Elevating The Entrepreneur: Design for the Charles D. Close School of Entrepreneurship

Liran Bromberg / Brian McKernan / Neil Ryan Young

Group3:

Daniel Chung

Instructor:

Studio 6.3

ELEVATING E N T R E P R E N E U R THE

Project Information: Drexel University Architecture | Studio 6.3 | Winter/Spring Quarter - 2019 All drawings, images and associated text included within this book was created by Liran Bromberg, Brian McKernan and Neil Ryan Young unless otherwise noted.

Cover Image: Perspective view looking Northeast from 32nd Street & Market Street.

Contents Image: Regional map of Philadelphia with project site location

II

Contents: Post Review Reflections

Mid Review Critique and Response Final Review Critique and Response

1 3 5

Research and Conceptual Design Process:

9 12 13 15

Design Development Process

19 21 27 29 33 35 39 41 43 47 51

Final Review Documents

53 55 69 75 81 85

Narrative and Design Concept Key Research Key Precedents Site Design Cost Analysis Thermal Analysis Daylighting Analysis Structural Analysis Building Skin Analysis Acoustic Analysis Mechanical Systems Electrical Lighting Solar Power Analysis

Plans Typologies Elevations/Perspectives Sections Details

III

Post review reflections

1

White massing model to illustrate building form and site orientation

Section Contents: Mid Review Critique and Response Final Review Critique and Response

2

Mid Review Critique & Response

Critiques & Design Responses from Mid Review: C1 Explore how the narrative can be expressed in Plan, Section and Elevation.

R1 As a result of this comment in particular, we revisited our massing strategy to seek opportunities where we could better express the narrative (see diagram 1a).

C2 Focus on the choreography of space between exterior users and interior users (demonstrate how these spaces are integrated).

R2 We worked throughout the Spring quarter to address this comment specifically, in addition, we focused on the choreography of shared spaces on the interior of the building.

3

C3 Express how the design tells the story of the narrative (bringing in, building up, release) Density of material, water feature expressing release, demonstrate how the building design pulls you in.

R3 In response to this critique, we revisited our narrative and developed a new version that better illustrated our intent.

This became known as “Gather, Cultivate and Release”. (see diagram 1b) C4 Demonstrate how the design creates space that emphasizes the narrative of being “open” Explore the atrium space more in section.

R4 In response to this narrative, we ultimately redesigned the atrium space to grow in width along its length in order to provide a greater effect of openness.

C5 Explore how the facade can provide some of the solar power currently on the roof.

R5 We looked at this during our solar analysis and iterations, but ultimately, we felt that the facade of the atrium should be fully transparent to provide the visual effect of collaboration between interior and exterior space.

C6 Explore how the interior design demonstrates the architecture affects (authored vs found).

R6 We explored this throughout the spring quarter and ultimately found a solution that utilizes a set of new classroom typologies and an atrium space that inspires one to meander through the building. (see diagram 1c)

Diagram 1a (above)

Diagram 1b (above)

Diagram 1c (above)

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Final Review Critique and Response

Critiques & Design Responses from Final Review: C1 In the introduction of our project, we failed to convey some of the research that we had done that explains what a student of entrepreneurial studies aspires to, and what the programmatic needs of the school were.

C3 It would have been interesting to see how the students could share information from not only being able to see it in the class room next door but also from some sore electronic form that would link the entire building.

R1 While we spent a significant amount of time gathering this information early in our project, we decided not to present this during the final review on the assumption that the jurors present, would have been the same jurors from the mid-review.

R3 This is an interesting thought and seeing how the we are trending towards the openness of information this would be a great design concept to develop.

C2 Our project failed to create a consistent design approach to the site design that integrates the messaging and or concepts of the school in a way that interacts with the public.

5

R2 Thinking about this critique, we rethought the site plan to both be a beginning of the entrepreneurial process, as well as an introduction to the work being completed in the building. (see Perspective 2a)

C4 The design is missing a consistant language across typological spaces C4 The typologies were quite a late addition to the design and although they really helped to flesh out the narrative concepts of the design, they were not as fully connected to each other as they might have otherwise been. Given more time, we would work to develop a common set of design moves that would be present throughout the typological spaces.

C5 The design is too linear for the itterative and cyclical entrepreneurial process.

