sign&sire

Submitted by Duane Elverum for the position of A/A Professor of Design (F012-2004) at the Emily Carr Institute. January 31, 2005

A Significant ConvergenceIndustrial Design in the Age of Sustainable Systems

Duane Elverum is a sessional instructor at Emily Carr Institute, where he teaches sustainable systems and product Life Cycle Assessment, as well as green design, professional practice, architecture and furniture design. He received a degree with honors in architecture from the University of British Columbia for his thesis on Urban Housing Alternatives, and since 1992 has operated Delve Consultants for Built Environments in Vancouver.

He taught at the UBC School of Architecture from 1995-2000, where he supervised the Program for Studies in Design Build, and received two North American awards for design studio curriculum. During that time, he supervised studies abroad to Germany and the Czech Republic and was a guest critic at the TU in Dresden.

Following his work at UBC, he spent a year sailing down the coast of North America and across the Pacifi c, where he was attacked by a scorpion. This forced a return to land via Los Angeles where he co-directed a documentary on bad boy cinephile Quentin Tarantino and his super secret and highly coveted collection of original fi lm prints. You laugh, but Charleton Heston can really act when you see him on the last remaining 70mm print of the Omega Man.

Returning to Vancouver, he curated the exhibition and wrote the catalogue for Towards an Architecture of Conscience: The Work of Sandy Hirshen, which is currently traveling throughout North America.

Recently he helped plan and develop curriculum for the new Bachelor of Architecture degree at BCIT and this past summer he moderated and assisted the planning for the Signals of Intent Sustainability Symposium at ECI.

Concurrent with teaching, research and practice, he currently advises Design West on education and curriculum development in highschools, as well as sitting on the GNW Learning City Committee for the development of a joint undergraduate degree in Urban Sustainability.

Duane Elverum#302-1110 West 10th Avenue

Vancouver B.C.V6H 1J1

604.734.1615

delverum@telus.net

[self portrait]

T h e A p p l i c a n t

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I apply for this position in the interest of advancing work described by the intersection of design, sustainable systems and pedagogy.

As we begin to understand how the world works, it’s becoming very diffi cult to teach in good conscience about design without also teaching openly about it’s double-edged impact on natural systems.

The design industry, and by simple extension design education, plays a signifi cant role in our growing ecological crisis; 70% of alll environmen-tal impacts created by industrial design occur before the pencil touches the paper.

In this way, the contributions of our industrial production model, and the current model of the design education and practice is such that it exerts the exact opposite force to the requirements of sustainability.

Sustainability is defi ned roughly as human behaviour that sees the earth as a system of systems and seeks to balance natural ecologies with human economies and social equities.

This challenge is complex and requires, as a start, a shift in thinking away from a design curriculum that typically reinforces habits of manufacturing and consumption. These habits are proving to be more destructive than we would ever have imagined.

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Dear Colleagues,

It is with great interest that I present this application.This year marks the 10th anniversary of my work in design teaching and the 15th anniversary of the founding of my design offi ce, Delve Consultants for Built Environments. In that short time my work in design, and the world, has undergone a tremendous shift from an era characterized by a globalized economy and limitless growth to an era charactized by a globalized economy and seemingly sudden limits. Just as suddenly, designers and educators are working with a new set of rules.

The Long ViewWith this shift comes a time of signifi cant convergence: We know that the ecological crisis has become, over the past 15 years, an estab-lished fact; And we know that design and industry play increasingly important roles in every aspect of environmental degradation; We have also entered year one of the UN Decade of Education for Sus-tainable Development, which seeks a world wide balance in human and economic well-being, as well as human culture and the earth’s natural resources; Additionally, the Talliores Declaration, which en-sures that all university graduates have the awareness and under-standing to be ecologically responsible citizens, has been signed by 300 university presidents in over 40 countries.

This shift is accompanied by some unique experiences for our civiliza-tion: We know that all living systems, that we can measure, are in decline likely because of our design work so far; Our lifetimes will see the end of cheap oil; Over the next 12 years China will build a hous-ing stock equivalent to 2 Americas; Consumer debt is at its all time high; And the world is looking increasingly to educational institutions and emerging design professionals for leadership and ingenuity in the ways that human behaviour might mesh with natural systems in all places at all scales.

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L e t t e r t o t h e C o m m i t t e e

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This trend is continuing.

A serious movement in design education attempting to address this trend is occuring simultaneously around the world. In this model, schools build on existing strengths while students experience an ongo-ing immersion into the integration of design principles with those of sustainability.

These schools, in England, Sweden, Australia, Germany, Japan, are beginning to ask a series of questions, detailed on the next page, that illustrates how schools can take the fi rst steps.

Vancouver and the GVRD are fast becoming major players in the study and application of enviromental technologies, urban sustainability and green design.

Additionally, each of the other local higher learning institutions in-volved with the GNW - UBC, SFU and BCIT - is advancing specifi c sustainability initiatives: UBC has the Sustainability Offi ce; SFU has the Offi ce for Sustainable Communities; BCIT has the Green Oasis.

At ECI, although students may elect to take up to 2 courses in EcoDe-sign and learn strategies to reduce environmental impact, they could graduate without taking any. Currently there is no required coursework that integrates design with ecological principles and the evolving global context.

With this in mind, it seems that ID at Emily Carr Institute is uniquely positioned, and may ultimately fi nd themselves obliged, to take re-gional if not national leadership in providing integrated environmental education for students.

My interest in applying for this position is to assist the Industrial Design faculty and perhaps the wider ECI community in this growing urgency by integrating course content with emerging issues in sustain-ability at all levels of the curriculum including Foundation. In short, to teach the principles and practice of design in relation to things we might have forgotten about the world.

[end]

Local ContextVancouver is beginning to create affective sustainable urban develop-ment policies; In 2006 we will host the World Urban Forum, which intends to study the changing nature of human settlements. Around the world, citiy populations are likely to double in the next 40 years. Vancouver’s population will double too; Concurrent with the WUF, con-struction will begin on the Great Northern Way on The CIRS Institute, which will place our city in the positon of being an international cen-ter for sustainability research; In addition to city-wide environmental bylaws, the Sustainability Precinct combines the adjacent lands of South-East False Creek, Science World and The Great Northern Way in a major initiative to develop the forms of urban sustainability; In design itself, there is a rapidly growing demand for environmental ex-pertise, which in the next few years will begin responding to Extended Producer Responsibility Legislation, which requires manufacturers to design for disassembly - selling services, essentially, rather than products. Signifi cantly for our ECI graduates, this legislation is due to arrive on B.C. shores within the next several years.

A Shift in EducationTo deal with both the long view and the local context, there is growing need for curriculm to deal seriously with emerging issues in sustain-ability in order to prepare students for careers as responsible design practitioners and as citizens. Students increasingly ask diffi cult questions as they attempt to recon-cile the demands of their profession and those of the environment.It’s likely that ECI will be dealing with the implications of these issues for the rest of its institutional life.

The Emily Carr InstituteAs a leading design institution, I feel we can no longer continue in good conscience to educate students to contribute to this status quo. As the institute has done in other areas, I imagine ECI setting prec-edent by providing required curriculum at each level of the design stream, starting in Foundation with an Introduction to Sustainability. Sustainable systems curriculum could integrate with required courses at each level, culminating in an environmental protocol for the gradu-ation project.

In addition, with the growing interest in environmental issues in other departments and schools at ECI, the School of Design might reason-ably position itself as the resource for sustainability at the institution and beyond.

I look forward to assisting the school in general and advancing my committment in particular by joining the faculty in this important work. With this application I welcome the opportunity to participate with colleagues, the wider institute community, and design schools around the world in asking some important questions: 1. Is there a metric to ensure that sustainability and eco design will

be suffi ciently and credibly integrated into our program?

2. Do studio projects invite students into long-term planning and visioning for environmental implications of design outcomes?

3. Do all studios emphasize systems thinking that eliminates or at least minimizes ecological impact of product design?

4. Are teachers and students adequately informed of strategies for ecological product development to apply them in design work?

5. Are students provided opportunities for imagining solutions that foster sustainable behaviors for production and consumption?

6. Are there explicit environmental criteria that can be considered along side traditional criteria when assessing all student work?

7. Do exiting graduates leave with a sense of responsibility and capacity towards promoting sustainable design?

8. Are students directed through curriculum towards addressing regional, local and community design issues?

I look forward to meeting the committee and further discussions.

Thank YouDuane Elverum

Jay GrandinDesign for Disassembly, Ultra

Low Impact FurnitureEcoDESIGN, 2004, ECI

Aaron RosensweetSun Flower Solar Flashlight

EcoDESIGN, 2004, ECI[please refer to CV - Student

Achievements]

Curriculum Vitae

Education Graduation with Honours. Masters Equivalent B.Architecture, UBC, 1988-92.*Escuela TS de Arquitectura de Barcelona, 1990. Bachelor of Arts, Germanic Studies/Language, UBC, 1981-85.

TeachingPresent. Instructor, Design and Emerging Issues in Sustainability, ECI ID.Design Instructor, Architecture, Green design, Furniture, ECI CS.Curriculum Advisor, Bachelor of Architecture degree, BCIT. 2002/2003. Faculty, University of British Columbia School of Architecture, 1995-2000. Manager, Program for Studies in Design and Making, UBC SOA, 1996-2000. M. Architecture. Thesis supervision (UBC). Taught Design Studies Abroad to Berlin, Dresden, Prague, Summer 1998. Visiting Instructor, TU Dresden, 1998. Guest critic for issues in Design Build, UBC SOA, 1995-2000. Squash Instructor, Vancouver, BC, 1985-1987.

Curricular Areas in DesignDesign Studio, Sustainable Systems, Ecological Design, Graduation Project Supervision, Furniture Design, Architecture (CS), Professional Practice (SOCS).

Professional WorkConsultant, Karo Design, Sustainable Design Strategies.Moderator, Signals of Intent Symposium for Sustainability, Van. BC, 2004.Curator, Towards an Architecture of Conscience, UBC SOA Gallery. Exhibition and Monograph, November 2003.Established The Delve Studio for the Built Environment, 1990-present.

