A Students' Realm

A Students’ Realm

A place for students to be at Roger Williams University.

submitted by

______Evan Carroll class of 2006

______Stephen White Independent Project Submitted to Dean Roger Williams University,School of Architecture, school of architecture art Art and Historic Preservation and historic preservation

in fulfillment of the requirements of the b.arch degree in architecture ______Hasan-Uddin Khan advisor distinguished professor A Students’ Realm Evan Carroll August 2006

“Community cannot long feed on itself, it can only ﬂourish with the coming of others from beyond: their unknown and undiscovered sisters and brothers.” -Howard Thurman

Committee: Patrick Charles, Assistant Professor Mete Turan, Professor Project Proposal Advisor: Julian Bonder, Professor ii

Abstract “A Students’ Realm” is my exploration into my ideas about how I want to design. Much of what I discuss has ideological undertones that are a result of my current convictions about design in architecture. This project will explore and test my ideas to see if they “hold up.” The result will hopefully give me an idea of how to act in the real world. The project is the design of a student center at Roger Williams University as a reaction to the Dining Commons that is currently being constructed. The basis for design is a focus on gathering data that includes history, observations, opinions of students and precedent studies. The data must be fundamentally understood, and then the design process can begin. The goal of the building is to embody the spirit of community and education that Roger Williams University aspires to. Abstract

An Alternative Student Center at Roger Williams University Bristol, Rhode Island Evan Carroll 2006 A Students’ Realm iii

Introduction 1 Site 2 Precedent Study 18 Design Process 30 Program 40

Final Design Diagrams 52 53 Architectural Presentation Drawings 60 Space Details 69 Systems Drawings 90 Bibliography 95 Appendix 97 Contents

An Alternative Student Center at Roger Williams University Bristol, Rhode Island Evan Carroll 2006 A Students’ Realm 1 Conclusive Introduction

There is one concept that will always hold true for any piece The Student Center designed for this project strives to com- of architecture. When a building is looked at, used, examined, municate values that are beneficial to a campus in a way that taken apart and lived in this concept will become clear, and un- will be perceived. The materials are local, responsive to both avoidable. Any built structure communicates values. These may the campus and the community. The ways of circulating are be the values of the designer, the client, the user, the community layered and open to the functions they serve to encourage curi- or even the culture or the governing bodies. More often than not, osity and chance encounters. The organization acknowledges these values are communicated unintentionally. the need for public an private space, but also recognizes that “private” does not mean “alone.” Human scale is always made Throughout this project the idea of communicating and under- important and spaces are large or small for specific reasons. A standing values was ever present, but also never completely quiet space for prayer and meditation was included and given realized. There was always the desire to do make decisions with prominence, recognizing the need for a rounded lifestyle. intention. There was a constant effort to gather information The location of the Center is central, along the route between about the campus, the University, the Town of Bristol etc, but dorms as well as being close to most of the academic build- the information could not all be fully processed. The experience ings. The location of the Center required the movement of of trying to gather data about values, organizations and com- the main road on campus, but this illustrates the importance of munities is telling, for in the real world it is the same: In the end, pedestrian movement over vehicular. even an architect who may be interested in trying to understand “everything” about a project cannot do it. There is too much to With so much intended to be communicated there are still learn, and not enough of the information can be used in an obvi- things that resulted unintentionally. The form was derived ous way. With or without intention, architecture will continue mostly from site conditions but the result was emotive, evok- to communicate values. And for this reason an architect must try ing feelings of adventure, vision, and security. For each stu- to work with an open mind that is ready encounter new ideas or dent the feelings derived from the form could be different. new interpretations of new ideas. The writings at the beginning of the Design Process section of For example, during the course of this project much was learned this document represent the culmination of the research phase about what it takes to building architecture “sustainably” but the of the project. These were written before the “design process” knowledge came too late. The values of sustainable architecture officially began. The focus of the writings is visionary, trying are progressive and forward thinking; very appropriate for any to achieve an understanding of the role of an architect. The campus building, but the values and ideas must be implemented architect is seen as a person who can be a proponent for change from the earliest design stages. This project never had a written in an organization. While these ideas are important, they were statement declaring the intentions of sustainability, but it is still not demonstrated by the execution of this project. This project unfortunate that such values could not have been more incorpo- still only leaves social change as an open ended possibility. rated into the project. This is not a failure but a lesson: architecture communicates values, intended or unintended. Most often it is the unintended values, like thrift of time and money, that are

communicated the strongest. Introduction An Alternative Student Center at Roger Williams University Revised Bristol, Rhode Island Evan Carroll 2006 Project Statement A Students’ Realm Bristol, Rhode Island Roger Williams University An Alternative Student Center at A Students’ Realm Evan Carroll 2006

The Site Site 2 3 Site Introduction

This project, any project, has two major elements. Two elements that the architect brings together with con- cepts, designs, intentions and themes. Up to this point I have dealt with my themes and intentions in relation to my choice of the client: Roger Williams University. Now it is time to step back a bit, see things in a new The Site. light, and examine The Site is The United States of America. The Site is New Eng- land. The Site is Rhode Island. Saying “The United States of American” is not likely to make all people think the same thing these days, but whatever a person thinks about this country they make that judgement in reference to an ideal, a vision. These are the same kinds of hopeful ideals and visions that are used to judge and shape a university. The phrase “New England” is more likely to paint pictures of towns and landscapes than conjure political ideologies. But aesthetic and nostalgia are also is am important part of the Roger Williams site. An idea or ideal about Rhode Island may be less clear to many people. They may think of Roger Williams, who founded the state in the name of religious freedom, vacationing, the maﬁa, or even just the physi- cally small size of the state.

To be part of these largerexistence settings within is not as a much set of a physicalpreconceived mani- festationideas and as anit is existence an within a time-line that is locked with that location. The University of Roger Williams is so much a part of The United States, New England and Rhode Island that the ideas attached with these places are very much an integrated part of the school’s set of ideals. The University sees increasing global connections as an opportunity to broaden educational opportunities. The University hopes to create a comfortable atmosphere by being a beautiful campus in a beautiful location. The University supports and encourages religious freedoms and the rights of free speech in civil discourse. Site

An Alternative Student Center at Roger Williams University Bristol, Rhode Island Evan Carroll 2006 Site Introduction A Students’ Realm Bristol, Rhode Island Roger Williams University An Alternative Student Center at A Students’ Realm Bristol The waythat The Universityfitsintothehistorictownof migrants andhasdevelopedarichculturalheritage. has sincebeenmadeahomeforIrish,Italian,andPortuguese im- rum wastradedforslavesandthemolasses.Bristol the Caribbeanandmadeitintorumtobeexported Africa. The points intheslavetradetriangle.Bristolimportedmolasses from in theregion.Lateron,1800s,Bristolwasoneof three Bristol definitivelymarkedtheendofNative American control tribes intheareaawaragainstsettlers,andfounding of Philip’s War. BristolwastheseatofKingPhilipwholedother synonymous withtheconquestof Wampanoag during King has hadupsanddowns. The foundingofBristolisbasically defining characteristicofthetown.Inpasthowever, thetown oldest continuousFourthofJulycelebrationandpatriotismisa itself: nostalgiaandhistoricalrealities.Bristolnowboaststhe islessclear. First,thereisthe Evan Carroll 2006 duality ofthetown

Site Introduction Site 4 and the Potato Famine. 1855: Trains began running from providence. Gas for lighting and telegraphs became part of the municipality. 1860s: Bristol was never fought over in the civil war, but 5 Historical Setting about 100 Bristolians were in the war. 1880s: Italians immigrants came to Bristol to work in the rub- Bristol has a rich history that reflects many of the ber factory. major events that have shaped our country. The significance of 1888: Bristol gets electricity. these events is not something to be overlooked in the shaping of 1890s: Bristol became more of a tourism and manufacturing a design project. Here are outlined some of the major events in town than a shipping town. 1 the history of Bristol. 1895: Bristol gets public water. 1620: Pilgrims settled in Plymouth. Bristol was not a town yet, The rest of the history of Bristol is about smaller events or but the Mount Hope area was the home to the Wampanoag who ones that it was not directly involved in. Bristol was once a had Massasoit as their sachem. town that was integral in the development of our nation, and 1675 (June): King Philip’s war broke out when King Philip (son of Massasoit) attacked Swansea. He did so because some of the it members of his tribe were executed for murder without sufficient evidence. King Philip was killed at Mount Hope in August 1676. has become a town that is deeply routed in its old In this war and in other wars the Indians fought on both sides, as historic traditions. some thought that allying with the English would save them. It did not. 1680: Bristol is formed by purchasing “Mount Hope Neck” from the Plymouth Colony. The colony had owned it by right of conquest of King Philip. The town was planned by Sir Christopher Wren. 1747: Bristol became a town of the colony of Rhode Island rather than Massachusetts. 1778: The Revolutionary War. In this year Bristol was burned by British troops. Brit- ain attacked Bristol specifically because of its high port activity. Marquis Lafayette had been appointed to guard Bristol and the surrounding area. 1800s: Bristol was one of the “points” in the “Slaving Triangle.” Bristol’s ships left Bristol full of rum and traded the rum for slaves on the coasts of Africa. The slaves were then brought to the West Indies and traded for molasses. The molasses was brought back to Bristol1 Susan and E. Cirillomade into ed., Rum. Bristol: Three Hundred Years (Providence: 1850sFranklin: Many Graphics, Irish 1980),immigrated 10-27. from Ireland Site

An Alternative Student Center at Roger Williams University Bristol, Rhode Island Evan Carroll 2006 Historical Setting A Students’ Realm 6 Campus History

The land that Roger Williams University occupies has never been a part of down-town Bristol. As the title for the Old ferry Road suggests though, the campus has been along a way of pas- sage since man has occupied the area.

1903 (circa): The way to cross to Portsmouth1 was by horsescow. 1929This :was Mount a horse Hope powered Bridge paddle was completed boat. with a large parade and celebration. 2 1956: Construction of the Nike Ajax Missile Complex is begun by the U.S. Army. 3 1969: Feinstein Hall, Fine Arts Building, School of Business, School of Engineering and Administration Building are all built, opening the new commuter campus. 1970: Maple Hall completed. 1972: Cedar Hall completed. 1973: Student Union completed. 1982: Willow Hall completed. (I am born.) 1983: Recreation center completed. 1986: School of Architecture completed. 1991: Library completed. 1993: School of Law completed. 1994: Center for Student Development complete. 1995: Old Ferry Farm Purchased. 1996: Marine and Natural Sciences Center completed. Bayside Residence Built. 2001: Stonewall Terrace completed. (I was the ﬁrst person to

live in my room in Stonewall 4.) 4 20032005: ParkingRecreation structure Center completed. Addition completed. Old facilities building de- 2004molished.: New Architecture Facilities Building building Completed. expansion completed. 2006: New Dining Hall projected to be ﬁnished.

1 Susan E. Cirillo ed., Bristol: Three Hundred Years (Providence: Franklin Graphics, 1980), 10-27. 2 Ibid. 3 Available from http://www.frontiernet.net/~w2hyn51/page4. html 4 Roger Williams University Campus Construction History. Site

An Alternative Student Center at Roger Williams University Bristol, Rhode Island Evan Carroll 2006 Historical Setting A Students’ Realm 7

When this project began there were three site possibilities under consideration: The area around the current Art Center, the area around the currentAdmissions Building, and the existing site for the currentStudent Union. The site on the existing Student Union site was chosen, and the reasons for this will be explained during the site analysis. Site

An Alternative Student Center at Roger Williams University Bristol, Rhode Island Evan Carroll 2006 Chosen Site Information A Students’ Realm 8 Site

