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Carnegie Mellon University School of Architecture

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TABLE OF CONTENTS BACKGROUND MY PROFESSIONAL ASPIRATION

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What do you want to do? What do you want to accomplish?

Why would you want to do that? Why would you want to accomplish that? What is your end game?

SUITABILITY WHY AM I RIGHT FOR MY PROFESSIONAL ASPIRATION? WHY IS MY PROFESSIONAL ASPIRATION RIGHT FOR ME?

What is misunderstood by the public? How will you help clarify what is misunderstood? How would you demonstrate that things could be better in a way that everyone might understand?

Is it personal wealth? Power over others? Someone else succeeding? The elimination of something that threatens the free will of others?

GOALS WHAT DOES SUCCESS LOOK LIKE FOR YOU?

WHAT DOES SUCCESS FOR YOUR PROFESSIONAL ASPIRATION LOOK LIKE?

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If you want to get something done and achieve personal growth to do more, who will you learn from? Is it important to learn from someone with experience? Should you be offered absolute authority over all decisions before ever having delivered a building? Why? What types of organizations adapt over time? Is ability to adapt important?

WHAT IS THE EVIDENCE OF YOUR CONVICTIONS IN THE ASPIRATIONS IDENTIFIED? (TO BE REPRESENTED AS WORK IN STUDIO DEVELOPS AND THROUGH COMMISSIONED FABRICATION)

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Who is doing something that matters? To you? Why? Are there others? Is there a group of people. Practices doing this type of work? Are there public agencies doing this type of work? How big are they? Does that matter? Does location matter? Who are the clients for these practices?

THE ORGANIZATIONAL STRUCTURES OF PRACTICES/ PROFESSIONAL OUTLETS THAT WILL ENABLE YOUR PROFESSIONAL ASPIRATION?

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How would someone know if you succeeded at what you consider important?

What would publicly signify success? What would others consider success?

ASPIRATIONS EXISTING PRACTICES/PROFESSIONAL OUTLETS THAT REPRE SENT YOUR PROFESSIONAL ASPIRATION?

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If you are serious about what you say, where would you leave your mark? Why should anyone care about what you want to do?

WHAT ARE THREE WAYS YOU COULD BETTER TELL THE STORY OF YOUR PROFESSIONAL ASPIRATION?

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Who would want to do that? Why? For what reason?

CHALLENGES WHAT ARE THE BIGGEST CHALLENGES YOUR PROFESSIONAL ASPIRATION FACES IN MAXIMIZING ITS POTENTIAL?

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Do you practice what you preach? How? What can you show as proof? What will prove what you say? If you haven’t proven your convictions yet, why would someone believe what you say? What steps will you take? Can you do what you say?

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TABLE OF CONTENTS (CONT.)

ENVIRONMENTAL CHARTER SCHOOL PROPOSAL PROJECT PROGRAM AND ASPIRATIONS PERSONALLY DEFINED PROJECT PROGRAM

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PROGRAM BASED PLAYERS

Who will be required to make the project a success? Who should be involved in the process of brainstorming, designing, and building?

PROJECT ASPIRATIONS DEFINED BY CLIENT

What aspirations and goals does the client have for the project? How does the client envision the project?

What concepts are evident in your design in regards to the proposal in general as well as the approach taken to achieve specific aspirations?

PROJECT PROPOSAL CONCEPTUAL DESIGN/CONCEPTUAL APPROACH DESIGN PROCESS/DESIGN WORKFLOW

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How does implementation work? Who is involved in the review of the project?

What are people’s roles and motivations?

BUILD TEAM

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What is the order of significance in your obligations? Where is your positioning strong and where does it have weak points and opportunities for improvement?

IMPLEMENTATION PATH TO IMPLEMENTATION

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What has been the process and workflow of the design thus far? What processes are necesary to proceed through to the completion of the project?

DOCUMENTATION

Documentation of the resultant design ETHICAL POSITIONING OBLIGATION TO THE PUBLIC OBLIGATION TO THE CLIENT OBLIGATION TO THE PROFESSION OBLIGATION TO COLLEAGUES OBLIGATION TO THE ENVIRONMENT OBLIGATION SPECIFIC TO THE PROJECT HIERARCHY OF OBLIGATIONS

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What aspirations and goals do you have for the project? How do you envision the project?

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How do you make this project possible? Who will need to be contracted?

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NARRATIVE

What are the reasons that the implementation process has been designed as

such? What are the reasons that this specific team has been selected and hired?

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WORKS CITED

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TABLE OF CONTENTS

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TABLE OF CONTENTS

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A Brief History

BACKGROUND

Figure 1 | The store front of Chang An II

From the age of seven, I began my humble job at my parents’ restaurant, Chang An II, scooping rice, taking phone calls, making soup, and waiting on customers. While I deeply loathed that restaurant; from my strange overcompensation for politeness to my social quirks, it has shaped who I am today. Having a childhood dominated by restaurant work has taught me much about how the world works; where everything stands in the hierarchy of importance in life, and what I care about the most.

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For a restaurant, business, profit, and sales are more important than anything else, and thus everything revolves around the money, As a child, these principles were drilled into me to a painful degree, however these ideas also evolved into more fundamental desires of how I wanted to treat others. As I always knew food would be on my plate, the customers would always eat before me. In all, working at Chang An II planted the seeds of wanting to help others and see what impact one individual could make.

BACKGROUND

As a child, after my parents found out about some bullies I had encountered in school, they decided to throw me into martial arts so that I could defend myself, but, in my naiveté, I saw it as an opportunity to learn to protect others. After obtaining a black belt in Mixed Martial Arts, my parents asked me to try Kyokushinkai karate, a fierce form of Japanese martial arts which was centered on self-development, meditation, and passion. While learning the techniques of the Kyokushin and training my body at the Honbu, I learned to push my mind and body beyond what I had believed

to be limits, and to meditate while being humbled by the knowledge and strength of others. While I found myself in a diverse group full of children, adults, and even the elderly, the entire organization, down to every last member, abided by core principles that I have since applied to how I live my life:

1. Respect everyone

2. Be humble

3. Live honorably and honestly

4. Act with passion

5. Don’t judge anyone And finally, one that I have lived, studied, and worked by:

“Do your BEST, and leave the REST”

- KAICHO FARZINZAD

during countless practices

Figure 2 | Group picture of my last practice at International Kyokushinkai Union Honbu

BACKGROUND

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BACKGROUND

What is your Professional Aspiration? What do you want to do? What do you want to accomplish?

I have, what some may call, an unhealthy obsession with bamboo.

Both as an aesthetic material choice and as a potential material to be integrated into the fields of architecture and construction, bamboo has never ceased to amaze me in its beauty and potential.

In addition, the strength of bamboo and its incredible flexibility are truly awe-inspiring, to the extent that, what inspired me to apply to and choose to enroll in Architecture school was a TEDTalk that Elora Hardy did in 2015 regarding the work of IBUKU. In both the manner in which she performed and the stunning array IBUKU’s work, I found a sincere respect for not only bamboo as a material but also for work IBUKU has done, both architecturally related, but also in regards to IBUKU’s investment in the next generation of children.

Figure 3 | Image of Elora Hardy, Founder and Creative Director of IBUKU

“Betung [bamboo], as we call it, it’s really long, up to 18 meters of usable length.

Try getting that truck down the mountain. And it’s STRONG: it has the tensile strength of STEEL, the compressive strength of CONCRETE. Slam FOUR TONS straight down on a pole, and it can take it. Because it’s HOLLOW, it’s LIGHTWEIGHT, light enough to be lifted by just a few men, or, apparently, one woman.”

- ELORA HARDY

during a 2015 TEDTalk 8

BACKGROUND

Figure 4 | Image of the Sharma Spring Residence by IBUKU

My professional aspiration is the design with bamboo and to promote its use around the world where viable. In this regard, whether through research, practice or a combination of both, I hope to contribute to the spread of its use by incorporating bamboo in my work, even if only as an interior feature or detail. Furthermore, I would also like to research and experiment with new ways to use bamboo or different means to enable more people to design, construct, and use it. In the end, I want to spread the use of bamboo further north and south of the equator and integrate it more extensively into the common construction practices of more countries through the experimentation, use, and practice based research of bamboo.

Figure 5 | Image of the Sharma Spring Residence by IBUKU BACKGROUND

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Figure 6 | Image of the Quinta Monroy Housing by ELEMENTAL before additions by residents

Since starting the study of architecture at CMU, I have learned much about the impact of buildings in the social and environmental contexts. From net zero buildings to the ethics of architects’ work, the knowledge and skills I have gained propel me in the direction of sustainable and public interest architecture and design. Relative to these fields, I want to open up a practice that can contribute to the production of buildings and spaces, both residential and commercial that are designed in the public interest and function sustainably. Considering that not every circumstance can be resolved through bamboo architecture, I do intend to work with other materials. Even so, I hope my work will allow me to promote the use of bamboo with its the natural curvature, fierce strength, and calm flexibility while satisfying the client.

Figure 7 | Image of a scale model of the Turtle Classroom at Green School by IBUKU 10

BACKGROUND

Figure 8 | Image of the Quinta Monroy Housing by ELEMENTAL after additions by residents

While there are many ways to go about designing sustainable and public interest architecture, I have subscribed to the belief that bamboo’s natural capacity in regards to growth rate and strength inherently open up an entire realm of possibilities for tackling the world’s most pressing issues, architecture related or otherwise. In conclusion, I want start a professional architecture practice and work to push the limits of architecture in regards to bamboo architecture while inspiring the next generation of architects to design sustainable buildings in the public interest.

Figure 9 | Image of the Turtle Classroom at Green School by IBUKU BACKGROUND

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SUITABILITY

Why are you right for your Professional Aspiration?

Why would you want to do that? Why would you want to accomplish that? What is your end game?

Figure 10 | Image of Avon Middle School located in Avon, CT

As I grew older, I gained more freedom to participate in other activities, especially after my parents sold their restaurant to enter the stainless steel industry. With my new found time, I started to join clubs and, as a result of my elder sister being the president of the Avon Middle School Peer Mentors, I was roped into the program.

AMS Peer Mentors took well-performing students at our local high school and paired them up with 12

students at the local middle school who were performing poorly and were deemed to require more attention. For the better of four years, almost everyday of the week after school, a group of high schoolers, including myself would attend and tutor individuals or groups of middle schoolers, using our past experiences and knowledge to help them complete their homework or study for tests more efficiently.

SUITABILITY

In return, the tutors were able to review material they had long forgotten, interact with students, and gain experience on how to explain a plethora of topics more efficiently and clearly for their students.

While at first it was just another chore to complete, I eventually began to sincerely

look forward to seeing the students to see if my tutoring had helped and what new topics I would teach. By the time I graduated high school, the club had become a place to engage in a cultural and intellectual exchange to help others, while investing in learning to teach.

Figure 11 | Image of the approach to Avon Middle School

In relation to my professional aspirations and studies, this passion and value in helping and teaching others has become a significant part of goals for the future. While I still may lack much of the experience and knowledge required to do so currently, it is my intention to continue learning for the rest of my life and to help others up when possible using what I know and what skills I possess. It is my hope that this way of life will enable me to continuously learn and be useful to others and to society.

