legal education aspects that mostly pertain to minimum formal education requirements.

MASS MIGRATION AND UNDERLAYING CAUSES

Environmental Disasters Country Environmental Disaster- .. Earthquake

1800

Flood

10M

Storm

1600

Wildﬁre

1200

1000

800

4M 600

Population Displacement 2015-2020

Data from "Refugee Data Finder." The UN Refugee Agency, (2020). Environmental Disasters Data from "Climate Knowledge Portal." The World Bank, (2021).

3M 400 2M 200

Chile

Paraguay

Argentina

Bolivia

Panama

Uruguay

Peru

Brazil

Costa Rica

Dominican Republic

Belize

Colombia

Mexico

Guyana

Ecuador

Nicaragua

Honduras

Venezuela

0M El Salvador

0 Guatemala

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

Rate Of Asylum Seekers Per 100,000

1400

Asylum Seeking Population

Crime and Violence

Poverty and Economic Opportunity

Rate Of Asylum Seek..

0.8

0.7

Data from "Refugee Data Finder." The UN Refugee Agency, (2020).

1200

Poverty Rate

0.5

800

Poverty Rate

0.6

1000

0.3

Chile

Argentina

United States

Bolivia

Uruguay

Paraguay

Brazil

Peru

Costa Rica

Colombia

Belize

0.0 Guyana

0 Mexico

0.1

Nicaragua

0.2

200

Ecuador

400

Asylum Seekers vs. Infant Mortality Rate Country Measure Names

1800

Infant Mortality Rate

18 1200

12 800 10 600

Infant Mortality Rate

1000

Data from "Infant Mortality Rate from 2009 to 2019 (in deaths per 1,000 live births)" Statista, (2021).

8 6

400

4 200 2

Chile

Argentina

United States

Bolivia

Uruguay

Paraguay

Brazil

Peru

Costa Rica

Dominican Republic

Colombia

Belize

Guyana

Mexico

Nicaragua

Ecuador

Venezuela

Honduras

0 Guatemala

Asylum Seekers vs. Homicide Rates Country Measure Names

Homicide Rates Per 1.. Rate Of Asylum Seek..

1600

Asylum Seeking Population

Data from "Refugee Data Finder." The UN Refugee Agency, (2020).

1400

30 800 25 600

Homicide Rates Per 100,000

1000

Homicide Rate Data from "Citizen Security in Latin America." Igarape Institute, (2018).

400

10 200 5

Chile

United States

Paraguay

Argentina

Panama

Uruguay

Brazil

Bolivia

Peru

Dominican Republic

Colombia

Costa Rica

Belize

Guyana

Mexico

Nicaragua

Ecuador

Honduras

0 Venezuela

0 El Salvador

Rate Of Asylum Seekers Per 100,000

45 1200

Guatemala

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

Infant Mortality Rate

1800



Data from "Refugee Data Finder." The UN Refugee Agency, (2020).

1400

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

Comprehensive Findings

Asylum Seeking Population

Impunity and Elite Indifference  

Rate Of Asylum Seek..

El Salvador



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

1600

Rate Of Asylum Seekers Per 100,000



Data from "Poverty Headcount Ration at National Poverty Lines." The World Bank, (2020).

0.4

600

Dominican Republic



Poverty Rate

Asylum Seeking Population

1400

Venezuela



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

Measure Names 0.9

1600

Honduras



Country 1800

El Salvador

Environmental Degradation

Asylum Seekers vs. Poverty Rate

Rate Of Asylum Seekers Per 100,000



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

Guatemala



HIGHER EDUCATION Every place of higher education has multiple physical and environmental characteristics which make it successful. Finding those common trends in campuses across the country was the first step towards designing a new campus for Cal Western School of Law. We looked at schools ranging from three hundred to three thousand students in total enrollment, each accompanied by a variety of disciplines but primarily focused on universities with their own program for law. This data was then consolidated creating a starting framework to be applied as precedent for the master planning process. We were able to narrow down the characteristics of an ideal campus to the following: Community & Safety    

Immerse the campus within the cultural and historical context of the site location through vernacular architecture and respective facilities. Provide transparency at the ground floors to keep focus on the ground condition. By creating access to emergency response stations that alert authorities of criminal activity along the campus circulation routes to provide security. Supply adequate even lighting throughout campus, including those to academic functions and campus housing.

Organization    

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

Accessibility & Transportation  

Easy access for walkways to create a safe space away from traffic or clear spatial integration of pedestrian walkways within traffic routes. Integrate bike routes throughout campus that tie into the community bike circulation system.

Resources    

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

SITE SELECTION

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

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

Mission Valley 

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

Downtown San Diego 

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

Logan Heights 

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

03 SITE UNDERSTANDING CONTEXTUAL UNDERSTANDING

During the initial research phase, the studio focused primarily on the contextual understanding of Logan Heights and its surrounding communities. A fundamental part of the campus master plan design stemmed from an understanding of community, demographic, climatic, and accessibility within the site. It was this contextual understanding that allowed the studio to thoughtfully select materials and site layout within the greater campus master plan.

The analysis of the following areas of study supported the continuity of design between the Cal Western Campus and local circumstances: Population 

The total population of Logan Heights, also known as Barrio Logan, is 58,408, with around a 5% population increase annually. The community makes up about 4% of San Diego’s total population of 1.4 million people.

Community Context 

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

Demographic Distribution 

San Diego has a distinctive cultural identity from Hispanic populations from over sixty years. Historically, the area became prominent from industrial jobs, and there was a significant increase in San Diego’s Mexican population due to the 1910 Mexican Revolution. Alongside the prevalent Hispanic and Latino population, 42% of San Diego’s residents are white, 16% are Asian residents, and Black or African American residents make up 5% of the population. The median age is around 26.8 years. Overall, the culturally vibrant community consists mostly of local families that need a catalyst to revitalize the sense of physical connection that drives socio-economic and employment growth.

