Precedents in Architectural Composition: Measured Drawing at the Morris-Jumel Mansion Drawing Course for Architects & Students Hosted by ICAA

Great opportunity to earn 6 AIA LUs and 6 Credits Toward the Certificate in Classical Architecture.  New York City Event, September 21 & 22, 2018.  Follow link below for additional information about the event.   The course is intended for both students and seasoned architects, as drawings can be tailored to experience level. No specific artist training is required. Basic pencil drawing and drafting skills are recommended, including knowledge of the use of an architectural scale and tape measure. A passion for classical architecture and a love of drawing are required.

The Institute of Classical Architecture & Art (ICAA) is a nonprofit membership organization committed to promoting and preserving the practice, understanding, and appreciation of classical design.

chrisman-featured

“Regarding Roman Buildings, I began to measure all their parts minutely and with the greatest care. I became so assiduous an investigator of such things that, being unable to find anything that was not made with fine judgment and beautiful proportions. I repeatedly visited various parts of Italy and abroad in order to understand the totality of buildings from their parts and commit them to drawings.”
– Andrea Palladio, Forward to The Four Books on Architecture

We would love to hear from you on what you think about this post. We sincerely appreciate all your comments – and – if you like this post please share it with friends. And feel free to contact us if you would like to discuss ideas for your next project!

Sincerely,

FRANK CUNHA III
I Love My Architect – Facebook


What would you say to young students thinking about a career in #Architecture? by @WJMArchitect (Part 2)

I was recently catching up with my buddy Billy Martin and I asked him to help me write about Architecture as a profession.

This is part two of what he had to say….

Question: What would you say to young students thinking about a career in Architecture?

by William J Martin

All of this is part of the plans or “blueprints” of a building to be built.

Architects need to be physically fit and mentally strong. While the building is being constructed, the architects are visiting, checking, walking on steel beams, crawling into foundations, climbing up on the roof. We do this to make sure everything fits together properly and safely.

Knowledge of sports and sports strategy is needed for the architects and workers to be acting as a coordinated team while assembling the building. Thinking ahead to the “next play” is part of the strategy of building a design from the plans. Very often millions of dollars are spent on buildings and architects are there to help get it done.

Schooling—-

Architecture is a licensed profession just like a doctor, a lawyer, or dentist, This means a person must go to and finish college, study, and pass tests given by the government,. Passing the tests shows the person has all the knowledge needed to provide architectural services safely and competently to the public. We don’t want our buildings to fall on people.

Studying hard and doing well in high school is a good start to becoming an architect. English, math, science, history, and especially art, drawing, and computer classes are courses in high school that will prepare you for architecture school. School plays and stage set building, playing sports, being physically fit is also good preparation.

After high school, apply to an accredited architecture college for admission to an architecture learning program. It takes a minimum of five years of college to complete the courses and receive a college degree in architecture.

After college, a 3 year, paid internship is required. You work in a real architect’s office and use the knowledge that was learned in college. You get paid for your valuable work as you learn more. The intern architect works with a licensed architect to learn how exactly to use the knowledge that was learned in the classroom. The internship involves doing everything an architect does, but the more experienced architect guides the intern architect to make sure things are done right.

After the internship is completed, passing the Architectural Registration Exam is the next step. Once you get a passing grade on that exam, the State you live in, will give you an official license to practice architecture and design buildings on your own. You can then start you own company and design buildings for people who need them.

Fallingwater or Kaufmann Residence designed by architect Frank Lloyd Wright in 1935 in rural southwestern Pennsylvania http://en.wikipedia.org/wiki/Fallingwater

Fallingwater or Kaufmann Residence – 2nd Floor Plan

Green design—

Many architects are now using a design point system called LEED. L E E D stands for Leadership in Energy and Environmental Design and is a green building rating system by which buildings are designed, constructed and rated for energy efficiency and environmental sensitivity. Buildings are designed and built using environmentally responsible construction materials and methods.

The importance of architecture as a profession–

Architects are more important then ever to our country and our environment. Right now architects around the world are using math, science and computers to design new kinds of buildings that will save energy and reduce damage to the environment. Everyone needs a home or building in which to live or work. Having buildings that use less electricity, less heating in winter, less air conditioning in summer, will use much less energy. That means power plants will produce less power and reduce pollution of the air and water. This is important to preserve the environment now and in the future.

(Click Here to read Part 1 of 2)

Also Check Out:

If you like this post please share it with friends and family, especially those with children aspiring to become Architects.

Sincerely,
Frank Cunha III
I Love My Architect – Facebook

FC3 ARCHITECTURE+DESIGN, LLC
P.O. Box 335, Hamburg, NJ 07419
e-mail: fcunha@fc3arch.com
mobile: 201.681.3551
direct: 973.970.3551
fax: 973.718.4641
web: http://www.fc3arch.com
Licensed in NJ, NY, PA, DE, CT


What would you say to young students thinking about a career in #Architecture? by @WJMArchitect (Part 1)

I was recently catching up with my buddy Billy Martin and  I asked him to help me write about Architecture as a profession.

This is part one of what he had to say….

Question: What would you say to young students thinking about a career in Architecture? 

by William J Martin

I speak with students all the time about architecture as a profession.. ok …… 13-14 year olds………here goes…

Architecture as a profession–

The architectural profession has a long history. It goes back thousands of years to when the first humans put rocks and tree branches together and created shelter to protect and comfort themselves from nature’s cold, hot, snow, rain, earthquakes, etc.

Moving forward in time, ancient Egyptian architects created the Pyramids, Chinese architects created the Great Wall, Greek architects created the Acropolis and Parthenon, Roman architects created cities, aqueducts, coliseum, etc. and in the modern age, architects have created skyscrapers, sports stadiums, department stores, as well as homes.

Architecture is, first of all, an art. Artistic beauty, correct layout of the interior, heat and air conditioning, construction cost all need to be considered in designing buildings. In other words, It has to look “COOL” inside and out, not leak from the roof, not be too hot or cold, and not cost too much to build.

An architect has the knowledge and training to figure out how to blend all these things together.

Architects design buildings with all these things in mind. In many ways it is like solving a giant 3-dimensional puzzle. OR like playing a video game where the goal is to place and move objects and materials together to create a complicated machine that works for shelter and looks “COOLER” than anyone else’s.

Watercolor of Hagia Sophia by Unknown http://en.wikipedia.org/wiki/Hagia_Sophia

Architects use drawings, art, history, social studies, math, science, astronomy, sports, and computers to design and plan buildings.

Architects use art and drawings to plan out spaces and shapes that will look and feel “pleasing” to people. We use computers to help imagine what the building designs would look like and compare different shapes, colors, materials and ideas. We call this simply the “design process”.

Architects use mathematical calculations to determine safe beam and column sizes to build safe stable buildings. We use science and chemistry to design materials such as concrete, stone, wood. We use the science of water and pipes for plumbing. We use the science of electricity for wiring and lighting. We use astronomy to calculate the sun angles for window locations and daylighting inside buildings. We use the history of buildings that were built before, to design new buildings, like a bank with big columns in front. We also create completely new shapes and spaces to solve a new need for space that maybe did not exist before, like a golf driving range with 3 levels so more golfers can hit balls at the same time. We use writing, cameras, computers, video and other media to plan and explain ideas.

