Dear Cindy Hopper,
H
G
F
My name is Kevin Turner, I am a 5th year student at the University of Arizona. In May I will be graduating with an accredited Bachelor of Architecture Degree, but more importantly with a wide range of skills. While studying at the College of Architecture & Landscape Architecture (CALA) I have been exposed to a variety of projects ranging from small-scale building programs to large-scale urban issues, even design-build work for the City of Tucson. There opportunities have opened my eyes to the future of architecture through the use of new materials, design tools, technologies, integrated project delivery, and construction. I am originalIy from Santa Rosa and I actually met you about 2 years ago while looking for a summer intership after my 3rd year of college. You had me meet with Kevin & Gwin who seemed interested in the work I was doing. Unfortunately, your firm was not hiring summer interns and I was not experienced in Revit. I have since been learning Revit, as well as several other programs. I am also proficient in several other fields, such as web design, graphic design, residential construction, hand drafting, and freehand sketching. I believe I am a suitable candidate for an entry level position with your firm. My ability to lead and work in a group setting as well as a work ethic that is rooted in values of diligence and reliability will help me be a valuable asset. I have no doubt that, given the chance, I would exceed expectations. Thank you for your time and please find enclosed a resume and sample portfolio of my work. Sincerely, Kevin Turner
www.ArcKT.com 707.321.5588 kevint@email.arizona.edu
References Bob Joyce joycecr@comcast.net
Chris Trumble ctrumble@u.arizona.edu
Thomas Powers tpowersccm@mac.com
KEVIN TURNER
CELL: EMAIL: WEBSITE: ADDRESS:
KEVIN TURNER
707.321.5588 kevint@emal.arizona.edu www.arckt.com 1227 E Knox Dr. # 2 Tucson, AZ 85719
Hire me. Here’s why! EDUCATION
SOFTWARE SKILLS
University of Arizona: Fall 2006 – Spring 2011 Bachelor of Architecture Degree, May 2011 Santa Rosa Junior College: Fall 2003 – Spring 2006 Associate in Arts Degree, May 2006 Maria Carrillo High School: Fall 1999 – Spring 2003 High School Diploma, June 2003
Years Experience Program 6 Adobe Photoshop CS4 & below 2.5 Adobe Illustrator CS4 & below 3 Adobe InDesign CS4 & below 1 Rhinoceros 4.0 7 Autodesk AutoCAD 2010 & below 1.5 Autodesk Revit Architecture 2010 & below 4 Google Sketchup 7 & below 12 Microsoft Office Word 6 Microsoft Office Excel 8 Microsoft Office PowerPoint
RECENT WORK EXPERIENCE Model Builder: August 2009 – May 2011 Employer: Disability Resource Center Location: University of Arizona, Tucson, AZ Duties: Building physical models for a disabled 3rd & 4th year architecture student Construction Worker: May 2009 – August 2009 Employer: Bryan Turner Location: Occidental, CA Duties: Helping with all building tasks including electrical wiring, site excavation, exterior finishing, driveway paving preparation, vegetation clearing
OTHER PERTINENT SKILLS Freehand Sketching: portrait, concept, buildings 2d & 3d Hand Drafting: All orthographic types, details, etc Presentation Layouts: full presentations & powerpoint Website Design: flash, html, graphics & coding Graphic Design: company logos, layout symbols, vectors Wood Fabrication: many wood shop tools & construction Metal Fabrication: many metal shop tools & MIG welding Laser Cutter Experience: file transfers & laser adjusting
AWARDS & ACHIEVEMENTS Eagle Scout Several Honor Student and Dean’s List Awards John G Cataldo Scholarship Recipient Philip W. Dinsmore FAIA Memorial Scholarship Recipient Seaver/Franks Architecture Scholarship Recipient www.ArcKT.com
REFERENCES references available upon request
Thanks! Speak soon? 707.321.5588
Bachelor of Architecture
Dean’s List S./F. Arch. Scholarship Cataldo Scholarship Dean’s List Construction Worker Dean’s List University of Arizona Model Builder Dinsmore Scholarship Dean’s List
Associate in Arts
Longs Drugs Clerk Dean’s Highest Honors Junior College Dean’s Honors Video Store Manager Eagle Scout Awarded High School Diploma
