UWinteriM 2019

Design+Build: Passive Environmental Strategies
ARCH 390/790 Special Topics in Architecture
Alex Timmer

This is a (3) credit intensive Winterim Course.

Passive environmental design strategies lend themselves to the materials and techniques traditionally held by the architect. Geometry, proportion, scale, material, and matter all lend themselves to the shaping of microclimates. To gain control of the production of these microclimates architects lean on passive environmental concepts such as self-shading, thermal mass, evaporative cooling, natural ventilation, insulation, and internal heat gains. This course will study each of these concepts in depth over the Winterim. We will explore how these concepts effect not only building performance but what they may offer regarding aesthetic opportunities. To do this, we will learn various software that allows for the simulation and evaluation of environmental systems such as DIVA, Ladybug, Honeybee, and Autodesk CFD. Additionally, we will use physical modeling to test and evaluate your designs.

While this course will touch on many of these concepts and techniques, we will focus primarily on self-shading as a driver of form, ornament, function, and performance. Using Grasshopper, Diva and Ladybug we will develop and a number of small-scale models of a wooden screen to block and admit light. These design charrettes will culminate with the building of a full-scale mockup of a wooden screen that will challenge the relationship between form and performance. A completed wooden screen will be further developed in the spring and will be built in Sheboygan, WI through a partnership between SARUP and the Kohler Art Center.

No prerequisite knowledge of environmental systems is necessary. Working knowledge of Rhino and Grasshopper is helpful but not essential to excel in this course as we will balance physical testing with digital work.

Seminars – Architecture

Introduction to Building Information Modeling (BIM)
ARCH 382 (practice)
Oscar Avila

Online Course

BIM is the process of creating and using digital models for design, construction and/or operations of building projects, This course emphasizes hands-on skill development through in-class assignments; some lecture content is also included, which presents the theory behind the techniques. In general, this course examines how to design 3D models that simultaneously document the project in schedules and 2D architectural drawings. Topics include starting a project, modifying elements, and presenting models. By the conclusion of this course, students will have built a BIM project from scratch and present multiple views of the model on an architectural document set.

Topics in Architectural Theory: Building Chicago Buildings
ARCH 533 (theory)
Kyle Reynolds & Matt Messner

Building Chicago Buildings will take a critical look at the most complete Modernist City in the world though the buildings and infrastructure that made it so. Students will learn the history and theory behind the buildings that have influenced the way the world build cities today, and the b-sides that have not been giving their due attention. Along with lectures at SARUP, the class will take several trips to Chicago to see projects in person and meet the architects that are defining Chicago architecture today. From the first skyscrapers through Studio Gang’s Aqua Tower, and subways to airports, Building Chicago Buildings will focus specifically on built projects. With first-hand observations, these buildings can be address, not only on the merits of their architecture and quality of construction, but on the culture and social politics they enforce with their presence in the city.

Topics in Architectural Theory: Other Modernisms
ARCH 533 (theory)
Leila Saboori

The inherited Western dominated historiography of modern architecture has more recently been dismantled in support of recognizing the plurality, heterogeneity and difference of modern architectures in global context. Recent critical theories and revisionist histories have articulated the need to shift the architectural history/theory focus from central and singular Western dominated modernisms to the peripheral geographies- “non-western”, “Third World” or “other” modernisms.

Entitled as the “Other Modernisms”, this course highlights the need to widen the discourse of modern architecture through an exploration of modernities in non-Western world and argues that modernities of East and West are intertwined. This seminar seeks to review the growing body of recent scholarship focusing on such trans-national perspectives in the modern architectural history. We will explore the circulation, translation and domestication of architectural or urban planning concepts and forms not just between the industrialized west and the “Third World”, but also among different “Third World” countries themselves.

Fundamentals of Ecological Architecture
ARCH 723 (required for ecological design concentration)
Mike Utzinger

This graduate seminar explores the integration of ecological science and theory with the practice of architecture. Readings in science, philosophy and ethics, and architecture will form the foundation of the first half of the course. Students will develop a research proposal to test their own developing understanding of an ecological basis for architectural design. That proposal will be tested in the second half of the course.

