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2026 Study Architecture Student Showcase - Part VI

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Today’s edition of the 2026 Study Architecture Student Showcase explores the intersections of education and design. Part VI features adaptive learning centers, modular kits for adaptable classrooms, education centers for vulnerable adolescents, and research spaces. These outstanding projects also use design as a tool to interrogate and address nuanced topics in education, including preserving student creativity in today’s digital age and how architecture can bridge and facilitate workplace integration for community college students.

Reframing the Learning Landscape by Valeria Lemus, M.Arch. ‘26
University of Florida |  Advisors: Eugene Damaso, Albertus S. Wang & Stephen Bender

Reframing the Learning Landscape explores how outdoor learning environments can become an essential component of education in Florida. Located in an urban context adjacent to Parramore, [a neighborhood] in Orlando, the project challenges conventional school models that prioritize indoor, standardized learning environments and instead proposes a campus that integrates nature, health, community, and education into the daily learning experience.

The project is informed by research on whole-child development, environmental psychology, experiential learning, and adaptive educational environments. Findings from literature reviews, case studies, and educator feedback identified four primary design drivers: connection to nature, adaptive learning environments, experiential learning, and long-term adaptability. These drivers informed a series of spatial strategies that blur the boundary between indoor and outdoor learning.

The proposed school organizes classrooms, community spaces, activity zones, nutrition gardens, and outdoor learning environments around a network of shaded transitional spaces that encourage movement, exploration, and social interaction. Native landscapes, productive gardens, water-focused learning environments, and passive climate-responsive design strategies support both environmental stewardship and student well-being. Building orientation, shading systems, landscape buffers, and outdoor classrooms respond to Florida’s climate while reducing dependence on conditioned space.

Rather than treating outdoor space as a recreational amenity, the project positions nature as educational infrastructure. Learning landscapes become places for discovery, collaboration, physical activity, and environmental awareness. The design demonstrates how schools can simultaneously address educational outcomes, community health, ecological resilience, and climate responsiveness while creating more meaningful connections between students, their environment, and the communities they serve.

Instagram: @valelemus1, @stephen.bender

Extraction, Control and Permanence of Memory by Jack Allison, BS in Architecture ‘26
University of Virginia | Advisor: Peter Waldman

This thesis uses the existing Bingham Copper Mine as a site for an environmental institute that examines limits to extraction, control, and permanence within Utah’s Salt Lake Valley by reclaiming an architectural understanding of the desert that defines it. With this reading of the place, the thesis becomes a critique of Latter-day Saint settlement patterns that sought to superficially “make the desert bloom.” In their taming of the Desert, they became apathetic to the existing landscape, creating a disconnection from ‘The Place,’ most profoundly seen at the Bingham Copper Mine. 

By unraveling the extent of environmental destruction produced by the mine over its 120-year lifespan through a network of cultural, ecological, and research spaces, this place of extraction becomes a site for understanding the histories that shaped it and the future that reimagines it. Reclamation, connection, and memory bring the locale closer to the neglected environment, prioritizing experiential contact and aesthetic retrospection.

With the Bingham Mine’s lifespan extended through 2040, the future remains unclear regarding what will happen after it is discontinued. This thesis seeks to answer the question of ‘what next?’ for the mine and future extraction in the Salt Lake Valley.

The thesis uses a multidisciplinary program that will reclaim, reconnect, and remember the site in its own way. Environmental research laboratories analyze the progression of ecological health at the site. Art studios frame views, using the landscape’s expression to define an aesthetic experience, preserving moments of destruction, stagnation, and rejuvenation. Exhibition space creates an experiential, physical narrative journey through the mine’s history, while public classrooms and workshops showcase professional humanities skills to be passed down. 

This project uses architecture as a medium to access and understand the mine and the process of healing its ecologies. By using architecture to bridge the gap between the urban and the landscape, we can learn the importance of our roles within a larger ecological order, thereby reinforcing a local commitment to it. Understanding it by observing and then connecting to the landscape physically by working within and for it.

Logged Inside the Box: The Replacement of Childhood Imagination by Digital Content and Its Effect on Creative Development  by Joangelisse R. García-Rivera, B.Arch. ‘26
Pontifical Catholic University of Puerto Rico | Advisor: Pedro A. Rosario-Torres

In a time marked by rapid technological growth, digital devices have become essential to daily life, profoundly changing how children learn, play, and experience the world around them. While technology provides endless access to information, games, and entertainment, its excessive use during childhood raises growing concerns about the decline of creativity and imagination. As screens increasingly replace traditional forms of play, exploration, and hands-on activities, children risk becoming passive consumers of content rather than active creators and problem-solvers. This shift raises an important question: how does constant exposure to digital media impact the natural development of creativity and the ability to generate original ideas?

Research by Kyung Hee Kim, through her study of the Torrance Tests of Creative Thinking (TTCT), shows a steady decline in creative performance among younger generations, even though today’s children often score higher on intelligence measures but are less creative. These findings suggest that while technological advancements expand knowledge and efficiency, they may also unintentionally limit imagination, originality, and creative development, especially during formative years when curiosity and play are essential.

This research examines how digital content replaces childhood imagination and its effects on creative growth. It considers multiple frameworks: theoretical, sociocultural, ecological, economic, and regulatory. It also investigates how design can help restore balance between technology and imagination, exploring how environments and educational systems influence creative potential. Understanding this relationship is crucial for preserving the human spark of creativity and invites reflection on whether modern progress truly nurtures or unintentionally constrains the minds of future generations.

This project was nominated for the Francisco Luis Porrata-Doria Medal for Excellence in Design.

Overcrowding to Opportunity: Reinventing the Portable Classroom by Evan Lehner, M.Arch. & MRED ‘26
University of Maryland, College Park | Advisors: Michael Kleiss, Peter Noonan & Tanya Bansal

As schools across the United States grapple with overcrowding and chronic underfunding, many turn to portable classrooms as a cheap, quick, and temporary solution. Despite widespread usage, this typology is largely neglected by architects. Portables are critical for many overpopulated and underfunded schools to operate. Consequently, when schools are unable to afford new buildings or extensive renovations, these “temporary” structures become permanent. Numerous studies reveal that these portables often do not meet adequate standards to foster a productive learning and teaching environment. Their antiquated design renders them difficult to transport and a financial liability for their schools. This project asks, “How might portable classrooms be reinvented to be more adaptable, flexible, and reliable learning environments?”

Methods of analysis included interviews with school administrators, facilities managers, portable classroom distributors, students, and teachers, a review of existing literature, and a site visit to a portable prefabrication facility to understand both stakeholder and producer perspectives.

The resulting “Adaptive Modular Classroom” (AMC) utilizes a prefabricated, modular “kit of parts”, all of which can be shipped on a standard flatbed. The AMC can be programmed to provide additional space for other much-needed common areas, including gyms, libraries, and makerspaces. The kit is designed for flexibility. Spaces can expand or contract, and facades can quickly be interchanged. High-performance envelopes made from carbon-sequestering materials embody sustainable principles. Care was also given to imagine how the outdoor spaces between AMCs could contribute to a school’s sense of community.

Although designed to be deployable anywhere, a site was selected to test how the AMCs could be deployed on a real school campus. Careful siting and arrangement demonstrate that the AMC is not merely a better portable, but a replicable framework for rethinking how schools grow, adapt, and invest in their learning communities over time.

Click here to get a closer look.

Instagram: @evan_lehner12

Anti-Gang Architecture: Youth, Labor, and Spatial Agency in Mexico by Arturo Resendiz, B.Arch. ’26

Kennesaw State University | Advisor: ​​Ehsan Sheikholharam

This project responds to the lack of safe public spaces for young people in Matamoros, Mexico, a border city where many teenagers are vulnerable to gang recruitment. As opportunities for youth continue to diminish, architecture has the potential to offer alternatives by creating spaces that encourage learning, work, and community engagement. Rather than functioning as a conventional youth center, the project proposes a place where education, art, and vocational training come together to support long-term personal growth. The site is located between existing schools and adjacent to a public park.

The project provides a place for after-school activities, giving high school students an alternative to returning directly home or spending their afternoons without meaningful opportunities. It offers a range of programs that channel students’ talents and energy toward skill development, community service, the arts, and sports.

The design is grounded in the belief that architecture can strengthen connections between generations. Inspired by Giancarlo Mazzanti’s understanding of architecture as a tool for social inclusion, the project creates spaces where young people can build confidence, develop practical skills, and eventually return as mentors for future generations. In this way, the center becomes part of an ongoing cycle of community development.

A central challenge was balancing safety with openness. My design addresses this through a sequence of thresholds and a circulation system that accommodates different users while maintaining clear visibility throughout the building. Along the perimeter, heavier massing and compressed volumes establish a clear threshold from the uncertainty of the street. As visitors move deeper into the building, spaces gradually become more open, and ceilings rise, creating a stronger sense of safety and belonging. Clear circulation, visible gathering spaces, and flexible programs encourage interaction while minimizing isolated areas, allowing the architecture itself to support security, trust, and community life.

Click here to get a closer look.

This project received an honorable mention in the 2026 Niles Bolton Thesis Competition.

Instagram: @arxuro

Bridging Campus and Career by Farshad Beheshti, M.Arch. ’26
Academy of Art University | Advisor: Eric Reeder

This thesis investigates the role of architecture in facilitating the transition from education to the workforce, with a focus on students and graduates of Canada College. Community colleges serve a highly diverse and often non-traditional population, many of whom balance education with employment and face limited access to professional environments, networks, and career opportunities. This project responds to the gap between academic experience and workforce entry by proposing an integrated spatial framework that supports learning, professional development, and community engagement within a shared environment.

