COLLAB ED | A Facility Fostering the Cultivation of Community and Home Education

A fac i l i t y f o s t e r i n g t h e c u lt i vat i o n of community + e d u cat i o n

SENIOR PROJECT | HOMESCHOOL COMMUNITY CENTER | APPALACHIAN STATE UNIVERSITY | INT4108-101 | ISAAC WOOD | 21.12.06

collab ed

the a b s t r ac t

A fac i l i t y f o s t e r i n g t h e c u lt i vat i o n o f c o m m u n i t y + H o m e e d u cat i o n Homeschool numbers saw a sharp increase during the remote learning transition period due to Covid-19. During this period, South Carolina saw a significant increase above the 3.3% national average to 13.2% of the student population. This climb in homeschooled students provides an urgent opportunity to respond to a growing need for community development and resources for rural homeschool households.

The purpose of this project is to design a community center tailored to the needs of homeschool households in York County, South Carolina. The built environment will provide ample access to technology and educational facilities which are inaccessible for many rural homeschool students; the environment will encourage safety and community engagement through inclusivity and diversity; the environment will be a beacon of sustainable education for homeschool households and the surrounding community alike; the environment will encourage engagement between different sectors of the community in order to foster community development.

This project is relevant due to the sharp increase of homeschooled students in South Carolina resulting in a more diverse community; thus, the expansion of this community has needs that are not met by the traditional homeschool household profile. The built environment will provide the community with augmented inclusivity, diversity, accessibility, technology, and facilities.

This project employs an evidence-based design approach by applying understandings from research in studies such as child development, child education, play-based-learning, effects of indoor air quality, architectural case studies, impact of daylight, and the impact of color on education to develop the best educational community space for the people of York County.

This research and application process will discover strong ties between community engagement and education and link these two concepts together in order to develop an innovative community-wide philosophy of educational and environmental stewardship, proposing a forward shift for the future of homeschool pedagogy.

T h e e d u cat i o n a l fac i l i t y i s d e s i g n e d f o r t h e c u lt i vat i o n of our planet's future intellectual resources; Thus, i t i s pa r a m o u n t w e shape the interior environment ac c u r at e ly to f o r g e the minds within.

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T h e P r o p o sa l . .

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T h e I n t r o d u c t i o n . . . . . . . . . . 0 7

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Problem Statement Solutions Philosophy

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What is Homeschooling + Education Statistics User profiles

T h e E n v i r o n m e n t . . . . . . . . . . 1 7 Place Introduction Zoning Profile Building Profile Site Context Climate Conditions

T h e R e s e a r c h . .

Learn + Play Indoor Environmental Quality Acoustics Color Light + daylight Wayfinding

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T h e B u i l d i n g C o d e s . . . . . . . . .

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T h e I m p l e m e n t at i o n . . . . . . . . . 9 3

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2018 South Carolina Building Codes

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T h e cas e s t u d i e s . . . . . . . . . . 6 9 Manassas Park Elementary School Sidwell Friends Middle School

T h e S t a n d a r d s . . . . . . . . . . . 8 1 Well Building Institute LEED v4.1 ASPECTSS

05 Steps The Concept Inspiration Images Building Analysis Space Analysis + Proximity Bubble Diagrams Blocking Diagrams

R e f e r e n c e s . . . . . . . . . . . .

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" W e ca n b e s t h e l p c h i l d r e n l e a r n , n o t by d e c i d i n g w h at w e t h i n k they should learn and thinking of ingenious way s to t e ac h i t to t h e m , b u t by m a k i n g t h e w o r l d , as fa r as w e ca n , ac c e s s i b l e to t h e m , pay i n g s e r i o u s at t e n t i o n to w h at t h e y do, answering their questions -- if they h av e a n y - - a n d h e l p i n g t h e m e x p lo r e t h e things they are most interested in."

- J o h n H o lt

01 The P r o p o sa l

p r o b l e m s t at e m e n t Solutions p h i lo s o p h y WOOD | 01

P r o b l e m S t at e m e n t COMMUNITY OBSTACLES

COMMUNITY OPPORTUNITY

First and foremost, homeschool students and the educators - parent(s) and guardian(s) of the student(s) - lack easy access to up-to-date learning resources, technology, and facilities since many cooperatives and organizations meet in a variety of religious centers, public parks, public libraries, and even houses.

Secondly, but just as dire, is the overall perceived and legitimate exclusivity of homeschooling in South Carolina, in relation to religious organizations.

This focus alienates non-traditional households and discourages diversity regarding parameters of religion, family dynamics, and race/ethnicity.

The opportunity is to design a project which focuses on diversity and inclusion within the homeschool community by providing access to educational and social resources within a safe environment.

DESIGN OBSTACLES Design obstacles within an educational community center range drastically, due to the diversity of the occupants. However, this study will be focusing primarily on 08 obstacles: 01. Balance open space and levels of noise - especially regarding high-functioning neurodiverse students 02. Encourage interage interaction while simultaneously creating spaces specific to the student-learners’ age demographic and educational needs 03. Create learning environments which do not reflect the traditional public or private academic environment 04. Promote diversity and inclusivity within the parent-clusters and student-clusters socializing in the space, regardless of their beliefs and dynamics, to foster a strong sense of community development and mental wellbeing 05. Advocate student-learner safety away from the parent(s) or guardian(s) while concurrently reassuring their peace of mind in order to emphasize high levels of educational and social autonomy 06. Educate the community and public on environmental stewardship through the narrative of the building and site 07. Provide the homeschool community and local residents with hard to access facilities to encourage educational endeavors as well as community outreach 08. Energize the students, parents/guardians, and public to pursue outdoor and physical activities to advance their psychology and physiological wellbeing

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OPPORTUNITY MEANING This opportunity is important because many nontraditional households and students are turned away from homeschool associations, cooperatives, and organizations due to religious bias. Furthermore, the outside perception of homeschooling is already marred by these groups, further deterring potential households from getting involved in the homeschool community, or deterring these potential households from homeschooling altogether. This project will raise awareness for homeschooling as a valuable form of education by providing the non-traditional and traditional households with ample access to educational resources and by emphasizing the benefits of a strongly diverse and inclusive community environment.

OPPORTUNITY GOALS The brief goals of this project will be to provide easy access to educational resources such as technology, facilities, and spaces while simultaneously creating a diverse, and inclusive community focused on home education and community betterment.

OPPORTUNITY RELEVANCE Due to the Covid-19 pandemic, many families, specifically in the Southern United States, have started homeschooling their children. This boom in popularity increases the need for a secular and diverse community center focused on homeschool households, their educational and social resource needs.

Solutions

DIFFERENTIATION SOLUTIONS Current environments where homeschool households frequent for cooperatives are often churches, public libraries, public parks, and each other’s houses. Many of these environments do not meet the needs for the students or parents and guardians; there is rarely a balance of quiet and loud spaces, these spaces lack facilities needed for deeper educational development, and there is rarely a division between work and play spaces.

This project will focus on synthesizing the needs of each household into one environment by providing proper educational facilities such as: 01. Quiet study spaces 02. Loud collaborative spaces 03. Indoor play spaces 04. Outdoor play spaces 05. Science laboratories 06. Art and design studios 07. Communal-ancillary spaces 08. Escape spaces THEORY EXPLORATION This project will be focusing on various forms of educational philosophy and educational styles to provide the best environment possible for the South Carolina homeschool community. These philosophies and styles include but are not limited to: 01. Montessori schools 02. Unschooling 03. Experiential learning 04. Proximal development 05. Backwards design 06. Scaffolding 07. Genetic epistemology 08. Cognitive development theory 09. Psychosocial development theory DIVERSITY SOLUTIONS Since one of the primary goals of this project is to encourage high levels of inclusion and diversity within the mainstream homeschool community, incorporating design focused diversity is paramount to the success of the environment. Designing without the focus on a religious doctrine will promote diversity by allowing occupants with various backgrounds and beliefs to feel welcome and safe within the community. For those beliefs that require private spaces to worship throughout the day, a respite space will need to be included for their use.

This space will be multifunctional to take advantage of real estate but will provide the necessary privacy

and space for various daily religious rituals.

SUSTAINABILITY SOLUTIONS Environmental stewardship is paramount to the physical and mental wellbeing of the occupants as well as the protection of the Earth for future generations. Thus, sustainability will be interwoven seamlessly into the design of the project as well as becoming an educational resource for the homeschooling households and surrounding communities. Steps taken to promote educational environmental stewardship will include: 01. Daylight harvesting | Which is necessary for educational facilities since access to natural daylight promotes wellbeing and increases productivity - daylight harvesting also reduces the electrical load of the building, lowering the carbon footprint 02. Resilient materials | Children are inherently destructive, thus specifying resilient materials will aid in the longevity of the project’s utilization as a high traffic environment 03. Sustainable materials | to better the indoor air quality and reduce environmental impact, the project will utilize Red-List free and Declare Label materials 04. Ventilation and circulation | The South Carolina Piedmont is quite muggy and hot during the majority of the year. Thus, emphasizing a hybrid cooling system is necessary to lower the electrical load, create thermal comfort, and better the indoor air quality 05. Plumbing | as a high traffic environment, this space will need highly efficient plumbing fixtures for all spaces to reduce water consumption 06. Water collection system | this project will also utilize a rainwater catchment/collection system to reduce gray water waste 07. Standards | this project will follow industry standards such as WELL and LEED in order to achieve a high level of resiliency and environmental stewardship

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UNIVERSAL SOLUTIONS Since there is a significant percentage of homeschool students with a form of disability, designing the interior environment with ample accessibility without hindering the standard user is a must. High-functioning neurodivergent students - autism spectrum, attention deficit disorder, and dyslexia - require various space types with varying levels of focus and quiet to be able to perform well academically and socially. Focus pods - seen in many modern workplaces - will be implemented to create auditory and visual privacy for the user to focus; repetitions in patterns will be utilized within wayfinding to allow for easier exploration within the space; clear definitions and space change to encourage a separation of spaces and work or play styles; inclusion of touch spaces to break away from a digital learning platform; user controlled lighting within most spaces; varying levels of textural, visual, and auditory stimulation. In addition, the project will be using principles found in ASPECTSS to create a more inclusive environment.

Many mothers are the primary caretakers within the average family, this is especially true within the homeschool community. Many homeschool households have upwards of three children with various age gaps. Inclusion of a mothers’ room will allow the parent or guardian to take care of an infant while leaving their children in the momentary care of other students or parents/guardians

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P h i lo s o p h y

PHILOSOPHY | INCLUSION

PHILOSOPHY | SUSTAINABILITY

From the designer’s perspective and personal experience, the homeschool community in and surrounding York, South Carolina is drastically exclusive and lacks diversity. The homeschool cooperatives in this area are religiously exclusive; many households and students have been ostracized or maltreated due to race, ethnicity, household dynamic, religious belief or nonbelief, and sexual orientation. This creates a dichotomy between the homeschool community and accessible educational options in South Carolina. The exclusivity and acrimony turn many non-traditional households away from this educational opportunity, further closing the homeschool community off from diversity, inclusion, and community outreach.

Sustainable design and environmental stewardship is paramount for longevity and health of the Earth for future generations. As an adaptive reuse project, this environment has many opportunities to interweave sustainability into the educational resources of the project in order to inform the community about stewardship, and steps they can take personally to prolong the health of the Earth for their children. Highlighting sustainable features of the project within the interior environment will increase transparency and curiosity about sustainability. Furthermore, including workable features - features that the students, parents/ guardians, and the community can work on and benefit from - into the project will provide first hand experience to better their stewardship philosophy, pushing the community to create a more sustainable future.

In order to develop the students into competent and caring global citizens, high levels of diversity and inclusion need to be promoted within the home education community via learning and socialization opportunities. That being said, this environment will strive to achieve a strong and impactful inclusive environment for any type of homeschool household to thrive in, in order to generate a sustainable community.

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"Difference is of the essence of humanity.

D i f f e r e n c e i s a n ac c i d e n t of birth and it should therefore never be the s o u r c e o f h at r e d o r c o n f l i c t . T h e a n s w e r to d i f f e r e n c e i s to r e s p e c t it. Therein lies a most fundamental principle o f p e ac e : r e s p e c t f o r diversity."

- John Hume

02 The Introduction

W h at i s h o m e s c h o o l i n g ?

E d u cat i o n S t at i s t i c s User profiles WOOD | 07

W h at i s H o m e s c h o o l i n g + E d u cat i o n S t at i s t i c s DEFINITION The National Center for Education Statistics states that “students are considered to be homeschooled if their parents reported them being schooled at home instead of at a public or private school, if their enrollment in public or private schools did not exceed 25 hours a week, and if they were not being homeschooled only due to a temporary illness.” 1 LAWS IN SOUTH CAROLINA Homeschooling is a legal form of education throughout the United States of America, however, various states have various requirements and laws surrounding this form of education. The South Carolina Department of Education outlines three ways a parent or guardian may homeschool their child or children in the state of South Carolina.

01. Option One allows the parents to home school their children under the auspices of a school district, if approved by the board of trustees. 2 02. Option Two, parents may home school their children with the support of the South Carolina Association of Independent Home Schools. 3 03. Option Three, parents may choose a home school association which has no fewer than fifty members and meets the home school requirements. 4 CODE OF LAW 59-65 The SC Code of Law 59-65 outlines all the necessary information regarding compulsory education and options for educating a child at home. There are a collection of necessary similarities between all three options. All three options outlines that: • •

A parent must hold at least a high school diploma or the equivalent general educational development certificate (GED) 5 The instructional year is at least one hundred and eighty days 6

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The curriculum includes, but is not limited to, the basic instructional areas of reading, writing, mathematics, science, and social studies and in grades seven through twelve, composition and literature (SCED, 2021). 7

REASONS FOR HOMESCHOOLING There are numerous reasons why parent-guardians decide to homeschool their children. The National Center for Education Statistics outlines the primary reasons why in the chart below - the majority of these parent-guardians specify a concern for safety, moral training, or a dissatisfaction with public education. 8 Many of these concerns do overlap on a household to household basis.

DEMOGRAPHICS According to the National Center for Educational Statistics, homeschooling has been an increasingly popular way for educating children, having risen steadily since 1999. In 1999, the percentage of children being homeschooled was only 1.7% approximately 850,000 students - by 2016, the number rose to 1,690,000 at 3.3% - nearly doubling the demographic in less than two decades. 9 2020 COVID-19 IMPACT As stated previously, the homeschooling rate has maintained a steady 3.3% over the past decade.

However, due to the stay at home orders across the United States in 2020, continuing into 2021 and potentially 2022, homeschooling has reached a new high. According to the United States Census, the Household Pulse Survey noted that 5.4% of United States families were homeschooling their children during the first week of school, April 23 to May 05.

Interestingly, by the Fall of 2020, approximately 11.1% of households were homeschooling their children - this is a significant spike from 3.3% of students in 2016. South Carolina saw a significant spike in percentage of homeschoolers from first week - at 6.4% - to the sixteenth week - at 13.2% of the 2020 school year. 10

1 Wang, K., Rathbun, A., and Musu, L. (2019). School Choice in the United States: 2019 (NCES 2019-106). U.S. Department of Education. Washington, DC: National Center for Education Statistics. PP 32-38. Retrieved 09.01.2021 from https://nces.ed.gov/pubs2019/2019106.pdf 2 “Homeschool Accountability Options in South Carolina.” The SC Homeschooling Connection. South Carolina Department of Education , April 24, 2018. https://www.homeschoolingsc.org/sc-accountability-options/.

3 Ibid 4 Ibid 5 SCDE. “SC Code of Law 59-65.” SC Code of Law 59-65 - South Carolina Department of Education . South Carolina Department of Education. Accessed September 2021. https://ed.sc.gov/districts-schools/state-accountability/home-schooling/sc-code-of-law-59-65/.

6 Ibid 7 Ibid 8 Wang, Rathbun, & Musu. School Choice in the United States 9 Ibid 10 U.S. Census Bureau. “Homeschooling on the Rise During COVID-19 Pandemic.” Census Bureau’s Household Pulse Survey shows significant increase in homeschooling rates in fall 2020. United States Census Bureau , October 8, 2021. https://www.census.gov/library/stories/2021/03/homeschooling-on-the-rise-during-covid-19-pandemic.html.

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Parent/Guardian Reasoning for Homeschooling 40.00%

30.00%

20.00%

10.00%

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Chart statistics from: NCES, Wang, K., Rathbun, A., and Musu, L. (2019). School Choice in the United States: 2019 (NCES 2019-106). U.S. Department of Education. Washington, DC: National Center for Education Statistics. PP 32-38. Retrieved 09.01.2021 from https://nces.ed.gov/ pubs2019/2019106.pdf WOOD | 09

Percentage of Homeschoolers, by Region

1.80%

Northeast

South

3.90%

Midwest

2.90%

3.70%

West

0.00%

1.00%

2.00%

3.00%

4.00%

Percentage of Students that are Homeschooled, by Grade

Kindergarten

3.50%

2.40%

Grades 1-3

Grades 4-5

3.40%

3.30%

Grades 6-8

3.80%

Grades 9-12

0.00%

1.00%

2.00%

3.00%

4.00%

Chart statistics from: NCES, Wang, K., Rathbun, A., and Musu, L. (2019). School Choice in the United States: 2019 (NCES 2019-106). U.S. Department of Education. Washington, DC: National Center for Education Statistics. PP 32-38. Retrieved 09.01.2021 from https://nces.ed.gov/ pubs2019/2019106.pdf WOOD | 10

Percentage of Homeschoolers, by Locale

3.00%

City

Suburban

2.90%

Town

4.30%

4.40%

Rural

0.00%

1.00%

2.00%

3.00%

4.00%

5.00%

Percentage of Student that are Homeschooled, by Ethnicity/Race

White

Black

Hispanic

Asian

Other

0.00%

1.00%

2.00%

3.00%

4.00%

Chart statistics from: NCES, Wang, K., Rathbun, A., and Musu, L. (2019). School Choice in the United States: 2019 (NCES 2019-106). U.S. Department of Education. Washington, DC: National Center for Education Statistics. PP 32-38. Retrieved 09.01.2021 from https://nces.ed.gov/ pubs2019/2019106.pdf WOOD | 11

DISABILITIES IN HOMESCHOOL STUDENTS

RELIGIOUS DEMOGRAPHIC | OPTION 03

Often, households choose to homeschool a child or children due to cognitive or physical disabilities learning disabilities, intellectual disabilities, speech or language impairment, emotional disturbance, deafness or hearing disability, blindness or other visual impairment (not corrected with prescription glasses), orthopedic impairment, autism, attention deficit disorder,, pervasive developmental disorder, developmental delay, traumatic brain injury, or health impairment lasing 6+ months. 1

According in depth, personal research, out of the 39 South Carolina state approved Third party Homeschool Associations, the majority have a strong religious affiliation while the minority remains a secular basis. Information is pulled from South Carolina Department of Education’s Option Three list of approved Homeschool Associations - only associations local to South Carolina have been specified and analyzed. 4 Out of the 53.8% of religious based Associations, 95.2% of those associations are linked to mainstream protestant christianity, leaving 4.8% - or one association - which maintains a catholic statement of faith.

RELIGIOUS DEMOGRAPHIC | OPTION 02 According to SC Code of Law Section 59-65-45, parents or guardians may homeschool their child or children through Option 02. Option 02 requires that instruction is auspiced under the South Carolina Association of Independent Home Schools. This organization has been in existence since 1990, and focuses on a christian based approach to homeschooling, much like a majority of the Option 03 Associations. The SCAIHS mission statement is as follows: “SCAIHS provides education counseling and encouragement to homeschooling parents as they shepherd their children through their educational journey. We assist parents in providing the best education possible to equip their students to serve the lord in whatever capacity he leads.” 2 Through personal contact with an administrator, Ms. Katina Prescott, at SCAIHS, research has led to conclude that SCAIHS does not require a statement of faith and allows persons affiliated with other organized religious groups to become members. However, SCAIHS does discriminate against homosexual parents; the SCAIHS staement of commitment outlines that the “SCAIHS believes the foundation of home schooling is built, in part, on the traditional family, established by a marriage between one man and one woman.” The statement of comminited followed up by stating that “we [the signee] understand that failure to fulfill any one of these responsibilities may result in probationary status for our home school or dismissal from SCAIHS. If dismissed, we understand the financial agreement will be enforced.” 3 This statement of commitment outlines that, despite SCAIHS not inquiring about the sex or sexual orientation of parents or guardians, members of SCAIHS who are found to be homosexual could be dissmissed as members of the organization.

1 NCES. “Percentage of Students Ages 5 through 17 in Grades Kindergarten through 12 or the Equivalent Who Were Enrolled in School or Homeschooled, by Disability Status: 2011-12.” National Center for Education Statistics (NCES) National Household Education Surveys Program (NHES). National Center for Education Statistics . Accessed October 18, 2021. https://nces.ed.gov/nhes/tables/enrolled_ homeschool.asp.

2 SCAIHS. “Homeschooling in SC since 1990: SCAIHS.” SCAIHS South Carolina Association of Independent Home Schools -. SCAIHS, May 11, 2021. https://schomeschooling.com/.

3 K. Prescott, personal communication, September 16, 2021 4 “Homeschool Accountability Options in South Carolina.” The SC Homeschooling Connection. South Carolina Department of Education , April 24, 2018. https://www.homeschoolingsc.org/sc-accountability-options/.

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Option 03 | Associations by religious basis Secular 2.6%

No Context 30.8%

1

12

21

No Affiliation 12.8%

Religious 53.8%

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Information for the chart formulated and extracted from: “Homeschool Accountability Options in South Carolina.” The SC Homeschooling Connection. South Carolina Department of Education , April 24, 2018. https://www.homeschoolingsc.org/sc-accountability-options/.

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User profiles THE STUDENT-LEARNER

Homeschool students in Kindergarten through Grade Nine. These students will be self led or instructed in various cooperative style classes by different Student-Instructors or Guardian-Teachers.

The Student-Learner | 01 Ages

Event(s)

Developments

Thinking

Piaget's Stage

Erikson's Stage

04-05

Exploration

Symbol use

Egocentric

Early Preoperational

Stage 03

Language maturation

Non-logical

Initiative vs. Guilt

Memory

Nonreversible

Purpose vs. Inhibition

Imagination

The Student-Learner | 02 Ages

Event(s)

Developments

Thinking

Piaget's Stage

Erikson's Stage

06-07

Exploration

Language

Egocentric

Late Preoperational

Stage 03

School

Socialability

Nonreversible

Initiative vs. Guilt

Imagination

Sympathetic development

Purpose vs. Inhibition

Confidence

Stage 04 Industry vs. Inferiority

The Student-Learner | 03 Ages

Event(s)

Developments

Thinking

Piaget's Stage

Erikson's Stage

07-11

School

Logical manipulation

Sympathetic growth

Concrete Operational

Stage 04

Systematic manipulation

Reversible thought progresses

Industry vs. Inferiority

Concrete development

Competence vs. Passivity

Pride and confidence

The Student-Learner | 04 Ages

Event(s)

Developments

Thinking

Piaget's Stage

Erikson's Stage

11-12

School

Logical to abstract thought

Sympathetic growth

Early Formal Operational

Stage 04

Social Relationaships

Social expectations

Empathetic development

Industry vs. Inferiority

Thought reversal

Competence vs. Passivity

Return to egocentricism

Stage 05 Identity vs. Role Confusion Fidelity vs. Confusion

The Student-Learner | 05 Ages

Event(s)

Developments

Thinking

Piaget's Stage

Erikson's Stage

13-15

Social Relationaships

Abstract concepts

Egocentricism dwindles

Late formal operational

Stage 05

Social expectations

Reversible thought

Values and mores

Identity vs. Role Confusion Fidelity vs. Confusion

Identity

Information for the chart formulated and extracted from: Cherry, Kendra. “Understanding Erikson’s Stages of Psychosocial Development.” Verywell Mind. Verywell Mind, July 18, 2021. http://www.verywellmind.com/erik-eriksons-stages-of-psychosocialdevelopment-2795740 Orenstein, Gabriel A. “Eriksons Stages of Psychosocial Development.” StatPearls [Internet]. U.S. National Library of Medicine, November 22, 2020. http://www.ncbi.nlm.nih.gov/books/NBK556096.

Educational psychology interactive: Cognitive development. Accessed October 18, 2021. http://www.edpsycinteractive.org/topics/cognition/piaget.html.

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THE STUDENT-INSTRUCTOR

THE GUARDIAN-TEACHER

The Student-Instructors are homeschool students aging sixteen to eighteen years old - approximately tenth to twelfth grade. These users fall under Stage 05 of Erikson’s Psychosocial Development; this stage focuses on the conflict of identity and role confusion, meaning that in a successful development in this stage leads to a student who has a strong identity and is open to exploration and collaboration. 1 2 This age group also falls in line with Piaget’s Formal Operational stage, despite many adults not reaching the full potential of this stage, in fact, only about 35% of high school graduates obtain formal operations. 3 It is still an important note to inform the design and thus developmental considerations for this specific demographic, since the primary event revolves around social relationships - work, peers, etc.

The Guardian-Instructors are homeschool parents or guardians who are volunteering to oversee and facilitate an educational setting or subject for the various levels of students - the aforementioned Student-Instructors and Student-Learners. These users come from a diverse plethora of backgrounds, beliefs, and ideations. However, many fall into Erikson’s seventh stage of development, Generativity versus Stagnation. In this stage users tend to strive for a bigger purpose and inform the next generation in order to continue engaging and contributing to society. Their main goal is to instruct and develop, instill morals, inform, guard, and create something that lasts before transitioning into the next stage of development. 4 5 6

1 Cherry & Kendra. Understanding Erikson’s Stages of Psychosocial Development.

2 Orenstein. Erikson’s Stages of Psychosocial Development.

3 Educational psychology interactive: Cognitive development.

4 Cherry & Kendra. Understanding Erikson’s Stages of Psychosocial Development.

5 Orenstein. Erikson’s Stages of Psychosocial Development.

6 Educational psychology interactive: Cognitive development.

Hierarchy of Needs chart is based on and adapted from: “Supporting Young Children’s Learning and Well-Being at Home.” Institute of Education Sciences, REL Southwest, 2020, ies.ed.gov/ncee/edlabs/infographics/pdf/REL_SW_Supporting_young_childrens_ learning_and_wellbeing_at_home.pdf “Sense of Belonging and Social and Emotional Learning .” Regional Education Laboratory Northwest, Institute of Education Sciences, 2017, ies.ed.gov/ncee/edlabs/regions/northwest/pdf/social-emotional-learning.pdf.

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" W h at i s t h e u s e o f a h o u s e i f yo u h av e n ' t g ot a to l e r a b l e p l a n e t to p u t i t o n ? " - H e n ry Dav i d T h o r e a u

03 The Environment

P l ac e I n t r o d u c t i o n Zoning Profile Building profile Site context c l i m at e c o n d i t i o n s WOOD | 17

P l ac e I n t r o d u c t i o n SENSE OF PLACE

York County is located in the piedmont region of South Carolina, next to the Broad and Catawba Rivers 1 encompassing close to 700 square miles.

According to the 2019 census, York County has a population of 280,979. The largest city is Rock Hill, with a population of 73,334, while 14 miles away, York has a population of 8,144. 2 York County is connected to the Charlotte metropolis area by I-77, providing easy access to an urban center from the more rural towns such as Clover, York, and Sharon.

York County has a poverty rate of 8.2%, which is 5.6% lower than the South Carolina State average, with a median household income of $66,949.

Regarding education, 25.1% of the population has a highschool or equivalent degree, 21.9% have some college education with no degree, 10.4% have an Associate’s degree, 22.4% have a Bachelor’s degree, and 10.9% have a graduate or professional degree. As of 2019, only 75.5% of the school population is enrolled in Kindergarten to 12th grade. Nearly three-quarters of the population work for private companies, while only 3.2% of the population is self-employed. The employment rate in York County is 65.5% which is higher than the State average, at 56.7%. 3 Singular drivers account for 82.4% of the primary means of transportation in York County. Only 9.4% of the population regularly carpools while 1.2% commute via walking. Due to rural infrastructure, only 0.5% of the population has the ability to commute via public transportation. 4 HISTORY: CITY OF YORK AND YORK COUNTY What is known now as York County was originally home to the Cherokee and Catawba Indiginous People. York County was initially established and colonized in 1785 by English and Scottish settlers from Virginia and Pennsylvania. 5 This area had a heavy hand in the Battle of Cowpens and the Battle of King’s Mountain during the American Revolution much of its history is detailed within the many State Parks dotting the county.

