Design+concept+and+recommendations

Design Concept
Our redesign of the SUHI entry way transitional space will increase its functionality and make it a brighter and more welcoming space. We will transform the sterile, ill-lit, and unimaginative design of the original to a more responsive and usable space by making it a place where a variety of users will find what they need. Students and staff can lounge in the comfortable seating areas, have group meetings where they can display their work on an LCD screen, or conduct after school club meetings. Parents will be able to find school information easily either from a face-to-face interaction at the front desk or from computer terminals. They will also have comfortable places to wait for meetings. All users will find that the space evokes pride in Sweetwater Union High based on the color scheme and display of both historic accomplishments in the display case and current work on the LCD screens.

The original design was stark and did not use space well. When a visitor entered the space, there was very little seating with only a few seats available at the very front. Most of the space was unused. The desks for administration and student services were positioned at the periphery. The entire entry space was vacant. Also, the stairway appeared to be more of a dark cave rather than an attractive element of the space. It blocked out the light that could have come from the large wall of windows to the rear of the building.

For this space, we expect a variety of users. There will be students, faculty, staff, and parents using the space regularly. Because of this, we wanted to create a space that had something for everyone. Below are descriptions of each of the spaces.



**Computing and Technologies**
The following computer and technology opportunities will be available in the space:
 * **2 - LCD flat panel televisions** - One will be placed on each side of the space as you enter. When not in use by users of the space, they will display announcements, photos, video, etc. related to SUHI students. This way as faculty, students, parents, and staff enter, they are provided engaging content about the high school. All users of the space have the option of using the television as a display for either their computer or for a host computer that is stored in an AV box in the wall.
 * **2 - Audio Visual Boxes** - The audio visual boxes will be located to the side of the couch against the wall. It will be accessible only if unlocked by the staff manning the administration and student services desk. Inside the audio visual box is a host computer, such as a mac mini, a wireless keyboard and mouse, and a VGA cable with attached audio cable that can be attached to a users computer. There is a switch (located at the administration and student services desk), which can determine which input is displayed on each of the screens.
 * **[[image:http://www.fas.harvard.edu/%7Eims/Class/images/control.jpg width="150" height="108" align="right"]]Touch screen control panel** - The touch screen control will be located in the administration and student services desk. This touch screen will switch both the visual and audio inputs for each of the LCD screens.
 * **4 desktop computers** - These will be located at the front desk for the student services and administration staff. These will be work stations throughout the day for these staff members. When users of the space have questions, they can sit at the desk. If the question would be helped by viewing the monitor, the staff member will be able to swivel the monitor around so that the user can view the information.
 * **[[image:http://www.made-in-china.com/image/4f0j00tvJQhCHoApcAM/LCD-Integrated-Thin-Client-Terminal-Workstation.jpg width="155" height="160" align="right"]]2 sets of 3 - thin-client desktop computers** - These are located in the middle section of the room along the wall. They will be set up to default to a portal that will have a button for student, staff, and parents. Based on the selection, the user will be taken to a page that displays useful information regarding school information such as bell schedules, after school activities, etc. Because these terminals run as thin-client computers they will be less expensive and easier to update and manage.
 * **Wireless Access Points** - These devices will be located in spaces 1, 2, and 5 with enough capacity to connect at least 20 wireless devices.
 * **Power Outlets** - These will be available at regular intervals, approximately every six feet throughout the space. This will allow students to plugin both computers, phones, and other electronic devices for use in the space. Also the tables in spaces 1 and 2 will have a built-in power outlet capable of four power cords.
 * **Ethernet Ports** - These will be available in spaces 1, 2, and 5. Each space will have four ports. The tables in spaces 1 and 2 will have a built in port for 4 devices.
 * **QR codes** - These will be used to encode additional information about key items in this space. For example, many of the walls will be covered with student work and the display case will display trophies, old photos, and artifacts. Each will have a descriptive tag but will also be accompanied by a QR code that provides additional information on the web for those users who have smart phones or iPod touches.

**Ergonomics and room Layout**
The following considerations were made for ergonomics and room layout:

As an ergonomics specialist, I am most concerned with creating a beneficial relationship between our transitional spaces and the people that occupy them. I am concerned with the increase in tendinitis, carpal tunnel syndrome and the incidence of lower back pain in this country, and feel strongly that we need to improve the ergonomics of our schools. It is crucial to correctly support young bodies, and since so much of their lives are spent in classrooms, it is shortsighted of our society to overlook this need.

The areas of the body most impacted by a negative work environment and repetitive stress are the: To prevent damage to these six key areas, some forethought must be given to how the areas are laid out and what type of furnishings will be used. As our project is utilizing seven distinct spaces, I will be giving a brief overview of the specifications for each. Initial costs will be higher than standard “educational” furniture, but will pay off in the long run in happier, healthier, more productive stakeholders. [|Usernomics] is an excellent vendor for the cost-conscious, health-oriented school.
 * neck,
 * shoulders,
 * fingers, hands, and wrists
 * back,
 * pelvis and hips, and
 * feet and ankles.


 * Spaces 1,2 and 5**

These spaces are designed primarily for short-term usage; welcoming parents, small meeting places for both students and staff, and homework zones for students. There will be no permanent workstations incorporated into these areas. As such, the focus will be on creating flexibility within the space to allow user to quickly adapt the room to their needs. All sofas, chairs, and tables will be on casters and lightweight enough to move easily. Sofas will be modular so they can be broken into individual seating and rearranged.


