Architectural Education Awards Association of Collegiate Schools of Architecture & The American Institute of Architects
The Association of Collegiate Schools of Architecture (ACSA) is a non profit organization founded in 1912 to enhance the quality of architectural education. School membership in ACSA has grown from ten charter schools to over 250 schools in several membership categories. Through these schools, over 5,000 architecture faculty are represented in ACSA’s membership. In addition, over 500 supporting members composed of architectural firms, product associations, and individuals add to the breadth of ACSA membership. ACSA, unique in its representative role for professional schools of architecture, provides a major forum for ideas on the leading edge of architectural thought. Issues that will affect the architectural profession in the future are being examined today in ACSA member schools.
Association of Collegiate Schools of Architecture 1735 New York Avenue, NW Washington, DC 20006 Tel: 202.785.2324 Fax: 202.628.0448 www.acsa-arch.org
The American Institute of Architects (AIA) is the voice of the architectural profession and the resource for its members in service to society. Since 1857, the AIA has represented the professional interests of America’s architects. As AIA members, more than 80,000 licensed architects, emerging professionals, and allied partners express their commitment to excellence in design, sustainability, and livability in our nation’s buildings and communities. Members adhere to a code of ethics and professional conduct that assures the client, the public, and colleagues of an AIAmember architect’s dedication to the highest standards in professional practice. Visit www.aia.org to learn more.
The American Institute of Architects 1735 New York Avenue, NW Washington, DC 20006 Tel: 202.626.7300 Fax: 202.626.7547 www.aia.org
Book design by Pascale Vonier Copyright © 2007 The Association of Collegiate Schools of Architecture ISBN 978-0-935502-61-9 All rights reserved. Printed in the United States of America. No part of this publication may be used or reproduced in any manner whatsoever without the written permission of the Association of Collegiate Schools of Architecture.
contents ACSA/AIA Topaz Medallion
5
ACSA Distinguished Professor
9
ACSA Collaborative Practice
21
ACSA/AIAS New Faculty Teaching
33
ACSA Creative Achievement
41
ACSA Faculty Design
49
Journal of Architectural Education
59
AIA Education Honor Awards
67
Jury
77
2006-07 ACSA Awards Each year the Association of Collegiate Schools of Architecture honors architectural educators for exemplary work in areas such as building design, community collaborations, scholarship, and service. The award-winning professors inspire and challenge students, contribute to the profession’s knowledge base, and extend their work beyond the borders of academy into practice and the public sector.
The Topaz Medallion is the highest award given to architectural educators. It honors an individual who has made outstanding contributions to architectural education for at least a decade, whose teaching has influenced a broad range of students, and who has helped shape the minds of students who will shape our environment. The award is given through nominations that are reviewed by a jury of accomplished architects, educators, and students, appointed by the Association of Collegiate Schools of Architecture, The American Institute of Architects, and the American Institute of Architecture Students.
tm
ACSA/AIA Topaz Medallion
Topaz Medallion for Excellence in Architectural Education, a joint award given by the Association of Collegiate Schools of Architecture and The American Institute of Architects.
ACSA/AIA Topaz Medallion
City College of New York
Lance J. Brown
Lance Jay Brown’s career as an academic has been distinguished. He graduated from the Cooper Union, then the Graduate School of Design at Harvard, then pursued a Fulbright in Paris. He taught at Princeton, where he was offered tenure. He has taught over 30 years at the City College of New York (CCNY) – School of Architecture, Urban Design and Landscape Architecture, serving as a two term Chair and Director. Excellence in architectural educations, the focus of this award, should extend far beyond the academic world. While at Princeton, Brown authored a seminal advocacy publication on urban planning and design, and he has been Director of the City College Architectural (outreach) Center at CCNY. As a teacher of advocacy, he has reached beyond limitations of the classroom and the studio, and introduced his students and countless others to the methodology of linking design with the social and physical context it serves. By advocating, through his leadership at the National Endowment of the Arts; organizing, by taking the lead in a struggle against the potential closure of his School of Architecture; to conducting a growing number of student design programs, Lance Jay Brown has lived and worked the life of a teacher in the largest sense. He effectively makes students of everyone, expanding the range of their education, helping them to accumulate knowledge and to learn how to use it. Brown’s achievements draw from a lifelong commitment to strengthen the relationships between academia, the profession, and the public. An active member of the AIA New York Chapter, he has recently served two terms on the AIANY Board representing educational affairs. Among his significant accomplishments in this role include the first joint exhibition of student work from the nine metropolitan area schools of architecture, AIA’s Center for Architecture and he has organized roundtable discussions at the AIA NY with the deans and students. Serving as 2005 chair of AIA National’s Regional and Urban Design Knowledge Community and as co-chair of the AIA NY Chapter’s Disaster Preparedness Task Force, Brown provides his students with compelling first hand knowledge. This October Brown led an international seminar on Urban Design and Global Sustainability at the United Nations and is helping to create the CCNY Masters of Sustainability degree. His selection as professional consultant on the $500M memorial at the World Trade Center site and Boston’s Logan Airport memorial competitions, along with design juries across the country, shows the high esteem in which he is held.
dp
ACSA Distinguished Professor Awards To recognize sustained creative achievement in the advancement of architectural education through teaching, design, scholarship, research, or service.
