interior design
e m i ly
A
e lw e l l
interior design
e m i ly
A
e lw e l l
Education May 2009
June - July 2009
February 2009 January 2009 2006, 2007, 2008 2005, 2006, 2007,2008
Syracuse University, College of Visual and Performing Arts Bachelors of Fine Arts; Major: Interior Design, Minor: Architecture; GPA of 3.5 Syracuse University Abroad, Florence Summer Session Awards / Honors Pursuing LEED Green Associate Metropolis Next Generation Design Competition, Syracuse University Winner Most Outstanding Environmental Design Interior Student Award Syracuse University and University College Dean’s List
Involvement 2008, 2009 2007, 2008 Spring 2007, Fall 2008 2007 Fall 2005 Fall 2005 Fall 2004
Skills
Goals
e m i ly
A
e lw e l l
Syracuse University Interior Design Program, Student Representative ASID Syracuse University Student Chapter, Student Member Syracuse University Introduction of Majors, Student Presentation National Scholars Honor Society Member Syracuse University, Goon Squad, Aid to Freshmen Move-in Syracuse University, Design Odyssey, River Clean Up Volunteer Syracuse University Tennis Team
Auto CAD 2009 - Vectorworks 11 - SketchUp 6 - Adobe CS3: Photoshop, InDesign - Hand Drafting - Rendering - Model Building - Microsoft Office: Word, Access, Excel, Powerpoint
Revit - BIM - NCIDQ Certification - LEED AP
2 0 8 1 B a p t i s t C o r n e r R d . , S he l b u r n e F a l l s , MA 0 1 3 7 0
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emily.elwell@gmail.com
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(413) 775-3032
Work Experience January 2008 - Present
Spring 2008
Summer 2005 - 2007
December 2006
Fall 2006 - Spring 2008
Winter 2006 - 2007
interior design intern, QPK Design, Syracuse, NY Assist senior designer and architects on an adaptive reuse apartment building, the renovation of the Liverpool Holiday Inn and Convention Center and the Syracuse VA Spinal Cord Injury addition. Position requires strong time management, collaboration and organizational skills as well as a good work ethic. Tasks include managing the design library, creating material boards, obtaining specifications, drafting (Auto CAD), and aiding in the coordination of CD’s. Teaching assistant, Syracuse University Department of Design, Syracuse, NY Assisted with instructing a sophomore level Representation/Graphics class. Responsibilities included teaching graphics and rendering techniques, perspective drawings, InDesign and Photoshop. Position required strong leadership and communication skills. Design Intern, Austin Design Inc., Colrain, MA Assisted architects and interior designers on residential projects, attending client meetings and site visits, building models, organizing product information and general administrative duties. Position required organization, strong communication, drafting (Vectorworks) and the ability to work well with others. Freelance designer and drafter, Thibault Family, Ashfield, MA Design of storage barn for private owner. The responsibilities included site visits, client meetings, drafting schematic designs and presentations to client. Position required good interpersonal skills, the ability to independently manage client meeting and good communication. Tennis instructor, Drumlins Tennis Club, Syracuse, NY Prepared and instructed tennis lessons and clinics. Groups consisted of children ages 4-12 and college students. Responsibilities included assessing skills and adjusting instruction to individual needs and ability levels and teaching fundamental tennis skills. Position required patience, creativity, enthusiasm, and the ability to work well with children and adults. Freelance Drafter, Merrill Residence, Ashfield, MA Provided private owner with drafting services for post and beam barn with space for dairy production. Responsibilities included working with the engineer and builder/designer and drafting construction documents. Position required good communication, working well with others, and drafting skills. http://emilyaelwell.blogspot.com
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http://www.linkedin.com/in/emilyaelwell
RETAIL
sustainability
education
HEALTHCARE
adaptive re-use
INDEX
corporate
residential
lighting design
- Joist Direction: Assumed Running N-S Need Floor to Floor Heights
Studio Arts
Roof Plan - RTU's
Unit Electrical Panel Location?
- Vents - Hatches - Curb - Roof Equiptment - Railing Enclosure
(1) Stair (either) to Roof Top Penthouse (Equiptment Maintenance) Sprinkler Riser Suspended Lay in Celing
Kitchen
Bath
DN
Supply Below SAN. to Wet Wall
Kitchen
Bedroom
Dining
Study
10'-6" or 11'-0" Check Ceiling Height
SAN.
