| |

UC SAN DIEGO
North Torrey Pines Living and Learning Neighborhood

Student Well-being on a Live-Learn Campus: A COVID-Era Study

The first study from a Live-Learn Laboratory coalition that brings academy,
industry, and non-profits together.
 Foreword
2020. We cannot yet tell how this year will go down in history, but there can be no doubt that it will.

When our team started this project in 2015, 2020 was the year when UC San Diego would give it’s sixth
college a new home: one where residential and academic spaces would be brought together in a live-learn
neighborhood. The project was unique because a detailed project program had been written based on extensive
student feedback and a research requirement has been put in place to measure outcomes after the move. The
fundamental belief was that the built environment can improve human and environmental outcomes, and we
were determined to test this hypothesis, and learn from our experience.

The design had been intentional in all matters related to environmental sustainability and building a strong
community. Our team was excited in the beginning of 2020 when we were going to collect data on the student
experience of freshmen and sophomores in their current setting. They would move in 6 months to a new
neighborhood- one that was much denser, much more mixed-use, and completely different in scale. Just as we
booked our tickets to San Diego, COVID hit. Classes went remote, students went back home or to their dorms
and overnight a new way of living and learning emerged that none of us had prepared for.

It was in this era of experimentation that this study was conducted. It was conducted by a unique coalition
between academia and practice, and it lays the foundation for a way of thinking- one where capital projects
serve as living and learning laboratories for university students, faculty, and the larger community. We are eager
to share these learnings with you, and take a first step in what we hope will be a long journey of discovery.

- Upali Nanda and Thom Greving

“HKS has been masterful in their work on our capital improvement program.
Critical to our success has been their ability to understand the university’s
mission and the guiding principles of the Living and Learning Neighborhood
concept. Their evidence-based approach, and empathetic design processes,
making our vision their own, has allowed the project to evolve into a vision
that delivers both quantitative and qualitative aspirations.” “The New Sixth College is a living lab that uses architecture
to augment positive behaviors and outcomes, and
- Matthew Smith, integrates that understanding into current academics and
Capital Project Management, UC San Diego future capital planning.”
- Dr. Lakshmi Chilukuri,
Sixth College Provost, UC San Diego
 Contents

Executive Summary 2
Acknowledgements 4

Challenge + Opportunity 6
Linking Design Intent to Student Outcomes 14
A REPORT BY
Approach + Study Design 16
Methodology 20
Research Timeline 22

Outcomes 24
Outcomes Summary 26
Health & Well-Being 28
Social Connection 36

Key Takeaways 46

Big Ideas 48

Conclusion + Next Steps 52

References 54

Appendix 56
58
Neighborhood
60
Section View of Neighborhood
62
Typical Floor Plan
64
Typical Suite Plan
2 | UC SAN DIEGO - LIVE- LEARN LAB   | 3

Executive Summary
Challenge
The UC San Diego Long Range Development Plan goal was to house at least 50% of eligible students on campus
8.2% 11%
Increase in Satisfaction
at rental rates at least 20% below the comparable private sector market in the surrounding La Jolla community.
Reduction in Depression
Decreasing available campus land and a mandate for climate responsibility dictated dense and high-performing
campus development. Meanwhile, rising housing costs were an escalating student concern, in parallel with many
with Healthy Food Amenities
university students undergoing an epidemic of physical and emotional health issues (American College Health
Assessment, 2021). College student anxiety and depression rates have increased 5 percentage points over the
course of the COVID-19 pandemic (ACHA, 2021). In addition to mental health, physical well-being has also been
a campus concern. In 2018, 37% of college age students were reported as overweight or obese (ACHA, 2021), a
statistic attributed in part to the stress and financial constraints of the transition to college.

Opportunity
Built within this broader context, in an aggressive design bid-build structure, the design of UC San Diego’s North

8.4% 27.96%
Torrey Pines Live Learn Neighborhood (NTPLLN) focused on physical, mental, and environmental health. It actively
incorporated design features to promote physical health by using a ‘point of decision design’ approach to make
healthy diet and active mobility choices, the easy choices. Social connection was a focus to improve mental
health challenges. Finally, a large investment was made in sustainability strategies to ensure that all design was in
accordance with the university’s aggressive sustainability master plan. A rare component of this project was an
extremely Detailed Project Program (DPP) that was highly qualitative in nature and relied on extensive stakeholder
engagement with students. The idea of creating a “neighborhood” and “connection” to college, university and
community were all embedded in the DPP.
Increase in Satisfaction Increase in Satisfaction with
Approach and Study Design
Most unusual was a research requirement that was added to the DPP, asking design teams to study their designs with Mobility Overall Residential Spaces
and measure outcomes after occupancy. With the help of non-profit Center for Advanced Design Research and
Evaluation (CADRE), a coalition was formed between UC San Diego faculty, HKS and the Academy of Neuroscience
for Architecture to undertake a longitudinal study on how the design of the built environment influences student
health, well-being, social connection, and environmental health. The intent was to study students in their prior
residential environments, and then a year later in their new environments, to understand if there were any key
changes in their perceptions and behaviors. To ensure an authentic and deep understanding, students from the
university were engaged as research fellows/scholars for the project.

Data collection was planned for April 2020 (pre-move) and April 2021 (post-move). However, in response to the
onset of the COVID-19 pandemic, the UC San Diego campus moved to remote instructions in February 2020, and
pandemic related construction delays postponed the Sixth College move to the new environment to September
Popular Design Elements Opportunities for Improvement
2020 - at the peak of the pandemic. Many of the areas designed for gathering were not opened for use and strict
policies were in place regarding size and location of in-person gatherings. Classes that had moved online only • Open Quad and Central Green Spaces • Transparency of Blinds
slowly started returning to in-person as the pandemic eased. Correspondingly, our pre-move and post move data • Visible Stairs • Lack of Color in Interior Spaces
collection also moved online, except for field observations that were conducted by resident research scholars. • Communal Kitchens • More Personalization Opportunities
The research design was a mixed-methods pre-post study using surveys, focus groups, and on-site behavior • Dining Hall • Availability and Location of
mapping. Despite the myriad challenges of these times, the resultant study has been a robust one. • Market Hydration Stations
• Exterior Rooftop Terraces • Hard Surfaces and Noise Transfer
Outcomes and Path Forward • Central Gathering Spaces/Living Rooms
We share the first round of findings from this two-year study in this report. We found an 8.2% reduction in student • Double-Height Connectivity of Suites
self-reported depression, 11% increase in satisfaction with healthy food amenities, 8.4% increase in satisfaction with • Dorm Study Rooms
mobility, 12.85% increase in satisfaction with campus social spaces, and finally 27.96% increase in satisfaction with
residential spaces. We also found that overall, students who reported higher satisfaction with their environment
tended to report higher satisfaction with mental well-being measures. This illustrates, yet again, the importance
of the physical environment in improving student and campus life. The report also revealed key insights from the
qualitative data on what students were looking for, and resulted in four key principles of designing for the future
of social connection in student life.
Acknowledgments The Team

The Coalition
To conduct this research, a unique coalition was
formed by the non-profit Center for Advanced Design
Research and Evaluation, between UC San Diego
faculty and students, global architectural firm HKS,
and the Academy of Neuroscience and Architecture.
The purpose of the coalition was to set the UC San
Diego campus as a Live-Learn Lab that could use the
The research team created for phase 1 of this coalition a sophomore living in the new campus, and Evie Guo, a
(the pre-post move longitudinal study) included Provost PhD student studying the new campus.
of the college Dr. Lakshmi Chilukuri, Facilities Director Additional volunteer hours were provided by Dr. Upali
Matt Smith, Global Director of Research at HKS Dr. Upali Nanda and Dr. Renae Mantooth, as well as other team
Nanda, and two research scholars, Elinor Oren who was members from HKS.
capital project as a vehicle for research and education
on campus. Additionally, the coalition aimed to give
opportunities to students on the UC San Diego campus
to act as research scholars and fellows, to promote a
larger sense of ownership and authorship over the
project by the end users it was designed for.

