November 5, 2019 • 28 mins
In honor of National STEM Day, the architects and designers at TreanorHL have been thinking about what STEM means to them and how it affects their professional and personal lives. With STEM-related occupations expected to grow 70 percent faster than others, we have an opportunity and responsibility to share our insights and perspectives with young and aspiring professionals. To capture the spirit of STEM, we caught up with a few of our Science & Technology staff and asked them to share their experience working in a STEM field.
TreanorHL is a national architecture, planning, and design firm located in the United States. The company holds a firm belief in sharing resources and insights with professionals, clients, and building users to shape the space we use to live and grow as people. For more information, visit treanorhl.com.
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Episode Transcript
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Megan Brock (00:04):
Welcome to TreanorHL Talks, a podcast about
architecture, planning anddesign trends as well as current
events and noteworthy topics inthe field. I am your host, Megan
Brock, introducing today'stopic, National STEM Day. In
honor of National STEM Day, thearchitects and designers here at
TreanorHL have been thinking alot about what STEM means to
(00:25):
them, and how it affects theirprofessional and personal lives.
With STEM-related occupationsexpected to grow 70% faster than
others, we have an opportunityand a responsibility to share
our insights and perspectiveswith young and aspiring
professionals. To capture thespirit of STEM, we caught up
with a few of our science andtechnology staff and asked them
(00:48):
to share their experienceworking in a STEM field.
Following are introductions ofwho you'll be listening to on
this episode.
Andy Fan (00:55):
My name is Andy. I am an architect.
Dave Livingood (00:59):
This is Dave Livingood, and I'm a principal
at TreanorHL.
Tim Reynolds (01:02):
Tim Reynolds, Principal, TreanorHL Science and
Technology group.
Kyle Tinsmon (01:06):
My name is Kyle Tinsmon. I'm an architectural
designer.
Micah Davis (01:10):
My name is Micah Davis. I am a designer.
Mark Muller (01:13):
My name is Mark Muller. I'm a project manager
for TreanorHL.
Karla Berdeja (01:17):
My name is Karla Berdeja and I am a designer for
higher education.
Patrick Jones (01:22):
My name is Patrick Jones. I'm a principal.
Jeff Davis (01:25):
My name is Jeff Davis. I'm an associate
principal.
Jerome Ratzlaff (01:28):
I am Jerome Ratzlaff, I am an associate
principal with TreanorHL andpart of the Science and
Technology group.
Megan Brock (01:35):
After sitting down with the staff ready to talk
about STEM, I thought a goodplace to start would be with a
pop quiz. What does STEM standsfor?
Jerome Ratzlaff (01:45):
Science, technology, engineering, and
math.
Tim Reynolds (01:49):
Science, technology, engineering, and
mathematics. Acronym (01:50):
STEM.
Mark Muller (01:55):
When I was in school, that that term did not
exist, at least that I know of.
Karla Berdeja (02:01):
I use technology in every day. And I learn about
technology pretty much every daynot only at work, but I do at
home.
Tim Reynolds (02:08):
It's really different now than when I was
going through school because Ilook at some of the things that
we are doing today for studentsin the spaces that we're
designing and the focus onteam-building and collaboration
and multidisciplinary—there wasnone of that when I went to
school.
Mark Muller (02:26):
STEM to me collects four different elements that are
really all part of the samelarger thing. There is no
engineering without math, thereis no technology without
engineering, there is no sciencewithout math.
Megan Brock (02:46):
Mark has a point.
The National Science Foundationdefines STEM as fields that are
collectively considered coretechnological underpinnings of
an advanced society. If thissounds complex, that's because
it is. It takes many disciplinesto come together to solve
today's problems, or even dosomething simple, like listen to
music or watch a movie.
Dave Livingood (03:08):
My hobbies vary, and every time from music to
woodworking to renovating oldhouses. And I'd say they're
definitely all tied into STEM.
Patrick Jones (03:21):
I have a six-year-old and a
three-year-old right now, mostof my hobbies are not completely
STEM-related, but I do want tomake sure that they're invested
in understanding what it is.
Kyle Tinsmon (03:31):
There's a TED Talk that talks about the
gamification of science, theFitbit and all the information
that that contains.
Jerome Ratzlaff (03:41):
I mean, I think everybody these days, especially
on the technology side ofthings, we are always using
technology in our work. And forthe most part, it's kind of we
take it for granted. Except ofcourse when it doesn't work.
Megan Brock (03:54):
STEM seems to be clearly rooted in what we do,
where we work and how we spendour free time. It's a popular
term used in educational andprofessional fields. A more
recent term rising in popularityis the acronym STEAM. The
additional letter A for arts hasbeen working its way into the
conversation, and I wanted toget our staff's input.
Tim Reynolds (04:16):
So the acronym STEAM comes from adding an A,
which is specific to arts.
Kyle Tinsmon (04:24):
A breakdown of humanities, language arts, dance
drama, music.
Mark Muller (04:31):
One only has to look at the physics of of music
and color and form to understandthat there is a relationship
there that transcends bothfields.
Patrick Jones (04:46):
I think art is inherent in all the sciences and
what it does.
Andy Fan (04:51):
A lot of engineering projects started from art, like
getting a physical model likehow do you like things to look
like? And then it's like howthey wanted to function. And
after that it gets intoengineering and science and
tech.
Tim Reynolds (05:08):
Without art, graphic arts, or other arts, we
wouldn't be as effective in anyof the STEM disciplines. So it's
about communication, and art isabout communication as much as
is anything else.
Mark Muller (05:24):
Leonardo da Vinci was not only a great scientist,
but he was also a wonderfulartist.
Megan Brock (05:32):
What's interesting about the staff's consideration
of art's place in STEM is thatall of their narratives, place
art, not as an added element orextra discipline, but as both a
product of and a precursor tostem. While some see art as
enabled by the understanding ofSTEM disciplines, others see
STEM as enabled by the rightside of our brains,
Jerome Ratzlaff (05:54):
Art specifically, music, drama, all
those things start to, I think,train the brain to think outside
the box.
