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PORTFOLIO ANNE REGRUT

ANNE REGRUT

Columbus, OH (614)867-7591 regrut.12@buckeyemail.osu.edu

EXPERIENCE

SKILLS

The Home Depot Cashier — Westerville, OH MAY 2023 - CURRENT

Excellent in leadership roles, time management, critical thinking, problem solving, and adaptability.

Girl Scouts of Ohio - Camp Molly Lauman Unit Leader — Lucasville, OH

Proficient in Adobe Photoshop, Illustrator, InDesign, Procreate, Rhino 7, Microsoft 365 (and Google equivalent), Enscape, and TwinMotion

Work seasonally as a cashier. Job entails completing transactions, customer service, and cooperating with the team to provide exceptional experience.

JUNE 2022 - AUGUST 2022

Provided leadership to the camp unit, including the direct supervision and guidance of Unit Counselors. Ensured a quality experience by meeting camper needs and coordinating camp activities.

American Red Cross Blood Drive Ambassador — Columbus, OH OCTOBER 2020 - MARCH 2021

ORGANIZATIONS Phi Sigma Rho - Beta Chapter

Volunteered with the Red Cross during the -Current Director of Scholarship pandemic to help phlebotomists. Main objective -Standards Board - SP23-AU23 entailed running the front desk and checking people in to donate blood.

EDUCATION

The Ohio State University Bachelor’s Degree — Columbus, OH AUGUST 2021- EXPECTED MAY 2025

Currently working on a B.S. in Architecture at the Austin. E. Knowlton School of Architecture, minoring in Environmental Science.

Westerville Central High School Westerville, OH AUGUST 2017 - MAY 2021

Earned an Honors Diploma while participating in numerous extracurriculars, such as National Honors Society, Global Scholars, orchestra, soccer, and lacrosse.

AWARDS KSA Studio Section Award UG1 - given to one student per studio section Global Scholars Diploma given by the Columbus Council of World Affairs

CONTENTS 04 - Vocational Trade School AU 23 10 - Accessory Dwelling Unit SP 24 16 - Project-Based Elementary School AU 23

VOCATIONAL SCHOOL AU 2023

ASSIGNMENT BRIEF: “The community shed is an institutional type first developed in Australia in the early 1990s. The goal was to create a space in which adults within a community could develop skills by working on long- and shortterm projects with other members of their communities. Like a maker space, or a fablab, the community shed provides the public with access to specialized tools and facilities, but it also offers space for more directed adult vocational programs that involve classroom learning and individual study. This project offers us the opportunity to reconsider the questions of education we were asked in the first project, but now in the context of a more nuanced relationship to the public realm. While the line between who is part of an elementary school, and who is not, is stark; community sheds are designed to foster a much wider possibilities for public participation. Members of the public might have shorter-term engagements with the institution by attending an event, renting tools for a DIY project, or repairing a bike at the repair café. At the same time, other members might have much longer-term engagements with the institution by training for a vocational certification, teaching courses, or utilizing the shed’s dedicated studio spaces.” Instructor: Curtis Roth 04

SECTION A SCALE = 1” = 8’

The initial approach for this proposal began with the idea of a big-little relationship between circles. A major ambition was to incorporate multi-level atriums that stacked for the main programs, as well as using circular ramps to create more dynamic perspectives for the user. There are three types of spaces in this proposal: primary- main atriums (odd floors), secondarypublic spaces (even floors), and tertiary spaces - classrooms and other members-only or staff rooms. While experimenting with different clusters of each story, it becomes clear that with a building as tall as 6 stories, circulation must be user-friendly and be easy to navigate, to do this, there are two main circulation rings at each atrium, the inner leading to another level, the outer leading to the surrounding classrooms, studios, and auxillary spaces. CLT screens are arrayed at 22.5 degrees from parallel along the outer edge of each floor, articulating the facade, directing the user along the rings, and alternating directions between floors to create contrasting streams of light inside the atriums.

SECTION PERSPECTIVE 1” = 8’

CONTINUING EDUCATION CENTER ANNE REGRUT

N ^

1ST FLOOR PLAN 1” = 8’

SECTION PERSPECTIVE 1” = 8’

N ^

6TH FLOOR PLAN 1” = 8’

6 5 METAL SHOP ROOF PROJECT SPACE

HOT DESKS

CARPENTRY SHOP

4 3 COMMERCIAL KITCHEN INDOOR PROJECT SPACE

HOT DESKS

DIGITAL WORKSHOP

2 1 REPAIR CAFE EVENT SPACE ENTRANCE

ORGANIZATION DIAGRAM NTS

2ND FLOOR PLAN

TOOL LIBRARY

CIRCULATION DIAGRAM NTS

3RD FLOOR PLAN

2 4TH FLOOR PLAN

5TH FLOOR PLAN

SCATTERED SITES ADU SP 2024

ASSIGNMENT BRIEF: “ADU’s are part of the ‘missing middle’ housing options between single-family houses and apartments. Missing middle housing responds to changes in the modern American Family, including single parent families, single person households, and families without children. Such housing can meet the needs of these growing populations while also creating more livable and sustainable cities in terms of access to mixed uses and walkability. Architecturally, missing middle buildings focus on scale and form rather than abstract metrics like density that do not ensure predictable results.

