Emily McGlohn Portfolio October 2017 by Emily McGlohn

EMILY MARIE McGLOHN

AIA, NCARB, LEED AP 2003-2017 Por tfolio

2015 NCARB Award 2 National Teaching Awards $66,508 in Grants at MSU 1 Professional License 1 Blower Door Tester 8 Years Teaching Experience

1/2 Way Through Tenure at MSU 1 Degree from Auburn University 1 Degree from University of Oregon 2 National Undergraduate Research Awards 6 Audit Squad Devotees Endless Interest in Vapor Retarders

Emily Marie McGlohn 2003-2017 Por tfolio 400 West Commerce Street Aberdeen, MS 39730 emily.mcglohn@gmail.com All photographs and drawings are cour tesy of the contributors and students unless otherwise noted. All effor ts have been made to obtain lawful permission to reprint copyright images. No par t of this por tfolio may be used or reproduced in any manner without written permission from the author. Every effor t has been made to see that no inaccurate or misleading data, opinions, or statements appear in this publication. Cover image by Tim Hursley of Jelly Wall at Alabama Rural Heritage Center

EMILY MARIE McGLOHN

AIA, NCARB, LEED AP 2003-2017 Por tfolio

SUMMARY OF CONTENTS

Curriculum Vitae 9 Professional Practice

Teaching 43 Rural Studio Experience Research

105

147

Awards and Distinctions

195

TABLE OF CONTENTS Curriculum Vitae

Professional Practice Breakheart Project Duet Design Studio

High Street United Methodist Church brwarchitects

Rural Studio Experience

Smart House Concept 31 William McDonough + Partners Greenbridge 35 William McDonough + Partners Sustainability Guidelines 39 William McDonough + Partners Teaching Eastmoor Estates 45 Redevelopment ARC 4536 Architectural Design IV-A Mississippi State University 2015 NCARB Award: Expanding the Agency of Architects ARC 4990 Special Topics Mississippi State University

Collaborative Studio II 97 ARC 3546 Architectural Design III-B Mississippi State University

Active Building Systems 77 ARC/BCS 3723 Lecture Course Mississippi State University Collaborative Studio I 89 ARC 2536 Architectural Design II-A Mississippi State University

Teaching 107 Ree’s Home 3rd Year Design Studio Auburn University Rural Studio Consultant 113 2015 Rural Studio Workshop Host Climate specific wall assemblies Teaching 125 Michelle’s House 2nd Year Design Studio Auburn University Rural Studio Teaching 131 Willie Bell’s House 2nd Year Design Studio Auburn University Rural Studio 5th Year Student Work 137 Alabama Rural Heritage Center Auburn University Rural Studio 2nd Year Student Work 145 Shannon Sanders-Dudley House Auburn University Rural Studio Research Peer Reviewed Publications Equality of Energy Efficiency 149 for Low-Income Housing in the Mississippi Delta.

Teaching Integrated Practice: 159 An Integrated Project Delivery Theater. Mobile Technology in the 171 Classroom: An Investigation of Building Diagnostic Applications. Cross Disciplinary 181 Design/Build: The Design of Collaborative Education. Awards and Distinctions 2017 AIA | ACSA 197 Practice + Leadership Award Integrated Project Delivery Theater 2015 ACSA Honorable 209 Mention for Design/Build STOP TRAFFIC! Mississippi Band of Choctaw Indians Public Transpor tation Shelters. Student Awards Zachary Henry 221 Undergraduate Research Symposium Building Technology Educators’ Society (BTES) Student Paper of the Year, 2017. Audit Squad 231 BTES Student Paper of the Year, 2015.

Curriculum Vitae

CURRICULUM VITAE

2002 - 2017

Curriculum Vitae

EMILY MARIE McGLOHN AIA, NCARB, LEED AP 400 W Commerce St. | Aberdeen, MS 39730 334.507.0257 | emily.mcglohn@gmail.com

ARCHITECTURAL REGISTRATION

Commonwealth of Virginia license # 0401014938

EDUCATION

Master of Architecture, 2012. University of Oregon, Eugene, Oregon. Advisor: Professor Alison G. Kwok. Thesis: A Comparative Study of Climate Based Designs of Building Enclosures. Bachelor of Architecture, 2003. Auburn University, Auburn, Alabama. Thesis: Alabama Rural Heritage Center, Rural Studio design/build.

AREAS OF INTERESTS

Building Enclosures Green Architecture Building Performance Residential Design and Construction Collaborative Practice Affordable Housing

TEACHING EXPERIENCE

Visiting Assistant Professor, Auburn University, August 2017 to present. Rural Studio. School of Architecture, Planning, and Landscape Architecture. Architecture Program. Assistant Professor, Mississippi State University, August 2013-2017. Tenure Track, Completed Successful Mid-Tenure Review, August 2016. College of Architecture, Art and Design. School of Architecture. Visiting Assistant Professor, Mississippi State University, August 2012-2013. College of Architecture, Art and Design. School of Architecture. Graduate Teaching Fellow, University of Oregon, August 2010-2012. School of Architecture and Allied Arts. Department of Architecture. Instructor, Rural Studio, Auburn University, August 2003-2006. College of Architecture, Design and Construction. School of Architecture.

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Curriculum Vitae

EMILY MARIE McGLOHN AIA, NCARB, LEED AP

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CLASSES TAUGHT

Classes currently teaching Auburn University, Rural Studio. • Third Year Design/Build Studio 3010, Ree’s Home, • Continued research of the 20K Product Line Homes. fall 2017. Classes taught at Mississippi State University. • Design Studio IV A, Eastmoor Estates Redevelopment: A Collaborative Exploration into Affordable and Fair Housing, fall 2016. • ARC 4990 Special Topics, “Expanding the Agency of Architects.” 2015 NCARB Award sponsored Elective, fall 2016. • HON 4003 Oxbridge Tutorial, with Zach Henry. The Architecture of Glenn Murcutt, fall 2016. • Design Studio IIA - Tectonics Studio, fall 2015, 2014, 2013, 2012. • Active Building Systems, spring 2017, 2016, 2015, 2014, 2013. • Active Building Systems, summer 2016, 2015, 2013. • Design Studio IIIB - Collaborative Studio, spring 2017, 2016, 2015, 2014, 2013. • Integrated Project Delivery Theater Directed Independent Studies, spring 2015. • Audit Squad Directed Independent Studies, fall 2014. • Audit Squad Directed Independent Studies, spring 2015. • BARNworks Directed Independent Studies, 2015, 2014, 2013. • Architecture Appreciation, fall 2013, 2012.

Classes taught at the University of Oregon as a Graduate Teaching Fellow. • Architectural Design Skills, winter 2012. • Building Enclosures fall 2011. • Building Enclosures Lab, fall 2011. • Architectural Design Skills, winter 2011. • Introduction to Architecture, fall 2010. Classes taught at Auburn University’s Rural Studio. • Sophomore architectural design/build studio, spring 2006, 2005, 2004. • Sophomore architectural design/build studio, fall 2005, 2004. • Dessein Elective, Beaux Arts Style Watercolor Class, spring 2004, 2005. • Dessein Elective, Beaux Arts Style Watercolor Class, fall 2004.

PROFESSIONAL EXPERIENCE

Architect, Duet Design Studio, Aberdeen, Mississippi, 2009 to present. • Sole proprietorship. Designer, brwarchitects, Charlottesville,Virginia, 2009-2010. • Project manager for 28,000 square foot church in Franklin, VA. • Managed full consultant team of engineers and designers. Designer, William McDonough + Partners, Charlottesville,Virginia, 2006-2008. • Participated on design teams for projects focusing on sustainability at diverse scales. • Researched & developed architectural sustainability guidelines. • Managed consultant teams including drawings, files, data and correspondence. • Coordinated in-house lecture series for 2 years; hosted over 60 presentations. • Developed & coordinated AIA Continuing Education program. • Instituted in-house vermiculture program.

Curriculum Vitae

EMILY MARIE McGLOHN AIA, NCARB, LEED AP

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PROFESSIONAL ACTIVITIES

NCARB, Certificate Number 82550, 2015 to present. AIA, American Institute of Architects Member, 2015 to present. ACSA, Member School, 2012 to present. LEED Accredited Professional, 2007 to present.

WRITTEN PUBLICATIONS and ACCEPTED ABSTRACTS AND PAPERS

Paper. “Equality of Energy Efficiency for Low-Income Housing in the Mississippi Delta.” EAAE/ARCC (European Association for Architectural Education/ Architectural Research Centers Consortium) International Conference 2016: Societal Challenges. Lisbon, Spain. Conference Proceedings, (w/ Emily Roush-Elliott) June 15-18, 2016. Paper. “Teaching Collaborative Skills: The Results of an Interactive Symposium.” Construction Research Congress 2016 Conference. San Juan, Puerto Rico. (First author Michele Herrmann, w/ H. Herrmann). May 31 - June 2, 2016. Abstract. “Audit Squad: Building Performance Education Through Hands-On Experience.” PLEA (Passive and Low Energy Architecture) 2016 Conference. Los Angeles. July 11, 2016. Paper. “Teaching Integrated Practice: An Integrated Project Delivery Theater.” ACSA 104th Annual Meeting: Shaping New Knowledges. Seattle, Washington. Conference Proceedings, (w/ M. Herrmann and H. Herrmann) March 17-18, 2016. Paper. “Mobile Technology in the Classroom: An Investigation of Building Diagnostic Application.” 2015 Building Technology Educators Society Conference. Salt Lake City, Utah. Conference Proceedings, June 2015. Paper. “Educating Integrated Project Delivery Educators: A Study of the Source of IPD Knowledge Among Educators.” 2015 Associate Schools of Construction Conference. College Station, Texas. Conference Proceedings. (First author Michele Herrmann, w/ H. Herrmann.) April 2015. Paper. “A Case Study in Pedagogy for a Cross-Disciplinary Architecture/Construction Program.” 2015 Associate Schools of Construction Conference. College Station, Texas. Conference Proceedings. (First author Tom Leathem, w/ H. Herrmann, L. Carson, and A. Gregory.) April 2015. Paper. “Cross Disciplinary Design/Build: The Design of Collaborative Education.” 2014 ACSA Fall Conference: Halifax, Nova Scotia. Conference Proceedings. (w/ H. Herrmann, T. Leathem, and L. Carson). October 2014. Paper. “Immaterial Objectives of Design/Build Projects.” 2014 National Conference on the Beginning Design Student (NCBDS) Conference: Chicago, IL. Conference Proceedings. April 2014. Paper. “Lessons from Visualizing the Functions of the Building Enclosure.” 2013 ARCC Architectural Research Conference. Charlotte, NC. Conference Proceedings. March 27-30, 2013.

Curriculum Vitae

EMILY MARIE McGLOHN AIA, NCARB, LEED AP

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Thesis. A Comparative Study of Climate Based Design of Building Enclosures. Thesis, University of Oregon. Ann Arbor: ProQuest/UMI, 2012. (Publication No. 10332.) Paper. “An Attic Full of Hot Air: A Study of Moisture Conditions in a Residential Attic.” Proceedings From the 40th ASES National Solar Conference 2011(Solar 2011). Raleigh, NC, 17-20 May 2011. Red Hook, NY: Curran Associates, Inc., 2011. 48-53. Paper. “Knowing What We Know.” INTERSECTIONS Design Education and Other Fields of Inquiry: Proceedings from the 22nd National Conference on the Beginning Design Student. Ames, Iowa, 6-8 April 2006. Ed. Igor Marjanovic and Claire Robinson Ames, IA: Iowa State University Printing Services, 2005. 221-223. (w/ D. McHugh)

GRANTS and FUNDED RESEARCH

Funded Project. CREATE Public Interest Design Class in association with Carl Small Town Center, Mississippi State University. Funded: $6,544. June-July 2017. Funded Research. LEAP Energy Auditor. Funded by the Greenwood Leflore Carroll Economic Development Foundation and Enterprise Community Partners. Awarded: $6,800. June, 2017. Funded Research. College of Architecture, Art, and Design. Funding provided for travel to the Affordable Housing Design Leadership Institute sponsored by Enterprise Community Partners. Awarded: $900.00, 2016. Grant. Mississippi State University Schillig Special Teaching Projects. For “Eastmoor Neighborhood Redevelopment: A Collaborative Exploration into Affordable and Fair Housing.” Awarded: $2530.00, 2016. Funded Design Studio. College of Architecture, Art, and Design. For “Eastmoor Neighborhood Redevelopment: A Collaborative Exploration into Affordable and Fair Housing.” Studio Support. Awarded: $4370.00, 2016. Grant. ORED Faculty Research Support Program. For international travel to Lisbon, Portugal to present at the 2016 ARCC Conference. Awarded: $1200.00, 2016. Grant. 2015 NCARB Award. Expanding the Agency of Architects. (w/ Emily Roush-Elliott, Social Impact Architect and John Poros, Carl Small Town Center. ) Awarded: $30, 048.22. November 2015. Grant. ORED Cross College Grant. Sharing Experience: Heritage, Home and History. (w/ Andreea Mihalache, Renee Matich, Terezie Mosby, and Muey Saeteurn.) Awarded: $2,000. November 2015. Grant. Baseline Energy Ratings of Low-Income Housing in the Mississippi Delta. Funded by the Greenwood Leflore Carroll Economic Development Foundation and Enterprise Community Partners. Awarded: $7,674.00. June 24, 2015. Grant. Mississippi State University Schillig Special Teaching Projects. For “Audit Squad.” Awarded: $3000.00, 2014.

Curriculum Vitae

EMILY MARIE McGLOHN AIA, NCARB, LEED AP

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Grant. Architecture + Construction Alliance Teaching Grant. “Integrated Project Delivery Theater.” (w/ Hans Herrmann, and Michele Herrmann) Awarded: $9786.00, December 2013. Funded Research. Collaborative Design Studios Curriculum Design, Research & Development team member, Mississippi State University, summer 2013 and 2014. Grant. Cross College Research Grant, team member with faculty from Building Construction Science and Mechanical Engineering, Mississippi State University, Awarded: $2000.00. 2012-2013.

AWARDS AND HONORS

Award. 2017 AIA | ACSA Practice + Leadership Award; (w/ H. Herrmann and Michele Herrmann. Project: Integrated Project Delivery Theater. March 2017. Award. 2016 College of Architecture, Art, and Design Researcher of the Year. Mississippi State University. March 2016. Award. 2015 ACSA Design Build Award Honorable Mention; (w/ H. Herrmann, A. Gregory, T. Leathem, and Lee Carson). Project: STOP TRAFFIC! MBCI Public Transit Shelters. December 19, 2014. Award. King Student Medal for Excellence in Architectural + Environmental Research, ARCC, University of Oregon Recipient, 2012. Fellowship. Graduate Teaching Fellowship, Department of Architecture, University of Oregon, Eugene, 2010-2012. Award: ASHRAE Outstanding Student Branch Award: University of Oregon Chapter, 2011-2012. Scholarship: ASHRAE Student Scholarship, Oregon Chapter of American Society of Heating, Refrigerating and Air Conditioning Engineers, 2012. Award: Best Paper Award Honorable Mention, American Solar Energy Society Conference, Raleigh, North Carolina, 2011. Scholarship: SBSE Travel Scholarship, Society of Building Science Educators, 2011. Scholarship: Lewis Rosenberg Travel Scholarship, 2011.

PRESENTATIONS/ ADJUDICATION

Presentation. ACSA 105th Annual Meeting, Brooklyn Says ‘Move to Detroit’, 2017 AIA | ACSA Practice + Leadership Award; (w/ H. Herrmann and Michele Herrmann. Project: Integrated Project Delivery Theater. Detroit, Michigan, March 23-25, 2017. Presentation. Affordable Housing Design Leadership Institute. Sponsored by Enterprise Community Partners. “Eastmoor Refresh.” (w/ Emily Roush-Elliott, Leah Kemp, and Phil Eide) Detroit, Michigan, July 14-19, 2016.

Curriculum Vitae

EMILY MARIE McGLOHN AIA, NCARB, LEED AP

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Presentation. EAAE/ARCC (European Association for Architectural Education/ Architectural Research Centers Consortium) International Conference 2016: Societal Challenges. “Equality of Energy Efficiency for Low-Income Housing in the Mississippi Delta.” Lisbon, Spain. (w/ Emily RoushElliott) June 15-18, 2016. Proposal for Presentation. Society of Building Science Educators (SBSE) Retreat, Design for Zero Energy, Water, and Waste. “Water Conservation Challenge: An interactive study of water use habits.” Proposal accepted for presentation. , San Francisco, California, July 18-21, 2016. Presentation. ACSA 104th Annual Meeting: Shaping New Knowledges. “Teaching Integrated Practice: An Integrated Project Delivery Theater.” Seattle, Washington. (w/ M. Herrmann and H. Herrmann) March 17-18, 2016. Presentation. 2015 BTES Conference: Salt Lake City, Utah. “Mobile Technology in the Classroom: An Investigation of Building Diagnostic Application.” June 2015. Presentation. 2015 BTES Conference: Salt Lake City, Utah. “Pre-University Preparation Advantages: A Study of How Professional Experience and/or Familial Association Influence Academic Success in Collaborative Learning,” (w/ H. Herrmann + M. Herrmann). June 2015. Presentation. Society of Building Science Educators (SBSE) Retreat. Regions and Localities. “Audit Squad: Learning about building performance through hands-on experience.” Highlands, North Carolina. June 16-19, 2015. Presentation. 2014 ACSA Fall Conference: Halifax, Nova Scotia. “Cross Disciplinary Design/Build: The Design of Collaborative Education,” (w/ H. Herrmann, T. Leathem, + L. Carson). October 2014. Presentation. Society of Building Science Educators (SBSE) >Adaptation. “About : Time Embracing the iPhone”. Biosphere 2, Oracle, Arizona. June 19-22, 2014. Presentation. 2014 National Conference on the Beginning Design Student (NCBDS) Conference. “Immaterial Objectives of Design/Build Projects.” Chicago, Illinois, April 2014. Presentation. 2013 ARCC Architectural Research Conference. “Lessons from Visualizing the Functions of the Building Enclosure.” Charlotte, North Carolina, 2013. Presentation. Harnessing Innovation for Energy Efficient Construction Conference. “Admit It. Vapor Retarders and Air Barriers are Confusing. How Good Practice Could be Effected.” Roanoke, Virginia, 2012. Master’s Thesis Presentation. A Comparative Study of Climate Based Design of Building Enclosures. University of Oregon. 2012. Presentation. American Solar Energy Society Conference. “An Attic Full of Hot Air: A Study of Moisture Conditions in an Unventilated Attic.” Raleigh, North Carolina, 2011. Presentation. National Conference on the Beginning Design Student. ”Knowing What We Know: Interdisciplinary Overlaps in Beginning Design Education.” Ames, Iowa, 2005.

Curriculum Vitae

EMILY MARIE McGLOHN AIA, NCARB, LEED AP

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INVITED PRESENTATIONS

Invited Panel Discussion. ACSA 105th Annual Meeting, Brooklyn Says ‘Move to Detroit’, STEM to STEAM: Pedagogical, Research, And Administrative Opportunities For Architecture, Special Focus Session, Session Moderator: Rebecca O’Neal Dagg, Auburn University (w/ Bruce Lindsey, Washington University in St. Louis, Charles Setterfield, Sinclair Community College, and Jori Erdman, Louisiana State University), Detroit, Michigan, March 23-25, 2017. Invited Presentation. Energy Efficiency Rates of Low-Income Housing in the Mississippi Delta. Greenwood Rotary Club Greenwood, Mississippi. February 1, 2016. Invited Presentation. Energy Efficiency Rates of Low-Income Housing in the Mississippi Delta. Greenwood/Leflore Fuller Center Board Members, Greenwood, Mississippi. November 17, 2015. Invited Lecturer. Affordable, Mixed Climate Building Enclosures. Auburn University Rural Studio, Newbern, Alabama. September 15, 2015. Invited Workshop Participant. 20K House Project “Eco House,” Auburn University Rural Studio, Newbern, Alabama. September 14-16, 2015 and October 13, 2015. Invited Lecturer. Why it Matters What Your Building Wears. Auburn University Rural Studio, Newbern, Alabama. November 20, 2014. Invited Presentation. Are You Vapor Retarder Challenged? Auburn University Rural Studio, Newbern, Alabama. 20th Year Anniversary Celebration. December 6, 2013. Guest Lecturer at the University of Virginia School of Architecture. ARCH 326: Building Matters. Charlottesville, Virginia, “The Rural Studio,” 2008. Invited Presentation. International Project Office Conference: London Metropolitan University, London, England. “The Rural Studio,” 2005. Invited Presentation. US Green Building Conference, Emerging Green Builders Forum: Atlanta, Georgia. “The Rural Studio,” 2005. Invited Presentation. Indianapolis AIA: Indianapolis, Indiana. “The Rural Studio,” 2005.

ADJUDICATION

Invited Competition Judge. Fourth Year Comprehensive Design Studio Competition. Kent State University, Kent, Ohio. $5000.00 awarded. May 9, 2016. Invited Reviewer. Winter Soup Roast Reviews. Auburn University’s Rural Studio. December 11-12, 2015. Invited Reviewer and Competition Chairperson/Judge. Third Year Design Studio. Auburn University, Auburn, Alabama. $5000.00 awarded. October 28, 2015.

Curriculum Vitae

EMILY MARIE McGLOHN AIA, NCARB, LEED AP

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Invited Reviewer. First Year Final Reviews. Louisiana State University. Baton Rouge, Louisiana. May 2013. Invited Reviewer. ARCH 202 + ARCH 302. University of Virginia School of Architecture. Charlottesville, Virginia. 2009, 2008, and 2007.

PUBLICATIONS AND CITATIONS

Citation. “Energy-efficiency study leads to weatherization efforts in Baptist Town area of Greenwood, Miss.“ Fuller Center for Housing. February 04, 2016. http://fullercenter.org/energyefficiency-study-leads-to-weatherization-efforts-in-baptist-town-area-of-greenwood-mississippi/ Press Release (MSU). “MSU architecture team leads weatherization efforts in Delta.” December 03, 2015. http://www.msstate.edu/newsroom/article/2015/12/msu-architecture-team-leadsweatherization-efforts-delta/ Rural Studio at Twenty: Designing and Building in Hale County, Alabama. Alabama Rural Heritage Center featured. Author: Andrew Freear et al., Princeton Architectural Press, 2014. Pages 7075,126-129. Press Release (MSU). “Design-Build Demonstration Garden Pavilion.” (w/ H. Herrmann, T. Leathem & L. Carson). MSU State Spotlight for design-build studio. October 26, 2015. http://www.msstate. edu/state-spotlight/2015/10/design-build-demonstration-garden-pavilion/ Fortune Magazine: “Design for Living” In association with William McDonough + Partners, 2006. Financial Times: “When Low Income Means Good Design” Featured Connor House. In association with the Rural Studio, 2006. Architectural Record: “Keeping the Spirit Alive by Moving Ahead” Featured Alabama Rural Heritage Center and Harris House. In association with the Rural Studio, 2005. Abitare: Featured Rural Heritage Center. In association with the Rural Studio, 2005. Proceed and Be Bold: Princeton Architectural Press, Featured Rural Heritage Center. In association with the Rural Studio, 2003. Samuel Mockbee and the Rural Studio: Birmingham Museum of Art. Featured Alabama Rural Heritage Center. In association with the Rural Studio, 2003.

PROFESSIONAL SERVICE Invited Paper Review. ACSA 2018, 106th Annual Meeting. The Ethical Imperative. Denver, Colorado, March 15-17, 2018. Invited Scholarship Application Review Committee. Society of Building Science Educators (SBSE) scholarships for faculty and students to Plea 2016. May 2016.

Curriculum Vitae

EMILY MARIE McGLOHN AIA, NCARB, LEED AP

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Invited Paper Review. Plea 2016, “Passive and Low Energy Architecture,” Cal Poly Pomona, March 2016. Invited Abstract Review. NCBDS 2016, National Conference on the Beginning Design Student. Cal Poly San Luis Obispo, October, 2015. Invited Abstract Review. Plea 2016, “Passive and Low Energy Architecture,” Cal Poly Pomona, November 2015. Conference Site Coordinator and Organizer. SBSE Annual Retreat, Regions and Localities, Highlands, North Carolina, June 14-18, 2015. Conference Organizer. 2015 BTES Conference, Intersections, Salt Lake City, Utah, June 24-27, 2015. Session Moderator. 2015 BTES Conference, Digital and Emerging Technology. Salt Lake City, Utah, June 24-27, 2015. UNIVERSITY AND DEPARTMENTAL SERVICE Faculty Advisor. NOMAS, National Organization of Minority Architecture Students, Mississippi State University, 2013-2017. Invited Search Committee Member. Mississippi State University. Building Construction Science Program. Director’s position, 2016. Complete. Invited Search Committee Member. Mississippi State University. Building Construction Science Program. Assistant Professor’s position. 2016. Complete. Invited Search Committee Member. Mississippi State University. Planning, Design and Construction Administration, Sustainability Coordinator position. 2016. Complete. 2015 Schillig Special Teaching Program Review Committee. Mississippi State University, Invited by Associate Provost, May, 2015. Committee Appointment. Sustainability Committee, Mississippi State University, 2015-2017. Committee. College of Architecture, Art and Design Communications Committee, Mississippi State University, 2013-2017. Committee. School of Architecture Strategic Planning Committee, Mississippi State University, 2013-2017. Committee. School of Architecture Harrison Lecture Series Committee, Mississippi State University, 2012-2017. Faculty Advisor. BARNworks, a student organized publication of student work, co-advisor with Professor Jacob Gines, Mississippi State University, 2012 to 2015.

Professional Work

PROFESSIONAL PRACTICE Breakheart Project

High Street United Methodist Church

Smart House Concept

Greenbridge

Sustainability Guidelines

Duet Design Studio

brwrchitects

William McDonough + Partners William McDonough + Partners William McDonough + Partners

BREAKHEART

Professional Work

Breakheart Project

White Hall, Virginia 2008-2010

Duet Design Studio Sole Proprietorship

BREAKHEART

Duet Design Studio is a partnership started in 2008 with Daniel McHugh. Breakheart is a design/build project that considers passive design and energy efficiency for a family in Western Albermarle County Virgina. A small library, guest house, sleeping porch, and two bedrooms serve the family and guests. This 1600 square foot house is designed for easy maintenance because the owners often spend part of the year overseas. Role in Project: Lead designer

Professional Work

BREAKHEART

Professional Work

HIGH STREET UMC

Professional Work

High Street United Methodist Church

Franklin, Virginia 2009-2010

brwarchitects Charlottesville, Virginia

HIGH STREET UMC

Professional Work

HIGH STREET UMC

Professional Work

Role in Project: Project manager for 28,000 square foot church. Coordinated consultant team of engineers and designers through Schematic Design, Design Development, and Bidding. Developed drawings, detailed 125 foot steeple, coordinated in client meetings, and organized consultant meetings.

Images courtesy brwarchitects

SMART HOUSE CONCEPT

Professional Work

Smart House Concept Central California 2007-2008

William McDonough + Partners Charlottesville, Virgina

Professional Work

SMART HOUSE CONCEPT

temperature

Death Valley, CA (high)

Fargo, ND (low) High Avg Low

57˚F 48˚F 39˚F

61˚F 51˚F 41˚F

64˚F 54˚F 43˚F

68˚F 57˚F 45˚F

73˚F 61˚F 49˚F

77˚F 65˚F 53˚F

78˚F 67˚F 55˚F

78˚F 65˚F 53˚F

73˚F 61˚F 48˚F

64˚F 54˚F 43˚F

58˚F 48˚F 38˚F

Jan.

Feb.

Mar.

Apr.

May

Jun.

Jul.

Aug.

Sep.

Oct.

Nov.

Dec.

New Orleans, LA (high)

RELATIVE HUMIDITY

60 40 20

Morning

82%

80%

76%

74%

73%

77%

79%

81%

82%

Afternoon

62%

59%

56%

52%

53%

54%

58%

55%

57%

59%

63%

Jan.

Feb.

Mar.

Apr.

May

Jul.

Aug.

Sep.

Oct.

Nov.

Dec.

Jun.

heating degree

Fargo, ND (high)

Palo Alto, CA is a relatively humid area of the United States. Though the winter months can be considered pleasant, the high humidity levels observed during the summer months can easily cause discomfort. Refer to the psychrometric chart to assist in clarifying the design solutions for this particular site. average morning high average afternoon low

HEATING DEGREE DAYS

A Heating Degree Day (HDD) is defined as 65 degrees Fahrenheit minus the 1000 mean daily temperature. In Palo Alto, CA 800 heating needs are required throughout 600 the year, even in the summer months. Annually there are 2,849 HDD. 400

200 For comparison:

Miami, FL (low)

degree days

528

368

386

349

154

Jan.

Feb.

Mar.

Apr.

May

Jun.

Jul.

Aug.

Sep.

154

344

525

Oct.

Nov.

Dec.

Miami, FL - 40 HDD Fargo, ND - 5,550 HDD

COOLING DEGREE DAYS

http://www.wrcc.dri.edu/summary/Climsmcca.html

cooling degree

D ATA

average low in Palo Alto, CA

Death Valley, CA (low)

TEMPERATURE

Indoor and outdoor air temperature can be modified through a combination of “passive” or “active” design strategies. Daily average temperatures remain pleasant in Palo Alto, CA for the better part of the year. However, temperature is only part of the equation when considering occupancy comfort, relative humidity also contributes to occupant comfort. average high in Palo Alto, CA

100

http://www.wrcc.dri.edu/summary/Climsmcca.html

C L I M AT E

110 100 90 80 70 60 50 40 30 20 10 0

source: http://www.myforecast.com

relative humidity

PA LO A LT O , C A

source: http://www.wrcc.dri.edu/summary/Climsmcca.html

A Cooling Degree Day (CDD) is defined as the mean daily temperature minus 65 400 degrees Fahrenheit. In Palo Alto, CA a 300 small demand of cooling is required during the summer months. Annually 200 there are 305 CDD. 500

Miami, FL (high)

100 Fargo, ND (low)

degree days

Jan.

Feb.

Mar.

Apr.

May

Jun.

Jul.

Aug.

Sep.

Oct.

Nov.

Dec.

ALTO Site Feasibility Study April 29, 2008 DS 76 PALO

For comparison: Fargo, ND - 282 CDD Miami, FL - 2,451 CDD

WILLIAM MCDONOUGH + PARTNERS

The Smart House Concept is a house developed by a team of architects and designers at William McDonough + Partners to provide modern convenience while using fewer resources. Role in Project: Climate research to determine appropriate passive and active strategies. Shading studies using EcoTech. Diagrams to convey performance strategies to client and consultants. Consultant organization. Images courtesy WM+P Rendering by Andres Pacheco Bayshore Residence, Palo Alto

WILLIAM MCDONOUGH + PARTNERS

Exterior - North View December 16, 2008

DS 466

Professional Work

SMART HOUSE CONCEPT

source: http://eosweb.larc.nasa.gov/sse/ Ringkobing, Denmark (coastal high)

18 16 14

wind potential

average speed + direction

12 Average U.S. wind speed

Oak Ridge, TN (low 3.6 knots)

4 2

knots m/s mph direction

8 4.12 9.21 NNW

9 4.63 10.36 NW

10 5.14 11.51 NW

10 5.14 11.51 NNW

9 4.63 10.36 NNW

11 5.66 12.66 NNW

10 5.14 11.5 NNW

8 4.12 9.21 NNW

7 3.6 8.06 NNW

8 4.12 9.21 NW

Jan.

Feb.

Mar.

Apr.

May

Jun.

Jul.

Aug.

Sep.

Oct.

Nov.

Dec.

*According to average manufacturerâ&#x20AC;&#x2122;s data

8 6

11.6 knots is the recommended speed for Utility-scale wind energy* 7.8 knots is the recommended speed for Residential-scale wind energy* 3.9 knots is the recommended speed for Microturbine-scale wind energy*

www.windfinder.com N

E 10 20

40 knots

WINTER

SPRING

WIND SPEED (Knots) and DIRECTION

20 knots

SUMMER

FALL

source: http://eosweb.larc.nasa.gov/sse/

avg global and direct insolation

solar potential

E N E R G Y G E N E R AT I O N PA LO A LT O , C A

Cheyenne, WY (high 11.2 knots)

Annual wind speeds in Cheyenne, WY (11.2 knots) and Oak Ridge, TN (3.6) represent the average high and lows present in the United States. The average annual wind speed in Palo Alto, CA is 8 knots, which indicates that wind energy may be an effective means of power generation.

WILLIAM MCDONOUGH + PARTNERS

Statistics for average Insolation (the combination of clear sky insolation and average daylight cloud amount) indicate the use of photovoltaics may be cost effective for Palo Alto, CA. The area receives an average annual insolation of 4.35 kWh/m2/day. Germany is by far the world leading user of photovoltaic energy and has less than ideal solar potential.

7 6 5 4 Tuscon, AZ (high)

For comparison: Yuma, AZ - 5.08 Quillayute, WA - 3.27 Germany - 2.75

3 2

Quillayute, WA (low)

1 Germany (avg.)

kWh/m2/day Global Horizontal

2.27

3.06

4.23

5.57

6.36

6.5

6.27

5.3

4.57

3.48

2.49

2.06

Jan.

Feb.

Mar.

Apr.

May

Jun.

Jul.

Aug.

Sep.

Oct.

Nov.

Dec.

PALO ALTO Site Feasibility Study MARCH 21 8AM5PM

JUNE 21 8AM- 5PM

April 29, 2008

SEPTEMBER 21 8AM- 5PM

DECEMBER 21 8AM- 5PM

Bayshore Residence, Palo Alto Shadow Study N

WILLIAM MCDONOUGH + PARTNERS

JUNE 16, 2008

DS 121

DS 77

GREENBRIDGE

Professional Work

Greenbridge

Chapel Hill, North Carolina 2006-2007 William McDonough + Partners Charlottesville, Virginia

GREENBRIDGE

Professional Work

GREENBRIDGE

Professional Work

Greenbridge is a mixed use building designed by a team of architects and designers at William McDonough + Partners. Role in Project: Coordinator of consultant team including interior designers, engineers, and associate architect. Development of assembly details from sketch to construction documentation. See sketches above. Construction documentation of main lobby. See plan to left.

Images courtesy WM+P, rendering by Ted Oâ&#x20AC;&#x2122;Brian.

SUSTAINABILITY GUIDELINES

Professional Work

Sustainability Guidelines

Various Companies 2007-2008

William McDonough + Partners Charlottesville, Virginia

SUSTAINABILITY GUIDELINES

Professional Work

TACTICS + MEASURES: RAINWATER HARVESTING

STRATEGY:

EXPAND SOURCE Not all functions require high quality drinking water. Based on the quality of the water needed, sites can rely on a range of water sources including rainwater, water captured from sinks and showers (graywater) and treated wastewater. Once treated, these water sources can be used for irrigation, toilet flushing and some industrial processes. Non-potable sources require careful separation of plumbing systems to ensure integrity of potable water. Considerations of health and safety are paramount to any decision about non-potable systems.

SITE

WATER

ENERGY

MATLS

IEQ

SYSTEM DESIGN: Rainwater harvesting systems are made up of six components.

1. Collection surfaces. Roofs are the best collection surfaces because they typically have the fewest contaminants, although non-vehicular paved areas can also be used. The quality and volume of water collected is determined by how smooth the surface is; thus, metal and membrane roofing is preferred over composite, bitumenbased roofing. The choice of roofing details should also take into consideration water collection: for example, water collected from roofs containing copper flashings can cause discoloration in porcelain fixtures. 2. Channels. Gutters, downspouts and piping take water from the collection surface and convey it to storage tanks or cisterns. Lead solders should be avoided for these systems, as acidic rain can dissolve the lead and contaminate the water supply. 3. Filtration. Mesh filters at the beginning or end of channels prevent leaves and debris from entering the storage system. Because many pollutants are carried away in the first flow of water during a rainstorm, many systems also incorporate a first flush diverter, which diverts this first â&#x20AC;&#x153;flushâ&#x20AC;? away from the storage system.