Micah Davis (06:05):
Architecture is really a molding of like art and
the design side. And then withthe mathematic mathematics,
engineering side to it kind ofmixed together.
Tim Reynolds (06:14):
We're working on a project right now that's in the
early design phase, where theproject that we are working on
will involve makerspaces, andproject spaces and
interdisciplinary studios thatare focused more specifically on
the arts.
Jerome Ratzlaff (06:32):
The specific building has chemistry
classrooms, but it also hasarchitecture and design studios,
painting and drawing studios.
Tim Reynolds (06:41):
When you walk in the front door, you get a sense
for how the makerspaces, andproject spaces and chemistry all
fit together within thebuilding.
Jerome Ratzlaff (06:49):
One of the things we've been discussing a
lot in the planning meetings isdisplay spaces throughout the
building. Science students willhave posters and things on
display. But at the same timewe'll have art students in there
and architecture studentsputting their work on display.
Patrick Jones (07:04):
While there are functions going within the
buildings, it's the art side,whether it be through graphic,
whether it be through science ondisplay, things like that. Those
are the emotional drivers thatconnect people. They also
educate people and inspirepeople.
Tim Reynolds (07:20):
This is probably a project that's leading in the
integration of the arts into thetraditional STEM disciplines.
Megan Brock (07:30):
Whether you call it STEM or STEAM, these fields are
growing faster than most othersin the workforce. And the demand
for trained professionals ishigh. But how do we get into
these fields? What inspires orpushes us to pursue a career in
STEM? I asked our staff why theydecided to work in architecture
and what they like about it.
Tim Reynolds (07:51):
I have an older brother and a younger brother.
And when we were going to highschool my older brother
graduated, he was valedictorianor class of in a class of about
500 people. And he went to theUniversity of Colorado to be an
aerospace engineer. And then Icame along and they said, well,
(08:13):
what are you going to do? And Isaid, well, I suppose I'm going
to be an engineer. Because Iknow both of my brothers are
going to be engineers.
Mark Muller (08:20):
I bought my first calculator when I was in high
school physics class. It was aTexas Instruments calculator,
and it weighed about a pound ora pound and a half. If you
dropped it on your toe, it wouldhurt.
Andy Fan (08:38):
My mom is a plumbing engineer. So I used to go to her
office when I was a kid. And atthe time, she was like still
drawing by hand on a big drawingboard.
Jeff Davis (08:50):
My dad took some drafting classes in junior
college. And so I always had allof his drafting tools and his
compass and his T square and histriangles. And so I guess I was
always just kind of fascinated.
Tim Reynolds (09:03):
One of the reasons I've decided over the last 20
years to focus efforts,primarily on higher ed and
primarily on science,technology, engineering and
mathematics projects is becauseit has such a huge impact for
all of us. And I was reminded ofthat, this summer, which was the
(09:24):
50th anniversary of the Apollomission where we landed and men
walked on the moon.
Dave Livingood (09:30):
Thinking of the technology that existed at that
time, for and for people beingwilling to trust that
technology, to climb into arocket that will go four or five
times the speed of a bullet.
That's, I find that veryintriguing to see what they do,
but then what can we do to helpsupport that research and where
(09:52):
they're going?
Tim Reynolds (09:57):
If you look at the engineering and the science that
it took to do that and how farwe've come today in terms of,
you know, they had rooms full ofhuge computers that were
cranking out calculations. Andwe probably have as much power
in our laptop, as they did insome of those large mainframe
(10:21):
rooms. And it's all because ofadvances in STEM.
Jeff Davis (10:27):
Buzz Aldrin came to talk to our junior high school.
And he taught us how to make apaper airplane. And it was such
a enlightening thing to havethis person who had done amazing
things teach you how to make apaper airplane. Every time
whatever with the kids ornephews and nieces were making
(10:50):
paper airplanes I break up theone that Buzz Aldrin taught me
how to fold.
Megan Brock (10:54):
TreanorHL's science and technology studio works
almost exclusively with highereducation clients to design
environments fit for the nextSTEM professionals. I asked the
staff what our clients have beenup to, and how this affects
students interested in thesefields.
Micah Davis (11:10):
Their research is always fascinating. I've seen
everything from nuclearresearch, biohazard, there was
one studying cotton.
Unknown (11:21):
The most recent project I worked with, we worked with
the University of North Texas,they had just, well, a few years
ago had just got grantedapproval to start a biomedical
engineering program. And so theydidn't really have their space.
And this is the first year thatthey actually graduated,
somebody start to finish fromtheir program. But we were
(11:43):
tasked with helping them createa space that was an addition to
an existing building.
Kyle Tinsmon (11:48):
I've always enjoyed every project that I've
worked on for science and techthus far, but a clear standout
would be the Zachry EngineeringEducation Complex. And it was
just such a neat building. Imean, it was, it was incredible.
Unknown (12:02):
We've been working with UTSA, in San Antonio for a
Science and EngineeringBuilding.
Karla Berdeja (12:09):
Texas Tech is a great example of why is it that
we do our labs that we do, whyare they different, where we
would have wet labs, any type ofresearch that we do.
Patrick Jones (12:18):
I think the research is becoming more and
more just like the educationmore collaborative, more
interdisciplinary.
Tim Reynolds (12:24):
I think that the focus on creating spaces, to
allow students to be inbuildings more, to actually
allow them to be on campus toallow them to socialize, not
just study together, butsocialize together on campus,
that allows them to see whatother disciplines are doing and
(12:47):
work with other disciplines. Ithink that can only benefit all
of us long-term. w
Jeff Davis (12:52):
We're not just creating spaces for science,
we're creating spaces forscientists, for people.
Patrick Jones (12:58):
Space matters, right? I mean, it matters to the
way you approach things, the wayyou enjoy the work you do, but
also the way you're able tocollaborate.
Tim Reynolds (13:05):
I think it's interesting that what we do is
important in terms of providingthem the space. But the space
that we provide is only a tool.
They're the ones that are makingthe difference for all of us.