The City of York, South Carolina was initially called Fergus Crossroads, but was later renamed the Town of Yorkville after the English House of York - where many of the Pennsylvanian settlers had ties to - this is also the origin of the White Rose emblem. 6 By 1823, York was home to approximately 450 people, about 64% of the population was white and 36% of the population, black. There were around eighty homes, eight stores, five taverns, two academies, and a printing office. There were also only fifty two mechanics, eight lawyers, two physicians, and one clergyman. 7 Between 1850 and 1861, the start of the American Civil War, York saw a population boom, in part due to the new railroad system which connected it to the main line 8 , running between Charlotte North Carolina and Columbia South Carolina. 9 During this period, York had become a very prosperous Cotton Center, boasting many plantations. During the Civil War, York County had very few tories, maintaining a primarily confederate demographic. 10 After the Civil War, Ku Klux Klan activity was increasingly violent in this area. By 1871, President Ulysses S. Grant signed the Ku Klux Klan Act and later declared martial law, suspending the writ of habeas corpus in York County. Many prominent KKK members were arrested and only five stood trial for racial terrorism. 11 However, Klan activity decreased after this occurrence, though racial injustice and bias continued throughout the following century.

After the Civil War, the textile industry in York County flourished, providing many employment opportunities and further development. 12 By 1915, the Congress Street Courthouse was erected, designed by William Augustus Edwards. The Town of Yorkville also changed its name to York in this same year. 13 In 1979, the inner part of York was designated the York Historic District on the National Register of Historic Places by the U.S. National Parks Service and the South Carolina Department of Archives and History. York South Carolina is one of the largest small-city historic districts in the state with 340 acres of land and boasting over 180 historic structures and landmarks. 14

1 York County Government. “About York County.” Residents | York, SC. Accessed November 1, 2021. https://www.yorkcountygov.com/450/About-York-County.

2 U.S. Census Bureau. “York County South Carolina.” Explore Census Data, 2020. https://data.census.gov/cedsci/profile?g=0500000US45091.

3 Ibid 4 Ibid 5 Allison, Anne T. History of York. Edited by Russel M Propst. Yorkville Historical Society. Yorkville Historical Society. Accessed November 21, 2021. https://yorkvillehs.com/about-york-sc/history-of-york/.

6 York, South Carolina. SCIWAY, 2021. https://www.sciway.net/city/york.html#:~:text=Known%20as%20the%20White%20Rose,white%20rose%20as%20its%20emblem.&text=The%20city%20still%20 goes%20by,rose%20as%20a%20city%20symbol.

7 Allison, History of York 8 Ibid 9 York County History. youryorkcounty. Loner Group LLC, 2021. https://www.youryc.com/history-of-york-county.

10 10 Allison, History of York 11 Madeo. Violence by KKK in South Carolina Forces Pres. Grant to Declare Martial Law. On This Day, 17 OCT. Equal Justice Initiative . Accessed November 21, 2021. https://calendar.eji.org/racial-injustice/oct/17.

12 Allison, History of York 13 Ibid 14 Ibid

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D

A

B

E

F

C

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Zoning Profile PROPERTY DATA PARCEL NUMBER/PIN: 4010000030 LOT: TR 1 GIS ACRES: 48.09 SALES DATE: 08.24.1987 SALES PRICE: $378,493 MARKET VALUE: $486,560 GRANTOR: Peggy B. Neal PLAT/BOOK PAGE: E301 / 3 LAND UNIT CLASSIFICATION: Exempt Vacant Government ZONING DISTRICT: Agricultural Conservation I District (ACG-I)

1

GIS LOT IMAGE

“York County Zoning (Regions).” York County GIS, 2020. https://opendata-yorkcosc.hub.arcgis.com/datasets/york-county-zoning-regions/explore?location=34.953404%2C-81.195772%2C14.89.

Image Citation: York County GIS. “York County GIS - Planning Viewer.” Geocortex Viewer , 2020. https://maps.yorkcountygov.com/gvh5/index.html?viewer=planning.

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ZONING INFORMATION The approximately 50 acre site is zoned as Agricultural Conservation I District (AGC-I).

According to the York County Zoning Ordinance, this district is “intended to protect and preserve the agricultural character of an area by allowing growth with larger lots (five acres) thus maintaining an agrarian character. This district should be utilized where transition is inevitable, but public water and sewer are not readily available.” 1 Permitted Uses (155.036) 01. Accessory 02. Animal hospitals and veterinary clinics 03. Animals, keeping or rasing of 04. Campgrounds 05. Churches or similar places of worship 06. Dwellings, no more than one dwelling per approved platted lot 07. Family day care homes 08. General farming 09. Greenhouses, landscape nurseries and accessory equipment 10. Neighborhood and community parks, centers, play fields, swimming pools, tennis courts, and golf courses 11. Seasonal roadside agricultural and produce stands 12. Signs 13. Subdivision sales centers accommodating all contractors and sales agents 14. Wineries type I

05. Wineries Type II 06. Mining, minor resource extraction 07. Solar energy facilities 08. Community centers 09. Kennels 10. Nursing, rest, or convalescent homes 11. School, either public or private, administrative school buildings

and

Right to Farm (155.038) “York County supports the right to farm within this zoning district.

In addition to allowing the continuation of all existing agricultural operations using generally accepted agricultural management practices without interference from adjacent property owners, York County allows the establishment and continuation of new agricultural operations involving crop production or grazing of livestock using generally accepted agricultural management practices without interference from adjacent property owners.”

Note For technicality purposes and to reduce parameters brought on by educational facilities, this project will be considered a Community Center, and thus applicable to be constructed on both a ACG-I and ACG zoned parcel.

Special Exceptions (155.037) The special exceptions cannot substantially reduce or impair the purpose of the Agricultural Conservation I District. The exception will also need to be approved by the local zoning board and be judged on the following criteria: 2 Adequate water and sewer facilities Will existing public service and public facilities be impacted negatively by proposed use A proposed site plan with adequate detail Traffic Impact Analysis (TIA) The special exception facilities include: 3 01. Airports and heliports 02. Bed and breakfast inns 03. Cottage industries 04. Event venues and large capacity event venues 1 York County Code of Ordinances. “Chapter 155 | Agricultural Conservation District | York County SC.” American Legal Publishing Corporation. Accessed November 1, 2021. https://codelibrary.amlegal. com/codes/yorkcounty/latest/yorkco_sc/0-0-0-9336#JD_155.035.

2 Ibid 3 Ibid

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Building Profile BUILDING INFORMATION TITLE: York County Fire Training Facility PROJECT TYPE: Government YEAR BUILT: 2013-2016 SIZE: 24,615 SQ FT | New Construction LOCATION: 2500 McFarland RD. York, South Carolina, 29745 FIRM: Montgomery Associates

STRUCTURE Montgomery Associates notes that the primary Training Center Building is of traditional construction with load-bearing steel framed stud walls and a wooden truss system. The Pavilion and Shop Building are of per-engineered steel framed construction; both building have brick cladding. All load bearing interior partitions are constructed 16” o.c. with 6” steel structural studs.

The Shop Building building is designed as “essential” and has been constructed to meet Category IV Exposure and is suitable for use during a disaster.

CURRENT USE The current use for this building is for York and surrounding Counties to train their fire departments.

It is outfitted with various burn buildings, a helicopter pad, parking for fire trucks, a large open site, and a pond for fire hoses.

1

Building information extracted from: Montgomery, Ben. Architect. As Builts for York County Fire Training Center, 2013.

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1

Image Citation: “Department of Fire Safety - Fire Training.” York County, SC. Accessed November 1, 2021. https://www.yorkcountygov.com/gallery.aspx?AID=5.

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Site Context INFRASTRUCTURE • • • • • • • •

The site is located directly off of McFarland Road in York, South Carolina McFarland Road connects to HWY 324 and HWY 334 HWY 334 terminates into HWY 321 which connects to I-77, providing easy access to the Charlotte Metropolitan area Surrounding architecture is primarily residential or agricultural Little commercial architecture is located nearby No commercial spaces are located within walking distance Due to the rural-ism of York County, this site is not on a public transit route nor is it bicycle or pedestrian friendly The current hard-scape hosts 107 parking spaces

SITE NOTES • • • •

There are nine different structures on site, most are used for storage The project will be focusing on the largest dual building on site, the Shop Building and the Training Center The buildings outside of the project context include storage facilities for supplies, a burn building, and a garage for fire trucks The amount of current hardscaping could lead to site overheating, especially regarding York S.C.’s climate conditions

LANDSCAPING • • •

• •

Surrounding flora on the approximately 50 acre lot is mostly local species The site is zoned as an Agricultural Conservation District The site directly surrounding the buildings and hard-scape is barren and lacking ample shade from natural sources as well as native biodiversity The man-made pond on site provides ample potential for rainwater catchment, irrigation, and geothermal cooling There is a lack of vegetation directly surrounding the building. Vegetation and site additions will need to be added to reduce heat gain from exterior climate conditions

Information and image for the site analysis formulated and extracted from: “2500 McFarland Road, York South Carolina.” Google earth. Google. Accessed November 8, 2021. https://earth.google.com/web/search/2500+McFarland+Road,+York,+SC/@34.94646793,81.19613487,210.03004097a,226.61879232d,35y,4.02210449h,0.10768488t,0r/data=CigiJgokCRf-4OTckEFAEYuSMxEokEFAGXASPlMIYFTAIeT5iBqxYFTA.

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PREVAILING WINDS (SEPTEMBER TO MARCH)

PREVAILING WINDS (APRIL TO AUGUST)

JUNE SOLSTICE

EQUINOX

DECEMBER SOLSTICE

SUNSET

SUNRISE

Information for the site analysis formulated and extracted from: “Rock Hill, South Carolina - Sunrise, Sunset, Dawn and Dusk Times for the Whole Year.” Gaisma. Accessed November 8, 2021. https://www.gaisma.com/en/location/rock-hill-south-carolina.html.

“Weatherspark.com.” York Climate, Weather By Month, Average Temperature (South Carolina, United States) - Weather Spark. Accessed November 8, 2021. https://weatherspark.com/y/17894/AverageWeather-in-York-South-Carolina-United-States-Year-Round.

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C l i m at e C o n d i t i o n s OVERVIEW South Carolina has only BA Climate zones, Mixed Humid and Hot Humid. York County falls in the Mixed Humid category with an IECC Climate Zone of 3A. According to the U.S. Department of Energy, “A mixed-humid climate is defined as a region that receives more than 20 inches (50 cm) of annual precipitation, has approximately 5,400 heating degree days (65°F basis) or fewer, and where the average monthly outdoor temperature drops below 45°F (7°C) during the winter months. The Building America mixed-humid climate zone includes the portions of IECC zones 4 and 3 in category A above the “warm humid” line.” 1 York County South Carolina has approximately 1721 Cooling Degree Days and 2934 Heating Degree Days annually. 2 IECC CLIMATE MAP

1 Pacific Northwest Laboratory. “Guide to Determining Climate Regions by County.” Building America Best Practices Series 7.3 (August 2015): 2–35. https://doi.org/https://www.energy.gov/sites/prod/ files/2015/10/f27/ba_climate_region_guide_7.3.pdf.

2 Kahn, Peter B. “Heating Degree Days Database .” Heating Degree Database -- Weather Station Information. U.S. Department of Housing and Urban Development , 2007. https://www.huduser.gov/ portal/resources/UtilityModel/source/hdd_data.odb?INPUTNAME=4206%2B%2AWINTHROP%2BUNIVERSITY&stname=%24statename%24&stusps=SC&zip_code=29745&year=2007.

Image Citation: Kahn, Peter B. “Heating Degree Days Database .” Heating Degree Database -- Weather Station Information. U.S. Department of Housing and Urban Development , 2007. https://www.huduser.gov/portal/ resources/UtilityModel/source/hdd_data.odb?INPUTNAME=4206%2B%2AWINTHROP%2BUNIVERSITY&stname=%24statename%24&stusps=SC&zip_code=29745&year=2007.

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Low Temperature and High Temperature | York County South Carolina Low Temp.

100

High Temp.

75

50

25

0

Jan.

Feb.

Mar.

Apr.

May

Jun.

Jul.

Aug.

Sep.

Oct.

Nov.

Dec.

Month Humidity Percentage by Month Jan.

72% 74%

Feb. Mar.

73%

Apr.

73%

Humidity

May

75%

Jun.

70% 69%

Jul. Aug.

71%

Sep.

72%

Oct.

72% 71%

Nov. Dec. 0%

75% 20%

40%

60%

80%

Information for the chart formulated and extracted from: Yu Media Group. “York, SC - Detailed Climate Information and Monthly Weather Forecast.” Weather Atlas. d.o.o. Accessed November 1, 2021. https://www.weather-us.com/en/south-carolina-usa/york-climate#visibility.

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Average Wind Speed by Month 7.3

Average Wind Speed

7.00

7.3

7.5

6.9

6.1

6

6.3

6.5

6.00

5.2

5.2 4.8

5.00

4.5 Jan.

Feb.

Mar.

Apr.

May

Jun.

Jul.

Aug.

Sep.

Oct.

Nov.

Dec.

Month UV Index Jan. Feb. Mar. Apr. May Jun. Jul. Aug. Sep. Oct. Nov. Dec. 0

2

4

6

8

Information for the chart formulated and extracted from: Yu Media Group. “York, SC - Detailed Climate Information and Monthly Weather Forecast.” Weather Atlas. d.o.o. Accessed November 1, 2021. https://www.weather-us.com/en/south-carolina-usa/york-climate#visibility.

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Average Rainfall by Month 4 3.19 3

2.8

2.6

2.72

2.64

3.54

3.39

2.64

2.76

2.68

2.01

2.2

2

1

0

Jan.

Feb.

Mar.

Apr.

May

Jun.

Jul.

Aug.

Sep.

Oct.

Nov.

Dec.

Jul.

Aug.

Sep.

Oct.

Nov.

Dec.

Rain Fall Average Rainfall Days | York County South Carolina 20

15

10

5

0

Jan.

Feb.

Mar.

Apr.

May

Jun.

Average Rainfall Days

Information for the chart formulated and extracted from: Yu Media Group. “York, SC - Detailed Climate Information and Monthly Weather Forecast.” Weather Atlas. d.o.o. Accessed November 1, 2021. https://www.weather-us.com/en/south-carolina-usa/york-climate#visibility.

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Daylight Hours and Sunshine Hours Sunshine Hours

10.2

Jan.

5.5 11

Feb.

6.3 12

Mar.

7.1

13.1

Apr.

Month

Daylight Hours

8.8

May

14

9.6

Jun.

14.5

10.6 10.7

14.2

Jul.

10.4

13.4

Aug.

8.5

12.4

Sep.

6.4

11.3

Oct. Nov.

10.3

Dec.

9.8 0

5.8 5.3

10

20

30

Sunshine Days 25 20.1 20

17.7

20 18.2

17.4 14.3

14.7

14.3

15

13

13.2 11.2

12

10

5

0

Jan.

Feb.

Mar.

Apr.

May

Jun.

Jul.

Aug.

Sep.

Oct.

Nov.

Dec.

Sunshine Days

Information for the chart formulated and extracted from: Yu Media Group. “York, SC - Detailed Climate Information and Monthly Weather Forecast.” Weather Atlas. d.o.o. Accessed November 1, 2021. https://www.weather-us.com/en/south-carolina-usa/york-climate#visibility.

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Cloud Coverage 50%

40%

30%

20%

10%

0%

Jan.

Feb.

Mar.

Apr.

May

Jun.

Jul.

Aug.

Sep.

Oct.

Nov.

Dec.

Information for the chart formulated and extracted from: Yu Media Group. “York, SC - Detailed Climate Information and Monthly Weather Forecast.” Weather Atlas. d.o.o. Accessed November 1, 2021. https://www.weather-us.com/en/south-carolina-usa/york-climate#visibility.

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" As a n a r c h i t e c t yo u d e s i g n f o r t h e present, with an awa r e n e s s o f t h e pas t , f o r a f u t u r e w h i c h i s e s s e n t i a l ly unknown."

- Norman Foster

04 The Research

L e a r n + P l ay Indoor air quality ac o u s t i c s C o lo r L i g h t + Day l i g h t Way f i n d i n g WOOD | 33

L e a r n + P l ay HOMESCHOOLING: THE HISTORY AND PHILOSOPHY OF THE CONTROVERSIAL PRACTICE OVERVIEW

APPLICATION + MEANING

This source reviews the concepts and thoughts within the book titled Homeschooling: The History and Philosophy of the Controversial Practice.

The goal of this article is to review the book’s determined history and philosophy of homeschool dichotomy and synthesis. Primarily, it underlines that homeschooling was initially the primary form of education for children in the early evolution of Northern American history. However, as time has progressed, society secularized, and education became institutionalized, homeschooling development for various reasons and philosophies.

The article underlines the two primary philosophical ideas regarding a guardians choice to homeschool their child or children. These ideals and those that followed are considered “ideologues” and “pedagogues.” The first are guardians who decide to homeschool their children for religious and moral reasons, while the second is a choice focused on the failures of public education and how to determine better educational development in their children.

Often these two ideals do overlap in some forms.

There is also an important development regarding the marginalization of pedagogy within an ideology occupied education movement. The authors, Dwyer and Peters, detail failures of the state and the parents regarding homeschool and oversight, specifically regarding “bias against homeschoolers, secular bias, perverse incentives, and a host of other failures, intentional and unintentional.” overall the article review denotes that the book’s prerogative relies on policies becoming stricter on regulating homeschooling and the backlash received by the homeschool demographic, specifically since a majority of the reason behind homeschooling is pedagogy. 1

• •

This article creates an understanding of the user basis not previously determined in statistics The plight between “Idealogues” and “Pedagogues” will be underlined in the design of the project to develop a community environment tailored towards to pedagogues for the betterment of home education and community diversity and individual inclusion

NOTES • •

Pedagogues versus ideologues and the overlap within personal family philosophies Overly religious educational philosophy can be detrimental to the education of the child, the public bias towards homeschooling, and the overall accessibility of homeschooling through government policies and regulations

Wenneborg, E. G. (2019). Homeschooling: The History and Philosophy of a Controversial Practice. Educational Theory, 69(6), 752–758. https://doi-org.proxy006.nclive.org/10.1111/edth.12399

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PLAY BASED LEARNING: EVIDENCE-BASED RESEARCH TO IMPROVE CHILDREN’S LEARNING EXPERIENCES IN THE KINDERGARTEN CLASSROOM ABSTRACT With a heavy increase in academic expectations and standards to be learned in the early years, educators are facing the challenge of integrating important academic standards into developmentally appropriate learning experiences for children in kindergarten. To meet this challenge, there is a need to become familiar with the role of play in the classroom with an emphasis on developmentally appropriate practices such as play-based learning (PBL). PBL is child-centered and focuses on children’s academic, social, and emotional development, and their interests and abilities through engaging and developmentally appropriate learning experiences. This paper explores the definition of play-based learning (PBL), the theoretical frameworks and historical research that have shaped PBL, the different types of play, the social and academic benefits of PBL, and the ways in which educators can facilitate, support, assess, and employ technology to enhance PBL. The authors will conclude by reflecting on how teaching practices can be informed by evidence-based research to improve children’s learning experiences in the kindergarten classroom. 1 NOTES • • •

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Play-based learning (PBL) unifes play and educational pedagogy The essential purpose of PBL is for children to learn while playing Educators are facing the challenge of integrating important academic standards into developmentally appropriate learning experiences, in turn, the amount of time children in kindergarten participate in play is decreasing while direct academic instruction is increasing PBL gives students the “freedom to explore, to make mistakes, to investigate, and to try trial and error Friedrich Froebel considers the free-flowing nature of play, play as a cognitive processing mechanism for integrating learning, and a way of “seeing play as the highest form of learning” Natural play materials are of high importance, such as those seen in the child’s physical environment depending on the geographic location of this child’s world such as “wood, cotton, silk – not plastic, nylon” The child is a sense organ and receives sensory

•

•

•

•

• • •

•

• •

•

impressions and exerts preferences based on the child’s activity needs or a will force Free play is apparent when children have unlimited choice and flexibility and are able to direct their own play, which is most often pretend or imaginative Inquiry play, a mixed method between inquiry learning and play, which is initiated based on students’ interests but also child-directed. The learning opportunity generates from students’ interest in a phenomenon and the educator extends their play by incorporating related academic learning and skills Collaboratively designed play is structured and controlled by both the students and the educator.

The educator helps create a theme or learning environment based on students’ interest and incorporates academic learning opportunities as appropriate Playful learning occurs when educators intend to explicitly teach academic content or skills that would not naturally occur but do so in a playful and engaging manner Learning through games is when children are intentionally learning academic content or skills through playing games In terms of academic learning through PBL, adult-guided play transpires as a middle ground between free play and direct instruction Children perceive an activity as a learning experience if it takes place at a table compared to if an activity is on the floor where it is more likely to be perceived as play Communication skills, routines of conversation, and oral vocabulary are extensively developed through play, experiences, and interactions with other peers and educators - along with selfregulation skills, such as behavior and emotions PBL also creates experiences for students to learn how to collaborate and work together towards a common goal Many educators believe play is dichotomized from academic learning , that learning only occurs during direct instructional events, and play is simply for enjoyment - however, play is intrinsic and integrated to learning Educators face the challenge of balancing academic learning, using developmentally appropriate implementation practices, and determining how and when to integrate play into the daily kindergarten program

Taylor, M. E., & Boyer, W. (2020). Play-Based Learning: Evidence-Based Research to Improve Children’s Learning Experiences in the Kindergarten Classroom. Early Childhood Education Journal, 48(2), 127–133. https://doi-org.proxy006.nclive.org/10.1007/s10643-019-00989-7

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APPLICATION + MEANING • •

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•

Children’s perspectives of play and learning aligns with their classroom experience Four essential factors for educators: (01) Academic content which is intended to be learned needs to be part of the logistics of the activity or game. (02) the experience needs to be presented in a way in which children can understand. (03) the content and activity must stimulate prior knowledge and continuous learning for children. (04) the content and activity needs to ft individuals’ learning needs appropriately Incorporating iPads into the collaborative learning experiences in the classroom revealed gains in student achievement. Interactive technology as play activities in the classroom reportedly showed improved motivation and supported both small group learning, social interaction, and independent work PBL has the potential to support and enhance the relationship between the educator and each child. 1

•

• •

• • •

• •

Play based learning environments are intrinsic to the health, wellness, educational development, community development, and societal integration of developing school aged children Spaces focused on trial and error are necessary within the play and learn and play environments Various levels of learning spaces are paramount to the energy that the children bring to learning - spaces should cater to play, play based learning, and instructed learning Spaces should be catered specifically to the children, but also support the overseer/instructor Learning and play spaces should support autonomy as well as support inter-child collaboration free from overseer interaction A transition from synthetic materials to natural materials better informs the developing child about the reality of the world and betters their wellbeing - application of natural materials through features, vertical surfaces, horizontal surfaces, interactive elements, etc Spaces need to be designed to allow for a teaching moment within every play scenario, regardless of the structure Interactive and freelance technology supports collaboration and community building within the developing children and is thus necessary to design with as a feature of the educational space(s)

Taylor, M. E., & Boyer, W. (2020). Play-Based Learning: Evidence-Based Research to Improve Children’s Learning Experiences in the Kindergarten Classroom. Early Childhood Education Journal, 48(2), 127–133. https://doi-org.proxy006.nclive.org/10.1007/s10643-019-00989-7

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THE DECLINE OF PLAY AND THE RISE OF PSYCHOPATHOLOGY IN CHILDREN AND ADOLESCENTS ABSTRACT Over the past half century, in the United States and other developed nations, children’s free play with other children has declined sharply. Over the same period, anxiety, depression, suicide, feelings of helplessness, and narcissism have increased sharply in children, adolescents, and young adults.

This article documents these historical changes and contends that the decline in play has contributed to the rise in the psychopathology of young people.

Play functions as the major means by which children: 01. Develop intrinsic interests and competencies 02. Learn how to make decisions, solve problems, exert self-control, and follow rules 03. Learn to regulate their emotions 04. Make friends and learn to get along with others as equals 05. Experience joy.

Through all of these effects, play promotes mental health. 1

•

• •

•

NOTES •

•

• •

•

Children are designed by natural selection to play - however, over the past half century in the United States and other developed nations, opportunities to play, specifically outdoors, have plummeted. Simultaneously, psychopathology in adolescents has sharply increased; including but not limited to feelings of anxiety, depression, feelings of helplessness, and narcissism Free Play - activity that is freely chosen and directed by the participants and undertaken for its own sake, not consciously pursued to achieve ends that are distinct from the activity itself Since the mid 1950s, free play has steadily declined partly due to ever-increasing control that adults take over children’s activities Research conducted on 4-6 year olds found a 25% decrease in time spent playing, a 55% decrease in time spent conversing with others at home, and a 19% decrease in time spent watching television over this sixteen-year period. In contrast, they found an 18% increase in time spent in school, a 145% increase in time spent doing schoolwork at home, and a 168% increase in time spent shopping with parents In another survey, 85% of mothers cited television viewing and 81% cited computer play as among the reasons why their children played outdoors

• • • •

•

so infrequently, though 82% mothers noted they disallowed the children to play outdoors for fear of danger One analysis of the MMPI and MMPI-A scores indicate that five to eight times as many young people today have scores above the cutoff for a likely diagnosis of a clinically significant anxiety or depressive disorder than was the case half a century ago Despite the research having been conducted over three decades ago, the idea is still applicable and likely only increased in the recent years Anxiety and depression are closely linked to feelings of personal control which is in turn related to an internal or external locus of control.

Researchers found that between 1960 and 2002, there was a large change from internal to external locus of control in young people Increased narcissism among young people may seem to be inconsistent with the increases in anxiety, depression, and external locus of control that have been documented over the same years, but it is understood be a fragile and defensive variety of self-esteem A system that encourages play is a system that allows pursuit of intrinsic goals Play will help remedy the lack of personal control as long as it is free play and not play directed, facilitated, or supervised by adults This will help children learn to manage their physical and social environments Play deprivation may lead to an increased external locus of control because those children will always be dependent on someone or something else and never developed the skill set to make decisions, solve problems, and learn how to follow rules. The decline in play may be both a consequence and a cause of the increased social isolation and loneliness in the culture Social play, by its nature, is an egalitarian activity, decreasing the sense of narcissism and superiority in children. Learning to get along and cooperate with others as equals may be the most crucial evolutionary function of human social play

Gray, Peter. “The Decline of Play and the Rise of Psychopathology in Children and Adolescents.” American Journal of Play, vol. 3, no. 4, 2011, pp. 443–459., https://www.psychologytoday.com/files/attachments/1195/ajp-decline-play-published.pdf. Accessed 12 Oct. 2021.

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•

Play, especially social play with other children, serves a variety of developmental functions, all of which promote children’s mental health. In the absence of such play, children fail to acquire the social and emotional skills that are essential for healthy psychological development. 1

APPLICATION + MEANING • •

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The research outlined in this article will facilitate and foster the design and implementation of unsupervised play sectors within the project It will be important to provide visual and acoustic privacy for the children to learn and play together without direct parental or guardian supervision/ direction, strengthening the bonds within the community, education, and social factors of their development It is also extremely necessary to include the various free play sectors inside and outside of the project’s building envelope, meaning that there is a need for a free play sector indoors and a free play sector outdoors.

The outdoor free play sector should be larger and provide the children with more opportunity and autonomy to play and learn in order to foster better physical and mental wellbeing. This will ensure that future generations will be socially, emotionally, and educationally competent adults

Gray, Peter. “The Decline of Play and the Rise of Psychopathology in Children and Adolescents.” American Journal of Play, vol. 3, no. 4, 2011, pp. 443–459., https://www.psychologytoday.com/files/attachments/1195/ajp-decline-play-published.pdf. Accessed 12 Oct. 2021.

