COMMUNITY PRACTICE
COMMUNITY PRACTICE
Embedded Files
Design with/in Communities
Semester: Spring 2024
Instructor: Zack LaMel
My Community Members: Maddie McGloin, Dengpan Liu, Eliana Dominguez, Elijah Feliz Santana, Ever Gallo, Hao Mio Zou, Julia De Lima, Evan Xu, Lisa Cohen, Nizar Jardaneh, Tiffany Barrera Perry, Tiffany Pesantez, Vinamar Gulati
This course is unique to the BAC curriculum. Community Practice is exactly as it sounds: real-world skill-building in a group setting. The course and its content cultivate the opportunity to evaluate our strengths and abilities individually, and move forward to collaboration and producing from the groups we work within and for. It encourages a concerted effort to build up ourselves and others based on the unique tools we each have and bring to the table.
JULIADELIMA_by_MADDIEMCGLOIN ACT01 In Your Community Interview.pdf"When The Moon Interviews The Sun" [About Julia De Lima, by Maddie McGloin]
Reflection 1
[ACT 01] IN YOUR COMMUNITY
[ACT 01] IN YOUR COMMUNITY
Class Date: January 29, 2024
Class Theme: Blue Community
Team: Madeline McGloin and Julia De Lima
Major Competencies, Skills, and Knowledge Learned: Active listening, Teamwork, Speaking, Information visualization
The premise of this activity was to interview and gather information from a member of our class community.
By considering what kinds of questions guide and set a tone for comfort and openness, we were able to control the depth of conversation and maintain authenticity in our discussions.
Julia and I interviewed one another, using doodles to jot down important moments in our exchange.
Afterward, we spent time at home developing a visual "postcard" of the other person with a written reflection on the back.
I value an assignment like this because it forces me show up socially–and to balance my listening with inquiring.
THE WAYS IN WHICH WE SAVE, SPEND, AND SHARE OUR ENERGY DETERMINE OUR ABILITY TO RECEIVE–AND PERCEIVE–THE WORLD AROUND US.
THAT BEING SAID...THIS IS MY ENERGETIC INSTRUCTION MANUAL.
I. WRITTEN WORD - I transmute my inner mind onto a 2D plane (paper) to digest the world. Scattered my handwriting demonstrates my vigor for writing. I recommend PA
Press Grids & Guides or Leuchtturm 1917 notebooks.
II. DIGESTIBLES - Books build eloquence. I annotate ritualistically and make running lists of vocabulary from various text genres.
III. SUBCONSCIOUS CATALYST - I expose my mind to a good book in the last 30 minutes before falling asleep. I am re-reading Anodea Judith’s Eastern Body, Western Mind.
IV. DEEP SLEEP - Prioritize a full night’s rest. Not only to feel sane and radiate sanity, but for an added benefit: astral projection and idea cultivation. This drawing is the highest version of myself holding life-force energy.
V. MIND-OPENING - Waking up is an involuntary ritual, which I celebrate by cracking open the iron doors to my mind at sunrise. Then I warm up my physical form for the day.
VI. ALIVE - I am happy to be alive. I am grateful to have a healthy body that is strong and protective. I am blessed to experience the world with all of my senses.
VII. BREATH - Devotion to improving breathwork and posture has taught me self-medicine. I use the concept: “Breathe like it.”
VIII. ARMOR/VEILS -I adorn myself with jewelry, talismans, and amber oil perfume. My collection of hand-me-downs and keepsakes. It took me years to find these pieces; I wear them accordingly–to veil myself and my energy.
IX. RESTFUL SOLITUDE - Meditation can be unintimidating. Time with myself, feeling present and grounded, is how I decompress and shed extra energy from my day. I am far from frugal when it comes to spending time with myself.
Reflection 2
[ACT 02] VISUALIZING INSTRUCTIONS
[ACT 02] VISUALIZING INSTRUCTIONS
Class Date: February 8, 2024
Class Theme: Blue Community
Team: Madeline McGloin, Building Block Activity with Ever Gallo
Major Competencies, Skills, and Knowledge Learned: Communication choices, Instruction-giving, Design development, Visual communication
"The Energetic Instruction Manual," Madeline McGloin. Background image taken at the Carpenter Center, Harvard University, Cambridge, MA.
