Flavor Engineers Culinary Arts Institute 2016

Running head: CULINARY ARTS INSTITUTION 1
Flavor Engineers Culinary Arts Institute
by
Rana A. Fitaihi
Submitted in partial fulfilment of the requirements For the degree of Bachelor of Science in
Architecture
at
Department of Architecture Effat University College Of Engineering
Fall 2015-2016
© Copyright by Rana Anwar Fitaihi, 2015-2016

CULINARY ARTS INSTITUTION 2
EFFAT UNIVERSITY
DEPARTMENT OF ACHITECTURE
The undersigned hereby certify that they have read and recommend to the Faculty of Graduate
Studies for acceptance a thesis entitled “Culinary Arts Institution” by Rana Anwar Fitaihi in partial
fulfillment of the requirements for the bachelors degree of Science in Architecture.
Date: December, 2015.
Supervisor: _________________________________
Reviewers: _________________________________
_________________________________
_________________________________
EFFAT UNIVERSITY
DATE: December, 2015.
AUTHOR: Rana Anwar Fitaihi
TITLE: Flavor Engineers – Culinary Arts Institute
DEPARTMEN: Architecture
DEGREE: Bachelors CONVOCATION: December YEAR: 2015
Permission is herewith granted to Effat University to circulate and to have copied for non-
commercial purposes, at its discretion, the above title upon the request of individuals or
institutions. I understand that my thesis will be electronically available to the public.
The author reserves other publication rights; neither the thesis nor extensive extracts from it may
be printed or otherwise reproduced without the author’s written permission.
The author attests that permission has been obtained for the use of any copyrighted material
appearing in the thesis (other than the brief excerpts requiring only proper acknowledgement in
scholarly writing), and that all such use is clearly acknowledged.
_______________________________
Signature of Author
A Thesis
APPROVED BY THE ARCHITECTURE DEPARTMENT
Samah El-Khateeb, PhD, Department Chair
Approved by Capstone Project Supervisors:
__________________________________________
Date
__________________________________________
Date
APROVED BY COLLEGE OF ARCHITECTURE AND DESIGN
_______________________________
Date
DEDICATION
This effort goes to my dear parents “Anwar Fitaihi and Aisha Dahlawi”, my sisters
“Rawan, Samar, Reem, Zainab, and Ghaliah”, my nieces “Alia, Wid, Halah and Deem”, and my
dearest friend “Yasmeen” my best friend “Basmah, and her beloved family” my supervisor “Dr.
Aida Nayer” and my professor “Dr. Mohammed Fekry”. Each and every one of them supported
me through my journey. They believed in me, believed in my talent, encouraged me all the way,
prayed for me, stood by me, and made me the person I am today. If it wasn’t for God, and then
them, I wouldn’t have been where I am today. I couldn’t be more thankful and grateful to have
such family and friends in my life. My aim all through my journey was to make them proud of me,
I can’t wait for the day I make it up for each and every one of them for every single thing they’ve
ever done with me.

Content
1. Chapter One
1.1 Introduction………………………………………………………...………………...…
1.2 Definition……………………………………………...………..………………………
1.3 Concept and Philosophy………………………………………………………………..
1.4 Goal……………………………………………………………………………..………
1.5 Mission………….………………………………………………………………..…......
1.6 Vision……………………………………………………………………………...……
1.7 Literature Review……………………………………………………………………….
1.8 Brief Program……………………………………………………………………...........
2. Chapter Two
2.1 Chapter Introduction…………………………………………………..………………..
2.2 Case Studies…………………………………………………….……..………………..
2.2.1 Case Study 1 - Johnson and Wales Culinary Institute
2.2.1.1 Project Information……………..…….…………………...……………......
2.2.1.2 Facilities…………………………………………………………………….
2.2.1.3 Space Program and Floor Plans…………………………………………….
2.2.1.4 Advantaged and Disadvantages……………………………….………..…..
2.2.2 Case Study 2 - Los Angeles Mission College – Culinary Arts Institute
2.2.2.1 Project Information…………………………………...…………..…..….....
2.2.2.2 Sustainable Features………………………………………………………...
2.2.2.3 Space Program and Floor Plans…………………………………...…….….
2.2.2.4 Main Zoning………………………………………………………………...

2.2.3 Case Study 3 - Gastronomic University (BASQUE CULINARY CENTER)
2.2.3.1 Project Information……………………………………………….…..….....
2.2.3.2 Floor Plans…………………………………….………...….……..………..
2.2.3.3 Main Zoning………………………………………………………………..
2.3 Trends and Values……………………………………………………………………...
2.4 Case Study Conclusion – Project Main Zones……………………..…………………..
3. Chapter Three
3.1 Chapter Introduction…………………...……...………………………………………...
3.2 Functional Diagram…………………………………………...………………………...
3.3 Standards………………………………………………………...………………………
3.4 Project Assumption………………………………………………...……………………
3.5 Project Capacity……………………………………………………...………………….
3.6 Space Program…………………………………………………………...……………...
3.6.1 Administration……………………………………………………………….
3.6.2 Practice Area and Classrooms……………………………………………….
3.6.3 Services………………………………………………………………………
3.6.4 Amenities…………………………………………………………………….
3.6.5 Residential……………………………………………………………………
3.6.6 Parking Lots………………………………………………………………….
3.7 Conclusion………………………………………………………………………………
4. Chapter Four
4.1 Introduction………………………………….….………………………………………
4.2 Site Criteria………………………………….….………………………………………