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DESIGNING FOR AUTISM: AN ASPECTSS POST-OCCUPANCY EVALUATION OF LEARNING ENVIRONMENTS ABSTRACT The objective of this paper is to demonstrate the application of the Autism ASPECTSS™ Design Index in the PostOccupancy Evaluation of existing learning environments for children along the autism spectrum. First published in 2014 this index outlines 7 design criteria that have been hypothesized to support environments conducive to learning for children with autism spectrum disorder (ASD). Using the index as a framework, this paper outlines a case study of a Post-Occupancy Evaluation (POE) of an existing pre-K-éh grade public charter purpose-built school for children on the autism spectrum. The tools used for the evaluation were: the ASPECTSS scoring of the school through a survey of teachers and administrators; on-site behavioral in-class observation; and focus groups of parents, teachers, staff and administrators. The results informed a design retro-fit proposal that strived to assess any ASPECTSS compliance issues and implement the index across the learning spaces, therapy spaces, support services and outdoor learning environments of the school. This paper will outline the application of the index and the resultant design from this process. The results will strive to present a scalable and replicable methodology and prototype for improving existing built environments for learners with ASD. 1

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There are many appropriate operational features which can be integrated into the passive design of the environment to make the transition for ASD students easier, these include: - Smartboards - Wide hallways and high ceilings for a sense of open space - Calming and neutral colors - Concealed storage to reduce clutter - Acoustiblok in walls to reduce noise between rooms - Universally designed furniture for accessibility - Window placement to reduce distraction

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Results of the study found that doors were often the culprit of unwanted noise transmissions out of and into the classroom environments The hallways were also a major point of concern due to the acoustical issues. Many students pass through this space multiple times a day, creating a lot of unwanted noise and echo which can lead to sensory overload. Also, this is one of the primary introductory spaces of the buildings, which can deplete the spatial journey throughout the day by becoming a stress trigger by creating a chaotic first impression Constant change [regarding furniture and classroom layout] is not only time and energy consuming for the teachers, but creates an environment of unpredictability that does not capitalize on the students’ skill in adhering to routine and order. This is particularly the case in the younger classes who may have a stronger need for such predictability Although upper level students need more change and flexibility within spaces to create a transition into mainstream developmental or work spaces Escape spaces were used for sensory breaks and quiet time for students within the classroom Escape spaces need to be small, artificially lit (with controlled lighting), semi-private, and not adjacent to an exterior wall

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The sensory theory of autism poses that these behaviours and challenges may be related to the range of sensitivities that an individual on the spectrum may have towards the five senses as the primary source and controller of the majority of sensory inputs, the built environment can potentially play a tremendous role in exacerbating or alleviating the challenges faced by those along the spectrum of autism ASPECTSS is a set of criteria developed specifically for the design and assessment of built environments for individuals along the spectrum of autism. First published in 2014 the Index, like the autism it supports, is itself a spectrum and provides a framework for design thinking as opposed to a prescriptive set of recommendations. ASPECTSS has seven design concepts: - Acoustics - Spatial Sequencing - Escape Space

Compartmentalization Transitions Sensory Zoning Safety

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Mostafa, M. (2018). DESIGNING FOR AUTISM: AN ASPECTSS™ POST-OCCUPANCY EVALUATION OF LEARNING ENVIRONMENTS. ArchNet-IJAR : International Journal of Architectural Research, 12(3), 308. doi:http://dx.doi.org/10.26687/archnet-ijar.v12i3.1589

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Three different levels of escape spaces need to be implemented: 01. Within the classrooms itself 02. A de-escalation space outside of the classroom as an ancillary space 03. An intermediate level of escape 1

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Some instructors removed their desks completely as it created a distraction for some students There is a need to create subtle transitions between high stimulation spaces to low stimulation spaces or vice versa Small seating pods can be incorporated into the hall to provide sensory nooks for the students to readjust Safety features included key carded access to exterior doors as well as intercoms at the exterior points of entry

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Since there is a high percentage of homeschool students with learning disabilities or fall on the autism spectrum, many of the principles of this article and applicable, specifically involving ASPECTSS. However, this project will not be designed to be able to meet the needs of all special needs users since it will be focusing on a majority of neuronormative and high-functioning neurodivergent occupants. That being said, the project will detail values, principles, and solutions to common stressors for high functioning neurodivergent occupants to reinforce the accessibility and inclusion of the facility usage There will need to be a strong emphasis on zone transition between high stimulation and low stimulation environments, since this is applicable and helpful to more than just ASD occupants Halls and paths of travel will need to be acoustically buffed to reduce the chaotic atmosphere and alleviate sensory overload Escape spaces are necessary in classroom environments and can be integrated throughout the rest of the project as focus pods

Mostafa, M. (2018). DESIGNING FOR AUTISM: AN ASPECTSS™ POST-OCCUPANCY EVALUATION OF LEARNING ENVIRONMENTS. ArchNet-IJAR : International Journal of Architectural Research, 12(3), 308. doi:http://dx.doi.org/10.26687/archnet-ijar.v12i3.1589

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Indoor Environmental Quality S.E.E. BREEZE: THE IMPACT OF INDOOR AIR QUALITY ON EDUCATION OVERVIEW “Despite the shift towards online learning and distance education, schools, universities and alternative institutes of adult education continue to depend on a wide variety of built structures for students; from lecture halls and classrooms to libraries and gymnasiums. All of these spaces pose a significant problem for designers and engineers: how can one optimise the quality of the indoor environment while accommodating densities far in excess of those housed in most other buildings?” Low ventilation rates are associated with adverse health in the occupants such as SBS and communicable diseases. Thus, higher levels of ventilation will reduce respiratory illness and the effects of SBS. CO2 levels also cause issues within the interior environment, studies shown in this source depict that higher than normal CO2 levels increase school absenteeism, and thus a lack of educationational impact. However, as much of an impact that increased ventilation has, it is not the answer: “mixing contaminated air with fresh air is surely not an ideal solution.” One primary issue when introducing outside air into the interior environment is outdoor pollutants adding to the preexisting VOCs and pollutants. The primary way to resolve the issue of indoor air quality without relying on ventilation is to instal low VOC or pollutant - specifically formaldehyde - products in the interior environment - products such as furniture, flooring, systems, ceilings, wall applications, surface, construction processes, adhesives, etc. The educational facility is designed for the cultivation of our planet’s intellectual resources, thus it is paramount we protect the interior environment and nourish the minds within. From an economic perspective, quality education provides the foundation for a successful national economy, such that any environmental variables linked to improved learning outcomes can be justified in a fiscal sense. 1 NOTES •

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Increased ventilation, reduced recirculation, improved filtration, ultraviolet treatment of air and HVAC components, and reduced occupant density could reduce respiratory illnesses in occupants by 15%, and SBS symptoms by 20– 50% There are three categories of indoor pollutants: Volatile Organic Compounds (VOC), Formaldehyde, and Bioaerosol Contaminants

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Exposure to VOCs can cause dry mucous, irritation of eyes, nose, headache, and fatigue Formaldehyde off-gassing can irritate eyes and respiratory tracts and has been linked to carcinogenic qualities Low ventilation can cause Bioaerosol Contaminants to linger in the interior environments causing respiratory illnesses These contaminants in the indoor environment has been linked linked to asthma, which accounts for 20% of all absenteeism in children 1000 p.p.m. increase in CO2 concentration above outdoor levels corresponded to a 10–20% increase in school absenteeism. Student absence reflects, among other things, communicable respiratory illnesses that are likely to proliferate in schools with poor ventilation.

Better ventilation in educational spaces has an average performance increase of 1.7% for every twofold in ventilation rate between 3 and 30 L/s per person The ventilation performance can help increase productivity associated with typing, addition, proof of reading, clarity of thought, and creativity High VOC levels have been associated with impared memory and an inability to concentrate Plants can help to improve IAQ but research is spotty - however research has noted up to an 11% reduction in formaldehyde levels with approximately 20 plants in a space

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It is necessary for the health of the users to include germicidal UVC air filtration within the space as well as increase ventilation, if the outdoor air quality of the site permits It is paramount to the success and health of the users that there is limited if not zero application of surfaces or materials containing VOCs and Formaldehyde Plants in the indoor environment are beneficial to the air quality - and indoor environmental quality - if properly designed and implemented It should be noted that a healthy learning environment informs the success of the students hosted within

Coward, S. (2009). S.E.E. breeze: The impact of indoor air quality on education. In Public #5: A Human Thing (pp. 126–137). Woods Bagot.

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Ac o u s t i c s THE ROLE OF ACOUSTICS IN PERCEIVED SUITABILITY OF, AND WELL-BEING IN, INFORMAL LEARNING SPACES ABSTRACT Post-secondary institutions require appropriately designed informal learning spaces (ILSs) outside of classrooms for studying and group-work activities, but few studies have investigated how these spaces perform, especially in terms of acoustics.

We measured objective acoustical characteristics and architectural features in 23 such spaces, and captured environmental assessments and wellbeing outcomes from a survey of 850 student occupants. Objective measures indicated that sound levels generated by occupants and other sound sources tended to exceed maximum values recommended by standards. Some components of perceived suitability and well-being were greater in spaces with lower background sound levels (e.g., from ventilation systems), but with more occupantgenerated sound, and more reverberation.

Furthermore, some design features such as more vegetation, the presence of soft furnishings, and lower seating density predicted some components of perceived suitability and well-being. This evaluation of ILSs offers lessons for designers and suggests additional directions for further study. 1 NOTES •

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Informal Learning Spaces (ILS) are small enclaves or nooks featuring furniture such as tables and chairs that are available for use for students without booking The physical characteristics of a learning space can influence students’ attitudes toward learning and their institutions, their ability to learn, and their well-being Characteristics include acoustics, light, natural views, and thermal comfort Acoustics have proven to be important to students’ learning and wellbeing, however many studies focus on the classroom environment itself and not informal learning spaces (ILS) ILS focus on various non-auditory tasks, such as reading, writing, memorization, and problemsolving, as well as auditory tasks and verbal communication activities, such as small-group discussion There are five primary factors of acoustics which affect learning: 01. Physical attributes such as decibel level, frequency, and reverberation

02. Characteristics of the students such as age, gender, and personality 03. Task type - some tasks require speech intelligibility (discussions) while other tasks require muffled speech or background noise (reading) 04. situational factors, such as similarity between the acoustical environment during learning and recall - were instructions verbal or written?

05. Timing of the noise - which is detrimental during learning a task but less so while performing the task •

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Sound (wanted) is likely to result from talkers communicating to listeners at short distances, such as in small-group discussion while noise (unwanted) may arise from person - or nonperson-generation and is determined distracting Reverberation refers to the temporal prolongation of sound reflecting inside an enclosed space Reverberation time (RT) is defined as the time in seconds taken for sound at a given frequency to decay 60 dB after the sound is generated Increased RT reduces speech intelligibility which can be detrimental inside a classroom environment , but that means it increases speech privacy Reverberation interferes with the discrimination of speech signals, thus cognitive resources must be expended to compensate, leaving fewer resources available to other learning tasks, such as comprehension and memory Inappropriate acoustical conditions can impact wellbeing by triggering emotional responses such as annoyance and psychophysiological responses such as stress Noise annoyance is when the source can be seen, is speech-related, and intermittent Various students performed various tasks while participating in the study: - Thinking (57%), - Reading (56%), writing (38%), - Working on a computer (35%), - Talking with others (28%), - Talking on a cell phone (4%), and - Engaging in other learning or non-learning activities (9%) (66% of the non learning activities were performed solo) - A minority of participants (16%) reported that they were wearing earplugs or headphones

Scannell, L., Hodgson, M., García Moreno Villarreal, J., & Gifford, R. (2016). The Role of Acoustics in the Perceived Suitability of, and Well-Being in, Informal Learning Spaces. Environment & Behavior, 48(6), 769–795. https://doi-org.proxy006.nclive.org/10.1177/0013916514567127

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Results showed that sound levels in the unoccupied spaces varied from 32.2 dBA and NC 15 (excellent) to 54.9 dBA and NC 45 (unacceptable), with an average of 43.4 dBA (unacceptable) and NC 33 (acceptable). Sound levels in the occupied spaces varied from 37.7 dBA (acceptable) and NC(B) 30 (excellent) to 76.6 dBA and NC(B) 72 (unacceptable), with an average of 56 dBA and NC(B) 51 (unacceptable).

RT of less than 1.0 s was considered acceptable, and values less than 0.7 s were considered excellent. RT (Tmid) varied from 0.31 s (excellent) to 2.77 s (unacceptable) with an average of .96 s (SD = .55; marginally unacceptable).

The majority of spaces (78%) were coupled to other spaces rather than partially coupled (9%) or enclosed (13%) The objective acoustical results support the subjective results, given that, on average, both Noise Criterion and decibel levels did not meet the standard acceptability criteria in occupied as well as unoccupied spaces. Average RTs were marginally acceptable.

Interestingly, suitability ratings were higher in occupied spaces with higher levels of sound this is potentially the result of higher levels of speech privacy between small close groups with higher levels of speech intelligibility between distances (reference RT) There was also a high level of perceived suitability in spaces with soft furniture and material features Background noise not generated by occupants - i.e. mechanical systems - is more detrimental the the wellbeing of the occupants Restorative benefits were found in spaces with higher RT than spaces with low RT regarding ILSs 1

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Higher RT is also necessary to achieve higher levels of perceived well being and restorative benefits after the occupant uses the space Since noise annoyance is higher when the source is visible, visual privacy acts in synthesis with auditory privacy within the ILS regarding wellbeing and productivity of the occupant Building ventilation systems have a high negative impact on ILS when predominantly unoccupied, thus sound masking or planning arrangements need to be facilitate in order to disrupt or deter these sounds from interfering with the ILS’ occupants Since suitability was higher in louder, occupied spaces, these spaces need to be flexible environments to harbor collaboration, socialization, as well as independent work.

Since perceived suitability of an ILS does have a strong emphasis on soft materials, it is important to include soft furniture, flooring, and wall applications in order to achieve the desired psychobehavioral effect ILSs are intrinsic to the success of the project as there is a move to avoid classroom environments, and in turn, provide more informal break out spaces The acoustic qualities of these spaces will help determine the level of understanding and student engagement in these spaces These spaces will also be used in various ways, as outlined by the article, thus need to be highly flexible for educational, collaborative, social, independent, and community use

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Further characteristics of sound regarding point 02 should refer to auditory sensitivities in neurodiverse students - such as students with ASD who cannot screen out noise.

Since reverberation interferes with speech intelligibility and is detrimental to classroom environments, it is applicable and necessary in ILS for privacy and ability to focus

Scannell, L., Hodgson, M., García Moreno Villarreal, J., & Gifford, R. (2016). The Role of Acoustics in the Perceived Suitability of, and Well-Being in, Informal Learning Spaces. Environment & Behavior, 48(6), 769–795. https://doi-org.proxy006.nclive.org/10.1177/0013916514567127

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C o lo r A RESEARCH OF THE EFFECT OF CLASSROOM WALL COLOURS ON STUDENT’S ATTENTION ABSTRACT In this study, the effect of classroom wall colours on student’s attention was investigated. The research was conducted with the age groups of 8-9 in the two primary schools, one private the other state. These schools have a different socialcultural and economic scale. A total of 78 students participated in this study. Five colours (5R 7/8, 5Y 7/8, 5G 7/8, 5B 7/8, 5P 7/8) were selected by using Munsell Colour System and classroom walls were painted for five consecutive weeks. The students had lessons under different wall colours and the attention tests were performed on students at the end of the weekday. The results show that attention scores were the highest in the purple (5P 7/8) wall colour conditions and the lowest in the red (5R 7/8) wall colour conditions. 1

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Students in this study are from various sociocultural and economic backgrounds One school group was a private school (middle upper class), the other a state school (middle lower class) The experiment utilizes the Munsell Color System During the initial color survey, students leaned more towards dark and medium colors regarding color value: researchers specified a value of 7 During the same survey, students preferred higher saturated colors over less saturated colors: researchers specified a saturation of 8 The survey regarding hue was inconclusive: researchers specified a hue of 5 - the colors follow the sequence in the color system.

The hues specified were 5R, 5Y, 5G, 5B, 5P In order to reduce the impact of other classroom objects competing or interfering with student color perception, all equipment was wrapped with a medium grey - N 5/0 - material; the ceiling was painted white - N 8/0 All illuminance was changed and calculated to 500 lm/m2 utilizing both artificial and natural light The Bourdon Attention Test was used in this study The sequence of letters were changed each week so patterns were not developed or memorized The test was carried out each Friday for 05 weeks, with a new wall color each week

The highest attention scores were developed in the space with the Purple walls (5P 7/8), followed by Blue (5B 7/8), then Green (5G 7/8), then Yellow (54Y 7/8), and finally with the lowest score, Red (5R 7/8) Median scores are as follows: Red (5R 7/8): 58, Yellow (Y5 7/8): 64.78, Green (5G 7/8): 71.73, Blue (5B 7/8): 72.77, Purple (5P 7/8): 74.67 The private school group scored higher in all attention tests than the public school, however, scores in both were highest in the purple environment and lowest in the red environment

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It is important to note that this experiment may have a flaw regarding the test scores related to the week number. As noted, the test scores rise progressively and steadily from Week 01 to Week 05 -- from Red to Purple in order. There may be a cause and effect linked to attention level and the repetition of the test and overall environment itself despite the change of color in said environment The study notes that attentions cores are highest in cool colored environments for school aged children (08-09) than in environments with a warmer hue Thus, a cool colored environment is better for focused and attention-based learning spaces

Duyan, F., & Rengin, U. (2016). A research on the effect of classroom wall colours on student’s attention. A, Z ITU Journal of Faculty of Architecture, 13(2), 73-78. doi:http://dx.doi.org.proxy006.nclive. org/10.5505/itujifa.2016.57441

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EFFECTS OF INTERIOR COLOR SCHEMES ON EMOTION, TASK PERFORMANCE, AND HEART RATE IMMERSIVE VIRTUAL ENVIRONMENTS ABSTRACT The purpose of this study was to investigate the effects of interior color schemes in immersive virtual environments (IVEs) on emotion, task performance, and heart rate to examine IVEs’ potential for interior color research. Fifty-five (n = 55) student participants were recruited to experience four different colored IVE models (i.e., red, green, blue, and white), and their emotions, heart rate change, and proofreading performances during the immersion were measured.

Participants were also asked about their sense of presence after the experience. The findings support the following three hypotheses: 01. IVE interior color schemes affect subject emotion, 02. IVE interior color schemes affect subject task performance as measured through a proofreading exercise, 03. IVE interior color schemes affect subject heart rate.

Specifically, red was perceived as significantly heavier, warmer, more exciting, tenser, and unpleasant. Significantly fewer errors occurred during the white immersion versus the green color scheme when completing the task performance exercise. While heart rate was reduced for each color, significant decreases were detected in the blue, white, and green color scenarios. The majority of participants felt a sense of being there when experiencing the four colored IVE spaces. Based on these results, we conclude that IVE has potential for interior color research to overcome the limitations of traditional color research tools. 1 NOTES •

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Due to changes of color meaning in unrepresentative contexts, users are likely to have confounding responses to different interior colors It is noted in a review of literature that warm colors are stimulating and cool colors are calming Colors have a strong impact on emotions such as feeling strong, weak, warm, or calm. Task and heart rate are also affected by interior color schemes Often the results of color research on mood and emotion can be contradictory or inconsistent

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The review of literature denotes that, overall in some studies, value of the hue affects subjects more than the hue itself The review of literature denotes that immersion within a color is necessary for a psychological or physiological change - however, due to cultural diversity and personal preference, it is difficult to generalize color research This project was designed and implemented in virtual immersive environments (IVE) The study focuses on 03 hypothesis: IVE interior color schemes will affect subject emotion, subject task performance, and subject heart rate This study focuses solely on hue, while the value and saturation were controlled at equivalent degrees Four colors were chosen for this study: Red ( 6.05R 4.59/11.15), White (9.75YR 8.74/0.45), Green (3.45G 4.44/7.89), and Blue (2.43 PB 5.12/10.51) Emotion was measured using a questionnaire with eight bipolar adjectives on a 1–7 semantic scale (Heavy/Light, Calm/Exciting, Weak/ Strong, Cool/Warm, Tense/Relax, Unpleasant/ Pleasant, Interesting/Boring, and Dark/Light) pulled from the Color Image Scale by Kobayashi (1981) Heart rate data were collected during normal conditions and during the experimental session Regarding performance, a proof-reading exercise was implemented Lighting in the IVE was maintained at 500 lm/m2 Indoor temperature was controlled at 23°C, and participants were not allowed to engage in strenuous physical activities Fifty-five (n = 55) participants were recruited through flyers on the campus of the Hong Kong Polytechnic University. Subjects were Asian, 20–28 years old (M = 21.34, SD = 1.44), with 7 females and 48 males. Forty-nine were engineering students; the rest studied other majors such as management and education Color blindness tests were given before each subject entered the primary research test Room color orders were randomized to reduce the chronological impacts of the tests There was a 05 minute break period between each room

Cha, S. H., Zhang, S., & Tae, W. K. (2020). Effects of interior color schemes on emotion, task performance, and heart rate in immersive virtual environments. Journal of Interior Design, 45(4), 51-65. doi:http://dx.doi.org.proxy006.nclive.org/10.1111/joid.12179

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CROSS WALK | COLOR 01 + 02 •

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Proofreading performance was measured as the number of errors per minute, rather than simply the number of errors, because time spent on the task could affect the performance After being immersed in the color scheme for 2 minutes, participants spent 145 seconds on average for the proofreading task A lower ENPM (Error Number Per Minute) refers to better performance 1 Proofreading performance was highest in the white space (M = 0.49), followed by red (0.70), blue (0.76), and green (0.85) Heart rates of subjects decreased after they were immersed in the IVE spaces of all color schemes Significant decreases in heart rates were detected in blue (t(54) = 3.414, p = .001), white (t(54) = 2.390, p = .021), and green (t(54) = 2.404, p = .020) In Red, the amount of decreases was the smallest among the four color schemes, and this decrease was not statistically significant (t(54) = 1.816, p = .076) Subjects might have been dizzied while using the HMD, and they could have been less stimulated by the color schemes. This might explain overall decreases in heart rates in all color schemes

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Neither study researched the impact of value on performance leaving a need for further research on this potential impact Both studies showed that cooler / neutral colors impacts the performance of the subject positively - purple and white Both studies utilized focus based performance tests, denoting that cooler environments positively impact quiet and solo work, but did not gear the experiments towards collaborative group work or creative work

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Overall, the issues involving this study stem from the IVE itself - this type of environment as mentioned - may have affected the heart rate of the subject and impacted results.

The study also did not dive into the applicability of color value on the subjects performance, emotions, or heart rate Regarding this specific study, a white environment is best for focus spaces and influences the level of accuracy positively, followed by a stimulating color, red, then by blue, and lastly green -- which had the most errors as a result Higher decreases in heart rate were seen in the blue environment over any other color environment, depicting blue as a calming color This is important to note since it will inform the color application for specific room or area types within the project in order to inform a better level performance by the students

Cha, S. H., Zhang, S., & Tae, W. K. (2020). Effects of interior color schemes on emotion, task performance, and heart rate in immersive virtual environments. Journal of Interior Design, 45(4), 51-65. doi:http://dx.doi.org.proxy006.nclive.org/10.1111/joid.12179

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L i g h t + d ay l i g h t ALBERTSLUND LIBRARY, DENMARK: OPTIMIZATION OF INDOOR DAYLIGHT AND THERMAL CLIMATE CONDITIONS AND THE USE OF FAN-ASSISTED NATURAL VENTILATION IN A PUBLIC LIBRARY ABSTRACT The theme for the renovation of Albertslund Library has been to create a markedly bright library that is open to its surroundings and environment. The overall objective is to satisfy the needs of the staff at the library and users in all age groups and from all social stratums. Further, the goal is to have a building which is optimized in terms of indoor daylight and thermal conditions, use of natural ventilation for saving energy in terms of cooling, and electricity for fan assistance and artificial light. The innovative elements in the project are a result of co-operative work by Esbensen Consulting Engineers A/S and Henning Larsens Tegnestue. Project meetings early in the design process between the architects and engineers has resulted in a success for integration of several innovative and effective energy elements, thus saving valuable time and reducing costs. 1

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The constructive solar shading contributes to an optimized daylight distribution inside the library, at the same time, decreases the level of solar radiation into the library and this increasing the thermal and visual comfort The constructive solar shading - effectively solar shields or fins with vertical application - have a depth of 200mm and are placed every 500mm The light level is higher between the skylights than right underneath them - thus, bookshelves are situated between the skylights to take full advantage of the daylighting.

Note, the “skylights” mentioned in this article refer to a roof monitor Daylight simulations showed that it is possible to shut off most artificial light about 65% of the opening hours if controlled by the level of daylight at minimum 200 lux The ventilation system is a natural ventilation system with fan assistance which is controlled by temperature and CO2 levels The ventilation system is based on natural driven forces caused by temperature and pressure differentiation between indoors and outdoors hybrid ventilation system Fresh air in the space is distributed via displacement (Fig. 11)

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Ventilation and cooling may account for about 50% of the energy requirement and a wellcontrolled and energy efficient ventilation system is a prerequisite for low energy consumption for the building Fresh air intakes are situated along the façade between the façade windows. A convector is integrated in the intake for preheating of the fresh air. The fresh air intakes are controlled with a damper in each intake The size of the openable area in the skylights is dimensioned after a demand of rate of air change of 3 h–1 (24 000 m3) found from the internal heat and CO2 load. It has been found that the openable area needed in the intake is minimum 7 m2 and that 20 m2 of openable area is needed in the skylights for exit - downwind openings are prioritized During very hot and sunny days where the natural ventilation cannot keep the indoor temperature at a satisfying level, the fans that are installed in the gable of every 2nd skylight will kick in Indoor thermal climate is dependant on the internal heating load of occupants, equipment, artificial light, and sun The climate is regulated by ventilation and night cooling of the building by using the internal mass of the library, e.g., concrete floor and books To reduce internal heat load and fan operation, integrated blinds are used on the facade windows while the artificial light is linked to the level of daylight in the space

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In a space with large windows and ample daylighting, architectural smart shading is necessary to reduce the environmental impact of the electrical HVAC load Daylighting should be used strategically and when high lux illumination is necessary The indoor thermal environment can be hybridly cooled - depending on site conditions - via censored fans, outdoor temperatures and humidity, and breeze These notes are important to inform the passivity of the project’s design and to better the carbon footprint in order to reduce the negative impact on the environment

Nielsen, B., Sørensen, H., Pedersen, R., & Drewniak, F. (2006). Albertsund library, denmark: Optimization of indoor daylight and thermal climate conditions and use of fan-assisted natural ventilation in a public library. Journal of Green Building, 1(4), 3-10. Retrieved from https://login.proxy006.nclive.org/login?url=https://www.proquest.com/scholarly-journals/albertsund-library-denmark-optimization-indoor/ docview/55434122/se-2?accountid=8337

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Way f i n d i n g WAYFINDING DESIGN: LOGIC, APPLICATION, AND SOME THOUGHTS ON UNIVERSALITY ABSTRACT Wayfinding, presented as a major design issue, concerns the spatial organization of a setting, the circulation system and architectural as well as graphic communication. The layout and the circulation routes define the way finding problems people will have to solve while architectural and graphic communication provide the user with the information to solve the imposed problems. This paper gives an overview of the approach and the underlying logic of wayfinding design and reflects on the question of universality and its limits. 1 NOTES • •

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Proper wayfinding is important for the psychological comfort and occupant autonomy within a space “Wayfinding design concerns all features of the built environment which arc related to the purposeful circulation of people and their ability to mentally situate themselves in a setting” Wayfinding is to plan for behavior in a legitimate setting regarding their ability to perceive and process the stimulus provided There are three spatial problem solving process which make up wayfinding: 01. decision making and the development of decision plans also called action plans 02. decision execution, transforming decision plans into behavior at the right time and place along a route 03. information processing, comprising environmental perception and cognition which provide the person with the information necessary for the two decisions related processes “People engage in decision making when they travel on non familiar routes. Each behaviour can be associated with a decision and each decision is based on information ‘which can be directly perceived within the environment or which can be obtained from memories of previous experiences, including cognitive maps” The wayfinding process leads occupants through an “in order to” process - based on structural hierarchies. The primary goal is the destination while low hierarchy decisions are those which lead to the end goal: decision plan A decision plan represents all of the decisions necessary to solve a wayfinding problem and indicates why decisions were made - logic of

•

• • • • •

• • • •

•

• • •

the solution There are two types of cognitive maps 01. A sequential egocentric map in which space is structured as a function of a person’s movement through the setting 02. A coordinate or survey map in which space is structured according to an identified organization principle Children tend to work with sequential maps, and only later in childhood develop the capacity to build coordinate maps.

Similarly, occupants in a new space will develop sequential maps before coordinate maps “A first facilitating design feature is to assure that the units to be structured tire distinctive” Uniformity and repetition lead to disorientation There are five basic building blocks of cognitive mapping according to Kevin Lynch 01. Landmarks 02. Nodes 03. Paths 04. Edges 05. Districts If these blocks are employed, buildings will be easily imageable for the occupant Forms must be simple to be understood, especially when applied to interconnected buildings Wayfinding difficulties are usually explained as a lack of signage, however, it is often through the deficiency of architecture Landmarks and anchor points regarding traffic circulation (such as stairs, exits, and escalators) must be appropriately highlighted and articulated thoroughly There are three questions for wayfinding communication: 01. What information should be presented?

