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A new building for Philadelphia University's campus that houses the College of Architecture and the Built Environment. It serves to facilitate a fluid collaboration amongst all majors in the school.
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C_ABE Stephanie Ziegler _ Megan Sutherland _ Courtney Reid
PHILADELPHIA UNIVERSITYPHILADELPHIA UNIVERSITY
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PROGRAM ANALYSISPROGRAM ANALYSIS
SITE SELECTIONSITE SELECTION
SITE ANALYSISSITE ANALYSIS
SPATIAL CONCEPTSPATIAL CONCEPT
FORM DEVELOPMENTFORM DEVELOPMENT
STRUCTURE DEVELOPMENTSTRUCTURE DEVELOPMENT
TECHNOLOGY SYSTEMSTECHNOLOGY SYSTEMS
FUTURE DEVELOPMENTFUTURE DEVELOPMENT
TABLE OF CONTENTS
C_ABE 3
PROGRAM ANALYSIS Philadelphia University: College of Architecture and the Built Environment
1:
4
SEPARATIONbetween curriculum and learning environments
FUNCTIONcurrent spaces overlap in use and do not provide efficient working environments
SUSTAINABILITYnot prevalent throughout campus buildings
PROBLEMS
GOALS
building produces energy as students produce work
building will serve as aneducational model for tectonics and sustainable architecture
engage community
encourage exploration
passive sustainable systems
nodes of collaboration
engage existing campus fabric
C_ABE 5
MAJOR CORE
ELECTIVESCOLLEGE STUDIES COLLEGE STUDIES
ELECTIVES
LANDSCAPE
ARCHITECTURE
INTERIOR DESIGN
ARCH. STUDIES
CONSTRUCTION MANAGMENT
M.S. CONSTUCTION MANAGEMENT
M.S. INTERIOR
M.S. SUSTAINABLE DESIGN
top: curriculum: OVERALL OVERLAPRepresents each major by its curriculum and then shows the overlap in relationship to other majors along the bottom line, proves that there is little overlap between the
built enviorment classes and the environment classes.
left: curriculum: YEARLY OVERLAPthis web shows the overlap in classes over the span of a school year in each
major’s year levels. it further show a segregation of collaboration.
The current C_ABE program shows a great amount of overlaps in curriculum in the younger years, but disperses collaboration as the students move up in grade.
The current C_ABE program is linear and spread out from the very North to South ends of the campus. This separation between majors and years does not allow for cross-collaboration to happen.
right-top: macro democraphics: COMPETITIONWhin each .5 mile x .5 mile outlined blocked space is one of Philadelphia’s
univeristy campus building maps. Highlighted in yellow the architecture program facilities. Together, delineating that Philadelphia University’s greatest difference - a
lack of centralization and grid - characterizes it as a less urban campus within Philadlphia’s fabric.
right-bottom: linear movment: CAMPUS LAYOUTmore linear than centralized like other design schools in Philadelphia, the movement
across Philadelphia University’s campus spans a .5 mile distance. In addition, the movement varies by majors according to building program. Overall, the layout proves
the necessity for a new C_ABE building, as well as possible areas of congestion for site locating.
curriculum: OVERALL OVERLAP
curriculum: YEARLY OVERLAP
6
PROGRAM ANALYSISmacro democraphics: COMPETITION
linear movement: CAMPUS LAYOUT
C_ABE 7
Amount of people per program per year: Square footage need per person:
- total: 626 students
8
4th + 5th year architecture : B
2nd + 3rd year architecture : B1st year architecture : B
4th + 5th year interior : B
2nd + 3rd year interior : B1st year interior : B4th + 5th year landscape : B
2nd + 3rd year landscape : B1st year landscape : B
2nd + 3rd year arch. studies : B1st year arch. studies : B
sustainability : M
interior : M
architecture : M
4th - 5th year
2nd - 3rd year
1st year [hot seats]
PIE CHARTS KEY: STUDENT IN STUDIO TO AREA OF STUDIO DESK RATIO
PROGRAM ANALYSIS
C_ABE 9
UNDERGRAD ACTIVITY LEVELS
UNDERGRAD ACTIVITY LEVELS
Student Activity Levels Throughout a Day:
10
65000 FT240 FT
25 FT
20 FT
15 FT
10 FT
entry. bike. lab.common. lab. 40 studios. woodshop. presentatIon.