Poverty 

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

Air Quality 

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

Water Availability 

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

Climatic Desirability 

San Diego is known for its temperate climate, resulting in a city constantly welcoming new resident. The area is lined with public and private beaches as well as plenty of park and recreation-based facilities accessible to the public. With a long list of historical and attraction-based sites, San Diego has no shortage of visitors during every month of the year. The cool maritime breezes keep the city at a comfortable temperature during the summer months, while the almost constant sun warms up the region in the winter. With a relatively low humidity and a marine layer that is quick to burn off, San Diego has some of the most desirable climactic attributes in the country.

Land Use 

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

Transportation 

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

Resource Availability 

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

ECOSYSTEM UNDERSTANDING The ecological understanding of a site is crucial to a building’s success. An understanding of the surrounding climate conditions and topography act as formal drivers when it comes to systems integration, architectural experience, and inhabitant comfort levels. A well-researched understanding of the ecological environment gives the designer and building a chance to better show the relation between inhabitants and the surrounding ecology. The ecosystem encompassing Logan Heights: including soil conditions, vegetation, wildlife, topography, and climate, was researched by the studio to develop a collective understanding of how the master plan might best serve the surrounding environment. Soil  

Soil is primarily composed of marine and non-marine, poorly consolidated, fine and medium grained, pale brown sandstone which lends to the creation of weak soil conditions. The site is located in close proximity to Rose Canyon which is a fault earthquake and liquefaction prone area but remains occupied.

Vegetation      

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

Wildlife      

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

Topography 

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

Climate   

San Diego has a diurnal swing of about thirty-five degrees Fahrenheit with a mean temperature of about sixty-five to seventy degrees. This puts San Diego in the comfort zone for much of the year: June to November, but August and September can often be warm in comparison. Design Strategies that are effective in the climate are internal heat gain and solar direct gain. Sun shading is important as well for higher sun angles. San Diego’s wind is marine influenced when it comes to temperature and primarily originates from the northwest.

110

120

130

140

90 60

100

110

100

EXISTING TOPOGRAPHY

04 CAMPUS MASTER PLAN

CAMPUS DESCRIPTION AND SUMMARY OF FUNCTIONS The Students and Faculty 

The planned campus is first and foremost a place for the students of Cal Western to pursue their education. While the master plan centers itself around providing a welcoming space for students to live, work, and learn; it is also a place for collective gathering. The campus itself features buildings including a recreational facility, central library, performing arts center, educational building, university union, and housing for visiting scholars; all of which are individually catered to best support the students and faculty of Cal Western.

The Visiting Scholars 

As a way to encourage visiting lecturers and esteemed faculty to visit Cal Western, residential units were integrated into the greater campus plan. Located at the north most entrance to campus, these units sit in close proximity to a major thoroughfare connecting Downtown San Diego and Barrio Logan. With private rooms, shared dining spaces, and accessibility to the campus and its resources, the scholars are able to comfortably visit at Cal Western for extended periods of time.

The Community 

The resources residing on the Cal Western campus are not intended to be exclusively used by students and faculty, but rather extended to the surrounding communities of Downtown San Diego, Logan Heights, and Barrio Logan. Each building on the master plan features programming tailored to the greater population. From community halls to daycare facilities, the campus offers a variety of services and outreach programs intended to assist campus and community members alike.

HOW MIGHT WE GOALS Community   

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

Clients 

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

Service 

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



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

Site

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

The best practices we have outlined for our site and project include:

Transitional Spaces   

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

Biophilic Design   

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

Environment and Cultural Context   

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

Sense of Community   

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

CAMPUS COMPARATIVES A Nolli map is a figure ground drawing that aided us in developing our campus plan. These plan drawings help to distinguish private, semi-private, and public places from each other and clearly differentiate space from mass using black and white to represent the area being studied. We used several Nolli maps to help inform us of the flow of spaces on our campus and identify the ideal qualities of a law school campus. Some of the specific campus functional elements we would like to emulate were determined to be on these nine campuses: Georgetown Law School 

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

Harvard Law School 

The campus is comprised of mostly historic buildings with lots of green open space between buildings. The WWC is the hub for all student life which holds common spaces, classrooms, clinics, and dining facilities.

Fordham Law School 

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

Duke University School of Law 

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

Notre Dame Law School 

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

New York University Law School 

The school is a unique campus as it is a series of buildings nestled in the city itself and centered around Washington Square Park. It is very well integrated into the city and fosters experiences in which school and city life intertwine.

Stanford Law School 

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

Lewis and Clark Law 

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

University of Oregon Law School 

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

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

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

The Density 

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

The Circulation 

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

CAMPUS RESILIENCY Resiliency refers to a site’s ability to weather adverse conditions (both immediate disasters and long-term stresses) while supporting a prominent level of functionality and safety for all its residents. A primary test of resiliency is a site’s response to the challenges posed by climate change. As a coastal site in a drought and fire-stricken state, our campus will be particularly at-risk. The central concerns include sea-level rise and flooding, increasing temperatures, and decreasing precipitation. Although in the most catastrophic climate scenarios our site may simply become uninhabitable, we have pursued resiliency strategies that will ensure its functionality under many circumstances.

Some primary strategies are outlined as follows: Addressing Sea-Level Rise and Flooding  Our buildings avoid placing primary or essential functions in below-grade spaces, so that flooding events do not damage or inhibit campus activity in the long-run. Addressing Increasing Temperatures  

Reducing urban heat island effect with extensive site vegetation, cool roofs, and rooftop gardens. Increasing tree canopy on street edge and internal campus quad to give community greater access to shade in extreme heat.

Addressing Decreasing Precipitation  

Use of building-level water capture and reuse of gray water to reduce strain on municipal water systems. Extensive native-plant landscaping to reduce campus irrigation needs.

Addressing unreliability of Energy Access through    

Integration of on-site energy generation with battery backup Reducing energy needs (and thus reliance on potentially spotty energy grids) by taking advantage of appropriate building-scale and site-specific passive strategies. Site design with awareness of solar access to increase natural daylighting in each building. Extensive on-site solar generation to reduce loads on city grid and provide an independent energy source.

