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Barton, Eliza; Baty, Jill; Elrod, Anne; et al.
Centro de educacin creativa-2007 Propuestas de diseo de construccin--Materiales de apoyo--Texto.
Center for creative education-2007 Buildout design proposals--Supporting materials--Text
School buildings--Design and construction
t Presentacin textual que acompaa el plan de construccin del centro de educacin creativa 2007.
Version 1 Updated July 9, 2003 1 Centro de Educacin Creativa 2007 Buildout Design Proposals Sustainable Futures 2003 Monteverde Institute Project Team Faculty members: Dennis A. Andrejko AIA, Stacy A. H arwood PhD, Nat Scrimshaw, Executive Director MVI Student members: Eliza Barton, Jill Baty, Anne Elro d, Ryan Fitzsimmons, Christopher Grahmm, Laura Hernandez
Version 1 Updated July 9, 2003 2 Centro de Educacin Creativa 2007 Buildout Design Proposals Sustainable Futures 2003 Monteverde Institute Project Team Faculty members: Dennis A. Andrejko AIA, Stacy A. H arwood PhD, Nat Scrimshaw, Executive Director MVI Student members: Eliza Barton, Jill Baty, Anne Elro d, Ryan Fitzsimmons, Christopher Grahmm, Laura Hernand ez
Version 1 Updated July 9, 2003 3 TABLE OF CONTENTS 1. Introduction 1.1 Mission statement 1.2 Goals and objectives 2. Precedent studies 2.1 Cowick First School 2.2 Third Creek Elementary School 2.3 Newport Coast Elementary School 2.4 John T. Lyle Center for Regenerative Studies 3. Existing conditions and site analysis 3.1 Slope and drainage 3.2 Sun, wind, and temperature 3.3 Views 4. Program 4.1 Site and landscape requirements 4.2 Building requirements 5. Proposals and building design 5.1 Proposed scheme a 5.2 Building designs for scheme a 5.3 Proposed scheme b 6. Summary and conclusions 6.1 Summary 6.2 Critical reflection 6.3 Next steps 7. Appendix 7.1-7.12 Figures 7.13 References
Version 1 Updated July 9, 2003 4 1. Introduction The Centro de Educacin Creativa (CEC) is a school that serves students in grades prekindergarten through eleven. It is located in the M onteverde Zone of Costa Rica. The school is unique in that it is bilingual with class es in both English and Spanish and has a strong emphasis on teaching environmental awareness to the students. The school was started in 1991 by local parents and has since grow n to include a student and staff population of approximately 170. The CEC has projec ted a student-staff population of 219 by 2007 and does not currently have the facilit ies to support this growth. The CEC has asked the Monteverde InstituteÂ’s Sustai nable Futures program to aid them in planning their future spatial needs. We have tri ed to keep the CECÂ’s needs and desires in mind while using principles of sustainable devel opment and design. We have written a program that reflects this intention and our final recommendations were shaped by the priorities set forth in the information supplied to us by the CEC. 1.1 Mission statement The two site plans we have designed will give the C EC a clear objective as it adds additional facilities to its campus. The design ele ments will incorporate sound and sustainable design and will follow the CECÂ’s princi ples. The CEC has defined principles that all designs fo r their campus should follow: Inspire and enhance student learning Be environmentally friendly Be beautiful and safe Promote a feeling of school community Enhance staff enthusiasm and productivity Be built to last and minimize construction impacts 1.2 Goals and objectives Goal 1Restore existing building facilities and si te new buildings Objectives: 1. Reuse some of the existing building foundations 2. Design buildings that have a feeling of indoor/outd oor integration 3. Use the natural contours of land and design with vi ews in mind 4. Provide better ventilation, lighting, acoustics and security 5. Incorporate greywater management system Goal 2Redesign playing grounds Objectives : 1. Resolve erosion and drainage issues around playgrou nd 2. Use environmentally friendly materials that are rap idly renewable or recycled 3. Redesign water flow on the soccer field
