Thinking Outside of the Big-Box

Thinking Outside of the Big-box: Adaptively Reusing a Large Retail Building for a Sustainability Driven and Community Focused Middle School

by

Vanessa E. Poe [B. ARCH]

Master Design Study Presented to the Faculty of the Graduate School of the University of Texas at Austin in Partial Fulfilment of the Requirements for the Degree of

Master of Architecture II Emphasis in Sustainable Design The University of Texas at Austin May 2010

DEDICATION

This Master Design Study report is dedicated to my loving parents whom have supported me throughout the past eight consecutive years of my architecture education. Their emotional, physical, and financial support have given me the opportunity to flourish and succeed.

‌ never forgetting the apple doesn’t fall far from the tree, and proud to be your daughter.

APPROVAL

The 2010 Master Design Study committee for Vanessa E. Poe certifies that this is an approved final version of the following MDS:

Thinking Outside of the Big-box: Adaptive Reusing a Large Retail Building for a Sustainability Driven and Community Focused Middle School

Approved by the Supervising Committee:

Primary Advisor: _________________________________________

(Carl Matthews; Associate Professor, MS)

Secondary Reader: _______________________________________

(Larry Speck; The W. L. Moody, Jr. Centennial Professor in Architecture and Distinguished Teaching Professor, MARCH)

ABSTRACT

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Adaptive Reusing a Large Retail Building for a Sustainability Driven and Community Focused Middle School by

Vanessa E. Poe (M. ARCH) The University of Texas at Austin, 2010 Primary Adviser: Carl Matthews

ABSTRACT

Thinking Outside of the Big-box:

for long periods of time, they bring down property values and reduce the desirability

the ideal program for the adaptive reuse of big-box buildings. However, to date, there

of the surrounding area. Adding to add to this problem is the building’s lack of

are a limited number of educational facilities that have sought to occupy previous big box

sustainability. Big-box stores incorporate little, if any, sustainable design methodology

buildings. By studying both the inherent nature of existing retail warehouse building and the

and their architectural form inherently causes environmental problems such as urban

specific and unique challenges of the educational process I will explore the limitations and

flooding and heat island effect. The plethora of vacant big-box buildings is seen as

possibilities of incorporating a public middle school program into a vacant big-box.

a blight upon the American community, but does offer a feasible and significantly challenging problem for my Master Design Study. With a problem solving mind-set

This Master Design Study seeks to design and document the conversion of a twenty year

and an opportunistic nature I see big-box buildings not as blemish on the American

old Costco Warehouse building in Chesterfield County located in the heart of the sprawling

landscape, but as an opportunistic moment for Sustainable Architecture.

capitol city of Richmond, Virginia. Through manipulating the existing building to form interior and exterior spaces within the structure, I will create a LEED influenced school

Abstract: How can sustainability driven adaptive reuse of a “big-box” retail building foster and enrich a learning environment for middle school students and their community?

Vast, warehouse-like buildings located on flattened landscapes throughout the developed world are better known as “big-box” buildings and have shaped our landscape and our ways of life. In 2006 there were over nine thousand Wal-Mart style building types in the US which increased 132% from the year 2000. With an average occupation of only 8 years, these buildings are being abandoned as fast as they are being constructed, not due to declining sales, but because of corporate profit strategies .

Due to the building’s large box-like shape and cost effective design, the building itself limits possible afterlife uses thus leaving a void in the community. By remaining vacant

Christensen, Julia.

Adaptive reuse is the quintessential sustainable concept and the basis of this study.

that is based upon, and surrounded in sustainable concepts and applications. Inherent

By creating an afterlife use for a preexisting big-box structure I will effectively be

in the design and function of the sustainable school will be environmental and energy

recycling the building and extending its usability within the community for years to

conservation applications that will be tangible and visually apparent to the students and the

come. One building type that is perpetually in need despite economic recessions

community. These evident sustainable actions will become learning tools thus enriching

or evolving society dynamics is the school building. Schools are the bedrock of

both the student’s education and building’s impact on the sourrounding community.

education, analysis, and change. School building, themselves, are an ideal vehicle to imbed environmentally sustainable principles in the learning process. Training young minds to live responsibly will positively shape the future of our country to make informed decisions about the environment and the built landscape. The public school system seeks to, “work in partnership with students, families and the community to ensure that each student acquires the knowledge, skills and core values necessary to achieve personal success and to enrich the community.” This desired community collaboration and the prolific existence of large abandoned structures make schools

Chesterfield County Public Schools.

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TABLE OF CONTENTS

Table of Contents

Committee Approval ................................ .... ............... i

Chapter Four: Program Requirements ................................. 17

Abstract ......................................................... . ...... iii

School Trends ............................................................... 17

Table of Contents ................................. .. .............. iv - v

Charter Schools ............................................................. 19

State and County Guidelines .............................................. 23

Chapter One: Defining The Big-Box ....................................... 1

What is a Big-Box Building ............................................... 1

Chapter Five: Site Documentation .......................................... 28

History of the Building Form ............................................. 2

Location ..................................................................... 28

Chapter Two: The Big-Box Today .......................................... 5

Climate ........................................................................ 29

Prevalence .................................................................. 5

Existing Site ................................................................. 32

Problems .................................................................... 7

Existing Building ............................................................ 34

Chesterfield County ......................................................... 38

Surrounding Community ................................................... 38

Chapter Three: A Breath of New Life .................................... 11

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Educational After-life ...................................................... 11

Proposed Use ............................................................. 12

Chapter Six: Case In Point .................................................... 43

Designing For Sustainability ............................................ 13

Adaptive Reuse of Large Single-Tenant Retail Facility ................. 36

Big Box Reuse ............................................................... 44

Main Hallway Looking Towards the Main Entry ...................... 85

Chapter Ten: Conclusion ..................................................... 115

One Stop Community Center .............................................. 45

Main Classroom Hallway ................................................ 86

Chapter Eleven: Documentation .......................................... 117

Roy Lee Walker Elementary School ....................................... 46

Interior View into the Courtyard ....................................... 87

Usable Rooftop Classroom ............................................ 89

Topography .................................................................. 49

Existing Costco Big-Box Building ......................................... 50

References .................................................................. 117

Illustrations ................................................................. 119

Exterior View into the Courtyard ....................................... 88

Chapter Seven: Designing Chesterfield Charter School ............. 49

TABLE OF CONTENTS

Special Thanks ............................................................. 121

Vita ........................................................................... 122

Outdoor Amphitheater .................................................. 90

Classroom Spaces ....................................................... 91

Gathering and Pin-Up Space ............................................ 92

Proposed Chesterfield Charter School Building ........................ 59

Demolition ................................................................... 71

New Site Plan Analysis ..................................................... 78

Chapter Nine: Sustainable Design Analysis .......................... 95

Sustainable Site Analysis ................................................ 96

Sustainable Systems Analysis ........................................ 100

Sustainable Material Analysis ......................................... 106

LEED Certification ...................................................... 108

Chapter Eight: Emotional Quality of Design ............................. 81

Main Entry .................................................................... 82

Main Hallway Looking Towards Rear Exit ............................... 83

View into the Gym ........................................................... 84

CHAPTER ONE

vi

What is a Big-Box Building?

number of locations. Today there are big-box buildings all over the world and they are still increasing in size and number of locations.

Large single tenant retail buildings, resembling a glorified shed, are noted as “big-boxes” and have a noted history, an influence on society, and on the landscape of our country.

CHAPTER ONE

Defining The Big-Box

Types

The building form can be found in almost every community in America and it is often stated that every individual in the country has stepped foot inside one. The term big-

Within the overreaching title of big-box, there are four types of categories that describe

box originates from the solid appearance and physical box shape of the building. Other

their use: department stores, superstores, category killers, and warehouse clubs.

descriptive retail terms that express the building’s type and general use are supercenter,

Department stores are also known as superstore (or hypermarkets in Europe) and pride

superstore, megastore, supermarket, wholesaler, and value retailer. All of these terms

themselves on one stop shopping. They sell a mixture of goods separated by departments

imply the grand size of the structure and vast selection of goods that it contains. There

as seen in WalMart, Kmart or Target. These stores are often all on one level, but can

is not a set square footage that would classify a building as a big-box; but generally

be separated on two stories depending upon the land costs and available space. The

the term is applied to a store that far exceeds the average space used for the product

second category called supercenters is a department store that added and extra 25% to

category. For example, an average sized local grocery store is about 44,000 sq. ft., but

33% of its floor plan dedicated to selling perishable and nonperishable foods. This is

the average size of a grocery supermarket is 50,000 to 100,000 sq. ft.

the largest form of the big-box and can occupy as much as 200,000 sq. ft as seen with the Walmart Supercenters or Target Greatlands. The third type dully called “category

Companies that design and use these structures do so in a minimalist and cost effective

killer” arises from the fact that they offer an extensive selection of product within one

way in order to reduce some overhead cost that would increase the value of the goods

category at prices so low that the smaller stores cannot compete, thus “killing” the

being sold. The price savings from using an efficient building and the economics of large

competition in a given area. A category killer typically occupies the smaller range of

sales volumes are passed onto the customer. In the end, building size does matter. The

big-box stores averaging 20,000 to 80,000 sq. ft. with examples being Barns & Nobel,

benefits to the consumer of the competitively priced goods are relatively straightforward.

Circuit City, and Toys ‘R’ Us. However, category killers are not limited to a particular size

“At Walmart, “Everyday Low Prices” is more than a slogan; it is the fundamental tenet

as seen with the largest big-box store company IKEA at roughly 300,000 sq.ft. The final

of a cult masquerading as a company. A New England Consulting Group estimates that

category consists of warehouse clubs such as Costco, BJ’s, and Sam’s Club. Here they

Walmart saved its U.S. customers $20 billion last year alone. Factor in the price cuts

require a membership to be able to buy at the store established either through business

other retailers must make to compete, and the total annual savings approach $100

connection or by yearly purchase. Consumers at these stores are offered a limited variety

billion.” The original corporate strategy of these stores is to bring a large variety and

of goods as compared to other big-box stores but are in bulk quantities which offers a

quantity of products (being goods in general or a specific category of goods) to rural

significant cost reduction. Despite the many categories that describe the retail approach

towns that previously were not offered this retail option. With the booming success of

there are many factors that remain universal and make the big-box prolific throughout

these stores throughout the years, the overall square footage increased along with the

the country.

Big Box Retail.

Bianco, Anthony and Wendy Zellner.

Big Box Retail and Austin.

CHAPTER ONE Image 1: Comparative analysis of building size

History of the Building Form

Design Parameters

The history of this building type originated around the 1940’s and can be credited back

There are loose parameters that distinguish a big-box structure from a glorified shed,

to Sam Walton with his “Walton’s 5 and 10” store (also known as the five and dime).

but the main parameter is size. Big-box buildings typically start around 50,000 square

His franchise grew slowly from a small community store in Bentonville, Arkansas into

feet in size, but can often range from 90,000 to 200,000 sq. ft. These buildings are

a multitude of larger buildings to better serve the customer. Due to the increasing cost

minimal in design and human comfort, but are efficient in use. They typically have an

of operating the larger stores, Walton purchased products in bulk in order to keep the

open floor plan on a concrete slab with a steel frame, concrete masonry unit or tilt-up

individual cost of the items affordable for the average consumer. Reducing the cost of

concrete wall, and a flat ballasted roof. This structure is windowless (except for some

the items made his store highly competitive and others stores had difficulty competing

semi-transparent skylights), is single-story in use, often can be two-story in interior

for business. He later altered his business plan by focusing on bringing his wide variety

height, and has as few wall turns as possible thus preserving its well known rectangular

of low cost goods to rural towns that did not, or could not, attain them. These large

structure. Floor Area Ratio (FAR) for this building type is commonly below 0.25. The

buildings slowly spread throughout the South and eventually up into the far Northern

lack of visual aesthetics, design variation, and occupant comfort allow for identical

corners of the county. Being large, these buildings were able to contain a wide variety of

buildings to be efficiently constructed almost anywhere.

goods including food, clothing, chemicals, and toys. The first shoppers of what is now the modern big-box Walmart store, were leery of a retailer that did not focusing on the

Typically theses buildings are placed on major roads and close to interstates, highways,

quality of one type of product, but rather the quantity of every product. After a few years,

or freeways that allow for easy access. Most often the store will have its own traffic

and several more stores, the Walmart chain (and the associated) building type multiplied

light along with multiple entrances to ease egress. This building form would not be

exponentially becoming a staple of the American life.

complete without its acres of parking spaces directly adjoining and wrapping around the building. The convenient sea of parking is vital to this building type because it is reliant

Other large retail stores also began in the first half of the twentieth century with a

upon the auto-borne shoppers and vehicular transportation of goods from one store

similar low price merchandising strategy including F.W Woolworth, Sears, Kroger, and

to another. Large semi-truck turning radius, rows of truck loading docks, and vast

Roebuck & Co. Many of these original big-box corporations cannot be found today, but

numbers of consumer parking requires the site to be completely automobile accessible;

the success of the building form has spread to a myriad of industries and companies.

thereby destroying the natural landscape through leveling the surface and covering it

Today large retailers that occupy big-box buildings make up a long list. Some of the more

with paving. This degree of human dominance over the landscape is the main reason

prominent names include Target, Home Depot, Bed Bath & Beyond, Staples, Barns &

why there is immense criticism involved with this building form.

Noble, and Toy’s “R” Us. Image 2: Aerial photo of a shopping center comprised of big-box retailers

Vance H. Trimble.

Christensen, Julia.

Big Box Retail.

CHAPTER ONE

Generic big-box buildings have become a very highly reproduces built form and can be seen everywhere and is not unique to any geographical place. An identical set of buildings can be found on opposite ends of the country despite differences in climate, accessibility, goods being sold, or rural and urban locations. This “one-size-fits-all” ideology may support the corporation’s profit strategy, but falls short of regional or local community character and development. By creating a glorified shed to contain and protect their goods, the individual’s comfort inside and the community’s association outside are often disregarded. An ultimate result of this disassociation leaved an empty building which has a negative impact on both the environment and on the surrounding community. Its size and minimal construction offers few after-life uses and in order to retrofit an existing building for another use after the original company has left, requires extensive architectural imagination to effectively reuse the space and reintroduce it back into the community.

Image 3: Photomontage of typical Big-Box elements

CHAPTER TWO

landscape and the community in which it resides. “Walmart employs more than 2 million

Prevalence

associates worldwide, including more than 1.4 million in the United States. [It] is not As of 2009, Walmart alone operates roughly 4,200 facilities (including Walmarts, Supercenters, Sam’s Club, discount stores, and others) in the United States with another 3,600 around the world with the majority of its buildings being considered big-box facilities . With Walmart being just one of numerous big-box retailers, the number of these buildings existing in the world-wide landscape has become staggering. There is currently no documentation on the exact number of big-boxes that exist at a given time, however with an average occupation of 8 years these buildings are being abandoned in one location as fast as they are being constructed in another, not due to declining sales, but because of corporate profit strategies. Most often this strategy requires the building have more square footage, or be located in a better area, or should contain a new feature that will allow it to earn the company more profit. Walmart’s profit strategy is the most aggressive of most retailers as seen by their habit of placing two stores within a 5 mile

only one of the largest private employers in the U.S., but the largest in Mexico and one

CHAPTER TWO

Big-box Today

of the largest in Canada as well.” When occupied, the big-box company provides many benefits to the surrounding community. These stores employ local residents from a variety of backgrounds, skills, and ethnicities to both full time and part time positions.

They also offer insurance to their employees that would be hard to obtain otherwise. The store invests in the community by giving its tax revenue to the locality which helps fund items such as local community programs, new schools, and sorely needed roadwork projects. Corporations also seek to financially support educational grants, scholarships, and fundraisers. For their customers, big-box retailing offers extended hours of operation and ease of one-stop shopping and the of the building and the layout of the store allows shoppers to know where items will be located and what the quality of the merchandise will be regardless of where the store is geographically located. These positive attributes and others help to make them a success.

radius of each other.

The mentality of building new instead of adaptively reusing what is already constructed is common to all big-box retailers. This mind set comes from the fact that closing a store temporarily for renovation would not only cost the company money in construction expenses, but would also lose sales that would have occurred during that down time (close to the entire cost of a new building itself). In addition, the customers may not return if they become accustomed to shopping elsewhere. To ensure that the loss of profits and customers doesn’t happen, the company builds a better store close by, therefore preserving their customers and creating enough sales during the time lap with both stores to cover the cost of new construction.

The prevalence of this building type has made it a predominant figure in the urban

Corporate Facts: Walmart By the Numbers.

Christensen, Julia.

Image 4: Big-Box corporations that give back to the community

CHAPTER TWO Image 5: Current Wal-Mart store map

Positive attributes to these stores are often overshadowed by the several negative traits that are emitted to the community and to the surrounding environment. As a result, there

account for nearly one quarter of hardware and building supply sales. Category killers

business such as Linen-N-Things and Circuit City) it becomes obvious that there needs

have emerged in nearly every product group. Electronics are dominated by Circuit City

to be a creative solution as address the challenge what to do with these buildings once

and Best Buy. Office Max, Office Depot and Staples have taken over much of the office

vacated. When abandoned, these buildings tend to sit unoccupied for long periods of

supply business, which the market share of small and medium-sized office products

time because their massive size and limited design fits only big-box retailing concepts.

stores has fallen from 20 percent to just 4 percent since 1986.”

Even if another big-box retailer wants to purchase the building there are many clauses

are currently many regulations, legislations, and organizations that seek to reform the

written into the purchase agreement that will not allow any competition to form in the

harsh realities of the cost efficient big-box building form and their undesirable impact on the surrounding community.

Community

One of the major arguments against big-box stores is that it takes away significant

The hard fact of the matter is that once the big-box store comes to town and drives out

area. An example of this would be if a Costco wanted to buy an empty big box close to a

the competition, the community becomes reliant upon the store to fulfill its needs. If the

Sam’s Club and the land was originally owned by WalMart, which owns Sam’s Club, then

big-box eventually becomes vacant, the community is then deprived of the goods and

the transaction would not be allowed. “Often, big box retailers sign leases on land for

serves it has relied upon. A vacant big-box effectively severs the economics of the town

decades or centuries. Thousands of buildings will never be torn down, simply because

making it harder for local stores to reappear.

the retailer will continue to pay the mortgage in order to keep the building empty. An empty building starves the competition off the parcel, which is one contributing factor to

business from the local stores. These smaller stores are not able to compete with the discount bulk pricing that the big-boxes use and, as a result, these small stores close up

Limited Afterlife Uses

That store would sell them locally made goods, be able to address their questions, and thus form a connection to the owner. Now, replacing this experience is a corporate store.

the phenomenon of the empty big box.”10 Even if the building was purchased by a noncompetitive company or organization that could fill the space, extensive reconstruction of

or leave town. This loss of the “mom-and-pop” stores is also a loss of the communal identity of a town. Once, a customer would enter a local store that had local character.

CHAPTER TWO

Problems

Adding up all the big-box retail stores used by Walmart, Target, Sam’s Club, Sears, Kohl’s,

the building would be required. The main elements that would be drastic and expensive

HEB, Best Buy, Hobby Lobby, Fiesta, (as well as others that have recently gone out of

to change would be to add natural light, add insulation to the walls and floor, remove

10

Eugene- Springfield Solidarity Networks.

Christensen, Julia.

Here, most goods are foreign made, you have to hike to reach what you are seeking, and the retail aesthetics make you feel isolated and unimportant. Many cities around the world have fought to prevent a big-box store from coming to its town, but there is often no regulation or law against operating such a business.

“More than 5 percent of all retail spending is now captured by a single chain, Walmart…More than 25 percent of all U.S. book sales are captured by two firms, Barnes & Noble and Borders Books…While many communities have lost their neighborhood hardware stores, Home Depot sustained revenue gains of 36 percent annually between 1985 and 1995. Home Depot and its competitor, Lowe’s generated combined sales of $42 billion in 1998 at just over 1200 outlets. These two giant now Image 6: Big-Box Corporation going out of business

Image 7: Vacant Wal-Mart site in disrepair

CHAPTER TWO

existing commercial grade elements such as doors and lights, and also to re-configure the building multiple systems because they are all limited to only their original use.

Buildings that remain vacant have many intangible aspects that affect the community in which the building resides. In today’s society, vacant big-box buildings have become analogous with suburban sprawl and economically declining areas. The unsightly image of a boarded up multi-acre site can cause neighboring property values to decrease and send a subtle a message to outsiders that the community is declining and it is not an economically optimistic area to move into. This ultimately results in creating a decline in growth. If the vacancy is for an extended period of time then the site often becomes a place of loitering and crime. The Broken Windows Theory states that if a window remains broken it becomes a sign that no one cares about the building and this acts as a billboard drawing in vandals, outcastes, undesirables, and homeless that eventually lead to an increase in crime11. If left unchecked, criminal activity will increase in reflection to the amount of control the vagabonds have upon the site, and getting rid of this problem becomes increasingly difficult for the community and law enforcement. Obviously this is an extreme example, but it has become a common occurrence throughout this country. If the building and site were designed in such a way as to easily adapt to future uses then there would be less ‘broken windows� in this country.

Environment

The sheer magnitude of the building and its parking requirements dictate a strong human dominance over the land. Completely altering the existing landscape, creating without regards to the location, and excessively using energy makes this building form one of the most harmful to the environment. Big-boxes rely on the personal automobile to bring customers to the store and commercial trucking to supply product to stock their shelves.

Perpetuating individual automotive access for business increases carbon emissions and 11

Wilson, James Q. and George L. Kelling.

Image 8: Photomontage of negative big-box elements

that there will be immense lighting loads radiating their heat into the space and increase

mass transit stops, preferred carpooling parking spaces, and available sidewalks would

cooling needs throughout much of the year. The considerable amount of energy used

help to decrease the use of carbon emissions associated with the building form. In order

for this building type translates into perpetuating harmful environmental extraction and

to have complete vehicular access, the site is required to be as flat as possible. During

use of coal, natural gas, nuclear, or oil for its function. An environmentally conscious

construction, the purchased land is cleared of vegetation and the ground is leveled

and responsive building and site form would lightly touch the land through minimal

through extensive removal or addition of dirt. The loss of plants, animal habitats, and

dirtwork and use permeable paving and integrated plantings. Using natural ventilation

redefinition of the landscape is devastating to the natural processes. By covering the

and daylighting would not only reduce mechanical loads by more than half, but would

ground in an imperviable cover using asphalt or concrete paving prevents the water from

also increase the shopping experience of its customers.

CHAPTER TWO

greenhouse gas production resulting in climate change for all peoples. Providing public

naturally seeping into the ground. Water permeating into the ground is critical for local ground water recharge and its absence will cause a drop in the water table, a starving of plants, and the potential of creating urban flash floods in times of heavy rains. In addition, as the rainwater runs along the pavement it picks up the chemicals and toxins emitted by the vehicles and then transfers them back to a concentrated area where it contaminates the soils and eventually the local water supply.

The paving, concrete, and steel that make up a big-box and its parking contain thermal properties that absorb solar radiation during the day and release that warmth during the night. This property works well in small doses, but when used in sites averaging 8-15 acres each the massive warmth can change the average temperature in the area. This phenomenon is known as “heat island effect� and has been shown in large cities to drastically alter weather patterns and plant growth.

Being generic in nature, the cost effective building big-box form does not address any site concerns. The standard box shape and open interior makes it efficient to build and use, but its lack of thoughtful design causes excessive mechanical loads. Heating and cooling this large space is done through inefficient mechanical units that use excessive amounts of energy to run. The lack of insulation or a tight building envelope dictates that the mechanical systems will be in use constantly. The lack of interior daylighting means Image 9: Extensive site work done for a shopping center with several big-box stores

CHAPTER THREE

10

The prevalence of this built form and its availability within the landscape creates a

large problem that is being thrust upon our landscape. The big-box buildings

growing need throughout the country for a practical and applicable design solution.

themselves were not necessarily wanted in the first place. These corporations are

“[W]e’re going to have to figure out what to do with a whole lot of big boxes, and soon.

not held accountable for the fact that they are building hundreds and hundreds

The supply is growing, according to the International Council of Shopping Centers.

of buildings that will be abandoned in the future. Luckily, our communities are

“Big-box space” continues to capture “the largest share of new additions to U.S. retail

incredibly resourceful, finding amazing things to do with these buildings. That’s

space,” according to its April 2008 report.12 Adaptive reuse is the act of taking an existing

key.”14 Despite economic ebbs and flows there are cretin programs that will

structure and altering it for a new use. This principal of reusing what has already been

continually be constructed and used. Government, healthcare, and education are

constructed is recycling in its largest form. Reuse eliminates excess waste going into

the three industries that are as necessary today as they will be in the upcoming

landfills or needless extraction of more materials from the environment. Reclaiming a

decades. Throughout the years, these building forms have not drastically changed

building within an existing community also helps to curb sprawl by reinvesting in a

and they will probably continue to be used in similar ways in the future.

CHAPTER THREE

A Breath of New Life

locality.

Converting a big-box into any of these three uses can be achieved, but in order The big-box stores were designed and constructed with one function in mind and it is

to alter people’s perception of this building form and help to influence change,

difficult for a community to picture it having any other use. “When a community is first

the project needs to be highly visible and should interact with the community. An

dealt with the blow of a vacated big box, residents’ eyes do not light up with visions

educational use for the structure provides an primary opportunity to reinvest into

of new schools, hospitals, or go-kart track being fitted into the structure.”13 These

the community and demonstrate to the next generation about creative adaptive

buildings will need imagination and extensive reconstruction to make them function in

reuse and sustainability. Also, the size requirements for a typical public school in

another form, but if the project succeeds it becomes more advantageous than most new

the state of Virginia show that an elementary school or a middle school can fit

construction could be. Because adaptive reuse of big-box buildings is currently not a

within the average footprint of a big-box. A High School requires greater interior

common practice, it takes a visionary problem solver to break through the veil of “once

and exterior facilities that make it difficult, but not impossible, to place within the

a big-box, always a big-box” building mentality.

existing foot print. When considering an adaptive reuse it is vital to ensure that reusing the existing building will not be drastically more expensive than starting

Educational Afterlife

new, and that is precisely why a high school program is not ideal for use in a big-box reuse.

In determining a feasible and applicable afterlife use for a structure one has to consider future trends and uses to ensure that its reuse is not a fleeting trend and

A typical big-box’s location is on a major road with an interstate or freeway in

does not perpetuate the circle of use and vacancy. “In the background is this very

close proximity. This generic placement makes it easily assessable for students

12 13

Garreau, Joel.

Christensen, Julia.

and parents. The parking lot is more than enough for school needs, and thanks 14

Christensen, Julia.

11

CHAPTER THREE

to previously required truck access, the site is fully school bus accessible.

community focused function to this location helps to restore its role as a place for

The typical big-box retail site is often placed in a prominent location within

interaction. Schools have the ability to bring people, ideas, and events to a centralized

the community and this high visibility adaptive reuse project would encourage

area. Friday night football, community classes, voting polls, parades, and community

community growth and be a visual teaching tool. Extensive interior work will

actions all happen in or around almost every school in this nation. Bringing these events

have to be done for a conversion into a school, but the two-story height interior

to a previously vacant big-box building would help restore interaction and create a

allows for a mezzanine level that would make an efficient and intimate use of the

productive center for the community.

built space.

Seeing an adaptive reuse of big-box proportions is a highly visible project due to its

Image 10: Photo colleague of educational use in a Costco wholesale store

“Despite many precedents, adaptive reuse is not common practice in most

prominent location and sheer size. This visibility offers a prime opportunity to become

public school districts. The desire to start with a clean slate, the unknowns

an educational tool for the citizens as well as an opportunity for community involvement.

associated with renovating older buildings, the need to meet strict school

The conversion into a school in the state of Virginia requires multiple zoning and

health and safety regulations, and state-mandated minimum school acreage

approval meetings that involve the community and high level members of the county. In

requirements have limited adaptive reuse’s popularity. Budget cutbacks, school

each presentation and paperwork submission there is the prospect of educating people

overcrowding, enrollment spikes, lack of affordable land, inadequate capital

on the negative environmental aspects of big-boxes and the possibility of a beneficial

funding, and attempts to control sprawl and promote “smart growth” are

afterlife. “Big box issues relate to the goals and relationships of a myriad of developers,

changing the picture. Schools and communities are realizing that adaptive

governmental officials, city council members, and citizens in each and every big box

reuse can bring more than just good new schools. Reuse can create valuable

implementation.”16 Using a highly public project such as a school would touch a wide

community resources from unproductive property, substantially reduce land

variety of peoples that could ultimately influence future projects- altering their perception

acquisition and construction costs, revitalize existing neighborhoods, and help control sprawl.”

of the throw-away big-box building form.