After the in-class activity, Blind Building Block Instructions, we were assigned to develop our own instructions for something we do daily. Ever Gallo was my in-class activity partner. We worked extremely well together with almost no difference between instruction to construction. It helps that Ever is a really awesome, super-intelligent person. Because our dynamic was so great for the in-class activity, I wanted to challenge myself to tackle an activity for the at-home assignment that could not be easily depicted through images alone.
I am at a point in my life where I place much intention upon the way I preserve and use my energy. Whether speaking with others, consuming news and media, physical activity, or intellectual focus. My instructions cover a 24 hour period, rather than a 5 or 10-minute activity. I also wanted my written instructions to have my voice embedded in the text as if I were reading it aloud in someone's head.
In My World -
In My World -
[ ACT 03 Reflection on Seeing and Listening]
[ ACT 03 Reflection on Seeing and Listening]
My puppy, Pluto Bo McGloin.
Since I live in Boston now, I don't get to see my puppy, Pluto, until I visit Indianapolis for breaks. When I FaceTime my parents, I ask them to put Pluto on the phone so that I can say hi. In the past year, my mom and I have learned just how much dogs absorb human emotions and observe everything that we do.
In Community Practice, I am working to improve my composure and my ability to listen to others before speaking. With this, I approach these calls with my family, and Pluto, with more mindfulness and gratitude.
Since Pluto is a rescue who lived in a shelter and foster home until age one, my family and I are learning how to give him the most love a dog could experience. We are his whole world.
Me and Blue Commuity Teammates Vinamr Gulati and Dengpan Liu having our Beginners Practice Assessment with Ashley Tannebaum in Cascieri Hall.
Reflection 4
[ACT 04] WHO'S COMING TO DINNER?
[ACT 04] WHO'S COMING TO DINNER?
Class Date: February 12, 2024 - February 18, 2024
Class Theme: STAKEHOLDER MAPPING
Team: Dengpan Liu, Eliana Dominguez, Elijah Feliz Santana, Ever Gallo, Hao Mio Zou, Julia De Lima, Evan Xu, Lisa Cohen, Nizar Jardaneh, Tiffany Barrera Perry, Tiffany Pesantez, Vinamar Gulati
Major Competencies, Skills, and Knowledge Learned: Stakeholder Mapping, Community Involvement, Data Analysis, Collaboration in Decision Making, Equity & Empathy in Design
DESCRIPTION OF IN-CLASS ACTIVITY:
Given the opportunity to convert a small donated retail space for community usage, our group split ourselves into 4 categories of Stakeholders for the project at hand. Design, Resident, Construction, and Government roles are invited to a dinner together to discuss the space and its design opportunities. As the architect, I took the leadership role of seating each Stakeholder at our 'dinner table.' I introduced Nizar, our space donor, and stimulated a sequence of conversations that would steer our ideas into a concrete design.
We took feedback from residents and community members to figure out what types of spaces the city was lacking. From there, we decided that there would need to be safety measures, noise control, and agreements with neighbors to complete the project.
REFLECTION:
Although this was just an in-class exercise, I quite enjoyed being both the Architect and the host of the dinner meeting. Professionally, I look forward to real-life scenarios in which these same ideas occur. In the future, I hope to spend more time deciding how to use equity and empathy to invite residents (especially those underrepresented) to the table–literally and figuratively.
