2007-08 Architecture Education Awards by Association of Collegiate Schools of Architecture

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

Copyright © 2008 The Association of Collegiate Schools of Architecture ISBN 978-0-935502-64-0 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

ACSA Distinguished Professor

ACSA Collaborative Practice

ACSA/AIAS New Faculty Teaching

ACSA Creative Achievement

ACSA Faculty Design

ACSA/AIA Housing Design Education

Journal of Architectural Education

AIA Education Honor

Jury

2007-08 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 professionâ&#x20AC;&#x2122;s knowledge base, and extend their work beyond the borders of academy into practice and the public sector.

J. Meejin Yoon, Massachusetts Institute of Technology, Interactive Public Space

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.

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

Tigerman McCurry Architects

Stanley Tigerman, FAIA

A Chicago native, Tigerman served in the Korean War before working for a number of firms, including Skidmore, Owings and Merrill, where he was a junior designer on the much loved and honored U.S. Air Force Academy in Colorado Springs, Colo. In 1957, he became a registered architect. He received his BArch (1960) and MArch (1961) from Yale before returning to Chicago, where he became Harry Weese’s chief of design. In 1962, he went into private practice, which he continues today at Tigerman McCurry Architects with his wife Margaret McCurry, FAIA. In 1963, Tigerman began his career in architecture education as a visiting critic at Cornell University’s architecture school. In 1964, he served as a visiting critic at Washington University and secured an appointment to the permanent faculty at the University of Illinois, Chicago (UIC), where he taught from 1964–1971. From 1971–1980, Tigerman was a visiting lecturer and critic at a number of architecture schools, and in 1980 returned to UIC as the director of the “Option One” program, a one-year post-professional program. In 1985, Tigerman was appointed director of UIC’s architecture school, which he directed and taught full-time until 1993. In 1994, together with Eva Maddox, he co-founded ARCHEWORKS, a one-year post-professional design school grounded in social causes, which continues today with Tigerman as its director. Tigerman’s work over a half-century has continuously blended practice and education. His numerous buildings and installations traverse the globe and grace the U.S., Bangladesh, Canada, Great Britain, Italy, Japan, Portugal, Spain, West Germany, Yugoslavia, and Puerto Rico. From his 400 projects, 185 built works embrace virtually every building type, including Chicago’s proposal for the 2016 Olympics. He has been a visiting chaired professor at numerous universities, including Yale and Harvard, and served on advisory committees of the Yale and Princeton schools of architecture, the Chicago Art Institute Department of Architecture, and Chicago Latin School’s “High Jump” program. He is the author of five books, editor of four books, and has written numerous papers and articles. His work has been exhibited in museums and galleries worldwide. Tigerman’s myriad accolades include Yale University’s first alumni Arts Award; the Dean of Architecture Award; the Illinois Academy of Fine Arts Award; the American Jewish Committee’s Cultural Achievement Award; the Louis Sullivan Award by the International Union of Bricklayers and Allied Craftworkers; an honorary bachelor of fine arts from the Harrington Institute of Design; and more than 140 design awards from the national AIA, AIA Chicago, Progressive Architecture Design Awards, and Record Houses and Interiors. In 2002, he was named Chicagoan of the Year by Chicago Magazine. He is the founding member of the Chicago Seven and The Chicago Architectural Club and, in 1990, was inducted into the Interior Design Hall of Fame.

ACSA Distinguished Professor Awards To recognize sustained creative achievement in the advancement of architectural education through teaching, design, scholarship, research, or service.

University of Texas at Austin

David Heymann

David Heymann is an architect, and the Martin S. Kermacy Centennial Professor in the School of Architecture at the University of Texas at Austin, where he has taught since 1991. Aside from design studios, Heymann teaches Site Design and Theory I. His design and written work focuses on the complex relationships of buildings and landscapes. Heymann received a Bachelor’s Degree in Architecture from the Cooper Union (1984) and, after working for Tod Williams and Associates, a Master’s Degree in Architecture from Harvard (1988). In 1989, while teaching at Iowa State University, Heymann founded a firm with Michael Underhill, later joined by Laura Miller, that received numerous design awards for a series of built and unbuilt projects, including a Design Citation from Progressive Architecture for the Ontario Bible Church.

ACSA Distinguished Professor

Since coming to Austin, Heymann has worked primarily on commissions involving the natural landscape, for clients ranging from the Audubon Society to George W. and Laura Bush, whose house in Crawford, Texas, Heymann designed. Heymann’s built work has been variously published and recognized with design honors, including recognition in Emerging Voices by the Architecture League of New York in 2000. Heymann is the recipient of numerous teaching awards, including the Texas Society of Architects’ Edward J. Romeiniec Teaching Award, the Friars’ Centennial Award, and the University of Texas Ex-student Teaching Award. He is a member of the Academy of Distinguished Teaching Professors at the University of Texas.

Iowa State University

ACSA Distinguished Professor

Gregory Palermo

Gregory Palermo’s ideal that architecture is a collaborative, “people-centered” profession involving socio-cultural, political, ethical, and personal connections has shaped his academic career. A consistent body of scholarship manifests this, including the influential Ethics and the Practice of Architecture (co-authored with B. Wasserman and P. Sullivan), numerous papers and essays at conferences and in published forums as diverse as the Architectural Design Portable Handbook and Contemporary Justice Review, and contributions to the Boyer/ Mitgang study Building Community and to the editorial board of JAE. It is the basis for a profoundly influential teaching career at Iowa State University, where Palermo has taught a full range of design studios (often focusing on urban design and civic architecture), and designed innovative seminars and large lectures, including the vital task of teaching introductory courses. He has consistently guided students through the labyrinths of social, cultural, economic and political forces that can be reinforced or challenged by architectural production. He has also played a key role in the redevelopment and replanning of downtown Des Moines, volunteering and leading a number of planning and steering committees, and has served as a director and president of AIA Iowa. Palermo’s service to his department and university, architectural education and the profession, particularly qualifies him for this award. His record of leadership at all levels is practically unparalleled. At Iowa State he has chaired numerous departmental, college and university committees, including a productive term as president of the Faculty Senate. These local accomplishments are surpassed by his service and leadership at the national and international levels, where he has co-chaired a NAAB validation conference, served as NAAB president, AIA national Vice President, chaired conferences, task forces and panels exploring important issues in education, and served on over two dozen accreditation visits in Asia, South and North America. Gregory has brought optimism, engagement, enthusiasm, patience and thoughtfulness to his interactions with educators, architects, and administrators globally. His accomplishments, values, and energy are infectious and inspiring. (ISU nominators Tom Leslie and Jason Alread)

University of Southern California

Victor Regnier

Victor Regnier is a teacher, researcher and architect who has focused his academic and professional life on the design of housing and community settings for older people. He holds a joint professorship between the School of Architecture and the Leonard Davis School of Gerontology at USC, the only joint appointment of this type in the US. He also has the singular achievement of fellowship status in both the American Institute of Architects and the Gerontological Society of America. From 1992 until January, 1996 he served as USC’s Dean of architecture. He has published 6 books on housing for the elderly, and received awards for his scholarship from the American Society of Landscape Architects, the American Planning Association and Progressive Architecture. A Fulbright awardee, Regnier received the Gerontological Society of America’s Powell Lawton Award for applied research and was named by Contemporary Long Term Care as a national leader. In 2004, the National Home Builder’s Association named him an “Icon of the Industry” for his research and teaching activities. USC Architecture named him their Distinguished Alumnus in 2007.