4. Storage. The cost associated with storage is a major factor in determining whether to pursue a rainwater harvesting system, so finding a simple solution is desirable. Storage tanks can be made of steel, fiberglass, concrete or polypropylene, depending on location and availability. They are best sited close to both supply and demand to reduce the amount of conveyance required, and as high as practicable (keeping in mind that water weighs 8lbs/gallon, or 1kg/L). Below-ground tanks are more costly to install due to the cost of excavation and structured storage tanks. 5. Conveyance (gravity or pumped). If water is stored above its final destination (on the roof or as part of a mezzanine), gravity can be used to maintain water pressure. Pumps will most likely be needed if water is stored on or below ground. These are usually small and can be solar powered. 6. Treatment. Rainwater is generally clean except for the pollutants it collects from the air and contaminated surfaces. Depending on regulations and type of use, rainwater may need to be treated. Treatment methods include settling tanks, sand filters, micron cartridge filters and ultraviolet treatment. Typically, treatment is not needed if rainwater is used for irrigation.

Professional Work

SUSTAINABILITY GUIDELINES

TACTICS + MEASURES: RAINWATER HARVESTING GENERAL RULES OF THUMB:

• The selection of roof material will determine how clean the water is when harvested. Roofs can be shaped to simplify the collection of rainwater

• In theory, approximately .62 gallons per square foot of collection surface per inch of rainfall (9.9L per square meter per centimeter of rainfall) is available for collection.

• Designs will need to locate storage systems, and identify filtering and pumping mechanism for reuse • Roof-mounted cisterns can affect the structural design for roofs

• Non-potable water. Non-potable water from municipal utilities has many of the same benefits as rainwater harvesting, without the costs associated with capturing, cleansing and storing rainwater. Non-potable water from municipalities has a higher environmental cost, as it is the byproduct of an energy-intensive cleansing process.

RESOURCES: • Krishna, Dr. Hari. “The Texas Manual on Rainwater Harvesting.” 2005 Third Edition. Texas Water Development Board. 21 August 2007 <http://www.twdb.state.tx.us > Path: publications; reports; Rainwater Harvesting Manual 3rd Edition.pdf

• Fiberglass: 50-15,000 gallons (.18-56.8 cubic meters) • Polypropylene: 50-10,000 gallons (.18-37.5 cubic meters) • Metal: 150-2,500 gallons (.56-9.4 cubic meters) • Rain barrel: 50-75 gallons (.18-.28 cubic meters)

SITE

• Center for Science & Environment., “Rainwater Harvesting “ 29 November 2007 <www.rainwaterharvesting.org>

• Storage tanks need to be opaque to prevent algae growth, and must be covered and screened to prevent mosquito breeding. Standard available sizes are:

WATER

• Vegetated roofs. Harvesting systems can be used in combination with vegetated roofs, which provide filtration but will reduce the overall volume of water captured due to absorption by vegetation and soils. On average, vegetated roofs will absorb 50-90% of a typical rain event.

• Use monthly median rainfall data, rather than averages, for calculations. Medians are more conservative and are not skewed by high-intensity rainfall events.

Not all functions require high quality drinking water. Based on the quality of the water needed, sites can rely on a range of water sources including rainwater, water captured from sinks and showers (graywater) and treated wastewater. Once treated, these water sources can be used for irrigation, toilet flushing and some industrial processes. Non-potable sources require careful separation of plumbing systems to ensure integrity of potable water. Considerations of health and safety are paramount to any decision about non-potable systems.

ENERGY

• Graywater harvesting. Requires similar dual plumbing supply as graywater harvesting, but graywater systems also use return strategies to “step”, or downcycle, water. Sites can incorporate both graywater and rainwater harvesting, but care must be taken in some locations to keep supplies separate as there are often more stringent regulations about graywater reuse.

STRATEGY:

EXPAND SOURCE

MATLS

SYNERGIES + CHALLENGES:

• In practice, some of this water is lost to absorption by roofing material, first flush, splash-out and overrunning of gutters during heavy rains. Most designers assume a 75% efficiency rate for collection systems.

IEQ

DESIGN IMPLICATIONS:

Sustainability Guidelines are research projects completed by teams of architects and designers at William McDonough + Partners. The Guidelines are used by corporations to guide sustainable development of future buildings. Role in Projects: Conducted research for guidelines. Coordinated documentation and graphics of the printed material. Developed sustainable strategies for indoor air quality, materials use, energy use, and water consumption for inclusion in guidelines.

Images courtesy WM+P

Teaching

TEACHING Mississippi State University

Assistant Professor

Eastmoor Estates 45 Redevelopment

ARC 4536 Architectural Design IV-A Fall 2016

2015 NCARB Award: Expanding the Agency of Architects

Active Building Systems

Collaborative Studio I

Collaborative Studio II

ARC 4990 Special Topics Fall 2016

ARC/BCS 3723 Lecture Course Spring 2013, 2014, 2015, 2016, 2017 Summer 2013, 2015, 2016 ARC 2536 Architectural Design II-A Fall 2012, 2013, 2014, 2015 ARC 3546 Architectural Design III-B Spring 2013, 2014, 2015, 2016, 2017

*See Rural Studio Experience section for: Ree’s Home 3010 3rd Year Design Studio, Auburn University Michelle’s House 3rd Year Design Studio, Auburn University Willie Bell’s House 3rd Year Design Studio, Auburn University

EASTMOOR ESTATES REDEVELOPMENT

Teaching

EASTMOOR ESTATES REDEVELOPMENT:

A COLLABORATIVE EXPLORATION INTO AFFORDABLE AND FAIR HOUSING.

Eastmoor Estates Redevelopment A Collaborative Exploration into Affordable and Fair Housing ARC 4536 Architectural Design IV-A, Fall 2016 Mississippi State University

It is important for Mississippi State University’s School of Architecture to participate in efforts to improve housing for our underserved neighbors in the Mississippi Delta. There are many opportunities for students to learn about architecture, while working with local communities. Eastmoor Estates, near Moorhead, MS is one of these communities. || Eastmoor Estates is a thriving neighborhood, but it needs help envisioning its future. Over the past three decades, Eastmoor Estates has been damaged by flooding and failing foundations. With the help of the University of Mississippi Affordable Housing Clinic, Eastmoor Estates has funding to overhaul failing utilities and repave streets, which are badly needed. After these improvements, safe, affordable housing is the next priority for Eastmoor. The Affordable and Fair

Housing Design Studio focused on this aspect of redevelopment. || Students in this studio started by developing a master plan for the neighborhood that includes a park, a commercial district, and a series of affordable houses that can be built as funding is secured for homeowners. A special master planning play model for children was designed and used in Eastmoor to gain insight on what the community wants for their neighborhood. This model gave adults and children alike a voice in planning.|| The most significant activity in which students participated in was the design of 12 affordable houses – each student designed one. The main objectives for the houses were fairness, affordability, and energy efficiency. Energy modeling was used to learn about efficiency and site influences. Outside guests helped students understand

fairness and affordability. || This unique collaboration with the University of Mississippi’s School of Law provided points of view on fair housing not often expressed to an architecture student. Students learned about social issues in the Mississippi Delta that have affected fair housing and about how an architect can be part of finding solutions. First hand experience with these issues reiterated the importance that an architect protects the health, safety, and welfare of everyone in society – not just those who can afford it. || This studio was funded by a Ottilie Schillig Special Teaching Projects grant through the Office of Research and Development and the College of Architecture, Art and Design at Mississippi State University. -- Professor Emily McGlohn

EASTMOOR ESTATES REDEVELOPMENT

Teaching

2016 FIELD TRIP: PORTLAND, OREGON Field Trip

Portland, Oregon

Each year the School of Architecture at Mississippi State University closes and students take a week-long field trip. In 2016 fourth year students traveled to Portland, Oregon for a week in September. Portland offers a wide range of experiences that influenced student work during the semester. || A tour of city parks including Keller Fountain Park and Tanner Springs Park demonstrated interesting

and effective uses of water. Visiting affordable housing developments, Stephens Creek Crossing and The Orchards at Orenco, provided insight into community design and advanced energy efficiency strategies. Holst, a expert affordable housing architecture firm, opened its doors for an inspiring office visit. Dave Otte, Principle at Holst, and Julie Livingston, senior project manager with affordable housing

provider Home Forward, provided an impactful tour of Bud Clark Commons, Portlandâ&#x20AC;&#x2122;s newest housing options for people who have experienced homelessness. ||Students also explored the city and area on their own. Mount Hood, the Oregon Coast, and Multnomah Falls were among the places they visited.

EASTMOOR ESTATES REDEVELOPMENT

AFFORDABLE HOUSING CASE STUDIES Affordable Housing Case Studies

Understanding the context of affordable housing was the first step in this studio. Students investigated other successful similar affordable housing projects. Although the building type, climate, and cost differ from project to project, the goals of affordable, healthy, and beautiful are shared. As a starting point for comparison, students first analyzed typical affordable house plans that are currently

used in Mississippi. Results of the research were methodically and beautifully presented. Objectives for this assignment were to gain an understanding of affordable housing as a project type, to understand the current affordable housing plans that Mississippi offer, and to create a comparable and graphically clear analysis for shared class understanding.

Teaching

EASTMOOR ESTATES REDEVELOPMENT

BUD CLARK COMMONS

Austin Schnitzlein

PORTLAND, OREGON

PROJECT DATA Architect: Dave Otte - Holst Architecture Builder: Walsh Construction Location: North Old Town - Hoyt & Irving Completion Date: June 2011 Square Footage: 106,000 sq. ft. Cost: $46,951,075 Residents: Serves the homeless population Developer: Home Forward Bud Clark Commons was conceived through a ten year master plan developed by the city of Portland to end homelessness. This site would focus on: : : : :

the most chronically homeless populations streamline services to prevent homelessness concentrate resources on better programs provide low income housing options

CLIMATE Vicinity map

Site plan

The climate in Portland is distinctly Mediterranean, which can be interpreted as a warm, wet winter and calm, hot dry summers.

Skyline

: : : :

summer rainfall - 4.49 inches yearly rainfall - 36.03 inches average summer high temperature - 80 degrees average winter high temperature - 46 degrees

COMMUNITY Bud Clark Commons is comprised of three elements. : Day Center - this service provides information and goods for those who need assistance. These services include transportation tickets, food, hygiene products, telephone access, lockers, showers, laundry facilities, mail & computer services, and a pet area. : Housing - 130 studio apartments that include public housing and section 8 vouchers. : Shelter - 90 bed transitional shelter that provides sleeping, living and dining areas. Bottom, Daily high and low temperature - Top, Time spent in temperature range

Bottom, Cloud cover - Top, Hours of daylight & twilight

Sustainable Features

SUSTAINABLE STRATEGIES Bud Clark Commons is a LEED Platinum building that was initially intended to be comprised on a city block. Now BCC sits upon half a city block and near maximum height by zoning regulations which promotes the density required by the city of Portland. Some highlights into the sustainable strageties include:

Floorplan 5-8

Perspective

Stormwater management through a community courtyard

: No allotment of parking spaces, therefore requires residents to use mass transit, biking or walking. : Solar hot water heater : Gray water harvesting : Heat recovery ventilation : Green power purchasing : Native drought tolerant plants : Natural sunlight : High efficient electric air handlers and sensors : Eco-roofs : Stormwater treatment systems : High efficient water fixtures : LED fixtures : Passive House concepts for residential units using “perfect wall” assemblies

MATERIALS & ASSEMBLIES Originally conceived as a wood structure. The materials chosen for this project are tailored specifically to optimize the health of its users. The majority of the building uses post tensioned concrete in the floors and columns. This building was designed to be a 100-year building and since this is a publicly funded project it needed to be durable, low maintenance, and energy effecient. The materials that provide this efficiency are: : : : : : :

East & West elevation views

Floorplan 3-4

Concrete Brick Siding and trim FIberglass windows Solid core doors Solid surface counters

Ground floor day center

WORKS CITED : CSH. PHA Profile: Home Forward Housing Development Project Using Project - Based Section 8: Bud Clark Commons. New York: CSH, n.d. Www.csh.org. Web. 8 Sept. 2016. : Bud Clark Commons. (n.d.). Retrieved September 08, 2016, from http://www. aiatopten.org/node/402 : “Bud Clark Commons / Holst Architecture” 07 Dec 2011. ArchDaily. Accessed 9 Sep 2016. <http://www.archdaily.com/189376/bud-clark-commons-holstarchitecture/> : “WeatherSpark Beta.” Average Weather For Portland, Oregon, USA. N.p., n.d. Web. 09 Sept. 2016. North & South elevation views

Floorplan 1-2

Interior stairwell - concrete & wood

AUSTIN SCHNITZLEIN

Teaching

EASTMOOR ESTATES REDEVELOPMENT

TED HOUSE

Taylor McKinney

SYRACUSE, NEW YORK PROJECT DATA

Architect: Onion Flats Location: Westside Neighborhood, Syracuse Completion Date: 2011 Square Footage: 1150 SF Cost: $150,000 Residents: Steven Morris and Sara O’Mahoney Developer: Local non-profit The house was designed to be modestly priced, deal with the narrow urban lot, and easily adaptable.

CLIMATE After Ted McDonald took a Passive House course, he decided to completely redesign the house to fit the Passive House standards like its neighbor the R-House. The architects stated, “After our Passive House training, we were embarrassed by such a wimpy shell...” : Original walls were R-19 and the roof was R-30 : New air-tight shell helps keep the house warm during harsh winters

Final built design

Interior atrium image

COMMUNITY The TED House was designed for the “From the Ground Up” Competition sponsored by Syracuse University. The university president stated that It was created in order “to provide another model for dis-invested urban residential neighborhoods found throughout the United States through the creation of affordable green homes.” : The house sits on the narrow urban lot that populates neighborhoods around cities.

SUSTAINABLE STRATEGIES TED House was redesigned to fit Passive House standards and changed its exterior wall make-up. In order to adjust design from original to Passive House standard they changed from batt insulation and R-1 windows to closed-cell spray foam, densely packed cellulose, a sip-panel air barrier, 4-inch EPS insulation, a metal panel rain screen and R-10 windows. First floor plan

Second floor plan

Third floor plan

Site plan

: TED House is LEED Platinum Certified : Dimensionally square plan was designed to dimensional lumber sizes to significantly reduce waste. : High performance envelope reduces energy demand by up to 90% : Simple plan allows for multiple orientations in order to capture the best solar orientation. : According to the Passive House Standards: the total domestic energy usage must not exceed 60kWH per square meter; a maximum of 0.6 air changes per hour; no more than 10% of year may the interior reach about 25 degrees Centigrade; house must be very well insulated; at least 75% of the heat from the exhaust air is transferred to the fresh air again by means of a heat exchanger.

MATERIALS & ASSEMBLIES

Possible plan configurations

Lateral section

Longitudinal section

The house has a three story atrium space which creates natural convection, which removes the warm air and humidity from the space through the solar chimney opening at the top, which eliminates the need for an air-conditioning system. The exterior steel cladding also serves as a rain screen; this is good because it is not only durable but at $2.30/SF it is relatively cheap. The insulation is recycled polystyrene foam-board and is easily purchased at a fraction of the cost of new. : Design can be easily adapted to grow with a family with minimal interior interventions : TED house was designed to be built using either local labor or can be mass-produced in a modular factory : Original design had solar panels for the roof, a 120 gallon water tank that would have met nearly all of the home’s hot water needs but both were nixed when the project was redesigned.

DRYWALL

HIGH DENSITY CELLULOSE

ZIP-PANEL AIR BARRIER HIGH DENSITY CELLULOSE WOOD STUD WALL

4" EPS INSULATION

EXTERIOR GYPSUM

RAIN SCREEN

Solar orientation

TED House wall section

Standard wall section

WORKS CITED : :

: :

Exploded axonometric

Exploded assembly axonometric

“Brochure.” Passive House Design Build. MainStream Corporation, n.d. Web. 4 Sept. 2016. <http://www.mainstreamcorporation.com/trav_rest.php>. Hill, John. “Energy-Saving Ideas From 3 Affordable Green-Built Houses.”Houzz. Houzz, 2 Mar. 2013. Web. 5 Sept. 2016. <http://www.houzz.com/ ideabooks/7392550/list/energy-saving-ideas-from-3-%20affordable-green-builthouse>. Lamb, By Dwell and William. “Project: TED.” Dwell. N.p., n.d. Web. 4 Sept. 2016. <https://www.dwell.com/article/project-ted-7243acea>. “Most Affordable & Effective Super-Insulated Wall Assembly?” 100K House Blog Most Affordable Effective SuperInsulated Wall Assembly Comments. N.p., n.d. Web. 4 Sept. 2016. <http://www.100khouse.com/2010/07/16/mostaffordable-effective-super-insulated-wall-assembly/>. “Projects.” Onion Flats. Onion Flats, n.d. Web. 5 Sept. 2016. <http://www. onionflats.com/projects/affordable/ted-house.php>. Sokol, David. “SU Names Winners of ‘Green Home’ Competition.” Architectural Record RSS. Architectural Record, 1 Apr. 2009. Web. 3 Sept. 2016. <http:// www.architecturalrecord.com/articles/4883-su-names-winners-of-green-homecompetition>. “Syracuse, New York Climate & Temperature.” Syracuse, New York Climate Syracuse, New York Temperatures Syracuse, New York Weather Averages. Climatemps, n.d. Web. 5 Sept. 2016. <http://www.syracuse.climatemps. com/>.

TAYLOR MCKINNEY

EASTMOOR ESTATES REDEVELOPMENT

Teaching

EASTMOOR ESTATES REDEVELOPMENT

Teaching

EASTMOOR/MOORHEAD CONTEXT MAP created by nathan miley

PROPOSED MASTER PLANS Eastmoor Estates Master Plan

Understanding site information and the needs of the community is a critical aspect of effective POST OFFICE community design. Master plans were developed for this purpose. A master plan is not a construction document. It is a flexible representation of ideas. Master plans evolve. An effective master plan is not determined by design professionals. It is influenced by the community and represents their ideas. The concerns and wishes of

Eastmoor Estates residents were considered to create a map for growth. || Students developed four master plans for Eastmoor Estates and the surrounding area in teams of three. Master plans evolved around a specific set of issues that were identified through previously held meetings with the residentâ&#x20AC;&#x2122;s association. Issues important to the residents of Eastmoor include: identity as a community, connectivity to Moorhead, MS (access to public

transportation), recreation for children, useful and well designed public spaces for residents,1 MILE a sense of safety 2 MILES within the community, services for residents, additional housing for new neighbors, opportunities for health and wellness activities (access to public gardens, community center), stormwater management strategy, and improved parking and sidewalks.

52 26

EASTMOOR ESTATES REDEVELOPMENT

Teaching

PROPOSED COM

GROUP 1

LARA LYNN WADDELL BENJAMIN WEBSTER ELIZABETH BUECHE

This proposal was created based off the idea of weaving certain parts of the community together with the individual homes in the neighborhood. The residents are extremely social and enjoy meeting spaces and places to just hang out in their front yard. While designing the master plan, community activities were strategically placed so that people used them in a safe, efficient way. The play areas where children gathered were placed in the center of the neighborhood for the safety barriers it provided, and so they could be seen easily. However, other areas were placed near residents for ease of access. The proposal offered areas such as community gardens, pavilions, a basketball court, and play areas. Green strategies were incorporated to help provide a more sustainable and self-sufficient neighborhood. Some of those strategies used were bioswales, rain gardens, and community gardens.

PROPOSED C

EASTMOOR - PROPOSED MASTER PlAn

and out of each space. The existing primary entrance at Eastmoor is hidden and does not give the community the proper identity it deserves. With the

new community c constructed allow highway and the co to have access to The community

EASTMOOR ESTATES REDEVELOPMENT

Teaching

GROUP 2

DIONDRIA BINGHAM DE’ANDRE GASKIN TAYLOR MCKINNEY

In order to address the issues of the neighborhood of Eastmoor, our group focused on the idea of “sow and reap.” The goal was to enrich the neighborhood without completely redoing the entire layout. The community center was renovated but left in the same area; to help the rainwater go where it needed to, the idea to use earthwork mounds was initially developed along with the use of rain gardens and bioswales. The mounds can be used as a means of rainwater management but also a playground for the kids of the neighborhood. Using lower impact means of development would allow the community to easily embrace the changes made.

GROUP 3

MARIA DEGTYAREVA AUSTIN SCHNITZLEIN IAN SMART

Our Master Plan hopes to convert Eastmoor into a destination for the people of Moorhead by creating spaces that have the potential to house classes, job training, farmerâ&#x20AC;&#x2122;s markets or whatever the residents may need. Most of these incubator spaces, are housed along the park area in central Moorhead that would act as a hub of activity for all who enter. Amenities such as parking and walking paths will accommodate visitors as well as encourage them to explore the new and thriving Eastmoor.

EASTMOOR ESTATES REDEVELOPMENT

Teaching

EASTMOOR ESTATES REDEVELOPMENT

Teaching

GROUP 4

ZACHARY HENRY KIMBALL HANSARD NATHAN MILEY

0Õ

80Õ

160

240Õ

The master plan for Eastmoor Estates started off with a concept word: Biomimicry. Biomimicry is an approach to innovation that seeks sustainable solutions to human challenges by emulating nature’s time-tested patterns and strategies. The group decided that to fully integrate the concept of biomimicry, they would emphasize it through 3 areas: storm water management, skinny streets, & local habitats. This master plan incorporates a skinny street system, natural habitats, pocket parks, and minimal sidewalks. The team had an idea that the residents would create the paths for the sidewalks, instead of designing where the residents should walk. This allowed for a natural organic composition, that responded directly to the needs of the residents.

EASTMOOR ESTATES REDEVELOPMENT

6 DIONDRIA BINGHAM

ELIZABETH BUECHE

MARIA DEGTYAREVA

DEâ&#x20AC;&#x2122;ANDRE GASKIN

KIMBALL HANSARD

ZACHARY HENRY

TAYLOR McKINNEY

NATHAN MILEY

AUSTIN SCHNITZLEIN

IAN SMART

LARA LYNN WADDELL

BENJAMIN WEBSTER

Teaching

33 57

EASTMOOR ESTATES REDEVELOPMENT

FINAL HOUSING PROTOTYPES Eastmoor Estates Housing Design Student Work by Zachary Henry Images, page arrangements, and text.

New housing is proposed to fill in the spaces of the master plan where no house exists. The first two assignments and the trip to Portland presented lessons on affordable housing, connectivity to community, and the existing neighborhood fabric of Eastmoor. There are three objectives each house proposal must meet: fit into the existing fabric of Eastmoor Estates, be appropriate for the site and the intended use of the house

through consideration of the sun and climate, the connection to the environment, the ground, and the sky, and conservation of resources (materials, energy, and money), and make a the life of a family better by understanding the various scenarios of family life and how they may change, the play of children and the need to concentrate, and the importance of community and privacy.

Teaching

EASTMOOR ESTATES REDEVELOPMENT

Eastmoor Estates Housing Design

Student Work by Zachary Henry Images, page arrangements, and text.

Teaching

EASTMOOR ESTATES REDEVELOPMENT

Teaching

22 LOT FOR FUTURE TOOL SHED

ALLOCATION FOR ADA RAMP IF NEEDED

2:12 1

SITE & ROOF PLAN

FLOOR PLAN

Plans

This dwelling was designed for any type of family to inhabit it. It was designed with two zones: one for sleeping and one for living. The sleeping zone features three small bedrooms with walls that fully open up to the activated hallway where their closets are located. This idea was to encourage as much of their time as possible out of their bedroom.

In contrast to the smaller areas in the sleeping zone, the living zone is completely open and free of columns. This allows for an activated family experience to fully interact with each other. This dwelling was designed to work with all types of family, seeing that the family structure is continually changing.

Teaching

EASTMOOR ESTATES REDEVELOPMENT

LONGITUDINAL SECTION

CROSS SECTION

LONGITUDINAL SECTION

CROSS SECTION

N S DECEMBER 21, NOO N MAXIMUM SOLAR ANGLE 33¡

33¡

WINTER SOLSTICE SECTION

54¡

73¡

N S EQUINOX SECTION

MARCH / SEPTEMBER 21, NOO N MAXIMUM SOLAR ANGLE 54¡

N SUMMER SOLSTICE SECTION JUNE 21, NOO N MAXIMUM SOLAR ANGLE 73¡

SECTIONAL SUN STUDIES

seCTIons

The section of the house was the driving force behind the design. It all started here. To begin a series of sun angle studies were conducted to ensure the correct overhang length and roof shape to maximize and minimize the amount of natural light that entered the space. After many sketches, the final section was selected because of its response to the environment. As shown in the sectional sun studies

above, no harsh hot sun enters the space in the summer. This allows for the maximum amount of natural cooling. In the winter, the overhangs allow for the maximum amount of sun to enter the house. This allows for natural heating. In addition the two zones of the house were kept at a maximum of fifteen feet wide to allow for the maximum amount of passive ventilation and natural lighting.

T a c t T a b c f w a o f

EASTMOOR ESTATES REDEVELOPMENT

Teaching

SOUTH ELEVATION

NORTH ELEVATION

The elevations for this house were a direct response to the plan and section. The elevations were composed from the strict structural grid of an alternating nine and six feet. From there the panels were inserted between the structural columns and headings with glazing that was appropriate to the space behind the wall. For example, the bedrooms had full glazing with external blinds on

EAST ELEVATION

WEST ELEVATION

the southern side to allow for the amount of privacy and natural light that the occupant wanted. The exterior cladding materials are a combination of cypress siding with charcoal aluminum accents. These materials were chosen because of the labor force that is available in the area, and the lap siding also paid homage to the existing homes in the neighborhood.

eleVaTIons

Teaching

EASTMOOR ESTATES REDEVELOPMENT

26 TYPICAL WALL SECTION [R19]

COST PER LINEAR FOOT: $85.76

COST PER LINEAR FOOT: $46.71

ADVANCED WALL SECTION [R43]

2” x 6” DOUBLE HEADER 2” x 4” DOUBLE HEADER

5/8” GYPSUM BOARD

3” R30 BATT INSULATION 3” R19 BATT INSULATION

2” X 4” STUD WALL

TYVEK BUILDING PAPER

VAPOR BARRIER

7/16” OSB SHEATHING

1” x 4” FURRING STRIP

7/16” OSB SHEATHING

R13 MINERAL FIBER INSULATION

HARDY BOARD SIDING 1” x 4” FURRING STRIP

HARDY BOARD SIDING

2” X ^” SILL PLATE

2” X 4” SILL PLATE

SPACE HEATING SPACE COOLING

85% WELL-LIT

COOLING DOMINATED

LIGHTING

COOLING DOMINATED

FAN

kBTU

$1,966 $148

Wall asseMblY CoMPaRIson

APPLIANCES

ANNUAL UTILITY COST MONTHLY UTILITY COST

85% WELL-LIT

24 kBTU

$1,234 $102

The wall assembly on the left is the basic wall assembly. This wall is rated at a R19 which is typical. It is constructed with a 2X4 stud wall, and the insulation is just basic fiberglass batt insulation. If the house was constructed with this wall type, it would consume 33 kBTU a year. However, the wall system that was chosen for the house is rated at R43. This wall on the right is constructed

from a 2X6 stud wall with wool insulation between the studs. It also has an extra layer of Mineral Fiber Insulation Board on the exterior. This wall was used reduced the annual energy consumption by almost 10 kBTU. This saves the future homeowner around seven hundred dollars on an annual basis.

Teaching 25

EASTMOOR ESTATES REDEVELOPMENT

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4 5 6 7 8

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2 21 22 23 24 25 26 27

5 6

28 2 3 31 32 33 34 35 36 37

BUILDING SECTION

This detailed building section above shows all the special design considerations of the house. First, the house is a sealed environment. This allows for the most minimal amount of air leakage in the building, which adds to better carbon footprint. Second, the floor construction is a typical wood joist system, however it has a 3” concrete finished floor poured on top of it. This was done so the floor acted as a thermal mass. It

1. Standing Seam Metal Roof 2. 1Ó x 2Ó Purlin at 2Õ O 3. Triple 2Ó x 10Ó Rafte 4. Wood Blocking 5. Dense Packed Cellulose 6. High Density Foam 7. 2Ó x 8ÓWood Blocking 8. 2Ó x 6Ó Double Heade . Double Pane luminum Fixed Windo 1 . 2Ó x 12Ó D ropped Triple Header 11. Rigid nsulation 12. Stained Cypress Trim 13. Mineral Fiber Board 14. 8Ó ypsum Board 15. enetian Blind Motor ight Sensor 16. xternal luminum enetian Blinds 17. Standing Seam Metal Roof 18. Double Pane luminum Fixed Windo 1 . Double Pane luminum Casement Windo 2 . Flashing Blocking Windo Sill

21. 2Ó x 6 Triple Sill Plate 22. Hydronic Radiant Floor Heating 23. Ó Concrete Floor 24. Ply ood Subfloor Concrete Rated 25. Triple 2Ó x 12 Floor ois 26. High Density Foam 27. Rigid nsulation 28. Triple 2Ó x 12 Beam 2 . 1 2Ó Ply ood Sidin g 3 . Batt nsulation 31. apor Retarder 32. 2 x Ó StudWall 33. Triple 2 x 12Ó Colum 34. Steel Õ nchor Plate 35. nchor Bolts 36. Bolts 37. Poured in Placed Concrete Pier 38. Concrete Footing for Pier Foundation 3 . 2Ó x 6Ó Double Heade 4 . 2Ó x 6Ó StudWall

41. 8Ó ypsum Board 42. 2 x 6Ó Heade 43. Pocket Door Framing 44. Pocket Door Track 45. Door Trim Casing 46. Pocket Door 47. Steel Tube utter 48. Sheathing 4 . Metal Flashing 5 . Windo Trim Casing 51. Double Pae luminum Fixed Windo 52. Metal Windo Trim Flashing 53. nsect Mesh for Open ent 54. Prefabricated Steel Casing for Windo 55. Wool Batt nsulation 56. Cypress ap Siding 57. Cypress Trim Cap 58. 1 2Ó Finished Stained Concrete Floor 5 . 1Ó x 2Ó Furring Stri 6 . 16Ó OSB Sheathing

would natural cool the house in the summer, and natural heat the home in the winter. Third, the external blind system is shown in detail. This system detects the amount of daylight and natural light, and adjust automatically. It also can be fully retrieved and hidden in the dropped header. Finally, the window scoop on the northern facades act in a way where it attracts natural light and then reflects off the sill.

bUIlDInG seCTIon

EASTMOOR ESTATES REDEVELOPMENT

Eastmoor Estates Housing Design

Student Work by Lara Lynn Waddell Images, page arrangements, and text.

Teaching

EASTMOOR ESTATES REDEVELOPMENT D

BEDROOM

BATH

kITCHEn

DInInG

BREEZEWAY

B BEDROOM

BEDROOM EnTRY

lIvInG

PORCH

lOFT

Eastmoor House Prototype Plan Sleeping loft - Above Entry

PlAnS

To address the large family size that the house must accommodate, I felt the plan must react to the changeability and unpredictability of the inhabitants and the functions of each room. One way to deal with these matters is through polyvalence. Polyvalence looks ahead to unspecified situations, allowing the plan to handle unexpected applications. To be considered polyvalent, the

1/8â&#x20AC;? = 1â&#x20AC;&#x2122;

activities among different rooms in plan must be interchangeable. The architect must provide for changing use of space, not leave open space for the user to interpret and fill themselves. The proposed architecture values that have to be dealt with when designing a polyvalent space are the organization of space as it relates to movement and occupation, the visibility of space, the hierarchy of space,

21 66

EASTMOOR ESTATES REDEVELOPMENT

Teaching

East Elevation 1/8â&#x20AC;? = 1â&#x20AC;&#x2122;

connectivity of space, direct and living arrangements easier. indirect access to the center, the use of a grid system, and the concentration and openness of space. Throughout the plan built in storage, movable walls, and visibility throughout the home are just a few strategies to make the spaces more polyvalent for the user. The goal was to anticipate what elements the owners might need in the future to make their

eleVATIonS

TITLE

EASTMOOR ESTATES REDEVELOPMENT

Teaching

Loem ipsum hfg dskhr s;kadprj nhsfdhao r;ldjt edto odht dt Loem ipsum hfg dskhr s;kadprj nhsfdhao r;ldjt edto odht dt Loem ipsum hfg dskhr s;kadprj nhsfdhao r;ldjt edto odht dt Loem ipsum hfg dskhr s;kadprj nhsfdhao r;ldjt edto odht dt Loem ipsum hfg dskhr s;kadprj nhsfdhao r;ldjt edto odht dt Loem ipsum hfg dskhr s;kadprj nhsfdhao r;ldjt edto odht dt Loem ipsum hfg dskhr s;kadprj nhsfdhao r;ldjt

edto odht dt Loem ipsum hfg dskhr s;kadprj nhsfdhao r;ldjt edto odht dt Loem ipsum hfg dskhr s;kadprj nhsfdhao r;ldjt edto odht dt Loem ipsum hfg dskhr s;kadprj nhsfdhao r;ldjt edto odht dt Loem ipsum hfg dskhr s;kadprj nhsfdhao r;ldjt edto odht dt Loem ipsum hfg dskhr s;kadprj nhsfdhao r;ldjt edto odht dt Loem ipsum hfg dskhr s;kadprj nhsfdhao r;ldjt South Elevation edto odht dt Loem ipsum hfg 1/8” = 1’

Teaching

EASTMOOR ESTATES REDEVELOPMENT

Transverse Section D 1/8” = 1’

Transverse Section E

1/8” = 1’ B

TITLE

edto odht dt Loem ipsum hfg dskhr s;kadprj nhsfdhao r;ldjt edto odht dt Loem ipsum hfg dskhr s;kadprj nhsfdhao r;ldjt edto odht dt Loem ipsum hfg dskhr s;kadprj nhsfdhao r;ldjt edto odht dt Loem ipsum hfg dskhr s;kadprj nhsfdhao r;ldjt edto odht dt Loem ipsum hfg dskhr s;kadprj nhsfdhao r;ldjt edto odht dt Loem ipsum hfg Transverse Section F dskhr s;kadprj nhsfdhao r;ldjt edto odht 1/8” dt =Loem ipsum hfg 1’

Teaching

EASTMOOR ESTATES REDEVELOPMENT

Advanced Wall Section | 2 x 6 Advanced Frame Wall 26 Construction

Typical Wall Section | Brick on light Wood Framing

3 1

4 1

5 6 7

13 3

6 7

12 11

2 13 2 8

4' X 8' Gypsum Board

4' X 8' Oriented Strand Board

Scale : 1/2” = 1’

Scale : 1/2” = 1’ 4' X 8' Gypsum Board Cost Estimate Take Oﬀ | Brick on light Wood Framing

Description

Quantity

Price

1 2 3 4 5 6 7 8 9 10 11

Quantity

Price

Total

Wall 4' X 8' Gypsum Board

$10.23

2" X 6" X 8" Pressure Treated lumber

$5.97

2" X 6" X 8" lumber

$5.68

$34.08

Cellulose Blown Insulation

$9.08

4' X 8' Oriented Strand Board

$10.85

$11.85

4' Tyvek Weather Barrier (1' X 9')

$3.84

4' vapor Barrier (1' X 9')

$4.16

Anchor Bolts

$0.92

Tack Nails (Box)

$20.00

Metal Screws (Box)

$5.00

Mineral Fiber Insulation Board

$51.99

$2.50

$2.16

Standard Concrete Footing

Concrete Reinforcing

SeCTIonS Total Cladding

12 13

Description

Total

Wall

6" Wood Siding 1" X 4" Furring Strips Total

Foundation

Total TOTAL Subtotal Sales Tax TOTAL

10.23

$15.36

1 2 3 4 5 6 7 8 9 10

4' X 8' Gypsum Board

$10.23

2" X 4" X 8" Pressure Treated lumber

$4.37

10.23

2" X 4" X 8" lumber

$3.12

$18.72

R11 Batt Insulation

$53.62

$107.24

4' X 8' Oriented Strand Board

$10.85

$4.37

$11.85

$16.64 loem ipsum hfg dskhr s;kadprj edto odht dt loem4 ipsum hfg 4' vapor Barrier (1' X 9') $4.16 $16.64 $0.92 Anchor Bolts 1 $0.92 $0.92 s;kadprj nhsfdhao r;ldjt nhsfdhao r;ldjt edto odht dt loem dskhr $20.00 Tack Nails (Box) 1 $20.00 $20.00 $5.00 Metal Screws (Box) $5.00 $5.00 ipsum hfg dskhr s;kadprj nhsfd- edto odht dt loem1 ipsum hfg $207.96 Total $210.33 $337.09 s;kadprj nhsfdhao r;ldjt hao r;ldjt edto odht dt loem ipCladdingdskhr sum hfg dskhr s;kadprj nhsfdhao edto odht dt loem ipsum hfg 11 Standard Brick 144 $0.57 $82.08 $30.00 12 Brick Wall Ties 72 $0.08 $5.76 r;ldjt edto odht dt loem ipsum dskhr s;kadprj nhsfdhao r;ldjt $6.48 Total $36.48 hfg dskhr s;kadprj nhsfdhao edto odht dt loem ipsum$87.84 hfg Foundation r;ldjt edto odht dt loem ipsum dskhr s;kadprj nhsfdhao r;ldjt 13 Standard Concrete Footing 4 $8 $33 $33 hfg dskhr s;kadprj nhsfdhao edto hfg Concreteodht Reinforcing dt loem1 ipsum 1 14 $33 Total $33 r;ldjt edto odht dt loem ipsum dskhr s;kadprj nhsfdhao r;ldjt TOTAL edto odht dt loem ipsum hfg hfg dskhr s;kadprj nhsfdhao $406.81 Subtotal $331.41 $21.36 r;ldjt edto odht dt loem ipsum dskhr nhsfdhao $21.36 r;ldjt Sales Tax s;kadprj $428.17 TOTAL hfg dskhr s;kadprj nhsfdhao r;ldjt edto odht dt loem ipsum$352.77 hfg

4' Tyvek Weather Barrier (1' X 9')

$3.84

$15.36

Teaching

EASTMOOR ESTATES REDEVELOPMENT

EXTERIOR REnDERInG

RenDeRInGS

The hand-drawn, watercolor rendering style was chosen because of the characteristics of the Mississippi Delta. known for its rich, dark soil and vast acres of farmland, I thought it was necessary to showcase these features with the appropriate medium. Two exterior renderings show the relationship to this rich ground and the outdoor gathering spaces the building lends itself.