4.2.1 Accessibility…………………………………………………………………….
4.2.2 Urban Context…………………………………………………………………..
4.2.3 Capability of Expansion………………………………………………………...
4.2.4 Visual Interest…………………………………………………………………..
4.2.5 Climate………………………………………………………………………….
4.3 Site Analysis…………………………….…….………………………………………..
4.3.1 Proposed Sites…………………………………………………………………..
4.3.1.1 Prince Abdullah alFaisal St. Obhur………………………………………...
4.3.1.1.1 Accessibility and Urban Context…………………………………...
4.3.1.1.2 Climatic Analysis…………………………………………………...
4.3.1.1.3 Visual Interests……………………………………………………...
4.3.1.2 King Abdulaziz Rd. alNahda Dst…………………………………………...
4.3.1.2.1 Accessibility and Urban Context…………………………………...
4.3.1.2.2 Climatic Analysis…………………………………………………...
4.3.1.2.3 Visual Interests……………………………………………………...
4.4 Site Evaluation………………………………………………………………………….
4.5 Detailed Analysis……………………………………………………………………….
4.5.1 Accessibility…………………………………………………………………….
4.5.2 Urban Context…………………………………………………………………..
4.5.3 Climate………………………………………………………………………….
4.5.4 Visual Interests………………………………………………………………….
4.5.5 Noise……………………………………………………………………………
4.5.6 Future Expansion……………………………………………………………….

4.6 Site Arrangement……………………………………………………………………….
4.7 Conclusion…………………….……………….……………………………………….
5. Chapter Five
5.1 Introduction……………………………………………………………………………..
5.2 Chapter One Conclusion………………………………………………………………..
5.3 Chapter Two Conclusion……………………………………………………………….
5.4 Chapter Three Conclusion……………………………………………………………...
5.5 Chapter Four Conclusion……………………………………………………………….
6. Chapter Six
6.1 Final Project…………………………………………………………………………….
7. References
List of Tables
Table 1 - Case Study 1 - Space Program…………………………………………………...………
Table 2 - Case Study 2 - Space Program…………………………………………………………...
Table 3 - Project Assumptions……………………………………………………………………..
Table 4 - Project Capacity………………………………………………………………………….
Table 5 - Space Program - Administration…………………………………………………………
Table 6 - Space Program - Practice Area…………………………………………………………..
Table 7 - Space Program - Services………………………………………………………………..
Table 8 - Space Program - Amenities………………………….…………………………………..
Table 9 - Space Program - Residential……………………………………………………………..
Table 10 - Space Program - Parking Lots………………………………………………………….
Table 11 - Site Evaluation………………………………………………………………………….

Table 12 - Chapter 1 - Conclusion…………………………………………………………………
Table 15 - Chapter 4 – Conclusion…………………………………………………………………
List of Figures
Figure 1 - Case Study 1 – Perspective 1…………………………………………………...………
Figure 2 - Case Study 1 – Perspective 2………………………………………………..….………
Figure 3 - Case Study 1 – Perspective 3…………………………………………………...………
Figure 4 – Case Study 1 – Interior Shot 1 …………………………………………………………
Figure 5 – Case Study 1 – Interior Shot 2…………………………………………………….……
Figure 6 – Case Study 1 – Floor Plan 1……………………………………………………………
Figure 7 - Case Study 1 – Floor Plan 2……………………………………………………….……
Figure 8 - Case Study 1 – Floor Plan 3……………………………………………………….……
Figure 9 - Case Study 2 – Perspective 1……………………………………………………….…..
Figure 10 - Case Study 2 – Perspective 2……………………………………………………….…
Figure 12 - Case Study 2 – Interior Shot 1………………………………………………………...
Figure 13 - Case Study 2 – Interior Shot 2………………………………………………………...
Figure 14 - Case Study 2 – Cladding System……………………………………………………...
Figure 15 - Case Study 2 – Floor Plan 1…………………………………………………………...
Figure 16 - Case Study 2 – Floor Plan 2……………………………………………………….…..
Figure 18 - Case Study 2 – Main Zones……………………………………………………….…..

Figure 19 - Case Study 3 – Exterior……………………………………………………….……….
Figure 21 - Case Study 3 – Interior Shot……………………………………………………….….
Figure 29 - Case Study 3 – Main Zones……………………………………………………….…...
Figure 30 - Case Studies Conclusion – Main Zones……………………………………………….
Figure 31 – Functional Diagram……………………………………………………….…………..
Figure 32 - Standards 1……………………………………………………….……………………
Figure 33 – Standards 2……………………………………………………….…………………...
Figure 34 – Proposed Sites……………………………………………………….…………...……
Figure 35 – Site 1 – Accessibility and Surroundings………………………………………………
Figure 36 – Site 1 – Climatic Analysis……………………………………………………….……
Figure 37 – Site 1 – Visual Interests……………………………………………………….………
Figure 38 – Site 2 – Accessibility and Surroundings………………………………………………
Figure 39 – Site 2 – Climatic Analysis……………………………………………………….……
Figure 40 – Site 2 – Visual Interests……………………………………………………….………
Figure 41 – Site Arrangement……………………………………………………….……………..
Figure 42 – Project’s Main Perspective……………………………………………………….…...
Figure 43 – Main Culinary Campus……………………………………………………….……….

