2013 Architecture Education Awards Book by Association of Collegiate Schools of Architecture

Architectural Education Awards Association of Collegiate Schools of Architecture

The Association of Collegiate Schools of Architecture (ACSA) is a non profit organization founded in 1912 to enhance the quality of architectural education. School membership in ACSA has grown from ten charter schools to over 250 schools in several membership categories. Through these schools, over 5,000 architecture faculty are represented in ACSAâ&#x20AC;&#x2122;s membership. In addition, over 500 supporting members composed of architectural firms, product associations, and individuals add to the breadth of ACSA membership. ACSA, unique in its representative role for professional schools of architecture, provides a major forum for ideas on the leading edge of architectural thought. Issues that will affect the architectural profession in the future are being examined today in ACSA member schools.

Association of Collegiate Schools of Architecture 1735 New York Avenue, NW Washington, DC 20006 Tel: 202.785.2324 Fax: 202.628.0448 www.acsa-arch.org

Copyright ÂŠ 2013 The Association of Collegiate Schools of Architecture ISBN 978-0-935502-80-0 All rights reserved. No part of this publication may be used or reproduced in any manner whatsoever without the written permission of the Association of Collegiate Schools of Architecture.

CONTENTS ACSA/AIA Topaz Medallion

ACSA Distinguished Professor

ACSA/AIAS New Faculty Teaching

ACSA Collaborative Practice

ACSA Creative Achievement

ACSA/AIA Housing Design Education

ACSA Faculty Design

Diversity Achievement

Design-Build

Journal of Architectural Education

Jury

2012-2013 ACSA Awards

Each year the Association of Collegiate Schools of Architecture honors architectural educators for exemplary work in areas such as building design, community collaborations, scholarship, and service. The award-winning professors inspire and challenge students, contribute to the professionâ&#x20AC;&#x2122;s knowledge base, and extend their work beyond the borders of academy into practice and the public sector. 6

The Topaz Medallion is the highest award given to architectural educators. It honors an individual who has made outstanding contributions to architectural education for at least a decade, whose teaching has influenced a broad range of students, and who has helped shape the minds of students who will shape our environment. The award is given through nominations that are reviewed by a jury of accomplished architects, educators, and students, appointed by the Association of Collegiate Schools of Architecture, The American Institute of Architects, and the American Institute of Architecture Students.

TM ACSA/AIA Topaz Medallion Topaz Medallion for Excellence in Architectural Education, a joint award given by the Association of Collegiate Schools of Architecture and The American Institute of Architects.

10 Image courtesy of the University of Wisconsin-Milwaukee.

ACSA/AIA Topaz Medallion

University of Wisconsin-Milwaukee

Robert Greenstreet, International Assoc. AIA

Robert Greenstreet, Intl. Assoc. AIA, accomplished architect, prolific author, and celebrated educator, is the recipient of the 2013 AIA/ACSA Topaz Medallion for Excellence in Architectural Education. In his more than 35-year career, Greenstreet has taught at five schools of architecture in the United Kingdom and the United States. He has spent the last 20 years as dean of the School of Architecture and Urban Planning at the University of Wisconsin-Milwaukee (UWM), making him one of the longestserving architecture deans in North America. Greenstreet has devoted his career to fostering connections between academia and professional practice. In addition to instructing thousands of students, Greenstreet has held numerous positions at UWM, including assistant vice chancellor and deputy chancellor for campus and urban design; he also served as 1995–96 president of the ACSA. In 1998, he received the ACSA’s Distinguished Professor Award and was named one of the “Most Admired Educators” of 2010 by DesignIntelligence. Greenstreet has authored or co-authored seven books devoted to various areas of professional practice, with a particular focus on architecture and the law. After growing up in London, Greenstreet began his architectural education at Oxford Polytechnic University (now Oxford Brookes) in 1970, earning his undergraduate degree there and continuing into its Ph.D. program in the late 1970s. He worked in private practice while pursuing his doctorate, focusing on a range of residential, commercial, and institutional projects, and finishing his degree in 1983. By the 1980s, Greenstreet had moved to the United States, where he served as an adjunct and visiting professor at the University of Kansas, Kansas State University, and Ball State University, before joining the UWM faculty. At UWM he developed and taught several new courses, including those focused on advanced presentation techniques, building technology, and law and practice for architects. He has also led numerous design studios and study-abroad programs. Greenstreet has spearheaded interdisciplinary and professional program development between architecture students and those studying such diverse subjects as film, art history, engineering, business, and law. Reaching out beyond academia, Greenstreet played a fundamental role in the development of a new public high school in Milwaukee, the School for Urban Planning + Architecture, which enrolled its first class in 2007. “I have witnessed him act as mentor and friend to the most influential deans, and offer reassuring assistance to the most junior professor,” wrote Marvin Malecha, FAIA, dean of the North Carolina State University College of Design and former AIA president, in a recommendation letter. “I never met an individual more generous with his time and energy to our beloved architectural community.” In addition to his deanship, Greenstreet is currently Milwaukee’s chair of city development, which he calls a “groundbreaking experiment to connect ‘town and gown.’” He works regularly with the mayor’s office on matters of planning, design, and development, leading design reviews in the city and coordinating the activities of the architecture school with city projects and programs. Among other projects, Greenstreet also conceived and executed a program called Community Design Solutions, which helps UWM students work with AIA members so that they can provide pro bono services to inner-city neighborhoods and community groups. Greenstreet also served as an advisor to internationally renowned architect Antoine Predock, FAIA, on his award-winning design for the Indian Community School of Milwaukee. “His energy, enthusiasm and scope,” Predock wrote in a recommendation letter, “are boundless.” 11

DP ACSA Distinguished Professor Awards To recognize sustained creative achievement in the advancement of architecture education through teaching, design, scholarship, research, or service.

Kansas State University

Gary Coates

Over the course of his long academic career, Professor Coates has been focused on the question of how to create a sustainable society based on the design of bioclimatically adapted and culturally situated architectures of place that work ecologically, socially and humanly. His numerous community-based design studios have, in a number of cases, resulted in design/build projects that explore the cutting edge of sustainable design. In one such project, Coates’ students designed and built two model sustainable dwellings in 1985 for the Meadowcreek Project, an environmental education center in Fox, Arkansas founded by author and educator David Orr. Orr notes that, had LEED existed at the time, “these buildings would likely have been rated as Platinum, and if we had found the money to add the photovoltaic systems, they would likely have been plus energy living buildings…an extraordinary accomplishment for student designed work (that) stands as a testimony to Gary’s vision for sustainable architecture, and his skill as an educator.”

ACSA Distinguished Professor

Coates has been a keynote speaker, lecturer and workshop leader at more than one hundred conferences in the United States, Scandinavia and Europe. His numerous publications, which include six books, sixteen book chapters, nearly a dozen research monographs, more than 60 articles in professional and scholarly journals, present a comprehensive vision of both the theory and practice of sustainable design. His book, Resettling America: Energy, Ecology and Community, was nominated for the 1982 Transformational Book Award, and was described by David Orr as “one of the most important books yet published on how to create a sustainable American society.” His book, Erik Asmussen, architect, received the 1997 Svensk Bokkonst Award given by the Royal Swedish Library. In 2007 Professor Coates was chosen as the inaugural Victor L. Regnier Distinguished Faculty Chair (2007-10) and that same year he was recognized by the University with a Professorial Performance Award for “sustained excellence in teaching, research and service”. In 1983 his required lecture/design recitation course on bioclimatic and sustainable design (ESA I) was awarded an Honorable Mention in the ACSA National Educational Research Competition on Teaching Energy in Design and, in 2006, this course received Special Recognition in the AIA’s Ecological Literacy in Architectural Education Awards Program as a “true model of how ecological design can be taught in architecture schools.” In 2002 Coates was granted an AIA Education Honor Award for a community-based design studio.

