Fanshawe BID Projects Part 2
Due to the COVID-19 pandemic, many Bachelor of Interior Design graduation shows and events have been cancelled. ARIDO would like to celebrate the class of 2020 from Ontario ARIDO-recognized schools and ensure their work is appreciated. ARIDO has worked with these schools to promote a selection of 4th year BID student work on BLOG//ARIDO and will be posting the work each Wednesday during the coming weeks.
The Fanshawe Student Learning Centre is a place for students on the downtown campus to socialize, collaborate and study with their peers. Designed to facilitate learning and protect the environment, the student centre is a completely self-sustaining building that is net zero and LEED Platinum certified. The goal of the space is to educate students on sustainable measures using passive learning techniques such as small informal plaques and stickers, QR code stickers that can be scanned for information, as well as diagrams and infographics throughout the building.
Students are future leaders in healthcare, government, business etc. By educating them on sustainability, they can carry this information forward and lead the change to stop climate change and global warming.
By understanding eﬀective addiction treatments, rehabilitation for individuals can occur away from an institutional setting. This study focuses on eﬀective long-term treatment methods such as therapeutic architecture and utilizing human connections as a form of eﬀective rehabilitation. Incorporating these methods and the cognitive functions and behaviours of individuals struggling with addiction, the built environment can be designed to act as a therapeutic sanctuary.
“The preservation of heritage architecture is an integral part of society's sustainability, culture, and well-being." (The National Trust for Historic Preservation, 2014). This thesis proposes an immersive Living Lab approach to housing for students of a Heritage Restoration Program by promoting a design philosophy which supports the integrated approaches of revitalizing heritage elements of their living environments. The proposed design supports students through every aspect of the program's curriculum, which includes hands-on restoration, cultural landscape theory, and local engagement.
Refugees immigrating to Canada have experienced psychological distress and trauma, however, the physical environments that welcome and assist refugees are not designed to support the mental health and wellness of its users. Trauma-informed design recognizes that the physical environment can have an emotional and psychological impact on users. By applying evidence based research design solutions to public spaces for refugees, these spaces can provide a safe and welcoming environment, and support emotional and psychological needs of all users.
With mental health issues affecting a majority of the world’s population, there has been significant evidence that psychological distress is found to be extremely high with students. Despite the substantial student-reported need for support from campus services and evidence only a small proportion of students actually seek help. The purpose of this project is to provide a space that meets the needs of all students during their education to better the mental health and wellbeing of every student. To achieve this goal, I have designed an approachable and interactive student wellness centre.
The design of the space embodies the sense of control and comfort by allowing students the freedom to utilize the space to meet their own needs. In relation of reducing student anxiety levels, I have incorporated biophilia design implementations such as plants, natural elements and materials drawn from nature. I have taken a holistic design approach to ensure the space supports physical, mental and spiritual health to improve the overall well-being of all students. By providing all these areas under one roof creates an open and welcoming atmosphere for all students and potentially reduce the stigma behind mental health.