Patrick Jones (13:19):
They're doing things that are going to change
the world.
Megan Brock (13:22):
As a firm and as contributors to the environments
that help develop future STEMprofessionals, we care about
space. In 2015, we completed anengineering facility expansion
at the University of Kansas. Itincorporated new active learning
and collaboration concepts forstudents. A year later, we went
back to this facility andobserved how the spaces were
(13:43):
really being used. This iscalled a post-occupancy
evaluation. Our evaluationshowed that students were not
only using but thriving in thesespaces. Since then, facilities
such as the Zachry building atTexas A&M, are leading efforts
to transform STEM education. Ifyou ask any of these clients if
space matters, they (14:03):
absolutely.
Tim Reynolds (14:07):
When we talked to the students at KU, they got it.
They, you walk through theLEEP-2 project or you walk
through the Zachry project andthe students are using those
spaces. You don't even have tostop and talk to them. They
understand what it means tothem. And that's really
rewarding.
Patrick Jones (14:26):
When you walk through unannounced or whatever
you see the students using thespaces, you've seen engagement.
Those are the moments that justkind of make you really proud of
what you've done.
Kyle Tinsmon (14:38):
You can walk through the hallways, and you
see all the STEM-related fieldsin action. So you can see
science as it's being made.
That's my favorite part. I mean,every time I go, I'm just glued
to the window. It's I mean,normally, in this day and age
you have to worry about peoplewalking into things because
(15:00):
they're staring at their phone.
But in this instance, I have toworry about walking into things
because my curiosity is beingenraptured by what's happening
in the labs by what's happeningin the makerspace. by what's
happening in the classrooms.
Unknown (15:16):
Science labs and science classrooms are no longer
in the basement and hidden fromeverything.
Dave Livingood (15:21):
Whatever space we create, it can't be so rigid
that it always has to remain.
With the original design intent,because in 10 years that's going
to change.
Megan Brock (15:34):
So STEM is pretty important for what we do as
architects. But when asked howSTEM hits home personally, most
were pretty quick to answer.
Tim Reynolds (15:44):
Alzheimer's, my mom died of Alzheimer's, and it
is the most, I can't imagine amore dehumanizing disease, then
Alzheimer's. It's, I think it'sa growing challenge, we're going
to see a crisis in senior care,simply because we don't have the
(16:08):
answers for diseases likedementia and Alzheimer's.
Mark Muller (16:12):
Well, I certainly think that our human condition
would be better understood andpotentially improved if we had a
better understanding ofneuroscience and brain chemistry
and how it affects our behavior.
Tim Reynolds (16:28):
And there's a lot of brain research going on now.
There's a lot in facilities thatwe've helped design, and
particularly at the BarshopInstitute, and at UT Health in
San Antonio, it's a major focus.
For my mom, in her memory, Ihope they I hope they find the
causes, and the cures.
Dave Livingood (16:52):
I am concerned about what's happening with our
environment today, as I watch mygranddaughter and think about
the world that we're going toleave for her. That scares me.
And so I guess as I think aboutit, why while the technology
with the internet, and justbeing able do things at such a
(17:13):
smaller scale, is important, Ihope the large-scale things on
the earth we can, we can addressand resolve in different ways.
Mark Muller (17:22):
In terms of architecture and engineering,
we're headed to a neutral carbonneutral goal, at least in this
country. And I think around theworld, the buildings that we
create, do not add to the carbonthat's already in the planet
that's already in theatmosphere.
Kyle Tinsmon (17:42):
I think energy production. I mean, this goes
into the moving away from fossilfuels for a greener energy.
There's a lot of differentnatural sources, but none of
them compare as a whole yet towhat we're currently producing
with fossil fuels.
Karla Berdeja (18:02):
As far as sustainability, it has to become
second nature, it has to besomething that we just like, we
just do it.
Andy Fan (18:08):
Right now, we just see a lot of people with that
pouring into big cities andtraffic as more and more
congested.
Patrick Jones (18:15):
It hits two worlds, it hits the everyday at
home for people sometimes, youknow, do I have food to eat? Do
I have is there power and energyto provide are we over consuming
or not over consuming. But it'salso the one that's probably
used the biggest as a politicalweapon, in terms of who has the
oil, who has whatever resourcescontrols the things globally.
Tim Reynolds (18:36):
There's not enough money to go around. And, but
there's a lot of really smartpeople that are working on the
problems, and we owe them ourbest efforts.
Megan Brock (18:47):
Most of us have causes that mean something to us
personally driving us to seeksolutions or help others seek
solutions that move us forward.
So how can we be a part of thesolution? Where do architects
come in?
Tim Reynolds (19:00):
We have to listen to the people that are dreaming
these dreams. And we have tofigure out what questions we
need to ask. So that what thespace is that we plan and design
for them actually help them dotheir jobs.
Dave Livingood (19:15):
Sometimes we'll go in and we're just solving a
problem and it may not actuallybe a building, they may come in
with this issue that they'redealing with and we find out
hey, you really don't need a newbuilding, what we need to do is
take where you're at right nowand rearrange it and make it
more efficient. From thatstandpoint.
Micah Davis (19:30):
The way that we interact with clients is vastly
different. You know, we go in,it's like, very much a team
approach that, you know, we'rebuilding this building with you,
not for you. I'm not better thanyou. You're not better than me.
It's a team approach.
Kyle Tinsmon (19:48):
It's something that professionally you feel
like you're a part of. I mean,the architect is the smallest
domino, the school that comes tous looking for a design as a
larger domino. The building isis an even larger domino. And
then the students that areproduced by learning in that
facility are the largest dominobecause they're the ones that
(20:08):
are going to change the future.
And that's what we're a part of.
Jerome Ratzlaff (20:11):
What we can offer, I think, is we've seen
new innovations, we've seen whatnewer buildings have been doing
a lot of them new pedagogies, alot of new ways of teaching
potentially new ways of settingup laboratories that they may
not be familiar with.