R5 The atrium space shows a clear and strait journey from start to end and this was indeed intended to be a metaphore for the entreprenearial experience as one of always moving upward and onward. However, we had concieved of the project rooms where all the work is done in private and the atrium as the occasional milestone or public display of an idea as it progresses. To better reflect the reality of the entrepreneurial process, we would make the connection between the display sections and work sections more evident and interlocking and perhapse make the landings in the atrium wider and more visable from the entry space.

Perspective 2a (above)

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Interactive Site Seating: (above and right) Based on the feedback from the final review regarding the lack of a consistant design that merges the interior program and site design, I created a site design scheme that incorporates seating with an interactive research element.

7

In this proposal, the shading devices double as an interative information kiosk where visitors can use their smart devices to discover the work and ideas that are developed in the building.

Perspecitive of interactive site seating, looking East.

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Research and Conceptual Design Process

9

White massing model to illustrate building form and site orientation

Section Contents: Narrative and Design Concept Key Research Key Precedents

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Narrative and Design Concepts

NARRATIVE: The School of Entrepreneurship is a DYNAMIC learning facility that provides an INSPIRING environment, designed to ATTRACT prospective student entrepreneurs, CULTIVATE their ideas and LAUNCH them into the market. The school is INTERCONNECTED with the Baiada Institute for Entrepreneurship, providing all of Drexel’s student population with resources and physical space that will challenge them to ASCEND to their full potential.

RESEARCH: 40% of the workforce will consist of freelance workers as companies continue to outsource and downsize, creating more specialized opportunities and startups. (Kauffman Foundation) 84% of executives consider their future success to be very dependent on innovation and 82% of organizations incorporate innovation exactly the same as they would other measures in order to achieve performance gain. (McKinsey Global Innovation Study) 65% of jobs that current college students will experience throughout their career have not been invented yet. (Bureau of Labor Statistics) 61% of Gen Z-ers said they planned to start their own business or work independently within the next five years. (Culture Co-op Survey, Time Magazine

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PROGRAM PARTI

Strong Statement To be successful the School of Entrepreneurship will need to be a strong statement while also be approachable to attract people from all positions from within society. The School of Entrepreneurship building will encourage the truly self determined and unconquerable spirit for the entrepreneur. Not only will this building encourage the Students but also the surrounding community by being accessible and welcoming to all.

Daylighting Daylighting will be especially useful at the atrium and site level. It will be used to bring light into the public spaces in the interior and exterior this will make the spatial experience. This will be helpful to energize the spaces and make encourage the engagement of the students and the public.

Public Entrance Main Entrance

Daylighting Section

Daylighting Atrium

Massing

Site

Massing and Site The massing is formed to show how the ideas of the entrepreneur start from one small idea then are elevated while being inspired and finally released to make a big impact on the public. It is also arranged on the site in such a way that it allows for the integration of both the students and the public. We achieve this providing welcoming entries to all who want to elevate themselves and others.

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Key Research

1:2

2:1

1.5:1

1:1.5

1:1

SCALE OF INTERIOR SPACE STUDY: Testing several scales of height and length of an interior open space against several scales of occupants

1:0.5

1:1

1:1.5

SIDEWALK EXTERIOR EDGE STUDY: Testing sidewalk to plaza edge condition

1:2

1:2.5

PLAZA

PARK

SCALE OF EXTERIOR SPACE STUDY: Testing several scales of building height and length of open space

BUILDING EDGE STUDY: Testing several basic instances of interior to exterior connection types

This series of diagrams was an early attempt to try to match architectural moves to our (at that time) narrative experience. Each study looks at a particular small facet of design and asks which itterations create which narrative experiences.

EXAMPLE OF COMBINATORY SPACE: Showing how narrative concepts can be worked into the spatial program

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ADAPTABLE: Open, free from interior structure, versatile

ENERGIZED: Bright, colorful, inspiring, full of motion, stimulating

ENGAGING: Collaboration, meeting, cooperation

LOFTY: Large volume, high ceilings, limitless, airy, lifted

CORPORATE: Collective, unified, mutual, shared

PROFESSIONAL: Polished, crisp, shiny

Travel Experience to Site

STUDENT

USER NEEDS: Experience Resources Connections USER RESOURCES: Energy New Ideas Zeitgeist

WHO: Student of the Close School WHAT: Wants to start a home gardening venture WHEN: Third year, has the basics down and wants to more fully explore his idea.

Travel Experience to Site USER NEEDS: Resources Energy Feedback USER RESOURCES: Connections Flexibility Experience

WHO: Early 30s, Got his education elsewhere but moved to Philly for the growth potential.

