janine stewart portfolio

Janine StewartPORTFOLIO

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projects ocean view k-8 elementary chrysler campus special collections and mixed use

othersea level rise

observational sketches

resume

Janine Stewart17010 SW 107 CT,Miami, FL, 33157

786-503-4552 | [email protected]

EDUCATION: Hampton University, Hampton, Virginia Master of Architecture May 2017GPA: 3.72

Study Abroad: Urban Design in France Summer 2015

SKILLS: Revit Architecture – Proficient Sketchup – Proficient AutoCAD - Competent Hand Drawing/Sketching - Competent Adobe Photoshop, InDesign, Illustrator – Competent

EXPERIENCE:In-House Camp Coordinator, Trinidad and Tobago Unit Trust CorporationPort of Spain, Trinidad July 2014 – August 2014• Liaisonbetweenthecampandfinancialinstitutionandothervendors• ReceivedandreviewedproposalsandmaderecommendationsofwhichvendortohiretotheDirectorof Human Resources and the CEO of the financial institution• Reviewedmarketingmaterialsandrecommendedapprovalofwhichpictureswerepublished

Drafting Technician, Francis Lau Construction CompanyChaguanas, Trinidad June 2013 – August 2013• Draftedstructuralsteeldetails• Assistedinsitevisitsforanalysisandmeasurements• Handledconstructiondocuments

Document Management Clerk, Trinidad and Tobago Unit Trust CorporationChaguanas, Trinidad January 2012 – July 2012• Handleddataentry• Communicatedwaystomaketheteammoreefficient

ACHIEVEMENTS:• DepartmentalAwardforExcellencein4thYearComprehensiveDesign(2016)• HonorableMentionVirginiaPrizeDesignCompetition(2015)• DepartmentalAwardforStudioDesignExcellence(2013,2014)• JohnH.SpencerScholarshipforComprehensiveExcellenceinSecondYearArchitecture(2013)• PresidentialScholarshipAward,HamptonUniversity(2012)

LEADERSHIP AND ACTIVITIES:• HamptonUniversityrepresentativefortheAIAVAEmergingLeadersinArchitectureprogram(2016)• ArchitectureBarbieCommunityOutreach,Member(2015),Co-chair(2016)• AmericanInstituteofArchitectureStudents/NationalOrganizationofMinorityArchitectureStudents (AIAS/NOMAS),InternDevelopmentProgramStudentCoordinator(2014-2016),Secretary(2016)• MemberandSecretary,TauSigmaDeltaArchitectureHonorSociety,(2015,2016)• MemberandpresenterfortheHamptonUniversityDepartmentofArchitecture’sSeaLevelRiseclass (2015,2016)

This project prompt was to design a school that supported the humanis-tic approach to pedagogy. It needed to accommodate 750 students from grade levels K-8. In addition to class-room spaces, the design proposal needed to provide facilities for din-ing, interactive study, art/ eurythmy, a library, administration and parking. The spaces also needed to be very safe for children.

“Humanism is about personal auton-omy, moral responsibility, and about solidarity with humanity. The tension between autonomy and social in-volvement is the core of humanism.” - Education and Humanism. Autonomy gives children a sense of independence and control over their own development and forms the in-ternal core of the individual to which all other components respond. In this design, the courtyard represents the sense of autonomy present in every individual. It is the core off of which all other spacesare linked, especially those designed to encourage connec-tion.

The other major aspect of human-ism is connection with humanity. Surrounding the internal courtyard core are the spaces that encourage interaction with others. These spaces include the library, the art/ eurythmy room and the cafeteria space where kids are allowed to communicate, col-laborate and learn from their peers.

