Atmosphere: Issue 04

ARCHITECTURAL JOURNAL

ATMOSPHERE NEW YORK INSTITUTE OF TECHNOLOGY SCHOOL OF ARCHITECTURE & DESIGN

©2020-21 ATMOSPHERE PUBLISHED BY THE SCHOOL OF ARCHITECTURE & DESIGN, NEW YORK INSTITUTE OF TECHNOLOGY, NEW YORK, NY, 10023

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This annual publication displays archives of students’ work containing projects & imagery from the academic year of Fall 2019 - Spring 2020, selected by Atmosphere editorial staff with support of faculty members. ©2019-20 ATMOSPHERE Published by the School of Architecture & Design, New York Institute of Technology, New York, NY 10023 All Rights Reserved. No part of this publication may be reproduced without permission

Cover_Credits: Arch 291_S-LAB Robotics Faculty: Dustin White, Kyriaki Goti Students: Aimee Flanagan Angeline Contreras Carlos Matute Joshua Bahnmiller 2

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DEAN’S NOTE We are delighted to present the issue number 4 of our School of Architecture and Design’s annual publication at NYIT, “Atmosphere.”

These difficult and challenging times for all of us have affected our lives and the priorities of our community at the SoAD. We are particularly proud of the strength and adaptability demonstrated by our students, faculty, administrators, staff, alumni and friends who have been able to convert limitations and issues into opportunities to proactively rethink, reinvent, experiment and transform pedagogies, teaching modalities and learning experiences. We have proved an extraordinary resiliency and a remarkable spirit of collaboration, care and understanding.

We have been able to creatively focus on our educational offerings and maintain the high quality of learning experiences for our students and faculty. This would have never been possible without a truly collaborative effort, generous mutual support and continuous and coordinated action of proactive and flexible planning.

The work presented in this new issue of “Atmosphere” continues to speak for the evolution of a transformational path that the School has embraced, the knowledge built upon the exploration of emerging technologies, and the awareness of a shared system of values enhancing human interactions beyond limitations. Here is a selection of the work done in our studios and courses across all levels within our undergraduate and graduate programs, design workshops, community projects, collaborative and multidisciplinary research initiatives, extracurricular activities, lectures and events, which establish a diverse and coherent dialogue through the pages of our SoAD publication.

Promoting creative and critical thinking, preparing our students to be the innovators of tomorrow and leaders in their professional fields, capable of shaping a more inclusive and sustainable society through their work and beliefs, are the main foci of our mission. They will then not only adapt to the change, but also proactively foresee, and positively act, within it.

Maria R. Perbellini, Dean School of Architecture & Design

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ASSOCIATE DEAN’S NOTE The fourth volume of Atmosphere documents the evolution of the school’s expanding programs and exemplary student projects. It also records the progress made despite the challenges resulting from the Covid-19 crisis. Spring 2020, witnessed SoAD students and faculty rising to the pandemic’s challenges overnight via all-remote distant learning, and community building. The foundation curriculum shared by the undergraduate programs in architecture and interior design served students and faculty teams during remote classes, setting new levels of academic success and innovative milestones in our curriculum programs’ evolution.

Chair Giovanni Santamaria successfully coordinated the BARCH and BSAT programs’ curriculum review and revision strengthening the foundation and thesis years. Development and stronger integration of the history theory, technology, design, research and digital visualization and fabrication courses will prepare our growing BARCH program student population to continue to lead in critical practice. Newly appointed Assistant Chair Dong-Sei Kim continued his leadership of the Student Affairs Committee to enrich the studio culture, to mentor student leaders and build the academic community through strategic student engagement.

Newly appointed ID BFA Director Trudy Brens welcome an expanding class of students while engaging curriculum development for the program’s innovation driven future. Atmosphere 4 documents these successes via the exemplary student work in produced from the learning, teaching and creative efforts invested in these programs.

The graduate programs are on the rise as well. International, remote learning was facilitated by covid-19 mandates as well, thanks again to the SoAD required laptop program and software platforms. The MARCH program has continued its grow as NAAB accreditation procedures advance under David Diamond’s seasoned directorship. The MSAURD’s new Director Marcella Del Signore spearheaded efforts to streamline and rebrand the program’s mission and curriculum. The innovations launched by Dean Perbellini, almost five years ago, include the new MS programs in Architecture Health and Design and Architecture, Computational Technologies which are being launched for fall 2021 classes and the newly expanded fabrication labs at the SoAD Old Westbury campus location.

This volume is also evidence of the robust evolution of the team-teaching learning model and the creative culture, supportive community and the collegial spirit of faculty coordination and student engagement, that continue to foster more meaningful integrated, holistic critical life long learning and professional practices.

The work presented in Atmosphere 4 is a record of the supportive and innovation driven learning environment that drives the SoAD programs and inspires students and faculty to strive for optimum values, human well-being and care-taking of the built and natural environments.

Anthony Caradonna, RA Associate Dean for Academic Operations and Professor

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ATMOSPHERE FOREWORD ARCHITECTURAL JOURNAL

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As in the previous three editions, this issue No. 4 of ATMOSPHERE showcases exemplary students’ work produced within our courses across undergraduate and graduate programs at the School of Architecture and Design at New York Institute of Technology. As in the previous three editions, this volume includes extracurricular experiences such as workshops and community-oriented initiatives, examples of applied research and experimental projects, and lectures and events with prestigious guests in the field of architecture and design who generously shared with our students their work, expertise and passion.

Unlike the previous three editions of this magazine, and for the first time in the history of our school, this issue does not include our Summer Programs Abroad, but only the Thesis Research Trips that preceded the pandemic.

This 2019-20 collection of work reflects the challenges and difficulties that our community at the New York Institute of Technology has bravely and positively faced, along with the entire world, due to COVID-19. Our students and faculty, with the support and coordination of our leadership and administrative team at the School of Architecture and Design, have been able to proactively re-think limitations and prescriptions adapting to the changes within a few days’ time. Planning in advance and constantly re-adjusting to the contextual circumstances, our community, through a united and truly collaborative effort, has reacted positively and constructively to the changes. Often we have done so through the sorrows and sadness of loss and illness that directly involved faculty, students and their families. We have rethought, adapted and reshaped our pedagogy and teaching methodology, our tools to deliver, communicate and effectively share information and knowledge. Our active and hands-on response to the crisis has included collaborative projects within vulnerable local and international communities, post-disaster interventions, experimentations with digital fabrication and the production of PPE masks.

Our focus on inclusivity, diversity, equity and overall sustainability and the wellbeing of our social and ecological environments have been always at the center of our professional and educational legacy at the School of Architecture and Design, and in the past year this approach has clearly manifested its valuable results. Our primary aim has been to guarantee a safe and healthy learning environment for ALL, maintaining a high-quality education and avoiding as much as possible disruptive interruptions for our students. Through the use of advanced technologies, experimental digital and virtual platforms, and with the support of our institution at NYIT, faculty and students were able to creatively react to the crisis and transform this into an opportunity to formulate new visions for the future which will potentially go beyond the peculiarity of these times, investigating new trajectories for education and renewed learning scenarios. Hybrid-remote and online teaching modalities coordinated and integrated to in-person activities have been crucial this past year to proceed productively and positively, demonstrating furthermore the resiliency of our community at the School of Architecture and Design, who not only embrace and adapt to change, but also anticipate it and move proactively to address it.

Giovanni Santamaria, Ph.D., OAI Department Chair and Associate Professor School of Architecture and Design New York Institute of Technology

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CONTENTS TABLE OF

DEAN’S NOTE ASSOCIATE DEAN’S NOTE FOREWORD

00 01 02 03 04 05

INTRODUCTION

10 - SoAD Introduction and Program Descriptions

FUNDAMENTALS

12 - Introduction 14 - Design Fundamentals I 52 - Design Fundamentals II

CORE ARCH. STUDIOS

124 - Introduction 126 - Design Studio I & II 190 - Design Studio III & IV 222 - Design Studio V & VI 250 - Design Studio VII & VIII

06 07 08 09

TECHNOLOGY

296 - Introduction 298 - Building Construction I & II 302 - Environmental Syatems I &II

VISUALIZATION

306 - Introduction 308 - Visualization II 322 - Visualization III 338 - Robotics S-LAB

HISTORY and THEORY 350 - Introduction

10 11

INTERIOR DESIGN 352 - Introduction 354 - Design Studio

M.ARCH

398 - Introduction 400 - Masters Studio

MS.AURD

450 - Introduction 452 - Masters Studio

TRAVEL & EXCHANGE PROGRAMS & WORKSHOPS

460 - Introduction 462 - MS.AURD in Shenzhen and Shanghai, China 464 - ICSS 300 / IDSP 310: Resiliency + Social Impact Storm Station, Puerto Rico 466 - B.ARCH Thesis Studio Travel: Denmark, Findland, and Sweden 468 - B.ARCH Thesis Studio Travel: The Netherlands 470 - B.ARCH Thesis Studio Travel: Rio de Janeiro, Brazil 474 - Workshop: Revisioning Redhook

LECTURES & EXHIBITIONS

476 - Introduction 478 - Lecture and Exhibition Series

CONVERSATIONS 490- Alumni I, II, III, IV

EDITORIAL NOTE & CREDITS 9

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INTRODUCTION NYIT School of Architecture & Design

At New York Tech, we embrace the growing role technology plays in every facet of our lives, and we seek to leverage its potential as we reinvent the ways that architecture is practiced.

Architecture mediates between ourselves and the world around us - both in its physicality as shelter and social organizer, and in the ideas it evokes, as it reveals what is characteristic and unique about our priorities, our values and our humanity. Inevitably, our architectural heritage concretizes what Is essential about our culture, how we have invested and how we have taken care of our environment.

Our field of operation spans from the infrastructural elements of our region, communities and institutions, to those of individual dwellings and their components. The School of Architecture and Design’s forward-thinking, professional education prepares students for professional leadership and community engagement. Under the guidance of a faculty of experts, degree candidates learn to think critically about architecture, design, and the world around us and to approach their work with intelligence, confidence, and the rigor of practice. Fostering a dynamic studio culture is one of the keys to enable a productive, positive and inspiring learning environment. Diversity is the cornerstone of the student experience, where selfexpression and diverse ideas and perspectives thrive.

Our studio-based education encourages productive collaboration, creativity, critical thinking, and global citizenship. Students gain hands-on experience and are equipped with skills to work collaboratively across disciplines, contributing to reshaping spatial, material, and cultural practices in the 21st century. Our international initiatives, travelling studios, study programs and outreach workshops are conducted around the globe, affording students immersive global and cultural experiences. This allows them to create unique portfolios of original works, and to make contacts in the region’s unparalleled networks in industry, the profession and in academia.

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Located in Old Westbury, NY, and in midtown Manhattan, NYIT’s academic programs in Architecture + Design deliver technology-infused 21st-century design education, and guide our graduates from professional study to professional practice.

All NYIT SoAD degrees have STEM designation, making our international graduates eligible for the extended OPT visa.

The professional M.ARCH Degree has continuing candidacy status from the NAAB. The professional B.ARCH Degree has enjoyed continuous accreditation status since 1978 and will be up for reaccreditation in 2025. The BFA.ID has enjoyed CIDA accreditation since 1984.

B.ARCH

5 Year Program 160 credits NYIT’s Bachelor of Science in Architectural Technology develops skillsets in architectural design, building technology and project management. Coursework in the first two years of study is shared with the B.Arch. The subsequent two years offers to students courses in project integration, advanced technology, digital modeling, spec. writing and onsite construction observation. Students may opt to concentrate their elective credits to develop a major concentration in Construction Management. New York State recognizes the value of a B.S.A.T. Degree by offering an accelerated path to in-state licensure – 4 years of education plus 5 years of professional working experience. Successful graduates of the B.S.A.T. are eligible to apply for the 60-credit, 2-year, NAAB accredited 1st professional Master’s Degree Program.

The B.SA.T. Degree is offered at both our Old Westbury and Manhattan campuses.

B.S.A.T.

4 Year Program 132 credits NYIT’s Bachelor of Science in Architectural Technology develops skillsets in architectural design, building technology and project management. Coursework in the first two years of study is shared with the B.Arch. The subsequent two years offers to students courses in project integration, advanced technology, digital modeling, spec. writing and onsite construction observation. Students may opt to concentrate their elective credits to develop a major concentration in Construction Management. New York State recognizes the value of a B.S.A.T. Degree by offering an accelerated path to in-state licensure – 4 years of education plus 5 years of professional working experience. Successful graduates of the B.S.A.T. are eligible to apply for the 60-credit, 2-year, NAAB accredited 1st professional Master’s Degree Program.

The B.SA.T. Degree is offered at both our Old Westbury and Manhattan campuses.

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B.F.A.I.D.

4 Year Program 109 credits The mission of the B.F.A.I.D. program is to create globally engaged environmentally sensitive professionals who posses artistic sensibility, intellectual ability, and handson technical proficiency; to prepare interior designers for a lifelong process of interdisciplinary exploration and an acute understanding of human relationships and the built environment. The program stimulates creativity and engenders personal self-confidence, which is the earmark of leadership. The B.F.A.I.D. focuses on the relationship between human performance and environment through an innovative mix of studio design projects, profession-specific coursework, community-oriented projects and professional internships. The program is crafted around contemporary issues, theory, and historic precedents, using both analog and the latest digital media platforms. This program also offers students the opportunity to jump-start a 1- year MBA with a concentration in design management. The B.F.A.I.D. is offered at the Old Westbury and Manhattan Campuses.

M.ARCH

2-Year Track – 60 Credits 3- Year Track – 90 Credits NYIT’s Professional Master of Architecture, in Continuing Candidacy Status with the NAAB, prepares its students with intensive studio courses, advanced technology for design and fabrication, and the history, theory and liberal arts courses necessary to promote innovation and leadership within the profession. M.ARCH candidates develop the critical conceptual and technical skills to contribute to, and the perspective to lead interdisciplinary teams in the realization of built projects. We believe that the future belongs to the innovators, collaborators, and leaders who are prepared to create sustainable architecture, successful communities and resilient cities. M.ARCH candidates have won recognition from numerous national organizations and will be contributing to the 2021Biennale Exhibitions in Venice and in New York. New York Tech’s M.ARCH program is based at our New York City Campus at Columbus Circle.