Situated in Redwood City, the project extends the role of the campus beyond its conventional boundaries, positioning it as an active interface between students, graduates, and the broader community of San Mateo County and the Bay Area. The design introduces a range of adaptable spaces that accommodate individual and collaborative work, mentorship, networking, and engagement with industry. By embedding opportunities for interaction with employers and entrepreneurial initiatives, the project fosters a dynamic ecosystem that supports both career entry and ongoing professional growth.

The research explores how architecture can mediate social and economic challenges related to accessibility, affordability, and workforce inclusion. Emphasis is placed on creating an environment that is welcoming to users of different backgrounds, ages, and levels of experience, while maintaining a strong connection to the values of the community college system. Through spatial flexibility, inclusive design strategies, and a focus on user experience, the project aims to redefine the educational campus as a civic and professional infrastructure that supports long-term development and economic mobility.

Instagram: @ericreeder.architect

TADI – Craftsmanship, Design, and Identity Workshops by Valeria Martínez, B.Arch. ’26
Universidad Anáhuac Querétaro | Advisors: Jorge Javier, Patricia Cutiño, Federico Hernández, Álvaro de los Cobos & Guillermo Márquez

TADI is an architectural proposal located in Querétaro, Mexico, conceived as a platform for the preservation, empowerment, and evolution of local craftsmanship. The project responds to the growing challenges faced by artisans, including economic precarity, lack of adequate workspaces, limited access to markets, and the gradual loss of traditional knowledge due to globalization and changing production systems.

Rather than functioning solely as a production facility, TADI is envisioned as a multidisciplinary hub where artisans, designers, students, and visitors can interact through making, learning, exhibiting, and exchanging knowledge. The program integrates workshops for different craft disciplines, educational spaces, collaborative design studios, exhibition galleries, retail areas, and administrative facilities that support cultural and economic development.

The architectural concept is grounded in the idea of dignifying craftsmanship by making the creative process visible and accessible. Spaces are organized around shared courtyards and public circulation routes that encourage interaction between makers and visitors, transforming the act of production into a cultural experience. The project seeks to strengthen the connection between heritage and contemporary design while creating new opportunities for innovation and entrepreneurship.

Beyond its physical form, TADI aims to redefine the role of craft within contemporary society. By fostering direct relationships between artisans and consumers, promoting co-design practices, and providing infrastructure for education and commercialization, the project contributes to a more sustainable and equitable creative economy. TADI ultimately serves as a catalyst for cultural preservation, social inclusion, and regional identity, demonstrating how architecture can support both community development and the continuity of intangible cultural heritage.

Instagram: @valemartinnez, @arquitectura_anahuac, @arqwave

Stay tuned for Part VII!

2025 Study Architecture Student Showcase - Part I

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Welcome to the 2025 Study Architecture Student Showcase!
Over the summer, we asked architecture faculty around the world to celebrate graduating students whose work embodies excellence in architectural education. The submitted theses, projects, and capstones reflect the various skills and concepts that are taught in architecture schools. With the Fall semester in full swing, we are excited to share these outstanding projects with you over the next few weeks.
With topics ranging from Infrastructure and Equity to Sustainability and Housing, each project has the power to inspire current and future architecture students. Tune in every Tuesday and Thursday to browse a collection of outstanding student work.
Today’s showcase features projects that explore different elements of education. From Pre-K through 8th-grade Montessori schools to university campuses and vocational schools, these designs capture the variety of educational venues. Each project provides design solutions that address diverse student needs, community well-being, safety, learning conditions, and more.

Transforming Trios: Typologies for Adaptive Education, Safety, and Community by Sheen Wang,  BS Architecture ‘25
University of Virginia | Advisor: Mona El Khafif

At Hutchison Beach Elementary in Panama City Beach, Florida, students adapt how they learn in response to their changing environment. Situated in a coastal, tourist-centered community along the Gulf of Mexico, the school frequently endures hurricanes and severe storms. With no dedicated community centers, schools here serve as storm shelters—often without enough space to meet demand.

This presents a unique design opportunity. The school’s campus includes numerous portable classrooms, originally meant as temporary solutions to overcrowding. Typically built at minimal cost, these structures are often uncomfortable and unsafe. But at Beach Elementary, there’s a shift: these portables are being reimagined as flexible, collaborative spaces where students and teachers co-create their learning environments to foster joy and exploration.

In a place defined by constant change, this thesis asks: How can a new, adaptive typology for portable classrooms support education, shelter, and community in one modular space? How can it integrate with existing school structures while engaging the surrounding landscape? How might these units aggregate both horizontally and vertically to form larger spaces?

This thesis proposes modular, adaptive structures that meet programmatic needs—education, safety, and community—while responding to the site’s outdoor uses, from wetlands to playgrounds to sports fields. The architectural skin of each module supports both interior and exterior use, enabling hybrid, temporary programming that flexes with the rhythms of the school and environment.

Instagram: @sheen.w_, @monaelkhafif

Descubre Cultural Academy by  Leonardo Sánchez Jiménez, B.Arch ’25
Universidad Anáhuac Querétaro | Advisors: Guillermo Márquez, Patricia Cutiño & Jorge Javier

This architectural project is part of the development of cultural spaces as a tool for strengthening the social fabric and preserving intangible heritage in historic urban contexts. The proposal seeks to contribute to the access and dissemination of artistic expression, fostering community participation and dialogue between tradition and contemporaneity. This type of intervention is essential in areas with heritage value, as it promotes the sustainable use of the built environment, activates cultural and social dynamics, and strengthens local identity, all in alignment with urban development and cultural conservation policies.

Through an analysis of the project’s intentions for the community, a concept was developed that seeks to encompass the actions, artistic expression, and experiences that the project is expected to generate and provide to its users. The words discovery and rediscovery are defined as the act of finding, identifying, or exploring something that was ignored or went unnoticed; in the case of rediscovery, it is the same, but something that was thought to be forgotten, hidden, or undervalued. These terms imply not only the revelation of unknown or rediscovered aspects but also a new appreciation or perspective on what has been rediscovered. It is a process that combines memory and innovation, inviting us to reinterpret and value elements of the past in a contemporary context. It goes hand in hand with the type of user who experiences it, whether local or outside the neighborhood.

However, it is possible to create a route that allows both locals and outsiders to gain an insight into these spaces, with the aim of awakening curiosity and passion for the neighborhood’s identity and tradition, thanks to elements that frame specific spaces in the context, as well as plays of heights, levels, and terraces that allow for distinct views that perhaps is not commonly appreciated as they should be.

Instagram: @leosanj05, @asili.arq, @arquitectura_anahuac, @arqwave

The 5-Minute School by Anoushka Sarkar, BS Architecture ‘25
University of Virginia | Advisor: Mona El Khafif

Set in Fairhill, Philadelphia – a neighborhood affected by historic disinvestment in education, high vacancy rates, and limited public infrastructure, “The 5-Minute School” explores how education can be embedded into the everyday fabric of the city. Rather than designing a single school building, the project proposes a network of public learning spaces within a 5 to 10 minute walking and biking radius, transforming vacant urban lots into active, community-driven educational sites.

At the center of the proposal is the site of the former Fairhill Elementary School, closed since 2013, reimagined as a multi-generational learning center with wings dedicated to food and ecology, the arts, technology, fitness, and early childhood education. The design is structured on a 20’x20′ modular grid system with interchangeable roof and façade components, allowing for flexibility, sensory variation, and user autonomy.

Radiating from the main hub are six “satellite” sites, including a rain pavilion, art park, solar garden, edible walkway, bike kitchen, and outdoor movement plaza. Each [site] offers hands-on, multi-generational, and place-specific educational opportunities. These sites are connected by a walkable and bikeable loop, which weaves through the neighborhood and links together existing community assets like libraries, rec centers, and social service organizations.

“The 5-Minute School” reimagines education as something lifelong, all around us, and capable of transforming neighborhoods into more vibrant, walkable, and healthy communities.

Anoushka received the Faculty of Architecture Award for Design Excellence for her yearlong work, including this thesis project. 

Instagram: @anoushkasarkar, @monaelkhafif

AMUSEMENT PARK by James Herlihy, Jack McGowan & Anthony Meli, M.Arch ’25
University at Buffalo | Advisor: Jin Young Song

South Korea faces the growing challenge of vertical schools, where even children as young as 2 to 5 years old attend regular classes followed by up to four additional hours at private institutions. These facilities often keep students until the late evening, intensifying stress for families and fueling social inequalities. Private educational institutions have become symbols of South Korea’s hyper-competitive educational culture, also affecting real estate markets and the urban landscape. In response, this project reimagines the vertical school as a socially engaging and visually vibrant space. Inspired by theme parks, the building emphasizes circulation and spontaneous social interactions across all floors. The façade design directly relates to both the building’s interior spaces and the vivid colors of the surrounding urban signage. Using a unitized curtain wall system, the façade incorporates angled fins, expansive windows, and transparent glass walls. A variety of fin typologies encourages playful engagement from both inside and outside the building, creating dynamic focal points. On the front elevation, glass and fins are strategically arranged to emphasize circulation routes, program elements, and to transform the building’s appearance between day and night.

This project was featured in “Cram Urbanism And Vertical Learning Space,” an international symposium and exhibition in Seoul, South Korea. 

