Seminars – Architecture

Energy Design Fundamentals
ARCH 326 (technology, counts toward ecological design concentration)

Instructor: Mark Keane
Architect – partner in Studio 1032 Architecture

2021 U S Department of Energy (DOE) Solar Decathlon Design Competition

9-month research seminar coupled with spring studio
Arch 326 3cr (Fall 20 FR 9-10:15, or on-line if necessary) + field trips, on-line work over UWinteriM
Arch 650 6cr (Spring 21 M+W 1:30-5:20) for seniors and graduate students only

site selection climate shape size thermal boundary ceilings orientation roof overhangs r values thermal bridging enclosing insulation air sealing goal air barrier systems blower door directed air sealing heating and cooling ventilation/fresh air supply water heater solar energy appliances engage team energy modeling super seal envelope heat water wisely highly insulated windows and doors sun/solar tempering energy efficient lighting energy efficient appliances and electronic.

Partners UWM SARUP Studio 326/650/850 and UW-Madison CEE ME Capstone 2020-2021.
Creativity, ingenuity, and passion for designing highly efficient and innovative buildings powered by renewable energy. The U.S. Department of Energy Solar Decathlon® 2021 Design Challenge teams that are selected as Finalist Teams will present their projects at an expert-juried event, April 17–19, 2021, at the National Renewable Energy Laboratory in Golden, Colorado.

The U.S. Department of Energy Solar Decathlon offers two tracks: (1) an annual “Design Challenge” and (2) a biennial “Build Challenge.” The Wisconsin team will go beyond the Design Challenge and design to build for 2-3 real clients on 2-3 regional sites in WI, 2020-2021. The homes will be “familial” to each other as a system of design strategies for production, and NOT, as custom homes. Teams of 6 SARUP + 4 ME students will work parallel to each other, sharing in all research and design strategies.

Introduction to Building Information Modeling (BIM)
ARCH 382 (practice)
Elliot Young, RINKA+

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 sheet.
Course Goals

  • Become comfortable with the necessary tools and expand on a basic Revit knowledge.
  • Learn skills and various workflows using Revit in a work-environment.
  • Create a project in Revit and work through any issues that arise on that project.
  • Learn Revit and have fun doing so along the way.

Frank Lloyd Wright Design Language Seminar
ARCH 390/790

Instructor: Mark Keane
Director, Frank Lloyd Wright Initiative
Architect – partner in Studio 1032 Architecture

Sullivan Early Work Sources Modernism Japan Japan-Winslow Nature Pattern Butterfly Nature Pattern Hollyhock Early Work Prairie Language Prototype Larkin Gale House Coonley House Unity Zoom I Unity Zoom II Unity Zoom III Unity Zoom IV UnityTemple Robie House Robie House Detail American Systems Built Post Europe Taliesin East Johnson Wax Jacobs I Usonian Pew House – Tri-axial Goetsch-Winckler Barcelona Pavilion Unitarian Meeting House Beth Shalom Guggenheim/Greek Orthodox Price Tower and the Illinois Prairie House Design Influence of Wright Schindler Influence of Wright Holland

Wrightscape: Design Studies in the Geometry of Frank Lloyd Wright, M & L Keane, UWM Press 2017
Frank Lloyd Wright: His Life and His Architecture, Robert Twombly, 1979
Frank Lloyd Wright: A Biography, Meryle Secrest, 1992
Many Masks: A Life of Frank Lloyd Wright, Brendan Gill, 1998

Site Visits: (optional)
Oak Park, IL
Unity Temple
Frank Lloyd Wright Home and Studio
Walking Tour of Oak Park and River Forest

Spring Green, WI
Romeo and Juliet
Hillside Home and School

Racine, WI
Hardy House
Johnson Wax Administration

Inclusive Design
ARCH 390/790/URBPLAN 692
Krisann Rehbein

This course is a Service Learning class where students will have the opportunity to utilize their research and design skills to help improve Milwaukee. The core of this class is working with a community-based client to address a need that Architecture and Urban Planning students are uniquely qualified to fill. As an example, last fall we partnered with Arts@Large, an arts not-for-profit in a newly rehabbed cream city brick building in Walkers Point. They were interested in utilizing a vacant lot across the street for park space, wanted to build a green roof for events, and transform their fire escape into a rotating gallery. Students carefully researched every project, produced detailed reports and provided Arts@Large with renderings that will help them move these projects to the next level. Executive Director, Sean Kiezbak, was thrilled with the final work and said he can’t underestimate the impact student work will have to help them fundraise to implement these projects. A key component of this course is a guest speaker roster which includes some of the top practitioners across the country in the field of engaging or inclusive design. Speakers will talk about their unique career paths, the ideas and principles behind their work and show examples of really amazing projects that come out of an inclusive design process. This is a hybrid course. Wednesdays will be on Zoom, hearing from guest speakers. We will spend Fridays in the studio and out in our partner communities

