university of oregon | architecture & allied artsb. architecture [grad. 2017]

caseywilliams.arch@gmail.com | 208.301.3910

Each building, each site, each city block, each street, each community is a unique opportunity to effect change. It is an opportunity to better our present, to better our collective future. That opportunity then becomes a responsibility, for if we fail, we do not just stand still: we take a step back. To keep moving forward, we must constantly think. Architecture requires innovation. It requires flexibility, and an openness to the constantly changing context in which we live.

The word sustainability gets thrown around a lot, especially in academics. To me, sustainabili-ty should go far beyond points and checks on a list. It is a social and environmental responsibili-ty to the ecosystems in which we live, a respon-sibility to one another. It is making better places, that are vibrant and sustain not only our planet, but also our lives. Life creates place, and I believe that place ought to create life as well. Meaningful places, those that question the way we solve problems and challenge us to live in a more responsible way, are an architecture that can sustain. We must constantly strive to make better the world in which we live, one opportuni-ty at a time.

CASEY WILLIAMS

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elementary schooleugene, oregon | spring 2014professor: Jan Fillinger

wow hall [phase 3]eugene, oregon | fall 2014professor: Brian Cavanaugh

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arbutus streetcar stopvancouver, BC | winter 2015professor: Stephen Duff + Mark Donofrio

resume+contactcaseywilliamsarch.porfoliobox.me

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An elementary school for the Eugene 4J school district, designed to meet accessibility standards, create an engaging learning environ-ment, and connect learning to a greater environ-mental context in an urban, residential area.

elementary schoolspring 2014

eugene, oregon[professor: JAN FILLINGER]

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First floor Plan 1/32” = 1’ - 0”

An elementary school for the Eugene 4J school district, designed to meet accessibility standards, create an engaging learning environ-ment, and connect learning to a greater environ-mental context in an urban, residential area.

The e lementar y school pro jec t in tegra tes a re la t ionsh ip wi th na ture as a s ign i f icant e lement o f the learn ing env i ronment . The g iven s i te is a prev ious ly deve loped, s teep s lop ing s i te tha t s i ts on ex is t ing wet lands in Eugene. The nor theast corner o f the s i te would be p lanted wi th loca l t rees, and in the ent i re s i te would dra in [v ia a ser ies o f swales] to a const r ucted wet land in the southeast corner o f the s i te , separa t ing the school f rom the ad jacent commerc ia l landuses. A l l o f the c lassrooms have v iews to the outdoors and the bu i ld ing’s pr imar y const r uct ion mater ia l is t imber, espec ia l ly in the shared communi ty

spaces. In the des ign s tud io , we f i rs t emphas ized the c lassroom sca le , and the pr imar y learn ing env i ronment .Th is deve loped each c lassroom’s re la t ionsh ip to l igh t and the outdoors [env i ron-menta l learn ing] , and deve loped the space as a modular in te r face for learn ing. “C lus ters” o f th ree c lassrooms were organ ized around a shared group space [soc ia l learn ing] tha t o f fe rs a connect ion to s tudents in o ther c lass-es and prov ides add i t iona l a th resho ld between the c lassroom and la rger c i rcu la t ion

spaces.N

First floor Plan 1/32” = 1’ - 0”

north facing section 1/16” = 1’ - 0”

north facing section 1/16” = 1’ - 0”

The sect ion [ top] cuts through the mul t ipurpose room, the ha l lway to the younger ch i ld rens’ c lassrooms, the la rge ent r y+ commons [be low] and the l ib rar y above. The la rger spaces a lso ser ve as communi ty ga ther ing space and can be c losed of f f rom the c lassrooms when in use outs ide of the school day. The mul t iuse spaces are la rge enough to accommodate p lay dur ing

Eugene’s ra iny season.

l ib rar yroof garden

ha l lway +ent r y commons

communi ty use gymnas ium

per formance s tage + storage

vancouver

streetcar stopurban design charrette+structural analysis

vancouver, BCfall 2014

8’12’

12’

2.062’ 4.272’

6’

