What Is Trying To Happen That Wishes It Had A Better Place To Happen?

WHAT IS TRYING TO HAPPEN THAT WISHES IT HAD A BETTER PLACE TO HAPPEN? School of Interior Design Special Studies ID 4758 Fall 2014 & Spring 2015 Semester Research Table of Contents Introduction Methodology Fall 2014 Research Data Collection Analysis Results Spring 2015 Research Herman Miller Corporate Visit Precedent Study Space Utilization Study Design Charrette Settings Development Landscapes Development Conclusion Bibliography Enlarged Utilization & Landscape Plans *Binders with all appendix sections available through Matthew Edmonds.

Participants: Instructor: Matthew Edmonds, Professional-In-Residence Students: Emily Abshire, Ellie Boggs, Catie Crawford, Jalen Gibson, Ethan Jordan (Graduate Student – Architecture), Ashley Libys, Morgan Melancon, Kyla Rodrigue, Ryan Sanders, Hannah Willson.

Professionals: Dean Alkis P. Tsolakisim, James Sullivan, Mary Miles, Debra Cesaro, Susan Whitmer

Page | 1

INTRODUCTION In our educational environment, the building facility, or as noted in the student research, a “learning environment” exists to support the activities, and functions of an end user. These end users are the students, faculty, staff, and transient guest that inhabit the building, yet we find in many cases the user having to conform to the environment versus the environment conforming to the users’ activity. The ability for the user to dictate change within their environment is limited. In an effort to document how the existing learning environments support or detract from the end user’s needs, the LSU School of Interior Design developed a partnership with interior design industry leader Herman Miller. The partnership leveraged the resources and expertise in our School, Louisiana State University as a whole, and Herman Miller to perform research and investigate how learning spaces are used and the resulting effects it has among users. The research was initially intended to document the formal and informal learning spaces of the College of Art & Design building facility’s level floor, however, after a midterm professional review (Fall 2014), the focus broadened to include all four levels of the College of Art & Design building facility. This revised direction proved to benefit the student research by broadening the learning activities observed and highlight new activities and users not seen on the fourth level alone.

The research class consisted of 10 students (1 Architecture Graduate Student, 7 Interior Design Seniors, and 2 Interior Design Juniors), and was conducted during the Fall 2014 and Spring 2015 semesters.

Research methods included Research on Research, Digital Ethnography, Personality Assessments, Informal Surveys, Precedent Studies, Design Charrettes, development of Settings, and final space allocations called Landscapes.

Due to the broadening of the research demographics scope, peer review comments, and the demanding schedule remaining, the primary results limited the personality assessment studies. However, the student research group strongly supports the personality assessments and recommends further exploration into the methodology and connection to learning environments. During the research and observation, the student research team refined their use of terminology. The class started the research using the term “learning activities” as a descriptive of the observations. However, due to those observations, and the presence of many activities that did not actively fit the term “learning”, “learning” was dropped in place of solely using the term “activities” and/or “activity modes”. The research resulted in the identification of three process activities that included Development, Downtime, and Delivery. The three process activities consisted of eight activity modes, all defined within this research document.

Page | 2

With the research results conducted during the Fall 2014 semester completed, the student research team was invited to present their findings at Herman Miller’s corporate campus located in Michigan in January of 2015. The team received valuable feedback from Herman Miller’s research team as well as the opportunity to tour Herman Miller’s “Living Office”. Following this experience the student research team preceded to carry out precedent studies based on the eight established activities. In order to validate all design efforts, a space utilization map was created for the entire design building. Following the space utilization study, there were a series of design charrettes leading into groupings of activities the team called “Settings”. The final outcome of the Spring 2015 semester was to develop three distinct space planning documents, with varying levels of programming, for all four levels of the College of Art & Design Building which the team called Landscapes. Each Landscape shows a progressive design implementation of the previously developed Settings within the facility.

The following documents the methodology, data collection methods, design process and results.

METHODOLOGY The School of Interior Design and Herman Miller had pre-semester reviews to identify a collaborative research topic on learning environments within Higher education focusing on the activities and behaviors of the 4th floor which was later revised to include the entire College of Art + Design building.

These meetings included the class instructor (a practicing interior designer and Professional-InResidence), the School Chair for the School of Interior Design, representatives from Herman Miller’s local dealership, Herman Miller’s Regional Sales Director for the South Region, and Herman Miller’s Research Lead in Education. These meetings resulted in guidance on viable methodology to achieve good results, and the class’s research question: What is trying to happen that wishes it had a better place to happen?

Due to the participant involvement required for some of the research methods, the research class did receive approval from LSU’s Institutional Review Board (IRB). The primary goal of the IRB is to ensure the safety and welfare of human subjects in research and scholarly projects. The IRB is responsible for ensuring compliance with the exacting federal requirements that govern ALL research with human subjects (whether funded externally, or not), unless they meet specific criteria for exemption. The methodologies that were planned for the research class did meet the criteria for exemption and was given by the IRB. The instructor and each student took the appropriate steps to receive a Certificate of Completion for the web-based training course “Protecting Human Research Participants”.

Page | 3

WHAT IS TRYING TO HAPPEN THAT WISHES IT HAD A BETTER PLACE TO HAPPEN? School of Interior Design Special Studies ID 4758 Fall 2014 Semester Research Documentation

DATA COLLECTION The research class started with the topic “Research on Research: What is and isn’t Research”. The class had special lecture guests Debra Cesaro, Herman Miller, Regional Sales Director for the South Central Region, and Susan Whitmer, Herman Miller, Research Lead in Education. Both discussed what tools and methods are available for research. The first assignment was research on research. In teams of two, students analyzed research topics within our industry, specifically within the work/learning environment. Finally each presented the topic of research, research methods used, and outcomes from the assignment. The methodologies researched that had the best results and alignment to the class’s research objective were adopted for use. These methods included digital ethnography, personality assessments, and Informal survey questions.

Guest lecture by Herman Miller

Page | 4

Research on Research – Methodology Investigation See appendix F The following are brief narratives from the “Research on Research” methodology investigations. In teams of two, students analyzed research topics within our industry, specifically within the work/learning environment. Each group presented the topic of research, research methods used and outcomes. Using the presentations as a guideline, the team as a whole compared and contrasted research methods discovered and the methodology used. This investigations into research precedence introduced students to research methods, methodology, and tools need to successfully complete good research. The assignment also was used to determine methodology considerations for the classes research.

The Role of Textile History in Design Innovation: A Case Study Using Hellenic Textile History Methodology of textile design, referencing “The Role of Textile History in Design Innovation: A Case Study Using Hellenic Textile History” by Margaret Perivoliotis. The crucial points were the use of history and setting precedence for each design. A lot of the designs featured in the research all had similarities.

History repeats itself. Another method that was mentioned, but wasn’t actually a “Research method” was the use of sketching. Sketching was used continuously throughout the process of textiles. It is a crucial process that designers go through in every project. Whether it is the beginning, the middle, or the end, precedence and sketching will aid in the final design recommendations.

Case study Houses - The Case Study House program attempted to find solutions to the housing shortage in the United States post WWII. Many influential architects, including Charles and Ray Eames, used research and experimental design to create low-cost family housing for returning veterans. Although the program was considered by many at the time to be a failure, it introduced modern architecture and design to the American public and influenced a new generation of young architects.

On the Water: Palisade Bay - A multidisciplinary collaboration between engineer Guy Nordenson, landscape architect Katherine Seavitt, and the Architectural Research Office proposed a coastal planning strategy for the New York-New Jersey region to protect from both storm surges and sea level rise. Their strategy was to produce a knowledgeable structure built on an understanding of key variables including a standardized methodology, historical precedents and technological innovation. Their formal analysis was accompanied by illustrations, including maps, charts, and diagrams, “so there can be no doubt about what exists objectively.”

The ABCs of STEM - For this assignment, I examined a study that Gensler conducted on “The ABCs of STEM”. STEM is known as the science, technology, engineering, and mathematics disciplines in U.S. education. Gensler’s team of experts first assessed the current status of STEM facilities, the approaches to STEM education as they align with design, and establish design recommendations that support the needs of STEM education. The methods of research that they used interviewing and discussions with educators and they also reviews primary and secondary sources of STEM education. The research team organized their findings into a set of key research insights and design tactics.

