Erin Carraher portrait
  • Associate Professor, School Of Architecture
  • Director of Strategy & Partnerships, Equitable Housing & Livability Institute
  • Ivory Fellow, Sorenson Impact Center
  • Director of Undergraduate Studies, School Of Architecture
801-585-5354

Research Statement

“Just as our profession fifty years ago closed its eyes to the fact that the machine had irrefutably entered the building process, so now it is trying to cling to the conception of the architect as a self-sufficient, independent operator...It runs counter to the concept of ‘total architecture,’ which is concerned with the whole of our environmental development and demands collaboration on the broadest basis. Our present disparate way of solving problems of collaboration on large projects is simply to throw a few prominent architects together in the hope that five people will automatically produce more beauty than one. The result, as often as not, becomes an unrelated assemblage of individual architectural ideas, not an integrated whole of new and enriched value. It is obvious that we have to learn new and better ways of collaboration.” — Walter Gropius, “The Role of the Architect in Modern Society,” 1961 

 

Research Statement Building Architecture Collaboratively  

 

Research is historically challenging to define in professional disciplines like architecture that require a generalist approach. To do so requires a nuanced and inclusive view of scholarship, such as that promoted by Ernest L. Boyer in his book Scholarship Reconsidered: Priorities of the Professoriate. In it, Boyer outlined categories for the scholarship of teaching, integration, and application in addition to that of discovery, which is what most research institutions would typically define as the “creation of new knowledge.” 

 

The need for multiple ways of valuing scholarly as well as creative work is important particularly in the development of professional education. In order to engage with scholarship through one or more of these perspectives, a faculty member needs to gain capabilities in several areas, including ”mastering foundational knowledge; developing skills to advance knowledge in one’s field; understanding the importance of the integration and relationships among bodies of knowledge across various fields and sub specialties; knowing how to apply knowledge to problems of practice within one’s own field or in a cross-disciplinary context and in local, regional, national, and international communities; and demonstrating effective approach to disseminating knowledge so that it affects practice.” I have chosen Boyer’s framework to describe my scholarship as I believe they best reflect the particular nature of research and creative work in my discipline and recognizes that it is not only the creation of new knowledge that is valuable but also the ways in which it is contextualized and applied.
 

A. Discovery: “The scholarship of discovery, at its best, contributes not only to the stock of human knowledge but also to the intellectual climate of a college or university. Not just the outcomes, but the process, and especially the passion, give meaning to the effort.”

 

The scholarship of discovery is not the primary focus of my work but is what feeds all of my work. I have achieved this by fostering national dialogs about beginning design education and collaborative practice through conferences (co-hosted CIP, BTES, and NCBDS) and traditional research efforts (original surveys, case studies, etc). The significance and impact of the new knowledge that resulted from these events is most clearly demonstrated in the outcomes of the projects that are listed in the teaching, integration, and application categories below.

 

B. Teaching: “The work of the professor becomes consequential only as it is understood by others…Teaching is…a dynamic endeavor involving all the analogies, metaphors, and images that build bridges between the teacher’s understanding and the student’s learning. Pedagogical procedures must be carefully planned, continuously examined, and relate directly to the subject taught…Great teachers create a common ground of intellectual commitment. They stimulate active, not passive learning and encourage students to be critical, creative thinkers, with the capacity to go on learning after their college days are over.” 

 

My work in the scholarship of teaching develops innovative beginning design and beginning architecture pedagogical approaches and curricular models that incorporate collaborative practices and applied learning experiences related to community-engaged projects. If the educational goal of professional programs such as architecture is to prepare future practitioners to “think and act like professionals in their respective fields,” the work of the professor is to cultivate experiences that allow for students to engage with professional issues in a curated sequence that coincides with the parallel development of their technical and disciplinary skillset.   

 

Learning to practice architecture is a complex and never-ending task. “What most distinguishes architecture education from other types of professional and graduate training is its syncretic nature. Geared to producing skilled practitioners and founded on concepts and discursive formations that have evolved since the time of Vitruvius…it combines technics and aesthetics, sciences and humanities. Schools are called on to impart highly disparate types of knowledge, negotiating the architect’s multiple identities as craftsman, technician, and creative artist; professional and intellectual; public servant and businessman.”  My primary role as a teacher is in the beginning stages of a student’s education when this exhaustive list can feel especially daunting. 

