Over 400 architecture, construction and engineering professionals gathered last week at the Portland Art Museum to raise money for one of the top student mentorship programs in Oregon.

The fundraiser was not just an opportunity for attendees to invest in the ACE Mentor Program of Oregon, but also celebrate its efforts to build up local high school students pursuing careers in the construction industry. Student participants and their mentors spoke about their experiences in the program.

“It’s been remarkable seeing ACE through each stage as a student, mentor and now a lead mentor,” said Abby Cridland, a LEED Professional interior designer with Hennebery Eddy Architects. “I learn a lot from my students, and I appreciate the many firms today who continue to support the ACE Mentor Program; it makes a big difference.”

The ACE Mentor Program is a national effort to connect high school students interested in architecture, construction or engineering with professionals in those fields. It also provides college scholarships for some of those students.

The Oregon chapter was founded in 2006 and first awarded college scholarships in 2007. The Portland-based chapter now features more than 120 volunteer mentors and serves over 150 metro-area students annually.

Last week, four past participants took to the stage to share their experiences with the program, as well as where they are today. All four went to the 2018 ACE Summer Camp as juniors; the Andersen Construction Foundation paid their way.

“I heard about ACE through a person who came in and spoke about ACE in one of my woodshop classes,” Cleveland High School senior Coleman Neher told the audience. “I’ve been interested in construction and engineering for a while now – sorry to the architects out there. And I wanted to learn more about those fields and get to know what it’s like to work in those fields, and this was a great way to dip my toes in the water.”

Keynote speaker Vince Granato, chief operating officer for the Port of Portland, shared his own experience with mentorship as a young person and said he wished there had been a program like the ACE Mentor Program when he was in high school.

“I’ve been with the port for 31 years and you don’t get there on your own,” he said. “We all have mentors in our careers, and I still meet with my mentor who hired me 31 years ago. I still seek his guidance, so it’s a really important role that we all can play.”

In part because of mentorship opportunities, Granato added, today’s program participants are more advanced than their counterparts of a generation ago.

“I urge all students sitting here to take advantage of the advantage in front of you,” he said. “I wish I had had that opportunity.”

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The ACE Mentor Program of Oregon raised more than $130,000 during a luncheon at the Portland Art Museum on Thursday.

Members of more than 500 of the city’s largest architecture, construction or engineering firms attended the event, which also provided Portland Public Schools officials a chance to promote the district’s bond measure set to go before voters next month.

“The biggest goal of the program is to identify young students in the Portland-metro area that are interested in pursuing a career in architecture, construction or engineering and support them to continue to enjoy that interest or discover they are interested in something else,” said Iris Boulware, vice chairwoman of the ACE Mentor Program of Oregon. “It’s a win-win either way.”

Currently, 114 mentors from 47 firms in the metro area help support the interests of 156 students from 42 schools. In 2016, the organization also funded 16 scholarships, ranging from $2,000 to $4,000, for students pursuing college educations in a field tied to architecture, construction or engineering. The ACE Mentor Program of Oregon has handed out more than $384,000 in college scholarships since 2007.

Sending mentors into area schools and providing after-school programs is one of the organization’s main outreach efforts.

“Initially I wanted to be in architecture because I liked watching HGTV and watching everyone walk through the homes,” said Ross Miho, a senior at Jefferson High School. “Through ACE I discovered architecture is really up my alley.”

After spending two years in the program, Miho now plans to major in architecture at the University of Oregon. He has applied for one of the ACE Mentor Program’s 2017 scholarships; recipients will be announced in May. He learned a lot through program participation, he said.

“Through some of my mentors I discovered that I would be inside of the rooms dealing with people, but with contracting I would not only be involved with the building but with the people involved with the building,” he said. “Both of those sound really appealing; now I am just trying to figure out which program (path) I want to go down.”

Students can enter the program in their junior year, when it can have a big effect on direction.

“The ACE program really opened my eyes as to what architecture and construction engineering really is,” said Audrey Collins, a junior at Grant High School. “At first I was really interested in engineering on the civil side working with bridges and roads. After ACE, I have really decided I am more interested in construction management.”

The Portland-based chapter began in 2006 and is part of a national program that helps educate more than 8,000 students across the country. Locally, it has served nearly 1,000 students since its inception.