MS.AURD

of urban design in the context of 21st-century cities and regions. The program is located in midtown Manhattan, drawing from world-class faculty, public and private organizations, and active professionals leading global practices based in the New York City metropolitan area.

The program works to prepare graduates to succeed in this interdisciplinary field by providing opportunities for case studies to test an apply new insights, theory and designs to contemporary and future challenges. It operates at the intersection of urban form, sustainability and climate change as these issues emerge at the forefront of advanced urban design research.

MS.ACT

1 Year Program - 30 credits NYIT’s post-professional Master of Science in Architecture, Computational Technologies focuses on advancing innovation through computational paradigms, interactivity, robotics, and fabrication systems applied to architecture.

The program culminates in a multidisciplinary project-based studio, challenging students to incorporate experiences from their exploration of algorithms, big data, machine learning, and artificial intelligence. In addition to promoting digital fabrication and physical computation (robotics) skills, the program focuses on research and investigation of materials and construction systems that define architectural building components.

MS.AHD

1 Year Program - 30 credits NYIT’s post-professional Master of Science in Architecture, Health and Design, incorporates and promotes the accelerated technological change and scientific innovations of our times. These are creating opportunities for designers to experiment with new, augmented and intelligent materials, spaces, and interfaces and to design environments that have more positive effects on our bodies and minds and improve our quality of our life. This program develops competencies in designing healthy environments through experimentation with material science, health care technologies, analysis and simulation software, data sensing, smart systems and interfaces, 3-D modeling, and fabrication methods.

1-1/2 Year Program - 36 credits NYIT’s post-professional Master of Science in Architecture, Urban and Regional Design is for those holding a first professional degree in architecture, landscape architecture, or planning, with an emphasis on design of the built environment. Our M.S.A.U.R.D. confronts the challenges

David Diamond & Giovanni Santamaria Professor & Associate Professor, SoAD at NYIT

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FUNDAMENTALS Design Fundamentals is an introduction to architectural composition and design and the tools with which they are explored. Its syllabus is delivered through a series of exercises that emphasize the dual influences of intuition and investigation. As they build in complexity, the projects are meant to help students to achieve the visual literacy needed to produce works with conceptual clarity and rigor – to both find and impart meaning to their creative work. The process involves a back-and-forth between creative speculation and skeptical questioning. The first-year studio provides a foundation upon which to build a design education.

Design Fundamentals I begins with first principles and basic physical elements. With these elements, we perform the operations and negotiations to compose in two and three dimensions. We also build the vocabulary to describe and to think critically about form, space, and the world around us. Basic concepts like level, horizon, and threshold trigger deeper, metaphorical links to other moments in the practice, literature, and culture of architecture. Naming our operations builds human awareness of the physical world around us and of our own perceiving selves. We call attention to the horizon, the threshold between earth and air and water, the most basic elements of which life and our environment are formed. The horizon is a universal datum, a liminal threshold between the world of our experience and what is beyond, a marker of time (sunrise and sunset), and the reference against which true level is measured. It is as absolute and universal as it is personal; the horizon is also contingent on our position in space and time, the reference plane that extends outward from our eyes toward the distant meeting of earth and sky. It joins something internal to us with what is most distant.

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Design Fundamentals II develops the themes of visual literacy, and the anatomy of two and three-dimensional composition.

Two project sequences – The Volumetric Vessels and The Bath House, are meant as journeys of exploration and experimentation. In each, underlying organization is given priority over image, resemblance, and style. The “Vessels”, which involves the formal unpacking of piece of visual artwork – predominantly painting and collage - become a laboratory for experimental interpretation of two-dimensional clues to three dimensional events embedded in the works.

The Bath House is an introduction to architectural composition as a habitable matrix of spaces with increasingly real material systems and qualities. Despite the apparent directness of the challenge, there are no easy answers. Working out the problems of narrative program / plan / section / volume / sequence / scale and site, serve as a microcosm of the problems to be encountered in subsequent studios and in practice.

David Diamond Professor, SoAD at NYIT

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FUNDAMENTALS I

DESIGN FUNDAMENTALS I The ELEMENTS project is a vocabulary of space and structure. Fundamental design principles are introduced through solid void transformations. Three exercises build in scale from detail to site.

Wood Word Joints combine language and material. The joints are examined for conceptual and structural clarity. A word play operates each joint along x, y, and z. A Volume of Joints combines the tectonic alliances established within a cube. The joints are rescaled, reconfigured and transformed.

The assembly is dense and puzzling. Out of Joint aerates the solid state. The joints are dislocated and extended. This expanded field is an abstract site.

The ENCLOSURE project shelters the body within and from the elements. Rituals of inhabitation and contemplation are measured and mapped. A perimeter membrane defines the spatial character of two rooms, directed to sky and horizon.

Up and Down Bodies choreograph ritual as space. Zones and implied boundaries are generated from the activities.

A surface is inscribed to receive the bodies. A Second Skin houses each performance space. The body is nested and aligned to the sky and horizon. This lightweight membrane defines the bounds and limits of interior space. A Porous Skin modulates the passage of light, air, and water. Openings and apertures create thresholds for entry and view. Solar path and orientation determine edge qualities. Above and Below Rooms position and support the interiors within the site. The rooms are oriented relative to the horizon and established site datum. The connection to the sky and horizon is reinforced visually and spatially.

The PASSAGE project bridges the earth and sky. A spatial itinerary navigates varying spatial and phenomenal conditions.

A stair elevates the body and narrative.

In a moment locates spatial and temporal thresholds between the rooms and the site. Points of arrival, contact and departure are established for the body and sun. A Bridge connects the two rooms structurally and spatially. Tectonic relationships and interdependencies are clarified. A Gait modulates the ascending and descending body.

FACULTY

Marc Schaut, Coordinator Alejandra Rojas-Jaramilo Marcella DelSignore Isaac Southard Gonzalo Lopez Marcus Carter Donghwan Moon 14

Michelle Cianfaglione, Coordinator Maria Di Natale Greg Melitonov Alex Schweitzer Andreas Anderssen Tjeldflaat Kelsey Hollington

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DESIGN FUNDAMENTALS II Design Fundamentals II looks at diverse ways to think about architectural space.

Project 01, the Volumetric Vessels, examine the organization of visual fields, working with paintings as primary material. Students are challenged to unpack how our visual and intellectual faculties perceive surface, volume and space. Each student selects one of Le Corbusier’s Purist paintings, on the surface of which we find patterns of two-dimensional marks. Some are organized on grids, some imply perspective, modeling, or light and shadow, yet these flat signs imply other dimensions. They evoke either deep or shallow spaces, surfaces and objects layered in front of or behind one another, and in front of or behind the picture plane. They may suggest movement or the passage of time. Students are asked to identify and diagram the painting’s ambiguities, its episodes of opacity and transparency, overlap and intersection, foreground and background reversal, plan and section rotations, in other words, they are asked to tease apart the composition’s embedded oppositions and contradictions. Students are encouraged to prioritize articulation of relationships rather than objects, and to employ a method that is analogic rather than mimetic. The final phase of the Vessels is the crafting of a three-dimensional composition in models and drawings based upon the relationships found in, rather than resemblances to the initiating image.

Project 02, the Bath House, calls attention to the haptic experience of architecture. Students must configure spaces for intimate human contact with the micro environments to be found in a bath house, with increasingly sophisticated digital modeling and fabrication tools.

This Bath House is designed for hikers on a cliff-side site along the Hudson River. As students’ digital communication skills advance, they are asked to explore carving (with Boolean subtractions and unions) as space making strategies, hollowing out chambers for the therapeutic spaces in a bath house – warm, hot and cold pools, steam, sauna and massage rooms, showers, lockers and changing areas - all connected along paths that offer a rich variety of spaces that vary from dry to wet, from warm to hot and cold, from dark and interior to illuminated.

In this project, students have their first introduction to architectural programs, scaled habitable spaces, and a site with explicit climate and solar orientation.

FACULTY

Marc Schaut, Coordinator Alejandra Rojas-Jaramilo David Diamond Isaac Southard Gonzalo Lopez 52

Michelle Cianfaglione, Coordinator Maria Di Natale Greg Melitonov Alex Schweitzer Johana Monroy

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Harilka Pango Professor Issac Southard B.Arch + B.S.A.T. + I.D. Program Spring 2020 57

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Harilka Pango Professor Issac Southard B.Arch + B.S.A.T. + I.D. Program Spring 2020 59

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Geovanny Japa Professor Johana Monroy B.Arch + B.S.A.T. + I.D. Program Spring 2020 61

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Geovanny Japa Professor Johana Monroy B.Arch + B.S.A.T. + I.D. Program Spring 2020 63

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Batya Katayev Professor Johana Monroy B.Arch + B.S.A.T. + I.D. Program Spring 2020 65

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Alexandru Breban Professor Johana Monroy B.Arch + B.S.A.T. + I.D. Program Spring 2020 67

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Michal Pinhasov Professor Johana Monroy B.Arch + B.S.A.T. + I.D. Program Spring 2020 69

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Irene Margret Lactaoen Professor Gonzalo Lopez B.Arch + B.S.A.T. + I.D. Program Spring 2020 71

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Daniel Hahn Professor Alex Schwietzer B.Arch + B.S.A.T. + I.D. Program Spring 2020 73

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Daniel Hahn Professor Alex Schwietzer B.Arch + B.S.A.T. + I.D. Program Spring 2020 75

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Darius Sealy Professor Alex Schwietzer B.Arch + B.S.A.T. + I.D. Program Spring 2020 77

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Yasmine Chmarkh Professor David Diamond B.Arch + B.S.A.T. + I.D. Program Spring 2020 79

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Gabriela Fernandes Professor David Diamond B.Arch + B.S.A.T. + I.D. Program Spring 2020 81

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Gabriela Fernandes Professor David Diamond B.Arch + B.S.A.T. + I.D. Program Spring 2020 83

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Rosa Mancancela Professor David Diamond B.Arch + B.S.A.T. + I.D. Program Spring 2020 85

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Mahima Pratab Professor David Diamond B.Arch + B.S.A.T. + I.D. Program Spring 2020 87

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Stacey Guerrero Professor Gregory Melitonov B.Arch + B.S.A.T. + I.D. Program Spring 2020 89

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Robert Kula Professor Gregory Melitonov B.Arch + B.S.A.T. + I.D. Program Spring 2020 91

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Julian Keisler Professor Maria DiNatale B.Arch + B.S.A.T. + I.D. Program Spring 2020 93

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Xavier Colwin Professor Maria DiNatale B.Arch + B.S.A.T. + I.D. Program Spring 2020 95

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Peter Panagi Professor Maria DiNatale B.Arch + B.S.A.T. + I.D. Program Spring 2020 97

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Peter Panagi Professor Maria DiNatale B.Arch + B.S.A.T. + I.D. Program Spring 2020 99

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Joseph Della Camera Professor Maria Alejandra Rojas Jaramillo B.Arch + B.S.A.T. + I.D. Program Spring 2020 101

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Brian Braumuller Professor Maria Alejandra Rojas Jaramillo B.Arch + B.S.A.T. + I.D. Program Spring 2020 103

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Tomaz Hasiak Professor Michelle Cianfaglione B.Arch + B.S.A.T. + I.D. Program Spring 2020 105

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Tomaz Hasiak Professor Michelle Cianfaglione B.Arch + B.S.A.T. + I.D. Program Spring 2020 107

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Alicia D’Orio Professor Michelle Cianfaglione B.Arch + B.S.A.T. + I.D. Program Spring 2020 109

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Jordan Sarmiento Professor Marc Schaut B.Arch + B.S.A.T. + I.D. Program Spring 2020 111

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Jordan Sarmiento Professor Marc Schaut B.Arch + B.S.A.T. + I.D. Program Spring 2020 113

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Nicholas Ramirez Professor Marc Schaut B.Arch + B.S.A.T. + I.D. Program Spring 2020 115

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Uhtman Akhmimi Professor Marc Schaut B.Arch + B.S.A.T. + I.D. Program Summer 2020 117

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Christine Chong Professor Marc Schaut B.Arch + B.S.A.T. + I.D. Program Summer 2020 119

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Christine Chong Professor Marc Schaut B.Arch + B.S.A.T. + I.D. Program Summer 2020 121

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Christine Chong Professor Marc Schaut B.Arch + B.S.A.T. + I.D. Program Summer 2020 123

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CORE ARCH. STUDIOS The Bachelor of Architecture studio sequence affirms our belief in learning through doing, and in the role of studio courses as the laboratories where other experiences, from coursework and from life, are integrated in experimental and innovative ways. Our rigorous studio sequence is modeled to reflect a range of architectural issues one confronts in professional practice. It progresses from extra-small to extralarge projects, and from ones that are abstract and conceptual to ones that are comprehensive in their integration of user, technical and site considerations.

The second-year studio challenges students to think conceptually while solving problems featuring increasingly plausible issues of use, site, and construction. Design I and II studios build from analysis to synthesis, requiring students to understand an architecture problem to address design solutions from a historical understanding of canonical precedents in the discipline and how critically engage considerations regarding ideas, typology, topology, site specificity, technique, structure, social and programmatic issues. Small to medium sized public building types are proposed in relation to existing building and site conditions. Precedent analysis is introduced as an essential research vehicle.

The third-year studio is a more thorough introduction to architecture in the public and private realms. Design III involves the design of a small public institutional building and Design IV, housing. Accompanied by precedent analysis projects of greater scope and detail, the 3rd year studio explores issues of occupancy, use and site with increasingly realistic constructional, environmental and regulatory issues, and with an emphasis on passive strategies for daylight and ventilation, all with respect to the larger social and physical contexts for which projects are proposed.

