Spring 2014

Yachen (Tori) Lin

Table of Contents
Letter of introduction ............................................................................................................................................................................ 1
Visual map of courses.......................................................................................................................................................................... 3
2012 Autumn ....................................................................................................................................................................................... 4
2013 Winter ......................................................................................................................................................................................... 5
2013 Spring ......................................................................................................................................................................................... 6
2013 Summer ...................................................................................................................................................................................... 7
2013 Autumn ....................................................................................................................................................................................... 8
2014 Winter ......................................................................................................................................................................................... 9
2014 Spring ....................................................................................................................................................................................... 10
Internship ........................................................................................................................................................................................... 11
Extracurricular Plan ........................................................................................................................................................................... 12
Senior Project .................................................................................................................................................................................... 13












Dear reader,
Flying all the way from China, I am here to challenge and explore myself. In China, most students go to college to get a bachelor
degree in order to find a job. Although a degree may be necessary for a promising job nowadays, but for me, college does not only
exist as a factory of bachelors. For me college is the place to prepare me before I enter the society in terms of both academics and
life experience. Through my past years I found my passion in designs and social works. Therefore CEP (Community, Environment
and Planning) for me is an excellent major allowing me to develop my interest and train me with more professional skills in both
fields. After I graduate, I want to apply my knowledge and skills to help cities or communities that need planning or designing.
Before I decided what I would study, I was confused and forgot my purpose as a college student, but soon after I found my direction.
I have taken classes that I felt easy but did not learn much, and classes that were more difficult but taught me a lot. Fortunately I
have taken classes of varieties of fields such as economics, design, architecture, art history and so on, and finally I found myself
more eager for coming up with ideas, doing projects to communicate my idea and communication with other people. Thus, I decided
to go with the direction of community design and planning.
Over the next two years, I wish to gain more professional skills and more related knowledge as a community planner and designer. I
want to gain not only theories from books but also real life experience. I am now a student double majoring in Art and CEP
(Community, Environment and Planning), and I believe both of the majors will help me in my future career. So far, I still need both
more academic knowledge and more experience to work with people in order to be an educated
person. Although I am relatively familiar with digital tools such as Photoshop, I still need to develop more knowledge of designing,
which is more crucial to a designer. I need to learn what a good community is, how people are related to community and all sorts of
basic concepts about community in order to be a more professional designer. Moreover, I also need more experience of working with
people with different interests. In the classes related to designs I have taken before, I never really had a chance to work in a group
that is formed by people with different concerns. The works I have done are mostly individual projects or done by group of students
with similar interests and knowledge. Therefore, I need more experience of collaborating with people from different academic
backgrounds in order to be a stronger designer. And double majoring in art may also help me with visual communication skills.
I wish to be an educated community designer after I graduate. To an educated community designer, one should be able to apply
design principles to specific sites, solve problems that may encounter during the process of designing and also to offer variations of
ideas. As different places include specific conditions such as natural systems, cultures, committees, and geographies and so on, an
educated community designer should be able to firstly recognize the properties of one site and keep referring back to them in the
designs. Applying principles does not only ask the designer to make a design work, but also to create a more aesthetically appealing
environment. The sites should be efficient, sustainable and also enjoyable. Besides, an educated community designer should be able
to solve problems such as conflicts with local government and regulations and different concerns of different individuals. An educated
designer would not ignore the constrains in the reality, but to include them in the process of design. Lastly, an educated community
designer should also realize the space for variation and changes of ones design. As there may be not only one or a better way to
approach a problem, a designer should see the possibility of variations and respect different ideas. Anyway, in order to be an
educated designer, I should firstly be an educated person.
As an educated person, one should not only able to apply knowledge and skills to actual problems, but also know how to work with a
committee, courageous to take responsibility for both the society and individual. Besides using academic skills to improve the
community life, as an educated designer, or any other professions, it is important to know how to work with a group of people.
Designing a community needs contributions from all kinds of professionals including designers, engineers, social workers and so on.
To work with people from different background can be interesting and difficult. However, as an educated designer, one would
understand the power of collaboration and find a way to play his own role in teamwork. Moreover, as an educated person, one would
be willing to share his academic achievement with the society and be willing to help others. When one uses his own strength to
strengthen others, his power becomes more valuable. In the case of community designer, if one never use the skills he has to help
solve problems in the communities, the skills are just skills and it is wasted. If a designer helps improve communities by giving a
better design or solving a planning problem, his investment of time and resources in studying is not wasted and he also becomes a
stronger designer as he is more familiar with applying knowledge to the real world.
My individual study plan for the next two years will help me to be an educated community designer and an educated person. I will
take the CEP core courses (except the quarter of studying abroad), which includes one academic course, and a governance session.
The academic courses can teach me theories and knowledge about community designing, and the governance session offers me
opportunity to work in community and working with other students. I will also take the art classes that are related to visual
communication such as drawing. Besides these classes, I plan to take landscape architecture and architecture classes, which are
also much related to community designing and planning. I am also looking for opportunities to study abroad, it may happen in either
summer quarter of 2013 or the following autumn quarter. Seeing different site and cities will help me to learn more ideas about
community designing.
I understand that in the rest two years of studying, there will be difficult times that makes me want to give up, but as long as I am
learning, it worth my efforts. I believe through the two years of CEP, I will be more prepared as a professional community designer
and more ready to serve the communities.
Thank you for your time.