Topics in Architectural Theory: AFTERL/VES
ARCH 533 (theory)
Nikole Bouchard

“Buildings, like humans, are the products of their generation and their location…Buildings are inevitably formed by both a place and a history. They are brought into existence, they have a youth, a maturity, a senility, a death. Buildings are not fixed things; they change, they grow, they get sick, they die, or more commonly, they are murdered.”
Annabel J. Wharton
The Tribune Tower: Spolia as Despoliation

According to the EPA, nearly 500 million tons of construction and demolition debris is produced annually in the United States. As designers, it’s our responsibility to critically question how the resources we build with are spec’d, sourced, transported, constructed, maintained, demolished and discarded. AFTERL/VES is a design research seminar that asks students to explore alternative approaches to our all too familiar irresponsible building practices. Students will be exposed to a wide range of design practices via texts, presentations and workshops around the central theme of material AFTERL/VES. The course will focus on research, design and experimentation through intense investigations that explore speculative approaches to and applications of building materials. Physical material specimens will be produced throughout the semester to test ideas about mass, materiality, effect and spectacle in the design of our built environment as it relates to the careful consideration of temporality and waste. By the end of the course, students will produce a material stockyard that is influenced and inspired by ideas found in:


Seminar in Building Types and Settings
ARCH 550 (theory)
Brian Schermer

This seminar course explores the historical origins, forms, activities, meanings, and contemporary challenges associated with different building and place types. It is designed to lay the groundwork for your own thesis project, in conjunction with your pre-thesis, or as a pre- pre-thesis. Or, it may simply further your understanding about a specific kind of place that interests you. Through course readings and your own research, you will explore:

  • The sociocultural, economic, political, and technological forces that influence the evolution of building types
  • How and why the physical forms and organization of building types evolve over time
  • How driving forces (technology, economics, etc.) may influence their future evolution
Emerging Digital Technology: Parametric Structures
ARCH 583 (practice)
Kyle Talbott

This design-oriented workshop asks students to create experimental structures using parametric methods. Students explore the subtle geometries, material constraints and tectonic sensibilities of contemporary structural systems. Students learn fast and fluid techniques for digital testing, and they practice design-to-fabrication workflows that allow them to bring digital ideas into material reality. Students will become proficient in parametric thinking, and they will better understand digital culture in the profession of architecture. They will understand where the profession is headed, why it is headed there, and how to leverage parametric technologies for career development.

Students complete four mini design projects: 1) a folded steel plate awning structure, 2) a steel strut-and-connector pavilion structure, 3) a tower with a precast concrete structural skin, and 4) a Cross-laminated Timber pedestrian bridge. Each project results in a small material model. Students learn to design parametric structures using Rhino with its Grasshopper plug-in. Other parametric software used includes: Galapagos (for evolutionary modeling) Kangaroo (for physics modeling) and Microsoft Visual Basic. All software used is available on studio computers. Additionally, students engage laser cutters, 3D printers and CNC routers to translate digital geometry into material studies. No prior experience with parametric software is required. Students learn techniques hands-on through in-class tutorials led by Prof. Talbott in a SARUP computer lab. Graduate students receive Practice Elective credit for this course.

Emerging Digital Technology: Virtual Reality – Visualization, Interaction & Collaboration
ARCH 583 (practice)
Gabriela Bustos

The need of using innovative tools to provide quick, efficient, and trustworthy up-to-date solutions in architectural design, lead us to a more state-of-the-art paradigm in the design arena. Above all, the use of one of the most attractive technologies: Virtual Reality offers an environment with diverse levels of immersion and interactivity that favor the tridimensional working area, ideal for the designer. Therefore, its study and comprehension is imperative and relevant within the universal scientific practice by way of technological conversant systems of the architectural practice.