02. Where should the information be presented?

03. What form should the information be presented?

Information is only perceived when it is pertinent to an occupants’ task, otherwise it is often screened out “Designers can significantly reduce symptoms of overload, if the form and the location of wayfinding information is consistent” Special entry ways for physically imparied chair bound persons require more decision making in the mapping and wayfinding, thus making it more inaccessible

Romedi Passini, Wayfinding design: logic, application and some thoughts on universality, Design Studies, Volume 17, Issue 3, 1996, Pages 319-331, ISSN 0142-694X, https://doi.org/10.1016/0142-694X(96)00001-4. (https://www.sciencedirect.com/science/article/pii/0142694X96000014)

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• •

More articulate wayfinding and architectural information is required of visually impaired occupants such as textures and sounds “People in emergency situations tend not to panic and do not behave as irrationally as is sometimes thought. They are therefore still in control of their wayfinding abilities. They tend to move towards the familiar, which, for the occasional visitor means that they try to exit a setting from where they entered”

APPLICATION + MEANING •

•

•

•

•

By applying the blocks (landmarks, nodes, paths, edges, and districts) to a wayfinding principle allows users, regardless of mapping type (coordinate or sequential) to maneuver through the space or spaces without issue Wayfinding strategies should employ universal design measures to ensure that all occupants can manuever throughout the space with as little mapping difficulty as possible Understanding the difference between sequential and coordinate mapping as well as the demographics of each help ensure proper spatial sequencing Applying these processes to the ABSTRACTSS method helps provide an easily meanuerved space for children with and without disabilities, specifically autism The processes benefit each user type when properly executed 1

Romedi Passini, Wayfinding design: logic, application and some thoughts on universality, Design Studies, Volume 17, Issue 3, 1996, Pages 319-331, ISSN 0142-694X, https://doi.org/10.1016/0142-694X(96)00001-4. (https://www.sciencedirect.com/science/article/pii/0142694X96000014)

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" E ac h o f u s i s ca r v i n g a s to n e , e r e c t i n g a column, or cutting a p i e c e o f s t a i n e d g l as s in the construction of something much bigger than o u r s e lv e s . " - Adrienne Clarkson

05 The Building Codes

2018 S.C. Building Code WOOD | 51

2018 South Carolina Building Codes

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O c c u pa n c y C l as s i f i cat i o n s SECTION 303 ASSEMBLY GROUP A

SECTION 306 FACTORY GROUP F

303.1 Assembly group A occupancies includes, among others, the use of a building or structure, or portion thereof, for the gathering of persons for purposes such as civic, social, or religious functions; recreation, food or drink consumption, or awaiting transportation.

306.1 Factory Industrial Group F occupancy includes, among others the use of a building or structure, or portion thereof, for assembling, assembling, fabricating, finishing, manufacturing, packaging, repair or processing operations that are not classified as a Group H hazardous or Group S storage occupancy

303.1.3 Associated with Group E A room or space used for assembly purposes that is associated with Group E occupancy is not considered a separate occupancy 303.4 Assembly Group A-3 Occupancy includes assembly uses intended for worship, recreation or amusement, and other assembly uses not classified elsewhere in Group A, including by not limited to: • Art galleries • Community halls • Exhibition halls • Greenhouses for the conservation and exhibition of plants that provide public access • Gymnasiums (without spectator seating) • Indoor swimming pools (without spectator seating) • Indoor tennis courts (without spectator seating) • Lecture halls • Libraries

306.2 Moderate-Hazard factory industrial Group F-1 • Furniture • Millwork (sash and door) • Textiles • Upholstering • Wood; distillation • Woodworking (cabinet) 306.3 Low-hazard factory industrial, Group F-2 • Ceramic products • Metal products (fabrication and assembly) 1

SECTION 304 BUSINESS GROUP B 304.1 Business Group B occupancy includes, among others, the use of a building or structure, or portion thereof, for office, professional or service type transactions, including storage of records and accounts. Business occupancies shall include, but not be limited to the following: Food and processing establishments and commercial kitchens not associated with restaurants, cafeterias, and similar dining facilities not more than 2,500 square feet Training and skill development not in a school or academic program (this shall include, but not limited to, tutoring centers, material arts studios, gymnastics, and similar uses regardless of ages served, and where not classified as a Group A occupancy)

(ICC), International Code Council. “2018 South Carolina Building Code: ICC Digital Codes.” 2018 SOUTH CAROLINA BUILDING CODE | ICC DIGITAL CODES. Accessed November 8, 2021. https:// codes.iccsafe.org/content/SCBC2018P1/chapter-3-occupancy-classification-and-use.

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O c c u pa n c y Loa d SECTION 1004 OCCUPANT LOAD

1004.2 Cumulative occupant loads Where occupants egress from one or more rooms, areas or spaces through others, the design occupant load shall be the combined occupant load of interconnected accessory or intervening spaces.

Design of egress path capacity shall be based on the cumulative portion of occupant loads of all rooms, areas or spaces to that point along the path of egress travel.

1004.2.2 Adjacent levels for mezzanines That portion of the occupant load of a mezzanine with required egress through a room, area or space on an adjacent level shall be added to the occupant load of that room, area or space 1004.3 Multiple function occupant load Where an area under consideration contains multiple functions having different occupant load factors, the design occupancy load for such area shall be based on the floor area of each function calculated independently

1004.4 Multiple occupancies Where a building contains tow or more occupancies, the means of egress requirements shall apply to each portion of the building based on the occupancy of that space. Where tow or more occupancies utilize portions of the same means of egress system, those egress components shall meet the most stringent requirements of all occupancies that are served 1004.5 Areas without fixed seating The number of occupants shall be computed at the rate of one occupant per unit area as prescribed in Table 1004.5. For areas without fixed seating, the occupant load be not less than that number determined by dividing the floor area under consideration by the occupant load factor assigned to the function of the space as set forth in table 1004.5. Where an intended function is not listed in Table 1004.5, the building official shall establish a function based on a listed function that most nearly resembles the intended function. 1

Table 1004.5 Maximum floor area allowances per occupant Function of space Occupant load factor Accessory storage area, mechanical equipment room 300 gross (Assembly) Exhibit gallery and museum 30 net 7 net Assembly without fixed seats 5 net Concentrated (chairs only - not fixed) 15 net Standing space Unconcentrated (tables and chairs) Business areas 150 gross Classroom area 20 net Exercise rooms 50 gross Kitchens, commercial 200 gross Reading rooms 50 net Locker rooms 50 gross Manufacturing areas 200 gross

(ICC), International Code Council. “2018 South Carolina Building Code: ICC Digital Codes.” 2018 SOUTH CAROLINA BUILDING CODE | ICC DIGITAL CODES. Accessed November 8, 2021. https:// codes.iccsafe.org/content/SCBC2018P1/chapter-10-means-of-egress.

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Means of Egress

SECTION 1006 NUMBER OF EXITS AND EXIT ACCESS DOORWAYS

SECTION 1007 EXIT AND EXIT ACCESS DOORWAY CONFIGURATION

1006.2 Egress from spaces Rooms, area or spaces, including mezzanines, within a story or basement shall be provided with the number of exits or access to exits in accordance with this section

1007.1.1 Two exits or exit access doorways Where two exits, exit access doorways, exit access stairways and ramps, or any combination thereof, are required from any portion of the exit access, they shall be placed a distance apart equal to but not less than one-half of the length of the overall diagonal dimension of the building or area to be served measured in a straight line between them.

Interlocking or scissor stairways shall be counted as one exit stairway.

Exceptions • Where interior exit stairways or ramps are interconnected by a 1-hour fire-resistancerated corridor conforming to the requirements of Section 1020, the required exit separation shall be measured along the shortest direct line of travel within the corridor • Where a building is equipped throughout with an automatic sprinkler system in accordance with section 903.3.1.1 or 903.3.1.2, the separation distance shall be not less than one-third of the length of the maximum overall diagonal dimensions of the area served

1006.2.1 Egress based on occupant load and common path of egress travel Two exits or exit access doorways from any space shall be provided where the design occupant load or common path of egress travel distance exceeds the values listed in Table 1006.2.1. The cumulative occupant load from adjacent rooms, areas, or spaces shall be determined in accordance with section 1004.2 Exceptions The number of exits from foyers, lobbies, vestibules, or similar spaces need to be based on cumulative occupant loads for area discharging through such spaces, but the capacity of the exits from such spaces shall be based on applicable cumulative occupant loads Table 1006.2.1 Spaces with one exit or exit access doorway Occupancy Maximum Maximum common path of egress travel occupant load distance (feet) of space Without sprinkler system With sprinkler system

Occupant load OL ≤ 30

OL > 30

A

49

75

75

75

B

49

100

75

100

F

49

75

75

100

1006.3.2 Egress based on occupant load Each story and occupied roof shall have the minimum number of separate and distinct exits, or access to exits as specified in Table 1006.3.2. A single exit or access to exit shall be permitted in accordance with section 1006.3.3. The required number of exits, or exit access stairways or ramps providing access to exits, from any story or occupied roof shall be maintained until arrival at the exit discharge or public way • An occupant load of 1-500 requires a minimum of 2 exits per story • An occupant load of 501-1,000 requires a minimum of 3 exits per story

1007.1.2 Three or more exits or exit access doorways Where access to three or more exits is required, not less than two exit or exit access doorways shall be arranged in accordance with the provisions of section 1007.1.1. Additional required exit or exit access doorways shall be arranged a reasonable distance apart so that if one becomes blocked, the other will be available.

SECTION 1009 ACCESSIBLE MEANS OF EGRESS Accessible means of egress shall comply with this section. Accessible spaces shall be provided with not less than one accessible means o egress.

Where more than one means of egress is required by section 1006.2 or 1006.3 from ny accessible space each accessible portion of that space shall be served by not less than two accessible means of egress.

Exceptions One accessible means of egress is required from an accessible mezzanine level in accordance with section 1009.3, 1009.4, or 1009.5 1

(ICC), International Code Council. “2018 South Carolina Building Code: ICC Digital Codes.” 2018 SOUTH CAROLINA BUILDING CODE | ICC DIGITAL CODES. Accessed November 8, 2021. https:// codes.iccsafe.org/content/SCBC2018P1/chapter-10-means-of-egress.

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Section 1009.3 Stairways Exit access stairways that connect to levels in the same story are not permitted as a part of an accessible means of egress Exception Exit access stairways prodigy a means of egress from mezzanine are permitted as part of an accessible means of egress 1009.3.2 Stairway width Stairways shall have a clear width of 48 inches minimum between handrails Exceptions • The clear width of 48 inches between handrails is not required in buildings equipped throughout with an automatic sprinkler system in accordance with section 903.3.1.1 or 903.3.1.2 • The clear width of 48 inches between handrails is not required for stairways accessed from a refuge area in conjunction with a horizontal exit 1009.10 Directional signage Directional signage indicating the location of all other means of egress and which of those are accessible means of egress shall be provided at the following • At exits serving a required accessible space but not providing an approved accessible means of egress • Within areas of refuge • At elevator landings 1 SECTION 1010 DOORS, GATES, AND TURNSTILES 1010.1.1 Size of doors The required capacity of each door opening shall be sufficient for the occupant load thereof and shall provide a minimum clear opening width of 32 inches. The clear opening width of doorways with swinging doors shall be measured between the face of the food and the stop, with the door open 90 degrees. Where this section requires a minimum clear opening of 32 inches and a door opening includes two door leaves without a mullion. One leaf shall provide a minimum clear opening width of 32 inches.

Exceptions • Door openings to storage closets less than 10 square feet in area shall not be limited by minimum clear opening width • The maximum width of door leaves in power operated doors that comply with section 1010.1.4.2 shall not be limited

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Door openings required to be accessible within Type B units intended for user passage shall have a minimum clear opening width of 32.75 inches The minimum clear opening width shall not apply o doors for non accessible toilet stalls

1010.1.1.1 Projection into clear width There shall not be projections into the required clear opening width lower than 34 inches above the floor or ground. Projections into the clear opening width between 34 inches and 80 inches above the ground shall not exceed 4 inches Exception Door closers and door stops shall be permitted to be 78 inches minimum above the floor 1010.1.2 Door swing Egress doors shall be of the pivoted or side hinged swinging type Exceptions Power operated doors in accordance with section 1010.1.4.2 1010.1.3.1 Location of applied force Forces shall be applied to the latch side of the door 1010.1.4.2 Power operated doors Where means of egress doors are operated or assisted by power, the design shall be such that in the event of power failure, the door is capable of being opened manually to permit means of egress travel or closed where necessary to safeguard means of egress. The forces required to open these doors manually shall not exceed those specified in section 1010.1.3, except that the force to set the food in motion shall not exceed 50 pounds. The shall be capable of opening from any position to the full width of the opening in which such a door is installed when a force is applied to the door on the side from which egress is made. Power-operated swinging, sliding, and folding doors shall comply with BHMA A156.10. Power assisted swinging doors and low energy power operated swinging doors shall comply with BHMA A156.19. Low energy power operated sliding and folding doors shall comply with BHMA A156.38.

(ICC), International Code Council. “2018 South Carolina Building Code: ICC Digital Codes.” 2018 SOUTH CAROLINA BUILDING CODE | ICC DIGITAL CODES. Accessed November 8, 2021. https:// codes.iccsafe.org/content/SCBC2018P1/chapter-10-means-of-egress.

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1010.1.4.4 Locking arrangements in educational occupancies In group E and B educational occupancies, egress door from classrooms, offices, and other occupied rooms shall be permitted to be provided with locking arrangements designed to keep intruders from entering the room where all of the following conditions are met.

Door shall be capable of being unlock from the outside with a key or other approved means The door shall be openable from within in accordance with Section 1010.1.9 Modifications shall not be made to listed panic hardware, fire door hardware, or door closers Remote operation of locks complying with section 1010.1.4.4 shall be permitted 1010.1.7 Thresholds Thresholds at doorways shall not exceed ¾ inch in height above the finished floor or landing Exceptions The door is not part of the required means of egress In Type B units, where exemption 5 to section 1010.1.5 permits a 4-inch elevation change at the door, the threshold height on the exterior side of the door shall not exceed 4 ¾ inches in height above the exterior deck, patio, or balcony , 4 ½ inches for sliding doors 1010.1.8 Door arrangement Space between two doors in a series shall be 48 inches minimum plus the width of a door swinging into the space. Doors in a series shall swing either in the same direction or away from the space between doors.

Exceptions The minimum distance between horizontal sliding power operated doors in a series shall be 48 inches 1010.1.9.1 Hardware Door handles, pulls, latches, locks, and other operating devices on doors required to be accessible by chapter 11 shall not require tight grasping, tight pinching, or twisting of the wrist to operate 1010.1.9.2 Hardware height Door handles, pulls, latches, locks and other operating devices shall be installed 34 inches minimum and 48 inches maximum above the finished floor. Locks used inly for security purposes and not used for normal operation are permitted at any height

1010.1.9.4 Locks and latches Locks and latches shall be permitted to prevent operation of doors where any of the following exist Inn building occupancy group A having an occupant load of 300 or less, Groups B and F, the main doors or doors are permitted to be equipped with key operated locking devices from the egress side provided The locking device is a readily distinguishable as locked A readily visible durable sign is posted on the egress side on or adjacent to the door stating THIS DOOR TO REMAIN UNLOCK WHEN THIS SPACE IS OCCUPIED. This sign shall be in letters 1 inch high on a contrasting background.

The use of key operated locking device is revocable by the building official for due cause 1 SECTION 1012 RAMPS 1012.2 Slope Ramps used as a part of a means of egress shall have a running slope not steeper than one unit vertical in 12 units horizontal (8% slope). The slope of other pedestrian ramps shall not be steeper than on unit vertical in eight units horizontal (12.5% slope) 1012.4 Vertical rise The rise for any ramp run shall be 30 inches maximum 1012.5.1 Width and capacity The minimum width and required capacity of a means of egress ramps shall be not less than that required for corridors by section 1020.2. The clear width of a rmap between handrails, if provided, or other permissible projections shall be 36 inches minimum 1012.5.2 Headroom The minimum headroom in all part of the means of egress ramp shall be not less than 80 inches above the finished floor of the ramp run and any intermediate landing 1012.6.1 Landing Slope Landings shall have a slope not steeper than one unit vertical in 48 units horizontal (2% slope) in change directions 1012.6.2 Landing width The landing width shall be not less than the width of the widest ramp run adjoining the landing

(ICC), International Code Council. “2018 South Carolina Building Code: ICC Digital Codes.” 2018 SOUTH CAROLINA BUILDING CODE | ICC DIGITAL CODES. Accessed November 8, 2021. https:// codes.iccsafe.org/content/SCBC2018P1/chapter-10-means-of-egress.

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1012.6.3 Landing length The landing length shall be 60 inches minimum 1012.6.4 Change in direction Where changes in direction of travel occur at landings provided between ramp runs, the landing shall be 60 x 60 inches minimum 1012.6.5 Doorways Where doorways are located adjacent to the ramp landing, maneuvering clearances required by ICC A117.1 are permitted to overlap the required landing area SECTION 1016 EXIT ACCESS 1016.2 Egress through intervening spaces An exit shall not pass through a room that can be locked to prevent egress Egress shall not pass through kitchens, storage rooms, closets or spaces used for similar purposes SECTION 1017 EXIT ACCESS TRAVEL DISTANCE

Table 1017.2 Limitations Without sprinkler Occupancy system A, F-1 200 ft B 200 ft F-2 300 ft

With sprinkler system 250 ft 300 ft 400 ft

1017.2.2 Groups F-1 The maximum exit access travel distance shall be 400 feet in Group F-1 occupancies where the following conditions are met: The portion of the building classified is limited to one story in height The minimum height from the finished floor to the bottom of the ceiling or roof slab or deck is 24 feet The building is equipped throughout with an automatic sprinkler system in accordance with section 903.3.1.11

(ICC), International Code Council. “2018 South Carolina Building Code: ICC Digital Codes.” 2018 SOUTH CAROLINA BUILDING CODE | ICC DIGITAL CODES. Accessed November 8, 2021. https:// codes.iccsafe.org/content/SCBC2018P1/chapter-10-means-of-egress.

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B u i l d i n g H e i g h t a n d A r e a L i m i t at i o n s 504.2 Mixed Occupancy In a building containing mixed occupancies in accordance with section 508, no individual occupancy shall exceed the height and number of story limits specified in this section Table 504.3 Allowable building height in feet above grade plane Type of construction Occupancy classification A, B, F

Sprinkled or not sprinkled NS S

Type II B 55 75

Type III A 65 85

505.2 Mezzanines Mezzanines in compliance with section 505.2 shall be considered a portion of the story below.

Such mezzanines shall not contribute to either the building area or the number of stories as regulated by section 503.1. The area of the mezzanine shall be included in determining fire area. The clear height above and below the mezzanine floor construction shall be not less than 7 feet.

505.2.1 Area limitation The aggregate area of a mezzanine within a room shall be no greater than one third of the floor area of that room or space in which they are located. The enclosed portion of a room shall not be included in a determination of the floor area of the room in which the mezzanine is located. In determining mezzanine area, the area of the mezzanine shall not be included in the floor area of the room.

Exceptions • The aggregate area of the mezzanine(s) in building structures of Type II construction shall not be greater than one half of the floor area of the room in the buildings structures equipped throughout with an approved automatic sprinkler system in accordance with Section 903.3.1.1 and an approved emergency voice/ alarm communication system in accordance with section 907.5.2.

• Except for enclosed closets and bathrooms, the mezzanine shall be open to the room in which it is located • The opening of the room shall be unobstructed except for walls not more than 42 inches in height, columns and posts 1 505.2.3 Openness A mezzanine shall be open and unobstructed to the room in which such mezzanine is located except for

walls not more than 42 inches in height, columns and posts Exceptions • Mezzanines or portion thereof are not required to be open to the room in which the mezzanine is located if the occupant load of the aggregate area of the enclosed space is not greater than 10 • Mezzanines or portions thereof are not required to be open to the room in which it is situated if the enclosed floor area does not exceed 10% of the mezzanine aggregate area • In occupancies other than Groups H and I, which are no more than two stories above grade plan and equipped with an automatic sprinkler system, a mezzanine having two or more exit or access to exits shall not be required to be open to the room in which it is located 504.2 Allowable area Table 506.2 Allowable area factor in square feet Type of construction Occupancy classification Footnote Type II B Type III A NS 9,500 14,000 S1 38,000 56,000 A-3 SM 28,500 42,000 NS 23,000 28,500 S1 92,000 114,000 B SM 69,000 85,500 NS 15,500 19,000 S1 62,000 76,000 F-1 SM 46,500 57,000 NS 23,000 28,500 S1 92,000 114,000 F-2 SM 69,000 85,500 NS - Buildings not equipped throughout with an automatic sprinkler S1 - Buildings a maximum of one story above grade plane equipped throughout with an automatic sprinkler SM- Buildings two or more stories above grade plane equipped throughout with an automatic sprinkler

506.2.2 Mixed occupancy, one-story buildings The allowable area of a mixed occupancy building with no more than one story above grade plane shall be determined in accordance with the applicable provisions of section 508.1 based on Equation 5-1 for each applicable occupancy Equation 5-1 Aa= At + (NS x If)

Aa - allowable area in square feet At- tabular allowable area factor (NS, S1) NS - Tabular allowable area factor in accordance with Table 506.2 for non sprinkled regardless of whether building is sprinkled If - Area factor increase due to frontage (perfect) as calculated in accordance with Section 506.3

(ICC), International Code Council. “2018 South Carolina Building Code: ICC Digital Codes.” 2018 SOUTH CAROLINA BUILDING CODE | ICC DIGITAL CODES. Accessed November 8, 2021. https:// codes.iccsafe.org/content/SCBC2018P1/chapter-5-general-building-heights-and-areas.

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F i r e a n d S m o k e P r o t e c t i o n F e at u r e s SECTION 706 FIRE WALLS

706.2 Structural stability Fire walls shall be designed and constructed to allow collapse of structure on either side without collapse of the wall under fire conditions. Fire walls are designed and constructed in accordance with NFPA 221 706.3 Materials Fire walls shall be of any approved noncombustible materials 706.4 Fire-resistance rating Fire walls in occupancy types A and B shall not have a fire-resistance rating less than 3 hours Fire walls in occupancy types F-1 and F-2 shall not have a fire-resistance rating less than 2 hours

SECTION 711 FLOOR AND ROOF ASSEMBLIES 711.2.4.1 Separating mixed occupancies Where the horizontal assembly separated mixed occupancies, the assembly shall have a FRR no less than required by Section 508.4 based on occupancy being served 711.2.5 Ceiling panels Where the weight of lay in ceiling panels, used as a part of FRR floor/ceiling or roof/ceiling assemblies, is not adequate to resist an upward force of 1 pound per square foot, wire or other approved disease shall be installed above the panels to prevent vertical displacement under such upward force 1

706.6 Vertical continuity Fire walls shall extend from the foundation to a termination point not less than 30 inches above both adjacent roofs Exceptions • Stepped building in accordance with Section 706.6.1 • Two hours fire resistance rated walls shall be permitted to terminate at the underside of the roof sheathing, deck or slab, provided that • The lower roof assembly within 4 feet of the wall has not less than 1 hour fire resistance rating and the entire length and space of supporting elements for th rated roof assembly has a fire resistance rating of one hour or more • Opening in the roof shall not be located within 4 feet of a fire wall • Each building need a Class B or higher roof covering

(ICC), International Code Council. “2018 South Carolina Building Code: ICC Digital Codes.” 2018 SOUTH CAROLINA BUILDING CODE | ICC DIGITAL CODES. Accessed November 8, 2021. https:// codes.iccsafe.org/content/SCBC2018P1/chapter-7-fire-and-smoke-protection-features.

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Interior Finishes SECTION 803 WALL AND CEILING FINISHES 803.1.1 Interior wall and ceiling finish materials tested in accordance with NFPA 286 Interior wall and ceiling finish materials shall be classified in accordance with NFPA 286 and comply with section 803.1.1.1 and requirements of Class A. 803.1.1.2 Interior wall and ceiling finish materials tested in accordance with ASTM E84 or UL 723 Interior wall and ceiling finish materials shall be classified in accordance with ASTM E84 or UL 723 and should be grouped in the following classes regarding flame spread and smoke develop indices

Class A

Flame spread index 0-25 Smoke develop index 0-450

Class B

Flame spread index 26-75 Smoke develop index 0-450

Class C

Flame spread index 76-200 Smoke develop index 0-450

803.2 Thickness exemption Materials with a thickness less than 0.036 inch (.9 mm) applied directly to the surface of wall or ceilings shall not be required to be tested 803.5 Textile wall coverings Where used as interior wall finish materials textile wall coverings, including materials having woven or nonwoven, napped, tufted, looped or similar surface and carpet and similar textile materials, shall be tested in the manner for intended use, using the product mounting system including adhesive, and shall comply with 803.1.1, 803.5.1, or 803.5.2 803.5.1 Room corner test for textile wall coverings and expanded vinyl wall coverings Textile wall coverings and expanded vinyl wall coverings shall meet the criteria for section 803.5.1.1 when tested in the manner intended for use in accordance with Method B protocol of NFPA 265 using the product mounting system including adhesive 803.5.2 Acceptance criteria for textile and expanded cinl wall or ceiling covered tested to ASTM E84 or UL 723 Textile wall and ceiling coverings and expanded vinyl wall and ceiling coverings shall have a class A flame spread index in accordance with ASTM E84 or UL 723 and be protected by an automatic spinked system

803.6 Textile ceiling coverings Where used as interior ceiling finish materials, textile ceiling coverings, including materials having woven or nonwoven, napped, tufted, looped or similar surface and carpet and similar textile materials, shall be tested in the manner for intended use, using the product mounting system including adhesive and shall comply with 803.1.1 or 803.5.2 803.11 Laminated products factory produced with a wood substrate Shall comply with one of the following • Laminated product shall meet the criteria of 803.1.1.1 as described in section 5.8 of NFPA 286 • The laminated product shall have a Class A, B, or C flame spread index and smoke developed index, based on the requirements of Table 803.13 (ASTM E84 or UL 723) Mounting in accordance with ASTM E2579 803.12 Facings or wood veneers intended to be applied on site over a wood substrate Must comply with one of the following Facing or veneer must meet criteria of 803.1.1.1 (NFPA 286, Section 5.9) Facing or veneer shall have a Class A, B, or C flame spread index and smoke developed index, based on the requirements of Table 803.13 (ASTM E84 or UL 723) Mounting in accordance with ASTM E2579 1 803.15.1 Direct attachment and furred construction Where walls, ceilings or structural elements are required by any provision in this code to be FRR or noncombustible construction, the interior finish material shall be applied directly against such construction or to furring strips not exceeding 1 ¾ inches, applied directly against such surfaces 803.15.2.1 Hangers and assembly members The hangers and assembly memes of dropped ceiling below the horizontal FRR floor or roof assemblies shall be of noncombustible materials.

803.15.4 Materials An interior wall or ceiling finish material that is not more than ¼ inch thick shall be applied directly onto the wall, ceiling or structural element without use of furring strips and shall not be suspended away from the building element to which it is applied

(ICC), International Code Council. “2018 South Carolina Building Code: ICC Digital Codes.” 2018 SOUTH CAROLINA BUILDING CODE | ICC DIGITAL CODES. Accessed November 8, 2021. https:// codes.iccsafe.org/content/SCBC2018P1/chapter-8-interior-finishes.

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Table 803.13 Interior wall and ceiling finish requirements by occupancy Sprinkled Non Sprinkled Interior exit Corridors and Interior exit stairways, enclosure for stairways, ramps, and exit access Rooms and ramps, and passagestairways and enclosed passageGroup ways ramps spaces ways A-3 B B C A B B C C A F C C C B Exceptions • Noncombustible interior finish materials • Class A Materials with material furred out from the noncombustible backing shall be permitted to be used with furring strips • Class A materials where the material suspended away from the noncombustible backing shall be permitted to be suspended away from the building element SECTION 804 INTERIOR FLOOR FINISHES 804.2 Classification Interior floor finish and floor covering materials are to be Class I or II in accordance with ASTM E648 or NFPA 253 804.4.1 Test requirements In all occupancies, interior floor covering materials shall comply with the requirements of the DOC FF-1 “pill test” (CPSC 16 CFR Part 1630) or with ASTM D2859

Corridors and enclosure for exit access stairways and ramps A B C

Rooms and enclosed spaces C C C

SECTION 808 ACOUSTICAL CEILING SYSTEMS 808.1.1 Materials and insulation Acoustical materials complying with Section 803 shall be installed in accordance with the manufacturers recommendations and applicable provision for applying interior finish 808.1.1.1 Suspended acoustical ceilings Suspended acoustical ceiling systems shall be installed in accordance with ASTM C 635 and ASTM C636 808.1.1.2 Fire resistance rated construction Acoustical ceiling systems that are part of FRR construction shall be installed in the same manner used in the assembly tested and shall comply with provisions in chapter 7 1

804.4.2 Minimum critical radiant flux In all occupancies, interior floor finish and floor covering materials in enclosures for stairways and ramps, exit passageways, corridors, and rooms or spaces not separated from corridors by partitions extending from the floor to the underside of the ceiling shall withstand a minimum critical radiant flux: not less than Class II in groups A and B

(ICC), International Code Council. “2018 South Carolina Building Code: ICC Digital Codes.” 2018 SOUTH CAROLINA BUILDING CODE | ICC DIGITAL CODES. Accessed November 8, 2021. https:// codes.iccsafe.org/content/SCBC2018P1/chapter-8-interior-finishes.