Upali Nanda, PhD Lakshmi Chilukuri, PhD Elinor Oren Evie Guo
(PI) HKS, CADRE (CO-PI) UC San Diego (Fellow) CADRE, UC San Diego (Fellow) HKS, UC San Diego

Renae Mantooth, PhD Thom Greving Matthew Smith Anthony Jakubisin

(HKS Research) (HKS Design) (UC San Diego) (UC San Diego)

Diana Tang Melissa Hoelting Babak Soleimini, PhD

Yoosang Ahn
(HKS Design) (HKS Research) (HKS Research)
(HKS Design)

Giyoung Park, PhD Casey Lindberg, PhD

(HKS Research) (HKS Research)
   | 7

photography courtesy of HKS, Inc.

8 | UC SAN DIEGO - LIVE- LEARN LAB   | 9

Context: Sixth College at UC San Diego

UC San Diego covers 1,168 acres in La Jolla, San Diego,
California. The Fall 2020 Enrollment of 40,483 (31,842
undergraduate and 8,641 graduate/professional)
students positions UC San Diego as the second largest
in the University of California system. There is over 18
million square feet of space in just over 600 buildings.
A large portion of students live on campus with over
16,000 beds provided. Seven Colleges make up UC
San Diego, with the eighth under construction. The
North Torrey Pines Living and Learning Neighborhood
is home to Sixth College.
NTPLLN is a true mixed-use neighborhood with
2,048 undergraduate beds, dining hall, market, Craft
Center, 650-seat lecture hall, multiple academic
learning environments, underground parking, retail
spaces, restaurants, and office space for academic
faculty, administration, and operations staff. The
transformational project is the largest living and
learning community in the UC system and NTPLLN
will serve as a blueprint for future living and learning
system-wide programs.
The landmark 10-acre, 1,600,000-square-foot growth and need for affordable on-campus living, as
NTPLLN brings to life UC San Diego’s vision for a well as the desire to create a welcoming environment
vibrant community that blends residential, academic, that advances student success by addressing physical,
commercial, and cultural programming into one social, and mental health through design.
neighborhood. NTPLLN addresses the University’s
Specific goals for the program
Make a Neighborhood:
1. Academic Bldg. 4. Residential bldg.
Take full advantage of the mixed-use program to create
2. Auditorium 5. Community, Market & Dining
a community that provides a sense of belonging, instills
pride in place, and offers a sense of “home”. 3. Admin office

Leverage Context:
Outgrowing the previous location NTPLLN is the newest addition in the UC San Diego Create an environment that would seem out of place
LIVING LEARNING
NTPLLN is a true testament to the growth of UC San “campus of campuses” if it were anywhere else. Capture the essence of
Southern California beach living and reflect UC San 4

N.Torrey Pines Rd.

Diego by providing 2,048-beds in student residences, 4

Scholars Drive
2

Ridge Walk
200,000 square feet of academic buildings (Arts & Diego’s architectural traditions. 3

Humanities & Social Sciences), 64,000 square feet of 1

community amenities (Dining, Craft Center, 650-Seat Activate the Public Life: 5
Auditorium, Market, Coffee Shop, Retail), 1,200-vehicle Provide a lively neighborhood that is active around the 4 4
2

underground parking, and 20,000 square feet of Seventh College clock, encouraging students to stay on campus and the
administrative spaces (Provost, Student Affairs & Eleanor Roosevelt
community to visit.
Academic Advising) College

Create Sustainable Mobility:

Marshall College
Facilitate and encourage safe pedestrian and micro-
North Torrey Pines mobility use.
Living and Learning RES
IDEN
TIAL
Neighborhood NTIA
L
IAL

Instill Resilience:
E T
SID EN
RE SID L RESID
Ridge Walk

RE TIA ENTIAL
RES EN
IDE SID IC
Muir College
RE
Design a neighborhood that can flex to accommodate
NTIA
Sixth College L D EM
A AC
AC A DEM RES
RES L IC IDE
NTIA
IDE NTIA DI

evolving behaviors and a changing environment.

NTIA IDE NI AC L IC
L RES NG AD
EM EM
Revelle College AD
M IC
OO AC
ILR RE
MA MA
SID
EN
RK TIA IC I L
L EM TA
ET
PL IC ACA AD RE
A EM DE AC

Nurture Academic Excellence:

AC CE/D MIC
Theatre District AD
EM NIN
I
G
AC
AD
AC EM
IC
AD
Living and Learning
IC AD
EM
IC AC

Support the concept that academic and personal ACA

DE
RET
AIL
MIC

learning happens everywhere by creating environments

that accommodate a variety of learning behaviors.
10 | UC SAN DIEGO - LIVE- LEARN LAB   | 11

Prioritizing Environmental & Social Health

Living and learning in a dense mixed-use environment
offers many advantages but may come with stresses as
well. While some people are energized by urban living,
others may find tall buildings, crowded sidewalks, and
noisy conversations stressful or even overwhelming.
In all buildings at NTPLLN, the lower four floors are
articulated to provide a variety of pedestrian-scaled
environments while the slender, bending upper floors
of the buildings are set back to be less imposing at the
ground level. Landscaping and furnishings in walkways
and courtyards add comfort and convenience to
accommodate a variety of activities. Rooftops and
balconies with trellises, plantings and furniture provide
a different point of view on the community. Materials
and detailing add warmth and interest to the interior
and exteriors of the buildings. Outdoor and indoor
environments are designed to accommodate quiet,
individual study and large social gatherings as well as
everything in between.
NTPLLN attempts to address individual and collective
experiential needs at every scale of a user’s experience
and recognizes that doing so facilitates environmental
and social success across all of them. For example,
the extent to which we can enrich a person’s sense
of belonging at one scale, will affect their ability to
experience or build a sense of belonging at another
scale. Successful experiences at all scales are
interdependent. If we can support a student’s personal
and social growth in their interaction with their
roommates, it will likely enhance their interactions in a
classroom or study group and enable their success as
community leaders and contributors.

La Jolla, San Diego CITY

A large auditorium and the Craft Center are designed at

the nexus of campus and community life. With convenient
below-grade parking, they are designed to encourage LA JOLLA

and facilitate the interaction of both populations.

University of California San Diego

A porous ground plane recognizes established campus VILLAGE

circulation routes and vistas. While the buildings provide

the walls of the welcoming outdoors rooms of the two UC SAN DIEGO

quads, they also facilitate and welcome the coming and

going of campus and university visitors to Sixth College.

North Torrey Pines Living and Learning Neighborhood

In this mixed-use environment, program types were IG
HBORHO

deliberately intermixed to maximize the interaction of

OD
NE
NORTH TORREY PINES
various activities and to make learning behaviors visible
everywhere. The dining hall and market were intentionally
located at the center of the neighborhood as a place to
see and be seen.
Building
Articulated building forms reduce the apparent size of U
MM NIT

CO
the floors and provide a sense of discovery. Access to

Y
BUILDING

the outdoors on every level encourages a connection

to nature and various social and study spaces, with
multi-floor connectivity increase and facilitate social
connections.