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Media, Interviews and Awards The Tyee. Massive Status Quo, Article/Interview, Olive Dempsey, Nov 2004Vancouver Sun, Review, Toward an Architecture of Conscience, Nov. 2003ID Magazine, In Practice: EcoDesign Studio, October 2003The Globe & Mail, FOCUS Article: Green Design, E. Tamm, May 2003.Canadian Architect, News: UBC Course Award, January 2000. UBC Reports, Student Designer in Top 10, February 2000. CBC Radio, The Afternoon Show, Interview, Kathryn Gretzinger, Feb. 2000. ACSA News, Awards Coverage, December 1999. UBC Continuing Studies, Course Calendar, Cover Article, 1999. WASSA Exemplary Course Award, Hornby Island Design Studio, 1999. UCEA Award for Innovation, Hornby Island Design Studio, 1999. Twice invited, SPLASH, Arts Umbrella Celebrity Auction, 1998/99. Canadian Architect, Essay: Building Bridges, May 1998. Twice honoured, Academic Scholarships; Cologne 1983, Stuttgart 1984. Granville Street Bridge Redesign Competition, 3rd Place, Van. BC, 1983.

Lectures and Public TalksVancouver Art Gallery. The Ethics of Design, Van. BC, 2004Emily Carr Institute, Foundation Lecture Series, Van. BC, 2004 Part 1 The Death of Birth and Design Ethics Part 2 Design ReconsideredECI Professional Practice Series The Emergent Property, Van. BC, 2004

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[work of the applicant]

[student work]

Recent Adventures Writer, Director, Things We Know: The Movie, Short fi lm, Fall 2004Writer, Director, T, Short fi lm, Fall 2003.Pacifi c Ocean crossing, 5880nm, sailboat Lady Samantha (Milan), 2000. Co-director QT5 in Austin, documentary fi lm on Quentin Tarantino, Los Angeles Ca. and Austin Texas, 2001. Cover/illustrations for the book, The Children of Wondria, by Robert Johns, 2002.

Student Achievements1. Bonnie Presser, Eco-Cell phone. 1st Prize D4E, Vancouver BC, 20042. Niki Dun. Massive Change, Sub Saharan Bike Ambulance, Van. BC, 20043. Lukas Armstrong, Globe 2004 Award. Modular Housing, Van. BC, 20044. Aaron Rosensweet, Sustainability BC Design Exhibition, AIBC, Van. BC, 2004 Aaron Rosensweet, Industrial Design in BC, AIBC, Vanc. BC, 2003 5. Zahra Peal, Industrial design in BC, AIBC, Vancouver BC, 2003 Zahra Peal, Bark: Canadian Design, Tokyo, Japan/Van. BC 2003 6. D. Cleland, S. Davidson, E. Giron, Z. Peale, ICSID Show, Montreal, 20037. Yvonne Ip, Best Student, BOLDER International Design Competition, 2000.8. Pamela Ubeda, Finalist, University of Kentucky Design on the Edge, 1999.9. Rob Plain, Finalist, REPOSE International Chair Competition, Van. 1998. 10. Craig Thomas, Finalist, REPOSE International Chair Competition, Van. 1998.

[end]

Birmingham and Wood, Architects and Planners, Vancouver, BC, 1992. Henriquez and Partners, Architects and Planners, Vancouver, BC, 1989. Proux-Young Furniture Design, Winnipeg, Manitoba, 1987-1988.

Delve Consultants for Built EnvironmentsOver a 15 year period Delve Studio has contributed several projects to the built environment, including over 200 commissioned prototypes and custom furniture works for clients in Canada and the US, including the cities of Vancouver, New York, Philadelphia, London (UK) and Athens.

Building ProjectsPuddifoot/Lilace Residence, Renovation, Vancouver, BC, 2004.Jackson Residence, Addition Design, Vancouver, BC, 2004.Thompson Renovation - Interior, Vancouver, BC, 2004.Rower Residence, New Residence Artist’s Studio Gallery, Brooklyn, NY, 2004.Mallman Renovation - Interior Design, Vancouver, BC, 2004.Nightingale/Edinger Residence - Renovation, Vancouver, 2003.Crispin Residence - Landscape Design, Trail BC, 2002.Lazecki Residence - New Landscape Design, New Westminster BC, 1999. Massier Residence - New Residence Design, Langley BC, 1998. Siegel Residence - Renovation, Vancouver BC, 1994. Walkey, Residence - Renovation, Vancouver BC, 1993. Bichin Residence - New Residence Design, Vancouver BC, 1993. Thorpe Residence - New Residence Design, Deep Cove BC, 1992. Tivey Residence - Addition, Vancouver BC, 1991.

*In 1993, the School of Architecture initiated a degree conversion program taking the Professional Bachelor’s designation to that of a Masters. With near identical course load and content, I’ve been advised by the then director Sandy Hirshen that degrees conferred during the conversion period are considered to be Masters equivalent.

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Sebrina LemanCedar ChairFurniture Design, 1999, UBC

Lawrence SilcoxThere Have Been Many Aluminum Shoes Throughout HistoryEcoDESIGN, 2003, ECI

Misako OmataBio-plastic compostable razorEcoDESIGN, 2003, ECI

Sonnen SloanBoard PackGraduation Project 2002, ECI

[in this section]

Curriculum Innovations

Interdisciplinary Course Development

Inclusive Design and Teaching

Interaction Design

Institute and Community.

Pedagogy

Te a c h i n g

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Hornby Island Elder HousingUBC School of Architecture

Studies in Design Build, 1995-2000[please refer to CV - Awards]

Curriculum Innovations

Program for Studies in Design/Build, UBCIn 1995 I joined the faculty at the UBC School of Architecture todevelop and manage the Program for Studies in Design/Build in order to provide Masters of Architecture students opportunities to design and build at full scale for real clients. The work involved furniture and architecture courses, most notably being the work we carried with the Hornby Island Elders designing and building a community for the island’s aging population. We completed four houses in 4 years now occupied by people who would otherwise need to move off island for assisted living care. These courses were undertaken in collaboration with The UBC School of Landscape Architecture, UBC Planning and the Technishe Iniversitat at Dresden, and received the North American WASSA and UCEA awards for exemplary and innovative curriculum.*

Beta Course - Life Cycle Assessment, ECIIn 2002 I joined ECI as a sessional instructor, where I was invited by Roman Izdebski to co-teach a unique beta-course on Life Cycle Assessment developed by IDSA, the US EPA and Eastman-Kodak. Students examined an existing product and used material substitutions to redesign for reduced environmental impact. ECI, along with The University of Washington in Seattle, The University of Illinois at Carbondale and The Georgia Technical Institute contributed to the beta-course. At ECI students achieved notable environmental impact reduction and were recognized by the Eastman-Kodak Company as examples of material innovations in green design. This work is presented here, and at http://www.okaladesign.com/

A New Course in EcoDESIGN, ECIAlthough we continue to use core course readings and data sets as resources from the beta course, we know that 70% of the environmental impact of design occurs before the pencil touches the paper. LCA and material substitution as a strategy simply creates less damage and is unable to deal with the broader requirement for sustainable systems. As a result, I’ve redesigned the curriculum to align with the best practices in international design education, as well as to meet the broader needs of the ECI design program. Please refer to ECI student work throughout this application.

*The Western Association of Summer Session Administrators (Western Division) and the University Continuing Education Association (Central Division). Our program was bested by Harvard in the Eastern Division fi nals.

Interdisciplinary Course DevelopmentDesign is inherently interdisciplinary by requiring students to orchestrate, understand and apply a wide range of knowledge in order to complete successful work. Design curriculum, however, is often not founded on the interdisciplinary principles of project-based learning, which seeks relationships between courses.

Perhaps this possible within the ID program. Building on existing strengths, each term’s course work could be integrated and aligned to support a single major design problem each semester. The model of project-based learning can produce refi ned and wholistic outcomes while achieving objectives of all courses. Additionally, students are no longer overloaded by a fragmented curriculum, and are able to focus their design energies.

An interesting example of this was seen last year when one student in 4th year, under their own initiative, sought permission from instructors to align the learning objectives from each course with the content of the graduation project. (See Lukas Armstrong, previous page, lower left)

Course Examples, ECIRecently in Eco-Collaborations 410, as well as New Materials 409, students were required to choose particular research topics related to their concurrent graduation project. Last term in SOCS 411, Professional Practice for Designers, I required students to take on an issue refl ecting an urgency in their own lives, relating either to their graduation project, or how they intend to earn a living as a designer after graduation. Currently, in EcoLAB 418, students from ID will work with colleagues from CD to research, prepare and publish a response to Massive Change. These collaborative works values the intelligence of group and the shared struggle towards a unifi ed goal.

Inclusive Design and TeachingInclusive design implies inclusive teaching, and this emerges initially as ways to teach to diverse groups and with a variety of cultural intersections; race, background, gender and future intentions to name a few. My courses begin with assignments and discussions to illuminate understanding, potential relationships and differences among the students.In order to then develop the full range of design skills, assignments are issued that require students to study these relationships in other cultures, or those not represented by the class. Examples of this

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Spencer DavidsonBaby Furnuture

Graduation Project 2003, ECI

[applicant]Prototype for Rain Frame

includes assignments to fi nd culturally “invisible” groups and identify their needs, such as the redesign of a simple to use non-slip footwear device considering the needs of active elderly people living with limited mobility, and fi ngers numbed by winter conditions.

Interaction designInteraction design as the study of humans behaving in their environment is the foundation of my design education, and a central thesis in my writing and course work. Drawing on the work of Kim Vincente (The Human Factor) from the Cognitive Engineering Laboratory at U of T, it’s clear that design, such as the design of technology, has a tremendous and often unpredictable power to shape human experience.

For instance, research undertaken by Vincente’s lab shows that well over 100,000 preventable, accidental hospital deaths in the U.S. are due primarily to bad design; bad design of pharmaceutical dispensing systems and bad design of meters, gauges and graduated equipment. Fundamental human interaction research remains largely untapped in design schools. In all course work I draw on 15 years in design and architecture to help students understand the importance and subtlety of relating design to human behaviour in the spaces we create and the tools we design.

