structuring innovation- an integrated approach to sustainability

+ Structuring Innovation+ Structuring InnovationAn Integrated Approach to Sustainability

Joshua Ten EyckARCH 799 Graduate Architecture Studio:Thesis IIProfessor Hsu-Jen Huang, Ph.DSpring 2012

Structuring Innovation-An Integrated Approach to Sustainability

Joshua Urban Ten Eyck

Submitted in partial fulfillment of the requirements

For the degree of Master of Architecture

at

The Savannah College of Art and Design

c May 2012, Joshua Urban Ten Eyck

Signiture of Author and Date

Hsu-Jen Huang Ph.D., Committee Chair Date/ /

Professor Alejandro Silva, Committee Member Date/ /

Professor Melanie Parker, Committee Member Date/ /


A thesis submitted to the faculty of the Department of ArchitectureIn partial fulfillment of the requirements for the

Degree of Master of ArchitectureThe Savannah College of Art and Design

by


Savannah, GA

May 2012

Chapter 1- Introduction 03

Chapter 2- The Urban Campus 13

Chapter 3- The Desgin Educational Model 25i

1.1- Introduction to the Problem 041.2- Purpose of study 06 1.2.1- Urban Integration and the innovation district 07 1.2.2- Experimentation with Cutting Edge Green Technologies 08 1.2.3- The Education of a Sustainable Workforce 091.3- Signifigance of Study 101.4- Assumtions and Limitations 11

2.1- The Educational Environment: The Urban Campus 142.2- The Urban Environment 16 2.2.1- The Public Realm Plan for the South Boston Waterfront 17 2.2.2- A Vision for the Innovation District 192.3- Sustainability and the Urban Environment 21

3.1- The Traditional Educational Model for Architecture and Design 26 3.1.1- Studio Culture 283.2- Traditional Methods of Teaching Sustainability and Systems Integration 30 3.2.1- The Vocational Educational Model 31 3.2.2- Lab Culture- A Hands on Approach to Sustainability 333.3- A New Sustainable Education Model 34 3.3.1- A Fustion of Lab and Studio Culture 35 3.3.2- Interactive and Adaptive Arcchitecture 37

Table of Contents

4.2- Site Location and Mapping 45Chapter 4- Site Analysis 39

Table of Contents

Chapter 5- Programming 79

5.1- Case Study-MIT Media Lab 805.2- Qualitative Programming 825.3- Program Descriptions 865.4- Quantitative Programming 91

Chapter 6- Design Development 99

6.1- A Gateway to Innovation 1016.2- Site Development 1026.3- Massing Studies 1086.4- Final Massing 1106.5- Circulation Studies 1126.6- Structure as Skin 1146.7- Structural Case Study-The Atlas Building 116

Chapter 7- Final Design 1217.1- Site Plan 1227.2- Floor Plans 1247.3- Code-Occupant Loads & Egress 1307.4- Code- Travel Distances & Exits 1367.5- Construction Cost Estimating 1417.6- Elevations 1427.7- Sections 1467.8- Structural Systems 1527.9- Interior Perspectives 1587.10- Exterior Perspectives 1647.11- Final Model 1687.12- Final Boards 170Chapter 8- Conclusions 173Chapter 9- Bibliography 177

List of Figures

Chapter 1- Introduction Figure1 .1- Green Office Blog. Web. 06 Nov. 2011. <http://greenofficeprojects.org/blog/index.php?m=07>.Figure 1.2- A typical Design Studio at the BAC- The BAC Main Downtown Campus- Boston Architectural College. Web. 06 Nov. 2011. <http://www.the-bac.edu>-.Figure 1.3- the reclaimed green space after the “big dig”- “Rose Kennedy Greenway.” Boston.com - Boston, MA News, Breaking News, Sports, Video. Web. 06 Nov. 2011. <http://www.boston.com>.Figure 1.4 -william t ford vocational center hvac lab“Classes.” Welcome to William D. Ford Career-Technical Center! Web. 06 Nov. 2011. <http://ford.wwcsd.net/>.figure 1.5 -william t ford vocational center professional practice“Classes.” Welcome to William D. Ford Career-Technical Center! Web. 06 Nov. 2011. <http://ford.wwcsd.net/>.Figure 1.6-by author

Chapter 2- The Urban Campus

Figure 2.4-””A Better City :: Land Development :: South Boston Waterfront.” A Better City :: Home. Web. 06 Nov. 2011. <http://www.abettercity.org/land-dev/southboston.html>Figure 2.5-Proposed park in the innovation district. ”News.” Kohn Pedersen Fox Associates. Web. 06 Nov. 2011. <http://www.kpf.com/news.asp?id=45>.>.Figure 2.6-Proposed massing and park space for innovation district”South Boston Waterfront | Boston Cityside Realty.” Boston CitySide Realty. Web. 06 Nov. 2011. <http://blog.bostoncitysiderealty.com/tag/south-boston-waterfront/>.Figure 2.7--propsed plan for the innovation district”News.” Kohn Pedersen Fox Associates. Web. 06 Nov. 2011. <http://www.kpf.com/news.asp?id=45>.Figure 2.8 - MapLab’s proposal for the south boston waterfront district- Bos-ton’s Innovation District: The Official Site from the City of Boston | . Web. 06 Nov. 2011. <http://www.innovationdistrict.org>.Figure 2.9 - vertex pharecutacal headquarters- Boston’s Innovation District: The Official Site from the City of Boston | . Web. 06 Nov. 2011. <http://www.innovationdistrict.org>.Figure 2.10 - MapLab’s proposal for the south boston waterfront district- Boston’s Innovation District: The Official Site from the City of Boston | . Web. 06 Nov. 2011. <http://www.innovationdistrict.org>.

Figure 2.1 Boston’s Innovation District: The Official Site from the City of Boston | . Web. 06 Nov. 2011. <http://www.innovationdistrict.org>.Figure 2.2-”Boston Seaport District Boston MA.” Boston Innovation District. Web. 06 Nov. 2011. <http://seaportinnovationdistrict.com/2011/boston-seaport-district-innovation/>Figure 2.3-””A Better City :: Land Development :: South Boston Waterfront.” A Better City :: Home. Web. 06 Nov. 2011. <http://www.abettercity.org/landdev/southboston.html>.

Chapter 3- The Desgin Educational Model

Figure 3.1 http://www.ensba.fr/english/Figure 3.2 http://www.scad.eduFigure 3.3 http://www.the-bac.edu/Figure 3.4 http://www.bath.ac.uk/Figure 3.6 http://www.iitg.ac.in/civil/struct_lab.html-a traditional engineer-ing lab

List of Figures

Chapter 4- Site Analysis

figure 4.35 by authorfigure 4.36 by authorfigure 4.37 by authorfigure 4.238by author figure 4.39 by authorfigure 4.40by authorfigure 4.41 by authorfigure 4.42 by authorfigure 4.43 by authorfigure 4.44 by authorfigure 4.45 by authorfigure 4.46 by authorfigure 4.48 by authorfigure4.49by authorfigure 4.50 by authorfigure 4.51 by authorfigure 4.52 by authorfigure 4.53 by authorfigure 4.54 by authorfigure 4.55 by authorfigure 4.56 by authorfigure 4.57 by authorfigure 4.58 by authorfigure 4.59 by authorfigure 4.60 by authorfigure 4.61 by authorfigure 4.62 by authorfigure 4.63 by authorfigure 4.64 http://www.ember.com/figure 4.65 http://www.altaerosenergies.com/figure 4.66 http://www.fastcapsystems.com/figure 4.67 http://www.oasyswater.com/figure 4.68 http://www.map-lab.com/figure 4.69 http://www.satcon.com/en

Figure 4.1-”Boston Seaport District Boston MA.” Boston Innovation District. Web. 06 Nov. 2011. <http://seaportinnovationdistrict.com/2011/boston-seaport-district-innovation/>Firgure 4.2www.google/maps.comFigure 4.3 by authorFigure 4.4 by authorFigure 4.5 by authorFigure 4.6 by authorFigure 4.7 by authorFigure 4.8 by authorFigure 4.9 by authorFigure 4.10 www.google/map.comFigure 4.11 www.google/map.comFigure 4.12 by authorFigure 4.13 by authorFigure 4.14 by authorfiguree 4.15 by authorFigure 4.16 by authorFigures 4.17-4.20--propsed plan for the innovation district”News.” Kohn Pedersen Fox Associates. Web. 06 Nov. 2011. <http://www.kpf.com/news.asp?id=45>. Figuree 4.21 by authorfigure 4.22 by authorfigure 4.23 by authorfigure 4.24 by authorfigure 4.25 by authorfigure 4.26 by authorfigure 4.27 by authorfigure 4.28 by authorfigure 4.29 by authorfigure 4.30 by authorfigure 4.31 by authofigure 4.32 by authorfigure 4.33 by authorfigure4.34by author

Chapter 5- Programming figure 5.1 http://www.popsci.com/technology/article/2011-11 <http://www.bondbrothers.com/building/case.cfm?type=Building Construction>figure 5.2 http://www.maki-and-associates.co.jp/figures 5.3-5.8 Maki, F., [1928-]. (2000). Fumihiko maki: MIT media lab. expansion, cambridge, massachusetts, U.S.A. GA Document, (61), 48-51. http://library.scad.edu/docview/55752110?accountid=13730

Chapter 6- Design Development figure 6.1 www.google/maps.comfigure 6.2 www.google/maps.com with overlays by authorfigure 6.3by authorfigure 6.4 www.google/maps.comfigure 6.5 by authorfigure 6.6 by authorfigure 6.7 by authorfigure 6.8 by authorfigure 6.9 by authorfigure 6.10 by authorfigure 6.11 by authorfigure 6.12 by authorfigure 6.13 by authorfigure 6.14 by authorfigure 6.16 by authorfigure 6.17 by authorfigure 6.18 by authorfigure 6.19 by authorfigure 6.21 by authorfigure 6.22 by authorfigure6.23 by authorfigure 6.24 by authorfigure 6.25 by authorfigure 6.26 by authorfigure 6.27 by authorfigure 6.28 by authorfigure 6.29 by author

figure 4.70 www.google/maps.comfigure 4.70 by authorfigure 4.71http://www.bostonredevelopmentauthority.orgfigure 4.72http://www.bostonredevelopmentauthority.orgfigure 4.73http://www.bostonredevelopmentauthority.orgfigure 4.74http://www.bostonredevelopmentauthority.orgfigure4.75http://www.bostonredevelopmentauthority.orgfigure 4.76 www.google/maps.com with overlays by authorfigure 4.77 by authorfigure 4.78 by authorfigure 4.78 by authorfigure 4.79 www.google/maps.com with overlays by authorfigure 4.80 by authorfigure 4.81 by authorfigure 4.82 www.google/maps.comfigure 4.83 www.google/maps.comfigure 4.84 by authorfigure 4.85 www.google/maps.comfigure 4.86 www.google/maps.comfigure 4.87 by authorfigure 4.88by authorfigure 4.89 by authorfigure 4.90 by authorfigure 4.91 by authorfigure 4.92 by authorfigure 4.93 by authorfigure 4.94-97 by authorfigures 4.998-4.101by authorfigures 4.102-4.105 by author

figure 5.9 by authorfigure 5.10 by authorfigure 5.11 by authorfigure 5.12 by authorfigure 5.12 by authorfigure 5.14 by authorfigure 5.15 by authorfigure 5.16 by author

List of Figures

figure 6.30 by authorfigure 6.31 by authorfigure 6.32 by authorfigure 6.33 by authorfigure 6.34 Murray, Scott. Contemporary Curtain Wall Architecture. New York: Princeton Architectural, 2009. Printl>.figure 6.35 Murray, Scott. Contemporary Curtain Wall Architecture. New York: Princeton Architectural, 2009. Printl>.figure 6.36 Murray, Scott. Contemporary Curtain Wall Architecture. New York: Princeton Architectural, 2009. Printl>.figure 6.37 Murray, Scott. Contemporary Curtain Wall Architecture. New York: Princeton Architectural, 2009. Printl>.figure 6.38 “Rafael Vinoly Architects: Atlas Building.” Designboom. Web. 07 Nov. 2011. <http://www.designboom.com/weblog/cat/9/view/7467/rafael-vinoly-architects-atlas-building.html>.figure 6.39 “Rafael Vinoly Architects: Atlas Building.” Designboom. Web. 07 Nov. 2011. <http://www.designboom.com/weblog/cat/9/view/7467/rafael-vinoly-architects-atlas-building.html>.figure 6.40 Murray, Scott. Contemporary Curtain Wall Architecture. New York: Princeton Architectural, 2009.figure 6.41 “Rafael Vinoly Architects: Atlas Building.” Designboom. Web. 07 Nov. 2011. <http://www.designboom.com/weblog/cat/9/view/7467/rafael-vinoly-architects-atlas-building.html>.figure 6.42 Murray, Scott. Contemporary Curtain Wall Architecture. New York: Princeton Architectural, 2009. Printl>.figure 6.43 “Rafael Vinoly Architects: Atlas Building.” Designboom. Web. 07 Nov. 2011. <http://www.designboom.com/weblog/cat/9/view/7467/rafael-vinoly-architects-atlas-building.html>.figure 6.44 Murray, Scott. Contemporary Curtain Wall Architecture. New York: Princeton Architectural, 2009. Printlfigure 6.45 Murray, Scott. Contemporary Curtain Wall Architecture. New York: Princeton Architectural, 2009. Printl>.

Chapter 7- Final Design figure 7.1 www.google/maps.com with overlays by authorsfigure 7.2 by authorfigure 7.3 by authorfigure 7.4 by authorfigure 7.5 by authorfigure 7.6 by authorfigure 7.7 by authorfigure 7.8 by authorfigure 7.9 by authorfigure 7.10 by authorfigure 7.11 by authorfigure 7.12 by authorfigure 7.13 by authorfigure 7.14 by authorfigure 7.15 by authorfigure 7.16 by authorfigure 7.17 by authorfigure 7.18 by authorfigure 7.19 by authorfigure 7.20 by authorfigure 7.21 by authorfigure 7.22 by authorfigure 7.23 by authorfigure 7.24 by authorfigure 7.25 by authorfigure 7.26 by authorfigure 7.27 by authorfigure 7.28 by authorfigure 7.29 by authorfigure 7.30 by authorfigure 7.31 by authorfigure 7.32 by authorfigure 7.33 by author figure 7.34 by authorfigure 7.35-7.39 by author

List of Figures

01

This thesis explores the integration of a new sustainable educational facility into the Innovation

District in South Boston which will produce more efficient, tangible and applicable results to

modern sustainability in architecture. The BAC Vocational Center focuses on the advancement of

knowledge and experience with sustainable building practices through an iterative process involving

a range of multidisciplinary building professionals. Interactive architecture provides a backdrop for

the development of a learning environment that is designed to engage the users in actual building

systems while examining how they react in different scenarios.