Buildings Tell Stories
ARCH 390/790
Adam Goss

How is it that today’s architecture students are presenting the same way architecture students presented in 1999?

Authentic communication between the architect and the public is threatened by imagery that lacks real experience and has no regard for the public that uses the space. We can all become better storytellers and communicators to help decode the architectural world.

Students will learn how to reveal why design matters through filmmaking and other mediums. We will study the illustrious duo, Charles and Ray Eames, and make our own contemporary Eames-inspired films.

Building empathy for design and the people using it requires patience and an obsessive process. To add value to a place, designers must take time to connect, communicate, and empathize with people outside the profession.

Portfolio Design
ARCH 390/790
Christopher Wood

This course will give students the opportunity to develop their portfolios with a focus on graphic design principles while gathering knowledge from industry professionals. We will consider grids, typography, color theory, sequence, materiality, versatility, etc. This course is not about architecture, it is about harnessing the power of graphic design to elevate the presentation of your architectural design. We will interview architects who regularly review portfolios, identifying their wants, needs, and expectations, and then develop a framework to best present your own work. By the end of the semester, students will have a portfolio structure in place that can accommodate future work.

Some course considerations:

What is the purpose of your portfolio?
Who are the users of your portfolio?
What turns them on?
What is the narrative behind your portfolio?
How can a design system respond to your narrative?
How do different formats – print versus digital – affect the presentation of your work?

Inclusive Design
ARCH 390/790
Gail Dubrow, Sarah Pawlicki, & Laura Leppink

This course is geared toward advanced undergraduates and graduate students from a wide range of fields. Rooted in activism, this course will prepare students to effectively utilize methodologies and frameworks rooted in disability justice while doing place-based public history work. The intersectional nature of disability justice will push students to reflect on the numerous ways other forms of identity, including race, class, gender, and sexual orientation, intersect with and have been classified as disabilities. The class is organized as a workshop where students will explore case studies of American buildings and landscapes, emphasizing strategies for increasing public awareness, understanding disability histories, promoting disability justice, and expanding access to heritage sites. The class is grounded in scholarly and activist perspectives on disability justice connected with various aspects of place-based public history, including historic preservation, archival practices, community-engaged work, and exhibition design. Writing prompts, reviews of readings, and proposals for documenting and interpreting selected sites constitute the core of class activities. The class will emphasize sites in each partner campus’s vicinity, recognizing that other locations may be more appropriate sites for student projects. The course will be conducted in partnership with faculty and students at the University of Minnesota, the University of Oregon-Portland, the University of Wisconsin-Milwaukee, and the University of Wisconsin-Madison. The course will be synchronous, meeting Thursdays 4:00-6:30pm CST

A New Normal
ARCH 533 (theory)
Filip Tejchman

How is the idea of nature constructed and how is it exploited by various aesthetic regimes? What does the architectural representation of nature reveal about the underlying pressures, and anxieties exerted on institutions and individuals? How is the concept of “wildness” utilized historically to either include to exclude architecture?

Ranging from cultivated to dangerous, the Architectural representation of nature is a reflection of the projective aspirations of the discipline at any given time. At various moments, this has meant that a particular concept of nature has either provided an anonymous background or entirely subsumed the architectural subject. Representations of nature have also provided the aesthetics for various social and political movements through association to fictional virtues such as beauty, truth, integrity, and wholesomeness. Similarly, the concept of nature has also been deployed as the absence of language or meaning, operating to either elevate the presumed rationality of architecture or to negate its desired permanence. As an idea, Wildness has undergone similar conceptual shifts throughout history, providing a definition for a state of otherness when convenient, or a potential for escape when necessary.

