Portfolio 2025

Portfolio Stephanie Perez-Ocaranza

California State Polytechnic University, Pomona - 2025

Stephanie Perez-Ocaranza

Architecture Student

Contact: Email: Phone: Linkedin:

Contents

Stephanie.perezoca@gmail.com 760-895-5077 www.linkedin.com/in/stephanie-perez-ocaranza-5023581bb

About: Hi, I am an extremely hardworking individual and firmly believe I would make a strong addition to any firm. I am a fast learner and quick to problem solve. I am passionate in design, environmental strategies, and eager to learn new things. I work well in group settings as I am a very respectful and positive individual as I tend to make the best out any situation. I handle criticism well as I see it as a method necessary for improvement on a project. I have skills in drafting, 3D and physical modeling, as well as experience with different 3D rendering softwares. Hope to hear from you soon!

Education/Achievements Palm Desert High School Class of 2020 California State Polytechnic University, Pomona (2020- present) - Bachelors of Architecture - GPA: 3.61 - Honors: Dean lists and presidents list Achievements: The Jack and Marilyn Zuber Remembrance Award for Housing Design 3rd year Design Semi-Finalist (2024) Architecture At Zero- First Place Winner (2024)

Experience:

Maria's Alterations Associate/helper (summer: 23,24) - Accounting/bookeeping - Customer service

Primerica Financial Services Associate (Part-time: 2021-present) - Sales experience - Customer service - CA life insurance license - SIE, Series 6 and 63 holder

Skills:

- Rhino - Revit - V-ray - Rendering - Twinmotion - 3D printing - 3D Modeling - Model Making - Climate Studio - Laser cutting - Photography - Microsoft Office

- IESVE - Google Work space - Forma - Adobe: AI PS ID

1. Santa Ana Housing Project 2. Museum of Comtemporary Japanese Art 3. MT Wilson Scientist Retreat 4. The Courtyards: Middle School (Group Project) 5. Model Making and Design

1. Santa Ana Housing Project

MULTIPURPOSE ROOM CAFE LOBBY TOWNHOUSE 2 BEDROOM APT. STUDIO 1 BEDROOM APT. 3 BEDROOM APT. PATIO GRILL/ GARDEN

PROGRAM DIAGRAM PROGRAM DIAGRAM

ELEVATION FROM STREET

SANTA ANA HOUSING OVERVIEW: TASK: 30 HOUSING UNITS, 15 PARKING SPACES AND COMMUNITY PROGRAM The site is located in Santa Ana, off the freeway next to the Santa Ana train station. There will be a new line added in the future. In our site analysis we discovered that there is a lot of pollution, therefore, there should be more green spaces to help combat that polution. This lead to the design decision of creating green spaces. The program chosen on the ground floor was on the basis of an analysis of the near by program to dertimine what program is most needed by the community. A lot of balconies were added since in a lot of apartments there's a lack of private outdoor space and it serves the purpose of giving individuals the sense of having a backyard. The facade choice was made in order to create a porous and breathable facade, as a criticsm ofthe freeway. The overall idea of my project is to create a building with its own ecosystem standing against the freeway and the pollutants it exposes individuals to.

GROUND FLOOR PLAN

INNER COURTYARD RENDER

SECTION B-B PARALLEL TO PROMENADE

ELEVATION FROM PROMENADE

3RD FLOOR PLAN

SECTION A-A PARALLEL TO STREET

WALL SECTION ELEVATION

WALL SECTION

INNER COURTYARD- GROUND FLOOR VIEW

VIEW FROM PROMENADE

C

1 2

D 20'-0"

E 10'-0"

F

G

5'-0" 5'-0"

17'-10 21"

G

12'-1 21"

H

I 10'-0"

J

K

L

M

5'-0" 5'-0" 5'-9" 4'-3"

7'-10" 2'-2"

8'-0" 2'-0"

____

AB

20'-0"

3

10'-0"

4

10'-0"

5

10'-0"

6

10'-0"

7

9

10'-0"

8

10'-0"

10

10'-0"

11

10'-0"

12

14

0 0

0

4'

8'

16'

0

4'

8'

16'

4' 4'

8'

8'

16' 16'

0

SCALE: 1/8”= 1’

15 16

2'-2" 7'-10"

20'-0"

13

2"

1/8" = 1'-0"

N

SCALE: 1/4” = 1’

3D CHUNK DETAIL

SCALE: 1/4” = 1’

FRAMING CHUNK

ROOF PLAN

3RD FLOOR PLUMBING PLUMBING BEYOND

DETAIL: PLANTER DETAIL

DETAIL: PODIUM AND BELOW CONDITION

DETAIL: ROOF AND TYPICAL FLOOR ASSEMBLY

ORGANIZATIONAL STACKING DIAGRAM ORGANIZATIONAL STACKIING DIAGRAM

N 20'-0"

