1. “We shall not cease from exploration,
and the end of all our exploring
will be to arrive where we started
and know the place for the first time.”
– T.S. Eliot

2. Our Premise: The traditional educational system
(NCLB – No Child Left Behind) has failed this student
group.
We suspect the failure involves the entire system:
educational philosophy, curriculum, pedagogy and
the physical plant.

3. Our Purpose: To provide a built environment
that taps the intelligence, creativity and capability
in each one of these students.

4. Program: High School
120 students at high risk for dropping out
Philosophy, Curriculum and Pedagogy:
Provide a Transformative Learning Experience
Utilizing Curricula and Pedagogy Founded in:
Project Based Learning, Expeditionary Learning,
Experiential Learning, NOLS, Outward Bound , Round Square School

5. Process: Phase I
 Compare/Contrast Principles of NCLB to Those of TLE
 Translate into Architectural Terms
 *NOTE: The students have made their own interpretation of these principles
and architectural translations

6. NCLB = No Child Left Behind = Traditional Public School
TLE = Transformative Learning = Project Based Learning
Governing Alternative Readings Architectural Translation
Principles
NCLB Predictability Successful End Repetative, Complete
Geometries
TLE Self-Discovery Journey Incomplete/Interrupted
Geometries

7. Governing Principles Alternative Architectural Translation
Readings
NCLB Easily Quantifiable Absolutes Distinct Segregated
Results Spaces
TLE Inquiry Questions, Variation, Differing
Curiosity Relationships Between
Spaces and Paths

8. Governing Principles Alternative Architectural Translation
Readings
NCLB Minimize Risk, Eliminate Variables Rigid Structure and
Failure Boundaries
TLE Encourage Success & Willingness to Fail, Varied Structure,
Failure Exploration Perforated Boundaries

9. Governing Principles Alternative Architectural Translation
Readings
NCLB Narrow Focus Imbalance, Homogeneity
Separation
TLE Broad Exploration Holistic, Integrated Diverse, Variety

10. Governing Principles Alternative Architectural Translation
Readings
NCLB Power Hierarchy Vertical Chain of Control
Command
TLE Self-Responsibility Lateral Network Choice, Freedom

11. Governing Principles Alternative Architectural Translation
Readings
NCLB Rules & Regulations Carrot & Stick Controlling Environment
Motivation
TLE Respect, Trust, Intrinsic Motivation Democratic Environment
Empathy

12. Governing Principles Alternative Architectural Translation
Readings
NCLB Fear & Protection Enclosed Guarded Fortress
TLE Confidence & Exploration Outside/In
Capability

13. Process: Phase II
Programmatic Diagrammatic
Original Plans
Diagram Analysis
Modify for TLE Correlating
Evaluate
Qualities NCLB Principle
Integrate Investigate in
Evaluate
Solutions 3-D

14. Examine NCLB Architecture
Program . Organization . Geometry . Boundary . Permeability . Public/Private . Circulation
Traditional School – C- Shape Traditional School – E - Shape Traditional School – O- Shape
= Auditorium or Equivalent

15. Original Composite Analysis

16. Translate to TLE: Investigate Multiple Solutions
1. Interrupt repeating geometry
2. Breakdown perimeter boundary
3. Integrate students and faculty
4. Bring outside in

17. Model One Solution

18. Translate to Planar Language

19. Jumping Off Point

20. Site: Marquam Hill
 West Hills Neighborhood
 Overlooking Downtown Portland, OR
 Shares site with Oregon Health & Science University, Veterans
Hospital, Library and Other Public Functions
 Near Marquam Nature Preserve

21. Oregon Downtown
Portland
Portland
Nature
Willamette
Preserve River

22. Nature
Preserve
Student Project Sites
C
C
B
B
A
A

23. Iterative Process:
Each iteration has been
8. Structure
investigated at multiple scales and
in three dimensions. The students
are preparing to move onto 1. New Governing Principles
structure and building systems.
7. Language of
Openings
2. Program
6. Space &
3. Context
Planes
4. Massing