2010 Architecture Education Awards Book by Association of Collegiate Schools of Architecture

Architectural Education Awards Association of Collegiate Schools of Architecture & 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 ACSAâ&#x20AC;&#x2122;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

Copyright ÂŠ 2010 The Association of Collegiate Schools of Architecture ISBN 978-0-935502-74-9 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

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 Awards

Jury

2009-2010 ACSA Awards

UDBS: HAMNETT HOMESTEAD SUSTAINABLE LIVING CENTER

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. 3

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.

Princeton University

Michael Graves

Michael Graves, FAIA, has been teaching architectural design and theory for over four decades. His teaching career evidences great breadth and influence. During his 39 years in Princeton’s School of Architecture, from 1962 to 2001, Michael taught thousands of undergraduate and graduate architecture students and undergraduates in other disciplines, thereby influencing a wide range of students. In addition, Michael has served as a visiting professor, given lectures, and participated in design juries at numerous other schools of architecture. He has given over a thousand public lectures, thereby extending his influence to a yet wider range of students as well as members of the profession and the public. At both graduate and undergraduate levels in Princeton’s School of Architecture, Michael taught architectural design studios, supervised independent study projects, advised students on their theses, conducted lecture courses and seminars on architectural theory and design, served on juries, participated in research projects, organized exhibitions, gave public lectures, and published scholarly papers. Many of these endeavors transcended specific expertise in architectural design by making connections among areas—urban design, architecture, interiors, painting, sculpture, and literature. His own designs and analyses draw on his knowledge of history from ancient to modern times, and he therefore imbues his students with a sense of the past in the context of current aesthetic and social interests.

ACSA/AIA Topaz Medallion

Michael’s teaching career also evidences great depth and has had a cumulative effect on a long line of students. His teaching has been paralleled by an extraordinary career as a practicing architect. As a results, he has been a positive role model for a variety of students—those who have become educators, those who have become practitioners, and those, like Michael himself, who have chosen to do both. Over a dozen of his students and former employees have become department chairpersons or deans of architecture schools, and a great many have major design roles in their firms, lead architectural organizations, or make important contributions to the literature of the field. In addition to its other rewards, Michael has always regarded teaching as a way of contributing to the future of architecture. In addressing a graduating class at Florida International Fine Arts College, he remarked, “For me, the profession of architecture is all about the joy of learning and creating, the fulfillment that comes with making a contribution to society. In my career, I have been like a doctor in a teaching hospital in that I practice, do research and also teach, which for me is a way to ‘give back’ to the profession.” By enriching the education of future practitioners and teachers, Michael has influenced the future of architecture and will continue to do so through his students for years to come. The citation read by President Bill Clinton when presenting the 1999 National Medal of Arts for Michael’s “exceptional achievements in architecture and design” stated, “As an educator and artist, he has taught us the importance of beauty, simplicity and intelligence in creating our everyday environment.” Michael’s dual role as architect and dedicated educator has had a profound and lasting effect on his students and generations of architects. 7

ACSA Distinguished Professor Awards

To recognize sustained creative achievement in the advancement of architecture education through teaching, design, scholarship, research, or service.

University of Illinois, Urbana-Champaign

From the front page of The New York Times to Time.com to National Public Radio to her award-winning books, Design Juries on Trial and Designing for Diversity, she calls for designers to pay greater attention to those who are left out and left behind. Theodore Landsmark, President of Boston Architectural College, wrote: “…Kathryn has my highest recommendation as a distinguished teacher because of the transformative impact she has had on the professional practice of architecture, and on how the profession looks at itself as an engine of social change. Frank Lloyd Wright, Gropius, Corbusier, Kahn, Gehry, and other great architects have viewed themselves as contributors to the built environment, and as agents of social change…Yet it has been Kathryn Anthony who, through her quietly consistent and thoroughly researched admonishments to the profession and to design schools, has brought to architecture a true sense of how far short we have fallen in opening the profession to all, without regard to gender, race, or ethnicity…I can think of no other individual more deserving for her past, present, and future teaching contributions to increasing the diversity of design education and the architectural profession.”

ACSA Distinguished Professor

Kathryn Anthony

Throughout her academic career, Professor Kathryn Anthony has served as a catalyst to challenge and change architectural education and practice, inspiring faculty to create more humane learning environments, architects to create more humane working environments, and students to empower themselves. Her teaching, research, writing, service, and media appearances have educated a generation of architecture students, faculty, and practitioners—and the public—about the critical importance of designing spaces for people and designing for diversity.

University of Wisconsin-Milwaukee

Thomas Hubka

Thomas C. Hubka is a Professor in the Department of Architecture at the School of Architecture, University of Wisconsin−Milwaukee. Through almost forty years of teaching he has attempted to link the practice and teaching of architecture to historical and cultural context. Professor Hubka has taught architecture at the University of Wisconsin−Milwaukee for over twenty years and at the University of Oregon for fifteen years. He has published widely on topics of popular, vernacular architecture, including theoretical works and detailed studies of common buildings such as New England farms, bungalows, ranch houses, and workers’ cottages. Hubka has been recognized for his study of 18th Century, Polish wooden synagogues culminating in the book, Resplendent Synagogue: Architecture and Worship in an Eighteenth Century Polish Community (Brandeis University Press and The University Press of New England, 2003), for which he received the Henry Glassie Award from the Vernacular Architectural Forum in 2006 in recognition of his lifetime of achievement in the field of vernacular architecture studies. He has taken his studio classes to Lviv, Ukraine where students have exhibited their designs for a museum of Ukrainian culture exploring the complexities of Ukraine’s multi-culturalism national history.

ACSA Distinguished Professor

He is currently working on a book about the transformation of American housing and domesticity in dwellings such as workers’ cottages, bungalows, and duplexes from 1900-1930. His overall scholarly work has recently been recognized by the University of Wisconsin− Milwaukee through the receipt of the 2007 Graduate School/UWM Foundation Research Award.

New Jersey Institute of Technology

Anthony Schuman

Over a thirty year career in architectural education, Anthony Schuman’s work has been marked by his consistent and passionate focus on architecture’s social vocation. From his first stirrings as a student activist at Columbia in the late 1960s to his current involvements in community development, Schuman has drawn on Anatole Kopp’s definition of architecture as “a framework for existence that society creates for itself.” In the process he has developed a pedagogy of engagement that combines scholarship, teaching, and service in a seamless web. His design studios and seminar courses in housing and urban development take students out into the community and bring larger issues back to the studio and classroom. Schuman’s scholarship has been recognized with awards from ACSA, the AIA, and the Society for American City and Regional Planning History. At NJIT he has received an Excellence in Teaching Award and the Board of Overseers Service Award. In 2007 he was awarded a medal by the Newark Municipal Council for organizing a celebration of the Newark Eagles, the city’s former championship Negro Leagues baseball team.