University of Tennessee, Knoxville
ACSA Distinguished Professor
George Dodds
George Dodds earned his Bachelor of Architecture from the University of Detroit and Masters and Ph.D. degrees in Architecture from the University of Pennsylvania. He was a pre-doctoral fellow in Landscape Studies at Harvard University’s Dumbarton Oaks Library and Research Center in Washington, D.C., and a Visiting Scholar at the American Academy in Rome where he continued his research on his dissertation topic and current Graham Foundation-funded book project “Landscape and Garden in the Work of Carlo Scarpa.” He has taught approximately 2,000 students in studios, seminars, and lecture courses at several universities and foreign study programs since he entered academe in 1985 including Giancarlo di Carlo’s International Laboratory for Architecture and Urbanism in Venice. Dr. Dodds’s research and teaching focuses on building bridges among the discrete disciplinary boundaries of design, history, theory, and criticism – in particular landscape and architectural production. His work has been funded by The Graham Foundation, The Architectural History Foundation, The Canadian Centre for Architecture, The Samuel H. Kress Foundation, The Center for Italian Studies Salvatori Award, The Gladys Krieble Delmas Foundation, and The English Speaking Union of the United States. He has been awarded the American Institute of Architects Henry Adams Medal and Certificate of Merit. Since joining the University of Tennessee (UTK) College of Architecture and Design in 2000, he has been an editorial consultant on several book projects and published two books: Building Desire: On the Barcelona Pavilion (Routledge, 2005) and Body and Building (MIT Press, 2002), the latter co-edited with Robert Tavernor. During this same period he has published, in addition to several articles for professional journals, twelve single-authored peer-reviewed papers, book chapters, and translations and has presented an equal number of invited lectures, plenary addresses, and papers at national and international venues. He has served on the JAE Editorial board for the past 5 years and, with Kazys Varnelis, co-edited the theme issue “1966: Forty Years After,” (February 2006). Last year he was named the new executive editor of the JAE and UTK’s James R. Cox Professor that honors the work of faculty in the performance arts and the environmental studies. Beginning this fall he will be the Interim Director of UTK’s new Master of Landscape Architecture Program that he was instrumental in establishing. It will be the first professional landscape architecture program in the state. 11
University of Washington, St. Louis
ACSA Distinguished Professor
Paul J. Donnelly
Paul J. Donnelly is a registered architect and professional engineer. He is a member of the College of Fellows of the American Institute of Architects, the American Society of Civil Engineers, and the national civil engineering honor society, Chi Epsilon. He is a LEED Accredited Professional and a member of the US Green Building Council. Professor Donnelly has been in the forefront of technology education for architects and students of architecture for twenty years. He presently holds the Rebecca and John Voyles Chair of Architecture at Washington University in St. Louis where he is the Co-Director of the Graduate Program in Architecture. He has been the recipient of awards from the ACSA and AIA for innovation in teaching and emerging technology integration, which is his main research interest, and his students have won numerous awards, including the Renzo Piano Fellowship. His work has been exhibited in the United States, Canada, and Japan, and has been published in magazines, including Architectural Record, Progressive Architecture, Architecture, The Architects’ Journal, and Shinkenchiku. Paul Donnelly’s pedagogical strategies related to technology education for architects, have been presented in papers and lectures to both practitioners and educators around the world. In addition to having been active in the ACSA, he has lectured on his own work and that of his students at the University of Ljubljana, Slovenia, where he also conducted a workshop on technology integration and craft; and at Schenzhen University, P.R. China. He has been a Visiting Scholar and Professor in the Department of Architecture at MIT, on several occasions, where his research has focused on the design potential of technically oriented performance-based software, technology transfer in architecture, and pedagogic strategies related to technology integration in architecture. Prior to joining the faculty at Washington University, Paul was a tenured professor at Roger Williams University, where he taught for ten years. Professor Donnelly has won national and international design competitions which focus on the architectural implications of emerging technologies and technology integration. The design proposal by Andrew Scott, RIBA and Paul J. Donnelly, FAIA, PE for the AIA Research Foundation’s Building Integrated Photovoltaic Competition, which won a first place design citation, was exhibited at the Cooper Hewitt National Design Museum, the U. S. Department of Energy and the AIA National Convention.
13
University of New Mexico
Geraldine Forbes-Isais
Geraldine Forbes-Isais has demonstrated deep commitment to the institution of architectural education by challenging tacit practices, by proposing the right alternatives, and by contributing to significant efforts that will lead us into the 21st century. Her work is a testament to a growing practice of theoretical and practical commitment. She epitomizes the levels of engagement, leadership and openness across our discipline that the next years will demand. She helped establish the new campus for Woodbury University in San Diego. It grew into a nationally accredited and award winning program, making connections in a city that had no strong center or strong architectural community. Her unending hard work, diligence, and ability to form strong bonds with all individuals helped to create a school with outstanding faculty, students and graduates that are unrivaled in San Diego.
ACSA Distinguished Professor
Geraldine has utilized her excellent professional and scholarly skills throughout her career, through service, articles, books, symposia and conferences. She has been a key to the success of many events in architectural education. Her specific accomplishments at Woodbury alone have established patterns of educational leadership that eventually led to her co-chairing one of the ACSA National Annual Conferences entitled “Legacy and Aspirations: Considering the Future of Architectural Education�. Distinguished in her field, it is clear that she excels in her work due to her passion, commitment and self-motivation. Geraldine is a consummate educator, actively supporting the growth and development of students, faculty and practitioners, while developing curricula and architecture degree programs in and for undeserved communities.
15
Montana State University
In particular, Ferdinand Johns’s strength as a teacher draws from his clear and strong commitment to the ideals of architecture. Part of his enormous contribution to the school has been his teaching of these, ideals to students who are exploring various contemporary typologies. He has taught students how to evaluate architecture objectively, using the timeless principles of space, light and material. In doing so, he has given us a critical framework for analyzing contemporary architecture as well as our own work.
ACSA Distinguished Professor
Ferdinand Johns
Ferdinand Johns’s enthusiasm for teaching architecture is unmatched. His vibrant and authentic dedication is passed to students in both the classroom and studio. As a result, many of his students develop the understanding that excellent work comes only with a passionate exploration of architectural possibilities. His devotion to architecture defines his presence in the school and inspires the most excellent work.
