| | 01 | MTWRF-- | 1:00P-5:30P | Weil / 300N | Abendroth | Final Critique | 0 | 2 | 0 | | Desc: | This is an intersession course which meets from August 7-25, 2023. |
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| | Description: | This course looks at the intersection of the built fabric and the social fabric. Using St. Louis as the starting point, this course takes students out of the classroom and into a variety of neighborhoods -- old, new, affluent, poor -- to look at the built environment in a variety of contexts and through a variety of lenses. Almost every week for the first half of the semester, students visit a different area of the city, with each trip highlighting some theme or issue related to the built environment. These include topics such as architecture, planning, American history, investment and disinvestment, community character and values, race, transportation, immigrant communities, and future visions. Running parallel to this, students will be involved in an ongoing relationship with one particular struggling neighborhood, in which students will attend community meetings and get to know and become involved with the people of the community in a variety of ways. Students learn to look below the surface and beyond the single obvious story for multiple stories to discover complexity, contradictions and paradoxes. They also come to consider the complex ways in which architecture and the built environment can affect or be affected by a host of other disciplines. College of Architecture and College of Art sophomores, juniors, and seniors have priority. Students will add themselves to the wait list and will be administratively enrolled in the course. This course fulfills the Sam Fox Commons requirement. |
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| | 01 | ----F-- | 8:30A-11:20A | Bixby / 214 | Kramer | Final Critique | 16 | 3 | 0 | | Desc: | This course will meet for the first 7 weeks of the semester. |
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| | 01 | TBA | | TBA | [TBA] | Final Critique | 12 | 2 | 0 | | |
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| | Description: | The third year of the core studio sequence examines interactions between architecture and society through the design of a large-scale project. Key concerns include architectural agency, community activism, and socioeconomic justice. This year emphasizes voice as students adopt their own conceptual position relative
to architecture history, theory, and culture via the iterative development of form, geometry, space, and aesthetics.
More specifically, this studio focuses on engagement with tectonic assemblies, public space, and programming in a series of design projects that include: (1) a precedent analysis, (2) a detailed study of the project's urban context, and (3) a mixed-use vertical structure. Exercises explore problems of grids and frames, urban and architectural space, and programmatic interrelationships. Architectural Design III is the
fifth in the five required core studios in the undergraduate architecture program.
Prerequisites: Successful completion of A46 111C or A46 144, 112C, 211D, and 212D with a grade of C- or better. Concurrent registration in Building Systems I is required. |
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| | 01 | M-W---- | 1:00P-5:20P | TBA | [TBA] | Final Critique | 60 | 55 | 0 | | |
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| | Description: | Whose history is significant enough to be worth preserving in physical form? Who gets to decide, and how? Does the choice to preserve buildings, landscapes and places belong to government, experts or ordinary people? How does the condition of the built environment impact community identity, structure and success? This place-based course in historic preservation pursues these questions in St. Louis' historically Black neighborhood The Ville, where deep historic significance meets a built environment conditioned by population loss, disinvestment and demolition. The course explores the practice of historic preservation as something far from neutral, but a creative, productive endeavor that mediates between community values, official policies and expert assertion. Critical readings in preservation and public history will accompany case studies, community engagement and practical understanding. |
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| | 01 | ----F-- | 1:00P-3:50P | TBA | Allen | Final Critique | 10 | 5 | 0 | | Desc: | This course will meet at Sumner High School. |
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| | Description: | It is said that at this time in history the entire country must make a commitment to improve the positive possibilities of education. We must work to lift people who are underserved; we must expand the range of abilities for those who are caught in only one kind of training; and we must each learn to be creative thinkers contributing our abilities to many sectors of our society. Course fee is applied to cost for mandatory fingerprint background check.
In this course, during the semester we will expand our views about learning by experimenting with the creative process of lateral thinking. We will learn about learning by meeting with some brilliant people at the university and in the St. Louis community who are exceptional in the scholarly, professional, and civic engagement work they are accomplishing. We will learn about learning by working in teams to develop exciting curriculum (based upon the knowledge and passion WU students bring from their academic studies and range of interests) for middle school students from economically disadvantaged urban families.
Each week of the semester, we will learn about learning by giving 2-d / 3-d hands-on problem solving workshops, once a week for one hour each week, for middle school students at the Compton-Drew Middle school, adjacent to the Science Center in the city of St. Louis. You and your WU teammate will implement the workshops you create throughout the semester for a group of six to eight Compton-Drew Middle school students. In this course we celebrate the choices of studies we each pursue, and we expand our experience in learning from each other's knowledge bases and learning from each person's particular creativity in problem solving. This course seeks students from all disciplines, schools, freshmen through seniors.