Figure 44 – Children’s Culinary Campus……………………………………………………….….
Figure 45 – Exterior Shot……………………………………………………….……….………….
Figure 46 – Night Exterior Shot………………………………………………………..…………..
Figure 47 – Interior Shot – Children’s Kitchen……………………………………….……………
Figure 48 – Adults’ Kitchen……………………………………………………….……………….

1. Chapter One
1.1 Introduction
Food is one of the main activities in a person’s life. Human beings should have an average
of three meals per day. Women are known for their cooking skills, providing their families with
healthy, homemade meals regardless of their positions or their professional careers. What’s
happening now is that young women are so dragged into their careers and totally forgot about their
duties as housewives in the future depending on an outsource like restaurants or maids when it
comes to their daily meals. Being able to cook will not affect one’s identity in their career; it will
increase their abilities instead! Being able to cook their own food will offer a lot of possibilities
and skills to their personality. Although cooking is known to be a profession for women, especially
in the Middle East, but actually now days a lot of men are interested in cooking, and becoming
professional chefs. Cooking can be taken as a hobby, a talent, or a passion. Being a chef has a
bright future for both men and women. Chefs have the chance to work at their homes, hotels,
restaurants, charity communities, or even establish their own businesses.
1.2 Definition
A culinary institute is an institution devoted to education in the art and science of cooking
and food preparation. There are many different types of cooking schools around the world, some
devoted to training professional chefs, others aimed at amateur enthusiasts, with some being a
mixture of the two. Programs can vary from half a day to several years. Some programs lead to an
academic degree or a recognized vocational qualification, while others do not.

1.3 Concept and Philosophy

The concept behind building a culinary institution in Jeddah, Saudi Arabia is to raise the
culinary arts educational level in the society and youth, and in the Middle East. The traditional
cuisine of Saudi Arabia have been abandoned by the current generation, instead they adapted and
imported foreign cuisines. A Saudi culinary institute will reawaken the traditional food and the
traditional methods as well. It will also invite students from all over the world, especially the
surrounding countries to experience the unique education of culinary arts at its finest!
1.4 Goal
Our goal is to provide proper education to the art and science of cooking, allowing the
youth and children to have an unforgettable experience with flexible programs that varies from a
single day course to a several years degree!
1.5 Mission
Our mission is to create the perfect atmosphere that will allow the young talents to grow
and develop into becoming experts! This will produce a generation that are highly qualified as
chefs, and will increase in the knowledge of enrolled individuals.
1.6 Vision
Our vision is to become leaders in the science of cooking and to be the greatest institution
of Cooking in the Middle East.
1.7 Literature Review
Of course not everyone likes to cook, but definitely everyone likes to eat! Food business is
one of the most important businesses in the world. But unfortunately, according to previous studies
80% of food businesses fail because of the management’s minor knowledge about the field. Many
of the youth have dreamt about having bakeries and restaurants beside their college degrees. The
lack of education and opportunities is what’s really stopping them from pursuing their dreams!
Culinary institutes do not only offer cooking classes; it also offers hospitality and culinary
management classes.
According to Los Angele Mission College, the culinary arts institute offers much more
than cooking; there are variety of majors that are related to cooking, and food management. These
programs prepare students to enter the culinary arts industry as sous chefs, line cooks, restaurant
managers, and hotel managers.
Taking a course in a culinary institute will help develop one’s skills and knowledge of the
field. Along with the economic depression, the hopes in entering competitive fields like gourmet
cooking are only increasing. Overall enrollment at culinary schools has expanded by about 20% a
year for the past two years, according to the Association of Private Sector Colleges & Universities,
a group that represents for-profit schools nationwide. For example, one company, the Career
Education Corp., which operates 17 culinary schools in the U.S., has seen enrollment increase by
more than 46% since 2008, according to company spokesman Mark Spencer.
As Eric Greenspan -rising Food Network star and head chef and owner of the Foundry on
Melrose, a high-end restaurant in Los Angeles- notes; Culinary institutes do a very good job of
tapping into the psyches of wannabe chefs. "Culinary schools sell people on their love of cooking,"
he says. "They're selling the dream."
As for the building’s construction; there are many requirements that need to be fulfilled when
designing a culinary institute. For example; the materials used must be fire resistant. A proper,
natural ventilation system is preferred to be installed to allow maximum ventilation inside the
building. Also emergency exits must be available according to the kitchen locations and closed
areas. These requirements help decrease the risks, also to assure safety of students and campus
building.
1.8 Brief Program
2. Chapter Two
2.1 Introduction
This chapter will analyze existing similar projects to identify the capacity, main zones,
trends, space program, and site selection. Based on the chosen case studies a conclusion of the
main zones will be adapted.

2.2 Case Studies
2.2.1 Johnson and Wales Culinary Institute
Figure 2 - Case Study 1 – Perspective 2 Figure 3 - Case Study 1 – Perspective 3
Figure 2 - Case Study 1 Figure 3 - Case Study 1
Figure 1 - Caste Study 1 – Perspective 1 Figure 4 - Case Study 1 – Interior Shot Figure 5 - Case Study 1 – Interior Shot
2.2.1.1 Project Information
The Beginning of the College of Culinary Arts at Johnson & Wales
The University announced the opening of the College of Culinary Arts in 1973, with the
introduction of an Associate Degree program. This program quickly grew to be wildly successful,
and resulted in an educational expansion of the University, and the eventual offering of both two
and four-year programs in Culinary Arts, Pastry Arts, Food Service Management, and in the
Hospitality fields.
As the University added campuses in other parts of the country, each campus included a
branch of the College of Culinary Arts. Currently there are Associate’s and Bachelor’s programs
at each of the four campuses.

