1. : B E T H H I G G I N S :
a b s t r a c t a w a r e n e s s
• 1635 E Pr yor Ave, Milwaukee, WI 53207 •
• 414-688-8205 • bethleena@gmail.com •

2. : B E T H H I G G I N S a b s t r a c t a w a r e n e s s
:BETH HIGGINS : • 1635 E Pryor Ave Milwaukee, WI 53207 •
•PHONE (414)688-8205•EMAIL BETHLEENA@GMAIL.COM •
:EDUCATION :
Master of Architecture,University of Wisconsin-Milwaukee[Dec. 2013]
Ecological Design and Preservation Studies
Foreign Studies, Japan – Historic Preservation & Building Documentation [June 2013]
Sustainable Systems Research, Vancouver, BC [January 2012]
Bachelor of Science Architectural Studies,University of Wisconsin-Milwaukee[May 2005]
ECOTONE (Student Organization) – Rain Garden installation, Prairie plantings [2004-2005]
Studio 2131 (Student Publication) – Copy Editor [2004-2005]
Foreign Studies, Paris, France – Studio & Architectural History [June-August 2004]
:WORK EXPERIENCE :
Dan Beyer Architects, Architectural Intern [Oct. 2015 – May 2016]
Select projects include:
6TH
&National Historic façade proposal, Milwaukee, WI
Revere’s Restaurant Remodel, Delafield, WI
Bay View Residence Remodel & Addition, Milwaukee,WI
Continuum Architects and Planning, Architectural Intern[May 2014 – March 2015]
Select projects include:
MATC South Tenant Improvement,Milwaukee, WI
MATC MQC Remodel and Addition to Horticulture/Greenhouse, Mequon,WI
Bukowski Residence Feature Wall, Milwaukee, WI
UWM SARUP Historic Preservation Institute, Student Intern [Aug. 2013 – Dec. 2013]
Assisting the staff of the City Clerk's Historic Preservation office with design proposals for historic neighborhoods via handdrafting and CAD, data
collection and analysis, and presentation formatting
Portage Community School District, Special Ed. Aide[Feb. 2010 – June 2011]
Direct assistance for elementary school students with special needs and behavior challenges
Gaunt-Zimmer Design, Intern Architect[Nov. 2005 – April 2009]
Select projects include:
Eadington Residence, Addition and Remodel, Crystal Bay, NV
Rock Hopper Residence, New Construction, Truckee, CA
Emergency Dept. Addition and Remodel, Incline Village CommunityHospital, Incline Village, NV
: Technical Skills :
Proficient In: Experience In:
Autodesk REVIT Photography
AutoCAD Adobe Illustrator
Adobe Photoshop Adobe InDesign
Microsoft Office Suite Office Management
Google SketchUP Rhino
:AFFILIATIONS &AWARDS :
Project Selection National Green Schools Conference, Master’s Thesis:LearningLandscapes:ShiftingtheStandardsofInstitutionalArchitecture[March 2014]
First Place Design Team Beintween Urban Chicken Coop Design/Build Competition [Nov. 2011-March 2012]
First Place Design TeamUSGBC (US Green Building Council) – Sacramento, CA
Emerging Green Builders Natural Talent 2006, LEED for Homes Design Challenge
SiGBA (Sierra Green Building Association) - Vice President [2007, 2008], Events Committee Volunteer[2006-2008]
Managing Editor – 2008 Resource Guide, Newsletter Editor [2007-2008]
“Beth is a talented designer and a capable project
coordinator. She has a high degree of attention to detail and
follow-through and demonstrates a commitment to projects
that is commendable. Beth's commitment to green
technologies and sustainable design has been very
beneficial to Gaunt-Zimmer Design” – Ron Gaunt, Principal
Architect, GZD
01
I’ve always been passionate about
architecture (and decidedly always will be1
).
Within it lies the opportunity to make significant
impacts on a community at so many scales.