collaboration. material library. storage.display. office.assistance.kitchen. bathroom.storage.circulation. waste. egress. ARCHIVE ADMINSTRATIVE
CLASSROOM STUDENT SPACE
Proposed Support Square Footage:
Proposed Spacial Relationships:
Proposed Heights:
Proposed Sutdio Square Footage:
PROGRAM ANALYSIS
PROGRAM ANALYSIS
C_ABE 11
SITE SELECTION Philadelphia University Campus 2:
12
CRITERIA
COMMUNITY PRESENCE
ACCESSIBLE
ENGAGING
INADEQUATE FUNCTIONALITY
MINIMALRELOCATION
SUSTAINABLE
improve community access through campus
mimic porosity of ravenhill campus
vechicular access to site and parking
minimal obstruction to pedestrians and bikers
connection to new university buildings
development of new, on-campus quad
redevelop under-used parts of campus
re-establish fabric of university
least impact on current program spaces
access to natural wind, water, and light
passive design development
C_ABE 13
left: CAMPUS DEVELOPMENT.
right: POTENTIAL SITES
Philadelphia University’s development has been widespread over the years. The recent development on the North side of campus has allowed for both accessiblity and engagment - two points in the previous site criteria. Therefore, the potential sites were soley chosen from the Northern side of campus.
SEED Center: C_ABE Graduate
Gallegher Athletic, Recreation, and Convation Center + Parking Garage
Gutman Library + Board Room and Media Service
Kanbar Campus Center + Food Service, Mail Services, and Bookstore
DEC Center: Industrial Design, Fashion Design, and Business
KEY DEVELOPMENT
14
DOWNS TOWNHOUSESSCHOLLER HALLneed to demolish :
SITE SELECTION
C_ABE 15
DOWNS HALL 12 ClassroomsAuditoriumStage Bathrooms LoungeStorage/Backstage Street access (schoolhouse lane) Main Campus, close to resources (Library, bookstore, SEED, A&D, etc.)Existing parking lotCommunity face
TOWNHOUSES100 people5 single bedroomsLiving/ Dining Room Area furnished as space permittedKitchen with oven, refrigerator and sinkBathroomHVC SystemNo Laundry Facilities (must go to Scholler)No LoungesNo Vending Machines
SCHOLLER HALLdormitory149 peoplestudy/social loungescommon area bathrooms facilitiesvending machinesHealth Center
Existing Conditions
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Scholler Hall
Down’s Hall
Townhouses
South-East North-East South North
SITE SELECTION
C_ABE 17
SCHOLLER HALL TOWNHOUSES DOWNS HALL
SITE ACCESS:Scholler and Down’s have immediate access from the main roads of School House and Henry. The townhouses are set further back from the main roads and require entering the main campus to see them.
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SCHOLLER HALL TOWNHOUSESDOWNS HALL
730 DISTANCE FROM BUILDING LOCATION (IN FT)
The Scholler and Down’s site require longer lengths of distance to relate to the whole campus. The Townhouse site is relatively centralized.
SITE SELECTION
C_ABE 19
VEHICULAR ACCESS RAM VAN STOPS SEPTA STOPS
WALKING PATHS CAMPUS NODES
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EASEYIELD
OBSTACLE STUDENT WALKERS PUBLIC WALKERS
BIKERS DRIVERSEASEYIELD
OBSTACLE
EASEYIELD
OBSTACLE
EASEYIELD
OBSTACLE
RATE OF MOVEMENT:between the outermost edges of campus to the interior.
SITE SELECTION
C_ABE 21
The townhouse site is diagramed to be the most porous site because of the difficulty of the Henry Ave and School House Lane intersection.
MOMENTS OF CLARITYMOMENTS OF UNCERTAINTY
MOMENTS OF DIFFICULTY
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VEHICULAR SPACE
PEDESTRIAN SPACE
ENGINEERED SWALES AND DRAINAGE
ADJACENT BUILDING FACES
Choosing the townhouse site for C_ABE will allow for an engagement with Kanbar and DEC. It will also provide the chance to engage the existing bioswale and campus road.