To me, as long as I can maintain a reasonable quality of life with the opportunity to develop financial assets, I want to spend my time working to help others by positively contributing to not only individuals, but also communities of people. My hope is to spur a legacy of people who want to help others and are willing to take the time to teach others how to do the same. Ultimately, I want to create a firm that enables this cycle and continues to turn long after I’m gone.

SUITABILITY

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SUITABILITY

Why is your Professional Aspiration right for you?

Who would want to do that? Why? For what reason?

At the end of the day, I want to be someone who can be remembered for helping others and working tirelessly for the benefit of others. In addition, my goal is to compel and inspire others to do the same in hopes of generating more

positivity in the world. Perhaps a part of me wants the fame, or to be respected and known for my work, but my primary reason is to make my mark on this world before I die, to leave a legacy and to be able to have made a difference and

Figure 12 | Group picture with a restaurant owner, his nephew, and fellow students in Shanghai, China

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SUITABILITY

Figure 13 | Selfie with an ostrich at the Qiandao Lake in Hangzhou, China meant something to others. Furthermore, considering the type of work I aspire to do, I hope that it will take me around the world to experience new places, spaces, peoples, and cultures to ultimately learn more about the beauty of the world and its citizens. I hope that through both my work and travels that I can connect with many people, environments, and spaces to exchange both cultural and experiential knowledge.

Although naive, I hope that I can create a better future for the people after me, inspire others to do the same, and leave this world better than how I found it.

Figure 14 | Selfie with a duck at the Qiandao Lake in Hangzhou, China SUITABILITY

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As a child and through my adolescence, due to my circumstances, I was often unable to travel and see the world outside of the sheltered suburban area where I grew up.

Perhaps due to this, I am particularly amazed to see the amazing spaces around the world and am always excited to experience the sensual overload that these spaces compel.

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Figure 15 | Image of thePAGE streetLABEL canals of Suzhou, China

If nothing else, I want my work to preserve and continue to create such spaces to allow future generations to continue to experience them and be inspired by them. Furthermore, I hope to be able to revisit these spaces and to find more of them through my work and travels, perhaps even designing a few as well.

Figure 16 | Image peering of a cave in Hangzhou PAGE out LABEL

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CHALLENGES

What are the biggest challenges your Professional Aspiration faces in maximizing its potential? If you are serious about what you say, where will you leave your mark? Why should anyone care about what you want to do?

To public interest design, the largest blockade would, on a larger scale, be the skepticism and controversy regarding public interest design in terms of the bias against it and the questioning of its actual impact. Its effect is limited by the quantity of people who are willing to dedicate their time and effort into these pursuits due to the fact that generally, public interest design is not extremely profitable. And while some governments provide incentive for developers to create affordable housing, public interest design is powered on being able to obtain funds. As a result, public interest architecture can encounter issues preventing a project from making a larger impact.

Sustainable design often struggles with negotiating funding and following through with engaging environmentally-friendly solutions. In addition, changing the opinions of others and rallying the support and influence of other architects can prove to be difficult. Furthermore, in my case, by committing to two different fields so drastically different in nature and values, this naturally generates conflict in regards to priorities: Does the social and contextual impact always come first? The environmental impact?

A balance of both? How is that balance negotiated? In regards to these two fields, I want to make my mark dancing along this thin boundary and addressing this condition and to attract the attention of others to provide examples of what to do, and inevitably, also what not to do.

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CHALLENGES

Figure 17 | Concrete spikes under a bridge in Guangdong, China

In many cases like the one featured above, conflicting perspectives and desires can generate what some call “defensive architecture� that are specifically designed to prevent the homeless from sleeping in public spaces to better the public image, but may compromise the interests of others. On the other hand, successful public interest design can lift up and empower communities, for example in the case of the Butaro District Hospital which taught the local community valuable skills in construction and fabrication through the process of creating a valuable amenity.

Figure 18 | Image of the Butaro District Hospital by MASS. Design CHALLENGES

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Figure 19 | Image of mass production houses by Toyota in Japan

In cases like the one above, efficiency and profit can far outweigh sustainability and even good design¹. In other cases though, like the Frick Environmental Center, a beautiful building can not only function sustainably, but also become a place for learning, a healthy environment for its inhabitants, and an architectural spectacle.

Figure 20 | Image of the Frick Environmental Center by Bohlin Cywinski Jackson ¹ Braw, Elisabeth. “Japan’s Disposable Home Culture Is an Environmental and Financial Headache.” The Guardian, Guardian News and Media, 2 May 2014, www.theguardian.com/sustainable-business/disposable-homes-japan-environment-lifespan-sustainability.

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CHALLENGES

Bamboo architecture and construction, in practical terms, struggles with making more of an impact in colder climates due to its material properties and limits. Even so, there are many species of bamboo, some small, some large, some fragile, some hardy, there are even some that can endure cold weather down to -23 degrees Fahrenheit². Although it often is seen as the poor man’s construction material, and perhaps unfit or unworthy of being used as construction materials, the capacity of bamboo to allow for incredible curved forms and expansive spaces is almost limitless. In regards to bamboo architecture and design, I want to make a difference by proliferating the use of bamboo

CHALLENGES

What are the biggest challenges your Professional Aspiration faces in maximizing its potential? If you are serious about what you say, where will you leave your mark? Why should anyone care about what you want to do?

for formal purposes like the work of Ibuku, but also experimenting new ways to use it and developing new methods of constructing with it. Another significant drawback to the use of bamboo in architecture currently is that it requires a team of highly specialized craftsmen and craftswomen to realize the stunning formal bamboo architecture, while bamboo scaffolding, although simpler to fabricate, perhaps lacks the visual impact to capture the attention of the public and raise awareness of its use. Hopefully, by integrating technology into the process of design and construction, bamboo can become more accessible to a larger population of architects, designers, and engineers.

² American Bamboo Society. “Introduction to Hardy Bamboos.” ABS - Introduction to Hardy Bamboos, American Bamboo Society, 26 Oct. 2008, www.bamboo.org/GeneralInfoPages/BarnhartIntro.html.

CHALLENGES

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“... most people, especially in Asia, think that you couldn't be poor enough or rural enough to actually want to live in a bamboo house.”

- ELORA HARDY

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Figure 21 | Image of a small PAGE bamboo LABEL hut in Bangladesh

IBUKU’s work has brought and is bringing an incredible amount of attention to bamboo architecture, promoting its beauty and practicality.

Figure 22 | Image of the Ananda House at Green Village by IBUKU

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CHALLENGES

What are three ways you could better tell the story of your Professional Aspiration? What is misunderstood by the public? How will you help clarify what is misunderstood? How would you demonstrate that things could be better in a way that everyone might understand?

The general perception of architects is that they’ve lost, or perhaps never had, the ability and intention to design for the people. This distrust, although a general stereotype, is not undeserved.

Across the globe there are countless examples of buildings in which architects’ personal artistic statement not only came at the cost of their owners economically, but also were also insufficient in function and unfulfilling their intended purpose.

This distrust of architects will only continue to worsen if a more socially responsible way of designing architecture is not implemented into the field.

Despite this misconception about architects, many architects sincerely do want to elevate the social contract and improve the societal condition in their own ways, which may vary by discipline or interest.

“... you [referring to architects] are not a profession that has distinguished itself by your social and civic contributions to the cause of civil rights, and I am sure this does not come to you as any shock. You are most distinguished by your THUNDEROUS SILENCE and your COMPLETE IRRELEVANCE” - WHITNEY YOUNG

at 1968 American Institute of Architects National Convention

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CHALLENGES

Figure 23 | Image of the “Greenhouse Gas” TV Advertisement by the Victorian government in Melbourne, Australia

Both public interest design and sustainable architecture can be quickly underhanded by the failure to successfully navigate a context and the inability to convey the significance of design decisions to convince others. This issue of communication can perhaps be resolved using highly visual means of portraying an idea. In regards to sus-

tainable architecture, a way to approach the story-telling of a project could be to create visualizations of the impact, like carbon footprint, through the use of a relatable visual means, for example the black balloons used in the “Greenhouse Gas” TV advertisement by the Victorian government in Melbourne, Australia³.

³ Ecologicalchallenges. “The Black Balloons Awareness Campaign.” Visualizing Climate Change, 14 Dec. 2014, visualizingclimatechange.wordpress.com/2014/12/14/the-black-balloons-awareness-campaign/.

CHALLENGES

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Figure 24 | Image of a Flooded Public Bench

Figure 25 | Image of an Overgrown Tower in China

This visual concept can then carry on to other impacts related to buildings. A potential aspect to portray could be the water usage of buildings using water balloons which, instead of floating up into the atmosphere, could fill and pop to portray the “flooding” of water usage, the visualization of the human impact on the environment could take various forms to bring attention to certain issues and explain the severe impact of our daily actions and choices. Perhaps another powerful visual portrayal of environmental impact could be through the use of conveying the quantity and size of trees that would be required to offset households’ carbon footprint, eventually portraying the gigantic jungle which would be necessary, and essentially

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underscoring the negative effects of deforestation and the clearing of entire natural ecosystems. Or perhaps to portray the impact buildings and physical environments have on their contexts, especially in urban locations, the use of coffins to represent annual deaths could portray how dangerous specific areas can become when cities neglect to invest in particular areas. These ways of storytelling and conveying the impact of architecture could be used as a sort of warning like the Melbourne TV advertisement, but could also serve to instill hope that the natural condition could improve through dedication and attention to what everyone can do to help and what people and cities should invest in.

CHALLENGES

Bamboo architecture, on the building scale, experiences two major issues that undermine its impact, the first being one of its natural weaknesses being colder weather, and the second being seen as a simple material not as capable of enduring the burden that more modern materials undertake. Regarding bamboo’s aversion to colder climates, it would be best to construct using hardier bamboo species in winter climates to prove its potential. A visual suited for conveying these ideas could be a bamboo structure standing in a winter wonderland or beside an igloo to portray not only how natural it still appears, but also

its capacity to exist in such conditions. In terms of bamboo’s image as an overly flexible and cheap material, a way to tackle this frontier would be to portray the forces apparent in bamboo structure and pointing out the stresses the bamboo undergoes, perhaps in number of elephants or SUVs in comparison with steel beams or concrete slabs. Through the use of projects like these, perhaps a larger audience will buy into the use of bamboo in more places. The ultimate goal isn’t to replace the steel or timber industries, but to help others realize that there are other options which may be cheaper and more environmentally sustainable.

Figure 26 | Image of a structure within the Juknok- Figure 27 | Image of the Indochine Café by Vo Trong won Bamboo Forest Nghia Architects CHALLENGES

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GOALS

What does success look like for you? Is it personal wealth? Power over others? Someone else succeeding? The elimination of something that threatens the free will of others?

Figure 28 | Image of my parents

Figure 29 | Image of my father at the restaurant

When my parents immigrated from China to the United States in the 1990s, they immediately began positions working as a chef and as a waiter at various Chinese restaurants. Although my mother flew to the US, my father went through a sickening voyage by boat to the United States, ending up sick and weak in an American immigration prison still in crippling debt from the cost of the trip to America. From the moment they stepped onto US soil, they both began working and stressing nonstop to create

a better future for both my sister and I, hoping that we would experience a much more comfortable and stable path to financial independence. And while they want to vouch for the happiness of my sister and I, they would rather prefer that we can at least put food on the table and can become self-sufficient, functioning members of society. In the end, they just want the best for us, and it is our responsibility to answer their efforts with equivalent if not greater respect and seriousness to achieve their expectations.