WHAT: Innovator in the midst of several product design solutions for modernization of old things.

WHEN: Has been working in the space for a year.

Travel Experience to Site USER NEEDS: Legacy Feedback Zeitgeist USER RESOURCES: Connections Resources Experience

WHO: Professor of entrepreneurial studies.

WHAT: Works at a larger company in Center City and teaches from his experience in the evenings.

WHEN: Has been working with the school for 12 years.

WHERE: Lives just off campus. Has one foot in the student world and one foot in the professional world.

WHY: Wants urban communities to have access to good, healthy, and inexpensive food.

HOW: Plans on finding collaborators while at school.

GUEST/COLLABORATOR

WHERE: Lives in South Philly, rents space at Close School to get ideas and move forward on projects.

WHY: Collaborative space providing energy and ideas HOW: Agreed to have some time available to students.

PROFESSOR

WHERE: Lives in a North Philadelphia suburb. Drives to his office and takes the train to and from classes.

WHY: Wants to introduce the corporate side of the entrepreneurial experience.

HOW: Teaches from long experience in the field.

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Precedent 1 Perry and Marty Granoff Center for the Creative Arts, Brown University We chose this building because of the similarities to our massing and uses. It has the ability to be transparent and approachable to the public which distinguishes it from the neighboring buildings. The building also has some interesting moves and in my opinion the most successful move would be the fact that floor plates are cut down the center and shifted so that floor plate reveals the lower half and upper half of the other side of the building.

This split level design along with the clear glazing allows for the users see what their classmates are achieving and inspires them to accomplish what their peers have. The exterior is mostly covered with smooth Zinc panels that have horizontal repeating lines that tend to tighten and lift up (scrunch up like clothing) in the corners of the NE and SE corners of the facade that seems to revealing the more private offices on each level. This is very different from the south walls of the building where the designers decided to utilize mostly clear smooth glass to reveal to the public what is happening within the building and clearly reveals the split levels.

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The building is used for mostly teaching, research and productions the designer wanted to focus on the collaboration of all the users while being transparent to the public (with mecho shades to block the sun when needed). As you can see in the photograph and sketch below. The split through the floor plate allows the different users to be inspired by their fellow peers in the upper and lower levels. The main material that is absolutely necessary for this it happen is the clear glass between the floors. But what makes enhances the experiences is the materials that frame the glass. For this slide we chose to focus on the stage area that can be viewed from not only the fixed seating but also from the opposite side of the building thought the void. We believe what makes this room successful is the soft light wood paneling that is mounted vertically. This allow the users of the room to be drawn to the performance on the stage because of the horizontal grain of the wood but at the same time you are drawn upward because it is mounted vertically to draw attention to height of the room and the void. To test this we chose vertical concrete panels and horizontal tongue/ groove wood.

Architect: Name: Diller Scofidio + Renfro Location: Providence, Rhode Island, Image Credits: Photo “Studio� Perry and Marty Granoff Center for the Creative Arts, Brown University by Diller Scofidio & Renfro, Feb 15, 2011- Accessed 17 Feb 2019

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Precedent 2 Bullitt Center We chose the Bullitt Center in Seattle Washington due to the many energy savings strategies. The building was opened on Earth Day April 22, 2013. The goal was to make the building completely self sufficient and to source the non-toxic materials from local suppliers. It has many energy saving strategies that we can utilize on our building. It is heated by hydronic heat that allows the heat to radiant from the floors and continue upwards to the floors above. The heat its self comes from the a ground source heat exchange. The electric is provide by the large solar panels on the roof and extra energy is stored within the batteries on the lower levels. The solar panels also provide a canopy that shades the building to keep it from getting to warm. The combination of these strategies make the building 83% more efficient than any comparable office buildings in Seattle.

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Here we chose to study how three different energy savings strategies work on the Bullitt Center and they affect the building. From there we applied them to our concept building. These Strategies help keep our building in line with our narrative by being energy efficient and sustainable.

Architect: Name: Miller Hull Partnership Location: Seattle Washington Image Credits: Source: “Street View “ Bullitt Center , Brad Kahn Photo Credit John Stamets, 11-11-12, Accessed 3-10-19.

“Interior “ Bullitt Center , Brad Kahn Photo Credit John Stamets, 12-28-12, Accessed 3-10-19.