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| | 01 | -T-R--- | 1:00P-2:20P | Givens / 113 | Lorberbaum | Final Critique | 20 | 20 | 6 | | |
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| | 01 | M-W-F-- | 1:00P-5:20P | TBA | [TBA] | Final Critique | 0 | 0 | 0 | | |
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| | 01 | -T-R--- | 10:00A-11:20A | TBA | [TBA] | Final Critique | 100 | 54 | 0 | | |
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| | Description: | Machine learning engages graphic information differently than designers do. All fidelity towards visual, cultural, political, and geometrical context/agenda is lost, resulting in a new class of compositions that are unique but not critical. This seminar serves as an introduction to the possibilities that machine learning can bring to a design workflow. The systems, primarily Generative Adversarial Networks (GANs) and Convolutional Neural Networks (CNNs), are explored with input images and analyzed as output images. These outputs, while biased by the Designer's inputs, lack any affinity towards meaning or aesthetic. The designer's role extends to that of a critic who identifies the output images that add value to the designer's intent or exposes them to new spatial relationships while also learning to dismiss the inherent tropes of machine learning. The works of contemporary artists and architects, like Matias Del Campo, Gabriel Esquivel, Helena Sarin, Refik Anadol, etc. who work with Machine Learning technologies, will be analyzed to understand approaches toward AI and Design. The course will use patterns, textures, and their dialog with architectural form to understand the 'patterns' of machine learning and extrapolate useful information from a seemingly endless sea of data.
We will explore multiple AI processing tools like Google Colab (no prior coding experience required!), and RunwayML and delve into transposing/spatializing these images onto architectural elements using 3D scanning softwares like Trnio and Metashape and 3D modeling softwares like Rhinoceros, Z-Brush, Blender. The final deliverable would be a digital series of estranged architectural objects. We shall rigorously speculate on the desired outcome of the Machine Learning defamiliarization process and its role in transforming these 'found objects' into 'objects in-flux'; not unlike the technology that makes it possible. Here, the physicality of architecture is merely a starting point in unraveling a unique generative system of design ideas.
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| | 01 | --W---- | 8:30A-11:20A | Steinberg / 25 | Mhatre | Final Critique | 10 | 10 | 8 | | | Actions: | | Books | | Syllabus | | Syllabi are provided to students to support their course planning; refer to the syllabus for constraints on use. |
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| | Description: | The Early Renaissance - also known as the quattrocento - usually denotes the period from circa 1400 to circa 1500. In those 100 years, Italy, particularly Florence, witnessed an extraordinary coming together of artistic talent, a passionate interest in the art and culture of Greek and Roman antiquity, a fierce sense of civic pride and an optimistic belief in the classical concept of "Man as the measure of all things". This course examines the principal artists who contributed to this cultural revolution. In order to take full advantage of the special experience of studying the renaissance in the very city of its birth, the stress is mainly, although not exclusively, on Florentine artists who include sculptors such as Donatello, Verrocchio, and Michelangelo, painters such as Giotto, Masaccio, Uccello, Botticelli, Leonardo, and Raphael; architects such as Brunelleschi and Alberti up to Sangalo. |
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| | 01 | ---R--- | 9:00A-12:00P | TBA | Giraldi-Haller | Final Critique | 0 | 0 | 0 | | |
| 02 | -T----- | 9:00A-12:00A | (None) / | Giraldi-Haller | Final Critique | 0 | 0 | 0 | | |
| 03 | -T----- | 1:00P-4:00P | (None) / | Giraldi-Haller | Final Critique | 0 | 0 | 0 | | |
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| | Description: | An undergraduate seminar structured around the themes put forward in the book, The Space Within: Interior Experience as the Origin of Architecture, by Robert McCarter. Throughout human history, and particularly in the modern period, interior space and its experience has served as both the beginning, the initial inspiration for the design of architecture, as well as the end, the final purpose of architecture as it is evaluated through inhabitation. Since the beginning of the modern period, and continuing today, pivotal discoveries in architectural design may be traced back to a generative ideal of intimate interior experience, and the quality of the interior spatial experience of the inhabitants may be shown to be both the primary determinant of the architectural design process, as well as the means of appropriately evaluating a work of architecture after it is built. This seminar explores how interior space has been integral to the development of modern architecture, and how generations of modern architects have engaged interior space and its experience in their design processes, enabling them to fundamentally transform the traditional methods and goals of architectural composition. For the leading modern architects and for the most recognized and respected architects practicing today, the conception of the interior spatial experience continues to be the necessary starting point for design, and the inhabitation of interior space remains the primary reason to construct works of architecture.
