Sarah Baxter Portfolio

PORTFOLIO INTERIOR & ARCHITECTURAL DESIGN SELECTED WORKS 2020 - 2024

SARAH Z BAXTER.

PERSONAL STATEMENT

SARAH BAXTER INTERIOR DESIGNER

OBJECTIVE A strong passion for architecture, interior architecture, and the built environment. As

Art and design have been a pivotal part of my life since childhood, thanks to the influence of my father,

a recent graduate eager to transition into the workforce, I bring a proactive approach

who is a skilled carpenter and a true handyman. My natural inclination for creativity surfaced at an early

my dependability, I am poised to contribute to your company’s success while gaining

age, even before I could spell my own name. By elementary school, I was already rearranging furniture

to task completion both independently and within team environments. Recognized for invaluable real-world experience in a variety of projects.

+1 (207) 331-7979 Sarahzellabaxter@gmail.com Gorham, ME 04038 Linkedin.com/in/baxter-sarah

and conceptualizing new floor plans for my bedroom. However, it was during my high school years that a

SKILLS

EXPERIENCE

project, from sketching out a bedframe to choosing flooring, ignited a deep passion for design that has

Technical

O’ CONNELL MAHON ARCHITECTS | CORK, IRELAND

only grown stronger with time.

• Revit

• AutoCAD

• Adobe

• Photoshop

• Sketchup

• Microsoft Office

• Enscape

• InDesign

• Illustrator

defining moment emerged when my father and I collaborated to renovate my bedroom. The thrill of the

As I matured, I began to understand the significance of design in our lives, which inspired me to pursue a degree in interior architecture. I am deeply invested in every aspect of the design process, from conducting thorough research to creating 3D models and refining details. I firmly believe that exceptional design is rooted in the smallest details, and I take pride in my meticulous attention to them. Although

• Adaptability

• Detail Oriented

• Teamwork

• Continuous Learner

EDUCATION

and bold designs. I am committed to finding creative solutions to complex problems and frequently

Beverly, Massachusetts

Graduated Magna Cum Laude • Bachelor of Fine Arts in Interior Architecture

Tokyo, Japan

My childhood experiences with art and design, particularly the renovation of my bedroom with my father,

• Cross-Cultural International Program

sparked a passion that has only grown stronger with time. Pursuing a degree in interior architecture

MUNSTER TECHNOLOGICAL UNI. | Fall 2023

innovative solutions to complex design problems, and creating spaces that not only look beautiful but also function efficiently and promote a sense of well-being.

BOWERBIRD DESIGN COLLECTIVE | SACO, MAINE Interior Design Intern | Summer 2023 renderings in Revit, participated in client meetings and presentations, contacted vendors, managed senior designer schedules

EALAIN STUDIO | PORTLAND, MAINE Interior Design Intern | Winter 2022 • Conducted project research, assisted in space planning,

SHOWA WOMENS UNI. | Summer 2024

designs that are rooted in the smallest details. I am excited to continue pushing boundaries, finding

pre-design research, assisted senior architects, designers,

• Edited plans and sections with AutoCAD, developed

ENDICOTT COLLEGE | Fall 2020 - Spring 2024

has allowed me to explore my creativity and hone my skills, and I am committed to creating exceptional

• Collaborated on 3D development using Revit, conducted and technical specialists

Professional

I teeter on the edge of being a perfectionist, I find that it only drives me harder to create innovative

incorporate custom pieces that elevate and empower the overall space.

Interior Design Intern | Fall 2023

developed graphic presentations for client meetings

DESIGN CONCEPTS | FREEPORT, MAINE Intern Assistant | Spring 2019

Cork, Ireland • Internship Abroad Program FLORENCE UNIVERSITY OF THE ARTS | Fall 2022 Florence, Italy • Interior Architecture Study Abroad Program

• Organized showroom, supported site visits, interacted with clients

ACHIEVEMENTS • Endicott College Thesis Award Nominee | Spring 2024 • PAVE Inspired By Design Award Winner | Fall 2023

ORGANIZATIONS

• IIDA NE Student Design Awards Finalist | Fall 2023

• IIDA Student Member

• Endicott College Deans List | Fall 2020 - Spring 2024

• Kappa Pi Art Honors Society

• CIDA Accredited Student Example | Fall 2020 - Spring 2024

01

CONTENTS

03

GAP ED

06

CASCO BAY HOSPITAL

10

SKIGARD CABIN REVIT RE-DO

11

PATAGONIA OFFICE

14

PHOTOGRAPHY

GAP ED Education Buildout Tiburon Dr, Wilmington, NC Medias Used: Revit, Enscape, Photoshop, InDesign IA 491 Senior Capstone Spring 2024

Gap Ed is a facility dedicated to supporting young individuals in the United States who are seeking a gap year. It offers comprehensive guidance and resources to help students explore diverse educational and career opportunities. This supportive environment ensures that each student can embark on a unique and fulfilling journey tailored to their individual interests and goals.