The fourth-year studios, Design 5 and 6, focus respectively on urban scale Community Design and Comprehensive Design. The Comprehensive Design Studio is our closest simulation of an architectural project in a professional setting. Students are challenged with all aspects of design, from the conceptual to the technical, from feasibility models and drawings to detailed representative wall sections, construction solutions, integrated building systems, and draft specifications. Each academic year, the Community Design Studio adopts a local community with pressing development needs – from ones of recovery from extreme weather events like hurricane Sandy, to those of deindustrialization, environmental remediation or inadequate transportation infrastructure. Proposals are developed in student teams, with consultation and feedback from members of the subject communities.

The fifth-year studio requires students to select a study topic for Design VII and VIII studios. Design VII is organized around research and documentation of the concepts, the background, the site and the available data surrounding the topic. Travel to the subject site is encouraged. The topic’s opportunities and limitations are assessed, including those of its intended site (zoning, climate, physical context, topography, etc.). Preliminary proposals are executed.

Topics range from ones at the scale of individual buildings or their components to those of urban regeneration within extended regional landscapes. Design VIII is devoted to design and execution of project proposals, often accompanied by publication in book form. This capstone course allows students to practice the concepts and skills they have been acquiring during their previous years of study, and to pursue a topical specialization uniquely interesting to them.

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David Diamond Professor, SoAD at NYIT

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DESIGN STUDIO I INTRODUCTION Design I build up on the ability to critically read, understand and decode architecture, starting with architecture comparative analysis. Design I develop an understanding of an architecture idea in relation to a problem of computer representation, coordinating a digital sign such as a vector with an architecture sign such as column. Design I departed from a critical parametric deconstruction of a nine square grid problem (John Hejduk, 1954), understanding the function and topological possibilities of the various architecture elements that compose a grid-based system. Design I critiqued the various components of a system, such as an original typology through topological degree displacements. These displacements were used to activate clear subject-object relationships, circulation, service/served organizations and informing/informed by the program of an un-house dwelling for a dynamic contemporary social group.

FACULTY

Efrat Nizan, Coordinator Diane Neff Simon Eisinger Farzana Gandhi Janet Fink Gertrudis Brens, Coordinator Ebru Sulker Soohee Lee Scot Ruff

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Design I studied construction systems and architecture elements in parallel to other courses such as history/theory and building constructions and statics-structures (space-frame), understanding the architecture of construction types in relation to structure and their possible topological displacements. Design I build up a critical understanding of site specificity as an extension of the architecture process.

Both Design I and II studios of Second Year developed processes from analysis to synthesis: requiring students to understand an architecture problem and to address design solutions from a historical-theoretical section in the discipline and that engaged with the issues discussed.

The Fall Semester Studio developed a single design project developing a dwelling or an “un-house”, aiming to address a contemporary notion of domesticity at the scale of a dynamic social structure. This design was based on problems of computer representation which were developed through problems of program, site specificity and information materialization and digital fabrication.

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Design Studio I Models B.Arch + B.S.A.T. Fall 2019

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Saad Khan Professor Diane Neff B.Arch + B.S.A.T. Fall 2019 129

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Christian Berrio Professor Farzana Gandhi B.Arch + B.S.A.T. Fall 2019 131

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Santiago Hernandez Professor Farzana Gandhi B.Arch + B.S.A.T. Fall 2019 133

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Julie Andor Professor Soohee Lee B.Arch + B.S.A.T. Fall 2019 135

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Jenny Yu Professor Simon Eisinger B.Arch + B.S.A.T. Fall 2019 137

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Noel Dumaguing Professor Janet Fink B.Arch + B.S.A.T. Fall 2019 139

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Nourhan Elhanafi Professor Janet Fink B.Arch + B.S.A.T. Fall 2019 141

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Astrid Roblero Professor Efrat Nizan B.Arch + B.S.A.T. Fall 2019 143

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Sidpasamde Tiendrebeogo Professor Efrat Nizan B.Arch + B.S.A.T. Fall 2019 144

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Xiaoyun Zheng Professor Efrat Nizan B.Arch + B.S.A.T. Fall 2019 145

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Bryanna Fernandez Professor Gertrudis Brens B.Arch + B.S.A.T. Fall 2019 147

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Al Anthony Reid Professor Gertrudis Brens B.Arch + B.S.A.T. Fall 2019 149

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DESIGN STUDIO II INTRODUCTION Design II departed from a dialectical opposition to the Fall semester curriculum but understood as a continuous critical project articulating both semesters through thesis-antithesis. The concepts and skills learned on the previous semester based on displacing a deterministic grid through parametric variations in a domestic program, were opposed by departing from an existing site-specific intervention (Rosalind Krauss, 1970) in a public program in Central Park in New York City.

FACULTY

Efrat Nizan, Coordinator Diane Neff Dongwan Moon John Cunningham Simon Eisinger Kyriaki Goti Gertrudis Brens, Coordinator Maria Cumella Scott Ruff Soohee Lee

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The studio departed from analyzing an existing site, its complex topography, its logic and addressing an intervention addressing the concept of index and that dealt with the interpretative reading of these conditions as architecture. Multiple readings of the site were addressed through a diversity of historical sections based on nonWestern civilizations and Western culture, from the Inca Empire’s urban circular economy measuring the topography through agricultural terraces, to Enric Miralles’ “How to Lay Out a Croissant”. Site-specific interventions emerged from reading site conditions and relationships but also by specifically analyzing the tension between the topography/ paths and tunnels and bridges designs, proportions, and relationships in Olmstead’s Central Park.

Students developed initial interventions by activating latent topological relationships understanding form as structure through concepts of stability in surfaces, such as catenary forces and structural concepts, experimentation with physical models and computer simulations.

Students first developed a measurement of the territory and then a reconstruction of an existing bridge and an existing tunnel and basing their readings as surveys, but also as first acts of design. Students then expanded these readings developing latent topologies through digital surface-continuity indexing the site through progressive understandings of site-specificity, the ground as site, ground as inhabitable surface (Kurt Forster, 2004), ground surface as topology, topology as structure (shell structure), and topology as space-environment. The studio worked in parallel to courses in building constructions and structures activating in studio an evidence-based design methodology through form as structure. The program consisted of a Public Museum for Central Park displaying artwork, maps, drawings of the park and including permanent and temporary exhibition spaces.

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Jenny Yu Professor Efrat Nizan B.Arch + B.S.A.T. Spring 2020 151

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Jenny Yu Professor Efrat Nizan B.Arch + B.S.A.T. Spring 2020 153

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Jenny Yu Professor Efrat Nizan B.Arch + B.S.A.T. Spring 2020 155

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Saad Khan Professor John Cunningham B.Arch + B.S.A.T. Spring 2020 157

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Muhammad Khan Professor John Cunningham B.Arch + B.S.A.T. Spring 2020 159

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Joseph Okyere Professor John Cunningham B.Arch + B.S.A.T. Spring 2020 161

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Ru Jia Professor Simon Eisinger B.Arch + B.S.A.T. Spring 2020 163

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Astrid Roblero Professor Kyriaki Goti B.Arch + B.S.A.T. Spring 2020 165

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Muhammad Riaz Professor Diane Neff B.Arch + B.S.A.T. Spring 2020 167

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Issac Shine Professor Diane Neff B.Arch + B.S.A.T. Spring 2020 169

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Issac Shine Professor Diane Neff B.Arch + B.S.A.T. Spring 2020 171

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Eryn Cooper Professor Efrat Nizan B.Arch + B.S.A.T. Spring 2020 173

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Francesco Salvatore Professor Maria Cumella B.Arch + B.S.A.T. Spring 2020 175

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Yenifer Diaz Professor Efrat Nizan B.Arch + B.S.A.T. Spring 2020 177

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Yenifer Diaz Professor Efrat Nizan B.Arch + B.S.A.T. Spring 2020 179

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Paul Valdiva Professor Efrat Nizan B.Arch + B.S.A.T. Spring 2020 181

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Erika Zhinin Professor Efrat Nizan B.Arch + B.S.A.T. Spring 2020 183

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Emily O’Connell Professor Gertrudis Brens B.Arch + B.S.A.T. Spring 2020 185

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Judah Cohen Professor Efrat Nizan B.Arch + B.S.A.T. Spring 2020 187

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Daniella Vlakancic Professor Gertrudis Brens B.Arch + B.S.A.T. Spring 2020 189

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DESIGN STUDIO III

DESIGN STUDIO III INTRODUCTION

The Third Year Studios, Design III and IV are seen as interrelated in terms of a dialectic theme of public and private, with a public - cultural institution building in the Design III and the dwelling in Design IV. A second objective is to introduce the comprehensive nature of architectural design in the pedagogical sequence of studios. Each semester focuses on the design of a single project with phases that progress from analysis to synthesis; schematic design to design development.

The intention is to develop comprehensive design solutions that critically engage multiple considerations of socio-cultural meaning, form, program, construction and environmental ecology. The studios engage historically related precedent, social and environmental concerns and technological innovation through built form.

FACULTY

Michael Schwarting Matthias Altwicker, Coordinator Tobias Holler William Palmore, Coordinator Maria Cumella

190

PROJECT DESCRIPTION

This year in Design III, the public institution was a middle school for 300 students on an infill site in Greenpoint, Brooklyn. The studio addressed the role that the school building plays in the social and cultural development of the students, as well as how the designed architectural environment relates to and structures a child’s learning and education.

The school’s large spaces of cafeteria, gymnasium and library were to serve as a resource for community use after school hours, providing the neighborhood with a place to meet. Additionally, students we asked to allow passive environmental concerns to drive decisions on the design of the building envelope. All of the semester themes were introduced during a 2-week warm up design project of a one room schoolhouse.

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Alexis Sakatis Professor Maria Cumella B.Arch + B.S.A.T. Fall 2019 191

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192

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Jhancarlos Carvajal Professor Matthias Altwicker B.Arch + B.S.A.T. Fall 2019 193

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194

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Julian Orellana Professor Matthias Altwicker B.Arch + B.S.A.T. Fall 2019 195

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Nicholas Timpone Professor Matthias Altwicker B.Arch + B.S.A.T. Fall 2019 197

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Alexis Sakatis Professor Maria Cumella B.Arch + B.S.A.T. Fall 2019 199

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Christopher Guardado Professor William Palmore B.Arch + B.S.A.T. Fall 2019 201

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Becky Lung Professor Michael Schwarting B.Arch + B.S.A.T. Fall 2019 203

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DESIGN STUDIO IV

DESIGN STUDIO IV INTRODUCTION

Design IV provided the second part of the dialectic of public and private with the study of the dwelling or private realm of our society. Following the consideration of the role of public institutions in our society, the relationship of the residential component to urbanization was considered in a general and specific manor with the program of urban multi family housing. The private domain is critical to the definition of personal freedom and its organization provides the setting for, and shapes domestic rituals.

Alternatively, collective housing can assist the integration of residents and participate in the creation of neighborhood.

FACULTY

Michael Schwarting, Coordinator William Palmore, Coordinator Matthias Altwicker Frances Campani Tobias Holler

204

PROJECT DESCRIPTION

The program dealt with the changing definition of the family make-up and relations as well as the interrelation or social integration of groups of inhabitants. Issues, such as affordability and social equity are also discussed. The multiple scales from the individual dwelling to the aggregation of units with the collective potential of shared circulation, communal spaces and programs was a critical area of examination. The role of housing in the creation of physical urban fabric, its relationship to the surrounding context, were also important issues. A transit oriented site in Garden City Long Island offered the opportunity to research and integrate TOD issues in a small village into the housing project. With the five studios, there was the potential for comparison of the effects of the site on the designs.

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Katelyn Trainor Professor Matthias Altwicker B.Arch + B.S.A.T. Spring 2020 205

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Jamie Lopez Professor Matthias Altwicker B.Arch + B.S.A.T. Spring 2020 207

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Katelyn Trainor Professor Matthias Altwicker B.Arch + B.S.A.T. Spring 2020 209

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Katelyn Trainor Professor Matthias Altwicker B.Arch + B.S.A.T. Spring 2020 211

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Matt Kennedy Professor Matthias Altwicker B.Arch + B.S.A.T. Spring 2020 213

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Louis Santos Professor Frances Campani B.Arch + B.S.A.T. Spring 2020 215

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Yuchen Li Professor Frances Campani B.Arch + B.S.A.T. Spring 2020 217

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Briana Pereira Professor Tobias Holler B.Arch + B.S.A.T. Spring 2020 219

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Charon Hu Professor Tobias Holler B.Arch + B.S.A.T. Spring 2020 221

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DESIGN STUDIO V INTRODUCTION

Design Studio V is the second comprehensive design studio in our curriculum. During the previous year, the students learn about designing a public building in a relatively small urban site developing a complete set of documents to describe their designs, focusing on adapting passive sustainability principles. Following this experience, Design V focuses on employing both passive and active sustainability concepts with building heating and cooling systems that minimize the use of energy and water in their buildings, as well as the use of sustainable materials, landscaping and other regional climatic conditions. Given this definition, this semester involves a comprehensive analysis and research process that results in the evaluation of site conditions, materials, coordinated in a quantifiable and objective design decisions. Aesthetic concepts are expected to be derived from a clear understanding of sustainability and the systems that were developed after the research process.

During the Fall 2019 semester the students were given a large post-industrial site along the Westchester Creek to design a Visitors Center for Indigenous Plants and Animals of the New York East River Estuary. The program involved both indoor and outdoor public areas allowing the students to work with site contours and sustainable landscaping concepts in the placement of their relatively small public building on this site. Each students’ work was evaluated by using US Green Building Council Criteria (USGBC) and were expected to conform with a minimum if ‘Silver” rating.

