The Beavers’ Utopia: We Fixed Your “Where Do We Hang Out?” Crisis
A Center for Connection and Community
Figure 1. An image of the new and improved CCNY Student Center.
The City College of New York
April 7, 2025
Student Center “Saviors”
Shafin Ahmed
Syed A. Ali
Shadman Azad
Gabriel M. Perez
Introduction
The City College of New York (CCNY) currently lacks a modern, functional student center that can adequately serve its 14,000-strong student body. Wingate Hall, the existing student center, is small, outdated, and ill-equipped to meet the diverse needs of CCNY students. Its limited space for studying, socializing, and hosting large group activities often forces students to seek alternatives off campus. This diminishes campus life and reduces opportunities for collaboration and engagement. The situation is further compounded by the fact that most CCNY students commute, making an accessible, well-equipped student center essential for fostering a sense of community on campus. The inadequacy of Wingate Hall underscores the urgent need for CCNY to develop a new student center—one that can support the academic, social, and personal development of its students effectively. Before envisioning a solution, it is critical to assess the shortcomings of the current facility. The absence of a legitimate, modern student center not only hinders student life but also highlights the pressing demand for a space designed to meet the needs of a growing and dynamic student population.
Current Situation
Wingate Hall faces several challenges that limit its ability to effectively serve students. One major issue is its limited space; the center often becomes overcrowded during peak hours, making it difficult for students to access and utilize the facilities. Additionally, many aspects of Wingate Hall are outdated and require modernization to meet the expectations of today’s students. Research highlights the significant impact modern student centers have on student success, with the American College Personnel Association (ACPA) reporting that students who regularly use campus facilities are 50% more likely to persist to graduation (2019). This underscores the urgent need for CCNY to develop a new student center.
Need for a New Student Center
A new student center will address these issues by providing a state-of-the-art facility designed to foster academic success, social interaction, extracurricular engagement, physical activity, creative expression, and gaming. The center will feature spaces for studying, dining, recreation, sports, exercising, arts, gaming, and a variety of other activities.
To better understand the needs of the student body, approximately 150 students across campus were surveyed, and the results are presented in Figure 6. Based on these findings, the CCNY Student Center should prioritize the most highly requested features to maximize student engagement. According to the survey, the Gaming Room (68.3%) and Chill Room (68.3%) emerged as the top preferences, highlighting a strong demand for social and recreational spaces where students can relax and connect. The Study Room (65%) and Makers Room (60%) also ranked highly, emphasizing the importance of academic-focused areas and creative workspaces. Additionally, the Gym (53.3%) and Basic Needs Shop (53.3%) were notable preferences, reflecting the significance of health, wellness, and convenience. While niche options like indoor sports courts or specialty rooms received less support, including a mix of high-impact, versatile spaces—such as a Board Game Room (46.7%) or Prayer Rooms (45%)—can further enhance inclusivity and engagement. By focusing on the most popular choices while also incorporating quality-of-life features like free-to-use chargers (50%), the Student Center can create a vibrant and dynamic environment that meets the diverse needs of the student population. This approach ensures the center becomes a hub for productivity, inclusivity, and social interaction (see Figure 6).
Figure 7 demonstrates the overwhelming interest in The Beavers’ Utopia, with 91.7% of students expressing enthusiasm for the proposed student center. This statistic highlights the importance CCNY students place on having a functional, inviting space. Furthermore, Figure 8 reveals how long students intend to spend in the facility: the majority, 35%, indicated they would dedicate 1–2 hours to their time at The Beavers’ Utopia. Less than 15% of students suggested they would spend fewer than 20 minutes at the center. These findings demonstrate the significance and implications of establishing a well-rounded, appealing student center that caters to diverse needs, fosters social connections, and strengthens the sense of community while encouraging meaningful engagement.
Action Plan
The Beavers’ Utopia, a new and improved student center, will be a 30,000-square-foot, four-story facility thoughtfully designed to address the diverse academic, social, and recreational needs of CCNY’s student body. Strategically located on the site of the current Wingate Hall, the center’s dimensions have been carefully planned to make the most of the available space.