03

HEART CENTER

MAIL CENTER + LOCKER ROOM AXON

LOCATION: FIRST FLOOR » This space serves as the vibrant heart of Gap Ed, welcoming users as they step through the main entrance and are greeted by reception » Designed to cultivate community and connection, it features interactive exhibits that vividly embody the essence and spirit of a gap year

62%

» Included is a mail center and locker room that is secured with a tap card entry

62% 62% 62% 62% 62%

62%

What is a Gap Year?

62%

Acoustics

EXISTING SITE ANALYSIS Tiburon Dr, Wilmington, North Carolina Area: 36,500 sq. ft.

Year Built: 2013 City: Wilmington Country: United States

AXONOMETRIC

2.

3%

3.

Over half Over ofhalf the Over of United half the of United States the United States States 20-50%20-50% of students 20-50% of students enter of students enter enterOnly 3% Only of high 3% Only ofschool 3% highofschool high school in college or inuniversity college in ordirectly college university or a�er university directly high school. a�er directly high a�er school. high school.

Over halfon of the United States popula�on enrolls populati enrolls in college or college undeclared graduates take gap years 75% change their major at leastand once75%

Gap Year students more likely to Over half of thedirectly United 20-50% ofcollege students enter Onlygraduates 3%take of high school populati populati on enrolls populati on enrolls in on college enrolls inStates college or in college or college or college undeclared undeclared and undeclared 75% and 75% and 75% graduates graduates gap take years gap takeyears gap years in college orare university a�er high school. university directly after high school change their major at least once graduate on �me and have higher GPAs populati on enrolls inhigh college college and 75% graduates take gap years change their major atonce least once university university directly university directly afterdirectly aft erschool high aftor erschool high change school change theirundeclared major their major at least atonce least

HEART CENTER RCP 1. Recessed Can Downlight 2. Custom Globe Hanging Pendant 3. Under Cabinet Puck Lighting

3% 3% 3% 3% 3%

COLLEGE HIGH SCHOOL Gap Yearuniversity students are directly more likelyaft to er high school change their major at least once 20-50% Gap Yearon Gap students Year Gap students are Year more students are likely more toare likely more to likely to graduate �me and have higher GPAs graduate on �me graduate and on �me have and higher �me have GPAs and higher haveGPAs higher GPAs HIGH SCHOOLOnly 3% of high school COLLEGE Gap graduate Year students are on more likely to graduates take gap years COLLEGE COLLEGE COLLEGE HIGH SCHOOL HIGH SCHOOL 20-50% Benefits�me ofand Taking a Gap Year HIGH SCHOOL graduate have GPAs Volunteering Benefion Benefi ts ofBenefi Taking ts20-50% of higher Taking tsa20-50% of Gap Taking a20-50% Year GapaYear GapHIGH Year OnlySCHOOL 3% of high school graduates take gapCOLLEGE years Travel 20-50% of students enter college Year undeclared Only 3% of Only high3% school Only of high 3% graduates school of highgraduates take school gapgraduates years take gap take years gap years Serving a community, 20-50% Benefi ts of Taking a Gap Volunteering Naviga�ng new JOBS CAREER 75% change their majorSKILLS at least once organiza�on, or Volunteering Volunteering Volunteering Travel Serving a community, 20-50% students enter college undeclared JOBSofof students JOBSofenter JOBS SKILLS SKILLS SKILLS CAREER CAREER Only 3% of highCAREER school graduates take gap years Travel Travel Travel places, exploring Serving a Serving community, a Serving community, a community, 20-50% 20-50% 20-50% students college of enter students undeclared college enter undeclared college undeclared Naviga�ng new 75% change their major at least once organiza�on, or ecosystem in the US Volunteering SKILLS CAREER Enrichment Naviga�ng Naviga�ng new Naviga�ng new new cultures, 75%JOBS change75% their change major 75% their atchange least major once their at least major once at least once organiza�on, or abroad. or exploring different places, Travel or ecosystem incommunity, theorUSorganiza�on, Serving aorganiza�on, 20-50% of students enter college undeclared places, exploring places, exploring places, exploring Enrichment Courses ecosystem ecosystem in the ecosystem US in the US in the US different cultures, Naviga�ng new 75% change their major at least once ul�mately gaining new or abroad. organiza�on, or Enrichment Enrichment different different cultures, different cultures,cultures, CoursesEnrichment abroad. abroad. ul�mately gaining new Building a or skill setor forthe places, exploring ecosystem in USor abroad. experiences.