Each class will consist of both faculty lectures based on the chapters of the textbook, The Space Within, and, parallel with the textbook themes, student analyses of selected interior spaces in Florence and Venice, to be visited during the first half of the fall semester. Analytical methods employed in the course cover the full range of contextual, cultural, material, constructive, and experiential attributes of buildings, with particular emphasis on the manner in which the spaces of a building are ordered by the patterns of occupation and the poetics of use, as well as the poetics of construction, or the way in which a building is built, and of what materials it is made, and how all these combine to construct the experience of those who inhabit it. |
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| | 01 | TBA | | TBA | McCarter | Final Critique | 0 | 0 | 0 | | | |
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| | Description: | This seminar will introduce students to shared relationships between painting, sculpture and architecture - relationships and affinities related to light, shadow and the openings in buildings. An emphasis will be placed on the phenomena of natural light and shadow - its depiction through representation [drawings, paintings and photography] and its qualification [architecture]. Most examples will be visited, experienced, represented and analyzed by the students "in the field" - churches, chapels, monasteries, museums, etc. + paintings, frescoes, and sculptures. Many of the architectural spaces will be visited multiple times to both experience and depict varying phenomena of light and shadow. In addition to the site visits, students will be introduced to various aspects of light and shadow in Italian art and architecture through lectures and readings. |
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| | 01 | TBA | | TBA | Leet | Final Critique | 0 | 0 | 0 | | | |
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| | 01 | MTWRF-- | 1:00P-5:30P | TBA | [TBA] | Final Critique | 0 | 0 | 0 | | Desc: | This intersession course meets from August 7-25, 2023. |
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| | Description: | The Sustainability Exchange engages interdisciplinary teams of students to tackle real-world energy, environmental, and sustainability problems through an experiential form of education. Students participate in projects with on- or off-campus clients developed with and guided by faculty advisors from across the University. Teams deliver to their clients an end-product that explores "wicked" problems requiring innovative methods and solutions.
Past projects have included investigating soil impacts of de-icing practices on campus, collecting data on inequitable trash collection in neighborhoods, working with St. Louis City's building division to make buildings more energy efficient, developing an understanding of how buildings impact birds on campus, and analyzing the performance and viability of sustainable investments. Upcoming projects are still being finalized and may include mitigating plastic pollution in the Mississippi, creating and publishing an illustrated book on the social, cultural, and ecological importance of Forest Park, and assisting with the planning and development of a rain-scaping proposal for a St. Louis City neighborhood.Team-based projects are complemented by seminars that explore problem solving strategies and methodologies drawn from a wide range of creative practices, including design, engineering, and science, as well as contemporary topics in energy, environment, and sustainability. Students will draw on these topics to influence their projects. The course is designed primarily for undergraduates, with preference given to seniors. Registration for this course is direct to the waitlist, followed by submitting an
application which can be found at https://wustl.az1.qualtrics.com/jfe/form/SV_6kVrH30eyU9BsVw. Submit your completed application by 5pm on Monday, April 24. Faculty will review applications and begin notifying students of acceptance by 5pm on Tuesday, May 2. After faculty confirm students want to accept the invitation to enroll, students will be manually enrolled into the course. |
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| | 01 | -T-R--- | 2:30P-3:50P | January Hall / 110 | Steensma, Ehrhard, Solberg, Knipp, VanRiper | No final | 0 | 22 | 2 | | |
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| | 01 | M-W---- | 1:00P-5:20P | TBA | [TBA] | Final Critique | 24 | 24 | 3 | | |
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| | 01 | TBA | | TBA | [TBA] | Final Critique | 0 | 0 | 5 | | |
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| | Description: | The production of ceramic building materials spans from individually constructed and handcrafted to industrial and mass produced. Some of the earliest examples of permanent structures include clay-based building components. At the turn of the century, the Hydraulic Press Brick Company in St. Louis was the most innovative brick company in world, producing 100 million bricks per year by 1900. The abundance of clay and the affordability of bricks contributed to the longevity of building stock, where even modest homes had ornamental bricks, corbeling, recesses, and extensions. Historically, fired clay building components were valued for their strength, modularity, fire resistance, raw material availability, and aesthetics. Ceramic building units are pervasive in their use in the built environment, but they have been underappreciated in contemporary architecture practice. Digital Ceramics examines new possibilities for masonry and ceramics in architecture through computational design and digital fabrication. Algorithmic design techniques, digital fabrication, and ceramic research will be merged for the design and production of nonstandard ceramic