May 2012

15

CHAPTER 1

04

1.1 Introduction to the Problem

As the environmental impact of buildings becomes ever

more apparent so does the challenge for architects designers

and building professionals to find ways to decrease the built

environments carbon footprint. In the United States, according

to the E.P.A (Environmental Protection Agency), buildings

account for 39% of total energy use, 68% of total electricity

consumption, and 38% of carbon dioxide emissions.1(figure 1.1)

This thesis explored the integration of a new sustainable

educational facility into the “innovation district” in South Boston

which will produce more efficient, tangible, and applicable

results to modern sustainability in architecture. The new Boston

Architectural College(BAC) Vocational Center expansion

focuses on the advancement of knowledge and experience

with sustainable building practices through an iterative process

involving a range of multidisciplinary building professionals.

The BAC expansion provides a setting for experimentation with

a range of interactive systems, and adaptive design strategies.

Interactive architecture provides a backdrop for the development

of a learning environment that is designed to engage the users in

actual building systems and examine how they react in different

scenarios. The architecture and the building systems will be

interactive where passive and active strategies can be changed,

altered, and rearranged in an effort to explore more energy

efficient means of running a building.

Chapter1- Introduction

1. “Why Build Green? | Green Building |US EPA.” US Environmental Protection Agency. Web. 25 Sept. 2011. <http://www.epa.gov/greenbuilding/pubs/whybuild.htm>.

Figure1 .1- Green Office Blog. Web. 06 Nov. 2011. <http://greenofficeprojects.org/blog/index.php?m=07>.

05

The new BAC expansion is seen as an integral part of the

growing culture of South Boston, and The Innovation District.

The New facility serves as a location where innovators can

gather to explore, test and educate new and innovative building

practices. The vocational center also provides a common ground

where innovators practicing in the area can install test and tweak

new innovative design strategies in a collaborative environment

ultimately enhancing the art of innovation.

This thesis also challenges the traditional building arts

educational model by combining a vocational pedagogical

approach with a classical academic pedagogical approach. The

BAC is unique in its educational approach as it attempts to fuse

the aforementioned building arts educational models. Unlike

traditional academic institutions the BAC uses a concurrent

learning model where students are tasked with maintaining a

professional position within the design field in conjunction with

their academic studies in architecture, urban design, or interior

design. The range of work accepted for the practice component

to the BAC learning model is vast in application, but limited

to the built environment. Although the BAC learning model

is an attempt to bridge the gap between the vocational and the

classical academic models the transferable skills become limited

in application to the academic exploration.

With the introduction of the new vocational center expansion the

BAC can now add a focused sustainable vocational component

which would give attendees the opportunity to advance

understanding and application of sustainable building practices

through the same learning model while providing a platform for

building professionals to learn, interact, and experiment.


06

This study examined the potential for using architecture, and

building systems as a pedagogical tool in the education of a

more sustainably trained workforce through a state of the art

vocational center which is adaptive, interactive and evolving.

Through a careful intervention, the new facility was able to work

within the concurrent learning model available at the BAC,

while addressing a sustainable design component missing in the

traditional educational approach. The BAC Vocational Center

expansion provides a setting where the attendees have the platform

to interact with a range of building professionals while learning

about and experimenting with architecture and building systems

in a “design studio” like environment. The generative ideas for

this study were done in an effort to investigate, and resolve issues

of urban integration, interactive design, and systems integration,

while providing a rich educational experience with a focus on

experimentation, design and implementation of sustainable

practices.

1.2 Purpose of Study

Figure 1.2- A typical Design Studio at the BAC- The BAC Main Downtown Campus- Boston Architectural College. Web. 06 Nov. 2011. <http://www.the-bac.edu>-.


07

The focus of urban integration is centered on the South Boston

Waterfront neighborhood because it is an up and coming area in

close proximity to the downtown core of Boston, and the main

campus of the BAC. The neighborhood which was once defunct

is now becoming activated. The BAC vocational center expansion

is located in what the city calls the “Innovation District.” This

neighborhood is rapidly becoming populated with architecture

firms, thinks tanks, and innovative startups while updating the

largely industrial urban context within which it once existed. The

factors leading to the activation of this urban space is largely due

to the “big dig” (figure 1.3) project which transformed the downtown

core of Boston, and began an activation of this waterfront

neighborhood which was once separated from the rest of the city

by a large interstate.

Also of equal importance in the evolving urban fabric of the

neighborhood are the efforts of the Boston Redevelopment

Authority (BRA) which has been developing a Master Plan for

the neighborhood, and Phase I of the “South Boston Waterfront

Master Plan” is nearing 90% complete.

1.2.2 Urban Integration and the Innovation District

The “Fort Point Channel” Master plan or phase II of the “South

Boston Waterfront Master Plan,” is about to begin, and the

final master plan has been approved by the BRA. This project

explored the possibility of re-connecting a large parking facility

into the emerging urban context of the neighborhood while still

catering to the existing historic context of the Fort Point district.

This is a forward thinking neighborhood and the integration of

a sustainable workforce training center played an integral part in

the development of this urban environment.

Figure 1.3- the reclaimed green space after the “big dig”- “Rose Kennedy Greenway.” Boston.com - Boston, MA News, Breaking News, Sports, Video. Web. 06 Nov. 2011. <http://www.boston.com>.


08

In conjunction with traditional educational spaces are

interactive labs where building professionals can interact, test,

and experiment with passive and active building systems. The

lab spaces facilitate interaction, while providing a platform for

experimentation of specific systems. Thus driving the attendees

to explore new and innovative ways to use and integrate these

different systems and strategies. The goal of the architecture,

and the user would be to work towards having the building run

as efficiently as possible.

This experimentation is not only limited to existing systems

and strategies. It also focuses on new technologies still in

development. Companies which focus on the development of

new building technologies now have a space to install, test and

teach professionals and students in a collaborative environment

ultimately yielding more integrated solutions to issues pertaining

to sustainability and building performance.

This interaction, with developing cutting edge building

technologies, will change the mind set of the design profession.

Figure 1.4 -william t ford vocational center hvac lab“Classes.” Welcome to William D. Ford Career-Technical Center! Web. 06 Nov. 2011. <http://ford.wwcsd.net/>.

1.2.3 Experimentation with Cutting Edge Green Technologies

The shift towards integration of systems moves far beyond

the mere functional application of building systems towards a

more holistic approach to building design. Through developing

integrated project delivery strategies the designer must now be

more technical when it comes to building design. The new BAC

Vocational Center is taking steps towards making more well

informed technically sensitive designers of the future.


09

The proposed BAC Vocational Center expansion is becoming

a catalyst for innovative sustainable building practices through

the education of a workforce more experienced and informed

about cutting edge green technologies. There is strong potential

for innovation in the field of sustainable building practices when

a, “hands on” design studio-like environment is created. This

interaction has the ability to be the basis for exploration in the

realm of innovative sustainable building practices.

The user groups draw from a multidisciplinary field where of

architects, designers, engineers, and tradesmen attend with the

ability to bring a vast knowledge of systems, and design. The user

experience is enhanced by not only the ability to interact with

professionals across the entire building profession, but also from

a facility which affords the professionals the ability to interact

with specific systems giving them a better understanding for

how things work, and how things can potentially get better.

The new BAC vocational center not only provides a platform

for this innovation to take place it is also a visible icon for

sustainability.

figure 1.5 -william t ford vocational center professional practice“Classes.” Welcome to William D. Ford Career-Technical Center! Web. 06 Nov. 2011. <http://ford.wwcsd.net/>.

1.2.4 The Education of a Sustainable Workforce

The new visitors to the innovation district can transverse

through the space utilizing the large central atrium witnessing

first hand this new type of pedegogy. The result will be a trained

workforce of more technically advanced designers whose field of

knowledge surpasses the aesthetic art of architecture and moves

towards a more holistic, integrated practice of design.


10

Sustainable systems integration in the building profession

has advanced exponentially in the last decade, but still not far

enough. There still exists a gap between a sustainable building

designed on paper, how it is intended to function, and how it

actually functions over time. This is partly due to the idea that

most building professionals who design our built environment

have a lack of understanding of exactly how the systems they

designed actually work, and how they integrate into the whole

building. The new BAC vocational center takes revolutionary

steps towards a more holistic approach to systems integration

in building design and construction. With the advancement of

energy analysis programs we are able to predict, fairly accurately,

how exactly a building will function, but it is not an exact science.

(figure 1.6)

The expansion of the new BAC Vocational Center is an attempt

to create a platform where building professionals can get the

hands on experience with sustainable systems they current are

lacking in a traditional building arts educational pedagogy.

The new vocational center provides the facility to experiment,

understand and learn how sustainable systems work; hopefully

making the students more equipped sustainable designers of the

future.

Figure 1.6-by author

1.3 Signifigance of Study


11

This study introduced and facilitated a new method of education

contrary to the traditional one most building professionals

experience. Sustainable systems integration in the building

construction industry is not a proven science. It was the goal

of this study to create an environment where existing methods

can be studied interacted with, and improved upon in an effort

to secure a more sustainable healthy future for everybody.

When like minded building professional come together to learn,

interact, and experiment with sustainable building practices

innovations will occur. Whether the attendees actually find new

and innovative ways to use building systems, or they just learn

proven methods which they did not know before, innovation has

occurred. If the latter occurs the knowledge gained is directly

transferable to the next project they design, engineer or build.

The attendees of the BAC Vocational Center expansion are

acquiring a sustainable skill set which will be refined, expanded

upon and executed in their respective practices.

Through this study we have only investigated methods of

creating a facility that is flexible interactive and conducive to

learning and experimentation. We cannot guarantee that new

technologies will be created but the goal of the architecture has

been and will continue to be on which facilitates interaction

between professionals while providing a platform for the

interaction of professionals with sustainable building systems

and strategies.

1.4 Assumptions and Limitations


25

CHAPTER 2THE URBAN CAMPUS

14

2.1 The Educational Environment: The Urban Campus

Educational facilities have long played a role in the definition

of space within the city. With the introduction of the new BAC

expansion into the “Innovation District” in South Boston, MA

the notion of an intersection of place and placement has been

presented. Upon a further investigation of this theory it is

understood that an intentionally situated community has been

proposed; where like-minded professionals intersect within a

geographically defined space.2 In Sharon Haar’s, “The City as

Campus; Urbanism and Higher Education in Chicago,” the author

presents the idea that, when an urban campus is introduced into

a dense urban fabric an interpenetration of spaces and ideas is

created where the city not only enables the exchange of ideas,

but it also creates a space for this exchange to happen. Of equal

importance is the idea that when an interplay of knowledge and

ideas occur, it is imperative that properly design facilities do not

draw boundaries between what’s happening inside the building

and what’s happing in its immediate context, but rather promote

the idea that the campus and the city have the ability to interact

across fluid boundaries.2

With the integration of the new facility it is apparent that this

interaction of community and academia has occurred. In result

a rich academic environment has been created, which then has

been further reinforced by a dynamic sense of place.

In the introduction of her book Haar describes her theory

for modern urban campuses and the interaction between

educational campuses and the urban environments. She writes:

“the city as a campus addresses the physical, that is, specific

design implications of campuses in urban environments. It

concerns itself with how design, both architectural and urban

is used to represent, negotiate, and influence the relationship

between universities and their communities and, ultimately, the

success or failure of the exchange between them. In so doing,

it also argues that the city itself serves a greater purpose than

being the host of a university it also serves as a site of pedagogy,

and a viable location for the larger purpose of the academic

community; the production of knowledge.” 2

2. Haar, Sharon. The City as Campus: Urbanism and Higher Education in Chicago. Minneapolis: University of Minnesota, 2011. Print.

Chapter2- The Urban Campus

15

With the introduction of an innovative campus geared towards

sustainability special concern was focused on the environment

and immediate context of the site. The facility not only played a

role in the development of sustainable designers it also interacts

within the urban space it exists, while offering a platform for the

interchange of knowledge and ideas from a multi-disciplinary

range of professionals. The innovative ideas put forth in the

planning and implementation of the “Innovation District” are

similar to ideas presented by Haar, and served as a model in

the formation of generative concepts for the design of the BAC

expansion while also playing an integral part in the formation of

the pedagogy of the institution.

The BAC expansion is seen as an integral part of the growing

culture of South Boston, and the Innovation District. The new

facility serves as a location where innovators can gather to

explore, test, and educate new and innovative building practices.

The new facility carefully stitches together the historic fabric of

the Fort Point community with the growing prosperity of the

Innovation District.

Figure 2.1 Boston’s Innovation District: The Official Site from the City of Boston | . Web. 06 Nov. 2011. <http://www.innova-tiondistrict.org>.

Figure 2.2-”Boston Seaport District Boston MA.” Boston Innovation District. Web. 06 Nov. 2011. <http://seaportinnovationdis-trict.com/2011/boston-seaport-district-innovation/>


16

The section of South Boston north of First Street is targeted for

massive redevelopment by the administration of Mayor Thomas

Menino, and the Boston Redevelopment Authority (BRA).

Initially called the “Seaport District” by the BRA, this area

was officially restyled the South Boston Waterfront. Over the

past century South Boston has personified a working class

industrialized neighborhood. (Figure 2.3) With urban industry

slowing, and manufacturing efforts moving further outside the

city limits the degradation of this neighborhood began in the

early eighties, and has since left the a wasteland of industrial

complexes and buildings.3

Over the last 20 years numerous adaptive reuse projects

have began to change the aesthetic quality of the community

gentrifying the neighborhood, while developing a strong sense

of place.

Figure 2.3-””A Better City :: Land Development :: South Boston Waterfront.” A Better City :: Home. Web. 06 Nov. 2011. <http://www.abettercity.org/landdev/southboston.html>

Figure 2.4-””A Better City :: Land Development :: South Boston Waterfront.” A Better City :: Home. Web. 06 Nov. 2011. <http://www.abettercity.org/landdev/southboston.html>

3.Boston Redevelopment Authority. South Boston Waterfront Distruct Muncipal Harbor. Publication. Print.

