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ASHLEY PARKS636.328.2192aparks891@gmail.comLinkedIn: www.linkedin.com/in/aparks891

EDUCATIONUNIVERSITY OF KANSAS Lawrence, KS

SKILLSSOFTWARERevitRhinocerosGrasshopper Plug-inAutoCADGoogle SketchUpAdobe Illustrator Adobe PhotoshopAdobe InDesignMicrosoft Office

EXPERIENCEGraphic PresentationsSketchingDraftingModel BuildingTeamworkDecision - MakingLeadership

VICE PRESIDENT MEMBER EDUCATION/BOARD MEMBER - DELTA GAMMA SORORITY August 2010 - May 2014 Lawrence, KS

ANALYST - MISSOURI HISTORICAL SOCIETY August 2012 - May 2013 Kansas City, MO

LAWRENCE PRESERVATION ALLIANCE August 2013 - Present Lawrence, KS

LEADERSHAPE CONVENTION January 2013 Lawrence, KS

AMERICAN INSTITUTE OF ARCHITECTURE STUDENTS August 2012 - Present Lawrence, KS

MARKETING DIRECTOR - HOUSE THAT GREEKS BUILT May 2013 - May 2014 Lawrence, KS

INVOLVEMENT

INTERESTHistoryHistoric PreservationAdaptive ReuseDanceYoga

Masters of Architecture Expected Graduation May 2015Minor in History Cumulative GPA 3.41

RELATED COURSEWORKComprehensive StudioDesign Studio I - VArchitecture of Health & WellnessProgramming & Pre-Design IssuesHistoric PreservationPlanning the American City

RECRUITMENT COUNSELOR - PANHELLENIC COUNCIL August 2013 Lawrence, KS

ECO-ABET CHARETTE - ST. MARK’S HOPE CENTER September 2013 - May 2014 Kansas City, MO

Architectural History I, II, IIIStructures I, IIEnvironmental Systems I, IIBuilding Technology I, IISite PlanningHistory of Urban Design

• Improved existing leadership skills, acquired new skills, and assessed how to lead with integrity through week long workshop

• Evaluated entire collection of twentieth century architectural building drawings in the area and recorded information to create catalog for future research

• Engage in opportunity to further architectural appreciation through student collaboration at meetings• Participate in local architecture firm visits to gain further knowledge of the profession

• Initiated the start of this organization on the University of Kansas campus• Educate students and community members about organization; promote philanthropy events held throughout the year• Conceptualized the overall marketing plan for the organization; oversee marketing committee executing plan• Manage all social media accounts for the organization including Facebook, Twitter, and Rockchalk Central

• Conceptualized plan for Bid Day; oversaw the ten person crew that executed the plan• Planned and directed meetings for new members; conducted educational programs for older members • Consulted with board to resolve members’ conduct concerns and issues within chapter while creating positive programming

• Guided twenty-five incoming freshmen through week long formal sorority recruitment process at KU• Advised and consoled women through decision-making process • Assessed campus chapters on performance and adherence to panhellenic rules during recruitment process

• Consulted with University professors and Helix Architecture firm to produce drawings of final charette product and as-built drawings of church• Forecasted possible design solutions for American Disabilities Act compliant ramp on exterior of existing church• Assessed existing interior space and site through visits and land surveying

• Work collaboratively with members to receive state register listings for local historic buildings• Participate in local building tours and discuss current projects and area history with members at meetings

AWARDS & CERTIFICATIONSEVIDENCE-BASED DESIGN CERTIFICATION May 2014 - Present

EMPLOYMENTHEALTHCARE STUDIO INTERN - THE BECK GROUP July 2014 - Present Dallas, TX• Conceptualized the layout of behavioral health, medical-surgical, and

obstetric spaces for the renovation of two healthcare facilities• Assisted with the creation and revision of construction documents for

various large scale healthcare projects• Studied and noted differences in the 2010 and 2014 Healthcare

Facilities Guidelines

T A B L E O F C O N T E N T S

1 McKinley: Transcending Community

2 Zahner Metal Installation

3 French Residence

4 Marfa Culinary School

5 Additional Projects

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MCKINLEY: TRANSCENDING COMMUNITYKansas City, Kansas Fall 2013

During this semester long project, the students explored the realm of public interest design and how it could be applied in Kansas City, Kansas. This city is in a time of transition and with our help the residents in the community could grow stronger and live healthier lifestyles which align with the goals of the organizations already working within this area. Each student met with community members, attended various meetings, and researched different topics to develop their own project. Each individual’s project creates the opportunity for healthier lifestyles through program development, funding research, and adaptive reuse. Through research and investigation, I developed a position that would allow me to facilitate a positive transition in the community. For full report see Issuu link: http://issuu.com/ashleyparks/docs/parks_pid_kck

