Project Achievements

                One of the primary project achievements was client satisfaction. The group members were particularly happy that the client was satisfied with the project. The client appreciated the thought we put into the project and that our final proposal reflected some of their values- enhancing child development through an obstacle course.

Another significant achievement was producing a detailed design. Google SketchUp was used to produce a detailed three-dimensional drawing of the proposed obstacle course. This will help the client better understand what is required of the project and how to implement it. Below are a few snapshots of the three-dimensional drawing:

Moreover, the group managed to design a very cost effective design that ensured safety was not compromised in any case. Safety was of prime importance during the design process as children are in context. The group managed to incorporate safety extremely well by designing the obstacle course at a reasonable distance from the tree and concrete pavement to minimize injury in case of fall, have sufficient space between logs to easily jump over without posing a risk of feet getting stuck between logs and apply a non-slip coating on the logs to prevent accidents during wet conditions.

Last but not least, the group produced a detailed report that entails all information – dimensions, materials, procedures, implementation – necessary for the project. This will aid significantly in the building of the obstacle course with precision and accuracy.

Contributions

Options Community Services is a non-profit society and registered charity dedicated to making a difference. Options is committed to empowering individuals, supporting families and promoting community health. By just working with Options, the group is implementing their mission and serving the community as well.

More so, the obstacle course is designed to enhance children motor skills and encourage communication between one another. Since children are the future, by enhancing children skills, we are actually helping enhance the future. We are making a difference by fostering an environment that will engage children, their families and communities alike.

Lessons Learned

Over all, the Community Based Experiential Learning Project was very enlightening as the group learned instrumental skills in professional Engineering. Below are a few of the many skills learned:

i) Communication: The group soon realised that communication was key in the project. This includes communication amongst group members and with the client as well. The client was usually out of town which made it difficult to schedule meetings. The group nonetheless managed to resolve this by conducting Skype calls and communication with other members of Options instead. Amongst group members, we communicated using social media and made it a rule to respond to posts within 36 hours of posting which significantly helped ease communication.

ii) Delegation: The group realized that each member had a distinct skill and strength which could be put to good use. It was therefore decided that roles will be delegated to members in accordance with their strengths. Not only did this result in higher efficiency, but in also higher quality of work.

iii) Planning: Planning is key in any project. Initially, the group lacked planning but this was soon changed and more organisation was done. This included pre-scheduling meetings with the client much in advance to ensure there were not any last minute cancellations.

iv) Presentation Skills: The group managed to produced a detailed poster using graphics such as pictures and incorporating a tablet which was used to display the poster title and more information. Each group member presented on the project which helped members exercise and improve their presentation skills. Also, the importance of preparation was emphasised and was seen to be vital for good presentation.

• Describe how the project unfolded during Implementation

Our responsibility for this CBEL project, with Options Community Services Society, was the conception and design of a natural structure which encourages children to play outside and embark on discovery.

Project Implementation

On March 7^th, we sent in a complete finalized list of our project proposals and sent it to the client for evaluation and feedback. The list included:

1. Living Wall
2. Fruit Trees
3. Elevated Vegetable Garden
4. Wooden Log Obstacle Course
5. Covered Benches for Parents
6. Outdoor Musical Instrument

Upon revision, the client selected that we incorporate a wooden log obstacle course for the site renovation. We began the research necessary for the completion of the project, moving into the actual design stages. Included was:

1. The costs of ground mulch and government regulations regarding the height of play structures and play areas—specifically the amount of wooden mulch needed for specific heights above 6”
2. Methodologies to provide an anti-slip coating to the top surface of the logs, in order to prevent slips and falls, particularly in wet weather
3. A finalized, complete, and comprehensive list of the necessary materials, and resources necessary for the project
4. Strategies to embed the logs into the ground, ensuring that they are completely stable and secured, preventing possible movement and injury

After research, we determined that including structures over the regulated 6”, which would have subsequently needed 9” of compressed wooden mulch soft-fill, was not cost-effective and poorly designed. Due to the young age of the children who will be using the structure, the logs cannot be too high off the ground, as they are still learning basic motor skills. Furthermore, to add soft-fill wooden mulch would not entirely cost effective, as it would have nearly doubled our entire project’s raw material’s costs.