The elective Virtual Reality (VR): Visualization, Interaction and Collaboration, is a 3-unit credit course that offers participants the possibility of experiencing their design idea in an interactive and semi-immersive virtual interface during the design process. It will explore the VR technology as an instrument for decision-making during the process of design, for presenting interactive reviews to clients or professors, and for visualizing and management of final projects presentation. In this course, interactive-visual communication and interface with the virtual and collaborative design model is an emphasis. The elective will contain a combination of theoretical lectures, practical and design classes. A presentation of the emerging virtual reality applications in architecture will be identified and discussed.

The course will address multiple technological platforms for the virtual recreation of design products depending on the software that the student is using for modeling. It is possible to convert, import and export design models from a cross platform among graphic modelers to create virtual worlds. In the first phase, proposals of spatial and formal conceptualization will be carried out from Autodesk® 3DS Max ®and VRML. The use of this type of platform allows an interactive re-creation of architectural concepts, such as: Expandable space, flexibility, transformation, ephemeral, elasticity of space and metamorphosis, to name a few. This combination is especially useful in the first stage of the design process in understanding the multi-dimensionality of the space and the “action” factor in some contemporary concepts of design. In this stage, the conceptual model can be enriched with elements such as spatialized sound, videos, controlled animations of formal transformation, changing position, etc. by using touch sensors, proximity sensors and movement sensors. In a second phase of the course, two ways of exporting the model to visualization systems will be explored in order to allow connecting the designed virtual world with final construction documents, so that the client (or design studio professor) can rapidly visualize the project on their cell phone or tablet. For this purpose, EnscapeTM and Autodesk® BIM 360 Glue will be used. Finally, in the last phase of the course, the students will be able to create a virtual tour to be visualized on smart phones with VR boxes. One of the suggested applications for this purpose will be Roundme®.

Programming for Architectural Design
ARCH 586 (practice)
Brian Schermer

Architectural programming is the process by which design professionals and their clients seek to determine the scope and nature of a future architectural project. It involves a mixture of formal inquiry, insight, prognostication, and judgment in order to “know” an architectural future that cannot truly be known until it is actualized through subsequent stages of design, construction, occupancy, and adaptation.

  • Learn strategies to define the scope and nature of a future architectural project.
  • Become familiar with programming research strategies and tactics that are prevalent in contemporary practice.
  • Apply research knowledge with the aim of creating better designs.
  • Understand how clients and practitioners engage in collaborative dialogue.
  • Learn about factors and trends that shape the design future.
  • Focus on community-based nonprofits for a genuine service-learning experience.

Art of Detailing
ARCH 716 (technology)
Karl Wallick

Prerequisite: ARCH 516 Building Construction

In architecture, detailing refers to any number of approaches that seek to reconcile technical constraints with poetic opportunities for space. In most cases, opportunities for detail occur at changes in orientation, material, or system. For instance, the way a brick is designed to turn the corner, or how a wall transitions into a roof. While such instances tend to occur at the ‘hand-scale’ (as opposed to building or site-scale) the definition of detail is not necessarily constrained by size or dimension. The way an architect resolves how a tiny building sits in a vast meadow or a dense city would also be within the realm of detailing.

Perhaps we might also title our investigation Marginal Details? Our premise being that the small-scale joints and sometimes nearly invisible technical elements of construction, while perceived only peripherally by most who inhabit buildings, are central to the way we inhabit and value works in our built environment. By emphasizing marginal details over the dominance of holistic figuration, this class seeks to change the terms of architecture’s role in responding to questions of civic durability, reuse and renewal that are so critical to sustainable design strategies.

Addressing both theoretical and technical concerns, the content of this course leans more towards the conceptual issues of detailing rather than the technical side so is a good follow-up to 516. Students will read important texts on detailing and produce drawings and detail fragment models of contemporary buildings.

Fundamentals of Ecological Architecture
ARCH 723 (required for ecological design concentration)
Sarah Keogh

Current sustainability dialogues offer a wide range of interpretations and viewpoints about what sustainability is and what its goals ought to be. As architects not only do we need to address issues of resource use and efficiencies, we also have a responsibility to confront the culture of everyday life within our designs. This course will explore architecture’s ability to address environmental concerns through a variety of lenses.*

[Eco-Technic] The first portion of the semester will familiarize students with the most common framework for addressing sustainability in architecture: the LEED building rating system and certification process. The course will walk through the standards and guidelines and examine sustainability as a quantitative metric. [Eco-Medical] Next, students will be introduced to the WELL building standard which is another measured criteria that assesses issues of human health and well-being. [Eco-Aesthetic] The course will then look at sustainability through the lens of biophilic design which seeks to foster a reciprocal and harmonious relationship between the built environment and nature in order to improve human experience and nature valuations.