Many of the measures described here are very physical and architectural. While these may help preserve life and increase physical comfort, the campus also takes measures to address social and communal resiliency. By providing spaces for justice-oriented law education and pro-bono practice, as well as non-academic programs (such as markets, greenhouses, daycares, and more), the campus works towards lifting up the community and putting the neighbors in a better situation to recover following a disaster. The conjunction of architectural and social interventions embodied in our campus to support making Barrio Logan more resilient in the face of the challenges to come.

05 PARTNERS PROJECT PURPOSE

The Sobre/mesa Center improves the quality of life of Cal Western School of Law Students and the surrounding communities through biophilic design and food-centered spaces. The aspirational intent of Sobre/mesa is to facilitate community within the presence of the pre-established neighborhoods; ultimately creating a hub for collective gathering and the cultivation of engagement through agriculturally rooted spaces. Utilizing the idea of food as an informal facilitator of expression and connection, this mixed-use building aims to serve as the community center of Cal Western Law School’s newly proposed campus.

PROJECT PROGRAM “Sobremesa” is a Spanish word used to describe the flow of conversation around a meal, a savoring of food and company. A stark contrast to the fast-paced workday in America, where dining can consist of quick takeout or a microwave meal; Sobremesa asks for time to be invested in sharing, digesting, and connecting. Centered around the idea of using food as an informal facilitator, The Sobre/mesa Center begins to investigate relationships between the populations served. The programming of the building politely asks its visitors to take time to interact, whether by shopping, dining, working, or living; spaces such as the market, café, touchdown floors, and residential units support occupants shared experiences. The key word here being experience; when programming initially started it became clear that to successfully integrate engagement between the surrounding communities, spaces would need to directly facilitate interaction. To support collaboration, programs such as communal kitchens and central dining locations were designed on the residential floors. In spaces that are typically labeled as public, the buildings goal is to construct an intimate feeling of community while also avoiding the projection of exclusivity. A principal goal of Sobre/mesa is to ensure that it does not privatize the public realm; while there are areas of the building that require more privacy, such as the residential units, the remainder of the building is meant to support the community rather than detach itself from it. In order to achieve this, spaces in the building were designed to show a sense of transparency from the exterior. By using the building envelope as a means of communication, fully public spaces are straightforward, showing their contents and intentions to the public realm while private spaces are given a sense of opaqueness, to protect the privacy of their more permanent inhabitants. This goal of avoiding privatization is directly reflected in the programmatic spaces and architectural design of the building, both of which are tailored to support members of Barrio Logan, Downtown San Diego, Visiting Scholars, and the population of Cal Western School of Law.

PERFORMANCE GOALS Energy



Photovoltaic panels help to offset Sobre/mesa’s substantial energy load. Larger crystalline panels located on the rooftop make up the majority of the building’s solar energy but are supplemented by amorphous translucent panels on the exterior curtain wall of the greenhouses. Additionally, most of Sobre/mesa’s circulation was deliberately pushed outdoors to reduce air conditioning requirements while immersing building occupants in the surrounding environment.

Water



Water catchment is concentrated in the landscaping of the project. The permeable pavers allow rain to collect underground and be recycled into the greenhouses after a filtration process. The higher nitrogen concentration in rainwater makes this more advantageous to Sobre/mesa’s food production capacity. Use of native plants and grasses around the building also reduces the site’s water requirements.

Light



The project’s location at the Northmost section of the proposed campus lends itself well to mitigating Southern solar gain. Most large expanses of façade transparency are located at the North elevation to take advantage of the indirect daylight. Additionally, the split building shape creates a central thoroughfare, where façade transparency could be implemented with the guarantee of shading. The exception to this rule is the swathes of South-facing glazing for Sobre/mesa’s greenhouses. A sun path chart was carefully studied to ensure that it would not receive excess solar gain, and the glass was frosted to provide an additional layer of light diffusion. As the building climbs higher, glazing becomes more controlled. Residential windows are oriented to maximize views of the surrounding city, with operable shading that allows occupants to control their environment.

Production



Sobre/mesa’s extensive food production spaces are integral to the project’s ethos but create a challenge for achieving energy-saving goals. The greenhouses require the capacity to strictly regulate thermal and ventilation conditions, all of which generate heavy energy consumption. To reduce that load, Sobremesa’s greenhouses aim to capitalize on the pleasant San Diego climate. Strategic use of glazing and thermal mass combined with BMS-controlled operable windows are just some of the solutions towards reaching performance goals. Food production is facilitated through aeroponic, and hydroponic systems as opposed to traditional soil-based planting. The high potential for water recycling (supplemented by added nutrients), reduced energy consumption, and high efficiency of these systems, high potential for water recycling supplemented by added nutrients, were the driving factors in this decision.

FORMAL INFLUENCES - STREET CONDITIONS

PROGRAMMATIC DRIVERS Sobre/mesa aims to be a multi-faceted organism on Cal Western’s campus that improves the quality of life of its many communities through biophilic design and food-centered spaces. These are especially important when considering the law school population of students, faculty, and visiting scholars; all of whom devote their careers to serving others and tending to isolate themselves along the way. Sobre/mesa asks them and the community of Downtown San Diego, Logan Heights, and Barrio Logan to consciously engage in sustainable processes and care for themselves through holistic immersion in farm-to-table practices. Using food as a facilitator of social connection, the project cultivates community engagement in the long term while providing natural support to its occupants. Sobre/mesa serves the law school as the law school serves the people.

The farm-to-table process is embodied through every inch of the building. Greenhouses climb up the building, growing fruits and vegetables that are cared for by volunteers. In addition to productive biophilia, living walls and plant spaces provide mental health benefits and purified air to occupants. Food travels out of the greenhouses into community spaces of various privacies. More private areas like the community kitchens in upper-level visitor apartments encourage the sharing of conversations amongst visiting scholars over a common dinner table. Public spaces like the ground-floor market serve the larger campus community as well as the residential community of Logan Heights and Barrio Logan. The market and adjacent pantry fill address the issue of food insecurity by creating proximity to fresh produce to communities located within a food desert. The food produced in the building makes its way to users at multiple points, allowing the building to directly contribute to the health of its occupants.