SITE SELECTION
C_ABE 23
SITE ANALYSIS Townhouse Site3:
24
C_ABE 25
WINTER SUMMER
20’40’60’
WIND AND TREE STUDIES:describes how natural ventilation can be achieved in the project
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9AM NOON 6PM
SUMMER
WINTERSUN STUDIES:shows where to achieve optimum amount of daylight
SITE ANALYSIS
C_ABE 27
WATER CONCERNS
Wissahickon Creek Watershed
Lower Schuykill River Watershed
water movementSITE CONCERNS
water movementCITY WATERSHEDS
Looking at the bigger picture, there are 7 watersheds within Philadelphia's borders. within Philadelphia's borders. Zooming in on the northern side of Philadelphia University’s campus shows that the site is divided between the Wissahickon between the Wissahickon Creek Watershed and the Lower Schuykill River Watershed. As such, the northern campus drainage system should/must engage these watersheds.
water movementCAMPUS DRAINAGE
The relationship of drainage The relationship of drainage access outlined in a blue circle to rainwater saturation shows minimal efficiency in dealing with runoff and drainage.
Wissahickon Creek Watershed
Lower Schuykill River Watershed
water movementSITE CONCERNS
water movementCITY WATERSHEDS
Looking at the bigger picture, there are 7 watersheds within Philadelphia's borders. within Philadelphia's borders. Zooming in on the northern side of Philadelphia University’s campus shows that the site is divided between the Wissahickon between the Wissahickon Creek Watershed and the Lower Schuykill River Watershed. As such, the northern campus drainage system should/must engage these watersheds.
water movementCAMPUS DRAINAGE
The relationship of drainage The relationship of drainage access outlined in a blue circle to rainwater saturation shows minimal efficiency in dealing with runoff and drainage.
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EXISTING SITE SECTIONS
SITE ANALYSIS
B
A
AB
C_ABE 29
TEXT INFO ...
SPATIAL CONCEPT Fluidity 4:
30
TEXT INFO ...
SEPARATIONbetween curriculum and learning environments
FUNCTIONcurrent spaces overlap in use and do not provide efficient working environments
SUSTAINABILITYnot prevalent throughout campus buildings
PROBLEMS
GOALS
building produces energy as students produce work
building will serve as aneducational model for tectonics and sustainable architecture
community exhibition
encourage exploration
passive sustainable systems
nodes of collaboration
engagement
nodesoverlapping
movementcirculation
C_ABE 31
FLUIDITYThere is no distinct fluid motion. Some types of movement impede their
obstacles to take the path of least resistance, taking over the space
in which it interacts with. With fewer obstacles, these fluid paths move
faster, while moving slower with more obstacles. However, these fluid
paths overcome their obstacles, they eventually overlap and collaborate.
32
SPATIAL CONCEPT
C_ABE 33
FASTmovement
change in levels and movement from small to large spaces cause fast movement
34
SLOWmovement
flat, open and transparent spaces cause slow movement
SPATIAL CONCEPT
C_ABE 35
CARVEDspaces
carving of objects allow for penetration of the natural elements into spaces
36
FORMEDobstacles
formed obstacles are what’s left over after objects have been carved out
SPATIAL CONCEPT
C_ABE 37
FLUID MOVEMENT OBSTACLE CARVING VOLUME
INTERIOR CONDITION
CONCEPT MODEL PROCESS:describes how fluid movement takes on obstables to carve out spaces and create a formed object
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SPATIAL CONCEPT
FORMED OBJECTS:in relation to program and site
C_ABE 39
FORM DEVELOPMENT A Fluid Learning Environment for Collaboration5:
40
FORM DEVELOPMENT
C_ABE 41
PRESENTATION
STUDIOS
CLASSROOMS
MAIN DESIRE LINES SITE LINES FORMED
DESIRE LINES:site studies of where desire lines are laid, site lines are wanted, and site obstacles, lead to the carving away of the overall volume. This caused a separation of program. The classroom pod faces other academic buildings. The studios are placed to interact with DEC, the new quad, and the Kanbar student center. The presentation space allows for integration with the existing bioswale, as well as, capping off the quad.
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QUAD DEVELOPMENT:The previous layout did not provide true space for a quad. the development of form and master plan allowed for a bigger quad to be formed. This also created sub-quads between buildings.
