Capstone by Sheila Cobb

TRANSITION HUB Sheila Cobb

CONTENTS

PROJECT OVERVIEW

SITE ANALYSIS

PRECEDENT STUDIES

PROGRAM DEVELOPMENT

CONCEPT DEVELOPMENT

SCHEMATIC DESIGN

DESIGN DEVELOPMENT

FINAL DESIGN

CONSTRUCTION DOCUMENTS

over 200,000 college students with intellectual disabilities

only 17% take advantage of resources at their school

34% completed a 4 year degree within 8 years after high school graduation

PROJECT OVERVIEW PROBLEM STATEMENT

This project aims to address the low graduation rates of students with intellectual disabilities (ID) in postsecondary education. Over 200,000, or 11% of students entering college have reported that they have some form of learning disability. Students with a learning disability are able to excel in the classroom and live a high quality of life when they make use of resources needed for their learning disability. However, many students are not familiar with the resources that are offered or they may feel embarrassed to reach out for help. In high school, about 94% of students receive assistance in some way, however, in college, only 17% of students with learning disabilities take advantage of the resources offered (Support, 2018). College can be an overwhelming time for these students with new teachers and peers, more difficult coursework, and an unfamiliar environment. An intellectual disability affects both intellectual functioning, such as learning and problem solving, and adaptive functioning which includes activities of daily life such as independent living, healthcare, and communication. Intellectual functioning is assessed through an IQ test in which a score of 70-75 indicates a significant limitation with this type of functioning (Hauser). Students with ID transitioning from high school to college desire advancement in their academic and intellectual knowledge that lead to lifelong learning, work experiences that lead to a career, and continued emotional and social growth that lead to meaningful relationships, greater self-determination and confidence (Martinez). This transition requires support, opportunity, experience, and inclusion. Therefore, this proposes the question: How can design help create spaces that allow for greater success for intellectually disabled students and promote social development, independence, work experience, greater self determination, health and wellbeing?

COMMUNITY

SUPPORT

INDEPENDENCE

INTENTION STATEMENT

The intention is to ease the transition into college for intellectually disabled (ID) students attending UNL by offering resources that enhance mental capacity and improve conceptual, social, and practical skills while breaking down barriers between ID students and non ID students. This facility will foster connections and interactions through communal and supportive spaces while also promoting confidence and self-determination through career development, independent living, and resources for academic success. This 30,000 SF multi-use facility will reinforce an open and inclusive culture. Design elements will reflect a warm and inviting atmosphere for students and the community. Through material and furniture selections, residents will feel comfortable and at ease leading to bonding and a sense of belonging. Multi-level connections will foster a community and promote social growth while maintaining privacy and security for the residents. With easier access to the resources needed to ease the transition into college such as individualized learning, health and wellness coaches, and a larger community, this facility will lead to increased enrollment into college and greater success rates among intellectually disabled students after college.

SITE ANALYSIS 801 O ST. LINCOLN, NE 801 O st. is surrounded by a variety of programs and is adjacent to the historic hay market district. The surrounding area includes dining, shopping, arts, culture, service, and entertainment businesses. The close proximity to the University of Nebraska-Lincoln and the surrounding urban environment provides a great opportunity to draw in students and the community by offering extended resources for the university and a place to gather and connect. This hub can begin to break down barriers and reduce the stigma associated with intellectually disabled students.

EAST O ST. SOUTH 8th ST.

MAIN ENTRANCE PARKING

PARKING

UNIVERSITY OF NEBRASKA-LINCOLN 0.8 miles

HAYMARKET DISTRICT

DOWNTOWN LINCOLN

801 O ST.

Level 4

Level 3

Level 2

Level 1

NOT IN SCOPE

Lower Level

EXISTING BUILDING

Formerly the Raymond Bros Wholesale Grocers, 801 O st. is a 5 story building in downtown Lincoln. This multi-use facility will occupy the first, second, third and fourth floor. Each level is 7,400 SF which totals up to 29,400 square feet allocated to this facility. The basement level is out of scope, however it provides space for future development. The blank shell of the interior presents great opportunities within the space and the existing materials portray the history of the building.