 

My scholarship of teaching work explores opportunities to both enrich the studio context with integrated, immersive, applied, and collaborative experiences as well as move beyond the traditional classroom to utilize faculty design and research projects as learning opportunities for students to deploy their growing skill sets within a supervised, professional context. The peer-reviewed publications, panels, presentations, and teaching materials that have resulted from this work have reached a national audience within the architecture and design education community as well as an expanding number of allied disciplines in library sciences, art, poetry, and ecology.

 

C. Integration: “In proposing the scholarship of integration, we underscore the need for scholars who give meaning to isolated facts, putting them in perspective. By integration, we mean making connections across disciplines, placing the specialties in larger context, illuminating data in a revealing way, often educating nonspecialists, too…[W]hat we mean is serious, disciplined work that seeks to interpret, draw together, and bring new insight to bear on original research.” 


My development of collaboration and leadership education resources for professionals and students both provides the theoretical foundation for the content as well as actionable strategies for using it. The work I do in the classroom both informs and is informed by my engagement with professional practice. Professional education for an architect is not limited to the years spent in school but continues through the formal structures of the Architectural Experience Program (AXP) and the Architectural Licensing Exams (ARE), which are two of the requirements for licensure and are maintained in continuing education requirements throughout an architect’s professional practice. Because there are so few resources available to address the specific nature of architectural collaboration, the audience for my work spans from the classroom to practice through the Leadership and Collaboration in Architectural Practice (LCAP) continuing education resource (developed in collaboration with PI: Ryan E. Smith), and the Leading Collaborative Architectural Practice (Wiley, 2017) textbook, for which I was the lead author, also co-authored with Associate Professor Smith. In addition to educational materials, I have hosted forums that foster dialog and dissemination of knowledge about these topics such as the “Digital Process” symposium, the “Forefront: Architects as Collaborative Leaders” national conference, and the “Critical Conversations” that I have co-developed through my work with The Laurentia Project.  My teaching has been recognized with the highest awards for early career educators at the college, university, and disciplinary levels, which demonstrates the significance and impact of the work to these audiences.

 

In summary, I believe that when viewed through the lens of scholarship of teaching, integration, application, and discovery, which recognizes the value of  the process of scholarship itself, my work demonstrates a high level of success in innovation and impact as well as the potential for continued development. 

 

D. Application: “The application of knowledge, moves toward engagement as the scholar asks, ‘How can knowledge be responsibly applied to consequential problems? How can it be helpful to individuals as well as institutions?’ And further, ‘Can social problems themselves define an agenda for scholarly investigation?’”  “New intellectual understandings can arise out of the very act of application—whether in medical diagnosis, serving clients in psychotherapy, shaping public policy, creating an architectural design, or working with the public schools. In activities such as these, theory and practice vitally interact, and one renews the other.”


The scholarship of application in my work relates to mutually-beneficial engagement with community groups and non-profit organizations that utilizes architectural knowledge to address social, environmental, and technological issues through processes and in products. The scholarship of application as described by Boyer aligns with disciplinary developments in community engagement and Public Interest Design (PID) in architecture over the past two decades. My work in this area bridges the realms of academic and professional creative work. Examples of academic application will be described more fully in the section on Teaching. Examples of this scholarship in professional application include such significant projects as the Girl Scouts of Utah (GSU) Summer Cabins and accompanying educational program referred to as Project: ARCHITECTURE (both co developed with Associate Professor Jörg Rügemer) and my work with the AIA Utah Young Architects Forum on the Sorenson Unity Center Backyard and Our SLC: Claim It! NEA grant. The GSU projects have been recognized through multiple national and international publications, presentations, and awards—both in the academic and professional communities. Others have developed into different types of work with the same partners or have been too recently completed to have an opportunity for peer-review.  

