(Re)Inventing the Narrative: Studio Stockton by Rina Fujita

(RE)INVENTING THE NARRATIVE: STUDIO STOCKTON R I N A F U J I TA | S T U D I O W H I T E | W I N T E R 2 0 2 0 | S P R I N G 2 0 2 0

ACKNOWLEDGEMENTS CAL POLY

Stacey White Mark Cabrinha Mario Esola Margot McDonald Clare Olsen Andrew Goodwin Jeremy Magner Ansgar Killing Brent Freeby Jeff Ponitz Sandy Stannard Amir Dee Hossler Travis Koss Alyson Liang

ZGF

Binh Nguyen Olivia Lu-Hill Dylan Corr Samantha Ng

STUDIO SPONSORS ZGF BNIM Architects Lake | Flato LPA Taylor Design mode associates

San Jose State University Stanford University

STUDIO FUTURE UNIVERSITY Aberaham Arellano Niki Blinov Erin Conner Jess Corr Daniella Dutcher Joel Foster Alanna Green Royce Grundy Sarah Gustafson Miles Henry Claire Hohimer Margarita Ku Joyi Larasari Elizabeth Reed Aadi Sagar Leeann Schmutz Anisha Shikre William Talamantes

I would like to thank everyone who was part of my journey in the double quarter experience with Studio Future University. Without their help and contributions, this experience wouldnâ&#x20AC;&#x2122;t have been possible.

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INTRODUCTION COMMUNITY OVERVIEW HIGHER EDUCATION VISION AND GOALS CAMPUS MASTER PLAN THE BUILT ENVIRONMENT IN REFLECTION BIBLIOGRAPHY APPENDICES

INTRODUCTION Stockton is a city in the San Joaquin County which is located in the Central Valley of California. Many people in Stockton are not able to attend University. One of the main issue for this is because there are not many universities in the area. In addition, many are unable to afford to live or commute outside of the city. This struggle can also be seen in other regions of California. In order to provide higher education to more students, the state is planning to build a 24th CSU campus. Stockton was one of the cities chosen along with Chula Vista, Palm Desert, Concord, and San Mateo. In groups, we took a look at each location and itâ&#x20AC;&#x2122;s characteristics. Each group planned a university and designed a building to go on our designed campus in the five different locations. As a studio, we then focused on Stockton and further developed the master plan. In pairs, we designed one building to create a CSU Stockton with ten different projects. Each building was designed with a program that will be catalytic for the city and its development. We looked at what the community needs right now in Stockton and designed a campus that will better their experiences.

WINTER 2020 JAN 6 - FEB 14

C H U L A V I S TA R E S E A R C H A N D M A S T E R P L A N N I N G csu chula vista | master planning | transit center

FEB 17 - MAR 13

JOINT VENTURE csu stockton | tween review

SPRING 2020

APR 6 - APR 17

S C H E M AT I C D E S I G N csu stockton | urgan agriculture building

APR 20 - JUNE 14 DESIGN DEVELOPMENT csu stockton | urban agriculture building

COMMUNITY OVERVIEW Before we could do any designing, we had to start with understanding our site. During the first six weeks, I focused on Chula Vista as a group with three other people. We researched the contextual background such as history, climate, transportation system, demographics, and native species. We then designed a master plan and individually designed a building to go on our Chula Vista master plan. This really helped me understand the importance of research and the difficulty of master planning. After working with our Chula Vista site, we narrowed down the five proposed locations into Stockton and worked on one site as a studio. Since all of us were working on different sites during the first six weeks, we had to do some new research on Stockton and share what we found with each other. We looked at the Stockton demographic, history, education, and climate. We also visited our site to see what is existing and what the community around it is like. Since we had been looking at our site from an aerial view from google maps, visiting the site gave me a clear sense of scale of what was on our site.

PLAN VIEW UNIVERSITY OF NEW HAMPSHIRE - 15,398 FTS

1”=300’

S T U D E N T FA M I LY HOUSING STUDENT CENTER

UNIVERSITY OF CALIFORNIA SAN DIEGO - 29,110 FTS

UNIVERSITY OF WASHINGTON - 44,005 FTS

C U LT U R A L CENTER

PORTLAND STATE UNIVERSITY - 27,229 FTS

TRAINSIT CENTER

C A L I F O R N I A S TAT E U N I V E R S I T Y

C H U L A V I S TA

A R C H 3 5 2 - 0 5 - S TA C E Y W H I T E - W I N T E R 2 0 2 0

N I K I B L I N O V - R I N A F U J I TA - L I Z Z I E R E E D - G A B R I E L L E W E R S T

N AT I V E S P E C I E S A N D C L A S S I F I C AT I O N

Otay Tarplant- threatened, in coastal sage scrub and grassland Light Footed Clapper Rail- Endangered, lives in wetlands Western Snowy Plover- Endangerd, lives in costal sage scrub and wetlands Least Bell’s Vireo- Endangered, livesin riparian habitat Burrowing Owl- species of concern, lives in grassland

AIR QUALITY

Light Footed Clapper Rail- Endangered, lives in wetlands

H I S T O RY

AERIAL SITE PLAN

At the beginning of the quarter, we got into groups of four to focus on the five proposed locations for the 24th CSU campus. My group focused on Chula Vista, which is located near the US and Mexico border. We looked at the community population, context, the transportation system, historical aspects, and the climate. We were also able to talk to a student on campus who is from Chula Vista. The research really helped me get a grasp of what Chula Vista was like and why the community needed a potential CSU campus. The research led our group to come up with HOW MIGHT WE questions to guide our design for the master plan and meet the community’s need. In addition to the we also designed Native Speciesmaster and Classification plan, individual buildings to go on our campus. We designed a transit center, cultural center, student union, and a student housing complex. Otay Tarplant- threatened, in coastal sage scrub and grassland

Humidity Ratio (lb water/lb air) 3000 B.C.: Yuman-speaking Kumeyaay tribe arrived who roamed here for hundreds of years. 1542: Juan Rodriquez Cabrillo sailed here. In 1795, Chula Vista became a part of a Spanish land grant, Rancho Del Ray 1888 Sweetwater Dam: Chula Vista largest lemon-growing center in the world for a period of time. (1913-1916: drought, flooding, dam damage = bad for crops) 1910s: kelp processing plant used in the production of explosives. 1940s: Rohr Aircraft Corporation to Chula Vista in early 1941, just months before the attack on Pearl Harbor. City would never be lemon groves again. 1985: Chula Vista made the largest annexation in California history. The quick expansion east of Interstate 805 was not embraced by all of the cities residents, leading to advocacy that new housing developments be built with parks, schools, and emergency services 2013: Forbes called Chula Vista the second fastest growing city in the nation Being in close proximity to Tijuana, however, has led to some drug war activity within Chula Vista.

CHULA VISTA RESEARCH + MASTER PLANNING

457.00 411.30 365.60 319.90

Chula Vista has healthy air quality, but not as healthy as the rest of the United States. San Diego, a city nearby, has the sixth worst air quality in the nation.

274.20 228.50 182.80 137.10

P R E C I P I TAT I O N

91.40 45.70 0.00

Western Snowy Plover- Endangerd, lives in costal sage scrub and wetlands Least Bell’s Vireo- Endangered, livesin riparian habitat Burrowing Owl- species of concern, lives in grassland

O p e r a t i v e Te m p e r a t u re

Psychrometric Chart Wind Rose

Sun Path Diagram - Latitude: 32.583

2 OR MORE RACES HA WA IIAN/ PA CIFIC ISLANDER Chula Vista has temperatures and low 2.8%comfortable 0.27 % BLACK/AFRICAN AMERICAN AMERICAN INDIAN/ALASKAN humidity. 3% 0.07 %

WHITE 16.3 %

Chula Vista has very low rainfall, especially in the summer months.

ASIAN 16.3 %

C L I M AT E

HISPANIC/LATINO 61.3 %

DEMOGRA P HI CS

History

POPULATION: 271,653

MEDIAN AGE: 34.6 Kumeyaay tribe arrived who roamed here for hundreds of years. 3000 B.C.: Yuman-speaking AVERAGE INCOME: $86,082 1542: Juan Rodriquez Cabrillo sailed here. In 1795, Chula Vista became a part of a Spanish land grant, RanchoUNEMPLOYMENT: Del Ray 6.1% POVERTY RATE: 12.3% 1888 Sweetwater Dam: Chula Vista largest lemon-growing center in the world for a period of DOMINANT EMPLOYMENT SECTORS: time. (1913-1916: drought, flooding, dam damage = bad for crops) Office/Administrative Support 1910s: kelp processing plant used in the production of explosives. 1940s: Rohr AircraftSalesCorporation to Chula Vista in early 1941, just months before the attack on Management Pearl Harbor. City would never be lemon groves again. 1985: Chula Vista made the largest annexation in California history. The quick expansion east of Interstate 805 was not embraced by all of the cities residents, leading to advocacy that new housing developments be built with parks, schools, and emergency services 2013: Forbes called Chula Vista the second fastest growing city in the nation Being in close proximity to Tijuana, however, has led to some drug war activity within Chula Vista.

Air Quality

B UIL D ING D ES IGN

STU DE NT E XPE R IE NCE

The buildings and campus should be environmentally restorative, and adaptable to current and future student needs.

Our master plan should promote a student experience that stimulates social, personal, and academic growth. To achieve this goal, spaces and buildings should cater to the needs of students across a wide demographic range to ensure that every student has the support they need to be academically and personally successful.

SITE

IDE AL U NIV E R SITY

Chula Vista has healthy air quality, but not as healthy as the rest of the United States. San Diego, a city nearby, has the sixth worst air quality in the nation.

Precipitation

COMMUNITY

TRANSPORTATION

The campus design should foster connection across cultural, geographic, and academic boundaries, both on and off campus. To accomplish this, our plan should work to strengthen connections between people of different majors and backgrounds by creating common leisure spaces and pleasant/ navigable building adjacencies. The campus should also connect thoughtfully to the surrounding region of Chula Vista, including future urban development.

The master plan should provide transportation that connects campus with the local community, creates effective circulation throughout campus, and emphasizes walking and biking. Our plan should consider the walkability of the campus terrain, the ability for students to travel on- and off-campus, and a carefully considered balance between car and alternative transportation.

C AMPU S O R GANIZATIO N Site conditions, social spaces, and thoughtful building integration should be considered when organizing our campus. The proposed site for CSU Chula Vista has an extreme topography which impacts the appropriate form of circulation and buildings on campus. This topography will be a main driver in thoughtfully designing the relationships between people and buildings.

Chula Vista has very low rainfall, especially in the summer months.