17
University of Wisconsin-Milwaukee ACSA Distinguished Professor
Harry Van Oudenallen
Harry Van Oudenallen has both taught architecture and maintained an eclectic practice since 1971. His work is collaborative and has won numerous awards for excellence in design. He teaches design studio, architectural theory, and construction and building systems, and is the recipient of the University of Wisconsin-Milwaukee Teaching Award. He chairs several master’s thesis and doctoral dissertations. Professor Van Oudenallen has constructed several homes in concert with clients while living in Oregon. His education has been on both coasts, Harvard College and the University of Oregon. Peace Corps training and service in Honduras allowed him to develop an understanding of irregular settlement development, participatory processes, and become fluent in Spanish, an endeavor initiated while spending five years as a child in Argentina. Professor Van Oudenallen is a Latin Americanist and has been a participant and initiator of housing experiments in Mexico, with both Chris Alexander and Nader Khalili. His practice with Nicolas Cascarano has an 18 year history with the last 6 years as partners in Arquitectura, Inc. Arquitectura has received number of design awards from the Wisconsin AIA and has focused on eclectic projects representative of its international client base. Over the last 35 years Professor Van Oudenallen has been involved in ACSA activities, the AIA Committee on Design, and the Environmental Design Research Association. He cochaired the 2005 ACSA Annual Meeting in Chicago in and has been actively involved in its international meetings in Europe and Latin America. He is this year’s candidate for the ACSA presidency. Professor Van Oudenallen’s service to his institution involves chairing several search committees for Faculty and Directors (International Studies, the World Institute, and the Latino Arts Board, Milwaukee Public Market Steering Committee). He has been instrumental in bringing international students from Latin America and Europe to the School and has arranged scholarships for students of financial need, primarily students of color, through Advanced Opportunity Scholarship program and the Minority Leadership Program. Professor Van Oudenallen has volunteered as a teacher of architecture in the Milwaukee Middle School System.
19
20
CP
ACSA Collaborative Practice Awards
To recognize programs that demonstrate how faculty, students, and community/civic clients work to realize common objectives.
21
ACSA Collaborative Practice
The Catholic University of America
The Catholic University of America Design Collaboration
The Library Project: Stuart-Hobson Middle School In the spring of 2005, a coalition of concerned parents approached the Capitol Hill Community Foundation in regards to the substandard conditions of public school libraries within the Capitol Hill School District. This group joined forces with the Washington Architectural Foundation and the School Libraries Project was born. Eight libraries (seven elementary schools and one middle school) were targeted for immediate upgrades. Seven architectural firms and a group of college students and professors from Catholic University were selected to work with the eight initial libraries to create a design proposal. The Catholic University of America design collaborative (CUAdc) was paired with Stuart-Hobson Middle School at 410 E Street NE, Washington, DC. Working closely with the Stuart Hobson faculty, parents, students, and various community organizations over the course of three semesters (Fall 2005-Summer 2006), a group of CUA students engaged in the design, development and fabrication of the 3300 square foot library. Not only did the completed library provide inspiration for its many users, but the process of the library’s design and fabrication educated and enlightened the CUAdc students. The Catholic University of America design collaborative (CUAdc) The mission of The Catholic University of America design collaborative (CUAdc) is to train effective architects with a strong social commitment by guiding architecture students through actual design projects. CUAdc provides opportunities for students to learn outside of the classroom, thereby fostering a lifelong commitment to continuing education, and allows them to gain hands-on experience through work on actual projects with community clients. CUAdc provides architectural services to those nonprofit and community groups in the District of Columbia with the ultimate goal of repairing and improving the city, its neighborhoods and its buildings.
23
ACSA Collaborative Practice
Auburn University
David Hinson + Stacy Norman
The DESIGNhabitat 2 Project The DESIGNhabitat 2 House is the product of a design/build studio led by Auburn University Professors David Hinson and Stacy Norman. The DESIGNhabitat 2 Studio was set up to explore the potential of integrating factory-based, modular construction into the volunteerbuilder culture of Habitat for Humanity affiliates. This studio is the second in an ongoing series of collaborations between the School of Architecture at Auburn University and Habitat for Humanity aimed at exploring ways to improve the design quality and energy performance of Habitat homes across the state and region. Developed as a hybrid of prefabricated modules and site-built components, the DESIGNhabitat 2 House was designed by a team of 13 Auburn architecture students and constructed by the students in partnership with Palm Harbor Homes, a for-profit modular housing company. The home was built in the rural West Alabama community of Greensboro, for a family who lost their home as a result of Hurricane Katrina. One of the principle aims of the project was to examine the viability of using modular prefabrication to reduce Habitat’s dependence on large numbers of volunteer builders–a resource in short supply in the Gulf States region affected by the hurricanes of 2005. The DESIGNhabitat 2 home is among the first homes completed for Habitat for Humanity in the region to integrate this particular mix of design quality and energy-performance objectives with the modular construction process. It is also among the first academy-based modular home design initiatives to be built via direct collaboration with a production modular builder–integrating the industry’s experience and expertise with factory-based construction and the design innovation of a faculty/student design team. The DESIGNhabitat 2 studio received an AIA Alabama Honor Award and is the second design/build studio in the DESIGNhabitat program to receive an ACSA Collaborative Practice Award.
25
University of Virginia
John Quale
ecoMOD ecoMOD is a research and design / build / evaluate project at the University of Virginia School of Architecture that aims to create a series of ecological, prefabricated and affordable housing prototypes. Working in partnership with the UVA School of Engineering and Applied Science, the goal of ecoMOD is to demonstrate the environmental and economic potential of prefabrication, and to challenge the modular housing industry to explore this potential. During this multi-year project, interdisciplinary teams of architecture, engineering, landscape architecture, historic preservation, business, environmental science, planning and economics students are participating in the design, construction and evaluation phases of the project. Several prototypical housing units are being created for Piedmont Housing Alliance, a regional non-profit affordable housing organization, and one for Habitat for Humanity to house a family displaced by Hurricane Katrina.
ACSA Collaborative Practice
The design process is rooted in the university’s curriculum and is structured to maximize the educational opportunities. For each prototype, the schedule includes an academic year for design, a summer of construction, and another academic year for the evaluation of the unit–using building monitoring and rigorous environmental impact assessments. The ecoMOD Project has also been recognized by the AIA Committee on the Environment for its innovative sustainable design curriculum. ecoMOD was named the Best Residential Project in 2006 by the Virginia Sustainable Building Network, and the overall project was a recipient of an EPA P3 Award grant. John Quale, ecoMOD Project Director and Assistant Professor in the School of Architecture, also directed the UVA participation in the U.S. Department of Energy’s first Solar Decathlon in 2002, for which the team was awarded 1st Place in Design, and 2nd Place overall. John’s collaborator for the Solar Decathlon, Engineering Professor Paxton Marshall, serves as Engineering Director for ecoMOD.