Bedroom Bath
work experience
9 1/4" Wet Wall Exhaust
Closet
Study
Plumbing and Supply Riser
WD
9'-0"
Living Area
Accoustical Wall (Typ.)
Furnace
WD
Roof Below
Dining
12'' Nominal Width
WD
UP
DW
DW
Living Area
Existing (3) Wythe Brick Partywall
Penthouse for Overrun Space House Beam Hatch = 3% Shaft Area
Re-Circulation Hood Only
Hot Water Heater
Closet
Closet
Study
Living Area
Bath
Bedroom Furnace Hot Water Heater
Study/Bedroom Dining
Living Area
UP
Kitchen DW
UNIT 'A' TYPICAL
Kitchen
WD
UNIT 'B' TYPICAL
1100 SF
(5,266 SF)
Floors 2 and 3
DW
SAN. Exhaust
Electrical Risers Cur. M.J. Air Chase
2ND - 5TH FLOOR PLAN
Dining
Bedroom
Bath
Floor Panel
DN
1175 SF
8 TYPE 'A' UNITS 8 TYPE 'B' UNITS
Scale: 1/8" = 1'-0"
Existing (3) Wythe Brick Partywall 12'' Nominal Width
Entrance / Egress Corridor
Garage Air Handling Equiptment
2 HR Construction Mailboxes UP
Louver
DN
3
Toilet Room
6
7
Need Spot Elevation of Bank Alley to 1st Floor Elevation
Slope
Slo
Slope
RETAIL SPACE
New Concrete Apron
Drain
TENANT PARKING
1
(1,190 SF)
(7) CARS 2 HR Ceiling Required
2 Story Space Potential Connect to Basement via Internal Stair?
(3,480 SF)
Bank Alley
Tenant Fit Up
Slope
Historic Restoration Store Front?
Cement Board, Wainscott and Bulkhead
Curb
2 Sidewalk with Basement Below
5
pe
2 HR Ceiling Required
4
Motorized Overhead Door. 10'X10'
3-5'' Concrete Overlay Slab Acheiving Pitch for Draining and Floor Drains is Necessary. Egress Corridor
1ST FLOOR PLAN
2 HR Construction
UP
Existing Wood Framing. Requires Engineering.
DN
New Concrete Apron
(5,647 SF)
Scale: 1/8" = 1'-0"
Raised Pit 10'' C.I.P Walls to First Floor
C.I.P Foundation
UP
Hydraulic Elevator Machine Room
C.I.P Foundation
Check Fire Rating of Column Enclosures
Floor of Bldg Above
- Sprinkler Head
Check Wall Type, Thickness and Condition
retail
RETAIL
1
t he l oc a l
OPEN A ND VOLUNTA RY MEMBERSH IP VOLUNTARY ORGANI ZATIONS, OPEN TO ALL PERSONS WILLING TO AC C EPT T HE RESPONSIBILITES
DEMO CRATIC MEMBER C ONTROL CONTROLLED BY THEIR MEMBER / OWNERS W HO AC TIVELY PARTI C IPATE IN T HE SETTING OF POLI C IES AND M AKING DE C ISIONS
MEMBER EC ONOMI C PA RTI C IPATION MEMBER /OWNERS CONTRIBUTE E QUITABLY AND C ONTROL T HE C APITAL O F T HEIR C OOPER ATIVE
AUTONOMY A ND INDEPENDEN C E AUTONOMOUS, SELF-HELP ORG ANIZ ATIONS C ONTROLLED BY T HEIR MEMBER / OWNERS
EDU C ATION, TRA INING & IN FORM ATION EDUCATION A ND TR AINING F OR THEIR MEMBER / OWNERS, ELECTED REPRESENTATIVES, M AN AGERS AND EMPOLYEES
C OOPER ATION A MONG C OOPERATIVES SERVE THEIR MEMBER / OWNERS MORE E F F E C TIVELY AND WORK TOGET HER
C ONC ERN FOR C OMMUNITY COOPERATIVES WORK FOR T HE SUSTAINABLE DEVELOPMENT O F T HEIR C OMMUNITIES
RESEARCH Co-ops currently exist in many towns and cities. They ensure that products are natural and organinc???????