ACSA Distinguished Professor

In each of his involvements Schuman has exercised a leadership role. At the School of Architecture (now the College of Architecture and Design) at NJIT he has served as Undergraduate and Graduate Program Director and Acting Dean. At ACSA he served two terms on the JAE Editorial Board and seven years on the Board of Directors including a term as president. On the ACSA board he was instrumental in creating the collaborative practice award and setting in motion the sustainability and housing initiatives that have borne fruit in recent years. Schuman is a past chair of the New York City chapter of Architects/ Designers/Planners for Social Responsibility. He presently serves on the Montclair Housing Commission and on the boards of the Newark Preservation and Landmarks Committee and Lincoln Park/Coast Cultural District Inc., a community development corporation. As his colleague Michael Mostoller observed in his nominating letter, Schuman’s “scholarship, teaching, and service have all received extensive public and professional recognition on their own. Yet it is the powerful linking of these arenas of academic accomplishment in the carrying on of the foundational values of a humanistic “community architecture,” “public practice,” or “pedagogy of engagement,” that provides the rarity of the effort.”

Louisiana State University

Chris Theis

Chris Theis has been a member of the Louisinana State University faculty in the School of Architecture since 1988. Chris has an exemplary record of design, scholarship, research, service, and most significantly, his teaching in the topic of sustainability. He has a record of accomplishments in all areas of academia having served as Director and Interim/Acting Director at the University of Kansas and Louisiana State University as well as President of the Society of Building Science Educators. His commitment to bringing the issues of sustainability to the classroom has been evident in his teaching and service activities throughout his career. His recent activity on the Society of Civil and Structural Engineers committee to create a Carbon Neutral Design website, which will serve as an invaluable resource to students and professional architects alike, is a defining moment in his career in which all of his various endeavors seem to come together.

ACSA Distinguished Professor

The impact that Chris has made through his teaching can be found in the many students and alumni who have been moved to action by his passion for sustainable design and his commitment to the principles of ecology. His quiet demeanor belies a strong-willed critic who expects and receives excellence and rigor in all aspects of the educational environment from the classroom, to the studio, to the extracurricular activities of the school. This quality is best demonstrated in the words of Dan Rockhill, one of his nominators for the Distiguished Professor Award: “What is especially delightful about Chris’ work is the fact that design has never been compromised in the effort to bring the critical issues of carbon neutrality to the table.” When considering the criteria for this award and reflecting on past recipients of the award, it is clear that there is no singular model for what qualifies someone to be designated a “Distinguished Professor.” However, the common characteristic is a focused and sustained contribution to a topic or aspect of academia. Chris Theis has made the promotion and advocacy of sustainable design through teaching, service and research his area of focus and excellence.

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

Carnegie Mellon University

The Hamnett Homestead Sustainable Living Center (HHSLC) is a catalytic demonstration project developed through a participatory design process involving a challenged urban community, a university affiliated design build program, a university affiliated urban institute, a non-profit agency focused on the implementation of sustainable urban agriculture strategies, a non-profit materials repurposing center, two foundations, and multiple volunteer consultants. The project, executed over the course of one year, commenced with a broad scale urban analysis and terminated with the completion of the HHSLC PHASE ONE construction. The collaborative effort was initiated specifically as a mechanism to transform expectations regarding participatory design and planning processes in the Allegheny County Region; to leave behind tangible evidence of the process and elevate prospect for the future by implementing a built project for the community as an outcome.

ACSA Collaborative Practice

John Folan

UDBS: Hamnett Homestead Sustainable Living Center

University of Arkansas

Michael Hughes

Tectonic Landscapes: The Outdoor Classroom Project The Tectonic Landscapes initiative focuses on small, unremarkable, and often forgotten places adjacent to the lives of under-served people. Located in the boundary between architecture and landscape the projects seek to create experiential delight out of small-scale design opportunities. Through the adaptive re-use and recycling of leftover urban spaces, the resulting projects augment and enhance existing building infrastructures with new, primarily outdoor, spaces that provide pragmatic functions, promote play, and exhibit a social and environmental conscience. The Outdoor Classroom project was a collaboration between The Parent-Teacher Organization (PTO), the schoolâ&#x20AC;&#x2122;s principal and teachers, members of the local construction industry, and an interdisciplinary team of faculty and students from the School of Architecture. The PTO, a non-profit volunteer organization, worked for eight years to raise public awareness about the potential benefits of blending classroom curriculum and outdoor space.

ACSA Collaborative Practice

The completed project provides for a mix of outdoor activities in a centrally located, relatively urban, mixed-income neighborhood where 60% of the students qualify for the free lunch program. At the scale of an individual schoolyard, the project explores the potential for augmenting aging school infrastructure with new, outdoor teaching and recreation spaces that expand learning options and promote physical activity. At the urban scale the project works to reconnect the community to their local school and expand public access to outdoor space.

ACSA Collaborative Practice

University of Houston

Susan K. Rogers & Rafael Longoria

Collaborative Community Design Initiative The Collaborative Community Design Initiative (CCDI) is a program of the University of Houston’s Community Design Resource Center that builds partnerships between underserved communities, faculty and students, and real estate, design and community development professionals. Working across different scales and issues—ranging from ecology, to economics, to the arts and culture—catalysts for change are identified for neighborhoods that build on existing natural and human resources. Community partners take away from the yearlong program a Briefing Book that documents and analyzes the neighborhood, a Summary Book of visions for a more sustainable and economically viable future, and invaluable opportunities to present their visions to elected officials at every level of government, resource teams, and funders. Four of Houston’s most distressed neighborhoods—two predominantly African-American and two predominantly Hispanic—were selected for the pilot program of the Collaborative Community Design Initiative, which focused on once-thriving commercial corridors. CCDI will continue selecting four additional neighborhoods each year, framed around a topic, until they have partnered with organizations representing all of Houston’s 88 official super-neighborhoods. In 2008-2009 twenty-five architecture students participated by working directly with community partners. Four dozen architecture, design, planning, development, and financing professionals shared their expertise at two workshops. And over one hundred community leaders and stakeholders brought their visions and passions to all aspects of the program. Project Team Project Directors: Susan Rogers and Rafael Longoria; CDRC Research Assistants: Maria Oran, Natasha Ostaszewski, and Jay Taylor; Student Teams: Eric Arnold, Johanna Brustmeyer, Jessica Barnett, Miriam Cardenas, Ethan Dehaini, Kiza Forgie, Lianka Gallegos, Aaron Grant, Christopher Hopkins, Mireille Kameni, Ran Li, Jenna McPhail, Robert Mercado, Amanda Neve, Maria Oran, Allison Parrott, Stefano Poisl, Jennifer Reyes, Matthew Rose, Mauricio Suarez, Xiaowen Shi, Ruqiya Imtiaz-Uddin, Sanja Zilic; LISC Houston: Amanda Timm and Paul Wright; and ULI Houston: Gary Altergott and Ann Taylor.