2.2 The Urban Environment


17

Through efforts like the Central Artery Tunnel, also known

as the “big dig,” a completely new transportation network has

been created for this area activating the neighborhood, and

transforming a once industrialized urban setting into an active

community. The neighborhood has seen a rise in residential

lofts and artists spaces and has slowly been transformed into

the artistic hub of the city. Old industrial office buildings and

complexes have been or are in the process of being transformed

into trendy new bars, upscale condos, and a variety of mixed

uses. A strong sense of community has been developed in this

area, and it was the intent of this thesis to integrate this artistic

sense of place into the BAC expansion while still understanding

the dynamic innovation centric context of the site.

The site played a dynamic role in the creation of a learning

environment that not only understood the historical context

of the Fort point community but also catered to the emerging

needs of innovation so unique to South Boston.

2.2.1 The Public Realm Plan for the South Boston Waterfront Districttrict

Figure 2.5-Proposed park in the innovation district. ”News.” Kohn Pedersen Fox Associates. Web. 06 Nov. 2011. <http://www.kpf.com/news.asp?id=45>.

Figure 2.6-Proposed massing and park space for innovation district”South Boston Waterfront | Boston Cityside Realty.” Boston CitySide Realty. Web. 06 Nov. 2011. <http://blog.bostoncitysiderealty.com/tag/south-boston-waterfront/>.


18

The BRA has devised five basic objectives which exists as

the framework for future development of the South Boston

Waterfront. The following objectives where carefully derived

through various community interactions on multiple levels:

1.) To connect the seaport with Boston harbor and to encourage

people to experience the water as well as the land.

2.) To preserve and enhance the individual port, which has

provided jobs and economic opportunity for Boston for over

two hundred years.

3.) To create a vibrant, mixed use neighborhood in the seaport,

with substantial residential and civic uses that will attract people

to the area even after the end of the work day

4.) To develop the seaport within the economic context of the rest

of Boston adding our city’s commercial office hotel, retail and

tourist industries and enhancing our position as the economic

engine of the region.

5.) To ensure that the residential neighborhood of South Boston

immediately adjacent to this area, remain a vibrant community. 4

It was the intention of this study is to work within the objec-

tives put forth by the BRA to further the public realm initia-

tive while creating a productive yet socially vibrant hub for the

future of sustainable education.

Figure 2.7--propsed plan for the innovation district”News.” Kohn Pedersen Fox Associates. Web. 06 Nov. 2011. <http://www.kpf.com/news.asp?id=45>.

4. United States of America. City of Boston. Boston Redevelopment Authority. Seaport Public Realm Plan. Print.


19

2.2.2 A Vision for the “Innovatin District”

Mayor Menino and his administration have taken a leadership

role in setting forth a vision of the “New Boston” and designated

the 1000 acre South Boston Waterfront and the Boston Marine

Industrial Park as the Boston “Innovative District.”

In a statement regarding future plans for the Innovation District

the BRA writes: “innovation in design is a critical piece for the

creation of a commercially viable community and sustainability

is a crucial aspect of designing for the future…what differentiates

Seaport Square is its unequaled ability to deliver the environment,

platform and services required for the critical interactions and

collaboration that lead to innovation. Our goal is to create a

fertile ground from which innovation transformation, as well as

physical and social networking can occur.”5

The idea of an “urban lab” is presented above where the urban

context creates a platform for the interchange of ideas and the

city itself serves as the architecture to facilitate this activity.

The “urban lab” concept was a genesis for exploration in this

study; where concepts are founded on the idea that the urban

context of the BAC expansion played a large role in the formation

of the pedagogy adopted by the school as well as playing a role in

the success of sustainability on a larger scale.

Figure 2.8 - MapLab’s proposal for the south boston waterfront district- Boston’s Innovation District: The Official Site from the City of Boston | . Web. 06 Nov. 2011. <http://www.innovationdistrict.org>.


5. United States of America. City of Boston. Boston Redevelopment Authority. Seaport Public Realm Plan. Print.

20

In fact a top business school, Babson College, has opened a

satellite campus on Summer Street to bring future entrepreneurs

to the area, and a German research institute plans to launch a

$20 million company in the district.

Mayor Menino writes in his description of the cities vision

for the innovation district, “a new approach is called for on

the waterfront-one that is both more deliberate and more

experimental... The massive expanse of the South Boston

Waterfront, with its existing knowledge base, opportunity for

growth, and world class infrastructure is ripe to produce world

class products and services. City officials have carefully planned

for the integration of places for working, living, playing and

visiting in the new and vibrant neighborhood and the emphasis

on collaboration around the start up businesses settling here.”6

To date the largest development (Oct. 2012) is the Vertex

Pharmaceutical (image 2.8) complex now under construction at

Fan Pier, between the Joseph Moakley U.S. Courthouse and the

Institute of Contemporary Art. The $900 million development is

the largest privately funded construction project in the country

and will provide 1.1 million square feet for research laboratories

and offices. 7 Many other research facilities, think tanks and

innovative start ups are rapidly moving to the innovation district.

6. Boston’s Innovation District: The Official Site from the City of Boston | . Web. 15 Oct. 2011. <http://www.innovationdistrict.org/>.7. “Innovation District Is Bringing New Energy to Boston | Boston Homes.” Boston Homes | Your Premier Local Source for Boston Homes. Web. 15 Oct. 2011. <http://www.wickedlocalbostonhomes.com/content/innovation-district-bringing-new-energy-boston>.

Figure 2.9 - vertex pharecutacal headquarters- Boston’s Innovation District: The Official Site from the City of Boston | . Web. 06 Nov. 2011. <http://www.innovationdistrict.org>.


21

Currently the districts moto, “work, live, play,” points to the

sustainable, professional, cultural, and social considerations

given to the design of the district. “Work” is founded on the

idea that people in clusters innovate at a quicker rate, sharing

technologies and knowledge easier. “Live” focuses on making

the district an attractive place to be. The city seeks to build

flexible housing options to work for flexible lifestyles. “Play”

is embodied in the public spaces that facilitate networking

and provide stimulating environments in restaurants, nightlife

attractions and cultural institutions to spur activity.” Throughout

the planning phase of the South Boston Waterfront District

there was a major focus on sustainability within the district. The

strategy for spurring development has been one which, “moves

far beyond environmental standards by aggressively testing and

implementing cutting-edge green/clean technology into the

districts built environment.” 8

Since 90% of the land is privately held the majority of the financial

burden has been placed on the developers themselves. Thus, the

strategy of the city has been to work directly with developers to

fuse “innovative green features” into their plans. 6

8. “Case Study: The Boston Waterfront Innovation District | Sustainable Cities Collective.”An Urban Sustainability, Green Building, and Alternative Transportation Community | Sustainable Cities Collective. Web. 16 Oct. 2011. <http://sustainab-lecitiescollective.com/ecpa-urban-planning/27649/case-study-boston-waterfront-innovation-district>.

Figure 2.10 - MapLab’s proposal for the south boston waterfront district- Boston’s Innovation District: The Official Site from the City of Boston | . Web. 06 Nov. 2011. <http://www.innovationdistrict.org>.

2.3 Sustainability and the Urban Environment


22

From the beginning of the planning phase for the seaport district

the BRA, city planners, local architects and urban designers,

and representatives from major utility companies have been

planning to test district scale approaches to sustainable energy

infrastructure. Large scale solar arrays have been planned and

integrated into the community. “A strong technology cluster

has been migrating to the area and has become close partners

on shaping this concept for the district, including the Frauhofer

Center for sustainable energy systems. Their new location in the

innovation district will become a living lab for testing new clean

technologies and they will share their findings and practices

globally.”10

Many of the companies currently located in the innovation

district, are developing green technologies that could eventually

be implemented to increase the districts sustainability. Some

examples include:

1. Oasys Water- Developing water desalination technologies

2. FastCAP systems: Developing high-power, high-energy and

low-cost energy storage devices for the automotive and grid

storage industries

3. Sat Con: Develops power conversion solutions and provides

system design services for utility-scale renewable energy plants

4. Next Step Living: A residential energy efficiency company,

providing home energy diagnostics and improvements

The BAC expansion will directly relate to this emerging urban

typology while embodying all of the ideals put forth in planning

initiatives for the area. It will serve as a training ground for like-

minded professionals across a range of disciplines, and provide

a platform for innovative green technologies.

10. “Case Study: The Boston Waterfront Innovation District | Sustainable Cities Collective.”An Urban Sustainability, Green Building, and Alternative Transportation Community | Sustainable Cities Collective. Web. 16 Oct. 2011. <http://sustainab-lecitiescollective.com/ecpa-urban-planning/27649/case-study-boston-waterfront-innovation-district>.


37chapter 2

CHAPTER THREE The Design Educational Model

26

In the early 19th century the L’Ecole Des Beaux Arts in Paris(fugyre

3.1) began a new method of education with the formation of a

school to train architects. Over the next century the core values

of the L’Ecole Des Beaux Arts has served as a model for a modern

architecture education. The pedagogy of L’Ecole des Beaux Art

is based primarily on principles introduced by Socrates of the

Ancient Greek civilization. Socrates’ intentions for a higher

education were to create a place where “the deepest of questions

will be asked in the broadest of contexts in hopes that students

will develop a highly reflective sense of personal, social and

professional ethics.”11 These core values are still present in

any architecture educational model today and ones which are

invaluable to any profession. This study did not attempt to

discredit the traditional Socratic educational model nor the one

presented by L’Ecole Des Beaux Art, but rather it was an attempt

to embrace their ideals.

These ideals took form in the proposed BAC expansion which

heightened the architectural learning experience through

proven learning methodologies while creating a platform where

more technical components can be introduced, understood,

and rethought within a classroom setting.

3.1 The Traditional Education Modelchitecture and Design

11. Brown, Peter. “Architecture Education in the University-Crises of Purpose.” Windsor Forum on Design Education: toward an Ideal Curriculum to Reform Architectural Education, Vero Beach, Florida, April 12-14, 2002. Coral Gables, FL: New Urban, 2004. Print.

Figure 3.1 http://www.ensba.fr/english/

Chapter 3- The Design Educational Model

27

Any architecture education should create an environment

conducive to the development of creative capabilities while

identifying and reinforcing the core values of a Socratic

educational model. Architecture schools, through their

pedagogy, should promote this creative exploration and heighten

problem solving techniques in the form of aesthetically pleasing

spaces and structures. Can we take this one step further? Dr.

Ashraf Salama discussed his view on the direction of architecture

education in today’s universities in his essay “Skill/Knowledge

Based Architectural Pedegogies,” and he offers a unique approach

to this traditional education model. He wrote, “Architectural

pedagogy should be viewed as training toward the manifestation

of the ability to conceptualize, coordinate, and execute the

idea of building rooted in humane tradition. This mandates a

comprehensive understanding of two different but related types

of pedagogies in architecture: skill based and knowledge based.”12

The majority of architectural educational institutions still state

their missions as being within the conventional perspective of

architecture as an art related disciple. But are we selling ourselves

short?

According to a survey conducted by the American Institute

of Architects many of the students graduating today have

been inadequately prepared for architecture careers. Most

often siting the failings of the architecture graduates as being

in the area of technical inadequacy,“yet architecture schools

are graduating self-expressive interpreters who see only a

limited part of the issues involved in a design problem.”13 The

majority of architectural schools today focus the design studies

on the exploration of proportional, contextual and aesthetic

possibilities only. A broader view of design would consider all

creative problem solving skills as valid.”13 A new educational

facility with a focus on sustainability should address these

issues while trying to foster an environment where students are

given the skills and knowledge necessary to create sustainable

environments while having the pedagogy of the institute

itself enhance the development of professionals who are

environmentally responsive.12. Salama, Ashraf. Skill/knowledge Based Architectural Pedagogies. Proc. of 7th Internation Conference on Humane Debate, Rizvi College, Mumbai India. Print..

13. Yatt, Barry D. What Is the Most Important Single Change Necessary in the Education of Architects. Walter Wagner Forum. Web.


28

The studio, as defined by Webster’s is: “a place for the study of

the arts.” A major portion of an architect’s education happens

within the studio. This sacred space has traditionally been a

place where an intensive learning process takes place. Often

students are presented with the daunting task of identifying the

controlling variables and constraints of any design project and

coming up with creative responses to specific conditions. The

format of the studio is largely based on the traditional “atelier”

method developed at the L’Ecole Des Beaux Arts in Paris which

was modeled after the master apprentice systems used by

Renaissance guilds.14

The studio presents an environment where students are given

the opportunity to learn through experience, application, and

exploration. It is, or should be, the goal of the architecture

studio to integrate all the students have learned into the studio

environment, but this does not always happen. 15

Barry Yatt, a professor at the FAIA School of architecture

argues that, “The most important single change necessary in

architectural education is the broadening of the studio to allow

students to explore the science and practice of architecture, in

addition to traditional explorations of the art.” 16

3.1.1The Studio Culture





29

In the traditional architecture school, theoretically based

instruction is handled through lecture, seminar, and building

science courses, while the applications of these understandings

is handled through the studio. It is ever more apparent that

there exists an increasing disconnection between the knowledge

transfer, and the application of this knowledge. In order for the

studio to be a successful place of exploration, and application

the methodologies of building sciences and sustainability must

be further reinforced and integrated into a broader studio

format. Yatt continues, “In most schools, the studio format gives

students a chance for application only in design theory. Broader

design issues are generally not addressed at all.” In the studio

environment some educators even go as far as to accept and

praise a project that is technically incompetent if it is aesthetically

pleasing. More often than not a highly technical project which

addresses political or social needs of the site or program is not

praised unless it also shows strong aesthetic tendencies.

This increasing trend in architecture schools is resulting in

a loss to the profession. Although an aesthetically sensitive

designer is at the core of the architecture profession we must

be careful so as to not overlook the technical. In an attempt

to bridge aforementioned gaps present in most modern

architectural educations, the of a new BAC vocational center

focused on a more environmentally conscious, technologically

oriented pedagogy. The pedagogy is one that embraces the

creative idea of problem solving with the technical aspects of

building systems.