FUT URE UNI VERSI T Y DESI GN P RI NCI P LES

1 / 6 4 ” C H U L A V I S TA S I T E M O D E L

R I N A F U J I TA | N I K I B L I N O V | L I Z Z I E R E E D | G A B R I E L L E W R E S T

C H U L A V I S TA S I T E A S S E S S M E N T

C H U L A V IS TA A S S E T M A P

FUT URE UN IVERSIT Y DESIG N PRIN CIPLES COMMUNITY

NIKI BLINOV | RINA FUJITA | GABRIELLE WERST | ELIZABETH REED U nem p l oy m ent : 6 . 1 % P op ul a t i on: 2 7 1 , 6 5 3 M ed i a n A g e: 3 4 . 6 P ov er t y R a t e: 1 2 . 3 % Av er a g e I nc om e: $ 8 6 , 0 8 2

2 OR M ORE RACES 2.8%

The city of Chula Vista is really pushing for a 24th CSU Campus in their city. They have a 375 acre land that is set aside for a University and Innovation district. On the site, the city is planning to have either a private or public university along with an urban core. With this site, the city is hoping it will be an educational and economic driver for further development of the city. Near the site, there is also a residential area that is being developed currently. Paired with the residential area and the university and innovation district, the city is trying to promote greater development.

H AWAIIAN/PACIFIC ISLANDER 0.27%

BLACK/AFRICAN AM ERICAN 3%

D om i na nt Ser v i c es: - O ffi c e a nd A d m i ni st r a t i v e Sup p or t - Sa l es a nd R el a t ed - M a na g em ent

The campus design should foster connection across cultural, geographic, and academic boundaries, both on and off campus. To accomplish this, our plan should work to strengthen connections between people of different majors and backgrounds by creating common leisure spaces and pleasant/navigable building adjacencies. The campus should also connect thoughtfully to the surrounding region of Chula Vista, including future urban development.

AM ERICAN INDIAN/ALASKAN 0.07%

WH ITE 16.3%

In Chul a V i s t a , t he c i t y enc our a ges t o bi k e. T here a re ma ny bi k e wa ys i n t he c i t y. T he pur pl e i nd i c a t e t he bi k e pa t hs whi c h i s s epa r a t ed f rom vehi c ul a r t r a ff i c a nd t hey a re c onnec t ed wi t h bi k e l a nes on t he s t reet . T here a re t wo publ i c t r a ns por t a t i on s ys t ems , t he bus a nd t he t rol l ey. T here i s a bus t ha t r uns c l os e t o t he c a mpus . T hi s rout e l a t er c onnec t s wi t h ot her bus a nd t rol l ey rout e t ha t goes a round t he c i t y.

ASIAN 16.3%

C A M P U S O R G A N I Z AT I O N

Site conditions, social spaces, and thoughtful building integration should be considered when organizing our campus. The proposed site for CSU Chula Vista has an extreme topography which impacts the appropriate form of circulation and buildings on campus. This topography will be a main driver in thoughtfully designing the relationships between people and buildings.

STUDENT EXPERIENCE

BUILDING DESIGN

The buildings and campus should be environmentally restorative, and adaptable to current and future student needs.

H ISPANIC/LATINO 61.3%

Demographics

TRANSPORTATION

The master plan should provide transportation that connects campus with the local community, creates effective circulation throughout campus, and emphasizes walking and biking. Our plan should consider the walkability of the campus terrain, the ability for students to travel onand off-campus, and a carefully considered balance between car and alternative transportation.

P R OP OSE D C AM P U S SIT E (3 7 5 Ac re)

Otay Water Treatment Pl ant

4 m i l e s t o U S / M E X I C O b o rd e r

FIR E /P OL ICE CH U R CH E S R E CR E AT ION CE N T E R S L IB R A R IE S L A N DMA R KS N AT U R A L R E SOU R CE

C HU L A V I S TA

WAT E R SU P P LY /T R E AT ME N T B IKE PAT H B U S R OU T E

0 mi

US /M EX ICO

1 mi

Bo rde r

5 mi

2 mi

How do we organize a campus with special consideration for social spaces, site conditions, and thoughtful building integration? How do we incorporate environmentally restorative and adaptive building design into current and future student needs? How do we promote a student experience that stimulates social, personal, and academic growth?

How do we foster connections across cultural, geographic, and academic boundaries both on and off campus? How do we use transportation to allow for easy connection between campus and the local community and create effective circulation throughout campus with emphasis on walking and biking?

Academic

Green Spaces

Residential (Private)

Residential (Town Center)

Community Interface

Campus Core/UU

In-Between Spaces

Health and Recreation

Commercial

Parking and Transportation

Key

Oak Woodland (ok & coniferous trees)

1â&#x20AC;?=200â&#x20AC;&#x2122;

MASTER PLAN PROCESS WORK

C HUL A V ISTA MA STER PL AN NIKI BLINOV | RINA FUJITA | G ABRIELLE WERST | ELIZABETH REED

F I R S T I T E R AT I O N O F M A S T E R P L A N

Net-Zero Water Use of Bioswale in Valley Nearby Water Treatment Plant Net-Zero Carbon Onsite Energy Plant PV Panels on Roofs N-S Building Orientation Buildings 37 Academic 20 Residential 2 Dining 1 UU/Library 1 Admin 1 Recreation 1 Power Plant

Grassland (grasses, flowers, herbs) Developed

Riparian/Wetlands (aquatic plants) T-6: District Gateway T-5: Urban Core

T-4: Town Center

T-3: Academic Buildings

T-3: Student Union/Library T-3: Recreation Center T-5: Student Housing T-1: Green Spaces

CHULA VISTA RESEARCH + MASTER PLANNING HOW MIGHT WE QUESTIONS:

TRANSPORTATION:

How might we provide transportation that connects it with the local community, and create effective circulation throughout campus that emphasizes walking and biking?

COMMUNITY:

How might we foster connection across cultural, geographic, and academic boundaries, both on and off campus?

STUDENT EXPERIENCE:

How might we promote a student experience that stimulates social, personal, and academic growth?

BUILDING DESIGN:

How might we design our buildings and campus to be environmentally restorative, and adaptable to current and future student needs?

CAMPUS ORGANIZATION:

How might we consider site conditions, social spaces, and thoughtful building integration when organizing our campus?

R I N A F U J I TA | N I K I B L I N O V | L I Z Z I E R E E D | G A B R I E L L E W R E S T

The residents in Chula Vista are mostly Hispanic and Latino. Many of the residents are place bound and can not afford to live outside of San Diego. Many students commute to San Diego State University, which is one of the closer options for them. This forces them to have a long commute to school for students in Chula Vista since Chula Vista does not have a four-year university of its own. Commuting to San Diego isn’t easy for everyone and two-thirds of the students who graduate from high school decide to go to community college which is in the area and more affordable for them. One unique aspect of Chula Vista is that since Chula Vista is by the border of US and Mexico, about onethird of the population crosses the border everyday. Looking towards campus design, we can potentially design the campus to be a binational campus with students from both America and Mexico. The campus can also act as a satellite campus for Mexico. We designed our campus to have students from both the US and Mexico. Since commuting was one of the big issues in Chula Vista, I decided to design a transit center so the campus was more accessible for more people. Currently, there are transportation systems along the coast but not a lot that comes near the proposed site. I envisioned for this transit center to offer a transportation system that connects Chula Vista with the US Mexico border. I designed this transit center for a space students can use anytime. If people commute to school, they would have times in between classes they would need to spend somewhere since they wouldn’t be able to go home. I designed study spaces and a wework space on the upper levels. One goal for this transit center was to encourage students to start their own business or work with people outside of the university. This transit center is a place where people can gather and make it a destiny when visiting Chula Vista. Since people will be using this place to come into the city, I also wanted to make this space allow for social interaction with the people in the community and the people outside of the Chula Vista community.

R IN A F U J ITA | A R C H 3 5 2 | S T U D IO W H IT E | W IN T E R 2 0 2 0

CHULA VISTA TRANSIT CE NTE R

PRO JECT STATEMENT

EXPERIENTIAL NARRATIVE

I N A F Utransit J I T A |center A R C Hwill 3 5 be 2 | aS Ttransit A C E Ycenter W H I Tfor E | the WIN T E R 2 0and 2 0 the community The R railroad students connecting Chula Vista and Mexico. There is no transportation system that directly connects Chula Vista to Mexico or downtown San Diego. This transit center can be a hub for people commuting to and from Chula Vista. Not only will it act as a transit center, but will be a place to connect the city with the university campus. It will be a place where people visit even though they might not be using the public transportation system. This multi-use building will include a train station, bus station, retail, commercial services, and study spaces. The broad goal for this project is to bring more people in and out of Chula Vista so it is a place where people with different cultural backgrounds can come together.

Joyi, a Chula Vista resident, is going to the newly built university in Chula Vista. She does not have a car and needs to commute to school. She takes the bus from her house to the new transit center located by campus. She gets to the transit center every morning at 8. Joyi has a part time job in a small clothing company and works in the office space in the transit center. She works until she has class. Once she is done with work, she walks to class. After she is done with her classes, she comes back to the transit center to study in the study space and grabs some food and tea to keep herself awake. At night, when she is done studying, she takes the bus back home. Joyi makes this transit center the center of her student life and is able to efficiently use her time. Some of her friends live further near San Diego and they take the train which also comes to the transit center.

“The House in Mishref / Studio Toggle” 25 Jan 2020. ArchDaily. Accessed 11 Feb 2020. <https://www.archdaily. com/932415/the-house-in-mishref-studio-toggle/> ISSN 0719-8884

SOUTH

N OR T H

“Expansion of the Headquarters of the CSN / BGLA + NEUF consortium” 03 Mar 2019. ArchDaily. Accessed 13 Feb 2020. <https://www.archdaily.com/912327/expansionof-the-headquarters-of-the-csn-bgla-plus-neuf-consortium/> ISSN 0719-8884

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C HUL A V I S TA TR A N SI T C E N TE R R I N A F U J I TA | A R C H 3 5 2 | S T U D I O W H I T E | W I N T E R 2020

EXISTING HIGH SCHOOL

UNDE RGRO TRAI UND N ST AT I O N

DESIGNING A TRANSIT CENTER

CHU L A VI STA TR A N S I T C E N T E R

EXISTING HIGH SCHOOL

P E D E S T R I A N + B I K E PAT H

BU I L D I N G O N S I T E

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FACAD E D ETAIL M OD EL

STOCKTON DEMOGRAPHICS After we worked on the different proposed locations, we moved onto narrowing down the site to one as a studio. We narrowed down our option to Stockton and divided our selves into pairs so we could move onto our group projects. As a studio, we designed a campus master plan and in pairs, designed a building that would go on our master plan. Before we could design our buildings, we needed to develop a master plan and decide the site for each of the buildings. We began with researching the contextual information on Stockton. Stockton is a city in San Joaquin County in the Central Valley. Our site in Stockton is currently University Park and has a satellite campus for CSU Stanislaus. Stockton has a population of 311,189 people. The majority of the residents are Hispanic or Latino, followed by Asian residents. Stockton is a diverse community and many residents are foreign-born. However, the poverty rate is 22.4% which is almost two times worse than the national average of 13.1%. With its location near the San Joaquin River and Delta, Stockton is specialized in farming, fishing, and forestry occupations. However, it is one of the lowest paying industry in the city. In addition, the annual median household income is $54,279 which is lower than the national median of $63,179. Stockton struggles with poverty and a new four-year university can also help with the development of the economy.

