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THE GATEWAY INITIATIVEAnnual Report and Recent ProjectsSpring 2013

BOSTON ARCHITECTURAL COLLEGETHE GATEWAY INITIATIVEAnnual Report and Recent ProjectsSpring 2013

BOSTON ARCHITECTURAL COLLEGE

THE GATEWAY INITIATIVEAnnual Report and Recent ProjectsSpring 2013

www.the-bac.edu

Copyright: Boston Architectural College

Book design and layout: Marilyn W. MoedingerText: Gill Sans MT

The Gateway Initiative is a truly collaborative, relationship-driven endeavor, and we are always interested in learning more about ways we can engage our wider community in Boston and beyond. We welcome hearing from you if you would like to engage the work of the Gateway Initiative. Please see page 31 for more information, or email [email protected].

All statistics used in this report were generated through student surveys and the Practice Department’s own data collection from students and our programs.

Who We Are 4The Gateway InitiativeStudent Learning Giving BackThe Process

Recent Projects 14

Leadership 31

Get Involved! 32

Table of Contents

The Boston Architectural College: The Gateway Initiative4

Abraham Adams Adams Adams Addieg Afzal Aghdaii Akhmedova Alce Allen Almuwallid Alzain Ambrogio Ametaj Ammar Anderson Anderson Anderson Andriushkiavichus Apazidis Araque Armenian Arnold Aroesty-Cohen Ash Baccala Badawood Baek Bairaktaris Baker Bala Balashov Balasubramanian Baldwin Banihashem Bansal Baran Barnett Barzola Baskerville Batterbee Baumgartner Beaulieu Becker Bedoya BelangerBellBellBennettBergerBeyerBhattachanBickfordBiles Bird Bissonnette Bittel Blair-Calzini Blanc Blanks Boessel Bolivar Booth Borger Boudjarane Boudreau Boyle Branchesi Branger-Oquendo Brown Broyles Bryan Bubnelis Bustos De Haro Butler Caballero Cacciatore Calabro Cali Cammett Campolieta Cannella Cantu Carmichael Caron Caruso Casazza Cashin Castellano Castro Cedano Chan Chan Chauhan Chauvet Chavez Chen Chen Chien Chin Chow Chung Cianfrocco Cleaver Clifford Cody Coleman Conlan Conley Cook Corby Corrales Cossi Cronin Cummings Cummings Cutter Dailey Dampier Dandridge Darradji Das DaSilva Dassin Davies DeAguila Deitch Derby Dhliwayo Dias Pinto Diaz Diaz Diaz-Rivera Dicken Dieguez Digby DiLuzio DiSalvo Donaire Driscoll Duffy Edmonds Ela Ebang Elia Emelyanova Emerson Enamorado Estes Esteves Ewing Faraci Farhat Farkas Ferguson Fernandes Fertig Findley Fisiy Fitzback Florus Flynn Focht Fodera Forde Forero Fortuna Fox Franca Freni Frese Fu Fuller Furlong Futey Gadani Galgano Gannon Gao Garcia Gardner Gathright Gayl Georges Ghabour Gilbert-Williams Gilman Gilmore Goldish Gonzalez Gordon Gosnell Gott Gould Gravelin Gravius Grealy Groot Grosman Gruhn Gurmu Hall Hamilton Hammond Hanning Hans Hansen Harmon Harootyan Harper Harrington Hart Hasanaj Haschig Haugen Haynes Hebsch Heidebrecht Hernandez Hernandez-Rodriguez Hester Hiatt Himmel Hines Hitchon Ho Hovey Howard-McHugh Hulslander Hunter Hutchinson Iacoboni Ion Ishihara Jahedi Jamin-Changeart Jean-Sicard Jesus Jilani Joelli Johnson Kaltenbrunner Karam Karim Karmacharya Kay Kazanas Keefe Kennedy Kennedy Kennedy Kennedy Kenney Kielty Kile Kim Kirch Kisekka Kneeland-Willcox Knott Koeppe Kontsevaia Krenitsky Krofta Kuhlman Kujenya Kung Kurachi Ube LaFontant Lamboni Lamp Langis LaPietra Larraga Larrauri Lazaros LeLear LeGault Leonardo Leong Leung Lewis Li Li Li Liao Lin Littlefield Litvinova Liu Loiurio Long Lord Lord Lorenz Lorenzini Luangaphay Lucas Lv Lv Lyons MacDonald MacIsaac MacKinnon MacLeod Madhusoodanan Maehara Mahoney Mairena-Vargas Manno Marchany Marcoux Marini Marino Martin Martinez Masnyj Mason Matho Mazzocco McCarthy McIntosh Meier Mejia Merchel Messer Messina Mezheritskaya Michael Mier Millard Mills Miri Mitchneck Molano-Medina Molina Molinari Montanez Montecalvo MorganMorin Morrisey Moscoso Mudawar Muller Muqaddam Murphy Mutluay Muydinov Myers Nachreiner Nall Nazaire Neang Nelson Nelson Nelson Newland Nikolla Nmadu Noble Noer Nori Ntanas NunezO'Brien O'Donnell O'DonnellOo Oppelt O'Rourke Ortiz Osband Osers-Muller O'Toole Parham Parikh Paris Paufler Pawlyszyn Peichert Peoples Percival Perlik Petrucci Pinot-Juan Pitre Pleiss Plumbi Poillucci Polanco Polizzano Pollack Pollitt Poreda Porter Pratt Proctor Prudhomme Pruller Putnam Raichle Rainey Ramadani Ramirez Ramos Rawson Rego Regus Reilly Reinders Reis Ren Reyes Rhee Richard Richardson Riemitis Riley Rivera Robards Robinson Robinson Rodriguez Roediger Rogoff Rohler Romero Rose Rovero Ru Ruiz Ruiz-King Ryan Sack Sadler Samson Saria Sarno Sater Sayer Scheidt Schneider Schofield Schroeder Schultz Schwadel Sengillo Severo Shabbir Shah Shapiro Sherifi Siekierski Sisam Smith Smith Smith Smith Smith Smith Smoczynski Soderlund Sok Solis Soltanifar Souza Spatola Stawasz Strang Stred Stromstad Stuono Suh Sutliff Swan Swanson Swasey Tal Granek Tariq Tate Taylor Ten Eyck Teneva Tetzlaff Theodorou Theriault Thielenhaus Thomas Thompson Thompson Tirro-George Tofias Tones Torchon Tran Tran Tschibelu Underwood Urabe Van Minnen Velandia Velentzas Vester Vetter Vieira Vigil Vincent Walfield Walters Wang Waters Watts Wein Welch Weldon Whipple Wieczorek Wilczynski Wilder Williams Williston WillsWolber Wolf Wolfel Wolters Wong Wood Wright Wright Xie Yamaguchi Yau Yee Yokyongsakul Young Young-Lopez Youseff Zakaria Zapata-Arroyo Zeese Zhang Zheng Zinkowski Zipeto

81why do we love this number?

www.the-bac.edu/gateway 5

...because it’s the number of working years our students have volunteered since 2008.

19,196 daysThat’s

153,564 hours.or


There are currently hundreds of accredited degree-granting programs throughout the United States educating tomorrow’s design professionals in architecture, landscape architecture, interior design, and design studies. The Boston Architectural College distinguishes itself as the only institution with a curriculum that integrates both academic and experiential learning concurrently. This experiential learning portion of the educational experience is called “Practice.”

The BAC’s Practice experience differs from colleges and universities that provide internships or co-ops, in that the experience is concurrent - academic and Practice-based learning occur simultaneously, and daily. BAC students search for jobs and are hired by design firms as fully compensated employees, and, while the BAC supports students’ job search efforts, the BAC does not directly place students in places of employment. Using a wide array of BAC resources, students direct their own process, and determine what professional opportunities they’re most interested in pursuing. Most students find and secure work in supervised architecture, landscape architecture, or interior design firms, or in other related fields. Students also

gain experience through independent work [freelance projects under the supervision of licensed professionals], research, or by getting involved with Practice-sponsored projects, called Gateway Projects.

Twice annually, students report their progress and experience in Practice, and the number of hours they have worked in firms or on projects. Depending on their areas of study, the Practice hours students earn while attending the BAC comprise from a quarter to a third of the total requirements for graduation. Additionally, students must attend periodic, face-to-face Practice Assessment meetings with a Practice faculty member to validate, discuss, and strategize about their Practice experiences and have the level of their professional skills [Skill Level] evaluated. These two requirements of Practice hours and Skill Level are used to track a student’s professional experience and progress throughout their time at the BAC, as well as form the basis for each program’s graduation requirements. Students who graduate from the BAC thus have a proven, vetted set of design firm experiences and skills as well as their degree.