ACSA Distinguished Professor

As a researcher, he has directed 20 projects dealing with the social impact of the environment on older people, children and the homeless. His research findings have been presented at 160 professional/scientific conferences as well as 60 university symposia. He has served on the advisory boards of 9 journals. As a teacher, Professor Regnier was selected as a USC-wide Mortar Board Professor. As a designer/practicing architect, he has consulted on over 300 building projects in 38 states, Canada, Germany and England. In the last decade 40 of his consulting projects have won national/state design awards.

ACSA Collaborative Practice Awards

To recognize programs that demonstrate how faculty, students, and community/civic clients work to realize common objectives.

Through the planning and building process, CITYbuild works for social justice by partnering directly with local community groups to address their immediate and long-term sustainable needs. We believe that the knowledge gained through CITYbuild initiatives is transferable to other geographic centers facing various forms of crisis â&#x20AC;&#x201C; including disaster, poverty, neglect, and decay of structures, infrastructures and social systems. Through the development of this collaborative and educational model, we can assist communities in implementing responsible, progressive solutions.

ACSA Collaborative Practice

CITYbuild Consortium of Schools

The CITYbuild Consortium of Schools seek to facilitate longterm, productive, multi-disciplinary collaboration among national university-based Architecture, Landscape, Planning, and Development programs to address all facets of community building.

ACSA Collaborative Practice

University of Illinois at Chicago

Roberta M. Feldman, City Design Center

Historic Chicago Greystone Initiative Over the past several years, faculty and graduate students affiliated with the University of Illinois’s City Design Center (CDC) have provided architectural and design research support for Chicago’s Historic Chicago Greystone Initiative®. Originating in a grassroots effort by a group of North Lawndale residents, the Initiative realizes the opportunity that is inherent in historic preservation to focus on community-building and revitalization. At the heart of the Historic Chicago Greystone Initiative® is a desire to support the current neighborhood’s residents as key participants and beneficiaries of North Lawndale’s revitalization by reclaiming North Lawndale’s unique heritage. The Initiative is also an affordable housing preservation program that encourages improvements and enhancements to North Lawndale’s iconic residential buildings, its greystones, through an array of financing tools, grants, and technical resources. CDC affiliated faculty and graduate students provided research and design resources and tools to support the Initiative including: documentation and assessment of the historic fabric; resident interviews; the exhibit, “Learning from North Lawndale”; two guidebooks: The Chicago Greystone in Historic North Lawndale (2006) and The Chicago Historic Greystone: A User’s Guide for Renovating and Maintaining Your Home (forthcoming); and most currently, renovation of a model two-flat greystone. Roberta Feldman is an architectural activist, researcher and educator committed to democratic design. Her work is grounded in the conviction that high quality design is a meaningful and necessary component of an equitable and sustainable society. Dr. Feldman is founding director of the City Design Center, a cross-disciplinary design research and outreach program, and professor in the School of Architecture at the University of Illinois at Chicago.

University of Virginia ACSA Collaborative Practice

Project Team: University of Virginia School of Architecture, with School of Engineering and Applied Science; Project Director: Phoebe Crisman; Engineering Faculty: Paxton Marshall, James Durand; Student Team: Erin Binney, Laura Bandara, Kim Barnett, Neil Budzinski, Allegra Churchill, Andrew Daley, Eliza Davis, Kevin Day, Lauren DiBianca, Adam Donovan, Erin Dorr, Zoe Edgecomb, Ayman El-Barasi, Matt Hural, Kate Lafsky, Hy Martin, Matt McClelland, Kelly McConnaha, Molly Oâ&#x20AC;&#x2122;Donnell, Farhad Omar, Katherine Pabody, James Pint, Kurt Petschke, Phoebe Richbourg, Sarah Rosenthal, Robin Schick, Jayme Schwartzberg, Jennifer Siomacco, Clark Tate and Danielle Willkens; the Elizabeth River Project; Eric Matherne; Michael Petrus; Virginia Beach, Portsmouth and Chesapeake School Districts; NOAA Chesapeake Bay Office.

Phoebe Crisman, Learning Barge Studio

The Learning Barge The Learning Barge initiative is an excellent example of university students and community partners collaborating to realize a project with wide-reaching social, educational and environmental benefits. Professor Phoebe Crisman is directing a multi-semester process to research, design and build a nomadic, off-the-grid field station with University of Virginia architecture, engineering, art, landscape, education, and history students and faculty; community groups and environmental agencies; ecologists, engineers, naval architects and public school teachers. While traversing the Elizabeth River, the most polluted tributary of the Chesapeake Bay and a major port, the Learning Barge will provide interactive K-12 and adult education about connections between human actions and the tidal estuary ecosystem, pollution prevention and wetland restoration. The field station will teach through example by harnessing energy from sun and wind, filtering rainwater and gray water in an onboard wetland, and utilizing recycled materials and green technologies. The Learning Barge will engage 19,000 people each year via school field trips, teacher training and public workshops and events. Funded by the US EPA, Virginia Environmental Endowment and Loweâ&#x20AC;&#x2122;s Foundation, the project has received national design awards from the American Institute of Landscape Architects, US EPA, American Institute of Chemical Engineers, NCARB, and US Green Building Council. Collaborative practice inspires students to develop an ethical commitment to environmental justice, social responsibility and the role of aesthetics in everyday life. While demonstrating the didactic value of architecture for public environmental education, the Learning Barge establishes a model of university-based community outreach through design.

