1. art and entertainment
2. shows and events
3. sports event

2011-2012 NOMINEE INFORMATION COVER SHEET
UNIVERSITY OF FLORIDA
RECOMMENDATION FOR TENURE, PERMANENT STATUS
AND/OR PROMOTION
A. GENERAL CURRENT INFORMATION
Name
Bradley Walters
Department/Center
Current Rank
School of Architecture

Yes
Graduate Faculty
Tenure/NA (If conditional, name of other institution
If tenured, date tenure received
Permanent Status (Extension/PKY only)
Promotion to (List Proposed Rank)
Associate Professor

B. THE NOMINEE DOES
OF EVALUATION.
P.O. Box 115702
Campus Box
Assistant Professor
Type of Nomination:
(please mark)
XXXX-XXXX
UFID#

DOES NOT
)
WAIVE HIS/HER RIGHT TO VIEW LETTERS
12 March 2012
Nominee’s Signature
Date
C. I HAVE REVIEWED THIS PACKET AND BELIEVE THAT TO THE BEST OF MY KNOWLEDGE
IT IS COMPLETE.
12 March 2012
Nominee’s Signature
Date
D. TENURE/PERMANENT STATUS ASSESSMENT
Department/Center:
Center (IFAS only):
Meets criteria ______
Does not meet criteria ______
Meets criteria ______
Does not meet criteria ______
Abstain
Abstain
Abstain
Abstain
Absent
Absent
Absent
Absent
Meets criteria ______
Does not meet criteria ______
Meets criteria ______
Does not meet criteria ______
Abstain
Abstain
Abstain
Abstain
Absent
Absent
Absent
Absent
PROMOTION ASSESSMENT
Department/Center:
Center (IFAS only):
E. COLLEGE TENURE & PROMOTION COMMITTEE INDIVIDUAL ASSESSMENTS:
TENURE/PERMANENT STATUS:
Meets criteria ______
Does not meet criteria ______
Abstain
Absent
PROMOTION:
Meets criteria ______
Does not meet criteria ______
Abstain
Absent
F. SIGNATURES AND ENDORSEMENT STATEMENT
Department Chair/Director (if applicable)
Date
Dean/Director
Date
I do
do not
endorse candidate
I do
do not
endorse candidate
STATEMENT OF UNIVERSITY OFFICIAL
I am satisfied that the nominee has met all of the criteria for tenure

permanent status
and/or promotion

at the University and has demonstrated a high degree of competence in the appropriate professional field. I believe that granting
this person tenure
 permanent status
and/or promotion

will serve the best interests of the institution
and the State University System of Florida.
President (or designee)
BRADLEY WALTERS
This page intentionally left blank, as required.
2012 Tenure Nominee Packet | Page 1.2
BRADLEY WALTERS
2.
BRIEF DESCRIPTION OF JOB DUTIES
My assigned departmental duties in the School of Architecture involve teaching design studios,
teaching support coursework, creative research, and service. Over the past four years, my teaching
duties were 85% of my assignment, my creative research averaged at 10% of my assignment, and
my service assignment was approximately 5%.
Teaching:
My normal semester teaching load includes two scheduled courses in addition to serving on
Master’s Research Project (MRP) committees and Master’s Thesis committees. I also serve on the
Capstone Project Review committees of students enrolled in the Bachelor of Science in
Sustainability and the Built Environment (BSSBE) degree program. I serve as an Honors Thesis
Advisor for fourth-year undergraduate students and have advised University Scholars as well.
Design studios are the core of the School’s pedagogical structure and are heavily weighted in both
credit hours (4-6 per course) and in contact hours (6 hours per week in the first year and 9 hours
per week starting in the second year of undergraduate studios). In the Fall 2011 semester, I was
assigned to teach one section of Architectural Design 7, which was a 6-credit hour teaching
assignment with 9 contact hours per week. In the current Spring 2012 semester, I am teaching
Materials and Methods of Construction II, co-teaching Architectural Design 8, and advising one
graduate student working on his Masters Research Projects. This results in a 9-credit hour
teaching assignment with 10 contact hours (three hours for Materials and Methods of Construction
II, six hours for half of the twelve hours for Architectural Design 8, and one hour for my graduate
student).
Research:
My creative design and research interests center on a fundamental tension between ideas and
matter. I am interested in the material manifestation of ideas and meaning through the making of
multi-dimensional presentations and representations. Materiality in architecture is both the
substance of buildings and the logics through which it is employed. My research focuses on the
translations from ideas and words into built form, and seeks to probe resultant and/or a priori
historical, socio/political, and cultural architectures.
Space is conceived as a full, dense, and thick medium, into and within which slices are made and
obstructions are placed. This full space—fluid, directional, and pressurized—is motivated by
historical and contemporary meanings, metaphor, analogy, and allegory. Architectural intentions
operate within and between these charged vectors, addressing fundamental criteria of
sustainability, use, and occupation while also addressing the more substantive issues of meaning,
memory, and narrative. Architecture is thus conceived as a humanist concern, with the living,
breathing, thinking, and feeling human at its core.
My research into this topic to date has included three principal directions of study: 1) inquiry into
visual constructions as communicative devices, 2) research into teaching methods and pedagogical
structures, and 3) material constructions through critical practice.
My written work on these subjects has been subjected to peer-reviews, presented to peers through
conferences, and included in numerous refereed publications. My research through practice with
Hillier Architecture has been widely disseminated through national and international design
publications.
Service:
My service activities have supported the academic missions of the University of Florida (UF),
College of Design, Construction and Planning (DCP), and the School of Architecture (SOA). In
2011-2012, I have actively served on academic committees to which I have been assigned and/or
2012 Tenure Nominee Packet | Page 1.3
BRADLEY WALTERS
elected, including UF Faculty Senator (AY 2011-2012 through AY 2013-2014), Senate
Representative to the DCP Administrative Council (Fall), DCP Faculty Council, DCP Public
Relations Committee, SOA Archive Committee, SOA Gallery/Exhibits Committee, SOA Faculty
Advisory Committee, SOA Curriculum Committee, SOA Awards Committee, SOA Strategic
Planning/NAAB Prep Committee, and the SOA Sustainability Certificate Committee.
I am the Director of the Gallery/Exhibits/Archive Committee and the Faculty Councilor to the
Association of Collegiate Schools of Architecture (ACSA). I am the Faculty Advisor for UF’s
chapter of the American Institute of Architecture Students (AIAS) and am the Intern Development
Program (IDP) Education Coordinator for the University of Florida and the National Council of
Architectural Review Boards (NCARB).
In previous years, I have served as a UF Commencement Marshall, on the DCP Sustainability
Committee, DCP Commencement Committee, DCP Commencement Marshall, SOA Faculty
Search Committee, SOA Undergraduate Curriculum Committee, SOA Materials and Methods
Committee, and SOA Technology Committee.
Of particular significance is my role as the School of Architecture’s Faculty Councilor to the
Association of Collegiate Schools of Architecture (ACSA). My role includes coordinating the
efforts of our faculty with those of this national organization. I work with the administration of
the School and College to provide ACSA with timely faculty and program-related news updates
which provides national peer recognition. This recognition helps bolster the reputation and
prominence of the School and College as leaders in the field of architectural education.
3.
AREAS OF SPECIALIZATION
My primary area of specialization is architectural design as a process, with an emphasis on liminal
spaces within this process where motivators and materiality intersect. My work and research
engages concepts and detail directly, whether these details are rendered in line, tone, model, or
full-scale constructions. I have developed and continue to pursue a certain degree of
specialization in teaching and pedagogical structures that engage and surround these issues, while
also building bridges between practice and the academy.
A further specialization within this territory is work on non-verbal line- and tone-based visual
constructions deployed throughout the design and documentation processes. Critical in facilitating
the communication and understanding of design, these visual constructions serve as a locus of
place-making and story-telling within the design process. My work considers the residual traces
and imprints that these visual constructions leave on the design process and the architectural
object. I engage socio-cultural, historical, temporal, and sustainable concerns through this work.
4.
ASSIGNED ACTIVITY SINCE LAST PROMOTION (NOT TO EXCEED TEN YEARS),
OR SINCE UF EMPLOYMENT, whichever is more recent
Year
Teaching
Research
Service
Extension
Clinical
TOTAL
2010-11
85%
10%
5%
0%
0%
100%
2012 Tenure Nominee Packet | Page 1.4
2009-10
85%
9%
6%
0%
0%
100%
2008-09
2007-08
2006-07
2005-06
85%
11%
4%
0%
0%
100%
*
*
*
*Academic Years Prior to Employment with UF
BRADLEY WALTERS
5.
EDUCATIONAL BACKGROUND
Institution
Princeton University
University of Florida
6.
Field of Study
Architecture and Visual Arts
Architecture
Year
1999
1995
EMPLOYMENT
Institution
University of Florida
AWAKE architecture
RMJM
Hillier Architecture
Martin A. DeSapio, AIA
Donadio & Associates, Architects, P.A.
Showcase Properties, L.C.
C.E. Block Architect, Inc.
Corinthian Design, Inc.
8.
Degree
M.Arch
B.Design
Position
Assistant Professor (tenure-accruing)
Principal
Senior Associate
Senior Associate
Associate
Designer
Designer
Architectural Intern
Architectural Intern
Architectural Intern
Millwork Design Apprentice
Dates
2008 – present
2008 – present
2007 – 2008
2006 – 2007
2000 – 2006
1999 – 2000
1998
1995 – 1997
1993 – 1994
1990 – 1992
1989
TENURE, PERMANENT STATUS, & PROMOTION CRITERIA – Include a copy of the
university tenure and promotion or permanent status criteria, and college and department’s
applicable discipline-specific clarifications of those criteria.
University of Florida Criteria for Tenure, Promotion, and Permanent Status
The university’s criteria for granting tenure, promotion, or permanent status shall be relevant to
the performance of the work that the faculty member has been employed to do and to his/her
performance of the duties and responsibilities expected of a member of the university community.
These criteria recognize three broad categories of academic service as follows:
a.
Teaching – Instruction, including regular classroom teaching and
distance/executive/continuing education, direction of theses and dissertations, academic
advisement, extension education programs, and all preparation for this work, including
study to keep abreast of one’s field.
b.
Research – Research or other creative activity, including peer-reviewed publications.
c.
Service – Public and professional.
University of Florida College of Design, Construction and Planning Criteria for Tenure,
Promotion or Permanent Status
The College ascribes to the traditional goals of higher education: the transmission of knowledge
through teaching, the generation of knowledge through research and creative activity, and the use
of knowledge through service. Every faculty member is required to achieve distinguished
performance in at least two of these three areas and to have good performance in the third.
The academic programs of the College of Design, Construction and Planning must meet the
criteria of the national accrediting agencies represented by each of the professions. The practice of
these professions is regulated by state laws and subject to extensive examination as the legal basis
for practice. The faculty is expected to participate actively within their professional communities.
2012 Tenure Nominee Packet | Page 1.5
BRADLEY WALTERS
The following guidelines are intended to facilitate the tenure and promotion process, to insure that
certain important items are included, to assure consistency with University guidelines, and to
assist the candidate in preparing the strongest case possible.
Teaching
Teaching involves the presentation of knowledge, information, and ideas by various
methods including lecture, discussion, assignment and recitation, demonstration,
laboratory exercise, practical experience, studios, distance learning, web-based courses,
and direct consultation with students, etc. The utilization and effectiveness of each of
these methods, when appropriate, shall be considered. The College values teaching
highly and recognizes that some faculty do much innovative work in teaching. In any
assessment of a candidate for promotion and tenure, both the quality and quantity of the
individual’s achievements in teaching and advising should be evaluated. No one person
can be expected to perform equally well in all tasks, but excellence in teaching is an
essential criterion to appointment or promotion. A recommendation for tenure will not
normally be made unless there is clear documentation of ability and diligence in the
teaching role.
Research and Creative Activity
In the College of Design, Construction and Planning, research and creative activity may
include research in the classical sense of the humanities, natural and social sciences or
engineering, as well as works of fine art, architecture, landscape architecture, interior
design, building construction and urban planning. The important aspect of evaluating
research and creative activity is the quality and quantity of the activity and not the nature
of that activity.
Evidence of a productive and a creative mind is a fundamentally important consideration
for tenure and promotion. A candidate’s work will be assessed for evidence of effective
engagement in research and creative activity of high quality and significance. Research
(funded and independent), scholarly inquiry, or the production of design and studio arts
have equivalent contributions to make with respect to the expansion and application of
knowledge and quality of the instructional programs of the academic units in the College.
The evaluation of a candidate’s research and creative activity should be made by peers
with similar expertise and interests and includes an assessment of the following:
1.
Quality and significance;
2.
Conception and development;
3.
Dissemination in a retrievable format and presentation to the
professional and scholarly community.
Peer review is an essential component of scholarly research and creative activity.
Research or creative activities that are without an appropriate peer review cannot be
accorded weight in evaluating candidates for tenure and promotion.
Service
All faculty members are expected to perform service. Service may be assigned by the
Chair (such as service on committees, departmental administration, etc.) or may be
elective (leadership in professional organizations, service on advisory boards, etc.)
Assigned service must be completed adequately for minimal job performance. Superior
assigned service should be recognized as distinguished achievement. Unassigned service
2012 Tenure Nominee Packet | Page 1.6
BRADLEY WALTERS
is above and beyond the minimal job expectations and should be evaluated as such.
Distinguished service of sufficient high quality and quantity should be recognized as
evidence for promotion and tenure.
University service furthers the mission of the College and the University. Public service
benefits citizens and/or the environment at local to international levels. Professional
service furthers the discipline or profession.
School of Architecture Tenure and Promotion Supplementary Guidelines
III.
Specific Criteria in addition to those included in University and College Guidelines
1.
Practice. The addition of a category of practice is significant in view of the
importance of recognizing scholarships of application and integration that are
central to the field of architecture. This can take several forms that are
important to the teaching, research and service agendas of faculty.
A.
Professional practice and consulting. The process of obtaining
commissions. For significant building projects is a strenuous form of
peer review that is at least as rigorous and competitive as that
encountered in the referee process for review of publications. The
design process is a creative, synthetic process that combines the stateof-the-art in approach, technology, human values and community
service that is exemplary as a mode of inquiry in its discipline and
execution. The products of this process have historical, theoretical,
technological and social significance that places the making of
architecture as one of the primary modes of expression and growth in
cultural histories. Recognition of the importance of the rigorous critical
review of architectural thought that the realm of practice offers as a
form of scholarship is essential to the growth of architecture as a
discipline.
1.
Criteria. Evidence should be provided that documents how
this impacts the teaching, research and service agenda of the
candidate.
a.
Associate Professor and/or Tenure. Continued
involvement as Project Designer or Project Architect
for buildings of significant scale, design, or process
that demonstrates the critical review of clients, peers,
etc.
b.
Professor. As above but with primary responsibility
for projects.
B.