Instagram: @arcmeli02, @jinyoung___song

University of Providence Campus and Community Visioning by Harrison Bluestein, Andrew Rosenberg, Kiki Simmons & Nick Tournour, M.Urban Design & B.Arch. ’25
University of Miami | Advisor: Joanna Lombard

Nearly 100 years ago, the Sisters of Providence, the Ursuline Sisters, the Catholic Bishop of Great Falls and the Great Falls community began to integrate their educational vision with the unique ministries that had developed from the earliest years of the Sisters of Providence’s founding of a hospital and school in 1892 and 1894, respectively. Building on this early relationship of shared commitment to an academic and community-based education, the University of Miami Urban Design studio opened with analysis of the current form, historic architecture, as well as the social and physical context of the campus and Great Falls community to explore the potential for the physical campus to plan for a future that expresses the founding mission of integration and advancement and contributes to the future flourishing of university and the community of Great Falls. The student teams worked in collaboration with University of Providence leadership, faculty and students to develop prototypes for how the physical environment could most effectively frame and support the campus and community in the coming decades.

Studio-based multidisciplinary investigations and collaborations with leading professionals and a continuity of communication throughout the semester enabled rapid response as ideas were proposed, analyzed, developed and refined. This dynamic exploration was conducted with the Providence St. Joseph Health and University of Providence team members, as well as Great Falls advisers, resulting in a penultimate presentation at the end of the semester, after which the work was organized into a slide presentation that can be utilized by the University of Providence.

Instagram: @hb23_, @andrewrosenberg7, @u_soa

Pathways to Possibilities: Montessori, re-imagined and expanded for every path in life by Melanie Nin, B.Arch ’25
Kennesaw State University | Advisor: Robin Puttock

“Pathways to Possibilities” explores the importance of establishing a Montessori Pre-K through 8th-grade school for a large population of children, highlighting the unique challenges they face in accessing an education that meets their fundamental needs. By incorporating Montessori design principles and learning theories, the proposed school aims to create an inclusive, supportive environment that fosters self-directed learning, creativity, and social engagement. It advocates expanding the Montessori model to a larger school that fosters an inclusive environment that supports diverse students’ needs.

Thesis Question:

How can Montessori learning theory and design principles be implemented in a large-scale public school to provide an innovative school in Norcross, GA, that expands the accessibility of Montessori education to a larger community?

Problem:

Students face several challenges when trying to attend Montessori schools, including cost, lack of information, cultural and language barriers, and limited access.

Solution:

To expand the current Montessori model into a vibrant, inclusive learning community where every child can grow and thrive.

Hypothesis:

Designing flexible learning spaces that follow the 10 Montessori Principles while optimizing space efficiency.

Click here to learn more.

This project was selected as a Thesis Semi-finalist (Top 20 of 90+).

Instagram: @melaniespov, @robinzputtock

Crosswing Hall: a Biophilic Student Hub for Well-Being and Connection by Marianna Sanchez, B.Arch ’25
Kennesaw State University | Advisor: Robin Puttock

Crosswing Hall stands as a vibrant intersection of connection, community, and growth at Kennesaw State University’s Marietta campus. Inspired by the convergence of diverse paths and ideas, the name symbolizes both the physical design of the building—marked by angular, wing-like forms—and its purpose as a space where students and alumni come together. As a central hub, Crosswing Hall fosters interdisciplinary exchange, reduces anxiety through thoughtful design and natural elements, and cultivates lasting connections that extend beyond graduation. By providing an environment where students feel supported, engaged, and at home, Crosswing Hall strengthens campus pride, encourages meaningful relationships, and ensures that every visitor—whether a first-year student or returning alum—feels part of the university’s ongoing story.

Click here to learn more.

This project was selected as a Thesis Semi-finalist (Top 20 of 90+).

Instagram: @msg2002, @robinzputtock

Uvalde Strong: Youth and Community Center by Eric Grossman, M.Arch ’25
Academy of Art University | Advisor: Eric Reeder

The proposed Youth and Community Center in Uvalde, Texas, aims to address two tragic questions: the nature of social isolation and its ties to violence, and the nature of community healing.

On May 24th, 2022, 19 elementary school students and 2 teachers were murdered by an 18-year-old active shooter at the Robb Elementary School. The shooting directly affected 21 families and indirectly several more. Uvalde is a small town where people know each other. An uncle of one of the victims stated, “If the shooter was involved and was able to be active and play, maybe this wouldn’t have happened.” A few months later, on September 9th, 2022, two teenagers of 16 and 18 years were shot in an alleged drug deal at the same site.

Drugs and gang affiliations may also be causing increased youth gun violence, in addition to social isolation. Currently, the Uvalde area hosts few mental health resources and facilities. According to US News, “The only mental health center in the area — just blocks from Robb Elementary — was seldom used or discussed, raising worries about the lack of awareness regarding signs and symptoms of mental illness and the stigma surrounding seeking help.”

Grieving together through recreation and community has helped Uvalde begin to heal. The parents of one victim started an organization that hosts wilderness retreats for victims’ families and survivors. Residents also come together in social media groups where they can share mental health resources and express their grief. 

By bringing in places to gather as families and as a community along with being able to play, we may be able to foster more inclusion in school environments. A recreation center, community center, and place to gather can give these kids an opportunity to engage in play and change their direction. A chance to compete in sports and be a part of a team can lead children through self-discovery. Through play, children can interact with others in a positive environment. Social interaction and civic engagement can trigger some of the solutions for these issues through organized activities. The proposal is a Youth and Community Center that can facilitate these activities.

Click here to learn more. 

This proposal received the Graduate School of Architecture Prize for Outstanding Thesis Project.

Instagram: @ericreeder.architect

School of Roots by Eva Shaw, M.Arch ’25
Academy of Art University | Advisor: Eric Reeder

Sustainability must lead our educational efforts to address the planet’s pressing challenges. While complex, the issue can be met with intention and thoughtful design. This elementary school teaches sustainability through direct exposure and lived experience. Targeting elementary-aged students is intentional—Piaget’s Concrete Operational Stage marks a critical period when children form logical ideas from concrete experiences. At this stage, space and time are vital in shaping thought, making the built environment especially influential. 

“School of Roots” embraces this developmental window to cultivate future stewards of the land. Designed with a rotating visiting schedule, it serves as a learning model for other schools and opens to the public when not in use, broadening its educational impact. Located in a dense urban area in Berkeley, California, the site minimizes sprawl and transportation needs, with direct access to public transit. This ensures both environmental responsibility and community accessibility. The building includes flexible workspaces, demonstration labs, and dining areas. Its strong emphasis is on outdoor learning, which reconnects users with nature. School of Roots is a foundational effort to align education with planetary health. Engaging children at their most formative stage offers a hopeful path toward a sustainable future.

Click here to learn more. 

This design was awarded the 2025 Spring Show Prize for Outstanding M.Arch Thesis Project.

Instagram: @evashaw_architecture, @ericreeder.architect

Designing for Tomorrow: Elevating Learning and Shaping Growth by Vira Grace Williams, B.Arch ’25
Belmont University | Advisors: Tom Lowing & Dennis Daniels

As I considered my approach to this project, I reflected on O’More College’s place within Belmont University. Though it has been part of Belmont for only seven years—and its architecture program for just five—it stands as the only architecture school in Middle Tennessee. While O’More has already been shaped by Belmont’s broader vision, the university now has a unique opportunity to define a design school that sets itself apart—not just regionally, but nationally. One of the key ways O’More differentiates itself is through its mission-driven approach to design education. The question this proposal is trying to answer is: how can this renovation and expansion strengthen that identity and help position the program as a leader in design education?

One of Belmont’s 2030 initiatives is a commitment to whole-person formation—a strategic focus on academic, emotional, social, and spiritual development. This idea resonates deeply with me as I reflect on my own education. The question, then, is how the building itself can reinforce this vision while strengthening O’More’s institutional identity.

 At its core, this project is about the student experience. Design fields—whether architecture, interior design, or fashion—are often defined by long hours, intense deadlines, and constant pressure. The existing O’More building, while rich in history and character, has reached a point where expansion is not just an opportunity but a necessity. Through analyzing the Hitch building and drawing from personal experience, it was clear that the lack of spatial variety, accessibility, and common areas limited interaction between cohorts, while poor daylighting and ventilation increased energy demands. These challenges helped shape the design approach: addressing the gaps in the current spaces while creating a healthier, more supportive learning environment—one where students want to stay, work, and grow.

Architecturally, this vision takes shape through quiet areas, collaborative commons, or breakout pods. This allows the building to support social interaction and individual well-being—both essential to whole-person formation. While the project provides the necessary studios, classrooms, and presentation spaces, its true priority is ensuring that students have spaces that accommodate different working styles. By aligning the physical environment with the values of care, well-being, and connection, this addition ensures that O’More is a place where students are supported not only as designers, but as whole people.

Instagram: @vira_semkiv_design, @omore.architecture

Village for Children by Zake Bjontegard, B.Arch ’25
University of Texas at Austin | Advisor: Nichole Wiedemann

Situated near the southern border of Senegal, the Nursery School repositions early childhood education toward a community-oriented model that leverages the resilience of local materials and techniques. The school mimics vernacular village structures through careful positioning, aggregation, and a focus on interstitial space. 

In turn, the grounds form a child-centered micro-village where young children can explore a sense of freedom and agency within a managed system. The askew masses showcase a necklace of indistinguishable “hut-like” classrooms positioned around a central courtyard encased in bamboo. Each classroom shares an educational play space with a neighboring classroom, as well as direct access to the free-play courtyard. 

