Our senior commercial (non-office) studio partnered with a local inter-denominational church on the brink of beginning a building campaign but was without direction. It will be shown how the process not only benefited multiple entities, but also facilitated the meeting of course objectives. There can be many challenges to such a project type but early planning and an open dialog with the client group and students alleviated many issues. Concerns: Aligning client needs and expectations with course competencies; Beliefs/preferences of students; Preliminary planning for instructor. Prior to student involvement, basic conceptual goals were discussed with the committee and a potential site was acquired to give students as practical an experience as possible. The committee was informed of the course competencies to be retained and the time commitments required of this partnership. Students were given background information about the church and its founders, learned about the developer, and analyzed the master plan of the site. Students were given brief research and on-site observation homework assignments (re: liturgical design, multi-use facilities, etc.) and returned to class to pool their findings. Students and I discussed how designing this type of large scale, mutli-use facility and how the future pro-bono client interaction would benefit them as future designers. This allowed them to take more ownership of the project and set aside discomforts they may have had with the subject matter. Students developed, as a group, their own programming list based on findings in their research and the preliminary conceptual ideas of the committee. They interviewed the committee and toured the proposed site with the developer. Students forecasted attainable sustainability goals, design appropriately and documented their solutions. Client contact continued throughout the semester through email correspondence, a midterm visit by the committee to our studio, and a final presentation to the committee and professional jurors. During winter break, student projects were put on display at the current facility for viewing by the congregation and community. Students grew from the client interaction and real world application and reacted positively to the overall experience. Course objectives were enriched through authentic client, tangible project site, and ongoing communication opportunities. ; The client/end user received free design ideas for a potential building campaign and assistance with developing the organization’s facility program. ; For the instructor, this served as an important addition to the teaching and service categories of academic advancement. Creative activity and scholarship opportunities were attained by professional exposure and supplemental consultations; Positive program exposure was an advantage for the university while the ID profession benefited from exposing a local audience to the true responsibilities of professional designers.

1. MULTIFACETED
BENEFITS OF
STUDIO BASED
SERVICE LEARNING
Jennifer Blanchard Belk
Winthrop University

2. Faculty Concerns
(what prevents us from incorporating service learning
when we know it is beneficial?)
“It is difficult to align client needs and
expectations with required course
competencies”
“Pro-bono work involves some sensitive
clientele. I am concerned about the
beliefs/preferences of my students”
“There is too much preliminary planning for me,
the instructor, to do”

3. Senior Commercial Studio
Description: Space planning and design of environments used in retailing, hospitality
and related non-office spaces.
Project: Utilizing a local non-profit organization as the client for a full term senior ID
studio project as a method of service learning
Objectives of the course
List condensed to include only those pertinent to the inclusion of and interaction with a tangible
client. Primary course competencies include those related to the schematic, design development and
documentation phases of an upper level commercial (non-corporate) ID studio.
Upon successful completion of the course, the student should be able to:
Demonstrate programming skills, including problem identification, identification of client
and user needs, information gathering research and analysis.
Demonstrate understanding of theories of human behavior in interior environments
including human factors and the relationship between human behavior and the built
environment.
Demonstrate critical, analytical, strategic, and creative thinking as well as the ability to
think visually and volumetrically.
Demonstrate professional discipline and active listening skills.
Express ideas clearly in oral presentations and critiques, communicate visually through
the presentation of color, materials, and furnishings, as well as communicate clearly in
written specifications, schedules, project programs, and concept statements.

4. Eternal Fellowship
Fort Mill, SC
Current Location: Neighborhood YMCA

6. Current location… YMCA

8. Course Timeline and Lesson Plan for Service Learning Studio:
Prior to semester start:
Introductory meeting with client group prior to student meeting
Explain requirements of student project vs “real” project
Discussions:
Time commitment
Conceptual wish list
Spatial wish list
Land preferences
Instructor research and
correspondence to acquire
land example for use in
project

9. Conceptual Ideas Formulated by the Staff
Current
Timeless
Changeable
Efficient use of Space
Warmth/ “Living Room”
Encourage Loitering
Music
Part of Community
Multi sensory
Water
Environmental
Stewardship