[Eco-Social] Finally, the course will address sustainability through the lens of behavioral design which seeks to affect ecologically positive shifts in everyday behavioral environments.

Students will explore these different yet complementary frameworks for sustainability through a semester-long, cumulative project. Each students will:

  • Define a sustainability issue OR choose a place-type through which to examine the different sustainability dialogues
  • Build a small bibliography for their issue/place-type for each of the sustainability frameworks
  • Address how each sustainability framework would translate to a set of design rubrics for their issue/place-type
  • Collect their findings and create a booklet that overviews various sustainability strategies relevant to their issue/place-type

The project for this course could function as a master student’s pre-thesis.

*Simon Guy and Graham Farmer overview a number of different metalogics that frame architectural sustainability discourses which will be used to guide the course including eco-technic, eco-centric, eco-aesthetic, eco-cultural, eco-medical, and eco-social – in “Reinterpreting Sustainable Architecture: The Place of Technology,” Journal of Architectural Education 54, no.3 February 2001.

History of Building Technology
ARCH 760 (theory, required for preservation studies concentration)
Matt Jarosz

This course is intended to provide students with a broad overview of the history of building technology with emphasis on developments in American architecture. This course will help students better understand how artifacts, buildings, and places shape, and are in turn shaped by, technology. Students will investigate the social process as well as the technical details of innovations in building construction. Students will then be able to critically interpret historic structures and contribute to the development of environmentally responsible architecture. These Investigations will advance the notion that historic places are not only the product of artistic genius, but also of economic, political, and natural conditions of place. Case studies of technology development will be selected on the basis of their relevance and the likelihood of students encountering these technologies as professionals.

This course is a required 3 credit seminar course in the Preservation Studies Concentration program in the M.Arch curriculum. Along with the other courses required for this concentration, it provides a comprehensive understanding of the materials and systems originally found in historic buildings. This master’s level course focus, as measured against the requirements of the traditional master of architecture degree, helps students to develop a deeper and more sophisticated ability to investigate and analyze historic buildings as the preliminary step in preservation, restoration, rehabilitation, or adaptive reuse.

Non-architecture majors should email the instructor stating why they would like to take the course and attach a CV. This is a graduate level seminar; however, well-qualified undergraduates may be admitted with the instructor¹s approval. Class sessions will begin with a student summary of the reading required for that session. Each student in the class will be required to summarize and lead discussion once during the term.

Course Organization: The course is divided into four sections – wood, masonry, metals, and finishes – each focusing on the details of that building construction material. Within each section, we will examine the historic development of that material as well as participate in a workshop class involving its construction, restoration, or preservation. This approach will provide the student with both the necessary academic foundation of understanding as well as a pragmatic, hands-on understanding of the material. Each section will include a field trip tour or workshop focused on that technology. This unique approach to learning is facilitated by the growing collaborative relationships between the school and restoration experts.

Examinations: Each of the 4 sections will conclude with an exam. The exams will include T/F, short answers, and identification, and will be worth 100 points each. These exams will be in the second half of the final day of each technology section. The exams and the research project described below will constitute the final grade for the course. Participation and professionalism will also contribute to the final grade at the discretion of the instructor.

Research Project: ‘Anatomy of a Historic Classic’. Students will be divided into teams of 2 and assigned an historic building on or near the UWM Campus. Students will create a 3D cut-away, computerized drawing of the building which will be used as a starting point to graphically illustrate all the historic systems and technologies. The required ‘deliverable’ on which you will be graded will be that drawing. It will include descriptive and graphic information about that building.

