Eastbranch Programming ForeSite Presentation

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Eastbranch Programming ForeSite Presentation

  1. 1. Facility Programming Master Planning Environmental Stewardship Western Dakota Technical Institute New Rushmore Building Rapid City, South Dakota Library Planning and Program Presentation August 11-12, 2010
  2. 2. Building Program
  3. 3. Building Program <ul><li>Academic Library </li></ul><ul><li>Total GSF 5,392      </li></ul><ul><li>39% of Total </li></ul><ul><li>50 Academic Seats </li></ul>10,468 NSF / 13,001 GSF <ul><li>Shared Library </li></ul><ul><li>Total GSF 3,684   </li></ul><ul><li>27% of Total   </li></ul><ul><li>114 Shared Seats </li></ul><ul><li>Public Library </li></ul><ul><li>Total GSF 4,771       </li></ul><ul><li>34% of Total       </li></ul><ul><li>80 Library Seats     </li></ul>
  4. 4. Building Program <ul><li>Seats = 128 </li></ul><ul><li>2-Person Bench Seats </li></ul><ul><li>2-Person Reader Tables </li></ul><ul><li>4-Person Reader Tables </li></ul><ul><li>Lounge Chairs </li></ul><ul><li>2-Person Sofas </li></ul><ul><li>Collaborative Learning Pod </li></ul><ul><li>Computer Stations </li></ul><ul><li>4-Person Group Study Rooms = 16 </li></ul><ul><li>Multipurpose Room = 100 </li></ul><ul><li>Total Seats = 244 </li></ul>
  5. 5. Building Program
  6. 6. Building Program
  7. 7. Building Program
  8. 8. Guiding Principles
  9. 9. Design Objectives More than a Library The Library is the “central nervous system” of the New Rushmore building and has important relationships with public and student amenities.
  10. 10. Academic Connection As part of the WDT academic mission, Library patrons should have visual access, and where appropriate, physical access to instructional spaces, which in turn have a direct relationship to “dirty” classrooms, where hands-on learning occurs.
  11. 11. One Front Door The New Rushmore building should have a prominent front door which is easily accessible to the public and academic community. The Library is a significant program space which must have direct access from the front door, as should other amenities.
  12. 12. Academic Access to Library WDT students and the public can enter the library through the front door, but a secondary more restricted entry is available to students from the New Rushmore academic zone.
  13. 13. Service to Walk-in & Drive-Thru Customers Library staff should have visual supervision from the library floor to the lobby and drive-thru window. This is especially important with mobile service units, where staff will not be stationed at a dedicated circulation desk.
  14. 14. Visual Connections Visual connections to and from the Library and parking and the larger New Rushmore building are important to aid in wayfinding and encourage visitation.
  15. 15. Vertical Visibility Vertical visual connections to and from the Library and the larger New Rushmore building are important to showcase Library activities and their connection to higher education.
  16. 16. Programmatic Relationship The Rapid City Public Library services are indistinguishable within the larger Library so that public and academic users share a unified, vibrant facility. However, the Library should have a distinct identity within the New Rushmore building.
  17. 17. Daylight & Views Access to daylight and views enhances user productivity and performance, while making for a more pleasant and sustainable environment.
  18. 18. Internal Flexibility Flexibility is essential to the functioning of the Library. Spaces should be able to be easily reconfigured to meet changing needs.
  19. 19. Building as an Educational Tool An opportunity exists to use the facility as a teaching tool, making visible basic sustainable design elements which help reduce energy consumption, conserve water, and safeguard the environment.
  20. 20. External Expansion In planning for the Library is it important to plan for success. A future building addition can occur either vertically, as a second floor, or horizontally as an expansion on the same level.
  21. 21. Program Diagrams
  22. 22. Program Diagrams – Public Areas
  23. 23. Program Diagrams – Public Areas
  24. 24. Program Diagrams – Reader & Collection Areas
  25. 25. Program Diagrams – Reader & Collection Areas
  26. 26. Program Diagrams – Reader & Collection Areas
  27. 27. Program Diagrams – Reader & Collection Areas
  28. 28. Program Diagrams – Reader & Collection Areas
  29. 29. Program Diagrams – Staff Areas
  30. 30. Adjacency Diagram
  31. 31. Adjacency Diagram
  32. 32. Conceptual Floor Plan
  33. 33. Conceptual Floor Plan The conceptual floor plan for the Library is based on the following principles that were a result of input received through the planning and programming process:   • Have a prominent front entry from the WDT “marketplace” • Locate children’s services away from the front door and away from the teen area • Locate teen services so that it has a visual relationship to the One-Stop-Shop and “marketplace” • Locate adult services centrally within the library • Locate seating and technology throughout the library • Locate group study rooms where they are visible from outside • Locate periodicals where there are opportunities for views and natural light • Blend public and academic library services to promote a harmonious Library environment • Create a flexible library where spaces can easily adapt as services and programs change over time • Minimize dedicated back-of-house staff work areas and introduce mobile service stations • Locate the library within close proximity of the WDT multi-purpose meeting room and law/instructional space • Locate drive-through window adjacent to staff work areas but visible from library floor
  34. 34. Conceptual Floor Plan

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