components in aggregated assemblies. Readings, tutorials, and guest lectures throughout the course will focus on innovations in digital technology, digital fabrication, advanced geometry, and material practices. Student work will include the creation of 3D-printed and/or CNC-produced molds and slip-cast ceramic components. Additional course work will include drying and firing clay components, staining and glazing techniques, and clay body research. Students will also be introduced to ceramic 3D printing during the course. Digital Ceramics confronts the seemingly disparate modes of physical making and digital form-giving with the introduction of a new material system that expands the aesthetic and performative potential of aggregated enclosure assemblies. In recent digital discourse, we have seen the ability for endless variation and customization through the use of parametric design software. This course intends to underscore a thoughtful consideration of the relationship between technology and adaptability. Through material behavior and calibrated irregularities, we have the capacity to make each component unique. Experience with digital modeling (Rhino) and digital fabrication is strongly encouraged. |
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| | 01 | ----F-- | 1:00P-3:50P | Weil / 230 | Murphy | Final Critique | 10 | 10 | 21 | | |
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| | Description: | This course will provide an overview of historical and contemporary design issues including, but not limited to, graphic design, communication design, industrial design, furniture design, film, animation, etc. Lectures, films and readings will deepen the knowledge students have of how different design practices complement and enrich architecture, and broaden their understanding of how history, philosophy and technology have shaped different design movements. Only MArch students enrolled in the 419 studio may enroll in this course. |
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| | 01 | -T----- | 8:30A-11:30A | Givens / 113 | [TBA] | Final Critique | 12 | 12 | 0 | | Desc: | This course will meet for the first seven weeks of the semester. |
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| 02 | -T----- | 8:30A-11:20A | Givens / 115 | [TBA] | Final Critique | 12 | 12 | 0 | | Desc: | This course will meet for the first seven weeks of the semester. |
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| 03 | --W---- | 8:30A-11:20A | Givens / 113 | [TBA] | Final Critique | 0 | 0 | 0 | | Desc: | This course will meet for the first seven weeks of the semester. |
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| 04 | --W---- | 8:30A-11:20A | Givens / 115 | [TBA] | Final Critique | 12 | 4 | 0 | | Desc: | This course will meet for the first seven weeks of the semester. |
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| | 01 | M--R--- | 1:00P-5:20P | TBA | [TBA] | Final Critique | 60 | 29 | 0 | | |
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| | 01 | -T-R--- | 10:00A-11:20A | TBA | [TBA] | Final Critique | 100 | 54 | 0 | | |
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| | Description: | Environmental Systems I is the foundation course in the architectural technology sequence. This course addresses the relationship between buildings and an expanded idea of context, including ideas of environment, landform, energy, material and space. The class places an emphasis on each student developing his or her own attitude toward architectural sustainability, its role within the design process, and its relationship to architectural form.
The class is organized around the themes of climate, site and energy. The theme of climate addresses macro- and micro-climates, and the roles they have in developing architectural form through 'passive' strategies. The theme of site expands the idea of the architectural project to examine landform, position, access and region. The theme of energy looks at architecture as both embodied energy and a consumer of energy, to understand how the architect helps to control and direct these flows at macro and micro levels.
Two goals for the class are to provide students with ways of thinking about and of working with issues of sustainability which can inform their design practice, and to equip them with the basic knowledge needed to continue within the technology sequence. The course is open to graduate students and undergraduates at the junior and senior level.
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| | 01 | -T-R--- | 11:30A-12:50P | Givens / 116 | Yin | See instructor | 50 | 35 | 0 | | | Actions: | | Books | | Syllabus | | Syllabi are provided to students to support their course planning; refer to the syllabus for constraints on use. |
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| | Description: | Building Systems will examine the performance and properties of building materials, both traditional and new, through an analysis of assemblies and related systems. Investigations of wood, masonry, steel and concrete and the integration of relevant building systems will provide the fundamental structure for the course. All systems will be investigated relative to their architectural purpose, impact on the environment, relationship to culture/context, technical principles and will also consider manufacturing, construction, our profession and the society in which we practice.
Moreover, the course will also examine the performance characteristics of contemporary enclosure technology and explore the impact these technologies are having on design thinking.
Although we will focus primarily on the aforementioned topics, we will also identify and consider the impact of other parameters on design and performance such as: building codes, role of the profession, health and life safety, systems integration, sustainability and industry standards.