I frequently include some of my photographs
in moments of personal description - they
hold no agenda, yet almost always reveal
an appreciation of journey and detail, material
and light; an overview of the quality that our built
environment has on experience. I use them to
exhibit my general understanding of this principle,
and realize that the frequency of its manifestation
only further demonstrates the need for holistic
planning in the design of our surroundings.
I often catch myself though, and wonder: how is it at all
possible to plan for experience when it is entirely
individual? How can design be such that it
encourages social and environmental awareness?
I’ve been thinking about this for years-
participating in design competitions, volunteering
in green building organizations, visiting and
researching practicing sustainable communities
– only to find that more often than not, this
conversation about social and environmental
sustainability, is had by the profession. Not the users.
How can we use design to reach the community at large,
and express the requirement for careful consideration?
A lofty goal, I know, but I saw my Master’s Thesis as the
perfect time to research the possibility of this notion.
1 Despite losing my first job in architecture to a slow
economy and finding success in the field of education,
I find it very difficult to veer from the world of design...
Architecture has the potential to provide so much more toward the education of future generations than is
currently realized. By redefining the learning landscape within the construct of a historic school building,
we can provide spaces that engage and inspire while simultaneously addressing environmental challenges.
Design that works to provide layers of experience through material and form, inherently ignites the element of
wonder in a child. We can theorize that dynamic spaces can foster more intellectual experiences and a broader
understanding of the world around us; establishing a stronger sense of place, and a greater regard to proximity.
And while the 3.5 months of exhaustive thought
provided a glimpse into one school’s potential, I think
the actual solution I found was one of expanding
possibilities - highlighting the need to step away
from fixed principles and realize what could be if
we allow greater exploration and consideration.
That’s a model I attempt to apply to all aspects of my
life. We live in too complex a world to not question
what we think we know. I’ve taken this philosophy
through graduate school, and look once again for an
opportunity to apply it in the architectural profession.
I hope to find myself in a setting that not only
embraces this personal and professional philosophy,
but equally shares and promotes it as their own.

3. : B E T H H I G G I N S a b s t r a c t a w a r e n e s s
: M A S T E R ’ S T H E S I S A R C H 8 9 1 :
Learning Landscapes:ShiftingtheStandardofInstitutionalArchitecture
Learning Landscapes: Shifting the Standard of Institutional Architecture :0403
The 21st century child is one who is aware of
their community both near and far, one who
exudes passion for the world around them, and
who develops a desire to creatively and collectively
solve social and environmental difficulties.
The whole of the architectural setting in which
we place our children should seek to provide
regular lessons in environmental and social
sustainability; topics which would become
part of the everyday curriculum rather than
highlighted lessons each week, month or year.
Through design, we can work to counter the
argument of the “displaced” society – a reality
where our daily necessities, both physiological and
psychological,comefromelsewhere. Weshouldseek
to establish a greater sense of place by redesigning
the learning landscape with regard to proximity and
to counter our inclination towards the temporary.
By looking to existing school buildings, we
demonstrate an essential lesson in sustainability
through responsible reuse of materials,
provide opportunities to reconnect with the
surrounding community, as well as demonstrate
social and architectural lessons of the past.

4. : B E T H H I G G I N S a b s t r a c t a w a r e n e s s
: M A S T E R ’ S T H E S I S A R C H 8 9 1 :
Learning Landscapes:ShiftingtheStandardofInstitutionalArchitecture
Learning Landscapes: Shifting the Standard of Institutional Architecture :0605
Buildings can demonstrate an understanding of
health and its relationship to environment, and
greater awareness of resource origin and how our
demands affect the allocation of those resources.
Implementing new technologies to better a
building’s energy efficiency or to decrease its waste
generation are important steps towards greater
responsibility, but do not provide the
opportunities necessary to ensure educational
experience. Without meaningful experience, it’s
difficult to expect certain lessons are retained.