Version 1 Updated July 9, 2003 5 Goal 3-Improve the green learning experiences Objectives: 1. Propose designated gardens for specific teaching/le arning experiences of the Â“green classÂ” a. Maintain current cultivated grounds as compost and agricultural fields b. Expand green house with new experimenting lab space carpentry work shop and medicinal planting lab c. Use ornamental native plants around classroom areas d. Maintain and expand organic horticulture (vegetable s) area for production/consumption system 2. Forest protection a. Trail maintenance i. Signage, possibly designed by the students, to emph asize trail experience, direction and location ii. Erosion control b. Native plant identification labels c. Design storage area for seed collection and rescued native plants 2. Precedent studies In preparation for designing the two site plans for the CEC, we researched several sustainable schools located elsewhere in the world. These schools included the Cowick First School in Exeter, England, the Third Creek El ementary School in Statesville, North Carolina, the Newport Coast Elementary School in Ne wport, California, and the John T. Lyle Center for Regenerative Studies at the Califor nia State Polytechnic University in Pomona, California. 2.1 Cowick First School Exeter, England The motto of this school is Â“treat the earth well. It was not given to you by your parents, it was loaned to you by your c hildren,Â” a quote by Ralph Waldo Emerson. Their entire curriculum is geared towards environmental appreciation, and they teach children about topics such as food cultivation and animal life. The build ings and play equipment are made entirely of natural and recycled materials. This elementary school is similar to the CEC in that the y both have strong environmental themes in their curriculums, and that the physical development of both schools is an ongoing process. Their ideas of small scale food production and use of recycled materials for playgr ound equipment and murals are ones that are applicable to the CEC.
Version 1 Updated July 9, 2003 6 2.2 Third Creek Elementary School Statesville, No rth Carolina According to school superintendent, Julia Williams, the goal in building this elementary school of 800 students was to minimize the effects of the building on the environment. The school serves as a learning tool as well as a shelter for the students. This building was the first school to be certified by the US Green Building CouncilÂ’s Leadership in Energy and Environmental Design program. It earned a gold rating for, among other things, a constructed wetla nd, learning gardens, low flow plumbing, the use of certified wood and recycled ma terials, and for recycling construction wastes. The CEC can take the examples of constructed wetlands, learning gardens, and recycling construction wastes in its f uture development. 2.3 Newport Coast Elementary School Newport, Cali fornia This school was built in conjunction with Southern California Edison electric company as a showcase to demonstrat e costeffective uses of energy efficient technology and o perations in the California school system. Energy saving technol ogies include well planned natural ventilation systems, d aylighting, and energy-efficient lighting controls. The school used a computer program to model their energy consumption. Newport Coast Elementary can provide a model of natural ventilation to the CEC a s it renovates its existing classrooms. 2.4 John T. Lyle Center for Regenerative Studies Pomona, California This living-learning community of twenty students and faculty is concerned with integrating the natural and social environments. Located in an arid climate, the center conserves as much water as possible using low-flow fixtures and native vegetation for landscaping. The sunlight in this climate provides ample opportunity for harvesting solar energy to power the centerÂ’s heating and elec trical needs. Additionally, this community cleans all of its wastewater on site and reuses it for irrigation and fish farming. The CEC can use the centerÂ’s ideas for was tewater reuse and orienting buildings for optimizing daylighting in its future designs.
