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.
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.
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.
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
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.
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.
Jurist Award, 1st Place
School Award - 5th Yr Jurist Award - B. Arch Program - Finalist - 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.
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.
Most Promising Fourth Year Student, Award
Ideal Architecture Student involvement in School, character, academic achievement
Top Studio Project, Award
Most outstanding Design student of class
Graduating Senior with Highest GPA, Honorable Mention
Graduating Senior with Highest GPA - B.S. 4th Year Student
History/Theory Award, Award
School Award - Most outstanding in History/Theory courses - Upper Division
Most Promising Third Year Student, Award
School Award Ideal Architecture Student involvement in School, character, academic achievement
Top Studio Project, 1st Place
Most outstanding Design student of class
History/Theory Award, Award
School Award - Most outstanding in History/Theory courses - Lower Division
Rhodes/Brito Award, Award
School Award - Most Outstanding Architecture Student
DeGraff Memorial Award, Award
School Award - Most Promising Designer
Technology Award, Award
School Award - Most outstanding in Technology courses
