student center thesis

ScholarWorks@UMass Amherst

• < Previous

Home > ETDS > Masters Theses > 248

Masters Theses

Off-campus UMass Amherst users: To download campus access dissertations, please use the following link to log into our proxy server with your UMass Amherst user name and password.

Non-UMass Amherst users: Please talk to your librarian about requesting this dissertation through interlibrary loan.

Dissertations that have an embargo placed on them will not be available to anyone until the embargo expires.

Sustainable Design of Student Centers Retrofitting and Adaptive Reuse of UMass Student Union

Tianye Song , University of Massachusetts Amherst Follow

Access Type

Open Access Thesis

Document Type

Degree program.

Architecture

Degree Type

Master of Architecture (M.Arch.)

Year Degree Awarded

Month degree awarded.

Based on the research of university Student centers and students’ daily activities within a campus, this Thesis focuses on how to strengthen the relationship between the student and the Student Center, by developing a methodology for a successful architecture that towards making the daily life of a student better. This approach will help overcome current disconnectbetween students’ daily activities and an environmentally integrated experience. The Thesis project focus will be the UMass Amherst’s Student Union. The existing Student Union has long been unable to meet the needs of today’s students, and its shortcomings have been felt throughout the campus, from a sense of alienation to the absence of places for activities and for actively connecting the campus with the environment.

Methods: Studying two student centers through visiting and investigating. Studying campus life through observing and recording; Using Questionnaire to collect data; studyingthe interaction between campus and facilities. Using Ecotect and concerned software to build and analyze solar radiation, shading and wind.

https://doi.org/10.7275/7048519

First Advisor

Kathleen Lugosch

Second Advisor

Ajla Aksamija

Recommended Citation

Song, Tianye, "Sustainable Design of Student Centers Retrofitting and Adaptive Reuse of UMass Student Union" (2015). Masters Theses . 248. https://doi.org/10.7275/7048519 https://scholarworks.umass.edu/masters_theses_2/248

Since July 17, 2015

Included in

Other Architecture Commons

Advanced Search

• Notify me via email or RSS
• Collections
• Disciplines

Author Corner

• Submission Guidelines
• Login for Faculty Authors
• Faculty Author Gallery
• Submit Thesis
• University Libraries
• UMass Amherst

This page is sponsored by the University Libraries.

© 2009 University of Massachusetts Amherst • Site Policies

Privacy Copyright

ODU Digital Commons

• < Previous

Home > Education > Educational Leadership & Workforce Development > ETDs > 115

Educational Leadership & Workforce Development Theses & Dissertations

Green student centers' influence on the campus environment.

Krista L. Harrell , Old Dominion University

Date of Award

Document type.

Dissertation

Degree Name

Doctor of Philosophy (PhD)

Educational Foundations & Leadership

Program/Concentration

Higher Education

Committee Director

Dana Burnett

Committee Member

Alan Schwitzer

Nathan Lindsay

Green building and design is an emerging trend in institutions of higher education. It is important to consider the practices and expectations of the users of green buildings. The attitudes of faculty, staff, and students play a key role in the overall successful performance of green buildings. This study offers direction for the intentional design and use of green student centers as influential facets of the total environment on college campuses. The research presents cases of how green student center design may be connected to environmental attitudes. This qualitative study examined to what degree three green student centers influence and impact the campus environment. Strange and Banning's three-dimensional matrix and a modified version of the Salter Environmental Type Assessment (SETA) Form C were used to collect data to inform this study. A collective case study analysis examined green student centers at three campuses. Individual interviews, focus groups, and document review were administered. This information may help advance green initiatives related to student-oriented operations, practices and policies, and subsequently influence universities' strategic goals, master plans, and missions.

In Copyright. URI: http://rightsstatements.org/vocab/InC/1.0/ This Item is protected by copyright and/or related rights. You are free to use this Item in any way that is permitted by the copyright and related rights legislation that applies to your use. For other uses you need to obtain permission from the rights-holder(s).

10.25777/6fmc-t384

9781267890474

Recommended Citation

Harrell, Krista L.. "Green Student Centers' Influence on the Campus Environment" (2012). Doctor of Philosophy (PhD), Dissertation, Educational Foundations & Leadership, Old Dominion University, DOI: 10.25777/6fmc-t384 https://digitalcommons.odu.edu/efl_etds/115

Since July 12, 2019

Included in

Environmental Design Commons , Higher Education Commons

Advanced Search

• Notify me via email or RSS
• Collections
• Disciplines
• Author Guidelines
• Educational Leadership & Workforce Development Website
• Other Digital Collections
• ODU Libraries
• Old Dominion University

Home | About | FAQ | My Account | Accessibility Statement

Privacy Copyright

MFA-1 Thesis Research Book | University Student Center

NYU Student Center Naomi Benatar | New York School of Interior Design | 642 MFA-1 Thesis Preparation | November 28, 2019

Table of Contents

Introduction

Research Report

Case Studies

Site Analysis

Base Building Drawings

Blocking &amp; Stacking Diagrams

NYC Building Code &amp; ADA &amp; LEED

Bibliography

User Groups

Quantitative Questions

Inspired by The Ohio State University student center, The Union, the university student center will be a space that inspires students to work effectively, engage with their school community, and expand their personal horizons. In order to appeal to the growing reliance on technology, the student center will incorporate modern technology with plans in place to accommodate developments in future technologies. To merge the growing concern for climate change with the proven benefits of biophilic learning environments, sustainability and natural design elements will be prioritized.

Photo courtesy of ohiounion.osu.edu

PRIMARY USERS • Students Age 18-30 Local, national, and international Study abroad, undergraduate, and graduate Broad range of financial background Broad range of cultural and religious backgrounds • Faculty Age 30-65 Local, national, and international Middle and upper class Broad range of cultural and religious backgrounds Highly educated (most with doctorate degrees)

SECONDARY USERS • • • •

• • • • Delivery Drivers (age 25-65) • Family Visitors (0-90) • Prospective Students/Parents (18-65) • Performers/Guest Speakers (18-65) • Janitorial Staff (age 25-65) Cafe Staff (entirely run by students) IT Staff (age 25-65) Tutors (students)

TERTIARY USERS

WISH LIST Casual work/hangout zone Cafe Meeting rooms Small, medium, and large available to reserve study groups student organizations faculty office hours Open work area Individual, quiet study space Tech center Library outpost IT

1. How many individual study rooms? 2. How many students per study room? 3. How much open study space versus open social space? 4. What kind of reception is necessary? 5. How large should the reception desk/area be? 6. Should a ballroom be included? Should it convert into a lecture hall? 7. Should a cafe be included? Should it be full service or grab nâ&amp;#x20AC;&amp;#x2122; go? 8. Should a library outpost be included? Should there be a pickup desk or only a returns bin? 9. Should there be a post office of some kind? Should it be associated with Amazon, USPS, UPS, FedEx? 10. How many bathrooms are necessary? What size? 11. How many elevators are necessary? 12. How big should it be overall? How many different functions should the space include? Should it be focused on study spaces or should it include other functions such as banking, post office, events, cafe etc. 13. How big should the social areas be? Should there be several different social areas? Or one big space? 14. Should social spaces be large enough for an entire club meeting? Should social space be small for friend groups? 15. How many people fit into a small meeting room? 16. How many people fit into a medium meeting room? 17. How many people fit into a large meeting room? 18. How many people fit into a ballroom/lecture hall? 19. Should a tech center be included? 20. How many tech center desks should there be? 21. How many IT desks/offices are necessary? 22. How big is the cafe? How many students work there? 9

Guiding Questions Report

Guiding Questions

Is the current model of student centers still appropriate? Is the future of student centers as huge complexes or to disperse or reduce the nature of functions?

How can design encourage student interactions in a space? How much time do students want to spend studying versus socializing in the space?

From the original student center as an ideal of leisure

the focal point for the “academic and intellectual mission”

to the modern fusion of fun and focus, student centers

of the college and defines the “learning-living culture

have evolved with changing student demographics and

of the institution”. By the time this was realized, the term

updated educational pedagogy. The history of the student

“campus center” replaced the previous term “student

union began over 120 years ago at Houston Hall at the

union”. Now, in the twenty-first century, the campus center

University of Pennsylvania. In 1896, the student union was

is evolving again. A “’hybrid,’ ‘fusion,’ or mixed-use facility”

described as “a unique experiment in college education,

has become the norm and combines library and campus

the frank and practical recognition of the importance of the leisure hour”. It included a lounge, reception area, bowling alley, swimming pool, music room, gymnasium, theater, and billiards room. Quickly, this model for a student union, originally inspired by the debating societies of Cambridge and Oxford, was copied at universities all over the United States. The size of institutions and diversity of students expanded so, by the 1950s, many universities updated their student unions. In the 1960s and early 1970s, universities became aware of the need to address social and political aspects of student life. This led to a new wave of construction to broaden the functions of student unions to include dedicated space for student organizations, cafes, and limited meeting space. The biggest shift in campus planning was the acceptance that the student union was

Image 1: 21st century students are more diverse than ever before (Fishman, Ludgate and Tutak). 15

center functions as well as recreational and lifestyle uses (Neuman). Just as the diversity of students experienced a shift leading to the 1950s, so too has the modern college student demographic. 21st century college students are a more diverse group than ever before – from their age, income level, family structure, and nation of origin (Fishman, Ludgate and Tutak). The old model for student unions was industrial and based on “universal furniture provisions” complete with “self-contained classrooms designed on a square-foot-perstudent” method (Gensler). Progressive schools are working on “learning personalization” which can help learning environments to keep up with “unprecedented changes in education” (Gensler). This includes a wide range of updates to learning environments to help facilitate the modern students’ need to easily switch modes of learning.

Image 2: David Thornburg’s three optimal settings for promoting active, experiential learning (Arieff). watering hole is “where exchanges happen,” it is the space where academic discourse takes place (Arieff). Lastly, the

The new educational model considers “learning as

cave is “where individual work is done,” where students

a team sport” (Arieff). The modern student center needs

hunker down for focused study time (Arieff). While there are

to seamlessly balance the “Campfire,” “Watering Hole,”

many technical design approaches to facilitate this shift in

and “Cave” (Arieff). The campfire is “where stories are

thinking, in a lot of ways this is a mental and metaphorical

told,” where students can gather to socialize (Arieff). The

switch that challenges the staff perceptions on learning

and teaching (Boys). It requires an acknowledgment that

helps to shift focus away from the design of the space and

outward and inward learning are not opposite (Boys).

onto students’ work. Writable and projectable walls allow

Learning takes place through the “negotiation of shared,

every surface to be an opportunity for learning and create

social meaning, in the spaces in-between these forms of

an immersive experience. Providing enclosed seating

collective knowing and our own individual knowing” (Boys).

within an open, social area can allow for focused work

Learning is “informed not just by our ‘location’ within a

time without sacrificing the feeling of belonging. Stadium

community of practice, but also what we bring to it” (Boys).

seating can transform a space from a casual hangout

By creating spaces for the campfire, watering hole, and

zone to an informal work space to a formal presentation

cave, a student center can be a place of intersection on

auditorium. Spaces that are designed for focused work

collective and individual learning.

provide generous surfaces which allow for multiple study

According to research conducted by Gensler, there are a plethora of physical design elements that encourage this metaphorical shift. Design that encourages students to position themselves in circular formations naturally facilitates interaction. Creating standing settings allows students to quickly transition from one activity to another. Integrating fluid technology throughout the space helps students

materials. Comfortable furniture encourages students to linger for longer. In a space that is blending work and fun, it is important to find the right balance of enclosure. Too many walls or walls that are full height can create too much separation while fewer walls, glass walls, or partial walls can encourage productivity (Gensler Reimagining Learning, 2283).

collaborate easily and eases the transition from social time

Students choose student centers rather than libraries

to focused work time without a necessary change in physical

for study time because they are seeking a comfortable

location. Pinup spaces or short throw projectors can allow

place with a “reasonable level of distraction” (Neuman).

students to show off their work and to learn from each other

“Properly configurated circulation spaces” provide this

in a formal or informal way. Incorporating natural materials

intermediate level of distraction which includes “occasional 17

socializing and snacking” (Neuman). When properly

locations. It is designed to be a space where campus tours

distributed throughout the student center, these moments

start, classes take place, professors and students mingle,

of distraction allow the space to remain focused while

live events are hosted, and much more. Student centers

keeping students in the building longer (Neuman).

are intentionally diverse spaces that are meant to be

Studies show that when students spend longer on campus, even if some time is spent socializing, they maintain a more academic mindset and have greater opportunity for academic growth and success. Especially as an increased portion of the student body is older, with family and work during the school year, keeping students on campus as much as possible is essential to focus and success. Student centers can help provide a “sense of place” outside of the classroom so that students feel comfortable and welcome to stay on campus. In addition to maintaining an academic mindset, spending time in the student center can offer “opportunities for social development” which prepares students to “navigate the profession world” upon graduation (Leavitt).

changed again and again. The student center becomes an “incubator/accelerator space” that is a “hybrid combination of workspace, learning space, and social space, most of it flexible and multiuse” (Arieff). The student center is a vital part of the success of the university as a whole. The campus center has been elevated to the importance of the great room of the house, it is a “place of warmth, gathering, conversation, and sustenance” (Neuman). It is an essential element in the attraction of potential students, but even more so, the student center is the key to student retention and “evangelism” by housing the shared experience, identity, and loyalty to the institution itself (Daughtrey). In one study, students picked the library as their top choice for quiet study time, even though they were unhappy with acoustics, availability of

Today, universities are eager to “leverage real

space, and hours of operation. Their second most-preferred

estate” and create a student center that can host a range

study space were dorms because they could transform

of campus activities that used to be housed in distinct

into spaces that were “academically productive, socially

Image 3: Well designed interiors can help to facilitate various ways of learning (Gensler). 19

dynamic, and culturally rich” (Gensler Remaking Student Living). The modern student center is designed as the union of the quiet study opportunity found at the library and the diverse academic and social function of the residence hall. Transitional space is an essential component to the success of the modern student center. Students need space to transition from “social to private modes” based on individual personality and learning type (Gensler). This oscillation can occur multiple times throughout the day so the transition between social and study space and group study space and private study space is of vital importance (Gensler). A common way of supporting this oscillation is in the activation of circulation areas. By creating circulation with built-in seating, impromptu interactions take place organically. This connection blurs the boundary between work and fun and helps to allow students to learn from one another in an informal way. Modern students “see every

university student center (Leavitt). With the increasing use of technology in education, students and educators are more able to adapt the educational experience for individual learning styles. Student centers should be designed to facilitate this mission with a wide range of technologies available and convenient throughout the space. Student centers should be diverse in their design in order to “provoke and support a full spectrum of learning behaviors”. A range of different spaces can help spark different types of learning, creativity, and exploration. They should be adaptable to “allow for dynamic interchange among activities”. Flexible spaces that can change quickly and easily allow students to feel a sense of ownership over their work space and its ability to cater to the needs of that moment, project, or group. Lastly, they should be multimodal to “provide choice” to

person as an educator” and continue to “crave meaningful

students by “ensuring a wide variety of learning settings”.

face-to-face interaction with educators and one another”

Each student needs space that allows for relaxation, space

despite an increasing integration of and reliance on

that enables group work, space that empowers creative

technology (Gensler). Just as the ancient Roman forum was

problem solving, and space that facilitates quiet, focused

the hub of activity and community life, so too is the modern

study (Gensler).