Version 1 Updated July 9, 2003 7 3. Existing conditions and site analysis (See sections 7.1, 7.2) 3.1 Slope and drainage The property owned by the CEC is located on a hill and therefore has some drastic changes in topography. This puts a premium on space s for play, gardening, and building. Further, this site experiences severe runoff during the rainy season. We have identified areas with severe slope and with runoff and drainag e problems on the site analysis map. Areas that need to be addressed include the walkway between what is currently the administration building, and the star/estrella buil ding, runoff near the Jungle Building and the area adjacent to the colegio on the upper campu s. 3.2 Sun, wind, and temperature Due to the location of the site, all the buildings in the CEC experience strong winds. These winds blow year round but are especially stro ng during the dry season and are most notable on the upper campus. Prevailing wind d irections are marked on the site analysis map. They come predominantly from the nort h, but because of the topography, are funneled around and hit the upper campus from t he south. Winds are especially strong in the dry season on the upper campus, sometimes to the point where it is difficult to walk. 3.3 Views Related to the topography on the CEC property are t he views from both the upper and lower campus. On a clear day on the lower campus, o ne can look down on everything from Cerro Plano in the foreground to Golfo Nicoyo in the distance. These views should be taken into consideration when locating buildings and landscaping the schoolÂ’s grounds. Viewsheds are also marked on the attached site analysis map. 4. Program Using these goals and objectives we determined a pr ogram that includes more specific details on what each proposal should contain. We took into account the needs and desires presented to us by the CEC board, as well as our site analysi s and ideas from the precedent studies, and designed a program of specific guidelines. These re quirements will be utilized in both alternative site plans. 4.1 Landscape requirements Spatial Requirements School entrance Provide a welcoming but private entrance to the sc hool property. Should include signage and better lightin g. Gate should remain as is. Should be planted with na tive vegetation. Needs runoff and erosion control. 8 meters road width-limited access
Version 1 Updated July 9, 2003 8 Parking Located close to administrative office and school entrance. Needs signage and lighting. Needs runoff and erosion control. Because of the extreme slope near the entrance area, finding sufficient space for parking will be a challenge. 4 buses, 10 cars/motorcycles Playground for Kinder/Prepa Use natural and recycled materials for climbing equipment, sandbox, and seating. Include sunny and shaded areas. Avoid areas with drainage problems. Include erosion control. Play area should be locate d in a safe area close to the Kinder/Prepa building. Capacity for 30 students, 4 teachers Playing field Areas for playing soccer and at least one addition al sport. Include equipment storage, benches and tables. Shou ld take into consideration sun orientation, as well as runoff and erosion controls. Total of 450 square meters Gardens All native plantings in themed gardens. Themes may include a native insect garden, a humming bird gard en, a horticultural garden, an ornamental garden, and a greenhouse. Should use natural and recycled constru ction materials and include organic waste control. Should be educational and aesthetically pleasing. Area equal to or greater than what currently exists Trails Use natural and recycled materials to minimize disruption and control erosion. Should include sign age designed by students. Because of the large amounts rain in the wet season, trails often become streams. Run off and drainage should be taken into consideration whe n designing these. N/A Graywater treatment area At least one reedbed to treat graywater from at le ast two buildings. Should also serve as a demonstration too l for classes. Reedbed should be slightly sloped so that water flows through it at a slow rate. Large enough to treat graywater from at least two classrooms Wind Workshop Locate on the Upper Campus. Should serve as an educational tool for green, renewable energy. Shoul d be small enough that it is not a hazard to birds in th e areas. At least 40 square meters
Version 1 Updated July 9, 2003 9 4.2 Building requirements Spatial Requirements Administration building Should be located on the lower campus. Use natural lighting and ventilation. Include a directorÂ’s offi ce, space for 6-8 workstations, a small counseling room for 2 -6 people, two restrooms, a sick room, a large confere nce room for up to 20 people, and a large covered porch The steep slope in the entrance area should be taken in to consideration in the design of this building. Upper campus classrooms Two additional classrooms on the upper campus with outdoor work areas. Should be soundproof and use natural lighting and ventilation. Need covered porc h. Should have closets with outdoor access and two bathrooms. Should minimize the impact on the land. These two classrooms should be designed with the co ld temperatures and wind of the upper campus in mind. At least 50 square meters each Lower campus classrooms Two additional classrooms on the lower campus with covered porches and outdoor work areas. Should be soundproof and use natural lighting. Should have cl osets with outdoor access and two bathrooms. Minimize impact on the land. At least 50 square meters each New Kinder/Prepa building Locate on the lower campus. Should include indoor sinks, bathrooms, play area, covered porches, and a safe outdoor play area. Library Locate on lower campus. Uses natural lighting and ventilation. Should include: Computer lab 18 workstations Office At least 15 square meters Storage area for audiovisual materials Book storage 20,000 books 2 quiet small study/reading rooms ChildrenÂ’s reading area Multipurpose room Will be used as a gymnasium, auditorium and cafete ria. Located on the lower campus. Should have a kitchen for feeding 220 students, 3 large storage areas for equipment, and a stage. 