Hurricane Katrina resulted in the displacement of nearly one million citizens from the New Orleans metro region in 2005. Two and half years later, more than 200,000 citizens remain scattered across the U.S. The homes damaged or destroyed by Katrinaâ&#x20AC;&#x2122;s devastation numbered more than 125,000. A case study is presented describing an innovative partnership forged between academia, a local social service agency, professional architectural and engineering firms, and a national not-for-profit organization to provide affordable housing for persons seeking to return to post-Katrina New Orleans. The result of this collaboration was a family shelter for homeless mothers and their children seeking to rebuild their lives. The site for this 4,400, 38-bed facility is in the Central City neighborhood, a neighborhood that did not flood when the cityâ&#x20AC;&#x2122;s levee system failed. Project limitations, challenges, successes, and recommendations for future initiatives of this type are discussed. Project Team: Stephen Verderber, Professor, and Project Coordinator; Breeze Glazer, Assistant Project Coordinator; Perez Architects, New Orleans (Architect of Record); Rodney Dionisio, Lead Project Consultant; Jennifer Good; Emilie Taylor; Jessica Helbling; Carol Knight; Jessi Gramcko; Yi Luo; Claudia Foronda; Geren Clarke; Colin Meneghini; Nick Crowley; & Timothy Adams

ACSA Collaborative Practice

Clemson University

The New Orleans Mission Family Shelter Project Team

The New Orleans Mission Family Shelter

NF T

ACSA/AIAS New Faculty Teaching Awards Granted jointly by the Association of Collegiate Schools of Architecture (ACSA) and the American Institute of Architecture Students (AIAS) for demonstrated excellence in teaching performance during the formative years of an architectural teaching career.

University of Texas at Austin ACSA/AIAS New Faculty Teaching

Ulrich Dangel

Ulrich Dangel is an Assistant Professor at the University of Texas at Austin where he teaches graduate and undergraduate courses in design, construction, architectural detailing, and structural design. A native of Germany, he began his architectural studies at Universität Stuttgart, where he received a Diploma in Architecture. He also holds a Master of Architecture from the University of Oregon. Ulrich Dangel’s professional career led him to London where he worked for internationally renowned architecture firms Foster and Partners as well as Grimshaw. He was involved in projects such as the Frankfurt Airport, the McLaren Research and Development Centre, the Dolder Grand Hotel in Zurich, and the Education Resource Centre at the Eden Project in Cornwall. He came away from this experience with a consummate understanding of building technology as well as with great skill as a designer, both of which inform and shape his teaching and practice. Professor Dangel’s research and teaching focuses on embedding the application of technology into the design process, advancing design-based learning approaches in technology courses, and educating students on the importance of architectural detailing. He is particularly interested in developing evaluation tools and strategies which aid in finding design solutions for building skins as components of sustainable, low-energy concepts. He is the recipient of the 2005-2006 School of Architecture teaching award for outstanding studio teacher and the 2007 Texas Exes Teaching Award. He is a registered architect in Germany and the UK.

University of Arkansas ACSA/AIAS New Faculty Teaching

Aaron Gabriel

Pennsylvania State University ACSA/AIAS New Faculty Teaching

Jodi La Coe

Jodi La Coe has been teaching in the Department of Architecture at The Pennsylvania State University for the past four years. She primarily teaches first year students but also conducts seminars in Surrealism and Film Theory, Medieval Timberframing and summer studios in Rome, Italy. Within these courses, she incorporates her research interests in architectural representation, perspective theory and design using salvaged materials. Projects have included the construction of a twelve-foot tall version of Albrecht Dürer’s perspective drawing device to explore various film projection screens, which continues to be used annually for perspective drawing demonstrations. Currently, the device is serving as a vertical site for twenty ‘Projection Rooms’ designed by first semester Architecture students. Last spring, under the coordination of the PSU Hamer Center for Community Design, her first year students participated in a materials salvage and reuse project for ‘Rebuilding After Katrina.’ The product of a previous re-use studio was awarded First Prize in the national AIAS Design Review 2006. Through the stipulation of using salvaged materials in her design-build studio, Ms. La Coe hopes to instill a predilection for re-use at the earliest stages in an architect’s career. Ms. La Coe will be conducting archival research this summer in Florence, Italy on the use of projection and perspective theory in the works of Galileo Galilei. Her previous research on the use of built and painted illusions by Andrea Pozzo has led to the connection between Galileo and seventeenth-century discourse on perspective and anamorphic projection.

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.

New York Institute of Technology ACSA Creative Achievement

Rodolfo Imas

Central Park: “The Hidden” The first project is about “dis”-covering the Central Park: “The Hidden”. In between the top surface of the park and the bottom there are rocks and Earth that come down to join active water streams that go through the Island of Manhattan, from the Hudson to the East river. That vertical space is taken into the Design/Building Studio through different materialities. The materials are transcended from condensed water of over five or more million years, with the course decided into wood, metal, wax, and concrete are the materials that can be taken into the Studio and into the projects. The students should go visually down and up through these materials with their eyes and their tools for making, as an archeological path. These tools are for incisions into the body of the park, as is a biopsy in the body of the human. The work is spatial biopsy. An “Architectural Play” The second presentation is based on a play by Norman Brisky, an author, writer, professor, movie director, theatre director (now in Argentina) that has won many awards from Carlos Saura and Geraldine Chaplin. The play that we are doing is from the work “Rebatibles”. It is about an illegal immigrant from an underdeveloped country who enters a developed country to work and eat. The course developed on the 5,000 year old discipline of origami. The course built flat walls come out into the space and create an interior, temporary city, which is inside an interior office space, which became the building interior urban furniture, which is inside of an interior city, which is an interior urban development, which is inside of an interior continent, which is inside of an interior planet. This metaphorical project ideally means that half of the inhabited space can survive with the other half, this is the first stage of research that can be built, can be believed, can be perceived… During the course the performers of the play are the architectural objects, at a scale of1:1, there isn’t anything to “Under”stand; everything is standing. The nine hours of working time for one social class and nine hours of the other social class allow them to exchange their life. The space also intends to give 9 hours of social inhabitants the dignity of human beings.

How do we know what we know? And, perhaps more importantly, how do we use what we know to better relate ourselves to our surroundings? Design Science was a one-semester course for freshmen in our interdisciplinary Design Core program that sought common foundational principles in four departments: Architecture, Art & Design, Community and Regional Planning, and Landscape Architecture. An interdisciplinary faculty assembled the course to demonstrate how common scientific principles applied across various design professions, using case studies, introductory theory lectures, and hands-on laboratories. Through three segments entitled “Why?” “Stuff,” and “Flow,” we gradually introduced students to the importance of iterative experimental method, to basic statics and material science, and to issues of complexity that often contradict or complicate the simpler realms in which we as designers often apply technology. Students thus gained insight into each department while gaining opportunities to understand how design goes beyond visual or compositional practice. In particular, a series of ‘design labs’ requiring them to build bridges out of spaghetti or cardboard, to build working chairs out of scavenged or recycled materials, and to design a solution to a common daily problem exposed them to the challenges and opportunities of applying empirical methods to the design process.