2.2.1.2 Facilities
J&W has modern, professional kitchens and facilities for its culinary students. There are
also wine and beverage labs, pastry labs and bakeshops, dining rooms, nutrition labs, and more.
Any facility that is used commercially is available to students studying at J&W. In addition, the
University offers a full range of student services, such as sports, campus housing, campus
activities, culinary clubs and competitions, and more. In the midst of a very college oriented city,
J&W provides a flourishing environment for students.
Upon completion of the program, graduates are expected to:
 Execute professional cooking techniques and skills needed to produce, present and serve
quality food and beverages utilizing ingredients and flavor profiles of the major world
cuisines.
 Apply sound nutritional practices related to healthful cooking by incorporating traditional
ingredients and adapting classical and contemporary techniques to yield products that meet
universal recognized federal and private dietary recommendations.
 Apply FDA recommended food safety and sanitation principles to food and beverage
products, tools and equipment used throughout the flow of the food and beverage operation.
 Implement cost control measures to track goods, services and costs through the cycle of
cost control and to evaluate revenue and expenses and their effect on profitability.
 Communicate professionally and exhibit appropriate decision making skills with respect
for individual and team diversity as it applies to the food and service industry.
2.2.1.3 Space Program and Floor Plans
First Floor
Baking Labs
Meat Lab
Demonstration Kitchen
Restaurant and Dining
Offices
Services
Wet Storage
Dry Storage
Store Room
Second
Floor Exam Rooms
Offices
Figure 6 - Case Study 1 - Floor Plan 1
Chocolate Pastry Lab
Pastry Technology Lab
Main Electrical Room
Main Mechanical room
Telecom
Third
Floor Faculty Work Station
Reception
Offices
Copy Center
Services
Lobby
Hot Kitchens
Cold Kitchens
Pastry Kitchens
Stock and Sauces
Beverage Lab
Student Kitchen
Student Dining Area
Services
Table 1 - Case Study 1 - Space Program
2.2.1.4 Advantages and Disadvantages

One of the advantages is that each type of cooking has its own Kitchen/Lab, such as “Pastry
Kitchen”. The disadvantage is not having theoretical classes at all; there are no classrooms in the
campus.
2.2.2 Los Angeles Mission College – Culinary Arts Institute
Figure 9 - Case Study 2 – Perpective 1 Figure 10 - Case Study 2 – Perspective 2 Figure 11 - Case Study 2 – Perspective 3
Figure 9 - Case Study 2 Figure 10 - Case Study 2 Figure 11 - Case Study 2
Figure 12 - Case Study 2 – Interior Shot Figure 13 - Case Study 2 – Interior Shot Figure 14 - Case Study 2 – Cladding System
Figure 12 - Case Study 2 2.2.2.1 Project Information

Figure 13 - Case Study 2 Figure 14 - Case Study 2
Budget: $40 million (construction costs)
Project Size: 7900 sqm
About the Project

The Culinary Arts Institute building, which is an 85,000 square foot full service, culinary
arts educational facility, opened in April 2011. It houses eight (8) kitchen/classroom labs such as
the Mission Café, Main Production Kitchen, Modular Kitchen, Bake Shop, Pastry Shop, Garde
Manger Lab, Butchery Lab, and a high tech Demonstration lab with auditorium seating. The new
kitchen/classroom labs allow students to gain the knowledge and training that will not just give
them a job, but give them an exciting career. The CAI building also houses six (6) lecture
classrooms and an exquisite Executive Fine Dining Room that provides excellent front-of-the-
house (FOH) experience as well.
The Culinary Arts Institute & Eagles’ Landing Student Store consists of classrooms and
laboratories serving the culinary arts department; campus dining facilities; and the student store.
The three-story building is comprised of a partial basement level and two additional levels that
include:
 Lecture classrooms with distance learning capabilities.
 A prepping and cooking demonstration classroom featuring state-of-the-art.
 Kitchen equipment Specialty food service laboratories (butcher lab, pantry lab, baking lab,
pastry lab and a multi-station kitchen lab).
 Serveries.
 Student, Faculty, and Executive dining rooms.
2.2.2.2 Sustainable Features

The new facility includes a variety of environmentally-friendly elements, including:
 The use of natural lighting throughout the facility.
 High efficiency light fixtures.
 Building materials made from recycled content and renewable resources.
 Waterless urinals and low-flow toilets.
 Solar cell-operated water faucets with automatic sensors.
 High reflective white roof and an exterior terra cotta sunscreen system to minimize solar
heat gain.
 Arroyo landscaping to treat storm water runoff.
 Drought tolerant and native landscaping.
 Use of low odor and low emission paints, carpeting and finishes to improve overall air
quality.
 High efficiency heating and ventilation system.
2.2.2.3 Space Program and Floor Plans
Basement
Modular Kitchen Lab
Baking Kitchen Labs
Pastry Kitchen Labs
Butcher Kitchen Lab
Machine Room
Locker Rooms
Restrooms and Services
Electrical/Mechanical
Loading Dock
Kitchen Storage
Ground
Floor Faculty Dining
Restaurant
SERVICES
Student Dining
Lobby
Faculty Offices
Production Kitchen
Bookstore
Storage
First Floor Figure 16 - Case study 2 - Floor Plan 2
Lecture Rooms
Class Rooms Storage
Storage
Demonstration Labs Service
s
Faculty Offices
Bookstore
Table 2 - Case Study 2 - Space Program