By providing on-campus access and visibility to food and agricultural programs, Sobre/mesa intends to create community connections in Cal Western Law’s newly proposed campus and support equal quality of life in Logan Heights.

SITE PLAN

SITE SECTION

FLOOR PLANS

5 32

6 (RESIDENTIAL TYPE A)

7 (RESIDENTIAL TYPE B) 33

STRUCTURE Being a building centered around biophilia, Sobre/mesa had a goal of incorporating natural materials within the building’s main structural configuration. The structure is centered around the use of materials including mass timber and steel. The building plans to utilize a mass timber frame for the main structural component, coupled with the integration of steel framing in greenhouse spaces and a concrete split core between the two building masses. When it comes to gravity and lateral systems, the implementation of moment framing methods will act to support the longer structural spans. Following structural consultations with Cal Poly faculty members, we discovered a few spaces that may require additional framing depending on load calculations.

When deciding on a structural system, program played a crucial role. The building is comprised of spaces that will have large span requirements such as a theater, touchdown spaces, and market. One of the biggest challenges was the integration of structure in a thoughtful way that was able to complement the building experience but remain functional. Within the building, Sobre/mesa remains true to the structural materials selected by reflecting them internally to provide an aesthetically welcoming center for the community. A key decision was made early in the design process to prioritize the collaboration between architectural experience and strucutre, refraining one from taking priority over the other, leading to a unified space for students and visitors.

CIRCULATION

EXTERIOR AND INTERIOR RENDER VIGNETTES

SOCRATIC MARKET

DOG TROT

TOUCHDOWN SPACE

PICK ‘N GRAB GREENHOUSE

DETAILED WALL SECTION AND AXON

A11_Floor 11 114' - 0"

1 A3

A11_Floor 11 114' - 0"

---

8 8

A11_Floor 11 114' - 0"

A10_Floor 10 104' - 0"

A9_Floor 09 94' - 0"

15/16" SUSPENSION TEE MASS TIMBER SUSPENDED T-CEILING SYSTEM SPRINKLER SYSTEM SPACED @ 10' O.C. SUSPENSION CEILING WIRE A8_Floor 08 84' - 0"

15/16" SUSPENSION TEE

A8_Floor 08 84' - 0"

A7_Floor 07 74' - 0"

1' - 0"

A5_Floor 05 54' - 0"

A7_Floor 07 74' - 0"

DUCT CONNECTED TO HIGH EFF. VAV SYSTEM SUSPENSION CEILING WIRE SUSPENDED T-CEILING SYSTEM

ALUMINUM FIXED WINDOW SILL CASING

A6_Floor 06 64' - 0"

15/16" SUSPENSION TEE DUCT CONNECTED TO HIGH EFF. VAV SYSTEM SPRINKLER SYSTEM @ 5' O.C. SUSPENSION CEILING WIRE SUSPENDED T-CEILING SYSTEM

A4_Floor 04 42' - 0"

15/16" SUSPENSION TEE

2 x 3 DOUBLE TOP PLATE SPRINKLER SYSTEM @ 5' O.C.

2 x 12 TYP. HEADER ALUMINUM FIXED WINDOW HEAD CASING

A4_Floor 04 42' - 0"

3' - 4"

3o x 9o FIXED WINDOW

1" CONCRETE TOPPING BROOM FINISH

OPERABLE 5/8" THREE-PLY PV GLASS PANEL FOR NATURAL VENTILATION CONTROLLED BY BMS

5" NON-COMPOSITE METAL DECKING

4' - 2"

GREENHOUSE: FRUITS & BERRIES

5" NON-COMPOSITE METAL DECKING 8.75" x 30" GLB JOIST SPACED @ 30' O.C.

A3_Floor 03 28' - 0"

6.75" x 30" GLB GIRDER SPACED @ 10' O.C. 12" x 12" GLB COLUMN SPACED @ 10' O.C.

8.75" x 30" GLB JOIST SPACED @ 30' O.C.

A3_Floor 03 28' - 0"

12" x 12" GLB COLUMN SPACED @ 10' O.C.

2' - 6"

4' - 0"

OPERABLE LOW-E PANEL 5/8" THREE-PLY PVIGU GLASS SPANDREL FOR NATURAL VENTILATION CONTROLLED BY BMS 1/4" WHITE GLAZED TEMPERED GLASS 1/8" a-Si THIN FILM SOLAR CELLS 0% LIGHT TRANSMITTANCE 2.5" x 9" ALUMINIUM MULLION INTERIOR LOW-E IGU PANEL OPERABLE LOW-E IGU PANEL FOR NATURAL VENTILATION CONTROLLED BY BMS 5/8" THREE-PLY PV GLASS PANEL 1/4" RED-TINTED TEMPERED GLASS 2.5"SOLAR x 9" ALUMINIUM MULLION 1/8" a-Si THIN FILM CELLS 30% LIGHT TRANSMITTANCE INTERIOR LOW-E IGU PANEL 2.5" x 5" ALUMINIUM MULLION 5/8" THREE-PLY PV GLASS PANEL 1/4" RED-TINTED TEMPERED GLASS 1/8" a-Si THIN FILM SOLAR CELLS 30% LIGHT TRANSMITTANCE

7' - 0"

2' - 6"

4' - 0"

5/8" THREE-PLY PV GLASS SPANDREL 1/4" WHITE GLAZED TEMPERED GLASS 1/8" a-Si THIN FILM SOLAR CELLS OPERABLE 5/8" THREE-PLY PV GLASS PANEL 0% LIGHT TRANSMITTANCE FOR NATURAL VENTILATION CONTROLLED BY BMS

1" CONCRETE TOPPING BROOM FINISH 6.75" x 30" GLB GIRDER SPACED @ 10' O.C.

4' - 2"

GREENHOUSE: ROOT & BULB

2.5" x 5" ALUMINIUM MULLION 1" CONCRETE TOPPING W BROOM FINISH

7' - 0"

4" CONCRETE SLAB ON NONCOMPOSITE METAL DECKING W12x26 STEEL GIRDER @ 30' O.C. 1" CONCRETE TOPPING W W12x26 STEEL BEAM @ 20' O.C. FINISH BROOM

GREENHOUSE: ROOT & BULB

1' - 0"

A2_Floor 02 14' - 0"

4" CONCRETE SLAB ON NONCOMPOSITE METAL DECKING HSS6x6x.5 STEEL COLUMN (NOT SHOWN)

A2_Floor 02 14' - 0"

W12x26 STEEL GIRDER @ 30' O.C.