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M i n i m u m P l u m b i n g Fac i l i t i e s Table 2902.1 Minimum number of required plumbing fixtures No. 1

Classification

Description

Water closets Male

Female

Lavatories Male

Assembly

Lecture halls, libraries, gymnasiums

1 per 125

1 per 65

2

Business

4

Factory and industrial

All classification Structures in which occupants are engaged in work fabricating, assembly or processing of products or materials

Female

Drinking fountains

1 per 200

1 per 500

1 per 25 for the first 50 then 1 per 50 exceeding 50

1 per 40 for the first 40 then 1 per 80 exceeding 80

1 per 100

1 per 100

1 per 100

1 per 100

Other

1 service sink

SECTION 2902 MINIMUM PLUMBING FACILITIES

S.C. PLUMBING CODE: SECTION 424 URINALS

2902.2 Separate facilities Where plumbing fixtures are required, separate facilities shall be provided for each sex

424.2 Substitution for water closets In each toilet room, urinals shall not be substituted for more than 67% of the required water closets in assembly or educational occupancies. Urinals shall not be substituted for more than 50% of the required water closester in all other occupancies

2902.3.1 Access The route to the public toilet facilities shall not pass through kitchen, storage rooms or closets. Access to the required facilities shall be from within the building or from the exterior of the building/ Routes shall comply with accessibility requirements of code - public shall have access to the required toilet facilities at all times that the building is occupied 2902.3.2 Prohibited toilet room location Toilet rooms shall not open directly into a room used for food preparation for the service of the public 2902.3.3 Location of toilet facilities other than malls Path of travel to facilities shall not exceed a distance of 500 feet 2902.5 Drinking fountain location Drinking fountains shall not be required to be located in individual tenant spaces provided that public drinking fountains are located within a travel distance of 500 feet from the most remote location in the tenant space. Drinking fountains shall be located on an accessible route 1

(ICC), International Code Council. “2018 South Carolina Building Code: ICC Digital Codes.” 2018 SOUTH CAROLINA BUILDING CODE | ICC DIGITAL CODES. Accessed November 8, 2021. https:// codes.iccsafe.org/content/SCBC2018P1/chapter-29-plumbing-systems.

(ICC), International Code Council. “2018 South Carolina Plumbing Code: ICC Digital Codes.” 2018 SOUTH CAROLINA PLUMBING CODE | ICC DIGITAL CODES. Accessed November 8, 2021. https:// codes.iccsafe.org/content/SCPC2018P1/chapter-4-fixtures-faucets-and-fixture-fittings#SCPC2018P1_Ch04_Sec424.

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" E d u cat i o n i s f o r i m p r ov i n g t h e l i v e s o f ot h e r s a n d f o r l e av i n g yo u r c o m m u n i t y a n d w o r l d b e t t e r t h a n yo u found it."

- Marian Wright Edelman

06 The cas e s t u d i e s

M a n as s as pa r k Sidwell friends WOOD | 65

Study 01 TITLE: Manassas Park Elementary School + Pre-K PROJECT TYPE: Education YEAR BUILT: 2009 SIZE: 131,700 square feet | New Construction LOCATION: 9298 Cougar Ct, Manassas Park, VA 20111 FIRM: VMDO

OVERVIEW OF PROJECT Manassas Park Elementary School was built in 2009

by VMDO. The school is situated next to the mixed oak forest hosting Camp Carondelet which was a campsite for the Louisiana regiment in the Civil War. It is adjacent to Cougar Pre-K, and Cougar Elementary School in Manassas Park, Virgina.

The school contains many various sustainable features such as a rainwater cistern, geothermal heating and cooling, and an emphasis on natural daylighting, all adding to the sustainability of the building, which is LEED Gold Certified.

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Images from: VMDO, Manassas Park Elementary School + Pre-K. VMDO Architects. Accessed October 16, 2021. https://www.vmdo.com/manassaspark-elementary-school-and-pre-k.html.

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DISCUSSION: The primary principle of the Manassas Park Elementary School (MPES) is to inform students, visitors, faculty, and the community of ecological stewardship, since “people cannot be expected to preserve and protect what they do not understand.” 1 In addition to an emphasis on stewardship and sustainable education, MPES focuses on the health and wellbeing of its students and faculty by emphasizing an intimate relationship to nature in order to curb “Nature Deficit Disorder.” 2 This term was coined by Richard Louv and encourages a connection to nature with a focus to curb the effects of ADHD, depression, anxiety, and learning problems. 3 One of the faculty at MPES noted that “the outdoors is a foreign place for many of our students,” thus, it is imperative that the natural environment is brought into the classroom and ancillary spaces.

The principal of MPES even stated that there is not a single space within the school where you cannot see out. 4 This connection to nature is necessary for the success of the students, their growth, and development of mental and physical health.

sealed concrete which does not require waxing, unlike the maintenance intensive VCT common in many educational centers. In addition to lowemitting materials, MPES only utilizes local wood, all but one of the species are actually found within the adjacent Camp Carondelet. 9

As mentioned above, the project has a strong focus on sustainability, and is actually Manassas Parks’ first LEED Gold Certified building. 5 Due to the climate of Virginia, the school is equipped with a hybrid passive cooling system. The system will monitor the temperature, humidity, and air quality outside the school, and once a certain threshold is met, green lights turn on to alert the students to open the windows. When the interior environment needs to be heated or cooled, the building utilizes geothermal heat pumps. 6 These systems reduce the environmental impact and energy consumption of MPES. In fact, the building consumes 52.7% less energy than the baseline for the AIA 2030 challenge. 7 Indoor air quality is extremely important to the health, safety, and educational wellbeing of students, in fact poor IAQ has been linked to absenteeism and health issues. 8 This project focuses on healthy IAQ levels by specifying low VOC and offgassing surfaces and materials, meeting all LEED criteria for low-emitting materials. The flooring is resilient

In order to emphasize ownership of space and stewardship of nature, the project implements many student-friendly elements which encourage learning moments throughout the exploration of the school. “Truth Windows” were implemented to allow students to peer through and make note of ecological buildings systems, green lights correlate to operable windows, materials are local, and horticulture is intertwined with the site and educational curriculum. 12 13 14 To monitor the sustainability performance of the building, students, faculty, and visitors are able to check the data on a “green screen” installed in the main lobby of the school, and also via online. Ownership is further emphasized through autonomy and independence of students. Students are allowed to travel unsupervised throughout the halls, and are even able to read and study or take advantage of wifi in the breakout spaces stationed in the halls. “Passive surveillance” is achieved through carefully planned sightlines and mirrors in the corridors and halls. 15

Lighting has a large impact on education, and daylighting is paramount to the success of the students. In order to highlight this idea, VMDO incorporated a heavy emphasis on natural daylighting within the interior environment, specifically classrooms and break out areas. Overall, daylight strategies allow for artificial lights to be off 43% of the daytime operations. This is achieved through tri-zoned classrooms with daylight sensors linked to the artificial ambient and task lights. 10 In addition, all south facing classrooms are equipped with solar shades which diffuse daylight to reduce glare.

Where clerestories are installed, louvers redirect light onto the ceiling to further reduce glare and increase ambient light. 11

1 VMDO, Manassas Park Elementary School + Pre-K. VMDO Architects. Accessed October 16, 2021. https://www.vmdo.com/manassas-park-elementary-school-and-pre-k.html.

2 Jost, Daniel. “HEY KIDS: OUTSIDE IS IN.” Landscape Architecture 102, no. 1 (2012): 82–91. http://www.jstor.org/stable/44795070.

3 Louv, Richard, Nature Deficit Disorder: What Is It? . YouTube. YouTube, 2017. https://www.youtube.com/watch?v=UngTgxz-P8o&ab_channel=Alana.

4 Jost, Hey Kids: Outside is In, 86.

5 Malone, Alanna. 2010. “Curing Nature Deficit Disorder.” GreenSource: The Magazine of Sustainable Design 5 (4): 66. https://search-ebscohost-com.proxy006.nclive.org/login.aspx?direct=true&db=vth&AN=55237352&site=ehost-live&scope=site.

6 VMDO, Manassas Park Elementary School + Pre-K 7 “AIA, Manassas Park Elementary School + Pre-K. Manassas Park Elementary School + Pre-K | AIA Top Ten. The American Institute of Architects, April 1, 1970. https://www.aiatopten.org/node/111.

8 Coward, Sean. 2009. “S.E.E. Breeze: The Impact of Indoor Air Quality on Education.” In Public #5: A Human Thing, 126–37. Woods Bagot. https://search-ebscohost-com.proxy006.nclive.org/login. aspx?direct=true&db=vth&AN=51650240&site=ehost-live&scope=site.

9 AIA, Manassas Park Elementary School + Pre-K 10 Ibid 11 VMDO, Manassas Park Elementary School + Pre-K 12 Malone, Curing Nature Deficit Disorder 13 AIA, Manassas Park Elementary School + Pre-K 14 VMDO, Manassas Park Elementary School + Pre-K 15 AIA, Manassas Park Elementary School + Pre-K

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Images from: VMDO, Manassas Park Elementary School + Pre-K. VMDO Architects. Accessed October 16, 2021. https://www.vmdo.com/manassaspark-elementary-school-and-pre-k.html.

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This level of autonomy is necessary for the development of the students. This independence is closely linked to the developmental theories surrounding free play and play based learning, and how it affects the mental and physical wellbeing of children. 1 2 Community impact is also outlined through the construction and existence of MPES. The project was economical despite being sustainable, and the architects at VMDO even hosted an event at the school to plant trees around the property in order to offset cost and introduce community. In addition, the school is equipped with a full-size basketball court that is open to the public, increasing the usability of the building. 3 Overall, the Manassas Park Elementary School is a fantastic example of a healthy and sustainable learning environment focused on child development, community impact, and environmental sensitivity.

There are many points, elements, and principles within MPES, as outlined above, that are directly applicable to the proposal. However, due to the project type and restrictions on educational buildings, it is not possible to have a consistent level of public community use within the building.

The proposal will need to incorporate innovative ways to involve public community access after peak educational hours while maintaining safety for the students and households who regularly use the facilities.

1 GRAY, PETER. 2011. “The Decline of Play and the Rise of Psychopathology in Children and Adolescents.” American Journal of Play 3 (4): 443–63. https://search-ebscohost-com.proxy006.nclive.org/ login.aspx?direct=true&db=a9h&AN=65339621&site=ehost-live&scope=site.

2 Taylor, Meaghan Elizabeth, and Wanda Boyer. 2020. “Play-Based Learning: Evidence-Based Research to Improve Children’s Learning Experiences in the Kindergarten Classroom.” Early Childhood Education Journal 48 (2): 127–33. doi:10.1007/s10643-019-00989-7.

3 AIA, Manassas Park Elementary School + Pre-K

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Study 02 TITLE: Sidwell Friends Middle School PROJECT TYPE: Education | Middle School YEAR BUILT: 1951 + 2006 SIZE: 72,200 square feet | New Construction + Renovation LOCATION: 3825 Wisconsin Ave., NW Washington DC, 20016 FIRM: Kieran Timberlake Associates LLP

OVERVIEW OF PROJECT Sidwell Friends Middle School is located in Washington D.C., situated between North Cleveland Park and Cleveland Park. The project focused on the renovation and addition to a previous 33,200 square foot school in order to add updated facilities, resolve rainwater runoff issues, and integrate sustainability and stewardship into the daily activities of students and faculty in pursuit of wellbeing for people and the planet. The project is LEED Platinum certified.

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Images from: Kieran Timberlake Architects, Stewart Middle School: Sidwell Friends School. Stewart Middle School. Kieran Timberlake, May 28, 2009. https:// kierantimberlake.com/page/stewart-middle-school.

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DISCUSSION: The primary goal of the Sidwell Friends Middle School (SFMS) was to create a “true teaching landscape not only inside its classrooms, but also on site.” 1 The building is LEED Platinum Certified and the faculty at SFMS integrate the sustainable systems and technology within the students’ curriculum.

In fact, SFMS is the first school to be LEED Platinum certified, and only one of two buildings in Washington D.C. to reach Platinum at the time.

2 Similar to the Manassas Park Elementary School in Virginia, the SFMS utilizes a dashboard which showcases real-time data regarding the building’s resource management, further raising awareness of each person’s impact on the environment. 3 One of the main issues with the original building constructed in 1955, was the decline of the site layout which posed issues for rainwater runoff. The new design allowed water to be stored and used for the green roof before overflowing into a spillway leading to a pond, rain garden, and cistern. 4 The wetland constructed green roof improved the quality of runoff, which is used for the toilets and cooling towers. 5 There is strong reasoning for window placement and screening regarding the interior environment.

The sunscreens, shades, light shelves, etc were all placed in accordance to orientation and light infiltration. The north face of the building requires no shading and takes full advantage of tall windows, allowing diffuse light to infiltrate the interior environment. However, the south face of the building requires shading to be placed along the horizontal axis to block glare. Finally, on the east and west faces of the building, vertical shades arranged at 51 degrees north block solar heat gain while simultaneously allowing daylight for the users inside. 6 The project utilizes daylight and occupancy sensors in order to keep the electrical load low and further reduce the carbon footprint. Lighting was one of the key elements in which the SFMS excelled in regarding LEED certification, especially since daylight takes place of artificial lighting during 88% of the daylight hours. 7 The project totaled 57 points, of which 30% were in regards to lighting passive lighting strategies, daylighting infiltration and diffusion, occupancy and light sensors, etc. 8

The passive strategies installed within the lighting plan reduced an anticipated 92% of lighting energy associated with lighting in regards to similar sized projects. 9 This resulted in approximately 0.85 watts per square foot for lighting, but due to the control systems, the average operating system only consumed 0.07 watters per square foot. 10 The SFMS has also utilized low carbon strategies in material specifications. Reclaimed cedar from 100 year old wine barrels is used within the exterior cladding. This material was specified due to its locale and performance, which sheds rainwater but is still breathable for airflow. 11 Other reclaimed materials include deckings from piling pulled from the Baltimore Harbor and all of the stone used in the wetland and outdoor walks and walls. Interior applications are low emitting and environmentally sensitive as well, such as linoleum flooring, bamboo doors, cork flooring, and agrifiber casework. 12 Overall, the Sidwell Friends Middle School is designed to integrate the sustainable building systems within the architecture, landscape, and interior design into learning opportunities for the faculty, staff, and community. Students learn from the sustainable technology built into their learning environment in their classrooms by analyzing the wetlands, green roof, and solar chimneys. This underlines the notion of stewardship and a “teaching landscape.” 13 The SFMS is a fantastic project focused on environmental stewardship intertwined with education. However, some of the materials specified for this project have high embodied energy such as bamboo, which is shipped from other countries or regions. Despite this, there is great opportunity to apply many of the principles and elements found within this case study to the proposal. The green roof as a water purification element, reclaiming materials from local sources, and daylighting control through facade and interior elements is specifically applicable due to the site. Some applications will not be possible since SFMS is urban focused and has a higher regard for pedestrian and bicycle traffic - this is not possible to apply in York, S.C. due to its rural nature and lack of infrastructure to support these systems.

1 Kieran Timberlake Architects, Stewart Middle School: Sidwell Friends School. Stewart Middle School. Kieran Timberlake, May 28, 2009. https://kierantimberlake.com/page/stewart-middle-school.

2 Tarricone, Paul. “LEED BY EXAMPLE.” Lighting Design + Application, 02, 2008, 60-62, https://login.proxy006.nclive.org/login?url=https://www.proquest.com/magazines/leed-example/ docview/205061953/se-2?accountid=8337.

3 Kieran Timberlake Architects, Stewart Middle School.

4 Ibid 5 AIA, Sidwell Friends Middle School. Sidwell Friends Middle School | AIA Top Ten. The American Institute of Architects, September 1, 1970. https://www.aiatopten.org/node/140.

6 Ibid 7 Ibid 8 Tarricone, LEED by Example.

9 Ibid 10 Ibid 11 Kieran Timberlake Architects, Stewart Middle School.

12 AIA, Sidwell Friends Middle School.

13 Kieran Timberlake Architects, Stewart Middle School.

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Images from: Kieran Timberlake Architects, Stewart Middle School: Sidwell Friends School. Stewart Middle School. Kieran Timberlake, May 28, 2009. https:// kierantimberlake.com/page/stewart-middle-school.

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"the environment is where we all meet; where all h av e a m u t u a l interest; it is the one thing all of u share."

- lady bird johnson

07 The Standards

The well building institute leed v4.1 as p e c t s s WOOD | 77

Well building institute 01 | OVERVIEW OF WELL

04 | WHAT CRITERIA POSES AN ISSUE?

“The WELL Building Standard™ version 2 [WELL v2™] is a vehicle for buildings and organizations to deliver more thoughtful and intentional spaces that enhance human health and well-being. WELL v2 includes a set of strategies—backed by the latest scientific research—that aim to advance human health through design interventions and operational protocols and policies and foster a culture of health and well-being.” 1 WELL focuses on six different principles, encapsulating the philosophy of WELL which is: equitable, global, evidence based, technically robust, customer focused, and resilient. 2 These principles are showcased all throughout the ten concepts, which are: Air, Water, Nourishment, Light, Movement, Thermal Comfort, Sound, Materials, Mind, and Community - there is an additional concept for Innovation. Each concept has various preconditions which must be met in entirety before the building project can be awarded with a WELL Certification, only twelve points within each concept may be met regarding the optimizations after the preconditions. WELL has four tiers of certifications, Bronze, Silver, Gold, and Platinum. 3

This project will be able to achieve, at a minimum WELL Bronze since all preconditions will be able to be met within the design implementation and development level.

[Preconditions regarding construction management, surveys, etc are not applicable due to the scope of the project and its hypothetical nature]. The only Concept which may be difficult to achieve will be Movement; overall, it will be difficult to apply the Movement Concept minimal basis to the scope and site of this project due to the infrastructure limitations in York County, SC - making this concept fairly exclusive to urban infrastructural systems. Thus pedestrian, cyclist, and transit options cannot be used in this project.

However, other points will be achieved through other means such as V03 or V08.

The Light concept may also be difficult to achieve due to lack of access to daylighting software. However, there are other options to audit a different route to achieve the minimal points and preconditions in this concept through retrofitting fenestrations within the building shell if the WWR is less than 7%.

02 | WHY CHOOSE WELL? WELL is a wonderful standard to utilize for this project since it is verifiable, implementable, and offers many different options within the criteria. WELL also primarily focuses on the Built Environments’ impact on the occupants’ physical and mental health and wellbeing. WELL is more focused on the interior environment, which provides more opportunities for the interior designer to have direct impact and involvement with the sustainability and wellbeing focus of the project scope.

03 | WHAT CRITERIA CAN BE APPLIED? First and foremost, all preconditions must be met for all ten concepts before reaching any form of WELL certification. The preconditions are fairly extensive, so for the sake of this review, the link will be provided at the end of this section to review. Below, each concept is noted with its precondition(s) title(s).

After the preconditions have been properly met and addressed, there is ample opportunity to apply the many different optimizations. For this project the Optimizations that are most applicable fall under the Concepts of Air, Nourishment, Light, Sound, Materials, Mind, and Community.

1 “WELL Building Standards.” V2.wellcertified.com. International Well Building Institute. Accessed October 2021. https://v2.wellcertified.com/wellv2/en/overview.

2 Ibid 3 Ibid Image from: “WELL Building Standards.” V2.wellcertified.com. International Well Building Institute. Accessed October 2021. https://v2.wellcertified.com/wellv2/en/overview.

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Air

“The WELL Air concept aims to achieve high levels of indoor air quality across a building’s lifetime through diverse strategies that include source elimination or reduction, active and passive building design and operation strategies and human behavior interventions.” 1 A07 | Operable Windows This condition requires the building to have operable windows accessible to the occupants for use to increase the level of air circulation within the building. Due to the project’s rural location, this Optimization is directly applicable since it focuses on clean air infiltration with a PM2.5 level of 35 µg/m or lower.

At least 75% of the occupied spaces jabe operable windows that provide access to outdoor air or the openable window area is at least 4% of the net occupiable floor area per floor.

Outdoor levels of PM2.5, temperature, and humidity are monitored at least once per hour. Indicator lights at windows - at least one per room with windows - cue occupants when outside conditions are suitable. (PM2.5 15 µg/m or lower, dry bulb is within 15 degrees of the indoor temperature setpoint, and relative humidity is 65% or lower).

A09 | Pollution Infiltration Management The condition requires projects to reduce transmission of air pollutants from outdoors to indoors through the building envelope or entrance.

All regularly used entrances, there must be a set of grilles, slots, or rollout mats or removable carpet tiles that are at least the width of the entrance and 10’ long in the primary direction of travel. Also, there must be a vestibule or revolving entrance doors.

A13 | Enhanced Air Supply This optimization requires supply air that is not recirculated or if it is recirculated, it must be treated with carbon filters, media filters, and/or UVGI. All occupiable spaces must utilize: 100% outdoor supply air, partially recirculated air that has been treated, or partially recirculated air that has been treated and in spaces with air purification devices.

A14 | Microbe and Mold Control This optimization requires protection against mold and microbes via UVGI systems on components of the cooling system.

All central air handling units are equipped with UV lamps to irradiate surfaces All cooling coils and drain pans are irradiated by UV lamps and have the applicability to be opened for inspection

Nourishment “The WELL Nourishment concept requires the availability of fruits and vegetables and nutritional transparency. It encourages the creation of food environments, where the healthiest choice is the easiest choice.” 2 N08 | Mindful Eating Requires a dedicated eating space that constraints tables and chairs.

A dedicated eating space is within 650 ft of walking distance of the boundary Tables and chairs must accommodate 25% of the peak occupancy Protection against environmental elements Variety of seating types: small groups(1-4) and large groups (4+)

Light “The WELL Light concept promotes exposure to light and aims to create lighting environments that promote visual, mental and biological health.” 3 L03 | Circadian Lighting Design Requires appropriate exposure to light for maintaining circadian health and application to daynight cycles.

Requires illuminance levels of at least 150 EML (equivalent melanopic lux) at a height of 18” above the work-plane for all workstations or 275 EML (for a higher point base) Light levels are achieved on the vertical plane at eye level to stimulate the light entering the eye of the occupant

All information for the Air Optimization is extracted from: “Air.” V2.wellcertified.com. International Well Building Institute. Accessed October 2021. https://v2.wellcertified.com/wellv2/en/air.

All information for the Nourishment Optimization is extracted from: “Nourishment.” V2.wellcertified.com. International Well Building Institute. Accessed October 2021. https://v2.wellcertified.com/wellv2/en/nourishment.

All information for the Light Optimization is extracted from: “Light.” V2.wellcertified.com. International Well Building Institute. Accessed October 2021. https://v2.wellcertified.com/wellv2/en/light.

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L04 | Electrical Light Glare Control “Appropriate light fixtures and glare management strategies are required for the space.”

Each luminaire must meet one of the following in regularly occupied spaces - wall wash and decorative fixtures may be excluded.

100% of light is emitted above the horizontal plane, classified with a UGR (Unified Glare Rating) of 16 or lower, or luminance does not exceed 6,000 cd/ m2 at any angle between 45 and 90 degrees from nadir L05 | Daylight Design Strategies This WELL feature requires projects to design spaces to integrate daylight into indoor environments, so that daylight may be used for visual tasks along with electric lighting. It also provides individuals with a connection to outdoor spaces through windows The project’s workstations are within 25 or 16ft of transparent envelope glazing with a VLT (visible light transmittance) greater than 40% or the envelope glazing is no less than 15% or 25% of the regularly occupied floor area with a VLT greater than 40% All vertical glazing requires shading that is manually controlled by the occupant or is automatic L08 | Electrical Light Quality “This WELL feature requires projects to take into account characteristics of electric light used in the space, such as color rendering and flicker” All luminaries expect decorative and emergency fixtures must have a CRI ≥90 or CRI ≥80 with R9 ≥ 50 Luminaries are classified as “reduced flicker” according to California Title 24, recommended practices 1, 2 or 3 as defined by IEEE standard 1789-2015 LED, or Pst LM ≤ 1.0 and SVM ≤ 0.6 for indoor applications per NEMA 77-2017 L09 | Occupant Lighting Control “This WELL feature requires projects to implement innovative lighting strategies that take into account personal preferences of users, as well as their interaction with the physical space” All regularly occupied spaces contain lighting zones of either one per 650 square feet / one per 10 occupants or one per 320 square feet / one per 5 occupants.

Each lighting zone has at least three lighting levels (color, temperature, distribution) which occupants

have control over, and lighting for presentations are controlled separately.

Occupants are provided with supplemental lighting which is at least double the recommended light level based on the reference for L02 Part 01. The lighting is installed at least 9” from the front edge of the workstation.

Sound “The WELL Sound concept aims to bolster occupant health and well-being through the identification and mitigation of acoustical comfort parameters that shape occupant experiences in the built environment.”

S03 | Sound Barriers “This WELL feature requires that walls and doors meet a minimum degree of acoustical separation to provide adequate sound isolation and improve speech privacy.”

Interior walls must meet the following STC/Rw - if it is a multi-use wall, it must meet the most stringent requirements. Doors that connect two occupiable rooms and doors to mechanical equipment must be non-hollow and have a minimum of 30 STC/Rw with seals at the head, jamb, and base. 1 The project must meet the NIC/Dw (weighted difference level) for each wall type shown below the first number refers to tier 01, the second number refers to tier 02.

Interior wall type Between loud zones and other occupied spaces

60 or 55

Between areas for conferencing, learning, or sleeping and other regularly occupied spaces

55 or 50

Between adjacent quiet spaces

50 or 45

Between rooms for concentration and other regularly occupied spaces

45 or 40

Between circulation zones and regularly occupied spaces

40 or 35

All information for the Light Optimization is extracted from: “Light.” V2.wellcertified.com. International Well Building Institute. Accessed October 2021. https://v2.wellcertified.com/wellv2/en/light.

All information for the Sound Optimization is extracted from: “Sound.” V2.wellcertified.com. International Well Building Institute. Accessed October 2021. https://v2.wellcertified.com/wellv2/en/sound.

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Minimum STC

The sum of the measured Noise Isolation Class (NIC) or Weighted Difference Level (Dw) combined with the Noise Criteria Rating (NC) or A-weighted Sound Pressure Level (LAeq) within a room achieves the following minimum values

Restriction of common harmful chemicals found in many products within the interior environment.

At least 50% of newly installed furniture, millwork, and fixtures (minimum 10 products) with textiles and plastics must have a 100 ppm (0.01%) by weight or less of halogenated flame retardants (HFR), per and polyfluoroalkyl substances (PFAS), lead, cadmium, and mercury or the specified products do not contain textiles or plastic.

Flooring products contain 100 ppm (0.01%) by weight or less of HFR, PFAS, and orthophthalates Insulation and thermal acoustic insulation in walls, ceilings, ducts, tubes, or pipes, contain 100 (0.01%) by weight or less of HFR. Ceiling and wall panels contain 100 ppm (0.01%) by weight or less of HFR and orthophthalates.

Source Room

Receiver Room

Enclosed loud zone

Any open areas for concentration or circulation zones

80

All other occupiable areas

85

Any open areas for concentration or circulation zones

75

Enclosed quiet zones

80

All other occupiable areas

85

Any open areas for concentration or circulation zones

70

X06 | VOC Restrictions

Enclosed quiet zones

75

Regarding emission thresholds for materials within the building envelope.

Enclosed areas for conferencing, learning, or sleeping

80

Enclosed quiet zones

75

Enclosed areas for conferencing, learning, or sleeping

Enclosed quiet zones

Any other occupiable space

Minimum NIC + NC

X05 | Enhanced Material Restrictions

S05 | Sound Reducing Surfaces “This WELL feature requires the use of acoustic materials that absorb and/or block sound to support concentration and reduce reverberation.”

Areas for conferences/learning must have a minimum NRC/aw at ceilings of 0.75 for at least 50% of the ceiling area (tier 01) or 0.90 for all available ceiling area (tier 02) Areas for conferences/learning must have a minimum NRC/aw of 0.75 on at least 25% of two walls (tier 01) or 0.80 on at least 25% of two perpendicular walls 1

M at e r i a l s “The WELL Materials concept aims to reduce human exposure, whether direct or through environmental contamination, to chemicals that may impact health during the construction, remodeling, furnishing and operation of buildings.”

Wet applied finishes, adhesives, sealants, and poured floorings (10 products or 10% of project area) must meet the VOC thresholds of either: • SCAQMD Rule 1168 (Adhesives and Sealants, 2017).

• GB 33372-2020 (Adhesives).

