Category Archives: Pedagogy

Detours and Denouements

Architectural education is challenged by the pressing needs of a changing profession. With increasing costs and diminishing fees, firms deploy digital tools and/or outsource work to more efficiently deliver design services. Schools are similarly streamlining processes, responding to charged professional

Detours and Denouements

Architectural education is challenged by the pressing needs of a changing profession. With increasing costs and diminishing fees, firms deploy digital tools and/or outsource work to more efficiently deliver design services. Schools are similarly streamlining processes, responding to charged professional

So you want to be an Architect?

Assistant Professor Bradley Walters, AIA, NCARB serves as the IDP Education Coordinator for the University of Florida.  In this annual lecture, he introduces the Intern Development Program (IDP) and provides an overview of steps required to become a licensed architect in

So you want to be an Architect?

Assistant Professor Bradley Walters, AIA, NCARB serves as the IDP Education Coordinator for the University of Florida.  In this annual lecture, he introduces the Intern Development Program (IDP) and provides an overview of steps required to become a licensed architect in

Drawing Space

To say that the drawing has been displaced by building may be all too self-evident, both in practice and in academia. It is interesting that the displacement has been caused in part by the success of architectural drawings, drawings that

Drawing Space

To say that the drawing has been displaced by building may be all too self-evident, both in practice and in academia. It is interesting that the displacement has been caused in part by the success of architectural drawings, drawings that

Speculative Making: Engaging Mass and Matter

Young designers and beginning design students are often motivated more by emotion, immediacy, and sensuality than by ideologies, theories, and/or abstract principles. Close and/or causal relationships that are remote in perception, time, and/or space are less relevant than those that

Speculative Making: Engaging Mass and Matter

Young designers and beginning design students are often motivated more by emotion, immediacy, and sensuality than by ideologies, theories, and/or abstract principles. Close and/or causal relationships that are remote in perception, time, and/or space are less relevant than those that

Figures and Fields

Figures and Fields: A Lecture by Bradley Walters This lecture weaves together professional work, research, and student work within a narrative that engages space, field theories, surface, landscape, environment, and ecology. Poster background image: Mapping of bee movements, responding to specific environmental

Figures and Fields

Figures and Fields: A Lecture by Bradley Walters This lecture weaves together professional work, research, and student work within a narrative that engages space, field theories, surface, landscape, environment, and ecology. Poster background image: Mapping of bee movements, responding to specific environmental

Active Lines: Liminal Marks + Material Constructions

The planning and development of large-scale projects requires investors to commit significant capital resources to their realization. These commitments are made based on the promise of a return, whether it is in the form of financial gain, an icon in

Active Lines: Liminal Marks + Material Constructions

The planning and development of large-scale projects requires investors to commit significant capital resources to their realization. These commitments are made based on the promise of a return, whether it is in the form of financial gain, an icon in

Out of Thin Air

We cannot expect to extract ideas and schemes from the student without first feeding his mind and imagination. – Bernhard Hoesli and Colin Rowe, 1954 (1) As informational networks bind us ever more tightly together, they also introduce unseen gaps

Out of Thin Air

We cannot expect to extract ideas and schemes from the student without first feeding his mind and imagination. – Bernhard Hoesli and Colin Rowe, 1954 (1) As informational networks bind us ever more tightly together, they also introduce unseen gaps