ACSA Creative Achievement

Iowa State University

Jason Alread, Karen Jeske, Thomas Leslie, James Miller, Joe Muench, Carl Rogers

Design Science: A Freshman Course on Knowledge and its Applications

Washington University in St. Louis ACSA Creative Achievement

Peter MacKeith

Over the course of the last ten years of design studio instruction, Peter MacKeith has taught a succession of design studios – in the United States, in Finland and in Slovenia – all entitled “Lighthouses”. Each studio has been designed to emphasize design across a range of scales (from the city or landscape to the detail), the importance of site (as both physical and cultural construct), the value of materials and tectonics (both in substance and in phenomenal character), and the necessity of interdisciplinary thought and collaborative work. “Lighthouses: Adventures on the Mississippi River” is a design studio taught in spring, 2007, at the junior/senior level of Washington University’s undergraduate program in architecture. The studio ambitions, program, and method were designed to make maximum advantage of the energies and opportunities of the University, from its diverse faculty to its technological resources – but most especially the intellectual strength of the students. Those energies were focused upon the study of the Mississippi River, then upon a series of design-investigations (arkitektons, possibly) illuminating those studies, and then, the eventual design proposal for an observation pavilion sited along the length of the River between St. Louis and New Orleans. Lectures, readings and discussions involving faculty members from a range of disciplines – literature, history, political science, environmental studies, art history, biology, economics – were paralleled by active engagements with the life of the River, its agricultural and industrial character, and with the communities which are situated adjacent to it. Each of these moments in the course of the semester found its constructed expression through two-dimensional and three-dimensional design exercises, each possessing a specific time, material and media constraint. Through these means, the studio attempted to condense comprehensions of the River into ever more distilled, yet layered, architectural designs, responsive to both culture and nature. If there is creative achievement in this design studio, it lies first and foremost with each of the individual students’ thought and work, then with the collective character and productivity of the studio group as a whole. The fictional figures of Huckleberry Finn and Jim – along with Mark Twain – were additional members of the studio. The meandering, circuitous, tragic-comic adventures of Huck and Jim, borne along the current of the great River on a wooden raft of minimum dimension but maximum purpose, paralleled the trajectory of the studio, embodying the fluid currents of a student’s education and experience. 41

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.

University of Southern California

Los Angeles is a hyper accelerated city. As an extreme condition of population, cultural diversity, construction typology, and geography, the fabric has evolved as a sprawling horizontal with an indelible dependence upon the automobile. The implication of how we now develop within this fabric suggests a new type of urbanism: an urbanism of open poche. This project pursues an analysis of the Los Angeles city fabric to identify select sites in the city representative of such open poche; programs in these sites are based upon localized needs and design hypothetical solutions as to how the city of Los Angeles can pursue the development and employment of such conditions. Lodged within every city are the infrastructures that provide its presence. Linked to transportation, safety, commerce, energy, water, and utilities; these infrastructures provide the necessities of the fabric. The 8 types of conditions that are identified as uniquely LA and marked for consideration are: Billboard, Drainage Culverts, Power Lines, Overpass, Railway, Lifeguard Tower, Pier, Oil Derrick. Each of these Types exists as serial systems. The local is a fragment of a system and thus the piece is found in varying quantities and with varying degrees of density throughout the cityâ&#x20AC;&#x2122;s fabric. Each piece has the potential to impact more than just an individual moment. They are the ability for the city for finish itself - to tuck in the cracks and insulate the final openings. Thus these are not the broad strokes in their own right, but rather small gestures. A confluence of need and action join to find a way of filling.

ACSA Faculty Design

Gail Peter Borden

LA Markings

University of Wisconsin-Milwaukee ACSA Faculty Design

Grace E. La & James Dallman

Great Lakes Future Through projects of intentionally diverse scale and program, La Dallman Architects’ work engages the public realm as strategic insertions within existing and emergent landscapes. From infrastructural interventions to artistic installations, the practice deploys material and detailing investigations as cultural and temporal artifacts which grow from the phenomena of context. Recent honors include four Design Awards for excellence from the American Institute of Architects Wisconsin, and 2nd prize among 109 submissions in Pittsburgh’s 2006 International West End Pedestrian Bridge Competition. La Dallman’s Marsupial Bridge has won the Silver Medal of the national Bruner Award for Urban Excellence. The Great Lakes Future project is an interpretive, permanent exhibit of the Great Lakes watershed commissioned by Discovery World at Pier Wisconsin. The program weaves together historic, scientific, and topographic data conveying information such as weather patterns, animal life, marshland, and water movement, which play integral roles in the Midwest region’s greatest natural resource. The project requires integration of highly technical life support systems for aquatic and amphibious life, digital imagery, interactive displays, cartography, fossils, and live-fed atmospheric data. The exhibit design reveals opportunities to explore the intersection between man-made and natural systems; illuminating the primordial relationship between earth and sky. Through a highly iterative design process in form-making and fabrication (marrying both high-tech and primitive technologies), the exhibit mediates between the organic and the man-made; the physical and the atmospheric; the neutral, existing space and the flexible, complex insertion; the grounded and the celestial. The work of La Dallman Architects is published in journals within the United States, in the book The Green Braid, as well as in Spain’s a+t and Canada’s Azure. La Dallman Architects has been selected for solo exhibitions and group shows in Chicago and Milwaukee as well as at the Carnegie Museum of Art.

Massachusetts Institute of Technology

Public Works: Projects in Play While architecture has traditionally defined the limits between public and private, the public realm is not merely a byproduct of architecture and urbanism. It is an actively constructed physical, political and social space, whose parameters are constantly being renegotiated. By introducing responsive and interactive environments to public spaces, the possibility of intelligent interface and emergent relationships between users and space can be enabled. These new spatial configurations encourage both collective and individual participation impacting urban space and public life. Encountered on the street within the normative activities of urban life, these installations engage the public through “play”. Each of the projects discussed above constructs scenarios where the public is invited to enter a new space of “play” within the city. The play is set in motion by a series of devices, material and architecture as well as immaterial, dynamic and technologically enabled. These projects advocate for a critical and creative public space practice that is socially, technologically and physically engaged. They underscore the fact that developments in social issues, sustainability, technology and design are not mutually exclusive but intertwined. They seek to recast architecture as the production of environments that deploy a full range of materials, technologies and effects to engage a public into a larger debate about energy, architecture and the environment. The design research behind these projects is directed toward an architecture that is information dense, real time interactive, and constitutive of new publics and new public realms.