Figure 1: Figure ground map showing the location of existing public schools in yellow and existing activity centers in teal

Figure 2: Figure ground map with half mile radius around each activity center demonstrating residents within easy access of centers

Figure 3: Figure ground map showing where focus area of this proposal in Kansas City, Kansas

Figure 4: Aerial view of the focus area highlighting different anchors in the community

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With the use of the existing, McKinley Elementary School Building and its surrounding lot, the property has an opportunity to heighten the sense of community. It will offer an enhanced quality of life to the Cathedral Neighborhood through after-school and

community programming and residential development. This development will attract new residents to the community and together with existing residents, especially school children, experience opportunities of healthier living through physical exercise, the

arts, and cultural-education programs.

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Figure 5: Site plan of the neighborhood block this project is focused on with accompanying photos on the left

Figure 6: A chart showing the need for additional educational opportunities in McKinley school district

Figure 7: Proposed on-site housing development

Figure 8: Map comparing the locations of the existing school building to the new school building

Figure 9: Additional housing development on vacant lots in the surrounding neighborhood

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Discovered early on in the project, a new McKinley school building will be constructed a block north of the existing school and as part of a land swap agreement the existing school will be torn down and replaced with single family housing. However within this proposal, it would be in the best interest of the community to recognize this historic asset and utilize this opportunity to meet the needs of the neighborhood by saving this building.

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To adhere with the land swap agreement made, this project proposes an on-site housing development between the existing housing and school building with eight 6,500 square foot lots. Accessing these homes by a central alley would eliminate driveways on the perimeter of the site, improving its walkability. This housing development could also provide revenue for the after-school and community programs through renting or selling the housing units. In the event the on-site housing development planned through the land swap needs additional square footage due to the school building preservation, housing could be placed on vacant lots within the surrounding neighborhood, specifically one block north of the existing school. By filling in existing gaps and creating a sense of wholeness, the neighborhood would feel more complete. This success will not only increase movement to the neighborhood but will strengthen the sense of community among residents.

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Figure 10: Aerial photograph of the school and site showing existing flattened topography due to asphalt pavement

Figure 11: Sun analysis of site through different times and dates

Figure 12: Photograph depicting the slope of the southwest corner of the site

Figure 13: Proposed site plan surrounding school building

Figure 14: Image of proposed west side of the site showing gathering area and gardens

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Basement First Floor Second Floor

Figure 15: Proposed floor plans

Figure 16: List of program spaces according to the three priorities

Figure 17: Axonometric of third priority spaces within the building

Figure 18: Bearing walls of existing building; the darker orange represents structure removed in proposal

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Figure 19: Columns and beams in existing building; the darker orange represents structure removed in proposal

Figure 20: Sign outside entrance notifying visitors the building is not ADA compliant which is addressed through proposed elevator in circulation space

Figure 21: Perspective showing how sunlight filters into building through proposed light tower

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Programming for this proposal consists of three priorities that the building must fulfill in order to achieve community success. First it would serve as an after-school center for the McKinley School District. Second it would serve as a community center for the Cathedral Neighborhood. Finally, it would serve as a display space for building history and the work of children and community members. With this proposal, the majority of old spaces in the school would be transformed; serving new purposes in order to satisfy these priorities. Although the first two priorities serve a specific user type, all program spaces could be utilized by everyone. With this, the building would be operational through the majority of the day making it valuable to the community. As a part of the third priority, a variety of engaging programs would be placed within the building’s

circulation including the stair wells and new walkways within the proposed light tower. In order to show the development of the children using this center, several display spaces are placed throughout the circulation. These spaces would show; artwork; videos of dance and exercise classes; digital exhibits involving music as well as work done in the computer lab and multipurpose classroom. Along with these displays, informational and educational presentations such as a health and nutrition display outside the kitchen/dining space will educate the various building users. All of these spaces create moments within the building that enrich the building experience and promotes collaborations between users congregating within these spaces.

