Marquette Living Learning Center

by Brittany Boelter

Marquette Living Learning Center

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Marquette Living Learning Center A Living Learning Center in

Marquette Park of Gary, Indiana

Graduate Thesis by Brittany BoelterAdvised by Pam Harwood & Robert Koester

Ball State UniversityCollege of Architecture and Planning

May 2015

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TABLE OF CONTENTS

AbstractIntroduction AcknowledgementsMain Themes of Research

Innovations of Life-long Learning Learning through Nature from the Built Environment Learning through Nature in Classrooms

Project ProposalSite Research & SelectionSite AnalysisSite Proposal: Regrowth & RestorationHow Do We Learn?Innovative Learning Concept to Frame ExperiencesMarquette LLC Ways of LearningTectonic Expresion through the Use of Natural ElementsConclusionBibliography

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How best can we, through design and action, engage communities, inspired by the importance of their natural resources, to act in conservation and the long-term stewardship of the environment? In many communities there is a lack of knowledge and available resources to educate about the current issues of global warming and the overuse of limited resources. We (architects and designers) must demonstrate the need for sustainable ecosystems and the use of natural elements in everyday living by building for the health and welfare of our present communities and future generations.

We must react to the lack of community interaction and education about unhealthy, traditional responses to design and building. This reaction needs to be directed to the children of the next generation, as well as, to the larger communities of professionals and laypersons. A healthy living environment, can be explored through metaphorical language in the built environment. An environmental learning center that has the integration of interactive and nature-based learning environments, and a proactive, energy efficient performance design is necessary to provide the education about opportunities for a healthy future in the built environment in communities today.

The proposed Living Learning Center at Marquette Park in Gary, Indiana is designed to facilitate the discovery of the health, beauty, and energy efficiency in an environmentally responsive manner. In doing so, it teaches the value of nature, natural resources and energy effectiveness. The children are our future; and must be immersed in an environment in which efficient design and sustainability will become a standard for their generation.

ABSTRACT

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This book is a product of a year-long research project that examined the thesis question “How best can we, through design and action, engage communities, inspired by the importance of their natural resources, to act in conservation and the long-term stewardship of the environment?” At the beginning of this book there are three main themes of research that have been developed to define a vivid area of focus that all relate to learning, nature, and the built environment. Each main theme has an annotated bibliography of influential works that give conceptual and theoretical support and a group of precedents that portray authentic support. The three themes were valuable in the development and completion of the project proposal.

The design project examines the best possible situational location to exhibit ways of natural learning, nature play, and minimizing the effect of the built environment on natural ecosystems. Thus, the exploration of learning and the way in which learning environments are created was a significant part in shaping a successful project. This extended research helped to develop a learning progression to frame experiences within the built environment and natural ecosystems within a learning progression; to PULL users into the learning environments, to TEACH within and around the learning environments, to then SEND them into the natural ecosystems and natural learning environments, in hopes to create life-long APPRECIATION and generational learners who continue to maintain the natural environments, and teach about effective design for a healthy and sustainable future.

The justification is finalized in the project by designing a living learning center that restores the original natural habitats and ecosystems, minimizes the footprint of existing infrastructure, creates interactive learning environments within natural ecosystems, and promotes life-long learning.

INTRODUCTION

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First and foremost, I am grateful to God for good health and wellbeing that were necessary to complete this year-long thesis research and design project.

I wish to express my sincere thanks to my advisors, Robert Koester and Pam Harwood. I am extremely thankful and indebted to them for sharing their expertise and valuable guidance and encouragement throughout this past year.

I would like to express my gratitude to all of my reviewers for their help and support along the way. I, also, want to convey my appreciation to one and all, who directly or indirectly, have lent their hand in shaping this venture.

Last, but not least, I have to thank my parents for the unconditional love, encouragement, and support even though we are miles away, my sister for her constant positive attitude and encouragement to keep me focused, and to my family and friends, near and far, who undoubtedly inspire me to reach my highest goals. Truly, I am blessed to have so many supportive people along this journey.