Furthermore, the estimated cost for this project is $15 million. This estimate was benchmarked against similar projects, such as the Linda E. Commons Building at Sacred University—a four-story student center spanning approximately 46,000 square feet that opened in April 2012 at a cost of $22 million (Fisher, 2013). We also compared the costs to facilities like the Illinois Mathematics and Science Academy, completed in March 2017, which features a total area of 6,400 square feet, costs $1,750,000, and has a per-square-foot cost of $270 (Outstanding designs: Student centers/service areas, 2018). Taking inflation into account, the cost per square foot for Beavers’ Utopia is expected to be significantly higher. As previously mentioned, this state-of-the-art center will serve as the heart of campus life at CCNY, fostering an environment of relaxation, collaboration, and engagement. Our careful planning and measured investment aim to provide a space that meets the evolving needs of our students and enriches their overall experience.
First Floor
The first floor serves as a social hub and relaxed workspace. Do you ever have time between classes and can’t find just the right spot to relax or conduct self-study? Well, This is your spot!
Figure 2. Floor plan of the first floor.
The first floor directly addresses the top student preferences by incorporating spaces like the Game Room (68.3% demand), equipped with pool tables, air hockey, table tennis, and video game consoles, along with weekly student-run tournaments to foster community engagement (See Figure 10); the Makers’ Room (60% demand), which serves as a creative workspace featuring 3D printers, craft tools, and laser cutters for innovative projects (See Figure 12); and Private Study Rooms (65% demand), offering quiet, reservable areas for individual or group study, fully equipped with whiteboards, monitors, and charging stations (See Figure 11). Additionally, the Common Room (See Figure 9) fulfills the desire for a Chill Room (68.3%), creating a relaxed and social environment with modular seating, bean bags, and charging stations where students can unwind between classes. Statistical data supporting these preferences is presented in Figure 6.
Second Floor
You ever want to grab a snack from a favorite local spot but don’t feel like walking five blocks? Well, we bring you a lounge with multiple food vendors and spacious, comfortable seating. It’s also a welcoming spot to catch up with friends or connect with new people, making it more than just a place to eat—it’s a space to build community and share moments. The food offered here is of high quality, ensuring a delightful and satisfying dining experience that complements the vibrant atmosphere.
Figure 3. Floor plan of the second floor.
The second floor is dedicated to food vendors, fulfilling the 40% demand for a Cafeteria & Food Vendors, while also serving as a communal dining area—a practical need for students with busy schedules.
Third Floor
No more excuses – your gym is now just a quick stop between classes, right on the third floor of your new student center.
Figure 4. Floor plan of third floor.
The third floor features a fitness center, aligning with the 53.3% interest in a Gym, complete with lockers for convenience. In a study conducted in NC State University it was found that NC students that spent more time in the gym/fitness center had an increased GPA of .06 per hour spent each week and had a higher chance of graduation by “more than by 50%” (Sanderson & DeRousie, 2016).
Fourth Floor
The gymnasium features a multi-purpose space that supports a variety of athletic activities, including basketball, soccer, badminton, volleyball, and football. Adjacent facilities include an equipment room for borrowing and returning sports gear, as well as locker rooms, which are separated into sections for men and women to provide privacy and comfort for users. This separation is designed to respect personal preferences and maintain a sense of ease and accessibility for all individuals utilizing the facilities.
Figure 5. Floor plan of fourth floor.
While not representing the highest-priority requests, the gymnasium still caters to a segment of students (23.3–31.7%) and promotes physical wellness by accommodating recreational sports. Its flexible design allows for multiple setups, supporting a variety of casual athletic activities.
