P ORTFO LIO REBECCA TWOMBLY
rebecca twombly EDUCATION 2021
Master of Architecture, University of Kansas Lawrence, KS GPA 3.79
Fall 2019
CONTACT rebeccatwombly1@gmail.com 636-226-7243 issuu.com/rebeccatwombly
May - Aug 2019
2015 - 2019
sustainability sports + entertainment
SketchUp Layout Revit
CAD Intern, Duke Manufacturing Co.
-Utilize AutoCAD in a 3D environment -Draft drawings of commercial foodservice equipment -Revise drawings based on customer feedback -Communicate with CAD team and project managers
Ride Operations Lead, Six Flags St. Louis -Supervise ride operation crew
-Train and coach team members -Operate rides in a safe and efficient manner -Maintain a clean work environment -Greet and assist guests with questions and concerns -Communicate with supervisors and team members
K-12 education
PROFICIENCIES
Sydney, Australia
EXPERIENCE
linkedin.com/in/rebeccatwombly
DESIGN INTERESTS
University of New South Wales
AWARDS & ACTIVITIES 2016-present 2016-present
University Honors Program KU Chancellor Scholarship
Lumion Photoshop Indesign Illustrator AutoCAD Bluebeam Revu Microsoft Office Rhino Grasshopper Microsoft Teams Miro
SKILLS creative detail-oriented organized excellent written & oral communicator collaborative active listener proactive leader problem solver dependable adaptable
contents 1
CROSSROADS ELEMENTARY S
17
URBAN STATION
27
SMART BUILDING RESEA
SCHOOL
ARCH
01
CROSSROADS ELEMENTARY S C H O O L a place to learn and grow
This elementary school lies in the heart of the Crossroads District of Kansas City. This lively arts-centered area of downtown prides itself in its creativity and was in need of a learning community to carry on the traditions of the area. This school satisfies the need for an interactive, hands-on learning environment that serves the neighborhood with opportunities for several indoor and outdoor community spaces while still respecting the context of the area.
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CROSSROADS ELEMENTARY
kansas city Before the design process began, my professor took us to the Crossroads District to explore the site and analyze the themes of the area.
dark red bricks, glass, limestone
noise pollution traffic public bus stop construction train
urban wall
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local art
site: existing surface parking lot
N 4
CROSSROADS ELEMENTARY
main hallway connection to other classroom pods + courtyard
reading nooks comfortable seating quiet place for students to discover knowledge on their own
group work zones individual desks on wheels flexibility for small group project work
presentation areas room for seating on floor + movement, garage door opening into hallway best for full-class activities
a
collaboration hallway seating stairs multiple classes coming together to share what they’ve learned
b
learn
After familiarizing myself with the site context the next step was to zoom into the individual classroom, which serves as the building block of the school. Each grade level is assigned to a pod that consists of two classrooms, which allow for interactive learning of all types. With multiple teaching options, every student is sure to find a solution for their personal learning style.
5
10’
a. multiple learning styles
b. collaborative learning hallway
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CROSSROADS ELEMENTARY
organization The insights gleaned from the site analysis helped inform how the classroom pods should be organized in the context of the site and among the other spaces in the program. I utilized blocks representing each program space to manipulate different site plans and evaluate them within the context of the site model. The best attributes of each attempt were synthesized to create the final iteration.
private administrative offices, teacher’s lounge, restrooms
classroom pods There is one classroom pod per grade, divided into two smaller classrooms to allow a 1-16 teacherstudent ratio.
courtyard The for creates a courtyard as an oasis from the city, allowing safe learning and play outdoors.
semi-private K - 5 classrooms, art classroom, music classroom, library
public lobby, main hallways, collaboration hallways, gym, cafeteria High traffic areas lie on the intersections of 19th & Grand Blvd. and 20th & Grand Blvd. Therefore, the most public areas of the building are located there.
urban wall The undulating brick and glass facade suggests a continuation of the urban wall while reflecting the playful nature of the art of the neighborhood.