ACSA Faculty Design

J. Meejin Yoon

Interactive Public Space

University of Southern California

Material is the media of architecture. It is a physical expression of context and culture. Its intrinsic qualities and limitations determine the approach to design and form. It has the ability to define architecture. With specific dimension, weight, and technical qualities, a material directs a design process. As the foundational premise of making, material influences all else. This project examines the influence of material on architecture through the Low-Country Line House in North Georgia. This project illustrates how a vernacular material and building construction influences design. Examining the influence of: form, cost, methods of construction, fabrication of product, installation of materials, structural and aesthetic performance, ecological and sustainable impact, and spatial/light/visual impact this project provides an analytical process for the implementation of the potential of a material. This project emerges from a sensibility founded in material celebration. It works within the guidelines of a materialâ&#x20AC;&#x2122;s performance, modularity, structural capabilities, formal presence and emotive power to produce an architecture that is of a material. As a case study it represents a material methodology founded in architecture of material influence.

ACSA Faculty Design

Gail Peter Borden

Low Country Line House

HDE

ACSA/AIA Housing Design Education Awards Granted jointly by the Association of Collegiate Schools of Architecture (ACSA) and the American Institute of Architects, Housing & Custom Residential Knowledge Committee (AIA, HCR KC) to recognize the importance of good education in housing design to produce architects ready for practice in a wide range of areas and able to be capable leaders and contributors to their communities.

ACSA/AIA Housing Design Education

Ryerson University

Ian MacBurnie & Mark Gorgolewski

Revaluing Suburbia and the Single-Family Detached House Ian MasBurnie is a graduate of McGill University (Montréal) and the Architectural Association (London), Dr. MacBurnie is Associate Professor in the Department of Architectural Science, Ryerson University, where he lectures on housing and urbanism and instructs design studio and undergraduate thesis. An award-winning academic and registered architect, Dr. MacBurnie is a member of Ryerson University’s winning entry in Canada Mortgage and Housing Corporation’s 2006 “Net Zero” housing competition. In August, 2007, he led an international team of architects, engineers, and students in completing the first phase of a project in Kashmir, Pakistan to re-house a group of earthquakedisplaced families. MacBurnie has published articles on architecture and urbanism in journals, books, and the media. He is completing the manuscript for The City and the American Dream, a wide-ranging exploration of interfaces between culture and urbanism in 20th Century America. The work highlights urban / suburban interrelations while considering the roles of race, class, and ethnicity in the making of the city. Themes are explored generally and in relation to the particular experiences of Detroit, Los Angeles, and Houston. Ongoing research, framed within the theme of justice in the making of the city, explores interfaces between housing, urbanism, and urban design in metropolitan contexts of Canada, the United States, the Caribbean, and the Middle East. Ian MacBurnie is Canadian representative of S333 Architecture + Urbanism, an award-winning practice with offices in Amsterdam and London. Dr. Mark Gorgolewski completed his undergraduate degree and Diploma in Architecture at University College, London, a M.Sc. in energy efficient design at Cranfield University, and a Ph.D. about Energy Efficient Housing at Oxford Brookes University in 1995. He is a registered architect in the UK and has worked for many years as an architect, researcher and environmental consultant to the construction industry. He has published several books and many refereed journal and conference papers and articles on issues of sustainable construction. Dr. Gorgolewski is on the Board of the Canada Green Building Council (CaGBC) and is a LEED Accredited Professional. He is active in the Toronto Chapter of CaGBC where he is also a board member. He has held many other, similar roles including Chair of the Association for Environment Conscious Building in the UK. Dr. Gorgolewski is currently Associate Professor in the Department of Architectural Science, at Ryerson University where he lectures and researches on issues of sustainability, design and building science. He has been active in teaching the principles of the integrated design approach, and is developing a new graduate programme in the building science of sustainable design. He has received many grants from public and private institutions to investigate issues of sustainable construction. Current areas of research include sustainable housing, reuse of resources–buildings, components and materials–and benefits of thermal mass. Recently he was coordinator for one of the winning teams in the CMHC Equilibrium Housing Competition to design a sustainable, net zero energy housing development. 55

ACSA/AIA Housing Design Education

University of Arkansas

Stephen Luoni, Aaron Gabriel, & Jeffrey Huber

Habitat Trails: Habitat for Humanity from infill house to green neighborhood design

Aaron J. Gabriel is Assistant Director of the University of Arkansas Community Design Center (UACDC) and an Adjunct Assistant Professor in the University of Arkansas School of Architecture. His work at UACDC specializes in interdisciplinary public works projects combining landscape, urban, and architectural design. He has been published in numerous books and periodicals, including Design Like You Give a Damn, Integral Urbanism, Architecture, Architectural Record, and Landscape Architecture. His teaching and design work have won more than 30 awards from The American Institute of Architects, the American Society of Landscape Architects, the American Collegiate Schools of Architecture, and others. He is the recipient of several design competition awards, most notably with partner Katherine Chang as one of five winning entries for the Common Ground Community’s First Step Housing Competition, which is currently under construction. He previously worked in New York City with Daniel Frankfurt, P.C. as a designer and consultant for several major New York City and state transportation authorities. Gabriel holds a Bachelor of Science from the University of Florida and a Master of Architecture from Columbia University. Jeffrey Erwin Huber is currently a Junior Partner at Howard Davis Associates Architects (HDAA) in St. Augustine, Florida. His work focuses on the integration of ecological technologies in landscape and architectural design. His design and research have won numerous awards, most recently two Boston Society of Architects (BSA) 2007, Unbuilt Architecture Awards. His graduate work has been published in Sustainable Construction by Dr. Charles Kibert. His professional work has been published in Architecture, Oz Journal, JAE, and the 2007 ACSA Just Add Water Conference Proceedings. Huber has previously worked in Miami for Zyscovich Architects, Inc. and most recently at the University of Arkansas Community Design Center. Huber holds a Bachelor of Design in Architecture and a Master of Architecture from the University of Florida. Stephen Luoni is Director of the University of Arkansas Community Design Center (UACDC) where he is the Steven L. Anderson Chair in Architecture and Urban Studies. His design and research have won more than forty design awards, including two Progressive Architecture Awards, an American Institute of Architects Honors Award, and two American Society of Landscape Architecture Awards, all for planning and urban design. His work at UACDC specializes in interdisciplinary public works projects combining landscape, urban, and architectural design. Current work includes design and planning for municipal infrastructure, residential communities, campuses, parks, and big box retail. His work has been published in Oz, Architectural Record, Landscape Architecture, Progressive Architecture, Architect, Places, L’Architecture d’Aujourd’ hui, Progressive Planning, and Public Art Review. He previously taught at the University of Florida and was the 2000 Cass Gilbert Visiting Professor of Architecture at the University of Minnesota. In Fall 2006 he was the Ruth and Norman Moore Visiting Professor in Architecture at Washington University in St. Louis. Luoni has a BS in Architecture from Ohio State University and a Master of Architecture from Yale University. 57

JAE

Journal of Architectural Education Best Design as Scholarship Article This award is selected as the JAE Best Design as Scholarly Article from the all those submitted to the journal in the award year. The JAE has for more than 60 years represented the Association of Collegiate Schools of Architecture as the flagship publication of this important architectural organization.