Research Keywords

  • Community Engagement
  • Community Engaged Learning
  • Building Technology
  • Architectural Education
  • Architectural Design
  • Affordable Housing

Grants, Contracts & Research Gifts

  • Westside Network. PI: Erin Carraher. American Dream Ideas Challenge, 08/01/2018 - 11/30/2018. Total project budget to date: $40,000.00
  • Project: Open Equitable Housing and Livability Study. PI: Chris Parker, Erin Carraher. Goldman Sachs Community Development Grant, 12/01/2017 - 07/31/2018. Total project budget to date: $50,000.00
  • Developing Evidence–based Tools and Resources for Material Evaluation and Selection. PI: Erin Carraher, Luke Leither. College of Architecture + Planning Scholarship Incentive Program, 05/31/2017 - 08/31/2018. Total project budget to date: $10,000.00
  • “Re–Inhabitations,” Sub–Contract awarded through an invited RFP process by Epicenter for the National Endowment for the Arts Our Town Grant: “Rural and Proud Initiative”. PI: Erin Carraher. National Endowment of the Arts (sub award), 08/22/2016 - 07/31/2017. Total project budget to date: $16,565.00
  • Professors off Campus Grant: Westside Youth Architecture Curriculum. PI: Erin Carraher. Tanner Humanities Professors off Campus Grant, 08/22/2016 - 12/31/2016. Total project budget to date: $7,500.00
  • Developing the Skills of Community Engagement – Taking a Step Back. PI: Erin Carraher, José Galarza. College of Architecture + Planning Community-Engaged Learning Grant, 08/01/2016 - 12/31/2016. Total project budget to date: $3,000.00
  • National Endowment of the Arts Our Town Grant: “Claim It!” Arts Education and Community Art Projects, Phase 2 Curator. PI: Erin Carraher. Co-PI(s): Dwight Yee. Sorenson Unity Center, 10/2015 - 12/2016. Total project budget to date: $19,500.00
  • Design-Model-Build. PI: Erin Carraher, Luke Leither. University Teaching Grant, Library Contract, 09/2014 - 06/2016. Total project budget to date: $22,000.00
  • Solid Timber Optimization. PI: Ryan E. Smith. Co-PI(s): Erin Carraher. USDA Forest Service, Forest Products Laboratory, 01/2013 - 12/2014. Total project budget to date: $90,000.00
  • LCAP - Leadership in Collaborative Architectural Practice. PI: Ryan E. Smith. Co-PI(s): Erin Carraher. AIA Center for Integrated Practice, 05/2012 - 12/2013. Total project budget to date: $80,000.00