Sincerely,
Yachen (Tori) Lin
Winter 2012







CEP Requirements CEP Year 1
Core 30 Credits (5 per quarter) AUTUMN WINTER SPRING SUMMER
Governance 6 credits (1 credit CEP 400 per quarter) Course Credit Course Credit Course Credit Course Credit
Retreat 4 credits (1credit CEP 300 Fall and Spring)
CEP 301 5 CEP 302 5 CEP 303 5
URBDP 508 5
Senior
Project
2-6 credits CEP 490 and CEP 491 (1-3 variable
credit/qtr)
CEP 300 1 CEP 400 1 CEP 300 1
URBDP 499 1
Internship 5 credits -120-150 hour internship with CEP 446
CEP 400 1 ART 292 5 CEP 400 1
Methods 25 credits of upper-division coursework
ART 290 5
ESRM 100 5 ART H 317 4

URBDP 498 1

URBDP 598 2

Diversity 5 Credits at any level

CEP 498 5

TOTAL 77-81 Credits Quarter total: 13 Quarter total: 16
Quarter
total: 18 Quarter total: 6
Restrictions/Rules CEP Year 2
Only 15 credit overlap for double majors AUTUMN WINTER SPRING SUMMER
Minors have to be 60% different than a major Course Credit Course Credit Course Credit Course Credit
Can miss one core course for study abroad
CEP 460 5 CEP 461 5 CEP 462 5 ART 350 5

CEP 300 1 CEP 400 1 CEP 300 1 ARCH 418 3
KEY
CEP 490 1 CEP 491 1 CEP 400 1
CEP Core Required Courses ART 365 5
ART 400 5 ART 360 5
Methods Credits
ART H 212 5
CEP 446 5

URBDP 498 1

Diversity & Internship FSTDY 303 5

Required Minor Credits Quarter total: 23 Quarter total: 12
Quarter
total: 17 Quarter total: 8
Requirements for 2nd major Overlap with 2nd Major: Art H 317; Art 365; FSTDY 303
TOTAL
CREDITS 113
Remaining General Education Reqs

2012 Autumn


CEP 301 The Idea of Community
Theories of community and communal rights and responsibilities. Experience building a learning community within major.

Read different theories about society and community from various philosophers.
Was able to understand and compare the different ideas about society and community.
Applied philosophical theories to real world situations, and started to understand communities around me better.
(Fell in love with philosophical readings.)

ART 290 Beginning Drawing: The Figure
Introduction to the human figure as historically traditional subject matter as well as an important component in self-expression. Covers
proportion, foreshortening, and composition.

Practiced drawing more, especially drawing structures.
Look at things with logic, look at the realationship and connection between things.

URBDP 498 Special Topics (Method)
Sustainable development and green building, 3 week intensive, leading up to charrette on October.