One indoor rendering shows the relationship between the dining room and the breezeway and the other shows the close relationship between the outdoor porch and the interior living room. Also, one can see the permeable storage wall allowing visitors to see inside the living room from the entry space and the sleeping loft above.

EASTMOOR ESTATES REDEVELOPMENT

Teaching

EXTERIOR REnDERInG

EXPANDING THE AGENCY OF ARCHITECTS

Teaching

Expanding the Agency of Architects: 2015 NCARB Award

ARC 4990 Special Topics, Fall 2016 Co-taught and developed with John Poros and Emily Roush-Elliott Mississippi State University

Expanding the Agency of Architects focused on the growing sector of public interest design and expanding architectural practice in non-traditional ways. Students identified community issues, cultivated new clients, and developed design programs as an alternative to waiting for the perfect project. Students learned ArcGIS, global information software, and input real time information into an interactive map of a struggling Mississippi Delta town. Students mapped their observations, which become new data sets. These ranged from emergency weather features in the area to registered voters per household. Using public information from the Mississippi Automated Resource Information System, United States Census

data, topographic data, and county data, students identified correlations between their new data sets. Using information that is seemingly unrelated to typical architectural research students develop new knowledge flows that result in project proposals. New perspectives on how to approach project development and manage contingency were created through the mapping exercises. The analysis of the maps exposed underlying issues and turned into proposals with architectural solutions. Nothing is artificial or supposed â&#x20AC;&#x201C; each proposal is based on fact. Students researched potential funding sources and developed a catalog of project proposals to give to the mayor of the partner community.

This process utilizes the studentsâ&#x20AC;&#x2122; observational, graphic, and analytical skills to open avenues to new projects, clients, and architectural solutions. Instead of reactively collecting data to understand an assigned program, students used data to select an appropriate architectural solution. Exposing students to alternative knowledge flows helps to ensure students are answering the real problems in a community and not responding to what they think the community needs. This allows the studentsâ&#x20AC;&#x2122; careers and practices to serve as exemplars for others architects and professionals.

EXPANDING THE AGENCY OF ARCHITECTS

WARD 4

WARD 3

COMMUnITY COLLEGE

WARD 2

WARD 1

Teaching

EXPANDING THE AGENCY OF ARCHITECTS

Key

City of Moorhead Zoning Map

Emergency Feature and Components

City of Moorhead Boundary

Police Station

Factory Zone

Fire Station Inclement Weather Siren

Commercial Zone

Fire hydrandts in Eastmoor School Zone

Church Zone

Residential Zone

Density & Violent Crime Data

Violent Crime per 100k US Mississippi Sunﬂower Moorhead

House Density per sq. mi.

Pop. Density per sq. mi.

500

1000

1500

2000

2500

VIOLEnT CRIME PER 100k PEOPLE -

United States Sunﬂower County

199 507

Housing density per sq. mi. United States Mississippi Sunﬂower Moorhead

37 27 14 529

Population density per sq. mi. United States Mississippi Sunﬂower

87 63 42

*Violent crimes consist of Murder, Rape, Robbery, and Assault *Property crimes consist of Burglary, Theft, and Vehicle Theft

Teaching

ACTIVE BUILDING SYSTEMS

Active Building Systems

ARC/BCS 3723, Spring 2013, 2014, 2015, 2016, 2017 Mississippi State University

This course concentrates on defining the mechanical and electrical (active) techniques available to architects and constructors for integrating thermal comfort, energy efficiency, and life safety into the built form. Upon completion of this course, students have a basic understanding of mechanical (HVAC) and plumbing systems, thermal comfort, indoor air quality, fire protection systems, and should be able to make informed judgments regarding the appropriateness and performance of these systems as they relate to design.

Students should have awareness of lighting, power, acoustics, vertical transportation, communication, and security systems. Course material will be delivered through a lens of energy efficiency and sustainability. Assessment A series of projects, exercises, quizzes and exams will be the basis of assessment of a studentâ&#x20AC;&#x2122;s understanding of material delivered in class. All information delivered in class is considered appropriate material to be included in assessments (projects, quizzes and exams). This includes lectures (instructor and guest), required readings (including

text and supplemental readings), films, and field trips. Projects included: Water Conservation Challenge, The Power of Light, and Integrating Active Systems.

ACTIVE BUILDING SYSTEMS

Student Work by Ria Bennett Images and EPO

ARC 3723 - Active Building Systems Project 2 - The Power of Light Ria Bennett

Teaching

ACTIVE BUILDING SYSTEMS

Teaching

Student Work by Ryan Fierro Images and EPO

Teaching

ACTIVE BUILDING SYSTEMS

SAVE OR DRY! "We never know the worth of water till the well is dry” - Thomas Fuller

DATA COLLECTION

THE ISSUE

THE OBJECTIVE

We are all lucky to be residents of Mississippi, a state blessed with rainfall, sometime a little too much of it, due to which its hard for us the realize how important it is. Unlike us, there are millions of people across the globe who toil for

+ To record and analyze water use patterns of each member. + Discuss and come up with direct and indirect strategies to conserve water.

hours and trek for miles to get a gallon of a liquid that we care so little about !

+ To reuse greywater potable uses.

Water is a resource that can neither be created, nor be destroyed. Which means no matter how much the population grows, the supply remains the same. Three students Omkar Prabhu, Diondria Bingham and LeAndra Santos,

conclude

with

list

H AS

SHOW ER

OMKAR'S THREE DAY WATER USAGE

LEANDRA'S THREE DAY WATER USAGE

WATERING PLANTS

BAT H

ER OW SH

WER SHO

Total Usage : 222 Gallons/ 3 days Sink: 79 Gallons , Toilet: 83 Gallons, Watering Plants: 3 Gallons, Shower: 57 Gallons

Total Usage : 235 Gallons/ 3 days Sink: 32 Gallons , Toilet: 71 Gallons, Bath: 55 Gallons, Shower: 77 Gallons

TOTAL WATER USAGE: 702 GALLONS

TO ILE T

TOI LE T

K SIN

SIN K

TO ET IL

CA R

PRE-EXERCISE WATER USAGE

strategies that are effective and feasible to use on a daily basis.

water saving campaign to analyze, conserve and minimize their water use.

Total Usage : 245 Gallons/ 3 days Sink: 67 Gallons , Toilet: 85 Gallons, Car Wash: 18 Gallons, Shower: 75 Gallons

non

+ Study water strategies used by people from drought hit regions.

took it upon themselves as a part of a

DIONDRIA'S THREE DAY WATER USAGE

for

To collect data and analyze water use patterns, we used an app called WaterWiz. The app showed graphs recording the quantities of water used for each task by every team member. T h e data was collected in two consecutive weeks on Monday, Tuesday and Wednesday. To record how much water each fixture used a gallon bucket and a time watch was used.

A sample screen shot of the app

SOURCES OF WASTAGE + Diondria wasted too much water flushing. + She also washed her car with a hose on a weekly basis. + LeAndra used the least amount of water in the team but wasted too much of it flushing and washed utensils as she primarily cooks at home. + Omkar sparingly used the sink as he does not cook at home and had the least flush usage. + But he wasted water soaking in the tub once every week.

+ Fill up the sink while washing utensils instead of letting the water run. + Bathtubs can hold a lot of water, so avoid using them and instead just take a shower. + Do not use of buy products with high "Embodied Water Use”. For example : 1 pount of instant potatoes require about 227 gallons of water to produce and a cotton T-Shirt requires about 700 gallons of water to produce. + Buy faucets and fictures with Water Sense Mark

KEEP FAUCETS OFF

FIX LEAKY FAUCETS

Wiping the car with a duster and a bucket of water is just as effective as hosing it with tens of gallons of water.

Greywater (without soap) can be collected and used to water plants. Some organic particles (like rice) can actually help plants.

Keeping faucets off while doing chores like brushing, shaving etc can save a great deal of water. If you want it to be open, you may

This is perhaps the most important indirect measure. “The average household's leaks can account for more than 10,000 gallons of

This completly eliminated LeAndra’s need to use potable water for gardening.

collect it, in a tumbler and reuse it for other purposes.

water wasted every year...” (EPA).

Total Usage : 178 Gallons/ 3 days Sink: 41 Gallons , Toilet: 62 Gallons, Car Wash: 8 Gallons, Shower: 67 Gallons

ILET TO

T ILE O

CAR WASH

LEANDRA'S THREE DAY WATER USAGE

ER OW SH

DIONDRIA'S THREE DAY WATER USAGE

SINK

14%

Total Usage : 191 Gallons/ 3 days Sink: 65 Gallons , Toilet: 71 Gallons, Watering Plants: 0 Gallons, Shower: 55 Gallons

OMKAR'S THREE DAY WATER USAGE

WER SHO

ED SAV ER AT

42%

SIN K

WATER SA VE D

D VE SA

NK SI

Total Usage : 136 Gallons/ 3 days Sink: 21 Gallons , Toilet: 55 Gallons, Bath: 0 Gallons, Shower: 60 Gallons

TOTAL WATER SAVING: 197 GALLONS (28%)

USE GREY WATER

W AT E

WIPE DON"T HOSE

SH OW E

PRE-EXERCISE WATER USAGE

+ Turn the shower off while shamooping.

LET TOI

DIRECT + INDIRECT SOLUTIONS

OTHER METHODS

issued by EPA. + Select dual flush systems and a low flow shower head when replacing existing ones.

OBSERVATIONS + Diondria saved a lot of water by sponging her car instead of hosing it. + LeAndra was able to eliminate the water required for her plans by reusing Grey water. + Omkar was able to save a lot of water by eliminating the use of bathtub and only taking a shower. The pleasure derived from the tub isn’t worth wasting so much water. + All members were able to save water by intermittently putting the faucet off while doing their chores like brushing etc.

Student Work by Diondria Bingham, LeAndra Santos, and Omkar Prabu

SOLUTIONS

SOURCES

Unlike the conventional notion, water is not an unlimted source. Its quantity remians the same despite the spike in population and consumption. If it is abused, it can cause deadly droughts like the one currently faced by California. Water isn’t something that can be manufactured very viably so the existing natural sources are our only ones we can use. Being mindful and using common sense is the best approach to saving water and in turn protecting and flourishing life of Earth.

https://engagingtoddleractivities.files.wordpress.com/2010/07/dsc_0420.jpg http://lib.store.yahoo.net/lib/autogeek/fire4.jpg http://www.planetnatural.com/wp-content/uploads/2014/06/watering.jpg https://www.rhs.org.uk/getmedia/1d4f34a3-1e30-49b1-b5a2-e3d0f1fb9bb7/Using -grey-water-on-plants-placed-in-a-tray-to-collect-drainage-water_PUB0021715.j pg?width=520&height=345 http://www.advancetabco.com/pics/leadfree_photo.jpg http://cdn.greendiary.com/wp-content/uploads/2012/07/brushing_teeth_vwcic.jpg http://www.emergencyplymouthplumber.co.uk/images/5.jpg http://mediad.publicbroadcasting.net/p/wosu2/files/201602/water_faucet.jpg https://www3.epa.gov/watersense/pubs/fixleak.html https://d13yacurqjgara.cloudfront.net/users/23155/screenshots/974792/save-water-in fographic-information-design-dribbble-01_1x.jpg

Teaching

Avengers Household - Active Building Systems - ARC3723 Elizabeth Bueche, Giovanna Leone, and Taylor McKinney

WATER CONSERVATION CHALLENGE

ACTIVE BUILDING SYSTEMS

The Issue

Objectives

Preparation

The objective of this The Schedule for data collection was: Water Resources are rare March 28 April 1 Typical water nowadays, therefore, it is really challenge is to make people become more conscious of important to conserve water. consumption data. their water usage. Our April 3 April 7 Reduced water The Issue was to conserve and Household challenge is to use as less water as possible consumption data. reduce the most of our The Strategy for data collection was using selfconscious strategies water usage using simple to put in your WaterWiz as soon as to achieve this goal. routine strategies that anything related to water happened. everyone can do.

Analysis 1 Member 3 used the most water in our family household. STRATEGIES: Shower: Instead of allowing the water to continuously run while showering, the water was stopped after a few seconds while the person applies soap and shampoo to themselves. Then the water is turned back on to rinse off the soap. Another method is not waiting for the shower to heat up before jumping in. The shower would be immediately turned on and used. Which can tremendously save water. A final method is actually conserving the water that is initially wasted while waiting for it to heat up. A bucket is placed underneath the faucet to catch the normally unused water until it heats up. Then the extra water can be used for washing dishes, flushing toilets, things of that nature. Toilets: A half gallon can be save each flush by placing an old 1/2 gallon milk jug that is weighted down into the tank of a toilet, thereby saving water each flush because it takes less to fill up the tank because of the displaced water. Sinks: Instead of letting sink run while brushing teeth, turn it off while brushing. The same process can be applied to washing dishes.

Analysis 2 Member 3 still used the most water in our family household. Most of the water was used during the shower period. All of the conservation strategies worked, but to a minimal effect. The effectiveness of each waterconserving strategy was highly dependent on the inconvenience factor of it. All of the members of the household are busy, college students that live a fastpaced life. Therefore, if any of these strategies took a bit longer, or were out of routine (and most were), then they were not as effective because they were not used as often. This made the group members realize how important it is to produce strategies that were convenient for each particular member.

Discussion Our household found that is possible to reduce the amount of water used in our everyday lives in an easy and effective way. It is not only necessary, but good for everyone's health, it saves money because reduces the bill, it saves water for the next generations, and in most of the cases also saves energy.To save water is to make the world a better place.

Conclusion As a conclusion, it is possible to affirm that there is no need for the abusive use of water. It is possible to prolong the existence of this good for long generations to come. It is a challenge to use the strategies on the first day and it gets easier with time, from now on we will pay more attention to our consumption.

Student Work by Elizabeth Bueche Giovanna Leone Taylor McKinney

Teaching

ACTIVE BUILDING SYSTEMS

PROJECT three : Integrating active systems: Hvac design

• Central

Air-Air Heat Pump HVAC System

Within this design for the construction of a Fire station, there are multiple thermal comfort zones to met. This station supports two principle zones of a first floor educational/ office zone and a second floor residential zone. Through analysis of this building’s type and size, climatic zoning and thermal needs this building’s HVAC system needs will be understood. Using the standard text, “Mechanical and Electrical Equipment for Buildings”, MEEB, a schematic HVAC system may be proposed. The selected HVAC system for this building is a Split Central Air-Air Heat Pump due to it’s efficiency and commonality in building’s similar to the type and size of this fire station. The Air-Air Heat Pump utilizes a refrigeration cycle that both heats and cools as it pumps or recycles air from the outdoor environment into the indoor environment. As a direct benefit to this system, the air heat transfer eliminates the distinction between furnaces and DX cooling coils, as commonly seen in HVAC Split DX Systems. A split system Air-Air Heat Pump uses refrigerant lines to move heat between the exterior unit, Heat Pump which includes the compressor, and the interior unit, air handler which includes backup heating cools. This system circulates the indoor air to maintain the building within comfortable thermal levels. This air in then distributed throughout the building through supply ducts and return ducts to specific zones. For this building to have multiple thermal zones each zone requires it’s own Air-Air Heat Pump system. The outdoor heat pump unit is commonly placed on rooftop spaces but may be placed outside in an inconspicuous area with plenty of access to outdoor air. • Components • Grille • Register • Air Handlers • Heat Pumps • Supply Ducts • Return Ducts • Thermostat • Back-Up Heating System • Refrigerant Lines • Diffusers • HVAC

• Legend Supply Duct Supply Diffuser Up Supply Diffuser Return Griller Supply Griller Up Return Duct Interior Air Handler

Exterior Heat Pumps

First Floor Design

For this fire station, the Split Air-Air Heat Pump system is contained within the mechanical room on the upper left side of the building. There are two systems present within the mechanical room to provide for the two thermal zones of the building. The system on the right side, the secondary system, provides duct work up to the second floor for thermal zoning of the residential bunk rooms. The system on the left, the primary system, distributes air to both the first and second floors to areas of living, education and office. The air handlers are connected to the outdoor heat pumps via refrigerant lines to facilitate heat cycling. Supply and Return duct work is then produced from these air handlers to distribute air through out the first floor. The first floor supply duct, diagrammed in red, supplies air to every room with diffusers placed in the perimeter of spaces near windows. Return ducts are oriented along the major circulation access of the building and will absorb the discharged heat from theses occupied spaces with grilles.

Teaching

ACTIVE BUILDING SYSTEMS

mal al/ nd od. a

ue on. or to ng es he his els. cts it’s op oor

he hin he ng to are ply out ith ng ses

First Floor Plan: 3/32” = 1’

Student Work by Ria Bennett

Teaching

ACTIVE BUILDING SYSTEMS

PROJECT three : Integrating active systems: lighting design

•

Lighting Systems

The lighting system for this building is formulated from lighting level calculations which provide the appropriate amount of lighting for each type of space. In accordance with IESNA Lighting Handbook Figure 52 Determination of Illuminance Categories, the orientation and visual performance of lights are categorized. This categorization provides the illuminance levels which can then be multiplied by the square footage of each room to calculate the required lumens for each space. Based off these calculations, 3 lighting types were specified for this fire station including: task lighting, accent lighting and ambient lighting. These tasks were accomplished by only 4 types of luminaires in order to provide efficiency for the buildings illumination with the consistency of similar luminaire types. Higher levels of lighting were required in rooms such as the training room, kitchen and apparatus bay and as such they have more lights with stronger amounts of lumen output. Areas with less lumen requirements such as hallways and water-closets are supplied less lights with fewer amounts of lumen outputs.

•

Icon Legend

• Ceiling Recessed Downlight

2 x 4 Pendant Linear

1 x 4 Pendant Linear

Directional Wall Sconce

Room Legend A B C D E F G H I J K L

Mechanical Room Access Hallways Fire Chief Office Report Office Watercloset 1 Watercloset 2 Training Room Lobby Dining Room Kitchen Mud Room Apparatus Bay

Teaching

ACTIVE BUILDING SYSTEMS

C B

First Floor Plan: 3/32” = 1’

Student Work by Ria Bennett

Teaching

ACTIVE BUILDING SYSTEMS

PROJECT three : Integrating active systems: photovoltaic design

•

Stand Alone PV Sizing Calculations

Figure 29.13 Monthly Ave Solar Radiation (kWh/m^

Starkville, MS Latitude and Longitude: Latitude: 33.44 Longitude: -88.85 Radiation Incident on Starkville, MS, for Decemeber: (chart) =3.54 Kwh/m^2/day @ tilt 49 Average Monthly Temperature for December: (chart) =5.59 Daily Average PV Production: (chart) =32 wh/ft^2 Square Footage of PV Panel Array: =(Average Engery Used in Building)/(Daily Average PV Production) =(112,324.4 Wh)/(32 wh/ft^2) =3,510.14 sf of PV

MEEB, Chapter 29, Se

PV Array Size: 86’6” x 40’ 6”

40’6”

86’6”

12V Batter

Teaching

ACTIVE BUILDING SYSTEMS

thly Average Incident Wh/m^2/Day)

Monthly Averaged Radiation Incident On An Equator-Pointed Tilted Surface (kWh/m^2/day)

NASA, Atmospheric Science Data Center

r 29, Section A

Average Minimum, Maximum and Amplitute of the Daily Mean Earth Temperatures (C)

NASA, Atmospheric Science Data Center

40’6”

6’4” 6’6”

V Battery Size: 6’6” x 6’4”

First Floor Plan: 1/16” = 1’ Student Work by Ria Bennett

Teaching

COLLABORATIVE STUDIO I

Collaborative Design/Build Studio I ARC 2536 Architectural Design II-A Fall 2012, 2013, 2014, 2015, 2016

Co-taught and developed with Hans Herrmann, Tom Leathem, and Lee Carson Landscape Design by Mississippi State University Department of Landscape Architecture Mississippi State University *See Research and Awards and Distinctions sections for more Collaborative Design/Build Studio I projects.

Co l l a b o r a t i v e S t u d i o I i s a c ro s s disciplinar y, six- credit hour s tudio b e t w e en f a c ul t y an d s e co n d y ear students in the School of Architecture and the BCS Program at MSU. The goal of this studio is to create awareness of the relationships between architecture and construction professionals through knowledge development of materials, methods, and processes associated with the built environment and how they impact design and construction outcomes. The classroom relationship between dis c ip lin e s is p os sib l e due to t h e BCS Program’s unique studio based curriculum. Rather than the t ypical three-hour lec ture course, the BCS Program uses an architec ture framework of a six-credit hour studio. At its conception, the program’s intent was s truc tured to accommodate

interaction between the architecture and construction disciplines. Sharing the same classroom space and schedule facilitates interaction. Two collaborative s tudios t ake place throughout the students’ academic career. Collaborative Studio I occurs in the fall semester of the students’ second year. Collaborative Studio II takes place in the spring of the students’ third year. This studio ser ves ever y second year student in architecture and BCS. Class sizes range from 40 to 50 students.

testing and developing design concepts and construction conventions. Learning and working with BCS students’ less obvious design issues, such as cost, time, embodied energ y, and qualit y a re f a c to r s t h a t m ea sure p roj e c t outcomes. T he end result s of this intensive semester-long collaboration are practiced verbal and representative communications skills bet ween the two sets of budding professionals. An understanding of the allied discipline’s value s truc ture and disciplinar y in tere s t s is d e v el o p e d w hil e als o The goals of Collaborative Studio I, realizing a well-built, full-scale artifact through a small design/build project, t ha t d em o n s t r a te s t h e s e l ear n e d are to help students develop a working attributes. knowledge of the principle construction material families and their related cons tr uc tion methodologies w hile lear ning f undament al concept s of formal and spatial manipulation. Model making and drawing are a means of

Teaching

COLLABORATIVE STUDIO I

Student Participants

ARC 2536 Architectural Design II-A Fall 2014 Charles Barlow Ebony Batchelor Diondria Bingham Matt Bowen QuincyBrown Ashtyn Bryant Elizabeth Bueche Sarah Buice Davis Byrd Josue Carrion Jarred Creel Will Daniels Maria Degtyareva Hunter Frierson De’Andre Gaskin Danielle Griffin Kimball Hansard Aaliyah Hawkins Zachary Henry Austin Hubbard Savannah Ingram

ARC ARC ARC BCS ARC ARC ARC ARC BCS ARC ARC BCS ARC BCS ARC ARC ARC ARC ARC ARC ARC

Andrea Jankowski Rudy Lazarus Taylor McKinney Owen McVitty Nathan Miley Greg Moore Cory Moxley Joshua Overstreet Sara Peppers Omkar Prabhu Abbie Raper Cur tis Reed D’Shari Richardson LeAndra Santos Austin Schnitzlein William Shoemaker Claire Sims Ian Smar t Angel Thompson Mark Varnado Nick Vezinaw

ARC BCS ARC BCS ARC BCS ARC ARC ARC ARC ARC ARC ARC ARC ARC ARC ARC ARC ARC BCS ARC

Lara Lynn Waddell Tanner Wallace Rob Warlick Kirkland Webber Ben Webster Gerald Wicks Ashley Wyatt

ARC BCS ARC ARC ARC ARC ARC

INTRODUCTION

Teaching

COLLABORATIVE STUDIO I Program Summary

Two new shelters at the University Golf Course designed and built by 49 second year architecture and construction students in a cross-disciplinary design/build studio. Provides storm protection and restroom facilities to golfers. ADA restroom accessibility. Unique, hand made cladding systems offer identity to the course. 12’ cantilevers on each side of the shelter offer rain and sun protection. Rainwater collection system is employed.

Shelter at Hole 4

Program Statement The University’s Golf Course was renovated and expanded to 18 holes in 1985, no permanent restrooms have ever been available on the course during a round of golf. In these 30 years, no protection from rain or sun has been available. Two new shelters at the University Golf Course, complete with men’s and women’s ADA accessible accommodations and cart parking spaces, now rest on holes 4 and 12. Started and completed during the fall of 2014, 49 second year architecture and construction science students designed the cladding systems and built the shelters in 4 months.

SITE LOCATION

Students designed specialized cladding systems for the restroom pod. Each system is designed for durability and ease of maintenance.

Shelter at Hole 12

Lessons on SKINNING a Cat

SHELTER AT HOLE 4

SHELTER AT HOLE 12

Their locations are strategic. Since they are the only restrooms on the course, they are geographically separate so they can be easily accessed by players at any point during a round.

Site Plan of University Golf Course

Lessons on SKINNING a Cat

GOLF SHELTER AT HOLE 4

Teaching

COLLABORATIVE STUDIO I

LF SHELTER AT HOLE 12

Lessons on SKINNING a Cat

Images by Megan Bean

Lessons on SKINNING a Cat

Teaching

COLLABORATIVE STUDIO I COLLABORATIVE SEQUENCING DIAGRAM: Design Learning Outcomes Collaborative Studio I is a joint studio between 2nd year students in the School of Architecture and the Building Construction Science Program (BCS). Students from both disciplines participate in two mandatory, six credit hour collaborative studios during their academic career. This is the first studio in the sequence. This design/build project served as a vehicle to accomplish two major objectives and five overarching goals for this shared studio. OBJECTIVES •Establish a working knowledge of the methods for collaborative production in the AEC industry. •To create awareness of the relationships between architecture and construction professionals through knowledge development of materials, methods, and processes. GOALS •Establish a working knowledge of the principle construction material families and their related construction methodologies •Learn fundamental concepts of formal and spatial manipulation 49 Students, the entire 2nd year class level for Architecture and BCS, participated in this monumental design/build project.

•Develop an understanding of the relationship between design and construction professionals and their respective values •Use drawing as a means of testing and developing design concepts and construction means & methods

COLLABORATIVE SEQUENCING DIAGRAM: Design Learning Outcomes

•Develop awareness of cost, time, and quality as a factor affecting project outcomes ORGANIZATION Each student developed an individual cladding Lessons on SKINNING a Cat system in the first half of the semester. Students then organized into four major groups: Roof/Truss Team, Cistern/Wall Team, Concrete Panel Team, and Wood Panel Team. The panel teams worked to find consensus on the panel designs that would be built while the other groups planned and detailed for the roof trusses and rainwater collection system.

Lessons on SKINNING a Cat

Teaching

COLLABORATIVE STUDIO I DESIGN PROCESS: Cladding systems of wood and concrete. PANEL AS SKIN Each student experimented with either wood or concrete as a cladding material. They were asked to consider pattern, texture, and light on the panel. They were also asked to develop corner, connection, and waterproofing details for their system. Many 12” x 24” panels were made and used as inspiration for the final panel designs. In the end, students realized there are definitely more than 2 ways to skin a cat.

DESIGN PROCESS: Cladding systems of wood and concrete.

The development of construction details for a wood and concrete panel.

Lessons on SKINNING a Cat

LARGE SCALE MODELS

COLLABORATIVE STUDIO I

Teaching

COLLABORATIVE STUDIO II

Teaching

Collaborative Studio II

ARC 3546 Architectural Design III-B Spring 2013, 2014, 2015, 2016, 2017 Co-taught and developed with Alexis Gregory, Tom Leathem, and John Poros Mississippi State University

Collaborative Studio II is a crossdisciplinary design studio with the Building Construction Science Program at Mississippi State University. It is designed to introduce students to new integrated methods of project delivery such as Design Build and Integrated Project Delivery.

detailing of assemblies and the overlaps estimating and scheduling and the between constructors and architects. importance of Building Information Modeling and Integrated Practice as a Students learn the basic factors means to foster collaboration. associated with effective collaboration, the importance of individual versus group Six-hour studios are shared between work in a collaborative environment students. They sit and work together and build an understanding of the daily. relationship with and values held by Students of both disciplines work in their building industry partners. groups to complete a design project together. Projects concentrate on the Students learn construction budget

Teaching

PLYWOOD CDX

CORNER DETAIL CONNECTION 1’= 1 1/2”

COLLABORATIVE STUDIO II

CEDAR BEVEL

4X6 TIMBER GIRDER

PLYWOOD W/ CDX VAPOR BARRIER (PLASTIC)

SLAB ON GRADE

CEDAR BEVEL SIDING

BOTTOM CHORD

WIRE MESH

79 STONE

2” DEEP GALVANIZED NON-CELLULAR DECK

Wall Plan Section

CONCRETE 350 PSI

JOIST HANGER

SILL PLATE

OPEN-WEB JOIST BLANKET INSULATION

#4 REBAR

CMU

GYPSUM BOARD

FINAL WORK_ENVELOPE & STRUCTURE

BLANKET INSULATION 3 1/2” CONCRETE

TIMBER

#5 REBAR

AN IMPORTANT PART OF THE DEVELOPMENT OF THE CONCEPT INCLUDED ANALYSIS AND DETAILING OF WALL ASSEMBLY SYSTEMS USED IN THE FINAL DESIGN. SOME IMPORTANT DETAILING POINTS IN THE DESIGN 14” X 14” COLUMN INCLUDE THE GLASS AND STEEL CURTAIN WALLS, THE JOINT WHERE THE LIGHT WOOD FRAMING WALLS MEET GLASS CURTAIN WALLS, AND THE COVERED PORCHES ABOVE EXISTING CONDITIONED SPACE. INCLUDED #5 REBAR ARE FRAMING PLANS OF THE ROOF, FIRST FLOOR AND FOUNDATION.

2X4 STUD

1/2” PLYWOOD W/ CDX

INSULATED GLASS GASKET SEAL VAPOR RETARDER EXTERIOR AND INTERIOR WALL CONNECTION 1’= 1 1/2”

Wall Plan Section

14” X14” CONCRETE COLUMN

Wall Section

Student Work by Liz Bueche and Claire Sims

FASCIA BOARD

GRAVEL FILL

4” D STEEL COLUMN

FLASHING

PERFORATED DRAINAGE PIPE

ROOF MEMBRANE

V-GROOVE CYPRESS BOARD

DECK SUPPORT BRACKET AND BOARD

CAST-IN-PLACE CONCRETE WALL

Student Work by Ben Webster and Omkar Prabu

SPRAY-FOAM INSULATION

DECK BOARD

V-GROOVE CYPRESS SIDING

FURRING BOARD

SPRAY FOAM INSULATION

2X4 STUD WALL

OPEN WEB STEEL JOIST

GYPSUM BOARD

OSB

2X4 WOOD STUD

BASEBOARD

SLEEPER

OSB SHEATHING

WOOD FLOORING

COLLABORATIVE STUDIO II

Teaching

Student Work by Patrick Brown, Casey Smith, and Carter Brown

100

COLLABORATIVE STUDIO II

Teaching

Student Work by Patrick Brown, Casey Smith, and Carter Brown Top Sketches by Patrick Brown

101

COLLABORATIVE STUDIO II

Student Work by Patrick Brown, Casey Smith, and Carter Brown

Teaching

102

COLLABORATIVE STUDIO II

Teaching

Student Work by Patrick Brown, Casey Smith, and Carter Brown

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COLLABORATIVE STUDIO II

Teaching

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Rural Studio Experience

RURAL STUDIO EXPERIENCE Auburn University Rural Studio Ree’s Home

107

Consultant Building Enclosures

113

Auburn University Rural Studio Michelle’s House

125

Willie Bell’s House

131

Auburn University Rural Studio Alabama Rural Student Heritage Center

137

Sanders-Dudley House Design

145

Visiting Assistant Professor

3010 3rd Year Design Studio 2017-2018

2016 Guest Critic 2015 Workshop Host 2014 Building Diagnostics Presentation

Clerk of Works Instructor

2nd Year Design Studio 2005-2006 2nd Year Design Studio 2004-2005

5th Year Student Project 2002-2003

2nd Year Student Project 1999

Student Participants

3010 Third Year Design Studio Fall 2017

Kyle Anderson Livia Barrett Ashley Bucher Regan Eiland Andrew Frese Zoey Gerstner Will Hall Hayley Hendrick Kevin Jeon Conner Quinn Marlyn Rivera Henry Savoie Jonathan Schneider Kyra Stark Cory Subasic Lauren Wer tz

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REE’S HOME

Rural Studio Experience

Ree’s Home 20K Home Project

3010 Third Year Design Build Studio Auburn University, Rural Studio

Ree has lived in her trailer home for fortytwo years. Although it has long outlived its expected lifespan, the good condition of Ree’s trailer is evidence of her love of where she lives. Her neighbor and sister is Geraldine, a client and owner of 20K v16. To continue the 20K Home Project research agenda, third year students in this studio will select a home from the 20K Product Line to refine and build. Several design questions are presented in this project. In the first semester, the selection process for Ree’s new home was designed. Students participated in an extensive analysis of the 20K Product Line Homes, v8 Dave’s Home, v9 Mac’s Home, and v10 Joanne’s Home. Through framing models, diagrams, and comparisons each house

was dissected before it was compared To maintain the experience of a raised to the same diagrams of Ree’s current porch and gain the performance benefits home. of a slab students elected to build Ree’s Home on an elevated slab - a first for Through this analysis and an interview Rural Studio. with the client the students determined four criteria for the selection of Ree’s new The second semester’s students will fully home. A connection to her sister between develop the landscape between the two 20K Homes, a relationship to the street, homes and select the right wall assembly built in storage, and a half bedroom are for energy efficiency and materiality. the most important aspects to consider. Both groups of students will participate After presenting their ideas in outside in the construction of Ree’s new home. reviews and to Ree, v10 Joanne’s Home was selected as the basis for design. Refinements to the original plan offered Ree an extra space for storage or for overnight guests. The deep porch faces the street and provides much needed protection from the western sun.

108

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REE’S HOME

32” 6”

27”

PERSPECTIVE

39”

SHORT ELEVATION

LONG ELEVATION

2X6

2X4

23”

20”

20 DEGREE CUT

29”

34.5

36”

EXPLODED AXON

MATERIALS

SAWHORSE RACE: GROUP 4

GERSTNER, SCHNEIDER, STARK, RIVERA

THE NOBLE STEED

HAYLEY HENDRICK, HENRY SAVOIE, CORY SUBASIC, LAUREN WERTZ

09/05/2017

FRONT ELEVATION

SIDE ELEVATION

PLAN

DRAWINGS 1/16”=1” 3 (1) 2”x6”

(1) 2”x4”

36”

(4) 2”x4”

30”

(1) 2”x4”

31 9/16””

15°

(1) 2”x4”

31 15/16”

35 1/8”

20° 20°

DIMENSIONS / MATERIAL REQUIREMENTS 1/16” = 1”

ASSEMBLY 1/16” = 1”

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REEâ&#x20AC;&#x2122;S HOME

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Students began the semester with a Sawhorse Race. In teams of four, students designed sawhorses to withstand a series of performance tests. With Johnny Parkerâ&#x20AC;&#x2122;s help, each pair was tested for balance, strength, weight, and style. The winning team won a huge jar of pickles.