ACKNOWLEDGEMENTS

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1. Innovations of Life-long Learning Focusing on how education and learning environments are changing

2. Learning through Nature from the Built Environment Focusing on how the building can become a teaching tool

3. Nature in Learning Environments Focusing on the learning environments in the actual ecosystem and how one can go out into nature to learn and bring nature into the learning studio

MAIN THEMES OF RESEARCH

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Picture Source: (Calderone, 2013)

INNOVATIONS OF LIFE-LONG LEARNING

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Orr, D. W. (2010). Hope Is an Imperative: The Essential David Orr. Island Press. David Orr wrote Hope Is an Imperative, which has richness of knowledge in ecological design. He portrays the idea that ecological design is when both human and ecology are healthy. Throughout the book he believes there should be a harmony between humans and nature and strives to teach the uneducated as well as promote the stabilization of the current situation.

Kellert, S. R. (2005). Building for Life: Designing and Understanding the Human-Nature Connection (2nd ed.). Island Press.

Building for Life is a narrative to show proof that what we are building today is not beneficial to our health, our children, or our future. Kellert believes that creating a human-nature connection by understanding the way we build within the built environment will help the issues of our health and welfare and our children and future generations. Kellert uses checklists to inform the reader of design principles of nature’s best practices, of impacts on the environment through ethics, and of goals for biophilic design. In relation to this thesis, he believes that nature is an important source of childhood education and physical, mental and behavioral development.

Lippman, P. C. (2010). Evidence-based Design of Elementary and Secondary Schools. Hoboken, NJ: John Wiley & Sons.

Evidence-based Design of Elementary and Secondary Schools is an informative research book that does just want the title encourages. Peter Lippman argues that designers and architects are still building for common knowledge whereas there is so much information now, why don’t we use it? This book is to inform people of the similarities from the past and the slow change of new innovative ideas and spaces that will effectively teach children with greater motivation. Why are we not responding to the evidence that is being produced to create a more beneficial school for children to learn with multiple learning abilities?

INFLUENTIAL WORKS

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Nair, P., Fielding, R., & Lackney, J. (2013). The Language of School Design: Design Patterns for 21st Century Schools (3rd, Rev. ed.). Designshare.

Architects, Prakash Nair, Randall Fielding, and Jonathan Lackney, have researched innovative learning environments for children, while taking into consideration the multiple intelligences. The Language of School Design gives innovative design ideas for classroom and learning spaces that will help motivate and promote education for different learners in different environments based on human brain and human experience. Their ultimate question is to understand if there will even be a need for classrooms in the future or rather there by Community Learning Centers (CLC) instead that have multiple purpose and engage in everyone in the community.

Photo (left): Schlitz Audubon Nature Preschool creating a learning center that enables nature play within the built environment with natural elements.

Photo (right): Schlitz Audubon Nature Preschool creating an environment taht mimics the outdoor natural environment.

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Location: Winnetka, IllinoisBuilt: 1940Architect: Eliel and Eero Saairnen, Perkins, Wheeler & WillPurpose: To create a school that brings together learning and nature for the benefit of the students’ educationProject Type: Elementary SchoolProgram: 60 staff members 4 classrooms per grade 19-20 students per class Bathroom in each classroom Resource center instead of library No cafeteria – children bring lunchesFeatures: L-shaped classrooms Large hallways Skylights Storage all around the room Meco shadesExterior Features: Courtyards to every classroom Gardening, reading, lessons, science/art Nature play in the woods Exterior amphitheater Greenhouse Separate playgrounds

CROW ISLAND SCHOOL

Text & photo source: (Crow Island School). ([Crow Island] History).

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Location: Amsterdam, NetherlandsBuilt: 1955-1960Architect: Aldo van Eyck Purpose: To create a home and small city for students in the outskirts of AmsterdamProject Type: Orphanage for all ages Program: Sleeping quarters, a kitchen, laundry room, gymnasium, library, and administrative spaces. Features: Step approach layout Decentralized urban node with many points of interaction within the plan. Classes of age groups (within 3-5 years difference maximum within a classroom) Two sized modules – small for the residences and large for the community spaces Balanced community according to van Eyck’s visionExterior Features: Each unit has multiple exterior faces Each individual unit neighbors its own outdoor spaceText & photo source: (Balters, 2011)

AMSTERDAM ORPHANAGE

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Location: Goshen College, Wolf Lake, IndianaStarted: Became Goshen College’s facility in 1980Architect: George Morrison & Michael McKayPurpose: To facilitate experiences in the outdoor world, which inspire exploration, foster a sense of wonder, and share joyProject Type: Environmental center & sustainable farmProgram: Agroecology Summer (residential program) K-12 Programs Masters in Environmental Education (Goshen College) Public Programs Workshops and weekend visitsExterior Features: Natural, native ecosystems of Northeastern Indiana available on site Full agricultural and outdoor experiences Use nature as a mentor Sustainable agricultural practicesText & photo source: (Merry Lea Sustainable Farm, n.d.)