Room
ME
Operable windows with trickle vents provide daylight, HO
SUITE
natural ventilation while eliminating the need for air
conditioning. Rooms are designed with a neutral palette
allowing students to express their individuality and
create a “sense of home”.
photography courtesy of HKS, Inc.
12 | UC SAN DIEGO - LIVE- LEARN LAB
Point of Decision Design | Making the Healthy Choice the Easy Choice on Campus
Point of Decision Design (PODD) is defined as the use
of well-planned ecological schemes and cues within
the built environment at critical points of decision
where they can have the most impact to influence how
individuals decide on participating in healthy activities
(CADRE, 2017). The underlying principle is to make the
healthy choice the easy one, by design. The designers
took this prompt to heart and PODD strategies are
evident throughout the North Torrey Pines Living and
Learning Neighborhood (NTPLLN) campus. These
include central stair placement, line of sight to spaces
for play and exercise, convenient access to healthy
food options, inclusion of community kitchens, access
to rooftop gardens, spaces that promote outdoor
activity, as well as accessible and appealing access to
bike racks, buses, and micro-mobility solutions such as
skateboards, while making car parking underground
and not the “default” mode of transportation.
Pedestrian Friendly Bike Trails and Walking Paths
The NTPLLN campus has many central green
spaces and pathways. The design promotes access
to bike racks, buses and micro-mobility solutions
like skateboards and car parking is underground.
Behavior mapping data shows extensive use of bikes,
skateboards, and scooters on campus, implying a
potential improvement in mobility decisions.
Communicating Central Stairs
Stairs are a critical PODD component in this design -
in both exterior and interior environments. Promoting
stair use by creating visible, accessible, and appealing
stairs has been a strategy endorsed by the CDC for
years. At NTPLLN, wide exterior stairs are pulled out
next to the building to promote not just walking,
but also social activity. Within the residential units,
double height spaces are connected by stairs, and
key stairwells are designed with glass and appealing
views. Results from the focus groups suggest that
photography courtesy of HKS, Inc.
students in floors 1-5 tend to take the stairs rather
than the elevator. The central stair iconnecting the
two quads is one of the most used design features as
per our behavior mapping data, see Figure 4 on p. 42
of this report.
  | 13
Healthy Food Choices
Access to hydration stations across campus, and healthy
food availability and placement are a key component
of the design. The dining hall boasts healthier choices
that were placed in prominent locations to encourage
students to engage in healthy eating habits. Additionally,
access to a grocery store on campus is aimed to
encourage students to make healthy diet choices. The
survey data shows an 11% improvement in satisfaction
with healthy food amenities from the students. At the
same time, the placement of hydration stations on only a
few floors was identified as a pain point and opportunity
for improvement.
Community Gardens + Connection to Nature
In addition to green spaces and pathways, a basketball
court and ping pong tables are visible and accessible
in exterior spaces. These strategies promote physical
activity, exposure to nature, and social interaction
that can help both physical and mental health. The
overall decrease in student reported depression can be
attributed, in part, to these features, based on a robust
body of existing evidence.
Communal Kitchen
Residential floors with communal kitchens placed in
main social areas were designed with the intent that
students could make the healthy choice of cooking with
friends. Not only did students report significantly greater
satisfaction with the affordability, accessibility, appeal,
availability, and safety of cooking facilities at NTPLLN,
there was also a slight decrease in students reporting
who never cooked on campus. As the pandemic eases
this number may well increase.
14 | UC SAN DIEGO - LIVE- LEARN LAB   | 15

Design Strategies Hypothesized Outcome

Linking Design Intent to Student Outcomes

Mental Health
Communicating Grand Stair Reduce Depression

North Torrey Pines Living and Learning Neighborhood
(NTPLLN) was designed with health and wellness in mind
to positively affect student experience and outcomes. In
an effort to hold design decisions accountable, we link
design strategies to metrics that matter. The New Sixth
College is a living lab that uses architecture to augment
Main Street
planning. Each building in the neighborhood offers
Improve Life Satisfaction
scenic coastal views and connections to the tropical Central Marketplace and
climate to facilitate mental and physical wellness. Dining Hall
Communal areas such as a rooftop vegetable garden
provide opportunities for healthy habit development Perimeter Auditorium
and physical activities including gardening and fitness

Neighborhood
Increase Satisfaction with Healthy
positive behaviors and outcomes and integrates that classes, and community kitchens on each residence Convenient Bike Storage Food Amenities
understanding into current academics and future capital hall floor encourage cooking and socializing.

Physical Health
Intentional In-Between Spaces
Increase Healthy Diet Behaviors

Dual Quads
Increase Satisfaction with Mobility
Porous Ground Floor Plan

Increase Active Mobility Behaviors

Façade Setback

Community Garden

Increase Socializing Behaviors with

Communal Kitchen and UC San Diego Peers
Great Room

Social Connection
Increase Socializing Behaviors with
Outdoor Balcony UC San Diego Clubs

Building
Visual Transparency Increase Socializing Behaviors with
Community
Identity Driven Arrival
Sequence Improve Sense of Belonging
Centralized Building Stair

Suite Alcove Entry with Increase Satisfaction with Campus

Graphic Branding Social Spaces

Environmental Health
Centralized Stair in Suite Increase Satisfaction with
Residence Social Spaces
Suite

Central Living Room in Suite

Increase Satisfaction with
Residence
Operable Windows
Improve Environmental
Neutral Furnishings and Stewardship
Finishes

photography courtesy of HKS, Inc.

   | 17

photography courtesy of HKS, Inc.

18 | UC SAN DIEGO - LIVE- LEARN LAB   | 19

Health + Well-being

Research Aim

According to the latest National College Health an understanding that college years are formative for
Assessment (ACHA, 2021), anxiety, depression, building healthy habits, NTPLLN incorporates holistic,
loneliness, physical inactivity, and poor eating habits evidence-based strategies to improve physical, mental,
are all common among college students. Designed with and social well-being.

The research aim of this longitudinal study was to understand (and advance)
the impact of the built environment on the student experience by fulfilling the
following objectives: Social Connection

1. Assess student behaviors and habits related to social connection, learning, health
and well-being, and environmental stewardship in the new NTPLLN as compared to
the previous residence hall (Camp Snoopy), focusing on the differences between
’19 freshman and ’20 freshman cohorts

2.
Compare students’ space utilization and behavior patterns to assess the efficacy of
the new living and learning neighborhood (NTPLLN).

3. Compare overall student well-being and academic achievement in NTPLLN and in

Camp Snoopy.

4. Lay the foundation for an ongoing program where the living and learning
neighborhood can function as a live-learn lab where students can engage with and
Environmental Health & Satisfaction
enhance their environments via a curricular infrastructure.

photography courtesy of HKS, Inc.

20 | UC SAN DIEGO - LIVE- LEARN LAB
Methodology
This study employed a mixed methods research design
and utilized focus groups, surveys, and behavior
mapping. In addition, three participant observation first
impression studies were conducted at the beginning
of each school year (Fall 2019, Fall 2020, Fall 2021).
Data were collected one year apart, before and after
Research Tools:
BE
YS
VE
SU
students moved to NTPLLN to assess health and well-
being, social connection, and environmental health.
The coalition conducted primary data collection and
data analysis approved by UC San Diego’s Institutional
Review Board (IRB).
FIRS
Figure 1. Research Design
First Impressions Studies
The first day on campus often creates a unique, and
indelible, experience. Field research with spot interviews
was conducted on the Day 1 of classes in 2019, 2020
and 2021. Due to the pandemic the experience in 2020
was quite distinct from 2019, notwithstanding the
change in the environment. Qualitative data collected
from these visits showed what students noticed most
prominently about their campuses upon move in.
Focus Groups
Originally planned in person, the focus groups shifted
to an online virtual meeting platform at the beginning of
the pandemic. Students were recruited by the university
and were provided a $15 gift card for their participation.
2-4 students were engaged in each focus group and a
total of 14 focus groups were conducted in the spring
of 2020 and 2021. Informed consent was received prior
to the engagement. Content and thematic analyses
(Vaismoradi, Turunen, & Bondas, 2013) were performed
to analyze the focus group data.
  | 21
IOR MAPP
AV I
NG
FOCU
S
GR
RESEARCH
OUPS
METHODOLOGY
ESSION
PR S
M
TI
ST
UDY
Surveys
Online surveys were sent to students who opted into the
study from the recruitment emails. 5-dollar gift cards
were offered as an incentive. A total of 125 students
participated in the survey in the summer of 2020 and 160
in the summer of 2021. The following validated scales,
Satisfaction with Life Scale (SWLS; Diener et al., 1985),
Depression (CES-D; Andresen et al., 1994), International
Physical Activity Questionnaire (Craig et al., 2003), fruit
and vegetable consumption time usage (Dibsdall et
al., 2007), Sense of Belonging (Goodenow, 1993), and
Environmental Stewardship (Markle, 2013) were used.
Environmental satisfaction was measured with an internal
tool that assesses overall and environmental attribute
specific items for social, classroom, and private residential
spaces. Pre and post survey data were compared across
the variables of interest through two-sample t-tests.
Behavior Mapping
Using a tablet-based mapping tool, an observer collected
data on how students were using the public spaces on
the NTPLLN campus. This included recording where
students were, what activity they were engaged in, in
regular intervals over a period of 14 weeks. Coordinate
data were resampled on a grid system and aggregated
criteria were visualized on a map for inferences on place-
based analytics. Field observations were analyzed using
descriptive analysis.
22 | UC SAN DIEGO - LIVE- LEARN LAB   | 23

Research Timeline

Academic Year 1 Academic Year 2 Academic Year 3

Fall 2019 Spring 2020 Fall 2020 Spring 2021 Fall 2021 Spring 2022
Occupancy

A Different Day 1 Than Expected Adjusting to New Norms

Campus is partially re-opened. Campus is fully opened.
Camp Snoopy NTPLLN occupancy is at 50% NTPLLN occupancy is at 100% North Torrey Pines Living and Learning Neighborhood

These research methods were conducted digitally and occurred before, during, and after COVID lockdowns were implemented.
Virtual

May ‘20 July ‘20 May ‘21 July ‘21

Focus Groups Surveys Focus Groups Surveys

Lockdowns are implemented Sessions with 2-4 Online survey of 300 Sessions with 20 Online survey of 300
due to COVID-19 freshman students. 20 freshman students. freshman students and freshman and 100
sessions held in total 20 sophomores. sophomore students.

