PROPOSED UNIVERSITY OF BATANGAS NASUGBU CAMPUS

Architectural Design 6

Ar. Joanne Cristabel S. Bernardino, UAP

FEBRUARY 09, 2024

Marc Gabriel F. Leynes

ARCH 3C / 2120820

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TABLE OF CONTENTS:
CHAPTER I: INTRODUCTION

a. Background………………………………………………p.3
b. Purpose……………………………………….…………p.4
c. Scope……………………………………………………p.5

CHAPTER II: REVIEW AND LITERATED LITERATURE

a. Innovative Design………………………………………………......p.6
b. Design Strategies and Guidelines………………………………...p.7-8
c. Design Principles……………………………………………………p.9-11
d. Design Approach……………………………………….……….…..p.12-13
e. Design Considerations………………………………….………….p.14-18

Chapter III: CASE STUDY

a) Local Case Studies…………………………………………..p.19-21

b) Foreign Case Studies………………………………………..p.22

Chapter IV: DATA PRESENTATION

a) Site Analysis…………………………………………………..p.23
b) SWOT Analysis……………………………………………….p.24-38

Chapter V. SPATIAL PROGRAMMING

a) Organizational Structure……………………………………..p.39
b) Space Definition and Identification………………………….p.42

Chapter VI: UTILITY SYSTEMS

a) Structural System…………………………………………....p.45
b) Electrical……………………………………………….……..p.46-47
c) Mechanical…………………………………………………....p.48
d) Plumbing……………………………………………………...p.49
e) Etc. …………………………………………………………...p. 50

Chapter VII: CONCLUSION AND RECOMMENDATION

a) Conclusion………………………………………………..p.51
b) Recommendation…………………………….…………..p.51

References…………………………………………………………p.52-54

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 CHAPTER I – INTRODUCTION

a. THE BACKGROUND OF THE STUDY

The University of Batangas (UB), the first private university in Batangas

Province. The university has four campuses in the Batangas Province. The Batangas
campus, which houses the Colleges, Highschool Department and Administrative
offices of the university is located in Hilltop, Batangas City while the pre-elementary
and elementary departments are in the Downtown campus along M.H. del Pilar Street,
beside the City Library near the Batangas Basilica. The university's Pallocan East
campus is the site of the Waldorf School International, and the newest addition is the
Lipa City Campus, which is located in Marawoy, Lipa City, Batangas.

Since the CHED is recognized by The University of Batangas as a Center of

Development for Electrical, Mechanical, and Teacher Education as well as a Center of
Excellence in Engineering in Electronics. University of Batangas' satellite branch,
which is situated in Nasugbu, Batangas, aims to provide students with a wide variety
of experiences, resources, and opportunities that exceed beyond standard classroom
instruction. Universities have the opportunity to provide excellent education by utilizing
skilled teachers, demanding courses, creative teaching methods, and modern
facilities. In order to enhance their education, students participate in research projects,
lectures, seminars, lab work, and practical training.

The University of Batangas in Nasugbu, Batangas, would be established

through this proposed project, which would help in promoting the development of
opportunities for employees, professors, professionals, students, and many other things.
In addition, because the other branch has an excellent perception of the University of
Batangas, it would attract applicants who are highly suitable for the courses and positions
in those professions.

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 b. THE PURPOSE OF THE STUDY

The purpose of the research was the feasibility of establishing the

proposed institution is investigated by looking at the infrastructure and resource
availability. This involves considering the accessibility of land, the necessary
infrastructure for technology (classrooms, labs, libraries, etc. The financial
resources for both building and continuing operations, and other factors. The study
reviews the range of academic specializations and programs that the proposed
university can provide. It takes into account things like faculty expertise,
accreditation criteria, job demand for graduates, and interaction with regional
economic development aspirations. To determine if building a new university is
required, it looks at things like employment demands, educational attainment
levels, population demographics, and the status of current educational institutions.
In general, colleges are essential in forming students' contributions to society,
professional resilience, personal growth, and intellectual advancement. Through a
wide range of educational programs and support services, universities enable
students to meet their academic objectives and seek rewarding careers after
graduation.

Establishing successful careers and enabling professional growth is the

mainly purpose of any university. They provide academic programs, career
services, internships, and vocational training that give students the skills, networks,
and experience they need to pursue fulfilling careers and accomplish their goals
as professionals. They also provide important opportunities for people in a variety
of ways, encouraging improvement in society, career development, and individual
growth.

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 c. THE SCOPE OF THE STUDY

In the planning, design, and development stages of a potential university,

architectural studies can be extremely significant to include in the scope of the study.
The process of choosing a location for the potential institution can benefit from an
understanding of architecture. In order determine possible locations, architects can
perform site evaluations that take into consideration factors including topography,
accessibility, environmental concerns, present facilities, and land use laws. In order to
figure out the functional requirements and space needs of various academic,
administrative, and support buildings inside the university campus, architectural
studies require construction program and space planning. Architects are working in
alongside administrative offices, academic departments, and other relevant parties to
establish related features and layouts for space.

The areas, elements, and factors that researchers, planners, and stakeholders
must take into account while considering the viability, feasibility, and potential effects
of establishing the university have all been included in the scope of a study for a
proposed university. Infrastructure and utilities planning are included in architectural
studies in order to fulfill the functional requirements of the proposed university campus.
Site utilities, parking systems, paths for walking, and landscape features are all
designed by architects to improve university residents' safety, convenience, and
accessibility.

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 CHAPTER II: REVIEW AND LITERATED LITERATURE

Review of Related Literature

The literature and studies cited in this chapter tackle the different concept,
understanding, and ideas, generalization or conclusions and different development related
to study of the enrollment from the past up to the present and which serves as the
researchers guide in developing the project. Those that were also included in this chapter
helps in familiarizing information that are relevant and similar to the present study.

Innovative Design

This study the development process of campus culture design and new media
technology through literature research, analyzed the design techniques of traditional
campus culture and the artistic characteristics of multimedia, cited it in the theoretical basis
of campus culture innovation design, and elaborated its research purpose and
significance. Through systematic study of new media application in the design of campus
culture, from the design theory and design principles, design strategy, design content,
through new media in the construction of campus diversity, art is changed, the
respect such as transmission efficiency into consideration, it is concluded that the
new media involved in design of campus culture and innovative theory basis. Final
design practice method, in order to finally have a system planning design of campus
culture, finally combined with the present development of the campus, field orientation,
the education idea, the development present situation characteristic and delve into
aspects such as teachers and students demand, summed up the new media culture value,
education value in design of campus culture and the development trend of the future.
According to the previous theory and case analysis, the design innovation practice is
carried out, and the new design expression is carried out on campus by combining the
new media elements. Then, through the investigation of the development trend of modern
campus culture design, the sketch is drawn, the design scheme is deepened, and the final
landing is made. Through the design of the campus culture under the multimedia
intervention innovative research, to improve the teaching quality, beautify the campus
environment, rich cultural connotation and effect, for the construction of campus culture,
cultivating innovative talents, promote the school connotation development, and promote
socialist core values, the road of construction of cultural power.

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 The higher education landscape is extremely competitive. Colleges and
universities do everything they can to attract the brightest students, and incoming
freshmen expect to be wooed. Today’s students desire innovative college building design
features throughout campus from enticing residence and dining halls to inspiring
classroom environments and dynamic recreation facilities. They demand tech-friendly
environments that will help them succeed academically, comfortable student study halls
and lounges filled with amenities, and, because these young adults are more eco-
conscious than ever, they want to know that their schools take sustainability seriously.
They want to live and learn in buildings with low carbon footprints. To attract these
students, college administrators must partner with an architectural firm that can deliver the
design features they demand.