Page | 5

Types of Research Methods - The included articles by Cherry explain the several different types of research gathering methods including case studies, correlational studies, cross-sectional studies, and surveys. In our work this semester, the two primary methods of data collection consisted of case studies and surveys through Dscout and public questionnaires. “Types of Research Methods” then takes these types of research methods in a table to further compare and contrast them. Lastly, Moore and Lackney provided information that will be primarily utilized in the following semester. They observe the effect of architecture on educational outcomes. They explain the current failures of the outdated architecture these facilities possess, specifically pinpointing school size, classroom size, location, and secluded study spaces. After further study, they concluded that the ideal school contains smaller class sizes and well defined activity areas, supporting their findings on the relationship to school architecture and educational outcomes.

The Classroom of The Future: How does space influence learning? - During this assignment, I researched the methodology of classroom design, referencing “The Classroom of The Future: How does space influence learning?” by Steelcase. The crucial points were the use of past experiences and setting precedence for each design discussion. A lot of the designs featured in the research all had similarities.

The classroom of the future needs to be mobile, embrace technology, as well as adapt to different learning styles. The old method of stand and deliver no longer applies. Although this research has some conclusions, it will be a viable aid during the planning and recommendations portion of our research.

Impact of Office Design on Employees' Productivity: A Case Study of Banking Organizations of Abbottabad, Pakistan - The Journal entry submitted to the journal of Public Affairs, Administration and Management was conducted to determine if the control of personal comfort in the workplace could determine whether or not there is a relationship between office design and productivity. Thirty- one bank branches of thirteen separate banks were observed and recorded to have a direct relationship between office design and productivity. User needs, comforts, and ergonomics of the office were determined to be essential for increased productivity.

The primary data collection for the research was to administer a questionnaire to male and female employees at each bank. The questionnaire consisted of 24 questions that were derived from each considered variable (i.e. lighting, temperature, furniture, noise, and spatial arrangement). The questionnaire also included inquires about office productivity. A few of the questions were measured by the Likert scale that is answered on a scale from 1-5. The secondary means for collecting data was observing the daily routine of all of the bank users including employees, supervisors, clients, and suppliers. After the information was gathered, numerical data including charts and graphs were used to show the findings of productivity in the workplace.

This research method was applicable to the Herman Miller Research class because the types of variables for productivity are parallel to the variables we studied throughout the process. Our LSU student team observed the faculty, staff, and students in their work environment and integrated one-on-one questioning during our D- scout missions to form our primary form of research. One of the secondary forms for collecting data was through an informal set of questions posed to students and faculty. The questions were posted on a moveable pin- up space to engage students in the research process. Any Page | 6

student moving through the space was invited to pin an answer, and the results were anonymous aside from listing their major. The questions were posed to gather information regarding how the interior environment affected behaviors, emotional well-being, and physical well- being for users. Overall, this research method was heavily applied to the process of our findings, and it formed our primary and secondary form of research.

Teaching in a wireless learning environment - According to Tzu Chien Liu, in her case study, “Teaching in a wireless learning environment”, the process of obtaining information for this case study is divided among three main methods: observation, interview, and learning journals. During the study, the teacher would follow these methods by observing the class daily, interviewing the class weekly, and classmates keeping learning journals about what they thought about the teaching method. After finishing the study, 86% of the 28 students made positive reviews in their journals about learning within a wireless environment. In this study, research has proven to show real results as a result of following the methods. Another way to collect data that has been recently adopted is social networking. Now-adays, high dimensional data is being gathered from social media and surveillance videos. Expanding information is now being collected over the internet through Facebook, LinkedIn, Twitter, and YouTube.

The co-authors of the study say that, “it is anticipated that social network data will continue to explode and be exploited for many new applications”. By combining all of these proven methods to perform research, it will guarantee a trustworthy conclusion.

Collaborative Spaces- This whitepaper investigates the fact that not all collaborative spaces should be the same. Different tasks as well as people groups collaborate in different ways, which means that there should be different kinds of spaces designed for various forms of collaboration. Also, the paper discusses the different reasons that people come together for a meeting, which can also alter the type of space needed.

How the workplace can improve collaboration- This study validates the shift that has occurred concerning how work is accomplished today. Rather than it being an individual activity where collaboration happens at a designated time, collaboration is now almost constant. It occurs in a variety of places, both formally and even more so, informally. The conclusion is that when the design of the work environment supports collaboration, more innovation, better learning, and faster decision making can occur.

Digital Ethnography (Dscout) see appendix A The purpose of this research was to observe and document the use of formal and informal spaces in the LSU College of Art + Design including (but not limited to) studios, classrooms, faculty offices, and common spaces. ID 4758 students completed specific assignments, or “missions”, with the aid of the mobile research application dscout, which utilizes smartphones to capture digital photos and videos.

“Dscout is a web and mobile service that makes it incredibly easy to engage audiences in sharing realworld experiences, in the moment ideas and real-time feedback,” (https://dscout.com/company). The Page | 7

participants, or “scouts”, uploaded posts, or “snippets”, each containing a photo or video, a caption, and a short narrative.

Prior to midterm, the class was assigned two dscout missions, each lasting a week with a focus on the fourth floor of the Design Building, home of the LSU Department of Interior Design. The images were nonintrusive observations of students and faculty. The information gathered was then categorized and organized according to space- types. Typical examples included individual work space, group collaboration space, and presentation space.

However, the key step in the process occurred when we began to analyze activities, not spaces. We looked beyond what was expected to occur in a certain room, and examined not only what was happening, but where was it happening, and who was doing it. Conclusions were then drawn about activities and their relationship to the space and to the users, and then used to define activity modes and settings. Examples of activity modes were work (individual and group), lecture, critique, presentation, and downtime.

Following the midterm review, the dscout missions expanded to the three lower floors of the Design Building, which includes the departments of Art, Architecture, and Landscape Architecture. However, unlike the previous assignments, which were based on assumption, the subjects of the snippets were asked their major, what they were doing, and how the space affected them. These assignments required the class to examine not only the activity, but analyze the qualities of the space physically, socially, emotionally, and behaviorally based on the subjects responses.

Using these results, each dscout assignment was organized according to floor and usage. After further analysis, the categories were then redefined and simplified based on three classifications of activity; development, delivery, and downtime. These new, broader categories were then subdivided into more specific categories. Although many of these categories were similar to earlier iterations, more emphasis was placed upon the definition of the activity than the location or persons.

Page | 8

Personality Assessments see appendix E Before midterms, students in the interior design department on the fourth floor of the design building were asked to take the Myers Briggs Typology personality assessment test. This personality test evaluates eight basic human traits, distributed into pairs to determine his or her overall personality. The subject’s dominant trait of each aforementioned pair determines his or her four-letter personality type.

For example, a person can be introverted (I) or extraverted (E), sensing (S) or intuitive (N), thinking (T) or feeling (F), and judging (J) or perceiving (P). The study of these types lay out the tendencies of how people work, interact with others, and process information among other things. Therefore, upon receiving the results from the interior design students, we discovered that a minority of the general population had become a majority among this sample of students.

This process of gathering information about the users of the design building was put on hold after midterms, although hopes of resuming this investigation next semester remain and look toward expanding the research to students and faculty on every floor of the design building. This information will be taken into account when considering the best solutions for the design of each space in the design building.

Extraverted & Introverted - Extraversion and Introversion as terms used in this test explain attitudes people use to direct their energy. Where do you put your attention and get your energy? Extraverts like getting energy from active involvement in events, are excited by being around people, and often understand problems better if they talk out loud about it. Introverts like getting energy from dealing with the ideas, pictures, memories, and reactions that are inside their head, in their inner world. They often prefer doing things alone or with one or two people they feel comfortable with. They take time to reflect to gain a clearer picture of what they will be doing.

Extraverts thrive when they are allowed time to think things through by talking, such as in classroom discussions, or when working with another student. They excel with learning activities that have visible results and involve people interaction. Introverts excel when they can work independently with their Page | 9

own thoughts, through listening, observing, reading, writing, and independent lab work. They prefer to work independently and need time for internal processing. They are often uncomfortable in discussion groups.

Sensing & Intuition - Everyone spends some time Sensing and some time using Intuition. The Sensing trait pays attention to physical reality through the five senses. They are concerned with what is actual, present, current, and real. Practical use of things are important and they learn best when they see how to use what they are learning. Intuition pays the most attention to impressions or the meaning and patterns of the information they get. They would rather learn by thinking a problem through by handson experience. New things are and the future is very interesting to them. They like to work with symbols or abstract theories.

Sensing types are best with instruction that allows them to use their senses - to hear, touch, and see what they are learning. They enjoy hands-on activities, computer-assisted instructions, materials that can be handled and audio-visual materials, provided they are relevant. Intuitive students thrive when they have opportunities to be inventive and original and to find ways to solve problems. They want choices in the ways they work out their assignments. They do well with opportunities for selfinstruction, both individually and with a group.