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Figure 25: North/south sectional perspective showing the arrangement of third priority spaces within the building

Figure 26: East/west sectional perspective showing additional third priority spaces within the building

Figure 24: Programmatic axonometric showing the location of all third priority spaces within the building

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Figure 27: Image representing the proposed health and nutrition display outside the kitchen/dining space

Figure 28: Image representing a viewing room into the Art Studio and Dance Studio on the second floor

Figure 29: Image from the third floor center circulation space in which the light tower and open circulation is visible

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Z A H N E R M E T A L I N S T A L L A T I O N

In this design-build studio, students were asked to perform collaborative research in computational and manufacturing techniques for architectural facades. In order to achieve the desired collaboration students partnered with Zahner, a well-known metal fabrication company in Kansas City. These professionals advised students throughout the semester and fabricated half of the metal fins the final installation. Along with this collaboration students also focused on the integration of computational tools for performanced-based facade system design. Through the use of computational tools, students were able to discover and utilize parametric design, performance evaluation, and computer aided fabrication processes. During the first half of the semester students worked in three teams each developing a facade system prototype through computational tools. Zahner consultants then picked one of the three prototypes to put into production. For the second half of the semester, the entire studio worked together as a team to further develop the design and construct the final product.

Lawrence, Kansas Spring 2013

Phase 1 - Woragami PrototypeOur team’s unique name was derived from the first two concepts we studied; weaving and origami. Weaving utilizes interconnected elements to make a complex pattern. Weaving has a delicate complexity about it, and its strength lies in its overall visual impact. Origami folds paper into a variety of decorative forms. The complexity of these folds ranges from beginner to highly advanced, some origami pieces becoming highly structural and even operable. Interested in how various origami forms allow themselves to be expanded and contracted, we explored numerous iterations of an origami-like pod unit. We then completed initial studies on possible perforation patterns that could emulate a weaving appearance. From there we developed an operable pod system creating a double-wall facade which would use these studies to provide shading and intriguing light filtration. An important concept of making our design successful was the use of parametric tools through the Grasshopper plug-in to create the various perforation texture line patterns as well as making the pods fold and unfold. Although our design was not chosen I believe our design was successful in creating a truly parametric facade design.

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Figure 1: Digital model of initial folding pod concept

Figure 2: Image of interior pods on the laser cut chipboard model

Figure 3: Series of line drawings demonstrating how a single pod is folded before placed in the facade system

Figure 4: Structural detail drawings of how folding pod operated

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Figure 5: Axonometric of double-wall facade system

Figure 6: Image of chipboard model made operable by drawer sliders

Figure 7:Digital model of entire wall system

Figure 8: Three images illustrating how final chipboard model operated

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PerforationThe rectangles were first created on additional surface and then extruded through the existed folded pod surface.

Rotating Each feature was flattened and then applied to a rotate 3D component and an inverse was applied to make the pod fold in half rather the rotating as one piece.

ConstructionCreated the initial folded surface by creating two sets of three height lines then wove both sets of lines together. With selected points, eight four-point surfaces were created.

TabsThe tabs were then added to each perforation as a structural member, This was done by extracting them along a surface vector.

Surface LinesAfter dividing the brep wire frame into points, surface lines were created by connecting specific list of these points. A gradient was then created by removing a specific number off each list.

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While being a group project, each member had a specific task they were responsible for completing. I took on the task of becoming familiar with the Grasshopper plug-in for Rhino and from there making a parametric digital model of our pod concept. The images and definition to the left show the process of designing the base pod. Once this pod was created I then adjusted different variables within the definition to create the other pod forms such as the inner pod with horizontal perforations. By using Grasshopper, we were able to incorporate parametric design into our concept and create a variety of pods with the same base concept.

Phase 1 Grasshopper Definition

Figure 10: Image of completed final installation under Marvin Bridge

Figure 11: Series of images from final installation that represent the four different areas students worked on as teams; benches, wind turbines, perforations, and structure

Figure 12: Site plan for the installation on campus

Figure 13: Sheet from the construction documents that were produced for the project.

Phase 2 - Marvin Bridge Final InstallationAs we began the second half of the semester, the entire studio collaborated on the turbo team’s design which consisted of metal fins, wind turbines, and a perforation pattern. The first step in this process was deciding on a location for the installation on campus. As a studio we decided to place it under the bridge between the architecture building and design building; this location was not only ideal for an architectural studio project but it also is an area of high foot traffic among students. The project took on an S-shaped form in which half of the fins would be produced by the students and the other half by Zahner. In addition to the turbines and perforations, benches were also added to the design. As we moved into design development, students broke into teams that work on those specific aspects of the project. Along with another classmate, I was responsible for developing the perforation patterns on the Zahner fins through the Grasshopper plug-in. Once the design was finalized, students worked on producing construction documents, acquiring materials, and assembling the installation. Encompassing project design, construction documents, assemblage, and exhibit design, this studio project was a thorough developmental learning experience.

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Creates surface on flatten unrolled fins with appropriate offset, then creates preliminary grid for perforations.

