Weiss/Manfredi, New York, NY, US, Architectural Intern
Projects:
• 550 Madison Avenue, NYC (AT&T/Sony Building)
• Cornell Tech (FF&E)
Some of the tasks that I did on my daily basis are:
• Creation of diagrams in Rhino and Adobe Illustrator
• Presentation and documentation graphics for client
• Making 3d models in Rhino
• Helped with furniture selections, budget, and specifications
• FF&E documentation
• Laser-cut conceptual massing models
• Selections of materials
• Contact representatives for samples of materials
• Rendering in Maxwell and editings in Photoshop
• Creation of floor plans, sections, and elevations in AutoCAD
Perkins&Will, Washington, DC, US, Architectural Intern
Some of the tasks that I did on my daily basis are:
• Implemented planning sketches into Revit layouts.
• Coordination for consistency and quality control of presentations and documentation graphics.
• Laser-cut conceptual massing models.
• Picked up redlines of floor plans, sections, elevations, flow diagrams, and presentation sheets.
• Maintained and coordinated drawing list for conceptual and schematic design deliverables.
• Coordinated and implemented stair and elevator numbering system.
• Coordination and quality control of area plan color schemes, drawing legends, drawing sheets, and Revit view templates.
• Implementation and revision life safety and patient/staff/public circulation diagrams.
• Assisted in creation and revisions of departmental stacking diagrams.
Gensler, San Francisco, CA, US, Interiors Intern
Some of the tasks that I did on my daily basis are:
• Rendering in VRAY and Photoshop
• Create client presentations in InDesign and Illustrator
• Making 3d models in Sketchup and Revit
• Helping with floor plans in Revit and Autocad
• Selection of materials
• Contact representatives for new materials
• Picked up red lines in Revit and Autocad
• Helped with furniture selections
University of Cincinnati, Cincinnati, OH, US, MArch, Master of Architecture
Four things distinguish the UC DAAP Master of Architecture Program from those at most other schools: our long tradition of co-operative professional education (co-op), our open curriculum encouraging an individual choice of research focus, our location in a top-tier interdisciplinary design/arts college in a leading design city, and our consistently strong Design Intelligence rankings.
The School of Architecture and Interior Design (SAID) at the University of Cincinnati prepares students for critical practice. Our students engage with the principles, traditions, and requirements of building in all its aspects, interior, and exterior. Our goal is to advance the professions of architecture and interior design by combining ethical judgment, creative research and technical proficiency in pursuit of excellence. We seek to nurture a life-long worldview that recognizes the designer’s responsibility to the environment, society, and the profession. Students are encouraged to take risks with their design ideas, and develop the skills to communicate them. The faculty and students of SAID strive to advance the discourse of environmental design, to respond effectively to change and to integrate research with technical expertise.
University of Puerto Rico, Rio Piedras, PR, US, BArch, Environmental Design
The Bachelor of Environmental Design (BDA) of the School of Architecture, is a four-year non-professional program. It is oriented to people who want to have a preparatory degree before continuing studies of architecture or related fields. Our Baccalaureate seeks to establish a balance between the conceptual aspects of design and the techniques that allow these ideas to materialize. Therefore, our education includes both humanistic and technical courses, always taking into account the specific needs of Puerto Rico.
The program consists of 39 courses, for a total of 131 credits. These credits are subdivided into 42 credits of the general education component, 9 credits of elective courses, and 80 credits of concentration courses. General education courses prepare our students in various areas, such as physics, mathematics, biology, literature and social sciences. The elective courses, on the other hand, allow the student to take courses according to their interests, in any of the multiple areas of knowledge available in the Rio Piedras Campus and the other Venues of the system of the University of Puerto Rico. The concentration courses are those directed to the specific knowledge of the area of environmental design. They are subdivided into studio design (35 credits), history and theory (18 credits), structures and technology (24 credits).
University of California, Berkeley, Berkeley, CA, US, IN Arch Advance
[IN]ARCH ADV is an advanced architectural studio for current architecture majors or recent architecture graduates formulated to push the boundaries of architectural thinking and design. The architecture studios are formal, intensive and structured for experimentation with physical ideas. Participants will make models (physical and digital), draw, photograph, collage, montage, diagram, print, scan, map and write as they work. The studio becomes a place for participants to transform thoughts and ideas into form.
The [IN]ARCH ADV studio places emphasis on an iterative process and deploys three recurring methods for making: analog drawing and photomontage, to connect the eye's critical observations to the hand's critical description; digital modeling, to explore conceptual ideas through 3D digital models; and physical modeling, to develop and embody material ideas in model form using the Digital Fabrication Lab.
University of Puerto Rico, Carolina, PR, US, Associate's Degree in Interior Design
The Interior Design program of the University of Puerto Rico in Carolina prepares students to plan spaces, select and acquire furniture, as well as coating materials. The curriculum integrates practical, theoretical, historical, technical and aesthetic knowledge, essential when planning interior spaces and solving design problems. The Associate's Degree in Interior Design is focused on Green or eco-friendly Interior Design, as it aims to create professionals capable of designing safe, efficient and aesthetically pleasing spaces, but seeking the conservation of energy resources, water, and materials, between others.
3rd Place | Sherwin Williams Stir Competition 2017, 3rd Place
The Sherwin-Williams Student Design Challenge celebrates excellence in interior design by students in both residential and commercial categories.The Challenge provides you with an opportunity to create and submit a color rendering of an interior space for a residential design and/or for a commercial design, using a minimum of three Sherwin-Williams colors along with a project statement describing the project and explaining how color was integral to the design solution.
Citation Award [4th Place] | Lyceum Fellowship, Honorable Mention
The 2017 Lyceum Competition focused around the public library as our most democratic institution, its foundational goals to make educational opportunity available to all and to serve as a civic center for its community. As such, it is a bridge between immediate local needs and broader public ideals.
The project was a small branch library, essentially today’s equivalent of the historic Carnegie Libraries. The site on Audubon Terrace in Manhattan, between 155th and 156th Streets on Broadway, is one of change and need. Once a home of the upper class and elite, by the late 20th century it had fallen prey to crime and urban decay. Today this is a community of hope, with a great deal to be done. The library facility is aspirational and will begin to bridge what appears to be an abyss separating past and future.
The project must negotiate between two levels of public access: 156th Street, which will serve as the library’s neighborhood entrance; and Audubon Terrace, an ennobled space, raised above and separated from the street.
Juan Marqués Mera Scholarship, 1st Place
Research: Architectural Contrast in New York City
