The design proposes a learning commons facility for a post-secondary institution to support evolving learning styles and the shift from teaching to learning. The space would provide resources, group study areas, and IT in a central location. Sustainable features like daylighting and a green roof are incorporated. The design aims to promote student ownership and a diversity of learning through collaborative and informal spaces connected to a café.

1. [portfolio]
Erica Elizabeth Brown │ 647.884.8463
This portfolio is an amalgamation of proj-
ects completed during four years com-
pleted at Humber College in the Bachelor
of Applied Arts: Interior Design Degree
program from 2006-2010.

2. [contents]
E d u c a t i o n
Science + Technology Secondary School
April 2010
Individual Project - Thesis
E d u c a t i o n
Post Secondary Learning Commons Facility
December 2009
Partner Project - IDEC Charette
H o s p i t a l i t y
Inniskillin Winery Addition +Renovation
December 2008
Team Project
R e t a i l
Metropolitan Vitality Home Furnishings
April 2008
Individual Project
H e a l t h C a r e
Mobile Pediatric Clinic
December 2007
Partner Project
D e t a i l s
Working Drawings
Wall Details
Specifications

3. [education]
PROJECT CLIENT
Toronto District School Board
PROJECT COMPLETED
April 2010
“The nature of education Located amid the revitalized area of St. Lawrence in downtown Toronto, the Berkeley Castle offers an ideal context for a project that
today has become more breaks out of a dichotomous way of learning and becomes a benchmark for alternative ways of learning. By establishing a tension
against the frame of the original structure, the design will feature versatile and visible strategies in order to sustain the demands and
interactive and experiential.
changes of technology. Influenced by sustainable initiatives the facility will encompass an externality of relations in order to promote
Students now have the discovery and connections between multiple environments.
opportunity to learn in multiple
ways, and the spaces
where they can learn
should be equally varied.
School facilities should reflect
the latest thinking in
education”
(American Architectural
Foundation).
Space Within Future Innovators Contingent Natural
a Space of Society Environment

4. [education]
PROJECT CLIENT
Toronto District School Board
PROJECT COMPLETED
April 2010
While preserving the existing architectural context of the building and the surrounding area, the design will feature versatile strate-
gies in order to sustain the demand and changes of technology. By not only incorporating sustainable features in the building typol-
ogy itself, but exposing students to the processes and elements used to sustain our earth, the facility will become a benchmark in
producing schools that truly have meaning and significance to the students, faculty and community. The Berkeley Academy of
Science & Technology will be more than an educational facility and aims to connect students with multiple environments while focus-
ing on meaningful is-sues and emerging environmental technologies.
Northern Longitudinal Building Section

5. Third Level
[education]
PROJECT CLIENT
Toronto District School Board
PROJECT COMPLETED
April 2010
CONCEPT The Berkeley Academy for Science & Technology (BAST) will provide students with a standard core curriculum for secondary edu-
INTERLACING cation complying will all Ministry of Ontario regulations while integrating an alternative way of learning for students’ grades nine to
twelve. The choices of enriched programs will focus on innovative and demanding careers in science and technology in order to
ENVIRONMENTS
sustain the future generations in technological advances. The Berkeley Academy for Science & Technology with generous reinforce-
ment from the Toronto District School Board will exceed the standards of a typical secondary school and generate a comprehensive
Building an externality of relations approach where students gain a stronger foundation of key academic concepts in Science and Technology through applied hands
in order to promote discovery and on learning. By minimizing operating costs and truly creating a space the students are happy and healthy learning in, the facility will
connections between multiple become a benchmark in producing schools that truly have meaning and significance to the students, faculty and community.
environments.
Western Latitudinal Building Section

6. [education]
PROJECT CLIENT
Toronto District School Board
PROJECT COMPLETED
April 2010
Sustainable initiatives within Berkeley Academy of Science & Technology are light shelves which will direct the outdoor light further
into the rooms and corridors, daylight photo sensors on lights between 15’ as well as automatic sensor shades, occupancy motion
sensors on classrooms and breakout rooms and where appropriate, LED fixtures will be used. A learning green roof will be imple-
mented on the roof of the building. This will also house a small solar panel grid which is operable and also educational. These key
elements along with future developments as the building becomes older and more sensible will promote sustainable living and learn-
ing and create a healthy environment while implementing practical needs to the students.
Southern Longitudinal Building Section