2.2.2.4 Main Zoning
ZONES
5% Lobby
16% 9% Adminstration
Restaurant
8% Services
16%
Open Area
18%
Library
Practice Kitchen
15%
Classrooms
5% 8% Storage
Figure 18 - Case Study 2 - Main Zones

2.2.3 Gastronomic University (BASQUE CULINARY CENTER)
Figure 19 - Case Study 3 - Exterior Figure 30 - Case Study 3 – Perspective 1
Figure 50 - Case Study 3Figure 19 - Figure 40 - Case Study 3

Case Study 3
Figure 21 - Case Study 3 – Interior Figure 22 - Case Study 3 – Perspective 2 Figure 23 - Case Study 3 – Perspective 3
Shot
2.2.3.1 Project Information
Location: San Sebastian, Gipuzkoa, Spain
Architect: (VAUMM architecture & urbanism) Iñigo García Odiaga, Javier Ubillos, Jon
Muniategiandikoetxea, Marta Alvarez y Tomás Valenciano
Project Type: Education
Status: Built
Total area: 15000 sqm

The five-story Basque Culinary Center is situated against a steep hillside and each floor
meets the ground. Unlike most multi-story buildings, visitors arrive through entrances on the upper
stories and then descend to floors below.

2.2.3.2 Floor Plans
Classrooms
Services
Practice
Practice
Services
Practice Services
Practice
Figure 24 - Case Study 3 - Floor Plan 1 Figure 25 - Case Study 3 - Floor Plan 2
Figure 24 - Case Study 3 - Floor PlanPractice

1 Figure 25 - Case Study 3 - Floor Plan 2
Practice
Services Offices
Classrooms Entrance
Free Zone Free Zone
Services
Figure 26 - Case Study 3 - Floor Plan 3 Figure 27 - Case Study 3 - Floor Plan 4

Services
Parking
Practice
Classrooms
Services
Classrooms

2.2.3.3 Main Zoning
ZONES
3% 7%
25% Adminstration
Practice area
Classrooms
45% Services
Open Area
20%
Figure 29 - Case Study 3 - Main Zones
2.3 Trends & Values
 Percentage of practice area is bigger that study area.
 The integration of the outdoor and the indoor areas in the campus.
 A service area is provided with each practice kitchen.
 Safety and protection must be very high in the campus.

2.4 Case Study Conclusion – Project Main Zones
Main Zones
Adminstration
6%
16% Practice Area
(Kitchens)
3% Classrooms
4%
35%
Services
20% Open Area
Amenities
16%
Dorms
Figure 30 - Case Studies Conclusion – Main Zones

3. Chapter Three
3.1 Introduction
This chapter will discuss the project’s user capacity; it will also clarify the zones functional
diagram. A part of the chapter will be the project’s assumptions, and based on that a detailed space
program will be provided.
3.2 Functional Diagram
Kitchens Restaurant
Classrooms Labs
Administration
Culinary Faculty Area
Campus
Common
Area
Dorms
Storages
Residential Services
Gym
Waste Disposal
Restaurant
Figure 31 - Functional Diagram

3.3 Standards
Figure 32 - Standards 1
Figure 33 - Standards 2
3.4 Project Assumptions
Zone % GFA NFA Floors Footprint
Administration 6% 1,632m2 1,224m2 2 816m2
Practice Area 35% 9,520m2 7,140m2 3 3,173m2
Classrooms 16% 4,352m2 3,264m2 3 1,451m2
Services 20% 5,440m2 4,080m2 2 2,720m2
Amenities 3% 816m2 612m2 1 816m2
Open Area 4% 1,088m2 816m2 1 1,088m2
Residential 16% 4,352m2 3,264m2 4 1,088m2
Total 100% 27,200m2 20,400m2 - 11,152m2
Table 3 - Project Assumptions
3.5 Project Capacity
User Type % Number of Users
Staff 12% 192 Users
Students 80% 1,280 Users
Support 3% 48 Users
Public 5% 80 Users
Total 1,600 Users
Table 4 - Project Capacity

3.6 Space Program
3.6.1 Administration – Total Area= 1,224m2
Space Number of
Description Capacity Area Total Area
Number Spaces
1 Main Entrance - 130m2 1 130m2
2 Management 2 25m2 2 50m2
3 Staff Office 1 10m2 20 200m2
4 Staff Lounge - 30m2 2 60m2
5 Admission Office 2 14m2 5 70m2
6 Meeting Room 10 50m2 2 100m2
7 Finance Department - 120m2 1 120m2
8 Archive - 70m2 1 70m2
9 Storage - 30m2 1 30m2
10 Copy & Printing Room - 25m2 1 25m2
11 IT - 50m2 1 50m2
12 Security - 35m2 1 35m2
13 Hall 150 200m2 1 200m2
14 Kitchenette - 10m2 2 20m2
15 W.C (Male and 1 8m2 8 64m2
Female)
Total Area 1,224m2
Table 5 - Space Program - Administration