Figure 3.2 http://www.scad.edu


30

An architecture education does involve some technical, and

sustainability training but the courses are generally introduced

under the broader concept of building sciences. Every university

or institute of higher learning has these classes; Environmental

Science, building science, construction tech, environmental

control, etc, etc.,….. These classes are traditionally held in a

lecture format and the information is mainly factual, which in

and of itself presents a dichotomy between the highly creative

problem solving nature of the design studio and the fact based

instruction of the building science education. Thus sustainability

is generally an after though in almost all architecture studio

projects. It mostly comes in the form of a small diagram in the

bottom of a presentation board which is often a-contextual and

lends nothing to the integration of sustainable strategies. Again

the question becomes are we doing enough to train sustainably

sensitive designers and problem solvers of the future?

3.2 Traditional Methods of Teaching Sustainabilityon

This study presented a pedagogy for architecture education

which puts sustainability and environmental concerns at

the forefront of the studio project and does so in a real life

application. Through the interaction of building systems and

sustainable strategies students have been given a platform to

understand, experiment and resolve issues of sustainability in

a creative environment bridging the disconnection between

building science classes and studio projects.

Figure 3.3 http://www.the-bac.edu/


31

3.2.1 The Vocational Education Model

A traditional vocational educational model, or similarly, an

engineering educational model tends to be based on facts

presented, understood and reinterpreted through various

projects and experiments. Engineering curriculums generally

provides only one design project over the total of the four year

term it takes to obtain an engineering degree. The projects

generally have one track and all the answers or conclusions

are highly measurable, and further there is little or no creative

thinking involved in coming to any given conclusion. Some

attempts are underway which involve a re-interpretation of the

vocational or engineering based educational model in efforts to

focus more on creative thinking. Creative thinking is the crux

of the argument regarding sustainability because many of the

issues have yet to be solved. The answers are not based on a set

of factual predetermined outcomes, but rather based on current

issues of climate change, and efficiency.

At the University of Bath (figure 3.4) engineering, building

engineering, civil engineering and architecture are all taught

at the same school. This gives the institution the opportunity

for students of multiple disciples to interact. In later years the

students team up in design studio like environments giving

the students more exposure to a broader range of disciples

providing an opportunity to interact across instructional

platforms making the students better trained and prepared for

current issues in architecture and design.

Figure 3.4 http://www.bath.ac.uk/


32

Denis Hector, a professor of both architecture and engineering at

the University of Miami wrote an essay entitled “The Technical

Model” for the Winsor Design Forum on Architectural

Education. The forum was properly titled “Toward an Ideal

Curriculum to Reform Architectural Education.” He wrote,

“Engineering schools are analytical and presuppose a body of

practice. There is very little visual context to their study. In

contrast all of an architect’s skill is synthetic and the language is

entirely visual. This could be one source of the communication

gap between these professions…. Architects have a suspicious

habit of building pictures rather than figuring out how things

work.”17 It was the goal of this study and the goal of the new

BAC expansion to mitigate the less technical application of

an architecture education through the interaction of building

systems and sustainability training in a new state of the art

educational facility. Focus more on figuring out how things work

in a creative problem solving environment rather than creating

“pretty pictures.”

The facility focused on two main concepts which will be the

drivers behind the design and pedagogy of the institution,

interpreting and solving. Through the creation of spaces which

will inhibit and heighten these activities the BAC expansion is

focused on preparing more sustainably conscious designers of

the future.

17. Hector, Dennis. “The Technical Model.” Windsor Forum on Design Education: toward an Ideal Curriculum to Reform Architectural Education, Vero Beach, Florida, April 12-14, 2002. Coral Gables, FL: New Urban, 2004. Print.


33

3.2.2 The Lab Culture-A Hands on Approach to Teaching Sustainability

In a vocational or engineering education in the building

profession a large component of student exploration takes place

in the lab. The lab presents an arena for students to understand

conceptual ideas regarding building construction, and building

systems through an interactive process which provides a

deeper understanding of how things work. Often times the lab

environment is one which is limited in exploration and creative

problem solving. The new BAC expansion provided a lab like

setting within the larger context of an architectural education.

This is where the idea of an urban lab(as mentioned in chapter

1) reemerges where a certain amount of exploration is involved

in lab exercises not only within the institution itself but the

exercises engage the immediate context of sustainable think

tanks and business located in the innovation district.

Figure 3.6 http://www.iitg.ac.in/civil/struct_lab.html-a traditional engineering lab


34

Over the past decade a readjustment of focus towards a more

environmentally sensitive world has taken place. With this

readjustment the role of the architect has evolved or in some cases

needs to evolve to address changing conditions. Architecture

firms now require an environmentally conscious designer who

understands the basic ingredients which mitigate the negative

environmental impact of buildings. The question then becomes:

Are schools of architecture doing enough to educate, train, and

prepare environmental designers of the future? Peter Brown

writes in his essay Crisis of Purpose, “the architecture school

must now travel a thin line balancing between the technical and

the conceptual. New architecture schools of the future must,

produce technically competent consultants to the building

trades in as flexible and as compressed a model as possible,”18

It is imperative that architecture schools continue to address the

expressionistic and metaphysical connections so ingrained in

architectural design of the built environment while at the same

time finding ways to introduce the more technical aspects of

environmental design.

3.3 A New Sustainable Education Model

An emerging goal of the architecture school should be to prepare

the potential architect to identify potential environmental issues

in every project and creatively find solutions to these issues with

conviction but also with an inherent sense of environmentally

conscious decision making.

It was the position of this study that a platform for interaction,

application, and creative problem solving regarding

sustainability and environmentally sensitive design is missing in

the traditional educational model of today’s universities. It was

the goal of this study to understand the dynamic requirements

needed to prepare architects for a more a sustainable future while

exploring how an institution such as the new BAC expansion

has the potential to serve as a model towards an educational

pedagogy more integrated in sustainability.

18. Brown, Peter. “Architecture Education in the University-Crises of Purpose.” Windsor Forum on Design Education: toward an Ideal Curriculum to Reform Architectural Education, Vero Beach, Florida, April 12-14, 2002. Coral Gables, FL: New Urban, 2004. Print.


35

3.3.1 A Fusion of Lab and Studio Culture

In, “Starting with the Energy Conscious Tradition,” Wayne Forster

and Malcolm Parry discuss their approach to first year studies

in the subject of environmental design, which was pioneered

at the Welsh School of Architecture. Their aim was to, “Use

real buildings as the context for environmental measurement

and analysis at an early stage in the students development,

scientific principles will be seen not as isolated phenomena but

as linked design parameters that are fundamental influences in

the conceptual stage of the design process.” In most university

curriculums today, evidence of a more traditional approach are

present, where the environmental education model is confined

to a narrower subject of environmental or building science.

19.Foster, Wayner, and Malcolm Parry. “Starting with the Energy Conscious Traditions: Buildings as Laboratories.” Pro-cedddings of the ACSA/EAAE Conference. Proc. of ACSA/EAAE Conference, Prague. Association of Collegiate Schools of Architecture. 185-86. Print.

Foster and Parry further describe their experience, “We have

found it is important that students leave the lecture room in

order to experience the touch smell and feel of real buildings to

learn how the physical characteristics of heat, light, and sound

might be measured in real environments and to evaluate the

thermal acoustic and visual environments in buildings climatic

settings through both objective and subjective measurements.” 19

The separation of building science adopted by most universities

has traditionally been a more conventional scientific approach

where the student are commonly tasked with investigating issues

of climate, heating, cooling, and solar, to name a few, without

proper application of these ideas. While most texts perpetuate

a research based approach Foster and Barry have evidence of

a more sustainably sensitive approach which considers an

integrated educational philosophy.


36 Chapter 3- The Design Educational Model

A pedagogy where the environmental impacts, so important

in buildings today, are taught from the very beginning offering

expertise in this subject before any design takes place.

They write, “Environmental design principles and energy

design thinking needs to be established in the earliest days of

the students careers so that they can be absorbed through their

conscious and then into subconscious design responses….to

be effective, environmental design teaching must become an

integral part of the studio process and respond to architectural

students special skills and methods of working.” 20

20. Foster, Wayner, and Malcolm Parry. “Starting with the Energy Conscious Traditions: Buildings as Laboratories.” Pro-cedddings of the ACSA/EAAE Conference. Proc. of ACSA/EAAE Conference, Prague. Association of Collegiate Schools of Architecture. 185-86. Print.

Is it possible for an architectural education to incorporate new

bodies of sustainable based theories and technical expertise

while retaining the traditions of the studio as the heart of its

curriculum? If so, this integration must do so in a way that

is similar to the rigors presented in the studio based learning

environment. If a transformation of the goals within the studio

are re-examined in an effort to focus more on the methods

of inquiry rather than the results of the process, a specialized

field of sustainability, and more specifically sustainable systems

integration, can be integrated into the larger context of the

building arts education. For this integration to be meaningful

it would require an expansion of the range of design methods

which are currently taken as pertinent in the design studio.

The new BAC vocational center attempted to answer these

questions by broadened the skills and knowledge traditionally

taught in architecture schools through engaging the students in

the immediate, physical learning environment with a focus on

the creative problem solving techniques of a design studio. The

facility utilized the idea of interactive and adaptive architecture

as an aesthetic form, a sustainable application, and a tool for

education. The building exists as a model for how things work

allowing students to interact, learn and experiment in a design

studio setting offering a place for experimentation in the realm

of sustainability while creating a platform for innovations in

sustainable design to take shape.

3.3.2 Interactive and Adaptive Architecture

37

51

CHAPTER 4SITE ANALYSIS

41

THESIS LOCATION:

SOUTH BOSTON, MA“A new approach is called for on the waterfront

– one that is both more deliberate and more

experimental… The massive expanse of the South

Boston waterfront, with its existing knowledge

base, opportunity for growth, and world-class

infrastructure is ripe to produce world-class

products and services.”

-Mayor Thomas M. Menino

Firgure 4.2www.google/maps.com

Figure 4.1-”Boston Seaport District Boston MA.” Boston Innovation District. Web. 06 Nov. 2011. <http://seaportinnovationdistrict.com/2011/boston-seaport-district-innovation/>

54

BOSTON, MA-DISTRICTS

Figure 4.3 by author

BOSTON, MA-DISTRICTS

43

NORTH END FINANCIAL DISRICT

SOUTH END BACK BAY

BEACON HILL GOVERNMENT CENTER

Figure 4.4 by author Figure 4.5 by author



56

SOUTH BOSTON, MAFigure 4.10 www.google/map.com

47

SOUTH BOSTON, MA

45

SEAPORT SQUARE

SITE

The site location for the new BAC vocational center is located in

South Boston, MA. The immediate context within which it sits

is classified is the Seaport Square Redevelopment Area. Prior to

this study the site existed as large, above ground parking facility

which encompassed the entire city block.

4.1 Site Location

46

SOUTH BOSTON WATERFRONT-PLANNED DEVELOPMENT AREAS

FAN PIER-PDA

SEAPORT SQUARE-PDA

FORT POINT-PDA

FORT POINT-PHASE II PDA

CONVENTION CENTER-PDA

Figure 4.11 www.google/map.com

Figure 4.12 by author Figure 4.13 by author Figure 4.14 by author figuree 4.15 by author


figuree 4.15 by author

47

1

2

2

2

6

4

phase 1 phase 2

phase 4

phase 6

SEAPORT SQUARE-PHASING

SEAPORT SQUARE-RENDERING



Figure 4.16 by author

Figures 4.17-4.20--propsed plan for the innovation district”News.” Kohn Pedersen Fox Associates. Web. 06 Nov. 2011. <http://www.kpf.com/news.asp?id=45>.

Currently the entire South Boston Waterfront is under planning and redevelopment.

The city has adopted a redevelopment plan, and has divided the large expanse of land

into 5 distinct districts which help to define the specific goals of each area. This study

worked within these specific future plans for the area in an effort to determine the future

context of the developing area.

Chapter 4- Site Analysis Chapter 4- Site Analysis

48

SOUTH BOSTON WATERFRONT DISTRICT-AERIAL VIEW

SITE-PANORAMIC PHOTO

Figuree 4.21 by author

figure 4.22 by author


49

SOUTH BOSTON WATERFRONT DISTRICT-FIGURE GROUND figure 4.23 by author


50

figure 4.24 by authorSOUTH BOSTON WATERFRONT DISTRICT-CONNECTION TO WATER

Within the current master plan for the South Boston Waterfront district special care was given towards the importance of a connection

to the vast expanse of waterfront available within this area.



51

figure 4.25 by authorSOUTH BOSTON WATERFRONT DISTRICT-CONNECTION TO GREEN SPACE

Of equal importance to the design and sense of community is the continuity of sequencing between downtown Boston, and South

Boston. This was achieved through careful connections to the Rose Kennedy Greenway.


52

open space

residential/mixeduse

hospitality commercial/mixed use

seaport squre pda parking lots

site

SOUTH BOSTON WATERFRONT DISTRICT-BUILDING USES

Understanding the vast diversity of building uses in the immediate context was imperative to a well executed design. The existing

architectural typology offers a variety of building uses, and provides for a socially vibrant context



open space

residential/mixeduse

hospitality commercial/mixed use

seaport squre pda parking lots

site

53

SOUTH BOSTON WATERFRONT DISTRICT-CIRCULATIONfigure 4.27 by author


54

seaport square-pdasite

open space

local connectionsecondary connection

primary connection

MOALKEY FEDERAL COURTH HOUSE

CHILDRENS WHARF PARK

CHILDRENS MUSEUM

FORT POINT CHANNEL DISTRICT

SLEE

PER

STRE

ET

FARN

SWO

RTH

STRE

ET

STIL

LING

STR

EET

SLEE

PER

STRE

ET

BOST

ON

WHA

RF R

OAD

B ST

REET


SEAPORT SQUARE GREEN

EVELYN MOAKLEY BRIDGE

OLD NORTHERN AVE. BRIDGE

CONGRESS STREET BRIDGE



CONGRESS STREET

SOUTH BOSTON WATERFRONT DISTRICT-CONNECTIONSfigure 4.28 by author

A deeper investigation of site circulation and connections was conducted in an effort to fully understand how users moved to, around

and through the site. This investigation offered a thorough understanding of connections to the site, and ultimately leading to generative

concepts for the design of the new facility


55


CHILDRENS MUSEUM

FORT POINT CHANNEL DISTRICT

SLEE

PER

STRE

ET

FARN

SWO

RTH

STRE

ET

STIL

LING

STR

EET

SLEE

PER

STRE

ET

BOST

ON

WHA

RF R

OAD

B ST

REET

SEAPORT SQUARE GREEN


OLD NORTHERN AVE. BRIDGE

CONGRESS STREET BRIDGE



CONGRESS STREET

surface parking facilitiespark/open space

parking garages

seaport square-pdasite

SOUTH BOSTON WATERFRONT DISTRICT-SURFACE & UNDERGROUND PARKINGfigure 4.29 by author

Throughout the Seaport Square Redevelopment zone numerous above ground parking facilities are slated for demolition. Understanding

that theses heavily utilized parking facilities could not be completely eliminated was integral in the planning for the new vocational center.