Student centers include a small range of standard,

moveable furniture. In the student centers of the future, this

essential functions including social, study, and eating

adaptation will be focused as much on the physical space

spaces. These functions are intentionally distanced from one

as on the technology and digital integration around it. This

another so that the circulation draws “the user past as many

will include a plethora of existing and evolving technologies

activities as possible, much in the same way that shopping

such as fabrics that change color (perhaps to coordinate

malls, with anchor tenants, are organized” (Neuman).

with the colors in a presentation), decorative objects

The “most important room in the campus center is not a

that can morph (such as a table that can move, project,

room at all, but rather the space that connects the rooms

and record a student’s notes), and lights that reflect our

– the networks of lobbies, hallways, and stairs” (Neuman).

natural circadian rhythm (or lights that purposefully defy

With the shift in interpersonal relationships brought on by

our natural rhythm to keep students focused during all-

technology, the student center has extended to become

night study sessions) (Nabil). As technology continues to

a “three-dimensional social network” and lifestyle magnet

dominate our attention and advance our approach to

for students (Leavitt). Now, the “prospects of chance

education, the design of student centers as spaces that

encounters” and the “‘see-and-be-seen’ factor” are the

seamlessly incorporate technology but still value in-person

greatest attractions (Neuman).

interaction will become even more relevant. As more

The future of student centers as a “three-dimensional

student activities that once required an in-person presence

social network” will include much more than the standard

can be accomplished remotely, the interpersonal aspects

eat, study, and lounge spaces of the current mode

of education will become more centralized in the student

(Neuman). A broadening range of additional functions such

center. This acknowledgment of the invaluable human-to-

as academic advising, lecture halls, shopping experiences,

human connection will become the driving force behind

and more will become the norm (Neuman). The current

both the social and educational aspects of the student

level of adaptation in student centers rarely extends beyond

New South Student Center at Georgetown University

University of California at San Diego Price Center East

The Diana Center at Barnard College

Photo 24 courtesy of archdaily.com

Name: Healey Family Student Center Address: 3700 O Street Northwest, Washington, DC 20057 Architects: Ikon.5 Architects Area: 45,000 Square Feet Year: 2014

Images courtesy of archdaily.com

Why this project? • Directly applicable to my thesis • Aesthetically pleasing • LEED Gold • Very diverse range of functions • Ability to learn a lot from space plan • Similar size-range to my thesis History of Facility/Mission/Goals: • Renovation and addition to existing Mid-Century residence hall • Designed to be the university living room • Inspired by “Hoya Saxa” (“what rocks!”)– official college chant/identity of Georgetown students • Responds to location which overlooks the Potomac • Casual and formal study spaces and alternative food venues to campus dining hall • Contemporary architectural language that evoke the heritage of the university • Green wall and window wall with views of the Potomac Program: • Purpose: Student center – small group study space, social space, bar, smoothie café, art gallery, music/dance practice rooms, large meeting room, dividable ballroom Images courtesy of archdaily.com

Primary User Group: â&amp;#x20AC;˘ Students -125-200 people on an average day -200-800 on days with events in the ballroom -Interact regularly with secondary user group (ex. Tutoring, getting food/drink) -Interact infrequently (if at all) with tertiary user group (ex. If their parents visit, attending guest performance) -Age 18-30 -Local, national, and international -Study abroad, undergraduate, and graduate -Broad range of financial backgrounds -Broad range of cultural, ethnic, and religious backgrounds â&amp;#x20AC;˘ Faculty -15-75 on an average day -Interact regularly with secondary user group (ex. working with IT staff to set up presentations) -Interact infrequently (if at all) with tertiary user group (ex. Attending guest lectures/ performances) -Age 30-65 -Local, national, and international -Middle and upper class -Broad range of cultural and religious backgrounds -Highly educated (most with doctorate degrees)

Secondary User Group: • 25-50 on an average day • Interact frequently with primary user group (ex. Bar/ café staff serving students) • Interact frequently with tertiary user group (ex. IT staff must work with guest performers to set up light and sound for performance) • Janitorial Staff (age 25-65) • Cafe Staff (25-65) • Bar Staff (25-65) • IT Staff (age 25-65) • Tutors (students)

Tertiary User Group: • 5-100 depending on prospective student tours, if there is a guest performer • Interact infrequently with primary/secondary user group • Delivery Drivers (age 25-65) • Family Visitors (0-90) • Prospective Students/Parents (18-65) • Performers/Guest Speakers (18-65)

Aesthetics: • Emphasis on natural light (large walls of windows, skylight), minimal and simple artificial lighting • Lots of concrete to tie in with “Hoya Saxa” • Lots of greenery – including green wall • Circular hearth at center of lounge space, fireplace outsides, inside is lounge, sightlines from front entry • Natural wood, neutral gray, warm brown, and green • Modular lounge furniture • Carpet, soft furnishings and green walls for acoustic control, otherwise mainly hard surfaces • Modern and clean aesthetic

Evaluate Design: • Very successful design • Seems very functionally laid out • Natural light and quality views • Concrete represents “Hoya Saxa” • should have more branding • Good balance of social space and work space • Good that eating/ drinking spaces are far from each other • Good use of circulation that also has seating • Minimal and modern but still cozy/inviting • Multi-functional spaces

Relation to Thesis Question: 1. This is a very successful model of a student center. It emphasizes circulation, includes more than ample space for socialization and snacking, and incorporates a range of functional private work spaces. This space shows that the future of student centers is as large, multi-functional complexes. In this space, they have a TV lounge, bar, cafĂŠ, stage, ballroom, music practice rooms etc.

Relation to Thesis Question: 2. The round, cozy hearth, as well as the many other social spaces, encourage students to interact socially. There arenâ&amp;#x20AC;&amp;#x2122;t any private study rooms that seat fewer than four people, which encourage student interaction during work time. Based on the ratio of open public space versus closed study rooms, it is safe to assume that students want to spend at least as much time socializing as they spend on focused work time.

34 Photo courtesy of archdaily.com

Name: Price Center East Address: La Jolla, San Diego, California Architects: Yazdani Studio Area: 172,000 sf new construction, 66,000 sf renovated, 238,000 total sf Year: 2008

Why this project? • Directly applicable to my thesis • Beautiful exterior architecture • Interesting circulation • Urban environment – vertical not horizontal spread • Equivalent of LEED Silver • So many different functions included (alumni center, groceries, retail) • Engagement with exterior surroundings History of Facility/Mission/Goals: • Existing student center had “introverted” configuration – central courtyard with building on three sides, program elements face inward • University growth necessitated an expansion • Expansion was designed to be the opposite – an “extroverted” addition with a lot of points of entry and monumental staircase to play to street experience • 172,000 sf addition expands bookstore, makes space for retail, food, student organizations, reinforces exterior campus circulation • Aim to turn the University Center in to a “town center” – lively pedestrian hub at the heart of campus

Image courtesy of archdaily.com

Program: • Purpose: Student center – dining space, shopping space, social space, advising space, study space, event space • Exactly like my proposed project, many additional program elements, but larger scale

Primary User Group: â&amp;#x20AC;˘ Students -500-1000 people -Interact regularly with secondary user group (ex. getting food/drink) -Interact infrequently (if at all) with tertiary user group (ex. If their parents visit) -age 18-30 -local, national, and international -study abroad, undergraduate, and graduate -broad range of financial background -broad range of cultural and religious backgrounds â&amp;#x20AC;˘ Faculty/Student Services Staff/Cross Cultural Center Staff -75-400 on an average day -Interact regularly with secondary user group (ex. Getting food/drink, working with IT staff to setup presentations) -Interact infrequently (if at all) with tertiary user group -age 30-65 -local, national, and international -middle and upper class -broad range of cultural and religious backgrounds -highly educated (most with doctorate degrees) Images courtesy of archdaily.com

Secondary User Group: • 125-250 on an average day • Interact frequently with primary user group (ex. Bar/ café staff serving students) • Interact frequently with tertiary user group (ex. IT staff must work with guest performers to set up light and sound for performance) • Janitorial Staff (age 25-65) • Café/Retail/Grocery Staff (25-65) • IT Staff (age 25-65) • Tutors (students)

Tertiary User Group: • 25-150 depending on prospective student tours, if there is a guest performer • Interact infrequently with primary and secondary user group • Delivery Drivers (age 25-65) • Family Visitors (0-90) • Prospective Students/Parents (18-65) • Performers/Guest Speakers (18-65) Image courtesy of archdaily.com

Aesthetics: • Minimalist exterior • Minimalist interior • Clean, simple design • Bold use of pops of color • Metal and concrete throughout • Minimal artificial light • Emphasis on natural light, lots of skylights • Emphasis on open, airy feeling, lots of open to below spaces • Large focal space in center • Vertical circulation stairs border central hub

Evaluate Design: • Lots of different spaces/functions which is good • Functional organization seems random • Not enough soft surfaces, does not feel cozy • Very open, anticipate bad acoustics • Nice vertical circulation, stairs in consistent location • Not enough spaces dedicated to study, only one dedicated spot • Very flexible, all furniture is light and move-able • Not enough emphasis on circulation, no activated circulation paths

Relation to Thesis Question: 1. This student center is certainly an appropriate model as it provides many necessary services including campus dining, grocery shopping, student services/advising etc. This student center is a massive complex with a very wide range of functions. The goal of the design was to create a town center with a range of services and they definitely succeeded in that.

Relation to Thesis Question: 2. The vast social/ dining spaces do encourage interaction because they are so open. Based on the allocation of square footage, these floorplans indicate that this student center is more focused on student services â&amp;#x20AC;&amp;#x201C; advising, retail, groceries, campus-dining, alumnimentoring, etc. â&amp;#x20AC;&amp;#x201C; than on providing abundant study space.

44 Photo courtesy of archdaily.com

Name: The Diana Center Address: 3009 Broadway, New York, NY 10027 Architects: Weiss/Manfredi Area: 98,000 Sq. Ft. Year: 2010 Date Visited: September 13, 2019

Why this project? • Directly applicable to my thesis • Beautiful exterior architecture • Close – easy to visit in person • Includes a theater/performance space • Urban environment – vertical rather than horizonal spread • Winner of Progressive Architecture Award &amp; National AIA Award History of Facility/Mission/Goals: • Aims to bring focus and community to campus lawn • Diagonal void through the building aims to create visual juxtaposition and encourage students of different disciplines to interact • 500-seat multipurpose room • 100-seat black box theater • Luminous curtain wall, calibrated to programs and public functions • Sustainable focus, green roof and ecological learning center Program: • Purpose: Student center – space for art, architecture, theater, and art history departments, faculty offices, dining room, café • Exactly like my proposed project, much larger scale Image courtesy of archdaily.com

Primary User Group: â&amp;#x20AC;˘ Students -250-500 people -Interact regularly with secondary user group (ex. getting food/drink) -Interact infrequently (if at all) with tertiary user group (ex. If their parents visit) -Age 18-30 -Local, national, and international -Study abroad, undergraduate, and graduate -Broad range of financial background -Broad range of cultural and religious backgrounds â&amp;#x20AC;˘ Faculty/Student Services Staff/Cross Cultural Center Staff -50-100 people -Interact regularly with secondary user group (ex. Getting food/drink, working with IT staff to setup presentations) -Interact infrequently (if at all) with tertiary user group -Age 30-65 -Local, national, and international -Middle and upper class -Broad range of cultural and religious backgrounds -Highly educated (most with doctorate degrees) Images courtesy of archdaily.com

Secondary User Group: • 50-100 people • Interact frequently with primary user group (ex. Bar/ café staff serving students) • Interact frequently with tertiary user group (ex. IT staff must work with guest performers to set up light and sound for performance) • Janitorial staff (age 25-65) • Café staff (25-65) • IT staff (age 25-65)

Tertiary User Group: • 25-500 depending on prospective student tours, events in multipurpose room or theater • Interact infrequently with primary and secondary user group • Delivery Drivers (age 25-65) • Family Visitors (0-90) • Prospective Students/Parents (18-65) • Performers/Guest Speakers (18-65) Image courtesy of archdaily.com

Aesthetics: • Terracotta and glass exterior • Minimalist interior • White and concrete interiors with red furniture and carpeting • Purple lounge outside theater • Warm woods in event space

Evaluate Design: • Feels cold, only colors are white, gray, and bright red • Not enough soft surfaces • Very confusing circulation, stairs are in a different location on each floor • Feels lackluster • Very loud in café, no soft materials • Cannot access green roof without being in a class

Relation to Thesis Question: 1. This student center has the intention of responding to the future model of student center with a wide range of functions centralized in one location. However, I do not think that they succeed. The main functions of this student center are the cafĂŠ and dining room, study space, faculty offices, and the two event spaces. Considering that the event spaces are not used on a regular basis, the main daily functions are only studying and eating. I do not feel that the spaces are very adaptable for other uses. I also did not notice any technology which I believe is a crucial element of student centers in the future.

Relation to Thesis Question: 2. Again, because I do not feel that spaces were very adaptable, I donâ&amp;#x20AC;&amp;#x2122;t think there was an inherent encouragement of student interaction. They tried to encourage student interaction with the void space/atria which I do not feel was very successful. In the dining area and cafĂŠ, there were group tables where students could chat but the study room had a lot of individual pods which really discourage interaction. I do love that The Diana Center has a direct connection to a residence hall. I think that seamless transition encourages students to take advantage of The Diana Center for social and study time more than they otherwise would (especially in the winter).

Interview with Yael Rayport, Third Year Student

Q. How often do you spend time at The Diana Center? What do you do when you go (study, eat, club meetings, class etc)? A. As a student, I probably go to Diana at least once a day to get food or study. Q. Where do you choose to study most often? Why? (If not The Diana Center, why not? What does the place that you like to study have that The Diana Center does not?) A. I primarily study at Milstein, the library, to get a quieter and studious atmosphere. Diana would be great though for group projects. Q. When you spend time at The Diana Center, where do you choose to spend your time? Why? How long do you typically stay? A. I would spend most of my time on the second floor, usually in the dining room. Some semesters I would study there for hours before dinner and then eat with friends. Q. Do you feel comfortable there? Why or why not? A. I always feel comfortable at Diana, surrounded by my Barnard buddies. Q. Aesthetically, does The Diana Center inspire you? Why or why not? A. Diana can be very inspiring -- when looking out the large bright windows or the vibrant orange/red walls and furniture. Q. Do you think it is easy to navigate the space? Can you find the spaces you are looking for quickly? Why or why not? A. Diana was easy to navigate. Q. Do you feel that you can both relax and be productive in The Diana Center? Why or why not? A. Yes, I could relax and chat with friends over a meal and also study in between classes. Q. Do you spend time at The Diana Center alone or in a group? What about the facility makes you feel more comfortable in a group/alone? A. I generally prefer to study and eat with friends, but I do go to Diana alone and donâ&amp;#x20AC;&amp;#x2122;t feel uncomfortable.

