Call for Calls


Westley Burger - What Do You Wish You Had Known?
This prompt is an opportunity to consider the things that you wish you had known before committing to architecture school. Maybe you would have liked to know that your tuition would be higher than that of engineers and dentists, or that you would be spending hundreds of dollars on top of that tuition for printing each semester. Maybe you would have liked to know that you might end up in your last choice for studio, or that you will most likely never actually design a building. Maybe you wish you had known that you will probably have to move to New York or L.A. if you want to work for a respected firm, but that your salary will barely cover the cost of living in a city. Maybe you wish you had known that in America it is Developers who build buildings, not Architects. Whatever you wish you had known, think of this issue of Knot as a way to tell those who still don't know.

Jonathan Massey - What Future Should We Imagine for Taubman College?
What drivers do you think will most profoundly shape the built environment a quarter-century from now? What knowledge and capacities will best empower you to shape that built environment? What formats, cultures, and environments for learning should we create here so that you and your successors develop those capacities?

Stephanie Bunt - This is NOT A Thesis
Graduate students at Taubman are sold on the promise that we will complete a thesis at the end of our degree... but what is a thesis anyway? In "Experimental Cultures," David Solomon says "the independent design thesis is the place in architectural education where students’ personal desires and abilities directly intersect the field’s disciplinary responsibilities."1 But that's not quite what we see here at the college. With balloting and pre-established goals from professors, it sounds more like a research studio which Solomon describes as a dependent, faculty-led, research bank.
So then what? Unless a student's ambition happens to align with a professor's scheme that semester and the student gets lucky in balloting, our degrees don't exactly serve as a catalyst to our future interests. We must pursue another degree (Master of Science, doctoral, etc.) before we really can say "this work is a true reflection of my interests and growth."
But perhaps the goal of a Master's is purely a check mark towards a license. And a thesis is best reserved for other schools and bought with more degrees --$$$. This then questions the validity and definition of architecture the profession itself: just what are we trying to achieve in school, Knot readers?
But that's probably just another missed thesis...

Logan Richmond - To Be, or Knot to Be: Taubman College Student Organizations
I am calling to hear what students have to say about Student Organizations; what they should be, and what they should ­(k)­not be. From the position of a Student Organization Leader, my desire is to represent the student body in the most honest, agile and passionate way possible. But in some respects, there is a disconnect between the expectations of the student body and the actions of a student organization. What does a Taubman student want from their student organizations? How do they engage more, if (k)not all students?
We have an extremely diverse and intelligent collection of faculty, staff and students in our building (at all hours of the day and night). So what can Student Organizations do to bring those diverse groups together? How can we bridge the gap between the heard and unheard population of our college?

Karl Heckman - C.R.E.A.M
[Hook: Method Man]
Cash rules everything around me
C.R.E.A.M., get the money
Dollar dollar bill, y'all
Cash rules everything around me
C.R.E.A.M., get the money
Dollar dollar bill, y'all

Theresa Kaplan - Architoons
Description: People submit cartoons, jokes, etc. about architecture. This could be broad disciplinary ideas, commentary on the idiosyncrasies at Taubman College, or anything in between.

Grace Cho & Whitney Sherrill - Reflections on the Constraints of Academia on Identity
The new wing – it’s an uncomfortable space. Physically, it is stark, full of cold, hard surfaces. Its vast white walls create obstacles and serve to segregate spaces. It reminds one of the way that walls of whiteness frame this institution, determining acceptable ways of engagement, dialogue, and thought. Some students can move through the university space easily; others cannot help but crash into walls that preserve traditional forms of engagement, leading them to feel excluded and unwelcome.
As planning students, our education focuses on the construction of urban spaces. We learn to plan for spaces, but arguably, not for people. We would like to put forward (to both architects and planners), what are the limits of higher education in its interaction with the individual and with individual identities? How do we better integrate issues of identity (race, gender identity, sexuality) into higher education? What does it mean to cultivate inclusive academic spaces?