The Practice Department at the BAC

students.

986In 2012/2013, the BAC enrolled

experiential [Practice] hours,

766,045different firms in Boston and beyond,

370degree-granting schools at the BAC [Architecture, Design Studies, Interior Design, Landscape Architecture.]

4Those students earned while working in while enrolled in one of

LEARNING THROUGH DOING.


446Number of Practice Assessmentsconducted in 2012:

60mins

Length of each Practice Assessment:

5Number of Practice Assessments BAC students will have at the BAC:

1814Number of Practice Reports filed and processed in 2012:


As the economy slowed in 2008, BAC students, like all in the design professions, found it nearly impossible to find work. Others were suffering too - non-profits saw their needs unmet and projects left unrealized as donations and contributions dried up. Recognizing these mutual needs, in fall of 2008, the Practice Department paired its first groups of students with non-profits in need of design help, and the Gateway Initiative was born.

Since those early projects, Gateway has proven itself to be an exceptional platform for students to gain substantive experience in project planning and delivery, design, collaboration, and skill building through working with community groups, municipal agencies, and non-profits. As the program has evolved and expanded, students and clients alike have recognized the Gateway Initiative as a formative endeavor that promotes self-confidence, rigorous experiential learning, and active assessment of design’s impact on communities, while offering assistance directly to those who are unable to afford professional design services.

The Gateway Initiative

non-profits.68

Since 2008, BAC students have worked with

TOUGH ECONOMIC TIMES YIELD OPPORTUNITY.

projects.93

Since 2008, the Gateway Initiative

has sponsored

students have participated in

Gateway projects.

1146Since 2008,

20 %

10 %

2009 201320112010 20122008

BAC students regain pre-recession employment levels

Expected increased participation with integration into new curriculum

Gateway founded, as “Practice Special Projects”

% of BAC students involved in Gateway projects


laborprojectguidanceassessment and support

Student

Non-profit client

Faculty

Practice Department

+GATEWAY PROJECT!


Gateway: Student Learning

Students from each of the BAC’s academic programs work on Gateway projects in interdisciplinary teams. By the end of a project, it’s quite common to hear an interior design student give a thoughtful analysis on an urban planning issue, or see a sensitive interior programming diagram drawn by a landscape architecture student, or hear an architecture student advocating for systems thinking. As the projects are real, so are the design problems - and as such, they do not fit into neat disciplinary boxes. We see that as a rich and rewarding, if sometimes challenging, learning environment.

Students in all Gateway projects are expected to participate in their own learning - advocating for skills they’d like to learn, actively reflecting on their progress, successes, and challenges. Twice a semester, we hold a Gateway Forum, where all teams pin up their work in our largest lecture hall, and give and receive written comments on each other’s work. We believe that reflective, double-loop learning is essential to the development of mature design thinkers and makers, and have found success fostering that in events like the Gateway Forum.

Our faculty are essential to our students’ success in the Gateway Initiative. We hire 20-30 adjunct faculty per semester to lead Gateway projects; these adjuncts are working professionals from many different disciplines, including architecture, landscape architecture, urban design, planning, interior design, development, industrial design, and graphic design.

TRUE TRANSDISCIPLINARY LEARNING.

of students strongly agree or agree.

96%“I am learning new

collaboration skills:”


86%

“I’ve shown strong improvement in CAD, Photoshop, Illustrator,

InDesign, and/or Sketchup:”


95%“I feel challenged to

stretch my abilities and thinking in this Gateway

project:”


“I love helping my teammates realize that their potential is a lot higher than they think it is, especially when they’re just about to give up. I think team motivation is more powerful than self motivation. Motivating others is my motivation.”Gateway Student, Spring 2013

“I want to work on Gateway because I want to make a difference in the community where I actually live.”

“Be effective, be insightful, don't give up...be passionate about your work.”


97%“Gateway was a valuable

learning experience.”

Gateway Student, Spring 2013

Gateway Student, Spring 2013


Giving Back

Without our community partners, none of this work would be possible. They become our students’ clients, and, we believe, benefit in two ways: first, by getting a dedicated and enthusiastic student team to work on their project at no cost to them, and second, by knowing that they are participating directly in our students’ learning. By putting their faith in Gateway students, these organizations foster students’ growth, enrichment, and sense of community responsibility.

WE CALL THEM FOGS: “FRIENDS OF GATEWAY.”

> AACA/BRA > Allston Village Mainstreets > American Legion Marsh Post #442 > Arlington Children's Theater > Boston Architectural College > Benjamin Franklin Institute of Technology > Boston Chinatown Neighborhood Center > Boston Parks and Recreation > Boston Public Schools > Boys and Girls Club of South Boston > Boston Redevelopment Authority > Catherine Aragon > Charlestown Municipal Garden Association > Children’s Cooperative Montessori School > Church of the Covenant > Citizen Schools > Codman Academy > Department of Capital Asset Management > Department of Neighborhood Development > Dorchester Community Food Co-op > Egleston Square Main Streets > Fair Housing Center of Greater Boston > First United Parish of Everett > Four Corners Action Coalition

> Four Corners Main Streets > Franklin Park Zoo > Friends of Lake Cochituate > Friends of Modern Architecture > Friends of Modern Architecture, Lincoln > Girl Scouts of Eastern Massachusetts > Greater Grove Hall Main Streets > Greater Love Tabernacle Church > Hale Reservation > Hawthorne Youth and Community Center > Higginson/Lewis School > Hosmer School > Housing Assistance Corporation of Cape Cod > ImprovBoston > Innercity Weightlifters > Juniper Gardens Condos > Long Way Home > Maimonides School > Metal Oxygen Separation Technologies, Inc > Metro West Collaborative Developers > Metropolitan Waterworks Museum > Mission Hill K-8 School > New Brook Farm Inc. > New England Conservatory

> Nuestra Comunidad > PJ Kennedy School > Roca Chelsea > Roxbury Community Cultural Arts Center

> Salvation Army Harbor Light > Somerville Community Growing Center

> Stonybrook Neighborhood Association > Students 4 Students > Town of Ashland > Town of Hamilton Recreation Department

> Transition House > Triangle Inc. > United Neighborhood Design Alliance > Viet AID > West Branch Somerville Library > William E. Carter School > William Monroe Trotter Institute at UMASS Boston

> Women's Lunch Place > YouthBuild Boston > Zoo New England

Clients shown in BLUE are repeat clients.


29,295Hours volunteered by Gateway students last year:

3662 DAYS, orThat computes to

183 MONTHS, or

17 YEARS.*working years.

*

“The client motivates me to create my best work. I love working with and presenting ideas to the client that will meet, and hopefully exceed their expectations!”

“[I know] that my work is taken seriously by the client and the client is excited to see our work.”Gateway Students, Spring 2013

“[We] are very impressed with the designs. The students are visionary and talented. They did a fabulous job of listening to our ideas, interviewing our students, and identifying the needs of our school. It was evident that they took all of that into account when designing the space. We look forward to future meetings and seeing how the design evolves!”Gateway Client, Spring 2013


A lot of work goes into establishing and scaffolding a Gateway project before the students begin their work. Typically, clients contact the Practice Department with an idea for a project. Then, the Director of Gateway works with the client to clarify the project goals, scope, and deliverables, which are mutually agreed to in a Letter of Understanding. This ensures that all parties, including the students, understand what is expected from the project. It also establishes a level of professionalism for the project: students take seriously that this is a real contract for real work.

At our Open House, students learn about which projects are on offer for the semester, and apply for the ones they’re most excited about. The teams are formed using these applications, advice from the Academic Advisors, and the Department’s knowledge of what faculty members and projects would be a good fit for each student.

To announce the students’ placements on teams and to kick off the start of the projects, we hold an Orientation involving all students and faculty. The Practice Department leads team building exercises, students sign semester contracts, and the teams hold their first meetings.

Thereafter, teams meet weekly as a group for a formal, faculty-led meeting, and throughout the week as a working group. Students are expected to put 15-20 hours/week into their projects.

Students present their work to their clients at least twice a semester, often presenting to the wider community, local leaders, and design professionals as well.