Q. If you had free reign, what would you change about The Diana Center? (this can be lighting, furniture, layout, acoustics, anything else, all of the above, etc.) A. Diana has a green roof that is off limits to unsupervised students. I wish they would allow students to go there and had tables on it. It would also be nice if they had more good outdoor seating by the cafe on the first floor (with chairs that are ergonomic and not flimsy fold up ones!) Q. What about the physical space at The Diana center makes it conducive to group work? A. Because the Diana center is designated as the student life building, a social place, students are encouraged to talk and work together. It is also filled with tables that can fit ~4 students so people tend to sit together and talk (about life or school). In contrast, Milstein is filled with cubicles, conducive to individual study sessions. Q. What specifically about the Milstein library do you like for a quiet study atmosphere? Is it lighting? A difference in furniture? A closed off study room? A. Milstein is a great place for a quiet study atmosphere. A great design of the building is that as you go up the floors of the library, people&#39;s volume is supposed to get quieter. While the first floor has a cafe and people speak freely, by the time you are on the fourth floor, you are only supposed to speak in hushed tones. Milstein is also filled with quiet cubicles and closed off study rooms, but I prefer the big open tables on the fourth floor where I can study text to friends, but also be in a quiet space. Q. What about the physical environment at The Diana Center makes you feel comfortable? In addition to your friends, is there anything about the physical space that makes you feel this way? Is it lighting, comfortable furniture, branding with school colors? A. The Diana feels comfortable because it is always bright with its large windows during the day or lights at night. The furniture is standard school furniture, not super comfortable, but not uncomfortable. The furniture is also in bold colors like red or orange, creating a warm atmosphere, as opposed to stark whites. Q. When you would relax and chat with friends in The Diana Center, did you spend that hangout time in the cafe area? Is there anywhere besides the cafe where you would spend very extended periods of time? What about the cafe made you feel more comfortable to relax there as opposed to elsewhere in the center? A. I spend most of my time in the second-floor dining area with friends or studying because it usually has the most available tables. The cafe on the first floor is often crowded, with no free places to sit, and has loud music playing. I don&#39;t usually go beyond the second floor -- either because I&#39;m lazy or because there are only offices and classrooms above. 57

Interview with Susan Palefsky, Senior

Q. How often do you spend time at The Diana Center? What did you do when you went (study, eat, club meetings, class etc)? A. In my first few years before the new library opened, I used to spend a lot of time in Diana. I would both study, eat, and socialize there. I would often go to the cafe to get food, get coffee from Lizâ&amp;#x20AC;&amp;#x2122;s Place, and study on the 3rd floor in the 3rd floor study room or computer lab. Now that the new library has opened, I tend to spend less time studying in Diana and more time studying in the Milstein Center (the new library). I have also had one or two classes that met in Diana. Q. Where do you choose to study most often? Why? (If not The Diana Center, why not? What does the place that you like to study have that The Diana Center does not?) A. I really study in a variety of libraries and spaces across the Columbia campus. I found that my favorite study locations have changed each year to correspond with study spaces that are close to my classes and dorms. My first year, I liked to study in the Brooks Reading Room (first floor study space in the freshman dorms), Kent/East Asian Library, Butler, and Diana (I also visited a lot of libraries on campus to see which ones I liked the best) My sophomore year, I liked to study in SIPA Library, Teachers College Library, Diana and Butler (especially Butler floor 4). My junior year, I tended to study in The Milstein Center (Barnard Library), Diana, and Butler. This year so far, I have studied in the Milstein center the most, then Butler, then Diana (the least). I will say that while the Barnard library was under construction, Diana was a very hot space to study and was always very crowded. If you came during peak study times, it would be hard to get a seat. Now that the new library has opened, it is much easier to get a seat to study in Diana. Q. When you spend time at The Diana Center, where do you choose to spend your time? Why? How long do you typically stay? A. I often stop by Diana for a few minutes if I need to get coffee or for a short period if I want to get lunch/dinner. If I wanted to study, I would usually go to the third floor. I could stay studying anywhere from 30 minutes to several hours. I also used to try to go to Diana when they had the roof open during lunch (I think I went a few times in my sophomore year). Q. Do you feel comfortable there? Why or why not? A. I do feel comfortable (as in safe) in Diana. I also feel pretty comfortable generally. One of my complaints about the building is that it has terrible heat/air regulation. Many of the rooms are either very hot or very cold. The reading room on third floor and the cafe eating area on the second was designed so sun could come through but then would be trapped and the rooms can get very hot. For some reason, the bathrooms are almost always freezing cold.

Q. Aesthetically, does The Diana Center inspire you? Why or why not? A. I don’t think it necessarily inspires me (though I don’t know if architecture normally inspires me). I do appreciate having lots of windows in my study space though. Q. Do you think it is easy to navigate the space? Can you find the spaces you are looking for quickly? Why or why not? A. I do think it is generally easy to navigate the space. The only difficult aspect can be the staircase. The staircase has different entrances depending on the floor. Sometimes it may be on end of the hallway and on the floor above the entrance to the stairs may be in another spot. Sometimes even after entering the entrance to the stair you have to walk down a long hallway which can also be confusing. There also are two stairways right next to each other that lead the second floor. I think that may be confusing to know which one to take. Q. Do you feel that you can both relax and be productive in The Diana Center? Why or why not? A. I feel that I can both relax and be productive. If I want to relax and hang out with friends, I go to the first or second floors which are more social spaces because of the cafe. If I want more serious study space, I go to a space like the third floor which is designated as a study area. Q. Do you spend time at The Diana Center alone or in a group? What about the facility makes you feel more comfortable in a group/alone? A. I spend time in Diana both alone and in a group. I come both alone and in a group whether I want to get food or study depending on the day. There are lots of smaller sized tables for two or four people on the second floor which makes it a nice place to eat lunch with a friend or two. But I also sometimes come with friends to study in the independent cubicles on the third floor study space. Q. If you had free reign, what would you change about The Diana Center? (this can be lighting, furniture, layout, acoustics, anything else, all of the above, etc.) A. I would change the fact that the event oval blocks off half of the first floor. The entrance and main space of the event oval is on the lower level. But since Barnard is on a hill, it is designed far into the ground to have a high ceiling, they made the event oval the height of two floors. When you walk into the Diana center, the first floor feels cut off because a lot of the space can’t be used. I wish there was more space for gathering/tables to study and socialize on the first floor (similar to how there is in the Milstein center). I also wish they could fix the temperature in the building so rooms weren’t either extreme (too hot or too cold).

Program Charts

Bubble Diagram

Program Summary Department

Secondary Users

Primary Users

Reception Lounge Café Administration Study Space Outposts Auditorium Shared Functions Subtotal:

43 150 160 14 320 12 4 0

60 0 25 2 0 0 150 0

Program Area

SUBTOTAL Circ. Factor 30% TOTAL

Program Summary ‐ Outdoor Space Area (SF)

Department Dining/ Study Lounge Subtotal: Total:

2340 4680 4320 1728 9708 1416 3180 2496 29868

Secondary Users 100 50

Area (SF) 15 15

3250 3250 6500 6904

Space within Program Area Security Desk

Lobby Bag/coat check

# of # of Primary Visitors Users 4

# of Areas 1

Sq. Ft. per Area 50

1000 750 1800 540 2340

Functional Description

FF&amp;E

Security and information desk

Custom desk

Seating area for socializing, waiting for campus tours Bag/coat check

Sofas, lounge chairs, coffee/side tables, carpet Shelving, hanging

Space within Program Area

# of Primary # of Users Visitors

Sq. Ft. per Area

Lounge Seating

Charging Stations

Beverage Bar

400 3600 1080 4680

Sofas, lounge chairs, Lounge space with coffe tables, flexible work surface adjustable side options tables, carpeting Ping pong table, Ping pong, pool , pool table, arcade arcade games games Lockers where students can leave backpack/jackets Custom, built in and charge tech lockers Drinks and grab and Bar counter and go snack counter shelving

SUBTOTAL Circ. Factor 20% TOTAL

Service Bar Seating Kitchen

3000 300 3600 720

Functional Description Counter to place orders or pickup grab and go items Informal café seating Café kitchen

Bar, shelving behind bar, bar stools Café tables, café chairs Kitchen equipment

Administration

Manager&#39;s Office

Mangement Offices

Conference Room for 12

IT Office Restroom

300 140 1440 288 1728

Office for the building manager

Desk, desk chair, guest seating, file storage

Collaborative desks, Open office for desk chairs, file lower management storage Conference room for building Conference table, managers chairs

Open office for IT Private restrooms

Collaborative desks, desk chairs, file storage

Study Spaces

Open Study Space 4 Person Study Rooms 12 Person Study Rooms

25 Person Study Rooms

Open study space, flexible to be adjusted for study groups of a range of Tables, chairs, sizes writable surfaces

Small study booths/rooms

Tables, chairs, writable surfaces

Medium study/meeting rooms

Large conference rooms

1960 7468 2240.4 9708.4

Library Outpost

Library Outpost BOH

Postal/Package Outpost Postal/Package Outpost BOH

# of # of Primary Visitors Users

Small booth where students can drop off or pickup library items Counter Storage for all library holds and pickups Shelving

Small booth where students can drop off or pickup items Counter Storage for all items and returns Shelving Small booth where students can pick up tech to use while in the building Counter

Technology Room

Technology Room BOH

150 1180 236 1416

Storage for various Shelving, charging types of tech stations

SUBTOTAL Circ. Factor 20% TOTAL Program Area

Shared Functions

Space within Program Area Ticketing

Ticketing booth Convertible auditorium, can convert from ballroom to lecture to event space Storage for seating/tables/ sound,lighting, stage equipment

500 2650 530 3180

Communicating Stair

Water Fountains

80 2080 416 2496

Booth, counter

Communicating stair Gender neutral restrooms Toilet, vanity, sink 4 water stations per floor

Program Area Outdoor Dining/Study SUBTOTAL Circ. Factor 30%

Space within Program Area Dining/Work Tables

TOTAL Program Area

Outdoor Lounge SUBTOTAL Circ. Factor 30% TOTAL

# of Primary # of Users Visitors 100

# of Primary # of Visitors Users

Sq. Ft. per Area 2500

2500 2500 750

Functional Description 4 top tables for dining or study

FF&amp;E Outdoor tables and chairs

3250 # of Areas

2500 2500 750 3250

Lounge space

FF&amp;E Outdoor sofas, recliners, coffee tables, side tables, chairs

Administration Reception

Managerâ&amp;#x20AC;&amp;#x2122;s Office, Management Offices, Conference Room, IT Office, Restrooms

Security Desk, Lobby, Bag/Coat Check

Outdoor Lounge Lounge

Lounge Seating, Games Area, Charging Stations, Beverage/Snack Bar

Outdoor Dining/Study

Library Outpost, Postal/ Package Outpost, Technoloogy Room, BOH

Auditorium Ticketing, Auditorium, Storage

Shared Functions Communicating Stair, Restrooms, Water Fountains

Study Space

Open Study Space, 4 Person Study Rooms, 12 Person Study Rooms, 25 Person Study Rooms

Service Bar, Seating, Kitchen

1. How many individual study rooms?

22 closed study rooms and 2 open study spaces

2. How many students per study room?

12 rooms with 4 people, 6 rooms with 12 people, 4 rooms with 25 people

3. How much open study space versus open social space?

Equal space for café and lounge, about twice as much space for study spaces.

4. What kind of reception is necessary?

Security, reception, and bag and coat check

5. How large should the reception desk/area be?

About 2300 sq. ft. It includes a reception desk, booth for coat/bag check, reception lounge.

6. Should a ballroom be included? Should it convert into a lecture hall? Convertible auditorium with large storage room so that it can convert from ballroom to lecture to event space. 7. Should a cafe be included? Should it be full service or grab n’ go?

Full service café as well as grab n’ go snack/drink bars in the lounge spaces.

8. Should a library outpost be included? Should there be a pickup desk or only a returns bin?

Yes, a small pickup and drop off booth (with storage).

9. Should there be a post office of some kind? Should it be associated with Amazon, USPS, UPS, FedEx?

Postal/package outpost with pickup and returns (with storage).

10. How many bathrooms are necessary? What size?

20 individual unisex restrooms plus 2 restrooms for the administrative wing.

11. How many elevators are necessary?

4 passenger elevators and 1 freight elevator

12. How big should it be overall? How many different functions should the space include? Should it be focused on study spaces or should it include other functions such as banking, post office, events, cafe etc. About 33,000 sq. ft. (excluding the core) plus almost 7,000 sq. ft. of outdoor space. It includes reception/security, lounge, café, study space, library outpost, postal outpost, technology outpost and an auditorium. 74

13. How big should the social areas be? Should there be several different social areas? Or one big space? Almost 5,000 sq. ft. of social space (separate from the reception lobby). This larger program space includes lounge seating, games, snack/beverage areas, and charging stations. 14. Should social spaces be large enough for an entire club meeting? Should social space be small for friend groups? There are study rooms that can be used for club meetings. Social space will focus on smaller friend groups. 15. How many people fit into a small meeting room? 4 16. How many people fit into a medium meeting room? 12 17. How many people fit into a large meeting room? 25 18. How many people fit into a ballroom/lecture hall? 150 19. Should a tech center be included? Yes. A technology booth where you can check out equipment which is geotagged to the building so that it can be used on any floor of the building. 20. How many tech center desks should there be?

One checkout and returns booth (with storage and charging stations).

21. How many IT desks/offices are necessary?

IT services housed in administrative wing with space for 5 dedicated IT desks.

22. How big is the cafe? How many students work there? The cafĂŠ is almost 4,500 sq. ft. total with 5 people working front of house and 5 working in the kitchen.

Building Information

51 Astor Place Appropriate Location • Located a few minutes walk from New York University • Located on the edge of the East Village and Greenwich Village • Less than a block away from nearest 6 line subway East Village and Greenwich Village Neighborhoods • Lively downtown neighborhoods, lots of night life • Food and drink scene - many restaurants &amp; bars • Historically a favorite neighborhood of writers and musicians and home to the Beatnik generation, lots of hole-n-wall and little bookstores and record shops • Home to St. Marks Place - popular destination for bars, restaurants, quirky shops • Home to Washington Square Park Stylistic &amp; Aesthetic Qualities • Sleek and modernist exterior • Structural steel frame and concrete slabs • Facade is energy efficient low-e structurally glazed glass and aluminum curtain wall • 12 stories • LEED Gold • Designed by Fumihiko Maki • Completed in 2013 Possible Building Modifications • Some parts of terrace might be enclosed Images courtesy of 51asatorplace.com

Floor Plans

Fifth Floor

Sixth Floor

Elevation 1

Elevation 2

Size Diagram

19,043 sq. ft.

19,043 sq. ft. 12,124 sq. ft.

Relation to NYU Buildings NEW YORK UNIVERSITY W. 18TH STREET

E. 18TH STREET

1 W. 17TH STREET

W. 16TH STREET

IRVING PLACE

E. 17TH STREET

U N I O N S Q UA R E

E. 16TH STREET

W. 15TH STREET

E. 15TH STREET

W. 14TH STREET

E. 14TH STREET

6 E. 13TH STREET

W. 13TH STREET

E. 12TH STREET

W. 11TH STREET

E. 11TH STREET

E. 10TH STREET

W. 10TH STREET

E. 9TH STREET

W. 9TH STREET

FIRST AVENUE

SECOND AVENUE

THIRD AVENUE

UNIVERSITY PLACE

FIFTH AVENUE

SIXTH AVENUE

7 W. 12TH STREET

W. 8TH STREET

E. 8TH STREET

WASHINGTON SQ. EAST

WASHINGTON PL.