56

T

T

T

T public transportation

1/2 mile walking radiuspublic transporation routes

SOUTH BOSTON WATERFRONT DISTRICT-WALKING RADIUS AND PUBLIC TRANSPORTATIONfigure 4.30 by author

figure 4.31 by author figure 4.32 by author figure 4.33 by author

Connections to public transportation in the

immediate vicinity of the new facility required

careful analysis. The majority of the user groups

that access the new facility travel by public

transportation and planning for site accessibility

was a priority in the design of the new facility.


57

waterfront promenadebicycle routesharbor bay trail

SOUTH BOSTON WATERFRONT DISTRICT-BIKING AND WALKING

figure4.34by author


Alternative transportation methods and access

points were vital to the success of the design. A

large majority of the South Boston population is

commuters, and understanding not only public

transportation but also walking, and bicycle

traffic is a special component of the analysis


58

FINANCIAL DISTRICT

FORT POINT

figure 4.238by authorfigure 4.39 by author

59

SOUTH BOSTON WATERFRONT DISTRICT-NEIGHBORHOODS

FAN PIER

CONVENTION CENTER

figure 4.40by author



60

1.) JOHN JOESPH MOAKLEY U.S. COURTHOUSE-670,000 federal courthouse complex located on fan pier

2.) INTERCONTINENTAL BOSTON- A 22 story state of the art hotel and conference center with 425 rooms

3.) CHILDRENS MUSEUM, BOSTON-Moved to south boston in 1970 it is the second oldest chil-dresn museum in the country

4.) FORT POINT NEIGHBORHOOD-This is an up and coming neighborhood in south boston. Many bars restaurants, and affordable housing units are migrating here.

5.) WORLD TRADE CENTER BOSTON- An icon for global trade centered in south boston

1

WORLD TRADE CENTERFORT POINT NEIGHBORHOODCHILDRENS MUSEUM

INTERCONTINENTAL BOSTON

MOAKLEY COURTHOUSE

1

2

3

4

10

SOUTH BOSTON WATERFRONT DISTRICT-POINTS OF ATTRACTION




7


10

SOUTH BOSTON WATERFRONT DISTRICT-POINTS OF ATTRACTION


61

6.) ICA BOSTON-(Institute of Contempo-rary Art)- Diller Scofidio + Renfro ac-claimed design-features long cantilever and open glass facing the harbor. oh and some art.

7.) ONE MARIA PARK DRIVE-18 story office tower with commercial/res-

taurant/& retail on the ground floor

8.) VERTEX HEADQUARTERS-The two buildings are each eighteen stories high and offer a combined total of approxi-mately 1.1 million square feet of research (laboratory) and office space, plus 60,000 square feet of ground floor restaurant and retail, and underground parking. The build-ings are designed by two highly-acclaimed architectural firms and Boston. Compltet-

ed in 2010

9.) SEAPORT BOSTON HOTEL AND COM-VENTION CENTER- A22 story hotel and convention center completed in 2007

10.) BOSTON CONVENTION CENTER-516,000 square feet of contiguous exhibit space, 160,000 square feet of flexible meeting space40,020 square foot, column-free Grand BallroomOver 300,000 square feet of registration and function space

INSTITUE OF CONTEMPORARY ART

MARINA PARK DRIVE

VERTEX HEADQUARTERSSEAPORT BOSTONCONVENTION CENTER

5

9

8

67

figure4.49by author



figure 4.52 by authorfigure 4.53 by author


62

KENNEDY GREENWAY

FOOT BRIDGE

FAN PIER PLAZA INTERCONTINENTAL PARK SOUTH BAY HARBOR TRAIL

1. ROSE KENNEDY GREENWAY- a 1.5 mile long park space in down-town boston occupying what was one a major highway that cut directly through the center of the city. With the Big Dig the city was able to push the interstate below ground making space for this urban green space.

2. FOOTBRIDGE- an old railroad bridge has been transformed into a pedestrian bridge connection the financial district of downtown boston with the South Boston Waterfront.

3. FAN PIER PLAZA- A puble park and the first completed space of the fan pier master plan

4. IINTERCONTINENTAL PARK- A small public park along the fort port channel developed by the interconti-nental hotel

5. SOUTH BAY HARBOR TRAIL- the trail connects five distrcts which lay along the fort point channell and pro-vides green space along the river.

1


figure 4.55 by authorfigure 4.56 by author figure 4.57 by author figure 4.58 by author


63

HUBWAY BYCICLES INNOVATION COURTYARD CHILDRENS WHARF PARK

INNOVATION COURTYARD

EAST POINT PARK

6. HUBWAY BICYCLE SHARING-New Balance Hubway is your Boston bike sharing system. Launched in Boston on July 28, 2011 with 60 stations, 600 bicycles and an eye towards expanding into Boston neighborhoods and sur-rounding communities, New Balance Hubway provides you with an acces-sible and green transit option

7. INNOVATION COURTYARD- Public green space designed within the mas-ter plan to allow for exterior spaces for interaction.

8. EAST POINT PARK- Public park de-veloped by the convention center hotel

9. INNOVATION COURTYARD-Public green space designed within the mas-ter plan to allow for exterior spaces for interaction.10. CHILDRENS WHARF PARK- Public park built by donations to the childrens museum.

10. CHILDRENS WHARF PARK- Public park built by donations to the childrens museum.

SOUTH BOSTON WATERFRONT DISTRICT-OPEN SPACE







64

1. EMBER-Ember’s mission is to be the leading provider of wire-less sensor and control network technologies that enable dramatic energy efficiency improvements for businesses, homes and the utilities that serve them.

2. ALATEROS ENERGIES- Altaeros Energies is developing a break-through airborne wind turbine to produce abundant, low cost, renewable energy. Altaeros uses safe and reliable aerospace technology to lift wind turbines to operate at higher heights where winds are much stronger and more consistent than on the ground. Altaeros turbines are designed for easy mobility and rapid deploy-ment at remote, military, and offshore sites.

3. FASTCAP SYSTMES- FastCAP Systems seeks to transform the automotive and grid storage markets by commercializing its novel and enabling high-power, high-energy and low-cost energy storage device. FastCAP’s proprietary carbon nanotube electrode technolo-gy has enabled breakthrough performance improvement in its cells when compared with commercially available ultracapacitors, a leap forward that could lead to dramatic reductions in the cost of hybrid electric vehicles

4. OASYS- Oasys (Osmotic Application Systems) is a privately held Boston, MA based company developing a suite of proprietary en-ergy and resource recovery products to address the growing, global water crisis. Engineered Osmosis™ (EO™) is a platform for reducing cost in the production of clean water, power and energy through more efficient and sustainable utilization of resources

5. MAPLAB map-lab specializes in creating spaces where people interact - for work, enjoyment, and inspiration. Through our unique combination of architectural and project management experience, we continually explore ways to create these spaces by balancing each owner’s unique program with the appropriate design solution

6. SATCON- providing a wide range of integrated pv energy in-verter solutions

1

figure 4.64 http://www.ember.com/

figure 4.65 http://www.altaerosenergies.com/

figure 4.66 http://www.fastcapsystems.com/

figure 4.67 http://www.oasyswater.com/

figure 4.68 http://www.map-lab.com/

figure 4.69 http://www.satcon.com/en

77

SOUTH BOSTON WATERFRONT DISTRICT-INNOVATIVE START UPS

figure 4.70 www.google/maps.com

78

SOUTH BOSTON WATERFRONT DISTRICT-FUTURE DEVELOPMENT


SOUTH BOSTON WATERFRONT DISTRICT-FUTURE DEVELOPMENT

67

5.) SEAPORT SQUARE PHASE 1-3 acre site between sleeper street and northern ave.-3 un-derground parking levels for 1000 cars a 4 story 350,000 sf retail center on top of which will sit 2 22 story apartment buildingsUNITS-750COST-$500 MILLION

3.) 319 A STREET- A street and Mechler Street. Existing 5 story warehouse will be transformed into a 20 Story TowerUNITS-202COST- $100 MILLION

1.) WATERSIDE PLACE-Congress Street across from the Boston Con-vention and exhibition center.-19 florr apartment tower with retail and office space on the ground floor.UNITS-236COST-$112 MILLION

4.) 411 D STREET- D street next to the Boston Convention and Exhibition Center. 2 Buildings 5 and 6 stories with retail commercial space on the ground floor.UNITS -197COST- $60 MILLION

2.) PIER 4-at pier 4 along northern ave.-21 story tower with retail floors on ground floor.UNITS-357COST- 170 MILLION

figure 4.71http://www.bostonredevelopmentauthority.org figure 4.72http://www.bostonredevelopmentauthority.org figure 4.73http://www.bostonredevelopmentauthority.org

figure 4.74http://www.bostonredevelopmentauthority.org figure4.75http://www.bostonredevelopmentauthority.org

80

SEAPORT SQUARE-SITE

SEAPORT SQUARE-SITE

69

SITE FOOTPRINT-58,760 SF SITE- DIMENSIONS

SITE- TOTAL FOOTPRINT

The current site footprint is 58,760 sf. The new BAC

vocational center will encompass the entirety of the

site. The current master plan of the seaport district

has specific regulations on lot coverage, and open

space requirements. The design of the new BAC

vocational center adheres to the strict policies and

procedures put forth by the Boston Redevelopment

Authority and the Seaport Square master plan.

The master plan adopted by the BRA also dictates a

maximum that the minimum amount of open space

required on each lot set for redevelopment be at least

35% of the total square footage of the lot. The new BAC

vocational center far exceeds this limitation.

figure 4.76 www.google/maps.com with overlays by author




70

SITE-OPEN SPACEfigure 4.78 by author

83

SITE- OPEN SPACE


72

SEAPORT SQUARE-PROPOSED STREET SECTION



73

SEAPORT SQUARE-PROPOSED STREET SECTION

Also stipulated in the current master plan guidelines are site

sections which dictate the ideal heights, and street facades

permitted for development on specific sites. The below images are

recreations by the author of these specific mandates in an effort

to visually understand the implications and the expectations of

the current master plan and the BRA



74

BA INTERSECTION- BOSTON WHARF RD. & SEAPORT BLVD.

B INTERSECTION- BOSTON WHARF RD. & CONGRESS ST.




A


75

South Boston WaterfrontDisrtict-INTERSECTIONS AND VIEWS

A

C

D C. INTERSECTION- EAST SERVICE RD. & CONGRESS ST.

D. INTERSECTION- EAST SERVICE RD. & SEAPORT BLVD.




76

FALL EQUINOX-SOLAR STUDY

SPRING EQUINOX-SOLAR STUDY

WINTER EQUINOX-SOLAR STUDY

SUMMER EQUINOX-SOLAR STUDY

MONTHLY DIURNAL AVERAGES

DEGREE HOURS- HEATING COOLING AND SOLAR

PSHYCOMETRIC CHART


figure 4.88by author







77

FALL EQUINOX

SPRING EQUINOX

WINTER SOLSITICE

SUMMER SOLSTICE

SO

LA

R IN

CID

EN

T R

AID

IATIO

N

WIN

D R

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ND

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WIN

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WIN

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Nfigure 4.94-97 by author

figures 4.998-4.101by author

figures 4.102-4.105 by author


91

CHAPTER FIVEPROGRAMMING

80

The goal is to ignite a new energy and connectivity within the

two-building complex, and then extend this energy beyond its

walls—to its sponsors and to the world at large.

High levels of transparency throughout the building’s interior

will make ongoing research visible, encouraging connections

and collaboration among researchers.

It is the belief among scholars at MIT that most of the exciting

work in science occurs at the boundaries between disciplines.

Weisner wanted to create a research setting where people from

different backgrounds - not only sciences, but the arts - would

bump into one another and sparks of creativity would fly.

5.1 MIT MEDIA LAB- CASE STUDY

The Media Lab has expanded into a new, six-floor structure

with approximately 163,000 square feet of laboratory, office,

and meeting space designed by the Tokyo-based architec-

tural firm of Maki and Associates. Together with the existing

Wiesner Building (designed by MIT alumnus I. M. Pei), the

complex will serve as a showplace for new concepts in design,

communications systems, and collaborative research.21

21.<http://www.bondbrothers.com/building/case.cfm?type=Building Construction>

figure 5.2 http://www.maki-and-associates.co.jp/

figure 5.1 http://www.popsci.com/technology/article/2011-11 <http://www.bondbrothers.com/building/case.cfm?type=Building Construction>

Chapter 5- Programming

81

figures 5.3-5.8 Maki, F., [1928-]. (2000). Fumihiko maki: MIT media lab. expansion, cambridge, massachusetts, U.S.A. GA Document, (61), 48-51. http://library.scad.edu/docview/55752110?accountid=13730

Chapter 5- Programming Chapter 5- Programming

This case study was chosen for its simi-

larities in location, program and vision.

The MIT media is a successfull example

of a highly technical building which is

carefully integrated into its immeadiate

social, physical, and educaitonal con-

text.

94

BAC VOCATIONAL CENTER-USER GROUPSfigure 5.9 www. google/maps.com withoverlays by author

83

BAC STUDENT

ARTIST COMMUNITY

PROFESSIONAL COMMUNITY

INNOVATION EXPERTS

An identification of the specific user groups that would

be using the facility was conducted in an effort to fully

understand the specific areas of program needed to

fully accommodate the needs of the institution and the

community. This investigation not only understood

the specific users, but also the estimated percentages

of each user group as well as the assumed proximity

the individual user groups would be coming from to

access the facility. The user groups identified were;

BAC students,

5.2 QUALITATVIE PROGRAMMING

Fort Point community members, architecture

professionals, and innovation experts. Each user

group represented a specific sector of their respective

community, and each played an integral part in the

development of the program for the new facility. Careful

consideration was given to each user group in the

planning of spaces, the accessibility of the facility, and

the execution of the design.

96

BAC VOCATIONAL CENTER-PROGRAM COLLAGEfigure 5.10 by author


85

Given the vast diversity of the program the below collage was created in an

effort to fully understand the implications of combining these distinct user

groups in one facility. This collage helped to visualize the specific spaces

needed, and also understand how these spaces could be overlapped and

intertwined to create diversity in program throughout the facility allowing

for interaction and collaboration.