Smaller scale (residential) projects, design competition entries, pro
bono design work and unbuilt design work. The pursuit of scholarship
in architectural design through a series of unbuilt projects, installations,
small scale projects or design competition entries is an important form
of research for some faculty. There is a difficulty in obtaining
recognition for this work as a series of experiments that actually
compose a research agenda because there are few outlets for peer
2012 Tenure Nominee Packet | Page 1.7
BRADLEY WALTERS
review and publication. An intermediate review confirming the
significance of this work is necessary so an equivalent level of rigor is
established relative to others in the university community. One who
publishes a paper in a refereed journal is not required to publish the
best paper in the journal, only a paper. Therefore an equivalent level of
review is necessary for this work for those other that the winners of a
competition for example.
2.
Criteria. Evidence should be provided that documents how
this work impacts the teaching, research and service agenda of
the candidate.
a.
Associate Professor and/or Tenure. Review of
portfolio by an external team selected by the T & P
Committee in conjunction with the faculty person or
publication of work in regional and national ACSA
conferences.
b.
Professor. Published monograph of work, awards,
etc.
C.
2012 Tenure Nominee Packet | Page 1.8
Studio teaching as a formal mode of inquiry and scholarship. In many
fields, graduate students work in the laboratory of faculty person on
projects assigned by the faculty person and executed under the
direction of the faculty person. This learning by doing in a
mentor/student relationship is fundamental to masters and doctoral
education. The intensity of involvement on the part of the faculty
person is recognized throughout the university community. This is the
model used in studio instruction in the Department of Architecture.
The products of this effort are important in establishing the directions
of the curriculum, challenging the ideological base of the faculty and
producing an emerging knowledge base in the field.
3.
Criteria. Evidence should be provided that documents how
this work impacts the teaching, research and service agenda of
the candidate.
a.
Associate Professor and/or Tenure. Review of
portfolio by an external team selected by the T & P
Committee in conjunction with the faculty person or
publication of work in regional and national ACSA
conferences.
b.
Professor. Published monograph of work, awards,
etc.
BRADLEY WALTERS
For further information, refer to attached Exhibits for copies of University of Florida tenure and
promotion criteria as well as college and department-specific clarifications of those criteria, as
follows:
A.
B.
C.
D.
E.
F.
9.
Faculty Position, University of Florida, as posted at https://www.acsaarch.org/faculty/joblistings.aspx, as accessed on 1 January 2008.
“School of Architecture Calendar Guidelines for Tenure Track Candidates and Mutual
Obligations of Mentors and Candidates in the Tenure Process,” revised 7 October 2008,
including “Tenure and Promotion Guidelines,” College of Design, Construction, and
Planning, University of Florida,” revised September 2005, and “School of Architecture T
& P Supplementary Guidelines,” approved 10 January 1995.
“Tenure and Promotion Guidelines, College of Design, Construction and Planning ,
University of Florida,” as approved and accepted by the Provost on 9/25/03, updated
September 2005 to comply with changes in UF Guidelines.
University of Florida “Guidelines and Information Regarding the Tenure, Permanent
Status and Promotion Process for 2010-2011”, as posted at http://www.aa.ufl.edu/tenure/
and accessed on 10 March 2012.
University of Florida Regulations, Chapter 6C1-7, Section 6C1-7.019 “Academic Affairs;
Tenure and Promotion: Definition, Eligibility, Granting of Tenure, Criteria, Procedures
and Methods of Processing, Confidential Nature of Materials and Discussions, Reports
and Appeals, Permanent Status and Sustained Performance Evaluations,” as posted at
http://regulations.ufl.edu/chapter7/, accessed 10 March 2012.
“Article 19: Tenure and Permanent Status,” UF Faculty Collective Bargaining, 20102013, effective February 2010, http://www.hr.ufl.edu/laborrelations/moa/19Tenure&PermanentStatus.pdf, accessed 10 March 2012.
TEACHING, ADVISING AND/OR INSTRUCTIONAL ACCOMPLISHMENTS - In no
more than 750 words, describe your teaching, advising, and/or instructional accomplishments,
including, as appropriate, curriculum and course development, supervised research through
credit courses, and the development of new courses, CD ROM’s, educational software and
multimedia materials. Candidates may also use this section to provide a one-page statement on
their own goals in teaching, indicating what they have done to improve, listing innovative
teaching methods, summarizing special teaching projects, and describing other instructional
activities. Undergraduate instructional activities may also include supervision of honors thesis
and research projects.
Building Bridges
As informational networks bind us ever more tightly together, they also introduce unseen gaps and
fissures within fields of knowledge. While in some cases, these are the product of distraction or
youthful naiveté, they are also symptomatic a field which is expanding both in breadth and depth
through uneven specializations. The resulting disciplinary lacunae are extensive, with students
asked to connect ever more remote points within unsettled and variable terrains. The impossibility
of knowing and/or mapping these territories creates an ambiguous and amorphous field within
which beginning design students are asked to find their way.
At a fundamental level, I believe that teaching is about building bridges with and for our students,
bridges that operate between academic and professional worlds, between disciplines,
between different modes of thinking and making, between scales (global/local and concept/detail),
between hand and digital modes of working, and between and amongst a multiplicity of
cultural/social/economic/sustainable motivators. To be an excellent, innovative, and effective
2012 Tenure Nominee Packet | Page 1.9
BRADLEY WALTERS
teacher requires an understanding of how to make these bridges, and the ability to share that
knowledge with others. It is equal parts knowledge and communication.
My work begins with our students, as complex, emergent people, each motivated in different ways
and pursuing different trajectories, goals, and objectives. They are entering a design profession
which is itself complex and at times contradictory, with no singular way of working within it or
even describing it. The combination of these conditions establishes a variable field, within which
there are many possible solutions to a given design problem.
Studio learning encourages dialogue, collaboration, risk-taking, innovation, learning-by-doing and
the integration of knowledge. This model places a higher value on the search for constructive
strategies of thought and action than on the direct transmission of knowledge and skills.
I believe it is important to teach our students an appreciation for open-ended, speculative thinking
so that they are prepared for a lifetime of practice. And it is important for us to balance this with
carefully-measured, analytic, problem-solving skills that will allow our students to appreciate the
specificity required in their built work.
To the fullest extent possible, I teach by looking through my students’ eyes, seeking to always see
their work both from the perspective of the site/context/discipline and from the perspective of the
student/creator/thinker. I teach by asking questions, and I often draw while talking with and/or
listening to my students. We swap pencils and pens, I navigate their digital projects on-screen,
and together we work to clarify the project’s intent and the specifics of its realization. This
bridging across scales within the work allows students to think about the detail and big idea
simultaneously rather than compartmentalizing information.
In larger-format courses, I seek to understand concurrent curricular obligations and search for
opportunities to cross-reference the subject matter between classes. I engage the students in the
discussion with specific in-lecture examples, video shorts, and case-study images from my own
built work and the work of others.
Specific Accomplishments
I was selected as a 2011 Teacher of the Year for the College of Design, Construction and
Planning. In my first four years at the University of Florida, I have taught undergraduate design
studios at all levels, advised graduate students on their Masters Research Projects and Masters
Theses, taught at the Vicenza Institute of Architecture in Vicenza, Italy, and participated on
reviews at all curricular levels, including undergraduate and graduate studios.
I served as Coordinator for Architectural Design 5 in the Fall 2009 semester and Architectural
Design 7 in the Fall 2010 semester. I re-wrote the curriculum of Materials and Methods I in 2010,
including all-new presentations and exams.
I have served as Chair of Masters Thesis Committees for two students, Chair of Masters Research
Project Committees for thirteen students, Co-chair of Masters Thesis Committees for six students,
Undergraduate Honors Thesis Faculty Advisor for eight students, Faculty Advisor for one student
completing her capstone project for the Bachelor of Science in Sustainability and the Built
Environment degree program, and Advisor for one student completing her research work as a
University Scholar.
Invited Reviewer and/or Jury Member:
One of the most important traditions in architectural design education is the final review of student
work. These reviews are formal events, with each student verbally presenting his or her work to a
jury of faculty and distinguished guests. The role of a guest jury member is to offer fresh input to
2012 Tenure Nominee Packet | Page 1.10
BRADLEY WALTERS
the discussions of the student work. To be invited to serve as a jury member is recognition of
one’s skills as a designer and critic. I have participated on final and intermediate reviews at the
University of Virginia and at the University of Tennessee at Knoxville.
Invited Guest Lecturer:
Guest lecturers are often invited to present highly specialized knowledge to students within the
framework of a broader course. To be invited to provide these guest lectures is in recognition of
one’s depth of knowledge in the field. I have provided guest lectures at both Princeton University
and the University of Florida.
10.
TEACHING EVALUATIONS
A.
A statistical summary of all University of Florida teaching evaluations, if available, since
the nominee’s last promotion (not to exceed ten years) or from UF employment for tenure
nominees, whichever is more recent, should be placed in the packet. If there are no
comparison means, please indicate so by listing “No department/college means” on the
statistics given.
FALL 2011
Architectural Design 7
ARC 4322, Section 0410 / Fall 2011 / Required Course: Yes
Number Enrolled: 24 / Responses: 11 / Response Rate: 45.83%
Scale used: High = 5, Low = 1
Walters
Mean
Dept
Mean
College
Mean
1
Description of Course Objectives and Assignments
4.82
4.03
4.05
2
Communication of Ideas and Information
4.82
3.95
3.98
3
Expression of Expectations for Performance in the Class
4.36
4.07
4.07
4
Availability to Assist Students In or Out of Class
4.91
3.97
4.03
5
Respect and Concern for Students
5.00
4.19
4.22
6
Stimulation of Interest in Course
4.82
4.06
4.06
7
Facilitation of Learning
4.82
3.96
4.01
8
Enthusiasm for the Subject
4.91
4.32
4.31
9
Encouragement of Independent, Creative, and Critical Thinking
4.73
4.19
4.17
Instructor Evaluation: Averages of Questions 1 - 9
4.80
4.08
4.10
10
Overall Rating of the Instructor
4.90
4.11
4.11
11
Amount Learned
4.45
3.98
3.98
12
Amount of Effort Required
4.55
4.17
3.98
13
Difficulty of the Subject Matter
4.36
4.06
3.83
14
The Educational Value (Relevance) of this Course
4.82
4.23
4.15
15
Expected Grade
4.55
4.18
4.23
Additional Questions: Averages of Questions 11 - 15
4.55
4.12
4.03
2012 Tenure Nominee Packet | Page 1.11
BRADLEY WALTERS
SPRING 2011
Materials and Methods of Construction 1
ARC 2461, Section 0375 / Spring 2011 / Required Course: Yes
Number Enrolled: 103 / Responses: 47 / Response Rate: 45.63%
Scale used: High = 5, Low = 1
Walters
Mean
Dept
Mean
College
Mean
1
Description of Course Objectives and Assignments
4.45
4.00
4.00
2
Communication of Ideas and Information
4.38
3.89
3.92
3
Expression of Expectations for Performance in the Class
4.34
4.03
4.01
4
Availability to Assist Students In or Out of Class
4.06
3.94
3.96
5
Respect and Concern for Students
4.47
4.14
4.17
6
Stimulation of Interest in Course
4.17
4.03
4.01
7
Facilitation of Learning
4.23
3.89
3.93
8
Enthusiasm for the Subject
4.49
4.28
4.24
9
Encouragement of Independent, Creative, and Critical Thinking
4.11
4.16
4.09
Instructor Evaluation: Averages of Questions 1 - 9
4.30
4.04
4.04
10
Overall Rating of the Instructor
4.36
4.04
4.05
11
Amount Learned
4.19
n/a
n/a
12
Amount of Effort Required
4.00
n/a
n/a
13
Difficulty of the Subject Matter
4.15
n/a
n/a
14
The Educational Value (Relevance) of this Course
4.55
n/a
n/a
15
Expected Grade
4.15
n/a
n/a
Additional Questions: Averages of Questions 11 - 15
4.21
n/a
n/a
16
The Instructor Balanced the Workload Commensurate with Credit Hours.
4.30
3.72
3.82
17
The Instructor Demonstrated Theories and Principles Easily and Effectively.
4.35
3.82
3.87
18
The Instructor Developed Projects Representative of Course Goals and Objectives.
4.41
3.98
4.01
19
The Instructor Divided his/her Time Equitably Among Students.
4.17
3.95
3.99
20
The Instructor Explained the Rationale for Course Assignments.
4.35
3.97
4.00
21
The Instructor Organized the Course to Facilitate the Flow of Information.
4.26
3.96
3.98
22
The Instructor Presented Mat’l which Reinforced your Understanding of the Subject.
4.39
4.02
4.02
23
The Instructor Presented Subject Matter New to Your Learning Experience.
4.61
4.19
4.13
24
The Instructor Provided Timely and Appropriate Feedback.
4.48
3.98
3.92
Optional Questions: Averages of Questions 16 - 24
4.37
3.95
3.97
2012 Tenure Nominee Packet | Page 1.12
BRADLEY WALTERS
FALL 2010
Architectural Design 7
ARC 4322, Section 1947 / Fall 2010 / Required Course: Yes
Number Enrolled: 21 / Responses: 12 / Response Rate: 57.14%
Scale used: High = 5, Low = 1
Walters
Mean
Dept
Mean
College
Mean
1
Description of Course Objectives and Assignments
4.92
4.07
4.04
2
Communication of Ideas and Information
5.00
3.96
3.97
3
Expression of Expectations for Performance in the Class
4.92
4.07
4.04
4
Availability to Assist Students In or Out of Class
4.67
4.04
4.01
5
Respect and Concern for Students
5.00
4.21
4.21
6
Stimulation of Interest in Course
4.92
4.08
4.01
7
Facilitation of Learning
4.82
3.96
3.97
8
Enthusiasm for the Subject
4.83
4.34
3.26
9
Encouragement of Independent, Creative, and Critical Thinking
5.00
4.23
4.13
Instructor Evaluation: Averages of Questions 1 - 9
4.90
4.11
4.07
10
Overall Rating of the Instructor
5.00
4.13
4.09
11
Amount Learned
4.83
n/a
n/a
12
Amount of Effort Required
5.00
n/a
n/a
13
Difficulty of the Subject Matter
4.75
n/a
n/a
14
The Educational Value (Relevance) of this Course
4.92
n/a
n/a
15
Expected Grade
4.42
n/a
n/a
Additional Questions: Averages of Questions 11 - 15
4.78
n/a
n/a
16
The Instructor Balanced the Workload Commensurate with Credit Hours.
4.08
3.80
3.89
17
The Instructor Demonstrated Theories and Principles Easily and Effectively.
4.75
3.85
3.91
18
The Instructor Developed Projects Representative of Course Goals and Objectives.
4.83
4.05
4.08
19
The Instructor Divided his/her Time Equitably Among Students.
4.67
4.00
4.01
20
The Instructor Explained the Rationale for Course Assignments.
4.83
4.03
4.04
21
The Instructor Organized the Course to Facilitate the Flow of Information.
4.92
4.00
4.04
22
The Instructor Presented Mat’l which Reinforced your Understanding of the Subject.
5.00
4.05
4.08
23
The Instructor Presented Subject Matter New to Your Learning Experience.
4.92
4.26
4.23
24
The Instructor Provided Timely and Appropriate Feedback.
