Examine the critical role of materials and methods for the design and construction of buildings. The primary focus is on materials and systems, their properties and connections, and their intrinsic relationship to structural systems and environmental performance.

Students will develop a fundamental understanding of: the relationship of materiality to construction systems and techniques, how building materials are manufactured, and how a material’s modular form, dimensions and intrinsic qualities influence the design process. Students will learn about various building systems, and how these systems assist in the expression of a design concept, through an examination of precedent projects whose design concepts were generated by material logics and systems. Students will work hands-on with building materials (concrete, wood, metal, etc.) to get an understanding of each material’s properties.

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Introduction to principles and processes; sequence of exercises emphasizing development of basic skills, ideas, and techniques used in the design of simplified architectural projects.

Prerequisite: ARCH 102aL.

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Key to an understanding of architecture is an ability to move between aesthetics and geometry, spatial concept and materiality, art practice and technical production. This course will introduce basic drawing, digital and physical modelmaking, and post-processing skills and encourage experimentation with these diverse methods of working, providing students with opportunities to build and expand an understanding of what constitutes architectural representation. By iteratively working through various types of representation techniques, students will not only enhance their ability to communicate both visually and verbally, but also improve the final output of their studio projects.

This course embarks on an exploration of computational design's rich history, its ascension to prominence, and its indelible imprint on the architectural profession. Students will be introduced to the basic techniques of Grasshopper. By the end of the semester, students will also have a holistic understanding of where parametric design sits within the broader architectural narrative and why it remains an indispensable skill in contemporary architectural discourse.

Students will build on the techniques and methodologies gained in the first-year program, while adding to them a comprehensive idea about site as a cultural and physical generator of architectural form. Students will be introduced to methods of site analysis and research, new generative drawing techniques, as well as the architectural and disciplinary conventions associated with site work.

Prerequisite: ARCH 102bL.

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This studio introduces materiality in architecture. Projects explore the conceptual and technical implications of different material systems. Consideration is given to both conventional and unconventional methods of assembly.

LEARNING OBJECTIVES

This course offers a foundational introduction to material considerations in architectural design, specifically:

1. properties and characteristics of material systems;

2. methods of material assembly;

3. techniques of drawing and modeling architectural materials.

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Overview of parametric strategies and use of software types including Rhino3D and Grasshopper.

Basic considerations and design implications of the problem of determination of the materials and the construction details and processes for buildings.

Examine the critical role of materials and methods for the design and construction of buildings. The primary focus is on materials and systems, their properties and connections, and their intrinsic relationship to structural systems and environmental performance.

Students will develop a fundamental understanding of: the relationship of materiality to construction systems and techniques, how building materials are manufactured, and how a material’s modular form, dimensions and intrinsic qualities influence the design process.

Students will learn about various building systems, and how these systems assist in the expression of a design concept, through an examination of precedent projects whose design concepts were generated by material logics and systems. Students will work hands-on with building materials (concrete, wood, metal, etc.) to get an understanding of each material’s properties.

Prerequisite(s): PHYS 125 and MATH 108

Structure defines form and space and supports gravity, lateral, and thermal loads. The course introduces the four S’s required for architectural structures: Synergy, Strength, Stiffness, and Stability. Synergy, a system greater the sum of its parts, reinforces architectural objectives; strength resists breaking; stiffness resists deformation; and stability resists collapse. Structures must also resist bending, shear, tension, compression, thermal stress and strain. Learn the historic evolution, material, and system of structures, as well as the basic design and analysis tools for conceptual design.

Required text

Structure and Design: https://titles.cognella.com/structure-and-design-9781516522989

Detailed information is posted at http://uscarch.com/structures/

Prerequisite(s): ARCH 213a or equivalent course

Learn the design of basic structural systems: arch, vault, dome, truss, space truss, Vierendeel, suspended and stayed structures, moment frame, braced frame, shear wall, framed tube, bundled tube, and suspended high-rise. Structure selection and optimization is based on environmental conditions, available resources and technology. Explore how the design of these systems accounts for gravity, lateral wind, seismic load, and thermal stress and strain. Learn about seismic design and failure, as well as schematic design based on the global bending and shear concept. Students will design structures and build a structural model including small, medium, and large spaces.