MERRY LEA ENVIRONMENTAL CENTER & SUSTAINABLE FARM

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Photo Source: (KMD Architects)

LEARNING THROUGH NATURE FROM THE BUILT ENVIRONMENT

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Orr, D. W. (2004). The Nature of Design: Ecology, Culture, and Human Intention [Nook].

David Orr makes it evident that our current lifestyle on Earth is all wrong and it spinning out of control at light speed and part of the reason is Westernization habits. Therefore, The Nature of Design, proposed conservation and change one person at a time. He believe we should use what we have, especially technology to help save ecology rather than use it for wasteful habits and energy consumption. He believes we have to take our time to understand how nature works to help conserve it.

Kellert, S. R., Heerwagen, J., & Mador, M. (2008). Biophilic Design: The Theory, Science and Practice of Bringing Buildings to Life. John Wiley & Sons.

Biophilic Design is about the up and coming phenomenon of biomimicry. The authors give a great insight to strategies and principles that will mesh the built environment with nature while creating a seamless and natural system in doing so. They also touch on the importance and implementation for the benefit of health and welfare of the community let alone the natural efficiency of energy and water.

Gelfand, L., & Freed, E. C. (2010). Sustainable School Architecture: Design for Elementary and Secondary Schools. John Wiley & Sons.

Sustainable School Architecture is a book of case studies showing positive attributes of current design solutions that have successful high performance and efficiency. There are effective guidelines that help determine which systems, design approaches, and spaces are best for the design of sustainable school buildings. The authors also have a strong belief in community connections stating, “The more hours [the building] can serve the community, the more that investment returns.”(264) This book is beneficial to relate learning environments and compare performance programming.

INFLUENTIAL WORKS

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Photo (top left): Heron’s Head EcoCenter in San Francisco openly displays their cisterns and informs guests about the process of water collection.

Photo (right): Heron’s Head EcoCenter exhibits their composting process into a living machine right on site within the built environment. They test and educate all ages on the water reclaimation.

Photo (bottom left): Heron’s Head EcoCenter exposes their electrical wiring and emphaises it’s pathway by mimicing it with playful vines.

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Location: Washington, DCBuilt: Addition in 2006Architect: Kieran Timberlake AssociatesAttributes: LEED PlatinumPurpose: To teach students the processes of natural elements within the built environmentProject Type: Middle SchoolProgram: Grades 5th – 8th Science, art and music classrooms LibraryFeatures: Solar Hallways Lecture style classrooms with movable furntiture 1:18 teacher to student ratioExterior Features: Constructed Wetland Green Roof & Rooftop Garden Solar Chimney

Text & photo credit:

(Freed, 2010), (Green building),

(Wesseler, 2009), (Stewart Middle School)

SIDWELL FRIENDS MIDDLE SCHOOL

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Location: Baraboo, WisconsinBuilt: 2007Architect: Kubala Washatko ArchitectsAttributes: LEED Platinum & Carbon NeutralPurpose: To create an importance of land ethics and its individual qualities through the built environmentProject Type: Legacy & research centerProgram: Visitor center Meeting facility for 30 Classroom for 80 Library And Archives Workshop Offices Hiking trailsFeatures: Solar Hallway Space planning Green programming Earth Tube – Collects air and dispenses it into the building which is naturally cooled from the ground 19 wells of geothermal Radiant heating“The land is a community is the basic concept of ecology, but land is to be loved and respected is an extension of ethics.” - Aldo Leopold

ALDO LEOPOLD LEGACY CENTER

The Upshot Research & Administrative Wing

The Outlook Conference Wing

Home Base

Focus will shift from buildings onto spaces and the activities associated with them. ‘Architecture should support human endeavor’ must become much more than a well-meaning phrase. It must manifest itself in a palpable sense when experiencing the Leopold Legacy Center and landscape.

Main Meeting Room of the Outlook Conference Wing

One of 45 ‘Patterns’ which describe the Legacy Center’s essential functional/social/spiritual centers.

Ecological Conscience Resource Center

Home Range Hall

Axe-in-Hand Restoration

Workshop

Great Possessions Interpretive Wing

Mighty Fortress Foyer

Floor Plan: 11,976 s.f.