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.

Illinois Institute of Technology

Marshall B. Brown

Marshall Brown is an Assistant Professor at the Illinois Institute of Technology College of Architecture, where he teaches studios and seminars in urban design and architecture. His teaching situates urban design as a fundamentally future-oriented practice, with an expanded potential for engagement with the socio-political milieu. Projects in his studios are typically collaborative and explore how design can expand the urban imagination by projecting and articulating scenarios for the future. Last year Professor Brown won the 2009 Rotch Traveling Studio Grant, with which he led ten IIT architecture students to Morocco, where they developed urban design interventions for the center of Agadir. The city was rebuilt fifty years ago according to CIAM Athens Charter principles after a devastating earthquake, and is now a center of tourism. The students’ projects have been on exhibition in Chicago, at the Boston Society of Architects, and in Agadir this spring.

ACSA/AIAS New Faculty Teaching

Professor Brown has also recently participated as a guest critic for the University of Toronto Cities Centre Workshop with Build Toronto, which is investigating opportunities for several redevelopment sites around the Toronto Metropolitan Area. Prior to his teaching at IIT, Professor Brown also taught at the University of Cincinnati for three years. He has a bachelor’s degree in architecture from Washington University and a Master’s degrees in both Architecture and Urban Design from Harvard University, where he was a Druker Traveling Fellow in Urban Design.

ACSA/AIAS New Faculty Teaching

Northeastern University

Kiel Moe

Kiel Moe is a registered architect and an assistant professor of design and building technologies at Northeastern University. He is a 200910 Fellow of the American Academy in Rome. He received his B.Arch from University of Cincinnati, his M.Arch from University of Virginia, and his M.DesS in Design and Environmental Studies from Harvard University’s Graduate School of Design Advanced Studies Program. He taught briefly at Syracuse University where was also associated with the Syracuse Center of Energy and Environmental Excellence. Before that, he was the Herbert S. Greenwald Visiting Professor at the University of Illinois, Chicago. At Northeastern, Moe teaches design studios, lectures, and seminars on the topic of integrated design/ construction/energy systems. Moe has worked for WW, Doug Garofalo, Hargreaves Associates, The Salk Institute for Biological Studies, among other offices. He has a design it-build it practice for smaller projects that tests certain propositions about architecture, yielding a small building each summer. These projects have received recognition from the ACSA, AIA state and regional awards, and North American Wood Design Awards. Moe also consults with larger offices on integrated design strategies based on his research for projects at a range of building scales, types, and climates. His book, Thermally Active Surfaces in Architecture, will be published by Princeton Architectural Press in March 2010. His first book, Integrated Design in Contemporary Architecture, was published by Princeton Architectural Press in 2008. His current book manuscript is entitled Solidarity: Lower-Technology, Higher-Performance Architecture. His article in the Journal of Architectural Education, “Extra Ordinary Performances at the Salk Institute of Biological Studies,” was awarded the 2009 ACSA/JAE Best Scholarship of Design Award.

University of Tennessee-Knoxville ACSA/AIAS New Faculty Teaching

Tricia A. Stuth

Tricia Stuth, AIA is an Assistant Professor at the University of Tennessee College of Architecture and Design, a Co-Founder and Partner in the firm curb, and a Co-Founder and Principal in the architectural collaborative, Applied Research. Stuth’s focus on the practice, scholarship, and instruction of innovative housing design underpins her work in each of these positions. Her dedication to understanding the design of housing as being intricately influenced by culture and technology, politics, and place have allowed her to make significant contributions to the field. She holds BS and MArch degrees from the University of Wisconsin–Milwaukee and practiced with the Miller|Hull Partnership and Kieran/Timberlake Associates. The AIA recognized Stuth with a Young Architects Award (2010) and her firm’s work has been recognized by the AIA, RIBA, and the Southeast Center for Contemporary Arts (SECCA); and has exhibited and published nationally and internationally. Stuth was awarded the ACSA/AIA Housing Design Education Award (2008) for Tools of Engagement, a studio that examined the technical, social, regulatory, and aesthetic issues associated with off-site fabrication of urban in-fill housing for post-war neighborhoods. The studio established a relationship with Clayton Homes—a leading producer of manufactured/modular homes—and a model for industry, community, and academic partnership that Stuth continues to foster. She is presently leading an interdisciplinary team of students in the design of a New Norris House that will result in the manufacture of a prototypical home for the New Deal Town of Norris—one of the nation’s first planned communities developed by the Tennessee Valley Authority. The New Norris House is funded by the U.S. Environmental Protection Agency as a Winner of the P3: People, Prosperity, Planet Annual Student Design Competition (2009).

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.

ACSA Creative Achievement

California Polytechnic State University, San Luis Obispo

Thomas Fowler IV

Collaborative Integrative-Interdisciplinary Digital-Design Studio (CIDS) CIDS provides the opportunity to interweave scholarship with academia, professional development with research and service at local and national levels, and infuse creativity into collaborative student teamwork. CIDS establishes a theoretical and procedural foundation for the effective utilization of digital media in the design and collaborative process. As important are the skills, awareness, and attitudes that students need to develop to succeed in the current media driven environment. CIDS exists as a bridge between diverse disciplines and systems of learning. Its focus on digital media is a necessary enhancement to the design process, and decisions made concurrent with that process. The CIDS framework employs a multi-faceted approach for engaging students: 1. A 1-2 day design studio conceptualization charrette for interdisciplinary research grant proposals 2. A 3-4 week interdisciplinary design-build project 3. Independent design studio and research projects CIDS hires two to three work study students a year who are guided in developing select charrette proposals and who assist both with the development of the longer term design/build projects, as well as with relevant daily activities. CIDS makes for an unique learning environment which continually assists students in giving voice to individual creativity, and which evolves as the learners grow. 1,500 students from 11 disciplines have developed over 80 projects, with in-kind donations from faculty and industry professionals. Since the program began in 1997 this has amounted to well over 12,000 hours.