Institute and CommunityWork in a globalized economy is typically universal and anonymous, but it’s impacts are always regional and local. As a common sense response to this reality, community and locality are central to my teaching and my broader institute participation. Past Work - UBC, Hornby IslandA prime example of this is the work carried out at the UBC School of Architecture during the years of 1995-2000 for the Hornby Island Elders. This long term project to house the island’s aging population illustrated for all of us that community service can be a natural outcome of design work. Currently I’m involved in several local initiatives related to the design community here in Vancouver.

2004 - ECI, Continuing StudiesIn 2004 moderated and assisted the development of ECI’s Signals of Intent Symposium. This inaugural conference on sustainability invited speakers from Canada, the United States, Australia, Germany

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and the Netherlands to present current research in urban planning, green design, industrial engineering, and education.

As well, I was invited speak on emerging issues in sustainability during this year at the Vancouver Art Gallery’s Massive Change, as well as giving a series of presentations at ECI during the Foundation Speaker Series, and the Professional Practice Speaker Series.

Current InvolvementAs the counterpart to the Design Exchange in Toronto, Design West is presently being established in Vancouver. I’m leading a major initiative to work with the Ministry of Education and the Vancouver School Board to develop a design curriculum for K-12. Initially, a beta curriculum for grades 11 and 12 at Gladstone Secondary will be designed to meet a newly approved portfolio requirement for all BC high school graduates.

As the ECI representative, I sit on the Learning City Committee intending to create a joint undergraduate degree for the 4 institutions on the GNW. In essence this initiative will draw on particular strengths from each institution in order to accomplish collectively what we would be unable to accomplish alone. This summer 40 students from those institutions will participate in a 6 credit undergraduate course on Urban Sustainability. An additional course in Green Building will be offered in the fall, and several courses are planned to coincide with the World Urban Forum in the Summer of 2006.

Recently I was asked by the GVRD D4E advisory committee to join in a round table session to begin strategic planning for the next local D4E competition. Last year this competition aimed at reducing the solid waste streams into local landfi ll facilities.

I continue to develop and deliver course work for Continuing Studies in both certifi cate and non-certifi cate programs in the subject areas of industrial design, green design, sustainability, architecture and furniture design.

PedagogyOf Pratt’s 4 models of teaching, I place myself in the loose center between content and learner. Content, in terms of teaching the principles of design that supports ecological principles, and learner because I feel students learn most when they see I value them as individuals experiencing unique challenges.

I attempt to elevate each individual student to their potential by

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Neil Odie2004, CS

Chikako Sawada2004, CS

Murray Smith2004, CS

Jessica Laura VincenteEco-Logic Computer

Graduation Project 2002

Bonnie PresserBasico Phone

EcoDESIGN, 2004[please refer to CV - Student Achievements]

Niki DunSub-Saharan Bike Ambulance

Graduation Project, 2003[please refer to CV - Student Achievements]

Zahra PealeSnackitecture

Graduation Project, 2003

encouraging them to see that projects can mirror deeper personal values. This also means optimizing contact hours.

I explain to them the importance of fi nding the urgencies in their work, and that in terms of design that they might fi nd the general through the personal. This shows students a method and a process.

In terms of the class as a group, I try to create a shared challenge towards a common goal to show how they might create something together that no one could do alone. This also illustrates for them the process of hive mind.

Moreover, in my coursework, I require students to make deliberate connections with content from other courses. This is equally important because it models sustainability, where credible working solutions only emerge under interdisciplinary, collaborative approaches.

In sustainable systems coursework we look for the ways that design can contribute to life beyond the commercial.

[end]

[Educator, Curriculum Developer, Design Consultant]

Beyond professional involvement in education, for 15 years I have maintained a multidisciplinary and collaborative design practice that unites a range of skills and interests resulting in work in the areas of; building and landscape design; prototypes and custom design for furniture and fi ttings; strategic planning; design consultation and project management.

[end]

1. Folding Sun Dial, Mahogany and Brass, 1.5 X 7 X .75”2. UBC School of Architecture Thesis Project3. Celadon Service Tray, Celadon Tile and Fir4. Stay/Go Trunk, Birch5. Rower Residence, New York6 Proposal for a Graduate School of Design, UBC7. Handle Detail, Jewelery Case8. Submission Box, Beruit City Hall (Farouk Noormohamed Architects)9. Library Desk, Fir10. Studiolo Lacquered Cabinet11. Lamp with Woven Shade

P r o f e s s i o n a l P r a c t i c e

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12. Friend, Acrylic on Canvas, 13 X 18”13. Self Portrait, Acrylic on Canvas, 16 X 24”14. Housing Proposal, Barcelona. UBC School of Architetcure15. Stereo Table, Cherry16. Sketches. Wegner Studies17. Arbour Study

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18. Seifl ow Photographer’s Store front19. Coffee Table20. Sketches, Museum of Technology, Prague21. Proposal for a Stair/Chair22. Bench Shadow Sketch, Barcelona23. Blue Pears, Acrylic on Canvas, 16 X 23”24. Moon Pears, Acrylic on Canvas, 28 X 23”

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Establish Delve Studio.An inter-disciplinary, multi-scaled design approach for creating and tuning builtenvironments.

Planning and redesignVancouver Community College, King Edward Campus, UBC Urban Projects Workshop. 1990.

Studies Abroad Escuela Technical Superior de Arquitectura de Barcelona

Program Co–creator and Manager Studies in Design Build, UBC School of Architecture

Graduate from UBC School of Architecture. With Honours. Sailed the Pacifi c Ocean with 6 Italians, aboard hand-

made world rally cruiser Lady Samantha from Milan. Handsteered 6000nm.

Victory. Finally, I defeat ship’s captain Giorgio at backgammon. The student becomes the teacher.

Sailed the Coast of North America from San Francisco to the Sea of Cortez en route to the Panama Canal.

Exchange design services for lavish banquet of 78lb Yellowfi n tuna caught and prepared by

Manihi, a Tuomotian businessman.

Overtaken. Near the equator, a large breaker damaged the onboard electronics; the laptop, our shortwave radio and the satellite phone.

Serenaded. Boat owner and famed Roman jewel merchant and opera singer

Michele della Valla sings Nesun Dorma at the mast every full moon at midnight.

Commissioned to design retirement gift for UBC Dean of Applied Sciences, Axel Meisen.

Ongoing Commissions:16 building projects, 200 prototype and custom furniture works for clients in Vancouver, New York, Philadelphia, London and Athens.

Teach Studies Abroad. Berlin, Dresden and Prague, UBC School of Architecture

Visiting Critic, TU Dresden

Receive as gift bicycle from professional French road racer and designer Jerome Bertrand

Join GNW’s Learning City curriculum planning round table intending to

develop a joint degree in sutsainability.

Curate and Write Toward an Architecture of Conscience. This exhibition documents the work of Sandy Hirshen and is currently on tour throughout North America.

Return to land. Co-directdocumentary fi lm on Quentin Tarantino, Los Angeles and Austin Tx.

Join Curriculum Committee for the new Bachelor of Architecture degree at BCIT.

Co-Develop and Moderate ECI’s Signals of Intent Sustainability Symposium.

Speak ECI Foundation Lectures4

ECI Professional Practice Series4 Vancouver Art Gallery4

UBC School of Architecture4

Illustrate children’s book written by Robert Johns.

Community project: Long term vision, site plan and 4 complete dwellings for the Hornby Island Elder’s Society.

Two Awards for exemplary and innovative team-taught North American design studio curriculum in . (Hornby Project)

Ongoing Committee Member for M. Arch. Ongoing Committee Member for M. Arch. Ongoing Committee Memberstudent fi nal year long thesis projects.

Delve Studio: Game on.

Build trellis for Mom’s garden.

Other ECI Course Workincludes SOCS and CS

Interviews and MediaThe Tyee, BRAVO, Vancouver Sun, ID Magazine, The Globe

and Mail, UBC Reports, Canadian Architect, CBC Radio.

Establish EcoLab 05. An ongoing sustainable design research forum at

for students and faculty at ECI.

Consult in Joint Venture with Elevation Design Studio on the NY residence/studio for the family of artist

Holton Rower, an heir to the Alexander Calder Foundation.

Join ECI as sessional instructor in Design to

supervise graduation projects.

Co-teach with Roman Izdebski beta course in EcoDESIGN sponsored by

IDSA and US EPA

Get Cat

Twice Invited Artist. Celebrity Fundraising Auction, Arts Umbrella, 1998 and 1999.

1992 2004

Play

Work Timeline, 1988-2005

Dr. Ray Cole Professor and Director of Building Energy and Conservation. UBC School of Architecture. raycole@architecture.ubc.ca604.822.2857 http://www.arch.ubc.ca/

Sandy Hirshen Professor, former Director, UBC School of Architecture. shirshen@interchange.ubc.ca 604.681.2060

John HowardSecretary, past President, Hornby Island Elder’s Society. johnhow@island.net

Kathy Rieder Owner, KR Construction, Denman Island, BC 250.335.0559

Joel ShackArtist jshack@interchange.ubc.ca 604.734.8094

http://www3.telus.net/jolisuz/

R e f e r e e s

25. Sketch, William Morris26. Cat Waits, Acrylic on paper. 8 X 16”27. Sketch, Man Reading in Barcelona

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Curriculum now includes; a comprehensive lecture series to set a global context for design, interdisciplinary readings, examples of planned and exisiting international sustainable systems; best practices from around the world; an expanded range of design strategies based on The Natural Step, Cradle-To-Cradle and Biomimicry principles; a systems and service-for-product approach; the regional context; and collaborations with local business. (see EcoLAB/BENSEN’s below)

EcoLAB, ECIIn 2004 I initiated the EcoLAB in Design, which operates as a research shell for a variety of courses allowing students to participate in, share, and contribute to ongoing projects related to other studios, EcoDesign course work, and graduation and personal projects.

This year the EcoLAB has two initiatives: A joint venture with Neils Bensen and INFORM to research and redesign BENSEN’s six top-selling furniture pieces in order to strategize for sustainability and reduce environmental impact. Secondly, the EcoLAB is collaborating with ID and Communication Design to research and design a response to Massive Change. We hope to provide a meaningful way to understand the global ecological crisis. This includes; reframing the context; the cost and benefi t of industrial production, impacts of technology and consumption; examples of best practices; and design in general.