WASHINGTON SQ. WEST

WAVERLY PLACE

WAS H I N GTO N S Q UA R E PA R K

E. 5TH STREET

E. 4TH STREET

E. 3RD STREET

BOND STREET

E. 2ND STREET

E. 1ST STREET

CROSBY STREET

WEST BROADWAY

MERCER STREET

LAGUARDIA PLACE

THOMPSON STREET

SULLIVAN STREET

MACDOUGAL STREET

BLEECKER STREET

UE TH AV EN

W. HOUSTON STREET

MINETTA LANE

37 E. 6TH STREET

GREAT JONES STREET

W. 4TH STREET

E. 7TH STREET

W. 3RD STREET

JONES ALLEY

WASHINGTON SQUARE SOUTH

WASHINGTON PLACE 53 54 55

WASHINGTON SQUARE NORTH

LAFAYETTE STREET

27 28 WASHINGTON MEWS

MAC DOUGAL ALLEY

V I L L A G E

ST. MARKS PLACE CO

COOPER SQUARE

GREENE STREET

N E. HOU STO

T A This campus map is the gift of

JEFFREY S. GOULD, WSC â&amp;#x20AC;&amp;#x2DC;79 Updated Spring, 2018

Transit Map

Nearby Amenities Bars

Fast/Casual Dining

Traffic and Noise Diagram

Sun Diagram

Views 12/1/2019

100 E 9th St - Google Maps

Stuyvesant St - Google Maps

Stuyvesant St

100 E 9th St

179 E 8th St - Google Maps Image capture: Aug 2013

179 E 8th St

79 Cooper Sq - Google Maps

© 2019 Google

Image capture: Aug 2013

79 Cooper Sq

New York Google

Street View - Aug 2013

Image courtesy of google.com/maps Image capture: Jun 2014

Street View - Jun 2014

Image capture: May 2009

Sections Elevations

98-101 102-111

51 Astor Place

Images courtesy of 51asatorplace.com

Fifth Floor Plan

Sixth Floor Plan

Section 1, East-West Through Elevator Lobby

Section 2, North-South Through Elevator

Elevation 1, Southwest (Astor Place)

Elevation 2, South Podium (Plaza)

Blocking Diagrams

Stacking Diagram

Blocking Diagram Shared Functions

Auditorium Lounge

Outposts Lounge

Cafe Dining/ Study

Fifth Floor 108

Shared Functions Study Space

D St inin u g d / y

S Fu ha n re c d tio n s

NYC Building Code

Occupancy Group A-2

Occupancy Group A-3

Occupancy Group B

Plumbing Fixture Requirements

Interior Finishes

Occupancy Load

Stairs, Corridors, and Doors

Exit Travel Distance

Dead End Corridor

Minimum Exits for Occupant Load

ADA Standards

Sustainability Goals

1. Indoor Environmental Quality Credit for Interior Lighting -include daylight sensors, use tunable LED fixtures which can be programmed to respond to natural shift of light

from warm to cool throughout the day

2. Indoor Environmental Quality Credit for Daylight -take advantage of windows/natural light, be mindful of solid full height walls that cut off access to natural light 3. Indoor Environmental Quality Credit for Acoustic Performance -thoughtfully include sound absorptive materials to allow for quiet spaces 4. Indoor Environmental Quality Credit for Low Emitting Materials -specify environmentally friendly products with EPDs and HPDs 5. Water Efficiency Credit for Indoor Water Use Reduction -specify low flow plumbing fixtures

LEED Scorecard LEED v4 for BD+C: New Construction and Major Renovation Project Checklist Y

Project Name: Date:

Integrative Process

0 Location and Transportation

Construction and Demolition Waste Management Planning

Building Life-Cycle Impact Reduction Building Product Disclosure and Optimization - Environmental Product Declarations Building Product Disclosure and Optimization - Sourcing of Raw Materials

Sensitive Land Protection

High Priority Site

Surrounding Density and Diverse Uses

Access to Quality Transit

Bicycle Facilities

Reduced Parking Footprint

Green Vehicles

0 Sustainable Sites

Storage and Collection of Recyclables

Building Product Disclosure and Optimization - Material Ingredients Construction and Demolition Waste Management

0 Indoor Environmental Quality Prereq

Minimum Indoor Air Quality Performance

Construction Activity Pollution Prevention

Environmental Tobacco Smoke Control

Site Assessment

Enhanced Indoor Air Quality Strategies

Site Development - Protect or Restore Habitat

Low-Emitting Materials

Construction Indoor Air Quality Management Plan

Rainwater Management

Indoor Air Quality Assessment

Heat Island Reduction

Thermal Comfort

Light Pollution Reduction

Interior Lighting

Quality Views

Acoustic Performance

0 Water Efficiency

Indoor Water Use Reduction

Building-Level Water Metering

Outdoor Water Use Reduction

Cooling Tower Water Use

Water Metering

0 Energy and Atmosphere

0 Materials and Resources

LEED for Neighborhood Development Location

0 Innovation Credit

LEED Accredited Professional

0 Regional Priority

Regional Priority: Specific Credit

Fundamental Commissioning and Verification

Minimum Energy Performance

Building-Level Energy Metering

Fundamental Refrigerant Management

Enhanced Commissioning

Optimize Energy Performance

Advanced Energy Metering

Demand Response

Renewable Energy Production

Enhanced Refrigerant Management

Green Power and Carbon Offsets

Image courtesy of usgbc.org

Possible Points:

Certified: 40 to 49 points, Silver: 50 to 59 points, Gold: 60 to 79 points, Platinum: 80 to 110

Goals 1. Strike a balance between eating, study, and social spaces -All my research supported the idea that eating, socializing and studying are the primary functions of the modern

student center. My goal is to make sure that these are the three most emphasized spaces within the design, and to make sure that one does not heavily out weigh the others.

2. Emphasize and activate circulation areas -My resources discussed at length the idea that activated circulation areas allow for impromptu conversations

which facilitate deeper thinking and relationships. I want to focus on integrating seating into the stairway, having nooks along primary circulation paths, and minimizing the number of circulation paths.

3. Achieve good ratio of open and closed spaces -It is very important for my design to have the right ratio of closed and open spaces. All of my research warned of

having all open or glass- enclosed spaces as being overly distracting. But some sources said that students chose the student center in order to have a reasonable level of distraction. I will need to be thoughtful and careful about how many spaces are totally open, glass-enclosed, and completely enclosed.

4. Integrate current technology and incorporate space for future technology -Possibly the biggest challenge of this design will be to ensure that it heavily integrates current technology while

also finding ways to accommodate for future technological advancements. One main way that I am trying to accomplish this is with the technology outpost where students can borrow tech that is geotagged to the building.

5. Effective branding -As the student center is the living room of the campus and also a huge draw for potential students, it is very

important to have effective branding throughout the entire space. This should be much more subtle than simply slapping the logo on all the walls. It should appear in colors, motifs, and overall aesthetics. 147

Books: Boys, Jos. Towards Creative Learning Spaces: Re-Thinking the Architecture of Post-Compulsory Education. Routledge,

2011. &lt;https://ebookcentral.proquest.com/lib/nysid-ebooks/detail.action?docID=667938&gt;.

Department of Justice. (2010). 2010 ADA Standards for Accessible Design. Gensler. Re Imagining Learning: Strategies for Engagement. Gensler, 2015. &lt;https://www.gensler.com/uploads/ document/406/file/Reimagining-Learning-US.pdf&gt;. Neuman, David J. Building Type Basics for College and University Facilities. John Wiley &amp; Sons, Incorporated, 2013. &lt;https://ebookcentral.proquest.com/lib/nysid-ebooks/detail.action?docID=1204090&gt;. New York City Department of Buildings. (2014). NYC 2014 Construction Codes. New York. U.S. Green Buildling Council. (2012). LEED 2009 for Commercial Interiors. Periodicals: Arieff, Allison. “Education Gets Its Game On.” Dialogue 2015: 2-9. Magazine. September 2019. &lt;https://www.gensler. com/uploads/document/399/file/Gensler-Dialogue-27.pdf&gt;. Daughtrey, David. “Branding Across Campus.” Learning By Design (2014): 16-18. &lt;http://pubs.royle.com/ publication/?i=226171&amp;p=18#{%22page%22:18,%22issue_id%22:226171}&gt;.

Bibliography Articles: 51 Astor Place. Renderings. n.d. November 2019. &lt;http://www.51astorplace.com/mobile/renderings.shtml&gt;. Compass. East Village. n.d. November 2019. &lt;https://www.compass.com/neighborhood-guides/nyc/east-village/&gt;. Compass. Greenwich Village. n.d. November 2019. &lt;https://www.compass.com/neighborhood-guides/nyc/greenwich- village/&gt;. Fishman, Tiffany Dovey, Allan Ludgate and Jen Tutak. Success by design: Improving outcomes in American higher education. 16 March 2017. September 2019. &lt;https://www2.deloitte.com/us/en/insights/industry/public-sector/ improving-student-success-in-higher-education.html&gt;. Gensler. A High-Performance Place for Learning. 2016. September 2019. &lt;https://www.gensler.com/research-insight/ gensler-research-institute/a-high-performance-place-for-learning&gt;. Gensler. Remaking Student Living. 2016. September 2019. &lt;https://www.gensler.com/research-insight/gensler-research- institute/remaking-student-living&gt;. Gensler. The Dynamics of Place in Higher Education. 2011. September 2019. &lt;https://www.gensler.com/research-insight/ gensler-research-institute/the-dynamics-of-place-in-higher-education&gt;. Harsma, JaDee. Where the Coeds Gather: The Impact and Importance of Student Unions. 24 May 2017. September 2019. &lt;https://www.dlrgroup.com/media/articles/harsma-student-unions/&gt;. Leavitt, Brett. Student Center(ed): Is the Student Union the Key to Retention? n.d. September 2019. &lt;https:// hmcarchitects.com/news/student-centered-student-union-key-retention/&gt;. Nabil, Sara. Interior design of the future will seem like magic. 15 February 2019. October 2019. “Student Center at Georgetown University / ikon.5 architects” 09 Jun 2015. ArchDaily. Accessed 24 Sep 2019. &lt;https:// www.archdaily.com/639726/georgetown-university-ikon-5-architects/&gt; ISSN 0719-8884 “The Diana Center at Barnard College / Weiss/Manfredi” 19 Dec 2010. ArchDaily. Accessed 4 Oct 2019. &lt;https://www. archdaily.com/97256/the-diana-center-at-barnard-college-weiss-manfredi/&gt; ISSN 0719-8884 “UCSD Price Center East / Yazdani Studio of CannonDesign” 11 Jun 2009. ArchDaily. Accessed 24 Sep 2019. &lt;https:// www.archdaily.com/24519/ucsd-price-center-east-yazdani-studio/&gt; ISSN 0719-8884 151

Academia.edu no longer supports Internet Explorer.

To browse Academia.edu and the wider internet faster and more securely, please take a few seconds to  upgrade your browser .

Enter the email address you signed up with and we'll email you a reset link.

• We're Hiring!
• Help Center

Architectural Design - Student Center

A Proposed Student Center at IIT Mandi

Related Papers

A study of ecology in design education. A curriculum competition. Mark DeKay and Ted Shelton from the University of Tennessee won the top award.

Edwin Rodriguez-Ubinas

Analysis of the Second edition of Solar Decathlon Europe and the houses that participated in this edition. The Solar Decathlon Europe, following the objectives of the European Directives, challenges universities from all over the world to design, build and operate sustainable Zero Energy Houses. The objectives of SDE included science, education, and social awareness. During the final phase of the SDE 2012 competition, each participating team assembled their house in Madrid at the competition site, named ‘Villa Solar’. /// Publication Director: Sergio Vega Sánchez, Javier Serra María Tomé Editorial Coordination: Mónica Almagro Corpas, María Porteros Mañueco Advisory Board: Edwin Rodríguez-Ubiñas Graphic Design: Cristina Navas Perona, Elena Almagro Corpas Layout: Vanesa León García English translation: Participating Universities, María Porteros Mañueco Proofreading of English text: Ana Momplet Chico Photography: Solar Decathlon Europe 2012 / I+D+Art

Nitesh Kumar

this is help for b.arch student

Qazi M Arif

Mattis Mussault

For many centuries the Japanese people have learned to live with their climate by developing adaptive behaviours and sustainable architectural features. During their cold winters, they warm small amount of spaces to avoid energy losses and in the warm humid seasons they largely open the envelope and partitions to maximise the air flow. This vernacular architecture is well known by western designers and touists from the world. With the last century’s conflicts and following rapid economic growth, those principles have been replaced by energy consuming constructions and maintenance systems, reflected by high fossil fuel imports, the pre-2011 nuclear power dependence and the state-of-the-art technology industry. The massive use of air-conditioning and its resulting waste heat is the one of the main cause of the urban heat island effect. This effect have increased Tokyo’s temperature by 3 degrees Celsius since the last hundred years, and is not only responsible for human discomfort and health issues, but also for increasing cooling loads and climatic disruptions. This naturally leads into the global interest of dealing with the urban heat island effect and building cooling strategies, but unequal considerations are given within the office building sector. Implemented in the small scale building typology, passive strategies such as natural ventilation inspired by the vernacular traditions and tolerant adaptive opportunities could help in greatly reducing microclimatic anomalies, as well as giving a stronger identity to the Japanese built environment.

Bashir Kazimee

Mary R Thiek

sowmiya tommy

hatem shaaban

RELATED PAPERS

Advances in Modeling of Fluid Dynamics

Manoj Thapa

Acta Tropica

Edmundo Grisard

Journal of nanobiotechnology

Ngọc Thành Lê

Latin American Journal of Pharmacy

Rodrigo Diniz

Journal of Neuroendocrinology

Claire-Dominique Walker

NIPPON SHOKUHIN KAGAKU KOGAKU KAISHI

Hideki Horie

International Journal of Engineering Research and Technology (IJERT)

IJERT Journal

Cirugía Española

nestor armino martinez

Irma Sandoval Carvajal

New Mexico Geological Society, 2007 Annual Spring Meeting, Proceedings Volume

Karl Krainer

Ochrona Zabytków

Łukasz Przybylak

Companion Proceedings of the ACM Web Conference 2023

Zeyd Boukhers

ghjtftgd ghhtrf

British Journal of Nutrition

Marija Ranić

Theoretical Issues in Ergonomics Science

Massimo Di Nicolantonio

BioMed research international

Jolanta Saczko

Proceedings of the Conference of the International Society for Economics and Social Sciences of Animal Health - South East Asia 2019 (ISESSAH-SEA 2019)

Achmad Fadillah

Civil Society and Climate Justice

Jeevesh Augnoo

Research Report Series of Iasi Cnr Rome Italy

Paola Bertolazzi

RELATED TOPICS

•   We're Hiring!
•   Help Center
• Find new research papers in:
• Health Sciences
• Earth Sciences
• Cognitive Science
• Mathematics
• Computer Science
• Academia ©2024

Utility Navigation

• New Students
• Graduate Organizations
• Graduate Alumni

Secondary Nav Penn GSC

• Your Space on Campus
• Support Our Work

Primary Nav Penn GSC

• Resource Guide
• Funding and Finances
• Navigating the Academy
• Graduate Student Life

Drawer Menu Penn GSC

• Back to main menu
• Join Our Team
• Accessibility
• Grad Center Spaces
• Reserve a Room
• Building Hours
• Mission and Vision
• Engage with Us
• Grad Center Advising and Support
• Penn Grad News
• About & Submissions
• New Student Orientation Hub
• For International Students
• Online Sessions for New Students
• Student Accounts & Technology
• Diversity, Equity, and Inclusion
• Campus Activities
• Graduate Student Groups
• Conduct and Safety
• Living in Philadelphia
• Safety and Campus Conduct
• Alumni Resources
• Graduate Grants
• Graduate Emergency Fund
• Insurance Grants for PhD Students
• Dissertation Boot Camp
• Writing Groups
• Writers Rooms and Retreats
• GAPSA-Provost Awards
• About the Fontaine Society
• Resources for Current Fellows
• Fontaine News
• Teaching and Mentoring
• Resources & Support
• Language Programs
• Community Impact Fund
• Graduate Leadership Awards

Thesis and Dissertation Support

Basic page sidebar menu penn gsc.