University of Virginia

William H. Sherman

South Addition to Campbell Hall The new wing of faculty offices and meeting rooms for the School of Architecture at the University of Virginia develops an enriched set of connections within and beyond its community of students and faculty that were designed to transform the schoolâ&#x20AC;&#x2122;s identity and culture. A dense spatial matrix added to the south wall of Campbell Hall creates a structure for enhanced interaction between the faculty and students of the schoolâ&#x20AC;&#x2122;s four disciplines and the broader university as fertile ground for collaboration and innovation. Within a porous framework opening to the north into the studios and south to the landscape, the offices and common spaces create new pathways for collaboration, reframe the perception of dynamic environmental processes and connect the school to a deep reading of the site and the rich history of its paradigmatic university setting.

ACSA Creative Achievement

Conceived as a multi-sensory catalyst for new insights combining an aesthetic of precision with one of grounded material durability, the South Addition was developed as a finely crafted instrument for engaging and interpreting the world.

University of California, Berkeley ACSA Creative Achievement: Honorable Mention

Maria-Paz Gutierrez

SugarWallSystem, SaltHabitats, SABER Projects The projects here presented are developed by BIOMS research initiative funded by Maria-Paz Gutierrez in 2008 that establish a pioneering intersection between architecture and bio-sciences. The SugarWallSystem project tests the advantages of a 67% organo-grown (unrefined sugar crystals) and 33% synthetic (PMMA) composite for thermal insulation and variable light diffusion probed as potential substitution to triple insulated glazing system deploying lower embodied energy. Light transmission control through molecular activation is explored to provide opportunities of glazing regulation to the scale of pixels. The second phase of research is at initial development in collaboration with EMPAâ&#x20AC;&#x2122;s Building and NanoMaterials Laboratory in Switzerland. The SaltHabitats project proposes alternative urban infrastructural shore typologies that establish an integrated system to diverge marine water flow rise into salt ponds while preserving salt marshes buffer zones in high density urban settlements. By providing areas for saline water retention (saltponds) and areas for absorption and divergence (saltmarshes) the project enables through multi-functional nonconvection salt ponds the cogeneration of electricity (salt bittern), desalinized water, and aquaculture. Fluid dynamicsâ&#x20AC;&#x2122; analysis to test sedimentation and erosion control, as well as differential velocity distribution (recirculation zones) composes the initial research developed in collaboration with the Department of Mechanical Engineering at Universidad Tecnica Federico Santa Maria, Chile. The SABER project (Self-Activated Building Envelope Regulation) develops new biologically inspired environmental sensing technology (BEST) for architectural membrane applications with Optomechanical and Hygrothermal Controls networks. The project establishes an active thin film membrane based on spectral and hygrothermal selectivity developed through an integrated flexible opto-mechanic network associated to an internal dehumidification membrane. The selfregulated membrane system provides potential alternatives to air conditioning particularly in lightweight structures for emergency relief in tropical regions. SABER is developed from its origin in collaboration with the Biomolecular Nanotechnology Center (Professor Luke Lee) at University of California, Berkeley.

University of North Carolina at Charlotte ACSA Creative Achievement: Honorable Mention

Peter L. Wong & Jeffrey Balmer

Writing Architecture: Architectural Texts in Six Genres The Second Year undergraduate writing seminar at UNC Charlotte has enjoyed a 20-year history in the College of Architecture. Originally administered as a pair of courses in support of the sophomore design curricula, the present course offers new strategies for understanding the shared relationship between design and ideas by focusing on specific writing genres important to architecture. The course therefore fulfills the universityâ&#x20AC;&#x2122;s requirement for an intensive undergraduate writing experience. It also serves to foster a better balance between design activities and literary modes of expressing ideas about architecture. The focus of the most recent version of this course is to facilitate student learning through the use of various writing forms. Six genres are identified as common to architectural writingâ&#x20AC;&#x201D;i.e., typical ways in which architects and critics express ideas about buildingsâ&#x20AC;&#x201D; these are: observation, analysis, reflection, criticism, manifestoes, and narrative writing. These six genres are introduced sequentially beginning with the most objective writing position to the most biased. Emphasis is given to the complementary nature of the genres as one moves from observation and analysis toward reflection and criticism, with manifestoes and narration as expressing the most strongly held beliefs of the author. Writing examples for the class include readings from Alain RobbeGrillet and Nicholson Baker (observation), Peter Zumthor (reflection writing), and Adolf Loos and Rem Koolhaas (manifestoes). Students are encouraged to read, recognize, and complete three-part writing assignments within each of the specific genres. At the end of the course, students participate in a small symposium that allows them to share their writing with others in the class. The structure of this course invites further discussion concerning the parallels between written types and architectural types, and how both help convey architectural motives and ideas.

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 Texas at Austin

In 1959 the important mid-century architect Harwell Hamilton Harris built a 3-unit apartment building eight blocks west of the University of Texas, behind a single-family bungalow. The new duplex defines two private courtyards, and like the HHH building, the units are organized to negotiate between these private spaces and the dense foliage of the adjacent tree canopy. Entry for both units is drawn deep into the compound and encourages community between the occupants. The ensemble adds much needed density to this one time singlefamily, central Austin neighborhood. The seven different sized units form a vibrant community in which each home is construed as a secluded enclave open to the out-of-doors, in close proximity to its neighbors and adjacent to significant communal spaces. Like the un-dogmatic modernism of the HHH ensemble that it completes, the new buildings present an optimistic architecture that embraces the pleasures of continuity with the out-of-doors, the serendipity of light and shadow, seclusion and community.

ACSA Faculty Design

Kevin Alter & Ernesto Cragnolino

Cliff Street Complex

University of Cincinnati

Terry Boling

With All the Trimmings…The Crafting of Leftovers Through a critical engagement with the materials and techniques of production, this research seeks to re-inscribe value and meaning to material, specifically material that is “left-over,” through a process that is not industrialized but crafted. While craft has traditionally been understood as skilled manual labor, this research seeks to expand and enhance the definition by suggesting that craft results from a convergence of intellectual and physical operations, leaving indelible traces of processes, techniques, and humanity embedded in the work itself. “My sister-in-law’s daughter sent those clothes down here and told me to give them away, but didn’t nobody want them. That knit stuff, clothes from way back yonder, don’t nobody wear no more, and the pants was all bell-bottom. We ain’t that out-of-style down here. I was going to take them to the Salvation Army but didn’t have no way to get there, so I just made quilts out of them.” - Mary Lee Bendolph, quilt maker of Gee’s Bend

ACSA Faculty Design

This is a catalogue of details, moments from a number of self-built projects that illustrate strategies for utilizing what is “leftover” in architectural constructions. As construction waste continues to impact landfills, this research addresses the scraps of material that are usually tossed in the trash bin. Much like the quote above, these leftovers, or trimmings, provide the raw material for a variety of reconstituted architectural surfaces. The projects shown here employ techniques that re-value scrap material, addressing sustainable thinking within a strategic framework for design rather than through prescriptive specifications.