Required text

Structure and Design: https://titles.cognella.com/structure-and-design-9781516522989

Detailed information is posted at http://uscarch.com/structures/

Architecture is the product of social, cultural, religious, and political forces. Great cultures and civilizations have existed all over the world, producing not only great monuments but robust vernacular architectural traditions, closely tied to the environment and their local context, which resonate even today.

This course examines the history of architecture from the Prehistoric period through the 16th century from a global perspective.

Fueled​ ​by​ ​population​ ​growth,​ ​within​ ​the​ ​next​ ​twenty​ ​years​ ​-​ ​according​ ​to​ ​Architecture​ ​2030​ ​-​ ​​ ​the global​ ​built​ ​environment​ ​will​ ​​ ​be​ ​redesigned,​ ​added​ ​to,​ ​or​ ​remade,​ ​adding​ ​an​ ​area​ ​equal​ ​to​ ​3.5​ ​times the​ ​existing​ ​buildings​ ​of​ ​the​ ​United​ ​States​ ​(900​ ​billion​ ​square​ ​feet).​ ​​ ​In​ ​the​ ​process,​ ​energy​ ​patterns will​ ​be​ ​locked​ ​in​ ​for​ ​our​ ​cities,​ ​and​ ​as​ ​a​ ​result​ ​for​ ​our​ ​planet,​ ​for​ ​the​ ​following​ ​50​ ​years.​ ​​ ​​

​If​ ​Climate Change​ ​is​ ​to​ ​be​ ​manageable​ ​and​ ​not​ ​catastrophic,​ ​future​ ​development​ ​must​ ​be​ ​defined​ ​by​ ​an awareness​ ​and​ ​a​ ​commitment​ ​to​ ​high​ ​performance,​ ​deep​ ​energy​ ​efficiency,​ ​and​ ​even​ ​carbon​ ​neutral design. During​ ​the​ ​past​ ​century,​ ​the​ ​architectural​ ​profession​ ​has​ ​moved,​ ​by​ ​and​ ​large,​ ​away​ ​from​ ​a​ ​centuries old​ ​awareness​ ​of​ ​the​ ​environment,​ ​a​ ​deeper​ ​understanding​ ​of​ ​local​ ​climates,​ ​and​ ​a​ ​knowledge​ ​of​ ​how to​ ​maintain​ ​balance​ ​between​ ​building​ ​and​ ​environment.​ ​​

​As​ ​a​ ​result,​ ​deeper​ ​dependencies​ ​on mechanized​ ​heating​ ​and​ ​cooling,​ ​especially​ ​when​ ​buildings​ ​were​ ​designed​ ​with​ ​ingrained inefficiencies,​ ​became​ ​the​ ​norm​ ​and​ ​the​ ​solution​ ​to​ ​any​ ​problem.​ ​​ ​Energy​ ​use​ ​in​ ​buildings skyrocketed​ ​as​ ​a​ ​result,​ ​fueling​ ​the​ ​need​ ​for​ ​more​ ​power​ ​plants​ ​to​ ​supply​ ​energy​ ​for​ ​inefficient buildings​ ​and​ ​cities.​ ​​ ​For​ ​generations,​ ​this​ ​energy​ ​has​ ​been​ ​provided,​ ​by​ ​and​ ​large,​ ​by​ ​fossil​ ​fuel​ ​fired power​ ​plants,​ ​leading​ ​to​ ​increased​ ​CO2​ ​emissions.​ ​​ ​Recently,​ ​there​ ​has​ ​been​ ​a​ ​professional awakening​ ​around​ ​the​ ​role​ ​architects​ ​play​ ​in​ ​contributing​ ​to​ ​the​ ​problem​ ​of​ ​climate​ ​change.​ ​​ ​In​ ​the October,​ ​2003​ ​edition​ ​of​ ​Metropolis,​ ​Ed​ ​Mazria​ ​called​ ​out​ ​the​ ​profession​ ​pointing​ ​out​ ​that,​ ​“Architects Pollute”.​ ​​ ​In​ ​the​ ​immediate​ ​aftermath,​ ​the​ ​American​ ​Institute​ ​of​ ​Architects​ ​(AIA)​ ​brought​ ​focus​ ​to energy​ ​efficiency​ ​and​ ​sustainability​ ​-​ ​both​ ​of​ ​which​ ​are​ ​now​ ​core​ ​doctrines​ ​for​ ​the​ ​AIA. Architects​ ​see​ ​problems​ ​and​ ​solve​ ​problems.​ ​​ ​This​ ​is​ ​critically​ ​important​ ​when​ ​it​ ​comes​ ​to​ ​energy dependence​ ​and​ ​climate​ ​change.​ ​​ ​​ ​​