“We had a great fundraising effort this year with continued growth, but we want to make sure it is measured growth, so that we continue to support the students’ present (and) future,” Boulware said. “We also want to get the students through the program, but we also want to return those students into the local, working ACE population. We have a limited labor pool and the program helps generate the future of our industry.”

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Historically, architecture and engineering have primarily attracted white males. But even though more women and minorities are studying to enter the fields, they aren’t necessarily choosing to start such careers or stick with them.

According to the American Institute of Architects, 45 percent of architecture schools’ graduates are women, and 39 percent of architecture firms’ interns are women. But only 25 percent of professional architects are women, and just 17 percent of firms’ principals are women, the AIA reported.

The numbers are even more striking for the engineering profession. Though in the 1980s, on average, women accounted for just 5.8 percent of the industry’s workforce, even now they account for only 14 percent, according to a report by the U.S. Congress Joint Economic Committee.

Yet the professional traits of architecture and engineering that draw men also, by and large, draw women. A love of design, math and/or science often is cited. Early exposure to related fields can be crucial.

“My dad was a carpenter,” said Gabrielle Riley, an associate and architectural designer with ZGF Architects. “My dad was passionate about his work. I used to go to work with my dad a lot.”

Architecture gave the 27-year-old Tuskegee University graduate a way to combine her design skills with many of the activities she enjoyed sharing with her dad. But Riley knows now that she is a rarity in the field: Fewer than 2 percent of American architects are African-American.

“I was pretty naive about architecture and didn’t really know what I was getting into,” she said. “I just saw blueprints and I’m like, I want to draw these.”

According to some engineers and architects who work in the Portland area, their fields are sorely lacking role models resembling the overall diverse workforce in the U.S.

Riley has noticed a distinct lack of black women architects able to serve as mentors to her or others. Sofia Chavez Cruz, a junior studying architecture at Portland State University, said it seems to her that few women are practicing the profession.

“It’s important for women to be visible in the field,” she said, and added that the lack of women “makes it harder to be a minority in a field that heavily relies on mentors.”

The problem is that because the industry has few women and minorities, few are available to serve as advocates.

“People tend to mentor for people that are like them,” said Daniella Moreano Wahler, an associate at PAE Engineers. “It’s not that (white men) don’t want women (or minorities) around; it’s that they tend to mentor people who are like themselves. It’s human nature.”

That lack of mentorship can impact students’ decisions made even in high school.

“Where I went to high school, in the engineering class where I got interested in architecture, there were only men,” said Kyhetica Lattin, a PSU junior from Corvallis. “There was only one other girl and she dropped out.”

Students must rely largely on outreach efforts like the ACE mentor program, which aims to bring architecture and engineering professionals into public schools to promote careers in their fields. The American Institute of Architects also has several outreach programs.

Meanwhile, PSU’s Green Building Scholars program has a mentorship aspect intended to help students get a grasp of what to expect following graduation.

“We just started a mentorship program where we pair one student with a professional in the field here in Portland,” said Kalina Vander Poel, who in 2016 received a master’s in architecture from PSU.

Vander Poel is overseeing the program while Green Building Scholars program director Corey Griffin is on sabbatical in Ireland. The mentors discuss a variety of issues tied to life after graduation, she said.

“They just fire away with questions about good, healthy work-life balance,” she said. “They discuss what it is like to work in the profession here in Portland, what their experiences are as a young professional versus being a student. They try to bridge that gap between academia and being a new professional.”

Attracting and keeping women and minorities in Portland after graduation can be a challenge. The city may be known as a trendy place appealing to young people, but also as one predominantly white. Riley said she was eager to join ZGF here rather than another firm in a more ethnically diverse metro area such as Washington, D.C.

“It was the opportunity to work with the firm,” she said. “I knew Portland had a reputation as a white city, but I didn’t see it as a challenge. It was an opportunity to work with a good firm that opened their arms to me, so why let color get in the way of that?”

The top reasons cited by women in a 2016 AIA survey for leaving the profession were: better opportunities (49 percent), lack of advancement (24 percent) and low pay (20 percent). But some women are sticking around. Kathy Shaloo Berg, a partner at ZGF, said the architecture industry has made strides in the 20 years that she has been in it.