Construction Timetable
| Phase | Timeline | Details |
| Pre-Construction | May 2025 – August 2025 | Finalize design, secure necessary permits and approvals, and hire contractors. |
| Site Preparation | September 2025 – November 2025 | Demolition (if necessary), grading, rerouting utilities, and preparing the foundation. |
| Structural Construction | December 2025 – June 2026 | Steel and concrete framing, installation of roofing and exterior walls, and integration of core utilities, including HVAC, electrical, and plumbing systems. |
| Interior Build-Out | July 2026 – December 2026 | Installation of drywall, flooring, ceilings, gymnasium and fitness center equipment, kitchens for food vendors, and seating areas with tables. |
| Furnishing & Tech | January 2027 – April 2027 | Install furniture and decor for lounges and study rooms, set up technology infrastructure including Wi-Fi, complete finishing touches, and conduct final inspections. |
| Grand Opening | May 2027 | Host a campus-wide event to inaugurate the new student center, including ribbon-cutting, guided tours, activities, and speeches from university leadership. |
Cost and Benefits
| Budget Breakdown | ||
| Item | Cost | Details |
| Construction | $12M | Includes building materials (concrete, steel, wood), labor costs for architects, engineers, and construction workers, site preparation (clearing land, grading), and utilities installation (water, electricity, HVAC systems) |
| Interior Furnishings | $1.5M | Includes movable furniture (chairs, tables), built-in fixtures (shelving, cabinets), and decoration (artwork, plants, lighting) |
| Technology | $1M | Wi-Fi infrastructure, computers, TV’s, consoles, charging stations, and printers |
| Contingency Fund | $500k | Reserved for unforeseen expenses |
| Total | $15 Million | $500 per square foot |
How will the new student center benefit CCNY and its students?
- Enhanced Student Experience: A modern, multifunctional space will enhance student satisfaction and retention at CCNY by providing amenities that cater to academic, social, and recreational needs.
- Increased Revenue: The inclusion of dining options, item sales, and increased student retention will generate additional income for CCNY. Furthermore, the upgraded facility is likely to attract prospective students, contributing to higher enrollment rates.
- Community Building: The new student center will act as a vibrant hub for social and academic activities, fostering a stronger sense of community and mutual connection among students.
- Increased Retention: Research supports the positive impact of student centers on retention rates. Gene Luna, Associate Vice President for Student Affairs at the University of South Carolina, noted that first-year students utilizing success centers retain at rates 5–6% higher than those who do not (Opidee, 2015). Similarly, Miller (2022) found that students engaging with university recreation centers are twice as likely to persist throughout their academic journey.
- Greater Sense of Belonging: By promoting meaningful connections through activities and shared spaces, the student center will strengthen students’ sense of belonging within the CCNY community (Miller, 2022).
- Better Academic Performance: Enhanced facilities are linked to improved academic outcomes. According to Sanderson and DeRousie (2016), students who engage with such resources tend to achieve higher GPAs.
About the Authors
Shafin Ahmed is a resourceful and organized first-year electrical engineering student at the City College of New York, Grove School of Engineering. With strong writing skills and over a decade of computer experience, Ahmed has a deep desire to showcase his abilities. He is expected to graduate in 2028 and is keen on participating in internships throughout his academic journey. Ahmed takes pride in his academic achievements, having passed every class he has taken. His ambition and determination led him to consistently maintain a GPA within the top 1% of Truman High School, which has approximately 2,000 students. For example, in his sophomore year at Truman High School, Ahmed had the unique idea of creating a galaxy shooter game in his computer science class. This 2D game was created using block code, showcasing his creativity and technical skills. Ahmed graduated with a New York State Advanced Regents Diploma, one of the few students to achieve this distinction. His dedication, focus, and exceptional qualities also earned him a perfect 4.0 GPA, highlighting his unwavering commitment to excellence. He is known for his determination, cooperation, creativity, orderliness, and honesty—qualities that he continues to demonstrate in his academic and personal pursuits.