The work of the EcoLAB aims to fi nd ways that design can exist independent of impacts normally associated with production and consumption. Two models mentioned above - the Natural Step and Cradle to Cradle - are being applied around the world to develop sustainable systems. In other words; increase natural capital; use solar income; use all waste as food for something else; grow biodiversity with production and use; and share equity through innovative economic models. Degree Development, BCITIn 2003 I joined the development team for BCIT’s new Bachelorof Architectural Technology Degree. This work involved strategic planning, course staging and the creation of nine courses for the last two years of the degree. These included design studios, the graduation project, theory and history courses. The degree is currently being offered.

ECI Course Site - http://www.eciad.ca/~elverumd/In 2002 I began to publish a comprehensive web resource for my course work. All course materials are available to students and colleagues online, including outlines, syllabi, assignments, readings, related materials and resources, and student works.

Applicant’s ECI Course Sitehttp://www.eciad.ca/~elverumd/

Lukas ArmstrongRedesign of Modular Housing using Life Cycle Assessment

Integrated Coursework Graduation Project 2004, ECI

[please refer to CV - Student

sign&sire

Submitted by Duane Elverum for the position of A/A Professor of Design (F012-2004) at the Emily Carr Institute. January 31, 2005

A Signifi cant ConvergenceIndustrial Design in the Age of Sustainable Systems

Introduction

3 The Applicant

4 [instruction]

5 Letter to the Committee

8 Curriculum Vitae

Research and Practice

10 Teaching

Curriculum Innovations

Interdisciplinary Course Development

Inclusive Design and Teaching

Interaction Design

Institute and Community.

Pedagogy

17 Professional Practice

20 Referees

21 A Timeline of Signifi cant EventsIsabelle Proulx

Bio-plastic coffee cup systemEcoDESIGN, 2004, ECI

Jamie MacDonaldUltra low impact compostable razor

EcoDESIGN, 2003, ECI

Evelyn GironHydroponic furniture to clean the air

Graduation Project 2002, ECI

Don ClelandAirmeal

Graduation Project 2004, ECI[please refer to CV - Student Achievements]

Images of design work in this document are copyright protected, 2005.Please contact the applicant for information. Student work carried out under the applicant’s teaching is labeled. Unlabeled work is that of the applicant.

C o n t e n t s

Introduction

3 The Applicant

4 [instruction]

5 Letter to the Committee

8 Curriculum Vitae

Research and Practice

10 Teaching

Curriculum Innovations

Interdisciplinary Course Development

Inclusive Design and Teaching

Interaction Design

Institute and Community.

Pedagogy

17 Professional Practice

20 Referees

21 A Timeline of Signifi cant EventsIsabelle Proulx

Bio-plastic coffee cup systemEcoDESIGN, 2004, ECI

Jamie MacDonaldUltra low impact compostable razor

EcoDESIGN, 2003, ECI

Evelyn GironHydroponic furniture to clean the air

Graduation Project 2002, ECI

Don ClelandAirmeal

Graduation Project 2004, ECI[please refer to CV - Student Achievements]

Images of design work in this document are copyright protected, 2005.Please contact the applicant for information. Student work carried out under the applicant’s teaching is labeled. Unlabeled work is that of the applicant.

C o n t e n t s

Duane Elverum is a sessional instructor at Emily Carr Institute, where he teaches sustainable systems and product Life Cycle Assessment, as well as green design, professional practice, architecture and furniture design. He received a degree with honors in architecture from the University of British Columbia for his thesis on Urban Housing Alternatives, and since 1992 has operated Delve Consultants for Built Environments in Vancouver.

He taught at the UBC School of Architecture from 1995-2000, where he supervised the Program for Studies in Design Build, and received two North American awards for design studio curriculum. During that time, he supervised studies abroad to Germany and the Czech Republic and was a guest critic at the TU in Dresden.

Following his work at UBC, he spent a year sailing down the coast of North America and across the Pacifi c, where he was attacked by a scorpion. This forced a return to land via Los Angeles where he co-directed a documentary on bad boy cinephile Quentin Tarantino and his super secret and highly coveted collection of original fi lm prints. You laugh, but Charleton Heston can really act when you see him on the last remaining 70mm print of the Omega Man.

Returning to Vancouver, he curated the exhibition and wrote the catalogue for Towards an Architecture of Conscience: The Work of Sandy Hirshen, which is currently traveling throughout North America.

Recently he helped plan and develop curriculum for the new Bachelor of Architecture degree at BCIT and this past summer he moderated and assisted the planning for the Signals of Intent Sustainability Symposium at ECI.

Concurrent with teaching, research and practice, he presently advises Design West on education and curriculum development in highschools, as well as sitting on the GNW Learning City Committee for the development of a joint undergraduate degree in Urban Sustainability.

Duane Elverum#302-1110 West 10th Avenue

Vancouver B.C.V6H 1J1

604.734.1615

delverum@telus.net

[self portrait]

T h e A p p l i c a n t

66

R e a d i t S l o wR e a d i t F a s t

[ i n s t r u c t i o n ]

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I n t r o d u c t i o n

“Introduce each of these areas with a short executive summary of the topic and a kind of clearly expressed ideas, point form. Maybe talk about major or important initiatives in each area.Wherein I say this is where I intorduce my intentions in applying for this position, and that my my intentions are described by the intersection of design, sustainable systems and peda-gogy (pluse weaving cultural have so as ..to convey the principles and practice of design in relation to emerging environmental, economic and social issues...”

Dear colleagues,

It is with great interest that I apply for this position.

We live in a time of signifi cant convergence: The human role in our ecological crisis has be-come, over the past decade, an established fact; Design and industry play increasingly im-prtant roles in production, consumption and every aspect of environmental degradation; We have entered year one of the UN Decade of Education for Sustainable Development, which seeks a world wide balance in human and economic well-being, as well as human culture and the earth’s natural resources; The Talliores Declaration, which ensures that all university graduates have the awareness and understanding to be ecologically responsible citizens, has been signed by 300 university presidents in over 40 countries; Our lifetimes will see the end of cheap oil; Consumer debt is at it’s all time high; The decline of all living systems as a by-product of our industrial success is a well established fact, and the world is looking increasingly to educational institutions and emerging design professionals for leadership and ingenuity in the ways that human patterns might mesh with natural systems at all scales.

Locally, Vancouver has some of the most progressive sustainable urban development poli-cies in the world; In 2006 we will host the World Urban Forum, which intends to study the changing nature of human settlement; In addition to city wide bylaws addressing specifi c municiple concerns, the Sustainability Precinct combines the conjoined lands of South-East False Creek, Science World and The Great Northern Way in a major initiative to develop the forms of urban sustainability. Concurrent with the WUF, construction will begin on The CIRS Institute will place our city in the positon of being an international center for sustainability research; In design there is a rapidly growing demand for environmental expertise, which in the next few years will begin requiring Extended Produce Responsibility legislation, which requires manufacturers, in essence, to sell services rather than products and to design for disassembly. Signifi cantly for our ECI graduates, this international standard is due to arrive in B.C. within the next several years.

In terms of education, Students increasingly ask diffi cult questions of the curriculum as they attempt to reconcile the demands of their profession versus those of the environment;

-

I apply for this position in the interest of advancing work described by the intersection of design, sustainable systems and pedagogy.

As we begin to understand how the world works, it’s becoming very diffi cult to teach in good conscience about design without also teaching openly about it’s double-edged impact on natural systems.

The design industry, and by simple extension design education, plays a signifi cant role in our growing ecological crisis; 70% of alll environmen-tal impacts created by industrial design occur before the pencil touches the paper.

In this way, the contributions of our industrial production model, and the current model of the design education and practice is such that it exerts the exact opposite force to the requirements of sustainability.

Sustainability is defi ned roughly as human behaviour that sees the earth as a system of systems and seeks to balance natural ecologies with human economies and social equities.

This challenge is complex and requires, as a start, a shift in thinking away from a design curriculum that typically reinforces habits of manufacturing and consumption. These habits are proving to be more destructive than we would ever have imagined.

6

Dear Colleagues,

It is with great interest that I present this application.This year marks the 10th anniversary of my work in design teaching and the 15th anniversary of the founding of my design offi ce, Delve Consultants for Built Environments. In that short time my work in design, and the world, has undergone a tremendous shift from an era characterized by a globalized economy and limitless growth to an era charactized by a globalized economy and seemingly sudden limits. Just as suddenly, designers and educators are working with a new set of rules.

The Long ViewWith this shift comes a time of signifi cant convergence: We know that the ecological crisis has become, over the past 15 years, an estab-lished fact; And we know that design and industry play increasingly important roles in every aspect of environmental degradation; We have also entered year one of the UN Decade of Education for Sus-tainable Development, which seeks a world wide balance in human and economic well-being, as well as human culture and the earth’s natural resources; Additionally, the Talliores Declaration, which en-sures that all university graduates have the awareness and under-standing to be ecologically responsible citizens, has been signed by 300 university presidents in over 40 countries.

This shift is accompanied by some unique experiences for our civiliza-tion: We know that all living systems, that we can measure, are in decline likely because of our design work so far; Our lifetimes will see the end of cheap oil; Over the next 12 years China will build a hous-ing stock equivalent to 2 Americas; Consumer debt is at its all time high; And the world is looking increasingly to educational institutions and emerging design professionals for leadership and ingenuity in the ways that human behaviour might mesh with natural systems in all places at all scales.

6

L e t t e r t o t h e C o m m i t t e e

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Moreover, these questions accompany tremendous energy towards addressing the urgency and complexity of the global ecological crisis; Understandably, there is growing demand for curriculm to deal seriously and immediately with emerging issues in sustainability in order to prepare them for careers as responsible professional design practitioners.

These issues are serious and imminent and it’s likely that ECI will be dealing with the implica-tions of this convergence for the next 50 years.

Emily Carr Institute is in the unique position of leadership and responsibility in this conver-gence: The future of design, indeed the future of anything, plays out on the field of living sys-tems, but its a well establish fact that all living systems are in decline because of our design work so far; There isn’t a place in our oceans free of plastic residue because of our design work so far; As a leading design institution we can no longer reasonably continue to educate students to contribute to this status quo, and I would hope that this design positon intends to support teaching, curriculum development and research towards ECI’s participation in this convergence.