Creates randomized points on grid through jitter component and also creates attractor curve to set varying rectangle perforation sizes. Perforations grew taller as they neared the turbines.

Creates the rectangles around points and finds corner points of each rectangle in order to determine height. Perforations above a certain height had a rotating piece within them and below the set height did not.

Creates the rotating piece with axis of rotation, then sets the angle of rotation for perforation based on attractor curve; increased rotation near turbines. Also creates the non-rotating perforations and copies the perforated fins back onto original S-shaped form.

Phase 2 Grasshopper Definition

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F R E N C H R E S I D E N C E

During this three week long project students were asked to design a residence for a French race car driver in Monaco, France. This residence was to serve the owners’ needs as well as any guest they would have visiting. A challenging part of this project was the location of the site on a steep hillside overlooking the waterfront. My solution works with the natural landscape and provides views of the coastal city, ocean, and mountains that surround the site. This project taught students how to develop a design solution on a difficult site in a short amount of time through drawings and a physical model.

Monaco, France Fall 2012

First Floor Plan

1. Master Bedroom/Bath2. Entry Way3. Dining Room4. Living Room5. Kitchen 6. Media Room

Second Floor Plan

7. Office/Recreation Room8. Sitting Room9. Guest Room/Bath10. Guest Room/Bath

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Figure 1: The immediate site of the project on a hillside in Monaco, France

Figure 2: Physical model photo displaying sough facade

Figure 3: Physical model photo displaying east facade

Figure 4: East elevation

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M A R F A C U L I N A R Y S C H O O L

Figure 1: Precedent image of French arcade from Walter Benjamin’s The Arcades Project

Figure 2: Precedent image of Josef Albers’ Factory (1925)

Figure 3: Precedent image of Bernard Tschumi’s School of Architecture, Marne-la-Vallee

Figure 4: Image collage of Marfa, Texas aerial map with roads and site axes highlighted

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Marfa, Texas Spring 2012

Working in a city strongly influenced by a large artist population, this semester long studio project required students to look to local artwork for inspiration in the design of a culinary school. An important aspect of this project was the study of form development and programmatic organization. To do so, students made several diagrammatic evaluations and form models to develop the best possible organization of this educational facility. Influenced by the French arcade concept found in Walter Benjamin’s book , The Arcades Project my project focuses on a central corridor which provides open circulation connecting all of the internal program spaces as all as proving and inviting experience to the outside environment through visual connection to surrounding buildings. I was drawn to this concept because of my belief that educational facilities should be a place of sharing and collaboration among students, teachers, and the public. This influence can be seen through the openness of the entrance facade which invites the public in and in the openness between learning spaces and the central corridor which allows all to be a part of the learning process.

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Figure 5: Figure ground map showing how site lines were developed from surrounding buildings.

Figure 6: Series of diagrams showing how building form was developed from these site lines.

Figure 7: Series of study models studying different forms, configuration of spaces, and circulation paths.

First Floor Plan

1. Restaurant 10. Bake Shop 2. Demonstration Kitchen 11. Wine Room 3. Teaching Kitchen 12. Lecture Hall 4. Teaching Kitchen 13. Library 5. Teaching Kitchen 14. Receiving Area 6. Director’s Suite 15. Men’s Restroom 7. Faculty Area 16. Women’s Restroom8. Career Services 17. Staff Room9. Administration Office 18. Trash Area

Second Floor Plan

1. Restaurant 6. Storage Area2. Pastry Kitchen 7. Lecture Hall3. Teaching Kitchen 8. Classroom4. Teaching Kitchen 9. Student Lounge5. Teaching Kitchen 10. Classroom

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Restaurant Director’s Suite

Bake Shop Faculty Area

Wine Room Career Services

Demonstration Kitchen Administrative Services

Pastry Kitchen Receiving Area

Teaching Kitchen Trash Area

Lecture Hall Staff Room

Library Restroom

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Service

Structural Axonometric Spatial Axonometric Programmatic Axonometric

Section BB

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A D D I T I O N A L P R O J E C T S

Figure 1: Model created from tissue paper and wood depicting slice of Picasso artwork.

Figure 2: Chipboard model depicting the overall building form and site.

Figure 3: Wood model detail.

Figure 4: Window detail in wood model.

Figure 5: Dynamic facade model made from paper pods.

Figure 6: Line drawing of top view of above facade model.

Figure 7: Model depicting the movement of setting a bag down and taking a book out as part of a human movement study.

Figure 8: Process images of a furniture project completed summer 2013.

Figure 9: Human movement drawings to accompany the model to the left.

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ASHLEY PARKS636.328.2192aparks891@gmail.comUniversity of Kansas