The University of Texas at Austin

JAE Best Design as Scholarship Article

Lois Weinthal

With great economy, Lois Weinthal’s article, “House Lab,” conveys the pedagogical intentions and full-scale outcomes of an advanced design studio at the University of Texas at Austin. Taking as its subject perhaps the most emotionally and psychologically fraught of building types, Weinthal challenged students to examine the house as a critical concept, both physically and culturally constructed. Rather than denying or deriding the nostalgia so intrinsic to the idea of house, Weinthal instead made nostalgia the focus of the studio’s formal and theoretical investigations as students explored notions of memory, time, and lived experience. Drawing on artistic precedents, including the work of Gordon Matta-Clark and Rachel Whiteread, and philosophical ideals, such as the phenomenological concept of dwelling, Weinthal and her students analyzed the idea of house as interior condition, exterior object, and icon. Their studies ranged from examinations of actual houses, including abandoned and gutted bugalows, to critiques of the programmatic conventions that define the public and private realms within the house. Weinthal’s article documents both this process and the product: a body of work that reconstructed the residential domain as a innovative material and spatial practice at once utterly familiar and entirely new.

JAE

Journal of Architectural Education Best Scholarship of Design Article This award is selected as the JAE Best Scholarship of Design Article from the all those submitted to the journal in the award year. The JAE has for more than 60 years represented the Association of Collegiate Schools of Architecture as the flagship publication of this important architectural organization.

University of Illinois at Urbana-Champaign

JAE Best Scholarship of Design Article

Panayiota I. Pyla

The JAE article selected for the “Best of Scholarship of Design” this year exemplifies the high standards sought by the journal, and the timeliness of good scholarship. In a carefully researched and thoughtful article, Panayiota Pyla has explored the connection between two powerful, post-war figures in the Mediterranean world, Hassan Fathy and Constantinos Doxiadis. These two figures are popularly known for nearly opposite positions—vernacular, Egyptian housing versus the scientific planning of Ekistics—yet Pyla’s work reveals the brief period of their collaboration, and the manner in which that collaboration shaped their later positions. Fathy’s well known interest in the courtyard house type became more abstract and technically rigorous during his four years of work with Doxiadis Associates, and even after he returned to Egypt to develop the arguments for an Arab, Egyptian or Muslim architecture, he continued to draw on the scientific, interdisciplinary, and international outlook of Ekistics. In a careful narrative, Pyla’s article reveals some of the enduring challenges of modernization and modernity in the Muslim world.

2008 AIA Education Honor Awards

“Pulling Tendons” Steel Museum project for Pittsburgh, Pennsylvania Site by Greg Taylor

The American Institute of Architects (AIA) Education Honor Awards Program celebrates excellence in architecture education as demonstrated in classroom, studio, community work, and/or in various educational settings. This year the AIA is proud to recognize six courses that address critical issues of the profession. “It is remarkable,” commented Jury Chair Joyce M. Noe, FAIA, that “the six programs selected this year are in sync with and reflect many of the same priorities as the AIA.” Sustainability, collaboration, social issues and public engagement, and global practice are addressed in coursework the jury characterized as forward thinking and inspirational. One program took on the challenge of change in the curriculum to better respond to these challenges. In The Learning Barge Project, architecture, engineering, landscape, education, and history students are creating a floating field laboratory to teach visitors about renewable power generation, rainwater collection systems, and related sustainable practices. Not only are architecture students learning about ecological systems, the barge will engage 19,000 people each year through interactive K-12 school trips, teacher training, and public workshops. The DESIGNhabitat 2 Initiative combined factory-based prefabrication with traditional site-built construction to create a model for disaster relief. “The resultant model is superior design at low cost for Habitat for Humanity,” the jury said, and has “allowed students to investigate different modes of both processing design information and building sequencing.” The Collaborative Integrative-Interdisciplinary Digital-Design Studio ties third- and fourth-year level design and building technology courses to connect students, faculty, and professionals in community design projects with real clients and budgets. Students developed interpersonal skills and produced a variety of constructed results through short-term projects that involved multidisciplinary team collaboration. The Smart Structures—Experiments in Linking Digital and Physical Design Strategies lab brought together students and faculty from the U.S., the Netherlands, and Germany to focus on new ideas in digital design and synthetic fabrication. The work clearly shows the potential of global collaboration on a shared digital platform, melding design and manufacturing. In Design and Democracy, first-year students designed, built, and installed temporary projects that would foster engagement with their designs as commentaries on social issues. This is a great introduction for first year students to consider the relationship between societal and architectural realms, the jury noted. An Incomplete Curriculum for Transformation explores the possibilities of an evolving curricular structure that builds on tradition, embraces challenges, and expects change. The jury cited the holistic goals of the program—collaboration with professionals, coordinated design studios, infusion of workshops, and focus on critical thinking—as worthy of recognition. It is “ambitious and out of the box.” These outstanding projects are described more fully in the following pages. The AIA appreciates the thoughtful deliberations of the jury and acknowledges the Educator/Practitioner Network Advisory Committee for supporting and overseeing the Education Honor Awards Program. www.aia.org/epn 68