Field Workshop, Iron Block Building, Milwaukee
Iron Block Building, Milwaukee, Wisconsin 1860
Architectural Storytelling: Environmental Justice and Milwaukee’s Built Environment
ARCH 790
Arijit Sen

This is an experimental class that combines primary research and analysis, visual storytelling, and the fabrication of a digital and physical exhibit on environmental justice. Our focus will be the built environment of Milwaukee’s North Side. We are interested in narrating a compelling story of economic, environmental, racial, and policy-based injustices that plague this area. Student work will contribute to an international exhibition under the guidance of the Humanities Action Lab (www.humanitiesactionlab.org) — we will work alongside students and scholars enrolled in courses being offered at 25 partner universities from across mainland United States, Puerto Rico, United Kingdom, Colombia, and Mexico. Local community advisors and scholars will guide and evaluate our work.

The first part of the course will focus on readings on theories of environmental justice, public history case studies, and qualitative and quantitative research methods. The second part will focus on data analysis and storytelling around issues such as housing justice, transit justice, food justice, racial justice, climate justice (air quality, brownfields etc.), and health justice (access to green space, crowding). Much of the data, drawn from Milwaukee’s North Side neighborhoods, has already been collected and needs to be organized as a coherent exhibit. Some additional research and data collection may be necessary. The final section of the class will focus on visualizing and fabricating an exhibit based on HAL criteria and guidelines. Part of the exhibit will travel across the world to major museums and universities while a larger local exhibit will be exhibited at local venues such as the Black Holocaust Museum.

For more on this project see: https://www.humanitiesactionlab.org/migationandenvironmentaljustice

Seminars – Urban Planning

Physical Planning & Municipal Engineering
URBPLAN 692 Special Topics in Urban Planning
John Sigwart

The course focuses on the development of land, addressing such topics as environmental factors, terrain and soils, neighborhood planning, subdivision concepts, mapping and plotting, street layout and design, provision of utilities – electricity, gas, water, sanitary sewer, storm sewers and drainage for flood storage, plus water cleansing; interaction with state and local government, organization of these governments, and general public works activities.

This course provides an understanding of the interface between urban planning and civil engineering as together they affect the land development process in the context of respecting the environment, while providing urban infrastructure, and following applicable Statutes, Ordinances, and Administrative Rules.

Community-Engaged Planning
URBPLAN 692 Special Topics in Urban Planning
Kris Rehbein

Do you believe that ordinary citizens have the power to shape the places they live, work and play? What about children and teens? This course will give you the tools to teach the general public to analyze and think critically about the way places are designed and for whom. Learn techniques for making everyday citizens participants in the design of high-quality, equitable neighborhoods.

Youth and community engagement has become part of the design process for many urban planners and architects. Using a combination of observations, readings, group discussions and hands-on activities, we will explore techniques of how to help others look at and analyze the built environment, so they can fully participate in the design of our cities.


Race, Class, and the Just City
URBPLAN 692 Special Topics in Urban Planning
Kirk Harris
21st century cities continue to struggle to achieve social justice for Black and Brown communities. Disparities in access to opportunity and resources re¬sult in inequitable outcomes related to income, wealth, safety, health, incarcer¬ation, and many more indicators. The course examines the structural causes of these disparities and presents real¬istic strategies that cities can take to change local institutions and practices. This course emphasizes student engage¬ment and creative problem-solving to move toward a model for a just city.

Pedestrian and Bicycle Transportation
Robert Schneider

During the last decade, more than 500 jurisdictions throughout the United States have adopted “Complete Streets” policies to improve road designs for pedestrians, bicyclists, and transit users. Further, more than half of all states and more than three-quarters of the 50 largest cities in the United States have established goals to increase walking and bicycling. These communities see walking and bicycling are essential components of a sustainable transportation system. Their plans address growing concerns about personal mobility and safety, access to transit, equity between socioeconomic groups, air quality, public health, and changing preferences for living and working in places where walking and bicycling are viable travel options.