 * Spaces 3 and 4**

These two areas will be used for computer work and are more likely to be used for longer periods of time in ways that may put stress on some of the keys parts of the body. The chairs at the workstation must provide good support for the lumbar region, legs, buttocks, and arms. The chairs should be highly adjustable, able not only to be raised and lowered, but also to adjust the back tilt and the height of the arms rests.

The workstations will be height adjustable as well to meet the needs of the wide variety of expected users, and document holder will be provided to hold books and papers at in a comfortable position. Vertical mice will be used to minimize the stress on the user’s wrists.

This space will have a mix of both short-term and long-term users. Clerical and student workers will occupy this space for a few hours at a time to greet visitors and help provide the appropriate services. They will require the same type of flexible, ergonomically correct seating and workstations used in spaces 3 and 4. There will also be short-term visitors who may be from anywhere from a few moments to 15-20 minutes. Seating will need to be movable and flexible enough to handle the variety of needs.
 * Space 6**

**Furnishings**
The following furnishing decisions were made:
 * **Seating** - Because the space is designed for small group work and some individual work, we've included seating arrangements that can accommodate 5-8 people, with chairs on casters for flexibility. ([|NE(X)T GEN LEARNING ENVIRONMENTS]). Chairs and couches are "soft seating" and contain swing-out tables. The fabric is easy-clean. Furniture is red and gray to support school colors.
 * **Flexibility** - All furniture other than computer terminals is movable to support flexibility. ([|Assessment: The Key to Creating Spaces That Promote Learning])
 * **Walls near Terminals** - Walls that face computer terminals are painted a mild, mid-toned color to reduce eyestrain and glare. ([|Color in Education])
 * **Walls throughout** - Since the space is expansive, and wall spaces are large and may be used for exhibitions, the paint colors are kept neutral throughout. ([|Color in Education])
 * **Flooring** - To reduce noise, a floor impact noise reduction underlayment will be used. This underlayment can be used under a variety of floor finishes, such as tile. ([|Acoustical Services, Inc.])

**Lighting/audio/visual**
The following considerations were made regarding lighting, audio, and visual concerns:

Being the lighting/audio/visual specialist on this project presented its own set of unique challenges due to the fact that we are designing a transitional space instead of a traditional classroom space. My emphasis was shifted more toward lighting concerns since this proposed space would seldom be used for audio-visual presentation purposes. My research into this ad-hoc persona uncovered several ways to improve the overall effectiveness of a learning space through the strategic use of specific lighting tools and techniques.

Randall Fielding wrote in his article [|"Lighting and the Learning Environment"] about some key considerations when designing lighting schemes for learning spaces:
 * **The Daylight Standard:** Design learning environments to take full advantage of natural light sources via windows or skylights.
 * **Full-Spectrum Lamps and Polarized Diffusers:** Full-spectrum lamps provide similar lighting qualities to that of natural daylight. When coupled with acrylic polarized diffusers, these lamps scatter the light much like the earth's atmosphere scatters sunlight. The end result is a soft white light that reduces eye strain and glare.
 * **[|Pendant-style] ceiling-mounted light fixtures:** For spaces with lower ceilings, these light fixtures provide soft white light without the glare problems inherent in standard recessed lighting. Instead of light being projected straight down onto the learning space below, light is reflected off the ceiling. This avoids eye strain problems due to light reflecting off of glossy surfaces such as laptop and desktop monitors.

Below is an overview of specific lighting and audio-visual considerations for each space: Since both of these spaces are housed under lower ceilings and away from direct access to the atrium skylight, ceiling-mounted pendant light fixtures placed directly above the seating areas would provide adequate lighting for both day and night use. The LCD display screens should be installed using a ceiling-mounted bracket, allowing the screen to be titled slightly downward toward the seating areas below. Tilting the display screens would also diminish any direct glare from the lighting nearby.
 * Spaces 1 and 2**

Spaces 3 and 4 are also housed under lower ceilings and away from the natural light provided by the atrium. Pendant-style lighting fixtures will be placed above the seating areas and computer terminals. Glare from the ambient light of the atrium nearby could present viewing problems for the computer terminals, especially during daylight hours. Special considerations should be made to provide computer monitors that have a non-glare surface as opposed to the glossy screens that are used in some of the newer [|Mac] desktops and laptops.
 * Spaces 3 and 4**

Both spaces are well positioned for ample daytime lighting due to their close proximity to the windows near the rear entrance. During nighttime hours, space 5 would be lit by pendant-style fixtures similar to those described in spaces 1-4. Recessed fluorescent lighting panels border the atrium skylight above. These lighting panels would provide adequate lighting needed to navigate the main staircase at night. The wall spaces to the left of space 7 will feature a lit recessed display case that can house school trophies, student artwork, historic photos and other school memorabilia.
 * Spaces 5 and 7**[[image:atriumlight.jpg width="210" height="116" align="right" caption="Lighting panels near skylight"]]

The joint student services/administration reception desks are uniquely situated to take full advantage of the natural light source provided by the atrium skylight during daylight hours. The ring of recessed fluorescent lighting panels around the skylight would provided any needed light should the desks need to be staffed after daylight hours. Computer monitor screens will feature non-glare surfaces to avoid viewing problems during daylight hours.
 * Space 6**