The model of learning emphasizes flexibility, allowing the school to adjust connections and spaces depending upon the needs of local youth. Upon approach, the profile of the complex resembles a neighborly system of material and assembly—diffusing into the surrounding context of thatch and earth. Children are encouraged to feel a sense of familiarity with the shapes, forms, and textures of the complex, embracing conservation in the pursuit of innovation. 

The project utilizes two major local materials: rammed earth and bamboo. The rammed earth wraps the perimeter of the complex, presenting itself outwardly as a depiction of privacy and strength. In contrast, a softer bamboo inner membrane gives way to looser, more permissive thresholds between classes and age groups. The construction and building of these materials are possible through local techniques—not significantly different from the construction of the traditional Senegalese home. 

In all, the Nursery School works to preserve the sensitive traditions of rural Senegal while capitalizing on the potential for subtle modifications—both in architecture and within the broader early childhood education system.

This project was submitted to the Kaira Loora Competition.

Instagram: @zakebjontegard, @nicholewiedemann

Inside Out – Outside In by Nguyen Thanh Minh, D.Arch ’25
University of Hawaiʻi at Mānoa | Advisor: Yasushi Ishida

“Inside Out – Outside In” is a K-12 vertical school design that creates a biophilic learning environment through modular classroom spaces that support faster construction and easy adaptability to meet future education needs. The blending of interior and exterior allows the design to get a natural flow that helps the students learn, grow, and live in harmony with the environment. 

The green pockets are located throughout different levels of the buildings to welcome natural elements such as sunlight, fresh air, and greenery, which allows students to feel the presence of nature in every part of their learning experience. The green pockets can also become areas for relaxation, exploration, and social interaction. 

“Inside Out–Outside In” reimagines the vertical K–12 typology within urban Honolulu. It challenges the traditional single-corridor model by creating dynamic, layered learning environments organized around the extended open-air green pockets. These green zones act as continuous outdoor extensions of each classroom cluster, creating additional outdoor space for learning activities.

The first principle of the design is “Design for Well-being.” The project was developed to support students’ physical, mental, and emotional health. Brise soleil manages sunlight and glare, while open corridors and operable walls promote natural ventilation. The landscape in the center becomes learning gardens, and soft vegetative buffers attract students to gather under shades, fostering calm, comfort, and sensory richness.

The second principle is “Design for Change”. It is evident in the modular classroom configuration and flexible partitions. As education evolves, the building can accommodate new changes, enrollment fluctuations, or even entirely different age group needs without major structural intervention.

The school is designed to serve all students of different ages, from elementary to high school, with tailored experiences. Ensuring that it’s secure, and has playful outdoor areas for younger children and flexible zones for older students. Together, these spaces create a vertical learning landscape that nurtures collaboration, and connection to the natural world.

This project was nominated for the AIA Honolulu People’s Choice Awards 2025. 

Instagram: @archawaii

Restoring Vocation by Mason Burress, M.Arch ’25
Washington University in St. Louis | Advisor: Donald N. Koster, AIA

“Restoring Vocation” is a response to the self-initiated research and design proposal fulfilling the degree project requirements for the first-professional Master’s degree program in the Graduate School of Architecture & Urban Design at Washington University in St. Louis. [This studio’s work] is the architectural response to the intentional, programmatic, and situational project brief developed through in-depth research into a specific transect of the St. Louis Region conducted during the previous semester. 

Once a center for hands-on learning, North St. Louis was home to several vocational schools that equipped students with practical skills in woodworking, metalworking, welding, fashion, auto mechanics, and the MEP (mechanical, electrical, and plumbing) trades, among others. However, since the mid-1960s, these institutions have steadily disappeared. Restoring Vocation seeks to bring the spirit of vocational education back — by establishing a new affiliate school designed to work in concert with the four major high schools in the surrounding area as a celebration of the trades. 

The new educational facility expresses its practical mission by honoring familiar industrial typologies. The structure is mass timber and the building’s north-facing sawtooth skylights are designed to maximize natural light within the vocational classroom spaces and shops. Adaptable workshops are organized along a linear spine that doubles as a collaborative large project working space and primary circulation. The building’s structure and systems are intentionally exposed to serve as an instructive tool for learning. 

This project received the 2025 Graduate School of Architecture & Urban Design Degree Project Award.

Instagram: @masonburress.arch

Convergence – DAS Transformed by Evelyn Foster & Marko Jovanovic, B.ArchSc ’25
Toronto Metropolitan University | Advisor: John Cirka

The TMU campus is currently a space to pass through, not to inhabit. “Convergence” aims to reimagine this by proposing more than just a new Architecture Building; it is a vision for a lively public realm. At its core is the transformation of Kerr Hall into a vibrant central square, with the new building framing a key path from Dundas Square. Human-scaled programming and public space activate Church Street, drawing visitors into a generous social area at the south entrance. This space leads to “The Square,” a multi-purpose atrium for lectures, presentations, and casual interaction, anchoring the building’s layout. Circulating through the building concludes with the sixth-floor space, a celebratory space under a CLT roof, flooding with natural light. At this point, the visitors have reached the pinnacle of the new Architecture building, and are invited to look out over the campus and city beyond.

Click here to learn more. 

This project was selected as an Honourable Mention – Bold Visions Transforming Futures.

Instagram: @ev.shoob, @marko.jovanovic.29, @lisalandrum.arch

It Takes a Village by Evan Cage, M.Arch ’25
Morgan State University| Advisors: Carlos Reimers & Howard Mack

“It Takes a Village” investigates the role of architecture in fostering intergenerational learning and cultural continuity, especially within historically rich, yet systemically underserved, communities like Mid-City, New Orleans. Research into social sustainability, community-based education, and the spatial marginalization of elders and youth reveals a critical need: the environments where we learn, grow, and gather often fail to reflect the full richness of our identities or support the passing down of lived wisdom. This project responds to that need by proposing a new model for educational and community spaces—one that elevates legacy-building through shared experience, cultural exchange, and intentional spatial design. By connecting elders and youth in a four-story, dual-building community center organized around arts, storytelling, culinary traditions, language, and civic engagement, It Takes a Village challenges conventional notions of schooling and reclaims education as a lifelong, communal journey.

This project received the Outstanding Architectural Design Award. 

Instagram: @sosmoov3, @reimerscarlos, @h_mack

Stay tuned for Part II!

DesignPhiladelphia Announces 2nd Annual Justice Alliance in Design Education (JADE) Fellows!

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(Via DesignPhiladelphia)

DesignPhiladelphia proudly announces the 2nd annual Justice Alliance in Design Education (JADE) Fellowship. This initiative, in collaboration with local colleges and universities, aims to foster a diverse and inclusive culture within Philadelphia’s architecture and design education space. Inspired by the success of programs like the Posse Foundation, the JADE Fellowship is built on the belief that a small, diverse group of talented students can drive significant individual and community development.

The JADE Fellowship supports a cohort of six undergraduate students from underrepresented communities and is committed to creating a community and culture that not only nurtures personal career growth but promotes a more inclusive environment for all design students and emerging professionals. Rebecca Johnson, the Executive Director of DesignPhiladelphia, shared her enthusiasm: “Through the JADE Fellowship, we are not just supporting individual talents; we are actively shaping an inclusive, welcoming, and diverse design community right here in Philadelphia.”

We are honored to introduce our JADE Fellows for the year 2025:

Learn more about this groundbreaking initiative here.

2024 Study Architecture Student Showcase - Part II

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In Part II of the 2024 Study Architecture Student Showcase, we take a look at projects that focus on education. From supporting the social integration of neurodivergent students to designing a Makerspace for a university, the featured student work addresses education in various capacities.  

Today’s installment includes proposals to build schools and increase the accessibility of education in underserved communities, designs for South Korean Hagwons, and more!

Sustainable School in Bangladesh by Cesar Augusto Borges dos Santos, B.Sc in Architecture ’24
University of District of Columbia | Advisor: Dr. Golnar Ahmadi

Elin Nordegren once said, “Education is one thing no one can take away from you.” This powerful statement underscores the importance of establishing an elementary school in Modhubagh, a densely populated and predominantly low-income area in Dhaka. Currently, the absence of a local elementary school forces children to embark on long and arduous journeys to reach distant educational institutions. This situation not only hinders their academic progress but also exacerbates the cycle of poverty that grips the community.

According to UNICEF, only 19% of children aged 3-5 in Bangladesh attend an early childhood education program. This alarming statistic highlights the urgent need for more accessible educational facilities. By constructing a new elementary school in Modhubagh, we can ensure that children have better access to quality education, thereby laying a strong foundation for their future.

The proposed school will serve as a beacon of hope, providing a safe and nurturing environment for the children of Modhubagh. It will offer a comprehensive curriculum designed to foster cognitive, social, and emotional development. Moreover, the establishment of this school will create job opportunities for local residents, further uplifting the community.

In summary, building an elementary school in Modhubagh is a transformative step towards breaking the cycle of poverty and empowering the next generation. This project is not just about constructing a building; it is about building a brighter future for the children and the community as a whole.