These research methods were conducted in person and occurred throughout all phases of the closing and re-opening process.

Lockdowns are implemented

due to COVID-19
In-Person

Sep. ‘19 Sep. ‘20 Nov. ‘20 Feb. ‘21 Sep. ‘21

First Impressions Study First Impressions Study Behavior Mapping First Impressions Study

Spot Interviews Spot Interviews Student Activities and Spot Interviews

Photo Essays Photo Essays space utilization Photo Essays
General Observation General Observation General Observation
   | 25

photography courtesy of HKS, Inc.

26 | UC SAN DIEGO - LIVE- LEARN LAB   | 27

Intentional In-Between Spaces

Central Living Room in Suite

Communicating Grand Stair
Linking design to outcomes was one of the foundations of this project. In the table below you

Porous Ground Floor Plan

Centralized Building Stair

Convenient Bike Storage

Centralized Stair in Suite

Central Marketplace and
will see in the rows the specific design strategies, mapped against the intended outcomes in the

Communal Kitchen and

Neutral Furnishings and

Suite Alcove Entry with
Identity Driven Arrival
Perimeter Auditorium
columns. We also show whether these outcomes, when tested, were achieved, not achieved, or

Visual Transparency
Community Garden

Operable Windows
Stable, No Change

Cannot Determine
we simply do not have enough information. This thinking is vital functioning as a Live-Learn Lab.

Graphic Branding
Outdoor Balcony
Façade Setback
Our hope is that students and academic partners will take this research forward to continue to test

Unexpected

Great Room
outcomes and evolve the design of college campuses.

Dual Quads
Main Street

Dining Hall

Sequence
Expected

Finishes
Reduce Depression
Health + Well-being

Improve Life Satisfaction

Increase Satisfaction with Healthy

Food Amenities
Increase Healthy Diet Behaviors

Increase Satisfaction with Mobility

Increase Active Mobility Behaviors

Increase Socializing Behaviors with

Social Connection

UC San Diego Peers

Increase Socializing Behaviors with
Community
Increase Socializing Behaviors with
UC San Diego Clubs
Improve Sense of Belonging
Increase Satisfaction with Campus
Environmental Health

Social Spaces
Increase Satisfaction with
Residence Social Spaces
Increase Satisfaction with
Residence
Improve Environmental
Stewardship

Neighborhood Building Suite

Expected Outcomes Successes Design Strategies

28 | UC SAN DIEGO - LIVE- LEARN LAB
How did the move to NTPLLN
influence health & well-being?
The prevalence of mental health issues and obesity
among American college students is alarming. In terms
of physical health, 40.7% of college students meet the
guidelines for active adults and only 28.7% consume the
recommended number of vegetables per day (American
College Health Association, 2016). Before the COVID-19
pandemic, 23.6% of undergraduates reported anxiety
and 19.2% of undergraduates reported depression is
an impediment to academic performance. In addition,
50.3% of college students reported they experience
loneliness (National College Health Assessment, 2021).
Furthermore, obesity and depression had longitudinal
bi-directional correlations, indicating the incidence of
either was linked to higher odds of the other (Luppino
et al., 2010). The odds of poor mental health were
8.2% reduction in depression.
11% increase in satisfaction with healthy food amenities.
More than 2x active than stationary behaviors observed.
  | 29
lower for college students who met vigorous activity
recommendations than those did not, and socialization
partially mediated this association (VanKim & Nelson,
2013). External stress is a significant negative predictor
of student persistence (Mason, 1998; Wood & Williams,
2014). Stressors include concerns with food, housing,
transportation, and dependents that are external
factors which limit a student’s ability to concentrate
on the academic environment (Astin, 1999; Lundberg,
2014; Wood & Harris III, 2013; Wood & Williams, 2013).
This national benchmark was a key driver of the focus on
mental and physical well-being on the college campus.
Results show a significant improvement in some key
measures, while showing opportunity for improvement
in others.
30 | UC SAN DIEGO - LIVE- LEARN LAB   | 31

Mental Health and Environmental Satisfaction

Findings

Through mental, social, and physical health, the design
team considered well-being holistically and centered
design strategies around the health and well-being
of college students. Before the COVID-19 pandemic,
23.6% of undergraduates reported anxiety and 19.2% of
undergraduates reported depression is an impediment
to academic performance. In addition, 50.3% of college
students reported they experience loneliness. In
this study, depression was measured with the CES-D
scale (Andresen et al., 1994) comprised of 11 items on
a 4-point Likert scale. To test the difference between
the pre-condition (n=125) and the new condition of
North Torrey Pines Living and Learning Neighborhood
(n=160), we conducted independent sample t-tests to
compare groups.
Residential
Room
Social
Life Satisfaction
The results revealed an 8.2% reduction (pre M =
2.25, post M = 2.06) in depression scores which was
statistically significant. There was no significant change
in Life Satisfaction (Diener et al., 1985).
In order to investigate the relationship between
environmental satisfaction and mental well-being, a
zero-order correlation table was developed (Figure
2). Moderate, significant correlations were observed
between the two well-being metrics (Life Satisfaction
and Depression) and four physical environment metrics
(overall satisfaction of campus social, classroom,
residence social, and residence spaces).
“I like that we are connected to the suite
below us. I didn’t feel lonely because of
the pandemic - there is always someone
“My mental well-being has been great
to talk to.”
Campus since being on campus. Seeing other
Classroom - Sixth College Freshman
Social people being social makes me feel being
1 part of a college campus.”
- Sixth College Freshman
photography courtesy of HKS, Inc.

Takeaway

0 The correlation between mental health and
environmental satisfaction factors shows that the
places we live in, matter. Furthermore, the significant
Depression reduction in depression scores, even in the midst
of pandemic, suggests that the role of the college
residential campus as a collective shared experience is
a key one. Given that students were living truly hybrid
lives, it is important that we attribute both physical and
digital strategies to this overall finding.

-1

Figure 2. Mental Health and Environmental Satisfaction Correlation Table (all values are significant at p >.05 or lower)

A positive correlation is seen in a darker shade of green while a negative correlation is shown with a darker shade of purple. Life Satisfaction
increased with increased satisfaction in the above spaces. Depression decreased in the same areas.
32 | UC SAN DIEGO - LIVE- LEARN LAB   | 33

Healthy Eating Habits and Satisfaction with Healthy Food Amenities

Findings

A major goal of this project was to enhance students’
healthy eating options. Collegiate young adults are
developing lifestyles on their own that may last beyond
college thus contribute to their well-being in the long
run. College campuses tend to be more walkable than
typical American cities and neighborhoods and offer
healthy food options. However, a transition to college
can be stressful, and students may have financial
strains to build a healthy lifestyle. Several efforts were
made within the design of the built environment (e.g.,
dining facilities, residential communal kitchens) and
efforts were also put into motion by campus dining
services to utilize this neighborhood as test vehicle
for the rest of campus to provide affordable, healthier,
more sustainable options. Most notably, there were
large changes in students’ satisfaction with their
cooking facilities, largely driven by the communal
kitchens programmed on each residential floor. Overall
satisfaction with healthy food amenities significantly
increased by 11% from pre (M = 5.46) to post (M = 5.67).

“Switched from residence hall to an

apartment last year for access to a kitchen.
Best dining on campus at Sixth now.”
-Sixth College Sophomore

photography courtesy of HKS, Inc.