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REEâ&#x20AC;&#x2122;S HOME

Rural Studio Experience

Trusses and Purlins

Wood Framing

Siding and Window

Stair Connections

111

Rural Studio Experience

REE’S HOME

UNFACED BATT INSULATION 7/16" OSB BATTON METAL SIDING 1/2" RIGID INSULATION SILL GASKET

1/2" GYPSUM BOARD SEALANT 4" GRAVEL LAYER VAPOR BARRIER 4" CONCRETE SLAB COMPACTED FILL

FLASHING 16"x8"x6" CMU 3/4" RIGID INSULATION 1/4" HARDIE BOARD

UNFACED BATT INSULATION 5 8"

7/16" OSB

2"X6" PRESSURE TREATED SILL PLATE SILL GASKET

EXPANSION BOLT MOISTURE/AIR BARRIER

VAPOR BARRIER 4" SLAB WITH METAL MESH

METAL SIDING 3 4"

GYPSUM BOARD

1"X4" BASE BOARD

2" RIGID INSULATION , EXTENDS 2' FROM FOUNDATION WALL

BATTON

1/2" RIGID INSULATION 6" CMU

4" GRAVEL

FLASHING COMPACTED FILL

#4 REBAR

16"x8"x8" CMU

8" CMU

#4 REBAR

GRAVEL

CONCRETE FOOTING #4 REBAR

CONCRETE FOOTING

10"

1'-6"

NTS

ON DETAIL 1: EXTERIOR INSULATION

NTS FOUNDATION DETAIL 2: INTERIOR INSULATION Ree’s WITH 6”Home CAP BLOCK began SCALE 1-1/2” : 1’

1’

Rural Studio 3rd Year: Ree’s Home October 19th, 2017

with an in-depth study of the 20K Product Line Homes. Students built accurateRural framing Studio 3rdmodels Year: Ree’s Home 19th, 2017 in Sketch-Up to learn about stickOctober frame construction, material counts, and the details of the product line homes. After diagramming and comparing the product line homes to Ree’s needs, the students determined that more built in storage, a place for guests, and consideration of slab construction was desirable. A presentation to Ree confirmed the studio’s analysis that v10 Joanne’s House was the best option for Ree. Student work by Kyle Anderson, Ashley Bucher, Henry Savoie, Lauren Wer tz, and Cory Subasic.

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RURAL STUDIO CONSULTANT

Rural Studio Experience

Auburn University Rural Studio Consultant 2015 Workshop Host Newbern, Alabama

Beginning with a 2013 Pecha Kucha presentation for the 20th Year Anniversary of the Rural Studio a new relationship with a familiar place started.

Rural Studio students and faculty how to use a blower door, thermal imaging camera, llluminance meter, data loggers, and multi-meters. The Newbern Library was tested for air infiltration and crevices After â&#x20AC;&#x153;Are You Vapor Retarder were filled to improve overall efficiency of Challenged?â&#x20AC;? a short presentation about the building. the fundamental differences between the layers of the building enclosure, I was The year after the first presentation Rural invited to visit Rural Studio and give a Studio extended an invitation to host a lecture about building performance. With workshop with Emilie Hagen of Atelier help from Audit Squad and my collection Ten and Kellie Stokes, a doctoral student of building diagnostic tools I first taught at Yale University. This resulted in a three

day event of building diagnostic performance exploration. Building enclosure continues at Rural Studio.

and

consultation

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RURAL STUDIO CONSULTANT

pe reear hitecture n d sca ew F c nd La a g Andr sor of Ar ity s lannin s Profe n Univer ecture, P r it A u b u l o f A rc h o Scho Studio l R u ra o x 2 7 8 6 7 6 5 B P.O. ern, AL 3 b N ew cture esign chite n Gloh sor of Ar rt, and D c M s Emily nt Profe itecture, A ta Assis e of Arch g y Colle iles Hall Universit 2 6 e 240 G sippi Stat , MS 397 e Missis sippi Stat Missis

heir e lete t v c o m p u d e n ts h a o t d t s e e r n u d o may MSU. Y ential an d e n ts at he E ss ur stu ols I use wo lists: m from t o y e t o e v t h e e t li e d e h a d t b e m I 15 ools based on k. I have as you ne 2, 20 imate s Budget Estim stic t e ber 2 p ro x t ateSefo iagno This list is d last we and only ptermBuildin d g an ap u r stu d e n t . in e s d s g, Diagnos d r d n e il fi n s a u e u , o ls t btic To t y t o o f n a h t w o o u ol I e t is s K t o r v l c a lis A nd g 20 sh o p entia al dis sal to re Dear complied the existin the work g the ess o ation g e e d u c e r a p ro p n a I hav igation of ese durin purchasin is h t t here ing toget uestions. inves ost of th ld sugges n, if t q u tt m u criptio s. I am p wer their s e u se d d e d . I w o d s n n ool, a y questio them an t e Expa ded list. h to t lping e an n a link in he expa u hav ludes now if yo involved c Tool in y ix k matr e let me py to sta Blower Door uf turehrap The Mlean System P as ac Essential Website I’m . ll cost. Rethtro fa te Description in is c ht a tp g :// re a tro FLIR i7 Therm tec.com/pr Educational D al Imaging Tests air infilt oducts/5101-c iscount? ration Camera FLIRrely, lassic Yes, 20%. Call rates. Since ht

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115

RURAL STUDIO CONSULTANT

Rural Studio Experience

116

RURAL STUDIO CONSULTANT

Rural Studio Experience

The following pages are from a publication Rural Studio students developed after the 2015 workshops. Only the pages concerning my work are included here. Workshop developed with Kellie Stokes and Emilie Hagen

Images courtesy Rural Studio

117

RURAL STUDIO CONSULTANT

J PA JWB NVB FEB WJG EJG ESG RMG QAJ LNK CRS

Rural Studio 2015 Workshops

YLS

Images courtesy Rural Studio

Rural Studio Experience

118

RURAL STUDIO CONSULTANT

Workshop 06 |

Rural Studio Experience

Environmental Analysis

“What are the priorities of the 20K house?” Images courtesy Rural Studio

119

Rural Studio Experience

RURAL STUDIO CONSULTANT

42 43

Emilie Hagen

Associate director of the West Coast Atelier Ten office since 2005, Emilie Hagen is a sustainable design expert with a special interest in net zero design, living buildings, and resiliency. Emilie has been an energy consultant for the Rural Studio for the past few years and has held teaching positions at esteemed architecture schools across the country.

Images courtesy Rural Studio

Kellie Stokes

An alumni and former professor at the Rural Studio, Kellie Stokes has a Bachelor of Arts in Math and Studio Art from Dartmouth College and Masters in Mechanical Engineering from MIT. Currently working on her PhD in Forestry and Environmental Science at Yale University, she has a unique interest in the impacts of spatial form of the built environment on the health of human and natural systems.

Emily McGlohn

Emily McGlohn is an Assistant Professor in the School of Architecture at Mississippi State University. As a student and professor at the Rural Studio she worked on the Rural Heritage Center and several house designs. An expert in Active Building Systems and climate appropriate envelope systems, she has been an environmental consultant at the Rural Studio for several years.

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RURAL STUDIO CONSULTANT

Rural Studio Experience

Emily showing students the testing equipment

W.S.7: Environmental Analysis

“We want buildings to do more, so that systems can do less.” — Emily In moving forward with the 20k brand, it is important to consider what it is these houses should be accomplishing. We have found that the important considerations go far past the notion of affordable housing and include not only health and wellness, but environmental factors as well. With the scope of the project being so wide, it has become more significant than ever to be as precise as possible and gather evidence-based data to support our designs. The first place to look for applicable data are the existing 20k House projects. By analyzing the technical aspects of the 20k Houses, we have begun to formulate questions and determine which design decisions have been the most successful in the past. With this analysis as the baseline, we developed a framework of “Economy, Ecology, and Equality” in order to determine how the 20k House can be a balance of comprehensive sustainability. The ideal qualities of the 20k should fall in the spectrum of this framework and our goal is to pinpoint the best strategies to achieve them. Images courtesy Rural Studio

Not only do these strategies require qualitative research and reflection, but also scientific analysis and testing. By utilizing tools such as Data Loggers, Blower Door Tests, and Thermal Imaging Cameras, we can begin to analyze the previous 20k House designs with much more scrutiny and compare their quantitative performance to one another. The hope for these comparisons is to understand which design strategies have been the most successful environmentally and to challenge ourselves to only use the best design strategies for our climate and our client.

Emily, Emilie, and Kellie discussing the 20K tests

121

Rural Studio Experience

RURAL STUDIO CONSULTANT

44 45

ment

Students discussing Venn Diagram with prospective goals

Goals for the 20K

ests Images courtesy Rural Studio

Qualities for the 20K

Strategies for the 20K

122

RURAL STUDIO CONSULTANT

Rural Studio Experience

Joanneâ&#x20AC;&#x2122;s House Blower Door Test

Labeling and preparing data loggers for testing Images courtesy Rural Studio

Placing Data Loggers in the Model Home

Various

123

RURAL STUDIO CONSULTANT

Rural Studio Experience

46 47

Joanne’s House Footcandle Gradient Chart

Blower Door Test

the Model Home

Various Data Logger Charts

Images courtesy Rural Studio

Joanne’s House Floor Plan

125

Rural Studio Experience

MICHELLE’S HOUSE

Michelle’s House

3rd Year Design Build Studio Fall 2005, Spring 2006

Co-taught and developed with Daniel Boone McHugh Auburn University Rural Studio

The design and construction of the second year home is split into two groups by semesters. The fall semester begins by meeting the client that has been chosen for the project by the instructors. Through interviews and observations of the client, a program is developed. A scheme that the class and instructors agree on is presented to the client and changes are made through critiques and reviews by visiting professors. The fall group of Michelle’s House was able to have the roof on before Winter Break.

details are made at full size, adjusted on the house so they work and a class discussion takes place on site. Mock-ups help everyone, including the client, previsualize what the final product will be.

a vent at the highest point. Air is allowed to circulate around the cedar siding by attaching it to battens that are attached to the sheathing. Both gaps are connected and as the hot air rises out, cool air from under the house is circulated around the The spring semester group arrived in walls and roof. January to find the house with its roof on. The floor plan had been decided but time was still needed in studio to design all of the interior and exterior finishes. The class worked five days a week allotting one day to their materials and methods, history and watercolor classes. Students and instructors were on site at 7:00 am and often stayed until 7:00 pm. Never before had a group managed to finish by May, and hand the keys over to the client.

The house is a full size model; students can try out their ideas in mock-up form through out the construction process. Usually, the class is divided in several ways over a decision; each group is An air space between the metal roof and encouraged to create their idea at full the plywood keeps the house cooler by size for everyone to see. Studio designed allowing the sun’s heat to escape through

126

MICHELLEâ&#x20AC;&#x2122;S HOUSE

Student Participants

3rd Year Design Build Studio Fall 2005, Spring 2006 Anna Bevill Jason Blankenship Brittany Creehan Jacob Fyfe Brittany Graeber Jennifer Isenburg Carrie Laurendine Jonathan Mayhall Don Mott Brandon Rainosek Haley Robinson Christopher Terrell Marcus Buckner-Perry Justyn Chandler Michelle Clark Taylor Clark Evan Dick Lori Fine

Robert Hall Drew Jerdan Brett Jones Ben Krauss Carrie Norton John Plaster Dorothy Sherling Casey Smith Kathleen Webb Terran Wilson

Rural Studio Experience

127

MICHELLEâ&#x20AC;&#x2122;S HOUSE

Rural Studio Experience

128

MICHELLEâ&#x20AC;&#x2122;S HOUSE

Rural Studio Experience

129

MICHELLEâ&#x20AC;&#x2122;S HOUSE

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WILLIE BELLâ&#x20AC;&#x2122;S HOUSE

Rural Studio Experience

Willie Bellâ&#x20AC;&#x2122;s House

3rd Year Design Build Studio Fall 2004, Spring 2005 Co-taught and developed with Frank Flurry Auburn University Rural Studio

Thirty-one students designed and built a home for Willie Bell in two semesters. With materials easily purchased locally, the house is organized by two bars of space. The front houses the kitchen and living room, the back contains three bedrooms and a bathroom. A front porch offsets the front bar, which creates a porch in the rear as well.

- Willie Bell hosts them. Replacing a deteriorating trailer home this house protects more than just the owner. Students in the first semester worked to develop schematic ideas. The foundation was poured and the walls were framed before the winter holidays.

As one of several houses in a family Students in the second semester circle, Willie Bellâ&#x20AC;&#x2122;s house serves as a hub. developed a cladding system that Grandchildren play and daughters visit also serves as a whole-house shading

device. Two by six cedar boards were donated by a local mill for the rainscreen. With a 1.5 inch air space behind them, the cladding shades the entire building keeping it remarkably cool even in the summer. On-site design reviews under a tool shed students designed and built first kept the entire group working to accomplish the same goals.

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Student Participants

3rd Year Design Build Studio Fall 2004, Spring 2005 Brent Amos Daniel Ash Lu Bai Uel Bassett Becca Broome Kait Caldwell Sean Carter Courtney Casburn Laura Clark Ryan Coleman Drew Coshow Joey Fante Betsy Farrell Melissa Graveline Abbie Grubb Jennifer Hale Images courtesy Timothy Hursley

Rosannah Harding Jason Holland, Trey Howell Nadene Mairesse Drew Merkle Rand Pinson Kendall Pitts Melissa Rouse Mackenzie Stagg Ryan Stephenson Sarah Tillotson Nick Thomas Joey Tudisco Jennie West John Tyler Young

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Images courtesy Timothy Hursley

WILLIE BELLâ&#x20AC;&#x2122;S HOUSE

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Images courtesy Timothy Hursley

WILLIE BELLâ&#x20AC;&#x2122;S HOUSE

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WILLIE BELLâ&#x20AC;&#x2122;S HOUSE

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ALABAMA RURAL HERITAGE CENTER

Rural Studio Experience

Alabama Rural Heritage Center Thomaston, Alabama 2002-2003 Thesis Project with Professor Andrew Freear

with Katherine Bryan Johnston, John David Caldwell, and Walker Renneker Auburn University Rural Studio

Images courtesy Timothy Hursley

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From August 2002 to October 2003 four students designed and built the Alabama Rural Heritage Center. Working with HUD Funds secured by the Alabama Rural Heritage Foundation, we inserted a glass box into an existing trades building on the grounds of the old Marengo County High School. Working with local tradesmen and professional engineer, Robert McGlohn, an opening was made between the once home economics and shop classrooms. The Alabama Rural Heritage Center still operates as planned from this gift shop where goods are sold on consignment for local craftspeople. Pepper Jelly, a specialty of the organization is sold from the jelly wall.

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ALABAMA RURAL HERITAGE CENTER

Rural Studio Experience

Images courtesy Timothy Hursley

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ALABAMA RURAL HERITAGE CENTER

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ALABAMA RURAL HERITAGE CENTER

Rural Studio Experience

Images courtesy Timothy Hursley

Images courtesy defy-rules.com

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SANDERS-DUDLEY HOUSE

Rural Studio Experience

Sanders-Dudley House

Greensboro, Alabama 1999-2001 2nd Year Student with Professor Steve Hoffman Auburn University Rural Studio

As a freshman at Auburn, I only knew My classmates and I worked on two one thing, I was going to be Rural Studio significant projects that semester. First, student. our responsibility was to continue the renovation of Spencer House with In the fall of 1999 Rural Studio was a help from the 5th Year Students. We busy place. Sambo still lived in Morrisette completed the downstairs bathroom House, David Buege was on sabbatical among other unrewarding tasks. and living in Morrisette, and Bryan Bell was visiting for a year and lived there too. Our studio project that year was the schematic design for the As a second year student, Newbern first rammed-earth Rural Studio was an amazing place and Morrisette home - the Sanders-Dudley House. provided unique “roommates.” Although the house design was

finalized and built in future semesters, my class started this project under Steve Hoffman. These formative experiences in my education initialized a trajectory I’m still following.

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RESEARCH Selected Peer-Reviewed Publications

Equality of Energy Efficiency 149 for Low-Income Housing in the Mississippi Delta. Teaching Integrated Practice: 159 An Integrated Project Delivery Theater. Mobile Technology in the 171 Classroom: An Investigation of Building Diagnostic Applications. Cross Disciplinary Design/Build: The Design of Collaborative Education.

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Research

Equality of Energy Efficiency for Low-Income Housing in the Mississippi Delta

Double-blind Peer Reviewed 2016 European Association for Architectural Education (EAAE)/Architectural Research Centers Consortium (ARCC) International Conference Lisbon, Portugal Co-authored with Emily Roush-Elliott Mississippi State University

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Equality of Energy Efficiency for Low-Income Housing in the Mississippi Delta Emily M. McGlohn

Mississippi State University, Starkville, Mississippi

Emily Roush-Elliott

Enterprise Architectural Rose Fellow, GLCEDF, CSTC, Greenwood, Mississippi

ABSTRACT: Within the context of an increasingly connected society, a growing awareness of the concentration of wealth among a small minority, and the threats posed by climate change; access to healthy, affordable and efficient housing is an imperative in the design of equitable communities. Not all sectors of society have access to housing that satisfies even the most basic needs of shelter or efficiency. As architects, we seek to shift this paradigm beginning with an understanding of baseline conditions. This paper chronicles efforts to determine the energy efficiency rates of a sample of low-income housing in the Mississippi Delta as a first step toward developing solutions for fair, sustainable housing. A clear picture of energy efficiency, or inefficiency, in existing low-income housing in the Mississippi Delta does not exist, and the rate of air infiltration in this housing sector is an understudied subject. Blower door tests are typically performed on new housing to insure they meet current code mandated air infiltration standards, but blower door tests can also be used to measure the “as-is” air infiltration condition of a home. In this study, blower door tests were performed on 27 houses in Greenwood, MS, to determine how many air changes per hour (ACH) are occurring in real living conditions. This data was collected as a first step toward understanding and addressing the health and financial burdens imposed on the homeowner by inefficient housing. Preliminary results show that older homes have a much higher ACH rate – sometimes too high to even measure - than newer housing. On average, homeowners of typical existing housing are expected to spend approximately $150 during a typical December to maintain 65°F (18°C) indoors – a significant amount for a region where 40% of the population lives below the poverty level (US Census Bureau, 2014) This can be attributed to era construction techniques and a lack of maintenance. Additionally, results show a strong correlation between high ACH rates and window air conditioning units that are not seasonally covered or removed. The value of this research is identifying the monetary costs and health burdens associated with low-income housing in Greenwood, Mississippi, and providing a framework for responding to these burdens through recommendations to non-profits, housing authorities, municipalities, developers, and architects. The study is a first step within a larger framework, but begins the process of allowing professional architects, academics, and students to define the value of the role of design beyond the aesthetic, applying the expertise of the field to contemporary economic, social, and environmental challenges.

1 INRODUCTION 1.1 Energy Efficiency, Thermal Comfort, and Utility Costs As society becomes more concerned with healthy environments, climate change, and conservation of natural resources, architecture has responded with clean, energy efficient housing options. Energy efficient housing is defined in many ways. Grondzik and Kwok in Mechanical and Elec-

trical Equipment for Buildings define efficiency as “the ratio of system output to system input.” They define energy conservation as “saving energy by using less,” and energy efficiency as “both conservation and efficiency efforts in buildings” (Gronzik, & Kwok, 2015). These simple concepts are the basis for many measures of conservation such as limiting air leakage through the enclosure. The 2015 International Residential Code (IRC) recognizes that a complete air barrier system is necessary for energy conservation. The latest IRC requires the enclosure

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to be tested and that air infiltration rates not exceed 3 ACH50 in the climate zone in which Mississippi belongs (ICC, 2014). Tighter enclosures prevent air leakage, which conserves the energy invested in the interior thermal environment. As a result utility costs are reduced, which saves money for the occupant. Interior thermal environments, as defined by The American Society of Heating, Refrigeration, and Air Conditioning Engineers‘ Standard 55 are comfortable when “that condition of mind that expresses satisfaction with the thermal environment” is reached (as cited in ASHRAE, 2009). ASHRAE also states, “in general, comfort occurs when body temperatures are held within narrow ranges, skin moisture is low, and the physiological effort of regulation is minimized” (ASHRAE, 2009). Perception of positive thermal comfort plays a role in the well-being and health of the home’s occupants and is partially dependent on the integrity of the enclosure. 1.2 Recognizing Housing Inequalities Home energy efficiency provides three advantages to an occupant: less fuel is used, which also benefits a larger society, the indoor thermal environment is more comfortable, which helps keep the occupants healthy, and less money is spent, which means more financial resources are available to the home occupant. These important advantages are even more critical to occupants of low-income housing. Safe, affordable housing is a societal right; yet it is not available to everyone. This fact is well documented in a recently published report entitled The Art of Inequality: Architecture, Housing, and Real Estate. The authors of this report state “affordability is generally determined by whether one’s income can pay for essential goods and services without causing undue financial hardship. Housing is one of these essential goods” (Martin, Moore, & Schindler, 2015). 1.3 A Broader Discussion This study examines three samples of low-income housing in the Mississippi Delta, a historically impoverished region of the United States, to understand air infiltration rates as compared to each other and to nationally accepted standards. Air infiltration rates are then used to project the cost burden a family must carry due to heat loss through air infiltration. 1.3.1 Predicting Air Leakage To fit this study into context within a broader discussion about air infiltration, housing type, and income, a 2003 report by the Indoor Environment Department at the Lawrence Berkeley National Laboratory was reviewed. This study aggregated and analyzed over 70,000 air leakage measurements

from across the United States. This data was collected from a variety of sources, the main one being weatherization programs in Ohio, Alaska, and Wisconsin. The purpose of this study was “identify house characteristics that can be used to predict air leakage.” In short, the authors found that lowincome houses have higher air infiltration rates by almost two times as compared to the amount of a conventional home. They also summarized that older homes are more leaky than newer homes (Chan, Price, Sohn, & Gadgil, 2003). Since most of the air leakage data came from the Midwest, these conclusions do not extend to the South. The authors say a much in their report: The results for low-income houses, for the difference between low-income and conventional houses, are probably correct for the Midwest but are much less certain for the rest of the country (for which we have no data on low-income homes.) . . it seems reasonable that the Midwest results might apply elsewhere in the country, but this inference cannot be tested with the present data. Chan, Price, Sohn, & Gadgil, 2003 Within the Southeast, Midsouth, and Deep South, air leakage data was not available from Mississippi, Alabama, Louisiana, Kentucky, or Tennessee. This helps to identify a need for a study such as this one. 1.3.2 Air Leakage by Region In a study by Grot and Clark, approximately 250 low-income residences across the country were tested for air infiltration. Weatherization techniques were employed afterwards and then tested again for improvements. Houses tested in South Carolina, Georgia, and Louisiana were the closest to the Mississippi Delta in terms of climate and history in this study (Grot & Clark, 1979). The average air exchange per hour rate at 50 Pascals was 36.6 for all the houses tested. In the houses in South Carolina, Georgia, and Louisiana, the average was 95ACH50. New Orleans, Louisiana had the highest at 195.8 ACH50. No houses were tested in Mississippi, yet expectations for high air infiltration rates are established for this study (Grot & Clark, 1979). 1.4 Baptist Town, Greenwood, MS Understanding the location of this study is important to its significance. Greenwood, MS lies at the edge of the Mississippi Delta, an important agricultural region with great culture and struggle. Baptist Town is a historical African-American neighborhood that claims many blues musicians and most recently, was the setting for the 2011 film The Help. This neighborhood has over five hundred residents, though less than 32% are employed and only 28%

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hold a high school diploma according to a 2009 study on Baptist Town (Community Development Project, 2009). Although a cohesive and active community, it has been left out of mainstream society. The typical housing stock is largely inadequate in terms of accepted comfort and efficiency standards. As the focus of an Enterprise Community Partners Rose Architectural Fellowship, Baptist Town recently received 11 new affordable homes for its residents. The Mississippi Emergency Management Agency (MEMA) donated these premanufactured “Katrina Cottages” to the Greenwood-Leflore Fuller Center for Housing (via the City of Greenwood) for placement in Baptist Town and sale to low-income families. Through an application process, individuals were selected to be able to purchase a cottage through an affordable mortgage program organized by the local Fuller Center chapter. The coordination of cottage installation took place during 2014 and 2015 and was led by author, Rose Fellow and Greenwood Leflore Carroll Economic Development Foundation (GLCEDF) employee, Emily RoushElliott. 1.5 A Partnership with Mississippi State University As part of the final stages of the Baptist Town Cottage project, a grant was awarded to the GLCEDF to study energy efficiency rates in the new installation of cottages as compared to existing housing stock in Baptist Town. In partnership with Mississippi State University’s (MSU) School of Architecture and Audit Squad – a group of students interested in building performance, this study was developed under the guidance of author and assistant professor, Emily McGlohn. 1.6 Objectives and Goals The objective of this study is to measure air infiltration rates of as-is conditions of a sample of lowincome housing to determine the average dollar amount a family spends on heating due to air infiltration. The goal of these tests is to determine the monetary costs and health burdens associated with typical low-income housing in Greenwood, MS. Another goal of this study is to determine if current efforts to improve low-income housing in this community are paying off in terms of energy and monetary savings. Long-term goals of this research include a strategy for improving energy efficiency rates and indoor air quality standards in low-income housing. Local housing authorities, non-profits, and low-income housing developers in Mississippi can implement the resulting strategies. Data can be distributed through MSU’s vast network of county extension offices. Baseline information is necessary as a first step.

1.7 Expected Outcome The expected research outcome is a baseline metric of energy efficiency rates and anecdotal information regarding existing low-income housing in Greenwood, MS. It is hypothesized that the newer, premanufactured housing is more energy efficient, therefore more cost efficient for homeowners. The long-term outcome of this research is a complete strategy for home energy efficiency improvements for low-income housing in Mississippi that is available to non-profits, housing authorities and others. 2 METHODOLOGY 2.1 Introduction The methodology measures base air infiltration conditions of a sample of low-income housing in Greenwood, MS. Manual calculations estimate energy and cost expenditures due to air loss through infiltration. Through identification of common problematic areas of infiltration, suggestions are made to reduce rates of air infiltration. 2.2 Sample A sample of low-income housing was identified before data collection began. With assistance from the GLCEDF three categories were identified and clients were contacted by the GLCEDF to request participation. Each resident was given a $25.00 gift card to a local store for incentive to participate. Images of each housing type are found in the following section as Figures 1, 2, and 3. 2.2.1 Housing Type A The first category, Housing Type A, represents the new installation of “Katrina Cottages” that were donated to the City of Greenwood, MS, by MEMA. Eleven Type A houses are in this sample. Residents of the Baptist Town neighborhood applied for these homes based on need and income. Assistance in acquiring an affordable mortgage was given by the Fuller Center and GLCEDF. These homes were built approximately 10 years ago as emergency housing after Hurricane Katrina. A surplus of homes exists and it is common to see these buildings in Mississippi repurposed as affordable housing, hunting camps, or rental properties. They are pre-manufactured and range from 800 to 400 square feet. They are made of are 2x6 stick frame construction, insulated with either cellulous or fiberglass batts, and clad with cementitious lap siding. They rest on a pier foundation. Participants from this sample have been previously selected from the applicant pool to receive a

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Katrina Cottage. The majority of these new homeowners have income of less than 30% AMI (area median income) which equates to under $9,000 in Leflore County in 2016. All homeowners are currently living in their cottages.

2.2.3 Housing Type C Housing Type C represents typical low-income housing in Greenwood, Mississippi. Eleven houses were selected for testing in this category to match the number of houses tested in Housing Type A. These houses range in age but were typically built in the 1950s and 1960s with additions built over time. Their construction type is stick frame with wood siding, replacement vinyl siding or other lapboard material. Insulation levels are unknown. All houses selected for testing rest on a pier or raised foundations. Selection criteria for this sample are: between 1,000 – 1,200 square feet, stick frame construction, raised foundation, and local to Greenwood, MS. Participants from this sample were secured through the applicant pool for Katrina Cottages installed by the GLCEDF.

Figure 1. Image of Housing Type A, “Katrina Cottage.”

2.2.2 Housing Type B The second category, Housing Type B, represents non-cottage housing completed by the GreenwoodLeflore Fuller Center for Housing - formally a branch of Habitat for Humanity. Six houses in this category are a part of this study. Homeowners in this category applied for these houses through the Fuller Center and have been living in them for more than 10 years. Figure 3. Image of Housing Type C, “Typical Low-Income Housing.”

2.3 Equipment

Figure 2. Image of Housing Type B, “Fuller Center Housing.”

These houses are approximately 15 years old. Their construction type is typically stick frame with wood siding. Their insulation type is unknown because no efforts to deconstruct these houses took place. They are approximately 1,000 square feet. Participants from this sample were identified and contacted through the GLCEDF.

The tools necessary to carry out this study included a Retrotec blower door tester and a Bosch laser distance measurer. While other measurements were not necessary, temperature, relative humidity, carbon dioxide, and carbon monoxide were recorded at each house. Tools necessary for this were a multimeter, carbon dioxide meter, and a carbon monoxide meter. All tools were purchased through previously awarded grants. Air infiltration levels of each house, tested with the blower door tester, were measured in air changes per hour at -50 pascals (ACH50). 2.4 Funding and Schedule Enterprise Community Partners and the GLCEDF funded this research study through a grant to Mississippi State University and the School of Architecture. Data collection began in July and ended in Sep-

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tember of 2015. Greenwood, MS, is approximately 90 miles from MSUâ&#x20AC;&#x2122;s campus and day trips were made where 3 to 4 houses were tested in one day. Undergraduate research assistants were trained and hired to assist in data collection. Their tasks consisted of measuring and drawing each house, set-up of blower door tester, and assistance in measuring air infiltration rates.

where ACHnat = â&#x20AC;&#x153;the natural air changes per hour in a building; and LBLFactor is â&#x20AC;&#x153;a factor based on climate region, number of stories of a building, and sheltering from wind which is used to convert to estimated air changes in a building by natural means, without a fanâ&#x20AC;?(Energy Star, 2001).

2.5 Data Collection Protocol

đ?&#x2018;&#x201E;đ?&#x2018;&#x201E;đ?&#x2018;&#x201E;đ?&#x2018;&#x201E; = 0.018 â&#x2C6;&#x2014; đ?&#x2018;&#x2030;đ?&#x2018;&#x2030;đ?&#x2018;&#x2030;đ?&#x2018;&#x2030; â&#x2C6;&#x2014; đ??žđ??žđ??žđ??ž â&#x2C6;&#x2014; â&#x2C6;&#x2020;Taverage â&#x2C6;&#x2014; t

To determine heat loss due to air infiltration: (2)

In advance of data collection, a protocol was established to insure uniformity. Students and faculty followed a step-by-step procedure that was developed in the previous semester. This protocol is a modified version of the 2015 International Building Codes air leakage test procedure. Since â&#x20AC;&#x153;as-isâ&#x20AC;? conditions were being tested, not strictly the building enclosure, window units were not removed and fireplaces were not covered. The chart below summarizes the protocol for this study.

where Q = heat flow in Btu, 0.018 is the heat capacity of air at sea level, V = volume of house in cubic feet, K = ACHnat, Î&#x201D;Taverage = temperature difference in Â°F between indoors and outdoors (assume an average outdoor temperature in December for Mississippi of 45Â°F and 65Â°F indoor temperature) , and t = 1 hour.

Table 1. Data Collection Protocol

đ?&#x2018;&#x2DC;đ?&#x2018;&#x2DC;đ?&#x2018;&#x2DC;đ?&#x2018;&#x2DC;đ?&#x2018;&#x2DC;đ?&#x2018;&#x2DC;đ?&#x2018;&#x2DC;đ?&#x2018;&#x2DC; = Btu per hour/ 3412.142

Step Number 1 2 3 4 5 6 7 8 9

Description Gain permission to test. Introduction to the team, explanation of study, and exchange of gift card. Measure the house, and sketch a floor plan. Calculate the square footage and volume of the house. Install the blower doorframe and fan. Open all interior doors, and close exterior doors and windows. Turn gas appliances to pilot light. Record measurements. Breakdown and thank you.

2.6 Data Analysis Using Microsoft Excel, the recorded data was transformed by several calculations. The goal of the analysis was to convert ACH50 to kWh, which is easily calculated into a dollar amount. Calculations were used from several sources including the Energy Star Home Sealing Specification from October 16, 2001 and series of heat loss calculations provided to the researchers by a colleague. These equations are listed below. To convert ACH50 to ACHnat (Energy Star, 2001): đ??´đ??´đ??´đ??´đ??´đ??´đ??´đ??´đ??´đ??´đ??´đ??´đ??´đ??´đ??´đ??´đ??´đ??´đ??´đ??´đ??´đ??´đ??´đ??´ =

(1)

To convert heat flow into kilowatts: (3)

where 1 Btu per hour = 0.00029307107 kW. Kilowatt hours (kWh) consumed in each house during a typical December due to heat loss through air infiltration is determined by kW*744 hours, the hours within the month of December. The cost of electricity due to heat loss through air infiltration was calculated by kWh*$.12, the average cost of one kWh in area of the study. 2.7 Delimitation This study measured the â&#x20AC;&#x153;as isâ&#x20AC;? conditions of each house. Air infiltration through the enclosure was not able to be isolated. Duct work, fire places, exhaust outlets and air conditioning widow units were not covered. Where as 11 houses in Type A were tested and 10 houses in Type C were tested, only 6 houses in Type B are apart of this study. Ideally, an equal amount of houses in each sample would have been tested, but due to time and limited contact with the homeowners, only 6 houses were tested. The cost results that are discussed later in this paper represent the theoretical electrical cost that air infiltration would impart on a resident. In reality, each home is heated with a variety of fuel types that have different costs per Btu. For simplicity of comparison, it is assumed that each occupant uses electricity to heat his or her home.

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3 RESULTS AND ANALYSIS In this section the results of the 27 blower door tests, an analysis of the results, and general observations of the houses in the study are shared.

4 DISCUSSION

3.1 Air Infiltration Rates per Housing Type All results from the tests are shared in Table 2 below. Note that a dash in the table means the blower door could not hold pressure in the house. The highest ACH50 recorded is 84.55 and the lowest is 7.76. The averages for each category are at the bottom of the table. The average is used to determine the financial costs for each category. Table 2. ACH50 for each house measured in all three housing types. Type A # ACH50 A1 12.4 A2 9.42 A3 10.75 A4 11.3 A5 16.6 A6 7.76 A7 8.22 A8 9.04 A9 9.42 A10 8.22 A11 12.1 Avg.

Type B # ACH50 B1 15 B2 14.9 B3 18 B4 23.3 B5 20.4 B6 24.1

Avg.

Type C # ACH50 C1 C2 C3 51.15 C4 36.05 C5 43.25 C6 C7 84.55 C8 C9 C10 25 Avg.

Btu, kilowatts can be estimated using equation (3). Kilowatts are easily calculated into Kilowatt hours with an estimated time of heat flow.

As each house was measured, general observations were made about the condition of the building. A summary of these observations follows as well as a discussion of the results. 4.1.1 Observations of Housing Type A These houses have the lowest average ACH50 as was expected with an average of 10ACH50. They are newer, premanufactured, have central heating and air or a ductless mini-split, and constructed of 2x6 framing. On average, these homeowners spend approximately $24.00 on electric energy due to heat loss through air infiltration a month during the winter. This is 80% less than occupants of Housing Type C â&#x20AC;&#x201C; a significant amount of difference. During the blower door test, common areas of air infiltration were identified. The mechanical closet, around the tub insert, and the washing machine outlet box were consistently a problem in each cottage. These gaps can be filled with caulk or spray foam as necessary to further reduce air infiltration rates. The average ACH50 is 10, which is within range of the IRC standard of 3ACH50. An effort to weatherize these homes can make improvements that bring them closer to ideal air infiltration rates.