Is it radical to say that Green Design should be obligatory in design. ECI can set education precedent by providing required curriculum at each level of the design stream, starting in foundation with an introduction to Green Design Issues. In each term of the 2nd, 3rd and 4th years during the design stream, sustainable systems coursework could integrate with required workshops by address issues appropriate at each level, culminating in a protocol for grad project requirements for ecological performance.In addition, there growing interest in environmental issues in other departments and schools at ECI; the school of Design could position itself as the resource for applied sustainability at the institution

My work as a designer and educator is shaped by...As a practicing designer, the importance and value of design is for me unquestioned, but now, in our time some urgent factors are beginning to change design probably forever and provide significant challenges for design education.Emily Carr Institute will inevitably play a central role in this change, and I look forward to continuing my committment and investment in joining the faculty in this important work of injecting systems thinking and ecological wisdom into the curriculum. With this application I welcome the opportunity to participate with colleagues in the formation of some important questions:

1. Is there a metric to ensure that ecological sustainability and eco design will be sufficiently and credibly integrated into our program?

2. Do studio projects invite students into long-term planning and visioning into the environmental implications of design outcomes?

3. Do all studios emphasize thinking that minimizes ecological impact of product design?

4. Are teachers and students adequately enough informed of strategies for ecological product development to apply them in design work?

6

This trend is continuing.

A serious movement in design education attempting to address this trend is occuring simultaneously around the world. In this model, schools build on existing strengths while students experience an ongo-ing immersion into the integration of design principles with those of sustainability.

These schools, in England, Sweden, Australia, Germany, Japan, are beginning to ask a series of questions, detailed on the next page, that illustrates how schools can take the first steps.

Vancouver and the GVRD are fast becoming major players in the study and application of enviromental technologies, urban sustainability and green design.

Additionally, each of the other local higher learning institutions in-volved with the GNW - UBC, SFU and BCIT - is advancing specific sustainability initiatives: UBC has the Sustainability Office; SFU has the Office for Sustainable Communities; BCIT has the Green Oasis.

At ECI, although students may elect to take up to 2 courses in EcoDe-sign and learn strategies to reduce environmental impact, they could graduate without taking any. Currently there is no required coursework that integrates design with ecological principles and the evolving global context.

With this in mind, it seems that ID at Emily Carr Institute is uniquely positioned, and may ultimately find themselves obliged, to take re-gional if not national leadership in providing integrated environmental education for students.

My interest in applying for this position is to assist the Industrial Design faculty and perhaps the wider ECI community in this growing urgency by integrating course content with emerging issues in sustain-ability at all levels of the curriculum including Foundation. In short, to teach the principles and practice of design in relation to things we might have forgotten about the world.

[end]

Local ContextVancouver is beginning to create effective sustainable urban develop-ment policies; In 2006 we will host the World Urban Forum, which intends to study the changing nature of human settlements. Around the world, city populations are likely to double in the next 40 years. Vancouver’s population will double too; Concurrent with the WUF, con-struction will begin on the Great Northern Way on The CIRS Institute, which will place our city in the positon of being an international cen-ter for sustainability research; In addition to city-wide environmental bylaws, the Sustainability Precinct combines the adjacent lands of South-East False Creek, Science World and The Great Northern Way in a major initiative to develop the forms of urban sustainability; In design itself, there is a rapidly growing demand for environmental ex-pertise, which in the next few years will begin responding to Extended Producer Responsibility Legislation, which requires manufacturers to design for disassembly - selling services, essentially, rather than products. Significantly for our ECI graduates, this legislation is due to arrive on B.C. shores within the next several years.

A Shift in EducationTo deal with both the long view and the local context, there is growing need for curriculm to deal seriously with emerging issues in sustain-ability in order to prepare students for careers as responsible design practitioners and as citizens. Students increasingly ask difficult questions as they attempt to recon-cile the demands of their profession and those of the environment.It’s likely that ECI will be dealing with the implications of these issues for the rest of its institutional life.

The Emily Carr InstituteAs a leading design institution, I feel we can no longer continue in good conscience to educate students to contribute to this status quo. As the institute has done in other areas, I imagine ECI setting prec-edent by providing required curriculum at each level of the design stream, starting in Foundation with an Introduction to Sustainability. Sustainable systems curriculum could integrate with required courses at each level, culminating in an environmental protocol for the gradu-ation project.

D u a n e E l v e r u m # 3 0 2 - 1 1 1 0 W e s t 1 0 t h A v e n u e , V a n c o u v e r B C , V 6 H 1 J 1 d e l v e r u m @ t e l u s . n e t 6 0 4 . 7 3 4 . 1 6 1 5

5. Are students provided opportunities for imagining solutions that foster sustainable behaviors for production and consumption?

6. Are environmental criteria considered along side traditional criteria when assessing student work?

7. Do exiting grads leave with a sense of responsibility and capacity towards promoting sustainable design?

Other issues to mention

social and community orientation in design that brings the power of design local issues

interest in cross appointment to broaden the base of design in the school

eco design and env. issues unite all disciplines and bring desing to a higher profile.

my own cross-fertilized and interdisciplinary path is an experience I bring to design and to teaching, and one that students will need to apply in there own role as professionals emerging into the current design climate.

My ven diagram; academic, design, methodology, studio, sust, practice, making, Design and teaching is enriched through a ‘wide’ path that reflects a range of academic, professional and adventure. I bring this experience to the students

Stress the local angle, that a key principle of sust is knowing in detail what local means:networks, groups, initiatives, city planning future, school contacts, GNW, TLC, D4E

My role is in part to dispel the myths and to illuminate the urgencies of the ecological crisis

collaborative work with CD, TLC, joint degree

Can students see design as form without it’s conventional leashes to production, consumption, waste

Where does desire come from

PBL and curriculum integration unites student learning opportunities under one struggle,

and the inclusion of foundation into designrecommend the narrowing of the curriculum to local and specific concerns of urban sustainability, design and local industry, design and policy mechanisms . What are our design issues here?To make a specialized school is to make a world class school

students learn how the planet works inorder to make appropriate and meaning design desicions

and curriculm weaves cultural lines

What role does our curriculum play in the maintenance or establishment of certain values that reflect our current . In design schools the maintenance of values tied tightly to consumption is implied and expected, yet the the emergence of values quetsioning this is upon us.

In addition, with the growing interest in environmental issues in other departments and schools at ECI, the School of Design might reason-ably position itself as the resource for sustainability at the institution and beyond.

I look forward to assisting the school in general and advancing my commitment in particular by joining the faculty in this important work. With this application I welcome the opportunity to participate with col-leagues, the wider institute community, and design schools around the world in asking some important questions: 1. Is there a metric to ensure that sustainability and eco design will

be sufficiently and credibly integrated into our program?

2. Do studio projects invite students into long-term planning and visioning for environmental implications of design outcomes?

3. Do all studios emphasize systems thinking that eliminates or at least minimizes ecological impact of product design?

4. Are teachers and students adequately informed of strategies for ecological product development to apply them in design work?

5. Are students provided opportunities for imagining solutions that foster sustainable behaviors for production and consumption?

6. Are there explicit environmental criteria that can be considered along side traditional criteria when assessing all student work?

7. Do exiting graduates leave with a sense of responsibility and capacity towards promoting sustainable design?

8. Are students directed through curriculum towards addressing regional, local and community design issues?

I look forward to meeting the committee and further discussions.

Thank YouDuane Elverum

Jay GrandinDesign for Disassembly, Ultra

Low Impact FurnitureEcoDESIGN, 2004, ECI

Aaron RosensweetSun Flower Solar Flashlight

EcoDESIGN, 2004, ECI[please refer to CV - Student

Achievements]

Curriculum Vitae

Education Graduation with Honours. Masters Equivalent B.Architecture, UBC, 1988-92.*Escuela TS de Arquitectura de Barcelona, 1990. Bachelor of Arts, Germanic Studies/Language, UBC, 1981-85.

TeachingPresent. Instructor, Design and Emerging Issues in Sustainability, ECI ID.Design Instructor, Architecture, Green design, Furniture, ECI CS.Curriculum Advisor, Bachelor of Architecture degree, BCIT. 2002/2003. Faculty, University of British Columbia School of Architecture, 1995-2000. Manager, Program for Studies in Design and Making, UBC SOA, 1996-2000. M. Architecture. Thesis supervision (UBC). Taught Design Studies Abroad to Berlin, Dresden, Prague, Summer 1998. Visiting Instructor, TU Dresden, 1998. Guest critic for issues in Design Build, UBC SOA, 1995-2000. Squash Instructor, Vancouver, BC, 1985-1987.

Curricular Areas in DesignDesign Studio, Sustainable Systems, Ecological Design, Graduation Project Supervision, Furniture Design, Architecture (CS), Professional Practice (SOCS).

Professional WorkConsultant, Karo Design, Sustainable Design Strategies.Moderator, Signals of Intent Symposium for Sustainability, Van. BC, 2004.Curator, Towards an Architecture of Conscience, UBC SOA Gallery. Exhibition and Monograph, November 2003.Established The Delve Studio for the Built Environment, 1990-present.

6

Media, Interviews and Awards The Tyee. Massive Status Quo, Article/Interview, Olive Dempsey, Nov 2004Vancouver Sun, Review, Toward an Architecture of Conscience, Nov. 2003ID Magazine, In Practice: EcoDesign Studio, October 2003The Globe & Mail, FOCUS Article: Green Design, E. Tamm, May 2003.Canadian Architect, News: UBC Course Award, January 2000. UBC Reports, Student Designer in Top 10, February 2000. CBC Radio, The Afternoon Show, Interview, Kathryn Gretzinger, Feb. 2000. ACSA News, Awards Coverage, December 1999. UBC Continuing Studies, Course Calendar, Cover Article, 1999. WASSA Exemplary Course Award, Hornby Island Design Studio, 1999. UCEA Award for Innovation, Hornby Island Design Studio, 1999. Twice invited, SPLASH, Arts Umbrella Celebrity Auction, 1998/99. Canadian Architect, Essay: Building Bridges, May 1998. Twice honoured, Academic Scholarships; Cologne 1983, Stuttgart 1984. Granville Street Bridge Redesign Competition, 3rd Place, Van. BC, 1983.