POPULATION

311,189 POVERTY RATE

22.4%

(national average 13.1%)

UNEMPLOYMENT RATE

6.7%

(national average 3.6%)

HOUSEHOLD INCOME

$ 5 4 , 2 7 9 ( med ian) (national median $63,179)

SAN JOAQUIN COUNTY

INDUSTRY SPECIALIZATION

RACE + ETHNICITY

HIGHEST PAYING INDUSTRY

CITIZENSHIP

Although the farming, fishing, and forestry occupations are the most specialized in Stockton, it is one of the lowest paying industries. The highest paying is the architecture and engineering occupations.

86.8% (2018) of t he popula t i on ha s a U S ci t i z ens hi p T he r at e of US cit izenship ha s d ecrea s ed comp a red t o 2 0 1 7 w hi ch w as 87.6%

FOREIGN-BORN POPULATION 25.7% bor n out side of t he U S

Higher t han t he US aver age of 1 3 . 7 % b ut l ow er t ha n C a l i for ni a av er age of 26.6%

STOCKTON HISTORY Stockton was a small settlement but in 1848, the discovery of gold on the American River led to Stockton develop into a commercial center. The American River is located east of Sacramento and Stockton supplied the miners that where heading towards north. A German immigrant, Captain Charles M. Weber founded Stockton in 1849 after purchasing 49,000 acres of land. After the gold rush, Stockton shifted towards agriculture. Today, the San Joaquin County is Californiaâ&#x20AC;&#x2122;s the 7th biggest agricultural producer and Stockton is a major shipping point with the San Joaquin River and the San Joaquin Delta. However, in 2012, Stockton filed for bankruptcy. During the economic boom, many houses were bought by the residents but, the depression hit and Stockton had the second-highest rate of foreclosures in the nation. Since then, Stockton has been struggling to revive its economy. In addition, the city had constructed new buildings and also offered pensions and health insurance to the retiring community. However, they could not afford it and led the city into bankruptcy. Stockton has cut $90 million on general funds. This cut included reduction on the police and fire department by about 25%, causing crime rates to increase and become second highest in the state.

STOCKTON CLIMATE The climate in Stockton, California is relatively moderate. The winters are generally mild but the city gets an average of roughly 18 inches of rain per year, making it a suitable candidate for rainwater harvesting. The summers are hot and dry and combined with the prevalence of sunny days throughout the year, Stockton is a great location for the use of photovolatics. The prevailing winds in the region come from the northwest and are quite frequent.

R I N A F U J I TA | L E E A N N S C H M U T Z

SITE VISIT TO STOCKTON

0’ 500’ 1000’ 2000’

LAKE ON SITE

Our site is on University Park in Stockton. This site is currently occupied by CSU Stanislaus-Stockton Campus, Health Careers Academy High School, Pittman Elementary School, San Joaquin California Street Clinic, Stockton PACE Medical Center and Magnolia Mansion, a superintendents home. Visiting the site, I noticed that each building was spaced out pretty far and the open spaces were filled with trees or a lawn. Since the CSU Stanislaus satellite campus is on the site along with a high school and elementary school, I had imagined it to be a more university campus like. However, the site was more park like and very quiet. I saw a few high school students but not many others. Some parts of the site was also surrounded by a fence separating the community and the site. The roads on the site were mostly two way streets and each building had itâ&#x20AC;&#x2122;s distinctive separation. With the site having different purposes as being a park, historical site, health center, and education center, it felt like each of the buildings were on its own without connection or interaction within each other. This site visit gave me a clear understanding of what there is currently and got me excited to design a campus on site.

MAGNOLIA MANSION

HIGHER EDUCATION We took a look at the current situation with education in Stockton. This included high school education and higher education. Before we could start master planning, we had to understand why Stockton was a candidate for the potential 24th CSU campus and how it could benefit from it. In addition, we looked at different campuses to see how they are organized. We used nolli maps and compared the characteristics of university campuses we thought were successful. We also visited San Jose State University and Stanford University to learn how they organized their campus. We then brainstormed what a campus was required to have to be an â&#x20AC;&#x153;ideal campusâ&#x20AC;? to help us guide design our own master plan.

HIGHER EDUCATION IN STOCKTON In Stockton, students struggle to get sufficient education. In the Stockton Unified School District, there are about 41,000 students enrolled. However, 20% of them are chronically absent which indicates students who do not attend school for more than 10% of the school year. Many students are unsupervised because their parents need to commute far for work or have to work long hours to support their family. The high school graduation rate is also at 76.4% which is lower than the California graduation rate. In addition, there are only 35.4% of the graduated population that meet the UC and CSU course requirements to attend college. Stockton did not have a official curriculum and in some cases, the high schools did not offer courses that were required in order to attend college. Even if students were able to graduate and attend university, they had other barriers. Many of them can not attend due to the lack of transportation, lack of fund to pay for tuition, and because they are undocumented students. With the increased crime rates, there were increased investments on privatized prisons instead of investments on education. The city was not seeing education as a solution for this. Recently, the city has begun to move forward and is working towards a better education system. As of 2020, all seniors in the school district took the SATs, all high schools offer the basic AP classes, and all high schools offer A through G classes that are required to take to enroll college. The school district also developed its own transportation system that is equivalent of an uber to make it easier for students to attend school. Stockton is steadily moving towards offering equal educational opportunities for the residents and opportunities for higher education. With this new development, a four-year university will be greatly beneficial for the city and residents of Stockton.

STOCKTON UNIFIED SCHOOL DISTRICT STUDENT POPULATION

41,634

HIGH SCHOOL GRADUATION RATE

76.4%

(california public schools 84.5%)

DROPOUT RATE

9.7%

(california public schools 9%)

CHRONIC ABSENTEEISM RATE

20%

(california public schools 12.1%)

FREE AND REDUCED PRICE MEAL

74.5%

(california public schools 59.4%)

GRADUATES MEETING UC/CSU COURSE REQUIREMENTS (c or better)

35.4%

(california public schools 50.5%)

LARGEST UNIVERSITIES IN STOCKTON SA N JO AQ UIN DELTA C OL L E GE - 17,531 st udent s (5 , 9 9 1 FTE S) - Has t he most st udent s g r a d ua t ed UNIVERSIT Y OF T HE PAC I FI C - 4,921 st udent s (44 9 8 FTE S) T EAC HERS C OLLEG E OF SAN J OAQU I N

EDUCATION

STOCKTON EDUCATION ATTAINMENT

S t u d e n t p o p ul at i o n i s s k e wed t ow ards w omen. M o s t co mm o n c o n c en trat i o ns are Humanist ic s t u d i e s , Li b e ral arts an d Sc i e nces, and G e n e r a l S o c i al S c i e n c es .

DROPOUT RATE

HIGHEST EDUCATION

PLANNING FOR CONNECTION

Large economic and employment boost from placement of a college campus

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

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

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

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

COMMUNITY COLLABORATION

THRESHOLD

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

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

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

INTEGRATION IDEAL CAMPUS HOK

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

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

SUSTAINABILITY

ACCESSIBILITY/ CIRCULATION

HOK

STUDENT FOCUS

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

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

LONGEVITY

ASG

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

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

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

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

Carnegie Mellon is a private residential research university with about 14000 students. It is a relatively old university, established in 1900. It has lots public green spaces. There is a sense of orthogonal design, which provides organization, but also utilizes walking paths cutting throug the campus, for ease of movement.

MIT is an urban residential campus established in 1861. The campus is situated along the Charles River and is divided in half by the Massachusetts Ave. It is a private research university with 11 574 students. The campus plan is laid out and shaped by the streets of the city allowing easy access to transportation.

UC Berkeley is a public residential research university with about 41000 students. It is a staple part of the Bay Area, being established in 1886. It is well integrated into the city. It also has a variety of sports arenas and performing art spaces that are utilized by both the school and the community.

Columbia University is a private university that was established in 1754, located in Manhattan. It is a residential campus and has a total of about 27000 students There is a good public transport system in the city for the students to get around the city. There is a clear grid within the campus that allows easy and efficient navigation.

Syracuse University was founded in 1831 and is a private university located in the heart of New York State. It is a residential campus and has a total of about 15000 students. The campus is on a hill but it is still easily walkable, there is also sufficient transport within the campus that includes buses.

UC Santa Cruz is a public residential research university with about 19000 students. It has easy access to the forest, ocean, and town. The campus is somewhat spread out; however, there is an established system of paths throughout, allowing for high walkability. RINA FUJITA

MARGARITA KU

JOYI LARASARI

HKU is a relatively new university established in 1911. It is a residential campus focusing on public research and situated in Hong Kong Island with 22 514 students. A University District is created by linking communities to maximize sustainability. The layout of access points encourages a car-free campus.

University of Arizona is a public research university with about 43,000 full time students. It is a residential campus. The campus is broadly divided into quadrants. They expand into the neighborhood with some campus housing. The gridded campus makes it easy to navigate.

Yale University is a private university that was established in 1701. It is a residential campus and has about 12000 students. The streets that run along the campus are wide for easy vehicular transportation. It is also mostly flat, making it easy to get around by walking. ANISHA SHIKRE

ARCH 352-05

STACEY WHITE

1D COMPARATIVE ANALYSIS

SAN JOSE STATE UNIVERSITY

As part of our site visit to Stockton, we also visited SJSU to see how the campus was designed. SJSU is located in an urban area and the whole campus is mostly flat. The buildings on the perimeter of the campus act as a buffer between the city and the campus. In the campus, there are many open spaces and provides the campus a calmer environment compared to the city that surrounds the campus. The campus also had a very wide and straight pedestrian street in front of the recreation center. This street provided a pedestrian centered circulation and allowed us to see the other side of campus. I could see the different buildings and could easily located them all.

