an application of adaptive architecture erika lynn petersen

Jacksonville Juvenile Detention [Community] Center:

An Application of Adaptive Architecture

Erika Lynn Petersen

Submitted in Partial Fulfillment of the Requirements

For the Degree of Master in Architecture

at

Savannah College of Art and Design

© May 2013, Erika Lynn Petersen

The author hereby grants SCAD permission to reproduce and to distribute publicly paper and electronic thesis copies of document in whole

or in part in any medium now known of hereafter created.

Signature of Author and Date_____________________________________________________________________________________________

Fernando MunillaProfessor of Architecture - Committee Chair

Thomas Hoffman, P.E.Professor of Architecture - Faculty Advisor

Loretta BookardInstitutional Administrator SC Department of Juvenile Justice - Topic Consultant

(Date here)

(Date here)

(Date here)

____________________________________________________________________________________________/ ___/ ___

____________________________________________________________________________________________/ ___/ ___

___________________________________________________________________________________________/ ___/ ___

Jacksonville Juvenile Detention [Community] Center:An Application of Adaptive Architecture

A Thesis Submitted to the Faculty of the Architecture Department

in Partial Fulfillment of the Requirements for the Degree of Master in Architecture

Savannah College of Art and Design

By

Erika Lynn Petersen

Savannah, GA

May 2013

This thesis is dedicated to my parents, Thomas and Lisa Petersen. Your support and

encouragment mean the world to me.

I would also like to dedicate this thesis to those people working in the juvenile justice

system who, through their compassion and dedication, work to salvage lives and create the

most out of a tough situtation.

Dedication

I would like to graciously thank my thesis committee members; Loretta Bookard, Professor

Hoffman, and Professor Munilla for all of their help, guidance and expertise with the

creation of this thesis. I would also like to thank my uncle, Robert Petersen, for without

his connections in the juvenile system I would not have had the depth of understanding

necessary to make this project a success.

Acknowledgments

List of Figures

Thesis Abstract

Part One _ The Issue

Part Two _ The Context

Part Three _ Site Analysis

Part Four _ Program Analysis

Part Five _ Quantitative Program Analysis

Part Six _ Schematic Design

Part Seven _ Schematic Development

Part Seven _ Design Development

Part Eight _ Conclusion

Part Nine _ Bibliography

pg. 1

pg. 1

pg.13

pg. 33

pg. 43

pg. 63

pg. 87

pg. 103

pg. 135

pg. 157

pg. 185

pg. 190

Table of Contents

1

List of FiguresChapter 1.1.1_______ Detention Center Ross Richard, “Juveniles in the Challenge Program Sit in Their Cells at the Juvenile Detention Facility”

(2012), El Paso, Texas.JPEG file, http://richardross.net/juvenile-in-justice#_ (accessed Feb 20, 2013).

1.2_______ Juvenile Offender Ross Richard, “Mendota Juvenile Treatment Center” (2009), Mendota, Wisconsin.JPEG file, http://

richardross.net/juvenile-in-justice#_ (accessed February 20, 2013).

1.3_______ Incarcerated Youth by Country Map by Author

1.4_______ Incarcerated Youth by State Map by Author

1.5_______ Incarcerated Youth in Private Facilities by State Map by Author

1.6_______ Demographics of Florida Chart by Author

1.7_______ Documented Incidents Map “Systemic or Recurring Maltreatment in Juvenile Corrections Facilities in the States; 1970 to

Present” (2011), PDF file, http://www.aecf.org/OurWork/JuvenileJustice/JuvenileJusticeReport.aspx_(accessed February 5,

2013).

1.8_______ Juvenile Poem and Photograph Lankford Susan Madden “Gonzoles (boy) Age 17” (2012), Born, Not Raised: Voices from

Juvenile Hall.

1.9_______ Humane versus Harsh “Humane versus Harsh” (2010), PDF file, http://www.aecf.org/KnowledgeCenter/Publications.

aspx?pubguid={0DFFAE2F-6B48-4CB3-ADBB-ADF8A2EB6652}_(accessed February 10, 2013).

1.10______ Teaching Family Homes Photographs http://missouriapproach.org/approach/_(accessed May 18, 2013).

1.11______ Facility Amenties Diagram by Author

1.12______ Hassela Gotland Photograph http://hasselagotland.se//_(accessed December 2, 2012).

1.13______ Missouri Juvenile Justice Philosophy http://missouriapproach.org/storage/documents/

OverviewMissouriDYSforNewYorkCity3-28-11.pdf_ (accessed May 20, 2013).

1.14______ Juvenile Offender Photograph Ross Richard, “12-year-old | Harrison County Juvenile

Detention Center” (2009), Billoxi, Mississippi,.JPEG file, http://richardross.net/juvenile-in-justice#_ (accessed Feb 20, 2013).

1.15______ Group at Detention Center Photograph Ross Richard, “Orleans Parish Prison” (2009), New Orleans, Louisiana,.JPEG file, http:// richardross.net/juvenile-in-justice#_ (accessed Feb 20, 2013).

Chapter 2.

Chapter 3.

2.1______ Downtown Jacksonville http://www.coj.net/_(accessed May 26, 2013).

2.2______ Three Step Map by Author

2.3______ Jacksonville Gender Figures by Author

2.4______ Jacksonville Average Temperatures graph by Author

2.5______ Jacksonville Average Precipitation graph by Author

2.6______ “A Walk Through the Juvenile Justice System” Infographic http://nationinside.org/campaign/justice-for-families/facts/

2.7______ Demographics of Jacksonville and US by Author

2.8______ Detention Center Demographics of Jacksonville and US by Author

2.9______ Juvenile Proximity to Home Diagram by Author

3.1______ Photograph from Site by Author

3.2______ Six Step Map by Author

3.3______ East Jacksonville Historical Timeline Diagram by Author

3.4______ East Jacksonville Figure Ground Diagram by Author

3.5______ East Jacksonville Zoning Diagram by Author

3.6______ East Jacksonville Percentage of Population Below Poverty Line Diagram by Author

3.7______ East Jacksonville Percentage of Population Below Poverty Line Overlaid on Residential Areas Diagram by Author

3.8______ East Jacksonville Percentage of Population Incarcerated Diagram by Author

3.9______ East Jacksonville Percentage of Population Incarcerated Overlaid on Residential Areas Diagram by Author

3.10_____ Duval County Courthouse Photo

3.11_____ Rosa Parks Transit Station Photo

3.12_____ Talleyrand Community Shuttle Schedule and Map

3.13_____ East Jacksonville Proximities to Site Diagram by Author

List of Figures

3

Chapter 4.

3.14_____ East Jacksonville Aerial Photo with Site Highlighted

3.15_____ Aerial Photo Site Location in Neighborhood of Oakland

3.16_____ Panorama Looking North Across Site from Albert Street by Author

3.17_____ Site Map with Information by Author

3.18_____ Five Minute Walking Site Proximities Diagram by Author

3.19_____ Site Edge Conditions Diagram by Author

3.20_____ Site Zoning Diagram by Author

3.21_____ Panorama Looking West along Albert Street by Author

3.22_____ Photograph Looking South from Site to Highway by Author

3.23_____ Photograph Looking North into Site by Author

4.1______ Juvenile Offender Photo Ross Richard “

4.2______ User Persona #1






4.8______ Phase 1 Time of Use Diagram by Author

4.9______ Phase 1 Program Bubble Diagram by Author

4.10_____ Phase 1 Spatial Relationships Matrix by Author

4.11_____ Phase 2 Time of Use Diagram by Author

4.12_____ Phase 2 Program Bubble Diagram by Author


List of Figures

4.14_____ Phase 3 Time of Use Diagram by Author

4.15_____ Phase 3 Program Bubble Diagram by Author


4.17_____ Lahainaluna High School Cafeteria Photographs http://www.ferrarochoi.com/casestudies/Lahainaluna-High-School-

Cafeteria/index-Lahainaluna-High-School-Cafeteria.html

4.18_____ Riverbank High School Gym Photographs http://www.dardenarchitects.com/new_galleries/k-12/riverbank_gym.html

4.19_____ Crown Hall Dorm Photographs http://coarchitects.com/expertise-entry/claremont-hall/

4.20_____ Baker Prairie Middle School Photographs http://www.boora.com/index.php/projects/k-12-schools/baker_prairie_middle_

school

4.21_____ Gary Comer Youth Center Photographs http://www.asla.org/2010awards/377.html

4.22_____ Punggol Promenade Photographs http://www.dezeen.com/2012/06/21/punggol-promenade-by-look-architects/

4.23_____ Shrewsbury International School Playground Photographs http://www.landezine.com/index.php/2012/07/shrewsbury-

international-school-by-shma/

4.24_____ Elementary School Outdoor Stage Photographs http://architecture.uark.edu/788.htm

Chapter 5.5.1______ Detention Center Photograph Ross Richard, “Juveniles in the Challenge Program Sit in Their Cells at the Juvenile Detention

Facility” (2012), El Paso, Texas.JPEG file, http://richardross.net/juvenile-in-justice#_ (accessed Feb 20, 2013).

5.2______ Quantitative Analysis Phase 1 by Author



List of Figures

5

Chapter 6.6.1_______ Detention Center Yard Photograph

6.2_______ Zoom in Proximity Diagram of Site by Author

6.3_______ Watercolor Spatial Exploration Diagrams by Author

6.4_______ Site Section and Visibility Diagrams by Author

6.5_______ Sight Lines Exploration Model by Author

6.6_______ Tapering to Neighborhood Exploration Model by Author

6.7_______ Scheme 1 Plan by Author

6.8_______ Scheme 1 Perspective by Author

6.9_______ Scheme 2 Plan by Author

6.10______ Scheme 2 Perspective by Author

6.11______ Scheme 3 Plan by Author

6.12______ Scheme 3 Perspective by Author

6.13______ Tapering Component Exploration Model by Author

6.14______ Schematic Site Plan by Author

6.15______ Schematic Level 1 by Author

6.16______ Schematic Level 1 with Programby Author

6.17______ Schematic Level 1 Main Entrances by Author

6.18______ Schematic Level 1 Visitor Circulation by Author

6.19______ Schematic Level 1 Administrative Circulation by Author

6.20______ Schematic Level 1 Juvenile Circulation by Author


6.22______ Schematic Level 2 with Program by Author



List of Figures



6.27______ Schematic Transformation Phasings by Author

6.28______ Schematic Section “A” by Author

6.29______ Schematic Section “A” with Program by Author

6.30______ Schematic Section “B” by Author

6.31______ Schematic Section “B” with Program by Author

6.32______ Schematic West Elevation by Author

6.33______ Schematic Axonometric Level 1 by Author




Chapter 7.7.1______ Detention Cell Photograph Ross Richard, “Turner Guilford Knight Correctional Center” (2012), Miami, Florida JPEG file, http://

richardross.net/juvenile-in-justice#_ (accessed Feb 20, 2013).