Syed Ashbaal Ali is a freshman pursuing a Bachelor’s degree in Computer Science at the City College of New York, with a strong academic foundation. He graduated from Newtown High School in June 2024 with a diploma and a perfect 4.00 GPA. He has developed valuable skills through internships and apprenticeships, including experience at the National Hispanic Business Women’s Association, where he analyzed corporate intelligence data and delivered public presentations. He also participated in the ACE Mentorship Program, where he conducted feasibility studies and reviewed project designs within the project management discipline. Syed holds a NOCTI certificate in Engineering and has demonstrated mastery in AutoCAD and architectural drafting. Alongside his technical background, he has honed his customer service and communication skills through roles as a drive-thru cashier at Whataburger and a sales associate at Primark. His leadership experience includes serving as Senior Class Vice President of Newtown High School’s leadership board and working as a Student Ambassador for the Seal of Biliteracy program, where he successfully promoted student participation. Syed is committed to applying his technical expertise, leadership abilities, and collaborative approach to future initiatives.
Shadman Azad is currently a freshman pursuing a Bachelor of Engineering in Computer Science at The City College of New York. He graduated from Queens High School for the Sciences at York College with a strong academic background, including coursework in AP Computer Science A, Calculus III, Discrete Mathematics, and Writing for Engineers. Shadman has gained valuable experience as a Common Core Instructor at Khan’s Tutorial, where he developed tailored lesson plans for students and utilized educational software to enhance learning outcomes. He also served as a Clerical Aide in the Summer Youth Employment Program, streamlining administrative tasks and supporting community outreach initiatives. Shadman holds certifications in CS50: Introduction to Computer Science and NASA MAA: Data Science and Machine Learning, and he is proficient in Python, JavaScript, SQL, and other technical skills. He is highly social and approachable, with excellent communication skills that allow him to connect effortlessly with peers and team members. Shadman is not only passionate about problem-solving and collaboration but also known for his adaptability, creativity, and eagerness to embrace challenges. He looks forward to applying his technical expertise, leadership experience, and interpersonal strengths to future projects and opportunities.
Gabriel M. Perez is a freshman studying Environmental Engineering at the City College of New York. His background in performing arts during high school has fostered his ability to think creatively and artistically. Coupled with a strong foundation in STEM throughout his education, he possesses the skills to understand relationships between variables and elements of life, as well as how different factors interact and influence one another. This enables him to connect the scientific principles behind how the world functions and operates. Gabriel is highly empathetic and attentive when working with people. He is solution-oriented, collaborative, and able to think critically. He is fluent in English, speaks intermediate Spanish, and has basic proficiency in German. With a curious mind, he seeks to uncover the truth behind concepts and realities in life, exploring the purpose of phenomena and the reasons events unfold as they do. Open-minded in his research, Gabriel approaches various topics with an eagerness to understand diverse perspectives and realities. He excels in teamwork, successfully collaborating with others to develop innovative ideas and achieve meaningful outcomes. His approach involves thorough acknowledgment, critical analysis, and presentation of ideas that are both well-challenged and proven, making his contributions impactful and insightful.
Conclusion
The Beavers’ Utopia is more than a building—it’s the future of campus life at CCNY. Designed to meet students’ academic, social, and wellness needs, this modern student center will transform the college experience for our 15,000 students. With study spaces to boost learning, recreational areas to encourage wellness, and vibrant common areas to foster connection, the center will become the heart of campus. Our survey shows these features directly address student needs, from the popular Game Room to essential study spaces. This investment will pay dividends in student success, retention, and CCNY’s reputation. Modern student centers are proven to increase GPAs and graduation rates while creating a stronger campus community. The time to act is now. By approving The Beavers’ Utopia, we can provide students with the spaces they need to thrive and position CCNY as a leader in innovative campus design. Our students deserve a student center that is worthy of their potential.
References
American College Personnel Association. (2019). The impact of physical campus environments on student success. Journal of College Student Development, 60(3), 1-20. https://doi.org/10.1353/csd.2019.0024
Cover Image: AI Generated from Chat GPT & Picsart. (2025).
