Research Findings

Training Observations, Interviews , Testing, and Site visits

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Crash Course Active Shooter Drill

I observed an active shooter response training at the Massachusetts Department of Fire Services, focusing on practical exercises with police, firefighters, and EMTs.

Training scenarios were based on statistical data from historical incidents and designed to develop adaptability
Simulations reflected typical 10-15 minute timelines of actual events
Initial police response occurred 3-5 minutes after notification
Medical personnel entered after securing the scene to triage victims
Environmental elements played crucial roles in emergency response
Mobile classroom chairs were effectively repurposed as improvised stretchers, allowing single-person victim transport
Two-person tables served as platforms to elevate victims from the floor, preventing hypothermia

The research highlights the importance of inter-agency coordination and environmental design in emergency management, suggesting optimal response environments should incorporate mobile furnishings that can serve protective functions, facilitate barricading, and convert to casualty transport devices.

Chelsea High School

I observed a recently renovated Chelsea High School, meeting with both Principal and Facilities Director before touring the campus.

Strong entry security protocols and standardized furniture throughout
Ergonomic student chairs with flexible legs providing comfortable bounce, but lacking mobility
Partial-mobility student desks with wheels only on front legs, creating inconsistent movement, accessibility issues, and excessive weight
Simple wheeled, height-adjustable teacher workstations
Well-organized storage primarily using built-in cabinetry
Adjustable metal frame teaching podiums with curved half-oval laminate tops
Traditional wall-mounted whiteboards throughout classrooms

My design recommendations include: adding wheels to student chairs, implementing four-leg lockable casters on lightweight desks, wall-attached bookcases with doors, expanded multi-purpose teaching podiums, and mobile whiteboards that double as room dividers.

City Lab High School

Student Perspectives

Students experience varied classroom configurations across subjects (lab tables in physics, flexible setups in geometry, traditional desks in history)
Wheeled chairs are highly coveted, with students competing for limited ergonomic seating
Desk height inadequacy is a common concern, with strong interest in adjustable and sit-stand options
Movement opportunities during 2-hour classes are essential, particularly for ADHD management
Current furniture lacks wheels, making reconfiguration difficult, especially in the physics classroom
Students desire diverse seating arrangements that facilitate collaboration
Requested features include height adjustability, tilt functionality, integrated storage, and designated quiet spaces

Teacher Perspectives

Both teachers (English and Science) prefer flexible, mobile furniture supporting varied teaching methods
English teacher utilizes wheeled tables frequently rearranged for different activities
Science teacher works with fixed lab tables that limit mobility but support lab work
Alternative seating options like "cozy corners" receive positive student response
Storage is insufficient following classroom redesigns that removed outdated cabinets
Teachers prefer built-in or wall-mounted storage that looks integrated and professional
Safety considerations include furniture that could serve dual purposes in emergencies
Both teachers favor rectangular/square tables over trendy shapes for practical reconfiguration
Strong interest in magnetic surfaces and whiteboard functionality for student engagement
Teachers value separate workstations away from instructional areas

KI Review

I consulted with furniture experts at KI (Cris Maher and VP of Design Tim Hornberger) to evaluate my classroom furniture designs that incorporate both security features and ergonomic benefits.

My approach addresses schools that cannot undergo complete renovations but need enhanced safety features
Presented a multi-functional chair design with mobility, lockable casters, and a U-shaped element that can secure doors in emergencies
Developed a two-person desk with bullet-resistant separated surfaces that can detach for protection ("RUN, HIDE, fight" approach)
Created a sliding bookcase system with barn-door mechanism for quick deployment over doorways
Designed curved mobile whiteboards that can connect to form barriers, with potential bullet-resistant core materials
Proposed a teacher workstation with emergency communication systems and rotating bullet-resistant panel
Received technical recommendations for specialized adjustment mechanisms, ballistic materials, and durable connecting systems
Implemented consistent U-shaped design language and color coding across all furniture for intuitive recognition during emergencies
Experts emphasized avoiding loose parts ("a disaster in schools") and the importance of creating confusion for potential shooters
Terminology correction: use "bullet-resistant" rather than "bulletproof"

The experts validated that my dual-purpose approach effectively embeds security features within daily-use furniture without compromising educational functionality or creating anxiety in the learning environment.

MaterialTesting

Dynamic Impact Test

MSET Experiment 04 – Dynamic Impact

The objective of this experiment is to examine the effects that materials have on absorbing and or transmitting dynamic impact forces.

Better impact-absorbing materials will show lower peak forces distributed over longer periods

Soft Foam

Kevlar

Hard Foam

Tensile Test

Evaluating how a material responds to controlled tension (pulling forces) until failure. During this test, a Kevlar sample was gradually stretched while measuring the applied force and resulting elongation.

The test produces a stress-strain curve that serves as a material's mechanical "fingerprint," revealing its behavior under load. The test is for ensuring designs meet required safety factors and performance criteria.

Test was not successful until failure

Ultimate Tensile Strength (UTS) = Max Load/ Cross-sectional Area
Sample 1: 2950 N/(18mm*7.5mm) =21.8 MPa
Sample 2: 2750 N/(18mm*7.5mm) =20.3 MPa

Strain at UTS = displacement/ original length = 6mm/60mm = 10%