10

2. Museum of Comtemporary Japanese Art

PROGRAM DIAGRAM

ELEVATION D

ELEVATION E

Museum of Japanese Contemporary Art Overview: TASK: CREATE A JAPANESE ART MUSEUM LOCATED IN LITTLE TOKYO, INFILL PROJECT In my project the prevalent concept of my design was monumentality and the exploration of intersections and reflecting curves. In order to create this monumental feeling I decided to make a puncture through the entire building as well as creating special moments where one feels compact and then leads to a large open space. Programmatic design was made in order to have most of the non-public program tucked away in the 2 lower levels while having the upper floors house public program, however I wanted to keep certain public programs in the basement level to encourage visitation visitation to the space, perhaps creating one of the most monumental views in that area, seen in my physical model photos. Design elements were both a negotiation between 2d and 3d that led to my final design, these moves are reflected throughout my project.

INTERIOR GALLERY RENDER

SECTION C-C

SECTION B- B

SITE PLAN

GROUND FLOOR PLAN

SECTION A-A

SECOND FLOOR PLAN

PHYSICAL MODEL PHOTOS

RENDERS

3. MT Wilson Scientist Retreat

PROGRAM DIAGRAM

LONGITUDINAL SECTION

Mount Wilson Scientist Retreat Overview: TASK: Create an observation facility located on Mt. Wilson in Angeles National Forest. Users: scientists and hikers. Technical concerns: Site selection & site response, Programming, Environmental considerations, Structure, Stair Design, Roof, Envelope and Apertures, Coordination of systems Leading up to this project we were tasked with creating smaller projects such as a tower, cantilever, and a bridge. In this project, the design was inspired by both the tower and cantilever projects. This project is a mixture of tower and cantilever elements. While the program design was created by having the most public program on the ground floor, making the middle core of the building the most important space as it can directly expand to the outside. On the second floor, private program for the use of scientists is placed. There is a double height space connecting the second floor to the ground floor creating a sense of expansion in the space enhancing the importance of the core. While the basement has service program.

SITE PLAN

N

INTERIOR RENDER

CROSS SECTION

GROUND FLOOR PLAN

JOIST SPAN: 29’-0” DEPTH BY ROT: 1.45’= 1’- 5.4”

20

'-0

0"

8'-

"

28

"

'-0

29

TRUSS1 SPAN: 20’-0” CANTILEVER DEPTH BY ROT: 4’ ACTUAL DEPTH: 13’

'-0

" 8'-

0"

0"

8'-

TRUSS2 SPAN: 21’-0” CANTILEVER DEPTH BY ROT: 4.2’ = 4‘ 2.4” ACTUAL DEPTH: 13’

" '-0

21

BEAM SPAN: 29’-0” DEPTH BY ROT: 1.93’= 1‘11.2”

"

'-0

29

"

'-0

20

A5 - Item:

Students:

B: Entire System - Exploded Axon

Color Legend

STEPHANIE PEREZ-OCARANZA

Studio Section: 04- ANTON

A5 - Item:

D: Entire System - Exploded Axon

Column

Lateral x-direction

Students:

STEPHANIE PEREZ-OCARANZA

Joist

Lateral y-direction

Studio Section: 04- ANTON

Beam

Horizontal bracing

Girders/Trusses

Footings/Foundation

Cantilevered Portion

20

'-0

0"

8'-

"

28

" '-0

'-0

29

" 8'-

0"

0"

8'-

"

'-0

21

"

'-0

29

"

'-0

20

A5 - Item:

Students:

A: Entire System - Axon

STEPHANIE PEREZ-OCARANZA

Studio Section: 04- ANTON

Color Legend

Column

Lateral x-direction

A5 - Item:

C: Entire System - Axon

Joist

Lateral y-direction

Beam

Horizontal bracing

Students:

STEPHANIE PEREZ-OCARANZA

Girders/Trusses

Footings/Foundation

Studio Section: 04- ANTON

Cantilevered Portion

ENVELOPE DETAIL AXO

STRUCTURAL ANALYSIS

N

SECOND FLOOR PLAN

ASSEMBLY DETAILS

N

BASEMENT FLOOR PLAN

AXOS

4. The Courtyards: Middle School (Group Project)

PROGRAM DIAGRAM

The Courtyards (Group Project) Overview: TASK: Create a submition for the 2024 Architecture at Zero competition, focusing on decarbonization, resilience, and equity. Challenge: design a new building for East Los Angeles Griffith STEAM Magnet Middle School Campus. The new building will replace relocatable classrooms..