Courses Courses ul�mately ul�mately gaining ul�mately new gaininglife new gaining new Building a skill set for Courses Enrichment lifedifferent experiences. cultures, enjoyment or set abroad.

Building enjoyment aBuilding skillpersonal setBuilding afor skill skill foror life experiences. life experiences. life experiences. personal or seta for Courses ul�mately gaining new academic interest; personal personal enjoyment enjoyment or or COLLEGE HIGH SCHOOL academic Building ainterest; skillpersonal setorfor enjoyment COLLEGE HIGH SCHOOL life experiences. academic academic interest; academic interest; interest; language COLLEGE COLLEGECOLLEGE HIGH SCHOOL HIGH SCHOOL HIGH SCHOOL language personal learning, enjoyment or learning, language language learning, language learning, learning, sports, etc. of Only 3%high of high graduates take sports, etc.arts, Only 3% of schoolschool graduates take gapCOLLEGE yearsgap years academic interest; HIGH SCHOOL 88% students 84% believe 60% say their say their arts, 88%of of students 84% believe 60% Types arts, sports, arts, etc. sports, arts,etc. sports, etc. of 3% of ofOnly high 3% school ofOnly high graduates 3% school ofbelieve high take graduates school gap believe years graduates take gapbelieve years take gap years Working 88% ofOnly 88% students 88% students of students 84% 84% 84% 60% say 60% their say 60% their say their language learning, Types Types Types of of Working Working say their gap their gap year gap year set Earning moneyWorking while Working Gap Year say their gap their gap year gap year set Earning money while Only 3% ofsay high school graduates take gap years say their say gap their gap their their gap gap their year gap their year gap gap year year gap set year gapset yearExperien�al setarts, sports, etc.

88% of students 84% believe 60% say their Earning money Earningwhile money Earningwhile money while Types of Year Gap Year Gap Gap Year developing Working year increased helped them them them onthem the on the Experien�al developing Programs year increased helped Experien�al Experien�al Experien�al developing developing developing year increased year increased year increased helped helped them helped them them them on them the on them the on the say their gap their gap gapofyear Learning independence.

Earning money while Gap Programs Year Programs Programs their develop theyear path theirset Learning independence.

Learning Learning Learning independence. independence. independence.

Guided experiences their develop the path of their Experien�alfull their their their develop develop the develop the path theofpath their ofpath their of their developing year increased them them on the employability skillshelped needed to college major Guided experiences Guided experiences Guided fullexperiences experiences full Programs full Guided full of mentorship, hands-on Learning independence. employability employability employability skillsdevelop needed skills needed to skills needed to college tocollege major college major major their the path of their employability needed to college major of mentorship, of experiences mentorship, of mentorship, hands-on hands-on be skills successful and/ or career ofhands-on mentorship, hands-on learning and opportunity Guided full be successful be successful be successful and/ orand/ career orand/ career or career Interning employability skills needed to college major learning and learning opportunity learning and opportunity and opportunity be successful and/ or career for personal growth. of mentorship, hands-on in school and learning and Study opportunity InterningInterning Interning Experimen�ng for personal for personal growth. for personal growth. growth. in be school in and school in school and and Interning Study Study Study for personal growth. career Experimen�ng Experimen�ng insuccessful school and and/ or career learning and opportunity Abroad with career paths Experimen�ng Interning Study for personal growth. Abroad Abroad Abroad Experimen�ng incareer schoolcareer and career with career with paths career withpaths career paths GainingStudy college in aExperimen�ng real-world career Abroad Gaining college Gaining Gaining college college career paths inwith a real-world in a real-world real-world career creditAbroad while environment; in in awith career paths credit while credit creditenvironment; while environment; Gaining in environment; in in a real-world learning outside Gaining collegewhile the college US abroad. in aorreal-world learning outside learning outside outside the US orthe abroad.

