design thesis university

2022 Landscape Architecture Thesis Prize: Liwei Shen’s “The Echoes of Sky River – Two Pre-modern and Modern Atmospheric Assemblages”

by Liwei Shen (MLA I ’22) — Recipient of the Landscape Architecture Thesis Prize. The…

Sergio Lopez-Pineiro, Faculty Advisor

Spring 2022

2022 James Templeton Kelley Prize: Isaac Henry Pollan’s “This Is Not A Firehouse”

by Isaac Henry Pollan (MArch I ’22) — Recipient of the James Templeton Kelley Prize,…

Sean Canty , Faculty Advisor

2022 Clifford Wong Prize in Housing Design: Brian Lee’s “People’s Park Complex: Repairing the Modern City”

by Brian Lee (MArch ’22) — Recipient of the 2021 Clifford Wong Prize in…

Grace La and Jenny French , Faculty Advisors

2022 Peter Rice Prize: Hangsoo Jeong’s “Upon Concrete: Retrofitting Architecture with Malleability”

by Hangsoo Jeong (MArch ’22) — Recipient of the Peter Rice Prize   Upon Concrete:…

Mark Lee, Faculty Advisor

2022 Digital Design Prize: George Guida’s “Multimodal Architecture: Applications of Language in a Machine Learning Aided Design Process”

by George Guida (MArch II ’22) — Recipient of the Digital Design Prize. This thesis…

Andrew Witt and Jose Luis Garcia del Castillo Lopez , Faculty Advisors

2022 Urban Design Thesis Prize: Rogelio Cadena’s “How Are ‘We’ Living? Reevaluating the Chicago Boulevard System”

by Rogelio Cadena (MAUD ’22) — Recipient of the Urban Design Thesis Prize. At its…

Stephen Gray , Faculty Advisor

2022 Design Studies Thesis Prize: Allison Hyatt’s “Priorities in Building Decarbonization: Accounting for total carbon and the time value of carbon in cost-benefit analyses of residential retrofits”

by Allison Hyatt (MDes ’22) — Recipient of the Design Studies Thesis Prize. Energy consumption…

Holly Samuelson , Faculty Advisor

2022 James Templeton Kelley Prize: Qin Ye Chen’s “Fluid Permanence – A Shotengai-Archive in Tokyo”

by Qin Ye Chen (MArch I ’22) — Recipient of the James Templeton Kelley Prize,…

Mohsen Mostafavi , Faculty Advisor

2022 Design Studies Thesis Prize: Nicole Piepenbrink’s “HERE LIES DARBY VASSALL: Rendering the obscured and concealed history of slavery at Christ Church Cambridge”

by Nicole Piepenbrink (MDes ’22) — Recipient of the Design Studies Thesis Prize. The material…

Susan Snyder, George Thomas and Krzysztof Wodiczko , Faculty Advisors

2022 Landscape Architecture Thesis Prize: Lucy Humphreys Chebot’s “Reciprocal Optimism: Projecting Terrestrial Analogues”

by Lucy Humphreys Chebot (MLA I ’22) — Recipient of the Landscape Architecture Thesis Prize.

Danielle Choi , Faculty Advisor

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Master of Design in Design for Interactions

Our mdes program supports those with design backgrounds who seek to transform their practice..

The School of Design welcomes students who hold undergraduate degrees in a design-based field and have at least one year of professional experience to apply to our MDes program. If you’re looking to build on a strong foundation in design by studying the “big picture” aspect of designing for interactions, which involves communities, organizations, cultures, contexts, and systems, our MDes program can help you. Throughout the program, you’ll work with some of the brightest thinkers and most talented practitioners in the field, gaining exposure to approaches, ideas, and methods at the forefront of design. Studies rooted in communication, systems thinking, futuring, speculative design, design technology, ethics, and design research form the basis of the MDes. You’ll learn how to apply rigorous processes for documenting, analyzing, and understanding the past and present to propose more desirable systems and interactions for the future.

The diversity of our MDes cohort creates an incredible group of people with whom to learn.

In addition to bringing rich cultural experiences from around the world, our MDes students hold a wide range of professional and academic expertise, including undergraduate degrees in design-based disciplines such as communication design, product design, user experience design, architecture, and service design. This diversity enriches everyone’s learning experience. Our requirement for MDes students to possess at least one year of professional experience also elevates learning in the form of effective collaboration.

Our rigorous curriculum balances structure and autonomy.

Spanning four semesters over the course of two years, the MDes program will challenge how you perceive the roles design can and should play in aiding various forms of interactions throughout society. Each semester you will encounter thoughtfully aligned seminars, studios, and labs that equip you with important knowledge and skills to aid your development as a design leader. Through individual and team-based projects that focus on the design of services or social innovation concepts, you’ll explore design principles, approaches, theories, and tools that are essential for designing for interactions. You may also take advantage of CMU’s stature as a renowned liberal arts research university to pursue research opportunities with faculty and take courses across campus to broaden and deepen your education. Even though designers typically work in service of others and respond to specific prompts, we recognize the importance of your unique interests. Our MDes courses provide you with the autonomy to direct your individual work and offer support as you chart your personal path and discover your design “voice”. 

The MDes thesis provides an opportunity for you to conduct rigorous design research.

A unique feature of the MDes program is the design thesis—an independent research and design project that you will conduct under the mentorship of a faculty advisor. The thesis is complemented by a required second-year seminar, elective coursework in the School of Design, and other departments across the Carnegie Mellon campus. In the first year, you'll identify possible thesis topics relative to School of Design faculty expertise, investigate ways of conducting a thesis, construct a researchable question that will frame your project, secure a thesis advisor, and write a proposal for your second year of study. In the second year, you'll conduct intensive research that aligns with an appropriate design process and culminates in a design project that addresses your research question. You will also write a document that describes your steps and discoveries. Throughout the process you’ll participate in public sharing sessions of thesis work and give and receive feedback to further your inquiry and understanding. You can peruse master’s theses from students in the School of Design online at KiltHub .

• Beyond Big Beef: Transitions to Food Citizenship Through Community, Ema Karavdic
• Affordances for Multi-device Gestural Interactions in Augmented Reality, Shengzhi Wi
• Amplifying ASL: Designing with Futuring and Inclusion, Mackenzie Cherban
• tac.tic: Tactile design language for indoor-outdoor pedestrian navigation, Chirag Murthy
• Designing for Trust, Meric Dagli
• Building Long-Term Relationships between People and Products through Customization, Ashlesha Dhotey
• Designing for Learning Growth: Encouraging Metacognitive Practice to Support Growth Mindsets in Students, Chen Ni
• Project Care: Empowering Elderly Chronic Disease Patients to Better Understand and Manage Their Treatment Plans Through Enhanced Patient-Centric Services and Systems, Suzanne Choi & Laura Rodriguez-eng

Our MDes equips you with important design skills and knowledge that enable you to realize a lifelong career in design.

The MDes is considered to be a terminal degree in design, and graduates are poised to take on leading roles in professional practice worldwide. Alumni are also well-positioned to acquire entry-level teaching and research positions at universities. As a graduate, you may choose to deepen your studies through a design-focused PhD program, like that offered by the CMU School of Design, or continue your education in areas such as business, human-computer interaction, or public policy. Whatever direction you choose to pursue, our MDes will provide you with a strong design education that builds on your background and strengthens the positive trajectory for achieving your professional goals.

Master of Design in Design for Interactions (MDes) Curriculum

Fall semester, year 1.

Explore design for interactions, design for services, and design for social innovation and study their potential impact in business and policy. Expand your skills in communication and interaction design.

Investigate the history, current state, and future of interaction design practice and research.

Envision and prototype preferred futures by giving form to the behaviors and interactions of products, services, and systems.

Use design strategies to decode complex information and communicate messages clearly.

Learn to use design tools for physical and digital environments to support your studio projects.

Investigate your personal interests, probe existing theses, and study various ways of conducting a thesis.

Learn about faculty research.

Spring Semester, Year 1

Investigate business and policy opportunities in design for services and social innovation through research-based team project work in your studio course. Work with advisors to prepare your thesis proposal.

Choose to study either Transition Design, Social Innovation or Design for Service.

Tackle a client-sponsored team project using an integrated research and design process.

Learn and apply a range of participatory methods for exploratory, generative, and evaluative research and design.

Construct a researchable question to frame your project, secure an advisor, and plan and propose the research and design approach you'll conduct in your second year of study.

Take a design elective or a course outside of design to complement your skills and knowledge. We recommend courses in policy, business, service or social innovation, interaction or communication design, or professional writing.