Biophilic design was our leading concept. We created a place for students to rest in between passing. These courtyard spaces were meant to connect students and connect the public to nature. The garden spaces allowed for many native species to grow and nurture peoples tendency to connect with nature. During initial massing we determined that there should be 2 courtyards. 1 courtyard being the inner courtyard, primarily for the use of students, while the other is more for students and the public. During the research phase we identified 1 primary path that leads to the site from the preexisting buildings, this path leads to the inner courtyard. In these courtyards, there will be various learning gardens and integrated seating since there is not very much seating diversity in the preexisting school, other than the cafeteria. We want to incorporate more seating options to give the students more freedom of choice as well as create spaces where they would want to be and hang out as there are currently not many inviting options. These seating areas will be integrated with the landscape, so that the students can coexist. with nature. The second courtyard is placed on the top of the site since there is an existing community garden just above our site. We placed this courtyard there so we can invite the public when the school is not in use. Following this the maker space is placed in this area as we can imagine this space also being accessible to the public. Our project consists of 3 bars. One oriented north-south, this is the maker core consisting of the creation program: maker space, lab rooms, art classroom. The bar oriented east-west closer to the public courtyard consists of service program, teachers workroom, and collaboration spaces. The other east-west bar towards the inner courtyard consistent of classrooms. These bars are essentially islands connected by bridging hallways. hallways calm

calm

295.3 - 649.6 fpm

98.4 - 295.3 fpm

649.6 - 1082.7 fpm

315°

295.3 - 649.6 fpm

45°

649.6 - 1082.7 fpm

1082.7 - 1555.1 fpm

1082.7 - 1555.1 fpm

1555.1 - 2106.3 fpm

1555.1 - 2106.3 fpm

2106.3 - 2716.5 fpm

2106.3 - 2716.5 fpm

2716.5 - 3366.1 fpm

2716.5 - 3366.1 fpm

3366.1 - 4074.8 fpm 25

>4074.8 fpm

90°

SITE PLAN

0°

98.4 - 295.3 fpm

5°

0

MASSING DIAGRAM

3366.1 - 4074.8 fpm

270°

0

5

10

15

225°

20

25

>4074.8 fpm

90°

135°

35° 180°

TRELLIS EXPERIENTIAL RENDER

ANNUAL WINDROSE

WINDROSE WITH BUILDING

GROUND FLOOR PLAN

SECOND FLOOR PLAN

SECOND FLOOR OUTDOOR COLLABORATION SPACE

WEST ELEVATION

TRELLIS EXPERIENTIAL VIEW

INNER COURTYARD

ART-CLASSROOM TO MAKERSPACE

The design utilizes locally sourced materials and low embodied carbon construction materials. The design promotes suppliers with sustainability goals. Using products that are produced that sequester more carbon emissions than were released during the production process will help decrease overall carbon emissions. Resilient design involves using materials that can withstand high-impacts and environmental factors. Additionally, materials are biodegradable or can be reused in other construction or used after the buildings lifespan. The use of healthy materials will decrease use of toxic materials or harmful production processes.

DECARBONIZATION STRATEGY

PUBLIC COURTYARD

DESIGN CONSIDERATIONS DESIGN FOR WATER

DESIGN FOR INTEGRATION The design is integrated well with the surrounding community in providing spaces that are accessible to the public. This includes the north courtyards and the maker/art space.

DESIGN FOR ECONOMY

DESIGN FOR ECOSYSTEMS Our design tries to integrate equity into every aspect possible. Our design appeals to the different needs of the community and the student population by creating a programmed landscape, adaptable to both the community and student needs. Our landscape tried to incorporate as few stairs as possible. Rather, it defaulted to the use of ramps, to create an experiential feeling, as well as an inclusive design. In addition to ramps, we ensured that we incorporated a few ADA-compliant parking spots instead of just one that is required by code.

We also ensure that all bathrooms are ADA-compliant so that everyone has equal access to bathrooms. In our project, we tried to adhere to a universal design that allows equal access and experiences across all users.

DESIGN FOR ECOSYSTEMS The courtyards has gardens that house native species of plants that attract pollinators. These plants can thrive in well-lit conditions and require little water and good soil. These native plants help teach students to work more with the community gardens that extend onto the site.

DESIGN FOR CHANGE DESIGN FOR DISCOVERY Although amorpohous silicon PV is not the most energy producing PV type we believed it was an important part of our project as it not only produces energy, but shows students the possibilities that PV can have on design.

PV SYSTEM TYPES

Flexible space means that the space can be moved around and change in use of programs.