The course strives to provide students with a sound familiarity and understanding of traditional building systems in wood, steel and concrete; as well as the skills necessary to represent these systems. The course also seeks to expose students to the material and poetic potential of these technologies related to the making of architectural environments.
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M------ | 8:00A-9:50A
8:30A-9:50A | TBA
TBA | Moyano Fernandez | See instructor | 100 | 83 | 0 | | |
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| | Description: | This course aims to examine the causes and consequences of American Apartheid and racial residential segregation in metropolitan St. Louis and propose a report that suggests potential mitigation strategies for a given community.
This transdisciplinary seminar, bridging humanities and architecture, introduces students to research, theories, and debates currently being conducted on issues of segregation, city planning, urban policy, and sustainability . By placing these debates in a historical and local context, students will discover how policy and decision-making are entrenched in racial, cultural, physical, and socio-economic segregation and engender the spatial transformation of America's divided cities. Students will learn to evaluate and analyze policy and planning throughout the history of the neighborhood to ultimately understand the physical manifestation of segregation during growth and decline.
Taking advantage of the academic resources in the region, the course offers a cross-university, cross-disciplinary environment to respond to the importance of this issue. Student teams develop mitigation plans for selected communities in the St. Louis metropolitan region. The teams will be assisted by volunteer professional mentors from diverse fields and residents from the selected communities. The final product of the student teams will be a "book" that will be a compilation of the work of the students in detailing the history of the communities, causes, and consequences of segregation, as well as potential policy and design strategies. |
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| | Description: | This course will examine how the newly launched St. Louis' Gateway South initiatives (an active community redevelopment project) can emerge from collapsed river-front industrial sites to a land of opportunity more resilient in economy, equity, and environment than before. The students will examine the current Master Plan and put forward a holistic qualitative and quantitative approach to achieve strategies for building a pilot, net-zero, and carbon neutrality community. The students will test their ideas at a community scale about environmental resiliency. Architecture students will examine all design solutions in land use, massing, form, transportation, and functionality. Engineering students will study renewable energy applications. The students will learn the State of Arts computational tools in sizing, predicting, and visualizing the community designs and examine their performances. |
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| | 01 | -T-R--- | 11:30A-12:50P | TBA | Abendroth | Final Critique | 10 | 6 | 0 | | |
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| | 01 | ----F-- | 1:00P-4:50P | Weil / 120 | Betts | Final Critique | 12 | 12 | 1 | | Desc: | The course will begin on August 5 and end on October 28, 2023. |
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| | Description: | Principal Esperansa Veal of Henry Elementary School is creating a remarkable place for her students who live in the neighborhood of the Cochran Gardens Federal Housing Project in downtown St. Louis. Principal Veal is clear in her conviction to provide each of her students with both literal and academic nourishment, and is working unceasingly to make the Henry School a safe and creative oasis for children ages pre-school through grade six. Her goal is to have the Henry Elementary School students explore sustainable ways to live during the 21st century. To this end, we will emphasize ecological sustainability, environmental health, personal responsibility, leadership and a comprehensive, high quality academic program. With an emphasis on the environmental sciences, energy alternatives and conservation, recycling, organic gardening and the food sciences, and the emerging 'green' economy, students will focus on developing the math, science, writing, and hands-on skills that will make them successful leaders to make a difference in improving the environment for humanity. This course invites undergraduate and graduate students from different fields of study to apply their discipline to the goal of designing and teaching hands-on problem-solving projects for students at the Henry Elementary St. Louis Public School, located across the street from Cochran Gardens Housing, at 1220 N. 10th Street. Gay Lorberbaum, with advising from Principal Veal, will work individually with each WU student to develop the right fit between the creative contribution each WU student wants to offer and the vision Principal Veal has for each age group of students at Henry Elementary School. Students enrolled in this course will work on-site at Henry Elementary School during the scheduled meeting times. The will be an additional meeting on campus for one hour on Wednesdays at a time to be determined later by the enrolled students. Course fee is applied to cost for mandatory fingerprint background check. |
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| | 01 | -T-R--- | 11:30A-12:50P | Givens / 118 | Lorberbaum | Final Critique | 20 | 18 | 0 | | |
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| | 01 | M--R--- | 1:00P-5:20P | TBA | Ellingsen | Final Critique | 0 | 0 | 0 | | |
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| | 01 | --W---- | 5:00P-9:20P | Weil / 120 | Compadre | See instructor | 0 | 1 | 0 | | |
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