“Finding balance between meals was

harder but now [is easier] with [the] Takeaway

market open and having more produce.”
- Sixth College Freshman
A comprehensive nutrition strategy was designed by
the Hospitality and Dining services ranging from a
dining hall with healthy options and access to groceries
and neighborhood markets, to providing communal
kitchens in the living areas. The significant increase in
satisfaction with diet shows that this strategy, as a whole,
was successful in students, and suggests that a multi-
pronged strategy that covers access and availability of
healthy options but also provides students with agency
to cook their own food, is likely to be the most effective.

Figure 3. Percent change of perceptions of healthy eating habits/

amenities (all values are significant at p >.05 or lower)
34 | UC SAN DIEGO - LIVE- LEARN LAB
Physical Activity and Satisfaction with Mobility
Findings
Leveraging the Point of Decision Design framework
by the Center for Advanced Design Research and
Evaluation (CADRE, 2017), the design team sought to
make healthy choices available, accessible, affordable,
and appealing. Bicycle-friendly streets and prominently
located staircases throughout the neighborhood
encourage mobility and exercise. Walking behaviors (n
= 1,695) were observed more than any other mobility
activity (biking/scooting/skating n = 305). The vast
majority of walking behaviors were observed on the
Figure 4. Behavior mapping visualization of physical activities observed
  | 35
“I feel like the campus promotes well-being
just walking around the campus, because
it’s so big.”
-Sixth College Freshman
east side of the main street, directly adjacent to the
market and dining hall. Exercising behaviors (n = 60)
in the exterior of the neighborhood were infrequent.
However, the neighborhood was more active than not,
with active behaviors (n = 2,060) observed more than
double stationary behaviors (n = 960) as indicated in
Figure 4. To that end, we observed an 8.4% significant
improvement in satisfaction with mobility.
photography courtesy of HKS, Inc.
Takeaway
College experience sets the foundation for healthy habits in walking etc. The eight percent improvement in satisfaction
adult life. Promoting physical activity by making the healthy with mobility, and the level of activity in public spaces shows
choice, the easy and more appealing one, is a simple way in that the strategies used were successful in moving away from
which design can support life habits such as biking, exercising, a car-centric campus culture.
36 | UC SAN DIEGO - LIVE- LEARN LAB   | 37

How does the design of NTPLLN

promote social connection for
undergraduate students?

Belonging to a group is among basic human needs,
and a sense of belonging to a college community
is an indicator of students’ adjustment on campus
(e.g., Pittman & Richmond, 2008). Frequent casual
encounters can help to build social networks on college
campuses (Lieberman, 2013); and the degree of social
integration and the amount of available social support
have been linked to both physical and mental health
(Cohen, 2004). Given that incoming freshman students
tend to move away from their existing social ties and
experience many other changes at the same time,
their social integration into the college community is
important for their health and wellbeing (Park, 2018).
At North Torrey Pines Living and Learning Neighborhood,
strategies were implemented at multiple scales of the
physical environment to afford social connection to all
end users by intentionally programming “in-between”
spaces at the neighborhood scale, communal
kitchens at the building scale, and central living rooms
within vertically connected residential suites. In the
longitudinal study, social connection was measured
in multiple ways to investigate the influence of these
strategies on student outcomes. Results from the survey
revealed that although there was no change in student
perception of their connection to their university (i.e.
sense of belonging) students were more satisfied with
their campus social spaces. The behavior mapping
data also showed more social activities than solitary
activities in the exterior spaces in the neighborhood.

Students use the built environment to send social signals.

No significant change in students’ sense of belonging.

12.85% significant increase in satisfaction with overall

campus social spaces.

Fridays and Sundays were prime for socializing on

campus in public spaces, especially after activation of key
amenities.
38 | UC SAN DIEGO - LIVE- LEARN LAB   | 39

Social Behaviors in Outdoor Spaces

Findings

A number of design strategies intended to enhance
social connection also improve mental and physical
health of students. For example, a rooftop vegetable
garden provides a place for students to engage in
physical activity with their peers, while providing
opportunities to develop healthy habits that will
hopefully continue once they transition to the next
stage of their life. Observation data were collected by
mapping the location and nature of student activity in
the exterior public spaces of NTPLLN. Overall, students
spent more time socializing (n = 1,380) than being
alone (n = 1,072). Socializing behaviors were closer to
the activated public areas (e.g., dining hall and market),
whereas alone behaviors were more frequent in
spaces that were slightly removed from the bustle, yet
positioned so their peers were still visible. Fridays and
Sundays were prime social days while Wednesdays and
Mondays were more solitary days. Students mentioned
they liked “seeing” social activity on campus even
when they were not directly participating, showing
how social connection can happen at differing levels
of engagement. Finally, many students shared that
their social connections were happening digitally,
with friends and family back home, illustrating the
importance of digital connection as a layer to physical
connection on campus.

Figure 6. Behavior mapping visualization of social and alone activities observed

“Even seeing other people being social makes me feel

being part of a college campus (seeing people outside
socializing). Concerts happening on Fridays are great.
They do open mics. That’s something to look forward
to and it’s a shared experience.”
- Sixth College Freshman

Takeaway

Public spaces are the fabric that stitch together
a shared experience on a college campus. In the
pandemic outdoor public spaces also became one of
the few “safe” spaces to interact. It is important that
these spaces are designed at a range of scales- places
that you can see and be seen, and places that you can
see without being seen. Providing students range and
choice of interaction gives them agency that is critical
to mental and social health. Furthermore, it is evident
that “activated” spaces serve as magnets for social
activity, so more social programing to activate public
spaces is key.

Figure 5. Observed social activity behavior total counts

40 | UC SAN DIEGO - LIVE- LEARN LAB   | 41

“I have some cute bubbles on my

window. I have some calendars, clocks,
Social Signaling portraits, sticky notes”
- Sixth College Freshman

Findings

Students have made use of window visibility and
recognized its potential for interconnection, seen
through creative displays of self-expression. The
North Torrey Pines Living Learning Neighborhood was
intentionally designed with high visual accessibility
to increase casual and chance physical encounters.
All residence halls feature large bedroom and living
room windows often overlooking common areas, and
building angles and positioning promote this view.
Consequently, there are many vantage points into the
windows from the ground, particularly for lower-level
floors. While the design intent was to connect residents
to see the outside, the effect has essentially been
flipped – providing an opportunity to be seen. This has
allowed students to communicate social signals via their
windows, and students have used windows as galleries
for personal expression: creating post-it note window
displays of political messages, pop-culture icons, and
internet memes; showcasing decorations affiliated
with particular identities; divulging personal contact
information. However, not all information broadcasted
is deliberately intended for the public eye: after the
sun has set, thin, transparent blinds allow visibility
into lit rooms with blinds up or down, and rooms are
accentuated by their contrast with darkness; TikTok
users inadvertently showcase their affiliations with their
blinds down, as the app’s LED aesthetic gleams from
behind the blinds.

Takeaway

The Living Learning Neighborhood’s buildings’
propensity for visual communication through window
size, building angling and subsequent line of sight
has made dorm windows into potential platforms for
socialization and allowed residents to communicate
at a scale unprecedented on UC San Diego’s campus,
providing a (perhaps too) revealing glance into
students’ affinities and behavior. As residents and
nonresidents alike read messages and identify shared
interests, these social signals can induce delight and,
perhaps, a deeper sense of belonging.
42 | UC SAN DIEGO - LIVE- LEARN LAB   | 43

Satisfaction with Social Spaces

Findings

Design strategies to foster social connection were
implemented into several scales of the physical
environment of North Torrey Pines Living and Learning
Neighborhood (NTPLLN). “In-between” spaces were
intentionally programmed in at the neighborhood scale,
providing socialization opportunities for students,
faculty, staff, and the surrounding community. From
ping pong tables to community gardens, amenities were
provided to encourage socialization opportunities. As a
result, there was a 12.85% increase in overall satisfaction
with campus spaces. Another notable significant
finding was that student satisfaction with the Aesthetic
Quality of campus social spaces significantly improved
by 11.56%. Results from the focus groups emphasize the
variety of social spaces provided and that Sixth College
has the most energy of the neighborhoods at UC San
Diego.
Furthermore, specific strategies were implemented to
increase social connection at multiple scales of the
built environment. Within the residential floors and
suites, there is a communal kitchen and great room
shared by floor-mates and the suite style units have an
additional, more intimate living room shared by suite-
mates. A central stair is directly adjacent to the suite
living room, connecting the the suite vertically. To that
end, we observed a significant improvement in student
perceptions of artificial light (14.25%), indoor air quality
(26.98%), cleanliness (23.00%), and aesthetic quality
(21.00%) of their residential social spaces.