Thinking & Feeling - Thinking and Feeling describes how you make decisions. Everyone uses Thinking for some decisions and Feeling for others. Thinking makes a decision based on the basic truth or principle to be applied. They like to analyze pros and cons, and then be consistent and logical in deciding. They try to be impersonal, so that their own wishes and the wishes of others are not an influence. Feeling people believe that they can make the bet decisions by weighing what people care about and the points-of-view of persons involved in a situation. They are concerned with values and do whatever will establish or maintain harmony.

Page | 10

Thinking students will understand best when material is presented in a logical, orderly fashion. They enjoy instructor and student feedback. Feeling students will work harder when they have developed personal relationships with their instructors and other students. They need specific, positive feedback with corrective instructions from their instructors.

Judging & Perceiving - This pair describes how people like to live their outer lives—the behaviors others tend to see. Judgers prefer a more structured and decided lifestyle while Perceivers prefer a more flexible and adaptable lifestyle. This preference may also be thought of as your orientation to the outer world. Everyone extraverts some of the time. This pair describes whether you extravert when you are making decisions or when you are taking in information. When it comes to dealing with the outer world, people who tend to focus on making decisions have a preference for Judging because they tend to like things decided. People who tend to focus on taking in information prefer Perceiving because they stay open to a final decision in order to get more information. The J or P preference only tells which preference the person extraverts.

Page | 11

Judging students do well with formalized instruction and defined tasks. They will thrive with structure, clear instructions, and consistency. Perceiving students work in flexible ways, following impulses. They are stimulated by the new and different.

Extraverted Types: General Population - Of the 16 type combinations, 8 of them are extraverted types.

These 2 charts depict the percentage of each of the extraverted types found among the general population as stated by the Myers & Briggs foundation.

Page | 12

Extraverted Types: General Population - Of the 16 type combinations, 8 of them are extraverted types.

These 2 charts depict the percentage of each of the extraverted types found among the students within the Interior Design Department at Louisiana State University that were willing to take the Myers Briggs personality test.

Page | 13

Introverted Types: General Population - Of the 16 type combinations, 8 of them are introverted types, these 2 charts depict the percentage of each of the introverted types found among the general population as stated by the Myers & Briggs foundation.

Introverted Types: ID Department - These 2 charts depict the percentage of each of the introverted types found among students within the Interior Design Department at Louisiana State University Page | 14

that were willing to take the Myers Briggs personality test.

Page | 15

Informal Survey Questions (TINA) see appendix B In order to receive feedback on how faculty, students, and guest utilize the spaces, a survey question board was created. The first set of questions was posted on the fourth floor of the design building with a mannequin (named by Tina by the class) which prompted students to become engaged in the research process. The questions varied from, “How does your studio space aid or detract from your learning?” to “How would a collaborative/meeting space improve or inhibit your studio space?” The question board moved around the fourth floor when a new question was posted.

After presenting this strategy to the Dean during the midterm peer review, he suggested the question board, and Tina, be brought down to the other floors to get a wider range of results. The class choose to keep the survey questions located within the atrium space to solicit from a large group of users. By doing this, the feedback collected was broadened, and we were able to document the frequent users of the design building. This also brought in feedback from the transient student population that frequently visits the design building.

The new questions now consisted of, “How do the physical characteristics of this space (i.e. lighting, sound, furniture, etc.) Affect you? What is your major?” and “How does the space make you feel? (ex.

Inspired, bored, happy, focused or unfocused, anxious) And what is your major?”

Architecture, digital art, landscape, and interior design students mostly utilize the design building, but other majors tend to populate the space for concessions, class time, and socialization. English, engineering, kinesiology, and even biology majors were amongst those participating. Students gave great feedback and brought new perspectives to the building that were often overlooked by students that inhabited it regularly.

The results showed students gather within the atrium space for the natural day light, table space availability, and as a transient area to wait for classes to start. Students regularly mentioned the limited amount of tables and benches that were limiting the potential for adequately providing resources for the atriums use. This resulted in students sitting directly on the floors and in some cases leaving the atrium for a better place to work.

The survey question board was a great tool to solicit informal information from the users of the space.

This type of research engaged the students who use the space the most and resulted in more accurate feedback. The feedback also showcased activities that needed a better place to happen.

Page | 16

ANALYSIS At the beginning of the semester, students started with the topic “Research on Research: What is and isn’t Research” (see appendix F). Students first analyzed research topics within our industry to better understand the fundamental aspects of research. Through this activity, students broaden their viewpoint and eliminated preconceived notions.

As a result of research on research, the students discovered an emphasis on personality assessments within areas of research. This began a process of gathering personality test of Interior Design students.

Interior Design students ranging from sophomores to seniors took the Myers-Briggs personality assessment (see appendix E). The personality tests were reviewed based on the general population and the Interior Design department. Results were later combined with the information found from dScout.

From this point the photos with short narratives were gathered using the dScout. The images were used to document the activities on of the 4th floor of the design building. However, these images were nonintrusive observations of physical activity and were categorized based on assumption. The afore mentioned categories were constructed based on the person, whether they are student or instructor, and by the type of information conveyed during the activity.As a class, students went through several discussions about how to organize the data from dScout. To define the activities, a matrix was formed with four broad categorizes and multiple sub-categories. The broad categories include—novice, team, troop and expert. Novice meaning the student, team being a group of students, troop being students and teachers, and expert meaning teacher. From this point the dScout data was divided into activities that fell within each of the four main categories. These are seen in Table 1.

Table 1.

Page | 17

Next, student began to prepare for the Midterm presentation in front of several professionals including: Debra Cesaro, Herman Miller, Regional Sales Director for South Central Region, Susan Whitmer, Herman Miller, Research Lead in Education, Mary Miles, LSU, the Associate Director of Planning, Design and Construction; Jim Sullivan, LSU, the Chair of the Interior Design Department; and Alkis Tsolakis, LSU, Dean of the College of Art & Design. Preparation consisted of discovering a connection between the personality assessments and the activity mode matrix. Students first developed a layout for each individual activity. For instance, the layout for Peer to Peer included a graphic representing the activity, photos, use and activities, size and layout, location, consideration, alternative names, learning traits, advantages, and disadvantages. A graphic defining the connection between the personality test and activities was then created. It represented how the different personalities could fit into the categories of activities (see appendix C and Appendix D).

Students presented all data collected up to this point and received critical feedback from the professional reviewers. Susan Whitmer suggested that the students take a step back and broaden the range of data that we were collecting. From this constructive criticism, the students began to reevaluate the data collected by broadening the observation to include the entire design building and the College of Art and Design. The advisors suggested students approach the dScout activity without assuming and engage the individuals by asking questions. These questions require the individual to consider their use of the space and how it functions.

The students followed through another three dScout assignments focusing on the behavioral, social and physical aspects of the space and how the user interacts within these categories (see appendix A).

Students engaged the users and began to discover how they were truly utilizing the space. Next, the students began to sort the data into activity modes. We did not attempt to fit the activities within the original matrix; instead we focused on the specific activity mode. Once we organized the data in what seemed to be fit categories, we presented our ideas to Debra. The feedback received from Debra led to a paradigm shift were the students began view the activities differently. It was discovered that we were looking at the perceived physical happenings of the activity. Debra suggested that we begin looking at the essence of an activity, meaning to consider the attributes and process of that activity. After much discussion, the students identified three activity processes; development, downtime and delivery. These three activities processes were then broken down into eight activity modes.

Development All activities in which students and faculty are producing academic work, including but not limited to studying, researching, and producing deliverables. Development can occur individually or as a group.

Downtime Consists of all activities occurring outside of schoolwork and class time. These activities include, but are not limited to, socializing, eating, napping, playing on the computer, etc. Students and faculty need downtime for a mental break from work, and also for additional opportunities to bounce ideas in a casual manner.

Page | 18

Delivery The essence of the activity, presentation, involves an individual or group delivering information to the public. The public may include students, faculty, and/or visitors. The time may vary depending on the information being delivered. The material presented includes but is not subjective to LSU’s curriculum and professional work.

RESULTS The following includes the activity modes observed and analyzed for each of the three activity processes: Development, Downtime and Delivery. The Development activity process includes the activity modes of individual work, group work and waiting. The Downtime activity process includes the activity modes of leisure and socializing. The Delivery activity process includes the activity modes of lecture, critique and briefing. Each of the activity modes include a brief narrative of the activity, attributes of the activity, narratives of the digital ethnography observation, other related activity modes, synonyms of the activity, and a brief narrative summarizing the design recommendation to support the activity mode.

Page | 19

DEVELOPMENT All activities in which students and faculty are producing academic work, including but not limited to studying, researching, and producing deliverables. Development can occur individually or as a group.