Instagram: @Golnarahmadi

SNAPD by Baraa Abdolkarim, Yusuf Abdul-Rakib, Lauren Cepeda, Alondra Egure, Angel Estrada, Aneida Flores, Luis Flores, Marianne Friedel, Lorena Gonzalez, Brianna Guerra, Douglas Long, Isabel Vera Lopez, Simran Maredia, Kawa Ojo, Bylasan Shalabi, Jesus Sifuentes & Kyndal Thompson, B. Arch ’24
The University of Texas at San Antonio | Advisor: Armando Araiza

The project was designed for the entrance of the new Makerspace in the newly finished Science and Engineering Building at the UTSA Main Campus. The design allows students from all majors to showcase projects made in the Makerspace as well as welcome students to work on new projects. The studio explored the concept of folding, while transforming 2-dimensional surfaces into 3-dimensional volumes. The volumes organically flow throughout the Makerspace Lobby, displaying the concept of growth and transformation. Color and lights were incorporated into the design in order to illuminate the project and make it feel like an immersive and interactive experience for those entering the Makerspace Lobby.

Field Station: A Land Based Elementary School by Huê Bùi, M. Arch ‘24
University of California, Berkeley | Advisors: Neyran Turan (Primary Advisor) & Liz Gálvez

Field Station proposes a land-based elementary school as a response to the growing disconnect between people and land in industrializing rural Vietnam.

Land is big and school is small. Field Station is situated in Bac Giang, Vietnam, and centered around the lychee tree, the region’s key agricultural export. The school is located on an existing field to foster direct, place-based knowledge. The school is realized as a trail, integrating local land maintenance practices into both its pedagogy and architecture.

In the flat topography of the site, lychee trees are grown on mounds to help the roots stay above flood level and protect them from weeds. Field Station comprises interventions around these lychee mounds, organized like an almanac that suggests how architecture can adapt seasonally to facilitate different programs and spatial organizations during different planting stages throughout the year. The scroll drawing experiments with depicting both time and space in a two-dimensional medium. Read from right to left, the drawing aims to depict Field Station at four points of activation: Spring school during flower development, Summer school during harvest, Autumn school during ground preparation, and Winter school during canopy development. 

Land time is long and school time is short. Yet both are cyclical, rooted in repetition and resulting in growth. Field Station explores time across scales: the time of a human, a tree, a school year, an annual crop; the time of growth and decay. Using primarily bamboo and lychee bi-products (branches, leaves, fruits), the interventions aim to promote regenerative agriculture through various composting strategies, proposing the restoration of land depleted by mono-crop as an essential component of land education.

Instagram: @nemestudio, @office.for.example, @ucberkeleyarch

Social Ribbon by Brandon Rosas, Eddie Lam & Huiying Tan, M. Arch ’24
University at Buffalo | Advisor: Jin Young Song

The competitive college entrance process in South Korea has led to the proliferation of Hagwons, after-school private learning institutions. We also observe an emerging trend of commercialized “Study Cafes” in most Hagwon districts. A Study Cafe is a hybrid space between a cafe and a reading room in a library. This project explores a novel integration of Study Cafes into a “vertical school,” maximizing the performance of the cafe space in the context of classroom spaces in Hagwons.

The Study Cafe spaces are all connected as a flow of socialization, like a ribbon. The “social ribbon” is a new vertical school typology featuring vertical and diagonal circulation to encourage social interaction, relaxation, and other diverse activities. This ribbon transforms the Hagwon spaces, creating versatile, programmatic areas that blend the boundaries between levels, including Study Cafes, mini libraries, lounges, and galleries. Accessible from the ground to all levels, the ribbon offers students the freedom to engage in collaborative or private activities, easing the stress of their daily routines. The verticality is designed to provide efficient and diverse behaviors, not only as places but also as means of circulation.

Additionally, the ribbon incorporates a series of angled and protruding balconies that provide outdoor space and shade, enhancing the building’s performance. This design gesture is highlighted on the north façade, serving as a prominent feature that activates both the building’s interior and exterior.

Instagram: @ubuffaloarchplan

Hagwon On The Move by Toni Vargas, Omar Ibrahim & Staci Tubiolo, M. Arch ’24
University at Buffalo | Advisor: Jin Young Song

Hagwon On The Move proposes a transformative intervention in the heart of South Korea’s Hagwon (private institutions) culture. We understand that young students have the most interactive, meaningful, and enjoyable social activities ‘before and after’ classes. While the current Hagwon culture focuses on efficient learning, the architecture lacks the sense of a ‘place’ to linger. We aim to extend this particular ‘before and after’ class time as much as possible. Through an extended walking experience within the building, the project redefines the traditional private cram school experience, creating a vibrant, inclusive learning environment for students of all ages.

The building emphasizes the social and physical benefits of walking, inviting users to explore its 7-story structure via a moderate 1:25 continuous ramp. While the north-facing side of the building is reserved for efficient learning spaces, the south-facing side is highly dynamic, accommodating various programs including flexible studying spaces, a library, and activity lounges.

Ascending to the open roof, users are treated to engaging views across the building through a central atrium, transforming the walking experience into a spectacle. The constant change in the angle at which the floor slabs meet the façade introduces double-height balcony spaces, reconnecting users with nature. This shifting, angular design is clad in terracotta panels that mirror the fluidity of the ramp behind and provide shade and thermal comfort. Additionally, terracotta baguettes extend underneath the panels to provide extra shading where needed.

Hagwon on the Move offers students the opportunity to engage with their peers and surroundings in a dynamic setting that contrasts with traditional education spaces. Embracing innovation and community, the project is poised to re-evaluate the learning experience in vertical spaces.

Instagram: @ubuffaloarchplan

Down Syndrome: A Path to Independence by Luis D. Maldonado-Albertorio, B. Arch ’24
Pontifical Catholic University of Puerto Rico | Advisors: Pedro A. Rosario-Torres, Juan C. Santiago-Colón & Manuel De Lemos-Zuazaga

Down Syndrome is a condition observed in different parts of the world, and people with this condition are often perceived as incapable of doing what a neurotypical person would do. However, in many cases, these individuals do not achieve independence because appropriate approaches for their integration into society are not adopted. There is a mistaken belief that a simple program will solve their problems. People with Down Syndrome may have intellectual disabilities, motor difficulties, and some distinctive features in their bodies, but this does not mean they cannot improve and advance toward a successful life. It is crucial to work with them from an early age to achieve great results in adulthood.

The project proposes an idea where architecture performs a central role in creating a space specifically designed for people with Down Syndrome to learn and progress towards an independent life.

The architectural proposal is located in Puerto Rico, in the city of Ponce, at a site that is currently an incomplete and abandoned sports complex. This represents an opportunity not only to improve and develop a master plan for the complex but also to implement an educational proposal for children with Down Syndrome. Being located in an existing sports area, the project will help improve the users’ motor skills and allow for the “Special Olympics” to take place for this community, fostering an exchange of experiences and learning between neurotypical individuals and children with Down Syndrome.

From an architectural perspective, the idea is to implement ludic areas that will make learning efficient and enjoyable, helping to improve both mental and motor aspects. Additionally, various programs specifically designed for these users are implemented, such as the simulation of a home, located in volumes of geometric shapes. These colorful geometric shapes aim to help the users clearly identify different spaces.

Instagram: @daniel_albertorio30

Architecture for Autism Spectrum Disorder: In Search of Social Integration for People with ASD by Jorelma Alfaro-Padilla, B. Arch ’24
Pontifical Catholic University of Puerto Rico |Advisors: Pedro A. Rosario-Torres, Juan C. Santiago-Colón & Manuel De Lemos-Zuazaga

Over the years, statistical studies have demonstrated the exponential increase in diagnoses and prevalence of Autism Spectrum Disorder (ASD) globally. This is a lifelong condition implying that each diagnosed individual receives personalized treatment, and it is primarily characterized by its impact on individuals’ communication skills. With the growth of this community, the need for spaces that foster the social integration of the autistic community with the neurotypical population has become more apparent. Although the autistic community must be fully attended to, early diagnosis and care allow for the identification of strategies and the insertion of individuals with the condition into environments that enable full development adjusted to their abilities. In this context, architecture becomes a tool for designing spaces that meet the needs of autistic users, such as through the use of sensory design theory, allowing for spaces that promote the social integration of these users.

This architectural proposal is located in the town of Caguas, Puerto Rico, on a lot adjacent to a cluster of existing schools. The proposal comprises a set of structures subdivided according to their use: education, treatment, and integration; leading to the creation of five structures: an amphitheater, a treatment center, a K-12 school, a gymnasium, and a school of fine arts. The placement of these structures seeks the social integration of the autistic community through the creation of a connecting axis that facilitates the creation of spaces for interaction between school communities through urban spaces, as well as the interaction of neurotypical and autistic school communities in the fine arts program. As part of the educational program, the implementation of retreat spaces in classrooms for autistic students was considered, so that in the event of overstimulation or lack of stimuli, they can take a moment to recompose themselves and use a space that, in addition to being designed for their needs, becomes an element for the façade design of the K-12 school. Additionally, the structures feature sensory gardens which, together with the vegetation, provide an outdoor retreat space and an area for social interaction. Architecture, in these respects, becomes a mediator for the social integration of autistic users, enabling interactions among users.

Instagram: @jorelma_a

Stay tuned for Part III!

2023 Study Architecture Student Showcase - Part XXIII

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Athletics and wellness are at the forefront of the designs featured in Part XXIII of the 2023 Study Architecture Student Showcase. The displayed projects range from sports centers dedicated to improving the quality of life for those living with disabilities to facilities that draw on the connection between health and design – demonstrating how the built environment can foster healthy lifestyle change.

ENLACE (CONNECTION) by Alejandra Camacho Meza, B.Arch ‘23
Universidad Anáhuac Querétaro | Advisor: Jorge Javier

An Adapted Sports Center can provide a dignified space for those living with a disability or who wish to start a rehabilitation process to improve their quality of life. At the same time, it can empower this “small” sector of the population that not only has a presence in the delegation but throughout the state of Querétaro.