Lectures and Public TalksVancouver Art Gallery. The Ethics of Design, Van. BC, 2004Emily Carr Institute, Foundation Lecture Series, Van. BC, 2004 Part 1 The Death of Birth and Design Ethics Part 2 Design ReconsideredECI Professional Practice Series The Emergent Property, Van. BC, 2004

6

[work of the applicant]

[student work]

Recent Adventures Writer, Director, Things We Know: The Movie, Short film, Fall 2004Writer, Director, T, Short film, Fall 2003.Pacific Ocean crossing, 5880nm, sailboat Lady Samantha (Milan), 2000. Co-director QT5 in Austin, documentary film on Quentin Tarantino, Los Angeles Ca. and Austin Texas, 2001. Cover/illustrations for the book, The Children of Wondria, by Robert Johns, 2002.

Student Achievements*1. Bonnie Presser, Eco-Cell phone. 1st Prize D4E, Vancouver BC, 20042. Niki Dun. Massive Change, Sub Saharan Bike Ambulance, Van. BC, 20043. Lukas Armstrong, Globe 2004 Award. Modular Housing, Van. BC, 20044. Aaron Rosensweet, Sustainability BC Design Exhibition, AIBC, Van. BC, 2004 Aaron Rosensweet, Industrial Design in BC, AIBC, Vanc. BC, 2003 5. Zahra Peal, Industrial design in BC, AIBC, Vancouver BC, 2003 Zahra Peal, Bark: Canadian Design, Tokyo, Japan/Van. BC 2003 6. D. Cleland, S. Davidson, E. Giron, Z. Peale, ICSID Show, Montreal, 20037. Yvonne Ip, Best Student, BOLDER International Design Competition, 2000.8. Pamela Ubeda, Finalist, University of Kentucky Design on the Edge, 1999.9. Rob Plain, Finalist, REPOSE International Chair Competition, Van. 1998. 10. Craig Thomas, Finalist, REPOSE International Chair Competition, Van. 1998.

[end]

Birmingham and Wood, Architects and Planners, Vancouver, BC, 1992. Henriquez and Partners, Architects and Planners, Vancouver, BC, 1989. Proux-Young Furniture Design, Winnipeg, Manitoba, 1987-1988.

Delve Consultants for Built EnvironmentsOver a 15 year period Delve Studio has contributed several projects to the built environment, including over 200 commissioned prototypes and custom furniture works for clients in Canada and the US, including the cities of Vancouver, New York, Philadelphia, London (UK) and Athens.

Building ProjectsPuddifoot/Lilace Residence, Renovation, Vancouver, BC, 2004.Jackson Residence, Addition Design, Vancouver, BC, 2004.Thompson Renovation - Interior, Vancouver, BC, 2004.Rower Residence, New Residence Artist’s Studio Gallery, Brooklyn, NY, 2004.Mallman Renovation - Interior Design, Vancouver, BC, 2004.Nightingale/Edinger Residence - Renovation, Vancouver, 2003.Crispin Residence - Landscape Design, Trail BC, 2002.Lazecki Residence - New Landscape Design, New Westminster BC, 1999. Massier Residence - New Residence Design, Langley BC, 1998. Siegel Residence - Renovation, Vancouver BC, 1994. Walkey, Residence - Renovation, Vancouver BC, 1993. Bichin Residence - New Residence Design, Vancouver BC, 1993. Thorpe Residence - New Residence Design, Deep Cove BC, 1992. Tivey Residence - Addition, Vancouver BC, 1991.

*In 1993, the School of Architecture initiated a degree conversion program taking the Professional Bachelor’s designation to that of a Masters. With near identical course load and content, I’ve been advised by the then director Sandy Hirshen that degrees conferred during the conversion period are considered to be Masters equivalent.

10 8 9 3 2

6

4

*Student achievements often result from collective instructional efforts - Outcomes listed aboves have resulted both from courses that have been team taught and individually taught. Instructional credits also go to: Roman Izdebski, Paul Condor and Greg Corrigan.

Sebrina LemanCedar ChairFurniture Design, 1999, UBC

Lawrence SilcoxThere Have Been Many Aluminum Shoes Throughout HistoryEcoDESIGN, 2003, ECI

Misako OmataBio-plastic compostable razorEcoDESIGN, 2003, ECI

Sonnen SloanBoard PackGraduation Project 2002, ECI

[in this section]

Curriculum Innovations

Interdisciplinary Course Development

Inclusive Design and Teaching

Interaction Design

Institute and Community.

Pedagogy

Te a c h i n g

D u a n e E l v e r u m # 3 0 2 - 1 1 1 0 W e s t 1 0 t h A v e n u e , V a n c o u v e r B C , V 6 H 1 J 1 d e l v e r u m @ t e l u s . n e t 6 0 4 . 7 3 4 . 1 6 1 5 D u a n e E l v e r u m # 3 0 2 - 1 1 1 0 W e s t 1 0 t h A v e n u e , V a n c o u v e r B C , V 6 H 1 J 1 d e l v e r u m @ t e l u s . n e t 6 0 4 . 7 3 4 . 1 6 1 5

T e a c h i n g A r e a sIntroduce each of these areas with a short executive summary of the topic and a kind of clearly expressed ideas, point form. Maybe talk about major or important initiatives in each area.

Experience in innovative curriculum • cf hornby, design/build, furniture, • BCIT Architecture degree, • Okala and, EcoLab 05 -• Websites for course work• EcoDESIGN 318 - In Joint Venture: Bensen

Interaction design

Inclusive design

Interdisciplinary course development• Cf pp curriculum re professional issues, other course work, urgency of grad.• Cf New materials re integration with grad project as course focus• Cf Establish student values as the driver in design IE get to the general

through the personal (postman, etc)• EcoLAB in joint venture with CD, TNSmethodologyand to diverse groups and cultural intersections

Participation in the Institute and community.• Learning city green building course• DfE advisor• Cf Learning City, • Signals of intent, • VAG Massive Change• Foundation speaker series, and • PP411 speaker series

• Continuing Studies Teaching and Course development, architecture, green design sust salon, furniture design

show student work:

eci grad class 03: Don, Evelyn, Lukaseci eco design outcomes: Lawrence, isabelle, aaron, jay, Bonnie Presser

cs furniture: highlight 3 or 4 students workcs architecture

ubc architecture - thesis students, furniture students, hornby work, ubc furniture - pam, rob, a few others.

Oustanding design examples in General, Aaron chair, keeper, green roofs, Model U, Water wheelRon Fricke, medieval cities, MBDC, Bucky, CIRS, Biomimicry

Vision

Education Graduation with Honors, University of British Columbia, Master’s Equivalent B.Architecture degree, 1988-1992.*Escuela TS de Arquitectura de Barcelona, 1990. University of British Columbia, B. Arts Germanic Studies/Fine Arts, 1981-1985.

TeachingPresent. Design Instructor, Design and Emerging Issues in Sustainability, ECI. Continuing Studies. Design instructor, Architecture, green design, Furniture Design.Curriculum Advisor, Bachelor of Architecture degree, BCIT. 2002/2003 Faculty, University of British Columbia School of Architecture, 1995-2000. Manager, Program for Studies in Design and Making, UBC SOA, 1996-2000. 2 North American University Association design studio teaching awards, 1999/2000. M. Architecture. Thesis supervision (UBC). Design Studies Abroad to Berlin, Dresden, Prague, 1998. Visiting Instructor, TU Dresden, 1998. Design studio guest critic, UBC SOA, 1995-2000. Squash Instructor, Vancouver, BC, 1985-1987.

Curricular AreasIndustrial Design: Sustainable Systems, Ecological Design, Graduation Project Supervision, Furniture Design. Professional Practice. Architecture: Design Foundation, Design/Build, Architecture/Exhibition Design, Residential and Small Structure Design, Landscape and Site Planning, History of Design.

*In 1993, the School of Architecture initiated a degree conversion program taking the Professional Bachelor’s designation to that of a Masters. With near identical course load and content, the school administration consideres degrees conferred during the conversion period to be Master’s equivalent.

6

Hornby Island Elder HousingUBC School of Architecture

Studies in Design Build, 1995-2000[please refer to CV - Awards]

Curriculum Innovations

Program for Studies in Design/Build, UBCIn 1995 I joined the faculty at the UBC School of Architecture todevelop and manage the Program for Studies in Design/Build in order to provide Masters of Architecture students opportunities to design and build at full scale for real clients. The work involved furniture and architecture courses, most notably being the work we carried with the Hornby Island Elders designing and building a community for the island’s aging population. We completed four houses in 4 years now occupied by people who would otherwise need to move off island for assisted living care. These courses were undertaken in collaboration with The UBC School of Landscape Architecture, UBC Planning and the Technishe Iniversitat at Dresden, and received the North American WASSA and UCEA awards for exemplary and innovative curriculum.*

Beta Course - Life Cycle Assessment, ECIIn 2002 I joined ECI as a sessional instructor, where I was invited by Roman Izdebski to co-teach a unique beta-course on Life Cycle Assessment developed by IDSA, the US EPA and Eastman-Kodak. Students examined an existing product and used material substitutions to redesign for reduced environmental impact. ECI, along with The University of Washington in Seattle, The University of Illinois at Carbondale and The Georgia Technical Institute contributed to the beta-course. At ECI students achieved notable environmental impact reduction and were recognized by the Eastman-Kodak Company as examples of material innovations in green design. This work is presented here, and at http://www.okaladesign.com/

A New Course in EcoDESIGN, ECIAlthough we continue to use core course readings and data sets as resources from the beta course, we know that 70% of the environmental impact of design occurs before the pencil touches the paper. LCA and material substitution as a strategy simply creates less damage and is unable to deal with the broader requirement for sustainable systems. As a result, I’ve redesigned the curriculum to align with the best practices in international design education, as well as to meet the broader needs of the ECI design program. Please refer to ECI student work throughout this application.

*The Western Association of Summer Session Administrators (Western Division) and the University Continuing Education Association (Central Division). Our program was bested by Harvard in the Eastern Division finals.