Juror Comments: Gary has established himself as a leader of environmental research and an exceptional professor of sustainable design. His work represents an impressive collection of writing, research, and scholarship, which continues to inform his teaching pedagogy and inspire generations of architects to come. 15

Virginia Tech

Donna Dunay

Donna Dunay, FAIA, joins a generation of architects who are helping expand our understanding of the diversity of architectural education. Thousands of students and practitioners have benefited from her teaching and scholarship through a deeper knowledge of the discipline of architecture. As chair of the International Archive of Women in Architecture (IAWA), she has been a central figure of a new community responsible for developing a scholarly and reliable record of women’s contributions to the profession. This community includes researchers from other universities and undergraduate and graduate students who have participated in symposia, meetings and publications of the Archive.

ACSA Distinguished Professor

To preserve these architectural records for future research and scholarship Dunay initiated and helped set the protocols through which the Archive now thrives. The IAWA - one of the only institutions of its kind in the world - focuses primarily on the work of pioneering women architects in jeopardy of being lost. The Archive has over 300 collections and strives to increase these holdings to fill gaps in geographic and cultural representations of women in architecture. Throughout, Dunay’s career can be described as inculcating an ethic of service to the greater community transmitted through architectural education. In addition to her university students, she is one of two leading faculty in inside Architecture, a unique summer course for individuals interested in pursuing a life of design. Her work is augmented by participation on the AIA National Diversity Committee, the 2009 National AIA Convention Educational Committee, the Virginia Society of the AIA Honors Committee, seven NAAB accreditation teams (chair of two), International Union of Women Architects Board as the US representative, and sustained activism for local awareness of architecture as community building. To demonstrate the efficacy of architectural action she initiated and managed a national design competition, “A Center for Civic Activity” calling for the integration of municipal institutions through architecture. Presently, Dunay is organizing a unique national competition that invites collaboration between developers and architects. By expanding the scope of architectural engagement, her endeavors have also resulted in three state awards of Excellence in Architecture from the Virginia Society, AIA.

Juror Comments: Donna has made and continues to make significant contributions to the academy and the professional community. The combination of her teaching, research, award-winning creative practice, and community engagement has helped shape Virginia Tech’s design curriculum. In addition, her inspirational and sustained leadership of the International Archive of Women in Architecture has resulted in the organization’s respected international reputation. 17

University of Southern California ACSA Distinguished Professor

John V. Mutlow

Professor John V. Mutlow FAIA, AA Dip. (TP), M.Arch (UD) UCLA, is a teacher, researcher and architect who has focused a majority of his academic and professional life on the design of affordable housing and community settings for the less economically advantaged. He is a Professor of Architecture at the University of Southern California, where he was the Chair of Graduate Studies from 2008 - 12 and was the Director of the Advanced Undergraduate Program from 1991 - 94. He practices architecture in Los Angeles where his office specializes in affordable housing for the less advantaged with emphasis on the social consideration of its occupants. Professor’s Mutlow is nationally known for his leadership, work, and lectures on Affordable Housing and related social issues, an area he has specialized in for the past 35 years Professor Mutlow is a pioneer in affordable socially responsible housing in Southern California sine the 1970s. His interest in balancing education and practice has led to several distinct honors and awards. He has received national recognition through the publication of his projects in national and international magazines and books; and for the receipt of numerous design awards for his socially responsible architecture. He was recognized by Residential Architect magazine in 2006 as being one of only 10 residential architects “Making a Difference.” In 2012 he received the Platinum Design Award from Professional Builder Magazine for Stovall Villa, an affordable senior apartment building in South Los Angeles. In 2005 his Fiesta House affordable seniors apartment’s project received Project of the Year from Multi Family Executive, and a Grand Award from Builder magazine. He received an Excellence in Education Honor Award from AIA/CC in 2001, and the Community Housing Assistance Honor Award in 1995 and the People in Architecture Award in 1989. Professor Mutlow received the coveted “Peoples Choice” Award, and the “In the Public Interest” Design Award from Architectural Record in 1989, and Time Magazine recognized Cabrillo Farm Worker Village as one of the “Ten Best Designs” of 1982. Professor Mutlow was the editor of the American House, Design for Living published by the AIA press and the Images Publishing Group 1991; is the author of Ricardo Legorreta Architects published by Rizzoli 1997; and the author of The New Architecture of Mexico published by the Images Publishing Group 2005. Professor Mutlow has authored/edited books and numerous articles and chapters dealing with various aspects of housing and community planning for the less advantaged.

Juror Comments: John actively engages in the plurality of architectural education, which allows him to participate at exceeding high levels across a wide range of activities. His research, practice, and publications are consequential in the field of affordable housing, and as a professor of architecture, he effectively weaves relevant cultural issues into his studio curriculum. 19

Kansas State University ACSA Distinguished Professor

Wendy Ornelas

Professor Wendy Ornelas, FAIA is an educator, practitioner, and administrator who has received numerous teaching, design and mentoring awards. She is a salient and engaged voice, serving all aspects of the architectural community; from students to educators; from interns to emerging professionals and practitioners; and to accreditors and regulators. Professor Ornelas brings thoughtful and considered opinions to the national dialogue that informs both the discipline and practice of architecture. It is her distinctive integration of these activities plus her engagement with all of the profession’s collateral organizations – the Association of Collegiate Schools of Architecture, American Institute of Architects, American Institute of Architecture Students, National Architectural Accrediting Board and the National Council of Architectural Registration Boards and their constituencies – that ensures the voice of the architectural educator is heard and instrumentally placed in the national conversation. An ACSA Distinguished Professor is the measure of dedication to the advancement of architectural education. Wendy has shown through her exemplary national service to the Association and the profession the clearest image of this standard.

Juror Comments: Wendy demonstrates commitment to the advancement of architectural education through her teaching, research, practice, and leadership. Her dedication to all five collateral organizations (ACSA, NAAB, AIAS, NCARB, & AIA) is testament to her extraordinary service to the academy and sustained dissemination of architectural ideals beyond her own academic setting. 21

NF T ACSA/AIAS New Faculty Teaching Awards Granted jointly by the Association of Collegiate Schools of Architecture (ACSA) and the American Institute of Architecture Students (AIAS) for demonstrated excellence in teaching performance during the formative years of an architectural teaching career.

University of Texas at Austin ACSA/AIAS New Faculty Teaching

Matt Fajkus

My teaching, research, and practice are rooted in the belief that the current sustainability-driven era is the most allencompassing movement since the Industrial Revolution and the Modern Era which followed it. There is a pressing opportunity for the practice and teaching of architecture to establish new paradigms to affect positive change. As such, I believe that architecture should be taught as part of a larger system to increase its global relevance, and for this reason, my teaching is highly interdisciplinary. My teaching methodology is also driven by my professional experience at Foster + Partners in London, as well as by my own architecture firm, where both of my employees are graduates from the UT School of Architecture. My teaching balances theory and current practice, including the latest design techniques and software, in addition to more traditional design approaches with an emphasis on hand sketches. My pedagogical teaching ambition is to provide a rigorous framework in which each student can develop their own design ideology, incorporating new media to both develop and communicate design ideas. Although an instructor is integral to the learning environment, I believe the critical point in a studentâ&#x20AC;&#x2122;s education is when his/her interest is sparked, and I continually seek to ignite this spark each day within my students via a continual stream of research, design, and discussion exercises which reinforce holistic sustainability. By increasing the understanding of architecture as a subset within larger systems, I believe my students are prepared to critically engage sustainable architectural design in theory and practice.

Juror Comments: Matt is an innovative and enthusiastic professor thinking about the big issues of the future and encouraging his students to do so as well. His leadership of the Thermal Lab at UT Austin shows dedication to the teaching and research of developing sustainable technologies. 25

Clemson University

Ulrike Heine

Ulrike Heine is Assistant Professor of Architecture at Clemson University since August 2007 and teaches graduate and undergraduate design studio, technical resolution and a multi-disciplinary research class in zero energy house design. Her approach on architecture in teaching and research are based on sustainability, in the way of applying simple natural laws in reaction to climatic conditions. She has created a collaborative teaching / learning / research environment and teaches design as a process of integration, which means materials and construction as well as lighting, acoustics and energy saving technologies are creative tools in this process. Her research has a focus the design, detailing, simulation and evaluation of a ZERO ENERGY HOUSE, which can be adapted to the climatic conditions of the South using passive energy strategies and natural materials.