AIA Education Honor Awards AIA Educator/Practitioner Network

University of Virginia

AIA Education Honor Award

Phoebe Crisman

The Learning Barge Project: Students Engaging the Community + Environment The Learning Barge initiative is a collaboration among University of Virginia students, the nonprofit Elizabeth River Project, community partners, and professionals to realize a project with wide-reaching educational, environmental, and social benefits. In a series of cross-disciplinary design studios and workshops taught by Professor Phoebe Crisman within the MArch curriculum, architecture, engineering, landscape, education, art, and history students have researched and designed and are building a nomadic, off-the-grid environmental classroom. The Learning Barge will traverse the Elizabeth River, a major port and the most polluted tributary of the Chesapeake Bay, engaging 19,000 people each year through interactive K-12 school trips, teacher training, and public workshops that relate human actions with the tidal estuary ecosystem, pollution prevention, and wetland restoration. Powered entirely by solar and wind energy, the 32’ x 120’ barge and its integrated curriculum is designed to teach about renewable power, rainwater collection, gray-water filtration in an onboard native plant wetland, recycled materials, green technologies, and the Elizabeth River’s ongoing restoration. Thanks to major support from the Virginia Environmental Endowment, Lowe’s Educational & Charitable Foundation, US EPA, NCARB, and others, an August 2008 launching is anticipated. The multi-year initiative contains several objectives for architectural education: making a positive difference through design by connecting students with real communities that would not have access to design services; fostering a commitment to environmental ethics and deep, hands-on knowledge of green strategies at the architectural and urban scales; linking that awareness to formal and aesthetic research; and helping students connect their design education and daily lives as responsible citizens of their local and broader community. While demonstrating the didactic value of architecture for environmental education, the Learning Barge Project establishes an innovative architectural model of research service learning and integrated design at the University of Virginia and beyond.

AIA Education Honor Award

Auburn University

David Hinson, FAIA, and Stacy Norman, AIA

The DESIGNhabitat 2 Initiative An elective seminar and design-build studio offered to 3rd and 4th year students in a 5-year bachelor of architecture program. In response to the devastation wrought along the Gulf Coast in the fall of 2005, the first problem to be tackled by Habitat for Humanity was the near total absence of Habitat’s principal resource—community-based volunteer builders. Facing a pool of over 20,000 qualified families and a “best case” capacity of 1,000 houses per year via their traditional building process, Habitat began to look for alternatives that would enable them to build homes quickly and with significantly fewer volunteer builders on site. Leveraging a six-year partnership between the School of Architecture at Auburn University and Habitat for Humanity, David Hinson, FAIA, and Stacy Norman, AIA, developed the DESIGNhabitat 2 project: a two-semester initiative designed to test the viability of combining factory-based prefabrication with traditional site-built construction as a model of “Katrinaresponse” options for Habitat affiliates across the region. Working under the direction of Hinson and Norman, 13 third- and fourth-year architecture students worked for approximately 10 months to research, design, and construct an award-winning home utilizing a hybrid of modular and site-built construction strategies. The DESIGNhabitat 2 initiative provided a valuable illustration of the viability of this construction approach as a solution to the volunteer-labor shortages faced by Habitat in the Gulf Coast region. In addition, the synthesis of design-build and service-learning teaching methods used in this program provided students with a powerful model for meaningful action in the face of a natural disaster of overwhelming magnitude— empowering them to become effective “citizen architects” in their professional lives.

California Polytechnic State University, San Luis Obispo

AIA Education Honor Award

Thomas Fowler IV

The Collaborative Integrative-Interdisciplinary DigitalDesign Studio (CIDS) The CIDS provides practice-based courses that forge an integration of the design studio with building technology, starting at third year level of the 5-year Bachelor of Architecture curriculum. Use of advanced tools allow for building systems integration, group case study analysis, design research and collaborative interdisciplinary community design-build projects. Over a third of the undergraduate students have the opportunity to participate in CIDS in one of four ways: enrolling in a required course; signing-up for independent design or research study; joining an interdisciplinary team project; or participating in the competitive annual selection process to join the CIDS work study team. It is an intense three-quarter integrated sequence of courses, connecting students in the design studio to faculty, industry professionals and clients from a wide range of disciplines, even those outside of architecture. The disciplines that students have collaborated with in the past have included new media arts (film), english, computer science, art & design, architectural engineering (structural engineering), construction management, landscape architecture and city regional planning. Industry professionals have included: building cladding/concrete subcontractors, shade structure manufacturers, virtual reality and motion tracking software companies. Students acquire an understanding of the theoretical and procedural foundation for effective utilization of digital media in the design process, while being grounded in traditional media. Also as important, we aim to develop awareness and skills so students can succeed in todayâ&#x20AC;&#x2122;s media driven profession. The CIDS framework for engaging the students is multi-faceted: a 1-2 day design studio project conceptualization charrette for interdisciplinary community and/or research grant proposals, 3-4 week interdisciplinary design-build projects, and independent design studio and research projects. The CIDS also provides an environment which continually assists the student in efforts to give a voice to individual creativity and establishes a learning environment that feeds itself and evolves as the learners grow.

The University of Tennessee-Knoxville

AIA Education Honor Award

Edgar Stach

The Smart Structures Lab

The Impact of Digital Design Processes in a Global Teaching Environment During the summer and fall semester of 2006, a new course, “The International Smart Structures Lab,” brought together architecture students and faculty from the U.S., the University of Tennessee in Knoxville; the Netherlands, the Technical University of Delft; and Germany, The University of Kassel, in a collaborative studio setting to focus on new ideas in digital design and synthetic fabrication. The collaborative studio was to transcend political boundaries to achieve a cross-pollination of critical pedagogical and style elements, which is key in an increasingly flat world. New technology in the building industry increasingly calls for architects to blend disciplines. In a studio setting we were able to examine the workflow between digital design and modeling tools, analysis and fabrication tools, and various analog design and fabrication methods on a shared communication platform. Academia is rapidly developing the capabilities to move beyond the virtual. Comprehension of CAD (Computer-Aided Design), CNC manufacturing (Computer Numerical Control), and rapid prototyping are as crucial to architectural training today as was knowledge of manual tectonics for the architects of yesterday. By using a central database and digital fabrication methods, students could work simultaneously on the same CAD model. The data for laser cutting, CNC milling, and 3D printing could be developed in different locations and shared among the team members. This capability opened up a very different academic experience for the students. Knowledge or technologies not available on their home campuses no longer limited design development or outcome. Students shared resources and knowledge globally to develop and execute architectural projects. The opportunity to enter an international academic classroom and connect effectively with faculty and students through communication media opens a completely new vision on how and who we teach, providing unprecedented access to preferred institutions as well as cultural and political cross-fertilization. On the web at www.smartstructures.org The University of Tennessee Knoxville, USA, College of Architecture and Design , Associate Professor Edgar Stach University of Kassel, Germany, Professor Manfred Grohmann, Dipl.Ing. Oliver Tessmann, Dr.-Ing. Gregor Zimmermann, Dipl.-Des. Markus Schein University of Delft, Netherlands, Professor Bige Tuncer, Professor Andrew Borgart, Dip.-Ing. Paul de Ruiter The International Design studio was supported by: • The University of Tennessee - Ready for the world initiative • The College of Architecture and Design, UT Knoxville • TU Delft, Chair of Informatics • The University of Kassel 77