ACE Acad. Excellence GSE Acad. Excellence GSE Acad. Excellence
High School GSE Acad. Excellence
2011 2010 2009 2008 2007 2006 2005 2004 2003 2002 2001 2000 1999
Photoshop Illustrator InDesign Rhino AutoCAD Revit Sketchup Microsoft Word Microsoft Excel Microsoft Powerpoint
LIFE TIMELINE
2252
3
1327 3
275
-10522
sites ites tes have average ridership hhi (46-568) ((46 (46-568 (46-56 46-568 568) 8
bus stops withoutt shelters that have avee low rridership riders ride ide p (0-45) (0-4 ( 455)
buss stops bu sto tops opp ttha hhat att have ha e shelter shelte sh sshelt shelterss
-75 H-11305 EF
4
5
200 these sites are within the moderate to high risk obesity
--156 156
2
44 sites to visit
H-14435 NF
10 north facing, 6 south facing, 16 east facing, 9 west facing
3
BUS SHELTER PROTOTYPES OTOTYPES
Th Bus Shelter Prototype Project was a design-build challenge. The The design employs common regional strategies for mediating Th su sunlight. The eastern and western light is regulated by vertical su surfaces while the southern light is regulated by horizontal su surfaces. A structural louvered screen was developed and int integrated into each of four orientations. This screen enables vis visual contact between the rider and the bus driver while offering sh shade from the eastern and western sunlight. Each of the four de designs is to be rendered in different economical cladding ma materials: fiber cement, polycarbonate, corrugated steel and flat steel panels. ste
DESIGN
SU MM ER SU N
-BUILD
Provide ample shade when it is wanted during the summer, and allow solar penetration during the winter when the heat is desirable
Do not block visibility between the bus driver and the riders waiting at the shelter
Accommodate for people moving around the shelter and be in full compliance with ADA regulations
Provide drainage solutions to prolong the shelter’s lifespan and keep occupants dry
Seats should be comfortable to sit on, and be made from durable materials that don’t get too hot under direct sun.
EQ 10:30 AM SU S SUM 10:30 AM
SUM 10:30 AM
SCR EEN WAL L CO NCE PT
EQ 1 10:30 AM
Critical Shading “SWEET SPOT” Push Forward
MAPS OVER LAYE D P
Resultant Louver Screen
Pull Back NORTH
Mapped Cut Plane
Negative
Critical Visibility “SWEET SPOT”
INDIVIDUAL
VIS SII LI S LIITY TY T Y
My contribution to the group process was that of a leader in multiple areas, as well as “utility player� who helped with almost every portion of the project. I headed an in-depth site selection process that narrowed more than 2000 sites down to our final 4. I helped with the construction document process and was a key player in the actual construction of the four shelters.
SOLAR
N WIINTER SU
STRATEGIES Overhand method
(N & S Orientation)
PROCESS PROCE The pre-design phase of the project included the analysis of existing bus shelters, surveys and interviews of riders, and the development of a performance based program. The studio initially developed 15 schematic designs, 4 of wich were selected for further development. That reduction process continued until a single scheme was adopted. Digital and physical models developed to test various aspects of the design including solar performance.
E
W
N
Screen method (E & W)
DESERT RT DWELLING
TO DWELL “...the basic character of dwelling is to spare, to preserve. To spare and preserve means: to take under our care to look after the fourfold (earth, sky, divinities, mortals) in its presencing. ...Mortals dwell in that they save the earth... To save really means to set something free into its own presencing. ...building and thinking belong to dwelling, if they remain within their limits and realize that the one as much as the other comes from the workshop of long experience and incessant practice.� -Martin Heidegger
BUILDING DESIGN The dwelling design needed to reflect imaginatively and practically the programmatic requirements and site analysis, which was heavily rooted in the grounding of EARTH, flowing of WATER, and rising of LIGHT. Tectonics vs topography, subterranean vs atmospheric, night vs day, summer vs winter.