An Alternative Student Center at Roger Williams University Bristol, Rhode Island Evan Carroll 2006 Chosen Site Information A Students’ Realm Bristol, Rhode Island Roger Williams University An Alternative Student Center at A Students’ Realm pthecampus. up boats leaveandreturntocampus bywayofadockhalfway paths. The Universitydoesnothaveawater “entrance”but in alocationtobedeparture pointforsuchanetworkof of paths. The chosensiteistheclosestoneto thewaterand beach-line hashugepotentialfordevelopmentofanetwork from accessneartheunderclassmendorms,butwhole small jaggedcliffs. The coastlineiscurrentlyfencedoff In someareasitisapebblybeachandinotherhas Coastline: a buildingthatinintendedtobevisitedonfoot. close toanyoftheseentrances,butthisisokaybecauseit is lots andathleticsﬁelds. The chosensitewouldnotbevery Metacom Avenue andentersdirectlyintotheparking on entering The University. The northentrancetocampusis carsmustmakeapassbythecampusgoingnorthbefore all and Metacomduetothenatureofonewayroads entrance tocampusoccursattheintersectionofOldFerry as thebeachbeneathMountHopeBridge. The main still apublicroadandgivesaccesstoparkinglotsaswell road. The OldFerry Roadatthesouthendofcampusis Accesses: forest begins. and onthenorthendofcampuspropertyendsas boundaries converge inthesouthatMountHopeBridge Old FerryRoadandMetacom Avenue onthewest. These pus isdeﬁnedbytheMountHopeBayoneastand Boundaries: The Perimeter: Roger WilliamsCampus Analysis ofSiteelementsonthe Therearethreeentrancestothecampusby Thecoastlineitselfisalsoworthyofnote. TheshapeoftheRoger Williams Cam- Evan Carroll 2006 Roger Williams Campus Analysis ofSite Elements

on the Site 9 Bristol, Rhode Island Roger Williams University An Alternative Student Center at A Students’ Realm Common totheMountHope Bay. or createaviewingcorridorfrom the Student Centercanalsopotentially block is feltasthe“center”ofcampus. common soasto the StudentCenterisalsoon D’Angelo as themainspace. The chosensite for frontof thelibrary D’Angelo Commonin quads arecloselyinterconnected with buildings aroundit.Fourofthe academic outdoor spacethatisgivenshape bythe A quadinthiscaseisdefinedasapublic thecampusandfourresidentialquads. on Quads: of theStudentCenterorbeneathit. be tore-routetheroadwater-side front ofthelibrary. Otheroptionswould chosen siteandtheexistingmainquadin road couldbegreatlyreducedbetweenthe days. Ifthisisthecaseitsidentityasa the futureandonlyopenedonmoving road maybeclosedtoregulartrafficin and itallowscaraccesstodorms. This only roadontheacademichalfofcampus end ofcampus campus andthe but itgivesaccesstothenorthendof anywhere excepttotheBaysideDorms the mainentrancedoesnotleaddirectly from themainentrance north bythe and theathleticsparkinghalfto vided intotheacademichalftosouth Campus Roads: Planning oftheland: There arefiveacademicquads road thatleadsintocampus . This mainroad isthe main roadonthesouth The campuscanbedi- reinforce theareathat . This roadfrom The Evan Carroll 2006 Roger Williams Campus Analysis ofSite Elements on the

Site 10 Bristol, Rhode Island Roger Williams University An Alternative Student Center at A Students’ Realm cial structureoftheuniversity. but onethatshapestheentire studentso- of issuethatisnotcomfortable toaddress, ing, isextremelyimportantto thisproject. non, thismigrationfordrinking andparty- The chancetorespondthis phenome- travel oractmoreasagate. Center couldopenupapathway forthis rather thanignoreit. The newStudent respond tothismovementinsomeway ments. This creates theopportunityto southern dormsandtheBayside Apart- directly inthepathoftravelbetween The locationoftheChosenSiteisalso location shouldbeagoodcompromise. student servicebuildingshowever, sothe very centraltotheacademicbuildingsand the southerndorms. The chosensiteis geous fortheChosenSitetobecloser With respecttodiningitmaybeadvanta- the“bestparties”occur. all Bayside Apartments where dorms tothe pus housing: There is Housing: Campus Buildings: Alcohol consumption a Dining Hall.Ontheweekendsthereis underclassmen andaredependentonthe the housing withkitchens. Then thereare for upperclassmenandisapartment-style mass movement southern campusdorms There aretwokindsofon-cam- fromthesouthern Bayside whicharefor isthekind , whichis Evan Carroll 2006 Roger Williams Campus Analysis ofSite Elements on the

Site 11 Bristol, Rhode Island Roger Williams University An Alternative Student Center at A Students’ Realm Academic Buildings: Center speciﬁcallycouldbeproblematic. but thedistancefromPerforming Arts will beaddingmorespacefor thearts, cation improves. The newStudentCenter bound tochangeasthequalityofedu- a large emphasisonthearts,butthisis liams Universitydoesnotcurrentlyput Buildings Relatedtothe Arts: classes. to bedroppingindoerrandsbetween because duringthedaystudentswillwant proximity toallofthem. This isimportant academic buildingsitisinrelativelyclose the chosensiteisnotincenterof thesouthernsideofcampus. While on lier theacademicbuildingsarealllocated As mentionedear- Roger Wil- Evan Carroll 2006 Roger Williams Campus Analysis ofSite Elements on the

Site 12 Bristol, Rhode Island Roger Williams University An Alternative Student Center at A Students’ Realm are inoutofthewaylocations. civil dialogue,andtheFacilities buildings the centerofcampustoencourage candid, The Administration Buildingisrightin the intentionsofputtingstudents ﬁrst. gests thattheUniversityreally doeshave less essentialtothestudents’ livessug- The locationofthesebuildingsthatare Administration andFacilitiesBuildings: its currentfunctions. D’AngeloCommonhasnoneedtolose on Administration Building,withitslocation Center forStudentDevelopment. The this isnotastrueforthefunctionsin better ifmovedtotheStudentCenter, but recreation centerwouldservethestudents Center itself.Someofthefunctionsin Administration BuildingandtheStudent the CenterforStudentDevelopment, ings. These will betheRecreationCenter, be fourprimarystudentservicebuild- Student Centerbeingproposed,therewill Student ServiceBuildings: Includingthe Evan Carroll 2006

Roger Williams Campus Analysis ofSite Elements on the

Site 13 There are three soil designations in and near the area of the site. 14 Natural Phenomena CeC, Canton and Charlton fine sandy loams: The Roger Williams Campus is located on Mount Hope Bay so wind speeds will be an important factor. Here is a wind rose for 2 the Bristol Area measured at a height of thirty meters. 1 This soil is rock, gravel, and loam. The soil is not an extreme puddling soil. It makes for solid foundations, but excavation of the rocks is difficult and finding ledge is common. Erosion must also be carefully prevented. 3 The NeC,surface Newport runoff siltfor loam:this soil is rapid, but the water penetrates the sub-soils less quickly. Because the water can be held under the soil frost heaves can be a major issue in construction of surfaces. Again erosion must be carefully prevented.

NoC,4 TheNewport surface very runoff stony for silt thisloam: soil is rapid, but the water penetrates the sub-soils less quickly. Because the water can be held under the soil frost heaves can be a major issue in construction of surfaces. Exca- vating boulders can be difﬁcult, and again erosion must be carefully prevented. 2 United States Department of Agriculture Soil Conservation Service in cooperation with Rhode Island Agricultural Experi- ment Station, Soil Survey of Rhode Island (National Coopera- tive Soil Survey, 1981), map79 p5-46. 1 True Wind Solutions; available from http://truewind.team- 3 Ibid. camelot.com/bin/TrueWind.dll?WindRose?Rec=2578&Area=NE 4 Ibid. Site

An Alternative Student Center at Roger Williams University Bristol, Rhode Island Evan Carroll 2006 Natural Phenomena A Students’ Realm Bristol, Rhode Island Roger Williams University An Alternative Student Center at A Students’ Realm solar/old_data/nsrdb/tmy2/State.html data weather The Tool.” ﬁle usedwiththisprogramwasfoundat:http://rredc.nrel.gov/ Weather “The Softeware, One 1 Square it inthesummer. Bay asthermalmassestoheatthebuildinginwinterand cool ference makesitpossibletouseeitherthegroundorMount Hope colder thantheairinsummermonths. The temperaturedif- the oceanwillbewarmerthanairinwintermonths and almost 25degreescentigrade. This meansthatthegroundand The chartalsoshowsthatthe rally ventilatingthespacesatnight. months abuildingcouldbesigniﬁcantlycooledsimplyby natu- much as10degreescentigrade. This meansthatinthesummer As thechartbelowshows, Rhode Islandasa Temparate Climate Detailed ClimateInformation daily temperatureswings seasonal temperatureswing Evan Carroll 2006 1 canbeas is be blockedasmuchpossible. ever, thesuncouldcauseoverheatinginabuildingand should months andshouldbeallowed.Inthesummermonths,how- that thesunhasgoodpotentialforsolarheatinginwinter tion The yellowlinesonthechartshowthat fromthesunisfairlyconsistentyearround. This means Natural Phenomena direct solarradia-

Site 15 16

9am sun on the solstices and noon sun on the solstices and equinoxes equinoxes

3pm sun on the solstices and equinoxes Shadow Study Shown in these diagrams is a preliminary design. The south facade of the building is almost never shaded by it’s surround- ings. In general the new building will not recieve shade, but will cast it’s own shade. Site

An Alternative Student Center at Roger Williams University Bristol, Rhode Island Evan Carroll 2006 Natural Phenomena A Students’ Realm Bristol, Rhode Island Roger Williams University An Alternative Student Center at A Students’ Realm Courtyard areaprotectedbybuilding. Evan Carroll 2006 Building catcheswind. Summer wind: Winter wind: Natural Phenomena Autumn Wind: Spring wind:

Site 17 18

Precedent Study Precedent Study

An Alternative Student Center at Roger Williams University Bristol, Rhode Island Evan Carroll 2006 A Students’ Realm 19

IIT with center Brown with center

Brandeis with center RISD with center RWU and center Precedent Study

An Alternative Student Center at Roger Williams University Scaled Comparison of Bristol, Rhode Island Evan Carroll 2006 Campuses and Campus Centers A Students’ Realm Bristol, Rhode Island Roger Williams University An Alternative Student Center at A Students’ Realm orewsue o l rte nomto nti section.) this in information written (This all for 4-23. used 1998, was Summer source Center Competitions, Student new Campus.” A Mies’ Crossroads: for a at “IIT Pierce, 1 Kevin for technicallyorientedstudents, andlocateskeyservices among allstudentsofourcommunity, offers broaderhorizons needs astimulatinggathering place,onethatfostersinteractions “In ordertoattractandretain thebeststudents,everycampus how thearchitecturalproblem wascreated. This precedentisboththestudy ofanarchitecturalsolutionand competition participantstoensure theexecutionoftheirvisions. els putforthspeciﬁcobjectives andsetupadialoguewiththe Koolhaas isacompetitionwinner. The IIT competitionpan- within theseparameters. The Tribune CampusCenterbyRem architectural responsebyRemKoolhaas the The importanceofstudyingthisprecedentistwo-fold:One, for intentions andvaluesoftheschool The McCormickTribuneCampusCenter at IllinoisInstituteofTechnology OMA/Rem Koolhaas Evan Carroll 2006 , andtwo,fortheway createsastrongdesign 1 programs centrallyandconveniently.” RemKoolhaas. 4 Ibid. 3 Ibid. 2 Ibid. fact ofMies.” context ofanumberexistingconditions.“Firstisthesimple standing ofIIT’s mission.IIT formulateditsmissioninthe This statementmadebyKoolhaasisareﬂectionofhisunder- “25 studentsperacre.” enrolled atIIT. In1994theaveragedensityofstudentswas Another majorfactorwasthe dropinthenumberofstudents the decisionwasmadetocreate anewmasterplanin1996. ings byMiesandbuildingsdone inthespiritofMiesuntil tion. criteria forthe1996masterplan andStudentCentercompeti- with IIT’s aspirationsasaneducationalinstitution,shaped the major road,andastripofparking lots. These conditions,along that thecampushadbeensheared inhalfbyanelevatedtrain,a The McCormick Tribune Campus Center 3 The IIT campusbasicallyconsistedofbuild- at Illinois Institute ofTechnology 4 The lastmajorexistingconditionwas OMA/Rem Koolhaas 2

Precedent Study 20 Committee to “represent the . . . University.”

The 1996 Main Campus Master Plan was made by IIT faculty, 7 Last there was 21 staff and trustees as a response to the growing sentiment that University Program Panel. This panel was made up of staff Mies’ campus should be abandoned. “The . . . Plan proposes at and students, and “provided general and technical information 8 its essence to reinstitute Mies’ original version of the campus in a and feedback.” The five finalists were “Zaha Hadid, Peter 5 park . . .” The plan had several goals. First, the size of campus Eisenman, Helmut Jahn with Werner Sobek, Kasuyo Sejima/ would virtually be cut in half by moving the student housing Ryue Nishizawa and Rem Koolhaas/OMA.” 9 The University from the east side of the went as far as to group campus to the edge of architecture students the west side of campus. with these firms to give The vacated land would the students the oppor- be given back to the city. tunity to help and learn. The rest of the existing campus would be reno- The final competition vated and restored, and requirements stressed most importantly, “. . . the the connection of the two existing student cen- two sides of campus ters would be combined and meeting the needs into one new building in of the program and the highly visible site at budget. It could be 6 It was the geographical center said the program and this reactionary plan made of the campus.” budget are two stan- by community members dard requests, but the that sealed the continued program had already occupation of the Mies been worked over and campus. perfected due to the universities commit- As important as the campus conditions were, the method of “We envision a quality buildingment equal to student in stat- life. executing the design competition also became integral in the This allowed the Jury to set the level of judgment that much10 After outcome of the student center project. IIT realized that the ure to Mies van der Rohe’s S.R. Crown Hall.” higher.the five presentations of the firms it was OMA that came out competition could be used to show the institution’s values for on top. education, community, and architectural discourse. Three groups were formed by IIT to be involved with the process. First, there was the Jury consisting of architectural and academic profession- Design submitted by Helmut Jahn/Werner Sobek als who would pick five finalists from 40 submissions and then 7 Ibid. 5 aIbid. winner. Next there was the Trustees’ Competition Advisory 8 Ibid. 6 Ibid. 9 Ibid. 10 Ibid.