As the global climate continues to change in both unforeseen and dramatic ways, the distinction between what is wild and man-made will become difficult to assert; terms such as “natural disaster,” for example, are becoming euphemisms for man-made crisis. Though architectural practice is deeply implicated in these changes, the discipline has yet to address the implications for a range of deeply rooted habits and orthodoxies.
Students will be introduced to the history, theory, and criticism, relating to the shifting conceptual construction of nature and wildness. In weekly meetings students will provide short written responses to assigned readings and present research based on the subject.

ARCH 533 (theory)
Trudy Watt

Grandmothers care. Grandmothers caution. Grandmothers celebrate and build community, even during the darkest times. What do architects have to learn from grandmothers, especially at a time of high existential risk where resilience will be key to collective well-being? What might future architecture practice look like, furthermore, if it were a matriarchy? How will our understanding of practice change if we think of ourselves as the grandmothers of tomorrow?

This seminar will explore the spaces that grandmothers occupy in our imaginations, memories and current physical environment in Milwaukee and then speculate on how a grandmotherly approach to future architecture practice might provide a platform for collective care and resilient design. The format and tasks for the class will include select reading, field trips, sketching, photography, map making, discussion and reflection.

We will reflect on grandmotherly figures we have known through drawing and discussion, anchoring our investigation in lived experience.
We will seek to understand the way that grandmothers have been depicted in literature, media and design. Readings from the world of science fiction including works by Lois Lowry and Ursula K LeGuin will help us speculate on worlds where grandmothers occupy very different spaces and positions of power than in our own.

Through series of field trips alongside drawing and photo documentation, we will endeavor to map how grandmothers already occupy space in Milwaukee – looking for clues that begin to tell the story of how grandmothers form the glue that holds many communities together, providing care, providing caution and doing so with the resilience learned over a lifetime. Where are the grandmothers in architecture? And what if they ran the show?

Grandmothers will meet in-person on Wednesdays from 2:00-4:30pm in the Lubar Entrepreneurship Center 107. Students who enroll should also be prepared for frequent off-campus meetings.

Introduction to Historic Preservation
ARCH 560 (practice)
Matt Jarosz

ARCH 560 is focused on historic preservation and is required for the Transcript-Designated Concentration in Preservation Studies. The course offers students a broad overview of the challenges associated with saving and reusing important historic buildings and environments. As an introductory course, it examines a variety of issues and topics delivered in a lecture format, twice a week. This is the first course of a series of courses at SARUP that prepare graduates for a professional career, in the private or public sector, focused on historic preservation. And though the course is for graduates, it is open to high performing undergraduates who demonstrate seriousness and commitment to this focus.

Course Objectives: A central objective of this course is to better prepare students for work in professional offices that require deep knowledge and broad understanding of historic preservation. As the design profession continues to move in the direction of smart growth, reduced carbon footprints, and ecological stewardship, architecture offices continue to increase their portfolios of work that include reuse of existing. Nearly all design offices now have specialized studios in historic reuse and additions. Unfortunately, architecture schools remain lacking in proper preparation of students. This course fundamentally addresses that need and has been a unique and beneficial offering for students who want to maximize their credentials for future employment.

The loss of historic buildings and sites has reduced our collective sense of identification with the past and its ability to provide economic, social, and emotional well-being. This course examines both the theoretical principles of historic preservation as well as the practical challenges of keeping old buildings. By reviewing preservation initiatives of cities and countries from around the world, we become better equipped to develop solutions to our preservation challenges here at home.

This course also connects students with local, national, and international preservation organizations in order to take advantage of the latest scholarship on building retention and reuse. This course tracks the latest technical developments in building research, documentation, restoration, and reuse. A special emphasis is on aggressive reuse of existing buildings and structures and the many challenges associated with their retention. This course will allow students to enter architectural practice with specialized skills to work both the private and public realms of historic preservation. This course also intends to use the great historic fabric of Milwaukee and Chicago as a learning laboratory, with a predilection of preservation principles applied to pragmatic preservation challenges here in the historic Midwest.