sketches
- supports lo cal farmers b y s e ll i ng th e i r p r od u c ts to th e c ommu ni ty
-maintainS the values and way of b u s i ne ss OF A C OOP
-modernizeS t he coops im a ge a nd c r e ate a ne w gr o c e ry s h op p i ng e x p e r i e nc e
-provideS addit ional servi c e s s u ch as a c ommu ni ty gath e r i ng s pace ,
instructional cook i ng le ss ons, a caf ĂŠ a nd th e a b i li ty to h old w e e kly
dinners prepared by che f s f r om lo cal r e s tau ran ts.
- ALL BUILDING MATERIALS SUSTAINABLY HARVESTED LO C AL
CONCEPT THE LOVAL REINVENTS THE TRADITIONAL CO-OP....
KEY
1
ENTRA NCE
2
CASHIER
3
PRODUCE A RE A
4
PRODUCE DISPLAY
5
BULK DISPLAY
6
OPEN A IR MA RKET
7
CA FE SEATING
8
CA FE
9
OPEN SHELVING
10
DRAWER DISPLAY
11
BA KERY
12
TE A CHING KITCHEN
13
DELI
14
STORA GE / OFFIC E
15
RESTROOMS
PLAN AND DISPLAY
4’
8’
s ca l e 2’
6’
10’
PRODUCE AREA
CAFE
BAKERY AND KITCHEN
RETAIL
2
vp a st o r e - f r a gm en ts
sustainability
1
“ w i - w al k” Emily Elwell
Erik Kreider
Nicole Lamison
Leigh Cohen
Annie Ryan
Yo m i k o H i r a o
We can bring the global community together, through kinetic energy created by a universal activity.
This is acheived by placing a kinetic device in one’s shoe. One can simply donate energy without being inconveienced
Socially connecting people through the need to find alternative forms of energy, this shoe insert gathers one’s daily kinetic power and deposits it throughout the community.
No matter how minute the effort, one will be able to create an impact in order to aid in fighting to conserve our resources and CONCEPT
save our world.
Student Energy Used Student Energy Used
Alarm Sound Alarm Sound Snooze Snooze Alarm Sound Alarm Sound Turn on Lights Turn on Lights Check Email/ Surf Web Check Email/ Surf Web Head to Bathroom Head to Bathroom Turn on Lights Turn on Lights Use Bathroom/ Flush ToiletUse Bathroom/ Flush Toilet Take Shower Take Shower Brush Teeth Brush Teeth Turn off Lights Turn off Lights Open Closet/ Turn on LightOpen Closet/ Turn on Light Pick the Days Outfit Pick the Days Outfit Turn off Light/ Close ClosetTurn off Light/ Close Closet Get Dressed Get Dressed Dry/ Straighten Hair Dry/ Straighten Hair Apply Makeup Apply Makeup Head to Kitchen Head to Kitchen Turn on Lights Turn on Lights Turn on/ Make Coffee Turn on/ Make Coffee Open Fridge/ Grab Butter- Open Jelly Fridge/ Grab Butter- Jelly Make Toast Make Toast Turn off Lights Turn off Lights Head to Room Head to Room Grab Belongings Grab Belongings Turn off lights Turn off lights Leave Home Leave Home Walk to Class Walk to Class Listen to iPod Listen to iPod Enter Classroom Enter Classroom Attend Class Attend Class Check time on Phone Check time on Phone Walk to Student Center from Class Walk to Student Center from Class Meet with Friends Meet with Friends Walk Home Walk Home Listen to iPod Listen to iPod Head to Room Head to Room Check Email Check Email Head to Kitchen Head to Kitchen Make Lunch Make Lunch Use Microwave to Heat Meal Use Microwave to Heat Meal Open Fridge / Grab PlasticOpen WaterFridge Bottle/ Grab Plastic Water Bottle Eat Meal Eat Meal Text Friends Text Friends Watch TV Watch TV Head to Room Head to Room Turn on Lights Turn on Lights Check Email/ Surf Web Check Email/ Surf Web Grab Belongings Grab Belongings Turn off lights Turn off lights Leave Home Leave Home Walk to Class Walk to Class Make Calls/ Text on Cell Phone Make Calls/ Text on Cell Phone Enter Classroom Enter Classroom Attend Class Attend Class Text in Class Text in Class Walk Home from