Secondly, we decided to apply grip additive to a clear, polyurethane wood coating to add a textured, rough surface to the top of the log surfaces which would serve to increase friction and prevent slips and falls.

Finally, regarding embedding the logs into the ground for the obstacle course, we decided to dig a 1 foot deep trench into the ground. We would then take 2.5 foot long logs and sharpen a 0.5 foot end to act as a wedge, hitting them into the ground to solidify their position, and afterwards backfill the dug trench while compacting the soil.

• Identify what has gone well and what needed work

One of the major takeaways from the CBEL experience was the significance of communication among both the CBEL Team, as well as with client and stakeholders. The communication between team members was a success with the use of online messaging. We were able to ask and answer one another’s questions with ease, helping the process of the project. Another stage that went smoothly was the design process. The team collaborated effectively among one another to produce numerous designs for the client to evaluate. Also the establishment of clear, ambitious deadlines for work and research to be done offered the added benefit of the added pressure needed to push team members beyond comfort zones while simultaneously compensating for unexpected project delays.

Near the end of this CBEL project, our team has learned of the significance of effectively communicating and collaborating with the client, and stakeholders despite potential conflicting time schedules. Katherine MacIntyre’s schedule, who was our main client throughout the project, and our own schedules as students at the University of British Columbia, were not easily compatible. Many times throughout the experience, our team had to reschedule meetings, within the team, and even more so with the client due to conflicting agendas. As a result, we learned how to effectively utilize the rare time we do have in which the client had time for a site orientation or even a Skype conference call.  This often resulted in attempting to coordinate weekend meetings or prioritizing the client over certain school commitments in order to meet at a time that worked effectively.

Things we could have done to improve communication between the team and the client, in order to work around our often strict agendas, including:

1. Set detailed timelines and steps throughout the engineering process to enhance performance and operability in the project
2. Establish weekly meetings with team members and the client, providing consistent progress updates, further allowing for feedback and communication across all parties

This knowledge will be crucial for our team’s professional development as engineers, as the ability to effectively prioritize and coordinate within strict time schedules between ourselves and a wide variety of people—including clients, stakeholders, coworkers, professional and knowledgeable experts, and the community.

Throughout the design of the renovation project, our team learned the significance and added benefits of establishing clear duties, roles, and responsibilities throughout the project. Furthermore, we discovered the advantages that proper skill optimization brings. As a team, we split up work collaboratively. In other words, we worked out whom specific responsibilities would be assigned to, based on their skills, strengths, and feedback. Successful project management incorporates this, utilizing people based upon their credentials and skills.

• Describe the actual project outcomes

Final Project Deliverable

Our final project was a log obstacle course, consisting of 28 spaced logs with differentiating heights in a random, yet looped circuit. We made sure to utilize one of the spaces in which the Family Resource Centre’s play space was not often used, as shown in Figure 1. As a result, the design will reinvent the space without having to clear any of the existing play structures, giving the playground flexibility and variety. The logs will have a non-slip coating applied to the top which mixes a grip additive to clear, polyurethane, exterior wood finish providing further grip, friction, and injury prevention.  Figure 2 includes 3D Sketchup modelling to showcase the finished project, and Figure 3 provides a planned construction schedule.

Figure 1: Family Resources Centre Play Space

Figure 2: 3D Sketchup Model

Figure 3: Construction Timeline

However, due to the lack of time, Options BC will be responsible for the construction phase. Our team has designed the project down to its finer details, such as: number of logs needed, the depth to bury the logs, and the overall layout of the course, to help increase the efficiency of the construction phase. Yet some team members living close to the restoration site may be present over the summer and willing to contribute to the construction process.

References

Moore, Robin C. (1986). The Power of Nature Orientations of Girls and Boys Toward Biotic and Abiotic Play Settings on a Reconstructed Schoolyard. Children’s Environments Quarterly, 3(3)

Moore, R. & Wong, H. (1997). Natural Learning: Rediscovering Nature’s Way of Teaching. Berkeley, CA: MIG Communications.