US orthe USenvironment; or abroad. credit while the tradi�onal credit while learning in environment; inabroad. the tradi�onal the tradi�onal the tradi�onal classroom. learning outside learning outside the US or abroad. the US or abroad. classroom. classroom. classroom. the tradi�onal the tradi�onal classroom. classroom.

SKILLS

Lo c

ker Storage

Cus to

COLLEGE 20-50% Only 3% of COLLEGE high COLLEGE school 20-50% of students enter OnlySCHOOL 3% of high school graduates take gapCOLLEGE years HIGH 3% of Only high3% school Only of high 3% graduates school of highgraduates take school gapgraduates years take gap take years gapyears years population enrolls in college 20-50% or of students college undeclared andOnly75% graduates take gap enter college undeclared 20-50% of20-50% students 20-50% enter students ofleast students enter undeclared college enterundeclared college undeclared Over half of the United States popula�on enrolls 75% change their of major atcollege once Only 3% of high school graduates take gap years university directly aft er high school change at once least once Over half of Over the half United of Over the States half United popula�on of the States United popula�on enrolls States popula�on enrolls enrolls Over half of the United States 20-50% oftheir students enter Only 3% of high school in college or university directly a�er high school.

75% change 75%their change 75% major change attheir least major their once atmajor major least once at least 20-50% of students enter college undeclared

JOBS

m

m

Ma

il Wall

MAIN RECEPTION

1.

CAREER

84% 88% 3% 60% 88% 60% 3%84% 3%84% 3%84% 84% 88%88% 88% 60%60% 60% 88% 3%84% 60% 3%

Wayfinding

Privacy

Support

Roof 38' - 0"

Types of Gap Year Programs

---

12' - 4 3/16" 10"

CUSTOM OBJECT

TERMS OF CRITICISM

Transformation

1.

» Interactive Digital Canvas » Touch & Inspire » Dynamic Projection » 360° Viewing

Encourage young individuals to articulate and pursue specific goals, providing

Gap Year students are more likely to tailored resources and mentorship.

Gap Yearon Gap students Year Gap students are Year more students are likely more toare likely more to likely to graduate �me and have higher GPAs graduate on �me graduate and on �me have and higher �me have GPAs and higher haveGPAs higher GPAs Gap graduate Year students are on more likely to

PLAN DETAIL

Scale: 1/2” = 1’0”

12' - 3 7/8" 5 3/8"

General Staff Educators, volunteers, and professionals who play integral roles in supporting the primary and secondary user groups.

20-50% 20-50% of students enter college undeclared 20-50%20-50% 20-50% HIGH SCHOOL 75% change their major at least once HIGH SCHOOL HIGH SCHOOL HIGH SCHOOL

1' - 0"

Mental Health Providers These individuals are trusted to guide the primary users on their mental well-being journey.

Community

ea ti

1' - 6 1/2"

Families Families of the primary user groups, seeking knowledge of how to best support.

3% 3% Only 3%3% of high3% school graduates take gap years 3% COLLEGE

Benefits of Taking a Gap Year

dular S

COLLEGE

HIGH SCHOOL

62% 62%62% 62% 62% Over half of the United States

10' - 7 15/16"

College Students Aged 20-26, consisting of all genders, ethnicities, and economic backgrounds.

3%

Over half of the United States popula�on enrolls in college or university directly a�er high school.

USER PROFILE ICONS High School Students Aged 16-19, ranging from grades 9-12, consisting of all genders, ethnicities, and economic backgrounds.

College inWhat States...

What What is a Gap isthe aYear?

Gap isUnited aYear?

Gap Year?

Collaborative | Flexible | Vibrant | Growth 20-50% of students enter college undeclared A What period, typically an academic year, taken by a student as a is a Gap Year?

75% change their major at least once A period, A period, typically A period, typically antypically academic an academic anyear, academic taken year, year, taken by a taken student by a student byas a student a as a as “A a transformational 20-50% journey, seamlessly break between secondary school year, and higher educati on. as a 20-50%20-50% 20-50% A period, typically an academic taken by ahigher student break break between break between secondary between secondary secondary schoolschool and school higher higher and educati educati on. educati on. on. blending elements of community and Over half ofand the United States popula�on enrolls 20-50% Over half Over of the half United Over of the half States United of popula�on the States United States enrollspopula�on enrolls enrolls in college orhigher university directly a�er highpopula�on school. break between secondary school and educati on.