150 square meters
Version 1 Updated July 9, 2003 10 Art and music room Used for art and music. Should be soundproof. Incl ude a sink. 50 square meters 5. Proposed scheme a and b. and building design From the above program we have developed two altern ative site plans for the 2007 buildout. Additionally, we have included designs for bui ldings. 5.1 Scheme a (See section 7.3) This plan uses two main design ideas for the campus layout. The lower campus has a plaza feel in the style of a traditional Central Am erican town. The upper campus is laid out in a main street form. The buildings in this ar ea are arranged linearly to maximize views and to minimize the impacts of construction o n the topography. The campus entrance is landscaped with native plant s to provide a way into the campus that is both welcoming and provides a feeling of pr ivacy. To the right, hidden behind the vegetation is parking for seven vehicles. This area is slightly steep and may require minimal modification to make the parking area flatt er. Adjacent to the personal vehicle parking is parking for four buses. This area is als o enclosed by vegetation. Each bus has a covered boarding area to facilitate boarding during rain. Presently located across the entry drive from the p arking area is the Green Forest building currently holding the library and two classrooms. In Scheme a. this building is converted to the Administration building, housing all staff a nd administrative activities. There are three proposed designs for this building (See secti on 5.2). The focus of the plaza design of the lower campus i s a covered multipurpose area (section 7.4). This structure is not a building, bu t rather a covered space. Under the shelter is a 150 square meter paved area with a rai sed stage at one end. Under this stage is ample storage for the eating, assembly, and physica l education equipment that will be used in this area. The structure is located in the area that currently holds the morning circle. The roof provides sufficient protection fro m the rain. Surrounding plantings of native trees protects the area from the mists and s trong winds that are also of concern in the lower campus. These gardens also serve to slow the runoff from the roof. While the gardens protect the covered area, they must be care fully designed so as not to exclude the classrooms of the lower campus from the potentially strong community feeling that this layout presents. The structure was designed without walls for several reasons. First, this design provides the maximum opportunity for integra ting nature into the studentsÂ’ learning experiences. Secondly, there are several f eatures about this design that make it especially sustainable. Because there are no walls, any of the resources that would have been used to make these walls have been conserved. The roof and the lack of walls in this design maximize natural lighting and ventilation. I f desired, the structure can be equipped with electricity for night lighting, microphones, o r other uses. Electricity is not essential
Version 1 Updated July 9, 2003 11 for the building to function. Third, the trees and other ventilation surrounding the structure provide excellent sound dampening. Unlike a poured concrete structure this multiuse facility will not have extreme problems of echoing and sound amplification. The multiuse structure is located very close to the new kinder/prepa building. The kinder/prepa building has two classrooms with bathr ooms and a sink in each. There is an indoor play area as well as a covered porch to sit on and to store shoes. These new classrooms are located next to a safe and small pla y area. The play area includes climbing equipment, a sandbox and seating for supervising te achers and parents. Another play area is located behind the Jungle bui lding. This area is intended for students in grades two through four. The grey water produced in this new kinder/prepa bu ilding are channeled off into a reedbed, slightly down slope. The bed is Y-shaped a nd in the top part of the Y is a small outdoor classroom for teaching students about the f unctions of the reedbed. The reedbed drains into a cistern that can be used for irrigati on. This water will need to be pumped uphill to the garden areas. The reedbed is designed so that solids in the grey water are filtered out in tanks before the water reaches the reedbed. These tanks can be made simply of concrete pipe and need to be cleaned out about once a year. After staying in the filtering tank for no more than 24 hours, the water flows into the reedbed. Additional play areas on the lower