View from the Axe-in-Hand Restoration Workshop

Birdseye view of the main building

the Kubala Washatko Architects, inc.

Text & photo credit: (Aldo Leopold Foundation)

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Location: Seattle, WashingtonBuilt: 2013Architect: Miller Hull PartnershipAttributes: Living Building, Net Zero Energy, Net Zero Water, Carbon NeutralPurpose: “Today’s living buildings, like the Bullitt Center, represent efforts to learn from nature how to exist comfortably and productively in a particular environment, making the least possible demand on resources.” - Dennis HayesProject Type: CommercialProgram: Office building Outdoor community green space and plazaFeatures: Greenest commercial building in the world Large solar array Geothermal 100/100 Walkscore Net zero waste Composting

BULLITT CENTER

Text & photo credit: (Bullitt Center), (Building features)

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Photo: Nature play at HeadStart Preschool in Muncie, Indiana allowing the children to play and learn from the dirt they dig.

NATURE IN LEARNING ENVIRONMENTS

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O’Donnell Wicklund Pigozzi and Peterson, & Mau, B. (2010). The Third Teacher. Abrams.

The Third Teacher was written to show that the design of current schools and learning environments are wrong without proper research to create new, more effective space, furniture, and design. The collaborating authors want designers and architects to realize that we need to design schools for tomorrow’s world. What can we do for children relating to their minds, bodies, senses, community connections and most importantly their learning? New thinking of how to design for the next generation of children.

Louv, R. (2012). The Nature Principle: Reconnecting with Life in a Virtual Age. Algonquin Books.

In The Nature Principle, Richard Louv makes it evident that everyone needs nature in our life. He also understands that our Westernized world is immersed with technology everywhere. This book shows how there should be a balance between your “vitamin N” (Nature) everyday and technology in order for a clear mind and healthy life. There is always something new in nature and that stimulation of learning is necessary for a balanced lifestyle.

Louv, R. (2008). Last Child in the Woods: Saving Our Children From Nature-Deficit Disorder (Updated, Expanded ed.). Algonquin Books.

The Last Child in the Woods by Richard Louv is about the necessary need for nature for not only adult, but also children. He uses the term nature-deficiency in children and proves his points along with background research that proves that nature is beneficial to all children. He illustrates an example with a child with ADHD and shows how nature will calm, distress, and relax and child’s psychological well-being.

INFLUENTIAL WORKS

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DeViney, J., Duncan, S., Harris, S., Rody, M. A., & Rosenberry, L. (2010). Inspiring Spaces for Young Children. Gryphon House.

Inspiring Spaces for Young Children gives a process of creating indoor learning environments for young children. Based on the Children Discovery Center in Ohio, they give ideas for workspaces and interior design that will help engage a group of children. Their conceptual ideas will benefit when designing for the learning spaces for children that promote discovery.

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Location: Seattle, WashingtonBuilt: 2011Architect: KMD Architects & Restorative Design CollectivePurpose: To educate children to become compassionate, confident and creative learners in a global communityProject Type: Primary SchoolProgram: Science lab and learning areaFeatures: Integration of inter-disciplinary and “real world” environment Composting Indoor River Green House – Interior green wall that treats greywater Cistern Hydronic Radiant Floor HeatingExterior Features: Ethno botanical Garden


(Bertschi living building science wing), (KMD Architects),

(Living building science wing)

BERTSCHI LIVING SCIENCE WING

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Location: Bainbridge, WashingtonBuilt: 1998Architect: MithunPurpose: “...the natural world holds the power to educate and inspire not only the way we live, but the way we see.” Project Type: Environmental Learning CenterProgram: (multiple buildings) Main Center (interpretive center, great hall, administration) Learning studios Dining hall Art studio Maintenance building Three lodges Guest house Staff housing

Features: Experimental education Solar hallway Butterfly roofExterior Features: Multiple learning environments (marsh, bog, pond, tree house, canopy tower, and a floating classroom) Living machine Natural constructed waste treatment system


(IslandWood), (IslandWood: Buildings that teach, 2010)

ISLANDWOOD LEARNING CENTER

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Location: Milwaukee, WisconsinBuilt: 2003Architect: The Kubala Washatko ArchitectsPurpose: To connect people of all ages with nature and inspire them to become responsible stewards of the natural world.Project Type: Environmental Education CenterProgram: Observation tower Event space Hiking trails Environmental education center Classrooms Auditorium Conference room Interactive exhibits Nature storeFeatures: Natural science education Nature preschool Natural playgrounds Many different learning programs to appeal to many different people Deliver programming off-site Geothermal

SCHLITZ AUDUBON NATURE CENTER

Text & photo credit: (Schlitz Audubon Nature Center, www.SANC.org), (Schlitz Audubon Nature Center, TKWA)

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How best can we, through design and action, engage communities, inspired by the importance of their natural resources, to act in conservation and the long-term stewardship of the environment?