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GOALS

Figure 30 | Image of my family and extended paternal relatives

Within my family, success would be characterized by proving self-sufficiency and earning the respect of my elders and family members by starting a successful architecture firm. Personally though, professional success would have to be achieving a point in life when I can become a mentor to others in the fields of public interest design, sustainable architecture, and bamboo architecture.

In this sense, my personal judgement of architectural success would depend on the success of the people I hope to teach and inspire in addition to the success of my own firm. On the other hand, my personal success would be achieving

a financial point in life when I can help my family and others without having to worry about money. Although my parents immigrated from China, they encountered countless challenges in doing so to immigrate here and to be able to prove that their sacrifice, stress, and hard work were worth it would be a true accomplishment in my life. On a grander scale though, for my work to have a consistent positive impact that benefits people, communities, or even society would mean the world to me. At the end of the day, success is knowing that I meant something to the people around me and that I positively impacted the world.

GOALS

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GOALS

What does success for your Professional Aspiration look like? How would someone know if you succeeded at what you consider important? What would publicly signify success? What would others consider success? people I respect greatly would also be a great sign of success, that I had gained the respect of others. Professionally though, constant improvement and ambition for better design would bring about the perhaps more blatant definitions of success. While the amount of publicity the practice gets regarding their work and the number of awards and accolades tied to the firm poses a definitive portrayal of the success of the practice, even having someone I mentored start a firm in a place I haven’t been to or expanding the type of work my own practice is commissioned to do would be significant indicators of success both in regards to simple success of the firm, but also taking steps closer to my personal life goals.

In regards to starting a firm that designs sustainable and public interest design architecture, success would inherently rely on the success of the work produced by the practice. Through a system of pre- and post-occupation evaluations, the practice would be able to ascertain what areas to focus on and whether certain strains of problems were more prominent in the work. Success would be determined by evidence of learning from past projects and encountering new issues to keep in mind for future projects. This system would also severely rely on the constant attention to the current work of other firms through the same lens to learn through others as well.

To get the chance to work with

Figure 31 | Image of the LEED Building Standard Logo

Figure 32 | Image of the WELL Building Standard 30

GOALS

Figure 33 | Image of part of MASS. Design Group’s new approach to cataloging progress and improvement

Figure 34 | Image of the SEED Awards Logo GOALS

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ASPIRATIONS

Existing Practices/Professional Outlets that represent your aspirations? Who is doing something that matters? To you? Why? Are there others? Is there a group of people/practices doing this type of work?Are there public agencies doing this type of work? How big are they? Does that matter? Does location matter? Who are the clients for these practices? A list of outlets, path, how practices work, clients?

While there are numerous firms and practices implementing bamboo into their designs, few execute it to the formal extent that IBUKU does and even fewer have reached an audience as large as IBUKU has. Furthermore, the expansiveness of the practice itself also stands as a testament to their effort to make bamboo more well-known. The collaborative nature of the firm which incorporates designers, architects, engineers, and craftsmen speaks to the multidisciplinary and exploratory nature of their work and the boundaries they constantly push.

In addition to their built work which varies in scale from large building complexes to bamboo furniture pieces, Elora Hardy, the founder and creative director of IBUKU also advocates for the

use of bamboo as a sustainable and viable material. Although the size of their firm isn’t large, they are powered by the community of craftsmen and craftwomen and access to bamboo which enable their work. In terms of location, their proximity to their primary construction material as well as the abundance of bamboo plays a significant role in permitting IBUKU to do the work they produce.

Even so, the clients for IBUKU are generally wealthier individuals who can afford to commission more luxurious private residences or more community-based projects like the Green School in Bali. In general however, the work IBUKU does is difficult to replicate and has a specific niche, resulting in few other organizations practicing in a similar manner4.

Figure 35 | Image of IBUKU’s Logo 4

IBUKU. “IBUKU.” IBUKU, IBUKU, 2018, ibuku.com/.

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ASPIRATIONS

“Buildings are not simply expressive sculptures. They make visible our personal and our collective aspirations as a society. Great architecture can give us HOPE. Great architecture can HEAL.” - MICHAEL MURPHY

during a 2016 TEDTalk

The MASS Design Groups’s hopeful attitude and passion for using architecture to empower and to heal communities represents the pinnacle of public interest design in my eyes. Furthermore, similar to Elora Hardy, Michael Murphy has also advocated for the principles he embeds in his work to be used in other architectural and design fields to inspire others to think of the potential for the spaces around us to function well, but also to heal and supplement the health of its users.

Although there are countless other organizations that work in the domain of public interest architecture, the work of MASS specifically stands out in their success in not only providing sustainable solutions to architectural

Figure 36 | Portrait of Michael Murphy, the co-founder and CEO of MASS Design Group problems, but also using architecture as a means of helping communities gain valuable skills and experiences.

Given the breadth and variety of work MASS has done, location doesn’t seem to affect their work due to their concept of healing. In regards to their clients however, MASS Design Group receives funding for projects from various sponsors and also picks up some projects by reaching out to communities of their own accord. This dependence on support and the willingness of others to work with MASS only serves as more proof to the quality of their work. Lastly, while there may be a lack of public agencies in this field of work, some public agencies may be involved in funding their work.

Figure 37 | Image of MASS Design Group’s Logo ASPIRATIONS

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POTENTIAL CAREER PATHS

Depending on availability and schedule, I am planning to travel to Indonesia and enroll in Bamboo U, a course that teaches bamboo craft and design. In addition, I hope to land an internship to further develop my design skills.

If accepted, I plan to register for the Urban Design Build Studio to practice a rigorous study of public interest design anchored to reality and practicality. Furthermore, I intend to continue the study of bamboo design through various outlets on campus (Human Machine Virtuosity, Independent Study, Lunar Gala, etc.)

My internship goals will be, for the most part aiming for firms engaging public interest design, sustainable design, or bamboo architecture. Due to IBUKU not being about to accept interns from abroad, I will focus on conversing with the other firms I’m interested in.

I intend to, depending on my confidence in my knowledge of bamboo design, consider doing a thesis on bamboo architecture, deciding between the study of bamboo and the Urban Design Build Studio.

After completing my Bachelors in Architecture, I hope to land a job at firms engaging my interests. Depending on where I end up, I may obtain licensure more quickly, or will have to push off obtaining licensure, at least in the United States for a period of time. I also hope that whether by hopping between offices, or changing firms after every few years, that I can travel and experience more of the world while practicing architecture that I’m invested in.

After gaining experience and confidence in my skills, I hope to obtain licensure and open up a firm, practice, or non-profit organization to further my goals, whichever one would be most suitable for making the largest impact.

After creating a firm, I’m not quite sure where I would go from there, maybe open more practices to focus on my different interests or perhaps, if there’s an opportunity, to engage in advocacy for the work that I do in hopes of inspiring others.

ASPIRATIONS

Organizational Structure of Practices/Professional Outlets that will enable/facilitate your Professional Aspiration? If you want to get something done and achieve personal growth to do more, who will you learn from? Is it important to learn from someone with experience? Should you be offered absolute authority over all decisions before ever having delivered a building? Why? What types of organizations adapt over time? Is ability to adapt important?

Figure 38 & 39 | Images of “Post a Memory to the Future�, an outdoor Bamboo, steel, and concrete exhibit in Hong Kong by William Lim

Considering my interest in bamboo lies in both the research and the proliferation of its use, this will require the acquisition of the skills necessary to understand bamboo better both in its material properties, but also in knowing how to treat it well and design with it.

Only by learning under the mentorship of professional craftsmen and women while being taught by bamboo designers will I be able to grasp the dramatically different principles necessary to design and practice on my own. Furthermore, I will constantly require the expertise of a team of architects, engineers, and designers 36

to make viable and formal decisions.

Bamboo architecture definitely is not to be designed by one person holed up in an office. In regards to the adaptation of a firm, perhaps a bamboo architecture firm may at base require the same types of tools and facilities, construction techniques may eventually change and evolve over time, especially if the practice is more experimental. As such, depending on the intent of the practice, it may be crucial to have the ability to adapt in some situations to enable growth and evolution both in work and as a practice.

ASPIRATIONS

Figure 40 | Myself looking out from the Lion Rock over Hong Kong

Gaining expertise in sustainable architecture will come with practicing in many places and becoming familiar with different climates and what strategies to use as a result. Aligning with my desire to expand the impact radius of where I can design and make an impact, it would be more efficient to learn through mentorships by discussing with other professionals to understand their thinking and design processes. Their experience will be crucial to what I learn and what concepts I take forward. At first, it would be more beneficial to be in a position where my decisions and I are constantly questioned so that I can work through logic and offer explanations about design decisions. In this sense, perhaps a larger firm would be more suitable for learning by having more people to potentially discuss decisions with and collaborate with. In addition, larger organizations are more likely to have the resources to adapt. regarding the likelihood of extending groups and investing in pursuing new directions and explorations. Specifically with regard to sustainability, the ability to adapt is crucial to enable efficient decisions and to facilitate designing based

on current work or new revelations, especially given the relative sluggishness that is inherent in the nature of architecture.

Public interest design, in a sense similar to sustainable architecture, but may not necessarily depend only on location. One location can have various issues to tackle which may require drastically different approaches to resolving them. As such, public interest design will require, even more so than sustainable architecture, experience to develop a succinct and effective design process geared towards efficient, positive impact.

In this regard, it is absolutely crucial to have a mentor who knows how to resolve difficult situations. Even so, public interest design is inherently a field that should not offer absolute authority to anyone for making all of the decisions. The public interest design pleads for a humble approach to helping others by learning from them, and allowing them to contribute to the design. Lastly, it is quite significant to be able to adapt, as different projects may call for completely different types of spaces, work, and construction, so the ability to adapt to each unique situation will be crucial.

ASPIRATIONS

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MATERIAL-BASED (BAMBOO) FIRM ORGANIZATIONAL HIERARCHY

Diagram 1 | This management structure is utilized by practices such as IBUKU & Manasaram Architects PAGE LABEL

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NON-PROFIT FIRM ORGANIZATIONAL HIERARCHY

Diagram 2 | This management structure is utilized by practices such as MASS DESIGN & Orkidstudio 39 PAGE LABEL

RESEARCH-BASED FIRM ORGANIZATIONAL HIERARCHY

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Diagram 3 | This management structure is utilized by practices such as Atelier 10 PAGE LABEL

ASPIRATIONS

What is the evidence of your conviction in the aspirations identifies? (to be represented as work in studio develops and through commissioned fabrication) Do you practice what you preach? How? What can you show as proof? What will prove what you say? If you haven’t proven your convictions yet, why would someone believe what you say? What steps will you take to tangibly demonstrate your convictions? Can you do what you say?

Despite crossing the half-way point of my study of architecture, my work still severely lacks evidence of my convictions. Perhaps it was the programs, the scarcity of bamboo, or the climate of Pittsburgh that caused me to shy away from the use of bamboo in projects, but in reality, these are just excuses I’ve told myself.