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MCGEE STREET
GRAND BLVD
19TH STREET
bus & parent drop-off
20TH STREET 30’
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CROSSROADS ELEMENTARY
5
4
Roof Drain Moisture Membrane Tapered Rigid Insulation 3” LW Concrete on 2” Metal Deck Steel Connector Steel Joist Steel Beam LED Strip Pendant Lighting Recessed Can Lighting Acoustic Ceiling Tile Insulated Glass Curtain Wall
main hallway Tile Gypsum Wall Board Metal Stud Layer Plywood Sheathing 3” Air Space Limestone Sill
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3
2
1
18’ - 6’
gallery wall
Precast Concrete Coping 5/8” Gypsum Board 14’ 1 5/8” Metal Furring Concrete Masonry Units 12’ 3” Rigid Insulation 3” Air Space Brick Veneer 10’ Decorative Lighting Steel Column Insulated Glass Curtain Wall Mullions Learning Stairs Precast Concrete Sill Carpet 4” Concrete Slab Foundation Rigid Insulation Thickened Slab Gravel French Drain Concrete Footing
collaborative hallway
- 0” - 0” - 0”
0’ - 0”
- 3’ - 0” 10’
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CROSSROADS ELEMENTARY
process
There were a few different iterations of the facade design. The eastern elevation is a good example of my process of determining materiality. The original sketch shows transparency only into the hallway from the interior courtyard. This was
iteration 1
a key place to allow visibility and natural light from one end of the school to another. The second iteration integrated a nod to the context by using dark red brick. This language was used exclusively for the classrooms, while the wood paneling emphasized the verticality of the large public spaces: the gym, library, and lobby. iteration 2
transparency into collaboration hallway for natural lighting
N
iteration 3 dark red brick for classrooms to coordinate with urban context
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transparency into hallway to connect with the courtyard
20’
vertical wood paneling emphasizes the doubleheight public spaces
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CROSSROADS ELEMENTARY
13
20’
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CROSSROADS ELEMENTARY
N
green spaces in the Kansas City
a greener cityscape
The above map depicts the lack of green spaces available in the Crossroads District. In a concrete landscape with very few grassy areas, this school adds some much needed vegetation to the urban community. The site provides fresh oxygen to the city atmosphere as well as a soft space for children to play in, even after school and in the summertime.
a. north lawn
15
b. playground
In
community addition
to
being
attributes
to
the
sustainability of the city, the new green spaces make great gathering areas for the community. The lawn to the north is perfect for indoor/ outdoor community functions featuring garage doors that can double as an awning for such events. A school carnival or a weekly farmer’s market would be great uses of this space. The courtyard features learning gardens in the south and the playground in the center. All of these amenities will allow the neighborhood to thrive even when school is not in session.
a b
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02
URBAN STATION a place for a community to gather
As a part of this design-build studio led by Nils Gore, our team of eighteen students produced a new entrance for a gas station-turned-community center in Kansas City, Kansas. By evaluating the client’s needs for identity, security, and style, we designed, built, and installed the new entrance to the space. Additionally, I worked with a team of two other students to design and make unique chairs for the space to compliment the existing conference table.
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URBAN STATION
existing wall
existing table
design challenge
Our client, Steve, had been fixing up this old gas station in hopes of it becoming a space for the community to mingle. He envisioned coffee chats on Friday mornings, kids stopping by after school, and a community garden in the yard. With our help, he was looking to demolish the old garage door to create a new entrance for the building and new seating for the interior to accompany the reclaimed wood conference table, built by a previous semester of designbuild students from KU.
teamwork All eighteen of us went to work on designing a solution. We gathered precedents and made note of what we liked about the walls and seating around us. Eventually, we came up with a general idea of how the wall would look, then broke into teams to work out the specifics in each layer. Meanwhile, I worked on developing the seating with two other students. We used observations from our classmates to design a set of chairs. initial sketches
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DRYWALL
SIP PANELS
EXISTING OPENING
WINDOW WALL
METAL LOUVERS
METAL SURROUND
insulation structure
natural light visibility
light filtering security
protection from elements branding + identity shading
the plan After brainstorming ideas and consulting with Steve, we finalized the design as a class. Each layer of the wall serves a purpose to make it an optimal entrance and renew the life of the building.