7. REIMPOSING LEARNING
A new approach to the evolution of learning styles supporting the shift from
teaching to learning.
[education]
In today’s schools the availability of resources, group study spaces and information technology is lacking. The innovation of Also, printing and technical help is another important area of learning commons and should be located in close proximity to
the current learning commons typology is a new approach to this problem. Learning commons are physical learning spaces the computer area and should minimize noise pollution. Furthermore, in an effort to promote a healthy lifestyle for college and
for higher education students that provide “a dynamic collaborative environment on campus, often in a library that provides university students, a healthy quick stop café should be incorporated. All learning commons should incorporate informal
assistance to students with information and research needs”. The main purpose for developing a strong learning common lounge area creating a humanizing, natural element to the learning commons. This area should display simplistic design
area is to enhance student learning and provide an easy transition from teaching to learning strategies. These learning com- layouts and should have a strong connection to the café. This is the place where the students and/or faculty can meet, catch
PROJECT CLIENT mons can be utilized by undergraduate and graduate students as well as faculty which will increase the feeling of ownership up on current evens or simply lounge between classes.
within the school. More specifically, learning commons should be readily available, in a central location focusing on the end
University X users of the space. In an innovative and sustainable approach, learning commons will display the diversity of people and learning and forecast
PROJECT COMPLETED the future of college and university interactive communities. Sustainability is a simple and effective implementation that will
The main challenge when designing a learning commons space is catering to each individual and their learning styles while minimize maintenance and operating costs while creating a healthy work environment for all students and faculty. It is evident,
December 2010 creating a “supportive learning environment”. To be successful, this space should “illustrate human centered design” by that “educators have long recognized that these communities significantly heighten learning experiences and that they mirror
combining multifunctional collaborative spaces and static individual workstations. The multifunctional collaborative spaces will the working environment that students will enter on completion of their studies”.
accommodate groups of students from two to eight people. Both public and private spaces will be developed to further cater
to different applications. These spaces will provide instantaneous media sharing methods and a complete 360 degree visibility Http://www.library.yorku.ca/ccm/Home/preview/infolit/commons/learning-commons.en
Http://www.library.yorku.ca/ccm/Home/preview/infolit/commons/learning-commons.en
of the group’s work by integrating new products such as Steelcase’s MediaScape collaboration line. The individual worksta- Http://www.library.queensu.ca/learningcommons/.../learning_commons_design_brief2.pdf
tions must be separated from the main circulation of the space to provide privacy and a quiet study environment. Individual Http://www.educausc.edu/learningspaceisch9
Learning commons are study areas could benefit from small clusters throughout the space rather than one large confined area. Not all students have http://www.steelcase.com/na/files/Flash/na/ComeTogether/index.htm
access to a laptop, in order to provide students with computers and necessary software it is important to incorporate desig- Http://www.library.queensu.ca/learningcommons/.../learning_commons_design_brief2.pdf
physical learning spaces nated computer workstations for both short and long term use.
Http://www.library.queensu.ca/learningcommons/.../learning_commons_design_brief2.pdf
for higher education stu-
dents that provide “a
CONCEPT
dynamic collaborative envi-
ronment on campus, often ENVIRO-LEARNING COMMONS
in a library that provides 2009/2010 IDEC STUDENT DESIGN COMPETITION
assistance to students with
information and research
needs”.
(York University)
I. Incorporate a true ‘community’ atmosphere by encouraging student/faculty relation within the
learning commons

8. 1 ENTRY
6 6 6 6 2 CAFÉ
7 3 LOUNGE AREA
9 4 INDIVIDUAL BAR HEIGHT AREA
5 OPEN GROUP AREA
5
8 6 CLOSED GROUP ROOMS
7 COMPUTER AREA
4 8 PRINTING STATION
2 9 QUICK USE COMPUTERS
1
3
9
4 8
5
[education] 3 3
FLOOR PLAN II. Humanizing the space by encompassing daily routines of the students and faculty
SCALE 0’- 1/8” = 1’-0”
III. Support functional flexibility in the design that minimizes maintenance and operating costs and has a positive contribution to the environment
PROJECT CLIENT PERSPECTIVE LEARNING BEYOND
University X
PROJECT COMPLETED ARMSTRONG
BAMBOO FLOOR
FROSTED GLASS
PARTITIONS
INTERFACE FLOR
CARPET TILES
BACK PAINTED
GLASS
December 2010 TILE BACKSPLASH
LIGHT SHELVES BAMBOO FLOORING NO VOC PAINT
OWNERSHIP MAHARAM HIGH PERFORMANCE UPHOLSTERY WATER
NO GREENHOUSE DENATURED
In an innovative and sus- GAS EMISSIONS ETHANOL FIREPLACE HUMANIZING
FUNCTIONAL FLEXIBILITY REDUCED ENVIRONMENTAL IMPACT BASED
HIGH GLOSS
MOVEABLE WALLS
tainable approach, learning
commons will display the
diversity of people and SUSTAINABILITY SHIFT FROM TEACHING TO LEARNING
MATERIALS
learning and forecast the
FLOOR PLAN
ENVIRO-LEARNING COMMONS
future of college and uni-
versity interactive commu-
nities.
2009/2010 IDEC STUDENT DESIGN COMPETITION
II. Humanizing the space by encompassing daily routines of the students and faculty
III. Support functional flexibility in the design that minimizes maintenance and operating costs
and has a positive contribution to the environment