Even so, some shoots are starting to take form and pierce the surface of my work. After taking Environment I, I have begun taking a significantly more analytical and practical approaches to building design in its relationship to the climate and the context. I have also joined the Freedom By Design subgroup of AIAS to get more involved in public interest design and intend to request to take the Urban Design Build Studio in the upcoming fall. Furthermore, I Figure 41 | Image of myself taking a cheeky photo have started to plan out participation with a pot of bamboo in bamboo-related programs and have discussed with professors regarding the implementation of my interests in potential future courses I plan to take.

ASPIRATIONS

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Figure 42 | Image of myself sipping water out of a bamboo cup sitting by a street canal in Suzhou

While I have no evidence to back up my claims about how passionate I am about bamboo, or sustainable design, or public interest design, I believe that these become apparent in the way that I live my life, in how I treat others and also perhaps in my instinctual blood pressure spike when I see bamboo. My primary focus for the near future, however, is to augment my abilities as a designer in preparation for when I do encounter an opportunity to engage my interests. In the meantime, I have started to turn the wheels in positioning myself to pursue my interests. Recently, I participated in a couple design competitions that relate to sustainability and public interest design in different ways, which allowed me to explore those ideas while practicing design. The most recent one, Shelter 48, dealt with post-disaster relief architecture solutions. My partner, Ghalya Alsanea, and I were able to design an origami deployment system using a standard shipping container as a frame for the proposal and ultimately greatly benefited from the experience. In conclusion, whether by catering projects towards my interests or attending bamboo fabrication and design classes abroad, I intend to use my enrollment at CMU and the resources that are available to me here to extend my reach as far as I can to live up to my aspirations. I trust that by changing my interests into obsessions, that I can start to make my goals a reality.

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ASPIRATIONS

Enfold

Team ID: EC-2119-C

This design proposes a deployable container that is highly customizable depending on the post-disaster circumstances. Its compact design is simple to transport and uses space efficiently to provide both shelter to 9 to 12 people and resources to a larger community.

Regarding post-disaster rebuilding, its contents can continue to serve as a utility to enable growth.

Customization of Design

Shock-Resistant Tripod Hydraulic System

Modes of Transportation

By Water

By Air

Flotation Device Array

By Land

Figure 43 | First Project Board from Shelter 48 Competition depicting a render of the proposal and some diagrams regarding transportation and deployment.

PV Panels

Standard Contents Diagram

Water Collection Modularity System

Wind Resistant

Team ID: EC-2119-C

PVC Expandable Shelter Structure

PVC Expandable Distribution Structure

Medical Supply Storage Space

Diagrammatic Plan

2.59 m General Supply Storage Space

6.09 m

Water Filtration System

2.44 m

Deployment Procedure

Figure 44 | Second Project Board from Shelter 48 Competition portraying the organization of the proposal, its operation, and its deployment sequence.

ASPIRATIONS

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PROJECT PROGRAM AND ASPIRATIONS

Personally Defined Project Program What aspirations and goals do you have for the project? How do you envision the project?

THE ULTIMATE GOAL OF THIS PROJECT IS TO DESIGN A SAFE, HEALTHY ENVIRONMENT TO EDUCATE ENGAGED, ACTIVE CITIZENS.

Figure 45 | The Environmental Charter School Logo 44

PROJECT PROGRAM AND ASPIRATIONS

Figure 46 | The Environmental Charter School students working on a persuasive writing assignment.

The keystone of the success of a school lies in the ability of the school to provide inspiring places for student to learn. As such, the private, school-centered spaces should be alloted sufficient space and positioned in a way benefiting students’ education.

The Studio Classrooms, of which there are twelve to serve three grades with four classrooms per grade, are to be given a generous allotment of floor area (1650 sq. ft. each) to allow for a flexibility of the environment necessary for the Environmental Charter School’s dynamic teaching style. Each classroom should house locker storage space for each of the students as well as provide office space for the two teachers assigned to each classroom. In addition, each classroom should provide a meeting space to allow for group meetings or a quieter reading space. Lastly, classrooms should be positioned along the north facade to allow for a daylit space absent of glare.

The Think Lab, a space for exploratory learning infused with experimentation and art, should provide a similar variety of arrangements of space to promote a flexible learning environment, and should be featured along the south of the building and shaded intelligently to prevent overheating and glare. The space should feel brighter and more open in addition to receiving a generous amount of space (2100 sq. ft.).

This space should inspire students to learn through experimentation, creativity, and freedom to try.

The Study Halls should be integrated into the circulation on each floor to allow for all of the passageways to become opportunities for self-driven learning.

These spaces should provide not only bookshelves teeming with knowledge along with places to sit, but should also designate workspace for individuals, small groups, and large groups.

The various Outdoor Learning Spaces should provide a valuable asset to teachers requiring an environment that differs from traditional classrooms. These spaces should feature a variety of landscaping qualities and spatial proportions to suit the needs and expand the potential learning strategies of teachers.

PROJECT PROGRAM AND ASPIRATIONS

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Although each school prides itself in its students, the experience of the teachers, faculty, and administration ultimately play a key role in the development of children, and should thus benefit from spaces to work and relax that allow them varying levels of privacy and ability to meet with others, whether it be students, teachers, administration, or otherwise.

The Offices designated for Administration and Teachers should allow sufficient space for daily work, but should also support other potential uses such as meetings. These offices should reflect both a level of privacy and a reasonable amount of space (150-180 sq. ft.) to enable a flexibility in its use. Likewise with classroom spaces, these office spaces should be positioned along the north facade to avoid issues of glare and be daylit, especially given the potentially long hours spent in the offices.

The varying sizes of Meeting and Conference Rooms available to teachers and administration should reflect the plethora of meeting types in the quantity of people a space must support, the level of privacy of the meeting, as well as the accessibility of the space. As such, there should be Meeting Spaces that are both enclosed and exposed, that vary in size from seating 6 to even 15 people, and that are variable in regards to their light conditions. In terms of lighting, the meeting spaces should strive to provide a range of everything from daylight to electricity powered lighting fixtures related to the issue of privacy.

The Nurse’s Office, given the large number of students, should be prepared for the worse case scenario in terms of the waiting space (100 sq. ft.), the office space (120 sq. ft.), and resting space (190 sq. ft.) it provides. This progression of spaces should also follow a trend of increased privacy to allow for rest to occur, for diagnostics to run smoothly, and for awaiting patients to be able to relax.

Figure 47 | Picture of new teacher and staff additions to the Environmental Charter School 46

PROJECT PROGRAM AND ASPIRATIONS

Figure 48 | Picture of a teacher working with students to prepare a meal using fresh produce

Given the Environmental Charter School’s approach to the local community and its relationship to the education of the students, it is significant that the more communal spaces on the ground floor welcome the community in to learn, whether about the work of the Environmental Charter School or a subject of interest. In addition, the Environmental Charter School should be seen as a space that is available to the community to use at reasonable times.

The Lobby (810 sq. ft.) and the Reception Office (300 sq. ft.) should welcome any visitor to the school in a procession of spatial compression. These spaces should serve to inform visitors where and how to proceed into the building, as well as provide an introduction to the work of the school.

The Lobby Public Library should provide a substantial amount of space (1350 sq. ft.) for bookshelves and benches for people, whether student, faculty, or community member, to sit down, relax, and learn. This space, acting as another public face of the school, should also be filled with exhibition space to convey the work students are doing in their studies. This space should serve as a connection point to the local community to not only give back to the community, but also to develop connections, trust, and relationships with them to initiate mutual learning.

The Multipurpose Space should provide a generous sum of space (5000 sq. ft.) to be used for many purposes. From serving as the althetic and culinary hub of the school, to housing performances or community meetings, this space should open up to a double height space that is flexible in use over the course of the school year, but also in the school day.

The Outdoor Greenspaces should provide landscaping to allow them to act as an outdoor learning space, or should house planters which can serve to educate students about agriculture as well as help to provide healthy produce for the school to use. These spaces should be positioned along the southern edge of the site to make full use of the strong southern sunlight and avoid the vehicular air pollution along the northern edge of the site.

PROJECT PROGRAM AND ASPIRATIONS

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PROJECT PROGRAM AND ASPIRATIONS

Program Based Players Who will be required to make the project a success? Who should be involve in the process of brainstorming, designing, and building?

TO SUCCESSFULLY CREATE A SAFE ENVIRONMENT FOR EDUCATING ACTIVE AND ENGAGED CITIZENS IN SOCIETY, IT IS CRUCIAL TO INVOLVE A PLETHOA OF PEOPLE WITH DIVERSE BACKGROUNDS AND INTERESTS IN THE PROJECT.

Given the complexity of the project, the best way to efficiently and professionally expedite the project is through the use of the AIA C191 General Conditions of a Multi-Party Agreement for Integrated Project Delivery. In this way, by having all members of the design, build, and client teams, the entire coalition can

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work together to come up with the best design using a fast process of testing hypotheses and offering immediate professional advice. Ultimately, this project organization will reduce inefficiencies and waste in the design and building of a school through an earler collaborative effort.

PROJECT PROGRAM AND ASPIRATIONS

According to the Environmental Charter School’s recent request for a development proposal of a new high school expansion, the ECS has “retained an Owners’ Representative, the AUROS Group, to support the [project]”5. They will act as the client in discussions and will communicate between the designers and the clients.

Figure 49 | The AUROS Group Logo

The AUROS Group will thus oversee the general conditions of the entire process from consulting, designing, and building. They will, however, be representing the entire population of people who will be using the facilities. From teachers and students to local residents and the City Commissions, the AUROS Group will mediate between all parties, condensing the requests and hopes of the school and local community to be implemented by collaborating with the rest of the team.

Along with this consulting firm, it will be necessary to also hire professionals specific to the countless other aspects of a building. In regards to the design aspect of the project, the AUROS Group should hire a plethora of consultants to provide the breadth of knowledge required to tackle specific issues, whether aesthetic, sustainability-related, lighting-related, or otherwise. In addion, other professionals will need to be hired in order to contribute advice and to help detail the building. These would be the engineers that are spread out in regards to their focus, whether it be civil, structural, mechanical engineering, or otherwise. Given the complex issues and aspirations that the Environmental Charter School wants to upload, it will require the expertise of many professionals to resolve all of the goals in a well-configured manner.

As with any development, the AUROS Group will be required to choose a contractor to build the project who may then also hire and designate tasks to subcontractors. Contrary to conventional processes, the Intergrated Project Delivery method of architectural design and implementation will require that the contractor be implemented in the design process much earlier as opposed to later to provide significant information regarding material costs and the like.

In general, the use of the Integrated Project Delivery method to realize the proposed design will allow for a more holistic and informed approach to the implementation of the project.

5 Environmental Charter School. “Environmental Charter School Request for Development Proposal (RFP) New High School (​ Site to Be Determined).” Squarespace, 9 Feb. 2018.

PROJECT PROGRAM AND ASPIRATIONS

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CLIENT REPRESENTATION

Diagram 4 | This diagram shows how ideas are communicated from stakeholder to Client Representative PAGE LABEL

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PROGRAM BASED PLAYERS IN INTEGRATED PROJECT DELIVERY

Diagram 5 | This diagram portrays basicPAGE organization of Integrated Project Delivery projects LABEL

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PROJECT PROGRAM AND ASPIRATIONS

Project Aspirations Defined By Client What aspirations and goals does the client have for the project? How does the client envision the project?