Fall Semester, Year 2

Through thesis project work and your choice of electives, craft a generalist degree in design for interaction, or develop a concentration in design for services or social innovation.

Build on the foundation of coursework and studios through thesis research with your advisor. Conduct research and develop creative concepts to investigate a significant challenge, engage with stakeholders in the real world to inspire and evaluate your ideas, and review your progress and evolving body of work with peers and your advisor to inform your subsequent steps.

Survey new models and approaches to interaction design and design for service in professional practice.

Learn research strategies and tools to assist you in your literature and artifact reviews, investigate making as a means of exploring and understanding your topic, and explore ways of visualizing your discoveries to aid your learning and share your findings with others.

Spring Semester, Year 2

Bring your thesis project to fruition by synthesizing your discoveries and disseminating valuable insights that have the potential to benefit others. Take advantage of electives to cultivate your expertise in design for interaction, and design for services or social innovation.

Model, test, and refine, your design concepts that have emerged from your year of deep research and design exploration to deepen your understanding of your topic, synthesize your findings and apply what you learned to your project, document, present, and publicly defend your thesis, and showcase your project as a unique feature of your design portfolio to demonstrate your ability to take on a significant research and design project.

Explore ways of encapsulating your study, synthesizing and structuring your discoveries, and writing and designing your thesis for dissemination.

We invite you to connect with us and learn more about the School of Design and our MDes program.

Check out examples of students’ work . Join us for an online visitors session . Review other areas of our site such as Frequently Asked Questions and Application Process . Plan a visit to Carnegie Mellon and coordinate a tour of the School of Design while you’re here. Contact us to schedule a call with our academic advisor to discuss any outstanding questions that arise. We look forward to meeting you!

This website exists as an ongoing collaborative experiment in digital publishing and information sharing. Because this website functions as a wiki, all members of the School of Art community—graduate students, faculty, staff, and alums—have the ability to add new content and pages, and to edit most of the site’s existing content.

Content is the property of its various authors. When you contribute to this site, you agree to abide by Yale University academic and network use policy, and to act as a responsible member of our community.

Page last changed by: Julian Bittiner

Graphic Design

Graphic design (mfa).

Program overview The graphic design program focuses on the development of a cohesive, investigative body of work, also known as the student’s thesis. At Yale, the graphic design thesis is conceived as a loose framework within which each student’s visual method is deployed across many diverse projects during the two-year course of study. While every thesis project is unique, there are several common features: a focus on methodology, the application of a visual method to studio work, and the organization of the work in a thoughtfully argued written document and “Thesis Book.”

The individual collection of graphic design work by each student is supported on several levels simultaneously: studio work led by faculty meeting weekly; small six-person thesis groups meeting biweekly; individual sessions with writing and editing tutors; and lectures, presentations, and workshops.

Facilities The School of Art provides digital lab facilities however all graphic design students are expected to have their own personal computer. Each student has a designated work space in the design studio loft and has access to equipment including bookbinding materials, wide format printers, a RISO duplicator, Vandercook press, and work spaces in the School of Art buildings. More resources supporting interdisciplinary projects including motion capture and VR is available at the nearby Center for Collaborative Arts and Media. In addition, students draw on the extraordinary resources of Yale University courses, conferences, films, lectures, and museums, and especially the extensive research and rare book collections of Sterling, Haas, and Beinecke libraries.

Two-year and preliminary-year programs Each year, up to ten students are admitted into the two-year graphic design program, and up to eight students are admitted into the preliminary-year program. Two-year program students typically have a BFA in Graphic Design and are expected to have substantial and distinguished professional experience. Students applying to the preliminary-year program typically have relevant experience in a field of study outside design and demonstrate evidence of strong visual acuity. After successful completion of the preliminary year, these students automatically continue on in the two-year M.F.A. program.

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Edit access: Everybody

Credit Requirements

Last edited by: Julian Bittiner

Typical Plan of Study

Preliminary-Year The preliminary year has a required studio course sequence and additional electives are not recommended.

Fall Art 710a, Preliminary Studio: 6 credits Art 264a2, Typography: 3 credits Art 370a, Designing with Time, Motion and Sound: 3 credits Art 468a, Advanced Graphic Design: Series and Systems: 3 credits

Total minimum credits for fall term: 15

Spring Art 711b, Preliminary Studio: 6 credits Art 265b, Expression, Structure, and Sequence: Typography: 3 credits Art 369b, Interactive Design and the Internet: 3 credits Art 469b, Advanced Graphic Design: History, Editing, and Interpretation: 3 credits

Total minimum credits for spring term: 15

First year There are 3 required courses in the first year of the two-year program, totaling 15 credits. The remaining 15 credit requirements for the year must be fulfilled through a combination of studio and/or academic electives.

Fall Required courses: Art 720a, 1st-year Graduate Studio: 6 credits Art 949a, Critical Practice: 3 credits

6 credits from design elective sequence:

Design electives offered: Art 743a, Letterform Design: 3 credits Art 744a, Moving Image Methods: 3 credits Art 750a, Programming as Writing: 3 credits

Spring Required courses: Art 720b, 1st-year Graduate Studio: 6 credits

3 academic credits and 6 credits from design elective sequence:

Design electives offered: Art 742b, Networks & Transactions: 3 credits Art 743b, Letterform Design: 3 credits Art 745b, Total Typography: 3 credits

Second year minimum credits There are 4 required courses in the second year of the two-year program, totaling 18 credits. The remaining 12 credit requirements for the year must be fulfilled through a combination of studio and/or academic electives.

Fall Required courses: Art 720a, 2nd-year Graduate Studio: 6 credits Art 739a, Degree presentation: 3 credits

6 credits of academic and/or from design elective sequence:

Design electives offered: Art 740a, Intermediality: Topography: 3 credits Art 752a, Mobile Computing: 3 credits

Spring Required courses: Art 730b, 2nd-year Graduate Studio: 6 credits Art 739b, Degree presentation: 3 credits

Design electives offered: Art 752b, Print to Screen: 1.5 credits Art 762b, Exhibition Design: 3 credits

Yale GD MFA Alumni 1998–2023

The Office of Undergraduate Research and Major Awards

Architecture and Design Thesis Guidelines

The Senior Honors Thesis reflects the diversity and rigor of the college studio sequence and is a one-year design studio-based program in the 5th year of the Bachelor of Architecture degree plan. The program includes three courses: an initial fall semester thesis preparatory research class, a spring semester design studio, and a book binding class. Students use the earlier professional studios to develop important topics for independent study and apply to the college program in late spring of their 4th year of study with a single statement of intent (a form from the College) and portfolio. Arguments are synthesized with writing, precedent and site analysis work to be organized into a prep book in the fall semester when readers are assigned. Upon successful completion of the preparatory class, students are approved to begin the thesis design studio with individual faculty advisors. During the spring, arguments are proven through design. Finally, students combine documentation of their studio project with earlier writing and analysis into a bound book completed in May, as per Honors College guidelines.

The architecture thesis, although based in large part on a design component, must incorporate a substantial, research-based written component. Images, content, and context must be cited clearly within the text. While the written content is largely composed in the thesis preparatory research class, it is expected that the writing will be revised in the second semester as the design project takes shape, reflecting on the intersections of theory and practice. Further, the student should incorporate feedback received from each of the committee members.

A senior honors thesis must demonstrate:

• Substantial research-based argumentation (with all the accompanying effective incorporation, analysis, and synthesis and citation of sources)
• Quality organization and prose
• Professional formatting

Deadlines and Procedures

To get started on a senior honors thesis in architecture, fill out the College of Architecture and Design Thesis Intent Form . Submit to the CoAD student services office by the third Monday in May of the spring semester.

The architecture senior honors thesis will be defended at a separate defense in front of a committee of three readers confirmed by the Honors College, which includes an Honors Reader. Students will follow defense and submission deadlines and procedures determined by both the College of Architecture and Design and the Honors College. Please contact the CoAD Senior Honors Thesis representative for CoAD-specific details and deadlines.

The thesis defense form and directions for submitting the final approved thesis to the Honors College can be found on the Defense and Graduation page . After your thesis is approved by the CoAD, the final thesis must be submitted to the Senior Honors Thesis Electronic Portal by the last day of the term.

There are no bound copies of the thesis required for the Honors College. However, all students who complete the senior honors thesis are welcome to submit a bound copy to the Honors College for display in the Estess Library.

Senior Honors Thesis Representatives

Prof. matthew johnson.