86

Interactive Labs: The Interactive labs play a dynamic role in

the formation of a program designed to engage the users in

actual building systems. The interactive labs not only provide

a setting for the learning, understanding and experimentation

with the actual building systems in the new facility. They also

provide a location for the installation of new and developing

technologies from firms located within the innovation district.

The labs provide a gathering place where students, professionals,

and innovators come to gather, learn, and experiment with

building systems in a design studio like environment conducive

to collaboration.

Classrooms: All classrooms in the new facility are directly

adjacent to the interactive labs. This adjacency provides a

platform for visual understanding of ideas being taught in a

lecture type setting. Although there is not direct interaction

the classrooms utilize the visual connections to the lab space

to create a dynamic teaching environment conducive to a

theoretical understanding of building systems.

5.3 Program Descriptions

Research Offices: A large part of the program is dedicated to

research offices and facilities that promote innovation. The

research offices are clustered throughout the facility and are

generally located directly adjacent to the labs and the classroom

spaces. All research office clusters are centered around open

space and conference rooms are placed in the center. This

not only provides a location for innovation to happen, but it

also drives collaboration. It has been proven through research

and experience that when like minded professionals have a

common space to gather ideas begin to circulation, and it is the

circulation of these ideas that drives innovation in cutting edge

green technologies.

Staff Offices: Staff offices are located through the facility, and

mainly flank the research cluster. This is done in an effort to

distance the faculity from the research so that the faculity can be

an integral part of the investigations.


87

Computer Labs: In our ever increasing technological world the

integration of up to date, cutting edge computer labs will drive

the innovation process. These labs are equip with the latest

and greatest in software platforms, energy modeling programs

and building analysis tools which will not only expedite the

innovation process but also educate future designers giving

them the skills they need to innovate.

Conference Rooms: The conference rooms play a vital role

in the innovation process by provided a controlled centralized

location to hold meetings, presentations, etc. These conference

rooms are located throughout the facility and provide a vital

support space to BAC user groups. They also can be used by

the public, and their are numerous conference rooms located in

the first and second floor spaces. Start ups often have limited

space for meetings and presentations, so the conference rooms

provide a place where the innovation start ups in the area can

give presentations to clients.

The Urban Lab: The Urban lab component of the program is

similar to the interactive lab component, but is more of a public

space. The urban lab, and the adjacent conference rooms and

offices are presented as a public cluster. The potential for a

public meeting space for innovative companies to host client

meetings and presentations is instrumental to any innovative

start up. When a company is largely vested in research and

development of technologies monetary needs are instrumental

to the success of that company. Cash infusions are often needed

with no immediate return on investment. The innovative start

ups need a place to present ideas to clients and the urban lab will

provide this setting.

Library: The library comprises a large component of the public

program of the new BAC vocational center. This will be a library

open to the public where like minded professionals can come to

the facility to research and add to the collections.


88

Main lobby/Admin Offices: A visual and physical connection

to the public is a needed component to the program of the new

facility. The Main lobby and Admin offices, located on the first

floor of the Congress Ave. Entrance provide this service. Here

visitors will be able to come and learn not only about what

the institution represents, but also learn more in detail, about

the innovation district. Displays of community members,

new businesses, and new inventions and innovations will be

displayed in this space allowing for visitors to learn more about

what the institution represents.

Student Exhibition/Gallery: Located directly adjacent to the

main lobby and admin offices are the student exhibition spaces

and gallery exhibits. This part of the program will provide a

much needed space for students of the institution to showcase

their work and developing projects in a public setting.

Mechanical Services/Facilities Management: A large

component to the facility must be dedicated to mechanical

services and facilities management. Although much of the

controls for the systems will be housed in the interactive labs the

physical components of the systems must reside in a centralized

location. This location is large enough to house the entirety of

the systems, but it will provide space for the students, researchers

and staff to access the equipment. In a majority of facilities

these program components are housed in locations that are not

directly accessible to inhabitants of the building. The new BAC

vocational center provides accessible mechanical service spaces

as a teaching location

Services/Delivery/Storage: Vital to the success of an urban

campus is its accessibility not only to user groups, but also

service access. A small portion of the facility has been dedicated

to this ease of access.


89

Lecture Halls: Every educational cluster located throughout the

facility will also include a medium lecture hall. These spaces are

intended to house small scale lectures from visiting scholars and

innovators, and serve as a meeting space outside the classroom.

The lecture halls are equipped with the most up to date audio

and visual technologies.

Dining Facilities/Break Areas: Every floor of the facility has

allocated space for dining facilities and break areas. Users of the

institution must be provided with a place to escape their work

and interact on a social level. All break areas provide a view to

the exterior with comfortable seating arrangements conducive

to social interaction. Each dining facility is directly adjacent to

an elevator to provide ease of access for the transportation of

goods and services.

Commercial: A small amount of program was dedicated to

commercial space to invite the public as well as house a book

store.

Auditorium: A large 250 seat auditorium has been provided in

the new BAC vocational center. This is a public auditorium with

a lobby for receptions, and gatherings. Within this auditorium

visiting scholars, successful innovators, and researches will have

a platform to educate the public about their ongoing work and

projects. Weekly presentations will be held in this auditorium

and the public is encourage to join in an effort to interact with

ongoing research.

Atrium: The central atrium of the institution is the largest piece

of program and undoubtedly serves as the cohesive tape which

binds the institution to the existing Fort Point context and the

innovation district. This space is seen as a visible gateway to the

innovation district. Flanked with winding ramps of circulation

and visual structural components, visitors have the ability

promenade through the space understanding exactly what the

institution stands for.


90

INTERACTIVE LABS-

CLASSROOMS-

RESEARCH OFFICES-

STAFF OFFICES-

COMPUTER LABS-

CONFERENCE ROOMS-

RESEARCH CENTER-

LIBRARY

MAIN LOBBY/ADMIN OFFICES-

STUDENT EXHIBITION/GALLERY-

MECH. SERVICES/FACILITY MNGMT-

SERVICES/DELIVERY/STORAGE-

LECTURE HALL-

DINING FACILITIES-

AUDITORIUM-

ATRIUM-

PROGRAMMING-PARTS OF A WHOLE



PARKING:

Stair Shafts & Elevators- (2) 1045sf

Parking Spaces -128

Handicap Spaces- 10

Total parking square footage- 62,888 sf

Total parking level- 63933sf

5.4 QUANTITATVIE PROGRAMMING-SQUARE FOOTAGES

FIRST FLOOR:

Shipping/receiving- 908sf

Storage for receiving- 2684sf

Reveiving offices(3)- 556sf

Administrative offices (4)- 1,107sf

Exhibition/gallergy- 3,243sf

Urban Lab multipurpose space- 2,842sf

Urban Lab- 1,130sf

Public offices (3)- 623sf

Commercial space (4 seperate units)- 5,114

Facilities Management- 5,915sf

Total Program space first floor- 24, 122

Total circulation first floor- 8221 +/-25%

Total square footage first floor- 32,343sf


Chapter 5- Programming Chapter 5- Programming 91

92

SECOND FLOOR:

Library (including lobby)- 9,672sf

Library staff offices(3)- 565

Student Lounge- 375sf

Bathroom (mens-3)- 628sf

Bathroom (womens-3)- 628sf

Classroom (18 seats)- 783sf


Lecture hall ( 72 seats)- 1,732sf

Atrium- 11,195sf

Staff Offices(8) + Break room- 1,839sf

Conference rooms(2)-1,247sf

Common area-1,855 sf

Auditorium Lobby- 2,936sf

Auditorium service- 179sf

Auditorium dining/food prep- 554sf

Auditorium(w/250 fixed seating) 4,616sf

Auditorium backstage- 281 sf

Auditorium entrance lobby- 1,798sf

Auditorium side access- 1,533sf

Total Program space second floor- 43,183

Total circulation second floor- 8221 +/-12%

Total square footage second floor- 47,113sf




93

THIRD FLOOR:

Library(upstairs reading rooms)- 3,682sf

Library storage- 434sf

Mens Bathrooms (2) 367sf

Womens Bathrooms(2) 367sf


Dining/food prep- 288sf

Cafeteria- 581sf

Break room- 835sf

Lecture hall (60seats)- 1,384sf

Interactive lab- 2,297sf


Storage- 307sf


Classroom (15 seats)- 735 sf

Common Area- 1,697sf

Conference room- 442sf

Conference room- 727sf

Hybrid Classroom- 1,272sf

Study rooms (2)- 1,076sf

Audio/Visual rooms(3)- 894

Total Program space third floor- 21,104sf

Total circulation third floor-13,568 +/-21%

Total square footage third floor- 34,672sf




94

FOURTH FLOOR:

Research break room- 656sf

Research area open space- 622sf

Junior research office cluster (30)- 1,481sf

Research cluster Conference rooms(3)- 1,981sf

Mens Bathrooms (2)- 228sf

Womens Bathrooms(2)- 228sf

Student gathering space- 1285sf

Lecture hall (72 seats)- 1,560sf

Classroom (15seats)- 618sf


Classroom (22seats)- 1,089sf

Storage- 309sf



Break area/study lounge- 742sf

Conference rooms(2) 1262sf




Lab monitor office- 185sf

Senior research break area- 358sf

Research collaboration space- 1,522sf

Senior research offices (12) 1,045sf

Interactive lab-2297sf

Total Program space fourth floor- 23,871sf

Total circulation fourth floor-15,565 +/-39%

Total square footage fourth floor- 39,436sf




95

FIFTH FLOOR:

Research break room- 656sf

Research area open space- 622sf

Junior research office cluster (30)- 1,481sf

Research cluster Conference rooms(3)- 1,981sf

Mens Bathrooms (2)- 228sf

Womens Bathrooms(2)- 228sf

Student gathering space- 3000 sf

Lecture hall (72 seats)- 1,560sf



Classroom (22seats)- 1,089sf

Storage- 309sf



Break area/study lounge- 742sf

Conference rooms(2) 1262sf



Classroom (15 seats) 670sf

Lab monitor office- 185sf

Senior research break area- 358sf

Research collaboration space- 500sf

Senior research offices (12) 1,045sf

Classroom (15 seats)-894sf

Total Program space fifth floor- 20,836sf

Total circulation fifth floor-11,786 +/-36%

Total square footage fifth floor- 32,6226sf




96


GREEN SPACE/PAVILLIONS:

Front entrance Pavillion- 14,931 sf

Garden/public space- 19,949sf

Student Green space/commercial patios- 8,235sf

Total site square footage- 97,292sf

Total green space square footage- 43,115sf +/- 44.3%

TOTAL SQUARE FOOTAGE BREAKDOWN:

Parking-63,933sf

First floor- 32,343sf

Second Floor- 47,113sf

Third Floor- 34,672sf

Fourth Floor- 39,436sf

Fifth Floor- 32,622sf

TOTAL SQUARE FOOTAGE: 250,210SF


111

CHAPTER SIXDESIGN DEVELOPMENT

112

SOUTH BOSTON, MAfigure 6.1 www.google/maps.com

SOUTH BOSTON, MA

101

SITE CIRCULATION

CONNECTION TO EXISTING PARKS

GATEWAY TO INNOVATION

FRAMING VIEWS

The adjacent images and collages became the framework for the final design. After a thorough

understanding of context was realized it was determined that vital to the success of the new facility was its

ability to connect an the emerging innovation context to the existing historical context of the Fort Point

Community while being a visible icon for sustainability and innovative green technologies.

6.1 A Gateway to Innovation


figure 6.3by author



Chapter 6- Design Development

102

DESIGN DEVELOPMENT- SITE

DESIGN DEVELOPMENT- POIINTS OF ENTRY

The first step in determining proper massing

locations, and orientation was a thorough

understanding of both existing an potential site

conditions. After the user group investigation

was completed an understanding of site access

points was derived. The majority of the public

traffic would access the site from Congress Ave. to

the West. It was also determined that the majority

of the students coming to the site would come

via public transportation routes, walking routes

for the downtown core, or by alternate forms of

transportation.

6.2 Site Development




103

DESIGN DEVELOPMENT- ELEVATING THE GROUND

DESIGN DEVELOPMENT- USER ENTRY POINTS

After understanding how the different user groups

would access the site, and understanding the

potential for connections to existing green space

directly adjacent to the site it was determined

that the majority of the accessible open and green

space would be moved the East end of the site.

The next step was to understand a new datum

for the site. This would allow the Congress Ave.

Context to become inviting for visitors, and it

would give the Seaport Blvd. context a green

space to promenade through when accessing the

site. This strategy would also allow for a much

needed connection to existing and future planed

park space on Seaport Blvd.





104

DESIGN DEVELOPMENT- VEHICULAR ACCESS

DESIGN DEVELOPMENT- CONGRESS ST PUBLIC PROGRAM

Creating a new datum for the site also provided

the opportunity to allow access points to below

ground parking and street level galleries and

exhibition spaces. It also provided street front

facades for commercial spaces. This also allowed

for a separation of private and public program.

Although the BAC vocational center is open to

the public their is a certain amount of program

that needs to remain private .





105

DESIGN DEVELOPMENT- A GATE TO INNOVATION

DESIGN DEVELOPMENT- MASSING FOOTPRINT

Looking back on the original ideas regarding

the provisions for a gateway to the innovation

district it was now understood that a connection

through the site needed to be made to provide

this experiential transition explored earlier in the

process. The idea being that the massing would be

separated into two components, and the central

access would provide transitional space for public

users to pass through educating them about the

functions of the facility, what it stood for and

hopefully making them more fully aware about

the need future advancements in sustainability.





106

DESIGN DEVELOPMENT- MASSING




Image 6.15 by author






107


DESIGN DEVELOPMENT- MASSINGfigure 6.17 by author




108


MASSING- PARTS TO A WHOLE




Although initial design development strategies looked at dissecting the site in an effort to

created a transitional path towards innovation it seemed to further fragment the location.

This lead to a dissection of programmatic parts, and an non unified solution. Efforts were

made to find alternative ways to reinterpret the path and find a more holistic solution

to massing schemes. Both 2 and 3 dimensional mediums were explored in an effort to

discover the best possible solution.

