Social justice, equity, diversity and inclusion (JEDI) are top of mind for campus planners around the world, and architects and designers who work in the education sector. For the team at Washington State University (WSU) Tri-Cities, JEDI issues played a key role as ZGF worked with students, faculty, staff and many other stakeholders to designa new 40,000 SF interdisciplinary Academic Buildingthat celebrates students’ commitment to a better world and demonstrates the university’s commitment to making that world a reality.
Centrally located between Seattle, Portland, Spokane and Boise, WSU Tri-Cities has largely been a commuter school catering to a student body with an average age of 26 and representing a diverse demographic: 42% are first generation college students and more than 42% identify as minorities, many coming from Latinx backgrounds. In addition, the campus is expanding from 2,000 students to 5,000 and the Academic Building is one of several new developments setting the table for that growth.
These considerations impacted WSU’s key project drivers to expose students to a diversity of subjects and to create a sense of belonging and community on campus. Hence our shared commitment to designing an academic destination for everyone, with the resulting building representing a space where every square foot is laser focused on a single purpose: graduating civic-minded citizens who can work across disciplines to solve the world’s most pressing problems.
Bringing together students of all backgrounds and disciplines in one building can foster a sense of belonging and community on campus.ZGF使用了每个部门的学生代表的设计研讨会，以便在过程中提前获得他们的意见，并确保跨学科学习的承诺扩展到所有学生。
For example, on a campus map, students were asked to trace the paths they take every day to classes and other destinations on campus. We started to see patterns around areas that are social hubs, pinch points and locations that students avoid altogether, giving us insights into how to make the Academic Building as welcoming and inviting as possible.
在另一个练习中，学生被授予了与建筑物中的各种程序元素标记的构建块，例如实验室，教室和突破空间。当他们认为应该组织建筑物时，他们将这些作品放在一起。另一个练习利用了FlashCards来呈现设计选项 - 这或它 - 缩小学生的偏好。
Students also brainstormed what they wanted to see in the building, like larger classrooms. Until then, the small campus and intimate class sizes had been a selling point for WSU Tri-Cities. The unintended consequence was that students couldn’t always get into their first-choice classes due to limited space. Along with larger classrooms, WSU Tri-Cities committed to investing in faculty development so educators could scale their small-classroom strategies for larger groups.
During the planning process, project stakeholders toured several other campuses in the Pacific Northwest and were inspired by elements of other ZGF projects including study nooks, collaboration spaces and ample access to daylight. The wood stair ZGF designed for火花：学术创新枢纽在WSU的Pullman，洗。校园是一个特别受欢迎的元素，适应了WSU三城市的计划。
Informal spaces in the Academic Building include a lively collaboration zone and central grandstand stair. The design team worked with ArtsWA, the Washington State Arts Commission, to bring a sculpture by artist Paul Wexler to hang in this space.
Shedding Siloes for Collaborative Learning
One goal for the WSU Tri-Cities Academic Building is to engage undergraduate students in science and research earlier on in their education, starting freshman and sophomore years.威诺娜州立大学研究至关重要的土地授予的任务and it’s an economic driver for the region and state.
宽大的走廊内衬参加学习Nooks和Niches，旨在鼓励泄漏和合作在教室外。The extra width also allows daylight filter through the building.
Ultimately, leveraging student input resulted in a building where every square foot serves a purpose and offers an opportunity for growth: nurturing the next generation of leaders who will make the world a better place.
Sara Howell, AIA, NCARB,is a principal at ZGF and served as project manager for the Washington State University Tri-Cities Academic Building.
费达展位，AIA,Ncidq，LEED AP，is an associate principal at ZGF and served as project architect for the Academic Building.