FORM DEVELOPMENT
C_ABE 43
EARLY SECTION STUDIES:attempts to connect separate buildings and create carved spaces inbetween.
44
SECTION STUDIES:exploration of circulation acting as the connector to pods.
FORM DEVELOPMENT
C_ABE 45
DEVELOPMENT OF SECTIONS:lack the desired “pod” spaces and connections
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ANGLE FORMATION:walls are tilted to divert direct sun radiation in the summer and allow for passive, thermal heating in the winter.
WINTER SUN SUMMER SUN
FORM DEVELOPMENT
C_ABE 47
48
FORM DEVELOPMENT
C_ABE 49
50
FORM DEVELOPMENT
C_ABE 51
FINAL FORMopens up quad and collaboration spaces are clearly defined
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FORM DEVELOPMENT
C_ABE 53
DEC Center
C_ABE
fire stair
classroom entry
atrium entry
stuido entry
presentation space
Gallagher Athletic Center
visitor + administrative entry
C_ABE
classrooms entry
student stuido entry
DEC Center
SOUTH ELEVATION
NORTH ELEVATION
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FORM DEVELOPMENT
SECTION A:gives understanding of the classroom to studio, down to presentation composition
SECTION B:studio entrance
A
B
B
B
A
A
C_ABE 55
STRUCTURAL DEVELOPMENT from Trusses to Fins6:
56
C_ABE 57
TRANSFORMATION:The truss and hollow core concrete system did not succeed in meeting the aethetic desires for a carved concrete look. the need to design a unobstructed concrete building was met with using three different structural systems: Filigree concrete, poured-in-place concrete, hollow core concrete, and a spider clamp, glass fin system.
58
STRUCTURAL DEVELOPMENT
C_ABE 59
STRUCTURAL DEVELOPMENT
GUTTER DETAIL
CATWALK DETAIL
CIRCULATION FLOOR DETAIL60
STRUCTURAL DEVELOPMENT
C_ABE 61
TECHNOLOGY SYSTEMS Radiant Floors and Decentralized 7:
62
C_ABE 63
FILIGREE FLOOR SYSTEM
FILIGREE CONCRETE
POURED-IN-PLACE WALL
GLAZED ROOF
CONCRETE FIN
FILIGREE CONCRETE
GLAZED FLOOR
HOLLOW-CORE CONCRETE
CONCRETE SLAB FOUNDATION
LIGHTING
To execute an all-concrete building, Filigree, hollow core, and poured-in-place concrete systems were used.
64
TECHNOLOGY SYSTEMS
FILIGREE CONCRETE SYSTEM POURED IN PLACE CONCRETE
WALLS
GLASS FINSPIDER CLAMP SYSTEM
HOLLOW CORE SLABCONCRETE FIN AND BEAM
SYSTEM
In the circulation spaces, hollow core slab and concrete fin systems are used. The pods are constructed with Filigree concrete and poured-in place walls. The breakout spaces use glass fin and spider clamp structure.
C_ABE 65
ARTIFICIAL LIGHTING:within the pods, suspended lights are installed.within the circulation space, LED lights are installed under the concrete fins.
66
TECHNOLOGY SYSTEMS
MECHANICAL
SHAFT
FORCED AIR
RADIANT FLOOR
ENVIRONMENTAL CONTROLS:the building uses radiant heated and cooled floors with a decentrailized forced air system
C_ABE 67
COOLING
HEATING
RADIANT FLOORS
68
TECHNOLOGY SYSTEMS
RADIANT FLOOR DETAIL
C_ABE 69
FUTURE DEVELOPMENTNatural Lighting and Landscaping8:
70
NATURAL LIGHTING:now that there is natural light being brought in from the central ciruclation space, it would be ideal to have that light redirected into the pods. if we look back to our original “Spatial Concept” model, we can see a strategy for being able to bring natural light into darker spaces by cutting through the walls on angles. This can also allow for those passing by through the circulation spaces to get views into the studio pods.
LANDSCAPINGnow that there is enough space for a new campus quad, we would like to develop the land using the same architectural language that our building evokes. There can be spaces for presentation and testing ideas outside. The landscaping will also help to make outsiders feel comfortable approaching C_ABE.
C_ABE 71