The Grad Center is here to help you get started, make steady progress, and complete your thesis or dissertation on time. 

Workshops and Events 

Writing Programs and Support 

Penn Three Minute Thesis (3MT)

Thesis and Dissertation Resources

We offer workshops and information sessions throughout the year designed to support productive research, writing, and degree completion.  

Popular workshops include: 

Publishing Workshop Series  Curious about publishing but not sure where to start? Join the library staff and the Graduate Student Center for workshops on different aspects of the publishing process!

Reference Management Tools  Reference management software can save researchers considerable time and energy in compiling and formatting references for publications. One-hour workshop demonstrating the most widely-used citation management tools. 

Setting Writing Goals We recognize that depending on where you are in your Masters, PhD, or professional program, it may be challenging to find the motivation to write or to establish a routine that is balanced with your personal tasks and obligations. Join the Weingarten Center and Graduate Student Center for our writing goals workshops to learn effective strategies for setting and keeping clear, achievable writing goals and a balanced schedule. 

See all upcoming events

Whether you need intensive writing time or are looking for ongoing writing motivation and feedback, we work with campus partners to provide range of academic writing support. 

Dissertation Boot Camp   Looking for an environment where you can focus solely on writing your dissertation? The Graduate Student Center's popular Dissertation Boot Camp is your two-week writers' retreat. Dissertation Boot Camp was  created at Penn in 2005  to help students progress through the difficult writing stages of the dissertation process. By offering an environment and support for intense, focused writing time, the Camp provides participants with the structure and motivation to overcome typical roadblocks in the dissertation process.   Boot Camp is a two-week long, bi-annual event.  Drop-in Writing Consultations   Weekly drop-in writing consultations with experts from the  Weingarten Center , held throughout the academic year. Weingarten staff can discuss work at every stage, and help you move past difficult roadblocks in the process. Writing Accountability Groups  Whether you’re working on a dissertation, journal article, or other writing project, forming a group with other students working on writing projects is a great way to help one another make progress and meet deadlines, by providing accountability and encouragement along the way. Check out our resources for existing writing groups or fill out the group matching form below and we will help connect you with a writing group or partner!  Writers Retreats & Graduate Writers Rooms  The Grad Center collaborates with campus partners to provide graduate students with the space, structure, and encouragement to make progress towards completing major research-related writing projects. 

See all Academic Writing Programs

Penn Libraries : Offers a great many  workshops  to help in the research and dissertation process. In addition,  subject librarians  are standing by to support teaching, research, and learning. The  Using Electronic Resources  guide provides information on accessing e-resources, optimal browser settings, as well as common connection problems and solutions. They also maintain lists of free or reduced-price  online journals & ebooks  and  streaming video ! 

Office of Regulatory Affairs : Helps to assure that all research conducted at Penn honors Penn's standards for the treatment of people and animals .

Office of the Vice Provost for Research : Provides information on funding opportunities and links to graduate student resources.

Penn Electronic Research Administration (PennERA) : PennERA is a full life-cycle system for research project development, support, and management.

Weigle Information Commons : Supports study groups and collaborative learning and offers training, equipment, and support for digital media. Several support services are provided for students as they work to improve their effectiveness in writing, speaking, and original inquiry. 

Research Tools and Websites  

Penn Libraries guide to  Statistical Software  

Bibliomania : Provides free online literature with more than 2000 classic texts.

Elements of Style Online book : the classic reference book for all writers.

Library of Congress Online research center : provides free educational materials including access to the Library of Congress archives.

Bibliographic & Reference Management Software

BiblioScape : Free Download

Endnote  works well for the health sciences and for large collections of articles, despite some technical and installation issues. Available for a discount at  Penn Computer Connection

Mendeley  is a cloud-based proprietary system that includes Facebook-style social networking, PDF annotation, a platform for self-promotion and crowd-sourcing of citations and annotations. Mendeley has a wide range of functionality but suffers from performance and accuracy issues.

RefWorks  is a stable, well-established platform, but has limitations in terms of working with PDF files. Provided by and integrated with the  Penn Library

Zotero  is an open-source software program that is notable for its ease of use, its ability to grab screenshots, and its capabilities for archiving website content for local storage.

For more details and a handy comparison chart, check out the Penn Libraries'  Citation Management Tools Guide . 

Print Resources  

Wayne C. Booth, Joseph M. Williams, Gregory G. Colomb,  The Craft of Research, Third Edition  (Chicago Guides to Writing, Editing, and Publishing), (Chicago: U of Chicago Press, 2008)

Carol M. Roberts,  The Dissertation Journey: A Practical and Comprehensive Guide to Planning, Writing, and Defending Your Dissertation  (Thousand Oaks, CA: Corwin Press, 2004) -  Google Books

Kiel Erik Rudestam, Rae R. Newton,  Surviving Your Dissertation: A Comprehensive Guide to Content and Process  (Thousand Oaks, CA: Sage Publications, 2007) -  Google Books

Dissertation Process

Writing and revising .

The Weingarten Center provides writing consultations to help you organize and make progress on your writing through their Learning Consultations.

LaTeX Fundamentals Tutorials from Penn Libraries: If you're new to using LaTeX to format your thesis or dissertation, check out these short video tutorials from Penn Libraries that include examples and practice exercises!

Defending your Thesis/Dissertation 

Preparing for the Oral Defense of the Dissertation by Marianne Di Pierro  (PDF, opens in new tab)

CWiC : Provides courses and workshops for students to improve speaking abilities.

Productivity

PhinisheD : Discord server group for people working on their dissertations.

Print Resources 

Joan Bolker,  Writing Your Dissertation in Fifteen Minutes a Day: A Guide to Starting, Revising, and Finishing Your Doctoral Thesis  (New York: Holt, 1998) -  Google Books

Sonja Foss and William Waters,  Destination Dissertation: A Traveler's Guide to a Done Dissertation (Lanham, MD: Rowman and Littlefield, 2007) -  Google Books

Jane Burka with Lenora M. Yuen,  Procrastination: Why You Do It, What to Do About It Now  (Cambridge, Mass: Da Capo Lifelong Books, 2008)

Guidelines and Policies

Most academic polices and procedures at Penn are school-based. Students should consult with their school or graduate group with questions or for help in understanding academic policies and procedures.

See our complete list of academic policies in our resource guide or search for university policies by topic in the Graduate Catalog .

Academic Rules for Research Programs

• Academic Rules for PhD Programs
• Academic Rules for Research Master's Programs

Academic Integrity All members of the Penn Community are responsible for upholding the highest standards of honesty and complying Code of Academic Integrity  at all times. 

• Guides on how to properly cite materials included in your document

Research Policies and Guidelines

• Fairness of Authorship Credit in Collaborative Faculty-Student Publications for PhD, AM, and MS Students
• Guidelines for Research in the Community
• Guidelines for Student Protection in Sponsored Research Projects
• Patent and Tangible Research Property Policies and Procedures
• Policy Regarding Human Subject Research in the Sociobehavioral Sciences
• Procedures Regarding Misconduct in Research for Nonfaculty members of the Research Community

Leaves of Absence PhD students will be granted a leave of absence for military duty, medical reasons, or  family leave ; any of these may require documentation. Read more in the PhD Student Leave of Absence Policy .

Dissertation Guides The University's requirements for preparing, formatting, and submitting the dissertation are documented on the Provost's Graduate Degrees website . The website also includes helpful resources, a graduation calendar and checklist, and links to external resources. 

Submission and Graduation

Preparing and filing your thesis/dissertation are the key final steps leading to the awarding of your degree. 

Preparation and Formatting 

University Style Guide for Master's Theses

Dissertation Formatting Guide  (DOCX, opens a download window) The University's requirements for preparing, formatting, and submitting the dissertation are documented in the Dissertation Formatting Guide. The manual also includes helpful resources, a graduation calendar and checklist, and links to external resources. 

Graduation Requirements

The  Office of the Provost  oversees the graduation process for all PhD and Research Master's degrees as well as PhD dissertation and research master’s thesis deposits . The University of Pennsylvania confers degrees in May, August, and December. Commencement and diploma ceremonies are held in May.

Degree candidates must apply to graduate by the date listed in the  Graduation Calendar  to be eligible for the conferral of their degree and issuance of their diploma in a given term. The specific deadlines for deposit and graduation for each degree term are listed in the  Graduation Calendar .

Please note  the deadline to complete all degree requirements and sign up for graduation is several weeks in advance of the graduation date.  

Dissertation Submission At the University of Pennsylvania, each doctoral student presents the dissertation publicly, defends it, and, with the approval of the dissertation committee, submits the final manuscript for publication.

To successfully deposit a PhD dissertation, the University's requirements for formatting the dissertation must be followed, per the  Dissertation Formatting Guide (DOCX, opens a download window) . Research Master's students must follow the Master's Thesis Style Guide . Please read the Formatting FAQs for assistance with formatting your work, as proper formatting may take more time than you anticipate. 

Additional Resources

Penn resources and support.

Office of Student Disabilities Services : Provides comprehensive, professional services and programs for students with disabilities.

Weingarten Center : Offers instruction in academic reading, writing, and study strategies.  The Weingarten Center offers access to  academic support resources  and advising. Students can schedule 50-minute virtual or in-person meetings or sign up for 25-minute virtual or in-person drop-in sessions with a learning instructor  via the MyWeingartenCenter portal  to discuss their study strategies and approaches to a variety of academic assignments and assessments.

Counseling Services : Offers counseling and graduate student specific support groups.

Funding your research : Visit our Graduate Funding page 

Graduate Group Review Student Feedback Form Graduate Groups are periodically reviewed by the Graduate Council of the Faculties (GCF) in order to identify strengths and weaknesses within each program, and to recommend any changes that may help to improve the Graduate Group. This feedback form is intended to solicit general information and impressions about your graduate school experiences to share with GCF. If there is a specific incident you would like to report, please use the University’s  Bias Incident Reporting Form .

Global Resources

Penn Global  Before going abroad for academic work, be sure to check out Penn Global's International Travel Guidance page, which provides help during an emergency abroad, research concerns when abroad, travel arrangements, visa information and more. Be sure to register your trip  to stay connected to Penn resources in the event of an emergency and pre-authorize any necessary medical insurance coverage. 

Perry World House  Perry World House at the University of Pennsylvania (PWH) is a global policy research center that aims to advance interdisciplinary, policy-relevant research on the world’s most urgent global affairs challenges. At a time of increasing ideological division and highly politicized of policymaking, PWH draws on the wide range of expertise found across Penn’s 12 Schools, connecting Penn with policymakers, practitioners, and researchers from around the world to develop and advance innovative policy proposals.  

Penn Biden Center for Diplomacy and Global Engagement  The Penn Biden Center for Diplomacy and Global Engagement at the University of Pennsylvania is founded on the principle that a democratic, open, secure, tolerant, and interconnected world benefits all Americans. Based in Washington, D.C., the Penn Biden Center engages more of our fellow citizens in shaping this world, while ensuring the gains of global engagement are widely shared.  

Penn Abroad Penn Abroad serves as the hub for student global opportunities at the University of Pennsylvania. Each year Penn Abroad sends more than 1,000 Penn students to over 50 countries around the world on semester study abroad, summer internships, and embedded Global Seminars. Explore our website to find information about the many global opportunities available to Penn students. 

International Student and Scholar Services International Student and Scholar Services (ISSS) aims to provide immigration assistance as well as a sense of community for the international population at Penn.  In addition to answering your technical questions about immigration, ISSS also offers student programs and leadership opportunities for students, such as Forerunner and the Intercultural Leadership Program (ILP), to foster meaningful engagement throughout their journey with Penn. 

Resources in Print

Robert L. Peters,  Getting What You Came for: The Smart Student's Guide to Earning a Master's or a Ph.D.  (New York: Farrar, Straus and Giroux, 1997)

Emily Toth,  Ms Mentor's New and Ever More Impeccable Advice for Women and Men in Academia   (Philadelphia, U Penn Press, 2008)

Penn's Three Minute Thesis (3MT®) is an annual, university-wide competition for doctoral and research students to develop and showcase their research communication skills through brief, 3-minute presentations. 

Learn more 

Have suggestions for more helpful resources? Let us know !

Graduate Student Center University of Pennsylvania 3615 Locust Walk Philadelphia PA 19104 215-746-6868

[email protected]

Footer Menu

• Penn Provost Education Division
• Valuing Graduate Students

• Northeastern University
• College of Professional Studies
• School of Education
• Education Theses and Dissertations
• Education Doctoral Theses

A student center approach: using systems theory to improve community engagement and belonging.

Your file is being processed

Return to Education Doctoral Theses

While Sandel argues that pursuing perfection through genetic engineering would decrease our sense of humility, he claims that the sense of solidarity we would lose is also important.

This thesis summarizes several points in Sandel’s argument, but it does not make a claim about how we should understand his argument. A reader who read Sandel’s argument would not also need to read an essay based on this descriptive thesis.  

Broad thesis (arguable, but difficult to support with evidence) 

Michael Sandel’s arguments about genetic engineering do not take into consideration all the relevant issues.

This is an arguable claim because it would be possible to argue against it by saying that Michael Sandel’s arguments do take all of the relevant issues into consideration. But the claim is too broad. Because the thesis does not specify which “issues” it is focused on—or why it matters if they are considered—readers won’t know what the rest of the essay will argue, and the writer won’t know what to focus on. If there is a particular issue that Sandel does not address, then a more specific version of the thesis would include that issue—hand an explanation of why it is important.  

Arguable thesis with analytical claim 

While Sandel argues persuasively that our instinct to “remake” (54) ourselves into something ever more perfect is a problem, his belief that we can always draw a line between what is medically necessary and what makes us simply “better than well” (51) is less convincing.

This is an arguable analytical claim. To argue for this claim, the essay writer will need to show how evidence from the article itself points to this interpretation. It’s also a reasonable scope for a thesis because it can be supported with evidence available in the text and is neither too broad nor too narrow.  

Arguable thesis with normative claim 

Given Sandel’s argument against genetic enhancement, we should not allow parents to decide on using Human Growth Hormone for their children.

This thesis tells us what we should do about a particular issue discussed in Sandel’s article, but it does not tell us how we should understand Sandel’s argument.  