9. 1 COMPUTER AREA
2 OPEN GROUP AREA
1 2 3 4 5 3 CAFÉ
4 ENTRY / FIREPLACE LOUNGE
5 LOUNGE AREA
6 PRINTING STATION
EAST WALL SECTIONAL ELEVATION 7 CLOSED GROUP ROOMS
SCALE 0’- 1/8” = 1’-0”
IV. Provide a benchmark for the entire campus to encourage learning beyond the classroom
6 7 3 2
[education]
SOUTH WALL SECTIONAL ELEVATION
SCALE 0’- 1/8” = 1’-0” V. Increase ownership of diverse technological devices that enriches learning
PROJECT CLIENT
University X
PROJECT COMPLETED 1 2 3 4
December 2010
In en effort to
promote a healthy
5 6 7
lifestyle for college
and university
SECTIONAL ELEVATIONS
ENVIRO-LEARNING COMMONS
students, a
healthy quick stop
café will be incor-
porated. 2009/2010 IDEC STUDENT DESIGN COMPETITION
IV. Provide a benchmark for the entire campus to encourage learning beyond the classroom
V. Increase ownership of diverse technological devices that enriches learning

10. [hospitality]
PROJECT CLIENT
Inniskillin Winery
PROJECT COMPLETED
November 2008
The process of photo-
synthesis involving the
phases of catch,
change and release
according to the human
eye.

11. [hospitality]
PROJECT CLIENT
Inniskillin Winery
PROJECT COMPLETED
November 2008
The CATCH of the
sunlight is virtually
unseen and captures
the attention or interest
of the viewer.

12. [hospitality]
PROJECT CLIENT
Inniskillin Winery
PROJECT COMPLETED
November 2008
The CHANGE is visibly
intangible to the human
eye but the knowledge
that it occurs exists.

13. [hospitality]
PROJECT CLIENT
Inniskillin Winery
PROJECT COMPLETED
November 2008
The RELEASE is the
Inspiration for the
visible, tangible aspects
materials and
that are exposed to the
finishes are drawn
outside and where the
from the vineyards
result is depicted and
and elements within
observable.
the reactions in wine
making. A contem-
porary, yet timeless
color palate merges
dynamic and inti-
mate spaces.

14. 13513
11836 4214
617 2434 1064 609 2997 632 1638 608 305 2438 508
NEW YORK CITY STYLE VERTICLE DECORATIVE
METAL STAIRCASE 152 610 610
330 330
STORAGE
102
OVER COUNTER
OFFICE
SHELVING
106
2653
WINDOW
DISPLAY
P1 DISPLAYS
FAX
CUBBY
UNIT
104
PRINTER
2743
WRAP
DISPLAYS SURFACE
3048
103 P4
CASH/WRAP
PULL DOWN
MICROWAVE GARBAGE BIN
SERVICE AREA
610
UNDER COUNTER
105
OVER COUNTER
SHELVING
1462
OVERHEAD
107
610
DISPLAYS PULL DOWN
P3 UNDER COUNTER
254 305
DEBIT RECYCLE BIN
FRIDGE
8534
UNDER COUNTER
REGISTER
305
PILLAR ARCH PILLAR
PILLAR ARCH PILLAR ARCH PILLAR ARCH PILLAR
PHONE
PILLAR
ENTRY BLOCK
ONLY P4
101 DIVIDING DINING ROOM
P5 SCREEN
DISPLAY
LIVING ROOM
SHELVING
[retail]
FREE-STANDING
110
UNIT
COAT RACK
OUTDOOR
DISPLAY
BENCH
COFFEE
TABLE WITH
4267
STORAGE
BELOW 111 STORAGE
P2 ROOM
108
SHELVING
TV CABINET SERVING
UNIT
CABINET SHELVING UNIT
P5
BATHROOM
109
FURNITURE AND PARTITION PLAN LEVEL1
3200
1587 1587
610 1981 1219
610
P1
2591
1067
DESIGN AREA
P1
51
202 RUG DISPLAY
610
OPEN TO P2
BELOW
1676
FABRIC LIBRARY
PROJECT CLIENT 201
P2
Metropolitan Vitality
PROJECT COMPLETED BEDROOM DRESSER
DISPLAY
April 2008 203
BENCH
P2
4267
P4
P5 OPEN TO
BELOW P2
OPEN TO P2
BELOW
P5
FURNITURE AND PARTITION PLAN LEVEL 2