The purpose of the Living Learning Center is to inspire nature-based learning within the proposed site. It will be a self-sufficient building that would facilitate all ages in the discovery of nature, natural resources and energy effectiveness within the local environment. There will be particular emphasis on the active ecosystems onsite, the Indiana Dunes, Lake Michigan, and the history of the steel mills. There would be specialized places of nature play and interactive learning such as dune preservation, water preservation, sand studies, native plant studies, lagoons, woodlands, wetlands, and oak savannahs, all of which are native to the area.

Indoor programming would include a living learning science lab, small learning communities with two to four classrooms, a multipurpose space, university research studio, administrative/staff offices and a large open outdoor learning area. There also will be designated outdoor learning stations within each active ecosystem for onsite nature play. The programs that would utilize these spaces would be summer camp programs, as well as, preschool and adult extracurricular classes, before and after school programs, university nature research program, outreach program, community nature education classes, and community rental.

PROJECT PROPOSAL

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In order to create a Living Learning Center that is able to inspire a community and facilitate nature-based education, there would need to be a historical richness and an awe inspiring site. The site that would best meet this goal would sit right at the heart of apparent deterioration and in its development inspire a strength of commitment to stabilizing, repairing and learning from our natural world. The chosen site is in Northwestern Indiana adjacent to Lake Michigan, the Indiana Dunes, and the steel mills of Gary, Indiana.

The overall design of the building would qualify for Living Building status, while also facilitating the discovery of the health, beauty and energy efficiency endemic to designed environments that maintain natural resources. It is the purpose of the building to inspire the members of the Northern Indiana community to take action for their own health and welfare, but also, for their children and future generations.

Living Building Site Requirements (that affect this location): 1. The site needs to be a Brownfield, a Greyfield, or a Greenfield with a few exceptions. 2. It may also not be within or adjacent to primary dunes. If so, it must maintain at least 40 meters of separation, with the exception that the purpose of the building is for dune protection. 3. The site may not be within the 100-year floodplains. 4. Each new project should contribute toward the creation of walkable, pedestrian-oriented communities and must not lower the density of the existing site. Teams must evaluate the potential for a project to enhance the ability of a community to support a human-powered lifestyle, and provide a mobility plan. (International Living Future Institute, 2014)

The requirements to create a Living Building were a goal for this project and thus used as a basis for the site selection.

SITE RESEARCH & SELECTION

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Lake Michigan

Indiana Dunes National Lakeshore Park

Steel Mills


Ogden Dunes Neighborhood

SSL Miller Stop

SSL Ogden Stop

Inland Marsh Overlook

Marshes

Marshes

Calumet Prairie State

Nature Preserve

Little Calumet River

4 Miles

4 Miles

2 Miles


Grand Calumet River

South Shore Line

South Shore Line & Amtrak

Amtrak

2 Miles

City of GaryMarquette Park

Miller Woods

Long Lake

Portage CountyWest Beach

Oak Avenue

Gran

d Bo

ulev

ardLa

ke S

treet

Points of Interest(i.e. Schools, Adult Centers, and Educational Facilities)

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During the site selection, Gary had become a strong site location because of the following attributes. They have a variety of ecosystems and natural learning environments. There is an abundance of natural resources and habitats within the area, most that, unfortunately, go unacknowledged. They have a rich timeline of history. They also have diverse, underprivileged communities that have the capability to grow and prosper through natural elements and efficiences. And, in the next decade or so there will be a growth of accessibility to the lakeshore via public transportation and walkable access. (Northwest Indiana Regional Development Authority)

Points of Interest near Site: •Marquette Elementary School•Wirt Emerson VPA Academy•Paul H. Douglas Center for Environmental Education•Benjamin Banneker Achievement School•Nobel Elementary School•Charter School of the Dunes•Edison Junior Senior High School•New Chicago Adult Learning Center•Sandpiper Preschool•Wytech Community College - About 6 miles•IU Northwest - About 10 miles•Trinity Faith Based University - About 10 miles•Indiana Wesleyan University - About 15 miles