We​ ​are​ ​are​ ​living​ ​through​ ​a​ ​time​ ​when​ ​the​ ​profession​ ​is​ ​in transition.​ ​​ ​Designing​ ​without​ ​understanding​ ​the​ ​impacts​ ​for​ ​energy,​ ​water​ ​and​ ​resource​ ​consumption is​ ​no​ ​longer​ ​possible.​ ​​ ​State​ ​and​ ​National​ ​Energy​ ​Codes​ ​now​ ​place​ ​limits​ ​on​ ​the​ ​amount​ ​of​ ​energy that​ ​can​ ​be​ ​used​ ​by​ ​buildings.​ ​​ ​This​ ​is​ ​a​ ​time​ ​of​ ​great​ ​challenge​ ​for​ ​architects​ ​(and​ ​future​ ​architects). It​ ​is​ ​also​ ​a​ ​time​ ​of​ ​great​ ​opportunity. This​ ​course​ ​will​ ​discuss​ ​Climate​ ​Change​ ​and​ ​the​ ​critical​ ​role​ ​architects​ ​play​ ​in​ ​the​ ​discussion​ ​in​ ​the context​ ​of​ ​understanding​ ​and​ ​designing​ ​for​ ​the​ ​thermal​ ​environment​ ​of​ ​buildings.​ ​​ ​

Through​ ​the semester,​ ​students​ ​will​ ​discuss​ ​and​ ​review​ ​basic​ ​concepts​ ​of​ ​sustainability,​ ​gaining​ ​an​ ​understanding of​ ​climate​ ​appropriate​ ​design,​ ​passive​ ​heating​ ​and​ ​cooling,​ ​and​ ​renewable​ ​energy​ ​systems.​ ​​ ​At the​ ​same​ ​time,​ ​through​ ​weekly​ ​readings​ ​and​ ​assignments,​ ​students​ ​will​ ​use​ ​tools​ ​to​ ​help​ ​them understand,​ ​measure​ ​and​ ​design​ ​better​ ​buildings.​ ​​ ​They​ ​will​ ​be​ ​exposed​ ​to​ ​and​ ​will​ ​learn​ ​the international​ ​language​ ​of​ ​sustainability. During​ ​the​ ​semester,​ ​students​ ​will​ ​explore​ ​concepts​ ​and​ ​test​ ​ideas,​ ​building​ ​a​ ​single​ ​building​ ​(design and​ ​climate​ ​assigned​ ​by​ ​the​ ​instructor)​ ​to​ ​test​ ​passive​ ​energy​ ​features,​ ​evaluate​ ​daylighting,​ ​and ultimately​ ​to​ ​design​ ​a​ ​Zero​ ​Net​ ​Energy​ ​Building.

The integration of architectural design with building systems, both material (structure and enclosure) and experiential (circulation and environment), is the focus of this final core sequence studio. The comprehensive design project requires students to implement all the knowledge and skills previously accumulated, to extend the depth and breadth of their understanding of design issues, and to deal definitively with the interaction of the formal, experiential, regulatory, and technical requirements of architectural design. Projects will provide for structural integrity, for ventilation, heating and cooling (both natural and mechanical), for natural and artificial lighting, and for acoustic amenity. Students must build into their designs life-safety, egress, and accessibility requirements as embodied in model building codes. Developing a portion of each project in detail and extrapolating those tectonics, students will be responsible for integrating program, site and formal analyses, comprehending the ways in which decisions made in each sphere inform the others.

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“We shape our buildings: thereafter they shape us.” Sir Winston Churchill

This course asks a seemingly simple question – what is shelter? The answer however, is quite complex.

Understanding shelter involves untangling many important and influential contextual factors, which we will study throughout the semester.

It is typically thought that people design domestic shelter based on physical opportunities and constraints

(i.e. climate, materials, construction, etc). However, reliance on physical factors alone to create shelter is a gross oversimplification. Humans are social beings, operating within complex belief systems, family

structures, social classes, gender relationships, etc. This course posits that it is these powerful social and

cultural factors, rather than the physical factors, which truly drive the creation of shelter and provide a

framework for value and order.