400 SQ.FT.T
ce ian ad irr
132 panels each panel 144.25” x 3.5” = 505 in2 132 x 505 in2 = 66,644 in2 66,644 in2 / 144 in2/ft2 = 463 ft2 1 kW/100 ft2 x 463 ft2 = 4.63kW system size SYSTEM PRODUCTION PER MONTH 1,419 kWh
so
lar
SOLAR COLLECTION
SOLAR STRATEGIES A ramada style roof system utilizes louvers to shade the building. The overhangs on the east, west, & south sides of the roof are sized such that they block the summer sun, but allow for solar gain during the winter.
solar panels charge controller
ection
ter coll
rainwa
SYSTEMS
battery (DC)
plumbing
inverter (AC)
appliances
pump
filter
WATER COLLECTION
cistern
408 ft2 water catchment area amount of rain: 1.06 ft/year 1.06 ft/year x 408 ft2 = 432.5 ft3/year 7.48 gal/ft3 432.5 ft3/year x 7.48/ft3 = 3235 gal/year MAXIMUM WATER COLLECTION PER YEAR 3235 gallons 3500 gal cistern
cistern
LIGHT
W WATER
EARTH
CONS TRUC TION PROC ESS Based on my studio design for the desert dwelling a later group project inverstigated the process of construction from the ground up. Where the building meets the ground; where it the meets the sky; how the building mediates those two realms.
PERTH, AUSTRALIA
ENCLOSURE & SYSTEMS ENCLOSU
TEAM The design was developed in a team of 5 through both digital and physical modeling of structure, systems and enclosure.
PLANS
circ.
circ.
circ.
light well
circ.
circ.
circ.
light well
light well
light well
light well
shops
circ.
circ.
circ. lobby
lobby
office
office
office
light well
circ.
circ.
circ.
light well
roof deck
office
light well
light well
light well
auditorium circ.
circ.
circ.
HVAC
The goal of this project was to develop a strategy for the building’s enclosure that was specific to its site in Perth, Australia and had inspiration from the architect Toyo Ito. By studying climatic data, culture and architecture of ST Perth we were able to derive a strategy for enclosure RE ET that drove our design. Research of the architecture of FR Toyo Ito brought us to the hexagonal theme in both plan and ON elevation. The north, east and west sides of the building were T surrounded by specific patterns (opaque, translucent & mesh) of screens pulled away from the actual building enclosure.
circ.
circ.
circ.
S RE CO
INDIVIDUAL
NORTH ELEVATION
My specific tasks on this project included everything from being project manager to small elements. Most of my work was put into the hexagonal design, creating the physical models, all elevation drawings, and sectional detail drawings.
TUMAMOC HILL M MASTER PLAN
TUMAMOC HILL Tumamoc Hill is located west of downtown Tucson, Arizona. The University of Arizona owns a 340-acre preserve and leases another 509 acres as a research and education facility. Tumamoc Hill has a long and varied history, and is currently an important site for ecological and anthropological research.
OBJECTIVES This project had two main objectives: first, to learn to work collaboratively as a firm of 12 students, and second, to produce a design package for all the elements of the Tumamoc Hill Master Plan. Individually, we needed to be able to create our own ideas, we needed to be open to new ideas, we had to put a lot of thought into the project in order to have ideas that are of the highest quality, we had to be willing to participate as part of a group process, and we needed to do all of this in a professional manor. As a group, we needed to help our client, Michael Rosenzweig, determine what the hill will be by producing a final presentation that is a comprehensive design that is qualitative, quantitative, and collaborative. The project was not only a design challenge, but a learning process for working as a firm, working collaboratively, while creating a comprehensive master plan for Tumamoc Hill.
CONCEPT These are some quick sketches that were done during the design process. They helped us define our goals for the different stages of the project
INDIVIDUAL My role in our smaller 3 person group was to take the lead and gather everyone’s thoughts onto a page and identify similar ideas and values with each person’s design opinions. Sketching as the group discussed different issues and ideas. Sketching helped us understand all sorts of things ranging from programming to connection details, but they also work as a presentation tool within the group process, so that others can understand what exactly we are talking about. My work usually describes what is going on within the design, whether that be with the use of renderings and photoshop montages or clean 2-D drawings.