27
University of Utah
Ryan E. Smith
Suburban Redux: Resource Conservation Housing Studio Suburban Redux was a spring 2006 research housing studio that fostered collaboration between architecture graduate students at the University of Utah, Kennecott Land, a sustainable developer, and the developer’s home builders. Kennecott owns 53% of the developable land in the Salt Lake valley and plans to build sustainable communities over the next 75 years to accommodate growth. The objective of the studio was therefore, to produce architectural prototypical designs for market rate housing, at current and future sustainable developments in Utah. This was accomplished by providing a forum for builders and students to discuss and learn more concerning their respective roles in designing and building sustainable residences and communities. The studio also provided background research for the developer in order to evaluate the feasibility of sustainable production housing and utilizing LEED Home. The initiative has most importantly fostered a beginning for long-term research-based collaboration between the university at large and the developer.
ACSA Collaborative Practice
The studio commenced with a trip to the San Francisco Bay area to study housing types and then convened back in Salt Lake with the goal to research residential design specific to the Salt Lake region. Student groups performed a neighborhood study of communities within the Salt Lake valley to compare effective/less effective principles of urbanism. The thrust of the studio was the development of prototypical housing designs by students working with homebuilders in the studio for a specific market sector. Prototype designs were developed by students utilizing building information modeling platforms. The resulting designs critically responded to the three criteria: site planning/orientation, prefabrication technology, and green building. Suburban Redux is representative of the pedagogical intentions of Ryan Smith, Assistant Professor at the University of Utah, College of Architecture + Planning. Service learning connects students and community groups, teaches social ethics, and provides connections for future community university collaborations. Beyond service learning, Suburban Redux and other student projects developed and conducted by Professor Smith, such as collaborations with departments on campus, government, and local organizations, and manufactures in Salt Lake, are intended to provide an opportunity to teach and research aspects of architecture that are related to his area of specialization, digital and building technologies.
29
Lawrence Technological University ACSA Collaborative Practice Honorable Mention
Joongsub Kim
It Takes the Children to “Masterplan� the Neighborhood This project demonstrates a child-focused approach to a schoolbased community outreach program directed toward the revitalization of several impoverished communities in Detroit. It describes the primary outcome of such an approach: sustainable urban agriculture-based community development. This collaborative project involves the Detroit Studio community outreach program of Lawrence Technological University, local middle schools, community agencies, public officials, local professionals, and various other Detroit stakeholders. Despite extensive empirical research on the behavior of children toward and perceptions of the built environment, architectural projects that solicit and incorporate the input of children for community revitalization, are rare. Similarly, children rarely participate in community master planning and related research. These gaps in theory, research, and practice are filled by the multi-faceted approach we took to the development of the studio project, yielding effective practical results. We proposed a community outreach design studio program in which junior architectural students included children as key players in community master planning and architectural design, using video, art, urban design, and social science perspectives. The child-based approach accommodates multiple future trajectories for the study of potentially important areas in school-community collaboration that focuses on revitalization and master planning. This project was undertaken at the Detroit Studio, which was directed by Professor Kim and which is affiliated with his home university’s College of Architecture and Design, where he currently teaches. His area of interest include the impact of the physical environment on people, design review, service learning, and sustainable urban design. His articles are published in peer review journals such as Journal of Urban Design, Environment and Behavior, Places, and Open House International. Some of the awards he has received include the ACSA/AIAS New Faculty Teaching Award and other ACSA awards, the Lincoln Institute of Land Policy Fellowship, the Boston Society of Architects Research Grants Award, the American Architectural Foundation Award, the Architecture for Social Justice Award, and the International Architectural Education Competition First Prize.
31
32
NF T
ACSA/AIAS New Faculty Teaching Awards Given for demonstrated excellence in teaching performance during the formative years of an architectural teaching career.
33
Iowa State University
Jason Alread
Jason Alread is an Assistant Professor in the Department of Architecture at Iowa State University, and a partner in the Des Moines firm of Substance Architecture. He attended school at the University of Florida and Yale University, and has been in professional practice for over 15 years. The bulk of his interests include: craft, cultural vessels, process, inevitability, collaboration, language, ungainly things. These are the things that motivate his teaching and practice. Craft is at the core of his interests, as it links technology to the careful consideration of making things. Craft is a process based on an understanding of the medium (the stuff architecture is made of) as a necessary part of the generative logic of design. It requires immersion into, what too often appear, as mundane details; yet makes evident the juncture between thinking and making. This idea has guided most of his work. He makes things to better understand them and asks his students to do the same.
ACSA/AIAS New Faculty Teaching
Jason is the co-author of Design-Tech: An Integrated Approach to Building Science and Technology (Architectural Press, 2006) with Thomas Leslie, AIA and A Century of Iowa Architecture (AIA Iowa, 2004) with Cameron Campbell, AIA. He has been recognized by the AIA with two National Honor awards for design, by the IIDA with an International Honor Award, and by the ACSA with a Faculty Design Award.