An Interview With Steve, Lisa Cohen and Maddie McGloin
Prudential Mall Food Court, Maddie McGloin
Spatial Understandings, Maddie McGloin
Reflection 6
[ACT 06] LOOKING AT A PLACE
[ACT 06] LOOKING AT A PLACE
Class Date: March 7, 2024 - March 14, 2024
Class Theme: EXPLORING, ANALYZING/SYNTHESIZING
Team: Dengpan Liu, Eliana Dominguez, Elijah Feliz Santana, Ever Gallo, Hao Mio Zou, Julia De Lima, Evan Xu, Lisa Cohen, Nizar Jardaneh, Tiffany Barrera Perry, Tiffany Pesantez, Vinamar Gulati
Major Competencies, Skills, and Knowledge Learned: Exploring, Analyzing, Synthesizing, Collaboration, Mapping/Diagramming
ACTIVITY DESCRIPTION:
Our group visited the Prudential Mall in order to observe how people use the spaces within it. I chose to observe the food court area. Lisa Cohen and I spoke with an older gentleman named Steve who says that he has been coming to the Prudential Mall almost every day since it opened. He enjoys the Food Court area for its seating, decreased foot traffic, and increased privacy after the addition of the ViewBoston tourist attraction. The ViewBoston kiosks act as a buffer between the Food Court and a main walkway in the mall. The space is surrounded by dining options and has an entry point to the Saks Fifth Avenue within the mall. People use the space to enjoy their lunch break, meet with friends, answer phone calls, read, work on their laptops, and more. Many people who use the seating stay for 30+ minutes.
REFLECTION:
I believe that in my professional life, this skill will become increasingly useful for understanding how people interact with a space and what they prioritize. The qualities that increase the experience of being in a space aren't always easy to quantify, but pattern recognition makes it easier to use clues and develop a deeper understanding of what makes an impact architecturally.
Some photos from presenting our "ACT 06 Looking at a Place" spreads in class.
Reflection
MIDTERM MODULE 2 REFLECTION
MIDTERM MODULE 2 REFLECTION
Class Date: March 14, 2024
IMAGES TOP TO BOTTOM:
CNC Topography in Cherry wood, holding my wooden topography, and acquiring my board of Cherry wood from the depths of Medford.
AFTER "Who's Coming to Dinner" & "Looking at a Place"
In my own life, I have a lot of projects that I work on to expand my skills and stimulate creativity. In the process of making a CNC wood carving model for studio, there were many steps necessary to meet my goal. With only a week and a half to bring my idea to life, I had a list of people and skills that were required. Starting with the development of the idea, I used Revit. Not only would this become my first model ever designed with Revit, but I had very little experience with the program at all. My friend Mack McCarthy lent me his "Revit For Beginners" book and helped me download the right version of Revit (since I accidentally had the Structural Engineering version downloaded). After working on the model digitally, I was ready to get the wood for my project. I did wood shop training with him and Edwin to get my refresh on some of the power tools–as I wasn't sure whether I might end up needing them. Mack and I called many lumber yards to figure out where we could get cherry wood. We took the train to Oak Grove and made it to Medford and the lumber yard employees helped us find and cut our wood. We decided to take the fun route back (aka take the subway back). We had to explore Medford and the very pedestrian-hostile congestion of intersections that stood between Boulter Plywood and the subway station. Once we made it back, I took the CNC training and worked with Sean (our BAC CNC technician) to check over my file and get it cut. I practiced skills involving collaboration, stakeholder mapping, and exploring with every step of the process. What was once uncharted territory for me became an amazing experience that I am very proud of.
REFLECTION:
It takes a lot of people to complete the projects we care about most in our lives. There are people who source our materials, make our products, operate machines and tools for our benefit, service our lives, and help us along the way. In my career, I know that I will be an employee, an employer, an expert, a novice, an advocate, a community member, and many more things for others.
When it comes to my one-off creative endeavors, I plan to have a fabrication warehouse in which I can weld, 3D print, laser cut, wood carve, and more for architectural and non-architectural projects. Being able to dive into the learning and exploring process with curiosity is something that will serve me for the rest of my life. I hope to continue challenging myself in school and in my career with projects like this one.