5.00
4.06
4.01
Optional Questions: Averages of Questions 16 - 24
4.78
4.01
4.03
2012 Tenure Nominee Packet | Page 1.13
BRADLEY WALTERS
Architectural Design 1 *
ARC 1301, Section 0349 / Fall 2010 / Required Course: Yes / Percent Responsibility: 50%
Number Enrolled: 14 / Responses: 10 / Response Rate: 71.43%
Scale used: High = 5, Low = 1
Walters
Mean
Dept
Mean
College
Mean
1
Description of Course Objectives and Assignments
4.50
4.07
4.04
2
Communication of Ideas and Information
4.40
3.96
3.97
3
Expression of Expectations for Performance in the Class
4.60
4.07
4.04
4
Availability to Assist Students In or Out of Class
3.80
4.04
4.01
5
Respect and Concern for Students
4.70
4.21
4.21
6
Stimulation of Interest in Course
4.60
4.08
4.01
7
Facilitation of Learning
4.20
3.96
3.97
8
Enthusiasm for the Subject
4.90
4.34
3.26
9
Encouragement of Independent, Creative, and Critical Thinking
4.80
4.23
4.13
Instructor Evaluation: Averages of Questions 1 - 9
4.50
4.11
4.07
10
Overall Rating of the Instructor
4.60
4.13
4.09
11
Amount Learned
4.70
n/a
n/a
12
Amount of Effort Required
4.90
n/a
n/a
13
Difficulty of the Subject Matter
4.60
n/a
n/a
14
The Educational Value (Relevance) of this Course
4.50
n/a
n/a
15
Expected Grade
4.00
n/a
n/a
Additional Questions: Averages of Questions 11 - 15
4.54
n/a
n/a
16
The Instructor Balanced the Workload Commensurate with Credit Hours.
3.11
3.80
3.89
17
The Instructor Demonstrated Theories and Principles Easily and Effectively.
3.89
3.85
3.91
18
The Instructor Developed Projects Representative of Course Goals and Objectives.
4.44
4.05
4.08
19
The Instructor Divided his/her Time Equitably Among Students.
3.89
4.00
4.01
20
The Instructor Explained the Rationale for Course Assignments.
4.22
4.03
4.04
21
The Instructor Organized the Course to Facilitate the Flow of Information.
4.44
4.00
4.04
22
The Instructor Presented Mat’l which Reinforced your Understanding of the Subject.
4.22
4.05
4.08
23
The Instructor Presented Subject Matter New to Your Learning Experience.
4.88
4.26
4.23
24
The Instructor Provided Timely and Appropriate Feedback.
3.89
4.06
4.01
Optional Questions: Averages of Questions 16 - 24
4.11
4.01
4.03
*
Note: Architectural Design 1 was co-taught with Graduate Teaching Assistants. Section 0349 was co-taught with Sami
Gerwick and Steven Tenzel.
2012 Tenure Nominee Packet | Page 1.14
BRADLEY WALTERS
Architectural Design 1 *
ARC 1301, Section 0350 / Fall 2010 / Required Course: Yes / Percent Responsibility: 50%
Number Enrolled: 14 / Responses: 10 / Response Rate: 71.43%
Scale used: High = 5, Low = 1
Walters
Mean
Dept
Mean
College
Mean
1
Description of Course Objectives and Assignments
4.40
4.07
4.04
2
Communication of Ideas and Information
4.60
3.96
3.97
3
Expression of Expectations for Performance in the Class
4.60
4.07
4.04
4
Availability to Assist Students In or Out of Class
4.50
4.04
4.01
5
Respect and Concern for Students
5.00
4.21
4.21
6
Stimulation of Interest in Course
4.80
4.08
4.01
7
Facilitation of Learning
4.50
3.96
3.97
8
Enthusiasm for the Subject
4.90
4.34
3.26
9
Encouragement of Independent, Creative, and Critical Thinking
5.00
4.23
4.13
Instructor Evaluation: Averages of Questions 1 - 9
4.70
4.11
4.07
10
Overall Rating of the Instructor
4.80
4.13
4.09
11
Amount Learned
4.40
n/a
n/a
12
Amount of Effort Required
5.00
n/a
n/a
13
Difficulty of the Subject Matter
4.70
n/a
n/a
14
The Educational Value (Relevance) of this Course
4.30
n/a
n/a
15
Expected Grade
4.00
n/a
n/a
Additional Questions: Averages of Questions 11 - 15
4.48
n/a
n/a
16
The Instructor Balanced the Workload Commensurate with Credit Hours.
3.22
3.80
3.89
17
The Instructor Demonstrated Theories and Principles Easily and Effectively.
4.33
3.85
3.91
18
The Instructor Developed Projects Representative of Course Goals and Objectives.
4.56
4.05
4.08
19
The Instructor Divided his/her Time Equitably Among Students.
4.67
4.00
4.01
20
The Instructor Explained the Rationale for Course Assignments.
4.44
4.03
4.04
21
The Instructor Organized the Course to Facilitate the Flow of Information.
4.44
4.00
4.04
22
The Instructor Presented Mat’l which Reinforced your Understanding of the Subject.
4.33
4.05
4.08
23
The Instructor Presented Subject Matter New to Your Learning Experience.
5.00
4.26
4.23
24
The Instructor Provided Timely and Appropriate Feedback.
4.33
4.06
4.01
Optional Questions: Averages of Questions 16 - 24
4.37
4.01
4.03
*
Note: Architectural Design 1 was co-taught with Graduate Teaching Assistants. Section 0350 was co-taught with Sami
Gerwick and Steven Tenzel.
2012 Tenure Nominee Packet | Page 1.15
BRADLEY WALTERS
Architectural Design 1 *
ARC 1301, Section 0353 / Fall 2010 / Required Course: Yes / Percent Responsibility: 50%
Number Enrolled: 13 / Responses: 7 / Response Rate: 63.64%
Scale used: High = 5, Low = 1
Walters
Mean
Dept
Mean
College
Mean
1
Description of Course Objectives and Assignments
4.43
4.07
4.04
2
Communication of Ideas and Information
4.57
3.96
3.97
3
Expression of Expectations for Performance in the Class
4.71
4.07
4.04
4
Availability to Assist Students In or Out of Class
4.43
4.04
4.01
5
Respect and Concern for Students
4.86
4.21
4.21
6
Stimulation of Interest in Course
4.83
4.08
4.01
7
Facilitation of Learning
4.86
3.96
3.97
8
Enthusiasm for the Subject
4.86
4.34
3.26
9
Encouragement of Independent, Creative, and Critical Thinking
5.00
4.23
4.13
Instructor Evaluation: Averages of Questions 1 - 9
4.73
4.11
4.07
10
Overall Rating of the Instructor
4.86
4.13
4.09
11
Amount Learned
4.86
n/a
n/a
12
Amount of Effort Required
4.86
n/a
n/a
13
Difficulty of the Subject Matter
4.29
n/a
n/a
14
The Educational Value (Relevance) of this Course
5.00
n/a
n/a
15
Expected Grade
4.00
n/a
n/a
Additional Questions: Averages of Questions 11 - 15
4.60
n/a
n/a
16
The Instructor Balanced the Workload Commensurate with Credit Hours.
4.00
3.80
3.89
17
The Instructor Demonstrated Theories and Principles Easily and Effectively.
4.71
3.85
3.91
18
The Instructor Developed Projects Representative of Course Goals and Objectives.
4.86
4.05
4.08
19
The Instructor Divided his/her Time Equitably Among Students.
4.57
4.00
4.01
20
The Instructor Explained the Rationale for Course Assignments.
4.57
4.03
4.04
21
The Instructor Organized the Course to Facilitate the Flow of Information.
4.86
4.00
4.04
22
The Instructor Presented Mat’l which Reinforced your Understanding of the Subject.
4.71
4.05
4.08
23
The Instructor Presented Subject Matter New to Your Learning Experience.
5.00
4.26
4.23
24
The Instructor Provided Timely and Appropriate Feedback.
4.57
4.06
4.01
Optional Questions: Averages of Questions 16 - 24
4.65
4.01
4.03
*
Note: Architectural Design 1 was co-taught with Graduate Teaching Assistants. Section 0353 was co-taught with Dave
Mojica and Kevin Fitzpatrick.
2012 Tenure Nominee Packet | Page 1.16
BRADLEY WALTERS
Architectural Design 1 *
ARC 1301, Section 0354 / Fall 2010 / Required Course: Yes / Percent Responsibility: 50%
Number Enrolled: 12 / Responses: 6 / Response Rate: 50.00%
Scale used: High = 5, Low = 1
Walters
Mean
Dept
Mean
College
Mean
1
Description of Course Objectives and Assignments
4.50
4.07
4.04
2
Communication of Ideas and Information
4.33
3.96
3.97
3
Expression of Expectations for Performance in the Class
4.33
4.07
4.04
4
Availability to Assist Students In or Out of Class
4.50
4.04
4.01
5
Respect and Concern for Students
4.83
4.21
4.21
6
Stimulation of Interest in Course
4.50
4.08
4.01
7
Facilitation of Learning
4.50
3.96
3.97
8
Enthusiasm for the Subject
4.50
4.34
3.26
9
Encouragement of Independent, Creative, and Critical Thinking
4.67
4.23
4.13
Instructor Evaluation: Averages of Questions 1 - 9
4.52
4.11
4.07
10
Overall Rating of the Instructor
4.67
4.13
4.09
11
Amount Learned
4.50
n/a
n/a
12
Amount of Effort Required
5.00
n/a
n/a
13
Difficulty of the Subject Matter
4.80
n/a
n/a
14
The Educational Value (Relevance) of this Course
5.00
n/a
n/a
15
Expected Grade
4.17
n/a
n/a
Additional Questions: Averages of Questions 11 - 15
4.69
n/a
n/a
16
The Instructor Balanced the Workload Commensurate with Credit Hours.
3.50
3.80
3.89
17
The Instructor Demonstrated Theories and Principles Easily and Effectively.
4.33
3.85
3.91
18
The Instructor Developed Projects Representative of Course Goals and Objectives.
4.33
4.05
4.08
19
The Instructor Divided his/her Time Equitably Among Students.
4.00
4.00
4.01
20
The Instructor Explained the Rationale for Course Assignments.
4.17
4.03
4.04
21
The Instructor Organized the Course to Facilitate the Flow of Information.
4.33
4.00
4.04
22
The Instructor Presented Mat’l which Reinforced your Understanding of the Subject.
4.33
4.05
4.08
23
The Instructor Presented Subject Matter New to Your Learning Experience.
4.50
4.26
4.23
24
The Instructor Provided Timely and Appropriate Feedback.
4.50
4.06
4.01
Optional Questions: Averages of Questions 16 - 24
4.22
4.01
4.03
*
Note: Architectural Design 1 was co-taught with Graduate Teaching Assistants. Section 0354 was co-taught with Dave
Mojica and Kevin Fitzpatrick.
2012 Tenure Nominee Packet | Page 1.17
BRADLEY WALTERS
SPRING 2010
Architectural Design 4
ARC 2304, Section 0374 / Spring 2010 / Required Course: Yes
Number Enrolled: 11 / Responses: 9 / Response Rate: 81.82%
Scale used: High = 5, Low = 1
Walters
Mean
Dept
Mean
College
Mean
1
Description of Course Objectives and Assignments
4.78
4.03
4.09
2
Communication of Ideas and Information
4.89
3.95
4.03
3
Expression of Expectations for Performance in the Class
4.78
4.06
4.09
4
Availability to Assist Students In or Out of Class
4.89
3.97
4.07
5
Respect and Concern for Students
5.00
4.18
4.24
6
Stimulation of Interest in Course
4.89
4.06
4.07
7
Facilitation of Learning
4.89
3.97
4.02
8
Enthusiasm for the Subject
4.67
4.33
4.32
9
Encouragement of Independent, Creative, and Critical Thinking
5.00
4.16
4.16
Instructor Evaluation: Averages of Questions 1 - 9
4.86
4.09
4.12
Overall Rating of the Instructor
4.89
4.12
4.17
Walters
Mean
Dept
Mean
College
Mean
10
Materials and Methods of Construction 1
ARC 2461, Section 0375 / Spring 2010 / Required Course: Yes
Number Enrolled: 100 / Responses: 83 / Response Rate: 84.69%
Scale used: High = 5, Low = 1
1
Description of Course Objectives and Assignments
4.64
4.03
4.09
2
Communication of Ideas and Information
4.54
3.95
4.03
3
Expression of Expectations for Performance in the Class
4.52
4.06
4.09
4
Availability to Assist Students In or Out of Class
4.46
3.97
4.07
5
Respect and Concern for Students
4.65
4.18
4.24
6
Stimulation of Interest in Course
4.30
4.06
4.07
7
Facilitation of Learning
4.31
3.97
4.02
8
Enthusiasm for the Subject
4.51
4.33
4.32
9
Encouragement of Independent, Creative, and Critical Thinking
4.41
4.16
4.16
Instructor Evaluation: Averages of Questions 1 - 9
4.48
4.09
4.12
Overall Rating of the Instructor
4.65
4.12
4.17
10
2012 Tenure Nominee Packet | Page 1.18
BRADLEY WALTERS
FALL 2009
Architectural Design 7
ARC 4322, Section 1947 / Fall 2009 / Required Course: Yes
Number Enrolled: 16 / Responses: 16 / Response Rate: 100%
Scale used: High = 5, Low = 1
Walters
Mean
Dept
Mean
College
Mean
1
Description of Course Objectives and Assignments
4.44
3.95
4.01
2
Communication of Ideas and Information
4.50
3.90
3.96
3
Expression of Expectations for Performance in the Class
4.06
4.05
4.02
4
Availability to Assist Students In or Out of Class
4.88
4.07
4.09
5
Respect and Concern for Students
4.88
4.25
4.24
6
Stimulation of Interest in Course
4.69
4.07
4.01
7
Facilitation of Learning
4.56
3.93
3.96
8
Enthusiasm for the Subject
4.81
4.34
4.33
9
Encouragement of Independent, Creative, and Critical Thinking
4.81
4.23
4.14
Instructor Evaluation: Averages of Questions 1 - 9
4.63
4.09
4.08
Overall Rating of the Instructor
4.75
4.14
4.13
Walters
Mean
Dept
Mean
College
Mean
10
Architectural Design 5 / Core Studio 3
ARC 3320, Section 9019 + ARC 4073 / Fall 2009 / Required Course: Yes
Number Enrolled: 17 * / Responses: 16 / Response Rate: 94.12%
Scale used: High = 5, Low = 1
1
Description of Course Objectives and Assignments
4.63
3.95
4.01
2
Communication of Ideas and Information
4.44
3.90
3.96
3
Expression of Expectations for Performance in the Class
4.38
4.05
4.02
4
Availability to Assist Students In or Out of Class
4.81
4.07
4.09
5
Respect and Concern for Students
5.00
4.25
4.24
6
Stimulation of Interest in Course
4.75
4.07
4.01
7
Facilitation of Learning
4.31
3.93
3.96
8
Enthusiasm for the Subject
4.75
4.34
4.33
9
Encouragement of Independent, Creative, and Critical Thinking
4.94
4.23
4.14
Instructor Evaluation: Averages of Questions 1 - 9
4.67
4.09
4.08
10
Overall Rating of the Instructor
4.63
4.14
4.13
*
Note: This design studio included students enrolled in ARC 3320, Section 9019 “Architectural Design 5” as well as
students enrolled in ARC 4073, Section 4533, “Core Studio 3.” Enrollment numbers include 12 students enrolled in
ARC 3320 and 5 students enrolled in ARC 4073.