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Design Development Process

19

White massing model to illustrate building form and site orientation

Section Contents: Massing and Site Design Cost Analysis Thermal Analysis Daylighting Analysis Structural Analysis Building Skin Design Building Skin Analysis Acoustic Analysis Mechanical Systems Electrical Lighting Solar Power Analysis

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Early Massing and Site Concepts

BASIC MASSING: Axonometric view

BASIC MASSING: Various views

MASSING SECTION: Cross section

= Potential core/shear wall area

Academic Tower Spillout and Circulation

Co

lab

Sp ac

es

aces

Retail Sp

Public Event Space Public Gallery

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PLAN/PARTI: Parti depiction of site strategy

MASSING STRUCTURE: Axonometric view

JFK BOULEVARD

N. 32ND STREET

CLASSROOM SPACES

PUBLIC ATRIUM CO-WORKING SPACES RETAIL SPACES

MARKET STREET

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Site Design Represented here are some of our early site design ideas. While none of the ideas shown here made it into the final version of the project, each helped to narrow down the experience that we were crafting and allowed us to experiment with which site features evoked the narrative response we were looking for.

MASSING 01: Courtyard to increase school use of private outdoor space

SCHEME 07: Sculptural datum pole

SCHEME 08: Datum poles with line attachments to

top of penetrations

SCHEME 09: Datum poles with line attachments to top of building

PUBLIC AREA

PUBLIC AREA

PUBLIC ATRIUM

PUBLIC ATRIUM

PUBLIC AREA

PUBLIC ATRIUM PUBLIC ATRIUM

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PUBLIC AREA

Site Design in relation to Narrative Experience

PUBLIC AREA

PUBLIC AREA

PUBLIC AREA

Site design from Mid Review

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Initial Site and Plans LECTURE HALL ENTRY

STUDENT ENTRY

PUBLIC ENTRY

SECTION: Section cut through the secondary axis

PUBLIC ENTRY

SITE PLAN: Illustrated site plan

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These pages show our initial site and floor plans and their relationship to each other. Like a lot of the early work we did, little of these designs survives to the final iteration of the project. However, the larger massing moves have been made and the rough program will continue to be used. From this point forward, the key to our process was iterating on this design to better reflect the key narrative experiences that we were trying to capture.

Site design from Mid Review

DIAGRAM: Showing potential evening use/event spaces of building

FLOOR PLAN: Floor 2

FLOOR PLAN: Floor 3

FLOOR PLAN: Floor 5

FLOOR PLAN: Floor 6

FLOOR PLAN: Floor 1

BUILDING CORE “HANG OUT” SPACE RETAIL SPACE (COFFEE?)

DISPLAY CORRIDOR

BAIDA INSTITUTE SPACE

IDEA INCUBATOR

RESOURCE CENTER

LECTURE HALL

“HANG OUT” SPACE

LECTURE HALL PUBLIC ENTRANCE

COLLABORATION SPACE CLASSROOM/OFFICE FLOOR PLAN: Floor 4

Floor Plans from Mid Review

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Cost Analysis

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Annotation

Sustainable Add Option

Here we looking to receive a “Sustainability Add� to reduce the cost on our HVAC. The top two images of the slides are comparing how the air may flow around our building without venting and with venting. The intent is would be to open the vents when the weather permits and let the building cool naturally. The lower two images are views from the top of our atrium looking towards our vents. We are comparing two iterations one horizontal and one vertical. The vents would be located on the up end of the east side of the atrium and on the lower end of the west side of the atrium.

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Thermal Analysis

$3,161

41.9°F

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50°F Annotation

$14,287 $1,551 $17,448 $4,712

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Thermal Analysis To start or to Thermal strategies narrations we needed to know what thermal values would be required of our entire envelope assembly.

So after studying what the envelope of a similar building might be composed of we decided that this is what our sections could look like. The idea would be to have no thermal breaks in the entire assembly. We are showing how the insulation would wrap around the entire building and would not have breaks.

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Thermal Iterations

The first strategy we explored was the use of external blinds. The thought is the user could select the experience they desire. The second is the vented atrium, this would be a pleasant space and act as a buffer to the academic part of the building. The third is passive cooling, if the weather is permitting this would create and fresh air experience on all the floors. The fourth is cross flow with a passive stack. The idea would the stack would draw out the solar gains through the building then up the stack.

Thermal Iterations

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Initial Daylighting Analysis

Note/Descriptions and or comments.

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Annotation

Sixth Floor Daylighting Analysis Summer Solstice:

10:00 A.M.