7.2______ Schematic Site Plan 2 by Author

7.3______ Schematic Level 1 with Floor Patterns by Author



7.6______ Schematic Level 3 & 4 by Author

7.7______ Schematic Section “A” by Author

7.8______ Schematic Section “B” by Author

7.9______ Schematic North Elevation by Author

List of Figures

7

7.10_____ Schematic South Elevation by Author

7.11_____ Schematic East Elevation by Author

7.12_____ Schematic West Elevation by Author

7.13_____ Schematic South West Perspective by Author

7.14_____ Schematic North West Perspective by Author

7.15_____ Schematic Cafeteria Perspective by Author

7.16_____ Schematic Juvenile Living Area Perspective by Author

7.17_____ Schematic Juvenile Sleeping Area Perspective by Author

7.18_____ Schematic Phase 2 Bathrooms and Park Entry by Author

7.19_____ Schematic Phase 1 Axo by Author



7.22_____ Schematic Last Phase Axo by Author

7.23_____ Schematic Phase 3 Outdoor Stage by Author

7.24_____ Schematic Phase 3 Community Center by Author

7.25_____ Schematic Site Plan Parking by Author

7.26_____ Schematic Parking Lot Details by Author

7.27_____ ADA Parking Curb Details http://www.ada.gov/hsurvey.htm

7.28_____ Schematic Life Safety Plan 1 by Author




List of Figures

Chapter 8.List of Figures

8.1______ Juvenile Sleeping Rendering by Author

8.2______ Final Site Plan by Author

8.3______ Final Level 1 Plan by Author




8.7______ Final North Elevation by Author

8.8______ Final South Elevation by Author

8.9______ Final East Elevation by Author

8.10_____ Final West Elevation by Author

8.11_____ Final Section A by Author

8.12_____ Final Section B by Author

8.13_____ Insulated Precast Wall Sandwich Panel http://www.spec-net.com.au/press/0111/cgs_120111.htm

8.14_____ Typical Wall Section by Author

8.15_____ Environmental Strategies Diagram by Author

8.16_____ Sectional Perspective Rendering by Author

8.17_____ Pod Living Area Rendering by Author

8.18_____ Pod Living Rendered Plan by Author

8.19_____ Pod Sleeping Area Rendering by Author

8.20_____ Pod Sleeping Rendered Plan by Author

8.21_____ Aerial View of Project by Author

8.22_____ Main Courtyard by Author

8.23_____ Building Axonometric by Author

8.24_____ Cafeteria by Author

9

8.25_____ Front Lobby by Author

8.26_____ Shop/Gallery by Author

8.27_____ Music Room by Author

8.28_____ Juvenile Facility Entry by Author

8.29_____ Phase 1 Site Plan by Author

8.30_____ Phase 1 Axonometric by Author

8.31_____ Community Center Park Entrance and Restrooms by Author



8.34_____ Outdoor Stage by Author



8.37_____ Community Center Playground and Terraced Seating by Author



8.40_____ Community Center Rendering by Author

8.41_____ Community Center Park Entrance Rendering by Author

8.42_____ Community Center Playground Rendering by Author

8.43_____ Community Center Outdoor Performance Stage Rendering by Author

Chapter 9.9.1______ Community Center Rendering by Author

9.2______ Final Gallery Boards 1 & 2 by Author

9.3______ Final Gallery Boards 3 & 4 by Author

Fig. 1.1

“Imagine for just a moment that you’re 16 years old. You lie awake in your metal bunk-bed

in a large unfurnished barracks-style room. You look around the unit and see 48 other young men in their

prison-issued orange jumpsuits, one part of a large secure facility serving 350. You can’t help but wonder how

your life got out of hand so quickly. You can barely remember the abuse that has scarred you so deeply. You

haven’t seen your family for months. They live 150 miles away. You gently rub the bruised area around your

eye and wonder when your rival will return from his isolation cell. He’s spent 3 days there, 23 hours a day,

and has to be even angrier. The uniformed guards are across the way with billy-clubs and mace just in case

something starts. You can’t remember their names, but it really doesn’t matter because everyone calls them

“officer” or “sir”. You’ve learned to follow their commands, just do your time. You can’t help but remember

the judge telling you how tired the public is of your criminal activity. Could adult prison really be worse? You’ll

probably find out, since you have a 50/50 chance of ending up there. Suddenly, you wake up! You’ve had a

nightmare, the same one lived everyday by young people in juvenile justice systems around the country.”

11

As of 2010, Florida had the third highest number of juvenile offenders in residential detention facilities in the

country. With an increase in reports of corruption and maltreatment, the juvenile justice system is in dire need of reform.

The main objective of this thesis is the design of a juvenile detention center focused around the successful rehabilitation

of its population. Typical juvenile detention centers today are designed as utilitarian fortresses that continuously remind

the inmate of their wrong doing. Younger offenders require a different approach then their older counterparts and

continuous punishment does not treat these juveniles, instead they eventually become career criminals. Through design,

this state-owned center will function to replicate the places most adolescents find positive influences, but that has failed

them; at home or in schools. The center will be broken down to a smaller scale where fewer inmates are housed and

taught together so that they have more individualized attention. These small “pods” will give a sense of belonging to the

youth and will be arranged around a larger inner area of support resources and general assembly facilities. As the center

houses fewer inmates, due to effective rehabilitation, the complex will transform in phases to become a fully functioning

community center focused on preventing at-risk youth from reaching the penal system.

Jacksonville Juvenile Detention [Community] Center:An Application of Adaptive Architecture

Erika Lynn Petersen

May 2013

13

Chap

ter 1

: The

Issu

e

Fig. 1.2

15

Incarcerated Youth Around the World as of 2008*rate per 100,000 youth population

69 - 45

Over 70

44 - 10

Under 10

Between 1987 and 2007 the number of incarcerated individuals in the United States tripled. In other words,

more than one in every 100 adults is currently behind bars.1 As of 2008, the United States had 4 times as many juveniles

incarcerated than the next highest industrialized country, South Africa (Fig. 1.3). This budgetary and overcrowding strain

on the prison infrastructure has resulted in a new market for private companies to buy previously state managed prisons

and run them for-profit as businesses, which begs the question: What then is the incentive for diminishing the recidivism

rate?

Fig. 1.3

Juvenile Offenders in Residential Custody Facilities as of 2010*rate per 100,000 youth population

< 100

5001-8000

2001-5000

1001-2000

701-1000

401-700

101-400

> 8000

Fig. 1.4

17

Adult inmates in private prisons account for 8% of the total number of incarcerated prisoners in the United States2 while

more than 30% of juveniles in residential placement facilities are located in private establishments (Fig. 1.5).3

Juveniles in Private vs. Public Residential Custody Facilities as of 2010*rate per 100,000 youth population

< 10%

50% and Up

30% - 49%

10% - 29%

Fig. 1.5

Fig. 1.6 Demographics of Florida and the United States (2011)

In 1974, Congress passed the Juvenile

Justice and Delinquency Prevention Act providing

a number of federal grants for participating states

and also mandating that no juveniles be placed

with adults convicted of crimes.4 Although private

juvenile facilities existed before this time, the sheer

demand propagated this new niche of juveniles in

private facilities into the establishment it is today.

Private for-profit operators promise to run these

facilities more efficiently, and, in theory, they do if

one doesn’t account for the variable of recidivism.

An intensive research study published in 2003

showed that although private for-profit detention

centers were in fact cheaper upfront for the State of

Florida to operate, when a total cost-benefit analysis

including recidivism was performed they cost the

most compared to non-profit and state run juvenile

detention centers.5

Florida is one of the only states that keeps highly detailed records

on juvenile detention. The overall violent crime rate among juveniles

in Florida is 48% higher than the national average.6 This, coupled with

the demographic makeup of the state being fairly heterogeneous in

comparison to the rest of the country (Fig. 1.6), makes Florida an ideal

testing ground for new design strategies for the current juvenile penal

system.

0

0.1

0.2

0.3

0.4

0.5

0.6

0.7

0.8

Caucasian AfricanAmerican

Hispanic Asian Other

Florida

National

19

In addition to numbers on paper, there are other factors in the increasing argument against privatization of juvenile detention

centers. The US Department of Justice has investigated a number of such facilities and found one, the Wackenhut owned Jena

Juvenile Justice Center for Boys in Louisiana, where youths were treated humiliatingly and cruelly and the detention’s guards (some

with criminal records of their own) “routinely used excessive force.” Another Wackenhut detention center, this time in Texas, and with

a female population, has had a number of reports of rape and molestation by guards.7 Aside from the physical abuses reported in

some of these private for-profit detention centers, a disturbing scandal in the Northeast made headlines and raised a whole host

of corruption issues. Two judges in Pennsylvania plead guilty in 2009 to secretly receiving more than $2.6 million in kickbacks for

sentencing an overwhelming number of children without legal representation to private for-profit facilities.8

Fig. 1.7 Documented Juvenile Detention Incidents Map

Fig. 1.8

21

Methods of Inquiry:

The main goal of this juvenile detention center is to

treat young offenders to a point where they are less tempted to

repeat their delinquent behavior and they become productive

members of society. To achieve this, a number of other smaller

goals are outlined. First, organizing the juveniles into smaller

groups where they have an increased amount of attention

and encouragement is necessary to instill values and respect.

According to Barry Feld, a leading juvenile justice scholar at the

University of Minnesota:

“Evaluation research indicates that incarcerating young

offenders in large, congregate care juvenile institutions

does not effectively rehabilitate and may actually harm

them... A century of experience with training schools and

youth prisons demonstrates that they constitute the one

extensively evaluated and clearly ineffective method to treat

delinquents.” 9

Fig. 1.9

Alternative Residential Models:

“Teaching Family Homes” are a residential rehabilitiation model where a small number of juveniles live under the direct

supervision of an adult facilitator who works with them on modifying their attitudes and behaviors (fig. 1.10). In one study, this

approach was shown to dramatically reduce recidivism rates; whereas juveniles who were treated in traditional residential facilities

had an average recidvism rate of 50%, juveniles in these teaching family homes had an average recidivism rate of only 15%-

20%.10 By creating smaller units of inmates with their own living quarters and learning areas, the inmates will feel less like a serial

number and more like they are deserving of individualized attention. As this thesis project weans away from incarceration and

into a community center, this treatment of toubled youths can still exist through other successfull treatment methods. For many

offenders, day programs or parole supervisors allow them to pay their debt to society without disconnecting entirely from their

schools and families. These community-based programs can foster a positive future potential and are far more cost-effective for the

government.

Fig. 1.10 Teaching Family Homes Photos

23

Second, a strong emphasis on treatment and bettering one’s self should be implied. This will translate into interactive therapy

spaces, recreational areas with directed activities, and practical learning environments and vocational programs including an edible

garden. Engaging the juveniles and keeping a structured atmosphere will benefit their perspective and incorporating alternative

learning exercises will ensure attitudes and self-esteem can be maintained or even improved.

Designing successful juvenile detention centers through following proven rehabilitation models, would cut costs for the

state government over time as the number of incarcerated individuals would decrease in addition to the intangible benefits of the

social impacts of reduced crime and incarceration to society.

Fig. 1.11 Facility Highlights

Education

Vocational Programs

Shop & Gallery Area

Maintains a strong focus on education for incarcerated youth. With smaller class sizes and more attention, youth can keep up with their peers during their sentences

Valuable training in skill sets gives incarcerated youth the opportunity to better their future prospects after their time in the facility while also providing an enriching component to their curriculum

Provides a unique opportunity for the community to engage with inmates on some level also allows the incarcerated a chance to earn money to help pay down their restitutions

Hassela Gotland is a youth detention center located in Sweden that is

touted around Europe as a successful rehabilitation model. Countries

as far away as Ireland and Scotland send their troubled youth to this

unique facility and there is even a waiting list. The youth population

here lives in “micro families”, groups of 5 or less juveniles with a

counselor and sometimes the counselor’s significant other and even

their children. Each “micro family” live in a separate villa scattered

throughout the complex. The offenders living here describe the

difference between Hassela and traditional detention centers as living

within family units instead of a constant threat and strugle amongst

the population. The facility also includes a dog training program

into their treatment, wherein inmates will train dogs for the Swedish

police. They say being a part of this cycle teaches them discipline and

responsibility. Observing this model, the success of this center could

be in support of the hypothesis that many juveniles break the law due

to a lack in having a strong family unit with expectations, discipline,

and accountability.11 Designing a facility to house inmates in small

communal units as part of a larger village instills in them on many

levels, their responsibility and role in the success of their rehabilitation

as well as in the success of the center as a whole. Giving them a sense

of purpose can be taken even further into special

programs such as the dog training they practice at

Hassela. Through this larger scale civic initiative or

something as small as tending to a communal garden,

the government’s food costs for the facility would be

diminished and benefits could be seen on both sides. In

both of these cases, special design considerations would

have to be undertaken. To fully integrate these concepts,

the gardens, for instance, would need to be centrally

located for easy access to maintenance. In the event of

dog training, the housing quarters should be of ample

size and at a suitable elevation to accommodate puppies

and frequent outdoor walks.

Fig. 1.12 Hassela Gotland Photo

25

The State of Missouri reassessed their juvenile correctional system beginning in the 1970s and made large changes that

caused many to look twice. It is known as the “Missouri Model” and whereas in some states almost 40% of juvenile offenders are in

adult jails within three years of incarceration, in Missouri, that figure is only 10% because of the way they approach their inmates,

and the cost to the state per child is almost half the national average. Missouri has approached its juvenile justice system with the

idea that positive affirmation and intensive therapy are the keys to rehabilitating young offenders.12 They argue that group therapy

and support among peers are what create lasting results in most juveniles and they augment that with compassionate counselors

focused on knowing and holding their inmates accountable.

Fig. 1.13 Missouri Philosophy

Correctional Vs. Rehabilitative

Missouri Model

Traditional Vs. Treatment

TH

E R

ES

ULT

S

•External Controls•Lock-up•External Control•Positional Power, Autocratic, no Relationship•Inmates•Majors, Lieutenants, Sergeants•Correctional Officers, Security Workers•Family/Community as Problem•Regiment, Rules•Custodial Supervision•Behavioral Compliance

•3 years after discharge, 93% of DYS youth avoided further incarceration •67% avoided involvement with Juvenile Justice and Adult Corrections•95% of incarcerated you earned highschool credit versus the 50% national average•Detention center staff are 13x more likely to get assaulted in other correctional programs than in the Missouri system

•Safety First•Continuum of Services•Facilitation•Healthy Hierarchy, Boundaries, Relationship•Young People•Leaders, Managers, Directors•Youth Workers, Service Coordinators, Counselors•Family/Community as Partners•Structure, Order•Engaged Interaction•Internalized Change

Richard Ross, a researcher, photographer, and a professor

at the University of California in Santa Barbara has undertaken

an interesting project for the last five years by documenting the

inner life of more than 300 juvenile detention centers in 30 states.