2012 Tenure Nominee Packet | Page 1.19
BRADLEY WALTERS
SPRING 2009
VIA Architectural Design 8
ARC 4323, Section 0198 / Spring 2009 / Required Course: Yes
Number Enrolled: 19 / Responses: 17 / Response Rate: 89.47%
Scale used: High = 5, Low = 1
Walters
Mean
Dept
Mean
College
Mean
1
Description of Course Objectives and Assignments
4.74
4.02
4.07
2
Communication of Ideas and Information
4.79
4.02
4.04
3
Expression of Expectations for Performance in the Class
4.68
4.04
4.06
4
Availability to Assist Students In or Out of Class
4.79
4.02
4.10
5
Respect and Concern for Students
4.95
4.22
4.26
6
Stimulation of Interest in Course
4.63
4.12
4.09
7
Facilitation of Learning
4.58
3.98
4.01
8
Enthusiasm for the Subject
4.74
4.39
4.37
9
Encouragement of Independent, Creative, and Critical Thinking
4.84
4.21
4.18
Instructor Evaluation: Averages of Questions 1 - 9
4.75
4.11
4.13
Overall Rating of the Instructor
4.84
4.17
4.18
Walters
Mean
Dept
Mean
College
Mean
10
VIA Analytic Drawing and Sketching
ARC 3291, Section 0443 / Spring 2009 / Required Course: No
Number Enrolled: 31 / Responses: 29 / Response Rate: 93.55%
Scale used: High = 5, Low = 1
1
Description of Course Objectives and Assignments
4.48
4.02
4.07
2
Communication of Ideas and Information
4.72
4.02
4.04
3
Expression of Expectations for Performance in the Class
4.41
4.04
4.06
4
Availability to Assist Students In or Out of Class
4.93
4.02
4.10
5
Respect and Concern for Students
4.86
4.22
4.26
6
Stimulation of Interest in Course
4.72
4.12
4.09
7
Facilitation of Learning
4.45
3.98
4.01
8
Enthusiasm for the Subject
4.62
4.39
4.37
9
Encouragement of Independent, Creative, and Critical Thinking
4.69
4.21
4.18
Instructor Evaluation: Averages of Questions 1 - 9
4.66
4.11
4.13
Overall Rating of the Instructor
4.63
4.17
4.18
10
2012 Tenure Nominee Packet | Page 1.20
BRADLEY WALTERS
Architectural Design 6
ARC 3321, Section 6250 / Spring 2009 / Required Course: Yes
Number Enrolled: 17 / Responses: 17 / Response Rate: 100%
Scale used: High = 5, Low = 1
Walters
Mean
Dept
Mean
College
Mean
1
Description of Course Objectives and Assignments
4.53
4.02
4.07
2
Communication of Ideas and Information
4.53
4.02
4.04
3
Expression of Expectations for Performance in the Class
4.29
4.04
4.06
4
Availability to Assist Students In or Out of Class
4.75
4.02
4.10
5
Respect and Concern for Students
4.65
4.22
4.26
6
Stimulation of Interest in Course
4.35
4.12
4.09
7
Facilitation of Learning
4.12
3.98
4.01
8
Enthusiasm for the Subject
4.47
4.39
4.37
9
Encouragement of Independent, Creative, and Critical Thinking
4.71
4.21
4.18
Instructor Evaluation: Averages of Questions 1 - 9
4.49
4.11
4.13
Overall Rating of the Instructor
4.59
4.17
4.18
Architectural Design 2 *
ARC 1302, Section 0360 / Spring 2009 / Required Course: Yes / Percent Responsibility: 50%
Number Enrolled: 9 / Responses: 9 / Response Rate: 100%
Scale used: High = 5, Low = 1
Walters
Mean
Dept
Mean
College
Mean
1
Description of Course Objectives and Assignments
4.44
4.02
4.07
2
Communication of Ideas and Information
4.78
4.02
4.04
3
Expression of Expectations for Performance in the Class
4.33
4.04
4.06
4
Availability to Assist Students In or Out of Class
4.11
4.02
4.10
5
Respect and Concern for Students
4.56
4.22
4.26
6
Stimulation of Interest in Course
4.22
4.12
4.09
7
Facilitation of Learning
4.67
3.98
4.01
8
Enthusiasm for the Subject
4.33
4.39
4.37
9
Encouragement of Independent, Creative, and Critical Thinking
4.67
4.21
4.18
Instructor Evaluation: Averages of Questions 1 - 9
4.46
4.11
4.13
10
Overall Rating of the Instructor
4.50
4.17
4.18
*
Note: Architectural Design 2 was co-taught with Graduate Teaching Assistants. Section 0360 was co-taught with Zoran
Lozanovski and Damien Blumetti.
10
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BRADLEY WALTERS
Architectural Design 2 *
ARC 1302, Section 0361 / Spring 2009 / Required Course: Yes / Percent Responsibility: 50%
Number Enrolled: 9 / Responses: 9 / Response Rate: 100%
Scale used: High = 5, Low = 1
Walters
Mean
Dept
Mean
College
Mean
1
Description of Course Objectives and Assignments
4.56
4.02
4.07
2
Communication of Ideas and Information
4.67
4.02
4.04
3
Expression of Expectations for Performance in the Class
4.56
4.04
4.06
4
Availability to Assist Students In or Out of Class
4.11
4.02
4.10
5
Respect and Concern for Students
4.78
4.22
4.26
6
Stimulation of Interest in Course
4.56
4.12
4.09
7
Facilitation of Learning
4.33
3.98
4.01
8
Enthusiasm for the Subject
4.56
4.39
4.37
9
Encouragement of Independent, Creative, and Critical Thinking
4.50
4.21
4.18
Instructor Evaluation: Averages of Questions 1 - 9
4.51
4.11
4.13
10
Overall Rating of the Instructor
4.44
4.17
4.18
*
Note: Architectural Design 2 was co-taught with Graduate Teaching Assistants. Section 0361 was co-taught with Zoran
Lozanovski and Damien Blumetti.
Architectural Design 2 *
ARC 1302, Section 4045 / Spring 2009 / Required Course: Yes / Percent Responsibility: 50%
Number Enrolled: 3 / Responses: 3 / Response Rate: 100%
Scale used: High = 5, Low = 1
Walters
Mean
Dept
Mean
College
Mean
1
Description of Course Objectives and Assignments
3.67
4.02
4.07
2
Communication of Ideas and Information
4.00
4.02
4.04
3
Expression of Expectations for Performance in the Class
4.00
4.04
4.06
4
Availability to Assist Students In or Out of Class
3.00
4.02
4.10
5
Respect and Concern for Students
4.00
4.22
4.26
6
Stimulation of Interest in Course
4.00
4.12
4.09
7
Facilitation of Learning
4.00
3.98
4.01
8
Enthusiasm for the Subject
5.00
4.39
4.37
9
Encouragement of Independent, Creative, and Critical Thinking
4.67
4.21
4.18
Instructor Evaluation: Averages of Questions 1 - 9
4.04
4.11
4.13
10
Overall Rating of the Instructor
3.67
4.17
4.18
*
Note: Architectural Design 2 was co-taught with Graduate Teaching Assistants. Section 4045 was co-taught with Marina
Prater and Jordan Yee.
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BRADLEY WALTERS
Architectural Design 2 *
ARC 1302, Section 4117 / Spring 2009 / Required Course: Yes / Percent Responsibility: 50%
Number Enrolled: 6 / Responses: 5 / Response Rate: 83.33%
Scale used: High = 5, Low = 1
Walters
Mean
Dept
Mean
College
Mean
1
Description of Course Objectives and Assignments
4.00
4.02
4.07
2
Communication of Ideas and Information
3.80
4.02
4.04
3
Expression of Expectations for Performance in the Class
3.40
4.04
4.06
4
Availability to Assist Students In or Out of Class
3.00
4.02
4.10
5
Respect and Concern for Students
3.40
4.22
4.26
6
Stimulation of Interest in Course
3.60
4.12
4.09
7
Facilitation of Learning
3.20
3.98
4.01
8
Enthusiasm for the Subject
3.40
4.39
4.37
9
Encouragement of Independent, Creative, and Critical Thinking
3.80
4.21
4.18
Instructor Evaluation: Averages of Questions 1 - 9
3.51
4.11
4.13
10
Overall Rating of the Instructor
3.60
4.17
4.18
*
Note: Architectural Design 2 was co-taught with Graduate Teaching Assistants. Section 4117 was co-taught with Marina
Prater and Jordan Yee.
FALL 2008
Architectural Design 5
ARC 3320, Section 9019 / Fall 2008 / Required Course: Yes
Number Enrolled: 16 / Responses: 16 / Response Rate: 100%
Scale used: High = 5, Low = 1
Walters
Mean
Dept
Mean
College
Mean
1
Description of Course Objectives and Assignments
3.81
4.08
4.11
2
Communication of Ideas and Information
3.56
4.04
4.05
3
Expression of Expectations for Performance in the Class
3.40
4.13
4.12
4
Availability to Assist Students In or Out of Class
4.31
4.01
4.09
5
Respect and Concern for Students
4.19
4.28
4.30
6
Stimulation of Interest in Course
3.81
4.19
4.13
7
Facilitation of Learning
3.31
4.03
4.04
8
Enthusiasm for the Subject
4.06
4.45
4.39
9
Encouragement of Independent, Creative, and Critical Thinking
4.06
4.33
4.22
Instructor Evaluation – Questions 1 – 9
3.84
4.17
4.16
10
Overall Rating of the Instructor
3.69
4.26
4.22
11
Balanced the Workload Commensurate with Credit Hours
3.13
3.75
3.94
12
Presented Material Which Reinforced Your Understanding of the Subject
3.56
4.04
4.05
13
Organized the Course to Facilitate the Flow of Information
3.25
4.01
4.02
14
Explained the Rationale for Course Assignments
3.56
3.96
4.02
15
Demonstrated Theories and Principles Easily and Effectively
3.25
3.93
4.00
16
Presented Subject Matter New to Your Learning Experience
3.81
4.30
4.26
17
Divided His/Her Time Equitably Among Students
2.94
4.07
4.14
18
Provided Timely and Appropriate Feedback
3.31
4.01
4.05
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BRADLEY WALTERS
19
Developed Projects or Tests Representative of Course Goals and Objectives
3.75
4.18
4.18
Additional Questions – Questions 11 – 19
3.40
4.03
4.07
Walters
Mean
Dept
Mean
College
Mean
Architectural Design 3
ARC 2303, Section 0374 / Fall 2008 / Required Course: Yes
Number Enrolled: 13 / Responses: 13 / Response Rate: 100%
Scale used: High = 5, Low = 1
1
Description of Course Objectives and Assignments
4.69
4.08
4.11
2
Communication of Ideas and Information
4.62
4.04
4.05
3
Expression of Expectations for Performance in the Class
4.62
4.13
4.12
4
Availability to Assist Students In or Out of Class
4.77
4.01
4.09
5
Respect and Concern for Students
4.67
4.28
4.30
6
Stimulation of Interest in Course
4.54
4.19
4.13
7
Facilitation of Learning
4.38
4.03
4.04
8
Enthusiasm for the Subject
4.54
4.45
4.39
9
Encouragement of Independent, Creative, and Critical Thinking
4.77
4.33
4.22
Instructor Evaluation – Questions 1 – 9
4.62
4.17
4.16
10
Overall Rating of the Instructor
4.83
4.26
4.22
11
Balanced the Workload Commensurate with Credit Hours
4.50
3.75
3.94
12
Presented Material Which Reinforced Your Understanding of the Subject
4.42
4.04
4.05
13
Organized the Course to Facilitate the Flow of Information
4.58
4.01
4.02
14
Explained the Rationale for Course Assignments
4.33
3.96
4.02
15
Demonstrated Theories and Principles Easily and Effectively
4.42
3.93
4.00
16
Presented Subject Matter New to Your Learning Experience
4.50
4.30
4.26
17
Divided His/Her Time Equitably Among Students
4.33
4.07
4.14
18
Provided Timely and Appropriate Feedback
4.42
4.01
4.05
19
Developed Projects or Tests Representative of Course Goals and Objectives
4.75
4.18
4.18
Additional Questions – Questions 11 – 19
4.47
4.03
4.07
B.
11.
Peer evaluations of teaching or the results thereof, should be included in the packet after
the student evaluations. Peer evaluation is desirable in all cases. Do not include written
comments obtained as part of regular course evaluation procedure.
GRADUATE FACULTY STATUS
Graduate Faculty Member, 2008 to present.
2012 Tenure Nominee Packet | Page 1.24
BRADLEY WALTERS
12.
GRADUATE COMMITTEE ACTIVITIES
Applicant’s Role
Ph.D. Committee
Chair
Ph.D. Committee
Member
Specialist Committee
Chair
Specialist Committee
Member
Masters Committee
Chair
15 Committees
Masters Committee
Co-Chair
6 Committees
50% Responsibility
Masters Committee
Member
13.
Student
None
Home Dept.
None
Complete Date
None
None
None
None
None
None
None
None
None
None
Mojica, Dave
Chen, Kexin
Hoffman, Margaret S
Peel, Jacob
Zhang, Yibo
Azorin, Erica
Liu, Yang
Milano, Gail
Princivil, Jennifer
Rodriguez, Vanessa
Seal, Shawmeron
Tenzel, Steven
Aktuna, Bahar
Yee, Jordan
Fisher, Danny
Guan, Ni
Dery, Amelia
Ramos, Ruben
Raucci, Rebecca
Scott, Sarah
Snyder, Matt
None
Architecture
Architecture
Architecture
Architecture
Architecture
Architecture
Architecture
Architecture
Architecture
Architecture
Architecture
Architecture
Architecture
Architecture
Architecture
Architecture
Architecture
Architecture
Architecture
Architecture
Architecture
None
Spring 2012 (anticipated)
Fall 2011
Fall 2011
Fall 2011
Fall 2011
Spring 2011
Spring 2011
Spring 2011
Spring 2011
Spring 2011
Spring 2011
Spring 2011
Summer 2010
Summer 2010
Spring 2010
Spring 2011
Spring 2010
Spring 2010
Spring 2010
Spring 2010
Spring 2009
None
CONTRIBUTION TO DISCIPLINE/RESEARCH NARRATIVE (ALL FACULTY) – In no
more than 750 words explain your research/creative contribution. Describe briefly the overall
area within which your research/creative program falls and then explain how your publications,
creative work, research projects, grants, fellowships, extension works, etc. reflect your
research/creative program and your achievements. There is no need to cite again specific works
or grants. Simply reference works published, exhibited during certain time periods, or supported
by various sources. Please address the quality of the journals in which you publish and the impact
of your research/creative program.