Although earlier forms of ADUs such as granny flats and in-law units were relatively common before WWII, today it is difficult to build ADUs in Columbus (and elsewhere) because of post-war zoning requirements for setbacks, lot coverage, and minimum off-street parking requirements. However, the city of Columbus is studying revisions to zoning code that would allow for ADUs (and other missing middle housing types) to support growth that prioritizes environmental and economic sustainability through ... additional housing opportunities.’” Instructor: Andrew Cruse

8 AM

12 PM

4 PM

8 PM

NEW ADU

EXISTING HOUSE

The proposal for this ADU in Victorian village is an 1100 square foot live-work program meant for an owner of a consignment shop to be able to live and work comfortably and foster community. The silhouette of the existing house is mirrored across the lot to create balance and hold two streetfronts. Vaults of varying scales span along axes of needs in programs. Hidden vaults are used for private programs: the bathroom, bedroom, and office. Exposed vaults are used for public programs: the kitchen, dining room, retail space, and living room. The activity chart (bottom right) shows varying activity of needs throughout the day, showing which programs are used the most at different times of day. Sections at 4 times of the day show how sliding doors can be opened or closed to create different spaces for different needs.

ELEMENTARY SCHOOL AU 2023

SECTION A SCALE: 1” = 8’

SECTION B SCALE: 1” = 8’

ASSIGNMENT BRIEF: “As societies develop and test new pedagogical models (new ways to teach and learn), we also develop new ways for architecture to support those endeavors. The open-air schools of the early 20th century prioritized access to light and air as essential to a child’s intellectual development, while the “Open Classroom” movement of the 1970s used architecture to break down traditional hierarchies between teachers and students. With each new generation of pedagogy, new ways of thinking about the architecture of the school emerge. The first project in this studio will be to design a school for one of the newest pedagogical models, known as project-based learning. While project-based learning (PBL) has its roots in the thinking of John Dewey in the late 19th century, recently it has gained a following as one of the most innovative contemporary learning models. PBL is a student-centered pedagogy - meaning instead of seeing students as passively instructed by a teacher, the student becomes responsible for their own education by engaging in projects. These projects are done individually, and in groups, and often focus on real world challenges. This also means that rather than the classrooms and corridors of conventional public schools, PBL environments are designed around flexible areas for collaboration and making. Because PBL is relatively new in the context of primary education, there are not a lot of great examples of PBL-oriented elementary schools. The first project of our studio will be to design what a project-based learning environment might be.” Instructor: Curtis Roth

ACTIVE EXPERIMENTATION

ABSTRACT CONCEPTUALIZATION

REFLECTIVE OBSERVATION

CONCRETE EXPERIENCE

ABSTRACT CONCEPTUALIZATION

OUTDOOR LEARNING

COLLABORATIVE LEARNING

BATHROOMS

ACTIVE EXPERIMENTATION

QUIET LEARNING

LIBRARY CHECKOUT

BOOK STORAGE

HIGH TECH LEARNING

KITCHEN CAFETERIA

MESSY LEARNING GYMNASIUM

SERVING AREA

CONCRETE EXPERIENCE

REFLECTIVE OBSERVATION

ADMINISTRATION

DROP OFF VIEW 4

CIRCULATION/PROGRAM DIAGRAMS

The proposed Eakin Elementary School is aimed to produce transparency and mentorship among students and teachers. Using the Makoko School by NLE Architects as precedent, triangular modules stack around project learning areas, and horizontal wooden slats divide spaces. Interstitial spaces are created as result of placing polygons with smaller programs around main learning areas. 4 polygons are used to achieve this: triangular prism (private), inverted triangle (accessible), trapezoid, and the parallelogram (when 2 trapezoids meet). Additionally, thicknesses of CLT slats define levels of privacy and cultivate curiosity: orange being 6” apart for privacy, teal 2’ apart for transparency, and purple being 1’ apart for consistency. SITE AXON NTS

SECTION A SCALE: 1” = 8’

COLLABORATIVE LEARNING

BATHROOMS

OUTDOOR LEARNING

QUIET LEARNING

BOOK STORAGE

A VIEW 3

LOCKER ROOM + GYM STORAGE

ACTIVE EXPERIMENTATION

ABSTRACT CONCEPTUALIZATION

COLLABORATIVE LEARNING

BATHROOMS

OUTDOOR LEARNING

QUIET LEARNING

LIBRARY CHECKOUT

CONCRETE EXPERIENCE

REFLECTIVE OBSERVATION

BOOK STORAGE

HIGH TECH LEARNING

KITCHEN CAFETERIA

MESSY LEARNING GYMNASIUM

SERVING AREA

LOCKER ROOM + GYM STORAGE

ADMINISTRATION

DROP OFF

CIRCULATION/PROGRAM DIAGRAMS

PLAN I SCALE: 1” = 16’

^ N

SITE AXON NTS

COLLABORATIVE LEARNING

BATHROOMS

OUTDOOR LEARNING

QUIET LEARNING

LIBRARY CHECKOUT

BOOK STORAGE

HIGH TECH LEARNING

KITCHEN CAFETERIA

MESSY LEARNING GYMNASIUM

SERVING AREA

LOCKER ROOM + GYM STORAGE

4 ADMINISTRATION

DROP OFF

ULATION/PROGRAM DIAGRAMS

ACTIVE EXPERIMENTATION

ABSTRACT CONCEPTUALIZATION

REFLECTIVE OBSERVATION

CONCRETE EXPERIENCE

A COLLABORATIVE LEARNING

BATHROOMS

OUTDOOR LEARNING

QUIET LEARNING

BOOK STORAGE

3 LIBRARY CHECKOUT

HIGH TECH LEARNING

KITCHEN CAFETERIA

MESSY LEARNING GYMNASIUM

SERVING AREA

LOCKER ROOM + GYM STORAGE

4 ADMINISTRATION

DROP OFF

CIRCULATION/PROGRAM DIAGRAMS

PLAN I SCALE: 1” = 16’

^ N

SITE AXON NTS

PLAN II SCALE: 1” = 16’

AXON CHUNK SCALE: 1” = 16’

^ N

THANK YOU ANNE REGRUT