Noon

4:00 P.M.

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Initial Structural Analysis Calculations

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36

Final Structural Analysis

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Building Skin Design

Through outer skin

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Through inner skin

This shows some of our early design posibilities for the building skin. The initial concept was to have a skin over the glazed facade and have massive penetrating elements that would puncture that screen. While much of this was left on the cutting room floor once we changed our massing to get rid of the penetrations, the process of figuring out what the screen would do to the interior experience was vital to our final design.

These renderings focus on the experience the screen would have on the interior space in our early conception of the building. The density, patterning, orientation, materiality, and more were all tested to understand the different experiential qualities that each variable brought about.

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Acoustic Analysis GWB Cove Ceiling

ACT CLG

Clear Glass to Atrium

Frosted Glass to Corridor

Carpet

Glass Rail

Wood Panel Walls

ACT CLG

GWB Walls

Carpet

41

Open to Corridor

Clear Glass Loft

Whiteboard GWB ACT Wall Wall CLG

Frosted Glass to Corridor Carpet

Wood Panel Wall

Clear Glass to Atrium

Clear GWB Glass Wall to Atrium

Carpet

Acoustic Baffle Ceiling

42

Mechanical Systems

Duct Sizes

43

Duct Sizes

HVAC Initial Layout

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Mechanical Systems

45

Supply and Return Locations

Here we are testing the systems to see what works best with our concept the intent is to high light curve with the HVAC and lighting. On this particular slide the lights and HVAC will be pointed towards the curve along with the gyp ceilings that are located on our grid lines. The returns are in the raised gyp ceiling. This will lead the user to ready the curve on the south wall.

HVAC Final Layout

The rear Building is about 54,894 square feet and we plan on having about 60 supply vents. This means each vent will be supplying ventilation for about 857 square feet.

Our building will require 80.3 tons of Cooling and 39.6 tons of Heating Do to our large atrium space our cooling ton is much higher than our heating tons requirements.

46

Electrical Lighting

47

Annotation

Here we explored a few different fixtures that my help contribute to our narrative. Row 1- The 1x4 although give off an enough light they don’t particularly add to our narrative. Row 2- the hanging long linear lights do seem to give off enough light and do make the ceiling seem lofty but also make the room feel short. Row 3- make the room feeling taller while also pointing to the atrium space.

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Electrical Lighting

49

Here we explored a few different fixtures that my help contribute to our narrative. Row 1- The 1x4 although give off an enough light they make the ceiling feel tall while still defining the curve . Row 2- the hanging long linear lights do seem to give off enough light and they make the ceiling feel low.. Row 3- make the corridor feel taller while also allowing the user to experience the curve.

Final Electrical Lighting

Annotation

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Solar Power Analysis

DIAGRAM: Potential PV glass area

DIAGRAM: Locations of panels on and off site

Needed Solar Array Area

51

DIAGRAM: Comparing needed array size with current roof size

ARMORY: APPROX 32,000 SF

72% OFF SITE

28% ON SITE

UNIVERSITY CROSSINGS APPROX 8,000 SF

PROJECT SITE APPROX 13,000 SF

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Final Review Documents

53

White massing model to illustrate building form and site orientation

Section Contents: Plans Project Room Typologies Elevations & Perspectives Sections Details Diagrams

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Site Plan

LA

NC

AS

TE

W

AL

K

MARKET

55

Illustrative Site Plan (not to scale)

JFK BLV

D

N 32ND

STREET

R

STREET

Our project sought to become a gateway to Drexel’s campus as approached from center city Philadelphia.

To create this effect, we designed a curved facade that meets Market Street on its East side, and turns toward Lancaster Walk toward the West.

The result is a building that purposefully connects these two pathways and while creating a space for the public realm to gather and collaborate.