3.2 Heat Loss and Financial Cost Due to Air Infiltration Table 3. Average amount of heat loss (Btu), kilowatts, kilowatt hours for a typical December, and financial cost for each house type due to air infiltration. Unit Type A Type B Type C Btu 914 2,318 4,655* kW .26 .68 1.36* kWh for December 199 505 1,015* Financial Cost $23.93 $60.66 $121.81* *Lower value than reality because 50% of Type C houses were too leaky to hold pressure during blower door test, therefore not included in the average.

Using equations (1) and (2) from section 3.6 Data Analysis, heat loss (Btu) due to air infiltration is calculated for each house, where then the average is calculated for each house type. With heat loss in

4.1.2 Observations of Housing Type B Houses in this category performed as expected. They are 15 to 20 years old and not intentionally constructed to be airtight. They all rest on a slab foundation, which helped with lowering ACH, and use central heating and air conditioning. On average, Type B homeowners spend $61.00 on electric energy due to heat loss through air infiltration in a month during the winter. This is 50% less than occupants of Housing Type C, and 40% more than occupants of Housing Type A. Common areas of air infiltration were under doors and surrounding the mechanical closet that directly connected to the attic. A smaller number of houses were tested in this category so these observations are not conclusive, yet improvements are possible with door sweeps and weatherstripping on the mechanical closet door. 4.1.3 Observations of Housing Type C This category of housing performed the most inefficiently and proved to be the most costly to maintain thermal comfort. Fifty percent of the houses tested (5 out of 10) were not able to hold pressure

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during the blower door test meaning they were so leaky the equipment could not get a measurement. On the houses that could be tested, the average ACH50 is 48 â&#x20AC;&#x201C; 16 times higher than new air infiltration standards set by the 2015 IRC! This extremely high rate equates to a homeowner paying around $122.00 a month in electricity costs due to air infiltration to maintain 65Â°F indoor temperature during an average December. This is 6% of the monthly area median income, and 16% of the monthly income of individuals who applied for a Katrina Cottage. Major areas of air infiltration in these houses varied and include the junction between the original house and additions, cracks in walls, floors, and ceilings, holes due age and to a lack of maintenance, and window air conditioning units that are not covered or removed. Figure 4 shows an example of an AC unit.

These results highlight the need for a strategy to address air infiltration in existing low income housing in the Delta. 6 CONCLUSIONS 6.1 Follow-up and Weatherization Kits Although the results are interesting, they are meant to inspire change and improve the living situations of Mississippi residents. In an attempt to improve the observed existing conditions, weatherization kits were assembled and installed in houses with compliant homeowners. The kit included caulk, spray foam, door sweeps, weatherstripping, window film, window air conditioner unit insulation, and two hours of labor to install the kit. Two local residents from Baptist Town were trained to install the kits and were paid for their time. Although the weatherization kit cannot solve large structural problems, ACH can largely be reduced through simple measures like filling gaps and installing weatherstripping. Currently, the installers are working to offer this to each participant. Plans to return to Greenwood and blower door test weatherized houses are underway. 6.2 Mississippi State Weatherization Board

Figure 4. Makeshift insulation around a window AC unit. It is apparent that most homeowners do not remove or cover these during the winter.

5 SUMMARY The results of this study highlight several important aspects of the sample of low income housing in the Mississippi Delta. First, the newer, premanufactured housing, Type A, proved to be the most efficient. With simple weatherization strategies, these houses could be improved even further to the advantage of the homeowners. Type B housing performed as expected and did not impose a financial burden on the homeowners. The most surprising result was the cost burden the inefficiencies of the typical low income housing, Type C, imposes on a family. These occupants pay more than 6 times the amount the residents of the Katrina Cottages pay and 3 times as much as occupants of Type B Housing.

The United States Federal Government offers a low income weatherization program that is available though most states. Renters and homeowners can apply for complete weatherization of their home. If they qualify, it comes at no cost to the family and includes an energy audit, new insulation, and other measures to improve efficiency. The director of the board is aware of this study and suggested the participants of the study may qualify for complete weatherization. A meeting in Baptist Town is being scheduled for any interested homeowners. Unfortunately, to qualify for this weatherization program, a house must meet several structural requirements such as a roof with no leaks, a floor with no holes, and walls without major damage. Many times low income housing in this region does not qualify because of these issues. Anecdotally, many of the houses in Type C would not qualify. This means there is a subset of low income families with no options for improvement. 7 NEXT STEPS This portion of the study is concluded but many new questions have presented themselves. The most pressing issue is the improvement of the typical housing. Basic weatherization kits will not improve the houses enough and the state weatherization pro-

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gram cannot help homeowners with houses in disrepair. It is not feasible to simple tear down and rebuild or move families to new houses. Places like Baptist Town are important to the fabric of Delta communities and must be preserved. New, innovative ways to solve this issue are necessary. Funding is being sought to continue looking for a solution to place families in healthy, affordable housing where they can thrive. As society makes progress in building efficiency, every sector must be included. 8 REFERENCES American Society of Heating, Refrigerating, and Air Conditioning Engineers. (2009). 2009 ASHRAE handbook: Fundamentals. Atlanta: American Society of Heating, Refrigerating and Air-Conditioning Engineers. Chan, W.R., Price, P. N., Sohn, M. D., & Gadgil, A. J., (2003). Analysis of U.S. residential air leakage database. Indoor Environment Department, Lawrence Berkley National Laboratory. http://epb.lbl.gov/publications/pdf/lbnl-53367.pdf. May 18, 2016. Community Development Project. (2009). Baptist Town community and economic development initiative: Winter 2009 site visit summary. Energy Star. (2001). Energy star home sealing specification (Version 1.0). Grondzik, W., & Kwok, A. (12th) 2015. Mechanical and electrical equipment for buildings. Hoboken: John Wiley & Sons. Grot, R.A., & Clark, R. E., (1979). Air leakage characteristics and weatherization techniques for low-income housing. Center for Building Technology, National Bureau of Standards. http://web.ornl.gov/sci/buildings/2016/1979%20B1%20pape rs/013.pdf May 18, 2016. International Code Council. (2014). International building code 2015. Country Club Hills: ICC. Martin, R., Moore, J., Schindler, S. (Eds.). (2015). The art of inequality: architecture, housing, and real estate: a provisional report. EU: ORO grafisch projectmanagement. United States Census Bureau. (2014) State & county quick facts. Last modified October 14, 2015. Accessed February 23, 2016. http://quickfacts.census.gov/qfd/states/28/ 28083.html

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Teaching Integrated Practice: An Integrated Project Delivery Theater

Double-blind Peer Reviewed 2016 ACSA Annual Meeting Seattle, Washington

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Teaching Integrated Practice: An Integrated Project Delivery Theater The ability to work effectively in teams has become increasingly important because of the complexity of projects requiring expertise from a variety of spe-

cialties and demands from clients for better building performance. Collaboration is a meaningful response to the ongoing marketplace mandate for buildings that

are faster to design and construct and at lower cost than those built in the past. Andrew Pressmann, Designing Relationships:

The Art of Collaboration in Architecture:

INTRODUCTION

Emily M. McGlohn

As projects become more complex and performance based, industry professionals must work together to provide functional, cost effective, and well-designed buildings. The allied disciplines of architecture, construction, and engineering are becoming interdependent, and more pressure is being applied to the relationships between owners, designers, and builders. Before they enter professional practice it is important to teach collaborative models of work to students.

Mississippi State University

As Noreen M. Webb explains in The International Handbook of Collaborative Learning, collaboration is a learned skill, and “simply asking students to collaborate will not ensure that they will engage in productive dialogue.” 2 Project delivery methods such as design-build (DB) and integrated project delivery (IPD), generally termed “integrated practice” (IP), should be taught and demonstrated to students before they are expected to be full professional participants.

Michele Herrmann Mississippi State University Hans C. Herrmann Mississippi State University

There are difficulties associated with teaching IP in the academy. According to survey data collected by the authors, few architecture and construction faculty have a background in IP because they are relatively new project delivery methods. Personal experience enriches a professor’s teaching abilities, but without firsthand knowledge, explaining the processes and benefits of IP can be challenging. The results of a 2014 survey of architecture and construction faculty, conducted by the authors, found that 71% of faculty have never practiced under an IP contract, such as IPD and/or DB. In the same survey, 79% of respondents plan to incorporate IP principles in their coursework. Architecture and construction faculty are teaching IP without first hand experience. Practitioners offer real world examples of successful collaboration within IP. This paper documents an academic experiment that brings a professional collaborative team to students learning about IP. In a two-day symposium, developed by the authors, the six principles of integrated project delivery are creatively exemplified and then explained by the practitioners. In a true collaboration between teachers and practicing professionals, the strengths of

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Figure 1: Students collaborating to build a sandwich based on the communication principles of IPD.

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Integrated Project Delivery Theater Over two days, three cycles of OBSERVE, DISCUSS, PRACTICE, AND IDENTIFY will occur. Vignettes will increase in complication as the symposium progresses.

Day One

OBSERVE Introduction to the dicipline by an industry professional and their role in a project. DISCUSS Faculty lead discussion that identifes communication skills used in a sucessful venture between professionals.

PRACTICE Problem-based vignette designed to emphasize different outcomes of decision processes using the soft and technical skills of collaboration related to Design/Bid/Build and Integrated Project Delivery. Day Two

IDENTIFY A comparison of outcomes will reveal the ultimate beni�its of IPD.

both combine to bring IP into light for architecture and construction students. MAKING A CASE FOR COLLABORATION FROM PRACTICE

In the 2012 NCARB Practice Analysis of Architecture, collaboration is identified as one of eight areas in which recent graduates need reinforcement “The practice of architecture is a highly collaborative, team-driven effort; therefore, the ability to successfully interact with other professionals is essential.” 4 The same report determined that “over 80 percent of architects rated ‘collaboration with stakeholders’ as important/critical . . .” 5 Clearly, NCARB and practicing architects understand that collaborative relationships are important to the success of architecture, but recent graduates report they are not receiving the necessary education while they are in school. The American Institute of Architects (AIA) recognizes IPD as a way to provide quality buildings, on -time and on-budget to increasingly involved and demanding clients. Collaboration is at the heart of IPD where “teams are guided by principles of trust, transparent processes, effective collaboration, open information sharing, team success tied to project success, shared risk and reward, value-based decision making, and utilization of full technological capabilities and support.” 6 Although logical, these team attributes are not always easy to practice - even for professionals. The AIA’s publication, Integrated Project Delivery: A Guide was specifically developed to provide understanding of IPD and its principles to professionals. Highly collaborative, alternative project delivery methods such as this require training before they can be fully utilized. AND FROM THE ACADEMY…

The results of a 2014 survey of architecture and construction faculty, by the authors, show that a majority of faculty believe teaching collaborative practice is important, and that almost 80% of the respondents plan to incorporate IP principles into their coursework. The 2012 NCARB Practice Analysis of Architecture reinforces this: Figure 2: The interactions between students, faculty, and industry professionals which bring the principles of IP from industry to academia.

Data from NCARB’s Practice Analysis further indicates that over half of the educators surveyed identified collaboration as included in their program, and over 70 percent of those same respondents reported that students performed collaboratively (with guidance and feedback or independently) by completion of their program.7

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Contradictory to this belief, interns and recently graduated architects report much less collaborative activity. NCARB reports that “. . . only 31.5 percent of interns and recently licensed architects indicated that they had performed collaboratively prior to completion of their education program.” 8 A gap in perceptions between teachers and students is apparent. To insure students receive the collaborative experiences that bolster their participation in IP, the academy must look for alternative teaching methods. LITERATURE REVIEW

In a review of courses and other efforts to teach IP with industry professionals across schools of architecture, construction, and engineering, a variety of programs emerged. Typically, they fell into two categories, design studio or seminar coursework. The most significant and well documented effort is Pennsylvania State University’s IPD and BIM Focused Capstone Course in the Department of Architectural Engineering. This four year pilot program crossed disciplines to provide students with a studio example of integrated working relationships. Although different in format, this example relied heavily on industry professionals for their expertise. The authors note this in the following quote: Actual project practitioner involvement in educating the students about the building and building process through guest lectures, seminars, training sessions, and tours was a great advantage as students gained valuable insight as to how and why decisions were made with respect to select systems, especially those systems and building assemblies that are not covered extensively in the current curriculum. The authors conclude that industry support in the classroom will be essential in the successful implementation of a program of this type for any institution considering a multidisciplinary capstone of this nature. 9 At the University of Southern California a technology studio/seminar combination developed “for the integration of the design curricula with a building technology course by emphasizing teamwork and the use of three-dimensional software”10 utilized industry professionals as well. Although this course was not cross-diciplinary, it covered issues of teamwork and the reality of a more collaborative professional environment. Outside guests were invited to discuss the technology they use for their work. Other teaching examples were similar like Texas A&M University Design-Build Project Delivery Method studio undertaken in 1999 and Iowa State University’s 2009 Integrated Solar Decathlon Student Team. These studios combine disciplines to accomplish a design task while learning about the advantages of teamwork. At Mississippi State University, a crossdiciplinary studio sequence is currently being taught between the School of Architecture and the Building Construction Science Program. These examples extended throughout a semester or longer but do not use industry professionals as key participants in the experience. Many examples of cross-diciplinary curriculum in architecture programs can be found. Although beneficial, it is less common to find partnerships between industry professionals and academia. Strengthening this link is one goal of the Integrated Project Delivery Theater. Its short length of time and low commitment level for professionals makes it an ideal solution. INTEGRATED PROJECT DELIVERY THEATER

The development and performance of a two-day symposium, entitled Integrated Project Delivery Theater, which uses problem-based vignettes and an industry partnership to demonstrate the importance of collaboration to architecture and construction students is the subject of this paper. As a framework, the American Institute of Architects (AIA) IPD guide was used to create six interactive vignettes that demonstrate collaborative characteristics

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of IPD: teams, process, risk, compensation/reward, communication/technology, and agreements.11 Although the symposium’s basis is IPD, the principles of collaboration are transferable to other project delivery methods. There are four parts to the organization of the symposium: observe, discuss, practice, and identify. First, participants observe an introduction to the subject of the vignette. A discussion follows the observation phase, which is led by faculty. Participants then practice by completing the problem-based activity designed for each of the six principles. Participants share results of the vignette, and discussion follows, which is led by the industry professionals to identify real-life application of each principle. Above, in Figure 2, a diagram depicts the interactions between students, faculty and industry professionals. This cycle of activities occurs for each IPD principle. Industry professionals from the AIA Firm of the Year, Eskew+Dumez+Ripple, Turner Construction Company, and ADAMS, a program management consultant participated in the 2015 symposium and made these concepts accessible to the students through shared personal experience. This team of practitioners worked together to design and construct the New Orleans BioInnovation Center (NOBIC), which was completed in 2011 and named by the AIA Committee on the Environment (COTE) as one of the top ten green projects of 2015. The symposium was funded through a grant awarded by the Architecture + Construction Alliance (A+CA) and with funds provided by the authors’ institution. The grant was awarded in November of 2013. Planning for the symposium took place during 2014, and the event was held in January of 2015. The methodology is described in the following sections. PRE-TEST/POST-TEST

To assess the participants’ level of knowledge of IP before the symposium, a pre-test was approved for distribution. An approved post-test was also administered on the last day. Both tests contained identical questions, because the intention of the tests was to assess what participants knew about IP prior to and after the symposium. Sample questions and pertinent results of both are described in a later section. RESPONSE RATE

All fourth year and third year students in the School of Architecture and the Building Construction Science Program (BCS) were required to participate in the entire two day event. At the time of the symposium there were 27 third year architecture students and 13 BCS students. In fourth year there were 25 architecture students and 17 BCS students. A total of 82 students were expected to attend the symposium. Faculty members from other A+CA schools were invited as well as faculty members from Mississippi State University. Seventy-two participants who identified themselves as either a third year or fourth year student took a pre-test giving a response rate of 88%. Seventy-three students took the post-test giving a response rate of 89%. The additional student can be attributed to varying schedules throughout the day. An exit survey was also administered. Its response rate is 82% with 66 students submitting a survey. VIGNETTES

The vignettes are designed to demonstrate the six principles of IPD as defined by the AIA: teams, process, risk, compensation/reward, communication/technology, and agreements.12 Each vignette requires student participation in varying degrees. Two of the vignettes, teams and process, require participants to break into small groups, while the other four vignettes are demonstrated publicly. Following the completion of each vignette, the practitioner team participates in a panel discussion that associates the participants’ immediate experience to the practitioners’ personal accounts of working together on the NOBIC. A summary of each

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vignette follows: TEAMS

A pre-established scenario was developed by the authors prior to the break-out session. Participants are asked to make tough decisions about who will join them on a life raft based on the survivors’ occupancies, race, beliefs, physical characteristics, and age. A limited number of survivors are allowed on the life raft; all other must be thrown overboard! There were six break-out groups and the results of each groups’ survivor team are shared in the large group. A discussion, led by a faculty member, about the teams’ decisions followed the vignette. The decisions each team made proved to be controversial and difficult. After the results were shared and discussed, the practitioner team lead a follow-up discussion focused on the importance and difficultly of selecting a project team. The summary by the practitioners helped participants to see that selecting the right team for a project is key to a successful collaboration but not always easy to do. Preconceptions and allegiances sometimes block leaders from making the right decision. PROCESS

The process of ordering and having a sandwich made is similar to designing and constructing a building. An abstract idea of a what would make a good sandwich is conceived of, like the design process of a building. The person who thinks up the sandwich is not always the one who makes the sandwich. Clear instructions must be given to a cook by the chef or customer in order to insure the correct order is filled. Simplified, this is similar to set of drawings that a builder must follow to construct a building. Most students have not participated on a professional design team. The construction of a sandwich is something they are familiar with, and can be used to highlight various project delivery processes. The basic principles of collaborative and traditional project delivery methods are exemplified by this vignette. The customer (client) orders a sandwich from the chef (architect), and the cook (general contractor) is asked to make this sandwich in a certain amount of time for a set cost. First, using oversized foam sandwich supplies (as seen in Figure 1), participants fulfill the chef’s sandwich order using a linear process based on design-bid-build. The order is placed and the cook organizes the baker, cheese monger, vegetable provider, butcher, and condiment specialist (subcontractors) one by one to provide what is needed for the order. The time and cost of mistakes are recorded.

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Figure 3: The results of unlimited (right) and restricted (left) communication.

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Directly after this entertaining demonstration, another sandwich is ordered but made using a process based on IPD. The customer orders another sandwich, but this time the customer, chef, cook, and subcontractors are able to discuss the sandwich in advance. Their discussions result in an accurately priced and much faster assembly of the IPD sandwich. The guest professionals related this experience to a real examples at the NOBIC where early involvement of the general contractor (GC) improved the final product. Early design specified the main entry stair as cast-in-place concrete. With advice from the GC and agreement from the architect, the stair was replaced with a precast concrete stair. The GC alternative was less expensive, logistically simplified, and of higher quality. The client and the architect were both satisfied with this substitution, and it was possible because of early GC input. COMMUNICATION/TECHNOLOGY

To demonstrate the importance of early communication between members of a design team, the process vignette asks participants to attempt a joint painting with varying amounts of communication. Participants divide into their break-out groups and are asked to complete a painting with the instructions they are given. Six degrees of communication are pre-arranged and each group receives a different set of instructions. To exemplify what happens when

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communication is completely restricted, one group is given a portion of an image (in black and white), a limited selection of paints, and a brush. Their individual work is hidden from their teammates, and they are not allowed to speak during the time they paint. The result of this teamâ&#x20AC;&#x2122;s painting is a mismatched, incomplete copy of the original image, which vividly demonstrates the results of poor communication (or none at all). The left side of Figure 3 shows the results of their work.

Figure 4: The percent of respondents who are confident they could explain the term before and after the symposium. The average increase of

On the opposite end of the communication spectrum, a team is given a portion of the same painting (in color), access to any paint color and brush, and a copy of the original painting for reference. This group is allowed to communicate and plan from the beginning. Participants are encouraged to help one another. The results are clear in the end. More information and the ability to work together produce a more accurate and complete picture. Above, in Figure 3, the difference in accuracy and completeness depict how communication improves the outcome of working together. To summarize the experience, the practitioners shared their process for designing and

all the terms was 30.97%.

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Ave. Score 100 of Post-test 90 80% 80 72% 70 Ave. Score 60 of Pre-test 50

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building the NOBIC. The paintings help the participants to understand that early and ample communication at the beginning of a design project helps to produce buildings that meet design intent, schedule, cost, and sustainability goals. Industry professionals shared their communication strategies which included project management share-files, pre construction meetings, AOC (architect, owner, contractor) weekly meetings, weekly newletters/score cards, and field reports. Since the ownerâ&#x20AC;&#x2122;s representative, the architect, and the contractor were all participating, students were able to hear from each side about the advantages of clear communication. COMPENSATION/REWARD

Using the two extremes from the collaborative painting exercise, compensation/reward is explained by this vignette. Each square from the original painting is assigned a dollar value for its worth based on how complicated it is. Next, each painting square by the participants is given an amount it is worth based on correctness, completeness, and craft. The total earned worth of the whole painting is then compared to the total value of the original painting. As the left side of Figure 3 illustrates, the IPD teamâ&#x20AC;&#x2122;s quality and completeness far exceeds that of the less collaborative team. The worth of the painting squares that belong to the team who was not allowed any communication is less than the team who worked together based on the final paintings quality. This demonstrates that teams, as well as buildings, benefit from ample communication. When compensation is tied to building performance and schedule, working together pays off. RISK

This activity uses the weight of sandbags to demonstrate the burden of risk. Several student volunteers are asked to hold five-pound sandbags that represent typical risks an individual owner, architect, or constructor may take when working in traditional project delivery methods. This scenario suggests the owner, architect, and contractor are carrying their risks on journey. Along their path the burdens begin to encumber their progress. It becomes clear that many risks are duplicates and that sharing the risks, as in IP, can reduce the burden. In the IPD version of this journey, the team shares the risk burden allowing them to complete the journey more quickly.

Figure 5: The percent of respondents

This vignette proved to be difficult to relate to the NOBIC project. Although it was built by an integrated team, an actual IPD contract was not used. General ideas of risk and teamwork were discussed by the industry professionals to emphasize that trust plays a major role on integrated teams.

who correctly answered a series of

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questions related to IPD before and after the symposium. An 8% increase in correctness suggests a positive outcome of the symposium.

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AGREEMENTS

The web of agreements formed by traditional project delivery methods is the focus of this vignette. Firstly, a number of participants are assigned typical design team roles and asked to link up using large rubber bands in the order of a traditional contract. A verbal directive is given by the architect and passed down through the ranks, in “telephone game” fashion. The resulting statement is announced, and it is predictably grossly inaccurate. This demonstrates the trouble with linear agreements and the resulting lines of communication. Secondly, another group of participants is selected to play the same roles and asked to complete several tasks as a group. A very large rubber band (12’ in diameter) “contracts” them together as they have to work together to achieve the best outcome. They all stand inside the rubber band together and are told not to let it touch the ground. Tension on the band is necessary at all times even as they are asked to complete their collaborative tasks. When participants worked together to accomplish the task, the best outcome was possible. Again, this vignette was followed up with a general discussion of agreement types and the advantages of integrated processes. TEST RESULTS AND DISCUSSION

As described earlier, a pre-test and a post-test were administered to symposium participants. The questions in each test were identical. An exit survey was also given in order to identify which aspects of the symposium were most successful. Questions one and two ask participants to identify their position at their university and if they are a student, which year level. QUESTION 3 - VOCABULARY

The test begins with vocabulary words associated with project delivery. Participants were asked to select one of the following categories for several words: A. I have never heard the term, B. I have heard the term but do not know what it means, C. I have a general idea what the term means but I am not confident I could explain to someone the term and its significance, or D. I am confident I could explain both the term and its significance. Most significantly, the percentage of participants reporting “I am confident I could explain both the term and its significance” grew from the pre-test to the post-test. The largest increase in understanding was of the term “Integrated Project Delivery” at 47.7%. Below, Figure 4 compares the percent of students from before and after the symposium who report they are confident in explaining the given terms. GENERAL KNOWLEDGE OF IPD

The remaining questions tested participant knowledge about specific areas and nuances of IPD. As an example, text question 6 asked participants a true/false question: “When using a traditional project delivery method, an engineer and the general contractor can communicate with each other when a problem arises.” The answer to this question is false. The contractor does not typically have direct communication access to the engineers of a designbid-build project. Communication must filter through the architect. During the symposium the advantages of integrated meetings to discuss project development was emphasized. Although communication is not “free” in IP, increased access to team members improves understanding, therefore improving outcomes. The post-test reveals that 16% more students answered this question correctly after the symposium.

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Other questions related to the six principles of IPD revealed an 8% increase in correctness after the symposium. This seemingly low increase is in part due to the students’ prior exposure to IP in other classes and studio coursework. Two separate six-hour design studios concentrate on IP in the students’ second and third years of school. Both architecture and BCS students participate in these mandatory studios, and as a result, 72% of students answered the questions correctly in the pre-test. A comparison of pre and post test results is depicted in Figure 5. EXIT SURVEY

In addition to the pre and post-tests an exit survey was given to participants to determine if this alternative approach to teaching IP was effective. Questions asked students which vignettes they thought were most and least effective, and if they thought the industry professionals enriched their experience. An overwhelming 98% of participants strongly agreed or agreed the industry professionals enriched their experience at the symposium. It seems two-days may have been too long for some with only 85% of students agreeing that two days was the right amount of time. This is being taken into account for future symposiums. A one-day session is under development for several reasons. First, one day is less disruptive to students’ schedules, and second, industry partners may not be able to dedicate two days to the event in the future. Less time in the symposium may diminish leaning outcomes but the authors believe an abbreviated version is possible and also beneficial. When asked which vignette they believed to be the most successful, 43% of respondents selected the process (sandwich) exercise. In a close second place, 40% of respondents preferred the communication (painting) exercise. Twenty-nine percent of participants reported the teams vignette was the least successful. Risk and agreements were also reportedly less successful with 24% and 22% of respondents, respectively, selecting these vignettes. True to the initial survey of architecture and construction faculty conducted before the development of the symposium, risk and agreements proved to be the most difficult subjects to teach. These vignettes are under review and will be reconsidered for the future. CONCLUSIONS

It is clear there is a need for new methods of teaching IP, and that introducing the principles of collaboration to students is beneficial to the professions of architecture and construction. University faculty do not always have direct experience with collaborative project delivery methods and sometimes struggle to teach them effectively. Partnerships with industry professionals, who have worked together in collaborative models, provide faculty with the examples necessary to enrich a student’s understanding of why collaboration is important after graduation. Interactive vignettes prove to be a successful method for teaching collaborative principles. Of the six vignettes employed, three are worthy of repeating and two need adjustments to make them more effective. The two-day symposium provided valuable information about IP to participants, and an overall increase in understanding was documented. The percent of increase was small, but this can be explained by the college’s mandated collaborative curriculum. The students who participated in this symposium have been exposed to IP repeatedly throughout their academic career and a large increase in understanding could not expected. The two-day time frame does not lend itself to a regular teaching schedule but it is appropriate for a partnership with outside professionals. The success of the vignettes relies heavily on follow-up conversations that relate the abstract experience to one based in real practice. Although a partnership with industry professionals is ideal, it may not always be possible.

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Adjustments to the vignettes could develop assignments for a seminar or in-studio activities for a collaboration focused projects. INCORPORATION INTO TEACHING PEDAGOGY

ENDNOTES 1.

Andrew Pressman. Designing Relationships: The Art of Collaboration in Architecture. (New York: Routledge, 2014), 4.

Noreen M. Webb, “Information Processing Approaches to Collaborative Learning,” in The International Handbook of Collaborative Learning, ed. Cindy E. Hmelo-Silver, et. al. (New York: Routledge, 2013), 26.

National Council of Architectural Registration Boards. 2012 NCARB Practice Analysis of Architecture. (Washington DC, National Council of Architectural Registration Boards, 2013), Sept. 07, 2015. http://www.ncarb.org/About-NCARB/~/ media/Files/PDF/Special-Paper/2013PA_BoxSet_ AllReports.ashx

ibid.

American Institute of Architects National and American Institute of Architects California Council. Integrated Project Delivery: A Guide. (Washington DC, American Institute of Architects, 2007), Jan. 23, 2014. http://www.aia.org/aiaucmp/ groups/aia/documents/document/aiab085539. pdf

ibid.

Solnosky, R., M. K. Parfitt, and R. J. Holland. 2014. “IPD and BIM-Focused Capstone Course Based on AEC Industry Needs and Involvement.” Journal Of Professional Issues In Engineering Education And Practice 140, no. 4: A4013001. British Library Document Supply Centre Inside Serials & Conference Proceedings, EBSCOhost (accessed January 4, 2016).

The vignettes are easily replicable as part of a professional practice course or design studio with students as learner and the faculty managing the parts of the industry experts based upon their independent research. Vignettes could intentionally end with particular questions about IP practice, and students could undertake a research project intent on revealing answers to the problems raised by the vignettes. The more simplified the vignette, the less students were able to engage and comprehend the issue. The issues are dense and they require the break-out vignettes as an “inquiry catalyst” upon which students may find their precedent studies on the particular facets of IP. There is no silver bullet just a better way to activate students interests and foreground the principles and issues associated with employing IP. NEXT STEPS

The Integrated Project Delivery Theater successfully increased the students knowledge of IP , and the students’ response was pleasing. Development for version two (possibly a oneday event) is underway, and opportunities to host another symposium are being sought. This repeatable event is designed to travel to other universities interested in bolstering their student and faculty understanding of collaborative methods of project delivery. Introducing students and faculty to the principles of IP will not only ready them for what lies ahead but will position them to shape the future of practice. ACKNOWLEDGMENTS

The authors would like to thank the A+CA for providing funding to develop the Integrated Project Delivery Theater. Their commitment to an alliance between constructors and architects is enhancing educational opportunities and providing support to dedicated teachers. Thanks also to the authors’ home college, school, program, and colleagues. A special thank you is due to our industry partners: Jose Alvarez from Eskew+Dumez+Ripple, Kevin Overton from James Consultants, and Brian Bozeman from ADAMS Group. This project would not have been possible without their support. This symposium, like other projects, was a collaborative effort and presented its challenges. The authors were not exempt from the principles that apply and also learned quite a bit about teams, process, risk, compensation/reward, communication/technology, and agreements. Learning never stops!

10. Enright, J. “Applications in Cross-Curriculum Teaching They Synthesis of the Design Studio and Building Technology Seminar.” ARCC Journal, Volume 6, Issue 1, 14-22. (accessed December 30, 2015). 11. American Institute of Architects National and American Institute of Architects California Council. Integrated Project Delivery: A Guide. (Washington DC, American Institute of Architects, 2007), Jan. 23, 2014. http://www.aia.org/aiaucmp/ groups/aia/documents/document/aiab085539. pdf 12. ibid.

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Mobile Technology in the Classroom: An Investigation of Building Diagnostic Application

Blind Peer Reviewed 2015 Building Technology Educatorsâ&#x20AC;&#x2122; Society Conference Salt Lake City, Utah Mississippi State University

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EMBRACING MOBILE TECHNOLOGY

Mobile Technology in the Classroom: An Investigation of Building Diagnostic Applications Emily M. McGlohn Mississippi State University

Abstract

Background

It is difficult to ignore the sounds and messages of a smart phone. This is true for anyone, especially students. The smart phone is an integral part of life, and it is common to see a student using one during class – no matter what the rules are. This happens in most all classrooms and can be a major source of frustration to teachers.

As a new professor of an active building systems class, I was often discouraged at how much more entertaining the smart phone was compared to my daily lecture. I would look up from making a very important point – or so I thought – only to see the tops of heads bowed with the familiar glow of a screen emitting from many laps. Although smart phones are not allowable during class, the lure from texts, emails, and updates is too powerful. In an inspection of my own behavior, I realize this is not unique to students. Even I have a hard time not checking my phone during faculty meetings or guest lectures. These realities have inspired me to try and find a way to embrace mobile technology in class instead of constantly managing its unwelcome presence.

Although the smart phone is a nuisance during lecture, it is undeniably powerful and helps in many ways. The acceptance of mobile technology as something useful with educational potential is the impetus of this study. The implementation of experiential learning in an environmental control class may require the use of building diagnostic tools. In large classes at schools with small budgets, putting light meters and decibel meters in the hands of each student is unrealistic. In a search of applications (apps) that claim to measure the environmental conditions of a building such as light, sound, and distance, many choices appear. Since almost all students possess a smart phone and most apps are affordable, this paper asks: can a smart phone teach instead of distract? This paper documents a study of building diagnostic apps and their accuracy. The researcher downloaded a variety of apps and through a series of tests, verified them against commercial building diagnostic tools. The results show a few apps are surprisingly accurate and can be useful in a classroom. The inaccuracy of other apps prove they are strictly for “entertainment purposes only” as they claim to be in small print. The product of this study is a list of virtual tools that can empower students to discover the conditions of their environments turning the smart phone into something useful instead of a distraction.

My own personal interest in building performance facilitated the discovery of the myriad of building diagnostic apps that are available. I casually used the apps without knowing how reliable their readings were. From my own experience, I believe learning about building performance is enhanced with tools that measure actual conditions. Based on experiential learning I wondered if they could be used to demonstrate difficult concepts – depending on their accuracy. Commercially available tools are expensive and not practical to purchase for large classes. Almost every student has a smart phone and most of the apps are free or inexpensive. However, without verification of their accuracy, they can do more harm than good. With assistance from my department and a grant, I was able to purchase a set of commercial building diagnostic tools, but not enough for a class of 38 students. Without enough tools for each student, they have been difficult to incorporate into my curriculum. One obvious solution is to use the commercial tools I

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have to verify the apps for use on the ubiquitous smart phone. The quest to give all of my students an experience measuring the performance of a building leads me to this study. Problem and Hypothesis

From this point, the cycle can start again, further increasing their knowledge. Below, in Figure 1, is an example of how experiential learning may apply to the understanding of proper light levels.

Almost all students have a smart phone; they are irresistible and often distract students during class. Commercial building diagnostic tools are useful for teaching but too expensive for large numbers of students. Building diagnostic apps are easy to download and inexpensive, yet their accuracy is unverified. This study compares the output of a selection of building diagnostic apps to the readings of a commercial tool that measures the same condition. A list of verified apps is the result. Students may then use the accurate apps to analyze their environmental conditions, enhancing building performance classes through experiential learning, and inaccurate apps may be eliminated from the list. Questions 1. Can smart phones teach students instead of distract them? 2. What app tools for building diagnostics exist? 3. What is the accuracy of the apps? 4. Are the verified apps useful in a classroom? Experiential Learning Kolb, in his book Experiential Learning: Experience as the Source of Learning and Development states, “Learning is the process whereby knowledge is i created through the transformation of experience.” The Lewinian Experiential Learning Model further explains this statement. In this model, a student has a “concrete experience,” of which conclusions and ii observations are then made about the experience. The combination of having had the experience and being able to reflect on the situation allows the student to formulate an abstract understanding of what has happened. Once the abstract understanding has formed, the student is able to iii exercise the concept by testing it in a new situation.

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Use light meter to determine light levels in a room.

Adjust light levels.

Think about what you’ve seen.

Make conclusions about the observation. Fig. 1. Lewinian Experiential Learning Model applied to iv testing light levels. Through each cycle, knowledge increases because the results are adjusted, and refined.

This method of learning is applicable to classes that teach building system performance and environmental controls. Building diagnostic tools can demonstrate concepts related to lighting design, architectural acoustics, heat transfer, moisture accumulation, air quality, and air infiltration. Instead of reading about how air passes through a building’s envelope, a blower door tester can show a student how this happens. When attempting to understand appropriate allowable sound levels in a space, a decibel meter makes noise measurable and comparable. The experience of using these tools facilitates successful experiential learning. Method and Results The researcher selected a variety of apps for verification and categorized by their function. Five categories were identified: light, sound, distance, angle/level, and miscellaneous. At least one free app was included in each category. Figure 2, below, lists each app and its developer.