SUB CATEGORIES GROUP WORK - Consists of two or more participants that come together to achieve a stated goal.

Group work can transpire at any time of the day or location. The activity of group work can consist of an impromptu or a scheduled meeting that can occur within a public or private setting.

INDIVIDUAL WORK - A person working independently from others. In the Design Building, individual work takes place on all floors. On the upper floors, it occurs mostly in studios and classrooms, which can be more private and personal. On the first floor, which is a more public space, individual work is often found in the atrium and places with access to a power outlet.

WAITING - This activity consists of an individual or group waiting for an event to happen. These events can range from waiting for a class to start, a meeting to begin, or a group to gather.

DEVELOPMENT - GROUP

WORK

The activity of group work consists of two or more participants that come together to achieve a stated goal. Group work can transpire at any time of the day or location. The activity of group work can consist of an impromptu or a scheduled meeting that can occur within a public or private setting.

Attributes - Computers, desks, process work, drawings, pin-up space Dscout 



Behavioral – the space supports the user by providing adequate space for students to collaborate in public, semi-private, or private areas. This includes moveable desks and chairs, which is convenient for students to easily reconfigure the space.  First Floor – In the atrium, students occasionally move around furniture to accommodate various group sizes.  2nd, 3rd, 4th – There are no true areas that are designed strictly for the activity of group work. Students pull up stools around one group member’s studio desk to collaborate.

Group work has been identified taking place in the classrooms as well.

Physical – the physical space affects the well-being of the users by including traits of lighting, sound, and furniture.

Page | 20





First Floor – the atrium provides fixed furniture, such as tables and chairs that allow participants to meet and work together as a group. The space can be quite noisy at times, making it distracting for users to work efficiently.  2nd, 3rd, 4th –The second and third floor opens up the atrium, allowing natural light to fill the space. On the second floor, there are designated spaces that encourage group activity. The third floor and fourth floor, consist of mostly small personal studio spaces, which makes it challenging for students to unite and collaborate at one table.

Social – this space affects relationships between the students, instructors, faculty, and staff. This activity occurs when students huddle together and are able to build off of each other’s strengths and weaknesses.  First Floor – The first floor is a large area that users feel comfortable and encourage interaction. The large size of the space gives students, faculty, and staff the opportunity to have a small or large meeting, whether it be impromptu or scheduled.  2nd, 3rd, 4th – On the second floor, there is a computer lab that is used regularly by students from every floor. This space gives the opportunity for students from different majors or grade levels to connect and work together. The third and fourth floors do not have an open floor plan, making it difficult for students to intermingle. These two floors consists of studio spaces that are very secluded and do not encourage group work.

Related Activities - Briefing, academic waiting, independent work, group work, socializing, leisure time, socializing Synonyms - Teamwork, Get-together, Group, Meeting, Huddle, Gather, Unite, Cluster, Connect, Design Recommendations - Private space for groups to meet, Semi- private space for groups to feel secluded, Desks that can accommodate outlets for laptops, phones, etc. , Movable Pin-up boards for groups to pin up process work, Adaptable table and chairs for groups to reconfigure, creating it easy to groups to gather close and collaborate, Well lit space for group to work

Page | 21

DEVELOPMENT - INDIVIDUAL

WORK

A person working independently from others.

Attributes - In the Design Building, individual work takes place on all floors. On the upper floors, it occurs mostly in studios and classrooms. On the first floor, individual work is often found in the atrium and places with access to a power outlet. However, no space exists in the building for the individual to separate themselves from others; all individual work must be accomplished in public.

Dscout 





Behavioral – the space depends on the work habits of the individual. Introverts may choose to work in dedicated studio space, while extroverts may move to more common spaces such as the atrium.  First Floor – The furniture and seating in the atrium are often full, which creates spillover into the entrances and circulation, with students often forced to sit on the floor.  2nd, 3rd, 4th – Students working in studios or classrooms have more personal space are less likely to be interrupted or distracted.

Physical – the physical space affects the productivity of the users through design features such as lighting, acoustic, furniture, and access to power and wifi.  First Floor – the café space under the atrium skylight is the most popular place for academic work, both individual and group. However, it is also a place for socialization, so the environment can be distracting and oftentimes access to furniture can be limited.  2nd, 3rd, 4th – spaces with good natural lighting are preferred, the existing artificial lighting is often not considered adequate by many students. It is common for individuals to bring in task lighting for their dedicated studio space. The desks in studio spaces and classrooms are also not seen as adequate, mostly due to lack of storage. Noise is often an issue as well, for oftentimes the studio atmosphere can become rambunctious as deadlines approach. Because of this many students prefer to work on studio projects at home.

Social – because academic work in the Design Building is always done in the presence of others, the social aspects of the space is particularly important. Productivity can be hindered by distractions, not only from other students, but from social media as well.  First Floor – Because of the nature of the atrium, many transient students from other departments pass through, meet up, or utilize the café. During peak hours, the first floor is often bustling with activity.  2nd, 3rd, 4th – Studio spaces are separated by discipline (interior design, architecture, and landscape architecture) but also by year. They are accessible seven days a week, 24 hours a day including holidays and during LSU football games. Classrooms, however, are often shared by all Art + Design departments, and are inaccessible or the hours are limited to academic hours (8 AM to 9 PM). Common spaces, such as the student lounge attached to the atrium on the fourth floor are often underutilized.

Related Activities - Group Work, Academic Waiting, and Delivery Page | 22

Synonyms - Design, creation, the daily grind Design Solutions - Recommendations for the first floor atrium space include the installation of touchdown kiosks for both students in the College of Art + Design and transient students from other departments. These kiosks should include power outlets and charging stations and be located adjacent to circulation routes. Recommendations for the second, third, and fourth floors include individual study carrels that are isolated from both studio and presentation spaces. The inclusion of a separate, yet adjacent small conference room would be beneficial for the related activity of group work.

DEVELOPMENT – WAITING In this activity, a group or individual are waiting for an event. These events can range from waiting on a class to start, meetings, or simply hanging around waiting for a group to get started on a project or a bite to eat.

Attributes - Common Areas, Private Offices, Hallways, Electronics, Time, Seating Dscout •

•

Behavioral – the space supports the work by providing adequate space to show the instructor work. This includes desk space and office space. A comfortable environment aids in the design process. 

First Floor – The furniture and seating fills up fast, students are forced to sit on the floor.

Students could be observed sitting on the ground near outlets and congregating near the elevator.



2nd, 3rd, 4th – With the exception of a space on the 4th floor no seating is provided in the common areas/hallways.

Physical – the physical space affects the well being of the users by including traits of lighting, sound, and furniture.

Page | 23

•



First Floor – the atrium skylight generates a lot of attention from the transient population.



2nd, 3rd, 4th –With the exception of the forth floor, natural lighting is available in the common areas/hallways provided by the atrium space. The 4th floor is closed off and the circulation space can be described as dismal.

Social – this space affects relationships between the students, instructors, faculty, and staff. It’s a much more intimate activity, engaging everyone and creating an environment that sparks creativity. 

First Floor – there is a lot of room for collaboration and conversations on the first floor, whether the students or instructors are waiting on coffee, waiting in line, waiting on the elevator, waiting on class, or sitting down at one of the tables. The commons and the big presentation space always spark conversations.



2nd, 3rd, 4th – The common areas provide no opportunity for the activity of waiting to happen comfortably. It ends up happening in studios, classrooms, as well as just sitting on the ground or leaning against a wall.

Related Activities - Socializing, leisure time Synonyms – Hang out, stand by, linger, dally Design Solutions - Touch Down points in commons areas so waiting can occur comfortably. i.e seating, quite areas, etc.; Outlets in these areas for quick charges during waiting; Attention to lighting weather artificial or natural; Better acoustics to respect classes/meetings in session.

Page | 24

DOWNTIME Downtime consists of all activities occurring outside of schoolwork and class time. These activities include, but are not limited to, socializing, eating, napping, playing on the computer, etc. Students and faculty need downtime for a mental break from work, and also for additional opportunities to bounce ideas in a casual manner. The current building atrium and individual studios house the majority of downtime occurrences. However, the hallways possess prime real estate where large amounts of downtime could occur, but currently do not. Lastly, the entirety of the design building does not meet the requirements for private conversation. Whether an individual needs acoustical or visual privacy, the building will need adjustments to accommodate the necessary privacy.

LEISURE - Leisure activities are done in one’s spare time such as sleeping, eating, sitting, standing, playing on the computer, washing dishes or cleaning supplies, ordering food from the café, reading, and talking on the phone all characterize Lounging. These activities do not require specific amounts of privacy and are performed as an individual. Additionally, these activities do not contribute to the production of work. Auditory privacy is always necessary when having a private conversation on the phone whereas visual privacy is only sometimes necessary.