3.6.2 Practice Area (Kitchens) and Classrooms – Total Area= 7,140 + 3,264= 10,404m2
Space Number of
Number Spaces
1 Main Entrance - 200m2 1 200m2
2 Faculty Offices 1 15m2 30 450m2
3 Classrooms 30 60m2 25 1,500m2
4 Lecture Rooms 50 60m2 10 600m2
5 Demonstration Kitchen 30 90m2 12 1,080m2
6 Baking Kitchen 30 90m2 8 720m2
7 BBQ Area 35 100m2 2 200m2
8 General Lab 30 90m2 6 540m2
9 Demonstration Lab 50 120m2 10 1,200m2
10 Computer Lab 35 75m2 6 450m2
11 Restaurant 400 700m2 1 700m2
12 Student Lounge 12 50m2 4 200m2
13 Faculty Lounge 8 31m2 4 124m2
14 Storage - 40m2 4 160m2
15 Library 400 1000m2 1 1000m2
16 Lockers Room 90 90m2 4 360m2
17 W.C (Male and 1 8m2 20 160m2
Female)
18 Challenge Hall - 380 2 760m2
Total Area 10,404m2
Table 6 - Space Program - Practice Area

3.6.3 Services – Total Area= 4,080m2
Space Number of
Number Spaces
1 Wet Storage - 70m2 5 350m2
2 Dry Storage - 70m2 4 280m2
3 Main Storage - 200m2 3 600m2
4 Kitchen Storage - 100m2 2 200m2
5 Meat Lab - 65m2 2 130m2
6 Preparation Station 30 90m2 6 540m2
7 Stock Room - 65m2 4 260m2
8 Storage - 50m2 2 100m2
9 Waste Disposal - 150m2 1 150m2
10 MEP - 600m2 1 600m2
11 Janitors 2 15m2 10 150m2
12 Kitchenette - 10m2 6 60m2
13 W.C (General) 1 8m2 20 160m2
14 Loading Deck - 500m2 1 500m2
Total Area 4,080m2
Table 7 - Space Program - Services

3.6.4 Amenities – Total Area= 612m2
Space Number of
Number Spaces
1 Mosque 40 55m2 2 110m2
2 Ablution 40 65m2 2 130m2
3 Laundry - 63m2 2 126m2
4 Dish Washing - 95m2 1 95m2
5 Gym 50 75m2 1 75m2
6 Day Care 20 76m2 1 76m2
Total Area 612m2
Table 8 - Space Program - Amenities
3.6.5 Residential – Total Area= 3,264m2
Space Number of
Number Spaces
1 Reception - 60m2 2 120m2
2 1 Student Room + WC 1 40m2 10 400m2
3 2 Student Room + WC 2 70m2 20 1400m2
4 1 Faculty Room + WC 1 50m2 12 600m2
5 Lounge 12 50m2 2 100m2
6 Laundry - 50m2 2 100m2
7 WC 1 8m2 10 80m2
8 Gym 40 65m2 2 130m2

9 Business Center - 67m2 2 134m2
10 Restaurant (Shared) - 200m2 1 200m2
Total Area 3,264m2
Table 9 - Space Program - Residential
3.6.6 Parking Lots
Number Of
User Type Number of Users Parking Regulation
Parking Lots
Staff 192 Users Staff/4= 192/4 48
Students 1,280 Users Student/30= 1,280/30 42
Support 48 Users Support/5= 48/5 10
Public 80 Users Public/10= 80/10 8
Total Parking Lots 108
Total Parking Area 108x28= 3,024m2
Table 10 - Space Program - Parking Lots
3.7 Conclusion
The Culinary Arts Institute can occupy up to 1,600 users. After programming the project and
specifying the areas needed it became much easier to identify the final idea of the project. The
project will hold a horizontal scape with variety of leveling; the common open areas were clarified
as well.
4. Chapter Four
4.1 Introduction
This chapter will display proposed sites for the project; it will criticize, analyze, and
evaluate each site based on a set of criteria factors. The aim is to reach the most beneficial site that
is suitable for the needs of the project. The site with the maximum advantages will be chosen for
the project.
4.2 Site Criteria
4.2.1 Accessibility
Site accessibility is one of the most important factors in any project. It determines the ability to
access the site, the surrounding main-roads and sub-roads, and the exact location of a project.
4.2.2 Urban Context

Urban context is very important; it identifies the surrounding buildings and clarifies the use of
them. This could affect the project majorly in terms of use and targets.
4.2.3 Capability of Expansion

Capability of expansion is important in such a project; the door should always be open for
expansion and development.
4.2.4 Visual Interests

Surrounding views are not very important in this project; the views of the project will be created
artificially inside the site’s environment and boundaries.
4.2.5 Climate
Climatic analysis visualizes the sun movement as well as the wind direction during the year. This
affects the project in terms of outdoor areas and interior natural ventilation.
4.3 Site Analysis
4.3.1 Proposed Sites
4.3.1.1 Prince Abdullah alFaisal St. Obhur.
This site is located between Prince Naif Rd, and Prince Abdullah
alFaisal’s St. The site is in the future extension of Jeddah city
(Obhur). It is located within residential, commercial, and
Educational areas. Which makes it an attraction point, and it is
also accessible from multiple main roads.
4.3.1.2 King Abdulaziz Rd. Al-Nahda Dst.
This site is located between both commercial and residential

areas, which attract more people to visit. It is located on King
Abdulaziz’s Rd, and very near to Prince Sultan’s road, which
makes it very accessible.
Figure 34 - Proposed Sites

4.3.1.1.1 Prince Abdullah alFaisal St. Obhur – Accessibility & Urban Context
Site
Education
Residential
Water Features
Commercial
College of Al-Batarji
King Abdullah Stadium