15

“Converting underused and vacant buildings into schools isn’t a new idea. Pre-schools,

Proposed Use

private schools, charter schools, and community colleges have been adaptive reused to meet facility needs. Over the years, office buildings, factories, churches, stores,

Image 11: School use approaching

12

Sites chosen for construction of a big-box are typically on a major road, or near an

mansions, and even military buildings have been used to create schools.

important intersection of the town. This position is advantageous for retail sales and it

In the late 1960s and early 1970s, school districts could not keep up with growing

often becomes the center of activity in a small town. The building acts as a destination

school populations and school districts in all parts of the country found usable space

point where people converse with friends and neighbors making it a hub of interaction.

in vacant factories, supermarkets, and shopping centers, other places. Often the

Once the site is vacated, this artificial “center” becomes abandoned. Bringing back a

school district was able to acquire this real estate for a relatively low price, and the

15

Spector, Stephen.

16

Christensen, Julia.

and Development (WECD) defined sustainable development as “development which

Through its details, this project will employ sustainable materials, properties, technology,

construction of new buildings.”17

meets the needs of the present without compromising the ability of future generations

and informative labeling to help aid the children in a wide variety of educational topics.

to meet their own needs.“20 Adaptive reuse of the big-box structure will solve many

Informative signage will be seen in the visually prominent locations that are exposed for

During meetings with Architects, planners, school officials, and staff I have found that

of the environmental problems associated with this building form and will promote

all to see and interact with. An example is for the water collection system and its cisterns

many school districts have a pre defined form and plan for every school. In Chesterfield

environmentally conscious use through action and education of a wide variety of peoples.

to be placed within the corridors of the building with labeled parts describing how it

County, Virginia where my chosen site resides, they begin with a base building floor

This education will help to help inform people of destructive environmental processes

works and how it relates to the water cycle. Portions of wall cavities will be exposed and

plan and program that is tweaked slightly according to each site. This cookie cutter

and negative human patterns of consumption. Design interventions will be made to the

displayed through protective glass in order to show the recycled jean fabric insulation

design allows for efficient building construction and a proven design that works. In a

existing building to reduce its dependence upon mechanical systems, city water, and

or blown-in newspaper insulation in the walls with signage describing the principal of

meeting with Bryna Dunn, Vice President and the Director of Environmental Planning &

artificial lighting. The current imperviable site will be broken up into smaller segments

insulation. Natural daylighting will be used along with integrated sundials on the property

Research at local firm Moseley Architect stated that the county “does not like schools

that utilize ground water recharge and natural vegetation for shade. The resulting urban

that can aid in the teaching of lessons of planet rotation and the sun’s angle. These and

to be drastically different from one another because it could create favoritism among

flash flooding, heat island affect, and excessive energy use from the existing building

other demonstrations will bring the education out of the pages of the textbooks and into

groups of people.”18 Building a school inside a big-box retail store would be anything but

design will be mitigated to make the project much more environmentally friendly to the

application thus providing a visual and physical aid to their education.

common and would not be allowed. However a slight shift in the proposed use from a

natural processes and integration into the community.

typical public school into a charter school would circumvent many layers of bureaucracy

This sustainable education does not reside solely within the building but extends into the

hindering the concept. Within carter school design there is greater leeway with the

“[T]he building can be thought of as a “text book.” Many physical, mathematical and

site. Visual connections to the outdoors, skylights, and courtyards extend the classroom

building design and usage. Principal Blue of a charter school placed inside a vacant

science principles can be demonstrated by the building itself. Lighting circuits can

beyond the interior. “The 2005 House of Commons Education and Skills Committee report,

Kmart says, “I used to work in a traditional school building, and the curriculum there was

have volt and ampere meters installed at light switches to help students understand

Education Outside the Classroom concluded that “school grounds are a vital resource for

often hindered by the structure. Since we are a [charter] school, we don’t have any set

the principles of electrical energy. The building can be designed to express principles

learning” and that… “capital projects [should] devote as much attention to the ‘outdoor

guidelines about how our school is supposed to look. We are not bound to the traditional

of geometry and proportion. Ductwork, piping, structural members and electrical

classroom’ as to the innovative design of buildings and indoor space”. When imaginatively

school building.”19 Chapter Four goes into further detail describing the use and function

conduit can be exposed in areas of the building so students can visualize how the

developed, school grounds can contribute to the curriculum of teaching and learning,

of charter schools. This aspect of education has the ideal combination of a proposed use

building “works.” The “text book” building can demonstrate “real world. Examples

and to better recreational and social interaction of their pupils. As well as contributing

including “green” energy and environmental principles. Building to Greater Environment

strongly to children’s understanding of ‘green’ issues, the site can make a positive impact

considers the relationships between the building and the overall surrounding

on the sustainability of the schools and their locality. The grounds can also encourage

environment. As global warming and other global environmental issues become

children to take part in a range of physical activities, which contribute so much to their

increasingly urgent, could the learning environment be a positive example for future

health and well-being.”22 The redesigned parking lot with its environmentally conscious

“custodians” of planet earth?” 21

materials and layout allows others besides the students to interact with concepts of

and ideal solution to the big-box adaptation.

Designing for Sustainability

The supporting base of this study is sustainability and the use of environmentally conscious design as an educating tool. In 1987, the World Commission on Environment 17 18 19

Graves, Ben E. Dunn, Bryna.

Christensen, Julia.

CHAPTER THREE

cost of renovation was usually less, often dramatically less, than site acquisition and

environmentally conscious design. The presence and focus of this sustainable school will 20 21

Harris, J.M., Wise, T.A., Gallagher, K.P. & Goodwin, N.R. (eds.)

Anstrand, David and Edward Kirkbride.

educate the students (who are our future) on living consciously. It will also be a positive 22

Designing School Grounds.

13

CHAPTER THREE

influence upon the community by offering a wide range of community programs and being a informative central presence within the community.

Permable Paving

Highly efficient (tight) building envelope

Rainwater Collection

Site Restoration

Use native plants for landscaping

Design Grey Water filtration ponds

Bird Houses

Natural Ventilation

Solar Hot Water Heating

Natural Lighting

Shading devices Motion sensored lighting

Habitat Restoration

Building

Site

Systems Energy efficient appliances and lighting

Sustainability Added Plantings

Outdoor Education

Green Roof

Small wind turbine

Garden

Materials

Local Weather measurement station

Community

Use of recycled or reclaimed materials

Use of Local Companies

Sun dials

Photovoltaic Panels

Low VOC finishes and materials

Regional materials

Education

Composting Program

Locally grown organic lunches offered

Community offered programs Reduced Impact on Surroundings

Image 12: Flow chart of influences within this sustainabley driven project

14

Recycling program

Exposed Materials

Exposed Systems

15

CHAPTER THREE

CHAPTER FOUR

16

School Trends

building component in need of major repair.”24 Compounding upon the need for repair is the needs to keep up with the increasing population. The growth rate of the country

Educational facilities are a staple in the American life. From childhood to adulthood,

from 2008 to 2009 was 0.915%25 ; the state of Virginia was 1.12%26 , and Chesterfield

every person will have interacted with and dwelled within schools. The necessity for

County, Virginia was 2.4%27 . This trend shows there will constantly be a need for more

schools is vital to the growth and success of every individual and to the county as a

schools to accommodate the growing population. “Yet the sorry condition of so many

whole. Despite economic upturns and recessions, schools will be created and will be

of the nations’ schools in just one challenge in the education of our youngsters. Another

consistently occupied. From large to small, each facility caters to a distinct locality and

is the growth and movement of the U.S. population. Much growth is from a record-high

makes an impression on the individual either directly through education or indirectly

level of immigration. Both conditions lead to overcrowded schools. Moreover, there has

through associations, events, and its presence within the community. “Schools constitute

been an overall influx of students as the children and grandchildren of the baby-boomer

one of the building types whose built environment has a direct impact on the quality of

generation come of age. They spur a demand for school space as they advance in a long-

the functions they accommodate- in this case, teaching, learning, and related activities.

term surge, from prekindergarten through high school.”

CHAPTER FOUR

Program Requisites

28

Thus, for as long as educating our young is a central issue in society, the planning, design, construction, and operation of schools will be an essential and challenging task.

An increasing population of children causes a school system to require a new facility,

This book is based on a strong conviction that the physical environment has a direct

but the inflation in construction materials and land value have made it difficult to do

impact on the educational process. A well designed environment can help stimulate and

with public funding. When the money is available to retrofit an existing school or to

support teaching, whereas a poorly designed school will inhibit learning.”

design new, the public becomes highly interested and wants to ensure that they get the

23

best possible building for their children. “A related development is the contemporary The current state of the school buildings in this country is below average. Most existing

school building’s growing role in the community. Taxpayers want their money’s worth,

schools were built around the 1980’s and before the use of modern technology in the

and schools are being asked to serve the larger community with continuing education,

classroom. As a result of their age and the addition of technology in the teaching/ learning

social events, and sports and entertainment for young and old.”29 Often attached to

realm, the buildings must be retrofitted or constructed anew to adapt to the modern

the demand for the best atmosphere is the desire for a healthy and sustainable building

age. “There are more than 800,000 public schools in the United States in more than

environment. Materials that are safe for the children to be around such as natural light,

15,000 districts. Public school construction starts exceed $17 billion in 1998, and the

natural ventilation, and a welcoming space can help to boost the education of the children

American Institute of Architects (AIA) reports that this work generates the profession’s

as well as improve the environment for the parents, visitors, and the community that it

single major source of fee income. The General Accounting Office estimates in 1996 that

supports. Schools are more than just empty buildings; they are places for interaction,

it will take $112 billion to return existing facilities to good overall condition and bring them into compliance with federal mandates. Moreover, it estimated that one-third of the nation’s schools require extensive repair or replacement and 60% have at least one major 23

Perkins, Bradford.

24 25 26 27 28 29

Perkins, Bradford.

Population Growth Rate.

UVa Today.

Growth and Development.

Kliment, Stephan.

Kliment, Stephan.

17

CHAPTER FOUR

knowledge, support, growth, and inspiration. “After a period of neglect, resulting in part

beside the building. A bond was passed in 2004 in Chesterfield County that would fund

from declining enrollments in many school districts, national attention has shifted back

the construction of 2 new elementary schools, two new middle schools, and one new

towards the state of our educational system, and of our school buildings in particular.

high school. The bond would also allow 14 existing schools to have the renovations they

The reason for this shift goes far beyond the latest decade’s rapid growth in the school-

need to moderniz and repair these facilities. Due to the nature of public funding, some

age population. There is a growing rediscovery of the fact that the quality of the physical

of these projects have begun while others have been put on hold. The projects that have

environment has a major role to play in the future of our children’s education.”30 Attention

not started by December 2009 will be pushed back till roughly 2015 when the county

to detail, materiality, and context to the community have all become a required feature

predicts that the current state of the economy will improve.32 It has been five years

for every school.

since the bond was passed (in 2005) and roughly half of the projects have not been fully completed. By the time these projects finish, there will undoubtedly be another group

Currently Chesterfield County, Virginia has 58,000 students residing in 64 schools.

of schools that will need attention. This perpetual cycle is common to the bureaucratic

There are 38 elementary schools (grades K-5), 14 middle schools (grades 6-8), and 11

nature of government-funded schools and creates a severe lag time between need and

high schools (grades 9-12).31

actuality.

Currently, elementary schools hold the most students

followed by high school and then middle school. The high schools in the county have the largest rate of overcrowding which can be seen in the numerous trailers parked 30 31

Image 13: Chesterfield County School Facts Regarding Growth

18

Kliment, Stephan.

School Information.

Image 14: Chesterfield County 2008 School Facts

32

Feest, Joseph E.

Image 15: 2004 Chesterfield County School Bond

Page 1 of 2

Charter Schools

Public schools have a very strict and well defined program within Chesterfield County, Virginia. Extensive research and meetings with the county officials in regards to the possible adaptive reuse of a big-box building for a public school has shown that the project would not be a solution within this particular county. The Chesterfield County

Table 98. Public elementary and secondary schools, by type and state or jurisdiction: 1990-91, 2000-01, and 2006-07 Number of schools, 2006-07 Combined elementary/secondary\3\ Other PrekinderOther garten, kin- schools OneTotal, Total, comdergarten, ending teacher Special all all bined with or 1st grade Alterna- educa- Char- schools Elemen- Secondschools, schools, \5\ State or jurisdiction 1990-91 2000-01 Total tary\1\ ary\2\ Total to grade 12 grade 12 schools Other\4\ tive\5\ tion\5\ ter\5\ 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 United States ..... 84,538 93,273 98,793 68,990 23,436 5,984 3,320 1,819 845 383 6,638 1,956 4,132 327 Alabama ..............

1,297 1,517 1,583 979 406 198 125 61 12 0 88 31 0 0 Alaska ...............

498 515 503 185 84 234 215 12 7 0 49 1 23 5 Arizona ..............

1,049 1,724 2,061 1,290 613 153 80 48 25 5 77 9 468 8 Arkansas .............

1,098 1,138 1,114 734 363 17 3 8 6 0 10 0 19 0 California ...........

7,913 8,773 10,038 7,163 2,302 573 416 108 49 0 1,170 127 693 86 Colorado .............

Connecticut ..........

Delaware .............

1,344 985 173

1,632 1,736 1,248 1,114 191 234

1,239 835 144

411 256 50

86 23 40

38 11 31

39 9 7

9 3 2

0 0 0

84 38 32

8 37 18

135 16 17

3 1 0

Public School system an idealistic school process and program that has generated a

District of Columbia ........

235

164

45

16

7

4

5

10

11

14

59

0

Florida ..............

2,516

3,316 3,952

2,862

619

471

203

170

98

0

495

130

366

4

prototypical set of building drawings used time and time again to create successful and

Georgia ..............

Hawaii ...............

Idaho ................

Illinois .............

Indiana ..............

1,734 235 582 4,239 1,915

1,946 2,463 261 286 673 726 4,342 4,392 1,976 1,969

2,017 208 439 3,260 1,488

387 52 231 982 427

59 26 56 150 54

19 22 35 48 12

24 3 14 77 30

16 1 7 25 12

0 0 0 0 0

210 1 91 163 22

90 3 10 116 41

55 28 30 34 37

0 0 13 0 0

Iowa .................

Kansas ...............

Kentucky .............

Louisiana ............

Maine ................

1,588 1,477 1,400 1,533 747

1,534 1,430 1,526 1,530 714

1,016 972 1,122 953 505

454 398 305 299 152

39 51 105 195 14

4 27 43 121 9

35 19 52 62 5

0 5 10 12 0

0 2 2 0 0

72 0 157 138 0

10 8 10 43 2

8 27 0 42 0

4 2 0 0 4

consistent schools. This prototype school configuration is altered to fit each individual site, its surroundings, and for its particular use but does not vary drastically from school to school. Standardized school design creates a consistently good school and eliminates

Maryland ....................

the possibilities of “bad� school design. However, by resting upon the existing and proven design, they are also eliminating the possibility of a superbly unique school.

A school program that emphasis the unique qualities of the students, as well as the building, can be found within the charter school system.

giving and public endowments. These schools are held to the same high standard of learning as typical public schools and the students must pass the same standardized

1,220

1,383

1,445

1,116

278

51

28

15

8

0

64

45

23

0

1,905 3,998 2,362 1,030

1,879 4,133 2,665 1,062

1,474 2,849 1,544 764

360 928 823 234

41 193 298 58

20 104 102 45

14 55 133 10

7 34 63 3

4 163 0 6

0 303 712 64

4 238 300 0

59 279 155 1

3 5 1 0

Missouri .............

Montana ..............

Nebraska .............

Nevada ...............

New Hampshire ........

2,199 900 1,506 354 439

2,368 2,384 879 831 1,326 1,166 511 590 526 482

1,540 479 777 433 382

681 352 331 115 100

163 0 58 42 0

79 0 57 15 0

79 0 1 22 0

5 0 0 5 0

0 0 0 0 0

50 4 0 41 0

14 2 31 0 0

18 0 0 22 9

3 66 36 11 1

New Jersey ...........

New Mexico ...........

New York .............

2,272 681 4,010

2,410 2,470 765 838 4,336 4,708

1,922 606 3,297

470 218 1,088

17 14 206

5 6 85

10 4 85

2 4 36

61 0 117

0 26 113

77 4 153

53 60 93

2,207

2,470

1,862

501

107

40

48

19

0

87

30

93

0

663

579

534

351

182

1

0

1

0

0

0

31

0

3

Ohio .................

Oklahoma .............

Oregon ...............

Pennsylvania .........

Rhode Island .........

3,731 1,880 1,199 3,260 309

3,916 1,821 1,273 3,252 328

3,972 1,794 1,284 3,286 336

2,721 1,211 926 2,357 264

1,019 576 295 816 65

232 6 63 105 7

56 0 37 45 3

65 3 20 34 2

111 3 6 26 2

0 1 0 8 0

8 40 305 1 5 Printed: 4 3/18/2010 16 2 PM 6:35 40 2 70 11 0 2 119 0 17 3 11 1

South Carolina .......

South Dakota .........

1,097 802

1,127 1,175 769 736

908 461

243 259

24 16

7 5

13 10

4 1

0 0

9 13

program, management, and the freedom that the teachers have to educate the students.

Virginia ....................

could have a specific theme or specialty such as an Arts or Science school. The teachers can choose their resources and the methods of educations are decided by that particular school in order to cater to the needs of the specific children. Charter schools give the public a free option to government-funded education and a choice to be educated

3

1,955

Texas ................

Utah .................

topics that should be taught for the standardized tests. In a charter school the curriculum

0 98 Table Page 2 0of 2

North Dakota .........

Tennessee .................

functions, is managed, and contains specific guidelines, methods, books to use, and

1,509 1,423 1,534 1,447 671

1,842 3,313 1,590 972

tests. The difference between the schools rests in the methods of education, school

In a typical public school there are extensive guidelines describing how the school

198

Massachusetts ........

Michigan .............

Minnesota ............

Mississippi ..........

North Carolina ............

Charter schools are individually supported schools that are funded through both private

181

Vermont ..............

1,543 5,991 714

1,624

0 3

29 0

CHAPTER FOUR

Table 98

1 26

1,709

1,297

346

62

33

24

5

4

28

14

12

0

7,519 8,630 793 1,001

5,555 603

2,147 358

928 40

580 23

232 5

116 12

0 0

1,396 118

0 58

400 54

0 1

397

393

330

255

56

19

12

7

0

0

1

0

0

1

1,811

1,969

2,202

1,782

358

62

54

8

0

0

226

58

3

0

Washington ...........

1,936 2,305 2,305 1,460 573 272 154 64 54 0 279 115 0 3 West Virginia ........

1,015 840 766 429 118 219 213 6 0 0 27 7 0 0 Wisconsin ............

2,018 2,182 2,237 1,539 602 96 31 55 10 0 76 8 188 7 Wyoming ..............

415 393 383 251 108 24 12 7 5 0 23 5 3 11 Bureau of Indian Education .........

--189 186 109 25 52 46 3 3 0 0 0 0 --DoD, domestic ........

--71 68 56 6 6 1 2 3 0 0 0 0 0 DoD, overseas ........

--156 140 94 34 12 10 2 0 0 0 0 0 0 Other jurisdictions American Samoa .....

30 31 31 24 6 0 0 0 0 1 0 1 0 0 Guam ...............

35 38 36 32 4 0 0 0 0 0 0 0 0 0 Northern Marianas ..

26 29 30 22 6 0 0 0 0 2 1 0 0 0 Puerto Rico ........

1,619 1,543 1,515 901 393 196 19 5 172 25 8 25 0 0 U.S. Virgin Islands 33 36 34 23 10 1 0 0 1 0 1 0 0 0 ---Not available. \1\Includes schools beginning with grade 6 or below and with no grade higher than 8. \2\Includes schools with no grade lower than 7. \3\Includes schools beginning with grade 6 or below and ending with grade 9 or above. \4\Includes schools not reported by grade span. \5\Schools are also included under elementary, secondary, combined, or other as appropriate.

NOTE: DoD = Department of Defense.

SOURCE: U.S. Department of Education, National Center for Education Statistics, Common Core of Data (CCD), "Public Elementary/Secondary School Universe Survey," 1990-91, 2000-01, and 2006-07. (This table was prepared September 2008.)

Image 16: US School Facts [Chosen state of VA in red and surrounding states highlighted in green]

19

Table 101 Page 1 of 2

CHAPTER FOUR

outside of their particular county. Students from all over the state are welcome to attend but must go through a lottery system to be officially omitted. The lottery is divided into male and female to ensure that there are equal opportunities for both of the sexes.

Charter schools pride themselves on having a broader diversity than public schools and encourage students from all walks of life to enroll. Also, offering another option to education allows students to travel outside of their own district to receive a better education than what might have been available otherwise. On average, charter schools have a higher percentage and a wider range of minority groups to help foster diversity.

Each school acts as an individual unit and can gear their programs towards educating the needs of their particular students. The school size and individual class sizes are smaller than public schools allowing more attention to be given to each student. Many of the students that enroll in charter schools have had difficulty fitting into the standard mold of public schools and succeed within the smaller and tailored environment. Creating competition between public and charter schools helps to encourage accountability and school reform by measuring the performance of the students that they both produce.

Charter schools have been around for many years, but some states have embraced the option of a charter education while others have hindered it. As of 2001 the United States had over 93,000 total schools with 4,000 being charter schools.33

California had the

most charter schools numbering 693, with Arizona following at 468, and then Texas with a capped 400 schools. At the lower end of the scale were a handful of states with 0 charter schools that include Alabama, Maine, North Dakota, Vermont, and a few others.

The size of the state of Virginia indicates that it should have roughly 30 to 80 charter schools (as compared to other states of similar size) but surprisingly it only has 3 with only one planned for 2011 . The four schools are:34 1. Murry High School in Charlottesville, Virginia

20

(1.3 hours drive north-west from the capital city)

33 34

Table 94.

CCPS Growth Task Force Recommendations.

Table 101. Number and enrollment of traditional public and public charter elementary and secondary schools and percentages of students, teachers, and schools, by selected characteristics: 2003-0 Total elementary and secondary schools Elementary schools Secondary schools Combined elementary/secondary schools Traditional Traditional Public Public Traditional Traditional Public Public charter Total, all (non-charter) charter Total, all (non-charter) charter Total, all (non-charter) charter Total, all (non-charter) Selected characteristic schools schools schools schools schools schools schools schools schools schools schools schools 1 2 3 4 5 6 7 11 8 12 13 9 10 521 (71.1) 6,655 (292.3) 6,150 (275.5) 505 (70.6) Number of schools ........... 88,113 (282.8) 85,934 (284.7) 2,179 (41.9) 61,572 (387.9) 60,419 (375.6) 1,152 (88.2) 19,886 (305.4) 19,365 (297.0) 627 (42.1) 29,954 (307.7) 29,588 (304.4) 366 (32.6) 15,301 (443.3) 15,186 (443.9) 116 (20.4) 2,060 (124.5) 1,915 (124.1) 145 (22.8) Enrollment (in thousands) ... 47,316 (497.8) 46,689 (507.2) Percentage distribution of students Race/ethnicity ..............

White .....................

Black .....................

Hispanic ..................

Asian/Pacific Islander ....

American Indian/ Alaska Native ..........

100.0 60.3 16.8 17.7 3.9

Percentage distribution of teachers Race/ethnicity\1\ ...........

White .....................

Black .....................

Hispanic ..................

Asian/Pacific Islander ....

American Indian/ Alaska Native ..........

100.0 84.4 8.3 5.7 1.3

(†) (0.48) (0.35) (0.49) (0.19)

1.3 (0.04)

(†) (0.33) (0.22) (0.28) (0.05)

0.4 (0.02)

100.0 60.6 16.6 17.6 3.9

(†) 100.0 (†) 100.0 (†) 100.0 (0.49) 43.4 (3.24) 57.8 (0.63) 58.0 (0.35) 29.7 (3.06) 17.7 (0.46) 17.5 (0.49) 21.7 (2.29) 19.6 (0.69) 19.6 (0.19) 3.8 (0.81) 3.8 (0.14) 3.7

1.3 (0.04)

100.0 84.5 8.2 5.7 1.3

1.4 (0.24)

1.2 (0.05)

1.2

(†) 100.0 (†) 100.0 (†) 100.0 (0.33) 71.1 (2.51) 83.4 (0.44) 83.5 (0.22) 16.4 (2.14) 8.6 (0.28) 8.5 (0.29) 8.8 (1.34) 6.4 (0.42) 6.3 (0.05) 2.6 (0.46) 1.3 (0.06) 1.3

0.4 (0.02)

1.2 (0.39)

0.3 (0.02)

0.3

(†) 100.0 (†) 100.0 (†) 100.0 (†) 100.0 34.5 (0.63) 42.9 (4.30) 63.4 (1.00) 63.6 (1.00) 28.2 (0.47) 31.3 (3.96) 15.7 (0.52) 15.6 (0.52) 32.7 (0.70) 20.6 (3.55) 15.0 (0.81) 14.9 (0.82) 1.5 (0.14) 4.5 (1.12) 4.6 (0.43) 4.7 (0.43) (0.05)

0.7 (0.12)

1.2 (0.06)

1.2 (0.06)

3.2

(†) 100.0 (†) 100.0 (†) 100.0 (†) 100.0 62.4 (0.45) 72.4 (3.31) 85.4 (0.48) 85.5 (0.48) 21.4 (0.29) 15.5 (2.98) 8.0 (0.37) 7.9 (0.36) 10.7 (0.43) 8.8 (2.05) 4.9 (0.30) 4.8 (0.30) 2.3 (0.06) 3.0 (0.72) 1.4 (0.10) 1.4 (0.10) (0.02)

0.3 (0.13)

0.4 (0.03)

0.4 (0.03)

3.1

(†) 100.0 (†) 100.0 (†) (†) 100.0 (6.01) 74.2 (1.57) 75.9 (1.55) 51.8 (5.77) (7.72) 11.6 (1.12) 10.5 (0.97) 26.8 (6.60) (4.85) 9.0 (1.10) 8.5 (1.18) 15.8 (3.27) (0.35) 1.6 (0.30) 1.4 (0.31) 4.0 (1.90)

(1.13)

3.6 (0.29)

3.7 (0.32)

1.7 (0.54)

(†) 100.0 (†) 100.0 (†) (†) 100.0 (5.35) 90.1 (0.69) 91.3 (0.65) 73.2 (3.57) (4.72) 5.9 (0.57) 5.2 (0.53) 15.3 (3.55) (2.87) 2.1 (0.27) 1.7 (0.26) 7.7 (1.83) (0.93) 0.6 (0.12) 0.5 (0.12) 1.7 (0.66)

(1.81)

1.3 (0.18)

1.2 (0.18)

2.1 (0.99)

Years of full-time teaching experience ........

Less than 3 ...............

3 to 9 ....................

10 to 20 ..................

More than 20 ..............

100.0 12.2 32.9 28.4 26.5

(†) (1.23) (0.34) (0.59) (0.77)

100.0 12.0 32.8 28.8 26.4

(†) 100.0 (†) 100.0 (†) 100.0 (1.30) 29.3 (1.67) 12.0 (1.63) 11.8 (0.38) 48.4 (1.89) 33.3 (0.52) 33.1 (0.62) 14.5 (1.58) 29.2 (0.88) 29.4 (0.82) 7.7 (1.23) 25.5 (1.06) 25.7

(†) 100.0 (†) 100.0 (†) 100.0 (†) 100.0 34.4 (1.64) 27.1 (2.27) 12.2 (0.66) 12.0 (0.67) 44.5 (0.53) 50.6 (2.97) 32.6 (0.52) 32.5 (0.52) 10.9 (0.89) 14.9 (2.43) 27.3 (0.45) 27.4 (0.45) (1.07) 7.4 (2.01) 28.0 (0.59) 28.1 (0.59) 10.2

(†) 100.0 (†) 100.0 (†) (†) 100.0 (2.90) 15.0 (1.35) 13.8 (1.36) 31.3 (3.80) (3.22) 31.8 (1.26) 30.8 (1.20) 45.9 (3.77) (2.96) 28.4 (1.27) 29.3 (1.35) 15.6 (2.53) (2.19) 24.8 (1.17) 26.1 (1.22) 7.3 (1.80)

Percentage distribution of schools Size of enrollment ..........

Less than 300 .............

300 to 599 ................

600 to 999 ................

1,000 or more .............