Using the Environmental Charter School’s proposal for their new high school expansion as a framework, the progressive and innovative vision proposed by the ECS, among other programmatic requests, requires a “permeable design that allows for community-space sharing and safety for learners and faculty members [and] attention to collaborative and independent spaces for young adults”5. As such, two imperative aspects of the project will be the maintenance of the safety of students while being inviting to community members and the variety of spaces accessible to the students in their learning experiences. The Environmental Charter School also maintains that the aspiring project should be one that: “-Promotes active, independent learning -Builds competencies and technological skills to search for, organize, and analyze information, and communicate and ex press ideas -Creates collaborative, project or prob lem-based learning involving complex, extended, real world like problems -Prioritizes individualized, and customized instruction -Openly addresses the issues of equity, including gender, ethnic, geographic and/ or socioeconomic

-Challenges the notion of “school happening in school” by ‘breaking down the walls’ of the classroom (e.g. time, space and participants in the teaching and learning process) -Develops the whole person through coaching, authentic relationships, and routines and habits that support longevity, health, and wellness -Improves social cohesiveness and understanding for both the student and the larger community”5

5 Environmental Charter School. “Environmental Charter School Request for Development Proposal (RFP) New High School (​ Site to Be Determined).” Squarespace, 9 Feb. 2018.

52 PROJECT PROGRAM AND ASPIRATIONS

Figure 50 | Kirkmichael Primary School in United Kingdom by Holmes Miller. Photograph by Andrew Lee. Clearly, the Environmental Charter School has a sincere, invested interest in not only the teaching of traditional subjects, but also of social interaction, problem solving skills, and a passion for learning. Thus, the project will require a great variety of spaces capable of expanding and contracting to suit the needs of students throughout their educational journey. In addition, these requirements focus on the installation of sense of freedom in the modes of learning for students to be fully engaged in their work and studies both inside the classroom and outside of it.

PROJECT PROGRAM AND ASPIRATIONS

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“[The Environmental Charter School] defines SUSTAINABILITY as acting in the BEST INTEREST OF OUR PLANET AND OUR PEOPLE. Our purpose as an academic institution and stewards of the planet is to educate our students on how to RESPECT and VALUE the natural world and its resources. We seek to reflect our values and teachings in how we operate our building and model responsible behaviors for our students and the wider community.”

The Environmental Charter School

in Environmental Charter School Request for Development Proposal (RFP) New High School

Considering the title of the Environmental Charter School, it is no surprise that the organization implements a profound interest in sustainability in every aspect of their operations, from their curriculum and style of teaching to the partnerships with local organizations they maintain and their aspirations for the spaces they inhabit. As such, their goals in respect to their school are naturally lofty: “-[To] meet the 2030 Challenge energy consumption commitments -[To be] WELL Building Certified -[To be] LEED Building Certified -[To be] RESET Certified (full or partial) -[Avoid materials on the] International Living Future Institute Red List”5

Considering the breadth of these goals as well as their different approaches and perspectives on sustainability, these goals only serve as a further testament to the Environmental Charter School’s commitment to sustainability in respect to the wellness of its occupants, the operation of the school, and the energy performance of the school.

Figure 51-55 | Icons for the 2030 Challenge and for the WELL, LEED, RESET, and Red List Free Standards 5 Environmental Charter School. “Environmental Charter School Request for Development Proposal (RFP) New High School (​ Site to Be Determined).” Squarespace, 9 Feb. 2018.

54 PROJECT PROGRAM AND ASPIRATIONS

Figure 56 | Image inside the Cambridge Public Library by William Rawn Associates

While the ideas that the Environmental Charter School portrays deal with issues of sustainability and public interest design, perhaps a broader vision as to how the architecture should develop from these concepts will allow the project to begin taking form. As a new school building for the Environmental Charter School, the facility should embody the ideals related to its name and mission through the aesthetics and function of the structure. Aesthetically, the school’s approach to the landscape should implement a more natural vision of the greenery and design of the outdoor spaces. This should also transition into materials that also exude this spirit and bleed into the interior spaces for a more natural and lush learning environment for occupants to inhabit. In regards to the functionality of the building, the facility should strive to make use of the climate of Pittsburgh to its advantage as well as accommodate for the inherent disadvantages of the local region’s climate. The school should be well specified in regards to its enclosure and prioritize the health of its occupants in doing so. Ultimately, the building should strive to be operable at a reasonable cost and retain the quality of the spaces within it for the far future.

As a building that will play a significant role in both commercial and residential sectors of the community, it is significant for the Environmental Charter School to continue its tradition of assimilating and incorporating the local residents and businesses into its operations. This should carry through both the building’s aesthetic presence in the community and the programming of the more publicly oriented spaces of the project. In the aesthetic regard of the building, the facade should relate, on the more commercial side (Penn Ave), to the surrounding businesses and organizations while communicating the energy of the classrooms and work that occurs inside of the building. This should differ from the more open and welcoming facade facing Comrie Way and the residential area to the south. Transitioning into the programming and design of the interior spaces, the Environmental Charter School should proportion ample public space as a resource and as an invitation to the local community to engage in educative exchange with the students, faculty, as well as the school itself.

Ultimately, the Environmental Charter School should strive to create positive relationships with the local community and help to nurture trust between the school and its context.

PROJECT PROGRAM AND ASPIRATIONS

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PROJECT PROPOSAL

Conceptual Design/Conceptual Approach What concepts are evident in your design in regards to the proposal in general as well as the approach taken to achieve specific aspirations?

CL

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CIR

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SP ARN AC E

M

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Diagram 6 | Basic massing diagram Think Labs

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PROJECT PROPOSAL

Clas

s

n

s

y

Diagram 7 | Circulation diagram

The general massing of the project follows a modified bar format. Due to the site’s primary E-W axis, this provides a great opportunity to make use of the sun’s positioning to create well lit spaces indoors as well as provide plenty of outdoor space for the teachers and students to use. The orientation of the site hints to the use of the northern edge of the site for productivity dependent spaces such as the offices for administration, teachers, and faculty, as well as the studio classrooms. These spaces would be able to avoid glare and would experience daylit spaces optimal for visual and thermal comfort. Along the south, more public spaces would be positioned with greenspaces and outdoor spaces to provide plenty of opportunities to get fresh air and shift learning spaces outdoors.

The project’s proposed circulation strategy features two sets of stairs for vertical ascension on the east and west sides of the building connected by a long, straight hallway. This design provides a simplistic circulation route to prevent confusion. In addition, the linearity of the hallways allow for fewer blindspots, allowing the teachers to more easily check for any issues and also preventing problems such as bullying.

PROJECT PROPOSAL

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Think Labs Classrooms

Outdoor Space Study Halls

Circulation

Offices Lobby/Library Outdoor Learning Space Outdoor Greenspace

Diagram 8 | Program diagram

The building, on the ground floor, welcomes visitors to a lobby which processes past the Reception Desk to the Public Library Lobby which then expands outwards to the greenspaces along the southern edge of the site. From this space a visitor can also enter the double height multipurpose space which also feature apertures that open towards the east and west to tantalize visitors to venture to the outdoor green spaces and landscaping. Through this entry procession, plenty of exhibition spaces are spread throughout the space to allow visitors to also learn about what the students are up to in school. Although this public area can be secured for safety, one can otherwise take the stairs on either side of the building upwards into the more concentrated education space on the upper floors.

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The upper floors house the more private program space of the school being the classrooms, Think Labs, a range of different outdoor spaces, as well as plenty of Study Halls space. The classrooms take advantage of the northern daylight whereas the other spaces use shading devices to mitigate glare while providing a contrasting environment to the classrooms. These spaces allow for more individualized or smaller group work to seep out from the classrooms into the hallways and even outdoors. The variety of spaces these study halls provide aligns closely with what the Environmental Charter School deems “Me Time� where students who are ahead can grab a book and switch over to self-driven learning as the others catch up. The study halls provide a perfect environment to do so.

PROJECT PROPOSAL

Figure 57 | Concept sketch that explores the idea of a hallway serving many uses, from a classroom, to a study space, etc.

Figure 58 | Concept sketch that explores the idea of a hallway serving many uses, from a classroom, to a study space, etc.

PROJECT PROPOSAL

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PROJECT PROPOSAL

Design Process/Design Workflow What has been the process and workflow of the design thus far? What proesses are necessary to proceed through to the completion of the project?

Although conventional models of building architecture has become common place in today’s real estate and development culture, the Integrated Project Delivery model of real estate development holds much merit in regards to efficiency and cost. Despite the fact that this method for project development is perhaps newer and requires a foundation of trust between partners, it holds much potential for ultimately generating a better resolved and crafted building.

Figure 59 | Image of an early integrated design workshop by Integrated Design Group 60

PROJECT PROPOSAL

“Integrated Project Delivery (IPD) is a project delivery approach that INTEGRATES people, systems, business structures and practices into a process that COLLABORATIVELY harnesses the talents and insights of ALL PARTICIPANTS to OPTIMIZE project results, INCREASE value to the owner, REDUCE waste, and MAXIMIZE efficiency through all phases of design, fabrication, and construction.”

AIA NATIONAL | AIA CALIFORNIA COUNCIL in “Integrated Project Delivery: A Guide”

For the scale of the Environmental Charter School proposal, the implementation of an Integrated Project Delivery approach to the project will not only ultimately reduce financial and environmental waste, but it will make the process of designing, and constructing significantly faster. Furthermore, considering the intense goals for the school building in regards to sustainability, the American Intitute of Architects cites that “there are reasons to acknowledge that highest and best sustainable results in meeting increasingly aggressive goals for energy and carbon reduction are best achieved through collaborative processes”6. In addition, the presence of many professionals in their individual fields earlier in the process will result in the augmentation of “the project team’s understanding of the owner’s desired outcomes, thus improving the team’s ability to control costs and manage the budget, all of which increase the likelihood that project goals [will] be achieved”6. For these reasons, I have decided to pursue an Integrated Project Delivery process to realizing this project.

Figure 60 | Image of an Integrated Project Delivery workshop AIA National, and AIA California Council. “Integrated Project Delivery: A Guide.” American Institute of Architects, pp. 1–57., info.aia. org/SiteObjects/files/IPD_Guide_2007.pdf.

PROJECT PROPOSAL 61

6

DESIGN PROCESS/DESIGN WORKFLOW

1 & 2 Briefing & Building the Team During this stage, the architect will first meet the client to discuss the commission. After this process, a team of suitable and necessary individuals (contractor, consultant, engineer, etc.) will be hired to join the team.

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3 Conceptualization The team is introduced to the project in regards to what it entails, how it is to be constructed, and who will do so.

This stage will clarify general metrics regarding the project, for example, price, goals, cost, etc.)

4 Criteria Design During this stage, the team will meet and experiment with broader ideas which will be evaluated and analyzed. After evaluating possibilities, the team will select ones to take forward. This stage will also begin to strategize with massing.

5 Detailed Design During this stage, all large scale design decisions are made. The building is essentially designed, and the building is, as far as the team can tell, ready to be built. This stage is also when the team discusses the economics of the operation

Diagram 9 | This diagram portrays the basic design process and workflow to construct a building PROJECT PROPOSAL

6 implementation Documents During this stage, the construction documents are produced and the team works to fully flush out how to construct the building, its structure, and its systems.

This stage is also when the team will produce paperwork necessary to construct.

