Studio Description

Distance learning in the American collegiate system is quickly becoming an effective and efficient alternative to life “on campus”. The development of powerful electronic communications tools and high cost of relocation has made this an appealing and sustainable option to many students. As converts to this innovative educational wave, you are in a unique position to put your non-local experiences to work in this course.

In our eight week studio, we will explore the design of a facility to house a distance learning center for the study of Architecture Design. The initial two weeks will be blog-based and focused on site , precedent and program analysis. This will be followed by a week of intensive on-site design. The final five weeks will be devoted to refining our concepts and developing detailed responses to issues of constructability, thermal comfort and sustainability.

The facility will be a satellite to the Boston Architectural College on near by Newbury Street to promote the exchange between local and long-distance students and the expansion of resources provided by the college. Our program will include living quarters for 24 students, 3 class rooms for up to 14 students each, a large, state-of-the-art multi-media conference room and a dining/lounge/exhibit area. The facility will be open to students 24 hours. Scanning, printing and model making will be possible on site. Desk work, lectures and critiques will happen in class rooms and the lounge area. The exhibit space shall be open at times to the larger community. A break room will offer snacks and beverages, breakfast and sandwiches will be catered (other meals will have to take place off site). It is desired to have a small outdoor space for recreational or contemplative use on the site. A small parking area for staff and visitors and loading area for deliveries area will also be included.

We will study the problem in a comprehensive manner exploring parti, system and detail at a variety of scales—urban, architecture and interior. The concepts of learning and designing from a distance will play a central role in flushing out the program and in the conceptual design phase. Students will be expected to translate concepts into rich, balanced responses to site, code and program. Our final designs will incorporate, at a conceptual level, integrated structural and mechanical systems. Finally green design will guide our projects from concept to completion.