100.0 29.2 38.9 21.6 10.3

(†) (0.70) (0.76) (0.62) (0.38)

100.0 28.2 39.4 21.9 10.5

(†) 100.0 (†) 100.0 (†) 100.0 (0.73) 67.9 (2.91) 25.6 (0.89) 25.0 (0.79) 19.2 (2.35) 46.1 (1.08) 46.5 (0.63) 9.9 (1.58) 23.6 (0.82) 23.8 (0.38) 3.0 (0.75) 4.7 (0.35) 4.8

(†) 100.0 (†) 100.0 (†) 100.0 (†) 100.0 81.4 (0.89) 60.3 (4.60) 29.0 (1.42) 27.6 (1.47) 12.0 (1.10) 23.7 (3.92) 22.2 (0.94) 22.5 (0.95) 4.4 (0.83) 13.4 (2.86) 19.4 (0.87) 19.8 (0.88) 2.1 (0.35) 2.6 (1.04) 29.3 (1.20) 30.0 (1.26)

(†) 100.0 (†) 100.0 (†) (†) 100.0 (4.59) 62.5 (2.07) 61.8 (2.28) 71.4 (5.67) (3.17) 22.8 (1.82) 23.4 (1.97) 16.4 (3.92) (3.32) 9.7 (1.22) 9.9 (1.32) 7.3 (3.43) (1.35) 4.9 (0.73) 4.9 (0.78) 4.9 (2.05)

Percent minority enrollment .

Less than 10.0 ............

10.0 to 24.9 ..............

25.0 to 49.9 ..............

50.0 to 74.9 ..............

75.0 or more ..............

100.0 32.1 18.5 17.0 13.1 19.4

(†) (0.58) (0.65) (0.49) (0.59) (0.57)

100.0 32.5 18.5 17.0 13.1 18.9

(†) 100.0 (†) 100.0 (†) 100.0 (0.59) 14.8 (3.96) 30.0 (0.69) 30.3 (0.65) 19.7 (3.64) 19.3 (0.85) 19.3 (0.49) 16.1 (2.69) 17.2 (0.64) 17.2 (0.60) 12.3 (2.45) 12.4 (0.68) 12.3 (0.58) 37.1 (3.68) 21.2 (0.76) 20.9

(†) 100.0 (†) 100.0 (†) 100.0 (†) 100.0 11.8 (0.71) 13.8 (4.54) 35.6 (1.31) 36.3 (1.31) 15.9 (0.85) 19.5 (4.68) 17.8 (1.22) 17.9 (1.26) 13.2 (0.64) 17.3 (4.10) 17.2 (0.81) 17.3 (0.84) 11.2 (0.69) 13.0 (3.60) 13.7 (1.21) 13.8 (1.22) 47.9 (0.78) 36.4 (4.91) 15.6 (1.09) 14.7 (1.10)

(†) 100.0 (†) 100.0 (†) (†) 100.0 (11.16) 40.7 (2.04) 42.4 (2.12) 20.1 (7.08) (4.19) 13.4 (1.86) 12.5 (1.80) 24.2 (7.19) (4.30) 14.3 (1.48) 14.1 (1.60) 16.4 (5.54) (3.72) 17.6 (2.23) 18.1 (2.35) 11.6 (5.40) (8.75) 14.0 (1.34) 12.9 (1.45) 27.7 (7.38)

Percent of students eligible for free or reduced-price lunch ....................

Less than 15.0 ............

15.0 to 29.9 ..............

30.0 to 49.9 ..............

50.0 to 74.9 ..............

75.0 or more ..............

100.0 22.0 16.8 22.3 21.0 17.9

(†) (0.59) (0.59) (0.66) (0.58) (0.65)

100.0 21.6 17.0 22.4 21.3 17.8

(†) 100.0 (†) 100.0 (†) 100.0 (0.60) 38.9 (4.05) 19.4 (0.77) 19.1 (0.61) 9.7 (2.87) 16.0 (0.76) 16.2 (0.67) 16.4 (2.84) 22.3 (0.85) 22.4 (0.60) 12.5 (2.62) 22.3 (0.71) 22.5 (0.66) 22.5 (3.35) 19.9 (0.68) 19.8

(†) 100.0 (†) 100.0 (†) 100.0 (†) 100.0 55.6 (0.80) 33.5 (5.16) 30.7 (1.00) 30.1 (1.02) 6.7 (0.77) 10.1 (4.44) 21.0 (0.86) 21.4 (0.91) 13.0 (0.87) 18.0 (4.16) 21.3 (0.89) 21.5 (0.91) 12.8 (0.72) 13.7 (3.78) 15.4 (1.38) 15.4 (1.41) (0.69) 24.7 (4.63) 11.6 (1.50) 11.6 (1.53) 11.8

(†) 100.0 (†) 100.0 (†) (†) 100.0 (7.86) 19.9 (2.01) 18.7 (2.07) 33.9 (7.92) (4.73) 11.1 (1.29) 11.0 (1.32) 11.7 (4.72) (4.80) 25.0 (2.12) 25.7 (2.27) 16.2 (5.47) (5.15) 25.9 (2.29) 27.2 (2.45) 9.6 (2.77) (5.37) 18.2 (1.79) 17.3 (1.77) 28.6 (8.45)

Percent of schools with selected programs and services Programs with special 64.3 (7.05) 40.4 (2.69) 39.7 instructional approaches .

22.4 (0.65) 21.7 (0.67) 49.0 (3.90) 18.1 (0.74) 17.7 (0.76) 42.3 (5.04) 29.6 (1.62) 28.7 (1.73) 42.8 (7.13) 47.0 (2.53) 47.9 Talented/gifted program .....

68.9 (0.67) 69.6 (0.68) 38.9 (4.15) 70.3 (0.86) 71.0 (0.87) 38.4 (6.32) 71.7 (1.47) 72.4 (1.57) Immersion in a foreign 1.1 (0.29) 1.2 language program .........

4.0 (0.40) 4.1 (0.40) 2.5 (1.04) 4.7 (0.55) 4.7 (0.55) 4.2 (1.99) 3.0 (0.41) 3.0 (0.42) ‡ (†) Program for students with discipline or adjustment 24.4 (9.84) 35.7 (2.56) 36.6 problems .................

31.9 (0.78) 32.3 (0.80) 17.8 (3.71) 26.7 (0.86) 27.0 (0.88) 11.9 (3.30) 46.9 (1.80) 47.5 (1.88) Extended day program for students who need 49.8 (7.22) 37.0 (2.30) 36.0 academic assistance ......

46.9 (0.72) 46.8 (0.76) 50.1 (3.98) 49.7 (0.83) 49.7 (0.86) 50.1 (6.11) 41.2 (1.33) 41.0 (1.36) Before-school or after-school day care programs ........

33.1 (0.81) 32.9 (0.83) 40.4 (3.38) 44.1 (1.07) 43.8 (1.08) 61.4 (5.82) 5.4 (0.54) 5.3 (0.55) 8.4 (3.84) 13.8 (1.90) 12.8 Specialized career academy ..

6.4 (0.30) 6.4 (0.31) 6.5 (1.48) 0.8 (0.17) 0.8 (0.17) 22.9 (1.08) 23.1 (1.14) 14.3 (4.10) 9.1 (1.18) 8.8 ‡ (†) Advanced Placement (AP) 14.5 (3.98) 31.9 (2.00) 32.6 courses ..................

16.2 (0.40) 16.4 (0.41) 8.8 (1.78) 1.7 (0.32) 1.7 (0.33) 56.0 (1.28) 57.1 (1.34) ‡ (†) 0.4 (0.21) International Baccalaureate .

0.7 (0.11) 0.7 (0.11) 1.1 (0.67) 0.4 (0.13) 0.4 (0.13) 2.0 (0.25) 2.0 (0.26) ‡ ‡ (†) ‡ (†) 21.2 (9.75) 40.3 (2.25) 42.5 Distance learning courses ...

12.2 (0.36) 12.2 (0.36) 8.4 (3.42) 2.6 (0.31) 2.7 (0.32) 32.1 (1.15) 32.4 (1.12) ‡ (†) Entire school is for 25.5 (9.54) 20.4 (0.05) 21.4 suspended students\2\ ....

3.5 (0.35) 3.4 (0.35) 8.0 (3.12) 0.4 (0.17) 0.5 (0.18) 7.5 (1.30) 7.0 (1.31) ‡ (†) †Not applicable. ‡Reporting standards not met. \1\Based on data reported by schools. \2\Entire school specifically for students who have been suspended or expelled, who have dropped out, or who have been referred for behavioral or adjustment problems.

NOTE: Race categories exclude persons of Hispanic ethnicity. Detail may not sum to totals because of rounding. Standard errors appear in parentheses.

SOURCE: U.S. Department of Education, National Center for Education Statistics, Schools and Staffing Survey (SASS), "Public School Questionnaire," 2003-04; and "Public Teacher 04. (This table was prepared June 2006.)

Image 17: US Educational Demographics

(2.89) (2.58)

48.4 (8.68) Table 35.9 (7.51)

101

Page 2 of 2

(0.31)

‡

(†)

(2.73)

24.4 (8.55)

(2.42)

50.3 (8.26)

(2.02) 25.4 (6.26) (1.08) 13.3 (5.95) (2.08) (†) (2.52)

22.8 (5.59) 4.4 (2.84) 14.2 (5.58)

(0.15)

8.0 (3.92)

Printed: 3/18/2010 6:38 PM

Questionnaire," 2003-

Programmatic Needs for a Public Middle school

Location: Virginia>Central>Chesterfield County> Midlothian> 3700 Price Club Boulevard 23112 Type: Charter Middle School using typical public school requirements Students: 500

(1.5 hours drive south-east from capital city)

3. York River Academy in Yorktown, Virginia [High school]

(1.3 hours drive south-east from capital city)

Type

(1.3 hours drive north-west from capital city)

5. Planned for 2011: Patrick Henry School of Science and Arts in Richmond, Virginia

[elementary]

Placement

Bus: Loop

Turn radius 40' exterior; 25' interior ~9'x40' each

Parking

4. The Community Public Charter School in Charlottesville, Virginia [Middle school]

Sq. Footage [total]

Parent/ Child DropͲoff Parking: Visitor Faculty/ Staff HC Turning, Lanes, etc

Close to classrooms At entrance

typ 9'x18' each 10% = 70 to 80 20% = 140 to 160 meets needs

Ideal Program Proposed (Max) Program (Min)

Design 16Ͳ18 buses total Separate entrance or exit needed, and path cannot impede car traffic Must have clear pathways and sightline around each bus for kids Total area (in feet squared)= Must be covered at entrance

Near Entrance Outside At entrance

40 Ͳ 60 spaces

20% of parking 18,630 Ͳ 28,350'sq

Playground: Outdoor

Virginia passed the law allowing charter schools in 1998 and since then there have only

1,000'sq + 1'sq per enrollment

Football

been 4 built. The limited number of charter schools within the state of Virginia ranks it as the tenth smallest number of charter schools within the US including Washington

390' L x 161'W

Soccer

100'L x 60'W

Track

330' W x 440'L; 6 lanes 3' wide; bases are 90' square layout with 250' outfield bases are 60' square layout with 200' outfield

Baseball

D.C., This current negative mentality towards charter schools has hindered their growth in and around the capital city of Richmond and stems from several different factors but primarily from the lack of teacher union support. Being privately funded, charter schools

Hard Surfaces PE Field Games

do not require teacher unions and the public school teachers fear it will threaten their jobs. Others feel that the lack of government control doesn’t necessarily mean that a school will be better and could be a waste of money as well as dash the hopes of the

1,500 35

35

but for charter schools throughout the country it can range from 300 to 800 Growth Task Force.

1,500

Stands are needed as well as an optional field house and concession stand.

Other activities are commonly place inside field to combine space Face outfield away from parking. Stands are needed.

62,790

62,790

6,000

Included with Football

145,200

145,200

Total area (in feet squared)=

552,250

450,702

SITE ABLE AVAIL

Abundance of available outdoor space=

419,533

521,081

10,000

10,000

600

600

5,000

4,000

Included

Included

Shower Room

students within a new public middle school in Chesterfield County range from 1,200 to

1,500

Concession stand, stadium toilets, field house

L TOTA RIOR EXTE

Locker Room

Equipment Storage

General Classrooms:

4,860 Included 972 13,932

Open field used for a variety of sports and games Total area (in feet squared)=

add could cause a desire for change with the public school system.

variation being the number of enrolled students in each school. The typical number of

8,100 Included 4,860 29,160

12,000 15,000 80,000 432,090

they shouldn’t fix it”. However, the added competition that charter schools would bring

Virginia Board of Education are used for both public and charter schools with the only

8,100

24,000 15,000 80,000 517,690

(1 Ͳ2) 100'x120' each (1) 100'x150' (2) 200'x400'

10,000'sq

Wrestling Volleyball Bleachers (8)

16,200

67,600

Staff office

do not vary much in the state of Virginia. The Educational Specifications created by the

4,680

115,600

Gym

Basketball Track

5,400

Included with Baseball

students. Current educators and administration feel that “if the program isn’t broke, then

The physical differences between the facilities for a public school and charter schools

4,680

115,600

Softball Bike

Behind/ beside building

5,400

separate office for men and woman teachers; 2 offices at 300'sq

Can use a baseball field if the base locations are changeable Around campus

Bike paths to school as well as paths around complex for joy and PE

Outside Outside Outside

Used for games and instruction

Connection to locker room; 6' clearance around floor, 8' public realm clearance end of basketball court; if community use, a community office is needed Close to entrance

View from male office into male lockerͲroom (same for woman); toilet and shower in each office; lockable closet

15' sq per pupil of largest class using [Locker, shower, and dressing for each sex]

Complete (1) locker for each child at highest class time; nonͲabsorbent privacy/ no and nonͲslip floors; janitor's closet inside visibility for outside.

(4) showers per sex inside locker NonͲslip, and water resistant flooring room Interior: min 600' sq Outside: Locked but attached to main use Interior 250' sq 84L x 50'w (2) Can loop around football field. Indoor track can be a wide range of sizes due to little use in competitions.

40x40 fits into BB court if desired 69'L x 36'w fits into BB court if desired 26" per row 6 rows of retractable seats are 12' deep and 6'6" tall; The row is 20' long and will seat 78 people each; when fully closed it is 3'3" wide; have 4 per court min 700 sq ft (excluding closets and restrooms). 6th 7th 8th grade= estimate 16,800 total for 8 classes each grade;

private sector of building; organized by grade

CHAPTER FOUR

2. Hampton Harbor Academy in Hampton, Virginia [Elementary]

Total area (in feet squared)= Length is no more than 1.5x W, min ceiling height= 9ft.

Countertops= 36"; Typical 28 students per class; min length of marker board: 16ft with 36" off floor, and a min height of 42"; shelving= 12 linier feet, coat hooks, storage= 12'sq in each room. Common display

850

600

8,400

Included

2,800

Outdoor

1,600 2,484

Included

960

Included

32,694

15,200

16,800

16,800

Image 18: Virginia Board of Education Standard Program Specs

21

CHAPTER FOUR

students. The ratio of students to a classroom, administrative spaces, elective spaces, and community use spaces are incorporated into both school types in order to make sure that the students of charter schools are not lacking the facilities or essence of the public school education, this eliminating favoritism within school design.

Science Lab/ Classrooms (3Ͳ6) specialty rooms totaling must abut or Have fume hoods, safety equipment, and safety storage 6,000 to 9,600'sq adjoin other (goggle cabinet); demonstration desk with gas connection [not needed for every room]; 24 Work Stations for students science classrooms Science Prep Area (1) 200 or (2) 300 Connection between lab and prep Health and Physical Ed health= (2) 1,600'sq Close to gym

Computer/ Technology ESL/ testing rooms Special Ed

3 rooms total 2,400'sq (3Ͳ6) rooms total 1,500 to 3,000'sq 2 rooms total 2,000'sq

For this design project I have used the Virginia Board of Education specifications to generate a programmatic list of the required spaces for the project. Designing a public

constructed on a mezzanine level in order to fit it entirely within the chosen big-box Costco

Choir

building. The smaller number of students within the average charter school allows for

Art

a smaller program, and designing for 500 students would allow for the entire program Photography Drama/ Theater Class

creating dynamic spaces both interior and exterior without the added issues of building

Dance

an interior mezzanine level. Knowing that the program for a 500 student charter school

charter school design an applicable and practical solution for other big-box buildings in the area.

Quiet areas, Have an open floor plan in order for teachers to manipulate room to the child's needs but not separated from others Total area (in feet squared)=

60 students: min 20' sq per member; roughly 1,200'sq

Min ceiling height 12.5', storage space 200' Ͳ 400' sq; design of Secondary room to improve interior sound quality; Portable Risers; spaces due to sound proof surrounding space; Need oversized doors; Sink noise created needed

74 students: min 15' sq per member; roughly 1,100'sq total

Secondary Min ceiling height 10', storage space 200'sq; design of room to spaces due to improve vocal sound quality; Portable Risers; sound proof noise created surrounding space; Need oversized doors; Sink needed 30 students: 45' sq per Need direct Secure storage space 400' sq; locked storage space, kiln, student (not including access to drying racks, display area, sink, equipment; support space); roughly 1,350 outdoors and total natural light total: 340' sq No natural Footage broken down to: 100' for film development, 180' dark room, 60' for finishing; sink and floor drainage light min 1,800' sq Min ceiling height 10'; separate costume storage, storage for Close to tapes, CD, AV equipment, etc; wood flooring; ShatterͲproof auditorium mirror and glass; Soundproofing min 1,700' sq

Shop Family / Consumer Sciences

100' storage space

Storage: StudentͲ Locker FacultyͲ in room

StaffͲ Janitor, AV, etc

On perimeter sink in room; needs to be truck accessible total 1,600'sq

Sink in room

12"w x 15"d x 72"h each; 2 lockers stacked= 600'sq 25'sq x classrooms= 600'sq

in common halls Every classroom 25'sq each department= total near office / 600Ͳ 800'sq admin ~ 300'sq dispersed Total area (in feet squared)=

Admin:

close to entrance

Waiting area General offices

350'sq 2 total 200'sq

Specialty Offices: Psychologist Social Worker Speech Therapist Assistant Principal(s) Teacher Lounge

Principal's office Finance Office Guidance Office (s) Storage

300 300 300 (1Ͳ2) 150'sq each 375'sq

200'sq 2 rooms total 200'sq (1Ͳ2) 100'sq each non protected= 750'sq; fire protected= 200'sq

Technology Resource 2 rooms total 200'sq Coat Closet/ private toilet 100'sq Teacher workroom 325'sq

22

1,600 2,400

2,400

3,000

1,500

2,000

2,000

36,000

29,000

By entrance

1,550

1,250

1,300

875

1,750

1,750

340

Future Expansion

1,800

1,800

1,800

Shared space with Drama 1,800

1,800

Total area (in feet squared)=

FacultyͲ out of room

Image 19: Student support for passing the law allowing charter schools

300 Included with general classrooms

for 45 students

school for roughly 700 students would require that 24% of the program would be

could easily fit within the walls of an existing freestanding big-box building makes a

Close to Library Acoustically well insulated

6,000

600

Electives: Band/ Orchestra

to fit on the ground level of the large big-box building. The smaller size is beneficial for

Quiet areas

9,600

1,600

1,600

11,940

9,075

600

600

600

Included

800

600

300 2,300

300 1,500

350

350

200

200

300 300 300 300

300 Shared Space 150

375

375

200 200

200 200

200

100

950

950

200 100 325

200 Not included 325

All doors need view Panels Preserve sight lines to main building entrance

Adjoining Cubicles and desks waiting room Close to main Group these together in order for them to work together office

In main office Accessible through main office and hall In main office In main office In or near main Close to an entrance with preserved visual lines into waiting room office Coat, supplies, books= non fire protected; protected= fire safe Rear of main document storage, student records; records vault (1) at office 100'sq By lounge By lounge

Image 20: Virginia Board of Education Standard Program Specs [Continued]

Conference Room

1,100'sq

Near main office

1,100

1,100

Near main office

250

Shaired with Team planning room

250'sq

Extra Offices:

Near main office PTA 200

Close to Admin

Community Relations 200

Close to Admin

Security Health Clinic:

Library

200 300'sq

Needs to be accessible when school is not in session and close to community used spaces If needed for DARE, Police, or Hall monitor

NonͲslip, and nonͲbacteria growing floor; Program: exam next to admin room, restroom, cot area, nurse desk, locked storage, office and refrigerator, equipment area (eye machine= 22' long), sink, entrance cabinets

Total area (in feet squared)= CheckͲout desk= 39" H, easy book (14"D)= 42" H, Reference (12" D)= 84" H; Free standing (12"D)= 84" H Separate room from library with views; computer counter= near to Library 30" 3,000'sq Min 1,000' sq + 3' sq per enrollment 500 students = min 5,000 No more than 8 books per linier foot of shelf + shelving for Along books parameter and periodicals; electronic books = 25% of whole collection; Clear dividing spaces line of sight from circulation desk within min 150' sq; ave 300'sq Work counter, sink, storage cabinet, shelving; view into Private area reading room 30 to 60 students Use a variety of sized tables for individual or groups dispersed Conference = 120' sq Digital Communicating room 48' sq Librarian office 2 = 150' Learning = 120' sq Computer Electronic/ software storage = 150' sq Periodical storage = Private Area 120'; MultiͲUse room= 150'; AV equipment 300'sq Network server 100' sq

200

Shared space

200

200

200

Not Applicable

Reading area/rooms Shelving

Work Room Seating Other

Total area (in feet squared)= Cafeteria

300 6,550

300 4,950

Serving Areas Table Storage

total enrollment / by 2 seating's= 3,500'sq; by 3 seatings= 1500

9Ͳ11' sq per student for square tables with attached seats. 11Ͳ Near public 14' sq for round/square tables with stacking chairs; if room is portion of under 3,000'sq then ceiling height= 12'; If over 3,000'sq = 14' project 20% to 30% of dining floor area; 34" to top of line fold up: 4' wide by 3' deep and 7' tall

16 person tables that fold in half

Total area (in feet squared)= Kitchen

1,000'sq + 1'sq per enrollment

Service Entrance

ͲͲ

Trash/ Recycle Receiving Line Toilets/ Lockers

75Ͳ85'sq 200'sq

Janitor/ Chemical Storage 75Ͳ85'sq Offices

100Ͳ120'sq

Dry Storage

400Ͳ500'sq

Refrigeration Prep/ Cook Pot/ Pans Washing Holding & Serving

300Ͳ400'sq 700Ͳ800'sq 800Ͳ1,200'sq 800Ͳ 1,200'sq

Dish/ Tray Washing

200Ͳ250'sq

Adjoining cafeteria; Truck accessible Truck accessible Next to exit door Connects cafeteria Private, in kitchen Away from food storage Close to entrance Away from humidity ͲͲ ͲͲ ͲͲ Close to Receiving ͲͲ

Other Spaces Doors

1,000

700

2,500

2,500

3,000

2,000

300

150

Included

Included

1,410

1,410

8,210

6,760

Student Lounges

9,000

8,000

Total area (in feet squared)=

9,000

8,000

Included

Included

Included

Included

Included

Included

Dispersed 12' min length, 36" off floor

Trash Collection Communication Drinking Fountains

ͲͲ

distance between cannot exceed 300'

Faculty

student

5 stalls max per room

Common (shared)

5 stalls max per room

Circulation

20Ͳ 30% of total program

L TOTA

ING ABLE BUILD AVAIL

Dispersed Every room Evenly dispersed

1 per 100 students

IOR INTER

Overhead doors on/ by stage. Fixed Seats. Sized for 1/4 to 1/3 school attendance; stage= flat floor with buildable risers and In the Public storage for them; Large side stage; Fly loft; Orchestra pit; realm of the Sound and lighting control area; Located adjacent or project connected to band and choir room or several rows of removable seats.

All HC accessible

ͲͲ

Restrooms*

Can be combined with gym

Dining Room

2,000'sq to 3,000' sq for stage, storage, and lobby; ~ 6,000 for seating

Display areas

on ground floor

Media Center

Auditorium

Dispersed

Exterior doors must be protected by canopy no less than 3' wide; All exterior doors have to be separated by moveable mullions Small nooks in halls and 1 per each grade within the public halls Min or 42" in height; 1 per grade; In highly visible and trafficked areas

Included Included

Two way intercom or phone system needed Located in places where people gather in groups and in high traffic areas; mounted at 30" to 42" Need soap dispenser, paper dispenser, shelf, mirror, hand dryers; Laboratory= 31"; Accessible= 34" max; Urinals= 24"; Water Closets= 15"

Included Included

by offices/ admin

Included

dispersed

Included

Must be within 200' of a class; separate for each sex; at least in class room one accessible toilet Includes Halls, Toilets, and HVAC. Add 2' for lockers on one Dispersed side and 3' if lockers are on both sides; secondary halls (to faculty or less than 100 students are no less than 5' wide. evenly main halls: at least 10' wide Total area (in feet squared)= Total area (in feet squared)= If entire program is on one level that this is the extra spaces needed

CHAPTER FOUR

Teacher Team Planning

Included

35,344

16,307

35,344

16,307

153,158

97,842

42,660

Ͳ12,656

3,500

1,500

1,080

1,000

500

200

5,080

2,700

1,500

1,500

Included

Included

100

Outdoor

85

75

200

200

85

75

minimum and maximum square footage numbers for a school program of 500 students.

120

100

Education specifications do an adequate job of giving a detailed list of needs and sizing

500

400

400 800 1,200

300 700 800

800

Included

250 6,040

200 4,350

Image 20: Virginia Board of Education Standard Program Specs [Continued]

Loading dock needed

Separate entrance Need separation and containment of paper, glass, cardboard, 2 types of plastics, composting, and trash

One toilet and 10Ͳ15 lockers Mop closet with sink views connecting them

Well insulated walkͲin freezer/ refridge

Total area (in feet squared)=

Image 20: Virginia Board of Education Standard Program Specs [Continued]

State and County Guidelines

The Virginia Board of Education has a detailed list of programmatic needs including the placement, sizing, and use of each as shown in the figures above. This list shows both

for a new school, but lack the emotional and experiential qualities that create a supportive educational atmosphere. As a result of this deficiency, I intend to use this list merely to establish base program for my charter school big-box design but will alter, add, and subtract elements as needed to craft a dynamic learning environment.

23

CHAPTER FOUR

Gym Program

Programmatic Needs of a New School

Administrative Program 0%

4%

Kitchen 4%

4%

7%

6% 22%

Staff office

Gym 16%

3% 8%

Locker Room 4%

Equipment Storage

66%

4%

7%

Other Spaces 17%

4% 19%

4%

Classrooms 30%

Library 7%

2%

Waiting area General offices Social Worker Assistant Principal(s) Teacher Lounge Principal's office Finance Office Guidance Office (s) Storage Technology Resource Teacher workroom Teacher Team Planning Conference Room Community Relations Health Clinic:

Library Program

Classroom Program

Electives 9%

3%

5%

Admin 5%

6%

Gym

26%

Cafeteria 3%

Auditorium 8%

4%

1%

Storage 1%

0%

7%

General Classrooms:

13%

Science Lab/ Classrooms

8%

Media Center 37%

Science Prep Area 58%

21%

Reading area/rooms

Health and Physical Ed

Shelving

Computer/ Technology

Work Room k

47%

ESL/ testing rooms Special Ed

Image 21: Education Specs Breakdown of Program

Site Use Cafeteria Program

Kitchen Program

Student Elective Program

7%

14%

17%

450702

56%

110,498

Exterior Available

Serving Areas

97,842

Table Storage

Interior Available Existing

Proposed

Image 21: Detailed Breakdown of School Program

Receiving Line

5%

Band/ Orchestra 10%

Dining Room

37%

Toilets/ Lockers

18%

Choir

Janitor/ Chemical Storage

34%

Offices

Art

20% 19%

Dry Storage

Shop 20%

7%

Family / Consumer Sciences

Image 21: Detailed Breakdown of School Program (continued)

Refrigeration

16%

Drama/ Theater Class

2% 5%

9% 2%

2%

Prep/ Cook Pot/ Pans Washing Holding & Serving Dish/ Tray Washing

Image 21: Detailed Breakdown of School Program (continued)

“The old ‘ed. spec’, still in use by a majority of school districts, is also the result of a

directed toward two intelligences, eight intelligences are thought important to learning

the “Knowledge” or “Information Age,” learning becomes dynamic, interactive,

planning process, albeit, for a 19th century industrial society codified by 20th century

(Howard Gardner’s Theory of Multiple Intelligences). The learning environment can no

multidisciplinary and problem-based. Because of these new dynamics and rapidity

institutions. The processes are different. Until recently, due to the static nature of

longer be described by a set of classroom square footage minimums and maximums.

of curriculum change, curricula have become an unreliable basis for facility design.

curriculum, ‘ed. specs’ were developed by interviewing a relatively few decision-makers

Until recently, this arrangement of curriculum has been constant. Educational

Instead, analysis of relationships, activities and time become a better predictor of

- usually school district administrators and department heads. Today, the learning

spatial requirements remained static, universally understood. As educators embrace

educational facility needs.” 36

environment is described as “anywhere, anyplace, anytime” and instead of teaching

24

Kitchen

0%

971,783

36

Anstrand, David and Edward Kirkbride.

or staying in school to achieve their GED. Middle schools make up the 6th, 7th, and 8th

Currently middle schools within Chesterfield County have a combined total of over

County and is located at the intersection of four public middle school zones: Bailey

grades with students ranging from the ages of 11 to 14 years old. These years in the

33 million dollars allocated for needed maintenance and repair. Much of the repair

Bridge, Swift Creek, Providence, and Manchester. Each district has unique qualities that

child’s life are the crux of individuality and self-development. Focusing on the experience

is extensive and building a new school would often be more cost effective. Facilities

make them different from the others. Two school districts are primarily white in ethnicity

and environment that the children will have during these years ensures that they will be

Planning estimates that there will be a need for 13 new schools by 2022 with a price tag

while the other two are primarily black in ethnicity and there are touches of Hispanic and

as successful as possible in their mental and physical development.

of $600-700 million in today’s construction costs. Elementary schools are prioritized as

Asian groups in the areas. This location will have the ability to draw a balanced diversity between the four areas without removing students from primarily one school. The site is

39

CHAPTER FOUR

The chosen site for this adaptive reuse project resides in the middle of Chesterfield

having the most need, followed by high schools, and then middle School [prior to the 39

Perkins, Bradford.

equidistant from other middle schools in the area and being placed on the intersection of these zones also helps to decrease transportation times for the parents and students.