PRECEDENT STUDIES OVERVIEW

For this project, three precedents were selected based on similar user types and programs. Each precedent was analyzed through the lens of universal design. â&#x20AC;&#x153;Universal Design is the design and composition of an environment so that it can be accessed, understood and used to the greatest extent possible by all people regardless of their age, size, ability or disability (universaldesign.ie/What-is-Universal-Design/).â&#x20AC;? These precedents were also chosen based on ease of circulation, unique design elements, program adjacencies, and community spaces. It is important to create a space that has ease of movement, promotes interaction, and enhances user experience.

Circulation Refers to the ease of movement throughout the space Design Elements Refers to unique elements throughout the spaces that are successful in creating a certain type of atmosphere and promote specific activities and behaviors Adjacencies Refers to specific programs that are proximal to one another and create a more efficient and functional space Community Refers to spaces that promote interaction and enhance or build a community

WORK LIVE HELP

About the project... Work Live help is a workplace for people with intellectual or developmental disabilities who want to work while earning a living wage. “Lebenshilfe” is a non-profit organization responsible for supervising and training the workers and the products they produce. These workers are not always able to integrate within a “regular” work environment due to their labor limitations or due to their heightened vulnerability to emotional unrest in various spatial conditions or atmospheres. “Designing this workshop building meant empathetically sculpting an environment that offers a productive refuge and a subconscious calming of the self.”

https://architizer.com/projects/work-live-help/

Circulation This facility promotes ease of movement and with four small-scale courtyards, it embraces orientation for the individuals within the various working zones Design Elements The reduced material options (wood, exposed concrete, and glass), geometric precision, bare construction techniques and selective transparencies make the working environment intuitively comprehensible. Adjacencies Each open work space is adjacent to a private, enclosed space for refuge and subconscious calming of the self. Community It promotes community and interaction through adjacent courtyards in which the workers can socialize and indulge in a calming outdoor environment with vegetation and tempered air. Conclusion For this facility, it is important to create calming environments meant for refuge as well as spaces for interaction. Transparency can begin to create these spaces while also promoting ease of movement throughout. A combination of open and enclosed spaces will help define the intended use and will create an atmosphere that is both comfortable and engaging. The Transition Hub will need enclosed spaces that are meant for refuge and self reflection in order to provide a balanced facility that promotes both interaction and an independent lifestyle.

DE-YANG SCHOOL FOR DEAF INTELLECTUALLY DISABLED CHILDREN About the project... De-yang School for Deaf & Intellectually Disabled Children is an educational institution for children with talking and hearing disabilities or mentally retarded pupils. It includes teaching, sports as well as accommodation facilities. In order to express the special concerns for the children on campus, “Home” was the prototype of the design. The campus is divided into small-scaled sloped-roof different-sized buildings around a central courtyard, forming a miniature village. The rooms in each building are oriented towards the atrium to create multi-level interactions between private and public spaces, which not only respect the students’ mental needs but also their activity routines.

https://www.archdaily.com/433968/deyang-deaf-and-intelectual-disability-children-education-school-china-southwestarchitectural-design-and-research-institute-corp-ltd

Circulation Symmetrical circulation throughout multiple levels promotes a variety of different interactions and ease of movement. Design Elements The variation of window heights and sizes provide various opportunities for the children to explore the world from different heights. The simplistic materials promote a calm atmosphere and an adaptable environment. Adjacencies The teacher and student dorms are adjacent to each other which offers students continued support. Community Spaces such as the outdoor theatre, common areas, cafeteria, and a library enhance the interactions with each other and allow them to discover the surrounding world together. Conclusion The Transition Hub can begin to mimic a home-like atmosphere while also providing support and offering spaces that encourage interaction and connect levels. Providing opportunities for intellectually disabled students that they may not get anywhere else is an important component for this facility because it will promote an independent lifestyle and lifelong learning. The De-yang school provides several open, large volumes that create an inviting and inclusive atmosphere. In the Transition Hub, the cafe can become a large volume of space that invites the community in and promotes interaction. Consistency and repetition is important within this school and will be important in the Hub in order to promote familiarity and bonding within the space.

