Freelance design program
lets students build careers
By Scott McFetridge
Of the Emerald
Students can learn only so
much in classes that don’t in
clude practical experience, and
finding ways for students to ap
ply their studies is often dif
ficult. However, the School of
Architecture and Allied Arts
found a way 20 years ago, and
it's still working.
Assistant Dean George Hodge
says that soon after he came to
the University, he found many
local residents needed help on
small home projects and didn’t
know where to turn for help.
They didn’t want to spend the
money to hire a professional ar
chitect but didn’t have the
knowledge to complete the pro
ject on their own, he says.
It was just a matter of setting
up a freelance program that
would match the students to
those in the community, he
says.
“The program gives the ex
perienced student some extra
income and experience in their
field,” Hodge says. "No matter
George Hodge
how trivial it may seem, it can
show desire and constructive
ability.”
Hodge’s system is simple.
Students sign up on a list for
future projects posted in
Lawrence Hall. Hodge then sub
mits to potential clients, on a
rotational basis, the names of
those students who he believes
are most qualified for a given
project.
While only two or three
students were willing to design
consistently last year, the
number involved has increased
this fall, Hodge says. Since the
state has recovered somewhat
from the recession, which stall
ed building for the last two
years, there should be more op
portunities for current students
to find work, he says.
One of the students who has
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Architecture student Cheryl Martin says the University’s
freelance design program gives her more free time while adding
to her income.
been most consistently involved
with the program during the
last two .years is fourth-year ar
chitecture Student Cheryl Mar
tin. The freelance program has
given her experience in a wide
variety of areas and has been her
primary source of income this
year, Martin says.
“This is my bread and butter,
my way of making it,” Martin
says. “This way 1 can at least
pay the bills and buy
groceries.” .
Last year Martin was forced to
balance her full-time architec
ture studies with a work-study
job, another job in a local ar
chitecture office and her family,
she says. The freelance program
gives her more control of her
time, she says.
“I set the wage and it's
always something different,”
she says. "It forces me to do
things 1 wouldn't ordinarily
do.”
Martin has worked on a varie
ty of projects during the last two
years, some more unusual than
others.
She drew sketches of the
Medford Civic Auditorium from °
blueprints to help potential sup
porters envisualize the finished
project. Another project involv
ed designing a booth for the
function City Scandinavian
Festival that was shared by four
craftspeople. And she was even
called upon to mingle with
hanging slabs of meat in order
to measure and draw plans of a
local meat plant.
“Most of the people who
come to me know what they
want but don’t want to pay an
architect fee. They want to pay a
student fee,” Martin says.
“People will have a project go
ing but say, ‘what’s it going to
look like?’ ”
Marian Donnelly, a professor
emeritus in art history who
employed Martin to draw plans
detailing the history of Scan
dinavian architecture, says she
is enthusiastic about the
freelance program. For her
needs, a student would be more
qualified to do the project than a
professional architect, she says.
“Instead of someone just
stuck in an office, 1 would cer
tainly have gone for a student
who has day-to-day contact
with historic architecture,”
Donnelly says.
Hodge says the time devoted
to a project can vary widely, but
usually takes around 10 to 12
hours to design. Payment often
is based on an hourly rate.
‘Instead of someone
just stuck in an of
fice, I would cer
tainly have gone for
a student who has
day-to-day contact
with historic ar
chitecture. It just
seems a natural
thing for faculty to
work with students. *
— Marian Donnelly
Because students must deal
directly with clients and
builders, they begin to unders
tand that once they design
something, it won’t necessarily
be built exactly as they thought,
Martin says. And designing
now means students may avoid
making some mistake later, she
says.
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