35
University of New Mexico ACSA/AIAS New Faculty Teaching
Tim B. Castillo
Tim B. Castillo is an Assistant Professor at the School of Architecture and Planning at the University of New Mexico. He is currently the Coordinator of Undergraduate Design, and the director of the Laboratory for Digital Research. While at the University of New Mexico he has been rigorously pursuing new pedagogical courses that explore applications related to digital technologies. His studios and seminars continue to investigate new progressive strategies for design that are defined by informatics, digital media and CAD/CAM processes. Professor Castillo serves on several executive boards, and is the chair of the Resource Center for Raza Planning at the School of Architecture and Planning. He has served as codirector of the international summer abroad program in Vico Morcote, Switzerland. He was also coordinator of the “Next”Digital Evolution’s Symposium and traveling exhibit. Fall 2006 he was co-coordinator of the Architecture, Film + Digital Media Symposium, that focused on interdisciplinary research with the Art, Research and Technology Laboratory at the University of New Mexico. Tim B. Castillo is the founder of Hybrid Environments, a critical design office that focuses on new technologies for architecture, research and design. His work has been published and exhibited nationally and internationally in various locations including the Institute for Advanced Architecture of Catalonia (Spain), Ecole Polytechnique Fédérale de Lausanne (Switzerland), Pavillon de l’Arsenal (France), Bienal of Sao Paulo (Brazil), University of Waterloo (Canada), University of Utah, University of Colorado, and the University of Texas-Arlington. Tim received a Bachelor of Arts in Architecture from the University of New Mexico and a Master of Architecture from Columbia University. He has worked and consulted for many offices world wide including Skidmore, Owings and Merril in New York and Design Development International in Toronto.
37
Oklahoma State University ACSA/AIAS New Faculty Teaching
Jeanne Homer
Jeanne Homer is a tenure-track Assistant Professor at Oklahoma State University School of Architecture. She is starting her ninth semester at OSU and this is her first full-time tenure track teaching appointment. She has been an outstanding faculty member. She has recently stepped into a “coordinating� role in the design studio – a position reserved for faculty who bring leadership in writing new architecture programs for the studio and in developing new vehicles to explore set studio goals. Her achievement in scholarship and service are excellent as well. She has presented papers at a wide-range of different type of conferences, was part of the winning team of professors who won the 2004 NCARB Grand Prize, and is currently working on two books; one which she is serving as executive editor, the second on Oklahoma Architecture. It is significant to note that Professor Homer regularly volunteers for AIAS extracurricular activities. Some of these activities include a photography workshop, a portfolio workshop, lectures on Chicago architecture and architecture firms, a seminar on graduate school, and a panel on internship. Jeanne organized and led a field trip to Chicago for students and is currently organizing a trip to Philadelphia. Ms. Homer has taken on a leadership role in offering a study abroad program. This summer was the third time Jeanne has participated in teaching this program in Europe. She has become intimately involved in the planning of the program and is being groomed for a future leadership role of coordinating the program. Like every other course she is involved with, she prepares meticulously for the trip and brings new ideas to the table every summer. Jeanne serves as an outstanding role model for young women in curriculum. The number of women interested in careers in architecture and architectural engineering are growing and it is important for them to have successful role models like Jeanne. Her overall excellence was recently showcased by her recognition as a Halliburton awardee as the outstanding young teacher in the College of Engineering, Architecture and Technology at Oklahoma State University.
39
40
CA
ACSA Creative Achievement Awards In recognition of a specific achievement or series of achievements in teaching, design, scholarship, research, or service that advances architectural education.
41
ACSA Creative Achievement
Tulane University + University of Houston
Robert Alexander Gonzales + Rafael Longoria
Aula was created in 1999 as a forum to explore how we imagine, represent, and construct cities, and the public and private realms of our hemisphere. Aula situates architecture and urbanism within contemporary cultural debates through interdisciplinary discussion, and it highlights topics which are best served by the inclusion of voices from diverse backgrounds. We define architecture and urbanism in their broadest senses: as places which exist in the built world of cities and physical landscapes, and as spaces which reside in the media and in our thoughts and collective memories. The ways in which we imagine and represent cities and buildings are increasingly challenged by cultural discourse, and this in turn challenges traditional approaches to history, theory, and criticism, as practiced in the design disciplines. As a forum that brings together the fields of environmental design and Latin American, Latino/a, American, and Cultural Studies, Aula is well served by an editorial board which reflects a spectrum of disciplines. Every issue brings between 8 to 10 essays in English and Spanish to the reader. Every issue features critiques of 4 to 5 installations and exhibitions that focus on cities, architecture and art that explores the built environment. Each issue ends with a section called Aula Magna, where lectures or interviews are featured. Angela Davis, Winona LaDuke and Andres Duany have been featured. One of the journal’s goals is to encourage research in the field by sponsoring conferences and symposia. “Import/Export: Latin American Urbanities,” Aula’s first conference, was held at Harvard’s Graduate School of Design with sponsorship from the Federal Cultural Foundation of Germany. Twenty-five scholars from 8 different countries participated in the conference.
43
University of Colorado
Michael Jenson
Michael Jenson is an Assistant Professor of Architecture and Urbanism at The University of Colorado at Denver/HSC where he teaches architectural/urban design studios, theory seminars, and interdisciplinary technology courses. He has published in the Journals, Open House International and Drain Magazine as well as being a contributing author to the forth-coming book entitled, Design Studio Pedagogy: Horizons for the Future (Urban International Press). In 2003, he received the College of Architecture and Planning/University of Colorado’s Service Award and received its Excellence Award for Teaching in 2006. Professor Jenson received a PhD. in Philosophy from the University of Edinburgh in Scotland, a Master of Architecture from Columbia University, and a Bachelor of Science in Architecture from the University of Texas at Arlington. He has practiced in various cities including Dallas, New York, Paris, and Denver and has worked on urban design and architectural projects in China, France, Portugal, Germany, and the USA.
ACSA Creative Achievement
His teaching and research focuses on the exploration of the potential of interdisciplinary dialogues in theory/praxis that cultivate innovation in both practice and education, especially within the realm of technology and urbanity. Recently, more specific research interests have included: the transformation of architectural practices in the wake of globalization, architectural/philosophical enquiry, and the possibility of the creation of cultural uniqueness in an age of homogeneity.