Having this much exposure to the subject, he sees an overlying

theme repeating itself. He calls it “the culture of expectations.” He

sees the schooling within these facilities as the groundwork for

providing the most important aspects of treatment and he insists

that the lack of expectations from these youth’s families are what

causes them to not be productive members of society.13 However,

in the classroom with an effective teacher who outlines and holds

accountable all students to a heightened level of expectation,

inmates seem to respond positively. This can be translated into a

physical architectural language by assessing needs for classrooms

based on effectively small groups and proximity to living quarters

not to mention, utilizing natural light and providing areas for

computer based learning.

Fig. 1.14

27

It is important to note that in the State of Florida there are four “programming types” of juvenile detention centers.

The first would be the typical state run detention center. The second would also be a public center but run by the local

county Sheriff’s departments in a bootcamp style environment. The third would be the private for-profit facility; and

the fourth the private non-profit facilities.14 All of these programming types offer something beneficial to this analysis

and other, more unorthodox concepts will also be considered when designing the ideal detention facility for decreasing

recidivism and reducing cost, both in the long term and short term. Within these programming types, there are also a

number of treatment and rehabilitation philosophies with their own set of end goals as well as spatial requirements.

Most-likely a mixture of two or more program types, applied in an architectural context will achieve the best results when

accompanied with a budget cost rivaling that of the for-profit operators.

Another factor not to be overlooked are the ‘levels of restrictiveness’ the state of Florida measures offenders with when

judges consider sentencing terms and conditions. There are five levels, with level one being the least aggressive offenders

and level five being the most dangerous warranting the maximum restrictiveness level. To make a fair comparison, the

2003 study of Florida juvenile detention centers only included level 3 and 4, or moderate restrictiveness level residential

placement facilities in their research, and so this thesis will also design for this comparable level.15

Thesis Statement:

Targeting juvenile detention centers; where the opportunity for reform is greater, a new design strategy centered around

rehabilitation should be forefront in this argument. This thesis proposes a juvenile detention center located within an at-risk

community in Florida. As of 2010, Florida had the third highest number of juveniles in residential custody facilities just below Texas

and California. It has the fourth highest percentage of kids in private establishments16, making it an ideal test ground. The main

objective in the design and operating processes of this juvenile detention center will be focused around the successful rehabilitation

of the center’s population through rehabilitative instead of correctional treatment methods. As the facility houses fewer and fewer

inmates, the complex will transform in phases to become a functioning community center focused on keeping kids out of the penal

system. Edible gardens will be integrated into the site design and will serve to reduce food costs to the center and provide a level

of accountability to the residents, as well as a few other vocational programs. After the final transformation, the matured garden

will serve to provide for its community and continue to foster civic responsibility. This rehabilitation on the inside will physically

and psychologically affect its surroundings. The architecture of this project will utilize prefabricated qualities to serve a juvenile

detention center and then a community center, two physically differing applications.

29

Fig. 1.15

Chapter 1 Endnotes:

1. Jennifer Warren et al., “One in 100: Behind Bars in America 2008,” The Pew Center on the States, February 28, 2008.

2. Christopher Hartney and Caroline Glesmann. “Prison Bed Profiteers: How Corporations are Reshaping Criminal Justice in the U.S.,” National

Council on Crime and Delinquency, May 2012.

3. Sickmund, M., Sladky, T.J., Kang, W., and Puzzanchera, C. (2011) “Easy Access to the Census of Juveniles in Residential Placement.” Online.

Available: http://www.ojjdp.gov/ojstatbb/ezacjrp/

4. The Juvenile Justice and Prevention Act of 1974.

5. Patrick Bayer and David E. Pozen. “The Effectiveness of Juvenile Correctional Facilities: Public Versus Private Management,”Economic Growth

Center Yale University, Center Discussion Paper no. 863. 2004. http://www.econ.yale.edu/growth_pdf/cdp863.pdf

6. “2 Teens At Center Of Juvenile Crime Debate”, March 9, 2012. http://abcnews.go.com/US/story?id=93887&page=1. (accessed on November 6,

2012).

7. CBS News “Locked Inside a Nightmare,” February 11, 2009. http://www.cbsnews.com/2100-500164_162-193636.html (accessed September

23, 2012).

8. Stephanie Chen. “Pennsylvania Rocked by ‘Jailing Kids for Cash’ Scandal,” CNN Justice. February 23, 2009. http://articles.cnn.com/2009-02-23/

9. Mendel Richard A., The Missouri Model: Reinventing the Practice of Rehabilitating Youthful Offenders (Annie E. Casey Foundation, 2010),

4,http://www.aecf.org/~/media/Pubs/Initiatives/Juvenile%20Detention%20Alternatives%20Initiative/MOModel/MO_Fullreport_

webfinal.pdf (accessed February 10, 2013).

10. Austin James, Johnson Dedel Kelly, Weitzer Ronald, “Alternatives to the Secure Detention and Confinement of Juvenile Offenders” (paper

included in US Department of Justice Juvenile Justice Bulletin, City), https://www.ncjrs.gov/pdffiles1/ojjdp/208804.pdf (accessed

February 9, 2013).

31

Chapter 1 Endnotes:

11. A Different View, 2008. http://www.guardian.co.uk/society/video/2008/jun/25/youth.justice.sweden.

12. “Jails That Treat Kids Like Kids”, n.d. http://abcnews.go.com/Primetime/missouri-sets-standard-juvenile-detention/story?id=8510425.

13. “Juvenile Education: Inside a Confined World | PBS NewsHour | Feb. 2, 2012”, n.d. http://www.pbs.org/newshour/updates/american-graduate/

jan-june12/richardross_02-02.html.

14. Florida Department of Juvenile Justice, “Programs and Facilities,” http://www.djj.state.fl.us/programs-facilities (accessed on September 24,

2012)

15. Patrick Bayer and David E. Pozen. “The Effectiveness of Juvenile Correctional Facilities: Public Versus Private Management,”Economic Growth

Center Yale University, Center Discussion Paper no. 863. 2004. http://www.econ.yale.edu/growth_pdf/cdp863.pdf

16. Melissa Sickmund et al., “Easy Access to the Census of Juveniles in Residential Placement: 1997-2010,” US Department of Justice, Office of

Juvenile Justice and Delinquency Prevention, Mar 30, 2012. http://www.ojjdp.gov/ojstatbb/ezacjrp/

33

Chap

ter 2

: Con

text

ual A

naly

sis

&

Regi

onal

Des

crip

tion

Fig. 2.1

Florida has long held the distinction between juvenile offenders and their adult counterparts as being fundamentally

different. In 1979 the Florida Supreme Court furthered this when it outlined the differences in objectives between the two entities,

where adults who committed a crime did so knowingly and must be punished by society; juvenile offenders committing the same

acts are still considered warranting rehabilitation through treatment. This recognition of treatment over punishment allowed a level

of leniency in the early days that had to be addressed. Mainly the necessity of a legal framework that would guarantee juveniles

had many of the same legal rights as adults such as due process and rights to counsel were added to the Florida Statues in the next

decade.1 Juvenile crime occurs under different circumstances than adult crime, the prefrontal cortex of the brain does not fully

develop until a human is in their mid-20s. Psychological factors and physical environment are widely considered the predominant

reasons for juvenile delinquency. Although it should be noted that these are most likely also the reasons for adult crime, confronting

and treating these issues in adolescents is an obligation for a society who has most likely failed them already. Florida’s early recognition

of the unique differences between juveniles and adults in the penal system can be evidenced by the fact that the Department of

Juvenile Justice was originally founded under the Department of Health and Rehabilitative Services (HRS) and only began to change

modes in the mid-1990s. The largest shift in Florida’s juvenile justice methodology occurred in 2000 when the State moved towards

a “Tough Love” approach with less of a social services focus and more criminally punitive techniques. Although the overall concept

that juveniles and adult offenders should be dealt with differently still remains Florida’s official philosophy.2

35

Jacksonville:

Jacksonville is located on the most northeastern portion of the State of Florida (fig. 2.2) and was incorporated into the United

States in 1832 after a lengthy history of Native American and Spanish rule. It is the largest city in the state by both population and

land area and it merged with Duval County in 1968. Like the rest of Florida, Jacksonville is relatively flat with a high water table and

is considered a sub-tropical climate.

Fig. 2.2 Three Step Map

Florida Duval County Jacksonville

Jacksonville Demographics:

The population of Jacksonville in 2010 was just

over 821,000 people with a median household income of

$46,312, slightly higher than that of the State’s average but

more than 10% lower than the national median income.

The percentage of Jacksonville’s residents who were living

in poverty in 2009 was 15.6%, higher than the national

average, and the percentage of the population 25 and

older who received a high school diploma was 82.3%.

Only 21.1% of the population holds a bachelor’s degree

despite the fact that there are over 20 major colleges

and universities located in the city. Jacksonville has

continuously had a higher crime rate than the national

average, sometimes two-fold, with theft and burglary

being the highest committed offenses.

Fig. 2.4 Jacksonville Average Temperatures

Fig. 2.5 Jacksonville Average Precipitation

Fig. 2.3 Jacksonville Gender Breakdown

Male 48.5%

Female 51.5%

37

Fig. 2.6 “A Walk Through the Juvenile Justice System”2

1. School In more and more public schools, police patrol the hallways and ‘zero tolerance’ policies are increasingly pushing students out, suspending or expel-ling youth for normal adolescent misbehavior rather than attempting to retain students with alternative support. Families are often given inadequate notice or opportunity to participate in school disciplinary hearings.

3. Detention Children are often unnecessarily de-tained in youth detention centers while they are awaiting trial. Detention of a child has been shown to have profound and lasting negative impacts. Families neither receive information regarding the harms associated with detention nor accommodations that make it easier to collect their child from the detention center after an arrest has been made.

5. Probation Too often, families seeking support are instead directed to probation, resulting in greater juvenile justice system involvement. If youth do not comply with probation requirements, they often end up in a confined facility for even the most minor infractions.

7. Re-Entry/ Parole Youth are often released without significant notice to families, or the documenta-tion and other preparation needed to return to school, work, and home. Youth face significant barriers to getting back into school and securing housing and employment. They often face parole supervision that can result in their re-arrest and confinement for parole violations.

2. Arrest Aggressive police tactics including ‘stop-and-frisk’ drive the growing number of youth of color arrested for ‘quality of life’ crimes and other misconduct. After an arrest is made, children are often prevented from speaking with their family before questioning, not informed of their rights and subject to questionable police practice.

4. Adjudication/ Trial Youth and families often wait long periods of time for short, confusing court appear-ances where they are not oriented to what is happening nor given an opportunity to speak.

6. Placement When children are found to have committed a delinquent act, authorities often place them in facilities that are hours away from home and difficult or impossible to reach by public transportation. Families face severe restrictions on who, when and for how long they can visit and exorbitant phone call costs. Generally, the costs associated with a young person’s involvement in the justice system weigh heavily on families of modest means.

*A Walk Through the Juvenile Justice System is a visualization of the experience of the current juvenile justice system process as described by Focus Group and Survey Participants. At each stage, low-income youth, youth of color, and especially low-income youth of color are disproportionately negatively impacted.

A WALK THROUGH THE JUVENILE JUSTICE SYSTEM*

Juvenile Detention in Jacksonville:

Among juvenile offenders in Jacksonville, 2008 saw a large rise in crimes. That year the number of offenders age 10-17

charged with a crime increased 13% while at the same time, crimes committed by people under the age of 18 increased 16%. It

should be said that it is slightly encouraging that manslaughter and murder decreased during this time with the largest increases

in robbery. Some people like Lisa Steely, supervisor of the juvenile division of the Public Defender’s Office, attribute this rise in

underage crime from the policy changes when “Tough Love” became the new mantra. As she sees it, the biggest change comes

from “how adults treat children…not how children act.” Critics agree that petty crimes are punished too harshly and is creating an

atmosphere where children who act out in school are quickly sent to police officers rather than teachers or school psychologists. Still

there are others who think there is a societal breakdown where more single parent households, coupled with negative influences

in the community that are propagating a culture of accepting prison as a career choice.3 The two charts below (fig. 2.7 & fig. 2.8)

highlight the disproportionate number of African American youth in detention centers in Jacksonville compared to overall racial

breakdowns of the US and Florida.