2' - 0"

W12x26 STEEL GIRDER @ 30' O.C.

1' - 0"

W12x26 STEEL BEAM @ 20' O.C.

A2_Floor 02 14' - 0"

HSS6x6x.5 STEEL COLUMN (NOT SHOWN)

A2_Floor 02 14' - 0"

PV PINK TINTED CURTAIN WALL PANELS **SEE DETAIL D1 FIBER CEMENT WALL PANELS (SEE DETAIL 2)

FIBER CEMENT WALL PANELS (SEE DETAIL 2)

GREENHOUSE: LEAFY GREENS

PV PINK TINTED CURTAIN WALL PANELS **SEE DETAIL D1 FIBER CEMENT WALL PANELS (SEE DETAIL 2)

FIBER CEMENT WALL PANELS (SEE DETAIL 2)

GREENHOUSE: LEAFY GREENS

12" CONCRETE FOUNDATION SLAB

12" CONCRETE FOUNDATION SLAB 12" CONCRETE FOUNDATION SLAB

A0_Ground Floor 0' - 0"

79" x 79" x 35" PILE CAP

31/2" 1/2"THERMAL CFS FRAMING AIR BARRIER

ALUMINUM FIXED WINDOW SILL CASING

D3_Greenhouse Glazing 1/2" 1'-0"

E3_Greenhouse Glazing 1/2" 1'-0"

D2_Fiber Cement Paneling 1/2" = 1'-0"

1" CONCRETE TOPPING BROOM FINISH 6.75" x 30" GLB GIRDER SPACED @ 10' O.C. 5" NON-COMPOSITE METAL DECKING 8.75" x 30" GLB JOIST SPACED @ 30' O.C.

A3_Floor 03 28' - 0"

6.75" x 30" GLB GIRDER SPACED @ 10' O.C. 12" x 12" GLB COLUMN SPACED @ 10' O.C.

8.75" x 30" GLB JOIST SPACED @ 30' O.C.

A3_Floor 03 28' - 0"

A2_Floor 02 14' - 0"

12" CONCRETE FOUNDATION SLAB

A0_Ground Floor 0' - 0"

#3 BENT REBAR A0_Ground Floor 0' - 0"

A0_Ground Floor 0' - 0"

#3 BENT REBAR

E2_Fiber Cement Paneling 1/2" = 1'-0"

D3_Greenhouse Glazing 1/2" 1'-0"

E3_Greenhouse Glazing 1/2" 1'-0"

D2_Fiber Cement Paneling 1/2" = 1'-0"

10' - 0"

12 12

F F

9 9 12

10' - 0"

STUDENT TOUCHDOWN 2100 SF

A1 --10' - 0"

10' - 0"

A1 ---

STUDENT TOUCHDOWN 2100 SF

A1 ---

8 8 13

10' - 0"

8 8

LAB 2: Integrated Wall Focus Area + 3d Axon RASHMI PRADHAN STUDIO WHITE // ARCH 342 SPRING 2022 LAB 2: Integrated Wall Focus Area + 3d Axon RASHMI PRADHAN STUDIO WHITE // ARCH 342 A3_Floor 03 - Kenzie 342 3 SPRING 2022 1/2" = 1'-0" 10' - 0"

1 A3

14 14

1' - 0" 2' - 0" 1' - 0" 2' - 0"

7' - 0"

4' - 0"

A3_Floor 03 - Kenzie 342 1/2" = 1'-0"

E2_Fiber Cement Paneling 1/2" = 1'-0"

A0_Ground Floor 0' - 0"

79" x 79" x 35" PILE CAP

20" DIA. PILE-STEEL PIPE

A0_Ground Floor 0' - 0"

79" x 79" x 35" PILE CAP

12" CONCRETE FOUNDATION SLAB 20" DIA. PILE-STEEL PIPE

A0_Ground Floor 0' - 0"

A2_Floor 02 14' - 0"

PV PINK TINTED CURTAIN WALL PANELS **SEE DETAIL D1

A2_Floor 02 14' - 0"

A3_Floor 03 28' - 0"

PV PINK TINTED CURTAIN WALL PANELS **SEE DETAIL D1

A3_Floor 03 28' - 0"

12" x 12" GLB COLUMN SPACED @ 10' O.C.

E2_Fiber Cement Paneling 1/2" = 1'-0"

D3_Greenhouse Glazing 1/2" 1'-0"

A4_Floor 04 42' - 0"

5" NON-COMPOSITE METAL DECKING

A0_Ground Floor 0' - 0"

A4_Floor 04 42' - 0"

1" CONCRETE TOPPING BROOM FINISH

A2_Floor 02 14' - 0"

#3 BENT REBAR

A4_Floor 04 42' - 0"

2 x 12 TYP. HEADER

3o x 9o FIXED WINDOW

A2_Floor 02 14' - 0"

20" DIA. PILE-STEEL PIPE

D2_Fiber Cement Paneling 1/2" = 1'-0"

A4_Floor 04 42' - 0"

2 x 3 SILL PLATE 2 x 3 DOUBLE TOP PLATE

3o x 9o FIXED WINDOW

ALUMINUM FIXED WINDOW HEAD CASING

A3_Floor 03 28' - 0"

D3_Greenhouse Glazing 1/2" 1'-0"

A5_Floor 05 54' - 0"

2 x 12 TYP. HEADER ALUMINUM FIXED WINDOW HEAD CASING

A3_Floor 03 28' - 0"

#3 BENT REBAR 20" DIA. PILE-STEEL PIPE

A5_Floor 05 54' - 0"