45
ACSA Creative Achievement
Mississippi State University
Wanda Dye + David Lewis + Rachel McCann
This freshman design studio departed from the norm of a highly structured, skills-based course organized around short-term assignments to offer a semester-long, self-paced investigation of spatial qualities augmented by exercises in color, watercolor, and materials. Using Italo Calvino’s Six Memos for the Next Millennium, students explored the architectural implications of lightness, quickness, exactitude, visibility, and multiplicity. Then they were given a very simple assignment: design a space with a way in, a way out, an upper and lower area, and no given function. Each student developed an individual architectural research agenda stemming from a simple set of architectural intentions, for example, “I want to draw someone through the space with a sense of lightness through the use of color.� Students tested their ideas through material studies, spatial abstractions, and hand-drawn rendered perspective drawings to understand phenomenal spatial experience. The most dedicated students produced hundreds of drawings of their developing space, understanding it from many viewpoints and in many different lighting conditions. Discussion of the work was consistently public, with peers becoming adept as critics. The term had no intermediate due dates. Students set their own work and critique schedules and agendas and kept a semester-long journal that documented their design inquiries and analyzed the results. This arrangement allowed students to schedule their studio work around other obligations. It also allowed them to self-select who was passionate about architectural studio and who was not, which showed up over 15 weeks of steady (or unsteady) work. The studio led beginning design students into sustained, in-depth development of spatial qualities that will form a standard of depth for subsequent studio work. It emphasized self-motivation, self-criticism, and critical thinking, giving students authority over and responsibility for their own work. It identified the fundamentals of design as lived qualities of space based in light, color, proportion, material, and form.
47
48
FD
ACSA Faculty Design Awards
To represent theoretical investigations advancing the general understanding of the discipline of architecture. The awards recognize exemplary built and unbuilt work that reflect upon practice and research.
49
ACSA Faculty Design
University of Arkansas
Michael Hughes & Selma Catovic-Hughes
The Moreland Residence Located in an established neighborhood of conservative privilege and aggressive vegetation of Baton Rouge Louisiana, this project investigates the unmapped boundary between two parallel versions of the domestic landscape. These versions segregate the role and utilization of vernacular traditions into two primary categories: the symbolic and the spatial. This basic dichotomy structures a study of the semantic ambiguities surrounding contemporary notions of contextual propriety and normative form. Foregrounding spatial strategies the project attempts to undermine superficial regionalism by celebrating the social and environmental lessons evident in the architectural culture of our recent past. The Moreland Residence combines the linear quality of the local “Shotgun� house typology with the side entry found in the Charleston Single House. The axial circulation links a sequence of distinct programmatic elements across the length of the site. Along this path, a series of articulated thresholds modulate programmatic transitions as the formal procession moves from the buildings more public character of the west elevation to the relatively private east side. More boundary than object, the main building volume sits tight to the north property line, maximizing the size of the south courtyard. Organized around a series of outdoor rooms, gardens, and courtyards, the project provides a range of outdoor living areas aimed at reclaiming languid traditions. The spatial and experiential organization blurs the boundaries between interior and exterior. Programmatically, this blurring embraces the contingencies of climate to expand the functional limits of domestic space. Serving as a constant reminder and enticement, the interior realm features a series framed vistas highlighting the patterns of light and shadow cast by the surrounding trees, while an abundance of operable doors and windows provide cross ventilation and constant enticement.
51
University of Wisconsin-Milwaukee
Like many North American post-industrial cities, Milwaukee is replete with leftover interstitial spaces that are the by-products of urban infrastructure. This multi-phased project involves the regeneration of such a zone surrounding the 1925 Holton Street Viaduct that crosses the Milwaukee River. The project consists of three interwoven components along, within, and through the historic viaduct: a bus shelter that serves as a gateway into the project (along); an Urban Plaza that acts as a civic connector and media garden (within); and a ‘Marsupial’ bridge that offers a new pedestrian and bicycle connection (through). The existing viaduct is located in the heart of the densest neighborhood in southeastern Wisconsin, an emerging area for regeneration within a city that has experienced dramatic population loss since the middle of the 20th Century. This submission focuses on the Marsupial Bridge and Urban Plaza, addressing the 2007 ACSA Annual Meeting theme “fresh air”, as a contemporary example of public space. In a gesture of civic optimism, a coalition of neighborhood groups sought a transformative intervention to activate this Brownfield zone, currently surrounded by neglected spaces, empty storefronts, abandoned industrial sites, and poorly planned traffic patterns. The project provides a pedestrian and bicycle connection across the river, as well as a series of public spaces that renew this unclaimed territory. It also gives the urban traveler a new vantage point for experiencing the spaces created by the viaduct in a manner not originally intended. The three components of the project were in progress for six years. The project was fueled by a coalition of public/private partnerships, generating civic support from government officials and resulting in a federal grant of $2.6 million dollars, $650,000 in matching city funds, and additional funding from nine public and private organizations.
ACSA Faculty Design
James Dallman + Grace E. La
“Along, Within, and Through”
53
Virginia Tech
Matthew Lutz
The Kentland Smokehouse The Kentland Smokehouse is an early 19th century hexagonal Flemish bond brick building, and is a contributing building in the Kentland Farm Historic and Archeological District. In the early 1990’s, a catastrophic collapse of the north side of the building occurred. Astonishingly, although one third of the brick portion of the building fell to a pile, the roof and interior timber frame superstructure remained firmly in place. This collapse exposed a beautiful architectural section with a complex and telling story. The monumental presence of the smokehouse is instantly recognizable, and the disjointed and ruin-like condition of the structure unmistakably illuminates the history of the building. In its’ fragmented state, especially within the context of an institution of higher education, the Kentland Smokehouse serves as a mention to the formality and sophistication of an 1830’s New River Valley frontier landscape. It is an X-ray of federal period masonry construction; almost a deliberate slice, made over the course of 170 years, from the architecture of 1834.
ACSA Faculty Design
Merely exposing the distinctiveness of the archetype helped to reveal to the university the value of preservation over restoration. The design criteria for this project was to simply capture and preserve the smokehouse within a formally sympathetic container that would treat it as an artifact within a museum. Preservation, not restoration, elevated the smokehouse to it’s most dignified state; a mechanism for teaching.