My research centers on the material manifestation of ideas and meaning through the making of
multi-dimensional presentations and representations. Materiality in architecture is both the
substance of buildings and the logics through which it is employed. My research focuses on the
translations from ideas and words into built form, and seeks to probe resultant and/or a priori
historical, socio/political, and cultural architectures.
My research into this topic to date has included three principal directions of study: 1) inquiry into
visual constructions as communicative devices, 2) research into teaching methods and pedagogical
structures, and 3) material constructions through critical practice.
My research on drawings and visual constructions as communicative devices has been presented at
national conferences and published by the Design Communication Association (DCA). The
Design Communication Association “is an international professional society composed of
2012 Tenure Nominee Packet | Page 1.25
BRADLEY WALTERS
graphics/design teachers from schools of architecture, landscape architecture, interior design,
graphic design, and product design.”1 It is the pre-eminent organization for this type of research.
My work has been identified as amongst the best research conducted in this area, with articles
selected for inclusion in Representations, the refereed Journal of the Design Communication
Association. I have also been asked to serve on the Editorial Board for Representations in 20102011.
My writing on Urban Fabrications was selected as one of the top four papers presented at the
2009 Association of Collegiate Schools of Architecture (ACSA) Southeast Fall Conference, and
was premiated for presentation at the 2010 National ACSA Annual Meeting. Founded in 1912,
the ACSA represents more than 5,000 architectural faculty members, 250 schools of architecture
and design, and 500 supporting architectural firms, product associations, and individuals. It is
composed of educators. The ACSA “provides a forum for ideas on the leading edge of
architectural thought. Issues that will affect the architectural profession in the future are being
examined today in ACSA member schools. The association maintains a variety of activities that
influence, communicate, and record important issues. Such endeavors include scholarly meetings,
workshops, publications, awards and competition programs, support for architectural research,
policy development, and liaison with allied organizations.”2
My work in teaching methods and pedagogical structures has been presented to the National
Conference of the Beginning Design Student (NCBDS) and is presently being developed in
research drafts prepared for the Journal of Architectural Education (JAE). The NCBDS “is a
national peer review scholarly gathering dedicated to the study and practice of beginning design
education. For over 25 years, the NCBDS has provided a forum for design educators to present
papers and projects and hold discussions related to introductory design issues.” 3 The JAE “has
been the primary venue for research and commentary on architectural education since it was
founded in 1947. In 1982 the JAE established a blind-peer-review process, making it the oldest
continuing operating journal of its kind.”4
My research in material constructions and critical practice has been recognized most recently
through an Honor Award from the American Institute of Architects (AIA) for the Solar Decathlon
Europe project. I was a presenter at the 2010 AIA National Convention, discussing Case Studies
in Affordable + Sustainable Construction. The AIA “has been the leading professional
membership association for licensed architects, emerging professionals, and allied partners since
1857.”5
Excerpts from the BOS House Sketchbook, completed with AWAKE architecture, was displayed at
the Van Alen Institute in New York in June 2009. Van Alen Institute “is an independent nonprofit
architectural organization that promotes inquiry into the processes that shape the design of the
public realm. For over a century, Van Alen Institute has cultivated a fellowship of design
practitioners and scholars, awarded excellence in design, and fostered dialogue about the evolving
role of architecture in the public realm. The Institute’s community of fellows, members,
participants and public audiences is an integral part of that dialogue, shaping and expanding our
definition of ‘public architecture’ and its impact on contemporary civic life.” 6
With Hillier, I co-directed the Special Projects Team, where my work included the House at
Leeside Farm, Abbe Science Center, Becton Dickinson Campus Center, Walker Hall Winery,
Irving Convention Center, and West Windsor Redevelopment Plan, amongst others. This work
1
From http://www.designcommunicationassociation.org/about_us_mission.html, accessed: 9 March 2011.
From https://www.acsa-arch.org/about/, accessed: 9 March 2011.
3
From http://www.beginningdesign.org/, accessed: 9 March 2011.
4
From http://www.jaeonline.org/about.html, accessed: 9 March 2011.
5
From http://www.aia.org/about/index.htm, accessed: 9 March 2011.
6
From http://www.vanalen.org/about/mission, accessed: 9 March 2011.
2
2012 Tenure Nominee Packet | Page 1.26
BRADLEY WALTERS
has been recognized by numerous AIA Honor and Merit Awards, and it has been published by
Architectural Record, Urbanism and Architecture, A+D, ARQ, Hinge, and Oculus, amongst
others.
14.
CREATIVE WORKS OR ACTIVITIES – Should be listed in reverse chronological order. This
area should be used to list exhibitions, concerts, performances, commissioned works, audio/visual
materials developed, software written, cultivars developed, or other similar creative works in
reverse chronological order. Listings are to include date(s). Published critical reviews of these
creative works should be included in this section. Create a subheading for PowerPoint
presentations, if applicable. Refer to instructional and informational presentations that may be
delivered numerous times as “Instructional Multimedia Presentations” rather than “PowerPoint
Presentations.” Do not list individually, but summarize for each year. Create a subheading for
publications developed in support of web based communication and teaching, such as Webinars, if
applicable.
Prior to joining the faculty at UF, I was actively engaged in architectural practice, working with
RMJM and Hillier Architecture in Princeton, New Jersey. Working initially with J. Robert Hillier,
FAIA and later with Barbara A. Hillier, AIA, we created a small team within the firm highly
focused on design. We functioned much more like an independent boutique office or academic
design studio, carrying our own projects from initial client meetings through concepts, design,
documentation, and construction. As co-director of the team alongside Barbara Hillier, I enjoyed
the opportunity to educate junior staff while exploring architectural possibilities. Past alumni
from our team have since gone on to teach and/or work around the world, in the offices of Frank
Gehry, William McDonough, Asymptote, Richard Meier, Shalom Baranes, Stan Allen, and the
New York and Hong Kong offices of RMJM.
The team’s work has been published extensively and exhibited internationally. In 2008, the
team’s SLIP/SCAPE: Becton Dickinson Campus Center was recognized with an American
Architecture Award by the Chicago Athenaeum and its international jury. The project was
included in an exhibition, “New American Architecture,” at SESV Santa Verdiana in Florence,
Italy in November, 2008. The exhibition and awards presentation was organized by the
Municipality of Florence and the Faculty of Architecture in Florence. The exhibition travelled to
The European Centre’s new Contemporary Art + Architecture Centre in Athens, Greece, and was
included in a national tour of the United States in 2009.
Project work has been recognized by numerous AIA Honor and Merit Awards, as well as an award
from the American Concrete Institute. The team’s work has been published by Architectural
Record, Urbanism and Architecture, A+D, ARQ, Hinge, and Oculus, amongst others, and
exhibited at Le Centre de Montréal des Archives nationales du Québec, in Montréal.
Since joining the faculty at the University of Florida, I have worked with former colleagues to
form a new collaborative practice. AWAKE is an innovative architecture and design partnership
created and led by Jose Atienza, Bradley Walters, and Jennifer Akerman, with offices in
Charlottesville VA, Gainesville FL, and Knoxville TN.
A critical, research-based practice, AWAKE collaborates on diverse projects of multiple scales
and in wide-ranging contexts. The team eschews notions of building type and/or style, instead
recognizing each project as a unique opportunity to realize the latent potential of cultural, social,
and environmental systems and their interactions. Our approach centers on an intimate, hands-on
collaboration with our clients and interdisciplinary design teams. Within constraints we see
opportunity. Within modest means we seek to craft exceptional effect.
2012 Tenure Nominee Packet | Page 1.27
BRADLEY WALTERS
Our work recognizes and respects the ecologies of native sites and affected ecosystems. Every
project is shaped in part by a need to create places that both sustain and are sustaining—
architectures that support the body while mediating its effects. And we celebrate a certain fluidity
between these formerly distinct conditions. We believe that good design is good for you.
Design Projects
University of Florida School of Architecture – Gainesville FL, 2008-present
• Project Re:Focus, Solar Decathlon Europe, Madrid, Spain, October 2008 to June 2010
 Palomino, Alex. “Solar Decathlon Europe: My Look Back,” Solar Today.
September/October 2010, 16-17. http://www.solartodaydigital.org/solartoday/20100809#pg16 (accessed: 9 March 2011).
 “Solar Decathlon 2010: Competing For The Greenest House,” Huffington Post. 24 June
2010. http://www.huffingtonpost.com/2010/06/24/solar-decathlon-2010comp_n_623116.html#s104813 (accessed: 9 March 2011).
 “University of Florida Wins Communications and Social Awareness Contest at Solar
Decathlon Europe,” U.S. Department of Energy Solar Decathlon. 22 June 2010.
http://www.solardecathlon.gov/blog/archives/333 (accessed: 9 March 2011).
 Meinhold, Bridgette. “Sun-Powered RE:FOCUS House Set to Shine at Europe’s Solar
Decathlon,” Inhabitat. 18 June 2010. http://inhabitat.com/university-of-floridas-solardecathlon-entry-draws-from-traditional-vernacular/ (accessed: 9 March 2011).
 Watson, Kathryn. “Trucker Hats, Eternal Glory -- oh, and some Sunshine,” The Florida
Times-Union. 8 June 2010. http://jacksonville.com/opinion/blog/422145/kathrynwatson/2010-06-08/trucker-hats-eternal-glory-oh-and-some-sunshine (accessed: 9 March
2011).
 Koch, Wendy. “University of Florida Builds Solar Home for Global Contest,” USA
TODAY. 5 June 2010.
http://content.usatoday.com/communities/greenhouse/post/2010/06/university-of-floridabuilds-energy-producing-house/1 (accessed: 9 March 2011).
 Cilento, Karen. Project RE:FOCUS / University of Florida,” ArchDaily. 2 June 2010.
http://www.archdaily.com/62779/project-refocus-university-of-florida/ (accessed: 9
March 2011).
 Phillips, Victoria. “UF Students' Solar-Powered Home Will Compete in European
Contest,” The Gainesville Sun. 8 March 2010.
http://www.gainesville.com/article/20100308/ARTICLES/3081006/1118?p=1&tc=pg#
(accessed: 12 March 2010).
 Rutland, Meredith. “UF Team Builds Solar House for International Competition.”
Independent Florida Alligator. 2 March 2010.
http://www.alligator.org/news/campus/article_29d2cb22-25ab-11df-af8d001cc4c03286.html (accessed: 9 March 2011).
 Hipps, Danielle. “UF Solar Home will Soak Up Rays in Europe,” The Gainesville Sun. 6
April 2009. http://www.gainesville.com/article/20090406/articles/904061009?Title=UFsolar-home-will-soak-up-rays-in-Europe (accessed: 3 July 2009).
AWAKE architecture – Charlottesville VA, Gainesville FL, Knoxville TN, USA, 2008-present
• BOS House Proposal, From the Ground Up Design Competition, Syracuse NY, 2008
RMJM Hillier / Hillier Architecture – Princeton NJ + Philadelphia PA, USA, 1999-2008
2012 Tenure Nominee Packet | Page 1.28
BRADLEY WALTERS
•
•
•
•
•
•
•
•
Irving Convention Center at Las Colinas, Irving TX, 2007-2011
 “Timeless Landmark for Las Colinas.” World Architecture News, 2 August 2011.
 Tam, Julie. “Bronze Building Soon To Be Irving's Centerpiece.” NBC DFW. 28 August
2010. http://www.nbcdfw.com/news/local/Bronze-Building-Soon-To-Be-IrvingsCenterpiece-101724063.html (accessed: 9 March 2011).
 Pfaff, Diana. “Irving Convention Center at Las Colinas Blends Functionality with
Design to Create Iconic Structure.” 4 June 2009. http://icvbmarketing.com/blog/?p=181
(accessed: 12 March 2010).
 Brock, Katherine Cromer. “Third Time’s the Charm.” Dallas Business Journal. 22
August 2008.
 “Irving Texas Convention Center Renderings Released.” Exhibit City News. 4 August
2008.
James A. Michener Art Museum, Doylestown PA, 2006-2008
 “Michener Museum Gets Bigger.” World Architecture News, 25 April 2007.
 Van Allen, Peter. “Michener Museum is Raising Bucks.” Philadelphia Business Journal.
23 November 2007.
 Blaire, E.A. “Keeping Up With Demand.” BUCKS: The Art + Culture + Lifestyle
Magazine. Volume 5, No. 6, November/December 2007, pp. 102-109.
 Haine, Susan. “The Art of Expansion.” LifeStyle Magazine Bucks County, June 2007,
pp. 42-48.
Becton Dickinson (BD) Campus Center, Franklin Lakes NJ, 2004-2008
 Hill, John. “AE14: Earth Berms, 21st-Century Style,” Archidose. 21 June 2009.
http://archidose.blogspot.com/2009/06/ae14-earth-berms-21st-century-style.html
(accessed: 3 July 2009).
 Saieh, Nico. “Becton Dickinson Campus Center / RMJM,” ArchDaily. 3 April 2009.
http://www.archdaily.com/17091/becton-dickinson-campus-center-rmjm/ (accessed: 5
April 2009)
 Currey, Mason. “Garden State: A New Jersey-based medical-technology company unites
under a green roof.” Metropolis Magazine. 19 November 2008.
 Saywell, James, Ed. “BD Campus Center.” Hinge: Design in Focus. Hong Kong.
Volume 141, April 2007, p. 48.
 Mathis, Mike. “Shades of Green,” Princeton Business Journal. 10 January 2006.
 Quinlan, Brian. “Reaping the Benefits of Being Green,” NJBiz. 9 January 2006.
The Peddie School Natatorium and Athletic Facility Masterplan, Hightstown NJ, 2007-2008
 Bickford, Jennifer. “A New Natatorium Gives a New Jersey Boarding School an
Illuminated Presence.” Architectural Lighting Magazine. 1 September 2011.
http://www.archlighting.com/industry-news.asp?articleID=1674934 (accessed: 3 March
2012).
 Estes, Lenora Jane and Sam Oches. “Double-Skin Cavity Wall Will Keep Athletic
Center Warm and Bright,” Building Design & Construction. 1 October 2008.
http://www.bdcnetwork.com/article/CA6603369.html?q=peddie (accessed: 4 July 2009).
Princeton Junction Station Area Redevelopment Plan, West Windsor NJ, 2006-2008
 Robertson, Katherine S. “Building Visions: Master Plans Remain Prominent
Development Tool,” New York Construction, March 2007, pp. 67-71.
Solebury School John D. Brown Athletic Center, New Hope PA, 2000-2007
Gateway (Mixed-use Exhibition, Conference, and Retail District) Design Competition, Ras alKhaimah, United Arab Emirates, 2006
Town Topics, Princeton NJ, 2006-2007
2012 Tenure Nominee Packet | Page 1.29
BRADLEY WALTERS
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Bethany Revival Center, Wayne NJ, 2005-2007
Walker Hall Winery, Beamsville Ontario Canada, 2005-2006
China Mobile Operations Center Design Competition, Beijing China, 2006
SOHO Retail Design Concept Store, Kansas City MO, 2006
Corporate Headquarters Facility and Hotel, White Plains NY, 2006
Solebury School Performing Arts Center, New Hope PA, 2006
The Virgin Spa at Natirar, Peapack-Gladstone NJ, 2004-2006
GHP Thanet, Princeton NJ, 2004-2006
Princeton University Off-Campus Housing, Princeton NJ, 2005
Rohm & Haas Global Headquarters Design Competition, Philadelphia PA, 2005
Princeton University, DeNunzio Pool Improvements, Princeton NJ, 2003-2005
Solebury School Abbe Science Center, New Hope PA, 2000-2002
 Taggart, Jim, ed. "Abbe Science Center, Solebury School." The Cedar Book: Inspiration
for the Use of Western Red Cedar. Canada: Janam Publications, Inc., October 2007. 3641.
