LEONARD STEWART JR

Third Year Architecture Student

SUMMARY

I am an architecture student at SDSU looking to aquire a summer internship to continue my architectural education while away from school. Proficient in Rhino and various Adobe products and very eager to learn Revit along with densly improving my previous skills and knowledge.

SKILLS

Rhino

Photoshop

Work Experience

Delivery Driver

Illustrator

Graphic Design

DoorDash | Sioux Falls, SD | January 2020 - Current

- Pick-up food from restaurants and deilver to customers homes.

Indesign

Hand Modeling & Drawing

- Navigated routes with map programs while obeying traffic laws and transportation procedures

- Handled merchandise in accordance with DoorDash handling standards.

Playset Installer

Rainbow Play Systems | Sioux Falls, SD | May 2022 - August 2022

- Built and installed entire playsets at residential and commerical sites.

- Provided exceptional customer service to customers.

- Organized tools, supplies, and materials to complete work on the job site.

- Unloaded truck and trailer at every job site.

Package Handler

United Postal Service | Sioux Falls, SD | April 2021 - August 2021

- Sort packages in trailers, remove packages from trailers, other miscellaneous tasks.

Baking

Associate Professor, Architecture

Director of Graduate Studies, Architecture

University of Minnesota , School of Design

Email: garc0157@umn.edu

- Scanned and sorted packages according to destinations and service type using handheld scanner.

- Sorted packages to appropriate slide, line or belt for final distribution.

- Resolved conveyor system issues by clearing jams and blockages.

Merchandiser

Coca-cola - Chesterman | Sioux Falls, SD | March 2019 - November 2019

- Drive to various grocery stores and stocked shelves with Coca-Cola products.

- Organized backfill.

Cart Attendant

GreatLife Bakker Crossing | Sioux Falls, SD | March 2018 - September 2018

- Cleaned and managed golf carts, picked and cleaned golf balls.

- Misc. Jobs around the golf course.

- Kept entrances clean of debris or clutter, cleaned up spills throughout store, and cleaned restrooms and other surfaces.

Course Description: First year Design Practice studios. Students continue to learn drawing and modeling techniques and refine craft. Students begin to examine components in building design and construction systems for structures. In this course the focus is understanding and operating in design practice, not making buildings. We will compose form, space, shape, events, parameters, and structure to quantifiable and qualifiable effect through iterative design practice--doing it over and over with daily reflection on the effects of variations in practice. The course is theoretical in its approach to practical things and we’ll talk extensively about the relationship between practice and theory in the act of designing. The course is rooted in teaching principles of guided inquiry and questioning through intensive hands-on making. The studio is performative. The medium will be in hand work. Drawing will be done with graphite on paper. Drawing will be based in either Orthographic or Oblique graphical conventions and systems. The course is made up of two roughly equal sections of compositional exercise - Graphic Making, Formal Making, and Tectonic Making.

Project Brief: The first half of the semester was spend analyzing and drawing architectural projects by two prominent architects; Karl Schinkel & John Hejduk. The drawings consisted of planometric, axonometric, and projection orthographic.

Using what we learned from the first semester, we then started the second semester making forms and shapes out of foam, paper, wood, and more misc materials. This led to a model that we were instructed to make into an inhabitable space through a large axonometric drawing.

Jessica Garcia Fritz

Nesrine Mansour

Sean O. Ervin

Course Description: The studio is a vertical building design studio offered to 2,3,4 and 5-yr students every spring. Students study and produce detailed material and structural characteristics of architectural elements (foundation, wall, floor, roof, opening, etc) –connected to different types of construction systems. The semester begins from the “Specific” in order to draw design depth from the technical preconditions that define the “limits” of architectural production.

Architectural education centers around the tension between the individual and the collective. Students are expected to develop intellectual independence while simultaneously being a valuable part of a team. The balance of this tension is achieved by developing multi-generational trust that is rooted in solidarity among faculty and students.

Outcomes

1. Make a graphic, technical inventory of detailed material and structural elements

2. Connect material and structural details to specific construction systems

3. Combine technical details and construction systems to address programmatic/site constraints in the design of a single building.

Learning Objectives

1. Learn to analyze the graphic notational conventions of contemporary construction details

2. Understand how details affect construction sequencing and the labor of material trades

3. Demonstrate how to interconnect conceptual and technical design criteria in building design

4. Develop individual and collective practices through iterative, discursive, design processes

5. Learn to leverage multiple viewpoints and feedback.

Project Brief: At the start of the semester, we focused on technical vignettes. Each student was given a building from a list and instructed to study that building. Each student then creates a series of vignettes spanning from the ground to the roof. Upon finishing the vignettes, the class split into groups of four and the focus switched to creating an extension for the Agriculture Heritage Museum on the SDSU campus. As a group, we created floor plans, sections, vignettes, renders, and a physical model of our extension using Rhino, Revit, Photoshp, and Illustrator.