Design that works to provide layers of experience
while addressing environmental efficiencies
through material and form, inherently ignites the
element of wonder in a child. We can theorize that
these dynamic spaces can foster more intellectual
experiences and broader understanding of the
world around us. If we assume the significance
that spatial experience has on learned behavior, the
responsibility of the designer is vastly increased;
architectsaredirectlyshapingthemindsoftheirusers.
GYM/CAFETERIA
KITCHEN/MARKET
CSA ADMIN
CSA
LIBRARY MEDIA CENTER
SCHOOL ADMIN
SOLAR AQUATIC WATER
TREATMENT
a
b
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d
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a b
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molecular interaction
circulation
OPEN TO BELOW
ROOFTOP GARDEN
FLEX CLASS(ROOM)
THEATER SEATING
STAGE
(SCIENCE)
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GYM/CAFETERIA
KITCHEN/MARKET
CSA ADMIN
CSA
LIBRARY MEDIA CENTER
SCHOOL ADMIN
SOLAR AQUATIC WATER
TREATMENT
a
b
c
d
e
f
g
a b
c
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d
f
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molecular interaction
circulation
OPEN TO BELOW
ROOFTOP GARDEN
FLEX CLASS(ROOM)
THEATER SEATING
STAGE
(SCIENCE)
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i
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k
l
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h2
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FLEX CLASS(ROOM)
(MUSIC)
OPEN TO BELOW
(ART)
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h3
n2
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GYM/CAFETERIA
KITCHEN/MARKET
CSA ADMIN
CSA
LIBRARY MEDIA CENTER
SCHOOL ADMIN
SOLAR AQUATIC WATER
TREATMENT
a
b
c
d
e
f
g
a b
c
e
d
f
g
molecular interaction
circulation
OPEN TO BELOW
ROOFTOP GARDEN
FLEX CLASS(ROOM)
THEATER SEATING
STAGE
(SCIENCE)
h
i
j
k
l
m
ih
h2
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kj2
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FLEX CLASS(ROOM)
(MUSIC)
OPEN TO BELOW
(ART)
n
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n2
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n3
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GYM/CAFETERIA
KITCHEN/MARKET
CSA ADMIN
CSA
LIBRARY MEDIA CENTER
SCHOOL ADMIN
SOLAR AQUATIC WATER
TREATMENT
a
b
c
d
e
f
g
a b
c
e
d
f
g
molecular interaction
circulation
OPEN TO BELOW
ROOFTOP GARDEN
FLEX CLASS(ROOM)
THEATER SEATING
STAGE
(SCIENCE)
h
i
j
k
l
m
ih
h2
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kj2
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j5
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FLEX CLASS(ROOM)
(MUSIC)
OPEN TO BELOW
(ART)
n
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h3
n2
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n3
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GYM/CAFETERIA
KITCHEN/MARKET
CSA ADMIN
CSA
LIBRARY MEDIA CENTER
SCHOOL ADMIN
SOLAR AQUATIC WATER
TREATMENT
a
b
c
d
e
f
g
a b
c
e
d
f
g
molecular interaction
circulation
OPEN TO BELOW
ROOFTOP GARDEN
FLEX CLASS(ROOM)
THEATER SEATING
STAGE
(SCIENCE)
h
i
j
k
l
m
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(MUSIC)
OPEN TO BELOW
(ART)
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5. : B E T H H I G G I N S a b s t r a c t a w a r e n e s s
PRECEDENT FLOW
DUAL SPRAY NOZZLE
RADIAL AND DIRECT SPRAY OPERATIONS
RELY ON DISTANCE OF OPENINGS, TAN-
GENTS, CURATURE OF MASS, AS WELL AS
FLUID PRESSURE ENTERING THE OBJECT.
THE RADIAL SPRAY OPERATION UTILIZES
A SMALLER OPENING WHICH PROVIDES
FOR INCREASED PRESSURE THUS DIRECT-
ING THE WATER TO THE CURVE, CREATING
A RADIAL FLOW.
THE OPENING FOR THE DIRECT FLOW
OPERATION IS LARGER, ALLOWING THE
WATER TO BYPASS THE CURVE, AND FLOW
DIRECTLY OUT OF THE OBJECT.