 Youblin, Hou, ed. “Abbe Science Center in Solebury School.” Urbanism and
Architecture, May 2006, No. 20, Con. 20, pp. 60-62.
 “A Corn-Crib Exposé,” A+D (Architecture + Design: A Journal of Indian Architecture),
Vol. XXII, No. 10, October 2005.
 Heinze, Jacqueline. "More than Just a Pretty Space." Scholastic Administrator, Dec/Jan
2005.
 Griffith, Don (ed.). The Wood Design Awards 2004: A North American Program of
Architectural Excellence. Halifax: Tuns Press, 2004.
 School Construction News, September 2004
 Wood Design & Building Magazine, Fall 2004, Issue #29
 Wood Le Bois Magazine, Fall 2004, Issue #47
 Abbe Science Center, Architectural Record, March 2004
 “Innovative design blends past with present.” The New Hope Gazette. 1 January 2004.
 Martin, Antoinette. “Innovative School Buildings Win Design Awards.” The New York
Times. December 7, 2003 (Published: 12-07-2003 , Late Edition - Final , Section 11 ,
Column 1 , Page 7)
Buckingham Browne & Nichols School Design Competition, Cambridge MA, 2004
Summerfield Elementary School Design Competition, Neptune NJ, 2004
Kanter Residence / House at Leeside Farm, Solebury Township PA, 1999-2003
 Auman, Melissa. “Embracing Nature.” Solutions at Hand Philadelphia, April 2007, pp.
24-29.
 McNamara, Gwen. “A Home With a View: The House at Leeside Farm.” Inside Central
New Jersey, August 2006, pp. 22-25.
 Berschler, Susan Pevaroff. “Empty Nesters’ Hillside Haven is a Natural High.” Home &
Design, The Philadelphia Inquirer, NJ Edition. April 2006, cover and pages 10-15.
 Harper, Rebecca. “House of Glass,” Philadelphia Style, Volume 7, Number 6,
November/December 2005.
 Bartolucci, Marisa. “Farm Country, City Style.” Interior Design, 9/1/2005.
 Allegra, Mike, “The New Home Ec.” Lawrentian. Volume 69, Number 3, Fall 2005.
 Schipper, K. “A Home With Its Own Stone,” Stone Business Magazine, December 2004.
 Heavens, Alan J., “Landscape Masterpiece,” Philadelphia Inquirer. Sunday, 19
September 2004.
2012 Tenure Nominee Packet | Page 1.30
BRADLEY WALTERS

•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Henderson, Tina. “Mindful Living and the Nourishment of Zen Design.” BUCKS: The
Art + Culture + Lifestyle Magazine. Volume 2, No. 2, March/April 2004, pp. 54-60.
Washington Village (Mixed-Use Housing, Retail, & Commercial Complex), Washington
Township NJ, 2001-2003
Kalian Townhomes, Washington Township NJ, 2001-2003
American Properties, Clinton Township NJ, 2003
Catto Elementary School and Boys & Girls Club, Camden NJ, 2003
Complex Culturel et Administratif de Montréal Design Competition, Quebec Canada, 2002
 “Concours International d’Architecture: Le Complexe Culturel et Administratif de
Montréal.” ARQ: La Revue D’Architecture. Art et Architecture Québec. Issue 126,
Février 2004, p.20.
The Jewish Center of Princeton Master Plan, Princeton NJ, 2002
The Arts Gallery + Studio for Gabrielle Kanter, Stockton NJ, 2002
New Hope – Solebury Historical Society and Library, Solebury Township PA, 2002
Great Rivers Resource and Interpretive Center, Steedman Fellowship Design Competition, St
Louis MO, 2002
St. Mary’s Hall Campus Masterplan, San Antonio TX, 2002
Institute for Advanced Study Faculty Housing Competition, Princeton NJ, 2002
Rittenhouse Regency, Lubert-Adler, Philadelphia PA, 2002
Trenton Arena District Urban Design Study, Trenton NJ, 2002
Capital City Redevelopment Corporation, Trenton NJ , 2002
Prospect Wood, Princeton NJ, 2002
36 Moore, Princeton NJ, 2000-2002
Coventry Farms Residential Development, Princeton NJ, 1999-2000
Buckingham Friends School Upper School Expansion, Lahaska PA, 1999-2002
Martin A. DeSapio, AIA – Flemington NJ, USA, 1998
• St. Gabriel of the Sorrowful Mother Church, Chester County PA, 1998
• Yaros Residence, Flemington NJ, 1998
Donadio & Associates, Architects, P.A. – Vero Beach FL, USA, 1995-1997
• XLVision Headquarters + Research and Development Facility, Sebastian FL, 1996-1997
• The Humane Society, Vero Beach FL, 1997
• Gonzalez Residence, Vero Beach FL, 1997
• FlightSafety International Training Rooms, Vero Beach FL, 1996
• Harbor Links Pool at Grand Harbor, Vero Beach FL, 1996
• Barefoot Bay Medical Park, Vero Beach FL, 1995-1996
Bradley Walters + Douglas Siu – Vero Beach FL + Miami FL, USA, 1996
• Governor’s Island, Van Alen Institute Public Property Design Competition, New York NY,
1996
Exhibitions
•
•
“2010 Celebrate Design,” AIA Gainesville Award Winners, University of Florida School of
Architecture, Gainesville FL, 2/17/2011 – 3/14/2011
“2010 Celebrate Design,” AIA Gainesville Award Winners, Mezzanine Gallery of the
Thomas Center, Gainesville FL, 11/9/2010 – 1/3/2011
2012 Tenure Nominee Packet | Page 1.31
BRADLEY WALTERS
•
•
•
•
•
•
•
•
•
•
•
15.
Venice Biennale 12th International Architecture Exhibition, Spanish Pavilion, “Architecture
within Limits,” Solar Decathlon Europe 2010 Project RE:FOCUS, Venice, Italy, 8/29/2010 –
11/21/2010.
Exposición de Maquetas y Audiovisuales, Foro de Sostenibilidad organizado por Fingerplus,
Solar Decathlon Europe Models and Audiovisual Exhibition, Palacio de Congresos de Madrid
(Paseo de la Castellana, 99), 10/29/09-10/30/09
Escuela Tecnica Superior de Arquitectura de Madrid, Solar Decathlon Europe Models and
Audiovisual Exhibition, 9/4/2009 -9/11/2009
Villa Solar, SIMA09 Salón Inmobiliario Internacional de Madrid (Madrid International Real
Estate Exhibition), 5/27/09 – 5/30/09
“From the Ground Up: Innovative Green Homes,” BOS House sketchbook excerpts from
AWAKE architecture, An Exhibition Presented by Syracuse University and Van Alen
Institute, New York NY, 5/18/09 – 6/26/09
“New American Architecture,” curated and organized by Christian K. Narkiewicz-Laine,
Director/President, The Chicago Athenaeum and assisted by Lary L. Sommers, Director of
Administration/Marketing, The Chicago Athenaeum, and Kieran Conlon, Director/COO, The
European Centre for Architecture, Art, Design and Urban Studies, Dublin. SESV Santa
Verdiana (piazza Lorenzo Ghiberti 27), Florence, Italy. Organized by the Municipality of
Florence and the Faculty of Architecture in Florence. November, 2008.
“New American Architecture,” Contemporary Art + Architecture Centre, Athens Greece,
2009
“New American Architecture,” US National Tour, 2009
Le Centre de Montréal des Archives nationales du Québec, 535 Viger Avenue East, Montréal,
Canada, 8/5/03 – 8/30/03
Lucas Gallery, Princeton NJ: Installation Untitled, 1999 93 1/2” x 120” flat latex house paint
on canvas on homasote, 3/30/99 – 4/14/99
Center for the Arts, Vero Beach FL: Matte Play in Blue and Orange, 1991
PATENTS AND COPYRIGHTS
None.
16.
PUBLICATIONS a.
Books, Sole Author (Title, Publisher, Place of Publication, Date,
Inclusive Pages)
None.
b.
Books, Co-authored (Co-author(s), Title, Publisher, Place of Publication, Date,
Inclusive Pages)
None.
c.
Books, Edited (Editor, Co-editor(s), Title, Publisher, Place of Publication, Date,
Inclusive Pages)
None.
d.
Books, Contributor of Chapter(s) (Author, Co-author(s), Title of Book and Chapter,
Publisher, Place of Publication, Date, Inclusive Pages)
None.
2012 Tenure Nominee Packet | Page 1.32
BRADLEY WALTERS
e.
Monographs (Author, Co-author(s), Title, Series of Volume, is applicable, Publisher,
Place of Publication, Date, Inclusive Pages)
None.
f.
Refereed Publications (Author, Co-author(s), Title, Name of Journal, Publication, etc.,
Volume, Date, Inclusive Pages)
Refereed Journals:
Walters, Bradley. “Analog Alchemy and Digital Digressions: Hybrid Practices.”
Representation 2009-2010: Journal of the Design Communication Association.
Edited by M. Saleh Uddin. Marietta, Georgia: Southern Polytechnic, 2010. 17-24.7
Refereed Proceedings:
Walters, Bradley. “Active Lines: Liminal Marks + Material Constructions.” Proceedings
of the 2011 European Architectural Envisioning Association (EAEA) Conference.
Delft, the Netherlands: TU Delft, 2011, 213-220.
Walters, Bradley. “Out of Thin Air.” Proceedings of the 2011 National Conference of
the Beginning Design Student. Lincoln NE: University of Nebraska Lincoln, 2011,
269-274.
Walters, Bradley. “Materialisms and Excess.” Proceedings of the 2011 National
Conference of the Beginning Design Student. Lincoln NE: University of Nebraska
Lincoln, 2011, 402-407.
Walters, Bradley. “Instrumental Lines and Productive Paths.” Crossroads / Crossovers:
Proceedings of the 2010/2011 Design Communication Association Biannual
Conference. Edited by Zuzanna Karczewska. Bozeman MT: Montana State
University, 2010, 77-84.8
Walters, Bradley. “Urban Fabrications.” Re.Building: Proceedings of the 98th ACSA
Annual Meeting. Edited by Bruce Goodwin and Judith Kinnard. Washington DC:
ACSA Press, 2010, 902-912.9
Walters, Bradley. “Project RE:FOCUS.” Re.Building: Poster Proceedings. Edited by
Bruce Goodwin and Judith Kinnard. Washington DC: ACSA Press, 2010, 38.10
Walters, Bradley. “Urban Fabrications.” Architecture is a Thing of Art: Proceedings of
the 2009 ACSA Southeast Fall Conference. Savannah: Savannah College of Art and
Design, 2009, 126-135.11
Walters, Bradley. “Analog Alchemy and Digital Digressions: Hybrid Practices.”
Consillience: Connect-Include-Mediate: Proceedings of the 2009 Conference of the
7
Representations is a journal produced by the Design Communication Association. It is comprised of the “best papers”
presented at the organization’s national conference. Papers are reviewed and selected for inclusion by an independent
editorial board.
8
Abstracts were blind peer reviewed.
9
This paper topic was one of four selected from the 2009 ACSA Southeast Fall Conference for presentation at the National
ACSA Annual Meeting. While the title of the article and portions of the content remained intact from one presentation to the
next, substantive edits and additions were made to this paper as presented and published at the ACSA Annual Meeting.
10
Posters were blind peer reviewed.
11
Abstracts were blind peer reviewed.
2012 Tenure Nominee Packet | Page 1.33
BRADLEY WALTERS
Design Communication Association. Marietta, Georgia: Southern Polytechnic,
2009, 199-206.12
Walters, Bradley. “Knots and Nurbs: Relational Spaces in Variable Fields.” But Also,
We are a Discipline: Proceedings of the 2009 National Conference on the Beginning
Design Student. Baton Rouge, Louisiana: LSU College of Art and Design, 2009,
239-244.13
g.
Non-refereed Publications (Author, Co-author(s), Title, Name of Journal, Bulletin,
Circular, etc., Volume, Date, Inclusive Pages)
Walters, Bradley and Carl Hauser. “Lever House Inside Out.” Oculus Magazine. Ed.
Kristen Richards. Spring 2003.
h.
Bibliographies/Catalogs (Author, Co-author(s), Title, Publisher, if applicable, Place of
Publication, Date, Inclusive Pages)
None.
i.
Abstracts (Author, Co-author(s), Title, Name of Journal, Publications, etc., Volume,
Date, Inclusive Pages)
Walters, Bradley. “Urban Fabrications.” Re.Building: Abstract Book. Edited by Bruce
Goodwin and Judith Kinnard. Washington DC: ACSA Press, 2010. 34-35.
j.
Reviews (Author, Co-author(s), Title and Author of Work Reviewed, Where Review was
Published, Date, Inclusive Pages)
None.
k.
Miscellaneous (Author, Co-author(s), Title, Source of Publication, Date, Inclusive
Pages)
Gundersen, Martin and Nina Hofer, eds. Constructions. Gainesville: University of
Florida, 1993. 23, 46.
17.
LECTURES, SPEECHES OR POSTERS PRESENTED AT PROFESSIONAL
CONFERENCES/MEETINGS
a.
International
Refereed Papers Presented:
• Active Lines: Liminal Marks + Material Constructions, 2011 European
Architectural Envisioning Association (EAEA) Conference, TU Delft, the
Netherlands, 16 Sep 2011.
b.
National
Invited Lectures and Seminars:
• Solar Decathlon Europe: A Look Back, American Solar Energy Society National
Solar Conference SOLAR 2011, Raleigh NC, 20 May 2011
12
For the 2009 DCA Conference and Publication, abstracts were reviewed by conference organizers M. Saleh Uddin and
Howard Itzkowitz, Architecture Faculty at Southern Polytechnic State University, Georgia. Full papers were subsequently
peer-reviewed for inclusion in the Proceedings.
13
Abstracts were blind peer reviewed.