Here are the top six college building design strategies that HMC Architects use when
planning modern and stimulating campus:

1. Focus on all-inclusive college building design

2. Attract students with impressive residence halls and student unions
3. Design for commuter students
4. Promote wellness on campus with active design
5. Create welcoming dining facilities
6. Prioritize sustainable and regenerative design strategies

School experience have salient effects not only on student’s education, but on
their future lives. A well-designed school campus is a key for the development, of any
human society. In fact, good social connectivity and growth during school age is
associated with educational success, a healthy lifestyle and an easy relation with the
world. Thus, the formal and informal spaces can play a major role in defining the social
development of a child. Social development is the process by which one learns to interact
with others. Hence the paper is based on studying the strategic process of creating a
pedagogical environment without losing the essence of recreational and interactive
environment. It would further present how such spaces can be highlighted that would
eventually inspire children to communicate. The study takes place in basic clusters that
being indoor environmental features and school green spaces/ outdoor spaces. The paper

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examines study findings through observation, perception of behavior and literature
reviews available on the relationship between interactive space in school campuses and
student’s social development. This research is limited to the primary and secondary school
campuses. The research aims to provide set of guidelines that can be implemented for an
apt type of space for effortless interaction between the students that can develop their
social skills. Finally, the goal of this research study will be to demonstrate how architecture
can become an important part of educating our children about social skills, setting them
to create a communicative environment.

Design Strategies and Guidelines

The University will maintain and enhance the Okanagan Campus as a beautiful
and memorable place with its own clear identity distinct from other campuses in the world.

The Campus Plan’s core design strategies are to:

• Improve the cohesiveness of the design of campus buildings and landscapes, by defining
building siting and massing, simplifying and specifying architectural and landscape
material palettes, and identifying standard campus furniture and lighting.

• Accentuate UBC Okanagan’s sense of place and natural Okanagan landscape beauty,
by drawing design inspiration from the campus setting, capturing celebrated views, and
designing strong indoor-outdoor relationships between buildings and their surroundings.

• Encourage a campus quality and stature befitting of a world-class campus, by

encouraging a high-level of design for all buildings and superior architectural standards at
major gateways, introducing high-quality improvements to the public realm, and
minimizing use of accessory buildings and discontinuing use of temporary structures.

• Showcase the expression of the academic cultures within buildings on the building
exteriors.

Based on these design strategies, this section presents guidelines that are relevant

across the campus for urban design, landscape, views, universal accessibility and

sustainability.

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Design Principles

Five principles for successful school design

Delivering a successful school project isn’t just about creating an aesthetically

pleasing space. To fully achieve excellence, an effective school project should inspire
learning, support the teaching model and provide spaces that function efficiently, whilst
making a truly positive addition to the school community.

Having worked with independent schools for more than 25 years, we have
developed a series of principles that underpin our approach to education design.

1. Good school design supports pedagogical change

Teaching and learning requirements are at the heart of a school design brief. As the
needs of learner’s change, a building’s design must respond to support these changes. In
the past, the majority of schools were designed based on a teacher orientated model,
resulting in cellular or box-like designs. However, in recent years, student-centered design
has grown in popularity, with more schools breaking away from traditional learning
environments in favor of spaces that are conducive to collaboration and project-based
learning. As education practices continue to evolve, flexible learning spaces need to be
designed so that they can keep pace with such changes.

Flexible design solutions should be an adequate size to accommodate a range of

different learning and groups and should be easily reconfigured to suit a variety of activities
and a diversity of teaching approaches. This may mean that parts of the room can be
separated off to support smaller group activities, or that fixed partitions and furniture are
kept to a minimum so that the space can be rearranged to support different activities and
address different student needs. Similarly, the most effective classrooms are dynamic
forums for interaction and exploration, and technology has a significant role to play in
enabling this. The use of mobile devices are being used more widely than ever, so
classroom design needs to support the latest in interactive learning. The 21st century
classroom should seamlessly incorporate the right audio-visual displays, extensive
electrical outlets, interactive whiteboards or built-in flexibility that allows a space to evolve
as technology advances.

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2. Good school design supports student wellbeing

Healthy emotional development in young people has been shown to be positively

associated with increased engagement and improved academic outcomes. Given that
wellbeing is significantly influenced by the environments in which we live and work,
ensuring that educational settings enhance students' quality of life has become
increasingly important. Key to creating a healthy learning environment is recognizing that
individuals learn in different ways. We work closely with education providers to create a
range of learning settings tailored to students’ needs. From independent study zones to
areas that accommodate group sessions, diversifying the range of spaces within schools
can help better manage the transition between learning stages, and give students more
confidence and control in how and where they learn.

Spaces that provide some separation from academic pressures are also important in
creating a healthy student body. This might include spaces for sports and fitness, facilities
where students can explore their creative talents or areas for students to relax and interact
socially with their peers. Creating learning environments that balance thermal comfort,
provide access to nature and daylight, and that offer sensory change and choice is also
important in supporting wellbeing practices. Biophilic design focuses on human's positive
relationship with the natural world and is intended to create an environment that provides
the same benefits as being in nature. Schools that incorporate elements of biophilic design
have experienced have significant benefits, including improved behavior and academic
outcomes, reduced stress, and increased focus. Incorporating biophilic design into the
classroom can range from introducing natural colors, materials and textures that mimic
the natural world to maximizing opportunities for natural light, connecting students with
views of the outdoors to improving natural air flow throughout the building.

3. Good school design offers a ‘home-away-from-home

The boarding population has changed in recent years. In comparison to the past,
when generations of the same family attended boarding school, today, many boarders are
among the first generation in their family to ‘live in’. In other cases, students may have
moved to the UK for their education while their family remains abroad. Alongside these
changes to the boarder demographic, parents expectations of student accommodation
have altered too. High-quality boarding that offers a level of comfort comparable to home
has become a key priority. We work with schools to develop living arrangements that meet

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parents’ expectations and that provide a welcoming environment for students. When
designing student accommodation, we carefully balance spaces where students can
exercise their independence and personalize their environment, with common areas and
facilities where they can socialize and build relationships with their fellow boarders

4. Good school design creates a sense of place

Successful school design should reflect the school’s ethos, support its long-term
ambitions, and help foster a sense of community among students, staff, and parents. We
work with schools to develop masterplans that analyze the school estate, identify how it is
used, its condition, how it benefits the school in terms of character, enjoyment and
prestige. Design can also help school strengthen relationships with the community by
providing valuable facilities that serve local needs. Flexible space configuration can
expand school use allowing meetings, lectures, community events or adult learning to take
place out of school hours. By providing access to the school and promoting engagement,
the school can become a space that the community can share and take pride in.

5. Good school design is future-proof

We understand that a new school building project is a considerable investment and

undertaking for clients, so we want to ensure that the designs we produce are robust, cost-
effective and able to serve their communities both now and in the future. At every stage of
the design process, we analyze what actions can be taken to improve cost and
environmental efficiency. This ranges from recommending construction methods that
provide cost savings to selecting high-quality, durable materials that reduce maintenance
and running costs in the long-term. We also identify design solutions that minimize carbon
emissions and maximize the benefits of solar gain, which helps reduce expenditure on
energy consumption and makes education spaces more functional and comfortable from
the outset.

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Design Approach

School building design is a key factor in creating a functional and effective learning
environment for students. A well-designed school building can improve student
performance, reduce distractions, and create a sense of community and belonging. On
the other hand, a poorly designed school can hinder learning and create a negative
atmosphere for students. The key aspect of school building design is ensuring that the
layout is functional and efficient. This includes placing classrooms, offices, and other
facilities in logical locations, as well as creating clear and easy-to-follow paths for students
and staff. The layout should also consider the needs of students with disabilities, ensuring
that they have access to all areas of the building. Another crucial factor in school building
design is the use of natural light and ventilation. Natural light has been shown to improve
student performance and well-being, so incorporating large windows and skylights into the
design can be beneficial. Ventilation is also important, as it helps to regulate the
temperature and air quality within the building. Technology is another important
consideration in modern school building design. Many schools are now incorporating
technology into the classroom, so it’s important to ensure that the building has the
necessary infrastructure to support this. This includes things like high-speed internet and
electrical outlets in every classroom.

Safety is another key aspect of school building design. This includes both physical
safety measures, such as fire exits and sprinkler systems, as well as security measures
to prevent unauthorised access to the building. Incorporating sustainability into school
building design is also becoming increasingly important. This can include things like using
energy-efficient materials and appliances and incorporating green spaces into the design.
Not only does this help to reduce the school’s carbon footprint, but it can also provide a
positive learning environment for students. Overall, designing a school building requires
careful consideration of a wide range of factors, from layout and natural light to technology
and sustainability. By taking all these things into account, schools can create an effective
and welcoming learning environment for their students.