Chesterfield County is the 4th largest school system in the state and is in the largest 100 school districts in the United States. The system has an average of 26 students to 1 teacher ratio which is above the nation average, and they set a cap of 28 students to 1 teacher throughout the county. The demographics of the county show that 57% of the residents are classified as White, 31% Black, 7% Hispanic, 3% Asian/ Pacific Islander, and 1% are American Indian/ Alaskan Natives. Also, 24.4% of the students qualify for reduced price lunches, 7,708 students receive “special attention”, and 5,482 are identified as being “gifted”. The school system as a whole is ranked above average.

37

The typical footprint of a middle school averages around 94,000 square feet and the

majority of existing public middle schools in the county were originally constructed as high schools and later handed down when a new high school was constructed.

38

Middle schools are vital to the community due to the developmental role they play in a child’s growth. Middle school is a pivotal point in the child’s life because it is here that they transition from the coddled elementary school education mentality to the selfmotivated and independent high school education. By the time the child finishes middle school, research shows that he or she will have made up their mind about dropping out 37 38

Annual Report 2008-09.

Chesterfield County Public Schools.

Image 22: 2009 Virginia State Education Profile

25

CHAPTER FOUR

current economic recession].40 In order to help create a better school the Chesterfield County Public School System created a Growth Task Force to influence the School Board on decisions involving design and construction of new schools. They state that, “new schools should:

a. Plan additions and renovations with the neighboring community in mind; perhaps an

addition could be designed to serve as a community room as well.

b. Strive to locate new facilities within new or established neighborhoods c. Capitalize on existing facilities and infrastructure d. Share facilities through joint use or co-location of public facilities e. Create safer environments for students to walk or bike f. Make schools a focal point of neighborhood revitalization g. Consider the impact of public- and private-sector energy consumption when making

school location and districting decisions” 41

These objectives have influenced the design and placement of future projects and seek to improve the learning facilities as well as strengthen the communities surrounding them. Along with these requests, the Growth Task Force has declared that sustainability Image 23: Chesterfield County Public School Map with Chosen Site

be incorporated into the design and function of all new facilities. “The School Board should design and construct buildings with energy consumption in mind by ensuring that new buildings are LEED (Leadership in Energy and Environmental Design) certified and targeting a LEED silver standard, a green building rating system. The School Board should consider examining options for converting unused existing space, such as retail, for school purposes. The School Board should consider public-private partnerships to lease buildings or renovate unused existing space for school purposes.”

42

These

requests are directly reflected in this Master Design thesis by converting a vacant big-box building within an existing community to a charter school thereby meeting the Growth Task Force objectives.

Image 24: Chesterfield County Public Middle School Ethnic Tally

26

40 41 42

CCPS Growth Task Force Recommendations.

Growth Task Force.

Growth Task Force.

27

CHAPTER FOUR

CHAPTER FIVE

Site Documentation Location

The chosen site for this project is located in Chesterfield County, Virginia 30 min south of the capital city of Richmond. I am very familiar with this area because I grew in the vicinity and have seen and experienced this area is the current transitional boundary between the sprawling urban realm and new suburbia. This transition zone was originally smaller and resided closer to the city core, but over time it has been pushed further and further out into suburbia leaving a path of vacant businesses, rundown neighborhoods, and community decay in its wake. I have chosen a site that is currently residing in the heart of this present transition zone in the hopes of preventing the zone from expanding further away from the city core. By addressing the situation at hand and re-investing in the area it may slow or stop the sprawl from affecting more people.

A Costco Warehouse that is still currently in business and situated at 3700 Price Club Boulevard Midlothian, VA 23112 is the chosen big-box store. The rectangular structure was originally built as the typical Price Club Wholesale store on November 3, 1990 and since there has been both a corporate name change and the addition of a tire center on the north-west corner of the building.

Image 26: Costco Exterior Photo

The building has been used consistently ever since its construction, but a new Costco is being built five miles away (thus closing this location) to help compete with a local Sam’s Club. In order to be competitive, Costco seeks to incorporate a larger eyeglass and eye exam area along with a full gas station on site. Neither of these two functions can be added to the existing building because they have maxed out their allowable impermeable cover as dictated by the Chesterfield County Zoning office. Ironically, behind the building there is a protected stream and minor wetlands that would not allow a gas station to be placed on the site due to the possibility of habitat and water contamination. As a result, this Costco building plans to close by the 2010 year’s end with no current plans for what to do with this upcoming vacant building. This thesis proposal seeks to use the site

28

Image 27: Costco Site Chosen for this Study

future of being a vacant big-box to create a practical design solution and an

CHAPTER FIVE

influences, location within the community of Chesterfield, and its problematic

adaptive reuse. This project would be applicable to many big-box buildings located in similar situations and serve as a case study to help influence future policy and design of big-box buildings.43

Climate

The climate of Richmond, Virginia is often described as having the best of all the seasons with its hot summers, cold winters, and an equal distribution of fall and springtime months. Virginia is categorized as humid subtropical climate due Image 30: Chesterfield County

to high humidity coming off the Atlantic Ocean to the East and from the James River that runs south-east through the city. Spring time arrives typically in March and transitions into summer around late May. Average high temperatures in the summer are in the low 90 degrees Fahrenheit but days above 100 are not uncommon. July, the hottest month of the year also has the most precipitation of the year. There is minimal snow fall that occurs throughout the winter often from 1 to 6 inches total a season, but snow can occur up until March. The average winter daytime temperature resides in the 40 degrees Fahrenheit, but

Image 28: Location of Site- USA>East Coast> Virginia> Richmond> Chesterfield

Image 31: Chosen Costco Site Map

temperatures around 0 are not uncommon.

This area of the state is categorized into the Piedmont Climate region due to its central location. The terrestrial biome that makes up this region consists of temperate broadleaf and mixed forests. These forests provide a dazzling array of colors during the fall season and mid October is the peak fall foliage color time.

Wind throughout the year is mild and averages roughly 6.5 mph in the winter and 4.5 miles per hour in the summer. This wind is just enough to reduce the effects of the high humidity, but not enough to limit outdoor activities.

Image 29: Weather Data for Richmond, VA

43

Johnson, Eddy.

29

CHAPTER FIVE Image 32: Weather Data

30

Image 33: Humidity, Snowfall, and Precipitation Data for Richmond, VA

CHAPTER FIVE Image 33: Wind Speed Data for Richmond, VA [Continued]

Image 35: Terrestrial Biomes Map

Image 34: Wind Resource Map

Image 36: Seismic Maps

31

CHAPTER FIVE

Existing Site

The chosen Costco site is located 13 miles (driving distance) from the downtown capital city of Richmond, Virginia. State highway 76, better known as the Powhite Parkway, is located 2.4 miles to the site’s North and state highway 288 is located 2.8 miles to its West. The site is centered between these two major thoroughfares on U.S. Highway 360, also known as Hull Street Road. Interstate 95 is a major artery up the East coast all the way from Florida to Canada and it is located 10.8 miles, driving distance, to the East of the site. The location of the site with regards to these multiple roadways makes it a highly accessible location for a wide range of people.

In total, the property contains 13.26 acres of land that is zoned C3 [Community Business District] and abuts other commercial properties, light industrial, and high density residential. The site itself it primarily pulled back from the main road, Hull Street, but still attaches by a secondary entrance and drive way making the property narrow at the north edge and flaring out towards the southern edge.

Its primary entrance is located on a secondary road, Price Club Boulevard named after the company who originally purchased the now subdivided parcel of land and added the required infrastructure to the location. At the corner of Price Club Boulevard and Hull Street Road is a traffic light with three lanes in each direction and additional turning lanes. This intersection would be enough to accommodate the extra traffic from parents, staff, and school busses once transformed into a school use.

Originally, the parcel of land was divided and sold to a variety of commercial companies. A small community bank resides to the parcel of land just to the west of the Costco with extra land surrounding that could be further subdivided.

Image 37: Site Photographs 1-6

32

CHAPTER FIVE Image 37: Site Photographs 7-12

33

CHAPTER FIVE

To the bank’s north are three vacant parcels of land that are currently overgrown fields. To the north of Costco just beyond its parking lot is a Hampton Inn hotel that is three stories tall and has 68 rooms. There is vegetation planted as a buffer between the Costco building and the hotel, but more interventions would be needed to create privacy for the school. The building that shares the hotel’s parking lot to the north with full road frontage is a Ruby Tuesday restaurant. To the east of the secondary road is a Thos. Sommerville Co. plumbing and HVAC distribution store with a vacant field adjacent to the north of the building. A Wendy’s Restaurant, Auto body Repair shop, and a car-wash reside at the northeast intersection of the roads.

Available parcels of land around the Costco are still being held by the original Price Club owner, the Price family44. These lots will be incorporated into the future school conversion plan to house sports fields, gardens, outdoor paths, and other opportunities for outdoor education. To the south of the building is a protected water shed area that has a small stream running through. There is not a water retention pond in this area because the site slopes to the south and uses the creek and city sewers to channel excess water. Surrounding the creek are protected wetlands and woodlands that will be preserved and incorporated into the function of the school.

Existing Building Structure

Construction of the Costco design is typical for big-box buildings of the region.

The exterior wall consists of concrete masonry units (CMU) stacked, grouted, and filled with rebar and concrete. The walls appear solid, but in fact they are Image 38: Site Map with Topography

34

44

Johnson, Eddy.

CHAPTER FIVE Image 39: Site Analysis Diagrams

35

CHAPTER FIVE

not load bearing and are merely self supporting as they are tied back to an interior steel structure using 6” steel clips. Steel W-shaped columns are exposed and painted white constitute the structure throughout the building. Two story columns are placed on a varying grid of 33’5” wide by 43’ to 56’ deep. The flooring of the Costco is a reinforced concrete slab with individual pad footings of 5’ square for external columns and 7’ square for internal columns. Height of the interior space is typical for wholesale warehouse distributions with a height of 26’ tall with another 4’ tall parapet at the roof level.

Roof

Image 40: Open floorplan and exposed systems

Forming the roof of the building are fully exposed open web steel trusses. These open webs allow for the systems of the building to run through without an impediment. The flat roof is constructed with a 1 ½” steel deck, ridged foam insulation (polyisocynurate core with glass fiber faced), sealed by an ethylene

Image 43: Structure meeting the walls

propylene diene monomer (EPDM) rubber membrane, and fully ballasted with 1” to 1 ½” of gravel. There is ridged insulation under the roof’s rubber membrane that allows portions of the roof to be built up in order to help channel the flow of water to central roof drains and exterior gutters.

Image 41: Two-story height interior

Systems

Heating and cooling comes from large roof mounted industrial sized Trane broad units that extend into the interior space with an equally large diffuser. These units are over 11 years old and are inefficient to use for anything else, and as a result, they will have to be completely replaced for an adaptive reuse. Starting in the 1980’s, Costco was one of the first big-box retailers to incorporate skylights into their building design. The skylights are 4’ x 8’ roof mounted acrylic fiberglass Image 42: A View down the shopping aisle

36

Image 44: Internal structure and exposed systems

CHAPTER FIVE

and are dispersed along the entrance and in the center of the building where goods are placed on low shelving and table displays. Artificial lighting for the building consists of 400W high-intensity discharge (HID) high bay light fixtures that are compact and powerful. Due to their brightness, they must be hung 15’ or more above the illuminated surface and are ideal for use in a gymnasium (and big-boxes). The lights are placed on a grid of 22’ x 19’ apart and in this building there are roughly 200 lights and 60 skylights. This building is fully sprinkled, connected to city water, piped to storm drains, uses the city sewer, and has natural gas lines.

Attributed surroundings Image 45: Mezzanine office level

Image 47: Truck accessible loading bays

Image 46: View of the freezer and access to above mechanical workings

Image 48: Structural support and footing

The exterior parameter of the building is 1,435’ ft and has an internal footprint of 111,454’ sq ft. An entrance has a covered area that holds some of the shopping carts and incorporates a series of glass overhead doors that allow it to be lightly sheltered from harsh temperatures or weather. This covered area consists of an extra 2,474’ sq ft area. The original rectangular building was added onto in the mid 1990’s to house a tire shop and that addition breaks that ridged box form on its top north-west corner. The tire center features the same construction as the rest of the building but its height is roughly 7 feet shorter than the rest of the existing building by being 17’ 2” tall with a parapet of 4’ on top. Parking lots surround the building on three sides with a total of roughly 574 parking sports (not exact due to cart returns and exterior item displays). The civil engineer for the building was Timmons in Richmond, Virginia [project 16413] and the Architect was Mulvanny G2 located in McLean, Virginia.

37

CHAPTER FIVE

Chesterfield County Demographics of the county show that Chesterfield County Public Schools are average to above average when compared to the rest of the state and the county.

The area has constantly been growing in size and its increasing population has surpassed the surrounding other counties of Richmond and Henrico in 2008.

Demographics show that Chesterfield County is primarily white, but the African American population has increased 70% over the past ten years. There is an even split of men and women and the majority of the population ranges from 35 to 59 years of age. A majority of the people own their own home and one-fourth of the population is college educated (above country average). Chesterfield is very diverse and includes a wide array of people. Their average salary of $61,000 per household is higher than the state average, but the figure combines poverty stricken areas closer to the city and out in the country with the elite class of neighborhoods sprinkled throughout the county. This portion of Virginia has

People QuickFacts Population, 2008 estimate Population, percent change, April 1, 2000 to July 1, 2008 Population estimates base (April 1) 2000 Persons under 5 years old, percent, 2008 Persons under 18 years old, percent, 2008 Persons 65 years old and over, percent, 2008 Female persons, percent, 2008

Chesterfield County 303,469 16.8% 259,821 6.6% 25.1% 7.8% 51.0%

Virginia 7,769,089 9.7% 7,079,025 6.7% 23.5% 12.1% 50.9%

White persons, percent, 2008 (a) Black persons, percent, 2008 (a) American Indian and Alaska Native persons, percent, 2008 (a) Asian persons, percent, 2008 (a) Native Hawaiian and Other Pacific Islander, percent, 2008 (a) Persons reporting two or more races, percent, 2008 Persons of Hispanic or Latino origin, percent, 2008 (b) White persons not Hispanic, percent, 2008

73.1% 22.0% 0.4% 3.0% 0.1% 1.5% 5.9% 67.9%

73.0% 19.9% 0.4% 4.9% 0.1% 1.7% 6.8% 67.0%

Living in same house in 1995 and 2000, pct 5 yrs old & over Foreign born persons, percent, 2000 Language other than English spoken at home, pct age 5+, 2000 High school graduates, percent of persons age 25+, 2000 Bachelor's degree or higher, pct of persons age 25+, 2000 Persons with a disability, age 5+, 2000 Mean travel time to work (minutes), workers age 16+, 2000

54.8% 5.2% 7.8% 88.1% 32.6% 33,715 26.1

52.2% 8.1% 11.1% 81.5% 29.5% 1,155,083 27

Housing units, 2008 Homeownership rate, 2000 Housing units in multi-unit structures, percent, 2000 Median value of owner-occupied housing units, 2000

118,173 80.9% 11.9% $120,500

3,306,389 68.1% 21.5% $125,400

Households, 2000 Persons per household, 2000 Median household income, 2008 Per capita money income, 1999 Persons below poverty level, percent, 2008

93,772 2.73 $71,327 $25,286 5.8%

2,699,173 2.54 $61,210 $23,975 10.2%

Chesterfield County 7,177 108,058 31.9% 19,830 19,086 9.7% S 4.0% F 1.8% 27.0%

Virginia 200,503 3,196,914 10.1% 502,175 529,520 7.8% 0.5% 5.8% 0.1% 3.6% 29.7%

for roughly 70,000 people commute out and 33,000 to commute in on a given

Business QuickFacts Private nonfarm establishments, 2007 Private nonfarm employment, 2007 Private nonfarm employment, percent change 2000-2007 Nonemployer establishments, 2007 Total number of firms, 2002 Black-owned firms, percent, 2002 American Indian and Alaska Native owned firms, percent, 2002 Asian-owned firms, percent, 2002 Native Hawaiian and Other Pacific Islander, percent, 2002 Hispanic-owned firms, percent, 2002 Women-owned firms, percent, 2002

work day. The main employment for the residents falls into the general category

Manufacturers shipments, 2002 ($1000) Wholesale trade sales, 2002 ($1000)

3,125,438 3,840,880

83,952,547 69,267,796

Retail sales, 2002 ($1000) Retail sales per capita, 2002 Accommodation and foodservices sales, 2002 ($1000) Building permits, 2008 Federal spending, 2008

2,865,113 $10,581 288,648 1,728 890,624

80,509,062 $11,069 10,929,429 27,577 118,526,703

Chesterfield County 425.75 610.1 41

Virginia 39,594.07 178.8 51

a rich history which was created by the countries founding heritage and “old money” that still flows through the city. Residents of Chesterfield are mostly employed within the county but its prime location, services, and access allows

of “Services” but the manufacturing industry of the county has slowly decreased over the past ten years. Retail sales have steadily been increasing and in 2008 the county recorded almost 900,000 million dollars in sales among its population of 320,000 people.45

Geography QuickFacts Land area, 2000 (square miles) Persons per square mile, 2000 FIPS Code (a) Includes persons reporting only one race. (b) Hispanics may be of any race, so also are included in applicable race categories.

Surrounding Community

FN: Footnote on this item for this area in place of data NA: Not available D: Suppressed to avoid disclosure of confidential information X: Not applicable S: Suppressed; does not meet publication standards

Within a radius of a mile, the area is comprised of multiple zonings including 45

38

The Chesterfield County Demographic and Economic Profile.

Z: Value greater than zero but less than half unit of measure shown F: Fewer than 100 firms

Image 49: Chesterfield County QuickFacts

Image 50: Daily commute into and out of county

CHAPTER FIVE Image 52: The Greater Richmond Transit Company map of bus lines with proposed addition

Image 51: Growth facts for Chesterfield County

39

CHAPTER FIVE

several variations of commercial, residential, industrial, and agriculturally zoned properties. The main artery, Hull Street, is fully developed and contains restaurants, pharmacies, banks fast-food, small shops, and other big-box stores. There are also light industrial uses that consist of warehouse, storage, and distribution buildings scattered around the area. The majority of the residential properties nearby the area are classified as high density and multi-family living units. As the distance from the main road increases the density of the properties decrease and the residential becomes more single family with some agricultural zoning.

To the north-west of the site is a state park that includes a nature center, athletic courts, playgrounds, a lake, and other activities. A few miles down Hull Street are historical buildings and plantation homes open to the public. Golf courses, sports parks, movie theaters, churches, shopping malls, and other activities are all in close proximity to the site adding possible options to a school’s curriculum.

The chosen site is not completely built out, and there are projects and developments interest in the area that make it a future location for growth mainly because of the sprawling land to its south-west and the decaying neighborhoods to its north-east. The public transit bus system for Richmond city and the surrounding counties is called the Greater Richmond Transit Community (GRTC) and spreads into multiple counties, including Chesterfield. The existing bus lines do not currently go in the vicinity of the site, but travel the major roads around it. In order to give the residents public transportation and to help revitalize the area I seek to propose an extension to the bus lines 82, 62, and/ or 67 as shown is the above image on the next page. This line extension would connect three lines and would also include stops at the state park and the local grocery store. Currently there are few sidewalks in the area and a bus line extension is the affordable and most practical way to allow residential access.

In the area there have been several businesses that have closed or moved

40

Image 53: Big-box retailers in and around Richmond, Virginia

leaving numerous vacant structures. The next block down from this site was a

will be leaving soon and they are worried about accessing goods, declining in

Lowe’s Home Improvement store that was the anchor tenant for a small shopping

property values, and increasing crime in the area46 . Across the street was a 10

center. Lowes eventually left the center for a better location 5 miles south on the

screen movie theater that went out of business several years ago. Its space was

same road and it’s large void was not be filled for many years. Only recently has

vacant for a few years till the price became affordable enough for a local church

an antiques and home goods store taken up residence inside with multiple small

to occupy it. This area has other numerous big-box buildings and most of them

companies renting out space behind the building, in the front parking lot, and

are currently floundering due to their location within the transition zone of sprawl

inside the fenced off outdoor garden center. As a result of Lowe’s leaving, the

and decay. The interest and upgrading that could be brought back to the site

shopping center slowly sank into disrepair with Kmart barely holding its ground

through the function of this Master Design project should help to support the

and keeping the center afloat. The residents suspect that the Kmart anchor

current stores and revitalize the area.

46 Interview with Susan Poe.

41

CHAPTER FIVE

CHAPTER SIX

42

Several case studies were examined to create a solid base of research for this Master

This paper attempts to begin the conversation about big-box conversion being a typical

Design study. This in depth research contains actual situations, construction, and use

practice that can suite a wide variety of tenants.

CHAPTER SIX

Case In Point

of adaptively reused big-box buildings. Studies of a vacant Wal-Mart once being the anchor tenant to a shopping mall, Charter Schools adaptively reused from a Kmart,

“The options to alleviate this problem [of vacant big-box buildings] are limited to

and a Master of Architecture thesis about adaptively reusing a vacant Wal-Mart. I did

abandonment, demolition, and adaptive reuse. Abandonment is negative for all

not intentionally focus upon Wal-Mart buildings for any particular reason except that

interested parties. The owner loses a revenue source, and the community is left with

they are prolific and have existed long before many of the current big-box corporations.

a deteriorating building that serves no meaningful purpose. Demolition is of doubtful

Generally, all the structures within this building genera are designed and constructed

value because of the cost of demolition, the limited ability to recycle materials, the

in the same manner, and their exterior cladding being the only differentiating feature. I

added burden to overtaxed landfills, the loss of the energy embodied in the existing

also examined a sustainability driven newly constructed public school in order to better

materials, and the cost of the building an entirely new structure. Adaptive reuse is often

analyze sustainable new construction of school design. These four elements generate

the preferable solution.” 47

a encompassing foundation of study that will inform the design and application of this project.

The mass migration of businesses from the city center out into suburbia where the consumers were located began in the 1970’s and 1980’s. It was during this time that a

Adaptive Reuse of Large Single-Tenant Retail Facilities (a

Wal-Mart in Winchester, Kentucky became vacant deserting the city center of this small

Case Study Analysis)

community. It was not until a MCI call center moved into a vacant Wal-Mart building

by Rodger Killingsworth and Ben Farrow.

within town did life began to reappear. This call center instantly created 500 jobs for the community and directly employed the residents that resided within in the city center. The

The number of big-box buildings within the country has become a widespread

open floor plan made a cost effective solution for conversion into a call center and is

phenomenon that is rapidly growing in numbers. As a facility becomes abandoned

often done due to the lack of programmatic restrictions that comes with the companies’

they become an eyesore, the local property tax revenue decreases, and it detracts new

form. The only major renovations that were required dealt with rewiring the electrical

retailers or manufacturing from investing in the area. Adaptive reuse of these structures

equipment and installing new generators for the building.

has been occurring for years, but is not commonly publicized. Large tenants such as JoAnn Fabric, Hobby Lobby, Burlington Coat factory and Big Lots are just a few companies

Within Charlotte, North Carolina a vacant Kmart building was converted into a kindergarten

that utilize existing big-box building rather than building new. Home depots and Sears

through 7th grade charter school names Sugar Creek Charter School. The educational

currently inhabit approximately 600 vacated Kmart stores within this country. This

organization that manages this charter school also owns several other educational

corporate strategy utilized the cheap monthly rents offered by the owners and does not

facilities that exist within big-box buildings around the US. Within this conversion a

require the financial up front costs of building new.

major plumbing retrofit was needed to bring water into the sinks of the classroom and 47

Killingsworth, Rodger and Ben Farrow

43

CHAPTER SIX

into the multiple restrooms and drinking fountain within the building. The HVAC system

virtually became vacant. The owner was not able to find a single tenant for the space due

also needed to be completely redone in order to quietly and efficiently disperse air

to its massive nature and eventually decided to divide the space and rent it to multiple

Not all charter schools are developed or maintained by corporations, and many are

throughout the building verses the mass produced central air systems that previously

tenants. The back of the building (and most undesirable) was converted into a Walgreens

commissioned and supported through individuals. The privately initiated charter school

existed. Additional skylights and small windows were added into the building to bring in

call center while the front was used for the Tractor Supply Company. The addition of

are often a reaction by the community who feel that the public school were lacking in

natural light. The director of the school said that he “is thrilled with the new school home.

these two companies brought over 500 new jobs to the location and once again brought

one way or another. Generally, charter schools cater to a specific demographic of people

”It’s beautiful. We have large classrooms and windows looking in from the hallway. It

people back into the mall to shop. The renovations that took place for this conversion

and seek to help them succeed where they would otherwise be lost within the public

works great.””

contained creating separating partitions, new employee and customer entrances, new

school system. Many charter schools tend to stay out of the spot light because when

HVAC, plumbing, signage, and new lighting fixtures. This shopping mall located in

they become highly visible they are often over scrutinized to the point where many are

The original shopping mall of Southgate Shopping Mall was built in 1962 and consisted

Muscle Sholes, Alabama still stands as the conversion states but the mall never fully

required to spend large amount of time and money on acts of beaurocracy and cannot

of 250,000 sq feet of retail space. A Woolworth’s store was its main anchor tenant and

recovered the loss of business and still remains almost 40% occupied.

afford to run their school.

48

when the company went out of business a new up and coming company called WalMart took its place. Just like the tenant before, Wal-Mart brought people to the mall and

Big Box Reuse: The Charter School

helped the business for other retailers. As Wal-Mart grew fully into the space and their

By Julia Christensen

sales plateau they decided to move across the street in order to expand and increase

A charter school, duly named Charter School, located in Buffalo, New York occupies a 68,000 sq ft Kmart building within an 11 acre site that remained abandoned for 12 years.

The principal of the Charter School states, “I used to work in a traditional school building,

their sales on merchandise that would not fit in the existing store. The original space

More charter schools reside within renovated big-box building than any other single type

and the curriculum there was often hindered by the structure. Since we are a new school,

remained vacant for over eight years mostly because other big-box retailers did not want

of institution found today. Charter schools gravitate towards occupying these building

we don’t have any set guidelines about how out school is supposed to look. We are not

to move into the space and compete directly with the new Wal-Mart on site. During

type because the large open nature of the building type allows for ample expansion space

bound to the traditional school building. We are adding new grades that we teach here;

this period of vacancy, revenue for the existing tenants dropped steadily until the mall

that can be slowly filled as the needs of the school develops.

we are currently K-6 and are in the midst of applying for the license to teach K-8. By

48

starting with an empty shell that we can build into, we are able to grow as we go.”49 It

Killingsworth, Rodger and Ben Farrow Laws passed throughout the years have made charter schools commonly owned and

was highly beneficial that the building be placed on one level so it maintains completely

financed through corporations. These private corporations have the knowledge and

ADA accessible from the start. The large interior spaces that can be converted at intervals

financial resources to manage a large range of charter schools in multiple locations

as the school grows is a large plus for efficient construction due to being sheltered from

and across state lines. These schools share the same educational charter and abstractly

snow or direct summer sun.

forming a dispersed public school district. All the money that flows into the main entity

Image 54: Current Southgate Shopping Center in Muscle Sholes, AL

44

is equally distributed into all the schools creating a reliable financial source. Despite

The project was a turnkey operation that grew in cost of the project progresses. The

their type of ownership, charter schools still receive money through private sources

price for the original structure and land was roughly 1.6 million dollars, and the cost of

and through the government, but laws from state to state dictate how the public-private

the initial renovation was roughly 750,000 dollars. The school organization decided to

merging may go.

reuse the big-box because it offered straightforward construction methods and systems 49

Christensen, Julia

One Stop Community Center- Adaptive Reuse of a Vacant

educational buildings have changed drastically in the last fifty years, classrooms must

Wal-Mart

be larger, and sprinkler systems and wheelchair accessibility are necessary. These new

by Heather Dysart

regulations make all vacant school buildings in their town basically obsolete.”

