Archinect
Seth Moorman

Seth Moorman

Tallahassee, FL, US

 

About 

I am a highly motivated individual who enjoys challenges and is continuously willing to expand my skill set, to help generate innovative ideas and gain industry experience. I am comfortable working independently, leading a team, or being an enhancing component of a team. I am an extremely flexible and diligent member of staff with excellent time management. I have theoretical and practical familiarity with conceptual/design processes, graphic design/presentation, building construction, computer hardware/software, passive design and LEED components and standards.

Elsewhere:

Employment 

Toria Tate, Tallahassee, FL, US, Drafter/3D Artist Freelancer

Drafting and design services for residential properties. I am currently working on a 3100 private home with Mrs Tate. We are currently in the space planning phase and will be working on detailed floor plans and 3D renderings in the coming weeks.

Mar 2013 - current
 

Patrick Hodges Landscape Studio, Tallahassee, FL, US, Drafting and Design Consultant

My time spent with PHLS has taken me across a wide gamut of projects and duties. Most of my responsibilities pertain to red-lines and the 3D model construction of master plans put forth by architects and engineers. Working in a collaborative effort, my time is spent in production requires a firm knowledge of Photoshop, Acrobat, InDesign, AutoCad, and Google Sketch-up. In several cases, my expertise and skills are needed to contribute towards the completion of a project as it approaches review or final submittal. In these cases I have assisted in phasing action plans, civil drawings, parking structures, precedent research, and building design.

Jan 2013 - current
 

Seminole Blueprint, Tallahassee, FL, US, Printist

Adjusts and sets up press for each job according to job specifications which includes mixing ink, selecting appropriate paper stock and changing machine controls according to thickness of paper.

Operate offset presses to produce printed copies of materials such as letterheads, envelopes and business cards.

Operate folding machine, stapler or other bindery equipment, as needed; Assists with packaging jobs or stuffing envelopes as needed.

Maintain records of work in progress.

Examine completed jobs to determine if quality standards are met.

Work within established deadlines inherent to the printing industry.

Bill invoices, take payment, and keep record of transactions

Archive projects - scan, store, and organize new and old blueprints

Deliver and pick up orders

Troubleshoot hardware/software complications

Take phone and email orders regularly.

Bake Cookies

Jan 2013 - current
 

Target Corporation, Tallahassee, FL, US, Electronic Specialist

May 2008 - current
 

Education 

Florida A&M University, Tallahassee, FL, US, BArch, Architecture

The course work at Florida A&M was diverse and challenging at times. Below is a break down of the description of studies and attributes I feel I gained from attending the university.

1. COMMUNICATION SKILLS:
As a graduate I was expected to demonstrate proficiency in oral, written, and traditional graphic communication skills when explaining issues in the field of architecture and demonstrate the ability to speak and write effectively on subject matter contained in the curriculum.

2. CRITICAL THINKING:
We as students were challenged on our critical thinking skills. We had to exhibit critical thinking in the selection of different building material assemblies and primary structural systems appropriate for an architectural design and demonstrate the ability to make a comprehensive analysis and evaluation of a building, building complex, or urban space. These critical thinking skills carried themselves throughout the schematic and design development phases of design projects.

3. PROFESSIONAL AND CAREER SUCCESS:
While at Florida A&M, the ability to work both individually and collaboratively in the examination of architectural topics, the ability to cooperate with other students when working as members of a design team and in other settings, and the ability to employ basic methods of data collection and analysis to inform the programming and design process were of the utmost importance and stress of the institution. As a group leader of several very successful projects, it was always a pleasure to work with peers and formulate ethical responses to clients’ needs together.

4. CONTENT - HISTORY AND THEORY:
As with many secondary education institutions, the ability to examine architectural history and theory guided us through our understanding of the Western architectural canons and traditions in architecture and urban design, an awareness of the parallel and divergent canons and traditions of architecture and urban design in the non-Western world, and the ability to integrate historical and theoretical concepts into their architectural solutions.
5. CONTENT - BUILDING TECHNOLOGIES:

Building technologies, an understanding of the basic principles that inform the design of environmental systems, including acoustics, lighting and climate modification systems, and energy use was a topic offered in both studio and as elective courses. We assessed, selected, and integrated structural systems, environmental systems, life-safety systems, building envelope systems, and building service systems into building design and integrated building technologies into architectural solutions.