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Floor Plans

1ST FLOOR EGRESS PLAN:

SCALE 1/32” = 1’-0”

2

1

LONGEST PATH: 172 FT

3

5

1 4

7 8

FLOOR AREA: 10,926 SF OCCUPANCY: 73 PERSONS

6

9

1 Circulation Cores 2 Elevator 3 Maintenance & Storage 4 Restrooms 5 Main Lobby/Atrium 6 Atrium Steps 7 BAIDA Resource Center 8 BAIDA Institute & Professional Workspaces 9 Professional Entry Reception

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1ST FLOOR PLAN:

SCALE 1/16” = 1’-0”

Ceiling Plans

GWB

Open to Below

ACT

Air Returns

Acoustic Baffle

1ST FLOOR CEILING PLAN: SCALE 1/16” = 1’-0”

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Floor Plans

2ND FLOOR EGRESS PLAN:

SCALE 1/32” = 1’-0”

1

2

LONGEST PATH: 118 FT

3

7

8

9

10

1 4

11

FLOOR AREA: 8,764 SF OCCUPANCY: 59 PERSONS 1 Circulation Cores 2 Elevator 3 Maintenance & Storage 4 Restrooms 5 Atrium Landing 6 Atrium Steps 7 Floor Lobby 8 Workshop Project Room (Bottom) 9 Cafe Project Room 10 Atrium to Circulation Passage 11 Seminar Project Room

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11 5

8

6

2ND FLOOR PLAN:

SCALE 1/16” = 1’-0”

Ceiling Plans

GWB

Open to Below

ACT

Air Returns

Acoustic Baffle

2ND FLOOR CEILING PLAN: SCALE 1/16” = 1’-0”

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Floor Plans

3RD FLOOR EGRESS PLAN:

SCALE 1/32” = 1’-0”

1

2

LONGEST PATH: 140 FT

3

7 9 8

1 10

12 11 4

FLOOR AREA: 8,028 SF OCCUPANCY: 54 PERSONS 1 Circulation Cores 2 Elevator 3 Maintenance & Storage 4 Restrooms 5 Atrium Landing 6 Atrium Steps 7 Floor Lobby 8 Workshop Project Room (Top) 9 Pods Project Room 10 Cafe Project Room 11 Workshop Project Room (Bottom) 12 Atrium to Circulation Passage 13 Seminar Project Room

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5

8

13

6

3RD FLOOR PLAN:

SCALE 1/16” = 1’-0”

Ceiling Plans

GWB

Open to Below

ACT

Air Returns

Acoustic Baffle

3RD FLOOR CEILING PLAN: SCALE 1/16” = 1’-0”

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Floor Plans

4TH FLOOR EGRESS PLAN:

SCALE 1/32” = 1’-0”

2

1

LONGEST PATH: 147 FT

3

6 7

8

1 9

FLOOR AREA: 8,984 SF OCCUPANCY: 60 PERSONS 1 Circulation Cores 2 Elevator 3 Maintenance & Storage 4 Restrooms 5 Atrium Landing 6 Floor Lobby 7 Cafe Project Room 8 Seminar Project Room 9 Workshop Project Room (Top) 10 Workshop Project Room (Bottom) 11 Atrium to Circulation Passage

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10

4

11

10/8

7

5

4TH FLOOR PLAN:

SCALE 1/16” = 1’-0”

Ceiling Plans

GWB

Open to Below

ACT

Air Returns

Acoustic Baffle

4TH FLOOR CEILING PLAN: SCALE 1/16” = 1’-0”

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Floor Plans

5TH FLOOR EGRESS PLAN:

SCALE 1/32” = 1’-0”

2

1

LONGEST PATH: 115 FT

3

5 6

8 7

FLOOR AREA: 7,234 SF OCCUPANCY: 49 PERSONS

1

9

4

7

9

8

1 Circulation Cores 2 Elevator 3 Maintenance & Storage 4 Restrooms 5 Floor Lobby 6 Seminar Project Room 7 Cafe Project Room 8 Pods Project Room 9 Workshop Project Room (Top)

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5TH FLOOR PLAN:

SCALE 1/16” = 1’-0”

Ceiling Plans

GWB

Open to Below

ACT

Air Returns

Acoustic Baffle

5TH FLOOR CEILING PLAN: SCALE 1/16” = 1’-0”

66

Floor Plans

6TH FLOOR EGRESS PLAN:

SCALE 1/32” = 1’-0”

1

2

LONGEST PATH: 144 FT

3 4

5 6

1 6 6

FLOOR AREA: 7,916 SF OCCUPANCY: 53 PERSONS

6

1 Circulation Cores 2 Elevator 3 Maintenance & Storage 4 Restrooms 5 Floor Lobby 6 Seminar Project Room

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6TH FLOOR PLAN:

SCALE 1/16” = 1’-0”

Ceiling Plans

GWB

Open to Below

ACT

Air Returns

Acoustic Baffle

6TH FLOOR CEILING PLAN: SCALE 1/16” = 1’-0”

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Project Room Typology Diagrams RR