DAAF GELUK SCHOOL

About the project... The Daaf Geluk School is a special-needs school that provides education for secondary school pupils who need more guidance, attention and help. The school offers tailore-made education and provides lessons in small classes. For the students of â&#x20AC;&#x2DC;the Daaf,â&#x20AC;&#x2122; it was important that the school has a quiet, homely atmosphere. Therefore, important conditions for the design is structure, clarity, peacefulness and security. The layout ensures that there is always light at the end of the large corridors. The interior design has been kept basic and light, to avoid too much stimulation.

https://www.dezeen.com/2013/10/01/daaf-geluk-school-by -koningellis-architects/?utm_ source=feedburner&utm_medium=feed&utm_campaign=Feed:+dezeen+(Dezeenfeed)

Circulation The spacious corridors have natural light at the end which helps the user orient his or herself. The multi-use auditorium at the heart of the building is surrounded by the classrooms. Design Elements The color palette of white, gray and lime green create a â&#x20AC;&#x153;quiet, homely atmosphere.â&#x20AC;? The white oak adds a neutral, natural and warm-looking material. The fresh colors form a stylish, modern combination with the oak. Adjacencies Common areas are situated at nodes and there is no wasted space. In the corridors there are double walls. On the classroom side, there are built-in cupboards and on the corridor side there are recessed lockers and workplaces where students can sit and work quietly. Community The double height-atrium with a skylight creates a welcoming and comfortable volume of space that encourages informal interactions between students and teachers. Conclusion Creating an atmosphere that promotes interaction, feels like home, and is comfortable is important for students with intellectual disabilities because it can enhance their experience and encourage them to take on new experiences. An informal, flexible space like the double height atrium would be a useful space in the Transition Hub. This program would be used for classes or informal events that integrate the community. Common nodes, similar to Daaf school, will ensure that there is no wasted space while providing useful areas for students to work or to interact.

public semi-public private

PROGRAM DEVELOPMENT PROGRAM ZONES

In order to enhance the adaptive and intellectual functioning of students with intellectual disabilities, this facility will include spaces for community, support, and independence. Each zone benefits the residents in different ways and blends and overlaps to create a cohesive and well-rounded facility. Community spaces allow for the students to become more integrated and involved. It creates a more connected environment that serves both the community and intellectually disabled students through interactions, events, and experiences. The community zones include spaces for the public, students, and residents. Supportive zones offer students resources that promote health, wellness, and education. Support can enhance the student’s ability to manage daily living skills, communicate, and complete school work. These spaces can also be utilized by the residents and university students to break down barriers, improve social skills, and to offer university students extended resources. Finally, the independent zones allow the residents to live a self-sufficient life. This prepares them for life after college and promotes self-determination. “Self-determination is the process of getting to know yourself—your strengths, preferences, and interests as well as your disability (Martinez, Donna C, and Jessica Queener).” These spaces allow them to have freedom, authority, as well as responsibility.

JOURNEY MAP This map illustrates the journey through the space, the users, and the activities occurring throughout the facility.

PUBLIC

STUDENTS & SUPPORT

GATHER

WORK

STUDY

COMMUNITY SUPPORT

INDEPENDENCE

LEARN

RESIDENTS

ACTIVATE

MOVE

ENJOY

RELAX

REFLECT

ADJACENCY DIAGRAM

PUBLIC

MANDATORY CONNECTION

SEMI-PUBLIC

DESIRED CONNECTION

SEMI-PRIVATE

ADJACENT TO SUNLIGHT

PRIVATE SUPPORT

S U P P O RT OFFICES

STUDY ROOMS

CLASSROOMS

EVENT SPACE

LO U N G E SPACES

P H YS I CA L THERAPY

Restrooms

Back of house

CAFE

Storage

RESIDENT LOUNGE

Storage

SHARED KITCHEN

STUDY

DORMS

Laundry

SHARED DINING

CONCEPT & DESIGN STRATEGIES VOIDS

Removing parts of the structure creates a connection between floors and reinforces community and an inclusive environment.

public semi-public private

INSERTION

Inserting places to gather will encourage casual interactions, foster community, and promote social growth.

cafe bar event space shared kitchen

VERTICAL CIRCULATION

The public, semi-public, and private spaces are differentiated through vertical circulation and materiality to ease way-finding and provide security for the residents. The transparent, public elevator is centralized and inviting and the semi-public elevator for physical therapy is textured and welcoming. Conversely, the private elevator is reflective and pushed back. A staircase connects the open cafe to the more intimate mezzanine level. Another staircase connects the two living levels to foster a larger resident community.

public semi-public private

DESIGN CONSIDERATIONS

ADA ACCESSIBILITY

•

inclusive environment

CONSISTENCY & REPETITION

•

familiarity and bonding

NATURALISTIC ELEMENTS

•

calming environment

MATERIALITY

•

comfort and openness

SCHEMATIC DESIGN PROCESS

This phase illustrates the basic concepts of the design such as inserting spaces to promote informal interaction and connecting levels through the use of voids. The drawings show the beginning stage in which the hub only occupied the first and second level. In order to allocate more space for each program, this facility expanded to the third and fourth level for design development.