Research Methods in Architecture
ARCH 585 (practice)
Whitney Moon

Although academia has historically privileged the printed word as a form of scholarly output, the 21st Century has seen an increased role in alternative modes of disseminating knowledge. Both podcasts and videos, which are certainly no stranger to popular culture, have emerged in recent years as a platform for generating new knowledge both in and around the discipline and profession of architecture. The goal of this course is to provide students with the necessary tools to conduct various types of architectural research, as well as a range of ways in which to creatively produce and effectively share architectural knowledge. Through a series of weekly assignments, student will identify and develop a research topic of their choice that will be geared towards the production of both a podcast episodes and video. By conducting research, interviews, and other forms of investigative inquiries, students who successfully complete this course will not only possess a working knowledge of architectural research and writing, but the skills and experience to share their critical thinking, theoretical arguments, and creative voices through contemporary forms of media. Moving beyond conventional text-based linear narratives of architectural history and theory, students will be encouraged to develop projects that bring visibility to pressing contemporary concerns in an inclusive, diverse, cross-cultural, and interdisciplinary context. How, we will ask, can exploring the mediums of podcasts and videos advance research, reach new and expanded audiences, and offer a feedback loop that ultimately influences what and how we communicate?

Course Format
ARCH 585 is a graduate-level seminar course, focused on both traditional and contemporary methods of architectural research. Class meetings will predominantly be comprised of roundtable conversations about a range of weekly topics, guided by required readings, and where applicable, complimented by research site visits and/or guest lectures. Weekly topics, readings, discussions, and assignments are structured around two primary focuses: 1) RM = Research Methods; and 2) PV = Podcasts & Videos. Students are expected to complete weekly assignments to develop their ongoing research interests in two different, but complimentary forms: 1) as a writing-based academic endeavor, culminating in a short research paper or essay; and 2) toward the production of both a podcast episode and video. As part of this course, it is expected that students will identify and develop a research project of their choosing. This research will be developed as a short research paper or essay, which will be guided by a series of smaller assignments, under guidance and consultation with the instructor. The second form of creative and scholarly output for this course will be the production of both a podcast episode and video by each student, which will allow the student to explore their research topic through acts of audio and visual storytelling. Students are encouraged to explore and experiment with both podcasts and videos as a means to deploy new media as a form of scholarly inquiry, knowledge production, and creative architectural output. How, we will ask, can the production of podcasts and videos offer new possibilities, perspectives, and approaches to constructing and performing narratives, be they written, verbal, and/or visual?

Fundamentals of Ecological Architecture
ARCH 723
Jim Wasley

Architectural theory for the Anthropocene- our current geological epoch of overwhelming human impacts on planetary systems.
This course will introduce a wide range of contemporary theories of Ecological Architecture- the relationship between the ‘human’ and the ‘natural’ as they relate to design. We will examine both how the environmental movement has shaped architecture, and how architecture and urban design are being called on to respond to the twin ecological crises of mass extinction and climate change.

This is the required foundations course for the Concentration in Ecological Design. It can serve as a forum for pre-thesis research. It is also a way to extend your current Thesis Project with a parallel investigation.

Urban Design as Public Policy
ARCH 749 & URBPLAN 857 (practice)
Carolyn Esswein

What makes cities great places to live, work, and play? Seminar covers a variety of urban design topics and how regulations impact the built environment. Topics range from changing retail design from pop-ups to big boxes; strategies and programming for inclusive spaces; complete streets designed for pedestrians, bicyclists, and autos; design features of public spaces, plazas, and parks; and form-based codes that are regulating how cities are redeveloping. Practice based examples and exercises are balanced with theory of city planning and design. Class activities includes a walking tour, street and neighborhood analysis, urban design code review, and an exercise where you apply design and regulations strategies for a local site.

Design Studios

Mixed Undergraduate/Graduate

Adaptive Reuse
ARCH 650/850
Matt Jarosz
BSAS students enroll in ARCH 650
M.Arch students enroll in ARCH 850

This studio focuses on the interrelated problems of historic preservation, adaptive reuse, and the design of new construction. These issues are investigated through design interventions in complicated and controversial physical, social, and political settings. The semester includes three different types of preservation design challenges.

Project #1 – DOCUMENTATION: The Taliesin Workshop – Saving Wisconsin Theatres, September 16 – 18, Spring Green, WI The great theatres in small towns throughout Wisconsin have struggled to remain viable, COVID has made their struggle even more ominous. This first project will include a two-day workshop at Taliesin East, Frank Lloyd Wright’s Home and Studio in Spring Green, WI. Students will be divided into teams and complete a laser scan documentation of the façade of an assigned theatre. This will be on display at the workshop and students will be able to participate in a series of seminars with design professionals, focused on saving these great historic landmarks. After the workshop students will recreate a decorative detail from their assigned theatre.