DESIGNASSIGNMENT

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KEY1. Entrance Courtyard2. Entrance3. Administration4. Library5. Art/ Eurythmy6.Courtyard(PlayandTeaching)7. Cafeteria8. K-2nd Shared Learning9. Kindergarten Classroom10. 1st Grade Classroom11. 2nd Grade Classroom12. 3rd- 5th Shared Learning 13. 3rd - 5th Grade Classroom14. 6th-8th Shared Learning15. 6th-8th Grade Classroom16.MechanicalandAuxiliary

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KEY1. Entrance Courtyard2. Entrance3. Administration4. Library5. Art/ Eurythmy6.Courtyard(PlayandTeaching)7. Cafeteria8. K-2nd Shared Learning9. Kindergarten Classroom10. 1st Grade Classroom11. 2nd Grade Classroom12. 3rd- 5th Shared Learning 13. 3rd - 5th Grade Classroom14. 6th-8th Shared Learning15. 6th-8th Grade Classroom16.MechanicalandAuxiliary

The main goal of this design was to createaseriesofspacesandexperienc-es that would help knit the ‘Chrysler Campus’togetherandsupportactivepedestrian usage, while fulfilling pro-gram needs. This design consists of two buildings: a special collections museum andamixedusebuilding.Bothbuildingscontain transparent paths that lead to a mainplaza,aswellassmallersupportingoutdoor spaces.

The special collections building contains twomajorzonesthatareconnectedbyits interior path/ lobby space: a restaurant with a waterfront view and the museum display space.

Themixedusebuildingcontainstwowings that are connected by a transpar-ent‘gateway’tothemainplaza.Itcon-tains ground floor offices around a more private courtyard and retail stores that front the street. The upper floors contain residential studios and 1 and 2 bedroom apartments.

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eThis project prompt was to design a gallery spaceforspecialcollectionsexhibitsforthe Chrysler Museum. The designs need-edtoreacttothecontextoftheareaandactivate the nearby arts district by creating a campus environment that was controlled by the Chrysler Museum. We were given freedom to design one or more buildings to facilitate this, and we were also able to choose our own site within a specified region.

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Mixed Use Short SectionsJanine Stewart

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KEY1. Lobby 2. Restaurant3. Kitchen4. Gallery5. Retail Store6. Office7. Courtyard

The Sea Level Rise class was started in the fall of 2014. This class is a collaborative effort with engineering students from Old Dominion University and aims to deal withtheproblemofwatermanagementwithinthecontextofrisingsealevels.Ijoined the class in the fall of 2015, and our project was based in The Hague, Nor-folk, VA: an area that has seen dramatic increases in the frequency and intensity of coastalandstormeventflooding.Withthesite’smanychallengesinmind,ourtaskwas to design methods of mitigating coastal flooding with barriers and storm event flooding with “sponges” or retention techniques.

To deal with coastal flooding, the team designed two options for creating a barrier around the coastline of The Hague. We also wanted to design these barriers in awaythatdidn’tfeelrestrictiveand preserved the quality of the views and feel of the area. The first proposal was a sheet pile wall which raised a wall along the coast and incorporated an under-ground toe drain, bio-retention and running paths, which were an important feature of the area.

The second was a water actuated wall which deployed from a sunk-en sleeve during a flood event to prevent water from flowing inland and also incorporated a toe drain, bio-retention and running paths.

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To address the issue of storm event flooding, our main goal was to use as many feasible solutions as possible to incrementally lessen the problem. On a larger scale, we designed swales and systems of underground cis-terns to accommodate larger volumes of water. At a streetscale,weutilizedlowimpactdesignstrategiesthat included permeable paving for parking lanes and sidewalks, bio retention verges and tree wells. Resi-dents also wanted to do their part towards helping the problem, and so we designed rooftop disconnects and backyard cisterns to address flooding on the homeown-er’slot.

PERMEABLEPAVINGSTREETSECTION

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PLACEMARTRYRSDELARESISTANCE,MONTPELLIER

PLACE DE LA COMEDIE, MONTPELLIER

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QUEEN’SROYALCOLLEGE,TRINIDAD

CORNER HOUSE, SEASIDE, FL

janine stewart portfolio

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