As more women enter upper levels of management, the transition for women newcomers should become smoother, Berg said.

“It’s tough,” she said. “We can solve the gender problem by hiring more equally for people coming out of school. We can’t fix the racial challenge we have because we aren’t getting the different groups into college in first place.”

Architecture and engineering firms are beginning to find ways to keep women, at least, in their respective fields. One big change that occurred in the past decade is improvement in family leave policies.

Federal law requires businesses to offer up to 12 weeks of unpaid family leave – to either women or men. Some companies have policies that offer even more time off.

Jennie Cambier, a senior associate at Opsis Architecture, took six months off when she had her first child and then four more months when she had her second child.

“I think one of the things Opsis is doing is recognizing that people need to have work-life balance and that there are demands outside of the office,” she said. “I feel pretty fortunate that the firm has responded to my needs.”

PAE Engineers recently made available six weeks of paid leave for any employee who has had a child or needs to take care of a sick family member.

“One of the key reasons was to help attract more women to stay within the industry,” said Shiloh Butterworth, director of employee experience at PAE Engineers. “We are trying to bring in a more diverse workforce. We can set up young women 10 to 15 years down the road to be successful in the industry.”

“That policy is very helpful,” said Wahler, who is expecting her first child in two months. “It helps retain engineers. It has to be gender-neutral. It helps send the message that family care isn’t just on women.”

While efforts are being made to increase diversity in the architecture and engineering industries, new issues will need to be addressed, said Nicki Pozos, a client development leader at HDR.

“In our hope for diversity, we can’t just trade out four white guys for some women,” she said. “It’s not enough to put a woman in a position and expect them to act like a man.”

True diversity means incorporating the different perspectives that people bring to a workplace, Pozos said. Awareness of the struggles experienced by minorities in the field also is important, she added.

“We had one black man here and he left,” she said. “It takes a certain kind of person to be that one guy. We have to get past our blindness to that fact.”

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A fundraising luncheon held by the ACE Mentor Program of Oregon on Wednesday produced more than $100,000 for scholarships for high school students planning to enter the architecture, construction or engineering fields.

ACE Mentor Program of America was started in New York City in 1993 by structural engineer Charles Thornton, who was the keynote speaker at Wednesday’s event in Portland. The program has since offered guidance and training in architecture, construction and engineering to more than 40,000 high school students in about 100 cities.

Before Thornton spoke, several mentors and their student mentees told their stories, including Luis Soto Nampula of Parkrose High and his teacher Ally Packer. Nampula, who plans to major in electrical engineering, said he never would have had the courage to speak in public without learning how via participation in the ACE Mentor Program.

As Nampula talked about how the program helped him discover his love of engineering, he charmed the crowd with his easy demeanor and even drew a few laughs.

“If it was up to engineers, all buildings would be boxes,” he said.

The ACE Mentor Program of Oregon was started in 2006, according to its executive director, Kevin Jeans Gail. Today the local chapter relies on more than 40 professional firms to provide mentors for students from 41 high schools. To date, it has awarded about $312,000 in scholarships.

Between 35 and 40 high school seniors have applied this year for scholarships that range between $4,000 and $6,000, Gail said. Along with the scholarships comes the understanding that winners will major in one of the ACE Mentor Program fields, he said.

“We will have at least 12 or 14 scholarships,” he said the day after the luncheon. “And between 35 and 40 percent (of applicants) have a shot at a scholarship.”

Thornton, during his address, told the audience of about 500 at the Portland Art Museum that students’ involvement in the program often helps them not only get jobs, but also often leads to them becoming mentors themselves.

Thornton gave a brief history of why the ACE Mentor Program was started: to help widen the entrance to the engineering school at his alma mater, Manhattan College in New York City.

“Remember after the Berlin Wall came down (in 1989) and, believe it or not, defense budgets were cut,” he said. “My alma mater was thinking of closing its engineering school.”

The school served only white males until the 1970s, Thornton said, and he and a few colleagues from the school were determined to increase enrollment by attract a more diverse student body, including girls and minorities.