University of Southern California

Gail Peter Borden

[X]perience Mechanisms - Atmospherizing Architecture These mechanisms briefly represent an investigation into the perceptual capabilities of primal space. Spatially precise, each mechanism engages a distinct aspect and fundamental component of architecture. The quality of the built environment must be negotiated through these essentials. Fragments of possibility, these mechanisms are (x)perience. The proposition for the articulation of distinct experiences in individuated pavilions allows for their specific yet delicate positioning. Each composition assumes an iconography of individual identity relative to the viewer themselves. The experience is orchestrated through the interface with the object: representing and defining a way of seeing and engaging the self and the adjacent terrain. Individually articulated, the delicate pavilions are for watching, reclining, residing, entering, moving, and engaging place. These mechanisms sit as a catalog and collection of rituals and architectural fragments. They are individuated and specifically investigated, but represent a collection of moments found in any building. Often not deployed, limited in being viewed as a necessity, or overwhelmed by functional requirements, the experience of these fragmented moments is often forgotten.

ACSA Faculty Design

Organization: This investigation is organized in two scales: one, the production of the site [mechanisms] â&#x20AC;&#x201C; the second, the production of ritual [spaceframes]. The mechanisms are comprised of twenty-four individual moments of a fragmented landscape examined through conventional drawings and models, while the spaceframes focus on eight daily rituals developed visually and atmospherically through a perceptual engagement of an emotive spatial experience through a full scale installation.

University of Nebraska-Lincoln & California College of the Arts

For a lake residence on a diminutive lot in rural Iowa we conceived of a house as a series of spatial frames that offers a focused and private experience on a densely populated shore. This second home resides in a resort area in the midst of the Midwestern “corn desert.” Not nostalgic for the cottages of years past, the owners nevertheless wanted a house that was “all about the lake” and the oak trees that separate it from the farmland beyond. In response to the narrow wedge-shaped lot with the lake at one end, we conceived of the house as a 3-dimensional set of blinders that obscure the neighbors and gradually open up to the lake beyond. Passing through the house one moves from areas of density to areas with a diaphanous quality – the house is a spatial gradient. Volumetrically simple from the exterior, opaque and slatted vertical Ipe clads a stacked set of spatial tubes that are open to the lake and woods views, but visually closed to neighbors on the sides. These view-framing tubes are literal voids in the mass of the house bound at their ends only by glass. We treated the smaller private spaces with a pronounced sense of interiority. Color intensity increases as room size decreases, becoming the counterpoint to the Lake-dominated tubes. The Okoboji House, like much of our work, is rigorously detailed while eschewing strict formal order in favor of responsive, flexible spaces that remain open to the improvisations of everyday life.

ACSA Faculty Design

Jeffrey L. Day & E.B. Min

House on Lake Okoboji

Illinois Institute of Technology ACSA Faculty Design: Honorable Mention

Susan Conger-Austin

Floating World Gallery The project, a gallery for Japanese contemporary prints, is located in one of Chicago’s neighborhoods, Lincoln Park. The existing 8,000 square foot structure was built in the 1920’s as a twine factory and was later converted into a single-family residence in the early 1990’s. The original brick exterior walls remained, but everything else had been drastically altered including the front facade. Initially, the owners requested that the gallery be located only on the second floor. They did not need nor want much foot traffic. Ultimately, the ground floor was transformed into another, more public gallery for the display of more comprehensive exhibits and larger objects. The challenge for this project was to create a calm, quiet space, filled with light, to view artwork amidst a dense and bustling urban area. Movement is guided and revealed by the element of light. The stair marks the journey from the outside world into the “floating world” with light emanating from small slots within the stair risers, punctuated only by a few glowing lights from above. This bamboo millwork capsule transports the participant into the cerebral world of the gallery. The linear circulation with its north facing skylights links the gallery to the roof garden. The building’s front facade is a minimal plane of natural cleft slate, which extends beyond the confines of the existing brick south wall. Although unique in material and in stark contrast to its neighbors, the building comfortably fits into its surroundings.

Mississippi State University ACSA Faculty Design: Honorable Mention

Caleb Crawford & Annie Coggan-Crawford

Little Building Café This is not the first restaurant venture to aspire to a value system rather than just a business. But it is unique in that the design laid the ground work for a democratic enterprise and a far reaching design dialogue. Alice Waters, Judy Wicks and Frank Stitt are all restaurateurs involved in the farm to table movement (Waters having inventing the genre). This movement establishes a business venture as an activist mechanism. Michael Pollen and Barbara Kingsolver have written extensively about food and the food industry. The project seeks to examine the café as an example of entrepreneur as community activist that is potentially more successful than the role of the community designer. The café is seated in the notion of the local, and operates with this concept at a number of scales. Food is sourced regionally with a 100 mile goal. The location is in the downtown district, avoiding the automobile-centric and ubiquitous “strip.” The architecture is framed by an existing mixed-use building (commercial and residential), which was completely renovated using sustainable design principles and local craftsmen. Fixed single-pane windows were replaced with operable double insulated low e windows. The ceiling is insulated to R-50. The roof has a venting skylight with solar hot water panels on the south side. Back-up hot water is via a natural gas tankless water heater. Heating and cooling is supplied by high efficiency heat pumps. Chairs were either found in local thrift shops for under 20 dollars or in the trash. Most had a weakness that needed to be reinforced before putting back into service engendering a southern vernacular meets Surrealist aesthetic. Tables were constructed on-site. Cups, plates, bowls, etc. are a mismatched collection from local thrift shops. The goal of the café was not to design all the activity inside the four walls of the building but to extend the influence of the farm-to-table movement throughout the community. An unconventional space that is used is the Little Building Blog that, along with the sandwich board out front, serves as a town crier for the ever-changing daily menu. The virtual space has lead to quite an intimate relationship with the customers: daily face book critiques of spring greens soup and chocolate chip muffins make the café feel very democratic. The space is used for public events. Partnering with the local artist’s co-op has lead to a constant flow of artist and designer community events that promote the creative capital of Starkville. This project examines how a building can be a critique of current urban development patterns and the entire US food industry, as well as form an anchor for the revitalization of a walkable downtown community.