2 x 3 SILL PLATE 2 x 3 DOUBLE TOP PLATE

Suspended Wood T-Ceiling Sys- TYP. IRMA ROOF Semi-exposed Sprinkler System tem Semi-exposed Sprinkler System Herringbone TYP. IRMAPavers ROOF atop Pedestals UHPC FACADE 3” Rigid Batt Insulation GREENHOUSE: ROOT & BULB Herringbone Pavers atop(WRB) Pedestals A|UHPC Panels EPDM Roofing Membrane UHPC FACADE 3” RigidSheathing Batt Insulation Steel Girt System Plywood GREENHOUSE: ROOT & BULB A|UHPC Panels EPDM Roofing Membrane (WRB) Steel Girt System Rigid Batt Insulation 2” Plywood ConcreteSheathing Topper with Welded Water Resistant Barrier Wire Fabric Rigid Batt Insulation 2” Concrete Topper with Welded Shear Connector Water Resistant WireBarrier Fabric Plywood SheathingBarrier Vapor ShearCLT Connector Interior Steel-Framed 3 Layer Deck Plywood Vapor Barrier Backup WallSheathing GREENHOUSE: LEAFY GREENS InteriorWall Steel-Framed 3 Layer CLT Deck Gypsum Board Glulam Structural System Backup Wall GREENHOUSE: LEAFY GREENS Gypsum Wall Board Glulam Structural System

79" x 79" x 35" PILE CAP

#3 BENT REBAR

A5_Floor 05 54' - 0"

VAPOR BARRIER

TYPICAL MULLION

ALUMINUM FIXED WINDOW SILL CASING

20" DIA. PILE-STEEL PIPE

79" x 79" x 35" PILE CAP

20" DIA. PILE-STEEL PIPE

A5_Floor 05 54' - 0"

VAPOR BARRIER 3" RIDGID INSULATION

TYPICAL MULLION 3 1/2" CFS FRAMING

12" CONCRETE FOUNDATION #3 BENT REBAR SLAB

A0_Ground Floor 0' - 0"

A5_Floor 05 54' - 0"

1/4" GYPSUM WALL BOARD

#3 BENT REBAR 12" CONCRETE FOUNDATION SLAB 20" DIA. PILE-STEEL PIPE

20" DIA. PILE-STEEL PIPE

A5_Floor 05 54' - 0"

1/4" GYPSUM WALL BOARD 1/2" PLYWOOD SHEATHING

A4_Floor 04 42' - 0"

79" x 79" x 35" PILE CAP

12" CONCRETE FOUNDATION #3 BENT REBAR SLAB

3" RIDGID INSULATION

A4_Floor 04 42' - 0"

3o x 9o FIXED WINDOW

3' - 4"

GREENHOUSE: FRUITS & BERRIES

A4_Floor 04 42' - 0"

2 x 12 TYP. HEADER ALUMINUM FIXED WINDOW HEAD CASING

A6_Floor 06 64' - 0"

1/2" THERMAL AIR BARRIER

1/2" PLYWOOD SHEATHING FIBER CEMENT CURTAIN WALL PANEL

4' - 0"

A4_Floor 04 42' - 0"

2 x 3 SILL PLATE

15/16" SUSPENSION TEE SPRINKLER SYSTEM @ 5' O.C.

A6_Floor 06 64' - 0"

FIBER CEMENT CURTAIN WALL PANEL

4' - 0"

ALUMINUM FIXED WINDOW SILL CASING

SUSPENDED T-CEILING SYSTEM

A6_Floor 06 64' - 0"

7' - 0"

2 x 3 SILL PLATE 2 x 3 DOUBLE TOP PLATE

SPRINKLER SYSTEM @ 5' O.C. SUSPENSION CEILING WIRE

Ground Floor 0' - 0" Ground Floor 0' - 0"

A6_Floor 06 64' - 0"

7' - 0"

GREENHOUSE: HERBS & SPICES

A7_Floor 07 74' - 0"

ELECTRICAL CONDUIT 6" - 8" CAN LIGHT FIXTURE

A5_Floor 05 54' - 0"

VAPOR BARRIER

TYPICAL MULLION

GREENHOUSE: HERBS & SPICES

2' - 0"

ELECTRICAL CONDUIT 6" - 8" CAN LIGHT FIXTURE

2' - 0"

A5_Floor 05 54' - 0"

TYPICAL MULLION 3 1/2" CFS FRAMING

1/4" GYPSUM WALL BOARD

A7_Floor 07 74' - 0"

6" - 8" RECESSED INCANDECENT 120V LIGHT

A5_Floor 05 54' - 0"

VAPOR BARRIER 3" RIDGID INSULATION 1/4" GYPSUM WALL BOARD 1/2" PLYWOOD SHEATHING

A8_Floor 08 84' - 0"

A7_Floor 07 74' - 0"

6" - 8" RECESSED INCANDECENT 120V LIGHT

1' - 0"

31/2" 1/2"THERMAL CFS FRAMING AIR BARRIER

A5_Floor 05 54' - 0"

2' - 0"

A5_Floor 05 54' - 0"

SUSPENSION CEILING WIRE

A8_Floor 08 84' - 0"

A7_Floor 07 74' - 0"

A6_Floor 06 64' - 0"

1' - 0"

3" RIDGID INSULATION 1/2" PLYWOOD SHEATHING FIBER CEMENT CURTAIN WALL PANEL

A8_Floor 08 84' - 0"

1' - 0"

A6_Floor 06 64' - 0"

1/2" THERMAL AIR BARRIER

HSS6x6x.5 STEEL COLUMN (NOT SHOWN)

A8_Floor 08 84' - 0"

15/16" SUSPENSION TEE SPRINKLER SYSTEM SPACED @ 10' O.C.

5 1/8" x 24" GLB GIRDER @ 10' O.C.

A6_Floor 06 64' - 0"

FIBER CEMENT CURTAIN WALL PANEL

W12x26 STEEL BEAM @ 20' O.C.

SPRINKLER SYSTEM SPACED @ 10' O.C. SUSPENSION CEILING WIRE

A7_Floor 07 74' - 0"

1' - 0"

A6_Floor 06 64' - 0"

5 1/8" x 24" GLB GIRDER @ 10' O.C.