Questions to ask about your thesis 

• Is the thesis truly arguable? Does it speak to a genuine dilemma in the source, or would most readers automatically agree with it?  
• Is the thesis too obvious? Again, would most or all readers agree with it without needing to see your argument?  
• Is the thesis complex enough to require a whole essay's worth of argument?  
• Is the thesis supportable with evidence from the text rather than with generalizations or outside research?  
• Would anyone want to read a paper in which this thesis was developed? That is, can you explain what this paper is adding to our understanding of a problem, question, or topic?
• picture_as_pdf Thesis

• Copic Markers
• Bristol Board

'Immersion' Student Center- Architectural Thesis

Creative Fields

Illustration

Architecture Concept

Architecture Visualization

• architecture
• conceptual design
• final project
• ILLUSTRATION

No use is allowed without explicit permission from owner

Thesis Statements

What this handout is about.

This handout describes what a thesis statement is, how thesis statements work in your writing, and how you can craft or refine one for your draft.

Introduction

Writing in college often takes the form of persuasion—convincing others that you have an interesting, logical point of view on the subject you are studying. Persuasion is a skill you practice regularly in your daily life. You persuade your roommate to clean up, your parents to let you borrow the car, your friend to vote for your favorite candidate or policy. In college, course assignments often ask you to make a persuasive case in writing. You are asked to convince your reader of your point of view. This form of persuasion, often called academic argument, follows a predictable pattern in writing. After a brief introduction of your topic, you state your point of view on the topic directly and often in one sentence. This sentence is the thesis statement, and it serves as a summary of the argument you’ll make in the rest of your paper.

What is a thesis statement?

A thesis statement:

• tells the reader how you will interpret the significance of the subject matter under discussion.
• is a road map for the paper; in other words, it tells the reader what to expect from the rest of the paper.
• directly answers the question asked of you. A thesis is an interpretation of a question or subject, not the subject itself. The subject, or topic, of an essay might be World War II or Moby Dick; a thesis must then offer a way to understand the war or the novel.
• makes a claim that others might dispute.
• is usually a single sentence near the beginning of your paper (most often, at the end of the first paragraph) that presents your argument to the reader. The rest of the paper, the body of the essay, gathers and organizes evidence that will persuade the reader of the logic of your interpretation.

If your assignment asks you to take a position or develop a claim about a subject, you may need to convey that position or claim in a thesis statement near the beginning of your draft. The assignment may not explicitly state that you need a thesis statement because your instructor may assume you will include one. When in doubt, ask your instructor if the assignment requires a thesis statement. When an assignment asks you to analyze, to interpret, to compare and contrast, to demonstrate cause and effect, or to take a stand on an issue, it is likely that you are being asked to develop a thesis and to support it persuasively. (Check out our handout on understanding assignments for more information.)

How do I create a thesis?

A thesis is the result of a lengthy thinking process. Formulating a thesis is not the first thing you do after reading an essay assignment. Before you develop an argument on any topic, you have to collect and organize evidence, look for possible relationships between known facts (such as surprising contrasts or similarities), and think about the significance of these relationships. Once you do this thinking, you will probably have a “working thesis” that presents a basic or main idea and an argument that you think you can support with evidence. Both the argument and your thesis are likely to need adjustment along the way.

Writers use all kinds of techniques to stimulate their thinking and to help them clarify relationships or comprehend the broader significance of a topic and arrive at a thesis statement. For more ideas on how to get started, see our handout on brainstorming .

How do I know if my thesis is strong?

If there’s time, run it by your instructor or make an appointment at the Writing Center to get some feedback. Even if you do not have time to get advice elsewhere, you can do some thesis evaluation of your own. When reviewing your first draft and its working thesis, ask yourself the following :

• Do I answer the question? Re-reading the question prompt after constructing a working thesis can help you fix an argument that misses the focus of the question. If the prompt isn’t phrased as a question, try to rephrase it. For example, “Discuss the effect of X on Y” can be rephrased as “What is the effect of X on Y?”
• Have I taken a position that others might challenge or oppose? If your thesis simply states facts that no one would, or even could, disagree with, it’s possible that you are simply providing a summary, rather than making an argument.
• Is my thesis statement specific enough? Thesis statements that are too vague often do not have a strong argument. If your thesis contains words like “good” or “successful,” see if you could be more specific: why is something “good”; what specifically makes something “successful”?
• Does my thesis pass the “So what?” test? If a reader’s first response is likely to  be “So what?” then you need to clarify, to forge a relationship, or to connect to a larger issue.
• Does my essay support my thesis specifically and without wandering? If your thesis and the body of your essay do not seem to go together, one of them has to change. It’s okay to change your working thesis to reflect things you have figured out in the course of writing your paper. Remember, always reassess and revise your writing as necessary.
• Does my thesis pass the “how and why?” test? If a reader’s first response is “how?” or “why?” your thesis may be too open-ended and lack guidance for the reader. See what you can add to give the reader a better take on your position right from the beginning.

Suppose you are taking a course on contemporary communication, and the instructor hands out the following essay assignment: “Discuss the impact of social media on public awareness.” Looking back at your notes, you might start with this working thesis:

Social media impacts public awareness in both positive and negative ways.

You can use the questions above to help you revise this general statement into a stronger thesis.

• Do I answer the question? You can analyze this if you rephrase “discuss the impact” as “what is the impact?” This way, you can see that you’ve answered the question only very generally with the vague “positive and negative ways.”
• Have I taken a position that others might challenge or oppose? Not likely. Only people who maintain that social media has a solely positive or solely negative impact could disagree.
• Is my thesis statement specific enough? No. What are the positive effects? What are the negative effects?
• Does my thesis pass the “how and why?” test? No. Why are they positive? How are they positive? What are their causes? Why are they negative? How are they negative? What are their causes?
• Does my thesis pass the “So what?” test? No. Why should anyone care about the positive and/or negative impact of social media?

After thinking about your answers to these questions, you decide to focus on the one impact you feel strongly about and have strong evidence for:

Because not every voice on social media is reliable, people have become much more critical consumers of information, and thus, more informed voters.

This version is a much stronger thesis! It answers the question, takes a specific position that others can challenge, and it gives a sense of why it matters.

Let’s try another. Suppose your literature professor hands out the following assignment in a class on the American novel: Write an analysis of some aspect of Mark Twain’s novel Huckleberry Finn. “This will be easy,” you think. “I loved Huckleberry Finn!” You grab a pad of paper and write:

Mark Twain’s Huckleberry Finn is a great American novel.

You begin to analyze your thesis:

• Do I answer the question? No. The prompt asks you to analyze some aspect of the novel. Your working thesis is a statement of general appreciation for the entire novel.

Think about aspects of the novel that are important to its structure or meaning—for example, the role of storytelling, the contrasting scenes between the shore and the river, or the relationships between adults and children. Now you write:

In Huckleberry Finn, Mark Twain develops a contrast between life on the river and life on the shore.

• Do I answer the question? Yes!
• Have I taken a position that others might challenge or oppose? Not really. This contrast is well-known and accepted.
• Is my thesis statement specific enough? It’s getting there–you have highlighted an important aspect of the novel for investigation. However, it’s still not clear what your analysis will reveal.
• Does my thesis pass the “how and why?” test? Not yet. Compare scenes from the book and see what you discover. Free write, make lists, jot down Huck’s actions and reactions and anything else that seems interesting.
• Does my thesis pass the “So what?” test? What’s the point of this contrast? What does it signify?”

After examining the evidence and considering your own insights, you write:

Through its contrasting river and shore scenes, Twain’s Huckleberry Finn suggests that to find the true expression of American democratic ideals, one must leave “civilized” society and go back to nature.

This final thesis statement presents an interpretation of a literary work based on an analysis of its content. Of course, for the essay itself to be successful, you must now present evidence from the novel that will convince the reader of your interpretation.

Works consulted

We consulted these works while writing this handout. This is not a comprehensive list of resources on the handout’s topic, and we encourage you to do your own research to find additional publications. Please do not use this list as a model for the format of your own reference list, as it may not match the citation style you are using. For guidance on formatting citations, please see the UNC Libraries citation tutorial . We revise these tips periodically and welcome feedback.

Anson, Chris M., and Robert A. Schwegler. 2010. The Longman Handbook for Writers and Readers , 6th ed. New York: Longman.

Lunsford, Andrea A. 2015. The St. Martin’s Handbook , 8th ed. Boston: Bedford/St Martin’s.

Ramage, John D., John C. Bean, and June Johnson. 2018. The Allyn & Bacon Guide to Writing , 8th ed. New York: Pearson.

Ruszkiewicz, John J., Christy Friend, Daniel Seward, and Maxine Hairston. 2010. The Scott, Foresman Handbook for Writers , 9th ed. Boston: Pearson Education.

You may reproduce it for non-commercial use if you use the entire handout and attribute the source: The Writing Center, University of North Carolina at Chapel Hill

Make a Gift

How To Use the Dissertation and Thesis Center

Main navigation.

Looking for something else? Visit the Dissertation and Theses page.

The online Dissertation & Thesis Center in Axess is currently available to PhD, JSD, DMA, and Engineer degree students only.

If you are a master's degree student, and need to submit a master's thesis or master thesis signature pages, you will need to do so through your department.

Steps to Access the Dissertation and Thesis Center

Before you can access the Center, you must apply to graduate and enroll in the program you are submitting. The submission portal opens on the first day of instruction each quarter.  For submission deadlines, pleases see Deadlines by Quarter .

• Log on to Axess
• Select the "My Academics" tab, and then click on “Dissertation and Thesis Center”

Steps to Complete on the Submission Page

After completing the six steps, you may click on Step 7, which is the "Submit to Registrar" button, and finish submitting the D.M.A. final project, Engineer thesis, or doctoral dissertation.

Important Note: Once approved by the university, submissions are considered final, and you are not allow to re-submit, change or modify your dissertation or thesis in anyway. 

Students are not allowed to submit in Axess, then reapply to graduate and resubmit at a later time, during a future quarter. Since the D.M.A. final project, dissertation, or thesis must be submitted during the quarter in which you graduate, please speak with your department's Student Services Officer if you are still deciding when to graduate.

Open Access Theses and Dissertations

Thursday, April 18, 8:20am (EDT): Searching is temporarily offline. We apologize for the inconvenience and are working to bring searching back up as quickly as possible.

Advanced research and scholarship. Theses and dissertations, free to find, free to use.

Advanced search options

Browse by author name (“Author name starts with…”).

Find ETDs with:

Written in any language English Portuguese French German Spanish Swedish Lithuanian Dutch Italian Chinese Finnish Greek Published in any country US or Canada Argentina Australia Austria Belgium Bolivia Brazil Canada Chile China Colombia Czech Republic Denmark Estonia Finland France Germany Greece Hong Kong Hungary Iceland India Indonesia Ireland Italy Japan Latvia Lithuania Malaysia Mexico Netherlands New Zealand Norway Peru Portugal Russia Singapore South Africa South Korea Spain Sweden Switzerland Taiwan Thailand UK US Earliest date Latest date

Sorted by Relevance Author University Date

Only ETDs with Creative Commons licenses

Results per page: 30 60 100

October 3, 2022. OATD is dealing with a number of misbehaved crawlers and robots, and is currently taking some steps to minimize their impact on the system. This may require you to click through some security screen. Our apologies for any inconvenience.

Recent Additions

See all of this week’s new additions.

About OATD.org

OATD.org aims to be the best possible resource for finding open access graduate theses and dissertations published around the world. Metadata (information about the theses) comes from over 1100 colleges, universities, and research institutions . OATD currently indexes 6,912,508 theses and dissertations.

About OATD (our FAQ) .

Visual OATD.org

We’re happy to present several data visualizations to give an overall sense of the OATD.org collection by county of publication, language, and field of study.

You may also want to consult these sites to search for other theses:

• Google Scholar
• NDLTD , the Networked Digital Library of Theses and Dissertations. NDLTD provides information and a search engine for electronic theses and dissertations (ETDs), whether they are open access or not.
• Proquest Theses and Dissertations (PQDT), a database of dissertations and theses, whether they were published electronically or in print, and mostly available for purchase. Access to PQDT may be limited; consult your local library for access information.

Graduate Student Center

UCF’s Graduate Student Center

The Graduate Student Center is your space on campus! The GSC offers study space, private conference and presentation rooms that can be reserved, and a variety of events and workshops throughout the academic year to bring the graduate community together. Located on the second floor in suite 213 of Trevor Colbourn Hall Building, the Graduate Student Center is just minutes from the Student Union, Bookstore, and Library. 

Graduate Student Center Summer 2024 Hours

Meet Your Graduate Ambassadors

The Graduate Ambassadors are graduate students at UCF who focus on providing a welcoming and inviting atmosphere for all students in the Graduate Student Center. Additionally, they support students through working on professional and career development projects, thesis and dissertation assistance, research events, answering student questions, and more. They play an integral part in creating a graduate community at UCF.

What We Offer:

Multipurpose study and collaboration area.

This comfortable, inviting space is a great place to talk with other graduate students, work in small groups, take a break or catch up on some reading. The room is furnished with couches, tables, and chairs. This space can also be used for open discussions and refreshments following presentations or thesis and dissertation defenses.

The Presentation Room

The Presentation Room is available for any graduate student to  reserve  to practice presentations such as thesis and dissertation defenses. In addition, it will host professional and academic development workshops and seminars for graduate students. With seating for 42 in a standard classroom setting, this room has the audiovisual equipment necessary for hybrid presentations. This room can be reserved for a maximum of 4 hours per person/group.

The Study and Data Analysis Rooms

The Study and Data Analysis Rooms feature computer workstations with specialized software for statistical analyses, creating publication-quality figures, and other software to help support graduate students conducting and presenting their research. 

The Conference Room

The Conference Room is available for any graduate student to  reserve  to host meetings, study groups, defenses and more. With comfortable seating for 10 around a traditional conference table, this room has video conferencing equipment to facilitate long-distance participation. This room can be reserved for a maximum of 4 hours per person/group.

Free Printing

Free unlimited black and white printing is available in the Graduate Student Center when you provide your own paper. You may print from any of the desktops in our study and data analysis rooms.

Discount Poster Printing

Graduate students can print posters focused on academic purposes for $25. each poster must follow the printing guidelines listed below and will be available 5 business days after approval. Payment can be made only through KnightsCash .

Events in the Graduate Student Center

The Graduate Student Center offers a variety of events focused on developing graduate community and professional development in partnership with Graduate Student Life. A list of these events can be found on the Graduate Student Life Webpage.

Room Reservations

To reserve space in the Graduate Student Center, events, activities, and meetings should be for graduate student audiences, related to developing graduate community, or focused on graduate education. Graduate students, faculty, or their programs, as well as those who serve graduate audiences, can reserve rooms in the Graduate Student Center. Friendly Graduate Assistants are available to answer your questions and provide support for meetings and presentations.

Complete the  Room Reservation Request form online. We will reply to you about your request as quickly as we can. Please send your reservation requests in advance; for weekend events, it helps to have  2 weeks or more  to plan for coverage.

If you want to check availability for future dates in the Graduate Student Center, call 407-823-4689 (no voicemail) during Graduate Student Center hours or email  [email protected] .

Reservations

Gsc poster printing general information .