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4 WAYS SCHOOLS ARE RETHINKING BUILDING DESIGN

1. Redesigning for school safety

- In response to an increase in school shootings and concerns about campus safety,
there’s heightened interest in better control of who is entering and leaving
campuses, several design experts said.

2. Making space for career and technical education

- It is a growing interest in high school career and technical education programs is
fueling not only space redesign but also innovative practices. These include
sponsorship and mentorship opportunities with local businesses to contribute
funding, experiences or equipment for classrooms.

3. Having flexibility for enrollment changes

- With states like California and Texas expanding access to preschool, districts are
looking for opportunities to find space within their existing walls for young learners
who need dedicated bathrooms and easy access to play areas.

4. Planning for sustainability

- As more extreme weather threatens schools and communities, district leaders in
certain parts of the country are interested in making their campuses flood and
hurricane resistant. High summer temperatures are also leading some campuses
to install resilient landscaping, Turnbaugh said.

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Design Considerations

Key considerations when designing a school

Designing a school is always a team exercise. This doesn’t just mean our
internal teams of architects and designers at IDP, it also means collaborating with
stakeholders within the school and the local authority. We are proud to have played
a role in successful school design projects in Coventry and the wider West
Midlands region, which has led to us building strong relationships with key partners
with an interest in creating practical but inspiring spaces that support the education
of students and the wellbeing of staff in a fresh learning environment. To achieve
this, we rigorously interrogate and respond to all elements of the brief at each
distinct stage of the design process. Architects and Landscape teams have worked
with a wide variety of education establishments, from primary and secondary to
schools for children with special needs, alongside experience of further education
and university environments. Our work covers improvements within existing
environments and designing from scratch. Whether it’s a new library, art block,
humanities, or science department, we apply the same rigorous three stage
approach.

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Understanding the needs of the school

- Gaining an understanding of the school requirements and any issues it

faces; and then marrying those with the planning requirements is crucial to every
architectural design. Schools have very particular requirements and our team is
experienced in working in close collaboration with the stakeholders. We
understand the positive outcomes that result from listening to advice and
uncovering the opportunities for improvement when we work with expert
individuals in the education setting. With this context, we ensure we comply with
all relevant building bulletin guidelines, Government guides for schools and
building regulations. Our architectural plans need to reflect the opportunities and
constraints of each school.

1. The school’s specialisms will have an impact on the design

2. The way the space is to be divided, for example, a school may want more general
classrooms, or they might require additional technology or science labs, or they
might need both.
3. Adjacencies are important so our designs must get the right spaces in the right
places and to maximise building design and use efficiencies. Key way finding is
also incredibly important.
4. What is the appropriate accessibility from indoor to outdoor spaces? We take
account of the daily practicalities in our school designs but we also keep fire safety
regulations and lockdown scenarios front of mind.
5. Good design is about access to natural light, understanding the micro-climate of
the site and orientating the building to the optimum position.
6. All stakeholders need consideration so our plans include staff accommodation,
admin blocks and welcome areas. It is vital that these are appealing as they play
a role in attracting staff and families to the school.

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Designing the indoor space

- State-of-the-art design isn’t always what a school or college needs for its
buildings and we keep this in mind during the design stage. We are also aware
that it is vital that the construction stage has as little impact as possible on the day
to day running of the school. Our team keeps up to date on research into the way
architecture in schools can affect the wellbeing of staff and students so we seek
innovative approaches to the design of learning spaces and other facilities and we
select the materials we use with care. We are fully conversant with the pressures
on school budgets and understand the need to keep per capita spend on running
costs to an affordable level. We aim to balance these important considerations and
provide schools with the following aspects in their designs
1. Natural ventilation where possible
2. Natural light
3. Zoning of space – this is particularly important as schools seek to increase income
by letting spaces out in evening or they are managing costs carefully by not heating
whole school
4. Efficient building management system (BMS)
5. Ongoing running cost – the M&E analysis helps school governors and other
stakeholders to understand the difference between capital costs and ongoing
running costs
6. Robustness of materials
7. IT infrastructure
8. Future proof the design – we try to give long-term adaptability, with short-term
flexibility. This affects the way we position walls, furniture and IT infrastructure in
the design
9. Indoor spaces should where possible have physical or visual connection to the
outside
10. Ensuring finishes are appropriate as this affects the atmosphere of a space but
practicality is crucial – finishes must be easy to clean, vibrant, appropriate for the
area.

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Accessibility for Education - our professional approach

- Every education setting has a legal requirement to provide equal access to

all students. Getting the access arrangements right at the planning stage ensures
this aspect of your building project is effective and cost efficient. The context of the
school makes a difference to the access our architects design for but the result
always has a positive impact on the lived experience of people within the school.

1. In every project, we consider the adjacencies & efficiencies of the floor layout. Our
designs will minimise distances and hiding places and we focus on creating open
space rather than corridors. The aim is to develop social spaces rather than setting
up opportunities for friction in smaller corridors. Our response to area guidelines
for these spaces also keeps in mind the net capacity as even a superb design will
fall down in the face of over-crowding.
2. Primary school children benefit from having direct access from outside to inside.
In Early Years Foundation Stage settings, it is a requirement for children to have
the opportunity to develop their learning in indoor and outdoor environments.
3. Accessibility arrangements include features like hand rails, colour coding and
using clear shapes to support visually impaired students. Getting the design of the
disabled loos right is also essential to accommodate different levels of need. The
architects at IDP all go above and beyond in our sensitive and detailed response
to these requirements.
4. Ramps and lifts will ensure accessibility for all areas.

Designing outdoor space for a school

- Our landscape architects have a deep understanding of the role outdoor space
has in shaping the learning environment of a school, college or university. We
balance the regulations and budget with creativity and flare to inspire stakeholders
whether they are outside making use of the space, or looking out from the inside.

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 1. Open space – this needs to meet the Building Bulletin Guidelines. We ensure we
understand what the school wants to get from their outdoor spaces and we keep
in mind the need for all year round pitches (for secondary), play areas, social
places.
2. Schools see outdoor pitches as marketing opportunity to families but also sports
facilities can be hired out to generate additional income.
3. Planning considerations will affect pitch lighting and rebound boards so it is
important to take account of this during the design stage.
4. Local community engagement is important, particularly if a school is increasing
student numbers. Families and neighbours will be concerned about there being
enough space for parking, drop and collection. They will also be worried about
additional traffic so our architects factor this into the design.
5. Overlooking is concern for schools. We recommend boundary treatments and
security elements to minimise the impact on viewing.
6. Safeguarding is a key concern for OFSTED so it is a priority for school leaders and
governors. Our plans take into account the access into and around the site,
controls on the gates and appropriate fencing.
7. Passive supervision – ensuring there are open spaces allows staff to see all
children.
8. Noise – this is important for schools and colleges near busy roads, airports etc.
The IDP team works with acoustic engineers to design in features to mitigate the
impact of noise on the learning environment.
9. Natural landscapes support wellbeing and encourage creativity and learning so we
design in natural spaces which can also support wildlife.
10. Cycle routes and pedestrian ways into school allow flexibility in travel and support
schools in nurturing pupils’ health.
11. We engage in clear conversations in schools so we can create a balance between
security and efficiency as students transition in and out of buildings.
12. Canopies and sheltered areas benefit people and nature. These can incorporate
seating areas and study areas to create mini forest school educational experiences
for pupils on site.

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 CHAPTER III: CASE STUDY

Local Case studies

University of the Philippines College of Architecture Library

The study of daylighting in tropical climates, particularly in the Philippines, appears

to be sorely lacking. Considering the rising cost of fuel and electricity, daylighting can help
in energy cost cutting. It is considered as a cost-efficient way of lighting design as it
enables a building to be free from full reliance on electric lighting. One building type that
requires huge lighting expense is the library. In particular, the University of the Philippines
has over 30 libraries. Most of them are not designed with daylighting as the primary source
of light. If these libraries were to rely on daylighting, significant saving in power costs can
be achieved. Based on this notion, the study looked at how effective daylighting design
can be applied in a library space by simulating daylight conditions using two (2) daylighting
elements that were „design-manipulated‟ to produce desired light levels. It aimed to
determine the validity of the two elements by applying variety of design set-ups. The best
set up producing the desired light levels for the specific tasks inside a library space was
identified and adopted in its actual design and construction. The study selected the
College of Architecture Library as the subject building for this experiment. The researchers
believed there was no better example to start with than this library because it was to be
re-constructed when this study proposal was taking shape. The original building was razed
by fire. Major re-planning of spaces and retrofitting were done to fit the requirements for
space of the UPCA when it moved in 2005 from the old Melchor Hall Building to the place
where it is now.