Reflection 7
[ACT 07] GETTING TO KNOW YOUR NEIGHBORHOOD
[ACT 07] GETTING TO KNOW YOUR NEIGHBORHOOD
Class Date: April 11, 2024
Class Theme: EXPLORING
Team: Hao Miao Zou, Nizar Jardaneh, Julia De Lima, Madeline McGloin
Major Competencies, Skills, and Knowledge Learned: Getting to know your Neighborhood, Team building, Collaboration
Though I was recovering from surgery on the day of the class visit to our client, Boston Building Resources, my classmates Julia De Lima and Ever Gallo took amazing notes and photos for me. I had upperclassmen friends tell me different things about their personal experiences in Community Practice, and I was excited about the mock-firm project that would be facilitating work for a real-world client. To know we would actually be helping a non-profit small business, I felt inspired. I was excited to dig into the project and practice applying myself professionally for a project like this.
Julia, Hao Miao, and Nizar were able to speak with some community members briefly after visiting BBR. They asked about popular places in the community, whether people had heard of BBR, and how far people tend to travel within their community. As a group, we used these responses as a baseline for figuring out what people would most benefit from with the product of the "Coffee Corner" at BBR.
Learning about BBR only fueled my interest to work hard on the project because their mission and community values are so authentic and true. With this in mind, we had to be mindful of budget, time, and employee constraints in making this project come to life. With a genuine intention, BBR hopes to make the most of this space and program with the most efficient and simple use of resources. In all honesty, group projects make me nervous at times. I worry about the distribution of work, leadership, and trying to balance efforts. As much as I was unsure what the outcome would be, I appreciate this being core to the Community practice curriculum.
I knew that with vigor and curiosity, ARCHOLOGY would gather as much data, anecdotes, opinions, and information as necessary to embrace the challenge ahead.
THE ROXBURY/MISSION HILL AREA
THE ROXBURY/MISSION HILL AREA
After looking at BBR's surroundings, our team, ARCHOLOGY, gathered information to guide our engagement strategies. Understanding the spaces in Roxbury and Mission Hill that residents spent the most time at was vital for moving forward with design and programming ideas.
BBR Community Portrait and Map by Maddie McGloin. Notes (left) were taken by Julia De Lima during the initial visit to BBR and exploration of the Roxbury/Mission Hill community.
The anecdotes below were collected by Julia de Lima and Nizar Jardaneh.
Threaded Connections Survey, Maddie McGloin. Background is a photo of me in Community Practice class looking very cool on a very cold evening in Cascieri Hall.
THREADED CONNECTIONS SURVEY
THREADED CONNECTIONS SURVEY
Class Date: April 11, 2024
Class Theme: ENGAGEMENT
Team: Maddie McGloin, Julia de Lima, Hao Miao Zou, Nizar Jardaneh
Major Competencies, Skills, and Knowledge Learned: Preparing for engagement, Curating activities, Community knowledge and understanding
ACTIVITY DESCRIPTION
I considered the context of BBR as a building resource store and wanted to highlight some program possibilities in the activity I created. Knowing that digital surveys can be daunting and a deterrent to engagement, I decided to create a physical and visual representation of community responses. With black posterboard and a white chalk marker, I outlined 5 questions for people to answer quickly and easily. As a way to personalize responses, I brought mini colored post-it notes to write the initials of those taking the survey–which would hang at the end of the thread that webs their responses. I cut and knotted 40 threads in preparation for the engagement fair.
I also generated a contact information QR code for people to easily save BBR's contact information on their phones. If people weren't interested in learning more about home improvements (see question # 2), then I prompted them to think of someone they know who would be interested. Upon scanning that QR code and having the contact information saved to their phone, they could easily share BBR's contact with the person they thought of this bridged the gap between our non-target audience and the engagement responses that we wanted.
We received extremely positive feedback from this physical survey. The only issue was that it could only be done one at a time, and strung by one person (which was myself). Additionally, we found that members at the engagement fair were interested in seeing the responses from others more clearly–they suggested a colored thread for the next iteration of our survey.
When we took this to BBR a few days later, Hao Miao brought red yarn so that we could test out the colored connections with employee responses.
REFLECTION:
I was proud of myself for creating this survey and was pleased with the success rate. I felt extremely grateful that guests from the engagement fair were so receptive to participating and reacted with authenticity. Everyone smiled and lit up when seeing their responses take a physical form.