Micah Davis (20:27):
Basically allowing them to push their research
farther, and possibly even kindof branch out in different areas
or discover things that theyhaven't quite thought of yet.
Kyle Tinsmon (20:38):
In our designs, we like to make our the way we
design dynamic, so people canutilize it to best fit their
needs. And those needs areconstantly changing.
Karla Berdeja (20:49):
Depending on the workflow and pattern of what
they will be doing in that roomis what creates the space.
Patrick Jones (20:56):
That's that's part of the challenges, we have
to design facilities that existfor 60, 70, 80 years. But yet,
we're using a user group thatrepresents the now. And a lot of
times a lot of those users, alot of stakeholders are focused
solely on their research andwhat they're doing. So we have
to help provide perspective tothem and meet the needs and
(21:18):
challenges that they have today.
But also help think and projectabout what's going to be
happening in the future, theability for the building to
adapt, adjust, be flexible tosupport, not just their
research, but all the researchto come.
Dave Livingood (21:31):
To see how the students come in and are so
excited to be in the space thatthat was created. And you begin
to see them studying in thespaces that we were hoping they
were seeing them beginning toengage with it with their
professors in different ways.
And it's just, it's fun to watchthat happen.
Kyle Tinsmon (21:56):
A job well done is designing a space where students
want to be, where they want tolearn. It's designing a space
that inspires them, thatencourages them to explore STEM
to the betterment of humankind.
Tim Reynolds (22:17):
If I could drive by a building, and turn to my
grandkids, and say, you knowwhat they do in that building,
they find the cures for cancer,or they find the cures for
mental illness, or they find thecures for Alzheimer's, or
dementia, or the things that areimpacting our families so
dramatically every day, thenthat will be a career well
(22:40):
served.
Megan Brock (22:42):
A job well done is important for all of us. But how
we're getting it done is aprocess that has seen some
change over time, I asked ourstaff what they've noticed
change in the process ofarchitecture, as they've entered
various stages in their careers.
Patrick Jones (22:57):
The undergraduate students here, they're not
afraid to fail, in a way you'renot you're not afraid to fail.
Whereas the graduate students,they've gone through
undergraduate now they'remaking, they're paying more
money and more investment, to goto graduate school. And they
have to succeed. So they'reafraid of failure.
Unknown (23:13):
I kind of envy that fearlessness from from some of
the younger people, some of therecent grads.
Mark Muller (23:18):
Perhaps the young people coming up now and even
the children right now. Probablytechnology appears to them
before science and beforemathematics, you know, they have
tablets, and their phones andwhatnot, their parents things
that around the house, you know,we're surrounded by technology
(23:40):
today.
Kyle Tinsmon (23:41):
I think it's common amongst the older
generation to approacharchitectural design from a
sketching perspective, draw itout. And the newer generation
when we you're designing, weconcentrate, well not
concentrate, but we're morefluent and computer generation.
(24:02):
And that's exploding right now.
Considering that we areintegrating virtual reality, you
can now make rendering extremelyquickly so you can throw
something together. An hourlater, you'll have something
that you can virtually walkthrough, whether it be on
virtual goggles, or somethingthat's on your screen.
Andy Fan (24:22):
So I kind of really like that people actually do
hand sketches. I think thatreally helps, especially during
early stage of design helps youexpress our thoughts, much
better than computer modeling.
But what I feel is are now youngpeople just don't know how to
hand sketch anymore.
Patrick Jones (24:44):
So I think there's lessons both ways.
There's expertise that can beshared to younger staff, but the
idea of being open to new ideasand new strategies and new
perspectives is what the olderstaff can learn from the new
staff.
Megan Brock (24:57):
As current professionals, we have a
responsibility to help FutureSTEM leaders learn from our
mistakes and use our knowledgeto be better. If you're a
student in any STEM field, thisadvice is for you.
Dave Livingood (25:08):
Number one, don't be afraid to fail.
Tim Reynolds (25:10):
If I were talking to students in my era, I would
say, reach out and find. Findpeople that have this share the
same passions and work togetherwith them.
Mark Muller (25:22):
Take as much math and science as you possibly can.
Micah Davis (25:27):
I think Study Abroad should be absolutely
required for architecture, thelife experience that you gain
just by being in a place that'snowhere near your home. Plus the
ability to see all the differentbuildings that you've always
seen, like in architecture, youknow, it's like, these great
buildings across the world, youactually get to go see them and
experience them.
Jerome Ratzlaff (25:46):
And we encourage any STEM student to
branch outside of their specificdiscipline.
Patrick Jones (25:53):
Keep the first few years is general and free
thinking as possible. But thenuse the last few years to
actually kind of layer in somereality so that people are more
prepared coming out.
Unknown (26:05):
You know, I went into architecture straight out of
high school on a path, this iswhat I wanted to do. I graduated
a master's degree in my early20s. And I feel like I didn't
live. Take your time to figureout what you want to do. Because
the 17 or 18 year old kid is notthe same person as 25 or 26.
Patrick Jones (26:24):
Everyone's gonna get the fundamental basics and
you that's how you gauge yourdegree. But your success later
on is how well you work inteams, how you can motivate
others, how well you motivateyourself.
Karla Berdeja (26:34):
As already being part of, being part of a firm I
would say, trust your team.
Tim Reynolds (26:39):
When I think of STEM and what we're doing. We
have some of the most talentedpeople in the world of working
right here with us. And theyknow making a difference doesn't
come with any grand pats on theback. And it doesn't matter. And
our team knows it doesn'tmatter. And they're equally as
(26:59):
proud to be standing in theaudience. And people listening
to people around them say, Wow,what a great building. And they
don't have to say anything.
Because they know that they werepart of it. That's good enough
for them.
Megan Brock (27:14):
After listening to the staff elaborate on why these
activities and enablingtechnologies matter to them, we
realized something. STEM Dayisn't just about celebrating
that knowledge is power. Butknowledge is also empowering.
What we do know inspires us toconsider what we don't and to
approach it as a challenge. Thisis Megan Brock with TreanorHL,
(27:38):
thanking you for joining us onthis episode of TreanorHL Talks.