Class Walk Home from Class Listen to iPod Listen to iPod Enter Room Enter Room Turn on Lights Turn on Lights Check Email Check Email Watch TV Watch TV Head to Kitchen Head to Kitchen Turn on Lights Turn on Lights Make Dinner on Stovetop/ Make Microwave Dinner on Stovetop/ Microwave Open Fridge/ Grab Ingredients Open Fridge/ Grab Ingredients Make Dinner Make Dinner Eat Dinner Eat Dinner Turn off Lights Turn off Lights Head to Room Head to Room Grab Belongings Grab Belongings Head to Game Head to Game Cheer at Game Cheer at Game Head Home Head Home Go to Room Go to Room Turn on Lights Turn on Lights Check Email/ Surf Web Check Email/ Surf Web Charge Cell Phone Charge Cell Phone Turn on Music Turn on Music Start Home Work on Computer Start Home Work on Computer Text on Phone/ Make CallsText on Phone/ Make Calls Head to Bathroom Head to Bathroom Turn on Lights Turn on Lights Use Bathroom/ Flush ToiletUse Bathroom/ Flush Toilet Wash Face Wash Face Brush Teeth Brush Teeth Turn off Lights Turn off Lights Open Closet/ Turn on LightOpen Closet/ Turn on Light Pick out Nightgown Pick out Nightgown Turn off Light/ Close ClosetTurn off Light/ Close Closet Get Dressed Get Dressed Text on Phone Text on Phone Finish Home Work on Computer Finish Home Work on Computer Set Cell Phone Alarm Set Cell Phone Alarm Turn off Music Turn off Music Turn off Lights Turn off Lights Go to Bed Go to Bed
Student Energy Gained Student Energy Gained
Alarm Sound Alarm Sound Snooze Snooze Alarm Sound Alarm Sound Turn on Lights Turn on Lights Check Email/ Surf Web Check Email/ Surf Web Head to Bathroom Head to Bathroom Turn on Lights Turn on Lights Use Bathroom/ Flush Toilet Use Bathroom/ Flush Toilet Take Shower Take Shower Brush Teeth Brush Teeth Turn off Lights Turn off Lights Open Closet/ Turn on Light Open Closet/ Turn on Light Pick the Days Outfit Pick the Days Outfit Turn off Light/ Close Closet Turn off Light/ Close Closet Get Dressed Get Dressed Dry/ Straighten Hair Dry/ Straighten Hair Apply Makeup Apply Makeup Head to Kitchen Head to Kitchen Turn on Lights Turn on Lights Turn on/ Make Coffee Turn on/ Make Coffee Open Fridge/ Grab ButterJellyFridge/ Grab Butter- Jelly Open Make Toast Make Toast Turn off Lights Turn off Lights Head to Room Head to Room Grab Belongings Grab Belongings Turn off lights Turn off lights Leave Home Leave Home Walk to Class Walk to Class Listen to iPod Listen to iPod Enter Classroom Enter Classroom Attend Class Attend Class Check time on Phone Check time on Phone Walk to Student Center from WalkClass to Student Center from Class Meet with Friends Meet with Friends Walk Home Walk Home Listen to iPod Listen to iPod Head to Room Head to Room Check Email Check Email Head to Kitchen Head to Kitchen Make Lunch Make Lunch Use Microwave to Heat Meal Use Microwave to Heat Meal Open Fridge / Grab Plastic Water Bottle Open Fridge / Grab Plastic Water Bottle Eat Meal Eat Meal Text Friends Text Friends Watch TV Watch TV Head to Room Head to Room Turn on Lights Turn on Lights Check Email/ Surf Web Check Email/ Surf Web Grab Belongings Grab Belongings Turn off lights Turn off lights Leave Home Leave Home Walk to Class Walk to Class Make Calls/ Text on Cell Make PhoneCalls/ Text on Cell Phone Enter Classroom Enter Classroom Attend Class Attend Class Text in Class Text in Class Walk Home from Class Walk Home from Class Listen to iPod Listen to iPod Enter Room Enter Room Turn on Lights Turn on Lights Check Email Check Email Watch TV Watch TV Head to Kitchen Head to Kitchen Turn on Lights Turn