If you like this post please share it with friends and family, especially those with children aspiring to become Architects.

(Click Here to read Part 2 of 2)

Also Check Out:

Sincerely,
Frank Cunha III
I Love My Architect – Facebook

FC3 ARCHITECTURE+DESIGN, LLC
P.O. Box 335, Hamburg, NJ 07419
e-mail: fcunha@fc3arch.com
mobile: 201.681.3551
direct: 973.970.3551
fax: 973.718.4641
web: http://www.fc3arch.com
Licensed in NJ, NY, PA, DE, CT.


Architecture / Design Presentation Given to Industrial Design Students – Or What My Eyes See

I was asked by a colleague (who is a director of an Industrial Design program at a prestigious university) to discuss “Design” and “Architecture” with his advanced students. The following are the slides I included in my presentation.

If you like this post please share it.

Sincerely,
Frank Cunha III
I Love My Architect – Facebook


University Architect @FrankCunhaIII Earns #ExecutiveMBA from @BizFeliciano at @MontclairStateU

On May 21, 2019, Frank Cunha III, graduated from the Executive Masters in Business Administration program at Montclair State University, where he has served the students as an outside consultant from 2001-2007 and as an employee in the Facilities department since 2007. Most recently Frank has served as the University Architect at the institution which is the second largest public university in the state.

Frank Cunha III, University Architect, has been with the University Facilities team since 2007. Since graduating from the New Jersey Institute of Technology School of Architecture in 1998, he has obtained licenses to practice architecture in 9 states. 

Frank is passionate about strategic planning, architectural design and constructing of complex projects in a challenging and ever changing environment. He considers the environment, energy, and the health and wellness of the occupants during all phases of the project while addressing the programming needs to ensure the stakeholder’s program requirements are met and align with the organization’s mission, vision and values. 

Frank has led various teams over the past 20-years, both with the American Institute of Architects, serving on local, state and national level committees; he has worked on various charity projects over the years; Through collaboration and enhancement of his expertise as a Registered Architect through practice, research and innovation he has dedicated his life to serving others. 

With the assistance of his design and construction teams, Frank has been responsible for many projects of various size and scope around campus. Some project highlights include: Student Recreation Center, Center for Environmental Life Sciences, Cali School of Music, School of Nursing, the Center for Computing and Information Science, Sinatra Hall, School of Business, Schmitt Hall and historic renovation and addition to College Hall, to name a few.  Click Here for more information.


University Architect @FrankCunhaIII Leads Architectural Walking Tour of @MontclairStateU’s Campus for Architect Guests, @AIANJ AIA Newark Suburban #AIA #University #Architect

On May 18th, AIA Newark Suburban held a campus walking tour of Montclair State University led by fellow member, Architect Frank Cunha III, AIA.  The tour addressed the history of the campus and the way it has been designed and constructed to protect and promote the health, safety, and welfare of the occupants of the buildings and grounds.

Building on a distinguished history dating back to 1908, Montclair State University is a leading institution of higher education in New Jersey.  Designated a Research Doctoral University by the Carnegie Classification of Institutions of Higher Education, the University’s 11 colleges and schools serve more than 21,000 undergraduate and graduate students with more than 300 doctoral, master’s and baccalaureate programs. Situated on a beautiful, 252-acre suburban campus just 12 miles from New York City, Montclair State delivers the instructional and research resources of a large public university in a supportive, sophisticated and diverse academic environment. University Facilities currently manages 70 buildings and approximately 5 million gross square feet of space on our campus. More information available: https://www.montclair.edu/about-montclair

Frank Cunha III, AIA, University Architect, has been with the University Facilities team since 2007.  Since graduating from the New Jersey Institute of Technology School of Architecture in 1998, he has obtained licenses to practice architecture in 9 states.  Frank is currently completing his Masters in Business Administration at Montclair State University and expects to graduate in May 2019.

Frank is passionate about strategic planning, architectural design and constructing of complex projects in a challenging and ever-changing environment.  He considers the environment, energy, and the health and wellness of the occupants during all phases of the project while addressing the programming needs to ensure the stakeholder’s program requirements are met and align with the organization’s mission, vision and values.

With the assistance of his design and construction teams, Frank has been responsible for many projects of various size and scope around campus. Some project highlights include: Student Recreation Center, Center for Environmental Life Sciences, Cali School of Music, School of Nursing, the Center for Computing and Information Science, Sinatra Hall, School of Business, Schmitt Hall and historic renovation and addition to College Hall, to name a few.

We would love to hear from you about what you think about this post. We sincerely appreciate all your comments – and – if you like this post please share it with friends. And feel free to contact us if you would like to discuss ideas for your next project!

Sincerely,

FRANK CUNHA III
I Love My Architect – Facebook


Bring Your Children to Work Day at @MontclairStateU #ArchWeek19 #CitizenArchitect #BlueprintForBetter #ilmaBlog #Architecture #UniversityArchitect

Brief Announcement
On April 25th, Frank Cunha III & Michael Chiappa participated in a Bring Your Children to Work Day at MSU where we were able to teach the children about architecture, planning, design and construction. We showed them the old ways, the current ways and the future ways that architects envision projects and help build the world around us.

About Bring Your Children to Work Day
National Take Our Daughters and Sons to Work Day is recognized on the fourth Thursday in April each year. This annual event is an educational program in the United States and Canada where parents take their children to work with them for one day.

Presentation
The following is the slideshow we presented to the children:

About the Event
This year some of the parents decided to focus on STEM and what it means to be an Architect….a profession that is both creative and artistic, yet methodical and scientific. We explored what it means to be an Architect and other STEM fields and how anyone, regardless of gender, race, religion or ethnicity can aspire to do great things. Architecture is just one of many pathways where we can lead through change and technology. We looked at old blue prints, 3-D modeling, 3-D printing, building materials, using our original 1908 building (College Hall) for context in describing the process and all of the wonderful people that it takes to conceive of a project — We looked at interior design and site design as part of the overall architectural design of a campus. We emphasized, that although not all the children will decide to become architects, it is important to understand what architects do and how to understand how we think and how/what we do. We all need to learn from each other and work as a team to get things done. It was exciting to see the children work with the campus hand on when we had them work on an interactive puzzle of the campus. One of the students said: ” The campus is like a small city.” It was really fulfilling to see that she understood that the university is like a small city. It felt great to make an impact and promote architecture to young children.

Coincidentally, Architecture Week is held every April as part of the American Institute of Architects (AIA) nationwide celebration of our built environment, so that made the day even more special to me.

We would love to hear from you about what you think about this post. We sincerely appreciate all your comments – and – if you like this post please share it with friends. And feel free to contact us if you would like to discuss ideas for your next project!

Sincerely,

FRANK CUNHA III
I Love My Architect – Facebook


What Will Higher Education Look Like 5, 10 or 20 Years From Now? Some Ways Colleges Can Reinvent Themselves #iLMA #eMBA #Innovation #Technology #Planning #Design #HigherEducation #HigherEd2030 #University #Architect

Introduction

Change is a natural and expected part of running a successful organization. Whether big or small, strategic pivots need to be carefully planned and well-timed. But, how do you know when your organization is ready to evolve to its next phase? Anyone that listens, watches, or reads the news knows about the rising cost of higher education and the increasing debt that education is putting on students and alumni and their families.