Taylor, A.F., Wiley, A., Kuo, F.E., & Sullivan, W.C. (1998). Growing up in the inner city: Green spaces as places to grow. Environment and Behavior, 30(1), 3-27

Fjortoft, I. And J. Sageie (2000). The Natural Environment as a Playground for Children: Landscape Description and Analysis of a Natural Landscape. Landscape and Urban Planning 48(1/2), 83-97

Public Playground Safety Handbook. United States:, 2008. Print.

Pyle, Robert (2002). Eden in a Vacant Lot: Special Places, Species and Kids in Community of Life. In: Children and Nature: Psychological, Sociocultural and Evolutionary Investigations. Kahn, P.H. and Kellert, S.R. (eds) Cambridge: MIT Press

Project Implementation Plan:

Introduction

Project Purpose

Options Community Services Society (OCS) has requested for a renovation of their outdoor play space at their Family Resource Centre in the Guildford area, targeted for children aged 0-6. The purpose of the project will be to remove the facilities’ “traditional” plastic play structures and both design and implement a new nature-based play space, stimulating exploration, curiosity, and imagination. There are numerous benefits and advantages of having a natural playground for children to play, as opposed to their traditional, jungle-gym-based plastic and metal counterparts. This new-wave of innovative play spaces stimulate social interactions between children, fostering imagination and creative play which improves language and collaboration, and they improve young children’s cognitive development through awareness, reasoning, and advanced observational skills (Moore 1986, Bixler et al. 2002, Moore & Wong 1997, Taylor, et al. 1998, Fjortoft 2000, Pyle 2002). Consequently, our new design will serve to replicate these benefits while providing the Guildford community with a suitable play space to entertain its children.

Project Overview

The final project deliverable will be an obstacle course consisting of numerous logs embedded into a loop resembling structure. For a complete and comprehensive description and analysis, refer to Blog Post 5.

Design Phase

Client Meetings, Feedback, and Influence On Design

Throughout the project design, the team met with Katherine Macintyre—Head of Programs at Options Community Services— and site workers in order to determine OSC’s vision of the finished project, including feedback on ideas, inspirations, supplementary design considerations, and the organization’s goals for the final deliverable. Jeremy Tse, Christian LeGagneur, and Jordan Squire acted as client liaison throughout different stages in the project. Table 1 outlines the relevant information regarding client feedback, including suggested ideas, additional design considerations, and project goals:

Table 1: Client feedback, including suggested ideas, design considerations, and project goals

The client requested for the team to construct a log obstacle course based on a list of four different design proposals. The above information summarized in Table 1 was then used as supplemental guidance in constructing the final project, including:

1. The obstacle course would need an anti-slip coating to prevent slips and falls in rainy, wet weather.
2. The obstacle course would be restricted in the sense that it cannot be challenging as the target audience of the children are aged 0-4.
3. The CBEL Group 8 Team would utilize undefined, empty space rather than move or replace any current playground structures
4. The team would try and design the structure in a more random order than a defined, set obstacle course, in attempts to leave the space as undefined as possible, as mentioned by the client.
5. Analysis would have to be done to determine the viability of creating a structure taller than 6”, as it may be too challenging and would require loose-fill materials.

Project Research

Research was needed in order to determine applications of non-slip coating. The group collectively had decided that any structure higher than 6” would further introduce slip and fall accidents among the younger aged children, while increasing the project costs and labour, as geotextile cloths and 12” of wooden mulch would have been needed to sustain any falls higher than 6” (13-14, Public Playground Safety Handbook). The necessary research and design for the non-slip coating was done by Jeremy Javier. The non-slip coating would consist of an exterior polyurethane wood finish, which has the added benefit of increased durability with respect to mildew, and ultraviolet ray protection for the top of the log surfacing. Furthermore, the design would include an added in mixed grip additive. The purpose of the additional grip additive is to provide small, fine grained material into the polyurethane wood finish. These materials are designed in order to improve grip and friction on wet surfaces by providing a rough, texturized coating, reducing injuries caused by slippery surfaces. Table 2 summarizes the materials needed for the anti-slip coating, including recommendations and suggested brands.