ACSA/AIAS New Faculty Teaching

She has been recognized seven times throughout the past year as students in her design studio classes won national and international awards for their work in sustainable design, including the almost-clean-sweep of the 2012 Dow Solar “Design to Zero” Competition, the ACSA Sustainable Lab Competition and the ACSA Sustainable Home Habitat for Humanity Student Design Competition. In spring 2012 she was awarded with one of the few Creativity Professorships in the College of Architecture, Arts and Humanities at Clemson University. Ulrike Heine graduated with Diplom Ingenieur [master of science in architecture equivalent] from the Brandenburg Technical University in Cottbus (Germany) in 1999, having also spent a period of her studies at the School of Architecture in Barcelona (Spain). She worked as a practicing architect inter alia for the German architectural practice Hascher Jehle Architektur in Berlin. Prior to coming to Clemson, she spent three years teaching Design, Construction and Energy Responsible Planning at the Technical University Berlin (Germany).

Juror Comments: Ulrike’s students’ outstanding work speaks to her effective teaching methods. Many of her students have been recognized nationally and internationally for their award winning work. The intersections of her teaching philosophy and research are intended to provide all students with an ethos of sustainability and the knowledge to make a difference. 27

Oklahoma State University

Nathan Richardson

Assistant Professor Nathan Richardson teaches design, real estate, and entrepreneurship at the Oklahoma State University School of Architecture and holds a joint appointment at the School of Entrepreneurship as a Riata Faculty Fellow. Prior to joining OSU in the fall of 2009, Nathan received his Master of Design Studies with Distinction from the Harvard University Graduate School of Design. Nathan is a licensed architect in Massachusetts and Oklahoma. In three years at OSU, Nathan’s “performance in teaching, scholarship, and service has been remarkable”—409 students, 11 classes, 4 conference papers, 1 book chapter, 6 juries, 1 symposium, 9 case studies, 76,000 written words, 6 committees, and 1,219 student projects. Complementing his instruction in the design studio, “Nathan has established a valuable emphasis in entrepreneurship and real estate…[allowing] students to explore issues of social, cultural, economic and environmental sustainability with rare depth.”

ACSA/AIAS New Faculty Teaching

Students noted that “as an educated, enthusiastic, and versatile leader Professor Richardson provides well-informed project critiques and communicates with students in a way that encourages their own ideas… He is inquisitive rather than questioning. Professor Richardson recognizes the abilities and affinities in each student and breaks down creative barriers encouraging innovation...Professor Richardson communicates with a youthful spirit that connects with each of us on a personal level. It goes without saying that he is an excellent professor, but to each of us he is a friend and mentor.”

Juror Comments: Nathan exhibits real entrepreneurship in the classroom, with a strong emphasis on real estate and financial principles in his teaching. He is leading advancements in the education and understanding of economic impacts of design, alongside social and environmental effects. 29

CP ACSA Collaborative Practice Awards To recognize programs that demonstrate how faculty, students, and community/civic clients work to realize common objectives.

University of Tennessee-Knoxville

Thomas K. Davis

COLLABORATIONS IN TRANSIT-ORIENTED DEVELOPMENT Although many individuals have contributed to the success of the Nashville Civic Design Center since its founding in 2000, this award submission focuses on the contributions of Associate Professor T.K. Davis and his work with students related to transit-oriented development for a large American city. Davis served as Design Director for the Civic Design Center from 2004 - 2008. This was essentially a research appointment necessitating a relocation from the campus. The University of Tennessee is approximately 180 miles from the Civic Design Center. After returning to the University of Tennessee campus in 2008, Davisâ&#x20AC;&#x2122;s studio teaching has been executed in conjunction with the Civic Design Center. At the core of the mission of the Civic Design Center is a reliance on the power of community involvement and collaboration in addressing the urban design challenges of the city and region.

ACSA Collaborative Practice

In addition to collaborating with the Civic Design Center, Davis and his students have also collaborated with the MBA Real Estate Program from Vanderbilt University. As their Capstone Project, real estate graduate students conducted pro-forma analyses of the various design proposals developed by the architecture students. These interdisciplinary teams explored the financial feasibility of transit-oriented development, based on significant stakeholder input. Each semester, the studio projects have involved field trips, workshops, video conferencing and forums with a range of stakeholders. Through the process of working on interdisciplinary teams with MBA students, architecture students gained important professional knowledge and skills. Further, through the regular interaction with regional professionals and community stakeholders, the students gained a broader perspective of the financial complexities of design decisions. The community benefited from the ideas of the students. Indeed, the city of Lebanon is proceeding with plans for mixed-use housing near its new transit station, related to many of the design proposals.

Juror Comments: This program nurtures the teamwork of students from various backgrounds and community members to address significant urban design challenges. This unique collaboration includes students in business, real estate, and design and clearly demonstrates success with outcomes illustrating a variety of well-developed design proposals. 33

ACSA Collaborative Practice

Louisiana State University

LSU Coastal Sustainability Studio

LSU COASTAL SUSTAINABILITY STUDIO The LSU Coastal Sustainability Studio is a university based collaborative practice where designers, scientists, and engineers come together to intensively study and respond to issues at the intersection of settlement, coastal restoration, flood protection, and the economy. As the name “LSU Coastal Sustainability Studio” implies, design research projects are the main focus. Each project is comprised of an interdisciplinary team that must learn how to collaborate. The studio is founded around the primacy of design thinking. Architects in the studio bring our particular method of approaching and solving problems beyond our disciplinary knowledge of building design and construction. Our regional focus in the Studio is the Mississippi River Delta and the Louisiana coastal condition. The Executive Committee (an interdisciplinary board of faculty members) has adopted core values and understandings including the fact that climate change is affecting this area dramatically; that we seek restorative measures that emphasize the natural deltaic condition; and that 20th century large-scale infrastructure projects have compromised the natural deltaic system. The Latin root of “collaborate” is to labor together. The term practice refers to working at a profession. As a collaborative practice the Studio is a platform for various professional disciplines to work together. Our guiding principles for the Studio dictate that we must work together. I am submitting the collective efforts of the Executive Committee and the faculty teams responsible for individual projects for this award. The collaborative efforts of the Executive Committee established the principles and guidelines for this initiative beginning three years ago and the project teams have executed each project in a collaborative and professional manner. The LSU Coastal Sustainability Studio presents a new model for collaborative practices of all types. It is interdisciplinary, focused on community needs, dedicated to education, and impactful to the university and the larger community of the state. Louisiana State University Faculty: Jori A. Erdman, Jeff Carney, Robert Twilley, Carter Lynne, Clint Wilson, Elizabeth Mossop, Kristi Dykema Cheramie, Ursula Emery McClure, Meredith Sattler, Bradley Cantrell, & John White Students & Additional Recognitions: Numerous students have been involved over the years. Recent students include Ben Buerhle, Elizabeth Dyer, Logan Harrell, and Taylor Alphonso.

Juror Comments: These studios – its project and exhibition – are grounded in the principles of interdisciplinary collaboration and build off of critical research-based awareness to have direct and quantifiable impacts on the both the regional community and university. 35

University of Arkansas & University of Buffalo in NY

ACSA Collaborative Practice

Students & Additional Recognitions: Fay Jones School of Architecture (FJSOA), University of Arkansas, Jeff Shannon, Dean; University of Arkansas Community Design Center, FJSOA: Cory A. Amos, Project Designer, Benjamin Curtin, Project Designer, Akihiro Moriya, Project Designer, Allison L. Thurmond, Project Designer, Erica D. Blansit, Project Intern, Ginger M. Traywick, Project Intern; FJSOA Students: Samual R. Annable, Andrew Arkell, Ryan S. Cambell, Enrique Colcha Chavarrea, Long Hoang Dinh, Hanna Ibrahim, Kareem Jack, Tanner D. Sutton, Ginger M. Traywick, Peter Rich Architects, South Africa: Timothy Hall, Director, Kigali Office; CANO I VERA Architectura, Mexico: Paloma Vera, Architect; Kigali Institute of Science and Technology (KIST): Toma Berlanda, Head: School of Architecture, Sierra Bainbridge, Lecturer; KIST Students: Abias Philippe Mumuhire, Aloys Nshimiyimana, Thierry Iraguha , Richard Mpfizi, Jean Bosco Ndungutse, Shaffy Assuman Murwanashyaka, Jacques Murama, Jean Paul Sebuhayi Uwase, Jean De Dieu Ngendahimana.