At a time when education is most important to keep up with increasing technological changes, institutions need to pivot or face imminent doom in an ever increasing competitive environment. Competition can come from startups or external factors in the higher education market therefore it is increasingly necessary for institutions of higher learning to take a different approach to their business operations.

This post will focus on:

  • Current Trends
  • Demographic Shifts
  • Future of Higher Education (and impacts on University Facilities & Management)
    • Changing Assumptions
    • Implications for the Physical Campus
    • Changing Trajectory
    • More Trends in Higher Education (Towards 2030)
  • Driving Technologies
  • External Forces

Current Trends

  • Online education[i] has become an increasingly accepted option, especially when “stackable” into degrees.
  • Competency-based education lowers costs and reduces completion time for students.
  • Income Share Agreements[ii] help students reduce the risk associated with student loans.
  • Online Program Manager organizations benefit both universities and nontraditional, working-adult students.
  • Enterprise training companies are filling the skills gap by working directly with employers.
  • Pathway programs facilitate increasing transnational education[iii], which serves as an additional revenue stream for universities.

Demographic Shifts

According to data from the National Clearinghouse and the Department of Education[iv]:

  • The Average Age of a College/University Student Hovers Around Twenty-Seven (Though That Is Decreasing as The Economy Heats Up)
  • 38% of Students Who Enrolled In 2011 Transferred Credits Between Different Institutions At Least Once Within Six Years.
  • 38% of Students Are Enrolled Part-Time.
  • 64% of Students Are Working Either Full-Time or Part-Time.
  • 28% of Students Have Children of Their Own or Care For Dependent Family Members.
  • 32% of Students Are from Low-Income Families.
  • The Secondary Education Experience Has an Increasingly High Variation, Resulting In Students Whose Preparation For College-Level Work Varies Greatly.

Future of Higher Education (and impacts on University Facilities & Management)

The future of higher education depends on innovation. 

University leaders who would risk dual transformation are required to exercise full commitment to multiple, potentially conflicting visions of the future. They undoubtedly confront skepticism, resistance, and inertia, which may sway them from pursuing overdue reforms.[v]

Change is upon us.

“All universities are very much struggling to answer the question of: What does [digitization[vi]] mean, and as technology rapidly changes, how can we leverage it?” . . . . Colleges afraid of asking that question do so at their own peril.”[vii]

James Soto Antony, the director of the higher-education program at Harvard’s graduate school of education.

Changing Assumptions

Until recently the need for a physical campus was based on several assumptions:

  • Physical Class Time Was Required
  • Meaningful Exchanges Occurred Face to Face
  • The Value of an Institution Was Tied to a Specific Geography
  • Books Were on Paper
  • An Undergraduate Degree Required Eight Semesters
  • Research Required Specialized Locations
  • Interactions Among Students and Faculty Were Synchronous

Implications for the Physical Campus

  • Learning – Course by course, pedagogy is being rethought to exploit the flexibility and placelessness of digital formats while maximizing the value of class time.
  • Libraries – Libraries are finding the need to provide more usable space for students and faculty.  Whether engaged in study, research or course projects, the campus community continues to migrate back to the library.
  • Offices – While the rest of North America has moved to mobile devices and shared workspaces, academic organizations tend to be locked into the private, fixed office arrangement of an earlier era – little changed from a time without web browsers and cell phones. 
  • Digital Visible – From an institutional perspective, many of the implications of digital transformation are difficult to see, lost in a thicket of business issues presenting themselves with increasing urgency. 

Changing Trajectory

University presidents and provosts are always faced with the choice of staying the course or modifying the trajectory of their institutions.  Due to failing business models, rapidly evolving digital competition and declining public support, the stakes are rising.  All should be asking how they should think about the campus built for the 21st century.[viii]  J. Michael Haggans[ix] makes the following recommendations:

  • Build no net additional square feet
  • Upgrade the best; get rid of the rest
  • Manage space and time; rethink capacity
  • Right-size the whole
  • Take sustainable action
  • Make campus matter

More Trends in Higher Education (Towards 2030)

  • The Rise of The Mega-University[x]
  • ; Public Private Partnerships (P3’s) Procurement Procedures Will Become More Prevalent
  • More Colleges Will Adopt Test-Optional Admissions
  • Social Mobility Will Matter More in College Rankings
  • Urban Colleges Will Expand[xi] — But Carefully
  • Financial Crunches Will Force More Colleges to Merge
  • The Traditional Textbook Will Be Hard to Find; Free and Open Textbooks
  • More Unbundling and Micro-Credentials
  • Continued Focus on Accelerating Mobile Apps
  • Re-Imagining Physical Campus Space in Response to New Teaching Delivery Methods
  • Transforming the Campus into A Strategic Asset with Technology
  • Education Facilities Become Environmental Innovators
  • Ethics and Inclusion: Designing for The AI Future We Want to Live In
  • Visibility (Transparency) And Connectedness
  • Sustainability from Multiple Perspectives
  • Better Customer Experiences with The Digital Supply Chain
  • Individualized Learning Design, Personalized Adaptive Learning
  • Stackable Learning Accreditation
  • Increased Personalization: More Competency-Based Education They’ll Allow Students to Master A Skill or Competency at Their Own Pace.
  • Adaptation to Workplace Needs They’ll Adapt Coursework to Meet Employer Needs for Workforce Expertise
  • Greater Affordability and Accessibility They’ll Position Educational Programs to Support Greater Availability.
  • More Hybrid Degrees[xii]
  • More Certificates and Badges, For Example: Micro-Certificates, Offer Shorter, More Compact Programs to Provide Needed Knowledge and Skills Fast[xiii]
  • Increased Sustainable Facilities – Environmental Issues Will Become Even More Important Due to Regulations and Social Awareness; Reduced Energy Costs, Water Conservation, Less Waste
  • Health & Wellness – Physical, Spiritual and Metal Wellbeing
  • Diversity and Inclusion Will Increase
  • Rise of The Micro-Campus[xiv] And Shared Campuses[xv]
  • E-Advising to Help Students Graduate
  • Evidence-Based Pedagogy
  • The Decline of The Lone-Eagle Teaching Approach (More Collaboration)
  • Optimized Class Time (70% Online, 30% Face to Face)
  • Easier Educational Transitions
  • Fewer Large Lecture Classes
  • Increased Competency-Based and Prior-Learning Credits (Credit for Moocs or From “Real World” Experience)[xvi]
  • Data-Driven Instruction
  • Aggressive Pursuit of New Revenue
  • Online and Low-Residency Degrees at Flagships
  • Deliberate Innovation, Lifetime Education[xvii]
  • The Architecture of The Residential Campus Will Evolve to Support the Future.
  • Spaces Will Be Upgraded to Try to Keep Up with Changes That Would Build In Heavy Online Usage.
  • Spaces Will Be Transformed and Likely Resemble Large Centralized, Integrated Laboratory Type Spaces. 
  • Living-Learning Spaces in Combination Will Grow, But On Some Campuses, Perhaps Not In The Traditional Way That We Have Thought About Living-Learning To Date.

