Emmanouil Vermisso

                                        ASSOCIATE PROFESSOR
                                        School of Architecture
                                        (954) 762-5312
                                        Curriculum Vitae


Emmanouil Vermisso is a tenured Associate Professor focusing on Design Computation and Emerging Technologies. He has served on the School of Architecture faculty since 2008, teaching a wide range of required courses, including various Architectural Design Studio levels - mostly focusing on the senior phase – as well as specialized seminars on Digital Fabrication, synthetic drawing methods, Biomorphic Design, Bottom-Up design methods and Responsive prototyping.

His interest within design lies at the intersection of digital Design Theory, Architectural Organicism and Fabrication. His research focuses on the concept of Emergence and Self Organization in design thinking, and Biological analogy in architecture from a performance and pedagogical perspective. He is especially interested in the history of Computational form-finding.

His recent work has been recognized with an ACSA Creative Achievement Award (2015-16), a joint NCARB Award ($25,000) to design a new course on Performative Design and a 3 rd prize in an international competition for responsive wearables. It has been published in journals and conferences like IJAC (International Journal of Architectural Computing), ACADIA, ACSA, CAAD Futures, eCAADe and SiGRADi.

Prior to joining academia, Emmanouil practiced architecture at Foster+Partners, AHMM and Porphyrios Associates in London, UK. He holds a Diploma in Architecture from the University of Westminster (London) and a Master of Architecture from Syracuse University (NY), being among the first scholars to study elements of Classical Architecture through a digitally-driven methodology involving CAD/CAM. Emmanouil is consistently concerned with evaluating the inherent importance of architectural history on current design methodologies, by reconciling technological innovations with analogue processes. His pedagogical philosophy advocates a synthetic approach, integrating influences from areas that are external to Architecure, thereby encouraging research thinking within teaching.