Met professionals from China and U.S., and volunteered as an oral translator.
Practiced fast speed design, took part in the charrette.
Practiced official presentation.
Practiced real life scenario planning.









2013 Winter

CEP 302 CEP 302 Environmental Response
Explores issues of environmental crisis and societal responses. Readings and reflective analysis from broad selection of authoritative sources to
develop grounded perspective in ecological literacy and consciousness. Concurrently, experiential education in challenges and practical
responses to building sustainable society through participation in community-based environmental effort.

Learned to understand scientific writings such as journals and reports.
Learned to read scientific graphs.
Knew more details about global warming and related effects.
Practiced scientific research and developing adaption plans.
Wrote a scientific report, individually and with a group.
Understood uncertainties in science.

ART 292 Beginning Painting

Learned and practiced basic oil painting techniques.
Appreciated paintings and art in general.
Experienced doing a project that might never be done as there were always changes to be made.

ESRM 100 Introduction to Environmental Science (Diversity)
Covers the importance of the environment in society with particular emphasis on worldwide distribution and uses of resources, the role of
natural and man-made environments, and causes of environmental degradation. Introduces ethics of conservation and recycling.

Studied basic concepts in environmental studies.
Learned fundamental knowledge of the natural environment.
Wrote a scientific research paper.



2013 Spring

CEP 303 Social Structures and Processes
Investigates use of formal and informal social structures and processes within context of community and environment. Looks at patterns and
institutions of social organization and relationships among different sectors. Issues of interrelatedness, citizenship, knowledge, and
communication.

Learned and practiced basic planning skills and tools.
Read research papers, journals, writings and son on about various aspects of community planning.
Practiced Individual project management.
Practiced pecha-kucha style presentation.

CEP 498 Special Topics (Method)
Digital Design Practicum.

Learned some basic skills of four software Adobe Photoshop, Adobe InDesign, Arc GIS and SketchUp.
Learned some tips about infographics.

URBDP 598 Special Topics (Method)
China village Studio Preparation Session.

Learned some basic skills of planning surveys including social survey and spatial survey.
Worked in a group of students with different skills.

ART H 317 Chado-Japanese Esthetics (Method)
History, theory, and practice of chado, or Way of Tea, a Zen-inspired art that has had notable effects on Japanese society. Lectures on esthetics
and cultural history supplemented by participation in chado, with the goal of developing sufficient understanding and skill to continue chado as a
discipline.

Learned about tea culture in Japan.
Learned about tea community and their way of communication.

2013 Summer

URBDP 508 Special Topics (Method) + URBDP 499 Special Topics (Method)
Study abroad summer program in China.

Hands-on planning practice in China.
Experienced field work, working within a group of students, lead by professionals.
Met students and professional from different backgrounds and experience.
Did official presentations.
Experienced intense studio planning process.


FSTDY 303 Study Abroad (Method) (Credits counted into 2013 Autumn quarter)
Study abroad summer program in London.

Looked at and learned about art around the world.
Visited different sites in U.K. and learned about their culture.
Practiced sketching skills.
Created an altered book as a travel journal










2013 Autumn

CEP 460 Planning in Context
Examines theory against backdrop of practice for broad historical understanding of social, political, environmental planning. Critique from
viewpoints, e.g., planning history, ethics, ecofeminism, environmental justice, class and capitalism, planning and global economy. Develop
personalized history reflecting individual experience, professional experience, and philosophical heritage of planning profession.

Worked for a real client on a real-life planning project.
Practiced teamwork and fieldwork for a quarter long project.
Practiced formal presentation to different audiences.
Understood more about historic preservation.


ART 365 Social Practice (Method)
Introduces overlapping territories of art and social practice, the practice of Socially Engaged Art. Focuses on environmentalism, consumerism,
economies, society and culture, activism, and the place for creative practice in our contemporary life.

Learned about public art and social art.
Developed 4 individual social art projects.
Practiced videotaping documentation techniques.