55
Memorials have been built as reminders, ‘minder,’ and as a warning. The word memorial is related to word ‘memento,’ ‘something that serves to warn or remind with regard to conduct or future events.’ This memorial entails a complex challenge, as it needs to weave together multiple threads that will constitute the memory of slavery and the slave trade for new generations, who, being far removed from the historical events, could fathom only with great difficulty. As a Working Memorial, the project will provide both space and means for remembering, and thinking about slavery and the slave trade, a prolonged one-and-a-half century crime against humanity; commemorating resistance and the abolitionist struggle; celebrating the historic act of abolition; and for bringing the visitor closer to the continuing struggle against present-day forms of slavery. This proposed memorial is a metaphorical and emotional evocation of the struggle for the abolition of slavery, above all historic, but which still continues into the present, realized through the physical transformation and symbolic reinforcement of the existing 350 meters long urban terrain designated for that purpose along Quai de la Fosse, in Downtown Nantes. Through its spatial and symbolic link to the Palais de Justice (designed by Jean Nouvel) via the passerelle Victor-Schœlcher, it will further emphasize Nantes’ commitment to human rights.
ACSA Faculty Design
Roger Williams University + Massachusetts Institute of Technology
Julian Bonder + Krysztof Wodiczko
Mémorial à l’Abolition de l’Esclavage—Nantes
57
58
JAE
Journal of Architectural Education Best Scholarly Article
This award is selected as the JAE Best Scholarly Article from the all those submitted to the journal in the award year. The JAE has for more than 56 years represented the Association of Collegiate Schools of Architecture as the flagship publication of this important architectural organization.
59
Mary Louise Lobsinger’s essay, “The New Urban Scale in Italy”, is a particularly well-deserved choice for the best scholarly article in volume 59 of the Journal of Architectural Education. First, the article is important for setting the record straight on the historical context of Aldo Rossi’s _Architettura della Citta_. Lobsinger locates Rossi’s book in the discussion that developed in Italy in the 1950s and early ‘60s accompanying the massive post-war urban growth of the country. Rossi’s call for a more limited scope of planning, where architecture was the concrete measure of the city, as opposed to the new views that introduced economics, sociology and other disciplines as key components of urban studies. Arguably, however, the greatest merit of Lobsinger’s essay lies in bringing back a debate that mirrors many of the discussions about urban change, new urban forms, and the role(s) of urban design and planning in which today’s architects and urban designers are engaged.
JAE Best Scholarly Article
University of Toronto
Mary Louise Lobsinger
“The New Urban Scale in Italy” - February 2006 issue.
61
62
JAE
Journal of Architectural Education Best Design Article
This award is selected as the JAE Design Best Article from the all those submitted to the journal in the award year. The JAE has for more than 56 years represented, the Association of Collegiate Schools of Architecture, as the flagship publication of this important architectural organization.
63
Graz University of Technology
Gabu Heindl’s “Bin City” is richly deserving of the award for best design article to appear in volume 59 of the Journal of Architectural Education. Not only does the article document a project that engages a number of critical issues in contemporary urban development, but it presents the project in a compelling manner through well-chosen images and a concise, yet pointed text. Visually, “Bin City” recalls the work of Constant and Superstudio. Theoretically, it picks up where Venturi and Scott Brown left off in Learning from Las Vegas, situating itself at the intersection of urban sprawl, consumerism, and waste. In proposing a tourist attraction at the Las Vegas urban edge, “Bin City” both extends and undermines the spectacle of the Strip through its deliberate aestheticizing of garbage and its transformation of a blighted greyfield into a post-industrial, environmentally-conscious theme park.
JAE Best Design Article
Gabu Heindl
“Bin City, Las Vegas” - November 2005 issue.
65
2007 AIA Education Honor Awards
66
67
The American Institute of Architects (AIA) recognizes excellence in teaching through its Education Honor Awards Program. We encourage a wide range of submissions. To be considered, instruction must have been within the last five years in an National Architectural Accrediting Board (NAAB) or Canadian Architectural Certification Board (CACB) accredited program. Our objective is to promote models of excellence that contribute to the advancement of architecture education, have the potential to benefit or change practice, and/or deal with broad issues, particularly in cross-disciplinary collaboration and with the broader community. One of the special honors associated with this award is that it comes from the AIA, which was founded in 1857. The awards program, though relatively new, is part of a longer tradition of continuing interest in and appreciation of architecture education from the professional membership association that served as a catalyst in launching the first architecture schools: Massachusetts Institute of Technology (1868), Cornell University (1871), and the University of Illinois at Urbana-Champaign (1873). Through this awards program, the AIA learns about trends and achievements in architecture education and shares them with a broader audience of practicing architects and allied professionals. A record of award recipients from 1988 to 1996 and from 2002 to 2007 is available on the AIA Web site to remind us of significant contributions to architecture education over time. Ann Chaintreuil, FAIA, jury chair this year remarked that it was a pleasure to review the varied submissions for the AIA Education Honor Awards. The high quality of work from architecture programs today “makes me want to go back to school again.” The awards this year reflect priorities in education and in practice today. “All of the award recipients took on something new, were innovative models of architectural education, and used technology to facilitate their process,” the jury said. We are delighted to honor here three faculty teams for their achievements and contributions to the discipline of architecture. The AIA would like to acknowledge the Educator/Practitioner Network Advisory Committee for supporting and overseeing the Education Honor Awards Program and to thank members of the jury for their time and dedication. For more information, please visit www.aia.org/epn. 68
EH
AIA Education Honor Awards AIA Educator/Practitioner Network
69
AIA Education Honor Award
University of Virginia
John Quale + Paxton Marshall
ecoMOD - design/build/evaluate ecoMOD is a research and design / build / evaluate project at the University of Virginia School of Architecture that aims to create a series of ecological, modular and affordable house prototypes. Working in partnership with the UVA School of Engineering and Applied Science, our goal is to demonstrate the environmental and economic potential of prefabrication, and to challenge the modular and manufactured housing industry in the U.S. to explore this potential. In the context of this multi-year project, an interdisciplinary group of architecture, engineering, landscape architecture, historic preservation, business, environmental science, planning and economics students are participating in the design, construction and evaluation phases of the project. The project is embedded in the curriculum of the University of Virginia, and is intended to create well-built homes that cost less to live in, minimize damage to the environment and appreciate over time. Over the next several years, UVA students and faculty are providing several prefabricated housing units through partnerships with Piedmont Housing Alliance (PHA) of Charlottesville and Habitat for Humanity (HFH). PHA will sell three of the units to low-income families in the Charlottesville area with down payment and financing assistance. One singlefamily house has been built in partnership with HFH for a family in Gautier, Mississippi displaced by Hurricane Katrina. Each completed house is being monitored and evaluated carefully, with the results guiding the designs of subsequent houses. Conventional prefabricated homes are sited without any consideration of solar or wind orientation, or local hydrology. The buildings themselves are aggressively ‘site-less’ – seemingly adaptable to any environment, yet entirely separate from their surroundings. In contrast, the intent of the ecoMOD designs is to create site-specific homes, using natural lighting and ventilation, non-hazardous materials, renewable energy, and energy-efficient systems to help reduce environmental impact and improve occupant health.