Fig. 2.7 Demographics of Jacksonville, FL and the US (2010) Fig. 2.8 Detention Center Demographics of Jacksonville, FL and the US (2010)

who act out in school are too quickly sent to police officers than teachers or school psychologists. Still

there are others who think there is a societal breakdown where more single parent households and lack

of responsibility, coupled with negative influences in the community are propagating a culture of

accepting prison as a career choice.3

Demographics of Jacksonville, Florida, and the United States (2010)

Detention Center Demographics of Jacksonville, Florida, and the United States (2010)

0.00%

10.00%

20.00%

30.00%

40.00%

50.00%

60.00%

70.00%

80.00%



Jacksonville

Florida

National

0.00%

10.00%

20.00%

30.00%

40.00%

50.00%

60.00%

70.00%


Hispanic Other

Jacksonville

Florida

National

who act out in school are too quickly sent to police officers than teachers or school psychologists. Still

there are others who think there is a societal breakdown where more single parent households and lack

of responsibility, coupled with negative influences in the community are propagating a culture of

accepting prison as a career choice.3

Demographics of Jacksonville, Florida, and the United States (2010)

Detention Center Demographics of Jacksonville, Florida, and the United States (2010)

0.00%

10.00%

20.00%

30.00%

40.00%

50.00%

60.00%

70.00%

80.00%



Jacksonville

Florida

National

0.00%

10.00%

20.00%

30.00%

40.00%

50.00%

60.00%

70.00%


Hispanic Other

Jacksonville

Florida

National

39

Locating a juvenile detention facility within a neighborhood context would achieve a few objectives. Firstly, it is considered

beneficial by most in the corrections field to have easy access for family visitation during a juvenile’s time in residential placement

(fig. 2.9). Encouraging consistent exposure to familial support figures is thought to benefit the inmate both during and after their

detention as they normalize back into society. In order to best allow for this, the facility will be situated in the community and along

public transportation routes. Another aspect concerning transportation is the proximity to the local courthouse. Shorter travel times

are deemed ideal as being safer and more efficient. The Duval County Courthouse is located just a mile away from the residential

areas of East Jacksonville. Maybe the most unorthodox reason for siting a juvenile detention facility in the neighborhood would

be as a barometer from which to gauge the community’s collective effort in reducing crime. By being a highly visible element, the

facility will act as a constant reminder of everyone’s responsibility to society and the punishment incurred for those tempted down

the wrong path. As the detention center gradually transforms into a community center, the neighborhood can have the pride and

satisfaction of knowing that not only has the overall climate become safer, but through their continued efforts the area will stay that

way. With the new responsibility of tending to a community center focused on outreach and opportunity for those that need it, a

stronger community bond with the overarching theme of success will be reached.

Fig. 2.9 Proximity to Home

41

Chapter 2 Endnotes:

1. Florida’s Juvenile Delinquency Court Assessment, Office of the State Courts Administrator. Apr. 2003. http://flcourts.org/gen_public/family/

bin/delinquencyfinalreport.pdf (accessed on October 28, 2012)

2. Florida Department of Juvenile Justice. http://www.djj.state.fl.us/about-us/history (accessed on October 28, 2012)

3. Treen, Dana. “Violent Crime Rates Rise Among Youth in Jacksonville Area.” The Florida Times Union Jacksonville.com. November 19, 2008.

http://jacksonville.com/tu-online/stories/111908/met_357516124.shtml (accessed on October 28, 2012)

43

Chap

ter 3

: Site

Ana

lysi

s

Fig. 3.1

45

Site Location and Geographical Context

The proposed location for this Juvenile Residential Placement Center is in the city of Jacksonville, Florida (fig. 3.2). Jacksonville

is located in the northeastern most county of Florida, Duval County. It is the seat of the county and the largest city at almost 875

square miles. This project will be situated in what is known as East Jacksonville, located east of the historic downtown area and

boarded on two sides by the St. John’s River.

Fig. 3.2 Six Step Map

Fig. 3.3 East Jacksonville Historical Timeline

47

East Jacksonville History

Jacksonville’s African American community has had a long history namely in the neighborhood of LaVilla (fig. 3.3), located

in central downtown Jacksonville. LaVilla was known as the “Harlem of the South” before integration. From the 1920s to the 1960s,

Ashley Street was the main drag in this area with a number of theaters and restaurants catering to the black community located

there. One famous entertainment venue was the Ritz Theater, which hosted such iconic acts as Ella Fitzgerald and Louis Armstrong.1

Today, only two buildings remain on Ashley Street and the majority of the area is now a parking lot for a school. Jacksonville still

hosts a Jazz Festival every April and a Blues festival on the beach. There is one historically black university in the city, Edward Waters

College which was founded in 1865, immediately after the Civil War.

There are over 500 neighborhoods in Jacksonville, many residential communities sprang up shortly after the Civil War. The

neighborhood of East Jacksonville encompasses both the areas of Oakland and Fairfield. Oakland was laid out in 1869 and was

largely a working class African-American community with ties to the local sawmill and shipyards. Fairfield was originally platted

in 1868 and included an area for fairgrounds, hence the name. Together these two neighborhoods encompass 225 acres of land

but were never officially incorporated. Over the years, many prominent members of Jacksonville’s African American community

resided in these areas.2 Unfortunately, today East Jacksonville is in decay but has a strong voice from local residents who intend to

salvage its historical significance. Currently, there are meetings among the local communities to discuss residential and commercial

revitalization. Perhaps as a result of East Jacksonville’s depreciating success, their crime rate is rising and their high school graduation

rates are slipping. In order to benefit this community and ultimately provide outreach services, a juvenile detention facility and later

a community center would be well suited here.

EJAX density diagram

East Jacksonville:

East Jacksonville is located near the St. John’s River and just outside of the larger Downtown area. Matthews Highway, south

of the highlighted area, delineates the residential area of East Jacksonville from the commercial side of Downtown. From the figure

ground diagram (Fig. 3.4), the change in density and scale are substantial and obvious. The renovation of the EverBank Field stadium

and many other businesses south of the expressway have led to an increased disparity between the money there and the poverty

in the neighborhoods once crossed over into on the north side.

Fig. 3.4 East Jacksonville Figure Ground Diagram

49

Zoning:

When choosing the specific site location for this project, it was important to the concept of the thesis to find a residential

pocket close to the amenities and infrastructure of a larger metropolitan area. The circled location on the diagram below (Fig. 3.5) is

one of few commercial areas north of the highway. This diagram also shows a continued commercial corridor from the circled area

running north through the neighborhood of Oakland. Therefore, the project would not need to conform solely to a neighborhood

scale and with the potential of future commercial projects, a stronger pedestrian presence could take shape.

Fig. 3.5 East Jacksonville Zoning Diagram

Poverty

Given that historically areas with larger poverty rates have higher rates of crime, and less positive youth resources, this

project should be sited within an area it would best serve. The diagram below (Fig. 3.6) shows a gradient of poverty levels from 6%

to 67%, the national average is roughly 15%.

Fig. 3.6 East Jacksonville Percentange of PopulationBelow Poverty Line Diagram

51

Reducing the previous poverty level diagram to just the residential zones (Fig. 3.7) Illustrates the most desirable locations for

this thesis project. The need for juvenile residential placement and rehabilitation will aid in reducing crime and will provide more

strength and resources for residents to continue education and have better potential incomes. Ultimately, the community center

will continue this mission helping to provide career preparation and positive after school activities.

Fig. 3.7 East Jacksonville Percentange of PopulationBelow Poverty Line (just neighborhoods) Diagram

Crime Index

Children with family members who are or have been incarcerated are more familiar with the justice system in general. The

diagram below (Fig. 3.8) maps the percentage of population in East Jacksonville currently incarcerated, ranging from 0% to 4%.

Fig. 3.8 East Jacksonville Percentange of PopulationIncarcerated Diagram

53

When the incarceration diagram from the previous page is reduced to the neighborhood zones (Fig. 3.9) it shows the Oakland

neighborhood as being a large concentration of incarcerated residents.

Fig. 3.9 East Jacksonville Percentange of PopulationIncarcerated (just neighborhoods) Diagram

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7:38 7:41 7:44 7:51 7:59 8:03 8:06 8:08 8:12 8:20 8:27 8:30 8:32

8:38 8:41 8:44 8:51 8:59 9:03 9:06 9:08 9:12 9:20 9:27 9:30 9:32

9:38 9:41 9:44 9:51 9:59 10:03 10:06 10:08 10:12 10:20 10:27 10:30 10:32

10:38 10:41 10:44 10:51 10:59 11:03 11:06 11:08 11:12 11:20 11:27 11:30 11:32

11:38 11:41 11:44 11:51 11:59 12:03 12:06 12:08 12:12 12:20 12:27 12:30 12:32

12:38 12:41 12:44 12:51 12:59 1:03 1:06 1:08 1:12 1:20 1:27 1:30 1:32

1:38 1:41 1:44 1:51 1:59 2:03 2:06 2:08 2:12 2:20 2:27 2:30 2:32

2:38 2:41 2:44 2:51 2:59 3:03 3:06 3:08 3:12 3:20 3:27 3:30 3:32

3:38 3:41 3:44 3:51 3:59 4:03 4:06 4:08 4:12 4:20 4:27 4:30 4:32

4:38 4:41 4:44 4:51 4:59 5:03 5:06 5:08 5:12 5:20 5:27 5:30 5:32

5:38 5:41 5:44 5:51 5:59 6:03 6:06 6:08 6:12 6:20 6:27 6:30 6:32

6:38 6:41 6:44 6:51 6:59 7:03 ..... ..... ..... ..... ..... ..... .....

Saturday

..... ..... ..... ..... ..... ..... 7:46 7:48 7:52 8:00 8:07 8:10 8:12

8:18 8:21 8:24 8:31 8:39 8:43 8:46 8:48 8:52 9:00 9:07 9:10 9:12

9:18 9:21 9:24 9:31 9:39 9:43 9:46 9:48 9:52 10:00 10:07 10:10 10:12

10:18 10:21 10:24 10:31 10:39 10:43 10:46 10:48 10:52 11:00 11:07 11:10 11:12

11:18 11:21 11:24 11:31 11:39 11:43 11:46 11:48 11:52 12:00 12:07 12:10 12:12

12:18 12:21 12:24 12:31 12:39 12:43 12:46 12:48 12:52 1:00 1:07 1:10 1:12

1:18 1:21 1:24 1:31 1:39 1:43 1:46 1:48 1:52 2:00 2:07 2:10 2:12

2:18 2:21 2:24 2:31 2:39 2:43 2:46 2:48 2:52 3:00 3:07 3:10 3:12

3:18 3:21 3:24 3:31 3:39 3:43 3:46 3:48 3:52 4:00 4:07 4:10 4:12

4:18 4:21 4:24 4:31 4:39 4:43 4:46 4:48 4:52 5:00 5:07 5:10 5:12

5:18 5:21 5:24 5:31 5:39 5:43 5:46 5:48 5:52 6:00 6:07 6:10 6:12

6:18 6:21 6:24 6:31 6:39 6:43 6:45 ..... ..... ..... ..... ..... .....

Times in LIGHT type are morning hours. Times in DARK type are afternoon/evening hours.

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7:38 7:41 7:44 7:51 7:59 8:03 8:06 8:08 8:12 8:20 8:27 8:30 8:32

8:38 8:41 8:44 8:51 8:59 9:03 9:06 9:08 9:12 9:20 9:27 9:30 9:32

9:38 9:41 9:44 9:51 9:59 10:03 10:06 10:08 10:12 10:20 10:27 10:30 10:32

10:38 10:41 10:44 10:51 10:59 11:03 11:06 11:08 11:12 11:20 11:27 11:30 11:32

11:38 11:41 11:44 11:51 11:59 12:03 12:06 12:08 12:12 12:20 12:27 12:30 12:32

12:38 12:41 12:44 12:51 12:59 1:03 1:06 1:08 1:12 1:20 1:27 1:30 1:32

1:38 1:41 1:44 1:51 1:59 2:03 2:06 2:08 2:12 2:20 2:27 2:30 2:32

2:38 2:41 2:44 2:51 2:59 3:03 3:06 3:08 3:12 3:20 3:27 3:30 3:32

3:38 3:41 3:44 3:51 3:59 4:03 4:06 4:08 4:12 4:20 4:27 4:30 4:32

4:38 4:41 4:44 4:51 4:59 5:03 5:06 5:08 5:12 5:20 5:27 5:30 5:32

5:38 5:41 5:44 5:51 5:59 6:03 6:06 6:08 6:12 6:20 6:27 6:30 6:32

6:38 6:41 6:44 6:51 6:59 7:03 ..... ..... ..... ..... ..... ..... .....