REVERSING FIXED CURVES WITH THOSE
THAT ESTABLISH TANGENTS CREATE
LARGER VOIDS PRESUMABLY DECREAS-
ING EFFICIENCY OF FLOW. REINTRODUC-
ING THE DISTANCE OF OPENINGS TIGHT-
ENS VOIDS
DIRECTLY CONNECTING & MIRRORING
THE POINTS OF OPENINGS TO INTRO-
DUCES DIRECT LINE OF FLOW. REINTRO-
DUCE THE CURVE FOR RADIAL FLOW
MASONRY HEATER
MASONRY HEATERS BURN FIRES MORE
QUICKLY AND AT HIGHER TEMPERATURES
THAN TRADITIONAL FIREPLACES. THE
HEAT TRAVELS THROUGH CHAMBERS
ALLOWING SURROUNDING MASONRY TO
STORE THE HEAT FOR LATER RELEASE.
INVERTING THE SOLID AND VOID
CHANGES THE RATIO OF THERMAL STOR-
AGE TO ALLOWABLE AIR MOVEMENT.
EFFICIENCY OF THERMAL CONDUCTION
DECREASES AS MASS GROWS.
section
THERMAL LABYRINTH
plan
OFFSET MASS WALLS MAKE UP A SUB-
MERGED THERMAL LABYRINTH THAT
AIDES IN COLLECTING AND STORING
HEAT MOVING THROUGH THE SPACE.
SIMILAR TO A MASONRY HEATER, THE
EFFICIENCY OF THIS SYSTEM RELIES ON
PATH FOR AIR TRAVEL, SURFACE AREA,
AND MATERIAL OF THE MASS.
TROMBE WALL
AIR SPACE BETWEEN GLASS AND A MASS
WALL HEATS AND TRANSFERS TO THE
MASS, ALLOWING FOR SLOW RELEASE BY
RADIATION INTO THE SPACE BEYOND.
MATERIAL CHOICES ARE DETERMINED
BASED ON THERMAL STORAGE CAPACI-
PRECEDENT FLOW
DUAL SPRAY NOZZLE
RADIAL AND DIRECT SPRAY OPERATIONS
RELY ON DISTANCE OF OPENINGS, TAN-
GENTS, CURATURE OF MASS, AS WELL AS
FLUID PRESSURE ENTERING THE OBJECT.
THE RADIAL SPRAY OPERATION UTILIZES
A SMALLER OPENING WHICH PROVIDES
FOR INCREASED PRESSURE THUS DIRECT-
ING THE WATER TO THE CURVE, CREATING
A RADIAL FLOW.
THE OPENING FOR THE DIRECT FLOW
OPERATION IS LARGER, ALLOWING THE
WATER TO BYPASS THE CURVE, AND FLOW
DIRECTLY OUT OF THE OBJECT.
REVERSING FIXED CURVES WITH THOSE
THAT ESTABLISH TANGENTS CREATE
LARGER VOIDS PRESUMABLY DECREAS-
ING EFFICIENCY OF FLOW. REINTRODUC-
ING THE DISTANCE OF OPENINGS TIGHT-
ENS VOIDS
DIRECTLY CONNECTING & MIRRORING
THE POINTS OF OPENINGS TO INTRO-
DUCES DIRECT LINE OF FLOW. REINTRO-
DUCE THE CURVE FOR RADIAL FLOW
MASONRY HEATER
MASONRY HEATERS BURN FIRES MORE
QUICKLY AND AT HIGHER TEMPERATURES
THAN TRADITIONAL FIREPLACES. THE
HEAT TRAVELS THROUGH CHAMBERS
ALLOWING SURROUNDING MASONRY TO
STORE THE HEAT FOR LATER RELEASE.
INVERTING THE SOLID AND VOID
CHANGES THE RATIO OF THERMAL STOR-
AGE TO ALLOWABLE AIR MOVEMENT.