The Process

PRACTICE

GATEWAY PROGRAM

Since 2008, the Gateway program has served nearly 700 students in 85 different projects; it is a true learning laboratory, where students are actively engaged in applied, project-based learning, interacting with and serving community clients, and participating comprehensively in a wide variety of projects. Gateway projects give students an opportunity to earn Practice hours while bolstering their portfolios, serving their communities, increasing their technical and professional skills, engaging in cross-disciplinary work, and providing a venue to network with other students, faculty, and community members. Gateway projects are not intended to entirely replace the ways in which students have traditionally earned Practice hours - by working in design firms and related fields - but can serve as alternative options while students search for traditional employment in a design firm. Students who have participated in Gateway projects have consistently cited it as one of the most important, and powerful, aspects of their education at the BAC.

PROJECT INFORMATION

PROJECT NAME: Accessibility, Public Policy, and Design [semester 3] CLIENT: Fair Housing Center of Greater Boston CLIENT REPRESENTATIVE: Robert Terrell, Director of Public Policy, FHCGB PROJECT DURATION: Fall Semester 2013 PROJECT BRIEF [2-3 SENTENCES]

This Gateway project will build on the work of the 2012-2013 Gateway investigation into examples of successful and not-so-successful implementation of Fair Housing requirements in the city of Boston, as well as the Accessibility Studio Guide, developed by Gateway students in Spring 2013. In Fall 2013, students will continue to look beyond ADA or typical understandings of accessibility, and learn about what designing for 21st century minds and bodies might entail – how does our architecture create disability, by not accommodating, celebrating, or supporting all kinds of people? To do this, students will begin investigating the creation of an accessibility audit that can be performed on existing buildings, or buildings in the design phase. This audit tool will be useful and applicable in professional settings in particular, and will require students to be engaged in understanding and interpreting accessibility guidelines, construction documents, the construction process, and fair housing principles. Concurrently, students will help roll out the Accessibility Studio Guide, and begin tracking its use in the studios, preparing for a revision of the Guide in Spring 2014.

This ongoing work represents part of a body of research at FHCGB that includes Tufts, HUD, the Institute for Human Centered Design, and the BAC.

CLIENT COMMITMENT

By signing this agreement, the Client, named above, agrees to the following: [PRE-SEMESTER]

1. Attend pre-semester planning meeting with Director [and faculty, if appropriate] to discuss client expectations, project description, project specific learning goals, project specific deliverables, and Gateway assessment rubric.

2. Sign Letter of Understanding, which includes project-specific deliverables based on meetings with Director. 3. Provide base materials, including drawings, surveys, photos, etc. 4. Out-of-pocket costs of the Client’s Gateway project such as substantial printing, model-making or mock-up

materials, out-of-town field trips, special documentation, etc. will be borne by Client. Director will obtain Client’s approval prior to incurring costs for which are Client is responsible, which may be obtained on a case-

Letter of Understanding BOSTON ARCHITECTURAL COLLEGE

GATEWAY PROGRAM

SCAFFOLDING PROFESSIONALISM.


LOU [Letter of Understanding]- Director of Gateway drafts LOU, sends to client for comment/revision- Client signs agreed-upon LOU and returns to Director of Gateway- Director of Gateway assigns project number and begins instructor search

Initial meeting between client and Director of Gateway1

Planning meeting between client and Director of Gateway- Determine: project scope, timing, location, deliverables, client representative, and client donation

Instructor/client coordination meeting- Meeting between Director of Gateway, instructor, and client. Discuss: project scope, client involvement, deliverables- Client sends support material [photos, site information] to Director

Hiring of instructor(s)- Director of Gateway interviews and hires instructor for project. - Determine: meeting time. Discuss: compensation, faculty expectations- Practice Dept. draws up contract and tax forms

Semester of work!- Instructor leads student team through semester’s work, towards deliverables- Client attends presentations as coordinated by instructor

Director of Gateway

Instructor

Client

Project becomes “official”

Open House- Director puts together poster for project- Client and instructor come to Open House to help recruit students

Team Selection- Practice Dept. goes through applications and assembles teams

Orientation- Instructors and accepted students come to BAC for orientation and kick-off team meeting

Final deliverables- Instructor and student deliver final deliverables to client at end of semester

Debrief + Next Steps- Instructor, client, and Director meet to discuss project’s outcomes, and whether project will continue beyond one semester

Semester starts

Semester ends

2

3

4

5

6

7

8

9

10

11

1 2 3 4 5 6 7 8 9 10 11

Gateway Project Timeline

Students

LOU [Letter of Understanding]- Director of Gateway drafts LOU, sends to client for comment/revision- Client signs agreed-upon LOU and returns to Director of Gateway- Director of Gateway assigns project number and begins instructor search

Initial meeting between client and Director of Gateway1

Planning meeting between client and Director of Gateway- Determine: project scope, timing, location, deliverables, client representative, and client donation

Instructor/client coordination meeting- Meeting between Director of Gateway, instructor, and client. Discuss: project scope, client involvement, deliverables- Client sends support material [photos, site information] to Director

Hiring of instructor(s)- Director of Gateway interviews and hires instructor for project. - Determine: meeting time. Discuss: compensation, faculty expectations- Practice Dept. draws up contract and tax forms

Semester of work!- Instructor leads student team through semester’s work, towards deliverables- Client attends presentations as coordinated by instructor

Director of Gateway

Instructor

Client

Project becomes “official”

Open House- Director puts together poster for project- Client and instructor come to Open House to help recruit students

Team Selection- Practice Dept. goes through applications and assembles teams

Orientation- Instructors and accepted students come to BAC for orientation and kick-off team meeting

Final deliverables- Instructor and student deliver final deliverables to client at end of semester

Debrief + Next Steps- Instructor, client, and Director meet to discuss project’s outcomes, and whether project will continue beyond one semester

Semester starts

Semester ends

2

3

4

5

6

7

8

9

10

11

1 2 3 4 5 6 7 8 9 10 11

Gateway Project Timeline

Students

handout given to prospective Gateway clients and faculty


Recent Projects

WESTON

EVERETT

EAST BOSTON

Hosmer School

Metropolitan Waterworks Museum

Washington St Corridor

Children’s Cooperative Montessori School

Codman Academy

Grove Hall

Higginson/Lewis SchoolHawthorne Youth and Community Center

Citizen Schools

The Boston Architectural College

Institute for Human Centered Design

Transition HousePJ Kennedy School

Lake Cochituate

Tremont Nail Factory


PJK SCHOOL SCHOOLYARD DESIGNCLIENT: PJ Kennedy Elementary School [Boston Public Schools]LOCATION: East BostonFACULTY: Nick Buehrens, Gretchen Schneider

Develop design for outdoor classroom and schoolyard

BAC Gateway 2013

Proposed Axon MaterialThe Front of Patrick J. Kennedy School

Planters fence has dual purpose, acts as a barrier as well provide colorful and

pleasant front

Side by side sitting with flower planters

Gathering Area with Bamboo planters and

flower planters

Shelter protects from rain, provides shade and nice cozy corner for con-

versation

Planters enhancing the front en-trance with greenery

Sitting under a shade of a tree

BAC Gateway 2013

Proposed ConditionAlley View between Parking Lot & School toward Bennington St

Building on work done in Fall 2012, students working on this project continued to develop the master plan, focusing on producing an overall master plan diagram supplemented by vignettes to show design ideas and intent. Students analyzed site, client, and environmental needs at the PJ Kennedy schoolyard, which is currently a mostly underutilized asphalt open space. Students engaged in issues of security, stormwater management, working with PJ Kennedy students, and producing materials the school can use toward fundraising. Students also identified, designed, and proposed a small design-build project to be completed onsite, during summer 2013.

This work has already been used as part of a successful grant application for the 2013 ASLA/ACE Mentor Legacy Project to implement these improvements in 2013/2014.

Higginson/Lewis School

Wear CourseMDI Polyuretne & EPDM rubber granules 1/2 inch thickness, mixed 22% binder to rubber ration and installed according to manufacturers speci�cations.

Impact Attenuation LayerMDI Polyurethane & SBR rubber bu�ngs. 1-4” thickness based on fall height requirements. Mixed 1\2% binder to rubber ratio and installed to manufactures speci�cations.

Sub-Base-AGranite screenings, 1/2” depth compacted to 98% SPD with a plnarity of +- 1/4” over 10’ in any direction. Sub-base surface slope to be 2% or greater.

Sub-Base-BGranular Packie Aggregate type A 4-8” depth (consult local soil engineers for required thickness) compacted to 98% SPD.