Saturday

..... ..... ..... ..... ..... ..... 7:46 7:48 7:52 8:00 8:07 8:10 8:12

8:18 8:21 8:24 8:31 8:39 8:43 8:46 8:48 8:52 9:00 9:07 9:10 9:12

9:18 9:21 9:24 9:31 9:39 9:43 9:46 9:48 9:52 10:00 10:07 10:10 10:12

10:18 10:21 10:24 10:31 10:39 10:43 10:46 10:48 10:52 11:00 11:07 11:10 11:12

11:18 11:21 11:24 11:31 11:39 11:43 11:46 11:48 11:52 12:00 12:07 12:10 12:12

12:18 12:21 12:24 12:31 12:39 12:43 12:46 12:48 12:52 1:00 1:07 1:10 1:12

1:18 1:21 1:24 1:31 1:39 1:43 1:46 1:48 1:52 2:00 2:07 2:10 2:12

2:18 2:21 2:24 2:31 2:39 2:43 2:46 2:48 2:52 3:00 3:07 3:10 3:12

3:18 3:21 3:24 3:31 3:39 3:43 3:46 3:48 3:52 4:00 4:07 4:10 4:12

4:18 4:21 4:24 4:31 4:39 4:43 4:46 4:48 4:52 5:00 5:07 5:10 5:12

5:18 5:21 5:24 5:31 5:39 5:43 5:46 5:48 5:52 6:00 6:07 6:10 6:12

6:18 6:21 6:24 6:31 6:39 6:43 6:45 ..... ..... ..... ..... ..... .....

Times in LIGHT type are morning hours. Times in DARK type are afternoon/evening hours.

Talleyrand Community Shuttle

Legend

Shuttle Route and Stops

Premium Service Area

Medical Center

Shopping

School

AA

Fig. 3.11 Rosa Parks Transit Station

Fig. 3.12 Talleyrand Community Shuttle schedule and map

Fig. 3.10 Duval County Courthouse

Site Proximities

After being located within

a neighborhood context, the next

most important factor of this thesis

project’s location is being accessible

to other family members and to the

juvenile justice system. The diagram

on the following page (Fig. 3.13) maps

the Duval County Courthouse and the

Rosa Parks Transit Station. From the

neighborhood of Oakland, it is an 8

minute drive to the court house, and

for visiting family members who live

elsewhere in Jacksonville, the transit

station is only a 23 minute walk to the

site or a 7 minute drive. Furthermore,

a Community Shuttle and the bus

system both have stops 3 minutes

from the highlighted area.

55

0’ 300’ 600’ 1200’

St. John’s River

St. J

ohn’

s Riv

er

5 min

10 min

Fig. 3.13 East Jacksonville Proximities to SiteCar Route Shuttle Route Bus Route

Bus Stop for F1 Florida Ave/Broadway/Detroit3 minute walk to site

Rosa Parks Transit Station23 minute walk, 7 minute drive to site

Duval County Courthouse31 minute walk, 8 minute drive to site

Locating the Site

Analyzing the context of East

Jacksonville with filters for demographic

makeup and other pertinent issues

juvenile incarceration, a well-suited site

location is determined. This area, (Fig.

3.14 & Fig. 3.15) 665 A Phillip Randolph

Boulevard, is situated half a block north

of the Matthews Highway and a three

minute walk away from the local transit

stop, making it extremely accessible for

the needs of detention center. There are

no existing buildings on the lot and the

residences near by only border on the

north and east sides, allowing the facility

to incorporate its unique needs without

hindering the community’s atmosphere.

Fig. 3.14 East Jacksonville Aerial Photo with Site Highlighted

Fig. 3.15 Site Location in Neighborhood of Oakland

57

Fig. 3.17 Site Information

665 A. Phillip Randolph Blvd.

Gross Area: 215,018 SF

Net Area: 168,264 SF

Zoning: PBF-1 Public Buildings

Fig. 3.16 Panorama looking north across site from Albert Street

Fig. 3.19 Site Edge Conditions

Fig. 3.18 Five minute site proximities

Fig. 3.20 Site ZoningRes.Ind.Rec.Com.

0’ 300’ 600’ 1200’

St. John’s River

St. J

ohn’

s Riv

er

5 min

10 min

Car Route Shuttle Route Bus Route

59

Fig. 3.21 Panorama looking west along Albert Street (site to the right)

Fig. 3.22 Photograph Looking South from Site to Highway Fig. 3.23 Photograph Looking North into Site

61

Chapter 3 Endnotes:

1.Metro Jacksonville , Ashley Street: The Harlem of the South, May 13, 2009. http://www.metrojacksonville.com/article/2009-may-ashley-

street-the-harlem-of-the-south (accessed November 11, 2012).

2. East Jacksonville Neighborhood Action Plan, City of Jacksonville Planning and Development Department & APD, Inc. Apr. 2003. http://www.

coj.net/departments/planning-and-development/docs/community-planning-division/plans-and-studies/east-jax-nap.aspx (accessed

on November 11, 2012)

63

Chap

ter 4

: Pro

gram

Ana

lysi

s &

D

evel

opm

ent

Fig. 4.1

65

Before the actual design could begin, a complete and thorough

understanding of the project’s needs must be understood.

Analyzing the intended user groups, the times at which the

facility will be most used, and the desired spatial qualities and

relationships of the spaces determine more specifically how

the building and site were to come together. This thesis project,

with its two main applications; the detention center and the

community center, required further research into how each

will facet of the project would work on its own and how they

would interact with one another during the transformational

phasing process.

User Personas:

To design with intended users in mind, a technique is used to create a cast of characters

that will use the project. Each “user” has a different perspective and unique needs but they

represent a larger group of people that will share similar needs.

User #1

James Warner is twelve years old and was detained four days ago for unlawful drug possession.

This is James’ first offense on his record and the process has come as a shock to him. The judge

has sentenced him to two weeks in a juvenile detention facility with drug counseling during and

following one month after his release. Due to James’ age and the non-violent nature of his offense,

he will be living with other detainees with similar backgrounds to prevent incidents. He will also

be allowed in the visitation area more frequently than aggressive or repeat offenders, to meet with

his parents and case worker. While he is at the juvenile detention center, James’ time will be spent

primarily outside of confinement in counseling, exercise, and well-being programs.Fig. 4.2 “James Warner”

67

User #2

Steven Barnes, a 17 year-old chronic truant, is no stranger to the local juvenile court system. His

record spans three years but his latest offense is the most serious. He was arrested and sentenced

for armed assault and battery on a neighbor, and will spend three months in the juvenile detention

center. Being that his crimes are becoming more aggressive, he will be kept in a separate area of the

center for violent offenders with private cells. Steven’s visitation schedule will be less frequent than

other detainees, mainly due to family issues. Like other offenders, he will attend regular counseling

sessions aimed at his specific crimes, but his will be private with a specialized counselor. His typical

days will also include exercise and classes to help him catch up in his schooling. Due to Steven’s age,

his case worker and counselors are concerned about him becoming a career criminal and moving

into the adult facilities soon.

User #3

Janette Trachtenberg is a juvenile justice system social worker in Florida. She graduate from Florida

State University in 1978 and has been at her current position for the last 12 years. She travels to a

number of juvenile detention facilities every week to meet with incoming and outgoing offenders

whose cases she is managing through the penal system. At the juvenile detention center she will

meet with facility operators who have direct interaction with her client so that she can monitor

their progress and she will also visit with the offender sometimes with and sometimes without their

legal guardian.

Fig. 4.4 “Janette Trachtenberg”

Fig. 4.3 “Steven Barnes”

User #4

John Glasgow’s grandson, Christopher, is at the juvenile detention facility. Glasgow is the legal

guardian of Christopher in lieu of his daughter His grandson has been increasingly more difficult

to handle and although he has been arrested before, this was the first time Christopher had been

sentenced to incarceration. Glasgow hopes that his grandson’s time in detention will help set him

straight so he can focus on school again. Because Christopher’s crime was non-violent, Glasgow

is allowed to meet with him as frequently as possible in the visitation quarters. Christopher’s

counselors believe the positive interaction with family members will aid him significantly in his

rehabilitation and also invite Glasgow to attend some family therapy sessions.

User #5

Alex Mendelsohn is a security guard at the juvenile detention center. He began working after his

training six months ago. He respects the work that he and his colleagues do, and he especially

appreciates the active role the administration takes in handling situations in conjunction with the

guards. Mendelsohn’s work shifts are on a rotating schedule where he will typically work 10 hours

for four days a week and then rotate day or night shifts. Because most of his work includes patrolling

and supervising, he quickly becomes acquainted with the detention center’s layout. Controlled

access points, easy and efficient connective spaces, and unobstructed vantage points are what he

deems integral components of a successful facility.

Fig. 4.5 “John Glasgow”

Fig. 4.6 “Alex Mendelsohn”

69

User #6

Annette Baker is a 27 year-old single mother who has recently become unemployed. Working

at the same job for over 6 years, she needs help with her current job search. She comes to the

community center almost daily while her son is in school and takes free computer classes to give

her a competitive edge while also using the center’s internet to look for a new career. After her son

gets out of school, she enjoys bringing him to the center to play with friends. Both Annette and her

son look forward to the free bi-monthly movie showings at the center. They enjoy relaxing outside

in the courtyard and bringing food to picnic.

User #6

Patricia Smith is a retired nurse and small business owner who volunteers at the community center

a few hours a day, twice a week. She likes the energetic atmosphere the center brings to the

neighborhood and enjoys taking cooking classes there. Once a week she works with the juvenile

service portion of the community center aiding in job preparation tools. Through this effort, she

feels like she can contribute to the youth’s future success by conducting mock interviews, resume

writing help, and professional attire advice.

Fig. 4.8 “Annette Baker”

Fig. 4.7 “Patricia Smith”

Phase 1:

As a juvenile residential detention facility many program

requirements are already established such as bedrooms,

classrooms, intake area, and cafeteria facilities, however a few

more enriching spaces should be added to provide the best

amenities towards rehabilitation. Vocational programs provide

real-world skill sets for future advancement, special classrooms

for music and computers give detained youth more creative

outlets to express themselves, and a variety of therapy area

sizes to allow for group and individual care.

Juvenile Detention Center Time Use DiagramFig. 4.8 Phase 1 Time of Use Diagram Fig. 4.9 Phase 1 Program Bubbe Diagram

71

Fig. 4.10 Phase 1 Spatial Relationships Matrix

Phase 2:

As the project transforms and begins the

process of breaking down from a detention center

into a community center, certain spatial relationships

become more sensitive. Phase two adds the beginning

of the community center park and a jogging path.

Situating these spaces further from the facility maintains

a distinction between the two and does not jeopardize

security and atmosphere for the juvenile detention

center.

Fig. 4.11 Phase 2 Time of Use Diagram Fig. 4.12 Phase 2 Program Bubble DiagramPartial Juvenile Detention Center & Partial Community CenterTime Use Diagram

73


Phase 3:

The third stage of the transformation process is

the complete community center. Many of the previous

detention center spaces will be re-purposed into

community center offices and classrooms and the lobby,

for instance, now serves the community center. Where

phase two of the community center began taking shape,

is now connected through other spaces to the main

building and new parking areas.

Fig. 4.14 Phase 3 Time of Use Diagram Fig. 4.15 Phase 3 Program Bubble DiagramCommunity Center Time Use Diagram

75


Case Studies:

Moving on from basic programmatic and spatial

needs, outlining more specific spaces and corresponding size

requirements is necessary. By utilizing the previous bubble

diagrams, more informed decisions will be made as to how the

three phases of this project will interrelate with one another

and will begin to consider how they will relate to the overall

site.

Case studies are implemented to help inform and

determine appropriate provisions to be made. The reasons

behind each vary from strictly programmatic to atmospheric

as need be. In the designing of a juvenile residential facility

more strongly aimed at rehabilitation, a number of school

related case studies are included. One of this project’s main

concepts is that a facility that maintains a level of normalcy will

be best suited for incarcerated youth so as to more smoothly

guide them back into society after their stay.

77

Program Case Studies

Type of Use: Cafeteria Project: Lahainaluna High School Cafeteria Designer: Ferraro Choi And Associates Ltd. Location: Maui, Hawaii

This sustainably designed cafeteria encompasses over 19,800 square feet and was completed in 2012 to serve the Lahainaluna high school in West Maui,

Hawaii. It provides seating for 650 students with seating areas both inside and outside. The client wanted a strong enough structure to serve as an emergency

shelter for the local community. The designers utilized concepts of stack and cross ventilation, as well as natural day lighting and shading techniques to make

a more efficient building. They incorporated glass louver windows to maximize the air flow through the space and solar light tubes were used to provide light

without solar heat gain. The facility holds 1,000 people and includes a stage area. The Juvenile facility requires a cafeteria space that is bright and engaging.