The McCormick Tribune Campus Center Precedent Study An Alternative Student Center at at Illinois Institute of Technology Roger Williams University Bristol, Rhode Island Evan Carroll 2006 OMA/Rem Koolhaas A Students’ Realm 22

Design submitted by Peter Eisenman

Simply put, it seems that OMA won because its design was in success. the spirit of IIT’s aspirations. The presentations of the other firms are clean, and leave out the human, community aspect that The plan for the Student Center is based on the overlay of the was the ultimate goal of IIT. OMA’s drawings are busy, full two systems of the Miesian Grid and the “paths of student de- of pictures, furniture, and icons. They are crowded and almost sire.” These paths simply cut through the building as if it were overwhelming, but this manages to convey a liveliness that not there and serve to organize the spaces. The Center then looks “natural.” The built project is the same way: busy, full of “grasps” the existing Commons building and melts it into the textures, colors and choices. One could argue that these ele- overall floor plan incorporating outdoor courtyards in the pro- ments are superficial and two-dimensional, and this is basically cess. The paths also divide the building into “urban islands” true, but the elements are deliberately chosen for an effect of that each hold different function clusters and the entire program is spread on to one level so as to “. . . (Re)urbanize the dynamism and excitement. The elements succeed in being both. 11 Koolhaas wields what one may scornfully call “style” with largest possible area with the least amount of built substance” (Rem Koolhaas). Design submitted by Kasuyo Sejima/Ryue Nishizawa

11 Ibid.

Koolhaas has taken the position that it is unlikely that IIT will ever redevelop as much of the eastern half of campus is it intends to, and thus he tries to claim as much of the land as possible with his building. The building, being just one level ac- tually slides under the elevated train facilitating the much needed connection of the two sides of campus. The ﬁnal effort to make the connection and make a statement is “the tube” that encases the elevated. This steel and concrete noise barrier may become the new image of the University.

One of the great things about this building is the way that it really embraces the urban street-scape. It is a building that is meant to be walked next to and touched. It encourages peering in through the windows. One can imagine the new Student Center approaching main street on campus in the same way.

The most obvious feature of the IIT Center is the tube for the elevated train. This is a fantas- tic gesture, and the new Student Center has an opportunity to make a large gesture to the bay. Precedent Study

An Alternative Student Center at Roger Williams University Precedents Bristol, Rhode Island Evan Carroll 2006 Placed in the Site A Students’ Realm 29 Shapiro Student Center at Brandeis University

The Shapiro Center stands out from the other campus buildings because of its materiality. It is the only building on campus that is clad in either travertine or copper. In this way it becomes an object in a garden. It is a building that can not have a “back” because of its location on campus and does not try to have a back.

The chosen site for the new Center is different in that one side faces the D’Angelo Common and the other side faces Mount Hope Bay. Even so, campus buildings tend to be objects in space and it is likely that that will happen in the new Center. Precedent Study

An Alternative Student Center at Roger Williams University Precedents Bristol, Rhode Island Evan Carroll 2006 Placed in the Site A Students’ Realm Bristol, Rhode Island Roger Williams University An Alternative Student Center at A Students’ Realm Evan Carroll 2006 Graphic andIntellectualProgressions The Design Process

Design Process 30 organization is both driven and forward thinking. 31 When you think of Roger Williams Roger Williams University currently has about 3600 full-time University what comes to mind? Maybe you think of undergraduate the new agenda: the fast track for improvement, the new president and the global aspirations. Maybe you think of the evidence 5 showing that the work at Roger Williams is far from complete: students , and “the majority live on campus.” lack of student involvement, alcoholism, and the gap between The male/female ratio is about ﬁfty-ﬁfty and there is an ever- academic intentions and their realizations. Whether a person’s increasing emphasis enrolling students from diverse back- 6 It should also be noted that Roger Wil- glass of RWU is half full or half empty it is certainly grounds. liams University is as expensive as most private safe to say that it is NOT A FULL GLASS. schools while academically it is more competitive with most public schools. This factor certainly Whether or not one sees this as a criticism, it is easy contributes to an understanding of the students to understand how the not-full-glass must be a reality who are able to enroll at Roger Williams. for almost all organizations. Every organization has - room for improvement and every organization has as- e campus is one pirations that cannot be realized without perseverance Theof Roger the major Williams selling University points for students attend- and determination. ing the university.7 With a location overlooking This is a project about an organization: : Mount Hope Bay and in full view of the Mount Roger Williams University. Hope Bridge it is easy to see why so many people It is a project about the university organi- are impressed. The majority of the land for the 8 and zation itself, the students who attend, and university belonged to the old Ferrycliff Farm the buildings from the farm are still in use by the the land that is its campus. university now.

The organization that has now become Roger Williams University began in 1919 when Northeastern n The goal of Roger Williams University began giving classes in Providence. 1 It became part of the Providence YMCA programs for aa University should be to bring togeth- number of years and by 1956 it was Roger Williams er these three elements: the orga- 2 Junior College. In 1967 the junior college opened nization,the students, the current campus in Bristol 3 and ﬁnally in 1992 the and the campus to create the organization changed its name to Roger Williams best community possible. University.4 The current administration leading the 1 Greg Stone, “New College: Where there’s a will, and new 5 Ibid. ways,” Sunday Standard Times, 4 April 1971, sec. “Directions in 6 Ibid. Education.” 7 Student at Roger Williams University, Written Question- 2 Ibid. naires, (15 November, 2005). 3 Ibid. 8 “Roger Williams Junior College Picks Mount Hope Bay 4 Roger Williams University, 2005-2006 Undergraduate Catalog Shore Location,” Special to the Herald News, Herald News, 28 (Bristol: Roger Williams University, 2005), 3-27. May, 1965, sec. E. Design Process

An Alternative Student Center at Roger Williams University Bristol, Rhode Island Evan Carroll 2006 Introductory Thoughts A Students’ Realm 32 How then, does this relate to an architectural thesis? Well, as I see it, when an organization such as Roger Williams decides to construct a new building this can be the perfect chance for those involved to evaluate their situation, their not-full-glass, their vision about the future. The architect is not a person who simply takes a program A new building, to be a valued home as input and creates a building. to a group of people with a goal, must The architect is a ﬁl- embody the spirit of aspiration to be something better. ter, a processor, even This implies two possibilities: First, an individual, group, com- a judge, who must evaluate munity or organization with genuine goals should be able to realize the construction of a genuinely successful building. Second, the situation that he or she is in be- an individual, group, community, or organization may have goals that are counter productive or just not being actualized. In this fore taking action. second case, it can be very easy to create buildings that are not completely successful and not reﬂective of the organization’s actual needs. I believe that Roger Williams University is not understanding and actualizing its goals in relation to architecture.

The architect has a huge responsibility in this process of evaluation and creation because he or she must understand the organizations goals in order to be able to realize them in built form. If the organization has a strong sense of direction and integrity the architect will be able to take a passive role, simply taking careful notes of what is desired. If an organization has integrity but little or no sense of direction the architect must act as a counselor. He or she must help the organization understand how a building will end up reﬂecting the effort that gets put into its planning. The architect must know how to ask the right questions, and point in the right directions so that all the necessary people are consulted. If an organization has discrepancies in its integrity then the architect must decide for him or herself if the project is worth doing, and under what circumstances. In the case of Roger Williams University, I feel that there is integrity but not a strong sense of direction. Design Process

An Alternative Student Center at Roger Williams University Bristol, Rhode Island Evan Carroll 2006 Introductory Thoughts A Students’ Realm petuates the decentralized campus. A campus with centralized student functions would encourage civil discourse, reinforce campus community and cause more chances for exposure to the humanities and unfamiliar perspectives. 33 Statement of Project Now, let us talk more about Roger Williams University. Currently being built on campus is the new “Dining Commons.” This building will contain “faculty din- I am proposing a Student Cen- ing, private meeting spaces, a doubling of the bookstore and a contemporary approach to food,” according to the president of ter to be built instead of the the university, Dr. Roy Nirschel. The current Dining Hall will be Dining Commons. renovated and turned into a new academic building. Neither of these buildings is being conceived of as the “student hub” for the My proposal for the “Students’ Realm” will be located in the university. Instead major student activities will be split between same location as the current Student Union and will bring to- the new Dining Commons, the Recreation Center and the new gether a number of function that are currently spread through- academic building. At this time none of these buildings are in- out the campus. The Students’ Realm will have the following tended to be kept open late into the night for student activity. facilities:

The following outline is taken from the 2005-20061 Undergradu- Center for Global and International Programs (currently in Theate Catalog Roger of Williams Roger Williams University University: Education the Student Union) The University strives to educate all students to become Snack bar (currently in the Student Union) productive citizens of the social and professional com- WQRI Radio Station (currently in the Rec. Center) munities in which they will live and build their careers. To Club ofﬁces, meeting places and storage facilities (cur- participate in a lifetime of such citizenship, it is the goal rently all over campus) of Roger Williams University to prepare our students to: Large Auditorium (there is none on campus) -Communicate clearly in a variety of formats Small Retail Center (there is none on campus) -Appreciate the ability of the humanities to stir the Numerous other student spaces (see “Program” section) soul -Advocate effectively through civil discourse The Students’ Realm will be open twenty-four hours a day -Acquire new information and perspectives through to provide students with a place to congregate outside of the traditional research techniques and the use of information dorms at night. It will be placed in the location of the current technology Student Union to reinforce the campus center already estab- -Contribute productively in team projects through lished by the library, the administration building, main quad leadership and cooperative efforts and the view to the bay. It will be the departure point for a sys- -Understand how different cultures, philosophies and Thetem of intention bay-side pathwaysof the Students’ that connect Realm with the is todorms. create an historical experiences affect the perspectives of others. atmosphere that is a catalyst for student interaction. It will be a clustering of student functions that encourages The Dining Commons that is currently being constructed does chance meetings and interactions while establishing the pres- not communicate or reinforce the values above. Because the ence necessary to have a 24-hour-use space. 1Commons Roger Williams only contains University, a limited 2005-2006 number Undergraduate of functions it Catalog per- (Bristol: Roger Williams University, 2005), 3-27. Design Process

An Alternative Student Center at Roger Williams University Bristol, Rhode Island Evan Carroll 2006 Statement of Project A Students’ Realm 34 Architectural Themes The second theme that will be important to this project Before moving into more depth with this is that architecture communicates. I am not talking about project I should discuss the architectural architecture as it relates experientially to metaphors or other themes and ideas that are underlying this forms of art. That is another subject. I am talking about the argument. ways that a built building reﬂects the values (intentional or not intentional) of the group of people that designed and built it. The organization of the program in a building can determine First and foremost is my interest in architecture as a me- the hierarchy of spaces and thus the hierarchy of the people dium that clashes art with reality. I do not question whether using the spaces. The level and quality of detail in a space can architecture is an art; every architect and student of architec- make evident how important that space was when it was con- ture knows the thrill of using intuition and gut feelings to make ceived by the owner, designed by the architect, and built by the architectural decisions. We often realize after the fact that our contractor. The scale and detailing of a façade can tell whether intuitions about a design have seemingly intentional or logical it is meant to be experienced from close up or from a distance. outcomes, but the satisfaction comes from the fact that we didn’t The attention to detail on the inside of a building compared have to “think” about the moves we made. Architecture is deﬁ- to the attention to detail on the outside can communicates nitely an art, but it is an art grounded in reality. whether publicity or comfort is more important. These kinds of “communication” are not lost on the general public, and that is precisely why they are so important. last theme that I will be addressing in this project is “architectural style.” The “style” of a building Thecan suggestthird and certain values or sentiments, especially to those who are “not educated in architecture.” Modernism suggests intellectual aloofness to many people, while post-modernism suggests familiarity and nostalgia. The issue of style is a con- troversial one, but one that is faced by any architect who goes before a suburban planning board. Roger Williams University attempts to have a unifying style and I will have to decide to reject it, work with it, or pave my own way.

Thus far I have studied architecture in an academic setting. This is potentially problematic because while the academic setting is well suited for dealing with the arts it is intended speciﬁcally to be removed from reality. I am addressing this conﬂict by doing an academic project that responds to and critiques issues of a real organization, place and time. I am using primary sources where possible so that the division between academia and reality is

knocked down. Design Process An Alternative Student Center at Roger Williams University Bristol, Rhode Island Evan Carroll 2006 Architectural Themes A Students’ Realm 35

Massing Study

Site Analysis Massing Study Design Process

An Alternative Student Center at Roger Williams University Bristol, Rhode Island Evan Carroll 2006 early design work A Students’ Realm 36

Early Scheme Early Scheme Design Process

An Alternative Student Center at Roger Williams University Bristol, Rhode Island Evan Carroll 2006 early design work A Students’ Realm 37

Early Spacial Study Design Process

An Alternative Student Center at Roger Williams University Bristol, Rhode Island Evan Carroll 2006 early design work A Students’ Realm 38 This statement accompanied the following drawings at the “Gate Review:”

This project has always been about making a better community at Roger Williams University, and that is still the case. As the project has developed, however, the necessity for the architecture to be coherent and resolved in its own right has been emphasized.