This graduate-level course is structured to provide students with information about current practices in the pedestrian and bicycle transportation field. It will cover historical and institutional frameworks, benefits and obstacles to pedestrian and bicycle planning, policy development, perceived and actual safety, facility design, network development, and practical methods of estimating demand and evaluating walking and bicycling conditions. Students will be challenged to evaluate the existing methods critically and develop ideas for improving pedestrian and bicycle planning practices. The course will focus mainly on practices in the United States, though it will include examples of innovative international strategies.

The course will include lectures, guest speakers, field visits, and several assignments, including a small group project to propose a new design for a Milwaukee intersection to improve pedestrian and bicycle safety and accessibility. Guest speakers (and panels of speakers) will be professionals working in local, regional, and state agencies, advocacy organizations, and academic settings who will provide a practical perspective on the issues discussed in class.

Creating Vibrant Cities
URBPLAN 992 Seminar in Urban Planning
Carolyn Esswein and Jim Piwoni

Want to be part of Milwaukee’s renaissance? Where is the next gathering place downtown? Innovative office hub? Riverwalk extension? This 3-credit course will work alongside the “Creating Vibrant Cities” studio that will work on downtown projects with local leaders and architects in response to current redevelopment opportunities. Urban design is about creative placemaking that combines diverse uses and cultural elements with public spaces. Project assignments include site analysis, street design for all users, master planning, conceptual architecture, and detailed public space design. Presentations and discussions will include local architects, developers, City staff, and local media.

The semester includes two projects with local clients. First project will create a public space adjacent to City Hall and redevelopment options for the two blocks east of City Hall. The majority of the semester will focus on redeveloping the northern portion of the Harbor District. Adjacent to newly developed housing, offices, and coffee shops, your design concepts will explore density, uses, public spaces, and a riverwalk to create a vibrant neighborhood. Public spaces and green infrastructure will be key features of the studio strategies.

Oslo, Norway harbor Aker Brygge

Design Studios

Mixed Undergraduate/Graduate

World War II Airplane Museum
ARCH 650/850
Marc Roehrle

What is the difference between the shore and the coast? A scientist will tell you that the shore is that segment of land between high tide and low tide. It is alternately covered by or exposed by the fluctuation of water. The coast, however, is that area of land where the shore ends at its high tide mark and continues landward toward the first major change in terrain. For most, the distinction between these two terms is insignificant. They are generally used interchangeably – at best considered merely as colloquialisms.

I would offer that another discrepancy to consider is based on vantage point. From the land, it is generally called the shore, from the water, possibly because its vastness is only then perceptible, it is referred to as the coast. The fact, however, that we are using two different words to describe the same thing, that terrain where land and water meet, should not go unnoticed. This distinction based on proximity is evocative and significant.
One can draw conclusions to this linguistic phenomenon in architectural situations as well. Many times the terms roof and ceiling are incorrectly interchanged. While the intent is understood, the lack of specificity undermines the fundamental difference between the two – that being, the roof is a formal device while the ceiling is a spatial one. The roof gives form to a building. It participates in expressing how a building touches the sky. The ceiling on the other hand is the largest uninterrupted surface in a room. Its role in establishing spatial clarity is unequivocal.

By analogy, consider the oyster. Its shell is the resolution of two vastly different environments. The exterior of the shell is a resultant of its harsh environment. It is jagged, tough, impenetrable. The interior, however, is conducive to hosting the organism – smooth, precise, nurturing. A section drawn through a shell will illustrate and clarify how these two surfaces of the shell have little relationship to one another. Both are subsequent to their performative natures not each other.

Words matter. By identifying and capitalizing on their specificity one can employ them as protagonists to further design intentions. Architecture is a physical and intellectual endeavor. It requires clarity of thought. Just as an un-aimed arrow never misses, it also never hits. Architecture without intent, without meaning, is unsatisfying.

Working in an iterative manner, students will develop a thesis predicated on thoughtful research. Investigations will include readings, lectures and precedent studies that will focus and clarify their intentions. The resultant of the critical synthesis of this information will be thoughtful, meaningful architecture.