GARY, INDIANA

Lake Michigan


Steel Mills


Ogden Dunes Neighborhood

SSL Miller Stop

SSL Ogden Stop

Inland Marsh Overlook

Marshes

Marshes

Calumet Prairie State

Nature Preserve


4 Miles

4 Miles

2 Miles


Grand Calumet River

South Shore Line

South Shore Line & Amtrak

Amtrak

2 Miles

City of GaryMarquette Park

Miller Woods

Long Lake

Portage CountyWest Beach

Oak Avenue

Gran

d Bo

ulev

ardLa

ke S

treet

Points of Interest(i.e. Schools, Adult Centers, and Educational Facilities)

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Marque

tte Driv

e

Oak Avenue

Montgom

ery Street

Grand Avenue

Forest Avenue

Lake Michigan

1

2

3

4

4

5

6

Ecosystem Legend1 Dunes

2 Oak Savannah

3 Wetlands

4 Woodlands

5 Lagoon

6 Lake

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Marquette Park, including the dunes, oak savannah, wetlands, woodlands, a lagoon, and Lake Michigan. Currently, the site is used often for running, walking, biking, exploring, cross-country skiing, swimming, and a variety of other activities. Most of the people who come to the site are from the neighborhoods surrounding the park, Miller neighborhood, Marquette neighborhood and sometime the Ogden Dunes residents. The South Shore line from Chicago is a popular means of access to the site although it is about a two mile walk people venture through the Miller neighborhood to Marquette Park. There is also public transportation and vehicular access on site from the East off of Montgomery Street. Overall, Marquette’s natural beauty and rich history is what keeps many people coming back.

(Northwest Indiana Regional Development Authority)

In 1922, the Gary Bathing Beach Pavilion (Aquatorium) was built. It was considered for demolition in 1977 but then bought by the Chanute Aquatorium Society for the process of rehabilitation starting in 1991. It is now used for as an aviation and glider museum. In 1926, the Recreational Facility was built, which is now known as the Marquette Park Pavillion for concessions, a restuarant and gathering place. It has since been restored to its original condition and is now an events and banquet hall. In 2006, Hitchcock Design Group, was commissioned to restore the park landscape along the Lakeshore, including Marquette Park. They have undergone two of the three phases since their commission and have created a large parking area and walkway infrastructure throughout the native ecosystems. The map to the right shows the current state of the site. There are six types of ecosystems within

Lake Front Park, now Marquette Park, was established in 1920 when the residents of the Miller neighborhood just West opposed the condemnation of the Marquette Park lagoon and all acrage North. At that time in 1920, U.S. Steel, a large steel mill corporation, bought the acreage and donated it to the City of Gary for recreational usage and the location for the future Bathing Facility, now known as the Aquatorium. Unfortunately, between the 1880s and 1920 the land had been manipulated, filled, and leveled in many different places along the lake shore to accomodate the growing population, economy and steel industry. Thankfully, there have been many preservationists and residents who had loved the area and used it often for different activities such as swimming, gliding, and other outdoor activities. The preservationists have saved the land and buildings developed on it many times to maintain the natural ecosystems and habitats as best as possible.

MARQUETTE PARK

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Ecosystem Legend1 Dunes

2 Oak Savannah

3 Wetlands

4 Woodlands

5 Lagoon

6 Lake

Proposed Living Machine

Oak Savannah

Lagoon

Woodlands

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East would help create cyclical connection with the existing Indiana Dunes National Lakeshore Park. The most important part is to reduce the footprint of the existing parking infrastracture and to place lightly a new amenity that will fulfill Marquette park and teach of the site and its natural ecosystems.

The second step would be to create a bridge where Oak Avenue has dammed the lagoon from naturally reaching the wetlands. Regrowth of the woodlands and oak savannah would revitalize what is already existing in those ecosystems. Extended natural pathways from the Lake Street Miller Beach Park to the West and the Ogden Dunes lakefront from the

One of the main ways that this project would be a successful example of the thesis question is to make sure the land on which the project sits would be fully restored to it’s original ecosystems and habitats and to make sure the current and future infrastructure does not inhibit the future growth and natural process of the ecosystems. The first step in this process would be to maintain the dunes and water edges by the practice of dune and water conservation.