Boston Building Resources Contact
[Contact QR Code Shortcut]
Class Date: April 11, 2024
Class Theme: ENGAGEMENT
Team: Maddie McGloin, Julia de Lima, Hao Miao Zou, Nizar Jardaneh
Major Competencies, Skills, and Knowledge Learned: Preparing for engagement, Curating activities, Community knowledge and understanding
As explained in the Threaded Connections Survey description above, I generated a QR code that could easily provide BBR's contact information with simplicity and ease. This was a simple addition to our activities, but it covered extra ground in case people were short on time and energy to participate in our other activities at the engagement fair or in public.
BBR Contact Shortcut, made by Maddie McGloin using Apple iPhone Shortcuts QR code generator.
Drawing activity, completed at Engagement Fair. Our group's initial program principles were used to inspire drawing activities. Made by me and assisted by Julia De Lima and Hao Miao Zou during the Community Practice Engagement Fair.
This activity was necessary and valuable for gathering visual information from the community–discovering how they perceive these values and whether the results aligned with the message that we intended for our original program principles. The responses, alongside those from other activities, promoted revisions for the final R.A.D. proposal that our team, ARCHOLOGY, would produce.
Drawing prompts developed by Maddie McGloin:
DRAW WHAT IT MEANS FOR SOMETHING TO BE FLEXIBLE.
DRAW WHAT IT MEANS TO ADVERTISE SOMETHING.
DRAW WHAT IT MEANS TO HAVE LONGEVITY [TO BE LONG-LASTING].
Revised survey with Spanish and Portuguese translations, by Julia De Lima.
Student survey responses to the edited ARCHOLOGY survey by Maddie McGloin. Film photographs taken by my dear friend, Adrienne Hein, used as backgrounds.
Reflection 8
[ACT 08] ENGAGING YOUR COMMUNITY
[ACT 08] ENGAGING YOUR COMMUNITY
Class Date: April 17, 2024
Class Date: April 17, 2024
Class Theme: Keyword
Team: Hao Miao Zou, Nizar Jardaneh, Julia De Lima, Madeline McGloin
Major Competencies, Skills, and Knowledge Learned: Community engagement, Working with students, Presentation skills, Interpersonal relationships
KIPP Boston - Mrs. Duarte's 3rd Grade Class
I returned to Mrs. Duarte's class of 3rd-grade students to gather some young opinions on community spaces. The class recently completed a Math project in which they drew plans for a community center and calculated the area and perimeter for each room. In doing so, they were able to problem-solve the uses of the space and collaborate, balancing each group member's ideas.
I refined a copy of my group's ARCHOLOGY survey so that the students could draw and give some simple responses about what qualities they think are necessary in a public space, as well as where their community spends the most time.
These students blew me away with their thoughtful responses. Many students in our discussion at the end were quick to mention elements that translate into the underlying need for accessibility, versatility, and privacy–which are vital to a community space.
REFLECTION:
I find the most joy in reconnecting with people, such as Ms. Duarte's students, because the lasting impact of being an adult role model for young children is so fulfilling. My perspective shifts each time I speak with an ambitious and curious child–because it is exactly their wonder and limitless mind that adults lack in life. The exact reason for which I am so confident in my own future is because of the support that I felt as a child in school and from my senior role models. Even having a "special friend" in preschool (a middle school buddy who would visit once a month for a dual-class activity) made a huge difference in my hopes for the future. It was so validating to have a big kid listen to me–and I know that these 3rd grade students feel the same way.
Many thanks to Jay Galbraith, Ms. Duarte, and Beth Lundell Garver from BAC's Practice Department for making this visit possible. Beth was the contact point for our university chapter of AIAS to get involved in classroom "Architect Visits" at KIPP Academy, which resulted in this wonderful relationship between myself and Ms. Duarte's classroom of students.