2012 Tenure Nominee Packet | Page 1.34
BRADLEY WALTERS
•
Lean and Green: Case Studies in Affordable Sustainability, American Institute
of Architects (AIA) National Convention, Miami FL, 11 Jun 2010
Refereed Papers Presented:
• Out of Thin Air, National Conference of the Beginning Design Student, Lincoln
NE, 2 Apr 2011
• Materialisms and Excess, National Conference of the Beginning Design
Student, Lincoln NE, 1 Apr 2011
• Instrumental Lines and Productive Paths, Design Communication Association
Biannual Conference, Bozeman MT, 10 Sep 2010
• Urban Fabrications, Re.Building: 98th ACSA Annual Meeting, New Orleans
LA, 7 Mar 2010
• Analog Alchemy and Digital Digressions: Hybrid Practices, Design
Communication Association Biannual Conference, Atlanta GA, 27 Mar 2009
• Knots and Nurbs: Relational Spaces in Variable Fields, National Conference of
the Beginning Design Student, Baton Rouge LA, 14 Mar 2009
Refereed Posters Presented:
• Project RE:FOCUS, Re.Building: 98th ACSA Annual Meeting, New Orleans
LA, 7 March 2010
Participation as Invited Studio Critic:
• Final and Interim Undergraduate Studio Reviews, School of Architecture,
University of Virginia, Charlottesville VA, 2007 - present
˗ ARCH 3010, Architectural Design I (Jose Atienza), Dec 2009
˗ ARCH 3020, Architectural Design II (Jose Atienza), May 2009
˗ ARCH 3020, Architectural Design II (Jose Atienza), May 2008
˗ ARCH 2020, Intro to Architectural Design II (Jose Atienza), May 2007
•
Final Undergraduate and Graduate Studio Reviews, School of Architecture,
University of Tennessee at Knoxville, Knoxville TN, 2007 - present
˗ ARCH 485/587 + 489/588, Advanced Architectural Design Vertical
Studio (Fourth Year Undergrad + Second Year Grad), Norris House
Design/Build (Tricia Struth + Bob French), April 2011
˗ ARCH 372, Third Year Design (Gregory Spaw), Apr 2011
˗ ARCH 272, Second Year Design (Jennifer Akerman), Apr 2011
˗ ARCH 500, Thesis (Marleen Kay Davis), Apr 2010
˗ ARCH 490 + ID 472, Fourth and Fifth Year Collaborative Design
Studio, (Jennifer Akerman), Apr 2010
˗ ARCH 172, First Year Design (Matt Hall), Apr 2010
˗ ARCH 272, Second Year Design (Matt Hall), Apr 2010
˗ ARCH 372, Third Year Design Studio (Jennifer Akerman), Apr 2009
˗ ARCH 271, Second Year Design Studio (Jennifer Akerman), Nov 2008
˗ ARCH 271, Second Year Design Studio (Jennifer Akerman), Nov 2007
2012 Tenure Nominee Packet | Page 1.35
BRADLEY WALTERS
c.
Regional
Refereed Papers Presented:
• Urban Fabrications, Architecture is a Thing of Art, 2009 ACSA Southeast Fall
Conference, Savannah GA, 10 Oct 2009
d.
State
None.
e.
Local
Invited Lectures and Seminars:
• Intern Development Program and the Road to Professional Practice, University
of Florida School of Architecture, 28 Nov 2011
• Portfolio Workshop (with Martin Gundersen), Sponsored by Alpha Rho Chi
(APX), University of Florida School of Architecture, 30 Nov 2011
• Green Roof Design + Construction Case Study: SLIP/SCAPE, Guest Lecturer
for Thomas Smith, University of Florida School of Architecture, Oct 2008, Oct
2009, Oct 2010, Oct 2011
• Getting Started: Internships and the Road to Professional Practice, University
of Florida School of Architecture, 22 Mar 2011
• Portfolio Workshop (with Martin Gundersen), Sponsored by the Studio Culture
Committee, University of Florida School of Architecture, 16 Feb 2011
• The Making of Things, Sponsored by the Studio Culture Committee, University
of Florida School of Architecture, 16 Nov 2010
• Pecha Kucha Night Volume 1, Sponsored by VOLTA Coffee, Tea & Chocolate,
Gainesville FL, 13 Aug 2010
• Resume Workshop, Sponsored by the Studio Culture Committee, University of
Florida School of Architecture, 24 Feb 2010
• Getting Started: Internships and the Road to Professional Practice, University
of Florida School of Architecture, 3 Apr 2009
• The Goods: Concept to Construct Project Documentation Processes, Guest
Lecturer for J. Robert Hillier, FAIA, Princeton University School of
Architecture, Princeton NJ, Spring 2006 + Spring 2007
Refereed Posters Presented:
• Project RE:FOCUS, DCP Faculty Research Showcase, University of Florida
College of Design, Construction and Planning, Gainesville FL, 15 Feb - 19 Feb
2010
Participation as Invited Studio Critic:
• Undergraduate and Graduate Studio Reviews, School of Architecture,
University of Florida, Gainesville FL, 2008 - present
2011-2012
˗ Masters Research Project Reviews: Kyle Proefke, Pegi Hoffman, Fall
2011; Dave Mojica, Spring 2012
˗ Architectural Design 5 (Stephen Belton), Fall 2011
˗ Architectural Design 3 (Martin Gundersen), Fall 2011
˗ Architectural Design 3 (Michael Kuenstle), Fall 2011
˗ Architectural Design 1 (Lisa Huang, with Jonathan Munoz and Sami
Gerwick), Fall 2011
2012 Tenure Nominee Packet | Page 1.36
BRADLEY WALTERS
2010-2011
˗ Masters Research Project Reviews: Erica Azorin, Ni Guan, Andrew
Herbert, Pegi Hoffman, Yang Liu, Ryan McGinn, Gail Milano, Jacob
Peel, Jennifer Princivil, Vanessa Rodriguez, Shawmeron Seal, Steven
Tenzel, Spring 2011
˗ Grad 3 (Manuelle Gautrand + Nancy Clark), Fall 2010
˗ Grad 2 (Lisa Huang), Spring 2011
˗ Grad 1 (Stephen Belton), Fall 2010
˗ Architectural Design 6 (Martin Gundersen), Spring 2011
˗ Architectural Design 6 (Lisa Huang), Spring 2011
˗ Architectural Design 4 (Mick Richmond), Spring 2011
2009-2010
˗ Masters Research Project Reviews: Chris Sorce, Wesley Hogan, Paige
Mainor, Sihui Ma, Kazunori Sakai, Spring 2010
˗ Grad 1 (Bill Tilson), Fall 2009
˗ Architectural Design 8 (Alfonso Perez-Mendez), Spring 2010
˗ Architectural Design 6 (Albertus Wang), Spring 2010
˗ Architectural Design 4 (Levent Kara), Spring 2010
˗ Architectural Design 3 (Martin Gundersen), Fall 2009
2008-2009
˗ Masters Research Project Reviews: Peter Spooner, Brian Faryna,
Travis Herret, Meghan O’Reilly, Chirag Patel, Lina Gamo, Spring 2009
˗ Grad 2 (Marlon Blackwell + Nancy Clark), Spring 2009
˗ Grad 1 (Guy Peterson), Fall 2008
˗ Architectural Design 8 (Donna Cohen), Spring 2009
˗ Architectural Design 7 (Donna Cohen), Fall 2008
˗ Architectural Design 3 (Levent Kara), Fall 2008
f.
Other
None.
18.
CONTRACTS AND GRANTS SINCE THE LAST PROMOTION (NOT TO EXCEED TEN
YEARS) OR FROM UF EMPLOYMENT FOR TENURE NOMINEES, whichever is more
recent.
a.
Funded Externally
1.
Solar Decathlon Europe 2010
Effective Dates of the Contract/Grant: October 2008 – July 2010
Value: € 100.000 (Equivalency: $129,950 using exchange rates for 11/04/2008)
External Funding Agency: Universidad Politécnica de Madrid, representing the
Government of Spain
Role of Nominee: Co-Principal Investigator
The SOLAR DECATHLON is a biannual competition organized by the U.S.
Department of Energy for universities from all over the world to design and
build a self-sufficient home, grid-connected, using solar energy as the only
energy source and equipped with technologies that permit maximum energy
efficiency. The final phase of the U.S. Solar Decathlon consists of assembling
the houses on the National Mall in Washington D.C. The houses are then open
to the public, while undergoing the ten contests of the Decathlon, for which the
competition is named. The first of these prestigious competitions took place in
2012 Tenure Nominee Packet | Page 1.37
BRADLEY WALTERS
2002, the second in 2005, the third in 2007, and the fourth in 2009, with the
participation of universities from United States of America, Canada and Europe.
Like the US-based Decathlons, the SOLAR DECATHLON EUROPE is an
international competition for universities from all over the world. The aim is to
advance knowledge on industrialized and sustainable homes, with a particular
emphasis on high efficiency and energy self-sufficiency. The final phase of the
Competition was held in Madrid in Summer 2010, and consisted of the assembly
and exhibition of the 15 to 20 houses designed and built by participating
universities.
In response to an open Request for Proposals, faculty from the School of
Architecture and Rinker School of Building Construction collaborated on a
Proposal that was submitted to event organizers for consideration. The
University of Florida College of Design, Construction and Planning was
selected as one of 15-20 teams that participated in the 2010 Solar Decathlon
Europe Competition.
The project was a collaboration amongst a group of faculty from the University
of Florida, working with a student team of more than a hundred students over
the course of two years. The project included participation of faculty and
students from the College of Design, Construction and Planning, the College of
Engineering, the College of Journalism and Communications, and the
Warrington College of Business Administration.
Principal Investigator:
Robert J. Ries, Ph.D., R.A., M.E. Rinker, Sr. School of Building Construction
Co-Principal Investigators:
Mark McGlothlin, School of Architecture
James G. Sullivan, Ph.D., LEED-AP, Rinker School of Building Construction
Maruja Torres-Antonini, Ph.D., LEED-AP, Department of Interior Design
Bradley Walters, AIA, NCARB, School of Architecture
Russell C. Walters, Ph.D., ASCE, Rinker School of Building Construction
Student Leaders:
Dereck L. Winning (Primary Student Contact), Rachel Compton (Health &
Safety Officer), Jeff Humpal (Construction Manager), Paige Mainor (Public
Relations Contact), Alex Palomino (Instrumentation Contact), Jason Parker
(Cost Estimator), Kevin Priest (Project Engineer), Chris Sorce (Project
Manager), David To (Project Architect), Jordan Wise (Fire Watch Captain).
2.
FRSA / Earl Blank Faculty Fellowship: “Materiality and Detail as Precursor and
Provocateur: Designing Metal Roof/Wall Assemblies from the Inside Out”
Effective Dates of the Contract/Grant: 2009-2010
Value: $8,500
Funding Agency: Florida Roofing, Sheet Metal and Air Conditioning
Contractors Association, Inc.
Role of Nominee: Principal Investigator
The rapid ability to move from concept to construct introduces complications at
the scale of the material intersection, and more importantly at the perceptual
scale of occupants. We see this in practice as well as in the academy, where
absent intentionality leads to incomplete and/or incoherent architectures. The
2012 Tenure Nominee Packet | Page 1.38
BRADLEY WALTERS
spatial/material detail is left in the margins, an accidental resultant or merely
‘technical’ solution in service of conceptual doodles. The architect needs to be
able to understand and appreciate the value that comes from materials
themselves, not as an appliqué that appears on a rendered form but as a
generative tool early in the design process.
The proposed studio course is designed to expand the conceptual and technical
skills of students through 1:1 physical modeling, testing, and design studies. It
is intended to augment and build on the intensity of the studio culture at the
University of Florida. Offered in the undergraduate fourth year and/or at the
graduate level, the studio will require students to discard prior conceptions of
scalar linearity by asking them to begin with careful consideration of materials
themselves. It will bind together sophisticated conceptual ideas with 1:1
material studies. Within the curriculum, it can offer new ways to conceptualize
larger-scale urban and ex-urban development while simultaneously reconnecting students with the hands-on studies and craft so important in the
lower division. It will bridge the space between school and practice.
This studio will require the students to challenge certain traditional models of
design that proceed from macro to meso to micro, with color and material often
emerging near the end of this lineage. Instead, students will be required to think
first of the micro, immersing themselves in the detail and the physical qualities
of materials before the larger scales are considered. Materiality and the detail
of making become generative tools.
Summary of External Grant Funding, 2008 - present
ROLE
Principal Investigator
Co-Principal Investigator
Investigator
Sponsor of Junior Faculty
TOTALS
b.
Direct Costs
$ 8,500
$ 129,950
$0
$0
$ 138,450
TOTAL
$ 8,500
$ 129,950
$0
$0
$ 138,450
Indirect Costs
$0
$0
$0
$0
$0
Funded Internally
1.
University of Florida Sustainability Fellowship
Effective Dates of the Contract/Grant: 2010-2011
Value: $1,000
Funding Agency: University of Florida
Role of Nominee: Principal Investigator
University of Florida Sustainability Fellows participate in collaborative,
interdisciplinary meetings focused on issues of sustainability in higher
education. The diverse group of faculty members meet, discuss, and exchange
ideas for enhancing sustainability-focused and sustainability-related curriculum
content in departments, colleges, and throughout the university.
2012 Tenure Nominee Packet | Page 1.39
BRADLEY WALTERS
2.
Witters Competition 2009: “Seed House: Affordable Sustainability”
Effective Dates of the Contract/Grant: 2009-2010
Value: $7,500
Funding Agency: College of Design, Construction and Planning
Role of Nominee: Principal Investigator
This competition project focuses on the development of new sustainable
affordable housing prototypes for immediate implementation in east Gainesville
and possible application in other communities.
The intent is to build on the affordable framework employed by Habitat for
Humanity: modest, uncomplicated homes allow for construction by largely
unskilled volunteer construction crews with the assistance of more seasoned
craftsmen and/or contractors. While the organization’s progress is meritorious,
there is an opportunity to further develop the designs of the affordable housing
prototypes developed to date to better address sustainability. By designing for
flexibility, differential sites, change over time, and sustainability, the homes
could reduce life-cycle costs for homeowners and become more stable building
blocks for communities over time.
The 2009 Witters Competition is an opportunity to affect change, to become a
catalyst for renewed ways of thinking, of making, and of living. It is an
opportunity for DCP students to work directly with the people of local
communities to craft sensitive interventions that will respond to economic and
social challenges with environmentally sustainable solutions. It is also an
opportunity to leverage the concurrent design work of the Solar Decathlon
Europe team and raise DCP’s profile for its emergent BSSBE degree program
through direct, hands-on research.
Note: The administration of the College has requested that funding for the 2009
Witters Competition be applied to the Solar Decathlon effort, in lieu of
administering the student design competition as proposed by the nominee.
Summary of Internal Grant Funding, 2008 - present
ROLE
Principal Investigator
Co-Principal Investigator
Investigator
Sponsor of Junior Faculty
TOTALS
c.
Submitted, Pending Decision
None
2012 Tenure Nominee Packet | Page 1.40
TOTAL
$ 8,500
$0
$0
$0
$ 8,500
BRADLEY WALTERS
d.
Submitted But Not Funded - Each entry should include the date of submission, amount of
proposal, name of agency, proposed role of nominee. Indicate resubmissions.
1.
Concrete Sustainability
Effective Dates of the Contract/Grant: 2009-2011
Value: $140,000
External Funding Agency: Florida Concrete & Products Association (FCPA)
Role of Nominee: Investigator
This is a multi-disciplinary research project to investigate, evaluate, disseminate
and design concrete solutions, as a component of UF’s Program for
Sustainability and a Healthy Environment. The focus of this proposal is to
exhaustively study concrete’s physical properties and potentials in order to
affirm sustainable existing uses, propose new, sustainable uses for existing
products, and, potentially, to invent new products and design applications.