New seating for an outdoor eating area

New trees planted

Existing trees keptSaratoga Street

Prescott Street

Bennington StreetExisting retaining walls cleaned and painted


CAMPUS CLIMATE ACTION PLANCLIENT: The Boston Architectural CollegeLOCATION: Back Bay [Boston]FACULTY: Blake Jackson, Sierra Flanagan, Shaun O’Rourke, John Gravelin [TA]

In 2009, BAC President Ted Landsmark signed the American College and University Presidents’ Climate Commitment [ACUPCC], which required the BAC to develop a Climate Action Plan [CAP]. The CAP must be periodically updated, revised, and refined towards the goal of reducing carbon emissions by 45% by 2045.

In Spring 2013, the student team developed a comprehensive plan for rewriting and updating the CAP over the next year [for a deadline in January 2014]. Additionally, students conducted expanded research, combing through utility bills, understanding building user behavior, and conducting interviews with facilities personnel, students, staff, and faculty in their quest to document and graphicize trends and patterns of energy use at the BAC. The students presented their recommendations for implementation, funding, and to raise awareness in the wider BAC community to BAC administration at the end of the semester.

Help the BAC revise and implement its Climate Action Plan

0

50,000

100,000

150,000

200,000

250,000

300,000

2009 2010 2011 2012

Student Air Travel

(Miles)

STUDENT AIR TRAVEL

MILES

(DISTANCE AND STUDY ABROAD PROGRAMS)

Student Air Travel, in miles

BAC Water Consumption


EQUAL OPPORTUNITY DESIGNCLIENT: BAC, Fair Housing Center of Greater BostonLOCATION: Back Bay [Boston]FACULTY: Emmanuel Andrade [Institute for Human Centered Design]

The World Health Organization recently redefined disability as a contextual phenomenon, dictated by the intersection of a person and his/her environment. This means that, as designers, we have the power to create environments that may or may not be disabling to those using them. At the BAC, students are required to be introduced to accessible and inclusive design as part of their studies, but many don’t know where to start, or why it’s important to learn.

This quick reference guide is specially designed to help emerging design professionals learn how to identify and resolve accessibility elements during early design development, and touches on several scales useful to students: landscape, building, interior. The guide grew out of ongoing research with the BAC, the Fair Housing Center of Greater Boston and the Institute for Human Centered Design, and was developed under a grant from the U.S. Department of Housing and Urban Development. Work on the next phase of this research will continue in 2013/2014.

Create guide for BAC students to implement accessibility into studio projects

Hal lways :Protruding Objects• Height from floor = max. 27”• Height from above = min. 80”• Applies to outdoors spaces as well

Doors :

Ver t ica l Circulat ion:Elevators:• Passenger• Service• LU/LA (not acceptable for new buildings)• ResidentialLifts:• Inclined• Vertical• Chair lift (residential use)

Circulation

60” MIN

18” MIN

80” MIN

27” Max

48” Max

• Width = min. 32”• Opening Force = max. 5 LBF• Closing Speed = min. 3 secs• Threshold = max. 1/2”• Hardware = max. 48”• Maneuvering Clearances

10

Signage:

• Character Proportion & Height• Raised and Braille Characters• Finish & Contrast• Mounting Location & Height = 48” to 60”, located on the latch side of doors for consistency• Symbols of Accessibility

Sta irways :• Treads & Risers• Nosings• Handrails = the only ‘safety net’ for

people while using the stairways. Required cross section offers an effective pinch grip for those who rely on the handrails for balance and support.

Railing extensions are required at the top and bottom of all stairways and ramps.

12”

1- 1/4” - 2”

60” max48”

MIN

Ramps:• Run = max. 30’• Rise = max. 30”• Handrails• Width (between railings) = • min. 48” in MA, min, 36” ADA• Landings = min. 60” X 60”, every 30’or at any change of direction or at top and bottom of ramp• Slope = max. 8.3%

11

The Boston Architectural College: The Gateway Initiative20 8The Children's Cooperative Montessori School, 268 Fairmount Avenue, Hyde Park, MA 02136

Systems

Learning SystemsHydrology Systems Landscape/Nature SystemsCirculation Systems

CC MONTESSORI SCHOOL STUDYCLIENT: Children’s Cooperative Montessori SchoolLOCATION: Hyde Park [Boston]FACULTY: Justin Viglianti, Asia Scudder

In this project, students generated master plan studies of a half- acre Montessori school campus. The client asked the student team to recommend how best to utilize its grounds and buildings pragmatically, educationally, and as a reflection of the School’s values: the buildings and landscapes must reflect sustainable design principles, be accessible, and support student learning; all materials and plants used on the project should be environmentally sensitive, and appropriate to the School’s urban location and microclimate.

Students conducted site and building surveys and analysis, proposals, and a series of vignettes to help CC Montessori with fundraising, visioning, and project trajectory.

Generate series of master plans for school property

Gateway Spring 2013

15The Children's Cooperative Montessori School, 268 Fairmount Avenue, Hyde Park, MA 02136

Rain Garden

Wildlife

Meadows

Legend

N1 Helianthus annuus Sunflower (1’-12’)BermTerrace

2 Thymus Thyme (3”-12”)

3 Rudbeckia Black Eye Susan (2’-12’)4 Native Planting (same as rain garden)

1 Leucojum aestivum Summer Snowflake (2’)2 Narcissus Daffodils (6”- 20”)3 Echinacea Purpurea Purple Coneflower (2’ - 4’)4 Pennisetum Fountain Grass (10”- 5’)5 Pachysandra Sp. Pachysandra (8”-12”)6 Liriope Lilyturf (1’)7 Iris Iris (6”- 3’)8 Canna Canna (2’- 6’)9 Phlox Tall Garden Phlox (8”- 48”)

10 Muscari Grape Hyacinth (3”- 8”)11 Tulipa Tulips (18”- 30”)12 Solidago Golden Rod (2”- 6’)

1

2

3

1 Forsythia Forsythia (12’-15’)2 Viburnum sp. (12’)

3 Dogwood (18’)

4 Buddleja Butterfly Bush (5’ - 15’)

5 Red Salvia (18” - 24”)

10

2

31

1

24

5

5

Wildlife Habitat

Proposed Vegetable Garden

5

3

6

6

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Nature Habitats

As more research was conducted, different nature habitats withmeadows,raingardensandplantingsweredefined.Thesewillattractbutterfliesanddifferentspeciesofbirds.Areasweredividedfrom the backyard to the front yard. The back yard will have a wildlife habitat, a berm surrounded by vegetation will be used to guide rain run off of to the front yard rain garden, which will be designed as meadows

withgroundcoveraswellastallcolorfulflowersthatwillblossomthroughout the year.

8The Children's Cooperative Montessori School, 268 Fairmount Avenue, Hyde Park, MA 02136

Systems

Learning SystemsHydrology Systems Landscape/Nature SystemsCirculation Systems


CITIZEN SCHOOLS CURRICULUM DESIGNCLIENT: Citizen SchoolsLOCATION: Orchard Gardens K-8, Roxbury [Boston]FACULTY: Ben Peterson

Create design curriculum for middle schoolers

lessOn 8: the biGGer PictureaPril 23, 2013

Objective: StudentS will underStand the bigger implicatiOnS Of the lOcatiOn fOr their wOw prOject. they will lOcate and cOnnect pOintS On the map and by dOing thiS they will begin tO underStand that they are deSigning an impOrtant pOrtiOn Of the neighbOrhOOd.

Time Table for Class aCTiviTies

3:30-3:40 Break into groups, distribute materials3:40-4:00 Identify known locations on the map4:00-4:20 Connect known locations to other locations (example: home to OG)4:20-4:40 Identify and connect means of transportation (T, Highway, etc.)4:40-4:50 Identify parks, waterways, etc. 4:50-5:00 Regroup and review

If time permitting, draw logos for group project.

materialS: (3) 22”x34” plOtS Of Orchard gardenS/SOuth end/ rOxbury neighbOrhOOd- mOunted On fOam cOre, lOtS Of cOlOred puSh pinS, lOtS Of cOlOred String

netwOrkS SyStemS urbaniSm

To the right is a great finished map that one of the groups put together. The laid-out string shows

the routs that they walk to school, specific systems,

such as public transportation and water-ways, and major roads of

the South End/ Roxbury neighborhood

This Gateway project team was charged with developing a curriculum that instructors in Citizen School’s program could use to teach middle school students about the design process and design thinking. Citizen Schools is an after-school program that relies on volunteer teachers to teach 10-week semesters, with class time occurring for 1.5 hours weekly. At the end of the ten weeks, students put together a presentation to demonstrate what skills they have learned.