EFFICIENCY OF THERMAL CONDUCTION
DECREASES AS MASS GROWS.
section
THERMAL LABYRINTH
plan
OFFSET MASS WALLS MAKE UP A SUB-
MERGED THERMAL LABYRINTH THAT
AIDES IN COLLECTING AND STORING
HEAT MOVING THROUGH THE SPACE.
SIMILAR TO A MASONRY HEATER, THE
EFFICIENCY OF THIS SYSTEM RELIES ON
PATH FOR AIR TRAVEL, SURFACE AREA,
AND MATERIAL OF THE MASS.
TROMBE WALL
AIR SPACE BETWEEN GLASS AND A MASS
WALL HEATS AND TRANSFERS TO THE
MASS, ALLOWING FOR SLOW RELEASE BY
RADIATION INTO THE SPACE BEYOND.
MATERIAL CHOICES ARE DETERMINED
BASED ON THERMAL STORAGE CAPACI-
TIES.
PERFORMATIVE GEOMETRIES
section
plan
PRECEDENT FLOW
DUAL SPRAY NOZZLE
RADIAL AND DIRECT SPRAY OPERATIONS
RELY ON DISTANCE OF OPENINGS, TAN-
GENTS, CURATURE OF MASS, AS WELL AS
FLUID PRESSURE ENTERING THE OBJECT.
THE RADIAL SPRAY OPERATION UTILIZES
A SMALLER OPENING WHICH PROVIDES
FOR INCREASED PRESSURE THUS DIRECT-
ING THE WATER TO THE CURVE, CREATING
A RADIAL FLOW.
THE OPENING FOR THE DIRECT FLOW
OPERATION IS LARGER, ALLOWING THE
WATER TO BYPASS THE CURVE, AND FLOW
DIRECTLY OUT OF THE OBJECT.
REVERSING FIXED CURVES WITH THOSE
THAT ESTABLISH TANGENTS CREATE
LARGER VOIDS PRESUMABLY DECREAS-
ING EFFICIENCY OF FLOW. REINTRODUC-
ING THE DISTANCE OF OPENINGS TIGHT-
ENS VOIDS
DIRECTLY CONNECTING & MIRRORING
THE POINTS OF OPENINGS TO INTRO-
DUCES DIRECT LINE OF FLOW. REINTRO-
DUCE THE CURVE FOR RADIAL FLOW
MASONRY HEATER
MASONRY HEATERS BURN FIRES MORE
QUICKLY AND AT HIGHER TEMPERATURES
THAN TRADITIONAL FIREPLACES. THE
HEAT TRAVELS THROUGH CHAMBERS
ALLOWING SURROUNDING MASONRY TO
STORE THE HEAT FOR LATER RELEASE.
INVERTING THE SOLID AND VOID
CHANGES THE RATIO OF THERMAL STOR-
AGE TO ALLOWABLE AIR MOVEMENT.
EFFICIENCY OF THERMAL CONDUCTION
DECREASES AS MASS GROWS.
section
THERMAL LABYRINTH
plan
OFFSET MASS WALLS MAKE UP A SUB-
MERGED THERMAL LABYRINTH THAT
AIDES IN COLLECTING AND STORING
HEAT MOVING THROUGH THE SPACE.
SIMILAR TO A MASONRY HEATER, THE
EFFICIENCY OF THIS SYSTEM RELIES ON
PATH FOR AIR TRAVEL, SURFACE AREA,
AND MATERIAL OF THE MASS.
TROMBE WALL
AIR SPACE BETWEEN GLASS AND A MASS
WALL HEATS AND TRANSFERS TO THE
MASS, ALLOWING FOR SLOW RELEASE BY
RADIATION INTO THE SPACE BEYOND.
MATERIAL CHOICES ARE DETERMINED
BASED ON THERMAL STORAGE CAPACI-
TIES.