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Application Manufactory Whitegoods Neonlite International Ltd. Vlad Polyanskiy

Decibel 10 dB Meter Pro Distance

SkyPaw Co. Ltd Performance Audio

Room Scan Room Scan Pro i-Ruler Angle/Level

Locometric Locometric Idan Sheetrit

iHandy Level Angle Meter Miscellaneous

iHandy Inc. Jin Jeon

Attic Insulation Calc FLIR Tools Energy Calc Pro-

Cyberprodigy LLC FLIR Systems Aktiebolag Cyberprodigy LLC

Fig. 2. Apps listed in their specific category including their developer.

Light Light meters measure the level of light in lux and footcandles. These meters start at $15.00 for the most basic version and are useful for understanding the quality and brightness of specified amount of light. In a classroom, students can use a light meter to discover the light levels of their own environment for comparison against accepted standards. The four lighting apps listed in Figure 1, above, all claim to read light levels in lux, footcandles, or both. To determine their accuracy the researcher used the 45170 EXTECH INSTRUMENTS light meter to test the apps. This multifunction meter also measures temperature, relative humidity, and wind speed. All the apps’ software use the iPhone’s camera to receive light and then measure it for a reading. Each

Light Meter Application

LuxMeter

LightMeter by Whitegoods

MEGAMAN LuxMeter

Light Meter

45170 EXTECH light meter

Dark restaurant – 8:15 PM

LuxMeter LightMeter by Whitegoods MEGAMAN LuxMeter Light Meter Sound

35 sf room with 3 CFLs

Developer

Bright day – under tree, 3:15 PM

Application Light

test utilizes the front camera of the iPhone. Four scenarios were developed and each app performed the same specified tasks. The scenarios include measurements of daylight in full sun, daylight in shade, compact fluorescents in a room, and a dark restaurant at night. A summary of the four scenarios and the results are in Figure 3, below.

Overcast sky – under tree, 3:15 PM

To determine the accuracy of the apps, the researcher developed a test for each category using the iPhone 5 to download and run each app tested. An appropriate commercial building diagnostic tool was also tested. The researcher compared the reading from each app to the reading of the tool. The sections below describe each of the five categories. Each section describes the methods and shares the results.

1819 lux

2632 lux

1532 lux

12 lux

No fc

2770 lux

3670 lux

1980 lux

---------

185 fc

535 fc

108 fc

---------

478.4 lux

530-389 lux

307 lux

175 lux

47 fc

49 fc

27.8 fc

17 fc

856 lux

660 lux

465 lux

40 lux

No fc

4330 lux

4960 lux

539 lux

3 lux

498.9 fc

460 fc

48 fc

.1 fc

Fig. 3. The results of light meter apps compared to the 45170 EXTECH INSTRUMENTS light meter.

The results show that all of the light apps selected for testing are disappointingly inaccurate. The readings are not even comparable to each other. One reason for this could be that the software for each app interprets the light levels differently. The most likely reason for the inaccurate output is that a commercial light meter uses a translucent dome to receive light from 180°. The lens of the iPhone lays flat with the case and limits measurement to a cone shape. The iPhone only measures a portion of the ambient light because of this. The Whitegoods app was not able to perform at all in low light levels. Light Meter claims a

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downtown Oxford, MS with the assistance of Woolworth, a variety of sounds at different locations were measured using the iPhone 5 and his professional decibel meter. The results are in Figure 4 below.

minimum of 10% inaccuracy; this was only close to being true in one instance - the room with 3 CFLs. Based on the results, these apps are not qualified for teaching students about light levels. The published light level standards in the Illuminating Engineering Society’s book, The Lighting Handbook, specify proper amounts of light for different room use applications. An accurate light meter measures and displays a luminaire’s capability to meet the standard. An inaccurate light meter gives misleading readings that cannot insure proper light levels.

The sound apps show some accuracy compared to the NTi Audio Sound Level Meter, especially dB Meter Pro, but this varied depending on the type of sound measured. Woolworth notes that the apps are unstable and tend to fluctuate when taking measurements. The most accurate readings from both apps were the result of a constant, loud sound like a vacuum cleaner. The variation and fluctuation in measurement is most likely due to how the app’s software utilizes the microphone, use of the three microphones, accumulation of dust and debris on the microphone, and general variations in the microphones’ manufactured components.

Sound Decibel meter apps utilize three microphones in the rear, front, and bottom of the phone. Because there was no way to determine which microphone each app uses, sound measurements were taken generally, not directionally.

Woolworth’s conclusion was that these apps are inaccurate and cannot measure sound correctly. The decibel readings were not always comparable to his professional meter. However, these apps can measure sound as an order of magnitude. They could discern loud from soft and this type of tool could be useful for students trying to understand ambient versus focused sound.

Alley beside the Library

Upstairs in the Pure Barre yoga studio

-3

-1

-7

-8

-9

-8

-11

+14

---

-2

-1

-2

7077 -6 +1 76

-4 77

Fig. 4. The results of sound apps compared to the NTi Audio XL2 Sound Level Meter and Acoustic Analyzer.

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UNIT

Outside of the Library (bar)

Vacuum cleaner

Proud Larry’s restaurant

Diesel truck

Alley behind Proud Larry’s in alcove

NTi Audio XL2 Sound Level Meter

Alley behind City Grocery

dB Meter Pro

Methodist church beside transformer

Decibel 10th

Behind Presbyterian church

Sound Meter Application

City Grocery Bar

On the eveni ng of May 30, 2014 in

In front of City Grocery

The NTi Audio XL2 Sound Level Meter and Acoustic Analyzer is the tool used to compare readings from the two selected apps. This meter belongs to Dave Woolworth, a well-known architectural acoustician. His practice, Oxford Acoustics, in Oxford, MS, most recently gained notoriety for measuring sound levels on Bourbon Street and making recommendations for updating New Orleans’ sound ordinances.

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Scan Pro plan gives a square footage of 422.3 square feet.

Distance Distance measurement apps use various means to take measurements on the iPhone. The most simple variation, like the iRuler, uses an image of a scaled ruler on the screen that can be used to measure small items. Room Scan (the free version) and Room Scan Pro use the iPhone’s gyroscope, Wi-Fi access, and GPS to locate a property and measure wall lengths and locations.v

9'-4"

7" 5'-216

4'-11" 6' 18.5 SF 2'-7" 8 SF

10'-3"

1" 2'-72

Fig. 5. 812 West 181 Street, New York, NY. Hand measured with traditional measuring tape and drawn using AutoCAD (NTS).

9½ft 2.8m

2½ft 0.8m

13½ft 4.0m

2ft 0.5m

Clos et

4½ft 1.3m

2ft 0.5m

2½ft 0.8m

Upon closer inspection, Room Scan Pro’s floor plan is more accurate than the hand measured plan. In this apartment, there is a slight angle in the western wall of the main room. This angle’s origin was difficult to identify through traditional methods of measurement. Room Scan Pro revealed that one of the rooms was built at an angle to the other one. At first glance, it seems as if the app made a mistake, but an aerial image of the apartment block proves that it is fact built on an angle. The square footages determined by each method prove to be very similar. The traditionally measured plan gives a square footage measurement of 425.2 square feet. The Room

20'

1" 9'-08

1" 7'-52

38 SF

2'-7"

13'-3"

Below in Figure 5, the hand measured and CAD drawn floor plan shows approximate dimensions and square footages. In Figure 6, the floor plan created by Room Scan Pro depicts a very similar result. Only Room Scan Pro was tested using the determine protocol. The version of Room Scan (the free version) used in this study was only capable of measuring one room at a time. A series of rooms was necessary for the test.

202.5 SF

6.4 SF

151.8 SF

1" 11'-52

425.2 TOTAL SF

To verify two apps that claim to measure rooms and create a digital floor plan, the researcher devised a simple test. First, the researcher measured a small apartment by hand using a conventional measuring tape and then drew it in AutoCAD. A polyline was drawn around the interior wall each room and the properties menu was used to determine the square footage. Second, the researcher, using Room Scan and Room Scan Pro, measured the same apartment. This test compares the accuracy of a traditional methods of measuring a space against an app’s ability to perform the same task.

Room Scan Pro is accurate for measuring spaces for schematic purposes. This tool is useful when quickly documenting an existing space. The digital floor plan created by Room Scan Pro may be exported as a PDF and as a DXF which is compatible with CAD software.

5ft 1.6m

7ft 2.2m

12ft 3.7m

Bathroom

Bedroom

16ft 4.9m 7ft 2.2m

10ft 3.1m

Living Room

12ft 3.7m 5ft 1.6m

6ft 1.8m

2½ft 0.8m

Hallway 6½ft 2.0m 13½ft 4.0m 3½ft 1.0m

2ft 0.5m

2½ft 0.8m

2ft 0.5m

Ha ll Cl os et

3½ft 1.0m 5ft 1.3m

4ft 1.1m

10½ft 3.1m

Fig. 6. 812 West 181 Street, New York, NY. Measured and drawn using Room Scan Pro (NTS).

Angle/ Level The i-Handy Level is verifiably accurate. The iHandy level uses the iPhone’s gyroscope to

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become a small spirit level. This app proved to be perfectly in-sync with an actual sprit level purchased at a hardware store. It proved to be accurate in a horizontal, vertical, and flat orientation. The Angle Meter uses the iPhoneâ&#x20AC;&#x2122;s camera and an on-screen protractor to measure the angle of an object that the camera views. The image of the object to be measured can then be compared to the on-screen protractor. Both of these tools are helpful in gathering general conditions about a space or object. Miscellaneous The following apps are interesting and potentially useful but do not fit into any of the above categories. Attic Insulation Calc calculates the depth of blown-in, batt, or blanket insulation necessary based on R-values for a particular climate. The app includes an accurate climate zone map with suggested R-values for each region. This app has the capability to tell the user how many inches of each kind of insulation is necessary to reach a desired R-value. Figure 7 is a screen shot of Attic Insulation Calc.

Fig. 7. Screen shots of Attic Insulation Calc.

The FLIR Tools app helps to produce field reports of thermal images taken by FLIR thermal imaging cameras. This app is not a thermal imaging app. Some FLIR cameras have wireless capabilities and can send thermal images directly to a smart phone. Once the iPhone receives the image, this app uses it to create a report. The user adds information such as time, date, and other notes. Then, the user may email the report directly from the iPhone to a client or other recipient. For wired FLIR cameras, this app is not convenient to use. The user downloads images onto a computer, emails them to the phone, where the app has access to the image. This process is cumbersome and not worth the effort. Figure 8, below, is an example of a thermal image placed on a report created by the FLIR Tools app. Again, this app is probably not useful as a teaching tool in a classroom but can be helpful to an energy auditor, architect, or contractor. If students have access to a FLIR thermal imaging camera, this app can document their findings when investigating a building.

The results of the calculations completed by the app appear to be accurate based on similar calculations completed by hand. This app is informative and probably more useful to a homeowner or contractor when determining how much insulation is necessary in an attic.

Fig. 8. Report created by FLIR Tools app using an image taken by an i7 FLIR thermal imaging camera.

The last analyzed app is Energy Calc Pro â&#x20AC;&#x201C; Household Appliances. This app calculates energy consumption of typical household appliances. Using average watts, price per KWh,

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and average use per day, it calculates cost per hour, day, month, and year for the appliances in its database. This app also allows the addition of a custom appliance. The app accurately calculates the amount of money each appliance is accountable for during a specified time-period. This math was verified using the simple calculation of (KW of appliance) $/KWh = cost per hour. For a student, this is a quick way to calculate energy costs. Conclusion Smart phones have found their way into classrooms, welcome or not. Although the apps they currently offer are not particularly useful, this mobile technology has the potential to be a powerful tool. Updates for apps are always available and these tools, no doubt, will play a role in classrooms in the future. Continued investigation into which tools are helpful and accurate is necessary moving forward.

measurements of and existing space. Other apps are interesting but not necessarily useful in a classroom.

D.A. Kolb, Experiential learning: Experience as the Source of Learning and Development. New Jersey: Prentice Hall. 1984.

Ibid.

iii

Ibid.

v Drew Prendel. â&#x20AC;&#x153;Ditch that tape measure; You can make floor plans by tapping your iPhone on the walls.â&#x20AC;? Digital Trends. Last modified March 21, 2014. http://www.digitaltrends.com/home/roomscan-appiphone-floor-plans/

1. Can smart phones teach students instead of distract them? Only a couple of apps prove to be accurate. None of the building diagnostic apps are especially useful. The mechanics of the phone and programming of the apps prevent them from measuring conditions correctly. 2. What app tools for building diagnostics exist? Many apps exist but before any of them are used in a classroom, they must first be verified. 3. What is the accuracy of the apps? Disappointingly, many of the apps tested are not accurate enough to be teaching tools. The light meters are the biggest disappointments. They are wildly inaccurate and not even comparable to each other. The sound apps are useful for order of magnitude measurements. Dave Woolworth, the consulting architectural acoustician claims they are not accurate in comparison to professional tools and they must be used with caution. 4. Are the verified apps useful in a classroom? Room Scan Pro was the most accurate and potentially useful app. At $5.99, this app is affordable and has the ability to quickly provide

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Cross Disciplinary Design/Build:The Design of Collaborative Education

Double Blind Peer Reviewed 2014 ACSA Fall Conference Halifax, Nova Scotia

Co-authored with Hans Herrmann, Tom Leathem, and Lee Carson Mississippi State University

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Cross Disciplinary Design/Build: The Design of Collaborative Education â&#x20AC;&#x153;The ability to work effectively in teams has become increasingly important because of the complexity of projects requiring expertise from a variety of specialities and demands from clients for better building performance. Collaboration is a meaningful response to the on going marketplace mandate for buildings that are faster to design and construct and at a lower cost than those built in the past. And, perhaps most important, it could be argued that the final outcome - the design work - is actually better.â&#x20AC;?1 INTRODUCTION

The School of Architecture and the Building Construction Science Program at Mississippi State University are developing a replicable, cross-discipline pedagogy for teaching appreciation of disciplinary expertise and effective communication between architects and constructors. This paper describes these efforts for a cross-disciplinary design/build studio that was completed in the fall of 2013. The goal of this paper is to first, document the learning objectives and teaching/ instructional methods that were planned and second, to provide feedback on student response to the curriculum so that the outcomes may be used to help advance the program and similar efforts at other institutions.

EMILY MCGLOHN HANS HERRMANN TOM LEATHEM ALEXIS GREGORY LEE CARSON Mississippi State University

WHY COLLABORATE?

Effective collaborations in architecture, engineering, and construction are more important than ever due to the increasing complexity of projects and to the building performance demands of clients. 2 Of course, collaboration between architects, constructors, engineers, and other industry professionals is not a new concept. The professionals within these fields have long relied on each other to accomplish their shared goal of designing and constructing buildings. One of the most prominent arrangements for collaboration is based on a DesignBid-Build contract. Architects and engineers design a building, the drawings are bid, and a contractor builds what has been drawn. In this process, methods of communication are at risk of being restricted, lengthy, and unclear. Although this method works, is it the best collaborative method for architecture and construction today? As buildings increase in complexity and performance criteria become more specific, other collaboration methods where designers, builders, engineers, and consultants come together much earlier in the process to design and construct

Chapter Title (ACSA will complete)

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a building have gained popularity. 3 Andrew Pressman recognizes the reasons for this rise in collaboration in his book Designing Relationships: The Art of Collaboration in Architecture: “the requirement for environmentally sensitive and sustainable architecture, unstable and recessionary economic trends, innovations in technology, globalization of architecture, contractual and liability issues, and competitive advantage can be achieved through strategic collaborations.”4 For these many reasons, Integrated Project Delivery and Design Build contracts are more numerous and the methods of collaboration associated with these contract types are beginning to change how building professionals communicate to accomplish their goals. Early collaboration improves efficiency, reduces cost, and saves time in the design and construction of a building.5

The Mississippi State University (MSU) School of Architecture and Building Construction Science Program (BCS) recognize this important shift. As a result, a series of cross-disciplinary studios have been developed, and are being taught with the goal of teaching MSU students ways of working collaboratively. This paper outlines the pedagogical development of this program with a focus towards the process of developing and evolving the curriculum, a critique of the collaborative process itself, and lessons learned for the first joint studio in the series, fall 2013 Collaborative Studio I. BACKGROUND ON COLLABORATIVE STUDIOS I AND II

Collaborative Studio I is a cross-disciplinary, six-credit hour studio between faculty and second year students in the School of Architecture and the BCS Program at MSU. The goal of this studio is to create awareness of the relationships between architecture and construction professionals through knowledge development of materials, methods, and processes associated with the built environment and how they impact design and construction outcomes. The classroom relationship between disciplines is possible due to the BCS Program’s unique studio based curriculum. Rather than the typical three-hour lecture course, the BCS Program uses an architecture framework of a six-credit hour studio. At its conception, the program’s intent was structured to accommodate interaction between the architecture and construction disciplines. Sharing the same classroom space and schedule facilitates interaction. Furthermore, the holistic pedagogical design recognizes the necessity of practice and latency of learning. To address this, two collaborative studios take place throughout the students’ academic career. Collaborative Studio I occurs in the fall semester of the students’ second year. Collaborative Studio II takes place in the spring of the students’ third year. This studio serves every second year student in architecture and BCS. Class sizes range from 40 to 50 students.

Figure 1: Framing model of the Tucker Bus Stop Shelter.

The goals of Collaborative Studio I, through a small design/build project, are to help students develop a working knowledge of the principle construction material families and their related construction methodologies while learning fundamental concepts of formal and spatial manipulation. Model making and drawing are a means of testing and developing design concepts and construction conventions. Learning and working with BCS students’ less obvious design issues, such as cost, time, embodied energy, and quality are factors that measure project outcomes. The end results of this intensive semester-long collaboration are practiced verbal and representative communications skills between the two sets of budding professionals. An understanding of the allied discipline’s value structure and disciplinary interests is developed while also realizing a well-built, full-scale

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artifact that demonstrates these learned attributes. The design/build approach is an important aspect of the collaboration because it gives the students a common goal for the semester. They are required to use their individual expertise to design, plan for, and construct a shared project. The faculty select projects complex enough to challenge the students but small enough to be completed in one semester, if managed carefully. The focus of the studio is collaboration and tectonics so interaction with the client is limited for the students. The faculty members normally act as the clientâ&#x20AC;&#x2122;s representative, and it is necessary to find a client that is comfortable with this arrangement. Typically, funding for the projects comes from outside sources and is secured by faculty members with help from the department administration.

-ASSEMBLE RIGHT TO LEFT -ASSEMBLY SERIES: TRUSS PANELS - TRUSS -STRING TRUSSES AND PANELS ONTO METAL ROD -SCREW TO SECURE

[11] PHASE 4 BENCH 3 ASSEMBLY PANEL 1

[12] PHASE 4 BENCH 3 ASSEMBLY TRUSS 2

-ATTACH PANEL 2 -SCREW INTO PREVIOUS TRUSS

-ATTACH TRUSS 2 TO PANEL -SCREW INTO PREVIOUS PANELS -TIGHTEN METAL ROD WITH NUTS TO INCREASE STRENGTH OF COMPOSTITE PARTS

MISSISSIPPI STATE, MISSISSIPPI 39762

1-622-325-2323

ASSEMBLY DIAGRAM

-ATTACH FINAL TRUSS 4 AND PANEL 4 -SCREW INTO PREVIOUS PANELS -TIGHTEN METAL ROD WITH NUTS TO INCREASE STRENGTH OF COMPOSTITE PARTS

MISSISSIPPI STATE UNIVERSITY

TUCKER, MISSISSIPPI BUS SHELTER

[10] PHASE 4 BENCH 3 ASSEMBLY TRUSS 1

PHASES 3 & 4

[9] PHASE 3 BENCH 2 ASSEMBLY PANEL 4

10/29/13 11:02 P.M. N/A

S912

The scale and degree of project complexity is critical to a successful collaboration. Of fundamental importance is the issue of project planning. The pedagogy is intended to teach students how to abstract the design task. Through diagramming the phases and critical aspects of the work, the second year students do more than learn to build, they learn how design informs building and visa-versa. RESEARCH AND DEVELOPMENT

To prepare for this large and fast design/build studio, architecture faculty members Hans Herrmann and Emily McGlohn, and BCS faculty member Tom Leathem collaborated during the summer of 2013 to design the cross-disciplinary pedagogy and curriculum. In addition to the summer R&D team, architecture faculty member, Alexis Gregory and BCS faculty member, Lee Carson joined the teaching team during the fall studio. A grant awarded to the College of Architecture, Art, and Design has funded summer research for the Collaborative Studios for several years. The tasks for the summer of 2013 included a review of past research development (post-mortem reports), the establishment of common ground between the disciplines, the development of a collaborative pedagogy, and the creation of joint assignments that would insure learning outcomes related to the pedagogy. POST-MORTEM REPORTS

Critical reflection of prior Collaborative Studios was an important aspect to the

Figure 2: Phasing diagrams for the Tucker Bus Stop Shelter.

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continued development. Each member of the development team created a written post-mortem report of his or her prior efforts. The intention of the postmortem report was to document which efforts were most successful from past tests in the pilot studios. These reports served as a way to generate new ideas for upcoming assignments and set the stage for initiating effective collaboration and communication among the faculty. Through discussion, the success of an assignment was measured by the students’ individual and group performance, their understanding of the assignment’s intention, and the ability to replicate of the assignment. COMMON GROUND

The first step in creating a cross-disciplinary pedagogy was to identify the shared objective and goals. As a team, it was determined that the following objective would serve the studio: To create awareness of the relationships between architecture and construction professionals through knowledge development of materials, methods, and the processes associated with the built environment and how they impact design and construction outcomes. The shared goals were intended to be a guide for interaction. With the goals in mind, assignments were created that met each discipline’s needs. The shared goals are as follows: • Develop a working knowledge of the principle construction material families and their related construction methodologies. • Learn fundamental concepts of formal and spatial manipulation. • Develop an understanding of the relationship between design and construction professionals and their respective values. • Use drawing (analogue and digital) as a means of testing and developing design concepts and construction means and methods. • Understand how design is an informed process, which gathers information and parameters from many sources of input. • Build verbal and non-verbal communication skills. • Develop awareness of cost, time, and quality as a factor affecting project outcomes. COLLABORATIVE PEDAGOGY

The post-mortem analysis revealed a number of concerns that needed attention. In the past, architecture and BCS students had separate assignments both visually and contextually, which did not emphasize how the students were to work together. This further exacerbated an already challenging issue because the students were in separate classrooms, in separate buildings. Student work was not evaluated on how well they worked together as a group. Lastly, content of the assignments focused on students performing work specific to their discipline. Several changes were made for the fall 2013. First and foremost, the students would have a common classroom. The faculty worked to develop an ethos of one. The most significant teaching decision made for the fall 2013 was to give all students the same assignments. In the pilot

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studios, begun in the fall of 2010, students interacted in a number of assignments at specific times throughout the semester. After discussing past outcomes of this method, the team concluded that an alternative pedagogical approach would be undertaken. Architecture and BCS students participated equally in conceptual design, design documentation, scheduling, cost estimating, material acquisition, and site logistics in the fall of 2013. This approach was expected to demonstrate that more could be accomplished when individuals work together and insured exposure to the processes of the opposite discipline in hopes of fostering understanding and respect. Students worked as individuals for a portion of each assignment so that they had time to develop questions about and solutions to problems on their own. Their individual efforts, theoretically, prepared them to work in a small group to which they were assigned. In total there were 12 groups of 4 students (one group of 5) and each team had at least 1 BCS student. Groups were encouraged to resolve internal issues on their own. When a group issue became too large for the students to solve, the professors intervened as facilitators. Faculty members monitored each groupâ&#x20AC;&#x2122;s progress and rotated between the groups in traditional methods of feedback such as desk critiques and pin-ups. This insured that knowledge from both architecture and BCS faculty members was shared equally with all students. Architecture faculty interacted with BCS students and visa-versa. Review sessions were joint events where all students were expected to be able to present their teamâ&#x20AC;&#x2122;s work. Presentation and evaluation of

project work would be consistent for all students. All students were required to represent clear understanding of both the design and construction elements. To implement the approach from above, careful thought and consideration went into planning assignments because each discipline required separate learning outcomes to meet their accreditation needs. This section describes the assignments developed for design and the process used for construction.

Figure 3: Collaborative work plan for the design of

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the shelters. This chart show the actual process for group design and interaction.

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JOINT ASSIGNMENTS

The methods used for design ideation were rooted in materials and methods and tectonic consideration. For example, in the first assignment every student was asked to create a clay form that possessed the qualities of a bus stop shelter. Second, as a group they combined their ideas into a single, clay form. Third, they were asked as individuals to interpret the group’s clay form as cast plaster, then again as a group, cast plaster was considered. Finally, the entire group designed formwork and poured a large-scale concrete model based on the group’s cast model. Presentation and evaluation of these models was done on a group basis as well. There are several reasons this shared, iterative process was selected. First, it was assumed that by asking every student to perform the same task, they would learn about the opposite discipline’s functional concerns. Second, it was expected that each discipline would bring knowledge to the process early to advance the work. Third, it was expected that the iterations would suit both disciplines. As an example, it was assumed the architecture students would feel comfortable designing a form with clay, but it would be new territory for BCS students. It was also assumed that BCS students would be more comfortable interpreting the clay form as a cast, formwork-based concrete construction, whereas architecture students had little to no experience with such an interpretive task. Three iterations of scale and tectonic consideration were planned as assignments. Each student and group was to consider concrete, wood, and a synthesis of the two materials. The end product was planned to be a full proposal from each group for a shelter from which the studio would select two to build. The planning for the construction of the shelters was not reserved for the BCS Figure 4: The completed Tucker shelter.

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students as may be expected. The sequencing of construction, prefabricated parts, delivery, and assembly became a design exercise amongst disciplines. In the fall of 2013, the plans were implemented for a cross-disciplinary studio. The next sections explain the project program, the client, and the shelters. FALL 2013

After several pilot studios, the first official Collaborative Studio I was successfully undertaken in the fall of 2013. The Mississippi Band of Choctaw Indians (MBCI) asked for two new bus stop shelters for their improved transit system within the MBCI, Pearl River Reservation. This section describes the location, program, budget, schedule, and final constructions. BUS STOP SHELTERS FOR THE MISSISSIPPI BAND OF CHOCTAW INDIANS.

One shelter was needed in Pearl River, MS, the most populous of the eight Choctaw communities, and the other at the Tucker Community Center in Tucker, MS. Both locations are important hubs in community members’ commute to school, the doctor, and for running day-to-day errands. PROGRAM, BUDGET, AND SCHEDULE.

Programmatically, the client asked for the shelters to keep travelers dry and provide a place to sit while waiting on the bus. Ease of maintenance was another requirement. Both sites were approximately 59 miles from campus, increasing logistical complexity. Additionally, the two sites were 12 miles apart making onsite logistics important. The total budget for two shelters was $9,000 including materials, travel, and tools. The MBCI funded the project by awarding a grant to the School of Architecture. To maintain a reasonable level of new-knowledge and anticipated learning, students were granted only limited interaction with the client. The faculty acted as the client’s representative during the design process. Thirty-five architecture students and 14 BCS students worked together to design and build the bus stop shelters. All students, including BCS, began the semester in mid-August with conceptual design – as individuals and then in groups. The final two shelters were selected for construction at the beginning of October, and on-site construction began the first week in November. During October, many components of the shelters were prefabricated on campus. The projects were finished and presented to the client on December 2nd. Both bus stop shelters were completed on-time and on-budget, while maintaining the design intent of the project – accomplishments that are sometimes difficult to achieve in design/ build projects. This was due in part to the pedagogy of the studio. The importance of planning as a design activity was emphasized to students and expressed as equally as valuable as the design of aesthetics. OUTCOMES

In summary, the following were expectations of the curriculum, students, and the project set forth by the faculty during the summer research and development. Each bullet point is followed by an explanation of the actual outcomes based on discussions and conclusions made by the faculty during the most recent research and development session in the summer of 2014. •By mixing the disciplines in groups and asking the students to participate in

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traditional roles of the opposite discipline, they would learn from each other. Students would become teachers for their cross-disciplinary counterparts. It was too much to expect of second year students to learn their discipline and teach it simultaneously. The students were not sufficiently prepared for their shared moments. In some cases this approach did work, but it was difficult for the students to appreciate what was happening because it was so frustrating. After many arguments due to work habits mostly, several groups seemed to gain a mutual respect for their counterparts and protested when the faculty made the decision to separate the disciplines for the last iteration of design. Although it was not a mistake to require students to work in teams, expecting them to collaborate naturally was. Noreen M. Webb, in her essay Information Processing Approaches to Collaborative Learning, says that “simply asking students to collaborate will not ensure that they will engage in productive dialogue.”6 This was found to be true. She further explains several techniques teachers can use to increase the chances of productive collaboration. A few relevant examples are: teaching students appropriate communication skills to use in their groups, crafting the group assignment to require the expertise from each student for successful completion, and assigning students to specific roles.7 The faculty team is currently testing these techniques. The major flaw in this plan was that the students were not experienced enough to teach their counterparts. This made group work frustrating and uncomfortable. •The students would enjoy experiencing the responsibilities and functions of the opposite discipline. During introductory lectures about integrated practice and the advantages of collaboration, discussions centered on why a builder or an architect would want to understand the other’s functions within a team. However, the BCS students became frustrated when they were asked to complete the opposite discipline’s tasks. In general, they did not believe they should be asked to do the same assignments as the architecture students. Architecture students did not express the same frustration. This teaching approach assumed that by exposing the BCS students to design, they would gain an appreciation naturally or become interested. This was presumptuous of the faculty. BCS students needed separate assignments for their discipline specific tasks and changes were made midway through the semester to accommodate this. •The two shelters would be “designed through consensus.”8 Originally, this cross-disciplinary process of moving through scales and tectonic consideration of different materials was going to include, concrete, wood, and a combination of the two. The end result was to be a synthesized proposal from each group for a complete shelter. The students were only able to complete the full process of mold/cast/pour and the last iterations of design were adjusted. There were several factors that contributed a change in course. First, there was not enough time to complete the process in wood, as the students ultimately needed more time than originally thought to fully grasp the free-form to castform process. Second, the BCS students became overwhelmed with the process. They were not conditioned to the structure of making iterative design models and consequently

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did not recognize the benefits. A different course of action was improvised for the BCS students at the midpoint of the semester. They were given a separate assignment until the shelters were selected for construction. BCS students focused on estimating, scheduling, and constructability by developing computer-generated models rather than actual scale models. It was the feeling of the BCS faculty that the BCS students would gain more from developing computer models rather than actual scale models. Third, after the mold/cast/pour sequence and the BSC students separated, architecture students went directly into a hybrid wood and concrete model as individuals. This short circuit helped to maintain the schedule, however possibly compromising the design process along the way. The entire school then voted on these proposals. The final designs were selected based on the results of the vote and the opinions of the professors. This process excluded some students in the design work and put too much pressure on the students whose projects were ultimately selected. â&#x20AC;˘When given a choice of tasks, students would naturally accept the roles their disciplines traditionally take. It was assumed that when given the choice of tasks, the students would gravitate toward the tasks in which their discipline is normally associated. For example, when a member from each group was asked to estimate a budget and create a schedule, it was assumed the BCS students would volunteer for this job. This did not happen as expected. Overall, more architecture students took these roles. This became a problem because certain learning outcomes were required for each discipline, and they were not gaining the experience they needed.

Figure 5: The completed Pearl River shelter.

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Adjustments to the assignments were made midway through the semester to accommodate this issue. One observation of why this happened was because the architecture students were more invested in the project due to the design generation. Whereas when the BCS students were pulled away from the design process they became less interested in even common tasks they would typically perform. •The shelters would be built on-time and on-budget. The shelters were planned to be built-on time and on-budget – like all projects. This was accomplished. One reason for this is that the process of construction was part of design activities. Students had ample time to plan for the completion of the project and ease of construction was a design criteria. CONTINUING DEVELOPMENT

During the summer of 2014, a second round of research and development was undertaken. The outcomes from the fall 2013 Collaborative Studio I were considered, and adjustments have been made to the curriculum. Summaries of the considerations are below: •Design and construction assignments are separate. While the architecture students are working on conceptual design, the BCS students are preparing to meet the architecture students at an “integration node.”9 This will insure that constructability can influence design throughout the design process without expecting the students to perform tasks in which they are unprepared to do. The BCS students’ assignments are complementary to the architecture students’ design phase. When they meet, each student will have knowledge to offer to the group. This more closely imitates how the two professions would interact as professionals. Most would not work on the same elements of the project but rather different parts and then come together at strategic moments to collaborate. •Nodes of integration”10 Based on Andrew Pressman’s process for “managed collaboration” from his book Designing Relationships: The Art of Collaboration in Architecture, the students are being taught how to collaborate instead of hoping for a positive outcome through spontaneous teamwork.11 The work that students do separately prepare them for scheduled meetings where collaborative progress is made. •“Design by consensus.”12 There will be no vote on which projects to build. The entire class will discuss the positive attributes of each individual proposal. These recognized attributes are the deciding factors for which ideas move forward. Small groups will to integrate good ideas into two stronger, complete, group proposals. •Defined, separate learning outcomes. Where learning outcomes are necessary for one discipline, the students are asked to complete tasks as an individual for a grade. This insures that the students leave this studio prepared for the next studio level. BCS students are no longer given the choice to prepare a budget, schedule, and materials list. CONCLUSION

This paper was written to record the learning objectives and teaching/

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instructional methods that were used for a collaborative studio between architecture and BCS at MSU. The second goal of this paper was to provide feedback on student response to the curriculum so that the outcomes may be used to help advance the program and similar efforts at other institutions. Overall, the deign/ build projects were a success. The pedagogy and curriculum presented issues that stemmed mostly from the students not being prepared to effectively collaborate with each other. Second year architecture students are learning how to be professionals and cannot be expected to act or perform as such without training. With an understanding of which outcomes of Collaborative Studio I are positive and which ones need attention, the architecture and BCS faculty at MSU will continue to improve this important effort of teaching effective collaboration methods to future design and construction professionals.

ENDNOTES 1.

Andrew Pressman, Designing Relationships: The Art of Collaboration in Architecture. New York: Routledge, 2014.

Ibid.

McGraw Hill Construction. “Construction Project Delivery Systems Vary Widely in Benefits for Owners, Architects & Contractors, According to New McGraw Hill Construction SmartMarket Report,” Accessed September 29, 2014. http:// construction.com/about-us/press/construction-project-delivery-systems-vary-widely-in-benefits.asp

Noreen M. Webb “Information Processing Approaches to Collaborative Learning.” The International Handbook of Collaborative Learning. Ed. Hmelo-Silver, Cindy E., eds. New York: Routledge, 2014. 26. Print.

Ibid.

Steve Badanes. “Building Consensus in Design-Build Studios.” Connector X.1 (2001): 6-7.

Andrew Pressman, Designing Relationships: The Art of Collaboration in Architecture. New York: Routledge, 2014.

10. Ibid. 11. Ibid. 12. Steve Badanes. “Building Consensus in Design-Build Studios.” Connector X.1 (2001): 6-7.

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AWARDS AND DISTINCTIONS Teaching Awards and Distinctions

2017 AIA | ACSA 197 Practice + Leadership Award Integrated Project Delivery Theater

2015 ACSA Honorable Mention for Design/Build

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Zachary Henry

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STOP TRAFFIC! Mississippi Band of Choctaw Indians Public Transpor tation Shelters.

Student Awards

Undergraduate Research Symposium

Building Technology Educatorsâ&#x20AC;&#x2122; Society (BTES) Student Paper of the Year, 2017.

Audit Squad

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BTES Student Paper of the Year, 2015.

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2017 AIA | ACSA Practice + Leadership Award Integrated Project Delivery Theater

Blind Peer Reviewed 2017 ACSA Annual Meeting Detroit, Michigan

Co-awarded with Hans Herrmann, Michele Herrmann, and Jose Alvarez Mississippi State University

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LEARNING INITIATIVE OVERVIEW: Demonstration of Need: Despite the introduction of, and increase in, collaborative project delivery methods in recent years, the academy is still ill-equipped to prepare students for collaborative practice. Approximately 70% of faculty members surveyed who identified as teaching collaborative project delivery methods, such as Design-Build and Integrated Project Delivery, also acknowledge a lack of first-hand industry experience with the project delivery method. In an effort to improve the teaching of collaborative skills, as a foreground for collaborative practice, the authors conducted a two-day interactive symposium for nearly eighty third and fourth year level bachelor of architecture and building construction science students in which the students actively engaged in exercises exploring the six topics central to IPD as outlined in the American Institute of Architects, Integrated Project Delivery Guide. These topics included: process, team formation, communication, compensation, risk, and agreements.