6.3 Massing Strategies




109

MASSING MODELfigure 6.22 by author


110

MASSING- SITE ACCESS

MASSING- REAR MASSING- PROVIDING VIEWS

figure6.23 by author





111

MASSING- FRONT

MASSING- ENTRANCE

After numerous iterations a final massing scheme was

realized. Once this scheme was finalized a deeper

understand of its implications was conducted through

a series of diagrams to further integrate the new facility

into the existing context. The adjacent diagrams depict the

specific strategies used in effort to find the best possible

solutions. The unifying form is a large central atrium

space(yellow) with slopped glazing and exposed structural

systems.

6.4 Final Massing




112

CIRUCLATION- ENTRANCECIRUCLATION- PRIVATE

Although the large central atrium served as a connection between the two masses circulation for one mass to the other still did not exist.

The above diagrams depict the final circulation in the atrium space. A series of ramps was integrated into the design allowing for vertical

travel from the central atrium space to the above levels of program, and also between each mass. The circulation scheme took into

account both public and private circulation patterns. The intention of the circulation ramps was to give the users the ability to move about

the atrium space on different levels experiencing the different parts of program while still in the central atrium space.

6.5 Circulation Studies

figure 6.28 by author figure 6.29 by author


113

CIRUCLATION- PUBLIC CIRUCLATION- COMBINED



114

STRUCTURE- PATTERN INVESIGATIONS STRUCTURE- PATTERN INVESIGATIONS

STRUCTURE- PATTERN INVESIGATIONS

The idea of exposed structural systems was understood

early in the design process. Once the final massing was

realized a deeper investigation into structural systems

took place. Numerous iterations were tested in an effort

to determine the most efficient, yet aesthetically pleasing

structural system. The final system was determined to be a

an exposed structural diagrid system.

6.6 Structure as Skin



115

STRUCTURE- PATTERN INVESIGATIONS STRUCTURE- PATTERN INVESIGATIONS

STRUCTURE- PATTERN INVESIGATIONS

The exposed structural diagrid not only acted as a

structure for the building but also acted as a skin for the

exterior. The structural diagrid provided an opportunity

to have a virtually column free interior allowing for more

open space in the programmatic areas of the facility.

6.6 Structure as Skin



116

ARCHITECT- Rafael Vinoly ArchitectsASSOCIATE ARCHITECT- Van den Oever, Zaaijer and Part-nersCLIENT- Wageningen UniversitySTRUCTURAL/CIVIL ENGINEER-Pieters BouwtechniekMEP ENGINEER- Schreuder GroepCOMPLETION DATE- 2006

Seven story, 105,000 sq ft. of laboratories and office space orga-

nized around a central skylit opening.

Program

The Atlas Building sits on an important spot — right next to

the main entry to campus — so it had to perform the role of a

landmark as well as the programmatic functions desired by the

university

A Landmark

figure 6.34 Murray, Scott. Contemporary Curtain Wall Architecture. New York: Princeton Architectural, 2009. Printl>.

figure 6.35 Murray, Scott. Contemporary Curtain Wall Architecture. New York: Princeton Archi-tectural, 2009. Printl>.


6.7 Structural Case Study-The Atlas Building


117


The Diagrid structure is modeled as a beam, and subdivided longitudinally

into modules according to this repetitive diagonal pattern. Each Diagrid

module is defined by a single level of diagonals that extend over ‘n’ stories

The Diagrid is a perimeter structural configuration char-

acterized by a narrow grid of diagonal members which are

involved both in gravity and in lateral load resistance. The

diagrid provides efficient solutions both in terms of strength

and stiffness

The Triangular Diagrid model

External Precast Concrete Diagrid

The diagonal members carry both shear and moment. Thus, the optimal

angle of diagonals is highly dependent upon the building height. Since the

optimal angle of the columns for maximum bending rigidity is 90 degrees

and that of the diagonals for maximum shear rigidity is about 35 degrees,

it is expected that the optimal angle of diagonal members for diagrid struc-

tures will fall between these angles and as the building height increases, the

optimal angle also increases. Usually adopted range is 60 -70 degree.

Optimum Angle


figure 6.38 “Rafael Vinoly Architects: Atlas Building.” Designboom. Web. 07 Nov. 2011. <http://www.designboom.com/weblog/cat/9/view/7467/rafael-vinoly-architects-atlas-building.html>.



118


Diagrid structures utilize the overall building plan dimension

for counteracting overturning moment and providing flexural

rigidity through axial action in the diagonals, which act as

inclined columns

The Module Geometry

Under horizontal load W, the overturning moment MW causes vertical

forces in the apex joint of The diagrid modules, NW,mod, with direction

and intensity of this force depending on the position of the Diagrid mod-

ule, with upward / downward direction and maximum intensity in modules

located on the Windward / leeward façades, respectively, and gradually

decreasing values in modules located on the Web sides .

Effects of Lateral Loading

The global shear VW causes a horizontal force in the apex joint of

the diagrid modules, Vw,mod, which intensity depends on the posi-

tion of the module with respect to the direction of wind load, i.e. the

shear force VW is mainly absorbed by the modules located on the

web façades, i.e. parallel to the load direction.

Effect of Shear Loading





119

The inversion of the typical curtain wall configuration-rather than a

glass skin enclosing the building structure, the building appears as a

glass box set within a protective latticework of concrete

Structure to Skin Relationship

The diagrid structure also acts as an external shading device for

the floor to ceiling glass wall installed approximately two and

half feet behind it.

Structure as a Shading Device

The use of the precast diagrid structural system allowed for a

column free interior giving flexibility to the program

Structure to Program






133

CHAPTER SEVENFINAL DESIGN

134

7.1 FINAL DESIGN- SITE PLANfigure 7.1 www.google/maps.com with overlays by authors

123

SEAPORT BLVD- ENTRANCE

STUDENT GARDEN

PUBLIC GARDEN

RETAIL SPACE

PRIVATE ENTRANCE

PRIVATE ENTRANCE

PUBLIC ENTRANCE

7.1 FINAL DESIGN- SITE PLAN


Chapter 7- Final Design

124

7.2 FLOOR PLAN- PARKING1- Parking spaces 1282- Handicap spaces 10

figure 73 by author


7.2 FLOOR PLAN- PARKING1- Parking spaces 1282- Handicap spaces 10

125

1- PARKING EXIT/ENTRANCE2- RECEIVING-BUIDLING SERVICES3- STORAGE4- STUDENT/STAFF ENTRANCE5- ADMINISTRATION/CURATOR6- STUDENT EXHIBITION SPACE7- FRONT ENTRANCE-PAVILLION8- ATRIUM/FRONT ENTRANCE9- INNOVATION SPACE10- PUBLIC OFFICES/RENTAL SPACE11- URBAN LAB/SHARED SPACE12- STUDENT/STAFF ENTRANCE13- FACILITIES MANAGMENT-MECHANICAL EQUIPMENT14- COMMERCIAL SPACE15- STUDENT GREEN SPACE

7.2 FLOOR PLAN- FIRST FLOOR


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Chapter 7- Final DesignChapter 7- Final Design

1413

12

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7.2 FLOOR PLAN- SECOND FLOOR

1- LIBRARY2- LIBRARY LOBBY3- STUDENT LOUNGE4- CLASSROOM5- STUDENT ENTRANCE6- LECTURE HALL7- CENTRAL ATRIUM8- ADMINISTRATIVE OFFICECLUSTER(10)W/9- CONFERENCE ROOMS10- AUDITORIUM LOBBY11- AUDITORIUM SERVICE/FOOD PREP AREA12- AUDITORIUM13- GARDENS/PUBLIC SPACE



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9

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12

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1- LIBRARY2- LIBRARY LOBBY3- STUDENT LOUNGE4- CLASSROOM5- STUDENT ENTRANCE6- LECTURE HALL7- CENTRAL ATRIUM8- ADMINISTRATIVE OFFICECLUSTER(10)W/9- CONFERENCE ROOMS10- AUDITORIUM LOBBY11- AUDITORIUM SERVICE/FOOD PREP AREA12- AUDITORIUM13- GARDENS/PUBLIC SPACE

127

1- LIBRARY READING AREA2- LIBRARY STORAGE3- SECONDARY LIBRARY ENTRANCE4- CLASSROOM 5- CAFE W/ FOOD SERVICE6- STUDENT LOUNGE7- LECTURE HALL8- INTERACTIVE LAB9- INTERACTIVE LAB10- CLASSROOMS (2)11- COMMON SPACE12- CONFERENCE ROOM13- HYBRID CLASSROOM14- STUDENT STUDY ROOMS15- A/V ROOMS FOR AUDITORIUM

7. 2 FLOOR PLAN- THIRD FLOOR



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1- STAFF LOUNGE2- STAFF OFFICE CLUSTER(15)3- CONFERENCE ROOMS (3)4- CLASSROOMS5- LECTURE HALL6- CLASSROOM CLUSTER(2)7- INTERACTIVE LAB8- CLASSROOM CLUSTER(3)9- STUDENT LOUNGE10- CONFERENCE ROOMS11- RESEARCH OFFICES(7)12- CLASSROOM-LAB SUPPORT13- INTERACTIVE LAB

7.2 FLOOR PLAN- FOURTH FLOOR



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2

13

12

11

1- STAFF LOUNGE2- STAFF OFFICE CLUSTER(15)3- CONFERENCE ROOMS (3)4- CLASSROOMS5- LECTURE HALL6- CLASSROOM CLUSTER(2)7- INTERACTIVE LAB8- CLASSROOM CLUSTER(3)9- STUDENT LOUNGE10- CONFERENCE ROOMS11- RESEARCH OFFICES(7)12- CLASSROOM-LAB SUPPORT13- INTERACTIVE LAB

129

1- STUDENT LOUNGE2- RESEARCH OFFICE CLUSTER3- CONFERENCE ROOM4- CLASSROOM5- LECTURE HALL6- CLASSROOMS(2)7- COMMON SPACE8- CLASSROOM CLUSTER(4)9- STUDENT STUDY SPACE10- CONFERENCE ROOM11- LAB SUPPORT CLASSROOM12- RESEARCH OFFICE CLUSTER

7.2 FLOOR PLAN- FIFTH FLOOR



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130

1. PARKING EXIT2. RECEIVING/SERVICE

3. EXHIBITION/ADMIN

4. URBAN LAB

5. MECHANICAL SERVICES

6. COMMERCIAL SPACE

7.3 CODE- OCCUPANT LOADS & EGRESS

FIRST FLOOR- OCCUPANCY LOADS + EXIT DOORS

N/AMechanical use-special pur pose industrial 300 ft2/ per sperson= 4148(total sf)/ = 13.8 peopletotal # of doors needed=1

Assembly w/0 fixed seating 5 ft2/ per sperson= 4350(total sf)/5 = 870 peopletotal # of doors needed=4

Educational use-vocational area 50 ft2/ per sperson= 4995total sf)/50 = 92 peopletotal # of doors needed=2

Industrial use-special purpose industrial100 ft2/ per sperson= 5114(total sf)/100 = 52 peopletotal # of doors needed=2

Commercial space-special purpose industrial200 ft2/ per sperson= 5114 (total sf)/200 = 26 peopletotal # of doors need-ed=21



131

1. LIBRARY(1ST LEVEL)

2. DINING FACILITY

3. CLASSROOMS (2)

4. LECTURE HALL

5. STAFF OFFICES (9)

6. CONFERENCE ROOM (2)

7. AUDITORIUM SERVICE

8. AUDITORIUM (250 SEAT)

9. AUDITORIUM LOBBY


SECOND FLOOR- OCCUPANCY LOADS + EXIT DOORS

Library-with fixed stackes 100 ft2/ per sperson= 9672(total sf)/100 =97 peopletotal # of doors needed=3

Kitchen-food prep 200 ft2/ per sper-son= 400(total sf)/200 = 2 peopletotal # of doors needed=1

Educational use-classroom 20 ft2/ per sperson= 800(total sf)/20 = 40 peopletotal # of doors needed=1 per class

Educational use-classroom 20 ft2/ per sperson= 1732(total sf)/20 = 86.6 people total # of doors needed=2 per class

Business use-offices 100 ft2/ per sper-son= 150(per office)/100 = 1.5 peopletotal # of doors needed=1

Eudcational use-20 ft2/ per sperson= 800 (per room)/20 = 40 peopletotal # of doors needed=2


Assembly w/ fixed seating-total seats 250- total occupant load 250total # of doors 3

Assembly w/0 fixed seating 5 ft2/ per sperson= 2936(total sf)/5 = 587 peopletotal # of doors needed=4



132


THIRD FLOOR- OCCUPANCY LOADS + EXIT DOORS

1. LIBRARY(2ND LEVEL)

2. STUDENT LOUNGE

3. CAFE

4. FOOD PREP

5. LECTURE HALL (60 SEAT)

6. INTERACTIVE LAB

7. INTERACTIVE LAB

8. CLASSROOM(2( 15 SEAT

9. CONFERENCE(2) BREAK

Library-w/o fixed stackes 50 ft2/ per sperson= 3682(total sf)/50 =74 peopletotal # of doors needed=2

Assembly w/o fixed seating 15 ft2/ per sperson= 835(total sf)/15 = 56 peopletotal # of doors needed=2

Assembly w/o fixed seating 15 ft2/ per sperson= 581(total sf)/15 = 39 peopletotal # of doors needed=1


Educational use-classroom 20 ft2/ per sperson= 1384(total sf)/20 = 70 people total # of doors needed=2 per class

Educational use-vocational area 50 ft2/ per sperson= 2297total sf)/50 = 42 people total # of doors needed=1

Educational use-vocational area 50 ft2/ per sperson= 2119 total sf)/50 = 46 people total # of doors needed=1

Educational use-classroom 20 ft2/ per sperson= 750(per class)/20 = 38 people total # of doors needed=1 per class

Educational use-classroom 20 ft2/ per sperson= 442(per con. froom)/20 = 22.1 people total # of doors needed=1 per conference room



133


FOURTH FLOOR- OCCUPANCY LOADS + EXIT DOORS

1. RESEARCH OFFICES

2. CONFERENCE ROOM(3

3. CLASSROOMS (3)18SEAT

4. LECTURE HALL 60SEAT

5. INERACTIVE LAB

6. CLASSROOM (3) 15 SEATS

7. CONFERENCE ROOM (3)

8. CLASSROOMS(2)

9. RESEARCH OFFICE (14)

10.INTERACTIVE LAB

Educational use-classroom 20 ft2/ per sperson= 2137(total sf)/20 = 106.85 people total # of doors needed=2 per




Educational use-vocational area 50 ft2/ per sperson= 2297 total sf)/50 = 46 people total # of doors needed=1