SYSTEMS FLOW
:MANIFOLD DESTINIESARCH 836:
Systems Flow:Per formance Geometries of the Nozzle
Systems Flow: Performance Geometries of the Nozzle
PERFORMATIVE GEOMETRIESPERFORMATIVE GEOMETRIES
:08
SYSTEMS FLOW
07
The traditional built environment
attempts to address its issue with high
energy demands through the installation
of (typically inefficient) mechanical systems, and
rarely a deviation from the standard built form.
Through exploration of geometry and form, the
performance of thermodynamic self-supporting
structures can demonstrate a possible solution
to the inefficiencies of modern architecture.
Through careful analysis of geometry and
function, designers can attempt to employ similar
solutionstoarchitecture,inhopesofachievingsimilar
thermodynamic functions. Here, a dual spray nozzle
reveals the potential for material flow as it is affected
through openings, surfaces, curves, and pressure.
A morphological study reveals how its efficiency
changes with the adjustment of those parameters.
We can take the principles of sustainable
architecture, joined with the results of the
thermodynamic studies, in an attempt to
design forms of greater efficiency. Reducing
our demand on mechanical systems, effectively
allows the building itself to become the system.
SYSTEMS FLOW
LABYRINTH LEVEL
1/8” = 1’-0”
LOWER LEVEL PLAN
1/8” = 1’-0”
1
2
34
5
6
1 LOBBY
2 GIFT SHOP
3 EXHIBIT
4 CANAL BARGE
5 BLACK BOX THEATER
6 RESTROOMS
UPPER LEVEL PLAN
1/8” = 1’-0”
9
8
7
7 OFFICES
8 CAFE
9 BIER GARDEN
11
10
10 BREW GARDEN
11 OUTDOOR PERFORMANCE
OPEN
TO BLW
OPEN
TO BLW
SYSTEMS FLOW
SYSTEMS FLOW
SYSTEMS FLOW

6. : B E T H H I G G I N S a b s t r a c t a w a r e n e s s
1
A108
134 2
3
A108
5678
RAMMED EARTH WALL
1" INSULATING GLASS W/
PERFORATED ZINC AT
SURFACE 2, THROUGHOUT
ZINC REVEAL PANELS
CAST-IN-PLACE CONC.
PRECAST CONC. PANELS
OPENING TO PATHWAY
BEYOND
ABCE D
4
A108
FGH
1" INSULATING GLASS W/
PERFORATED COPPER AT
SURFACE 2, THROUGHOUT
1" INSULATING GLASS
CURTAIN WALL
EXPOSED CONC.
RAMMED EARTH WALL
1/8" = 1'-0"
1
East
1/8" = 1'-0"
2
North
Level 1
0' - 0"
Level 2
14' - 0"
1
A108
1 3 42
Roof
35' - 0"
Corridor
30' - 0"
3
A108
Main Roof
28' - 0"
5 6 7 8
SEE SHEET A-## FOR
EXT. CLASSROOM INFO
SEE SHEET A-## FOR
EXT. CLASSROOM INFO
1" INSULATING GLASS W/
PERFORATED ZINC AT
SURFACE 2, THROUGHOUT
RAMMED EARTH WALL
CAST-IN-PLACE CONC.
EXTERIOR PATH
THROUGH OPENING IN
EARTH WALL, SEE PLAN
Level 1
0' - 0"
Level 2
14' - 0"
A B C ED
Roof
35' - 0"
Corridor
30' - 0"
Main Roof
28' - 0"
4
A108
F G H
CAST-IN-PLACE CONC.
RAMMED EARTH WALL
1" INSULATING GLASS
CURTAIN WALL
ZINC PANELS W/ HORIZ.
REVEAL
1" INSULATING GLASS W/
PERFORATED ZINC AT
SURFACE 2, THROUGHOUT
CAST-IN-PLACE CONC.
CONC. RETAINING WALL &
DOWNSPOUT TO HARBOR
RAIN WATER CISTERNS
Scale
Date
Drawn By
1/8" = 1'-0"
401EGreenfieldAveMilwaukee,WI53204
A107
Elevations
Beth Higgins
9 May 2012
1/8" = 1'-0"
1
West
1/8" = 1'-0"
2
South
DN
DN
CLASS/MEETING
15
ADMIN SUITE
10
MEETING
11
GALLERY
9
RESTROOM
12
RESTROOM
13
EXTERIOR PATIO
RECEPTION
14
ELEV.