Table 2: Required Materials, Recommendations and Suggestions, and Cost Breakdown

**Paint Brushes and Salt Shakers are not required materials. These are mentioned and used as methods of applying the   grip additive and the clear polyurethane finish to the logs as discussed in Directions. There are many different types of salt shakers and Paint Brushes, and although no specific brand or model is cited, recommendations and explanations are referenced in Directions. If possible, with respect to cost-effectiveness, we recommend that Options Community Services use already owned brushes and salt shakers. As a result, these costs are not included in Table 1.

Directions:

1. Transfer grip additive into a large salt shaker. Ensure that the salt shaker holes are large enough to allow grip additive grains to pass through.
2. Using a bristled paint brush, apply a generous coat of the polyurethane coating to the top surface of the logs. Be careful when painting edges, ensuring the polyurethane does not drip over the sides which create uneven drips and lines.
3. While still wet, lightly sprinkle grip additive to the surface of the log. Use as needed, applying the necessary amount of grip additive required for desired grip. Applying more additive results in a more rough and textured surface. Apply evenly to ensure a consistent anti-slip resistance.
   *For reference, 16 ounces of Tread-Tex Anti-Skid Paint Additive mixes with 1 gallon of paint/finish. As such, 4 ounces mixed with an entire quart of Minwax 1-qt. High Gloss Helmsman Indoor/Outdoor Spar Urethane, which covers up to 125 square feet, which results in 0.907 grams per square foot of paint. Each log varies in diameter between 1-2 feet, with a square footage of 0.785-3.14. Compensating for the two coats, the square footage covered by paint will range 1.57-6.28 square feet, resulting in 1.42-5.70 grams of Tread-Tex needed for each log. Note: These numbers are based on the suggested brands and recommendations, and as such, labels should be followed as a general guide to the amount of grip additive needed.
4. Sit, and let dry. Refer to the polyurethane brand label to determine drying time. Most oil based polyurethanes are more quick to dry than water based ones, and can be ready for their second coat in as little as four hours. Use your judgement, and do not begin to apply second coat until the logs are dry. Note that the weather can affect and prolong drying times based on humidity.
5. Once dry, begin to apply the secondary coating. Note that with the added texture of the grip additive, the polyurethane coating becomes slightly more difficult to apply. Ensure complete coverage over the additive by using a cross-stroke method.
6. Allow to dry for a complete a complete 24 hours, or until the top log surfaces are completely dry.

AutoCAD and 3D Modelling Design Development

Wei Jang was tasked with completing all necessary 3D design and AutoCAD drawings for the project, which would be used in reports, presentations, and as a model for the expected finished product.

Construction Phase

Overview

Members of the group have submitted their necessary contact information for when the construction of the project begins. Several of us will work as volunteer workers, while the rest of the construction crew will consist of Options Community Service Society workers and other volunteers. OSC is responsible for these workers, and any necessary pay they may require. The construction phase of the project was planned for the summer months. Due to the poor drainage of the site soil, the CBEL Group 8 Team wanted to ensure dry conditions throughout the construction, in order to reduce the possible safety effects that installing the logs would have with wet, inflated soil.  Figure 1 outlines the construction timeline.

Figure 1: Project Construction Timeline: Completed by Christian LeGagneur

Raw Material Acquisition

Options Community Services will be responsible for the raw material acquisition—the logs. They are being donated to them, and thus reduce the cost of the overall project as they will be provided to them for free.

Material  Preparation—Measuring and Cutting the Logs

In order to reduce any possible injuries due to wooden slivers, cuts, or scrapes, the logs will be cut of any protruding sticks, twigs, and branches. The logs were requested to be cut to 2.5 feet prior to delivery. Any logs that were not received at this length will need to be cut using saws to fit the design requirements. The donated logs will then need to be sharpened into a wedge formation to allow for easier installation. The sharpened wedge will run 0.5 feet up the log surface with varying angles dependant on the log’s diameter.