ART H 212 Chinese Art and Visual Culture
Surveys the highlights of Chinese visual arts from the Neolithic to the present. Studies jade, bronze, lacquer, silk, Buddhist sculpture, ceramics,
calligraphy, painting, architecture, film, and installation art forms at a moment in Chinese history when work in those media was especially
innovative and important.

Learned about Chinese art history.
Understood more about Chinese culture and values.

URBDP 598 Special Topics (Method)
Finish up work left over from the previous summer .

2014 Winter

CEP 461 Ethics and Identity
Examination of personal, societal, vocational, environmental, planning ethics. Readings and discourse on ethical foundations for public life.
Individual and group readings on values, human potential. Develops understanding of ecological context, moral responsibility, self-awareness.
Constructs positive, diverse view of humanity, environment regardless of race, gender, ethnicity, beliefs.

Read different theories about society, community and individual from various philosophers.
Was able to understand and compare the different ideas about society, community and individual.
Applied philosophical theories to real world situations, and started to understand communities around me better.

ART 400 IVA Senior Studio
Focuses on the development of exhibition quality artwork, culminating in a group show. Covers curatorial issues, installation, and
presentation. Assignments are designed to strengthen oral presentation skills, artist's written statement, critiquing abilities, and ability to place
work within a larger art historical framework.

Designed, developed and finished an individual art project.
Took part in an art show for the first time in my life.












2014 Spring

CEP 462 Community and Environment
Capstone quarter merges core seminars, disciplinary courses in major, community field experiences for mastery of personal knowledge and
skills. Reflection and synthesis of themes in major; engagement with contemporary issues. Compares theoretical definitions of community and
environment with individual philosophies and knowledge within thoughtful, applied context.

Finished senior project.
Looked back on my individual development and growth.
Created E-Portfolio.

CEP 446 Internship

Looked back and reflected on the internship experience.
Share experience with other peers and got advices.
Got ready to talk about the internship experience in interviews.

ART 360 Topics Studio Art

Learned to do silkscreen printing
Finished multiple projects









2014 Summer

ART 350 Pringtmaking Special Projects
In depth study of a printmaking method such as sequential printing, multi-block printing, white-ground aquaint, or sugar-lift aquatint.

To explore more techniques of printmaking.
To sharpen my skills on printmaking.


ARCH 418 Watercolor Drawing
Introduction to the principles and practice of using transparent watercolor for the naturalistic representation of objects, people, and interior
and exterior space.

To learn to do watercolor drawings.

















Internship
Time: Summer 2013, July 23 - August 25
Location: Hangzhou, China
Company: Xwho

Job Description:
Help with producing initial reports, project analysis and development (including Research, Data Process, Data Analysis and Case Studies)

Experience:
Look back at the summer of 2013, it is my first try to work in a private planning company in China. I got a general feeling of working in a big
company where I was only a small part of it. I felt in such a big environment, individual contributions seemd less important in the begging, but as
I worked there for longer, I learned that everyone was helping the company develop stronger and get more competitive. Although I felt not sure
if I really liked to work in front of computers for a whole day, I found myself excited about being in a part of a team and help cities improve their
planning.




















Extracurricular Plan

Study abroad in China: See 2013 Summer quarter (page 7)
Study abroad in London: See 2013 Summer quarter (page 7)
























Senior Project

Public spaces offer places for citizens and community members to socialize, relax, and communicate. This project takes the space Give Voice as
a case study to explore the dynamics of a public space through observation and comparison. This project observes and compares the two
medians on on Campus Parkway NE, focusing more on the one between University Avenue NE and 15th Avenue NE named Give Voice. Firstly
the literature review defines public space and presents standards for a successful public space, professional methods for studying one, and
suggests ways to improve a public space. Using tools from the literature review, this project collects data about the current use and current
design of the Give Voice and the median space west to it and analyzes them. The data shows the ratio of visitors to total number of
pedestrians for the Give Voice is low and the major activity for people who stayed in the space for more than two minutes is smoking. The
comparison then shows how the two medians are different in terms of contexts and functions. The methods used in my project may be
referenced as an example of studying a small public space, and the data collected and the comparison between the two medians as public space
and as a foundation for develop the design of Campus Parkway NE in the future.