Stephen D. Luoni, Jeffrey Erwin Huber, Peter Rich & Korydon Smith

BUILDING NEIGHBORHOODS THAT BUILD SOCIAL AND ECONOMIC PROSPERITY: MANUAL FOR A COMPLETE NEIGHBORHOOD The project collaboration involves two academic units in an American school of architecture, visiting professors from Mexico and Africa, an African architectural practice, and an African school of architecture. A culmination of one year’s work, the housing manual is an effort to engage the Rwanda Housing Authority on best practices in implementing “Sites-and-Services” housing schemes for low to no-income populations. American students prepared housing solutions based on their research and visits to both informal and formal housing settlements in Rwanda during Fall 2011. Coupled with host African architecture students in Rwanda, American students jointly interviewed Rwandan residents and kept sketch logs of field observations, noting patterns of occupation within urban and rural housing settlements. The consolidated logs constitute a “thick description” of developmental and anthropological patterns heretofore unfamiliar to Western students. Under the supervision of visiting architects and faculty from Africa and Mexico with experience in improving informal settlements, American students subsequently prepared sites-andservices housing schemes for a suburban site at the edge of downtown Kigali. In sites-and-services arrangements, governments provide roads, utilities, and essential building structures (building pads and frames) while beneficiaries provision and finish the construction of individual dwelling units. The challenge is to develop a replicable housing settlement based on closed-loop sustainable principles (i.e., design for low-resource environments, alternative energy production, regenerative landscapes, waste recycling, etc.). The neighborhood proposal reflects the progressive vision outlined in The Rwanda National Strategy on Climate Change and Low Carbon Development completed last year. The manual outlines step-by-step directions for achieving holistic neighborhood design to a non-design policy and development audience. The goal is to assist a young African architecture program in developing outreach capacities, and to participate with local professional offices in framing policy and design solutions to rebuild Kigali as it emerges from a catastrophic genocide.

Juror Comments: This project is exemplary for its collaboration between design students and the Rwanda Housing Authority. The solution – the production of flexible modular units, presents the results of a rigorous urban design process and an increasingly valuable urban-scaled prototype that inspires change. 37

ACSA Collaborative Practice Honorable Mention

Carnegie Mellon University

John E. Folan & Urban Design Build Studio

RE-IMAGINING LESLIE PARK POOL In 2009 a group of volunteers, the Leslie Park Pool Collective (LPPC), formed to marshal the redevelopment of the decommissioned Leslie Park Pool Facility in the Lawrenceville Neighborhood of Pittsburgh, Pennsylvania. Constructed in 1908, the facility had been vacant since 2003 when Pittsburgh Citiparks budget constraints forced it’s closing along with fifteen other municipal pools. The LPPC formed a steering committee comprised of local architects, planners, a neighborhood CDC, and a Citizen’s Interest Corporation. Soon after the steering committee was formed, the Carnegie Mellon University Urban Design Build Studio (UDBS) was engaged as a partner in RE-IMAGINING LESLIE PARK POOL. Commencing work in the spring of 2009 the UDBS and LPPC partnered with the Pittsburgh City Council, Pittsburgh City Mayor’s Office, Pennsylvania State Senate Offices, Pittsburgh Public Schools, the Boys and Girls Club of Pittsburgh, and the residents of Lawrenceville in redefining the future of this underutilized urban resource. A five stage participatory design process resulted in the realization of a prototypical urban design strategy for the adaptive re-use of the Leslie Park site. The strategy is predicated on three primary objectives: 1) FLEXIBILITY – program, seasonal use, daily use, and occupancy, 2) CONNECTIVITY – re-establishing links between local assets, and 3) SUSTAINABILITY – with a focus on exemplary water management, passive energy strategies, utilization of re-purposed building materials. Working with water management specialists, the UDBS developed a strategy for management of all water on site, eliminating load on the municipal combined sewer system, and reducing regional non-point source pollution challenges. Students & Additional Recognitions: Alex Greenhut, Sara Gotschewski, Grace Ding, Hubert Li, Shaun Cencer, Cheryl Pencer, Ming Ming Lin, Sara Gotschewski, Timothy Hild, Christopher Lee.

Juror Comments: This studio exhibits a model for collaboration between the university and community. In this setting, students work along-side a wide range of community representatives, including local architects, planners, and citizen’s interest groups to show the value of design and its ability to address community-scale issues. This studio is equally impressive for the number of successful community events, which provide students valuable feedback that inform subsequent projects and events. 39

ACSA Creative Achievement Awards In recognition of a specific achievement or series of achievements in teaching, design, scholarship, research, or service that advances architectural education.

ACSA Creative Achievement

Pennsylvania State University

Peter Aeschbacher & Marcus Shaffer

IDEALAB01: THE SECRET LIFE OF PUBLIC SPACES IdeaLab 01 was an action research make-tank comprised of 70 students and five faculty from Architecture, Landscape Architecture, Dance, and Engineering (plus chemists, jugglers, amusement park enthusiasts, magicians, the Outdoors Club, and others). Working with Los Angeles based Diavolo Dance Theater and funded through the Doris Duke Charitable Foundation’s Creative Campus Innovations grant, the group collectively uncovered, analyzed and confronted failed public space through performative design. IdeaLab was unorthodox - characterized by immediacy, a collective attraction to subversion, and extreme accessibility/openness. Anyone could show up and participate, but they had to put their expertise on the table and test their ideas immediately through full-scale prototyping, public engagement/input, interdisciplinary critique, and iterative design/near-continuous making. Faculty experience in/with public space, community design, public parks, machines, design/build processes, ritual/routine, and a broad spectrum of technologies contributed a knowledge base for participants to build upon. Their collective production, under the banner SLoPS (The Secret Life of Public Spaces), consisted of techno-topographies, ad-hoc urbanism, playscapes, dance vehicles, wearable devices, and performance scenarios that attempted to restore sympathy, awareness, and physicality – the essentials of human civility and our collective engagement – to everyday life in public space. The work was showcased in two public events with hundreds of audience members and at the world premiere of Diavolo’s Transit Space, which continues on international tour. Determined to articulate a vital role for the arts in a public research university, IdeaLab created an alternative (and replicable) model for exploratory interdisciplinary work, embracing design-as-action, emphasizing the “search” in “research”, and supporting and testing intuitive knowledge. Students & Additional Recognitions: DUS: Renee Chernega; Architecture: Aaron Wertman, Alex Bishop, Alex Bruce, Dan Nichols, Elizabeth Jenkins, Josh Seiler, Kate Rosen, Kyle Brown, Lily Meier, Meghan Tierney, Michael Stonikinis, Stephen Makrinos, Veronica Patrick, Will Bunk; Dance: Allison Evans, Becca Miller, Becca Zajac, Bromlyn Fitzgerald, Caity Grumbien, Cristina Pesce, Kim Mongrandi, Megan Bailey, Meghan Tierney, Molly Johnson, Quilan Arnold, Sara Caplan, Tiffany Bierly; Landscape Architecture: Alice Stirton, Chris Weir, Gina Montecallo, Mark Haney, Michael Minchin, Tommy McCann; Engineering: Alex Thomson, Beau Millett, Brian Schivel, Bridget Dougher, Chris Falso, Cowan Bett, Curtis Fuller, David Zhang, Ivan Stalev, Jai Narayanan, Jason Kuruc, Jesus Medoza, Jon Tackie, Josh Seiler, Kevin Johnsrud, Kevin Shebek, Michael Pantono, Mohammed Alburaiki, Rachel Suffian, Stephen Thor, Steven Bates, Tara Sulewski, Zach Ziubler.