STANFORD UNIVERSITY

In addition to visiting SJSU, we visited Stanford. Unlike SJSU, the buildings on the campus at Stanford were spaced out and was located far from the urban core of the city. To enter the core of the campus, we had to drive a couple minutes into the campus. The campus was surrounded by a vast green space that made a harsh distinction between the outer community and the campus community. The campus was relatively flat but everything was very spaced out and more biker friendly than pedestrian friendly. We were walking around campus but in some occasions, it was difficult to stay safe walking since the majority of the students bike through campus. Since the campus is bike centered, I noticed that there were not many students interacting outside on the side walks. Most of the students seemed to be rushing to get to their next class on time on their bikes since the campus is so big. This made me realize the importance of keeping a balance between bike and pedestrian circulation. While bikes are a fast way to move between buildings, it also takes away the opportunity for social interaction on the way to class. When I am on campus at Cal Poly, I walk to all my classes and sometimes run into friends and can chat but this wouldnâ&#x20AC;&#x2122;t be possible if I was biking through campus really quickly. Visiting Stanford and SJSU, I was able to notice the difference between the Cal Poly campus and take away some ideas for our own campus master planning.

VISION AND GOALS As we worked on the master plan as a studio and the building project in pairs, we developed our goals that guided us through the design process. This was my first time working on a studio project with a partner and these goals helped me understand the focusing points, guiding me through the design process. In addition, creating these goals helped me understand how my partner and I could effectively work together.

VISIONS AND GOALS PROGRAMS FOR A CATALYTIC CAMPUS – – – – – – – – – –

Urban Agriculture Data Science Climate Resilience Performing Arts Center Transit Center Housing Wellness Center Commons Health Sciences Artificial Intelligence

GUIDING QUESTIONS FOR PROGRAMMING – What jobs exist in that field? – How do people learn how to do that? – What specifically is the role of this building? – How does this building relate to others within the campus, or the broader context? – How do we solve for the idea of “you can’t” be what you can’t see?

After narrowing down the site to Stockton, we divided our selves into pairs and decided a building program to work on. Stacey provided us 10 different program types for the buildings that was going to go on our CSU Stockton campus. All of these building programs were to be a catalyst for further development for CSU Stockton and the community of Stockton. Before we moved onto designing the master plan and our individual buildings, as a studio, we came up with HOW MIGHT WE questions that will be our design drivers. These questions focused on the future of Stockton, the community of Stockton, the transportation, the campus climate, and the environment. These how might we questions were also based on our research we did on Stockton. Some of the big aspects we took away from it was the safety and community connectivity issue. The crime rates were a big concern for the community and it was breaking up the community connections in Stockton. As for our individual buildings, Stacey provided us with some guiding questions to think about our programming. Leeann and I focused on how we could bring in the community into our Stockton campus and stimulate interaction between the students and the residents.

HOW MIGHT WE... – Be a learning center for, not only the students, but the community as well? – Make students feel safe while also connecting them to the community? – Capture the community of Stockton while creating an innovative campus? – Make positive changes to Stockton’s community? – Reinterpret the type of program yet be timeless? – Encourage the use of mass transit and bicycles? – P rovide ubiquitous mobility and accessibility? – Encourage feeling of accessibility and curiosity for higher education? – Connect the North and South communities of Stockton? – Be environmentally responsible and responsive and foster a regenerative attitude toward the environment? – Change the narrative surrounding Stockton? – Empower students though different learning types? – Inspire an entrepreneurial atmosphere? – Support diversity within the campus and community?

GOALS FOR JOINT VENTURE

STUDIO FUTURE UNIVERSITY

R I N A F U J I TA | L E E A N N S C H M U T Z

MUTUAL GOALS – Learn Revit, grasshopper, enscape – How to integrate systems thinking and studio designs – Improve on time management – Learn about Stockton and being able to design a building that will be helpful for the community PROJECT GOALS – How might we design a urban agriculture building that allows for a more sustainable food production system? – How might we integrate the building design and the community through the produce? – How might we develop the community and revive Stockton? PROJECT VISION Stockton serves as a major shipping point in Northern California for agricultural and manufactured products. In addition, Stockton is rich in agriculture and dairy. Some of the main crops from Stockton currently include asparagus, cherries, tomatoes, walnuts, and almonds. By designing an urban agriculture building, Stockton can introduce systems for sustainable agriculture. Since Stockton is already strong in agriculture, Stockton can lead California to become more sustainable in agriculture. In this way, Stockton can also be recognized in a wider view and a wider population in California.

CAMPUS MASTER PLAN We designed the master plan as a studio. This was a rough task since all of us had different opinions on what we thought the best CSU Stockton campus looked like. We started to work in our pairs and then moved onto the bigger group to develop the master plan. We also built a study model with place holder buildings to arrange all the buildings and paths we needed to place on our site. Developing the master plan, I really noticed the difficulty of working on one thing with a group of 20 people. At the beginning, I thought that we would be able to sort it out because there was 20 of us that could work on it together. However, each one of us had slightly different opinions and we always needed one person to organize all of our ideas and lead the discussions for things to work out smoothly. As we were working, we tired to include all of our ideas in the master plan, but we soon noticed that some aspects needed to be compromised. At the end, we were able to come up with a master plan we all could agree on and it was a good experience for me to work in such a big group of people.

CSU STOCKTON MASTER PLAN ORGANIZING PRINCIPLES – – – – – – – – – –

Main quad Distributed gathering Insular - Strong edge Permeable Circulation Academic Social Regenerative (climatic) Expansive Collaborative (Profession with the academy)

As we developed the master plan for CSU Stockton, we had a list of organizing principles we designed for along with the HOW MIGHT WE questions we generated. When we visited the site, we noticed that some of the edges of the site were fenced and created a barrier between the site and the community. As a studio, we agreed that we should get rid of the fence and create an edge condition that didn’t separate the community and the campus. Before we came as studio to design the master plan, we met with our partners to design our first iteration of the master plan. Leeann and I designed for a housing complex near the lake. When we visited the site, this area was a social space the people were visiting to play with their kids and we thought this sector of the site could be a social space for the residents on campus. On the other side of the lake, we populated the area with academic buildings. This side of the site is closer to the downtown business district and we placed the academic buildings so the students could have opportunities collaborating with other professions in the Stockton community. As a studio, we came together with our first iterations of the campus master plan. We decided that we would have an innovations district on the south-east corner of our site. This was adjacent to the downtown and we all agreed that the academic buildings should be there so students can collaborate with professions in the community. Beside the

innovations district, we placed housing. For our campus, we predicted according to the current student population, that many of the students will be older than the typical college student age and will also have a family. Our housing complex will accommodate for family housing. We placed it on the south-west corner of the site, beside an existing housing area so the housing complex on campus will blend in with the existing community. Beside the housing complex, we placed our recreational center so the residents of Stockton could also access it. On the most south-east corner, we placed our transit center next to the existing train tracks. We also wanted the transit center to be adjacent to the downtown and the edge of campus so it could provide accessible transportation for the community as well. On the north-west corner of our campus, we placed our health clinic since there is an existing clinic and health center in that corner of the site. In the center of our site, we placed the commons so it could be accessible from any point of the campus. As for the paths on the campus, we decided to keep the two main roads. Currently, these two main roads are accessible by car but we decided for our Stockton campus to be a pedestrian and bike centered campus. On the two main roads, we created a round about so people can be dropped-off on campus instead of driving though the campus. The paths on our campus are all bike and pedestrian friendly and are wide paths to create a safe environment for both the bikers and pedestrians.

R I N A F U J I TA | L E E A N N S C H M U T Z

STUDIO FUTURE UNIVERSITY

CSU STOCKTON

CAMPUS MASTERPLAN

N. (T CAL O C IF A H ORN IG IA HW ST AY . )

LIB

AI E

TE MA

C PA

C IEN

S TA DA

ING

HOUSING COMMUNITY ACADEMIC

SIT

C IEN

TIO EA CR RE NTER CE

N RE BA UR ULTU RIC

R PA

COMMONS ADMIN

STUDIO FUTURE UNIVERSITY

3D AXO STUDIO MASTER PLAN

HEALTH CENTER

HOUSING COMMUNITY

HOUSING COMMUNITY COMMONS

COMMONS

GENERAL ACADEMICS

DATA SCIENCE

CLIMATE SCIENCE

ARTIFICIAL INTELLIGENCE

HOUSING COMMUNITY

PERFORMING ARTS CENTER

RECREATION CENTER

TRANSIT CENTER

URBAN AGRICULTURE

2D SITE MASTER PLAN FOR URBAN A G R I C U LT U R E BUILDING

1” = 200’ 0” R I N A F U J I TA | L E E A N N S C H M U T Z

THE BUILT ENVIRONMENT Stockton has a rich history in agriculture, but it is one of the lowest paying jobs in Stockton and it is very unsustainable. With an urban agricultural building on the CSU Stockton campus, it can act as a catalyst for a sustainable method of agriculture. Methods such as vertical farming can be utilized to increase produce without changing the area that is used. Working with Leeann, I was able to enjoy working in partners. We had clear goals and purposes we wanted to achieve with the project, making it easier to work together. Our first hurdle was the tween review we had at the end of the winter quarter that bridged the winter and spring quarter together. After tween review, we took the critiques we got and further developed our project and finalized our schematic design. We then had a midreview with our firms and were able to get additional feedback. Moving on, we worked on the detailed aspects of our building. We focused on developing our facades and detail wall sections. For our final review, we were able to have our firms review us again and get feed back on the progress we made since the mid-review.

URBAN AGRICULTURE BUILDING - TWEEN REVIEW Stockton serves as a major shipping point in Northern California for agricultural and manufactured products. In addition, Stockton is also rich in agriculture and dairy. Some of the main crops from Stockton currently include asparagus, cherries, tomatoes, walnuts, and almonds. By designing a urban agriculture building, Stockton can introduce systems for sustainable agriculture. Since Stockton is already strong in agriculture, Stockton can lead California to become more sustainable in agriculture. In this way, Stockton can also be recognized in a wider view and a wider population in California. The future occupants of this building will be both directly from the university as well as the surrounding community. Current high school students will potentially become the agriculture students who walk the halls of this building every day. The student body will use this building to take classes and perform research relating to the future of agriculture. They will actively participate in the cultivation of produce to be sold and donated back to the university and the surrounding community of Stockton. The general public will have access to the building as well to acquire fresh produce, dine at the café, and connect with the students and one another.

PROJECT GOALS

How might we design an urban agriculture building that allows for a more sustainable food production system? How might we integrate the building design and the community through the produce? How might we develop the community and revive Stockton?