CoAD Senior Honors Thesis Representative

[email protected]

Dr. Rikki Bettinger

Senior Honors Thesis Director

[email protected]

ScholarWorks@UMass Amherst

Home > HFA > Department of Architecture > Architecture Masters Theses Collection

Architecture Masters Theses Collection

Theses from 2023 2023.

Music As a Tool For Ecstatic Space Design , Pranav Amin, Architecture

Creating Dormitories with a Sense of Home , Johnathon A. Brousseau, Architecture

The Tectonic Evaluation And Design Implementation of 3D Printing Technology in Architecture , Robert Buttrick, Architecture

Designing for the Unhoused: Finding Innovative and Transformative Solutions to Housing , Hannah C. Campbell, Architecture

Investigating Design-Functional Dimension Of Affordable Housing With Prefabrication On Dense Suburbs Of Chelsea, MA , Siddharth Jagadishbhai Dabhia, Architecture

Architecture of Extraction: Imagining New Modes of Inhabitation and Reclamation in the Mining Lifecyle , Erica DeWitt, Architecture

Utopian Thought and Architectural Design , Anthony L. Faith, Architecture

Building Hygge In-Roads into Incremental Living , Tanisha Kalra, Architecture

NATURE INSPIRED ARCHITECTURE , Salabat Khan, Architecture

Sustainable Architecture in Athletics: Using Mass Timber in an Old-Fashioned Field , Zach C. Lefever, Architecture

Off-grid Living for the Normative Society: Shifting Perception and Perspectives by Design , Patsun Lillie, Architecture

The Evolution of Chinese Supermarkets in North America: An Alternative Approach to Chinese Supermarket Design , Ruoxin Lin, Architecture

Refreshing Refinery: An Analysis of Victorian Architecture and How to Translate its Elements for Contemporary Architecture , Richard J. Marcil, Architecture

After Iconoclasm: Reassessing Monumental Practices and Redesigning Public Memorials in Twenty-First-Century Massachusetts , Lincoln T. Nemetz-Carlson, Architecture

Earthen Materials In Organic Forms: An Ecological Solution to the Urban Biosphere? , Rutuja Patil, Architecture

Adaptive (Re)purpose of Industrial Heritage Buildings in Massachusetts A Modular Strategy for Building a Community , Riya D. Premani, Architecture

Community Design: A Health Center Serving the Greater Boston Population , Brandon E. Rosario, Architecture

The Food Hub as a Social Infrastructure Framework: Restitching Communities in Boston After the Pandemic , Connor J. Tiches, Architecture

Theses from 2022 2022

Equitable Housing Generation Through Cellular Automata , Molly R. Clark, Architecture

Beneficial Invasive: A Rhizomatic Approach to Utilizing Local Bamboo for COVID Responsive Educational Spaces , Megan Futscher, Architecture

Architectural Activism Through Hip-Hop , Micaela Goodrich, Architecture

Addressing Trauma Through Architecture: Cultivating Well-being For Youth Who Have Experienced Trauma , Megan Itzkowitz, Architecture

Buildings Integrated into Landscape & Making People Care for Them: Exploring Integrated Land-Building Ecosystems and the Lifestyles Needed to Support It , Sara Mallio, Architecture

Reimagining Black Architecture , Esosa Osayamen, Architecture

Prefabricated Homes: Delivery At Your Doorsteps , Obed K. Otabil, Architecture

Memory and Resistance , Cami Quinteros, Architecture

Mycelium: The Building Blocks of Nature and the Nature of Architecture , Carly Regalado, Architecture

IN-BETWEEN SPACES: ATMOSPHERES, MOVEMENT AND NEW NARRATIVES FOR THE CITY , Paul Alexander Stoicheff, Architecture

Theses from 2021 2021

Creating New Cultural Hubs in American Cities: The Syrian Diaspora of Worcester, Massachusetts , Aleesa Asfoura, Architecture

Firesafe: Designing for Fire-Resilient Communities in the American West , Brenden Baitch, Architecture

The Beige Conundrum , Alma Crawford-Mendoza, Architecture

Cultivating Food Justice: Exploring Public Interest Design Process through a Food Security & Sustainability Hub , Madison J. DeHaven, Architecture

Physical to Virtual: A Model for Future Virtual Classroom Environments , Stephen J. Fink, Architecture

Detroit: Revitalizing Urban Communities , David N. Fite, Architecture

The Homestead Helper Handbook , Courtney A. Jurzynski, Architecture

An Architecture of a New Story , Nathan Y. Lumen, Architecture

Border Town: Preserving a 'Living' Cultural Landscape in Harlingen, Texas , Shelby Parrish, Architecture

Housing for Adults with Autism Spectrum Disorder (ASD): Creating an Integrated Living Community in Salem, MA , Tara Pearce, Architecture

From Sanctuary to Home in the Post-Interstate City , Morgan B. Sawyer, Architecture

Exploring the Use of Grid-Scale Compressed Air Energy Storage in the Urban Landscape , Connor S. Slover, Architecture

Bridging the Gaps in Public Conversation by Fostering Spaces of Activism , Karitikeya Sonker, Architecture

Re-envisioning the American Dream , Elain Tang, Architecture

Tall Timber in Denver: An Exploration of New Forms in Large Scale Timber Architecture , Andrew P. Weuling, Architecture

Theses from 2020 2020

Urban Inter-Space: Convergence of Human Interaction and Form , Clayton Beaudoin, Architecture

The Hues of Hadley Massachusetts: Pioneering Places for Preservation and Growth , Elisha M. Bettencourt, Architecture

Reinvigorating Englewood, Chicago Through New Public Spaces and Mixed-Income Housing , Givan Carrero, Architecture

Architectural Agency Through Real Estate Development , Hitali Gondaliya, Architecture

Multimodal Transit and a New Civic Architecture , Samuel Bruce Hill, Architecture

Rethinking The Suburban Center , Andrew Jones, Architecture

Resilient Urbanism: Bridging Natural Elements & Sustainable Structures in a Post-Industrial Urban Environment , Nicholas McGee, Architecture

Adaptive Airport Architecture , Yash Mehta, Architecture

Rethinking School Design to Promote Safety and Positivity , Emily Moreau, Architecture

The Built Environment and Well-Being: Designing for Well-Being in Post-Industrial Communities During the Age of Urbanization , Tyler O'Neil, Architecture

Brutalism and the Public University: Integrating Conservation into Comprehensive Campus Planning , Shelby Schrank, Architecture

Spatial Design for Behavioral Education , Madeline Szczypinski, Architecture

Theses from 2019 2019

THERAPEUTIC COMMUNITY: FOR REFUGEES , Raghad Alrashidi, Architecture

From Archaic To contemporary : Energy Efficient Adaptive Reuse of Historic Building , Nisha Borgohain, Architecture

(RE)Developing Place: The Power of Narrative , Kinsey Diomedi, Architecture

Rethinking Ambulatory Care Delivery , Senada Dushaj, Architecture

Photosynthesizing the Workplace: A Study in Healthy and Holistic Production Spaces , Kaeli Howard, Architecture

Museum Design As A Tool For A City , Cunbei Jiang, Architecture

Architecture and Wilderness: An Exchange of Order , Ashley Lepre, Architecture

Cross-Species Architecture: Developing an Architecture for Rehabilitative Learning Through the Human-Canine Relationship , Jake Porter, Architecture

Intermodal Transit Terminal: Integrating the Future of Transit into the Urban Fabric , Guy Vigneau, Architecture

Theses from 2018 2018

Bangladeshi Cultural Center: for the Bangladeshi Population Living in New York City , Sabrina Afrin, Architecture

THE ENHANCEMENT OF LEARNING THROUGH THE DESIGN PROCCESS: RENOVATING THE FORT RIVER ELEMENTARY SCHOOL IN AMHERST, MA , Reyhaneh Bassamtabar, Architecture

LEARNING SPACES: DISCOVERING THE SPACES FOR THE FUTURE OF LEARNING , Michael Choudhary, Architecture

ARCHITECTURAL SYNERGY: A FACILITY FOR LIFELONG LEARNING IN ACADEMIA AND PRACTICE , Ryan Rendano, Architecture

Resilient Architecture: Adaptive Community Living in Coastal Locations , Erica Shannon, Architecture

Theses from 2017 2017

New York City 2050: Climate Change and Future of New York | Design for Resilience , Abhinav Bhargava, Architecture

The Performance of Light: Exploring the Impact of Natural Lighting in the New UMass School of Performance , Dylan Brown, Architecture