REGROWTH & RESTORATION PLAN

Dunes

Lake Michigan

North/South Site Section

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Photo source: (Ostwald-Kowald, 2015)

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Gardner’s Multiple Intelligences:Bodily-Kinesthetic - Sandbox/soil studiesInterpersonal - Active participation in leader-led activitiesVerbal Linguistic - Leader-led learning Logical-Mathematical - Energy effectiveness by the building’s performance displayed Naturalistic - Nature play within ecosystemsIntrapersonal - Reflection in natural habitats & self-led learningVisual-Spatial - Visual Displays & self-led learningMusical - Listening to wind, water & nature on boardwalk and within building-led opportunities

HOW DO WE LEARN?

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INNOVATIVE LEARNING CONCEPT TO FRAME EXPERIENCES

WIND WATER NATURE SUNDIRECTION PROGRESS GROWTH NEW LIGHT

PULL TEACH SEND APPRECIATE

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PULLDirecting/Movement/Grasp

like windWind Created Pathways

Boardwalk Datum

LEARNING PROGRESSION

TEACHWater Flow (Showing Progress) Inspire learning through natural

elements, resources, and materialsBuildings/Built Environment

Parabolic Form created by gathering of people like wind to dune creates

form

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SENDGrowth

Experience real time ecosystdems and natural habitats

Ecosystems/Natural HabitatNature-based learning environments

APPRECIATENew, Original Light

Growth in knowledge for the things that are fruitful to the future

Nourishing, sustainable futureHOPE

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CONCEPT FLEXIBILITY

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“SEND” Opportunities within Ecosystems

PROPOSED “SEND” OPPORTUNITIES

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PROGRAMMING & WAYS OF LEARNING

1

3

1 3

2

Research Studios

Learning Community

Areas

2

4

1

1

4

41

3

33

3

22

2

2

2

2

2

2

Living Learning Science

Lab

Multipurpose/Gallery Space

Learning Community

Areas

Administrative/Staff Offices Outdoor

Gathering Area

Living Machine

First Floor Plan

Second Floor Plan

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MARQUETTE LLC WAYS OF LEARNING

Building-Led Opportunities1

2

3

4

Self-Led Learning Tour

Leader-Led Guided Teaching

Nature-Led Learning

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Sun, wind, and water teach phenomenally in building based on the building reaction to sun, wind and water. The render below shows the arch of the building catching the sun from the Southeast for solar collection while also, the building takes a form of a downward slope that would catch rain and file and filter it down into the retention and learning pond below.

BUILDING-LED OPPORTUNITIES

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Self-led learning is when a visitor would like to venture through the ecosystems, boardwalk datum, and building on their own. Some of the examples of how one might learn through the self-led learning tour is by informational boards, interactive areas, and their own self dassesment of any of the outdoor environments. Below, the visitors are using the movement of the boardwalk datum to guide them to the Living Learning Center.

SELF-LED LEARNING TOUR

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Leader-led guided teaching is when visitors are either verbally taught of the ecosystems or building attributes by a docent, teacher, or facilitator. One example, may be interactive team activites within groups such as the render to the right. The children are learning about dune protection and conservation and will soon use the mobile sand boxes to create minature sand castles of what they may want to create in the next group activity within the actual dunes and sand on Marquette Beach. Other examples on this site might include solar and wind education that would bring visitors closer to the production processes than the public would.

LEADER-LED GUIDED TEACHING

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Nature-led learning is when nature play is exhibited within the ecosystems. For example, the render below shows the proposed living machine process starting to the North by the Picnic Pavilion. The process would use underground piping and drainage system to reach each of the water reclamation steps and then complete its process by feeding clean water into the lagoon. Within this process, the public can play and interact with the natural process of the water reclamation. Another example would include when one walks along a designated path and goes off track because they may see something beautiful in nature that is pulling them in that direction. Nature is always changing and always different so it is inevitable that one will learn something new every time they visit.

NATURE-LED LEARNING

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TECTONIC EXPRESSION THROUGH THE USE OF NATURAL ELEMENTS

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The cold winters and the hot summers directed many of the design decisions. The parabolic form of the building catches a lot of the sun which would be beneficial in the winter for heat gains. There are louvers within the tertiary structure that would be responsive to the direct sunlight and heat. These would be beneficial in the summer when the breezes are coming from the Northwest and the sun from the Southeast, the louvers would turn to shade the sun from getting in, which would reflect and give indirect lighting, but also the tilt of the louver would allow cross breeze and ventilation if the adjustable windows are open as well.