URBAN AGRICULTURE WITHIN STOCKTON

Stockton is located along the San Joaquin River within California’s Central Valley. The Central Valley is known for its agricultural productivity and provides the majority of the produce and other agricultural goods used not only by the rest of the state, but the rest of the country as well. Despite all of this however, this area experiences one of the highest rates of food insecurity in the state. In addition, the current methods being used to produce the valley’s agricultural output are unsustainable, both economically and environmentally. A focus on urban agriculture in Stockton could really benefit the immediate community and surrounding areas. This building can be a catalyst for change in the agricultural industry not only in Stockton specifically, but throughout California’s central valley and eventually the country as whole.

PURPOSE WITHIN COMMUNITY – – – – –

Educating the purpose and importance of urban agriculture Training students for jobs in the area Sell produce to the community and get the community more involved Help the community economically and socially Contribute to household food security, especially in times of crisis

PURPOSE WITHIN THE CAMPUS AND STUDENT REPRESENTATION

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

CSU STOCKTON CAMPUS U R B A N A G R I C U LT U R E L E E A N N S C H M U T Z | R I N A F U J I TA | A R C H 3 5 2 | S T U D I O W H I T E | W I N T E R 2 0 2 0

URBAN AGRICULTURE BUILDING TWEEN REVIEW

E M IC

ACAD

E M IC

B U IL D

IN G

B U IL D

IN G

TRAN

ACAD

ENT S IT C ER

PED ESTR IAN CIRC ULATION

LT U RE A G RI C U U RB A N G BU IL D IN

V E H IC

CSU STOCKTON SITE PLAN

ULAR

C IR C

U L AT

DOW

IO N

NTOW

U R B A N A G R I C U LT U R E B U I L D I N G 0’

50’

100’

200’

L E E A N N S C H M U T Z | R I N A F U J I TA | A R C H 3 5 2 | S T U D I O W H I T E | W I N T E R 2 0 2 0

In our first iteration of the Urban Agriculture building, Leeann and I focused on connectivity with the community. Our main entrance faced towards the downtown so the Stockton community could easily access our building. We also created a plaza space in front of our main entrance so it encouraged social interactions. Our building form was derived from the bar buildings adjacent to our building, which are generic academic buildings. We wanted our building to blend in with the other buildings on the site as well. The building is also located beside the transit center and we designed for connections with people using the transportation system. On our first floor, we placed the market and food pantry so it would be the most accessible to everyone on the campus and the community outside of the campus. The classrooms are placed on the lower levels and the more private research labs on the upper levels to control the public and privacy level on each floor. On the highest level of our building, we placed the greenhouse so it could be easily accessed by the researchers in the lab spaces and so it could also be an iconic aspect of our building that could be seen from a distance.

1 A6

AEROPONIC GREENHOUSE

9024 SF

PROGRAM DIAGRAM 1

Level 5 1/32" = 1'-0"

FLOOR 5 | 1/32” = 1’

LEVEL 5

1 A6

AEROPONIC GREENHOUSE

LAB

637 SF

LAB

637 SF

LAB

637 SF

1 LAB

637 SF

LAB

637 SF

LAB

637 SF

LAB

637 SF

LAB

637 SF

LAB

637 SF

LAB

637 SF

LEVEL 4

LAB

637 SF

LAB

637 SF

LAB

637 SF

625 SF

LAB MODULES

Level 4 1/32" = 1'-0"

FLOOR 4 | 1/32” = 1’

LEVEL 3

OFFICE 87 SF

LAB MODULES FACULTY OFFICES LAB

LAB

637 SF

LAB

637 SF

LAB

637 SF

LAB

637 SF

LAB

637 SF

LAB

637 SF

LAB

637 SF

LAB

637 SF

LAB

637 SF

UP DN

LAB

637 SF

LAB

637 SF

LAB

637 SF

LEVEL 2 LAB CLASSROOMS CLASSROOMS

Level 3 1/32" = 1'-0"

FLOOR 3 | 1/32” = 1’ 1 OFFICE 87 SF

LAB CLASSROOM

A6 OFFICE 87 SF

OFFICE 87 SF OFFICE 87 SF

OFFICE 87 SF

LAB CLASSROOM

1264 SF

LAB CLASSROOM

1264 SF

1295 SF

LAB CLASSROOM 1295 SF

LAB CLASSROOM 1285 SF

1 A7

UP DN

CLASSROOM

828 SF

825 SF

CLASSROOM 857 SF

LEVEL 1

LECTURE HALL LAB CLASSROOMS CLASSROOMS FOOD MARKET AND PANTRY CAFE 1

Level 2 1/32" = 1'-0"

FLOOR 2 | 1/32” = 1’

1 A6

LAB CLASSROOM 1358 SF

LAB CLASSROOM

CAFE

1286 SF

587 SF

LECTURE HALL 2498 SF

CLASSROOM CLASSROOM 731 SF

CLASSROOM 731 SF

731 SF

CLASSROOM 731 SF

MARKET/FOOD PANTRY 1896 SF

CLASSROOM 731 SF

Level 1 1 1/32" = 1'-0"

INTERIOR VIGNETTES

Roof 80' - 0"

Level 5 64' - 0"

Level 4 48' - 0"

Level 3 32' - 0"

Level 2 16' - 0"

Level 1 0' - 0"

North South Section 1/16" = 1'-0"

URBAN AGRICULTURE BUILDING

S C H E M AT I C D E S I G N | D E S I G N D E V E L O P M E N T

During the second quarter of our joint venture, we began with rethinking our building design based off of the critiques we got during our tween review at the end of the first quarter. Leeann and I moved towards expanding our greenhouse to a tower while keeping the basic building program. We designed a three part greenhouse tower that was on our south side so it would be a bigger symbol for our building. Our site also shifted a little to the west side and instead of being adjacent to the transit center, we were in between the housing complex and the performing arts center. Since we werenâ&#x20AC;&#x2122;t right beside the transit center, we designed our east side to be less open and focused our south side to be our main social space. We also expanded the entrance portion of the building and connected it more with the market and food pantry so the two programs were more integrated with each other. We placed the classrooms and private research labs behind the greenhouse so students could have direct access to the greenhouse. With the greenhouse access with all the academic floors, it allowed a wider accessibility to the greenhouse and gave the opportunity for more students to utilize the space. We also designed our front plaza so it acted as a buffer between the Stockton community and the CSU Stockton campus. In addition, we had a more spacious plaza on the west side to create a connection with the housing complex.

SITE DESIGN

PERF ORMING AR TS CENTER

HOUSING

0’

pedestrian circulation vehicular circulation

park st.

n grant st.

n stanislaus st.

DO W N TO W N

25’

50’

100’

PA R

IN T CO ERF MM AC UN E BE ITY TW AN EEN D CA MP CO

ITY

PROGRAM

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

GREENHOUSE LAB CLASSROOM RESEARCH LABS MARKET LECTURE HALL OFFICE STUDY SPACES

LEVEL 9 GREENHOUSE

LEVEL 8

GREENHOUSE

LEVEL 7 GREENHOUSE

LEVEL 6

GREENHOUSE

LEVEL 5

STUDY/CIRCULATION SPACE GREENHOUSE LAB MODULES BATHROOMS

LEVEL 4

STUDY/CIRCULATION SPACE GREENHOUSE LAB MODULES BATHROOMS OFFICES

LEVEL 3

STUDY/CIRCULATION SPACE GREENHOUSE LAB MODULES CLASSROOMS BATHROOMS OFFICES

LEVEL 2

STUDY/CIRCULATION SPACE GREENHOUSE LAB CLASSROOMS CLASSROOMS BATHROOMS OFFICES

LEVEL 1

STUDY/CIRCULATION SPACE GREENHOUSE LAB CLASSROOMS LECTURE HALL MARKET CAFE BATHROOMS

CONCEPT

SEM I -CO N TR OL L ED G R EEN HO US E

F ULLY-C O NT R O LLED GR EENHO U SE

TRADI TI ON AL G R EEN HOUS E

The greenhouse portion of our building has three parts. The first being the traditional style greenhouse with natural sunlight, the semi-controlled greenhouse with some solar and temperature control, and lastly a fully-controlled greenhouse. The fullycontrolled greenhouse will have an environment with solar, temperature, and humidity control. These greenhouse spaces are located adjacent to the lab spaces so researchers can easily go back and forth between the two spaces. The urban agriculture building will have three different types of greenhouses to showcase and research the different potentials for sustainable agriculture.

CLT/GLULAM STRUCTURE (ACADEMIC AREA) CONCRETE STRUCTURE (GREENHOUSE)

STRUCTURE GLULAM BEAMS AND GIRDERS (max 40’ span, 24” deep) CLT DECKING (max span 21’, 8” deep) CLT/GLULAM STRUCTURE (ACADEMIC AREA)

PV panels placed in areas with the strongest solar energy for efficient energy production.

CONCRETE STRUCTURE (GREENHOUSE)

STRUCTURE GLULAM BEAMS AND GIRDERS (max 40’ span, 24” deep) CLT DECKING (max span 21’, 8” deep) PV panels placed in areas with the strongest solar energy for efficient energy production.

FLOOR PLANS

FLOOR PLAN 1 A10

LAB CLASSROOM 1284 SF

LAB CLASSROOM 1276 SF

LAB CLASSROOM

CLASSROOM

A101

1276 SF

1016 SF

866 SF

923 SF

880 SF

UP DN

OFFICE 81 SF

LAB CLASSROOM

OFFICE 81 SF

GREENHOUSE 1485 SF

GREENHOUSE

OFFICE

81 SF

5417 SF

OFFICE 81 SF

OFFICE 83 SF

1 A8

GREENHOUSE

1’ = 1/32” FLOOR PLAN FLOOR 2 | 3

0’ 10’ 20’

1 A10

LAB CLASSROOM 1284 SF

LAB CLASSROOM 1276 SF

LAB CLASSROOM

A101

1276 SF

LECTURE HALL 2680 SF

LAB CLASSROOM

1271 SF

ENTRANCE SPACE GREENHOUSE

GREENHOUSE

5417 SF

1485 SF UP

MARKET/FOOD PANTRY 1734 SF

1 A8

ENTRANCE (EXTERIOR)

FLOOR 1

1’ = 1/32”

0’ 10’ 20’

50’

50’

FLOOR PLAN 1 A10

1 A101

GREENHOUSE 1483 SF

GREENHOUSE 5417 SF

GREENHOUSE TOWER

1 A8

1’ = 1/32” FLOOR PLAN FLOOR 6 | 7 | 8 | 9

0’ 10’ 20’

50’

0’ 10’ 20’

50’

1 A10

LAB 665 SF

LAB 634 SF

LAB 635 SF

A101

LAB

744 SF

750 SF

719 SF

UP DN

658 SF

GREENHOUSE 1485 SF

GREENHOUSE

DN UP

5417 SF

NORTH FACADE

1 A8

FLOOR 4 | 5

1’ = 1/32”

INTEGRATED SECTION

HVAC SYSTEM

PV PANELS

RAIN WATER HARVESTING

The HVAC system is a passive chilled beam system with radiant floors. The chilled beam system will hang under the CLT structure and the radiant system will be placed above the structure. The hvac systems will be connected to the central plant located on the campus.