• 2019 CARB SCM for Architectural Coatings.7 • EU Ecolabel for indoor and outdoor paints and varnishes.

• HJ 2537-2014 (Paints).

Any other standard listed in the ‘VOC content evaluation’ section of the ‘Low-Emitting Materials’ credit of the LEED v4.1 standard. At least 75% of products by surface area or volume meet the thresholds established by either CDPH Standard Method v1.2, AgBB, or European Union LCI VOC Thresholds.

X07 | Materials Transparency “This WELL feature requires the compilation and availability of product descriptions, with ingredients evaluated and disclosed through transparency programs.”

At least 50% or 25 by count, permanently installed products (flooring, insulation, wet finishes, ceiling and wall assemblies) and furniture have ingredients disclosed through either:

All information for the Sound Optimization is extracted from: “Sound.” V2.wellcertified.com. International Well Building Institute. Accessed October 2021. https://v2.wellcertified.com/wellv2/en/sound.

All information for the Materials Optimization is extracted from: “Materials.” V2.wellcertified.com. International Well Building Institute. Accessed October 2021. https://v2.wellcertified.com/wellv2/en/materials.

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• • •

• •

A Declare label, operated by the International Living Future Institute.

A Health Product Declaration (HPD) published in the HPD Public Repository, operated by the Health Product Declaration Collaborative.

A Cradle-to-Cradle Certified™ product, or a product with a Material Health Certificate from the Cradle to Cradle Products Innovation Institute.

A Product Lens Certification™, operated by UL. A Product Health Declaration, operated by Global Green Tag.

A manufacturer’s inventory containing CAS numbers of all individual compounds down to 1,000 ppm (0.1%). If the product contains a trade secret compound, GHS hazards of category 1 or 2 are listed and a concentration range is provided for each undisclosed component.

At least 15 different permanently installed products and furniture denote that all ingredients disclosed at 100 PPM or less, and that all ingredients are disclosed through either Declare, HPD, or through a manufacturers inventory.

At least 15 different permanently installed products and furniture denote that all ingredients are disclosed through either Declare, HPD, Cradle to Cradle, Product Lens (via UL), or a Product Health Declaration through Global Green Tag. 1 X08 | Materials Optimization “This WELL feature requires screening and labeling of products in accordance with programs that audit and restrict the use of hazardous ingredient contents in materials and products” (WELL).

For at least 25 distinct permanently installed products and furniture, ingredients must have 100 PPM or less, and either be free of any ingredients within the Living Buildng Challenge’s Red List, meet the chemical thresholds in Cradle to Cradle basic level restricted substances, does not contain compounds listed within REACH, or Product meets an optimization path listed under ‘Advanced Inventory & Assessment’ in Option 2 of LEED v4.1 credit ‘Building Product Disclosure and Optimization - Material Ingredients.

At least 15 permanently installed products and furniture must meet either Cradle to Cradle Certified™ products with a Silver, Gold or Platinum

level in the Material Health category or products with a Silver, Gold or Platinum level Material Health Certificate from the Cradle to Cradle Products Innovation Institute or Living Product Challenge, Materials and Health & Happiness Petals or Living Product Certification, operated by the International Living Future Institute.

Mind “The WELL Mind concept promotes mental health through policy, program and design strategies that seek to address the diverse factors that influence cognitive and emotional well-being.”

M06 | Restorative Opportunities “This WELL feature requires projects to support recovery and restoration from work and to encourage a healthy work-life balance by providing opportunities for sleep [and breaks].”

The school day starts no earlier than 8:30 a.m.

There should be occupant access to at least one acoustically and visually separated environment located in a designated quiet zone for naps with at least one fully reclining furniture option, one for every 100 employees M07 | Restorative Spaces “This WELL feature requires projects to provide spaces that promote a restorative environment and encourage relief from mental fatigue and stress.”

At least one designated restorative space is available to all regular occupants. The space may be indoor or outdoor and may be made up of a single space or multiple spaces but should be at least 75 square feet plus 1 square foot per regular occupant.

The space needs to include signage and materials explaining the purpose of the space. The space should also consider at least five of the following: • • • • • • •

Dimmable lighting (indoor spaces) Sound privacy Thermal comfort Seating arrangements to accommodate a range of uses and users Nature Calming colors and textures Visual privacy

All information for the Materials Optimization is extracted from: “Materials.” V2.wellcertified.com. International Well Building Institute. Accessed October 2021. https://v2.wellcertified.com/wellv2/en/materials.

All information for the Materials Mind is extracted from: “Mind.” V2.wellcertified.com. International Well Building Institute. Accessed October 2021. https://v2.wellcertified.com/wellv2/en/mind.

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M09 | Enhanced Access to Nature “This WELL feature requires the integration of nature and natural elements into the interior and exterior of the project, as well as the provision of nature views and nearby nature, such as green and blue spaces.”

electrical outlets, user-operated lock, room booking system, access to a sink, faucet, and paper towel dispenser and soap, a dedicated milk refrigerator, storage for pumping supplies. The space should also be comfortable and calming including sound minimization, ambient lighting control, and thermal comfort.

At least 75% of all workstations and seating within shared areas/rooms have direct line of sight to indoors plant(s), water feature(s), or nature view(s) All workstations and seating within shared areas/ rooms are within 33 feet of indoors plant(s), water feature(s), or nature view(s).

C13 | Accessibility and Universal Design

Access to an outdoor space of an area of at least 5% of the project interior area and that at least 70% of the accessible outdoor space as viewed from above must include plants or natural elements, including tree canopies.

•

At least one green space or blue space is within a 650 ft walk distance from the project boundary and available to all regular occupants during open hours of the space(s) and the total combined green space must be at least 1.25 acre.

•

Occupants are encouraged to access outdoor nature (e.g., presence of signage or maps to outdoor nature, availability of breaks during the workday to go visit outdoor nature) 1

“This WELL feature requires projects to go above and beyond accessibility laws and/or codes by integrating universal design principles to accommodate diverse needs and create a fully inclusive environment.”

•

•

Community “The WELL Community concept aims to support access to essential healthcare, build a culture of health that accommodates diverse population needs and establish an inclusive, engaged occupant community.”

•

Physical access: entry, exit and key interaction points that enable inclusive entrance to the project and strategies that enable flexible usability of the space to accommodate change as needed (e.g., stair-free entrances, step-free egress, operable windows, automatic doors) Developmental and intellectual health: strategies that use color, texture, images and other multisensory visually perceptible information (e.g., to accommodate sensory requirements of neurodiverse individuals) Wayfinding: strategies that help individuals intuitively navigate through the project (e.g., signage, tactile maps, symbols, auditory cues, information systems) Technology: technology (e.g., audio and visual equipment, web access) that helps individuals fully utilize a space (e.g., to assist blind or deaf individuals, or those who do not speak the native language), made available to all occupants at no cost Safety: strategies that support easy access to all spaces and amenities and minimize risk of injury, confusion or discomfort (e.g., lighting or clear sightlines to increase feelings of security)

C09 | New Mother Support “This WELL feature requires the provision of dedicated lactation rooms with supportive amenities, as well as paid break times, travel accommodations and resources to help mothers initiate and sustain breastfeeding.”

At least one dedicated lactation room for employees should be available and be at least 7’x7’ and includes a work surface with a comfortable chair, two

All information for the Materials Mind is extracted from: “Mind.” V2.wellcertified.com. International Well Building Institute. Accessed October 2021. https://v2.wellcertified.com/wellv2/en/mind.

All information for the Materials Community is extracted from: “Community.” V2.wellcertified.com. International Well Building Institute. Accessed October 2021. https://v2.wellcertified.com/wellv2/en/community.

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Leadership in energy+environmental design 01 | OVERVIEW OF LEED

According to the USGBC website, “LEED (Leadership in Energy and Environmental Design) is the most widely used green building rating system in the world. Available for virtually all building types, LEED provides a framework for healthy, highly efficient, and cost-saving green buildings. LEED certification is a globally recognized symbol of sustainability achievement and leadership.

LEED is for all building types and all building phases including new construction, interior fit outs, operations and maintenance and core and shell.” 1 LEED has four different tiers: 01. Certified | 40-49 points 02. Silver | 50-59 points 03. Gold | 60-79 points 04. Platinum | 80+ points 02 | WHY CHOOSE LEED? LEED is more focused on the technical aspect of building, design, and construction projects and the sustainability aspect intertwined into the many different building systems which formulate an appropriate built environment. By pursuing LEED, this project will have a deeper level of sustainable impact, emphasizing this project as a beacon of sustainability for the community in York County South Carolina. Furthermore, this project is an interior adaptive reuse project and can gain many points regarding the preservation of the structural systems.

03 | WHAT CRITERIA CAN BE APPLIED? This analysis will focus on the interior and architectural application of LEED v4.1, BD+C. All management and administrative related sections have been omitted due to the scope of this project.

04 | WHAT CRITERIA POSES AN ISSUE? The primary section which poses an issue for LEED certification would be Location and Transportation.

Due to the rural location and lack of surrounding public transportational, walkable, or bikeable infrastructure, this project can only gain one point under the LT section. However, if this project were not zoned as a school for the purposes of LEED, it would need to utilize the ID+C segment of LEED v4.1, this project would not be able to be LEED certified due to the rural location.

1 “What Is LEED?” U.S. Green Building Council. Accessed December 4, 2021. https://www.usgbc.org/help/what-leed.

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Lo cat i o n + T r a n s p o r t at i o n [ LT ] SENSITIVE LAND PROTECTION 1 point

Intent To cultivate community resilience, avoid the development of environmentally sensitive lands that provide critical ecosystem services and reduce the environmental impact from the location of a building on a site. 1 Option 1: Previously Developed Land Locate the development footprint on land that has been previously developed.

Sustainable Site [SS] PROTECT OR RESTORE HABITAT 1-2 points Intent To conserve existing natural areas and restore damaged areas to provide habitat and promote biodiversity. 2 Requirements Preserve and protect fro m all development and construction activity 40% of the greenfield area on the site AND Restore a portion of the site (including the building footprint) identified as previously disturbed and follow vegetation and soil requirements below.

Vegetated roof surfaces may be included in the habitat area calculations if the plants are native or adapted and provide habitat. Points are awarded according to Table 1.

Vegetation • Plant a minimum of 6 species of vegetation that are native or adapted to the project’s EPA Level III ecoregion (or local equivalent for projects outside of the U.S.). Include a minimum of 2 out of the following plant categories: tree, shrub, and ground cover. Designate a portion of the habitat area for a pollinator garden consisting of native flowering plants and totaling at least 30 square feet (3 square meters).

Schools only: Dedicated athletic fields that are solely for athletic uses are exempted from counting toward the total site area.

These areas may not count toward the protected greenfield or restored habitat areas.

Table 1. Points for percentage of area restored Points BD+C (except Restored areas healthcare) 15% of total site

1

25% of total site

2

OPEN SPACE 1 point Intent To create exterior open space that encourages interaction with the environment, social interaction, passive recreation, and physical activities.

Requirements Provide outdoor space greater than or equal to 30% of the total site area (including building footprint).

At least 25% of the calculated outdoor open space must be vegetated space planted with two or more types of vegetation or have overhead vegetated canopy.

The outdoor space must be physically accessible and be one or more of the following: • social area: a pedestrian-oriented paving or landscape area that accommodate outdoor social activities; • recreational area: a recreation-oriented paving or landscape area that encourage physical activity; • diverse green space: a landscape area with two or more types of vegetation that provide opportunities for year-round visual interest; • garden: a garden space dedicated to community gardens or urban food production; or • habitat area: preserved or created habitat that meets the criteria of SS Credit Protect or Restore Habitat and also includes elements of human interaction. These areas automatically meet the vegetation criteria of this credit.

Extensive or intensive vegetated roofs that are physically accessible can be used toward the minimum vegetation requirement, and qualifying roof-based physically accessible paving areas can be used toward credit compliance.

Wetlands or naturally designed ponds may count as open space if the side slope gradients average 1:4 (vertical:horizontal) or less and are vegetated

1 “LEED v4.1.” LEED v4.1 | U.S. Green Building Council. Location and Transportation. Accessed December 3, 2021. 13. https://www.usgbc.org/leed/v41.

2 “LEED v4.1.” LEED v4.1 | U.S. Green Building Council. Sustainable Sites. Accessed December 3, 2021. 32-50. https://www.usgbc.org/leed/v41.

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HEAT ISLAND REDUCTION 2 points Intent To minimize inequitable effects on microclimates and human, especially frontline communities, and wildlife habitats by reducing heat islands.

Option 1. Nonroof and roof Use any combination of the following strategies to meet the formula above Nonroof Use the existing plant material or install plants that provide shade over paving areas (including playgrounds) on the site within 10 years of planting.

Install vegetated planters. Plants must be in place at the time of occupancy permit and cannot include artificial turf.

Provide shade with structures covered by energy generation systems, such as solar thermal collectors, photovoltaics, and wind turbines.

Provide shade with architectural devices or structures. If the device or structure is a roof, it shall have an aged solar reflectance (SR) value of at least 0.28 as measured in accordance with ANSI/CRRC S100. If the device or structure is not a roof, or if aged solar reflectance information is not available, it shall have at installation an initial SR of at least 0.33 as measured in accordance with ANSI/ CRRC S100.

Provide shade with vegetated structures.

Use paving materials with an initial solar reflectance (SR) value of at least 0.33.

Use an open-grid pavement system (at least 50% unbound) High reflectance roof Use roofing materials that have an aged SRI equal to or greater than the values in Table 1. If aged SRI is not available, the roofing material shall have an initial SRI equal to or greater than the values in Table 1.

Roof area that consists of functional, usable spaces (such as helipads, recreation courts, and similar amenity areas) may meet the requirements of nonroof measures. Applicable roof area excludes roof area covered by mechanical equipment, solar energy panels, skylights, and any other appurtenances Vegetated roof Install a vegetated roof using native or adapted plant species. 1

Table 1. Minimum solar reflectance index value, by roof slope Slope

Aged SRI 82

64

Steep sloped roof

39

32

greater than 2:12

LIGHT POLLUTION REDUCTION 1 point Intent To increase night sky access, improve nighttime visibility, and reduce the consequences of development for wildlife and people.

Meet these requirements for all exterior luminaires located inside the project boundary (except those listed under “Exemptions”), based on the following: the photometric characteristics of each luminaire when mounted in the same orientation and tilt as specified in the project design; and the lighting zone of the project property (at the time construction begins). Classify the project under one lighting zone using the lighting zones definitions provided in the Illuminating Engineering Society and International Dark Sky Association (IES/IDA) Model Lighting Ordinance (MLO) User Guide.

Uplight, Option 1: BUG rating Do not exceed the following luminaire uplight ratings, based on the specific light source installed in the luminaire, as defined in IES TM-15-11, Addendum A. Table 1. Maximum uplight ratings for luminaires MLO lighting zone

Luminaire uplight rating

LZ0

U0

LZ1

U1

LZ2

U2

LZ3

U3

LZ4

U4

OR Uplight, Option 2: Calculation method Do not exceed the following percentages of total lumens emitted above horizontal.

All information for Sustainable Sites is extracted from: “LEED v4.1.” LEED v4.1 | U.S. Green Building Council. Sustainable Sites. Accessed December 3, 2021. 32-50. https://www.usgbc.org/leed/v41.

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Initial SIR

equal to or less than Low sloped roof 2:12

OR

Table 2. Maximum percentage of total lumens emitted above horizontal, by lighting zone LZ0

0%

LZ1

0%

LZ2

1.50%

LZ3

3%

LZ4

6%

AND Light trespass, Option 1: BUG rating Do not exceed the following luminaire backlight and glare ratings (based on the specific light source installed in the luminaire), as defined in IES TM-1511, Addendum A, based on the mounting location and distance from the lighting boundary.

Lighting boundary can be modified if it is: • When the property line abuts a public area that includes, but is not limited to, a walkway, bikeway, plaza, or parking lot, the lighting boundary may be moved to 5 feet (1.5 meters) beyond the property line.

• When the property line abuts a public street, alley, or transit corridor, the lighting boundary may be moved to the center line of that street, alley, or corridor.

Light trespass, Option 2: Calculation method Do not exceed the following vertical illuminances at the lighting boundary (use the definition of lighting boundary in Option 1). Calculation points may be no more than 5 feet (1.5 meters) apart.

Vertical illuminances must be calculated on vertical planes running parallel to the lighting boundary, with the normal to each plane oriented toward the property and perpendicular to the lighting boundary, extending from grade level to 33 feet (10 meters) above the height of the highest luminaire 1 Table 4. Maximum vertical illuminance at lighting boundary, by lighting zone MLO lighting zone

Vertical illuminance (fc)

Vertical illuminance (lux)

LZ0

0.05

0.5

LZ1

0.05

0.5

LZ2

0.1

1

LZ3

0.2

2

LZ4

0.6

6

Table 3. Maximum backlight and glare ratings Luminaire mounting

MLO lighting zone LZ0

LZ1

LZ2

LZ3

LZ4

Allowed backlight ratings > 2 mounting heights from lighting boundary

B1

B3

B4

B5

B5

1 to 2 mounting heights from lighting boundary and properly oriented

B1

B2

B3

B4

B4

0.5 to 1 mounting height to lighting boundary and properly oriented

B0

B1

B2

B3

B3

< 0.5 mounting height to lighting boundary and properly oriented

B0

B0

B0

B1

B2

Allowed glare ratings Building-mounted > 2 mounting heights from any lighting boundary G0

G1

G2

G3

G4

Building-mounted 1–2 mounting heights from any lighting boundary

G0

G0

G1

G1

G2

Building-mounted 0.5 to 1 mounting heights from any lighting boundary

G0

G0

G0

G1

G1

Building-mounted < 0.5 mounting heights from any lighting boundary

G0

G0

G0

G0

G1

All other luminaires

G0

G1

G2

G3

G4

All information for Sustainable Sites is extracted from: “LEED v4.1.” LEED v4.1 | U.S. Green Building Council. Sustainable Sites. Accessed December 3, 2021. 32-50. https://www.usgbc.org/leed/v41.

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AND Internally illuminated exterior signage Do not exceed a luminance of 200 cd/m2 (nits) during nighttime hours and 2000 cd/m2 (nits) during daytime hours.

Exemptions, uplight and trespass • lighting that is used solely for façade and landscape lighting in MLO lighting zones 3 and 4, and is automatically turned off from midnight until 6 a.m.

• lighting for theatrical purposes for stage, film, and video performances • lighting for the national flag in MLO lighting zones 2, 3, or 4; • Internally illuminated signage

For the fixtures and fittings listed in Table 1, as applicable to the project scope, reduce aggregate water consumption by 20% from the baseline.

Base calculations on the volumes and flow rates shown in Table 1.

All newly installed toilets, urinals, private lavatory faucets, and showerheads that are eligible for labeling must be WaterSense labeled (or a local equivalent for projects outside the U.S.).

Projects located where standard supply pressure is different than the LEED baseline supply pressure may calculate the water consumption of flow fixtures and fittings at the local standard supply pressure.

Table 1. Baseline water consumption of fixtures and fittings

JOINT USE FACILITIES 1 point Intent To integrate the school with the community by sharing the building and its playing fields for nonschool events and functions.

Option 1: Make building space open to the general public In collaboration with the school authorities, ensure that at least three of the following types of spaces in the school are accessible to and available for shared use by the general public: • auditorium; • gymnasium; • cafeteria; • one or more classrooms; • playing fields and stadiums; and • joint parking Provide access to toilets in joint-use areas after normal school hours. 1

Wat e r e f f i c i e n c y [we] PREREQUISITE: INDOOR WATER USE REDUCTION Intent To reduce indoor potable water consumption and preserve no and low cost potable water resources. 2

Fixture or fitting

Baseline IP units

Toilet

1.6 gpf

Urinal

1.0 gpf

Public lavatory faucet

05. gpm at 60 psi

Kitchen faucet

2.2 gpm at 60 psi

Shower head

2.5 gpm at 80 psi per shower stall

Table 2. Standards for appliances Pre Rinse spray valve

equal to or less than 1.3 gpm

Ice machine

ENERGY STAR or performance equivalent and use either air-cooled or closed-loop cooling, such as chilled or condenser water system

Table 3. Standards and processes Process

Requirement

Heat rejection and cooling

No once-through cooling with potable water for any equipment or appliances that reject heat

Cooling towers and evaporative condensers

Equip with: 01. makeup water meters 02. conductivity controllers and overflow alarms 03. efficient drift eliminators that reduce drift to maximum of 0.002% of recirculated water volume for counterflow towers and 0.005% of recirculated water flow for cross-flow towers

PREREQUISITE: BUILDING LEVEL WATER METERING Intent To conserve low cost potable water resources and support water management and identify opportunities for additional water savings by tracking water consumption.

All information for Sustainable Sites is extracted from: “LEED v4.1.” LEED v4.1 | U.S. Green Building Council. Sustainable Sites. Accessed December 3, 2021. 32-50. https://www.usgbc.org/leed/v41.

All information for Water Efficiency is extracted from: “LEED v4.1.” LEED v4.1 | U.S. Green Building Council. Water Efficiency. Accessed December 3, 2021. 52-65. https://www.usgbc.org/leed/v41.

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Requirement Install permanent water meters that measure the total potable water use for the building and associated grounds. Meter data must be compiled into monthly and annual summaries; meter readings can be manual or automated.

Commit to sharing with USGBC the resulting wholeproject water usage data for a five-year period beginning on the date the project accepts LEED certification or typical occupancy, whichever comes first. This commitment must carry forward for five years or until the building changes ownership or lessee. 1 INDOOR WATER USE REDUCTION 1-7 points Intent To reduce indoor potable water consumption and preserve no and low-cost potable water resources.

Further reduce fixture and fitting water use from the calculated baseline in WE Prerequisite Indoor Water Use Reduction. Additional potable water savings can be earned above the prerequisite level using alternative water sources. Include fixtures and fittings necessary to meet the needs of the occupants. Some of these fittings and fixtures may be outside the tenant space (for Commercial Interiors) or project boundary (for New Construction). Points are awarded according to Table 1.

Table 1. Points for reducing water use Percentage reduction

Points (schools)

25%

1

30%

2

35%

3

40%

4

45%

5

WATER METERING (INTERIOR) 1 point Intent To conserve low cost potable water resources and support water management and identify opportunities for additional water savings by tracking water consumption.

Requirements Indoor plumbing

fixtures

and

fittings.

water systems serving at least 80% of the indoor fixtures and fitting described in WE Prerequisite Indoor Water Use Reduction, either directly or by deducting all other measured water use from the measured total water consumption of the building and grounds.

Domestic hot water. Meter water use of at least 80% of the installed domestic hot water heating capacity (including both tanks and on-demand heaters).

Reclaimed water. Meter reclaimed water, regardless of rate. A reclaimed water system with a makeup water connection must also be metered so that the true reclaimed water component can be determined.

Other process water. Meter at least 80% of expected daily water consumption for process end uses, such as humidification systems, dishwashers, clothes washers, pools, and other subsystems using process water.

e n e r g y + at m o s p h e r e [ea] PREREQUISITE: MINIMUM ENERGY PERFORMANCE Intent To promote resilience and reduce the environmental and economic harms of excessive energy use that disproportionately impact frontline communities by achieving a minimum level of energy efficiency for the building and its systems Requirements Comply with ANSI/ASHRAE/IESNA Standard 90.1– 2016, with errata or a USGBC-approved equivalent standard.

ASHRAE 90.1-2016 Compliance pathways in Section 4.2.1.1 include compliance with all mandatory provisions, and compliance with one of the following: Prescriptive provisions of Sections 5 through 10 Section 11 Energy Cost Budget Method Normative Appendix G Performance Rating Method.

When using Appendix G, the Performance Cost Index (PCI) shall be less than or equal to the Performance Cost Index Target (PCIt) in accordance with the methodology provided in Section 4.2.1.1. Document the PCI, PCIt, and percentage improvement using metrics of cost or greenhouse gas (GHG) emissions 2

Meter

All information for Water Efficiency is extracted from: “LEED v4.1.” LEED v4.1 | U.S. Green Building Council. Water Efficiency. Accessed December 3, 2021. 52-65. https://www.usgbc.org/leed/v41.

All information for Energy and Atmosphere is extracted from: “LEED v4.1.” LEED v4.1 | U.S. Green Building Council. Energy and Atmosphere. Accessed December 3, 2021. 67-89. https://www.usgbc.org/leed/v41.

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PREREQUISITE: BUILDING LEVEL METERING Intent To support energy management and identify opportunities for additional energy savings by tracking building-level energy use Requirements Install new or use existing building-level energy meters, or submeters that can be aggregated to provide building-level data representing total building energy consumption (electricity, natural gas, chilled water, steam, fuel oil, propane, biomass, etc.). Utility-owned meters capable of aggregating building-level resource use are acceptable.

Commit to sharing with USGBC the resulting energy consumption data and electrical demand data (if metered) for a five-year period beginning on the date the project accepts LEED certification. At a minimum, energy consumption must be tracked at one-month intervals.

This commitment must carry forward for five years or until the building changes ownership or lessee.

PREREQUISITE: FUNDAMENTAL REFRIGERANT MANAGEMENT Intent To reduce ozone depletion and global warming potential and support early compliance with the Kigali Amendment to the Montreal Protocol, while minimizing direct contributions to climate change.

Requirements Do not use chlorofluorocarbon (CFC) or hydro chlorofluorocarbon (HCFC) -based refrigerants in new heating, ventilating, air-conditioning, and refrigeration (HVAC&R) systems. When reusing existing HVAC&R equipment, complete a comprehensive CFC and/or HCFC phase-out conversion before project completion. Phase-out plans extending beyond the project completion date will be considered on their merits.

Existing small HVAC&R units (defined as containing less than 0.5 pound [225 grams] of refrigerant) and other equipment, such as standard refrigerators, small water coolers, and any other equipment that contains less than 0.5 pound (225 grams) of refrigerant, are exempt 1 OPTIMIZE ENERGY PERFORMANCE 1-16 points Intent To achieve increasing levels of energy performance beyond the prerequisite standard to reduce environmental and economic harms associated with excessive energy use that disproportionately

impact frontline communities Analyze efficiency measures, focusing on load reduction and HVAC-related strategies (passive measures are acceptable) appropriate for the facility.

Project potential energy savings and holistic project cost implications related to all affected systems.

Choose one of the options below Option 3, Systems optimizations (1-6 points) To be eligible for Option 3, projects must use the ASHRAE 90.1-2016 Prescriptive compliance path in EA Prerequisite Minimum Energy Performance, and must not have more than 2,000 square feet of data center space, laboratory space, or manufacturing space.

Demonstrate an improvement beyond ASHRAE/ ASHRAE/IESNA Standard 90.1–2016, with errata, for the following systems: Interior and Exterior Lighting; Daylight controls; Building envelope; HVAC and service water heating equipment efficiency; and Equipment and appliances.

Use any combination of the strategies in any or all of the categories below, for a maximum of up to 6 points.

Categories: 01. Interior and exterior lighting 02. Daylight controls 03. Building envelope 04. HVAC and service water heating equipment efficiency 05. Equipment and appliances 01 | Interior and exterior lighting 1-3 points Option 3, Systems optimization, interior and exterior lighting Percentage of power reduction 15%

1

30%

2

45%

3

02 | Daylight controls 1 point - Install daylight-responsive controls for a given percentage of connected lighting load (lighting in non-regularly occupied space with occupant sensor controls may be excluded from connected lighting load) - 40% yields 1 point

All information for Energy and Atmosphere is extracted from: “LEED v4.1.” LEED v4.1 | U.S. Green Building Council. Energy and Atmosphere. Accessed December 3, 2021. 67-89. https://www.usgbc.org/leed/v41.

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Points

03 | Building envelope 1 point Climate Zones 3 – 8: Achieve 2 of the 3 strategies below for 1 point.

• 25% Envelope UA reduction • 50% Envelope UA reduction • 25% reduction in air infiltration measured during commissioning HVAC and service water heating equipment efficiency 1-2 points • Reduction in total fan power allowance of 20% (1 point) • Improvement in efficiency for at least 75% of the combined cooling, heating, and service water heating capacity by 20% (1 point) Equipment and appliances 1 point Install a percentage (by rated power) of eligible equipment and appliances meeting the following requirements: • ENERGY STAR equipment including appliances, office equipment, electronics, and commercial food service equipment (lighting and building envelope products are excluded from this credit).

(Electronic Product Environmental Assessment Tool (EPEAT) equipment may be used in lieu of Energy Star equipment where applicable).

• Prescriptive commercial kitchen and refrigeration equipment requirements listed in Appendix 3, Table 1.

The project scope of work must include at least 0.25 Watts per square foot of eligible equipment to apply this strategy.