4" CONCRETE SLAB ON NONCOMPOSITE METAL DECKING HSS6x6x.5 STEEL COLUMN (NOT SHOWN)

15/16" SUSPENSION TEE MASS TIMBER SUSPENDED T-CEILING SYSTEM

8' - 0"

5 1/8" x 24" GLB GIRDER @ 10' O.C.

A6_Floor 06 64' - 0"

A9_Floor 09 94' - 0"

SUSPENSION CEILING WIRE 8" VENT CONNECTED TO HIGH EFF. VAV SYSTEM

8' - 0"

1' - 0"

A7_Floor 07 74' - 0"

ELECTRICAL CONDUIT 6" - 8" CAN LIGHT FIXTURE

A9_Floor 09 94' - 0"

MASS TIMBER SUSPENDED T-CEILING SYSTEM

A7_Floor 07 74' - 0"

1' - 0"

A7_Floor 07 74' - 0"

ELECTRICAL CONDUIT 6" - 8" CAN LIGHT FIXTURE

6" - 8" RECESSED INCANDECENT 120V LIGHT

A10_Floor 10 104' - 0"

A9_Floor 09 94' - 0"

8" VENT CONNECTED TO HIGH EFF. VAV SYSTEM

A8_Floor 08 84' - 0"

6" - 8" RECESSED INCANDECENT 120V LIGHT

A10_Floor 10 104' - 0"

A9_Floor 09 94' - 0"

A8_Floor 08 84' - 0"

SPRINKLER SYSTEM SPACED @ 10' O.C.

4" CONCRETE SLAB ON NONCOMPOSITE METAL DECKING

A10_Floor 10 104' - 0"

TYP. FOUNDATION 12” Concrete Foundation Slab TYP. Pile CapFOUNDATION Concrete #312” Bent Rebar Foundation Slab GREENHOUSE FLOOR SYSTEM 20”Pile Dia.Cap Pile-Steel Pipe 2” Concrete Topper with Welded #3 Bent Rebar GREENHOUSE FLOOR SYSTEM Wire Fabric 20” Dia. Pile-Steel Pipe 2” Concrete Topper with Welded TYP. FLOOR SYSTEM Shear Connector WireBarrier Fabric Vapor 2” Concrete Topper with Welded ShearCLT Connector TYP. FLOOR SYSTEM 3 Layer Deck Wire Fabric Vapor Barrier 2” Concrete Topper with Welded Shear Connector 3 Layer CLT Deck Steel Structural System WireBarrier Fabric Vapor ShearCLT Connector 3 Layer Deck Steel Structural System High Efficiency VAV Vapor Barrier Electrical Conduit (Grow Lights) 3 Layer CLT Deck Glulam Structural System Efficiency PVHigh Junction Box VAV Electrical Conduit (Grow Lights) High Exposed Sprinkler System Glulam Structural Efficiency VAV System PV Junction Box Electrical Conduit Exposed Sprinkler System High Efficiency Suspended Wood VAV T-Ceiling SysElectrical Conduit tem FIBER CEMENT RAINSCREEN Suspended Wood T-Ceiling SysSemi-exposed Sprinkler System Exterior Cement Curtain tem FIBERFiber CEMENT RAINSCREEN Wall Panels Semi-exposed Sprinkler System Exterior Fiber Steel Cement Black-Anodized GirtCurtain System Wall Panels TYP. INTERIOR WALL Black-Anodized Steel Girt System Cold-Form Steel Framing Rigid Batt Insulation TYP. INTERIOR WALL Water Resistant Barrier Gypsum Board Rigid Batt Insulation Cold-Form Steel Framing Accoya Wall Panels Water Resistant Gypsum Board Plywood SheathingBarrier Accoya Wall Panels Interior Steel-Framed Backup Wall Plywood Sheathing Gypsum Wall Board DOUBLE-SKIN GLAZING Interior Steel-Framed Backup Wall Gypsum Wall Board GREENHOUSE: HERBS & SPICESExterior: Triple-Laminated PV DOUBLE-SKIN GLAZING PUNCHED WINDOW OPENING Glass Panels with 1/8” a-Si Thin GREENHOUSE: HERBS & SPICES Exterior: Triple-Laminated PV Film Solar Cells 2” Concrete Topper with Welded PUNCHED WINDOW OPENING Glass Panels with 1/8” a-Si Thin Wire Fabric Film Solar Cells Girt Framing anchored 2” Concrete Topper with Welded Aluminum Shear Connector to Steel Structure, with intermediWireBarrier Fabric Vapor Girt Framing anchored ateAluminum channels multifunctioning as ShearCLT Connector 3 Layer Deck to Steel Structure, with intermedishading devices Vapor Barrier ate channels multifunctioning as 3 Layer CLT Deck Glulam Structural System GREENHOUSE: FRUITS & BERRIES shading devices Interior: Low-E IGU Wall System with Operable Panels controlled Glulam Structural System High Efficiency VAV and electrical GREENHOUSE: FRUITS & BERRIES byInterior: BMS Low-E IGU Wall System Electrical Conduit with Operable Panels controlled High Efficiency and electrical Suspended Wood VAV T-Ceiling Sysby BMS Electrical Conduit tem A9_Floor 09 94' - 0"

SUSPENSION CEILING WIRE

W12x26 STEEL GIRDER @ 30' O.C. 1" CONCRETE TOPPING W W12x26 STEEL BEAM @ 20' O.C. FINISH BROOM

6" LW CONCRETE ON METAL DECK

A10_Floor 10 104' - 0"

A9_Floor 09 94' - 0"

A10_Floor 10 104' - 0"

1/4" AIR INFILTRATION BARRIER

6" LW CONCRETE ON METAL DECK

KEYNOTES KEYNOTES

8" VENT CONNECTED TO HIGH EFF. VAV SYSTEM

2.5" x 5" ALUMINIUM MULLION 1" CONCRETE TOPPING W BROOM FINISH

EPDM ROOFING MEMBRANE

A10_Floor 10 104' - 0"

MASS TIMBER SUSPENDED T-CEILING SYSTEM

5 1/8" x 24" GLB GIRDER @ 10' O.C.