Project #2 – MODIFICATION: The Chicago Project – Modifications to the Manhattan Building, Chicago, Il
Considered by many to be the world’s first skyscraper, the Manhattan Building exists today with an enormous exposed, unarticulated south elevation due to the expansion of Congress Boulevard decades ago. The design challenge will be to add a narrow, tall appendage that completes the elevation and respects the historic landmark. The studio will spend several long, overnight weekends in Chicago with local architects and designers. The final proposals will be presented at the Chicago AIA office.

Project #3 – ADDITION: The Oak Park Project – A Visitor Center Addition to Unity Temple, Oak Park, Il
Frank Lloyd Wright’s Unity Temple in Oak Park, Illinois is an international landmark of the highest order. The building exhibits the genius of Wright on many levels – firmness, commodity, delight. It has been visited and experienced by many great architects over the years. Its appeal has also been its challenge. Though a private religious use, the great crowds of visitors (who have provided much needed cash for restoration and maintenance) have interfered with the religious programs. Students will be challenged to create an adjacent visitors center that respects the existing and provides much needed new program services.

The purpose of the studio is to go beyond the hypothetical and to use real programs and real budget constraints to address matters of design, heritage research, technology, and building construction with extant buildings and environments. These existing conditions will not merely serve as the default backdrop for new design interventions, but will, in fact, determine the most appropriate reuse function and visual expression for a new generation. Our philosophical partners in this undertaking will be the vast and growing collection of visionary leaders who understand that existing buildings need to be the baseline component of smart growth. In this studio the designer will function as both a technical and social researcher, understanding an existing historic building on a much deeper level than is required of other design studios. Proposals will be generated by a keen understanding of the existing buildings, their material reality, and their designers.

Rural Futures
ARCH 650/850
Kyle Talbott
BSAS students enroll in ARCH 650
M.Arch students enroll in ARCH 850

This course fulfills studio requirements in the BSAS, MARCH and MUD degree programs. Meets: Tuesdays (on campus), Thursdays (online), and with occasional sessions and field trips on Fridays during Community Hours.

The American Heartland is poised for a revival. Rural population is growing for the first time since the 1950s, and life in a rural setting appeals to a growing number of Americans, who see it as an antidote to congested, generic and expensive urban life. As more people yearn to reconnect with Nature, small towns offer a compelling model for how to do it: a self-reliant community immersed in a tranquil, clean, cultivated landscape. And yet how will rural communities grow? Most of the building stock in small towns is long decayed. Some old treasures have been remodeled, but these are mostly already claimed. What will the new rural architecture look like, and how will it contribute to the evolution of rural communities? This is the central question of the RURAL FUTURES studio.

The revival of rural communities does not involve people quitting their corporate jobs and becomes farmers. The new arrivals – the entrepreneurs, light industrialists, software developers, corporate executives and retailers – are learning how to co-exist with farmers, ranchers and craftspeople. The increasingly diverse citizens of small towns need help envisioning how to merge these cultures into a new kind of place, a place that defies the traditional categories of rural, suburban or urban. Small towns find themselves once more on the frontier – the frontier of a new American way-of-life shaped by an exciting convergence of horticulture and technology. What will this new way-of-life look like, and how will architecture celebrate it?

Each Fall semester the RURAL FUTURES studio works with one small town in southern Wisconsin. The studio proposes design interventions that forecast what the town might look like in 30 years. This visioning study involves the synthesis of four design agendas. The first is the walkable town. The studio inserts new building projects into an existing town to create an experientially rich townscape brimming with community outdoor space and beautiful promenades. The second agenda is the garden town. The studio infuses an existing town with a network of public and private gardens, planted courtyards, green roofs and tree-lined paths that blur the distinction between town and countryside. The third agenda is the Rural Art Nouveau. The studio experiments with architecture enlivened by horticulturally-inspired ornamentation. In this way the tough, gritty, utilitarian small town receives an injection of spirit-lifting embellishment. The fourth agenda is prefab architecture. Because rural communities are typically poor, the studio explores methods of construction that leverage the economy of factory-built components to make innovative places that are affordable. The result of these agendas is a rural future that is both optimistic and plausible – inspiring and practical – idealistic and within reach.

Something Completely Different II: The Sequel
ARCH 650/850
Filip Tejchman
BSAS students enroll in ARCH 650
M.Arch students enroll in ARCH 850

Historically, the term commonwealth was used to describe a political entity founded for the public good. Among the primary concerns of this entity were the management of natural resources in order to provide for the health and well-being of the citizenry. As a regulatory mechanism, the commonwealth operates as a contradictory system simultaneously privatizing these natural resources under the auspices of preventing their exploitation by individuals.