Percent of Eligible Equipment Installed by Rated Power 75% (1 point) ADVANCED ENERGY METERING 1 point Intent To support energy management and identify opportunities for additional energy savings by tracking building-level and system-level energy use. 1

following characteristics.

Meters must be permanently installed, record at intervals of one hour or less, and transmit data to a remote location.

Electricity meters must record both consumption and demand. Whole-building electricity meters should record the power factor, if appropriate.

The data collection system must use a local area network, building automation system, wireless network, or comparable communication infrastructure.

The system must be capable of storing all meter data for at least 36 months.

The data must be remotely accessible.

All meters in the system must be capable of reporting hourly, daily, monthly, and annual energy use.

RENEWABLE ENERGY 1-5 points Intent To reduce the environmental and economic harms associated with fossil fuel energy and reduce greenhouse gas emissions by increasing the supply of renewable energy projects and foster a just transition to a green economy Requirements Use on-site renewable energy systems or procure renewable energy from offsite sources for all or a portion of the building’s annual energy use.

Choose one or more strategies for renewable energy procurement from the categories below.

Points achieved in each category may be added for a total of 5 points.

Tier 1: on site renewable energy generation • On-site renewable energy generation, environmental attributes (e.g. RECs) retained Tier 1 renewable energy may be accounted for in the cost metric and the GHG emissions metric in EA credit Optimize Energy Performance.

Table 1. Points for renewable energy procurement Points

Requirements Install advanced energy metering for the following: all whole-building energy sources used by the building; and any individual energy end uses that represent 10% or more of the total annual consumption of the building.

The advanced energy metering must have the

Tier 1 1

2%

2

5%

3

10%

4

15%

5

20%

All information for Energy and Atmosphere is extracted from: “LEED v4.1.” LEED v4.1 | U.S. Green Building Council. Energy and Atmosphere. Accessed December 3, 2021. 67-89. https://www.usgbc.org/leed/v41.

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ENHANCED REFRIGERANT MANAGEMENT 1 point Intent To eliminate ozone depletion and global warming potential, and support early compliance with the Montreal Protocol, including the Kigali Amendment, while minimizing direct contributions to climate change Option 1, no refrigerants or low impact refrigerants Do not use refrigerants, or use only refrigerants (naturally occurring or synthetic) that have an ozone depletion potential (ODP) of zero and a global warming potential (GWP) of less than 50.

OR Option 2, calculation of refrigerant impact Comply with ASHRAE Standard 15-2019: Safety Standard for Refrigeration Systems, or USGBCapproved equivalent, as applicable to the project scope.

Develop and implement a refrigerant management plan that addresses leak detection, system retrofit, and end of life disposal for all HVAC&R systems containing more than 0.5 pound (225 grams) of refrigerant.

Reference page RS_040921_clean 1

88

of

LEED_v4.1_BDC_

M at e r i a l s a n d resources [mr] PREREQUISITE: STORAGE AND COLLECTION OF RECYCLABLES Intent To reduce the disproportionate burden of landfills and incinerators that is generated by building occupants’ waste hauled to and disposed of in landfills and incinerators through reduction, reuse and recycling service and education, and to conserve natural resources for future generations.

Requirements Provide dedicated areas accessible to waste haulers and building occupants for the collection and storage of recyclable materials for the entire building. Collection and storage areas may be separate locations. Recyclable materials must include mixed paper, corrugated cardboard, glass,

plastics, and metals. Take appropriate measures for the safe collection, storage, and disposal of two of the following: batteries, mercury-containing lamps, and electronic waste.

BUILDING LIFE CYCLE IMPACT 1-6 points Intent To encourage adaptive reuse and optimize the environmental performance of products and materials.

Demonstrate reduced environmental effects during initial project decision-making by reusing existing building resources or demonstrating a reduction in materials use through life-cycle assessment.

Achieve one of the following options.

Option 1, building and material resume (1-5 points) Path 1, Maintain existing structural elements: walls, floors, roofs, and envelope (1-5 points) Maintain the existing building structure (including floor and roof decking) and envelope (the exterior skin and framing, excluding window assemblies and nonstructural roofing materials). Calculate reuse of the existing project area according to Table 1.

Table 1. path 1 points for reuse of building structural elements Percent of existing walls, floors, and roof reuse by project area 15%

1

30%

2

45%

3

60%

4

75%

5

AND/OR Path 2, maintain interior non structural elements (1 point) Use existing interior nonstructural elements (e.g. interior walls, doors, floor coverings and ceiling systems) for at least 30% of the entire completed building, including additions.

All information for Energy and Atmosphere is extracted from: “LEED v4.1.” LEED v4.1 | U.S. Green Building Council. Energy and Atmosphere. Accessed December 3, 2021. 67-89. https://www.usgbc.org/leed/v41.

All information for Materials and Resources is extracted from: “LEED v4.1.” LEED v4.1 | U.S. Green Building Council. Materials and Resources. Accessed December 3, 2021. 91-111. https://www.usgbc.org/leed/v41.

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Points BD+C

ENVIRONMENTAL PRODUCT DECLARATIONS 1-2 points Intent To encourage the use of products and materials for which life-cycle information is available and that have environmentally, economically, and socially preferable life-cycle impacts. To reward project teams for selecting products from manufacturers who have verified improved environmental lifecycle impacts.

Option 1, environmental product declaration (EPD) (1 point) Use at least 20 different permanently installed products sourced from at least five different manufacturers that meet one of the disclosure criteria below. (10 different permanently installed products from three different manufacturers for CS and Warehouses & Distribution Centers).

• Life cycle assessment and environmental product declarations • Products with a publicly available, critically reviewed life-cycle assessment conforming to ISO 14044 that have at least a cradle to gate scope are valued as one whole product for the purposes of credit achievement calculation.

• Product-specific Type III EPD -- Internally Reviewed. Products with an internally critically reviewed LCA in accordance with ISO 14071. Products with product-specific internal EPDs which conform to ISO 14025, and EN 15804 or ISO 21930 and have at least a cradle to gate scope are valued as one whole product for the purposes of credit achievement calculation.

•

•

Industry-wide Type III EPD -- Products with third-party certification (Type III), including external verification, in which the manufacturer is explicitly recognized as a participant by the program operator.

Products with industry-wide EPDs, which conform to ISO 14025, and EN 15804 or ISO 21930 and have at least a cradle to gate scope are valued as one whole product for the purposes of credit achievement calculation.

Environmental Product Declarations which conform to ISO 14025 and EN 15804 or ISO 21930 and have at least a cradle to gate scope.

• Product-specific Type III EPD -- Products with third-party certification (Type III), including external verification and external critical review are valued as 1.5 products for the purposes of credit achievement calculation. 1

Option 2, embodied carbon/LCA optimization (1 point) Use products that have a compliant embodied carbon optimization report or action plan separate from the LCA or EPD. Use at least 5 permanently installed products sourced from at least three different manufacturers. Products are valued according to the table below.

For credit achievement calculation, products sourced (extracted, manufactured, purchased) within 100 miles (160 km) of the project site are valued at twice their base contributing number of products, up to a maximum of 2 products.

Option 2: embodied carbon/LCA optimization table Reference documents for the report

Report verification

Valuation

Embodied carbon/LCA action plan

Product specific LCA or product specific type III EPD

Prepared by the manufacturer and signed by company executive

0.5 product

Reductions in embodied carbon: <% reduction in GWP relative to baseline

Baseline: Product-specific LCA, Product-specific Type III EPD, or Industry-wide Type III EPD Optimized: Product-specific LCA or product-specific Type III EPD

Report type

Reductions in embodied carbon: <% reduction in GWP relative to baseline

Comparative analysis is verified by an independent party

Baseline: Product-specific LCA or Product-specific Type III EPD %+ reduction in GWP and 5%+ reduction in two additional impact Optimized: Product-specific LCA categories relative to baseline or product-specific Type III EPD

1 product

1.5 product

2 products

All information for Materials and Resources is extracted from: “LEED v4.1.” LEED v4.1 | U.S. Green Building Council. Materials and Resources. Accessed December 3, 2021. 91-111. https://www.usgbc.org/leed/v41.

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SOURCING RAW MATERIALS 1-2 points Intent To encourage the use of products and materials for which life cycle information is available and that have environmentally, economically, and socially preferable life cycle impacts. To reward project teams for selecting products verified to have been extracted or sourced in a responsible manner For credit achievement calculation, products sourced (extracted, manufactured and purchased) within 100 miles (160 km) of the project site are valued at twice their base contributing cost, up to a maximum of 200% of cost.

Option 1 (1 point) Use products sourced from at least three different manufacturers that meet at least one of the responsible sourcing and extraction criteria below for at least 15%, by cost, of the total value of permanently installed building products in the project Option 2 (2 points) Use products sourced from at least five different manufacturers that meet at least one of the responsible sourcing and extraction criteria below for at least 30%, by cost, of the total value of permanently installed building products in the project 01. Extended producer responsibility. Products purchased from a manufacturer (producer) that participates in an extended producer responsibility program or is directly responsible for extended producer responsibility. Products meeting extended producer responsibility criteria are valued at 50% of their cost for the purposes of credit achievement calculation 02. Bio-based materials. Bio-based products and materials other than wood must be tested using ASTM Test Method D6866 or equivalent method ISO 16620-2, or be certified to the USDA BioPreferred Voluntary Labeling Initiative that includes verification via ASTM 6866 testing.

Exclude hide products, such as leather and other animal skin material • Bio-based products that meet the criteria above: value at 50% of cost multiplied by the biobased content of the product for the purposes of credit achievement calculation.

• Bio-based products that meet the Sustainable Agriculture Network’s

Sustainable Agriculture Standard in addition to the testing requirements above: value at 100% of cost multiplied by the biobased content of the product for the purposes of credit achievement calculation.

03. Wood products. Wood products must be certified by the Forest Stewardship Council or USGBCapproved equivalent. Products meeting wood products criteria are valued at 100% of their cost for the purposes of credit achievement calculation.

04. Materials reuse. Reuse includes salvaged, refurbished, or reused products. Products meeting materials reuse criteria are valued at 200% of their cost for the purposes of credit achievement calculation.

05. Recycled content. Products meeting recycled content criteria are valued at 100% of their cost for the purposes of credit achievement calculation.

• Recycled content is the sum of postconsumer recycled content plus one-half the preconsumer recycled content, based on weight • The recycled fraction of the assembly is then multiplied by the cost of assembly to determine the recycled content value MATERIAL INGREDIENTS 1-2 points Intent To encourage the use of products and materials for which life-cycle information is available and that have environmentally, economically, and socially preferable life-cycle impacts. To reward project teams for selecting products for which the chemical ingredients in the product are inventoried using an accepted methodology and for selecting products verified to minimize the use and generation of harmful substances. To reward raw material manufacturers who produce products verified to have improved life-cycle impacts.

Option 1, material ingredient reporting (1 point) Use at least 20 different permanently installed products from at least five different manufacturers that use any of the following programs to demonstrate the chemical inventory of the product to at least 0.1% (1,000 ppm). (10 different permanently installed products from at least three different manufacturers for CS and Warehouses & Distribution Centers) 1

All information for Materials and Resources is extracted from: “LEED v4.1.” LEED v4.1 | U.S. Green Building Council. Materials and Resources. Accessed December 3, 2021. 91-111. https://www.usgbc.org/leed/v41.

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Any compliant reports above with third-party verification that includes the verification of content inventory are worth 1.5 products for credit achievement calculations.

• ANSI/BIFMA e3 Furniture Sustainability Standard. The documentation from the assessor or scorecard from BIFMA must demonstrate the product earned at least 3 points under 7.5.1.3 Advanced Level in e3-2014 or 3 points under 7.4.1.3 Advanced Level in e3-2012.

• Cradle to Cradle. Product has Material Health Certificate or is Cradle to Cradle Certified™ under standard version 3 or later with a Material Health achievement level at the Bronze level or higher • Declare. The Declare product label must meet the following requirements: • Declare labels designated as Red List Free, LBC Red List Free, or Declared.

• Declare labels designated as LBC Red List Approved or LBC Compliant that demonstrate content inventory to 0.1% (1,000 ppm) • Facts – NSF/ANSI 336: Sustainability Assessment for Commercial Furnishings Fabric at any certification level.

• Global Green TAG. Product Health Declaration (PHD) labels issued after January 1, 2020.

• Health Product Declaration. The end use product has a published and complete Health Product Declaration with full disclosure of known hazards in compliance with the Health Product Declaration Open Standard • Living Product Challenge. The included Declare product label must demonstrate content

inventory to 0.1% (1,000 ppm).

- Manufacturer Inventory. The manufacturer has published complete content inventory for the product following these guidelines • A publicly available inventory of all ingredients identified by name and Chemical Abstract Service Registration Number (CASRN) and/or European Community Number (EC Number).

• Materials defined as trade secret or intellectual property may withhold the name and/or CASRN/EC Number but must disclose ingredient/chemical role, amount and hazard score/class using either: • Greenscreen List Translator (LT) score and/or Full GreenScreen Benchmark (BM) • The Globally Harmonized System of Classification and Labeling of Chemicals rev.6 (2015) (GHS) • The hazard screen must be applied to each trade secret ingredient and the inventory lists the hazard category for each of the health hazards included in Part 3 of GHS (e.g. “GHS Category 2 Carcinogen”).

• Product Lens Certification AND/OR Option 2, material ingredient optimization (1 point) Use products that have a compliant material ingredient optimization report or action plan. Use at least 5 permanently installed products sourced from at least three different manufacturers. Products are valued according to the table below. 1

Option 2: material ingredient optimization Report type and criteria Material Ingredient Screening and Optimization Action Plan

Product documentation

Report verification

Valuation

Action Plan based on publicly available material inventory to at least 1,000ppm.

Prepared by the manufacturer and signed by company executive

0.5 product

Cradle to Cradle Certified or Material Health Advanced Inventory & Assessment: Certificate at Bronze level or higher.

Inventory to at least 0.01% by weight (100 ppm) Declare labels designated as Red List Free or LBC and no Green Screen LT1 hazards or GHS Red List Free.

Category 1 hazards are present.

Health Product Declaration that meet optimization Or and verification criteria.

Inventory to at least 0.01% by weight (100ppm) Living Product Challenge certified products that and at least 75% by weight of product is assessed include a Red List Free or LBC Red List Free using Green Screen. The remaining 25% by weight Declare label. of product has been inventoried and the Manufacturer Inventory that meet optimization and Third party verification GreenScreen assessment is publicly available. verification criteria.

1 product

Cradle to Cradle Certified or Material Health Material Ingredient Optimization: Certificate at Silver level or higher.

Inventory to at least 0.01% by weight (100 ppm) Health Product Declaration that meet optimization and at least 95% by weight of product is assessed and verification criteria. using Green Screen. No BM-1 hazards are Living Product Challenge certified products that present. The remaining 5% not assessed has been achieve Imperative 09: Transparent Material inventoried and screened using GreenScreen List Health.

Translator and no Green Screen LT-1 hazards are Manufacturer Inventory that meet optimization and present verification criteria.

1.5 product

All information for Materials and Resources is extracted from: “LEED v4.1.” LEED v4.1 | U.S. Green Building Council. Materials and Resources. Accessed December 3, 2021. 91-111. https://www.usgbc.org/leed/v41.

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Indoor environmental quality [eq] PREREQUISITE: MINIMUM INDOOR AIR QUALITY PERFORMANCE Intent To contribute to the comfort and well-being of all building occupants by establishing minimum standards for indoor air quality (IAQ).

Requirements For mechanically ventilated spaces, meet the requirements of ASHRAE Standard 62.1– 2016, Sections 4, 5, 6.2, 6.5, and 7, or a local equivalent, whichever is more stringent AND Provide outdoor air monitors for all mechanical ventilation systems with outdoor air intake flow greater than 1000 cfm (472 L/s). The monitoring device must be capable of measuring the minimum outdoor air intake flow and be capable of measuring the design minimum outdoor air intake flow with an accuracy of +/–10%. An alarm must indicate when the outdoor airflow value varies by 15% or more from the setpoint.

Alternatively, for constant-volume systems that do not employ demand control ventilation, provide an indicator capable of confirming the intake damper is open to the position needed to maintain the design minimum outdoor airflow as determined during the system startup and balancing.

The indoor air quality procedure defined in ASHRAE Standard 62.1–2016, Section 6.3 may not be used to comply with this prerequisite. 1 PREREQUISITE: ENVIRONMENTAL TOBACCO SMOKE CONTROL Intent To prevent or minimize exposure of building occupants, indoor surfaces, and ventilation air distribution systems to environmental tobacco smoke Requirements For this prerequisite smoking includes tobacco smoke, as well as smoke produced from the combustion of cannabis and controlled substances and the emissions produced by electronic smoking devices.

Prohibit smoking inside the building.

Prohibit smoking outside the building except in designated smoking areas located at least 25 feet (7.5 meters) (or the maximum extent allowable by local codes) from all entries, outdoor air intakes, and operable windows.

Communicate the no-smoking policy to occupants.

Have in place provisions for enforcement or nosmoking signage.

Schools Prohibit smoking on site.

Communicate the no-smoking policy to occupants.

Have in place provisions for enforcement or nosmoking signage PREREQUISITE: MINIMUM ACOUSTIC PERFORMANCE Intent To provide classrooms that facilitate teacher-tostudent and student-to-student communication through effective acoustic design.

HVAC background noise Achieve a maximum background noise level of 40 dBA from heating, ventilating, and air-conditioning (HVAC) systems in classrooms and other core learning spaces.

Follow the recommended methodologies and best practices for mechanical system noise control in ANSI Standard S12.60– 2010, Part 1, Acoustical Performance Criteria, Design Requirements and Guidelines for Schools or a local equivalent for projects outside the U.S. Exterior noise For high-noise sites (peak-hour Leq above 60 dBA during school hours), implement acoustic treatment and other measures to minimize noise intrusion from exterior sources and control sound transmission between classrooms and other core learning spaces. Projects at least one-half mile (800 meters) from any significant noise source (e.g., aircraft overflights, highways, trains, industry) are exempt.

Reverberation time Design each of the classrooms and other core learning spaces to meet one of the following: The total surface area of acoustic wall panels, ceiling finishes, and other sound-absorbent finishes equals or exceeds the total ceiling area of the room (excluding lights, diffusers, and grilles). Materials must have an NRC of 0.70 or higher to be included in the calculation The calculated or measured reverberation times comply with ANSI Standard S12.60-2010, Part 1.

For spaces ≥ 20,000 Cubic Feet (566 Cubic Meters), the calculated or measured reverberation times comply with Table 1: • Note: the reverberation time is quoted in terms of the mid-frequency reverberation time, Tmf, which is the arithmetic average of the reverberation times in 500hz, 1 kHz, and 2kHz octave bands, or the arithmetic average of the reverberation times in the one-third octave bands from 400 Hz to 2.5 kHz.

All information for Indoor Environmental Quality is extracted from: “LEED v4.1.” LEED v4.1 | U.S. Green Building Council. Indoor Environmental Quality. Accessed December 3, 2021. 113-142. https://www.usgbc.org/leed/v41.

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Table 1. Maximum reverberation time for larger volume spaces Type of room

Mid-frequency reverberation time (s)

Large lecture room (more than 50 <=1.0 occupants) Library

<=1.0

Assembly or multipurpose hall

0.8~1.2

Indoor sports hall

1.5~12.0

Gymnasium/activity studio

<=1.5

Dance studio

<=1.2

ENHANCED INDOOR AIR QUALITY STRATEGIES 1-2 points Intent To promote occupants’ comfort, well-being, and productivity by improving indoor air quality.

(3 strategies for 1 point, 6 strategies for 2 points) 01. Entry systems Install permanent entryway systems at least 10 feet (3 meters) long in the primary direction of travel to capture dirt and particulates entering the building at regularly used exterior entrances. Acceptable entryway systems include permanently installed grates, grilles, slotted systems that allow for cleaning underneath, rollout mats, and any other materials manufactured as entryway systems with equivalent or better performance. Maintain all on a weekly basis.

02. Interior cross-contamination prevention Sufficiently exhaust each space where hazardous gases or chemicals may be present or used (e.g., garages, housekeeping and laundry areas, copying and printing rooms), using the exhaust rates determined in EQ Prerequisite Minimum Indoor Air Quality Performance or a minimum of 0.50 cfm per square foot (2.54 l/s per square meter), to create negative pressure with respect to adjacent spaces when the doors to the room are closed. For each of these spaces, provide self-closing doors and deck-to-deck partitions or a hard-lid ceiling.

03. Filtration of outdoor air Each ventilation system that supplies outdoor air to occupied spaces must have particle filters or air-cleaning devices that meet one of the following filtration media requirements: minimum efficiency reporting value (MERV) of 13 or higher, in accordance with ASHRAE Standard 52.2–2017 Equivalent filtration media class of ePM1 50% or higher, as defined by ISO 16890-2016, Particulate Air Filters for General Ventilation, Determination of the Filtration Performance

04. Filtration of recirculated air Each ventilation system that supplies recirculated air to occupied spaces must have particle filters or air-cleaning devices that meet one of the following filtration media requirements minimum efficiency reporting value (MERV) of 13 or higher, in accordance with ASHRAE Standard 52.2–2017; Equivalent filtration media class of ePM1 50% or higher, as defined by ISO 16890-2016, Particulate Air Filters for General Ventilation, Determination of the Filtration Performance 05. Increased ventilation, 15% Increase breathing zone outdoor air ventilation rates to 95% of all occupied spaces by at least 15% above the minimum rates as determined in EQ Prerequisite Minimum Indoor Air Quality Performance 06. Increased ventilation, 30% Increase breathing zone outdoor air ventilation rates to 95% of all occupied spaces by at least 30% above the minimum rates as determined in EQ Prerequisite Minimum Indoor Air Quality Performance 07. Operable windows 75% of the regularly occupied spaces have operable windows that provide access to outdoor air. The windows must meet the opening size and location requirements of ASHRAE 62.12016 with addendum l, section 6.4.1.2.

08. Engineered natural ventilation Achieve Option 2. ASHRAE Engineered natural ventilation system compliance path under EQ prerequisite. Minimum Indoor Air Quality Performance 09. Carbon dioxide monitoring Monitor CO2 concentrations within all densely occupied spaces. CO2 monitors must be between 3 and 6 feet (900 and 1 800 millimeters) above the floor. CO2 monitors must have an audible or visual indicator or alert the building automation system if the sensed CO2 concentration exceeds the setpoint by more than 10%. Calculate appropriate CO2 setpoints using methods in ASHRAE 62.1–2016, Appendix D. 10. Additional source control and monitoring For spaces where air contaminants are likely, evaluate potential sources of additional air contaminants besides CO2. Develop and implement a materials-handling plan to reduce the likelihood of contaminant release. Install monitoring systems with sensors designed to detect the specific contaminants. An alarm must indicate any unusual or unsafe conditions 1

All information for Indoor Environmental Quality is extracted from: “LEED v4.1.” LEED v4.1 | U.S. Green Building Council. Indoor Environmental Quality. Accessed December 3, 2021. 113-142. https://www.usgbc.org/leed/v41.

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LOW EMITTING MATERIALS 1-3 points Intent To reduce concentrations of chemical contaminants that can damage air quality and the environment, and to protect the health, productivity, and comfort of installers and building occupants Use materials on the building interior (everything within the waterproofing membrane) that meet the low-emitting criteria below. Points are awarded according to Table 1: Table 1. Point for low emitting materials 2 product categories

1 point

3 product categories

2 points

4 product categories

3 points

5 product categories

3 points + exemplary performance

Reach 90% threshold in at least 3 Exemplary performance or product categories additional 1 points if only 2 points are achieved

Paints and coatings At least 75% of all paints and coatings, by volume or surface area, meet the VOC emissions evaluation AND 100% meet the VOC content evaluation.

To meet the 100% requirement for VOC content evaluation, a VOC budget may be used.

The paints and coatings product category includes all interior paints and coatings wet-applied on site.

Exclude foamed-in place and sprayed insulation (include in Insulation category).

Adhesives and sealants At least 75% of all adhesives and sealants, by volume or surface area, meet the VOC emissions evaluation AND 100% meet the VOC content evaluation. To meet the 100% requirement for VOC content evaluation, a VOC budget may be used.

The adhesives and sealants product category includes all interior adhesives and sealants wetapplied on site.

Flooring At least 90% of all flooring, by cost or surface area, meets the VOC emissions evaluation OR inherently nonemitting sources criteria, OR salvaged and reused materials criteria.

The flooring product category includes all types of hard and soft surface flooring (carpet, ceramic, vinyl, rubber, engineered, solid wood, laminates), raised flooring, wall base, underlayments, and other floor coverings.

Exclude subflooring (include subflooring in the composite wood category, if applicable. Exclude wet-applied products applied on the floor (include in paints and coatings category).

Wall panels At least 75% of all wall panels, by cost or surface area, meet the VOC emissions evaluation, OR inherently nonemitting sources criteria, OR salvaged and reused materials criteria.

The wall panels product category includes all finish wall treatments (wall coverings, wall paneling, wall tile), surface wall structures such as gypsum or plaster, cubicle/curtain/partition walls, trim, interior and exterior doors, wall frames, interior and exterior windows, and window treatments.

Exclude cabinetry (include built-in cabinetry in the composite wood category and free-standing cabinetry in the furniture category), and vertical structural elements (include structural elements such as structural panels or structural composite wood in the composite wood category, if applicable).

Ceilings At least 90% of all ceilings, by cost or surface area, meet the VOC emissions evaluation, OR inherently nonemitting sources criteria, OR salvaged and reused materials criteria.

The ceilings product category includes all ceiling panels, ceiling tile, surface ceiling structures such as gypsum or plaster, suspended systems (including canopies and clouds), and glazed skylights.

Exclude overhead structural elements (include structural elements in the composite wood category, if applicable).

Insulation At least 75% of all insulation, by cost or surface area, meets the VOC emissions evaluation.

The insulation product category includes all thermal and acoustic boards, batts, rolls, blankets, sound attenuation fire blankets, foamed-in place, loosefill, blown, and sprayed insulation.

Exclude insulation for HVAC ducts and plumbing piping from the credit. Insulation for HVAC ducts may be included at the project team’s discretion.

Furniture At least 75% of all furniture in the project scope of work, by cost, meets the furniture emissions evaluation, OR inherently nonemitting sources criteria, OR salvaged and reused materials criteria.

The furniture product category includes all seating, desks and tables, filing/storage, free-standing cabinetry, workspaces, and furnishing items purchased for the project. 1

All information for Indoor Environmental Quality is extracted from: “LEED v4.1.” LEED v4.1 | U.S. Green Building Council. Indoor Environmental Quality. Accessed December 3, 2021. 113-142. https://www.usgbc.org/leed/v41.

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Composite wood At least 75% of all composite wood, by cost or surface area, meets the Formaldehyde emissions evaluation OR salvaged and reused materials criteria.

The composite wood product category includes all particleboard, medium density fiberboard (both medium density and thin), hardwood plywood with veneer, composite or combination core, and wood structural panels or structural wood products.

Exclude products covered in the flooring, ceiling, wall panels, or furniture material categories from this category. 1 Low Emitting Criteria Inherently nonemitting sources Product is an inherently nonemitting source of VOCs (stone, ceramic, powder-coated metals, plated or anodized metal, glass, concrete, clay brick, and unfinished or untreated solid wood) and has no binders, surface coatings, or sealants that include organic chemicals.

Salvaged and reused materials Product is more than one year old at the time of use.

If finishes are applied to the product on-site, the finishes must meet the VOC emissions evaluation AND VOC content evaluation requirements.

VOC emissions evaluation Product has been tested according to California Department of Public Health (CDPH) Standard Method v1.2–2017 and complies with the VOC limits in Table 4-1 of the method. Additionally, the range of total VOCs after 14 days (336 hours) was measured as specified in the CDPH Standard Method v1.2 and is reported (TVOC ranges: 0.5 mg/m3 or less, between 0.5 and 5 mg/m3, or 5 mg/m3 or more).

Laboratories that conduct the tests must be accredited under ISO/IEC 17025 for the test methods they use. Products used in any setting other than schools and classrooms must be modeled to private office scenario. For schools projects, modeling to office and/or schools scenario is permitted.

The statement of product compliance must include the exposure scenario(s) used, the range of total VOCs, and must follow the product declaration guidelines in CDPH Standard Method v1.2-2017, Section 8. Manufacturer statements must also include a summary report from the laboratory that is less than three years old and the amount of wet-applied product applied in mass per surface area (if applicable). Organizations that certify manufacturers’ claims must be accredited under

ISO/IEC 17065.

VOC content evaluation Product meets the VOC content limits outlined in one of the applicable standards and for projects in North America, methylene chloride and perchloroethylene may not be intentionally added.

Statement of product compliance must be made by the manufacturer or a USGBC-approved third-party.