In addition, the community center needs a banquet area with kitchen to host large gatherings. A space that can translate into both needs as necessary will be

best suited for this thesis.

Fig. 4.17 Lahainaluna Cafeteria Photographs

Type of Use: Gymnasium Project: Riverbank High School Gym Designer: Darden Architects Location: Riverbank, California

This gymnasium was designed for a high school in the small community of Riverbank, California. This facility includes: locker rooms with showers, a snack

bar, team rooms, coach’s offices, and a large central lobby and reception area. Around the lobby, the designers used a vertical solar wall to minimize the heat

from the west. The client wanted to make use of as much natural daylight as possible so the designers implemented skylights with interior reflective shafts

and internal diffusing lenses, requiring no artificial light during the day. The building is situated on the site facing the main street as a symbol of pride in

the community and it greatly improves the athletics and physical education aspects of the school. This thesis being located in Jacksonville, Florida all but

necessitates an indoor activity space. This gym will not only allow for basketball games, but will play host to a number of other team sports. As this thesis

transforms into a community center, the gym will remain as a strong gathering place, therefore it should be a durable facility to last a number of years.

Fig. 4.18 Riverbank High School Gym Photographs

79

Fig. 4.19 Crown Hall Dorm Photographs

Type of Use: Dormitory Project: Crown Hall Dorm Designer: CO Architects Location: Claremont McKenna College, Claremont, California

Designed for 110 students this dormitory at Claremont McKenna College was built in 2009 and received a LEED Silver certification. There are a number of

courtyards designed among the wings of the building to create small social spaces and the double height living room areas have folding glass walls that open

up onto these courtyards via balconies. Each housing area is made up of up to 12 students. There are other spaces for social interaction, lounges, and laundry,

as well as technology labs. The high ceilings allow better air flow and views. By incorporating a level of normalcy with dormitory type housing instead of cell

blocks, this thesis project gives juveniles a sense of respect and responsibility. The Claremont Hall Dorm, with its soft colors, ambundant natural light, and

inclusion of nature is a strong case study for this type of juvenile detention facility.

Type of Use: School Classrooms Project: Baker Prairie Middle School Designer: Boora Architects Location: Canby, Oregon

The School District in Canby Oregon wanted a sustainable school to enrich the students’ learning experience. Boora Architects designed this two-story

142,000 square foot middle school to be LEED Gold certified. The school has one main corridor with all the classrooms and offices with glass facades feeding

off of it at angles to create multi-functional interstitial spaces. There are a series of interior courtyards to flood the building with natural light while not being

safety or control issues; these also serve to ventilate the building. Aside from classrooms, this facility includes a media center and school shop. For the purposes

of a juvenile detention facility, the Baker Prairie Middle School is a good case study due to its strong focus on natural light. All spaces within the juvenile living

and sleeping quarters maintain transparency, so a design utilizing windows without being a distraction is a necessity.

Fig. 4.20 Baker Prairie Middle School Photographs

81

Fig. 4.21Gary Comer Youth Center Photographs

Type of Use: Edible Garden Project: Gary Comer Youth Center Designer: Hoerr Shaudt Landscape Architects Location: Chicago, Illinois

The Gary Comer Youth Center services the local 8 to 18 year-old community in Chicago, Illinois during their after school hours. They have incorporated

a rooftop garden as a part of the 74,000 square foot facility built in 2008. The third floor classrooms of the youth center look out over the educational

garden and there are a number of classes help at the facility to encourage youth horticultural learning. The garden’s soil depth is 24 inches, affording the

children the opportunity to grow a wide variety of fruits, vegetables, flowers, and herbs. There area a number of skylights penetrating the garden to provide

natural light down into the gymnasium. The garden helps reduce the urban heat island effect and it also serves to collect rainwater. This edible garden is an

excellent case study in providing a food source while also encouraging a learning and responsiblity opportunity. In all three phases of this thesis project, the

edible garden can be incorporated into the program. Beginning it with the first phase also guarantees a mature garden for the community center users.

Type of Use: Park Project: Punggol Promenade Designer: LOOK Architects Pte Ltd Location: Punggol, Singapore

The Punggol Promenade in Singapore is a stretch of park along a waterfront community. Flanking the running and biking paths of the park are rest areas;

aluminum cladded shelters to shield park goers from the elements of the tropical climate. The forms of these shelters are meant to mimic the rolling waves of

the water along the waterfront. These structures can be applied to this thesis project through adaptive reuse of the building materials transforming into the

community center and adjacent park.

Fig. 4.22 Punggol Park Promenade Photographs

83

Project: Shrewsbury International School Playground Designer: Shma Architects Location: Bangkok, Thailand

The Shrewsbury International School playground is an almost 10,000 square foot “play field” for a school in Thailand. The designers wanted to stray from typical

playground applications with traditional play equipment to better encourage child brain development. Dotting the playground are various wooden “play

pods” with differing purposes and intended learning experiences. Some of these pods are large enough to bring the whole class outside for a lesson, while

others are more intimate encouraging the children to interact with their natural surroundings. This can serve as another adaptive reuse of building materials

for this thesis.

Fig. 4.23 Shrewsbury International School Playground Photographs

Type of Use: Outdoor Stage Project: School Outdoor Space Designer: Students from University of Arkansas Location: Fayetteville, Arkansas

This design build studio under the direction of Professor Michael Hughes and 32 students from the University of Arkansas built this outdoor pavilion for

Washington Elementary School. The program encompasses roughly 2,000 square feet and took 11 months to complete. The space includes an outdoor stage

for classes or performances and benches for seating. An auxiliary entryway to the street allows public access to the pavilion after school hours. A clean and

simple outdoor pavilion like this case study at Washington Elementary School in Arkansas is the ideal scale for this thesis project’s outdoor stage area. Similiar

to the park and playground, it can be formed from the transforming materials of the old juvenile detention center. For the community center program, an

outdoor stage can be utilized both day and night for a wide variety of events from musical performances to public meetings and gatherings.

Fig. 4.24 Elementary School Outdoor Stage Photographs

87

Chap

ter 5

: Qua

ntita

tive

Prog

ram

D

evel

opm

ent

Fig. 5.1

89

Juvenile residential detention centers are designed as small

self-sustaining communities. Because of this reason and

their security requirements, international and local building

codes outline specific parameters to keep all users safe. These

stipulations need to be understood before the design process

begins so as to make appropriate decisions.

Building Code Analysis:

Phase 1 of this juvenile detention facility, encompasses roughly

30, 200 square feet of indoor space with a total of 4 stories. The

primary usage is that of a detention facility with classrooms, a

gym, offices, and a cafeteria.

Juvenile detention facilities fall under Occupancy Group I-3 in

the 2009 International Building Code section 308.1:

Group I-3 condition 308.4.3 provides that:

One requirement is included in section 408.8:

Code information reviewed in this section:

A. Occupant Loads

B. Height and Area Limitations

C. Egress and Accessibility

“Institutional group in which people are cared for or

live in a supervised environment, having physical limitations

because of health or age are harbored for medical treatment

or other care or treatment, or in which people are

detained for penal or correctional purposes or in which the

liberty of the occupants is restricted.”

“This occupancy shall include buildings and

structures that are inhabited by more than five persons

who are under restraint or security. An I-3 facility is occupied by

persons who are generally incapable of self-preservation due

to security measures not under the occupants’ control. “

“Subdivision of resident housing areas. Sleeping areas

and any contiguous day room, group activity space or

other common spaces where residents are housed shall be

separated from other spaces in accordance with

Sections 408.8.1 through 408.8.4.”

91

Occupancy Loads:

Occupant Loads per IBC 2009 Table 1004.1.1

Juvenile Living Quarters (6)Juvenile Sleeping Quarters (6)Classrooms (3)Half Gym / Multi-Purpose LibraryCafeteriaCafeteria KitchenMulti-Purpose & Main Therapy RoomComputer Classroom

Administration 4 Main Offices 3 Mental Health Offices 3 Physical Health Offices Staff Breakroom Conference rooms (2) Copy Room

Main EntranceJuvenile EntranceExam RoomService AreaVisitation Room (6)Central ControlShop & Gallery

Group Rooms (2) Observation & Research

Vocational Programs Culinary Kitchen Horticulture Pottery & Painting Music Studio Welding & Metal Works

7 persons each7 2763940413421

2228103

5610227415

17 persons each38

1613161613

Egress:

Egress System Criteria per IBC 2009

A: Assembly B: BusinessE: EducationalI-3: InstitutionalM: Mercantile

250’300’250’200’250’

75’100’75’

100’75’

49 occupants49491049

20’50’20’20’20’

32”, 48”32”, 48”32”, 48”32”, 48”32”, 48”

36”36”36”36”36”

44”44”44”44”44”

36”, 44”36”, 44”36”, 44”36”, 44”36”, 44”

Max Travel Distance

(Sprinklered):

Occupancy Group: Max Common Path

of Egress Travel:

Largest Room That May Have Only One

Means of Egress:

Minimum Length of

Dead-End Corridor:

Min & Max Door

Width:

Minimum Clear Corridor Width

(< 49 persons):

Minimum Clear Corridor Width

(> 49 persons):

Minimum Stair

Width:

93

Height and Area Limitations:

IBC 2009 Table 1604.5 Occupancy Category of Buildings and Other Structures defines this project as an occupancy category III

IBC 2009 Table 503 General Building Height and Area Limitations:

For Occupancy Group I-3 the 2-hour Noncombustible Construction Type I-B yields a maximum 180’ building height

sprinklered, with an unlimited number of stories and an unlimited area per story.

Another example for this same building and occupancy group could be the 1-hour Combustible Construction Type III-A

which yields a maximum 85’ building height sprinklered, with a maximum of three stories and a maximum total area

allowed of 94,500 SF.

CL

CL

GYM

LIB

CAF

KIT

JL

JS

MP

ADM

JE

IN SA MF

VA

CC

OR

SP

VP

IndoorProgram

OutdoorProgram

Fig. 5.2 Quantitative Analysis Phase 1

95

Juvenile Living Quarters

Juvenile Sleeping Quarters

Classrooms (3)

Gymnasium

Library

Cafeteria

Cafeteria Kitchen

Multi-purpose Room

Administration

4 Main offices

3 Medical offices

Staff Breakroom

Conference rooms (2)

Juvenile Entrance

Intake Area

Service Area

Medical Facilities

Visitation Room (2)

Central Control

Total Indoor Area: 22,100 SF

Outdoor Recreation

Staff Parking (25)

Visitor Parking (15)

Total Outdoor Area: 21,200 SF

Total Gross Area: 43,300 SF

Phase I Preliminary Programming Spaces and Area Estimates:

4500 SF

3000 SF

1300 SF

6200 SF

400 SF

1000 SF

1700 SF

700 SF

450 SF

300 SF

200 SF

300 SF

100 SF

500 SF

400 SF

400 SF

300 SF

200 SF

6000 SF

9500 SF

5700 SF

CL

CL

GYM

LIB

CAF

KIT

JL

JS

MP

ADM

JE

IN SA MF

VA

CC

C MP

OR

SP

VP

CC P

CP

IndoorProgram

OutdoorProgram

C MP

SP

VP

CC P

CPADM

VA


97



Classrooms (3)

Gymnasium

Library

Cafeteria

Cafeteria Kitchen

Multi-purpose Room

Administration

Juvenile Entrance

Intake Area

Service Area

Medical Facilities

Visitation Room (2)

Central Control

Community Center Multi-Purpose Room


Outdoor Recreation

Staff Parking (25)

Visitor Parking (15)

Community Center Parking (20)

Community Center Park



Phase II Preliminary Programming Spaces and Area Estimates:

2700 SF

1800 SF

1300 SF

6200 SF

400 SF

1000 SF

1700 SF

700 SF

1100 SF

100 SF

500 SF

400 SF

400 SF

300 SF

200 SF

1000 SF

6000 SF

9500 SF

5700 SF

7600 SF

1500 SF

GYM

LIB

BA

ADM SA

C MP

OR

SP

VP

CL

CL

LK

QS

OS

PG

L

COMP

ME

CP

IndoorProgram

OutdoorProgram


99

Multi-Purpose Room

Gymnasium

Library

Classrooms

Learning Kitchen

Media Room

Administrative

Quiet Study (4)

Computer Classroom

Storage Area

Lobby

Banquet/Kitchen Area


Community Center Parking (40)

Community Center Park

Outdoor Stage

Playground



Phase III Preliminary Programming Spaces and Area Estimates:

1000 SF

6200 SF

1000 SF

1300 SF

700 SF

500 SF

1100 SF

200 SF

700 SF

400 SF

200 SF

2000 SF

22,800 SF

2000 SF

800 SF

1000 SF

101

After analyzing the desired programmatic elements

and their appropriate sizes, the next chapter illustrates spatial

layouts explored on the project’s site within the context of the

neighborhood of Oakland, Jacksonville. The unique design

challenge of this project is its morphing into three distinct

phases; Juvenile Detention Center, Partial Juvenile Facility and

Partial Community Center, and finally Community Center. Using

the previous space adjacency requirements and building code

analysis the schematic design process emerges highlighting

what can best move from each phase into the next with as little

footprint interruption as possible while maintaining security,

accessibility, and comfort.