Gonzalez Hall, or the UP Main Library in the Diliman campus. Photo by Misael Bacani, UP
MPRO.

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 The University of the Philippines College of Architecture (UPCA) Library is located
at the northern part of the UPCA Building 2 (at the lower right side as shown on Figure 1).
Figure 2 illustrates the spatial layout of the library, with the yellow rectangle enclosure
emphasizing the area which was the focus of this daylighting study. It is divided between
the public area that includes the circulation, reading and the multi-media room areas; and
the private area, which includes the offices and the reserved section. Along the exterior
side of the building, sunshades were installed at five panels per bay. These were
constructed using 6.3mm thick fiber-cement boards anchored together using angular steel
bars. These sunshade devices serve not only as light dampers but also as main aesthetic
elements that characterize the design of the reconstructed building. The following
methodology description shows how the determination of the validity of the two design
elements was carried out. The determination of this validity was primarily hinged on finding
the most desirable light levels for the specific tasks in the library spaces that can be
obtained, and in doing so, various set-up manipulations of the daylighting elements were
explored.

The chosen section of study in the library is the circulation and reading area where
most of the visual activities are located. The daylight sources for this section are the main
windows (exterior side), the clerestory windows (interior side), and the skylight. The main
windows are specified to be of powder coated framed clear glass awning and fixed
windows that provide spaces for the installation of window type air-conditioned units
(ACU‟s). The clerestory windows are jalousie glass strips for additional lighting at the book
stacks area. The skylight has alternating louvers and fixed clear glass panels to let heat
escape through the opening above.

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Local Case studies

Ateneo de Manila University

The architectural layout of Ateneo de Manila University is a thoughtful synthesis of

modernist aesthetics, sustainable ideas, and cultural awareness. Embodying the
university's dedication to excellence, integrity, and social justice, its facilities and campus
environment provide dynamic settings for learning, creativity, and community building. The
campus's design places a strong emphasis on harmony with the surrounding nature, with
pathways that are safe for pedestrian traffic, rich flora, and planted courtyards. The
architecture of Ateneo includes sustainable design elements to reduce its negative effects
on the environment and to encourage energy efficiency. In order to minimize the need for
lighting and air conditioning, buildings are constructed to maximize natural light and
ventilation. The architectural design of Ateneo promotes a sense of intellectual desire,
social responsibility, and belonging among students, teachers, and staff, all of which
contribute to a lively campus community. The campus culture fosters cross-disciplinary
cooperation, cross-cultural interactions, and service-oriented projects, all of which are in
line with Ateneo's objective of social transformation and holistic education.

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Foreign Case studies

St Leonard’s College

The Inspiring Innovations Project at St Leonard’s College provides a supportive

atmosphere for student development and is designed to be in sympathy with existing
buildings on the site and the surrounding residential neighbourhood. St Leonards
College was a ‘design and construct’ project. It was a multi-stage project which
along with some Covid interruptions, required an organised and detail focused
approach to its coordination. In providing the floor and stair safety solution, a key
project highlight was the Vantt 5500 matting featured in the grand entryway. This
was entirely customised to create a striking aesthetic. The Classic team also
worked closely with the Adco team to provide custom curved stair nosings and
tactiles. This required the Classic team to create custom templates of each tread,
as well as custom fabricated tactile templates to ensure both the nosings and
tactiles followed the stair curves. Classic also conducted all of the LRV testing and
certification in both wet and dry conditions to all areas, ensuring compliance with
the AS1428.1 and AS1428.4 standards.

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 Chapter IV: DATA PRESENTATION

SWOT analysis

SWOT stands for Strengths, Weaknesses, Opportunities, and Threats, and so a

SWOT analysis is a technique for assessing these four aspects of your business. It is a
tool that can help you to analyze what your company does best now, and to devise a
successful strategy for the future. SWOT can also uncover areas of the business that are
holding you back, or that your competitors could exploit if you don't protect yourself.

A SWOT analysis examines both internal and external factors that is, what's going
on inside and outside your organization. So some of these factors will be within your
control and some will not. In either case, the wisest action you can take in response will
become clearer once you've discovered, recorded and analyzed as many factors as you
can. It also help you to challenge risky assumptions and to uncover dangerous blind spots
about your organization's performance. If you use it carefully and collaboratively, it can
deliver new insights on where your business currently is, and help you to develop exactly
the right strategy for any situation

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Site Analysis

An architectural site analysis is the process of examining a certain location's

physical, mental, and social qualities in order to design an architectural solution that
addresses and improves both its internal and exterior environment. It is focused on
researching and comprehending many settings of the project location, such as historical,
legal, geographical, climatic, and so on. The analysis's goal is to establish whether or not
the project is realistically possible.

The results of an architectural site analysis are often presented in the form of
diagrams or drawings. An accurate and thorough investigation of numerous aspects
impacting the site will aid in the resolution of multiple construction issues, including the
structure's design and layout, placement, and others. As a result, an architectural site
study is the critical first step in any building process.

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Generic list of what can be included in your site analysis:

1. Site area in square meters or another appropriate measurement

2. The location of the project
3. Climate/general weather of the area
4. Sun path
5. Neighborhood information that includes landmarks, highlights, residences etc.
6. Access points
7. Social and community information
8. Roads, alleyways, buses, trains, and other modes of transportation
9. Trees, slopes and natural characteristics of the site
10. Any future plans for the area
11. Windows or doors that should not be blocked
12. Building heights of the buildings in the vicinity of a project
13. Shadow analysis

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 Diagrams are the greatest method to show most of the data you've gathered. There
are several techniques to convey the site's qualities. Some like to incorporate as much
information as possible on a single diagram, while others will create a series of smaller
diagrams to highlight certain site circumstances or attributes. When choosing to place all
the data on a single design, it's crucial to ensure that the access point to the information
is clear and not overwhelming for the viewer. A single, comprehensive diagram
encompassing existing buildings and various site conditions can provide a more holistic
perspective compared to numerous discrete diagrams showcasing individual site
elements. It is also critical that the drawing's hierarchy is obvious use different pen
thicknesses to represent the different parts.

Data from your site visit can be represented as plans, elevations, and sections,
isometrics, or perspectives. Make sure to select the best solution for the data you're
attempting to explain. We want to make sure the diagram is basic and clear with the data
we're presenting visually bolder than the reference data. The focus should be on the
information you are expressing, such as a path across the property or the location of trees
on the site. If you decide to make a series of drawings, make sure that each site picture is
always the same orientation and, preferably, scale so that the reader can readily
comprehend the drawings.

A project's components should be kept in mind by architects as they are the best
method to express the idea of a structure. Understanding and familiarizing with the context
can help prepare for the start of the design process. Studying the site's historical context
and material circumstances will help establish a proposal for a project. Using an
architectural site analysis also aids in the schematic design or programming phases. A
properly conducted research of an area reflects the demands of the community where the
project is to be executed. Any architectural project's success may be effectively measured
by how well it serves the needs of the people who will be most affected by it.

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Objective Or Hard Data

Objective or hard data refers to the conditions that exist, regardless of human
interaction with the site. These things are objective because they are what they are and
they exist without us observing or experiencing them. Objective data includes:

01 | Location – The place or position that something is.

Geographic Location – Identify the site location, address, lot number or reference.

Site Survey – Obtain the site survey document and identify the significant information on
this document.

Aerial photographs and maps – Obtain historical and current photographs and maps of
the site, suburb and surrounds and identify the significant information on these documents.

Site Boundary – Identify the boundary locations and confirm it is clear and correct on the
physical site.

Dimensions – Determine the size, dimensions, angles, shape and proportion or radii of
the site.

02 | Legal – The legal status of the site including ownership, rights and access.

Site identification – Confirm the registered site address, lot number or legal reference.