on Lights Make Dinner on Stovetop/ Microwave Make Dinner on Stovetop/ Microwave Open Fridge/ Grab Ingredients Open Fridge/ Grab Ingredients Make Dinner Make Dinner Eat Dinner Eat Dinner Turn off Lights Turn off Lights Head to Room Head to Room Grab Belongings Grab Belongings Head to Game Head to Game Cheer at Game Cheer at Game Head Home Head Home Go to Room Go to Room Turn on Lights Turn on Lights Check Email/ Surf Web Check Email/ Surf Web Charge Cell Phone Charge Cell Phone Turn on Music Turn on Music Start Home Work on Computer Start Home Work on Computer Text on Phone/ Make Calls Text on Phone/ Make Calls Head to Bathroom Head to Bathroom Turn on Lights Turn on Lights Use Bathroom/ Flush Toilet Use Bathroom/ Flush Toilet Wash Face Wash Face Brush Teeth Brush Teeth Turn off Lights Turn off Lights Open Closet/ Turn on Light Open Closet/ Turn on Light Pick out Nightgown Pick out Nightgown Turn off Light/ Close Closet Turn off Light/ Close Closet Get Dressed Get Dressed Text on Phone Text on Phone Finish Home Work on Computer Finish Home Work on Computer Set Cell Phone Alarm Set Cell Phone Alarm Turn off Music Turn off Music Turn off Lights Turn off Lights Go to Bed Go to Bed
DAY IN A LIFE
wi-tri-ci-ty: transfering electric energy or power over a distance without wires
i-bar: Intelligent tracking system that detects all objects
pi-e-zo-e-lec-tric: elecricity from applied stress The kinetic energy produced from pressue of walking is sotred in piezoelectric materials, such as a certain varieties of crystals or ceramics. These materials have the ability to generate an electric current from the applied pressure. The piezoelectric materials, and springs to absorb the force of walking, would be TECHNOLOGY
contained in the shoe insert. The electricity would be stored in the shoe insert until the individual stepped onto an energy deposit station.
shoe insert
SHOE INSERT
1. THE INSERTS OBTAIN KINETIC ENERGY THROUGH WALKING
2. AN ENERGY PAD IS FOUND AT VARIOUS PUBLIC PLACES ACCOMPANIED BY THE LOGO
ENERGY TRACK
3. THE ENERGY IS WIRELESSLY TRANSFERED TO THE PAD AND DISTRIBUTED TO THE COMMUNITY
4. EACH INDIVIDUAL CAN SEE THEIR IMPACT ON THE GLOBAL COMMUNITY THROUGH SOCIAL NETWORKING SITES
ENERGY TRACK
“Together more power than alone. A c t i v e m o r e p o w e r t h a n s t a t i o n a r y.”
education
EDUCATION 1
E D SM I TH E L E M E N TAR Y
EXISTING CONDITIONS
principal, studnets, sketches, sketch model
PROCESS
FIRST FLOOR
art room
technology lab
2nd floor - grades 5-6
EXISTING SECTION
grades - 3-4
half level - grades 7-8 1st floor - grade k-2 basement - specialties
banD room
3rd floor - fitness
PROPOSED SECTION
2nd floor - grades 4-8
FIRST FLOOR basement - auditorium
AND PROPOSED SECTION
n
music room
1st floor - grades k-3
life skills
4-8 cafeteria
3rD
kitchen
k-3 cafeteria
y
k
k
comPuter lab
3rD
3rD break out
3rD break out
k break out
1st break out
3rD
comP lab
3rD
gallery
1st
1st
liVing classroom
k-3 library
k
k
k break out
1st break out
2nD break out
2nD break out
1st
1st
nurses area
auDitorium
offices
2nD
2nD
2nD
2nD
teacher’s lounge
entry
first floor Plan
20’ scale: 10’
40’ 30’
50’
cale:
20’ 10’
40’
30’ 50’ AND THIRD SECOND FLOOR
thirD floor Plan
n of eDwarD smith
seconD floor Plan
3rD break out
k
k break out
gallery
1st
1st break out
Process
k
er
3rD break out
EXISTING SECTI
k-3 cafeteria
half level - grades 7-8
1st f basement - specialties
1st
liVing classroom
k-3 library
k break out
1st
1st break out
2nd floor - grades 4-8
2nD solids 1st break to fall out of suspension.