Al-Nakheel Resort
Figure 35 - Site 1 - Accessibility and Surroundings
4.3.1.1.2 Prince Abdullah alFaisal St. Obhur – Climatic Analysis
Figure 36 - Site 1 - Climatic Analysis

4.3.1.1.3 Prince Abdullah alFaisal St. Obhur - Visual Interests
Site
Maximum Views
Minimum Views
Figure 37 - Site 1 - Visual Interests
4.3.1.2.1 King Abdulaziz Rd. Al-Nahda Dst. – Accessibility & Urban Context Site
Education
Residential
Water Features
Commercial
Belajio Resort
Red Sea Mall

Atallah Happy Land
Madina Road
King AbdulAziz Road
Figure 38 - Site 2 - Accessibility and Surroundings
4.3.1.2.2 King Abdulaziz Rd. Al-Nahda Dst. – Climatic Analysis
Figure 39 - Site 2 - Climatic Analysis
4.3.1.2.3 King Abdulaziz Rd. Al-Nahda Dst. - Visual Interests
4.4
Site
Maximum Views
Minimum Views
Figure 60 - Site 2 - Visual Interests

4.4 Site Evaluation
Site 1 Site 2
Total Possible
Criteria Prince Abdullah King Abdulaziz Rd.
Points
alFaisal St. Obhur Al-Nahda Dst.
Accessibility 5 4 3
Urban Context 5 3 4
Climate 3 3 1
Visual Interest 2 1 2
Noise 5 5 2
Future Expansion 5 5 5
Total 25 21 17
Table 11 - Site Evaluation
4.5 Prince Abdullah alFaisal St. Obhur – Detailed Analysis
4.5.1 Accessibility:
The site is accessible from two main roads, surrounded by four sub-roads, and it does not have
high density.
4.5.2 Urban Context:
The site is surrounded mainly by residential areas, overlooking “AlBatarji Medical College”, and
near some commercial areas.
4.5.3 Climate:
The site is located near the sea shore, so the weather is acceptable, there are wind tunnels passing
by the site throughout the year.
 The average temperature in Jeddah, Saudi Arabia is 28.4 °C (83 °F) and the range of
average monthly temperatures is 8 °C.
 The warmest average max/ high temperature is 41 °C (106 °F) in June and the coolest
average min/ low temperature is 16 °C (61 °F) in January & February.

4.5.4 Visual Interest:
The views are not very important in such project; it can be created artificially within the site
context.
4.5.5 Noise:
The noise level is low surrounding the site, which supports the project type “Educational
Building”.
4.5.6 Future Expansion:
The possibility of future expansion is very important to this project; many facilities may be added
in the future. The site has many vacant lands surrounding it, and the site’s total area has enough
space for future expansion.
4.6 Site Arrangement
Figure 41 - Site Arrangement

5 Chapter Five
5.1 Introduction
This chapter will conclude the previous four chapters, identifying the outcomes of each, and
finalizing the project’s preparation stage.
5.2 Chapter One Conclusion:
Goal
Our goal is to provide proper education to the art and science of cooking, allowing the
youth and children to have an unforgettable experience with flexible programs that varies
from a single day course to a several years degree!
Mission
Our mission is to create the perfect atmosphere that will allow the young talents to grow
and develop into becoming experts! This will produce a generation that are highly
qualified as chefs, and will increase in the knowledge of enrolled individuals.
Vision
Our vision is to become leaders in the science of cooking and to be the greatest institution
of Cooking in the Middle East.
Table 12 - Chapter 1 - Conclusion

5.3 Chapter Two Conclusion:
ZONES
5% Lobby
16% 9% Adminstration
Case Study 1):
Restaurant
Los Angeles Mission 8% Services
16%
Open Area
College Culinary Arts
Library
Institute 18% Practice Kitchen
15% Classrooms
5% 8% Storage
ZONES
3% 7%
Case Study 2): Adminstration
25% Practice area
Gastronomic University
Classrooms
(BASQUE CULINARY Services
45%
Open Area
CENTER)
20%
Main Zones
6%
16% Adminstration
3% Practice Area (Kitchens)
4% Classrooms
Case Studies Conclusion 35%
Services
20% Open Area
Amenities
16% Dorms

5.4 Chapter Three Conclusion:
Functional
Diagram
Zone % GFA NFA Floors Footprint

Administration 6% 1,632m2 1,224m2 2 816m2
Practice Area 35% 9,520m2 7,140m2 3 3,173m2
Classrooms 16% 4,352m2 3,264m2 3 1,451m2
Project Services 20% 5,440m2 4,080m2 2 2,720m2
Assumptions Amenities 3% 816m2 612m2 1 816m2
Open Area 4% 1,088m2 816m2 1 1,088m2
Residential 16% 4,352m2 3,264m2 4 1,088m2
Total 100% 27,200m2 20,400m2 - 11,152m2
User Type % Number of Users

Staff 12% 192 Users
Project User Students 80% 1,280 Users
Capacity Support 3% 48 Users
Public 5% 80 Users
Total 1,600 Users
Number Of
User Type Number of Users Parking Regulation
Parking Lots
Staff 192 Users Staff/4= 192/4 48
Students 1,280 Users Student/30= 42
Project’s Parking 1,280/30
Lots Support 48 Users Support/5= 48/5 10
Public 80 Users Public/10= 80/10 8
Total Parking Lots 108
Total Parking Area 108x28= 3,024m2
5.5 Chapter Four Conclusion:
Prince Abdullah
alFaisal St. Obhur.
Proposed Sites
King Abdulaziz Rd.