The Student’s Center is cited to create a view corridor to the Mount Hope Bay. It is also part of a site strategy that creates a larger, uncut Quad. In order to do both of these things part of the building is under the quad and the road was moved away from the academic building.

The lowest part of the student center has become the pedestal or base for the quad and the rest of the building. The highest part of the student center has a direct massing relationship with the library, and this continuation creates the viewing corridor to the bay. The remaining design element is the roof to the multi-usespace. This roof is intended to have light but ﬁrm hold on space that is in the direct path of the “avenue.”

The circulation brings the traveler in direct contact with the various elements of the building’s program. The circulation is seen in an urban way where there is no open space between the traveler and the building, as opposed to a rural or suburban way where there are green buffer zones. In the design the green areas are design elements like spaces or rooms rather than no-man’s- lands

The design of the spaces and special details has the human scale and experience as the central experience. The detailing of walls, windows and partitions is conceived to provide privacy where needed while still allowing the spaces to be a connected as possible. The connection both creates interest in the activities as well as making the environment in the 24-hour building safer. Design Process An Alternative Student Center at work for Roger Williams University Bristol, Rhode Island Evan Carroll 2006 gate review A Students’ Realm 39 Design Process

An Alternative Student Center at Roger Williams University page made for Bristol, Rhode Island Evan Carroll 2006 “thesis yearbook” A Students’ Realm Bristol, Rhode Island Roger Williams University An Alternative Student Center at A Students’ Realm Evan Carroll 2006 The Program

Program 40 41 Brief Program Narrative

The Student Center will be a 24 hour destination. A place where students can expect to ﬁnd people they know even when they’re not looking for them. A place to go for stimulation. A place where something is always going on. Clubs meet there, and store things there. The more established clubs even have of- ﬁces. The musicians hang out outside the jam rooms. Students make requests to the radio DJs who are right there where every- one can see them. Students can go to check their e-mail there 24 hours a day. The football game is playing perhaps, and the news is on. Some spaces are open to each other, and many of onethem canhave getvisual a sense connections. of most Walking of the through activities the building, going on.

This spectrum of activity could hopefully happen any time of day or night. The busiest hours for the Center would be from after dinner until after quiet hours begin each night. The early evening would be dominated by club meetings, discussions and performances and then later the center would be a space for those who were not ready to be quiet in the dorms to go and “do whatever.” In the morning the building might have the students who get up early to study. During the day the Center would have a quick turnover of students constantly “stopping in” to eat, meet and shop.alternative On the weekends to partying The Center and drinkingwill be a place: thata more providesinquisitive, an engaging atmosphere.

The Detailed Program Outline will be divided into three major sections based on when the programmatic elements will be used most during the period of a day. Three other sections of the program are determined by other classiﬁcations, making a total of six sections. In some cases, as with the twenty-four hour functions, it will be important for the elements to have adjacencies. But with the day and evening programmatic elements adjacencies will be determined by more functional needs. This diagram shows the total areas of the six major program classiﬁcations in the Center. Preceding the Detailed Program Outline will be the results of a They are shown to scale with the site. small Student Interview Analysis. This was conducted to begin

to get a sense of where students prefer to do certain activities. Program An Alternative Student Center at Roger Williams University Bristol, Rhode Island Evan Carroll 2006 Program Introduction A Students’ Realm 42 Student Interview Analysis according to the survey, they do not mind this (see Appendix Interviews conducted Tuesday, November 15th, 2005 I). This suggests that the students either have no better place to go, or are not easily convinced to leave their rooms. On the above mentioned date I went to the Snack Bar on the lower floor of the current Student Union, and asked students to One could easily assume that students like to be in their re- fill out questionnaires. During the course of an hour I handed out spective rooms for doing solitary activities, and the activities thirty-three surveys and received thirty-one back (see Appendix in the previous paragraph are all solitary. This begs the ques- I for Questionnaire Results Table). The students were all sitting tion, “Where do students spend time with their peers?” Ac- either eating food or waiting for their food to be ready. There cording to the questionnaire, students prefer to be with friends were twenty freshman, three juniors, one fifth-year student, and and party in their own rooms or their friends rooms. Again seven students who did not give their class. The main purpose this could be simply out of preference, but it seems that if there of the questionnaires was to discover where students did certain were a good place besides the dorms for student to get together activities and for how long (for Questionnaire Form see Appen- it would at least be mentioned a couple of times. The other dix II). Due to the poorly worded questions however, the times places mentioned are “the gym,” mentioned once, and “off for which students performed certain activities are not useful for campus.” This small survey reinforces the idea that students comparison. This said, the data does serve to support some pre- do not have a place to be social on campus besides their dorms. existing notions (see fig. 1). The other easily discerned results of the survey are not too pro- First of all, students spend most of their time in their rooms. The found: Students go to the library mostly to read and work, and room is the top choice for alone time, using a computer, relaxing, they go to the student union to eat. What would happen if eat- watching TV and listening to music. The room also tied for top ing, working and being social were mixed, and then clubs were choice with the library for reading and studying. This means that added as well? Based on this campus, this question cannot be most students spent the majority of their time in their rooms, and answered. At RWU these activities are separated.

c of es uter ic rk s riends nc o s ne omp mu o y x h tv y cura ce al up w e c tc ke with f rt ss la ro ad tud la at a la Oc p be g us re s re e wa ma listen to musi be p C room 201251616215245187 3

dorm 132 5 3 368Freshman campus 11 13 6171720

library 3 17 6 17 15 1 Sophmores business school 11 1 0 school of engineering 3 Juniors café 16 3

snack bar 11 Seniors gym 1210

outside 2 3 Fifthyears other 3 21114241 21 No class given room 20/30 library 17/26 room 25/36 room 16/35 room 16/36 room 21/31 student 27/31 room 24/29 9 room 18/31 campus 17/31 campus 17/27 7 library 17/35 library 15/36 union Program

An Alternative Student Center at Roger Williams University Student Bristol, Rhode Island Evan Carroll 2006 Interview Analysis A Students’ Realm Bristol, Rhode Island Roger Williams University An Alternative Student Center at A Students’ Realm Multi-UseSpace,Retail Area, SnackBar, Auditorium. Lobby Adjacencies/Accesses: The Centerisintendedtobetraversed bystairsprimarily. hopefully betheonlypassenger elevatorneededfortheCenter. serve allpublicspacesthatopenonthelobby. The elevatorwill The Restroomsmaybepositionedandmadelarge enoughto Elevator Lobby (passenger) made tooverlap. for thelobbyandMulti-UseSpacecouldbecombined or 1 Support 6x8 it displaystheinteriorofbuilding.Itispossiblethat area students. Itshouldbeveryvisibletotheoutsidesothatat night (48) always beopenasacongregationandcirculationspacefor Spaces: building withthehallorientedtoamajorcampusaxis.Itwill Lobby hasthepotentialtobeagreathallthatcutsthrough the The LobbyisthegrandentrancespaceforCenter. The 648 Bulletin Pay ATM boards Information Phones Lobby: 1 40x40 4x6 13427 2 1 3x4 Desk 1x20 (24) Twenty-four1 Hour Functions: 8x15 (24) 1600 (20) (120) Detailed ProgramOutline etros 1x5 (600) 10x15 4 Rest rooms Evan Carroll 2006 Twenty-four Hour Functions the 24-hourspacesandabasic organization Detailed Program Outline This diagramshowstherelative areas for based onadjacencies.

Program 43 Bristol, Rhode Island Roger Williams University An Alternative Student Center at A Students’ Realm Multi-Use Space: 2400 ping-pong tables andanumberofarcadegames. Room iscurrently plannedtocontaintwobilliards tables,two equipped forstudents tobringtheirownDVDs. The Games times whenanything couldbeplayed. The TV roomcouldbe could havescheduledevents like gamesornewsshowsandopen could beforart,architecture or biologyprojects. The TV Room (1350) 45x30 ﬁnishes inthisareaaredurable andwashable. The dirtyarea presentations etc. The “dirty”areais formessyprojects,andthe 1 areas areformoretraditional schoolwork:papers,posters, ing computerstations. There arethree studyareas: The “clean” “business” ofthecenteratnight. The E-mailStationsarestand- to allstudents. Their presenceisintended tocontributethe GamesRoom These otherfunctionsarethe other24spacesthatwillbeopen Computer TV Study Lab 3822 Room 1 Area 20x20 Study 24 4x6 Other functionsinMulti-UseSpaceComplex: (400) (576) (dirty) Areas the space. 1 20x30 the WQRI radio boothwhichwouldcreateconstantpresencein practices. The Multi-UseSpacewouldbevisuallyconnectedto (clean) music anddanceperformances,moviesmaybeeven (600) Use-Space couldbeusedforcoffee-house sessions,comedians, lobby, it shouldbehighlyvisiblefromtheoutside. The Multi- may turnouttobeone-in-the-samewiththeLobby, andlikethe will shapetheMulti-UseSpaceatdifferent times. This space or seatstructuresandotherpiecesofmovablearchitecture that same space. The large amountofstorageistocontaintheseats ing andtheloungespacesaresamebecausetheyfor the (1400) 3.5x4 students willrunandusethisspace. The areasfortheseat- function oftheStudentCenterBoardwillbetodetermine how 100 The Multi-UseSpaceistheheartofCenter. The primary Seating(asaudience) Performance Lounge Space Space 1 20x30 1 (1400) (600) -alSain 34 (96) 3x4 8 E-mail Stations Storage 1 10x40 (400) (2pool,2ping-pong) (400) 20x20 (400) 20x20 1 Noisy(groupwork) 1 Quiet(workalone) Evan Carroll 2006 Lobby, RadioStation,Coffee Shop,StudentOrganiza- tions. Multi-Use Space Adjacencies/Accesses: Twenty-four Hour Functions Multi-Use functionsandabasic organization This diagramshowstherelative areas forthe Detailed Program Outline based onadjacencies.

Program 44 Bristol, Rhode Island Roger Williams University An Alternative Student Center at A Students’ Realm Multi-UseSpace,RadioStation,StudentOrganizations, Auditorium. Music Rooms Adjacencies/Accesses: equipment intheRadiostation. (450) interests. These roomscouldalsobeconnectedtotherecording 15x15 provide studentswithprivatespacesfordevelopingtheirmusical pating aswellbeingaspectator. The practiceroomswould 2 these roomswouldprovideastrongpointofinterestforpartici- for musicianstogoto. As part oftheMulti-UseSpacecomplex Jam/BandRooms: The Jam/BandRoomswouldprovidea24-hourplayingspot Practice Multi-UseSpace,StudentOrganizations, Auditorium. Music Rooms: 6 6x8 (288) Rooms: 738 Radio Station Adjacencies/Accesses: corded audio. could becomeonethatdealtwithlive,pre-recordedandself-re- hopefully the Auditorium. In thiswaytheradioorganization serve asasoundrecordingstudiofortheMulti-UseSpace and constant presencefortheCenter. Itshouldbelocatedastoalso The RadioStation,asmentionedabovewillfunctionthe Prep Broadcast Room Radio 1 10x10 Room 1 10x10 Station (100) (100) (WQRI): 770 Multi-Use Space,StudentOrganizations, Auditorium, (450) 25x30 Radio Station. Television Station 1 Adjacencies/Accesses: draw Communication,Law, Art Writing Majors. would beahealthyaddition. The club/organization wouldlikely BroadcastRoom: but withthesuccessof WQRI itislikely thata Television station The Television Stationwouldbeaneworganization oncampus, Campus Television Station: 750 fc 10x12(120) 1 Ofﬁce Evan Carroll 2006 LoadingDockorservicecorridor. 2175 15x145 Student MailBox Adjacencies/Accesses: TheStudentMailBoxesdonothavetobealltogether, available 24hours-a-day. 1 nor dotheyhavetobeinaspeciﬁcplace,aslongare Lobby, Multi-UseSpace. Student MailBoxes: Coffee Shop Adjacencies/Accesses: ing intheMulti-UseSpacecomplex. contribute tothesensethatthereisalwayssomethinghappen- food andrefreshmentthatwasopen24hours-a-day. Itwill that isoncampus,exceptitwouldbetheonlyplacefor The Coffee Shop wouldbemuchlikethecurrent“Jazzmans” Storage Service Seating 1 Coffee 8x8 1 9x20 (64) 20 14 Shop: (180) (280) 524 Twenty-four Hour Functions Detailed Program Outline

Program 45 Bristol, Rhode Island Roger Williams University An Alternative Student Center at A Students’ Realm Lobby, LoadingDock,SnackBar. (400) 20x20 (400) 20x20 Retail AreaAdjacencies/Accesses: 1 life. The Retail Area shouldbelocated inaverypublicplace. 1 small shops,butonesthatareessentialtoastudent’s everyday BarberShopandSalon 2100 spaces forstudentstomeetandneeds.Itcontainsafew ArtSupplyStore The Retail Area isdesignedto beintegralasanelementtocreate Grocery1 30x30 Copy Retail (900) Center Day Functions: Area: 1 20x20 2100 (400) Evan Carroll 2006 Day functionsandabasicorganization based This diagramshowstherelative areas forthe Detailed Program Outline Day Functions on adjacencies.