The BAC students developed and tested 10 lessons, and compiled them into a curriculum guide that includes reflections on the lessons, suggestions for further development, and reflections on their own development as educators of design.

Middle school student work



CODMAN ACADEMY MASTER PLANCLIENT: Codman Academy [Public Charter School]LOCATION: Dorchester [Boston]FACULTY: Elizabeth Christoforetti, Jonathan Evans

Generate series of master plans for school property

This Gateway project generated a set of design recommendations and guidelines for Codman Square’s Epping Street and its immediate context as an extension of the Codman Academy Charter Public School campus. Finer grain design considerations included street-scape and parklet design, wayfinding graphics and street furniture, and innovative landscape and greenhouse designs that will enable the integration of urban agriculture into the Codman Academy curriculum. This project worked collaboratively and concurrently with a second Gateway project, focused on exploring specific urban agriculture and/or aquaponics installations on the Codman property.


CODMAN ACADEMY URBAN AGRICULTURECLIENT: Codman Academy [Public Charter School]LOCATION: Dorchester [Boston]FACULTY: Marilyn Moedinger, Dan Weissman

Study options for urban ag and aquaponics on campus

Grounded in research done with the local design collaborative the Productive Collective, students in this project studied urban agriculture and aquaponics, installed a pilot aquaponics installation in the library at Codman Academy, and proposed a series of agriculture/aquaponics interventions on sites around Codman’s campus. This project worked collaboratively and concurrently with a second Gateway project, focused on master planning and curricular proposals for Codman. The aquaponics system installed in Codman’s library is currently serving as a learning site for Codman biology students, and is providing regular crops of vegetables [and soon fish!] to the cafeteria.

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Water line from fish tank to grow bedsWater line from sump tank to fish tankWater path through system


MUSEUM EDUCATIONCLIENT: Metropolitan Waterworks MuseumLOCATION: Brookline, MAFACULTY: Beryl Rosenthal

Generate series of educational materials for historic museum

Located across from the Chestnut Hill Reservoir and pumping station in Newton, the Metropolitan Waterworks Museum celebrates its legacy as the original pump station which impelled fresh water into Boston until the mid-1970s. Students built on work done in Fall 2012, and continued to work with the staff and teacher-in-residence at the museum on developing and participating in educational programming, participating and leading tours and docent activities, and preparing educational materials for the museum. Students worked onsite at the Museum, and developed a series of tangible educational materials for docents to use onsite.


Bedroom Bedroom

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Create a warm and inviting entry sequence that welcomes peo-ple into the space. By opening up the front hallway and creat-ing sightlines into the living room, someone entering the house is immediately aware of the the home’s gathering space.

Furniture and finishes that are durable, functional and comfortable but do not look institutional and generic. Furniture that wears well and holds up to constant use will keep the house looking new for many years.

Overall design that is unique, interesting and thoughtful, achieved by creative use of paint colors, materials, furniture selection and semi-custom designed elements. eclectic furni-ture and artwork makes the house feel like a home with pieces that have been collected over the years.

Division of gathering and private spaces allows residents to coexist comfortably wtih the ability to focus on both indepen-dence and interdependence.

TRANSITION HOUSE INTERIORSCLIENT: Transition HouseLOCATION: Cambridge, MAFACULTY: Elaine Bello

Study options for interior remodel of shelter for victims of domestic violence

This Gateway project helped the client determine better space use and general renovations to its interior spaces, including office spaces and residential areas. Paired with a studio studying hospitality spaces, this project explored the spatial and design implications of creating “home” in a space that is transitional and serving a population that has been traumatized by abuse. Students in this project actively worked with both the staff and the residents in assessing and prioritizing their needs, proposing design solutions, and working through several iterations.

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TREMONT NAIL COMPANY SURVEYCLIENT: n/aLOCATION: Wareham, MAFACULTY: Johanna Rowley

Document and research historic buildings and site

This Gateway project focused on the second phase of the redevelopment of the Tremont Nail Factory District that included finalizing preservation inventory forms and submitting the nomination for submittal to the 2013 11 Most Endangered Historic Sites, which is supported by the National Trust for Historic Preservation. It also included the initial exploration of building energy efficiency, and drafts of 2D drawings and 3-D modeling of the site.

The Tremont Nail Factory District is located in Wareham, MA and has been on the National Register of Historic Places since 1976. It was the site for one of the nation’s oldest cut nail manufacturer which was founded in 1819. The company still exists in Mansfield, MA, but no longer owns the historic property in Wareham.

This project was published in the Summer issue of Preservation Magazine.


WASHINGTON STREET CORRIDOR STUDYCLIENT: Stonybrook Neighborhood Association, Egleston Square Main StreetsLOCATION: Jamaica Plain [Boston]FACULTY: Drew Kane, Nick Hornig

Study and document mile-long urban corridor

The goal of this Gateway project was to generate a report of the urban conditions on the Washington Street corridor between Egleston Square and Forest Hills, in Jamaica Plain. With the recent completion of several significant development projects on nearby Amory Street, as well as several proposals on Washington Street itself, the corridor is poised for a change from its historically industrial fabric – and local residents and business owners are interested in seizing this opportunity to spur a more vibrant, livable, and sustainable vision for the Washington Street community. BAC students, working with neighborhood association representatives and community members, cataloged and analyzed conditions along the corridor, ultimately producing a series of diagrams and vignettes that will help residents, developers, and business owners understand the conditions, issues, and potential for the corridor. The goal for the final report is to help ESMS and SNA attract the attention of City planners to do an in-depth, funded study of the corridor.

Atherton St @ Lamartine St - Walnut Ave

Lamartine St below Stony Brook - Walnut Ave

Biltmore @ Lamartine - Walnut Ave

Greet St - Glen Rd

John A Andrew @ Sedgwick St - Forest Hills

Hall St @ South St - Forest Hills

Arborway - Forest Hills Ave

South St @ Martinwood Rd - Forest Hills Ave

Child St @ Lee St - Forest Hills

Washington St

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FLOOR AREA RATIOS (F.A.R.s)by Mass GIS

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DETAIL/INTER[SECTION]CLIENT: n/aLOCATION: Back Bay [Boston]FACULTY: Marilyn Moedinger, Jason Neves

Develop “detail catalog” demonstrating process thinking

In a world of BIM and 3D drawing sets, what is to be learned from constructing drawings orthographically, in two dimensions? In this pilot Gateway Lab, students engaged in construction detailing and drawing exercises - learning how to think about how buildings and drawing sets go together, and in particular how to ask questions about how buildings function constructionally - as a designer, or a contractor, or an engineer might.

Students developed a “detail catalog,” demonstrating their understanding of a particular case study building. They also developed “forensic drawings,” which allowed them to show explicitly their hypothesis, research, and interpretation of their case study buildings - in essence, to make manifest their thinking process.


HYCC BUILDING REDESIGNCLIENT: Hawthorne Youth and Community CenterLOCATION: Dorchester [Boston]FACULTY: Mark Rosenshein

Study options for redesign of community center’s main building and grounds

Started in the late 1960’s, this essential grass roots organization provides 5-18 year olds access to year round affordable educational, cultural, recreational, and vocational opportunities. Building on the work completed in the Fall 2012 semester, students in this project continued to develop the design for the Hawthorne Youth and Community Center in Roxbury. Students engaged the HYCC in the design process, identified possible uses for the city-owned plot of land immediately adjacent, and developed their design ideas into a coherent, complete schematic site and building design for HYCC. Students also engaged Department of Neighborhood Development and Boston Redevelopment Authority officials as part of presentations and the design process.

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YOUTH CENTER3 56 SF

MALE BATHROOM6

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HIGGINSON LEWIS SCHOOL STUDYCLIENT: Higginson Lewis K-8 SchoolLOCATION: Roxbury [Boston]FACULTY: Karen Nelson

Study options for space use, entry redesign, and accessibility

Formed when an elementary school and middle school merged into one school in Roxbury, the historic Higginson-Lewis School building presents some challenges to modern users. BAC students worked to identify school, student, teacher, and parent needs, assessed and researched the building itself, and proposed design solutions and ideas to help galvanize fundraising. Investigations included accessible entrances into the school building, accessibility within the building, proposals for improvements to the auditorium, spaces for parents and teachers to meet, community space, and climate control systems/improvements. The BAC students worked with Higher Ground, the school administration, the parent organization, and students as appropriate. Materials and visioning generated by the students will be presented and displayed at the ribbon cutting ceremony for the renovated schoolyard, set to open in October 2013.