“The dining hall has improved my social

experience. It’s nice to study with people
rather than being locked up in my room.”
-Sixth College Freshman photography courtesy of HKS, Inc.

Takeaway

“There is a central gathering area, the way
Sixth college has a lawn that everyone can
do what they want and the direct walking
routes from one place to another.”
- Sixth College Sophomore
Social spaces are arguably the soul of any college
campus. Despite being in the midst of the pandemic
the overall increase in satisfaction with social spaces,
combined with improvement in perception of aesthetic
quality and environmental comfort (light, indoor air
quality and cleanliness) suggests that that the emphasis
on social spaces within the nested framework (room
to floor to unit to neighborhood) was successful.
Repeating these measures over time as the social rules
we follow during and after the pandemic evolve, will be
crucial.

Figure 7. Percent change of environmental satisfaction of social spaces

(all values are significant at p >.05 or lower)
44 | UC SAN DIEGO - LIVE- LEARN LAB   | 45

Overall Satisfaction with Residential Spaces

Findings

Due to the global pandemic, students were primarily
living, working, and learning within the boundaries of
their individual residential units. These spaces served as
classrooms, offices, bedrooms, and living rooms, often
flexing by the hour. Pre-pandemic design strategies
were tested in the midst of the global pandemic.
Overall, there was a 27.96% significant improvement
in student satisfaction with the physical environment
of their residential spaces. Daylighting and operable
windows have resulted in satisfaction improvements
of 16.84% with overall light in residences and 33.98%
with indoor air quality. NTPLLN’s building enclosures
maximize acoustic comfort indoors with carefully
selected windows and exterior wall systems that aid
in controlling outdoor noise. However, lessons learned
through participant observation protocols revealed
dissatisfaction with the transparency of blinds and
hardness of surfaces. Similar to student perceptions
of social spaces, there was a 32.57% increase in
satisfaction with the aesthetic quality of residential
spaces at NTPLLN in 2021 when compared to those at
Camp Snoopy in 2020.

“My room [is my favorite place on campus]

because that’s the place that I can relax
without anyone seeing.”
photography courtesy of HKS, Inc.
-Sixth College Freshman

Takeaway

“I like to look outside and see the community and
not feel stuck - the design of the rooms where
you have your own room but also the communal
space with the couch [is my favorite feature]”
- Sixth College Sophomore
In the year of COVID the world of students shrunk
drastically into their residential environments. The
micro-environment of the dorm room, and indeed all
the spaces they were able to get to, became ever more
important. The sensitivity to quality of air, acoustics,
thermal comfort was all in the forefront. The increase
in satisfaction on environmental factors also speaks to
the importance of environmental quality of residential
spaces, at the micro scale.

Figure 8. Percent change of environmental satisfaction of residential

spaces (all values are significant at p >.05 or lower)
46 | UC SAN DIEGO - LIVE- LEARN LAB   | 47

Key Takeaways
Research Implications from the Live-Learn Lab

Popular Design Elements Opportunity for Improvement

COVID-19 came at a cost to local friendships.

• Open Quad and Central Green Spaces • Transparency of Blinds
The COVID-19 pandemic changed the campus experience fundamentally. Living and learning collided in unprecedented ways.
• Visible Stairs • Lack of Color in Interior Spaces Students moved into their new campus masked, socially distant, and unable to use many of the incredible spaces designed for
• Communal Kitchens • More Personalization Opportunities them. During this time natural ventilation of rooms, access to open green spaces, and digital connectivity both inside and outside
• Dining Hall • Availability and Location of the building became a huge asset. At the same time students started connecting more with friends and family back home than
on campus - digital connectivity made who was next to you in physical space less relevant than who was with you in digital space.
• Market Hydration Stations
And this disconnect came at a cost of close relationships between students on campus- one that is only slowly re-emerging as
• Exterior Rooftop Terraces • Hard Surfaces and Noise Transfer the campus comes back to life.
• Central Gathering Spaces/Living Rooms
• Double-Height Connectivity of Suites
• Dorm Study Rooms
Group dynamics are changing.
COVID also changed group dynamics. For a while only groups of three were allowed to be outside together. This rule slowly
changed, but more than a year of socializing in small groups has taken its toll. How large groups interact, and how campuses can
keep them safe as they interact, is a key challenge that needs to be addressed in future campus design.

Social signaling emerged in unexpected ways.

Moving into a new campus in the middle of a pandemic, during political unrest and in the thick of the Black Lives Matter movement,
students found ways of signaling socially that were unprecedented. From TikTok rooms, to using the large windows for political
messaging, there was a sentiment of “I am here, hear my voice”. The scale and density of the building potentially served as an
unprecedented billboard to express both emotion and opinion.

To see or be seen - social connection has become a tiered experience.

Yet another insight from the research has been how students have sought connections in different ways. Some students like to be
in the thick of social activity, while others feel a sense of connection by simply “witnessing” it from the comfort of their rooms. It
is important to design a range of social connectivity for the range of personalities, by making social life visible at different scales.

Programming is essential for face-to-face interactions.

In a time where physical presence became non-essential for most activities (e.g., learning, socializing, working) our research
found that what made people interact was often intentional programming - be it through impromptu concerts and events, or
through the opening of key amenities like the dining hall. Activating spaces via intentional programming is key to fostering a
campus culture.

Hybrid (digital/physical) learning and hybrid life is here to stay.

While the shift from all in-person learning to all remote was extreme, there were many benefits to the system that were seen.
Students are now accustomed to studying in these new hybrid paradigms which puts into question the relevance of the massive
real estate that we have planned for traditional teaching. How environments become ready for hybrid, in all facets of life, and how
that impacts real estate apportioning, are arguably questions of our times. Physical, mental, and social well-being may all need
strategies that bridge the digital and physical experience spectrum to be truly effective.

photography courtesy of HKS, Inc.

48 | UC SAN DIEGO - LIVE- LEARN LAB
Big Ideas:
The Path Forward for Building Social Connection on Campus
Integrating Life in the Micro
immediate surroundings (physical and virtual) that
connect students to the larger community
Students’ immediate environments, in terms of physical
environmental quality (acoustics, views, thermal
comfort, etc.) as well as virtual connectivity (programs,
platforms, social media, etc.) connect them to their
larger community. Insights from this study show that
students paid high levels of attention to their micro-
environments. Designers should pay special attention
to how the design of the physical environment
(temperature, lighting, acoustics, etc.) and virtual
interfaces can connect students from Micro to Macro.
Enabling Phy-gital Community
design of converging digital and physical environments
to ensure a seamless social experience
Designing for the convergence of digital and physical
environments ensures a seamless social experience.
The interface students experience to live, work, and
learn should transcend the boundaries across digital
and physical realms to build phy-gital communities.
Throughout this study (in the height of the COVID-19
pandemic) students created strong online communities
by reaching out to friends and family back home,
sometimes at the cost of local on campus friendships.
Where digital and physical experiences converge, local
and online connections coincide.
  | 49
Creating Diverse Affordances
versatile and capable of flexing to diverse user needs -
social, physical, cognitive, and sensory
Students today learn in their bedrooms, socialize
in their kitchens, study in restaurants, and connect
online. Campus spaces need to be versatile and
capable of flexing to these diverse user needs. Because
students are living, learning, working, and playing in
unconventional spaces, flexibility on campus is key.
Campus architecture should provide versatile spaces
that are capable of accommodating multiple social,
physical, cognitive, and sensory needs. By designing
diverse affordances into campus spaces, students are
provided enriched environments that serve multiple
programmatic and personal needs.
Fostering Agency + Activation
ensuring that spaces are activated to entice
engagement that gives students choice and agency
By designing for student sense of control over their
living and learning environments, while providing a
variety of programmed spaces and events, educational
Four big ideas for
and social opportunities can enhance student life
experiences while increasing student well-being
and learning outcomes. Campus social life slowly
returned to normal after COVID quarantine, based on
building social
the loosening of restrictions and the activation of key
spaces and programs. The dining hall and impromptu
concerts (where students had agency & choice) offered
students feelings of transitioning back into college life.
connection on campus.
A cohesive student experience is created by ensuring
that the design of spaces and the design of campus life
programs go hand in hand.
Big Ideas: The Path Forward for the Undergraduate Student Experience   | 51

Integrating Life in the Micro Creating Diverse Affordances

Design of the immediate surroundings (physical Design of spaces that are versatile and capable of
and virtual) that can connect to the larger flexing to diverse user needs- social, physical,
community and environment. cognitive, and sensory.