Embedding the Logs On Site—Obstacle Course Layout

Both Jeremy Tse and Kunal Sethi were tasked with determining how to securely embed the wooden logs into the ground which in a way would ensure complete security. This was a significant step in the design, as logs that are too loosely secured could result in toppling and injuries to the children. As a result, they determined that the best way to secure the logs was to dig a one foot deep entrenchment, and hammer the wedged logs (which have been prepared and cut as outlined in Section 3.c) using a sledgehammer to firmly secure into place. Again, Options Community Services will be responsible for this necessary piece of equipment. The depth that they will be dug into the ground will be determined by the preferred height of the log. For logs that will have a 3” height off the ground, these wedged-bottomed logs will need to be hammered 1.25 feet into the ground. For the logs that will have a 6” height off the ground, they will need to be hammered one foot into the ground. The construction crew will then backfill the foot deep entrenchment, and pack the soil compactly. As a result, the logs—which will vary at heights of 3” and 6”—will be dug into the soil at differentiating depths of 2 feet (for the 6” height-above-ground logs) and 2.25 feet (for the 3” height-above-ground logs).

Applications of the non-slip coating

Refer to section 2.b (Design Phase—Project Research) and Table 2 for the required information regarding the non-slip log coating and how to apply.

Project Evaluation

Indicators of Success

As a collective group, team members collaborated to determine five main reflective questions, which we will to quantify the success of the project— renovating Options Community Service Society’s Guildford Family Resource Centre.

1. The amount of usage and interest among the Resource Centre’s children the structure will receive. How often is the structure used? Is it a popular play space among the children?
2. The diversity in which the children will use the structure. For example, will they use it strictly as an obstacle course? Or will they reinvent it in ways even we, as the design team, did not even imagine?
3. The punctuality in the project delivery. Was the construction timeline provided thoroughly followed? Were there unexpected delays that we did not have the foresight to account for? Or, did we simply misjudge the required time that each of the stages in construction needed for completion?
4. The accuracy of the cost analysis. One of our goals was to provide a design which would not require extensive costs to implement. Were there any measures that we did not anticipate? Were we able to keep the overall costs of the project to a minimum?
5. How happy is the client with the finished project? Was it as she had imagined and envisioned? Had we delivered on the variety of different needs and desires for the obstacle course? Did it fully fit in line with the “Zen” and serene environment that the client envisioned?

References

Fjortoft, I. And J. Sageie (2000). The Natural Environment as a Playground for Children: Landscape Description and Analysis of a Natural Landscape. Landscape and Urban Planning 48(1/2), 83-97

Home Depot (2013). Minwax 1-qt. High Gloss Helmsman Indoor/Outdoor Spar Urethane. Retrieved from http://www.homedepot.com/p/Minwax-1-qt-High-Gloss-Helmsman-Indoor-Outdoor-Spar-Urethane-63200/100376197

Moore, Robin C. (1986). The Power of Nature Orientations of Girls and Boys Toward Biotic and Abiotic Play Settings on a Reconstructed Schoolyard. Children’s Environments Quarterly, 3(3)

Moore, R. & Wong, H. (1997). Natural Learning: Rediscovering Nature’s Way of Teaching. Berkeley, CA: MIG Communications.

NC State University (2012). Affordable Settings and Elements. Retrieved from http://naturalearning.org/sites/default/files/Affordable%20Settings%20and%20Elements_InfoSheet.pdf

Public Playground Safety Handbook. United States:, 2008. Print.

Pyle, Robert (2002). Eden in a Vacant Lot: Special Places, Species and Kids in Community of Life. In: Children and Nature: Psychological, Sociocultural and Evolutionary Investigations. Kahn, P.H. and Kellert, S.R. (eds) Cambridge: MIT Press

Taylor, A.F., Wiley, A., Kuo, F.E., & Sullivan, W.C. (1998). Growing up in the inner city: Green spaces as places to grow. Environment and Behavior, 30(1), 3-27

ThePaintStore.com (2013). Homex Tread Tex Anti-Skid Paint Additive 8600. Retrieved from http://www.thepaintstore.com/Homax_Tread_Tex_Anti_Skid_Paint_Additive_8600_p/8600.htm.

BLOG POST 3

Brainstorming Ideas:

During a group meeting, members discussed various ideas and arrived at an unanimous consensus on the ideas. These ideas are presented below with pictures.