15. STORAGE
102 OFFICE
DISPLAYS 106
104 CH 2743.2
DISPLAYS
CH 6400.8 CASH/WRAP
103
105
SUSPENDED RECESSED UNDER
SERVICE AREA
UNDER
DISPLAY UNIT
COUNTER 107
MULTI LEVEL RECESSED
WOODEN CH (UNDER UNDER
BEAMS ENTRY COUNTER
CANOPY WALKWAY) 2743.2 DINING ROOM CH 2743.2
101
DISPLAY
LIVING ROOM
110
[retail] CH 3149.2
DISPLAY
111 STORAGE
ROOM
108
CH 2946.2 CH 2743.2
CH 2743.2
BATHROOM
109
REFLECTED CEILING PLAN LEVEL1
CH 6400.8
DESIGN AREA
202
FABRIC LIBRARY
PROJECT CLIENT 201
Metropolitan Vitality CH 2743.2
PROJECT COMPLETED CH 2743.2 BEDROOM
CH (AT PEAK) DISPLAY
April 2008 CH 6400.8 203 OPEN WEB STEEL
WOODEN 4153 JOISTS
BEAMS
PEEKED &
MIDORED AT
A 45 DEGREE
ANGLE
SKYLIGHT
SUSPENDED GYPSUM
WALLBOARD BULKHEADS
REFLECTED CEILING PLAN LEVEL 2

16. SYLVANIA LED HF2
DISPLAY NICHES STICK IN DISPLAY LEATHER LOW STEEL JOISTS
NICHES BENCH
612
ARMSTRONG
WOODWORKS
299
PLANK CEILING
SYSTEM
37
FROSTED GLASS
610
PARTIAL PARTITION
BRUSHED NICKLE
CASEMENTS ON MEZZANINE
610
PARTITION
LOW RISE BED
AND SIDE TABLE
[retail]
6401
404
5733
305
LOGO ON A
SHEET OF PLEXY
GLASS MOUNTED
ON WALL
1128
1956
1902
DECORATIVE MAIN LEVEL
3048
MIRROR
2796
$149.67
1867
1092
894
102
265
305 305
305 1207 887
610 113 1097 580 1524 2410
305 7315 305
7925
DISPLAY CASH/WRAP DINING DISPLAY AREA
PROJECT CLIENT
Metropolitan Vitality LATITUDE SECTION
PROJECT COMPLETED SCALE 1:50
April 2008
5007

17. 5007
2743
AREA OPEN TO
BEDROOM DISPLAY BELOW SKYLIGHT 1372 588
305 1067 610 1016 610 BRUSHED NICKLE STEEL JOISTS
CASEMENTS ON FROSTED GLASS
406 102
PARTITION PARTIAL PARTITION
66
620
AREA OPEN TO
BELOW
WOODEN PEEKED
SUSPENDED MEZZANINE
2733
BULKHEAD
1930
DRYWALL SIDES TO
THE SUSPENDED
6401
BULKHEAD
305
610
[retail]
660
1930
MAIN LEVEL
2743
2743
2083
305
673
305
955 955 951 826 1524 1524 1524 610
239 305 305 305 305 1524 305
203 51
305 3048 696 11227 305 1829
13665
STORAGE & BATHROOM DINING ROOM DISPLAY LIVING ROOM DISPLAY FRONT POURCH
LATITUDE SECTION
SCALE 1:50
PROJECT CLIENT
Metropolitan Vitality
PROJECT COMPLETED
April 2008

18. 2692 1315
SKYLIGHT
INSIDE: WOODEN
PEEKED DROP
STORE LOGO BRUSHED NICKLE WOODEN PEEKED CEILING CONCRETE
SPRAYED FROSTED CASEMENTS ON COVE CANOPY STORE LIMIT
ONTO WINDOW WINDOWS CASEMENTS
371
2167
2438
7010
LOFTS AT QUEEN WEST
6401
[retail] DOLLAR 'N' MORE
1914
2743
2743
INSIDE: PILLARS
INSIDE: STAIRCASE
3353 305 1333 305 1411 BRUSHED NICKLE
CASEMENTS ON
914 6706 914 PARTITION
8534
FROSTED GLASS
INSIDE: ROOM DIVIDER PARTIAL PARTITION
STONE DOOR
INSIDE: WINDOW FOUNDATION HIDDEN ON
DISPLAY UNIT WITH LEVEL INSIDE WALL
NICHES
ADJACENT STORE WITH APARTMENTS ABOVE METROPOLITAN VITALITY NEW CONDO LOFTS
STOREFRONT ELEVATION
SCALE 1:50
PROJECT CLIENT
Metropolitan Vitality
PROJECT COMPLETED
April 2008