ACSA Faculty Design: Honorable Mention Carnegie Mellon University & University of Arizona

John Folan & Drachman Design Build Coalition

Armadillo Residence: DDBC Residence Three The Armadillo House is a sustainable, low income housing prototype developed for families earning eighty percent of the median income in Tucson, Arizona. The project, which is part of a larger development, incorporates innovative site planning, water management, and material strategies to reduce initial investment costs as well as long term life cycle costs. Conceptually, the organization and form of the ARMADILLO HOUSE is generated in response to environmental conditions. Oriented with a predominant north/south axis, a strategy has been developed to manage the intense solar conditions on the eastern and western exposures. A pair of shaded courtyards are established, one on east side of the house and another on the west, that enable the dwelling to wrap around and shade itself from the sun.

Clemson University

A communityâ&#x20AC;&#x2122;s need for a link between several local organizations was the impetus for the Kevin Mundy Memorial Bridge. After a decade of effort, the Gallatin Valley land Trust successfully secured an easement on private land and established the trail at Drinking Horse Mountain. The need for a pedestrian crossing to access this site from the rest of the trail system was the opportunity to create a bridge to serve as access, but it also presented itself as an advantageous location for an outdoor classroom and education center for both the U.S. Fish and Wildlife Fish Hatchery and the Montana Outdoor Science School, both being situated adjacent to the new trail and bridge site. Poised between a riparian zone and mountain base, the clear span bridge was designed to serve as a focal point for passive and active education and recreation.

ACSA Faculty Design: Honorable Mention

Daniel Nevin Harding

Big Kevâ&#x20AC;&#x2122;s Bridge, Drinking Horse Mountain

This small building is used as a yoga studio, a painting studio, and a performance space for family and friend recitals, sing-alongs, and readings. Situated atop a hill in the Colorado mountains, the building captures several significant views of the adjacent landscape. The construction system utilizes 6x8 spruce timbers for the structure, insulation, finish materials, and enclosure of the walls and floor. The roof is a ruled surface that pitches water and snow to a single scupper on the east wall. This roof also gives the ceiling an asymmetrical belly that casts light and sound around the interior. The mass of the building is used in the summer and the winter to modulate the thermal swings of the climate and seasons. An analysis of the embodied energy of this solid wood approach helps build an argument for monotlithic construction in contemporary architecture.

ACSA Faculty Design: Honorable Mention

Northeastern University

Kiel Moe

A Couple Walls, a Roof and Some Window Frames

The work presented is a series of architectonic experiments that transpose, manipulate and articulate the links, connections, joints and transitions present in jazz improvisation. The process of construction and variation on a theme involves an expanding series of analog and digital design techniques developed over many years. The latest experiments focus on the translation from drawing and chromatic improvisations to three-dimensional modeling and laser-controlled fabrication. It is a poetic design process driven by actions instead of words. The context is itself. It grows, refers and communicates within. The material is form regulated by light. The function is the psychological demand of space. The budget is time, passion and commitment to the study of a pure architecture. The production is for the effect of production.

ACSA Faculty Design: Honorable Mention

Texas Tech University

Bennett R. Neiman

Constructed Improvisations

California College of the Arts ACSA Faculty Design: Honorable Mention

Neal Schwartz

Crook | Cup | Bow | Twist Crook | Cup | Bow | Twist (categories of wood deformation) refers to the latent potential energy of all natural systems towards movement. This project harnesses the physical and ephemeral sense of this movement in the site as a way to promote the exploratory qualities found in the surrounding “untamed” landscape. For example, the fluid movement of the open grasslands inspires the design and construction of the freely-warping, recycled timber screen that shields the southern facade. The design seeks to elucidate a set of complex relationships between landscape, ecosystems, construction techniques, and human occupation. While the approach reaches the highest measures of sustainability, the architecture embeds itself in the site not to camouflage itself or simply wear the mantle of “green,” but to proactively construct a series of spatial thresholds that propel both physical and psychological exploration of the site. This new residence is located on a 42-acre site in one of the inland valleys of the California Coastal Range. Wide expanses of open grassland intersected by swaths of dense forests mark the area, which supports a variety of ranch, agricultural, and recreational uses. A seasonal stream surrounds the relatively flat lower ten acres of the property, with a set of small bridges leading from these domesticated areas to the un-domesticated hillsides beyond. These passages— from valley to hill, from constructed to natural, from “tamed” to “untamed” provoke an immediate sense of exploration—a wanderlust that gives the project its initial inspiration.

ACSA Faculty Design: Honorable Mention

University of Wisconsin-Milwaukee

Mo Zell & Marc A. Roehrle

The Construct of Remembrance Architectural discourse is actively engaged with issues of memorializing and commemorating. Since built memorials evolve with the perspectives and ideologies of the societies that erect them, architects continue to question the language, form, and content of them. How can history and loss be physically represented? How are larger issues of cultural memory related to a specific memorial? What, if anything, is sacred? And how, when a memorial commemorates many deaths, can individuals be honored? The Northeastern University Veterans Memorial is a vehicle that uses its conceptual and formal agenda as well as visitor interaction to explore these questions. In particular, the Memorial poetically responds to the last question through the appropriation of the dog tag and its transformation into symbolic icons for honoring individual fallen soldiers. Commemorations, especially war memorials, participate within a matrix of conditions: place, event, and community. The nature of the specific memorial dictates its typological and organizational strategies. For example, memorials erected at the location of the event (place-based memorials) such as Sir Edwin Lutyensâ&#x20AC;&#x2122; Thiepval Memorial to the Missing emphasize the significance of the place, the Somme battlefield, in relationship to World War I. Memorials that commemorate catastrophic events but are not located at the specific place of the event are exemplified by Peter Eisenmanâ&#x20AC;&#x2122;s Memorial to the Murdered Jews of Europe. Then there are memorials that are erected to remember members of a specific community, such as a town or institution, who were lost in multiple events with diverse locations. The Northeastern University Veterans Memorial is of this latter type.

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 in producing 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

Auburn University

David W. Hinson, Frederick S. Norman, & Justin Miller

The DESIGNhabitat Program The DESIGNhabitat program is an on-going collaboration between the School of Architecture at Auburn University and the Alabama Association of Habitat Affiliates. Begun in 2001, this partnership has centered on design-based research into how Habitat homes can become more connected to the cultural fabric and form of Alabama communities, more affordable for Habitat homeowners, more energy efficient, more responsive to the climate of the region, and more feasible for Habitat to build in challenging times. The program has featured four phases of work: DESIGNhabitat 1 (2001-2002), DESIGNhabitat 2 (2005-2006), DESIGNhabitat 2.1 (2008), and DESIGNhabitat 3 (2009). Each round of work has immersed students in an in-depth study of affordable housing, including design, financing, construction, and operations. Each round has also provided the students an opportunity to apply this knowledge to a design and construction experience. This initiative has involved three faculty and over 65 students from the School of Architecture and collaborations with state, local, and national HFH organizations, construction industry partners, design professionals, specialty consultants, product vendors, and homeowner families. In addition to providing amazing homes for three deserving families, the prototypes developed by the students have been replicated by Habitat affiliates around the state. Perhaps the most significant impact of the program has been the learning experience of the students. These future architects have gained significant insight into the challenges of creating high-quality affordable housing, and have experienced, first-hand, a powerful model for professional engagement and action in an arena where their talents can have tremendous impact.

