Design Studio Offerings
The second-year design faculty is looking forward to working with you and anticipates an exciting, creative, productive and successful year. The table provides an overview of the faculty members who will be teaching during the coming academic year. This is followed by information on the faculty members and the studios that they will be teaching. The information will be updated each quarter.
If you have difficulty registering for any major or support course, contact the Architecture Department right away for advice and assistance. If all design studios are full, go to the Current Students page and fill out the Design Course Request Form.
- ARCH 217 History of Architecture
- ARCH 218 History of Architecture
- ARCH 219 History of Architecture
- ARCH 241 Architectural Practice 2.1 (Activity)
- ARCH 241 Architectural Practice 2.1 (Lecture)
- ARCH 251 Architectural Design 2.1
- ARCH 242 Architectural Practice 2.2 (Activity)
- ARCH 242 Architectural Practice 2.2 (Lecture)
- ARCH 252 Architectural Design 2.2
- ARCH 207 Environmental Control Systems 1 (Activity)
- ARCH 207 Environmental Control Systems 1 (Lecture)
- ARCH 253 Architectural Design 2.3
The following teaching assignments are contingent on budget, quarterly budget adjustments, student enrollment, and space availability.
Click on the faculty name below to link to their Faculty Directory webpage.
|Fall: ARCH 251||Winter: ARCH 252||Spring: ARCH 253|
|Clare Olsen (design coordinator)||Clare Olsen (design coordinator)||Clare Olsen (design coordinator)|
Selected Course Activities Descriptions
Energies coalescing around the most innovative practices today are concerned not only with the traditional parameters of design, but also the sensorial experiences of the work. My second year studios focus on enhancing the generative, dynamic, performative and atmospheric potentials of design. Through tutorials, lectures and discussions, all students are encouraged to develop a sensibility about the production of beautiful, autonomous artifacts that emanate experiential effects. Students are encouraged to examine multiple parameters of design--including cultural, historical, ecological and architectural--in order to inform thoughtful, rigorous design proposals.
I take the view that one learns the art of designing buildings by designing them – or more precisely, by practicing their design – even in the earliest years of architecture classes. The problems I assign therefore seek to engage the students’ interest at multiple levels simultaneously. Though grounded in realism, with realistic programs and sites, each problem requires more than just a “nuts-and-bolts” solution to each piece: if the design is to be successful, it demands also an imaginative narrative line that ties the whole thing together.
The big idea in my studios, then, is to reproduce the synthesizing experience that occurs in practice. Architects must be creative, of course, but the art of architecture doesn’t reside in a box: it’s an applied art in which the tensions among the competing constraints of a site, program, structure, and materials are resolved into a cohesive and coherent whole. That synthesizing process can be a delightful struggle: it is the essence of what architects do and it forms the backbone of the studios I teach.
- 2015-2017 Architecture Flowchart and Curriculum Sheet
- 2015-2017 Catalog
- *2013-2015 Architecture Curriculum Flowchart
- *2011-2013 Architecture Curriculum Flowchart
- *2009-2011 Architecture Curriculum Flowchart
- *2007-2009 Architecture Curriculum Flowchart
- Previous Catalogs
*To view your corresponding curriculum sheet see current or previous catalog.
For assistance with using the Curriculum Flowchart, please contact the Architecture department.