campus are locat ed below the existing barn building in what is now the kinder/prepa play area. This area c urrently has some drainage and erosion problems due to the severe slope just below the barn building. The proposed play area is a planted maze made up of native hedge-like vegetation. The ground in the maze is covered with woodchips. These chips will help al leviate the drainage issues in this area and provide a safe surface for running children. The building that is currently the barn will be raz ed. For historic reasons, the foundation and some of the building materials will be saved. T hey will be used in the construction of another shelter building (section 7.5). The new bar n structure will be the classroom space and storage area for equipment to be used in the ad joining gardens. It can also serve as a lunch area and includes a demonstration kitchen for cooking vegetables grown in nearby gardens. These gardens include a vegetable garden, an ornamental garden, and a banana plantation. The gardens stretch from just west of t he barn up, around, and behind to the Sunshine building. The current greenhouse located b ehind the Sunshine building will be expanded and will contain a woodshop, storages, and an office, as well as plants. The soccer field will be replanted. A basketball c ourt for older students will be located in what is now a small clearing just north of the curr ent soccer field. All of the buildings on the upper campus are powere d by the strong winds experienced in this location. Every building is equipped with a sm all windmill situated on the roof. Because of some concerns about the compatibility of birds and large windmills, these will
Version 1 Updated July 9, 2003 12 be small and may even be enclosed by a mesh screen if bird collisions continue to be a problem. 5.2 Building design for scheme a (See sections 7.6, 7.7) In scheme a, the Green Forest building was renovate d to house the administration. These plans include three alternative renovations that va ry in the amount of time, energy, and finances required to construct each. They also vary in the amenities included in each one. The first plan has the fewest manipulations and the lowest costs. The plan keeps all of the existing interior and exterior walls. It remodels t he existing bathrooms, and keeps the main entry in the rear of the building. In this pla n a secondary roof has been added to the building. A secondary roof sits above the original roof. It is pitched at a steeper angle to help rain run off faster. Additionally, this roof w ould help with heat and sound insulation. Building a secondary roof is cheaper than removing the original lower roof. The first plan also includes window repairs and replacements. The second plan is very similar to the first. All w alls will remain unchanged, however new openings will be made for doors. The bathrooms are remodeled and the windows are repaired or replaced. A secondary roof is added. Un like in the first plan, a covered porch is added to the front of the Green Forrest building and the main entry is relocated off this porch. The third plan includes a new building in place of the Green Forest building. In this plan there will be a separate directorÂ’s office, six wor kstations, a counseling room for up to eight people, two new restrooms, a sick room, a lar ge conference room, a covered porch, and an entrance off of this porch. 5.3 Scheme b (See section 7.8) The second proposal strives to take advantage of th e opportunity for creative and interactive spaces on the CECÂ’s campus. It hopes to create a stronger sense of spatial community for both the upper and the lower campuses All the buildings on the lower campus will be connected by a breezeway. Additional ly, this design will give the visitor a stronger, more positive visual first impression. The main entrance to the school opens up with an ar ea landscaped with native vegetation. To the north is a comfortable area with tables and chairs adjacent to the remodeled Green Forest building. This building will have new outdoo r classrooms and will be connected to a new art and music building via a covered walkway (section 7.9). The area behind these two buildings is an enlarged garden and greenhouse/ lab area. This place will serve as an educational area for students to learn about the pr inciples of organic gardening. On the south side of the entry is a small vehicle p arking shed that has an extension for a recycling center. The parking area will be able to hold up to seven cars. Behind the parking for personal vehicles is a space for four b uses to park during the day. The buses