Juror Comments: This program is particularly noteworthy for its multidisciplinary nature and its creation of a collaborative context for students, faculty, and community members representing architecture, landscape architecture, dance, engineering, visual arts, and performing arts. This ‘action research’ lab promotes an active involvement with public life and public space, and it clearly demonstrates how strong community and academic engagement can produce exciting results. 43

ACSA Creative Achievement

University of California, Los Angeles

Eugene Kupper, Kathleen Kupper & Selene Kupper

THE VITRUVIUS PROGRAM: Education in Architecture Art and Design, Preschool through Middle School Architectural education, it is usually assumed, begins at the college level. We step outside this boundary to assert that architectural education should begin in preschool. This claim is based on over twenty years of curriculum design and teaching experience in the VITRUVIUS PROGRAM. The program was founded in 1988 at the Southern California Institute of Architecture [ SCI-Arc ] and since 2000 has been the studio curriculum at the Summit School of Ahwatukee, Phoenix Arizona. As Vitruvius urged two thousand years ago, this Program has become a model of design teaching that joins studio design with a liberal education. It has been offered in several settings – in schools of architecture, in museums, and as a visiting program in schools. Over the years, the Program developed through critical evaluation and research; design projects have been conducted with students of varied ages and background. A curriculum in design, art and architecture has emerged – one that can now offer ten years of design education integrated with an elementary school unusual academic creativity. Children can draw and build before they develop logic based on verbal and computational cognitive modes. We have shown that children 3 to 5 years old can draw, understand programmatic stories, build architectural models, create prints with primary geometries, and discuss their work. As students progress, their work shows design ability and thought that compares with that of beginning college students, suggesting that architecture is a discipline that is best learned “from childhood”. We begin with the hypothesis that any subject can be taught effectively in some intellectually honest form to any child at any stage of development. — Jerome Bruner Since this discipline is so vast, embellished and enriched by varied and numerous kinds of learning, I think no one may justly claim to be an architect unless from childhood they have climbed the steps of these studies, and being nursed by the knowledge of these arts and sciences, have reached the summit, the sacred ground of Architecture. — Vitruvius Juror Comments: The success of the Vitruvius Program stems from the program leaders’ dedication to developing a clear pedagogical and philosophical foundation for translating architectural principals at the scale of the community. This program presents an admirable undertaking with a deep commitment to both education and the field of architecture. The works produced by the young children of the Vitruvius Program are remarkable, and the longevity of the program is a testament to its sustained implementation and achievements. 45

Iowa State University

Rob Whitehead

THINK, MAKE, BREAK + EVALUATE STP: Structural Technology in Practice is one-third of Iowa State University’s new integrated undergraduate building technology course sequence. The courses consist of five separate, sequential semesters of classes, with each semester equally divided into three, five-week modules (structures, environmental systems, and materials & assemblies). By combining all modules together, longer class periods than traditional curricula were possible, offering the opportunity to implement both lecture and labs during the same class—this format provides a unique opportunity to present a diversity of teaching methods, offers students passive and active learning opportunities, and encourages in-depth explorations of each topic. The course’s organization, teaching methods, and learning objectives are based off the simple idea that structures should be taught as a design course. The course’s pedagogical theme, Think, Make, Break, + Evaluate is used to demonstrate how structural design could be explored and integrated critically into design projects through a reiterative and experimental process.

ACSA Creative Achievement

The course format rejects the traditional structural pedagogy based primarily on formulae, abstract diagrams, and right/wrong calculationbased assessment. Instead, it presents structural design as an integral part of an architectural exploration. The lecture topics become the basis for design-centric lab “problems” that the students set out to solve—typically through the design and construction of a structural solution. These creations are tested, often to failure as a means of effectively assessing their respective limits of behavior. The performance of the system is evaluated by the students in a set of laboratory reports that often involve descriptions of their design process and final creations alongside technical diagrams, calculations (when possible), and a summary of “lessons learned” about the topic. At the end of the sequence, students were expected to understand a diverse range structural behavior, develop responsive forms, understand the relationship between materials and constructability and structures, and demonstrate ways that structures can be discussed and designed in a sustainable manner.

Juror Comments: This program is exemplary for its strength, integration, and accessibility to students. The creative teaching modules focuses heavily on physical, hands-on experimentation and ideation, which prompts students to connect technical courses with design practices. This program truly engages students and offers exposure to a set of valuable learning experiences. 47

HDE

ACSA/AIA Housing Design Education Awards Granted jointly by the Association of Collegiate Schools of Architecture (ACSA) and The American Institute of Architects, Housing & Custom Residential Knowledge Committee (AIA, HCR KC) to recognize the importance of good education in housing design in producing architects ready for practice in a wide range of areas and able to be capable leaders and contributors to their communities.

Excellence in Housing Education Course or Activity

University of Arkansas

Stephen D. Luoni, Jeffrey Erwin Huber, ACSA/AIA Housing Design Education & Cory Amos

PETTAWAY POCKET NEIGHBORHOOD The Pettaway Pocket Neighborhood provides desirable housing options between the scales of the single-family house and mid-rise flats—what planners call the “missing middle” because they have not been built since the 1940s. Students were introduced to missing middle housing types, from the duplex to the triplex and fourplex, bungalow court, mansion apartment, townhouse, livework, and courtyard apartments. All are high-quality medium-density options which meet the density thresholds for viable transit neighborhoods, and can be easily financed. Missing middle housing readily meets demand for urban livability within struggling first ring urban neighborhoods. Pocket housing delivers affordable, sustainable solutions through shared amenities including community lawns, playgrounds, shared drives, low impact stormwater management infrastructure, frontage systems, and common building templates. By pooling resources otherwise isolated on individual lots, pocket housing offers the next frontier for achieving affordability with high livability returns is design of the neighborhood template—the shared spaces at the same time pocket housing externalizes the benefits of its common space, enhancing streetscapes and larger neighborhood identity. Through holistic neighborhood design with a transect approach, students simultaneously engaged landscape architecture, ecological engineering, street design, architecture, and interior design in one semester. Students worked with faculty and client to provide house prototypes and planning strategies for a pocket neighborhood design that anchors a 60-block revitalization plan for the Pettaway Neighborhood. The project has received national and international recognition through publication, awards, and exhibitions as the client secures financing to build the neighborhood. Students & Additional Recognitions: Project Team, University of Arkansas Community Design Center: James Coldiron, Project Designer, Assoc. AIA, LEED AP; UACDC Students: Brendan Boatright, William Bobo, Suzana Christmann, Jeremy Goucher, Ginger Hefner, Michael Lyons, Akihiro Moriya, Carson Nelsen, Cesar Augusto Larrain Vaca; Client: Downtown Little Rock Community Development Corporation.

Juror Comments: This well-documented and executed project focuses on the development of affordable housing solutions within a community. This studio revisits the benefits of pocket housing and other housing typologies that have not been built or addressed in depth for over seventy years in architectural education. 51

ACSA/AIA Housing Design Education Excellence in Housing Education Course or Activity

North Carolina State University

David Hill, Ranji Ranjithan & Joe DeCarolis

THE PROBLEM OF THE HOUSE In 2007, the American Institute of Architects (AIA) published a series of pamphlets by engineers, architects, and contractors that urged greater commitment among these parties to work collaboratively by adopting Integrated Project Delivery (IPD) methods. In that same year, the Association of Collegiate Schools of Architecture (ACSA) held a conference entitled “Integrated Practice and the Twenty-First Century Curriculum” at Cranbrook Academy. The conference proceedings proposed ways that architecture schools could tackle emerging environmental issues and prepare students for cross-disciplinary practice. In spite of these publications, schools of architecture and engineering have been slow to adopt new teaching and research approaches that allow students from the two disciplines to collaborate. This course addressed the problem through a joint research and design studio offered by the North Carolina State University Department of Civil, Construction, and Environmental Engineering (CCEE) and the School of Architecture (SOA). CCEE and SOA professors co-taught the studio to 14 architecture and 21 engineering students who worked in integrated teams to develop innovative prototype house solutions that considered performance, aesthetic, functional, and cultural aspects of net-zero, water-efficient design. During the semester-long course, students: • Researched sustainable residential design strategies • Attended a joint lecture series • Analyzed sustainable house precedents • Traveled on field trips • Designed house prototypes • Wrote final design reports: simulation results, quantitative/qualitative analysis • Produced a publication of their work • Prepared a two-month long public exhibition at the NC AIA Center for Architecture and Design The studio received generous funding from Kling Stubbins Students & Additional Recognitions: Adams, Emily Albrecht, Jasmin Ambrose, Alan Anderson, Cameron Barghout, Julie Belk, Dustin Burke, Jacob Chmielewski, Hana Connelley, Nathan Corbett, James Cox, James Drake, Aaron Ellenbogen, Xander Emili, Michael Fallon, Jill Farish, Belle Farren, Casey Greenman, Scott Gruene, Amber Hampton, Nathan Jin, Zhao Lane, Evan Meiggs, Nathaniel Mysore, Suman Northcutt, Heidi Pressley, Phillip Sacks, Chelsea Sanchez, Leonor Sen, Andrew Ward, Adam Ward, Adam Yang, Yifan Young, Andrew Zhang, Jian