Presentations

  • “Pedagogy and Andragogy,” invited presenter with Peter de Lisle, 2021 National Council of Architecture Registration Boards (NCARB) Scholars, San Luis Obispo, California, August 12-14, 2021. Invited Talk/Keynote, Presented, 08/14/2021.
  • “Leadership Models and Teaching Strategies,” invited presenter with Peter de Lisle, 2021 National Council of Architecture Registration Boards (NCARB) Scholars, San Luis Obispo, California, August 12-14, 2021. Invited Talk/Keynote, Presented, 08/13/2021.
  • “Affordable Housing Financing 101,” invited speaker by Women in Architecture, AIA Utah Annual Conference - CONNECTIONS, Salt Lake City, Utah, September 15, 2020 (held online due to Covid-19). Invited Talk/Keynote, Presented, 09/15/2020.
  • Carraher, E., Leither, L. “Developing Evidence-based Tools and Resources for Material Selection,” presentation at the Building Technology Educators’ Society 2019 National Meeting, Amherst, Massachusetts, June 19-22, 2019. Conference Paper, Refereed, Presented, 06/21/2019.
  • “Material Disruption,” invited panelist at ACSA Annual Meeting, Pittsburgh, Pennsylvania, March 28-30, 2019. Invited Talk/Keynote, Presented, 03/29/2019.
  • “Gaining Client Buy–In and Fostering Collaboration on Project Teams,” invited lecture at Arc-US 2018, Carlsbad, California, November 1-4, 2018. Invited Talk/Keynote, Presented, 11/02/2018.
  • “How to Hack Affordable Housing,” invited presentation to the Sorenson Innovation’s Hack-A-House competition, Salt Lake City, Utah, September, 2018. Invited Talk/Keynote, Presented, 09/01/2018.
  • “Gaining Client Buy–In and Fostering Collaboration on Project Teams,” invited lecture at BOND Healthcare 2018, San Diego, California, March 15–18, 2018. Invited Talk/Keynote, Presented, 03/16/2018.
  • Leither, L., and Carraher, E., “Developing Evidence–based Tools and Resources for Material Evaluation and Selection,” research presentation at the Fall 2017 Research Symposium, College of Architecture + Urban Planning, 27 October 2017. Presentation, Presented, 10/27/2017.
  • Galarza, J., and Carraher, E., “Developing the Skills of Community Engagement – Taking a Step Back,” research presentation at the Fall 2017 Research Symposium, College of Architecture + Urban Planning, 27 October 2017. Presentation, Presented, 10/27/2017.
  • “Better by Design,' invited panelist with Guillaume Belgique, Spencer Bradley, Aaron Holm, and Chris Parker at the Utah Housing Coalition’s Utah Housing Matters Conference, Ogden, Utah, October 23-24, 2017. Presentation, Presented, 10/24/2017.
  • “A Collaborative Approach to Architecture Practice,” invited lecture at Fairmont State University, Fairmont, West Virginia, October 30, 2017. Invited Talk/Keynote, Presented, 10/20/2017.
  • Carraher, E., and Savage–Yamazaki, B., “Landscape as Laboratory,“ paper presentation at the ACSA Fall Conference, Marfa, Texas, October, 2017. Presentation, Presented, 10/01/2017.
  • Carraher, E., Smith, R.E., Tripeny, P., Young, R.A., “Building Technology within a New Architecture Curriculum,” in Poetics and Pragmatism: Building Technology Educators’ Society 2017 National Meeting Proceedings, Des Moines, Iowa, 2017. Conference Paper, Refereed, Presented, 06/23/2017.
  • “Integration, Consolidation, or Inertia? The Role of Building Technology Courses in Changing Curricula,” Invited workshop panelist at the Building Technology Educators’ Society Biennial Conference, Des Moines, Iowa, June, 2017. Other, Presented, 06/01/2017.
  • “Leadership at the End of the World: Finding Inspiration and Community Through Grief and Compassion,” invited speaker with Tristan Roberts and Melissa Dana at the Living Future unConference, “Genius + Compassion,” Seattle, Washington, May, 2017. Presentation, Presented, 05/12/2017.
  • “Visions of the Future,“ invited panelist with Wendy Wisher, Diane Pataki, and Paisley Rekdal at the Utah Symposium in Science and Literature, The Provisional City: Observing, Imagining, and reMaking Home, Salt Lake City, Utah, April, 2017. Presentation, Presented, 04/01/2017.
  • “Community Engagement in Beginning Design Education,” invited presenter at the NCBDS Special Focus Session, 105th ACSA Annual Meeting, Detroit, Michigan, March, 2017. Other, Presented, 03/01/2017.
  • Invited Panelist, “Defining Integrated Learning,” with Adam Johnston, Weber State University; Matt Saunders, Utah State University; Matt Morin, Dixie State University; and Panel moderator, Eric Amsel, Weber State University, 19th Annual What is an Educated Person? Conference, Midway, Utah, October 27-28, 2016. Other, Presented, 10/27/2016.