7 & 8 Agency Coordination & Buyout The Agency Coordination stage requires little to no work, it is just the drawings being submitted for review by a Building Information Model software.

The Buyout stage is similar, just deals with contractors getting prepared to begin construction.

9 Construction During this stage construction occurs while the team maintains attention on the quality of the building as it is built as well as monitors the economic situation.

10 Closeout A 3D model of the building is given to the client and loose ends are all taken care of, which may vary by the contracts and terms agreed upon by the team members

AIA National, and AIA California Council. “Integrated Project Delivery: A Guide.” American Institute of Architects, pp. 1–57., info.aia. org/SiteObjects/files/IPD_Guide_2007.pdf.

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6

PROJECT PROPOSAL

Documentation Documentation of the resultant design

As an educational facility, the project should strive to serve a healthy, creative, safe, inspiring space for all who potentially may occupy the space in a sustainable manner both in regards to the environment, but also in terms of the use of the facility. The school should function to serve the primary groups of people that will inhabit it, the students, the teachers and faculty, as well as the community.

In terms of students, their experience at the school should be comfortable, from the welcome they receive from teachers at the beginning of the day, to their movement through the school in safe, bully-free hallways lined with spaces to sit, relax, and read as well as places to display the work of students.

Students’ experience in their classrooms should be exciting and flexible to support the variety of subjects and topics they will explore, yet also allow for each student to share the same experience. In regards to the facilities outside of the classroom, 64

students should be comfortable with the spaces that are offered for extracurriculars and see a similar regard and consideration for these experiences. Around the school, students should find a bountiful quantity of well-lit spaces to interact with fellow students, teachers, and greenery in their journey of learning.

While students perhaps are the leading measure of success of a school, the quality of the teachers speak to the success of the school as well. In this regard, allowing teachers and faculty inspiring spaces to not only teach, but to coordinate and cooperate with others to plan out lessons and activities is critical to the success of a school. As such, the school should provide plenty of spaces, both near and inside classrooms to work with students, but also in more private areas for teachers to think out plans as well as cooperate and meet with other teachers. These spaces should be accessible to the other faculty and open a network of spaces available to the faculty

PROJECT PROPOSAL

Third Floor Plan Scale 1/16” = 1’ - 0”

Classroom Studios 1350 +/- SQ FT EA

Restrooms 177 SQ FT EA Closet 58 SQ FT

Classroom Studios 1350 +/- SQ FT EA

Restrooms 177 SQ FT EA Closet 58 SQ FT

Gem Way

Second Floor Plan Scale 1/16” = 1’ - 0”

Second Floor Plan Scale: 1/64” = 1’ - 0”

Figure 61 | Second Floor Plan designated spaces as a resource to the community during appropriate hours.

Furthermore, parents, when visiting the school, should experience the variety Penn to Avethe of spaces and also be exposed range of work done in the Environmental Charter School. As a building situatTeacher Office 182 SQ FT EA

Teacher Workspace 390 SQ FT

Teacher Workspace 390 SQ FT

Kitchen 295 SQ FT

Staff Restroom 115 SQ FT

Health Office 426 SQ FT

Edmond St

Teacher Office 182 SQ FT EA

Admin. Offices 147 SQ FT EA

Conference Room 405 SQ FT

Edmond St

Health Office 426 SQ FT

Reception Office 300 SQ FT

Restrooms 177 SQ FT EA

Storage 92 SQ FT

Kitchen 295 SQ FT

Lobby Library 2115 SQ FT

Reception Office 300 SQ FT

Restrooms 177 SQ FT EA

Storage 92 SQ FT

Lobby Library 2115 SQ FT

Storage 290 SQ FT

Multipurpose Space 3970 SQ FT

Storage 290 SQ FT

Comrie Ave

S Mathilda St

Conference Room 405 SQ FT

Staff Restroom 115 SQ FT

Penn Ave

Admin. Offices 147 SQ FT EA

to, in turn, manage the operations of the school and meet with teachers to discuss matters.

Lastly, but certainly not least, the public should also be welcome to utilize the resources of the school, to view the work of students, and to share

Comrie Ave Multipurpose Space 3970 SQ FT

Comrie Ave

Site Plan Scale: 1/64” = 1’ - 0”

Site Plan Scale 1/16” = 1’ - 0” Carroll St

Figure 62 | Site Plan

PROJECT PROPOSAL

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MEP Room 1135 SQ FT

Roof Plan Scale 1/16” = 1’ - 0”

Roof Plan Scale 1/16” = 1’ - 0”

Fourth Floor Plan Scale 1/16” = 1’ - 0”

Fourth Floor Plan Scale: 1/64” = 1’ - 0”

Figure 63 | Fourth Floor Plan ed in a unique context bordering both commercial and residential zones of Bloomfield, the school should also strive to provide a resource to the public to not only advertise the work of the school and its students, but also to integrate more seamlessly into the context and welcome the local community to its premises to Fourth Floor Plan promote trust between the EnvironmenScale 1/16” = 1’ - 0” tal Charter School and its neighboring

Think Lab 2080 SQ FT

entities.

In essence, the Environmental Charter School should be a building that serves to not only augment the ability of teachers and faculty to curate an inspiring learning environment, but also welcomes the use of its resources and exposes the work of its students to the community.

Third Floor Plan Scale 1/16” = 1’ - 0”

Think Lab 2080 SQ FT

Classroom Studios 1350 +/- SQ FT EA

Restrooms 177 SQ FT EA Closet 58 SQ FT

Third Floor Plan Scale 1/16” = 1’ - 0”

Third Floor Plan Scale: 1/64” = 1’ - 0”

Figure 64 | Third Floor Plan 66

Second Floor Plan Scale 1/16” = 1’ - 0”

PROJECT PROPOSAL

Classroom Studios 1350 +/- SQ FT EA

Restrooms 177 SQ FT EA

Longitudinal Section Scale 1/8” = 1’ - 0”

Cross Section Scale 1/8” = 1’ - 0”

Cross Section Scale: 1/64” = 1’ - 0” Figure 65 | Cross Section

East Elevation Scale: 1/64” = 1’ - 0” Figure 66 | East Elevation

West Elevation Scale: 1/64” = 1’ - 0” Figure 67 | West Elevation PROJECT PROPOSAL

67

Longitudinal Section Scale 1/8” = 1’ - 0”

Longitudinal Section Scale: 1/64” = 1’ - 0” Figure 68 | Longitudinal Section

Cross Section Scale 1/8” = 1’ - 0”

North Elevation Scale: 1/64” = 1’ - 0” Figure 69 | North Elevation

South Elevation Scale: 1/64” = 1’ - 0” Figure 70 | South Elevation 68

PROJECT PROPOSAL

ETHICAL POSITIONING

Obligations to...

How does the project address the Obligations as stated in the 2012 Code of Ethics?

OBLIGATION TO THE PUBLIC

“Members should embrace the spirit and letter of the law governing their professional affairs and should promote and serve the public interest in their personal and professional activities.”

AMERICAN INSTITUTE OF ARCHITECTS in Obligations to the Public from the “2012 Code of Ethics & Professional Conduct”

The Obligation to the Public is split into various statements dealing with the aspects of the law, the use of bribes, and the recognition of potential safety concerns with the project. In regards to the obligation to the public, this project will not violate any laws at any governmental level and will avoid any fraudulent activities that may introduce unbalanced bias into the design. Should any issues come up in the process of the project, they will be resolved, rejected, or

reported to the local authorities in order to prevent the continuation of a decision that may threaten the safety of the public.

These rules, while serious in nature, have yet to rise to the surface in the early stages of the design process.

As the architect is currently unpaid for his contributions, and has not been offered money to alter the design in any way, these rules have no application in context of the current studio situation. While in a more realistic setting it is not unthink-

ETHICAL POSITIONING

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able that such bribes may be offered, these bribes should ethically, of course, be declined. In addition, so far, there have been no design decisions made that have compromised the safety of the general public, nor have there been any that violate any form of legislation given the current knowledge of the architect.

In regards to the project’s approach to public interest design, the perspective of the Environmental Charter School inherently seeks to advance this topic through its trust and dependence on the local community organizations and people to generate a system of

mutualistic learning. As such, in an effort to both maintain the safety of the children as well as augment the community’s involvement in the daily operations of the Environmental Charter School, a public library space has been added to the first floor of the school. This addition will allow community members to have access to knowledge through books while being exposed to the work of the students.

Furthermore, this space can pioneer the formation of the relationship that the ECS desires to have with the local community in the way it manifests that spirit physically.

Figure 71 | Pittsburgh Public Schools Superintendent Anthony Hamlet read a book to some children

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ETHICAL POSITIONING

OBLIGATION TO THE CLIENT

“Members should serve their clients competently and in a professional manner, and should exercise unprejudiced and unbiased judgment when performing all professional services.”

AMERICAN INSTITUTE OF ARCHITECTS in Obligations to the Client from the “2012 Code of Ethics & Professional Conduct”

The Obligation to the Client can be broken down into the qualifications of the contracted, the adherence to the objectives of the project as presented by the client, and the restraint from misleading or betraying the trust of the client.

Throughout the design process, the intentions and objectives of the Environmental Charter School have not been lost. From the use of passive climatic strategies to the focus on designing a diverse palette of educational spaces, every design decision made thus far bears in mind the goals that the client set.

This spirit is evident in the manner that the design process was carried out and the varied strategies implemented to ensure that the intent set forth by the client was maintained. One such occasion was the Integrated Design Workshop when the opportunity arose to meet in person a collection of individuals with diverse backgrounds in an effort to discuss the design on many planes of thought. From a contractor and engineer to the CEO of the Environmental Char-

ter School and students, this workshop enabled the entire group to stand back and holistically criticize the proposed design, and in doing so, informed the project and augmented its connection and compatibility with the ultimate clients.

This workshop also allowed for individuals with exceeding qualifications in their respective fields to bring knowledge and expertise to the table otherwise inaccessible. Ultimately, by working through the goals and strategies of the project with a multidisciplinary group of individuals, it is possible to design at a higher level of understanding, thus keeping the project on track and everyone present honest.

In addition, the focus that the project places on the positioning of each space for suitable light and thermal experiences, as well as the environmental solutions made to push for the various sustainability accredations were solid attempts to further the client’s goals, although the project could still benefit by leaps and bounds with the help of a sustainability consultant.

ETHICAL POSITIONING

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Figure 72 | Carnegie Mellon University School of Architecture’s 3rd years engage in an integrated design workshop

Figure 73 | Jon McCann, CEO of the Environmental Charter Schools standing in from of the Regent Square School 72

ETHICAL POSITIONING

OBLIGATION TO THE PROFESSION

“Members should uphold the integrity and dignity of the profession.”

AMERICAN INSTITUTE OF ARCHITECTS in Obligations to the Profession from the “2012 Code of Ethics & Professional Conduct”

The Obligation to the Profession mainly speaks to the shared responsibility of all architects to maintain an ethical positioning in all professional activities in regards to oneself, but also towards other architects as well. While severe in nature due to its implications on the field of architecture, the enforcement of the honesty becomes an issue of ensuring that other architects maintain an ethical positioning in their work. Even so, this has much to do with the maintenance of one’s own ethics, and to allow one’s actions to speak louder than one’s words. From citing of the work of others when used or referenced, to controlling the quality and content of documents signed, architects bear a great responsibility to carry out their work diligently

and ethically. However, being the sole architect in charge of the project, the responsibility falls on oneself to maintain the quality and honesty of one’s work.