SOCIALIZING - Socializing occurs in a group of two or more participants within a public or private setting. These meetings are either planned or impromptu and can happen when sitting or standing.

Planned socializing consists of meeting in a specific place at an established time. However, impromptu socializing is not planned and can happen at any time or location while people are passing through or switching to different classes.

DOWNTIME - SOCIALIZING

Socializing occurs in a group of two or more participants within a public or private setting. These meetings are either planned or impromptu and can happen when sitting or standing. Planned socializing consists of meeting in a specific place at an established time. However, impromptu socializing is not planned and can happen at any time or location while people are passing through or switching to different classes.

Attributes - Chairs, tables, concessions, hallway space, touchdown spaces, chalkboard Dscout 

Behavioral – the space supports socializing by providing minimal lounge spaces and tables for planned socializing. Hallways, waiting areas and passing through spaces near the atrium provide for impromptu socializing.

Page | 25







First Floor – the nine tables of the atrium allow for students to connect in-between classes for downtime activities. The café and chalkboard cove allow for student and faculty to chat on the go. Bench seating and touchdown spaces near electrical outlets give students another area to meet in-between classes on break. Students who utilize the charging touch down stations typically sit on the floor because the first floor does not have designated spaces for charging.  2nd, 3rd, 4th – Students sit together in the hallway on the floor because there is no available seating or outlets for recharging technology. The 4th floor offers a student lounge for socializing but it is underutilized because it is completely closed off from the main circulation pathways.

Physical – the physical space affects the well-being of the users by including traits of lighting, sound, and furniture.  First Floor – Many students come to the atrium for natural lighting and the cafe concessions. Tables and chairs allow for a group to gather for planned or impromptu socializing. Students were observed utilizing the stairwell as a way to create privacy and to get away from the freezing temperatures inside the building.  2nd, 3rd, 4th – the second and third floors are open to the atrium from the hallways so it provides natural lighting and encourages socializing because it overlooks the downstairs atrium tables and chairs. The 4th floor is completely closed off to the atrium and there is no natural lighting in the hallways so the only socializing that happens is impromptu.

The student lounge is open to the atrium so it collects natural light but because it is closed off from the main circulation path many students do not utilize it. Each studio space has exterior balconies that students congregate on for breaks and socialization.

Social – this space affects relationships between the students, instructors, faculty, and staff. It’s a much more intimate activity, engaging everyone and creating an environment that sparks creativity.  First Floor – there is a lot of room for collaboration and conversations on the first floor, whether the students or instructors are waiting on coffee, waiting in line, waiting on



the elevator, waiting on class, or sitting down at one of the tables. The commons and the big presentation space always spark conversations.

2nd, 3rd, 4th – The studio spaces segregate the design students by not only classroom space, but also by year level. A sophomore interior design student may never walk by the senior class or the junior class. The biggest social spaces on all of the floors would be the elevators, stairs, and bathrooms.

Related Activities - Briefing, group work, critique Synonyms - Mingle, connect, mix, blend, merge, unite, interweave, join forces, unify, network Design Recommendations - More spaces specifically dedicated for groups to socialize outside of the classroom. Private space for groups to meet. Semi- private space for users to feel secluded. More path of travel opportunities to encourage more impromptu conversations. Provide more charging stations to entice students to collaborate in these designated areas. Utilize the exterior courtyard and provide

Page | 26

drirect access from the atrium area to the courtyard to encourage impromptu and planned socializing in these areas (currently under utilized space)

DOWNTIME - LEISURE

Leisure activities consist of both Lounging and Socializing. Activities done in one’s spare time such as sleeping, eating, sitting, standing, playing on the computer, washing dishes or cleaning supplies, ordering food from the café, reading, and talking on the phone all characterize Lounging. These activities do not require specific amounts of privacy and are performed as an individual. Additionally, these activities do not contribute to the production of work. Auditory privacy is always necessary when having a private conversation on the phone whereas visual privacy is only sometimes necessary.

Attributes - Tables, chairs, lounge furniture Dscout 





Behavioral – the existing space provides very few places for leisure to occur, especially areas for private conversations. Current spaces where leisure occurs include stairways, hallways, studios, and the downstairs atrium.  1st Floor - The furniture and seating fills up fast, students are forced to sit on the floor.

The furniture also does not support parties of various sizes. Single students commonly use an entire table alone, leaving other larger parties without a place to sit.  2nd, 3rd, 4th Floors - Studios and hallways have no private space, either acoustical or visual. However, they do support a social studio culture. Large desks accommodate multiple students to sit a chat.

Physical - The existing physical space does not offer much visual or acoustical privacy.  1st Floor – Open atrium on first floor allows for visual continuity, increasing likelihood of interaction among students.  2nd, 3rd, 4th Floors – The physical space in the upper floor lacks any accommodation for socializing outside of the studios.

Social – The building supports socializing during leisure time quite well on the first floor.

However, the upper floors only support leisure time in the individual studios. The hallways consist of ample unused space which could spark interactions between students.

Page | 27

 

1st Floor – The transient population of the first floor (due to the cafe) expedites the occurrence of socialization.

2nd, 3rd, 4th Floors – These floors require more appropriate space planning and furnishings to reach supply students and faculty with space which increases the likelihood of social instigation.

Related Activities - Briefing, academic waiting, independent work, group work, presentation Synonyms - Chill, cool down, relax, break time, free time, letup, pause, breather, interlude Design Recommendations - In order for the 1st floor to better accommodate the individual participating in leisure activities lounge seating and semi-private spaces should be integrated into the space. All floors should incorporate acoustical privacy for individuals wanting to have quiet time or phone booths to facilitate phone calls. Lounge and booth seating with high backs and sides should be found on all floors, but particularly on the 1st floor.

DELIVERY The essence of the activity, presentation, involves an individual or group delivering information to the public. The public may include students, faculty, and/or visitors. The time may vary depending on the information being delivered. The material presented includes but is not subjective to LSU’s curriculum and professional work.

SUB CATEGORIES LECTURE - In this activity, an individual or group is verbally relaying information to an audience. The duration of time must be at least 30 minutes or longer. The audience remains silent absorbing the information, but usually may be given the opportunity to speak at the end. There can be informal or formal lectures. More than not, a lecture is planned for a set time. A lecture may happen with a person simply talking to an audience or using material to present the information, such as a presentation board, poster, PowerPoint, video, or any other technological matters.

Page | 28

CRITIQUE - The presenter is typically a student delivering their work to an instructor(s) or peer(s). The objective is to receive feedback and constructive criticism. The evaluation of one’s work may be done informally or formally. There is no specified time limit.

BRIEFING - This activity is a shortened lecture, and the time does not exceed 30 minutes. Briefing consists of an instructor or student presenting information that is included but not limited to describing a project, explaining an assignment, or discussing next steps. Through this activity, the preface for another stage of developing work is achieved. It is done in an informal setting and can be impromptu or arranged. Briefing can occur in several places, such as in a classroom, studio, hallway, or an assigned space. A briefing could require a projector and screen or just a space for a presenter to talk.

DELIVERY - LECTURE

In this activity, an individual or group is verbally relaying information to an audience. The duration of time must be at least 30 minutes or longer. The audience remains silent absorbing the information, but usually may be given the opportunity to speak at the end. There can be informal or formal lectures.

More than not, a lecture is planned for a set time. A lecture may happen with a person simply talking to an audience or using material to present the information, such as a presentation board, poster, PowerPoint, video, or any other technological matters.

Attributes - Outlets, projector, HDMI (Mac and PC), WIFI, whiteboard or writable surfaces, presentation pin up area Dscout 



Behavioral – this is one of the most common activities that occurred on all floors and the behavior of one who engages in a lecture can change depending on if the person is giving the lecture or listening.  First Floor- The atrium space constantly uses the tables and chairs. Usually 1-2 people will occupy one table, but lectures are rarely seen in this space. The Commons Area and Room 103, which are adjacent to the main atrium space, holds different types of lectures. The large white wall in the atrium interacts with the people who pass through the space by showcasing students’ work. This is an ideal pin up space, but rarely is it used for an active presentation. Usually the work stays there for an extended period of time.  2nd, 3rd, and 4th - This activity mode frequently occurs on these floors. Certain classrooms typically hold this activity, such as traditional classrooms or in the hallways with the corkboard, pin up space.

