ADS II: Component 3 Options (video)
Ecological Issues: Tour 02
CPS: Memo 4 Book
Additional Coursework
CPS: Memo 2 Book
CPS: Memo 3 Video
CPS: Memo 2 Video
CPS: Memo 3 Book
Practice Portfolio: Graduate Portfolio (entire book)
ADS II: Component 1 Case Study - JFK Memorial (video)
Ecological Issues:
Historic Precedent
Ecological Issues: Tour 01
ADS II: Component 3 Final Presentation
Global Leadership:
Team Research Paper
ADS I: Final Project
CPS: Memo 4 Video
ADS II: Component 1 Case Study - Freedman's Memorial
Summer 2013: Practice Portfolio
Practice Portfolio is the concluding course in the M.Arch degree program at Lawrence Tech. In this course we critically reviewed and documented our graduate work as a reflection on theory and practice. We had to summarize our perspective on architecture with a statement of academic focus that included our future goals in professional practice. A required text for this course is entitled "The Reflective Practitioner - How Professionals Think in Action" by Donald Schön. This text helped students to recognize that the skills we employ in academic settings transfer into professional applications. It is a good reminder that we should not let our learning stop with the end of our education at Lawrence Tech, but continue to grow and progress throughout our careers. During the semester we created a graduate portfolio, chronicling our experiences and insights while in the degree program. The final submission consisted of a printed book and the creation of this website. The four major objectives of this course were to (1) Compile: Compile and organize course output into a manageable archive of work; (2) Reflect: Recapture the intellectual experience developed in our work's production, evaluating the intentions and outcomes of five specific courses; (3) Represent: Portray graduate experiences and our individual reflections as a multimedia statement for a targeted audience through visual strategies which compliment a narrative; and (4) Synthesize & Disseminate: Assemble individual reflections from five courses into a synthesized chronicle of graduate experiences, thereby revealing personal perspectives within a professional context. To see excerpts from the book please view the images below. For the entire book please click on the icon to the right in the "Additional Coursework" column.
Global Leadership:
360 Evaluation Report
Ecological Issues: WN|WN (video) - or click here for pdf
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Fall 2012: Ecological Issues & Advanced Design Studio I (ADS I)
The Ecological Issues course was designed to create an awareness of our impact upon our surrounding environment, and it's impact upon us. We focused on three main objectives: (1) Identify and understand ecological issues as they relate to architecture, (2) Understand the political and social nature of ecological issues, and (3) Work within the framework of the environment, both social and physical, to identify solutions addressing those issues that affect the profession of architecture. During the semester we participated in a variety of activities that increased our awareness of ecological issues and provided us with insight on the average citizen's perspective. Coursework included interviews, sustainable tours. Please browse through the coursework in the right-hand column for additional information.
This semester, the Advanced Design Studio I course focused on the application of Humanism, Urbanism, and Environmentalism (HUE) into architectural practice. These principles require in-depth research and analysis of the demographic, social, political and geographic context of each site. Architectural design also requires researching building codes, ordinances and other restraints which may be placed upon the project. In addition to HUE principles, the studio also involved the design of hybrid buildings. Traditional mixed-use developments contain a variety of spaces which can be used for different functions. However, these functions, though related, are often physically separated. In contrast, hybrid structures focus on the integration of functions within single venues. Rather than remaining static, architectural spaces take on a dynamic quality that allows them to be reconfigured and rearranged to adapt to the needs of the users. This responsiveness can be varied as frequently as possible by altering the physical characteristics of the built environment. The changes are temporal in nature - they can be easily converted back to their 'original" or "primary" form if/when needed. Please click on the icon in the "Additional Coursework" column to the right to access a pdf version of my final project presentation for the semester.
Spring 2013: Global Leadership & Advanced Design Studio II (ADS II)
For my non-architecture elective I selected Global Leadership, taught by Dr. David Gregorich. This course provided a broad understanding of leadership and management theories. Problem identification and problem solving techniques were introduced and demonstrated in professional environments. We explored team building concepts, conflict resolution, negotiation, interpersonal communications and methods of developing leadership & management characteristics. Course objectives included gaining knowledge of contemporary leadership theories, differentiating between leadership and management skill-sets, gaining first-hand experience of effective leadership practices and learning how to assess and develop individual leadership skills. Course assignments were targeted at helping students perform critical self-analyses. As part of the coursework we had to create personalized surveys and distribute them to our peers in order to get a glimpse into how others perceive us, in comparison with how we perceive ourselves. Please click here to see the survey I created. To see my survey results click on the link to the right in the "Additional Coursework column." During the semester we also had to work in teams in order to help us polish our skills at negotiations and making compromises. One of our team assignments involved writing a research paper about solving a typical business problem. My team selected the issue of lay-offs. We had to analyze the situation and rank the lay-off candidates in order, bases on exploration of human resource guidelines, teamwork principles and corporate culture. Please see the resulting research paper in the column to the right.