Jay Galbraith
Director of Academics
KIPP Charter Schools (Boston, MA)
Email:jgalbraith@kippma.org
(Project: Third grade classroom visit,
Specializing in Project-Based Learning)
Reflection 9
[ACT 09] ENGAGEMENT FAIR & FIELD ENGAGEMENT
[ACT 09] ENGAGEMENT FAIR & FIELD ENGAGEMENT
Class Date: April 17, 2024
Class Theme: ENGAGEMENT
Team: Dengpan Liu, Eliana Dominguez, Elijah Feliz Santana, Ever Gallo, Hao Mio Zou, Julia De Lima, Evan Xu, Lisa Cohen, Nizar Jardaneh, Tiffany Barrera Perry, Tiffany Pesantez, Vinamar Gulati
Major Competencies, Skills, and Knowledge Learned: Engaging with others, Strategizing, Collecting information, Team Collaboration
ACTIVITY DESCRIPTION:
We brought our engagement activities to class in preparation for the fair. We planned for our Threaded Survey and Drawing Response activities to get up to 40 community member responses. We had a great time busily helping out our guests in responding and threading their answers, gathering lots of information along the way. I had so much fun hosting the Threaded Connections Survey and stringing peoples' answers together. I left colored tags at the end of each string with the initials of the person who took the survey.
Some people suggested that a colored thread would appear better against the black posterboard for future uses. After our turn was over, we quickly disassembled and let the next group set up for their activities. Being on both sides of the table was important for understanding what it feels like to take the survey and share our own responses with other groups. I quickly remembered how much I disliked taking digital surveys, and was glad our group opted for a visible, physical one instead.
I was content with our work and responses at the Engagement Fair. It was the perfect opportunity to test out and experience the engagement activities that we were developing in groups. It was fun to experience the tables as a community member because it gave me an understanding of what it's like to be in the shoes of people whose time we ask for. Our team did a great job of attending to guests at our table, recording their responses, briefing them on BBR, and guiding them through the response process if they were standoffish or unsure. Having this class period as a run-through made a massive difference in the strength of our presentation and the content of our activities.
I noticed that many groups were focused on designing the space in a literal sense, so I was glad that our group could balance out their methods with some simple written/scribbled and verbal response-based activities. When we left class, we discussed how to adjust our posterboards and materials to accommodate the general public, in a mobile/transportable fashion. We also decided who, what, when, and where our follow-up engagement work would happen.
From the Engagement Fair.
REFLECTION:
There were some moments during the fair in which I got frustrated with detangling the strings on my survey board, explaining that the black thread against the black posterboard was intentional, and even being a community member answering a long digital survey on my phone. It was all a part of the process, but nonetheless serves as a reminder that engaging with the community is usually imperfect. Professionally, I know that I will have a plethora of future opportunities to work with stakeholders and the general public. I remembered some of my strategies from our "Who's Coming to Dinner" class, and I used that to balance my energy in my role. It was fun to step into the role of being a Lead Architect at our firm, ARCHOLOGY, and focusing on being that person in the moments that we were presenting ourselves and our work to a broader audience.
Images featuring Boston Building Resources employees:
BBR Co-op
John Callahan (Co-op Sales) &
Greg Caplan (Co-op Sales, Windows and Doors)
BBR Reuse Center
Oliver Sanquintin-Leon (Reuse Center Sales) &
Angel Estrada (Reuse Center Sales)
Initial Program Principles
Initial Program Principles
Analysis completed using class material "Problem Seeking" by William Peña.
Peña, William M; Parshall, Steven A. “Problem Seeking: An Architectural Programming Primer.” John Wiley & Sons. August 13, 2001.
Final Program Principles [ARCHOLOGY for BBR]
Final Program Principles [ARCHOLOGY for BBR]
After analyzing results from our engagement activities and feedback from Zack/Ashley, we arrived at the conclusion that BBR's "Coffee Corner" should be Reliable, Dedicated, and Adaptive.