Program 46 Bristol, Rhode Island Roger Williams University An Alternative Student Center at A Students’ Realm a/vnn ucin: 13530 Student Day/Evening Functions: Organizations: 3680 The SnackBar willbetheeveningmeeting spot forfoodon Storage Kitchen Serving 1 Seating 10x15 Lobby, StudentOrganizations. 1 Snack 30x50 1 20x40 (150) 200 (1500) Bar: 14 Interfaith Chapel Adjacencies/Accesses: (800) 600 (2800) discernible fromtheoutsideof thecenter. 5250 with manyoftheotherspaces. Itmayornotbevisually ThePrayer/MeditationSpaceneedstobeacalm,sacred to befoundeasily, butitmay notneedtobeconnectedvisually 20x30 space forreflection,meditation andprayer. Itneedstobeable 1 Prayer/Meditation Space: Lobby, Multi-UseSpace. Student Organizations Adjacencies/Accesses: expandable whencontroversialissuescomeup. grouped together. The SenateChambersshouldbelocatedto Information Deskifpossible,buttherestofofficesshould be this shift. The Student CenterBoardOfficesshouldbenearthe organized areas. The organization ofthecentershouldreflect ing usefromtheDiningandRetail Areas tothestudentrunand bination withtheMulti-UseSpacecreateahugeshiftinbuild- meet atnightduetoclasses. The StudentOrganizations, incom- Student Center. That said,mostclubsandorganizations canonly the program,buttheyareatheartofreasonforhaving a The StudentOrganizations maynotmakeupthelargest partof Other Clubs Senate tdn etrBad 1x2 (360) 10x12 3 Student CenterBoard fcs 1x0 (800) 10x10 (1200) 15x20 (120) 8 (200) 2x2 10x10 4 30 (500) (500) 20x25 10x10 MeetingRooms 2 StorageLockers Offices 1 5 Newspaper Offices Offices Chambers Evan Carroll 2006 Multi-UseSpace,LoadingDock,Retail Area, Out- doors. Snack Bar Adjacencies/Accesses: that foodcaneasilybetakenoutside. during thewakinghours. The SnackBarshouldbelocatedso means thatthesnackbarcouldbespacewithmostuse the morningitcouldbeplacetogetahotbreakfast. This be theprimaryeatingplaceforcommutersandfaculty, andin Multi-Use Spaceandthe Auditorium. Duringthedayitwill campus aswelltheconcessionareaforeventsin Day/Evening Functions This diagramshows therelative areas forthe Day/Evening functions andabasicorganiza- Detailed Program Outline tion basedonadjacencies.

Program 47 Bristol, Rhode Island Roger Williams University An Alternative Student Center at A Students’ Realm evc pcs 6192 Service Spaces Lobby, Restrooms,LoadingDock. Auditorium Adjacencies/Accesses: able toholdeventsatthesametime. combined then Auditorium and theMulti-UseSpacewillnotbe parts oftheCenter. Ifthelobby andtheMulti-UseSpaceare should beseenasaplacethathaslittlemoreclassthanother use it,andthisissuestillneedstobeaddressed. The Auditorium in theCenterwillmakeitdifﬁcultfordramadepartment to plays, danceandmusicperformances. The Auditorium location can beusedfortheguestlecturersthatdrawlarger crowds, The Auditorium isamuchneededamenityonthiscampus.It Set Projection Green Shop Stage 1 15x20 Booth Seating 1 8x10 Room Auditorium: 1 20x35 (300) (80) 2 200 6x10 4000 (700) 3.5x4 (120) (2800) iclto n al 2% 20702 7050 35249 Center 29057x0.20 Circulation and Walls (20%) Footprint Total14100 Center Size(Approx.) Total Program Size: HVAC systemmaybeadeterminingfactorinitslocation. spaces willmostlikelyendupinthebasement. The typeof building, mostlynearrestrooms. The Mechanicalandstorage The JanitorialSpaceswillneedtobespreadevenlythrough the Storage Mechanical Janitorial 1 40x50 Spaces Spaces 1 4 80x50 6x8 (2000) (192) (4000) ees 120x120 3 Levels Evan Carroll 2006 42300 Program Outline Total This diagramshowstherelative areas forthe Detailed Program Outline This diagramshows thefullmassingof indoor program inthecontextof site. Service functions.

Program 48 Bristol, Rhode Island Roger Williams University An Alternative Student Center at A Students’ Realm Areas willsimplybeareasthatfacilitatesittinginagroup. details ofthisareaarenotyetdetermined. The OutdoorMeeting cally leavesomethingoncampusmarkingtheirgraduation. The 6050 Lobby. The Alum/Class willbeanareaforeachclasstophysi- The Eating Areas willneedto beneartheSnackBarand Outdoormeetingareas Eating Area Seating Loading 50 14(700) Outdoors: Dock Alum/Class Area 1 20x80 (1600) lse 2 51 (450) 15x15 (1500) 30x50 2 1 (600) 8x25 Performances Classes (1200) 3 10x40 3 Dumpsters DockingSpaces Evan Carroll 2006 This diagramshowstherelative areas forthe Detailed Program Outline Outdoor Spaces outdoor spaces.

Program 49 Bristol, Rhode Island Roger Williams University An Alternative Student Center at A Students’ Realm much liketheoriginalStudentUnion. of spacesmakesupthenewprogram.Otherwise,Center is and meetingaregroupedwiththeauditorium,thischunk Hall andouttotheotherside. The studentspacesforrecreation Common throughtheLobby, theMulti-UseSpace,Dining existing StudentUnion. The publicaxisrunsfromD’Angelo This preliminaryprogramlayoutisclosetotheof One Preliminary ProgramLayout Evan Carroll 2006 Program Layout Preliminary

Program 50 Bristol, Rhode Island Roger Williams University An Alternative Student Center at A Students’ Realm is advantageous. layout theauditoriumgetstobenextloadingdockwhich connect upwardstowardstheLobbysideofbuilding. In this ing totheUpperclassmendormsisRetail Area, whichcould layout, givingitapossiblyspirituallyprominentposition. Open- the underclassmendorms. The Chapelalsofacesthequadinthis moreshelteredfromthestreet,andinsteadopens to The lobbyis of travelbetweentheupperclassmenandunderclassmendorms. This preliminaryprogramlayoutbeginstoworkwiththepath Two Preliminary ProgramLayout Evan Carroll 2006 Program Layout Preliminary

Program 51 Bristol, Rhode Island Roger Williams University An Alternative Student Center at A Students’ Realm Evan Carroll 2006 The Final Design

Final Design 52 Bristol, Rhode Island Roger Williams University An Alternative Student Center at A Students’ Realm stair downtothesouthentranceofStudentCenter. The responsetotheBusinessBuildingarcadeiscreatea grand arcade withanewthatprovidessheltertoshopentrances. students. The proposed StudentCentercontinuesthelibrary mon bothhavearcadestooffer shelterandmeetingplacesfor The existingLibraryandBusinessbuildingsonD’Angelocom- Connection toExisting Arcades Evan Carroll 2006 form siting diagrams

Final Design 53 Bristol, Rhode Island Roger Williams University An Alternative Student Center at A Students’ Realm the baysideofCenterwouldbecomemoreisolated. If theroadweretorunbetweenStudentCanterand Quad D’Angelo CommonactivatesthelandsideofStudentCenter. The roadactivatesthebaysideofStudentcenter, whilethe where thequadendsthereisanoverlooktoMountHopeBay. was movedtoallowthequadbelarger. The resultisthat The dottedlinerepresentstheoldlocationofroad. The road Road Moved:Enlarged Quad Evan Carroll 2006 form siting diagrams

Final Design 54 Bristol, Rhode Island Roger Williams University An Alternative Student Center at A Students’ Realm North Entrance while alsocreatingmoreactivitywithintheCenter. their destinations. This minimizesinconveniencetothestudents students areencouragedtopassstraightthoughitontheway to While theroadandcarsaredivertedaroundStudentCenter, Pedestrian Pass-Through for Circulation Allows Evan Carroll 2006 form siting diagrams East Entrance

Final Design 55 56

Quad as a Pedestal

Conceptually the enlarged quad can be thought of as a pedestal. The walls that support the quad on the road level are canted back to visually express this idea. When these walls are in view the quad appears to be a massive, stable element. Final Design

An Alternative Student Center at Roger Williams University Bristol, Rhode Island Evan Carroll 2006 form concept diagrams A Students’ Realm 57 Quad as an Avenue

The space of the quad can be seen as an avenue. The horizontal- ity of the second level of the library is emphasized by the upper level cantilever of the Student Center. This establishes a line of sight that goes straight to Mount Hope Bay. One could imagine the next building on campus going on the east side of the Busi- ness Building to continue the pattern. Final Design

An Alternative Student Center at Roger Williams University Bristol, Rhode Island Evan Carroll 2006 form concept diagrams A Students’ Realm 58

Multi-Use Space Roof as a Protecting Hand

The Multi-Use Space roof appears from the outside to be supported by the glass curtain wall. The roof shades the glass so that it can be see through even during the day. The result is that the roof seems to holding the view so that it will always be there. Final Design

An Alternative Student Center at Roger Williams University Bristol, Rhode Island Evan Carroll 2006 form concept diagrams A Students’ Realm 59 Circulation

The red lines show horizontal circulation, and the blue lines show the vertical. The lines with arrows show the major circulation routes, while the lines without show the minor routes and egress stairs. The dotted blue line is the elevator

The Main (road) Level of the Student Cen- ter has two primary axis. One runs north- south between the corresponding entranc- es, and the other runs east-west, likewise. The main interior stair to the next level is at the intersection of these two axis where they pass through the Multi-Use space.

The Quad Level is much smaller than the Road Level but still contains remnants of the two axis.

The Upper Level has one primary east- west axis. This axis is a hallway that is loaded only on the south side. Final Design

An Alternative Student Center at Roger Williams University Bristol, Rhode Island Evan Carroll 2006 circulation diagram A Students’ Realm 3 1 60 7 5 2 8

1. Proposed Student Center 7. Marine and Natural Sciences Building 2. D’Angelo Common 8. Boat Dock 3. Library 9. Mount Hope Bay 4. Business Building 10. Maple Dorms 5. Administration Building 11. College of Arts and Sciences 6. New Dining Commons 12. Engineering Building 6 7

8 3

1 5

9 4 12 10

11 Final Design An Alternative Student Center at Roger Williams University Plans Bristol, Rhode Island Evan Carroll 2006 campus plan and section A Students’ Realm 61

6 3 13 2 8 5 11 4 12 1

9 10

1. Flag Cerimony Area 2. Cafe Street 7 3. Multi Cultural Terrace 4. Main Entrance Promenade 5. Main Entrance 6. North Entrance 7. South Entrance 8. Roof Terrace 9. Bay Overlook Terrace 10. Snack Bar Patio 11. East Entrance 12. Road Crossing Area 13. Brook Bridge Final Design

An Alternative Student Center at Roger Williams University Plans Bristol, Rhode Island Evan Carroll 2006 detail site plan A Students’ Realm 62

4 5

6 1. Auditorium Area 2. Audio/Visual Arts Area 3. Multi-Use Space Area 4. Student Study Area 5. Games Area 6. Snack Bar Area Final Design

An Alternative Student Center at Roger Williams University Plans Bristol, Rhode Island Evan Carroll 2006 road level plan A Students’ Realm 63

1 2

1. Mechanical/Storage Area 2. Center for Global Programs 3. Shopping/Retail Area 4. Club Ofﬁce and Meeting Area 5. Multi-Use Space Area Final Design

An Alternative Student Center at Roger Williams University Plans Bristol, Rhode Island Evan Carroll 2006 road level plan A Students’ Realm 64

1 2 3 2 4

1. Multi-Cultural Center 2. Club Ofﬁce and Meeting Area 3. Senate Area 4. Prayer and Meditation Area Final Design

An Alternative Student Center at Roger Williams University Plans Bristol, Rhode Island Evan Carroll 2006 upper level plan A Students’ Realm 65

1. Snack Bar Area 2. Multi-Use Space Area 3. Lobby Area 4. Senate Area 5. Club Meeting and Ofﬁce Area 6. Audio/Visual Arts Area 7. Egress Stair 8. Center for Global Programs