Physical – Most lectures occurred in a traditional classroom.  First Floor- The physical space has two classrooms where lectures can happen, Room 103 and the Commons Area. One area has fixed seating and a projector, where the other is a glass open classroom where pin-up boards can be brought in for lectures. The

Page | 29



Commons Area provides natural light and more students commented on this attribute, instead of the dimly lit lecture space in Room 103.  2nd, 3rd, and 4th - The physical space only supported arrangements where the audience sat across from the lecturer, like the typical classroom. Students suggested furniture that had more freedom to be rearranged, and better lighting in the spaces where this type of activity happens. Sometimes the activity mode, lecture, would happen in the hallways for a student’s presentation, but this hindered adequate circulation and did not allow for all of the audience to gather around and see the work being presented.

Social – this activity socially affects the people in the space by allowing peers to come together for a common goal, to learn, and engages people to communicate to both small and large audiences  First Floor- The space socially supported communication between the presenter and the audience when a lecture occurred.  2nd, 3rd, and 4th - These areas socially made it hard to convey work to the viewers because of the lack of appropriate space, furniture types and equipment. When gathered in a hallway with a large audience, it was hard for students to engage in the activity happening because of the close quarters. Flexible seating would help when students or faulty gather around a certain area, especially when furniture is brought out in the hallway for a lecture.

Related Activities - Critique and briefing Synonyms - Conversation, exposition, discourse, speech, showing, showcase, performance, conveying Design Recommendations- Recommendations for the first floor include transforming the “Commons” Area into a more usable space by adding technology that can be used during lectures and creating more modular pin up space. On the second, third and fourth floor, the spaces should support active learning by providing modular furniture pieces that can easily adjust to the different types of lecture settings.

Mobile chairs, writable surfaces and pin up areas can be utilized in these areas. A variety of lighting should be incorporated into these spaces to adjust per each lecture.

Page | 30

DELIVERY – CRITIQUE

The presenter is typically a student delivering their work to an instructor(s) or peer(s). The objective is to receive feedback and constructive criticism. The evaluation of one’s work may be done informally or formally. There is no specified time limit.

Attributes - Computers, process work, drawings, models, desks, pin-up space Dscout 





Behavioral – the space supports the work by providing adequate space to show the instructor work. This includes desk space and office space. A comfortable environment aids in the design process.  First Floor – The furniture and seating fills up fast, students are forced to sit on the floor.  2nd, 3rd, 4th – The furniture in the studios work for the students, some bring outside furniture in (i.e. stools, desks, printers, microwaves, refrigerators).

Physical – the physical space affects the well being of the users by including traits of lighting, sound, and furniture.  First Floor – the atrium skylight generates a lot of attention from the transient population.  2nd, 3rd, 4th – the lighting in studio is average, students really appreciate the window desks. There have been days where studios have worked without artificial light (i.e. second floor). The furniture in classrooms has been described as dull, boring, not enough space for notebooks and/or laptops. The sound levels between studios can get loud and become a distraction.

Social – this space affects relationships between the students, instructors, faculty, and staff. It’s a much more intimate activity, engaging everyone and creating an environment that sparks creativity.  First Floor – there is a lot of room for collaboration and conversations on the first floor, whether the students or instructors are waiting on coffee, waiting in line, waiting on the elevator, waiting on class, or sitting down at one of the tables. The commons and the big presentation space always spark conversations.  2nd, 3rd, 4th – The studio spaces segregate the design students by not only classroom space, but also by year level. A sophomore interior design student may never walk by the senior class or the junior class. The biggest social spaces on all of the floors would be the elevators, stairs, and bathrooms.

Related Activities - Briefing, academic waiting, independent work, group work, socializing, leisure time, socializing

Page | 31

Synonyms - Catch-Up, evaluation, assessment, review, exposition, considerations, run down, runthrough, summation, overview, synopsis, summary

DELIVERY - BRIEFING

This activity is a shortened lecture, and the time does not exceed 30 minutes. Briefing consists of an instructor or student presenting information that is included but not limited to describing a project, explaining an assignment, or discussing next steps. Through this activity, the preface for another stage of developing work is achieved. It is done in an informal setting and can be impromptu or arranged. Briefing can occur in several places, such as in a classroom, studio, hallway, or an assigned space. A briefing could require a projector and screen or just a space for a presenter to talk.

Attributes - white board, desk, podium, projector, outlets, computer, project briefs/information Dscout 





Behavioral – from observation, most spaces do not promote a behavior that encourages successful briefings. Students and professors usually make the best out of what we have in the building and adapt the spaces to their needs.  First Floor – The tables are frequently used by students and professors for meetings.  2nd, 3rd, 4th – students mentioned wanting better ways to display work within studios and teacher offices. It was commonly seen that students and instructors gather around one desk to receive instructions.

Physical – since most briefings we have observed have been impromptu, students have said the spaces are not comfortable for quick meetings. The spaces do not work well for short meetings.  First Floor – sound travels throughout the space so conversations are not usually private. Furniture is extremely uncomfortable. The commons is used well for briefings because the chairs and tables can move easily.  2nd, 3rd, 4th – Furniture is very uncomfortable and is not easily adaptable. Usually students stand around teachers for quick briefings.

Social – students have said the layout of studio is ideal for socializing and interactions between meetings

Page | 32

 

First Floor – collaboration and conversations happen frequently and work well in the atrium space. The commons is a great place for classes to gather and interact.

2nd, 3rd, 4th – Studios are all open so it supports quick interactions and students can talk across the room. The disadvantage is that sound travels so it is difficult to have private conversations.

Related Activities - critique, lecture Synonyms - Updating, preparing, direction, instruction, information, meeting, rundown, priming Design Recommendations - Recommendations for the first floor include providing movable walls to create various spaces that can be enclosed or open for briefings. Recommendations for the second, third, and fourth floor include large and small meeting areas for briefings and discussions. These spaces should use modular furniture to provide easily adaptable spaces that can be used for small break out meetings and other forms of briefing.

End of Fall 2014 semester research.

Page | 33

WHAT IS TRYING TO HAPPEN THAT WISHES IT HAD A BETTER PLACE TO HAPPEN? School of Interior Design Special Studies ID 4758 Spring 2015 Semester Research Documentation

Herman Miller Corporate Visit Before continuing their research for the Spring 2015 semester, students had the opportunity to present their research findings to the Learning Spaces Research Program team at Herman Miller’s Corporate Facility in Michigan. Not only did this trip give students the chance to receive valuable feedback on their presentation, they also were provided with meals and were housed at the beautiful Marigold Lodge.

Students also got to view original drawings and furniture at Herman Miller’s design archives. The most eye-opening portion of the trip came last, the tour of Herman Miller’s workplace environment. This environment inspired the students and reinvigorated them for the Spring semester, which began the day they returned to Baton Rouge.

Page | 34

PRECEDENT STUDY

See Appendix G

To begin the second semester, the student research team were each assigned one of eight activities.

Before the precedent studies began, students defined the parameters of each activity by defining inherent characteristics found within a dynamic learning environment. Using these six characteristics: Healthful, Sustainable, Economic, Adaptable, Resourceful, and Stimulation, each student then searched for and researched environments on the LSU campus, in higher education, and in industry that exhibited the characteristics criteria. From that point, students identified six key attributes that contribute to the success of each precedent. The six attributes are: Acoustics, Color, Ergonomics, Lighting, Technology, and Views.

The following is a partial example of the Briefing precedent study:

Delivery-Briefing Characteristics Pg. 1

Midterm Review Refer to Appendix G for additional precedents

Page | 35

Delivery-Briefing Characteristics Pg. 2

Delivery-Briefing Louisiana State University

Delivery-Briefing Higher Education

Delivery-Briefing Industry

Delivery-Briefing Attribute

Refer to Appendix G for additional precedents

Page | 36

DESIGN CHARRETTE See Appendix H Following the precedent studies, the students were broken up into three teams: Studio, Classroom, and Social. Each team worked together in a series of intense design charrettes. Initially, each team explored design possibilities in an abstract manner in order to determine the physical needs of each setting, specifically identifying the potential activities of each space. From these abstract concepts came solid design options for each space type (i.e. Studio-Development, Classroom-Delivery, and Social-Downtime).

Among the most important options discovered was that each space should accommodate more than one activity. In order to further the design process students began to identify and experiment with component needs; requirements vital to the successful utilization of furniture in support of one or more activity.