College in the United States... inclusivity, inspiring users to envision in collegeinorcollege university inorcollege university directly or university a�er directly higha�er directly school. higha�er school. high school.

College College in the College inUnited theinUnited the States...

United States...

States...

Over half of the United States popula�on enrolls 20-50% of students enter college undeclared of20-50% students 20-50% enter students ofleast students enter undeclared college enterundeclared college undeclared endless opportunities.”

75% change their of major atcollege once College in the United States... in college or university directly a�er high school. 20-50% 75% change 75%their change 75% major their change at least major their once at major least once at least once 20-50% of students enter college undeclared 20-50% 75% change their major at least once

62%

Nature Integration

r Mo

Cus to

Universal Design

we

High

in college or university directly a�er high school.

DESIGN STATEMENT Introducing a resource to facilitate gap years for recent high school graduates in the United States providing them with the opportunity to embrace alternative educational pathways instead of immediately enrolling in a conventional 2-4 year college program. This, in turn, empowers them to explore their distinctive journeys, ultimately enhancing the prospects of making informed career decisions and increasing their chances of achieving success.

Scale: 1/8” = 1’0”

20-50% Research Summary and Findings break between secondary school and higher education.

Research Research Research Summary Summary Summary and and Findings and Findings Findings 62% Over half of the United States popula�on enrolls 62% 62% 62% Research Summary and Findings T R A N S F O R M AT I O N in college or university directly a�er high school.

What is a Gap Year?

ng

How can a non-profit Gap Year Center in the United States best support a diverse range of young individuals exploring non-traditional paths beyond High School?

FLOOR PLAN - LEVEL 1

Over half of the United States popula�on enrolls Over half Over of half United Over of the half States United of popula�on the States United States enrollspopula�on enrolls enrolls in college or the university directly a�er highpopula�on school.

in college university inorcollege university directly or university a�er directly higha�er directly school. higha�er school. high school.

A period, SUMMARY typically an academic year, taken by a student as ainorcollege Over half of the United States popula�on enrolls RESEARCH CONCEPT

DESIGN ICONS

1' - 4 3/8" 1' - 9"

THESIS QUESTION

Card Entry ap dT

To

Research Summary and Findings

S ec u re

Over half of the United States popula�on enrolls in college or university directly a�er high school.

DETAIL SECTION Scale: 1/2” = 1’0”

graduate on �me and have higher GPAs

Gap Year students are more likely to Implement targeted JOBS SKILLS CAREER programs and support systems to ensure that individuals graduate on �me and have higher GPAs

2. SKILLS JOBS JOBS JOBS SKILLS SKILLS CAREER CAREER CAREER from diverse backgrounds feel a genuine sense of community.

JOBS SKILLS CAREER

---

HEART CENTER

JOBS SKILLSthe60% CAREER 84% 88% Optimize placement and design of signage to ensure clear and intuitive 84% 84% 88% 88% 88% 60% 60% 60% 3. 84% navigation, enhancing 84% 88% 60% the overall user experience.

88% of students 84% believe 60% say their 88% of 88% students of88% students of students 84% believe 84% believe 84% believe 60% say60% their say 60% their say their say their gap their gap year gap year set say gap their saygap their their gap gap their year gap their year gap gap year year gap set year gap set year set 88%their ofsay students 84% believe 60% say their Curate an inspirational environment incorporating elements that reflect diverse year increased helped them them on the 4. yearsay increased year increased year increased helped helped them helped them them them on them theset on them theon the their gap their gap year gap year andofachievements. their developaspirations the path their their their their developdevelop the develop the path theofpath their ofpath theirof their year increased them them on the employability skillshelped needed to college major employability employability employability skillsdevelop needed skills needed to skills needed to college tocollege major college major major their the path of their successful and/ or career 88% of studentsbe 84% believe 60% sayortheir be successful be successful be successful and/ orand/ career orand/ career career employability needed college major inskills school and to school in and school in school and and or career say their gap in be their gap year gap year set successful and/ Facilitate connections among users through shared spaces that showcase success career 5. career career school and them year increased incareer helped on the stories and personalthem achievements, fostering a sense of inspiration. career their develop the path of their

84%

88%

employability

6.