Thornton “lucked up,” he said, when he learned that the New York City School Construction Authority had 350 summer interns. He hired eight of them at minimum wage, he said, to serve as the ACE Mentor Program’s first trial group.

“We knew if we had them scrubbing floors, they wouldn’t come back,” he said. “So we had them doing marketing, business development, engineering and doing shop drawings.”

But the organization really got going when the New Jersey Port Authority (now the Port Authority of New York & New Jersey) came on board, Thornton said, and strongly encouraged its many contractors to connect with ACE.

“You have to have owners involved,” he said.

At the end of the luncheon, before Thornton noticed that Nampula was waiting patiently in line to meet him, the speaker pointed him out as a success story.

“I guarantee that if we put him up there before ACE, he would not have done so well – but he learned how to speak,” Thornton said. “It’s not about teaching kids how to do engineering as much as it is about teaching teamwork and collaboration. That’s the key.”

While the two finally met, Nampula’s teacher gave a similar assessment of how the ACE program helped her student.

“It’s given him a kind of vision for what his career might look like,” Packer said. “He had the opportunity to work with engineers and architects and understand, ‘this is what I’m going to do.’

“I think it encouraged him and solidified his dream and I think he’s very sure now, even more than before. And his confidence is really better.”

More about the ACE Mentor program of Oregon is available .

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The ACE Mentor Program of Oregon last week awarded $64,000 in college scholarships to high school students in the Portland area. The money will help the youths pursue education in architecture, construction and engineering.

Antonio Crosier of Franklin High School and Justin Kwong of Cleveland High School each received a $6,000 scholarship.

$4,000 awards went to: Samuel Gomez, Wilsonville High School; Bethany Woods, Wilson High School; Caroline Ambrose and Violetta White, St. Mary’s Academy; Eve Lathrop, Cleveland High School; Dustin Diep and Jackson Sany, Franklin High School; Kevin Pham, David Douglas High School; Sophie Tanner, Grant High School; and Sarah Grassl, Sandy High School.

$3,000 scholarships went to: Hawii Boriyo, Lincoln High School; Conor Henson, Cleveland High School; Claudia Monroy-Benitez, Roosevelt High School; and Nyles Green, Grant High School.

Since 2006, the ACE program has awarded more than $300,000 in business-funded scholarships to more than 60 Oregon high school students.

The ACE Mentor Program is an after-school initiative to help high school students make informed career decisions about the building trades. This past school year, 148 students took part in the program, working in teams with support of nearly 100 mentors.

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Ninety-nine high school students in the Portland-metro area are learning firsthand what it’s like to work in a range of professions in the building industry as part of the 2013 ACE Mentor Program of Oregon.

Sixty-one volunteer mentors from the local building industry are working with students from 27 area high schools in after-school sessions. During the sessions, held in local firms’ offices, students are working in small groups with their mentors on real-life projects that teach them how buildings and spaces are designed, engineered and constructed.

Today, two students and one mentor share with the 91��Ƶ their program experiences.

The Students

• Mark Brown

• Hannah Anderson

The Mentor

• Bryan Condon

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Mark Brown

School: Health and Science School

Year: Junior

When I came to ACE, I was put in as part of Group 4, a group made of mostly second-year ACE students and art students. I was neither. Our group, along with two of the other three groups, chose to make a performing arts addition to a run-down old high school.

Our task was to pretend that the school was still functional and to make it a whole new part for the performing arts – and all for under $2.4 million. This was a quick joy for many of the members of my group because many of them had a history in the arts.

The art students and the seniors who had done ACE last year got to talking about their plans as if they already knew everything that would happen. I found myself lost in their quick ideas.

Our first meeting continued when all the groups went to observe the site. There were three things on the almost vacant lot: a large field, the main school building and something a little odd. The old brick school stood in front of us, four stories tall, but the tallest and most noticeable object on the block was an old building with a large smokestack. We had no clue what it was or why it was there, but it sure did catch everyone’s attention.

Two weeks later we had the first official team meeting of Group 4. We met on the 26th floor of the US Bancorp Tower – or, as we called it, “Big Pink.” It was quite an exciting place with an amazing view of the east side and the river.

It was an interesting meeting due to the fact that we had only met in a larger setting before and never really worked together as a group. From the start it was easy to see that we all had a passion for design.