Educational use-classroom 20 ft2/ per sperson= 2934(total sf)/20 = 146 people total # of doors needed=2

Educational use-vocational area 50 ft2/ per sperson= 2995total sf)/50 = 60 people total # of doors needed=2



134


FIFTH FLOOR- OCCUPANCY LOADS + EXIT DOORS

1. RESEARCH OFFICES

2. CONFERENCE ROOMS (3)

3. CLASSROOMS (3)

4. LECTURE HALL(60 SEATS)

5. CLASSROOMS (4)

6. CONFERENCE ROOMS(3)

8. RESEARCH OFFICES(14)

9. CLASSROOMS(2)

Educational use-classroom 20 ft2/ per sperson= 2287(total sf)/20 = 1115 people total # of doors needed=2 per






Educational use-classroom 20 ft2/ per sperson= 1545(total sf)/20 = 77.25 people total # of doors needed=2




135Chapter 7- Final DesignChapter 7- Final Design

136

fire stairs and elevators

areas of refuge/exits

common path of travel

GROUND FLOOR- EGRESS + EXITS

secondary egress(worst case)

7.4 CODE- TRAVEL DISTANCES, MEANS OF EGRESS, EXIT CORRIDORS, AND AREAS OF REFUGE

LIFE SAFETY CODE Travel distance to exists- Exists Shall be arrandged so that the total lenth of travel from any point to reach an exit shall not exceed 150’ in any assembly occupancy and 250’ in any other occupacy

LIFE SAFETY CODE Exit access corridor corridors used as exit access and and serving an area having an occupant load exceding 30 Shall be seperated from other parts of the building by walls having

not less than a 1 hour fire resistance rating

LIFE SAFETY CODE Means of egress minimum width Door openings in means of egress shall

not be less than 32” in width

LIFE SAFETY CODE area of refuge: an area of refuge shall be accessible from the space they serve by an accessible means of egress. Each area of refuge shall be sized to accomodate on wheel

chair space



137











chair space


FIRST FLOOR- EGRESS + EXITS



138






SECOND FLOOR- EGRESS + EXITS







chair space



139






THIRD FLOOR- EGRESS + EXITS







chair space



140






FIFTH FLOOR- EGRESS + EXITS







chair space




141Chapter 7- Final DesignChapter 7- Final Design

7.5 CONSTRUCTION COST ESTIMATING

The following analysis estimates the cost to build avocational school for Boston, MA. Costs are derived from a buiding model that

assumes basic components, using union labor for a 40,000 square foot building. NOTE: this cost estimate uses 2008 RS Means data. 22

22.”Construction Cost Estimating.” Vocational School Construction Cost Estimate for Boston, Massachusetts. Web. 25 May 2012. <http://www.reedconstructiondata.com/rsmeans/models/vocational-school/massachusetts/boston/>.

Square foot cost assuming metal sandwich panel/steel frame

Cost Estimate( Union Labor) % of total Cost Per SF Cost

Total $115.58 $4,623,000

Contractor Fees(GC, Overhead, Profit) 25% 28.89 $1,155,750

Architectural Fees 6% $6.93 $277,380

User Fees 0% $0 $0

Total Building Cost $151.4 $6,056,130

Above is an estimate cost per square foot for a vocational center in Boston MA. A location multiplier has already been used and this data

can be directly translated into an estimated cost for the new BAC Vocational Center ExpansionSquare foot cost assuming metal sandwich panel/steel frame

Cost Estimate( Union Labor) % of total Cost Per SF Cost

Total $115.58 $288,950,000

Contractor Fees(GC, Overhead, Profit) 25% 28.89 $7,223,750

Architectural Fees 6% $6.93 $17,337,000

User Fees 0% $0 $0

Total Building Cost $151.4 $313,510,750

154

ELEVATION- NORTH FACADE

ELEVATION- SOUTH FACADE

7.6 Elevations

155



144

ELEVATION- EAST FACADE

7.6 Elevations



145

ELEVATION- WEST FACADEfigure 7.22 by author


146

LONGITUDINAL SECTION- LOOKING WEST

7.7 Sections

Sectionally the new BAC vocational center features multiple double height spaces. All of the interactive labs have flanking classrooms

both on the level within which it exists, and on the level above. All of the classrooms look into the interactive labs allowing for maximum

viewing of the activities within the labs

figure 7.23


147

LONGITUDINAL SECTION- LOOKING WEST

7.7 Sections

The Parking facilities for the new vocational center are located below ground, and have access to either side of the above masses. The

large central atrium stretches 3 stories high, and acts as a connective tissue for the flanking masses. Vertical circulation happens in four

locations, 2 vertical shafts are present in each mass as well as through the circulation ramps in the atrium. Due to the long travel distances,

and high occupancy loads in many of the pieces of program the life safety code required these additional vertical circulation corridors.



148

7.7 Sections

The senior research cluster and adjacent interactive lab space is double height as well and allows for visual continuity between the senior

research offices, the classrooms, and the interactive lab. This idea of open double height spaces was added to influence collaboration

among users. If a visual continuity exists between the research areas further collaboration and more integrated research and innovation

will occur.


LONGITUDINAL SECTION- LOOKING NORTH

149



150

7.7 Sections


LONGITUDINAL SECTION- LOOKING NORTH

151



152

A precast concrete diagrid stucutreB painted aluminum spandrel panel w/ insulationC insulation glass w/ low-e coatingD painted extruded aluminum mullionE in-swinging operable windowF finished floor on conc. slab w/ metaldeckingG 6” conc. slab w/ metal deckingH 3/4” poly ethelene tubes 12” o.c. for radiant heatI steel joits w 14 x 30J air space plenum for return airK suspended ceilingL swivel difusser for return air

A

B

C

D

E

F

GH

I

J

K

L

SECTION DETAIL- EXTERIOR WALL W/ CURTAIN WALL

The exposed structural diagrid is not only a visible symbol of

structural systems displaying the ideals of the institution. It

also reduces the amount of structural columns. The diagrid is

composed of precast concrete which is cast into molds. The

floor slabs are hang off the vertices of the diagrid by spandrals

and those spandrals tie into the floor slabs. Layers of skin, are

visible in the adjacent image. 7/8” pex piping is cast into the floor

slabs at 12” centers to allow for radiant floor heating. This is an

efficient mode of heating in a predominantly cold climate.

7.8 Structural Systems



153

A precast concrete diagrid stucutreB painted aluminum spandrel panel w/ insulationC insulation glass w/ low-e coatingD pex tubing for radiant heatingE 6” conc. slab w/ metal deckingF painted drywall finishG metal studsH painted drywallI finished floor on conc. slab w/ metaldeckingJ steel joits w 14 x 30

A

B

C

E

D

F

GH

I J

STRUCTURE- EXPLODED AXON



166

A

E

F

H

J

C

G

K

A metal deck on steel truss B 8”plenum for return/outside airC curtain wall with double pane low einsulated glassD steel joits w 14 x 30E finish floor on 6” conc. slab on metal deckF exposed duct for supply airG precast diagrid structural membersH 7/8” pex piping @ 12” o.c. for radiantfloor heatingI double c chanell joistsJ fire stopperK formed metal wall

I

D

B

SYSTEMS- SECTION PERSPECTIVE

The adjacent image is a perspective rendering

highlighting the various structural and

mechanical systems and how they integrate

into the design of the facility. A plenum

for return air between floors is present, as

well as exposed duct work throughout. The

rendering also portrays the quality of space

while showing the layering of skin and

structure.




SYSTEMS- SECTION PERSPECTIVE

155

curtain wall systemdoublepane low e insulated glass = stc 45

galvanized metal frame-mullions ar 2.5 x 5 a.f.f.

structural steel beam-w 14 x 30

mesh

fire proofing

structural steel beam-w 14 x 30

3/4" h.w. floors-6" batt insulationw/ accoustical board 8" conc. deck

soffit 2 hr fire rating

hvac duct

double c channel floor joists

L 3 x3x5/16 feild weld


6" thick 3000 psi conc slabreinf. w/fibermesh 6 x 6 x *10/10@36" to all perimiter on 6 milpolyetheylene vapor barrier on cleandry compacted termite treatedearth fill

plenum for return air

3000 psi conc footing reinf.w/ #5 re-rods cont.overlap end 40 x diameterbars @ 32" o.c.

7/8" polyethelene tubes@ 12" o.c. for radiant floor heating

fin tube convector

fin tube convector


l 6 x 4 x 5 /16cont. field weld

open web steel joistsl

kant strip

metal drip edge

epdm roofing w/4" rigid insulation1-1/2" metl. roof deck

w shape steel beaml

glass spandral

fin tube convector


double c channel floor joists

L 3 x3x5/16 feild weld

fire proofing

structural steel beam-w 14 x 30fire proofing


soffit 2 hr fire rating

hvac ductcurtain wall systemdoublepane low e insulated glass = stc 45

precast conc. diagrid structure

precast conc. diagrid structure

DETAIL- WALL SECTION

DETAIL- OPERABLE SOLAR FINS

One important aspect of the institution is operable shading

devices for summer months. The detail above shows how these

operable fins would work. They are controlled directly through

the interactive labs, and are adjusted hourly in an effort to have

the institution perform as efficiently as possible.





156

PERSPECTIVE- ATRIUM figure 7.33


157

glass joint sealed with structuralsilicone and structural glazing tape

c channel bolted to 76mm dia chs

plate screwed with recessedhead screws to 56x25x3.2mmfolded ms channel

115mm dia CHS roof spar slantedto follow roof angle

102x55mm glav. ms angle

open web steel joistsl

kant strip

metal drip edge

epdm roofing w/4" rigid insulation

1-1/2" metl. roof deck

w shape steel beaml

galv. stainless sheet steell

fin tube convector

glazing strip

blocks on both sides to preventglass edge to fasterner contact

i.c. unit with laminaed interior lite

silicone wet seal over glazing strip

continuous pressure bar

continuous snap on cover conceals pressure bar fasteners

DETAIL- ATRIUM STRUCTURE

DETAIL- ATRIUM STRUCTURE

Important in the execution of the design was to find a

way to support the sloped glazing in the atrium while

not taking away from the design. The adjacent details

highlight the specified structural system in the atrium

space.


figure 7.33




158

PERSPECTIVE- LIBRARY

7.9 Interior Perspectives

The library is a public facility where user groups from the immediate context can utilized the literature and contribute where possible.

Again the idea of collaboration is visible through double height spaces. Exterior oriented views towards the Boston skyline are prominent

in the library, and exposed interior walls make the building systems visible.



159

FLOOR PLAN- SECOND FLOOR

FLOOR PLAN- LIBRARY





160

PERSPECTIVE- INTERACTIVE LAB

7.9 Interior Perspectives

The above image highlights the typical interactive lab where exposed systems are engaged in the learning environment. Students in the

lab can watch the systems work and understand how they operate. Installation of new technologies is also a vital part of the success of

the interactive labs.



161

FLOOR PLAN- THIRD FLOOR

FLOOR PLAN- INTERACTIVE LAB





162

PERSPECTIVE- ATRIUMfigure 7.43 by author


163

FLOOR PLAN- SECOND FLOOR

FLOOR PLAN- ATRIUM





164

PERSPECTIVE- CONGRESS ST. ENTRANCE

7.10 Exterior Perspectives



165

PERSPECTIVE- SEAPORT BLVD. ENTRANCE




166

PERSPECTIVE- SEAPORT BLVD. ENTRANCE




167

PERSPECTIVE- CONGRESS ST. ENTRANCE




168

7.11 Final Model

170

7.12 Final Boards

185

CHAPTER EIGHTCONCLUSIONS

174

8.1 Conclusions

From the beginning of this thesis study the main objectives were:

1. To understand the context of the urban site as it not only

related to the existing character of South Boston, but also to the

emerging conditions of the Innovation district. 2. To investigate

the evolving needs of an architectural education. 3. To design an

intervention which caters to both the community and the values

of the institution it represents.

Through this investigation an expected outcome was to provide

an architecture which would educate future designers about

sustainable systems and innovative green technologies. Through

the process the end result was the production of an architecture

that transformed human consciousness towards sustainability

of the built environment by carefully integrating a sustainable

educational pedagogy into the growing innovative culture of

South Boston. The goals of this thesis study were clearly defined

from the beginning of this investigation, and provided a clear

direction towards an architectural intervention.

With the successful integration of the BAC Vocational Center,

innovative companies located within the Innovation District

now have a facility to test, install and educate sustainable design

professionals of the future. The new facility also provides a

platform to educate, train, improve upon, and further integrate

developing technologies into future architectural designs. The

new BAC Vocational Center has provided the ability for students

and future designers to participate in a transformed pedagogy

that carefully integrates ideas about sustainability and technology

into the design education ultimately preparing them to be

more environmentally sensitive designers. Gone are the days

of mechanical engineers and architects working individually.

With new concepts like integrated project delivery, sustainable

software platforms, and energy analysis tools designers of the

future must become more educated about systems integration.

The new BAC facility provides a location and a pedagogy to work

towards these goals.

Chapter 8- Conclusions

175

8.1 Conclusions

If architects and designers are going to move into the next

phase of design issues dealing with sustainability and systems

integration must be factored in to any initial conceptual ideas

regarding architecture. The tools are present, now the pedagogy

of future institutions must follow.

Through this thesis process a deeper understanding

of sustainability and a transformed design education

were realized. The final design came out of an iterative

process where initial goals and assumptions were

understood and the needs and solutions evolved.

The idea that the institution would not only transform an

architectural education was realized, while at the same time

more pertinent issues of contextuality were understood. The

contextual integration of the facility into its context become of

equal importance to the success of the final design.

Through the design process the facility evolved into a gateway, or

an icon to the growing culture and prosperity of the context. The

Facility not only become a physical learning tool but also a visual

icon of sustainability.

This level of understanding could not have been realized without

a rich contextual investigation of site and program. In the end the

final product was a success. The new BAC Vocational Center now

has the ability to produce more efficient, tangible and applicable

results to modern sustainability in architecture while stitching

the growing disconnected context of South Boston, and the

Innovation District into a more holistic vision for the future of

Innovation, sustainability and their relationship to architecture.

Chapter 8- ConclusionsChapter 8- Conclusions

189

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178

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structuring innovation- an integrated approach to sustainability

Documents

urban campus

urban environment

sustainabilityjoshua

urban integration

designbyjoshua urban

final model

final design

innovation district