Regional Expression In The Renovation Of Remote Historic Villages , Jie chen, Architecture

An Incremental Intervention In Jakarta: An Empowering Infrastructural Approach For Upgrading Informal Settlements , Christopher H. Counihan, Architecture

UMASS Dining Hall. A Path to Resiliency , Lukasz Czarniecki, Architecture

LIVING CORE OF THE FUTURE: PROPOSING NEW APPROACH FOR THE FUTURE OF RESIDENTIAL COMPLEX IN METROPOLITAN AREAS , Mahsa G. Zadeh, Architecture

HUMANITY IN A CHILDREN’S CANCER HOSPITAL , Sara Jandaghi Jafari, Architecture

Designing Symbiosis for the New Church Community , Evan Janes, Architecture

A Visible History: A Synthesis of Past, Present and Future Through the Evocation of Memory Within Historic Contexts , Nicholas Jeffway, Architecture

Creating A Community A New Ecological, Economical, and Social Path to Uniting a Community , Andrew Stadnicki, Architecture

Z-Cube: Mobile Living for Feminist Nomads , Zi Ye, Architecture

Theses from 2016 2016

Music and Architecture: An Interpresence , Rachel J. Beesen, Architecture

Intervening in the Lives of Internally Displaced People in Colombia , Amy L. Carbone, Architecture

Designing Waste Creating Space: A Critical Examination Into Waste Reduction Through Building Techniques, Architectural Design, and Systems , Courtney M. Carrier, Architecture

Umass September 11 Intervention , Mohamad Farzinmoghadam, Architecture

Merging Social Science and Neuroscience in Architecture: Creating a Framework to Functionally Re-integrate Ex-Convicts , Kylie A. Landrey, Architecture

From Shelters to Long Living Communities , Yakun Liang, Architecture

Building Hope: A Community + Water Initiative, La Villa de San Francisco, Honduras , Christopher D. Mansfield, Architecture

THE SPATIALITY IN STORYTELLING , Xiang Yu, Architecture

Innovation of the Residential Buildings and Community in the Emerging City Rongcheng , Xing Yu, Architecture

Art and Life - Make invisible visible in Cao changdi village, Beijing, China , peng zhang, Architecture

Theses from 2015 2015

The Dialogue of Craft and Architecture , Thomas J. Forker, Architecture

MOSQUE IN THE VALLEY: A SPACE FOR SPIRITUAL GATHERING & CULTURAL LEARNING , Nabila Iqbal, Architecture

EXPLORATION OF CONNECTIVITY BETWEEN URBAN PLAZA AND MIXED USE BUILDINGS , Youngduk Kim, Architecture

Design Of A Housing For Urban Artisan-Living Work , Fahim Mahmud, Architecture

Membranes and Matrices: Architecture as an Interface , Nayef Mudawar, Architecture

Building for the Future: Revitalization through Architecture , Rebecca N. Perry, Architecture

Developing Maker Economies in Post-Industrial Cities: Applying Commons Based Peer Production to Mycelium Biomaterials , Grant R. Rocco, Architecture

Design of Children's Event and Cutural Center in Osu, Accra, Ghana , Rudi Somuah, Architecture

Sustainable Design of Student Centers Retrofitting and Adaptive Reuse of UMass Student Union , Tianye Song, Architecture

Design/Build in Architectural Education: studying community-focused curriculum , Matthew K. Sutter, Architecture

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The University of Manitoba campuses are located on original lands of Anishinaabeg, Ininew, Anisininew, Dakota and Dene peoples, and on the National Homeland of the Red River Métis. More

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University of Manitoba Winnipeg, Manitoba Canada, R3T 2N2

About the design thesis

The Department of Architecture design thesis is an opportunity for students to challenge themselves by pursuing architectural interests in ambitious and self-critical ways, while working in the mutually supportive context of peers attempting the same.

The design thesis is an independently driven creative work developed within a focused subject of inquiry and directed by architectural questions. It is carried out through intensive research, study, and design explorations, and culminates in a thoroughly developed architectural proposition. It is to be fully recorded in a final document.

The design thesis is both an end in itself and a new beginning: it culminates a professional education, but also inaugurates new directions. It is a transformative event — a threshold, opening new ways to think, make and engage architecture, others and the world.

Carrying out self-directed design research and bringing this work to creative fruition are imperative skills for any architect. The design thesis entails considerable intellectual risk, but can also be serious fun! It should be the most exhilarating time of an architect’s education and a fulfilling experience that one reflects on fondly and meaningfully for the rest of one’s life.

Beginning the design thesis

An important preliminary step of the design thesis is preparing a proposal that establishes the general topic and particular strategies to guide the work. A thesis topic should have at least two facets: subjects that fascinate you, and problems that concern you. Articulating a multi-faceted topic of interest, however, is not enough.

A design thesis proposal must further describe particular conditions, programs, sites and/or phenomena to be studied (“the what”); exploratory strategies and manners of working by which the topic will be investigated and the design developed (“the how”); and relevant research precedents—architectural, theoretical and cultural contexts—to which the work will meaningfully relate (“the why”). A proposal must be clear, specific, succinct, relevant, exciting, and achievable within the given time frame. 

A good proposal is detailed, yet open-ended. It does not predetermine results but rather inaugurates inquiry in particular ways, establishing the parameters that allow for creative work to unfold. The best design thesis work results from restless inquiry, rigorous commitment, and critical discourse with peers.

Term one: Finding topics and articulating questions

How does a thesis begin? With questions! While each student will develop their own, everyone should also grapple with the fundamentals: What is architecture? What are its various manifestations? What are the most pressing challenges facing the discipline today?

What are its most persistent, trans-historical topics? What are the different ways of performing architectural work, and which ways do I seek to develop? What kind of architect do I want to become? What architectural settings have I found to be most moving? Most fascinating? Most troubling? Most confounding? Most meaningful? What ignites architectural imagination?

The design thesis commences with a design research studio. This first term is about finding topics of fascination and concern, articulating questions and attempting responses. The first term culminates with significant attempts at architectural design and design strategies, together with presentations of ongoing creative research in the form of diverse models and drawings, and potentially full-scale installations, supplementary videos and digital projections.

Term two: Producing a design thesis book

During the winter design thesis term, students fully manifest a substantive architectural design project and produce a design thesis book. The book compiles a full year’s worth of search and research, including documentation of processes, iterations, and a final design, plus sufficient text to describe the thesis inquiry, providing contextual framing, interpretive annotations and critical reflections.

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Digital Commons @ USF > College of The Arts > School of Architecture and Community Design > Theses and Dissertations

Architecture and Community Design Theses and Dissertations

Theses/dissertations from 2011 2011.

Aging with Independence and Interaction: An Assisted Living Community , Steven J. Flositz

Theses/Dissertations from 2010 2010

Wayfinding in Architecture , Jason Brandon Abrams

Phenomenology of Home , Lidiya Angelova

Do You Have A Permit For That? Exposing the Pseudo-Public Space and Exploring Alternative Means of Urban Occupation , Adam Barbosa

Architecture as Canvas , Monika Blazenovic

Women and Architecture: Re-Making Shelter Through Woven Tectonics , Kirsten Lee Dahlquist

Re-Connecting: Revitalizing Downtown Clearwater With Environmental Sensibility , Diego Duran

Livable Streets: Establishing Social Place Through a Walkable Intervention , Jeffrey T. Flositz

Upgrading Design: A Mechatronic Investigation into the Architectural Product Market , Matthew Gaboury

Emergent Morphogenetic Design Strategies , Dawn Gunter

Re-Tooling an American Metropolis , Robert Shawn Hott

The Rebirth of a Semi-Disintegrated Enterprise: Towards the Future of Composites in Pre-Synthesized Domestic Dwellings; and the Societal Acceptance of the Anti-In Situ Architectural Movement , Timothy James Keepers

Architectural Symbiosis , Tim Kimball

Elevating Communication , Thao Thanh Nguyen

PLAY: A Process-Driven Study of Design Discovery , Kuebler Wilson Perry

AC/DC: Let There Be Hybrid Cooling , Christopher Podes

The Third Realm: Suburban Identity through the Transformation of the Main Street , Alberto Rodriguez

From Airport to Spaceport: Designing for an Aerospace Revolution , Paula Selvidge

Perceiving Architecture: An Experiential Design Approach , Ashley Verbanic

(im•print) A Material Investigation to Encourage a Haptic Dialog , Julie Marie Vo