• Cost – $25.00 per poster 
• Location in GSC, Trevor Colbourn Hall suite, 213. Please check our website for our current hours. 
• Payment made in Graduate Student Center via Knights Cash  
• Minimum five day turn around – prints cannot be guaranteed before five business days  

GSC Printing Rules 

• Must include author’s name and title of the project 
• All posters must be submitted in PDF format 
• Poster must clearly include current UCF letterhead, logos, and colors 
• Poster must be submitted five days in advance 
• All posters must be for research or academic purposes 
• NO personal posters will be accepted 
• Reprinting posters may incur an additional fee  
• Submit all posters as a PowerPoint slide that is sized as 36’ x 48’ inches (Note: This is the maximum size the poster can be printed at)  
• Printing for personal use other than those of university-related activities is not allowed. 
• Students who submit obscene/graphic materials may have their poster printing access revoked.  

Printing Best Practices  

• Arrange all materials into defined and identifiable components 
• Make each element comprehensible to a large audience 
• Hone in on crucial parts and concise designs for each section 
• Use at least 24 pt font for body text 
• Ensure that all materials are visible from a distance 
• Utilize high resolution images, minimum 300 pixels per inch 
• Poster files must be 36” wide and 48” tall 
• Incorporate researcher names and affiliations, references, and funding recognition  

• Bibliography
• More Referencing guides Blog Automated transliteration Relevant bibliographies by topics
• Automated transliteration
• Relevant bibliographies by topics
• Referencing guides

Dissertations / Theses on the topic 'Student center'

Create a spot-on reference in apa, mla, chicago, harvard, and other styles.

Consult the top 50 dissertations / theses for your research on the topic 'Student center.'

Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.

You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.

Browse dissertations / theses on a wide variety of disciplines and organise your bibliography correctly.

Maichak, Michael. "Squires Student Center." Thesis, Virginia Polytechnic Institute and State University, 1988. http://hdl.handle.net/10919/53174.

Lama, Prabin Tshering. "Assessing the Impact of Writing Centers on Student Writing." Diss., Virginia Tech, 2018. http://hdl.handle.net/10919/82954.

Bulusu, Srinivas K. "Design project : proposed international student center /." Thesis, This resource online, 1991. http://scholar.lib.vt.edu/theses/available/etd-08222009-040248/.

Greenhaw, Kimberly J. Kern Carolyn W. "College counseling center professional staff involvement in professional organizations." [Denton, Tex.] : University of North Texas, 2007. http://digital.library.unt.edu/permalink/meta-dc-5174.

Zvonkovic, Jessica. "INTEGRATION AT A STUDENT HEALTH CENTER: A QUALITATIVE STUDY." OpenSIUC, 2019. https://opensiuc.lib.siu.edu/dissertations/1770.

Ricks-Chavis, Latonia M. "Student Education & Character Building Center Adaptive Reuse Project." VCU Scholars Compass, 2014. http://scholarscompass.vcu.edu/etd/3462.

Bullock, Mariah Meaalii. "College Counseling Center Treatment Outcomes: A Comparison of Student Athletes and General Population Students." BYU ScholarsArchive, 2020. https://scholarsarchive.byu.edu/etd/9070.

Bullock, Mariah M. "College Counseling Center Treatment Outcomes: A Comparison of Student Athletes and General Population Students." BYU ScholarsArchive, 2020. https://scholarsarchive.byu.edu/etd/8107.

Häärä, M. (Meri). "Phenomenological study on student teachers’ volunteer experiences at a refugee center." Master's thesis, University of Oulu, 2018. http://urn.fi/URN:NBN:fi:oulu-201805101740.

Wild, Kelley. "Nontraditional centers: promoting nontraditional student success in higher education." Kansas State University, 2014. http://hdl.handle.net/2097/17330.

Rogge, Katie L. "Recommendations for improvement of the Memorial Student Center and Merle Price Commons." Menomonie, WI : University of Wisconsin--Stout, 2005. http://www.uwstout.edu/lib/thesis/2005/2005roggek.pdf.

Matthey, Sarah Ann. "Writing Center Editor Strategies for Addressing Student Academic Entitlement in Intervention Editing." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2848.

Moebius, Lucinda Eva. "Creating a Peer-Managed Writing Center for Secondary Schools." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/1520.

Kirchhoefer, Jessica Ann. "Psychotherapy Presenting Concerns and Utilization Trends Among Latino-American and International Latino Students in a University Counseling Center." BYU ScholarsArchive, 2019. https://scholarsarchive.byu.edu/etd/7525.

Barnes, Rebecca Lynn. "Identifying Desirable Agricultural Education Cooperating Center Characteristics: Cooperating and First-Year Teacher Perceptions." Thesis, Virginia Tech, 2000. http://hdl.handle.net/10919/31816.

Bernadett, Gabriela Maya Matokheosic. "Student Perceptions of Native American Student Affairs at the University of Arizona: What Can We Learn from the Population We Serve?" Thesis, The University of Arizona, 2015. http://hdl.handle.net/10150/556434.

Greenhaw, Kimberly J. "College Counseling Center Professional Staff Involvement in Professional Organizations." Thesis, University of North Texas, 2007. https://digital.library.unt.edu/ark:/67531/metadc5174/.

Anderson, Robert E. "Study of initial entry student attrition from Defense Language Institute Foreign Language Center." Monterey, California. Naval Postgraduate School, 1997. http://hdl.handle.net/10945/9027.

Crawford, Sarah L. "Defining quality customer service competencies at University of Wisconsin-Stout's Memorial Student Center." Online version, 2002. http://www.uwstout.edu/lib/thesis/2002/2002crawfords.pdf.

Weinfurtner, Dawn. "Customer frequency and satisfaction in the Memorial Student Center at the University of Wisconsin-Stout." Online version, 1998. http://www.uwstout.edu/lib/thesis/1998/1998weinfurtnerd.pdf.

Kraiwattanapong, Somsri. "The senior citizen center, Mission Bay, San Francisco : ACSA/Wood Council student design competition." Virtual Press, 1992. http://liblink.bsu.edu/uhtbin/catkey/845988.

Walker, Kelsie Hope. "Reflective assessment| Using reflection and portfolios to assess student learning in a writing center." Thesis, University of Arkansas at Little Rock, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=1569720.

As writing centers continue to petition for status, funding, and authority on university and college campuses, writing center research and assessment practices continue to evolve. Within the last 10 years, writing center administrators have turned to assessing the writing center based on student learning outcomes (SLOs). This research summarizes the assessment history of writing centers and then proposes a pilot study that uses portfolios and reflection as a way to assess student learning in a writing center on a metropolitan, four-year university campus. This research also discusses the pilot study in terms of future research and implications.

Soriano, Maria Lynn. "Student-Consultant Continuum: Incorporating Writing Center Techniques of Peer Review Into the Composition Classroom." John Carroll University / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=jcu1288706104.

Spencer, Norrine Bailey. "The Impact of academic advising center interventions on freshmen." Diss., Virginia Polytechnic Institute and State University, 1989. http://hdl.handle.net/10919/54430.

AlSulaimani, Eman. "Reorientation: a journey through spatial sequence." VCU Scholars Compass, 2014. http://scholarscompass.vcu.edu/etd/3468.

Loschiavo, Michael Wright. "Performance Architecture: A Center for The Performing Arts at The Ohio State University." Thesis, Virginia Tech, 2011. http://hdl.handle.net/10919/42784.

Reynolds-Adkins, Martha E. "Relationship Between Student Retention and Client Presenting Concern." Ohio University / OhioLINK, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1210796057.

Brent, Fred Martin. "Perceived superintendents' leadership and student performance in Region V Education Service Center: a cohort study." Texas A&M University, 2003. http://hdl.handle.net/1969.1/5943.

Dean, Cynthia. "The Ecology of Peer Tutoring: Perspectives of Student Staff in One High School Writing Center." Fogler Library, University of Maine, 2010. http://www.library.umaine.edu/theses/pdf/DeanC2010.pdf.

Umoh, Umoh Udo. "Factors influencing student degree completion at a historically Black university in a southeastern urban center." DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 2006. http://digitalcommons.auctr.edu/dissertations/1064.

Tapia-Fuselier, Nicholas. "Benefits, Obstacles, and Limitations to the Institutionalization of an Undocumented Student Resource Center: A Call for Inside/Outside Strategies of Support." Thesis, University of North Texas, 2020. https://digital.library.unt.edu/ark:/67531/metadc1707246/.

Scheer, Stephanie Bleckmann. "The Inclusion of an Online Wellness Resource Center Within an Instructional Design Model for Distance Education." Diss., Virginia Tech, 2001. http://hdl.handle.net/10919/29912.

Molinari, Chu Alejandra. "Escuela agropecuaria de formación por alternancia en Santa María – Huaura." Bachelor's thesis, Universidad Peruana de Ciencias Aplicadas (UPC), 2019. http://hdl.handle.net/10757/625931.

Harley-McClaskey, Deborah. "Student Service and Learning: Beginning a Partnership Between the College Campus and the Community Volunteer Center." Digital Commons @ East Tennessee State University, 1991. https://dc.etsu.edu/etsu-works/4731.

Fleming, Rebecca M. "Defining quality customer service competencies at the University of Wisconsin-Stout's Memorial Student Center phase II /." Online version, 2002. http://www.uwstout.edu/lib/thesis/2002/2002flemingr.pdf.

Robinson, Lauren A. "Status of Patron Knowledge of Exercise Equipment and Monitoring Technology at the Bowling Green State University Student Recreation Center." Bowling Green State University / OhioLINK, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1182733002.

Kolb, Marcus Michael. "THE RELATIONSHIP BETWEEN STATE APPROPRIATIONS AND STUDENT RETENTION AT PUBLIC, FOUR-YEAR INSTITUTIONS OF HIGHER EDUCATION." Diss., Tucson, Ariz. : University of Arizona, 2005. http://etd.library.arizona.edu/etd/GetFileServlet?file=file:///data1/pdf/etd/azu%5Fetd%5F1025%5F1%5Fm.pdf&type=application/pdf.

Aycock, Kristen J. "Coping Resources, Coping Styles, Mastery, Social Support, and Depression in Male and Female College Students." Digital Archive @ GSU, 2011. http://digitalarchive.gsu.edu/cps_diss/60.

Harris, Sheryl. "Determining the Reliability and Use of the Center for Community College Student Engagement Survey of Entering Student Engagement As a Tool to Predict Student Success in a Large Urban Community College District." Thesis, University of North Texas, 2014. https://digital.library.unt.edu/ark:/67531/metadc699936/.

Poulton, Matthew. "The Case for a Satellite Innovation Center in Downtown Tucson." The University of Arizona, 2015. http://hdl.handle.net/10150/552725.

Colley, Kay Lynne. "Latino success stories in higher education: A qualitative study of recent graduates from a health science center." Thesis, University of North Texas, 2007. https://digital.library.unt.edu/ark:/67531/metadc3687/.

Burns, Ridge. "A plan to raise the donor revenues of the Center for Student Missions by 50 percent in two years." Theological Research Exchange Network (TREN), 1995. http://www.tren.com.

Davis, Stephen Thayer. "The Graduate Student Anchored Project : a new approach to incentivizing multifamily development in the City of Boston." Thesis, Massachusetts Institute of Technology, 2014. http://hdl.handle.net/1721.1/92610.

Richardson, Marina Marcella. "Solution-focused brief therapy training for mental health providers at a community college student health center| A grant proposal." Thesis, California State University, Long Beach, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=1523287.

The purpose of this grant proposal was to locate and identify potential funding sources, and write a grant to fund a program that would provide SFBT training to mental health professionals employed and/or interning at the Orange Coast College Student Health Center in Orange County, California. An extensive literature review was conducted, which increased knowledge about the special mental health needs of Community College students, particularly within the Orange Coast College student population. A search for potential funding sources via the Internet and a grant database resulted in the selection of the California Mental Health Services Authority's Community College Student Mental Health Program Grant as the best funding source for this project. Subsequently, a grant was written to support the implementation of the proposed SFBT Training seminar at Orange Coast College in California. The actual submission and/or funding of this grant was not a requirement for the successful completion of this project.

Hoppe, Erin Jeane. "The Value of a Student and Community Docent Program: A Case Study at the Wexner Center for the Arts." Columbus, Ohio : Ohio State University, 2008. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1213307685.

Stinson, Barry Lynn. "Collaborative efforts concerning student involvement opportunities between the College of the Arts and the Wexner Center for the Arts." The Ohio State University, 1998. http://rave.ohiolink.edu/etdc/view?acc_num=osu1400151409.

Chang, Vicki, and Stephanie Campbell. "An Evaluation of Student Pharmacist Admission Medication Histories at a Level 1 Trauma, Academic Medical Center: A Descriptive Study." The University of Arizona, 2017. http://hdl.handle.net/10150/624163.

Fallon, Elizabeth B. "Academic Motivation and Student Use of Academic Support Interventions." University of Toledo / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1561972670652811.

Kitchens, Juliette C. "The Postdisciplinarity of Lore: Professional and Pedagogical Development in a Graduate Student Community of Practice." Digital Archive @ GSU, 2012. http://digitalarchive.gsu.edu/english_diss/92.

Willingham, Elizabeth Upchurch. "Maternal Perceptions and Responses to Child Sexual Abuse." Digital Archive @ GSU, 2007. http://digitalarchive.gsu.edu/cps_diss/12.

• Dean of the Graduate School
• PhD Program Characteristics
• Graduate Events
• Graduate Degrees awarded at USC
• Fellowships
• Guidelines and Forms
• Student Resources

Required Documents

Submission deadlines, guidelines to submission, manuscript formatting guidelines.

• Fellowships for PhD Students
• Scholarships for Masters Students
• Academic Support, Professional Development and Diversity Inclusion Programs

Thesis & Dissertation Submission

Thesis / dissertation submission.

Information about the thesis and dissertation submission process can be found by navigating the topics below. The Academic Services Coordinator can be contacted via email at: [email protected]

Thesis/Dissertation Submission

The PhD dissertation represents independent scholarly work that makes an original contribution to knowledge. It is a demonstration that the PhD candidate has achieved  sufficient mastery in the field to pursue independent research and scholarship. A dissertation for a professional doctorate or a master’s thesis represents advanced scholarly work in keeping with the standards of the field.

Continuous Enrollment

When a program requires a dissertation or thesis, registration in dissertation or thesis coursework is required for at least two semesters. Enrollment in 594 Master’s Thesis or 794 Doctoral Dissertation ensures continuous enrollment until the thesis or dissertation has been submitted to the Graduate School. Degrees will be awarded in the semester in which all requirements have been met, including approval of the final version of the thesis or dissertation and submission of supporting documents with authorized signatures. Documents are processed and manuscripts are read in the order received.