FLOOR 6

RR

FLOOR 5

FLOOR 4

RR

FLOOR LOBBIES

RR

FLOOR 3

RR FLOOR 2

RR FLOOR 1 Section Diagram: Organization of Project Room Typologies

SEMINAR ROOM TYPOLOGY:

WORKSHOP TYPOLOGY:

Occupancy: 20-30 Uses: Seminars, Meetings, Large Group Activities

Occupancy: 10-20 (Usually in smaller groups of 3-4) Uses: Small Group Activities, Concept Development, Semi-private Group Space

Materiality: Woods, Darker Colors, More ‘LeBow-like’

PODS TYPOLOGY: Occupancy: 2-6 Per Pod Uses: Focused Study Area, Concept Development

CAFE TYPOLOGY: Intense

Materiality: Glass Divisions that can be used as a whiteboard, Shades for additional privacy

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Materiality: Light Colors, White Boards, Bleed-ins from atrium and other typologies

Section Diagram and Typology Overview

Occupancy: 1-4 Per Table Uses: Relaxed Hangout Space, Idea Generation Materiality: Open to atrium and corridor, Light and airy, No spatial or acoustical divisions, Free flowing

FLOOR 1

FLOOR 2

FLOOR 3

FLOOR 4

FLOOR 5

FLOOR 6

Typology Plans

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Project Room Plans and Elevations

Interior Elevation: North Elevation

Interior Elevation: East Elevation

Typology Key View: Material and Narrative Rendering

Interior Elevation: South Elevation

Interior Elevation: West Elevation

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Seminar Typology

Typology Plan: �

Typology RCP:

Interior Elevation: North Elevation

Interior Elevation: East Elevation Typology Key View: Material and Narrative Rendering

Interior Elevation: South Elevation

Interior Elevation: West Elevation

Typology Plan:

Typology RCP:

Cafe Typology

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Project Room Plans and Elevations

Interior Elevation: North Elevation

Interior Elevation: East Elevation

Interior Elevation: South Elevation

Typology Plan:

73

Typology Key View: Material and Narrative Rendering

Workshop Typology

Interior Elevation: West Elevation

Typology RCP:

Pods Typology

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Exterior Elevations

UNIVERSITY CROSSINGS

SOUTH ELEVATION SCALE: 1" = 16'-0"

South Elevation

75

EAST ELEVATION SCALE: 1" = 16'-0"

East Elevation

UNIVERSITY CROSSINGS

SOUTH ELEVATION

EAST ELEVATION

SCALE: 1" = 16'-0"

WEST ELEVATION SCALE: 1" = 16'-0"

West Elevation

SCALE: 1" = 16'-0"

NORTH ELEVATION SCALE: 1" = 16'-0"

ELEVATING THE ENTREPRENEUR

North Elevation

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Exterior Perspectives

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Exterior Perspective of Entrance

Exterior Perspective of Public Entrance @ JFK & Market Street

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Interior Perspectives

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Interior Perspective of Workshop Typology Looking Toward Atrium

Interior Perspective of Atrium Looking East

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Building Sections

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Building Cross Section

Perspective Section

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Building Section

The curved building created a few challenges when looking to cut sections.

For this purpose, we chose to create a flattened section that ignores the curved plan in order to best demonstrate the spatial quality of the atrium space.

This section illustrates the variety created on the interior by the multiple typologies of the project rooms.

It was also used to demonstrate the integration of passive cooling in the atrium space.

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Illustrative Longitudinal Section Through Atrium

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Details: Entry Canopy

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Perspective View of Entrance Canopy

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Details: Vertical Light Cove

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Perspective View of Vertical Light Cove

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Details: Extended Mullion Upper Light Cove

Ceiling

Glazing

INTERIOR RENDER: Narrative Affect

Upper Level Slab Custom Wrapping Mullion

Z Clips

Steel Bracing Lower Light Cove

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DIAGRAM: Detail Location

Details: Step Cove

Stair Slab

INTERIOR LIGHTING RENDER: Narrative Affect

Ventilation Shaft

LED Strip

Grate < ANNOTATION:

When youaaaaaaaaaaaaa af different ideas or explorations, provide subheadings and annotation for each image/illustration.

Stair Slab

Make sure that an outside observer can understand what it is that is being displayed and demonstrated.

If you have vignettes, a plan or section, clearly labelling the view and what is being draw will help.

DIAGRAM: Detail Location

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