Theses/Dissertations from 2009 2009

The Sleeping Giant: Revealing the Potential Energy of Abandoned Industry Through Adaptive Transformation , Wesley A. Bradley

Community Service Through Architecture: Social Housing with Identity , Karina Cabernite Cigagna

Building a Brighter Future Through Education: Student Housing for Single Parent Families , Carrie Cogsdale

Cooper-Hewitt Museum of Design and Technology (C-HMD+T): Biomimetic architecture as part of nature , Isabel Marisa Corsino Carro

Dyna-Mod Constructing the Modern Adaptable Home , Sarah Deardorff

Memory - Ness: The Collaboration Between a Library and Museum , Kelsey Doughty

Promoting Cultural Experiences Through Responsive Architecture , Shabonni Olivia Elkanah

Urban-Eco-Filter: Introducing New Lungs to the City of Beijing , Carlos Gil

Sustainable Planning and Design for Ecotourism: Ecotecture Embraced by the Essence of Nature on Amboro National Park, Santa Cruz-Bolivia , Claudia P. Gil

Revitalization and Modernization of Old Havana, Cuba , Mileydis Hernandez

Framework for Self Sustaining Eco-Village , Eric Holtgard

Condition / recondition: Reconstruction of the city and its collective memory , C Lopez

Architecture of materialism: A study of craft in design culture, process, and product , Logan Mahaffey

Incorporating solar technology to design in humid subtropical climates , Andres Mamontoff

"RE-Homing": Sustaining housing first , Jennifer McKinney

Devised architecture: Revitalizing the mundane , Jason Novisk

A greener vertical habitat: Creating a naturally cohesive sense of community in a vertical multi-family housing structure , Justin Onorati

Visualizing sound: A musical composition of aural architecture , James Pendley

Biotopia: An interdisciplinary connection between ecology, suburbia, and the city , Jessica Phillips

Cultural visualization through architecture , Fernando Pizarro

Experience + evolution: Exploring nature as a constant in an evolving culture and building type , Robin Plotkowski

Nature, daylight and sound: A sensible environment for the families, staff and patients of neonatal intensive care units , Ana Praskach

School work environment: Transition from education to practice , Shane Ross

ReLife: Transitional Housing for Victims of Natural Disaster , Alexander B. Smith

Form and Numbers: Mathematical Patterns and Ordering Elements in Design , Alison Marie Thom

Martian Modules: Design of a Programmable Martian Settlement , Craig A. Trover

Redesigning the megachurch: reintroduction of sacred space into a highly functional building , Javier Valencia

Aquatecture: Architectural Adaptation to Rising Sea Levels , Erica Williams

Theses/Dissertations from 2008 2008

Landscape as Urbanism , Ryan Nicholas Abraham

Architectural Strategies in Reducing Heat Gain in the Sub-Tropical Urban Heat Island , Mark A. Blazer

A Heritage Center for the Mississippi Gulf Coast: Linking the Community and Tourism Through Culture , Islay Burgess

Living Chassis: Learning from the Automotive Industry; Site Specifi c, Prefabricated, Systems Architecture , Christopher Emilio Emiliucci Cox

Permanent Supportive Housing in Tampa, Florida: Facilitating Transition through Site, Program, & Design , Nicole Lara Dodd

School as a Center for Community: Establishing Neighborhood Identity through Public Space and Educational Facility , Fred Goykhman

Reestablishing the Neighborhood: Exploring New Relationships & Strategies in Inner City Single Family Home Development , Jeremy Michael Hughes

High-Rise Neighborhood: Rethinking Community in the Residential Tower , Benjamin Hurlbut

reBURB: Redefining the Suburban Family Unit Under a New Construction Ecology , Matthew A. Lobeck

Blurring the Disconnect: [Inter]positioning Place within a Struggling Context , Eric Luttmann

Socializing Housing Phased Early Response to Impromptu Migrant Encampments In Lima, Peru , Raul E. Mayta

Knitting of Nature into an Urban Fabric: A Riverfront Development , Thant Myat

An Address, Not a Room Number: An Assisted Living Community within a Community , Gregory J. Novotnak

Ecological Coexistence: A Nature Retreat and Education Center on Rattlesnake Key, Terra Ceia, Florida , Richard F. Peterika

Aging with Identity: Integrating Culture into Senior Housing , Christine Sanchez

Re-Establishing Place Through Knowledge: A Facility for Earth Construction Education in Pisco, Peru , Hannah Jo Sebastian

Redefining What Is Sacred , Sarah A. Sisson

Reside…Commute…Visit... Reintegrating Defined Communal Place Amongst Those Who Engage with Tampa’s Built Environment , Matthew D. Suarez

The First Icomde A Library for the Information Age , Daniel Elias Todd

eCO_URBANism Restitching Clearwater's Urban Fabric Through Transit and Nature , Daniel P. Uebler

Urban Fabric as a Calayst for Architectural Awareness: Center for Architectural Research , Bernard C. Wilhelm

Theses/Dissertations from 2001 2001

Creating Healing Spaces, the Process of Designing Holistically a Battered Women Shelter , Lilian Menéndez

A prototypical Computer Museum , Eric Otto Ryder

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Think of yourself as a member of a jury, listening to a lawyer who is presenting an opening argument. You'll want to know very soon whether the lawyer believes the accused to be guilty or not guilty, and how the lawyer plans to convince you. Readers of academic essays are like jury members: before they have read too far, they want to know what the essay argues as well as how the writer plans to make the argument. After reading your thesis statement, the reader should think, "This essay is going to try to convince me of something. I'm not convinced yet, but I'm interested to see how I might be."

An effective thesis cannot be answered with a simple "yes" or "no." A thesis is not a topic; nor is it a fact; nor is it an opinion. "Reasons for the fall of communism" is a topic. "Communism collapsed in Eastern Europe" is a fact known by educated people. "The fall of communism is the best thing that ever happened in Europe" is an opinion. (Superlatives like "the best" almost always lead to trouble. It's impossible to weigh every "thing" that ever happened in Europe. And what about the fall of Hitler? Couldn't that be "the best thing"?)

A good thesis has two parts. It should tell what you plan to argue, and it should "telegraph" how you plan to argue—that is, what particular support for your claim is going where in your essay.

Steps in Constructing a Thesis

First, analyze your primary sources.  Look for tension, interest, ambiguity, controversy, and/or complication. Does the author contradict himself or herself? Is a point made and later reversed? What are the deeper implications of the author's argument? Figuring out the why to one or more of these questions, or to related questions, will put you on the path to developing a working thesis. (Without the why, you probably have only come up with an observation—that there are, for instance, many different metaphors in such-and-such a poem—which is not a thesis.)

Once you have a working thesis, write it down.  There is nothing as frustrating as hitting on a great idea for a thesis, then forgetting it when you lose concentration. And by writing down your thesis you will be forced to think of it clearly, logically, and concisely. You probably will not be able to write out a final-draft version of your thesis the first time you try, but you'll get yourself on the right track by writing down what you have.

Keep your thesis prominent in your introduction.  A good, standard place for your thesis statement is at the end of an introductory paragraph, especially in shorter (5-15 page) essays. Readers are used to finding theses there, so they automatically pay more attention when they read the last sentence of your introduction. Although this is not required in all academic essays, it is a good rule of thumb.

Anticipate the counterarguments.  Once you have a working thesis, you should think about what might be said against it. This will help you to refine your thesis, and it will also make you think of the arguments that you'll need to refute later on in your essay. (Every argument has a counterargument. If yours doesn't, then it's not an argument—it may be a fact, or an opinion, but it is not an argument.)

This statement is on its way to being a thesis. However, it is too easy to imagine possible counterarguments. For example, a political observer might believe that Dukakis lost because he suffered from a "soft-on-crime" image. If you complicate your thesis by anticipating the counterargument, you'll strengthen your argument, as shown in the sentence below.

Some Caveats and Some Examples

A thesis is never a question.  Readers of academic essays expect to have questions discussed, explored, or even answered. A question ("Why did communism collapse in Eastern Europe?") is not an argument, and without an argument, a thesis is dead in the water.

A thesis is never a list.  "For political, economic, social and cultural reasons, communism collapsed in Eastern Europe" does a good job of "telegraphing" the reader what to expect in the essay—a section about political reasons, a section about economic reasons, a section about social reasons, and a section about cultural reasons. However, political, economic, social and cultural reasons are pretty much the only possible reasons why communism could collapse. This sentence lacks tension and doesn't advance an argument. Everyone knows that politics, economics, and culture are important.