CHAPTER SIX

that were exposed and did not conceal any surprises during renovation. “The codes for

50

This Master of Architecture thesis from the University of Nebraska seeks to redevelop The design of the school had one large limitation- do not touch the existing column

Wal-Mart into an adult education / community center. The project considered the aesthetic

support structure. As long as the renovation was built around the existing column grid,

considerations, program elements, integration of light, adding entries, addressing the

then the structure would function today the same as it did yesterday. Bringing natural

large parking lot and aspects of sustainability. The chosen building is located within

light into the interior spaces was an important issue for the creating and maintaining an

Lincoln, Nebraska in a developed area for ease of access and continued use. Designing

interior quality. The classrooms are lined around the parameter of the building where

for an adult educational community center gives the project full visibility and use within

large windows were cut into the existing facade. The center of the building was walled

the community. This center of education seeks to help reinvest in the local community

off and will eventually become an auditorium space when they obtain funding and reach

by offering GED classes, computer classes, athletics, foreign languages, and even

critical mass. The ample amounts of space within the new school provided wide hallways

childcare.

that reduced the common public school feeling of being crammed. The Charter School’s Principle states, “We believe that the more space you have, the fewer issues you will have

Converting the building from a typical large retail facility into another use demands

with disciplinary problems. In my experience, children are better behaved with they are

focus upon interior lighting and circulation. The flat roof could provide usable space or

not cramped.”51 The gym was placed within the existing auto body shop and extensive

potentially a vegetative roof to add an experiential quality to the project. Little sustainability

work was done to level the sloping floor and fill in the mechanic pits. Only a faint outline

currently exists within the Wal-Mart building design and construction, but elements of

on the existing façade shows were the previous auto body shop attached to the main

environmental consciousness should be added to the adaptive reuse. The overreaching

building. Dropped-down acoustic ceiling was installed thought the entire building bring

parking lot contains more space than what is needed and portions could be redesigned

the ceiling height to 9’6”. The mechanical, electrical, and plumbing systems efficiently

for parks, open green space, and gardens for community use.

ran throughout the entire space above the new ceiling. The existing HVAC system could not be reused for this project and a complete overhaul of heating and cooling was

Analysis was done to determine if the site of a new adult community center would be in

commissioned. The existing plumbing was buried beneath the slab and in order to add

direct competition with existing libraries and community colleges. The area of reference

new bathrooms a trench was cut out of the slab and re-patched as the school program

around the site did not include any functions that would be duplicated within the new

grows. The school is successfully in use today and has almost reached capacity.

center. Zoning and a demographic study were done to determine the needs of the people to obtain a portrait of the common people that would attend the community center- thus

50 51

Christensen, Julia Christensen, Julia

being able to cater to their needs.

Image 55: Charter School in Buffalo, New York

45

CHAPTER SIX

Roy Lee Walker Elementary School Several case studies were documented from Julia Christiansen’s book Big Box Reuse (as

Mckinney, Texas

noted above). From these the author extracted several pros and cons of previous adaptive big-box projects that related to her study. Some pros that were documented were that

Opening in 2000 in McKinney, Texas (30 minutes north of Dallas), the sustainable

adaptively reusing big-box building offer the ability to (1) maintain the original façade or

oriented new Walker Elementary school immediately stood out from the rest. Holding

can easily manipulate it easily if needed (2) contain an open floor plan for ease of use and

roughly 600 students, this elementary school focused on sustainable design as a 3-D

accessibility (3) have ample space for circulation (4) may offer two story interior heights

teaching tool and to decrease the building’s consumption of natural resources. This

that could allow for a mezzanine (5) and being an overall unique project. Some of the

building was the first sustainable school in the state of Texas and was not afraid to show

pros gathered stated that (1) building can still resemble its original form and turn people

off its stone and metal water cisterns, windmill, nor design for solar orientation. These

away (2) lack of natural light requires the creation of many openings through the building

features among many others helped it be nominated for several awards and to become

envelope (3) existence of vast parking lot (4) and the tendency to be conservative with

a sustainable success.

design and maintain a low and consistent ceiling height. An experiential “eco-friendly” Wal-Mart was examined to determine what green elements could be added to the reuse

“2002 - Dallas Chapter of the American Institute of Architects Citation of Honor Award to

of the building. This experiential Wal-Mart used bioswales, shading devices, used white

McKinney Independent School District

material for the roof, a small wind turbine was placed on the property, solar panels were

2001 - CEFPI International Exhibition of School Architecture Award of Distinction

added to the roof, and some rain water was collected.

2001 - TASA/TASB Exhibition of School Architecture Caudill Award Winner 2000 - American Association of School Administrators, American Institute of Architects,

Programmatic requirements were collected and were determined to be 179,341 sq ft.

and the Council of Educational Facility Planners International Shirley Cooper Award

Having extra room in the existing building, the program was manipulated to create the

1999 - The American Institute of Architects Earth Day Top Ten Environmentally Responsible

best possible arrangement and sizes of spaces. The new program was determined to be

Design Solutions” 52

195,000 sq ft. Throughout the rest of the book there was little justification documenting the program creation, and the design ideas were not shown to be grounded with any

The school opened in 2000 and was designed by SHW Group. The site consists of 8.5

proof of real world construction techniques or cost. The rest of the book shows sketches

acres and the cost of the project was roughly $8.6 million translating into $125 per

and final images with little documentation for how it would be actually built, function,

sq ft of space. The building contains a detailed list of sustainable features that include

or for the experience within the project. At the end of the book, the project became a

light scoops, motion detectors, light sensors that maintain a constant level of light

community center and the adult education center was dropped. The lack of documentation

whether through artificial or natural means. Rainwater collection, solar hot water heating,

of design intent makes me question the amount of thought that went into the project.

6 large water cisterns, and a windmill are all environmentally responsible elements that deal with water on site. Exterior sun dials, a water habitat, native landscaping, and Image 56: Wal-Mart conversion into a Community Center

46

52

Roy Lee Walker Elementary School

CHAPTER SIX

a student garden expand the classroom to outdoor usage. Environmental sensitive building materials such as recyclable carpet and wall insulation maintain the concept of sustainability on multiple scales. “Instead of the concrete-and-glass sameness that often passes for modern educational design, six large stone cisterns squat near the building, each brimming with nearly 10,000 gallons of rainwater that has rolled from the school’s roof during the region’s window-rattling thunderstorms. Nearby, a 30-foot windmill twirls languidly in the breeze, powering a filtering system that removes sediment from the collected water, which is used to irrigate the buffalo grass and other native vegetation that fill the grounds. Slanted solar panels poke up from the roof of the single-story building, and inside, the classrooms are lit not with the cold gray glare of fluorescent lights but with the warmth of natural sunlight.”

53

The school embodies a deep appreciation of environmental stewardship and awareness which transfers into the students that spend their 4 years of education here. The school building virtually acts as a science project 360 days a year and the students are able to see how their actions cause reactions with nature. A speaker at the National School Boards Association convention stated, “If you hear something, you retain 10 percent of the information. If you read something, you retain 20 percent. But if you experience something, you retain more than 70 percent of what you’ve learned.”54 The sustainable features inherently foster improved academic performance and stewardship. By the time the students graduate (from elementary school) they fully understand and incorporate the ideals of sustainability, whom emit the ideals to their families and their communities creating a spread of information.

53 54

Furger, Roberta.

Furger, Roberta.

Image 57: Roy Lee Walker Elementary School

47

CHAPTER SEVEN

48

The design process began with the exterior factors of the site both physical and social

high point on the north-west corner, 376’ above sea level, and on the lowest portion at

(as stated in the previous chapters) and gradually worked inwards increasing in focus.

the south-east edge along the creek at 332’ above sea level. This overall grade change

This transition from the outer context towards the inner realm created a dialogue

of 44’ is from the main road to the creek, and each line on the following topography

between the continuing constricting circles of influence that directed and influenced each

map denotes a grade level change of 1’. Now, the site generally slopes to the south-east

corresponding relationship through the process of design.

and then levels dramatically drop off as it reaches the southern edge of the property.

CHAPTER SEVEN

Designing Chesterfield Charter School

Previous site work for the existing Costco building leveled out a 5 foot tall peak in the

Topography

terrain directly under the north-east corner of the building. The rear of the site was also leveled out to form the flat driving lane around the rear of the building and then the

The physical site that was considered for this study consists of the original Price Club

terrain quickly drops off roughly fourteen feet towards a natural creek. Once, the area was

plot of land that now contains a Hampton Inn Hotel, a Ruby Tuesday Restaurant, a

completely wooded and portions of the existing woods can be seen along the southern

bank, a small car lot, and a private business which can be seen in the site plan on the

and western borders of the site. These wooded portions contain both old growth and new

following pages. This plot of land for study consists of 987,103 sq ft of surface area.

growth deciduous and evergreen trees.

The impervious cover created through the existing 594 parking spaces, several roof tops, and driving lanes came out to be 74% of the entire site at 732,277 sq ft. This amount of

Besides a few crapemyrtle trees and medium sized oak and maple trees, the interior of the

impervious cover has reached the local code’s maximum allowable ordinance. As a result

existing site contains minimal vegetation. Existing within the parking area are numerous

of these figures, there cannot be any addition of impervious cover on the site and if any

parking islands landscaped with grass and large evergreen ferns. This minimal interior

additions to the buildings are created, then there must be a reduction of surface concrete

vegetation provides neither shading for the parking lot nor significant water absorption.

or asphalt in order to stay below the 75% allowable courage. The existing amount of

In between the rows of parking are 6 downward facing street lamps that illuminate the

impervious ground cover creates a large volume of surface water runoff that requires

parking at night. Upon entering the site at the primary and secondary entrances, the

intensive storm water management systems to gather and displace runoff elsewhere.

progression to the building is steadily down hill. As a result of the sloping terrain, the

Reducing the need for significant storm water infrastructure through natural means

most visually prominent signage for Costco is its logo painted upon the north-west

would decrease the amount of water being dislocated and naturally reduce the amount

corner of the building. There is a small sign on the main road at the traffic light, but due

of pollutants that are washed off the asphalt surface. Reducing the impervious cover

to local codes, the sign is below 8’ tall and often obscured by the surrounding plants.

sporadically and effectively throughout the site would create an equal dispersion of the surfaces and allow the water to naturally percolate through the local soil.

* Although the actual site resides on a diagonal that is tilted 32 degrees to the east of true north, many of the following images in this chapter will appear perpendicular to the

Originally, the site contained a much more varied terrain than what currently exists. What

page edge for ease of readability.

can be seen today is the man made leveling out of the terrain to create a topographical

49

CHAPTER SEVEN

Existing Costco Big-Box Building

The existing building’s façade is primarily made of standard grey CMU blocks with accents of salmon colored split face CMU blocks to add color and visual datum lines around the building. These colored blocks are placed high on the ends and step down in two tiers to create a colored plinth around the base of the building. Due to the site’s grade change of 5’ underneath the building, the rear of the structure requires a flight of stairs to connect the sloping grade to the foundational slab. On the south-west façade a designated area adjacent to the building contains all the mechanical equipment, dumpsters, and staging area alongside the multiple loading docks. This side of the building is unsightly, but houses the utility functions of the existing building.

Costco’s existing main entrance consists of a series of glass overhead doors allowing large loads to enter and exit the building. These overhead doors also act as protection from the elements and creates a visual barrier to the building’s entrance (but providing minimal security and insulation). The main entrance is covered by a green standing seam metal roof that is unique to the rest of the building visually noting the entrance. Located besides the main entrance is the recent addition of the Auto Center. This addition is lower in height than the rest of the building, but is constructed in a similar manor to the existing structure utilizing the same materials.

Visually, the interior of the existing building is bare with its exposed and sealed concrete floor, exposed mechanical systems, and white pained doors, walls, columns, girders, and beams. There are a total of 18 vertically sliding overhead doors, 10 metal exterior doors, and 29 interior doors. The building is naturally lit along the center by 59 unevenly distributed skylights. The building relies primarily Image 58: Existing Site plan and section [scale: 1”=160’]

50

CHAPTER SEVEN Image 59: Existing site plan rendered with topography lines [No scale]

51

CHAPTER SEVEN Image 60: North-West existing building facade [scale: 1/32”=1’0”]

Image 61: North-East existing building facade [scale: 1/32”=1’0”]

Image 62: South- East existing building facade [scale: 1/32”=1’0”]

Image 63: South-West existing building facade [scale: 1/32”=1’0”]

52

CHAPTER SEVEN Image 64: North-West to South-East section cut through existing building [scale: 1/32”=1’0”]

Image 65: South-West to North-East section cut through existing building [scale: 1/32”=1’0”]

Image 66: Section cut through existing building at the Auto Center addition showing mezzanine level [scale: 3/32”=1’0”]

Image 67: Typical wall section [scale: 3/32”=1’0”]

53

CHAPTER SEVEN Image 68: Existing ground floor plan [scale: 1”=50’]

54

Image 69: Existing mezzanine floor plan [scale: 1”=50’]

powered industrial metal halide lighting throughout the building. Located in the

of the main structure and are pulled back from the exterior CMU walls creating

middle of the building are three rectangular freezer cases that are incorporated

roughly a foot wide gap. Interior partition walls are constructed using metal

into the poured slab of the building. These cases do not attach to the primary

studs and gypsum wall board with standard batt insulation unless specified

structure but the interchange of the systems at these locations is complex. In

for the kitchen or the freezer areas within the south-east area of the building.

order to remove these cases, the concrete floor in this area would need to be

Removing any interior partitions would only require cutting the fasteners that

removed and all the electrical and mechanical systems properly terminated.

connect them to the concrete slab. This removal would later require an aesthetic

CHAPTER SEVEN

the surrounding building. Interior partitions are also constructed independently

PRODUCED BY AN AUTODESK STUDENT PRODUCT

upon artificial light, but the sunlight from the skylights takes the edge off the high

PRODUCED BY AN AUTODESK STUDENT PRODUCT

8' - 0"

treatment to resurface the concrete slab but would not alter the structure of the Consisting of 1,913 sq ft, the existing mezzanine level occupies roughly 1.5% of

building. Inside the mezzanine level are the corporate offices, restrooms, break

the building footprint and is located inside the north-west corner of the building.

room, and storage. There are no exterior windows within the Costco building,

Existing construction consists of small square metal columns supporting a floor

but only small interior windows within the mezzanine level looking down onto

frame of poured concrete over metal decking. The mezzanine’s construction does

the warehouse floor.

4' - 0"

not incorporate the major internal steel structure making it easily removable from

ROOF- Existing 1" = 50'-0"

Image 70: Existing roof plan [scale: 1”=50’]

PRODUCED BY AN AUTODESK STUDENT PRODUCT

1

Image 71: Interior perspective of existing Costco space [no scale]

55

CHAPTER SEVEN Image 72: Solar shading studies of existing site conditions [no scale]

56

Image 73: Wind analysis of existing site [no scale]

CHAPTER SEVEN

An analysis was done on the solar orientation of the building to determine the amount of direct sunlight and shade that would be projected upon the facades and any new window openings. The existing forest acts as a shading barrier to portions of the southern façade during the winter but not in the summer. This translates into the need for having exterior and interior sun shading devices on the south, east, and west facades to reduce solar radiation and glare. The north façade in this latitude does not require shading and large expanses of glass are ideally placed here for natural lighting. In the summer months, the southern facing portions of the building will receive immense solar gain and besides the additional shading devices, natural ventilation will be needed to help reduce mechanical cooling loads. The wind diagram of the site and existing building shows that a diagonal along the north to south corners of the building would channel the wind and help to create internal pressure to create natural ventilation. The flat area of paving at the north corner of the building creates an eddy in the parking lot, but this location’s open nature cause the wind to be easily dispersed.

Standard big-box construction was used to build the roof consisting of exposed open webbed metal trusses that are 3 feet deep from column to column forming square grids. Spanning from main truss to main truss are a series of smaller open web metal trussed that are 1‘6” deep and occur at a frequency of every 2’0”.

Resting upon the meal trusses is metal decking with a single to multiple layers of ridged insulation used to build up the roof plane. This helps to shed water into the interior roof drains and exterior gutter system that is directly connected to the storm water drains. The ridged insulation is covered by a rubber membrane and then covered by a gravel ballasted. By design, the main steel structure of the building exists primarily to uphold the roof and the mechanical equipment that rests upon it. Several Trane commercial grade HVAC units sit upon the roof and Image 74: Early design intent sketches [no scale]

57

CHAPTER SEVEN Image 75: Main design developments [scale: 1”=50’]

58

CHAPTER SEVEN

punch through into the interior of the building around and through the existing skylights. Any reduction of the roof’s construction would not alter the loading ability of the existing steel frame, however an addition of weight upon the roof would require additional structure and reinforcement.

Proposed Chesterfield Charter School Building

Existing site analysis, climate analysis, social context, educational requirements, and prescribed use as a charter school formed the basis for a successful design. The design process began with pages of quick and simple diagrams that were being created during the research portion of the project. As seen in the image 74 these sketches started out very general, and as the research evolved, so did the building form.

Creating a charter school within an existing big-box building is a challenging opportunity

Image 76: Elements of existing building [scale: 1/16”=1’0”] Image 78: Abstract arrangement of school program

not often undertaken. Using a common building type in an unusual way makes its juxtaposition something to be celebrated. The encompassing design for this adaptive reuse project is to validate the existing building by preserving the essence of its original form and structure while celebrating newly created moments within the new project. This play between the additional elements and the existing structure will create a dynamic space that makes an occupant want to understand what is original and what is newly added. A close relationship between old and new can by seen in the peeling away portions of the structure revealing its layers. Adding additional vertical and horizontal layers within the building acts to preserve the original form, but gives the redesigned building new life and movement through the addition of depth, texture, color, and scale.

The following sections describe the central forces of a school building’s function and how the needs of the future join with the existing elements of the pursuit.

Image 77: Developed placement of school program [scale: 1/16”=1’0”]

Image 79: Appropriate sizing of required spaces

59

CHAPTER SEVEN Image 80: Plan iteration one [no scale]

Image 81: Plan iteration two [scale: 1” = 100’ ]

Image 82: Plan iteration three [scale: 1” = 100’ ]

Central Access

hallway also creates visual wayfinding from the main entrance into the interior spaces of

cafeteria, administrative spaces, and large lecture spaces (popular within the community).

A major form that took shape within the design process was the diagonal central hallway.

the building. Preserving the open two-story interior also creates a dynamic pathway that

The central core of the building contains the group use functions that create people

This diagonal cut through the building allows light to pour in, capture natural ventilation,

would allow for a straight line of visual security throughout the building.

interaction while still being highly visible to the staff for security and order. Functions

and connect the main entrance with the private wooded area of the site. Due to the hot

60

that work well in the central core of the building are the cafeteria, library, restrooms, and

summers and snowy winters in Virginia, it was important for a central cut to be enclosed

Orienting the programmatic spaces along this central spine creates a fluid transition from

auditorium. Private spaces, including the classrooms, should reside away from the busy

to ensure year-round use. Using the diagonal element as the main hall for accessibility

public to private use as it flows from the busy main entrance to the less traveled rear

and noisy zones and should be close to nature to take advantage of calming views out of

defines the space as a central spine joining the two halves of the project thus creating

entrance along the wood’s edge. The northern edge is connected to the parking lot and is

the windows, and to create “outdoor classrooms” whenever possible.

interaction with a wide variety of people throughout the day. The long, open main

easily accessible for public use. Public spaces that are ideal within this zone are the gym,

CHAPTER SEVEN Image 83: Plan iteration four [scale: 1” = 100’]

Image 84: Plan iteration five [scale: 1” = 100’]

Programmatic Needs

additional steel structure needed thus heavily reducing the cost of the adaptive reuse.

charter school in the whole state of Virginia.

Through using the standard Virginia Board of Education program specs the required

Having a smaller mezzanine also makes for an open internal footprint that would easily

spaces for the project were calculated. In order to fit all the required spaces of a typical

allow for future expansion in later stages. The open two story volume create dynamic

Main Entry

700 student public school, roughly 40% of the building would need to be on the

spaces for plays of light and shadow. As a side note, this project is modeled after

The new entry will reside close to the original entrance but become more prominent

mezzanine. This figure does not include extra space allotted for light wells or gathering

public school requirements and usage in order to eliminate many of the arguments that

and visible by commanding the corner of the building. This new placement is where the

areas. To create a properly designed school program filled with light and open spaces,

Virginia Representatives have about charter schools showing favoritism and containing

previously highly visual Costco logo is now on the building. This location is seen when

the student size was reduced to 500 to allow the mezzanine to occupy only 20% of

an alternate building program. Through fashioning the charter school in the likeness of a

turning off the main road at the traffic light and its view continues as the driver approaches

the program. Reducing the amount of mezzanine space also reduces the amount of

typical public school, this new school will have a greater likelihood of becoming the 5th

the building along the secondary road. Complimenting the entrance is a covered roof

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CHAPTER SEVEN

area that projects from the building’s interior geometry. This covered element becomes a foreshadowing of what will follow throughout the rest of the adaptive reuse. from a design perspective, the covered entrance way also acts as a transition point between the parking lot and drop-off areas thus helping to guide people into the building.

Major Space Requirements The placement of the gym and the theater proved to be the most challenging within the project because both uses require large open spaces with little to no internal structure.

Large open bays at the north-west façade were just tall enough to house a single high school sized basketball court. Working around the existing column grid creates strange orientations for a typical gym but its placement next to the main entrance and adjoining the parking lot was ideal for community use. The theater space is sized to fit the entire student body for school-wide gatherings, sports games, and graduation exercises.

Internal columns are present within the gym, but do not impede the required playing area for either the basketball or volleyball court. If a column were removed, then the roof would need to be removed, and all the beams and girders in the tributary areas would then be increased in size to carry the additional load. The decision to create a new theater outside the building came from the requirement of removing and adding new massive structure in all the surrounding bays. This increased the cost but still did not solve all the problems associated with placing a theater within a big-box building. By placing the theater where the existing truck bays are located upon the existing 5’ level change allows for the efficient creation of a sloping theater floor. The orientation of the theater follows the central pathway of the building helping to lead visitors through the building and create an ideal end to the axis of the main hall’s interaction.

Courtyards An original design concept for this school is to add a central courtyard gaining natural light and direct access to the outdoor environment. However, research states that an enclosed courtyard is not an ideal space for a middle school child (grades 6-8; ages Image 85: Finalized ground floor plan [scale: 1” = 40’ ]

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CHAPTER SEVEN

11-15). At this stage in a child’s development they often feel enclosed and associate a contained courtyard space with a prison-like atmosphere. If a courtyard is used, then it has to be pulled to the exterior and have direct access and sight lines out of the building complex thus reducing the emotional feelings associated with being confined. Using this concept, triangular courtyard spaces have been cut out of the existing building and are surrounded by ten classrooms each. Every classroom is stepped back with a truncated edge in order to preserve views and increase ease of egress outdoors. The corresponding truncated wall facing the rear of the site is fully glazed to give each room ample amounts of light and direct views out into the forest. Connecting each classroom to a central exterior courtyard allows for mixed class gatherings (including team-teaching) and for students (and their education) to easily spill into the outdoors.

Administrative spaces The functional core of the building lies within the administrative spaces located at the main entrance of the building adjacent to the drop-off area and the buss loop. This prominent placement gives faculty and staff a constant view of the happenings of the building obtaining visible information and needing providing security. Upon entering the building, the first space a visitor encounters is the wall of glazing that looks into the main office/ welcome desk. Here a visitor can be visually drawn inwards to obtain information, pick up a child, or sign in. Other administrative spaces are split between the ground level and the mezzanine level creating a circular path of faculty traffic thus ensuring that there are “eyes on the street” throughout the day. The most commonly used office spaces are placed on the ground level while classes and offices that need serenity such as testing rooms and special education spaces reside on the mezzanine level.

Mezzanine Level Access to the mezzanine and the usable green roof occurs towards both at the beginning of the main diagonal hallway and at the end of the main classroom hallway. Movement

Image 86: Finalized Mezzanine floor plan [scale: 1” = 40’]

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CHAPTER SEVEN

up and down the main stair and secondary rear stair creates visual security by having a constant presence of faculty and staff. Placing the stairs along the major hallways adds an extra element of vertical movement within the two-story space that leads to the usable green roof. The roof of the stairwell leading to the green roof is mostly glass to allow natural light to filter down into the spaces below and draw people up into the light as they ascend the stairs. An elevator is placed within the center of the administrative space to eliminate misuse by students and provides ADA access to all three levels.

A teacher’s lounge is placed at the corner of the mezzanine overlooking the main hallway and stairway to the roof. This location is ideal for teachers to relax above the busy hallways below while still maintaining a visual over the students. At the southern end of the mezzanine level is a large dedicated room reserved for future expansion. This flexible space can be used for storage or can be broken down into several rooms as the needs of the school grows.

Amphitheater Friendly gatherings, out of class educational moments, and unique events can easily occur within the multiple amphitheaters used throughout the site. A large concrete amphitheater ends the diagonal main hallway and steps down to meet the descending topography behind the building. Curves from this amphitheater are extended into the patio-like space and flow around to a retention pond at the site’s edge. This fluid movement creates intriguing site lines along the exterior and acts to soften the hard edges of the bigbox building. A small amphitheater is placed at the center of the building (adjacent to the library and the cafeteria) to provide interior seating for classroom lectures, book clubs, lunch seating, and other impromptu gatherings. The descending and sunken levels within the interior amphitheater are easily in view from the open stairway leading to the mezzanine level and through windows in the library’s office and work room. As opposed to the open sky ceiling in the exterior amphitheater, the interior amphitheater has a Image 87: Finalized roof plan [scale: 1” = 40’ ]

64

pin-up and display area. This area, lined with seating uses and alternating floor covering

two-story main hall way.

to better define the space. Natural light in this area produces a dynamic location for students, teachers, and visitors alike to dwell within.

Classrooms

future installment of a darkroom or kiln if desired and budget allows.

Roof A usable roof is contained over the mezzanine level and has three different access points,

All the educational classrooms are roughly the same size and layout with a few exceptions

Elective Spaces

two enclosed stairways, and an enclosed elevator. All access points are close to faculty

for rooms located at the ends of the hallways. The classrooms maintain the two-story

Educational classroom spaces reside on the northern portion of the building divided by

and staff presence to ensure safety and control over this level. This space builds upon

interior height with exposed trusses while several areas maintain the original skylights

the main hallway. On the southern portion of the building are the support spaces including

the structure and construction of the existing roof by simply placing large slate or flat

from the Costco construction. A drop down acoustical cloud within the classroom

the elective rooms. These electives spaces are aligned against the exterior perimeter in

substrate upon the ballasted roof evenly spaced apart. This separation allows for the

space correctly portions the height of the room for a school’s use and contains sounds

order to allow natural light into each of the spaces. The only exception to this rule is with

water to seep in between the tiles and drain off the roof as it has done since its original

dampening materials to minimize the level of noise. Attached to the bottom side of the

the Chorus Room which would not fit along that perimeter. Its requirements to access

construction. This portion of the roof is contained through several low height walls that

acoustical cloud are hanging light fixtures and ceiling fans. Up-lighting is used on top of

the outdoors and connection to the theater were far less than the other electives. The

connect the parapet with the interior clerestory. To level out the roof plane and to give

the cloud to illuminate the building’s structure and mechanical systems while providing

Chorus room still maintains ample natural light levels by having a long line of windows

more space between the roof substrate and the walking surface, crushed asphalt from the

reflected light that creates a pleasant indoor atmosphere. Each classroom contains a

just below the clerestory inside the main hall.

demolition of the parking surface is recycled and used as ballasted material. An extensive

sink for use in daily activities. Built-in furniture is not specified for the rooms in order to

vegetative green roof tray (containing succulents or grass) can be added to part of the

have an open floor plan for each teacher to arrange the space to meet the needs of the

The shop, cafeteria, gym, and theater all rely on exterior access by both individuals and

usable roof instead of the hard walking surface, but the entire roof cannot be clad in trays

children and their area of study. Located outside every classroom (in the hallways) are

trucks for their needs. Existing placement of overhead doors were preserved for these

due to the extensive load added unto the structure of the building. This space physically

individual pin-up boards to display student works, event notices, and information for the

spaces and other overhead doors that were discarded during the demolition phase were

demonstrates the mechanics and construction of the building and allows the student to

students. These displays fill the halls with color and become visual examples of what

conserved and reused. The theater contains a back stage and two levels of side storage

see and touch the workings of a typical roof. This area also has dynamic views over the

every class is learning.

that directly connect to the drama room. This connection allows for staging props,

site and can act as an outdoor classroom. A small glass greenhouse is constructed upon

actor access, dressing rooms, and alternative access for productions. Expanding this

the roof over added interior columns. The gutters on the green house collect rain water

connection into the band room which is directly connected to the drama room.

in small cisterns for use in this area.

flanked with lockers on either side. These lockers are aligned in a continuously undulating

The most unique space of the building in a large wedge shaped room that houses the art

Photovoltaic panels are added to the roof directly adjacent to the usable roof area for ease

line that gives visual movement along the long hallway. This hallway has several seating

room. Residing at the end of the main hallway and having direct views and access to the

of maintenance but are separated by the low height wall to ensure that the panels and the

areas placed within niches at the entry/exit points into the courtyards that create intimate

outdoor amphitheater and the forest creates a dynamic space for the creation of works of

students are protected from hurting each other. The panels are oriented for optimal solar

places for study or conversation. The floor to ceiling wall of glazing at these points allows

art. The art class can easily spill into the main hallway or to the outdoors to cater to the

exposure and a series of 3 panels tall by 10 panels long are ganged together and lifted

natural light to flood into the hallways creating visual plays between light and shadow

creative needs of the children and the projects. Natural light pours through its multiple

into place for ease of installation and attachment. The available space for solar energy

along the long hallway. At the exterior point of the classroom main hallway is a large

arrangements of windows on two corners of the building and extra space is provided for

production is very large and the whole roof could be clad in panels. However, the cost

Classroom Main Hall

CHAPTER SEVEN

lowered ceiling with recessed lighting to create an intimate feel within the expansive

A centralized hallway that connects the classrooms to the main diagonal hallway is

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CHAPTER SEVEN Image 88: New design of the North-west elevation [scale: 1/32” = 1’]

Image 89: New design of the North-east elevation [scale: 1/32” = 1’]

66

is from the south-east classroom across the building to the gym. In the gym, the child

lot and the sidewalks here are larger to accommodate an increased number of students

exceed the energy need for the school.

can have class or will touch base with the teacher before heading out into the sports field

at one time. Busses have a private loop in and out of the site for ease of egress and the

adjacent to the building. When outside the building, there is a primary entrance on every

stop light at the entrance to the site can be timed accordingly to release the students.