Some areas in our building that becomes accessible to the public include the north courtyard and the maker space/art room. The maker space/art room (third image on the right-hand side) is a 2-in-1 space that allows students to work in a collaborative environment that decreases barriers betweeen the two. This space opens up to each and the outside through glass walls and large operable doors that open to outside.

DESIGN FOR WELL-BEING The courtyards and larger designed outdoor spaces were emphasized in the design to show the buildings goal of providing areas for students to thrive outdoors. The collaboration space above acts as a hub for students to interact and work together outside, creating a space for students. The second floor collaboration room also acts as an additional outdoor learning area. This promotes the students connection to the outdoors.

A STUDY ON PV WATTS CALCULATOR WAS DONE TO TO DETERMINE WHAT THE OPTIMAL PV TILT WOULD BE. A 29 DEGREE SLOPE PRODUCED THE MOST ENERGY, THEREFORE WE DECIDED TO SLOPE OUR ROOFS. ONLY THE CREATION CORE IS SLOPED TO REINFORCE OUR MASSING READING OF 3 CORES/BUILDINGS CONNECTED BY A PATHWAY.

Energy Model Output Report Project: Address: Climate File: Simulation:

The Courtyards Project 4765 E 4th St, East Los Angeles, CA 900…

LOS-ANGELES-DOWNTOWN_722874_CZ2010.epw FINAL-PEREZOCARANZA.aps

Annual Energy Consumption (kBtu/ft²/year) & CO2 KgCO2/ft²/yr Energy End Use

IDEAL PV TILT ANGLE STUDY-PV WATT General Area in Study

Site Energy

Source Energy

CO2 Emissions

Heating Fossil Fuel

0.0

0.0

0.0

Heating Electricity

3.4

10.7

0.6

Space Cooling

3.1

9.7

0.6

Fans Interior

1.5

4.7

0.3

Heat Rejection

0.2

0.6

0.0

Pumps

0.7

2.2

0.1

DHW Fossil Fuel

0.0

0.0

0.0

DHW Electricity

0.6

1.9

0.1

Interior Lighting

3.1

9.7

0.6

Exterior Lighting

0.7

2.2

0.1

Receptacle

0.0

0.0

0.0

Data Center

0.0

0.0

0.0

Cooking Fossil Fuel

0.0

0.0

0.0

Cooking Electricity

0.0

0.0

0.0

Elevators & Escalators

0.2

0.6

0.0

Refrigeration

0.0

0.0

0.0

Process

5.2

16.3

0.9

TOTAL (ex renewables)

18

58

3

Design Team: Energy Analyst: Owner: Conditioned Area (ft²):

Stephanie and …

Stephanie Pere…

Griffith Steam…

23138.4289

Project Viewer - 3D Model

Site Energy Use Intensity

Site Energy Dashboard (MBtu)

Tilt 0

28

29

30

Output

Site Energy Flows – Sankey Diagram Fuels

End Uses

496,416 kWh/Yr

565,074 kWh/Year*

565,096 kWh/Year*

564,954 kWh/Year*

ROOF SLOPE STUDY

CONCLUSION: OUR ENERGY AND SUSTAINABILITY GOALS WERE TO OPTIMIZE THE BUILDING PERFORMANCE AS MUCH AS POSSIBLE THEN ADD PV. AN EASIER APPROACH WOULD BE TO ADD MORE PV, HOWEVER WE BELIEVED LESS IS MORE. LESS ENERCY CONSUMPTION WOULD LEAD TO LESS RESOURCE CONSUMPTION, WHICH WOULD OVERALL DECREASE OUR CARBON FOOTPRINT. OUR EUI GOAL WAS TO HIT THE EARLY 20S BEFORE PV AND WE WERE FORTUNATE ENOUGH TO REACH AN EUI OF 18 kBtu/ft2/yr BEFORE PV

Annual Fuel Costs and Peak Demands Fuels

Cost (USS)

Peak Day

Peak Time

Electricity

35,353.00

11-Jul

11:00

Peak Demand 77.1 kW

Fossil Fuel

0.00

01-Jan

0:00

0.0 kBtu/h

Total

35,353.00

01-Jan

0:00

Peak Energy Sources for Electricity (kW), Fossil Fuel (kBtu/h) and Onsite Power Generation (kW): Top 3 Contributors

Integrated Environmental Solutions 2024.0.1.0

EUI- ANALYTICS

N

5. Model Making and Design

PHYSICAL MODELING

TOWER PROPOSAL FOR SCHOOL OF ARCHITECTURE

MIXED-USE HOUSING PROPOSAL

DETAILED CHUNCK MODEL

3D DESIGN

ROOM DESIGN

WORLD DESIGN

3D MODELED OBJECTS