A thesis should never be vague, combative or confrontational.  An ineffective thesis would be, "Communism collapsed in Eastern Europe because communism is evil." This is hard to argue (evil from whose perspective? what does evil mean?) and it is likely to mark you as moralistic and judgmental rather than rational and thorough. It also may spark a defensive reaction from readers sympathetic to communism. If readers strongly disagree with you right off the bat, they may stop reading.

An effective thesis has a definable, arguable claim.  "While cultural forces contributed to the collapse of communism in Eastern Europe, the disintegration of economies played the key role in driving its decline" is an effective thesis sentence that "telegraphs," so that the reader expects the essay to have a section about cultural forces and another about the disintegration of economies. This thesis makes a definite, arguable claim: that the disintegration of economies played a more important role than cultural forces in defeating communism in Eastern Europe. The reader would react to this statement by thinking, "Perhaps what the author says is true, but I am not convinced. I want to read further to see how the author argues this claim."

A thesis should be as clear and specific as possible.  Avoid overused, general terms and abstractions. For example, "Communism collapsed in Eastern Europe because of the ruling elite's inability to address the economic concerns of the people" is more powerful than "Communism collapsed due to societal discontent."

Copyright 1999, Maxine Rodburg and The Tutors of the Writing Center at Harvard University

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• Design Thesis

Design Thesis (ABPL90169)

Graduate coursework Points: 25 On Campus (Parkville)

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Semester 1 (early-start).

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Janet McGaw

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Semester 2 (Early-Start)

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Please refer to the LMS for up-to-date subject information, including assessment and participation requirements, for subjects being offered in 2020.

This subject is the culmination of each student's studies in Master of Architecture. It will consist of a number of autonomous studio groups offering a range of opportunities for students to demonstrate an original approach to design synthesis in the relevant discipline, which is based on research and critical thinking. These studios may offer an interdisciplinary experience with students working alongside others in a parallel design discipline.

Students will be expected to demonstrate mastery of design resolution, conceptual engagement and aesthetic expression.

With course coordinator approval, high-achieving students may undertake the Design Thesis as an individually supervised design investigation. Similarly, under exceptional circumstances and with course coordinator approval, the Design Thesis may be undertaken as a written thesis.

Intended learning outcomes

On completion of this subject, students will be able to:

• Demonstrate a capacity to make a contribution to the existing body of knowledge in architectural theory and practice;
• Demonstrate critical awareness of how their chosen specialisation contributes to this body of knowledge;
• Demonstrate an understanding of design as a form of research enquiry.

Generic skills

• Written, verbal and graphic presentation of ideas
• Correct use of design terminology
• Ability to analyse social and cultural contexts
• Critical thinking and analysis
• Creative response to complex problems
• Ability to select the appropriate design approach

Last updated: 31 October 2023

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• Design Thesis

Advanced Architectural Design: Student Design Theses.

• Newcastle University
• School of Architecture, Planning & Landscape
• Advanced Architectural & Urban Design

UNIVERSITY OF CALIFORNIA, IRVINE

Architectural Styles and the Design of Network-based Software Architectures

DISSERTATION

submitted in partial satisfaction of the requirements for the degree of

DOCTOR OF PHILOSOPHY

in Information and Computer Science

Roy Thomas Fielding

Dissertation Committee: Professor Richard N. Taylor, Chair Professor Mark S. Ackerman Professor David S. Rosenblum

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Guide to University Architecture

2021, Guide to University Architecture

This thesis aims at studying the typology and design of a university campus in depth by also documenting personal learnings through the design of a new campus of Dr. Bhim Rao Ambedkar University, Delhi. This thesis is not only an individual attempt of leaning and understanding a new typology, but also to create a set of guidelines and an established direction for any reader, designing a university campus. The proposition of this thesis is explore and understand the architectural typology of a university campus by proposing a design for an upcoming campus of Dr. B.R. Ambedkar University at Sector 3-Rohini, Delhi. The image of the university's architecture and building forms should convey long term stability while encouraging an atmosphere for creative thinking. The majority of campus buildings should work essentially as groupings or compositions rather than as individual buildings both functionally and aesthetically. The architectural style of new buildings may vary to reflect current technology and program accommodation. Any such innovations, however, must maintain a harmonious, aesthetic connection with existing campus structures. In undertaking the requisite planning and design tasks, several considerations are paramount to the guidance of the design concepts, including, a consistent use of the principles of design order, such as building orientation, scale, massing and proportion. There should be an appropriate response to the campus context through respect for the protection of views, setbacks-and development patterns described in the Master Plan. It should also accommodate a meaningful commitment to design strategies which embrace sustainability.

Related Papers

Blackwell Science Ltd, a Blackwell Publishing Company

Pearaya Eiampikul

Hamza Khalid

Shinjini Bhattacharjee

Human beings have been blessed on this earth with the innate ability to acquire and use complex systems of communication and to experience a multitude of environments through the use of our senses; sight, sound, taste, touch and smell. However for those born without the privilege of one sensory system experience a very unique sensation of the environment around them. This dissertation puts into spotlight the hearing impaired population in India. Of every 1000 babies born in India, 4 are born deaf or with auditory impairment. They are born in this world of silence where they are unable to express themselves due to the lack of awareness regarding their mother tongue, Indian Sign Language. Most deaf people in India have not had access to learn Indian Sign Language and most of them have not completed basic education due to the stigmatization of deafness in the society. Despite efforts by the government, they remain marginalised due to their "disability". Lack of resources and education facilities remain one of the primary concerns hampering their upliftment. Due to the communicative disconnect between the hearing world and the non hearing world, they are forced to adapt in a built environment which is not considerate to their unique culture. Through this research, an in-depth understanding of the needs of the deaf population of our country is analysed, with respect to space, infrastructure, education facilities and economic upliftment. By studying how deaf view space and the social problems in our country faced by a rather neglected part of our society, and associating this cause to one of the most dignified institutions of the country in Shantiniketan, and by making an attempt to place this intention in the ethos of the environment, I wish to take forward the idea of inclusive design and implement phenomenological ideas to the ambiguous vastness of space as viewed by the Deaf, aiming to empower by means of social inclusion and architectural intervention.

Constructive Conservation: Designing a Sustainable Future for the Past

Nikhil Joshi

The rapid transformations experienced by many contemporary Asian societies have radically challenged their built environments’ cultural integrity and cohesion. Several historic buildings and neighbourhoods are erased in the name of the ‘development’ (read ‘economic benefits’). It consequently disinfects the place of its identity and leaves it bland and out-of-date after a while. Wilke argues that “a sense of continuity does not have to stop new ideas – just the opposite. The deeper the root, the greater the range of nutrients”. In this vein, this studio advocates critical thinking and understanding of place/ building, understanding of change, and stewardship as part of continuing evolution. Applying conservation principles to assess the scope for a new intervention, students will strategise and deliver innovative ways to actively managing change to our historic urban landscape by protecting and adapting historic buildings/ places to achieve a balance that ensures that their significant cultural values are reinforced rather than diminished by change.