Pathway

faรงade and secondary entrances that correspond to particular functional spaces. No

Upon enter the building traffic flow occurs down the diagonal main hallway. After the

matter when the child is during the middle of the day, they will always be half way to the

Shade

child makes it to their first classroom of the day located at the rear of the building then

cafeteria for lunch due to its central placement within the school. At the end of the day

Natural light is an important factor in the design of this project. Lighting a space naturally

he or she ventures to other parts of the building but continually returns back to the

the busses will be parked along the north-east parking lot perpendicular to the classroom

reduces energy loads and greatly increases the emotional quality of the space and the

classroom main hallway to access their locker. The furthest point that a student will travel

main hallway. There are two main exits from the building leading into the buss parking

mindset of the child. Light can penetrate into the interior spaces through the row of

CHAPTER SEVEN

of a full system would require a sizable down payment and the number of panels would

Image 90: Aerial view of new design focused on the north elevations [no scale]

67

CHAPTER SEVEN Image 91: New design of the South-east elevation [scale: 1/32” = 1’]

Image 92: New design of the South-west elevation [scale: 1/32” = 1’]

68

When the tree sheds its leaves in the winter light passes through the bare branches deep

only absorb excess noise that reflect off of the concrete floor but also slightly reflect the

inside the classrooms. Windows placed high upon the wall allow light to reflect off the

into the space to help heat the interior areas. Overhangs and the parapet on the roof

natural light. These clouds help to define the spaces and are oriented along the pathways

interior walls and ceiling to create creating a diffused light on the surfaces below. This

level create minor shading lines upon the building to help soften the ridged lines of the

to help guide people through the spaces. Their edges are pulled away from the perimeter

reduces direct glare within the space and an added light shelf reflects the natural light

original big-box form.

walls and from each other by 2’ - 4’ allowing for the structure, systems, and light/ shadow

deeper into the space. Because light levels are too strong upon the facades oriented into the rising and setting sun, wooden and metal shading devices have been attached to the

CHAPTER SEVEN

clerestory windows along the main hallway and from lofty windows above eye level

to be seen from the ground floor. Illuminating lighting strips are attached to the side of New Ceiling Heights

façade over the windows. These shading devices allow for views out but protect against

the clouds facing the roof to further illuminate the systems and the construction of the building- a site not often seen nor analyzed by a students. The play between covering and

long periods of excessive sun exposure. Natural vegetation in the form of deciduous

Dropped down within the interior spaces are acoustical clouds that are suspended at

revealing the workings of the building creates another level of education and extends the

trees creates shade upon the building and the people beneath in the summer season.

different levels to alter the scale of the room. Acoustic materials within the clouds not

level of the space past the clouds.

Image 93: Aerial view of new design focused on the south elevations [no scale]

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CHAPTER SEVEN

The following areas are listed from the greatest ceiling height to the lowest ceiling height within the new school: (1) In the public main hallway the clouds are hung at 24’ above finished floor just above the existing main steel trusses. Hanging from the clouds are rows of drop-down linearly designed pendent lighting fixtures that bring down the height of the space and the luminance level closer to human scale. The gym is the only space within the building that does not contain acoustical clouds and the existing roof, mechanical systems, and original lights are preserved and exposed. During the demolition phase many of the existing commercial grade metal halide lights are preserved and reused within the gym to illuminate the 24’ tall space. (2) The elective rooms contain an interior ceiling height of 19’ in order to make the space as multi-use as possible. (3) The Library and secondary hallways contain ceiling heights of 18’ to 15’ tall depending upon (a) the intimacy of a gathering area or (b) the openness in a corridor letting in natural light. (4) The most common ceiling height defined by the acoustical cloud is within the interior amphitheater, restrooms, cafeteria space, and within the classrooms.

These spaces require more intimacy than the public areas and the cloud height is 15’ off of the finished floor with suspended pendent lighting fixtures and ceiling fans to further bring the scale of the room and help the students focus. (5) The lowest level of cloud ceilings are located within the quiet spaces of the administrative area due to the height of the added mezzanine. Within these intimate offices the acoustical cloud ceiling height is 9’5”. Recessed can lighting fixtures are used to illuminate the work surfaces and preserve the continuous low ceiling surface in these areas.

The Finer Details

Excess built in furniture was not designed for the classrooms to ensure that the teacher has the optimal ability to configure the room to meet the needs of the students and the subject matter. Each room does contain a lockable 10’ x 2’ x 10’ built-in storage cabinet and sink area. Within the floor plan are four unique-shaped classrooms ranging from Image 94: Reflected ceiling plan [scale: 1” = 40’ ]

70

what is natural and what is man-made becomes blurred. The school mascot also reflects

School as illustrated within demolition of parts are required of the building and site.

with a typical individual furniture style, with a defined group furniture setting, and with

these colors by being a box turtle with the Earth as its shell. The turtle was chosen as

Portions of the walls, floors, mezzanine, and the roof will need to be removed to make

an abstract and free form furniture layout. Each classroom is designed to house 20 to 25

a tong-and-cheek reference to the original “big-box building form. This turtle was also

way for the new design changes. Some materials that are extracted can be reused

students with room for an additional 5-8 more desks, if needed. Interior partitions and

duly names Cisco in honor of the building’s original function as a Costco Warehouse.

elsewhere, sold, recycled, but others will need to be placed in a landfill.

built-in furniture can be added at a later date.

A school’s mascot needs to flexible enough to take many forms depending upon the school’s uses and age of the children. The images below illustrate a life-like drawing for

The mezzanine level will be completely removed and the doors will be preserved for

No school is complete without school colors and a mascot. School colors will be proudly

everyday use, a cartoon drawing for the younger children, and an aggressive turtle for

later use in the designed administrative offices. The concrete flooring over the metal

displayed upon letters, sports uniforms, signage, paint colors, and in the furniture. For

sports events.

decking within the mezzanine must be sent to the landfill while the CMU walls that frame

the sustainable focused Chesterfield Charter School, I have used a pallet of light greens, golden browns, and blues that reflect the surrounding colors of nature. Light brown and

the existing Auto body shop and portions of the exterior walls are to be removed and

Demolition

crushed into aggregate filling in the walking path, the ballasted roof, and as fill under

light greens flank either side of the main hallway and blues accent the surface materials and the details. When natural light shines in upon this color pallet the transition between

Room Type:

A

B

CHAPTER SEVEN

838 sq ft to 695 sq ft each. The image below shows how each room type can be laid out

the new addition of the theater space. The main entrance is to be demolished and the To convert the existing Costco building into the newly designed Chesterfield Charter

C

existing overhead glass doors are to be preserved for use in the new building.

D

Typical Individual Furniture Layout

Defined Group Furniture Layout

Abstract Furniture Layout

Image 95: Possible classroom furniture layouts for the four class sizes [scale: 1/32”= 1’]

Image 96: School mascot images for a wide range of ages and uses

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CHAPTER SEVEN (Basketball)

Gym Space

(Volleyball)

Image 97: South to north section through the gym, administrative spaces, and mezzanine level [scale: 1/16” = 1’]

Band Room

Image 98: South to north section through the cafeteria, library, and greenhouse [scale: 1/16” = 1’]

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Cafeteria

Main Hall

Library

CHAPTER SEVEN Main Hall (Main Entrance)

Usable Roof Testing Room Special Ed. Room Welcome Area Office

Green House Restrooms Library Offices

Hall

Hallway

Lab Storage

Usable Roof Future Expansion Space Lab Room

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CHAPTER SEVEN Back Stage Support

Theater

Main Hall

Cafeteria Space

Classroom

Image 99: South to north section through the auditorium, classrooms, and outdoor courtyard [scale: 1/16” = 1’]

Main Entrance

Main Hall

Image 100: East to west section through the main hallway looking towards the classrooms [scale: 1/16” = 1’]

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Stairs to Mezzanine

Interior Amphitheater

Library

Courtyard

CHAPTER SEVEN Classroom

Interior Class Hall

Classroom

Gathering Area

Courtyard

Classrooms

Classroom

Group Pin-up Space

Rear Exit

Outdoor Amphitheater

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CHAPTER SEVEN Image 101: Highlighted for demolition on existing ground plan [scale: 1” = 60’]

Image 102: Highlighted for demolition on existing mezzanine plan [scale: 1” = 60’]

[Demolition Continued from p 71]

new window openings.

Image 103: Highlighted for demolition on existing roof plan [scale: 1” = 60’]

trusses. The primary trusses will remain intact and in place. Additional steel columns will be added for support along the newly constructed clerestory along with load bearing

76

The interior gypsum and metal stud partitions that form the bakery and the meat shop

Portions of the roof will be cut away to form the diagonal clerestory path, entrance and

CMU walls to aid in the addition loads. The secondary trusses along this path will be

are to be disposed of in a landfill. The corresponding baking, meat handling, refrigeration

exit overhangs, and stairwells. The metal decking, ridged insulation, and ballasted roof

fully removed and new open web trusses identical to the ones removed will be placed

containers, freezers, and other devices are to be sold or reused in the new cafeteria space

will be removed in these areas and the edges will be capped with a moisture barrier,

perpendicular to the main hall spanning from edge to edge of the clerestory. A new

if possible. Several metal overhead doors on the south-west façade of the building are

insulation, and metal covering to create the illusion that the roof is one solid layer.

roof will need to be constructed in similar fashion to the existing one on top of the new

to be removed and saved for use in the new building; unneeded doors are to be sold or

Several of the existing skylights will be removed and the corresponding gaps in the

trusses to continue the language of the big-box and to blur the transition from existing

recycled. The exterior CMU walls will be cut and re-supported with steel lintels to form

roof will be filled. The diagonal main hall cuts through the building bisecting many roof

to new construction.

CHAPTER SEVEN

Existing as is, the original Costco building contains 56,479 sq ft of materials. The new design for the adaptive reuse of the building removes 30,496 sq ft of wall material including CMU block and gypsum. During this adaptive reuse, there is a reduction of 45% of all the existing walls. The new design for the Chesterfield Charter School contains a complete area of 229,035 sq ft of wall material that included the existing CMU, new

Image 104: North-west elevation after demolition phase [scale: 1/32” = 1’]

CMU, new gypsum over metal studs, and new exterior cladding. The difference between the existing Costco building and the new school upon roughly the same footprint is an increase in density of 360%. Creating upward density reduces the amount of land directly disturbed by a project and is more efficient in utilization. Adaptive reuse for environmental sustainability is an important issue when you considering the amount of debris that goes into a landfill when a building is completely torn down. If the original building was fully demolished to make way for a completely new school in its place, then

Image 105: North-east elevation after demolition phase [scale: 1/32” = 1’]

that single act would add at least 259,183 cubic feet of material into the landfill (if all compacted or grown down). This material would comprise every aspect of the building including doors, the concrete slab, roof trusses, rebar, mechanical equipment, and even items such as lighting fixtures. When that volume of material is converted into the amount of embodied energy used to transfer it away from the site at least 960 standard dump trucks would need to be used, at least 240 commercial grade 6 ton dumpsters would be required to carry it all away. This added transportation element further harms the environment thought carbon emissions and gasoline or diesel dependence for every

Image 106: South-east elevation after demolition phase [scale: 1/32” = 1’]

trip. The thoughtful use of the existing building, site, and materials would require roughly only 14 commercial grade dumpsters for the demolition process of the building.

Image 107: South-west elevation after demolition phase [scale: 1/32” = 1’]

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CHAPTER SEVEN

New Site Plan Analysis

The revised site plan contains and illustrates a wide range of elements that support the school’s daily function while being environmentally responsible. In order to better analyze the site’s new design and use, the aspects are grouped into three main categories: Transportation, Programs, and Nature.

Transportation Focused Features

Entrance The main entrance to the school is just after the school’s signage on the site’s north-east corner. Also, a main drive for visitors and parent drop-off is along a diagonal that cuts through the existing site and acts as an extension to the diagonal circulation path within the building. This entrance is lined with flagpoles, sidewalks, and vegetation.

Paving- The proposed parking spaces rest upon the existing pavement preserving many of the existing islands, parking space striping, and vegetation. The total permeable cover of this new site plan was reduced by 46% from 501,800 sq. ft down to 238, 100 sq.ft.

Parking A main drive takes visitors towards the building’s main entrance and gives them the option to circle around a drop-off area, park in short term parking, or enter the visitor parking lot. The faculty and staff may use the main entrance to access the faculty and staff parking lot, but it is more convenient to enter at the north of the site. The multiple parking lots and entrances ensure ease of egress for all people during rush hours. All parking areas have direct walkways that lead to the main entrance allowing for visual way finding. The new parking lot consists of 168 faculty and staff spaces, 55 visitor spaces, and 6 short term parking (middle school aged children are not able to drive). The buss lot is located on the eastern edge of the site directly across from classroom areas Image 108: New site plan [scale: 1” = 150’ ]

78

Storage, restrooms, changing rooms, and food services are required for all outdoor

reuse project. The landscaping for the project includes the addition of new plants and

available spaces and is well above the required amount, thus providing ample spaces for

sports games. A small building is proposed in order to provide these services to the

trees that were grown locally and are native to the region.

school events and sports games.

athletes and the community. The building would run along the length of the football/ track field and have integrated stadium sloped bleachers. This building would be

Bioswale

Accessibility

designed and built for future expansion. A mirrored seating area is also mapped out on

Three large bioswales are used in the site design of the parking lot in order to slow

The site is fully accessible by buss or semi-trailer truck via wide drive ways and proper

the other side, if needed.

water run-off, increase ground water recharge, and naturally filter the pollutants that

turning radius. A private drive exists on the southern edge that allows service access to

CHAPTER SEVEN

and can hold 12 busses with secondary parking behind. Total parking consists of 254

wash off the pavement. The bioswales are oriented along the topography lines and are

the gym, cafeteria, shop, auditorium, and theater spaces. Sidewalks are added through-

Outdoor seating

placed at different levels along the site in order to capture the majority of the water that

out the site making it easily accessible by the community and making the site compli-

There are many opportunities for exterior gathering spaces for outdoor education and

will be shed from the parking. These also give shade, green space to the site, and use a

ant with ADA regulations.

picnic areas around the site. Adjacent to the main entrance is a green space idea for

variety of plants that support local birds and insects.

tables or lounging in the grass. To the rear of the building is a large patio-like area that Programmatic Focused Features

Sports Fields

uses brick pavers to create a durable surface for tables, outdoor activities, and seating

Cisterns

areas. Near to the sports fields is a ring of several water cisterns, mostly buried in the

Rainwater is collected from the roof of the building, purified, and stored in cisterns

ground, acting as outdoor seating by forming a modern (and sustainable) amphitheater.

around the site for use within the building and for irrigating the sports fields. The large

The sports fields are sized for high school competition and are placed on the available

surface area of the roof creates a significant supply of water that is 50% greater than

land to the west of the building. The gym has direct access to the fields through several

Trash

the needs of the school. To store enough water for its monthly supply plus 2 months

overhead and standard doors as well as a direct crosswalk across the service drive. In

Located within the paved service area against the theater space is a walled area that

more, the site requires roughly 13 cisterns (depending upon size) storing roughly

order to incorporate the football field, track, baseball, tennis, multi-use field, and soccer

holds the numerous garbage dumpsters, recycling dumpsters, and composting bins.

109,300 gallons of water. Some are buried around the site, others are exposed for illus-

fields, three existing one story buildings on the site were removed. This would require

This location is easily accessible by trucks and students and is in close proximity to the

trating sustainable water principles, and some are mostly buried creating a low seating

eminent domain and complicate to the process. However, if this could not be achieved,

cafeteria, kitchen, family studies, and shop facility. Incorporated into the education of

surface.

then the football field area could be increased and would act as a multi-use field for

the students would be recycling and composting ideals.

soccer preserving the two building on the northern edge of the site. With both of these proposals the small bank would need to be removed. A gravel running/ walking path is

Garden Nature Focused Features

placed around the entire site to accommodate cross country meets as well as commu-

A garden is placed at the rear of the site in close proximity to the classrooms, the cafeteria, and the composting bin. The garden provides naturally grown items to

nity and class use. The path is 0.92 miles long at its longest loop, but many variations

Vegetation

supplement the school’s offered lunch program and is fertilized by the composted items

can be made using interior sidewalks and green space.

The site is redesigned in order to preserve as much of the existing vegetation as pos-

collected from the school’s waste. It also provides an opportunity for teachers to incor-

sible. Trees and plants within the parking areas are incorporated when possible and

porate sustainable ideals and functions into their lessons while allowing students to do

the tree line on the southern and western boarder are not damaged with this adaptive

experiments and garden as part of their education.

Sports Facilities

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CHAPTER EIGHT

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CHAPTER EIGHT

Emotional Quality of Design When dealing with any adaptive reuse project, the public has had a hard time visualizing what exists from what can be. The mentality of “once a big-box, always a big-box building only with color” is evident as much today as it was yesterday. This mindset is often the limiting factor in possible adaptive reuses projects unless there is visual evidence of what it could possible become. In order to break thought this boundary and Image 111

get people from a variety of backgrounds excited about a project, a series of high quality digital images are needed. Photographic quality images or abstract digital renderings can be used to convey the emotional and physical attributes of the space.

Image 109

Image 112

Inspirational images have been collected throughout the project to aid in the design and placement of elements within the building. On this page are several images that of existing school elements around the country. Image 109 shows an amphitheater space that helps to connect two interior levels of a project and becomes a center of rest within a busy hallway. Image 112 illustrates the use of colorful facades and the design of a code compliant fire stairway becoming a key design element framing the front entrance of the school. The large atrium space within a multi-level school in image 110 shows a

Image 110

Image 113

glass roof and a green wall. The wooden clouds in image 113 illustrates the concept of containing and exposing the systems of a school hallway. Image 114 depicts the wide expanse of a cafeteria room filled with artificial and natural light. The juxtaposition of the use of materials in image 115 demonstrate how multiple materials can meet to soften edges and emphasize the main structure of a building. Classroom space in image 116 illustrates a dropped-down acoustical cloud that exposes the systems of the building

Image 114

around its edges. This image also demonstrates that the classroom’s walls and interior space become a blank canvas for the students and the teacher to explore.

These inspirational images along with many more were used to inspire the spaces within the new Chesterfield Charter School. On the following pages are several renderings that better illustrate the emotional, contextual, and physical quality of the designed spaces.

Image 115

Image 116

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CHAPTER EIGHT Image 117: The re-designed Costco big-box. View of the main entrance from main road [original concept sketch below] O

Main Entry

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The corner of the existing Costco building is removed to create the new main entrance

and into the forest. Adjacent to the entrance is a visitor parking lot, a drop-off loop,

to the school and the original roofline is preserved as an overhang to the main entrance

and a buss parking lot for better visual way finding. The two major walls that form the

thus helping to preserve its big-box history. The wall of glass draws visitors into the

interior main hallways and clerestory within the building reach out from the structure in

building allowing a transparent look completely through the building out the other end

a symbolic gesture of outstretched arms welcoming students.

CHAPTER EIGHT Image 118: View down main hall into the main interaction point of the building [original concept sketch below]

Main Hallway Looking Towards Rear Exit O

The main hallway has a dynamic combination of light, shadow, materials and interaction.

shown in this image and illustrate the tall public hallway and the intimate seating on

The brown and green walls of the entrance flow along the pathway and can be seen

either side. Artificial and natural light spills into the space through multiple sources

around the carved out settings within the main hallway. There are three ceiling heights

giving the area hourly changes of illumination through the day and the year.

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Image 119: View into the gym from the main hall [original concept sketch to the right]

View into the Gym

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Upon entering the building from the main entrance the first element that a person will

gatherings, and class time. The movement behind the glass gives life to the main hallway

spill into the main hallway. The view through the gym to the exterior windows extends

see on the right side of the wall is a area of safety glass that looks into the gym.

and providing aspects of visual security from the administrative offices diagonally across

lines of sight. Reflections in the tinted glass help to separate the spaces while blurring

The transparent wall gives people a view into the happenings of sports games, school

the hall. The gym uses the reused metal halide lighting fixtures and its illumination will

the transitions between defined areas.

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Image 120: View down the main hall towards the main entrance [original concept sketch to the right]

Main Hallway Looking Towards Main Entrance

The main hallway contains a variety of functions that promote interaction among the

leads to the mezzanine level and overlooks the happenings of the primary and secondary

The primary defining elements between the cafeteria and hallway is the use of flooring

students, faculty, and visitors. A wide breath of the main hall allows for a wide range of

hallways below. The interior amphitheater resides at the center of the building adjacent to

material and change of acoustical cloud height.

functions to occur underneath of the clerestory and both natural and artificial lighting

the library for ease of use. Table area for the cafeteria reaches out into the main hallway

make it a pleasant space to dwell. At the center of the hallway is a flight of stairs that

by five feet activating the spaces and blurring the transition between the two uses.

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Image 121: View down the main classroom hallway [original concept sketches to the right]

Main Classroom Hallway

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An unofficial rule that was declared for this project is for every hallway within the building

classroom hallway light flows into the pathway from the courtyard spaces and from

colored lockers undulate along the hallway softening the ridged lines of the defining walls

to end at a wall of glass. This placement of glass allows visual sight lines which guide

the buss parking area. The illuminated points of exit/ entrance within the building seek

and their color helps to denote different class groupings within the school.

the occupant’s path further outside of the building. As a student walks along the main

to draw people towards the light and encourage outdoor use within the day. Series of

Two courtyards at the rear of the building are accessible through the individual classroom

CHAPTER EIGHT

Interior View into the Courtyard

spaces as well as the main classroom hallway. The moments where the courtyard meets the hallway is an informal gathering area for people to congregate within the glow of the natural light. This seating area is pushed out of the busy main classroom hallway to form an extra space that is less hectic and more intimate.

Views into the courtyard space contain a wide variety of levels and scales. The existing roof is cut away to form an overhang 24’ off the concrete surface. Below that level are the multiple trusses that are preserved to create unique plays of shadow and can be used to attach future fabric shading canopies. Within the center of the courtyard is a large concrete planter sized to act as a raised bench. The planter is filled with plants and a tree(s) to create shade and to bring nature into the heart of the educational spaces of the building.

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Image 122: View from the main classroom hall into one of the courtyard spaces [original concept sketch to the right]

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CHAPTER EIGHT Image 123: View into one of the classroom courtyards [original concept sketch to the right]

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Exterior View into the Courtyard

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The sloping topography gradually meets the existing concrete slab and here resides

for seating and to control the entry and exit into the courtyard space for security reasons.

so visually apparent becomes a teaching tool for numerous subjects. Picnic benches,

several elements that allow students and faculty to dwell within this transition between

Several water cisterns are placed along this edge to collect rainwater from the roof and to

permeable paving walkways, and landscaping are also placed along this edge (not shown

interior and exterior space. A low wall is placed at the edge of the slab to act as a bench

store it for future use. Having the water cisterns in close proximity to the classrooms and

in this image, see site plan) for further use.

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Image 124: View along the North-east facade and onto the green roof [original concept sketches to the right]

Usable Rooftop Classroom

A re-designed useable roof creates an outdoor classroom for educational utilization and

hallway of the building. The surface of the usable portion of the roof is the same as

mechanical systems, existing skylights, photovoltaic installation, and rain water collection

helps to illustrate the functions of the building through direct interaction. Two enclosed

the existing ballasted roof, with the addition of large slate tiles creating a hard surface

system. A view down from this area will show the multiple shading structures over the

stairwells and an enclosed elevator grant access to the space. The space contains views

for walking upon. This area also contains a greenhouse and a weather station for use

windows on the mezzanine and administrative offices.

into the forest, out into the parking lot, across the rooftop and down into the main

in classroom experiments. Visible from the usable roof portion of the roof are all the

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Image 125: View the outdoor amphitheater at the end of the main hall [original concept sketch to the right]

Outdoor Amphitheater

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Connecting the five foot grade change to the rear exit of the building, the steps form an

in the sun, and rest from outdoor activities. Similar to the main entrance, the existing

diagonal of the main hallway. Plays of light and shadow can be seen along the extruded

ideal place for an outdoor amphitheater. Here students can gather for lectures, lounge

roof structures is preserved while the glass doorway is pulled into the building along the

main walls that define the art room on the right and the theater space on the left.

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Image 126: View inside a typical classroom out into the courtyard

Classroom Spaces

Twenty classrooms border the two courtyards and obtain natural light through a truncated

and through the high of rows windows within the interior class hallways permits light

ceiling height, up lighting above the acoustical cloud, and exposed mechanical systems

corner filled with glass in each of the rooms. The position of the wall of glazing offers

into the space from multiple directions. Operable blinds allow for control of the natural

just below the 24’ tall roof level creates a dynamic space filled with multiple levels of

views into the forest at the rear of the site. Artificial lighting around the acoustical cloud

light and ceiling fans help to main a comfortable indoor quality of the space. The 15’ tall

interest.

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CHAPTER EIGHT Image 127: View from the main classroom hall into the group pin-up / gathering space

Gathering and Pin-Up Space

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Located at the end of the main classroom hallway, this space is separated by a 10’ tall

into the building and into the interior windows of the classroom. The exterior wall is lined

pin-up wall behind the last row of lockers. The area uses a carpet floor covering to

with lounge chairs and small tables in between the structural columns for a wide range of

denote it separation from the hallways and the floor material helps to decrease the noise

uses. This area can easily be used to display student works, exhibitions, hold information

level. The exterior wall along this gathering space is filled with natural light that filters

sessions, and become a center of importance outside the classroom.

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CHAPTER NINE

Sustainable Design Analysis From the beginning, this project has embodied a variety of sustainable design ideals and concepts to reduce the negative environmental effects of the original big-box and with new construction in general. Overreaching concepts of wind and solar orientation were stated in previous chapters, but consistent sustainable design should be evident on multiple scales of interaction. This chapter seeks to offer an in-depth analysis of the features and environmentally responsible actions throughout the building. Issues of removing existing elements, adding new features, reducing energy loads, interaction with individuals, and choosing particular materials play a large role in the day-to-day function of a building. Dedicating a specific chapter to analyzing issues that involve the site, the building’s systems, and particular materials documents the smaller aspects of sustainable design often overlooked within a large project such as this. Combining these multiple aspects helps to create a well-rounded view of the project and enables a study to be done to determine if it accomplished the original goal of possible obtaining the US Green Building Council’s sustainability rating of LEED Silver.

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Vegetation Protection

Existing landscaping is used as much as possible to create the new site plan. This reuse of existing trees,

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Sustainable Site Analysis

shrubs, and grass reduces the amount of waste going into the local landfills and gives the newly design site mature vegetation for shade and carbon dioxide absorption. During the adaptive reuse construction phase of the building, the existing trees and plants will be protected from human and machine disturbance by constructing numerous fences to prohibit soil compaction and protect plant from damage. The use of silt fences and dirt stabilizing techniques will be employed to ensure the surrounding site will not be disturbed.