Driving Technologies:

  • Emerging Technologies – Such as Augmented Reality, Virtual Reality, And Artificial Intelligence – Will Eventually Shape What the Physical Campus Of The Future Will Look Like, But Not Replace It.[xviii]
  • Mobile Digital Transformation[xix]
  • Smart Buildings and Smart Cities[xx]
  • Internet of Things
  • Artificial Intelligence (AI), Including Natural Language Processing
  • Automation (Maintenance and Transportation Vehicles, Instructors, What Else?)
  • Virtual Experience Labs, Including: Augmented Reality, Virtual Reality Learning, And Robotic Telepresence 
  • More Technology Instruction and Curricula Will Feature Digital Tools and Media Even More Prominently
  • New Frontiers For E-Learning, For Example, Blurred Modalities (Expect Online and Traditional Face-To-Face Learning to Merge)[xxi]
  • Blending the Traditional; The Internet Will Play Bigger Role in Learning
  • Big Data: Colleges Will Hone Data Use to Improve Outcomes

External Forces:

  • [xxii]: Corporate Learning Is A Freshly Lucrative Market
  • Students and Families Will Focus More on College Return On Investment, Affordability And Student Loan Debt
  • [xxiii]
  • Greater Accountability; Schools will be more accountable to students and graduates
  • Labor Market Shifts and the Rise of Automation
  • Economic Shifts and Moves Toward Emerging Markets
  • Growing Disconnect Between Employer Demands and College Experience 
  • The Growth in Urbanization and A Shift Toward Cities 
  • Restricted Immigration Policies and Student Mobility
  • Lack of Supply but Growth in Demand
  • The Rise in Non-Traditional Students 
  • Dwindling Budgets for Institutions[xxiv]
  • Complex Thinking Required Will Seek to Be Vehicles of Societal Transformation, Preparing Students to Solve Complex Global Issues

Sources & References:


[i] Online education is a flexible instructional delivery system that encompasses any kind of learning that takes place via the Internet. The quantity of distance learning and online degrees in most disciplines is large and increasing rapidly.

[ii] An Income Share Agreement (or ISA) is a financial structure in which an individual or organization provides something of value (often a fixed amount of money) to a recipient who, in exchange, agrees to pay back a percentage of their income for a fixed number of years.

[iii] Transnational education (TNE) is education delivered in a country other than the country in which the awarding institution is based, i.e., students based in country Y studying for a degree from a university in country Z.

[iv] Article accessed on April 16, 2019: https://er.educause.edu/articles/2019/3/changing-demographics-and-digital-transformation

[v]Article accessed on April 16, 2019: https://ssir.org/articles/entry/design_thinking_for_higher_education

[vi] Digitization is the process of changing from analog to digital form.

[vii] Article accessed on April 16, 2019:  https://qz.com/1070119/the-future-of-the-university-is-in-the-air-and-in-the-cloud

[viii] Article accessed on April 16, 2019: http://c21u.gatech.edu/blog/future-campus-digital-world

[ix] Michael Haggans is a Visiting Scholar in the College of Design at the University of Minnesota and Visiting Professor in the Center for 21st Century Universities at Georgia Institute of Technology.  He is a licensed architect with a Masters of Architecture from the State University of New York at Buffalo.  He has led architectural practices serving campuses in the US and Canada, and was University Architect for the University of Missouri System and University of Arizona.

[x] Article accessed on April 16, 2019:  https://www.chronicle.com/interactives/Trend19-MegaU-Main

[xi] Article accessed on April 16, 2019:  https://www.lincolninst.edu/sites/default/files/pubfiles/1285_wiewel_final.pdf

[xii] Article accessed on April 16, 2019: https://www.fastcompany.com/3046299/this-is-the-future-of-college

[xiii] Article accessed on April 16, 2019: https://www.govtech.com/education/higher-ed/Why-Micro-Credentials-Universities.html

[xiv] Article accessed on April 16, 2019: https://global.arizona.edu/micro-campus

[xv] Article accessed on April 16, 2019: https://evolllution.com/revenue-streams/global_learning/a-new-global-model-the-micro-campus

[xvi] Article accessed on April 16, 2019:  https://www.chronicle.com/article/The-Future-Is-Now-15/140479

[xvii] Article accessed on April 16, 2019:  https://evolllution.com/revenue-streams/market_opportunities/looking-to-2040-anticipating-the-future-of-higher-education

[xviii] Article accessed on April 16, 2019: https://www.eypae.com/publication/2017/future-college-campus

[xix] Article accessed on April 16, 2019: https://edtechmagazine.com/higher/article/2019/02/digital-transformation-quest-rethink-campus-operations

[xx] Article accessed on April 16, 2019: https://ilovemyarchitect.com/?s=smart+buildings

[xxi] Article accessed on April 16, 2019: https://www.theatlantic.com/education/archive/2018/04/college-online-degree-blended-learning/557642

[xxii] Article accessed on April 16, 2019: https://qz.com/1191619/amazon-is-becoming-its-own-university

[xxiii] Article accessed on April 16, 2019: https://www.fastcompany.com/3029109/5-bold-predictions-for-the-future-of-higher-education

[xxiv] Article accessed on April 16, 2019: https://www.acenet.edu/the-presidency/columns-and-features/Pages/state-funding-a-race-to-the-bottom.aspx

We would love to hear from you about what you think about this post. We sincerely appreciate all your comments – and – if you like this post please share it with friends. And feel free to contact us if you would like to discuss ideas for your next project!

Sincerely,

FRANK CUNHA III
I Love My Architect – Facebook


Augmented Reality Enables Children to Learn in the Real World #ilmaBlog #Education #VR #Technology #Classroom #MyUniversityArchitect #Architect

MBDs (Mobile broadband devices, or smartphones) allow students to access and collect additional information and clues. Students use EcoMOBILE activities developed with an augmented reality application, to navigate between “hotspots,” view information, answer questions, and observe virtual media overlaid on the physical pond.

Students can capture pictures, video, or voice recordings and take these back to the classroom to help make sense of school lessons. Through augmented reality we provide students with visualizations that would not otherwise be apparent in the natural environment (for example, virtual x-ray vision so that they can “see” a virtual carbon atom as it moves through the processes of photosynthesis and respiration).

These augmented reality experiences allow students to conceptualize and discuss processes and complex relationships that are otherwise difficult to describe or visualize.

We would love to hear from you about what you think about this post. We sincerely appreciate all your comments – and – if you like this post please share it with friends. And feel free to contact us if you would like to discuss ideas for your next project!

Sincerely,

FRANK CUNHA III
I Love My Architect – Facebook


What About Public Private Partnerships? #ilmaBlog #HigherEducation #P3 #PPP #University #Architect

Example of Stakeholder Team (Source: Servitas)

Background on Public Private Partnerships (P3’s):

Many institutions of higher education are facing mounting pressure on their mission to deliver high-quality, affordable education to students and perform world-class research. Reductions in public funding support and concerns about overall affordability present substantial near-term and longer-term budget challenges for many institutions.

Public institutions are predominantly affected, having been constrained by suspensions or reductions in state funding. State appropriations across the US grew by just 0.5% annually between 2005 and 2015. State funding has still not recovered to 2008 levels, the last year in which state funding decisions would not have been affected by the Great Recession.

(Source: Integrated Postsecondary Education Data System (IPEDS) — state appropriations revenue divided by total fall enrollment, 2005–15)

Public-private partnership models are continuing to proliferate as cash-strapped colleges and universities seek to replace or update aging and outdated infrastructure amid tight finances.