This proposal suggests an ongoing, cyclic, and evolving research program
organized around specific and typically applied research questions. Each
research question will be structured in three phases. In the first phase a
literature review will be used to assemble and evaluate existing research across
all appropriate environmental design disciplines. This research will be
assembled in a searchable database over time. In the second phase new
research and/or design explorations will be conducted with the goal of 1)
deepening existing knowledge, 2) objectively evaluating industry-based and
other studies and/or 3) developing new knowledge or a new application. The
third and final phase will be to disseminate this research through appropriate
scholarly, public and popular means. Research questions with the greatest
potential to improve the environment will be addressed first.
2.
Re-thinking the Corporate Campus
Effective Dates of the Contract/Grant: 2010-2012
Value: $100,000
External Funding Agency: Blue Cross Blue Shield of Florida
Role of Nominee: Co-Principal Investigator
This is a large multi-disciplinary research project involving the re-evaluation of
a series of corporate facilities and properties spread across north-central
Florida in light of changing demographic, technological, and regulatory issues.
19.
UNIVERSITY GOVERNANCE AND SERVICE
a.
University of Florida:
• Faculty Senator, 2011-2014 (elected, three-year term)
• Commencement Marshall (UF Commencements), 2008-2010
b.
College of Design, Construction and Planning:
• DCP Administrative Council, 2011-2012
• DCP Faculty Council, 2011-2012
• Public Relations Committee, 2009-2012
• Commencement Marshall (DCP Commencements), 2008-2010
• Sustainability Committee, 2008-2009
• Commencement Committee, 2008-2009
2012 Tenure Nominee Packet | Page 1.41
BRADLEY WALTERS
c.
School of Architecture:
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
20.
Archive Committee, 2011-2012
Director, Gallery/Exhibits Committee, 2009-2012
Faculty Advisory Committee, 2011-2012
Curriculum Committee, 2011-2012
Awards Committee, 2008-2012
Strategic Planning and NAAB Accreditation Preparation Committee, 2011-2014
(three-year appointment)
Sustainability Certificate Committee, 2009-2012
ACSA Faculty Councilor, 2008-2012
NCARB Intern Development Program (IDP) Educational Coordinator, 2008-2012
AIAS Faculty Advisor, 2008-2012
UF SOA Facebook Page Creator/Administrator, 2009-2012
Undergraduate Curriculum Committee, 2010-2011
Materials and Methods Committee, 2009-2011
Faculty Search Committee Member, 2010
Graduate Admissions Committee, 2009-2010
Lecture Series Advisory Group, 2008-2009
CONSULTATIONS OUTSIDE THE UNIVERSITY
Date
2011-12
2009-2011
Location
Gainesville FL
Orlando +
Gainesville FL
Work Perfomed
Board of Director
Juror for Excellence in Construction
Awards Competition
2008
4/22/2008
Gainesville FL
Edison NJ
6/12/2007
Princeton NJ
11/13/2007
Princeton NJ
2006-08
2006
West Windsor NJ
Washington DC
2005
Princeton NJ
Board of Directors’ Committee
Technical Presentation of BD
Campus Center Project
Continuing Education Presentation:
“Squeaky Wheels, Loose Cannons,
and Public Paranoia: West Windsor
Redevelopment Plan”
Continuing Education Presentation:
“Squeaky Wheels, Loose Cannons,
and Public Paranoia: West Windsor
Redevelopment Plan”
Arts Council Member
Peer Reviewer, National AIA Case
Studies Initiative
Regional Planning Presentation
2005
Princeton NJ
2005
Princeton NJ
2005
2003-06
Solebury Township
PA
West Windsor NJ
2005
West Windsor NJ
2004-05
West Windsor NJ
2004
West Windsor NJ
Site Plan Review Advisory Board
(SPRAB)
Princeton Junction Train Station
Advisory Committee
Ordinance Review Committee
2003
Philadelphia PA
Montreal Design Competition Entry,
2012 Tenure Nominee Packet | Page 1.42
“Retail Design” Presentation to The
University of NAI Global
“Mentoring” Presentation, Hillier
Institute Continuing Education
Program
Excellence in Design Tour (Solebury
School Abbe Science Center)
Planning Board
Organization/Employer
AIA Gainesville
Associated Builders &
Contractors, Central Florida
Chapter
AIA Gainesville
NJ American Concrete
Institute
AIA Central New Jersey
RMJM Hillier
West Windsor Township
American Institute of
Architects (AIA)
Shanghai Land Society and
American Planning
Association
NAI Global
Hillier Architecture
Central Bucks Chamber of
Commerce
West Windsor Township, New
Jersey
West Windsor Township, New
Jersey
West Windsor Township, New
Jersey
West Windsor Township, New
Jersey
Center City District
BRADLEY WALTERS
21.
2001
Princeton NJ
2000
Princeton NJ
“Philadelphia Designs Abroad”
Lecture Series
“Rendering: Color and Line” Design
Day Presentation
“Rendering: Visual Communications”
Design Day Presentation
Princeton Day School
Princeton Day School
EDITOR OF A SCHOLARLY JOURNAL, SERVICE ON AN EDITORIAL ADVISORY
BOARD OR REVIEWER FOR A SCHOLARLY JOURNAL
a.
Editor
None.
b.
Editorial Advisory Boards
None.
c.
Reviewer for Scholarly Journals
• Served as a member of the Editorial Board for Representation: Journal of the Design
Communication Association (2010-2011). All members of the Editorial Board read
and reviewed forty-four essays included in the Proceedings of the 2010 Design
Communication Association Bi-Annual Conference. Each member of the Board
independently ranked articles for inclusion in Representation. The Board then
convened to review the selections and make final decisions regarding work to be
included in the journal.
d.
Book Manuscripts Reviewed
•
22.
Invited peer reviewer of Architecture in Formation, by Pablo Lorenzo-Eiroa and
Aaron Sprecher. Independent peer review, assessment, and recommendations were
prepared for Wendy Fuller, Editor at Routledge, Taylor and Francis in May 2011.
INTERNATIONAL ACTIVITIES - Please describe teaching, research, and service activities in
light of their significance for the nominee’s scholarly career.
Teaching
• Worked with Professor Bill Tilson to develop and deliver studio coursework for the Master of
Science in Sustainability program, Singapore, May 2011 and May 2012 (anticipated).
• Taught Architectural Design and Materials and Methods of Construction II at the Vicenza
Institute of Architecture, Vicenza, Italy, Spring 2012.
• Taught Architectural Design as well as Analytic Drawing and Sketching at the Vicenza
Institute of Architecture, Vicenza, Italy, Spring 2009.
Research
• Solar Decathlon Europe Competition, Madrid, Spain, 2010
• Designer for The Gateway (Mixed-use Exhibition, Conference, and Retail District) Design
Competition in Ras al-Khaimah, United Arab Emirates, 2006 (with Hillier Architecture)
• Design Lead for the Walker Hall Winery, Beamsville Ontario Canada, 2005-2006 (with
Hillier Architecture)
• Designer for the China Mobile Operations Center Design Competition, Beijing China, 2006
(with Hillier Architecture)
• Designer for the Complex Culturel et Administratif de Montréal Design Competition, Quebec
Canada, 2002 (with Hillier Architecture)
• Design Proposal for Concertgebouw (Concert Hall) in Brugges, Belgium, 1998 (Unbuilt,
with Jose Atienza and Peter Eisenman, Princeton University)
2012 Tenure Nominee Packet | Page 1.43
BRADLEY WALTERS
•
Design Work has been Reviewed in International Design Publications:
˗ Currey, Mason. “Garden State: A New Jersey-based medical-technology company
unites under a green roof.” Metropolis Magazine. 19 November 2008.
˗ “Michener Museum Gets Bigger.” World Architecture News, 25 April 2007.
˗ Saywell, James, Ed. “BD Campus Center.” Hinge: Design in Focus. Hong Kong.
Volume 141, April 2007, p. 48.
˗ Youblin, Hou, ed. “Abbe Science Center in Solebury School.” Urbanism and
Architecture, May 2006, No. 20, Con. 20, pp. 60-62.
˗ “A Corn-Crib Exposé,” A+D (Architecture + Design: A Journal of Indian
Architecture), Vol. XXII, No. 10, October 2005.
˗ Griffith, Don (ed.). The Wood Design Awards 2004: A North American Program of
Architectural Excellence. Halifax: Tuns Press, 2004.
˗ Wood Design & Building Magazine, Fall 2004, Issue #29
˗ Wood Le Bois Magazine, Fall 2004, Issue #47
˗ Abbe Science Center, Architectural Record, March 2004
˗ “Concours International d’Architecture: Le Complexe Culturel et Administratif de
Montréal.” ARQ: La Revue D’Architecture. Art et Architecture Québec. Issue 126,
Février 2004, p.20.
Service
• Presentation on Regional Planning Strategies, made to the Shanghai Land Society and
American Planning Association, Princeton NJ, 2005
23.
EXTENSION PROGRAM (for IFAS only)
Not Applicable.
24.
CLINICAL SERVICE OR CLINICAL ACTIVITIES
Not Applicable.
25.
SERVICE TO SCHOOLS – In 1984, the Legislature determined that service to the public
schools (K-12) would be considered for tenure and/or promotion purposes. Such service should be
listed in this area.
•
26.
Architecture Career Day Presentations, Lawton M. Chiles Elementary School Second Grade
Classes, Gainesville FL, 2009
MEMBERSHIP AND ACTIVITIES IN THE PROFESSION
MEMBERSHIPS
a.
International
• None
b.
National
• American Institute of Architects (AIA), Member No. 30317336, 2006 –
present
• National Council of Architectural Review Boards (NCARB), Certificate
No. 62,043, 2006 – present
• Association of Collegiate Schools of Architecture (ACSA), 2008 – present
• Design Communication Association (DCA), 2009 – present
c.
Regional
2012 Tenure Nominee Packet | Page 1.44
BRADLEY WALTERS
•
B.
27.
None
d.
State
• Registered Architect, State of Florida, License No. AR94869, 2009 –
present
• Registered Architect, State of New Jersey, License No. 21AI01719800,
2006 – present
• AIA Florida, 2009 – present
• AIA New Jersey, 2006 – 2009
e.
Local
• AIA Gainesville, 2009 – present
• AIA Central New Jersey, 2006 - 2009
f.
Other
• None
ACTIVITIES IN THE PROFESSION
a.
International
• None
b.
National
• Peer Reviewer, National AIA Case Studies Initiative: 2006
c.
Regional
• None
d.
State
• None
e.
Local
• AIA Gainesville, Board of Directors: 2011-2012
• AIA Gainesville, Board of Directors Committee: 2008 – 2009
f.
Other
• None
HONORS
a.
International
• First Place: People's Favorite Web Award, Solar Decathlon Europe, Madrid Spain,
2010
• First Place: Communications and Social Awareness, Solar Decathlon Europe,
Madrid Spain, 2010
• Second Place: Electrical Energy Balance (Production v. Consumption), Solar
Decathlon Europe, Madrid Spain, 2010
• Eighth Place: Overall Competition, Solar Decathlon Europe, Madrid Spain, 2010
• Honor Award, Wood Design & Building, Solebury School Abbe Science Center,
2004
• Honourable Mention, Competition Entry for the design of the Complex Culturel et
Administratif de Montréal (unbuilt), Sponsored by Société immobilière du Québec
(SIQ), 2003
2012 Tenure Nominee Packet | Page 1.45
BRADLEY WALTERS
28.
b.
National
• GE Edison Award of Merit, Peddie School Ian Graham Athletic Center, RMJM
Hillier + Illumination Arts LLC, 2010
• Chicago Athenaeum American Architecture Award, BD Campus Center, 2008
• Best New Facility, Food Management’s Best Concept Award, BD Campus Center,
2008
c.
Regional
• Award of Excellence, Associated Builders and Contractors, Inc. (ABC), Southeast
Pennsylvania Chapter, Abbe Science Center, Solebury School, 2003
d.
State
• Merit Award, Unbuilt Category, Irving Convention Center, AIA New Jersey, 2008
• Grand Award, BD Campus Center, NJ Chapter of American Concrete Institute, 2008
• Merit Award, Unbuilt Category, BD Campus Center, AIA New Jersey, 2005
• Honor Award, Unbuilt Category, Montreal Design Competition Entry, AIA New
Jersey, 2004
• Gold Award for Excellence in Architecture, AIA New Jersey, Solebury School Abbe
Science Center, 2003
• Bronze Award for Excellence in Architecture, Solebury School Gymnasium
(unbuilt), AIA New Jersey, 2003
e.
Local
• Teacher of the Year, UF College of Design, Construction and Planning, 2011
• University of Florida Sustainability Fellow, 2010-2011
• Honor Award, Residential Category, Project RE:FOCUS, AIA Gainesville, 2010
• Recognition Award, Abbe Science Center at Solebury School, AIA Philadelphia,
2004
• Recognition Award, Solebury School Gymnasium (unbuilt), AIA Philadephia, 2004
• Silver Medal – Highest Award, Abbe Science Center, Solebury School, AIA
Pennsylvania, 2004
f.
Other
• B. Design in Architecture Summa Cum Laude, University of Florida, 1995
• SOM Traveling Fellowship Nominee, University of Florida, 1995
• Tau Sigma Delta National Architectural Honor Society, University of Florida, 1995
• Gargoyle Honor Society, University of Florida School of Architecture, 1993 – 1995
• Martin Gundersen Sr. Award, University of Florida, 1994
• Third-Year Undergraduate Architecture Design Award, University of Florida, 1994
CHAIR’S/DIRECTOR’S (OR APPROPRIATE ADMINISTRATOR’S) LETTER
Not Available.
29.
DEAN’S LETTER
Not Available.
30.
SAMPLE LETTER TO EVALUATORS
Not Available.
31.
BIOSKETCHES OF INDIVIDUALS WRITING SOLICITED LETTERS OF
EVALUATION
2012 Tenure Nominee Packet | Page 1.46
BRADLEY WALTERS
Not Available.
32.
COPIES OF THE LAST FIVE ANNUAL LETTERS OF EVALUATION – Attach the last
five annual letters of evaluation with the most recent appearing first; this includes any written
responses to an evaluation that are on file. Those nominees being considered for tenure and/or
promotion prior to their sixth year of employment will not have five evaluations. In this case,
supply the evaluations that have been given. DO include these in packets for internal evaluators;
DO NOT include in the packets sent to external reviewers.
2012 Tenure Nominee Packet | Page 1.47
BRADLEY WALTERS
2012 Tenure Nominee Packet | Page 1.48
BRADLEY WALTERS
2012 Tenure Nominee Packet | Page 1.49
BRADLEY WALTERS
2012 Tenure Nominee Packet | Page 1.50
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2012 Tenure Nominee Packet | Page 1.51
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2012 Tenure Nominee Packet | Page 1.52
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33.
FURTHER INFORMATION
See website http://bradleywalters.wordpress.com.
2012 Tenure Nominee Packet | Page 1.53