The Pennsylvania State University

AIA Education Honor Award

Peter Aeschbacher

DESIGN & DEMOCRACY Design-Build Installations to Foster Democratic Engagement As part of a new federal commemoration—Constitution Day— first-year architecture students created installations that served as devices for democratic engagement. The projects transformed everyday spaces into arenas for discussion and debate by providing platforms—symbolic or otherwise—for orators, arguments, and even a bit of delight. Three projects were designed, built, and temporarily installed on campus for Constitution Day 2007: Writers’ Block, an interactive engagement with free-speech; the Illicit Lit Lounge, an alternative library of banned books outside the campus library; and Perspectives on the Death Penalty, an installation embodying the qualities of argumentation and public debate. Selecting a topic outside the traditional bounds of architecture was a deliberate pedagogic strategy. Students were challenged to translate the topic—democracy as a mechanism for public decision-making–-into their own discipline, allowing them to refine their understandings of the scope and limitations of the field they are entering. The studio introduced a critical model of practice in which good inquiry leads to good design, uncovers previously unseen relationships, and overlays multiple scales of information and in which students move from facts to issues to considered application. Design-build projects are a tradition in the second semester of the first year of Penn State’s architecture program. Building on a foundation of linked studio and theory courses, the projects involve the planning, design, and construction of a small, full scale project, typically on a campus location. The studio provided a full architectural experience, from concept to design, permits, construction documents, construction, and, finally, the opportunity to have the public engage with their work. Students were given an insight on how the profession functions early in their education in order to make informed decisions about their own goals. The studio further sought to foster a sense of “public work” and an appreciation for the power and responsibility of design in shaping the world.

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AIA Education Honor Award

University of Minnesota

Ritu Bhatt, RenĂŠe Cheng, John Comazzi, Ozayr Saloojee, & Marc Swackhamer

An Incomplete Curriculum for Transformation Development of this curriculum model began with a question: If continuing to teach within established curricular goals, means, and methods proficiently trains the architects of yesterday and todayâ&#x20AC;&#x201C;-what curriculum best prepares designers for the rapidly developing challenges and opportunities of tomorrow? Four junior faculty were entrusted by their senior colleagues to respond to this provocation and craft a curriculum with mentorship by the head of the school. They began with incremental alterations to an established curriculum, arriving at a proposal that harvests strengths of the faculty while empowering students to project individual paths based on varied beliefs and practices. In its structure, the new model promotes two alternating modes of working: a slow burn (representing our responsibility to the discipline, grounded in the fall semester) and the agile or nimble (providing an ability to respond, immersed in a dynamic spring semester). Changes were guided by three primary values: Building on Tradition Embracing Challenges Expecting Change Building on Tradition: The very best curriculum invisibly sets in motion certain trajectoriesâ&#x20AC;&#x201C;-precedents must be carefully selected, historical movements and momentum must be understood. At the heart of our tradition are the reflective practices of the design studio. Embracing Challenge: Education must instill the will, the passion, and the energy to confront new challenges. The expressed goal of this curriculum is to provide students with the confidence and skills to negotiate large messy problems and prepare them to anticipate the varied consequences of their proposed actions. Expecting Change: By embracing change as inevitable, this curriculum encourages us to foster internal challenges to the very subject matter it seeks to promote, thus ensuring the kind of self-critical practices necessary for intelligently engaging future challenges.

ACSA/AIA Topaz Medallion John Maudlin-Jeronimo, FAIA, University of Maryland; Jeffery Potter, AIA, Jeff Potter Architects; Andrew Caruso, Assoc. AIA, American Institute of Architecture Students; Sharon Sutton, FAIA, University of Washington; & Dan Hoffman, Arizona State University

ACSA Distinguished Professor Patricia Kucker, University of Cincinnati; Keelan Kaiser, AIA, Judson University; Tony P. Vanky, Assoc. AIA , American Institute of Architecture Students; Ted Landsmark, M.Ev.D., JD, PhD, Boston Architectural College; & Bill Conway, AIA, University of Minnesota

ACSA Collaborative Practice Patricia Kucker, University of Cincinnati; Keelan Kaiser, AIA, Judson University; Tony P. Vanky, Assoc. AIA , American Institute of Architecture Students; Ted Landsmark, M.Ev.D., JD, PhD, Boston Architectural College; & Bill Conway, AIA, University of Minnesota

ACSA/AIAS New Faculty Teaching Patricia Kucker, University of Cincinnati; Stephen White, AIA, Roger Williams University; Joshua Larson, University of Minnesota; & Leah DePriest, President AIAS Southern Illinois Universityâ&#x20AC;&#x201C;Carbondale

ACSA Creative Achievement Patricia Kucker, University of Cincinnati; Keelan Kaiser, AIA, Judson University; Tony P. Vanky, Assoc. AIA , American Institute of Architecture Students; Ted Landsmark, M.Ev.D., JD, PhD, Boston Architectural College; & Bill Conway, AIA, University of Minnesota

ACSA Faculty Design Bruce Lindsey, Washington University in St. Louis; Patricia Kucker, University of Cincinnati; Steve Weeks, University of Minnesota; & Jennifer Yoos, University of Minnesota

ACSA/AIA Housing Design Education John Klockeman, AIA, Opus Architects & Engineers; R. Thomas Jones , AIA, California Polytechnic State University; Bill Conway, AIA, University of Minnesota; & Patricia Kucker, University of Cincinnati

Journal of Architectural Education JAE Board of Directors; Patricia Kucker, University of Cincinnati; Keelan Kaiser, AIA, Judson University; Tony P. Vanky, Assoc. AIA, American Institute of Architecture Students; Ted Landsmark, M.Ev.D., JD, PhD, Boston Architectural College; & Bill Conway, AIA, University of Minnesota

AIA 2008 Education Honor Joyce M. Noe, FAIA, University of Hawaiâ&#x20AC;&#x2DC;i at Mano; Dennis A. Andrejko, AIA, University at Buffalo, the State University of New York, Andrejko and Associates; Robert A. Ivy Jr., FAIA, Architectural Record/McGraw-Hill; Anne G. Mooney, LEED AP, University of Utah, Sparano + Mooney Architecture Inc.; & Tony P. Vanky, Assoc. AIA , American Institute of Architecture Students 82

JurY 83

2007-2008

ACSA PRESS

WA S H I N G T O N , D C