A collection can be a lot of things, in fashion and design, it suggests a family resemblance between a series of objects, either acquired or designed over an extended period of time. A collection has a temporal relationship with space and time, it can reflect a variety of styles, and set predictions for upcoming social and cultural trends. A collection offers unique organizational, generative potentialities, as well as, spatial adaptive qualities. The studio seeks to investigate and re-interpret furniture collections as generative aggregate systems of growth that can define space. How can an “Urban furniture collection” generate a spatial framework that can multiply/grow/morph/change in reaction to future social and cultural occupations?

Prerequisite(s): ARCH 302bL

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Selected areas of specialization; three projects chosen with advisement from a variety of studio offerings that concentrate on different areas of vital concern.

Prerequisite(s): ARCH 402aL

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Our material world is primarily produced by a method in which design, analysis, representation, fabrication and assembly is a seamless process - with the glaring exception of the building industry. Until recently, the building industry has rejected this methodology and instead relied upon a traditional project delivery method- a method that has increasingly separated the architect from the building process. This separation thus necessitated the production of two-dimensional representations by the architect in order to communicate the design intent to a third party builder. Whether by tradition or necessity, the notational limitations of the plan/section/elevation representation has remained the primary method by which the architect communicates design. But as architects are increasingly exploring more complex forms, it has become crucial to find design and production methodologies to realize these projects in the built environment without incurring the information loss inherent in traditional design representations.

Essential to this course is an understanding of how the increased efficiencies of software and emerging fabrication techniques are changing the way built projects can potentially be realized. This is a fundamental shift away from utilizing the computer as a visualization/documenting tool, and moving toward recognizing the computer as a generative tool. This course will utilize CAD/CAM technologies for the design, visualization, and production of components and fixtures. As a point of reference, we will explore product design and related industries as a microcosm of the larger issues facing the production of architectural assemblies. Lectures on these topics are accompanied by software and machine demos, in-class exercises and assignments that introduce both the digital as well as the fabrication environments. Lastly, students are encouraged to explore design communication techniques that move away from hyper-realistic rendering and toward the formation of an individual style.

Prerequisites: ARCH 207 and ARCH 307, CADD studio or department/faculty approval.

Conceived of as a lecture-seminar-workshop, this course will expose students to current under-exploited and emerging forms of visual expression related to architecture, insisting that architectural “representation” is in fact a genre of architecture -- one that can generate architecture and architectural ideas.

The course is primarily structured around four areas of visual representation: Architectural Photography, Animated Props, Strange Models and Moving Images.

Registration Restriction: Not open to students with Freshman/Sophomore standing.

Does not require D-Clearance.

Registration restriction: Not open to students with Freshman/Sophomore standing.

This seminar examines light, color and the character of material as a collection of medium for making worlds. Through linking various arts and design disciplines as a departure and overview for the course subject, Arch 423 exposes students to a spectrum of approaches in theory and application, drawing influences from nature, technology, and the vernacular. Class exercises aim to develop a number of visual concerns across object-oriented analysis to atmospheric and environmental construction. In the course of employing digital and analogue techniques, students will synthesize a repertoire of advanced graphic experiments for weekly progress and learning.

This course is an introduction to the critical study of Asian architecture in China and Japan. We will also be looking at the importance of understanding architecture in the context of urban phenomena, and within this context, how it can evolve over time and reacted to forces of change. The development of contemporary architecture in China is, without a doubt, in continual flux which parallels its economic growth and globalization. On the other hand, Japan has been an integral part of the modern movement since post-World War II modernization and economic development. Japanese modern architecture hit the international scene with its inception of Metabolism, and has been a part of the global dialog of modernism since that time.

This course will follow the “flipped classroom” format, based on lectures delivered by outside luminaries in the broad field of the built environment. Students will view and attend lectures delivered by guest lecturers from the school’s lecture series and other invited experts as part of their homework assignment while in-class exercises comprise of a combination of conversations and workshops on the topic of the expanded role of the architect. As a group, we will contemplate and challenge the role of the architect in a format first started during the Renaissance period called the Salon that is best described by Justine Kolata in her essay for The European. This course will follow a similar format, open to all students and all ideas or positions. Students will be required to complete the assigned readings and attend a weekly lecture prior to class and complete an Interrogative Exercise each week. At the end of the semester, they will compile their semester findings in a one-page Reflective Essay. Various faculty guests with specific expertise may be invited to participate in the discussions each week to add another level to the discussion.