The focus of this studio will be to design a WWII Airplane Museum sited north of Milwaukee. This act will be predicated with research. During the research phase, students will be asked to do precedent studies, complete readings and build a scale model of a WWII aircraft. This act of building will underscore and iterate many notions of craft and making while also providing a tactile artifact for the students to build around. Given the nature of the program, perspective will be a powerful design tool – how is the building understood not only in conventional ways (e.g. from the ground) but also as an object in the landscape from the air. The studio will consider architecture not only as a thing, but also as an act. It will simultaneously explore notions of architectural ideas at the scale of the site, the scale of the building and the scale of the detail. The studio will emphasize how these scales reinforce one another – suggesting that, in fact, design is not the evolution of scale, but rather the iteration of idea. This studio will emphasize plans, sections and models, and will use these tools to develop projects that are both smart and beautiful; for architecture is an intellectual and physical endeavor.

Architecture for America’s Homeless Crisis
ARCH 650/850
Allyson Nemec & Joy Peot-Shields

Research based social justice studio designed to confront problems related to chronic homelessness in America by exploring the problem both nationally and within our own community. Delve into the cause and effect while researching current architectural trends and solutions. Implement findings in architectural design projects throughout the course of the semester. Commencing with micro solutions, the studio will culminate in a final design challenge which will explore a large scale transitional housing project for chronically and situationally homeless users on the near south side of Milwaukee.

In the final project, students will work with an existing service organization currently serving a segment of the Milwaukee homeless population. The programing effort for this cumulative project will be student led and based upon research, readings, interviews, interaction and listening sessions with end users. This final project will be offered as a new construction design problem. Additionally, an alternative site will be available for students interested in exploring an adaptive reuse solution.

Led by architects Joy Peot-Shields and Allyson Nemec the studio will include tours, visiting lecturers, assigned readings and discussion, case study work and seminar sessions with end users. In addition to design explorations, students will gain valuable skills in pre-planning tasks including building type research, site analysis and selection, programing and program verification. Outside service work within the Milwaukee homeless community will required as a part of the studio experience.

Institute for the Study of Biophilic Design
ARCH 650/850
Jim Wasley

In the minute or so that it takes you to read this, another 45,660 tons of carbon will have been added to the earth’s atmosphere through the burning of fossil fuels. With the building sector accounting for 40% of global carbon emissions, climate change is an unfolding reality that architects are uniquely called on to challenge and change.

This studio will focus on two pillars of this specifically architectural challenge- the creation of carbon neutral architecture balancing energy consumed with renewable energy harvested on site, and the creation of ‘biophilic’ architecture that connects us as human beings to the restorative power of nature. As articulated by Edward O. Wilson, the biophilia hypothesis suggests that humans possess an innate tendency to seek connections with nature and other forms of life, and that these connections are vital for our health and wellbeing.

The studio will focus on the design of a series of small research facilities in located around the globe as critical witnesses to the effects of climate change- at the north pole, where a new cold war is unfolding between global powers as the ice sheets break apart; on the equatorial island of Nauru, which will likely be the first UN member state to be lost completely to rising sea levels; here in Milwaukee, where we guard over twenty percent of the world’s fresh water; and wherever else we find proverbial canaries in the coal mine deserving of our creative concern. The work of the studio will be to understand the poetic as well as technical potentials of the environmental forces available to interact with in each of these radically different locations.

ARM Climate Research Facility – Nauru

Design Studios

Graduate Only

Comprehensive Design Studio: A Rare Books Archive for the City of Milwaukee
ARCH 825
Jim Shields & Karl Wallick

This studio will provide a model for the entire building design process from programming to construction documentation. This model will call for design excellence and integrity at every phase in the design of a single public building, pursued throughout the course of the semester with a focus on simple, direct, and elegant design solutions. Graduate students in this studio must be able to comprehend the technical aspects of design, systems and materials, and be able to apply that comprehension to architectural solutions.

The studio project will deal with the planning and detailed design of a small building intended to house and make available for study an important collection of historic books, bound manuscripts, records, and photographs. This building will be called The Archive of the City of Milwaukee, and will bring together collections from several institutions (City of Milwaukee, County Courthouse, Historical Society, etc.) and provide the collection with proper facilities for the storage, conservation, use and exhibition of these materials.