Existing Paving

The site is covered by roughly 501,800 sq. ft of asphalt paving. This vast impervious surface creates large

amounts of water run-off filled with pollutants emitted by automobiles. The new parking and roadways are placed upon the existing pavement to ensure that there is little addition of imperviable surface. Many of the parking islands are also preserved for same version in the new project. The new paving plan consists of a 46% reduction in paving that brings the amount of impervious cover to 238,100 sq. ft. The asphalt that is removed from the site is crushed up and used as gravel for pathways and on the ballasted roof. What cannot be used is sold to local companies where it will be made back into paving elsewhere.

Storm water Retention Pond

Dramatically shifting topography at the south-east edge of the site as it meets the road creates an ideal

moment for a small retention pond. This area is already bowl shaped and minor alterations would be made for it to hold water and filter storm water run-off. The topography is sloped in such a way that this location will receive ample amounts of water run-off from the parking lots and the road to its north and would naturally filter the water before reaching the protected stream several feet away. A pond on site would give students learning opportunities to experience water management first hand and to interact with aquatic plants, insects and wildlife that would be drawn to the area.

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Bioswale/ Vegetated Swales Several bioswales are used on site to catch and naturally filter water run-off and allow it to naturally be absorbed into the ground through its several layers and composition of loose fill. Each swale is several feet across and a few deep forming a channel along the lines of topography. Its sloping sides and channel bottom are lined with plants that quickly absorb water and function well to stabilize the soil and efficiently purity water. These ultimately reduce storm water run-off and plants add and shade to the parking. Buried below the swale is a pipe that absorbs excess water and transports it elsewhere to prevent standing water from drowning the plants.

Water Cisterns Numerous metal water cisterns of all shapes and sized are used in and around the site as part of the integrated rain water collection system. Some are fully exposed for learning opportunities, other are buried, and some are partially buried to create seating areas. The ring of mostly submerges water cisterns near to the sports fields creates a modern (and sustainable) amphitheater for a multitude of uses and play.

Rain Water Collection With a roof surface area of 113,00 sq. ft, the building provides a prime opportunity to collect rain water for non potable use in the building and around the site. Virginia has an ideal climate for evenly dispersed rain through the entire year totaling 4.75 inches of precipitation each month. With an average of 57.02 inches of rain and snow a year, a collection efficiency of 62%, and a system efficiency of 85% the building could produce roughly 283,000 gallons of water each month. A typical school of this size requires roughly 40,000 gallons a month with at least a month’s supply in storage. With the use of 12 cisterns ranging from 6’deep x 8’ diameter to 12’ deep x 18’ diameter the building would contain 109,000 gallons of water when full.

Irrigation To ensure that the sports facilities and site are performing and looking their best, an irrigation system is often used. For this project there would only be irrigation systems placed within the sports fields that would be filled through the rain water collection system. It is difficult to determine how much water is used on a monthly basis to water sports fields. The amount depends on the soil composition found on site, the soil compaction, and its scheduled use. I am estimating doubling the needs of the school to overly compensate for this water usage.

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Multiple recycling containers are placed on site to reduce excess waste that goes into the landfill. The separate

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Recycling

containers would allow for paper, glass, and cardboard to be separated and disposed of correctly. The three R’s of conservation: Reduce, Reuse, and Recycle would be incorporated into the program of the school through the use of separate colored bins. Eliminating the amount of waste produced by the school also saves money by reducing the expense of disposing of the waste. Signage on or near the bins would help to educate students, faculty, staff, and visitors on the value and task of conserving our resources.

Composting Placed close to the cafeteria and adjacent to trash and recycle bins is a composting area made to collect leftover food waste for use in the garden and landscaping on site. Inside the cafeteria would be specialized containers made for collecting only the approved food waste educating the children on what is biodegradable and what provides vital nutrients for plans when used in compost. The task of caring for the composting elements would fall on alternating classes throughout the week to ensure that all students get hands on learning. If the amount of compost exceeds the site’s use, then it can be sold or given to locals for personal use.

Gardening A garden is placed at the rear of the site where there is little foot traffic, but high visibility. The plot is partially shaded throughout the year due to its proximity to the tree line which allows for a wide variety of plans to flourish. The garden is in close proximity to the composting container and several water cisterns for ease of use. The garden will provide naturally grown produce to supplement the cafeteria’s meals and to act as an outdoor classroom with hands on application for a wide range of subjects.

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Native Vegetation The addition of new trees and vegetation on the newly landscaped site will consist of native species of the Pediment region within Virginia. Using these native species of plants ensures that they will efficiently survive in this climate and not be a burden on the local environment (as many invasive species are). Trees such as the Dogwood, Magnolia, Wild Plum, Maple, Birch, Ash, Walnut, Popular, Oak, and others have evolved in this region and are tolerate to the periods of drought, soil composition, rainfall, and snow that occurs naturally. Using native plants ensures that extra care and watering is not necessary once they have taken hold.

Natural Ventilation The building’s new central corridor with clerestory is aligned along the path of the wind to allow for the hot air to be efficiently drawn up and out of the building through natural and mechanical means. This circulation helps to improve the indoor air quality and reduce the burden on artificial systems.

Useable Green Roof A portion of the existing ballasted roof is now an occupiable space accessible through two stairs and an enclosed elevator and all are supported by through the new load bearing walls and extra interior columns.

The usable room consists of a series of raised tiles over the existing surface that allow for water to naturally filter through and out as it has always done. The space becomes a dynamic outdoor classroom and multiuse area. A greenhouse on the roof with small independent rainwater collection is available for student use.

Optional extensive green panels (6� deep or less) filled with grass or succulents are available for portions of this green roof but could not cover the entire area due to structural loads.

Weather Station Located on the usable roof is a small but informative weather station that allows the students to track weather in the area. The system would be available to students and teachers for daily use in the classroom.

Having the station on the useable roof allows for students to access the equipment, install extra features, make alterations, and integrate its analysis into their interests.

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A small wind turbine is placed within one of the classroom courtyards projecting up through the

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Wind Turbine

exposed roof trusses. The blades will turn well above the building (roughly 80’ above floor level) and is attached to basically a flagpole support. The small wind turbine has a blade diameter of 23’ and can generate enough power for a home, but will not produce significant energy for the large school. It primarily acts is as a teaching tool and a visual reminder to the students to design and sustainably use our environment to meet our needs. The prominent placement of the turbine allows for it to be visually dominant in the daily views of the children and having seating below the turbine creates interaction. The placement is at an ideal location just after the tree line in order to capture direct breezes that flow over the tree tops throughout the seasons.

Permeable Brick Paving The added surface on the site is done with permeable brick pavers. These pavers are set atop a sand bed with a gap in between filled with fine loose fill such as sand. Water can seep through the sand filled gaps and eliminate the possibility for standing water on the surface. Grass can grow around each paver giving an elegant juxtaposition between texture, color, and materials. The surface is sturdy for use outdoor furniture and for rough and tumble child’s play.

Walking/ Jogging trail The walking and jogging trail is placed around the exterior perimeter of the site and is constructed with a compaction of dirt, sand, and gravel that will not harm the adjacent trees on site. This path gives the students, faculty, and the community a pleasant place to exercise. Signage and sporadic tables and benches are provided for rest breaks or informal gatherings. A complete path runs .92 miles and for middle school/ high school a typical cross-country meet consists of 3.3 loops forming the required 3.1 miles.

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Sustainable Building Systems Analysis

Exposed Systems Revealing the multiple systems throughout the building celebrates their function and inner workings. The ducts, trays, wires, pipes, and fastens will be organized along the center pathways of the hallways and into/ out of each room. This organization will prevent the ceiling from being cluttered with exposed systems that are hard to follow from one room to another. The potable water, non potable plumbing, HVAC, telecommunications, and electrical will be color coded to help inform their use. Signage will be posted thought the building noting these color differences as well as interesting facts about the creation or amount of usage.

Ground-Air Heat Exchange System The new addition of the theater building and amphitheater space will require dirtwork that creates a prime opportunity for placement of a geothermal system underneath. The ground’s temperature is a constant temperature a few feel below grade which allows air passing through the pipes to be pre-heater or pre-cooled depending upon the season. Virginia requires both heating and cooling cycles throughout the year and this system would level out the mechanical lodes of the air handling system and reduce energy. The REHAU Ecoair system uses 8� diameter pipes lined with an anti-microbial lining to reduce possible microbial growths and maintain a healthy system.

Finding more ways of using natural ventilation within the building ensures a high level of indoor air quality.

Radiant flooring During the demolition and construction of the project, the exposed concrete slab will be preserved but will require a thin cap of concrete to mask any damage or imperfections. This additional layer easily allows for radiant flooring to be installed. The water tubing will be only within the classroom with forced air being the primary system for the hallways. Within each space there will be a small portion of the flooring exposed for the students to see, examine, and study. This system warms and cools the tall classrooms more efficiently and comfortably than a standard forced air system.

However, a radiant system is does not humidify / dehumidify the space and thus a forced air system will have to be use in combination but its energy loads will be greatly reduced.

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The existing HVAC units are highly inefficient and cannot be reused for the new function of a school

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Forced Air System

due to their design and age. Several large rooftop units will be used to heat and cool the main hallways, secondary hallways, group spaces, and secondary rooms such as the theater and library.

Smaller, individual units will be used for each classroom that lines a courtyard due to its decreased load from the radiant flooring. These individual units are also necessary because of the room’s direct connection to the ever changing outdoor classroom. Being able to directly access and shut off a unit when the class is not present or the exterior door is open decreased energy waste. These units will be visually accessible to the students from the usable rooftop space, and easily accessible for maintenance and repair.

Efficient Ducts Spiral ducts were chosen for this project due to their elegant design and their ease of being exposed within a building. They are also more efficient to install and operate than standard rectangular ducts.

The system also offers tighter connections with less possibility for air leakage or noise, thus making it much more energy efficient. Spiral ducts come in a variety of sizes and its cylindrical structure is highly durable helping to further reducing maintenance within the active school environment. [If the cost of the system is out of budget for the project, fabric socks are an alternative for portions of the project.]

Master Controls Thermostats are placed throughout the project and can be linked back to a main computer system.

This system can monitor the entire building, gather data of use, and make uniformed decisions for individual spaces or the entire school building. Being able to turn off all the lights or the air systems at night or over long school breaks saves energy and money. A schedule can also be set to fit the needs of the school and temperatures can be capped during times of high energy costs. These slight adjustments might not create the ideal 76 degrees all year round, but it will greatly reduce the energy loads of operating costs of the building.

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Ventilation The raised height from the central clear story allows the hot air to rise and exit through particular windows throughout the hallway. This pathway creates a pressure within the building and a slight pull of air forms drawing natural ventilation through and out of the building. Adding fresh air to the building improves the indoor air quality and reduces energy consumption associated with artificially moving or mechanically adding fresh air into the spaces.

Pneumatic Window Controls The clear story windows are located 24’ above floor level and would be difficult to manually open and close to achieve proper ventilation. The windows could be connected to a digital and mechanical system, but that is highly expensive. An alternative solution would be to use small solar powered vent openers often used by greenhouses. The pistons within the openers are filled with a natural mineral oil that expands when it reaches a particular warm temperature.

When the oil expands, the piston is extruded and the window opens. As the heat escapes and the oil cools down the piston is retracted and the window closes. The oil within the opener expands within a narrow range of 10 to 18 degrees that can be set to individual needs.

Currently, the largest opener being sold can lift 65 pounds of weight.

Operable Windows Even thought the building is fully conditioned with several operating systems in place it is important to incorporate a level of control. Using operable windows is a way for the individuals to instantly dictate their environment. However, it is important that the room also have individual on and off switches to ensure that there is not a waste of energy when there is this redundancy within the systems. Operable windows allow fresh air into the building helping to increase the natural ventilation up and out of the central clearstory. From a code point of view, operable windows can be seen as another means of egress within times of danger.

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The original skylights within the building were mostly preserved except for a handful that fell within the clearstory renovation or in-between major walls. These natural lighting elements are used to

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Skylights

bring another element of illumination (efficient lighting means more than one light source) into the project helping to further reduce artificial lighting loads. Many of the existing skylights can be found in the gym, in the central classrooms, and along the central classroom hallway. The dropped-down acoustical cloud is cut away to allow the natural light to filter down into these spaces. The uplighting on top of the acoustical clouds shines through to the roof of the building giving a soft slow when on the usable roof.

Light Shelves and Shading Structures Direct natural light can often be too much on a bight summer’s day. In order to provide some shading over the window and to reflect a softer diffused light deep into the space, a light shelf is ideal. This school project has many light shelves within the high windows illuminating the two-story interior spaces. They project equally inward and outward of the façade to properly illuminate the interior. The lower windows at eye level use a shading structure to keep out the direct sun and direct solar radiation. The shading structures are sloped to reduce water and snow load while added a depth of character to the façade.

Interior Shading When the fixed shading systems are not enough, operable blinds and black out screens can be used to decrease the amount of light penetrating into a space. This interior shading device offers another level of control for the occupant while helping to maintain the appropriate temperature within the space. Blackout shades are provided in every room due to the increased use of technology within the classroom. Projectors, screens, and white boards do not function well in direct sunlight and the simple act of installing a window blind can ensure that the students have am optimum learning environment.

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Reuse of Existing Lighting Fixtures The existing Costco building used a high powered metal halide lighting fixture throughout the building. During the demolition and reconfiguration of the building, many of these lights were removed and preserved for future use in the gym space. These lights are ideal for use in an athletic gym due to their strength and depth of illumination. Several more existing fixtures were added within the space to bring the light levels up to proper basketball standard regulations.

Many more lights were stored within the building in case part or full replacement is needed.

Reusing these lights helps to reduce the amount of waste going into the local landfill and reduces the cost of creating or buying new ones.

Efficient Lighting Fixtures The existing lighting fixtures within the building were not conducive to use throughout a school facility. Drop down lighting fixtures, wall sconces, security lights, auditorium fixtures, recessed cans, and others were required to be purchased for this project. The new fixtures are all energy efficient fixtures with compact florescent (CFL) or light emitting diode (LED) lamps. These lamps reduce the amount of energy used in each fixture, reduce the amount of heat emitted into the space, have a long lifespan, and are more cost effective than traditional incandescent lamps.

Sensor controlled Lighting A sensory controlled lighting monitor placed in every room ensures that proper lighting levels are reached and that lights are turned off when no one is present. The motion sensor turns on the lights when it senses moment, and then stays on for roughly 15 minutes after (but the time span can be altered accordingly). This eliminates the need to ever touch a switch, but requires that a person move at least once every so often. If the person is working very still at computer, the simple act of reaching for the mouse or waving a hand is enough to keep the lights on.

The lighting intensity portion of this sensor measures the levels within the room and if there is enough natural light within the space then the lights remain off; if this level drops then the lights come. The system has an override switch within the room for complete occupant control.

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The expansive flat surface area of the roof is the idea placement for hosting solar panels and solar hot water

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Solar Power and Hot Water

heaters. The portion of the roof that is divided by the clearstory element, and adjacent to the useable roof is ideal for allowing the panels to be visually apparent and easily accessible. The solar hot water heating panels would generate enough hot water to fun the facilities and the radiant flooring. The creation of energy through solar means would be through thin film photovoltaics rather than crystalline panels because they are less expensive. Thin film does not generate as much electricity but the massive available portion of roof and the limited budge of the project favors their use. If the 4’x2’ panels are ganged together to create 12’x20’ units, each of these units could be wired together and then hoisted into place for ease of installation.

This designated portion of roof would hold 154 gangs, made up of 4620 panels, creating an overall system size of 323 kW.

Rainwater Collection The existing roof of the building is mildly sloped for the rainwater to be collected into gutters and piped directly into the local storm water system. Instead of taking this water to another site, it is now collected through numerous rainwater cisterns. The total surface of the new school is roughly 113,000 sq ft and the average annual rainfall is 43.91. Within Virginia, the rain is equally distributed through the year negating the need for excessive water stockpiling. Depending upon the system and collection efficiency, roughly 476,000 gallons would be collects a year or 40,000 gallons a month. This is far more water than the school needs to capture so only portions of the roof will capture the rainwater. The use of 12 cisterns ranging in size from 6x8 to 14x18 could hold a total of 109,000 gallons of water. This water would be an ample supply for the building with 2 months extra for non potable uses such as in toilets and the irrigation of sports fields.

Informative Signage Both large and small signs will be used throughout the building to display unique facts about environmental issues of conservation, use, and application. Energy monitors will also be used sporadically throughout the building to display the current energy flows, water usage, water collection, indoor air quality, and weather data. Having these points of information on a wide range of scales and locations is just another facet of how the building becomes a dimensional textbook for both students and visitors alike.

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Sustainable Materials Analysis

A. Modular carpet tiles give ease of

D. Environmentally friendly acoustic

installation and replacement. The company

wall panel ECOSE are made through

Flor makes a carpet tile names Fez that is

Kinetics. New technology uses a natural

made from 80% post-consumer recycled

based binder for its fiberglass production

face fibers. It also meets the Carpet and

reducing its embodies energy by up to

Rug Institute’s Green Label Plus standard

70%. The material is GREENGUARD and

for low volatile organic compounds

LEED certified for low VOC emissions.

(VOCs).

B. Tierrs Acoustical Ceiling tile

E. UltraTouch is a natural and cotton

by Armstrong is made from a

fiber insulation that contains neither

rapidly renewable plant fiber

chemical irritants nor VOC. It is a

named Jute. This fiber grows

Class-A building material providing

from a seed to harvest in 90

complete fire and smoke standards.

days. The metal framing grid

The material also has high levels of

consists of high recycle content

acoustic absorption and is satisfies

and the system is Cradle to

LEED credit.

Cradle silver rated.

C. Linoleum is an

F. The existing concrete flooring is

environmentally friendly product

preserved for continued use, reducing

made from linseed oil. The

the amount of waste produced from

flooring produced by Armstrong

the project. The floor is sanded and

contains 36% rapidly renewable

polished to give it a new lease on life.

content including cork, linseed

Other parts that are highly damaged

oil, wood flour, and jute backing.

are capped with a thin layer of

It contains 10% post-consumer

concrete.

and 20% pre-consumer recycled content.

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J. Furniture within the project

M. Materials on site that were

insulation that is manufactured with

should contain levels of recycled

extracted during the demolition and

environmentally responsible methods.

content. Reclaimed materials are

retrofit of the building should be

It is CFC- and HCFC- free creating

also idea, and all materials and

preserved and reused when possible.

zero ozone depletion. The material is

furniture should be manufactured

An example is asphalt and concrete

applies to the exterior of the building

within a 500 mile radius from the

that was demolished will be crushed

creating a energy efficient building

site as specified by LEED.

up and used on the roof and walking

envelope.

CHAPTER NINE

G. Rmax Eco-Max is a rigid

paths.

H. Exterior 4’x8’ Hardi Panels are

K. Gypsum wallboard is generally

N. Cradle to Cradle certification

used with a metal reveal accentuating

an environmentally sustainable

should be sought after when

the facade joints. The cementitious

product. Portions of this drywall

choosing finishes and materials.

fiberboard panels requires low

material are made from recycled

This certification ensures that a

maintenance through being weather,

and the recaptured mineral

product is produced and will return

fire, frost, and insect resistant. This

gypsum.

to nature with as little effects on the environment as possible.

material satisfies LEED credit.

I. The glazing in the building

L. The Freshaire Choice brand of

O. The material selection of the

consists of low-e, and UV protected

pants contain no VOC in the paint nor

project should be considered when

double pane units. These windows

in the colorant. There is no chemical

perusing LEED certification. Some

help to maintain a tight building

odor when using or after using the

products are more difficult or more

envelope and reduce energy

product preserving a pleasant indoor

expensive to obtain as a result of

consumption.

air quality. This offers superior

attempting to attain certification, so

coverage reducing necessary material

a critical opinion should be used.

and maintenance.

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CHAPTER NINE

LEED Certification

As a final sustainable analysis, this project was hypothetically put through the U.S. Green Building Council’s LEED Green Building Rating System 2.0 (for

LEED 2009 for Schools New Construction and Major Renovation

Green Building Design and Construction). This final analysis of the presented program and design seeks to determine if it would achieve LEED standards.

The new LEED 2.0 combines New Construction, Schools, and Core and Shell analysis which are all applied within this project. The analysis focuses on analysis for Schools, but keeps the other two categories in consideration.

Several years ago, Chesterfield County passed the ruling that all new schools are required to be LEED- Silver rated.

Throughout the design many aspects of LEED were taken into account, and this analysis is the final step in determining the applicability and functionality of those concepts. The chart stated to the right illustrates the credits that were able to be obtained within this project. There were many aspects that were difficult to determine within this theoretical study, but I used my educated judgment and was conservative in the number and credits determined. Overall, the LEED analysis showed that the building acquired 62 credits making it LEED- Gold rated. Gold certification is one level above the silver rating, allowing for value engineering during the actual process of financing and construction to illuminate credits as needed. A maximum of 12 points could be extracted in order to still remain within the county’s high standards of design.

The following pages list the available credits and offer a short description of their approval or rejection within this project.

Project Checklist

Sustainable Sites

18 6 Y

N

Y Y 1 4

Credit 1 Credit 2

1

1 1 1 1

Credit 4.4 Credit 5.1 Credit 5.2 Credit 6.1 Credit 6.2 Credit 7.1

1 1 1 1

Credit 7.2 Credit 8 Credit 9 Credit 10

2

Y 4

Credit 1

3 1

Credit 2 Credit 3 Credit 3

13 5 Y Y Y 6 5

Prereq 2 Prereq 3 Credit 1 Credit 2

2

Credit 3 Credit 4 Credit 5

2 2

Credit 6

Prereq 1 Credit 1.1 Credit 1.2 Credit 2

2 to 4 2 2 to 4 1

Possible Points: 33

Fundamental Commissioning of Building Energy Systems Minimum Energy Performance Fundamental Refrigerant Management Optimize Energy Performance On-Site Renewable Energy Enhanced Commissioning Enhanced Refrigerant Management Measurement and Verification Green Power

Materials and Resources

1 4 1 4 1 2 2 1 1 1 1 1 1 1 1 1

Possible Points: 11

Water Use Reduction—20% Reduction Water Efficient Landscaping Innovative Wastewater Technologies Water Use Reduction Process Water Use Reduction

Energy and Atmosphere Prereq 1

2 1

Construction Activity Pollution Prevention Environmental Site Assessment Site Selection Development Density and Community Connectivity Brownfield Redevelopment Alternative Transportation—Public Transportation Access Alternative Transportation—Bicycle Storage and Changing Rooms Alternative Transportation—Low-Emitting and Fuel-Efficient Vehicles Alternative Transportation—Parking Capacity Site Development—Protect or Restore Habitat Site Development—Maximize Open Space Stormwater Design—Quantity Control Stormwater Design—Quality Control Heat Island Effect—Non-roof Heat Island Effect—Roof Light Pollution Reduction Site Master Plan Joint Use of Facilities

Water Efficiency Prereq 1

2

Y 3 1 1

Credit 4.2 Credit 4.3

2 1

8

Credit 3 Credit 4.1

2

8

Y Prereq 1

4

Materials and Resources, Continued

Possible Points: 24

?

Prereq 1

1

5.15.10

1 to 19 1 to 7 2 1 2 2

N

Storage and Collection of Recyclables Building Reuse—Maintain Existing Walls, Floors, and Roof Building Reuse—Maintain 50% of Interior Non-Structural Elements Construction Waste Management

1 to 2 1 1 to 2

?

1 1 1

Credit 3 Credit 4 Credit 5

1 1

Credit 6 Credit 7

Y Y Y 1

Prereq 1 Prereq 2 Prereq 3 Credit 1

1

Credit 2

1 1 4 1 1 1 1

Credit 3.1 Credit 3.2 Credit 4 Credit 5 Credit 6.1 Credit 6.2 Credit 7.1

1

Credit 7.2 72

2 1

Credit 8.1 Credit 8.2

1 1 1

1

Credit 9 Credit 10

1 to 2 1 to 2 1 to 2 1 1

Innovation and Design Process

1 1 1 1

Credit 1.1 Credit 1.2 Credit 1.3 Credit 1.4 Credit 2

1

Credit 3

Regional Priority Credits

1 1 1 1

Credit 1.1

8

Credit 1.3 Credit 1.4

Regional Priority: Regional Priority: Regional Priority: Regional Priority:

Specific Specific Specific Specific

1 1 1 1 1 1

Possible Points: 4 Credit Credit Credit Credit

Total Certified 40 to 49 points

1 1 1 1 1 to 4 1 1 1 1 1 1 to 3 1 1 1

Possible Points: 6

Innovation in Design: Specific Title Innovation in Design: Specific Title Innovation in Design: Specific Title Innovation in Design: Specific Title LEED Accredited Professional The School as a Teaching Tool

4

Credit 1.2

Possible Points: 19

Minimum Indoor Air Quality Performance Environmental Tobacco Smoke (ETS) Control Minimum Acoustical Performance Outdoor Air Delivery Monitoring Increased Ventilation Construction IAQ Management Plan—During Construction Construction IAQ Management Plan—Before Occupancy Low-Emitting Materials Indoor Chemical and Pollutant Source Control Controllability of Systems—Lighting Controllability of Systems—Thermal Comfort Thermal Comfort—Design Thermal Comfort Comfort—Verification Verification Daylight and Views—Daylight Daylight and Views—Views Enhanced Acoustical Performance Mold Prevention

4

1

62 20

Materials Reuse Recycled Content Regional Materials Rapidly Renewable Materials Certified Wood

Indoor Environmental Quality

14 4

Possible Points: 13

Image 128: LEED Check list for certification of Chesterfield Charter School

108

Chesterfield Charter School

1 1 1 1

Possible Points: 110 Silver 50 to 59 points

Gold 60 to 79 points

Platinum 80 to 110

was not achieved.

SS Credit 5.2: Site Development- Maximize Open Space Open space within the project is preserved and the building’s program is

SS Prereq 1: Construction Activity and Pollution Prevention

SS Credit 4: Alternative Transportation- Public Transportation

A sediment and erosion control plan was made to prevent the soil from

The proposed extension to the GRTC buss line and the use of school

being washed or blown into other areas.

busses for this project satisfies this credit.

compacted mostly within the footprint of the existing big-box building.

CHAPTER NINE

Sustainable Site

SS Credit 6.1: Stormwater Design- Quality Control Originally, all water on site was directly piped into the stormwater

SS Prereq 2: Environmental Site Assessment

SS Credit 4.2: Alternative Transportation- Bicycle Storage and Changing Rooms

system. During renovation many of these connections were severed

A site assessment was preformed to ensure that the site is free from

In order to satisfy this requirement ample bike backs, bike storage, and

and the use of bioswale, natural vegetation, open green space, and a

environmental contamination.

additional bike lanes would need to be added. Additional showers and

retention pond are now used to hold and absorbed the water naturally

changing rooms for the staff would also be necessary which would SS Credit 1: Site Selection

greatly alter the program of the building. This credit was not sought.

Reducing the impervious cover on site through removing portions of the

The project exists upon a previously developed site that is within all dictated setbacks, zoning, and away from wetlands. Additional site work

SS Credit 6.2: Stormwater Design- Quality Control

SS Credit 4.3: Alternative Transportation- Low Emitting + Fuel Efficient Vehicles

existing asphalt parking lot, creating permeable walkways, not paving the

will reduce the amount of impervious cover and increase open green

Preferred parking for low emitting, fuel efficient, and carpooling vehicles

walking trail, and providing bioswales along drainage areas ensures that

space.

in incorporated into the project. A future use plan was created to ensure

the water can evenly percolate through the soil.

that 20% of the vehicles serving the school use 20% natural gas, SS Credit 2: Development and Community Connectivity

propane, bio-diesel, or are low-emitting and fuel efficient.

The added shading structures over the windows and the protruding

Option 2 is used to define this credit. This option states that within a ½ mile radius from the main entrance is a neighborhood with a density of

SS Credit 7.1: Heat Island Effect- Nonroof

SS Credit 4.4: Alternative Transportation- Parking Capacity

light shelves create shade over the windows and along the façade of the

more than 10 units per acre net. At least 10 basic services are present

The existing parking on the original site was reduced, but it still exceeds

building. Natural vegetation is planted along the edge of three of the four

and pedestrian access is available between building and street.

the minimal allowable standards, thus not achieving this credit.

facades helping to shade throughout the year.