In architecture, the spaces within and outside the building must follow a particular way of arrangement commonly called spatial organization. This describes the building pattern through space. It is the process of arranging different elements in space (Pascal, 2011). The identity of any architectural precedent, is the proper definition of space to suit the users of that given space, that is, the different building typologies: institutional, industrial, housing among others … are designed specifically to suite the demands of it users. Furthermore, facilities like hospitals are meant to give spaces that are conductive for patients and staff, office building for staff of the organization, hotels for customers and staff of the hotel, schools for pupils and teachers , and orphanages to for children and staff of orphanages, this goes on and on. The architectural environments are read by their users, and therefore should reflect the institution's particular identity and values, thus, space found act as a mirror that reflect the ideas, attitude and culture of the institution (Hoffman and Erlandson, 2005) Sa’id (2008) suggests that Children’s physical movement, cognitive scanning, and social transaction in space are directly influenced by the spatial and properties of their built environment. Sebba (1994) "children physical participation with the architectural features and the environment intend to satisfy, and the experience to stay in their memory”. However, memory is a derivative of place attachment where positive emotions are have generate effective opportunities for engagement, discovery, creativity, revelation and adventure surprise, in that event, experiencing the environment is an essential, critical and irreplaceable dimension in the growth and functioning of children (Sa’id 2008, p3). Suetyuan (2003) noted that children need different spaces to express themselves, as they are more concern about their surroundings at the growing stage. Therefore, the design for children spaces must conform to their physical, social and cognitive development. Physical functioning is the motoric actions such as fluid rolling, jumping, tumbling, running, skipping; physical development is the pattern of bodily growth and maturation of children interacting with indoor, outdoor spaces and their features. Cognitive development examines systematic exchanges in children's reasoning, concept, memory and language. Social functioning includes the interaction of children with peers and adult, explores the changes in their feeling, ways of coping relationship with peers (Eldridge, 2003). Considering the aforementioned, before creating spaces for children; there is a challenge in provision of stable environment for children that avoids the institutional upbringing approach (Subbarao, 2001). However, this thesis examines the spatial organization and architectural design elements of some existing orphanage facilities in the north-central Nigeria. Nowadays, orphanages lack stimulation and experiences. Children may not have much interaction within the orphanage, which may make new experiences stressful, also, lack of visual sensory input for their environment can lead to a diagnosis of cognitive delay (Eldridge, 2003). The residential institution devoted to the care of orphan-children whose parent are deceased or otherwise unwilling to care for them called 'orphanage'(FMWA & SD, 2007) should intercede for the desires of these children. In furtherance, to enable architects in re-conceptualizing the design of orphanage, this study intends to capture the spatial structure and the architectural elements of orphanages from the time of emergence to present day. To do so, this study examines critically the term ‘spatial configuration with its constituent’, ‘architectural design element plus principles’, documentation on spatial configuration and the architectural design element of orphanages, ‘framework approach with space syntax technique’, and the ‘psychology, sociology and architecture’ amalgamation of disciplines. In view of this, through architecture, the environment may be shaped in order to become 'home' for these children to help them grow without exhibiting problems associated with the various institutional care system for orphans (Agathokleous, 2011). Freundlinch (2004) stresses that orphanages hold a well-organized place in the history of caring for children, unfortunately, very little is known about the quality of orphanages. Nigeria research situation analysis on orphans and vulnerable children (2009) indicates an official figure estimate of 17.5 million orphans and vulnerable children, although, practitioners in the field believe this figure could be underestimating the size and scope of the problem. Shelter is important for orphaned children to meet their developmental needs, top equip them with knowledge and skills required for independent life in the community, to help them retain sense of belonging and identity, and to help them benefit from the continuous support of network within that community (NELA, 2008). This thesis aims at aiding in emergence of a new architectural design framework that supports formation of an ideal environment for the swelling number of orphans across Nigeria.

Ahmadu Bello University, Zaria

Musa L Sagada

ABSTRACT The increase in the demand for higher education after the Second World War and the rise in students’ enrollment into Institution of Higher Education such as the Universities worldwide created the problem of housing in the adjoining neighbourhoods to these Universities. The Universities’ inability to provide enough accommodation to meet this demand especially in Nigeria, coupled with the unorganized system of urban management has the made the phenomenon of “studentification” to go unnoticed. The study looks at the architecture of staff housing and students’ accommodation on the main campus of the Ahmadu Bello University, Zaria and what is obtained in Samaru Village, which a university satellite settlement as a way of examining the factors for the rise of such houses in the settlement since the university was conceived as a residential institution that provided accommodation to both its staff and students. In carrying out the study, the survey method of research was adopted. Data was collected from both primary and secondary sources. The primary data depended on empirically collected data through the use of such tools as, personally administered questionnaires to a randomly selected sample, oral interviews and direct observation of the samples, and measured drawings. Information from secondary data was obtained through the review of literature and other printed materials from books, journals and internet materials. Google earth images were also utilized to get a clear picture of the study area. At the end the data gathered was analyzed using statistical packages such Microsoft Excel 2007 programme to arrive at certain conclusions. The study showed that the growth and expansion of the universities in Nigeria has directly affected the socio- demographic characteristics of Samaru and therefore indirectly affected the processes of housing development especially in the house types and the tenure types. The study tried to point out that the issue of staff housing and especially students’ accommodation is a growing phenomenon which is reaching a “tipping point” that could lead to the creation of of an “unbalanced community”. Many property owners are now converting their properties into students’ accommodation to the detriment of low income and poor tradition family household residents of the area. The study also pointed out the differences between staff housing on the main campus and the ones found in Samaru as being as a result of the layout pattern, tenure type form of house construction financing among other factors. And finally the study suggested that a good partnership between the University authorities, developers and the appropriate level of government is necessary in order that there can be a harmonious co – existence between the community and the university.

Sam D'souza

Jameel Omarjee

I hereby declare that this document is my own unaided work. It is for submission to the School of Built Environment and Development Studies, University of KwaZulu-

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2024 Graphic Design Thesis Exhibition

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This exhibition showcases the work of BFA, Graphic Design majors and represents the culmination of study in the Graphic Design Program.

The Graphic Design BFA Program focuses on design thinking, visual narrative, branding, motion graphics and UX/UI. There will be a public reception on May 14th, 5:00 p.m. – 6:30 p.m.

Exhibiting Students

• Mattingly Barkan – My Expression Progression: Educational App Design
• Melitta Deljanin – Pareidolia: Music Festival Branding
• Jeremy Fowler – Music Therapy
• Kevin Harinarine – Wave Links: Editorial Layout
• Nicole Hernandez – Amore: 360 Branding Campaign
• Justin Kresse – JK Serif: Typeface Design
• Dylan Mason – Astoria: 360 Branding Campaign
• Niyah Shaw – Trove: 360 Branding Campaign
• Michael Steinheimer – Petey & Friends: Children’s Show

If you have any questions, please contact assistant professor David Pierce at [email protected]

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Pedro Reynolds-Cuellar Disseration Defense

• Pedro Reynolds-Cuellar Research Assistant

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Dissertation Title: Contesting Design: Ancestral Technology as Portal to Post-Design(s)

Abstract: 

In this dissertation I critically examine the dominant ideologies in technology design—scalability, universal applicability, and profitability—and their implications for global socio-economic inequalities, ecological degradation, and entrenched socio-technical structures. I assert that conventional design education, theory and practice play a pivotal role in propagating these ideologies. It is not am ‘armchair’ critique. In advancing a shift in perspective in these spaces, this dissertation reports on a series of proposals including experimental university courses, field-based technology design experiences, and methods in design research I implemented throughout my doctorate. It also introduces the design of a digital platform for documenting rural innovation, and mixed-methods studies detailing the strengths and weaknesses of participatory design initiatives. The work is based in its entirely in fieldwork done in Colombia.  In giving a language to these proposals, I advance the notion of ‘Ancestral Technology’ as an alternate framework to approach technology design. As a form of world-making (design) primarily supporting cultural cohesion, rooted in bounded geography, and with a history living through collective memory, Ancestral Technology resists the universalizing narrative of technology design offering a pathway outside the frame of relentless globalization. In the age of toolkits, frameworks, and design guidelines, this dissertation offers a story how through relationship-building, and collective-making I came to experience technological imaginaries ‘otherwise’ while being transformed in the process.

Committee members:

Azra Akšamija  Associate Professor, Department of Architecture Director, Art, Culture and Technology (ACT) Ethan Zuckerman Associate Professor of Public Policy, Communication, and Information  University of Massachusetts Amherst Eden Medina  Associate Professor of Science, Technology, and Society (STS) Massachusetts Institute of Technology

Tapis Magique and Knitted Keyboard @ KSU Museum

The Kent State University (KSU) Museum is pleased to announce the opening of a new exhibition, Knitting Beyond the Body. When you thin…

Tod Machover’s latest music composition/installation opens at the 60th Venice Biennale

"La Maison de la Lune Brûlée” is on view at the Wilmotte Foundation every day from now through November 24, 2024.

Disrupting Mobility

Disrupting Mobility is a collaboration network and conference series hosted by leading mobility and cities research centers internationally…

Future You @ WSJ The Future of Everything Festival 2024

Media Lab researchers invited to showcase their work at the Wall Street Journal's "Future of Everything" festival 2024.

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2024 MFA Thesis Exhibition: Another Day at The Orifice

• May 28–June 9, 2024
• 2-7pm Daily, by appointment only June 7-9
• Opening Reception:  May 30, 7-9pm
• Closing Reception:  Thursday, June 6, 6-9pm

Description

The University of Washington School of Art + Art History + Design is pleased to present the 2024 MFA Thesis Exhibition: Another Day at The Orifice, from May 28 through June 9 at Railspur (Top Floor). Join us for the opening reception on May 30, 7-9pm, and the closing reception on Thursday, June 6, 6-9pm during the Pioneer Square First Thursday Art Walk. Throughout their programs, graduate students work with their advisors and other artists to develop advanced techniques, expand concepts, discuss critical issues, and emerge with a vision and direction for their work. Another Day at The Orifice features the cumulative thesis work of the eight graduates receiving a Master of Fine Arts degree in Photo/Media, Painting + Drawing, and 3D4M: ceramics + glass + sculpture.