  • Invited Presentation at the AIA Western Mountain Region Conference, “Forward | Regional Relevance,” with José Galarza and Jörg Rügemer, Salt Lake City, Utah, September 24, 2016. Invited Talk/Keynote, Presented, 09/24/2016.
  • Leither, L., Carraher, E., Hatch, G., “Design–Model–Build: Interdisciplinary Partnership with Real–World Impact,” paper presentation at the American Association of School Librarians Annual Conference, Seattle, Washington, March, 2016. Conference Paper, Presented, 03/01/2016.
  • Carraher, E., et al. “Beyond the Studio: Alternative Models of Student/Teacher Engagement,” paper presentation at the 32nd Annual National Conference on the Beginning Design Student, San Luis Obispo, California, February, 2016. Conference Paper, Refereed, Presented, 02/20/2016.
  • Carraher, E. “Technology, Ethics, and Impact: How Design Affects People, Processes, and Products,” Social and Environmental Justice in Architecture: Ethical Urban Design Session, AIA National Convention, Atlanta, Georgia, 2015. Presentation, Presented, 06/2015.
  • Carraher, E., “Architecture and Building Technology in a Post-Critical Age,” Invited Panelist in Building Technology Educators’ Society (BTES) Session along with Jonathan Massey, Terri Boake, Franca Trubiano, and James A Doerfler, Association of Collegiate Schools of Architecture (ACSA) 103rd Annual Meeting, Toronto, Canada, 2015. Invited Talk/Keynote, Presented, 03/2015.
  • Carraher, E., Smith, R., “Collaborative Leadership: A Field Theory for Architectural Practice,” Works in Progress Session, Architecture Research Centers Coalition (ARCC) National Conference, Chicago, Illinois, 2015. Presentation, Presented, 03/2015.
  • Carraher, E., “Experiential Analysis in Beginning Design Travel Studios,” Invited to present in the National Conference on the Beginning Design Student Session as one of the highest rated presentations from the 2014 Conference, Association of Collegiate Schools of Architecture (ACSA) 103rd Annual Meeting, Toronto, Canada, 2015. Presentation, Presented, 03/2015.
  • Rügemer, J., Carraher, E., “The Girl Scouts of Utah’s Interlocking Cross Laminated Summer Cabins,” Paper presentation at the 4th All Ireland Architecture Research Group (AIARG) Conference, Dublin, Ireland, 2015. Presentation, Presented, 02/2015.
  • Rügemer, J., Carraher, E., “Project: Architecture,” Paper presentation the 11th Conference On Sustainability, Copenhagen, Denmark, 2015. Presentation, Presented, 01/2015.
  • Carraher, E. and Smith, R., “Building with Interlocking Cross Laminated Timber,” Sustainable Structures Symposium, Portland, Oregon, 2014. Presentation, Presented, 04/2014.
  • Carraher, E. “Experiential Analysis in Beginning Design Travel Studios,” National Conference on the Beginning Design Student, Chicago, Illinois, 2014. Presentation, Presented, 03/2014.
  • Carraher, E., “Digital Tools and Technology,” Invited Panelist at the AIA DC Chapter – Christopher Kelley Leadership Development Program along with Zach Downey, Jeff Gravatte, Hiroshi Jacobs, and Phyllis Klein, Washington, DC, 2013. Invited Talk/Keynote, Presented, 12/2013.
    https://issuu.com/ckldp/docs/yearbook_final_single...
  • Carraher, E. “Toward an Integrated Fabrication Pedagogy” Building Technology Educators’ Society International Conference, Bristol, Rhode Island, 2013. Conference Paper, Refereed, Presented, 07/2013.
  • Carraher, E., “Toward an Integrated Fabrication Pedagogy,” Association of Collegiate Schools of Architecture (ACSA) 101st Annual Meeting, San Francisco, California, 2013. Conference Paper, Refereed, Presented, 03/2013.
  • Carraher, E., Tsoutsounakis, E., “Making Manifest: The Importance of the Actual in the Digital Design Process,” National Conference on the Beginning Design Student, Philadelphia, Pennsylvania, 2013. Conference Paper, Refereed, Presented, 02/2013.
  • Carraher, E., Brinton, B., “Collective Knowledge: New Models for Collaborative Architecture Education and Practice Related to Digital Technologies,” AIA Western Mountain Region & Northwest Pacific Region Joint Conference, Tucson, Arizona, 2012. Conference Paper, Presented, 10/2012.
  • Carraher, E. “Computational Thinking in Beginning Design Education,” National Conference on the Beginning Design Student, State College, Pennsylvania, 2012. Conference Paper, Refereed, Presented, 02/2012.
  • Carraher, E. “Sustainable Process,” National Conference on the Beginning Design Student, State College, Pennsylvania, 2012. Conference Paper, Refereed, Presented, 02/2012.
  • Carraher, E. and K. Albright. “Digital Mentors - Peer-Based Learning in Digital Design Education,” 2011 Mentoring Conference, Albuquerque New Mexico, 2011. Conference Paper, Presented, 10/2011.
  • Parameters of a Digital Design Foundation. Conference Paper, Presented, 03/12/2011.