103

Chap

ter 6

: Sch

emat

ic S

ite a

nd

Build

ing

Des

ign

Fig. 6.1

105

Schematic Design:

Having established the basic needs and atmosphere

desired for this thesis project, laying out the schematics of the

site is needed to begin the design development. Due to the

site’s location as a buffer between the large-scale commercial

district of East Jacksonville at the southern boundary and the

historic neighborhood planning its revitalization efforts on

the northern end, varying degrees of visibility and security are

addressed as well as desired locations for entry and exit both

of a vehicular and pedestrian nature. The scale of the project

must be sensitive of its surroundings, therefore this chapter

begins with assessing and diagramming these conditions.

As the program becomes more solidified, the spatial

requirements are more specifically detailed with a heavy

emphasis on vocational training and academic learning in

conjunction with ample room for guardian visitation and

group therapy opportunities.

This diagram(Fig. 6.2) illustrates the

five minute walking radius from the

site with bus and shuttle stops only 3

minutes away. This proximity to public

transportation makes the north western

corner of the site the most convenient to

pedestrian traffic. This pedestrian traffic is

particularly important to the project so as

to encourage as much family and positive

human engagement and visitation as

possible.

Fig. 6.2 Zoom in proximity diagram

107

Spatial exploration watercolor process. These diagrams utilize three colors to designate the main

components of the project, administrative and visitor spaces (mainly the yellow parts), Infrastructure

for the juveniles living here for example classrooms and cafeteria (the blue spaces), and the juvenile

living and sleeping areas (designated by the gray areas)

Fig. 6.3 Watercolor Spatial Exploration Diagrams

The unique nature of this facility located within a neighborhood implies that certain conditions be addressed through an architectural

design in order to remain sensitive to and cognizant of spatial relationships with the existing context. On the south end of the

site is Matthews Expressway, an elevated highway, garnering higher views of the project. To the north end are located residences,

predominately 1 and 2 stories in height with relatively small footprints. Due to these implications, the project is designed taller at the

south end and will taper down to a residential scale along the northern boundary.

Fig. 6.4 Site Sections and Visibility Diagrams

109

Fig. 6.5 Sight Lines Exploration Model

Fig. 6.6 Tapering to Neighborhood Exploration Model

111

Scheme 1

This design intended to have the therapy area taller and

centralized within the project. The administration and

infrastrucure would be at the more neighborhood scale and

the entrance would be on the northwest corner. Unfortunately,

the juvenile pods feel unsecured against south west boundary

and the importance of that corner is lost.

Administration and infrastructure

Therapy and specialized learning

Juvenile living “pods”

Fig. 6.7 Scheme 1 Plan

Fig. 6.8 Scheme 1 Perspective

Scheme 2

This layout continued the idea of the therapy space being

centralized and created a strong linear connection between

all spaces of the building. Unfortunately, the pods feel too far

away from one another and the security is still not met.






113

Scheme 3

Determining that A. Phillip Randolp Blvd. (to the west of the

site) is the most appropriate elevation to put the majority of

the project, allows this scheme to filter down towards the

neighborhood on the north eastern side. The juvenile pods are

more protected but still require increased design to mitigate

this.






After exploring a number of different design solutions, this tiered approach

(fig. 6.13) achieves the tapering down from a commercial to a neighborhood

scale and provides three distinct break away components from which the

building can be disassembled through its phases to ultimately become a

community center.

Fig. 6.13 Tapering Component Exploration Model

115

Schematic Development:

This schematic site plan places the long facades of the building along the major street and

allows the rest of the site towards the neighborhood to stay low-lying and natural. Two parking lots are

provided, one for visitors and staff that can be accessed from A. Phillip Randolph Blvd. or Grant Street

and the other for the intake area vans and security staff that is along Albert Street.

Fig. 6.14 Schematic Site Plan

Two unique features of this project

that require further explanation are

the Shop & Gallery space as well as

the Research and Observation Area.

Vocational programs allow the juveniles

to learn real-world skill sets and build

self-worth, in addition many facilities

currently allow for the crafts that are

made by juveniles to be sold to the

general public to help pay down their

restitution. Providing a Shop & Gallery

would facilitate this as well as begin

to break down the current stigma

surrounding juvenile offenders. The

culinary class can contribute as well

with baked goods.

Fig. 6.15 Schematic Level 1

117

Fig. 6.16 Schematic Level 1 with Program

The Research and Observation area,

tied to the one-story juvenile housing

unit, will serve as a “model home.” This

will be a part of the first phase of the

metamorphosis and will break apart

and be dismantled entirely to become

shelters for the park and playground of

the community center. The Observation

and Research area will serve to allow

visiting scholars, researchers, and those

in the penal profession an opportunity

to observe the therapy methods

and communal supervised living

arrangement integral to the success

of this project. The space would be

large enough to also hold meetings

and conferences related to improving

juvenile recidivism and rehabilitation.

The first level of the juvenile detention center includes the main entrance for the facility and the shop & gallery space along the

corner of A. Philip Randolph Boulevard and Grant Street where it will receive the most visibility and pedestrian traffic. The area along

Grant Street, facing the neighborhood, will be lined with visitation rooms and other administrative spaces as well as the observation

and research space with high windows for security and natural light.

Fig. 6.17 Schematic level 1 Main Entrances Fig. 6.18 Schematic Level 1 Visitor Circulation

119

Fig. 6.19 Schematic Level 1 Administrative Circulation Fig. 6.20 Schematic Level 1 Juvenile Circulation

More administrative areas line A Philip Randolph Boulevard, to the west. The majority of the juvenile infrastructure spaces; gym,

cafeteria, classrooms, and vocational spaces, are enveloped in the inner portions of the building or located along the smaller street

bordering the highway. Allowing certain highly supervised areas like these along the perimeter (outer towards the street or inner

towards the open courtyard) facilitates ample possibilities for natural light.

The second story of this project

includes the one juvenile living pod

being removed in the third phase and

the four living units that will be phased

out last in the transformation. These

housing units are two-story with a large

living space for five juveniles on the

lower level and a smaller sleeping area

above. Three traditional classrooms, the

music room, and teacher offices are also

included on this floor.


121

Fig. 6.22 Schematic Level 2 with Program

The third floor is comprised of the housing unit’s sleeping areas.

These spaces look down onto the living space and allow added

openness and light while maintaining security.

Fig. 6.24 Schematic Level 3 with ProgramFig. 6.23 Schematic Level 3

123

The fourth level consists of the main multi-purpose/therapy room.

This large space is positioned on A Philip Randolph Boulevard and

Albert Street facing the highway to garner ample visibility as it

embodies one of the main concepts of this thesis: success through

rehabilitation. The juveniles will engage in group therapy often to

work on the root of their issues leading up to their incarcerations.

Fig. 6.26 Schematic Level 4 with ProgramFig. 6.25 Schematic Level 4

The breaking down process of this facility is envisioned as happening in three distinct

phases. The main driving force in the design of this project is juggling the balance between

the building physically breaking away while maintaining security for the neighborhood

as well as the inhabitants. Incorporating the two interior courtyards, allows for a part of

the building to be dismantled while keeping a wall or corridor intact. The first portion to

break away is the “model unit” and observation area. The pieces will be dismantled and

re-purposed as outdoor structures for the community center park. The second phase is

another juvenile housing unit and a classroom and other infrastructure that won’t be

needed with the declining population. It is envisioned that these parts will be moved or

broken down and re-purposed for the beginning of the community center building. The

third phase is the remaining four living pods and the majority of the administrative and

educational areas. Many of these spaces will be re-purposed and opened up to create

desired community center spaces, others will remain exactly the same, such as the gym

(whose side wall doubles as a movie theater projection wall) and the edible garden with

adjoining horticulture and culinary classrooms.

The Transformation:

125

Fig. 6.27 Schematic Transformation Phasings

Fig. 6.28 Schematic Section A

Fig. 6.29 Schematic Section A with Program

127

Fig. 6.30 Schematic Section B

Fig. 6.31 Schematic Section B with Program

Fig. 6.32 Schematic A. Phillip Randolph Blvd. (West) Elevation

129

Fig. 6.33 Schematic Axonometric Level 1

Courtyard

Edible Garden

Cafeteria

Juvenile Living Area

Classrooms

Academic Corridor


Juvenile Double Height Space


131

Juvenile Bedroom


Juvenile Double Height Space


Multi-Purpose & Therapy Room


133

With many of the spatial adjacencies and site requirements

satisfactorily analyzed, chapter 7 will address the building in

more detail. Materials and fenestration are investigated so that

the project both fits into its location’s context but also begins

to designate a commercial corridor and applies versatility to

for the transformation to a community center. The inner spaces

of the facility, although of proper area, still require detailed

layouts and this will also further evolve the building as the

design process continues.

135

Chap

ter 7

: Sch

emat

ic D

evel

opm

ent

Fig. 7.1

137

As the design process progresses, more refining of each space

occurs. The project, in Chapter 7, began focusing on verifying

that the required parking needs were met and that floor plans

abide by the proper fire prevention and life safety codes. This

also is the point that the design was being tested through

renderings to confirm that the building, as a whole, was

providing the desired human experience. Verifying that proper

lighting reached the spaces was crucial with long thin windows

for security and the Cafeteria space recieved skylights for this

reason. Following this chapter only minor adjustments were

made in order to complete the final project. The phases were

also developing into stronger components on the site and four

distinct phases were designed for the project.

Fig. 7.2 Schematic Site Plan 2

Plans:

139

Fig. 7.3 Schematic Level 1 with Floor Patterns

141

12


Fig. 7.6 Schematic Level 3 and Level 4

143

Fig. 7.7 Schematic Section A

Fig. 7.8 Schematic Section B

Sections:

Elevations:

Fig. 7.9 Schematic North Elevation

Fig. 7.10 Schematic South Elevation

145

Fig. 7.11 Schematic East Elevation

Fig. 7.12 Schematic West Elevation

Human Experience:

Fig. 7.13Schematic South West Perspective

Fig. 7.14 Schematic North West (entrance) Perspective

147

Fig. 7.15 Schematic Cafeteria Perspective

Fig. 7.16 Schematic Juvenile Living Area Perspective Fig. 7.17 Schematic Juvenile Sleeping Area Perspective

The Phasing:

Fig. 7.19Schematic Phase 1 Axo

Fig. 7.20 Schematic Phase 2 Axo

Fig. 7.18 Schematic Phase 2 Bathrooms and Park Entry

149

Fig. 7.21 Schematic Phase 3 AxoFig. 7.23 Schematic Phase 3 Outdoor Stage

Fig. 7.24 Schematic Phase 3 Community Center

Fig. 7.22 Schematic Last Phase Axo

50 General Parking Spaces

4 Auxiliary Parking Spaces

1 Van Accessible Space

1 Car Accessible Space

Parking:

Fig. 7.25 Schematic Site Plan Parking

151

11’ 5’ 9’

Main Entry

18’

25’

Example of Intended Usage from the Diagram of Accessible Parking Space Elements by the U.S. Department of Justice ADA Checklist

Fig. 7.26 Schematic Parking Lot Details

Fig. 7.27 ADA Parking Curb Detail

Life Safety

Travel Distance:56’

Travel Distance:66.5’ / 81.5’


Travel Distance:46.5’

Travel Distance:56.5’ / 52.5’

Outdoor Courtyard

Outdoor Courtyard

Approximately 20 Exits to

the exterior

Level 1 Fig. 7.28 Schematic Life Safety Plan 1

153



Travel Distance:76’ / 69.5’


Life Safety

9 Exits

Level 2 Fig. 7.29 Schematic Life Safety Plan 2


Juvenile Sleeping #3882 SF




4 Exits

Level 3

Life Safety

Fig. 7.30 Schematic Life Safety Plan 3

155


Main Therapy / Multi Purpose2200 SF

Life Safety

1 Exits

Level 4Fig. 7.31 Schematic Life Safety Plan 4

157

Chap

ter 8

: Des

ign

Dev

elop

men

t

Fig. 8.1

159

Through observation and input, only minor changes occured

from Chapter 7 to Chapter 8. This chapter includes the final

building drawings and materials, environmental strategies

are outlined, as well as more detailed wall sections. A series of

renderings give the overall atmosphere, an important role for

a project like a juvenile detention center where most people

have a predetermined and typically prejudicial image in their

head of what one is supposed to look like.