FACULTY

Robert Cody, Coordinator Beyhan Karahan, Coordinator DongSei Kim Manuel Garza Michael Nolan

222

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Jacqueline Pileggi Professor Robert Cody B. Arch Program Fall 2019 223

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Jacqueline Pileggi Professor Robert Cody B. Arch Program Fall 2019 225

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John Nils Schaefer III Professor Robert Cody B. Arch Program Fall 2019 227

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Yurika Takadachi Professor Robert Cody B. Arch Program Fall 2019 229

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Yurika Takadachi Professor Robert Cody B. Arch Program Fall 2019 231

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Joshua Kogut Professor Beyhan Karahan B. Arch Program Fall 2019 233

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Nick Spano Professor Beyhan Karahan B. Arch Program Fall 2019 235

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Peter Thompson Professor Dong - Sei Kim B. Arch Program Fall 2019 237

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DESIGN STUDIO VI INTRODUCTION The Community Design Studio is a unique vehicle to practice the influence of architecture in the future of a region, a community, a block and a lot. This semester the students extended their site research along the Westchester Creek for their building in Design V and made urban design proposals for the Morris Park, Park Chester and Castle hill neighborhoods in the Bronx.

Given the size of the region and the magnitude of the issues, the students worked in teams; delegating the design research among the members of the team.

Each team selected the building of one of the team members along the Westchester Creek as a given, to start their design process for the rest of the region. In the selected site area, there were three Community Boards; CB9, 10 and 11. Each Board was considering major projects to improve the connection of low rise residential and business neighborhoods to public transportation and other much needed infrastructure.

In addition to social and economic issues faced by the communities, ecological degradation was evident.

Much of the land and the Westchester Creek were contaminated by previous industrial uses. Each team provided a distinct comprehensive design for the region, envisioning a sustainable environment with appropriate infrastructural changes, community services, affordable living and healthy working conditions. Some of the teams examined the possible phasing of their ideas to assure minimum distruption to the lives of the current residents and potentials for funding.

Noted professionals, academic researchers and members of the community were invited during the midterm and final juries to evaluate the solutions proposed by the students. The final jury was held as a competition among all the student teams from the Manhattan and Old Westbury. Winning entries and the design research by the whole group was given to the community boards for their future use.

FACULTY

Robert Cody, Coordinator Beyhan Karahan, Coordinator DongSei Kim Manuel Garza Michael Nolan 238

02. CORE ARCH. STUDIOS

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Jaqueline Pileggi / Taylor Mavros / Jarred Mendez Professors Dong-Sei Kim, Robert Cody and Manuel Garza B.Arch Program Spring 2020 239

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Jaqueline Pileggi / Taylor Mavros / Jarred Mendez Professors Dong-Sei Kim, Robert Cody and Manuel Garza B.Arch Program Spring 2020 241

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Thomas Manetta / Peter Thompson / John Schaefer Professors Dong-Sei Kim, Robert Cody and Manuel Garza B.Arch Program Spring 2020 243

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Ariel Lorenzi Professors Beyhan Karahan and Micheal Nolan B. Arch Program Spring 2020 245

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Hajdi Sinani Professors Beyhan Karahan and Micheal Nolan B. Arch Program Spring 2020 247

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Eddy Voltaire Professors Beyhan Karahan and Micheal Nolan B. Arch Program Spring 2020 249

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THESIS STUDIOS The architectural thesis is the capstone course of the B.ARCH program at NYIT. It summarizes and demonstrates the competencies required for this first Professional Degree.

A thesis is a project with a proposition that contains a theory, “a supposition or speculation put forward to explain something”; “an exposition of general principles as distinct from practice or execution.” (Oxford English Dictionary) For architecture students the thesis year involves transforming theories and collected information into the design of cities, buildings and their components re-thinking their diverse environments —speculating through Architecture. This goes beyond just solving the problem of program and site, to the historical, social, cultural and ideological meanings of the topic. This will improve your ability as student, then as professional, in understanding, analyzing and representing the complexity of our contexts, to proactively, creatively and critically operate within the diverse field of Architecture.

The two semester Thesis studio requires independent work and responsibility on the part of the student. The professors for the studio are thesis advisors. Each section elaborates a specific approach to a main topic shared within the studio, as described in the studio outlines. Requirements for work throughout the semester are set by the individual section advisors. Beyond fulfilling the requirements for each section, it is the responsibility of each student to demonstrate the validity, competency and completeness of their project to the thesis faculty as a whole in order to successfully complete the studio. Therefore, each student will be responsible for the production of an individual book of research, which will document the theoretical approach of the thesis, and selectively collect the several investigations related to topic and site, with their broader references and potentials.

FACULTY

John DiDomenico Sergio Elizondo Bradley Engelsman Antonio Gabriele, Coordinator Pablo Lorenzo-Eiroa Giovanni Santamaria, Coordinator 250

In Design 7 students are expected to develop their projects through invention and research. The research component of the thesis year is an important demonstration of skills required for the professional degree, as specified by NAAB criteria: Design Thinking, Investigative Skills, Use of Precedent, Pre-Design, Research. Research should examine the history and theory of topics related to the thesis proposal: Humanistic Discourse, Space, Poetics, Program, Site, Structure and Construction, Sustainability. Conclusions of that research should be part of the final presentation. By the end of Design 7 a clear thesis statement, a thorough research and the presentation of a complete architectural project idea must be established, coherently demonstrated and included into the first stage of the individual research book.

In Design 8 students develop and complete the project to a resolution appropriate to the nature and scale of the thesis proposal, and represented / communicated through diverse and experimental analog and digital media. This is also included into the final individual thesis book of the research, concluded and submitted prior to the final review.

Each student must establish the goals of the thesis with her/his advisor. A successful project will achieve these goals. It will also demonstrate the student’s skills as critical thinker and responsible designer, and ideally, become the most sophisticated and substantial achievement of her/ his student work. This will be included into the final version of the thesis research book, and validated by a consistent design production (boards, models, etc.).

The main thesis topic across all the sections for the year 2019-20 is “FLUIDITY,” understood and open to be interpreted from the scale of the architecture component/s and of the building, to the one of the neighborhood and the urban area, and then to the whole city and its territory. Some of the sections of this academic year worked within the framework of the exhibition titled INFORMAL INTERSCALAR FLUIDITY in Palazzo Bembo (Venice-IT) as part of the 17th International Venice Architecture Biennial.

Giovanni Santamaria Thesis Coordinator, SoAD at NYIT

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Cao Chenfei Professor Sergio Elizondo B. Arch Program Spring 2020 251

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PROJECT 01

Selin Moral (top); Karen Guetat, Peggy Pena, Robert Kotelsky, Carlos Matute (bottom) Professor Giovanni Santamaria B. Arch Program Spring 2020 252

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Himesh Patel Professor Giovanni Santamaria B. Arch Program Spring 2020 253

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Carlos Matute Professor Giovanni Santamaria B. Arch Program Spring 2020 255

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PROJECT 03

Annah Ahn, Selin Moral Professor Giovanni Santamaria B. Arch Program Spring 2020 256

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Selin Moral Professor Giovanni Santamaria B. Arch Program Spring 2020 257

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Selin Moral Professor Giovanni Santamaria B. Arch Program Spring 2020 259

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Selin Moral Professor Giovanni Santamaria B. Arch Program Spring 2020 261

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Himesh Patel Professor Giovanni Santamaria B. Arch Program Spring 2020 263

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Paolo Mendoza Professor Giovanni Santamaria B. Arch Program Spring 2020 265

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Jason Bottiglieri Professor Brad Englesman B. Arch Program Spring 2020 267

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Micheal Carrotta Professor Brad Englesman B. Arch Program Spring 2020 269

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Omooba Simon Professor Brad Englesman B. Arch Program Spring 2020 271

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PROJECT 09

Alex Panichella, Benjamin Sather, Brianna Lopez Professor Pablo Lorenzo-Eiroa B.Arch Program Spring 2020 272

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Benjamin Sather Professor Pablo Lorenzo-Eiroa B.Arch Program Spring 2020 273

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Benjamin Sather Professor Pablo Lorenzo-Eiroa B.Arch Program Spring 2020 275

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Brianna Lopez Professor Pablo Lorenzo-Eiroa B.Arch Program Spring 2020 277

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Alex Pannichella Professor Pablo Lorenzo-Eiroa B. Arch Program Spring 2020 279

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Jairo Agular (left); Harold Ramirez (right) Professor Sergio Elizondo B. Arch Program Spring 2020 280

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Devorah Schwartz (left); Robert Nafie (right) Professor Sergio Elizondo B. Arch Program Spring 2020 281

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Jimi Adeseun Professor Sergio Elizondo B. Arch Program Spring 2020 283

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Cao Chenfei Professor Sergio Elizondo B. Arch Program Spring 2020 285

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Cao Chenfei Professor Sergio Elizondo B. Arch Program Spring 2020 287

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Jairo Aguilar Professor Sergio Elizondo B. Arch Program Spring 2020 289

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Mathew Garcia Professor John Di Domenico B. Arch Program Spring 2020

291

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Luke Son Professor John Di Domenico B.Arch Program Spring 2020

293

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02. CORE ARCH. STUDIOS

DESIGN STUDIO VII-VIII

Yusuf Urlu Professor John Di Domenico B. Arch Program Spring 2020 295

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TECHNOLOGY The methodology for the technology sequence places an emphasis on how parameters of climate, construction, systems, and material define the making of a piece of architecture, both in form and in detail. We are interested in how these parameters control and define both the broad decisions and the specific details behind implementation and expression of a construction system in a building.

Environmental Systems I+II introduce students to the basic provisions of comfort, health, safety, and their role in creating architecture. The course sequence will develop a basic understanding of how to achieve and maintain these provisions through a combination of passive and active systems, and how to integrate them into the architectural design. The broad topics of Sun, Air, and Water create the framework for the more specific quantifiable investigations of how these systems perform.

The goal of the sequence is to teach a methodology for dealing with the variety of constructive situations architects face. This method will present a way of designing and detailing simultaneously, which means the characteristics of the various construction types will reference a larger strategy of organization, an organization that operates at every scale of the building and the site.

These courses are to be understood as parallel and integrated with the studio experience, and the projects in the studio sequence are used in the technology sequence. The expectations are that issues of sustainability and construction manifest themselves within the studio projects, and that issues of form and space manifest themselves in the technology courses.

Building Construction I + II introduce students to construction systems and materials, and their interrelationship with the environment, with the goal of introducing a more holistic conception of architecture.

The making of architecture is defined by parameters from the climate, the site, and the efficiency and logic of the systems used. Construction and material can reciprocally inform a design concept and enrich its ultimate potential.

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Brian Panama Professor Pablo Lorenzo-Eiroa B.Arch + B.S.A.T. Program Fall 2019

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03. TECHNOLOGY BUILDING CONST. I

BUILDING CONSTRUCTION I Building Construction I introduces students to architecture from a technological point of view. An architecture of technology will become active through building construction systems based on materials.

Through the curation of the courses, issues of efficiency, environmental footprint and a wide range of interrelationships with the environment will become a common means to approach architecture, with the goal of introducing students to a more holistic conception of architecture and sustainability. Building Construction I will study material-based building construction systems based on wood and masonry.

The architecture project’s organization, its structure and materiality are not to be applied to an abstract formal idea, but they are thought as inherent to the syntactical form of the development of the project. The logic of the various construction types will reference design strategies for architecture organizations and linguistic expressions.

FACULTY

Pablo Lorenzo-Eiroa Wojceich Oktaweic Tobias Holler, Coordinator Mathew Ford Niel Rosen + Nick Defelice, Structures- Coordinator Mathew Ford James Wiesenfeld Ivan Markov

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These studies are taken also in parallel to understand the material tectonics of large scale digitally fabricated physical models such as laser cut models and 3d printed models which as material based construction systems are understood as means to activate the logic of the design from the linguistic syntactical possibilities of the construction system.

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03. TECHNOLOGY BUILDING CONST. I

Yashvi Mistry + Manuel Feurtes + Erika Zhinin, Kagi Okawa + Jose Rivera + Valerie Smith, David Shacalo Professor Pablo Lorenzo -Eiroa B.Arch + B.S.A.T. Program Fall 2019 299

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03. TECHNOLOGY BUILDING CONST. ll

BUILDING CONSTRUCTION II Building Construction II will study material-based building construction systems based on steel, glass and concrete. Continuing with the construction sequence and its fundamental concepts and technical methodologies laid out in Building Construction I, students are asked to consider their Design II studio projects through a material tectonic and a building construction system.

By understanding first the logic of a specific material, its industry proportions and properties, its possibilities, characteristics and performance, students will start addressing the material based construction systems, its components, assembly, interrelationships and overall systemic logic and design possibilities.

Examples of these explorations include large scale digitally fabricated physical models, revealing and aiming to explore the possibilities of the construction system, but also exploring limits in the ranges, for instance applying conventional solutions first, but then systematizing its understanding more efficiently and in relation to the structure of the building, exploring

FACULTY

Wojceich Oktaweic Pablo Lorenzo-Eiroa Tobias Holler, Coordinator Niel Rosen Robert Cody + Nick Defelice, Structures- Coordinator Mathew Ford James Wiesenfeld Ivan Markov

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alternative solutions to known conventions, exploring systematic variations of found architecture potential within the construction system. In addition to standard systems, students are also asked to develop a shell structure design to understand the potential capacity of reinforced concrete by optimizing its form through a structural computational simulation.

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03. TECHNOLOGY BUILDING CONST. ll

Joseph Okyere, Anderson Aguilar, Micheal Awad Professor Wojceich Oktaweic B.Arch + B.S.A.T. Program Spring 2020 301

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ENVIRONMENTAL SYSTEMS I Through a combination of theoretical seminars and practical design assignments, Environmental Systems 1 introduces students to both passive and active methods of designing sun, wind, and water systems within a building. Five sequential assignments, coordinated with the design studio, explore the inter-relationship between passive architectural design and active mechanical design. Students are asked to make climate responsive architectural developments to their studio project, coordinate and calculate their passive design responses, and subsequently size the active thermal controls and water/waste systems.