1)      Elevated Vegetable Garden

Much like below, but perhaps larger and with the possibility of one or two plexiglass sides and removable plexiglass cover.

retrieved from: http://media.merchantcircle.com/22231381/Raised%20Vegetable%20Garden_full.jpeg

Estimated Cost Breakdown:
Wooden Frame:  ~$200 for 8ft x 8ft patch
Plexiglass: ~$200 for cover; ~$100 per side

2)      Living Wall

Wooden Lattice in front of current fence with vines growing in between possibility of integrated herb-boxes. Alternatively, grow herbs suspended from lattice;

Retrieved from http://camillestyles.com/wp-content/uploads/2011/11/herb3.jpg

and http://claytonditzler.zenfolio.com/img/s2/v60/p1236821608-3.jpg respectively

Estimated Cost Breakdown:

Pallets: (potentially free if used?/quite cheap)

Wooden Lattice: ~$20 per 8ft²

Flowerboxes: ~$10-$20 per piece

3)      Obstacle Course

Following contours of asphalt path. Wooden stumps would be secured by digging them in deep enough; potential to integrate tires into course. *Stumps no higher than 6 inches

Retrieved from: http://www.play-scapes.com/wp-content/uploads/2008/10/palo-alto-zoo-playground-3-1024×574.jpg

Estimated Cost: $8-10 per stump (i.e. x 25)

≈$250

4)      Covered Bench

For parents to sit in the shade and children to climb around on

Estimated Cost: $8 per slab of wood

40 slabs of wood – aprox. $320

Techniques Used to Choose Ideas and Reasons for Final Choice:

The main factors considered in choosing an idea were:

• Cost
• Materials
• Safety
• Client preference

Upon brainstorming ideas, the client was contacted to propose the aforementioned ideas.

Although the obstacle course with logs was the most expensive option, the client informed the team that the logs would be donated by an external source which means the “materials” would be readily available at no “cost”. Thus, the options to build an obstacle course results in the cheapest option, $0. Also, the client was particularly keen on an obstacle course as this would enhance the children’s balance and jumping skills.

The client was not as keen on the other option, thus other ideas failed the “client’s preference” criteria and were discarded.

Since the “safety” criteria was a concern considering children might fall and get hurt, the team decided to have little spacing between logs to ease movement as well as place the obstacle course at a reasonable distance from the concrete pavement to minimise risk of injuries.

Timeline and Milestones:

January 22: CBEL Introduction Seminar

January 23: Group meets Mentor, Roles Delegated to group members

February 3: Group meeting at Keiser to discuss project

February 12: Skype meeting with the client

February 28: Group members visit play grounds in respective neighbourhoods to get ideas

March 2: Group meet client and visits site, client proposes ideas

March 10: Group meeting to discuss final ideas of project. Elevated vegetable garden, living wall, obstacle course and benches proposed

March 10: Skype meeting with client, client shares opinion and suggestions

March 11: Design options with cost breakdown sent to client

March 20: Group meeting online

March 24: Site visit and client meeting

March 28: Final report submission to client

CBEL Project: Blog Entry 2

• The Organization: Options Community Services Society

Options Community Services Society (OCSS) is a diverse non-profit registered charity providing social services from Delta to Langley. They believe in helping people help themselves through collaboration to create focused, effective and responsive resources for the community.

OCS’s vision statement is to “inspire hope and belonging for all”. They envision a healthy community as a safe environment where we all have a sense of belonging and where everyone has the opportunity to learn and develop goals that are meaningful and fulfilling.

OCS is a united organization with five distinct values to promote safe, healthy, vibrant communities.

(1)    Diversity – At OCS, everyone has a voice.

(2)    Integrity – They are accountable, honest and compassionate.

(3)    Resourcefulness – They are creative, flexible and innovative.

(4)    Collaboration – They work collaboratively as partners and teams within the organization and broader community.

(5)    Excellence – They go above and beyond ordinary and strive towards the exceptional and extraordinary.