Group Members:

Katie Ishol

Manahil Elsheikh

Cheyenne Miller

Fi gu r e 3.1: Site Plan

Figure 3.2: Interior Annotation Image

Figure 3.3: Interior Annotation Image

Figure 3.4: Building Image

Figure 3.5: Wall Vignette / Scale 1”=1’

Figure 3.6: Ground Vignette / Scale 1”=1’

Figure 3.7: Roof Vignette / Scale 1”=1’

Figure 3.8: Span Vignette / Scale 1”=1’ vignettes completed in Rhino

ARCH 25 5 Spring 202

ARCH 250 Fall 2021

Fi gu r e 3.9: Final Model Images

Figure 3.10: West Entrance Render

Figure 3.11: White-out 3D Rhino Model

Course Description: The research studio is the collaborative performance of a systematic inquiry whose goal is communicable knowledge. They are topical investigations either ‘into’, ‘for’ or ‘through’ architecture and guided by polemical questions that come out of contemporary issues in faculty research and creative activity.

The research lab records and reflects the processes and products of the research studio as communicable knowledge. Media utilized will be topical to the workflow of the studio.

There is an existing building on campus, American Indian Student Center. To meet the demands of students now and into the future, The AISC will continue to be a house of American Indian Students. In terms of energy consumption, the center can take some customization to be an energy-efficient building. You will need to research the existing energy consumption conditions of the building on the SDSU campus and propose how to convert this building into an energy-efficient building.

Project Brief: Throughout the semester, in both groups and individually, we have been studying, researching, and learning about the American Indian Student Center (AISC) on the South Dakota State University campus in Brookings, South Dakota. The goal was to redesign our building to increase energy efficency. Our semester started individually with each student completing their own site and climate analysis along with modeling the entire AISC in Rhino from construction documents. Then, the class moved on to a group project which is where we started redesigning the building. For this project, we worked with Climate Consultant, Climate Studio, and other online web applications to understand and analize the building. Then, with the data given from each of the applications, we created small changes throughout the building.

Group Members:

Grady O’Neill

Benjamin Scaturro

Prashansa Sharma

4.1

Figure 4.1: Wall Opaque graphic

Fi gu r e 4.2: Roof Opaque graphic

Figure 4.3: Site rainfall graphic

Figure 4.4: Site temperature graphic

Figure 4.5: Site map w/ surrounding images

Figure 4.6: Top view w/ wind rose

Figure 4.7: Section cut of AISC w/ sunpaths

Figure 4.8: Remodel Rendering model completed in Rhino 7, renders completed in Enscape

Sean Ervin

Course Description: Arch 250: Design Practice is part of the foundations design studio sequence at DoArch. The semester is structured around a single game, Stick Play, which introduces students to a series of fundamental design principles.

Stick Play is a game that asks students to organize materials (and themselves) in space while responding to a variety of site contexts. To play the game, individuals or pairs of students will make a Stick Set, which is a material bundle that highlights how contemporary materials, like nominal wood, are produced. How do we end-up with a sheet of plywood on the table saw? Students will make physical constructions, drawings, virtual models, and images to implicate themselves in centuries-old histories of material consumption through the entanglements of six themes.

Sites (Nooks, Crannies, and Corners)

Materials (Extraction, Consumption, and Durability)

Structures (Balance, Joints, and Failures)

Spaces (Composition, Accessibility, and Wonder)

Collectives (Solo, Teams, and Organizational in-betweens)

Histories (Invisible Narratives and Possible Futures)

Project Brief: Stick play was summarized into two sections; part A and part B. Stick play part A started with all the students separating into pairs. After, students were instructed to create a series of shapes and forms using nothing but the 15 sticks. We could use any site on the SDSU campus. After choosing a site and creating a form both me and my partner were happy with, we were instructed to hand draw the stick set in an Axonometric view.

Stick play part B continued with the same groups, but moved on to digital modeling. To start, we were instructed to create a 3D model in Rhino of our site and stick set. Then we moved onto our final project of redesigning the east entry of the SD Art Museum. Our thought process behind the design was based around relatability, accessibility, along with outdoor space to display art. Our relatability concept was based on the circular roof structure in the center of the building along with all of our sticks alligning with other campus buildings. Our accessibility concept was based on allowing anyone, no matter the disabilty, to be able to experience the building. As such, the entire ramp system is ADA accessible.

Group Member: Cheyenne Miller

Fi gu r e 2.8

Fi gu r e 2.5: Infog raph ic d es cribi ng thought pr oc ess an d ho w par t A rel ate s

Fi gu r e 2.6: Se ri es of s i te p hoto s

Fi gu r e 2.7: Pe rspecti ve r en der sho wi ng C am p an il e i n bac kg r oun d

Fi gu r e 2.8: To p v iew & Infog raph ic d es cribi ng thought pr oc ess b eh ind st ic k pl ac emen t