Below are a few pieces of the designs created during the charrettes: CLASSROOM (DELIVERY):

Refer to Appendix H for additional Design Charrette process work

Page | 37

SOCIAL (DOWNTIME):

Refer to Appendix H for additional Design Charrette process work

STUDIO (DEVELOPMENT):

Refer to Appendix H for additional Design Charrette process work

Page | 38

SPACE UTILIZATION MAPS See Appendix I In order to legitimize all future design development, students gathered space utilization data from all departments housed within the Design Building. Data gathered included maximum class enrollment, actual class enrollment, class schedules, office hours, room usage, and hours of operation for school services such as the computer lab and coffee shop. Once all possible data had been gathered, the information was catalogued according to room. This data collection resulted in a visual map of the Design Building used to better understand both the space usage and programmatic requirements of the existing spaces. The space utilization maps of the Design Building are shown below:

Space Utilization Map – 1st Floor

Space Utilization Map – 2nd Floor

Page | 39

Space Utilization Map – 3rd Floor

Space Utilization Map – 4th Floor Refer to Appendix I for large format print – enlarged plans are available in the back of this report.

Page | 40

Example of Space Utilization for room 411

Page | 41

Example of Space Utilization for room 103

Page | 42

SETTINGS See Appendix J In order to create settings the students began to combine information and design concepts from the precedent studies, charrettes, and space utilization studies. This culmination of information resulted into what are now called Settings. Each Setting space type resides within one of the three established process activities: classroom (Delivery), social (Downtime), and studio (Development). To begin the design process, each team created a “kit of parts”. A single kit of parts is the summation of a group of components used in a given Setting. For example, a studio Setting might include 20 chairs, 2 high top tables, 10 desks, 1 set of bleachers, and 10 pin up boards. The team would then take that kit of parts and design a studio Setting to accommodate the activities. Once a Setting was designed, students colorcoded the plan view to identify the major and minor activities within the space. The last step was to take that same kit of parts and create variations, sometimes altering the major and minor activities that would occur in the Setting.

Shown below is an example of the Delivery-Lecture Setting with 3 variations:

DEVELOPMENT g r o u p w o r k- Va r iat io n 3 n arrative t he primary use of this space is group work. However otheri activties such as individual u work, briefin g , critiqe, and lecture can also occur within the space.

ISOMETRIC VIEW

PLAN VIEW

Development – Group Work – Variation 3 Pg. 1 Refer to Appendix J for additional Settings and large format prints

Page | 43

Development – Group Work – Variation 3 Pg. 2

DEVELOPMENT GROUP WORK- VARIATION 4 Narrative In this studio g settin the primaryi util n z atio is gr oup work. The components of the space i also allow activ s tie suc u h as indi vi dual w ork, briefin g , critiqe, lectur e or leisure.

ISOMETRIC VIEW

PLAN VIEW

Development – Group Work – Variation 4 Pg. 1

Development – Group Work – Variation 4 Pg. 2

Refer to Appendix J for additional Settings and large format prints

DEVELOPMENT GROUP WORK- VARIATION 5 Narrative In this studio g settin the primaryi util n z atio is group work. The components of the i space also allow activties such as individual work,gbriefin u , critiqe, or lei sur e.

ISOMETRIC VIEW

PLAN VIEW

Development – Group Work – Variation 5 Pg. 1

Page | 44

Development – Group Work – Variation 5 Pg. 2

LANDSCAPES See Appendix K The final step of the Spring 2015 semester was to create three landscapes. Three teams were created so that one person from each of the previous teams composed each new landscape team. This provided each landscape team with a student with specific knowledge of each of the three Setting categories: Development, Downtime, and Delivery. For the purpose of this project, a “landscape” refers to a design solution created primarily by the use of the previously expounded Settings. The three landscapes teams were each given a unique set of parameters to follow. The purpose of each landscape having specific rules was to depict the design goals of the College of Art & Design in a progressive manner. These Landscape program requirements are as follows:   

Landscape 1 – Core and shell to remain, no renovations, no departmental changes Landscape 2 – Core and shell to remain, minor non-structural renovations, minor departmental changes Landscape 3 – Core and shell to remain, no program restrictions, integrated departments

There were also program specific limitations that are seen as a progression of programmatic liberties.

Each landscape is preceded by a narrative, which describes the parameters and goals for that team. The Landscapes are presented below in a successive order from least change programmatically to the most significant change.

Page | 45

NARRATIVE – LANDSCAPE 1 Landscape 1 was given the task of redesigning the building under the constraints that the building remain as is. Therefore all existing architecture remained, functions must stay the same, all floors remained under the same function and classification. All that could be changed was the furniture, fixtures, and equipment throughout the building.

First floor includes the coffee shop, commons, atrium seating and large lecture room. The second floor supports Coastal Sustainability, Landscape Architecture, CADGIS and Art. The third floor primarily supports the School of Landscape Architecture. Lastly the fourth floor houses the School of Interior Design. The team took the ideas from settings and placed them within the rooms in the design building.

Due to ranging sizes of rooms, the settings were adjusted and fluctuated according to the room size. The rooms are classified as either studios or lecture rooms. Downtime and waiting areas are placed throughout the hallways and open spaces.

Page | 46

Landscape 1 – 1st Floor

Landscape 1 – 2nd Floor

Refer to Appendix K for large format print – enlarged plans are available in the back of this report.

Page | 47

Landscape 1 – 3rd Floor

Landscape 1 – 4th Floor

Refer to Appendix H for large format print – enlarged plans are available in the back of this report.

Page | 48

NARRATIVE – LANDSCAPE 2 Landscape 2 was given the task of redesigning the building under minor changes. Therefore, some walls could be removed and the typical functions of the rooms could be moved around. This included changing the existing furniture, fixtures, and equipment and also adding new spaces that could be utilized for downtime throughout the hallways and other circulation spaces.

First floor includes the coffee shop, commons, atrium seating and large lecture room. The second floor supports Coastal Sustainability, Landscape Architecture, CADGIS and Art. The third floor primarily supports the School of Landscape Architecture. Lastly the fourth floor houses the School of Interior Design. All of the disciplines stayed the same through this landscape but the general structure of each floor was slightly altered. The team took the ideas from the settings phase and placed them within the rooms in the design building. Due to variance in room size, the settings were adjusted according to the square footage per room. The rooms are classified as either studios or lecture rooms.

Page | 49

Landscape 2 – 1st Floor

Landscape 2 – 2nd Floor Refer to Appendix K for large format print – enlarged plans are available in the back of this report.

Page | 50

Landscape 2 – 3rd Floor

Landscape 2 – 4th Floor Refer to Appendix K for large format print – enlarged plans are available in the back of this report.

Page | 51

NARRATIVE – LANDSCAPE 3 Landscape 3 was the most open to interpretation, but this presented its own set of unique design challenges. The only restrictions were to maintain the core and shell of the existing College of Art & Design Building. We were allowed to remove walls, but could not alter the building’s structure. Our intervention not only makes architectural modifications, but more importantly constitutes a dramatic programmatic change. This requires a major overhaul in our studio culture, and a significant shift in thinking.

Instead of separating the different schools in the LSU College of Art & Design, we have combined Interior Design, Landscape Architecture, and Architecture according to year. All first-years students will share a studio, and this continues all the way up to the graduate program. This model is also applied to professors and administration, so instead of having one office per professor, we replicated the studio model and combined them into one active office space.

The first floor, including the atrium, also changed drastically to become more of a social hub, encouraging transient students from different departments outside of the College of Art & Design to use the space. The design revolves around a central staircase that links the studio spaces on the upper levels. We have expanded the café’, creating more seating for downtime activities, and included a small art supply store and printing kiosk.

Page | 52

Landscape 3 – 1st Floor

Landscape 3 – 2nd Floor Refer to Appendix K for large format print – enlarged plans are available in the back of this report.

Page | 53

Landscape 3 – 3rd Floor

Landscape 3 – 4th Floor Refer to Appendix K for large format print – enlarged plans are available in the back of this report.

Page | 54

CONCLUSION The start of the Fall 2014 semester began with the question “What is trying to happen that wishes it had a better place to happen?” From the observation and evidence based research, in collaboration with Herman Miller, the student research class discovered that transitional and in-between activities exist but need a better place to happen. Each of the process activities encountered in the discovery phases; development, downtime, and delivery, have these transitional and in-between activities, and insufficient utilization of space. Of the three process activities, downtime has the greatest deficiency within most learning environments.

During the holiday break between semesters, the students flew to Grand Rapids, Michigan to present the Fall 2014 semester’s research findings to the Herman Miller’s research team and tour Herman Miller’s corporate campus. Through discussions and collaboration, and with Herman Miller’s input and guidance, the student research team found it necessary to continue the discovery process and deliver recommendations to organize these process activities within the built environment which are to be called Settings.