HOSMER SCHOOL CAFETERIA REDESIGNCLIENT: Hosmer Elementary SchoolLOCATION: Watertown, MAFACULTY: Cal Olson

Study options for redesign of key interior spaces

Building on work done by students in Fall 2012, students in this Gateway project continued to refine the design for a cafeteria at the Hosmer School, a pre-K-fifth grade public school in Watertown, which serves a sizable population of autistic children. Students focused on putting together a package that helps the school with community outreach and marketing, including text, budgets, diagrams, and images, in support of the school’s fundraising efforts. Students presented to groups of parents, staff, and school administration as they refined the design and honed the marketing package for the project.

Hosmer School Cafeteria + Lounge Redesign

Hosmer Elementary School ProjectBuilding upon previous research, the BAC Gateway Team developed and refined an overall design for the Hosmer cafeteria and its adjacent spaces. Overall, the scope of the project included the main cafeteria, a staff and teachers lounge, and the exterior space of the cafeteria. The driving factor of the design strategy was to reduce the sensory overload for students on the Autism Spectrum and students with special needs. Consequently, the design strategy included the following:

• Dampen excessive noise level• Diminish irritating glare condition• Reorganize circulation and optimize underutilized spaces

All students are impacted by the cafeteria conditions, but those with distinct hypersensitivities are especially at risk. Part of the initial research was to become aware of the special needs for children living with Autism Spectrum Disorder, or other developmental difficulties, especially in a classroom or cafeteria setting. Hosmer Elementary has a sizable population of students, and a fair proportion are acutely affected by the excessive noise level, bright glare, and the inefficient circulation.

Working closely with our faculty advisor and representatives of the Hosmer administrative staff, we developed concrete deliverables. We employed phasing as a strategy to manage the costs of the project. Performing work over time and a facilitation of fundraising initiatives are important factors that would enable this project to move forward into construction. All efforts were made to reduce expenses and to estimate future costs, because the reality of the situation demands real action.

Hosmer Elementary School Project Scope:Cafeteria, Lounge, Corridor + Adjacent Outdoor Area

Existing Issues

Gateway Project Collaboration Initiative


GROVE HALL NEIGHBORHOOD STUDYCLIENT: Earthos InstituteLOCATION: Grove Hall [Boston]FACULTY: Phil Loheed and Sarah Howard

Neighborhood mapping and research

Students in this project were introduced to the Earthos methodology for measurable self-sufficiency known as “Bioregional Urbanism,” with the overall intent to create a dynamic and ongoing toolbox for creative self-sufficiency and economic development for the Grove Hall community as “The Ideal Neighborhood of the Future”—and to continue developing this process as a template for other communities and bioregions. Based upon system and urban design studies carried out last year, the Earthos Grove Hall team intends to create and install online the “Grove Hall Community Map System.” This will include both GIS base information [working with GIS interns from Tufts University] and “crowd-sourced” information by Grove Hall stakeholders. In addition, specific urban design ideas resulting from Earthos’ studies and reviewed with the GGHMS committee will be documented and mapped as part of the system.

This project is a collaboration with the Greater Grove Hall Main Streets [GGHMS] organization, and Boston’s Department of Neighborhood Development [DND].


COCHITUATE STATE PARK VISITORS’ CENTERCLIENT: Friends of Cochituate State ParkLOCATION: Natick, MAFACULTY: Shawn Burns, Phil Colleran

Schematic design and siting study

In this two-semester project, students generated preliminary designs for a new Visitors Center at Cochituate State Park. During the first semester “audit” phase, students analyzed site, client, environmental, and community needs and proposed preliminary design ideas. During the second semester “design” phase, students developed design ideas into a coherent, complete schematic site and building design for the Visitors’ Center. This project engaged sustainable principles, with the goal of producing a net-zero facility for the Park.

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HYDRONIC AND GEOTHERMAL SYSTEMS GREEN ROOF & WATER COLLECTION NATURAL LIGHT SEA FLEX SYSTEM

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WATER FILTRATION SYSTEMLIVING MACHINE


Gateway Initiative Leadership

Marilyn W. Moedinger, LEED AP, M. Arch, Assoc. AIADirector of the Gateway InitiativeDirector of Instruction and Assessment in Practice

Marilyn directs all aspects of the Gateway Initiative, including teaching projects each semester. Her professional background includes practicing architecture at Utile, Inc in Boston, and as a freelance architectural designer in Charlottesville, VA. She holds a BS Arch, a BA in History, and an M. Arch from the University of Virginia. Marilyn traces her interest in community design build to her work as a student on the ecoMOD project at UVA, and her work in communities in the mountains of West Virginia.

She also has several years of professional contracting and construction experience, and was the 2010 SOM Prize winner, with which she traveled the world researching vernacular climate mediation strategies. Marilyn previously taught at Northeastern University, and has lectured at Cincinnati, UC Berkeley, Harvard GSD, UVA, and BAC.

Len Charney, Assoc. AIAHead of Practice

As the founder of the Gateway Initiative, Len helped conceive and start the Initiative in 2008 as the Head of Practice at the BAC. Through his unstinting championing of project-based learning and community engagement, the Gateway Initiative grew from an experiment with a few students to a robust, meaningful, and unique program among design schools.

Len holds a M.Arch from the Massachusetts Institute of Technology, a Masters in Teaching from Antioch College, and a BS from Cornell University. His diverse career has focused on three professional areas: education and career development training, design and construction management, and community planning and real estate development. In 2008, he was part of the BAC’s successful application for and implementation of the 2008 NCARB Prize for the Integration of Education and Practice.

Kim FarinoAdministrative Assistant to Gateway

Erik HamiltonAssistant Director of Operations in Practice


Get Involved!

The Gateway Initiative is a truly collaborative, relationship-driven endeavor, and we are always interested in learning more about ways we can engage our wider Boston community. We welcome hearing from you if you would like to engage the work of the Gateway Initiative in any of the following ways:

COMMUNITY PARTNERSThe work of the Gateway Initiative would not be possible without collaborations with our community partners, non-profits, and neighborhood groups. We are always looking for organizations to work with on new or ongoing projects.

FACULTYEach semester, the Practice Department hires 20-30 faculty to teach and lead Gateway projects. Typically, these adjunct faculty members are working professionals who, in exchange for a modest stipend and a unique teaching experience, help our students learn how to manage and execute these real-world projects.

SUPPORTStudents do not pay tuition to participate in Gateway, and nor do our community partners pay for these services. As such, we are ever in need of support from generous friends and foundations. We do not compete for paid work, or take work away from professional design firms.

CONTACT: [email protected]/practice

SUCCESS THROUGH PARTNERSHIPS.