The materials and fenestration are complete in this chapter

with the addition of wood-faced exterior walls in the main

courtyard to provide a more human scale for the inhabitants.

This wood begins to infiltrated the and spill over the

institutional concrete of the main therapy space on the corner

closest to the highway.

Fig. 8.2 Final Site Plan

Final Plans:

161

Fig. 8.3 Final Level 1 Plan

UP

UP

DN

01. Main Entrance02. Shop/Gallery03. Offices04. Administration05. Visitation Rooms06. Intake Entrance07. Group Therapy Rooms08. Laundry Facilities09. Observation & Research10. Juvenile Living Unit #111. Classrooms12. Juvenile Living Unit #213. Gym/Multi-Purpose14. Cafeteria15. Kitchen

16. Culinary Classroom17. Horticulture Classroom18. Library19. Central Control 20. Pottery & Painting Class21. Welding & Metal Works22. Storage23. Switchgear Room24. Juvenile Living Unit #325. Juvenile Living Unit #426. Juvenile Living Unit #527. Juvenile Living Unit #628. Teacher Offices29. Music Classroom30. Main Therapy Space

20’10’5’ 40’

Level 1

1

2

3

3

3

3

3

3

3

3

3 3

4

4 4

4 4

4

5 5 5 5 5

6

7

7 8

9

10

11

1112

13

23

14

1516

1718

19

20

21

22 22

22

22

22 22

4

A switchgear room was added for practicality (fig. 8.3). Because the facility

acts as a self-sustaining complex, it requires larger equipment spaces to

house everything. The Intake area was reconfigured to allow for a swithgear

room that could be accessed to the outside and yet far enough away from

the juvenile’s living areas that noise or heat wouldn’t be an issue.

The total square footage for Level 1: 26,729

The SF including the 2 interior courtyards: 41,075

20’10’5’ 40’

Level 2

11

11

11

28

2829

24

25

26 27

12

19

22DN

DN DN

22



Fig. 8.4 Final Level 2 Plan


163



20’10’5’ 40’ 20’10’5’ 40’

Level 3 Level 4

24

25

26 2730

Fig. 8.6 Final Level 4 Plan Fig. 8.5 Final Level 3 Plan



Final Elevations:

Fig. 8.7 North Elevation Final

Fig. 8.8 South Elevation Final

165

Fig. 8.9 East Elevation Final

Fig. 8.10 West Elevation Final

Final Sections:

A A

B

B

Fig. 8.11 Section A Final

Fig. 8.12 Section B Final

167

Fig. 8.14 Typical Wall Section

Fig. 8.13 Insulated Precast Wall Sandwich Panel

Precast Concrete Sandwich Panel

Styrofoam or Isocast Insulation

Concrete Slab

2’-0” x 4’-0” Concrete Footing

1’ 2’ 4’

Precast Concrete Slab

Steel Plate Welded to Plates Cast into

Precast Slab

2’-0” x 1’-0” Concrete Beam

Wall Section:

This project utilizes load-bearing high-performance precast insulated

sandwich wall panels (Fig. 8.13 and 8.14). These panels are cost-effective, and

provide heightened energy efficiency something beneficial to the warm climate

of the project’s site in Jacksonville, Florida. In addition, this building material

coupled with an economical precast structural concrete floor system can create

the unobstructed open spaces many of the rooms require by spanning long

distances.

Environmental Strategies:

A few environmental strategies are implemented into this thesis project. Firstly, there are a series of gutters that collect

the rainwater from the roofs and redistributes the water to the two sedum roofs. Cisterns collect it for irrigation of the courtyards.

Secondly, most of the building is laid out as an open air campus with forced air in all the rooms, but to keep the corridors cool,

the lower roofs do not enclose it entirely as to allow hot air to rise out. The third application is the louver system visible from the

interior courtyards on the juvenile living pods. To provide as much natural daylight as possible to such a secure and private facility,

expansive curtain walls are placed along the double-height space of the living pod and horizontal wood louvers are attached to the

exterior to filter the heat and light.

Rainwater is collected in gutters and distributed to

sedum roofs

Open corridors allow hot air to release above keeping lower

areas cooler

Louvers minimize solar heat gain while providing secure natural light

Fig. 8.15 Environmental Strategies

169

Fig. 8.16 Sectional Perspective

Fig. 8.17 Pod Living Perspective

Fig. 8.18 Pod Living Rendered Plan

Juvenile Living Pods:

The first level of the ‘pod’ is an open floor plan that is accessed from one of the

two main stairways, each serving two units. The first floor contains a kitchen,

dining area, bathroom, and living space (fig. 8.17 and fig. 8.18). Computer

desks are included for supervised usage and homework. The driving concept

behind the pods is providing a level of normalcy for the juveniles placed here.

171

The second level of the pod is the sleeping space (fig. 8.19 and fig. 8.20)with a

separate room for the adult supervisors so they can be close by. Each unit can

house five juveniles at any given time. A curtain wall allows views down to the first

level as well as out across the entire project. Due to the secure nature of this facility

but the need for natural daylighting, windows are significantly maximized when

facing the interior courtyards.

Fig. 8.19 Pod Sleeping Perspective

Fig. 8.20 Pod Sleeping Rendered Plan

Fig. 8.23 Building AxonometricFig. 8.22 Main Courtyard

Fig. 8.21 Aerial View of Project

Final Exterior Renderings:

173

Fig. 8.24 Cafeteria

Fig. 8.25 Front Lobby

Fig. 8.26 Shop/Gallery

Fig. 8.27 Music Room

Final Interior Renderings:

The Phasings:

Phase 1Juvenile Detention Center

The first phase of this project does not have a pre-determined

intended demolition plan. Being in a neighborhood context, this

detention center is highly visible and as so is intended to force a

dialogue for how to prevent juvenile offenders from forming. As

the detention center becomes a part of the community through

family ties; visitors to the shop and gallery; or for researchers it

becomes a collective effort to see this project through to the

end. As a metaphor, this project could easily stay in one phase

and never reach its full potential.

Fig. 8.28 Juvenile Facility Entry

Fig. 8.29 Phase 1 Site Plan

Fig. 8.30 Phase 1 Axonometric

175



Classrooms (6)

Vocational Classrooms (4)

Half Gym/Multi-Use

Library

Cafeteria

Cafeteria Kitchen

Multi-purpose/Therapy Room

Administration

Lobby

Intake Area

Medical Facilities

Visitation Rooms (5)

Central Control (2)

Shop & Gallery

Supervisor’s Quarters (6)

Observation & Research

Total Indoor Area at Ground Level: 26,729 SF

Courtyards

Parking Areas

(47 general, 2 Van accessible)


Phase I Final Juvenile Detention Center:

5782 SF

3180 SF

3305 SF

2378 SF

3111 SF

463 SF

1210 SF

602 SF

2186 SF

2774 SF

767 SF

257 SF

450 SF

720 SF

509 SF

647 SF

1096 SF

339 SF

14,346 SF

15,190 SF

Fig. 8.31 Community Center Park Entrance and Restrooms



Phase 2Park Entrance and Restrooms

The entrance and public restrooms will be made by re-

purposing the materials demolished from phase one. This

would include the Observation and Research Space where

academics and others in the corrections fields can engage

with one another about better alternatives to the current

juvenile penal system. Also included in the breakdown from

phase one is the first Living Pod. The exterior walls facing

the interior courtyard are maintained until the next phase to

allow for the necessary security.

177

Phase II Final Programming Spaces and Area Estimates:



Classrooms (6)


Half Gym/Multi-Use

Library

Cafeteria

Cafeteria Kitchen


Administration

Lobby

Intake Area

Medical Facilities


Central Control (2)

Shop & Gallery



Courtyards

Community Center Park Bathrooms

Parking Areas



4747 SF

2644 SF

3305 SF

2378 SF

3111 SF

463 SF

1210 SF

602 SF

2186 SF

2774 SF

767 SF

257 SF

450 SF

720 SF

509 SF

647 SF

883 SF

12,400 SF

478 SF

15,190 SF

The Phasings:

Fig. 8.34 Outdoor Stage



Phase 3Park Performance Stage and Playground Part 1

Using the materials from the demolition Phase 3 will include

an outdoor Performance stage using the roof components

broken down from the second Living Pod. A parkscape will also

be designed near the entrance that will respect the exisitng

landscape by shifting around it. New parking will be added and

the beginnings of a road down the middle start to form. Like the

previous phase, the exterior walls facing the interior courtyard

will remain for added security and privacy.

179

Phase III Final Programming Spaces and Area Estimates:



Classrooms (4)


Half Gym/Multi-Use

Library

Cafeteria

Cafeteria Kitchen


Administration

Lobby

Intake Area

Medical Facilities


Central Control (2)

Shop & Gallery



Courtyards


Community Park Stage

Community Parkscape

Parking Areas



4056 SF

2048 SF

2465 SF

2378 SF

3111 SF

463 SF

1210 SF

602 SF

2186 SF

2774 SF

767 SF

257 SF

450 SF

720 SF

509 SF

647 SF

636 SF

12,400 SF

478 SF

1820 SF

16,393 SF

15,190 SF

Fig. Community Center Playground and Terraced Seating

Fig. Phase 4 Site Plan

Fig. Phase 4 Axonometric

Phase 4Community Center

The last phase is the complete re-purposing of the juvenile

detention center and the birth of the community center. Parking

will replace the spill-over lot from Phase 1 and a road down

the middle of the property is created for convience. Terraced

earthwork will provide outdoor seating for the stage and the

second playground parkscape is added to complete the project.

The community center will continue the work of the juvenile

facility by instilling positive activities and providing resources

and support to keep youth from reaching the penal system.

181

Phase IV Final Programming Spaces and Area Estimates:

Community-based Juvenile Programs (4)

Community-based Juvenile Programs Offices

Large Activity Rooms (4)


Half Gym/Multi-Use

Library

Cafe

Cafe

Banquet & Multi-purpose Room

Administration

Lobby

Gym Entrance Area

Gym Locker Rooms

Small Activity Rooms (4)

Shop & Gallery



Community Park Stage

Community Parkscape

Seating for Stage

Parking Areas



4056 SF

2684 SF

2465 SF

2378 SF

3111 SF

463 SF

1210 SF

602 SF

2186 SF

2774 SF

767 SF

257 SF

450 SF

720 SF

647 SF

478 SF

1,820 SF

24,879 SF

12,488 SF

16,118 SF

Fig. 8.40 Community Center Rendering

183

Fig. 8.41 Community Center Park Entrance Rendering

Fig. 8.42 Community Center Playground Rendering

Fig. 8.43 Community Center Outdoor Performance Stage Rendering

185

Chap

ter 9

: Con

clus

ion

Fig. 9.1

187

Conclusion:

The concept for this thesis project was two-fold. Firstly,

to decrease the overwhelming need for juvenile residential

placement by creating a detention center designed to

rehabilitate its inhabitants. Secondly, to display to the outside

world the progress being made inside through rehabilitation

thereby allowing the project to transform and adapt out of its

initial use and into a community center for the neighborhood to

use and enjoy.

This Juvenile Detention Center turned Community Center

would be ideal as a pilot program for troubled neighborhoods

to bring in for a time knowing the transformation would take

place ultimately providing a park and community center. The

community centers would continue the efforts of the detention

center as offices for juvenile parole counselors, all to keep

convicted youth out of residential placement and help other

youth from getting to that place in life.

However, all of these concepts coming into fruition

are solely dependent on the efforts and effectiveness of

the detention center, the youth, and the community.

Unfortunately, the reality is that this project could just as easily

stop in between phases and never progress. For instance, the

project could get stuck in Phase 3 being a small juvenile facility

with four pods housing 20 inmates and half of a park with no true

community center elements. No phasing option to revert back

into a juvenile detention center with 30 beds was considered

initially because it lies in stark contrast to the principles of this

thesis. However, due to the nature of the precast construction,

the project could theoretically be reconfigured to allow for that.

Fig. 9.2 Final Boards 1 & 2

189

Fig. 9.3 Final Boards 3 & 4

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2012).

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2013).

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“Jails That Treat Kids Like Kids.” n.d. http://abcnews.go.com/Primetime/missouri-sets-standard-juvenile-detention/story?id=8510425.

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an application of adaptive architecture erika lynn petersen

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