EDUCATING THE WHOLE CHILD: EXPLORING THE IMPLEMENTATION OF THE WHOLE CHILD MODEL AND ITS EFFECTS ON STUDENTS’ SENSE OF SAFETY, CONNECTION & SELF-REGULATION

In March 2020, the COVID-19 global pandemic caused schools to close for an extended period, disrupting learning for about 55 million students (Center for Effective School Practices, 2022). Upon their return to school, educators committed to accelerating student learning to make up for missed learning. However, to support students’ academic learning, schools must focus on supporting students’ social-emotional learning by creating trauma-sensitive schools. This dissertation highlights the implementation of a trauma-informed, schoolwide, SEL approach entitled the Whole Child Model. To make schools equitable for all they must be trauma-sensitive for students who have experienced trauma because these schools will be beneficial for all students, and “trauma-sensitive schools recognize that educators need support to prioritize developing positive, caring relationships in order to create a learning environment where students and their families feel welcomed and safe” (Trauma Sensitive Schools, 2021, YouTube). Through a mixed–methods sequential approach, using surveys, classroom observations, interviews, and collection of artifacts, this case study highlights how the implementation of the Whole Child Model can have positive impacts on school culture and a student’s perception of safety, connection, self-regulation, and their ability to learn at school. The classroom observations and interviews illustrated teacher’s thoughts on how the implementation of the Whole Child Model increases students’ safety, connection, and self-regulation. However, the student surveys did not show much variance from the pre-survey to the post-survey, but the open-ended responses from students during the surveys showed students felt a strong sense of safety, connection, and self-regulation. The district in which this study was conducted has a goal of “Having 100% of students feel loved, challenged, and prepared”. To meet this goal, the district must endeavor to learn more about SEL, school climate, school satisfaction, and engagement at each school (Mansour, 2020). Analyzing and leveraging student voice and tools to measure effective implementation, this study highlights how measuring the implementation of trauma-sensitive SEL programs can aid stakeholders in understanding their effects and finding ways to enhance these programs (Grant et al., 2023).

Committee chair

Committee member(s), degree discipline, degree grantor, degree level, degree name, local identifier, submission id, usage metrics.

• Education policy
• Educational administration, management and leadership

What does it take to get an MFA from RISD? These thesis projects will give you some idea

The 2024 RISD Graduate Thesis Exhibition opened to the public at the Rhode Island Convention Center last Wednesday and will remain open through June 1, which is RISD graduation day, and also online at risdgrad.show . Wednesday evening's reception gave a first look at the thesis work of more than 200 MFA grads in sculpture, painting, architecture, industrial design, jewelry, ceramics, graphic arts, furniture design and more.

Sociology and Criminology

Joanna frazier: earning a ph. d. by advancing theories of crime and victimization.

Joanna Frazier hails from Florida’s “Space Coast,” six miles from the Kennedy Space Center. “We’d always watch the shuttle launches,” she says. Growing up with her father who was a police officer shaped how she understood danger and risk. She was raised to be hypervigilant and to anticipate risk. “My upbringing was more like exposure therapy,” she says. 

Crime was something she thought about from an early age. Trying to understand why people behave in bizarre ways is endlessly fascinating, “trying to make sense out of nonsense,” she says. “I’m wired for problem solving, so crime with its paradoxes sustains my interest.”

Joanna studied for her bachelor’s degree at the University of Central Florida in Orlando. There was a 10-year pause during which she owned and operated a private music academy—she is a classically trained pianist. Her interest in criminology never wavered, however, and she returned to UCF to pursue her passion. There she became convinced that theories in criminology could advance more rapidly with new theoretical approaches, and many of the theorists she found useful were trained as sociologists. For that reason, the Department of Sociology and Criminology at the University of Iowa appealed to her. She is also excited to incorporate theoretical approaches from the department’s highly ranked program in social psychology into her work on crime target decision-making.

Joanna feels well suited to advance theory in criminology because she is unafraid to take risks. “I’m willing to be controversial if it means I’m committed to science and ideas and do that with integrity,” she says.

She found her first year in a PhD program to be challenging and valuable. “It’s been busy but so nice to focus on my studies 24/7 that it feels selfish,” she says, and then laughs about trying to stay balanced, “We all know how that goes.” 

Exposure to the different approaches in criminology and sociology have helped advance her own work and she feels properly supported to complete it, perhaps for the first time. “Nobody here wants anything from me except for me to succeed,” she says. 

Joanna has formed supportive relationships with several professors in both criminology and sociology in her first year. She was attracted to the program for the chance to work with Mark Berg, who has helped her develop a thesis project. She is also excited to work with Alison Bianchi on theory testing in the Group Processes Lab. She appreciates the theoretical insights of Mike Sauder and the critical perspective of Amber Powell. Joanna’s work as a teaching assistant for James Wo and Jennifer Haylett also has been positive and influential. She had expected to emphasize research over teaching but thinks she has a knack for teaching and communicating as well. 

Joanna Frazier has found the right place to launch a career that transforms criminology.

NOTICE: The University of Iowa Center for Advancement is an operational name for the State University of Iowa Foundation, an independent, Iowa nonprofit corporation organized as a 501(c)(3) tax-exempt, publicly supported charitable entity working to advance the University of Iowa. Please review its full disclosure statement.

Head of PSI Center for Energy and Environmental Sciences

• Sustainable Energy Carriers & Processes (LEP)
• Electrochemistry (LEC)
• Atmospheric Chemistry (LAC)
• Environmental Chemistry (LUC)
• Catalysis & Sustainable Chemistry (LSK)
• Energy Systems Analysis (LEA)
• Energy System Integration Platform (ESI)
• Operando Spectroscopy Studies
• Swiss Energy Research for the Energy Transition
• Synfuel Initiative
• Sustainable Energy Carriers and Processes (LEP)
• Electrochemistry Laboratory (LEC)
• Internship Openings
• Master Thesis Openings
• Semester Project Topics
• ENE Seminars archive
• Conferences

Andrea Baccarini, former member of the Laboratory of Atmospheric Chemistry, awarded the ETH Medal for his PhD thesis

Andrea Baccarini, a former PhD student at the Laboratory of Atmospheric Chemistry, has been awarded the ETH Medal for his thesis investigating aerosol formation in the Arctic and Antarctic and the role aerosols play in climate change.

The journey undertaken by Andrea Baccarini for his PhD has indeed been special. It comprised a research expedition in the Arctic and one in the Antarctic, thousands of hours of field measurements and thousands more hours of lab work and data analysis, and joint experiments with scientists at CERN and various universities. He has now been recognized for this outstanding effort as a recipient of the ETH Medal for his thesis, which he defended in December 2020. The ETH Medal is a prestigious distinction given out every year to particularly remarkable, innovative thesis projects.

Baccarini spent the four years of his PhD studying new aerosol particle formation in polar regions. These airborne particles play a key role for the climate system. “Aerosols are essential for forming clouds, which can both warm up or cool off the planet,” says Baccarini. “If the aerosols’ properties or concentration change, that can have an impact on the Earth’s temperature.”

Aerosols are produced from a variety of sources, which can be either natural or anthropogenic. Sources of aerosols in polar regions are still poorly understood due to a lack of available data. However, thanks to Baccarini’s measurements, the picture has become a little clearer. For example, iodine emissions were a primary source of aerosol formation in the central Arctic Ocean, we found.

Hard work, commitment and unique opportunities

After obtaining a Master’s degree in experimental physics from the University of Trento (Italy), Baccarini joined the Laboratory of Atmospheric Chemistry (LAC) as a PhD student in the Molecular Cluster and Particle Processes group (now known as Environmental molecular science group), under the supervision of Dr. Josef Dommen. “I had to work hard during my PhD, but it was also a lot of fun,” says Baccarini. “The LAC is a great working environment, as a PhD student there I was given unique opportunities like taking part in expeditions to both the Arctic and Antarctic . I owe a lot to all the people that I worked with during my time at the LAC and I am particularly grateful to my supervisors, Dr. Josef Dommen , Prof. Urs Baltensperger and Prof. Julia Schmale , for their continuous support throughout my PhD journey.”

A research balloon for high-altitude measurements

Today Baccarini is a postdoc in the Extreme Environments Research Laboratory at EPFL; where he’s trying to take his research further , yet always towards the same goal: applying methods from experimental physics to solve concrete problems and have a real impact. He’s working on the development of an instrumented tethered balloon that can fly to about 800 meters above ground level. “The two research expeditions I took part in during my PhD were on ships, and we took measurements only at the water’s surface,” says Baccarini. “But we know that important processes also take place at higher altitudes. Being able to collect data at these altitudes will give us additional insight and help us better understand aerosol properties and their effects on clouds and the climate.”

Baccarini’s thesis research has been published in Nature Communications , Journal of Geophysical Research: Atmospheres and Bulletin of the American Meteorological Society .

Andrea Baccarini Former member of the Laboratory of Atmospheric Chemistry at PSI e-mail:  [email protected]

Dr. Imad El Haddad Acting head of the Laboratory of Atmospheric Chemistry at PSI Paul Scherrer Institute, Forschungsstrasse 111, 5232 Villigen PSI, Switzerland Telephone:  +41 56 310 29 95 , e-mail:  [email protected]

World-renowned composer collaborates with Green Bay band students to create musical piece

by Mallory Allen, FOX 11 News

GREEN BAY (WLUK) -- A collection of Green Bay students, led by a world-renowned composer and conductor, performed an original musical work Wednesday that they helped to inspire.

Band students from West High School and Franklin Middle School worked with Brian Balmages to premiere his latest piece titled "Hope Ahead."

Balmages' music has been performed in major venues around the globe, such as Carnegie Hall, the Kennedy Center and Sydney Opera House. Performances range from professional symphony orchestras to elementary schools.

It all began when Balmages saw a drawing of a broken robot staring down at a city over a ledge. He originally interpreted the artwork as a depiction of a dystopian society with an overreliance on technology and artificial intelligence.

But when students submitted essays to Balmages, speculating how the drawing could be interpreted and expressed musically, his mind was changed.

"It was after the feedback that I decided that this was going to be about this idea of mental health and about looking ahead, looking into a bright future, and this way of kind of reminding everybody in the ensemble that all of them are important. All of them have value," Balmages said.

You have to hold onto hope, because sometimes hope is the only thing that we have. And so this piece really tries to tie all those things together.

"I really like how it starts out. It's like a whole journey," said Aiden Miller-Riesterer, a junior who plays the trombone. "It's a build-up, basically, for the whole entire song."

Balmages will be in attendance for the premiere of his composition at 7 p.m. at West High School.

Siberia’s Irkutsk Declares Emergency as Fires Ravage Region

Authorities in Russia’s Irkutsk region declared a state of emergency on Monday after a fast-spreading fire fueled by strong winds and dry weather ripped through villages, destroying homes and injuring at least one person.

A woman was hospitalized and in critical condition after she suffered burn wounds in the Bratsk district, Irkutsk region Governor Igor Kobzev said  on Telegram. The Bratsk district lies 4,700 kilometers east of Moscow and has a population of around 49,000 people.

Kobzev  announced a district-wide state of emergency, with residents being evacuated to the municipal center of Vikhorevka. 

“There was a man-made fire in four dacha cooperatives simultaneously,” the governor said. “The Bratsk district prosecutor’s office is also working in the fire zone to establish what caused the fires.”

Regional emergency services  said one of the fires, which broke out at a sawmill in the city of Bratsk, was “man-made.”

Irkutsk is among the nine regions where wildfires have been raging over the past 24 hours, according to federal authorities, which say that region-wide states of emergency have been declared in the neighboring Jewish autonomous district and the Khabarovsk region.

Russia’s wildfire season officially began in early March, with the state Hydrometeorological Center forecasting prolonged periods of “high” and “extreme” wildfire danger this year.

… we have a small favor to ask. As you may have heard, The Moscow Times, an independent news source for over 30 years, has been unjustly branded as a "foreign agent" by the Russian government. This blatant attempt to silence our voice is a direct assault on the integrity of journalism and the values we hold dear.

We, the journalists of The Moscow Times, refuse to be silenced. Our commitment to providing accurate and unbiased reporting on Russia remains unshaken. But we need your help to continue our critical mission.

Your support, no matter how small, makes a world of difference. If you can, please support us monthly starting from just $ 2. It's quick to set up, and you can be confident that you're making a significant impact every month by supporting open, independent journalism. Thank you.

Remind me next month

Powerful Dust Storm Rips Through Siberia’s Irkutsk

Two Hundred Homes Ablaze, Deaths in Siberia Fires: Authorities

Russian Police Investigate Siberian Horse Herd Slaughter

Russian Governor Fined for Barbecue During Wildfire Season

IELTS Exam Preparation: Free IELTS Tips, 2024

Take ielts test in or nearby bratsk.

There is no IELTS test center listed for Bratsk but you may be able to take your test in an alternative test center nearby. Please choose an appropriate test center that is closer to you or is most suitable for your test depending upon location or availability of test.

Closest test centers are:

Make sure to prepare for the IELTS exam using our Free IELTS practice tests .

Irkutsk, Irkutsk Oblast, Russia

Students international - irkutsk, krasnoyarsk, krasnoyarsk krai, russia, students international - krasnoyarsk, british council bkc-ih krasnoyarsk, tomsk, tomsk oblast, russia, british council bkc-ih tomsk, students international - tomsk, novosibirsk, novosibirsk oblast, russia, british council bkc-ih novosibirsk, students international - novosibirsk, barnaul, altai krai, russia, students international - barnaul, yakutsk, sakha republic, russia, students international - yakutsk, omsk, omsk oblast, russia, students international - omsk, tyumen, tyumen oblast, russia, students international - tyumen, khabarovsk, khabarovsk krai, russia, students international - khabarovsk, yekaterinburg, sverdlovsk oblast, russia, students international - ekaterinburg, british council bkc-ih ekaterinburg, chelyabinsk, chelyabinsk oblast, russia, students international - chelyabinsk, british council bkc-ih chelyabinsk, vladivostok, primorsky krai, russia, students international - vladivostok, perm, perm krai, russia, students international - perm, british council bkc-ih perm, magnitogorsk, chelyabinsk oblast, russia, ru069 students international - magintogorsk, ufa, republic of bashkortostan, russia, students international - ufa, british council bkc-ih ufa, magadan, magadan oblast, russia, students international - magadan, syktyvkar, komi republic, russia, students international - syktyvkar, yuzhno-sakhalinsk, sakhalin oblast, russia, students international - yuzhno-sakhalinsk, other locations nearby bratsk.

• Ust'-Ilimsk
• Mezhdurechensk
• Novokuznetsk
• Prokop'yevsk
• Leninsk-Kuznetsky
• Nizhnevartovsk
• Noril'sk

An Overview of the IELTS

The International English Language Testing System (IELTS) is designed to measure English proficiency for educational, vocational and immigration purposes. The IELTS measures an individual's ability to communicate in English across four areas of language: listening , reading , writing and speaking . The IELTS is administered jointly by the British Council, IDP: IELTS Australia and Cambridge English Language Assessment at over 1,100 test centres and 140 countries. These test centres supervise the local administration of the test and recruit, train and monitor IELTS examiners.

IELTS tests are available on 48 fixed dates each year, usually Saturdays and sometimes Thursdays, and may be offered up to four times a month at any test centre, including Bratsk depending on local needs. Go to IELTS test locations to find a test centre in or nearby Bratsk and to check for upcoming test dates at your test centre.

Test results are available online 13 days after your test date. You can either receive your Test Report Form by post or collect it from the Test Centre. You will normally only receive one copy of the Test Report Form, though you may ask for a second copy if you are applying to the UK or Canada for immigration purposes - be sure to specify this when you register for IELTS. You may ask for up to 5 copies of your Test Report Form to be sent directly to other organisations, such as universities.

There are no restrictions on re-sitting the IELTS. However, you would need to allow sufficient time to complete the registration procedures again and find a suitable test date.

SHARE THIS PAGE

The reading, writing and listening practice tests on this website have been designed to resemble the format of the IELTS test as closely as possible. They are not, however, real IELTS tests; they are designed to practise exam technique to help students to face the IELTS test with confidence and to perform to the best of their ability.

While using this site, you agree to have read and accepted our terms of use, cookie and privacy policy.