Version 1 Updated July 9, 2003 13 will be out of sight in this location. They will pu ll up to the entryway to load. This area is slightly steep and may require modification to allo w for parking. The Jungle building will be remodeled and outdoor s paces will be created by the construction of covered porches. It will be connect ed by a covered walkway to the new kinder/prepa building. These new classrooms will ha ve indoor sinks and bathrooms as well as an indoor play area. The building will have a covered porch and is located near a safe outdoor play area. Between the kinder/prepa building and the Jungle bu ilding will be interesting water feature. Rainwater will be collected from the roofs of all the buildings on the lower campus that are uphill of the feature. This water i s then piped underground into a series of two shallow pools. The pools are connected via a matrix of cracks between raised concrete Â“stones.Â” The whole feature is sunken int o the ground so that in the case of a large amount of rainfall, the feature will not floo d the neighboring buildings and walkways. The feature only has water in it when it is raining. The water flows from the pools into a reedbed area where sediment is filtere d out, and then slowly infiltrates into the soil. The building that is currently used for administrat ion will be remodeled and used as classrooms for third and fourth grades. This build ing will have improved ventilation, sound proofing, and daylighting. The administratio n will be relocated in a new two story building. This building will accommodate the librar y, multiuse conference room space, administrative spaces, and a staff kitchen. The adm inistration building in this scheme was not located near the entryway. From the entrance, t he new building will be central in the line of sight, providing the visitor with an idea o f its being a transition into the campus community. Because of the many variety of functions located in the building, a central location will best serve the students and faculty t hat will regularly make use of this space. The administration building and the new kinder/prep a classrooms will also be connected by a covered walkway. The floor of this area will b e a mosaic that the students design out of broken ceramics, glass, plastic, and other recyc led materials. Next to the existing banana trees is a vegetable ga rden that will include a variety of fruit trees, vegetables, and herbs (section 7.10). The pl ants in this garden will be watered by a solar powered watering feature. An underground cist ern will collect and hold rainwater that will be pumped by a small solar panel. The sol ar panel will be mounted on a surface that can rotate up and down in order to measure the elevation angle of the sun. The surface will also be able to pivot a determined num ber of degrees away from north. This will allow the students to trace the path of the su n through the sky as well as experiment to find the orientation of the solar panel that is the most productive. Just down slope, to the south of this garden area i s a play area. This place has been enhanced with erosion prevention techniques. Old ti res are stacked along the slope of this extreme hill, are filled in with soil, and are used as planters for a native flower garden. More play equipment will also be added to the area.
Version 1 Updated July 9, 2003 14 The morning circle area is located in the same plac e as its current location; however, it will be visually enhanced and landscaped to provide a pleasant meeting space (section 7.11). This area will be a strong focal point for t he lower campus. The entire pathway system from the lower to the upp er campus will be regraded and will have drainage ditches dug along the sides. All trai ls will be covered in woodchips that will help mitigate problems with mud and be a safe surface for children to run on. The soccer field will also be regraded and lined wi th benches and some tables. At the back end of the soccer field is the multipurpose bu ilding. The building will serve as an auditorium and gymnasium. It will have a formalized path way to the main entrance located on the side of the building. This will disc ourage students from walking on the soccer field to reach the building. The front face of the structure will have large barnstyle doors that open and help integrate indoor and outdoor spaces. This will also help maximize daylighting and natural ventilation. A new building will be added to the upper campus gr ounds. It will contain two classrooms that are daylit and have natural ventila tion systems. This building will be soundproof and will be insulated and use sunlight i n such a way that it will stay warm even in wet, windy weather. The greywater produced by the upper campus building s will be channeled into a reedbed, located slightly down slope. The bed will serve as an outdoor classroom for teaching students about the processes that turn greywater in to clean, safe, reusable water. The bed slowly filters water back into the soil. A small outdoor classroom area will be located near the new upper campus building (section 7.12). This area will serve to teach stude nts about the processes involved in weather. A rain gauge and a wind sock will also be located in this outdoor classroom. A model of a wind power system may also help students learn about the costs and benefits of wind generated power. In the upper campus, a garden of traditional medici nal plants will educate students about the cultural heritage of this region. The garden wi ll provide a real life example of plants endemic in the surrounding landscape. The entire bowl area around which the upper campus classrooms are oriented will be reforested and will serve as a wind break for these buildings. A new amphitheater that will be built into the existing slope to the south of the upper campus buildings. The amphitheater will serve as an outdoor classroom and will have the capacity to house more than one class. It can also be used as a seating ar ea for the upper campus students when no activities have been scheduled for the spot. Thi s amphitheater will create a natural break in the vegetation of the reforested bowl.