TreanorHL is a nationalarchitecture planning and design
firm located in the UnitedStates. The company holds a firm
belief in sharing resources andinsights with professionals,
clients, and building users toshape the spaces we use to live
and grow as people. For moreinformation, visit treanorhl.com
(28:03):
That's t-r-e-a-n-o-r-h-l.com.
Welcome to TreanorHL Talks, a podcast about
architecture, planning anddesign trends as well as current
events and noteworthy topics inthe field. I am your host, Megan
Brock, introducing today'stopic, National STEM Day. In
honor of National STEM Day, thearchitects and designers here at
TreanorHL have been thinking alot about what STEM means to
(00:25):
them, and how it affects theirprofessional and personal lives.
With STEM-related occupationsexpected to grow 70% faster than
others, we have an opportunityand a responsibility to share
our insights and perspectiveswith young and aspiring
professionals. To capture thespirit of STEM, we caught up
with a few of our science andtechnology staff and asked them
(00:48):
to share their experienceworking in a STEM field.
Following are introductions ofwho you'll be listening to on
this episode.
Andy Fan (00:55):
My name is Andy. I am an architect.
Dave Livingood (00:59):
This is Dave Livingood, and I'm a principal
at TreanorHL.
Tim Reynolds (01:02):
Tim Reynolds, Principal, TreanorHL Science and
Technology group.
Kyle Tinsmon (01:06):
My name is Kyle Tinsmon. I'm an architectural
designer.
Micah Davis (01:10):
My name is Micah Davis. I am a designer.
Mark Muller (01:13):
My name is Mark Muller. I'm a project manager
for TreanorHL.
Karla Berdeja (01:17):
My name is Karla Berdeja and I am a designer for
higher education.
Patrick Jones (01:22):
My name is Patrick Jones. I'm a principal.
Jeff Davis (01:25):
My name is Jeff Davis. I'm an associate
principal.
Jerome Ratzlaff (01:28):
I am Jerome Ratzlaff, I am an associate
principal with TreanorHL andpart of the Science and
Technology group.
Megan Brock (01:35):
After sitting down with the staff ready to talk
about STEM, I thought a goodplace to start would be with a
pop quiz. What does STEM standsfor?
Jerome Ratzlaff (01:45):
Science, technology, engineering, and
math.
Tim Reynolds (01:49):
Science, technology, engineering, and
mathematics. Acronym (01:50):
STEM.
Mark Muller (01:55):
When I was in school, that that term did not
exist, at least that I know of.
Karla Berdeja (02:01):
I use technology in every day. And I learn about
technology pretty much every daynot only at work, but I do at
home.
Tim Reynolds (02:08):
It's really different now than when I was
going through school because Ilook at some of the things that
we are doing today for studentsin the spaces that we're
designing and the focus onteam-building and collaboration
and multidisciplinary—there wasnone of that when I went to
school.
Mark Muller (02:26):
STEM to me collects four different elements that are
really all part of the samelarger thing. There is no
engineering without math, thereis no technology without
engineering, there is no sciencewithout math.
Megan Brock (02:46):
Mark has a point.
The National Science Foundationdefines STEM as fields that are
collectively considered coretechnological underpinnings of
an advanced society. If thissounds complex, that's because
it is. It takes many disciplinesto come together to solve
today's problems, or even dosomething simple, like listen to
music or watch a movie.
Dave Livingood (03:08):
My hobbies vary, and every time from music to
woodworking to renovating oldhouses. And I'd say they're
definitely all tied into STEM.
Patrick Jones (03:21):
I have a six-year-old and a
three-year-old right now, mostof my hobbies are not completely
STEM-related, but I do want tomake sure that they're invested
in understanding what it is.
Kyle Tinsmon (03:31):
There's a TED Talk that talks about the
gamification of science, theFitbit and all the information
that that contains.
Jerome Ratzlaff (03:41):
I mean, I think everybody these days, especially
on the technology side ofthings, we are always using
technology in our work. And forthe most part, it's kind of we
take it for granted. Except ofcourse when it doesn't work.
Megan Brock (03:54):
STEM seems to be clearly rooted in what we do,
where we work and how we spendour free time. It's a popular
term used in educational andprofessional fields. A more
recent term rising in popularityis the acronym STEAM. The
additional letter A for arts hasbeen working its way into the
conversation, and I wanted toget our staff's input.
Tim Reynolds (04:16):
So the acronym STEAM comes from adding an A,
which is specific to arts.
Kyle Tinsmon (04:24):
A breakdown of humanities, language arts, dance
drama, music.
Mark Muller (04:31):
One only has to look at the physics of of music
and color and form to understandthat there is a relationship
there that transcends bothfields.
Patrick Jones (04:46):
I think art is inherent in all the sciences and
what it does.
Andy Fan (04:51):
A lot of engineering projects started from art, like
getting a physical model likehow do you like things to look
like? And then it's like howthey wanted to function. And
after that it gets intoengineering and science and
tech.
Tim Reynolds (05:08):
Without art, graphic arts, or other arts, we
wouldn't be as effective in anyof the STEM disciplines. So it's
about communication, and art isabout communication as much as
is anything else.
Mark Muller (05:24):
Leonardo da Vinci was not only a great scientist,
but he was also a wonderfulartist.
Megan Brock (05:32):
What's interesting about the staff's consideration
of art's place in STEM is thatall of their narratives, place
art, not as an added element orextra discipline, but as both a
product of and a precursor tostem. While some see art as
enabled by the understanding ofSTEM disciplines, others see
STEM as enabled by the rightside of our brains,
Jerome Ratzlaff (05:54):
Art specifically, music, drama, all
those things start to, I think,train the brain to think outside
the box.
Micah Davis (06:05):
Architecture is really a molding of like art and
the design side. And then withthe mathematic mathematics,
engineering side to it kind ofmixed together.
Tim Reynolds (06:14):
We're working on a project right now that's in the
early design phase, where theproject that we are working on
will involve makerspaces, andproject spaces and
interdisciplinary studios thatare focused more specifically on
the arts.