Our first task was to figure out how we wanted all the rooms to fit together. We thought this was a fairly straightforward task, but soon found out otherwise. As we all presented our different ways of doing a seemingly simple task, we found that there are many very different ways of approaching it. Many of us felt strongly about our ideas when we presented them the first time.

We were sent back to revise our ideas when we were faced with a common dilemma. This was the fact that I noticed far before anyone else. While all our ideas worked, they were all squares. No one had thought of anything much different than the simple and efficient box.

I went to look out the window at the beautiful cityscape. I saw all the square buildings on their square city blocks with their square rooms, and realized that very few of them stood out. That is when I came up with a new idea of how to present this building, something that would make it stand out and be iconic.

I shared my idea with the members around me and we quickly went off on this new idea of “old meets new.” We thought that instead of burying the curve of the auditorium, we should make it stick out. The bottom would be rounded instead of square, and would stick out just above the entrance so everyone would know the focus of this addition.

We are still working on this idea and advancing it, but it is quite a shift from our starting point.

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Megan Grasle

School: Lincoln High School

Year: Senior

Our first session was held at Group Mackenzie. Our mentors taught us about bubble diagrams, which led into a general discussion of the design of the floor plan. Our group unanimously decided that our building will include both an industrial wood shop and a more modern type of a digital design lab.

While trying to decide where each of the rooms would be located within the building, the question of the building’s shape came into conversation. We jokingly threw around shapes, but eventually landed on three designs: the bow tie outline, the light bulb, and the classic ‘L’ shape.

I didn’t necessarily like some of the ideas that we came up with, but I went along with it for the sake of the group. Most of us were doing this, but as soon as people starting tuning it out, we ran into a problem.

After much arguing and dismissing of ideas, I think we were all kind of fed up with trying to communicate. Eventually, we all just caved and we ended up with the simplest, most refined idea of the ‘L’ shape. I’m glad that we came to this idea, but I feel like this was a lot more difficult than it needed to be.

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Ninety high school students in the Portland-metro area are learning firsthand what it’s like to work in a range of professions in the building industry as part of the 2012 ACE Mentor Program of Oregon.

Nationally, the ACE Mentor Program has paired up more than 60,000 students with architects, engineers and contractors.

Locally, this year’s program boasts 60 volunteer mentors who are working with students from more than 30 area high schools in after-school sessions. During the sessions, held in the offices of local firms from the building industry, students work in small groups with their mentors on real-life projects that teach them how buildings and spaces are designed, engineered and constructed.

This week, two students describe development of their projects.

Megan Mueller

Living in Oregon, we are surrounded by the labels of “green” and “eco-friendly,” but I never knew exactly what made those buildings and structures achieve these ranks.

Then my group went to SERA Architects, and learned about creating “green” buildings.

I never knew how much it took to create something capable of being labeled that way. I didn’t know that there was a checklist of many different things that the building had to meet before it could be labeled with an eco-friendly tag. There was the amount of water used, the amount of energy recycled … every single thing I took for granted as just being there when I needed it. I had never thought about where my shower water goes or what happens once I turn on the light.

So many people think they are being green and eco-friendly by reducing the amount of paper they use or using less water, and no doubt that is a good thing to do. But learning about these buildings has shined a whole new light on what I believe to be “green living.”

Meryl Kruskopf

As I enter the doors of ZGF Architects I can tell immediately I’m in the right place.

The room is paneled with wooden slates, giving the openness of the elevated ceiling and the contrasting black tile floor a welcoming feeling of warmth. The floating stairwell reminds me of ZGF’s work in the Port of Portland headquarters, a building I recently toured for Engineer Week. As I ascend to the firm’s offices I feel as though I’m floating upward. Today we are learning how to draw elevations and sections. Elevations are basically drawings of the building as if you are staring at it head-on, a one-point perspective of an exterior face of the building.

A section, which was demonstrated to us through a three-dimensional foam model, is a drawing of a cross section of the building, including everything in that slice of the building. A section would show floors, walls, structure and stairs or elevators.

While my group easily understood these concepts, drawing these pictures was another challenge altogether. We still hadn’t all agreed on the same floor plan, so every wall had to be double-checked and debated. It seems that above all technical aspects of our project, communication is the most difficult.