Generated energy will be directly implemented into the grid system so there is no need for a mechanical/battery storage room.

Rain water will be harvested from the roo the ground floor. They can be used for pl ing and watering the plants in the greenh The building will need a relatively big wa storage system. The storage system will b concrete vault and it will be placed unde neath the building.

SOLAR PANELS ON T HE ROOF. DIRECTED IMPLEMENTED INT O GRID RADIANT FLOOR SYSTEM

PA S S I V E CHILLED BEAM SYSTEM

WEST

WATER FILTRATION

WATE R STO R A G E

of and lumbhouse. ater be a er-

R A I N WAT E R H AR VESTING FROM R O O F. WAT E R U SED FOR G R E E N H O US E I RRIGATION AND F L USH I N G .

Level 10 144' - 0"

GREENHOUSE 1482 SF

Level 9 128' - 0"

GREENHOUSE 1483 SF

Level 8 112' - 0"

GREENHOUSE 1483 SF

Level 7 96' - 0"

GREENHOUSE 1483 SF

GREENHOUSE

Level 6 80' - 0"

LOUVERS FOR S HA D I N G

1485 SF

Level 5 64' - 0"

GREENHOUSE 1485 SF

Level 4 48' - 0"

GREENHOUSE 1485 SF

Level 3 32' - 0"

GREENHOUSE 1485 SF

Level 2 16' - 0"

GREENHOUSE 1485 SF

EAST HYDRONIC SY ST EM CONNECT ED T O CENTRAL PLANT

Level 1 0' - 0"

INTEGRATED DETAIL WALL SECTION M ETA L S LO P ED CA P P LA S T IC F ILLER EXHA US T O UT LET G LA S S LO UVERS EXT EN S IO N VEN T

SUMMER 79˚

S T EEL L CO N N ECT IO N WRB P LY WO O D RIG ID IN S ULAT IO N CO N CRET E S LA B

W I NT E R 3 3 ˚

CO N CRET E B EA M

CL Roof 112’ - 0”

Double skin facade for the greenhouse portion of the building. This will allow temperature control in the greenhouse spaces with the glass vents located on each floor. Floor 7 96’ - 0”

Floor 6 80’ - 0”

Unnecessary heat that is gained in the double skin facade can be vented out at the roof.

FLOOR 1 1’ = 1/4” GREENHOUSE

No solar shading for the greenhouse portion so the plants can get maximum natural lighting. The facade will be frosted glass panels to control transparency but not lighting.

S O L A R PA N E L S GLAZED ROOF D O U B L E S K I N FA C A D E FROSTED IGU ALUMINUM MULLION

The HVAC system of the building is a passive chilled beam system and a hydronic radiant flooring system.

GREENHOUSE

FROSTED IGU 2.5” X 5” MULLION STEEL L SHELF ANGLE GRATED PANEL RADIANT FLOOR AERATED C ONC RETE C ONC RETE SLAB C ONC RETE BEAM

GREENHOUSE

Floor 5 64’ - 0”

GYP DROP C EILING SUSPENDING ROD HAT C HANNEL GYP BOARD C ORNER

GREENHOUSE Floor 4 48’ - 0” HORIZONTAL STRUT

Horizontal louvers to block summer sun.

S UM M E R 79˚

GREENHOUSE

WINTER 33˚

Floor 3 32’ - 0”

GREENHOUSE MARKET Floor 2 16’ - 0”

GRATED PANEL GRAVEL

LAB CLASSROOM 1284 SF

C ONC RETE C OLUMN

GREENHOUSE

LAB CLASSROOM 1276 SF

Floor 1 0’ - 0”

SO U T H

LECTURE HALL 2680 SF

LAB CLASSROOM

1271 SF

C ONC RETE SLAB FINISHED FLOOR RADIANT FLOOR AERATED C ONC RETE

GREENHOUSE

5417 SF

1485 SF UP

MARKET/FOOD PANTRY 1734 SF

INTEGRATED WALL S E CT IO N 1’ = 1/ 2” CSU STOCKTON URBAN AGRICULTURE BUILDING

SOUTH ELEVATION 1’ = 1/2”

3D AXO WALL SECTION - DOU

FLOOR 1 1’ = 1/4”

S O L A R PA N E L S GLAZED ROOF D O U B L E S K I N FA C A D E FROSTED IGU ALUMINUM MULLION

H O R I Z O N TA L S T R U T G R AT E D F L O O R FA N + G L A S S L O U V E R SUSPENDED GYP CEILING CHILLED BEAM SYSTEM

PRECAST CONCRETE SLAB PRECAST CONCRETE BEAM

ARMSTRONG BIO-FLOOR HYDRONIC RADIANT FLOOR I N S U L AT I O N

3D AXO WALL SECTION - DOUBLE SKIN FACADE

DETAIL DRAWINGS

M E TA L S L OP E D C A P PLASTIC FILLER E X H A US T OUT L E T G L A S S L OUV E R S E X T E N S I ON V E N T S T E E L L C ON N ECTI O N WRB P LY W OOD R I G I D I N S UL ATI O N C ON C R E T E S L AB

GRATED PANEL GRAVEL

C ON C R E T E B E AM CONCRETE COLU M N

CONCRETE SLAB FINISHED FLOOR RAD IANT FLOOR AERATED CONCRETE

ROOF DETAIL

FOUNDATION DETAIL

FROSTED IGU 2 .5 ” X 5 ” M U LLION STEEL L SHELF ANGLE GRATED PANEL

H OR I Z ON TA L S T R UT

RAD IANT FLOOR AERATED CONCRETE CONCRETE SLAB CONCRETE BEAM

GYP D ROP CEILING SU SPEND ING ROD HAT CHANNEL GYP BOARD CORNER

DOUBLE SKIN FACADE SUPPORT DETAIL

DOUBLE SKIN FACADE CONNECTION DETAIL TO PRIMARY STRUCTURE

IN REFLECTION Looking back at what I achieved in this double quarter studio, I am surprised at how much I have grown as an architecture student. At the beginning of the winter quarter, my work was very simple but looking at my final project, the building is complex and the level detailing of I achieved is nowhere near where I started at. Working as a studio and working in partners, there was a lot of struggle with putting my ideas out and communicating them clearly to my peers. As time progressed, I got comfortable with sharing my ideas, listening to my peer’s opinions, and then implementing them into the project. With the spring quarter online, I had to tackle my weakness with video calling and doing desk crits online. Thanks to Stacey, she had gotten us used to doing this during the winter quarter so I was some what comfortable, but I still preferred not to if I had the option. Now that the quarter is over, I think I can say that I am completely comfortable with this new method of desk crits. I am also more confident in digital work so this method made it easy for me to show and switch back and forth between different documents. Besides my growth of the technical side of architecture, I think I have been able to grow in the theoretical side of architecture as well. During the project, we focused a lot on the community and how our project could be something unique to it’s site. Whenever I had a new idea or got stuck, I would ask my self “can this building work on other sites?” If the answer was a yes, that indicated that the building wasn’t designed with the site and could exist any where in the world. With our site being in Stockton, it has it’s unique characteristics and problems that should be identified and solved in the architecture. I think all of our projects and the master plan was able to address the Stockton community. The amount of research I did this quarter also can not be compared to what I have done in the past as well. Without the research and site visit to Stockton, I think my project wouldn’t have been this successful. The double quarter provided me with new skills and knowledge sets that I will for sure continue implementing in my future projects. This experience was a tough challenge for me but a very valuable experience that can’t be replaced with anything else.

BIBLIOGRAPHY COMMUNITY OVERVIEW https://www.chulavistaca.gov/home/showdocument?id=13941 https://www.sandiegouniontribune.com/communities/south-county/chula-vista/story/2020-03-02/csu-takes-a-serious-look-at-chula-vista-forpotential-new-university-campus https://datausa.io/profile/geo/chula-vista-ca/#education https://www.chulavistaca.gov/home/showdocument?id=13945 https://www.chulavistaca.gov/residents/university-park-innovation-district https://www.google.com/maps/place/University+Park/@37.9644396,-121.2872989,446m/data=!3m1!1e3!4m13!1m7!3m6!1s0x80900d737b442181:0x5 876f5d1044fcbd8!2sStockton,+CA,+USA!3b1!8m2!3d37.9577016!4d-121.2907796!3m4!1s0x80900d60ce613c9f:0x9361e2736b9ac81f!8m2!3d37.9644 659!4d-121.2874968!5m1!1e4 https://universityparkstockton.com/discovery-trail/ https://datausa.io/profile/geo/stockton-ca/#about https://www.bls.gov/eag/eag.ca_stockton_msa.htm https://www.bls.gov/eag/eag.us.htm http://www.stocktongov.com/discover/history/hist.html https://www.census.gov/library/stories/2019/09/us-median-household-income-not-significantly-different-from-2017.html#:~:text=The%20U.S.%20 median%20household%20income,Census%20Bureau%20statistics%20released%20today. https://www.census.gov/quickfacts/stocktoncitycalifornia https://www.sjcog.org/245/Agriculture https://www.pacific.edu/Documents/school-business/BFC/Analyst-Spotlight%20Archive/regional-analyst-newsletter-Sept08-web.pdf https://www.latimes.com/archives/la-xpm-2012-jun-26-la-me-stockton-bankruptcy-20120627-story.html https://www.pbs.org/newshour/economy/the-most-miserable-city https://www.nrdc.org/stories/5-ways-building-san-joaquin-river-has-helped-california https://www.visitstockton.org/things-to-do/farms-farmers-markets/ https://ucrtoday.ucr.edu/49539/sacramento-river-delta http://edition.cnn.com/2012/06/27/business/california-stockton-bankruptcy/index.html http://cesanjoaquin.ucanr.edu/http___ucanredu_sites_deltacrops__in_San_Joaquin_County/

HIGHER EDUCATION https://asg-architects.com/ideas/comparing-campuses/ http://www.ed-data.org/state/CA https://datausa.io/profile/geo/stockton-ca/#education http://www.ed-data.org/district/San-Joaquin/Stockton-Unified https://www.census.gov/quickfacts/stocktoncitycalifornia https://www.towncharts.com/California/Education/Stockton-city-CA-Education-data.html

VISION AND GOALS https://polylearn.calpoly.edu/AY_2019-2020/pluginfile.php/625046/mod_resource/content/0/CH2-Story-Ponitz.pdf