The Holiday break concluded with the research class establishing additional funding to further the process activities research and outcomes during the Spring 2015 semester. The research into “What is trying to happen that wishes it had a better place to happen?” resulted into distinct activities. The research class moved into defining these activities, and how they would best be incorporated into the LSU’s College of Art & Design building. Through the use of precedent studies, and an intensive series of design charrettes the characteristics and attributes were defined and refined. One of the most important discoveries through the process was the need for a space to allow for the use of more than one activity. The students continued to identify and experiment with components to define settings that would allow the process activities of development, downtime, and delivery to exist within one space.

Both semesters research had an unexpected discovery, poor space utilization rates throughout the current classroom, office and studio settings. The student research team set out to collect data on utilization rates for each space within the College of Art & Design building and provide better recommendations to improve these utilization rates. The settings recommended by the student research team improved these utilization rates allowing spaces to function for more than one activity.

This research has a timely significance to the master planning and space utilization studies currently underway at Louisiana State University. The methodology approach used within this research could be further applied to other colleges and departments eventually creating a method to assist initial programming.

With setting recommendations for each process activity, and a goal of improving space utilization, the student research team developed three space plans called Landscapes for all four levels of the College of Art & Design building. Three Landscapes were developed for all four levels of the building, each having specific limitations regarding to the amount of construction allowed, and reconfiguration of departments. All of the Landscapes provided varying degrees of success and show an ability to design an active learning environment that provides the ability to perform multiple activities and improve space utilization.

Page | 55

Both semesters showcased how dynamic collaboration between LSU’s student research and industry leaders, such as Herman Miller, LSU Planning, Design, and Construction Department, and Commercial Design Interiors, together can impact and influence higher education. This collaboration had its most impact during critical points; the Fall 2014 midterm professional review with Herman Miller’s Debra Cesaro and Susan Whitmer, the student research team’s visit to the Herman Miller’s corporate campus, and professional review from LSU’s Associate Director of Planning, Design, and Construction, Mary Miles. The Fall 2014 midterm review challenged students to broaden observations throughout the College of Art & Design, and actively engage each user through one-on-one dialog. This moved the student research team’s observations away from assumptions towards user feedback. The students were further challenged to look at the essence of the activity versus focusing on the participants of the activity. This realization instigated a paradigm shift with the research students understanding of the data and the organization of the data collected thus far. The visit to Herman Miller’s corporate campus and one-on-one interaction with their research team provided the research students validation of their processes, and critical review that bolstered the team’s confidence and drive. Finally, the critical observations and feedback by Mary Miles proved to be the guidance needed to further explore the space utilization rates within the College of Art & Design facility and allow the teams research to align with part of the overall University’s goals. In return for this collaboration, the student research team provided unique access to first hand perspectives regarding higher education activity processes.

Page | 56

BIBLIOGRAPHY Ahmed, Faheem, Piers Campbell, Ahmad Jaffar, Shayma Alkobaisi, and Julie Campbell. 2010. "Learning & Personality Types: A Case Study of a Software Design Course." Journal Of Information Technology Education 9, IIP237-IIP252. Academic Search Complete, EBSCOhost. Accessed December 4, 2014.

Brand, Jay L. "A Corporate Room with a View." Haworth White Pages. June 4, 16, 2014.

2011. Accessed October

Castello, O. & Cresswell, M. (2014, June). New Look at an Old Space: Participatory Design Research at a Liberal Arts College Library. Poster session presented at the Reinventing Libraries: Reinventing Assessment conference, City University of New York, New York, NY. Accessed September 3, 2014.

Cherry, Kendra. "Cross-Sectional Research Method: How Does It Work?" About. Accessed August 25, 2014.

Cherry, Kendra. "How Are Surveys Used in Psychology to Collect Data?" About. Accessed August 25, 2014.

Cherry, Kendra. "How Do Correlational Studies Work?" About. Accessed August 25, 2014.

Cherry, Kendra. "What Are the Benefits and Challenges of Longitudinal Research?"

About. Accessed August 25, 2014.

Cherry, Kendra. "What Does It Mean If an Experiment Has Within-Subjects Design?" About.

Accessed August 24, 2014.

Cherry, Kendra. "What Is a Case Study?" About. Accessed August 25, 2014.

Fan, Jianqing. "Bombarded by Explosive Waves of Information, Scientists Review New Ways to Process and Analyze Big Data." PhysOrg. August 26, 2014.

Accessed September 5, 2014.

"HealWell - A New Lighting Solution for Patient Rooms." Philips. December 1, 2011.

Accessed September 10, 2014.

"How The Workplace Can Improve Collaboration." 360 Research Resources Steelcase The Privacy Crisis Comments. June 1, 2010. Accessed December 4, 2014.

"How The Workplace Produces Innovation." June 1, 2010. Accessed December 4, 2014.

"Impact of Office Design on Employees' Productivity: A Case Study of Banking Organizations of Abbottabad, Pakistan." Journal of Public Affairs, Administration, and Management 3, no. 1 (2009): 1-8. Accessed September 2, 2014.

"Inside the Teenage Brain: New Studies Explain Risky Behavior." ScienceDaily.

August 27, 2014. Accessed September 5, 2014.

Leigh. "How Is Generation Y Transforming the Workplace? | Life at HOK." Life at HOK RSS. August 28, 2012. Accessed September 10, 2014.

Liu, TzuChien. "Teaching in a Wireless Learning Environment: A Case Study." Ifets Info. January 1, 2007. Accessed September 5, 2014.

Page | 57

Mastery, Janessa. "Closing Credits." The MyersBriggs Type Indicator and the Middle School. Accessed December 4, 2014.

Moore, Gary, and Jeffrey Lackney. "The Educational Crisis in the USA." Children's Environments 10, no. 2 (1993): 99-112. Accessed August 25, 2014.

"New Philips Lighting Solution Increases Duration of Sleep for Hospital Patients."

Philips. November 22, 2011. Accessed September 6, 2014.

Naylor, Paige D., JongHan Kim, and Terry F. Pettijohn III. 2013. "The Role of Mood and Personality Type on Creativity." Psi Chi Journal Of Psychological Research 18, no. 4: 148-156. Academic Search Complete, EBSCOhost Accessed September 5, 2014.

Nordenson, Guy, with Katherine Seavitt and Adam Yarinsky. On the Water: Palisade Bay. New York: Museum of Modern Art, 2010. Accessed October 4, 2014.

Overbo, Jennifer. 2010. "Using Myers-Briggs Personality Type to Create a Culture Adapted to the New Century."T+D 64, no. 2: 70-72. Academic Search Complete, EBSCOhost. Accessed November 4, 2014.

Parsons, John Russ. "UA Campus Repository." Recovery from Stress during Exposure to Videotaped Outdoor Environments. January 1, 1991. Accessed September 1, 2014.

Perivoliotis, Margaret. "The Role of Textile History in Design Innovation: A Case Study Using Hellenic Textile History." In Textile History, 1-19. 1st ed. Vol. 36. Pasold Research Fund, 2005. Accessed September 3, 2014.

Propst, Robert. The Office, a Facility Based on Change. Elmhurst, Ill.: Business Press, 1968.

Accessed October 4, 2014.

Rattray, Janice, and Martyn C. Jones. "Issues in Clinical Nursing: Essential Elements of Questionaire Design and Development." Journal of Clinical Nursing, no. 16 (2005): 234-43. Accessed September 1, 2014.

Rohm, Robert. "MBTI vs DISC (DISC Compared to Myers-Briggs Type Indicator)." MBTI vs DISC (DISC Compared to Myers-Briggs Type Indicator. Accessed October 4, 2014.

Schultz, Emily A., and Robert H. Lavenda. Cultural Anthropology: A Perspective on the Human Condition.

6th ed. New York: Oxford University Press, 2005. Accessed October 4, 2014.

Smith, Elizabeth A.T. Case Study Houses. Koln; New York: Taschen, 2002. Accessed October 4, 2014.

Stevenson, Rachel. Living Images: Charles and Ray Eames “At Home”. Perspecta 37; Famous (2005), pp.

32-41. JSOR (40482237). Accessed September 8, 2014.

"The ABCs of STEM." Gensler. January 1, 2013. Accessed September 3, 2014.

"The Classroom Of The Future: How Does Space Influence Learning?" Steelcase. October 1, 2008.

Accessed September 3, 2014.

"Types of Research Methods." Serve Center at the University of North Carolina at Greensboro. January 1, 2008. Accessed August 25, 2014. Accessed September 3, 2014.

Ulrich, Roger. "Effects of Interior Design on Wellnes: Theory and Recent Scientific Research." Healthcare Interior Design.

Yovovich, B.G. "Mentoring 2.0." Mentoring 2.0: Practice Management/Career Development : Publications : IIDA. January 1, 2014. Accessed September 10, 2014.

Page | 58