• Project Scope

OCS’s project is a renovation of their outdoor space in Guildford, British Columbia. They want a space which encourages discovery and investigation for families with children less than six years of age. A space which is not a “traditional playground” but a more natural space which helps children to develop their curiosity.

Non-negotiable constraints include:

i)                    The space being visually pleasing and not disrupt the flow of space.

ii)                   An area for parents to sit and interact in all weather conditions.

iii)                 Easily maintainable.

iv)                 Space must be safe.

v)                  Avoid plastics and add in more natural elements.

vi)                 Structure must not be able to hide illicit activity.

Negotiable constraints include:

i)                    Design structure.

ii)                   Design materials.

iii)                 Project cost.

iv)                 Project time limit.

• Strategies

The main strategies we, as a team, will implement are brainstorming and creative thinking. These will help us to visualize a space in which children can be adventurous, and where children and their parents can learn and play safely.

As for the project planning and construction, we are using a strategy in which we breakdown our conceptual ideas into detailed steps. These steps include: objectives, tasks, cost, resources, risks and safety, time, and sequence. Using this strategy we are able to plan, execute, monitor, and reassess the overall project with a full sense of understanding.

Project

In this project, we are redesigning a playground space to encourage young children to discover new things. Primarily, the playground is intended for use by children under the age of 6. An emphasis has been put on incorporating elements of nature, as we are trying to avoid the conventional plastic playground structure.

The playground space must accommodate parents as well as children. Plans are being made to make spaces for parents to sit and interact with each other, regardless of weather conditions. Finally, the project will consider factors such as costs of maintenance, site illumination and  building materials to ensure a safe and sustainable solution.

Organization

Our client is Options Community Services. Options is a non-profit organization who provide social services primarily in Surrey, Delta, White Rock and Langley. They believe in helping communities with programs and projects. They envision communities to be great places to live in and belong to.

In their projects, one of the top priorities are to help people help themselves. In collaborating with individuals, businesses, communities and government, Options strive to make effective and useful tools and facilities for the community. In every one of their projects, they go above and beyond the call of duty to make communities better places to be in.

Community that will benefit from the project

Located in Surrey, the project site is located near the Guildford Town Shopping Centre, specifically on 154th street and 104th avenue. As one of Metro Vancouver’s fastest growing regions, our finished project will seek to serve the families of Surrey—specifically in the Guildford area—with a suitable environment for their children, stimulating their growth and providing a sense of belonging. Already equipped with a Toy and Resource Lending Library, this new innovative and natural setting will further help in these children’s development—provoking their natural creativity and imagination—while serving as a safe and entertaining environment.

The project site

Our team

 Jeremy Tse is a second-year Civil Engineering student. Having gone to many cities around the world, he has always had a great interest in how cities work. Also having lived in the Lower Mainland all his life, he looks forward to serving the people of Surrey in this project.

Currently enrolled in his second year, Jeremy Javier is working towards a bachelor’s degree in civil engineering. Furthermore, with a few years of experience in retail and based out in Surrey, he’s excited to be a part of his team of colleagues to work towards helping Options Community Services make a positive impact on his local community.

Kunal Sethi is also a second year Civil Engineering student. With a strong interest and passion for transportation, he is eager to work with the client on the Community Based Experiential Learning project. He looks forward to knowing his teammates better and learning from their experiences.

Christian Brandl is a second year Civil Engineering student at the University of British Columbia looking to specialize in Transportation Engineering. He has lived in cities around Europe and Asia and has visited countless other places, thus he feels that he has a wide spectrum of examples to be inspired from. Having seen the impact even a small project can have on the community, Christian is eager to work with his peers and the City of Surrey on this community project.

It is Wei Jiang’s second year in the civil engineering undergraduate program at UBC. He has a keen interest in architectural structure and design. He feels that working with his peers is a good opportunity for him to meet new people and enrich his academic experience. Moreover, he looks forward to contributing to this CBEL project and serving the community.

Jordan Squire is excited to enhance his second year Civil engineering experience through the Community Based Experiential Learning Project. Having lived in Surrey, he looks forward to giving back to his community and working with his peers. He is particularly interested in the design process and is keen on employing his academic expertise in this project.

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