Any testing must follow the test method specified in the applicable regulation. If the applicable regulation requires subtraction of exempt compounds, any content of intentionally added exempt compounds larger than 1% weight by mass (total exempt compounds) must be disclosed.

• Paints and coatings • California Air Resource Board (CARB) 2007 Suggested Control Measure (SCM) for Architectural Coatings • South Coast Air Quality Management District (SCAQMD) Rule 1113, effective February 5, 2016 • Adhesives and sealants • SCAQMD Rule 1168, October 6, 2017 Formaldehyde emissions evaluation Product meets on of the following • Certified as ultra-low-emitting formaldehyde (ULEF) product under EPA Toxic Substances Control Act, Formaldehyde Emission Standards for Composite Wood Products (TSCA, Title VI) (EPA TSCA Title VI)or California Air Resources Board (CARB) Airborne Toxic Control Measure (ATCM) • Certified as no added formaldehyde resins (NAF) product under EPA TSCA Title VI or CARB ATCM • Wood structural panel manufactured according to PS 1-09 or PS 2-10 (or one of the standards considered by CARB to be equivalent to PS 1 or PS 2) and labeled bond classification Exposure 1 or Exterior • Structural wood product manufactured according to ASTM D 5456 (for structural composite lumber), ANSI A190.1 (for glued laminated timber), ASTM D 5055 (for I-joists), ANSI PRG 320 (for cross-laminated timber), or PS 20-15 (for finger-jointed lumber) Furniture emissions evaluation Product has been tested in accordance with ANSI/ BIFMA Standard Method M7.1–2011 (R2016) and complies with ANSI/BIFMA e3-2014e or e3-2019e Furniture Sustainability Standard, Sections 7.6.1 (for half credit, by cost) OR 7.6.2 (for full credit, by cost) , OR 7.6.2 AND 7.6.3 for one and a quarter credit, by cost.

All information for Indoor Environmental Quality is extracted from: “LEED v4.1.” LEED v4.1 | U.S. Green Building Council. Indoor Environmental Quality. Accessed December 3, 2021. 113-142. https://www.usgbc.org/leed/v41.

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Laboratories that conduct the tests must be accredited under ISO/IEC 17025 for the test methods they use.

Seating products must be evaluated using the seating scenario. Classroom furniture must be evaluated using the standard school classroom scenario.

Other products should be evaluated using the open plan or private office scenario, as appropriate. The open plan scenario is more stringent.

Statements of product compliance must include the exposure scenario(s). Organizations that certify manufacturers’ claims must be accredited under ISO/IEC 17065. 1 THERMAL COMFORT 1 point Intent To promote occupants’ productivity, comfort, and well-being by providing quality thermal comfort.

In regularly occupied areas of the building’s bulk storage, sorting, and distribution areas, include one or more of the following design alternatives: • Radiant flooring • Circulating fans • Passive systems, such as nighttime air, heat venting, o wind flow • Localized active cooling or heating systems (refrigerant or evaporative based systems) • Localized hard wired fans that provide air movement for occupants’ comfort • Other equivalent comfort strategy Requirements Provide individual thermal comfort controls for at least 50% of individual occupant spaces. Provide group thermal comfort controls for all shared multioccupant spaces.

Thermal comfort controls allow occupants, whether in individual spaces or shared multioccupant spaces, to adjust at least one of the following in their local environment: air temperature, radiant temperature, air speed, and humidity INTERIOR LIGHTING 1-2 points Intent To promote occupants’ productivity, comfort, and well-being by providing high-quality lighting.

Meet one strategy for 1 point, 3 strategies for 2 points Requirements

01 | Glare control • For all regularly occupied spaces, meet one of the following requirements: • Use light fixtures with a luminance of less than 7,000 candela per square meter (cd/m)2 between 45 and 90 degrees from nadir. OR • Achieve a Unified Glare Rating (UGR) rating of <19 using software modelling calculations of the designed lighting.

Exceptions include wallwash fixtures properly aimed at walls, as specified by manufacturer’s data, indirect uplighting fixtures, provided there is no view down into these uplights from a regularly occupied space above, and any other specific applications (i.e. adjustable fixtures).

02 | Color rendering • For all regularly occupied spaces, meet one of the following requirements: • Use light sources that have a Color Rendering Index (CRI) of at least 90.

• Use light sources that have a Color Fidelity Index greater than or equal to 78 and a gamut index between 97 and 110, determined in accordance with Illuminating Engineering Society (IES) TM30.

03 | Lighting control • Provide dimmable or multilevel lighting for 90% of occupant spaces.

04 | Surface reflectivity • For at least 90% regularly occupied spaces, use interior finishes with a surface reflectance greater or equal to 80% for ceilings and 55% for walls. If included in the project scope, use furniture finishes with a surface reflectance greater or equal to 45% for work surfaces and 50% for movable partitions.

DAYLIGHT 1-3 points Intent To connect building occupants with the outdoors, reinforce circadian rhythms, and reduce the use of electrical lighting by introducing daylight into the space.

Requirements Provide manual or automatic (with manual override) glare-control devices for all regularly occupied spaces.

AND Select one of the following three options (Option 2)

All information for Indoor Environmental Quality is extracted from: “LEED v4.1.” LEED v4.1 | U.S. Green Building Council. Indoor Environmental Quality. Accessed December 3, 2021. 113-142. https://www.usgbc.org/leed/v41.

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Option 2, Illuminance calculations (1-3 points) Perform computer simulations for illuminance at 9 a.m. and 3 p.m. on a clear-sky day at the equinox for each regularly occupied space. Healthcare projects should use the regularly occupied spaces located in the perimeter area determined under EQ Credit Quality Views.

Demonstrate illuminance levels are between 300 lux and 3,000 lux at both 9 a.m. and 3 p.m. Spaces with view-preserving automatic (with manual override) glare-control devices may demonstrate compliance for only the minimum 300 lux illuminance level

Table 2. points for option 2 Percentage of regularly occupied Points floor area 55%

1

75%

2

90%

3

Calculate illuminance intensity for sun (direct component) and sky (diffuse component) for clearsky conditions as follows • Use typical meteorological year data, or an equivalent, for the nearest available weather station.

• Select one day within 15 days of September 21 and one day within 15 days of March 21 that represent the clearest sky condition.

• Use the average of the hourly value for the two selected days Exclude blinds or shades from the model. Include any permanent interior obstructions. Moveable furniture and partitions may be excluded.

Neutral gray, bronze, and blue-green tints are acceptable.

Views must include at least one of the following Nature, urban landmarks, or art Objects at least 25 feet from the exterior glazing Occupants must have direct access to the view and be within three times the head height of the glazing.

ACOUSTIC PERFORMANCE 1 point Intent To provide workspaces and classrooms that promote occupants’ well-being, productivity, and communications through effective acoustic design.

Requirements HVAC Background noise Achieve a background noise level of 35 dBA or less from heating, ventilating, and air-conditioning (HVAC) systems in classrooms and other core learning spaces.

Sound transmission Design classrooms and other core learning spaces to meet the sound transmission class (STC) requirements of ANSI S12.60–2010 Part 1, or a local equivalent. Exterior windows must have an STC rating of at least 35, unless outdoor and indoor noise levels can be verified to justify a lower rating. 1

QUALITY VIEWS 1 point Intent To give building occupants a connection to the natural outdoor environment by providing quality views.

Requirements Provide occupants in the building with a view to the outdoor natural or urban environment for 75% of all regularly occupied floor area. Auditoriums, conference rooms dedicated to video conferencing, and gymnasiums may be excluded. Views into interior atria may be used to meet up to 30% of the required area.

Views must be through glass with a visible light transmittance (VLT) above 40%. If the glazing has frits, patterns, or tints the view must be preserved.

All information for Indoor Environmental Quality is extracted from: “LEED v4.1.” LEED v4.1 | U.S. Green Building Council. Indoor Environmental Quality. Accessed December 3, 2021. 113-142. https://www.usgbc.org/leed/v41.

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I n n ovat i o n [ i n ]

INNOVATION 1-5 points Intent To encourage projects to achieve exceptional or innovative performance to benefit human and environmental health and equity. To foster LEED expertise throughout building design, construction, and operation and collaboration toward project priorities Requirements To achieve all five innovation points, a project team must achieve at least one pilot credit, at least one innovation credit and no more than two exemplary performance credits.

Examples of innovation may be found in the LEED Innovation Catalog.

Options: 01. Innovation (1 point) Achieve significant, measurable environmental performance using a strategy not addressed in the LEED green building rating system.

• Identify the following • the intent of the proposed innovation credit • proposed requirements for compliance; • proposed submittals to demonstrate compliance • the design approach or strategies used to meet the requirements 02. Piolet (1 point) • Achieve one pilot credit from USGBC’s LEED Pilot Credit Library.

• https://www.usgbc.org/pilotcredits 03. Additional strategies • Innovation (1-3 points) • Defined in option 1 • Pilot (1-3 points) • Meet requirements in option 2 • Exemplary performance (1-2 points) • Achieve exemplary performance in an existing LEED v4 prerequisite or credit that allows exemplary performance, as specified in the LEED Reference Guide, v4 edition. An exemplary performance point is typically earned for achieving double the credit requirements or the next incremental percentage threshold 1

Regional priority REGIONAL PRIORITY 1-4 points Intent To provide an incentive for the achievement of credits that address geographically specific environmental, social equity, and public health priorities.

Requirements Earn up to four of the six Regional Priority credits.

These credits have been identified by the USGBC regional councils and chapters as having additional regional importance for the project’s region. A database of Regional Priority credits and their geographic applicability is available on the USGBC website, http://www.usgbc.org.

One point is awarded for each Regional Priority credit achieved, up to a maximum of four. https://www.usgbc.org/regional-priority-credits

Regional Priority assessment for York, SC Section Energy and atmosphere

Subsection Optimize energy performance

10

Water efficiency Outdoor water use reduction

2

Sustainable sites

Heat island reduction

2

Indoor environmental quality

Quality views

1

Water efficiency Indoor water use

All information for Innovation is extracted from: “LEED v4.1.” LEED v4.1 | U.S. Green Building Council. Innovation. Accessed December 3, 2021. 144-146. https://www.usgbc.org/leed/v41.

All information for Regional Priority is extracted from: “LEED v4.1.” LEED v4.1 | U.S. Green Building Council. Regional Priority. Accessed December 3, 2021. 147. https://www.usgbc.org/leed/v41.

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Required point threshold

3

C u m u l at i o n + a n a ly s i s Base LEED certification requires a minimum of 40 points, and out of the analyzed sections, this project can make up to 56 points, reaching LEED Silver.

Administrative and management subsections were omitted from this analysis.

Points by section and total Section

Points

Location and transportation

1

Sustainable sites

6

Water efficiency

6

Energy and atmosphere

10

Materials and resources

12

Indoor environmental quality

12

Innovation

5

Regional priority

4

Total

56

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As p e c t s s

01 | OVERVIEW OF ASPECTSS This set of criteria was researched and developed

by Magda Mostafa with AUC and Progressive Architects in 2013. ASPECTSS is a standard or index applied to architecture and interior design projects in order to make the interior environment more accessible to neurodivergent occupants, specifically occupants on the autism spectrum.

“The Autism ASPECTSS™ Design Index is the first set of evidence based design guidelines worldwide to address built environments for individuals with Autism Spectrum Disorder. It was developed over a decade of research and is comprised of seven criteria proposed to be facilitative for ASD design.

It is used as both an assessment and design development tool.” 1

02. Spatial Sequencing

02 | WHY CHOOSE ASPECTSS?

03 | WHAT CRITERIA CAN BE APPLIED?

“The objective of such spaces is to provide respite for the autistic user from the over-stimulation found in their environment. Empirical research has shown the positive effect of such spaces, particularly in learning environments (Mostafa, 2008, 204). Such spaces may include a small partitioned area or crawl space in a quiet section of a room, or throughout a building. These spaces should provide a neutral sensory environment with minimal stimulation that can be customized by the user to provide the necessary sensory input.” 4

01. Acoustics

04. Compartmentalization

“This criterion proposes that the acoustical environment be controlled to minimize background noise, echo and reverberation. The level of such acoustical control should vary according to the level of user-focus required within the space, as well as the skill level and severity of the autism of its users.

For example, activities of higher focus should be allowed a higher level of acoustical control and be part of low-stimulus zones, described shortly.

Provisions should also be made for different levels of acoustical control, so students can graduate from one level of acoustical control to the next, slowly moving towards a typical environment in order to avoid the ‘greenhouse effect.’” 2

“The philosophy behind this criterion is to define and limit the sensory environment of each activity, organizing a classroom or even an entire building into compartments. Each compartment should include a single and clearly defined function and consequent sensory quality. The separation between these compartments need not be harsh, but can be through furniture arrangement, difference in floor covering, difference in level or even through variances in lighting. The sensory qualities of each space should be used to define its function and separate it from its neighboring compartment. When coupled with this consistency in activity, this will help provide sensory cues as to what is expected of the user in each space, with minimal ambiguity.” 5

ASPECTSS is one of the only, if not the only, criteria index designed with ASD in mind regarding the build environment. This means that applying these concepts to the project will push the design intent further, developing a more inclusive approach to community and education for the individuals in York County South Carolina.

“This criterion is based on the concept of capitalizing on the affinity of individuals with autism to routine and predictability. Coupled with the criterion of Sensory Zoning, which will be discussed shortly, Spatial Sequencing requires that areas be organized in a logical order, based on the typical scheduled use of such spaces. Spaces should flow as seamlessly as possible from one activity to the next through oneway circulation whenever possible, with minimal disruption and distraction, using Transition Zones which are discussed below.” 3 03. Escape Space

1 Magda Mostafa. “ASPECTSS.” The Autism ASPECTSS™ Design Index, 2015. https://www.autism.archi/aspectss.

2 Ibid 3 Ibid 4 Ibid 5 Ibid

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ACOUSTICS 05. Transitions “Working to facilitate both Spatial Sequencing and Sensory Zoning, the presence of transition zones helps the user recalibrate their senses as they move from one level of stimulus to the next. Such zones can take on a variety of forms and may be anything from a distinct node that indicates a shift, to a full sensory room that allows the sensory re-calibration before transitioning from an area of high-stimulus to one of low-stimulus.” 1

SPATIAL SEQUENCING

06. Sensory Zoning “This criterion proposes that when designing for autism, spaces should be organized in accordance with their sensory quality, rather than typical functional zoning. This requires grouping spaces according to their allowable stimulus level, into “high-stimulus” and “low-stimulus” with transition zones aiding the shift from one zone to the next.” 2

ESCAPE SPACE

07. Safety “A point never to be overlooked when designing environments for children, safety is even more of a concern for children with autism who may have an altered sense of their environment for example using hot water safety fittings and avoiding sharp edges and corners.” 3

COMPARTMENT

All of these concepts should be easily applicable to the educational community center project, to serve the easement of ASD occupants as well as other neurodivergent and neurotypical occupants.

04 | WHAT CRITERIA PROPOSES AN ISSUE? The criterion that poses the biggest challenge is 02. Spatial Sequencing. Due to the building shell’s architecture, the number of programmatic spaces, and the disjointed aspects of the architecture, predictably sequencing spaces to flow seamlessly may prove difficult. In addition, one-way traffic will likely not be applicable since switch backs and looped traffic flow is necessary to capitalize on the project’s square footage and programmatic use.

TRANSITIONS

SENSORY ZONE

1 Magda Mostafa, ASPECTSS. 2 Ibid 3 Ibid Image Citation: Magda Mostafa, ASPECTSS.

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" A n at i o n t h at d e s t r oy s i t s ' s o i l s , d e s t r oy s i t s e l f .

Forests are the lungs of our land, purifying the air and giving fresh strength to our people."

- F r a n k l i n D . R o o s e v e lt

08 The I m p l e m e n t at i o n

05 Steps C o n c e p t + I n s p i r at i o n B u i l d i n g A n a ly s i s S pac e A n a ly s i s + P r o x i m i t y S pac e D i ag r a m s WOOD | 107

0 5 S t e ps

0 1 | G oa l s 0 2 | Fac t s 03 | concepts 04 | Needs 05 | Problems WOOD | 108

01. To promote active, engaging, community centered home education 02. To encourage active participation in the community 03. To create a sustainable beacon for the surrounding community 04. To encourage active wellbeing 05. To connect people 06. To educate the non-homeschool households of the community in addition to the primary demographic 07. To raise awareness about the legitimacy and importance of home education with the goal to develop active and competent global citizenship in the next generations

01. The building is located on a Agricultural Conservation Zone surrounded by views of nature in a rural sense 02. Easy access to facilities is necessary for the educational success of this project 03. The project needs to be operable for long periods to provide access to the non-traditional philosophy of homeschooling and for community access 04. Additional egress will be required for the occupant load in the Training Center building 05. Security points will need to be developed for safety considerations for the private zone of the project 06. York County is growing rapidly, specifically Rock Hill S.C., due to the expansion and quick overdevelopment of Charlotte, N.C.

01. Community 02. Education 03. Sustainability 04. Community education 05. Philanthropy 06. Ruralism + Modernism

01. Facilities for homeschool households 02. Spaces for community interaction 03. Micro community safety

01. How to encourage diversity and inclusion through interior architecture in a demographic that is primarily conservative.

02. How to conserve ruralism while promoting a modern approach to community and civic engagement 03. How to divide the space and allow community access versus private access 04. How to create a learning environment for any individual, regardless of age, academic level, IQ, neuroplacement, student status, and mobility.

05. How to create a cool interior environment as passively as possible in an overall muggy climate zone.

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The Concept SILVICULTURE

noun /ˈsilvəˌkəlCHər/ is the art and science of controlling the establishment, growth, composition, health, and quality of forests and woodlands to meet the diverse needs and values of landowners and society such as wildlife habitat, timber, water resources, restoration, and recreation on a sustainable basis 1 Similarly, these principles are applied to the community of York County in order to foster health, sustainability, wellbeing, and growth.

COMMUNITY AS A PINE FOREST • • •

• •

Pines grow relatively quickly, much like children; underlining the importance to implement a sense of care and dedication The pine cone resembles steps, which translate to developmental stepping stones for the children and the community alike The older trees drop pine cones which create new trees, similar to how this space will foster a sense of intergenerational learning and community growth Pine needles are individual, but work together to create a whole Sap is the lifeblood of the tree, much like the community aspect and philanthropic elements tie the local groups together into a whole, allowing individuality within the matrix

LOCAL PINES • • •

Loblolly pine (pinus taeda) 2 Virginia pine (pinus virginiana) 3 Shortleaf pine (pinus echinata) 4

1 “Silviculture.” Vegetation Management. U.S. Forest Service . Accessed November 12, 2021. https://www.fs.fed.us/forestmanagement/vegetation-management/silviculture/index.shtml#:~:text=Silviculture%20is%20the%20art%20and,recreation%20on%20a%20sustainable%20 basis.

2 Baker, James, and Gordon Langdon. “Pinus Taeda L. .” U.S. Forest Service. Accessed November 12, 2021. https://www.srs.fs.usda.gov/pubs/misc/ag_654/volume_1/pinus/taeda.htm.

3 Carter, Katherine, and Albert Snow. “Pinus Virginiana Mill.” U.S. Forest Service. Accessed November 12, 2021. https://www.srs.fs.usda.gov/pubs/misc/ag_654/volume_1/pinus/virginiana. htm.

4 Lawson, Edwin. “Pinus Echinata Mill.” U.S. Forest Service . Accessed November 12, 2021. https://www.srs.fs.usda.gov/pubs/misc/ag_654/volume_1/pinus/echinata.htm.

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LOBLOLLY PINE (pinus taeda)

002

003

001

004 WOOD | 111

VIRGINIA PINE (pinus virginiana)

005

006

007 WOOD | 112

008

SHORTLEAF PINE (pinus echinata)

011

009

012

010 WOOD | 113

I n s p i r at i o n I m ag e s

013

015

014 WOOD | 114

016

017

018

019 WOOD | 115

B u i l d i n g A n a ly s i s

existing

SHOP BUILDING NOTES • • • •

This building is set to withstand Category IV exposure and is usable during a disaster There are 04 primary exit discharge points, not including the industrial garage doors Trench drain divides the space in the center Shop Building has a 12/4 roof pitch

MEZZANINE PLAN, NOT TO SCALE

KEY PLAN TOTAL SQ FT:

24,615 SQ FT

PAVILION SQ FT:

3,560 SQ FT

KEY: 01. SHOP 02. PAVILION 03. TRAINING CENTER

01 02

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03

SHOP BUILDING PLAN, NOT TO SCALE Original Drawings by Montgomery Associates Montgomery, Ben. Architect. As Builts for York County Fire Training Center, 2013.

Analysis by Author

TRAINING CENTER NOTES • • •

• •

2000 SQ FT attic is wood framed above the primary interior load bearing walls, in the central core Attic does not have access to fenestrations The attic is framed within the run of the load bearing walls and terminates at the North-most exterior wall There are 07 different exit discharges Primary egress points have vestibules installed

KEY CODE GARAGE DOOR PLUMBING ZONE LOAD BEARING WALL STAIRS EXIT ACCESS EXIT DISCHARGE

TRAINING CENTER PLAN, NOT TO SCALE Original Drawings by Montgomery Associates Montgomery, Ben. Architect. As Builts for York County Fire Training Center, 2013.

Analysis by Author

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S pac e A n a ly s i s + P r o x i m i t y ZONE TYPES

ENVIRONMENT ZONE TYPE | Private Educational resource center for the homeschool households

Quiet-Focus

Public

Private

Community access found in typical community centers

Loud-Collaborate

Transition

In between space, the covered pavillon

Loud-Play

Outdoor 01

Outdoor public access spaces

Community

Outdoor 02

Outdoor private access spaces

Studio-Lab

Private

Occupancy Classification

Public

Occupancy Classification

Outdoor

A-3

Assembly - 3

Quiet ancillary

A-3

Basketball court

A-3

Leanring pond

B

Business

Loud ancillary

A-3

Fitness room

A-3

Community garden

F-1

Factory Mid Hazard

Collaborative learning pod

B

Game room*

Rural playground

F-2

Factory Low Hazard

Learning laboratory

B

Community space

Learning kitchen

B

Danger activty space

Community kitchenette

B

Multi-use sport field

Woodshop

F-1

Field experience

Art studio

F-2

NECESSARY SPACES

A-3

Occupancy Classification

Domestic playground

Garage* Play spaces

A-3

Computer learning pods

B

Resource space

B

Collaboration hall

A-3

Spaces denoted with a "*" are unnecessary optional spaces that may be removed upon further consideration

SPACE TYPE SQUARE FOOTAGE (BY INDUVIDUAL SPACE) Private

Minimum SQ FT

Quiet ancillary

100

Maximum SQ FT 150

APPX. Occupant # 2-3

Load

Public

50 net (reading)

Square Footage Allocation APPX. Occupant #

Load

Basketball court

4,700

10

N/A

Loud ancillary

100

250

2-5

50 net (reading)

Fitness room

1,000

20

50 gross (exercise)

Collaborative learning pod

200

500

10-25

20 net (classroom)

Game room* Community space

5,000

~330

15 net (uncon. assembly)

Learning laboratory

600

1200

4-8

150 gross (business)

Learning kitchen

600

1200

4-8

150 gross (business)

Community kitchenette

450

-

3

150 gross (business)

Basketball court and community space may interact and become the same space with hyperflexibility

Woodshop

1,600

-

8

200 gross (manufacturing)

If that is the case, an indoor green house may be installed

Art studio

1,200

-

8

150 gross (business)

Play spaces

100

300

2-6

50 gross (exercise)

Computer learning pods

100

200

5-10

20 net (classroom)

Resource space

200

300

4-6

50 net (reading)

Collaboration hall

750

1500

50-100

15 net (uncon. assembly)

Garage*

Approximate occupants is not a code application Code application will come later in the schematic development of the project

Shell Size (SQ FT)

23,250

Remaining

Minimum approximation

16,700

6,550

Maximum approximation

19550

3,700

Minimum/maximum approximation only includes singular counts of each space type with the minimum/maximum square footage allocation

PRIVATE ZONE | FF+E Computer learning pods

Quiet ancillary

Loud ancillary

Collaborative learning pod

Learning laboratory

Community kitchenette

Woodshop

Art studio

Play spaces

Desks

Lounge chairs

Podium

Refrigerator

Refriderator

Durable stools

Flexible tables

open cell storage for toys Desk tops

High density storage for used Large flexible dining tables textbooks

Task chairs

Work tops

Desks

Eye wash stations

Preparation space

Work tables

Flexible chairs

Lockable storage

Pirnting stations Flex chairs

Furniture for overseer

White boards

White boards

Task cahirs

Sinks

Sink(s)

Flexible power access

Clay studio equipment

Interactive screens

Interactive screens

Presentation screen

Chemical sink

Slight storage

Tool storage

Art supply storage

Desks Task chairs

Storage

Bar height tables

Podium

Work surface

Bar height stools

Lounge chairs

Bar tables

White board

Storage

Safety equipment storage

Sinks

Presentation screen

Work tops

Bar stools

Storage

Flex tables

Air compressor

Paint sink

Video cameras

Task chairs

Table saw

Microphones

Drill press

Cubbies

Miter saw

White board

Lathe Table/belt sander Band saw

WOOD | 118

Resource space Collaboration hall

Medium flexible dining tables

Quiet ancillary

Primary Adjacency

Loud ancillary

Secondary Adjacency

Collaborative learning pod

Undesired Adjacency

Learning Laboratory Community Kitchenette Woodshop Art studio Play Space Computer learning pod Resource space Collaboration hall Basketball court Community hall Community space

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B u b b l e D i ag r a m s COMMUNITY KITCHEN WOODSHOP

COLLABORATION HALL

LEARNING LAB/ KITCHEN ART STUDIO

GARAGE

COLLABORATIVE PLAY SPACE RESOURCE SPACE

QUIET ANCILLARY LOUD ANCILLARY

KEY CODE Quiet-Focus Community Studio-Lab Loud-Collaborate Loud-Play WOOD | 120

COLLABORATIVE LEARNING POD

COMPUTER LAB

COMMUNITY SPACE

BASKETBALL COURT

FITNESS ROOM

FIELD EXPERIENCE

MULTI-USE SPORT FIELD

DANGER ACTIVITY

DOMESTIC PLAYGROUND

LEARNING POND

RURAL PLAYGROUND

COMMUNITY GARDEN

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B lo c k i n g D i ag r a m s

proposed

SHOP BUILDING CONSTRUCTION: TYPE III-A STEEL FRAMED, @ 16” O.C. BRICK FACADE (NS) METAL ROOFING OCCUPANCY TYPE: A3, ASSEMBLY, F1 + F2 FACTORY INDUSTRIAL APPX OCCUPANCY A3, UNCON: A3, EXERCISE: F1 + F2: TOTAL:

MEZZANINE PLAN, NOT TO SCALE

PER TYPE: 168 [LF=15] 81 [LF=50] 23 [LF=200] 272

SQUARE FOOTAGE: MEZZANINE: 1,365 SQ FT GROUND FLOOR: 10,500 SQ FT TOTAL: 11,865 SQ FT HEIGHT: MAIN: 19’-0” MEZZANINE, BELOW: 8’-0” MEZZANINE, ABOVE: 10’-4”

KEY PLAN TOTAL SQ FT:

24,615 SQ FT

PAVILION SQ FT:

3,560 SQ FT

KEY: 01. SHOP 02. PAVILION 03. TRAINING CENTER

01 02

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03

SHOP BUILDING PLAN, NOT TO SCALE Original Drawings by Montgomery Associates Montgomery, Ben. Architect. As Builts for York County Fire Training Center, 2013.

Analysis by Author

TRAINING CENTER CONSTRUCTION: TYPE III-A STEEL FRAMED, @ 16” O.C. BRICK FACADE (NS) METAL ROOFING OCCUPANCY TYPE: BUSINESS APPX OCCUPANCY BY TYPE: B: 51 [LF=150] B, CR: 250 [LF=20] TOTAL: 301 SQUARE FOOTAGE: 12,750 SQ FT HEIGHT: VARIES BETWEEN 8’-0” AND 12’-0” IN INCREMENTS OF 1’-0)

KEY CODE B | BUSINESS, CLASSROOM B | BUSINESS A3 | ASSEMBLY, UNCONCENTRATED A3 | ASSEMBLY, EXERCISE ROOMS F2 | FACTORY INDUSTRIAL F1 | FACTORY INDUSTRIAL

TRAINING CENTER PLAN, NOT TO SCALE Original Drawings by Montgomery Associates Montgomery, Ben. Architect. As Builts for York County Fire Training Center, 2013.

Analysis by Author

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References

IMAGE CITATIONS A. B.

C.

D.

E.

F.

G.

“Clerk of Court.” Clerk of Court | York, SC. Accessed November 21, 2021. https://www. yorkcountygov.com/167/Clerk-of-Court.

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