Enabling Phy-gital Community Fostering Agency + Activation

Design of converging digital and physical Ensuring that spaces are activated to entice
environments to ensure a seamless social engagement in a way that gives students
experience choice and agency.
52 | UC SAN DIEGO - LIVE- LEARN LAB
Conclusion & Next Steps
Conducting a longitudinal study of well-being in a
pre-post study design is certainly a challenge in the
era of COVID. When the university first conceived this
research requirement the intent was two fold- 1) To
understand how the design of a new campus could
impact human and environmental well-being and 2) to
inform new capital projects as well as existing research
and pedagogy initiatives across the university. No one
anticipated how students would go completely remote
in the semester prior to the move, and how after the
move many areas would not be open and strict rules
and regulations would be in place around social
gathering, courtesy of COVID-19.
Our coalition pivoted many times to adapt to these
changes in real time, but we also realized that as
different from anticipated the context was, well-being
and social health had never been more important, and
the opportunity to learn in this era of experimentation
was a rare privilege.
We observed an 8.2% reduction in student self-
reported depression, 11% increase in satisfaction with
healthy food amenities, 8.4% increase in satisfaction
with transportation, 12.85% increase in satisfaction with
social spaces, and finally 27.96% increase in satisfaction
with residential spaces, despite the many safety
focused policies in place that limited certain activities.
We also found that overall, students who reported
higher satisfaction with their environment tended
to report higher satisfaction with mental well-being
measures. This illustrates, yet again, the importance
of the physical environment in improving student and
campus life.
We also found that digital and physical worlds had
collided in an unprecedented way in the student
live-learn experience. Spaces to live, eat, play, learn,
connect, and create were all blending, often through the
invisible fabric of technology. Where local connections
of knowing one’s actual neighbor in a residence hall
were weakened, students were reaching out more
often to their off-site families and friends. In this
context, the vibrancy of campus life often depended
on active programming and students’ awareness of
such programs. For example, the opening of the dining
hall transformed the eating habits as well as the social
behaviors of the students. More informal events like the
Friday pop-up concerts were appreciated not just by
the students who attended, but students who stayed
in their room but felt good about being on an active
campus.
We also found that students did not always know about
all the amenities and programs available to them, and
knew little about the deep intentionality around human
and environmental well-being on campus. For example,
no change was found in environmental stewardship
behaviors despite the heavy investment in sustainability.
Many students had no idea how bleeding-edge many
of the sustainability innovations were. We posit that
spreading a higher level of awareness around the
design strategies and intended outcomes, will achieve
a higher level of citizenship, stewardship, and sheer
intellectual curiosity, which was the original intent of
the live-learn laboratory.
The report also revealed key insights from the
qualitative data on what students were looking for and
resulted in four big ideas of designing for the future
of social connection in student life. These included
first accepting that student lives have at once shrunk
and expanded more than ever before. They can take
classes, exercise, eat, and play all without ever leaving
their room, or any corner they may choose anywhere in
the world, with anyone else in any other corner of the
world. This warrants careful consideration of the micro-
environments that we design and ensure that we create
truly integrated “phy-gital” environments that bring the
digital and physical worlds together rather than making
them conflicting parallel worlds.
Because of the unprecedented times we live in,
weaving in flexibility via a range of diverse affordances-
at all levels- physical, sensory, social, and cognitive is
key and can serve for more enriched environments that
can flex with the needs of the times.
Finally, in the past, location was everything when we
talked about real-estate, but we found that activation
of the spaces designed is more important than just the
location. Without activation, and providing students
with agency and choice to engage, the best designed
spaces will still remain unused- in large part because
of how students can reside entirely in their own micro
worlds.
  | 53
To make college campuses a nexus
for meaningful social connection-
they must embrace the micro,
connect it to the macro, integrate
the digital and physical realms, and
activate spaces in a way that gives
students agency and choice, in
diverse and flexible ways.
In conclusion, while our research reveals that there has
been a significant improvement in many health and
well-being outcomes, these outcomes can be further
enhanced if we can now engage the student and faculty
community, by truly using the campus as a live-learn
lab, where constant exploration and experimentation
are the norm. The first step for that would be sharing
more about the design intent (and phase 1 outcomes)
with the campus community, make the data from this
study open-source, and build strong coalitions around
every facet of the campus life.
In future phases we hope to support these coalitions,
explore the “learning” experience in more detail,
and dig deeper into the environmental stewardship
parameters. No meaningful work, in this day and age,
can be done in isolation. We look forward and welcome
the partnerships that will move this work further and
move the needle to make live-learn neighborhoods
foundations for better and more meaningful lives.
54 | UC SAN DIEGO - LIVE- LEARN LAB

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photography courtesy of HKS, Inc.

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Design Intent: Neighborhood

DUAL QUADS
For Dynamic Landscapes

Mindfully designed quads offer two open green lawns and a pedestrian
plaza on the North-East end of the neighborhood that supports UC San
Diego programs and planned events. On a daily basis, this design
strategy promotes social interaction, physical activity, placemaking,
and connection to nature. Further, the dynamic nature of the level
change in the landscapes offers both prospect and refuge, promoting
student agency by offering a variety of spaces to see or be seen.

Metrics that Matter:

Socializing Behaviors Environmental Satisfaction
Sense of Belonging (Campus Social Spaces)

CENTRAL MARKETPLACE AND DINING HALL

For Healthy Food and Socializing

A major goal of this project was to provide healthy food options that are
accessible, affordable, appealing, and available. By designing a
marketplace and dining hall that are at the nexus of the neighborhood,
fresh fruits and veggies are at critical points of decision, while providing
both indoor and outdoor seating for student choice in socialization. In
addition, these amenities are designed to promote engagement with
the La Jolla community.

Metrics that Matter:

Healthy Food Amenities Satisfaction Environmental Satisfaction
Healthy Diet Behaviors Socializing Behaviors

CONVENIENT BIKE STORAGE COMMUNICATING GRAND STAIR PERIMETER AUDITORIUM

To Encourage Active and Sustainable Mobility For Physical Activity and Socializing For Community Integration

Multiple locations for bike storage, both interior and exterior, The stair in the center of the neighborhood was intended to Situated on the perimeter of the neighborhood, the 650 seat
are provided. Bike parking is conveniently located at both promote health by promoting stair use while offering a novel auditorium provides easy access to the community. By creating this
residential and academic programs to encourage use focal point for placemaking. In addition, this is the entry to the adjacency, the auditorium is open to the public to bring in the local
between campus destinations. campus from the parking below to integrate the community community for events.
into the neighborhood.
Metrics that Matter: Metrics that Matter:
Metrics that Matter: Socializing Behaviors
Active Mobility Behaviors Environmental Stewardship
Mobility Satsfacion Active Mobility Behaviors Sense of Belonging
Socializing Behaviors Environmental Stewardship

GUIDING PRINCIPLES
SCALE | Neighborhood
Student Health + Wellbeing Welcoming Community Environmental Health

© 2021 INC. Social Connection Integrated Sixth College

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Design Intent: Sectional View of Neighborhood

FAÇADE SETBACK POROUS GROUND FLOOR PLAN
To Balance Density and Perception of Scale For Visibility and Accessibility

To manage the balance of scale and density, specific The porous ground floor plan creates openings at the
design strategies were implemented. Massing was ground level that align with uses and existing
articulated by creating podium buildings with separate circulation paths to encourage connection to the
towers above that are stepped back. Recessed entries neighborhood surroundings. Transparent classrooms
with canopies create a welcoming entrance. at the ground level make academic engagement
visible from the exterior, communicating Sixth College
Metrics that Matter: culture to the community.
Sense of Belonging
Environmental Satisfaction (Campus Social Spaces) Metrics that Matter:
Residential
Living Room
Sense of Belonging
Socializing Behaviors
COMMUNITY GARDEN Environmental Satisfaction (Classroom Spaces)
For Activity, Healthy Eating, and Socializing
Residential
Living Room