60%

skills needed to college major be successful and/promotes or career tranquility and positive energy Prioritize a design that in school and within the interior, avoiding clutter and overstimulation. career

BUBBLE DIAGRAMS LEVEL 2 BUBBLE DIAGRAM

LEVEL 1 BUBBLE DIAGRAM

CONFERENCE ROOMS

CAFE

TRASH + RECYCLING

SECURITY

MECHANICAL

CAREER SERVICES

WELLNESS SERVICES

COMMUNAL SPACE

TECH SUPPORT

HR, DIRECTOR, ACCOUNTING, ETC.

BATHROOMS

MECHANICAL

VIRTUAL OFFICES

COMMUNAL SPACE

MECHANICAL PRIVATE QUIET ROOMS

STAFF AREA

MECHANICAL

HEART CENTER LOCKER + MAIL ROOM

KEY

KEY KEY KEY KEY

KITCHEN

BATHROOMS

Egress

Main Spaces (Public) Main Spaces (Public) Main Spaces (Public) Main Spaces (Public) Private Private Private Private Public Public Public Public Semi-Private Semi-Private Semi-Private Semi-Private

LOCKER + MAIL ROOM

COMMUNAL ACTIVITY SPACE

HEART CENTER

Main Spaces (Public) Private

AUDITORIUM COMMUNAL SPACE

Public

RESOURCE LIBRARY

AUDITORIUM

TRAVEL SERVICES

COMMUNAL SPACE

Semi-Private

LEVEL 1

LEVEL 2

RESOURCE LIBRARY

FINANCIAL SERVICES

04

RESOURCE LIBRARY LOCATION: FIRST + SECOND FLOOR » The space features a dedicated Computer Lab, offering both computer and laptop access to cater to the needs of users » Designated areas, both public and private, specifically designed for research and tasks that may not be achievable at home

» Located next to Travel Services and the Financial Department

RESOURCE LIBRARY 2ND FLOOR

FLOOR PLAN - LEVEL 2

Suppo rt

AUDITORIUM + ACTIVITY SPACE LOCATION: FIRST + SECOND FLOOR

oup Gr

Rooms

od s tP One-on-O n

Qu ie

» Staircase leading to second level with abundant natural light

eT

herapy Room s

» The activity space provides a view of the auditorium

Scale: 1/8” = 1’0”

» Users can listen to events happening in the auditorium while using the activity space

WELLNESS SERVICES LOCATION: SECOND FLOOR

Cu st

om

Mo

dular Seati ng

» Personalized one-on-one therapy sessions » Support group wellness gatherings » Family-friendly atmosphere with designated quiet pods

RESOURCE LIBRARY 1ST FLOOR WORLD CAFE AXON

COMMUNAL SPACE

LOCATION: FIRST FLOOR » The cafe is conveniently located next to the main entrance and heart center » Visitors can obtain a complimentary food pass from reception for a free meal

a Terrazzo fic

» Seating options are diverse, ranging from high-top and counter-height tables to cozy soft seating areas

CC Pac i

d Veneer

Brass S

oo

ng

» Accessible to All Users » Secure Tap Card Access » Equipped with Desktops and Computers

Oak W

COMPUTER LAB

Co face veri ur

WORLD CAFE

RESOURCE LIBRARY

05

CASCO BAY HOSPITAL Healthcare Buildout Marble Rd, Gloucester, MA Medias Used: Revit, Enscape, Photoshop, InDesign IA 302 Healthcare & Institutional Design Studio Spring 2023

Casco Bay Hospital is a new up and coming healthcare facility consisting of an Urgent Care, Emergency Department, Short-Term Rehabilitation, and Specialty Testing Center. This space is committed to person-centered care, research, teaching, and community service, aiming to foster healing, independence, and a meaningful quality of life.

06

Organic Oak Wood Frosted Glass with accent lighting Cool Toned Marble

The Reception Organic ADA compliant reception desk with wooden accents and cool toned marble, creating a welcoming and cozy first impression for visitors.

Public Bathrooms

Emergency Central Nurses Station

4

1

5

Healing Garden

2

3 18 7

9

6

8

15

11 10

Level 1 Floorplan 1.

2.

3.

4.