Al-Nahda Dst.
Site 1 Site 2
Criteria Total Possible Points Prince Abdullah King Abdulaziz Rd.
alFaisal St. Obhur Al-Nahda Dst.
Accessibility 5 4 3
Urban Context 5 3 4
Climate 3 3 1
Site Evaluation
Visual Interest 2 1 2
Noise 5 5 2
Future Expansion
5 5 5
Total 25 21 17
Site Arrangements
Table 15 - Chapter 4 – Conclusion

6 Chapter Six
6.1 Final Project
Figure 42 - Project's Main Perspective
Figure 43 - Main Culinary Campus
Figure 44 - Children's Culinary Campus

Figure 45 – Exterior Shot
Figure 46 - Night Exterior Shot Figure 47 - Interior Shot - Children's Kitchen
Figure 48 - Interior Shot - Adult's Kitchen

References
1. Neufert Architects' Data
2. Timesaver
3. The Architects’ Handbook
4. Executive rules and the list of technical of Ministry of Higher Education
5. http://www.jeddah.climatemps.com/
6. http://www.ehow.com/about_5046231_culinary-artsdefinition.html
7. http://encyclopedia.thefreedictionary.com/culinary+art
8. http://www.bculinary.com/es/home
9. http://acsa-arch.org/docs/competition-documents/11-12-aisc-13.pdf?sfvrsn=2
10. http://www.evolo.us/architecture/san-diego-culinary-artsschool/
11. http://archinect.com/schools/release/5308106/two-nsad-teamsearn-honorable-mentions-
in-national-acsa-aisc-steel-designstudent-competition/54225940

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Running head: CULINARY ARTS INSTITUTION 1

Flavor Engineers Culinary Arts Institute

Department of Architecture Effat University College Of Engineering

© Copyright by Rana Anwar Fitaihi, 2015-2016

fulfillment of the requirements for the bachelors degree of Science in Architecture.

Date: December, 2015.

DATE: December, 2015.

AUTHOR: Rana Anwar Fitaihi

TITLE: Flavor Engineers – Culinary Arts Institute

DEGREE: Bachelors CONVOCATION: December YEAR: 2015

institutions. I understand that my thesis will be electronically available to the public.

be printed or otherwise reproduced without the author’s written permission.

scholarly writing), and that all such use is clearly acknowledged.

APPROVED BY THE ARCHITECTURE DEPARTMENT

Samah El-Khateeb, PhD, Department Chair

Approved by Capstone Project Supervisors:

APROVED BY COLLEGE OF ARCHITECTURE AND DESIGN

ever done with me.

1.3 Concept and Philosophy………………………………………………………………..

1.7 Literature Review……………………………………………………………………….

1.8 Brief Program……………………………………………………………………...........

2.1 Chapter Introduction…………………………………………………..………………..

2.2 Case Studies…………………………………………………….……..………………..

2.2.1 Case Study 1 - Johnson and Wales Culinary Institute

2.2.1.1 Project Information……………..…….…………………...……………......

2.2.1.3 Space Program and Floor Plans…………………………………………….

2.2.1.4 Advantaged and Disadvantages……………………………….………..…..

2.2.2.1 Project Information…………………………………...…………..…..….....

2.2.2.2 Sustainable Features………………………………………………………...

2.2.2.3 Space Program and Floor Plans…………………………………...…….….

2.2.2.4 Main Zoning………………………………………………………………...

2.2.3 Case Study 3 - Gastronomic University (BASQUE CULINARY CENTER)

2.2.3.1 Project Information……………………………………………….…..….....

2.2.3.2 Floor Plans…………………………………….………...….……..………..

2.2.3.3 Main Zoning………………………………………………………………..

2.3 Trends and Values……………………………………………………………………...

2.4 Case Study Conclusion – Project Main Zones……………………..…………………..

3.1 Chapter Introduction…………………...……...………………………………………...

3.2 Functional Diagram…………………………………………...………………………...

3.4 Project Assumption………………………………………………...……………………

3.5 Project Capacity……………………………………………………...………………….

3.6 Space Program…………………………………………………………...……………...

3.6.2 Practice Area and Classrooms……………………………………………….

3.6.6 Parking Lots………………………………………………………………….

4.2 Site Criteria………………………………….….………………………………………

4.2.2 Urban Context…………………………………………………………………..

4.2.3 Capability of Expansion………………………………………………………...

4.2.4 Visual Interest…………………………………………………………………..

4.3 Site Analysis…………………………….…….………………………………………..

4.3.1 Proposed Sites…………………………………………………………………..

4.3.1.1 Prince Abdullah alFaisal St. Obhur………………………………………...

4.3.1.1.1 Accessibility and Urban Context…………………………………...

4.3.1.1.2 Climatic Analysis…………………………………………………...

4.3.1.1.3 Visual Interests……………………………………………………...

4.3.1.2 King Abdulaziz Rd. alNahda Dst…………………………………………...

4.3.1.2.1 Accessibility and Urban Context…………………………………...

4.3.1.2.2 Climatic Analysis…………………………………………………...

4.3.1.2.3 Visual Interests……………………………………………………...

4.4 Site Evaluation………………………………………………………………………….

4.5 Detailed Analysis……………………………………………………………………….

4.5.2 Urban Context…………………………………………………………………..

4.5.4 Visual Interests………………………………………………………………….

4.5.6 Future Expansion……………………………………………………………….