STORAGE
True NorthPlan North
UP
UP
LAB
3
LAB
2
WORKROOM
1
LAB
4
LOCKERS/
RESTROOM
5
LOCKERS/
RESTROOM
6
ANIMAL RESCUE
7
MECHANICAL
8
OPEN LAB/
GALLERY
Access to Wetlands
True NorthPlan North
ELEV.
Level 1
0' - 0"
Level 2
14' - 0"
1
A108
1 3 42
Roof
35' - 0"
Corridor
30' - 0"
3
A108
Main Roof
28' - 0"
5 6 7 8
SEE SHEET A-## FOR
EXT. CLASSROOM INFO
SEE SHEET A-## FOR
EXT. CLASSROOM INFO
1" INSULATING GLASS W/
PERFORATED ZINC AT
SURFACE 2, THROUGHOUT
RAMMED EARTH WALL
CAST-IN-PLACE CONC.
EXTERIOR PATH
THROUGH OPENING IN
EARTH WALL, SEE PLAN
Level 1
0' - 0"
Level 2
14' - 0"
A B C ED
Roof
35' - 0"
Corridor
30' - 0"
Main Roof
28' - 0"
4
A108
F G H
CAST-IN-PLACE CONC.
RAMMED EARTH WALL
1" INSULATING GLASS
CURTAIN WALL
ZINC PANELS W/ HORIZ.
REVEAL
1" INSULATING GLASS W/
PERFORATED ZINC AT
SURFACE 2, THROUGHOUT
CAST-IN-PLACE CONC.
CONC. RETAINING WALL &
DOWNSPOUT TO HARBOR
RAIN WATER CISTERNS
Scale
Date
Drawn By
1/8" = 1'-0"
401EGreenfieldAveMilwaukee,WI53204
A107
Elevations
Beth Higgins
9 May 2012
:COMPREHENSIVE STUDIOARCH 825:
Inner Harbor Wetlands & Wildlife Education Center
A successful project in Milwaukee’s Inner
Harbor would re-establish an understanding
of what once was; representing the
processes of natural and biological
transformations, as well as societal progression. This
historical account is presented through dynamic
engagement with the site, the structure, and
the social opportunities afforded through both.
Inviting exploration, the large rammed earth wall is
a visual block, revealing only a glimpse of built form
beyond. This wall resembles a section of earth
extruded from the site, showcasing colored
striations, the desired result of this construction
type. Signs of learning spaces within are
revealed as a small portion of their
glazing projects from the surrounding landscape.
The structural steel framing used beyond the
rammed earth wall recognizes Milwaukee’s
industrial heritage, as well as the current state of
the surrounding context. This acknowledgement
is further presented in material choices in
exterior cladding and interior finishes.
Visitors may utilize the facility’s indoor
and outdoor classrooms to research and practice
sustainable landscaping techniques and
habitat restoration, as well as gain an
understanding of sustainable architecture.
Through interactive displays of building systems
and materials, the exhibition of energy and resource
efficiency is a reinforcing lesson of the importance
of our evolving social and ecological role.
The goal of this project is to not only directly engage
its users, but to also allow experience from afar; to
invoke curiosity to further question and explore the
ideas beyond. Direct and indirect use of the site
by following the Harbor Walk along newly created
waterways and labeled wetland restoration, users
become participants – forced to consider their
surroundings as they are now engaged in a project
propelling consideration and intending action.
Inner Harbor Wetlands & Wildlife Education Center09 :10
Level 1
0' - 0"
Level 2
14' - 0"
Roof
35' - 0"
Corridor
30' - 0"
Main Roof
28' - 0"
G
ZINC PANELS W/ 1/2"
REVEAL
3" RIGID INSULATION
CONTINUOUS 6"
CHANNEL STUD, TYP.