(Source: Proliferating Partnerships)

What is the P3 Delivery Model?

A public-private partnership, or P3, is long-term agreement between a public entity and a private industry team that is tasked with designing, building, financing, operating and maintaining a public facility. The past decade has seen a steady increase in the use of P3 structures, both inside and outside higher education. In 2016, something of a watershed year for P3, multiple high-profile projects came online in response to a variety of public needs, including a $1-billion-plus water infrastructure project servicing San Antonio, and a $300-million-plus renovation of the Denver International Airport’s Great Hall.

(Source: A Few Lessons About Public-Private Partnerships)

“Public” is a non-profit institutional or governmental entity that engages a “private” for-profit entity to pay for a particular project.

The “private” partner provides funding (and often expertise) to deliver (and often operate) the project used by the “public” entity to meet its purposes.

In return for its capital, the “private” entity gets a revenue flow from the asset it has paid for.

(Source: Should your University enter into a Public/Private Partnership – the Pro’s and Con’s)

The emergence of the P3 option is happening where it matters most: projects that would be otherwise unattainable under the traditional public-improvement delivery models. For instance, 10 years ago, only a handful of higher education P3 projects were up and running; today, we are approaching three dozen such projects.

The biggest challenge is, of course, the financing component, but P3 teams bring much more to the table than money — they give public entities access to expertise and innovation that can add significant value to projects at each phase of development.

(Source: A Few Lessons About Public-Private Partnerships)

Motivations for P3 transactions vary widely, but include:

  • Supplementing traditional debt instruments. These include private capital, using off balance sheet or alternative mechanisms.
  • Transfer of risk. Historically, universities have born all or most of the risk of facilities-related projects themselves. A P3 is a way to either transfer or at least share the risk.
  • Speed and efficiency. A P3 allows for a faster development process, and time to completion is generally shorter and on schedule. The sole focus of the private entity is to complete the project on budget and on time. University infrastructure tends to have competing priorities across all-campus facility needs.
  • Outsourcing provision of non-core assets. Outsourcing allows institutions to focus investment of internal resources and capabilities on those functions that are closer to the academic needs of its students.
  • Experience. Private partners often have much more experience and skills in a particular development area (e.g., facility architecture and infrastructure, student housing needs) and are able to better accommodate the needs of students, faculty, administrators, etc.
  • Planning and budgeting. Private partners offer experience and know-how in long-term maintenance planning and whole life cycle budgeting.

(Source: Public-private partnerships in higher education What is right for your institution?)

The four types of P3s:

  • Operating contract/management agreement. Short- to medium-term contract with private firm for operating services
  • Ground lease/facility lease. Long-term lease with private developer who commits to construct, operate and maintain the project
  • Availability payment concession. Long-term concession with private developer to construct, operate, maintain and finance the project in exchange for annual payments subject to abatement for nonperformance
  • Demand-risk concession. Long-term concession with private developer to construct, operate, maintain and finance the project in exchange for rights to collect revenues related to the project

Pro’s and Con’s of P3’s:

Since their emergence in student housing several years ago, P3s have become important strategies for higher education institutions because of the many benefits they offer, including:

  • Lower developer costs
  • Developer expertise
  • Operational expertise
  • Access to capital
  • Preservation of debt capacity
  • More favorable balance sheets and credit statements
  • Risk mitigation
  • Faster procurement and project delivery (It can typically take a university about 5 years to get a project built. With a P3, that process can be reduced to just 2 years. Additionally, P3s can save approximately 25% in costs compared to typical projects.)

Beyond the above, the indirect advantages of P3s in student housing are numerous, such as they:

  • Provide better housing for students
  • Expand campus capacity
  • Create high-quality facilities
  • Expand the tax base for both a city and county
  • Provide an economic boost to surrounding areas, which likely lead to private growth and other improvements

It is important to note that, while there are many benefits of P3s for higher education institutions, these agreements also have disadvantages that need to be considered, including:

  • High cost of capital
  • Reduced control for the university
  • Complexity of deals
  • Multi-party roles and responsibilities
  • Limitation on future university development

(Source: Student Housing A Hot Sector For Public-Private Partnerships)

A LOOK AHEAD

Where Are We Heading?

  • More political involvement and pressure to consider P3
  • Pre-development Risks – Many projects failing to close
  • Issues with Construction Pricing & Labor Shortages
  • An increasing number of developers are getting in the on-campus business; however, developers are being more strategic on which projects/procurements to respond to
  • Exploration of other sources of funds like tax credits, USDA, and opportunity zones
  • Shared governance continues to grow
  • Larger, more complex P3 projects including long term concessions, availability payment models, Key Performance Indicators (KPIs)
  • Bundling of Procurements (food, housing (including faculty), academic buildings, hotel, energy, facility maintenance, etc.)

Further Reading:

We would love to hear from you about what you think about this post. We sincerely appreciate all your comments – and – if you like this post please share it with friends. And feel free to contact us if you would like to discuss ideas for your next project!

Sincerely,

FRANK CUNHA III
I Love My Architect – Facebook


“What Is Your Life’s Blueprint?” 3 Lessons by Martin Luther King, Jr. #ilmaBlog #Leadership

Rarely seen footage of Martin Luther King, Jr., speaking to students at Barratt Junior High School in Philadelphia on October 26, 1967, where he delivered his speech “What Is Your Life’s Blueprint?” Video used by permission of The School District of Philadelphia. All rights reserved. Speech reprinted in A Time to Break Silence: The Essential Works of Martin Luther King, Jr., for Students, part of the King Legacy Series, published by Beacon Press. This is the first time the speech has been published in its entirety

The lessons I learned from watching this video are:

1. You must have a deep belief in your own dignity, self worth and your own “some-bodiness.”

2. You must have principle determination to achieve excellence in your various fields of endeavor – be the best at what you are.

3. You must have a commitment to eternal principals of beauty, love and justice.

Simply put,

“If a man is called to be a street sweeper, he should sweep streets even as a Michaelangelo painted, or Beethoven composed music or Shakespeare wrote poetry. He should sweep streets so well that all the hosts of heaven and earth will pause to say, ‘Here lived a great street sweeper who did his job well.”

― Martin Luther King Jr.

We would love to hear from you about what you think about this post. We sincerely appreciate all your comments – and – if you like this post please share it with friends. And feel free to contact us if you would like to discuss ideas for your next project!

Sincerely,

FRANK CUNHA III
I Love My Architect – Facebook


THE SPIRIT OF CAMPUS DESIGN: A reflection on the words of Werner Sensbach #Campus #Planning #Design #University #Architect

Montclair State University
Photo Credit: Mike Peters

In 1991, Werner Sensbach, who served for over 25 years as Director of Facilities Planning and Administration at the University of Virginia, wrote a paper titled “Restoring the Values of Campus Architecture”. The paragraphs that follow were excerpted from that article. They seem particularly appropriate to Montclair State University as it looks at its present campus facilities and forward to the planning of future facilities on a piece of land of spectacular beauty.