Title and Ownership – Obtain the site title document, the legal owner or titleholder, and
the status of mortgages or multiple mortgages on the site.

Caveats – Caveats or legal actions pending on the site that prevents access, development
or construction.

Easements and rights of way – Identify any legal overlays that give another permission to
use the site or prevent the owner from accessing or building on any part of the site.

03 | Authorities – The regulations, restrictions and allowances on the site as set out by
federal, state and local authorities. (Check which level of government and which
departments govern development in your areas).

Zoning – Obtain zoning plans or documents. Determine the zoning of the site under local
authorities and the allowances and restrictions for development and building under this
zoning.

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Overlays (eg. heritage, environment, conservation, green belt etc.) – Obtain overlay plans
or documents. Determine any heritage, environmental or other overlays of the site and the
allowances and restrictions for development and building under these overlays.

Flood levels – Obtain flood records. Identify regular floods in the area (eg. 50-year/ 100-
year floods) and any water levels that need to be built above.

Protected animal or plant species – Identify any protected plant or animal species or Tree
Preservation Orders.

Other development controls – Obtain other development controls and local authorities
documents and identify development restrictions or requirements. (A visit to your local,
state or federal regulatory department/s will help answer this).

Development application requirements – The process of applying for development

approval and the requirements of your local authorities in terms of site analysis, meetings,
documentation, report, community consultation, timeframes, lodgement process etc.

04 | Utilities and infrastructure – The extent of above and below-ground infrastructure and
utilities access adjacent, around, through and on the site. Identify the different suppliers
and obtain their documents for the site and immediate surroundings.

Sewer – Underground and above-ground pipes, access, substations and connection point
location/s.

Water – Underground and above-ground pipes, access, substations and connection point
location/s.

Gas – Underground and above-ground pipes, access, substations and connection point
location/s.

Electricity – Underground and above-ground wires, cables, power poles, access,

substations and connection point location/s.

Communications (telephone and internet) – Underground and above-ground telephone

and internet wires, cables, power poles, access, substations and connection point
location/s.

Fire – Underground and above-ground pipes, hydrants, access and connection point
location/s.

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05 | Adjacent structures and conditions – The physical conditions surrounding all
boundaries of the site.

Land Uses – The different uses of adjacent sites, spaces and structures.

Adjacent natural conditions – Natural conditions on adjacent sides of the site. (See 07 for
criteria).

Adjacent artificial conditions – Artificial or human-made conditions on adjacent sides of the

site including private properties or public footpaths, entries or roadways. (See 08 for
criteria).

Distance – The distances of the adjacent sites, spaces and structures from the site.

Heights – The different heights of adjacent sites, spaces and structures.

Vernacular – The different vernacular, styles or characteristics of adjacent sites, spaces

and structures.

06 | Streetscapes, elevations and sections – A full representation of the existing vertical

conditions.

Streetscape panoramas of the site – Panoramic photographs to show the extent of the
site and adjacent conditions and communicate character, form and materials.

Street and site elevations – Elevation at the boundary and/ or centre of the street to show
levels, boundaries, allowed building envelope (from authorities), vegetations, and existing
structures as well as and adjacent conditions to include buildings and structure height and
distances.

Site sections – Cut showing levels, boundaries, vegetations, and existing structures as
well as and adjacent conditions to include buildings and structure height and distances.

07 | Natural physical conditions + features – The natural conditions, elements or features

existing on the site?

Typography – Obtain any existing surveys and confirm the accuracy of contours, levels
above sea level, gradients and slopes and existing terrain. Note that some of these may
be natural or artificial.

Vegetation – Identify the vegetation and different species on the site including trees,
shrubs, flowers and grasses and individual vegetation heights, canopy widths and root

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coverage. Identify the changes at different times of the year (eg. deciduous trees lose their
leaves in Winter while coniferous trees keep their leaves all year) and how the vegetation
affects the site microclimate (shade, temperature etc.) Obtain an Arborist Report as
required.

Geology, soil type and state – Obtain any geotechnical or soil reports. Identify the soil and
rock conditions on the site and how this may affect the type of structure or construction
across different areas of the site.

Animal Species – Any animal, bird or insect species of significance and the requirements
of and obligations to these species.

Natural Qualities and Characteristics – The natural materials, textures, colours and
patterns of the natural environment in and around the site.

Natural features or highlights – Natural elements of specific interest, relevance or

significance.

Items to retain, remove and improve – What needs to be retained, removed or improved
(See also 10 for Hazards and risks.)

08 | Artificial physical conditions – The artificial or human-made conditions, elements or

features existing on the site.

Buildings and structures – Existing buildings or structures on the site including the use,
heights, distances, materials and conditions.

Roads and kerbs – Roads and/or kerbs on, entering, or adjacent to the site and the
materials, levels, dimensions and conditions.

Footpaths – Footpaths on, entering, or adjacent to the site and the materials, levels,
dimensions and conditions.

Ground surfaces and materials – Different ground materials on, entering, or adjacent to
the site and the materials, steps, levels and changes, dimensions and conditions.

Street furniture – Street furniture on or adjacent to the site (ie. park benches, telephone
poles, fire hydrants, rubbish bins etc.) and the sizes, materials and conditions.

Materials, textures, colours and patterns – The materials, textures, colours and patterns
across the site and any themes or opportunities.

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Artificial features or highlights – Human-made elements of specific interest, relevance or
significance.

Items to retain, remove and improve – What needs to be retained, removed or improved
(See also 10 for Hazards and risks.)

09 | Climate – Climate includes the weather. Climate should be considered across each
of the 4 seasons, and at different times of the day.

Sun path, solar gain and shadows – A good sun study will show sun direction and resultant
shadows for at least 3 different times of the day (eg. 9am, 12pm and 3pm) at different
times of the year (eg. Summer solstice with the longest day and shortest night, Winter
Solstice with the shortest day and longest night, and the Equinox with equal day and night).

Precipitation – The high, low, median and average rain, snow, and humidity for 4 seasons
including rain, snow, hail and humidity.

Temperature – The seasonal changes in temperature including the high, low, median and
average temperature for each of the 4 seasons.

Wind – The wind direction and intensity for each of the 4 seasons, areas of exposure that
require shelter and elements that provide existing shelter from the wind. Use wind roses
to help assist.

10 | Hazards and risks – A hazard is a substance or situation which has the potential to
cause harm to health, life, the environment, property, or any other value. Risk is the
possibility of something bad happening.

Exposed services (electricity, telephone, sewage, water, gas) – Are there any wires, pipes,
open access panels or other services elements that could cause damage, trip or fall?

Machinery – Machinery in storage or operation on or nearby that someone could walk into,
or access?

Drainage – Where is the drainage point/s on and from the site? What is the path of water
across the site? Could this be dangerous in heavy rains or if there is a blockage of
drainage?

Natural events – Flooding, landslides, volcanoes, cyclones – What is the frequency of

natural events? What has the impact been on the site in the past?

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Derelict buildings – Are there abandoned buildings or structures that have dangerous,
loose materials or elements that could collapse, or cause someone to trip or fall?

Unfinished building works – Is there partly finished building works that could collapse, or
cause someone to trip or fall?

11 | Site history and significance – A summary of the past uses, conditions and significance
of the site.

Previous use/s – A brief (bullet point) history and previous uses of the site.

Contamination – A summary of manufacturing, industrial or other processes or operations

that could have or are contaminating the site.

Archaeological significance – Anything previously built on the site that could still be present
under the ground in some form. Known inhabitants on the site or local area that could
have inhabited the site or left any objects or remnants of historical significance on it.

Historical significance – Anything about the site, the past uses, the structures or the people
who used the site that is significant or needs to be preserved, recognised or considered
in the design.

Cultural significance – Anything significant about the site in terms of the ideas, customs
and social behaviour of a particular people or local group of society.

Demographic significance – The science that deals with populations and their structures,
statistically and theoretically to consider who are the people who live in the area, what are
their needs and how might this affect the project.

12 | Neighbourhood context – Consider previous uses of the site and how that could
impact the current condition.

Significant buildings, structures, spaces, landmarks – Significant buildings, structures,

spaces and landmarks in the local area. Include an annotated visual or photographic
representation to describe their significance.