2nD break out
k
out
PROPOSED SECTION
1. Anaerobic settling tank - closed tank that pre-treats to allow
k
basement - auditorium
nurses area
the first filtration to reduce odors.
entry
first floor Plan
20’ scale: 10’
40’ 30’
50’
NEW AND PROPOSED SECTION
offices
teacher’s 2. Bio-filter - sewage flows through bark and other materials as 2nD 2nD lounge 2nD 2nD
3. Series of aerobic tanks - a dark, closed top aerobic reactor, then a open-top aerobic reactor and then crucial bacteria are added.
LIVING MACHINE process. These include; aquatic and wetland plants, bacteria, algae, ps and algae help to oxygenate the water which eliminateds heavy metals.
seconD floor Plan
20’
scale:
10’
thirD floor Plan
40’ 30’
50’
view from entrance
seconD floor Plan
20’
scale:
10’
40’ 30’
50’
re Design of eDw LIVING MACHINE
thirD floor Plan LIVING MACHINE
20’
scale:
10’
40’ 30’
50’
rD smith school
grades - 3-4
3rD break out
3rD break out
Living Mak
gallery
1st
esenTs how k break out
k
EXISTING SECTION
of naTure. 1st break out
half level - grades 7-8 1st floor - grade k-2 basement - specialties
1st 3rd floor - fitness
o sTudenTs.
liVing classroom
1st break out
2nD break out
2nD break out
1st
nds. k
2nd floor - grades 4-8
PROPOSED SECTION
k break out
ucaTionaL k
1st
1st floor - grades k-3 basement - auditorium
2nD
2nD
2nD
20’
n
lan
2nD
scale: 10’
teacher’s lounge
40’ 30’
50’
NEW AND PROPOSED SECTION
nurses area
LIVING CLASSROOM
20’
scale:
10’
thirD floor Plan
40’ 30’
50’
20’
scale:
10’
40’ 30’
50’
3rD break out
k
k break out
k
3rD break out
gallery
EXISTING SECTION
grades - 3-4
1st
1st break out
half level - grades 7-8 1st floor - grade k-2 basement - specialties
1st 3rd floor - fitness
liVing classroom
k
k break out
1st break out
2nD break out
2nD break out
1st
2nd floor - grades 4-8
PROPOSED SECTION
k
1st
1st floor - grades k-3 basement - auditorium
2nD
2nD
2nD
20’
n
lan
2nD
scale: 10’
teacher’s lounge
40’ 30’
50’
NEW AND PROPOSED SECTION
nurses area
LIVING CLASSROOM
20’
scale:
10’
thirD floor Plan
40’ 30’
50’
20’
scale:
10’
40’ 30’
50’
k
comPuter lab
k break out
gallery
break out
1st
1st break out
EXISTING
k
break out
basement - specialties
1st
liVing classroom k
k
k break out
1st break out
2nD break out
2nD break out
1st
2nd floo
PROPOSED SECTION
k-3 library
1st
basement - auditorium
auDitorium
offices
2nD
2nD
2nD
2nD
teacher’s lounge
entry
20’
first floor Plan
scale: 10’
40’ 30’
50’
NEW AND PROPOSED SECTION
nurses area
ENTRANCE AND LIBRARY
spaces view ?? Of entry tOwards living machine
sfOrmed the essence Of edward smith distinct and inviting main entry that
Of theirseconD cOmmunity. floor Plan the living machine, 20’
scale:
10’
40’
30’
thirD floor Pla
50’
entral cOurtyard, serves as the cOre by
future Design of eDwarD smi
NEW AND PROP
seconD floor Plan
2
scale:
10’
uture Design o ENTRANCE AND LIBRARY
spaces ??
View of 4-8 classroom towarDs Doorway
HEALTHCARE
ADAPTIVE RE-USE
WESTCOTT G A LLERY