Nearly two thousand years ago, the Roman architect Vitruvius wrote that architecture should provide firmness, commodity, and delight. It is the definition of “delight” that still troubles us today. This is especially so on college campuses. Many who try to give voice to what it is that brings delight in a building or an arrangement of buildings may mention the design, the placement on the site, the choice of building materials, the ornamentation, or the landscaping. But mostly it’s just a feeling, or a sense that things are arranged just right, or a sensation of pleasure that comes over us. So academics, like nearly everyone else, often are unsure when planning for new campus construction about what is likely to be delightful. Even though the United States has 3,400 colleges, while most other advanced nations only have a few dozen, we simply have not developed in the United States a sensibility, a vocabulary, a body of principles, an aesthetic for campus architecture.

That each campus should be an “academic village” was one of Thomas Jefferson’s finest architectural insights. Higher learning is an intensely personal enterprise, with young scholars working closely with other scholars, and students sharing and arguing about ideas, religious beliefs, unusual facts, and feelings. A human scale is imperative, a scale that enhances collegiality, friendships, collaborations on research.

I believe the style of the campus buildings is important, but style is not as important as the village-like atmosphere of all the buildings and their contained spaces. University leaders must insist that architects they hire design on a warm, human scale. Scale, not style, is the essential element in good campus design. Of course, if an inviting, charming campus enclosure can be combined with excellent, stylish buildings so much the better.

The third imperative for campus planners, the special aesthetic of campus architecture, or the element of delight, is the hardest to define. It is the residue that is left after you have walked through a college campus, a sense that you have been in a special place and some of its enchantment has rubbed off on you. It is what visitors feel as they enjoy the treasures along the Washington Mall, or others feel after leaving Carnegie Hall, Longwood Gardens in southeastern Pennsylvania, Chartres Cathedral, the Piazza San Marco in Venice, or the Grand Canyon.

On a college campus the delight is generated by private garden spaces in which to converse, by chapel bells at noon or on each hour, by gleaming white columns and grand stairways, by hushed library interiors, by shiny gymnasiums and emerald playing fields, by poster-filled dormitory suites, by a harmony of windows and roofs, and by flowering trees and diagonal paths across a huge lawn. The poet Schiller once said that a really good poem is like a soft click of a well-made box when it is being closed. A great campus infuses with that kind of satisfaction.

In my view, American’s colleges and universities—and especially their physical planners—need three things to become better architectural patrons. One is a renewed sense of the special purpose of campus architecture. A second is an unswerving devotion to human scale. The third is a sense of the uncommon and particular aesthetic—the delight—that a college or university campus demands.

A surprisingly large sector of the American public has conceded a special purpose to higher education. College campuses have provided a special place for those engaged in the earnest pursuit of basic or useful knowledge, for young people devoted to self-improvement, and for making the country smarter, wiser, more artful, and more able to deal with competitor nations.

Therefore, college and university campuses have a distinct and separate purpose, as distinct as the town hall and as separate as a dairy farm. For most students the four to seven years spent in academic pursuits on a university campus are not only an important period of maturing from adolescence to adulthood but also years of heightened sensory and creative ability, years when the powers of reasoning, feeling, ethical delineations, and aesthetic appreciation reach a degree of sharpness as never before. During college years, young minds absorb impressions that often last for a lifetime: unforgettable lectures, noisy athletic contests, quiet hours in a laboratory or library, jovial dormitory banter, black-robed commencements, encounters with persons of radically different views, the rustle of leaves, transfigured nights. The American college campus serves superbly as an example of Aristotle’s idea of a good urban community as a place “where people live a common life for a noble end.”

Montclair State University
Photo Credit: Mike Peters

No architect should be permitted to build for academe unless he or she fully appreciates that his or her building is an educational tool of sorts. New buildings should add to the academic ambiance and enrich the intellectual exchanges and solitary inquiries. They should never be a mere personal statement by the architect or a clever display of technical ingenuity or artistic fashion.

Campus facilities planners need to be sure that the architects they choose are able to incorporate surprise, touches of whimsy, elegance, rapture, and wonder into their constructions. This special campus aesthetic is definitely not a frill. It is what graduates remember decades after they have left the college, and what often prompts them to contribute money to perpetuate the delight. It is what captures high school juniors and their parents in their summer pilgrimages to numerous college campuses to select those two or three institutions to which they will apply.

I think the best way to preserve the particular values of the American college campus is through a three-pronged effort:

The first is to recognize that the village-like university campus is a unique American architectural creation. No other nation has adopted the “academic village” as an architectural and landscaping form, though the ancient Oxbridge colleges came close. Academic leaders should become more knowledgeable about the distinctiveness of their campus communities and more proud of and assertive about maintaining the values of this inventive form.

Second, universities should have a broadly representative and expert blue-ribbon committee to watch over all new construction, not leave it to the vice president for administration, a facilities planner, or a trustee committee. The campus environment should be guarded and enhanced as carefully as the quality of the faculty.

Third, each college and university should draw up a set of design guidelines to help it become a patron who can list what is essential in its campus architecture. These guidelines will differ from campus to campus, but nearly all institutions should include concern for the three fundamentals: academic purpose, human scale, and a special campus aesthetic. Architects can de- sign more effectively and sympathetically if they understand the expectations of the college.

Although these words were written in 1991, they remain true today as Montclair State University continues to grow its enrollment, academic programs, research programs…and the facilities that serve them.

Source: “Restoring the Values of Campus Architecture” by Werner Sensbach (who served for over 25 years as Director of Facilities Planning and Administration at the University of Virginia)

For a list of my projects: Click Here

We would love to hear from you about what you think about this post. We sincerely appreciate all your comments – and – if you like this post please share it with friends. And feel free to contact us if you would like to discuss ideas for your next project!

Sincerely,

FRANK CUNHA III
I Love My Architect – Facebook


Architects @WJMArchitect And @FrankCunhaIII Respond to ILMA Fan’s Questions “ASK THE ARCHITECT”

Greetings and hope you are staying cool this summer!  Here are some of our favorite responses from Bill and Frank to fans’ questions over the years.

  1. What Are The 10 Most Unusual Things You Have Been Asked to Design so far? Answered by @WJMArchitect
  2. What Should I look For When Hiring An Architect? Answered by @FrankCunhaIII
  3. Should I Hire an Architect for My Next Building Project? Answered by @FrankCunhaIII
  4. What are Your Favorite Architecture Books? Answered by @FrankCunhaIII
  5. How Do I Rebuild After a Superstorms or Hurricane? Answered by @FrankCunhaIII
  6. How Do Architects Calculate Their Fees? Answered by @FrankCunhaIII
  7. How Well Do You Know Your Building Materials Quantities? Answered by @FrankCunhaIII
  8. How Can Architects Generate More Work and Make More Money? Answered by @FrankCunhaIII
  9. How Can Architects Produce More Effective Construction Documents? Answered by @FrankCunhaIII
  10. What Do You Say to Young Students Considering a Career in Architecture? (Part 2) Answered by @WJMArchitect
  11. What Do You Say to Young Students Considering a Career in Architecture? (Part 1) Answered by @WJMArchitect
  12. How Does a Well Documented Set of Construction Drawings Save On Construction Costs? Answered by @WJMArchitect
  13. What is the the Blind Design Paradox in Architectural Design? Answered by @WJMArchitect
  14. What Are the TEN “Demandments” of Architecture? Answered by @WJMArchitect
  15. Do You Have an Architectural Design Manifesto? If So, Can You Share It With Us? Answered by @FrankCunhaIII

We would love to hear from you on what you think about this post. We sincerely appreciate all your comments – and – if you like this post please share it with friends. And feel free to contact us if you would like to discuss ideas for your next project!