Architectural style/s, character and qualities – Styles, character and qualities commonly
used in the architecture, buildings and structures in the local area. Include an annotated
visual or photographic representation.

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Common materials – Materials, colors and textures commonly used in the architecture,
buildings and structures in the local area. Include an annotated visual or photographic
representation.

Subjective Or Soft Data

Subjective or soft data refers to the conditions or situations that exist because of human
interaction with the site. These things are subjective because they change over time and
only exist because humans are there to create, interact with or experience these things.
Most of these are sensory and relate to what humans can see, hear, smell, taste and
touch and how a human experiences the site. Subjective Data includes:

13 | Access and movement – The different entry, exit and movement paths across the
site and their relationship or interaction with one another.

• People – External or adjacent footpaths and informal circulation paths and the
entry, exit and circulation paths for people or pedestrians in and around the site.
• Vehicles – Hierarchy of external and adjacent roads and the entry, exit and
circulation paths of vehicles including cars, trucks, bicycles, skateboards or
others in and around the site.
• Animals – Entry, exit and circulation paths and movement of animals.
• Public transport links – Locations of bus, train, taxi, tram, cycle and other
transport stops and routes.

14 | Views – The ability to see something or be seen from a particular place. This may
require longer walks and analysis in the surrounding areas.

• Views In – The views from adjacent buildings and spaces into the site as well as
longer views from vistas, surrounding buildings, hills or high points. Consider
different heights in the environment and where views might occur and test them.
• Views Out – The existing or potential short views from the site to the adjacent
environment as well as long views into the wider surrounds. Consider different
heights.

15 | Privacy – The ability to seclude people, information or activities from the views or
awareness of others.

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 • Privacy In – Elements within the site that needs to be hidden or concealed from
external views into the site, hearing, people or overlooking. Internal elements that
provide privacy.
• Privacy out – Elements outside the site that need to be hidden or concealed from
views out of the site, hearing, people or overlooking. This could include unsightly
structures on an adjacent site. External elements that provide privacy.

16 | Security, protection and safety – The degree of protection of individuals or property

from harm, danger or risk. (See also 10 | Hazards and risks).

• Security, protection and safety in – Internal conditions that pose a security risk.
The people, property, activities and other elements of the site and project that
need protection from external people, property or conditions.
• Security, protection and safety out – External conditions that pose a security risk.
The people, property, activities and other external elements of the site and
project that need protection from the internal people, property or conditions.

17 | Sound and noise – The sounds and noises created by the adjacent conditions, the
existing site and the proposed development.

• Noise In – Where noise is produced from outside the site, how this changes with
the wind and where internal protection needs to occur.
• Noise Out – Where noise will be produced by the site, how this may change with
the wind and where external protection needs to occur.

18 | Smells – The smells and odours created by the adjacent conditions, the existing site
and the proposed development.

• Smells In – Smells coming from outside the site, how this changes with the wind
and where internal protection needs to occur.
• Smells Out – Smells that will be produced by the site, how this changes with the
wind and where external protection needs to occur.

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Campus Space, Facilities, and Services

Data Sources:

The data used for the Campus Space, Facilities, and Services section of this book come
from multiple data sources, as listed below:

Campus Map: Campus Design and Facility Development

Campus Recycling: Facilities Management Services

Clery Act Report: University Police/Campus Security

Computing Services Statistics: Computing Services, Planning and Project Management

Office

Facilities Operations: Facilities Management Services Operations

Housing Capacity: Housing Services

LEED Certification: Campus Design and Facility Development

Parking: Parking and Transportation Services

Square Footage: Property Accounting Services Department Master University Space

Database

Utility Usage: University Engineer, Facilities Management Services

Definitions - Use Categories:

Classroom Facilities: General purpose classrooms, lecture halls, recitation rooms,

seminar rooms, and other rooms used primarily for scheduled non-laboratory instruction.

General Use Facilities: Comprise a campus general service or functional support system
(assembly, exhibition, dining, relaxation, merchandising, recreation, general meetings,
and day care).

Laboratory Facilities: Rooms characterized by special purpose equipment or a specific

configuration that ties instructional or research activities to a particular discipline or a
closely related group of disciplines.

Office Facilities: Offices and conference rooms specifically assigned to each of the
various academic, administrative, and service functions.

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Other: Includes health care facilities (rooms used to provide patient care that is located in
separately organized health care facilities), unclassified areas (assignable areas that are
inactive or unassigned; in the process of being altered, renovated, or converted), and non-
assignable areas (areas of a building that are used to support the overall activities in that
building - e.g., elevators, stairs, custodial closets, circulation, and mechanical areas).

Residential Facilities: Housing facilities for students, faculty, staff, and outside visitors to
campus.

Leased: All facilities that the university leases.

Special Use Facilities: Rooms that are sufficiently specialized in their primary activity or
function to merit a unique room code. Areas and rooms for military training, athletic activity,
media production, clinical activities (outside of separately organized health care
facilities),demonstration, agricultural field activities, and animal and plant shelters are
included here.

Study Facilities: Study rooms, open stack reading rooms, and library processing rooms.

Support Facilities: These rooms provide centralized space for auxiliary support systems,
which help keep all institutional programs and activities operational. Included in these
areas are computer-based processing and telecommunications, shop services, general
storage and supply, vehicle storage, central services (e.g. printing and duplicating, mail,
shipping and receiving, environmental testing or monitoring, laundry, or food supplies),
and hazardous materials areas.

Definitions - A21 Utilization:

Auxiliary Services: The auxiliary function is to be used in connection with all expense
transactions under the university as auxiliary organizations. An auxiliary is defined as a
self-supporting operating unit whose primary purpose is to provide goods, services, or
groups of services in support of the university's education and research mission. These
units are responsible for recovering both the direct and indirect costs associated with their
operations through established pricing practices.

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Departmental Administration: Expenses that have been incurred for administrative and
supporting services that benefit common or joint departmental activities or objectives in
academic units, dean's offices, academic departments and divisions, and organized
research units.

General Administration: Expenses incurred for the central administrative offices of the
President, Legal Counsel, Accounting, Payroll, etc. and other expenses of a general
character which do not relate solely to any major function of the institution but effect the
total institution (e.g., various general institutional accounts: audit fees, legal fees, etc.)

Instruction and Department Research: The teaching and training activities of an

institution, whether they are offered for credits towards a degree or on a non-credit basis;
whether they are offered through regular academic departments or separate divisions,
such as summer school or an extension division. It also includes departmental research
internally funded by restricted gifts, and university or departmental funds, if not separately
budgeted and accounted for, sponsored research training grants are also considered to
be instruction.

Library: Expenses that have been incurred in the operation of the library, including the
cost of books and library materials purchased for the library. These expenses include the
salaries and fringe benefits associated with the library.

Non-Assignable: Included should be space subdivisions (BOMA) of the three non-

assignable room use categories (building service, circulation and mechanical) that are
used to support the building's general operation.

Operations and Maintenance of Plant: Expenses that have been incurred by a central
service organization or at the departmental level for the administration, supervision,
operation, maintenance, preservation, and protection of the institution's physical
plant/facilities.

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Organized Research: Space used in conducting research and development activities
FUNDED BY THIRD PARTIES, including activity supported by university cost sharing
specifically identified to those contracts and grants. Sponsored research excludes
community service programs, seminars, symposiums, etc., which are considered Other
Sponsored Projects.

Other Institutional Activity: All activities within the institution except OR, IDR, or OSP.
This type of space typically includes auxiliary services, development and university
relations, and their associated storage and support. This category covers departments
that do not support the instructional and research mission of the university and housing.

Other Sponsored Projects: Space used in conducting activities that are SPONSORED
BY THIRD PARTIES (either Federal or non-Federal) including contract for service
activities, community service programs, seminars, symposiums and conferences, etc.
funded by third parties.

Outside Agencies: Those activities that are controlled or operated by outside agencies
but are housed or otherwise supported by the institution.

Sponsored Projects Administration: Includes the costs of organizations established

primarily to administer sponsored projects. This item would include the Office of
Sponsored Research, Cost Analysis Department, Sponsored Projects Accounting, and
some of the functions of the Provost's Office.

Student Services: Expenses that have been incurred for the administration of student
affairs and for services to students.