ACSA/AIA Housing Design Education

University of Virginia

Elizabeth Roettger

SRO Studio: a case for affordable dense housing in Charlottesville, Virginia During the fall semester of 2008, fourth-year undergraduate architecture students worked with the City of Charlottesville and a non-profi t developer to propose schematic site and building designs for a new 60 unit SRO housing facility that would provide permanent housing with supportive services for individuals living on the very lowest levels of income. As a culminating course for graduating students, this studio was structured to shift from working individually on hypothetical projects in academia to collaborating in teams working on real projects applying critical skills needed to enter the profession. The students began the semester by reading about the history of SRO (Single Room Occupancy) housing, diagramming case studies, visiting SROâ&#x20AC;&#x2122;s in Richmond, and speaking to area homeless. At the same time, students studied possible building sites for building layout, zoning, and parking, and solar orientation, topography, proximity to jobs, services, and transportation. After choosing viable sites in collaboration with the City and VSH, the students proposed building designs that sought to balance the needs of individual residents and establish relevant connections to the larger community. Based on their fi ndings, the students prioritized their design decisions to provide natural daylight, ventilation, and access to outdoor spaces. As the students addressed each siteâ&#x20AC;&#x2122;s unique opportunities, the proposals each intended to create urban edges to the street, mediate the scale of building with surrounding neighborhood context, and provide a series of new green spaces and public connections through the site. This studio curriculum was designed to advocate for the SRO project in Charlottesville and to encourage cities and developers to collaborate with designers early in the planning processes. By engaging designers in site selection, policy discussions, and larger neighborhood planning; more holistic design strategies can generate new connections and spaces to shape meaningful change in a community.

JAE

Journal of Architectural Education Best Design as Scholarship 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 58 years represented the Association of Collegiate Schools of Architecture as the flagship publication of this important architectural organization.

Rensselaer Polytechnic Institute & City College of New York City, Parsons

In 2006, Peter Lynch (USA) and Gustavo Crembil (Argentina/USA) established THEM, an architectural partnership, after several years of a collaborative practice drawing upon the fields of design, architecture, performance art, communication, and social and ecological activism. The ‘‘Pleasure Garden,’’ THEM’s proposal for the 2008 YAP PS1/MoMA competition, continues an exploration of ‘‘craft in the age of globalization’’ and suggests what such an architecture might look like.

JAE Best Design as Scholarship Article

Gustavo Crembil & Peter Lynch

No Resistance

JAE

Journal of Architectural Education Best Scholarship of 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 58 years represented the Association of Collegiate Schools of Architecture as the flagship publication of this important architectural organization.

This article contributes to the current discussion of design as research by examining the ideological basis for the enthusiastic pursuit of scientific research in architecture in the postwar period. The concept of ‘‘research’’ was steeped in theory and ideology, but the research itself was shaped by the research economy—its policies and its institutions. Three very different case studies illustrate this phenomenon and demonstrate the importance of considering the research economy as a factor shaping the direction of architectural research.

JAE Best Scholarship of Design Article

University of Tennessee-Knoxville

Avigail Sachs

The Postwar Legacy of Architectural Research

2010 AIA Education Honor Awards

EH AIA Education Honor Awards To discover and recognize the achievement of individuals who serve the profession as outstanding teachers, the awards celebrate excellence in architecture education as demonstrated in classroom, studio, and/or community work, or in courses offered in various educational settings.

University of Arkansas Community Design Center

Designed as an automobile-oriented resort retirement development in the 1960s, Bella Vista is now an incorporated city with two zip codes, 65 square miles, and 16,000 people, including many young families with children. The city’s population will double by 2025. Like other bedroom communities zoned exclusively for low-density residential development, lacking retail/commercial land uses, Bella Vista’s tax base cannot adequately finance basic city services. Working with the city planning commission led by a landscape architect, and the school’s community design center (staffed by three non-faculty architects and planners in addition to a faculty practitioner), the design studio envisioned new forms of mixed-use, pedestrian-oriented urban development to serve this diffused community landscape. The studio addressed two challenges: 1) introduce planning and urban design to 4th year students who have no background in urbanism, and 2) develop student and faculty capacity with new models of planning analysis and design in tandem with traditional tools of urban placemaking. The studio began with publication of a book on precedent place-making fabrics (i.e., campus, squares, grids, edges, corridors, parks, and hillsides) in Arkansas, which establish coherent urbanism within a 1/2-mile pedestrian shed. It was important that students could visit these places they were drawing. Complementing this study, activity-place maps of Bella Vista were developed to discern underlying organizational qualities not captured by the geometric logics of traditional place-making fabrics. These analytic activities set the stage for mixed-use planning proposals to help the city planning commission imagine new forms of town development illegal under their current zoning code.

AIA Educaiton Honor Award

Stephen D. Luoni, Aaron Gabriel, & Chris Suneson

Cities Without Cites: New Town Centers for Bella Vista, Arkansas

AIA Educaiton Honor Award

University of Arkansas Community Design Center

Stephen D. Luoni, Jeffrey Hubmer, Aaron Gabriel, Marty Matlock, & Chris Suneson

Porchscapes: An Affordable LEED-Neighborhood Development Low Impact Development (LID) Located in the Ozark Plateau, this 43-unit housing development is a pilot LEED-ND (Neighborhood Development) project to be built for $60/sf plus $2.3 million in infrastructure costs. The studio objective is to design a demonstration project that combines affordability with best environmental practices as designated by the U.S. Green Building Council. Porchscapes is a pioneering Low Impact Development (LID) project funded under the U.S. Environmental Protection Agency’s Section 319 Program for Nonpoint Source Pollution. LID manages stormwater runoff through ecological engineering. A contiguous network of rainwater gardens, bioswales, infiltration trenches, sediment filter strips, green streets, and wet meadows clean water through biological processes without the use of conventional and costly hard engineering solutions (curbs, gutters, catch basins, and detention ponds). This biological treatment network employs smaller neighborhood groupings developed as subwatersheds, which combine hydrological services with open space design. The project also sponsors America’s first true “shared street”. Combining Curriculums: architecture + ecological engineering students As part of an interdisciplinary team of architecture, landscape architecture, civil and ecological engineering professionals, architecture students developed neighborhood plans and house prototypes for small-lot groupings. The challenge is to create a highvalue green neighborhood from modest one-story structures (to be built by volunteer community labor) at eight units/acre amid 4-unit/ acre zoning. Collaborating ecological engineering students modeled pre-development hydrological inputs, using PondPack software and HEC-RAS modeling, and designed LID infrastructure with calculations for the 500-page drainage report. Collaboration methodology followed a green neighborhood transect, integrating “contextproduction” components (house, porch, yard, street, open space), otherwise developed and financed autonomously. The project has received development permits, and national awards in architecture, engineering, landscape architecture, and the ecological sciences. The team is in the process of publishing a supplementary LID Manual for Urban Areas for adoption by the state’s natural resources commission.