In this effort, I have cited every resource that has helped me along through my design process and the progress of this document, whether it be a Pinterest board or a scholarly article. Even so, as a student of the architectural profession, it is my responsibility to embed these procedures of acknowledging the work of others in a field enriched by creativity.

Lastly, although I don’t currently have the authority to validate drawings, however by always looking over my own work as well as the work of my teammates, I can exert a certain level of control and reponsibility over work attributed to my name.

ETHICAL POSITIONING

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OBLIGATION TO COLLEAGUES

“Members should respect the rights and acknowledge the professional aspirations and contributions of their colleagues.”

AMERICAN INSTITUTE OF ARCHITECTS in Obligations to Colleagues from the “2012 Code of Ethics & Professional Conduct”

The Obligation to the Colleagues portrays the relationships between architects, especially within the same firm. Given the cooperative spirit of my colleagues and how well we’ve gotten to know each other in studio, it goes without saying that I sincerely respect the work and aspirations of my colleagues.

However this obligation carries outside of our small cliques and isolating social groups.

As an aspiring architect, it is absolutely paramount that one does not isolate oneself from others, as one architect cannot build a skyscraper. A massive cast of actors must join the fray before a project becomes remotely possible. In addition, given the complexity of designing and constructing a building, especially one at the scale of an urban Environmental Charter School, it will require the combined effort of many different individuals with vastly different priorities, perspectives, and skill sets to realize. It is crucial that one is able to re74

spect the kowledge and abilities of one’s colleagues to be able to trust them in the professional context. As such, a constant respect for colleagues in regards to their work and their aspirations will not only enable a healthier design environment, but will ultimately help to build valuable partnerships and trust for future endeavors.

In regards to how this project portrays this spirit, not only during the Integrated Design Workshop, but also during other crits and reviews from acquaintances and strangers alike with extremely diverse backgrounds, their feedback and perspectives were able to help push the design forward, especially regarding avoiding feasibility potholes with certain passive strategies such as cross and stack ventilation within the context of Pittsburgh. While the feedback was perhaps not what I wanted to hear, their expertise and knowledge on the subject was able to inform my proposal and teach me something new.

ETHICAL POSITIONING

Figure 74 | Carnegie Mellon University 2015 Orientation “Building Bridges” Class Photo

Figure 75 | Carnegie Mellon University 2017 Exchange Poster ETHICAL POSITIONING

75

OBLIGATION TO THE ENVIRONMENT

“Members should promote sustainable design and development principles in their professional activities.”

AMERICAN INSTITUTE OF ARCHITECTS in Obligations to the Environment from the “2012 Code of Ethics & Professional Conduct”

The Obligation to the Environment calls for the implementation of sustainable design, development, and practices in one’s architectural work.

Again, given the mission and ideas that the Environmental Charter School upholds, these aspects of sustainability naturally go hand in hand with the development of the project. In the siting, the enclosure, and the project itself, the harmonious interests of the ECS and the architect are working in tandem to not only promote, but also advance the sustainable solutions which will not only serve as a beacon for the local community, but will also serve as a resource for the students to take inspiration from, ultimately, promoting ideas of sustainability in each following generation. In regards

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to the envelope, the building is to be constructed utilizing the SPAIGR system of enclosure to prevent vapor and moisture from negatively affecting the spaces within the school as well as insulating the school to reduce its heating and cooling loads. In an effort to make the best of Pittsburgh’s harsh climate, the project, in cross section, blocks out high sunlight in the summer while allowing for lower winter sunlight to penetrate through using a system of horizontal louvers, carefully placed balconies, and solid overhangs.

Ultimately, by packing the building, from its enclosure, landscaping, and passive systems, the Environmental Charter School will become the fertilizer to teach future generations to reach even higher heights.

ETHICAL POSITIONING

Figure 76 | An Environmental Charter School Teacher takes a picture with his class on a trail

ETHICAL POSITIONING

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OBLIGATIONS SPECIFIC TO THE PROJECT

The project should facilitate the growth of the students and provide a safe, welcoming place for the public to visit.

The Obligations specific to the Environmental Charter School project can be abstracted to the fundamental purpose of the school, that is, to provide a space where teachers and students can learn by interacting with their surroundings and the local community. In regards to this effort, this project breaks down this educational system into two streams of inhabitants, one dealing with all of the students, faculty, and administration necessary on a normal, day-today basis, and another dealing with the inclusion of the local community members in the operations of the school. As the students and faculty are ultimately the ones who will spend the most extended periods of time in the building, they naturally are the highest priority. As such, the main classrooms, teachers’ offices, and administrative offices are positioned along the north facade of the project to provide for a glare-free environment that

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is more stable in regards to its internal conditions. Each classroom is designed to allow for radical changes in organization to suit the various layouts that will better suit specific teaching situations.

The teachers in each classroom have a compact, but transparent space to allow for their productivity while being able to keep tabs on the students. Furthermore, each classroom has access to a small meeting room which also operates within the complex and chaotic learning environment. Lastly, each classroom has access to a shared balcony looking over Penn Ave in case a student needs space to cool down. As a learning facility, this proposal strives to allow learning to happen in every space possible in the building. In this regard, even the hallways are lined with bookshelves and benches to facilitate the Environmental Charter School’s “Me Time” activities where

ETHICAL POSITIONING

Figure 77 | An Environmental Charter School Teacher educating her class

differences in the learning speed of students allows some to seek out knowledge through personal reading while the other students catch up. These hallways are completely linear to hamper bullying as well as to prevent any confusion regarding the layout and organization of the building. The Think Lab spaces, similar to the hallways, dominate the southern facade of the building, creating a much brighter experience which contrasts starkly with the mellow spaces within the classrooms. In this way, the south portion of the project becomes a place of focused learning, of self-guided research, and of discovery. On the ground level, the mechanical spaces are all positioned away from the envelope of the building, allowing views from other spaces to the green spaces and outdoor learning spaces to draw people to specific moments. The entrance, which leads

to a lobby flanked by the administrative sector of the school, leads to the public library open to the community to donate or learn from. This library, although separated from the more private education spaces of the school in the upper floors, provides a transition and welcoming space for community members to read a book, take a peek through the students’ work, or proceed to the multipurpose space for gatherings and events. The southern facade is generously allotted transparency through large windows revealing a view to the illuminated garden and greenspaces to the south. These balanced systems of the learning environment of the students as well as the public spaces for community members generates a foundation of trust to assimilate the school deeper into its context to ultimately benefit the students, community, and hopefully even society.

ETHICAL POSITIONING

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ETHICAL POSITIONING

Hierarchy of Obligations What is the order of significance in your obligations? Where is your positioning strong and where doe it have weak points and opportunities for improvement?

HIERARCHY 1. Obligations Specific to the Project 2. Obligations to the Client 3. Obligations to the Environment

4. Obligations to the Public 5. Obligations to Colleagues 6. Obligations to the Profession

First and foremost, considering the specific obligations that deal with the nature of an Environmental Charter School, the project’s hierarchy of obligations can only be headed by ideas tied the closest to the mission statement and culture that the ECS promotes and seeks. Following these Obligations would have to be those related to the client, for an architect, at all costs, should avoid misleading clients and should strive to realize the vision of the clients. These Obligations feed directly into the next one, Obligations to the Environment.

Given the sincere focus on environmental

education and sustainability, the architect should present designs have been studied and simulated with due diligence to function in reality. Not only should these sustainable solutions be effective, but should target key issues that will result in the most positive impact. In regards to the Obligations to the Public, these should be implemented from the get-go similar to the Obligations to the Client where the conscious misleading of people, whether the client, or the public should not occur, especially those influenced by unaffiliated monetary affairs.

Lastly, regarding both Obligations to

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ETHICAL POSITIONING

Figure 78 | Environmental Charter School students at lunch time Colleagues and to the Profession, many of the rules regarding veritous conduct, respecting one’s colleagues, and honoring the field of architecture in one’s work are apparent in the other obligations in how the manner in which an architect navigates the other obligations directly reflects on the success of meeting the Obligations to Colleague and the Profession.

While this stance bears some merit, it definitely skews the authority of obligations toward the satisfaction and success of the project in direct relationship to its occupants and the people it will impact on a daily basis. Furthermore, the hierarchy of Obligations Specific to the Project residing over the Obligations to the Client, Environment, and Public acknowledges the aspects of the project that call for specific attention to the respective topics that follow. Despite this, however, the order of Client, Environment, and Public could require more extensive thought regarding whether the community or sustainability is more significant.

This unease between these positions is exacerbated by the sincere interest in both pursuing sustainable design, but also the desire for a strong connection with the community. Lastly, regarding the position of the Obligations to Colleagues and to the Profession, while it can be argued that a project successful in the above obligations would naturally bring honor to the field of architecture and would require a sincere respect for the work of one’s colleagues, this is by no means a causation link. On the flip side, one could most definitely argue that with obligations that are more general that relate to the approach and manner that one presents and conducts oneself in a design environment should set the scene for any project. Instead of looking at fulfilling obligations to colleagues and to the profession as a result of well-conducted design more specific to the project, it is not difficult to imagine a more top down organization of obligations where they can be organized hierarchically by specificity to the project.

ETHICAL POSITIONING

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Figure 79 | Panorama taken during the City Planning Meeting half-time break 82

IMPLEMENTATION

ARCHITECT

COMMUNITY MEMBER

CONTRACTOR

How does implementation work? Who is involved in the review of the project? What are people’s roles and motivations?

CLIENT

IMPLEMENTATION

Path To Implementation

CITY COUNCIL (NOT PRESENT)

According to Pittsburgh’s site, the City Council “is the legislative branch of government. It carries out duties in accordance with the Home Rule Charter and the laws of the state, and is primarily responsible for making laws which govern the City of Pittsburgh. City Council proposes, debates, and votes on legislation governing and/or affecting the city.

This body also approves appointments as provided by the Charter, regulates revenues and expenditures, incurs debt,

and approves the final operating and capital budgets for the city”7. As such, their motivations rest in preserving their reputations as political figures and also serving their districts and the city of Pittsburgh, causing what is hopefully positive change. In addition to their role in Pittsburgh’s legislation, they play a key role in large developments in the city by either voting for or against the approval of developments.

7 Pittsburgh. “City Council.” Welcome to the City of Pittsburgh - City Council, Districts, Legislation, Budget Office, Pittsburgh, pittsburghpa.gov/council/council.html.

CITY PLANNING COMMISSION

CITY COUNCIL MEMBERS Council President Bruce Kraus (Dist. 3) Dist. 1 Councilwoman Darlene Harris Dist. 2 Councilwoman Theresa Kail-Smith Dist. 5 Councilman Corey O’Conner Dist. 6 Councilman R. Daniel Lavelle Dist. 7 Councilwoman Deb Gross Dist. 8 Councilwoman Erika Strassburger Dist. 9 Councilman Reverend Ricky Burgess

IMPLEMENTATION

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CITY PLANNING COMMISSION

The City Planning Commission are 9 positions that are appointed by the Mayor of Pittsburgh to review land use proposals in the city. These individuals actively attend planning commission meetings, are involved in design reviews, and, of course, disapproving or approving new land use proposals. It is significant that they all listen and come up with questions for people seeking development. In regards to the groups motivations, they all sincerely want to see meaningful change occur, there’s little debate about that, however they are there to review whether a certain idea or proposal is valid, suitable, and practical. While many of the members have broad interests in the subject, one specific member, Fred Brown was surprising in regards to his sole interest, sustainability. It was quite responsible and passionate of his, even humourous in the way that Mr. Brown kept insisting on the topic of sustainability, asking every project if they had invested specific efforts to make the project more environmentally friendly in any way.