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Matthias Altwicker, Coordinator Tobias Holler, Coordinator + Nick Defelice, Structures- Coordinator Mathew Ford James Wiesenfeld Ivan Markov

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03. TECHNOLOGY

ENVIRONMENTAL SYSTEMS I

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03. TECHNOLOGY

ENVIRONMENTAL SYSTEMS I

Jaime Lopez-Lamar, Katelyn Trainor Professor Matthias Altwicker B.Arch + B.S.A.T. Program Fall 2019 303

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ENVIRONMENTAL SYSTEMS II This course focuses on natural and artificial lighting strategies as related to electrical systems within building design. Using similar methods to Environmental Systems 1, students first optimize natural lighting use through calculations and computer modeling prior to the artificial lighting design. In combination with efficient electrical design and optimized transportation systems and core layouts, these studies allow them to see their design studio project in a new way, augmenting the project symbiotically. They are then asked to see how much of the building energy can be offset with alternate energy sources, and how these can be integrated in to the design.​

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Matthias Altwicker, Coordinator Tobias Holler, Coordinator Niel Rosen + Nick Defelice, Structures- Coordinator Mathew Ford James Wiesenfeld Ivan Markov

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03. TECHNOLOGY

ENVIRONMENTAL SYSTEMS II

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03. TECHNOLOGY

ENVIRONMENTAL SYSTEMS II

Julian Orellana, Nicky Timpone, Nicholas Spano Professor Matthias Altwicker B.Arch + B.S.A.T. Program Spring 2020 305

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VISUALIZATION The Visualization sequence curriculum supports primarily the process of translating ideas into visual and representational formats that foster the transition from the mind-hand to the computer and vice-versa and to develop a critical approach to this generative process. It is designed to accompany and support the design studio sequence. It provides tools to enhance our awareness of the coordination of eye, mind, and hand, both to better understand how we see and to better document our ideas. The three visualization courses seek to position themselves within an academic and professional environment of constantly changing design tools, representational methods, and technologies. Through the careful introduction of appropriate tools and methodologies, these courses are meant to equip students with a digital and analog framework that supports fluidity in the process and reinforcement of the benefits and value of each through an exchange and overlap.

Visualization I is the introductory drawing course for Interior Design and Architecture Majors. It is the first in a series of courses that impart the concepts and skills of visual communication necessary to explore and practice these two related fields. The course aims at exposing the students to the understanding of architecture as a discipline and practice through a variety of input to support the students’ critical process of understanding architecture and its expanded field. Students learn how we can transfer ‘what we see’ and ‘what we think’ into different visualization formats, and more importantly, how we can record our thoughts and inform design processes through iterative explorations.

Visualization II introduces the use of CAD (ComputerAided Design) + CAM (Computer-Aided Manufacturing) technologies to support critical visual thinking. Much like skills introduced in Visualization I, the exercises offer not only new tools for visual communication and representation but also

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new methodologies for design and abstraction. The course provides new tools to enhance further the ability to explore and improve visual communication skills, as well as their generative approach to design and critical thinking.

Visualization III provides skills for more advanced computational tools and digital fabrication techniques and tectonics. More advanced platforms of investigation of computational technologies in design are offered to students as a format to get them exposed to the interchangeability between platforms and modes of operation. Students are exposed to the feedback loop between design and making, generative protocols, and coding. A discussion of the way in which emerging technologies are affecting contemporary practice and process act as a theoretical underpinning to all exercises.

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ITERATION 3- ISOMETRIC VIEW Michal Pinhasov

MICHAL PINHASOV| VISUALIZATOIN 02 | SPRING 2020 B.Arch + B.S.A.T. + I.D. Program

Spring 2020

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VISUALIZATION II

PART A

VISUALIZATION II Visualization II is designed to support the curriculum, methodologies, and projects developed in AAID 102- Design Fundamentals 2. Students apply the course’s digital knowledge and tools in their design studio projects to foster cross-integration of processes, skills, and critical thinking between the two courses. This course has been designed to include CAD (Computer-Aided Design) + CAM (Computer-Aided Manufacturing) technologies to support the design studio sequence.

Students are introduced to computer software and digital fabrication techniques, which allow them to support their 2D and 3D development of the work.

The course provides new tools to enhance further the ability to explore and improve visual communication skills, as well as generative approaches to design and critical thinking. As part of the new visualization curriculum sequence, the course builds upon the skills learned in the first part of the visualization course, while laying the ground for new tools and techniques.

The course aims to develop generative modeling abilities and explore strategies to imagine spatial and tectonic conditions digitally reinforced by analog processes. The investigations are nurtured by issues and tasks related to the application and use of computational tools and information technologies to foster experimentation, iterative processes, and generative design thinking.

Operations:

Boolean Difference Trim Split

Step 1

Step 2

Final Result

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John Bermudez, Coordinator Sergio Elizondo, Coordinator Michelle Cianfaglione Gregory Melitonov John Doria Nina Ilieva Marc Schaut Andreas Tjeldflaat Bradley Engelsman Alejandra Rojas

Nahomi Garcia B.Arch + B.S.A.T. + I.D. Program Spring 2020 308

Step 3

Step 4

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Jacqueline Ganan B.Arch + B.S.A.T. + I.D. Program Spring 2020 309

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Dylan Fung B.Arch + B.S.A.T. + I.D. Program Spring 2020 310

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Michael James B.Arch + B.S.A.T. + I.D. Program Spring 2020 311

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Hariklo Pango B.Arch + B.S.A.T. + I.D. Program Spring 2020 312

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Raimy Fernandez B.Arch + B.S.A.T. + I.D. Program Spring 2020 313

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Joseph DellaCamera B.Arch + B.S.A.T. + I.D. Program Spring 2020 314

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Nico Mendoza, Kaeleigh Ramnarine B.Arch + B.S.A.T. + I.D. Program Spring 2020 315

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Michal Pinhasov B.Arch + B.S.A.T. + I.D. Program Spring 2020

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Erika Lema B.Arch + B.S.A.T. + I.D. Program Spring 2020 318

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Portfolio

Portfolio

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Carmine Velez | AAID240 | SP2020

Portfolio

Carmine Velez | AAID240 | SP2020

Portfolio

Carmine Velez | AAID240 | SP2020

Form 1

Form 1

Form 1

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Portfolio

Portfolio

Form 1 Carmine Velez | AAID240 | SP2020

Form 1

Form 1

Form 1 Form 1

Form 1

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Form 2 Form 1

Form 1

Form 1

Form 1 Form 2 Form 1 Form 2

Form 2

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Form 1 Form 1

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Form Form 12

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Form 2 Form 2 Form 2

Form 1

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Carmine Velez B.Arch + B.S.A.T. + I.D. Program Spring 2020 319

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Kayla Anderson, Lenan Betancur B.Arch + B.S.A.T. + I.D. Program Spring 2020 320

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Okeeno Reid B.Arch + B.S.A.T. + I.D. Program Spring 2020 321

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VISUALIZATION III Visualization III is designed to develop the ability to model spatial, tectonic, and performative conditions digitally. The first part of the course is dedicated to support and expand students’ proficiency and skills with previous software used in Visualization 1 & 2. The course continues with the exploration of tools that aid in 2-dimensional and 3-dimensional representation and the means to translate from digital models to physical models.

Visualization III supports the core curriculum and addresses topics and issues that are concerned with the latest digital design and fabrication processes. The course offers instruction in digital modeling, rendering, presentation drawings, parametric design, and 2D and 3D fabrication platforms (3D printing, laser cutting, and CNC milling).

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Dustin White Georgina Lalli Greg Melitonov

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Marilyn B.Arch + B.S.A.T. Program Fall 2018 323

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Anthony Rosas B.Arch + B.S.A.T. Program Spring 2020 325

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Ariel Lorenzi B.Arch + B.S.A.T. Program Spring 2020 327

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VISUALIZATION III

TO BREAK AWAY FROM CURVES AND CONTOURING, AN ANGULAR PANEL WAS DESIGNED. THIS ALLOWS FOR CURVES AND CONTOURS TO BE SEEN IN ELEVATION AND IN SECTION; AND ANGULAR GEOMETRY IN PLAN.

BOUNDARY

Erick Ruivo B.Arch + B.S.A.T Program Spring 2020 328

2/3 LENGTH INDENTATION

CREATE TWO SURFACES

ELEVATE MEETING POINT

EXTRUDE SURFACE

MIRROR & FLIP

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David Bemus B.Arch + B.S.A.T. Program Spring 2020 329

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VISUALIZATION III

CUT PLANES FROM MIDPOINTS

EXTRACT PLANES

R-01

R-02

Francis R B.Arch + B.S.A.T Program Spring 2020 330

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Karla Cordero B.Arch + B.S.A.T. Program Spring 2020 331

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Nicholas Spano B.Arch + B.S.A.T Program Spring 2020 332

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Tiarnan Mathers B.Arch + B.S.A.T. Program Spring 2020 333

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Yuchen Li B.Arch + B.S.A.T Program Spring 2020 334

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Assignment Assignment 03 03 - Folding - Folding Yuchen Yuchen LiLi (Nina) (Nina)

Pa Pa rt rt s s

Fin Fin al al O O ut ut pu pu ts ts

Yuchen Li B.Arch + B.S.A.T. Program Spring 2020 335

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Anthony Landaverde B.Arch + B.S.A.T Program Spring 2020 336

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Anthony Landaverde B.Arch + B.S.A.T. Program Spring 2020 337

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ROBOTICS_S-LAB

The Atom Material Proposal

ROBOTICS_S-LAB

Material Conditions for Panels A B C & D

The objective of the course is to explore the potential of robotic technology to assemble lightweight structures with minimal scaffolding, through a collaborative work-flow between robots and builder with an integration of material properties and construction sequences. We aim to construct a series of small prototypes using a Kuka robotic arm and to join material elements that will form panels which will be assembled manually into a larger prototype.

Material Refe

Model Refere

Considering material properties will be key to delve into this research. Material properties and sizing will be studied and taken into account to design the tectonic system. Most important of all, the system will be designed by and through the technological and material constraints and limitations, seen as drivers for more efficient construction, and facilitating into new ways of thinking about design. Students will learn about robotic manufacturing, fabrication and assembly while being involved in building a large scale structure. Students will build design patterning of a single panel of the structure and will learn about the design tool developed for the course, in the form of a grasshopper simulation.

Model Referen With Holograp

Panel B1

This project would be categorized in three main parts each divided into smaller parts. The initial research phase will Panel A1 be cataloged in 4 parts: precedent, material, geometry and pattern. The second phase will be composed of fabrication and the third and final phase made up of prototyping.

Panel C Panel A3

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Dustin White Kiryaki Goti

Panel A4

Panel A2

Panel D1

Panel B2

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m

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The Atom

ROBOTICS_S-LAB

Selected Cluster

Parts and Fabrication Following Conditions Apply to A1 and A2

Because the Atom is made up of repeating pieces a group of them was selected for clarification

Panel A

Panel B

Panel C

P

Panel D

Panel A (1) Base Panels

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Panels A & C

(2) Vacuumed (3) Draped Formed Twisted Translucent Panel Panel

(4) Vacuumed Formed Smaller Panel

P

Panel B

P

Panel A

Panel C

Aimee Flanagan, Angeline Contreras, Carlos Matute, Joshua Bahnmiller B.Arch + B.S.A.T. Program Spring 2020 339

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Atom Placement

m iagram

Top View

Top View Top View Top View

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Top View

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The Atom Material Renderings

Cut View

Full View

Side View Cut

Full View

Side View Cut

The Atom Material Renderings Illuminated

Cut View

Aimee Flanagan, Angeline Contreras, Carlos Matute, Joshua Bahnmiller B.Arch + B.S.A.T. Program Spring 2020 341

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Aimee Flanagan, Angeline Contreras, Carlos Matute, Joshua Bahnmiller B.Arch + B.S.A.T. Program Spring 2020 343

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Aimee Flanagan, Angeline Contreras, Carlos Matute, Joshua Bahnmiller B.Arch + B.S.A.T. Program Spring 2020 345

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Aimee Flanagan, Angeline Contreras, Carlos Matute, Joshua Bahnmiller B.Arch + B.S.A.T. Program Spring 2020 347

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Aimee Flanagan, Angeline Contreras, Carlos Matute, Joshua Bahnmiller B.Arch + B.S.A.T. Program Spring 2020 349

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HISTORY and THEORY GLOBAL HISTORY OF ARCHITECTURE I, II Global History of Architecture I A survey of the global history of architecture from the Late Stone Age until the end of the Sixteenth Century. Students learn varied social and spatial patterns that characterize cultural growth, architectural histories, and urbanistic developments. The course examines major religions and belief systems and their physical and spatial embodiments.

Constructed monuments and settlements in diverse parts of the world are discussed concerning cultural, technological, economic, environmental, and social conditions. These are understood at local and regional scales, including a variety of indigenous and vernacular settings, and within an integrated global perspective.

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Nader Vossoughian Hyun-Tae Jung William Palmore Sean Khorsandi

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Global History of Architecture II A survey of the global history of architecture from the beginning of the Seventeenth Century through the early Twenty-First Century. Students learn varied patterns of cultural, intellectual, architectonic, and artistic trends. The course addresses the secular shift in western modernity and its impact on art, architecture, and construction methods in Europe, the Americas, Africa, Asia, and Oceania. Parallel and divergent histories and theories of architecture are framed from a global perspective.

This also includes a variety of indigenous, vernacular, local and regional settings in line with the rise of capitalism, nationalism, technological modernization, and cultural and political ideologies, as well as contemporary architectural and urban issues.

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Ruby Tirone, Irene Lactaoen B. Arch + B.S.A.T. Programs Spring 2020 351

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INTERIOR DESIGN The Interior Design Department at New York Institute of Technology is housed within the School of Architecture and Design. It is accredited by the Council for Interior Design Association (CIDA), the program aims to mentor students to make impactful contribution to the field of interior design and its related disciplines.

Their professionalism, excellence in design, and strong work ethics strategically place graduates from NYIT SoAD - Interior Design in a meaningful journey of exploration, intellectual growth, and dedication to making a healthier, inclusive, and welcoming built environment for all.

The program prepares students for a lifelong engagement of design excellence, entrepreneurship and dedication to a built environment that is sensitive to the cultural needs of all members of society. Our diverse student body and faculty contribute their experiences to raise awareness to the needs of the global community.