Version 1 Updated July 9, 2003 15 6. Summary and conclusions 6.1 Summary By the year 2007 the CEC will have a student and fa culty population of 220 students and faculty, 50 more people than the campus can current ly accommodate. The Sustainable Futures program at the Montverde Institute has crea ted two alternative schemes for the CEC as well as three alternative renovations for th e Green Forest building. These schemes will help the CEC to grow in a more c onscious and intentional fashion. The site plans were both designed with ideas of env ironment, education, and community in mind, but each plan has a distinctive character. Scheme a focuses on gathering nodes such as the multiuse structure on the lower campus and the soccer and recreational area on the upper campus. The buildings on the upper cam pus have a distinct main street feel due to the topography in this area, and are all pow ered by wind energy. Scheme b focuses on outdoor classrooms and environmental educational opportunities. There is a solar garden for learning about sun angles and efficient solar power. There are water features and weather stations are not only integrated into t he landscape, they are also are educational and sustainable. Three renovations for the Green Forest building wer e also included in the plans. Each renovation has varying changes to the existing buil ding with the third plan being an entirely new building. Each renovation, accordingly has a different cost associated with it and offers the users different amenities. 6.2 Critical analysis While both of the schemes are well thought out and have attempted to take into account all of the CECÂ’s requirements as well as all sustai nable issues, some topics have not been adequately addressed. Because of the location and t opography of the site, drainage erosion and wind will continue to present challenge s. Additionally, there are many more opportunities for wastewater treatment than have be en presented in either scheme. We have attempted to demonstrate ways in which sustain able technologies such as natural wastewater treatment, solar power, daylighting, win d power, and natural ventilation can be used. However, the creative mind will find many more opportunities for the application of these technologies. We have not included renovation plans or constructi on documents for all of the buildings on the campus. Our intent with the plans for the Gr een Forest building was to demonstrate some of the sustainable design features that can be applied to all of the buildings on the campus. Lastly, we have provided example building names and artwork (i.e. the sun mosaic). We included these only as examples of what could happe n in these spaces. It is our hope that the names and art work on the CEC campus will conti nue to reflect the ideas the people that these spaces serve, the students and staff.
Version 1 Updated July 9, 2003 16 6.3 Next steps Obviously none of the changes presented in these sc hemes will happen overnight. The CEC board, staff, parents, and students need to dec ide on which elements of the plans presented in this report are important to the schoo l, which elements are realistic, which elements need modifications, and which are within t he CECÂ’s budget. Once this has happened and the school has a clear plan for future development, considerations like time and budget need to be taken into consideration. Onc e these processes have taken place the campus will be ready to begin the process of re novation and change. The CEC campus is a beautiful site and has great potential to maximize its visual, educational, and natural resources.
Version 1 Updated July 9, 2003 17 7. Appendix
Version 1 Updated July 9, 2003 18 7.13 References Website for Cowick First School in Exeter, England: www.visionict.com/cowick/ Website for Third Creek Elementary School in States ville, North Carolina: http://www.iss.k12.nc.us/schools/tce/default.htm Website for Newport Coast Elementary School in Newp ort, California: http://nce.nmusd.k12.ca.us/ Website for John T. Lyle Center for Regenerative St udies at California State Polytechnic University in Pomona, California: http://www.csupomona.edu/~crs/ US Green Building CouncilÂ’s Leadership in Energy an d Environmental Design guidelines. Resources from the CEC: Report on Strategic Planning Process, Surveys, Pre liminary Building Needs, March 2003. Design Principles of the CEC, 2003. Letter to Sustainable Futures 2003 Program.