Hopefully we’ll get our thoughts together enough to present at next session’s mid-review.

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Ninety high school students in the Portland-metro area are learning firsthand what it’s like to work in a range of professions in the building industry as part of the 2012 of Oregon.

Nationally, the ACE Mentor Program has paired up more than 60,000 students with architects, engineers and contractors.

Locally, this year’s program boasts 60 volunteer mentors who are working with students from more than 30 area high schools in after-school sessions. During the sessions, held in the offices of local firms from the building industry, students work in small groups with their mentors on real-life projects that teach them how buildings and spaces are designed, engineered and constructed.

This week, two students describe development of their teams’ projects.

Taylor Spencer

Eight sessions in, and my group is only beginning to make significant progress. Not that things have been going poorly; we’ve just all been on completely different pages in regard to our yoga studio. After our first recent lesson, I feel as though we’ve begun to make notable progress.

So far, we’ve heard from a handful architects, a mechanical engineer and a civil engineer.

Today was the day I was not looking forward to: construction management and a too-long elevator ride to the 21st floor of Fox Tower. But the meeting went surprisingly well. Next time I have to listen to a contractor, I’ll suppress any sort of pessimistic thoughts wandering around in my mind.

Our mentor, Jon Clausen from Hoffman Construction, went through the basics of construction management. We learned about scheduling and budgeting. I learned it takes far too long to simply begin building a new building!

We created a mock schedule and decided we’d take approximately two years to finish just our tiny yoga studio!

We also learned that our studio was currently estimated to cost $800,000 more than our $1.4 million budget, so we began discussing what we refused to get rid of and what we could afford to lose – both in our budget and our hearts.

We scrapped the idea of a fancy elevator and discussed building materials. We considered sizing down our building. By the end of the meeting we came to a consensus on a handful of money-saving plans.

The rest of the meeting was spent in separate groups, working to bring our elevations, floor plans, etc., together. I worked, as a student, alone, with the help of our team’s interior designer, Kim Ford, to work on exterior materials. Oddly ironic, right?

I brought our north and west elevations together, deciding on brick material covered completely in painted metal, some cedar planks covering various sections of the metal, and plenty of windows. My six peers worked on floor plans, elevations and site plans. I was so engrossed in my cedar planks that I didn’t even stop to see what they were up to!

Thus concludes my eighth ACE session and my first blog post. In two weeks, we’ll be visiting KPFF Consulting Engineers on the 26th floor of Big Pink to learn about structural engineering: my area of interest! I look forward to the lesson, but I dread the elevator ride to the frightening 26th floor.

Meryl Kruskopf

As the elevator rose to the 26th floor, I had to yawn to let my ears pop due to the elevation. But the view was amazing. The entirety of Portland east of Southwest Fifth Avenue was laid out before my eyes.

I began to get a little dizzy, and as I put on my glasses, the world fell into focus. It felt strange to be up so high without climbing upwards for hours because for me, views like these are normally attained through a hike in the Columbia Gorge.

A helicopter rose from a rooftop and sped across the skyline, soon becoming a dot in the distance. There was Mount Hood looming in the distance serving as a backdrop to Rocky Butte and the array of dirt-covered rooftops immediately below us.

The people looked like dolls and the cars like the Hot Wheels I played with when I was 8.

An ambulance cry sounded in the distance, and a small flashing light appeared far down Burnside. The murky waters of the Willamette listlessly moving north slowed the whole scene to a crawl.

It had proven worthwhile to arrive 20 minutes early, but now it was time to begin. Today we were learning about structural engineering.

It turns out that to be an official structural engineer, a 16-hour test is required – and that’s after the numerous tests required to become a civil engineer. While this initially seemed daunting, it’s also very reassuring to know that the people in charge of preventing buildings from collapsing really know what they’re doing.

After a tour of the office, we began looking at diagrams and planning the structure for our own theoretical bike shop. We chose locations where the beams would not only provide adequate structure but meld into the layout of the building, perhaps serving to also support a display rack or break up the space.

After choosing these spots we gridded the layout, labeling the axes respectively with numbers and letters. This ended our session on structural engineering.

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