Testing Center

22

Urgent Care Reception Reception Custom Seating Retail Healing Garden

17

21

19

16

12 13

14

5. Casco Bay Cafe 6. Urgent Care Public Bathrooms 7. Conference Rooms 8. Urgent Care Central Nurses Station 9. Exam 10. Staff Support 11. Treatment 12. Office 13. On-Call Rooms

20

14. Emergency Office 15. Elevators 16. Acute Care 17. Emergency Central Nurses Station 18. Triage 19. Pharmacy 20. Isolation Room 21. Emergency Public Bathrooms 22. Emergency Reception 23. Egress

23

07

1

2

RCP 1. Down Can Lighting 2. Glass Hanging Light Fixture

Cafe

Reception Custom Seating

Pharmacy

Custom Frosted Glass Skylights Organic Oak Wood Abstract Shaped Seating Additional Stair For Egress

RCP 1. Compass Suspended Light 2. Down Can Lighting

Section Cut of Emergency Acute Care

08

Steel Hardware Green Resin Countertop

Medical Storage Unit The unit has white and green accents for a calming effect and secure storage with adjustable shelves and locking mechanisms for medical supplies.

White Painted Cabinets

Isometric of Immunotherapy Rooms

Testing Center

Short-Term Rehabilitation Nurses Station

Axonometric

Specialty Testing Nurses Station 2 19

Immunotherapy Rooms

9 21 7

17

10

15

20

16

1

18

4 5

Level 2 Floorplan 1. Short-Term Rehabilitation Nurses Station 2. Private Recovery Rooms 3. Staff Support

6

8

11

3

4. On-Call Rooms 5. Bathrooms 6. Educational Area 7. Elevators 8. Counceling Center 9. Immunotherapy Rooms 10. Specialty Testing Nurses Station 11. Telehealth 12. Laboratory

13. Supplies 14. Egress 15. Challenge/ Blood/ Intradermal Testing 16. Public Bathrooms 17. Janitor 18. Nurses Office 19. Communal Immunotherapy 20. Additional Seating 21. Additional Seating

12

13

14

09

Revit Re-Do

REVIT RE-DO Skigard Hytte Cabin Kvitfjell, Norway The Cabin stands proudly at an elevation of 943 Medias Used:

meters on the western slope of Mount Kvitfjell,

Revit, Enscape, Photoshop

bearing witness to the brunt of nature’s elements.

The striking snapshot showcased herein captures

IA 230

the exquisite interior of the principal living space,

Electronic Media

seamlessly blending into the adjoining bathrooms,

Spring 2022

bedrooms, and the breathtaking exterior milieu.

Original Image

10

PATAGONIA OFFICE Multi-Level Office Building 5 Cambridge Center, Cambridge, MA Medias Used: Revit, Enscape, SketchUp, Photoshop IA 202 Workplace Environments Studio Spring 2022

This project aims to embody Patagonia’s mission through office space design that promotes a collaborative and inspiring work environment. It integrates functional workspaces for all users, including conference rooms, shared offices, and communal activity rooms. The design revolves around a mountain peak concept, symbolizing adventure and the importance of nature’s diverse landscape.

11

Sketches

Product Showroom

Quiet Noise Area

Natural Light

Collaborate (Group Work)

Present (Focus Meetings)

Eating Area

Facilities

Level 5 Plan

Level 5 Bubble Diagram

Level 4 Plan

Hybrid Workspace

Axonometric

Level 4 Bubble Diagram

12

Custom reception desk was designed in SketchUp for the Patagonia office to fit with the company’s eco-friendly ethos. The desk features reclaimed wood, highlighting Patagonia’s commitment to sustainability.

Collaborative Workspace on 5th Floor

Main Stair

View of Stair on 5th Floor

Section View of Stair 13

PHOTOGRAPHY Digital Photography Medias Used: Photoshop, Lightroom Kenya Study Tour Summer 2023

During my immersive study tour in Kenya, I had the opportunity to capture the essence of my experiences through photography.

These images serve as a tribute to the vibrant culture of Africa and the captivating allure of Kenya’s landscapes and wildlife.

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INTERIOR ARCHITECTURE PORTFOLIO SARAH Z BAXTER. Sarahzellabaxter@gmail.com +1 (207) 331-7979 Gorham, ME 04038 linkedin.com/in/baxter-sarah

PORTFOLIO