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URBAN STATION
construction Each component of the wall was assigned to a small group of three to four students. Areas of focus included the metal surround, metal louvers, window wall, SIP panels, and light shelf. While I mainly worked with the team developing the chairs, I also worked with the window wall team. Both the chairs and the window frames utilized reclaimed wood, so it was easy to assist both teams by sanding and staining the wood together. I had more of a hand in helping with the installation process of the wall than its creation,
existing wall
especially with the window trim and metal surround.
designing louvers
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demolition
temporary enclosure
installing windows
installing surround
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URBAN STATION
take a seat
While my fellow classmates worked on the construction of the wall, my main focus was on the design and production of a set of sixteen chairs. Our inspiration came from a wooden patio chair in a cafe we met at. The curved frame of the
inspiration chair
seat lends itself to comfort while staying in the confines of our skill level in the wood shop. On top of the curved base, we determined three slats would work best. From there, we went on to produce a series of prototypes and test them until we found the most optimal design. “slat” concepts
plywood frame standard cutting using CNC router cost effective
cutouts ease of lifting + moving decrease overall weight
reclaimed wood slats coordination with existing table sustainable
assembly notch standard angles + uniformity ease of assembly
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comfort testing
staining
prototypes
assembly
making
After finalizing the design, we used the SketchUp model to generate a file for the plywood pieces to be cut using the CNC router. Meanwhile, we processed the reclaimed lumber to be used for the slats.
After lots of sanding and a few coats of varnish, the chairs were put together with the help of the assembly notches for consistency. The result is a set of sixteen chairs that will provide comfort to the community for years to come.
processing lumber 24
URBAN STATION
final product
The best part about completing this project was seeing our work being used and loved by a community. It serves as a place to gather for kids after school, on a Friday morning for coffee, and everything in between.
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03
S M A R T BUILDING RESEARCH a sustainable classroom for the future
The aim of this research was to think about architecture as a smart system, much like the technology around us everyday. My focus was to apply technologies such as Design for Manufacturing and Assembly (DfMA) and offsite modular construction to the school typology, especially in terms of sustainability learning. The final prototype intends to utilize modular living buildings to teach lessons on sustainable agriculture in high schools across the country and positively impact the next generation.
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SMART SYSTEM RESEARCH
food insecurity
smart = sustainable
Food insecurity and food deserts are becoming increasingly larger issues due to urbanization. People living in food deserts have decreased access to supermarkets and often qualify as low-income households. In urban areas, the supermarket is located more than 1 mile away
Sustainability is all about practicing what
and in rural areas, over 10 miles away. The food
we can do now to plan for the future. With
that is available within walking distance is
smart buildings on the rise, it is important to
typically unhealthy food found at a gas station or
incorporate the value of sustainability from
a fast food restaurant.
the beginning so that we are not left to retrofit even more buildings in the future to be more
The
environmentally conscious.
following
maps,
provided
by
the
US
Department of Agriculture, show food deserts (green) and low vehicle access + a far distance
With that in mind, there are a few issues that
from a supermarket (yellow) located throughout
have been plaguing our society for decades.
the United States and Kansas City, one example
While this prototype won’t solve all these issues,
of an urban area.
it is valuable for the design to acknowledge them and to not worsen the problem.
Gen LI and LA at 1 and 10 miles 2015
Gen LI and LA using vehicle access 2015
0
The availability of fresh food in urban areas can
1.5
3
6 mi
Date: 12/3/2020 Source: USDA Economic Research Service, ESRI. For more information: https://www.ers.usda.gov/data-products/food-access-research-atlas/documentation
be increased with the use of urban and vertical Gen LI and LA at 1 and 10 miles 2015
Gen LI and LA using vehicle access 2015
farming. When compared to traditional farming, these strategies are 0
210
420
390x more efficient and use
840 mi
Date: 12/2/2020 Source: USDA Economic Research Service, ESRI. For more information: https://www.ers.usda.gov/data-products/food-access-research-atlas/documentation
95% 95 % less water
per square foot.
By growing and cooking with healthy foods at school, students are provided with important nutrients that will help them excel.
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lack of sustainability knowledge
poorly designed modular classrooms
Being an informed consumer is part of a citizen’s
Many school districts across the country have
duty. It is powerful to have the knowledge to
adopted the use of modular school buildings,
choose foods and products that were grown
otherwise known as classroom trailers or portable
sustainably and nutritionally. These choices
classrooms.
are what drives consumer demand for more sustainable options. The following graph from Nielsen shows the grown in sales of sustainable products since 2014.
They are presented as an economical and temporary solution to an expanding student population, but they tend to stick around for Although 2018 is the latest year represented by
several years and they’re accompanied by a
this data, more recent reports have upheld the
handful of practical and comfort shortcomings:
prediction that by the end of 2021, consumers in the United States will spend
•
$150.1 billion on sustainable products,
•
25% 25 %
small windows yield an insufficient amount of natural light inexpensive materials resulting in an enclosed space for pests and animals
•
noisy, poorly integrated HVAC
•
ceiling tiles prone to mold build-up
•
increased maintenance
While some schools have implemented programs
•
lack of storage space
to learn about sustainable agriculture in the past
•
lack of electrical outlets
making up
of total store sales.
fifteen years, this curriculum should be standard across the US to inform the next generation and
A living building would be a great application
reduce the effects of climate change.
of the DfMA approach because the cost of consulting a sustainability expert from Day 1 of a living building design project is split across all users due to the modular and repeatable design.