This project was received the Dept. Chair Award Senior Year Capstone and an Honorable Mention at the USGBC Detroit Student Competition

Instagram: @ale_camchomez87 , @arqwave

Sports Recreation Adapting Communities in Puerto Rico by Christian A. Pérez-Montalvo, B.Arch ‘23
Pontifical Catholic University of Puerto Rico | Advisor: Pedro A. Rosario-Torres

The objective of this project is to look for modern and functional architecture that reflects the motivation and enthusiasm of young people and inspires Roberto Clemente’s desire to help young Puerto Ricans come true.

The architectural program calls for a modern educational and sports center in the Roberto Clemente Sports City Park in Carolina, Puerto Rico. The goal is to address the challenges that Puerto Rican youth (ages 13 to 17) face when trying to develop their athletic capacities due to various negative factors that impede their full potential.

The proposal is based on rescuing and renovating the disused existing sports facilities and combining them with an educational purpose that integrates academics and sports, guaranteeing a positive impact on society. The axiality concept focuses on the complex’s functionality, creating a central axis that helps circulation between the different areas.

The architectural design focuses on functionality, accessibility, and youth safety. A sports school and recreation center are designed to function as a dorm, supplying a focus on educational performance and sports therapy. The rooms are spacious, well-lit, and equipped with the necessary elements.

The project is divided into four programmatic phases:

  1. Sports Phase: includes the construction of modern facilities to foster physical development and athletic skills, such as baseball and soccer fields.
  2. Education Phase: includes classrooms, library, and computer rooms to ensure a good educational environment.
  3. Therapeutic Phase: supplies specialized therapies, such as psychotherapy and physical therapy, for those youth who need emotional and physical support.
  4. Dormitories Phase: offers accommodation to young people with athletic abilities and good academic performance, allowing them to improve beyond their limits.

In summary, the proposal looks to turn the Roberto Clemente Sports City into a first-rate educational and sports center, where young Puerto Ricans find support to develop their potential and learn values such as hard work, integrity, and teamwork. The project helps young people from different origins and situations, improving their quality of life and allowing them to develop sports careers, for the country’s benefit.

 

Instagram: @__chapm1 

Movement Legacy: A Bioethical and Epigenetically Grounded Architectural Framework for Healthy Lifestyle Change Brett Walter, M.Arch (professional degree) ‘23
McEwen School of Architecture, Laurentian University | Advisor: Aliki Economides

Strong correlations between environmental stressors and absolute mortality rates have been shown in medical research for decades. New research in neuroscience, environmental psychology, urbanism, and medicine have identified many of these specific factors, which include quality of light, noise levels, ease of wayfinding, sense of safety, opportunities for socialization, and proximity to nature, however, these are not yet widely understood or adopted by the design community. A novel approach that better leverages the scientific literature to inform design is required. Recent discoveries in epigenetics further reveal the immense impact our environment has on intergenerational human health through a process called epigenomic editing. Simply put, our built environment and the nudges it can provide for better lifestyle choices, such as exercising, can positively impact us via epigenetic mechanisms which change the expression of our DNA. These changes in gene expression improve cellular function making us more resilient to disease and are then passed down to our next generations, thereby providing the blueprint for how our children’s cells will operate.

This thesis argues that design and health are inextricably linked to bioethical questions that require deeper exploration and ought to compel designers to reframe their role and responsibility in community health. A new theoretical framework is developed that aligns design elements at multiple scales with evidence-based principles, which elicit positive health outcomes through increased physical activity prevalence. Informed by the framework, a network of design interventions for Sudbury, Ontario demonstrates how the built environment can foster healthy lifestyle change. The broad accessibility to – and significant impact of – physical activity galvanizes its centrality in the picture for comprehensive public health. When we nurture our physical health, improvements to mood, cognitive function, relationships, sex life, professional life, and longevity follow, bringing positive changes to community mental health, economic strength, and environmental sustainability.

This project received the Thesis Commendation Architectural Research Centre Consortium (ARCC) King Medal for Excellence in Architectural & Environmental Design Research, the TD Bank Graduate Scholarship in Architecture: Design for Human Habitat and the RAIC Foundation Vince Catalli Scholarship for Sustainable Architectural Innovation

Instagram: @brettwltr, @aliki.economides

Kits Pool Redux by Dylan Treleven, M. Arch ‘23
The University of Texas at Austin | Advisor: Kevin Alter

Kitsilano Pool is a popular outdoor swimming facility in the Kitsilano neighborhood of Vancouver, British Columbia, Canada. Situated along the shores of English Bay, the beach and surrounding park were formerly the site of a Squamish first nations settlement before white homesteaders claimed the land in the late 19th century. The pool was built in 1931 and remains one of the largest saltwater swimming pools in North America, measuring 137 meters in length. It is open for swimming during the summer season and provides space for sunbathing, lounging, and picnicking with expansive views of the bay and surrounding mountains.

Rising king tides and increasingly violent storm surges have caused extensive damage to the pool in recent years. In response, the local community is reassessing the viability of its design. Kits Pool Redux proposes a resilient and sustainable reimagining of the pool and park to address the growing challenges posed by climate change while maintaining the recreational functionality and iconic aesthetic presence of the current structures. The project begins with a fundamental acknowledgment that the shoreline is always in flux. Consequently, the old concrete sea wall and swimming basin are to be demolished and reincorporated into a permeable riprap breakwater that lines the beach.

Atop this curving, protective mound of boulders sits a raised boardwalk that connects the high ground at the northeastern and southwestern corners of the park. Like strangely precious flotsam deposited along the shore, the boardwalk is dotted with small attractions such as a camera obscura, a carousel, and a pair of sound mirrors that allow friends to whisper to one another across the bay. At the southwestern tip of the park is perched a distinctive event hall with a café and gathering spaces that greet the urban edge at the highest elevation on the site. At the foot of the hall, the riprap and boardwalk wind outward to form a jetty that further protects the beach waters. It houses restrooms, showers, and saunas while providing moorage for a floating pool-shaped swimming dock that deftly rises and falls with the tides.

This project was nominated for the Design Excellence, Advanced Studio, Spring 2023 Award

Instagram: @dttreleven, @alterstudio

See you in the next installment of the Student Showcase!

2023 Study Architecture Student Showcase - Part XIX

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Welcome to Part XIX of the Study Architecture Student Showcase! As Urbanism continues to shape the study of architecture, today’s student showcase highlights projects that impact Urban Life. 

The featured designs seek to optimize the use of the available space while creating cohesive and functional built environments that meet the needs of all city dwellers. They also confront issues that impact urban spaces by addressing the increasing carbon footprint of the DFW Metropolitan Area and predicting a future where a massive electric vehicle charging car park replaces the greenspace of NYC’s Central Park.

Shifting Super Block by Yenifer Diaz, B.Arch ‘23
The New York Institute of Technology | Advisor: Prof. Michelle Cianfaglione

This research aims to answer the reasons for vacancies and how to solve the problem, especially in a city like New York. To create a shifting superblock with a seamless

Live | Work | Play, a “city within a city,” where neighborhoods are not disconnected from the empty lots and abandoned buildings, and where services are available to anyone.  

How do we build a neighborhood through the integration of Live | Work | Play?

The aim is to create a superblock-type concept where neighborhoods are not disconnected. It began with research on zoning and its limits on building laws and regulations, to “What is a superblock?” and expanded to “What is a 15-minute city and how can it be integrated into a city like New York?”

Instagram: @michellecianfaglione, @nyitarch, @exdarchitecture

“A City Within a City”: Culturally Sensitive Architecture Adaptation in San Francisco by Zijie Zhou, M.Arch ‘23
University of Utah, School of Architecture | Advisor: Valerie Greer, AIA, LEEP AP, NOMA

My site, located at Portsmouth Square in San Francisco, is positioned between the towering skyscraper side of the city and the low-rise Chinatown side. Throughout its rich history, Portsmouth Square has functioned as a significant community plaza for local Chinese immigrants, providing opportunities for entertainment and socialization for over 100 years. However, with the rapid influx of tourism and urban development, Portsmouth Square has become a point of conflict for the local Chinese residents and tourists, deterring both parties. This dissonance, reflected in the lack of connection between culture and architecture, has effectively created a divide — a cultural gap — between San Francisco and Chinatown, which is now referred to as “a city within a city.”

The tension and disconnect that exist between the two facets of this location can only be met with a considerate and nuanced approach. With sustainability and longevity in mind, I aimed to design beyond noteworthy architecture; instead, I aim to establish a structure for something more intangible – a community gathering space that embodies the values of rich culture and a diverse community. This conscientious design was intended to protect and enhance the quality of life for the local Chinese community, preserving their cultural heritage and identity while also encouraging community cohesion with those who are visiting or don’t explicitly belong to the Chinatown community. To achieve my goal, I aspire to cultivate a new cultural identity that resonates with the locals’ sense of belonging and loyalty.

The symbolic architectural design serves as a beacon of light that resonates within the hearts of every community member, illuminating the entire community living space. Through this architectural platform, I hope to foster social connectivity and strengthen the ties between people, communities, and cultures. This culturally sensitive approach will not only establish a landmark structure for visitors from all over the world but also establish a solid foundation for a vibrant community hub for local residents.