Juror Comments: This collaborative studio forces students to venture outside of their normal comfort zones to engage cultural and economic imperatives in their studies. The outcomes and solutions are modest, but more importantly, respectful of the “client’s” real needs. 53

ACSA Faculty Design Awards

To represent theoretical investigations advancing the general understanding of the discipline of architecture. The awards recognize exemplary built and unbuilt work that reflect upon practice and research.

ACSA Faculty Design University of Nebraska-Lincoln & University of Southern California

Brian Delford Andrews & Gail Peter Borden

99K HOUSE This winning entry was for an international design competition challenging architects to create an innovative design for a small house that was affordable, sustainable and energy efficient. Calling for a single-family house with up to 1,400 SF, including 3 bedrooms and 2 bathrooms, on a 50â&#x20AC;&#x2122; x 100â&#x20AC;&#x2122; site in Houstonâ&#x20AC;&#x2122;s historic Fifth Ward, the winning design had to be adaptable to a variety of sites and have a construction budget under $99,000. The successful competitor had to use sustainable building practices and materials with a special concern for affordability, longevity, energy savings benefits, and appropriateness for the hot, humid Houston climate. Designing with as many energy-efficient standards as possible, this submission used the fewest resources (labor and materials) to achieve the highest design impact. The house balances innovation and simple historical principles deriving its form from a hybrid of regional typologies of the Shotgun House and the Charleston Single House. A large porch runs along the east face allowing for the break down between interior and exterior living. The form of the house maximizes cross-ventilation and utilizes high ceilings to address the heat. The building is elevated off the ground to allow natural ventilation and drainage beneath the house. Continuous clerestory windows allow ample light [and ventilation] to reduce the need for artificial lighting. Each room can be individually closed off to allow for the conditioning of that room controlled by a self-contained HVAC unit. The bedrooms all have Murphy Beds that allow for multiple use configurations. The materials of the house are all standard, durable and affordable employing typical balloon framing clad with cementitious panels. The roof is a typical tin shed roof. Through a series of efficient but celebratory moves House 99 maximizes the minimum.

Juror Comments: This project presents an elegant, efficient, adaptable, and straightforward solution to a rigorous and commendable undertaking. The design is simultaneously innovative and grounded in its reflection of historical regional housing typologies. 57

University of Michigan

Maria Arquero de Alarcon & Jen Maigret

LIQUID PLANNING DETROIT Liquid Planning Detroit explores the agency of urban design in the redefinition of permeable development practices, and fosters the imaginative capacity of visions for Detroitâ&#x20AC;&#x2122;s future urbanism. Visualizing the largely invisible relationship between land use regulation and construction practices, resource-conservation, and pollution reduction, this research trajectory situates material studies and tectonics at the center of an updated approach to a more porous urbanism. This research brings together regional analyses of the systems of water infrastructure, and the physical, regulatory and cultural forces that shape Detroitâ&#x20AC;&#x2122;s contemporary urban condition. Within this broad framework, Liquid Planning Detroit capitalizes on recent redevelopment initiatives directed towards the revitalization of an abandoned railway corridor, the Dequindre Cut, and the patch of neighborhoods, industry and greenways tied to the Rouge River. The chosen sites serve as transects that cut through and register exemplary microcosms of zoning, regulatory codes, land ownership, building typologies, and cultural identity. These two prototypical conditions could be replicated and scaled to cover the geography of the entire city: (1) the Cut represents the conditions of linearity and continuity associated with former rail line conduits, and (2) the Moor represents a patch system characteristic of a traditional Detroit residential neighborhood with high rates of vacancy. From a disciplinary perspective, the importance of water as a key to such future urbanism lies in its ability to foster research inspired equally by quantitative and qualitative motivations. While the quantitative approach clarifies a measure of impermeability thereby establishing a set of expectations within which material research can proceed, the qualitative approach privileges representational tools to enable cultural imagination to project beyond the immediate present.

ACSA Faculty Design

Students & Additional Recognitions: Meghan Archer, Catherine Baldwin, Caroline Bergelin, Maria Capota, Leigh Davis, Tara Mather, Anna Schaefferkoetter, Peter Sotherland, Robert Yuen

Juror Comments: This project draws connections between land use, construction practices, resource conservation, and pollution reduction to stimulate an improved urbanism in Detroit. This project points out the potential for urban design endeavors to be informed by water, and it is clearly thinking about the challenges that many more cities may face in the future. 59

University of Michigan

Craig Borum

STORM GLASS Storm Glass, a nineteenth century weather-predicting instrument, is a sealed glass container with a chemical mixture, which predicts weather with various precipitant formations within the glass. Invented by Admiral FitzRoy and used on Darwinâ&#x20AC;&#x2122;s voyage on the HMS Beagle, the liquid creates crystalline forms that range from general transparency to small flakes to spiraling threads, all of which correspond to variations in local weather conditions. The storm glass operates as a perpetual index of conditions including fog, thunderstorms, snow, frost, wind, and clear skies. In addition to being an index of the weather, each unique crystalline form has different levels of transparency, ranging from clear in clear conditions to mostly opaque in stormy conditions. The storm glass combines an environmental instrument with aesthetic effects. The Storm Glass project forgoes the architectâ&#x20AC;&#x2122;s obsessive desire for pure transparency. Here glass is used to produce spatial effects based on modulating the magnitude and type of opacity. Typically, modulating the opacity of glass is an exercise aimed at thermal opacity, reflecting solar energy while remaining visually transparent and conceptually invisible. By contrast, the glass tube modulates the visual transparency of glass to produce spatial effects that result from its shape and the weather. We aim to thicken glass in order to take advantage of the ability of weather, in combination with climate, to produce varying spatial effects from environmental conditions. The Storm Glass project reconsiders glass as a mediating participant in the experience of weather. Here weather is invited inside.

ACSA Faculty Design

Students & Additional Recognitions: Julie Simpson Sara Dean Wiltrud Simbuerger Ross Hoekstra Alex Timmer Jessica Mattson Lizzie Yarina Chris Bennett Natasha Krol Jason Prasad

Juror Comments: This compelling project reconsiders the environmental and aesthetic attributes of glass as a building material. The design is sophisticated, well researched, and thorough. The exploration, experimentation, and outcomes are remarkable. 61

ACSA Diversity Achievement Awards

To recognize the work of faculty, administrators, or students in creating effective methods and models to achieve greater diversity in curricula, school personnel, and student bodies, specifically to incorporate the participation and contributions of historically under-represented groups or contexts.