Abraham Adams Adams Adams Addieg Afzal Aghdaii Akhmedova Alce Allen Almuwallid Alzain Ambrogio Ametaj Ammar Anderson Anderson Anderson Andriushkiavichus Apazidis Araque Armenian Arnold Aroesty-Cohen Ash Baccala Badawood Baek Bairaktaris Baker Bala Balashov Balasubramanian Baldwin Banihashem Bansal Baran Barnett Barzola Baskerville Batterbee Baumgartner Beaulieu Becker Bedoya BelangerBellBellBennettBergerBeyerBhattachanBickfordBiles Bird Bissonnette Bittel Blair-Calzini Blanc Blanks Boessel Bolivar Booth Borger Boudjarane Boudreau Boyle Branchesi Branger-Oquendo Brown Broyles Bryan Bubnelis Bustos De Haro Butler Caballero Cacciatore Calabro Cali Cammett Campolieta Cannella Cantu Carmichael Caron Caruso Casazza Cashin Castellano Castro Cedano Chan Chan Chauhan Chauvet Chavez Chen Chen Chien Chin Chow Chung Cianfrocco Cleaver Clifford Cody Coleman Conlan Conley Cook Corby Corrales Cossi Cronin Cummings Cummings Cutter Dailey Dampier Dandridge Darradji Das DaSilva Dassin Davies DeAguila Deitch Derby Dhliwayo Dias Pinto Diaz Diaz Diaz-Rivera Dicken Dieguez Digby DiLuzio DiSalvo Donaire Driscoll Duffy Edmonds Ela Ebang Elia Emelyanova Emerson Enamorado Estes Esteves Ewing Faraci Farhat Farkas Ferguson Fernandes Fertig Findley Fisiy Fitzback Florus Flynn Focht Fodera Forde Forero Fortuna Fox Franca Freni Frese Fu Fuller Furlong Futey Gadani Galgano Gannon Gao Garcia Gardner Gathright Gayl Georges Ghabour Gilbert-Williams Gilman Gilmore Goldish Gonzalez Gordon Gosnell Gott Gould Gravelin Gravius Grealy Groot Grosman Gruhn Gurmu Hall Hamilton Hammond Hanning Hans Hansen Harmon Harootyan Harper Harrington Hart Hasanaj Haschig Haugen Haynes Hebsch Heidebrecht Hernandez Hernandez-Rodriguez Hester Hiatt Himmel Hines Hitchon Ho Hovey Howard-McHugh Hulslander Hunter Hutchinson Iacoboni Ion Ishihara Jahedi Jamin-Changeart Jean-Sicard Jesus Jilani Joelli Johnson Kaltenbrunner Karam Karim Karmacharya Kay Kazanas Keefe Kennedy Kennedy Kennedy Kennedy Kenney Kielty Kile Kim Kirch Kisekka Kneeland-Willcox Knott Koeppe Kontsevaia Krenitsky Krofta Kuhlman Kujenya Kung Kurachi Ube LaFontant Lamboni Lamp Langis LaPietra Larraga Larrauri Lazaros LeLear LeGault Leonardo Leong Leung Lewis Li Li Li Liao Lin Littlefield Litvinova Liu Loiurio Long Lord Lord Lorenz Lorenzini Luangaphay Lucas Lv Lv Lyons MacDonald MacIsaac MacKinnon MacLeod Madhusoodanan Maehara Mahoney Mairena-Vargas Manno Marchany Marcoux Marini Marino Martin Martinez Masnyj Mason Matho Mazzocco McCarthy McIntosh Meier Mejia Merchel Messer Messina Mezheritskaya Michael Mier Millard Mills Miri Mitchneck Molano-Medina Molina Molinari Montanez Montecalvo MorganMorin Morrisey Moscoso Mudawar Muller Muqaddam Murphy Mutluay Muydinov Myers Nachreiner Nall Nazaire Neang Nelson Nelson Nelson Newland Nikolla Nmadu Noble Noer Nori Ntanas NunezO'Brien O'Donnell O'DonnellOo Oppelt O'Rourke Ortiz Osband Osers-Muller O'Toole Parham Parikh Paris Paufler Pawlyszyn Peichert Peoples Percival Perlik Petrucci Pinot-Juan Pitre Pleiss Plumbi Poillucci Polanco Polizzano Pollack Pollitt Poreda Porter Pratt Proctor Prudhomme Pruller Putnam Raichle Rainey Ramadani Ramirez Ramos Rawson Rego Regus Reilly Reinders Reis Ren Reyes Rhee Richard Richardson Riemitis Riley Rivera Robards Robinson Robinson Rodriguez Roediger Rogoff Rohler Romero Rose Rovero Ru Ruiz Ruiz-King Ryan Sack Sadler Samson Saria Sarno Sater Sayer Scheidt Schneider Schofield Schroeder Schultz Schwadel Sengillo Severo Shabbir Shah Shapiro Sherifi Siekierski Sisam Smith Smith Smith Smith Smith Smith Smoczynski Soderlund Sok Solis Soltanifar Souza Spatola Stawasz Strang Stred Stromstad Stuono Suh Sutliff Swan Swanson Swasey Tal Granek Tariq Tate Taylor Ten Eyck Teneva Tetzlaff Theodorou Theriault Thielenhaus Thomas Thompson Thompson Tirro-George Tofias Tones Torchon Tran Tran Tschibelu Underwood Urabe Van Minnen Velandia Velentzas Vester Vetter Vieira Vigil Vincent Walfield Walters Wang Waters Watts Wein Welch Weldon Whipple Wieczorek Wilczynski Wilder Williams Williston WillsWolber Wolf Wolfel Wolters Wong Wood Wright Wright Xie Yamaguchi Yau Yee Yokyongsakul Young Young-Lopez Youseff Zakaria Zapata-Arroyo Zeese Zhang Zheng Zinkowski Zipeto

Siekierski Sisam Smith Smith Smith Smith Smith Smith Smoczynski Soderlund Sok Solis Soltanifar Souza Spatola Stawasz Strang Siekierski Sisam Smith Smith Smith Smith Smith Smith Smoczynski Soderlund Sok Solis Soltanifar Souza Spatola Stawasz Strang Siekierski Sisam Smith Smith Smith Smith Smith Smith Smoczynski Soderlund Sok Solis Soltanifar Souza Spatola Stawasz Strang Siekierski Sisam Smith Smith Smith Smith Smith Smith Smoczynski Soderlund Sok Solis Soltanifar Souza Spatola Stawasz Strang Saria Sarno Sater Sayer Scheidt Schneider Schofield Schroeder Schultz Schwadel Sengillo Severo Shabbir Shah Shapiro Sherifi Siekierski Sisam Smith Smith Smith Smith Smith Smith Smoczynski Soderlund Sok Solis Soltanifar Souza Spatola Stawasz Strang Saria Sarno Sater Sayer Scheidt Schneider Schofield Schroeder Schultz Schwadel Sengillo Severo Shabbir Shah Shapiro Sherifi Siekierski Sisam Smith Smith Smith Smith Smith Smith Smoczynski Soderlund Sok Solis Soltanifar Souza Spatola Stawasz Strang Saria Sarno Sater Sayer Scheidt Schneider Schofield Schroeder Schultz Schwadel Sengillo Severo Shabbir Shah Shapiro Sherifi Saria Sarno Sater Sayer Scheidt Schneider Schofield Schroeder Schultz Schwadel Sengillo Severo Shabbir Shah Shapiro Sherifi Saria Sarno Sater Sayer Scheidt Schneider Schofield Schroeder Schultz Schwadel Sengillo Severo Shabbir Shah Shapiro Sherifi Siekierski Sisam Smith Smith Smith Smith Smith Smith Smoczynski Soderlund Sok Solis Soltanifar Souza Spatola Stawasz Strang

Robinson Robinson Rodriguez Roediger Rogoff Rohler Romero Rose Rovero Ru Ruiz Ruiz-King Ryan Sack Sadler Samson Saria Sarno Sater Sayer Scheidt Schneider Schofield Schroeder Schultz Schwadel Sengillo Severo Shabbir Shah Shapiro Sherifi Siekierski Sisam Smith Smith Smith Smith Smith Smith Smoczynski Soderlund Sok Solis Soltanifar Souza Spatola Stawasz Strang

Robinson Robinson Rodriguez Roediger Rogoff Rohler Romero Rose Rovero Ru Ruiz Ruiz-King Ryan Sack Sadler Samson Robinson Robinson Rodriguez Roediger Rogoff Rohler Romero Rose Rovero Ru Ruiz Ruiz-King Ryan Sack Sadler Samson Saria Sarno Sater Sayer Scheidt Schneider Schofield Schroeder Schultz Schwadel Sengillo Severo Shabbir Shah Shapiro Sherifi Robinson Robinson Rodriguez Roediger Rogoff Rohler Romero Rose Rovero Ru Ruiz Ruiz-King Ryan Sack Sadler Samson Robinson Robinson Rodriguez Roediger Rogoff Rohler Romero Rose Rovero Ru Ruiz Ruiz-King Ryan Sack Sadler Samson Saria Sarno Sater Sayer Scheidt Schneider Schofield Schroeder Schultz Schwadel Sengillo Severo Shabbir Shah Shapiro Sherifi Siekierski Sisam Smith Smith Smith Smith Smith Smith Smoczynski Soderlund Sok Solis Soltanifar Souza Spatola Stawasz Strang

Robinson Robinson Rodriguez Roediger Rogoff Rohler Romero Rose Rovero Ru Ruiz Ruiz-King Ryan Sack Sadler Samson Saria Sarno Sater Sayer Scheidt Schneider Schofield Schroeder Schultz Schwadel Sengillo Severo Shabbir Shah Shapiro Sherifi Robinson Robinson Rodriguez Roediger Rogoff Rohler Romero Rose Rovero Ru Ruiz Ruiz-King Ryan Sack Sadler Samson Saria Sarno Sater Sayer Scheidt Schneider Schofield Schroeder Schultz Schwadel Sengillo Severo Shabbir Shah Shapiro Sherifi Siekierski Sisam Smith Smith Smith Smith Smith Smith Smoczynski Soderlund Sok Solis Soltanifar Souza Spatola Stawasz Strang