Below, is a render of a covered outdoor environment that uses the same louver system as the interior structure. The cool breezes can get through from the bottom five feet of the primary structure and the louvers stop the direct sun from coming through.

SUN

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WATERThe main structural framing beams were custom designed on a slope to help the water runoff go to vaious spots of designated retention creating learning ponds. The sloped structure emphasizes the water drainage and becomes a catalyst to curiosity and investigation to want to understand where the water is flowing to.

Below is a sectional diagram showing how the water would flow off the building and into designated retaining areas. The roofs are at such an angle that at any one point throughout the building one should be able to see the water flow if it were raining.

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There are small wind turbines that help generate energy on the Northwest side of the building where the parabolic shape of the building has the most volume. The windows would be adjustable at the bottom of the window system for each floor allowing cross-ventilation in the summers. The parabolic form of the building is designed to create a wind shadow for the outdoor environments that are South/Southeast of the building stopping the wind in the winter will help create workable and fun environments for winter play and education outside.

Below, is a rendering on the top floor of the main building looking Northwest into the wind, the self-led learner would see and understand that the wind turbines are only in that area to catch the maximum wind flow year round.

WIND

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WINDThe boardwalk datum allows wind to move through the covering pieces by separating and rotating along the structural beam. The sun is shaded and the wind is available to flow through. It is also designed so that it sits lightly onto the ground with only a single column of structure. This allows the boardwalk to be lifted above ground to allow the dunes to maintain their natural movement based on wind direction.

Below is a section detail to show the light touch of structure to the ground and the lifted boardwalk as if the visitor is floating above the dune ecosystem minimizing the interruption of movement.

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Photo Credit: Chris Helms

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The thesis question remains, “How best can we, through design and action, engage communities, inspired by the importance of their natural resources, to act in conservation and the long-term stewardship of the environment?”

Both the research and the design project were long and difficult processes. In the end, there are three positive attributes that many designers can learn from and use in those many other design situations in which the goal is to use the building as a teaching tool.

For one, the site needs to be analyzed and schemed to either maintain its current natural ecosystem or to be restored to its original ecosystem. Two, any proposed project or built environment should maintain or minimize the existing infrastructure footprint. It should react to the site surroundings. This design project uses a boardwalk datum and building that sit lightly on the land to allow the ecosystems around to maintain natural movement or processes with minimal obstructions. And third, to always incorporate learning with nature, especially when there are native habitats and natural ecosystems to allow the occupants or visitors within the building to witness natural elements and processes.

The designed project displays a built environment that facilitates the discovery of health, beauty, and energy efficiency in an environmentally responsive manner.

In conclusion, the design decisions throughout the project were made in hopes that there would be a greater appreciation for nature, our present communities, and our future generations in the built environment.

CONCLUSION

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BIBLIOGRAPHY

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IslandWood: Buildings that teach. (2010, March). Retrieved from Mithun website: http://mithun.com/knowledge/article/ islandwood_buildings_that_teach/

International Living Future Institute. (2014, August). Place Petal Handbook [PDF]. Retrieved from http://living-future.org/ lbc/support

KMD Architects. The Bertschi School Living Science Wing. Photo retrieved from http://www.kmdarchitects.com/work. php?id=11&pid=243

Living building science wing: Where science lives. (n.d.). Retrieved from Bertschi school website: http://www.bertschi. org/who-we-are/our-campus/science-wing

Merry Lea Sustainable Farm. (n.d.). Retrieved from Merry Lea Environmental Learning Center of Goshen College website: http://merrylea.goshen.edu/merry-lea-sustainable-farm

Northwest Indiana Regional Development Authority. (n.d.). Marquette Park Lakefront East master plan [PDF]. Retrieved from http://www.hitchcockdesigngroup.com/Images/Rec_MarqPkWebPage/marquette_executive_summary.pdf

Ostwald-Kowald, T. (2015, January 18). Understanding your student’s learning style: The theory of multiple intelligences [Blog post]. Retrieved from Connections Academy website: http://www.connectionsacademy.com/ blog/posts/2013-01-18/Understanding-Your-Student-s-Learning-Style-The-Theory-of-Multiple-Intelligences.aspx

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Stewart Middle School: How can we transform an outdated facility into an interior and exterior teaching landscape that educates students about the environment? (n.d.). Retrieved from Kieran Timberlake website: http://www. kierantimberlake.com/pages/view/230/

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Marquette Living Learning Center

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