NOT IN PHOTO

Lashawn Burton Faulk Vice Chairwoman

Sabina Deitrick

Figure 80 & 81| Portraits of two PIttsburgh City Planning Commission members 84

IMPLEMENTATION

Figure 82 | Image of the majority of the City Planning Commission

IMPLEMENTATION

85

Paul Gitnik, Secretary

Fred Brown

Becky Mingo

Jean Holland Dick

Jennifer Askey

Christine Mondor, Chairwoman

Dina Blackwell

ARCHITECT

The architect, while on the large scale, in this case, desires to create positive change through the project, thus including programmatic spaces that contribute to the quality of learning spaces of the students as well as a public library for the local community to interact with the children more as well to develop a sense of trust locally.

While of course the architect would be responsible for drafting and completing drawing required for building. Despite all of the work one could potentially do, architects are also motivated by their own interests. In regard to the architects’ role in this case, it is one of performing and presenting information to support a case for a development which ultimately will enable us to continue our work and our livelihoods. In addition, however, there is an inherent belief or perhaps delusion that all of architects work is intended to better society and push for change, whether it ends up working or not. Our role is to thus market the projects we work on and and

Figure 83 | Architect proposing an Accessory Dwelling Unit Overlay District in Garfield of Pittsburgh

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IMPLEMENTATION

COMMUNITY MEMBER

The local community, given the connection the Environmental Charter School wants to make with its social context, is an invaluable resource. Also the Environmental Charter School’s status as technically a public school allows it to receive funding from state while also existing as a separate entity. In addition, the community, while perhaps more rarely, may have people willing to donate to the Environmental Charter School to support its cause. In regards to a community member’s role in the implementation process, by pointing out errors or areas that they are dissatisfied, they can severely affect the timeline of a project attempting to obtain approval. However they have no say until the Hearing and Action Presentation comes around and gives them the opportunity to do so. Community members could be motivated by many things, whether its displeasure in how a development looks or the lack of trees on the proposed site plan, but also sometimes people also stand up to just support a project. Ultimately, the motivation of a member of the Community rests squarely in how strongly they believe in something and their impact is a direct result of their willingness to speak out.

Figure 84 | Member of the community mourning the state of historical buildings and landmarks IMPLEMENTATION

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CONTRACTOR

The contractor, at the end of the day, is there to build for the client and to make sure that all of the building goes smoothly. What motivates a contractor are incentives and potential to save more money if they can build or finish a job more efficiently than expected. This relationship carries down the ladder of responsibility to all of the other sub-contractors that will require attention to make sure that high quality work isn’t being avoided for more efficient building. Lastly, their motivation is centered around revenue, thus it must ultimately become a discussion between economics and quality for the building that must be mediated. In the end, only money can communicate decisions that

Figure 85 | Logo for a large contractor local to Pittsburgh, PJ Dick

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IMPLEMENTATION

CLIENT

The ultimate, bluntly portrayed role of the client, in this case Jon McCann, CEO of ECS and the Board of Trustees, is to pay for the building. As long as there is never a worry regarding money not being enough to sustain the project, there are no issues. In this effort, for an institution like a charter school, this funding would have to come mainly from donors and fundraising efforts by the school and its administration, if not from existing funds for the school. The motivation in the case of the client is to expand to more neighborhoods and spread the use of the Environmental Charter School eduation model to other parts of the world to make a larger impact and to reach more students.

Figure 86 | Image of the CEO of ECS, Jon McCann IMPLEMENTATION

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PATH TO IMPLEMENTATION

Diagram 10 | This diagram portrays the path toIMPLEMENTATION implementation required by the City Planning Commission

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IMPLEMENTATION

91

IMPLEMENTATION

Build Team How do you make this project possible? Who will need to be contracted?

ARCHITECT Engineers

MEP

Engineer Structural Engineer Civil Engineer

Consultants Code Consultant

Fire Protection Consultant Lighting Consultant Landscape Consultant Enclosure Consultant

Sustainability Consultants LEED Consultant WELL Consultant RESET Consultant

Photographer 92

IMPLEMENTATION

CONTRACTOR (PJ DICK)

SUB CONTRACTORS

MEP Sub Contractor

Enclosure Sub Contractor Mechanical Sub Contractor

Elevator Sub Contractor

Plumbing

Sub Contractor

Foundation Sub Contractor

Consultants Construction Management

Consultant

Traffic Consultant

CLIENT REPRESENTATIVES (AUROS GROUP)

Board of Directors CEO of Environmental Charter Schools (Jon McCann)

PIttsburgh Public Schools

Environmental Charter Schools Faculty Teachers Students

City Commission

City Planning Commission Community Members

Board of Trustees Parent Teachers Association

Parents Children IMPLEMENTATION

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DESIGN & BUILD TEAM ORGANIZATION

KEY AIA C191 - 2009 GENERAL CONDITIONS OF THE MULTI-PARTY AGREEMENT FOR INTEGRATED PROJECT DELIVERY AIA C401 - 2009 STANDARD FORM OF AGREEMENT BETWEEN ARCHITECT AND CONSULTANT AIA A401 - 2009 STANDARD FORM OF AGREEMENT BETWEEN CONTRACTOR AND SUB-CONTRACTOR

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Diagram 11 | This diagram portrays the organization of contracts and team members in this project PAGE LABEL

PAGE LABEL

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IMPLEMENTATION

Narrative What are the reasons that the implementation process has been designed as such? What are the reasons that this specific team has been selected and hired?

The current team choices were made according to what the companies and groups have accomplished in the past. With the strict and aggressive goals not only as a future symbol of sustainability, it is crucial that the people involved with this project have proved their prowess in these fields in the past.

Given the relative inexperience of the architect, it was decided that many consultants would be required to bring in the body of knowledge needed to successfully detail out the project. Lastly, although individual contracts exist between each group and their consultants, the intent for the overarching Integrated Project Delivery Contract is to allow for all of the minds gathered in the team to be able to meet and discuss design choices. In conclusion, this team composition allows for the experienced veterans in the field of sustainable architecture to realize a project that ultimately will strive to meet and perhaps exceed the goals initially set forth by the Environmental Charter Schools through a multidisciplinary design environment inherent in an Integrated Project Delivery undertaking.

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Cover Photo

Photo Credit: Christina Brown PAGE 6

Figure 1

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R, Dan. “Chang An II Storefront.” Yelp, Yelp, 31 Mar. 2012, www.yelp.com/biz_pho tos/chang-an-ii-chinese-restaurant-avon?select=yW_X5qDSJx6xXGSGaQRXNQ. Photo Credit: Rusadi R Permedi

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Figure 3

“Elora Hardy Portrait.” Specifier, Specifier, www.specifier.com.au/profession als-directory/indonesia/bali-1/abiansemal/architect/elora-hardy-4/.

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IBUKU. “Sharma Springs Residence Perspective.” Sharma Springs Residence, IBUKU, 2012, ibuku.com/sharma-springs-residence/.

IBUKU. “Sharma Springs Residence Overhead.” Sharma Springs Residence, IBUKU, 2012, ibuku.com/sharma-springs-residence/.

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Figure 6

Palma, Cristobal, et al. “Quinta Monroy Housing Pre-Occupation.” Quinta Monroy /

ELEMENTAL, ArchDaily, 31 Dec. 2008, www.archdaily.com/10775/quinta-monroy-el emental.

Figure 7

IBUKU. “Turtle Classroom Model.” Turtle Classroom at Green School, IBUKU, 2012, ibuku.com/turtle-class-room/.

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Figure 8

Palma, Cristobal, et al. “Quinta Monroy Housing Post-Occupation.” Quinta Monroy /

ELEMENTAL, ArchDaily, 31 Dec. 2008, www.archdaily.com/10775/quinta-monroy-el emental.

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Public Schools, 2014, www.avon.k12.ct.us/avon-middle-school.

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Figure 11

Byron, Ken. “Avon Middle School Perspective.” First Day Of School In Avon Is On

Thursday, Hartford Courant, 28 Aug. 2014, articles.courant.com/2014-08-28/com

munity/hc-avon-first-day-0828-20140828_1_avon-middle-school-thompson brook-school-west-avon.

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Figure 12

Photo Credit: Jay Liu PAGE 15

Figure 13

Photo Credit: Alex Lin

Figure 14

Photo Credit: Alex Lin PAGE 16

Figure 15

Photo Credit: Alex Lin PAGE 17

Figure 16

Photo Credit: Alex Lin PAGE 19

Figure 17

Figure 18

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Baan, Iwan. “Butaro District Hospital Perspective.” Butaro District Hospital, MASS Design Group, 2011, massdesigngroup.org/work/design/butaro-district-hospital.

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Foley, Aaron. “Toyota Housing Mass Production.” You Probably Didn’t Know Toyota

Builds Houses, Too, Jalopnik, 10 Oct. 2013, jalopnik.com/you-probably-didnt-know toyota-builds-houses-too-1442936759.

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/ Bohlin Cywinski Jackson, ArchDaily, 15 Aug. 2016, www.archdaily.com/793222/ frick-environmental-center-bohlin-cywinski-jackson.

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Figure 21

Gospodinov, Pavel. “Traditional Tripura Tribe Bamboo Houses.” Pinterest, Pinter est, https://www.pinterest.com/pin/483011128755998221/.

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IBUKU. “Ananda House Perspective.” Ananda House at Green Village, IBUKU, 2015, ibuku.com/ananda-house/.

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Government of Victoria, 14 Dec. 2014, visualizingclimatechange.wordpress. com/2014/12/14/the-black-balloons-awareness-campaign/.

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B.C. Met with an Outpouring of Support from Canadians, Hatch Online Mortgages, 7

June 2017, hatchmortgage.com/communities-rally-to-support-vic

tims-of-floods-in-canada-2017/.

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Figure 28

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Figure 29

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Figure 30

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Figure 40

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Figure 41

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Figure 42

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Diagram 6

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Diagram 7

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Plan Drawn By: Alex Lin

Figure 62

Plan Drawn By: Alex Lin PAGE 66

Figure 63

Plan Drawn By: Alex Lin

Figure 64

Plan Drawn By: Alex Lin PAGE 67

Figure 65

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Figure 66

Elevation Drawn By: Alex Lin

Figure 67

Elevation Drawn By: Alex Lin PAGE 68

Figure 68

Section Drawn By: Alex Lin

Figure 69

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Figure 70

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Burton Faulk, Lashawn. “Lashawn Burton Faulk.” LinkedIn, LinkedIn, www.linkedin. com/in/lashawn-burton-faulk-b9229822.

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Figure 82

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Figure 83

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Figure 84

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ECS. “Beards for Bucks.” ECS PCO, Wordpress, ecspco.org/beards-for-bucks/.

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Diagram 10

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Diagram 11

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