POST-ENGAGEMENT FAIR DIAGRAMS AND REFLECTIONS
Class Date: April 24, 2024
Class Theme: SYNTHESIZING
Team: Maddie McGloin, Julia De Lima, Hao Miao Zou, Nizar Jardaneh
Major Competencies, Skills, and Knowledge Learned: Synthesizing information, Collaboration, Visual curation, Diagramming, Group presentations
ARCHOLOGY reconvened in class after going out into the community and testing out engagement activities. Our group used the handout to write down new program principles to move forward with. We also improved some of the diagrams that we created so that they could better convey the results of our activities.
It took a few attempts for us four to make successful diagrams, but it was a relief once we got it done. To the right, you'll find a few diagrams from our class discussions. I used results from the 3rd-grade classroom visit to collect the best qualities of a community space and supply an undertone of how the "Coffee Corner" might be adaptable to kids and families. Their drawings were so colorful and precious that I decided to use them as the bulk of the visual data I would present in this diagram.
Hao Miao used circulation diagrams to show the ways people occupy BBR's space and what that means for the spatial adjustments they may make for the "Coffee Corner." Linked to our program principles, these diagrams further the notion that comfort, accessibility, flexibility, and reliability would continue to outline public engagement at BBR.
I created a final diagram to simplify the somewhat polar results that came from the Threaded Connections Survey that I made. Overwhelming interest was demonstrated by the people who participated in the survey, and they told us that they preferred to attend a class or workshop with an expert at a location that would be dedicated for this purpose. Responses of times and days during the week were also valuable to BBR. People had a resounding preference to visit this space (theoretically) on a Saturday or Sunday morning/afternoon.
Diagram of BBR layout with Program Principles visualized by Hao Miao Zou.
Student survey visual index by Maddie McGloin. From a visit to KIPP Academy Boston, Ms. Duarte's 3rd Grade classroom with adapted versions of survey questions. (See next section)
Diagram of Threaded Connections Survey responses by Maddie McGloin.
ARCHOLOGY's R.A.D. proposal to Boston Building Resources. What makes it R.A.D.?
Well, it's Reliable [spatially],
Adaptive [to casual & social use],
and Dedicated [for education & outreach].
Hao Miao and I presenting ARCHOLOGY with Julia and Nizar in front of the rest of our class.
Engagement Activity Questions Slide for Final Presentation to BBR
Engagement Activity Questions Slide for Final Presentation to BBR
Slide by Julia De Lima using questions and images from all Community Practice teams. Presenting the core of what our variety of team engagement strategies gathered from the community.
Reflection 10
[ACT 10] FINAL TEAM PRESENTATIONS
[ACT 10] FINAL TEAM PRESENTATIONS
Class Date: May 2, 2024
Class Theme: PRESENTING INFORMATION
Team: Maddie McGloin, Hao Miao Zou, Julia De Lima, Nizar Jardaneh
Major Competencies, Skills, and Knowledge Learned: Presenting information, Public speaking, Team dynamics
DESCRIPTION:
Our team used the Final Presentation Report template that Ashley created to gather our final work for the in-class presentation. We branded, formatted, and beautified all our progress and final deliverables. Using the report, we created slides which would show the development of and arrival at our R.A.D proposal for the "Coffee Corner" at BBR.
Some points that we emphasized in our findings were the aspects of modularity/mobility, the possibility of a Coffee Cart, and attention to the needs and demographics of the neighborhood.
Pointing out the results from our activities, ARCHOLOGY used the 5-minute time limit to hone in on the most important qualities that the Coffee Corner could have: Reliability, Adaptability, and Dedication. I was quite pleased with our presentation, as all of us spoke about some of the work
that we did as individuals to contribute to the group values.
REFLECTION:
My plans of having a firm one day and being a licensed architect require me to present myself professionally and with my best foot forward. I feel that our team excelled in presenting ourselves because we had a clear set of values and a willingness to evolve. truly value stepping back and listening to others when I am in leadership positions. In the past, I struggled to compromise my ideas with those of other group members.