Jerome Ratzlaff (06:32):
The specific building has chemistry
classrooms, but it also hasarchitecture and design studios,
painting and drawing studios.
Tim Reynolds (06:41):
When you walk in the front door, you get a sense
for how the makerspaces, andproject spaces and chemistry all
fit together within thebuilding.
Jerome Ratzlaff (06:49):
One of the things we've been discussing a
lot in the planning meetings isdisplay spaces throughout the
building. Science students willhave posters and things on
display. But at the same timewe'll have art students in there
and architecture studentsputting their work on display.
Patrick Jones (07:04):
While there are functions going within the
buildings, it's the art side,whether it be through graphic,
whether it be through science ondisplay, things like that. Those
are the emotional drivers thatconnect people. They also
educate people and inspirepeople.
Tim Reynolds (07:20):
This is probably a project that's leading in the
integration of the arts into thetraditional STEM disciplines.
Megan Brock (07:30):
Whether you call it STEM or STEAM, these fields are
growing faster than most othersin the workforce. And the demand
for trained professionals ishigh. But how do we get into
these fields? What inspires orpushes us to pursue a career in
STEM? I asked our staff why theydecided to work in architecture
and what they like about it.
Tim Reynolds (07:51):
I have an older brother and a younger brother.
And when we were going to highschool my older brother
graduated, he was valedictorianor class of in a class of about
500 people. And he went to theUniversity of Colorado to be an
aerospace engineer. And then Icame along and they said, well,
(08:13):
what are you going to do? And Isaid, well, I suppose I'm going
to be an engineer. Because Iknow both of my brothers are
going to be engineers.
Mark Muller (08:20):
I bought my first calculator when I was in high
school physics class. It was aTexas Instruments calculator,
and it weighed about a pound ora pound and a half. If you
dropped it on your toe, it wouldhurt.
Andy Fan (08:38):
My mom is a plumbing engineer. So I used to go to her
office when I was a kid. And atthe time, she was like still
drawing by hand on a big drawingboard.
Jeff Davis (08:50):
My dad took some drafting classes in junior
college. And so I always had allof his drafting tools and his
compass and his T square and histriangles. And so I guess I was
always just kind of fascinated.
Tim Reynolds (09:03):
One of the reasons I've decided over the last 20
years to focus efforts,primarily on higher ed and
primarily on science,technology, engineering and
mathematics projects is becauseit has such a huge impact for
all of us. And I was reminded ofthat, this summer, which was the
(09:24):
50th anniversary of the Apollomission where we landed and men
walked on the moon.
Dave Livingood (09:30):
Thinking of the technology that existed at that
time, for and for people beingwilling to trust that
technology, to climb into arocket that will go four or five
times the speed of a bullet.
That's, I find that veryintriguing to see what they do,
but then what can we do to helpsupport that research and where
(09:52):
they're going?
Tim Reynolds (09:57):
If you look at the engineering and the science that
it took to do that and how farwe've come today in terms of,
you know, they had rooms full ofhuge computers that were
cranking out calculations. Andwe probably have as much power
in our laptop, as they did insome of those large mainframe
(10:21):
rooms. And it's all because ofadvances in STEM.
Jeff Davis (10:27):
Buzz Aldrin came to talk to our junior high school.
And he taught us how to make apaper airplane. And it was such
a enlightening thing to havethis person who had done amazing
things teach you how to make apaper airplane. Every time
whatever with the kids ornephews and nieces were making
(10:50):
paper airplanes I break up theone that Buzz Aldrin taught me
how to fold.
Megan Brock (10:54):
TreanorHL's science and technology studio works
almost exclusively with highereducation clients to design
environments fit for the nextSTEM professionals. I asked the
staff what our clients have beenup to, and how this affects
students interested in thesefields.
Micah Davis (11:10):
Their research is always fascinating. I've seen
everything from nuclearresearch, biohazard, there was
one studying cotton.
Unknown (11:21):
The most recent project I worked with, we worked with
the University of North Texas,they had just, well, a few years
ago had just got grantedapproval to start a biomedical
engineering program. And so theydidn't really have their space.
And this is the first year thatthey actually graduated,
somebody start to finish fromtheir program. But we were
(11:43):
tasked with helping them createa space that was an addition to
an existing building.
Kyle Tinsmon (11:48):
I've always enjoyed every project that I've
worked on for science and techthus far, but a clear standout
would be the Zachry EngineeringEducation Complex. And it was
just such a neat building. Imean, it was, it was incredible.
Unknown (12:02):
We've been working with UTSA, in San Antonio for a
Science and EngineeringBuilding.
Karla Berdeja (12:09):
Texas Tech is a great example of why is it that
we do our labs that we do, whyare they different, where we
would have wet labs, any type ofresearch that we do.
Patrick Jones (12:18):
I think the research is becoming more and
more just like the educationmore collaborative, more
interdisciplinary.
Tim Reynolds (12:24):
I think that the focus on creating spaces, to
allow students to be inbuildings more, to actually
allow them to be on campus toallow them to socialize, not
just study together, butsocialize together on campus,
that allows them to see whatother disciplines are doing and
(12:47):
work with other disciplines. Ithink that can only benefit all
of us long-term. w
Jeff Davis (12:52):
We're not just creating spaces for science,
we're creating spaces forscientists, for people.
Patrick Jones (12:58):
Space matters, right? I mean, it matters to the
way you approach things, the wayyou enjoy the work you do, but
also the way you're able tocollaborate.
Tim Reynolds (13:05):
I think it's interesting that what we do is
important in terms of providingthem the space. But the space
that we provide is only a tool.
They're the ones that are makingthe difference for all of us.
Patrick Jones (13:19):
They're doing things that are going to change
the world.