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Curriculum now includes; a comprehensive lecture series to set a global context for design, interdisciplinary readings, examples of planned and exisiting international sustainable systems; best practices from around the world; an expanded range of design strategies based on The Natural Step, Cradle-To-Cradle and Biomimicry principles; a systems and service-for-product approach; the regional context; and collaborations with local business. (see EcoLAB/BENSEN’s below)

EcoLAB, ECIIn 2004 I initiated the EcoLAB in Design, which operates as a research shell for a variety of courses allowing students to participate in, share, and contribute to ongoing projects related to other studios, EcoDesign course work, and graduation and personal projects.

This year the EcoLAB has two initiatives: A joint venture with Neils Bensen and INFORM to research and redesign BENSEN’s six top-selling furniture pieces in order to strategize for sustainability and reduce environmental impact. Secondly, the EcoLAB is collaborating with ID and Communication Design to research and design a response to Massive Change. We hope to provide a meaningful way to understand the global ecological crisis. This includes; reframing the context; the cost and benefit of industrial production, impacts of technology and consumption; examples of best practices; and design in general.

The work of the EcoLAB aims to find ways that design can exist independent of impacts normally associated with production and consumption. Two models mentioned above - the Natural Step and Cradle to Cradle - are being applied around the world to develop sustainable systems. In other words; increase natural capital; use solar income; use all waste as food for something else; grow biodiversity with production and use; and share equity through innovative economic models. Degree Development, BCITIn 2003 I joined the development team for BCIT’s new Bachelorof Architectural Technology Degree. During this work of strategic planning and course staging, I created nine courses for the last two years of the degree. These included design studios, the graduation project, theory and history courses. The degree is currently being offered.

ECI Course Site - http://www.eciad.ca/~elverumd/In 2002 I began to publish a comprehensive web resource for my course work. All course materials are available to students and colleagues online, including outlines, syllabi, assignments, readings, related materials and resources, and student works.

Applicant’s ECI Course Sitehttp://www.eciad.ca/~elverumd/

Lukas ArmstrongRedesign of Modular Housing using Life Cycle Assessment

Integrated Coursework Graduation Project 2004, ECI

[please refer to CV - Student

Interdisciplinary Course DevelopmentDesign is inherently interdisciplinary by requiring students to orchestrate, understand and apply a wide range of knowledge in order to complete successful work. Design curriculum, however, is often not founded on the interdisciplinary principles of project-based learning, which seeks relationships between courses.

Perhaps this possible within the ID program. Building on existing strengths, each term’s course work could be integrated and aligned to support a single major design problem each semester. The model of project-based learning can produce refined and wholistic outcomes while achieving objectives of all courses. Additionally, students are no longer overloaded by a fragmented curriculum, and are able to focus their design energies.

An interesting example of this was seen last year when one student in 4th year, under their own initiative, sought permission from instructors to align the learning objectives from each course with the content of the graduation project. (See Lukas Armstrong, previous page, lower left)

Course Examples, ECIRecently in Eco-Collaborations 410, as well as New Materials 409, students were required to choose particular research topics related to their concurrent graduation project. Last term in SOCS 411, Professional Practice for Designers, I required students to take on an issue reflecting an urgency in their own lives, relating either to their graduation project, or how they intend to earn a living as a designer after graduation. Currently, in EcoLAB 418, students from ID will work with colleagues from CD to research, prepare and publish a response to Massive Change. These collaborative works value the intelligence of group and the shared struggle towards a unified goal.

Inclusive Design and TeachingInclusive design implies inclusive teaching, and this emerges initially as ways to teach to diverse groups and with a variety of cultural intersections; race, background, gender and future intentions to name a few. My courses begin with assignments and discussions to illuminate understanding, potential relationships and differences among the students.In order to then develop the full range of design skills, assignments are issued that require students to study these relationships in other cultures, or those not represented by the class. Examples of this

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Spencer DavidsonBaby Furnuture

Graduation Project 2003, ECI

[applicant]Prototype for Rain Frame

includes assignments to find culturally “invisible” groups and identify their needs, such as the redesign of a simple to use non-slip footwear device considering the needs of active elderly people living with limited mobility, and fingers numbed by winter conditions.

Interaction designInteraction design as the study of humans behaving in their environment is the foundation of my design education, and a central thesis in my writing and course work. Drawing on the work of Kim Vincente (The Human Factor) from the Cognitive Engineering Laboratory at U of T, it’s clear that design, such as the design of technology, has a tremendous and often unpredictable power to shape human experience.

For instance, research undertaken by Vincente’s lab shows that well over 100,000 preventable, accidental hospital deaths in the U.S. are due primarily to bad design; bad design of pharmaceutical dispensing systems and bad design of meters, gauges and graduated equipment. Fundamental human interaction research remains largely untapped in design schools. In all course work I draw on 15 years in design and architecture to help students understand the importance and subtlety of relating design to human behaviour in the spaces we create and the tools we design.

Institute and CommunityWork in a globalized economy is typically universal and anonymous, but it’s impacts are always regional and local. As a common sense response to this reality, community and locality are central to my teaching and my broader institute participation. Past Work - UBC, Hornby IslandA prime example of this is the work carried out at the UBC School of Architecture during the years of 1995-2000 for the Hornby Island Elders. This long term project to house the island’s aging population illustrated for all of us that community service can be a natural outcome of design work. Currently I’m involved in several local initiatives related to the design community here in Vancouver.

2004 - ECI, Continuing StudiesIn 2004 I moderated and assisted the development of ECI’s Signals of Intent Symposium. This inaugural conference on sustainability invited speakers from Canada, the United States, Australia, Germany

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S u m m a r y

Summarize the key point from each section

and the Netherlands to present current research in urban planning, green design, industrial engineering, and education.

As well, I was invited speak on emerging issues in sustainability during this year at the Vancouver Art Gallery’s Massive Change, as well as giving a series of presentations at ECI during the Foundation Speaker Series, and the Professional Practice Speaker Series.

Current InvolvementAs the counterpart to the Design Exchange in Toronto, Design West is presently being established in Vancouver. I’m leading a major initiative to work with the Ministry of Education and the Vancouver School Board to develop a design curriculum for K-12. Initially, a beta curriculum for grades 11 and 12 at Gladstone Secondary will be designed to meet a newly approved portfolio requirement for all BC high school graduates.

As the ECI representative, I sit on the Learning City Committee intending to create a joint undergraduate degree in Urban Sustainability for the 4 institutions on the GNW. In essence this initiative will draw on particular strengths from each institution in order to accomplish collectively what we would be unable to accomplish alone. This summer, students from those institutions will participate in the second running of the SFU/UBC initiative Action and Awareness - a 6 credit undergraduate course on Urban Sustainability. I’m also advising on a course in Green Building to be offered in the fall, as welll as subsequent courses that are planned to coincide with the World Urban Forum in the Summer of 2006.

Recently I was asked by the GVRD D4E advisory committee to join in a round table session to begin strategic planning for the next local D4E competition. Last year this competition aimed at reducing the solid waste streams into local landfill facilities.

I continue to develop and deliver course work for Continuing Studies in both certificate and non-certificate programs in the subject areas of industrial design, green design, sustainability, architecture and furniture design.

PedagogyOf Pratt’s 4 models of teaching, I place myself in the loose center between content and learner. Content, in terms of teaching the principles of design that supports ecological principles, and learner because I feel students learn most when they see I value them as individuals experiencing unique challenges.

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Neil Odie2004, CS

Chikako Sawada2004, CS

Murray Smith2004, CS

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Additional Material

Vag Lecture/Emergent PropertyCV/Bio

Recent Adventures Writer, Director, Things We Know: The Movie, Short film, Fall 2004Writer, Director, T, Short film, Fall 2003Pacific Ocean crossing, 5880nm, sailboat Lady Samantha (Milan), 2000. Co-director QT5 in Austin, documentary film on Quentin Tarantino, Los Angeles Ca. and Austin Texas, 2001. Cover and illustrations for the book, The Children of Wondria, by Robert Johns, 2002.

Jessica Laura VincenteEco-Logic Computer

Graduation Project 2002

Bonnie PresserBasico Phone

EcoDESIGN, 2004[please refer to CV - Student Achievements]

Niki DunSub-Saharan Bike Ambulance

Graduation Project, 2003[please refer to CV - Student Achievements]

Zahra PealeSnackitecture

Graduation Project, 2003

I attempt to elevate each individual student to their potential by encouraging them to see that projects can mirror deeper personal values. This also means optimizing contact hours.

I explain to them the importance of finding the urgencies in their work, and that in terms of design that they might find the general through the personal. This shows students a method and a process.

In terms of the class as a group, I try to create a shared challenge towards a common goal to show how they might create something together that no one could do alone. This also illustrates for them the process of hive mind.

Moreover, in my coursework, I require students to make deliberate connections with content from other courses. This is equally important because it models sustainability, where credible working solutions only emerge under interdisciplinary, collaborative approaches.

In sustainable systems coursework we look for the ways that design can contribute to life beyond the commercial.

[end]

[Educator, Curriculum Developer, Design Consultant]

Beyond professional involvement in education, for 15 years I have maintained a multidisciplinary and collaborative design practice that unites a range of skills and interests resulting in work in the areas of; building and landscape design; prototypes and custom design for furniture and fi ttings; strategic planning; design consultation and project management.

[end]

1. Folding Sun Dial, Mahogany and Brass, 1.5 X 7 X .75”2. UBC School of Architecture Thesis Project3. Celadon Service Tray, Celadon Tile and Fir4. Stay/Go Trunk, Birch5. Rower Residence, New York6 Proposal for a Graduate School of Design, UBC7. Handle Detail, Jewelery Case8. Submission Box, Beruit City Hall (Farouk Noormohamed Architects)9. Library Desk, Fir10. Studiolo Lacquered Cabinet11. Lamp with Woven Shade

P r o f e s s i o n a l P r a c t i c e

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P e d o g o g i c a l P h i l o s o p h y

• Of Pratts 4 teaching models I teach within the learner centered model…etc• Project based learning where...• strong feeling about contact hours and role of the teacher in helping the student

question what they are doing and why. Inclusive education (not just the talented ones) that helps students optimize personal expertince and cultural histories into work.