4 2 7 5 8 1 3 6 6 Final Design

An Alternative Student Center at Roger Williams University east elevation Bristol, Rhode Island Evan Carroll 2006 west facing section A Students’ Realm 66

1. Multi-Use Space Area 2. Multi Cultural Center 3. Club Meeting and Ofﬁce Area 4. Senate Area 5. Prayer and Meditation Area 6. Shopping/Retail Area 7. Auditorium 8. Audio/Visual Arts Area

2 3 4 3 5

6 3 7 8 Final Design

An Alternative Student Center at Roger Williams University south elevation Bristol, Rhode Island Evan Carroll 2006 north facing sections A Students’ Realm 67

1. Multi Cultural Center 2. Mechanical/Storage Area 3. Shopping/Retail Area 4. Auditorium 5. Lobby Area 6. Student Study Area

2 3

4 56 Final Design

An Alternative Student Center at Roger Williams University west elevation Bristol, Rhode Island Evan Carroll 2006 east facing section A Students’ Realm 68

1. Snack Bar Area

1 Final Design

An Alternative Student Center at Roger Williams University north elevation Bristol, Rhode Island Evan Carroll 2006 south facing section A Students’ Realm 69 1. Roger Williams Statue 8. Main Entrance into Lobby and Multi-Use Space 2. Library Arcade 9. Seats Around Skylights to Snack Bar 3. Business Building Arcade 10. Terrace Looks over Snack Bar Patio and Bay 4. Flag Pole 5. ADA Ramps to Main Entrance 6. Terraces Down from Quad Level 7. Shops Arcade

2 7 8 5 6 4

1 9 10

3 Final Design Area Details An Alternative Student Center at Roger Williams University D’Angelo Common Bristol, Rhode Island Evan Carroll 2006 plan A Students’ Realm 70

3 2 1 1

2 Final Design Area Details An 3Alternative Student Center at Roger Williams University D’Angelo Common Bristol, Rhode Island Evan Carroll 2006 section and panoramics A Students’ Realm 71

1 2

2 Final Design Area Details An Alternative Student Center at Roger1 Williams University D’Angelo Common Bristol, Rhode Island Evan Carroll 2006 section and perspective A Students’ Realm 72 1 3

2 3

4 Final Design Area Details An Alternative2 Student Center at 4 Roger Williams University Main Entrance Ramp Bristol, Rhode Island Evan Carroll 2006 sections and perspectives A Students’ Realm 73 1. Reception Desk 6. Raised Multi-Use Main Floor 2. Radio Station 7. Dirty Student Project Area 3. Main Stair to Quad Level 8. Multi-Use Storage Space 4. ADA Ramp to Multi-Use 9. Game Room (Pool and Ping-Pong) 5. Standing E-mail Stations

1 2

3 4

5 6

8 7 9 Final Design Area Details An Alternative Student Center at Roger Williams University Multi-Use Space Bristol, Rhode Island Evan Carroll 2006 plan A Students’ Realm 2 74

2 Final Design Area Details An Alternative Student Center at Roger Williams University3 Multi-Use Space Bristol, Rhode Island Evan Carroll 2006 perspectives A Students’ Realm 75 Final Design Area Details An Alternative Student Center at Roger Williams University Multi-Use Space Bristol, Rhode Island Evan Carroll 2006 dance or theater performance A Students’ Realm 76 Final Design Area Details An Alternative Student Center at Roger Williams University Multi-Use Space Bristol, Rhode Island Evan Carroll 2006 dance with dj A Students’ Realm 77 Final Design Area Details An Alternative Student Center at Roger Williams University Multi-Use Space Bristol, Rhode Island Evan Carroll 2006 exhibit A Students’ Realm 78 Final Design Area Details An Alternative Student Center at Roger Williams University Multi-Use Space Bristol, Rhode Island Evan Carroll 2006 movie or lecture A Students’ Realm 79 1. Egress Stair 9. Instrument Practice Room 2. Stage Shop and Storage 10. Projection Booth 3. Stage Lift 11. Mailbox Service Hall 4. Stage 12. Auditorium Lobby 5. Storage 13. Reception Desk 6. Restroom 14. Radio Station 7. Television Broadcast Room 15. Radio Station Ofﬁce 8. Jam Room

1 2 3

4 5

6 7

1 6 8 8 9 10 11

5 12 13 15 14

Area Details Final Design An Alternative Student Center at Roger Williams University Auditorium and Audio/Visual Bristol, Rhode Island Evan Carroll 2006 Arts Areas A Students’ Realm 1 80

3 2

2 3

Area Details Final Design An Alternative Student Center at Roger Williams University Auditorium and Snack Bar Bristol, Rhode Island Evan Carroll 2006 perspectives A Students’ Realm 81 1. Quiet Student Work Area 8. Mailbox Service Hall 2. Computer Lab 9. Snack Bar Patio 3. Dirty Student Project Area 10. Snack Bar Order Window 4. Game Room 11. Snack Bar Food Window 5. Upper Snack Bar Seating Area 12. Snack Bar Kitchen 6. Lower Snack Bar Seating Area 13. Snack Bar Storage and Receiving Area 7. ADA Ramp

1 2 3 4

5 6

7 9 8

10 11

13 Final Design Area Details An Alternative Student Center at Roger Williams University Snack Bar Bristol, Rhode Island Evan Carroll 2006 plan A Students’ Realm 82 1. Egress Stair 9. Cafe 2. Indoor Mechanical Room 10. Copy Shop 3. Outdoor Mechanical Room 11. Art Supply Store 4. Hair Salon 12. Grocery Store 5. Storage Room 13. Club Ofﬁce 6. Global Programs Ofﬁce 14. Club Meeting Room 7. Global Programs Reception Desk 15. Retail Area Arcade 8. Outdoor Cafe Area

1 2 3

4 6 5 6 55

6 7 6

1 91011 12 8 13 13 13 13

13 13 13 13 14 15 14 Final Design Area Details An Alternative Student Center at Roger Williams University Quad Level Bristol, Rhode Island Evan Carroll 2006 plan A Students’ Realm 1 83

2 1

2 Final Design Area Details An Alternative3 Student Center at Roger Williams University Retail Arcade Bristol, Rhode Island Evan Carroll 2006 perspectives and section A Students’ Realm 84 1

2 3

2 Final Design Area Details An Alternative Student Center at Roger3 Williams University Cafe Street Bristol, Rhode Island Evan Carroll 2006 perspectives and section A Students’ Realm 85 1. Egress Stair 6. Student Club Ofﬁce 2. Open to Mechanical Space Below 7. Multi-Cultural Center Classroom 3. Multi-Cultural Center Patio 8. Club Meeting Area 4. Multi-Cultural Center Reception 9. Multi-Cultural Center Lounge 5. Multi-Cultural Center Ofﬁce

1 A 2

4 6 6 B 5 5 6 5 7 8 5 5 6

6 9 5 8 Final Design Area Details An AlternativeB Student Center at Roger Williams University Multi-Cultural Center Bristol, Rhode Island Evan Carroll 2006 plan A Students’ Realm 86

1. Student Club Ofﬁce 6. Egress Stair 2. Student Club Meeting Room 7. Prayer and Meditation Center Waiting Area 3. Senate Lounge 8. Indoor Prayer and Meditation Room 4. Restroom 9. Outdoor Prayer and Meditation Room 5. Senate Chamber

1 9 1 1 6 44 1 1 1 2 3 5 8 1 1 1

1 2 7 9 Final Design Area Details An Alternative Student Center at Roger Williams University Upper Level Bristol, Rhode Island Evan Carroll 2006 plan A Students’ Realm 87 Final Design Area Details An Alternative Student Center at Roger Williams University Student Meeting Area Bristol, Rhode Island Evan Carroll 2006 perspective and diagram A Students’ Realm 3 1 3 88

2 3 Final Design Area Details An Alternative Student Center at Roger Williams University Prayer and Meditation Space Bristol, Rhode Island Evan Carroll 2006 perspective and sections A Students’ Realm 89 Final Design Area Details An Alternative Student Center at Roger Williams University Roof Terrace Bristol, Rhode Island Evan Carroll 2006 Perspective A Students’ Realm 90

Roof: 1” dia pebbles roofing membrane 6” rigid insulation 3/4” plywood 2x8 joist sub-structure site-cast concrete girder cantilever 6” concrete slab ceiling with cooling pipes

Third Floor Wall: 2x8 wood louvres die-cast steel louvre supports 2” dia steel pipe pressure plate glass facade with: stationary window insulated panel operable window

Third Floor: finish surface raised floor decking 2x10 Joist sub-structure site-cast concrete girder cantilever batt insulation 6” concrete slab Final Design

An Alternative Student Center at Roger Williams University Bristol, Rhode Island Evan Carroll 2006 wall section and details A Students’ Realm 91

Louvre Detail

Parapet Detail Final Design

An Alternative Student Center at Roger Williams University Bristol, Rhode Island Evan Carroll 2006 wall section and details A Students’ Realm Second Floor Wall: 92 finish exterior surface 2x6 stud wall with batt insul. pressure plate glass facade with: stationary window operable window

Second Floor: concrete pavers water permeable plastic shimming system roofing membrane rigid insulation varying thickness site-cast concrete beam batt insulation 6” concrete slab ceiling with cooling pipes

First Floor Wall: 8” concrete base 2x6 stud wall with batt insul. pressure plate glass facade with: stationary window operable window

First Floor: 6” concrete slab with polish finish 12” rigid insulation waterproof membrane Final Design

An Alternative Student Center at Roger Williams University Bristol, Rhode Island Evan Carroll 2006 wall section and details A Students’ Realm 93 Mechanical System

Red lines move horizontally and blue lines move vertically. Dotted lines are either under ﬂoors or graphically hidden. The thin- ner lines are minor ducts, and the thicker lines are major arteries.

The mechanical system is a variable air volume forced-air system. The mechanical room is on the north side of the Center with access on the roof, if the entire unit needs replacing. The two major arteries are accounted for within the concrete structural system. One is shown by the dotted red line on the Upper Level, and the other is the dotted red line on the Quad Level.

Shown below is how the ducts are taken through the Multi-Use Space and over the main entrance. Final Design

An Alternative Student Center at Roger Williams University Bristol, Rhode Island Evan Carroll 2006 mechanical system A Students’ Realm 22’ 94 typ.

87’ 87’ 31’ 16’ 22’16’

14’ 17’ 14’ 17’ 14’ 19’ 40’ 14’

Building Structure The other structural system is more complex. It consists of The Student Center structure is site-cast concrete. There are two tall braced columns that each support a tapered rib that in separate major structures that both involve cantilevering, making turn supports a concrete shell. The entire system gains rigid- the structural package very expensive. ity from both the curvature of the shell and the bracing of the The cantilever section is a vierendeel truss with a height of 14 columns. The result of the use of this structure is a Multi-Use feet. This truss is supported in six places total. The small num- Space with a cathedral-like airiness. ber of supports gives the lower levels of the Center a great deal of freedom for new kinds of spaces in the future. Final Design

An Alternative Student Center at Roger Williams University Bristol, Rhode Island Evan Carroll 2006 structure diagram A Students’ Realm 95 Books: Periodicals: Susan E. Cirillo ed., Bristol: Three Hundred Years Kevin Pierce, “IIT at a Crossroads: A new Student (Providence: Franklin Graphics, 1980), 10-27. Center for Mies’ Campus.” Competitions, Summer 1998, 4- 23. Town of Bristol, Rhode Island, Code of Ordinances: Supplement No. 17 (Bristol, 2005), chapter 28. Architecture and Urbanism, 05:02, “The McCormick Tribune Campus Center at Illinois Institute of Technology,” United States Department of Agriculture Soil Conser- 108-119. vation Service in cooperation with Rhode Island Agricultural Experiment Station, Soil Survey of Rhode Island (National Co- Greg Stone, “New College: Where there’s a will, and operative Soil Survey, 1981), map 79 p5-46. new ways,” Sunday Standard Times, 4 April 1971, sec. “Direc- tions in Education.” Roger Williams University, 2005-2006 Undergraduate Catalog (Bristol: Roger Williams University, 2005), 3-27. “Roger Williams Junior College Picks Mount Hope Bay Shore Location,” Special to the Herald News, Herald Terrence E. Milani and J. William Johnston, The College News, 28 May 1965, sec. E. Union in the Year 2000, (San Francisco: Jossey-Bass, 1992), p-p “Roger Williams Junior College Plans $9 Million Francis D.K. Ching and Steven R. Winkel, Building Plant,” Bristol Phoenix, 28 May 1965. Codes Illustrated, (Hoboken: John Wiley and Sons, 2003), p-p “Roger Williams College Opens Bristol Campus,” The Roger Williams University and Kaestle Boos Associates, Providence Journal, 30 September 1969. Inc., Roger Williams University Campus Master Plan, March 28, 2003 Revised April 15, 2003). Carol J. Young, “A Campus-on-the-Bay Was Designed That Way,” Providence Evening Bulletin, 4 June 1969, 1-2. The State of Rhode Island, Coastal Resources Management Program: As Amended, 1996 Version. Diane J. Hinchcliffe, “Development – Not Just Expan- sion,” Bristol Phoenix, 3 October 1969, 26. State of Rhode Island, Rhode Island State Building Code: Regulation SBC-1-2004, July 1 2004.