Megan Brock (13:22):
As a firm and as contributors to the environments
that help develop future STEMprofessionals, we care about
space. In 2015, we completed anengineering facility expansion
at the University of Kansas. Itincorporated new active learning
and collaboration concepts forstudents. A year later, we went
back to this facility andobserved how the spaces were
(13:43):
really being used. This iscalled a post-occupancy
evaluation. Our evaluationshowed that students were not
only using but thriving in thesespaces. Since then, facilities
such as the Zachry building atTexas A&M, are leading efforts
to transform STEM education. Ifyou ask any of these clients if
space matters, they (14:03):
absolutely.
Tim Reynolds (14:07):
When we talked to the students at KU, they got it.
They, you walk through theLEEP-2 project or you walk
through the Zachry project andthe students are using those
spaces. You don't even have tostop and talk to them. They
understand what it means tothem. And that's really
rewarding.
Patrick Jones (14:26):
When you walk through unannounced or whatever
you see the students using thespaces, you've seen engagement.
Those are the moments that justkind of make you really proud of
what you've done.
Kyle Tinsmon (14:38):
You can walk through the hallways, and you
see all the STEM-related fieldsin action. So you can see
science as it's being made.
That's my favorite part. I mean,every time I go, I'm just glued
to the window. It's I mean,normally, in this day and age
you have to worry about peoplewalking into things because
(15:00):
they're staring at their phone.
But in this instance, I have toworry about walking into things
because my curiosity is beingenraptured by what's happening
in the labs by what's happeningin the makerspace. by what's
happening in the classrooms.
Unknown (15:16):
Science labs and science classrooms are no longer
in the basement and hidden fromeverything.
Dave Livingood (15:21):
Whatever space we create, it can't be so rigid
that it always has to remain.
With the original design intent,because in 10 years that's going
to change.
Megan Brock (15:34):
So STEM is pretty important for what we do as
architects. But when asked howSTEM hits home personally, most
were pretty quick to answer.
Tim Reynolds (15:44):
Alzheimer's, my mom died of Alzheimer's, and it
is the most, I can't imagine amore dehumanizing disease, then
Alzheimer's. It's, I think it'sa growing challenge, we're going
to see a crisis in senior care,simply because we don't have the
(16:08):
answers for diseases likedementia and Alzheimer's.
Mark Muller (16:12):
Well, I certainly think that our human condition
would be better understood andpotentially improved if we had a
better understanding ofneuroscience and brain chemistry
and how it affects our behavior.
Tim Reynolds (16:28):
And there's a lot of brain research going on now.
There's a lot in facilities thatwe've helped design, and
particularly at the BarshopInstitute, and at UT Health in
San Antonio, it's a major focus.
For my mom, in her memory, Ihope they I hope they find the
causes, and the cures.
Dave Livingood (16:52):
I am concerned about what's happening with our
environment today, as I watch mygranddaughter and think about
the world that we're going toleave for her. That scares me.
And so I guess as I think aboutit, why while the technology
with the internet, and justbeing able do things at such a
(17:13):
smaller scale, is important, Ihope the large-scale things on
the earth we can, we can addressand resolve in different ways.
Mark Muller (17:22):
In terms of architecture and engineering,
we're headed to a neutral carbonneutral goal, at least in this
country. And I think around theworld, the buildings that we
create, do not add to the carbonthat's already in the planet
that's already in theatmosphere.
Kyle Tinsmon (17:42):
I think energy production. I mean, this goes
into the moving away from fossilfuels for a greener energy.
There's a lot of differentnatural sources, but none of
them compare as a whole yet towhat we're currently producing
with fossil fuels.
Karla Berdeja (18:02):
As far as sustainability, it has to become
second nature, it has to besomething that we just like, we
just do it.
Andy Fan (18:08):
Right now, we just see a lot of people with that
pouring into big cities andtraffic as more and more
congested.
Patrick Jones (18:15):
It hits two worlds, it hits the everyday at
home for people sometimes, youknow, do I have food to eat? Do
I have is there power and energyto provide are we over consuming
or not over consuming. But it'salso the one that's probably
used the biggest as a politicalweapon, in terms of who has the
oil, who has whatever resourcescontrols the things globally.
Tim Reynolds (18:36):
There's not enough money to go around. And, but
there's a lot of really smartpeople that are working on the
problems, and we owe them ourbest efforts.
Megan Brock (18:47):
Most of us have causes that mean something to us
personally driving us to seeksolutions or help others seek
solutions that move us forward.
So how can we be a part of thesolution? Where do architects
come in?
Tim Reynolds (19:00):
We have to listen to the people that are dreaming
these dreams. And we have tofigure out what questions we
need to ask. So that what thespace is that we plan and design
for them actually help them dotheir jobs.
Dave Livingood (19:15):
Sometimes we'll go in and we're just solving a
problem and it may not actuallybe a building, they may come in
with this issue that they'redealing with and we find out
hey, you really don't need a newbuilding, what we need to do is
take where you're at right nowand rearrange it and make it
more efficient. From thatstandpoint.
Micah Davis (19:30):
The way that we interact with clients is vastly
different. You know, we go in,it's like, very much a team
approach that, you know, we'rebuilding this building with you,
not for you. I'm not better thanyou. You're not better than me.
It's a team approach.
Kyle Tinsmon (19:48):
It's something that professionally you feel
like you're a part of. I mean,the architect is the smallest
domino, the school that comes tous looking for a design as a
larger domino. The building isis an even larger domino. And
then the students that areproduced by learning in that
facility are the largest dominobecause they're the ones that
(20:08):
are going to change the future.
And that's what we're a part of.
Jerome Ratzlaff (20:11):
What we can offer, I think, is we've seen
new innovations, we've seen whatnewer buildings have been doing
a lot of them new pedagogies, alot of new ways of teaching
potentially new ways of settingup laboratories that they may
not be familiar with.
Micah Davis (20:27):
Basically allowing them to push their research
farther, and possibly even kindof branch out in different areas
or discover things that theyhaven't quite thought of yet.
Kyle Tinsmon (20:38):
In our designs, we like to make our the way we
design dynamic, so people canutilize it to best fit their
needs. And those needs areconstantly changing.
Karla Berdeja (20:49):
Depending on the workflow and pattern of what
they will be doing in that roomis what creates the space.