Welcome to the Carmart by Maggie McMickle, M.Arch ‘23
University of California, Berkeley | Advisors: Rene Davids and Greig Crysler

In the blocks surrounding Douglass Park in Chicago, over 80% of households are led by single mothers. In addition to performing paid labor to financially support their families, these mothers also perform thirty hours of unpaid domestic labor for their families per week, leaving little time for rest, play, or personal development. This project proposes a monolithic housing collective that spans three city blocks, sitting on the viaduct of an unused rail line. Domestic labor is outsourced to dedicated programs that stretch into the surrounding neighborhood. Collective meals are hosted in the shared kitchen and dining facility, and an on-site cafe is open to both residents and the public. A laundry service takes dirty clothes and returns them washed and folded. Children are cared for at different ages in different facilities, with a nursery and daycare for young children, an after-school program for the nearby elementary and middle school, and a recreation center for older children. By freeing overburdened mothers from this domestic labor, they are able to rest, play, and nurture themselves and their children.

Since the inception of the automobile, the urban fabric of modern American cities has been altered. With the emergence of electric vehicles, there is the potential for a new way we can design our cities around the automobile; now, the car has the potential to leave an impact on buildings. This thesis, entitled, Welcome to the Carmart explores the idea of creating an auto-centric megastructure in Central Park in New York City – the least car-dependent city in the States, to provide a critique of the car. The narrative of the Carmart provokes what may be considered a dystopian future for urbanists, the greenscape of Central Park is bulldozed and replaced with a massive EV charging car park. Through a narrative that imagines a dystopian future, the project embodies themes of consumerism, capitalism, the American dream, and the social and urban implications of creating spaces for cars that take away from the character of cities. 

This project won the Chester Miller Award.

Instagram: @magg_zzz, @r.davids, @carmart.usa

Prospect Offices in New Orleans by Leah N. Bohatch, B.Arch ‘23
Tulane University | Advisor: Ruben Garcia-Rubio

The site is in the Business District of New Orleans in-between Uptown and Downtown, near many places of communal gathering and public interaction. Camp St. and Andrew Higgins Blvd. mark the intersection of visitors and locals, highlighting the site as a corner of importance and an area for improvement in how the community can interact and be showcased. This will be accomplished through an inversion of the typical interior plaza wrapped by a program. 

This proposal calls to wrap the plaza around the building as a programmatically independent staircase that relates the pedestrian to the surrounding views and displays the inhabitant to the city. This strategy is accomplished by creating an object building to allow circulation around the building. The programmatic strategy includes a system of concrete slabs and columns along a 20’ x 20’ grid that becomes the frame of the project and is related to the city scale. Within this larger frame, human-scale polycarbonate boxes plug into the structure and create smaller-scale unique interactions at each level of the project that relate to New Orleans vernacular architecture such as porch-style, semi-communal office spaces, and balcony-mezzanine offices and walkways. 

The plaza wraps around the building as it is folded along the grid of columns. This allows for a program to be placed at each stair ranging from work areas to outdoor stages. Also, terraces are used as extensions of the offices to allow for a seamless interaction between an interior work environment and a shaded exterior office space. The destination of the continuous exterior plaza is a community roof garden that allows for 360 views of the city and a plaza on the roof plane. The stormwater runoff from the roof garden and the terraces is drained through an attachment to the building’s columns.

Instagram: @rubgarrub

Revitalization of an Automotive Industrial Area by Joshua Díaz-Arroyo, B.Arch ‘23
Pontifical Catholic University of Puerto Rico| Advisors: Pedro A. Rosario-Torres, Luis V. Badillo-Lozano & Manuel De Lemos-Zuazaga

This research is about breathing new life into deserted automotive factories scattered across the globe, with a particular emphasis on those that occupy sizeable plots in urban areas, impeding the growth of cities. The project strives to tap into the latent resources that these empty lots offer, leveraging the pre-existing infrastructure, structures, road access, and location to uncover their full potential.

Located in the Northwestern United States, specifically in Detroit, Michigan, is the Central Square. This area has been deemed part of the “Rust Belt” due to the numerous deserted automotive factories there. The project’s objective is to infuse life back into the area by reviving social and cultural activities, improving the economy, and increasing accessibility to surrounding communities. To achieve these goals, spatial programs and a central square are implemented, connecting the communities and integrating the programs seamlessly. 

The proposal entails the integration of a Car Museum, an office tower, and commercial areas. The existing structure, formerly intended for vehicle assembly, spans four levels in a horizontal layout. As part of the proposal, the existing building is divided to create a spacious longitudinal plaza that spans the entire site. This plaza serves as a versatile exterior space, connecting the various programs and facilitating seamless movement between them. The proposed design seeks to optimize the use of the available space while creating a cohesive and functional site that meets the needs of all stakeholders. Furthermore, it was the designer’s deliberate choice to erect a tower in order to produce a striking visual contrast to the project’s predominantly horizontal design. To achieve this, a diagrid is employed, which is reminiscent of the exoskeletons of factories, wherein the structural framework of the building is left bare and visible. The existing structure houses the automobile museum and offices, while the commercial district comprises four other new buildings.

The ambitious project seeks to delve into the vast expanse of space and express its distinctive characteristics, while simultaneously discovering the promising possibilities that abandoned automotive factories may offer. The proposal also aims to motivate and encourage others to unite with available resources and foster innovative ideas.

BEHAVIORAL EFFECTS OF PLACEMAKING ON FARM CHICKENS by Chidera Ndubueze, BSAED (Bachelor of Science in Architecture and Environmental Design) ‘23
Morgan State University | Advisor: Samia Kirchner

Placemaking is an approach used when designing and planning public spaces to promote urban vitality, health and well-being, and social interaction. This principle has been used to design and revitalize public spaces and urban plazas to become sociable and capable of achieving a multiplicity of activities. Placemaking principles should be incorporated when designing chicken habitats because they will positively affect the behavior of chickens and the production of eggs. The behavioral setting for this research will be the Plantation Park Heights Urban Farm in Baltimore, MD. The farm was established to combat food deserts and provide food on the plates of Park Heights residents. It maintains a principle of bringing Cleaner Greener Foods to less fortunate communities in Baltimore. The priority group is the chickens on the farm. The common chicken breed at Plantation Park Heights is the ISA Brown. This is a crossbreed of chicken with sex-linked coloration. They are docile and provide optimum egg production. This study will focus on the question: “Can principles of placemaking be incorporated into chicken habitats, and how does it affect the behavior of chickens?” This research will be conducted through interviews and storytelling (via the Facing Project), surveys, and questionnaires. The process for this research involves a comprehensive literature review on the study of the behavior of chickens from birth. The design project involves designing a chicken coop/ conservatory that is sufficient for the number of chickens on the farm. The coop design will provide spaces for feeding, nesting, and social activities.

This project received the Outstanding Research Poster Award at the 28th Annual Undergraduate and Graduate Research Symposium, Morgan State University.

Instagram: @samiarabkirchner

The Critical Application of Metabolic and Mobile Architecture to the Modern Urban Fabric by Peter Hall, Bachelor of Sc. in Architectural Sc. ’23
Western Kentucky University | Advisor: Shahnaz Aly

Urban analysis of architecture has taken multiple and diverse directions that in some way try to create a city that is accessible and walkable. NULU Flats takes on the approach of mobile architecture and metabolic theory to create a functioning microcosm of both ideas applied critically in a growing urban environment. The project, at around 90,000 SF, applies ideas of “megastructure” by creating a building skeleton that can evolve with the needs of the city on the linear path of time. The lower two levels of the structure are incorporated into the megastructure as a static piece of the building that contains necessities such as parking, mercantile space, and workspace. The following six floors are suspended residential modular units. With the flexibility to swap modular units and create new spaces, the project provides a critical application of metabolic and mobile thought.

This project received the Outstanding Senior Capstone Project Award.

Instagram: @petehall01

Reframe: Looking Inward, Gazing Outward by Nadia Calderón & Eliot Sauquet, B.Arch ’23
Southern California Institute of Architecture | Advisor: Peter Testa

Reframe, a proposal for the Museum of the 20th Century located in the Tiergarten District of Berlin, is centered on the superposition of volumetric, urban typologies and domestic thresholds through the construction of multipart views. By reintroducing site-specific architectural tropes related to urban housing, the project promotes an unstable, anticipatory character of architecture that is subject to constant reprogramming and transformations. The proposal focuses on the juxtaposition and overlap of two spatial logics: the arrangement of urban block typologies, and the integration of small-scale, domestic interiors. The objective of the project is to reactivate the immediate built environment of Berlin by inserting instances of domesticity into the expansiveness of a field of monuments.

The proposal for the Museum of the 20th Century expansion draws on the architectural and domestic history of Berlin by referencing the façade and configuration of L-type housing. By over-scaling and continuously aligning L-types, nested, sunken courtyards are generated between the discrete parts of the scheme. In aggregating large-scale urban typologies and domestic interiors, the project generates a series of close-knit gallery spaces that unravel across the site and reconstruct a pattern of circulation that is inveterate to Berlin. The project is focused on the creation of key sightlines and nested courtyards between volumetric components, and it further addresses the configuration of Berlin housing typologies by establishing a perimeter wall that intimately frames unfolding views and spatial processions. The scheme challenges conventional modes of perception by foregrounding the museum as a place of past and present cultural production that is continuously responding to the activities of Berlin. By encouraging the users to inhabit the space of the museum as they would inhabit housing, the experience of viewing art becomes substantially more intimate and imbued in the context of the city.