ACSA Diversity Acheivement

Tulane University & NOMA Lousiana

Jose Alvarez, Sabeen Hasan, Bryan Lee, Scott Ruff & Amber Wiley

PROJECT PIPELINE Project Pipeline is a program established by the National Organization of Minority Architects in 2009. It was designed to encourage young students to pursue a career in the architectural profession. The program consists of summer camps that are developed and directed by local NOMA Chapters across the country. Expanding the program to be a tiered mentorship program from high school to professional, in July of 2012 the Tulane School of Architecture, in partnership with the National Organization of Minority Architects Louisiana Chapter, launched the inaugural programing event of Project Pipeline in the State of Louisiana. As faculty advisor of two student organizations: American Institute of Architects/Students and Multi-Cultural Arts and Architecture Collective, Scott Ruff is the primary facilitator of Project Pipelineâ&#x20AC;&#x2122;s partnership with the Tulane School of Architecture. Professor Ruff executed a curriculum that orchestrated students and faculty from Tulane University, Southern University and Louisiana State University; architecture interns, architects and community activists. The goal of this training would result in the execution of a program which was, not only relevant in the field of architecture, but also a program of interest to high school students of all backgrounds. Students & Additional Recognitions: Jasmond Anderson, Ann Ascherman, Rachel Boynton, Rebecca Cooley, Atianna Cordova, CJ Gassam, Julia Irons, Randy Hutchison, Jake Lazere, Deborah Love, Jill Musgrove, Kathleen Onufer, Sergio Padilla, Linda Pompa, Erin Porter, Irvin Robins, Nick Sackos, Vannessa Smith Torres, Reuben Soularie, Kaci Taylor, Akeisha, Tircuit, Issac Williams, Rashidah Williams

Juror Comments: This project represents an important milestone in the evolution over many years of commitment to diversity excellence. Project Pipeline is truly transformational; this model has the potential to influence policy and permeate many other schools. This program advocates for under represented populations to participate, learn, and experience the field of architecture. The benefactors are not only grade school students, but also those studying and working within the academy. The act of meaningful service is imperative to the education of our students, and Project Pipeline certainly embodies this philosophy. 65

University of Texas at Austin

Nichole Wiedemann

As the associate dean for undergraduate programs at The University of Texas at Austin School of Architecture since 2008, Wiedemann lead the undergraduate Architecture and Interior Design Programs (involving roughly half the population of the students), while also addressing the needs and trajectories of the school as a whole. During these years, Wiedemann is proud to have contributed to the advancement of the school in many ways, but particularly in the area of diversity. The School of Architecture has made significant steps to acknowledge and embrace diverse values and beliefs, interests and experiences, and intellectual and cultural perspectives in order to define and contribute to the excellence of the institution. In Wiedemann’s administrative capacity, she have led the transformation of the overall undergraduate student population to one that closely embodies the ethnicity and cultural heritage of the state of Texas –significantly more diverse than the university itself– while maintaining the overall excellence of our student body, distinguished by one of the highest average SAT scores and GPAs on campus. Some of her contributions include co-chairing and authoring the diversity plan for the school; creating a culture of inclusivity, including additional student organizations and events; connecting students with role models in the profession; enhancing recruitment efforts both in outreach and financial support; creating a more comprehensive admissions process; and improving peer-to-peer mentoring.

ACSA Diversity Achievement

In striving for a diverse and equitable community that fosters an open, enlightened, and robust learning environment for everyone, we increase academic excellence.

Juror Comments: This submission exhibits institutional support and commitment to diversity trough impressive and measurable outcomes in enrollment. Nichole understands and appreciates how a diverse environment can enrich an educational environment, and she demonstrates her ability to instill those values. She is well versed in the issues of diversity, and it is clear that her leadership and direction has significant impact on the University’s wide agenda. 67

ACSA Design Build Awards To honor the best practices in school-based design-build projects

ACSA Design Build

University of Tennessee-Knoxville

Tricia A. Stuth, Robert French, Samuel Mortimer & Richard M. Kelso

A NEW NORRIS HOUSE Our agenda focused on learning to design, build and evaluate contemporary housing that is environmentally responsible and that coexists with its historic context. Student engagement in and understanding of the multitude of relationships and processes necessary for the production of significant architecture was paramount. The project gave students from numerous disciplines practical experience administering and building in field- and factory-construction settings, and tracking sustainability goals throughout the process. Students: • Collaborated as an integrated design team - learning to organize, delegate, and communicate effectively to leverage resources (ideas, expertise, time, money) and address sustainability holistically. • Used integrated project delivery (IPD) to achieve a prototypical factorybuilt home that is site-specific - developing in-depth knowledge of existing and energy-conscious planning, design, factory production, transportation, and installation processes and costs. • Worked with an existing community that has established values and opinions about its historic context - communicating the value of design, explaining technical and aesthetic decisions, and using community feedback to strengthen design intent. • Combined on- and off-site fabrication methods and components that are responsive to climate and context - comprehending scopes of work to strategically sequence, schedule and budget to realize design, craftsmanship and sustainability goals. • Developed a method for evaluating cultural and technical measurements of sustainable housing design - planning for project commissioning (achieving LEED for Homes Platinum) and post-occupancy evaluation; balancing maintenance and operation of passive/active systems, up-front costs and life-cycle assessment. Students & Additional Recognitions: Project Managers*- Architecture: Levi Hooten, Matthew Lyle, Samuel Mortimer;Landscape Architecture: Valerie Friedmann;(Student Members, then compensated after graduation as Research Specialists) Student Team Members - Architecture: AJ Heidel, Allie Ross Matheson, Andew Pirtle, Andrew Ruff, Andy Pittman, Arya Kabiri, Ben Lamons, Chris Melander, Claire Craven, Clint Harris, Daniel Hunter, Daniel Luster, Derek Markee, Eric Bennett, Jimmy Ryan, Joan Monaco, John Sasse, Justin Mincey, Katharine Dike, Laws Nelson, Mary Miller, Matt Childress, Maxi Tittel Frank, Michael Linehan, Michele Jasper, Mitzi Coker, Nick Richardson, Patrick Quiessar, Paul Attea, Ruyi Shi, Ryan Ray, Tyler Blazer, Tyler Puryear, Jared Pohl; Landscape Architecture: Corrin Breeding, David Dalton, Justin Allen, Randall Green; Interior Design: Erin Bailey; Engineering: Anupont Thaicharoenporn, Beth Chapman, Hanya Senno, Mary French, Matthew Snyder; Environmental Studies: Ryan Edwards.

Juror Comments: This submission is an exemplary large-scale project that illustrates the enriched student-learning outcomes that can be realized via the combination of community engagement, industry collaborations, and hands-on learning. Consideration of Environmental issues and energy use conditions are well considered and subtly integrated into the design. Demonstrating the effects of active and passive energy use through computer monitoring is an excellent tool for students and users. Additionally, the execution of design is extremely advanced, with simple and sophisticated details allowing for the formal condition of the design to remain upfront. 71

Wesleyan University

Elijah Huge

SPLITFRAME: AUDUBON WILDLIFE VIEWING PLATFORM Proposition: The site - a wildlife sanctuary formerly used as a commercial cranberry bog - had been flooded by a family of beavers and was largely underwater. The Audubon Society sought a means to regain access to the site and interact with the range of its shifting conditions. Project: SplitFrame is a wildlife-viewing structure designed and constructed to maximize environmental exposure while minimizing impact. At the core of the project are two integral pieces - a floating Observation Deck and an elevated Viewing Station - connected via a hinged staircase, allowing the Observation Deck to rise and fall with the seasonal change in water levels. The project is situated at the end of a long berm, a vestige of the wildlife sanctuary’s former use as a commercial cranberry bog. This existing berm was integrated into the project as an access path, drawing visitors out over the water, under the Viewing Station, and onto a ramp to the Observation Deck. Coda: Informed by research on sustainable construction technologies and building materials, design precedents, and the project’s 19-acre site, SplitFrame was undertaken as a collaborative research/design/build project involving 15 undergraduate architecture students, the design studio instructor, two ornithology research scientists, and the Audubon Society client. Students learned ways to focus and apply design research, manage a limited budget, limited materials, and limited site access, while the client regained access to the sanctuary.