In the US, the role of the commonwealth is played by the Bureau of Land Management (BLM), which oversees all publicly-owned land (approx. 247 million acres) in order to “sustain the health, diversity, and productivity of the public lands for the use and enjoyment of present and future generations.” The vast majority of land managed by the BLM is leased to ranchers and mining corporations, with only a small portion (10%) reserved for recreation and conservation.

Even a well-intended parsing of the global environment into a republic of property types is of course a fiction. Insects, animals, pollen, bacteria, and viruses move through the landscape without consideration of the assigned designation. Certain animals are protected if they stay within specified boundaries but are transformed into pests or a nuisance if they stray into adjoining territory. Like the space of the commonwealth, the space of wilderness is thus everywhere and nowhere, an organizational complex of bureaucracy, business, pleasure, and migratory flows.

This organizational trifecta is the definitive conceptual structure for our contemporary definition of nature as well as the multiple narratives of ecological crisis seen through the lens of either sustainability or resilience, anthropocene, or not. The underlying map may change depending on the conversation, but shifting boundaries, protections and definitions of interior/exterior, natural/artificial, or public/private only reinforces Architectures role as an arbiter operating on behalf of the commonwealth.
In the Fall of 2021, Something Completely Different II: The Sequel will examine the contemporary role of architecture as a manager of wilderness. Through a series of projects at multiple scales we will work to redefine the role of architecture as an infrastructure for the production of new spaces of wilderness.

Heavy+Light – Precast Regenerative Architecture
ARCH 650/850
Alex Timmer
BSAS students enroll in ARCH 650
M.Arch students enroll in ARCH 850

This is the third in the Heavy + Light series of studios generously sponsored by the Spancrete. This studio will build on the work from the first two iterations. The first two studios, The Precast Roof as Regenerative Architecture and Shaping the Environment Through Precast, will provide a jumping off point for our design work this semester. The studio will see architecture as a mediator of the environment, at times resisting it, maintaining it, or amplifying it. As such, this studio understands architecture through the lens of systems thinking. In other words, the relationships established between the components of the system are more important than the architecture itself.

As with past iterations of this studio, students will study how the mass production of precast elements and the production of a field condition at the enclosure of the building can act as a datum for the environmental influences on that building. In this studio we will imagine an architecture in which the building replaces the brownfield of an existing site with the ecological systems that once existed there. Each surface of the enclosure will engage the environmental influences outside the building as a mediator of these factors and produce compelling spatial conditions on the inside. This semester we will build on the previous iterations by engaging directly with the concept of Heliotropism, or the shaping of architecture through solar geometry. The students will engage in this discourse through issues of form and performance, aesthetics of sustainable or ‘green’ architecture, and the making visible of ecological systems.

To achieve these goals, students will learn about the various aspects of precast and prestressed concrete construction through the development of a single building. Early exercises and reviews will focus on the part to whole relationship of precast systems, asking students to consider both the module and the organizing geometry. Readings on patternmaking and architecture as a field condition will be of importance during the first half this semester. Mid semester exercises and reviews will focus on detailing, production, transit, and assembly of the systems that the students have designed. Technical literature, as well as face to face contact with engineers at Spancrete, will be of importance during this period. Finally, students will use all of this knowledge and insight from the engineers to design, proposed, and represent a total precast system which will allow the roof of their building to act as a regenerative plane engaging issues of daylighting, rainwater management, wastewater treatment, energy consumption, food production, and thermal efficiency. Students will learn how to communicate their ideas to experts outside of the field of architecture, how to engage professionally and productively with those people, and how to integrate holistic ecological thought to the design of their buildings.

Habitat Studio: Housing for All
ARCH 650/850
Marc Roehrle
BSAS students enroll in ARCH 650
M.Arch students enroll in ARCH 850

This semester will focus on the design of a single family house. I have been working with the Milwaukee chapter of Habitat for Humanity for a few years now – designing several prototypes that they are currently building. We will, working within their system, design a single family house on a typical urban lot. We will engage with “real world” conditions – buildability, cost, bureaucracy, climate, culture, sustainability, etc. We will explore domestic architect in all its complexity. While working within the Habitat system, we will develop ways to “push back”. That is to say, we will strive to figuring out ways to do it better.