71
SCI-TECH is an intensive, four course sequence designed to rapidly familiarize graduate students in a first professional degree program with building technology’s fundamental principles and applications. Conceived in the re-design of our graduate program in 2002-2003, the sequence encourages connections between technology, studio, and history/theory by adopting practice as its basis. Topics are covered as they relate to what architects do ‘at the desk’ and in the field, examples and case studies are drawn from historical and contemporary sources, and each topic is highlighted by a hands-on laboratory session designed to give students a tangible, intuitive understanding of the principles at work. SCI-TECH has been instrumental in re-casting the role of technology within the department. It has encouraged a broad, holistic understanding of structure, environment, human factors, and materiality that has had a notable impact in studio and history/theory courses, and it is now forming the basis for a similar reconsideration of our undergraduate curriculum. Finally, its course notes have recently been published as a global technology textbook—Design-Tech: Building Science for Architects in the UK, the US, and Australia by Architectural Press.
AIA Education Honor Award
Iowa State University
Jason Alread + Thomas Leslie
SCI-TECH: A Practice-Based, Integrative Approach to Building Technology Education
73
AIA Education Honor Award
University of Arkansas + Washington University in St Louis
Stephen Luoni + Aaron Gabriel + Jeffrey Huber + Eric Kahn + William Conway + Tahar Messadi + Greg Herman
Visioning Rail Transit in Northwest Arkansas: Lifestyles and Ecologies Northwest Arkansas (NWA) is the nation’s sixth fastest growing region. This area of 300,000 is expected to double its population within the next 15 years, growing to more than one million by 2050. The challenge of the studio is to assist NWA in understanding the community design possibilities in the development of a regional rail transit system. Successful rail transit systems built over the last 30 years have generated accessible land development patterns (“smart growth”) characterized by high densities, mixed-uses, and walkable urban environments around their transit stations. Known as Transit-Oriented Development (TOD), this type of development capitalizes on the presence of new user densities created by public transit. Using scenario planning strategies and a policy/ research primer assembled for the studio, students developed TOD proposals for NWA communities. Four lines of inquiry related to: 1) mobility, 2) urbanism, 3) exchange, and 4) environment framed planning investigations. Student proposals focused on optimization of underutilized local resources, including historic downtowns, and provided smart-growth alternatives to prevailing suburban development patterns. The objective is to show NWA-both non-design audiences and professional decision-makers-alternative growth scenarios based on best planning practices. Contrary to top-down master planning dominated by a single solution; scenario planning facilitated “out-of-the-box” speculation on possible futures for NWA. The design collaboration between the schools, visiting faculty, and the four resident faculty not only intends to influence regional growth dynamics, but also positions the host School of Architecture to be an effective advocate on critical environmental issues.
75
ACSA/AIA Topaz Medallion Clark Llewellyn, AIA, Llewellyn Architects; Jonathan Bahe, American Institute of Architecture Students; Joseph Bilello, FAIA, Ball State University; Bradford Grant, AIA, Hampton University; John M. Maudlin-Jeronimo, FAIA, University of Maryland
ACSA Distinguished Professor Loraine Fowlow, University of Calgary; Keelan Kaiser, Judson College; Catherine McNeel, Assoc. AIA, American Institute of Architecture Students; Victor Sidy, Frank Lloyd Wright School of Architecture
ACSA Collaborative Practice Loraine Fowlow, University of Calgary; Keelan Kaiser, Judson College; Catherine McNeel, Assoc. AIA, American Institute of Architecture Students; Victor Sidy, Frank Lloyd Wright School of Architecture
ACSA/AIAS New Faculty Teaching Carmina Sanchez-del-Valle, Hampton University; Loraine Fowlow, University of Calgary; Catherine McNeel, Assoc. AIA, American Institute of Architecture Students; Russell Schutte, Montana State University
ACSA Creative Achievement Loraine Fowlow, University of Calgary; Keelan Kaiser, Judson College; Catherine McNeel, Assoc. AIA, American Institute of Architecture Students; Victor Sidy, Frank Lloyd Wright School of Architecture
ACSA Faculty Design Crystal Weaver, Savannah College of Art and Design; Moh Bilbeisi, Oklahoma State University; Wendell Burnette, Arizona State University; Loraine Fowlow, University of Calgary
Journal of Architectural Education JAE Board of Directors; Loraine Fowlow, University of Calgary; Keelan Kaiser, Judson College; Catherine McNeel , Assoc. AIA, American Institute of Architecture Students; Victor Sidy, Frank Lloyd Wright School of Architecture
AIA 2007 Education Honor Awards Ann Chaintreuil, FAIA, Chaintreuil, Jensen & Stark Architects, Boca Raton; Catherine McNeel, Assoc. AIA, American Institute of Architecture Students; Anthony Costello, FAIA, Ohio Valley, AIA Board of Directors; Michael Rotondi, FAIA, Roto Architects & Southern California Institute of Architecture (SCI-Arc); Michaele Pride, AIA, NOMA, University of Cincinnati,
76
JurY 77
78
2006-2007
ACSA PRESS WA S H I N G T O N , D C