The curriculum is reflective of our pedagogical values. First-year students enrolled in the program are introduced to fundamentals of design through a series of rigorous analytical and experimental exercises. They explore spatial conditions, shapes, color, and light, blending design studios, visualization, history, theory, and liberal arts courses that provide a solid foundation to critical thinking and the representation of space.

Project complexity increases in second and third year as students foster design skills by means of experimentation. Working both in teams and individually, they engage in research, design, fabrication, and emerging technology skills that culminate with a thesis project in the fourth year of academic preparation.

Interior Design at SoAD pushes burgeoning creatives to envision original, new works addressing the challenges of today’s complex world. The program prides itself on having over fifty years of embedded methodologies and frameworks to offer our majors. As a center for new thought, it encourages the use of the imagination to operate both pragmatically—alongside advanced technology—and creatively.

In addition to completing 130 credits required for their BFA in Interior Design, students are exposed to several leadership opportunities that serve as platform to sharpen their professional skills. Student leaders contribute to the studio culture and design community by holding positions in the Interior Design Student Association, American Institute of Architecture Student (AIAS), NYIT SoAD Student Affairs Committee, NYIT Student Government and the National Organization of Minority Architects (NOMA).

The design skills and knowledge acquired in our program enable students to receive prestigious national recognitions such as the Angelo Donghia Foundation Scholarship and the Metropolis Future 100 awards.

Charles A. Matz Director, Interior Design Department, SoAD at NYIT (2019-20)

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The program explores advanced skills in managing the basics: specifications, program, visualizing and constructing 3D virtual models, selecting material strategies, developing lighting schemes— all the while developing profoundly personal design practices. The sensibility gained through innovative design challenges push the boundaries in resolving contemporary issues such as sustainability, the role of new materials, and social redress.

Our dedicated studio spaces and virtual forums are crucibles where new professional connections with prestigious organizations are formed. With an in-depth industry focus, the interior design program graduates benefit from hands-on, experiential learning through interactions with leaders, or by solving competition challenges in workshops, and by promoting active collaboration with industry partners.

Trudy Brens, M.Arch, AIA, NOMA Director, Interior Design Department, SoAD at NYIT (2020-21)

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Katrina Alvarez B.F.A.I.D. Program Professor Gertrudis Brens Spring 2020 353

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Katrina Alvarez B.F.A.I.D. Program Professor Gertrudis Brens Spring 2020 355

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Katrina Alvarez B.F.A.I.D. Program Professor Adegboyega Adefope Spring 2020 357

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Katrina Alvarez B.F.A.I.D. Program Professor Adegboyega Adefope Spring 2020 359

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Robert Torres B.F.A.I.D. Program Professor Silvia Dejoie Fall 2019 361

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Robert Torres B.F.A.I.D. Program Professor Silvia Dejoie Fall 2019 363

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The pink line represen The green line represe The purple line repres

The pink and purple tracking lines cover the whole body’s area.

The walksforward forwardand andjumps jumps from Thesubject subject walks upup from the while in inthe theair. air. theground, ground,doing doingaa spin spin while

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The pink line represents the hair in a ponytail.

The pink line represents the hair in a ponytail.

The green lineline represents The green represets thethe right right hand. hand.

The purple represents the right knee.knee.

The purple lineline represents the right

The pink and purple tracking

The purple tracking lines pink cover and the whole body’s area. lines cover the whole body’s area.

Thepink pink and and green tracking The green tracking lines lines cover the upper half of the body. cover the upper half of the body.

The andgeen green tracking lines Thepurple purple and tracking lines cover the lower thebody. body. cover the lower halfhalf ofofthe

s up from e air.

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07

M. ARCH

In an environment where related disciplines work together with common purpose, M. ARCH candidates develop fluency with evolving technologies for effective problem solving, experimentation, and communication. As the building professions increasingly focus on specialized processes, the role of architects in society will be to provide the critical skills to contribute to, and the perspective to lead interdisciplinary teams in realizing built projects. We believe that the future belongs to the innovators, collaborators, and leaders who are prepared to create innovative and sustainable architecture, successful communities and resilient cities.

There are two paths that lead to the M.ARCH be-ginning at the 600 level, Track 1 is for students who do not have a preprofessional degree in architecture and are new to architectural studies. Beginning at the 700 level, Track 2 is for students with a 4-year, pre-profession-al degree in Architecture. Both tracks share coursework at the 700 and 800 levels 600 level coursework is an accelerated introduction to the anatomy of architecture and focuses on the conceptual and technical skills upon which to build an architectural education. ARCH 601 starts with a model of architecture as a series of nested volumes. The innermost shell provides the configurations and materials to support human activity, while the outermost layer responds to the environment and controls the transmission of light, moisture, temperature, etc. as it relates to the climate, adjacent structures and topography.

Intermediate layers are investigated in subsequent studio as students assemble knowledge about technical and environmental systems.

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ARCH 602 begins with a deep analysis of canonical buildings, using structure as a model of both organization and material logic that underpin architectural language.

Structures are tested for their coherence as systems, and at model scale for their load bearing properties.

These systems are further tested against topological and topographic conditions, where the design process plays out as a series of negotiations between competing agendas.

700 level coursework further develops themes relating to architectural anatomy, with particular focus on building skins and systems of enclosure, with attention to architectural performance, and the integration of technology, with an expanded range of material and tectonic systems.

Studio ARCH 705 focuses on integrative design, developing projects of increasing complex anatomy.

800 level coursework is research based and is devoted to experimental, topical areas of focus in Environmental Urbanism, Digital Design + Fabrication and Advanced Architectural Technology. Ad-hoc research and design workshops, some international, allow us to engage contemporary issues with internationally renowned experts.

David Diamond M.Arch Director and Professor, SoAD at NYIT

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Adnan Quresh Professor David Diamond Adnan Quresh M. ARCH Program Professor David Diamond Fall 2019

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PROGRAM ANALYSIS

PUBLIC PRIVATE SEMI-PUBLIC EXHIBITION OPENSPACE JURY SPACE STUDIO GATHERING

CONCEPT DEVELOPMENT VISUAL CONNECTION

EXTRUSION ON THE SITE

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SCULPTED MASSING

DUPLICATE AND OVERLAP

OPEN SPACE AND VIEWS FROM PARK

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AM DISTRIBUTION OFFICES

MASTER’S STUDIO

PLOT SHOP LECTURE ROOM

STUDIO

OPEN READING AREA

JURY SPACE

DIGITAL MEDIA AREA

STUDIO STUDENT EXHIBITION

DIGITAL MEDIA AREA BOOK STORE

JURY SPACE

LECTURE ROOM OPEN READING AREA OPEN STUDIO STUDENT LOUNGE STUDENT EXHIBITION

FABRACATION LAB CAFETERIA ADMINISTRATION

LIBRARY SECONDARY ENTRANCE

CAFETERIA

MAIN ENTRANCE / LOBBY TOURING EXHIBITION STUDENT EXHIBITION

AUDITORIUM

ARCHIVE

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2ND FLOOR

NS SCALE : 1/16” - 1’ 0”

3RD FLOOR

GROUND FLOOR

BASEMENT

2ND FLOOR

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GLASS BRICK FORMATION

UNIT

ROOF

ROTATE VERTICALLY

REFERENCE

COLUMN LOAD-BEARING WALL CONCRETE FLOOR SLAB

Interlock U shape channel glass

U shape glass

TRANSPARENT GLASS

INSULATION

EXTERIOR CONCRETE WALL can be inserted into the cavity of a double-glazed channel glass wall to improve the wallʼs U-value to 0.19.

-Excellent thermal insulation for double-glazed channel glass walls -Lightweight -Evenly scatters and diffuses light, minimizes glare -Excellent sun shading effect

TRANSLUCENTGLASS BRICK *“Okapane” acrylic can be inserted into the cavity of a double-glazed channel glass wall to improve the wallʼs U-value to 0.28 or better -Excellent thermal insulation for double-glazed channel glass walls -Lightweight -Evenly scatters and diffuses light, minimizes glare -Excellent sun shading effect

FRONT ELEVATION

WALL SECTION

SCALE : 1/2” = 1’- 0”

SCALE : 1/2” = 1’- 0”

EXPLOADED ASSEMBLY AXONOMETRIC

GLASS BLOCK FIBERGLASS INSULATION MORTAR ALUMINUM FRAME INSULATION BOLT CAST-IN-PLACE ANCHOR

“L”SHAPE ANCHOR BOLT LOAD-BEARING WALL

STEEL “T” PROFILE

ALUMINUM FRAME

“T” STEEL PROFILE

LOAD-BEARING WALL

FLOOR SLAB

FLOOR SLAB

GLASS BRICK

PLAN SCALE : 1/2” = 1’- 0” RENDERING

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SITE

EXTRUDED ON THE SITE OPEN TOWARDS PARKS FROM THREE SIDES

BUFFER ZONE TO BLOCK UNDESIRABLE VIEW FROM BUSY STREET

PUBLIC SEMI-PRIVATE PRIVATE SERVICE

PUBLIC STAIRS E-GRESS STAIRS ELEVATORS HORIZONTAL CIRCULATION

PUBLIC SEMI-PRIVATE PRIVATE SERVICE

PUBLIC STAIRS E-GRESS STAIRS ELEVATORS HORIZONTAL CIRCULATION

PUBLIC SEMI-PRIVATE PRIVATE SERVICE

PUBLIC STAIRS E-GRESS STAIRS ELEVATORS HORIZONTAL CIRCULATION

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GRADIENT PROGRAMING WITHIN BUILDING

THE HEIGHT OF THE POOL BUILDING IS ADJUSTED TO GET SOUTHERN DAY LIGHT THROUGH GLAZING SERVICE BUILDING HAS OPERABLE WINDOWS

PUSH INSIDE TO CREATE OPEN SPACE IN FRONT OF THE ENTRY CREATES POCKET PARK FOR PUBLIC

N DOCUMENT [ PROJECT 02 ]

1 1/2” METAL ROOFING KEY MAP

EPDM ROOF MEMBRANE EPDM SEAM TAPE 1 5/8” PLYWOOD SHEET 3 1/2“ RIGID INSULATION

WOOD CEILING PANEL FINISH

WALL SECTION

TIMBER SHADING FIN 3’ x 10” LAMINATED GLULAM COLUMN WOOD CLADDING FINISH

4’ x 10 “LAMINATED GLULAM BEAM EXTERIOR CURTAIN WALL

FIXED WINDOW WOOD FLOOORING WOODEN RAILING

CURTAIN WALL DOOR CURTAIN WALL SYSTEM

CONCRETE LOAD-BEARING WALL CONCRETE BLEACHERS

TILING TO WET FLOOR

CONCRETE FOUNDATION WALL FOOTING

SCALE 3/16” = 1’- 0”

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METAL ROOFING

3 1/2” RIGID INSULATION FIXED WINDOW 6” x 4 1/2” WOODEN SHADING FIN 1 1/2” WOOD CLADDING

LINEAR LED STRIP LIGHTING LINEAR ALUMINUM PROFILE OPERABLE WINDOW

3’ x 10” LAMINATEDGLULAM COLUMN

U-CHANNEL STEEL PROFILE 8” LONG BOLT CONCRETE SLAB

OUTSIDE

INSIDE

ROLING DOOR WOOD FLOORING

MECHANICAL ROOM

GLULAM TIMBER

CONCRETE WALL SECTION SOUTH WEST ELEVATION RENDERING

PASSIVE & ACTIVE SYSTEM & DETAILS [ WINTER ]

PHOTOVOLTAIC SOLAR PANEL WINTER SUN ( NATURAL LIGHT THROUGH GLAZING )

LIGHT WELL

GREEN ROOF SYSTEM

SUN SHADING SYSTEM

LED LINEAR LIGHTING NATURAL VENTAILATION

NATURAL VENTAILATION

TRENCH

RAISED FLOOR SYSTEM

OPERABLE WINDOW

DIFFUSER

RETURN GRILL

SUPPLY DUCT

INFRASTRUCTURE WALL

DROP CEILING

FAN ROOM

THERMAL MASS

TRENCH DRAIN SYSTEM

COMPOSITE SECTION

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SOUTH EAST

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Key Plan

Secti

A

Key P

an

Elevation B

Key Plan

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North wall Section

South North View

West View

East View

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South wall

East View

South View

3D

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ENVELOPE AND SECTION

NATURAL VENTILATION THROUTH CURTAIN WALL

NORTH

SOUTH

NATURAL VENTILATION THROUTH CURTAIN WALL

NORTH

SOUTH

PHOTOVOLTAIC PANELS WITHIN THE DIAGRID STRUCTURE SUNSCREEN SUNSCREEN

PHOTOVOLTAIC PANELS WITHIN THE DIAGRID STRUCTURE THERMAL CONTROLSUBTERREAN PART OF THE BUILDING THERMAL CONTROLSUBTERREAN PART OF THE BUILDING

RADIANT FLOOR HEATING RADIANT FLOOR HEATING GREEN ROOF GREEN ROOF

ELEVATION SOUTH ELEVATION SOUTH ELEVATION SOUTH 0' 1'

0' 1'

4'

4'

8'

8'

16'

16'

SECOND FLOOR 14' - 0" SECOND FLOOR 14' - 0" FIRST FLOOR 2' - 0" FIRST FLOOR 2' - 0"

-1 FLOOR -10' - 0" -1 FLOOR -10' - 0" -2 FLOOR -20' - 0" -2 FLOOR -20' - 0"

ELEVATION N -S

0' 1'

4'

8'

0' 1'

4'

16'

8'

16'

ELEVATION WEST ELEVATION WEST 0' 1'

4'

8'

16'

ELEVATION WEST 0' 1'

4'

8'

16'

SECOND FLOOR 14' - 0" SECOND FLOOR 14' - 0" L+4 4' - 0" L+4 4' - 0" FIRST FLOOR 2' - FIRST 0" FLOOR 2' - 0" GROUND 0' - 0" GROUND 0' - 0" -1 FLOOR -10' - 0" -1 FLOOR -10' - 0"

-2 FLOOR -20' - 0" -2 FLOOR -20' - 0"