This studio will be a deep-dive into your design. We will figure out how to build your ideas. We will develop your projects at multiple scales – from site plans to window details. At the end of this semester, you will have an understanding of how to design, beautifully detail and construct a wood-framed house.
Since architecture is fundamentally about MAKING, we will make. You will work in model. You will also have the opportunity to work on a Habitat project, gaining hands-on experience in the field. You will have the opportunity for a design/built project: a chance to design, fabricate and install casework (bench, desk, etc.) in an actual Habitat house.

I will encourage you to challenge your preconceived notions. You will be pushed to develop a rich, sophisticated understanding of the elements of building – door, window, wall, ceiling, roof. You will be challenged to be innovative, smart, thoughtful. You will have the ability to work in pairs this semester. You can sign up for this studio with a partner in mind, you can be paired up once the class has been enrolled, or you can work on your own. This will all be determined by total enrollment numbers.

ARCH 650/850
Trudy Watt
BSAS students enroll in ARCH 650
M.Arch students enroll in ARCH 850

In this studio, we explore the relationship between commonly perceived human vulnerabilities and their relationship to inclusion, power and access to thriving in the physical environment. We become familiar with architecture’s typical response to vulnerabilities such as age, maternity, disability, gender, altered physical and mental health to see where there is room for us to invent new relationships between the body, the lived experience and the ways that architecture can sensitively support well-being. We will practice design methods such as human-centered design, design thinking and inclusive design.

The vulnerabilities listed above are often treated like disease – meant to be cured by medical invention or hidden away in a specialized facility if a cure is not possible. But what will happen when we approach these pathologized embodiments with greater empathy, non-judgement and curiosity about what they can teach us as designers of a more inclusive physical environment? Might they help us to re-think the environment, not just where the perceived weakness of some seems to demand adaption, but for the benefit of all?

In addition, we will practice growth mindset and applied compassion as radical collaborators in this studio. Our ways of working will experiment with traditional architectural values around labor, productivity and care. Resilient interdisciplinary teamwork practice will be available through substantial teamwork, including collaboration in teams that include both architecture and non-architecture students. Community-engaged design practice will also be available through engagement in a real-life project setting with community advisors.

This fall, we will examine spaces and programs arising at the interface between health and design – between the clinic and the studio. The final collaborative work will explore a range of project options around hybrid health + design spaces within the medical education setting. The Vulnerability studio will meet in-person on Tuesday, Thursday and Friday from 1:30 – 5:15pm.

Urban Edge
ARCH 650/850
Jim Wasley
Herbert Dreiseitl, Distinguished Visiting Critic
BSAS students enroll in ARCH 650
M.Arch students enroll in ARCH 850

The Post-Pandemic, Biophilic City: Green/ Blue Infrastructure for the Post-Carbon World

This urban design studio will seek to create a vision of a future for Milwaukee and other Great Lakes Basin Cities built around a re-imagining of our relationship to water.

The studio will investigate natural hydrology and design water and water-related infrastructure at the scale of the region, the city, and an individual public urban waterscape. The goal is to understand the critical role of water in shaping our relationship to the rest of the biosphere in all of its ecological, infrastructural, social and aesthetic dimensions. Starting with a plan to leverage our relation to Lake Michigan to make the City carbon-neutral, we will end with the artistic design of a public fountain.

Herbert Dreiseitl is a sculptor, artist, landscape architect and interdisciplinary urban planner. He founded the firm Atelier Dreiseitl (now: Ramboll Studio Dreiseitl) in 1980 with a vision for livable cities inspired by a deep understanding of water. Today Herbert has his own practice, DREISEITL consulting, to advise cities and regions and is teaching at NUS in Singapore.

His particular expertise is in combining artistic aspects with environmental planning and implementation with regards to water in an urban setting. His work is considered to be at the leading edge in urban hydrology and the treatment of waste and stormwater, realizing sustainable infrastructure, which combines city resource needs with space for nature and people. -Wikipedia

Design Studios

Graduate Only

A Rare Books Archive for the City of Milwaukee: Materiality and Net-Zero Ready Systems
ARCH 825
Jim Shields

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 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. In this conjectural scenario, the City has asked for a Net-Zero Ready Building, involving significant reductions of energy usage from a standard building, and an extremely efficient mechanical system that is all-electric in operation to allow for a fossil-free future.