Level 2

Level 1

Section A

Section B

DESIGN DEVELOPMENT PROCESS

TV RM

SUITE 3

LAUNDRY

SHARED LIVING

STOR

SUITE 7

TV RM

SUITE 6

SUITE 5

SUITE 4

RA SUITE

Level 4 UP

TV RM TV RM

SUITE 1

LAUNDRY

SHARED LIVING

STOR SUITE 2

RA SUITE

Level 3 DN

UP DN

PHYSICAL THERAPY

CAFE

Level 2 RESTRM

MTNG MTNG

MTNG

MTNG MTGN STOR

GATHER

CAFE

CLASSRM

Level 1

FINAL DESIGN FIRST & SECOND LEVEL

The first floor of the Transition Hub includes a cafe for the public and classrooms and meeting spaces for university students and residents. The cafe offers the residents work experience and promotes social growth. Small classrooms and meeting spaces provide support and enhance mental capacity while improving conceptual, social, and practical skills. The second level provides a space for more intimate conversation and focused work in the cafe. The physical therapy provides university students and residents an easily accessible space to improve physical abilities that may have been caused by a developmental delay.

CAFE MEZZANINE

PHYSICAL THERAPY

Level 2

STUDY

SUPPORT OFFICE

STORAGE PUBLIC ENTRANCE

STUDY

STUDENT ENTRANCE GATHER

CAFE

TRANSITION LOUNGE

CLASSROOM

Level 1

THIRD & FOURTH LEVEL

The third and fourth floor of the Transition Hub include suites for two to four residents. On each floor, there is a suite for a resident assistant as well as a shared kitchen and living to promote social interaction. Lounge spaces, study rooms, and fun, open spaces create a well-rounded living community for the residents.

TV ROOM

SHARED KITCHEN

TV ROOM

LAUNDRY

SUITE 5

STORAGE

SUITE 6

SUITE 9

SUITE 8

SUITE 7

RA SUITE

Level 4

TV ROOM

SHARED LIVING

SHARED KITCHEN

TV ROOM

LAUNDRY

UP DN

SUITE 1

STORAGE

SUITE 2 SUITE 3

RA SUITE

Level 3

FURNITURE

COMFORT

FLEXIBILITY

VARIETY

MATERIALS

Materials were selected to connect the old and the new. The old, existing brick is contrasted with more modern colors and patterns. Further, the wood brings warmth and comfort to the spaces and the carpet helps with sound absorption. White paint and marble counter tops create a more open and welcoming atmosphere.

CAFE The cafe is a warm and inviting environment with naturalistic elements and comfortable seating. The large volume reflects an open and inclusive atmosphere. The intimate, second level is connected to the more social first level through moon-ring lights that represent the connection between intellectually disabled students and the community.

CAFE BAR The centralized bar promotes more interaction between the community and the intellectually disabled student workers. This work experience will enhance social and practical skills leading to greater success among intellectually disabled students after graduation.

TRANSITION LOUNGE The support zone offers resources such as smaller classrooms for individualized learning and meeting rooms for tutoring, scheduling support, and academic accommodations. This transition space offers students a place to study, relax, or socialize while they wait for a class or meeting.

EVENT SPACE Along with small classrooms, this zone provides a space for larger events, classrooms, or seminars. The learning stairs can become an informal learning environment while it is not in use.

COMMON LIVING The two living levels provide a centralized kitchen and living space to promote social growth. The residents are able to learn about living a self-sufficient life while being a part of a larger community. The two levels are connected with a large, living space that offers a variety of seating for different types of activities such as eating, socializing, and studying.

SECTION This section portrays multi-level connections, material repetition, and a comfortable atmosphere. This facility provides security and privacy for the residents while also promoting interaction and skill development.

Thank you.