It took years and several experiences to change my habits and become a better leader for myself and others. It takes a lot of trust from others to be a responsible, listening ear when it is needed most. I try to live with the motto of being tolerant of others and strict with myself. I cultivated grit and discipline from various life experiences, such as being Captain of my Track & Field team (during which I won an award for Leadership and Performance). Past experiences like these prove that I lead best by example and with care for the representation of my teammates.
Core values are something very sentimental and essential in my daily life. Attending a Jesuit high school opened my mind to things such as discernment, Cura Personalis ("care for the whole person"), non-religious spirituality, daily Examines (1-minute reflections at the start and end of each school day), direct service (community service that is always face-to-face with who you serve), and social justice (through actions, not words).
Engagement Activities Slide for Final Presentation to BBR
Engagement Activities Slide for Final Presentation to BBR
Slide by Maddie McGloin using images and names/descriptions of engagement activities from all Community Practice groups. Our team script was written by Hao Miao Zou.
I presented my thoughts on program possibilities with BBR representatives during the Q&A session of our final presentation. (5.9.2024)
Blue Community's Team ARCHOLOGY (Maddie McGloin, Julia De Lima, Hao Miao Zou, Nizar Jardaneh) won a double award for best Graphics and Communication after teams voted during our class-wide Engagement Fair! (5.9.2024)
Completing my first year at the BAC, I feel really grateful for the opportunities I've had to get involved with the student body. Arriving in Boston, I had no clue whether I had made the right decision to transfer schools and whether I would enjoy the architecture community in Massachusetts. It's safe to say, a lot has happened for me this year.
There is divine alignment in the way my life and experiences have been organized. I have been pushing myself to see everything as a miracle and a blessing, and to never take a second of my life for granted. Reflecting on this year, I know that there have been many hands supporting and uplifting me. To come to the BAC, and Boston, and feel welcomed in the way that I have been, I know that I made the right choice for myself and my future. I look forward to the next few years here and building relationships with my classmates and organizations. I would not have changed a thing about the way that this year played out for me. Coming from a background of art and holistic/social justice education, I know what a difference it makes to connect with others and feel like you're a part of something bigger than yourself. Even so, I am an ambivert and like to spend half of my time with myself and away from others. By spending more time in a state of reflection and gratitude, I can step out of contemplation and worry. I focus my thoughts on the positive trajectory toward the highest possible outcomes of my life and future–yet without demands and expectations. Believing that everything happens for a reason, and at the right time, has single-handedly rewired the way my mind perceives reality.
The photo that I chose represents the extremes changes that have happened in my life over the past few years. When I graduated high school in 2021, I made a decision to attend Parsons School of Design in Manhattan. Moving to New York happened to simultaneously be my first time visiting. I had an intuitive rashness in choosing to move away from everyone and everything that I knew and was comfortable with. it was something I needed in order to heal relationships with my family, my past, my finances, my career, and myself.
My Space & Materiality professor at Parsons, Carol Peligian, brought a radiant passion out of me that was dormant during high school. She is the reason I hold myself and my work to such a high standard–and she taught me the value of deeply contemplating the artistic decisions I made in my sculptures.
"No afterthoughts," she would tell us in critique. She opened up a side of my mind that was enamored with art. Discovering Louise Bourgeois, Corpus by Jean-Luc Nancy, Richard Serra, and pneuma through Carol lit a fire in my heart. This photo is from a one-day trip I made to NYC to see her recent exhibition. She is a professional fine artist and never showed us her work while we were in class--this trip was the first time that I had ever seen her work. It means a great deal to me to keep my relationships with past professors, and to show up for them as they've showed up for me. Reflecting on this year, I hope to cultivate a stronger bond with those who guide and mentor me, and I plan to be a resource and leader for others. I want to fuel this cycle of care and mentorship because it can truly be the reason someone rediscovers their passion for Architecture, their life, their work, and the betterment of the world.
In looking at my future, I look forward to relationships with others, and making the most of every circumstance of mine.
"The things you think of determine the quality of your mind." Marcus Aurelius, Meditations.
Final Reflection
MODULE 3 REFLECTION
MODULE 3 REFLECTION
Class Date: May 9, 2024
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