Initiative Abstract: The interdisciplinary Integrated Project Delivery Theater Symposium was designed to generate Open Source didactic problem-based learning modules. Through a multi-day symposium students and participating faculty members heard lectures given by various professional IPD team members explaining their individual perspectives: Owner, Architect, Constructor. The impact of the academic initiative included: Theoretical Outline, First-Hand Application, and award winning examples of Praxis as presented by a team of professionals who have successfully worked together using IPD. Students and the featured IPD team participated in a series of faculty-designed learning vignettes based upon interactive and didactic problem-based learning models designed to expose and demonstrate how best to collaborate via IPD. Learning objectives included but were not limited to: students understanding IPD terms, the benefits of IPD, means of IPD practice within a professional environment. At the beginning of the symposium, prior to the first vignette, the students were asked to complete a survey intended to measure their baseline understanding of terminology and industry standards for certain scenarios based on a stated project delivery method. Seventy-two students completed the initial survey, for a response rate of 87%. The same survey was repeated at the conclusion of the symposium to assess whether the studentsâ&#x20AC;&#x2122; understanding of the six vignette topic areas had improved as a result of their participation in the symposium. Seventy-three students completed the final survey, for a response rate of 89%. In addition, this effort also included the survey of fellow educators to better understand their needs and help inform how the symposium could be designed to offer reproducible learning initiatives nationwide.

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Topic 1: IDP PROCESS Vignette 1: Process The purpose of Vignette 1 was to demonstrate the differences between the processes in Integrated Project Delivery (IPD) and a more traditional Design-Bid-Build (DBB) project delivery method. In order to demonstrate these differences in a relatable context, the symposium creators designed an exercise wherein a sandwich needed to be assembled according to certain design, budget and schedule criteria, under both project delivery methods. The resulting DBB sandwich was assembled over schedule and budget with wasted material, while the IPD sandwich was assembled under schedule and budget with no wasted material.

The sandwich analogy allowed students to put abstract principles into practice. It was also a way for students to engage with practitioners, which increased the educational value pressing beyond an audience to presenter relationship.

The industry professionals explain how team determined material selections save time and cost while adding value.

Topic 2: IDP TEAMS Vignette 2: Team Formation Vignette 2 was designed to demonstrate the importance of the value added by each member of the project team and how important the selection of the project team is. For this vignette, the participants were divided into smaller groups and given one of two survival scenarios. Each group was provided a list of occupants in a boat but then forced to select a limited number of people to pick to fit in a lifeboat based on what value they placed on that personâ&#x20AC;&#x2122;s skills and contributions toward survival.

Here students engage in and reflect upon team selection criteria while the educators outline the challenges of having to make a judgment.

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Topic 3: COMMUNICATION Vignette 3: Communication The purpose of Vignette 3 was to demonstrate the effect that communication, or the lack there of, can have on a project. In order to achieve this, the symposium creators designed a vignette in which participants were divided into small groups, with each group receiving instructions about the type and extent of communication that would be allowed. Each group member was asked to recreate a piece of a larger overall image. Each group then had to assemble the individual pieces to recreate the overall image. Communication options ranged from group to group. Ultimately, the greater the level of communication allowed, the more the final image produced by both the individuals and overall group represented the original image, and the faster the collective image was assembled.

Very Limited Communication Group: Isolated work with limited instructions.

Limited Communication Group: Shared space, limited to written communication.

Intentional Communication Group: Open communication of any form, clear goals.

Topic 5: RISK Vignette 5: Risk During Vignette 5, students were asked to brainstorm the risks associated with a familiar task, such as taking a hike of a certain duration in a given location. Volunteers demonstrated how in a DBB project delivery method each party was responsible for carrying the weight of the individual risks (represented as sandbags in the vignette exercise), even though multiple parties may have the same risks. When trying to move about the stage (on their hike) the students we slow and clumsy and in some cases not able to support the weight of the risk in certain areas of the hike path. The same volunteers then demonstrated how they could more effectively physically support the weight of the risks when they worked as a team to support the sandbags who's weight was now diminished (less redundancy) and spread across the team. Through this simple analogy, students came to see the redundancy of the DBB model as it relates to risk allocation. The cost of each party involved carrying risk verses the IPD model, where all parties agree to not hold each other liable, frees the team to work more nimbly with a focus on the building rather than their personal successes or failures. This case study went on to outline the cost savings and how risk management is ultimately related to compensation.

Students pose as Owner, Builder, and Architect carrying numerous forms of redundant risk in the DBB model while the IPD model below shares risk.

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Topic 6: AGREEMENTS Vignette 6: Agreements This vignette was intended to create a visual understanding of the different types of agreements among the parties involved in the project. Using a series of resistance bands to represent the contractual agreements among parties in a typical DBB project delivery method, the students were asked to perform a series of tasks, such as communicating a question and answer along the proper contractual lines, to demonstrate how important information is lost when all of the necessary parties cannot communicate directly with each other.

Students illustrating the Design, Bid, Build contract associations with one-directional lines of accountability.

Students illustrating the Integrated Project Delivery Multi-Party agreement associations with linked accountability and profit. %

Students then performed another series of tasks using a resistance band that represented a multi-party contract. The students had to work together to keep their resistance band from falling. Through team work and open communication, the multi-party contract team was able to achieve the given tasks with more ease and accuracy than the Design-Bid-Build team.

Topic 4: COMPENSATION Vignette 4: Compensation / Reward Vignette 4 was designed to highlight the differences in the compensation structures when comparing IPD and DBB. By using the individual and group paintings from Vignette 3, the symposium creators used performance based assessment criteria to evaluate the paintings. By doing so, the symposium designers were able to demonstrate how those working under the DBB scenario stand to gain or lose as individuals, regardless of how their group members performed. By contrast, the members of the IPD group were evaluated as a group, with the success of each individual being tied to the success of the group as a whole. Output of Limited Communication group, i.e. a DBB scenario: Here students struggle to finish on time and the resulting work shows a clear lack of common values and intentions.

TOTAL PAINTING VALUE - $1200

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Output of Highly Communicative group, i.e. a IPD scenario: Completed on time and very near to the original image quality / likeness. Note missing squares are the result of a small team not an error of the team.

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LEARNING OUTCOME SURVEYS: Pre- & Post- Surveys: At the beginning of the symposium, prior to the first vignette, the students were asked to complete a survey intended to measure their baseline understanding of terminology and industry standards for certain scenarios based on a stated project delivery method. Seventy-two students completed the initial survey, for a response rate of 87%. The same survey was repeated at the conclusion of the symposium to assess whether the students’ understanding of the six vignette topic areas had improved as a result of their participation in the symposium. Seventy-three students completed the final survey, for a response rate of 89%.

Learning Outcome Post- Survey being administered by one of 6 undergraduate research assistants.

Results: In addition to basic demographic information, both the pre- and post-symposium surveys included a list of six broad terms and asked the students to rank their level of understanding of those terms, with possible selections of “I have never heard the term,” “I have heard the term but do not know what it means,” “I have a general idea what the term means but am not confident I could explain it to someone,” and “I am confident I could explain the term and its significance.” A comparison of the “I am confident I could explain the term and its significance” responses from the pre- and postsymposium surveys is shown in Figure 2, on the next page, while the percentage increase in that response is shown in Figure 3, also on the next page. In short, the survey results suggest a dramatic increase in the students’ understanding of the terminology and foundational principles of IPD. In some cases, students reported 78% increase in understanding of a term.

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CRS Center for Leadership and Management in the Design & Construction Industries

College of Architecture

Valerian Miranda, PhD, FIIA Director

Practice+Leadership Award Jury 2015-2016 ACSA Architecture Awards Program

20 September, 2015

RE: Nomination of Integrated Project Delivery Theater for 2015-2016 P+L Award. Respected Jurors: Through this letter it is my pleasure to nominate the Integrated Project Delivery Theater and its development team for the 2015-2016 Practice+Leadership award. The Integrated Project Delivery Theater was developed in response to a very real need to devise high impact ways of getting designers and constructors to effectively work together both in academia and practice. The project proposal won financial support from the Architecture+Construction Alliance in an invited competition. As you will see from the supporting material and letters, this project exemplifies the purpose of the P+L award and exceeds the selection criteria. It is a demonstration of excellence in bringing together students and faculty from architecture and construction with architects, contractors and consultants within the context of real projects. The striking characteristics of this project are that it is entertaining, inclusive, interactive, and tactile. Most importantly, IPD Theater is replicable, as evidenced by numerous requests the development team has received in the last few months. Personally, it was a valuable experience for me to witness the first IPD Theater “show” in January 2015 and subsequently to see the reaction of peers during a paper presentation at a scholarly meeting in April 2015. Recognition of this work through the P+L Award will go a long way in furthering effective collaboration between our disciplines and in encouraging the development team towards more innovation and dissemination. Thank you for your consideration. Sincerely,

Valerian Miranda, PhD, FIIA Wallie E. Scott Jr. Endowed Professor of Architectural Practice & Management Director, CRS Center Vice-President, Architecture+Construction Alliance 3137 TAMU ▪ College Station ▪ Texas 77843-3137 ▪ Tel 979.847.9357 ▪ Fax 979.862.2235 ▪ http://crscenter.tamu.edu

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206

PRACTICE + LEADERSHIP AWARD

Awards and Distinctions

207

PRACTICE + LEADERSHIP AWARD

Awards and Distinctions

ARCHITECTURE INTERIOR ENVI RONMENTS URBAN STRATEGIES

15 September 2015 Via (email)

Eric W. Ellis Director of Programs and Operations 2015-2016 ASCA Awards Program

Recommendation Letter for Integrated Project Delivery Theater AIA/ACSA Awards Committee Members, It is with great honor that I recommend the Integrated Project Delivery Theater project for the 2014-2015 Practice + Leadership Award. The symposium took place January 29 th and 30 th of 2015 after nearly eighteen months of planning and development including both a local and national surveys of issues pertaining to the topic of Integrated Practice in education. As a practicing professional I have never been exposed to such an inclusive and well-planned means of illustrative education. The emerging theory and practice of Integrated Project Delivery is still uncommon in most parts of the country and especially uncommon as a topic of â&#x20AC;&#x153;deepâ&#x20AC;? study within the academy. The interactive, Theater-like, performance engaged students who would otherwise have passively attended a lecture/debate, as is the standard for symposia. In this new educational model students participated in on-stage demonstrations designed to analogically diagram the six principles of IPD as outlines by the AIA. Students of both Architecture and Building Construction Science attended the event bringing an important mix of values and disciplinary training to the table. Speaking from my first-hand experience as a co-presenter, I believe this undertaking to be among the most innovative and dedicated educational efforts I have witnessed. Moving beyond the presentation of only finished project photos and sexy renderings this effort engaged industry professions at their core, dissecting to draw-out, what it is that we are generating in the field day to day. Respectfully Submitted,

Jose Alvarez, AIA, LEED AP, NOMA PRINCIPAL

36 5 CANAL STREET, SUITE 31 50 NEW ORLEANS, LA 70130 504. 561.8686 WWW .E S K E W D U M EZR IPPL E.COM A P RO F E S S I O N A L COR POR A TION 2 0 1 4 A I A N AT I ONA L A R CH ITECTU R E FIR M A WA R D

209

DESIGN/BUILD HONORABLE MENTION

Awards and Distinctions

2015 ACSA Honorable Mention for Design/Build STOP TRAFFIC! Mississippi Band of Choctaw Indians Public Transit Shelters Blind Peer Reviewed 2016 ACSA Annual Meeting Seattle, Washington

Co-awarded with Hans Herrmann, Tom Leathem, Alexis Gregory, and Lee Carson Mississippi State University

211

DESIGN/BUILD HONORABLE MENTION

STOP TRAFFIC! MISSISSIPPI BAND OF CHOCTAW INDIANS PUBLIC TRANSIT SHELTERS 2 stops, 49 students, 2 disciplines, 5 professors, 10 grand, and 4 months.

Awards and Distinctions

212 INTRODUCTION

Awards and Distinctions

DESIGN/BUILD HONORABLE MENTION

59 m iles

Home Base

MS Choctaw Reservation

Pearl River 12

Tucker

ile

Pearl River Stop This project was made possible with assistance from the Mississippi Band of Choctaw Indians who provided funding for the design and construction of two bus stop shelters for their reservationâ&#x20AC;&#x2122;s transit system. This design-build studio is a reoccurring collaboration between every second year student in the School of Architecture and the Building Construction Science Program. This studio is unique because it crosses two disciplines, involves an entire year level from two departments, and its operations are shared between both sets of faculty. As a result every graduating student has a design-build, collaborative experience during their academic career. For this project, a 59 mile drive separated Home Base (campus) from the two construction sites. The Pearl River Stop was built in the most populous of the eight Choctaw communities.

PEARL RIVER STOP

STOP TRAFFIC! MBCI Public Transit Shelters | 2

STOP TRAFFIC! MBCI Public Transit Shelters | 4

DESIGN/BUILD HONORABLE MENTION

INTRODUCTION

Awards and Distinctions

iles

Home Base

59 m

213

MS Choctaw Reservation

Pearl River 12

Tucker

ile

Tucker Stop

The second shelter was built in Tucker, MS. It stands at the threshold of the Tucker Community Center and serves as a major transit node to the grade schools and local community college. The cultural/social issue of mass-transit was studied, as the vast majority of student had never utilized a public transit bus system. Economical considerations were primarily focused on the durability and availability of material used in the bus stop shelters with special consideration being applied to the accountability and justification of material use as it relates to environmental accountability.

STOP TRAFFIC! MBCI Public Transit Shelters | 3

TUCKER STOP

STOP TRAFFIC! MBCI Public Transit Shelters | 5

214

DESIGN/BUILD HONORABLE MENTION

COLLABORATIVE SEQUENCING DIAGRAM: Design Learning Outcomes

This course addressed 3 major subject areas with synthetic knowledge being the desired goal. These areas include: • Introduction to Materials and Methods of Construction as a cornerstone for the Instrumentalist Approach to design; a foil to the students’ prior introduction/experienced design paradigm at our institution. • Tectonic Consideration as the first priority for the Design and Construction Team; value structures of both parties were explored to identify common goals. • Principles of Integrated Practice and Productive Communication between the Designer and Constructor Team; a foundation level introduction to making teamwork possible.

The constructions illustrate full-circle design learning outcomes through their factual completion on-time and on-budget with complete return-client satisfaction. The 2nd year studio has officially adopted this pedagogy based-upon its repeated success and ability to be fully inclusive of all architecture and BCS students. The finished shelters show that the anticipated learning outcomes, as listed above, are now within the confidence of the majority of students. The ability necessary to produce tectonically informed designs that address issues of durability, material accountability, strategic construction design, and material method incorporation along with the development of aesthetically informed architecture are synthetic rather than overlaid/ imposed.

STOP TRAFFIC! MBCI Public Transit Shelters | 6

DESIGN PROCESS: Molded Clay to Cast Plaster to Concrete Mock-up

One curricular objective was to introduce an entire year level of architecture students to design-build. Careful planning was necessary to allow each student to have a role in the design and construction of the projects. Overall, there were 35 architecture students and 14 BCS students. It was the task of the 5 faculty members to plan for each student to have a similar design-build experience while meeting separate curricular requirements. Students were evaluated using both subjective an objective instruments. Objectively transferred information such as the fundamentals of materials and construction methods, material efficiency/waste production, budgeting/cost estimation, construction scheduling, embodied energy calculations were all tested using specialized worksheets.

STOP TRAFFIC! MBCI Public Transit Shelters | 7

Awards and Distinctions

DESIGN/BUILD HONORABLE MENTION DESIGN PROCESS: Concrete and Wood Model Synthesis

Subjective content such as composition, the design of experience, aesthetic identity, and tectonics were measured using a design critique and jury format. Students are now informed of the possibility of materials and methods of construction as generative/operably parameters for the design process. Tectonic thinking, as a common language and value structure, has been practiced as a means of communicating with both the Client and the Constructor. The primary outcomes of this course are: • Completed project as predicted through the design and construction planning process. • Students completed both individual design proposal generation and consensus-based proposal generation. • Understanding of drawings as tools for construction. • Basic understanding of cost estimating (completed on-budget). • Introduction to material efficiency. • Design and construction schedule management (completed on-time). • Client satisfaction. STOP TRAFFIC! MBCI Public Transit Shelters | 8

DESIGN PROCESS: Documentation

10/31/13 11:39 P.M. 1/2”=1’

ELEVATION 3 : LEFT

A302

[6] PHASE 3 BENCH 2 ASSEMBLY PANEL 1

-ATTACH FINAL TRUSS 4 AND PANEL 4 -SCREW INTO PREVIOUS PANELS -TIGHTEN METAL ROD WITH NUTS

-ASSEMBLE RIGHT TO LEFT -ASSEMBLY SERIES: TRUSS PANELS - TRUSS -STRING TRUSSES AND PANELS ONTO METAL ROD -SCREW TO SECURE -ATTACH TO BENCH 1

[7] PHASE 3 BENCH 2 ASSEMBLY PANEL 2

[8] PHASE 3 BENCH 2 ASSEMBLY PANEL 3

-ATTACH TRUSS 2 AND PANEL 2 -SCREW INTO PREVIOUS PANELS

-ATTACH TRUSS 3 AND PANEL 3 -SCREW INTO PREVIOUS PANELS

MISSISSIPPI STATE UNIVERSITY MISSISSIPPI STATE, MISSISSIPPI 39762

1-622-325-2323

ASSEMBLY DIAGRAM

CONSTRUCTION DRAWINGS: ELEVATIONS

1-622-325-2323

[5] PHASE 2 BENCH 1 ASSEMBLY PANEL 4

TUCKER, MISSISSIPPI BUS SHELTER

MISSISSIPPI STATE, MISSISSIPPI 39762

PHASES 2 & 3

MISSISSIPPI STATE UNIVERSITY

TUCKER, MISSISSIPPI BUS SHELTER

215

10/29/13 11:02 P.M. N/A

S911

A complete set of construction documents were created for each shelter.

STOP TRAFFIC! MBCI Public Transit Shelters | 9

216

DESIGN/BUILD HONORABLE MENTION

PEARL RIVER STOP: Site Preparation

Students were required to participate in each phase of design and planning. BCS and Architecture students worked together to understand and prepare the site for installation.

STOP TRAFFIC! MBCI Public Transit Shelters | 10

TUCKER STOP: Site Preparation

At the Tucker Stop, students learned the importance of ordering a load of concrete early in the day. It was well past dusk before the concrete was ready to be finished.

STOP TRAFFIC! MBCI Public Transit Shelters | 11

Awards and Distinctions

217

DESIGN/BUILD HONORABLE MENTION

Awards and Distinctions

PEARL RIVER STOP: Home Base Prefabrication

Divided into teams, some students stayed at Home Base and prefabricated portions of the shelter while another group worked on site.

STOP TRAFFIC! MBCI Public Transit Shelters | 12

TUCKER STOP: Home Base Prefabrication

The shelters were assembled at Home Base before installation on site.

STOP TRAFFIC! MBCI Public Transit Shelters | 13

218

Awards and Distinctions

DESIGN/BUILD HONORABLE MENTION

PEARL RIVER STOP: On-site Installation

When it was time for installation, the prefabrication team became the experts on site.

TUCKER STOP: On-site Installation

STOP TRAFFIC! MBCI Public Transit Shelters | 14

All hands were on deck in Tucker on installation day.

STOP TRAFFIC! MBCI Public Transit Shelters | 15

219

DESIGN/BUILD HONORABLE MENTION

Awards and Distinctions

PEARL RIVER STOP

STOP TRAFFIC! MBCI Public Transit Shelters | 16

TUCKER STOP

STOP TRAFFIC! MBCI Public Transit Shelters | 17

ECOLOGICAL FUNCTIONALISM SAVES OUR CLIMATE

A CASE STUDY OF THE FREDERICKS-WHITE HOUSE

39% 1.8% 6.2°F

of United States carbon emissions are produced every year by the residential and commercial building sectors. This is equivalent to 2236 million metric tons of CO2.1

is the projected annual growth of carbon emissions from all buildings until the year 2030.3

is the mean increase that the global temperature will rise in this century if we don’t reduce our carbon emissions.2

BACKGROUND

THE PROBLEM THE

WORLD IS IN AN ENVIRONMENTAL CRISIS. B UILDINGS ARE RESPONSIBLE FOR 39% OF THE TOTAL CO 2 EMISSIONS IN THE UNITED STATES. A RCHITECTS HAVE AN OPPORTUNITY TO SOLVE THIS PROBLEM. E COLOGICAL F UNCTIONALIM IS ONE MECHANISM TO DO THIS.

ECOLOGICAL FUNCTIONALISM

• Architecture that takes root in the cultural and regional soil • This architecture needs to be primitive in a way that it meets the most basic of human needs while mediating the relationship that the built work has with the systems of the natural surround.

HYPOTHESIS

GLENN MURCUTT

THROUGH THE IDEALS DERIVED FROM ECOLOGICAL FUNCTIONALISM, THE F REDERICKS-W HITE H OUSE RESPONDS DIRECTLY TO THE ENVIRONMENT IN WHICH IT IS PLACED, THUS REDUCING ITS CARBON FOOTPRINT.

• Australia’s most famous architect, & international expert on sustainability

• Has over 500 projects to date that are ecologically minded; mostly small residential projects • Keeps a low profile, employs no staff, uses no email or website, & works as a sole practitioner

New South Wales

• Laureate of the 2002 Pritzker Prize, as well as 25 other Australian & International Architecture Awards

Jamberoo

Sydney

The Fredericks White House

THE FREDERICKS-WHITE HOUSE • Designed by Murcutt in 1981; renovated in 2004 • The house is located on the Southeastern coast of New South Wales in the city of Jamberoo

RESEARCH QUESTIONS

BUILDINGS THAT EMPLOY E COLOGICAL F UNCTIONALISM REDUCE THEIR EMISSIONS, WHILE HELPING SLOW CLIMATE CHANGE?

• Sited with an escarpment behind and long distance views of the valley • 16.4 ft x 98.4 ft (2152 ft2)

FREDERICKS-WHITE HOUSE PROVE THAT ECOLOGICAL FUNCTIONALISTIC PRINCIPLES WORK IN REDUCING C ARBON EMISSIONS? THE

METHODOLOGY

1. Exterior 2. Verandah 3. Interior Dining Room

72% | 72° 400 Lux

350 Lux

67% | 67° General Task Lighting [300 lux]

300 Lux

250 Lux

67% | 62°

QUARTERLY UTILITY COSTS

200 Lux

57% | 57°

The average amount of money a resident of the South Central United States could possibly save in one month in a 2000 sq ft sustainable home.

3°F

C ONCLUSION - YES!

$600 39.4% $18,000

219

The amount the interior environment’s temperature dropped over the time the data was collected. Compared to the exterior temperature drop of 11°, this number suggests that the timber construction is working as a thermal mass, and storing the sun’s energy throughout the day.

SHOULD

1 BUILDING AND CLIMATE CHANGE. PDF. WASHINGTON, D.C.: UNITED STATES GREEN BUILDING COUNCIL. N.D.

12 GUSEH, MARYAM, TOM HENEGHAN, CATHERINE LESSON,

2 IBID.

MURCUTT, 62-81. TOKYO: TOTO LTD., 2008.

3 IBID.

The average amount of money a owner of the South Central United States could possibly save annually in a 50,000 sq ft sustainable commercial building.

AND

03:54 PM 03:55 PM

03:53 PM

SHOKO SEYAMA. “FREDERICKS-WHITE HOUSE.” IN THE ARCHITECTURE

GLENN

13 MURCUTT, GLENN. FREDERICK-WHITE SECTION A-A (PXD 728/ROLL67/B-SERIES). 2002. GLENN MURCUTT ARCHIVES, THE STATE LIBRARY OF

4 PALLASMAA, JUHANI. “FROM METAPHORICAL TO ECOLOGICAL FUNCTIONALISM.” COMPILED BY MAIJA KÄRKKÄINEN. IN FUNCTIONALISM: UTOPIA OR THE

NEW SOUTH WALES, SYDNEY, NSW, AUSTRALIA.

WAY FORWARD?: THE 5TH INTERNATIONAL ALVAR AALTO SYMPOSIUM, JYVÄSKYLÄ, 1-10. PROCEEDINGS. JYVÄSKYLÄ: ALVAR AALTO SYMPOSIUM, 1992.

ORIGINAL ARTIFACT USED TO RE-DRAW THE SECTION IN FIGURE 4.

AND

PROJECTS, 1962-2003, 66. LONDON: THAMES & HUDSON,

2005.

6 LIFSON, EDWARD. “GLENN MURCUTT, 2002 LAUREATE: BIOGRAPHY.” PROC.

DATABASE.

WORLD

MAPS

KÖPPEN-GEIGER

CLIMATE

CLASSIFICATION.

2010.

ACCESSED

DECEMBER

2016.

HTTP://KOEPPEN-GEIGER.VU-WIEN.AC.AT/. OF THE

2002 PRITZKER ARCHITECTURE PRIZE CEREMONY,

15 FROMONOT, 140-45.

MICHELANGELO’S CAMPIDOGLIO, ROME. MADRID: THE HYATT FOUNDATION, 2002. N. PAG. PRINT.

16 JAMBEROO CLIMATE DATA ONLINE. AUSTRALIAN BUREAU OF METEROLOGY. N.P., N.D. WEB. FALL 2016. HTTP://WWW.BOM.GOV.AU/CLIMATE/DATA/.

7 IBID.

17 GUIDANCE

8 THE FREDERICKS-WHITE HOUSE EXTERIOR, JAMBEROO, NSW, AUSTRALIA. PERSONAL PHOTOGRAPH BY AUTHOR. JULY 11, 2016. 9 MURCUTT, GLENN,

According to the EPA Carbon Emissions calculator, this is the average reduction of carbon emissions produced by following these ecological functionalist principles.

The average amount of natural light that enters into the interior living spaces during the day. This amount of light exceeds the general residential lighting requirements by 159 lux. This

LUX LUX amount of natural light limits the use of artificial lighting.

NEVER REFERENCES BE A SEPARATE DISCIPLINE… IT IS AN ASPECT OF DESIGN”. - GLENN MURCUTT “SUSTAINABILITY

03:51 PM 03:52 PM

03:50 PM 03:51 PM

03:47 PM 03:48 PM 03:49 PM

03:42 PM 03:43 PM 03:44 PM 03:45 PM 03:46 PM

03:41 PM

03:35 PM 03:36 PM 03:37 PM 03:38 PM 03:39 PM 03:40 PM

03:34 PM

03:31 PM

03:32 PM 03:33 PM

03:27 PM 03:28 PM 03:29 PM 03:30 PM

03:26 PM

03:25 PM

03:22 PM 03:23 PM 03:24 PM

03:18 PM 03:19 PM 03:20 PM 03:21 PM

03:17 PM

0 Lux

5 FROMONOT, FRANÇOISE. “FREDERICKS HOUSE.” IN GLENN MURCUTT: BUILDINGS

The average amount of money a resident of the South Central United States could possibly save in one year for a 2,000 square foot residence.

AUTHOR: ZACHARY R. HENRY ADVISOR: EMILY MCGLOHN, AIA, NCARB, LEED AP

03:16 PM

03:15 PM

03:08 PM 03:09 PM 03:10 PM 03:11 PM 03:12 PM 03:13 PM 03:14 PM

47% | 47°

03:50 PM

$90.13

03:48 PM 03:49 PM

$67.41

$270.39

03:47 PM

$202.63

$361.00

03:43 PM 03:44 PM 03:45 PM 03:46 PM

$270.00

Conversation & Circulation Lighting [30 lux]

03:42 PM

June 2016 September 2016

General Residential Lighting [50 lux]

50 Lux

03:37 PM 03:38 PM 03:39 PM 03:40 PM

$94.87

03:36 PM

$284.62

03:35 PM

$380.00

100 Lux

03:34 PM

March 2016

52% | 52°

03:33 PM

$83.63

03:31 PM 03:32 PM

$86.88

$250.91

03:27 PM 03:28 PM 03:29 PM 03:30 PM

$260.65

$335.00

LEGEND Exterior Temp Exterior RH Interior Temp Interior RH Verandah Temp Verandah RH

03:25 PM

$348.00

December 2015

$84.13

03:26 PM

September 2015

150 Lux

Monthly Average

03:21 PM 03:22 PM 03:23 PM 03:24 PM

$252.41

03:20 PM

USD

$337.00

03:52 PM 03:53 PM 03:54 PM 03:55 PM

AUD June 2015

03:18 PM 03:19 PM

Data provided by current owner by request of author

$50

LEGEND Verandah Interior Benchmarks

450 Lux

03:17 PM

Fredericks-White House floor plan & Data Logger Locations

Data Collected: July 7, 2016 -- 3:00 PM to 4:00 PM

500 Lux

03:16 PM

INTERIOR NATURAL LIGHT LEVELS

Data Collected: July 7, 2016 -- 3:00 PM to 4:00 PM

03:15 PM

77% | 77°

03:08 PM 03:09 PM 03:10 PM 03:11 PM 03:12 PM 03:13 PM 03:14 PM

• Pavilions are located on the east/west axis, with living spaces facing north

TEMPERATURE & RELATIVE HUMIDITY

ON-SITE DATA COLLECTION

The author traveled to the Fredericks-White House on July 7, 2016 to collect this data first hand. The data was collected using automatic data loggers, that collected information every 30 seconds. The data loggers were placed in 3 different, but deliberate locations. Those locations 1 are shown on the plan to the left, and are:

• Shifted double pavilion plan; timber construction

03:41 PM

DOES

CARBON

AND

KENNETH FRAMPTON. “FOLDER 2: FREDERICKS-WHITE HOUSE.” IN GLENN MURCUTT,

ARCHITECT.

ROZELLE, NSW: 01

ON ELECTRICITY CONSUMPTION BENCHMARKS ON RESIDENTIAL CUSTOMERS’ BILLS.

PDF. CANBERRA, AUSTRALIA: AUSTRALIA ENERGY

REGULATOR, DECEMBER 2014. 18 2015 AVERAGE MONTHLY BILL-RESIDENTIAL. PDF. WASHINGTON, D.C.: U.S. ENERGY INFORMATION ADMINISTRATION, 2015.

EDITIONS, 2006.

19 DATA LOGGER SITE INFORMATION. 11 JULY 2016. RAW DATA. COLLECTED BY AUTHOR. NEW SOUTH WALES, AUSTRALIA, JAMBEROO.

10 MURCUTT, GLENN. FREDERICK-WHITE FLOOR PLAN (PXD 728/ROLL67/B-SERIES). 2002. GLENN MURCUTT ARCHIVES, THE STATE LIBRARY OF NEW

20 “GLENN MURCUTT: A PERSONAL INTERVIEW.” INTERVIEW BY AUTHOR. JULY 7, 2016.

SOUTH WALES, SYDNEY, NSW, AUSTRALIA.

21 DATA LOGGER SITE INFORMATION.

ORIGINAL ARTIFACT USED TO RE-DRAW THE FLOOR PLAN IN FIGURE 2.

22 “GLENN MURCUTT: A PERSONAL INTERVIEW.”

11 THE FREDERICKS-WHITE HOUSE OPEN-AIR VERANDAH, JAMBEROO, NSW, AUSTRALIA. PERSONAL PHOTOGRAPH BY AUTHOR. JULY 11, 2016.

ACKNOWLEDGMENTS

Special thanks for all the people and organizations possible: + Glenn Murcutt + State Library of New South Wales, Archives + Briar & Michelle Jones + Robin White

that supported me and made this research + Giles Hall Library Staff + Emily McGlohn + Paul & Elizabeth Henry

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Zachary Henry

2017 2nd Place Poster Award MSU Undergraduate Research Symposium 2017 Building Technology Educatorsâ&#x20AC;&#x2122; Society Student Paper of the Year Faculty Advisor

Mississippi State University

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ECOLOGICAL FUNCTIONALISM IN THE WORK OF GLENN MURCUTT: A CASE STUDY OF THE FREDERICK-WHITE HOUSE

Ecological Functionalism in the Work of Glenn Murcutt: A Case Study of the Fredericks-White House Zachary R. Henry Mississippi State University Abstract The world is in an environmental crisis. Architects have the duty to save the natural environment through responsible and site sensitive design work. Through the ideals derived from regional, ecological, and cultural ties, Ecological Functionalism guides an architect to design a building that responds directly to the environment in which it is placed. To explore this, the author traveled to Australia during 2016 to interview internationally recognized architect Glenn Murcutt and to analyze his projects. This paper is a case study of the Fredericks-White House. A close examination and comparison of collected information will demonstrate how Ecological Functionalism can help reduce the emissions that are destroying our environment. Introduction According to the Environmental and Energy Study Institute and the United States Green Building Council, residential and commercial buildings produce 2 2236 million metric tons of CO , or 39% of total United 2 1 States CO emissions every year. Over the next 25 2 years, CO emissions from buildings are projected to grow faster than any other sector, with emissions from commercial buildings projected to grow the fastest— 2 1.8% per year through 2030. If these emissions are 2 not reduced, scientists estimate the emissions of CO will raise global temperatures by 2.5ºF to 10ºF this 3 century. These emissions come from the combustion of fossil fuels to provide heating, cooling, lighting and to power appliances and electrical equipment in buildings. Architects have become accustomed to designing without consideration to the natural environment. Ecological Functionalism practiced by Glenn Murcutt is one architectural approach to reduce the damage humans cause to the natural environment by connecting buildings and occupants to their site.

Through the ideals derived from regional, ecological, and cultural ties, Ecological Functionalism guides an architect to design a building that responds directly to the environment in which it is placed. Working in concert with the environment, buildings can reduce the need for fossil fuels to heat and cool a building. Research Questions To explore this architectural ideal, the FredericksWhite House by Glenn Murcutt is the focus of this study. This house is an excellent example of Ecological Functionalism because of its relationship to the natural environment and its low energy consumption. The following questions will be answered about the Fredericks-White House: (1) How does the building perform in the natural environment? (2) Does the building perform as it is designed? (3) How does Murcutt define sustainability? (4) Is the resident happy living in their Murcutt designed home? (5) How much energy is used annually in the home? From these answers, a conclusion can be gathered as to how buildings of this type can contribute to a healthier environment. These questions will be answered through an analysis of a series of drawings, diagrams, interviews, on-site experiences, and data collected from the site. Ecological Functionalism Ecological Functionalism is a term created by Juhani Pallasmaa and was first discussed at the 1991 Alvar Aalto Symposium in Jyväskylä, Finland. The ideology comes from the idea that present architecture will not survive in the “ecological imperative” 21st century if it is solely derived from a modern metaphorical functionalism, but rather a real operative functionalism 4 that takes root in the cultural and regional soil. This

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architecture needs to be primitive in a way that it meets the most basic of human needs while mediating the relationship that the built work has with the systems of the natural surround. This form of architecture is often directly related to the work of 5 Australian architect, Glenn Murcutt.

include the Arthur & Yvonne Boyd Education Centre in Riversdale, the Magney House in Bingie Point, the Carter House in Kangaloon, and ended with a visit to the Fredericks-White House in Jamberoo. The Fredericks-White House

Glenn Murcutt Glenn Murcutt is Australia’s most recognized architect, and unlike other notable architects his projects remain small and intimate in scale. His works are neither luxurious nor ordinary, but instead create a style that is unique to him. Of more than 500 projects to date, a majority are small residences. Murcutt enjoys this scale because it provides him with 6 “many more opportunities for experimentation”. He keeps a relatively low profile, employing no staff, using no email or website, and working as a sole practitioner. His client base is limited to people who want buildings that are environmentally sensitive, but also provide a sense of seclusion in a building that pleases all senses. As Murcutt states, “I am trying to produce what I call minimal buildings, but buildings 7 that respond to their environment”. This ideology is what led him to be the laureate of the 2002 Pritzker Architecture Prize, as well as 25 additional Australian and international architecture awards. He resides in his home/studio in Sydney, Australia with his wife and frequent collaborator, Wendy Lewin. Some of his most notable projects include the Arthur & Yvonne Boyd Education Centre, the Fredericks-White House, the Magney House and the Marie Short House. Travel Scholarship to Australia, My Experience During July of 2016, I traveled to New South Wales, Australia on a traveling research scholarship. This scholarship was funded by Briar Jones, AIA, a native Starkville architect and lecturer at the School of Architecture at Mississippi State University. During my two-week journey throughout the eastern coast of Australia, I interviewed Glenn Murcutt at his home/studio in Sydney, studied Murcutt’s Archives at the State Library of New South Wales and visited four of his projects. While visiting the projects, I interviewed the owners (who were all the original clients except for the Carter House), photographed the buildings and site, and recorded environmental data with HOBO Data Loggers. The projects I visited

Fig. 1. Southern Façade of the Fredericks-White House.