BUILT ENVIRONMENT https://www.archdaily.com/428868/in-tokyo-a-vertical-farm-inside-and-out http://cesanjoaquin.ucanr.edu/http___ucanredu_sites_deltacrops__in_San_Joaquin_County/ https://www.sjcog.org/245/Agriculture https://www.forbes.com/sites/erikkobayashisolomon/2019/04/05/investing-in-vertical-farming-five-take-aways/#14b8aa68355c https://ebookcentral.proquest.com/lib/calpoly/reader.action?docID=4790663 http://www.knotwood.com.au/screens/ http://www.knotwood.com.au/cladding-soffits/ https://www.armstrongceilings.com/commercial/en-us/commercial-ceilings-walls/woodworks-linear-veneered-planks.html https://www.armstrongflooring.com/commercial/en-us/products/lvt-luxury-flooring.html https://www.montel.com/en/solutions/vertical-grow-rack-systems https://danpal.com/polycarbonate-sheets-superior-performance/ https://www.hermanmiller.com/en_eur/resources/3d-models-and-planning-tools/product-models/ https://www.metalco.it/products-list/?lang=en https://www.steelcase.com/resources/revit/

APPENDIX PRECEDENT STUDY TAI N AN XI N HUA F R UIT A N D VEG ETAB LE M AR K ET M V R DV | TA IN A N , TA IWA N | 2 0 2 0 ( UN DER C ON STRUC TION )

MVRDV is planning a market for fruit and vegetables in Tainan, Taiwan. It is an open-air market with an accessible roof that is terraced. The roof is open to the public and steps down to the ground floor. Each of the terraced part will be growing a different crop such as pineapples, rice, roses, and tea. They will be planted according to the plant’s climatic requirements. In addition, there will be sheltered spots, benches, and picnic tables on the roof for the public to use. The form of the roof comes from the rolling green hills and is becoming part of the landscape. The building is also composed by a simple open structure which allows for natural ventilation. This market has intensions to serve as a hub in Taiwan’s supply chain and a location for interaction. It is located between the city and mountain, which have good transportation links. There is also a central four-story structure that contains an administrative office, restaurant, and exhibition center for agricultural products. It is expected to be complete in 2020. https://www.archdaily.com/912704/construction-of-mvrdvs-landscaped-food-market-begins-in-taiwan https://www.dezeen.com/2019/03/08/mvrdv-rooftop-farm-tainan-xinhua-fruit-vegetable-market-taiwan/ https://www.mvrdv.nl/projects/391/tainan-market

R I N A F U J I TA | L E E A N N S C H M U T Z | A R C H 3 5 2 | S T U D I O W H I T E | W I N T E R 2 0 2 0

URBAN COF F E E FA RM A N D B R EW B AR H A S S E LL | M E LB O U R N E , A U S T R A LIA | 20 13

The Urban Coffee Farm and Brew Bar was designed for the 2013 Melbourne Food and Wine Festival. HASSELL created a coffee farm in an urban setting in attempts to play on the elements of intrigue and surprise. On the edge of a central business district, HASSELL designed a coffee tree jungle. They created a terraced coffee farm and placed approximately 120 coffee trees. They placed it on the ‘Red Stairs’ which is a popular public amphitheater on the banks of Melbourne’s River Yarra. Along with the coffee trees, they placed shipping containers, timber pallets, and packing crates to illustrate how coffee beans are produced and distributed. Through the design HASSELL intended to tell the story about coffee so coffee drinkers can learn and be inspired by the origins, production, and transport. After the festival is over, the coffee trees are replanted in a coffee farm in Victoria. The pallets which was donated for the festival will be returned to the owner for reuse. https://www.archdaily.com/339637/urban-coffee-farm-and-brewbar-hassell?ad_source=search&ad_medium=search_result_all

R I N A F U J I TA | L E E A N N S C H M U T Z | A R C H 3 5 2 | S T U D I O W H I T E | W I N T E R 2 0 2 0

SPANISH-PORTU G UESE AGRICULTURAL R ESEAR CH CENTER

CANVAS ARQUITECTOS SA L A MA N C A , SPA I N

R I N A F U J I TA | L E E A N N S C H M U T Z | A R C H 3 5 2 | S T U D I O W H I T E | W I N T E R 2 0 2 0

This project, located in Salamanca, Spain, was designed by CANVAS ARQUITECTOS to be a center for research and experimentation in farming and plant maintenance. The idea was rather than just set the complex on the site, to really work to integrate the buildings into the surrounding context. The main educational program of the complex is located in the upper areas of the building while the main laboratories are located in the forms that extend out from the main form. The location of the river Tormes nearby influenced this layout, keeping the areas for research and experimentation close closer to its banks. Roof gardens work to further integrate the buildings into their surrounding landscape and large windows with overhanging eves allow a significant amount of natural light into the interior spaces. The main goal of this project was to create â&#x20AC;&#x153;permeability and transparency between building and landscapeâ&#x20AC;? and blend the two together in a functional, sustainable and beautiful way.

https://www.archdaily.com/226090/ciale-vicente-nunez-arquitectos R I N A F U J I TA | L E E A N N S C H M U T Z | A R C H 3 5 2 | S T U D I O W H I T E | W I N T E R 2 0 2 0

ARCHITECTURAL SYSTEMS INTEGRATION | WINTER 2020

W INT E R 3 3 ˚

ST RUC T URE G LULAM BEAMS AN D GI R DE R S (max 40’ span, 24” deep) C LT D EC K IN G (max span 21’, 8” deep) P V PAN ELS Generated energy will be directly implemented into the grid system so there is no need for a mechanical/battery storage room.

H VA C S YS TE M The HVAC system is a passive chilled beam system with radiant floors. The chilled beam system will hang under the CLT structure and the radiant system will be placed above the structure. The hvac systems will be connected to the central plant located on the campus. FA CA DE /GR E E N R O O F Th e s o u t h s ide o f t h e bu ild in g is do m in a te d wit h c u rta in wa l ls s o it pro v ide s a m o re o pe n e n v iro n m e n t to t h e s u rro u n d in g. Th e s e c u rta in wa l ls n e e d to be s h a de d wit h lo u v e r s y s te m s a n d a e d ible gre e n wa l l s y s te m . Th e ro o f s o f t h e bu ild in g wil l be o pe n gre e n s pa c e s f o r s o c ia l s pa c e s f o r t h e pu bl ic . Th e ro o f wil l a l lo c a te s pa c e f o r bo t h s o la r pa n e ls a n d o u tdo o r gre e n s pa c e .

WIN D C OMIN G IN F ROM THE N OR TH WES T S IDE

CU R TA I N WA LL S YS TE M W I TH OPE R A B LE W I NDO W S Roof 80' - 0"

SOLAR PAN ELS ON T HE ROOF Level 5 64' - 0" LAB

637 SF

Level 4 48' - 0"

LAB

637 SF

SYSTEMS INTEGRATION REPORT

S U MMER 7 9 ˚

Level 3 32' - 0" LAB CLASSROOM 1295 SF

Level 2 16' - 0"

RADIANT FLOOR SYSTEM

SOUTH

N OR T H

Level 1 0' - 0"

WA S TE WATE R S YS TE M W. C . A R E S TA C K E D O N T H I S SIDE OF THE BUILDING

N O R T H S O U T H I N T E G R AT E D S E C T I O N C S U S T O C K T O N U R B A N A G R I C U LT U R E B U I L D I N G

PA S S I V E CHILLED BEAM SYSTEM

H YDR ONI C S YS TEM CONNE CTE D TO CE NTR A L PLA N T 0’

5’

10’

20’

R I N A F U J I TA | A R C H 3 0 7 | S T U D I O W H I T E | W I N T E R 2 0 2 0

Our building is located in Stockton, California. Stockton’s summers are dry and hot and its winters arev mild. We tried to accommodate for cross-ventilation. The wind comes from the north west direction. Portions of the curtain wall on the south side will be operable to allow for cross-ventilation. On the north side of the building, there are operable windows in the lab spaces. After the analysis on Sefaira, a passive chilled beam system was the most effective for this building. We paired that system with a radiant floor system. Both systems are hydronic systems and it is connected to a central plant located off site of the building. Since there is no air based system in the building, there is also no need for a mechanical room on site. On the roof, we have placed solar panels. The program of this building is a lab and requires a lot of energy. The generated electricity will be directly implemented into the grid system so there is no need for a mechanical/battery storage room in the building. Looking at the past labs, the module with an atrium had the best daylighting in the building. In this building, we decided to put two atriums in the building to allow more light. In the sefaira model, we simplified the model and did not include it. For next quarter, we need to work on a facade system that decreases the amount of direct sunlight into the building. The south side of the building is dominated by curtain walls. This design decision was made so the building is more open to the surrounding, however, we need to find a method that continues this narrative but helps mitigate excessive direct sunlight. In addition, we are aiming to have a roof top green space for social interactions. We still need to design for this and assess how it can help the energy loads. R I N A F U J I TA A N D L E E A N N S C H M U T Z | S TA C E Y W H I T E | A R C H 3 0 7 - 0 5 | W I N T E R 2 0 2 0

SUMMER SOLSTICE 9AM

SUMMER SOLSTICE 12PM

SUMMER SOLSTICE 3PM

FALL EQUINOX 9AM

FALL EQUINOX 12PM

FALL EQUINOX 3PM

WINTER SOLSTICE 9AM

WINTER SOLSTICE 12PM

WINTER SOLSTICE 3PM

R I N A F U J I TA A N D L E E A N N S C H M U T Z | S TA C E Y W H I T E | A R C H 3 0 7 - 0 5 | W I N T E R 2 0 2 0

INTEGRATION DIAGRAMS PREVAILING WIND COMING FROM NORTH-WEST

CURTAIN WALL WITH OPERABLE WINDOWS AND OPERABLE WINDOWS ON ALL SIDES

N AT UR A L V E N T IL AT IO N STRATEG Y

REN D ER O F F IN AL F O RM

SUMMER 79˚

WINTER 33˚

PV PANELS ON THE ROOF TO GENERATE ELECTRICITY. THE ELECTRICITY WILL BE DIRECTLY IMPLEMENTED TO THE GRID SYSTEM.

CHILLED BEAM AND RADIANT FLOOR SYSTEM

A ROOF TOP GARDEN FOR OUTDOOR SOCIAL SPACE AND TO DECREASE ENERGY LOAD ON COOLING CHILLED BEAM AND RADIANT FLOOR SYSTEM

EDIBLE GREEN WALL FACADE TO MINIMIZE DIRECT SUN LIGHT.