Instagram: @eliot_sauquet

I can’t BREATHE because I won’t CHANGE by Ryan Playle, M.Arch ’23
University of Texas at Arlington | Advisor: Ursula Emery McClure

“I can’t breathe because I won’t change” deals directly with one of Arlington’s most toxic areas. The interchange zone of I-30 and 360 is not only undergoing a massive highway infrastructure reconstruction but is also one of DFW’s most heavily trafficked areas, and it is surrounded by major industrial sites and power grid distribution networks. 

These factors make it one of the densest carbon production zones in Arlington and an overall unhealthy environment. Ryan, who commutes through this interchange daily, found this area both challenging and screaming for a new future. His project accepts that reducing the carbon producers in this area is presently futile and instead, he must design a new infrastructure that negates the carbon. Working with the diverse scales and conditions that highway interchanges create (above, below, and aside,) Ryan designed carbon collectors that can be attached or embedded into the current TX DOTD highway construction methods. These mushroom-capped collectors act like huge vacuums, sucking up the carbon monoxide emitted by the producers and processing the pollution internally. In conjunction with their technological duties, the S.C.U.M. (Smog Collecting Umbrella Mechanisms) towers signify the east gateway to the city of Arlington.

They create a dramatic and signature infrastructure identifying ARL, similar to the St. Louis Arch or the Golden Gate Bridge in San Francisco. The “I can’t breathe because I won’t change” project may have been initiated from a toxic observation but in its conclusion, generates not only a healthier Arlington but also a more identifiable Arlington. 

This project was featured in a community exhibit for the City of Arlington.

Instagram: @emerymcclurearchitecture, @ryantuckerplayle

See you next week for the next installment of the Student Showcase!

2023 Study Architecture Student Showcase - Part XVIII

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Welcome to Part XVIII of the Study Architecture Student Showcase! Today, we take a look at student work that focuses on empowering women across the world, from the Democratic Republic of Congo to Chicago. Each project addresses the systemic inequalities and marginalization women face and proposes architectural solutions to promote education, safe spaces, violence prevention, and the dismantling of colonial and patriarchal structures.

KUSHIRIKIANA: Une approche architecturale collaborative et résiliente supportant la prévention de la violence sexuelle à l’Est de la République Démocratique du Congo by Jonathan Kabumbe, M. Arch ‘23
Laurentian University – McEwen School of Architecture | Advisor: Dr. Emilie Pinard

Sexual violence against women and children in the East of the Democratic Republic of Congo is a problem rooted in a long history of violence and raises a number of political, security, cultural, economic, and educational issues. The latter three issues relate specifically to discrimination against women, their economic vulnerability, and poor access to education. Social architecture provides the socio-economic and educational principles that can empower a community. Predominantly male, the building process expands these avenues specifically for women. This thesis explores how architecture, in particular the construction process, can contribute to transforming the image of women in order to support the prevention of sexual violence in Eastern Congo. The thesis revolves around the creation of an architectural guide for NGO development projects, and its application in the design of a women’s crafts and agriculture center in Businga, South Kivu province. (translated from the original French version) 

This thesis received the following accolades: 

– Thesis Commendation

– RAIC Student Medal

– RAIC Honour Roll

– AIA Academic Excellence Medal

– BTES Edward Allen Award (Medal)

– Ontario Association of Architects – Exceptional Leadership Through Design Excellence Scholarship: Equity, Diversity & Inclusion [$2500]

– Nominated by the School for the Canadian Architect magazine Student Awards of Excellence

Instagram: @jonathan_kabumbe

Women Inequality: A New Malala Center for Guatemala by Ariana Caquías-Acosta, B.Arch ‘23
Pontifical Catholic University of Puerto Rico | Advisors: Pedro A. Rosario-Torres & Juan C. Santiago-Colón

Women have been marginalized due to inequality, discrimination, and lack of opportunities. Through spaces, design, and architecture, we can provide opportunities and tools for women in these conditions to balance this disadvantage. The project seeks to generate an architecture that contributes to solving problems, with a focus on design in response to the specific needs of inequality towards disadvantaged women.

This research was conducted for Guatemala, the country with the highest rate of gender inequality in Latin America. Women represent 51% of the population, with a 62.5% rate of illiterate women. Statistically, 11% of girls and adolescents between 11 and 19 years of age have not received any formal education, representing the highest percentage of those who cannot read or write in the region.

The project expands on an existing Malala Center in the location, as an organization that seeks and prioritizes education and equal resources for women. Malala Centers have a program for the education of indigenous girls in Guatemala. The educational programs proposed by the centers are taught in indigenous languages and are based on indigenous culture reinforcing skills in favor of personal and socioeconomic development. The educational foundation Fe y Alegría, and the municipalities become stakeholders for this proposal.

The final objective of the Malala Center is to ensure the full and effective participation of women and girls and establish equal opportunities for leadership at all decision-making levels in political, economic, and public life.

Instagram: @caquiasacosta

Viaduct Housing by Tim Wood, B.A. in Architecture ‘23
University of Illinois at Chicago | Advisor: Alexander Eisenschmidt

In the blocks surrounding Douglass Park in Chicago, over 80% of households are led by single mothers. In addition to performing paid labor to financially support their families, these mothers also perform thirty hours of unpaid domestic labor for their families per week, leaving little time for rest, play, or personal development. This project proposes a monolithic housing collective that spans three city blocks, sitting on the viaduct of an unused rail line. Domestic labor is outsourced to dedicated programs that stretch into the surrounding neighborhood. Collective meals are hosted in the shared kitchen and dining facility, and an on-site cafe is open to both residents and the public. A laundry service takes dirty clothes and returns them washed and folded. Children are cared for at different ages in different facilities, with a nursery and daycare for young children, an after-school program for the nearby elementary and middle school, and a recreation center for older children. By freeing overburdened mothers from this domestic labor, they are able to rest, play, and nurture themselves and their children.

Instagram: @Eisenschmidt_a

Her Block by Phebe Davis, M. Arch ‘23
University of Oregon, School of Architecture and Environment | Advisor: Elisandra Garcia

Women experience gender-based violence all too often – whether it be psychological, physical, or sexual.

Violence against women exists in all sectors of our lives: violence in politics (laws restricting access to abortion and gender-affirming healthcare), violence in the workplace (unequal pay or sexual harassment), violence in healthcare (not being heard by healthcare providers), violence in education (being discouraged from pursuing ‘masculine’ fields, specifically those in STEM), and violence at home (domestic violence).

I am interested in what constitutes a safe space for women. If we can create safe spaces for women, those spaces will be safe for almost everyone.

Once safety is achieved, empowerment can begin. This is how we will combat the violence that we experience, by creating a space that instills confidence in young women to fight back against the violent, patriarchal society that we exist in.

I recognize that my project alone will not dismantle the patriarchal society in which we live, but will hopefully spark inspiration for others to try to design with women in mind.

This project was recognized as one of “10 selected projects by the University of Oregon – Dezeen Magazine”

Instagram: @phebedvs7, @_elistudio

The Sundarbans’ Heroines: Gender and Climate Change in Action by Farzana Hossain, B.Arch ‘23
Cornell University | Advisors: Lily Chi & Felix Heisel

“The Sundarbans’ Heroines: Gender and Climate Change in Action” presents a comprehensive framework that empowers women through various tools to promote sedimentation, nurture mangroves, and safeguard freshwater resources. These initiatives aim to support the cultivation of indigenous infrastructure built upon local practices of living and working with water. In doing so, this project raises essential questions: How can design empower communities to adapt to a changing landscape? How might the vernacular inform and contribute to systemic amelioration to facilitate those most vulnerable to the climate crisis? 

The Ganges-Brahmaputra Delta river in Bangladesh receives 1.2 billion tons of silt each year from the Himalayan glaciers. This silt is vital for 600 million people relying on the delta for freshwater. Mixing with the Bay of Bengal’s saltwater, it forms the world’s largest mangrove forest, the Sundarbans. The British East India Company arrived in the 17th century and gradually extended its control over vast territories in the Indian subcontinent. Motivated by the strategic importance and abundant resources of the Sundarbans, the British colonial regime had a profound effect on the local population and the delicate ecology of the Sundarbans. While the locals celebrated the “Bonna” season, characterized by floods and silt deposition, the British aimed to control and manipulate these natural phenomena. Their interventions, such as clearing mangroves, constructing polders, and developing railroads, disrupted the annual cycle of silt deposition necessary for land elevation against rising sea levels. Consequently, silt accumulation diminished, leading to the obstruction of riverbeds. Inadequately designed polders exacerbated monsoon flooding, while saltwater intrusion damaged arable land during dry seasons.

Today, the degradation caused by colonial infrastructure is causing men to migrate to urban areas in search of employment, leaving rural women to bear the brunt of these environmental disasters.

This project won the Charles Goodwin Sands Memorial Award (Thesis Prize) 

Instagram: @felix.heisel

Jubilant Emigration by Alex Torres, B.Arch ‘23
Cornell University | Advisors: Peter Robinson Sydney Maubert

Set in the 1980s Salvadoran Civil War, this investigation starts with acknowledging the history of violence against trans female sex workers who made their living tending to military soldiers of the time in La Praviana, San Salvador. With the continued need for trans female sex workers to escape violence today, this thesis calls for the reactivation of the Salvadoran National Railway that will serve as a moving infrastructure that mobilizes queer bodies away from harm. The site of intervention is an antique railcar of the national railway, known in English as “The Silver Bullet”. This intervention will transform the interior railcar into a place for rest, utility, sex, empathy, and celebration. 

This semester-long thesis culminated into an exhibition that lasted for a week inside the Sibley Hall basement, room B56.

See you next week for the next installment of the Student Showcase!