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SMART SYSTEM RESEARCH
Students will be able to learn from their surroundings
and
personally
see
how
a
living building functions. Seeing the positive environmental impacts up close will be a valuable part of their education.
key function
The prototype is designed to create a holistic learning environment. While students could theoretically learn about sustainability in a typical school setting, a learning environment that puts the knowledge into action enhances their experience.
In a practical sense, students will learn how to grow their own food. Another key part of the curriculum will be learning about best business practices and entrepreneurship through selling food. There is also a potential for impacting their future career choices or starting a community garden of their own later in life.
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net-positive energy
learn
sustainable materials
net-positive water
grow
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equity + accessibility
apply
SMART SYSTEM RESEARCH
DELSEA REGIONAL HIGH SCHOOL Franklinville, NJ 1,080 10,500 sf *
9.7
sf/student
precedent study To help me define a program of spaces for my prototype, I analyzed a four sustainable agriculture courses currently being taught in schools across the country. In each case study, I compared the total number
*for sustainable agriculture program
of students at the school to the square footage being used for sustainable agriculture learning, and how the school’s location and climate might affect the strategies that the students can use to grow the plants.
AVANTI HIGH SCHOOL Olympia, WA 160 2,000 sf*
12.5 sf/student
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REDWOOD HIGH SCHOOL Larkspur, CA 1,900 13,000 sf*
6.8
sf/student
BERTSCHI LIVING BUILDING SCIENCE WING Seattle, WA
11.3
240
sf/student
2,700 sf*
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SMART SYSTEM RESEARCH
1. gain sustainability knowledge • • • • •
horticulture classes - urban gardening history of agriculture - where food comes from geography of food production sustainable food production - economic impacts - environmental impacts cooking with fresh foods
2. learn to grow • •
hands-on sustainable agriculture practice hands-on gardening with aquaponics and hydroponics
3. work in a partnership •
partnership with local farming company or non-profit group - pay students for their work - teach students lessons on business best practices and entrepreneurship - mentor program to learn about different career paths in sustainability
indoor classroom
outdoor classroom
sustainable science lab
cooking classroom
900 sf
625 sf
1000 sf
700 sf
sustainable farmland
garden beds
greenhouse w/ aquaponics
2000 sf
1000 sf
1000 sf
computer lab
1000 sf
four goals, ten spaces
Using what I learned form the precedent study, the next step was to sort out the learning goals
and define the spaces that the students will need to accomplish these goals.
4. relate to their environment •
additional focus areas of sustainable production depending on the geographic location of the community - sustainable seafood production - sustainable forestry - sustainable fashion production - indigenous species in site landscaping
recycled materials library
From there, I developed a final list of ten spaces types and estimated the necessary square footage.
300 sf
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kit of parts
To develop a kit of parts, I grouped the ten space types into four learning pods based on their overall functions. Then I estimated the square feet required per student attending a school.
POD 0 : growing pod
POD 1 : classroom pod 3.33 sf/student
*choose one, based on climate + available space on site
4.2 sf/student
3.1 sf/student
1.33 sf/student
POD 2 : cooking pod
POD 3 : business pod
1.83 sf/student
1.33 sf/student
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SMART SYSTEM RESEARCH
scripting & visualizing
loading + sorting data
I developed a Grasshopper script meant to help a school visualize the pods on their campus. This includes the type of growing pod they would need, the size of the pods, and where they would be placed on site. This particular script is only designed to visualize the nucleus strategy, but it can easily be manipulated to implement the cluster or field strategies as well.
loading in Excel database
greenhouse pod chosen based on variables
variable sliders
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SF calculated for each pod
pods made up of 8’ x 40’ standard bays
integrating the pods
It is crucial for sustainability to be central to the learning in the school as a whole, both physically and mentally. That is why determining the way that the pods are integrated is key. Depending on the school’s existing layout, this can be done using the nucleus, cluster, or field strategy.
constructing boxes
moving boxes
panelizing boxes
toggle between stacking or sliding the pods toggle extrusion length
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RT
THANK YOU!