3/4" HARRINGBONE PAVERS 3" RIGID INSULATION

A10_Floor 10 104' - 0"

EPDM ROOFING MEMBRANE

6" LW CONCRETE ON METAL DECK

8" VENT CONNECTED TO HIGH EFF. VAV SYSTEM

INTERIOR LOW-E IGU PANEL 2.5" x 5" ALUMINIUM MULLION

A11_Floor 11 114' - 0"

EPDM ROOFING MEMBRANE

1/4" AIR INFILTRATION BARRIER

EPDM ROOFING MEMBRANE

A10_Floor 10 104' - 0"

5/8" THREE-PLY PV GLASS PANEL 1/4" RED-TINTED TEMPERED GLASS 1/8" a-Si THIN FILM SOLAR CELLS 30% LIGHT TRANSMITTANCE

1/4" AIR INFILTRATION BARRIER

3" RIGID INSULATION A10_Floor 10 104' - 0"

1/4" AIR INFILTRATION BARRIER

6" LW CONCRETE ON METAL DECK

INTERIOR LOW-E IGU PANEL OPERABLE LOW-E IGU PANEL FOR NATURAL VENTILATION CONTROLLED BY BMS 5/8" THREE-PLY PV GLASS PANEL 1/4" RED-TINTED TEMPERED GLASS 2.5"SOLAR x 9" ALUMINIUM MULLION 1/8" a-Si THIN FILM CELLS 30% LIGHT TRANSMITTANCE

6" LW CONCRETE ON METAL DECK

6" LW CONCRETE METAL DECKPAVERS 3/4"ON HARRINGBONE

3/4" HARRINGBONE PAVERS 3" RIGID INSULATION

3" RIGID INSULATION EPDM ROOFING MEMBRANE

3/4" HARRINGBONE PAVERS 3" RIGID INSULATION

EPDM ROOFING MEMBRANE

EPDM ROOFING MEMBRANE 6" LW CONCRETE ON METAL DECK

1/4" AIR INFILTRATION BARRIER

OPERABLE 5/8" THREE-PLY PV GLASS PANEL FOR NATURAL VENTILATION CONTROLLED BY BMS

1/4" AIR INFILTRATION BARRIER

EPDM ROOFING MEMBRANE 6" LW CONCRETE METAL DECKPAVERS 3/4"ON HARRINGBONE

SUSPENDED T-CEILING SYSTEM

3" RIGID INSULATION

3/4" HARRINGBONE PAVERS 3" RIGID INSULATION

3" RIGID INSULATION

15/16" SUSPENSION TEE DUCT CONNECTED TO HIGH EFF. VAV SYSTEM

---

A11_Floor 11 114' - 0"

3/4" HARRINGBONE PAVERS

3/4" HARRINGBONE PAVERS 1/4" AIR INFILTRATION BARRIER

DUCT CONNECTED TO HIGH EFF. VAV SYSTEM

A11_Floor 11 114' - 0"

8 8

A11_Floor 11 114' - 0"

1 A3

9 12

---

1 A3

A3_Floor 03 - Kenzie 342 1/2" = 1'-0"

E2_Fiber Cement Paneling 1/2" = 1'-0"

06 IN REFLECTION As a cohort, we have not had the most traditional experience when it comes to an architectural education. With that being said, when starting out double-quarter I was not sure what to expect. There was a combination of a nerves and anticipation to jump into third year after being online for most of my college career, but I’m grateful to say that two-quarter has been the highlight of my time at Cal Poly. I believe that the environment created in a studio has a direct impact on the work produced by the students enrolled in each section, and in wrapping up my double-quarter I have to say I could not have asked for a more inclusive and holistic studio culture. I felt encouraged to take risks, challenge myself, explore new design strategies, and most importantly never hesitated to ask for help. The studio focused on a proposal for a single building (developed individually and as a group) situated on a greater campus master plan (developed as a studio collective) as a relocation suggestion for the existing California Western School of Law. This was the first educational based prompt I had worked on in a studio which was eye opening. The programming of the building was relatively open ended but required collaboration with the studio to create a proposal for a campus master plan. The first half of double quarter started out as an individual project with group collaboration to develop several options for a studio master plan. Following mid-review, the class refined each groups master plan to create a cohesive option that would be used for the remainder of the year. This gave me the opportunity to experience working in both small and large groups on a unified design proposal. Near the end of Winter quarter we were asked to partner up with another member of studio to begin our joint venture. We spent the second half of double quarter as a team, working to plan, design, and refine a proposal to present to our firm partners and Cal Poly faculty members. I would say my greatest take away from the two-quarter experience was the chance to work in a nick firm environment. Our professor encouraged collaboration and taught us how to work on a single proposal that pulled from a collection of design influences. Together we were able to learn new techniques, software, design strategies, and apply technical integration into our designs. The integrated aspect of the studio exposed me to a more comprehensive understanding of systems thinking within design. I was able to explore detailed section views of elements proposed in our teams building. Topics in lighting, wall composition, and facade expression were covered in detail throughout each quarter. With a highlighted focus on the detailed wall section, each student spent several weeks developing and refining their wall assemblies. Cohort pin-ups and collective markups were distributed during the spring quarter to allow for students to receive feedback on their sections in preparation for review. Concluding with a final submission that was featured during presentations at the end of the two-quarter experience. It’s safe to say that the two-quarter experience was like no other studio I have completed. The opportunity to work on the development of a project for twenty weeks allowed for new levels of detail to be reached. While a building is never truly completed, it was a unique experience to see a more comprehensive design proposal at the end of the two-quarters. I am looking forward to what the next two years hold and am grateful to have experienced my first integrated design studio at Cal Poly.

THE STUDENT McKenzie Pelletier California Polytechnic State University, San Luis Obispo, California Bachelor’s of Architecture Student - Third Year Studio Toker - Fall 2021 Studio White - Winter 2021 + Spring 2022

BIBLIOGRAPHY  

(https://en-us.topographic-map.com/maps/n0u/San-Diego/) (https://www.sandiego.gov/sites/default/files/legacy/planning/community/profiles/pdf/cp/cpblfull.pdf)