University of Virginia

This requisite architectural design studio was offered to undergraduate architecture students during the spring term of 2008 and represented the sixth and final design studio in a pre-professional program resulting in a Bachelor of Science in Architecture degree. This design project represents a collaborative enterprise between three organizations to design and build a primary school for the community of Gita in the Wakiso district of Uganda. An interdisciplinary framework was essential for the realization of this project and provided significant educational experiences for architecture and engineering students who worked closely with the beneficiary community liaisons, architecture and engineering faculty and professionals. The overall studio framework integrated academic, civic, and professional goals and priorities that emphasized the beneficiary communityâ&#x20AC;&#x2122;s needs and introduced incremental improvements of building in the village of Gita. Emphasizing the use of indigenous materials and construction practices on the remote rural site, the buildingâ&#x20AC;&#x2122;s performance, aesthetics, construction, and budgetary parameters were developed and maintained in direct collaboration with the nonprofit organization and the community. This architecture studio is part of a design/build program focused on public-interest projects in service of positively affecting the building of safe, healthy, and sustainable communities; this real-world, real-time, design problem contextualizes a set of educational experiences in service of translational research, a comprehensive architectural education, and helps advance disciplinary research in the areas of building materials, methods, techniques and technologies in architecture.

AIA Educaiton Honor Award

Anselmo Canfora

Studio reCOVER - Gita Primary School

University of Arkansas Community Design Center

AIA Educaiton Honor Award

Stephen D. Luoni, Jeffrey E. Hubner, & Larry Scarpa

Visioning a 21st Century Learning System Helping a School District to Address New Models of 21st Century Learning The Fayetteville Public Schools (FPS) district has embarked on planning for a new high school campus that reflects new education paradigms for 21st century learning curriculum. Such paradigms foreground new alignments between the design of student-centered learning environments and curriculum innovation. Similar to hospitals, correctional facilities, and factories, traditional school design reflects normative institutional organizations focused on disciplining subjects, whether they were patients, workers, or students. Floor plans of these institutional types were essentially all the same-a regiment of cells arranged for efficient management. The studiosâ&#x20AC;&#x2122; challenge was to study organizational concepts of human agency in 21st century learning through development of master plans and small learning communities. The traditional classroom arrangement, dedicated to a one-way knowledge transmission from teacher to student, is not the sole source of learning or even the most effective in some instances. Effective secondary school environments are less containerized, resembling more the complexity of cities and campuses, enhancing education without sacrificing security. Developing a Learning Environment Matrix, students researched design patterns within secondary school campus planning precedents. The matrix functions as a cognitive map to guide students through the different scales and components of school design. Each setting within a context-the neighborhood, street, campus, courtyard, interior street, and classroom-offers learning opportunities presently untapped in closed-classroom school design. Working with FPS educators, students developed campus master plans and small learning community studies for a public exhibition on design for 21st century learning. Studentsâ&#x20AC;&#x2122; proposals offered alternative visions, which have assisted the districtsâ&#x20AC;&#x2122; project team in preparing a master plan design proceeding construction of the first phase.

ACSA/AIA Topaz Medallion Patrick T. Onishi, AIA, Patrick T. Onishi Architecture; Richard D. Licata, AIA, Licata Hansen Associates; Robert A.M. Stern, FAIA, Yale University; Marilyn Jordan Taylor, FAIA, University of Pennsylvania; & Jeâ&#x20AC;&#x2122;Nen Chastain, Assoc. AIA, American Institute of Architecture Students

ACSA Distinguished Professor Phoebe Crisman, University of Virginia; Bill Miller, DPACSA, FAIA, Kansas State; & Georgia Bizios, DPACSA, FAIA, North Carolina State University

ACSA Collaborative Practice Phoebe Crisman, University of Virginia; Ursula Emery McClure, AIA, LEED AP, Louisiana State University; Brett Roeth, American Institute of Architecture Students; Brian Kelly, AIA, University of Maryland; & Marleen Davis, FAIA, University of Tennessee

ACSA/AIAS New Faculty Teaching Daniel Friedman, FAIA, University of Washington; Patricia Kucker, AIA, University of Cincinnati; Ada Rose Williams, Frank Lloyd Wright School of Architecture; & Lauren Cadieux, Oklahoma State University

ACSA Creative Achievement Phoebe Crisman, University of Virginia; Ursula Emery McClure, AIA, LEED AP, Louisiana State University; Brett Roeth, American Institute of Architecture Students; Brian Kelly, AIA, University of Maryland; & Marleen Davis, FAIA, University of Tennessee

ACSA Faculty Design Garth Rockcastle, FAIA, University of Maryland; Phoebe Crisman, University of Virginia; Marleen Davis, FAIA, University of Tennessee; & Michael Jemtrud, McGill University

ACSA/AIA Housing Design Education Nathaniel Belcher, AIA, Florida International University; Gregory Palermo, FAIA, Iowa State University; Kathy Dorgan, Dorgan Architecture & Planning, Rensselaer Polytechnic Institute; & Thomas Jones, AIA, California Polytechnic State University San Luis Obispo

Journal of Architectural Education JAE Editorial Board; Phoebe Crisman, University of Virginia; Ursula Emery McClure, AIA, LEED AP, Louisiana State University; Brett Roeth, American Institute of Architecture Students; Brian Kelly, AIA, University of Maryland; & Marleen Davis, FAIA, University of Tennessee

AIA Education Honor Awards Judith Kinnard, FAIA, Tulane University; Paul D. Mankins, FAIA, AIA Board Regional Director Central States; Brett Roeth, American Institute of Architecture Students; & Monica Ponce de Leon, University of Michigan 96

JurY 97

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2009-2010

ACSA PRESS

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