Category Archives: Teaching

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

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

Materialisms and Excess

Waste not, want not.1 Austerity is in the air.  Excess is out; efficiency is in.  Quantitative measures supercede the qualitative just as performative and operative strategies displace poetics and play.  And in these historical moments, the serious obligations of professional

Materialisms and Excess

Waste not, want not.1 Austerity is in the air.  Excess is out; efficiency is in.  Quantitative measures supercede the qualitative just as performative and operative strategies displace poetics and play.  And in these historical moments, the serious obligations of professional

Knots and Nurbs: Relational Spaces in Variable Fields

Legibility of constructed space is largely based on relationships internal to a work, relationships that can be read or understood through the terms of the construct itself. Components are set in relation to one another, marking purpose and intent, shaping

Knots and Nurbs: Relational Spaces in Variable Fields

Legibility of constructed space is largely based on relationships internal to a work, relationships that can be read or understood through the terms of the construct itself. Components are set in relation to one another, marking purpose and intent, shaping