Fisher, D. (2013). Inside look: Student centers. University Business, 16(5), 32-37. https://research-ebsco-com.ccny-proxy1.libr.ccny.cuny.edu/c/7o7b7t/viewer/pdf/f4vqob6w4z
Game Room. (n.d.). Student Life | TCNJ. Retrieved April 5, 2025, from https://studentlife.tcnj.edu/about/brower-student-center/game-room/
Miller, J. J. (2022, April 27). The Influence of University Recreation Centers on Student Return and Retention during COVID-19. PubMed Central. Retrieved April 5, 2025, from https://pmc.ncbi.nlm.nih.gov/articles/PMC9047664/
Opidee, I. (2015). Student success HQ. University Business, 18(7), 30-34. https://research-ebsco-com.ccny-proxy1.libr.ccny.cuny.edu/c/7o7b7t/viewer/pdf/rfmwmcrqyz
Outstanding designs: Student centers/service areas. (2018). American School & University, 90(9), 99-101. https://research-ebsco-com.ccny-proxy1.libr.ccny.cuny.edu/c/7o7b7t/viewer/pdf/4oebq22axb
The Roeper School, Learning Commons. (2018). American School & University, 91(3), 64. https://research-ebsco-com.ccny-proxy1.libr.ccny.cuny.edu/c/7o7b7t/viewer/pdf/cbvzlcgg2n
Sanderson, D. H., & DeRousie, J. (2016, May 2). Study Shows Benefit of Recreation to Academic Success. Wellness and Recreation. Retrieved April 5, 2025, from https://wellrec.dasa.ncsu.edu/study-shows-benefit-of-recreation-on-academic-success/
University of Wisconsin-Milwaukee. (n.d.). EMS Makerspace. Community Design Solutions. Retrieved April 5, 2025, from https://uwm.edu/community-design-solutions/ems-makerspace/
Vanguard University Student Center. (n.d.). HPI Architecture. Retrieved April 4, 2025, from https://www.hpiarchitecture.com/portfolio/vanguard-university-student-center/
Appendix A: Survey Questions and Responses
The following is the text of the survey administered by the authors in New York during March and April, 2025.
| Survey Question | Response Options |
| What are some features you would like the CCNY Student Center to have?The other option allows you to list additional items.NOTE: Restrooms and numerous Wi-Fi routers (for fast, reliable internet) will be readily available. | |
| If a new CCNY Student Center were built with many of the features listed above, would you consider going there?Select the other option if you want to explain why. | |
| On average, how much time would you spend in the new CCNY Student Center in a single day? |
Appendix B: Survey Responses
Figure 6. Features students want in The Beavers’ Utopia.
Figure 7. Percentage of how long students want to stay at The Beavers’ Utopia.
Figure 8. Period of time students want to spend in The Beavers’ Utopia.
Appendix C: Architectural Renderings
Figure 9. Vanguard University Student Center Room. This image serves as an example of what The Beavers’ Utopia’s Common Room could look like (HPI Architecture, n.d.).
Figure 10. The Game Room at The College of New Jersey. This image serves as an example of what The Beavers’ Utopia’s Game Room could look like (Game Room, n.d.).
Figure 11. The Roeper School Learning Commons. This image serves as an example of what The Beavers’ Utopia’s Private Study Rooms could look like, but on a larger scale (The Roeper School, Learning Commons, 2018).
Figure 12. EMS Makerspace by the University of Wisconsin-Milwaukee. This image serves as an example of what The Beavers’ Utopia’s Makers Room could look like.
Figure 13. Cafeteria full of Food Vendors from Auraria Campus, Image shows what The Beavers’ Utopia’s second floor could look like.
Figure 14. Florrie Chappell Gymnasium from Georgia Southwestern State University,
Similar to how the Fitness Center on the 3rd floor will look like.
Figure 15. Gymnasium, PennWest Clarion University.
Our gymnasium would contain more equipment but this is a similar look to what the gymnasium on the 4th floor would be.