6. CONTENT - DESIGN STUDIO INFORMATION:
We as students we expected to demonstrate the ability to examine architectural design studio information, to apply basic organizational, spatial, structural, and constructional principles to the conception and development of interior and exterior spaces, building elements, and components, and to provide a coherent rationale for the programmatic and formal precedents employed in the conceptualization and development of architecture and urban design projects.

7. DIVERSITY AND CULTURAL PERSPECTIVES:
As a Historically Black Collegiate University (HBCU), culture and diversity were intertwined with several projects. We discussed a wide range of topics on the matter e.g.
-Architectural traditions and perspectives in architectural studies
-An awareness of the relationships between human behavior and the physical environment
-An awareness of the diversity of needs, values, behavioral norms, and social and spatial patterns that characterize different culture
-The ability to integrate culturally diverse architectural traditions and perspectives in their architectural studies.

8. COLLABORATION:
As mentioned before the ability to collaborate with peers and work together in productive team relationships in an architectural setting was crucial and a constant staple of the program.

May 2009 - May 2013
 

Pensacola State College, Pensacola, FL, US, Drafting And Design Technology

The AAS degree in Drafting and Design Technology program provided me with the practical skills necessary to accept the challenges of a construction drafting career. The program is designed to prepare students for an entry level professional position in a technical area that requires numerous computer-aided drafting skills. The program prepares one to draw, dimension and print technical drawings by computer. The program emphasizes the theoretical knowledge required for a variety of drafting positions in the building industry e.g. architect's, engineer's, or contractor's office, governmental agencies, corporate planning departments, or other private industries.

Aug 2007 - May 2009
 

Awards 

Jurist Award, 1st Place

School Award - 5th Yr Jurist Award - B. Arch Program - Finalist - 2013

2013
 

AIA/FL Bronze Medal, Award

State Award for Overall Scholastic Achievement. The Bronze Medal is one of the profession's most prestigious awards given to students. Each school year, a Bronze Medal is bestowed upon one student from each of the six Florida universities with an architecture program.

2013
 

AIA Henry Adams Award, Award

Each year The American Institute of Architects awards an engraved medal and certificate of merit to the top-ranking graduating student in each architecture program accredited by the National Architectural Accrediting Board (or CACB for Canadian schools). A certificate of merit is awarded to the second-ranking graduating student. These awards are provided as part of the AIA Scholarship Program.

Formerly called "The School Medal", the AIA Henry Adams Medal and Certificate program began in 1914 and was awarded for "general excellence in architecture throughout the four-year course to graduating students of architecture schools recognized by the Institute." The graduate was later presented with a copy of Mont St. Michel and Chartres, written by Henry Adams. The copyright of this book was later bequeathed to the Institute by the author.

The Henry Adams Fund was established in 1921 with royalties from the book sales. The fund was used to award a copy of the book "to draftsmen who cannot afford to buy it." The School Medal and Henry Adams book awards evolved into the Henry Adams Medal and Certificate Program.

2013
 

Most Promising Fourth Year Student, Award

Ideal Architecture Student involvement in School, character, academic achievement

2012
 

Top Studio Project, Award

Most outstanding Design student of class

2012
 

Graduating Senior with Highest GPA, Honorable Mention

Graduating Senior with Highest GPA - B.S. 4th Year Student

2012
 

History/Theory Award, Award

School Award - Most outstanding in History/Theory courses - Upper Division

2011
 

Most Promising Third Year Student, Award

School Award Ideal Architecture Student involvement in School, character, academic achievement

2011
 

Top Studio Project, 1st Place

Most outstanding Design student of class

2011
 

History/Theory Award, Award

School Award - Most outstanding in History/Theory courses - Lower Division

2010
 

Rhodes/Brito Award, Award

School Award - Most Outstanding Architecture Student

2010
 

DeGraff Memorial Award, Award

School Award - Most Promising Designer

2009
 

Technology Award, Award

School Award - Most outstanding in Technology courses

2009
 

Areas of Specialization 

Skills 



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