The Fredericks-White House is located on the Southeastern coast of New South Wales in the city of Jamberoo. The house is surrounded by the Australian rainforest and is sited with an escarpment to the south and long distance views of the valley towards the north. The original building, which was designed for the Fredericks in October of 1981, consisted of one freestanding long house with a woodshed on the eastern end (see figure 1). The house was built around an existing fireplace from a 1940s farmhouse. It was later extended for the current owners between 2001-2004 to accommodate more space. The building, which is only 5 meters wide (16.4 feet) and 30 meters (98.4 feet) in length, is described by Murcutt as a “staggered double pavilion with curved pitched corrugated metal roofs” and built with timber construction. The pavilions are located in the east/west axis, with the living spaces facing the north. The building is entirely made of timber: Coastal Ironbark (Eucalyptus paniculata) for structure; Western Red Cedar (Toona ciliata) for cladding; Pine for interior paneling; and timber floors with a cork layer on top for insulation. The quality of workmanship 9 won the builder a national prize. The Fredericks-White House embodies traditional Murcutt qualities. The northern façade employs a

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‘triple skin’ envelope, consisting of floor-to-ceiling glazing (raising to 4.3 meters, 14.1 feet, which include the roof lights), a series of external metal retractable blinds that tilt to allow adjustment during different times of the day and year, and insect screens. While the northern façade is made up of a series of glazing and blinds, the southern façade is a solid wall with small clerestories in the wet rooms to let natural light in while allowing for ventilation.

entrance, and a communal gathering space.

The 200 square meter (2152 square feet) floor plan (see figure 2) places the two bedrooms at opposing ends with a series of rooms laid off of the main circulation path that runs along the northern façade between them. The glazing on the northern façade and the roof lights further signifies the fluidity of the interior spaces.

Fig. 3. Open Air Verandah of the Fredericks-White House.

Methodology

When the Whites commissioned the additions in 2001 (completed in 2004), the repetitive structural bays allowed for ease of extension. During this phase, Murcutt added an open screened verandah, which acts as a connection between the two sides of the sloping site (see figure 2 & 3). According to some, it further reiterates the many platforms of living: the drive, the house, the yard, the gardens, and the 12 valley. This verandah also serves as a threshold between the two wings of the house, another main

The interview of R. White, the client and current owner, took place on July 11, 2016. During the same visit, data was collected, the house was photographed, and information pertaining to the use of Ecological Functionalism was recorded. The information gathered on this day will be used in the remainder of the study, demonstrating Ecological Functionalism creates a building with a narrower carbon footprint than most. Although the data

2 3

Fig. 2. Fredericks-White Floor Plan with Data Logger Locations.

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represents a small amount of time, utility bill costs provided by the owner, and site climatic data provided by the Australian Bureau of Meteorology, support this study.

32°

S WINTER SOLSTICE

JUNE 22, NOON MAXIMUM SOLAR ANGLE 32°

54°

meters (1640.42 ft) above sea level, and is sited in the bank of an escarpment protecting it from the cold south-west winter winds off Mount Kosciusko. The site has a temperate climate and is composed of 15 volcanic & granite soils. According to the Australian Bureau of Meteorology, the site has a mean temperature of roughly 17° C (62° F) in the winter months and roughly 24° C (75°F) in the summer months (see figure 5). With these temperatures, the site receives on average during the -2 year 14.6 MJ m of sun exposure. This statistic fluctuates throughout the year due to changing seasons, but allows for an abundance of natural light for the building. The site also receives a fair amount of rainfall due to its particular climate. The area on average receives 116 mm (4.59 inches) on an annual 16 basis.

S EQUINOX

MARCH / SEPTEMBER 21, NOON MAXIMUM SOLAR ANGLE 54°

78°

Fig. 5. Jamberoo Annual Temperature & Relative Humidity

S SUMMER SOLSTICE

DECEMBER 22, NOON MAXIMUM SOLAR ANGLE 78°

Fig. 4. Fredericks-White House Sun Angle Diagrams.

To begin this analysis, climate data from the Australian Bureau of Meteorology was collected and applied to the building (see figure 4). This allowed for a basic understanding of how the building works within the environment and provides a basis for the rest of the paper. According to the Köppen Climate Classification System, Jamberoo falls within the Oceanic climate type of Cfb. This type of climate is characterized by 14 temperate weather with heavy coastal influences. The particular site is located approximately 500

The author examined the relationship the owner has with her dwelling, and the level of pleasure she has receives from it. During the one-hour interview, many topics were discussed, but only the pertinent topics are included. The following quotes came from the current owner, and have not been modified. When asked how pleased she was with her home, White says that she loves her home, and the “wooden ceilings, floors, and walls make it feel very warm and welcoming.” In addition to the stylistic views, she says her favorite part of the entire house is how she can “control the amount of light and sun [that enters the house] by using the external metal blinds.”

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ECOLOGICAL FUNCTIONALISM IN THE WORK OF GLENN MURCUTT: A CASE STUDY OF THE FREDERICK-WHITE HOUSE

White says that there is not anything she would change today; however they did make “significant changes after living in it for seven years.” These changes mainly include the addition of the open-air verandah Murcutt had imagined for the first clients. It not constructed until the renovations in 2004 executed by Murcutt. After discussing the aesthetics of the house, the interview focused on its environmental performance. White revealed she loves how well it performs within its environment. She does not have air conditioning and it is not a problem. She uses a wood combustion stove for heat, and on the occasional cold winter night (roughly 8 days a years) she has to use an electric radiator. Naturally this performance has a great effect on utility costs. The owner must pay for electricity, but her water comes from a natural local source. There is no natural gas in the home. The owner provided the utility costs for the purpose of this paper. The cost includes cooking, lights, external blind system, and water heating. Also note that the bills were given in quarterly installments over an 18-month period (see figure 6). On average, the owner pays about 112 AUD monthly, which is equivalent to 83.52 USD. In comparison, this is roughly 40 AUD cheaper than the 17 average New South Wales utility bill, and about 50 USD cheaper than the average South Central United 18 States utility bill.

Fig. 6. Utility costs over an 18-Month Period.

The data loggers were placed in 3 locations (reference data logger location to figure 3), those locations are: (1) Exterior (2) Verandah (3) Interior Dining Room

From the interview with the owner, evidence is beginning to surface to prove that these principles are working. As the interview took place, the data loggers were collecting data every minute throughout the property.

These specific locations were chosen because they would provide a wide range of data between the three spaces. The exterior data logger was placed on the dining table on the northern lawn overlooking the gardens. This data logger was placed to create a constant to compare the natural light, temperature, and relative humidity of the interior environments to. The verandah data logger was placed on the dining table under both roof lights, and in close proximity to the sliding glass doors. This was the interior space that provided the most natural light. The verandah also allowed for the maximum amount of natural ventilation, so it was important to collect temperature and relative humidity data here. The interior dining room data logger was placed near the southern interior wall, far from the northern glazing and roof lights. This was to ensure data was collected from a location with low amounts of natural light. This space also didn’t have any natural ventilation, so it would provide a base data level for all interiors.

The data loggers collected data in three categories: (1) Temperature (2) Relative Humidity (3) Light Levels This information was collected on a sixty-minute interval from 3:08 PM to 3:55 PM on July 11, 2016.

The temperature and relative humidity data are shown in figure 7. This chart overlays the relative humidity and temperature data collected at the three data logger locations. The exterior temperature and relative humidity data will serve as a basis to compare the interior environment to.

Research/Analysis

During my short period at the site, the exterior temperature dropped from 72°F to 61°F, roughly 11°F over the one-hour period. This drop is a significant

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Fig. 7. Data Logger Chart for Temp. & Relative Humidity.

change, but is directly related to the sun setting towards the end of the data collection period.

outside, the energy that was stored in the timber regulates the interior climate.

Even though the temperature outside dropped drastically, both interior environments only dropped about 3°F. This created an average indoor temperature of roughly 66°F, just shy of room temperature. While most people in the United States may say this is a cold interior environment, it directly relates to the Australian ideology that Murcutt stated in our interview. He says that, “we are use to not being over heated, remember that is how we work. 20 We are people of layers”. So this constant interior temperature is the average for what Australians would expect to live in.

The light levels that were recorded on site are shown in figure 8. This data was collected from 3:08 pm to 3:55 pm. towards the end of the data collection the sun began to set. During the time at the site, there was severe cloud coverage, so these numbers reflect a lower amount of light unlike many other days in the area.

This information is suggesting that the principles applied are working. Since the entire house is of timber construction, the house itself is storing energy throughout the day. So when the temperature drops

From the chart, the data is compared to the Illuminating Engineering Society of North America (IESNA) benchmark levels for residential interior spaces. Even with the severe cloud coverage, and low sunlight levels, both the verandah (2) and interior living room (3) (reference data logger location to figure 2) surpass the given benchmarks for conversation and general lighting. However they do not meet the general task lighting. It can be assumed however if this data was collected earlier in the day,

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Fig. 8. Data Logger Chart for Interior Illumination Levels.

or a day with clear skies, both spaces would meet the general task lighting benchmark as well.

study, why couldn’t it be applied to our built environment in the United States?

Because of the high amounts of natural illumination, it directly correlates with the low utility costs, and minimal energy usage. The amount of natural light is represented for a majority of the spaces, which proves the homeowner or occupant can suspend the usage of artificial lighting during the day when the sun provides natural light. It is understood the owner must artificially illuminate their space in the evening.

Conclusion

Both sets of data verify the author’s preconceptions before venturing to the site. These comparisons directly relate back to the low energy the dwelling consumes, the reason for its low utility costs. If Ecological Functionalism proves its worth in this

Upon analysis of the data collected and the suggestions that these two simple Ecological Functionalist principles work on the Frederick’s-White house, the question becomes why architects in the United States are not responding in the same way? The consideration of maximum natural illumination, or the simple idea of a thermal mass could reduce the energy use (which would correlate with the carbon footprint) by a significant amount. If reducing your carbon footprint to save our planet is not enough reason to do so, then look at the economical savings. These simple principles are saving this homeowner 480 AUD (600 USD) on an

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ECOLOGICAL FUNCTIONALISM IN THE WORK OF GLENN MURCUTT: A CASE STUDY OF THE FREDERICK-WHITE HOUSE

annual basis. This savings is just for a 2000 sq.ft. house. If these principles were applied to a 50,000 sq. ft. building, a client would be looking at saving roughly 1,500 USD on a monthly basis, and 18,000 USD on an annual basis. The answer to our environmental problems are directly linked back to the built environment. Through this case study, proof is surfacing that these simple Ecological Functionalist principles work. The next step is for practicing and upcoming architects to implement them. As Murcutt says, “[sustainability] should be no different than to getting the water into your house, or getting light in a house. You should not have to think about it; you should be aware of it and work with it. It should NEVER be a separate discipline…it is an 22 aspect of design”. Next Steps When traveling through Australia, I collected the same amount of data as shown in this paper at all locations that were visited. In addition to that data, and another trip back to Australia during summer to collect additional data, I would like to create a series of case studies similar to this on those projects and others. Murcutt’s work and Ecological Functionalist principles are items that should not be overlooked. I hope that through this and future studies, I can educate architects and my peers on what it is to be a responsible designer – one that takes root in the cultural and regional soil of their projects. Notes: 1

Building and Climate Change. PDF. Washington, D.C.: United States Green Building Council. N.d.

Ibid.

Pallasmaa, Juhani. “From Metaphorical to Ecological Functionalism.” Compiled by Maija Kärkkäinen. In th Functionalism: Utopia or the Way Forward?: the 5 International Alvar Aalto Symposium, Jyväskylä, 1-10. Proceedings. Jyväskylä: Alvar Aalto Symposium, 1992.

Fromonot, Françoise. “Fredericks House.” In Glenn Murcutt: Buildings and Projects, 1962-2003, 66. London: Thames & Hudson, 2005.

Lifson, Edward. “Glenn Murcutt, 2002 Laureate: Biography.” Proc. of the 2002 Pritzker Architecture Prize Ceremony, Michelangelo’s Campidoglio, Rome. Madrid: The Hyatt Foundation, 2002. N. pag. Print. 7

Ibid.

The Fredericks-White House Exterior, Jamberoo, NSW, Australia. Personal photograph by author. July 11, 2016.

Murcutt, Glenn, and Kenneth Frampton. “Folder 2: Fredericks-White House.” In Glenn Murcutt, architect. Rozelle, NSW: 01 Editions, 2006.

Murcutt, Glenn. Frederick-White Floor Plan (PXD 728/Roll67/B-Series). 2002. Glenn Murcutt Archives, The State Library of New South Wales, Sydney, NSW, Australia. Original artifact used to re-draw the floor plan in Figure 2.

The Fredericks-White House Open-Air Verandah, Jamberoo, NSW, Australia. Personal photograph by author. July 11, 2016.

Guseh, Maryam, Tom Heneghan, Catherine Lesson, and Shoko Seyama. “Fredericks-White House.” In The Architecture of Glenn Murcutt, 62-81. Tokyo: TOTO Ltd., 2008.

Murcutt, Glenn. Frederick-White Section A-A (PXD 728/Roll67/B-Series). 2002. Glenn Murcutt Archives, The State Library of New South Wales, Sydney, NSW, Australia. Original artifact used to re-draw the section in Figure 4.

Database. World Maps of Köppen-Geiger Climate Classification. 2010. Accessed December 2016. http://koeppen-geiger.vu-wien.ac.at/.

Fromonot, 140-45.

Jamberoo Climate Data Online. Australian Bureau of Meterology. N.p., n.d. Web. Fall 2016. http://www.bom.gov.au/climate/data/.

Guidance on electricity consumption benchmarks on residential customers’ bills. PDF. Canberra, Australia: Australia Energy Regulator, December 2014.

2015 Average Monthly Bill-Residential. PDF. Washington, D.C.: U.S. Energy Information Administration, 2015.

Data Logger Site Information. 11 July 2016. Raw Data. Collected by author. New South Wales, Australia, Jamberoo.

“Glenn Murcutt: A Personal Interview.” Interview by author. July 7, 2016.

Data Logger Site Information.

“Glenn Murcutt: A Personal Interview.”

THE LEAKY AMERICAN DREAM

BUILDING AIR INFILTRATION RATES MISSISSIPPI STATE UNIVERSITY, COLLEGE OF ARCHITECTURE ART + DESIGN

TEST HOUSE ONE • A one story duplex that was built ap- 15.7 proximately in 1970 as a part of hous- ACH ing development. The house is • stick-built construction with conten- 860 tious board siding. The house incor- f^2 porates a crawl space and a brick • wall divides the duplex. The 6885 window frames and doors are v^3 wood construction. Interior • UNITED STATES finishes include hardhard 48 RH ENERGY USE wood floors, gypsum • covered walls, and 0 CO gypsum covered • ceiling. 702 CO2 • 1675 TEST HOUSE TWO cfm50 • A duplex built in 1990 as a part of a • 14 student housing development. This ACH duplex is 800 square feet, two story • stick-built structure that incorporates 805 an unconditioned garage. This f^2 house foundation is slab on grade • and the exterior finishes are vinyl 6641 with shingle roof. The windows v^3 are vinyl and the doors are • metal. Interior finishes 53 RH include vinyl flooring • and carpet 0 CO carpet, gypsum covered • walls, and 726 ceilings. CO2 • 1745 cfm50 •

40%

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Forty percent of the energy used in the United States is spent in buildings.

OUR MISSION

To test Air Infiltration rates of 4 houses to determine if older houses are more leaky than newer houses.

HYPOTHESIS

Modern construction practices have improved air infiltration rates.

PROBLEM

N A PL

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TEST HOUSE THREE • CONCLUSION This duplex is the same development 8.6 Modern construction practices have improved the rate of as test house 2, but is newer con- ACH air infiltration in residential homes. Data collected from struction belonging to phase 3 of de• the four homes illustrated that the newly built homes are velopment. This duplex is a 1,700 1696 more airtight. The decrease in air infiltration rates are square foot, three story stick-built f^2 credited to better windows, a tighter building envelope, structure with a garage on the • and better insulation. Along with the development of the ground level. It is slab on grade, 13572 construction process, building materials have advance vinyl windows, and metal v^3 greatly and have ensured an even tighter building doors. Interior finishes inin • envelope that does not deteriorate over time. clude vinyl flooring and 51.2 carpet, gypsum covcov RH ered walls, and • gypsum covered 0 CO ceilings. • 975 CO2 • TEST HOUSE FOUR • 1945 3.4 cfm50 A single-family home, under construction, with final finishes being inACH • stalled. The home is 2,850 square • feet, two story stick-built structure on 2388 a raised slab system. Exterior finishes f^2 are cementitious board siding and • brick, with a metal roof. WinWin 27873 dows are PVC double-pane v^3 and doors are metal. Interi• or finishes include vinyl 48 RH flooring and carpet, • gypsum covered 0 CO walls, and ceil• ings. 557 CO2 • 1985 cfm50 •

De-pressurizes House

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S fa etu Tu n t p B rn o lo C on fra we 4 n on M me r D P om ne an oo 5 sid ut “ et ct om rf er c R e 6 ra Se ed to ol et o m o er e SDo t d f h ” h th r c 7 an hi et o“ r” evi ous os e f od t“ B e an e ce d e Un E as d at if ou t n ho po ts o C co te el ta i o 8 id ch se M n v r” ne “R s s e e et ib a f ” fro Se no igu r fa le ar w ro o m a r s t m s n a p un o it 9 M PA it “Flo ete tio ho 10 ec d aca w tB -2 th R r n” les 0 to a e lc ” t a ec se low ul o m nd (c nd ord co er at 50 a fm th A es P tc se nd 50 e c ir C h t“ if a, sa on Ra th P ) ub h nd e re ng ic an s f an s “ e fe ge et s p ca @ P pe e n re re ss r m r Ho ac ur in ur h e” ut (A 50 e C at H 50 50 PA )

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Air Infiltration: the exchange of air through cracks and gaps in the outside shell of a building. Air Changes per Hour (ACH): measure of the air volume added to or removed from a space. Cubic Feet per Minute (CFM50): blower doors measure the air flow rate in CFM at house pressure of -50 pascals. Audit: the test of how much energy a house consumes with professional diagnostic tools

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Te b st in e le Ho fil a us tra st e tio le Fo n ak ur ra y p te wi ro of th ve 3. an d t o 4 A air C H

DEFINITIONS

Poor building envelopes lead to a high rate of air infiltration; high rates of air infiltration results in energy loss. Construction practices have improved over time due to changes in code and technology. This study measures a series of houses of similar construction types built at key intervals within the last forty years. By using instruments that are able to measure air infiltration rates and moisture content, residential homes performance can be studied.

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04/15/2015 STUDENTS: BILL PLOTT, BCS CODY SMITH, ARC RIA BENNETT, ARC FACULTY ADVISOR: EMILY MCGLOHN

BUILDING CONSTRUCTION SCIENCE

THE ISSUE

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Audit Squad: Ria Bennett, Cody Smith, and Bill Plott

2015 Building Technology Educatorsâ&#x20AC;&#x2122; Society Student Paper of the Year

Faculty Advisor

Mississippi State University

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THE LEAKY AMERICAN DREAM

The Leaky American Dream Ria Bennett, Bill Plot, Cody Smith Mississippi State University Abstract Approximately forty percent of the energy used each 1 year in the United States is spent in buildings. The largest expenditure of energy use in buildings is 1 environmental systems such as HVAC. Poor building envelopes lead to a high rate of air infiltration; high rates of air infiltration results in energy loss. Construction practices have improved over time due to changes in code and technology. This study measures a series of houses of similar construction types built at key intervals within the last forty years. Measurements were made through the development of practical testing methods using commercial diagnostic tools. It is hypothesized that, modern construction practices have decreased air infiltration rates in residential construction over time. Results show that newer homes do in-fact have lower rates of air infiltration. Introduction While housing today may be considered better than in the past, an evaluation of the construction methods and materials associated with building performance can help determine how much better. This study will focus on light wood frame construction and how the practical aspects of home construction, with relevance to history and technical advances, have improved a homeâ&#x20AC;&#x2122;s energy performance in correlation with air infiltration. In America, home ownership did not become a reality 4 for the general public until early 1900s. The process of home building has always been rooted in the efficiency of basic technology. The standardization and refinement of light wood frame construction made home ownership a standard in the ethos of the American Dream. However, the effect of vast expansion and growth on energy consumption was not realized until mid-late 1900s. Forty percent of energy used in the United States is spent in 1 buildings. This became apparent when America went

through several energy crises; the construction of building envelopes were affected in turn. This paper examines air infiltration rates of U.S. residential housing construction within the past forty years. The examination was conducted by analyzing four tests homes built throughout the century. Of particular interest are changes in methods of platform frame construction in correlation with air infiltration. A team of students researched the history of light wood frame construction to develop a timeline of events that impacted construction methods and used these events to choose a series of test homes, whose construction approximately correspond with the events. Along with history research, the students also developed a methodology in which test the homes for air infiltration. The purpose of the study is to benchmark housing air infiltration characteristics, to identify the significant changes that have occurred, and provide objective data using commercial diagnostic tools. Light Wood Framing Light wood framing is based on the assembly of dimensional lumber and nailed connections. In the 1830s the method of balloon framing was developed using many lightweight members; the most recognizable characteristic of balloon framing was a continuous stud that extend two stories. Then in response to codification and ease of construction the method of platform framing was developed and surpassed balloon framing. In platform framing, each floor is framed separately. To increase strength and shear, the addition of rigid panels such as plywood or 3 orientated strand board became necessary. Modern technological advances have led to the development of additional building materials such as housewrap. Housewrap is a weather-resistant barrier that protects the house in many ways. It resists moisture and air infiltration while allowing water vapor diffusion. Both plywood and housewrap have helped to improve air infiltration rates in modern housing.

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Mid 1900s By the mid-1900s, standardized products and the introduction of plywood allowed the housing market to flourish. Balloon framing is superseded by platform framing. Following WWII Minimum Property Requirements (MPS) were applied across the nation. In 1958 the first edition of Minimum Property Standards (MPS) was introduced and the old “rule of 5 thumb” gave way to prescriptive construction. Figure 1 describes characteristics of a typical home in the mid 1900s. Median Family Income:

$3,319

New Home Price:

$11,000

Average Size:

1,000 sq. ft.

Stories:

86 percent one story, 14 percent two or more

Bedrooms:

2 (66 percent), 3 (33 percent)

Bathrooms:

1-1/2 or less (96 percent)

Garage:

1 car (41 percent)

Figure 1. Typical home in the mid 1900s

$45,000

New Home Price:

$200,000

Average Size:

2,000 sq. ft.

Stories:

48 percent one story, 49 percent two or more

Bedrooms:

2 or less (12 percent), 3 (54 percent), 4 or more (49 percent)

Bathrooms:

1-1/2 or less (7 percent), 2 (40 percent), 2-1/2 or more (53 percent)

Garage:

2 car (65 percent) 5

Late 1900’s - 2000s By the late 1900s, municipal building codes were been fully developed. Framing lumber grade was standardized with southern yellow pine, fasteners are typically pneumatic-driven, and housewrap is affordable. The late 1900s also saw the development

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The Problem and Hypothesis The purpose of this study is to determine the efficiency of new construction methods and materials, directly relating to air infiltration rates. By using instruments that are able to measure air infiltration rates and moisture content, residential construction performance can be studied. Being able to study building performance, with respect to air infiltration, is important because the rate of air infiltration is directly proportional to a buildings energy consumption. Having post-construction performance data allows an investigation of the construction methods and then educated recommendations on how to mitigate air infiltration in future construction are possible. Mitigation can lead to lower energy consumption and a higher overall home value. With this it is hypothesized that, modern construction practices have decreased air infiltration rates in residential homes within the past century. Equipment and Methodology

Median Family Income:

Figure 2: Typical home in the late 1900s - 2000s

of the inspector: Uniform Building Code, National Building Code, Standard Building Code, as well as 7 One- and Two-Family Dwelling Code (OTFDC) Because of the changes in construction methods buildings have the potential to perform differently. Table 3 describes characteristics of a typical home in the 2000s.

This study will investigate air infiltration rates in the test houses using a blower door test. This study will not take into account the deterioration of the building envelope or the specific details of the wall assembly. The equipment, which can be seen in table 6, along with a well-developed understanding of how to use each device is vital to this study. Additionally, to determine air infiltration rates in residential homes, testing procedures were developed to systematically test each house. Building Preparation Procedure This procedure was developed using industry standards and procedures to prepare each home for the air infiltration test. This procedure enabled each to test house to become comparable and is as follows:

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Check and turn off all gas appliances

Tape all air supply and return grills

Turn off HVAC systems

Close all windows and exterior doors

Open all interior doors

Check and make sure fireplaces are not in use and ashes are covered

Record general Information:

Date of last renovation

Total number of occupants

Age of building

Number of stories

Building square footage and volume

Ceiling heights

Inspection of exterior materials conditions

Inspection of the interior materials conditions

Take measurements to generate floor plan(s)

Environmental conditions (interior and exterior)

Measure carbon monoxide and carbon dioxide concentrations

Set “Flow” to 50 Pa, Press “@ Pressure” so it calculates if the fan can get to 50 Pa

Record Air Changes per Hour (ACH50) and the cubic feet per minute at 50Pa (cfm50)

Figure 4. Air Infiltration Inspection Procedure

The Supplement Testing procedure occurs during the blower door test to identified air infiltration and is as follows (Figure 5):

Use Infrared Camera to identify “whisps” of air infiltrating building envelope

Use Infrared Camera to check installation in wall cavity

Use Infrared Camera to check for moisture in materials

If moisture is found, measure with Moisture Meter

Use Smoke Machine to identify air infiltration in envelope

a. Electrical outlets, light switches, light fixtures b. Window and door sill/ frame c. Baseboard d. Punctures in interior finishes, Nails Record Data, take pictures

Figure 5. Supplement Testing Procedure

Figure 3. Building Preparation Procedure

Discussion and Results Research and a developed understanding of industry diagnostic tools developed this procedure. The formation of this procedure allows for the practical application of an air infiltration audit and is as follows (can be seen in Fig 4):

The study took place in the city of Starkville. Starkville is located in northern Mississippi in the 6 county of Oktibbeha with a population of 23,888. The main campus of XXX is located adjacent to the east of Starkville.

Setup Blower Door frame and attach fan to frame

Turn on Manometer

Connect color coded hose from Manometer to the fan

Put “Red” hose (Reference Hose) outside around the side of the house if possible

Set device to “Retrotec Blower Door”

Set “Baseline” wait 10-20 seconds and hit “Enter”

Starkville, Mississippi is in a cooling climate with high relative humidity. Winters are short and summers are long with a high relative humidity. Hot summer days result in the heavy reliance of HVAC systems to keep 6 buildings comfortable. The extent and usage of these HVAC systems are the result of the rate of air exchange in a building. The test houses were all constructed within the last one hundred years and are of differing construction types.

Uncover fan holes and set “Range Configuration” to match on Manometer

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Equipment:

Use:

Application:

Manufacturer:

Blower Door kit

Pressurize a house and measure the air changes per hour and cubic feet per minute.

Air Infiltration Inspection Procedure

Retrotec

Imaging IR Thermometer (Infrared Camera)

Measures heat energy in materials

Supplement Testing Procedure

FLIR

Combination Pin/Pinless Moisture Meter

Measures the moisture content of wood/building materials without surface damage

Building Preparation Procedure

Extech

Portable Indoor Air Quality CO2 Meter

Checks for CO2 concentrations.

Building Preparation Procedure

Extech

Measures Dew Point and Wet Bulb Carbon Monoxide (CO) Meter

Utilizes a stabilized electrochemical gas specific fast response sensor to measure CO level from 0 to 1000ppm.

Building Preparation Procedure

Extech

5-in-1 Environmental Meter

Measures:

Building Preparation Procedure

Extech

Figure 6. Table of equipment

Air Velocity, Air Flow, Humidity, Temperature, Light the doors are metal.

Test House 1 Test house 1 is a one story 800 square feet duplex that was built approximately in 1970 as a part of housing development. The house is stick-built construction with cementitious board siding. The house incorporates a crawl space and a brick wall divides the duplex. The window frames and doors are wood construction. Interior finishes include hardwood floors, gypsum covered walls, and gypsum covered ceiling. Test House 2 Test house 2 is another duplex that was built in 1990 as a part of a student housing development. This duplex is a 800 square feet, two story stick-built structure that incorporates a garage. The house foundation is slab on grade and the exterior finishes are vinyl with shingle roof. The windows are vinyl and

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Interior finishes include vinyl flooring and carpet, gypsum covered walls, and gypsum covered ceilings. Test House 3

Test house 3 is in the same development as test house 2, but is newer construction belonging to phase 3 of development. This duplex is a 1,700 square feet, three story stick-built structure with a garage on the ground level. It is slab on grade, vinyl windows, and metal doors. Interior finishes include vinyl flooring and carpet, gypsum covered walls, and gypsum covered ceilings. Test House 4 Test house 4 is a single-family home that was still under construction at the time of the study, with final finishes being installed. The home is 2,850 square feet, two story stick-built structure. The building is

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built on a raised slab system. Exterior finishes are cementitious board siding and brick, with a metal roof. The windows are PVC double-pane and the doors are metal. Interior finishes include vinyl flooring and carpet, gypsum covered walls, and gypsum covered ceilings. Results House

Age

ACH50

CFM

1960

15.7

1800

1990

1675

2005

8.6

1408

2014

3.4

647

on the interior was not a major source of air infiltration; this will lead to the inclusion that the outlets were sealed during installation insuring a more continuous envelope of interior finish. Additionally to the air infiltration analysis, the infrared camera was used extensively used to illustrate to the residents why certain rooms could not maintain the same temperature as the rest of the house. This change in temperature was due to projections and insets in the building. One room that was having issues had an inset balcony on the floor below; using the infrared camera showed how the floor above the balcony was a different temperature.

Figure 7. Comparison of Results

House 4 Results

House 1 Results

House 4 had a rate of 3.4 air changes per hour, which is considerably low. The envelope was tight with no air leakage around the electrical outlets and baseboard. There were two windows and a door that was the suspect of the majority of the air leakage. The two windows would not lock all the way causing a poor seal. The door was missing some weather stripping, allowing air infiltration.

House 1 performed poorly during the blower door test with an air change of 15.7 ACH50. Old weather gaskets, house settlement, and poor to no calking resulted in a high air change per hour. House settlement was apparent in the exterior door framing. The old wood window frames were warped and pulled away from frame causing gaps. The party wall that divides the units showed evidence, using the infrared camera, that the brick wall was â&#x20AC;&#x153;wickingâ&#x20AC;? in moisture from outside. The smoke machine showed air infiltration from the electrical outlets and baseboard. House 2 Results House 2 has an air change rate of 14 ACH50, which, according to Passivhaus, is considered very poor. The air infiltration through the door and window frames was apparent without the smoke machine. The electrical outlets were also comparable with the door and window frames, in terms of the excessive air leakage. With the infrared camera, it was also discovered that the batt insulation had fallen within the wall cavity. House 3 Results House 3, in the same development as house 2, had an air change rate of 8.6, which is still considered poor. The window and door weather striping was damaged resulting most of the air infiltration. However, interestingly the outlets and light switches

Conclusion Modern construction practices have improved the rate of air infiltration in residential homes. Data collected from the four homes illustrate that the newly built homes are more airtight. The decrease in air infiltration rates is credited to better windows, a tighter building envelope, and better insulation. Along with the development of the construction process, building materials have advanced greatly and have ensured an even tighter building envelope that does not deteriorate over time. Deterioration of the building assembly was not taken into consideration and can explain higher air infiltration rates in older homes. This suggests that a rehabilitation or retrofit of a older home may decrease air infiltration. However, in the pursuit to build an airtight, efficient house with little to no air infiltration, caution must be taken to ensure healthy air quality. If houses are built without the ability to exchange stale air, the amount of carbon dioxide trapped inside the envelope will cause sickness. Caused by poor ventilation, the simple introduction of a fresh air intake can be the solution,

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and in cases of sustainable design, an energy recovery system can be installed to transfer the latent and sensible energy of the exhausted air.

(2) Calking the sole plate before installation will decrease air infiltration. The sole plate is located at the ground where exterior faรงade might break, stop, or change material. The change in faรงade at this point is similar to the corner connection, in that there is usually no installation or break in exterior faรงade. (3)

Perhaps an extreme measure, but highly effective is gluing the wall gypsum board to each stud, sole plate, and top plate this will essentially create departmentalized air pockets, which would not allow air to move internally in the wall.

(4) Along with the sole plate, the top plate is another weak point in the assembly. Designing a perimeter edge around the perimeter of the exterior wall, would then allow the gypsum board ceiling to be glued to the perimeter and create a seal. (5) The floor plane is important because it is a surface that humans are always interacting with. A floor should be insulated in most cases and when possible, sealing the joints of the substrate will create a more uniform envelope. Figure 8. Air Infiltration Inspection Procedure

Recommendations The findings and conclusion of the study suggest that construction practices have to be monitored closely to ensure the desired level of quality. Being able to analyze these houses has helped form specific recommendations to improve construction methods, and are as followed: Pre-Construction: (1) The evaluation and simplification of construction details is crucial. Complicated details can be executed wrong if not fully understood or developed. For example, the corner connection detail of an exterior wall is important, but usually one of the weakest points in the envelope.

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(6) Anything that punctures the interior envelope, in this case referring to the gypsum board, must be sealed/insulated. Punctures such as windows, outlets, and light switches create a large gap in an envelope and could potentially offset investment in a higher cost wall system or installation. (7) Punctures in the ceiling plane must be sealed an insulated also. This would for the majority be where the lights are hung. Can lighting is specifically can be a major problem because not only is it a large opening in the ceiling, but also the can of the light can be considerably tall and puncture through the layer of installation. Post Construction/Renovation:

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(1) Window and door seals are usually the biggest culprits in air infiltration. Simply replacing old, cracked gaskets will significantly help. If the windows are going to be replaced research the type of window that is desired. Multiple pane, heat mirror, gas filled assembly will help with thermal resistance. However the gasket is most important for air infiltration; consider a casement, awning, or hopper window, these styles of window implement a compression gasket, which is a safer more guaranteed seal. (2) Even after construction, it is still possible to go back and seal the envelope punctures. Just be sure that the sealant or installation will be safe in the close approximately of electrical wiring. Notes: 1

“Annual Builder Practices Survey”, NAHB Research Center, Inc., Upper Marlboro, MD.

Charles George Ramsey and Harold Reeve Sleeper, th “Architectural Graphic Standards”, 5 Edition, , 1956.

“Audel’s Carpenters and Builders Guide” (Vol. 1, 2, 3, and 4), Theo. Audel & Co. -Publishers, New York, NY, 1923.

Lizabeth Cohen, “A Consumers’ Republic: The Politics of Mass Consumption in Postwar America,” (New York: Knopf, 2003), 13 5

“Housing at the Millennium, Facts, Figures and Trends,” National Association of Home Builders, Washington, DC, 2000. 6

“Housing Statistics,” U.S. Census, Washington, DC.

“Light Frame House Construction,” U.S. Department of Health, Education, and Welfare (HEW), Washington, DC, 1931.

“Small Housing of the Twenties,” Sears Roebuck 1926 Catalog, Rover Publication, Inc., NY, 1991.

Dudley F. Holtman, “Wood Construction: Principles — Practice “ Details, Dudley F. Holtman, (New York: McGraw-Hill, 1929), 231 – 32.

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Emily M. McGlohn, AIA, NCARB, LEED AP emily.mcglohn@gmail.com 400 West Commerce Street Aberdeen, MS 39730