Robinson Robinson Rodriguez Roediger Rogoff Rohler Romero Rose Rovero Ru Ruiz Ruiz-King Ryan Sack Sadler Samson Robinson Robinson Rodriguez Roediger Rogoff Rohler Romero Rose Rovero Ru Ruiz Ruiz-King Ryan Sack Sadler Samson Saria Sarno Sater Sayer Scheidt Schneider Schofield Schroeder Schultz Schwadel Sengillo Severo Shabbir Shah Shapiro Sherifi

Ramirez Ramos Rawson Rego Regus Reilly Reinders Reis Ren Reyes Rhee Richard Richardson Riemitis Riley Rivera Robards Robinson Robinson Rodriguez Roediger Rogoff Rohler Romero Rose Rovero Ru Ruiz Ruiz-King Ryan Sack Sadler Samson Saria Sarno Sater Sayer Scheidt Schneider Schofield Schroeder Schultz Schwadel Sengillo Severo Shabbir Shah Shapiro Sherifi Siekierski Sisam Smith Smith Smith Smith Smith Smith Smoczynski Soderlund Sok Solis Soltanifar Souza Spatola Stawasz Strang Stred Stromstad Stuono Suh Sutliff Swan Swanson Swasey Tal Granek Tariq Tate Taylor Ten Eyck Teneva Tetzlaff Theodorou

Saria Sarno Sater Sayer Scheidt Schneider Schofield Schroeder Schultz Schwadel Sengillo Severo Shabbir Shah Shapiro Sherifi Siekierski Sisam Smith Smith Smith Smith Smith Smith Smoczynski Soderlund Sok Solis Soltanifar Souza Spatola Stawasz Strang

Robinson Robinson Rodriguez Roediger Rogoff Rohler Romero Rose Rovero Ru Ruiz Ruiz-King Ryan Sack Sadler Samson Saria Sarno Sater Sayer Scheidt Schneider Schofield Schroeder Schultz Schwadel Sengillo Severo Shabbir Shah Shapiro Sherifi Siekierski Sisam Smith Smith Smith Smith Smith Smith Smoczynski Soderlund Sok Solis Soltanifar Souza Spatola Stawasz Strang Stred Stromstad Stuono Suh Sutliff Swan Swanson Swasey Tal Granek Tariq Tate Taylor Ten Eyck Teneva Tetzlaff Theodorou

Robinson Robinson Rodriguez Roediger Rogoff Rohler Romero Rose Rovero Ru Ruiz Ruiz-King Ryan Sack Sadler Samson Robinson Robinson Rodriguez Roediger Rogoff Rohler Romero Rose Rovero Ru Ruiz Ruiz-King Ryan Sack Sadler Samson Robinson Robinson Rodriguez Roediger Rogoff Rohler Romero Rose Rovero Ru Ruiz Ruiz-King Ryan Sack Sadler Samson Robinson Robinson Rodriguez Roediger Rogoff Rohler Romero Rose Rovero Ru Ruiz Ruiz-King Ryan Sack Sadler Samson Robinson Robinson Rodriguez Roediger Rogoff Rohler Romero Rose Rovero Ru Ruiz Ruiz-King Ryan Sack Sadler Samson Robinson Robinson Rodriguez Roediger Rogoff Rohler Romero Rose Rovero Ru Ruiz Ruiz-King Ryan Sack Sadler Samson Saria Sarno Sater Sayer Scheidt Schneider Schofield Schroeder Schultz Schwadel Sengillo Severo Shabbir Shah Shapiro Sherifi Saria Sarno Sater Sayer Scheidt Schneider Schofield Schroeder Schultz Schwadel Sengillo Severo Shabbir Shah Shapiro Sherifi Saria Sarno Sater Sayer Scheidt Schneider Schofield Schroeder Schultz Schwadel Sengillo Severo Shabbir Shah Shapiro Sherifi Saria Sarno Sater Sayer Scheidt Schneider Schofield Schroeder Schultz Schwadel Sengillo Severo Shabbir Shah Shapiro Sherifi Saria Sarno Sater Sayer Scheidt Schneider Schofield Schroeder Schultz Schwadel Sengillo Severo Shabbir Shah Shapiro Sherifi Saria Sarno Sater Sayer Scheidt Schneider Schofield Schroeder Schultz Schwadel Sengillo Severo Shabbir Shah Shapiro Sherifi Saria Sarno Sater Sayer Scheidt Schneider Schofield Schroeder Schultz Schwadel Sengillo Severo Shabbir Shah Shapiro Sherifi Saria Sarno Sater Sayer Scheidt Schneider Schofield Schroeder Schultz Schwadel Sengillo Severo Shabbir Shah Shapiro Sherifi Saria Sarno Sater Sayer Scheidt Schneider Schofield Schroeder Schultz Schwadel Sengillo Severo Shabbir Shah Shapiro Sherifi Saria Sarno Sater Sayer Scheidt Schneider Schofield Schroeder Schultz Schwadel Sengillo Severo Shabbir Shah Shapiro Sherifi Saria Sarno Sater Sayer Scheidt Schneider Schofield Schroeder Schultz Schwadel Sengillo Severo Shabbir Shah Shapiro Sherifi Saria Sarno Sater Sayer Scheidt Schneider Schofield Schroeder Schultz Schwadel Sengillo Severo Shabbir Shah Shapiro Sherifi Saria Sarno Sater Sayer Scheidt Schneider Schofield Schroeder Schultz Schwadel Sengillo Severo Shabbir Shah Shapiro Sherifi Siekierski Sisam Smith Smith Smith Smith Smith Smith Smoczynski Soderlund Sok Solis Soltanifar Souza Spatola Stawasz Strang Stred Stromstad Stuono Suh Sutliff Swan Swanson Swasey Tal Granek Tariq Tate Taylor Ten Eyck Teneva Tetzlaff Theodorou Siekierski Sisam Smith Smith Smith Smith Smith Smith Smoczynski Soderlund Sok Solis Soltanifar Souza Spatola Stawasz Strang Stred Stromstad Stuono Suh Sutliff Swan Swanson Swasey Tal Granek Tariq Tate Taylor Ten Eyck Teneva Tetzlaff Theodorou Siekierski Sisam Smith Smith Smith Smith Smith Smith Smoczynski Soderlund Sok Solis Soltanifar Souza Spatola Stawasz Strang Stred Stromstad Stuono Suh Sutliff Swan Swanson Swasey Tal Granek Tariq Tate Taylor Ten Eyck Teneva Tetzlaff Theodorou Siekierski Sisam Smith Smith Smith Smith Smith Smith Smoczynski Soderlund Sok Solis Soltanifar Souza Spatola Stawasz Strang Stred Stromstad Stuono Suh Sutliff Swan Swanson Swasey Tal Granek Tariq Tate Taylor Ten Eyck Teneva Tetzlaff Theodorou Siekierski Sisam Smith Smith Smith Smith Smith Smith Smoczynski Soderlund Sok Solis Soltanifar Souza Spatola Stawasz Strang Stred Stromstad Stuono Suh Sutliff Swan Swanson Swasey Tal Granek Tariq Tate Taylor Ten Eyck Teneva Tetzlaff Theodorou Siekierski Sisam Smith Smith Smith Smith Smith Smith Smoczynski Soderlund Sok Solis Soltanifar Souza Spatola Stawasz Strang Stred Stromstad Stuono Suh Sutliff Swan Swanson Swasey Tal Granek Tariq Tate Taylor Ten Eyck Teneva Tetzlaff Theodorou Siekierski Sisam Smith Smith Smith Smith Smith Smith Smoczynski Soderlund Sok Solis Soltanifar Souza Spatola Stawasz Strang Stred Stromstad Stuono Suh Sutliff Swan Swanson Swasey Tal Granek Tariq Tate Taylor Ten Eyck Teneva Tetzlaff Theodorou

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BOSTON ARCHITECTURAL COLLEGE · 4 The Boston Architectural College: ... Blanc Blanks Boessel Bolivar Booth Borger Boudjarane Boudreau Boyle Branchesi Branger-Oquendo Brown Broyles