• Help student establish the values with which they develop questions , specifically addressing the difference between stated values and actions, between how we want to live and how we actually live.cf rapaille

• You can’t in good conscience, speak of design with out speaking of deep ecology, sustainable systems ecology, and sustainability Deep levels of EPR, simple recyclability ie

• I try to find urgencies in the student beyond deadline pressures for the student (cf modification to PP assignment and course progression) by encouraging the student to see how projects can mirror deeper personal values and application to life beyond just a job.\

• There’s a malfunction of a system when it encourages a neutrality and personal detachment on the part of the thinkers/designers, and at certain scales the design work has to be very personal.\

• Work towards an integration of course content within the curriculum to unify and deepen the learning opportunities with the intention of recognizing and emphasizing interrelationships and cross application (Lukas ie) Cf letter to alan re integration

the shared struggle towards a common goal and creat something that is greater than anyone could create alone. gives meaning

• Exposure to materials and processes Student coop program is essential – technical, design and industrial coops. Cf Socrates., cf EcoLAB and Bensen

• Design is the application of visual literacy recognizing interrelationships to solve for functional improvement. Why can’t the education be this?

Ask if there is a place for design that is unrelated to advertising and consumption. Design values.

design is inherently political Encourage students to take political stances in work to give voice to value systems driving work

collaboration, intelligence of the group, asking of the students to join in a collaboration in order to create something together to share a struggle (something liek that)

When assessing student work, I ask if the student has assimilated certain central

Student Design Awards and ShowsBonnie Presser, The Basico. An eco-cell phone. Design for the Environment Competition, Vancouver BC, 2004Niki Dun. Massive Change, Sub Saharan Bike Ambulance, Vancouver BC, 2004Lukas Armstrong, Globe 2004 Sustainable Design Award. Modular Housing, Vancouver BC, 2004Aaron Rosensweet, Sustainability BC Design Exhibition, AIBC, Vancouver BC, 2004Aaron Rosensweet, Industrial Design in BC, AIBC, Vancouver BC, 2003 Zahra Henderson-Peal, Industrial design in BC, AIBC, Vancouver BC, 2003 Zahra Henderson-Peal, Bark: Canadian Design, Tokyo, Japan/Vancouver, BC 2003 Don Cleland, Spencer Davidson, Evelyn Giron, Zahra Henderson-Peale, ICSID Show, Montreal, 2003Yvonne Ip, Best Student Design, BOLDER International Design Competition, 2000.Pamela Ubeda, Finalist, University of Kentucky Design on the Edge, 1999.Rob Plain, Finalist, REPOSE International Folding Chair Competition, Vancouver, 1998. Craig Thomas, Finalist, REPOSE International Folding Chair Competition, Vancouver, 1998.

12. Friend, Acrylic on Canvas, 13 X 18”13. Self Portrait, Acrylic on Canvas, 16 X 24”14. Housing Proposal, Barcelona. UBC School of Architetcure15. Stereo Table, Cherry16. Sketches. Wegner Studies17. Arbour Study

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18. Seiflow Photographer’s Store front19. Coffee Table20. Sketches, Museum of Technology, Prague21. Proposal for a Stair/Chair22. Bench Shadow Sketch, Barcelona23. Blue Pears, Acrylic on Canvas, 16 X 23”24. Moon Pears, Acrylic on Canvas, 28 X 23”

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P r o f e s s i o n a l E x p e r i e n c e

Design Consultant,

Professional work and research• a multidisciplinary practice drawing on a diverse set of skills and interests practice that

unites several disciplines - not object and form driven, but it’s driven by understanding and improving relationships. Across all disciplines.

• Such as building and landscape design, furniture and fi ttings and design consultation • Of primary interest in the tuning of built environments – not developing new ways of

living, but tuning built work to support continuing support for certain enduring values.• Perpetual homecoming, Aldo Van Eyck’s twin phenomena• materials, processes• interaction design, (ie common sense - cf furniture, architecture– buxton’s law vs moors

law vs gods law.), • sustainable systems, cf Rower, Hornby, • product design cf furniture, molds, gortex, and inclusive design (cf - Leith.)

• Examples of drawing painting, furniture and architecture (What format will be best?)Eg’s Rower, Hirshen Exhibit, drawer cabinet, mould work, umbrella standsProject coordination, project management,

Educator, Curriculum developer

Professional Consultant, Karo Design, Sustainable Design / Product Life Cycle AssessmentModerator, Signals of Intent Symposium for Sustainability, Vancouver BC, 2004Curator, Towards an Architecture of Conscience, UBC SOA Gallery. Exhibition and Monograph, November 2003Established The Delve Studio for the Built Environment, 1990-present. Birmingham and Wood, Architects and Planners, Vancouver, BC, 1992. Henriquez and Partners, Architects and Planners, Vancouver, BC, 1989. Proux-Young Furniture Design, Winnipeg, Manitoba, 1987-1988.

Delve Studio Over a 15 year period Delve Studio has contributed several projects to the built environment, including over 200 commissioned furniture works for clients in Canada and the US, including the cities of Vancouver, New York, Philadelphia, London (UK) and Athens.

Building ProjectsPuddifoot/Lilace Residence, Renovation, Vancouver, BC, 2004Jackson Residence, Addition, Vancouver, BC, 2004Thompson Renovation - Interior, Vancouver, BC, 2004Rower Residence, New Residence Design/Artist’s Studio and Gallery, Brooklyn, NY, 2004Mallman Renovation - Interior, Vancouver, BC, 2004Nightingale/Edinger Residence - Renovation, Vancouver, 2003Crispin Residence - Landscape Design, Trail BC, 2002Lazecki Residence - New Landscape Design, New Westminster BC, 1999 Massier Residence - New Residence Design, Langley BC, 1998 Siegel Residence - Renovation, Vancouver BC, 1994 Walkey, Residence - Renovation, Vancouver BC, 1993 Bichin Residence - New Residence Design, Vancouver BC, 1993 Thorpe Residence - New Residence Design, Deep Cove BC, 1992 Tivey Residence - Addition, Vancouver BC, 1991 Dodds Residence - New Residence Design, Victoria BC. 1990 Margret Gabriel Booksellers - Commercial interior, Vancouver BC, 1990Urban Projects Workshop, VCC King Edward Campus planning and redesign, 1990

Dr. Ray Cole Professor and Director of Building Energy and Conservation. UBC School of Architecture. raycole@architecture.ubc.ca604.822.2857 http://www.arch.ubc.ca/

Sandy Hirshen Professor, former Director, UBC School of Architecture. shirshen@interchange.ubc.ca 604.681.2060

John HowardSecretary, past President, Hornby Island Elder’s Society. johnhow@island.net

Kathy Rieder Owner, KR Construction, Denman Island, BC 250.335.0559

Joel ShackArtist/Poet jshack@interchange.ubc.ca 604.734.8094

http://www3.telus.net/jolisuz/

R e f e r e e s

25. Sketch, William Morris26. Cat Waits, Acrylic on paper. 8 X 16”27. Sketch, Man Reading in Barcelona

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Related Work

Learning City

The Tyee. , Olive Dempsey, Nov 2004

UBC Reports,

WASSA

Establish Delve Studio.An inter-disciplinary, multi-scaled design approach for creating and tuning builtenvironments.

Planning and redesignVancouver Community College, King Edward Campus, UBC Urban Projects Workshop. 1990.

Studies Abroad Escuela Technical Superior de Arquitectura de Barcelona

Program Co–creator and Manager Studies in Design Build, UBC School of Architecture

Graduate from UBC School of Architecture. With Honours. Sailed the Pacifi c Ocean with 6 Italians, aboard hand-

made world rally cruiser Lady Samantha from Milan. Handsteered 6000nm.

Victory. Finally, I defeat ship’s captain Giorgio at backgammon. The student becomes the teacher.

Sailed the Coast of North America from San Francisco to the Sea of Cortez en route to the Panama Canal.

Exchange design services for lavish banquet of 78lb Yellowfi n tuna caught and prepared by

Manihi, a Tuomotian businessman.

Overtaken. Near the equator, a large breaker damaged the onboard electronics; the laptop, our shortwave radio and the satellite phone.

Serenaded. Boat owner and famed Roman jewel merchant and opera singer

Michele della Valla sings Nesun Dorma at the mast every full moon at midnight.

Commissioned to design retirement gift for UBC Dean of Applied Sciences, Axel Meisen.

Ongoing Commissions: 16 building projects, 200 prototype and custom furniture works for clients in Vancouver, New York, Philadelphia, London and Athens.

Teach Studies Abroad. Berlin, Dresden and Prague, UBC School of Architecture

Visiting Critic, TU Dresden

Receive as gift bicycle from professional French road racer and designer Jerome Bertrand

Join GNW’s Learning City curriculum planning round table intending to

develop a joint degree in sutsainability.

Curate and Write Toward an Architecture of Conscience. This exhibition documents the work of Sandy Hirshen and is currently on tour throughout North America.

Return to land. Co-direct documentary fi lm on Quentin Tarantino, Los Angeles and Austin Tx.

Join Curriculum Committee for the new Bachelor of Architecture degree at BCIT.

Co-Develop and Moderate ECI’s Signals of Intent Sustainability Symposium.

Speak ECI Foundation Lectures4

ECI Professional Practice Series4 Vancouver Art Gallery4

UBC School of Architecture4

Illustrate children’s book written by Robert Johns.

Community project: Long term vision, site plan and 4 complete dwellings for the Hornby Island Elder’s Society.

Two Awards for exemplary and innovative team-taught North American design studio curriculum in . (Hornby Project)

Ongoing Committee Member for M. Arch. student fi nal year long thesis projects.

Delve Studio: Game on.

Build trellis for Mom’s garden.

Other ECI Course Work includes SOCS and CS

Interviews and MediaThe Tyee, BRAVO, Vancouver Sun, ID Magazine, The Globe

and Mail, UBC Reports, Canadian Architect, CBC Radio.

Establish EcoLab 05. An ongoing sustainable design research forum at

for students and faculty at ECI.

Consult in Joint Venture with Elevation Design Studio on the NY residence/studio for the family of artist

Holton Rower, an heir to the Alexander Calder Foundation.

Join ECI as sessional instructor in Design to

supervise graduation projects.

Co-teach with Roman Izdebski beta course in EcoDESIGN sponsored by

IDSA and US EPA

Get Cat

Twice Invited Artist. Celebrity Fundraising Auction, Arts Umbrella, 1998 and 1999.

1992 2004

Play

Work Timeline, 1988-2005