4" CONC. ON MTL. DECK
4" RIGID INSULATION
WHITE TPO, FULLY
ADHERED
STL COL. BEYOND
NANAWALL
4" CONC. S.O.G.,
STAINED
6" RIGID INSULATION
STL BEAM BEYOND
STANDING SEAM
ROOF
GLAZED WALL
BEYOND
A113
1
2'-2"
12'-0"3'-10"2'-0"
5'-115/8"1'-4"2'-0"5'-10"14'-85/16"
STL REINFORCING, SEE
STRUCTURAL DWGS
DRIVEN PILES, SEE
STRUCTURAL DWGS
1'-8"
GRAVEL FILL
HORIZ.MULLIONREQUIRED
8'-0"
LITE-DECK CONC.
FLOOR SYSTEM

7. : B E T H H I G G I N S a b s t r a c t a w a r e n e s s
:HISTORIC PRESERVATIONARCH 835:
U n i t y T e m p l e A d d i t i o n
UP UP
UP
UP
DN
DN
DN
UP
UP
UP
DN
Classroom Classroom Classroom
UTRF Cafe/Gift
Shop
1
2
1
2
GROUND PLANLOWER LEVEL
-
---
Level 2
12' - 0"
Level 3
25' - 11"
Roof
34' - 2"
WEST ELEVATION
SECTION 1
Level 1
0' - 0"
Level 2
12' - 0"
Level 3
25' - 11"
-
---
Basement
-12' - 0"
Roof
34' - 2"
Level 2
12' - 0"
Level 3
25' - 11"
Roof
34' - 2"
NORTH ELEVATION
SECTION 2
UP UP
UP
UP
DN
DN
DN
UP
UP
UP
DN
Classroom Classroom Classroom
UTRF Cafe/Gift
Shop
1
2
1
2 2
1
DN
DN
DN
DN
DN
DN
DN
Office Office
OfficeOfficeOffice
Office Office
Office
Greenroof
Greenroof
Community
Meeting Room(s)
Youth Center
GROUND PLANLOWER LEVEL UPPER LEVE
Unity Temple Addition:1211
Frank Lloyd Wright’s fascination of the cube,
transfer of light, and forced perspectives, resonate
in this proposal for addition. Using the established
module set forth in the existing worship space, the
continued grid can be used to delineate all new
spaces required for this expanding congregation.
A subtle shifting of masses allows a
dynamic space that signifies certain
programmatic functions, while maintaining
the integrity of its neighboring inspiration.
While minimal in transformation of the existing
streetscape, this proposal demonstrates a subtle
wrapping of the cherished temple. The committee
for the Unity Temple restoration can reside
independent of the congregation, so to not
disrupt the reflective intent of the original space.

8. : B E T H H I G G I N S a b s t r a c t a w a r e n e s s
: C O O P E T I T I O N b e I N t w e e n :
The coopetition is intented to support locavores, promote material reuse, and challenge both designers and builders with a pragmatic
+ collaborative opportunity. As opposed to most competitions, this is not solely about design, it’s about making. Salvaged materials
can greatly enhance and often times demand creativity. The challenge of constructing a coop from these is ecological by nature,
diverting materials from the waste stream and repurposing them to produce usable energy in the form of animal protein.
13 :14Coopetition
With the abundance of low-cost construction
materials available at a local Habitat for
Humanity’s ReStore, team Jimmies and Peeps (Tim
Heinle and Beth Higgins) sought to develop a
prototypical chicken coop that would serve as
inspiration and guidance for all Milwaukee residents
looking to create a coop of their own. The inherent
beauty of reclaimed materials, lies in the potential to
beconsideredforusesbeyondtheiroriginalpurpose.
“Hatch” proposes coop construction almost
entirelyofolddoors,makingcollectionandassembly
easy for anyone, regardless of building experience.

9. : B E T H H I G G I N S a b s t r a c t a w a r e n e s s