Design strategies were implemented to provide

connection to nature at multiple levels with generous
views and balconies. A community garden not only
provides access to exterior spaces, but also Residential
Living Room
SCALED BACK AND SCALED BACK AND
encourages sustainable living and social connection CREATE COMMUNITY CREATE COMMUNITY
by promoting community participation in gardening.
Terrace
Community
Garden EN Rooftop MAIN STREET
CO
UR
AG
Garden
For Multi-Modal Transportation
Metrics that Matter: E SO EN
and Parking

N
CO
C

IO
UR
IAL AG
N

CT
INT E
TIO

SO

Depression Environmental Satisfaction ER C

RA
IAL
AC

AC INT
TIO
ER

TE
ER
AC
NT

N
Life Satisfaction (Campus Social Spaces) Administration

IN
TIO
Residential
LI

By locating active uses along Scholars Drive, it

IAL
IA

Building
C

Socializing Behaviors
Building
SO

C
SO
becomes a "Main Street" in the middle of the
E
AG

Breezeway

E
Residential
UR

Residential Building

AG
Academic Building
Building
CO

Entrance Lecture Hall

UR
neighborhood. Glazing provides transparency and
EN

CO
Lobby

INTENTIONAL IN-BETWEEN SPACES

EN
trellises provide shade along landscaped streetscapes
To Enhance Place Based Experiences Breezeway Resident life Social Gathering
Space
Commuter
Lounge which include seating. Buildings above are stepped
Parking

back from the street facades to minimize their scale.

Outdoor spaces were intentionally programmed and Designed to safely support many multi-model transit
Parking
Parking
designed to support the adjacent amenities and options, Scholars Drive can be closed for community
programs. They can flex to accommodate a variety of Parking events. Parking

specific user groups and events (e.g., Sixth College

Pedestrian/ Pedestrian/
festivals, outdoor concerts, exercise, dining, studying, Metrics that Matter:
6’ 6’
Landscape Bike Travel Lanes Bike Landscape
Zone Lane Lane Zone

etc). Furniture selections support the uses and

NTPLLN Programmed NTPLLN Scholar’s Drive NTPLLN Programmed
Life Satisfaction Socializing Behaviors
NTPLLN

accommodate the need to be flexible. Active Mobility Behaviors Environmental Satisfaction

Residential Building Outdoor Space Residential Building Outdoor Space Lecture Hall
Building
Mobility Satisfaction
Metrics that Matter:
Depression
Socializing Behaviors
Environmental Satisfaction (Campus Social Spaces)

GUIDING PRINCIPLES
SCALE | Neighborhood
Student Health + Wellbeing Welcoming Community Environmental Health

© 2021 INC. Social Connection Integrated Sixth College

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Design Intent: Typical Floor Plan

VISUAL TRANSPARENCY IDENTITY DRIVEN ARRIVAL SEQUENCE
For Connection to Sixth College and For a Sense of Place
Floor Communities
The arrival sequence on each lower floor was designed to
Visual transparency is a design strategy utilized to increase emphasize the UC San Diego and Sixth College brand. In
daylighting as well as create a visual connection to the overall creating an arrival sequence of branding and personalization
neighborhood. Doors are on hold-opens upon arrival to create opportunities (tackboard and mural), this strategy promotes
that connection to the interior of the Great Room. In addition, greater connection to students’ communities, with the
there is vertical connection to the adjacent floors allowing for intention of cultivating a sense of belonging.
user to see and be seen within the central social space. These
CENTRALIZED BUILDING STAIR
lines of sight can impact students’ mental health and sense of Metrics that Matter: To Promote Physical Activity
belonging to their campus community. Sense of Belonging
Environmental Satisfaction
(Residence Social Spaces) Stairs that connect floors in the residential buildings were
Metrics that Matter:
designed to be more visible to make this point of decision to
Depression Environmental Satisfaction
Life Satisfaction (Residence Social Spaces) promote physical activity. By providing easy and appealing
Sense of Belonging points of decision, both student health and environmental
health and reap the benefits of this design strategy.

Metrics that Matter:

Active Mobility Behaviors Environmental Stewardship

COMMUNAL KITCHEN AND GREAT ROOM

For Socializing and Healthy Habits

Every other floor in the residential buildings at NTPLLN has a

communal kitchen and great room in the center of the floor,
the entry point from the elevator and stairwell. This strategy
promotes socialization opportunities and provides students a
place to congregate while engaging in healthy diet behaviors.
By providing a kitchen for students to cook their own meals, a
OUTDOOR BALCONY rare amenitity in student housing, students can create
For Connection to Nature and
meaningful connections and cook fresh veggies they
LEGEND Socializing Opportunities
purchased at the Marketplace.

Great Room The outdoor balconies that are directly adjacent to the Great Metrics that Matter:
Room on each floor of the residential buildings increase the Healthy Food Amenities Satisfaction Environmental Satisfaction
Circulation
amount of outdoor spaces accessible by students. Students Healthy Diet Behaviors (Residence Social Spaces)
Small Resident Space are provided access to views of the La Jolla landscape, natural Socializing Behaviors

Single Room ventilation, and sunlight, promoting better mental health and
wellbeing through interaction with nature at multiple levels.
Double Room
Balcony Space Metrics that Matter:
Graphic Branding / Entry Spaces
Depression Environmental Satisfaction
Socializing Behaviors (Residence Social Spaces)
Environmental Stewardship

GUIDING PRINCIPLES
SCALE | Building
Student Health + Wellbeing Welcoming Community Environmental Health

© 2021 INC. Social Connection Integrated Sixth College

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Design Intent: Typical Suite Plan

CENTRAL LIVING ROOM IN SUITE
For Socializing CENTRALIZED STAIR IN SUITE
For Vertical Connection
A more intimate living room was designed into each
suite to strengthen social connection between A centralized stair, internal to each suite, vertically
suitemates. The location of the living room promotes connects the two-level suites. This stair is at the center
socialzing behaviors by providing more than the of the suite to provide a nexus for social connection
typical corridor with doors into individual rooms. By and promote physical activity by making stair use the
creating space for moments of meaningful easy choice, by design.
interactions, students will have more opportunities to
engage and create connection within their close Metrics that Matter:
community. Active Mobility Behaviors
Socializing Behaviors
Environmental Stewardship
Metrics that Matter:
Life Satisfaction Environmental Satisfaction
SUITE AlCOVE ENTRY
Sense of Belonging (Residence Social Spaces)
Socializing Behaviors WITH GRAPHIC BRANDING
For a Sense of Place

OPERABLE WINDOWS The entry at each suite has an alcove with graphic
For Passive Cooling and Visual
branding, murals, and accent colors to emulate the
Connection to Community
idea of a front porch. This design strategy is intended
to give an impression of homeyness and Sixth College
Each bedroom window is operable, a design strategy
identity.
that not only enhances environmental comfort based
on choice, but is a key strategy in the passive cooling
Metrics that Matter:
system at NTPLLN. The size of windows were Sense of Belonging
maximized for views, daylight, and to reduce glare. Environmental Satisfaction
Through natural ventilation, energy costs are reduced (Residential Social Spaces)
and trickle vents provide individual user operability for
continuous air flow exchange without having to open NEUTRAL FURNISHINGS AND FINISHES
the operable windows. For Personalization

Metrics that Matter: Rooms were designed with neutral furnishings and
Depression Environmental Satisfaction finishes to provide a blank slate for personalization and
Sense of Belonging (Residence) self expression of each student. Tack boards are also
Environmental Stewardship
provided for customization and this design strategy is
in place to for students to have a sense of agency
within their living spaces.
LEGEND
Metrics that Matter:
Life Satisfaction
Resident Social Space Environmental Satisfaction
(Residence)
Double Room
Graphic Branding / Entry Spaces

GUIDING PRINCIPLES
SCALE | Suite
Student Health + Wellbeing Welcoming Community Environmental Health

© 2021 INC. Social Connection Integrated Sixth College

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