State of Rhode Island, Rhode Island State Building Code: Regulation SBC-1-2004, July 1 2004

International Code Council, 2003 International Building Code, USA 2003. Bibliography

An Alternative Student Center at Roger Williams University Bristol, Rhode Island Evan Carroll 2006 A Students’ Realm 96 Other Sources: Precedents: Roy Nirschel, “State of the University Address,” Ewha Campus Center. Seoul, Korea. Dominique Per- 21 September 2005 [manuscript online]; available from rault. http://www.rwu.edu/About+RWU/Ofﬁce+ of+the+President/ State+of+the+University.htm The McCormick Tribune Center. Illinois Institute of Technology, Chicago. OMA. Students at Roger Williams University, Written Ques- tionnaires, (15 November 2005). Shapiro Campus Center. Brandeis University, Waltham, Mass. Charles Rose Architects. Students (various) at Brown University and Rhode Is- land School of Design, Casual Interviews, (20 November 2005).

Richard D. Mitchell, (Executive Vice President and Chief Operating Ofﬁcer), Formal conversation, (1 December 2005).

Square One Softeware, “The Weather Tool.” The weather data ﬁle used with this program was found at: http://rredc. nrel.gov/solar/old_data/nsrdb/tmy2/State.html Bibliography

An Alternative Student Center at Roger Williams University Bristol, Rhode Island Evan Carroll 2006 A Students’ Realm 97 Appendix

party

fr be with with be Appendix I

lots room lots dorm

music listen to to listen

lots campus lots campus some campus

music make make

am room/ j watch tv watch 3 house 1 14 apartment 14 n/a 0 campus 3 campus 8 campus/off-c some room some n/a 0 campus lots campus lots off campus

s z eat Questionnaire Results Table 1 house/jaz 18 off campu

d u relax 6 room 1 cafe6 room2 room 105 room room lots snack bar 3 cafe 3 room 5 1 café/room n/a 2 room 1 room 2 n/a 0 room 1 room 1 15 n/a 0 dorm room3 beach 2 lots room lots bayside some cafe room 0 campus lots 6 room bayside 0.5 3 room campus 3 8 campus campus 0.5 classroom 2 classroom 3 campus lots n/a 3 dorm 3 snack bar lots room 1 n/a 0 room 5 campus lots almeida 3.5 room 5 cafe 3 room 1 n/a 0 room lots dorm 10 campus some n/asome gym/dorm 1.5 0 cafe arch buildi 1 some room/club 0.5 campus lots dorm lots off campus

r r r r r r r b study 5 room/libra 8 library 6 room1 room/libra 2 cafe 3 room 1 n/a8 campus some n/a 0 room 0 café 1 gym 16 dorm 12 campus/bay 5.5 n/a 02 dorm room/libra lots campus lots campus 21 apartment 7 apartment/ some campus some campus (o some room lots room lots student un lots room lots n/a 0 dorm lots Campus lots bayside

c y y y y y y y read 6 library8 library 3 room/libra 3 n/a 2 room/libra 3 n/a 0 n/a 0 campus 0 room some campus lots cafe 1 cafe 16 room 0.5 room 5 0.5 n/a n/a 0 0 campus gym lots campus lots 1 campus campus 4 n/a

10 room/librar r 0.75 n/a some business lots room/librar

r r r r r r b

compute use use Evan Carroll 2006 2 room 8 library 17 library business 6 room/libra 3 room 1 café/room 2 room 1 room 2 room 4 campus 8 room some room lots room little library lots room lots snack bar lots room little n/a 0 room lots campus lots almeida

n g g g

work

o gr 30 library 2 room 21 library 14 classroom 2.5 library 8 room/arch 20 room 3.5 room/libra

o be alone be n/aparking lot 6 n/a 0 library 0 room 5 room lots 6 library library 10 library 3 room/libra lots room lots cafe 10 room 10 n/a 0 room lots room lots campus room little dorm little room lots room/librar library 7 n/aroomroom 0 dorm 3 library 3 library 10 room/librar 1 room 2 room/libra room/librar room 3 library 2 room/libra campus ( room 2 dorm 5 room 55 room 8 room 11 room 20 room 14 room 2 jam room 18 room 60 campus lots campus placelibrary timeroom place 7 dorm time 3 place library time 3 place room 4 room/libra lots time place library time place 5 library time place 8 room time place time 1 place cafe time place 10 room time place time 1.5 n/a place 0 room lots Campus lots campus carroomroomroomroom n/a 14 library/dorm library little 10 library room library 2 room 0 little room room 1 room n/a 5 lots room library library 3 room little 0 room library 2 room library little 1 room room dorm 3 room little room snack bar 3 lots dorm room 5 room/snack bar snack bar dorm lots 2 snack bar 2 snack bar room n/a 1.5 some n/a dorm room 2 0 n/a room 0 1 car, room room lots n/a dorm campus 0.5 0 room dorm lots lots campus bayside 0 room 3 4 dorm dorm room 4 6 campus dorm room room 4 engineerin room/libra room little library/busi room lots library lots room lots library little library little room little room/snac lots room lots n/a 0 gym/librar gazibo 0.5 campus 0.5 dorm/libra roomroom 6 room 3 library some room 3 room/libra 3 room 0.5 room 0.5 room some cafe 0.75 room 0.5 n/a 0 room lots campus lots room roombathroom 2 library 1 library 1 room 2 room 3 room 5 room/librar 1 room 2 room 1 snack bar 2 room 1 room 1 room 1 campus 16 campus apartment 14 library 3 apartment 28 apartment/ roomroomroom 10 n/a 10 n/adorm 2 engineerin 0 room 8 engineerin 0 room 15 room 25 room room room 5 room 2 room 3 room 5 cafe 40 room 8 n/a 30 room 0 40 n/a n/a 0 0 n/a room lots room 0 room lots campus 7 n/a room lots library 1 house lots room/librar 7 6 3 8 9 4 5 1 2

26 27 28 10 20 31 19 11 12 13 29 30 18 14 15 16 17 23 24 25 22 21 Person A Students’ Realm An Alternative Student Center at Roger Williams University Bristol, Rhode Island 98 Appendix

mmen

o C

Eating outside would be fun commuter and international stu wants more time alone

Appendix I

chhose chhose

y Why did Why

pretty campus, different majors that I was interested in to study and live with wife who goes here

college?

Questionnaire Results Table

out o out

to get to

ou want want ou

y d What

to get a bachelors of science, learn awareness of myself scholarship higher level of education campus I have to, education beautiful campus to learn, knowledgeto succeed in lifeto be a teacher, education, prepare for the real worldgraduate, get a job, have fun I have no idea I have to be at college, educationto not be in the real world yet, education, friends, life-learning I don't know great campus to learn, education make millions it's closest to learn, become a better designerto have good career in the future atmosphere, education educational program size, location, major scholarship, it’s the right fit for me to see what I want do with my lifeto have the college experience and get a degree not too big, small to get a degree and have funto get an education, a good job and make moneyget a good education location and major the campus the campus scholarships and aid get a degree, make new friends, learn language, have a new experience, get degree to work and be more independent army officers must have degrees ? education location, education education, Basketballeducation, meet new people campus. Basketball education, Basketball to get money and a job to get a jobto get a decent job the view the campus start future environment education, meet new people location, small school education, become a doctor, grow up as an individualfurther myself, become a better human location, people pretty campus to get an education and a job I liked it

s/good

more/les

spent in in spent

Time Time

Spen

Time Time Most Most campus 4/daydorm good lotsroomdorm good lotsdorm lots dorm less dormarch building lots 70 good good 14 52 good dormdorm lotsroom, class lots somedorm less dorm good half lots good good classrooms 45 good

y d d d d d r

o o n n c c Major Evan Carroll 2006

engineeri chemistry dorm lots good engineeri architectu constructi communi education dorm some good criminal ju dormundeclare 80 creative w library some more Biology room legal studi room/workmarketing bed/library lots lots less less undeclare constructi business room lots business dorm lots good undeclare psych/edu library some more Biology gym 2/day less elementar undeclare biology dorm some more

la C Freshman Freshman junior junior junior Freshman Freshman fifth year Freshman Freshman Freshman Freshman Freshman Freshman Freshman Freshman Freshman Freshman Freshman Freshman Freshman Freshman Freshman Freshman 4 5

m party dorm lots campus 4 communi campus/off-ca off campus 8 library, gym 50 more off campus 1 campus 12 bayside 10 room 10/day more campus 5 campus 6 n/a 0 bayside lots campus lots room campus/baysid campus 16 bayside lots almeida 5 undeclare n/a 0 campus 8 room 6 room lots almeida 5 n/a 0 campus lots campus 10 room 8/day less campus 15 campus lots campus 8 room/gym lots less dorm 6 bayside lots campus 6 place time e 8 3 8 4 8 7 4 6 0 6 7 1 2 3 4 5 6 8 9

10 11 12 13 14 15 16 17 18 19 20 22 26 27 28 29 30 31 21 23 24 25 Person A Students’ Realm An Alternative Student Center at Roger Williams University Bristol, Rhode Island 99 Evan Carroll, Architecture Thesis Project 2005/2006: The Students’ Realm Watch TV? Time spent: Place: Where do you spend most of your time during a Other comments: school week? Make music? Time spent: How much of your week do you spend in your Place: room? Would you like to be there more, less or Other comments: neither? Listen to music? Time spent: On the RWU campus (including your room), Place: where are your favorite places to do the following Other comments: things? How much time to you spend at these places? Be with friends? Time spent: Place: Be alone? Time spent: Other comments: Place: Other comments: Party? Time spent: Place: Do group work? Time spent: Other comments: Place: Other comments: Why are you at college? What do you want to get out of it? Use a computer? Time spent: Place: Other comments:

Read? Time spent: Why did you choose to go to RWU? Place: Other comments:

Study? Time spent: Place: Other comments:

Relax? Time spent: Place: Other comments:

Eat? Time spent: Place: Other comments: Appendix

An Alternative Student Center at Roger Williams University Appendix II Bristol, Rhode Island Evan Carroll 2006 Questionnaire Form A Students’ Realm Bristol, Rhode Island Roger Williams University An Alternative Student Center at A Students’ Realm Evan Carroll 2006 Codes and Zoning

Appendix III: Codes 100 101 Roger Williams University Zoning 5. New Academic Building The current, but not up to date, master plan for Roger Williams 6. Addition to Performing Arts Center University includes plans for the following buildings: 1 7. New Boathouse 1. New Facilities Management Center 8. Revised Campus Entrance and Exits 2. New Residence Halls 9. Additional perimeter parking areas and new pedestrian 3. New Parking Deck zones 4. Addition to Student Union 10. Preservation of open space with pathways along the wa- 1 Roger Williams University and Kaestle Boos Associates, Inc., terfront and adjacent perimeter wetlands, views to the water, Roger Williams University Campus Master Plan, March 28, views to Mount Hope Bridge and Library Clock Tower. 2003 Revised April 15, 2003. Appendix III: Codes

An Alternative Student Center at Roger Williams University Roger Williams Bristol, Rhode Island Evan Carroll 2006 University Zoning A Students’ Realm 102

The zones on this map are based in the regulations made by the Coastal Resources Management Council. Appendix III: Codes

An Alternative Student Center at Roger Williams University Roger Williams Bristol, Rhode Island Evan Carroll 2006 University Zoning A Students’ Realm 103

The zones in this map are based on Article IX, Division 4, Sec. 28-352, Part (b) of the Bristol Code of Ordinances. Appendix III: Codes