Patrick Jones (20:56):
That's that's part of the challenges, we have
to design facilities that existfor 60, 70, 80 years. But yet,
we're using a user group thatrepresents the now. And a lot of
times a lot of those users, alot of stakeholders are focused
solely on their research andwhat they're doing. So we have
to help provide perspective tothem and meet the needs and
(21:18):
challenges that they have today.
But also help think and projectabout what's going to be
happening in the future, theability for the building to
adapt, adjust, be flexible tosupport, not just their
research, but all the researchto come.
Dave Livingood (21:31):
To see how the students come in and are so
excited to be in the space thatthat was created. And you begin
to see them studying in thespaces that we were hoping they
were seeing them beginning toengage with it with their
professors in different ways.
And it's just, it's fun to watchthat happen.
Kyle Tinsmon (21:56):
A job well done is designing a space where students
want to be, where they want tolearn. It's designing a space
that inspires them, thatencourages them to explore STEM
to the betterment of humankind.
Tim Reynolds (22:17):
If I could drive by a building, and turn to my
grandkids, and say, you knowwhat they do in that building,
they find the cures for cancer,or they find the cures for
mental illness, or they find thecures for Alzheimer's, or
dementia, or the things that areimpacting our families so
dramatically every day, thenthat will be a career well
(22:40):
served.
Megan Brock (22:42):
A job well done is important for all of us. But how
we're getting it done is aprocess that has seen some
change over time, I asked ourstaff what they've noticed
change in the process ofarchitecture, as they've entered
various stages in their careers.
Patrick Jones (22:57):
The undergraduate students here, they're not
afraid to fail, in a way you'renot you're not afraid to fail.
Whereas the graduate students,they've gone through
undergraduate now they'remaking, they're paying more
money and more investment, to goto graduate school. And they
have to succeed. So they'reafraid of failure.
Unknown (23:13):
I kind of envy that fearlessness from from some of
the younger people, some of therecent grads.
Mark Muller (23:18):
Perhaps the young people coming up now and even
the children right now. Probablytechnology appears to them
before science and beforemathematics, you know, they have
tablets, and their phones andwhatnot, their parents things
that around the house, you know,we're surrounded by technology
(23:40):
today.
Kyle Tinsmon (23:41):
I think it's common amongst the older
generation to approacharchitectural design from a
sketching perspective, draw itout. And the newer generation
when we you're designing, weconcentrate, well not
concentrate, but we're morefluent and computer generation.
(24:02):
And that's exploding right now.
Considering that we areintegrating virtual reality, you
can now make rendering extremelyquickly so you can throw
something together. An hourlater, you'll have something
that you can virtually walkthrough, whether it be on
virtual goggles, or somethingthat's on your screen.
Andy Fan (24:22):
So I kind of really like that people actually do
hand sketches. I think thatreally helps, especially during
early stage of design helps youexpress our thoughts, much
better than computer modeling.
But what I feel is are now youngpeople just don't know how to
hand sketch anymore.
Patrick Jones (24:44):
So I think there's lessons both ways.
There's expertise that can beshared to younger staff, but the
idea of being open to new ideasand new strategies and new
perspectives is what the olderstaff can learn from the new
staff.
Megan Brock (24:57):
As current professionals, we have a
responsibility to help FutureSTEM leaders learn from our
mistakes and use our knowledgeto be better. If you're a
student in any STEM field, thisadvice is for you.
Dave Livingood (25:08):
Number one, don't be afraid to fail.
Tim Reynolds (25:10):
If I were talking to students in my era, I would
say, reach out and find. Findpeople that have this share the
same passions and work togetherwith them.
Mark Muller (25:22):
Take as much math and science as you possibly can.
Micah Davis (25:27):
I think Study Abroad should be absolutely
required for architecture, thelife experience that you gain
just by being in a place that'snowhere near your home. Plus the
ability to see all the differentbuildings that you've always
seen, like in architecture, youknow, it's like, these great
buildings across the world, youactually get to go see them and
experience them.
Jerome Ratzlaff (25:46):
And we encourage any STEM student to
branch outside of their specificdiscipline.
Patrick Jones (25:53):
Keep the first few years is general and free
thinking as possible. But thenuse the last few years to
actually kind of layer in somereality so that people are more
prepared coming out.
Unknown (26:05):
You know, I went into architecture straight out of
high school on a path, this iswhat I wanted to do. I graduated
a master's degree in my early20s. And I feel like I didn't
live. Take your time to figureout what you want to do. Because
the 17 or 18 year old kid is notthe same person as 25 or 26.
Patrick Jones (26:24):
Everyone's gonna get the fundamental basics and
you that's how you gauge yourdegree. But your success later
on is how well you work inteams, how you can motivate
others, how well you motivateyourself.
Karla Berdeja (26:34):
As already being part of, being part of a firm I
would say, trust your team.
Tim Reynolds (26:39):
When I think of STEM and what we're doing. We
have some of the most talentedpeople in the world of working
right here with us. And theyknow making a difference doesn't
come with any grand pats on theback. And it doesn't matter. And
our team knows it doesn'tmatter. And they're equally as
(26:59):
proud to be standing in theaudience. And people listening
to people around them say, Wow,what a great building. And they
don't have to say anything.
Because they know that they werepart of it. That's good enough
for them.
Megan Brock (27:14):
After listening to the staff elaborate on why these
activities and enablingtechnologies matter to them, we
realized something. STEM Dayisn't just about celebrating
that knowledge is power. Butknowledge is also empowering.
What we do know inspires us toconsider what we don't and to
approach it as a challenge. Thisis Megan Brock with TreanorHL,
(27:38):
thanking you for joining us onthis episode of TreanorHL Talks.
TreanorHL is a nationalarchitecture planning and design
firm located in the UnitedStates. The company holds a firm
belief in sharing resources andinsights with professionals,
clients, and building users toshape the spaces we use to live
and grow as people. For moreinformation, visit treanorhl.com
(28:03):
That's t-r-e-a-n-o-r-h-l.com.
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