Advanced Design Studio II explored the concept of monuments and how they relate to their context. There are various types of monuments. Some are buildings. Some are sculptures. Regardless of their physical characteristics, all monuments have the same common definition: monuments are fixed elements that are re-used and re-appropriated throughout the years to fit the needs of the community. Even though the function of the monument may change over time, it retains traces of the past. In any given culture or society monuments serve as a link between the past, present and future of the community - and help to define its cultural identity. There were three components to the studio. The first component involved the exploration of monuments that were in my geographical location. I focused on the John F. Kennedy Memorial and the Freedman's Memorial Cemetery. My analysis of these monuments may be found in the "Additional Coursework" column to the right. The goal of component 2 was to create a narrative myth - a story founded in historical reality but expanded on by imagination. My research focused on the a priori history of Fort Worth, featuring the symbiotic relationship between Native Americans and eagles. The basic premise of my myth reflects the transitional nature of Fort Worth. The myth states that settlers moved into the territory and disturbed the balance between eagles (Messengers) and Native Americans (Guardians). In order to help restore balance residents have to commemorate the relationship through cultural and architectural installations throughout the city. During the final component we compiled information gather during the first two portions of the studio and applied them to a project. My site was located in Fort Worth, Texas. The "Component 3 Options" video icon to the right demonstrates the project selection process. The end result was a community-oriented development that featured "kinetic architecture", which allows occupants to interact with the built environment. By their movements and actions, people can alter lighting and water displays, adjust shading devices, etc. Please view the presentation below to see the final project concept.
My education at Lawrence Tech began in the Summer of 2011. One of the first courses I took was Research Methods, which helped students to hone investigative research skills in a variety of topics, including environmental design, behavioral sciences and contemporary design issues. Please click here to access my final assignment for the course, which was a research paper about the feasibility of incorporating "smart house" technology with the aging Baby Boomer population.
Current Issues in Architecture focused on critical issues concerning current architectural discourse and design. Students were exposed to a selection of writers and designers who are actively engaged in discussions about the relationship of architecture in an ever-changing world. We applied this information to develop critical written and verbal communication skills to help us actively engage in discussions about these topics.
Fall 2011: Design Theory & Professional Practice I
The objective of Design Theory was to create awareness of the present culture of design by understanding how we arrive at where we are today. Through promotion of critical thinking skills and analysis of philosophical, artistic, and aesthetic movements from the Classical Period to present day, the course helped students increase quantitative knowledge and qualitative thought. We focused on Western traditions with specialization in Greek Classical thought, French Absolutism, English and German Industrialism and American Traditions. Students also improved their ability to communicate orally and in written form through the development of research skills.
Professional Practice I was an overview of the basic elements of professional practice. Topics included history of the profession, training and licensure, clients, the economy, professional services, legal considerations, the architect in society, the construction industry, codes and governmental regulation, design and contract document organization, and an introduction to firm organization and ethics.
Spring 2012: Professional Practice II & Project Management
Professional Practice II was a continuation of Professional Practice I, concentrating on the development and understanding of firm-wide practice knowledge and skills. Students applied principles introduced in Professional Practice I to the context of the architectural business entity. Topics included firm types and structure, ethics within the practice of architecture, strategic planning, marketing and public relations, human resource management and leadership, contract form and negotiation, and risk management.
Project Management helped students develop the knowledge and skills required to navigate an architectural project from conception to completion. Topics included project delivery methods, the design and delivery process, project team organization/roles and management, discipline coordination, client and contractor communication, project financial management, time management, conflict resolution, project manual development, construction administration and cost estimating.
Summer 2012: Critical Practice Studio (CPS)
This introductory studio at Lawrence Tech focused on 'bio-logic responsive building technology", particularly "tapping and grafting." The studio is the only class that required on-campus attendance for all students. The lead instructor was Dale Clifford a visiting practitioner from Carnegie Mellon University. There were two main focuses. One aspect involved the exploration of bio-responsive elements in architectural design. The second area focused on the interaction of teams. The five weekends spent on campus consisted of intense, concentrated sessions during which each team worked together to complete the assignments. The course also featured a weekend trip to several locations that helped to expand our perspectives on architectural applications. Part of the course included online collaboration when not on campus. Click here for example meeting minutes from a typical team session. We participated in four "memos" which progressive led us through the research, exploration and application of bio-responsive organisms to architecture. Our team studied the tube anemone. Please click here to see the Memo 1 video. The semester culminated in a final Memo 4 presentation video (below) and book. Please click on the icons to the right to view additional coursework.