An Alternative Student Center at Roger Williams University Roger Williams Bristol, Rhode Island Evan Carroll 2006 University Zoning A Students’ Realm B. Findings 5. Several stretches of shoreline within Narragansett Bay 104 Coastal Resources Management Council have survived the rapid proliferation of residential de- Zoning velopment during recent decades in pristine condition. Examples include the Potowomut River, the Palmer The coast at Roger Williams University is defined as a “Type River in Barrington and Warren, and the Mt. Hope 1 Conservation Area” by the Coastal Resources Management Cliffs in Bristol. It is important that as much of this land Council. 1 Following are some details from the CRMC publica- as practicable be preserved from alteration to assure tion. that Rhode Island’s rich diversity of shoreline types and high scenic value are preserved. Section 200.1 C. Policies Type 1 Conservation Areas 2. The mooring of houseboats and floating businesses, the A. Definition construction of recreational boating facilities, filling Included in this category are one or more of the following: below mean high water, point discharge of substances (1) water areas that are within or adjacent to the bound- other than properly treated runoff water (see Section aries of designated wildlife refuges and conservation ar- 300.6), and the placement of industrial or commercial eas, (2) water areas that have retained natural habitat or structures or operations (excluding fishing and aquacul- maintain scenic values of unique or unusual significance, ture) are all prohibited in Type 1 waters. and (3) water areas that are particularly unsuitable for 3. In Type 1 waters, activities and alterations including structures due to their exposure to severe wave action, dredging, dredged materials disposal, and grading and 1 The Stateflooding, of Rhode and Island, erosion. Coastal Resources excavation on abutting shoreline features are all pro- Management Program: As Amended, 1996 Version. hibited unless the primary purpose of the alteration or activity is to preserve or enhance the area as a natural habitat for native plants and wildlife or a beach renour- ishment/ replenishment project. Structural shoreline protection facilities shall not be permitted to preserve or enhance these areas as a natural habitat or to protect the shoreline feature. Notwithstanding the Council’s prohibition against construction of recreational boating facilities in Type 1 Waters, the Council recognizes that some residential boating facilities may have pre-existed in Type 1 Waters prior to the formation of the Council. The Council’s ultimate goal is to remove said structures and restore the areas involved to be free of all recreational boating facilities. Although recreational boating facilities are inconsistent with the Council’s goals for Type 1 Waters, in order to provide for the equitable transition and compliance with the Council’s goals pre- existing residential boating facilities may be permitted under the limited terms and conditions set forth in Sec- tion 300.4 of the RICRMP and in the Council’s Pre-existing Residential Boating Facilities Program. Appendix III: Codes An Alternative Student Center at Roger Williams University Coastal Resources Bristol, Rhode Island Evan Carroll 2006 Management Program Zoning A Students’ Realm 105 Bristol Zoning manner while protecting surrounding cultural, historic The following section will include information that is quoted and environmental resources. from the Bristol Code of Ordinances. 1 The Sections that would (7) Special zones. be relevant to the project are listed and within those sections Route 136 (Metacom Avenue) overlay zone: This some particularly pertinent pieces of information will be quoted. overlay zone is intended to provide for high quality de- Text in brackets will be notes that are not part of the quotation. velopment, mitigation of traffic impacts, protection of residential uses, and preservation of scenic resources Chapter 28: Zoning along Metacom Avenue by placing additional review Article I. In General criteria and design standards on development in this Sec. 28-3. Establishment of zoning districts area. (6) Educational-institutional zoning district: The educational- Sec. 28-4. Official zoning map. institutional zoning district shall be as follows: E-I Zone: Educational Institutional. This zone is intended for college/university facilities to be used in a planned 1 Town of Bristol, Rhode Island, Code of Ordinances: Supple- ment No. 17 (Bristol, 2005), chapter 28. Appendix III: Codes

An Alternative Student Center at Roger Williams University Bristol, Rhode Island Evan Carroll 2006 Bristol Zoning A Students’ Realm Article III. Permitted Uses 106 Sec. 28-82. Use Regulations. Article V. Supplementary Regulations Table A. Permitted Use Table [The following list of permit- Sec. 28-147. Antennae. [The New Center will need an antenna ted uses is for the Educational-Institutional Zone.] for the WQRI radio Station.] Gardening and Raising of Crops, Dormitory, Community Sec. 28-149. Earth removal; special use permit. [There will Residence, Medical Clinic, Day Care Facility with more not likely be earth removal, but it is possible.] than 6 persons, Church, Synagogue, Religious Educa- Sec. 28-152. Zoning modification permits. [A project at Roger tional Building, Monastery/Convent, Retirement Home, Williams University is likely to be looking for zoning Civic Convention center and assembly hall, Library, modification.] Museum (non-profit), Fire Station, K-12 school (with Special Permit), College University, Specialty School Article VIII. Off-Street Parking and Loading Regulations (with Special Permit), Wireless Telecommunications [The contents this article will not need to be followed for Antenna, Wireless Telecommunications Facility (with the site for The Center because The University owns the Special Permit), Book Store/Café, Pump Station, Sewage surrounding land. This article can still be used for guide- Treatment Plant (with Special Permit),Camp for boys or lines though.] Girls (with Special Permit), Bowling Alley (with Spe- Sec. 28-251. General requirements. cial Permit), Skating/rolling Rink (with Special Permit), Sec. 28-252. Parking; number of required spaces. Billiards Parlor (with Special Permit), Theater, Play- Sec. 28-253. Loading; number of required spaces. ground/Park, Open Space and a Non-profit Community or Education Center.

Article IV. Dimensional Regulations Sec. 28-112. Commercial and industrial zones. [The data ex- tracted from the table in this section is data for the Educa- tional-institutional zoning district.] Minimum Lot Area 80,000 sf Minimum Lot Width 150 ft Minimum Frontage 150 ft Maximum Lot Coverage by Structures 20% Maximum Lot Coverage by Structures and Pavement 40% Maximum Floor Area Ratio 0.6 Minimum Distance of Structure Residential Zone Boundary 50 ft Minimum Front Yard Setback 75 ft Minimum Side Yard Setback 50 ft Minimum Read Yard Setback 50 ft Maximum Height of Principle Structure 35 ft Appendix III: Codes An AlternativeMaximum Height Student of Center at Roger Williams Accessory UniversityStructure 35 ft Bristol, Rhode Island Evan Carroll 2006 Bristol Zoning A Students’ Realm Article IX. Land Development Projects and Special Zones 107 Division 4. Educational Institutional Zoning District (EI Zone) Division 1. Generally Sec. 28-351. Purpose. Sec. 28-285. Route 136 (Metacom Avenue) overlay. The purpose of the EI zone is to permit the continued vi- It is a goal of the town, as stated in the comprehensive plan, ability and expansion of higher education institutions in to promote high quality development along the corridor designated districts of the town in a planned manner, while of Route 136 (Metacom Avenue) that will minimize the protecting surrounding cultural, historic, and environmen- impact of increasing traffic flows, protect residential tal resources. It is hereby recognized that a higher educa- privacy and property values, and preserve scenic re- tion institution exists in the town. In order to recognize this sources. The overlay district is established to provide an existing development and to permit this institution to grow additional set of review criteria and design standards on and expand, an EI zone has previously been incorporated development projects to achieve this goal. into Table A--Permitted Use Table and Table C--Dimen- (1) Overlay zone boundaries. The overlay zone is as mapped sional Table. The standards and criteria for the EI zone are on the official zoning map. If more than 50 percent of hereby created and mapped on the official zoning map. a parcel of property is included in this overlay, then the (Amend. of 9-20-01, § 808.1) overlay shall apply to the entire parcel. Sec. 28-352. Permitted uses and dimensions. (3) Review process. The review process for any development (a) Use of property owned or leased by a higher education plan proposed in the overlay zone shall be as follows: institution (hereafter “institution”) and located in an EI c. Notwithstanding any provision of this subsection, all zone shall be governed by the provisions of this divi- entrance and exit driveways onto Route 136 (Metacom sion. Specific permitted principle uses are identified in Avenue), a state road, shall be in accordance with the re- Table A--Permitted Use Table. Accessory uses that are quirements of the state department of transportation and normally accessory and subordinate to such permitted shall require a physical alteration permit from the state uses are also permitted in the EI zone. department of transportation. (b) Specific dimensional requirements are identified in (4) Development design standards. All development projects Table C--Dimensional Table, for the EI zone, pro- located within the Route 136 (Metacom Avenue) overlay vided however that for the Campus of Roger Williams zone shall be reviewed in accordance with the following University, east of Metacom Avenue, the EI zone shall standards: be further divided into three subdistricts, based on 6. Setback. There shall be a maximum 50-foot setback from the permitted height. These districts shall be: EI-35 Route 136 which shall consist of a landscaped area and (35 foot maximum height), EI-48 (48 foot maximum sidewalk. height), EI-65 (65 foot maximum height). The location of such subdistricts shall be based on those certain Division 3. Soil Erosion/Storm Runoff Control “sectors” shown on that certain map entitled “Roger Sec. 28-331. Drainage requirements. Williams University Map, for Draft Institutional Master Plan, dated September 20 2001,” (the Roger Williams Draft Map) a copy which is in the custody of the town clerk and hereby incorporated by reference. Dimensional requirements are hereby declared to be an integral part of the nature of the educational institution use and therefore any variance sought from the zoning Appendix III: Codes An Alternative Student Center at board from dimensional requirements shall be deemed Roger Williams University to be a use variance. (Amend. of 9-20-01, § 808.2) Bristol, Rhode Island Evan Carroll 2006 Bristol Zoning A Students’ Realm 108 Sec. 28-353. Parking. Sec. 28-354. Institutional master plan requirement. Specific parking and loading requirements are identified in All higher education institutions shall file an institutional article VIII of this chapter. master plan with the planning board, which institutional (1) Off-street parking spaces required for institutional uses master plan shall be in compliance with the use and shall be located in the EI zone or immediately adjacent dimensional requirements of this division and the town’s thereto. comprehensive plan and which shall be approved by the (2) When an institution has a noncontiguous campus, park- planning board as a major land development project. ing may be supplied on one part of the campus to meet (1) Purpose. An institutional master plan is required the parking needs of the other noncontiguous part of the to promote the orderly growth and development of campus provided that a shuttle service is supplied by institutions while preserving neighborhood character, the institution to move students and staff between the and historic resources, and to insure that the plans are noncontiguous campuses. This provision is applicable consistent with the town’s comprehensive plan. The only if an institutional master plan, which includes a institutional master plan shall be a statement, in text, parking/shuttle plan, has been submitted and approved in maps, illustrations, or other media of communication accordance with the provisions of this chapter. that is designed to provide a basis for rational decision (3) Notwithstanding article VIII of this chapter, the planning making regarding the long term physical development board as part of its approval of the institutional master of the institution. The plan shall include an imple- plan may: mentation element which defines and schedules for a a. Allow sodium vapor lights to be used provided that such period of five years or more, the specific public actions lights are aimed and shaded so as not to cast glare or to be undertaken in order to achieve the goals and light onto neighboring properties. objectives of the plan. b. Allow the size of certain parking spaces to be reduced to not less than nine feet in width. c. Modify interior landscaping standards for parking lots, provided that in the EI 35 zone only, any reduced landscaping is replaced elsewhere on the campus in the EI 35 zone and so delineated on the institutional master plan. (4) The parking requirements, as to the number of parking spaces required pursuant to subsection 28-251(3) of this chapter, are hereby declared to be an integral part of the nature of the educational institution use and therefore any variance sought from the zoning board from parking requirements shall be deemed to be a use variance. (Amend. of 9-20-01, § 808.3) Appendix III: Codes

An Alternative Student Center at Roger Williams University Bristol, Rhode Island Evan Carroll 2006 Bristol Zoning A Students’ Realm 109 Rhode Island Building Codes

The building codes for Rhode Island are based on the International Building Code (IBC 1). The State of Rhode Island publishes a packet which is a list of amendments to the IBC.2 The following chapters will be the most useful ones for the level that this project will attain.

Chapter 3: Use and Occupancy Classiﬁcation Chapter 4: Special Detailed Requirements of Use and Occupancy Chapter 5: General Building Heights and Areas Chapter 6: Types of Construction Chapter 10: Means of Egress Chapter 11: Accessibility

Chapter 3: Use and Occupancy Classiﬁcation The new center, as planned in the current program could include any of the following occupancy clas- siﬁcations: A-1 Fixed seating assembly spaces (303) A-2 Assembly spaces for eating (303) A-3 More general assembly areas (303) B Business spaces (304) M Mercantile spaces (309) S Storage spaces (311)

Chapter 4: Special Detailed Requirements of Use and Occupancy The following special uses my be in the new center: Atriums (404) Motion Picture Projection Rooms (409) Stages and Platforms (410) 1 International Code Council, 2003 International Building Code, USA 2003. 2 State of Rhode Island, Rhode Island State Building Code: Regulation SBC-1-2004, July 1 2004. Appendix III: Codes

An Alternative Student Center at Roger Williams University Rhode Island Bristol, Rhode Island Evan Carroll 2006 Building Codes A Students’ Realm 110

Chapter 6: Types of Construction The new center will be of Type I or Type II construction. Appendix III: Codes

An Alternative Student Center at Roger Williams University Rhode Island Bristol, Rhode Island Evan Carroll 2006 Building Codes A Students’ Realm Bristol, Rhode Island Roger Williams University An Alternative Student Center at A Students’ Realm General BuildingHeightsand Areas Chapter 5: Evan Carroll 2006 Building Codes Rhode Island

Appendix III: Codes 111 112

Chapter 10: Means of Egress Appendix III: Codes

An Alternative Student Center at Roger Williams University Rhode Island Bristol, Rhode Island Evan Carroll 2006 Building Codes A Students’ Realm Chapter 10: Means of Egress (Continued) 113

Chapter 11: Accessibility Appendix III: Codes

An Alternative Student Center at Roger Williams University Rhode Island Bristol, Rhode Island Evan Carroll 2006 Building Codes A Students’ Realm