Sincerely,
FRANK CUNHA III
I Love My Architect – Facebook

 

 

 

 

 


13 Examples of Green Architecture

The Morris & Gwendolyn Cafritz Foundation Environmental Center

The nickname for the Morris and Gwendolyn Cafritz Foundation Environmental Center is the Grass Building, and it perfectly captures its spirit. It’s a structure so thoughtfully designed it’s almost as energy-efficient and low impact as the greenery that surrounds it.

The Maryland building is part of an educational farm on the Potomac River Watershed that the Alice Ferguson Foundation used to teach people about the natural world. This new building—which became the 13th in the world to receive full Living Building Challenge certification in June 2017—is an educational facility designed to blur the lines between indoors and out, while still providing shelter as needed. “Part of the intent of the building is to be in the landscape and still have a bathroom to use,” says Scott Kelly, principal-in-charge at Re:Vision, a Philadelphia-based architecture and design studio.

Further Reading:
https://gbdmagazine.com/2017/grass-building
https://www.aia.org/showcases/92581-the-morris–gwendolyn-cafritz-foundation-env
https://living-future.org/lbc/case-studies/morris-gwendolyn-cafritz-foundation-environmental-center
http://hughloftingtimberframe.com/gallery/commercial/cafritz-foundation-environmental-center
http://www.cafritzfoundation.org/

Brock Environmental Center

Drawing thousands of students, the Brock Environmental Center is a regional hub for the Chesapeake Bay Foundation, in Virginia Beach, Virginia, supporting its education and wetlands restoration initiatives. A connection to nature defines the building’s siting, which provides sweeping views of the marsh and also anticipates sea-level rise and storm surges with its raised design. Parts were sourced from salvage: Its maple floors once belonged to a local gymnasium while school bleachers, complete with graffiti, were used for interior wood trim. The center was recognized for its positive footprint: It has composting toilets, captures and treats rainfall for use as drinking water, and produces 80 percent more energy than it uses, selling the excess to the grid.

Further Reading:
http://www.cbf.org/about-cbf/locations/virginia/facilities/brock-environmental-center
https://living-future.org/lbc/case-studies/the-chesapeake-bay-brock-environmental-center
https://www.visitvirginiabeach.com/listing/chesapeake-bay-foundations-brock-environmental-center/979
https://www.aia.org/showcases/76311-brock-environmental-center

Discovery Elementary School

Students have three distinct, age-appropriate playgrounds—with natural elements such as rocks and fallen trees—at Arlington, Virginia’s Discovery Elementary School. The name honors astronaut John Glenn, who returned to space on the Discovery shuttle and once lived in the neighborhood. Exploration is a theme at the school, whose interior focuses on forests, oceans, atmosphere, and the solar system. The largest zero-energy school in the country, it offers “hands-on learning around energy efficiency and generation,” jurors noted. The school maximizes natural light and provides views to the outside in all classrooms.

Further Reading:
https://www.aia.org/showcases/71481-discovery-elementary-school-
https://www.aiadc.com/sites/default/files/031%20-%20DiscoveryElementarySchool.pdf
https://www.google.com/search?q=Discovery+Elementary+School+AIA&tbm=isch&tbo=u&source=univ&sa=X&ved=0ahUKEwjS-pnHo6LcAhUMON8KHSlUDlYQsAQIdA&biw=1583&bih=1187

Bristol Community College

A laboratory is an energy-intensive enterprise, with specialized lighting and ventilation needs. That’s why jurors praised the airy health and science building at Bristol Community College, in Fall River, Massachusetts, for its net-zero energy achievement, “a difficult feat,” they noted, “in a cold climate like New England’s.” The move saves $103,000 in annual operating costs and allows the college, which offers a suite of courses in sustainability and energy, to practice what it teaches. Part of a holistic campus redesign, the new building’s location increases the density—and thus walkability—of campus for students.

Further Reading:
https://www.aia.org/showcases/71576-bristol-community-college-john-j-sbrega-heal
https://www.mass.gov/service-details/bristol-community-college-john-j-sbrega-health-and-science-building
http://www.architectmagazine.com/project-gallery/bristol-community-college-john-j-sbrega-health-and-science-building_o

Central Energy Facility

Orange and red pipes flaunt their role in “heat recovery” at Stanford University’s Central Energy Facility. The center for powering the California campus—more than a thousand buildings—the facility was transformed from an aging gas-fired plant to one fueled mostly by an off-site solar farm, fulfilling a goal of carbon neutrality and reducing energy use by a third. With large health care and research buildings, the campus needs as much heating as cooling; now a unique recovery system taps heat created in cooling processes to supply 93 percent of the heating and hot water required for campus buildings. The plant reduces Stanford emissions by 68 percent and potable water usage by 18 percent, potentially saving millions of dollars and one of the state’s scarce resources.

Further Reading:
https://www.aia.org/showcases/25976-stanford-university-central-energy-facility
https://sustainable.stanford.edu/new-system
https://www.archdaily.com/786168/stanford-university-central-energy-facility-zgf-architects
https://www.zgf.com/project/stanford-university-central-energy-facility

Ng Teng Fong General Hospital

Like other buildings in Singapore, Ng Teng Fong General Hospital incorporates parks, green roofs, and vertical plantings throughout its campus. But the city-state’s hospitals haven’t traditionally offered direct access to fresh air, light, and outdoor views. This hospital marks a dramatic change, optimizing each for patients. About 70 percent of the facility is naturally ventilated and cooled by fans, cross-ventilation, and exterior shading, saving on precious water resources. The building uses 38 percent less energy than a typical hospital in the area.

Further Reading:
https://www.aia.org/showcases/76821-ng-teng-fong-general-hospital–jurong-commun
http://www.hok.com/about/news/2017/07/25/ng_teng_fong_general_international_academy_for_design_and_health_awards
https://www.archdaily.com/869556/aia-selects-top-10-most-sustainable-projects-of-2017/58f7c23ce58eceac31000615-aia-selects-top-10-most-sustainable-projects-of-2017-photo
http://www.topicarchitecture.com/articles/154396-how-modern-hospitals-recognize-the-impact-o

Eden Hall Farm, Chatham University

After receiving the donation of 388-acre Eden Hall Farm, 20 miles north, Pittsburgh’s Chatham University created a satellite campus centered around a sustainable living experiment. The university views the landscape—an agricultural area adjacent to an urban center—as critical to supporting cities of the future. The original buildings are complemented by new facilities for 250 residential students (and eventually 1,200), including a dormitory, greenhouse, dining commons, and classrooms. Students get hands-on experience in renewable energy systems—the campus generates more than it uses—sustainable agriculture and aquaculture, waste treatment, and water management. Now home to the Falk School of Sustainability, the farm is producing the next generation of environmental stewards, who follow in the footsteps of alum Rachel Carson.