Unassigned: Space, which is in the planning stage, and has been taken off line or is being
saved as surge space and is usually associated with University Planning as University
Controlled Space.

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 CHAPTER V. SPATIAL PROGRAMMING

Organizational Structure

- Organizational structure is the framework that defines how colleges and

universities operate. It outlines the relationships and interactions between
governing boards, departments, faculty, students, and external organizations.
- Organizational chart typically involves visualizing the structure of an organization,
including its departments, positions, and reporting relationships. Organizational
chart graphically represents an organization's structure, highlighting the different
jobs, departments, and responsibilities that connect the company's employees to
each other and to the management team.

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 Space definition and identification:

Space (in the current context of architecture) is ironically the open area, the volume,
between the structural elements. A negative between the positive solids. What is seen
visually is not the space itself, but the defined boundaries. The walls, ceilings, floors,
shadows beams of light, textures of the fabrics. These all define the boundaries rather
than the space. Movement through a space, and socio-cultural concepts are discussed by
R. Suvanajata (in her doctoral thesis Relations in architectural space: designs and effects
in space of the traditional Thai houses and temples, 2001) as the two primary means of
experiencing space. But at a more fundamental level space is and can be experienced at
a sensory level.

When asking about the experiences people have from being in architecture, they
usually describe spaces according to their movement (R.Suvanajata, 2001, p.47). The
nature or function of the space frequently dictates the nature of the movement. A long,
narrow corridor will facilitate passage through but limited encouragement to linger whereas
a large hall offers much more variation in movement or stasis. Movement from one space
to another can equally affect experience – movement from a small space to a large space
can inspire sensations or awe or freedom while movement from a large to a small space
could be either comforting or threatening.

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Classroom Facilities

- Conducive for learning and class discussions, the UPSS classrooms, where
lecture-type of classes are held, can be found at the third floor of the building.

Laboratory Facilities

The Computer Laboratory is where the students attend their classes involving
programming and software. Here, they carry out the analyses using software.
Sometimes, these laboratories are also being used to conduct training programs as part
of the extension services of the School.
Library

- Containing a wide collection of informative and helpful books, the Library can be
found on the second floor of the UP School of Statistics. More than the book
services, the Library offers other helpful services through their Internet/Electronic
Resources Station, Charging Station, Leisure Section, Reading Corner, etc.

Auditorium

- It caters to many different events, campaigns, university and college meetings, and
other activities of the University, the School, the offices, the student organizations,
and a lot more.

Lecture Halls
- The Lecture Halls are multipurpose activity areas where activities such as talks,
orientations, meetings, and so on are being held. The school maintain two lecture
halls, one in each 1st and 2nd floor
Conference Room
The Conference Room is where various meetings or discussions are held by people
both inside and outside the School.
Office Facilities
- General office facilities are individual, multi-person, or workstation space
specifically assigned to academic, administrative, and service functions of a
college or university. Included in this category are offices for academic,
administrative, staff, secretarial, clerical, or student assistant offices, etc.
Faculty Office
- A room assigned as an office for use by one or more persons with academic rank
of instructor or above, including visiting professors. Department chairpersons are
also included.

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Lobby
- The school lobby hosts numerous activities such as exhibit openings, displays,
homecomings, class activities, student recruitment activities, and many more.
Cafeteria/Canteen
This serves meals, snacks, beverages, and treats from breakfast time until an early
dinner.
Veranda
- Mainly as a venue for a breather or relaxation, this part of the building where a
mini garden area can also be found.
Faculty & Alumni Lounge
- The Faculty & Alumni Lounge is a room which contains an area for leisure,
meeting, or discussion. This is open for the faculty members where they can hold
their small meetings, and for visiting alumni where they can stay while on their
visit. The UP School of Statistics Alumni Association (UPSSAA) usually holds
their meetings and planning here. This lounge can be found near the Library at
the 2nd floor.
Wellness Room
- This Wellness Room is an active room dedicated towards the promotion of
overall wellness for the faculty and staff of the school. It contains gym equipment,
workout materials, and many more.
Open-Stack Study Room
- A combination study rooms and stack, generally without physical boundaries
between the stack and study areas.
Special Use Facilities
- This category includes several rooms use categories that are sufficiently
specialized in their primary activity or function to merit a unique room code. Areas
and rooms for military training, athletic activity, 16 October 15, 2017 Space Use
Class Definitions media production, clinical activities (outside of separately
organized health care facilities), demonstration, agricultural field activities, and
animal and plant shelters are included here. Although many of these special use
facilities provide service to other areas, their special use or configuration dictates
that these areas not be coded as service rooms.
Exhibition
- A room or area used for exhibition of materials, works of art, artifacts, etc., and
intended for general use by faculty, students, staff, and the public.
- exhibition, dining, relaxation, merchandising, recreation, general meetings and
day care) for the institutional and participant community populations.

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 CHAPTER VI: UTILITY SYSTEMS

UTILITY SYSTEMS

Utility systems are an essential component of a functional group of facilities in a

campus environment. Often hidden and invisible, they are also the most overlooked,
forgotten and neglected systems in a campus environment. These utility systems typically
comprise of electrical, water, gas, centralized heating and cooling systems, sewer system,
storm drain and telecommunications systems and are sized to meet the demands of the
group of facilities existing in a campus environment. Addition of new buildings on campus
(usually dictated by academic and facilities master plans) are often planned and budgeted
without considering the impact of these buildings on the current utility systems. In some
cases, the budget fails to include either extension or upgrade of these utility systems to
serve the proposed facilities.

Utility systems master planning is thus an essential effort and an important step
towards creating an effective and useful planning tool in guiding a campus in not only
expanding and maintaining these utility systems to support existing facilities but also
support future facilities planned at the campus. Without a good utility master plan, utility
expansion may not be sized properly for the added facility; utilities may be added and/or
installed without proper isolation valves and tees, manholes, or junction boxes located
where future connections may be required and utilities may be sized for only one particular
facility without considering the need to serve future facilities planned in the area that might
necessitate a larger size. Utility mains may even be routed through a future proposed
facility site, which will require relocation when the future building is constructed. This not
only results in extreme waste of campus resources and costs more to not only duplicate
pipe runs or relocate mains, but also disrupts campus operation and sometimes takes
buildings out of service for an extended period of time. Another primary reason utility
master planning is required is the need to anticipate the demands on the utility system so
that the required services are available when a new building comes online. Usually the
utility system capacity increase and utility services expansions do not occur in conjunction
with the construction of a new building. The master plan document determines the

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magnitude of the needed utility expansion, when the expansion must occur, and the
budget required for the expansion. An effective utility master plan should address (1) the
existing condition, capacity, deficiency, redundancy, flexibility, routing and age of existing
utility systems; (2) analysis of existing systems to identify capacities and upgrades to
support existing and future facilities at the campus; (3) identifying cost effective options to
modify/upgrade existing systems to support the needs of the current and future facilities
at the campus; (4) identifying phasing of these upgrades and modifications to not burden
the campus with the total upfront costs of supporting future facilities that are typically
spread over a ten or a twenty year period, (5) Recommendations to modify/upgrade these
utility systems over the master plan period to support current and future facilities planned
at the campus (6) specifications for proposed expansion of these utility systems to
maintain consistency and standardization of materials and systems and (7) associated
phased costs for each of the improvements. An effective master plan thus helps a campus
to not only plan and phase their utility systems upgrades, expansions and modifications
to serve planned facilities at the campus but also help a) in siting the planned future
facilities correctly resulting in reduced capital costs, b) prevent campus disruptions, and
c) maintain consistency and standardization of these systems resulting in reduced
maintenance costs.

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STRUCTURAL SYSTEM

- The framework and support system that guarantees the stability, strength, and
reliability of the buildings and facilities on campus is also referred as the structural
system in schools. Universities' structural systems have to be built in accordance
with building codes and safety regulations, as well as to handle a range of loads,
functions, and designs.
1. Reinforce concrete
- Universities often use reinforced concrete frames as a structural system because
of their strength, flexibility, and durability. Concrete frames are made up of
connected reinforced concrete beams and columns that together provide a strong
structural framework.
2. Masonry construction
- is the process of building load-bearing walls and partitions out of blocks made of
concrete, stone, or brick.
3. Precast concrete
- Precast concrete systems include the off-site, controlled factory manufacture of
structural parts like beams, columns, and panels. After that, prefabricated parts are
delivered to the construction site and put together to form the building's structure.
4. Structural frameworks
- or support systems, are essential components of buildings and structures that
provide stability, load-bearing capacity, and resistance to various forces and loads.
These frameworks form the underlying structure upon which the rest of the building
is constructed
5. Structural support
- They help prevent buildings and structures from swaying, buckling, or collapsing
under various forces, including wind, seismic activity, and live loads.