SECTION W-E SECTION SECTIONW-E W-E 0' 1'

4'

8' 0' 1'

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16' 4'

8'

16'

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ANTI-...’S ANATOMY

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TRIPPLE ETFE FILM

DOUBLE BATT INSULATION

EXTRUDED-ALUMINIUM FRAME TO OPENING FLAP THERMAL INSULATION, STEEL SECTION; COMPOSITE SHEET-METAL AND PLASTIC-SHEET GUTTER

BATT INSULATION

GALVANIZED VERTICAL MULLION

THERMAL INSULATED CURTAIN WALL DOUBLE SILVER LOW-E

GALVANIZED VERTICAL MULLION

PM 12

MER SUM

E EGRE 72 D

07. M. ARCH 12 PM WINTER 25 DEGREE

U VALUE: 2.5 W/m2k -THERMAL INSULATED CURTAIN WALL DOUBLE SILVER LOW-E -ROCKWOOL INSULATION -STEEL RAME

STRUCTURAL GLUE LAMINATED BEAM ELECTRICAL SERVICES ROUTED INTERNALLY THROUGH STRUCTURAL FRAME

ROOF DETAIL

GLUE LAMINATED CROSS BEAM

STEEL CONNECTOR

U VALUE= 1.96 w/m2K

U VALUE= 2.5 w/m2K

ROOF- CURTAIN WALL CONNECTION

METAL CAP FLASHING MEMBRANE BRACKET HORIZONTAL MULLION PERFORATED METAL EDGING PRE-VEGETATED MATS 3/4" - 3" XERO TERR GROWING MEDIUM WATER RETENTION FLEECE

STEEL COLUMNS

DRAINAGE MAT ROOT BARRIER WATERPROOFING MEMBRANE, TYP. STEEL ANCHOR CURTAIN WALL

GREEN ROOF DETAIL

METAL CAP FLASHING MEMBRANE BRACKET HORIZONTAL MULLION PERFORATED METAL EDGING

U VALUE= 1.96 w/m2K THIN FILM SOLAR CELL TRIPPLE ETFE FILM

PRE-VEGETATED MATS 3/4" - 3" XERO TERR GROWING MEDIUM WATER RETENTION FLEECE

STEEL COLUMNS

EXTRUDED-ALUMINIUM FRAME TO OPENING FLAP THERMAL INSULATION, STEEL SECTION; COMPOSITE SHEET-METAL AND PLASTIC-SHEET GUTTER

DRAINAGE MAT ROOT BARRIER WATERPROOFING MEMBRANE, TYP. STEEL ANCHOR CURTAIN WALL

1 GREEN ROOF DETAIL 3”=1’-0”

STRUCTURAL GLUE LAMINATED BEAM ELECTRICAL SERVICES ROUTED INTERNALLY THROUGH STRUCTURAL FRAME

2. ROOF DETAIL

-20’ MECHANICAL ROOMS WIRE

GLUE LAMINATED BEAM

GLUE LAMINATED CROSS BEAM

STEEL CONNECTOR DOUBLE BATT INSULATION

CERAMIC TILE

BATT INSULATION

GALVANIZED VERTICAL MULLION

THERMAL INSULATED CURTAIN WALL DOUBLE SILVER LOW-E

GALVANIZED VERTICAL MULLION

WIRE CLIP U VALUE: 2.5 W/m2k

WIRE

SUNSCREEN DETAIL

442

-THERMAL INSULATED CURTAIN WALL DOUBLE SILVER LOW-E -ROCKWOOL INSULATION -STEEL RAME

3. ROOF- CURTAIN WALL CONNECTION

The glued laminated timber roof with solar films on ETFE has a strong distinction from the rest of the urban environment. Its grid is set diagonally, in contrary to the building’s grid below, sunscreen on the south and west facade, and the water channels that belong to the SPA and the landscape.

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S.AURD Faculty: all 2019 – Spring 2020 effrey Raven ichael Schwarting eyhan Karahan eland Johnson ali Cantor ichael Esposito hanmuga Jayakumar mon Willet

MS.AURD Program Our contemporary cities exist in perpetual urgency: metropolitan territories demonstrate tremendous diversity and complexity in growth and decline. By 2050, 70 percent or so of the world will live in cities. What does it mean for us to live together?

The goal of the curriculum is to explore integrated, urban design and planning strategies for creating sustainable and resilient communities that can adapt and thrive in the changing global conditions, meet carbon-reduction goals, and sustain urban populations in more compact settings by providing amenities that people need and want. Students explore how these compact communities can mitigate climate change by reducing Greenhouse Gas emissions through spatial efficiencies, pedestrian access to public transportation and preservation of open space and habitat.

NYC districts are offered as a research platform to introduce the ideas, representations, and techniques of contemporary urban design and discourse through the lens of a resilient built environment. These districts are home to a diverse population of residents and workers. Students are asked to the hypothesis that re-configuring urban form according to climate-resilient principles will strengthen community adaptability to climate change, reduce energy consumption in the built environment and enhance the quality of the public realm. Students will develop user-friendly regional qualitative design guidelines backed by cost-benefit performance indicators at the urban design scale. Building massing, urban ventilation, solar impacts, green infrastructure and anthropogenic factors will shape the outcomes.

Outcomes in Energy, Transportation, Waste, Water, Green Infrastructure/Natural Systems, and other urban infrastructure systems will be evaluated by students for their technical, social and ecological consequences, including flood mitigation.

Faculty_ Fa19-Sp20 Jeffrey Raven Michael Schwarting Beyhan Karahan Leland Johnson 450

The exponential growth of cities globally in conjunction with expanding social and ecological challenges and the increasing impact of systemic applied technologies demands a renewed understanding of the expanded territory of intervention in close relationship to the multi-layered urban conditions. With the current set of crisis, we have the responsibility to open up to new paths that rely more on being aware of the codependency of systems to establish a more holistic vision of how we inhabit spaces, cities, and the whole planet. By investigating the micro to macro continuum, agencies can be explored to uncover latent and potential relationships to foster design scenarios that embrace interscalar processes to rethink the built environment. These inherently privilege transdisciplinary forms of inquiry and embrace the ability to work across scale, time, narratives, and agencies.

The MS.AURD is a program at the forefront of urban design research focused on issues of urbanization through the exploration of social, cultural, technological, and environmental domains. The program focuses on four main areas to project scenarios for future visions and urban innovation: interscalar forms of urbanization, climate resilience, urban technology, and socio-cultural aspects of cities. Students critically respond to pressing issues through interdisciplinary pedagogical platforms, collaborative projects, and direct engagement with stakeholders and communities.

Urban Design as a discipline is inherently multi-disciplinary, and the MS.AURD program is committed to providing advanced knowledge and applied design methods to reflect on the future of cities by reshaping the ecological, technological, and socio-cultural domains to explore critically to 21st-century challenges and opportunities.

Jeffrey Raven

Marcella Del Signore

Director of MS.AURD, SoAD at NYIT (2019-20)

Director of MS.AURD, SoAD at NYIT (2020-21)

Tali Cantor Michael Esposito Shanmuga Jayakumar Simon Willet

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Karan Ambardekar, Revathi Selvaraj MS.AURD Program Spring 2020

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TRAVEL & EXCHANGE PROGRAMS & WORKSHOPS During the academic year 2019-2020, several summer studio abroad programs, to Venice and Rome, and Japan, were planned for summer 2020, but as a consequence of Covid-19, these programs were unfortunately cancelled. Earlier during the academic year, the SoAD was fortunate to run various travel programs, including the MS.AURD trip to Shenzhen and Shanghai in China, B.Arch Thesis studios trips to Denmark, Sweeden and Finland, The Netherlands, and Brazil, and a design-build outreach project in Puerto Rico for post-hurricane Maria recovery efforts.

Associate Professor Jeffrey Raven and Adjunct Assistant Professor Andrew Hines travelled with MS.AURD students in the senior cohort to Shenzhen and Shanghai, as part of their capstone final studio. The studio participated in a competition for an Eco-city in the eastern coast of Shenzhen, and the activities included site visits, tours of Shenzhen’s urbanization and important recent buildings, and a joint studio review with Professor Guo Xin at Shenzhen University. Faculty and students later travelled to Shanghai for touring and a presentation and exchange at the College of Architecture and Urban Planning at Tongji University.

Associate Professor Robert Cody’s Thesis Studio travelled to Finland, Sweden and Denmark, visiting a series of cities and towns in Finland, including Helsinki, Jyväskylä, Säynätsalo and Turku, Copenhagen, and concluding the tour in Stockholm. Activities included a non-stop series of visits to important buildings ranging from neo-classical to the important era of Scandinavian modernism, by Alvar Aalto, Gunnar Asplund, Eliel Saarinen, Jørn Utzon, among others. Embedded into the studio was a workshop on three approaches to architectural design, involving phenomenological content, technical content, and the study of site relationships of a set of projects.

Associate Professor Giovanni Santamaria’s Thesis Studio traveled to Rio de Janeiro for a workshop and site visits. As part of an International

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Exchange Agreement between the Scuola di Architettura e Societa’ of Politecnico di Milano and NYIT-SoAD, the workshop brought together students, faculty, experts, local communities and public administrators to analyze, discuss and formulate coordinated design proposals for sites in Rio de Janeiro. Tours of Rio and the selected sites involved research on Botanical Urbanism, at the intersections of nature and culture, ecology and infrastructure, and post-industrial landscapes and processes of urban metabolic change An interdisciplinary course, titled ‘Resiliency and Social Impact’, led by Associate Professor Farzana Gandhi (SoAD) and Professor Jaime Martinez (CAS), offered NYIT students the opportunity to help with post-hurricane Maria recovery efforts in Puerto Rico. Students from various disciplines and faculty travelled to Puerto Rico for 10 days at the start of in early 2020, to construct a “Storm Station” in a community garden maintained

by CAUCE (El Centro de Acción Urbana, Comunitaria y Empresarial de Río Piedras). Students learned firsthand the challenges that continue to be faced due to unreliable infrastructures. Storm Station, designed by Professor Gandhi, is a community empowerment project meeting basic energy, water, medical, and sanitation needs immediately post-disaster, but also offering a public social space for education, mobile phone charging, and drinking water in the everyday scenario.

In October 2019, Guest Professor Borja Ferreter, from the International University of Catalonia (UIC), had led a ten-day visiting workshop in the Master of Architecture program, supported by Professor David Diamond and Associate Professor Giovanni Santamaria. The workshop, titled, Revisioning Red Hook, focused on a post-industrial coastal area of Red Hook in south Brooklyn, and addressed a series of issues ranging from the adaptive reuse of derelict industrial buildings, the revitalization of the Red Hook area, and the mitigation of the urban impact of rising seas, flooding and storm surges.

Professor Tom Verebes Associate Dean for Academic Affairs Chair, Lectures and Events Committee

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MS.AURD in SHENZHEN and SHANGHAI, CHINA FACULTY Jeffrey Raven, MS.AURD Director Andrew Heid

STUDENTS Poornima Kannan Elangopandian Yuval Eynath Rosario Foinquinos Smriti Jaiswal Surabhi Kale Maria Morales Mohammed Naqeeb Ishan Shah

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ICSS 300 / IDSP 310: RESILIENCY + SOCIAL IMPACT STORM STATION, PUERTO RICO FACULTY Farzana Gandhi (SoAD) Jaime Martinez (CAS)

STUDENTS Heidi Abrahamsen Oluwafolajimi Adeseun Elis Cucka Hunter Engrassia Paula Gomes Nataliya Hrytsiv Swetha Jayraj Sarah Johnson Angelica Malave Yadwinder Singh Matharoo Conor Mathers Nicole Menendez Paolo Mendoza Nitinbhai Meruliya Louis Santos Isabel Tabet Katelyn Trainor Yusuf Urlu Sedona Young

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B.ARCH THESIS STUDIO TRAVEL: DENMARK, FINLAND, and SWEDEN FACULTY Robert Cody STUDENTS Matthew Acer Donald Graham Golda Hoorizadeh Siobhan O’Gorman Jacqueline Ras Candy Salinas Steven Sculco Kazi Tabassum

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B.ARCH THESIS STUDIO TRAVEL: THE NETHERLANDS FACULTY Antionio Gabriele STUDENTS Emily Black Federico Ciccarelli Jessie Gomes Patrick Kniskern Jonathan Dils Jonathan Kenelly Merav Ben-Josef Andy Ceron Enrick Bartholemy Samantha Arena

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B.ARCH THESIS STUDIO TRAVEL: RIO DE JANEIRO, BRAZIL M.A.RIO Workshop 2019 November 24 – December 2, 2019 PUC RIO + Politecnico Di Milano + New York Institute Of Technology In collaboration with “Laboratorio Misure e Scale” of Politecnico di Milano FACULTY Giovanni Santamaria STUDENTS Hannah Ahn Paolo Mendoza Selin Moral Himesh Patel

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WORKSHOP: REVISIONING REDHOOK FACULTY Visiting Guest Professor Borja Ferreter, Founding Principal of OAB Architects, Barcelona NYIT Professor Giovanni Santamaria and David Diamond STUDENTS Jay Patel Aleksandra Zatorska Sohui Noh Aditi Pancholi Gyeongok Noh Yuti Kothari Kaung Khant Younghoon Jeong Albert Monsanto Japheth Aleyakpo Matthew Garcia Carlos Matute Karen Guetat Himesh Patel Peggy Pena Harold Ramirez

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LECTURES & EXHIBITIONS In 2019-2020, the School of Architecture and Design’s public program of lectures and events focused on a broad variety of critical issues and debates related to media, methods and making in architecture, interior design and urbanism.

Prior to the Covid-19 lockdown, we hosted a series of inperson public lectures, roundtable panel discussions, book launches, and exhibitions featuring the work of SoAD faculty and students.