10. Annexation doubles size of Fort Mill
Town Council approves 5,000-acre addition
By Jonathan Allen · jallen@fortmilltimes.com
Updated 07/29/08
The Culture & Heritage Museums (CHM) is developing a new museum on the
Catawba River in Fort Mill at I-77
West of I-77 and south of Sutton Road, officials with the Culture
and Heritage Commission and Cherokee Partners are finalizing
plans for a new museum on the Catawba River and the Kanawha
Development on about 400 acres.
The plan includes 40 to 50 acres of commercial development and
337 single-family homes, 111 town houses and as many as 267
apartments.
Kanawha developer Cherokee SDG plans to start with a small
section of homes near the museum site as models and testbeds
for sustainable and "green" design and technologies that may be
incorporated in the overall development, said Project Manager
Allen Harrington.
The Kanawha plan also includes a 15.4-acre site set aside for the
Fort Mill school district for an elementary school.
Renderings by William McDonough + Partners
http://www.heraldonline.com/109/v-print/story/711093.html http://www.archnewsnow.com/features/Feature25.htm

12. Site Hydrology Slope
Solar and Wind Orientation Archaeological Sites
Graphics by
William McDonough + Partners

13. Selected Plot of Land
Graphics by
William McDonough + Partners

14. THE SET-UP:
Introduce students to term project
Introduction of students to neighborhood, current church mission and issues
Introduction to Kanawha Development and Master Plan
Discussions regarding preconceived notions and spiritual experiences
Ask students to develop 5 reasons why this project will help them be a
better designer
Literature review
Development of programming questions for initial client interview
Introductory meeting of students and church representatives
(Instructor continuing to act as link throughout rest of semester)
Student tour of land with developer and discussion of site implications

15. Points and Questions for Meeting with Eternal Representatives
Clarification of Goals and Concepts
Logistical/Demographic Questions
People Spaces
Worship Space
Offices
Children’s Areas
Small Group
Large Group
Prayer Room
Fellowship space
Youth
Outdoor Spaces
Support Spaces
**Food Service
**Retail
Sustainable Practices

16. MEETING THE COURSE COMPETENCIES
Class discussions of implications of this type of building, user group, and occupancy type on:
Space Planning and Zoning
Codes and Standards
Multi-use and Multi-Occupancy (homework activity and field trip)
FF&E
Mechanical/Plumbing, PVD design
Maintenance and Security issues
RCP and Lighting
Green design & LEED (what are attainable goals for this project?)
Guidance for graphic and verbal presentation for mixed groups (client, end users and professional jurors)
Guest speaker on specialty area (Sanctuary and Acoustical Design)
Utilization of IIDA continuing education opportunities related to subject (Retail/Hospitality Forum)
Presentations included:
- Small group progress critiques
throughout semester
- Progress presentations in studio
with church representatives (week 6-7)
- Final presentation at church office with
building committee and professional
jurors (week 14-15)
- Project display for congregation and
community
Post-critique reflection sessions as a debriefing and
to create talking points after each presentation……
To truly be service learning, reflection must take place!

17. Tangible and Intangible
Results

18. Patricia Allen (K&B Designer – Charlotte)

19. Erin Larson (LS3P – Charleston)

21. Ashley Hall (Little Diversified Architectural Consultants – Charlotte)

25. The Results:
Course objectives that were primarily satisfied or enriched through the
inclusion of an authentic client, tangible project site, and ongoing
communication opportunities:
Demonstrate programming skills, including problem identification,
identification of client and user needs, information gathering research and
analysis.
Demonstrate understanding of theories of human behavior in
interior environments including human factors and the relationship
between human behavior and the built environment.
Demonstrate critical, analytical, strategic, and creative thinking as well
as the ability to think visually and volumetrically.
Demonstrate professional discipline and active listening skills.
Express ideas clearly in oral presentations and critiques, communicate
visually …. as well as communicate clearly in written specifications,
schedules, project programs, and concept statements.

26. “This was the one and only opportunity I had to work with an actual, living, breathing
client. Getting the chance to meet with them and gain feedback from what they
were looking for was a great experience. Also, in the end, getting a chance to
present directly to Eternal helped me become more confident in my abilities not only
with design work but also my presentation skills.
The other added element was the sustainable component. This project helped me
become more comfortable with the format of LEED and its general concepts. I
honestly feel, since I had this exposure, I was more prepared to begin studying for
the exam. Having an early encounter with applying some of this knowledge really
helped me to be more comfortable with taking the exam and even applying the
concepts to true LEED projects today.”
Ashley W. Hall, CDT, LEED AP
Winthrop INDS Graduate
Workplace|Interior Architecture Studio
Little Diversified Architectural Consultants

30. Before Photos (vacant Daycare Center) Space Acquired by Eternal Church- 2009

31. After Photos
Eternal Church- 2010

32. The Results:
So, who benefited from this example of service learning?
The The THE
PROFESSION
Clients
Faculty
The The
program &
Students institution
Handouts available for digital distribution include (email request to belkj@winthrop.edu ):
•Syllabus
•Course Timeline and Lesson Plan
•Student Project Requirements
•Student Programming Questionnaire for Client
Questions……