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ELECTRICAL

Electrical systems used in schools are designed to provide a safe and reliable power
supply to support various activities and functions within the school premises. These
systems typically consist of several components and subsystems working together to
distribute electricity efficiently.

1. Power supply. Schools are typically connected to the local electrical grid, which
provides the primary source of power. The power supply is delivered through
transformers, which step down the voltage to a suitable level for distribution within
the school.
2. Main distribution panel: The main distribution panel, also known as the
switchboard, receives power from the transformer and distributes it to various
areas within the school. It contains circuit breakers or fuses to protect against
overloads and short circuits.
3. Sub-distribution panels. These panels are located throughout the school building
and receive power from the main distribution panel. Sub-distribution panels further
divide the electrical load and distribute power to specific areas or zones, such as
classrooms, laboratories, administrative offices, gymnasiums, and auditoriums.
4. Lighting systems. Schools have extensive lighting systems to provide adequate
illumination in classrooms, corridors, libraries, and other areas. These systems
include light fixtures, switches, and sometimes dimmers to control lighting levels.
5. Branch Circuits and Outlets. The NEC provides guidance toward the number and
placement of electrical outlets and branch circuits in various areas of the school,
including classrooms, offices, hallways, and specialty spaces. The installer will
need to determine outlet spacing, outlet types, and required circuits to
accommodate the anticipated electrical loads and usage within each area. Power
outlets are installed in classrooms, computer labs, staff rooms, and other areas to
provide electrical connections for devices such as computers, projectors, printers,
and other electrical equipment.
6. Heating, ventilation, and air conditioning (HVAC) systems. Schools often have
HVAC systems to regulate indoor temperature and maintain a comfortable
environment. These systems include electrical components such as air
conditioners, heaters, fans, and control panels.

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 7. Emergency power supply. Schools and other training institutions are required to
have emergency electrical systems in place to ensure the safety of students,
teachers, and staff during power outages or emergencies. The NEC provides
guidelines for emergency lighting, exit signs, standby power sources, and transfer
switches. In the event of a power outage, schools may have backup power
systems, such as generators or uninterruptible power supply (UPS) units, to
provide temporary power for critical functions like emergency lighting, fire alarms,
security systems, and essential equipment.
8. Safety systems. Schools have various safety systems, including fire alarm
systems, smoke detectors, and emergency lighting. These systems are designed
to ensure the safety of students, staff, and visitors in case of emergencies.
9. Data and communication infrastructure. Schools rely on electrical systems to
support their data and communication needs. This includes wiring for network
connections, telecommunications equipment, intercom systems, and public
address (PA) systems.
10. Specialized Spaces. Elementary schools may have specialized spaces that
require specific electrical considerations, such as computer labs, science labs,
gymnasiums, and kitchens. The NEC provides requirements for electrical
installations in these spaces, including electrical equipment, wiring methods, and
safety measures.

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MECHANICAL

- In order to provide spaces inside that are efficient, comfortable, and healthy for
learning as well as productivity, schools need to have mechanical systems in place.
These systems include, but are not limited to, fire safety, plumbing, HVAC, and
heating and ventilation systems.
1. Air Conditioning Systems
- Indoor temperature and humidity are controlled by air conditioning systems,
particularly in hot and muggy conditions.
2. Ventilation Systems
- Maintains indoor air quality, ventilation systems remove stale indoor air and bring
in fresh outside air.
3. Fire Protection Systems
- Having appropriate and operational fire protection systems is a critical component
of school and university fire safety. These systems should be inspected and tested
at least once a year in accordance with fire codes to ensure that they are in good
repair and working as intended.
4. HVAC
- HVAC systems help filter and purify indoor air, removing pollutants, dust, allergens,
and harmful particles. Proper ventilation ensures a continuous flow of fresh air,
reducing the risk of respiratory issues and enhancing overall health.

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PLUMBING

- system of pipes and fixtures installed in a building for the distribution and use of
potable (drinkable) water and the removal of waterborne wastes. It is usually
distinguished from water and sewage systems that serve a group of buildings or a
city.
- Schools require plumbing utilities in order to safely dispose of sewage and
wastewater, as well as to provide clean water for cooking, drinking, handwashing,
and sanitation.
1. Water distribution system
- is a part of water supply network with components that carry potable water from a
centralized treatment plant or wells to consumers to satisfy residential,
commercial, industrial and fire fighting requirements.
2. Plumbing Fixtures
- sinks, toilets, faucets, urinals, bidets, and drinking fountains.
3. Sanitary Drainage System
- play a critical role in maintaining public health by removing wastewater, sewage,
and other forms of liquid waste. They prevent the accumulation of stagnant water,
which can become a breeding ground for disease-carrying mosquitoes and other
pests.
4. Drinking water resources
- water that is suitable for human consumption (i.e., water that can be used for
drinking or cooking). The term implies that the water is drinkable as well as safe.

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LANDSCAPING

- Landscaping plays a crucial role in enhancing the learning experience for students
in public schools. A well-designed and well-maintained landscape can have a
positive impact on students' cognitive development, emotional well-being, and
overall academic performance. One of the most significant benefits of landscaping
in a school setting is its impact on cognitive development. Studies have shown that
exposure to nature and green spaces can improve attention span and cognitive
functioning in children. This is because nature provides a restorative environment
that allows the mind to relax and focus, leading to better learning and academic
performance. A school landscape that incorporates trees, grass, and other forms
of vegetation can help to create a more conducive learning environment for
students.

AUXILIARY SYSTEMS

- Security systems play a role in avoiding illegal access, intruders, and security risks
from harming students, teachers, staff, and school property.
Surveillance cameras, perimeter barriers panic buttons, access control systems,
and intrusion detection alarms are a few examples of security systems.
On school campuses, security issues may be monitored and managed with the
help of security staff and processes. Systems for life safety and fire alarms are
made to recognize and inform residents of the existence of fire, smoke, or other
problems. Smoke and heat detectors, fire alarm control panels, and audible and
visual alert devices are all part of fire alarm systems.To help people in a safe
evacuation during an emergency, life safety systems may also include exit signs,
fire extinguishers, emergency lights, fire sprinkler systems, and fire doors.

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 Chapter VII: CONCLUSION AND RECOMMENDATION

Conclusion

In conclusion to the proposed University of Batangas Nasugbu, Campus it

represents a significant opportunity to create a modern, safe, and conducive learning

environment for students, faculty, and staff. A foundation for academic success, creativity,
and involvement in the community can be established by the new school building, which
may also satisfy current demands of education. The proposed university is a setting
allocated for teaching and learning, it is an essential element that must be addressed in
designing educational facilities in order to ensure effectiveness and improve the learning
experience for students, as a successful architectural design will possibly improve the
experience and well-being of users. Therefore, I can say that this action will be highly
beneficial to everyone, especially to students who had a difficult time finding courses, since
this branch of UB would welcome possibilities that we may take use of to benefit
generations to come.

Recommendations

Some recommendations seem obvious but, unfortunately, they are often necessary
reminders on how to meet standards that should be matter of course in all school
construction. These requirements are:

1. Adequate space for the number of students enrolled

2. Environmental conditions that are safe and appropriate for learning (protection
from weather, temperature regulation, ventilation, natural lighting, minimal air
pollution from external and internal sources like emissions from building materials,
pleasant acoustics, ergonomic furniture and technological equipment for
instruction)
3. Facilities and equipment that are now considered essential parts of proper
educational environments (science and special project rooms, a library, a cafeteria,
exercise and sports facilities, playgrounds, exhibit areas, and recycling facilities)
4. Use of durable, easily maintained building materials
5. Integration of residential parts of the communities with the schools served • Easy
access and operation of all areas by users with various disabilities and
developmental levels
6. Observation of regulations on safe construction and operation.

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