6”8.247’

deflection checksL/180 for cantilevered members:[A1](8.247’)(12”/ft)/180 = 0.5498 in [allow.]actual: 0.176 in < 0.5498 in OK[A2](4.272’)(12”/ft)/180 = 0.2848 in [allow.]actual: 0.088 in < 0.2848 in OK

h/500 for lateral deflection:[C](12’)(12”/ft)/500 = 0.288 in [allowable]actual: 0.068 in < 0.288 in OK

member Cmax disp.: 0.068 in

member Bmax disp: 0.012in

member Dmax disp.: 0.139 in

member A1max disp.: 0.176 in

member A2max disp.: 0.088 in

displacement

[plan][transverse section]

The Arbutus corridor streetcar stop was a short [1 week] steel design charette to learn a synthesis of structural analysis and design. The urban design components focused on public space while the structur-al components focused on strength and serviceability through stress and deflection checks.The tram stop is an expression of structure that directs rainwater runoff to adjacent bioswales built into the platform. The direction of the canopy slope could be alternated at different stops down the line to create a cohesive geometric effect, visually tying the stops to one another.

[phase 1]

provides restorations to the historically

preserved interiors.

[phase 2]

“L-shaped addition” provides much

needed “back of house” facilities for

the existing WOW Hall.

[phase 3]

mixed use; ground floor - commercial,

community space; upper floors-

contain rehearsal and organizational

facilities for the CCPA.

The WOW Hall Center for the Arts was a generative idea for the design of the third phase of expansion of the historic WOW Hall for the CCPA in Eugene, Oregon. It is a mixed use, urban infill project, promoting learning and community development, and improving the existing performance facilities of the WOW Hall.

wow hall [phase 3]fall 2014

eugene, oregon[professor: BRIAN CAVANAUGH]

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NGROUND F L OOR P LAN

The WOW Hall expansion project required a heightened awareness of context, both in attention to the scale of the client, and to the nature and scale of an urban infill site. Connec-tions to the street and to the existing WOW Hall drive the organization of the project.

+direct connections from the existing space allow the cafe of the expansion to act as an accessible vending space during shows+ “back of house” connections, including an enclosed service corridor that runs along the east side of the site, provide controlled access to the L-shaped addition for movement of equipment and performers.

Part of the design relies on understanding the building as a series of volumes. The model studies were done to explore volume, structure, and rhythm in relation to the building form. The first [above] thinks about the entire building and how the form+structure might interact with the street edge. The second [below] explores a piece of the building at a larger scale to understand the overlapping work spaces on the second and third floors.

flex space

service space

[flex + creative] space refers to spaces in the building that are open, maleable and flexible such that they may adapt to a variety of different uses and scales over time

[service + facilitative] space refers to the facilitative elements in the program that support the flex spaces in addition to the existing WOW Hall and CCPA activities.

the building is defined by [two] cores:+ creative core+ facilitative core

east facing section [left]program organization [right]

[win ter 2015]CASEY M WILLIAMS

EXPERIENCE ARCH 283 Studio Teaching Assistant Winter 2015 University of Oregon Professor// Esther Hagenlocher

KTISMAjournal Fall 2012-present layout designer + copy editor

Digital Media Collaborative Spring 2013-present fabrication

STRENGTHS OrganizationMultitaskingCollaborationAttention to Detail

DiagrammingGraphic CommunicationVerbal+Written CommunicationLeadership

EDUCATION University of Oregon School of Architecture & Allied ArtsB. Architecture Candidate 2017, Minor in Planning and Public Policy Management GPA 3.7 Dean’s List fall 2012, winter 2014 Focus in Sustainability and Urban Design

I am in seeeking a summer internship position to gain professional development skills, make connections in the field, and learn about the design process within a firm setting. My availability begins at the end of spring term [late June] and continues through the end of September [9.28] when fall classes begin.

OBJECTIVE

caseywilliamsarch.portfoliobox.me casey.williams418@gmail.com

208.301.3910

SKILLS

DIGITAL Rhino + Grasshopper v-ray Adobe Creative Suite

Illustrator Photoshop Indesign Sketchup AutoCAD Revit MultiFrame

HAND sketching [ pen + copic + pencil] drafting watercolor

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PROFICIENCY