19. [health care]
Pediatric Oncology
Group Of Ontario has
created a highly inte-
grated and seamless
pediatric cancer
system that supports
children and families
throughout the spec-
trum of illness, recov-
ery and survivorship.
PROJECT CLIENT
Pediatric Oncology Group Of Ontario
PROJECT COMPLETED
December 2007
FURNITURE AND PARTITION PLAN TRAILER 1 - RECEPTION & EXAM ROOMS

20. [health care] The materials and finishes are influenced by energy
and happiness that each child reveals as they inter-
act with the doctors, nurses and other patients at
each visit. The bravery each child endures is impor-
tant to recognize, thus the concept of the clinic
WELCOMING RECOVERY
POGO’s mission is to continually
drive improvements across the
continuum of children’s cancer
care in Ontario by:
1.ensuring access to and avail-
ability of the absolute best
cancer care
2.providing essential support for
children, survivors and families
3.conducting childhood cancer
research
4.providing ongoing professional
development opportunities
PROJECT CLIENT
Pediatric Oncology Group Of Ontario
PROJECT COMPLETED
December 2007
FURNITURE AND PARTITION PLAN TRAILER 2 - TREATMENT ROOMS

21. 1
ID 5.0 SCALE 3” = 1’-0”
STANDARD 14’ G.W.B PARTITION
April 2010
Toronto District School Board
PROJECT COMPLETED
PROJECT CLIENT
[details]
1
2
ID 5.0 SCALE 3” = 1’-0”
ID 5.0 SCALE 3” = 1’-0”
14’ GLASS PARTITION
STANDARD 14’ G.W.B PARTITION
not scale drawings All work shall be in accordance with the latest edition of the Ontario Building Code.
2
PROJECT ISSUED DESCRIPTION DATE DRAWING
design at humber
BAAID 01 Check off 1 03.23.10
Berkeley Academy for 02 Check off 2 04.01.10
wall Sections
205 Humber College Blvd. 03 Check off 3 04.06.10
Toronto, ON Science & Technology 04 Final Submission 04.28.10
1
M9W 5L9
DESIGNER SCALE PAGE NO.
Erica Elizabeth Brown AS PER DWG
ID 5.0
** Scales are not represented here as shown, title blocks are from drawing set.
ID 5.0 SCALE 3” = 1’-0”
14’ GLASS PARTITION
ID 5.1 SCALE 3” = 1’-0”
Do not scale drawings All work shall be in accordance with the latest edition of the
PROJECT ISSUED DESCRIPTION DATE DRAWING
design at humber
BAAID 01 Check off 1 03.23.10
Berkeley Academy for 02 Check off 2 04.01.10
wall Sections
205 Humber College Blvd. 03 Check off 3 04.06.10
Toronto, ON Science & Technology 04 Final Submission 04.28.10
14’ G.W.B PARTITION WITH GLASS INSERT
M9W 5L9
DESIGNER SCALE
Erica Elizabeth Brown AS PER DWG

22. [details]
1 ATRIUM RAILING ELEVATION
ID 6.6 SCALE 1” = 1’-0”
2 ATRIUM RAILING CONNECTION BRACKET 3 ATRIUM RAILING ELEVATION
ID 6.6 SCALE 3” = 1’-0” ID 6.6 SCALE 1” = 1’-0”
PROJECT CLIENT
Toronto District School Board
PROJECT COMPLETED
April 2010 ** Scales are not represented here as shown, title blocks are from drawing set.

23. 1 CUSTOM RESEARCH CENTRE SOUTH ELEVATION
ID 6.1 SCALE 1/2” = 1’-0”
[details]
2 CUSTOM RESEARCH CENTRE WEST SECTION
ID 6.1 SCALE 1” = 1’-0”
PROJECT CLIENT
Toronto District School Board
PROJECT COMPLETED
April 2010 ** Scales are not represented here as shown, title blocks are from drawing set.

24. All work shall be in accordance with the latest edition of the Ontario Building Code.
[details]
Do not scale drawings
KEY PLAN
SCALE 1/64” = 1’-0”
Furniture & MIllwork Plan Second Level Focal Area
PROJECT CLIENT
Toronto District School Board
PROJECT COMPLETED
April 2010 ** Scales are not represented here as shown, title blocks are from drawing set.