SO L A R R E SP O N SE

HVAC S YS TEM

HVAC S YSTEM - SECTION

R I N A F U J I TA A N D L E E A N N S C H M U T Z | S TA C E Y W H I T E | A R C H 3 0 7 - 0 5 | W I N T E R 2 0 2 0

ARCHITECTURAL SYSTEMS INTEGRATION | WINTER 2020

LAB 4

AT R I U M ( o r i g i n a l s c h e m e i n S t o c k t o n ) E N E R G Y A N A LY S I S

The building has almost no impact from cooling and has a significant amount of impact from heating. The heating gains mostly come from wall conduction, glazing conduction and floor conduction, and needs more improvement in these areas. There is also some gains from roof conduction. The buildingâ&#x20AC;&#x2122;s energy use is mostly heating dominated and mostly overlit. It has an EUI of 198 and it is no where near the target EUI of 81.

LAB 4 AT R I U M - m o d i f i e d W W R R I N A F U J I TA | A R C H 3 0 7 | S T U D I O S TA C E Y | W I N T E R 2 0 2 0

WWR 50% (south) WWR 40% (north, west, east)

S O LAR C O NTRO L When I brought in the model into the web app from the sefaira sketch up plugin, I changed the program to a lab that is defaulted on the web app. This caused a change in EUI value and decreased from 197 from the sketch up sefaira to 99 on the web app sefaira. At first, I only added shading devices on the south side, however, the energy performance did not decrease. I then started adding shading devices on the east and west sides. I added horizontal shades on the south side and vertical shades on the east and west sides. However, that was not very effective. I then added exterior venetian blinds with a control basis on solar gain on glass. I added these blinds on the south, west, and east side of the building in addition to the shading devices and the energy performance finally came down to 95 kBTU/ft 2 /yr. It also has smallest values for the other parameters.

Natural Ventilation Light, Natural Ventilation, Solar Panels

ME CH A N ICA L SYSTE M In the energy analysis, the building indicated that it had a lot of loads from heating and not cooling. Therefore, I used the passive chilled beams as the HVAC system. This gave me the lowest AHU design airflow, EUI, and peak heating load. However, the peak cooling load value was slightly higher than the water source heat pump fan coils. After choosing the passive chilled beam HVAC system, the natural ventilation allowed to drop the EUI value and the peak heating load value. The peak cooling load increased to 35.5 and the AHU stayed the same. After adding natural ventilation, I modified the lighting power density to 0.3 and added solar panels. I modified it so 75% of the roof area was covered in solar panel. In the end, the EUI value decreased to -9. This indicates that it is creating its own energy with extra energy to spare. This energy can be distributed to other neighboring buildings that use more energy. Lastly, the pie chart indicates that the energy use is dominated by equipment use, which can not be improved.

R I N A F U J I TA | A R C H 3 0 7 | S T U D I O S TA C E Y | W I N T E R 2 0 2 0

DAYLIGHT STUDY For the daylight study, we looked at our main entrance. This view is taken from the main door looking inside. The main entrance is a double height space with a main staircase that leads to the second floor. The main entrance is also connected to a market, study space, and the doors to a lecture hall. The south side of the entrance space is a curtain wall so it is a more open and welcoming space. Part of the entrance space has a skylight to maximize sun light in the space. Overall, we want to make this a space that is bright, creating a welcoming atmosphere. Looking at the daylight studies, the fall and winter has a brighter environment and achieves our goal better. During the summer, there is not a lot of direct sunlight unlit 3PM. To brighten up the space more during the summer, we might need to make the skylight bigger or add small skylights closer to the curtain wall. In the 9 AM and 12PM summer daylight studies, there is not a lot of sunlight coming in from the atrium to this space. There is also almost no direct sunlight coming in from the curtain wall. These spaces could have light fixtures to brighten up the space. In an overcast environment, the space is equally lit. However it may be a little too dark so we need to find a balance between artificial light and sunlight. Over all, I think we achieved our goal with the curtain wall and skylight. For further development, we need to make sure that there is not too much direct sunlight and is over heating the space.

OVERCAST

DAYLIGHTING ANALYSIS ANNUAL ILLUMINANCE

R I N A F U J I TA A N D L E E A N N

Most of the floor area of this scheme has at least an illuminance level of 28 footcandles 75% to 100% of the time. This indicates that the building is well lit S C H M U T Z | S TA C E Y W H I T E | A R C H 3 0 7 - 0 5 | W I N T E R 2 0 2 0 and does not need a lot of artificial light during the day. However, the bottom floor has an illuminace level of 28 footcandles 0% to 25% of the time. These areas especially, will need artificial lighting.

OVERLIT AND UNDERLIT

DAYLIGHT FACTOR The average daylight factor for this building is 3.37% and the minimum is 0%. The minimum points are on the first floor and the central part of the left side of the building. In these places, we designed two atriums but we simplified it for the sefaira analysis. In addition to the atrium, we need to make sure that the dark areas of the building have sufficient lighting.

The average sDA is 74% and the average ASE is 35%. The sDA value is in the green zone, but the ASE is outside of the green zone. This indicates that there is sufficient daylighting for this scheme and too much direct sunlight. Direct sunlight needs to be blocked so there is minimal glare. The building is well lit but the areas that are underlit and overlit needs to be more balanced.

ENERGY ANALYSIS

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ENERGY ANALYSIS The building has a EUI of 193, which is greater than the target EUI of 81. The building energy use is heating dominated and our building is mostly well lit. There are positive gains on equipment, lighting, and south sun. This is a good thing to note since this is a laboratory building and it is going to have a lot of equipment used in the building. There is slight positive gains on wall conduction and glazing conduction, but both criteria should be improved. The majority of the energy load is coming from heating. There is not a lot of impact from cooling.

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ARCHITECTURAL SYSTEMS INTEGRATION | SPRING 2020

LAB 1 : ELECTRIC LIGHTING EXERCISE

REFLECTION

I T E R AT I O N 1 - R E C E S S E D O R S U R FA C E M O U N T E D

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The space I looked at is a research laboratory for an academic building. I couldn’t find the specific program type so I went with the academic assembly area, which recommended a footcandle of 150fc. For the LPD, I went with 1.2W/ft 2 for a classroom. Since it is an academic building, I thought this program type would be the closest to the laboratory space we have in our building. For the sensors, I decided to implement a passive infrared sensor. Laboratory equipments can emit sounds and can activate the sensor while the room is unoccupied. For iteration 1, it required 156 surface mounted fixtures to reach 150fc. It also has a LPD of 2.34W/ft 2 which is way above the allowed LPD of 1.2W/ft 2 . This scheme would require a lot of energy and is not very efficient. Looking at iteration 2, I chose an open suspended fixture. Unlike iteration 1, this scheme only required 30 fixtures. However, the LPD value is higher than iteration 1 and is 2.43W/ft 2 . This scheme reaches 150fc but has a high LPD value. Lastly, for iteration 3, I used the same open suspended fixture I used for iteration 2. When I set the target LPD to 1.2W/ft 2 , it only required 12 fixtures. However, the illuminance decreased to 63 fc. This might be a low value for a laboratory space, but if we look at office and library spaces, the recommended illuminance ranges from 20fc to 50fc. Since it is an academic research lab, this illuminance level might be enough. Therefore, iteration 3 will be best suited for my project. However, when I implement these results into my project, I would need to find a way to balance out the illuminance and LPD value to make sure that the space is properly lit and is under the allowed LPD value. This will probably be likely an iteration of the third scheme, or an investigation with different lighting fixtures.

S PA C E U S E : l a b o r a t o r y DIMENSION: 32’ X 21’ 13’ (work plane: 2.5’) F O O T C A N D L E T A R G E T: 1 5 0 f c ( a c a d e m i c d e m o n s t r a t i o n ) LPD: 1.2 W/ft2 (classroom) R O O M R E F L E C TA N C E S : c e i l i n g : 8 0 % wall : 50% floor : 20% L U M I N A I R E M A N U FA C T U R E R : P e e r l e s s L i g h t i n g M N 9 1 X 1 S t r o f f e r, L E D , d i r e c t l i g h t i n g S E N S O R I D E N T I F I C AT I O N : o c c u p a n c y : p a s s i v e i n f r a r e d vacancy sensor photo sensing

LAB 1 : ELECTRIC LIGHTING EXERCISE

I T E R AT I O N 2 - S U S P E N D E D

I T E R AT I O N 3 - TA R G E T L I G H T I N G P O W E R D E N S I T Y [ L P D ]

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S PA C E U S E : l a b o r a t o r y DIMENSION: 32’ X 21’ 13’ (work plane: 2.5’) F O O T C A N D L E T A R G E T: 1 5 0 f c ( a c a d e m i c d e m o n s t r a t i o n ) LPD: 1.2 W/ft2 (classroom) R O O M R E F L E C TA N C E S : c e i l i n g : 8 0 % wall : 50% floor : 20% L U M I N A I R E M A N U FA C T U R E R : P e e r l e s s L i g h t i n g open LED pendant, semi-indirect OPM4 HI/LO I4 120 EZB SCT LP8335 C041 FEP S E N S O R I D E N T I F I C AT I O N : o c c u p a n c y : p a s s i v e i n f r a r e d

vacancy sensor

photo sensing

ARCHITECTURAL SYSTEMS INTEGRATION | SPRING 2020

M AT E R I A L A S S E M B L I E S A N D S P E C I F I C AT I O N S PROJECT 1:CASE STUDY

P A R T 1 : MATE R I A L C A S E

S TUDY + GR A PH I C DIME NS I ONA L CONST R A I NS

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M AT E R I A L : N AT U R A L W O O D P i n t ere st L I N K : https://pin.it/6id0X1T

P R O D E M A - P R O D E X P A N E L S : in these images, the panels are used as operable louvers that are placed behind a curtain wall. Other examples for the use of the prodex panels can be seen below in the three images on the left.

https://www.prodema.com/en_int/project/capitol-vista-ankara-office-tower http://aw-arch.com/category/projects/commercial/

M AT E R I A L A S S E M B L I E S A N D S P E C I F I C AT I O N S PROJECT 1:CASE STUDY

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P A R T 2 : WALL S E C TI ON

Prodema PRODEX External Cladding

ELEVAT I ON

1 A1

GL U L A M B E A M 2 4 ” C LT D E C K I N G 8 ” WATE R B A S E D R A D I AN T S Y S T E M 1 1 / 8 ” W O OD FL O O R I N G 1 / 4 ” Level 2 16' - 0"

Level 2 16' - 0"

GL A SS C U R TAI N WA L L W O OD OPE R A B L E L O U V E R S V E R TI C A L M U L I O N S U P P O R T I N G L O U V E R S

Level 1 0' - 0"

WALL S ECTION

Level 1 0' - 0"

E L E VAT IO N