ACSA Design Build

Students & Additional Recognitions: Jason Bailey (‘09) Hunter Craighill (‘09) Henry Ellis (‘10) Nicole Irizarry (‘09) Yang Li (‘10) Angus McCullough (‘10) Megan Nash (‘09) Rebecca Parad (‘09) Arkadiusz Piegdon (‘08) Derek Silverman (‘09) Julia Torres (‘08) Renae Widdison (‘10) Yale NgWong (’10) Zachary Bruner (‘08)

Juror Comments: This submission is an exemplary small-scale project that guides students beyond the basic design-build conditions and involves them in a carefully orchestrated response to an environmentally sensitive site. The interdisciplinary team produced a well-executed design through the consideration of detail at a variety of scales. The use of a simple and elegant material palette allows the environment and place to remain center to the experience. 73

ACSA Design Build

Virginia Tech

Keith Brian Zawistoqski & Marie Zawistowski

REALITY CHECK: PEDAGOGY AT THE INTERSECTION OF PRACTICE, EDUCATION, AND OUTREACH Though much of architectural education revolves around theoretical concepts necessary to the development of creative sensibilities, a key curricular component in 5-year undergraduate professional degree programs is the obligation to prepare students for the practice of Architecture. A Reality Check in the third year is a strategy to balance theoretical underpinning with technical aptitude. The design/buildLAB is not a faculty-led research initiative with student assistants, a practical internship with professional mentors or a professional apprenticeship with studio masters, nor does it profess an accepted understanding or a common way of doing. Rather, it is a learning environment where projects are led by students and faculty are simply advisors who bring resources to the discussion and refocus or encourage as needed. The program is a comprehensive 2-semester studio integrated with required peripheral courses such as Structures, Systems, and Professional Practice. It focuses on the development and implementation of innovative construction methods and architectural designs. Students collaborate with local communities and experts to identify needs, develop concepts, and propose solutions to real-world problems. The goal of the program is to teach students the skills necessary to confront the design and realization of architecture projects, with a consciousness for social and environmental issues. The program removes the abstraction, engages students’ initiative and encourages them to ask fundamental questions about the nature of practice and the role of the architect. Only through experiencing the process of making architecture in its entirety can we give students the competence and confidence to design the future of their discipline. Students & Additional Recognitions: Stephenson, Samantha Terrill, Reagan “Taylor” Atkins, William “Tyler” Duda, Lauren Duong, Huy Ellison, Derek Harpst, Katherine Nelson, Margaret Schaffer, Leah Skelton, Emarie Yeh, Samantha “Sam” Ezure, Megumi Lee, Kyle Naegele, Leo Shelton, Ian Sikora, Brent Agan, Anne Drudick, Chris Geffert, Jacob Gresham, Rachel Hughes, Shannon Madden, Elizabeth McCloskey, Ryan Miller, Brett Roop, Elizabeth Sanchez, Erin Woolf, Sara Angell, Emily Britton, Zachary Cromer, Chris Delgadillo, German Ellis, Cody McLaughlin, Andrew.

Juror Comments: This submission is an outstanding, well-developed program that produced two high-quality open-air projects to benefit the community. This submission clearly articulates the pedagogical goals and outcomes of a professor-in-practice design-build program going above and beyond the basics of technical skill development. Projects exhibit studentdriven design, development, and construction which supports enriched first-hand learning, and a “Reality Check” for all who are involved. 75

University of Nebraska-Lincoln

Jeffrey L. Day

DESIGN FABRICATE FACT is the University of Nebraska-Lincoln, College of Architecture’s Fabrication And Construction Team, a design-research initiative started by Professor Jeffrey L. Day in 2001. Working with the architecture firm Min | Day, FACT engages creative, non-profit clients in collaborations that span design and construction. FACT is an academic/professional design lab, a “do-tank” in which ideas and new knowledge are developed through action as well as thought. Through FACT, architecture, landscape architecture and interior design students explore the interplay of traditional construction practices and contemporary digital fabrication techniques. Where academic design studios tend to focus on ideation, conceptualization and schematic design, FACT focuses on the creative opportunities embedded in the development and realization of projects. FACT is similar to other “designbuild” programs in schools of architecture; however, FACT emphasizes skills of creative collaboration helping students work effectively with clients, fabricators, builders and other partners rather than training them to be part-time builders.

ACSA Design Build

Students & Additional Recognitions: many students were involved over the years, this list represents the current group only: Daniel Conces Taylor Hammack Matt Kreutzer Dennis Krymuza Nicole Maas Matt Macchietto Amanda Mejstrik Chris Paulsen Nolan Stevens Heather Tomasek Tristan Vetter Kylie Von Seggern Trevor Watson.

Juror Comments: This submission presents an exemplary collection of projects ranging in terms of scale and site context. There is respect for place while not over-romanticizing vernacular typologies or regional landscape. The result is a set of projects that provide inspirational places for community experience and interaction. The course design structures are used to connect the work to the curriculum. This sustained program of design build initiates presents a valuable model for others to study and emulate. 77

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JAE

Journal of Architectural Education Best Design as Scholarship Article This award is selected as the JAE Best Scholarly Article from the all those submitted to the journal in the award year. The JAE has for more than 58 years represented the Association of Collegiate Schools of Architecture as the flagship publication of this important architectural organization.

As increasing numbers of architecture schools introduce new degree programs based on postgraduate research, often engaging other disciplines, emerging technologies, materials and environmental concerns, this new species of architectural education demands an approach distinct from those that dominate professional programs. The authors present The Stratus Project—an ongoing body of design research investigating kinetic environment-responsive interior envelope systems, as a means of identifying a potential range of issues, models of inquiry and disciplinary influences for postgraduate research. Read the complete article in the Journal of Architectural Education volume 65:2, March 2012, pages: 69–79.

JAE Best Design as Scholarship Article

University of Michigan & Ryerson University

GEOFFREY THÜN, KATHY VELIKOV & COLIN RIPLEY

THICK AIR

82 82

JAE

Journal of Architectural Education Best Scholarship of Design Article This award is selected as the JAE Design Best Article from the all those submitted to the journal in the award year. The JAE has for more than 58 years represented the Association of Collegiate Schools of Architecture as the flagship publication of this important architectural organization.

Princeton University

As chairman of the Architectural Association (AA) in London from 1971 to 1990, Alvin Boyarsky presided over a seminal moment in the history of the school. Launching a critical departure from the AA’s postwar modernist professional training, during the early 1970s Boyarsky developed the ‘‘unit system’’ as the foundation of the school’s educational program. A framework of vertical studio teaching, the unit system invited tutors to seize pedagogy as a medium for architectural experiment and critical inquiry. Read the complete article in the Journal of Architectural Education volume 65:2, March 2012, pages: 24–41.

JAE Best Scholarship of Design Article

IRENE SUNWOO

FROM THE ‘‘WELL-LAID TABLE’’ TO THE ‘‘MARKET PLACE:’’ THE ARCHITECTURAL ASSOCIATION UNIT SYSTEM

ACSA/AIA Topaz Medallion Glen S. LeRoy, Lawrence Technological University; Matthew Anthony Barstow, University of New Mexico; Gregory A. Kessler, Washington State University & Adele NaudĂŠ Santos, Massachusetts Institute of Technology

ACSA Distinguished Professor Judith Kinnard, Tulane University; Gregory Luhan, University of Kentucky; Ikhlas Sabouni, Prairie View A&M University & George Baird, University of Toronto

ACSA/AIAS New Faculty Teaching Brent Castro, AIAS Vice President; Geoff Gjertson, University of Louisiana-Lafayette; Michaele Pride, University of New Mexico & Amanda Gann, University of Tennessee

ACSA Collaborative Practice Gregory Luhan, University of Kentucky; Jude LeBlanc, Georgia Institute of Technology & Marilys Nepomechie, Florida International University

ACSA Creative Achievement David Hinson, Auburn University; Gregory Luhan, University of Kentucky; Kathy Velikov, University of Micigan & Geoff Gjertson, University of Louisiana-Layfayette

ACSA/AIA Housing Design Education Judith Kinnard, Tulane University; Gregory Luhan, University of Kentucky; Daniel Hernandez, Jonathan Rose Companies & David Lee, Stull and Lee, Inc.

ACSA Faculty Design Gregory Luhan, University of Kentucky; Kiel Moe, Harvard University & Galia Solomonoff, Columbia University

Diversity Achievement Brent Castro, AIAS Vice President; Gregory Luhan, University of Kentucky & Michaele Pride, University of New Mexico

Design-Build David Hinson, Auburn University; Gregory Luhan, University of Kentucky & Lori Ryker, Artemis Institute

Journal of Architectural Education 86

JAE Editorial Board & ACSA Awards Committee

JURY 87

2012-2013

ACSA PRESS

WA S H I N G T O N , D C