Publications

  • “The Spatial Agency of Digital Praxis,” chapter in Gregory Marinic, ed., The Interior Architecture Theory Reader, Routledge, January 23, 2018. Published, 01/22/2018.
  • Leading Collaborative Architectural Practice, Authors: Erin Carraher, Ryan E. Smith, and Peter DeLisle, Publisher: John Wiley & Sons, Inc. (under contract - manuscript due January 2016). Published, 03/22/2017.
  • "Begin with Why: Ethics and Values in Beginning Design," Proceedings of the National Conference on the Beginning Design Student, University of Utah, 2017. Published, 03/09/2017.
  • Carraher, E. Yee, D., “Our SLC: Claim It!” Exhibit, Sorenson Unity Center, Salt Lake City, UT, December 2016 - January 2017. Published, 12/02/2016.
  • Carraher, E. “Creating a Connected Curriculum,” CONNECTION: The Architecture and Design Journal of the Young Architects Forum, December 2016. Published, 12/2016.
    https://issuu.com/youngarchitectsforum/docs/201612...
  • Rügemer, J., Carraher, E., "Project:ARCHITECTURE."The International Journal of Sustainability Education, Volume 12, Issue 1, March 2016, pp.11-22. Published, 03/2016.
  • Carraher, E., et al. “Beyond the Studio: Alternative Models of Student/Teacher Engagement,” in National Conference on the Beginning Design Student 32 Conference Proceedings, San Luis Obispo, California, 2016. Published, 02/2016.
  • Rügemer, J., Carraher, E. “The Girl Scouts of Utah Interlocking Cross-Laminated Timber Summer Cabins,” in: Proceedings of the 31st International PLEA Conference, Bologna, Italy 2015. Published, 09/2015.
  • Carraher, E., Rügemer, J., “Collaborative solid wood construction case study,” Proceedings of the Building Technology Educators’ Society (BTES) International Conference, Salt Lake City, Utah, 2015. Published, 06/2015.
  • Jacob A. Gines, Erin Carraher, and Jose Galarza, editors, Intersections and Adjacencies: Leadership in Building Technology Education, Proceedings of the 2015 Building Technology Educators’ Society Conference, June 24-27, Salt Lake City, UT, BTES, 2015. Published, 06/2015.
  • Beetle Kill Pine Phase One – Digital Interoperability, Authors: Ryan E. Smith, Gentry Griffin, Erin Carraher. US Forest Products Laboratory, May 2015. Published, 05/2015.
  • Carraher, E., Rügemer, J., “Collaborative solid wood construction case study,” Proceedings of the Architecture Research Centers Coalition (ARCC) National Conference, Chicago, Illinois, 2015. Published, 03/2015.
  • Carraher, E., “Integrating Technologies in Beginning Design Studio,” Proceedings of the National Conference on the Beginning Design Student (NCBDS), Houston, Texas, 2015. Published, 02/2015.
  • LCAP: Leadership in Collaborative Architectural Practice, Continuing Education Resource Developed for AIA National Center for Integrated Practice, American Institute of Architects, 2014. Published, 06/2014.
  • Carraher, E. “Experiential Analysis in Beginning Design Travel Studios,” Proceedings of the National Conference on the Beginning Design Student (NCBDS), IIT, 2014. Published, 02/2014.
  • Carraher, E. “Toward an Integrated Fabrication Pedagogy,” Proceedings of the Building Technology Educators’ Society (BTES) International Conference. Bristol, RI, 2013. Published, 09/2013.
  • Carraher, E. “Making Manifest: The Importance of the Actual in the Digital Design Process” (virtual presentation) 8th International Technology, Education and Development Conference Proceedings, Valencia, Spain, 2013. Published, 06/2013.
  • Carraher, E. “Sustainable Process,” Proceedings of the National Conference on the Beginning Design Student, Penn State University, 2012. Published, 03/2013.
  • Carraher, E. “Toward an Integrated Fabrication Pedagogy” ACSA 101st Annual Meeting: New Constellations/New Ecologies (Building Technology Educators Society Session) – published in Proceedings of the 2013 Building Technology Educators’ Society (BTES) Conference, San Francisco CA, 2013. Published, 03/2013.
  • Carraher, E. and E. Tsoutsounakis, “Making Manifest: The Importance of the Actual in the Digital Design Process,” Proceedings of the National Conference on the Beginning Design Student (NCBDS). Temple University, 2013. Published, 02/2013.
  • Carraher, E. “Computational Thinking in Beginning Design Education,” Proceedings of the National Conference on the Beginning Design Student (NCBDS), Penn State University, 2012. Published, 02/2012.
  • Carraher, E., Albright, K., “Digital Mentors - Peer-Based Learning in Digital Design Education,” 2011 Mentoring Conference Proceedings, University of New Mexico, 2011. Published, 10/2011.
  • Parameters of a Digital Design Foundation. Published, 08/2011.
    http://digitalcommons.unl.edu/arch_facultyschol/21...
  • Layered Urbanisms, Editor: Nina Rappaport, Co-editor of section on Gregg Pasquarelli: Erin Carraher. W.W. Norton & Co. Publisher, 2008. Published, 06/2008.