2024 MFA Graduates: Dave Braun, FS Bàssïbét, Rachel Dorsey, Amara Eke, Ren Han, Michael Hong, Ali Meyer, Kevin Phan

Gallery Hours

2-7pm Daily from May 28 – June 6

By appointment only on June 7–9 (graduation weekend).

Book an appointment now.

Location + Accessibility

The Top Floor at Railspur is a 14,000-square-foot space inside a historic 1906 brick building at 419 Occidental Avenue South. The entrance to the top floor is through the alley (direction signs will be placed around the building). There is wheelchair access throughout the building.

Transportation

The RailSpur building is readily accessible via public transportation—Metro bus lines, the Light Rail (pioneer station), and the First Hill Streetcar. Garage and street parking are also available in the area. It is highly recommended to use public transit, specially on game days and during the Pioneer Square First Thursday Art Walk.

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ThinkIR: The University of Louisville's Institutional Repository

Home > ETD > 4225

Electronic Theses and Dissertations

Design, fabrication, and integration of robotic skin sensors for human robot interaction..

Olalekan Olakitan Olowo , University of Louisville Follow

Date on Master's Thesis/Doctoral Dissertation

Document type.

Doctoral Dissertation

Degree Name

Electrical and Computer Engineering

Degree Program

Electrical Engineering, PhD

Committee Chair

Committee member.

Walsh, Kevin

Roussel, Tommy

Harnett, Cindy

Author's Keywords

Robot skin sensor; additive manufacturing; robotics; piezoresistive organic polymer; cleanroom fabrication

Enhancing physical human-robot interaction in modern robotics relies on refining the tactile perception of robot skin sensors. This research focuses on crucial aspects of the development process, including fabrication techniques, miniaturization, and integration for a more efficient collaborative human-robot interface. The fabrication process of robot skin sensors, designed to mimic human skin, is explored both within and outside cleanroom environments. An enhanced technique is presented to increase fabrication yield and create more miniaturized sensor designs with feature sizes in the tens of microns. These sensors function as piezoresistive arrays using organic polymers like PEDOT: PSS as the pressure-sensing medium. Various deposition techniques, such as cleanroom spin coating and direct-write inkjet printing with Aerosol inkjet printers, are discussed. A NeXus microfabrication platform is introduced to eliminate errors, simplify the cleanroom process, and reduce production time for sensor arrays. This platform is employed for the prototyping of tactile strain gauges, integrating an Aerosol jet printer station for patterning sensor electrodes on flexible substrates and a piezo-electric fluid dispenser for PEDOT:PSS deposition, bypassing cleanroom photolithography. The post-processing phase is detailed, highlighting the sintering of patterned silver traces using an oven or intense pulse light (IPL). The curing process determines the resistance and conductivity of printed samples, with IPL offering flexibility and efficiency compared to traditional ovens. Cured samples undergo testing on a specialized testbench equipped with an indenter, force feedback control, motorized stage, and computer vision functionality. LabVIEW Programs synchronize testing components, producing tangible results for each tactile sensor test. Test quality influences the integration of tactile sensors with a robotic arm. A novel tactile fingerprint design, realizable in the NeXus, is proposed and characterized based on performance and reliability. Sensitivity, indentation cycles, and spatial resolution studies contribute to a comprehensive understanding of the proposed design. The research's ultimate goal is to integrate tactile sensors, including commercially available options like Flexiforce sensors and robot skin sensor patches, with a robot to enhance direct interaction. The effective use of the Robot Operating System (ROS) and local area connectivity to implement the robot's response to physical touch on the skin sensors marks a significant stride in advancing human-robot interaction. The abstract encompasses the critical elements of improved fabrication, miniaturization, and integration, making strides toward more effective and adaptable physical human-robot collaboration.

Recommended Citation

Olowo, Olalekan Olakitan, "Design, fabrication, and integration of robotic skin sensors for human robot interaction." (2023). Electronic Theses and Dissertations. Paper 4225. Retrieved from https://ir.library.louisville.edu/etd/4225

Since February 13, 2024

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Annual Art Crawl Celebrates Graduating Talents at Watkins, O’More

May 8, 2024 | by Haley Charlton

• 2024 Art Crawl

Graduating seniors of the Watkins College of Art and O'More College of Architecture and Design held their annual Design and Art Crawl Thursday, May 2 , putting their professional portfolios and creative thesis projects on display. Attendees were able to travel through the various exhibitions to meet the artists and designers, browse their work and learn more about their creative processes.  

“The Senior Art Crawl was an opportunity for us to showcase all of our best work from the past four years,” explained senior graphic design major Nick Bazzoni. “Both pieces I displayed were advocacy campaigns. I hope they encourage people to treat each other with a little more love.”  

Bazzoni’s Addiction Campaign aimed to change the stigma around drug addiction by pairing images of young boys dressed up as their dream careers with the fact that 38% of people struggle with addiction, illustrating that no one plans on becoming addicted.  

He credits Professor of Practice Doug Regen as being particularly influential to his college growth, sharing, "Doug started as my advisor and was in my corner before he even knew who I was. Since then, he's helped me grow exponentially as a designer and is the reason I got my first job at the Buntin Group."  

Illustration major Marina Ibrahim had several pieces on display, most inspired by her daily life experiences. She described, "My creative process is mainly made up of me thinking, making lists, and doing a million sketches before I decide on the best one and running with it until the end."   

Ibrahim picked works she was proudest of that best represented her Watkins journey - “a cumulation of everything that I have learned here.” She added, "To me, it represents my transformation as an artist...I would have never made this work if I had not come here."  

Ibrahim enjoyed connecting with viewers through her art, which she described as the best part of making it. "I hope that they see how hard I have worked and how hard I'm going to work in the future. I hope they see how much I put into each and every piece."  

Ibrahim reflected that faculty Dan Brawner , Dale Addy and Lauren Lowen have been the most influential, pushing her to make her best work. She said, “I am infinitely grateful to have had the opportunity to be under their guidance.”  

For her senior thesis in Mandy Rogers ' advanced studio class, art education major Whitney Pavell created "Fully Functional," a decorative mixed media sculpture. The piece explores the societal pressures and expectations placed on women to take on household duties.  

This piece is a “washing machine” made from wood and decorated with plaster molds of miniature objects and trinkets from Pavell’s childhood. She included small glass mosaics and beads to give it a more decorative surface, referencing imagery from the Rococo period of art history, which was often viewed as frivolous and purely decorative, similar to the way women’s work is seen by society. While the front four sides of the washing machine are decorative and elegant, the back side gives a glimpse into what should power this machine, if it were real, to function.   

"This monument to growing up has allowed me to reflect on my own experiences with the hope others will join in this conversation of functionality in adulthood and the clarity that occurs through reuniting with your inner child," Pavell explained. "The making of this project has allowed me to slow down and find joy in the details, and to reflect on the powerful experience of womanhood. The role of women in society is constantly evolving, as well as my own views on what makes me a functional woman. I am able to fit myself into my own idea of womanhood that has very little do to with the roles often limiting the true value of what women have to offer."  

Professor of Practice Doug Regen highlighted the purpose of the Art Crawl: "The show is a chance for professionals in the industry to come look at portfolios and see the quality of regional and national award-winning work our program is producing. And of course, it's a night to celebrate each student and the hard work they have put in."  

With 24 graphic design, experiential design, and illustration majors making up only half the show and showcasing work across mediums like web design, print, branding and special illustration topics, Regen has seen students "mature as designers and build portfolios of work that is landing design jobs at some of the best design and advertising firms in the city."  

Hannah Ash shows her work

Hannah Ash's work on display

Holli Tiege

Holli Tiege's work on display

Regen added, "This Art Crawl helps students put their work in front of some of the best designers in the area. It helps them feel confident about what they have designed and allows them to talk about their work and the process."  

Bazzoni concluded that the art crawl was a special moment to share with his classmates and professors. “All our work really boiled down to this show, and watching everyone come, ask questions and appreciate the art we make, makes all the sleepless nights feel worth it,” he said. “To them: thank you for making this journey so special. You all are so incredible and so talented. I wouldn’t be here if it weren’t for you.”  

Nora Whelchel at the 2024 Art Crawl

Zoe Nichols with her gallery installment