Degree Project, Spring 2012

  • Work by Samantha Stein. Degree Project, Spring 2012.
    Work by Samantha Stein. Degree Project, Spring 2012.
  • Work by Helen Schneider. Degree Project, Spring 2012.
    Work by Helen Schneider. Degree Project, Spring 2012.
  • Work by Lauren Comes. Degree Project, Spring 2012.
    Work by Lauren Comes. Degree Project, Spring 2012.
  • Work by Ji Hao. Degree Project, Spring 2012.
    Work by Ji Hao. Degree Project, Spring 2012.
  • Work by Allison Mendez. Degree Project, Spring 2012.
    Work by Allison Mendez. Degree Project, Spring 2012.
  • Work by Andrew Davis. Degree Project, Spring 2012.
    Work by Andrew Davis. Degree Project, Spring 2012.

Degree Project, Spring 2012

Kathryn Dean, Professor
Ben Fehrmann, Senior Lecturer
Eric Hoffman, Visiting Assistant Professor
Philip Holden, Senior Lecturer
Adrian Luchini, Raymond E. Maritz Professor
Sung Ho Kim, Associate Professor

In the Degree Project studio, students have the opportunity to express their own ambitions, frame their own methods of design exploration, and develop an experiential and tectonic basis for manifesting their intentions—to create not only an advanced work of architecture, but also the emotional and intellectual space in which to work as an architect.

Work in this studio is based on the product of the preceding Design Thinking degree project preparation course—an individually initiated programmatic, intentional, and situational project outline.

Each student develops an independent critical position on the making of architecture in the world; advances an aspiring conceptual design; elaborates and synthesizes all aspects of the project—formal, spatial, experiential, organizational, structural, and technical; and creates a clear, full, and persuasive presentation focused on telling a critical project story. Projects include the development of program spaces and relationships, development of structural and environmental systems, building envelope systems, life-safety issues, sustainability strategies, and technical construction sections and assemblies.

Each student must aspire to a high level of critical thinking, developing a project that is exploratory, projective, or unexpected in some important way in the realm of architecture beyond the exigencies of the project outline. A student’s ability to work independently is
encouraged and tested.