SS Credit 3: Brownfield Redevelopment

SS Credit 5.1: Site Development- Protest or Restore Habitat

SS Credit 7.2: Roof

The Virginia Department of Environmental Quality states that,

Much of the existing impervious cover on site is removed and open

Portions of the existing roof are reconstructed with a reflective (or

“Brownfields are idled, under-utilized, or abandoned industrial or

green space was created. However, much of the site consists of sports

white) finish, however the majority of the roof contain the original dark

commercial properties where expansion or redevelopment is complicated

field which contain the monoculture, grass. Having a lack of native

aggregate from its previous construction. This preservation of this

by real or perceived environmental contamination.” This site does not

biodiversity amounting to 50% of the site does not satisfy this credit.

surface material does not quality the project for this credit.

exhibit contaminations (as far as I can determine), and thus the credit

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CHAPTER NINE

SS Credit 8: Light Pollution Reduction

are not contained in this project making this credit nor applicable.

The interior lighting loads of the building are reduced through the use of natural light. All interior lighting fixtures have a directing shield to reduce

EA Credit 1: Optimized Energy Performance This credit requires a whole building energy simulation and in

WE Credit 3: Water Use Reduction

depth analysis to determine the reduction of energy use beyond the

extemporaneous illumination. Exterior lighting is directed towards the

Rainwater is used within non-potable fixtures such as toilets, urinals,

prerequisite standards described above. This is virtually impossible to

ground for efficient illumination. Lighting timers also help to reduce light

and within the building’s systems.

determine outside of an office and with a hypothetical project. To be on

pollution.

the safe side I will claim that that the existing building renovations will WE Credit 4: Process Water Use Reduction

SS Credit 9: Tenant Design and Construction Guidelines

Combining the efficient use of rainwater and low-flow efficient systems

Satisfying the SS credits 1, 5.2, 6.1, 6.2, 7.1, and 8 automatically

in aspects such as ice machines, clothes washers, dishwashers, and

achieves this credit.

sprinklers makes this credit applicable.

cause an 18% reduction in energy loads as designed. This low figure could be easily increased for more points if needed.

EA Credit 2: On-Site Renewable Energy Renewable energy located on site is found within the small wind turbine

SS Credit 10: Joint Use of Facilities

Energy and Atmosphere

The available use of the school’s gym, theater, lecture rooms, and cafeteria space make the project an integral part of the community.

Water Efficiency

and solar panels. The average energy usage that will be reduced by these elements is difficult to determine without forming an applicable

EA Prereq 1: Fundamental Commissioning for Building Energy Systems

simulation of the building’s daily use. With the size of the solar system

A formal commissioning of the energy-related systems will be made

specified and an abstract idea of a typical school building’s consumption

after construction to ensure that they are performing as directed.

I assume that the energy produces will run 11% of the building’s daily needs.

WE Prereq 1: Water Use Reduction

EA Prereq 2: Minimum Energy Performance

An established base line for typical school water use is created, and then

Using an energy simulation, a base line is created to determine the

EA Credit 3: Enhanced Commissioning

reducing that dictated amount by 20% through efficient fixtures and

energy use of a typical project. Once that number is obtained, the new

In order to achieve this credit the commissioning process must be

smart use will achieve this credit.

school building is required to demonstrate a 10% improvement or to

started within the design phase. Now completing the design, I have

comply with ASHRAE.

missed the opportunity to achieve this credit.

WE Credit 1: Water Efficient Landscaping No potable water is used for irrigation thanks to the vast rainwater collection system.

WE Credit 2: Innovative Wastewater Technologies On site naturally based wastewater and grey water purification systems

110

EA Prereq 3: Fundamental Refrigerant Management

EA Credit 4: Enhanced Refrigerant Management

Zero use of CFC based refrigeration in the building’s heating, ventilation,

To obtain this credit, no refrigerant can be used. To bring cost levels

air conditioning, and refrigeration systems.

down within the project I am opting to reduce refrigerant loads, but not to completely go without.

unobtainable.

Post occupancy evaluation of the building is required for at least one year to analyze the building, its systems, and use in order to prove or fine tune its function.

EA Credit 6: Green Power

Very few amounts of wood are required for this project. The wood that MR Credit 2: Construction Waste Management

will be used is very particular in form and function, and if required to be

Material collected from the demolition of the asphalt pavement, the

produced from certified by the Forest Stewardship Council it would limit

concrete from the CMU wall cutouts and the other building elements

the arability and increase the price. This credit is not sought.

can be sold to manufactures whom recycle or reuse them into other

At least 25% of the building should be powered by renewable energy

products. 50% of all demolished materials within this project can be

and can be purchased monthly or in yearly bulk. Currently there are no

sold or reconstituted.

nonrenewable energy generation sources that are near to the building.

Some power can be brought in from across the state or from nearby

MR Credit 7: Certified Wood

CHAPTER NINE

EA Credit 5: Measurement and Verification

Indoor Environmental Quality

IEQ Prereq 1:Minimun Indoor Air Quality Performance MR Credit 3: Materials Reuse

states, but that causes mass reduction of energy and would defeat the

Salvages, refurbished, and reused materials make up 5% of the

purpose of buying locally.

project.

The project meets the ASHRAE standards of Ventilation for Acceptable Indoor Air Quality.

IEQ Prereq 2: Environmental Tobacco Smoke (ETS) Control

Materials and Resources

MR Credit 4: Recycled Content Materials that contain post-consumer recycled content of 10% of more

MR Prereq 1: Storage and Collection of Recyclables

entrance.

satisfy this credit.

Easily accessible areas for the collection, separation, and disposal of recyclable materials throughout the entire building satisfies this credit.

Smoking is prohibited within the building and within 25 feet of every

IEQ Prereq 3: Minimum Acoustical Performance MR Credit 5: Regional Materials

The acoustical clouds in the room provide sounds dampening to ensure

The materials for the adaptive reuse of this project should be

a quiet learning environment for the children. The clouds have a 2’ to 4’

manufactured within a 500 mile radius of the site. Not being completely

gap all the way around the edges exposing the ceiling and the systems

Roughly 42% of the existing walls, floor, roof, and structure were reused

sure of all the building materials, I am projecting that the low figure of

above. This lack of complete acoustical covering requires that there be

in this adaptive reuse project.

10% will be found locally.

an addition of sound absorption panels within the room along with the

MR Credit 1.1: Building Reuse- Maintain Existing Walls, Floors, and Roof

flooring being specified for some sound absorption.

MR Credit 1.2: Building Reuse- Maintain Interior Non-Structural Elements

MR Credit 6: Rapidly Renewable Materials

50% of all interior, non-structural, elements should be preserved

The particular request of using materials that consists of at least 2.5%

IEQ Credit 1: Outdoor Air Delivery Monitoring

and reused. The vast open nature of the big-box with limited interior

rapidly renewing resources requires a detailed list of prescribed materials

A monitoring system is installed to track the systems of the building,

elements makes this credit difficult to obtain. The small mezzanine,

and furniture that I cannot produce at this moment. As a result, I am not

especially ventilation and air movement. This system also is equipped

bakery, and freezer section were all removed making this credit

seeking to obtain this credit.

with an alarm for un healthy O2 and CO2 levels.

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CHAPTER NINE

IEQ Credit 2: Increased Ventilation

IEQ Credit 4.4: Low- Emitting Materials

Unsure about the air flow rates within the proposed project, I am unable

This credit surrounding composite wood and Argifiber products was not

to determine if the air within the project is at least 30% above the

sought.

minimum rates required by ASHRAE. This credit is not sought.

Proper verification for this project cannot be achieved at this time.

IEQ Credit 8.1: Daylight and Views- Daylight IEQ Credit 4.5: Low- Emitting Materials

IEQ Credit 3.1: Construction IAQ Management Plan- During Construction

IEQ Credit 7.2: Thermal Comfort- Verification

90% of all the occupiable spaces within the building have natural light.

All furniture should be manufactures, refurbished, or refinished within

A plan was created to better manage the proper installation, material

one year of occupancy. Furniture seating needs to be GREENGUARD

handling, and protection during construction.

certified.

IEQ Credit 8.2: Daylight and Views- Views 75% of all the occupiable spaces within the building have direct views outside.

IEQ Credit 3.2: Construction IAQ Management Plan- Before Occupancy

IEQ Credit 4.6: Low- Emitting Materials

After construction has finished, a complete flush of the building’s

All ceiling and wall systems must meet California’s Department of Health

ventilation systems should be done along with adding new filtration.

Services Practice for Testing Volatile Organic Emissions.

This will cycle the air and empty any systems of unwanted particles and gases.

All sealants and adhesives must contain a reduced amount or complete

The lack of total acoustical coverage on the ceilings of the classrooms, the walls, and the floor does not satisfy this credit.

IEQ Credit 5: Indoor Chemical and Pollutant Source Control A mechanically ventilated double door main entry and main exit helps to

IEQ Credit 4.1: Low- Emitting Materials

IEQ Credit 9: Enhanced Acoustical Performance

IEQ Credit 10: Mold Prevention

maintain indoor air quality. This independent filtration system and slotted

To properly achieve this credit, IEQ Credits 3.1, 7.1, and 7.2 are

floor mats reduce the pollutants/ particles that may enter the building.

required. Not being able to satisfy IEQ Credit 7.2 disqualifies this project

lack of VOCs to maintain a healthy indoor air quality.

from obtaining this credit.

IEQ Credit 6.1: Controllability of Systems- Lighting

IEQ Credit 4.2: Low- Emitting Materials All paints and coatings must contain a reduced amount or complete lack

Each spaces should contain multiple lighting controls (an example would be a dimmer or alternating lighting groupings).

of VOCs to maintain a healthy indoor air quality.

IDP Credit 1.1 – 1.4: Innovation in Design: Add Specific Title Here IEQ Credit 6.2: Controllability of Systems- Thermal Comfort

IEQ Credit 4.3: Low- Emitting Materials

Innovation and Design Process

The separate HVAC units (and their designated controls) within each

All flooring systems must contain a reduced amount or complete lack of

classroom allows for individual control leading to efficient comfort in

VOCs green certified through a variety of labels.

each space.

These specific credits could be applied, for but not within this abstract analysis.

IDP Credit 2: LEED Accredited Professional I am not a LEED accredited professional… yet. So this credit is not

IEQ Credit 7.1: Thermal Comfort- Design All HVAC is to be designed to meet ASHRAE standards.

112

obtained.

This is what the whole project is about. This credit is obtained!

CHAPTER NINE

IDP Credit 3: The School as a Teaching Tool

113

CHAPTER TEN

114

Designing a school is not a simple task. It often takes an entire firm to

recreates a healthy situation both inside and out.

completely produce all the required elements. The process of research, defining the program, schematic design, design development, and construction

Every school district around the country has their particular requirements

documents can easily take over 2 years to achieve. Adaptive reuse is also a

for a new school’s form and function. A uniformly prescribed program and

considerable project that often becomes very complicated when the existing

prototypical building design are often copied around the county with minor

building contains hidden elements that significantly alter the proposed design,

changes from site to site. As land remains cheap and the residents are still

function, or construction. When one throws the task of adaptive reuse and

moving further away from the central core, the construction of a new school

school design into the same mix, the project only becomes more complicated

is easily obtained, designed, and financed. However, as land prices increase

and more time intensive. This master design thesis was researched, designed,

and people become weary of commuting long distances the value of adaptively

and written all within a single semester (four months). This limited span

reusing buildings within existing communities will become more desirable and

of time drove me to touch lightly upon a wide variety of topics as opposed

affordable. When this switch occurs the school system will be forced to focus

to an in-depth analysis of a select group of topics. Creating a project that

on placement, creation, and maintenance within fully developed areas. The

addressed a myriad of facets simulating a complete project done in an actual

Chesterfield County public school system is quickly approaching this need for

firm was important for me and my development as a future Architect. Ease

adaptive reuse and urban renewal, and this project caters to that future and

of construction and cost efficiency played a large role throughout the project

eminent need.

CHAPTER TEN

Conclusion

giving it“real world� applicability.

Throughout the entire project there has existed a fine line between when to This project sought to take a vacant and neglected building that is commonly

reuse an existing big-box building and when to level it and start over. The

seen within most neighborhoods throughout this country, and create a special

proposed design for the Chesterfield Charter School reuses the existing site

use that will reinvigorate life. This restoration is not only for the structure,

work, structure, slab, roof, and roughly half of the existing exterior walls.

but for the natural environment, and the individuals within the community.

However, it also contains large amount of demolition, new construction, and

To achieve this goal, the project combines the programmatic aspects of

the reconfiguration of new systems. Adaptive reuse may be superior in one

sustainable design and education. The nature of a school function inherently

way, where as new construction could be superior in another way. This back

brings people to a central area for interaction and growth. Both child and adult

and forth play is very evident within the project and exists between cost

interact with public schools though the programs offered or using the interior/

effectiveness and environmentally consciousness. As a result, there is great

exterior spaces. Big-boxes contain such a vast, hollow, and cold interior space

difficulty in determining if the project is deemed successful, and by whose

that there are few functions that can be successfully held within the space that

standards.

will support and enhance a community such as a school. Incorporating many sustainable design concepts reduces its negative environment impact and

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CHAPTER TEN

Adaptive reuse decreases the large costs associated with constructing a new building and conducting site work from scratch. However, the cost to carefully demolish portions of the project, re-support elements that no longer function as they were originally constructed, and attach new elements uses more money and time than new construction alone. In a very rough estimate by a general contractor, the Chesterfield Charter School building would cost $170 to $250 a sq ft to produce. The average school in the same county ranges from $125 to $200 a sq ft, making this project slightly more expensive than completely new construction. If the project is solely focused on cost, then it cannot compete with a new construction and the school system should continue to only build new as they have been doing. If the project contains other factors more important than money, such as the building becoming a teaching tool and creating stewards of the environment, then sustainable adaptive reuse is a greater success on multiple levels.

Designing with sustainable concepts not only creates a healthy indoor space for human occupants, but also warrants that the outdoor spaces are healthy and efficient for local wildlife. The reuse of the existing building materials and site saves roughly 260,000 cubic ft of debris from being added to landfills, and decreases the need to produce more material for the construction of a school.

The big-box building type is infamous for its negative environmental influences and a sustainable adaptive reuse can not only reduce its current impact, but can restore habitat, vegetation, or processes that were disconnected. Reusing an existing structure, renewing the natural environment, and designing conservatively for the future creates a unique moment that outshines any possible new construction. Creating a project that invests in the community and its direct surroundings transforms a standard building type into a three dimensional textbook illustrating endless concepts taught within every classroom throughout the world.

116

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Learning. The Scottish Government. December 14, 2007. http://www.scotland.

48, Winter 2004/2005. Greenleaf Publishing. 2006.

Furger, Roberta. Green Scene: Students Appreciate Sustainable, Eco-Friendly Building Design. Edutopia Magazine. September 2004: Beyond the Blackboard. http://www.edutopia.org/green-scene

Garreau, Joel. Big Box & Beyond- Today’s Temples of Consumption Don’t Have to

gov.uk/Publications/2007/12/14115428/4 Kliment, Stephan. Preface. Series Founder and Editor for Building Type Basics.

Elementary and Secondary Schools by Bradford Perkins. Published by John

School Information. Chesterfield County Public Schools. Accessed March 20,

Wiley & Sons, Inc. 2001.

2010. http://www.chesterfield.k12.va.us/CCPS/schools/schools.htm?

Nair, Prakash and Randall Feilding and Jeffery Lackney. The Language of School

Table 94. Public elementary and secondary schools, by type and state or

Design: Design Patterns for the 21st Century Schools. DesignShare: Desinging

jurisdiction: 1990–91, 2000–01, and 2006–07. US Department of Education

for the future of learning. First Printing 2005.

Institute of Education Sciences. National Center for Education Statistics. http://

be Tomorrow’s Ruins. What’s in Store? New America Foundation. The Washington Post . November 16, 2008

Graves, Ben E. 1993. A Brief History of School Design. Chap. 2 in School ways: The planning and design of America’s schools, ed. by Clifford A. Pearson. New York: Architectural Record. McGraw-Hill, Inc.

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nces.ed.gov/programs/digest/d08/tables/dt08_098.asp Perkins, Bradford. Building Type Basics for Elementary and Secondary Schools

Wrap. Opportunities to use recycled materials in building. Reference Guide.

Image 22: http://nces.ed.gov/programs/digest/d08/tables/dt08_101.asp

Planning Department. April 2009.

Published by Waste & Resources Action Programme. February 2005.

Image 23: http://nces.ed.gov/programs/digest/d08/tables/dt08_101.asp Image 24: http://chesterfield.k12.va.us/

U.S. Green Building Council. LEED Reference Guide for Green Building Design

Illustrations

Image 25: Poe, Vanessa (author)

and Construction. For the design, construction, and major renovations of

Image 26: Google Maps

comnmercail and institutional buildings including core & shell and K-12 school

mage 1: Poe, Vanessa (author)

Image 27: http://www.chesterfieldbusiness.com/page.asp?id=180

projects. USGBC. 2009.

Image 2: http://www.flickr.com/photos/perspectivephotography/3249258682/

Image 28: http://en.wikipedia.org/wiki/Richmond,_Virginia

Image 3: Mixture of collected Google Images (cannot find sources)

Image 29: http://wesestes.com/chesterfieldrealestate.htm

U.S. Department of Education: Office of Innovation and Improvement. Successful

Image 4: http://www.leaguelineup.com/welcome.asp?url=eastside-soccer-mn

Image 30: http://www.costco.com/Warehouse/WarehouseDetails.

Charter Schools. June 2004. http://www.ed.gov/admins/comm/choice/charter

http://www.petsmartcharities.org/programs/emergency-relief.php

http://www.newton.k12.ks.us/home/NewsArchive/2008/

Image 31: http://www.climate-charts.com/Locations/u/US72401004472011.php

March2008News.htm

aspx?WarehouseNumber=217

UVa Today. State Population Growth Rate Resuming, According to the Latest

U.VA Cooper Center Estimates. The University of Virginia. http://www.virginia.

edu/uvatoday/newsRelease.php?id=10850

Depot-Plays-Host-Special-Olympics-Athletes-Competing-2006-

Image 34: http://www.windpoweringamerica.gov/maps_template.

Canada-603888.htm

http://www.marketwire.com/press-release/Brandon-STAPLES-Business-

Image 32: http://www.rssweather.com/climate/Virginia/Richmond/ Image 33: http://www.rssweather.com/climate/Virginia

asp?stateab=VA

Image 5: Poe, Vanessa (author)

Image 35: http://www.globe.gov/fsl/html/templ.cgi?biome_desc

Image 6: http://www.flickr.com/photos/f33/3203753409/

Image 36: http://www.dmme.virginia.gov/DMR3/earthquakes.shtml

Van der Ryn, Sim. Design for Life. Gibbs Smith Publishing. 2005

Image 7: Christensen, Julia (see references)

Image 37- 48: Poe, Vanessa (author)

Wind Powering America: Wind for Schools Project. December 11, 2009. http://

Image 8: Christensen, Julia (see references)

Image 49: http://quickfacts.census.gov/qfd/states/51000.html

www.windpoweringamerica.gov

Image 9: http://www.southernstudies.org/2009/09/wal-marts-history-of-

Image 50: www.chesterfield.gov/plan

Image 51: http://chesterfield.k12.va.us/ccps/About_CCPS/growthtaskforce.htm

Trimble. , Vance H. Sam Walton: Made In America. Published by Bantam. 1993.

CHAPTER ELEVEN

The Chesterfield County Demographic and Economic Profile. Chesterfield County

destroying-sacred-sites.html

Wing, Eric. Revit Architecture 2010 No experience Required. Wiley Publishing,

Image 10 - 12: Poe, Vanessa (author)

Image 52: http://www.ridegrtc.com/

Inc. 2009

Image 13- 15: http://chesterfield.k12.va.us/ccps/About_CCPS/growthtaskforce.

Image 53: Poe, Vanessa (author)

Image 54: http://www.aronov.com/uploadedFiles/Aronov/Retail/Property_

htm

Wilson, James Q. and George L. Kelling. Broken Windows. March 1982. The

Image 16: http://www.edreform.com/_upload/CER_charter_numbers.pdf

Portfolio/Community_Centers/Aronov-SouthgateShopping

Atlantic Online. Volume 249, No. 3; pages 29-38. http://www.theatlantic.com/

Image 17: http://nces.ed.gov/programs/digest/d08/tables/dt08_101.asp

Center-ICSC-LeaseFlyers-2010.pdf

past/politics/crime/windows.htm

Image 18: Poe, Vanessa (author)

Image 55: Christensen, Julia (see references)

Image 19: http://savethehumans.typepad.com/weblog/education_choice_please/

Image 56: Dysart, Heather (see references)

Image 20 - 21: Poe, Vanessa (author)

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120

Image 57: Garrison, Michael. University of Texas at Austin Professor

Image Site Analysis L: http://www.mfe.govt.nz/publications/sus-dev/passive-

Image 58 - 108: Poe, Vanessa (author)

Image Systems Analysis P: http://www.tradekorea.com/products/3404/1/bed.

Image 109: http://www.designshare.com/index.php/projects/greenman-

Image Site Analysis M: http://diggingri.wordpress.com/2010/01/21/greening-

Image Systems Analysis Q: Garrison, Michae

elementary/images@46

solar-design-guidelines/html/page4.html

the-roof/

sensor-light-switch/

html?nationCd=KR&linkFlag=

Image 110: source for this image cannot be found

Image Site Analysis N: http://www.practicalarduino.com/news/id/171

Image Systems Analysis R: http://www.teachernet.gov.uk/sustainableschools/

Image 111: http://www.northparkcenter.com/press_release/080105_2.html

Image Site Analysis O: http://www.trendir.com/green/

Image 112: http://www.designshare.com/

Image Site Analysis P: http://www.floridapavers.us/sfrima.htm

Image Material Analysis A: http://www.flor.com/

Image 113: Poe, Vanessa (author)

Image Site Analysis Q: http://www.lonestar.edu/12680.htm

Image Material Analysis B: http://www.armstrong.com/commceilingsna/ceiling_

Image 114: http://www.designshare.com/

Image Systems Analysis A: http://www.greenadvantagenews.org/2008_11/

Image 115- 127: Poe, Vanessa (author)

Image Material Analysis C: http://www.armstrong.com/commflooringna/

Image Site Analysis A: http://www.heartwoodconsulting.net/html/trees___

Image Systems Analysis B: http://na.rehau.com/construction/civil.engineering...

Image Material Analysis D: http://www.bontongraphics.com/artusa/wall_

construction.html

spotlight.htm

infrastructure/ground-air.heat.exchange.systems/system.overview.shtml

about/about_detail_content_list.cfm?nav_id=415&levelselected=4&id=8

family_detail.jsp?productLineId=14747&noredirect=Y

products/linoleum

Image Site Analysis B: Poe, Vanessa (author)

Image Systems Analysis C: http://www.savingsbydesign.com/awards-2003/

Image Site Analysis C: http://www.lopezislandschool.org/schools/lopez-middle-

Image Material Analysis E: http://www.soundaway.com/Ultratouch_Insulation

Image Systems Analysis D: Not able to find reference for image

Image Site Analysis D: http://www.ia.nrcs.usda.gov/news/images/Pics/

Image Systems Analysis E: http://www.justfans.co.uk/

Image Material Analysis F: http://www.titusrestoration.com/

Image Systems Analysis F: Source cannot be found

Image Material Analysis G: http://www.mtidry.com/

Image Site Analysis E: Ida Polzer and Christine Konstantinidis

Image Systems Analysis G: http://www.squidoo.com/passivebuildingcooling

Image Material Analysis H: http://www.jameshardie.com/

Image Site Analysis F: http://permaculturepower.wordpress.com/2009/07/09/

Image Systems Analysis H: http://www.hydro-gardens.com/test_page.htm

Image Material Analysis I: http://sinochem-qd.en.made-in-china.com/product/

Image Systems Analysis I: http://www.gettyimages.com/detail/200345260-001/

Image Site Analysis G: http://www.southernlawns.com/irrigation.htm

Image Systems Analysis J: Poe, Vanessa (author)

Image Material Analysis J: http://www.stylehive.com/bookmark/recycled-teak-

Image Site Analysis H: http://facilities.ucsb.edu/departments/recycling/

Image Systems Analysis K: http://www.wmblanchard.com/pages/projects/81

modular-storage-cubes-sustainable-eco-friendly-furniture-design-

Image Systems Analysis L: http://www.tech-eg.com/Pages/

563717

Image Site Analysis I: http://www.lunchtaker.com/blog/2009/12/composting-in-

Image Material Analysis K: http://www.architectmagazine.com/residential-

Image Systems Analysis M: Poe, Vanessa (author)

Image Site Analysis J: http://diggingri.wordpress.com/page/3/

Image Systems Analysis N: http://acocktailofziggararia.wordpress.

Image Material Analysis L: http://www.homedepot.com/

Image Site Analysis K: http://travel.gather.com/viewArticle.action?articleId=2814

Image Material Analysis M: http://www.yardelves.com/materials/rocks.aspx

Image Systems Analysis O: http://jeremyherndon.com/2009/01/07/motion-

school

BioswaleSmall.jpg

water-harvesting-calculations/

dumpsters/default.asp

your-school/

74977811206

index.html

Automatic%20Blinds.htm

com/2009/09/22/energy-efficient-bulbs-are-dead-long-live-the-led/

panels.htm

_s/79.htm

RoQJYpnxticE/China-Low-E-Glass.html

projects/special-forces.aspx

Image Material Analysis N: http://www.allsurfacedesign.com/Environmental/

CradletoCradle/tabid/88/Default.aspx

and supplying valuable information.

critique on the project and being a friend.

Tammy Ebner, Planning official for Chesterfield County, Virginia, for helping me

Emily Potts, Architect with SHW in Austin, Texas, for instruction in Revit.

Image Material Analysis O: http://alsgoesgreen.wordpress.com/2009/07/30/

leed-certification/

Image 128: http://www.usgbc.org/Default.aspx

CHAPTER ELEVEN

to obtain GIS and zoning information.

Mary Robinson, Swift Creek Middle School Principal, for offering a invaluable

Special Thanks

Joseph Feest, Planning Administrator with Chesterfield County, Virginia, offering

tour of her middle school and giving me a wealth of information about school

helping information and insight into the project.

needs, program, and use.

Rosemin Gopaul, Program Coordinator at the University of Texas at Austin.

Larry Speck, The W. L. Moody, Jr. Centennial Professor in Architecture and

Stafan Bader, graduate student at the University of Texas at Austin, for offering critique on this project and being a friend.

Distinguished Teaching Professor at the University of Texas at Austin, and for John Bailey, Sales Team Leader with Colonial Webb Contractors, for being a

Michael Garrison, Professor at the University of Texas at Austin.

being the secondary reader for this project.

valuable resource for all my mechanical and electrical questions.

Eddy Johnson, Assistant Warehouse Manager of chosen Costco Site, for your Hunter Barnes, Architectural Consultant of the Virginia Department of Education,

hospitality and helpfulness with obtaining information for this project.

for giving me a copy of the Virginia Board of Educational Specifications and being a wealth of information.

Christine Konstantinidis, graduate student at the University of Texas at Austin, for offering critique on this project and being a friend.

Bill Bridgeforth, Director of Construction for Chesterfield County Public Schools, for offering what information he could.

Carter Mckey, Regional Contractor with Virtexco Corporation, for being willing to give me a rough estimate for the cost of this adaptive reuse project.

Shannon Caffee, Staff Coordinator at the County of Fairfax, Virginia, for providing general zoning information and being a good friend.

Carl Matthews, Associate Professor at the University of Texas at Austin, for being the primary advisor on this project.

Justin Dowhower, graduate student at the University of Texas at Austin, for instruction and tutoring in Autodesk’s Revit program and being a friend.

Steven Moore, Bartlett Cocke Regents Professor in Architecture at the University of Texas at Austin and adviser to the Sustainable Design Program.

Brenna Dunn, Vice President and Director of Environmental Planning & Research with Moseley Architects in Richmond, Virginia, for offering a phone interview

Ida Polzer, graduate student at the University of Texas at Austin, for offering

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Vita Vanessa Elizabeth Poe was born in Houston, Texas to a loving Texan family, but due to the Real Estate crash in the 1980’s the family moved to Richmond, Virginia where she was raised. Her family contains 4 generations involved within the building industry. After obtaining her high school diploma from Blessed Sacrament- Huguenot in Powhatan, Virginia she enrolled in Virginia Polytechnic Institute and State Institute located in Blacksburg, Virginia. Three changes of majors she finally enrolled in the 5 year Bachelors of Architecture program and graduated in May 2008. During each summer she worked within three particular architecture design firms in Richmond, VA and also embarked on a 2 month European study abroad. She has been active in numerous organizations holding a wide variety of leadership positions, and continuingly volunteering to give back to the community. Directly following her undergraduate work she entered at the University of Texas in Austin, Texas to obtain a Master of Architecture degree in Sustainable Design. This Master Design Study completes her degree and is now out in the world making her way.

This MDS was typed by the author.

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