Serene
This collaborative capstone project involves conducting research to identify current global design issues that need to be addressed. Based upon research, our group came up with Serene, which is an evidence-based multicultural well-being center for underrepresented students of color at the University of Wisconsin-Madison.
Location: Madison, WI
Software: Revit, Lumion, Photoshop, InDesign
2024
BACKGROUND RESEARCH
COMFORT &
FOCUS
To address stress from academic pressure or expectations by enhancing comfort and minimize distractions in the built environment to promote focus and positivity.
Sources: Articles: 1. Smith & Doe, 2014 2. Schwartz et al., 2024 3. Pascoe, Hetrick & Parker, 2019 4. Alkhawaldeh et al., 2023; Interviews: 1. Stephanie Zumba 2. Chloe Ng
OPTIMISM &
CAREER READINESS
To address stress from the uncertainty of the future by providing spaces to support
students' career readiness, collaboration, and foster a sense
of optimism about the future
Sources: Articles: 1. Gondo, Bernardeau-Moreau & Campillo, 2023 2. Smith & Doe, 2014; Interviews: 1. Stephanie Zumba
2. Chloe Ng
CONTROL &
BELONGING
To address social anxiety from
the fear of judgment by establishing different levels of privacy to create
a sense of control, territoriality,
and belonging
Sources: Articles: 1. Hussain & Jones, 2019 2. Horwitz et al., 2020; Interviews: 1. Chloe Ng 2. Chungyi Law
diversity &
inclusivity
To address the struggle of embracing cultural identity by designing a culturally inclusive environment that celebrates diversity and promotes
a strong sense of belonging
Sources: Articles: 1. Strayhorn, 2022 2. Schwartz et al., 2024 3. Hussain & Jones, 2019; Interviews: 1. Stephanie Zumba
limiting voc
To address health risks for occupants posed by toxic building materials by limiting the use of Volatile Organic Compounds (VOC) materials in the building
Sources: WELL : Materials: XO6.1 Limit VOCs from Wet-Applied Products
physical movement
To address reduced physical activity from prolonged study periods by incorporating building strategies that encourage physical movement and reduce sedentary behavior among occupants
Sources: WELL: Movement 03.1, V03.2, V03.3, V08.1
accessibility
To prevent feelings of isolation
from exclusive spaces by ensuring accessibility through the applications of standard codes and Universal design
Sources: WELL: Community C13.1
Our design concept centers around the theme of an immersive sanctuary, providing a calming yet engaging experience for users. The design uses a soft, neutral palette that evokes comfort
and tranquility, as well as tactile elements that enhance
sensory immersion. It offers a safe and welcoming refuge where individuals can embrace their identity and cultural background.
Garden
(Control Belonging) Throughout the garden, various seating areas with different levels of privacy are provided, creating a sense of control, territoriality, and belonging.
(Physical Movement) Views of the garden are also visible from the second floor to encourage students to take breaks during their prolonged study periods and get some steps in.
(Diversity & Inclusivity) An open stage is provided for students to showcase their cultures through casual events or performances, promoting a sense of belonging and encouraging them to celebrate diversity.
(Accessibility) Standard codes and universal design, including ramps and turning radius, are applied to the design to ensure accessibility for all users.
Garden
Bibliography
Gondo, D., Bernardeau-Moreau, D., & Campillo, P. (2023). Student stress and the effects of relaxation: A study conducted at the University of Lille in northern France. Social Sciences, 12(6), 318. https://doi.org/10.3390/socsci12060318
Ng, C. (2024, September 25). Personal communication [In-person interview].
Law, C. (2024, September 24). Personal interview, [In-person interview].
Lotlikar, S. (2019, March 12). A major problem: Students of color feel unwelcome on campus and in the classroom. Inclusive Excellence.
Pascoe, M. C., Hetrick, S. E., & Parker, A. G. (2019). The impact of stress on students in secondary school and higher education. International Journal of Adolescence and Youth, 25(1), 104–112. https://doi.org/10.1080/02673843.2019.1596823
Alkhawaldeh, A., Omari, O. A., Aldawi, S. A., Hashmi, I. A., Ballad, C. A., Ibrahim, A., Sabei, S. A., Alsaraireh, A., Qadire, M. A., & ALBashtawy, M. (2023). Stress factors, stress levels, and coping mechanisms among university students. The Scientific World Journal,
2023(1), 1–9. https://doi.org/10.1155/2023/2026971
Slimmen, S., Timmermans, O., Mikolajczak-Degrauwe, K., & Oenema, A. (2022). How stress-related factors affect mental wellbeing of university students: A cross-sectional study to explore the associations between stressors, perceived stress, and mental
wellbeing. PLOS ONE, 17(11), e0275925. https://doi.org/10.1371/journal.pone.0275925
Schwartz, S. J., Cobb, C. L., Meca, A., Bautista, T., Sahbaz, S., Alpysbekova, A., Watkins, L. G., Nehme, L., Zamboanga, B. L., Montero-Zamora, P., Duque, M., Vo, D. H., Acaf, Y., & Szapocznik, J. (2024). Cultural stress, personal identity development, and mental
health among U.S. Hispanic College students. American Journal of Orthopsychiatry.
Rashdan, W., & Ashour, A. F. (2024). Exploring sustainability in interior design: A comprehensive systematic review. Buildings, 14(8), Article 2303. https://doi.org/10.3390/buildings14082303
Horwitz, A. G., McGuire, T., Busby, D. R., Eisenberg, D., Zheng, K., Pistorello, J., Albucher, R., Coryell, W., & King, C. A. (2020). Sociodemographic differences in barriers to mental health care among college students at elevated suicide risk. Journal of Affective
Disorders, 271, 123–130. https://doi.org/10.1016/j.jad.2020.03.115
Zumba, S. (2024, September 20). Personal communication [Phone interview].