Further Reading:
https://www.aia.org/showcases/76481-chatham-university-eden-hall-campus
http://www.chatham.edu/news/index.php/2018/01/chatham-views/from-eden-hall-pioneer-to-farm-manager
https://www.archdaily.com/869556/aia-selects-top-10-most-sustainable-projects-of-2017
https://falk.chatham.edu/masterplan.cfm

Milken Institute School of Public Health, George Washington University

At George Washington University’s Milken Institute School of Public Health, located in the nation’s capital, design embodies well-being. Built around an atrium that admits light and air, the structure encourages physical activity with a staircase that spans its eight levels. A green roof reduces storm runoff; rainwater is collected and stored for plumbing, resulting in a 41 percent reduction in toilet fixtures’ water use. Limestone panels (left) were salvaged from the previous building on the site. Materials used throughout the building contain recycled content.

Further Reading:
https://www.aia.org/showcases/71306-milken-institute-school-of-public-health
https://publichealth.gwu.edu/content/milken-institute-school-public-health-wins-excellence-architecture-new-building-merit-award
http://designawards.architects.org/projects/honor-awards-for-design-excellence/milken-institute-school-of-public-health-george-washington-university/

National Oceanic and Atmospheric Administration’s Inouye Regional Center

Located at the heart of Pearl Harbor, on Oahu’s Ford Island, the National Oceanic and Atmospheric Administration’s Inouye Regional Center repurposed two airplane hangars—which narrowly escaped destruction in the 1941 attack—linking them with a new steel and glass building (right). The research and office facility for 800 employees was raised to guard it from rising sea levels. Given the size of the hangars, daylight illuminated only a small fraction of the space, so specially crafted lanterns reflect sunlight further into their interiors. Necessity required invention: Due to anti-terrorism regulations, no operable windows were allowed in the space. Through a passive downdraft system that taps prevailing sea breezes, the building is completely naturally ventilated. The adjacent waterfront was returned to a more natural state with native vegetation.

Further Reading:
https://www.aia.org/showcases/76911-noaa-daniel-k-inouye-regional-center
http://www.hpbmagazine.org/NOAA-Daniel-K-Inouye-Regional-Center-Honolulu-Hawaii/
http://www.architectmagazine.com/project-gallery/noaa-daniel-k-inouye-regional-center_o
http://www.hok.com/design/type/government/national-oceanic-and-atmospheric-administration-noaa/

R.W. Kern Center

Serving as the gateway to Hampshire College, in Amherst, Massachusetts, the multipurpose R.W. Kern Center holds classrooms, offices, a café, and gallery space—and is the place where prospective students are introduced to campus. The school converted what was once an oval driveway into a wildflower meadow, now encouraging a pedestrian approach (seen above). The center is self-sustaining, generating its own energy through a rooftop solar array, harvesting its water from rainfall, and processing its own waste. Its gray water treatment system is in a pilot program for the state, and may pave the way for others.

Further Reading:
https://www.aia.org/showcases/76921-rw-kern-center
https://architizer.com/projects/rw-kern-center
https://www.hampshire.edu/discover-hampshire/rw-kern-center

Manhattan 1/2/5 Garage & Salt Shed

Two buildings belonging to New York City’s sanitation department redefine municipal architecture. Resembling a grain of salt, the cubist form of the Spring Street Salt Shed holds 5,000 tons for clearing icy streets. The Manhattan 1/2/5 Garage (background), whose floors are color-coded for each of the three districts, is home to 150 vehicles, wash and repair facilities, and space for 250 workers. The garage is wrapped in 2,600 aluminum “fins,” shading devices that pivot with the sun’s rays, reducing heat gain and glare through the glazed walls while still allowing views to the outside. Municipal steam heats and cools the building, so no fuels are burned. A 1.5-acre green roof reduces heat-island effect and filters rainwater. A condensate by-product of the steam is also captured, and, along with the rainwater, used for toilets and the truck wash. Combined with low-flow fixtures, the process reduced water consumption by 77 percent.

Further Reading:
https://www.dattner.com/portfolio/manhattan-districts-125-garage/
https://www.ohny.org/site-programs/weekend/sites/dsny-manhattan-125-sanitation-garage-salt-shed
https://www.aia.org/showcases/76671-manhattan-districts-125-garage–spring-stree
http://www.architectmagazine.com/project-gallery/manhattan-districts-1-2-5-garage-spring-street-salt-shed_o
https://www.burns-group.com/project/manhattan-125-garage-and-spring-street-salt-shed/

Starbucks Hillsboro, Oregon

Starbucks has been a leader in the development and implementation of a scalable green building program for over a decade .Starbucks joined the U.S. Green Building Council® (USGBC) in 2001 and collaborated with them to develop the LEED® for Retail program, an effort to adapt LEED (Leadership in Energy and Environmental Design) to new construction and commercial interior strategies for retail businesses. In 2008,Starbucks challenged themselves to use LEED certification not just for flagship stores and larger buildings, but for all new, company-operated stores. Many people, even internally, were skeptical, especially with Starbucks growth across the globe. But by collaborating with USGBC and other like-minded organizations, we have been able to integrate green building design not only into new stores but also into our existing store portfolio. Starbucks has also succeeded in providing a practical certification option for retailers of all sizes.

Further Reading:
https://www.starbucks.com/responsibility/environment/leed-certified-stores

The Edge, Deloitte

The Edge, located in Amsterdam, is a model of sustainability.is billed as the world’s most sustainable office building and has the certification to prove it. But, it’s more than that. The place is, well, fun. And interesting. And inviting. So much so that professionals are actually applying for employment with Deloitte Netherlands because they want to work in the building. That it has become a recruiting tool is a satisfying side effect of a project designed to both redefine efficiency and change the way people work. “We wanted to ensure that our building not only had the right sustainability credentials, but was also a real innovative and inspiring place for our employees,” says Deloitte Netherlands CEO Peter Bommel.

Read the rest of this entry »


3-D Printing

We can attribute 3D printing technology to an American engineer and the co-founder of 3D systems, Chuck (Charles) Hull. He invented the first printing process that was capable of creating an actual, physical 3D object from a digital data file.  He called this process Stereolithography. In an interview, Hull admits how surprised he was of the capabilities and potential of his discovery. And however amazed people were of 3D printing in its infancy, few could have imagined where it was heading.

Chuck Hull Inventor

Early stage models: Concept models are quick and easy to produce. The moment you have your model you can begin discussions with clients and prospects. This saves time and money, reduces the risk of costly errors, and speeds up the entire design-to-agreement process.

Urban planning: Architects now have the ability to 3D print a model of an entire town or city. This is something that’s achievable within hours with the right equipment and print materials.

Model variations: Sometimes it’s useful to print a few variations of the same or similar models. This is an affordable way to help architects get to their final designs faster and with much less fuss.

3D-SectionModelTo summarize, here are the three key benefits of 3D printing for architects:

  1. Detailed 3D printed models help clients to better visualize final projects
  2. Reduced time (hours and days) spent creating models
  3. Over time, Architects can build a library of reusable 3D designs

(Source: http://3dinsider.com/3d-printing-architecture)

Further Reading:

http://www.lgm3d.com/professionals/students

We would love to hear from you on what you think about this post. We sincerely appreciate all your comments – and – if you like this post please share it with friends. And feel free to contact us if you would like to discuss ideas for your next project!

Sincerely,
FRANK CUNHA III
I Love My Architect – Facebook