In September 2019, we kicked off our Fall Lecture Series with Billie Tsien’s lecture, Quieting the Noise, as the 2019-2020 Friends of the School of Architecture and Design Lecture, surveying the thoughtful and crafted work of her practice, Tod Williams and Billie Tsien Architects. As a Book Launch for Urban Machines: Public Space in a Digital Culture, coedited by SoAD Associate Professor Marcella Del Signore and her co-editor, Gernot Riether, the SoAD hosted a panel discussion with guests Lance Jay Brown and Brian McGrath, and moderated by SoAD Professor Tom Verebes.

This event focused on the role of information technology as a catalytic tool for expanding, augmenting and altering public and social interactions in public urban space. Borja Ferrater’s lecture, Between Materiality, Landscape and Light: Geometry, featured a series of diverse and globally distributed projects, by his office, Office of Architecture in Barcelona OAB. In a book launch for Buildings and Almost Buildings, Mimi Hoang’s lecture featured 28 built and unbuilt projects, across themes of ambiguity and incompleteness, and an understanding of architecture as armature. David Eugin Moon’s lecture highlighted the influence of the educational and cultural backgrounds of the partners in his practice, on the body of work of their office, NHDM. In the final lecture of the Fall semester, Jay Valgora presented projects by his office, Studio V Architecture, focusing on the transformation of post-industrial environments and abandoned industrial structures.

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Spring Semester’s lecture series kicked off with Marc Fornes’ lecture, hosted at the Seversky Mansion on the Old Westbury campus, and focusing on THEVERYMANY’s pioneering work on polychromatic thin-shell pavilion structures. In his lecture, Foldable Structures and Materials, Joseph Choma explicated the mathematical and structural concepts and methods in his research and teaching. Prior to the transitioning of all activities in the SoAD to remote online modes as a result of the Covid-19 lockdown in March 2020, our final in-person lecturer in Spring 2020 was Rachel Armstrong, whose lecture presciently demonstrated how the invisible realm of a microbial lens of architecture can be the basis of an understanding of a metabolic architecture.

The first exhibition of the 2019-2020 academic year to have been mounted in the Education Hall Gallery was Automation in Design, curated by Pavlina Vardouli and Dustin White, which showcased students’ models and drawings from their co-taught course in Spring 2019, which was structured as a series of workshops exploring the potentials of automating design and production technologies. Charles Matz’ exhibition, Interior Futures, showcased his book of the same title, co-edited with Graeme Brooker, Harriet Harriss & Kevin Walker, as a survey of the frontiers of interior design, conceiving interiority as a temporal condition and the future as a destination. In Spring 2020, Professor Jon Michael Schwarting exhibited the archive of original large format hand drawings published in his important book, Rome: Urban Formation and Transformation. Prior to the Covid-19 lockdown, the final in-person exhibition in the Gallery was Four Short Stories About Hong Kong, by Professor Tom Verebes’ office, OCEAN CN, featuring photogrammetry models, photographic stills, and video, captured with drones in Hong Kong.

During the early weeks of the Covid-19 crisis, Dean Perbellini launched the Dean’s Discussion Series: Future Voices, organized and conceived together with Professor Tom Verebes, as a sequence of four online discussions between NYIT SoAD faculty and students. These impromptu events aimed to engage with the community of SoAD students on topics of immediate concern during the COVID-19 crisis, as well as to speculate upon the longer-term consequences of the pandemic upon disciplinary issues and professional practice.

Tom Verebes Associate Dean for Academic Affairs, Professor Lectures and Events Committee Chair

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1,2 Lecture: Between Materiality- landscape, light and geometry, by Architect Borja Ferrator, Auditorium On Broadway.

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3. Lecture: Buildings and Almost Buildings, by Architect and Adjunct Professor at Columbia University GSAPP Mimi Hoang, Auditorium On Broadway.

4. Lecture : Latest Work, by Architect and Adjunct Professor at Columbia University GSAPP David Moon, Auditorium On Broadway.

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4. Exhibition and Book Launch : Interior Furtures, by Associate Professor Charles Matz, Education Hall, Center Gallery

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CONVERSATIONS NYIT SoAD ALUMNI

Paolo Mendoza

Degree Earned: Bachelor of Architecture, NYIT SoAD Year Graduated: 2020 Current Position: MSc International Planning (Urban Design Specialism), UCL The Bartlett School of Planning Q: Why did you choose to study architecture?

A: I grew up in a household of creatives. A couple of years ago, I was flipping through my grandfather’s architectural magazine and came upon a full-page photo that sent a chill through my body. The article in which the image belongs is by UN-Habitat and is about the global housing crisis the world is experiencing.

The photo had such an impact on me because it was not a photo of the past but a photo of what is happening in the present. I have been curious about housing and cities since that day. Armed with this bit of curiosity and philosophy, I know that I wanted to specialise in urban planning and design. Since there are no undergraduate planning school in the Philippines, I opted to take architecture. Studying architecture has provided me with a great foundation in critical thinking, designing, and planning different building types with varying scopes that individually affects a more extensive community.

Q: What ways studying architecture at NYIT has aided your development as a student?

A: New York Tech’s architecture program’s emphasis on creative risk-taking and collaboration have prepared me for managing responsibilities in the people-driven planning and design industry.

New York Tech also provides courses and lectures that facilitates healthy discourse on critical debates within the architecture profession that developed my philosophy as an architectural designer. Student organizations like the American Institute of Architecture Students (AIAS) also aided in my development as a student at New York Tech. The AIAS was able to expand my network outside the school’s boundaries and have allowed me to visit different cities in the country.

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Q: How did your education within the SoAD inform your professional/educational path after graduating?

A: At New York Tech SoAD, I explored multiple facets of architecture and its role in cities around the world. At New York Tech, I’ve expanded my curiosity in the role of architecture in society. I was able to join a social impact and resiliency course in my final year and had the opportunity to work in the field. It is a fulfilling experience to design and build something and see it first-hand being used by the community. Armed with this experience and knowledge from my architecture education at New York Tech SoAD, I transitioned to an advanced degree in International Planning with urban design specialism at the Bartlett School of Planning at UCL, where I continue to explore the potentials of architecture and planning in the society.

Q: What advice would you like to pass down to prospective/new students entering the SoAD, especially now in this time of change and challenges where we have to rethink core values in the educational system?

A: We live in challenging environmental, economic, political, and social times, which means that New York Tech SoAD’s commitment to inclusion and to cultivating a diversity of people, ideas, and perspective is paramount to uphold. The school gives you the chance to be in a vibrant community of critical thinkers and leaders in the architecture profession.

Challenge yourself and use your time at New York Tech in exploring subjects that you are curious about. Reach out to professors, students, and alumni and get involved in the discussions happening around you.

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Selin Moral

Degree Earned: Bachelor of Architecture, NYIT SoAD Year Graduated: 2020 Current Position: Junior Designer Q: Why did you choose to study architecture?

A: Being in a design-oriented career pushed me in many directions when it came down to choose what to do with my career. Initially, I wanted to work in the film industry or fashion and I personally think it is not necessarily a healthy idea to make that kind of decision in early adulthood or in some cases, during teenage years. A degree in Architecture offers stability and flexibility while satisfying the desire to simply create things. My personal relationship with architecture took time to evolve and understand. Architecture offers me the opportunity to study spaces, from technicality and practicality to a conceptualized idea of it. Since we only perceive the world through our senses, the study of spaces will never be rendered irrelevant.

Q: What ways studying architecture at NYIT has aided your development as a student?

A: NYIT SoAD offers a solid foundation for students as well as faculties to perform and get creative with teaching and collaborative efforts. There’s a good variety of interesting courses for those who want to develop specific skills and taking advantage of these helped me to stay engaged while trying to figure out different ways to tackle design challenges using new technologies. The current studio format offers a good amount of creativity balanced with preparation for future professional work. The fabrication lab also had a large variety of tech that also helped me a lot in developing my crafting and modeling skills.

Q: How did your education within the SoAD inform your professional/educational path after graduating?

A: During my time at NYIT, the SoAD curriculum has been focusing on providing their students with practical design challenges. Theoretical studies are reserved for the beginning design courses and the very late design-related thesis course. In retrospect, I received a good understanding of what to explore in the study of architecture while still building a solid set of skills to perform at the professional level.

Q: What advice would you like to pass down to prospective/new students entering the SoAD, especially now in this time of change and challenges where we have to rethink core values in the educational system?

A: Graduating during the beginning of the pandemic as well as having the opportunity to work on some COVID-19 testing sites in the city afterward really taught me the importance of adaptability and forward-thinking. As the societal effects of the pandemic seemingly disappear we will be left with changes in how public spaces are perceived.

During your time at architecture school, always try to have a good gauge of what is happening in the world around you.

Take any opportunity to travel. Be confident in yourself but always question your work and see if you are challenging yourself enough. Being exposed to so many challenging projects also allowed me to become more versatile while designing, always be a critical thinker and learn how work in teams.

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Devora Schwartz

Degree Earned: Bachelor of Architecture, NYIT SoAD Year Graduated: 2019 Current Position: Project Architect and Architectural Designer Q: Why did you choose to study architecture?

A: Growing up, I have always been creative and hands on.

Growing up in New York City, I was surrounded by and drawn to a rich and deep built environment. While being a creative in New York City can mean many things, for me, it was an attraction to the urban environment with a vision of making my mark on that iconic skyline. While I still have a long way to go, the reason for my fascination with architecture is simply, it is a creative field which still incorporates problem solving and critical thinking. It is an art but an art that requires deep understanding, coordination, and so much more Q: What ways studying architecture at NYIT has aided your development as a student?

A: Before starting at NYIT SoAD, I knew architecture was my passion but not what it would entail. Not only did it teach me what architecture means, NYIT taught me about the different depths of my chosen profession, how to practice it, but, most importantly, taught me about myself. I learned what kind of architecture I wanted to practice, what type of architect I want to be, how to fine tune my craft and what kind of human I wanted to be as well. The curriculum had a large part in this but the diverse student body and faculty opened my world to so many different perspectives. Everyone had different perspectives to expose me to, different thought processes to appreciate and different skills from which I learned the most. This is why I developed to the person I am today.

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Q: How did your education within the SoAD inform your professional/educational path after graduating?

A: After graduating, I was blessed to move into a full time position at my firm while the world went into chaos for the COVID-19 pandemic and lock down. It was a seamless transition – transferring the skills I honed and the knowledge I gained from my studies at SoAD to the real world. The critical thinking, problem solving, attention to detail, graphic/ drawing skills I worked on for 5 years became my key to the real world problems Q: What advice would you like to pass down to prospective/new students entering the SoAD, especially now in this time of change and challenges where we have to rethink core values in the educational system?

A: There are two bits of advice I would like to pass down.

The first one is to take advantage of everything NYIT offers.

Listen and absorb everything you can. And do not be afraid to ask questions. NYIT also offers amazing lectures and workshops which are more free and flexible then design studio. Use those to learn and have fun exploring yourself as a designer. The second part of advice is for this time in particular. The world is in a crazy place right now and no one knows when this will truly be over. Use this time to learn from yourself- and work on yourself. Learn to be resilient.

Learn to be flexible. This will make you a strong designer and an even stronger human.

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Jimi Adeseun

Degree Earned: Bachelor of Architecture, NYIT SoAD Year Graduated: 2019 Current Position: Junior Architect at KPF Q: Why did you choose to study architecture?

A: I’ve always wanted to create. As a child I used to make entire comic books and write stories - my parents thought I might be the next great Nigerian writer - but I’m also very material focused, so Architecture was an opportunity to study the art and science of creating at its peak.

Q: What ways studying architecture at NYIT has aided your development as a student?

A: Architecture at NYIT has a real-world focus. That, alongside being in New York (within which a lot of the project sites were located), gave me the opportunity to form a critical lens around the way I design - with a human-centered approach.

Q: . How did your education within the SoAD inform your professional/educational path after graduating?

A: Very directly. I met a director at KPF on two of my final reviews, and he seemed to share the values I had cultivated towards design. We were reconnected by a former professor of mine (with whom I had worked on a research project for disaster relief in Puerto Rico), after which I was offered a position as a Junior Designer.

Q: What advice would you like to pass down to prospective/new students entering the SoAD, especially now in this time of change and challenges where we have to rethink core values in the educational system?

A: Take ownership of your time at NYIT. One of the biggest, but most common mistakes people make is doing work “that their professors want them to do.” Find what you are interested in and cultivate a voice for yourself, with the help of your professors. Don’t be afraid to stray away from the crowd - it’s where all the best ideas are.

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EDITORIAL NOTE ‘ATMOSPHERE,’ Issue 04 showcases the pedagogy of our school through the eyes of our students, in the form of collected studio, visualization, research and collaborative projects, collected from the year 2019-20. These projects represent each of our degree programs: B.S.A.T., B.ARCH., B.F.A.I.D., M.ARCH, MS.AURD. Our school is dedicated to shepherding continuing innovation in architecture and design through its curricula and specialized course formats, such as service learning, travel abroad, sLAB, international workshops, exhibitions and lecture series.

The SoAD educates skilled professionals, talented designers, nimble innovators and critical thinkers that are both adaptable to and the authors of positive change, operating within local and global contexts.

While Atmosphere is retrospective, in the sense that it features work already accomplished, it also represents an on going transforming process, as NYIT renews its emphasis on Technology to improve human environments.

The student projects illustrated here provide a window into the rich, diverse and creative Atmosphere at the NYIT School of Architecture Design and its community.

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The Editorial Team

ATMOSPHERE

VOLUME 04 I 2020-21

CONTRIBUTIONS NYIT ATMOSPHERE EDITORIAL STAFF EDITORS: Marcella Del Signore Sergio Elizondo Marc Schaut Tom Verebes Giovanni Santamaria Nourhan Elhanafi Kagi Okawa-O’Connell Sohee Noh Shirel Sinn Kelsey Galarza Shreya Anil Shahane ART DIRECTORS: Marcella Del Signore Sergio Elizondo FACULTY COORDINATORS: Marcella Del Signore Giovanni Santamaria ADVISOR: Anthony Caradonna SPECIAL THANKS TO: Maria R. Perbellini Anthony Caradonna David Diamond Tom Verebes Trudy Brens Jeffery Raven Charles Matz

We thank all faculty & students who contributed to make this issue possible.

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